CHHS

Goals

Consistent with the mission of the University, the goals of the School of Nursing for all programs are:

1. To promote and advance the quality, accessibility, and availability of nursing education and nursing care for the rural population of southeast Georgia and beyond by:

  • Providing for the education of baccalaureate, master, and doctoral level nursing students capable of delivering high quality nursing care with skills and knowledge in keeping with the Statutes of the State of Georgia and as defined by the ANA Standards of Practice (2004), the ANA Code for Nurses (2008), the ANA Nursing’s Social Policy Statement (2003), the AACN Essentials of Baccalaureate Education for Professional Nursing Practice (2008), the AACN Essentials of Master’s Education for Advanced Practice Nursing (1996), the NONPF Advanced Nursing practice: Curriculum guidelines and Program Standards for Nurse Practitioner Programs (2008); and the AACN Essentials for Doctoral Education for Advanced Practice (2006);
  • providing the opportunity for upward mobility for the registered nurse;
  • providing instruction which focuses on the ethnic, cultural, and social content necessary to enable nurses to deliver care in a manner acceptable to the diverse population of the southeast region of Georgia and beyond;
  • providing a regional academic center for professional nursing which contributes to the expertise of the profession and the well being of the community by promoting scholarly activities, creative endeavors, and continuing education for nurses;
  • providing an educational base upon which graduate study may be built for specialization in nursing as a clinician, educator, administrator, or researcher; and
  • promoting the placement of baccalaureate and graduate prepared nurses in rural and other health care shortage areas;

2. To influence the course and progress of the health care delivery systems in the rural southeast region of Georgia and beyond by:

  • preparing nurses to contribute to strategic planning and change in community health care organizations; and
  • preparing nurses with appropriate skills to function effectively with community groups to impact health policy;

3. Increase the effectiveness of nurses as individuals and nursing as a discipline by:

  • promoting professional identification and commitment;
  • teaching caring and mutually enabling factors that will enhance the personal and professional growth and development of nurses;
  • promoting professional autonomy and multi disciplinary collaboration;
  • preparing self-directed, life-long learners, capable of initiating change and adapting to the rapidly changing environment;
  • providing preparation for self-governance and participation in the institutions of a democratic society; and
  • enhancing the quality and excellence of nursing care delivered in the region and beyond.

Approved 09/2006 Reaffirmed August 10, 2010


References for SON Mission, Vision, and Goals, Philosophy, and Student Learning Outcomes

Because the School of Nursing’s mission includes the professional development of a diverse group of students, nursing faculty carefully reviewed and chose professional standards and guidelines that represented a broad base for various levels of nursing practice.  A variety of professional nursing standards (along with selected specialty area nursing practice standards) representing the most current and developed perspectives of the discipline of nursing were chosen to underpin and develop the mission, philosophy, purposes, goals/objectives of the School of Nursing.  All are consistently applied as guidelines for the development of program and curricula materials for the preparation of nursing students.  Specifically, the standards referenced include:

American Nurses Association. (2015). Code of ethics for nurses. Washington, DC. American Nurses Publishing.

National Task Force on Quality Nurse Practitioner Programs. (2012). Criteria for evaluation of nurse practitioner programs: Report of the National Task Force on Quality Nurse Practitioner Education. (NTF). Washington, DC: NONPF.

American Association of Colleges of Nursing. QSEN Education Consortium. (2012). Washington, DC: AACN.

American Association of Colleges of Nursing. (2011). The essentials of master’s education for advanced practice nursing. Washington, DC: AACN.

American Association of Colleges of Nursing. (2009). Establishing a culturally competent Master’s and doctorally prepared nursing workforce. Washington, DC: AACN.

American Association of Colleges of Nursing. (2008 ). The essentials of baccalaureate education for professional nursing practice. Washington, DC: AACN.

Consensus Model for APRN Regulation: Licensure, Accreditation, Certification and Education. (2008).

American Association of Colleges of Nursing. (2008). Cultural competence in baccalaureate nursing education.

American Association of Colleges of Nursing. (2006). The essentials of doctoral education for advanced nursing practice. Washington, DC: AACN.

American Nurses Association. (1998). Standards of clinical practice. 2nd edition. Washington, DC: American Nurses Publishing.

American Nurses Association. (1996). Scope and Standards of Advanced Practice Nursing. Washington, DC: American Nurses Publishing.

American Nurses Association. (1995). Nursing social policy statement. Washington, DC: American Nurses Publishing.

Association of Community Health Nursing Educators. (1992). Essentials of master’s level nursing education for advanced community health nursing practice. Lexington, KY: ACHCE.

American Nurses Association. (1988). Nursing case management. Washington, DC: American Nurses Publishing.

American Nurses Association. (1985). Code for nurses with interpretive statements. Washington, DC: American Nurses Publishing.

Last updated: 7/14/2016

School of Nursing • P.O. Box 8158 Statesboro, GA 30460 • Georgia Southern University