Curriculum Concepts

The content included in the conceptual framework is representative of the mission, values, beliefs and practices of the nursing faculty. The four major paradigm concepts include individual, health, nursing and environment. The nursing paradigm concepts will be traced throughout each course and divided into the progression of the four quarters of the program.

Nursing process is the scientific problem solving process that uses critical thinking to evaluate situations in order to reach a logical and justifiable plan to meet the healthcare needs of the individual. It is an organized methodology that has five steps and is circular in nature. The steps are assessment, nursing diagnosis, planning, implementation and evaluation. It begins with assessment followed by a nursing diagnosis that is the identification of a real or potential problem. Next a plan for solving the problem is developed then implemented followed by an evaluation of how successful the plan was. If not successful the process keeps going until an acceptable solution is reached.

Professional role involves a commitment to the profession of nursing, a commitment to abide by the rules and regulations set forth by the regulating and professional organizations and to demonstrate an appreciation for the values of the nursing profession, to incorporate into the professional career a life-long learning concept and a commitment to maintaining a strong knowledge base in the ever-changing environment of the healthcare field. It defines the characteristics unique to all professions and is further defined by “Law Relating to Nursing Care and Regulation of Health Professions for the State of Washington.”

Erickson describes the physical, psychological and emotional tasks for each of the eight developmental stages of each individual. This coupled with Maslow’s hierarchy of needs forms the bases for assessing a person’s needs and abilities. The degree of success accomplished as one progresses through the stages identified by Erickson and the further from the primitive needs identified by Maslow the easier it is for individuals to cope with the stress related to healthcare issues for individuals or their significant others.

Communication is a dynamic process of information exchange utilizing both verbal and non-verbal modes. Therapeutic communication skills are utilized to transmit relevant, accurate and complete information in a concise and clear manner. It demonstrates knowledge, caring and cultural awareness and is directed toward the promotion of positive health outcomes and the establishment of therapeutic relationships.

Safety includes all behaviors that ensure the well-being of self and others. It begins with the assessment of one’s own needs in order to attain maximum physical and emotional well-being and progresses to well-being of the environment and that of other individuals.

Teaching and learning are processes by which information is shared between and among individuals. The goal of educating individuals is to facilitate informed decision making, to expand knowledge and to change behaviors. Concepts should be introduced from simple to complex and should have the ability to be applied to specific situations.

Caring encompasses those behaviors that demonstrate a genuine concern for another individual. A demeanor that is sensitive to another’s real and potential needs and performing nursing care in a safe and effective manner that transmits a consistent caring presence while treating the individual with respect and dignity. It denotes a personal sense of commitment to and responsibility for the individual, the family or the community that one serves.

Cultural awareness is the act of recognizing and respecting the importance of cultural differences. Culturally competent nursing care is defined as being sensitive to issues related to culture, race, sexual orientation, social class and economic factors.

The people of our community college district can be seen as a tapestry woven of many. The faculty has a strong belief in cultural awareness and sensitivity strands. Our culturally competent care will be defined as being sensitive to issues related to culture, race, gender, sexual orientation, social class, and economic factors. Students and faculty will be asked to examine their own cultural values, beliefs, and cross cultural communications styles. Students and faculty will be asked to study cultural diversity concepts and apply them both within the classroom and in their practice in the community lab setting.