Mission of Columbia Basin College
Philosophy of Education
We believe education is a continuing process requiring involvement of the total individual. Education is enhanced by building upon earlier learning/life experiences, and is proportionate to the degree of active individual involvement. Learning is evidenced by behavioral changes. Optimum development of potential is dependent upon achieving program outcomes. Learning is facilitated when experiences occur on a continuum of simple to complex and within a framework that allows career mobility and continuing education.
Philosophy of Nursing
Nursing is interpreted as a service to mankind in fulfillment of basic human needs. This includes health education; prevention and treatment of disease; rehabilitation of the recovering individual; and support of the dying. The individual is viewed as a member of a family and of a community, all of whom are concerned with preservation and restoration of health or achieving a peaceful death. We believe that the individual exists in a dynamic equilibrium with the environment. We believe that individuals influence, and are influenced by, the internal and external forces that surround them. We believe that each individual regardless of age, gender, race, creed, or ethnic background, has as an inherent right to comfort, dignity, and autonomy in healthcare decisions. To achieve these rights, nursing care should be directed toward assisting the patient to make informed choices. This holistic approach is implemented through the use of the nursing process and appreciation of scientific and social principles.
We believe nursing education is an integration of the philosophies of education and nursing, correlated with concepts from the humanities, social sciences, and life sciences. There are multiple roles and practice levels for beginning practitioners, each with identifiable competencies. The primary objective of nursing education is the preparation of safe, competent graduates that function as professionals in multiple roles and practice levels while fulfilling their educational and professional goals.
The CBC Nursing program exists to:
Definition of Major Concepts
Major Concept: Individual
An individual is viewed as a holistic being interacting with the environment. Human functioning occurs developmentally through the lifetime in physiological, psychological, social, cultural, and spiritual dimensions. An individual is viewed as a member of a family and community all of whom are concerned with the preservation and restoration of health or achieving a peaceful death.
The application of the concept individual is reflected in the focus of course content on the individual as part of a family and part of a community. Physiological systems provide organization for much of the course content; however, other aspects of the individual such as psychological, social, cultural, and spiritual are included in each course as applicable.
Major Concept: Health
The physical, social, and mental health of individuals changes throughout the lifespan. The Nursing program presents various theories of health and wellness, but accepts and supports the individuals own perception of health and wellness. Health and illness may be viewed as a state of being that can be located on a wellness-illness continuum. The concept of health also includes the subconcepts of health education, prevention and treatment, rehabilitation and restoration, and support for the dying. Each of these subconcepts is described below:
Nursing is a professional service to man, an interpersonal-caring process, a technological entity (scientific methods and techniques), and a scientific process (the nursing process) which demands specific actions. The goals of nursing are directed towards illness prevention, treatment, rehabilitation, and maintenance of an optimal state of health as well as supporting death with dignity. Subconcepts of nursing include the nursing process, critical thinking, legal and ethical principles, leadership and delegation, career mobility, and education articulation.
The nursing curriculum at Columbia Basin College integrates four conceptual framework threads throughout the program. These threads include growth and development according to Erikson’s Eight Stages of Life, Maslow’s Hierarchy of Needs, pharmacology, and nutrition. Nutrition is included as a thread since a separate nutrition course is not required for the Nursing program. These components are integrated into learning units as appropriate. Each thread is briefly explained below:
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