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Mission and Philosophy

Nursing Program Mission Statement
The mission of the Broward College Nursing Program is to prepare competent, compassionate, and culturally sensitive entry-level nursing graduates whose professional practice encompasses legal and ethical decision making. The Department of Nursing is committed to providing a nursing program that is accessible to a diverse community of learners. Delivered by a dedicated Faculty, the program provides a collaborative teaching-learning environment to promote critical thinking, lifelong learning, and positive role in a changing and global society across the lifespan. The program is committed to accomplishing this mission through the use of effective and diverse instructional methods that encompass both traditional as well as technology-based strategies.

Nursing Program Philosophy

The philosophy of the Broward College Associate of Science Degree in Nursing Program is built on the foundation of the meta-paradigm concepts and constructs of human being/person, health, environment, and nurse/nursing within the associate degree program competencies of human flourishing, nursing judgment, professional identity, and spirit of inquiry which the faculty believe to be the unifying core for th profession of nursing.

Human Being/Person

The faculty believes that every human is a unique being with inherent dignity, value, rights, and worth.  Each person has complex and dynamic biologic, psychosocial, cultural and spiritual dimensions that are in constant interaction with the environment.  Each person is the synergy of unique and complex attributes, values, and behaviors with physical, psychological, social, aesthetic, and spiritual needs that must be met if s/he is to survive, develop, and grow holistically and achieve self-actualization.  Each person has unique abilities, characteristics, resources, experiences, social norms, and moral and ethical constructs that guide independent and collaborative decision making regarding health issues and care choices within the context of the wellness-illness continuum.

The person within the meta-paradigm is defined as a patient and/or client who may be an individual, family, aggregate, community, or population and whose needs are met holistically by nursing in a variety of settings.  Personhood includes the inner conception of who s/he is and the collective conception of who they are, and these concepts are shaped by diverse cultures; family; politics; and social, economic, and global environmental and healthcare systems.


The faculty believes that health is a reflection of the person’s physical, emotional, intellectual, social, and spiritual human flourishing.  Health is a dynamic state that encompasses many processes: promoting and maintaining health, preventing illness, recovery from illness, dying with dignity, and the role of family, culture, and community in a person’s development.  Health is individually perceived and determined by biophysical, psychosocial, spiritual, and transcultural dimensions across the lifespan.  Health is influenced by one’s inherent capabilities, developmental stages, values, and beliefs.  Each person has the right and the abilities to manage health and health care choices through collaborative processes and interface with health care systems, resulting in informed health decisions and shared accountability for outcomes. The nurse acts as an advocate with a patient centered approach promoting self-determination and autonomy, empowering persons to make competent, evidence-based health care decisions and actions across the lifespan while coordinating the transition of the patient through all levels of care.


The faculty believes that environment is the physiological, psychosocial, cultural, philosophical, developmental, and spiritual conditions and forces that impact the health, life, and development of a person and/or group in the global environment. Internal and external environmental conditions and forces continually change, interconnect, and interact, forming the complex context for holistic nursing practice. Within this context, the nurse communicates and collaborates with the person to promote positive outcomes, to assess the environment at the level its impact is perceived by the person, to manage its constraints, to utilize its resources to promote health, and to value community empowerment and social justice. The nurse provides professional supportive, protective, and/or corrective modifications to the environment working to improve social conditions affecting health. Respecting the values, customs, culture, and unique responses of the person to and within the environment the nurse acts in accordance with ethical, legal, and regulatory requirements.


The faculty believes that nursing is a discipline incorporating evolving core values and perspectives integral to nursing in which the holistic needs of the person are met in a variety of settings. The body of knowledge that serves as the rationale for nursing practice and is held to be of most value in the discipline of nursing includes: (1) empirics, the science of nursing;(2) esthetics, the art of nursing(3) the component of personal knowledge in nursing; and (4) ethics, the component of moral knowledge in nursing. The professional identity of nursing is situated , practice-oriented, person-centered collaborative caring, guided by ethical decision-making and shaped by internal and external environments as well as social, political, professional, and economic systems. Nursing is grounded within a framework of compassionate caring, civility and inclusion, critical thinking based on the nursing process, ethical reasoning, evidence-based clinical and technological competencies and applications, professionalism, and supportive interpersonal processes. This framework of nursing is guided by nursing regulations, standards of practice, and the ACEN Core Components (ACEN, 2013).

The mission of nursing is to provide for the holistic health care needs of persons in their communities; to mediate as an advocate between persons and systems; to deliver culturally-competent care based on sound nursing judgment that honors diversity, informed decision making, and human dignity. Facilitating communication, team work, and continuity of care within and across settings and life experiences, nurses promote positive health outcomes, excellence, and the advancement of the nursing profession.

Within the totality of nursing practice, the registered nurse with an associate degree in Nursing functions professionally in a wide range of health care settings, as a provider of safe, quality care, manager of care, and a member of the discipline of nursing. The nurse responds to the full range of the health continuum using evidence-based judgments in practice professionally working in and with diverse groups. Using evidence-based decisions, the nursing process, and contemporary clinical, relational, and leadership competencies, the nurse delivers ethical, compassionate, and collaborative care reflecting integrity and responsibility directed toward the promotion of positive outcomes, improvement processes, and professional growth. The associate degree nursing graduate uses their knowledge and skills to enhance human flourishing for patients, communities, and self; and approaches all issues and problems in the spirit of inquiry using sound nursing judgment to continually develop professional identity. Faculty beliefs on teaching, learning, and nursing education.

Teaching–learning are those goal-directed processes involved in the transmission and assimilation of information in order to expand knowledge and change behaviors. Learning is a life-long endeavor that provides an opportunity for the enrichment of life and the ability to contribute meaningfully as a responsible citizen in diverse, local, and global communities. Learning enhances the individual’s development as a positive role-model and informed creative decision-maker and gives the learner an awareness of global and cultural perspectives so that s/he is capable of contributing to a dynamic knowledge and service-based global society in a socially responsible manner. The teaching-learning process is facilitated through planned sequences of experiences and by actively involving the learner in goal-directed activities that are perceived as having purpose and meaning that allows the student to develop an ever-widening lens of understanding and expanding repertoire of dynamic response patterns. Teaching is the facilitation of learning and inherently requires the valuing of the learner as a unique, dynamically complex person. Teaching is a collaborative process whereby students are empowered to develop critical-thinking skills to be safe, competent practitioners and view unfolding, complex situations from multiple perspectives and apply different interpretive schemes.

The teacher is the catalyst in the student’s ability to explore, to understand, to communicate, and to integrate innovative concepts, while the student is ultimately responsible for his or her own learning.  Faculty and students share the responsibility for creating an caring, educational climate that fosters caring, mutual respect, civility, integrity, honesty, intellectual inquiry, critical-thinking, creativity, accountability, and effective communication to assume positive, professional roles in a changing society. Faculty provides the learner with the resources, technologies, opportunities for learning, and guidance.  Functioning as resource persons and role models and guided by the Accreditation Commission for Education in Nursing (ACEN) core  competencies for nurse educators, the faculty create environments that encourage the acquisition of knowledge and insights; self-direction; deliberate, informed practice and ethical comportment; quality and safety initiatives; the core values of caring, diversity, excellence, integrity, ethics, holism, and patient-centeredness; and motivation for life-long learning within the nursing profession.  The learning environments that are created consider and value the diversity in age, life experiences, culture, and educational needs of the individual learners and provide opportunities for student participation and educational goal attainment as well as an impetus for curricular development.

Nursing education is structured to teach the art, science, ethics, and personal knowledge of nursing and is the process by which individual learners are socialized into the profession of nursing.  To facilitate different modes of learning, classroom, simulated laboratory, informatics, and a variety of culturally-diverse health care settings are used.  These learning environments foster professionalism; creativity and innovation; effective ethical decision making models; leadership; communication and team dynamics; culture of safety;  teaching, managing and coordinating  all levels of care; competency in practice based on evidence and best practices; legal/ethical accountability and advocacy; caring abilities that honor individuals, colleagues, families, and groups; system effectiveness; and a commitment to self-reflection, self-actualization and life-long learning. A systematic plan of evaluation monitors the teaching-learning process, attainment of the program outcomes, and program integrity.

Accreditation Commission for Education in Nursing [ACEN]. (2013). Outcomes and competencies for graduates of
practical/vocational, diploma, associate degree, baccalaureate, master’s, practice
doctorate, and research doctorate programs in nursing.  New York: Accreditation Commission for Education in Nursing.

National League for Nursing [NLN] (2005).The scope of practice for academic nurse educators.
New York: National League for Nursing.
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