UW School of Nursing Philosophy of Graduate Education
Initial approval 2009; revised and approved by votes at UW Seattle, Tacoma, and Bothell campuses Autumn 2018
The School of Nursing faculty believes graduate education denotes the critical appraisal of the concepts and theories that underlie the nature and practice of nursing and the extension of the processes of inquiry (problem solving, critical thinking and research) for the development and testing of knowledge, and for the translation of evidence to practice.
The organization of graduate programs recognizes the diverse areas of specialized and advanced practice in nursing, is guided by the current state of knowledge and societal needs, provides a foundation for the continuing evolution of new knowledge both in nursing and in other disciplines, and fosters leadership.
The faculty also believes that the diverse and varying educational, personal, and cultural experiences that students bring to their graduate studies are valuable to the programs and that the strengths of such backgrounds must be fostered and nurtured within educational environments that are characterized by free interchange among scholar/teachers.
Furthermore, graduate study requires that scholarly exchange, objectivity, and creativity must prevail in the learning environments of the classroom and the laboratory. The faculty believes that the goals of graduate education require that a high level of inquiry be attained through the development of a collaborative role that involves both faculty and students in the discovery and refinement of knowledge. Further, graduate education requires learning experiences and environments that represent the multicultural composition of the world and reflect the broad range of interests and concerns of faculty and students and the communities they serve.
The faculty recognizes that each student also comes with individual goals and that the attainment of these goals will be achieved in various ways. Scholarly inquiry is a component of all graduate programs in the school.
UW School of Nursing Philosophy of Undergraduate Education
Approved 2009
The nursing faculty believes that university-based undergraduate nursing education prepares professional nurses whose practice is informed by theory and research. The philosophy of the undergraduate curriculum is rooted in values of excellence, diversity, community, social justice, integrity, and creativity. Preparation for the various roles in practice requires knowledge of the arts, sciences, and humanities, together with content and processes specific to the discipline. An interdisciplinary emphasis engages students in a broad range of ideas and knowledge. Professional nursing requires a commitment to scholarly inquiry, social equity, advocacy, and life-long learning.
The faculty members believe their teaching styles must consider the diverse nature of how students learn. We are a community of learners and scholars—a community that is created in collaboration with students.
The Bachelor of Science in Nursing curriculum focuses on critical thinking and analysis, communication, and diversity. The baccalaureate degree enables a nurse to assume a leadership role and practice from an evidence base. Graduates collaborate with trans- disciplinary teams in complex organizational systems to improve health care access, cost, and quality. The curriculum prepares graduates to competently work in partnership with individuals, families, communities, and populations to promote health locally and globally.