The faculty of the Tanner Health System School of Nursing believes and supports the mission, purpose, and goals of the University of West Georgia. While offering both undergraduate and graduate academic programs, the Tanner Health System School of Nursing frames its philosophy within the theoretical structure of caring as the essence of nursing. The faculty are committed to creating a culture of quality caring that fosters caring collaborative relationships between teachers and learners; patients, families and nurses, as well as other members of the healthcare team. Within a culture of quality caring, all persons are viewed as inherently worthy and deserve respect, justice, and equality regardless of gender, race, culture, sexual orientation, or socio-economic status. In pursuit of these beliefs, the faculty declare the following statements of our beliefs and assumptions:
Persons, including individuals, families, groups, communities, and populations, are unique and dynamic as thinking, caring, feeling contributors to society with the power to make choices and assume responsibility for their choices. Persons are holistic, representing an integration of mind, body, and spirit. They have spiritual-social-cultural-ethical beliefs and values that influence the perception of self, others, and the world.
People construct meaning and develop knowledge through being in the world and interacting with the world. Environment includes persons, cultures, the health-care system and other aspects of the constructed and natural world. A concern for the environment is essential due to the social, political and economic influences on health and the health-care system.
Health is a dynamic and contextual state of being in which there is a balance of relationships, choices, and human potentials. The person's perception of health is unique and self-determined within psychological, biophysical, socio-cultural, developmental and spiritual dimensions.
Nursing is a distinct discipline focused on promoting optimal health through the formation of caring relationships across the lifespan while recognizing and respecting the uniqueness of recipients of care. Quality caring provides the foundation for nurses to deliver safe and person-centered care in a rapidly changing health care environment (Duffy, 2009).
Teaching-learning is a dynamic, reciprocal, lifelong process that nurtures and facilitates growth in all participants. Learning occurs through meaningful relationships characterized by connectedness, openness, and creativity. Teachers and learners share the responsibility for creating and maintaining an environment that nurtures these relationships (Duffy, 2009).
The undergraduate program prepares graduates for professional nursing practice, future leadership roles, and advanced education. Education at the graduate level is designed to foster utilization of theoretical and empirical knowledge in advanced nursing practice.
Duffy, J. (2010). Quality in caring in nursing: Applying theory to clinical practice, education, and leadership. New York: Springer Publishing Company.
Hills, M. & Watson, J. (2011). Creating a caring science curriculum: An emancipatory pedagogy for nursing. New York: NY, Springer.
University of West Georgia Tanner Health System School of Nursing. (2010). 2009-2010 faculty handbook. Carrollton, Ga: Author.
(Approved, 4/23/2012, SONF)