Applied academic skills enable employees to put skills based on academic disciplines and learning—such as reading, writing, mathematical strategies and procedures, and scientific principles and procedures—to practical use in the workplace. The following initiatives identified applied academic skills as an important employability skill.
NOTE: These examples represent a sample of employability standards and assessments compiled during an inventory of employability skills conducted in 2012.
Click on pieces of the framework below to learn more about the skills required for employment. Please help us keep ECRP free to readers around the world by making a financial contribution to the journal. As demand for birth-to-3 care rises, infant rooms have become increasingly popular in campus-affiliated programs and laboratory preschool programs at colleges and universities in the United States (T.
Campus-affiliated child care programs (then called child development laboratory programs) began to emerge on U.S. Nearly all postsecondary institutions juggle competing priorities and seemingly ever-tightening budgets. The primary bodies of literature examined in this study included those related to university-affiliated programs and to conceptualizations of what infants experience in birth-to-3 programs.
Numerous and varied relationships between and among members in the system of care and education surround individual infants and their families in campus-affiliated programs (McMullen & Dixon, 2009). Bioecological Systems Theory posits that the development of the child (or infant) is influenced by several environmental systems (Bronfenbrenner, 1979, 1986, 2004).
Exosystem: Affiliated campus-level administrators, departmental units, and faculty members associated with the infant room in the early childhood program. Macrosystem: Norms, values, and cultures imbedded within and throughout the system elements.
The arrow in our system model indicates reciprocity of relationships and communication flow through the system. We recognize that campus-affiliated programs, like infants, grow and develop in unique contexts (Reifel, 2003). Although this study primarily employed qualitative analysis, quantitative analyses were also used to aid in describing and comparing the three infant rooms. The principal researcher spent a minimum of 2 weeks of full days in each classroom and program. Qualitative data were collected in each classroom concurrent with and subsequent to time sampling. Blending data from multiple sources and utilizing mixed methods allowed for triangulation and confirmation and enabled a comprehensive picture to emerge of the dynamics across each system and among system elements (Creswell, 2009; Merriam, 1998). A targeted sample of infant rooms in programs at major research universities in the midwestern United States were selected from a larger sample from an earlier study. We characterize the classrooms as the Wildflower Valley Room, the Botanical Garden Room, and the Experimental Greenhouse Room, using metaphors related to growing flowers based upon the primary researcher’s overall impressions of each room. The Wildflower Valley Room was chosen for inclusion in this study because its mission most clearly prioritized service to children (infants) and families over professional development or research. As many as eight infants were with the same two to three paid caregivers at all times (two lead caregivers and one of two consistent aides). Document analysis and interviews with the program director and university administrator revealed that the program had a record of commitment to research-based professional development of its caregivers.
In this beautiful and well-tended garden, a tremendous amount of time is spent not only designing the space but landscaping and keeping it an attractive and inviting place for all to enjoy. In addition to her responsibilities to infants and families, the Botanical Garden Room’s lead caregiver spent considerable time supervising, mentoring, and documenting the work of the university students.
Oversight by an affiliated university faculty member, serving as administrator of campus programs, encouraged implementation of research-based practices. The flowers are beautiful, and it sure smells like a garden, but it looks very different from what is found, either in nature or by someone who has carefully cultivated the ground. The Experimental Greenhouse Room was included in this study because we found that it prioritized research in its mission, followed by professional development of teachers and researchers.
Experimental Greenhouse Room infants were held to a rigorous and detailed schedule that determined their caregiving routines (eating, sleeping, diaper changing, etc.) and their play throughout the day. Table 1 provides information about the room size, group size, caregiver-to-infant ratio, and qualifications of the lead caregivers in each of the three infant rooms. Regarding family structure, 9 babies had older siblings (40%) and most of them, n = 23, lived with two parents (80.65%). None of the programs studied specifically articulated all of the three traditional campus child care mission components, but we found that a program’s emphasis could be discerned through analysis of documents, observation data, and interview transcripts. Time-sampling data indicate that infants in the three programs had similar basic experiences in child care, at least as broadly defined.
In none of the three infant rooms did the model in Figure 1 accurately represent the system studied. Three areas of distinction emerged that provide a means to describe these differences and similarities: (1) who holds the power in influencing the mission values and priorities, (2) the implementation of sensitively responsive care with infants, and (3) family-centered practices. Our major assumption, expressed in the model in Figure 1, was that interactions between and among participants in university-affiliated infant child care programs would be reciprocal to some degree in terms of communication and decision making about mission values and priorities and that the degree of reciprocity would influence the care experienced by infants and their families.
In the Wildflower Valley Room, those closest to infants (including families, caregivers, and program directors) seemed to hold the decision-making power regarding mission priorities. We found that the dynamics of the relationships across the systems in the Botanical Garden Room and the Experimental Greenhouse Room programs tended to be top-down, with power and decision making coming from the university and carried out by all adult participants. In the Experimental Greenhouse Room, the caregiversa€”all undergraduate studentsa€”and their graduate student supervisors performed their duties without questioning their program’s mission and values, seemingly oblivious to any reason to do otherwise.
PR: Well a€¦ say, someone wanted to move the toy shelf there [pointing] to over there for instance, or add some new piece of furniture, or bring in new books or toys.
Caregivers in the Botanical Garden Room, however, struggled to balance the university’s professional development mission with the goal of providing full attention to infants and families. Analyzing data from the three infant rooms in this study relative to sensitively responsive care of infants, we found similarities between the Wildflower Valley and the Botanical Garden Rooms.
Infants in both the Wildflower Valley and Botanical Garden Rooms received individualized care. Such sensitive responsive care and knowledge of individual infants were not evident in the Experimental Greenhouse Room. Family-centeredness goes beyond simply involving parents in classroom life or asking them to volunteer occasionally in the classroom.
In our analysis, differences emerged related to the families’ experience within the three infant rooms, leading us to consider family-centeredness as a central construct along with sensitive responsiveness to infants. Caregivers in the Wildflower Valley and Botanical Garden Rooms provided detailed information about infants verbally and in written form at the end of each day, and they sometimes communicated by phone or email throughout the day. The Wildflower Valley caregivers and program directors went a step beyond the family-centered practices that they had in common with the Botanical Garden Room. We give the family instructions about how to work with their baby at home, how to follow the plan, for say, helping a baby learn something we’re teaching.
The Experimental Greenhouse Room staff had no regularly scheduled meetings or conferences with families, although a parent could request to meet with the program director. Data from observations, interviews, and conversations indicate that the multiple student caregivers in the Experimental Greenhouse Room had little knowledge of the infants’ families.
Our analysis uncovered power differentials across the systems of infant care in terms of how priorities related to the three traditional campus child care values were lived out and who had a voice in determining what would happen at the program level. Our findings do not tell us all we need to know about how to optimize infants’ experiences in our campus child care programsa€”how to ensure that they flourish and achieve overall healthy growth, development, learning, and well-being.
Furthermore, returning to Lilian Katz’s (1999) assertion that early childhood settings are best understood from the perspectives and experiences of the child (infant), family, caregiver, and program director, we are concerned by what we found regarding program decision-making processes related to addressing the traditional three-part mission of campus child care programs.
Although no direct causal links can be made in a descriptive study, we can conclude with confidence that having professionally qualified caregivers made a difference in the experience of the infants and the families in the classrooms in this study.
We believe that this study has significant ethical implications for those who are affiliated with child care programs supported wholly or in part by colleges and universities. Damian,If you are talking about the class diagrams, we created the stencil, but it is not available for download.
Do you think you can list the examples (in the "Examples" seciont) that implement each of the above diagrams?
I glossed over these diagrams three months ago and didn't totally get them because I wasn't familiar with the syntax.
Rollover the matrix content to see descriptions of the skills from primary sources.View Complete Matrix.
They do not represent an exhaustive list of employability skills but rather include sources that are widely cited. Increasingly, infants receive care and education on university campuses, yet little is known about serving this population effectively within large institutions.
The infant-care programs in that sample showed wide variation in the experience of care, and we began to ponder ways that higher education institutions might be contributing to differences among campus-affiliated infant programs in the United States. The questions guiding this research were generated from concerns that arose during a previous study and those expressed in the literature about efforts to balance the sometimes competing elements of the tri-part mission of on-campus child care programs.
In campus infant programs, two or more caregivers in an infant room are responsible for addressing the individual care and needs of eight or nine infants and their families. Model representation of campus infant programs indicating reciprocity of relationships and communication in the system, imbedded within the norms, values, and cultures of its macrosystem.
Individuals with those perspectives are indicated in Figure 1 within the circles colored in shades of green. Their missions and roles may be similar, but each program (within its department, university, etc.) determines what factors will be emphasized in its context. Full-day time-sampling data about infants’ activities, engagement with others, ability to move about freely, and their general feelings were collected to provide snapshots of their day-to-day experiences. To further ensure trustworthiness, we engaged in member checking with primary informants and debriefed with multiple colleagues in the field of infant care and education about our conclusions. The rooms were chosen because preliminary analysis from the earlier work suggested that they were distinct in terms of the programs’ prioritizing of research, professional development, and service to children and families. The following descriptions provide a simple sketch of each room and offer highlights from evidence used to identify the rooms as prioritizing service to infants and families, research, or professional development.
The colors and sizes of the flowers, their smells, and the textures as you walk among them create a riot for the senses. The program was accredited by the National Association for the Education of Young Children (NAEYC). The program maintained a strong connection with the university for accessing inservice training, workshops, and advanced education; however, staff expressed caution about allowing adults from the university community into the room for study or professional development.
Schedules in this multiage infant-toddler room were dependably followed, with predictable, clear signals for transitions from one activity to another.
Caregivers and the program director, in turn, supported faculty and graduate student research agendas as part of their professional roles.

The environment is hard, harsh, uncomfortable, not a place that recognizes the beauty of the flowers but measures every slight change with scientific detail, rather than heartfelt celebration.
A total of eight undergraduate students, working in three shifts, took charge of the classroom of eight infants as part of their requirements for an early childhood education course at the university. Toys and activity options were selected for the infants every 15 minutes, according to a scheduled rotation.
Bulletin boards outside of each room displayed recent research done in the program and its affiliated university department, along with announcements about upcoming research conferences and grant funding.
Overall, the programs served 23 infants (10 girls and 13 boys) between the ages of 3 and 18 months, averaging about 48 weeks in age (SD = 4.89 weeks).
All of the infants lived in two-parent households at the time of this study; one couple was in the process of separating.
They arrived, made the transition into their environments, had their diapers changed frequently, ate or were fed various snacks, meals, and sometimes bottles. All three traditional components of campus child care program missions (research, professional development, and service) were evident in each infant room; what varied was the level of emphasis. Representation of campus infant programs in Wildflower Valley Room, showing caregivers and directors sharing power and influencing decisions. Analysis of multiple interviews indicated that the status quo was accepted in all areas, including schedule, room arrangement, materials and supplies, curriculum, and relationship between the program and the university department and its expectations.
Representation of top-down flow of decision making in the Botanical Garden and Experimental Greenhouse Rooms. To establish positive relationships with infants, caregivers must respond to the unique needs and interests of each infant in their care. In this room, infants were allowed to cry without being comforted, because cries were not recognized as a form of communication in the underlying philosophy of the program. It requires making families full partners and the key informants in the decisions made about their infants (Keyser, 2006). Two of the infant rooms were found to have similar commitments to family-centered practices. All encouraged nursing mothers to come and feed their babies; occasionally mothers, fathers, or grandparents would take their infants out for lunch. Photographs, information about routines, and anecdotes about how infants spent their time in care were all shared with families; parents reciprocated with information about home life.
In the latter, the end of the day was quite cleara€”family members greeted their infants, conversed with caregivers as they gathered up belongings and children, and left.
In both formal and informal interviews, staff members never voluntarily brought the opinions, values, and parenting beliefs of family members about their infants into the discussion. Sometimes we can tell they just don’t do it at all, but some parents seem to do what we say.
The primary differences were found to be implementation of sensitively responsive care to infants and implementation of family-centered policies and practices. In the programs we studied, infants received more sensitively responsive care, and families were more likely to be central to caregiving decisions, when research was not the primary focus. Some researchers and teacher educators may have a sense of entitlement regarding child care programs on their campuses, feeling that the classrooms should be available to them as sites for research or the preparation of their students. For example, findings such as the lack of sensitive responsiveness and failure to use family-centered practices in the Experimental Greenhouse Room call into question the practice of staffing a program of infant care and education entirely with preservice students. She is a former infant, toddler, preschool, and school-age teacher and program administrator. The diagrams of particular interest are two-way communication ones, but an example of the full list would also be very helpful.
Over the next few months using bits and pieces of Mate ad hoc, I create a jumbled mess which I was trying to map out on my own. The content of these sources may change over time to address skills that are not reflected in the above matrix. This site contains links to resources created and maintained by outside organizations that may be useful to the reader.
One might assume that campus infant programs would provide babies and their families the best care and education experience the field has to offer, with research-based practices and environments, highly qualified professional caregivers and educators, and state-of-the-art learning materials. McBride (1996) and Cassidy and Sanders (2001) noted that campus-affiliated early childhood programs find it increasing difficult to focus on and balance all three traditional elements of their mission (professional development, research, and service to children and families) in light of diminishing university resources and decreasing state funding. We wondered how the needs of infants and families fit among other priorities and values of those institutions. A variety of classroom aides and other adults may also work with and care for the infants throughout the day. Our fundamental assumptions are that (1) a program’s values and priorities will directly and indirectly affect the care of infants and their families in the program and (2) relationships between and among participants in university-affiliated infant child care programs will demonstrate greater or less reciprocity in typical communication about mission and roles, and power will be shared in determining how values are translated into practice. These data provided a sense of the typical daily rhythm in each setting and of infants’ typical individual and collective experiences. Formal and informal interviews were also conducted with family members, caregivers, other classroom staff, and directors and administrators at the program and university levels. The meadow attracts butterflies and hummingbirds that stop by off and on for brief visits through the day. A daily schedule was posted in the room, which served as a general guide or approximation of when things might happen.
From an observation booth connected to the room, three graduate students (one per shift) supervised the undergraduate caregivers (three per shift). On the classroom walls, charts with schedules and agendas were posted along with goals for each baby related to mastery of developmental skills. Six infants had attended other child care centers before joining the classroom under study (26.08%).
They played, slept, and at some point were greeted by family members and taken from the room. As depicted by the model shown in Figure 1, the entire system affects and is affected by infants and their families. Some of the determination about limiting outside adults could have been concluded to be related to the small size of the classroom, but this was not the case, as the caregivers welcomed the infants’ adult family members into the room at all times.
We noted that these policies and practices were invariant from one day, semester, or year to the next, without fail and without question. While recognizing the importance of their support for the professional development of future early childhood professionals, Botanical Garden Room caregivers expressed concern that these tasks, required by the affiliated university department, took time away from their focus on the children and families. In the Experimental Greenhouse Room, infant care practices were standardized and implemented irrespective of the needs or interests of individual infants or the group. Caregivers in these two rooms skillfully helped infants transition into naptime and to ease back into play. Caregivers chose all activities and maintained a schedule disconnected from the infants’ interests or needs (McMullen, 2010). Central to the philosophy of family-centeredness is that children (or infants) and their families together create units of focus or care and that developing a relationship with the child in the context of the family unit is critical.
To be able to engage with families at the level suggested by family-centered practice, caregivers must commit to understanding families of diverse linguistic backgrounds, structures, beliefs, and ethnicities. The Wildflower Valley Room (in which service to infants and families was viewed as the top priority) and the Botanical Garden (which emphasized support for professional development more than the other two values) had many features of family-centeredness in common. In the Wildflower Valley and Botanical Garden Rooms, family members regularly joined their babies for lunch in the classroom. During this time, caregivers and assistants bustled about tidying up the indoor and outdoor environments, preparing to go home.
These differences were most profound in the infant room in which research was the prominent value.
However, the caregivers and director there felt overburdened by having high numbers of extra adults in the classroom and by the responsibility for oversight and paperwork associated with providing professional development.
That sense of entitlement seemed to be taken to an extreme in the research-focused Experimental Greenhouse Room’s program where the off-site affiliated departmental faculty determined policies and practices. Furthermore, it is also essential to consider whether highly qualified early childhood educators working in such programs are treated with mutuality and respect by affiliated faculty, as the knowledgeable professionals they are. Differentiating among measures of quality: Key characteristics and their coverage in existing measures (OPRE Research-to-Policy, Research-to-Practice Brief OPRE 2011-10b). Developmentally appropriate practice in early childhood programs serving children birth through age 8. Laboratory schools as places of inquiry: A collaborative journey for two laboratory schools. Infants, toddlers, and caregivers: A curriculum of respectful, responsive care and education.
Enhancing the quality of relationships in infant-toddler child care: A developmental process.
Tackling teacher turnover in child care: Understandable causes and consequences, identifying solutions.
Respectful, individual, and responsive caregiving for infants: The key to successful care in group settings. Bridging the gap between theory, research, and practice: The role of child development laboratory programs in early childhood education. Child development laboratory schools as generators of knowledge in early childhood education: Models and approaches.
Confronting the baby blues: A social constructivist reflects on time spent in a behaviorist infant classroom. Learning to be me while coming to understand we: Encouraging prosocial babies in group settings.
In support of a relationship-based approach to practice with infants and toddlers in the United States. Qualitative research and case study applications in education: Revised and expanded from case study research in education.
Extending the dance in infant and toddler caregiving: Enhancing attachment and relationships. Her research, teaching, and service focuses on relationship-based practices that influence the healthy overall growth, development, learning and well-being of young children, prenatal to age 8. I suddenly remembered these diagrams and after applying these concepts it all made sense and cut out inconsistence, redundant code and made it easier to debug.
Nursing courses include didactic and clinical training over a two-year period that includes but is not limited to fundamentals of nursing, pathophysiology, pharmacology, nursing care of the adult in a medical-surgical setting and an intensive care unit, family nursing including care of children and expectant mothers, mental health nursing, and community health nursing. An adaptation of Bronfenbrenner’s Bioecological Systems Theory was used to frame this qualitative study. Keyes and Boulton (1995) noted that in a climate of reduced contributions from their university affiliates, programs are challenged in their efforts to be models of high-quality, affordable, accessible early care and education in their communities. Programs that house infant rooms have at a minimum a program director and sometimes other in-house administrators such as curriculum directors.

There was considerable spontaneity in the Wildflower Valley Room; staff often seized opportunities for activities that arose unexpectedly. Everyone knows what to expect, and no one is rushed, as they proceed from one engaging experience to the next.
The schedule, lessons, plans, and room arrangement remained unchanged from one year to the next. We saw evidence that they knew the infants’ cries, what the infants were communicating, and how to respond appropriately.
For instance, both of these settings practiced continuity of care, or keeping a group of children together with one group of caregivers.
They expressed concern that this aspect of their role interfered with serving the infants and families in their care, but they felt powerless in asserting their views to their university affiliates. Keynote address at the Fourth International Conference of the World Organization for Early Childhood Education, Hong Kong. In particular, she examines environmental and relationship-based contributors to positive experiences for infants and toddlers and their families in child care and perspectives on quality early childhood care and education across different cultures and contexts. Are there any other examples that implement this two-way communication?Mate is great.Thanks!
I realize that the eventmap is a diagram itself and should be outlined in the initial phases of development. In addition to classroom education, students will participate in clinical settings in hospitals and agencies located in middle Tennessee.
Analysis uncovered three areas of distinction that provide a means to describe differences and similarities among these programs: (1) who holds the power in influencing the mission values and priorities, (2) the implementation of sensitively responsive care with infants, and (3) family-centered practices.
Colleges and universities struggle to respond to the needs of multiple, often competing, stakeholders with budget constraints both within and beyond their control. Usually a campus administrator and faculty members from various departments are involved in the program. Also recorded were brief but detailed descriptions of what that infant was doing in the moment that a sample was taken. Transitions throughout the day were smooth, and one activity flowed naturally into another.
Two to three professionally educated, paid staff members were always present in the room, caring for eight infants at a time, assisted by several undergraduate students throughout the day.
Although the Botanical Garden Room tightly adhered to a schedule, evidence from observation and interviews indicated that the activities offered throughout the day resulted from thoughtful planning by the caregivers, in direct response to needs and interests of individual infants and the group. They seemed to understand infants’ moods and temperaments and, typically, how best to match them at any given time. Thus, infant caregivers who engage in family-centered practices work to support families with babies; they do not determine on their own what is best for them. Some mothers from the Experimental Greenhouse Room did nurse their babies during the day, but unlike mothers in the other two rooms, they always checked their babies out and took them elsewhere, never staying in the room to chat with caregivers. Lash has trained preschool teachers in Turkey, India, and Pakistan, and is the International Baccalaureate Primary Years Program Coordinator at Kent State. The program includes a course to help with the transition from student into independent clinical decision-maker. Assuring that the needs of children and families served on their campuses are optimally met is certainly challenging amid such demands. Distinct norms, values, and cultures define how all these relationships are established and maintained, how lines of communication operate, and who holds power in decision making. The schedule appeared to be comfortable for many of the infants and accommodated the rotations of university students and their practicum and course requirements. Five infants were Asian and were in the United States with their families from Korea, China, and Taiwan.
For the largest portion of their time in care (58.9%), they were awake and able to play or to engage with others.
We noted that Wildflower and Botanical Garden caregivers offered the infants activities, toys, and books from which they could select, that challenged and engaged them without over stimulating them. This period also facilitated relationships across families in the program and among caregivers and families.
This degree program trains students to work with persons from various cultures across the life span and the wellness-to-illness continuum. To help us consider such complex dynamics, we adapted Bronfenbrenner’s Bioecological Systems Theory (1979, 1986, 2004) as the conceptual framework for this study, creating a model of the system of care shown in Figure 1.
At the conclusion of the program, students are eligible to take the National Council Licensure Examination for Registered Nurses (NCLEX-RN).Nursing Program Fall 2017 Information Sessions If you are interested in admission to the Fall 2017 nursing class, it is mandatory to attend an information session before applying. Dates, times, and locations of Fall 2017 info sessions will be posted here in September, 2016. Prospective students can read the nursing program admission links to the right, which include information about admission requirements, selection criteria, and program of study. Take special note of program Admission Requirements (PDF) and Test of Essential Academic Skills V (TEAS V) (see TEAS V Information below) required of all students applying for admission to the nursing program.
Students applying for admission to the Nashville State Community College AAS Nursing Program are required to take the Test of Essential Academic Skills V (TEAS V). The TEAS V is a multiple-choice assessment of basic academic knowledge in reading, mathematics, science and English and language usage. Test results are available to the student and NSCC nursing 48 hours after completion of the test.
We strongly encourage applicants to utilize a combination of study guides and the online practice assessment which are available through ATI. The TEAS V is available at two locations: The test can be taken in The Testing Center at Nashville State Community College, 120 White Bridge Road, Nashville, TN 37209. Be sure to associate yourself with the correct institution located in the Institution drop down menu. PSI will require the ID # from your purchase confirmation, so be sure to have it available. After scheduling the TEAS V with PSI, you will receive an e-mail confirmation providing the test center location and directions. If you need to reschedule your test, you must contact PSI 2 days before the scheduled test date How do I send my TEAS V scores to Nashville State Community College?
During the registration process, students will be asked to select a school to receive their TEAS V scores. All students considering admission to the NSCC nursing program must take the TEAS V nursing entrance exam by February 25, 2016.
Uniformed Nursing Services (USUNS) Veterans Health Administration, Department of Veteran Affairs (VHA) National Council of State Boards of Nursing (NCSBN) State Boards of Nurse Examiners (SBNE) Council for Higher Education Accreditation (CHEA) Association of Specialized and Professional Accreditors (ASPA) Pan American Health Organization (PAHO) Department of Health and Human Services, Bureau of Health Professions, Division of Nursing (USHHS) Employers National Certification Corporation for the Obstetric, Gynecologic, and Neonatal Nursing Specialties (NCC) The NLNAC can be contacted at: Board of Commissioners of the Accreditation Commission for Education in Nursing 3343 Peachtree Road NE, Suite 850, Atlanta, GA 30326. As an integral part of Nashville State Community College, the nursing program derives its overall philosophy and purpose from the mission and goals of the college.
Nashville State is first and foremost a teaching and training institution that places high value on maximizing student access to educational programs and on graduates’ success in finding employment or continuing their education. The culture of Nashville State values: Helping students succeed in reaching their educational and career goals.
Providing learning opportunities to serve students in occupational and educational settings.
The faculty support and implement the mission, goals, and philosophy by providing an innovative, creative, and comprehensive curriculum in an interactive environment. We acknowledge the diverse needs of our students and clinical agencies as we work together for community enrichment.
The Nashville State nursing program is committed to fostering an environment that promotes self-directed professionals in the art of caring, interpersonal communication and critical thinking.
Vision Nashville State Community College nursing program's vision is to prepare nurses who demonstrate professional competency in their application of the art and science of the nursing process, who are committed to serve the communities in which they live. Mission Nashville State Community College nursing program aspires to professional excellence in teaching and learning with a dedication to provide evidenced-based nursing practice through discovery, integration, application, innovative technology and scholarship.
We are committed to fostering an environment that promotes self-directed professionals in the art of caring, interpersonal communication and critical thinking. Our vision recognizes graduates as patient advocates who are stakeholders of the health and welfare of the community. Trust denotes a positive relationship of openness and fairness while creating an environment of safety, dignity and respect.
A person possesses dignity, rights, worth, and deserves respect and the opportunity to make choices affecting health across the life span.
An individual has adaptive abilities to meet hierarchical needs as they develop through life cycles and stages.
These influences are defined by physical, intellectual, emotional, cultural and societal forces which require adaptation to maintain holistic health.
Illness is an imbalance from homeostasis and the holistic health of the individual while wellness can embody the presence or absence of disease. Nursing actions are developed through assessment, nursing diagnosis, planning, implementation, and evaluation. Nursing actions are also developed from the scientific process, the development of critical thinking, communication, and independent judgment.
Collaboration, organization, delegation, accountability, advocacy, collegiality, ethics, and leadership reflect nursing roles that encompass the Standard of Professional Performance. Nursing is practiced as both a science and a caring art in primary, secondary and tertiary care settings. The nursing program reflects an organized curriculum increasing in difficulty and complexity over time.
The education process involves recognition of each student as a unique individual and requires open communication between the student and faculty member. The learner is an active participant who is accountable for the pursuit, acquisition, application and personalization of knowledge. It is the responsibility of the teacher to provide a positive learning environment to promote learning. Learning is enhanced through multi-sensory approaches, and the provision of a variety of learning experiences. Learning requires opportunities in the clinical setting to provide the application of knowledge and acquisition of skills.
Learning experiences are directed toward growth of independent thought, critical thinking, and mastery of clinical skills needed to provide safe, competent care to individuals, families, groups, and communities. These key concepts and constructs are reflected in the program outcomes, the semester student learning outcomes, and the course student learning outcomes.

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