School of Nursing

History

Nursing has been one of the professional disciplines of the University of Virginia since 1901 when a three-year diploma program was first offered to high school students under the aegis of the University of Virginia Hospital and the Department of Medicine. Today, as one of the 11 independent schools of the University with a full-time faculty of 52  and an enrollment of approximately 700 undergraduate and graduate students, the school offers the degrees of Bachelor of Science in Nursing, Master of Science in Nursing, Doctor of Nursing Practice, and, as a department of the Graduate School of Arts and Sciences, Doctor of Philosophy in Nursing.

The School of Nursing, accredited by the Commission on Collegiate Nursing Education and the Virginia State Board of Nursing, is a member of the Association of Colleges of Nursing and the Southern Regional Education Board.  The school was first accredited by the National League of Nursing Education in 1941 and appeared on the first list of accredited nursing schools issued by the league.

The hospital-based diploma program in nursing, initiated in 1901, provided the genesis for the school’s present degree program. The first baccalaureate degree in nursing, the Bachelor of Science in Nursing Education, was offered in 1928 for the first time through a Department of Nursing Education in the School of Education, made possible by an endowment of $50,000 from the Graduate Nurses’ Association of Virginia in memory of Sadie Heath Cabaniss, Virginia’s outstanding pioneer nurse. The purpose of this degree program was to train registered nurses for teaching, supervisory, or administrative positions. The present baccalaureate program was established in 1950 as a four-year course. In 1953, a Department of Nursing was established to administer

the diploma program and the two baccalaureate programs: the Bachelor of Science in Nursing and the Bachelor of Science in Nursing Education. The department was under the collective supervision of the School of Medicine, the School of Education, and the University of Virginia Hospital. Three years later, in 1956, this department became the School of Nursing. The curriculum now consists of four years of a combination of liberal arts, interprofessional, and core nursing courses leading to a Bachelor of Science in Nursing.

The School Today

Mission and Vision Statement The School of Nursing transforms lives by promoting health and the quality of health care. Through 2020 we will cultivate the SON’s multicultural community of scholars and researchers; create innovative models of education and practice; foster well-being and collegial spirit in a healthy work environment.

Values The School of Nursing embraces the values of respect and honor; relationships and collaboration; recongition and celebration and excellence.

Philosophy The central purpose of the University of Virginia is to enrich the mind by stimulating and sustaining the spirit of free inquiry directed to understanding the nature of the universe and human existence. The philosophy of the School of Nursing is consistent with that of the University as it prepares leaders in health care.

Nursing is the protection, promotion, and optimization of health and abilities, prevention of illness and injury, alleviation of suffering through the diagnosis and treatment of human response, and advocacy in the care of individuals, families, communities, and populations (ANA, 2004). Nurses, often in collaboration with other health care professionals, promote the optimal health care and comfort of individuals and groups through the systematic application of knowledge from nursing and related disciplines.

The faculty believes that education is based on humanistic approaches that foster critical thinking and promote awareness of social and cultural diversity among individuals. The faculty views each student as a unique person with special talents, abilities, needs, and goals. Cultural diversity, varying life experiences, and changing socioeconomic factors affect each student differently. To this end, faculty endeavor to provide an environment that assists students to realize their full potential. The acquisition of professional knowledge and the development of clinical competence occur through active involvement of the student in the learning process. Students assume primary responsibility for learning, while faculty provides educational opportunities for knowledge acquisition and professional role development. We believe that an atmosphere of shared growth and inquiry offers the maximum potential for development.

The Essentials of Baccalaureate Education in Nursing are basic foundations to the curriculum for both the baccalaureate and master’s entry programs and thus essential for the practice of professional nursing. This education provides the foundation for the development of professional knowledge, critical thinking, ethical decision-making, leadership skills, and the independent and interdisciplinary pursuit of high standards of health care. The Essentials of Master’s Education in Nursing build upon baccalaureate foundations and provides the basis for advanced generalist preparation for the nurse to provide point-of-care clinical leadership or for advanced specialist preparation. Master’s specialty education prepares the nurse with strong critical thinking and decision-making skills for advanced practice in acute and primary care as well as psychiatric-mental health or for specialty practice in the areas of systems management and public health leadership. The Essentials for Doctoral Education for Advanced Nursing Practice prepares nurses to be advanced scholarly clinicians through the Doctor of Nursing Practice (DNP) degree. The PhD in Nursing degree prepares nurses to be researchers. Both doctoral-prepared scholars will be able to influence health care through leadership in education, policy, practice, research, and knowledge development.

Implicit in the practice of professional nursing is accountability for professional growth and practice, demonstration of leadership, and commitment to the development and application of nursing theory and research. Life-long learning leads to the optimal development of both the individual practitioner and the discipline of nursing.

Purpose and Objectives of the Undergraduate Program 

Goal The goal of the BSN program is to graduate nurses who will advocate for and deliver quality and safe patient centered care globally to individuals, families, communities, and populations across the lifespan and in all health care settings.

Terminal Objectives Students will:

• Collaborate with interprofessional teams and/or others to promote health and reduce health risks, to deliver holistic and culturally sensitive care for individuals, families, communities, and populations, and to facilitiate patient-centered transitions of care;
• Provide evidence-based nursing care consistent with American Nurses Association foundation documents (Scope of Practice; Code of Ethics; Social Policy Statements) and to incorporate professional values;
• Examine the historical and evolving role of nursing in national and global health care systems and its impact on the health status of individuals, communities, and populations;
• Use effective health information technology and research findings to evaluate the safety and quality of patient-centered care across health care settings, incorporating principles of leadership to affect patient outcomes; and
• Accept personal and professional responsiblity/accountability demonstrated through professional leadership, and participation in activities for professional growth and development.