College of Health Professions and Natural Sciences
College of Health Professions and Natural Sciences Philosophy
This philosophy provides direction for education within the College of Health Professions and Natural Sciences in congruence with the mission and goals of Wilmington University.
Healthcare professionals are adult learners with diverse backgrounds, abilities, and experiences. Adult learning evolves from exploration of personal values, exposure to new experiences and ideas, and adaptation to change within the professions and the healthcare system.
The curriculum at Wilmington University emphasizes the commitment to lifelong learning. In order to promote lifelong learning, we believe that programs must be innovative and viewed by the learner as relevant to healthcare practice. In addition, we believe knowledge is best obtained when the learner actively participates in a “humanistic” educational process where faculty collaborate with the student to set goals, plan learning experiences and evaluate achievement. In addition, faculty serve as professional role models, facilitators of learning, and resource persons.
The College of Health Professions and Natural Sciences faculty acknowledge accountability to the learner, the institution, the profession, and the community of interest through continuous, proactive development of their body of knowledge. This accountability fosters relevant curricula and professional and community involvement as scholar-practitioners.
The philosophy may be read in its entirety on the College of Health Professions and Natural Sciences' home page at www.wilmu.edu/health/philosophy.aspx.
About Graduate Nursing Education
The purpose of graduate nursing education at Wilmington University is to stimulate personal and professional growth of individual students as well as the advancement of the nursing profession. The graduate nursing faculty encourages students to synthesize knowledge, strengthen communication skills, and be empowered to promote care and advocacy of diverse groups. The faculty strongly agree that “The advanced practice nurse of the third millennium must be technically competent, use critical thinking and decision models, possess vision that is shared with colleagues and consumers, and function in a vast array of roles” (Milstead, 2009, p. 275).
About Doctoral Nursing Education
Nurses in advanced nursing practice roles must have forward-thinking clinical expertise and systems leadership skills at their command to develop, implement, and evaluate evidence-based practice changes. Accomplishing this goal requires the application of health policy, informatics, population health, and business practices to the care of individuals, families, and communities. The Doctor of Nursing Practice (DNP) is a terminal degree designed to prepare nurses in advanced nursing practice roles to meet the nation's increasingly complex health care needs.
Mission
Our mission is to create an academic environment for graduate health professions education that:
1. Acknowledges the competence of health professionals with diverse backgrounds, abilities, and experiences;
2. Challenges health professionals to acquire new skills to respond to the changing health needs of individuals, families, and communities;
3. Guides health professionals to critically examine the issues confronting health care;
4. Encourages health professionals to participate effectively in the learning process; and
5. Influences health professionals to pursue lifelong learning.
MSN Program Goals
The master’s programs prepare graduates to:
1. Function effectively in advanced nursing practice roles in a variety of settings.
2. Engage in personal and professional development through life-long learning
3. Broaden career mobility and opportunities in nursing.
DNP Program Goals
The DNP program prepares graduates to:
1. Be experts in specialized advanced nursing practice.
2. Provide academic engagement leadership in the delivery of culturally competent care.
3. Function effectively in advanced nursing practice roles at the highest level of academic engagement competence in a variety of settings.
4. Contribute to health care models based on contemporary nursing science, organizational, political, cultural, and economic principles.
Sigma Theta Tau International Honor Society of Nursing/Omicron Gamma Chapters
Sigma Theta Tau International, the Honor Society of Nursing, is an organization that fosters scholarship in nursing. It is dedicated to improving the health of people worldwide by increasing the scientific base of nursing practice. In 1936, Sigma Theta Tau was the first organization in the United States to fund nursing research. It has world-wide recognition and respect.
Membership is by invitation to baccalaureate and graduate nursing students who demonstrate excellence in scholarship and to nurse leaders who exhibit exceptional achievements in nursing. Membership guidelines are determined by Sigma Theta Tau International. The benefits of membership in this organization are: professional recognition, networking opportunities (grants/conferences), publications, and other resources.
Wilmington University’s College of Health Professions and Natural Sciences' chapter, Omicron Gamma, received its charter in March, 1998. By invitation, Omicron Gamma annually inducts nursing students and community members who exhibit commitment to nursing excellence as scholars, leaders, practitioners, and innovators. The induction pledge emphasizes commitment to honor, community, service, and knowledge to perpetuate professional ideals.
Program Accreditation
The baccalaureate degree in nursing, master’s degree in nursing, Doctor of Nursing Practice program, and post-graduate APRN certificate program at Wilmington University are accredited by the Commission on Collegiate Nursing Education (http://www.ccneaccreditation.org/).
The Commission on Collegiate Nursing Education (CCNE) is a widely recognized accrediting body that provides an unbiased assessment of the quality of professional education programs. CCNE is recognized by the U.S. Department of Education to accredit nursing programs at the baccalaureate, master’s, and doctoral levels, including programs offering distance education. The Commission serves the public interest by assessing and identifying programs that engage in effective educational practices. Accreditation by CCNE is an indication of confidence in the ability of the educational institution to offer a program of quality, deserving of public approbation.
Commission on Collegiate Nursing Education
655 K Street NW, Suite 750
Washington, DC 20001
202.887.6791