PHILOSOPHY OF NURSING
We believe that:
Individuals are unique human beings with intrinsic worth and dignity who live and function within the unit of families and communities and have the right to enjoy optimum health. Individuals are also complex open systems who are in constant interaction with an internal and external environment. The individual, based on his or her developmental level, exercises the right to choices in maintaining his/her health status, in keeping with his or her perceptions, expectations and needs. These rights of the individual and diversity in the expression are respected and valued by the professional nurse in the delivery of health care.
The Family is the basic unit of society and should be considered when planning and programming strategies and interventions geared to the health promotion and maintenance of wellness. The family interacts within socio-cultural, political, and economic boundaries, and members share common values, beliefs and practices, which impact their health status.
Health is a dynamic holistic process in which the individual or family interact with physiological, psychological, cultural and spiritual stimuli in order to achieve maximum potential. Health is also the actualization of inherent and acquired human potential through goal-directed behavior, competent self-care and satisfying relationships with others. Adjustments are made along a health-illness continuum as needed to maintain structural integrity and to effect harmony with the environment.
Health Care is the process of assisting the individual, family and community to attain or maintain a state of optimum wellness or to adjust to a comfortable position on the health –Illness continuum. It is a basic human right and a priority for individuals, families and communities. Health Care should be available, accessible, affordable, comprehensive, continuous, coordinated and delivered by trained competent members of a health team. Health Care programmes must reflect the health priorities, as well as the socio-economic needs of the society, and must be delivered in a way that will benefit the greater majority of the peoples of the society.
Nurses are professionals who have completed a program of education in a recognized educational institution and are qualified, registered and licensed to practice Nursing. The nurse, as a professional, is capable of critical inquiry, sound clinical judgment and ethical decision- making. Nurses function independently and interdependently within the multi-disciplinary health team.
Nursing is a practice based discipline, built upon the contribution of many nurse theorists as well as inputs from several other scientific disciplines. Nursing makes a distinctive contribution to the maintenance and promotion of health of individuals, families’ communities and nations. Nursing is administered through the use of the Nursing Process, which allows for critical thinking, progressive inquiry and informed decision making. Nursing practice integrates multiple role expectations, is committed to evidence based practice and improved outcomes and is directed towards the achievement of optimal functioning of the patient/client.
Nursing Education is a continuous process. Nursing Education programmes are based on scientific principles; provide a broad and sound foundation for the effective practice of nursing, and a basis for continuing development in nursing. These programmes must of necessity focus on the common health problems within the region and reflect the current evidence-based trends in nursing practice. Professional nursing education programmes in the region should be at the first-degree level and should prepare graduates who are capable of providing leadership and management as well as professional reflection and visioning.
Learning is a lifelong process of developing an individual’s potential through a spirit of critical inquiry, conscious or unconscious change in behaviour. Learning is the result of a life- long, dynamic process by which the learner acquire new skills and or attitudes that can be measured and can occur at any time or in any place due to exposure to environmental stimuli. Learning is enhanced through collaborative interaction with other disciplines.
Learners bring unique and diverse knowledge and experiences that serve as a resource to the educational process. Learners are encouraged to be innovative, to challenge assumptions and be committed to the pursuit of
knowledge. The pursuit of knowledge is the key thread that crosses the entire curriculum and will enable the learner to critically evaluate and integrate theory, research and current practice to foster lifelong growth.
Teaching is the process of instilling in the learner the concepts, skills and quest for life-long pursuit of knowledge and capacities. It is a component of the educational process that is deliberate and intentional in communicating information to the learner in response to identified knowledge deficit. Teaching encourages learners to maximize their potential to create structures and build relationships in their chosen field and to model different roles.
Teachers are highly motivated individuals engaged in the process of moulding others. They stimulate critical thinking, present competing explanations of social realities and assist learners to explore alternatives in a changing environment. Effective teachers continue their developmental process through in-service and continuing education.
Research is the creative basis of teaching. It includes the search, discovery, interpretation and critical evaluation of new knowledge and practice. Professions and professionals are committed to the continued development of the profession through research.
- NURSING PRACTICE
This relates to the professional tenets of the Nursing Profession viz, the evolution and history of nursing, the systems of education of nurses, the regulation and practice guidelines and the imaging of nursing. It also encompasses the different dimensions including the physiological, psychological, social, cultural cognitive and spiritual which guide nursing practice. The nurse is required to demonstrate a current knowledge base, a sense of accountability for practice in accordance with health and nursing legislation and sensitivity and respect for patient rights.
- PROFESSIONAL CONDUCT
This relates to the manner in which the nurse conducts him/her self at all times. This conduct shall be in keeping with the standards of the International Council of Nurses Code of Ethics as well as regional and local standards of the profession. This refers to the manner of interaction with patients, families and all personnel with whom the nurse is likely to interact. It also emphasizes the attitude to patient care and the need for each nurse to display a professional manner even in the most stressful of situations.
- HEALTH PROMOTION and MAINTENANCE of WELLNESS
This relates to the emphasis being placed on assisting individuals and families to remain healthy. It emphasizes and encourages healthy lifestyles and the promotion of healthy environments for patients. It also refers to the sensitization of the society to the benefits of self- care and the development and utilization of self- care agencies among the population. The nurse is an advocate of health promotion and wellness.
This refers to those nursing behaviours and actions that allow the nurse the opportunities and abilities to shape policies and practices, which influence the care individuals and families receive. It embodies all interventions done in the interest of and with patients. These include those activities in which the nurse engages, that allow for partnerships and alliances designed to improve the health outcomes for individuals and families
ASSOCIATE OF SCIENCE DEGREE IN REGISTERED NURSING (ASRN)
- ENTRY QUALIFICATIONS
- In order to be eligible for entry to the programme of study for the Associate of Science degree in Registered Nursing, applicants must:
- have obtained passes in the Caribbean Examination Council (CSEC) Examination or the General Certificate Examination (GCE) Ordinary Level or approved equivalent, in at least FIVE (5) subjects, including
- English Language
iii. Biology or Human & Social Biology
- and one other subject.
NB: The candidates are required to have passes at CXC/CSEC General Proficiency – Grades I, II, III, GCE O’-Level – Grades A, B or C.
- be a transfer student in good standing from an accredited tertiary institution.
- be a mature student (i.e., at least 21 years old) with working experience in a related field of occupation. However, the mature student must have passed Biology/Human and Social Biology, Chemistry and Mathematics at CSEC or GCE O’ level exams or must take upgrade Biology, Chemistry and Mathematics and passed with at least 55%.
- Should read:
Applicants may also be required to submit to a personal interview and provide two (2) letters of recommendation and two (2) passport-sized photographs.
- Students are required to attend advisement and orientation after they have received an acceptance offer from the school.
This will be carried out at the TCICC-NAS faculty at a date and time to be determined. Students should take the original and copies of their CXC/GCE certificates when going for advisement.
OUTLINE OF THE ASRN DEGREE PROGRAMME
The Associate Degree in Registered Nursing Programme is a three-year programme. It consists of 125 credit hours. Students will be exposed to direct face to face classroom instruction, practical laboratory activities and Clinical Experience at local health facilities. There is also an internship programme which provides training at a medical health facility outside of the TCI.
The Registered Nursing Programme prepares individuals at the Associate level who are competent to deliver holistic nursing care to individuals, families and communities. This programme seeks to prepare individuals who are visionary, possess leadership skills and have the necessary competencies to meet the demands of the evolving health care system.
OVERVIEW OF THE CURRICULUM
The curriculum comprises content areas from the biological, chemical and nursing sciences, as well as courses from the humanities and liberal education programme. The biological sciences focus on individuals in their human form and the internal and external biological stimuli that affect them. The chemical sciences focus on fundamental concepts and principles of chemistry, necessary for a basic understanding of the nature of chemicals in the health care industry. The behavioural sciences address the socialization and the relationships that will be encountered as registered nurses interact within the units of families, groups and communities.
Registered Nursing Program Outline (Map)
|Year||Semester||Course Code||Course Name||Credits||Elective|
|Year 1||Semester 1||NUR2111||Anatomy & Physiology||3||N|
|Year 1||Semester 1||NUR2133||First Aid (Certification)||0||Y|
|Year 1||Semester 1||ENG2111||Introduction to Academic Writing||3||N|
|Year 1||Semester 1||CIS2110||Introduction to Computers II||3||N|
|Year 1||Semester 1||PSY2111||Introduction to Psychology||3||N|
|Year 1||Semester 1||MAT2110||Mathematics for Nurses||3||N|
|Year 1||Semester 1||NUR2118||Medical Microbiology||3||N|
|Year 1||Semester 2||CHM2124||Chemistry for Nurses||3||N|
|Year 1||Semester 2||NUR2120||Clinical Laboratory I (2019)||0||N|
|Year 1||Semester 2||ENG2122||Comm. in Organizations & Public Communication||3||N|
|Year 1||Semester 2||LAN2122||Conversational French||2||Y|
|Year 1||Semester 2||NUR2121||Foundations of Community Health||3||N|
|Year 1||Semester 2||NUR2122||Foundations of Nursing I||3||N|
|Year 1||Semester 2||NUR2124||Nutrition||3||N|
|Year 1||Semester 2||NUR2113||Pharmacology I||3||N|
|Year 1||Semester 3||NUR2134||Clinical Experience I (2019)||8||N|
|Year 2||Semester 1||NUR2224||Anatomy & Physiology II||3||N|
|Year 2||Semester 1||NUR2210||Clinical Laboratory II (2019)||0||N|
|Year 2||Semester 1||LAN2111||Conversational Spanish||2||Y|
|Year 2||Semester 1||NUR2219||Epidemiology||3||N|
|Year 2||Semester 1||NUR2218||Foundations of Nursing II||3||N|
|Year 2||Semester 1||SOC2111||Introduction to Sociology||3||N|
|Year 2||Semester 1||NUR2223||Pharmacology II||3||N|
|Year 2||Semester 1||SOC2214||Sociology for Nurses (ver 1.2)||3||N|
|Year 2||Semester 1||NUR2214||Teaching & Learning in Health Care Practice||3||N|
|Year 2||Semester 2||NUR2220||Clinical Laboratory III||0||N|
|Year 2||Semester 2||NUR2222||Geriatric Nursing||4||N|
|Year 2||Semester 2||NUR2215||Maternal & Child Health Nursing||3||N|
|Year 2||Semester 2||NUR2211||Medical-Surgical Nursing I||4||N|
|Year 2||Semester 2||NUR2213||Mental Health Nursing||4||N|
|Year 2||Semester 2||NUR2212||Paediatric Nursing||4||N|
|Year 2||Semester 3||NUR2227||Clinical Experience II||8||N|
|Year 3||Semester 1||NUR3110||Clinical Laboratory IV||0||N|
|Year 3||Semester 1||NUR3113||Disaster Management for Nurses||2||N|
|Year 3||Semester 1||NUR3112||Emergency Nursing||2||N|
|Year 3||Semester 1||NUR3115||Introduction to Nursing Research (ver 1.2)||3||N|
|Year 3||Semester 1||RES2111||Introduction to Research||2||N|
|Year 3||Semester 1||NUR3111||Medical-Surgical Nursing II||4||N|
|Year 3||Semester 1||NUR3117||Nursing Administration||2||N|
|Year 3||Semester 1||NUR3114||Operating Theatre Nursing||2||N|
|Year 3||Semester 1||TCI2111||TCI Studies||2||N|
|Year 3||Semester 2||NUR3127||Clinical Experience III||8||N|
|Year 3||Semester 2||NUR3121||Nursing Research Proposal||3||N|
|Year 3||Semester 3||NUR3130||Internship||10||N|