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The Delhi Philosophy

We, the faculty, are committed to an educational process and positive learning environment of mutual respect that facilitates student success.  Through the development of collaborative student faculty partnerships, a learning environment is fostered that allows for professional growth and development on the part of both student and faculty. We recognize the individuality of each student; that students bring a richness of life experiences, diversity, values, beliefs, and ideals; and therefore, are committed toward cultivating the uniqueness of each individual student.  We acknowledge our duty to uphold the scholarly ideals and ethical standards of the nursing profession.  Our fundamental responsibility is to create an environment of inquiry and discovery whereby students will learn to practice nursing with compassion, excellence, vision, enthusiasm, and integrity. 

Education is a process which embraces all of the experiences through which students develop their learning potential, assimilate knowledge, and clarify values.  In the formal nursing education setting, teaching is a deliberate process planned to motivate the students to acquire skills, knowledge, and values.  Nursing is best learned through appropriate planned clinical experience which correlates theory and practice, and best occurs when moving from simple to complex concepts.  We believe learning is a lifelong dynamic process involving interactions among the learner, teacher, and environment.  Therefore, interactions are designed to provide the opportunity for each learner to advance toward professional goals.  The faculty believes that nursing education is the systematic direction and guidance of the student so as to aid in the fullest development of positive intellectual, moral, emotional, physical, and social qualities that relate to the knowledge, skills, and ideas of nursing.

The organization of the program moves from simple to complex using a curriculum framework.  The program framework is modeled through the following concepts: client,environment, health, and nursing which operate in dynamic interaction.

The content is reintroduced at greater depth for reinforcement and synthesis in the second year.  Content moves from basic knowledge and what is normal, to deviation from normal, and knowledge needed to bring human systems, health, and the environment, to optimal levels of functioning.  This process is viewed as moving the learner from a novice level toward that of the competent entry-level professional.  The faculty incorporate principles from the cognitive, affective and psychomotor arenas throughout the curriculum to assist the learners to develop skills necessary for critical thinking. The nursing process is viewed by the faculty as a pervasive concept.  Different component parts of the nursing process are emphasized in different semesters building in a deliberate manner as the learner gains in nursing knowledge and practice.

The centrality of the nursing process is integral at all levels of the curriculum with the learner expected to develop increasing expertise from first semester through fourth semester with a focus on the NLN competencies for graduates of associate degree nursing programs.

The eight core competencies of nursing practice include:

• Professional behaviors
• Communication
• Assessment
• Clinical Decision-making
• Caring interventions
• Teaching and learning
• Collaboration
• Managing Care

The initial nursing courses fulfill the educational needs for the learner to achieve competency in basic care.  Each level progresses in expertise until completion of final senior nursing courses where the graduate functions competently at the entry level of nursing practice.  The planned use of the nursing process assures that the client will receive the nursing care that is needed at the appropriate time. 

Education for nursing includes both general and professional components.  At all levels of nursing education, nursing programs prepare students to think critically, solve problems, and develop sound clinical judgement.  Through close student/faculty interaction, the ability to think logically and clearly and to organize thought is stimulated.  Equally important is the opportunity for the learner to develop an attitude of caring, compassion, and concern for safety, as well as to develop positive moral and ethical standards.  Nursing curricula also prepare the learner for competence commensurate with the expectations and standards of practical or associate degree professional nursing.