Mission & Philosophy
Mission & Philosophy
Mission of the School of Nursing
The mission of the SUNY Delhi School of Nursing is to engage students in an innovative, caring, and collaborative learning environment. In preparation for interdisciplinary nursing practice and leadership roles, the School of Nursing provides opportunities to progress through undergraduate and graduate levels of education. The School prepares graduates to effectively respond to the needs of a dynamic, complex, and diverse healthcare community.
The SUNY Delhi School of Nursing will be a nationally recognized provider of innovative, challenging, high-quality education to prepare nursing professionals who will become health care providers, educators, and leaders in a global and diverse society. We will be the trailblazers for delivery of contemporary, leading edge, student-centered, and affordable nursing education.
- Prepare nursing professionals at undergraduate and graduate levels for practice, educator, and leadership roles to provide high quality health care and act as change agents in all areas of society.
- Support all faculty to provide high-quality instruction, student-centered pedagogy, and service, and develop further in scholarship and leadership.
- Deliver nursing education that is innovative, dynamic, evidence-based, technology-rich, and relevant to the needs of a culturally diverse, global population.
- Foster interprofessional and strategic partnership collaborations in health care, education, and community settings.
- Promote and sustain an educational environment that supports diversity and inclusion.
- Activism: Participate in public policy decisions, nursing research, and professional nursing associations, advance profession, recognize the role of nursing associations in public policy.
- Caring: Protect privacy/confidentiality, moral/legal rights of patients and research participants, act as advocate, provide care without prejudice, practice using fidelity and respect.
- Justice: Engage in self-evaluation, request consultation/collaboration, seek education, accept responsibility/accountability, and maintain competence.
- Professionalism: Participate in peer review, establish, promote, and maintain standards, initiate actions to improve environments of practice.
- Trust: Protest health/safety, promote equitable access/care, and assume responsibility for needs of culturally diverse populations (Weis & Schank, 2000, 2009, 2017).
The theory of constructivism has been utilized as the educational philosophy for some time as it aligns with our SON mission that we will “engage students in an innovative, caring, and collaborative learning environment.” The foundation of our school’s philosophy is the constructivist theory in which:
- the learner is an individual who makes decisions about his or her educational needs through active engagement in the learning process,
- the teaching methods support students’ self-directedness in the educational process, and
- learning is a lifelong dynamic process involving interactions among the learner, teacher,
and environment. The interactions are designed to provide the opportunity for each
learner to advance toward professional goals.
At SUNY Delhi, our nursing programs create constructivist learning environments for students which include 3 major tenets: constructivist task, teacher-student involvement, and social activity (Alt, 2014, 2018).
The diagram above depicts the three tenets of the constructivist learning environment and the concept associated with the tenets.
Learning is situated in real-world tasks. Through these real-world activities, students “learn to learn.” It is through these types of activities that in-depth learning occurs.
- The learner is an individual who makes decisions about his or her educational needs.
- The learner is an actively engaged participant in the educational process.
- The teaching methods support self-directedness in the educational process, and
- Learning is a lifelong dynamic process involving interactions among the learner, teacher, and environment. The interactions are designed to provide the opportunity for each learner to advance toward professional goals.
- Learning communities are developed where collaboration, dialogue, peer interaction, and feelings of connectedness can be built.
- Learners are provided with multiple perspectives with which to engage and learn.
The student is an active part of their own unique learning and educational process, and is actively engaged in the creation of new knowledge, interpreted, applied, and supported by their prior experiences and how to use and create meaning from the knowledge and experiences in the program in our School of Nursing. Our robust teacher-student interactions and peer-to-peer learning model provide support for learning and growth into the role of a professional nurse.