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Nursing and Allied Health

Mission
The Hartnell College Nursing and Allied Health Program facilitates a learning environment in which students become safe professional healthcare providers. Graduates provide competent, compassionate, ethical, and culturally sensitive care. The faculty and students adopt an attitude of inquiry, where ideas are generated and the art of investigation is prized.

Vision
The Hartnell College Nursing and Allied Health Program is an influential resource for the health and well-being of the community. Faculty and students embrace excellence and accept the responsibility for advancing the art and science of the nursing and respiratory care professions.

Values
The mission and vision for the Hartnell College Nursing and Allied Health Program encompasses the core values of caring, competence, collaboration, and curiosity:

Caring is defined as providing compassionate, empathetic, and sympathetic care, exemplified by these behaviors: attentive listening, comforting, honesty, patience, responsibility, providing information so the patient can make an informed decision, touch, sensitivity, respect, calling the patient by name (Larsson, 1998).
Competence means accountability for all actions, exercising judgment in accepting responsibilities, delegating within the scope of practice, and acting under a code of ethical conduct that is moral, truthful, and respectful of the dignity, worth and self-determination of patients (ANA, 2008).
Collaboration is the concerted effort to attain a shared goal, addressing the health needs of the patient and the public. Collaboration requires mutual trust, recognition, and respect among all (ANA Code of Ethics, 2001).
Curiosity is necessary to pursue life-long learning. The skills of inquiry, essential to practice and research, must be taught and directed (Benner, 2010). Evidence-based practice is best practice, and curiosity is the tool of discovery.

In addition to the four C's, the Hartnell College Nursing and Allied Health Program values the inter-professional learning environment for healthcare providers. Inter-professional competence continues to gain importance in an ever changing and increasingly complex healthcare environment. In 2011, the American Association of Colleges of Nursing, American Association of Colleges of Osteopathic Medicine, American Association of Colleges of Pharmacy, American Dental Education Association, Association of American Medical Colleges, and Association of Schools of Public Health identified competencies for inter-professionals that built on the framework of the five core competencies for all health professionals established by the IOM in 2003 (IEC Expert Panel, 2011). The following four competency domains have become essential values for the Nursing and Allied Health Programs:

1. Values/ethics for inter-professional practice: Work with individuals of other professions to maintain a climate of mutual respect and shared values
2. Roles/responsibilities: Use the knowledge of one's own role and those of other professions to appropriately assess and address the healthcare needs of the patients and populations served
3. Inter-professional communication: Communicate with patients, families, communities, and other health professionals in a responsive and responsible manner that supports a team approach to the maintenance of health and the treatment of disease
4. Teams and teamwork: Apply relationship-building values and the principles of team dynamics to perform effectively in different team roles to plan and deliver patient/population-centered care that is safe, timely, efficient, effective, and equitable (IEC Expert Panel, 2011, p. 17-25)

Philosophy
The philosophy of the Nursing and Allied Health Program supports and implements the mission statement and objectives of Hartnell College. The purpose of the nursing program is to educate individuals for entry level nursing positions within acute and community health care settings. The purpose of the respiratory care practitioner program is to prepare graduates with demonstrated competence in the cognitive, psychomotor, and affective learning domains of respiratory care practice as performed by registered respiratory therapists. The faculty believes in adherence to legal and ethical practice as well as in a commitment to life-long learning. They recognize and are sensitive to the needs of students who enter the programs from varied cultural, ethnic, and socioeconomic backgrounds.

Nursing and allied health education at Hartnell College is a complex interactive process that is evolving and embraces new ideas and new technology. The faculty is committed to providing and maintaining a curriculum focused on theoretical concepts, clinical skills, cultural and ethical awareness, and clinical reasoning using a variety of instructional styles. The curriculum reflects quality nursing and respiratory care education and prepares graduates to provide safe, competent care to persons in a culturally diverse community. Graduates are prepared to promote health and to teach in a changing health care arena. The Hartnell College Nursing and Allied Health Program facilitates a learning environment in which students become safe healthcare providers. Graduates nurses and respiratory care practitioners provide competent, compassionate, ethical, and culturally-sensitive care. The faculty and students adopt an attitude of inquiry, where ideas are generated and the art of investigation is prized.

American Nurses Association [ANA] (2001). Retrieved from http://nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforNurses/Code-of-Ethics.pdf

American Nurses Association [ANA] (2008). Professional role competence. Retrieved from http://nursingworld.org/position/practice.

Benner, P., Sutphen, M., Leonard, V., & Day L. (2010). Educating nurses: a call for radical transformation. San Francisco, CA: Jossey-Bass.
IEC Expert Panel. (2011). Core competencies for interprofessional collaborative practice. Retrieved from http://www.aacn.nche.edu/education-resources/ipecreport.pdf

Institute of Medicine. (2003). Health professions education: a bridge to quality. Retrieved from http://www.iom.edu/Reports/2003/Health-Professions-Education-A-Bridge-to-Quality.aspx