Assessment

College-Wide Learning Goals

Every Westminster student graduates with the skills and abilities that are critical to success in a rapidly changing world and highly valued by employers and graduate programs.

  • Critical Thinking
  • Creativity
  • Collaboration
  • Communication
  • Global Responsibility

School of Arts and Sciences Learning Goals

  • To enhance critical, analytical, and integrative thinking skills.
  • To improve writing and other communication skills.
  • To become effective researchers, with a qualitative problem solving emphasis.
  • To develop global consciousness, social responsibility, and ethical awareness.
  • To gain an understanding of the discipline's concepts, foundations, and perspectives.
  • Students will be exposed to, and gain experience in, a wide variety of fine art disciplines and ideas.
  • Students will learn and develop the skills required to produce artwork of technical quality.
  • Students will develop the sensitivity, understanding, and insight to produce artwork which is personally meaningful and creatively expressive.
  • Students will develop the ability to write and speak articulately about their own and other's artwork.
  • Students will learn skills needed for preparing, publicizing, and hanging art exhibits.
  • Students will learn to produce materials for professional presentation of their art for the purposes of gaining acceptance into exhibits, finding gallery representation, applying for grants, seeking publication, and applying for graduate school.
  • To give students the background needed to enhance their appreciation of the arts.
  • To give students a basic background in business principles and principles specifically for non-profits.
  • To enhance students' oral and written communication skills.
  • To give students some practical experience working for an arts organization in the community.
  • To prepare students for entry-level jobs in the field of arts management and administration.
  • To give students the necessary academic background that, coupled with sufficient field experience, will prepare them for graduate study in the field of arts administration.
  • To develop an understanding of the scientific process and critical thinking and problem solving skills.
  • To enhance communication and information literacy skills.
  • To promote leadership, collaboration and teamwork.
  • To encourage reflective capacities.
  • To teach content knowledge of the various biology subdisciplines.
  • Content: Students will master basic chemical concepts and have knowledge of advanced chemical principles across a broad spectrum of chemistry disciplines.
  • Laboratory: Students, while working within a cooperative laboratory environment, will gain experience with modern lab methodologies, techniques and procedures and will advance their critical thinking and problem solving skills.
  • Graduate/Professional School Preparation: Students will be prepared for admittance and success in graduate school, professional school, and nursing programs.
  • Communication: Students will be able to effectively communicate chemistry-related concepts and experimental results and conclusions in written, visual, and oral formats to scientists and non-scientists.
  • Leadership and Civic Responsibility: Students will have the opportunity to develop their leadership skills, a national perspective on chemistry issues, and their civic responsibilities.
  • To develop writing and editing skills applicable to various communication professions.
  • To learn basic layout and design principles and to use a broad range of industry-standard software applications in applying those principles to the production of quality communication pieces for print and electronic media.
  • To learn to effectively present skills, interests, accomplishments, and abilities to prospective employers or clients.
  • To understand the components of a contemporary computer system.
  • To provide a background in software development and project management.
  • To develop an understanding of a basic business environment.
  • To understand concepts and processes for achieving organizational goals with information technology.
  • To attain a system-level understanding of the computer.
  • To understand the concepts and techniques of object-oriented software design.
  • To acquire significant project experience working both individually and in a group setting.
  • To develop effective problem solving skills.
  • Students will understand how dance functions within the context of community cultural development.
  • Students will develop advanced skills in dance.
  • Students will understand the role of the human body in dance, including anatomy/kinesiology and growth/development.
  • Students will have knowledge of key individuals, companies, and contexts of Western theatrical dance, non-Western world dance traditions, and the role of the arts in diverse societies.
  • Students will develop artistic creativity, understand how to draw inspiration from visual and aural stimuli, and be able to lead others through this process.
  • Students will understand the internal workings of arts and community organizations and how cultural policy impacts these organizations
  • Students will be able to manage and produce formal and informal dance concerts, effectively teach dance, use digital platforms to showcase dance events, and create dance projects with diverse populations (e.g., youth, individuals with disabilities, senior citizen centers, etc.)
  • Students will balance, examine, and make informed choices among competing ideas
  • Students will be asked to perform various formal and informal writing tasks, culminating in a large research and writing project
  • Students will gain practice in expressing their ideas and work orally
  • Students will become expert in the practice and benefits of research as well as informed of the field's accepted research methods
  • Students will be exposed to the width and breadth of English literature and will show the ability to make informed connections across the field
  • Students will acquire academic writing skills in English in order to write for an American academic audience. This includes learning the process of writing and the rhetorical situation for college assignments. In addition, students will learn cultural expectations of the American audience.
  • Students will improve academic reading skills, including reading fluency and comprehension.
  • Students will develop strategies for listening and speaking in classroom situations. This includes learning note-taking, class discussion, and presentation skills.
  • Students will have the opportunity to adjust to life in the USA and at Westminster College. This includes participating in activities in the community and interacting with American students.
  • Students will have the opportunity to receive individualized tutoring assistance to facilitate their learning in academic courses at Westminster College.
  • To gain knowledge of contemporary environmental issues.
  • To understand historical developments and backgrounds of today's environmental issues.
  • To develop the ability to approach issues concerning the environment from a multi-disciplinary perspective.
  • To foster active involvement in contemporary environmental debates, controversies, and activities.
  • To discover information sources about, and appreciation for, outdoor environments and organizations.
  • To be prepared for graduate or professional programs and for a variety of enriching careers.
  • Students will use terms and methods of film analysis effectively, and identify the concepts used by film scholars from various perspectives.
  • Students will grasp film history in an international context, recognizing it as a dynamic set of economic, sociopolitical, technological, and aesthetic confrontations.
  • Students will situate film as an element of culture: how it influences, and is influenced by, the culture in which it is made; how it influences the ways we view ourselves and others in cultural terms such as race, gender, economics, and history; and how it is both an agent and result of social change.
  • Students will perform detailed film critiques in various media
  • To think critically about the historical and current impact of sex and gender on societies, individuals, organizations (or institutions), and understandings of humanity.
  • To analyze the ways in which issues such as race, class, ethnicity, culture, sexual orientation, etc. intersect with, and complicate understandings of, gender.
  • To become familiar with theories that underlie studies of feminism as well as studies of female and male identities.
  • To integrate the study of gender with various fields of study.
  • To learn how various disciplines approach the study of gender.
  • Students will be able to identify the major materials that compose the earth and describe their origins and significance.
  • Students will be able to understand and explain the major internal and surficial processes that act on the earth.
  • Students will be able to look at maps, outcrops, and other geological data sources and be able to infer the action of past processes from them.
  • Students will be able to use the techniques and methods used by geologists to obtain geological data.
  • Students will know the large-scale history of the earth, and will understand the evidentiary basis that allows geologists to know that history.
  • Students will know the specific geological history of the state of Utah and the Southwestern United States.
  • Students will be geologically literate. That is, they will be able to read peer-reviewed geologic literature and to communicate their own research.
  • Students will understand and be able to explain the interactions between geologic processes and human activity.
  • To learn and practice traditional and electronic methods of primary historical research.
  • To construct valid historical arguments based on original research in primary sources.
  • To gain a broad and deep content knowledge of global human history.
  • To communicate historical knowledge creatively and effectively via written, oral, and other means.
  • To develop skills of critical analysis of evidence, arguments, and conflicting historical interpretations.
  • To develop critical, analytical, and integrative thinking skills.
  • To improve written and oral communication skills.
  • To be able to evaluate and conduct research within the Justice Studies field.
  • To develop global consciousness, social responsibility, and ethical awareness.
  • To gain a broad understanding of the discipline's concepts and perspectives.
  • To be able to distinguish cultural and structural differences between native and target languages.

  • To be able to understand basic literary texts, a variety of cultural perspectives, current events/problems, and advanced literary texts in the target language.
  • To be able to create basic sentences and phrases in the target language, as well as write and speak about cultural and historical issues in the target language at intermediate and advanced levels.
  • To be able to write sentences, dialogues, and short essays in the target language, along with composing complex, thematic essays and communicate orally using all verb tenses and grammatical structures.
  • To master basic language structure and verbs, and demonstrate oral proficiency and expression at intermediate and advanced levels.
  • To become effective problem solvers.
  • In more advanced courses, to learn to read and construct valid mathematical proofs.
  • To learn appropriate uses of technology at all levels.
  • For majors, to achieve competency in the core curriculum of mathematics sufficient for success in a graduate program.
  • To gain an understanding of the historical development of mathematics and its role in the history of human civilization.
  • To gain a greater appreciation of the beauty and power of mathematics.
  • To learn how to effectively communicate one's mathematical ideas, both in writing and orally.
  • To offer curricular and co-curricular opportunities for student leadership and collaboration.
  • To Learn about career opportunities in mathematics and related fields.
  • To engage the community through service learning and other opportunities.
  • A solid understanding of music theory from the common practice period to the present, including species counterpoint, tonal theory (i.e. harmony, the rules of voice leading, and four-part writing), and post-tonal theory.
  • Aural skills for competent melodic/harmonic/rhythmic dictation and sight-singing - collectively necessary for a balanced understanding of music theory and the ability to learn music accurately and efficiently.
  • Knowledge of the basic history of Western classical music - its forms and styles, and its connections to Western culture; and more in-depth knowledge of a few special topics with this overarching history.
  • Excellence on a particular instrument or voice in solo and ensemble performance.
  • The ability to write clearly and meaningfully about music and subjects relating to it.
  • To develop an understanding of the scientific process and to gain critical thinking and problem solving skills.
  • To enhance both oral and written communication and information literacy skills.
  • To promote leadership, collaboration, and teamwork.
  • To encourage reflective capacities.
  • To teach breadth and depth of knowledge content in the field of neuroscience.
  • To become effective analytical and critical thinkers, and to communicate such thinking orally and in writing.
  • To gain familiarity with philosophical or religious history and its central issues.
  • To think and write in the form and by the method proper to the discipline of Philosophy or Religious Studies, i.e., rational argumentation in support of a significant thesis.
  • To pursue in depth one field of philosophy, either theoretical or applies.
  • To produce a substantial piece of original scholarship in Philosophy or Religious Studies.
  • To become more reflective of the human condition, and the effect of globalization and diversity; to understand the relevance of philosophical thinking to one's own life and public policies and practices.
  • Students should develop a good functional understanding of physics, including mechanics, electricity, and magnetism, quantum physics, statistical mechanics, thermodynamics, optics, and relativity.
  • Students should develop expert-like problem solving skills.
  • Students should develop critical thinking and reasoning skills.
  • Students should develop laboratory skills.
  • Students should develop technology skills.
  • Students should improve their communication, interpersonal, and questioning skills.
  • Students should develop and/or retain student cognitive attitudes and beliefs (expectations) that are favorable for learning physics with deep understanding.
  • To develop effective verbal and written communication skills.
  • To engage students in critical, analytical, and integrative thinking.
  • To help students become effective researchers.
  • To improve collaborative problem solving and leadership skills.
  • To enhance global consciousness, a sense of social responsibility and ethical awareness.
  • Knowledge Base in Psychology: A fundamental knowledge and comprehension of major concepts, theoretical perspectives, historical trends, and empirical findings.
  • Scientific Inquiry and Critical Thinking: Development of scientific reasoning and problem solving, including effective research methods.
  • Ethical and Social Responsibility in a Diverse World: Development of socially and ethically responsible behaviors for professional and personal settings.
  • Communication: Competence in writing, oral, and interpersonal communication skills.
  • Professional Development: Effective self-reflection, project-management skills, teamwork skills, and career preparation.
  • To improve one's critical and interdisciplinary thinking in the social sciences.
  • To become effective researchers and to learn how to communicate one's results.
  • To become logical synthesizers of information through improved reading, writing, and presentation skills.
  • To become effective problem solvers through collaboration and teamwork.
  • To enhance critical, analytical, and integrative thinking skills.
  • To improve writing and other communication skills.
  • To be able to understand, evaluate, and conduct different types of social research.
  • To develop global consciousness, social responsibility, and ethical awareness.
  • To gain an understanding of the discipline's concepts, foundations, and perspectives.
  • To achieve proficiency in the "5 C's" of language learning: communication, culture, connections, comparisons, and communities.
  • 1st Year: Students will master the basic structures of grammar in the target language, demonstrate a "survival" level of written and oral proficiency, and gain a foundation in cultural traditions.
  • 2nd Year: Students will achieve standard proficiency in conversation, composition, and the reading of short fiction. They will continue to deepen their knowledge of Spanish culture and history.
  • 3rd Year: Students will understand and be understood by native speakers and be knowledgeable about the major aspects of Hispanic literature and cultural history.
  • Students will develop the skills needed to communicate visually as well as produce creative, expressive, and distinctive work—on the page, on-stage, and backstage. (Creative and reflective capacities)
  • Students will learn to deeply appreciate the role of story as the driving energy in all theatrical work—artistic and academic. (Writing and other communication skills)
  • Students will demonstrate the leadership skills necessary to facilitate the collaborative, ensemble environment that is the hallmark of great theatre. (Leadership, collaboration, and teamwork)
  • Students will embrace their role as inductees into the centuries-old fraternity of theatre artists. (Critical, analytical and integrative thinking)
  • Students will demonstrate the ability to think, write, and speak self-reflectively, analytically and fluently, about their own and other’s work.(Writing and other communication skills)
  • Students will expand their personal, social, and global understanding through engagement in an intentionally diverse array of theatre work—on campus, in site-specific settings, and in community contexts. (Global consciousness, social responsibility, and ethical awareness)
  • Students will explore the connection between physical, mental, and emotional health and successful theatre work.
  • Performance BFAs will select and prepare appropriate repertoire to market themselves, audition for future theatre work, and/or successfully pursue graduate studies. (Critical, analytical and integrative thinking)
  • Technical theatre BFAs will design and produce effective portfolios that showcase their knowledge, skills, and personal qualities and help them secure future theatre work and/or successfully pursue graduate studies. (Critical, analytical and integrative thinking)
  • BA theatre majors will demonstrate the core artistic and academic competencies that inform all theatre studies and incorporate the knowledge, skills, and personal qualities of focused theatre work in their choice of career paths. (Critical, analytical and integrative thinking)
  • All theatre students will appreciate the value of authentic inquiry, the need for risk taking, and the lifelong skills of effective self-evaluation, active listening, spontaneous generosity, and insatiable curiosity. (Creative and reflective capacities)

Honors College Learning Goals

  • Critical, analytical, and integrative thinking
    • Ability to make connections between and across disciplines
    • Ability to analyze complex texts and ideas
    • Ability to engage in research design and problem solving
    • Ability to think independently
    • Ability to demonstrate quantitative literacy
  • Creative and reflective capabilities
    • Ability to ask questions that lead to new understanding
    • Ability to reflect on the learning process and one’s role in that process
    • Ability to express oneself creatively beyond written and spoken media (i.e. visual, musical, etc.)
  • Leadership, collaboration, and teamwork
    • Ability to share power and recognize, respect, and celebrate differences in groups
    • Ability to be self-aware in ways that facilitate collaboration with others
    • Ability to take intellectual risks
  • Writing and other communication skills
    • Ability to write clearly and persuasively in an authentic voice
    • Ability to use evidence to make an argument in writing and speaking
    • Ability to engage in genuine conversation
  • Global consciousness, social responsibility, and ethical awareness
    • Ability to understand intersections of power relations and perspectives in both global and U.S. American contexts
    • Ability to understand cultural lenses and their intersections, particularly in terms of their relation to social justice
    • Ability to identify ethical issues in society, perform sound ethical reasoning, and make informed moral judgments

Bill and Vieve Gore School of Business Learning Goals

  • Demonstrate knowledge of relevant professional standards and the regulatory environment within the core accounting areas
    • Financial Accounting
    • Managerial/Cost Accounting
    • Tax
    • Audit
  • Use technology to facilitate and enhance accounting and financial reporting processes.
  • Perform research skills and methodology using appropriate and relevant standards, rules, laws and principles required to make sound business judgments.
  • Communicate clearly and concisely when conveying relevant financial and related non financial information so that decision makers can formulate informed decisions.
  • Perform basic financial accounting, managerial accounting, and international accounting
  • Apply the fundamental concepts of economics, microeconomics
  • macroeconomics, and international economics when making decisions and solving problems
  • Explain and enact the basic tenets of management, organizational behavior, operations management, strategy and policy, international/cross-cultural management, and entrepreneurship
  • Use probability, statistics, and quantitative analysis techniques when evaluating and solving business problems
  • Describe the role of information systems in business and society and explain the basic concepts of information technology and systems development
  • Perform basic skills in the areas of corporate finance, investments, and international finance
  • Analyze an organization's customer orientation and develop effective strategies that create value for stakeholders and satisfying exchange relationships in domestic and international settings
  • Demonstrate an understanding of the legal and regulatory environment and the ethical and social responsibilities of business professionals and leaders
  • Appraise the major differences in managing and leading an organization internationally versus domestically.
  • Communication. Effectively communicate business concepts orally and in writing to faculty and business stakeholders.
  • Ethical decision-making. Demonstrate an understanding of various ethical perspectives and use ethical and legal frameworks for decision-making.
  • Critical thinking. Develop skills to analyze and solve complex managerial problems.
  • Leadership and collaboration. Demonstrate how individual and group leadership contributes to organizational goals and outcomes.
  • Strategic perspective. Demonstrate the cultural, legal, economic and geo-political forces that impact business strategies within national and international contexts.
  • Organizational performance. Analyze and use accounting and financial information to articulate organizational performance for various stakeholders.
  • Market execution. Identify and understand markets for an organization’s goods and services, apply the activities that make up the value chain for those goods and services, and employ appropriate methodologies and techniques for ensuring product/service quality and speed to market.
  • Interpret and analyze quantitative data
  • Analyze economic, social and business problems from the economic point of view
  • Demonstrate appreciation of the historical, cultural and institutional foundations of the economy
  • Demonstrate understanding of the policy implication of economic theories
  • Demonstrate appreciation for how economics integrates with business
  • Interpret and analyze quantitative data
  • Analyze economic, social, and business problems from the economic point of view, which means weighing the costs and benefits
  • Demonstrate an appreciation for the historical, cultural, and institutional foundations of the economy
  • Demonstrate understanding of the policy implications of economic theories
  • Demonstrate an appreciation of how the social sciences, history, and philosophy contribute to an understanding of economics
  • Apply economic reasoning to legal issues
  • Communicate effectively
  • Demonstrate an appreciation of the historical, cultural, and institutional foundations of the economy
  • Demonstrate understanding of the policy implications of economic theories
  • Demonstrate appreciation of the integration of economic concepts with the law
  • Explain the firm’s financial structure and the role of finance in maximizing a firm’s value
  • Use financial theories, practices, analytical tools, and models for making critical decisions
  • Develop solutions to complex financial problems
  • Communicate complex financial concepts, analyses, strategies and decisions
  • Develop ethical awareness and an understanding of global financial markets
  • Recognize the fundamental economic forces that shape a country’s stake in the global economic order, and establish the implications for national and business policy of the international economy
  • Evaluate the financial risks of doing business in a specific country
  • Develop a plan for effectively marketing a product in a foreign market
  • Identify and create strategies to meet the challenges of doing business internationally
  • Analyze the competitive environment of an organization and make plans that will lead to organizational success
  • Organize manufacturing and service operations for maximum quality and efficiency
  • Motivate, coordinate, and lead others to excellent performance
  • Develop plans to lead an organization through a significant change effort
  • Demonstrate intercultural respect and social responsibility
  • Analyze the competitive environment and the firm’s positioning to develop successful advertising campaigns
  • Demonstrate effective selling skills
  • Use a variety of quantitative and qualitative market research methods for marketing decision-making
  • Prepare a successful marketing plan for changing environments
  • Demonstrate a mastery of accounting fundamentals and professional standards within the core accounting areas
    • Financial Accounting
    • Managerial/Cost Accounting
    • Tax
    • Audit
  • Analyze and evaluate ethical situations that might arise in a professional environment
  • Communicate effectively in writing, orally and interpersonally
  • Analyze complete financial problems, make reasonable assumptions, and develop and support appropriate solutions
  • Strategic and innovative thinking
    • Compare different scenarios or strategies that affect the competitive position and success of an organization
    • Develop innovative solutions that generate value for organizational stakeholders
    • Evaluate the success of implemented strategies
  • Global perspective
    • Interpret business solutions from a global citizen's point of view
    • Assess the interdependence of global systems on business outcomes
    • Evaluate the social, legal, economic, cultural, and political issues and trends that affect the way business is conducted
    • Critical, analytical and reflective thinking
      • Explain logical solutions to complex or unstructured problems
    • Evaluate assumptions, evidence and implications
    • Support claims and conclusions with evidence and logic
    • Synthesize other perspectives and positions
  • Evaluate the results of one’s decisions and actions to guide continuous improvement
  • Effective communication
    • Evaluate intended audiences’ characteristics and tailor messages accordingly
    • Analyze and select communication methods and technologies that are appropriate to the objective and situation
    • Develop well-sorganized, persuasive arguments, supported by evidence and reasoning
    • Deliver verbal, written and visual messages to individuals and groups clearly, credibly, concisely, and persuasively
    • Listen in a way that demonstrates and builds understanding
  • Ethics and social responsibility
    • Identify ethical issues and challenges encountered within an organization and determine how they affect the various stakeholders
    • Discriminate between legal and ethical standards and devise solutions to address both
    • Explain the impact of social responsibility on an organization, relevant communities, and society
    • Leadership and teamwork
      • Articulate desired results and ensure that results are achieved
    • Manage decision-making and problem solving processes
    • Motivate and influence individuals and groups to solve problems and make sound decisions
    • Create effective teams by clarifying team goals, selecting suitable members, allocating work, establishing norms, and assigning accountability
    • Collaborate with others in pursuit of team goals by soliciting input, giving and receiving feedback, addressing problems, and personally contributing to the team’s work
    • Build and maintain productive interpersonal relationships with others
  • Functional integration and application
    • Assess quantitative and qualitative information to measure and evaluate organizational processes and performance
    • Integrate skills learned throughout the graduate program and use them to solve business problems and make effective decisions
  • Analyze the unique problems and opportunities facing technology-based firms, and develop plans to address those issues effectively
  • Build models to evaluate and measure market opportunities and constraints in technology-based firms
  • Select and apply tools that enable technology firms to quickly and successfully develop and deliver novel products to the market
  • Develop business models that enable firms to be leaders in technology sectors
  • Communication skills. Effectively communicate business concepts and analysis orally and in writing to organizational stakeholders.
  • Ethics and social responsibility. Evaluate various ethical perspectives and use an ethical and legal framework for decision-making and social responsibility.
  • Critical, analytical and reflective thinking. Analyze and solve complex managerial and organizational problems incorporating reflective thinking on the implications of the outcomes of those decisions.
  • Leadership and teamwork. Lead and influence individuals and teams to achieve organizational objectives.
  • Organizational performance. Analyze and use accounting, financial, and operational information to measure and influence organizational performance.
  • Understanding markets. Identify and evaluate markets for the organization’s goods and services, articulate and influence the activities that make up the value chain for those goods and services, and use appropriate methodologies for ensuring product/service quality and speed to market.
  • Strategic and global thinking. Design a strategic planning process, formulate a strategy, and implement a strategy to achieve sustainable competitive advantage for a firm.

School of Education Learning Goals

Standard 1: Learner Development – The teacher understands cognitive, linguistic, social, emotional, and physical areas of student development.
Standard 2: Learning Differences – The teacher understands individual learner differences and cultural linguistic diversity
Standard 3: Learning Environment – The teacher works with learners to create environments that support individual and collaborative learning, positive social interactions, active engagement in learning, and self-motivation

Standard 4: Content Knowledge – The teacher understands the central concepts, tools of inquiry, and structures of the discipline
Standard 5: Assessment – the teacher uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, guide planning and instruction, and determine whether the outcomes described in content standards have been met
Standard 6: Instructional Planning – The teacher plans instruction to support students in meeting rigorous learning goals by drawing upon knowledge of content areas, Utah Core Standards, instructional best practices, and the community context
Standard 7: Instructional Strategies – The teacher uses various instructional strategies to ensure that all learners develop a deep understanding of content areas and their connections and build skills to apply and extend knowledge in meaningful ways

Standard 8: Reflection and Continuous Growth – The teacher is a reflective practitioner who uses evidence to continually evaluate and adapt practice to meet the needs of each learner
Standard 9: Leadership and Collaboration – The teacher is a leader who engages collaboratively with learners, families, colleagues, and community members to build a shared vision and supportive professional culture focused on student growth and success
Standard 10: Professional and Ethical Behavior – The teacher demonstrates the highest standard of legal, moral and ethical conduct as specified in Utah State Board Rule R277-515

School of Nursing and Health Sciences Learning Goals

Students will

  • Provide professional nursing care based on knowledge derived from theory and research
  • Synthesize the theoretical and empirical knowledge from nursing, life, physical and social sciences, and the arts and humanities with the practice of professional nursing
  • Use the nursing process to provide nursing care for individuals, families, groups, and communities in a variety of health care settings
  • Evaluate research to determine the applicability of research findings to nursing practice
  • Incorporate professional values with the ethical, moral, and legal aspects of nursing practice
  • Apply critical thinking skills in personal and professional transitional situations

Students will

  • Use the nursing process to provide nursing care for individuals, families, groups, and communities in a variety of health care settings
  • Accept responsibility and accountability for the effectiveness of their own nursing practice
  • Incorporate professional values with the ethical, moral, and legal aspects of nursing practice

Students will

  • Accept responsibility and accountability for the effectiveness of their own nursing practice
  • Influence the quality of nursing and health care within practice settings through the use of leadership skills, management concepts and a knowledge of the political system
  • Collaborate with other health care providers and members of the general public in promoting the health and well being of people throughout the life cycle

Students will

  • Use the nursing process to provide nursing care for individuals, families, groups, and communities in a variety of health care settings
  • Evaluate research to determine the applicability of research findings to nursing practice
  • Collaborate with other health care providers and members of the general public in promoting the health and well being of people throughout the life cycle

Students will

  • Synthesize the theoretical and empirical knowledge from nursing, life, physical and social sciences, and the arts and humanities with the practice of professional nursing
  • Accept responsibility and accountability for the effectiveness of their own nursing practice
  • Incorporate professional values with the ethical, moral, and legal aspects of nursing practice
  • Recognize the health needs of today's society and function in a changing health care delivery system