Nursing and Health Sciences will be an influential resource in health education and 为萨利纳斯山谷的居民做宣传.

Nursing and Health Sciences facilitates the development of healthcare professionals who embody and demonstrate core values of comportment, competence, caring, collaboration, and curiosity:
Comportment
Comportment involves the internalization of the core values of professional practice (NLN, core values). 行为是通过价值观和行动的整合来实现的 and may be measured in the form of professional conduct, appearance, behavior, and collaborative practice” (Clickner & Shirey, 2013, p. 108).
Competence
Competence is an integration of knowledge, skills, abilities, and judgments demonstrating 在实践范围内预期的表现水平. The competent healthcare professional facilitates competent practice and seeks to remove barriers that constrain competent practice. Competence is definable, measurable, and can be evaluated; the professional is responsible and accountable for maintaining competence; competence is situational and dynamic (ANA, 2014; NLN, 2014).
Caring
Caring, as explained by Kalfoss and Owe (2015) and defined in Swanson’s Caring Theory (1991)，在关怀关系中有五种常见的关怀过程. These five processes are categorized as

• “Knowing” represents understanding the client's experience and striving to understand an event 因为它在另一个人的生命中有意义.
• “Being with，包括对另一个人的可用性和情感存在.
• “Doing for” entails competently doing for the other what he or she would do for self, if possible. Caregivers develop a healing environment, preserve dignity, and help the client navigate the healthcare system.
• “Enabling/Informing” is facilitating the other’s passage through life transitions and unfamiliar events. 照顾者分享知识以造福他人.
• “Maintaining belief围绕着相信客户有能力做出最好的决定. Caregivers 表现出对对方有能力度过难关的坚定信心 过渡，有意义地面对未来.

Collaboration
协作是实现共同目标的集体努力:解决卫生问题 needs of individuals and groups and includes initiatives with communities of interest to decrease the impact of the social determinants of health (Schroeder, Malone, McCabe & Lipman, 2018). 协作需要相互信任、认可和尊重 the interprofessional healthcare team, shared decision-making about client care, and open dialogue among all parties who have an interest in and a concern for healthcare outcomes (ANA, 2015 & NLN, 2014). 沟通需要相互信任，相互认可， and respect among the interprofessional healthcare team, shared decision-making about client care, and open dialogue among all parties who have an interest in and a concern for healthcare outcomes (American Nurses Association, 2015; NLN, 2014).
Curiosity
好奇心是追求终身学习的必要条件. According to Benner et al. (2010), essential skills such as clinical reasoning, the skills of advocacy and inquiry, along with research must be facilitated by professionals who have a good understanding of the nursing profession. 好奇心是循证实践的发现工具.

护理和健康科学哲学 statement is in alignment with the Hartnell 大学的使命、愿景和核心价值观. 护理和健康科学哲学 is a compilation of beliefs and values held by the faculty about health promotion, persons, environment, nursing, respiratory care, emergency medical services, healthcare, education, and learning. 以“礼貌、能力、关怀”为核心价值观 Collaboration, and Curiosity, faculty ascribes to a dynamic learning environment that incorporates new ideas and technology and is guided by the foundational elements of 安全、质量和个人责任.

Nursing and Health Sciences faculty and staff strive for an inclusive academic environment 学生、教师和员工在哪里蓬勃发展. 教师是响应独特的需求 of each learner. 庆祝学生和教师的优势和过去的经验 这样可以加强和提高学习环境. Faculty encourages student engagement by using adult education theories and experiential instructional methods, including clinical scenarios, high and low fidelity simulation, application of theory to clinical practice, interprofessional learning activities, and reflective journaling. Faculty believes that modeling professional behaviors and promoting personal growth transforms students into graduates who are prepared for entry-level positions within their scope of practice and are ready to engage in leadership and lifelong learning. Values guide curriculum development and the way in which faculty interact with students.

Learning is the process by which behavior is changed as the individual acquires, retains, 运用知识、态度、技能或思维方式(比林斯) & Halstead, 2020). 学习的最终责任在于学习者. Learning is 积极主动的学生从经验中建构意义. Nursing and Health Sciences learners are adults who are self- directed, pragmatic problem solvers; they propose solutions to real problems.

Teaching is the facilitation of learning and requires mentors who value the learner 作为一个人，了解个人的学习需要(比林斯) & Halstead, 2020). Nursing and Health Sciences faculty creates learning environments that support engagement; learners are empowered by a combination of cognitive, constructivist, adult-learning, and authentic learning approaches.

Ethically, each healthcare professional builds the cognitive, psychomotor, and affective 在实践中展示能力所需的技能. Students adhere to ethical and professional standards that define safe and effective practice; competence alone 不足以提供最佳护理吗. 他们学会适应照顾，以满足个人的需要 needs, values, and preferences because the "person" is a biopsychosocial system, seeking 与环境互动的意义和目的. Students integrate innovative, 循证实践转化为临床实践并运用信息技术 管理决策所需的数据. 质素改善措施 errors and improve safety.

美国护士协会(2015). 护士职业道德规范解释性声明. Retrieved from ANA code of ethics
Benner, P., Sutphen, M., Leonard, V., & Day L. (2010). Educating nurses: A call for radical transformation. San Francisco, CA: Jossey-Bass.
Billings, D. M., & Halstead, J. A. (2020). 护理教学:教师指南 (6th ed). Saint Louis, MO: Elsevier.
Clickner, D. A., & Shirey, M. R. (2013). 职业举止:缺失的元素 in nursing practice. Nursing Forum, 48(2), 106-113. doi:10.1111/nuf.12014
跨专业教育合作专家小组. (2016). Core competencies 跨专业合作实践:专家组报告. Washington, D.C.:跨专业教育协作. Retrieved from IPEC 2016 update
National League for Nursing (2020). Core values. Retrieved from NLN core values
全国护理联盟(2012年). 实践/职业、 diploma, associate degree, baccalaureate, masters, practice doctorate, and research doctorate programs in nursing. 纽约:全国护理联盟. Retrieved from Outcomes and Competencies
National League for Nursing (2014). NLN实践/职业课程框架: Guiding principles. Retrieved from http://www.nln.org/docs/default-source/default-document-library/nln-practical-nursing-framework-guidelinesfinal.pdf?sfvrsn=0
Kalfoss, M. and Owe, J. (2015). 斯旺森关怀过程的实证验证 在护理行动中发现:系统评价. 开放护理杂志，5,976-986. doi: 10.4236/ojn.2015.511104.
Schroeder, K., Malone, S. K., McCabe, E., & Lipman, T. (2018). Addressing the social 健康的决定因素:呼吁学校护士采取行动. The Journal of School Nursing, 34(3), 182–191. doi: 10.1177/1059840517750733

Interprofessional core competencies include four domains, essential values for healthcare professionals:

1. 跨专业实践的价值观/道德规范: Work with individuals of other professions to maintain a climate of mutual respect and shared values (IPEC, 2016)
2. Roles/responsibilities: Use the knowledge of one’s own role and those of other professions to appropriately 评估和解决客户和服务人群的医疗保健需求. Of 患者和促进和推进人口健康(IPEC, 2016).
3. Interprofessional communication与客户、家庭、社区和其他卫生专业人员沟通 in a responsive and responsible manner that supports a team approach to the maintenance 健康和疾病的治疗. (IPEC, 2016)
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 client/population centered care that is safe, timely, efficient, effective, and equitable (IPEC, 2016; Schroeder, Malone, McCabe, & Lipman, 2018).