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Mission & Philosophy


The mission and purpose of the nursing program is to support the Columbus State Community College Mission and Purpose. Additionally the mission of the practical nursing program is to provide a comprehensive curriculum of general education, nursing theory, and clinical experiences essential to the role of the professional nurse.


Nursing encompasses the independent and collaborative care of individuals of all ages, within a family and community context.  Through the use of the safe, evidence based nursing practices; nursing promotes health and prevents illness in the provision of patient centered care. 

For professional nurses to provide safe and quality care for individuals, the core competencies are the basis of the nurse’s ability to design, provide, manage and coordinate caring practices.  These core competencies are professionalism, patient centered care, evidence based practice, quality improvement and safety, informatics and technology, teamwork and collaboration.  (Ohio reference)


The teaching-learning process is a collaborative relationship between the teacher and the student with active participation in mutual experiential learning.  The student is a self-directed learner who is committed to life-long learning.  “Learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984, p. 38).  Faculty views education as a process of continuous improvement enhanced by critical thinking and innovative techniques to support student development as a professional nurse.

(Knowles, 1980)


The Associate Degree Nurse provides a unique, comprehensive assessment of the health status of the patient, applying principles of ethics, patient safety, health promotion and the nursing judgment, the nurse then develops and implements an explicit plan of care. The nurse assists patients to promote health, cope with health problems, adapt to and/or recover from the effects of disease or injury, and support the right to a dignified death (NCSBN, 2012). Professional behaviors, within the scope of nursing practice for a registered nurse, are characterized by adherence to standards of care, accountability of one’s own actions and behaviors, and use of legal and ethical principles in nursing practice.


The practical/vocational nurse uses “specialized knowledge and skills which meet the health needs of people in a variety of settings under the direction of qualified health professionals” (NFLPN, 2003). The practical/vocational nurse uses a clinical problem-solving process (the nursing process) to collect and organize relevant health care data, assist in the identification of the health needs/problems throughout the patient’s life span and contribute to the interdisciplinary team in a variety of settings. The practical/vocational nurse demonstrates the essential competencies needed to care for patients with commonly occurring health problems that have predictable outcomes (NCSBN, 2012). “Professional behaviors, within the scope of nursing practice for a practical/vocational nurse, are characterized by adherence to standards of care, accountability of one’s own actions and behaviors, and use of legal and ethical principles in nursing practice” (NAPNES, 2007).

Knowles, M.S. (1980).  Self-directed learning: A guide for learners and teachers.  Englewood Cliffs, NJ: Cambridge Adult Education.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.

National Association for Practical Nurse Educators and Service (NAPNES). (2007). Standards of practice and educational competencies of graduates of practical/vocational nursing programs. Silver Spring, MD: Author.

National Council of State Boards of Nursing (2012).  NCLEX-PN examination.  Retrieved from

National Federation of Licensed Practical Nurses, Inc. (NFLPN). (2003). Nursing practice standards for the licensed practical/vocational nurse. Raleigh, NC: Author.

Conceptual Framework

CSCC Practical Nursing Conceptual Framework
Based on QSEN & Ohio Nurse Competency Model 

The nursing faculty believes that students must be prepared with the competencies necessary to continuously improve the quality and safety of the healthcare systems in which they will work. To this end, the nursing program has adopted the Quality and Safety Education for Nurses (QSEN) competencies and Ohio Nurse Competency Model as an organizational framework. The competencies include patient-centered care, teamwork and collaboration, evidenced based practice, quality improvement, safety, and informatics. Demonstration of achievement is measured by knowledge, skills, and attitudes (KSAs) for each competency (Cronenwett, et al, 2007). The licensed practical nurse demonstrates these competencies within the three roles defined by the National League for Nursing (NLN): provider of care, manager of care, and member within the discipline of nursing.

Patient-centered care: Recognize the patient or designee is the source of control and full partner in providing compassionate and coordinated care based on respect for patient’s preferences, values, and needs.

Teamwork and collaboration: Function effectively within nursing and interprofessional teams, fostering open communication, mutual respect, and shared decision-making to achieve quality patient care.

Evidenced-based practice (EBP): Integrate best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care.

Quality Improvement: Use data to monitor the outcomes of care processes and use improvement methods to design and test changes to continuously improve the quality and safety of health care systems.

Safety: Minimize risk of harm to patients and providers through both system effectiveness and individual performance.

Informatics: Use information and technology to communicate, manage knowledge, mitigate error, and support decision-making.

 Learning is an ongoing process of growth that provides opportunities for self-direction and critical thinking and progresses from simple to complex. Critical thinking is the ability to reason and analyze multiple factors. It includes the integration of past experiences to reach a conclusion or take action in a specific situation. It reflects an attitude of inquiry and the coordination of concrete and abstract data. Learning is a cooperative process involving active participation by the student who assumes primary responsibility for self-development with guidance and direction from the faculty. While responsibility for learning remains with the learner, the faculty recognizes that students enter the program with diverse backgrounds, responsibilities, and prior experiences. The faculty creates an environment where these diverse perspectives are given voice.


Alligood, M., & Tomey, A. (2006). Nursing theory: Utilization and application. St. Louis:Mosby/Elsevier

Cronenwett, L., et al. (2007). Quality and safety education for nurses. Nursing Outlook, 55(3). 122-131

Graduate Outcomes

1. Implement safe, patient centered care in the professional role of the Licensed Practical Nurse under the direction of qualified health professionals.

2. Utilize nursing judgment; supported by best current evidence and quality improvement measures in providing nursing care for patients across the lifespan.

3. Collaborate effectively with patient, family, nursing and inter-professional team.

4. Apply informatics and technology to communicate and manage patient care.