School of Nursing
112 Moore Building
Lynne G. Pearcey, Professor and Dean
Virginia B. Karb, Associate Professor and Associate Dean
Eileen M. Kohlenberg, Associate Professor and Associate Dean
Debra Wallace, Professor and Director of Research
Professors H. Brown, Chamings; Associate Professors Barba, Courts, Dick, Ivanov, Kennedy-Malone, Krowchuk, Tesh; Clinical Associate Professors Cowen, Helfers, Lehman, Lutz, McNeal, Packheiser, Sandoval, VonCannon; Assistant Professors Aucoin, C. Baker, Bartlett, P. Crane, J. Hu, E. Jones, Kautz, Letvak, Lewallen, Rossen; Clinical Assistant Professors Clapp, Collins, DeBrew, Hancock, Longenecker; Visiting Assistant Professors Bland, Fields, Maree, S. Ouellette; Lecturer Krasley; Clinical Instructor Stanford
Adjunct Faculty: Adjunct Associate Professor Woodard; Adjunct Assistant Professors Barham, M. Collins, Donley, Jarrett-Pulliam, Liner, Matthews, Mooth, B. Smith; Adjunct Instructors Bensky, Crumb, Darnell, Essick, Jacubowitz, Johnson, Kiser, McPhail, R. Ouellette, Owens, Sappenfield, Shedlick, Spinks; Adjunct Assistant Clinical Instructor Thomson
As an integral academic unit of The University of North Carolina at Greensboro, the School of Nursing is dedicated to teaching, research, and service that contribute to the maintenance and improvement of health for individuals, families, and communities. With a commitment to excellence, the School of Nursing provides mutually supportive undergraduate and graduate nursing programs.
Students are afforded opportunities at various stages of their lives to obtain an education that is firmly grounded in the liberal arts, congruent with standards for professional nursing practice, and preparatory for lifelong learning and professional development. The School of Nursing is dedicated to the primacy of teaching that is based in scholarship and to the advancement of knowledge through research. The intellectual resources of the School of Nursing are used to provide professional and public services to a global society.
As part of an urban university, the School of Nursing recognizes its responsibility to provide exemplary learning environments on campus, through distance education, and in underserved areas of North Carolina. The School of Nursing is committed to sustaining a community in which women and men of any racial or ethnic identity, age or background are motivated to develop their full potential and to achieve an informed appreciation of their own and different cultures.
The School of Nursing offers an undergraduate program leading to the Bachelor of Science in Nursing degree. The first two years of study are in general education, basic sciences, humanities, and basic nursing. The majority of work in the junior and senior years is in nursing.
The School of Nursing also offers a Master of Science in Nursing degree to prepare persons for a leadership role in nursing education, administration, and clinical practice. This program has a strong research emphasis and is founded on specialization in clinical practice.
The program offered by the School of Nursing is approved by the North Carolina Board of Nursing. It is accredited by the National League for Nursing Accrediting Commission (NLNAC). For information, contact the NLNAC at 61 Broadway, New York, NY 10006, 212/363-5555. The School of Nursing is an agency member of the National League for Nursing in the NLN Council of Baccalaureate and Higher Degree Programs.
The School of Nursing is accredited by the Commission on Collegiate Nursing Education (CCNE), One Dupont Circle, NW, Suite 530, Washington, DC 20036-1120, 202/887-6791.
The philosophy of the faculty at the School of Nursing is a statement of the beliefs and values they hold about the discipline and profession of nursing as well as nursing education. The conceptual framework and the goals of the undergraduate and graduate programs are built upon this philosophy.
Nursing is both a practice discipline and a profession. Comprising the discipline is a unique body of knowledge that is integral to nursing practice, nursing education, and nursing administration. The body of knowledge is continuously developed and refined as an outcome of scientific, historical, philosophical, and ethical inquiry and clinical evaluation. Nursing knowledge is generated about health through behaviors of persons across the life span. Clinical evaluation advances nursing knowledge through the testing and validation of interventions that are used in nursing practice, nursing education, and nursing administration. The metaparadigm concepts of person, environment, health, and nursing form the foundation upon which inquiry and the profession are based.
Professional nurses use knowledge developed by the discipline to promote optimal health in people and to achieve professional goals. Nursing is an essential component of the health care delivery system and includes the promotion of wellness, the detection of alterations in health, and the provision of care for those with illness, disease, or dysfunctions. Professional nursing is characterized by inquiry, caring, and practice. Nurses are professionally, ethically, and legally accountable for the care they provide, and their practice includes independent and interdependent functions.
Professional nursing education is built upon a foundation of liberal arts, humanities, and the sciences, and it provides opportunities for learners to attain competencies required to practice professional nursing at differentiated levels. Mature learners identify the need to know and assume responsibility for their own learning. Effective teachers establish an inviting learning environment that promotes collaboration among themselves and their learners for achievement of educational goals. Baccalaureate education prepares nurses to function as generalists, while education at the master’s level prepares nurses as advanced practitioners in a speciality area.