About Us

Educational Goals

Outcomes for the nursing education program are as follows:

1. Provide opportunities for graduates to have the requisite knowledge and competencies necessary for an entry level nurse.
2. Facilitate integrated clinical judgment by offering practice experiences which articulate with classroom learning.
3. Provide transferable courses for students desiring to further their education.
4. Foster proficiency in all forms of communication.
5. Provide a program of study which offers a foundation for life-long learning.

Student Outcomes

Faculty in the Nursing Program recognizes the following learning outcomes for students successfully completing requirements for Associate Degree Nursing:

1. Provide holistic, comprehensive nursing care to patients in both structured and unstructured settings.
2. Prioritize care given in a variety of settings.
3. Teach health promotion to guide patients toward health maintenance.
4. Integrate clinical judgment to formulate decisions, establish priorities, delegate responsibilities, and evaluate care given.
5. Collaborate with patients, support persons, and other members of the health care team in delivery of individualized, economic, and ethical health care services.
6. Evaluate outcomes of holistic care given.
7. Alter nursing care as need arises to ensure optimum care is given to patients.

Job Placement Assistance & Career Planning

The College’s primary focus is to produce graduates who fulfill the evolving needs of the business sector. Indeed, successful Provo College graduates may be found throughout the business community.

The Career Development course is offered on a regular basis to instruct students on current techniques for resume and cover letter writing, interviewing, and contacting employers. The Director of Career Services also meets with students and graduates on an individual basis for career counseling, providing information about the job market and specific companies. Critiques, resumes, cover letters, and mock interviews are also emphasized. The Director of Career Services is in contact with local employers and assists in arranging interviews for graduates.

Graduates qualify for career planning assistance when they complete their academic program in good standing and meet current financial obligations. Graduates of Provo College are eligible for placement assistance throughout their careers.

Provo College does not guarantee employment.

Provo College Nursing Mission Statement

We respect the value of individuals and facilitate development of behaviors resulting in professional, competent graduates who are caring clinicians and appreciate the value of life long learning.

Provo College Nursing Philosophy

The following beliefs guide Provo College Nursing faculty in development and evaluation of the curriculum:

• Students are the major focus of the nursing program. Students require facilitation and guidance from faculty in order to avoid mistakes and thus are enabled to develop knowledge and skills necessary to a caring practitioner. Synergism occurs when students are technically proficient and genuinely caring. Practice is the arena where inquiry and knowledge development can be integrated into the attributes necessary for quality nursing practice. Students become competent, beginning level practitioners as they are successful in passing the National Council Licensing Examination. Faculty recognizes graduates of an associate degree nursing program must desire to continue their learning either formally or informally for the remainder of their career. Thus, general education courses must be offered which are readily transferable should students decide to continue their formal education.
  
  
• Human Beings are unique individuals who are best understood when considered holistically. Each is defined as having different parts which make up the whole. Each is composed of physiological, psychological, spiritual, and social parts. All components of the human being must be identified and nurtured in order for wellness to be achieved. These parts provide human beings with ability to identify problems, reason, make decisions, and assume responsibility for decisions and actions. Further, human beings function as dynamic beings in a complex society composed of individuals, families, and communities.
  
  Within the context of nursing, the term patient refers to any human being or person who is a participant in nursing care and/or uses services of nurses in a variety of settings for purposes of health promotion, prevention, maintenance or restoration. The term patient includes individuals, families, and communities.
  
  
• Health is defined as a state of complete physical, mental, and spiritual/social well-being. As people adapt and evolve, the potential exists for movement toward either wellness or illness. Health is a relative state along a continuum ranging from severe illness to an ideal state of being. A person enjoying health has ability to adapt to illness and to reach the highest level of functioning. Health is on a continuum and can range from high level wellness to terminal illness. Wellness is defined as the optimal level of function in body, mind, and spirit. Illness is defined as an altered level of function where individuals, families, and communities require assistance to return to wellness. Individuals with chronic illness can achieve wellness within the constraints of their disease process.
  
  
• Nursing is a combination of science and art. The science comes with ability to address physiological and psychological needs of patients. The art of nursing encompasses attending to and caring for body, mind, and spirit. Nurses address changing needs of patients as they respond to their environment. As nursing care moves into the community, nurses focus on health promotion/prevention/maintenance/restoration issues to assist patients toward maintaining wellness.
  
  Nursing is a caring process concerned with assisting patients to strive towards health. Healing is accomplished when nurses demonstrate caring behaviors. Caring is central to the human experience and dictates a holistic connection. By nature, humans detach as a form of self-protection. The synergy produced between patient and nurse through expert caring facilitates positive interactions between stress, coping, hope, health, illness and wellness. The lived experience of each individual is different. Nurses attend to the patient’s interpretation of their experience in order to provide optimal nursing care.
  
  Nursing is a process concerned with assisting each patient to maintain health or to move toward wellness. Nursing facilitates this by using both nursing and interactive processes, which focus on caring and collaboration to promote health, maintain, and restore wellness. Nursing recognizes patients respond holistically to internal and external environmental conditions which affect health. Attending to and caring for body, mind, and spirit is the basis for nursing practice. Nursing cares for individuals, families, and communities.
  
  
• Learning is a life-long progressive process by which individuals adapt to their environment. Each learner has different abilities, experiences, and levels of motivation, which he or she brings to the learning process. The fundamental aims of the teaching/learning process are to develop the cognitive, affective, and psychomotor abilities of the learner and to assist in acquiring knowledge and critical thinking essential for making decisions. Faculty believes this can be facilitated through dynamic curricular offerings which address growing and changing needs of the profession. The learner is an active participant in the teaching/learning process and assumes responsibility for learning.
  
  
• Teaching is viewed as expert coaching. Teaching is a process which includes assessing learner needs, collaborating with the learner to plan experiences to meet those needs, assisting the learner to implement the plan, and evaluating the learning responses. The teaching/learning process is a two-sided process and requires caring and open communication to promote full development of the learner’s potential. This process involves systematic movement of the learner toward development of physical, intellectual, and spiritual/social qualities as related to the knowledge, skills, and values they hold. The teacher shares both knowledge and experience by serving as a facilitator of learning and a role model of professional behavior.
  
  
• Faculty are involved as facilitators in the goal of meeting holistic learning needs of students. Facilitators share and receive knowledge and experience throughout this process. It is critical for faculty to serve as a role model of life-long learning and professional behavior in order for goals to be achieved.