History
The College of Nursing is an autonomous unit of The University of Tennessee Health Science Center (UTHSC) and has a history dating back to 1898. The first public hospital in Memphis was established by an act of the Tennessee Legislature in 1829. Twelve years later, this small hospital meant for river travelers was replaced with a facility that was used as a military hospital during the American Civil War. It later became the Memphis City Hospital.
Memphis Training School for Nurses was chartered September 28, 1887, at a time when nursing education in the United States was still in its infancy. It was one of the first schools of nursing in the South and was the first in the Mid-South. In December 1887, the school accepted its first student, Lena Clark Angevine, who is now known as Tennessee’s pioneer nurse. In 1898, a new city hospital along with the Nursing School of the Memphis City Hospital opened at 860 Madison Avenue, and the Memphis Training School for Nurses closed.
The medical staff of the hospital petitioned the Mayor to appoint Mrs. Lena Angevine Warner Superintendent of Nurses at the new nursing school. In 1913, the hospital became the teaching center of the College of Medicine of the University of Tennessee. In 1920, the Memphis General Hospital became a university hospital by contractual agreement when the University of Tennessee College of Medicine accepted responsibility for the medical care of the patients. In 1926, the University of Tennessee School of Nursing was created, and on November 9, 1926, the City of Memphis and the University of Tennessee entered into a contract governing the operation of the Memphis General Hospital by the College of Medicine. The University began operation of the School of Nursing in June 1927. In July 1949, the School of Nursing became an autonomous unit within the University.
In September 1950, the newly established Baccalaureate in Nursing (BSN) Program admitted 26 students. In 1972, the Master’s program was developed and admitted students for the 1973 summer quarter. The PhD in Nursing began August 1988. The BSN program was held in abeyance in December 1997 allowing the College to focus entirely on graduate education. This focus provided the opportunity for development of the practice doctorate to meet future needs of an increasingly complex healthcare environment in Tennessee and the nation. The first students in the practice doctorate entered July 1999. The Doctor of Nursing Science (DNSc) degree designation for the practice doctorate transitioned to the Doctor of Nursing Practice (DNP) in 2005, in accordance with national trends.
In August 2003, the UTHSC and Methodist Healthcare of Memphis announced a unique partnership between the health system and the university’s College of Nursing. The purpose of this partnership was to enhance delivery of nursing care by offering the full range of educational opportunities in nursing including an entry-level bachelor’s degree in nursing, continuing with the master’s degree, and concluding with the doctoral degree. Students entered College of Nursing programs at all levels of nursing education (BSN, MSN, DNP, and PhD) in July 2005. UTHSC received approval to open an entry level master’s Clinical Nurse Leader and post-BSN master’s CNL program in 2008 and the first professional entry students were admitted to the MSN-CNL program in June 2009 and graduated May 2011. Post-BSN/MSN-CNL admission to the DNP program occurred Fall 2009. The last advanced practice entry class at the master’s level graduated December 2011. In 2014, the College of Nursing offered a post-graduate certificate program in Adult-Gerontology Acute Care Nurse Practitioner for nurse practitioners who are certified in another specialty and seeking a second certification in adult-gerontology acute care.
The College of Nursing provides innovative education, patient care, and research programs throughout Tennessee and the Mid-South. Most degree programs in the College use state-of-the-art technology to bring nursing education to students in East Tennessee, rural West Tennessee, and across the midsouth. The faculty and staff deliver cutting-edge clinical services in many different locations. The faculty and students bring the science of caring to the daily lives of their patients. The internationally renowned research programs of the faculty advance the frontiers of knowledge in several areas.
Information taken from: From Diploma to Doctorate: 100 Years of Nursing Education by E. Dianne Greenhill, RN, BS, EdD, and Professor Emeritus
Mission
The mission of the College of Nursing is to prepare exceptional nurse leaders to meet the health needs of the people of Tennessee, the nation, and beyond through: *Cultivating creativity and passion to improve health care, *Leading scientific innovations and clinical practice, *Using innovative academic approaches, *Serving society.
Vision
Nurses leading innovative transformation of health care.
Values
The College of Nursing’s values are:
- A culture that creates, supports, and promotes innovation while honoring our traditions
- Sense of community and teamwork within the College, with our colleagues, and with our strategic partners
- A community that enhances scholarship and promotes diversity
- Professional and personal accountability
- Respectful, open, and transparent communication and collaboration
- Professional and intellectual integrity
- Shared respect for faculty and staff contributions
College of Nursing Philosophy
The philosophy of the College of Nursing is consistent with the goals and mission of UTHSC. The College philosophy focuses upon the nature of the PERSON, ENVIRONMENT, HEALTH, and NURSING. The faculty believes that the PERSON is a unique integrated being that is continuously evolving. Each person has the right to participate in making decisions that affect his/her health and to accept or refuse healthcare within the context of safety to society.
The faculty views ENVIRONMENT as all conditions influencing the life and development of the person. The health of individuals, families, and communities is affected by these conditions.
HEALTH is viewed as a dynamic state arising from a process of continuous change in the person and environment. The faculty views the promotion, maintenance, and restoration of health as a complex phenomenon involving the shared responsibility of the person, healthcare providers, and society. Faculty view nursing as stated in the second edition of Nursing’s Social Policy Statement (ANA, 2003), “NURSING is the protection, promotion and optimization of health and abilities, prevention of illness and injury, alleviation of suffering through the diagnosis and treatment of human response and advocacy in the care of individuals, families, communities, and populations” (p.6). Nursing must provide leadership in influencing the organizational, social, economic, legal, and political factors within the healthcare system and society. “These and other factors affect the cost, access to, and quality of healthcare and the vitality of the nursing profession” (p.6).
Professional nursing is a science and an art. The science of nursing requires that nurses study, explore, and research nursing and related knowledge areas. From these areas nurses develop and test nursing theories for the improvement of nursing practice and healthcare. The art of nursing requires that nurses use knowledge gained from the humanities, arts, and sciences as the foundation for acceptance and appreciation of clients’ values. Nursing care requires sensitivity as well as critical, logical, and analytical thinking to effect changes in clients and the healthcare system.
EDUCATION for professional nursing practice includes a sound theoretical knowledge base to support experiential learning. The faculty believes that the educational process facilitates continuing personal and professional growth. The intent of the educational programs is to focus on the learner with active participation of the student in the learning process. Education is a life-long process with the commitment of the learner to establish patterns of continued inquiry.
Biography of the Dean
Wendy M. Likes, PhD, DNSc, APRN-Bc, FAANP, FAAN is Dean and Ruth Neil Murray Endowed Chair in Nursing in the College of Nursing. Dr. Likes has over 20 years experience in nursing including bedside nursing, advanced practice nursing, teaching, research, and administration. Dr. Likes assumed the Interim Dean role July 2014 and was appointed permanent Dean in June 2015. She continues to practice in and serve as the Executive Director for the Center for HPV and Dysplasia at UT Medical Group. She is a three time alum of UTHSC CON, having obtained her MSN in 1999, her DNSc in 2004, and her PhD in 2009. Her research and clinical interest is in women’s health and lower general tract disease. Her research has been funded by the National Institute of Nursing Research. Dr. Likes joined UTHSC CON as in 2005 and was tenured in 2011. She has served as a Vice-Chair, Chair, and Associate Dean in the CON prior to her appointment as Dean.
Administrative Structure of the College
The College of Nursing is led by the Dean, the Executive Associate Dean of Academic Affairs, Associate Dean of Research, two Assistant Deans, two Department Chairs, and Director of Student Affairs. The College functions as one department. The Office of Academic Affairs under the leadership of the Executive Associate Dean of Academic Affairs provides the administrative base for all academic programs and is responsible for programs, budget, teaching workload (in collaboration with the two Chairs), oversight of academic policies, promotion-progression-graduation, and all evaluation and accreditation efforts of the College. The Associate Dean of Research leads research endeavors of the College. The Director of Student Affairs oversees administration of policies related to student affairs and provides leadership for recruitment of students into the College. The Assistant Dean of Community Partnerships and Nursing Innovation leads development of sustainable partnerships with clinical, research, and service institutions to advance health care, reduce health disparities, and improve patient outcomes. The Assistant Dean for Business/Finance oversees fiscal matters of the college. The Department Chairs foster faculty development and determines allocation of workload for teaching, research, service, and clinical care.
Organization of the Faculty
All full-time, appointed faculty in the College of Nursing are members of the College of Nursing Faculty Organization. The president and committee members are elected by the faculty. Standing committees include: Collegiate Promotion and Tenure Committee, Curriculum Committee, Admissions Committee, Progression Committee, Executive Committee, Evaluation Committee, Awards and Honors Committee, Practice Committee, Nominations Committee, and Bylaws Committee. The Organization normally meets six times per year or more often as business may dictate. It serves as an advisory group to the Dean and provides faculty input on curriculum, academic policies, other items of interest to the faculty and the dean as well as providing educational seminars of interest to faculty.
In addition to the full-time and part-time faculty of the College of Nursing, faculty members from other UTHSC colleges teach in the College of Nursing. The faculty selects, instructs, examines and promotes students in the college; it organizes and maintains the curriculum in consultation with and with the consent of the Dean. The list of nursing faculty including academic credentials, degrees with conferring institutions, and faculty rank is provided at the end of the nursing section of this bulletin.
Nursing Alumni Association
The UTHSC College of Nursing Alumni Association represents more than 5,200 UTHSC graduates and is an integral part of the University of Tennessee National Alumni Association. With the partnership between Methodist Healthcare of Memphis and the UTHSC College of Nursing, almost 4,000 additional graduates from the Methodist School of Nursing joined the College of Nursing Alumni to participate in the Nursing Alumni Association activities. Alumni serve on several college committees where alumni representation is appropriate and advantageous to the future of the College of Nursing.
Location and Facilities
The College of Nursing’s administrative and faculty offices are located on the tenth, ninth, and fifth floors of the 920 Madison Avenue Building in Memphis, Tennessee. The new Center for Healthcare and Improvement and Patient Simulation (CHIPS) building is a 45,000 square foot facility located on the UTHSC campus dedicated to healthcare simulation and interprofessional education. The General Education Building, also located on the UTHSC Memphis campus, houses various skills lab and classroom instruction rooms. Additional lab and classroom space is located on the fifth floor of the 920 Madison Avenue Building. Students in the BSN and DNP programs also gain experiential learning through practice experiences in clinics and hospitals throughout the state of Tennessee as well as other states in proximity to where students reside.
Accreditation
The University of Tennessee Health Science Center is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools.
The Bachelor of Science in Nursing (BSN) degree program in the UTHSC College of Nursing is accredited by the Commission on Collegiate Nursing Education (CCNE), 655 K Street, NW, Suite 750, Washington, DC 20036, (202) 887-6791, http://www.ccneaccreditation.org. The BSN program is approved by the Tennessee Board of Nursing, 227 French Landing, Suite 300, Heritage Place Metro Center, Nashville, Tennessee 37243, (800) 778-4123.
The Doctor of Nursing Practice (DNP) Program in the UTHSC College of Nursing is accredited by the Commission on Collegiate Nursing Education, 655 K Street NW, Suite 750, Washington, DC 20001, 202-887-6791, http://www.ccneaccreditation.org, through December 31, 2024, and approved by the Tennessee Board of Nursing. The UTHSC College of Nursing is currently pursuing accreditation for all APRN Certifiate Programs.
The University of Tennessee Health Science Center College of Nursing Doctor of Nurse Practice Nurse Midwifery (DNP NMW) Concentration is preaccredited by the Accreditation Commission for Midwifery Education, 2000 Duke St., Alexandria, VA, 22314, 703-835-4565, ACME, for four years (February 2021-February 2025). The Doctor of Nursing Practice (DNP) program at The University of Tennessee Health Science Center is accredited by the Commission on Collegiate Nursing Education, 655 K Street NW, Suite 750, Washington DC 20001, 202-887-6791, http://www.ccneaccreditation.org, through December 31, 2024, and approved by the Tennessee Board of Nursing.
The University of Tennessee Health Science Center’s College of Nursing Post-BSN DNP Nurse Anesthesiology Concentration is accredited by Council on Accreditation of Nurse Anesthesia Educational Programs, 10275 W. Higgins Road, Suite 906, Rosemont, IL, 60018-5603, phone: 224.275.9130, http://coacrna.org, through Fall of 2029. The Doctor of Nursing Practice (DNP) program at The University of Tennessee Health Science Center is accredited by the Commission on Collegiate Nursing Education, 655 K Street NW, Suite 750, Washington DC 20001, 202-887-6791, http://www.ccneaccreditation.org, through December 31, 2024, and approved by the Tennessee Board of Nursing.
Program Outcomes
DNP Program and Post-Graduate APRN (DNP) Certificate Program Student Educational and Competency Outcomes
University of Tennessee Health Science Center, College of Nursing, Doctor of Nursing Science (DNP) students will graduate with the knowledge, skills, attitudes, and competencies to provide care and management for patients and populations.
Upon completion of the DNP program, the graduate will be able to:
1. Demonstrate proficient clinical reasoning in advanced nursing practice.
2. Lead within health care systems to deliver safe, quality care for diverse populations.
3. Disseminate findings from evidence-based practice and research for optimal healthcare outcomes.
4. Integrate health information and patient care technologies to transform health care outcomes across the lifespan.
5. Advocate for social justice and equity through strategic initiatives to influence public policy.
6. Lead interprofessional teams to improve patient and population health outcomes.
7. Integrate concepts of social determinants of health, epidemiology, and ethics to improve population health.
8. Design, implement, and evaluate quality care based on science to facilitate optimal patient outcomes.
Post-Graduate APRN (MSN) AGACNP Certificate Outcomes
- Synthesize nursing and other scientific knowledge, with contemporary clinical knowledge, for the assessment and management of health and illness states of adult-gerontology patients.
- Demonstrate advanced levels of nursing practice including health promotion, health protection, disease prevention, treatment, and referrals for the acute, critical, and chronically ill or injured patient.
- Engage in advocacy, modeling and teaching to advance health outcomes of complex acute, critical, or chronically ill patients.
- Develop collaborative professional relationships.
- Provides leadership for the delivery of clinical services within an integrated system of health care.
- Analyze practice outcomes to foster quality healthcare practices and improve patient outcomes.
- Integrate professional values and ethical decision-making in advanced nursing practice.
BSN Program Outcomes
The graduate of the BSN Program will be able to:
- Engage in clinical reasoning to make decisions regarding patient care.
- Deliver safe, evidence-based, compassionate, holistic patient and family-centered care across the health and illness continuum.
- Advocate for individuals, families, groups, communities, and populations.
- Implement population-focused wellness promotion and illness prevention strategies that consider determinants of health and available resources.
- Use effective communication and collaborative skills for professional practice.
- Demonstrate accountability for personal and professional standards of moral, ethical, and legal conduct.
- Evaluate quality improvement processes to optimize safe health care outcomes for individuals, families, groups, communities, and populations.
- Employ leadership principles to improve patient outcomes across healthcare systems.
- Exhibit a commitment to continuous self-evaluation and lifelong learning.
General Education Competencies
General education competencies for the BSN program are:
- Critical Thinking
Students will demonstrate their ability to solve problems, construct and present cogent arguments in support of their views, and understand and evaluate arguments presented by others. (NSG 449 Evidence-Based Practice Concepts of Scientific Inquiry and Evaluation)
- Communication
Students will demonstrate appropriate skills in planning, preparing, and presenting effective oral and written presentations. (NSG 452 Population Health Nursing Concepts )
- Interprofessionalism
Students will be able to explain interprofessional practice to patients, clients, families, and/or other professionals, describe the areas of practice of other health professions, and express professional pinions competently, confidently, and respectfully while avoiding discipline specific language. (NSG 456: Nursing Internship: Leadership and Management Practice)
General education competencies will be measured via student performance on oral presentations written critiques of research papers, and papers written in capstone courses in the above italicized courses.
Program Modification Statement
The faculty of the College of Nursing reserves the right to make changes in curriculum, and academic policy and procedures when, in their judgment, such changes are in the best interest of students and the College of Nursing. Ordinarily, a student may expect to earn a degree by meeting the requirements of the curriculum, as specified in the bulletin currently in force when they first enter the college, or in any one subsequent bulletin published while they are a student. However, the College of Nursing is not obligated to fulfill this expectation, or to offer in any particular year, a course listed in the bulletin.
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