UT Tyler School of Nursing
Mission Statement and Philosophy
The University of Texas at Tyler School of Nursing prepares professional nurses who provide leadership for global health care in a variety of roles. Graduates address the challenges of a dynamic society and health care delivery system by initiating resourceful solutions for health promotion, risk reduction, and disease management. To accomplish this mission, the faculty has identified the following goals:
- To pursue excellence in teaching
- To effectively role model in clinical practice
- To recruit and retain students and faculty from diverse populations
Scholarship and Research
- To value and model life long learning
- To contribute to professional nursing's knowledge base
University and Community Service
- To actively participate in university governance and academic affairs
- To contribute to the community through active involvement in community groups and activities
- To model the standards of the profession, ethical, caring behaviors, and culturally appropriate care.
- To maintain expertise in selected specialty areas and in teaching
- To actively participate in professional groups for personal growth
Statement of Philosophy
The philosophy of the School of Nursing reflects the mission and purpose of The University of Texas at Tyler. Human caring is the foundation for the eclectic conceptual framework used by the School of Nursing. Embedded within this scope of human caring are components that are integrated throughout the curriculum: patient, environment, health and nursing. The faculty believe that nursing education is based on integrity, respect for human dignity, critical thinking, and accessibility for representatives of the diverse population of the service area. Learning is a unique, dynamic process that results in affective, cognitive, and psychomotor changes; this process is influenced by attitudes, beliefs, resources and interactions with others. Each individual is responsible for his/her learning. Nursing education, at both undergraduate and graduate levels, is based upon interpersonal caring and critical thinking, as well as the theoretical and research contributions of nursing scholars. Nursing education prepares the nurse to be self-directed, utilizing his/her expert knowledge and skills to facilitate self-care; and to empower the patient toward fulfillment of physical, psychological, social, and spiritual health and well-being. As a community of scholars, faculty members serve as role models for students through participation in academic, professional, and community activities and organizations as well as clinical practice.
Baccalaureate education prepares students to practice as generalists within the health care system. This level of education is based on core knowledge and clinical competency, applied through a unique blend of critical thinking and human caring in multiple settings. Health promotion, risk reduction, and disease management are the focus of the care provided. The curriculum emphasizes the development of values relevant to ethical nursing practice, with recognition of the impact nursing judgments have on patients. As generalists, graduates are prepared to deal with personal and professional lives of chaotic change, to be partners in decision-making, to be professionally accountable, to provide comprehensive care in any setting, and to assume personal responsibility for life-long learning.
Master’s education is built upon the baccalaureate educational core elements, and enhances strong critical thinking and decision-making skills. The MSN nurse is prepared as a visionary leader and manager to assume advanced roles in a variety of settings. Graduates are prepared to promote evolving practice patterns based on global perspectives, which requires a deep understanding of moral and ethical responsibility. Masters prepared nurses initiate and use research findings to enhance outcomes in their advanced practice settings. A sophisticated knowledge base of health promotion, health care policy, organization, and financing is blended with the realities of the changing practice environment. Graduates are thus prepared to collaborate, and to create policies in response to trends in nursing and in health care. Graduate education prepares the nurse to evaluate personal and organizational perspectives and values, and utilize ethical decision-making modes to impact patient care. Graduates will be able to evaluate and utilize a variety of theories from nursing and other disciplines in their practice settings. Professional role development, an ongoing component throughout graduate education, enhances graduates’ ability to create effective interdisciplinary relationships and to recognize role ambiguity and boundaries, thereby facilitating successful transition into the advanced practice role.
Doctoral education is built on a model of strengths and provides advanced education to prepare nurse researchers and educators for the future. The doctoral program builds on the educational foundation obtained through baccalaureate and master’s core elements. It also builds on the current program’s strengths in offering educational opportunities in an online format and providing research and teaching experiences that incorporate sensitivity to diverse populations in essential and priority areas of health services.