The Nursing Program faculty believe graduate education denotes the critical appraisal of the concepts and theories that underlie the nature and practice of nursing and the extension of the processes of inquiry (problem solving, critical thinking and research) for the development and testing of knowledge. The faculty believe that the organization of graduate programs must recognize the diverse areas of specialized and advanced practice in nursing, must be guided by the current state of knowledge and societal needs, and must provide a foundation for the continuing evolution of new knowledge both in nursing and in other disciplines.
The faculty also believe that the diverse and varying educational, personal, and cultural experiences that students bring to their graduate studies are valuable to the program and that the strengths of such background must be fostered and nurtured within educational environments characterized by free interchange among scholars/teachers. Furthermore, graduate study requires that scholarly exchange, objectivity, and creativity must prevail in the learning environments of the classroom and the laboratory. The faculty believe that the goals of graduate education require that a high level of inquiry be attained through the development of a collaborative role that involves both faculty and students in the discovery and refinement of knowledge. Further, graduate education requires learning experiences and environments that represent the multicultural composition of the world and reflect the diverse interests and concerns of faculty and students and the communities they serve.
The faculty recognizes that each student comes with individual goals and that the attainment of these goals will be achieved in various ways. Scholarly inquiry is a component of all graduate programs in the School.
Approved by UW Seattle Graduate Faculty in 1986 (revised 2000), by UW Tacoma Faculty in 2000 and UW Bothell Faculty in 2005.