Frances Payne Bolton School of Nursing

HISTORY

The Frances Payne Bolton School of Nursing traces its heritage to the Lakeside Hospital Training School for Nurses, which was established in 1898. Largely as the result of a generous endowment from Frances Payne Bolton, the present School of Nursing was established in 1923, on an equal basis with other schools and colleges of the University.

Students who are the future professional practitioners and investigators of the discipline of nursing are educated entirely under the aegis of the University. The faculty of the School of Nursing perceives its responsibilities to include teaching, scholarly inquiry and professional service.

STRATEGIC VISION

Mission: Within the mission of Case Western Reserve University, the Frances Payne Bolton School of Nursing builds on a tradition of innovation and a commitment to the highest standards of excellence to provide the very best nursing education, research, clinical scholarship, and professional service locally, nationally, and internationally.

Priorities: The Frances Payne Bolton School of Nursing is committed to global leadership in nursing. The discovery, transmission, and use of knowledge are at the core of our work. Knowledge of health and illness in individuals, families, groups, and communities, both locally and internationally, provides the context for our work. The ultimate test of the validity of our vision will be the results, over time, of the contributions of our faculty and graduates.

Values: The Frances Payne Bolton School of Nursing espouses a set of values that characterize the finest tradition of nursing leadership:

• Excellence
• Integrity
• Diversity
• Health for All
• Creativity
• Curiosity
• Stewardship

Strategic Goals: The Frances Payne Bolton School of Nursing sets the following goals for the period 19982000 in order to carry out its mission:

I: Expand global leadership in research and scholarship.
II: Expand global leadership in teaching/learning.
III: Achieve global leadership for the profession.
IV: Recruit, retain, and develop a highly qualified and diverse group of students, faculty, and staff members.
V: Add value to the work of the school by developing and refining an information technology infrastructure.
VI: Initiate funded, targeted projects in selected areas.
VII: Increase collaboration, partnerships, and joint ventures.
VIII: Ensure the accountability of all programs.

PURPOSE

The Frances Payne Bolton School of Nursing is an integral component of Case Western Reserve University. The school assumes responsibility for the preparation of individuals committed to excellence and leadership in professional nursing. The faculty of the school accepts the responsibility for teaching and scholarly inquiry as integral parts of the educational process.

The purpose of the school is to provide an environment that permits individuals to develop their personal and professional capabilities, including the sense of responsibility for continued learning; to learn as efficiently and effectively as possible; to find enjoyment, excitement, and challenge in the pursuit of knowledge and its application; and to develop behaviors that enable them to function in a changing, complex society.

Philosophy

To accomplish the stated mission, the School of Nursing has set forth the following philosophy:

Nursing is an academic discipline and profession. Nursing as an academic discipline is a distinctive branch of human knowledge fundamental to nursing practice, nursing education, and nursing administration, and to the continuous development of the profession. The distinctive perspective of nursing includes a focus on the metaparadigm concepts of persons, environment and nursing. The specific conceptual focus within the Bolton School is the health-seeking mechanisms and behaviors of human beings. Some of those mechanisms and behaviors are innate; others are learned or developed and may be subject to the influence of nurses' knowledgeable ministrations. The body of nursing knowledge is continuously advanced, structured, and restructured as a consequence of a range of methods including scientific inquiry, philosophic inquiry, historical inquiry, and clinical evaluation.

Scientific inquiry within nursing is designed to discover, advance, and clarify knowledge about determinants and correlates of optimal biological, psychological, and social functioning; physical, emotional, and spiritual comfort and individual and group attainment of health goals in multiple environments and under a variety of circumstances (including illness and injury) attendant to birth, living, development, decline, and death.

Philosophic inquiry is undertaken to clarify the values that underlie consumers' and nurses' responsibilities for human health promotion, the ethics of nursing practice, and the nature of the body of knowledge known as nursing.

Historical inquiry is undertaken to document significant influences (by events and individuals) on the development of nursing over time as a body of knowledge and as a profession.

Clinical evaluation is designed to test and verify the relative efficacy of strategies used in nursing administration, consultation, education, and practice, and the means employed to advance nursing knowledge.

Professional nurses have mastery over a body of scientific and humanistic knowledge that is fundamental to their particular kinds of practice; they selectively use this knowledge in the execution of their professional responsibilities and in the attainment of professional goals. Those involved in differentiated nursing practices employ nursing technologies (skills and approaches that represent the application of scientific knowledge), using artistry in the execution of their professional responsibilities. Their several, particular practices are guided by a code of professional ethics and also by knowledge about the individuals and groups whom they serve.

The nurse's professional goal is to appraise accurately and to enhance effectively the health status, health assets, and health potentials of individuals, groups, families, and communities and to promote the initiative and independence of those they serve in the attainment of reasonable health goals, mutually agreed upon by consumers and by nurses as their health care providers.

Nursing practice includes assisting persons in the maintenance of health, detecting deviations from health, assisting persons in the restoration of health, and supporting persons during life. These responsibilities are accomplished through a systematic and deliberative process. Nursing practice includes independent and interdependent functions and nurses are an integral part of the health care system.

Other beliefs essential to nursing that are shared by the faculty are stated below.

Individuals and Groups

• Individuals have commonalities, but each person is unique and has worth.
• Individuals are in constant interaction with the environment.
• Individuals have a capacity to grow and develop.
• Human behavior is purposeful and involves choices that are directed toward meeting the individual's needs.
• Individuals and groups have rights and responsibilities in relation to the promotion of optimal health.
• Individuals have the responsibility for making decisions about their health and have the potential to act on these decisions.
• Most individuals possess the capability for making appropriate decisions, although there are times when these abilities are diminished or absent.

Learning

• Individuals are capable of changing their behavior through the process of learning.
• The need and ability to learn continues throughout life.
• Learning is affected by interaction between the individual and the environment.
• Learning is enhanced when consideration is given to individual differences in cognitive styles.
• The responsibility for learning resides in the individual learner.
• The learning process is an individual endeavor; stimulation of the process is a joint responsibility of teacher and learner working toward common goals.

Health

• Health is a dynamic, ever-changing state.
• Health is influenced by an individual's heredity, environment, and lifestyle.
• Individuals may manifest simultaneously states of health and illness.
• Individuals differ in the ways they value and define health.
• Individuals have the potential to grow as a result of an experience with illness.
Health Care
• Health care encompasses all activities necessary to promote optimal physiologic, psychologic, and social functioning.
• Health care is rendered by the individual alone or in collaboration with health care providers, including nurses, and extends throughout the life span of the individual.
• Health care is complex and depends on the skills, resources, and cooperative efforts of consumers and health care providers.
• A recognized need exists in society to organize effectively the delivery of health care services.
• A variety of providers, each offering a unique and specific service, may be present in an organized health care system.
• The primary contribution of nursing to the health care system is to assist individuals and groups to attain, maintain, and regain optimal health.
• Health care professionals (including nurses) and consumers collaborate to define health; to identify factors inimical to health; to limit, reduce, or eliminate threats to health; to determine human and material resources necessary to provide health care services; and to evaluate and improve health services.
• Collaboration among health professionals and consumers can lead to the achievement of health care delivery systems that provide care that is available, accessible, feasible, acceptable, of optimal quality, sustained, and cost effective.

Accreditation

The Bachelor of Science in Nursing (B.S.N.), Doctor of Nursing (N.D.) and Master of Science in Nursing (M.S.N.) degree programs are accredited by the National League for Nursing. The midwifery program is accredited by the American College of Nurse Midwives, 818 Connecticut Avenue NW, Suite 900, Washington, DC, 20006, (202) 728-9860. The nurse anesthesia program is accredited by the Council on Accreditation of Nurse Anesthesia Programs. The School of Nursing is approved by the State of Ohio Board of Nursing and is a member of the Council of Baccalaureate and Higher Degree Programs of the National League for Nursing. The University's accreditation agency is the North Central Association of Colleges and Schools, Commission on Institutions of Higher Education.

WHO Collaborating Research Center

The Frances Payne Bolton School of Nursing of Case Western Reserve University has been a World Health Organization (WHO) Collaborating Center for Research and Clinical Training in Home Care Nursing since 1993. The Bolton School supports the goals of the WHO through the activities of the center. Collaboration with international organization and other collaborating centers consist of responding to the particular needs of a country and on the countries' experience with home and primary health care.

The center facilitates all international activities of the School including Bolton School students' international experiences abroad such as research training in primary and home care. International doctoral students collect data in their respective home countries.

The center maintains contact with educational and health care institutions and assists them in advancing nursing education in their respective per their request. The center organizes international symposia and conferences on home care and nursing education.

Instructional Facilities

With a highly qualified faculty engaged in teaching, research, and community service, the school is able to offer high-quality programs of study. Methods of instruction include formal lectures, seminars and discussions for small groups of students, and planned clinical experience with guidance by a faculty preceptor. Provision is also made for individual conferences. Students have opportunities for instruction through the use of modern research facilities, including a computer laboratory, observation rooms, audiovisual recording equipment, and physiological recording equipment.

Instructional facilities are abundant and varied. The University Hospitals of Cleveland is an aggregate of specialized hospitals with more than 900 beds that includes Lakeside Hospital (general medical-surgical), Rainbow Babies and Children's Hospital, MacDonald Hospital for Women (maternity and gynecology), Hanna Pavilion (psychiatric), the Bolwell Ambulatory Care Center and the Ireland Cancer Center. The Cleveland Clinic Foundation and MetroHealth Medical Systems also provide comprehensive patient care experiences. These hospitals serve as major clinical resources. Additional opportunities for observation and patient care are available for students in a variety of health, social, and educational agencies including Akron City Hospital, the American Red Cross, the Benjamin Rose Institute, Margaret Wagner House, the Western Reserve Agency on Long Term Care, the Cleveland Psychiatric Institute, the Helen S. Brown Senior Citizens Center, the Kenneth W. Clement Center for Family Health Care, the Federation for Catholic Community Services, the Federation for Community Planning, the Judson Park Retirement Community, Lakewood Hospital, Lorain County Community Hospital, Mt. Sinai Medical Center, the Ohio Department of Health and Cuyahoga County District Board of Health, the Ohio Permanente Medical Group (Kaiser), St. Luke's Hospital, St. Vincent Charity Hospital and Health Center, the Veterans Administration Medical Center, the Visiting Nurse Association of Cleveland, and the Western Reserve Habilitation Center.

The Health Center Library of the Cleveland Health Sciences Library serves all students of the health professions and is an integral part of the Health Sciences Center. On request students can become members of the Cleveland Medical Library Association. This allows them to borrow materials from the Allen Memorial Library of the Cleveland Health Sciences Library, at the corner of Adelbert Road and Euclid Avenue. Students have free access to Allen's materials, except for circulation, whether or not they become Cleveland Medical Library Association members. They also have access to the Case Western Reserve University libraries and the Cleveland Public Library, whose Martin Luther King, Jr., branch serves the University Circle area.

ADMINISTRATION

Dorothy J. Brooten, Ph.D., FAAN (University of Pennsylvania)

Dean of Nursing

Beverly L. Roberts, Ph.D., FAAN. FGSA (Case Western Reserve University)

Associate Dean for Academic Programs and Coordinator of the Ph.D. Program

JoAnne Youngblut, Ph.D., FAAN (University of Michigan)

Associate Dean for Research

May L. Wykle, Ph.D., FAAN, FGSA (Case Western Reserve University)

Associate Dean for Community Affairs

Michael C. Poock, Ph.D. (Kent State University)

Assistant Dean for Student and Alumni Services

Sandra J. Picot, Ph.D., FAAN (University of Maryland)

Director of International Programs and WHO Collaborating Center

Theresa S. Standing, Ph.D. (Case Western Reserve University)

Director, N.D. Program

Marion M. Hemstrom, D.N.Sc. (Rush University)

Director, M. S. N. Program

M. Jane Suresky, N.D. (Case Western Reserve University)

Director, B.S.N Program

Myrna Peterson, B.A. (Luther College)

Director of Foundation and Corporate Relations

Charlene Quinn, B.A. (Ursuline College)

Registrar/Financial Aid Director

PROFESSORS

Gene C. Anderson, Ph.D., FAAN (University of Minnesota)

Edward J. and Louise Mellen Professor of Nursing

Dorothy Brooten, Ph.D., FAAN (University of Pennsylvania)

Dean and John Burry Jr. Professor of Nursing

Joyce J. Fitzpatrick, Ph.D., M.B.A., FAAN (New York University)

Elizabeth Brooks Ford Professor of Nursing

Marie R. Haug, Ph.D. (Case Western Reserve University)

Professor Emerita

Laura L. Hayman, Ph.D. (University of Pennsylvania)

Carl & Margaret D. Walter Professor of Pediatric Nursing

May L. Wykle, Ph.D., FAAN, FGSA (Case Western Reserve University)

Associate Dean for Community Affairs, Florence Cellar Professor of Nursing, and Director, Center on Aging and Health

ASSOCIATE PROFESSORS

Claire M. Andrews, Ph.D., FAAN (Wayne State University)

Associate Professor of Nursing

Barbara J. Daly, Ph.D., FAAN (Bowling Green University)

Associate Professor of Nursing

Shirley M. Moore, Ph.D. (Case Western Reserve University)

Associate Professor of Nursing

Diana L. Morris, Ph.D., FAAN (Case Western Reserve University)

Associate Professor of Nursing

Sandra J. Picot, Ph.D., FAAN (University of Maryland)

Associate Professor of Nursing

Beverly L. Roberts, Ph.D., FAAN, FGSA (Case Western Reserve University)

Associate Professor of Nursing

M. Linda A. Workman, Ph.D., FAAN (University of Cincinnati)

Associate Professor of Nursing

E. Ronald Wright, Ph.D. (Purdue University)

Associate Professor of Nursing

JoAnne M. Youngblut, Ph.D. (University of Michigan)

Associate Professor of Nursing

Jaclene A. Zauszniewski, Ph.D. (Case Western Reserve University)

Associate Professor of Nursing