Mount Carmel College of Nursing, a private Catholic college, has developed several commitments to promote its identity as a Catholic institution of higher education. These commitments include:
- Be faithful to the teachings of the Catholic Church.
- Serve others, particularly the poor, underprivileged and vulnerable members of society.
- Witness the Catholic faith and Judeo Christian values through Catholic administrators, faculty and staff, and through those of other faith traditions.
- Integrate Catholic values into the curriculum; assure faculty and student awareness of the convictions of Catholic health care.
- Create a campus culture and environment that is expressive and supportive of a Catholic way of life.
In the spirit of the Catholic tradition, we welcome a diverse population of students from all faiths, to prepare them academically and professionally as competent and compassionate nurse leaders, who are lifelong learners, and who possess the moral courage to continuously promote the health of individuals and communities.
- Academic Excellence
- Social Responsibility
- Serve the community
- Offer educational opportunities for holistic development of outstanding health care professionals
- Respect diverse spiritual and cultural values
- The graduates demonstrate competence for practice
- The faculty demonstrates excellence in teaching, service, scholarship, and practice
- The teaching-learning process occurs in an environment supportive of diversity
- The faculty, students, and staff provide quality health care programs and services to communities
Nursing education has been offered at Mount Carmel since the diploma program was established in 1903. The diploma nursing program graduated more than 4,500 nurses and established a tradition of excellence in nursing education.
In 1985, forward thinking administrators and faculty began the move from a hospital diploma nursing program to a college offering a Bachelor of Science in Nursing (BSN). Mount Carmel College of Nursing was formally established in 1988. The first class of students was enrolled in Fall Semester 1990.
A special track for registered nurses who wish to earn a BSN was added to the nursing program in 1996, and the Online RN-BSN Program started in Fall 2011. A Master of Science (MS) degree was initiated in Fall 2003, and a 13-month Second Degree Accelerated Program followed in Spring 2007. In Fall 2009, a satellite location for the BSN Program was launched on the campus of Fairfield Medical Center in Lancaster, Ohio. The Clinical Skills and Simulation Center was opened Fall 2012. An online post-master’s Doctor of Nursing Practice (DNP) program enrolled its first students in Fall 2015.
Mount Carmel College of Nursing is located west of downtown Columbus on the same campus as Mount Carmel West hospital, just north of I-70 and west of SR315, on the corner of West Town Street and South Davis Avenue. With well over a million residents in its metropolitan area, Columbus is a diverse city. Collegiate and professional sports, innovative shopping and restaurants, Broadway series productions, national concert tours, plus world-class symphony, art museum, opera and ballet companies call Columbus home. The College also operates a satellite location at Fairfield Medical Center in Lancaster, Ohio, where it offers the traditional BSN program.
Accreditation and Affiliations
Mount Carmel College of Nursing is fully accredited by The Higher Learning Commission (HLC)1 which serves as a resource to externally evaluate the quality of College educational offerings.
The College is authorized by the Ohio Department of Higher Education2 to grant the Bachelor of Science in Nursing (BSN) degree (including the Fairfield Medical Center satellite location), the Master of Science (MS) degree, and the Doctor of Nursing Practice (DNP) degree.
The College is authorized by the Ohio Board of Nursing3 to operate/deliver the pre-licensure nursing program.
The baccalaureate nursing program and master’s programs are accredited by the Commission on Collegiate Nursing Education (CCNE).4 The Post Master’s Certificate Program and the DNP Program have recently undergone evaluation and review by CCNE for accreditation.
The College has collaborative relationships with The Ohio State University (OSU) and Columbus State Community College (CSCC). Mount Carmel students may enroll in selected general education courses taught at either OSU or CSCC. Mount Carmel students have access to the library and testing and tutorial services offered by both of these institutions. In addition, Mount Carmel has collaborative relationships with the Wilmington College, Ohio Dominican University, and Lake Erie College whereby students enrolled in these colleges can matriculate to Mount Carmel and earn a baccalaureate degree in nursing. Mount Carmel has a collaborative relationship with Ohio University-Lancaster to provide the first-year curriculum and selected general education courses for students enrolled in the BSN program at Fairfield Medical Center.
Mount Carmel College of Nursing holds membership in the following organizations:
- American Association of Colleges of Nursing
- American Association of Collegiate Registrars & Admissions Officers
- American Association of Higher Education
- Association of Catholic Colleges and Universities
- Association of Health Science Educational Consortium
- Association of Independent Colleges and Universities of Ohio
- National Association of Independent Colleges and Universities
- National League for Nursing
- Ohio Association for College Admission Counselors
- Ohio Association of College Registrars and Admissions Officers
- Ohio Council of Deans and Directors of Nursing
- Ohio League for Nursing
1Higher Learning Commission, 30 North La Salle Street, Suite 2400, Chicago, IL 60602-2504, 312-263-0456, www.ncahlc.org.
2Ohio Department of Higher Education, 25 South Front Street, Columbus, OH 43215, 614-466-6000, www.ohiohighered.org.
3Ohio Board of Nursing, 17 South High Street, Suite 400, Columbus, OH 43215, 614-466-3947, www.nursing.ohio.gov.
4Commission on Collegiate Nursing Education, One Dupont Circle NW, Suite 530, Washington DC, 20036, 202-887-6791, www.aacn.nche.edu.
Assessment, Evaluation and Institutional Effectiveness
Institutional Effectiveness is an organizing term inclusive of many of the higher education practices described over the years using terms such as assessment, evaluation, and quality improvement. In the HLC’s current Criteria and Core Components for Accreditation, Institutional Effectiveness is a theme throughout the requirements but is specifically outlined in Criterion Five: Resources, Planning, and Institutional Effectiveness. Several off the standards from across the Criteria which relate directly to Institutional Effectiveness include:
- The institution develops and documents evidence of performance in its operations.
- The institution learns from its operational experience and applies that learning to improve its institutional effectiveness, capabilities, and sustainability, overall and in its component parts.
- The institution uses information on student retention, persistence, and completion of programs to make improvements as warranted by the data.
- The institution collects and analyzes information on student retention, persistence, and completion of its programs.
- The institution uses the information gained from assessment to improve student learning.
- The institution evaluates the success of its graduates.
- The institution maintains a practice of regular program reviews.
- The institution assesses achievement of the learning outcomes that it claims for its curricular and co-curricular programs.
- The planning process encompasses the institution as a whole and considers the perspectives of internal and external constituent groups.
- The institution plans on the basis of a sound understanding of its current capacity. Institutional plans anticipate the possible impact of fluctuations in the institution’s sources of revenue, such as enrollment, the economy, and state support.
- Institutional planning anticipates emerging factors, such as technology, demographic shifts, and globalization.
The standards noted above are consistent with other standards and requirements such as those outlined by the College’s specialized accreditor for nursing education programs, CCNE. These standards reflect expectations from across the higher education accreditation and regulatory landscape that institutions of higher education embrace a culture of continuous quality improvement which produces significant, verifiable results.
Institutional Effectiveness is the not the responsibility only of the faculty, a single committee, or the leadership team. An institution can only be truly effective when all of its members embrace a shared vision of operational and academic excellence.
In support of continuous quality improvement, the College has developed a Master Plan for Institutional Effectiveness (MPIE) which summarizes College goals, expected outcomes, and methods of measuring progress toward these goals. The plan is overseen by the Evaluation and Institutional Effectiveness Committee, which integrates evaluation of all aspects of the College’s academic programs and operations in support of institutional effectiveness. It is an expectation within the College that as faculty, staff, and students are called upon to engage in various aspects of the continuous quality improvement and evaluation process (including through surveys, requests for feedback or proposals, task forces, and other methods), that they contribute fully and in a timely manner.
Philosophy of Nursing
Mount Carmel College of Nursing provides educational programs in a Judeo-Christian environment which enhance the unique intellectual, moral, spiritual, and psychosocial development of the person. The faculty accepts responsibility to prepare professional nurses for theory based practice at the basic and advanced levels that reflects the values and standards of the profession.
Caring is integral to nursing, valuing the dignity and worth of persons, service to others, social justice, altruism, autonomy, and integrity. Nursing is the practice of caring behaviors founded upon the integration of general education and professional studies. Nursing involves the management of health care of individuals, families, communities, and populations. The nurse is a health care professional who enacts multifaceted roles to promote optimal health during all life experiences. Nurses work collaboratively with clients and multidisciplinary teams to design, provide, coordinate, and implement health care. They respond to the diverse and changing needs of society in the local community as well as the broader global community. Nurses are both knowledgeable and active in political, economic, and regulatory processes that influence health care practices.
Health involves the harmonious integration of all dimensions of the client; it is culturally defined, valued, and practiced. Health is a dynamic, lifelong, multidimensional process whether the client is an individual, family, community, or population. Changes in health status occur in response to the stressors and strengths of the internal and external environment. The nurse provides holistic, culturally competent caring interventions directed at assisting the client to promote health.
Baccalaureate nursing education provides the foundation for safety and quality in professional nursing practice. Through a collaborative and interactive process, the self-directed learner develops the skills of critical thinking, effective communication, holistic assessment, caregiving, and leadership for professional practice. Clinical practice, which is the essence of nursing, is augmented through nursing theory and evidence based practice. Baccalaureate nursing education encourages lifelong inquiry for professional development.
Graduate nursing education provides the foundation for specialized roles in education, administration, and clinical practice. Research, theory for advanced practice, and strategies for validating and utilizing research findings are integral to graduate study.
Philosophy of Teaching
The faculty at Mount Carmel College of Nursing believe that teaching-learning is a dynamic, interactive sharing of knowledge that stimulates lifelong learning for both learner and educator.
We believe that both learners and faculty are responsible for a collaborative teaching-learning process. Students are responsible for engaging in learning opportunities while faculty are responsible for providing innovative nursing education based on theory and evidence. As faculty we pledge to maintain our expertise and to promote nursing knowledge.
We strive to create an intellectually challenging learning environment where faculty role model professional education and nursing standards. We believe in developing caring relationships with students that promote personal, academic, and professional growth.
We believe in developing the learner to his/her greatest potential through growth of knowledge, skills, and attitudes that are hallmarks of the professional nurse.