Hartnell College Nursing and Allied Health

The mission of Nursing and Allied Health is to facilitate an interprofessional learning environment in which students become safe, accountable, and culturally-responsive healthcare professionals.  Faculty and students embrace excellence and model ethical leadership while advancing the art and science of healthcare professions.  The faculty and students adopt an attitude of inquiry; ideas are generated and the art of investigation is prized.

Nursing and Allied Health will be an influential resource in health education for the Salinas Valley.

Nursing and Allied Health facilitates the development of healthcare professionals who embody and demonstrate core values of comportment, competence, caring, collaboration, and curiosity:

Comportment - involves the internalization of the core values of professional practice (NLN, 2010). Comportment is actualized by the integration of “values and actions, and may be measured in the form of professional conduct, appearance, behavior, and collaborative practice” (Clickner & Shirey, 2013, p. 108).

Competence - is an integration of knowledge, skills, abilities, and judgments demonstrating an expected level of performance within a scope of practice. The competent healthcare professional facilitates competent practice and seeks to remove barriers that constrain competent practice. Competence is definable, measurable, and can be evaluated; the professional is responsible and accountable for maintaining competence; competence is situational and dynamic (Professional Role Competence Position Statement, ANA, 2014).

Caring - is defined as "a nurturing way of relating to a valued other toward whom one feels a personal sense of commitment and responsibility" (Swanson, 1991, p. 162). There are five caring processes seen as common features of caring relationships:

  • “Knowing” represents understanding the client experience and striving to understand an event as it has meaning in the life of the other.
  • “Being with” includes being available and emotionally present to the other.
  • “Doing for” entails competently doing for the other what he or she would do for self if it were at all possible. Caregivers develop a healing environment, preserve dignity and help the client navigate the healthcare system.
  • “Enabling/Informing” is facilitating the other’s passage through life transitions and unfamiliar events. Caregivers share knowledge to benefit the others.
  • “Maintaining belief” revolves around believing in the client’s ability to make the best decisions. Caregivers demonstrate a sustaining faith in the other’s capacity to get through an event or transition and face a future with meaning (Swanson, 1991).

Collaboration - is the concerted effort to attain a shared goal, so the health needs of the client and the public may be addressed. Collaboration requires mutual trust, recognition, and respect among the interprofessional healthcare team, shared decision-making about client care, and open dialogue among all parties who have an interest in and a concern for healthcare outcomes (American Nurses Association (ANA), 2015).

Curiosity - is necessary to pursue life-long learning. “Essential to professional practice, the skills of inquiry, clinical reasoning, and research must be taught and directed.”(Benner, 2010). Evidencebased practice is best practice, and curiosity is the tool of discovery.

Interprofessional Core Competencies
Interprofessional core competencies include four domains, essential values for nursing and allied health professionals:

  1. Values/ethics for interprofessional practice: Work with individuals of other professions to maintain a climate of mutual respect and shared values
  2. Roles/responsibilities: Use the knowledge of one’s own role and those of other professions to appropriately assess and address the healthcare needs of the clients and populations served.
  3. Interprofessional communication: Communicate with clients, families, communities, and other health professionals in a responsive and responsible manner that supports a team approach to the maintenance of health and the treatment of disease.
  4. Teams and teamwork: Apply relationship-building values and the principles of team dynamics to perform effectively in different team roles to plan and deliver client/population-centered care that is safe, timely, efficient, effective, and equitable (IEC Expert Panel, 2011).

Nursing and Allied Health supports and implements the mission statement and objectives of Hartnell College. The Nursing and Allied Health philosophy is a compilation of beliefs and values held by the faculty about health, persons, environment, nursing, respiratory care, emergency medical services, healthcare, education and learning.

Guided by core values of comportment, competence, caring, collaboration, and curiosity, faculty ascribes to an evolving learning environment that incorporates new ideas and technology and is guided by the foundational elements of safety, quality, and ethicallegal standards.

Nursing and Allied Health strives to create an inclusive academic environment where diverse faculty, staff, and students flourish. Faculty is responsive to the unique needs of each student. Celebrating strengths and past experiences of students and faculty alike fortifies and enhances the Nursing and Allied Health learning environment. Faculty encourages student engagement through the use of educational theories and instructional methods that include clinical scenarios, high and low fidelity simulation, application of theory to clinical practice, interprofessional learning activities, and reflective journaling. Faculty believes that modeling professional behaviors and promoting student growth transforms students into graduates who are prepared for entry-level positions within their scope of practice and who are inspired to engage in leadership and lifelong learning. These elements guide our curriculum development and the way in which faculty interact with students.

Learning is the process by which behavior is changed as the individual acquires, retains, and applies knowledge, attitudes, skills, or modes of thought (Billings & Halstead, 2012). The ultimate responsibility for learning rests with the learner. Learning is active and students construct meaning from experience. Nursing and Allied Health students are adults who are self- directed pragmatic problem solvers and find solutions to real problems. Teaching is the facilitation of learning and requires mentors who value the student as a person and understand the student's learning needs (Bastable, 2008; Billings & Halstead, 2012).

Nursing and Allied Health faculty creates learning environments that facilitate engagement and empower learners using a combination of cognitive, constructivist, adult-learning, and authentic learning styles. Cohort building provides internal support for students and establishes norms for expected professional behavior. The cohort model has been shown to assist the student with processing the academic requirements and fulfill students’ need for affiliation (Maher, 2005). Ethically, each healthcare team member builds the cognitive, psychomotor, and affective skills required to demonstrate competence in practice. Students adhere to their respective ethical and the professional standards that define safe and effective practice. Competence alone is not enough to provide optimal care. Healthcare practitioners adapt care to each person's needs and preferences because the "person" is a biopsychosocial system that seeks meaning and purpose and interacts with the environment. Students integrate current, evidence-based practice with clinical expertise as they consider client preferences and values. They use information and technology to manage data and support decision-making. Quality improvement methods and measures mitigate error and continually improve the quality and safety of client care.



American Nurses Association (2014). Professional role competence. Retrieved from http://nursingworld.org/MainMenuCategories/Policy-Advocacy/Positions-andResolutions/ANAPositionStatements/Position-Statements-Alphabetically/Professional- RoleCompetence.html

American Nurses Association (2015). Code of ethics for nurses with interpretive statements. Retrieved from http://www.nursingworld.org/codeofethics

Bastable, S. B. (2008). Nurse as educator: Principles of teaching and learning for nursing practice 3rd ed.). Sudberry, MA: Jones and Bartlett.

Benner, P., Sutphen, M., Leonard, V., & Day L. (2010). Educating nurses: A call for radical transformation. San Francisco, CA: Jossey-Bass.

Billings, D. M., & Halstead, J. A (4th Ed.). (2012). Teaching in nursing: A guide for faculty. St.Louis, Missouri: Elsevier.

Clickner, D. A., & Shirey, M. R. (2013). Professional comportment: The missing element in nursing practice. Nursing Forum, 48(2), 106-113. doi:10.1111/nuf.12014 

Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, D.C.: Interprofessional Education Collaborative. Retrieved from http://www.aacn.nche.edu/education-resources/ipecreport.pdf

Maher, M. A. (2005). The evolving meaning and influence of cohort membership. Innovative Higher Education, 30(3), 195-211.

National League for Nursing (2016). Core values. Retrieved from http://www.nln.org/about/core-values

Swanson, K. M. (1991). Empirical development of a middle range theory of caring. Nursing Research, 40(3), 161-165.

Who To Contact

  • Debra Kaczmar, Ph.D.
    Dean of Academic Affairs, Nursing and Allied Health
    Phone: 831-770-6146
    Building: B - Student Services
    Office: B219
    B - Student Services
  • Belinda Saechao-Jimmeye, MPH
    Program Assistant II
    Phone: 831-770-6148
    Building: B - Student Services
    Office: B217
    B - Student Services
  • Catalina Gonzalez
    Administrative Assistant I
    Phone: 831-770-6146
    Building: B - Student Services
    Office: B223
    B - Student Services