满足本地区人民对护理教育和保健的需要, 澳门威尼斯人赌城于1974年建立了ASN学位课程. 作为不断变化的地方卫生保健需求和护理的全国趋势的反映, Lincoln Memorial University instituted the RN转BSN program in 1987. 这两个本科课程都是基于这样的信念:护理是一项旨在帮助个人达到目标的服务, 维护, 或通过应用护理过程恢复最佳水平的健康. 进一步协助应付区内的医疗需要，并加强终身护理服务, MSN项目于2006年启动，旨在培养高级执业护士, and the BSN program commenced in 2010.
We, the 护理 教师 of Lincoln Memorial University, Caylor School of 护理, envision culturally diverse 教师 and students engaged in teaching, 教育, 服务, 实践, and scholarship. 教师 desires to be excellent nurse 教育家s, 坚持国家认可的护理实践能力和标准, 同时帮助本科生和研究生成为有适应能力的合格护士专业人员, and promotion of 适应, in the 21st century health care environment. The Caylor School of 护理 will develop, 达到, 并为周边地区提供独特的教育项目和服务. 我们希望被认可为提供高学术价值的优秀护理课程, 道德, and ethical standards.
In agreement with the University's mission and goals, 凯乐护理学院的教师努力灌输责任和高道德/伦理标准，以培养高素质的护士, at multiple levels of nursing 教育, 通过卓越的本科和研究生水平的学术课程. Specifically, the mission of the 教师 is to prepare nurses with the ASN, BSN, and MSN degree, to assist individuals, 家庭, communities, and society as they adapt to changes in physiological needs, role function, self-concept, and interdependent relationships during health and illness. 凯乐护理学院旨在通过培养多层次的护士，并提供以知识为基础的继续教育/专业发展机会，来满足周围社区护理教育和医疗保健的需求, 研究, and other scholarly activities.
护理 is a health care profession with a unique body of knowledge. 凯乐护理学院被认为是一个文化多元化的学生和教师积极参与的地方 teaching-learning process to 达到 and generate nursing knowledge. 在这个过程中，教师和学生是合作伙伴，创造独特的学习机会. 这些知识可以通过多个层次的护理教育来传授, a design which is most responsive to community needs. 教与学的过程促进个人成长和目标的实现, which are manifested through changes in thinking and behavior.
该学院相信护理教育有多个学位水平，并鼓励促进护士的持续教育. This 教育 is based in an institution of higher learning, consists of both general 教育 courses and nursing courses, and is provided by qualified 教师 on site, or may include alternate delivery methods, such as through distance 教育. 教师 serve as role models through nursing 教育, 实践, 服务, and scholarship (as scholarship is defined by the University).
学院承认ASN毕业生的重点是照顾具有适应性和/或无效的健康反应的人, 而, the BSN graduate's focus is care of 人, 组, communities, and society with adaptive and/or in有效的 health responses. 研究生教育将准备护士承担先进的实践角色，包括:从业者, 教育家, 研究er, 提倡, consultant/collaborator, 经理, 和领袖. Additionally, 我们同意本科和研究生护理教育必须符合国家认可的能力和标准, including the APRN Consensus Model for Advanced Practice.
The Roy Adaptation Model (Roy, 2009) serves, along with national competencies and standards, 作为ASN和BSN课程的综合框架. 罗伊模型还在较小程度上为硕士课程提供了概念基础. 研究生课程在很大程度上依赖于国家能力和标准来指导课程，并为学生提供对多种理论框架的全面评估，这些理论框架可以在他们的个人专业实践中使用.
罗伊适应模式的根本目标是“加强生命过程以促进适应” 适应 “视”为人们思考和感受的过程和结果, as individual or in 组, 运用有意识的意识和选择创造人与环境的融合”(罗伊), 2009, p. 28).
人类 人 护理努力的焦点是否被视为一种适应性系统. "As an adapative system, 人体系统被描述为一个整体，各个部分为了某种目的而作为一个整体发挥作用. 人类系统包括个体或群体，包括家庭, organizations, communities, and society as a whole" (Roy, 2009, p. 27). 教授们还认为，人类作为一个适应系统，在罗伊模型的四种适应模式中保持适应:生理-物理, self concept-group identity, role function, and interdependence.
Environment is defined as "all conditions, circumstances, 以及围绕和影响人类发展和行为的适应系统的影响, with particular consideration of human and earth resources" (Roy, 2009, p. 28). 我们认为，人类与不断变化的环境相互作用，并作出适应性或无效的反应.
健康 被定义为“存在和成为一个完整的人的一种状态和过程”(罗伊, 2009, p. 27). 该学院认为，在四种适应模式中观察到的人的反应反映了一个人的健康状态.
护理 定义是“专注于人的生命过程和模式，致力于促进个人健康和充分发挥生命潜力的卫生保健专业?, 家庭, 组 and the global society" (Roy, 2009, p. 3). We view the goal of nursing 实践 as the promotion of 适应 in each of the four adaptive modes, "thus contributing to health, 通过评估影响适应能力的行为和因素以及通过干预加强环境干预来提高生活质量和有尊严地死去(罗伊, 2009, p. 29). 学院进一步认为，护理实践既是一门艺术，也是一门科学, rooted in caring, cultural sensitivity/competence, a code of ethics, and standards of care and professional performance/实践. We believe all of these are essential for both provision of holistic, 有效的, quality nursing care; and for promotion of 适应 in humans across the lifespan, as individuals, or in 组, communities, and society as a whole in the 21st century healthcare environment.
Reference: 罗伊,C. (2009). The Roy Adaptation Model (第三艾德.). Upper Saddle River, NJ: Pearson
