Foundation for the Future: Transforming Hearts and Minds

In commemoration of the first five decades of Villanova University’s College of Nursing, two academic leaders offer their perspectives on the mission of nursing education at a Catholic institution, and on the College’s history. The Unique Mission of Catholic Nursing Education

The following is the keynote address given am honored by your trust and invi- ’58] and the dean [M. Louise Fitzpatrick, tation to address you on this very Ed.D., R.N., FAAN, the Connelly by Rosalie Ghilardi Mirenda ’59 B.S.N., special occasion, and I am grateful Endowed Dean and professor of Nursing]. D.N.Sc., R.N. at the Villanova University to all assembled here today. Thank Yet, colleges and universities are made College of Nursing’s 50th Anniversary you, Dean Louise Fitzpatrick, the great not by the president or dean (I am conference, held on April 25-26, 2003, faculty, staff, alumni and students reminded of that every day at Neumann of Villanova University’s College at the Villanova Conference Center. The College), but by the transformative teach- of Nursing. I also give thanks to all who ing and learning in which generations of conference, titled “Advancing Nursing I are with us in spirit only today. Our 50th faculty and students take the lead, in which Scholarship, Education and Leadership: Anniversary celebration draws its strength faculty and students create a place of pos- 50 Years of Achievement,” attracted from those who are here today to lead, sibility within a context set by the institu- nursing professionals from around the teach, learn, present or to listen, and from tion’s mission. Today, I’ve been asked to those who have in other times and places provide some thoughts on the mission of country and the world. assisted Villanova’s College of Nursing, Catholic nursing education. As I reflected Dr. Mirenda is president of Neumann and helped each of us present to arrive at on the topic, “context” became the opera- College in Aston, Pa. The college was this moment. tive word. Thus, I’ve chosen to share my founded by the Sisters of St. Francis in Rituals such as this mark moments of personal perspective on Catholic nursing transition, of change, and, in our times, education by creating a context in which it 1965 as Our Lady of Angels College, even some uncertainty. By carefully plan- might be described. The context I’ve and was renamed Neumann in 1980. ning an anniversary celebration such as selected is Catholic higher education, the Dr. Mirenda began her work there as a this one so well-orchestrated, we reassure example is Villanova University. I will nursing instructor in the mid-1970s. By ourselves that even though things may be attempt to identify some of the characteris- 1986, she had become chair of the nursing different tomorrow, there are constants tics and what I call the non-negotiables of that have continued over the years and will Catholic nursing higher education, how we division, and had developed an integrated, into the future, thus, giving us optimism might bridge the personal with institutional holistic model for nursing education. In that this Catholic College of Nursing philosophy and finally, some thoughts on 1990, she was named Neumann’s vice will endure and flourish. We alleviate our leadership that may be synergistic with president of Academic Affairs and in concerns about the uncertainties of going Catholic nursing education and practice. forward—uncertainties symbolized by cur- I do this in a spirit of sharing only what I 1996, she was appointed president. rent events as experienced by the Church, can share…very ordinary thoughts from an the world and the nation, perhaps, even by ordinary person, a Catholic, an educator, colleges and universities. who became college president through the At the same time, this ritual of celebra- discipline of nursing. It is certain that I am tion of the 50th Anniversary affords us not a theologian or an historian, but I am a opportunities for recognizing all that is graduate of Villanova University’s College good, for expressing our hopes and aspira- of Nursing, where my professional journey tions, our desire for change and our will to began, and I am an interested Catholic improve—all of which are symbolized by educator and administrator within a your presence here, by the theme selected Catholic college. for the anniversary and by the quality of Since 1842, at Villanova, transforming leadership we have in the University presi- hearts and minds has taken place within a dent [the Rev. Edmund J. Dobbin, O.S.A., Catholic Augustinian framework well

ii F OUNDATION FOR THE F UTURE “Over the years, Villanova has mediated St. Augustine’s vision of education as a community activity of scholars searching for truth in open discussion, commitment to ethical values, and dedication to social justice and human rights.”

explicated in its document, “The Mission Sciences, etc.) or for a specific program. character of Catholic Augustinian nursing and Heritage of Villanova University.” For our purpose at this moment, let’s think education follow: Over the years, Villanova has mediated about the typology in terms of the ■ If you were to think of Villanova St. Augustine’s vision of education as a University and then move to thinking University and the College of Nursing community activity of scholars searching about it for nursing education. in business terms, what is value-added for truth in open discussion, commitment A university in which the Catholic about the Catholic Augustinian higher to ethical values, and dedication to social Augustinian identity is pervasive would education experience offered to Nursing justice and human rights. This commitment have obviously Catholic elements in all students? provides the direction for living out the aspects and in all areas of the campus and mission of the University by “reflecting the in campus life. Consider with me: As you ■ How is the Catholic Augustinian identity spirit of St. Augustine through the cultiva- walk across the campus and go into the something positive, a driver that assists tion of knowledge, respect for individual buildings, are there obvious indicators that with decisions about the Nursing cur- differences, and by adherence to the princi- this is a Catholic Augustinian campus? riculum and the nursing models of prac- ple that mutual love and respect should What is on the walls? What is the dialogue tice taught? animate every aspect of university life.” you hear? As you examine the curriculum ■ How is Villanova’s Nursing program Catholic Augustinian higher education and talk to faculty about their approach to Catholic and catholic at the same time? at its best blends the active and contempla- coursework, are there obvious indicators of The “and” is crucial because so many tive styles of life. The Augustinian synthe- Catholic Augustinian identity in the cur- members of the University community sis between mind and heart and the reci- riculum? As you attend college activities, are not Catholic and because to be procity between love and knowledge are can you tell these are sponsored by a Catholic is to be inclusive. distinctive features of Catholic Augustinian Catholic Augustinian college? There are ■ educational institutions, and, indeed, most many questions one can ask, but if the Can we talk about the mission of challenging for all responsible for achiev- Catholicity and the Augustinian charism is Villanova University and its Nursing ing the mission. As administrators, faculty, visible, audible, palpable, then you proba- program to persons who may be non- graduates and learners in this environment, bly have an institution where Catholic believers or to persons who might we are all responsible for achieving the identity is pervasive. harbor bias concerning Catholicism? mission. All involved must work con- A college or university in which ■ How do we see Villanova and its sciously, deliberatively, consistently at for- Catholic identity is dimensional is some- Nursing program vis à vis the larger mulating a vision, developing a model for what less obviously Catholic. In this American culture? What can be brought a Catholic Augustinian education and liv- dimensional type, there may be crucifixes to the ongoing conversations about higher ing out of that model in every facet of the on the wall but religious elements are not education, about nursing education, that experience. By accepting the responsibility uniform or widespread when it comes to other institutions might not bring? to teach, administer, learn in such an insti- curriculum and hiring. The Catholicity is ■ What outcomes do our graduates exhibit tution, we accept the responsibility of car- hit or miss. that might not be the outcomes for rying out its mission and we are privileged A university or college in which students graduating from universities to participate in shaping, clarifying and Catholic identity is historical is at the other and nursing programs that are not actively supporting it…. regardless of our end of the continuum from the institution Catholic? discipline or our personal faith tradition. in which Catholic identity is pervasive. Tracy Schier at Boston College, in her The catalog may say that the institution ■ And finally, consider a “what if.” What work on Catholic identity and mission, was founded by the Augustinians, let us if there were no Catholic university offers a typology for assessment of a uni- say; there may even be observations of nursing education programs…would it versity or college or program’s affiliation founder’s day or a liturgy to open the aca- matter? If we think it matters, then we with the sponsoring church (the typology demic year. But by and large, there are not have work to do as we move into the was originally outlined by a Presbyterian many other tangible aspects of Catholicism future, and one of our tasks is to under- scholar, Beau Weston). and the sponsoring charism that mark the stand and continually clarify what it The typology offered is summarized in institution. means to be Catholic. three descriptive words on a continuum: Where Villanova University might be The Roman Catholic Church is a mosaic pervasive, dimensional, historical. You can on this continuum is for all who lead, teach with many individual pieces: some large, think about this typology for any aspect of and study here to judge. some small, some highly visible, some the educational enterprise, at the macro and Some questions to consider that may nearly concealed. All (joined together by micro levels. One can think about it for the help to think of ways to make the Catholic Baptism and nourished through the whole of the University, the whole of the Augustinian identity a verb as well as a Eucharist) contribute to God’s glory and College of Nursing (or Liberal Arts and noun and in so doing set the stage for the help to reveal Christ to the world. Central

F OUNDATION FOR THE F UTURE iii “It is the commitment to the ultimate integration and transformation of mind and heart, love and knowledge, the active and the contemplative, and on the insistence of the application of moral judgments, that set Catholic nursing education apart.”

to the identity of the Catholic Church and realities, but a truly Catholic organization life seen and understood as the image and her institutions and programs is respect for needs to respect all of them in the same likeness of the Creator. the dignity of the human person. Human manner. This is the essence of Catholic Assisting people to stay well, caring for life is sacred from conception to natural identity. Mission statements—laboriously the sick and comforting the dying are death and should be valued as a gift from prepared by universities—and nursing edu- works of mercy, rooted in the healing min- God. To be Catholic is to acknowledge this cation programs to express ideals would istry of Christ, as described in the fundamental respect for human dignity remain mere ideals if they were not Scriptures. The Catholic tradition leads us through attentiveness to five essential brought to the operative level through con- to teach nurses to see God in their clients, realities of the human person: crete practices by faculty, administrators, in their patients. Sister Rosemary Donley ■ Spiritual: Catholics believe that every staff and students in the curriculum, in states that “Healing in this tradition is aspect of a person’s life—work, family, research, and in the whole range of related holistic, seeking to alleviate suffering in its community—may be a source of spiri- experiences and co-curricular activities. physical, psychological, cultural and spiri- tual growth and fulfillment. Louis Well, then, what are the implications to tual dimensions.” It is important that those Dupre from Yale University defined the nursing education of having a mission that responsible for Catholic nursing education most fundamental task of the Catholic flows from being Catholic, being Catholic be committed to making the student who is university or program as preserving, Augustinian? What might it look like? becoming the nurse professional a more nurturing and developing the spirit and Here are my thoughts. integrated artist and scientist, indeed a keeping at the conscious level the Catholic nursing education should wholly integrated person who is a nurse awareness of a transcendent presence at speak of nursing as a calling, a vocation, professional. Curriculum must be designed the heart of all human activity. a ministry or the work of the spirit. Sister to demonstrate to the student that integra- Rosemary Donley, S.C., Ph.D., C-ANP, tion is attainable, that in the study of the ■ Communal: Catholics minister within R.N., FAAN, noted nurse educator, author person, the student will be brought closer the deep and sometimes troubled web and higher education administrator, recent- to the mysteries of life in a philosophical of human relationships and problems. ly wrote: “People preparing to engage in a and spiritual sense. The curriculum and Catholic social and moral teachings are ministry approach their studies differently related activities must be transformational, made visible to improve the economic, than those preparing for careers. Faculty as they reveal to the students that their social and political climate. members who invite their students to patients respond in an integrated fashion, ■ Educational: Catholics are fully express a calling, the vocation or ministry and that the clinical experiences they have immersed in the search for truth through of nursing will look to the Catholic tradi- are gifts/opportunities to see God in their faith and reason. Truth is sought and tion as well as to the body of nursing sci- patients and their colleagues. The process- authentic human values are respected, ence for inspiration, values and seminal es and interventions learned and applied and the responsibility to proclaim the ideas. Nurses with a vocation bring a dif- work to provide information on the nature Good News of Jesus Christ is assumed. ferent level of meaning to the work of of illnesses and what is best to overcome Learning is translated into action. nursing. For them, nursing is always more the causes of illness, many of which are than a job.” rooted in social and economic structures. ■ Institutional: The human person joins No matter how much emphasis is need- The values, flowing from the mission of together with others to serve ed to be placed upon conveying technical Catholic nursing education that is grounded humankind. The Catholic organization expertise, Catholic nursing education pro- in a belief in the dignity of the human per- works in a spirit of solidarity with the grams have their central root in a value son, are relevant for nursing practice, albeit universal Catholic Church. affirmation concerning the human’s place not always embraced by our society at ■ Service: Catholics exist to serve others, in the natural order. Such value affirmation large. The ethic of Catholic nursing is an modeling the compassion of Christ to is completely incapable of objective confir- ethic of respect for life from conception to every person. In response to the Gospel mation and yet has one of the most pro- natural death. Becoming educated for one’s message and in fidelity to the teachings found influences on the curriculum...not to vocation, ministry, for the work of the spirit, of the Catholic Church, Catholics the exclusion of the advancement of nurs- transcends the study of nursing, physiology, actively pursue peace and justice. ing science, technical knowledge and skill, psychology and so forth. In Catholic nurs- Concern for those who are most vulner- but rather toward the full awareness and ing education, both faculty and students, able in society also demands that meaningful integration of value affirmation Sister Rosemary Donley says, “learn how Catholic organizations strive to bring and nursing science. The value affirma- Christian anthropology, philosophy, theology, about changes in society and work to tions, it seems, must be clustered around a sociology and ethics, economics, and the establish justice for all. conviction that the ultimate mission of social encyclicals contribute to the under- Catholic nursing education is the enhance- standing of people’s needs, one of which is Quickly, I will admit, that Catholics are ment of the value and dignity of human health or health care. Imbedded in this not alone in attentiveness to many of these

iv F OUNDATION FOR THE F UTURE “The world of Catholic nursing education will always have the need for those who put discipleship, care, trust, service and high expectations at the forefront of their thinking and their work.”

understanding, too, is special recognition disseminate knowledge and to discover Catholic university or college, what would of the poor. Seeking justice for all, choosing new knowledge. But the learning of facts you expect is the leadership necessary, the fundamental option for the poor, are at and the sharing of these facts are not what might be taught about leadership, the core of Catholic nursing practice. In enough. Moral judgment must be fostered. what is the leadership role-modeled? this world of competition, managed care, It is the commitment to the ultimate inte- My own thoughts on leadership in mergers, acquisitions and resultant poverty gration and transformation of mind and Catholic nursing education have little to do of spirit, health care professionals prepared heart, love and knowledge, the active and with hierarchy, credentials, degrees and for practice through Catholic programs the contemplative, and on the insistence of position, albeit that all of these things are must defend a balance between margin the application of moral judgments, that set relevant to the greater picture. Whether or and mission.” Catholic nursing education apart. It is the not we consciously recognize and admit Applications of themes from the insistence on the consideration of ultimate that as human beings and as educators and Catholic tradition can help nurses and questions and values that is the special nurse professionals, we affect one another’s patients they care for find or rediscover contribution to nursing practice. These lives, and, in particular, the lives of our stu- meaning in their work, their lives. Dignity value affirmations must be clustered dents and our patients, the fact is we do for persons, the humanistic applications of around the conviction that the ultimate influence and shape our world positively, knowledge and technology, care for the mission of Catholic nursing education is negatively or perhaps, neutrally by our very poor and their access to health care, con- the enhancement of the value and dignity existence and by our actions. Given that we cern for the common good, justice and of human life. Curriculum and related have this privilege of influence, compounded stewardship of resources are elements of processes must preserve, nurture and by our commitment (either as faculty or as the Catholic tradition that must lace or develop the spirit, and must raise con- learner) to the mission of Catholic nursing characterize Catholic nursing education. sciousness that there is a transcendent pres- education, how do we role-model? How do These elements contribute to, as Sister ence at the heart of all nursing activity, we allow others to influence? How do we Rosemary Donley states, a “culture of life actually of all human activity. (See Mark exert the influence we have? I contend that and a healing environment” …energizing Sargent’s article, “We Hold These Truths: we must do it not only through our expert and life giving. The mission of a Catholic law school,” in teaching, administration and practice, but Within the Catholic nursing education Commonweal, April 25, 2003. Sargent is through how we live moment to moment; programs, we cannot just “teach the facts dean of Villanova’s School of Law). how we share those moments with col- and be value-free.” When programs and Such a defined mission for Catholic leagues, our students, our patients; how we faculty are unable to stand for something, nursing education requires qualified facul- make each moment with someone else a they stand for nothing, which is itself a ty members (Catholic and other) who can sacred moment. statement of values. I would contend that combine the virtues of his/her person, and For the next second or two, place your- the teaching of Catholic nursing must those of academic freedom, with the self within the context of what is your include the liberal arts, that is, paying spe- responsibility to promote Catholicism’s “workplace,” be it the office, the class- cial attention to that process that liberates a mission to society and culture. This room, the laboratory, the clinical setting, person to be truly human, a unique child of requires truly special individuals who are your home, your room…wherever you God. The mission of Catholic nursing edu- somewhat like disciples, caring more than spend your precious time. Place yourself in cation is to encourage the development of others think necessary, trusting more than that context. Consider the question: Why value judgments, which are grounded in others think wise, serving more than others do I want to spend this one life I have the knowledge of one’s relationship to think practical, expecting more than others doing what I am doing? Picture yourself. God, to one’s self, to one’s neighbor and to think possible. The world of Catholic nurs- In this picture, is there sound but no the world. It is an education toward free- ing education will always have the need rhythm? Color but no pattern or vibrancy? dom of the mind, but a freedom that recog- for those who put discipleship, care, trust, Are you looking, perhaps, not seeing? nizes the clear responsibility to use one’s service and high expectations at the fore- Hearing but not listening? Feeling but not gifts and talents, one’s education, in the front of their thinking and their work. It experiencing? Thinking but not under- service of one’s God and the community. requires individuals who take their gifts to standing? Kenneth Bakken, D.O., D.P.H., To be truly human, then, is to have the that world in service to God, the Church in his book The Call to Wholeness: Health human rights inherent in our personhood as and all humanity. as a Spiritual Journey, referred to such as images of our Creator, the ultimate Source With any quest for mission effective- living and working in neutral. Within the of who we are and the Source of our ability ness, one must consider leadership…lead- mission of Catholic education, be it the to be socially responsible citizens in this ership that is necessary, leadership that is university or the nursing program, we need world. I suspect that few will argue with modeled, leadership characteristics that to strive to live in wholeness, integrated in the statement that a central function of any might be learned. In considering Catholic awareness of our God, ourselves, each faculty member or professional nurse is to nursing education within the context of the other and the world in which we are a part.

F OUNDATION FOR THE F UTURE v “Through our active presence, through ordinary human moments in the hospital, in the classroom, in the office, on the campus, we can live out our vocation, our ministry, as leaders within the world to which we have been called.”

We must be more than bystanders; we have through which we can share human stated description of a Catholic Augustinian a part in structuring our lives and in influ- moments turned sacred by our active, con- education. I suspect that what you are encing the lives of others. As educators, scious participation. In understanding the recalling matches this particular model of administrators, students, practitioners work environment, leaders within and from leadership. (Catholic or not) within a Catholic context, a Catholic context can make sense of the If I have one hope for our future, it is we are required to have a perspective, that, dynamics and reframe activity to influence this: I hope that Catholic nursing education in our earthly lives, we are not just mark- and guide themselves and others to living will always be. I pray that the Villanova ing time, we are making a difference. out and/or achieving their goals. Such val- University College of Nursing will always Through our active presence, through ordi- ues-based human moments require energy be. I beg all of us to work as hard as we nary human moments in the hospital, in the and conscious commitment, thus making it possibly can...through our governing struc- classroom, in the office, on the campus, we often too easy to avoid or deny. This is hard tures, through the curriculum, through role- can live out our vocation, our ministry, as work. However, I suggest, that as educators modeling leadership, through daily campus leaders within the world to which we have and practitioners in Catholic environments, life and processes. I beg us to do whatever been called. we must transform human moments into it takes to retain and grow the Catholic Just as our body needs care, food and sacred moments every chance we are given. nursing education identity. Our present and vitamins to be strengthened, so does our We need to be shining examples of such future students and society in general role as leaders within or from Catholic nurs- energy by setting aside what we are doing, deserve nothing less. ing education need nourishment. I suggest putting down the book we are reading, or Thank you for your presence and atten- five critical ingredients to strengthen us for the note we are writing; disengaging from tiveness. I thank God for your vocation, the type of leadership that flows from and to our laptop or Palm Pilot; abandoning our your ministry in Catholic nursing educa- the Catholic tradition. These are: daydream and focusing on the person with tion, be it as faculty, alumnae/i, administra- 1. openness and an understanding of our us…the patient with us…the student with tors, practitioners, students. Don’t give up, selves…recognizing our spirituality no us. This is leadership within a Catholic you are needed more than ever before. matter what religious tradition, or, even context at its best! Stop thinking about early retirement, in the absence of one; From major decisions to day-to-day changing career or changing your major. activity...from risk-taking through activism Mentor a younger colleague, a peer; 2. reflection…quiet moments (in the car, and advocacy to stewardship through encourage her or him; don’t burn her out. in the shower, on the beach, on the regard for assets and resources...to effective Dig deep today and during these days of porch—wherever) to examine and con- relationships through respect for the dignity the conference to rediscover the reason you front our own strengths, our own frail- of each person as a mirror of God...leaders first agreed to be involved in Catholic ties, and to consciously prepare our- are called to develop community among us nursing education, administration and lead- selves to make every human moment all. The personal attention that is given to ership, or why you chose not only to select a sacred one; one another through human moments a Catholic nursing educational program but 3. role-modeling for others a life in har- turned sacred is the hallmark of leaders to remain. mony through effective relationships, who have been formed or are forming with- I ask you to rock the boat now and then respect for every individual, fairness in the context of the Catholic tradition. for the sake of students, the patients and and competence; In the literature on leadership, there is clients you serve. Provide an environment much written on the need to balance and that teaches right from wrong, that makes 4. reaching out to others—our colleagues, act on inherently paradoxical, conflicting some people uncomfortable, that demands students, patients, clients, the troubled pressures, and on the great need to balance community involvement, and that educates young, the gifted ones in their space, a hard side to leadership with the soft side. or cares for the whole person…mind, body their world and through their venues— However, this balance is difficult to come and spirit…no matter the challenges. Turn which may mean asking them how to by and often neglected. I contend that the the challenges into opportunities. reach them; mission of Catholic nursing education Thank you for the privilege of this 5. striving for authenticity, that is reaching mandates a model of leadership that does human moment turned sacred by the into the very core of our being and indeed balance the hard side of leadership opportunity to be together this morning at relating to God, self and others from with the soft side. The hard side of leader- the opening of this special anniversary of that truth that is in us. ship is described as the need for leaders to our College of Nursing. God bless each of be visionary, intensely focused, consistent you and your contributions, past, present In addition to deepening our under- and people of action. The soft side requires and to come, to the mission of Catholic standing of self and nourishing ourselves as stewardship and sharing of resources, nursing education. May the future of leaders, we need to consciously grow in humility, integrated creativity, and reflec- Catholic nursing education and your future awareness of our “work,” our “practice,” tion or contemplation. Recall the earlier be blessed with all that is good. and to see it as a venue, a privilege, a gift

vi F OUNDATION FOR THE F UTURE References for Dr. Mirenda’s Address The College of Kenneth Bakken, The Call to Wholeness: Health as a Spiritual Journey (1987, Crossroad Publishing Co.) Nursing Warren G. Bennis and Robert J. Thomas, “Crucibles of Leadership,” 1953-2003: Harvard Business Review, September 2002. Sister Rosemary Donley, “The Nurse History and Promise Shortage and our Ministry,” Health Progress, March-April 2003, pp. 22-26.

Elaine Tuttle Hansen, “Place of By M. Louise Fitzpatrick, Ed.D., R.N., FAAN Possibility.” Presidential Inaugural Address at Bates College, October 2002. ducation for nurses at within the College of Liberal Arts and Villanova University began Sciences. In June 1951, two nurse adminis- Christy L. Magnusen, “Spirituality in 1932 when the University trators, Sister M. Alma Lawler, C.R.S.M., and Leadership Effectiveness: administration responded to and Sister M. Margarella O’Neill, O.S.F., Historical and Philosophical Trends,” a need expressed by local were appointed co-directors of the division Catholic Education: A Journal of Catholic hospital administra- and charged with reorganizing the B.S. Inquiry and Practice. Vol. 6, No. 2, tors for a program that program for registered nurses. They were December 2002, pp. 251-258. Ewould give registered nurses an opportuni- also to prepare for accreditation and to align nursing education at Villanova to the Bishop Henry J. Mansell, “We are ty for additional education at the college needs of a Catholic: Let it Show.” Published level. The program that was developed changing field. Bulletin, Diocese of Buffalo, N.Y., offered a Bachelor of Science Degree in The faculty 2000. Nursing Education and was administered through an extension arrangement under appointees at Gregory F.A. Pierce, Spirituality@ the College of Liberal Arts and Sciences. this time were Work: 10 Ways to Balance Your Life It had no nurse administrator nor did it part-time, but on the Job. (2001, Loyola Press). provide a legitimate nursing major at the the program upper division. Rather, college credit was was based on Archbishop Joseph Pittau, S.J., “The awarded for nursing courses that students Villanova’s Catholic University in the 21st had taken in hospital-based schools; courses campus. Century.” Origins, Vol. 29, No. 35, in arts and sciences were given by February 17, 2000, pp. 562-566. Villanova, culminating Mark Sargent, “We Hold These in a bachelor’s degree. Truths: The Mission of a Catholic At the time, this was Law School,” Commonweal, April 25, considered adequate 2003, pp. 14-16. preparation for clinical College of Nursing instructors in hospital Our Tracy Schier, “Catholic Identity and schools of nursing. The “continues to be distinguished by its attention College Boards of Trustees.” Address program was based at to the education of the whole person and given at Neumann College Board of Hallahan High School in Trustees’ Retreat, Aston, Pa., October Philadelphia. the priority it places on a liberal education.” 2002. In the fall of 1950, the Villanova University. “The Mission University administration reviewed the program and decided to reor- and Heritage of Villanova University.” 1953: the College of (2001). ganize it to make it eligible for accredita- tion. After identifying available clinical Nursing is Established Alan Wolfe, “Intellectual Advantages facilities in local hospitals that could be uring the post-World War II period, of a Roman Catholic Education.” utilized for appropriate clinical laboratory Dthe growing national trend to educate Chronicle of Higher Education, experiences, Villanova established an aca- nurses in colleges and universities influ- May 31, 2002. demic unit called the Division of Nursing enced the academic planning at Villanova. It was believed that nurses should be The author is the Connelly Endowed Dean educated in the liberal arts and sciences and professor of Nursing at Villanova and that, in addition to providing a sound University’s College of Nursing. She was theoretical foundation for nursing courses, appointed as dean of the College in the psychosocial, ethical and spiritual January 1978.

F OUNDATION FOR THE F UTURE vii “All of our programs are fully accredited, adhere to high standards of quality and have a reputation of excellence. They are congruent with trends in both health care and higher education.”

dimensions of patient care would be Growth in Response enhanced by such a curriculum. It was also to the Needs believed that all students who studied for a baccalaureate should have exposure to core ver the years, the College of Nursing content in the humanities. Ohas continued to respond to the edu- Cognizant of the trends in nursing edu- cational needs of nurses for advanced cation, the Catholic hospitals in the Greater study. To this end, the Continuing Philadelphia area, the Sisters of St. Education Program for registered nurses Francis, the Sisters of Mercy and His was established in 1979 and the Master’s Eminence Dennis Cardinal Dougherty Degree Program was opened in 1981 and ■ In addition to its academic quality, the encouraged the Rev. Francis X.N. has significantly expanded. Throughout the College is well-known for the service McGuire, O.S.A., ’32 A&S, D.D. (at the decades, the emphasis on undergraduate and professional leadership provided by time Villanova’s president) and the Rev. education has remained strong. Curricula its faculty and alumni, nationally and Edward J. McCarthy, O.S.A. (then aca- in all programs have been evaluated con- internationally. demic dean) to establish a basic baccalau- tinually, and revisions have been imple- ■ The College continues to be distin- reate program in nursing at Villanova mented in the academic programs to reflect guished by its attention to the education for high school graduates. This plan was changes in societal demands, technology of the whole person and the priority it further encouraged with the arrival in and nursing practice. All of our programs places on a liberal education. Spirituality, November 1951 of Bishop John Francis are fully accredited, adhere to high stan- human values and ethical concerns, espe- O’Hara, C.S.C. (later elevated to Cardinal). dards of quality and have a reputation of cially as they relate to health and clinical Bishop O’Hara was a member of the excellence. They are congruent with trends decision-making, are its hallmarks. Congregation of the Holy Cross and had in both health care and higher education. ■ previously served as a faculty member, In May, a new accelerated undergradu- The College utilizes cutting-edge tech- vice president and president of the ate opportunity for individuals who hold at nology for teaching and learning and University of Notre Dame. Bishop least one degree in another discipline com- has developed a number of Web-based O’Hara’s interest in higher education fur- menced. And the College looks forward to courses. ther stimulated the Augustinians to initiate its anticipated Ph.D. program, which will ■ The College attracts a significant num- the undergraduate program in nursing at specifically address the preparation of ber of international students who return Villanova. The first students were admitted nursing faculty. to become leaders in their countries and to the program in September 1953; they concerns itself with diverse multicultural became the first full-time women under- A College Notable in Many Ways groups at home and abroad. graduate students at Villanova. ince its founding five decades ago, The College of Nursing is an example Villanova soon sought and received the College of Nursing has grown and of an academic unit that clearly reflects accreditation from the National League for S developed in many ways. It holds the centrality to Villanova’s Catholic Nursing for a single baccalaureate program distinction of being the first collegiate Augustinian mission. It views nursing to which both high school graduates and nursing program under Catholic auspices as a ministry as well as a profession and registered nurses were admitted. in Pennsylvania, the largest nursing pro- an intellectual pursuit. It defines nursing Simultaneously, Nursing became an gram in the state within a private institu- as an art and a science. autonomous academic unit within the tion and the only Catholic nursing school This 50th Anniversary year is a time for University, and the College of Nursing was in a university under the sponsorship of the celebrating the achievements of our officially established in 1953. Order of St. Augustine. College and its graduates. Much has been By September 1959, the Nursing facul- accomplished in only 50 years. During the ty had grown to include 14 full-time mem- ■ To date, nearly 6,000 individuals have 50th Anniversary season, the College of bers. When one of the co-directors, Sister graduated from the College of Nursing was the recipient of a major gift Margarella, resigned to pursue doctoral Nursing’s B.S.N. and M.S.N. programs. from the Connelly Foundation. The $4 mil- study, the program continued to be admin- ■ The College is recognized for its lead- lion endowment will assist the College in istered by Sister Alma until June 1960, ership and has received numerous fed- advancing major initiatives. The College of when she was recalled by her religious eral grants that have assisted program Nursing at Villanova University takes community. Marion M. Schrum, Ed.D., development. pride in its past as it confidently and R.N. was then appointed as the first dean enthusiastically embraces its vision for the of the College of Nursing. She served in ■ Our 40 full-time faculty members future. The College is ever mindful of that position until August 1, 1968. Dorothy (the majority of whom hold doctoral Villanova’s motto, Veritas, Unitas, Caritas, R. Marlow, Ed.D., R.N. succeeded her as degrees) reflect a high level of educa- and is committed to the transformation of dean, and served until April 1976. The tion and involvement in scholarly and hearts and minds. deanship was unfilled until January 1978, professional affairs. when this current dean was appointed.

viii F OUNDATION FOR THE F UTURE