BACHELOR OF SCIENCE IN PROFESSIONAL NURSING
168 Mary Black School of Nursing
2018-2019 USC Upstate Catalog
The Mary Black School of Nursing is named in honor of Mrs. Mary Black Phillips
and the late Miss Rosa Black in appreciation for the generosity of the Black
Family for their role in securing funds for the building that houses the School of
Nursing. The School began offering the Associate Degree in Technical Nursing
in 1967 with the beginning of the University. This program closed in 2005. The
Bachelor of Science in Nursing program began in 1977 as an upper division
program for registered nurses. In 1986, the first generic four-year track began.
In Fall 2014, the Master of Science in Nursing with the Clinical Nurse Leader
In 2003, USC Upstate opened an additional campus for the University in
Greenville at the University Center (UCG). Classrooms, computer laboratories,
a learning resource center, simulation center and faculty offices support the
undergraduate program at the Greenville site.
The primary mission of the Mary Black School of Nursing as part of USC Upstate
is to serve the citizens of upstate South Carolina by providing educational
programs in nursing that are of the highest quality. A variety of teaching modalities
are used for students who are diverse in background, age, race, ethnicity,
gender, educational experiences and needs. Programs are founded upon
strong inter-institutional articulation agreements as well as partnerships with
the community, including health care organizations and health care providers
in Upstate South Carolina and surrounding regions.
The faculty of the Mary Black School of Nursing are committed to excellence
in teaching, advising and in providing experiential learning opportunities that
empower students to become competent professionals who give high quality
nursing care to diverse populations. The faculty provide leadership in addressing
nursing educational needs and in promoting the health and welfare of the
citizens of Upstate South Carolina through educational outreach, scholarship
and professional service.
Baccalaureate nursing education at the Mary Black School of Nursing prepares
individuals for professional nursing practice to serve the people of Upstate
South Carolina and beyond. The Baccalaureate Nursing Program’s philosophy
reflects the vision, mission and goals of USC Upstate and the Mary Black School
of Nursing. This philosophy includes the faculty’s beliefs about human beings,
the environment, health, nursing, baccalaureate nursing education, the teaching
learning process, and characteristics of the professional nurse.
The faculty believe that human beings (individuals, families, groups, aggregates,
and communities) are complex, interrelated, and interdependent open
systems composed of multiple subsystems. Humans are integral with and
cannot be separated from their environment. They continuously receive and
process inputs from their environment and provide outputs to that environment.
Outputs are the result of the transformation of inputs and are influenced
by a human’s biological, cognitive, psychological, social, cultural, and spiritual
subsystems. Human beings strive to achieve higher levels of functioning and
complexity through developmental processes. Human beings are greater than
and different from the sum of their parts. This holistic view of human beings
focuses on the dynamic interaction, pattern, organization, and relationship of
subsystems and supra-systems.
The faculty believe that environmental concerns are global in nature. The environment
includes but is not limited to the political, social, economic, technologic,
genetic, and ecological systems that influence or are influenced by
human beings. The environment is the context in which nursing occurs.
The faculty believe that health is a dynamic process constantly changing and
existing on a continuum of wellness to illness from birth to end-of-life. The
mutual interaction of biological, cognitive, psychological, social, cultural, and
spiritual subsystems results in health. Culturally based beliefs, values and
lifestyles, natural and social environments, genetic background, and developmental
level all affect the client’s experience and definition of health. Optimal
wellness is achieved through self-care behaviors, partnerships with families
and communities, and interventions with health care providers.
The faculty believe that nursing, a subsystem of the health care delivery system,
is an open system. The scope of professional nursing practice includes
health promotion, maintenance, restoration, rehabilitation, as well as the prevention
and detection of health alterations. Caring is integral to professional
nursing practice and extends to self and others in the provision of humanistic
health care. Professional nursing practice is both a caring art and an applied
science based upon synthesis of knowledge from nursing and the liberal arts
and sciences. Through partnerships, nursing creates a sociopolitical force that
promotes and enhances health and health care.
The faculty believe that teaching-learning occurs from interactions and transactions
between and among students, faculty, and clients. Learners are diverse
in their biological, cognitive, psychological, social, cultural, and spiritual
characteristics. Learning is a continuous process facilitated by self-assessment,
technology, and a variety of teaching methods that accommodate diverse
learning styles and individual learning needs.
The faculty believe that baccalaureate nursing education is broad-based and
consists of professional nursing, liberal arts, and science courses. The baccalaureate
program prepares the student to synthesize, think critically, and make
clinical judgments within ethical, moral, and legal frameworks. The program
provides opportunities for students to assume responsibility for the total scope
of nursing practice for diverse individuals, families, groups, aggregates, and
community clients in structured and unstructured settings. Students learn to
function in a variety of roles such as: providers of care, consumers of research,
collaborators, advocates, educators, leaders, and managers. The goal of baccalaureate
nursing education is to prepare innovative leaders in nursing practice.
It prepares students to integrate cutting-edge knowledge such as genetics,
environmental health, and community-focused health care. Baccalaureate
nursing education prepares students to access, critique, and examine research
for its implications and utilization in evidence-based nursing practice and provides
the foundation for graduate education in nursing.
The faculty believe that the baccalaureate graduate synthesizes and applies
broad knowledge from the liberal arts, sciences, and nursing to provide theoretical
and evidence-based nursing care. Drawing upon cognitive, affective,
and psychomotor domains of learning, the professional nurse uses critical
thinking strategies to provide holistic care to diverse clients with simple and/
or complex health needs. The professional nurse is accountable for nursing
care and acts in independent, interdependent, and dependent roles to provide
and coordinate health care. The use of complex communication skills by the
baccalaureate graduate facilitates interpersonal relationships and enhances
therapeutic nursing interventions to effect change. Through life-long learning,
the professional nurse incorporates new knowledge and technologies to
improve care and advance nursing practice. The baccalaureate graduate, as a