BACHELOR OF SCIENCE IN PROFESSIONAL NURSING
146 Mary Black School of Nursing
2019-2020 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 Up-state
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 mo-dalities
are used for students who are diverse in background, age, race, ethnic-ity,
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 address-ing
nursing educational needs and in promoting the health and welfare of the
citizens of Upstate South Carolina through educational outreach, scholarship
and professional service.
Nursing is an art and science with a commitment to humanity utilizing nurs-ing
knowledge and caring practices. The theoretical work of Boykin, Ben-ner,
and Pender guide the philosophy of Mary Black School of Nursing. The
themes of authentic caring, competency, and health promotion embody
our efforts to educate the next generation of nurses. The Mary Black School
of Nursing philosophy reflects the vision, mission, and goals of the Univer-sity
of South Carolina Upstate. Under the guidance of the program goals, the
Mary Black School of Nursing transforms its students into competent provid-ers,
effective communicators, professional role models, and critical thinkers.
The conceptual framework for the Mary Black School of Nursing encom-passes
the four metaparadigms of person, nurse, environment, and health.
Person: A person is an individual who interacts holistically with their en-vironment,
interprets personal experiences, and seeks a higher level of
self-awareness. This person interacts and communicates by respecting and
caring for self and others by appreciating the values, beliefs, and behaviors
encountered and by seeking knowledge within their learning community.
Nurse: A person who intentionally builds relationships with others to enable
the condition of giving and receiving help. This person serves as a role model,
teacher, and mentor and demonstrates nurturing and caring to others. Nursing is
the art and science of attending to the discovery, creation, refinement of knowl-edge
and ethical development of an authentic presence to facilitate wholeness.
Environment: A situational relationship is where its interactions influence
the person. The environment is the context in which teaching, learning, and
nursing occur. In the learning environment, individuals seeking knowledge
learn to create, modify, and promote optimal health by influencing the person
to adjust as needed to the environment and by advocating for environmental
support of the person.
Health: Deliberate actions that express caring and communicate physiologi-cal,
psychological, social, spiritual wholeness and well-being. The illustration of
health is a lived-experience of persons within their environment and is influenced
by the reciprocal interactions as defined by that person's perspective of wellness.
Education: Nursing education responds to the needs and concerns of the
public by developing a curriculum that is ethical, relevant, and considers future
trends in health care and nursing. Students learn the art and science of nursing
by the acquisition and application of knowledge, through thoughtful study, and
by practicing skills as they learn to become professional nurses. Nursing educa-tion
provides an environment that instills a quest for life-long learning through
a sense of belonging and captures the essence of nursing, which is caring.
Faculty: The faculty at the Mary Black School of Nursing is committed to
standards of excellence in teaching, scholarship, and service. The faculty at the
Mary Black School of Nursing create an environment that illustrates caring,
based on evidence, and support student learning. The faculty demonstrates
competency in practice, scholarship, and teaching. The faculty members act as
role models to support socialization into the nursing profession, by engaging
in life-long learning in the pursuit of excellence in practice, scholarship, and
BOYKIN, BENNER, AND PENDER GUIDE THE PHILOSOPHY OF MARY
BLACK SCHOOL OF NURSING A BRIEF DESCRIPTION
Boykin & Schoenhofer - Nursing as Caring
• Nursing is an academic discipline and a profession grounded in knowl-edge
and intentional, authentic presence within the nursing situation.
• Person encounter is valuing human wholeness
• Focus on nursing is a nurturing person living and growing in caring
• Nurses attend to the call for caring
• "As an expression of nursing, caring is the intentional and authentic
presence of the nurse with another who is recognized as a person liv-ing
to care and growing in caring. Here, the nurse endeavors to come
to know the other as a caring person and seeks to understand how that
person might be supported, sustained, and strengthened in her or her
unique process of living to care and growing in caring" (p.13)
Boykin & Schoenhofer (2001) Nursing as Caring. Sudbury, MA: Jones and
Benner - Novice to Expert
• Focus on the development of skills and understanding of the patient
• Acquisition of knowledge is obtained through practice, research, and
• The growth of a nurse is built over time by practical experiences and
building on, and refining abstract principles gained through clinical ex-perience
guided by research and structure education process to grow to