The School believes in the provision of state of the art educational experiences, while empowering the student to be a compassionate care giver, personally responsible for knowledge acquisition, an educated consumer of professional resources, and a change agent. The School is committed to excellence in all realms of evidence based nursing including research, education, and clinical practice. The School views nursing as a service profession for all people providing holistic nursing care without bias; dedicated to the diagnosis and care of actual and potential health issues for the individual, family, and community.
In 1912 after the end of WW I and at the time of the British Mandate, a nursing delegation was sent to pre-state Israel as a part of the American Zionist Medical Unit , the precursor of the Hadassah Medical Organization. This pioneering group of health professionals developed a system for the supervision of national health, nutrition and hygiene and an administrative body for "Tipat Chalav" (mother- child clinics). Hadassah's leadership quickly identified the need for the education of local women to contribute to the health system via the nursing profession and in 1918 opened the Hadassah School of Nursing, the first in the region. This local Nursing School was designed to replicate the highest level of nursing schools in the United States. The school was the first Jewish post high school institution for women in Israel, and served as the foundation for the development of the profession of nursing in the country. Its graduates laid the groundwork for the development of a network of schools of nursing which organizationally belonged to the major health care systems, such as the Clalit Health Care Services (the major Israeli Health Maintenance Organization), the Ministry of Health, and private healthcare organizations in the region, and later throughout the country.
The mission to develop academic professional education for nurses has been the focus of nursing leaders since the 1920's. Active pursuit of the approval of generic BSN programs began in the 1950's and was presented to the Hebrew University and the Ministry of Health in the 1960's. Back then, nursing faculty were then academically educated in the United States under the support of the Hadassah Women's Organization of America. This pioneering faculty then served as role models in the academic Hadassah School of Nursing. In 1975, under the leadership of the Director of the Hadassah School of Nursing at that time, Judith Steiner-Freud, the first generic baccalaureate program (BSN) in the country opened. It was added as one of the schools of the Faculty of Medicine within the affiliation agreement between the Hadassah Women's Organization of America and the Hebrew University. As a part of this agreement, the faculty of medicine was responsible for the basic science education at the school with the theoretical and clinical nursing education being the responsibility of the Hadassah Medical Organization, similar to the agreement with the medical school at that time.
During the 1970's a national strategic plan was developed where basic entry into practice was to be at the baccalaureate level. The 4 large universities in the country became academic umbrella institutions to the existing diploma schools. Presently, there are 18 Schools / departments of Nursing in the country. Most of them are part of the academic framework of the 4 large universities in Israel [Hebrew University- Jerusalem (3), Tel Aviv University (5), Haifa University-Technion (2), and Ben Gurion University- Beersheva (1)] with 3 additional schools in local colleges. The organizational structure of these academic nursing schools is unique and different from one another. The remaining schools are in negotiations as to their academic framework and affiliations.
In accordance with this national plan, two nursing schools, Asaf Harofe (1981) and Kaplan (1984) became affilated schools of the Hadassah School of Nursing. The Asaf Harofe School of Nursing was established in 1949, after the hospital was transformed from a military unit to a civilian institution. It became the first academic School of Nursing belonging to the Ministry of Health when it became a satellite institution of the Hadassah School of Nursing. The Kaplan School Nursing was established in 1953 by the General Health Fund at the Kaplan Medical Center. Both of these programs were diploma programs that became baccalaureate programs upon merging with the Hadassah School of Nursing. The formal agreement with these two satellite schools stated that they would have to implement the Hadassah School of Nursing curriculum as a condition of their merger with the Hebrew University and the Director of the Hadassah School of Nursing was given the responsibility for the program's implementation and evaluation. In 1982, a program was opened for RN's to complete their BSN education (RN-BSN). In 1987, a unique 3 year track was created for army paramedics from within the generic BSN program (BSN-P).
The Hadassah School of Nursing and its affiliated schools (the "School") has continued to meet the educational needs of the health care system by creating and implementing basic and post basic certification nursing programs. Since its inception, the School has been involved in the national social agenda which included the absorption of new immigrants into Israeli society. Starting in 1974, courses have been designed to educate the large numbers of "Feldsher" (a nursing role in the former Soviet Union that does not meet the criteria for registered nurses in Israel) and practical nurses who emigrated from Eastern Europe. A second career program (BA to RN) for immigrants with academic degrees in other areas has been offered since 1984 at Assaf Harofe, since 1997 at Kaplan and since 1986 at Hadassh. Kaplan offered RN completion programs to practical nurses between the years 1996-2009. All of these programs are still offered at the three schools various formats, as the need presents itself.
Historically, the Hadassah School of Nursing was housed at the Hadassah Hospital on Mount Scopus, considered at that time to be the most modern institution in the Middle East. After an attack during the War of Independence (1948) on a hospital convoy that resulted in the killing of tens of nurses and doctors, the Hadassah School of Nursing was temporarily housed in various locations throughout Jerusalem including the Monastery of St. Joseph in the center of Jerusalem. Until the year 1961, when the Ein Kerem campus was built, the Hadassah School of Nursing was housed in its own free standing building on the Ein Kerem campus. In 2006 it was moved to its current location due to the construction of a new medical tower on the Hadassah School of Nursing's site. Assaf Harofe and Kaplan schools have been housed on the campus of their hospital institutions since the affiliation agreement.
The masters program was opened in October 2001. At the time of the development of the program, it was recognized that there was a clinical need for advanced practice nurses in Israel. However, no such educational preparation existed in Israel at that time. It was also determined that a nursing school that does not include higher degree programs is inclined to academic stagnation. It was felt that a program that included a masters' thesis would naturally increase faculty academic productivity. Development of the curriculum for the program took approximately ten years. The program underwent the review process as is required by all new academic programs at the Hebrew University. This included review by the Curriculum Committee of the school of nursing, the Curriculum Committee for Advanced Studies of the faculty of medicine and the approval of the Standing Committee of the Hebrew University. Meetings were set up with every medical and nursing department head at the Hadassah Medical Organization to obtain support for the program and to enlist potential faculty, thesis advisors and clinical sites.
At the same time, the curriculum was developed by the faculty who employed a multiple of sources and resources to determine the new program's philosophy, content and teaching strategies. Faculty conducted an extensive literature review and based much of the program on the American Association of Colleges of Nursing, "The Essentials of Master's Education for Advanced Practice Nursing" (1999). Market surveys of baccalaureate graduates of the Hadassah School of Nursing leaders and leaders in the healthcare delivery system in Israel were conducted in order to determine from potential stakeholders what clinical tracks would be most useful to the Israeli healthcare system and be popular among nurses. Several trips were taken by Hadassah School of Nursing faculty to the United States and by American faculty to Israel to develop the content of the curriculum. These meetings included faculty from the University of Pennsylvania, University of Maryland and University of Texas. Based on these surveys and the resources at the School of Nursing, three tracks were chosen; Geriatrics/Gerontology, Oncology and the Complicated Adult Patient/Critical Care.
The program today includes the same three clinical tracks. Thesis and non-thesis tracks were approved. However, only the thesis track was initiated in order to concentrate faculty resources on the advancement of their research programs.
BSN program BSN for RNs program (RN-BSN)
This program is designed to provide nurses with the professional academic skills of state of the art knowledge acquisition, critical thinking, academic writing, systematic problem solving and evidence-based practice.
The BSN program prepares entry level professional nurses to be tomorrow's nursing practitioners and leaders within the health care system. The essence of the educational paradigm is the empowerment of the nurse learner to develop excellence in nursing in the areas of care management, evidence-based practice, research, health education, and policy.
The School prepares a graduate baccalaureate nurse who:
|Delivers compassionate, culturally sensitive, client centered, evidence based, comprehensive nursing care, to clients of all ages, families, and populations focusing on client advocacy and empowerment.|
|Integrates the science and art of nursing by applying state of the art theories, principles, and research outcomes from the physical, biological, social, psychological, humanistic, environmental, and legal sciences in building an understanding of the human experience in health and illness.|
|Practices independent nursing decision making through inquiry, critical thinking, analysis and synthesis, and information development.|
||Coordinates and manages patient care using creativity in planning, intervention, and evaluation.|
|Demonstrates professionalism and ethical conduct by integrating accountability, altruism, autonomy, and integrity in order to insure human dignity and social justice.|
|Employs effective communication skills in collaboration with clients, families, and communities along with peers and members of the interdisciplinary team.|
|Cares for clients at different levels of complexity, on the health-illness continuum, including end of life in culturally diverse communities.|
Functions in varied professional frameworks and institutions that provide nursing care (home, community, hospital, out-patient facilities, Schools).
||Critically applies informatics and care technologies.|
||Practices with a commitment to excellence and the highest standards of quality assurance and safety.|
||Displays leadership and responsibility in disease prevention, health promotion, and health preservation.|
||Provides effective nursing care in a complex health care environment with concern for cost containment.|
|Participates in the development, implementation, and evaluation of health policy while serving as a change agent for health care delivery systems through involvement in professional and public frameworks.|