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Standard 4 Aspect F

4f. The program investigates its own effectiveness relative to instructional and programmatic mission and commitments.


The School Nurse Services Credential program aligns with the Mission and Vision statements of the California State University, Fresno.  We fulfill the Mission of the Fresno State University, Kremen School of Education and our program by: 

  • Training candidates to perform professionally in a wide variety of settings and placements
  • Providing an inclusive environment for all candidates to achieve a successful online learning experience.
  • Advocating for school health services for students, staff and families.
  • Supporting legislation that contributes positively to outcomes for California students, schools and educators in general.
  • Promoting professional organizations.
  • Providing access to scholarships via CSNO state and local chapters, and NASN.
  • Serving on advisory boards, and present on local, state and national conferences.

Fresno State University, Kremen School of Education and Human Development Mission and Vision

California State University Fresno School Nurse Services Credential Program Mission:
The purpose of the School Nurse Services Credential program is to provide candidates with a quality academic program that meets the requirements for the California Clear Professional (Clear) School Nurse Services Credential as set down by the California Commission on Teacher Credentialing (CCTC); and to prepare candidates who may be the only health professional in schools with the knowledge, skills, and competencies to provide optimal nursing care, health promotion, guidance, and counseling to children in schools and their families.

CSUF School Nurse Services Credential Program Outcomes

  1. To provide a quality program for the preparation of competent school nurses through the provision of learning experiences taught by qualified faculty, both didactic and clinical, and through meaningful school site experiences with qualified preceptors, that will enable candidates to function effectively in the school setting in meeting the holistic health care needs of children and adolescents;
  2. To provide candidates with adequate opportunities to attain the standards and professional competencies designed in the CCTC Standards of Quality and Effectiveness for Programs of Professional School Nurse Preparation in California and to apply and practice those standards and competencies in their clinical experiences;
  3. To foster in candidates the following professional dispositions that are vital in meeting the health care needs of children and adolescents:  The tendency to reflect, the use of critical thinking, the use of well-reasoned ethical judgement, and appreciation for diversity, a collaborative disposition, and the tendency for life-long learning;
  4. To foster in candidates an awareness of the importance of participation in research, involvement in professional organizations and commitment to legislative advocacy, each relevant to school nursing, that further strengthens and validates for the candidate the importance of the school nurse as a vital member of the education team;
  5. To continue to adapt program offerings through a process of critical self-evaluation based on input from the SNSCP Advisory Board, students, preceptors, and faculty in order to maintain program relevancy with current practice in school nursing.

CSUF School Nurse Professional Dispositions
The School Nursing dispositions align with Fresno State’s Kremen School of Education and Human Development Candidate Professional Dispositions.  School Nursing Dispositions include:

  1. Candidate demonstrates the ability to REFLECT
  2. Candidate demonstrates CRITICAL THINKING skills
  3. Candidate demonstrates the ability to make ETHICAL JUDGEMENTS
  4. Candidate demonstrates the dispositional tendency to VALUE DIVERSITY
  5. Candidate demonstrates a COLLABORATIVE disposition
  6. Candidate demonstrates their enthusiasm for LIFE-LONG LEARNING

CSUF School Nurse Learning Outcomes
The culminating SNSC candidate learning outcomes are based on four primary indicators; Communication, Critical Thinking, Clinical Judgment, and Collaboration. These four primary outcomes were derived from the American Association of Colleges of Nursing’s The Essentials of Baccalaureate Education for Professional Nursing Practice (2008). The nine overarching Essentials are embedded in the core outcomes of the Bachelor's Science of Nursing (BSN) and Graduate programs and are threaded throughout coursework.  

At the completion of the School Nurse Services Credential program, the graduate will be prepared to function in a variety of health care settings and be able to validate the following student learning outcomes:

Communication: Communication is defined as a complex, ongoing, interactive process of exchanging information and forms the basis for building relationships. Communication includes listening, verbal and nonverbal behaviors, written skills, and the use of emerging technologies.

Critical Thinking:  Critical thinking is defined as a discriminating process that underlies decision making. Critical thinking includes questioning, analysis, synthesis, interpretation, inference, inductive and deductive reasoning, intuition, application, and creativity.

Clinical Judgment: Clinical judgment is the interaction of knowledge, skills, and attitudes and underlies the nurse’s ability to adapt care for diverse populations in varied health care environments. Clinical judgment involved critical reasoning, integration of evidence-based practice, and the implementation of holistic, value based patient centered care.

Collaboration:  Collaboration is defined as the active engagement in local, regional, and global healthcare and forms the basis for interdisciplinary practice. Collaboration supports a climate of diverse opinions and incorporates delegation, negotiation, coordination, and service learning.

Summary of Findings 4f
The SNSC Program Investigates its own effectiveness relative to instructional and programmatic mission and commitments as evidenced by alignment of the SNSC program objectives, learning outcomes and professional dispositions with the Kremen School of Education and Human Development.  

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