Ellen Finley Earhart Department of Nursing

Message from the Chair

Since 1987 the Department of Nursing at Park University has helped meet the educational goals of hundreds of nurses. Whether you are interested in the Bachelor of Science in Nursing Degree Completion program or are an LPN seeking your Associate of Science in Nursing degree, Park provides the technology and faculty expertise to meet your educational and professional goals. As a leader in helping students get the education they want within the framework of their lives, we offer flexible course scheduling for students studying nursing in Kansas City, as well as online learning opportunities. We understand the demands of working as a nurse, attending school and managing family life, and we pledge our support to help you succeed. 

Please feel free to contact us with your questions. We appreciate your interest in Park University and look forward to hearing from you.

Haberyan, April

April Haberyan, PhD, RN, PMHCNS
Chair, Department of Nursing

Mission Statement

The Department of Nursing prepares students to apply theoretical knowledge, assimilate the professional attitudes required in making clinical judgments in diverse health care environments, and implement evidence-based patient care. These learner outcomes reflect ethical practice, health promotion and illness prevention, and holistic patient care for individuals, families, and communities across the life span.

Vision Statement

The Department of Nursing promotes the concept of lifelong learning based on scholarly teaching, research, and practice to students who will excel in their professional service to the global community.

Educational Framework

Kolb’s Experiential Learning Model illustrates that learning is a process whereby transformative experience generates new knowledge (1984). His experiential learning theory is a holistic, activist perspective that combines cognition, perception, experience, and behavior. The four stage learning cycle demonstrates how experience followed by reflection leads to new abstract concepts, which in turn are used to guide active experimentation and the choice of new experiences. Using laboratory, scenario, clinical, and instructor-independent modalities, learners will progress in iterative fashion through the four stages of learning (concrete experience, reflective observation, abstract conceptualization, and active experimentation) toward developing proficiency in the BSN Essential Competencies.