Applications are invited for B.Sc Nursing for the academic year 2026-27.
Prospectus| Contact Us| Gallery |Login

Philosophy

Philosophy

Mother Teresa College of Nursing, Muvattupuzha believe that Nursing is a profession based on the holistic concept of care, directed towards identifying health needs of people, planning and providing high-quality care in collaboration with other health professionals and community groups.

We believe that the Undergraduate nursing programme is broad based education within an academic framework specifically directed to the development of critical thinking skills, competencies & standards required for practice of professional nursing & midwifery as envisaged in National Health Policy 2002.

We believe that Nursing is based on values of caring and aims to help individuals to attain independence in self-care and it necessitates development of compassion and understanding of human behaviour among its practitioners to provide quality care with respect and dignity and protect the rights of individuals and groups.

We believe that the Undergraduate nursing education programme prepares its graduates to become exemplary citizen by adhering to code of ethics and professional conduct at all times in fulfilling personal, social and professional obligations so as to respond to national and international aspirations.

We believe that an expert faculty with varied areas of expertise is required to carry out the educational mission of the College.

We believe that the faculty has the responsibility to be the role models and create learning environment that facilitates cultivation of critical thinking, curiosity, creativity and inquiry driven, self-directed learning and attitude of lifelong learning in students.

We believe that high-quality education, transforms lives and that students should be prepared to actively participate in a global community.

The intent of the educational programs is to focus on the learner. Education is a lifelong process, with the commitment of the learner to establish patterns of continued enquiry.