Biola University 2013–14 Catalog
utilization activities to improve clinical practice, influence health care policies, and further the development of nursing science. In a rapidly changing world, adequate and equitable delivery of health care is a critical challenge. We believe that equal access to health care services is the right of every individual in society. Through its unique contribution, nursing can and must be an effective social force in promoting the quality and availability of health care services for all persons. To effect positive changes nurses must participate in all aspects of the health care delivery system including: (1) evaluating the adequacy of health care services for the community; (2) projecting needs for additional or new services; and (3) taking appropriate action to insure accessibility of services. This requires nursing involvement with community action groups and with local and national legislative processes. We believe initial preparation of professional nurses to meet the health care needs of society is best accomplished through the learning acquired in baccalaureate education. As nurse educators it is our responsibility to provide an environment which facilitates the learning necessary to prepare graduates for professional practice and advanced professional education. As Christian educators we value the distinctive cultural, ethnic, and social backgrounds of each person and recognize that this diversity enriches our learning environment. It is the role of the educator to provide a learning climate of Christian caring which: (1) enhances students’ abilities to use their own unique learning styles effectively; (2) promotes students’ accomplishment of personal goals; and (3) facilitates students’ utilization of resources and personal support systems to enhance their ability to meet their individual learning needs. It is our belief that the goal of learning is behavioral change in the cognitive, affective, and psychomotor domains. Learning is a purposeful, dynamic process and involves changes in knowledge, skills, attitudes, values and/or beliefs. Learning occurs more efficiently, is more pervasive and more enduring when the learner actively participates in all phases of the learning process. Previous experience provides the foundation for current learning. Learning is facilitated when experiences move from the familiar to the unfamiliar and from simple to complex. Learning which emphasizes discovery of organizing principles rather than specific content facilitates the transfer of learning to novel situations. We believe critical thinking, creative thinking, and clinical reasoning are essential for the professional nurse. Development of these skills is fostered in a supportive learning environment which (1) provides opportunity for involvement in critical thinking and problem solving throughout the learning process; (2) stimulates the processes of inquiry and discovery; (3) provides exposure to a variety of problems in a variety of settings; (4) encourages maturation of the ability to utilize internal and external evaluative feedback; and (5) promotes increasing self-direction and independence. The educator as a role model enhances the learning process by demonstrating Christian caring and the skills of inquiry and discovery. Acting as an expert learner,
facilitator, and resource person, the educator guides the student learner through the educational experience. We believe that education is a life-long process which facilitates the ongoing development of the learner’s potentialities for continued growth as a person, citizen, and professional nurse.
Nursing, B.S. Degree Program
A Bachelors of Science degree in Nursing is offered upon the completion of the University baccalaureate and major requirements. All nursing students must meet the Biola Bible minor requirements and therefore the Biola Nursing program is a five-year program. General Education Requirements The general education requirement for a foreign language for nursing majors is two years of the same high school language or four credits of a college language. Nursing majors are exempt from general education requirements of literature (3 credits) and history (only 3 of 6 credits required). Prerequisites to the Program Prior to admission into the clinical nursing program, pre- clinical nursing students must complete:
Human Anatomy
Credit(s): 4. Credit(s): 4. Credit(s): 4.
BIOS 254 BIOS 281 BIOS 282 CHEM 112
Physiology Microbiology
Principles of Organic and Biochemistry
Credit(s): 5.
And
Basic Studies in Critical Thinking and Writing
ENGL 100
Credit(s): 3.
OR ENGL 112
Studies in Critical Thinking and Writing I
Credit(s): 3.
And
Studies in Critical Thinking and Writing II Introduction to Professional Nursing Introduction to Psychology
ENGL 113
Credit(s): 3.
NURS 112
Credit(s): 1. Credit(s): 3.
PSYC 200
Choose One: COMM 100 Introduction to Public Communication
Credit(s): 3. Credit(s): 3.
COMM 170 Small Group Communication COMM 181 Introduction to Argumentation and Debate
Credit(s): 3. Credit(s): 3.
COMM 280 Oral Interpretation
Core Requirements Required courses after admission into the clinical nursing program are:
Essentials of Clinical Nursing Pharmacology Nursing of the Patient/Family I - Theory Nursing of the Patient/Family I - Clinical
NURS 204
Credit(s): 2.
NURS 211
Credit(s): 3.
NURS 212
Credit(s): 3.
204
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