use their own unique learning styles effectively; (2) promotes students ʼ accomplishment of personal goals; and (3) facilitates students ʼ 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 and creative thinking are essential for the professional nurse. Development of these skills is fostered in a supportive learning environment which (1) provide 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 ʼ s potentialities for continued growth as a person, citizen, and professional nurse. Statement of Purpose 1. To provide a biblically-centered liberal arts and professional education as a foundation for professional practice, advanced education, and service to society. 2. To develop graduates who value individual diversity, who respect each person as uniquely created in God ʼ s image, and who endeavor to assist clients to meet their needs. 3. To provide a broad theory base as a foundation for the dynamic, evidence-based nursing practice which is required to meet current and future health care needs of society. 4. To foster the spiritual commitment, moral discernment, intellectual inquiry and competence in critical and creative thinking essential for continued growth as individuals, citizens, and professionals. 5. To prepare graduates who are safe, competent practitioners and who are equipped for involvement in leadership, advocacy, collaboration, education, and research utilization activities required to fulfill the responsibilities of baccalaureate professional nurses in a broad variety of settings. Nursing Degree Program A Bachelor of Science degree in Nursing is offered upon completion of the University baccalaureate and major requirements. The nursing major requires the completion of the following units: • BIOS 254 - Human Anatomy Unit(s): 4. • BIOS 281 - Physiology Unit(s): 4. • BIOS 282 - Microbiology Unit(s): 4. • CHEM 112 - Principles of Organic & Biochemistry Unit(s): 5.
The four courses above total 17 science units.
• NURS 112 - Introduction to Professional Nursing Unit(s): 1. • NURS 211 - Nursing of the Client/Family I - Theory Unit(s): 3. • NURS 212 - Nursing of the Client/Family I - Clinical Unit(s): 3. • NURS 213 - Nursing of the Client/Family I - Nursing Application Lab Unit(s): 1. • NURS 217 - Nursing of the Client/Family II - Theory Unit(s): 4. • NURS 218 - Nursing of the Client/Family II - Clinical Unit(s): 3. • NURS 219 - Nursing of the Client/Family II - Nursing Application Lab Unit(s): 1. • NURS 204 - Essentials of Clinical Nursing Pharmacology Unit(s): 2. • NURS 306 - Nursing Assessment of the Client - Theory Unit(s): 2. • NURS 307 - Nursing Assessment of the Client - Clinical Unit(s): 1. • NURS 341 - Mental Health Nursing of the Client/Family— Theory Unit(s): 2. • NURS 343 - Mental Health Nursing of the Client/Family— Clinical Unit(s): 2. • NURS 347 - Nursing of the Childbearing Family - Theory Unit(s): 2. • NURS 348 - Nursing of the Childbearing Family - Clinical Unit(s): 2. • NURS 351 - Nursing of the Older Adult Client/Family - Theory Unit(s): 2. • NURS 352 - Nursing of the Older Adult Client/Family - Clinical Unit(s): 2. • NURS 355 - Nursing of the Childrearing Family - Theory Unit(s): 2. • NURS 356 - Nursing of the Childrearing Family - Clinical Unit(s): 2. • NURS 358 - Advanced Nursing: A Pathophysiological Approach - Theory Unit(s): 2. • NURS 365 - Advanced Nursing: A Pathophysiological Approach - Clinical Unit(s): 2.5. • NURS 367 - Critical Care Nursing: A Pathophysiological Approach - Theory Unit(s): 2. • NURS 368 - Critical Care Nursing: A Pathophysiological Approach - Clinical Unit(s): 2.5. • NURS 441 - Introduction to Nursing Research Unit(s): 2. • NURS 442 - Applied Nursing Research Unit(s): 1. • NURS 450 - Leadership/Management in Nursing - Theory Unit(s): 2. • NURS 451 - Leadership/Management in Nursing: Team Leading - Clinical Unit(s): 3. • NURS 452 - Leadership/Management in Nursing: Elective Setting - Clinical Unit(s): 2. • NURS 461 - Nursing in the Community - Theory Unit(s): 4. • NURS 462 - Nursing in the Community - Clinical Unit(s): 4.
Supporting Courses Three units of each of the following: •
Intercultural studies or sociology, And
MATH 210 - Introduction to Probability & Statistics Unit(s): 3.
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