COURSEDESC~PTI □ NS
The educator as a role model t'nhances the learnin1; process by demo1Lstrating Clnistian r;rrin1; and u1e skills of incpriry and disccwe1y. Acting a, an expert learner, facilitator, and reS11t1rre per!k>ll, the ed1K-;i1or 1;1rides u1e st1Klen1 learner tl1rou1;l1 the t'tltK·ational expt'1ienre. We hdiew that education L, a life long proce~~ which facili1ates u1e onlioing dt'Vdopment of the learner's poten1ialities for continued gmwtl1 a, a pen;on, citizen, and prof't,ssional nurse. STATEMENT OF PURPOSE I. To providt' a biblically-cen tert'd libt'ral arts and professional education as a fo11nda1ion for profes sional prartire, advanced education, and pnKlurtive livin1;. 2. To develop graduatt'S who value individual diVt'rsity, who respect earl1 person as uniquely rreated in Cod's image, and who t'lldeavor to assist rlients to meet tht'ir needs. 1 To providt' a broad theo ry ha.se a., a foundation for the dynamic 1111rsin1; practire which is required to meet rurrt'lll and ftllurt' health rare needs of scKiety. 4. To fostt'r the spiri111al com mitment, moral disc-ern111en1, intellec lllal incp1iry and compt'tenre in rriti ral and creative thinking es.,ential for ron1in11ed growth as individuals, citi zens, and profes.,ionals. :, . To prt'pare 1;rad11ates who are s.tfe, compt'ten1 practitioners and who are equipped for invo!Vt'ment in lt'ad t'1, l1ip , advcKacy, collahora1ion, ed11- ration , and rest'arrh utilization activi tit'S rt'quirt'd to fulfill tht' rt'sponsibili tit's of harcalaureate proft'ssional 1111rSt's in a broad variety of St'llinl(s. Program Objectives To demotLstratt' tht' C'Jiristian car ing which LS es.sential to tl1t' prartic:e of professional nursing the graduate is t'Xpt'rled to: 1. Bast' nursing practice on a philosophical f111111dation consistent with Biola University and the Depart ment of Barralaureate N11rsin1; belie[, ahout the nature of persons and the naturt' of nursing. 2. lntt·grate knowledge from Bililical studies, and tht' behavioral, biological, and physical srienres to)ielher with knowled1;e from 1111rs- in1; sc·ienrt' and utilize thL, knowled1;e as a hasis for nursing practice. 3. Base nursing prac1ice on a fi,rmulation of tht'oretical k111M1ledge i1m1rp11rati111; r<l!l11111111irati1111 / cc1llal> oration , tt'arhing / learnin1;, rri1ical
thinking/problem solving, and leader ship/advocacy principles. 4. Collect relevant data ~ystemati c-;illy from all pertinent client ~y.,t.em~. the environment, and the research know~ t'tlge ba.,;e; utilize tli~ data effectively to provide sa1·e, competent nursing care. 5. Demonstrate application of ,yn1hesized concepLs related to Christ ian caring, stress/adaptation, develop mental, interactional and ,ystems the ories in the purp<~ful and systematic tLse of tl1e nursing process to facilitate optimal adaptation through appropri- ate use of the prevention, restoration, and conservation modes of interven- tion with the tliree client ,ystems. 6. Identify and utilize knowledge of the relevant cultural, economic, eth ical , political, scKial, and spiri111al fac tors and the interactions between them that all't,ct u1e practice of nursing and tht' delivery of health care services. 7. Demonstrate personal and professional development and Christ ian commitment consis1en1 with the 1;oals of Biola University and baccalau reate nursing education. ADMISSION REQUIREMENTS AdmL,~ion into Biola University does 1101 guarantee admis.~ion into clinical nur.;ing. StudenL~ desiring to be admit ted to tl1e Ot'panment of Baccalaureate Nursing 11111,1 meet all rec11uremenL~ for admis.sion to u1e university. Biola pre nursing students meeting all require ments for admission to clinical nursing, who have a t11m1tlative GPA of 3.0 and have taken at least two full-time seme;ter.; at Biola, will be given priority for admL,;. sion to the nursing program. Before being arcepted, studenL, m1L'<I complete the prerecp1isite college courses with a minimum grade of "C" (2.00). These cour.;e; include anatomy, inorganic and ,,rganic/bic>Chemistry, communication (100, 170 or 181), English ll0A and 110B, phr.,iology, and p~ychology. Stu dents also are rec111ired to earn a cumula tivt' GPA of 2.80 on all pre-nursing co~ lt'.j;e course work. Student, with a cumt~ lative CPA of250 to 2.79 may be comicl ered for admL,~ion on pn1YLsional staULs if space L, available in the program and if tl1ere L, reason u, anticipate u1e student will be able to complete U1e program suc ce~~fiilly. Additional facu,rs considered in 1J1e application proc~ include tl1e fo~ I< Mling: total transcript evaltiat.ion, small group interviews , a brief written bio graphical sketch and a brief ex1empora neous writing assignment, references, pre1111rsing examination, SAT scores,
commtmity action Kf"U!JS and with local and national legislative prores.o;es. We believe initial preparation of professional nurses to meet the health care needs of S<x.·iety is best accom plished throu1;h the leaminli anp1ired in baccalaurealt' t'ducation. A, nurse educators it is our responsibility to provide an environment which farili tates the leaminli neces.-;a1y to prepare graduates for professional practice and advanced prof't,s.sional edlll"Jtion. C'i11LsL,tent witl1 our belief about the nature of persons, we believe sllldent, and farnlty members are unicp1ely cre ated lly God and endowt'tl by f,1Kl with diw1i1y and worih. A, Uuistian t1luc-a- 1ors we vah1e the dis1inctive rnltural, t'tlmic, and social backl(ro1111cb of earh person and rerngnize that this diversity enrirhes our learning environment. It L, the role of tl1e echu.11or lo provide a learning climate of Chris1ian carin1; which: (1) enhanres s111<lents' abilities 10 tLse tht'ir own 1micp1e leaminli styles effertively; (2) promoles students' accomplLshmenl of llt'r'1 ,nal goals; and (3) facilitates students' utiliza1ion of resources and !Jt>rsonal support ,ystems to enhance tllt'ir ability to mt'el tht'ir indivichial lt-aming nt't'ds. It LS our belief that tl1e goal of lt'anr in1; L, behavioral rhanlie in tl1e r<l)(nitive, af'ft'rtive, and p,yrhomolor do111ains. Learning is a pmposeftil, dynamic prcK·t's.s and involves rl1an1;es in knowl ed1;e, skills , a11i111dt's, valut's and/or belieb. Lt,;1ming 1KT111, 111ore dliriently, is more pe1vasive and n1ore end urinli when U1e learner artively participates i:i all pha.ses of the le-aminli prcK't's.'- Prt'Vi otLs experit'Ill't' provides the fi11mciation fi,r C'\IITt'lll learnin1;. uaruin1; LS farili Iatt'tl when experit'lll'es move from the familiar to u1e unfamiliar and from sinr pit' ~• rnmplex. Lt,;1111inl( whirh t'mpha sizes di!l:overy of orJlanizing prinriples ratht'r than spt'rifir rnntent fo<:ilitates the tr.ULsfer oflt":Illlillg lo 111,vel silltlliolLS. We believe critical and rreative thinkin1; are es.,enti;1I for the profes sional nurse. Devt'lopment of these skills Ls foste1d in a supportive learn in1; environment wl1irh (1) provides oppommity for involvement in rritiral thinking and problem solvin)( througlr 0111 tilt' learninl( prcnss; (2) stim11l;1tes tl1e pron'l>.-ses of incp1i1y and <1Lscove1y; (3) provides t'Xposure lo a VJrie1y of problt'ms in a varit'ty of St'llings; (4) t'nrnur.1gt'S matur.1tion of the ability to 111ilize in1ernal and external t'Vah1;11ive feedback; and (:,) pro11101es inrre;Lsin1; self~irt1·tion and indepe11dence.
We believe that caring, as exempli fied in the life of Jesus Christ, is the a.ence of nursing. The foc11, of nurs ing activity is the three client ~r-,tems and the dynamic interaction between tl1em within tl1e context of tl1eir environment These three systems (per.unal, interper !kmal and community) abo are interact ing constantly with internal and external streoors which may affect the integrity of the systems. It is our view that the pur pose of nursing is to support and pro mote the proca.es that facilitate tl1e ~r.- tems' abilities to achieve and maintain adaptive equilibrium. This is accom plished through 11,e of the nursing process which is ongoing and involves assessing, diagnosing, planning, imple menting, and evaluating. Effective tLo;e of this process enables the nurse to work with client systems at varying locations on the health-illness contimnun. Nursing is a dynamic profession based on a growing body of scientific knowledge. It is our belief tliat Biblical studies, together witl1 the behavioral, biological and phr.,ical sciences are fun damental to the development of nurs ing's own unique body of knowled1;e. Nursing is both art and science; its uniqueness does not reside in any spe cifi c component of theory or action, but can be found only in the whole. A, one of the major health care professions, we believe nursing is accountable to God and to society for provision of quality health care services in a broad variety of settings. Baccalau reate nurses endeavor to meet this responsibility through involvement in leadership, collaboration, education, and research utilization activitit's to improve clinical practice, influence health care policies, and further tht' development of nursing science. In a rapidly changing world, ade quate and equitable delivery of health care is a critical problem. We believe that equal access to health care services is tl1e right of every individual in si>ciety. Through it~ unique contribution, nur.; ing can and m1Lst be an eUt1:tive !l><.:ial force in promoting the quality and avai~ ability of health care services for all per SOILS. To efft'Ct positive chan1;es nurses must participate in all aspect, of tht' health care delivery ~ystem including: (1) evaluating tl1e adeq1my of health care services for the community; (2) projecting needs for additional or new services; and (3) taking appropriate action to insure adequacy of services. TI1is rec1uires nursing involvement with
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