COURSE DESCRIPTIONS
ence their wellbeing. All persons require social interaction to achieve and maintain wellbeing. The family within the context of its cultural environment is the fundamental unit through which the socialization process is advanced. We believe that caring, as exempli- lied in the life of Jesus Christ, is the essence of nursing. The focus of nurs- ing activity is the three client systems and the dynamic interaction between them within the context of their environment These three systems (personal, interper- sonal and community) also are interact- ing constantly with internal and external stressors 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 processes that facilitate the sys- terns' abilities to achieve and maintain adaptive equilibrium. This is accom- plished through use of the nursing process which is ongoing and involves assessing, diagnosing, planning, imple- menting, and evaluating. Effective use of this process enables the nune to work with client systems at varying locations
(I) 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 adequacy of services. This requires nursing involvement with community action groups and with local
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.<lirection 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 nune.
biological, and physical sciences together with knowledge from nurs- ing science and utilize this knowledge
as a basis for nursing practice.
3. Base nursing practice on a formulation of theoretical knowledge incorporating communication/collab- oration, teaching/learning, critical thinking/ problem solving, and leader-
and national legislative processes.
We believe initial preparation of professional nurses to meet the health care needs of society is best accom- plished through the learning acquired in baccalaureate education. As nurse educators it is our responsibility to provide an environment which facili- tates the learning necessary to prepare graduates for professional practice and advanced professional education. Consistent with our belief about the nature of persons, we believe students and faculty members are uniquely ere- ated by God and endowed by God with dignity and worth. As Christian educa- tors 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: (I) 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
ship/advocacy principles.
4. Collect relevant data systema~ cally from all pertinent client systems, the environment, and the research knowl- edge base; utilize this data effectively to provide safe, competent nursing care. 5. Demonstrate application of synthesized concepts related to Christ- ian caring, stress/ adaptation, develop- mental, interactional and systems the- ories in the purposeful and systematic use of the nursing process to facilitate optimal adaptation through appropri- ate use of the prevention, restoration, and conservation modes of interven- tion with the three client systems. 6. Identify and utilize knowledge of the relevant cultural, economic, eth- ical, political, social, and spiritual fac- tors and the interactions between them that affect the practice of nursing and the delivery of health care services. 7. Demonstrate personal and professional development and Christ- ian commitment consistent with the goals of Biola University and baccalau-
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STATEMENT OF PURPOSE
I. To provide a biblically-cen- tered liberal arts and professional education as a foundation for profes- sional practice, advanced education,
and productive living.
2. To develop graduates who value individual diversity, who respect each person as uniquely created in God'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 nursing practice which is required to meet current and future health care
on the health-illness continuum.
Nursing is a dynamic profession based on a growing body of scientific knowledge. It is our belief that Biblical studies, together with the behavioral , biological and physical sciences are fun- darnental to the development of nurs- ing's own unique body of knowledge. Nursing is both art and science; its uniqueness does not reside in any spe- cific component of theory or action, but can be found only in the whole. As 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 activities to improve clinical practice, influence health care policies, and further the
needs of society.
reate nursing education.
4. To foster the spiritual com- mitment, moral discernment, intellec- tual inquiry and competence in cri~ cal and creative thinking essential for continued growth as individuals, citi-
individual learning needs.
ADMISSION REQUIREMENTS Admission into Biola University does not guarantee admission into clinical nursing. Students desiring to be admit- ted to the Department of Baccalaureate Nursing must meet all requirements for admission to the university. Biola pre- nursing students meeting all require- ments for admission to clinical nursing, who have a cumulative GPA of 3.0 and have taken at least two full-time semesters at Biola, will be given priority for admis-- sion to the nursing program. Before being accepted, srudents must complete the prerequisite college courses with a minimum grade of "C" (2.00) . These courses include anatomy, inorganic and organic/biochemistry, communication (100, 170 or 181), English llOA and llOB, physiology, and psychology. Stu- dents also are required to earn a cumula- tive GPA of 2.80 on all pre-nursing col- lege coune work. Srudents with a cumu- lative GPA of 2.50 to 2. 79 may be consid- ered for admission on provisional starus if space is available in the program and if
It is our belief that the goal of lewr ing is behavioral change in the cognitive, affective, and psychomotor domains. Learning is a purposeful, dynamic process and involves changes in knowl- edge, skills, attitudes, values and/ or beliefs. Leaming occurs more efficiently, is more pervasive and more enduring when the learner actively participates in all phases of the learning process. Pr~ ous experience provides the foundation for current learning. Leaming is facili- tated when experiences move from the familiar to the unfamiliar and from sun- pie to complex. Leaming which empha- sizes discovery of organizing principles rather than specific content facilitates the transfer oflearning to novel siruations. We believe critical and creative thinking are essential for the profes- sional nurse. Development of these skills is fostered in a supportive learn- ing environment which (I) provides opportunity for involvement in critical thinking and problem solving through- out the learning process; (2) stimulates
zens, and professionals.
5. To prepare graduates who are safe, competent practitioners and who are equipped for involvement in lead- ership, advocacy, collaboration, edu- cation, and research utilization activi- ties required to fulfill the responsibili- ties of baccalaureate professional nurses in a broad variety of settings.
Program Objectives
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 the right of every individual in society. Through its unique contribution, nurs- ing can and must be an effective social force in promoting the quality and avail- ability of health care services for all per- sons. To effect positive changes nurses must participate in all aspects of the health care delivery system including:
To demonstrate the Christian car- ing which is essential to the practice of professional nursing the graduate is
expected to:
I. Base nursing practice on a philosophical foundation consistent with Biola University and the Depart- ment of Baccalaureate Nursing beliefs about the nature of persons and the
nature of nursing.
2. Integrate knowledge from Biblical studies, and the behavioral,
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