COURSE DESCRIPTIONS
dent is assessed for liability insurance through the University when partici- pating in clinical courses. The Un i- vers ity and cooperating agencies assume no responsibility for illness or accidents occurring during the school program. Astudent must arrange for hi s own transportation to clinical agencies as the University does not provide transportation. The senior nursing student in com- munity health nursing must have a valid driver's license and access to a car. Valid CPRcertification is required and must be renewed annually throughout the clinical nursing program. Theory and clinical must be taken concun'ently in courses 1,~th a clinical component. Due to the importance of course and clinical orientation, attendance is mandatory to proceed in nursing courses. Astudent must earn a mini- mum grade of 2.0 in microbiology, statistics and in each nursing course , and maintain a cumulative GPA of 2.0 in order to progress in nursing. Courses may be repeated one time only. Students withdrawing at a fai lin g level will be permitted to repeat the course one time only. Stu- dents are permitted to withdraw from courses at a failing level two times only during the total clinical nursing pro- gram. Unsafe clinical nursing prac- tice, regardless of GPA, is ground for dismissal from the nursing program. Students who witl1draw from nursing in good standing will be readmitted on a space-avai lable basis. Transfer- challenge students have equal access for open spaces in nursing courses. It is recommended that microbiol- ogy (Biology 282 ) be taken . prior to Nursing of the Family I and II. Stu- dents will not be advanced to level II without microbiology. Mandatory 1 LN achievement exams will be taken throughout and at the completion of the nursing program. DEGREE PROGRAM A Barhelor of Science degree in Nurs- ing is offered upon completion of the university baccalaureate and maj or requirements. The nursing major requires the completion of: Biological Science 252, 281, 282; Chemistry IOI, 102 (totali ng 17 science units); Nurs- ing 205, 206, 310, 330, 340, 350, 360, 441, 442, 450, 451, 452, 460. Support- ing courses: Three units of each of the following: intercultural studies, sociol- ogy, Psychology 200 and statistics.
is lative process, manpower planning and community organizations. We believe initial preparation of the professional nurse to meet these needs of society is best accomplished through the learning acquired in bac- calaureate education. As nurse educa- tors it is our responsibility to provide an environment which facilitates this learning and prepares the graduate for advanced professional education. Consistent with our belief about the nature of the individual, each mi- dent is 11ewed as a un ique person with a unique cultural, ethnic, and social background. It is the role of the edu- cator to provide a learning climate which: (I) enhances students' abilities to use their own unique learning styles, effectively; (2) promotes stu- dents' accomplishment of personal goals; and (3) facilitates students' uti- lization of resources and personal sup- port systems to enhance their ability to meet their individual learning needs. It is our belief that the goa l of learning is behavioral change in the cogn itive, affective, and psychomotor domains. Learning is a purposeful , dynamic process and in volves a change in knowledge , ski lls, attitudes, values, and/ or beliefs. It occurs more efficiently, is more pervasive , and more enduring when the learner actively participates in all phases of the learning process. Previous experi- ence provides the foundation for cur- rent learning. Learning is facilitated when exper iences move from the familiar. to the unfamiliar and from the simple to the complex. Learning which emphasizes discovery of orga- nizing principles rather than specific content faci li tates the transfer of learning to novel situations. We believe critical and creative thinking are essential for the profes- sional nurse. Development of these skills is fostered in a learning environ- ment that: ( I) provides opportunity for invo lvement in prob lem-so lving and decision-making early in the learn- ing process: (2) creates tension as a stimulus to inquiry and discovery: (3) provides exposure to a variety of prob- !ems in a variet y 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 mod el enhances the learning process by demonstrating the skill of inquiry and
discovery. Acti ng as a fac ili tator and resource person, the educator ·guides the learner through the educational experience. We believe that the edu- cational process is part of the continu- in g development of the learner ' s potentialities for continued growth toward wholeness as a person, citizen,
stress / adaptation deve lopmenta l, interactional and system theories in the purposeful and systematic use of the nursing process 10 facilitate opti- mal adaptation through appropriate use of the prevention , conservation and restoration modes within the three interactional systems. 6. Identify and utilize knowledge of the relevant cultural , economic, political and social factors and th e interactions between them that affect the practice of nursing and the deliv- ery of health care services. 7. Demonstrate personal and professional development consistent with the goals of Biola University and baccalaureate nursing education. ADMISSION REQUIREMENTS Admission into Biola University does not guarantee admission into clini- cal nursing. Astudent may be admitted to the department of baccalaureate nursing upon meeting of the require- ments of uni versity admission, includ- ing: SATS, high school chemistry and algebra with at least a grade of "C" and/ or passing an entrance examina- tion in these two subjem, and (I ) com- pleting the prescribed prenursing cur- riculum (available from the Nursing Deparm1ent) 1,1th a minimum grade of "C" (2.00) in anatomy, chemislf)', com- munication , English 11 OA and 110 B, physiology and psychology , and a cumulative GPA of2.5 or above; (2) tak- ing the NLN prenursing exam; (3) fil- ing the departmental application and paying the required non-refundable $20 deposit byJanuary 15; an additional S10 late application fee will be levied on those received after the deadline; (4) submitting proof of current certification in cardiopulmonary resuscitation through the American Heart Associa- tion; and (5) meeting approval of the faculty of the Deparllllent of Nursing. Applicants whose educational and pro- fess ional experiences quali fy them for advanced standing are welcome. Those intending to challenge nursing courses should make an appoinllllent 111th the Department of Nursing as soon as accepted by the Un iversity. After Being Accepted Into Bio/a 's Nursing Program Astudent is required to have, at his own expense , a yearly physical examination and specific laboratory tests and immunizations by June 15. Students will not be permitted in the clinical agency without thi s. Each stu-
and professional nurse. Statement of Purpose
I. To pro11de a liberal and profes- sional education in a Christian setting as a foundation for practice, advanced education, and productive li11ng. 2. To develop graduates who are sensitive to the total needs of all indi- viduals and who recognize and respect the value of each person as uniquely created in God's image. 3. To provide a broad theory base as a foundation for dynamic nurs- ing practice required to meet current and future health care needs of society. 4. To foster intellectual inquiry and competency in critical and creative thinking essential for continued growth as a person, citizen, and professional. 5. To prepare the graduate for independent practice, for collabora- tive activities, and for in volvement in research required to fulfill the respon- sibilities of the professional nurse in a broad variety of settings. OBJECTIVES To demonstrate the caring essen- tial to the practice of professional nursing the graduate is expected to: I. Base nursing pract ice on a philosophical foundation consistent with Biola Un iversity and the depart- ment of nursing beliefs about the nature of people. 2. Integrate knowledge from the beha1foral , biological, and physical sci- ences together with knowledge from nursing science and utilize this knowl- edge as a basis for nursing practice. 3. Base nursing practice on a form ul ation of theoretical knowledge incorporating communication / collab- oration, teach ing/ learning, problem- solving/ decision-making and leader- sh ip/ management principles. 4. Uti li ze research techniques to collect relevant data systematicallyfrom all peninent interactional systems, the environment and the knowledge base to faci li tate effective use of the nursing process and contribute to the existing bodyof nursing knowledge. 5. Demonstrate applicat ion of synthes ized concepts related to
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