COURSE DESCRIPTIONS llllllltil
We believe caring is the essence of nurs ing. The focus of nursing activity is the three human interactional systems and the dy namic interaction between them within the context of their environment. These three systems (intrapersonal, interpersonal and community) are also constantly interacting with internal and external stressors which may affect the integrity of the systems. It is our view that the purpose of nursing is to support and promote adaptive processes that facilitate the system's ability to achieve and maintain adaptive equilibrium. This is ac complished through use of the nursing pro cess which is ongoing and involves assessing, diagnosing, planning, implementing, and evaluating. Nursing is a dynamic profession based on a growing body of scientific knowledge. Be havioral, biological , and physical sciences have been fundamental to the development of nursing's own unique body of knowledge. Nursing is both art and science; its unique ness does not reside in any specific compo nent of theory or action, but can be found only in the whole. As one of the major health care profes sions, ·we believe nursing is accountable to society for provision of quality health care services. Nursing endeavors to meet this re sponsibility through: (1) independent prac tice; (2) collaborative activities with clients and other health care professionals; and (3) involvement in research to improve clinical practice and further the development of nursing science. In a rapidly changing world, adequate 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, nursing can and must be an effective social force in promoting the quality and availability of health care services. To effect positive changes nurses must be in volved in all aspects of the health care deliv ery system, including the legislative process, manpower planning, and community orga nizations. We believe initial preparation of the pro fessional nurse to meet these 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 this learning and prepares the graduate for ad vanced professional education. Consistent with our belief about the na ture of the individual, each student is viewed as a unique person with a unique cultural , ethnic, and social background. It is the role of the educator to provide the learning cli mate and facilitate access to resources that will enhance each student's ability to meet his/her 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 a change in knowledge, skills, attitudes , val ues , 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 experience provides the foundation for current learning. Learning is facilitated when experiences move from the famil iar to the unfamiliar and from simple to complex. Learning which involves discovery of organizing prin ciples rather than specific content facilitates the transfer of learning to novel situations. We believe critical and creative thinking are essential for the professional nurse. De velopment of these skills is fostered in a learning environment that: (1) provides op portunity for involvement in problem-solv ing and decision-making early in the learn ing process; (2) creates tension as a stimulus to inquiry and discovery; (3) provides expo sure to a variety of problems in a variety of settings; (4) encourages maturation of the ability to utilize internal and external evalu ative feedback; and (5) promotes increasing self-direction and independence. The educator as a role model enhances the learning process by demonstrating the skill of inquiry and discovery Acting as a facilitator and resource person, the educator guides the learner through the educational experience. We believe that the educational process is part of the continuing develop ment of the learner's potentialities for con tinued growth as a person, citizen, and pro fessional nurse. Statement of Purpose: 1. To provide a liberal and professional edu cation in a Christian setting as a forn1da tion for practice, advanced education, and productive living. 2. To develop graduates who are sensitive to the total needs of their fellowmen and who recognize and respect the value of each individual as uniquely created in God's image. 3 To provide a broad theory base as a foun dation for dynamic nursing practice re quired to meet current and future health care needs of society. 4. To foster intellectual inquiry and compe tency in critical and creative thinking es sential for continued growth as a person, citizen , and professional. 5. To prepare the graduate for independent practice, for collaborative activities, and for involvement in research required to fulfill the responsibilities of the profes sional nurse in a broad variety of settings.
Objectives: To demonstrate the caring essential to the practice of professional nurs ing the graduate is expected to: 1. Base nursing practice on a philosophical foundation consistent with what Biola University and the department of nursing believe about the nature of man. 2. Integrate knowledge of behavioral , bio logical and physical sciences in nursing practice and in understanding the devel opment of nursing science. 3. Base nursing practice on a formulation of theoretical knowledge incorporating communication/collaboration, teach ing/learning, problem-solving/decision making and leadership/management principles. 4. Ut ilize research techniques to collect rel evant data systematically from all perti nent interactional systems, the environ ment and the knowledge base to facilitate effective use of the nursing process and contribute to the existing bodyof nursing knowledge. 5. Demonstrate application of synthesized concepts related to stress/adaptation, de velopmental , interactional and systems theories in the purposeful and systematic use of the nursing process to facilitate optimal adaptation through appropriate use of the prevention, conservation and restoration modes within the three interactional systems. 6. Identify and utilize knowledge of the rel evant cultural , economic, political and social factors and the interactions be tween them that affect the practice of nursing and the delivery of health care services. 7. Demonstrate personal and professional development consistent with the goals of Biola University and baccalaureate nurs ing education. Special Note Admission Requirements: Admission into Biola University does not guarantee admission into clinical nursing. Astudent may be admitted to the department of baccalaureate nursing upon meeting the requirements for university admis sion, including: SATS, high school chemisty and algebra with at least a grade of "C" ancVor passing an entrance examination in these two subjects, and (I) completing the prescribed prenursing curriculum (available from the nursing department) with a minimum grade of C (2 .0) in chemistry, anatomy and physiology, and a cumulative G.P.A. of 2.5 or above; (2) taking the NLN prenursing exam; (3) filing the departmental application and paying the re quired non-refundable $20 deposit by January 15; (4) submitting proof of current certifica tion in cardiopulmonary resuscitation through the American Red Cross or American Heart Association; and (5) meeting approval of the faculty of the department of nursing. An addi tional $10.00 late application fee will be levied on those received after the deadline. Appli cants whose educational and professional ex periences qualify them for advanced standing
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