tlllllll COURSE DESCRIPTIONS Department ofNursing
integrity of the systems. It 1s our view that the purpose of nursing is to support and promote adap tive processes that facilitate the system's ability to achieve and maintain adaptive equilibrium. This is accomplished through use of the nursing process which is ongoing and involves assessing, diagnosing, planning, implementing, and evaluating. Nursing is a dynamic profession based on a growing body of scientific knowledge. Behavioral, biological, and physical sciences have been funda mental to the development of nursing'sown unique body of knowledge. Nursing is both art and science; its uniqueness does not reside in any specific com ponent 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 society for provision of quality health care services. Nursing endeavors to meet this responsibility through: (l) independent practice; '2) collaborative activities with clients and other health core professionals; and (3) involvement in research to improve clinical practice and further the development of nursing science. In a rapidly changing world, adequate and equi table delivery of health care is acritical 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 involved in all aspects of the health care delivery system, including the legislative process, manpower planning, and community organi zat1ons. We believe initial preparation of the professional nurse to meet these needs of society is best accom plished through the learning acquired in baccalaure ate education. As nurse educators it is our responsi bility 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 student is viewed as aunique person with aunique cultural, ethnic, and social background. It 1s the role of the educator to provide the learning climate and facilitate access to resources that will enhance each student's ability to meet his/her indi vidual learning needs. It is our belief that the goal of learning is behavioral change in the cognitive, affective, and psychomotor dom □ 1ns. learning is apurposeful, dy namic process and involves a change in knowledge, skills, attitudes, values, and/or beliefs. It occurs more efficiently, is more pervasive, and more endur ing 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. Development of these skills is fostered in a learning environment that: (l ) provides opportunity for involvement in problem-solving and decision-making early in the learning process; :2) creates tension as astimulus to inquiry and discovery; (3) provides exposure to a variety of problems in a variety of settings; (4) encourages maturation of the ability to utilize inter nal and external evaluative feedback; and (5) pro motes 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 educa tional process is part of the continuing development of the learner's potentialities for continued growth as a person, citizen, and professional nurse. Statement of Purpose: l. To provide aliberal and professional education in a Christian setting as a foundation for practice, advanced education, and productive living. 2. To develop graduates who are sensitive to the total needs of their fellowmen and who recog nize and respect the value of each individual as uniquely created in God's image. 3. To provide abroad theory base as afoundation for dynamic nursing practice required to meet current and future health care needs of society. 4. To foster intellectual inquiry and competency in critical and creative thinking es sential for con tinued growth as aperson, citizen, and profes sional. 5. To prepare the graduate for independent prac tice, for collaborative activities, and for involve ment in research required to fulfill the responsi bilities of the professional nurse in a broad variety of settings. Objectives: To demonstrate the caring essential to the practice of professional nursing the graduate is expected to: l. Base nursing practice on aphilosophical founda tion consistent with what Biol □ University and the department of nursing believe about the nature of man. 2. Integrate knowledge of behavioral, biological and physical sciences in nursing practice and in understanding the development of nursing sci ence. 3. Base nursing practice on aformulation of theo retical knowledge incorporating communica tion/collaborot1on, teaching/learning, problem solving/decision-making and leadership/man agement principles. 4. Utilize research techniques to collect relevant data systematically from all pertinent inter actional systems, the environment and the knowledge base to facilitate effective use of the nursing process and contribute to the existing body of nursing knowledge.
Rebekah Fleeger, Ph.D., Chair Faculty Associate Professors: Fleeger, Guilbert, Kilander, Westcott Assistant Professors: Bright, Caltabiano, Gewe (Associate Chair), Mclaughlin, Ryan, Speers, Weaver Instructors: Gritter, Murphy, Taylor. Biol □ University offers a Bachelor of Science degree program in nursing which is accredited by the California Board of Registered Nursing and the Na tional League for Nursing. The program is designed to prepare graduates for a career in professional nursing. The generic student may select afour or five year option. The nursing department should be consulted for these options. Graduates of licensed vocational, diploma and associate degree nursing programs may be admitted as transfer students and evaluated individually Policies are available from the nursing department. Clinical nursing experiences are provided with the cooperation of hospitals and agencies throughout both Los Angeles and Orange Counties. In compli ance with State Board regulations, the candidate will be eligible to take the examination required by the Board of Registered Nursing for licensure as aregis tered nurse. Upon graduation, application can be made for certification as apublic health nurse. Both acceptance to and continuation in the nursing major will be determined by the student's preparation, pe~ormance and personal qualities, as assessed by the faculty of the department of nursing. Philosophy: The philosophy of the Department of Nursing is in agreement with that of the university. As such, we believe nursing is concerned with the individual's total being. Each individual is asynergis tic being, an integrated whole, uniquely created in God's image with inherent dignity and worth. The entry of sin into the world has placed aconstraint on the individual's wholeness which can only be remedied by the power and love of God through faith in Jesus Christ. God has created each individual as a dynamic being endowed with a capacity for growth and with the right to make decisions which influence this wholeness. Each individual, created as a social being, re quires social interaction to achieve and maint □ 1n wholeness. The family within the context of its culture is the fundamental unit through which the socialization process is advanced. We believe caring is the essence of nursing. The focus of nursing activity is the three human inter actional systems and the dynamic interaction be tween them within the context of their environment. These three systems (intropersonal, interpersonal and community) are also constantly interacting with internal and external stressors which may affect the
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