setting as a foundation for practice, advanced education and productive living. 2. To develop graduates who are sensitive to the total needs of their fellow men 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 foundation for dynamic nursing practice required to meet current and future health care needs of society. 4. To foster intellectual inquiry and competence in crit ica l and creative thinking essenti al for continued growth as a person, citizen and professional. S. To prepare the graduate for independent practice, fo r col laborative activities and for involvement in research required to fulfill the responsibilities of the professional nurse. Objectives: Upon completion of the nursing curriculum , the graduate is expected to: I . Base nursing practice on a philosophical foundation consis tent with what Bio la Uni ve rs ity 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 develop ment of nursing science. 3. Base nursing practice on a formulation of theoretical knowl edge incorporating communication / collaboration, teaching / learn ing, problem-solving /decision -making and leadership/ management principles. 4. Utilize research techniques to collect relevant data systemat ically from all pertinent interactional systems, the env iron ment and the knowledge base to facil itate effect ive use of the nursing process and contribute to the existing body of nursing knowledge. 5. Demonstrate application of synthesized concepts related to stress / adaptation, developmental, interactional and systems theories in the purposeful and systematic use of the nursing process to facilitate optimal adaptation through appropri ate use of the prevention, conservation and restoration modes within the three interactional systems. 6. Identify and utilize knowledge of the re levant soc iocu ltural and sociopolitical factors that affect the practice of nursing and the delivery of health care services. 7. Demonstrate personal and professional deve lopment consis tent with the goals of Biola University and baccalaureate nursing education. SPECIAL NOTE Admission Requirements: admission into Biola University does not guarantee admission into clinical nursing. A student may be admitted to the department of baccalaureate nursing upon meeting the requirements for university admission, including high school chemistry and algebra with at least a grade of "C" and/or passing an entrance examination in these two subjects, and (1) completing the prescribed pre nursing 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) filing the departmental application and paying the required non-refundable $20 deposit by January 15; (3) submitting
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 enhance the wholeness of the system by supporting and promoting processes that facilitate the system's ability to achieve and maintain adaptive equi librium. This is accomplished through use of the nursing process whi ch is ongoing and involves assessi ng, diagnosing, planning, implementing and eval uating. The essence of this process is car ing. Nursing is a dynamic profession based on a growing body of scientific knowledge. Behavioral, biological and physical sci ences have been fundamental to the development of nursing's own unique body of knowledge. Nursing is both art and science; its uniqueness does not reside in any specific 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 society for provision of quality health care serv ices. Nursing endeavors to meet this responsibility through inde pendent practice, collaborative activities with clients and other health care professionals and 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 cri ti cal problem. We believe that equal access to health care services is the right of every individual in society. Through its unique contributi on , nursing can and must be an effective soc ial 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 sys tem, includ ing the legislative process , manpower planning and community organizations. We believe preparation of the professional nurse to meet these needs of society is best accomplished through the learning ac quired in baccal~ureate education . As educators it is our responsi bility to provide an environment which facilitates thi s learn ing. lt is our belief that the goal of learning is behavioral change in the cognitive , affective and psychomotor domains . Learning is a purposefui, dynamic process and involves a change in knowl edge, skills, attitudes , va lues and / or beliefs. It occurs more efficient ly, is more pervasive and more enduring when the learner actively participates in all phases of the learning process. Pre vious experience provides the foundation for current learning. Learning is faci litated when experiences move from the familiar to the un familiar and from simple to complex. Learning which involves discovery of organizing principles rather than specific content faci litates 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: I) provides opportunity for involve ment in problem-solving 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 problems in a variety of settings; 4) encourages maturation of the ability to utilize internal and external evaluative feedback and 5) promotes increasing self-direction and independence. The teacher as a role model enhances the learning process by demonstrating the skill of inquiry and discovery. Acting as a facilitator and resource person, the teacher guides the learner through the educational experience. We believe that the educa tional process is part of the continuing development of the learn er's potentialities for continued growth toward wholeness as a person , citizen and professional nurse.
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Statement of Purpose: I. To provide a liberal and professional education in a Christian
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