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Biola University (Department of Nursing)




MISSION
The mission of the Department of Baccalaureate Nursing is to prepare students to be competent nursing professionals who integrate Christian caring into their nursing practice.

LEARNING OUTCOMES
To demonstrate the Christian caring which is essential to the practice of professional nursing, the graduate is expected to:
1. Base nursing practice on a philosophical foundation consistent with Biola University and the Department of Baccalaureate Nursing beliefs about the nature of persons and the nature of nursing.
2. Integrate knowledge from Biblical studies, and the behavioral, biological, and physical sciences together with knowledge from nursing science and utilize this knowledge as a basis for nursing practice.
3. Base nursing practice on a formulation of theoretical knowledge incorporating communication / collaboration, teaching / learning, critical thinking / problem solving, and leadership / advocacy principles.
4. Collect relevant data systematically from all pertinent client systems, the environment, and the research knowledge base; utilize this data effectively to provide safe, competent, evidence-based nursing care.
5. Demonstrate application of synthesized concepts related to Christian caring, stress / adaptation, developmental, interactional and systems theories in the purposeful and systematic use of the nursing process to facilitate optimal adaptation through appropriate use of the prevention, restoration, and conservation modes of intervention with the three client systems.
6. Identify and utilize knowledge of the relevant cultural, economic, ethical, global, legal, political, social, and spiritual factors 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 Christian commitment consistent with the goals of Biola University and baccalaureate nursing education.

OVERVIEW
Biola University offers a Bachelor of Science degree in Nursing which is accredited by the California Board of Registered Nursing, 400 R Street, Suite 4030, Sacramento, CA 95814, (916) 322-3350; and the National League for Nursing Accrediting Commission, 61 Broadway, 33rd Floor, New York, NY 10006, (800) 669-1656, ext. 153. The program is designed to prepare graduates for a career in professional nursing. 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 compliance with State Board regulations, the candidate will be eligible to take the examination required by the Board of Registered Nursing for licensure as a registered nurse. Upon graduation, application can be made for certification as a public health nurse. Both acceptance to and continuation in the nursing major will be determined by the student’s preparation, performance and personal integrity, 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 wellbeing of the total person. Each individual is an integrated, unique person, created in God’s image, and endowed by God with dignity and worth. The entry of sin into the world has placed a constraint on the individual’s total wellbeing which can only be remedied by the power and love of God through faith in Jesus Christ. God has created all persons with the potential for dynamic growth and development throughout their lives, and with the right to make decisions which influence 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 exemplified in the life of Jesus Christ, is the essence of nursing. The focus of nursing activity is the three client systems (personal, interpersonal and community) and the dynamic interaction between them within the context of their environment. These three systems also are interacting constantly 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 the processes that facilitate the systems’ abilities 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. Effective use of this process enables the nurse to work with client systems at varying locations 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 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 God and to society for provision of quality health care services in a broad variety of settings. Baccalaureate 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 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 for all persons. To effect positive changes nurses must participate in all aspects of the health care delivery system including: (1) 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 and national legislative processes. We believe initial preparation of professional nurses to meet the health care 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 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 created by God and endowed by God with dignity and worth. As Christian educators 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: (1) 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 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 changes in knowledge, skills, attitudes, values and/or beliefs. Learning 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 familiar to the unfamiliar and from simple to complex. Learning which emphasizes discovery of organizing principles 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 supportive learning environment which (1) provides opportunity for involvement in critical thinking and problem solving throughout the learning process; (2) stimulates 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-direction 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 nurse.

STATEMENT OF PURPOSE
1. T o provide a biblically-centered liberal arts and professional education as a foundation for professional practice, advanced education, and service to society.
2. T o 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. T o provide a broad theory base as a foundation for the dynamic, evidence-based nursing practice which is required to meet current and future health care needs of society.
4. T o foster the spiritual commitment, moral discernment, intellectual inquiry and competence in critical and creative thinking essential for continued growth as individuals, citizens, and professionals.
5. T o prepare graduates who are safe, competent practitioners and who are equipped for involvement in leadership, advocacy, collaboration, education, and research utilization activities required to fulfill the responsibilities of baccalaureate professional nurses in a broad variety of settings.



School name:Biola UniversityDepartment of Nursing
Address:13800 Biola Avenue
Zip & city:90639-0001 California
Phone:1-562-903-6000
Web:http://www.biola.edu/academics/undergrad/nursing/
Rate:


Total:
( vote)


Visits:
1730  



Department of Nursing Nursing School Location







Department of Nursing Courses


FIRST AID / CPR
Theory and skills for Cardiopulmonary Resuscitation (CPR) / Automatic External Defibrillation (AED) for the professional rescuer. First aid theory and skills in “responding to emergencies.” This course will provide American Red Cross certification for (1) CPR / AED for the professional rescuer and (2) first aid responding to emergencies. Meets prerequisite requirement for admission into clinical nursing.

NURSING OF THE CLIENT / FAMILY I—THEORY
Implementation of the nursing process to facilitate adaptive equilibrium in the client / family. Includes normal growth and development of the adolescent through the older adult.

NURSING OF THE CLIENT / FAMILY I—CLINICAL
Clinical application of the nursing process with adult clients in inpatient and community settings. To be taken concurrently with Theory and Nursing Application Lab. Graded on a credit / no credit basis.

NURSING OF THE CLIENT / FAMILY I—NURSING APPLICATION LAB
Laboratory practice of clinical skills necessary for first-semester nursing students. To be taken concurrently with Theory and Clinical. Graded on a credit / no credit basis. Must earn at least 80% on lab exams to receive credit. (C*)

NURSING OF THE CLIENT / FAMILY II—THEORY
Implementation of the nursing process to facilitate adaptive equilibrium in the client / family. A primary focus is on pathophysiology in the physical subsystem.

NURSING OF THE CLIENT / FAMILY II—CLINICAL
Clinical application of the nursing process with adult clients in acute medical-surgical and community settings. To be taken concurrently with Theory and Nursing Application Lab. Graded on a credit / no credit basis.

NURSING OF THE CLIENT / FAMILY II—NURSING APPLICATION LAB
Laboratory practice of clinical skills necessary for second-semester nursing students. Includes focused discussion groups and community health experiences. To be taken concurrently with Theory and Clinical. Graded on a credit / no credit basis. Must earn at least 80% on lab exams to receive credit.

ESSENTIALS OF CLINICAL NURSING PHARMACOLOGY
Use of the nursing process in the administration of medication.

CLINICAL TOPICS IN NURSING
Allows students to explore issues related to nursing prior to attaining upper-division status. Requires written consent of instructor. May be repeated with different content for a maximum of nine units.

CLINICAL EXPERIENCES IN NURSING
Allows students the opportunity to gain additional clinical nursing experience prior to attaining upper-division status. Requires written consent of instructor. May be repeated with different content for a maximum of 12 units. Graded on a credit / no credit basis.

PROFESSIONAL NURSING SEMINAR
A transition seminar designed to facilitate socialization into baccalaureate professional nursing. Designed for transfer-challenge students.

NURSING ASSESSMENT OF THE CLIENT—THEORY
Implementation of nursing assessment to recognize problems affecting adaptive equilibrium in the client.

NURSING ASSESSMENT OF THE CLIENT—CLINICAL
Clinical application of nursing assessment with adult clients. Graded on a credit / no credit basis.

DIRECTED INDIVIDUAL STUDIES
Permits students to pursue special interests related to the profession of nursing. Open to clinical nursing majors only with written consent of instructor. May be repeated with different content. Maximum of six units may be taken for credit.

CLINICAL ENRICHMENT
Opportunity for additional application of the nursing process in selected health care settings. Offered interterm and summer school. May be repeated with different content and written consent of instructor. Open to clinical nursing majors only. Graded on a credit / no credit basis. Must earn at least a “C” (2.00) for credit.

MENTAL HEALTH NURSING OF THE CLIENT / FAMILY—THEORY
Concepts related to family centered nursing of adults with mental health problems. Focus is on application of the nursing process to restore adaptive equilibrium.

MENTAL HEALTH NURSING OF THE CLIENT / FAMILY—CLINICAL
Clinical application of the nursing process with clients in mental health settings.

NURSING OF THE CHILDBEARING FAMILY—THEORY
Implementation of the nursing process utilizing a family centered approach to childbearing and maternal health promotion.

NURSING OF THE CHILDBEARING FAMILY—CLINICAL
Clinical application of the nursing process in providing family centered maternal health care in acute and community settings.

NURSING OF THE OLDER ADULT CLIENT / FAMILY—THEORY
Implementation of the nursing process to facilitate adaptive equilibrium in the older adult client / family.

NURSING OF THE OLDER ADULT CLIENT / FAMILY—CLINICAL
Clinical application of the nursing process in promoting adaptive equilibrium in the older adult client / family.

NURSING OF THE CHILDREARING FAMILY—THEORY
Implementation of the nursing process utilizing a family centered approach to childrearing, child health promotion, and care of the ill child.

NURSING OF THE CHILDREARING FAMILY—CLINICAL
Clinical application of the nursing process in providing family centered child health care in acute and community settings.

ADVANCED NURSING: A PATHOPHYSIOLOGICAL APPROACH—THEORY
Implementation of the nursing process using a family-centered approach with adult clients experiencing complex disturbances in adaptive equilibrium. The primary focus is on pathophysiology in the physical subsystem.

ADVANCED NURSING: A PATHOPHYSIOLOGICAL APPROACH—CLINICAL
Clinical application of the nursing process in providing complex care to multicultural clients in the acute medical-surgical setting.

CRITICAL CARE NURSING: A PATHOPHYSIOLOGICAL APPROACH—THEORY
Implementation of the nursing process using a family centered approach with adult clients experiencing critical disturbances in adaptive equilibrium. The primary focus is on pathophysiology in the physical subsystem.

CRITICAL CARE NURSING: A PATHOPHYSIOLOGICAL APPROACH—CLINICAL
Clinical application of the nursing process in providing complex care to multicultural clients in a critical care setting.

INTRODUCTION TO NURSING RESEARCH
The research process applied to nursing includes problem definitions and basic research design. Each student works on developing a basic research proposal.

APPLIED NURSING RESEARCH
Opportunity to critique literature, continue work on research proposal or participate in a research project.

LEADERSHIP / MANAGEMENT IN NURSING—THEORY
Combines theory of leadership and nursing care delivery systems with issues and trends in nursing.

LEADERSHIP / MANAGEMENT IN NURSING: TEAM LEADING—CLINICAL
Clinical application of leadership/ management theory in giving and directing care for a group of clients.

LEADERSHIP / MANAGEMENT IN NURSING: ELECTIVE SETTING —CLINICAL
Clinical application of leadership / management theory in a clinical setting selected by the student in collaboration with faculty. Examples include critical care, emergency room, intensive care, pediatrics, maternity, medical-surgical, missions.

NURSING IN THE COMMUNITY—THEORY
Nursing theory related to the health of communities.

NURSING IN THE COMMUNITY—CLINICAL
Clinical application of the nursing process with individuals, families and communities to promote and maintain adaptive equilibrium.

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