​
I. OVERVIEW OF UNDERGRADUATE NURSING CURRICULUM
​
Section I.I: Mission
​
The Buntain College of Nursing Mission Statement
​
The Mark and Huldah Buntain College of Nursing at Northwest University prepares graduates to answer their call to serve God throughout the world and lead others by using their professional expertise as nurses.
​
​
Section I.II: Vision
​
Buntain College of Nursing Vision Statement
The Buntain College of Nursing, in all manner of philosophy and operations, is uniquely and pervasively Christian. Its learners strive for the highest quality achievements in their educational, professional, and spiritual development. The graduates seek to blend a professional practice with a deeper personal faith as they influence health care in all parts of the world.
​
​
Section I.III: Philosophy
​
The Buntain College of Nursing Philosophy, Guiding Principles of Nursing Education, And Essential Curricular Concepts
​
Preamble
​
The philosophy of the Buntain College of Nursing evolves from and is in concert with its own mission and vision statements, and the mission and purpose of Northwest University:
​
“to provide, in a distinctly evangelical Christian environment, quality education to prepare students for service and leadership.”
​
The Guiding Principles of Nursing Education are congruent with Educational Philosophy of Northwest University. They provide specific beliefs about the 1) nature of human beings, 2) their interactions within complex environments, and the cultures of a world society, 3) about health and the systems by which health is promoted, and 4) the profession of nursing and nursing education. The Essential Curricular Concepts are taken from the combined overall and nursing philosophical tenets, and become the structural framework for the nursing program curriculum.
​
Statement of Philosophy—Buntain College of Nursing
​
An enduring part of the philosophy held by the Buntain College of Nursing is the core belief that God is the source of all truth, power, and life. Further, He is the creator of everything that has been created, and the ultimate source of knowledge, wisdom, understanding, and love. God made human beings in His own image and wholeness and to be the highest members of His creation. He gave them the ability to balance intellect, will, and compassion, and use their capacity to learn, to be self-determined, to love, to forgive, and to be accountable to Him, themselves, and others. God proved love beyond measure through the sacrifice of His Son, Jesus Christ, and provided a way for all human beings to be healed and reunited with Him. The account of God’s love and plan for the world, and the directions for all human beings to live their lives in devoted and faithful service, is found in the Biblical scriptures. God is in total control of His creation, and through the Holy Spirit, influences the perceptions of human beings about who they are, their interactions and relationships, and the larger world in which they live.
​
The Nature of Human Beings
​
Human beings are conceived of God in four separate and innately integrated parts of body, mind, spirit, and soul. They are formed with autonomous intrinsic worth, dignity, and unique personalities yet they share characteristics of humankind: to be loved and esteemed, to retain control over decisions that affect their own lives, and to stay in harmony with intrinsic and extrinsic environments. Although human beings possess adaptive responses to normal and pathological changes within and around them, they need encouragement, guidance, and support of others to reach their potential. Human beings desire God’s relationship with them so they may continue to be whole persons throughout life.
​
Intrinsic and Extrinsic Environments and Cultural Contexts
​
All environments are interactive systems, complex, and ever changing. They are made up of internal and external factors that ultimately determine the form and life of individuals, communities, and societies. The world environment was designed by God to have all parts work in harmony, order, and balance. Human beings are the most complicated expression of intrinsic and extrinsic environments, with a combination of intra, inter, and extra corporal units that dynamically involve one or all with each other. The way human beings interface with their environments is defined by how they perceive, interpret, communicate, and set up mutual or reciprocal actions. In this process, cultural norms and positive values are learned in healthy and caring environments, whether these settings are with small and intimate families or groups, or the mega-size organizations and societies. Human beings have some capability and capacity to manipulate the components of environments and culture. It is the demands of combined stresses that require each person to interact with other persons, and help reestablish order and balance for the total good. This energy exchange and adaptation is the process of coping that, all together, brings health and well-being.
​
The Continuum of Health and Health Care Systems
​
Health is a universal concept with multiple dimensions of understanding and appreciation. The way human beings define and value health is based upon their heredity, environmental conditions, and life styles, according to socio-cultural expectations and standards. The continuum of health is polarized with wellness on one end reflecting the optimal condition, and on the opposite end by illness and separation that occurs as a result of dysfunction, disorder, and lack of resistance. High level wellness emphasizes health promotion, health maintenance, and primary prevention while illness care seeks to restore and bring healing. All human beings must have rights and privileges to access basic health care, to responsibly use public resources, and to practice healthy behaviors, for their own good as well as that of humanity. For these reasons, health care systems are expected to progressively advance the standards of societal health and welfare, and support the equitable use of services by all participants, in a compassionate, timely, and effective manner.
​
Professional Nursing and the Education of Nurses from Northwest University
​
Professional nursing is a distinctive vocation comprised of scholarly practitioners who are dedicated to helping all human beings in pursuit of holistic health. Socialization into nursing takes place through learning and experiencing a unique body of nursing knowledge, life sciences, and skilled arts that comprise the basis of nursing practice. The legacy of professional nursing is in a spirit of compassion, one steeped in sensitive, therapeutic relationships with clients and appreciation for the human condition. The primary responsibilities of professional nursing are two-fold: collaborative leadership for health care services and quality outcomes using evidence-based practice, and the individual autonomous nursing work, such as managing client care that includes consulting, teaching, and advocating a continuing culture of excellence and innovative nursing practice.
Education for nurses to act with expanded clinical confidence, personal integrity, and maturing professionalism requires merging together elements of superior character, leadership and nursing expertise. In all levels of nursing education at Northwest University, learners progressively internalize concepts of compassion, critical thinking, professional leadership, accountability, and respect for culturally defined relationship exchanges to systematically develop a professional nursing practice from a uniquely Christian worldview. The basis of all professional nursing education is a firm foundation built upon the liberal arts, bio-behavioral sciences, core nursing courses, and understanding of Biblical truth.
The Buntain College of Nursing emphasizes life-long learning as a means to remain current and at mastery in professional nursing leadership and service. Life-long professional learning is required of all nurses. It begins as the learner enters nursing and remains a strategic force throughout the nurse’s lifetime of professional practice.
Core course content provides specific nursing theory, performance expectations based on measurable standards of practice, and evaluation processes that include quality indicators to determine effective outcomes of nursing care. Engaging with Christian nursing faculty mentors stimulates more comprehensive ways of thinking, acting, and valuing the professional nurse’s role in health and health care delivery wherever it occurs. Together, learners and faculty use experiential learning as a way of reflecting on the meaning and interpretation of their professional nursing practice. It is this “lived-learning” and immersion into servant leadership that consistently builds appreciation of people from all backgrounds and their health needs. Therefore, the most important part of the nursing program at Northwest University is helping learners confirm and clarify the call to become professional nurses who achieve the highest possible level of practice.
​
Essential Curricular Concepts and Contextual Themes
​
The nursing curriculum at Northwest University is organized with a framework of essential concepts and distinctive contextual themes. The foundation of the nursing curriculum is built with concepts from natural and behavioral sciences, liberal arts, and Biblical studies courses. At the heart of the nursing program is the blending of foundational concepts with a professional nursing and ministerial calling. This core specifically focuses on the development of one’s clinical competence, leadership character, and service strengths.
Essential concepts in the nursing curriculum are: 1) professional vocation; 2) critical thinking; 3) clinical judgment; 4) communication; 5) health promotion; 6) the domains of health care, including primary, acute, tertiary, alternative and complimentary; 7) therapeutic nursing 8) leadership; 9) scientific inquiry and research; and 10) cultural appreciation. Every nursing course has some or all of the essential concepts to assist in the total integration of concurrent knowledge and practice. In this way, learners critically engage in the interpretation, understanding, and practice of professional nursing as envisioned by the Northwest University nursing program.
​
Contextual themes are found both horizontally and vertically in the curricular framework. They are introduced early in the curriculum and individual courses, and become more progressively comprehensive and integrated with essential concepts. The human health continuum is one contextual theme applied to populations of individuals, families, groups, communities, and societies. The design and carry through of healthcare, worldwide, requires knowledge and skills of systems analysis, not only to deliver nursing care but also to evaluate the effectiveness and efficiency of the outcomes. Relationship exchanges, whether considered interdisciplinary partnerships, leadership/member, collegial, or interpersonal client-with-nurse, is another contextual theme that enhances development of one’s personal character and professional integrity. Beginning elements of relationship exchanges are part of the earliest curricular activities and build during the themes relevant to each of the discipline-specific clinical rotations, and client populations. Successful therapeutic nursing takes into account the interpretation and understanding of the clients’ various cultural behaviors and health care expectations, according to the changing milieu. Information systems and technology are a part of all modern healthcare activities. Learners build understanding and proficiency of use as they relate client care and research to the benefits of these two components. Finally, a continual theme of aesthetic appreciation for God’s creation of life and healing work through nursing is woven throughout the nursing curriculum.
Section I.IV: Nursing Program Outcomes
​
Nursing Program Outcomes
​
The graduates of the Mark and Huldah Buntain College of Nursing at Northwest University effectively:
​
-
Practice critical thinking using logical and sequential reasoning, tempered with creative, aesthetic, and intuitive processes.
-
Apply the nursing process to plan and deliver care that is holistic, compassionate, culturally competent, and client centered autonomously and collaboratively with interprofessional teams.
-
Provide nursing care in the framework of organizational leadership and systems management processes.
-
Integrate health care policies and economics to accomplish equitable access to healthcare and continuity of care for diverse populations.
-
Apply research methods in the investigation of clinical nursing problems and health care delivery.
-
Evaluate quality indicators, evidence, and outcomes of health care planning and implementation.
-
Design health care for diverse populations and communities considering limited resources and environmental impact.
-
Demonstrate the use of nursing informatics, client care technologies, and interprofessional communication strategies.
-
Articulate the unique characteristics of professional nursing and the role of professional nurses in direct and indirect client care.
-
Propose a plan for formal academic and life-long education that enhances personal and professional growth.
-
Practice professional nursing from a Christian worldview, demonstrating personal integration of faith, service, and cultural competence.
​
​
Section I.V: Values
​
Faith: One’s belief in Christ and the Scriptures has a positive impact on the ability to promote health and render healing services. Faith is an individual perspective that should be continually explored and refined by students and faculty.
​
Professionalism: The educational process should acquaint students with and prepare them to demonstrate an appreciation of building a knowledge base, self-regulation of practice, autonomy, independent judgment, and image that contributes to effectiveness.
​
Service Leadership: A dynamic and complimentary combination of the attributes of service (i.e., assistance to others in accomplishing their goals, and work for others that may represent self-sacrifice) and leadership (i.e., assessment, envisioning and implementing improved options, and influencing others) is necessary for sustained contributions to the well being of individuals and populations.
​
​
Section I.VI: History of the College of Nursing
​
The 1934 preamble to the University’s Constitution and Bylaws documented that the institution was resolved to assist those who desired to prepare for various professional callings. Nursing was specifically mentioned as one of those professions. Through the 1980s and 1990s, more planning of curricula expansion and the addition of new programs brought health sciences and health care delivery into a new focus. After the University began offering basic science courses, students aspiring to a career in nursing found it feasible to take pre-nursing courses at Northwest after which they could transfer to a school offering a degree in nursing. The thrust of pursuing a formal nursing program came with President Dr. Donald Argue who shared his vision of someday having nursing graduates from Northwest University attend to health needs of people in all parts of the world.
​
In November of 1998, Dr. Donald Argue, Dr. Marshall Flowers, Dr. David Elms, and Dr. William Randolph, contacted a nursing consultant, Dr. Annalee Oakes, to pray, discuss, and formulate a plan to investigate the potential for a nursing program at Northwest College. A meeting with Mrs. Huldah Buntain, the principals listed above, and other selected faculty of Northwest College took place the end of January 1999. A strategic business plan, curricular plan, and financial prospectus was submitted and approved by the Board of Directors in March of 1999. Carl Christensen, the first Dean of the Buntain College of Nursing was hired in December 1999. After an affirmative response from the Washington State Nursing Care Quality Assurance Commission, the first nursing courses were offered in the fall semester of 2000.
​
​
​
​
