SBUBolivar, Missouri Est. 1878

SBU College of Nursing and Health Sciences

Mission, Vision and Core Values


As the Sisters of Mercy before us, we bring to life the healing ministry of Jesus through our compassionate care and exceptional service.


Based on Christian values, the Mercy College of Nursing and Health Sciences pursues excellence in nursing and health science education by preparing students to be competent, caring professional nurses and health care providers.

Core Values

The College of Nursing is guided by the complementary missions and visions of SBU and Mercy Health System. The belief that God is the source of all truth and Jesus Christ is the central figure, giving purpose, dignity and value to life are fundamental to the design and implementation of the nursing programs.

The faculty believes that nursing brings to life the healing ministry of Jesus Christ through the promotion and restoration of health or the provision of comfort to the suffering without regard to social or economic status, person attributes or the nature of the health problems.

Students are educated to the practice of nursing as a care provider, manager and member of the profession. Students are educated to deliver patient-centered care as members of an interdisciplinary team in a climate of patient safety, emphasizing evidence-based practice, quality improvement approaches, and informatics. The concepts of caring and Christ centered spirituality are viewed as integral foundational aspects of these relationships. The discipline of nursing recognizes a commitment to teach and advocate for clients while continually evaluating the effectiveness of nursing care as responsible, accountable professionals. Nursing education is supported by a foundation of the sciences and humanities. Aided by the use of evidence-based nursing practice, learning experiences in the nursing programs are designed to assist the student in developing psychomotor, affective, inter personal and cognitive skills including clinical judgment which are necessary to make diverse populations and practice settings reflective of current trends in the health care community.

The faculty believes the educational environment shared with students is enriched by the presence of Christ-centered caring relationships and mutual respect. The constructivist learning philosophy provides the foundation for structuring the student's learning experiences. Optimal learning occurs in a non-threatening environment in which direction, guidance, support and frequent feedback are essential elements. Faculty see their role initially as that of directing and guiding, moving to roles of facilitator and mentor while students are viewed as active participants who assume responsibility for learning.

As a result, a commitment to life-long learning is promoted.