PURDUE UNIVERSITY NORTH CENTRAL DEPARTMENT OF NURSING NURSING STUDENT MANUAL

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1 PURDUE UNIVERSITY NORTH CENTRAL DEPARTMENT OF NURSING NURSING STUDENT MANUAL SUPPLEMENT TO THE PNC STUDENT HANDBOOK CONNECTIONS 1

2 Dear PNC Nursing Student, The Faculty at Purdue University North Central (PNC) welcomes you to academic year We are excited to have you in our nursing program and wish you the very best. Our objective is to help you as you travel through this first stage of your professional nursing journey. If you need anything, please take advantage of the open door policy of faculty, via face-to-face, or phone. We are here for you. Good luck! Diane Voight Spoljoric, Ph.D, RNC, FNP Interim Department of Nursing Chair 2

3 NURSING STUDENT MANUAL Welcome to the Purdue University North Central Department of Nursing. The administration, faculty and staff look forward to working with you in your selected program of study and believe in your success! This Nursing Student Manual is intended to provide students with general information regarding programs of study, requirements, policies, procedures, and guidelines that pertain to the Department of Nursing. It is a supplement to the PNC Student Handbook Connections As a student enrolled in the LPN-BS, BS, or RN-BS program, you are responsible for the information contained in this manual. It is required that you read through this entire manual and use it as a reference as you progress through the program The Purdue North Central Department of Nursing reserves the right to make changes in the Nursing Student Manual and information/policies contained therein. The Department s curricular and / or program policies may change once a student is enrolled. The department will make every attempt to notify students (via Blackboard Communication Board, s, and posted announcements) of any change in policy and/or procedure or any change that will affect one s plan of study (POS), progression, or program completion. It is therefore each student s responsibility to routinely check his / her university account and the Department s on-line Communication Board on Blackboard for notice of any revision or change. The Nursing Student Manual s Acknowledgement Signature Form (APPENDIX) must be completed and submitted by each student during the first week of classes each semester to the Nursing Department office. This signature form is kept on file in the Department of Nursing office. Failure to comply is a considered a violation of nursing standards. 3

4 STUDENT RESOURCES PURDUE UNIVERSITY NORTH CENTRAL SCHOOL OF NURSING DIRECTORY INTERIM DEPARTMENT CHAIR: Diane Voight Spoljoric, PH.D, RNC, FNP Technology Building, Rm 365 Phone: PNC Website: ACADEMIC PROGRAM E.Jean Hayes Coordinator: Technology Building, Rm 367 Phone: FULL TIME FACULTY Annette Coates Technology Building, RM 373 Phone: , Bruce Garwood Technology Building, RM 393 Phone: , Janet Garwood Technology Building, RM 387 Phone: , Dr. Charlene Gyurko Technology Building, RM 391 Phone: , Bob Hnida Technology Building, RM 370 Phone: , Dr. Marne Juestel Technology Building, RM 379 Phone: , Karen Klosinski Technology Building, RM 378 Phone: , Regina Loveitt Technology Building, RM 378 Phone: , Dr. Vivian Ott Technology Building, RM 374 Phone: Rebecca Potter Technology Building, RM 376 Phone: , Peggy Rose Technology Building, RM 389 Phone: , Mary Sandelski Technology Building, RM 376 Phone: , Angela Schooley Technology Building, RM 383 Phone: , Dr. Charlotte Strahm Technology Building, RM 377 Phone: , Whei Ming Su Technology Building, RM 381 Phone: , Gayle Voight-Block Technology Building, RM 378 Phone: , 4

5 STUDENT RESOURCES STAFF Nicole Hartford Academic Advisor Technology Building, RM 368 Phone: Shelly Pass Department Secretary Technology Building, RM 357 Phone: , Kimberly Summers, RN Staff Technology Building, RM 357 Phone: , Cheryl Kaluzny Staff Technology Building, Rm 357, 5

6 TABLE OF CONTENTS Welcome... 3 Faculty / Staff Contact Information... 4 Table of Contents... 6 Appendix... 7 University Mission Statement... 8 University General Education Goals... 8 DEPARTMENT OF NURSING GENERAL INFORMATION AND GUIDELINES Department of Nursing General Information Department of Nursing Mission Statement Department of Nursing Philosophy Statement Department of Nursing Student Learning Outcomes Student Learning Outcomes/Practicum Journey Traditional BS Plan of Study RN-BS Completion Plan of Study STAND (Student Association for Nursing Development) Department of Nursing Committees Nursing Education Loan Repayment Information Financial AID/Award/Scholarship Information American Nurses Association Code of Ethics 22 Indiana State Board of Nursing Administrative Code (2013 edition) Confidentiality and Patient Care (HIPAA) 25 Facebook and Social Networking Etiquette Essential Attributes and Abilities... 26/27 Students with Disabilities Policy Grief Absence Policy Permission to Transmit Information (FERPA) Nursing Department Office Hours & Phone/FAX Information Nursing Communication Board/Faculty Office hours Academic Advising/Registration Procedure Schedules & Nursing Practicum Courses Grading & Grade Calculation Policy... 32/33 Examination Procedure University Grade Appeals Policy Class Attendance Nursing Learning Centers Guidelines

7 Uniform Professional Dress Code... 36/37 Clinical Required Documents Policy Adult Criminal History Background Check and Drug Screen... 38/40 Medical Record/Immunizations Tuberculosis Requirements Influenza Vaccine CPR Policy Liability Insurance Progression and Registration Policy Nursing Standards/ Code of Conduct Policy/Violation of Nursing Standards (VNS) Academic Dismissal Policy Non-Academic Dismissal Appeal Policy Exit Examination Policy Employment Recommendation Policy Alternative Clinical Make-Up Policy Standard Precautions Policy Invasive Procedures Policy APPENDICES Acknowledgement Signature Form Annual Tuberculosis Assessment Form Employment Recommendation Form Standard Precautions Signature Form Student Legal Limitations Signature Form Release of Information Signature Form Nurse Pack/Tote Policy Signature Form Personal disclosure Form for Students Performance Improvement Plan Medical Record Form Change in Health Status Form Application for LOA, re-entry, practicum assignment/plan of study change HIPAA Compliance Form. 66 Student Release of Information to Practicum Agency 67 7

8 PURDUE UNIVERSITY NORTH CENTRAL MISSION About PNC - Purdue North Central The mission of Purdue University North Central, a regional campus of Purdue University is based on the tradition of a land grant university (Learning, Discovery, and Engagement). Through Learning, the primary mission of this university, the campus offers all students educational programs and services that foster student success and goal attainment in a studentcentered environment. Through Discovery, the campus encourages the creation of new knowledge, products, processes and applications through research and scholarship. The cooperative efforts of students, faculty and staff are essential for success. Through Engagement, the campus partners with and assists alumni, community members, businesses and organizations. These activities involve all members of the campus, including students, through transfer of knowledge, consulting, service learning, volunteerism, economic development and related activities. Purdue University North Central gives continual and careful consideration to the unique characteristics and needs of our many constituencies, especially our students, in this region, the State of Indiana and beyond. UNDERGRADUATE GENERAL EDUCATION POLICY & GOALS Undergraduate General Education Policy - Purdue North Central General education is the component of the undergraduate curriculum devoted to those areas of knowledge, methods of inquiry, and ideas that the Purdue University North Central academic community believes are fundamental and common to all well-educated individuals. General education provides knowledge and understanding of the world, which serves as the basis for continued learning. On December 10, 2010, following the recommendation of the General Education Committee, the Faculty Senate of Purdue University North Central adopted the Essential Learning Outcomes, formulated by the Association of American Colleges and Universities (AAC&U) through their program entitled LEAP (Liberal Education and America s Promise). 8

9 The Essential Learning Outcomes Beginning in school, and continuing at successively higher levels across their college studies, students should prepare for twenty-first-century challenges by gaining: Knowledge of Human Cultures and the Physical and Natural World Through study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts Focused by engagement with big questions, both contemporary and enduring Intellectual and Practical Skills, including Inquiry and analysis Critical and creative thinking Written and oral communication Quantitative literacy Information literacy Teamwork and problem solving Practiced extensively, across the curriculum, in the context of progressively more challenging problems, projects, and standards for performance Personal and Social Responsibility, including Civic knowledge and engagement local and global Intercultural knowledge and competence Ethical reasoning and action Foundations and skills for lifelong learning Anchored through active involvement with diverse communities and real-world challenges Integrative and Applied Learning, including Synthesis and advanced accomplishment across general and specialized studies Demonstrated through the application of knowledge, skills, and responsibilities to new settings and complex problems 9

10 I. General Information Department of Nursing Purdue University North Central Nursing Program Mission The Purdue University North Central Department of Nursing programs provide educational opportunities for both traditional and non-traditional students leading to the granting of the Bachelor of Science degree with a major in nursing. The Baccalaureate Degree Nursing Program prepares graduates, based on competencies from the National League for Nursing and Quality and Safety Education for Nurses for entry level practice, leadership roles, and graduate study. The graduate is prepared to utilize theory, research, and evidencebased knowledge in the provision of safe, quality care to individuals, families, and communities in a global environment. The nursing faculty is committed to: 1. Nursing as a discipline and profession. 2. Providing, assessing, and enhancing the elements of learning, discovery, and engagement through personal and professional growth and lifelong learning. 3. Educational programs that prepare university educated nurses who have acquired the essential elements of general education as defined by Purdue University, and the essential nursing knowledge and professional education necessary for excellence in the practice of nursing. Traditional and emerging nursing paradigms will provide inclusive, active, and creative teaching-learning processes; holistic, evidence-based nursing care of clients across the life span in a variety of settings; and insure leaders of change toward health and quality of life for diverse individuals, families, and communities. 3/

11 Purdue University North Central Nursing Program Philosophy The Nursing Faculty articulates a philosophy for the Nursing Program congruent with the mission statement of Purdue University North Central that defines their beliefs regarding the concepts of person, environment, health, nursing, and the teaching-learning process. Person, which includes individuals, families, and communities, is a uniquely holistic body-mind-spirit. Each person chooses and participates in health decisions. Environment is an ever changing unity of systems and processes in which a person lives. Health is the harmony of the body-mind-spirit. It is the living of optimal wellbeing and quality of life in a global environment. Nursing, as a discipline, is the holistic study of person, health, and environment. The nursing profession utilizes a unique body of knowledge to care for the person. The graduate provides person centered safe, quality care that is guided by theory, research, ethical, legal, and professional nursing standards. Graduates function autonomously and collaboratively with interdisciplinary teams. Unique nursing knowledge, attitudes, and skills, enhanced by biological, physical and social sciences, humanities, and information technology, form the foundation of nursing practice. The teaching learning process is a mutual effort of faculty and students that fosters nursing judgment and professional identity. Teaching learning is a process that proceeds from simple to complex. Accountability of the educational process is demonstrated by evaluation of student learning outcomes. The Baccalaureate Degree Nursing Program prepares graduates, based on competencies from the National League for Nursing and Quality and Safety Education for Nurses for entry level practice, leadership roles, and graduate study. The graduate is prepared to utilize theory, research, and evidencebased knowledge in the provision of safe, quality care to individuals, families, and communities in a global environment. 3/

12 BS STUDENT LEARNING OUTCOMES (BOLD) AND ASSOCIATED LEARNING COMPETENCIES (ITALICS) 1. Utilize a holistic approach to identify needs of individuals, families, and communities toward maximizing positive health outcomes. 1. Use a systematic and holistic approach to collect comprehensive data about the organization and/or nursing unit from multiple sources. 2. Diagnose actual and potential needs based on analysis of collected data. 3. Prioritize identified needs. 2 Incorporate evolving social, cultural, and health care delivery trends in the provision of optimal health care to individuals, families, and communities. 4. Collaborate with the client and interdisciplinary team to establish expected outcomes that are based on current research /clinical expertise, and that reflect the client s values and culture. 3. Apply theory guided, evidence-based practice to provide quality care to individuals, families, and communities. 5. Utilize theoretical principles, evidence-based findings, and risk-benefit analysis in planning for unit and/or organizational needs. 7. Conduct a systematic, ongoing, and criterion-based evaluation of progress toward predicted outcomes. 4. Evaluate outcomes to provide quality care in collaboration with individuals, families, and communities. 6. Collaborate with the client and interdisciplinary team to implement a plan of care in a timely and safe manner. 8. Revise organizational and unit plans as needed to reflect evaluation of outcomes. 20. Utilize results from evaluation of quality and effectiveness of health care services. 5. Demonstrate effective communication in collaboration with individuals, families, communities, and the interdisciplinary team members. 11. Demonstrate effective communication in collaboration with individuals, families, communities and the interdisciplinary team members. Verbal and nonverbal Written Interpersonal 6. Integrate teaching-learning strategies in the delivery of health care to individuals, families, and communities. 10. Provide teaching utilizing strategies appropriate to the organization s learning needs and culture. 7. Articulate personal goals for professional development. 9. Evaluate own thinking strategies in using decision-making skills in a nursing leadership role. 19. Articulate personal goals for professional development. 12

13 8. Demonstrate accountability for practice within the legal and ethical standards of the nursing profession. 14. Demonstrate professional responsibility and accountability. 17. Demonstrate accountability of nursing practice in relation to relevant statutes, rules, regulations, and professional standards. 18. Provide nursing care that is consistent with the ANA Code of Ethics for Nurses. 9. Demonstrate leadership in coordination of health care and management of resources and technology. 12. Utilize information technology in the coordination and delivery of health care. 13. Utilize cost-benefit analysis and variance data. 15. Incorporate the effective use of resources. 16. Coordinate health care resources across settings and among care givers. 10. Utilize continuous improvement processes to promote positive health outcomes and quality of life. 21. Advocate for policy or procedure change to promote organizational effectiveness 3/13/12 13

14 Student Learning Outcomes / Practicum Journey Level One: Student Learning Outcomes (Semesters 3 and 4 / Sophomore): Introduction to nursing related knowledge, and concepts of the integrative process to guide care of individuals. 1. Identify a holistic approach to identify needs of individuals toward maximizing positive health outcomes. 2 Describe evolving social, cultural, and health care delivery trends in the provision of optimal health care to individuals. 3. Identify theory guided, evidence-based practice to provide quality care to individuals. 4. Select outcomes to provide quality care in collaboration with individuals. 5. Demonstrate effective communication in collaboration with individuals and the interdisciplinary team members. 6. Discuss teaching-learning processes in the delivery of health care to individuals. 7. Outline personal goals for professional development. 8. Apply accountability for practice within the legal and ethical standards of the nursing profession. 9. Identify health care resources and technology used in the delivery of care. 10. Recognize continuous improvement processes to promote positive health outcomes and quality of life. Level One Practicum Journey This year will focus on professional responsibilities and accountability as well as the health of the individual. Students are enrolled in the professional component of the nursing program beginning in the third semester. Practicum (clinical) experiences focus on the health assessment of the individual. Practicum hours begin with simulation on campus where physical assessment skills are taught and practiced on mannequins in the simulation lab. Nursing history taking skills are included during the third semester. The fourth semester practicum experiences involve patients requiring long term care. Practicum experiences are arranged first in campus in lab and then in extended care facilities. Patient care responsibilities include the administration of medications, assistance with activities of daily living and additional prescribed treatments and procedures such as Foley catheter insertion and trach care. Level Two: Student Learning Outcomes (Semesters 5 and 6 / Junior): Adaptation and application of nursing related knowledge and concepts of the integrative process to guide care of the specific population and practice areas for individuals and families. 1. Utilize a holistic approach to identify needs of individuals and families toward maximizing positive health outcomes. 2 Examine evolving social, cultural, and health care delivery trends in the provision of optimal health care to individuals and families. 3. Apply theory guided, evidence-based practice to provide quality care to individuals and families. 4. Select outcomes to provide quality care in collaboration with individuals and families. 5. Demonstrate effective communication in collaboration with individuals and families and the interdisciplinary team members. 6. Plan teaching-learning processes in the delivery of health care to individuals and families. 7. Articulate personal goals for professional development. 8. Demonstrate accountability for practice within the legal and ethical standards of the nursing profession. 9. Participate in the coordination of health care and management of resources and technology. 10. Initiate continuous improvement processes to promote positive health outcomes and quality of life. 14

15 Level Two Practicum Journey This year will focus on family and on the care of individuals with alterations in health. Practicum experiences are arranged in acute care facilities. The fifth semester introduces students to the general care of patients. Students care for patients on post-surgical and/or acute medical care units. Surgery, behavioral health and mother-baby care and labor and delivery rotations are included. The sixth semester continues to focus on the general care of patients in the acute care facility as well as pediatric patients in Children s Health Nursing. Level Three: Student Learning Outcomes (Semesters 7 and 8 / Senior): Synthesis and utilization of nursing related knowledge and concepts of the integrative process to guide care of the specific population and practice areas for individuals, families, and communities. 1. Utilize a holistic approach to identify needs of individuals, families, and communities toward maximizing positive health outcomes. 2 Incorporate evolving social, cultural, and health care delivery trends in the provision of optimal health care to individuals, families, and communities. 3. Apply theory guided, evidence-based practice to provide quality care to individuals, families, and communities. 4. Evaluate outcomes to provide quality care in collaboration with individuals, families, and communities. 5. Demonstrate effective communication in collaboration with individuals, families, communities and the interdisciplinary team members. 6. Integrate teaching-learning processes in the delivery of health care to individuals, families, and communities. 7. Articulate personal goals for professional development. 8. Demonstrate accountability for practice within the legal and ethical standards of the nursing profession. 9. Demonstrate leadership in coordination of health care and management of resources and technology. 10. Utilize continuous improvement processes to promote positive health outcomes and quality of life. Level Three Practicum Journey This year will focus on population and community health and complex care in the acute care setting. Students attend an annual regional nursing research conference every Fall semester as either a Community Health or Leadership student. The date is assigned during the semester. All Leadership students (in either semester) will attend one Indiana State Board of Nursing meeting in Indianapolis.The date is assigned during the semester. The seventh semester includes nursing practicum experiences in a variety of community settings including local schools, home health VNA, health departments and case management. Health Fair development and implementation and as well as an in-depth community assessment are significant elements of the community health experience. Students are required to seek out and participate in community service/volunteer opportunities in the community. In the eighth semester, students rotate through advanced medical-surgical and critical care clinical experiences which extend beyond the basic skills learned throughout the professional nursing program. The emergency department and the intensive care unit are often used for practicum experiences with the major focus on cardiac care and multi=system care. Final NCLEX preparation and review are important in this semester and students are assisted through the licensure, graduation/job selection process. 15

16 Terminal Student Learning Outcomes (Program Completion): 1. Utilize a holistic approach to identify needs of individuals, families, and communities toward maximizing positive health outcomes. 2 Incorporate evolving social, cultural, and health care delivery trends in the provision of optimal health care to individuals, families, and communities. 3. Apply theory guided, evidence-based practice to provide quality care to individuals, families, and communities. 4. Evaluate outcomes to provide quality care in collaboration with individuals, families, and communities. 5. Demonstrate effective communication in collaboration with individuals, families, communities and the interdisciplinary team members. 6. Integrate teaching-learning processes in the delivery of health care to individuals, families, and communities. 7. Articulate personal goals for professional development. 8. Demonstrate accountability for practice within the legal and ethical standards of the nursing profession. 9. Demonstrate leadership in coordination of health care and management of resources and technology. 10. Utilize continuous improvement processes to promote positive health outcomes and quality of life. SIMULATION Both low-tech and high-tech patient care simulations are offered on campus throughout the program. These realistic patient scenarios are treated like actual practicum experiences. Appropriate behavior and attire are expected. Students have an opportunity to solve real life problems in a safe environment High-tech experiences are very popular with the students, enhancing learning and problem solving, especially in regard to how to deal with emergencies and complications. Approved 8/05 Revised 11/17/06 Revised 4/12 16

17 Plan of Study Traditional Baccalaureate Nursing Program Pre-Professional Component (Semesters 1&2) Semester 1 Semester 2 Course Cr. Cl. Lab Course Cr. Cl. Lab BIOL BIOL Human A&P Human A&P CHEM BIOL General Chemistry Intro To Microbiology ENGL ENGL English Composition I English Composition II PSY F&N Elementary Psychology Essentials of Nutrition GS FYE Math or higher TOTAL CREDITS 17 TOTAL CREDITS 17 Professional Component (Semesters 3 8) Semester 3 Semester 4 Course Cr. Cl. Lab Course Cr. Cl. Lab NUR NUR Pathopharmacology I Pathopharmacology II NUR NUR Foundations of Nursing Human Development NUR STATS Health Care Informatics NUR NUR Health Assessment Foundations of Nrsg Practice COM Fundamentals of Speech TOTAL CREDITS 16 TOTAL CREDITS 14 17

18 Semester 5 Semester 6 Course Cr. Cl. Lab Course Cr. Cl. Lab NUR NUR Nrsg Theory/Rsrch Adult Health II NUR NUR Adult Health I Children s Health Nrsg. NUR NUR OB/Women s Health Family Health Nursing NUR Psychosocial Nrsg TOTAL CREDITS 16 TOTAL CREDITS 12 Semester 7 Semester 8 Course Cr. Cl. Lab Course Cr. Cl. Lab NUR NUR Community Health Nrsg Advanced Adult Health Ethics NUR (See GE Humanities Core Capstone List) NUR Elective Leadership (See GE Supplemental Core) NUR Elective Contemporary Trends in (See GE Supplemental Core) Health Care Systems TOTAL CREDITS 14 TOTAL CREDITS 14 Total credit hours = 120 Gen. Ed. Core = 31 Supplemental Core = 18 Nursing = 71 18

19 SEMESTER 1 RN-BS COMPLETION PROGRAM NUR RN Transition to Professional Nursing 3 STATs 3 NUR Healthcare Informatics 3 Elective- MA or higher 3 ENGL English Composition II 3 CREDIT HOURS 15 CR SEMESTER 2 NUR Family Health Nursing 3 NUR Nursing Theory& Research 3 COM Elective (GE supplemental core list) 3 CR CREDIT HOURS 12 SEMESTER 3 NUR Community Health Nursing 5 NUR Contemp. Trends in Healthcare Sys. 3 Ethics (GE Humanities core list) 3 Elective (GE supplemental core list) 3 CREDIT HOURS 14 CR SEMESTER 4 NUR Management & Leadership 3 NUR RN-BS Capstone 3 Elective (GE supplemental core list) 3 Elective (GE supplemental core list) 3 CREDIT HOURS 12 CR Total AS Credit Hours Accepted (varies) 67 Total RN-BS Credit Hours 26 Gen. Ed. Core 15 Supplemental 12 Total Required for BS Completion

20 ASSOCIATIONS and COMMITTEES Student Association for Nursing Development (STAND) PNC has a chapter of the National Student Nurses Association, known as the Student Association for Nursing Development (STAND). This organization is for both pre-nursing and nursing students. The mission of the organization is: to participate in community activities which promote health and wellness and the profession of nursing to provide leadership opportunities, enhance faculty and student interactions to expose students to the many and varied opportunities available in the profession of nursing. There are no dues for STAND. See the STAND bulletin board for information regarding meeting times and other announcements. The bulletin board is in the hall close to TECH 301. Department of Nursing Committees Nursing student representatives, both RN-BS and BS, are asked to serve on the following Department of Nursing Committees: Curriculum Committee Enrollment, Progression, and Advising Committee Evaluation Committee Facilities and Resources Committee Student representative attendance and participation on Department of Nursing committees is limited to maintain confidentiality. Guidelines for committee structure are established denoting membership, functions, and responsibilities of each of these four committees and are defined in the Bylaws of the Faculty of the Department of Nursing and are available upon request. 20

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