Undergraduate. Nursing Student Handbook

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1 Undergraduate Nursing Student Handbook

2 Welcome to the Department of Nursing at the University of Central Missouri. You will find yourself surrounded by a group of exceptional nurses and staff committed to making your educational experience a scholarly adventure that's not only academically challenging but emotionally satisfying. This handbook provides basic information and offers a description of various policies and procedures of the nursing program(s). It is subject to change from time to time without notice. Before using the information herein for major decisions, please contact the Chairperson of the Department of Nursing. You have chosen a professional career path that focuses on the highest standards and values of human caring and health. We expect your commitment to be equal to ours in endeavoring each day to serve our patient/clients and each other with respect, dignity and the determination to give our best. Sincerely, Julie Clawson, Professor and Chair

3 TABLE OF CONTENTS SECTION I History... 1 Mission Statement. 2 Purpose of the Department 2 Professional Standards.. 2 Philosophy. 2 Paradigm... 5 Conceptual Framework. 6 Professional Nursing Practice Model 8 SECTION II Quality Improvement Process..12 Program Outcomes...13 Assessment of Program Outcomes...17 Program Outcome Assessment Tools Outcomes by Semester Generic Track...25 Typical Program Generic Track...30 RN-BS Option Proposed Schedule of Classes.31 SECTION III Faculty Roster. 32 SECTION IV The Graduate Applying for NCLE Examination and Licensure 33 Accreditation Status 34 SECTION V Admission... 35

4 Requirements for Admission.. 35 Direct Admission 36 Core Performance Standards for Admission and Progression 37 Re-application of Admission.. 37 Requirements for Progression. 37 Withdrawal Policy.. 38 Transfer into the Nursing Major. 38 Nondiscriminatory Policy Student Disability Policy 40 Temporary Conditions that May Affect Student Performance Pregnancy 41 Safe Nursing Practice.. 41 Impaired Nursing Student Policy 42 Drug Screening Policy 43 Health Regulations.. 44 Health Services for Students Insurance. 46 Cardio-Pulmonary Resuscitation 46 Comprehensive Policy Regarding Infectious Diseases.. 46 Student Illness, Injury or Exposure during Clinical Experiences Student with Infectious Diseases 48 Assignment of Students with Infectious Diseases.. 48 Assignment of Student to AIDS Clients. 49 Implementation of CDC Guidelines Instructors with an Infectious Disease 49 2

5 Policy on Needle/Sharps. 50 Student Access to Protected Health Information Policy. 50 Criminal Disclosure Policy. 50 Standards for Dress and Appearance.. 51 Financial Assistance 51 Student Work Policy Class Attendance. 52 Clinical Attendance. 52 Departmental Grading 53 Academic Standards Clinical Practice Grading Criteria.. 54 Grades for Theory Nursing Courses Evaluation Conferences.. 55 Criteria for Retention.. 55 Requirements for Retention 56 Request for Retention Form 56 Kansas City Experience.. 57 Inclement Weather.. 57 Special Expenses. 57 LPN Credit from Votech Programs 57 Name Change. 57 Format for all Formal Papers.. 58 Library Services.. 59 Faculty Organizational Bylaws.. 60 Faculty Committees and Bylaws 62 Bill of Rights and Responsibilities. 68 3

6 Statement of Behavioral Expectations 70 Departmental Probation.. 74 Academic Appeal Process.. 74 Academic Honesty.. 74 Evaluation Plan SECTION VI Constitution of the UCM Student Nurse's Organization 76 Nursing Recognition Ceremony..80 Departmental Pins Guidelines for Graduation Pictures. 80 Appendix A State of Missouri Nursing Practice Act.. 81 Appendix B Alcohol and Drug Prevention Initiative.. 84 Appendix C Portfolio Checklist Appendix D Glossary

7 UNIVERSITY OF CENTRAL MISSOURI Department of Nursing History Judged by any standard, the nursing program at the University of Central Missouri is an outstanding one. Today, CENTRAL s nursing students graduate and make major contributions to world health, whether in hospitals, outpatient clinics, rehabilitation centers, communities, homes, occupational health settings, schools, and settings not yet discovered. The foundation of that tradition was laid in March 1871 with the establishment of what was then known as the State Normal School. In 1964, State Normal became Central Missouri State College. In August 1972, the college was renamed Central Missouri State University, now popularly known as CENTRAL, and in September 2006 its official title became The University of Central Missouri (UCM). UCM s baccalaureate program in nursing was launched Fall With a faculty of two, it became the first time a CENTRAL student could earn a Bachelor of Science with a major in nursing. From four to forty undergraduate students per class or 80 students per year, the UCM Department of Nursing has grown. In fall 2000, the University of Central Missouri s Department of Nursing officially welcomed its first graduate class. By 2002, this graduate nursing program was converted to an online program including three emphasis areas: nursing informatics, nursing education, and advanced practice for family nurse practitioners. Later, nursing informatics was put on abeyance in order to focus on preparing family nurse practitioners and nurse educators. In 2007, CENTRAL s nursing programs were granted 10 years of accreditation. In 2008, it was decided that returning registered nurses (RNs) should have certain core courses specific to their experiences and their desire to advance in nursing through education. So an RN-BS option in the undergraduate nursing program was created and it was put entirely online. In 2009, the University of Central Missouri s Department of Nursing celebrated 50 years of excellence in nursing education and over 1200 graduates. The first UCM nursing graduate, Hilda Malloy, spoke at the event. CENTRAL s Department of Nursing has always been housed in two separate locations, one in Warrensburg and one in the Kansas City area. The current locations for the Nursing Department are on the UCM campus in Warrensburg and at the Central Summit Center in Lee s Summit. Well-credentialed and caring faculty, supportive staff, educational resources, valuable university and community partnerships, and much more still makes CHOICE [RED] NURSING a good choice. 1

8 MISSION, PURPOSE, PROFESSIONAL STANDARDS AND PHILOSOPHY OF THE DEPARTMENT OF NURSING Mission Statement The mission of the Department of Nursing is to prepare professional nurses as generalists and advanced practice nurses. These human service professionals apply knowledge from nursing, technology, science, liberal arts and a wide array of other disciplines to provide safe and competent care. Application of knowledge within nursing science facilitates health achievement of persons from diverse backgrounds in rural and urban settings in collaboration with others. The Department of Nursing is committed to excellence in student learning. We prepare graduates who have achieved the outcomes of the program and are satisfied with their nursing education. Our graduates elicit satisfaction from the community and demonstrate achievement of the mission of the University. Revised 4/07/03; 4/30/12 Purpose and Program Goals of the Department of Nursing The purpose of the University of Central Missouri s Department of Nursing is to provide educational opportunities for nurses and potential nurses to serve primarily West Central Missouri. This purpose is accomplished by the following four program goals (Objectives): 1. Preparing a graduate who has achieved the desired student outcomes of the program. 2. Preparing a graduate who is satisfied with the nursing education experience. 3. Preparing a nurse who elicits satisfaction from the community. 4. Promoting achievement of the mission of the University and Department of Nursing. Professional Standards The Department of Nursing adheres to the Nursing: Scope and Standards of Practice (American Nurses' Association, 2010), the Guide to the Code of Ethics for Nurses (American Nurses' Association, 2008), The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008), and Quality and Safety Education for Nurses (QSEN) (Cronenwett et al., 2007). Philosophy The philosophy of the Department of Nursing is founded on the belief that the profession of nursing makes an essential contribution to society and that education for professional nursing and advanced practice nursing is best conducted in an institution of higher learning. For these purposes, we believe: Persons are the focus of nursing. Persons are moral beings endowed with individual qualities, but hold in common with others, the basic need for dignity, respect, and recognition of their individual worth and uniqueness. Health is the actualization of inherent and acquired human potential, either as individual, aggregate, or collective humanity. Through coordinated nursing care, the values, preferences of patients, and needs are planned. The environment includes internal and external factors. The caring relationship incorporates the client s response to both internal and external factors to meet the person s health needs within a culture of safety. 2

9 Nursing is a human science and an art concerned with the diagnosis and treatment of human responses to actual or potential health changes. Nursing is based on evidence and integrates this response and care based on evidence-based care and integrates best practices, clinical expertise, and individual/family/community preferences. Teaching is an interactive, interpersonal activity whereby the teacher is a learner, facilitator and collaborator. The role of the teacher is to mentor and to provide structure, climate and dialogue so the student can explore and discover self. Learning is a process whereby the student begins to view wholes, develop insights into situations, find meanings, evaluate rules and values, project consequences, and predict from knowns to unknowns using both data and intuition. The knowledge, skills, and attitudes learned in the educational process provide the basis for meeting the future of the profession. Communicating, Nursing Reasoning, Interacting, Professional Valuing, and Managing Information are essential graduate outcomes. Professional nurses function in an ethical manner as an independent practitioner or as a member of an interdisciplinary team who collaborates with other health team members. In the future the professional nurse will manage higher acuity clients with emphasis on a diverse aging population utilizing increased technology in a variety of settings, many of which will be outside the acute care institute. The professional nurse of the future must be leaders prepared to deal with disasters, ongoing and emerging health issues. Upon graduation, our Baccalaureate degree students, will be prepared to practice nursing as a generalist in rural and urban settings. Through their baccalaureate nursing education, our students will be provided with the foundation for further study and advancement. We believe our Advanced Nursing degree students, upon graduation will be prepared to practice nursing as specialists. Through their master s level nursing education, students are provided with the foundation for advanced practice, specialty practice, and advanced study at the doctoral level. Adopted by the faculty of the Department of Nursing, March, 1999; Revised 2004; Revised 08/2005; 4/30/12 3

10 UNIVERSITY OF CENTRAL MISSOURI Department of Nursing PARADIGM Major Concepts PERSON HEALTH NURSE ENVIRONMENT ============================================================================================================ Subconcepts Individuals Holism Human Science External Aggregates Wellness (harmony) Art Internal Collective Humanity Illness (disruption) Nursing Process Outcomes Professional Role Set ============================================================================================================ Descriptive Culturally diverse, Rational, Potential, cultural value, Caring, Communicating Interaction with persons, Change, Concepts Creative, Moral, Spiritual, Functional state, Life Interacting, Facilitating Laws of Nature, Health-Protecting, Individuality, Dignity, Worthy, Cycle, Self-Care, optimal health achievement, Rural/Urban Uniqueness, Growth, Harmony, Disruption Promoting, Protecting, Development Preventing, Facilitating Dignity, Acquiring personal and scientific knowledge, Ethical, Holistic, Humanistic, Aesthetic Nursing roles: Leader, Manager, Advocate, Educator, Clinician, Information Manager, Collaborator Processes: Clinical Decision-making and Judgment 5

11 University of Central Missouri Department of Nursing Nursing Curriculum Conceptual Framework and Definitions HEALTH Person Interaction Professional Nurse Environment Professional Nursing Practice Description of Conceptual Model The Nursing Curriculum Conceptual Framework is based on the four paradigms of the nursing profession: client systems, health, nurse and environment (Fawcett, 1984). These paradigms are viewed as uniquely interacting within the framework. The model is designed to be a dynamic, fluid process that is open to new learning and exchanges of information. The model also includes the professional nursing practice model. Professional Nursing Practice A licensed health care practitioner prepared at the baccalaureate or higher level: member of the interprofessional health care team. The professional nurse uses knowledge, skills, attitude, intuition, and caring to provide patient centered care. Evidence-based interventions are used to promote health, prevent illness, facilitate rehabilitation, or foster dying with dignity. Professional nurses provide healthcare through the roles of clinician, advocate, educator, information manager, collaborator, and leader. Professional Nurse A licensed health care practitioner prepared at the baccalaureate or higher level: member of an interdisciplinary health care team. 6

12 Health is defined as the actualization of inherent and acquired human potential, either as individual, aggregate, or collective humanity. From a holistic perspective, health from a holistic view incorporating social, environmental and economic context. The conceptual model displays the professional interactions that occur between nursing and clients to obtain optimal level of health. Person as a unique biopsychosocial being, a person (patient) brings preferences, values and needs into the therapeutic relationship. The nurse recognizes the patient as a full partner and decision maker in the provision of compassionate and coordinated care. Person(s) can include individual(s) across the lifespan, families, groups, communities or global populations with needs, who strives to optimize health goals. Alfaro-LeFevre (2006) identified that nursing utilizes a dynamic process in an intentional caring relationship. Benner (1989) states In a highly technical society that values autonomy, individualism, and competitiveness, caring practices have always been fragile, but this societal blindness causes those who value technological advances to overlook the ways these advances are rendered dangerous and unfeasible without a context of skillful, compassionate care (p. 399). Interaction is nurtured and provided within a caring relationship in a health-protecting environment. Alfaro-LeFevre (2006) defined caring behavior as actions that show[s] understanding and respect for others ideals, values, feelings, needs and desires (p.297). Interacting is the vehicle which supports the right of the individual to remain in control of decision making in order to realize human potential. Caring behavior that is demonstrated through interacting occurs within the realm of professional nursing through unique integration of the art and science of nursing to facilitate health achievement. This unique interaction provides the structure in which nurses utilize such tools as critical thinking and communicating to provide care within an environmental framework. The environment includes internal and external factors. The internal factors include the person s biopsychosocial influences. External factors include the levels of care provided in a safe environment and can be influenced by health care costs, state and federal policy issues, professional policy issues and technological advances The caring relationship incorporates the client s response to both internal and external factors to meet the persons health needs. 7

13 Professional Nursing Practice Model Clinician Manager Advocate Professional Nursing Practice Leader Educator Collaborator Information Manager Description of Professional Nursing Practice Model The Professional Nursing Practice Model is a radial model that places the professional nurse in the inner core of seven different practice roles. These seven roles serve as key functions in all practice settings in order for the client to receive high quality nursing care. Nurses function by using knowledge attained through scientific research, aesthetics, personal knowledge and their moral/ethical values (Carper, 1978). By functioning in these seven roles, the nursing student is able to gain the skills and confidence to master standards and competencies identified in the American Nurses Association s Nursing: Scope and Standards of Practice (ANA, 2010), American Association of Colleges of Nursing The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008), and Quality and Safety Education for Nurses (Cronenwett et al., 2007). Professional Nursing Practice, as demonstrated by the baccalaureate nursing student, is measured at the University of Central Missouri s Department of Nursing through program outcomes. Outcome attainment of the professional nurse in practice is ultimately measured through person outcomes and the profession itself. The seven professional practice roles include: 1. Clinician A health professional with expertise in patient care rather than research or administration, whose practice is based on direct observation and treatment of a person. Clinicians make data driven practice decisions based on scientific evidence. 2. Advocate An advocate works to ensure equality of all persons to access quality healthcare. An advocate also works for equal treatment under the law. As a change agent, this involves social and political activism. 8

14 3. Educator The educator uses interactive, interpersonal activity to mentor and to provide dialogue. The nurse uses skills and knowledge of evidence-based practice to impact practice issues. This activity promotes health by facilitating changes in knowledge, attitudes and skills. 4. Information Manager The information manager uses technologies in client care to meet the client s needs, to advance client education and to enhance healthcare accessibility. A nurse also uses information technologies to expand upon one s own knowledge base. 5. Collaborator A collaborator shares responsibility for informed health related decisions through respectful interprofessional interactions focused on the common purpose of patientcentered care. 6. Leader Uses interpersonal skills including communicating, motivating, initiating, facilitating, delegating, changing and integrating to influence others to accomplish a specific goal. 7. Manager A manager plans for the present and the future, organizes overall work with human and material resources, directs organizational work, and controls the organizational activities by establishing standards and measuring, evaluating and providing feedback for quality improvement. 9

15 References Alfaro-Lefevre, R. (2006). Applying nursing process: A tool for critical thinking (6 th ed.). Philadelphia: Lippincott Williams & Wilkins. American Association of Colleges of Nursing. (2008). The essentials of baccalaureate education for professional nursing practice. Washington DC: Author. American Nurses Association. (2010). Nursing: Scope and standards of practice. Washington, DC: Author. American Nurses Association. (2010). Nursing s social policy statement. Washington, DC: Author. Benner, P. & Wrubel, J. (1989). The primacy of caring: Stress and coping with health and illness. Upper Saddle River, NJ: Pearson Education. Carper, B. (1978). Fundamental patterns of knowing in nursing. Advances in Nursing Science, 1(1)1, Cronenwett, L., Sherwood, G., Barnsteiner J., Disch, J., Johnson, J., Mitchell, P.,... Warren, J. (2007). Quality and safety education for nurses. Nursing Outlook, 55(3), Fawcett, J. (1984). The metaparadigm of nursing: Present status and future refinements. IMAG, 16(3), Health. Churchill Livingstone's Dictionary of Nursing (18 th ed.) (2004). Retrieved 20 May 2005, from: Loring, K (1992). Patient education: A practical approach. St. Louis: Mosby University of Central Missouri (UCM). (2009). Guidelines for Implementing Central s Quality Improvement Program FSUAC-APCC Retrieved from 10

16 University of Central Missouri (UCM). (n.d.). UCM Innovation Campus. Retrieved from World Health Organization (WHO). (2005). Preamble to the Constitution of the World Health Organization as adopted by the International Health Conference, New York, 19 June - 22 July 1946; signed on 22 July 1946 by the representatives of 61 States (Official Records of the World Health Organization, no. 2, p. 100) and entered into force on 7 April Retrieved on November 28, 2005 from URL: Yoder-Wise, P. S. (2003). Leading and managing in nursing (2nd). St. Louis: Mosby. Curriculum Committee 11/28/05 AN/JP; Faculty Approval 12/5/05; Updated 6/09; Updated 4/12; Updated 7/14 11

17 Quality Improvement Process (QIP) Department of Nursing The Department of Nursing at the University of Central Missouri has been actively involved in CPI over the last decade. The department was selected to participate in the original university Fund for the Improvement of Post Secondary Education (FIPSE) grant in During this phase, the Department developed, defined, and implemented assessment processes for program outcomes. A Continuous Process Assessment Plan was developed and implemented in Fall 1993 and is reviewed and updated annually by the faculty. In 1996, the Department of Nursing was selected as the Benchmark program at Central for its CPI implementation. And in 1999, the undergraduate nursing program was one of four programs chosen to test the final components of the assessment model at Central (from accumulation of course credit with a minimum GPA to demonstrating program competencies). Throughout the past decade, the department has been continually improving the departmental processes for assessment of students, graduates, faculty teaching, and curriculum in order to ensure a high quality nursing program. The UCM Department of Nursing s Program Assessment Plan addresses the continual assessment of 1) student outcomes; 2) curriculum; and 3) faculty/ teaching for the purposes of continuous program improvement. During the academic year, the CPI effort was renamed as Central s Quality Improvement Program (CQIP). Subsequently, the Department of Nursing Faculty decided to change its CPI committee to NQIP, Nursing Quality Improvement Program Committee. 12

18 Program Outcomes Institutional Competencies (2001) SKILL AREAS Communicating The ability to effectively use the English language and quantitative and other symbolic systems essential to their success in school and in the world. Students should be able to read and listen critically and to write and speak with thoughtfulness, clarity, coherence, and persuasiveness. Higher-Order Thinking The ability to distinguish among opinions, facts, and inferences; to identify underlying or implicit assumptions; to make informed judgments; and to solve problems by applying evaluative standards. Managing Information The ability to locate, organize, store, retrieve, evaluate, synthesize, and annotate information from print, electronic, and other sources in preparation for solving problems and making informed decisions. Valuing The ability to understand the moral and ethical values of a diverse society and to understand that many courses of action are guided by value judgments about the way things ought to be. Able to make informed decisions through identifying personal values and the values of others and though understanding how such values develop. KNOWLEDGE AREAS Social & Behavioral Sciences Humanities and Fine Arts Mathematics Life and Physical Sciences The Essentials of Baccalaureate Education for Professional Nursing Practice (2008) Roles for the Baccalaureate Generalist Nurse Baccalaureate Generalist nurses are: Providers of direct and indirect care Designers/coordinators/managers of care Members of the profession and in this role are advocates for the patient and the profession The Essentials Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice 13

19 A liberal education includes both the sciences and arts. Liberal education is essential to the generation of responsible citizens in a global society and to the development of intellectual and innovative capacities for current and emergent generalist nursing practice. Through liberal education, nurses are able to address issues surrounding the nursing profession, question assumptions, and solve complex problems. A liberal education also prepares nurses with the ability to exercise appropriate clinical judgment, understand reasoning for policies and standards of care as well as accept responsibility for continued self development and development of the nursing profession. A solid base in liberal education provide the distinguishing cornerstone for the study and practice of professional nursing (AACN, 2008, p. 11). Essential II: Basic Organizational and Systems Leadership for Quality Care and Patient Safety High quality patient care requires organizational and systems leadership, quality improvement and safety. The baccalaureate graduate implements safety principles and works with others on the interprofessional healthcare team to create a safe, caring environment for care delivery (AACN, 2008, p. 13). Essential III: Scholarship for Evidence-Based Practice Professional nursing practice is grounded in the translation of current evidence into practice (AACN, 2008, p. 16). Scholarship for this baccalaureate graduate includes: (a) identification of practice issues, (b) appraisal and integration of evidence, and (c) outcome evaluation. Essential IV: Information Management and Application of Patient Care Technology Delivery of quality patient care is built upon baccalaureate nursing graduates knowledge and skills in information and patient care technology. Nursing graduates must have basic competence in technical skills. Computer and information literacy are crucial to the future of nursing (AACN, 2008, p. 18). Essential V: Healthcare Policy, Finance, and Regulatory Environments Healthcare policies directly and indirectly impact nursing practice and the nature and functioning of the healthcare system. Healthcare policies are central to issues of quality and safety in the practice environment. All professional nurses have the responsibility to participate in the political process and advocate for patients, families, communities, and the nursing profession. Professional nurses also need to advocate for changes in the healthcare system and for vulnerable populations in terms of social justice as a moral and ethical responsibility. Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health Outcomes 14

20 Effective communication and collaboration among health professionals is imperative to providing patient-centered care (AACN, 2008, p. 22). Interprofessional education provides for professions to collaborate for the purpose of improving patient care. This teamwork among professionals is correlated with high quality and safe patient care delivery. Baccalaureate nursing graduates should enter the practice environment with baseline competencies and confidence for interactions and communication skills intended to improve practice and thus lead to better patient outcomes. Essential VII: Clinical Prevention and Population Health Health promotion, disease, and injury prevention across the lifespan are essential elements of baccalaureate nursing practice at the individual and population levels (AACN, 2008, p. 23). Health promotion along with disease and injury prevention assist individuals, families, groups, communities and populations in preparation for and minimization of health consequences of emergencies. A baccalaureate degree in nursing is the recommended minimal educational credential for population-focused care. Baccalaureate nursing graduates are prepared in population health and clinical prevention. Essential VIII: Professionalism and Professional Values Professional values and their associated behaviors are foundational to the practice of nursing (AACN, 2008, p. 26). Professionalism involves consistent demonstration of core values through wise application of principles of altruism, excellence, caring, ethics, respect, communication, and accountability (Interprofessional Professionalism Measurement Group, 2008). Professionalism also involves accountability for one s self, nursing practice, continuous professional engagement, and lifelong learning. Civility, a fundamental set of accepted behaviors, must be present in order to demonstrate professionalism. Caring is a concept central to nursing (AACN, 2008, p. 27). Professional nursing demands a balance between evidencebased knowledge, skills, and attitudes as well as professional confidence, maturity, caring, and compassion. Altruism, autonomy, human dignity, integrity, and social justice are professional values that epitomize the caring, professional nurse. Essential I: Baccalaureate Generalist Nursing Practice Professional nurses are the human link between the patient and the complex healthcare environment. Baccalaureate nursing graduates must provide compassionate care informed by scientific knowledge. Through an integration of knowledge and skills, nursing practice occurs across the lifespan and the continuum of healthcare environments. The baccalaureate graduate demonstrates clinical reasoning within the context of patient-centered care to form the basis for nursing practice that reflects ethical values (AACN, 2008, p. 30). Attention to diversity is essential to provision of safe, humanistic high quality care. Through continuous self-evaluation and lifelong learning, nursing graduates translate, integrate and apply knowledge that leads to improvement in patient outcomes. Reference: 15

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