BACHELOR OF SCIENCE IN NURSING (BSN) BSN STUDENT HANDBOOK

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1 BACHELOR OF SCIENCE IN NURSING (BSN) BSN STUDENT HANDBOOK Dr Karen J. Polvado Chair Prof. Robin Lockhart BSN Coordinator Page 1

2 TABLE OF CONTENTS CONTENTS PAGE MISSION and VISION STATEMENTS 3 WILSON SCHOOL OF NURSING MISSION and GOALS 4 PROGRAM INFORMATION 4 Program Approval 4 Program Accreditation 5 Eligibility for Licensure 5 Recommendation for Licensure 6 Code of Academic and Clinical Conduct 6 Academic Dishonesty 6 ACADEMIC POLICIES 6 Grade Scale 6 APA Format 6 Advising 7 Tuition, Fees, Financial Aid 7 Working for Compensation 7 Course Failure 8 NURSING PROGRAM REQUIREMENTS 8 Dress Code 8 Clinical Compliance 9 Clinical Failure 9 Criminal Background Check 11 Drug Screening 12 Immunizations 13 Professional Behavior 14 TNA Code of Ethics 15 Texas Board of Nurse Examiners 15 APPENDICES 17 Page 2

3 Midwestern State University BSN Student Handbook Mission Statements and Nursing Goals University Mission Statement Midwestern State University is a leading public liberal arts university in the state of Texas. Faculty, administrators, staff, and students actively participate in an academic community that focuses, refines, and continuously challenges points of understanding. Liberal arts form the basis of the education provided in both traditional liberal arts areas and professional disciplines at the undergraduate and graduate levels. The university is dedicated to excellence in teaching, enhanced by significant research, creative discovery, and service. Curricular and co-curricular activities support students' intellectual, emotional, ethical, social, and physical growth and foster the ability to see the past clearly, to examine the present fairly, and to act with judiciousness. The university offers an affordable, nurturing, and challenging learning environment that serves citizens of Texas, other states, and many countries. The university strives to prepare its graduates to set high goals, be productive members of the global society, understand and relate to people and ideas different from their own, and continue to learn throughout their lives. College of Health Sciences and Human Services Vision/Mission The vision for the College of Health Sciences and Human Services is to be a premier provider of health sciences and human services education on a state, national, and international level through a commitment to quality education for students and their communities. The College of Health Sciences and Human Services will provide learners with tools for success through: Student-centered undergraduate and graduate professional education built upon a strong liberal arts foundation; Page 3

4 Cutting edge educational programs that meet the needs of our global community; Recognition and respect for diversity of thought; Interdisciplinary collaboration with professionals in the global community; Emphasis on scholarly teaching, practice, scientific inquiry, and service; Ethical professional practice and an appreciation for continuous life-long learning. Wilson School of Nursing Mission It is the mission of the Wilson School of Nursing to prepare nurses who will provide competent and compassionate health care to individuals, families, groups, and communities. The nursing faculty values teaching /learning in an individualized, collegial environment inclusive of a variety of teaching methodologies. Building on a liberal arts foundation, this approach to both undergraduate and graduate nursing education develops students as leaders through collaborative identification of issues and the implementation of innovative, creative solutions to the provision of health services. Wilson School of Nursing Goals Successful graduates of the Wilson School of Nursing should be able to: Compare favorably with national norms for professional practice Be employed in professional practice Manage multiple, complex clients in a variety of settings Demonstrate leadership within the professional discipline The Wilson School of Nursing at MSU will provide: Student-centered education Innovative educational programs that meet the needs of our local and global community Interdisciplinary collaboration with the practice community Scholarly teaching, practice, inquiry, research, and service PROGRAM INFORMATION Program Approval The Wilson School of Nursing is approved by the Texas Board of Nursing (BON) under the authority of the Texas Administrative Code, Title 22, Part 11, Chapter 215: Professional Nursing Education. The purpose of the Board approval process is to protect the public from fraudulent programs that do not adequately prepare graduates to practice nursing safely and competently (BON, 2010). Nursing practice in Texas by licensed nurses flows along a scope of practice continuum based upon educational preparation. While selected aspects of nursing care may be assigned or delegated by licensed practicing nurses to ancillary persons such as nursing assistants or aides, LVNs and RNs currently form the core in the roles identified as members of the profession, providers of patient-centered care, patient safety advocates, and members of the health care team (BON 2010). Page 4

5 The curricula of each of the nursing programs (LVN, ADN, BSN) differ and the outcomes of the educational levels dictate a differentiated set of essential competencies of graduates: the Differentiated Essential Competencies (DECs). The DECs contain 25 core competencies which fall under the four nursing roles: Member of the Profession Provider of Patient-Centered Care Patient Safety Advocate Member of the Health Care Team The DECs are written to guide nursing programs to meet the approval criteria established by the BON and to ensure that programs prepare graduates to provide safe, competent care to the people of Texas (BON, 2010, p. 4). The faculty of the WSON ensures that all of the DECs are incorporated in the curricula (see Appendix A). Program Accreditation The Wilson School of Nursing is a member of the American Association of Colleges of Nursing (AACN) and is accredited by the Commission on Collegiate Nursing Education (CCNE). As a member of AACN, the WSON endorses the document The Essentials of Baccalaureate Education for Professional Nursing Practice which defines the essential knowledge, values, and professional behaviors expected of a baccalaureate nursing graduate (AACN, 2010). The faculty of the WSON uses the Essentials as a framework to develop, define, evaluate, and revise the nursing curricula. The Essentials are addressed throughout the curricula (see Appendix B). Eligibility for Licensure Successful completion of the WSON pre-licensure BSN program enables the graduate to apply for licensure with the Texas Board of Nursing (BON) and take the NCLEX-RN examination for licensure. After graduation, the Chair of the Wilson School of Nursing will sign an affidavit of program completion and send it to the BON. The graduate will apply for licensure with the BON and should register to take the NCLEX-RN as outlined in The 8 Steps of the NCLEX found at https://www.ncsbn.org/eight_steps_of_nclex.pdf. Applicants for NCLEX-RN and licensure in Texas are required to submit a complete and legible set of fingerprints on a form prescribed by the BON for the purpose of obtaining a criminal history from the Texas Department of Public Safety and the Federal Bureau of Investigations (Section (b) and Section (e) of the Texas Occupations Code). Students in the WSON are required to get criminal background checks after acceptance into the nursing program. Students with eligibility issues that could prevent them from taking the NCLEX-RN examination and being licensed after completion of the nursing program are required to complete a Declaratory Order application. The Declaratory Order process permits the BON to make decisions regarding an applicant s eligibility for licensure prior to entering or completing a nursing program. For questions on eligibility, please make an appointment with the Chair of the WSON. Page 5

6 Recommendation for Licensure University recommendation for application for RN licensure will be made upon satisfactory completion of the nursing curriculum. Students will be provided an NCLEX checklist (See Appendix C). Code of Academic and Clinical Conduct The Wilson School of Nursing affirms and adopts the National Student Nurses Association (NSNA) Code of Academic and Clinical Conduct for nursing students (see Appendix D). For interpretive statements of the Code, refer to Academic Dishonesty In concert with the University s Honor Creed included in the MSU Student Handbook, the nursing faculty does not condone academic dishonesty in any form and they consider it a serious offense which may result in automatic failure of a class and/or removal from the program. Academic dishonesty (cheating) is defined by the faculty to include among other items cheating on examinations, removing information about exam content from the classroom/offices, using test banks, collusion, and plagiarism. Plagiarism is further defined as "the act of using source materials of other persons (either published or unpublished) without following the accepted techniques of crediting or the submission for work not the individual's to whom credit is given. (MSU Student Handbook, Standards of Conduct, page 68, Item 11). Offending material that may constitute plagiarism includes, but is not limited to, the following: Bibliography cards, formal papers, book reports, written nursing care plans, etc. The accepted format for crediting sources of material in the school of nursing is the APA 6 th edition. ACADEMIC POLICIES Grading Scale for Undergraduate Courses A B C D 64 & below... F APA Format All written work will be formatted according to APA style as stipulated in the organization s manual: American Psychological Association. (2009). Publication manual of the American Psychological Association (6 th ed.). Washington, DC: Author. Page 6

7 Academic Advising Academic advisement at regular intervals is strongly recommended with the College of Health Sciences & Human Services Counselor who is located in Bridwell Hall, room 102. As well, every BSN student is encouraged, by the end of the second semester of the junior year, to initiate a mentoring relationship with a member of the nursing faculty. Students are advised to obtain and review the Midwestern State University Undergraduate Catalog. The BSN Handbook is developed with the understanding that university-wide policy will be found in the catalog. The student is responsible for information in both the BSN Handbook and the Midwestern State University Undergraduate Catalog. Course descriptions are found in the university catalogue. Refer to the Catalog for Course Tuition, Fees and Financial Aid Tuition and fees are published in the current university catalog and class schedule bulletin. Financial assistance is available for qualifying students through the financial aid office located in the Hardin building. Nursing scholarships are available. Applications may be obtained on the Wilson School of Nursing web page. The GPA required to be eligible for a scholarship is 3.0. Refer to the General Information section of the catalog for university policies such as: Antidiscrimination, Student Right to Know, and Campus Security. Testing Services are discussed in the catalog. Individuals can access the Testing Services web page at Students interested in any phase of testing services are invited to contact the Testing Office at (940) Policies and procedures are found in the Office of the Registrar section that concerns: Texas Success Initiative, Grade Reporting, Appeal of a Course Grade, as well as a listing with explanation for commonly used terms. Policy for Nursing Students Who Work for Compensation in a Health Care Facility Students enrolled in the nursing program are encouraged to limit the amount of time that they work for compensation in a health care facility. If the student chooses to work for compensation, this constitutes a private negotiation and contract between the clinical facility and student, and thus, the clinical facility assumes the legal responsibility for the action of the student during those times of employment. Under no circumstances should the student identify himself/herself as a nursing student, either in writing or by dress, while working for compensation for a clinical facility. This includes wearing of the official Midwestern State University Nursing emblem or name tag, or signing charts identifying himself/herself as a nursing student. The Midwestern State University BSN Program assumes no responsibility for the performance and action of the nursing student while in the clinical facility other than during those times specified as laboratory learning experiences assigned/approved by MSU nursing faculty. It is the responsibility of the student to regulate his/her own outside activities, including working for compensation, in order that appropriate amounts of time are reserved for outside study and clinical rotations to insure the accomplishment of course objectives & educational goals. Page 7

8 If a student works at a clinical setting where they are assigned, please be advised that the student can NOT use the computers as a student with their employee login and vice versa. This is a violation of policy and will have consequences at both the facility MSU. Course Failure Policy The Faculty of the Wilson School of Nursing reserves the right to recommend to the Nursing Chair and the Dean of the College of Health Sciences and Human Services withdrawal of a student from the nursing program for health, legal, or academic reasons, particularly if patient care is jeopardized. In addition, the student must perform within the following: ANA Code of Ethics (see Appendix E for list of provisions) Texas Nursing Practice Act. NSNA Code of Academic and Clinical Conduct for nursing students The student must pass both the didactic and clinical portion to pass the course if a clinical component is attached to the course. For additional information regarding Academic Policies, including time limitations, the progression policy, readmission policies, and course descriptions refer to the catalog. NURSING PROGRAM REQUIREMENTS Dress Code Anything that compromises communication, safety, and infection control will not be allowed. Clinical Uniform School uniform of matching maroon pants or skirt and maroon tunic top is the required uniform. No cuffed legs on pants are permitted. Undershirts, if worn should be plain and white. Proper MSU identification (name tag and MSU patch).msu patch (obtainable at bookstore) is to be sewn on left sleeve, centered and 1" from shoulder seam. If a student desires a cover, they may wear a matching maroon scrub jacket with the appropriate name tag and MSU patch sewn on left sleeve, centered and 1" from shoulder seam. All uniforms must fit appropriately. Hair must be self-contained and unadorned and must be a natural hair color. Any containing articles (barrettes, bands, clips) must be same color as hair. Short fingernails with NO polish (Center for Disease Control Guidelines). No jewelry other than a plain ring (band) and a watch with a second hand is allowed. If a clinical requires professional dress other than the Nursing Uniform, the student will be asked to wear khaki slacks or a skirt and a maroon polo shirt with the appropriate name tag. During clinicals, body piercings must be removed, and tattoos must be covered. Page 8

9 Shoes must be closed toe, closed heel flat shoes that are predominantly white or black. Students must wear a name tag that is burgundy in color with white lettering and which has pertinent information as follows: JANE DOE BSN NURSING STUDENT MIDWESTERN STATE UNIVERSITY Name tags can be ordered from BJD Engraving, th Street (at the corner of 10 th Street and Kemp Blvd), Wichita Falls, TX 76301, phone A warning to prospective students will be placed in recruitment and admission publications stating that exposed tattoos and body piercings are not allowed. This policy reflects local hospital/agency policies. Since students are representing the University and specifically the Wilson School of Nursing, they should make every effort to look professional. CLINICAL COMPLIANCE Supplies for Assessment Students must have a stethoscope that will effectively detect both high and low pitched sounds, a watch that keeps time in seconds, bandage scissors, and if a student desires a cover, they may wear a matching maroon scrub jacket with the appropriate name tag and MSU patch sewn on left sleeve, centered and 1" from shoulder seam. The assessment supplies are available from the bookstore in the assessment kit. Clinical Failure Clinical failures are awarded students who fail to meet the objectives of the clinical experience, students who fail to uphold the ANA Practice Standards and the ANA Code of ethics, students who fail to maintain patient safety, and students who fail to complete all of their clinical hours. Infractions Constituting Clinical Failure: STUDENTS ARE NOT TO ADMINISTER MEDICATIONS UNLESS DIRECTLY SUPERVISED BY A FACULTY MEMBER OR PRECEPTOR Failure of the clinical component of the course occurs when the student receives an unsatisfactory rating in any area of the evaluation tool or does not complete the required number of hours of the clinical. Absences will be rescheduled at the discretion of the course coordinator. Certain behaviors result in an unsatisfactory rating in the professional behavior section of the evaluation rubric. Page 9

10 Three incidents of infractions to the standard of professional behavior to include but not limited to: Arriving to a clinical experience without completing the pre-clinical assignment even if allowed to stay in the clinical Not conforming to the dress code even if allowed to stay in the clinical Not bringing appropriate supplies to the clinical experience even if allowed to stay in the clinical Unprofessional/inappropriate language or gestures Unprofessional/inappropriate behavior such as disrespectful behavior, chewing gum, using tobacco products in non-smoking areas, disruptive behavior, or failure to comply with a written or verbal instruction including reminders to update immunizations and other clinical requirements Arriving late to any clinical site even if allowed to stay in the clinical Non-compliance with the policy to notify the instructor and the agency of a clinical absence prior to the absence or as soon as possible if immediate notification is not possible Non-compliance with the policy to receive written prior approval before attending the clinical and/or the policy to notify the clinical instructor of absences prior to attending the clinical or as soon as the student realizes he/she must leave the clinical experience. Leaving the premises without permission from the clinical instructor Failure to complete assignments by the due dates Failure to return from meals or breaks at the assigned time Falsification, omissions, and/or lying about a non-patient care situation Use of a cell phone and other electronic devices are not allowed. Two incidents of infractions to the standard of professional behavior to include but not limited to: Disregarding patient confidentiality without malice or intent to disclose Patient negligence that does not result in patient injury An error in care that does not harm a patient Committing two infractions from the list above as well as one in this list Infractions to the standard of professional behavior that results in immediate failure of the clinical component of the course to include by not limited to: Administering medications without the direct supervision of a faculty member or preceptor Failing to check two patient identifiers prior to administering medications. Testing positive for illicit drugs or alcohol An error in care or patient negligence that harms a patient Falsification, omissions, and/or lying about a patient care situation Intentionally revealing confidential information Placing self, staff or patient at risk of harm due to abandonment of duties and/or sleeping during clinical experiences Cheating, collusion, plagiarism, or stealing. Cheating/collusion/plagiarism cheating Page 10

11 means intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise; collusion means the unauthorized collaboration with another person in preparing work offered for credit; plagiarism means intentionally representing the words or ideas of another as one s own in any academic exercise. Performing in an unsafe manner. Failure to report a patient care error or incident. Physical or verbal abuse of patients, patient s family members, faculty or staff. FBI Criminal Back Ground Search Students in the BSN programs are required to have a criminal background search done by Certified Background Services on-line prior to beginning clinical experiences in NURS 3244/3242 or NURS 3704/3701. No other background check will be acceptable. Any student whose FBI search includes a felony shall be subject to review and possible dismissal from the program. Students whose background checks include infractions that are potentially incongruent with licensure to practice nursing in the State of Texas shall be required to submit a declaratory order to the Board of Nurse Examiners for the State of Texas and shall write a letter to the Wilson School of Nursing Chair attesting that this has been accomplished. 1. Students shall pay a fee on-line for the background search. 2. The Wilson School of Nursing shall monitor that students have completed this requirement and notify the Chair regarding students who have not accomplished this by the required due date. Students who are non-compliant will be barred from clinical experiences until this requirement is satisfied. 3. The background search will be performed following the instructions for the on-line background search. 4. Search results will be reviewed by the Chair, Wilson School of Nursing. 5. The Chair will set up appointments with any student whose background check reveals a misdemeanor or felony to determine what action is necessary to further investigate these findings. 6. After investigation, any finding that is inconsistent with the requirements for state nursing licensure shall necessitate the student s filing of a declaratory order prior to the beginning of the next semester at which time a hold will be placed on the student s record. 7. The student shall send the Declaratory Order to the Board of Nurse Examiners for the State of Texas via United States Postal Services by Return Receipt Requested. 8. In order to remove the hold, the student must write a letter to the Chair, Wilson School of Nursing including documentation that the Declaratory Order was sent to the Board of Nurse Examiners for the State of Texas. A copy of the signed Return Receipt Requested card is to be included with the letter to the Chair. 9. Upon receipt of such letter, the Chair will remove the hold on the student s record and the student will be permitted to register for classes. Note: Students who have resided outside the state of Texas during the past two years shall be subject to an FBI background check prior to beginning NURS 3413 Mental Health. Page 11

12 Drug Screening Policy All MSU undergraduate nursing students are required to have a negative 10-panel urine drug screen (specimen is tested for: cocaine; amphetamines; barbiturates; benzodiazepines; marijuana; opiates; phencyclidine; propoxyphene; and methadone) documented prior to attending clinical experiences. A copy of the drug screen report shall be submitted to the Office of the Chair for the Wilson School of Nursing prior to beginning clinical experiences and shall be effective so long as the student continues in the BSN program. Students who evidence behaviors consistent with substance abuse shall be subject to for-cause drug screening. 1. Students with a recent Ten Panel Urine Drug Screen at any health care facility or employer a. Students who have had a Ten-panel drug screen within the preceding six months at any health care employer or other employer may use the drug screen results by having them sent directly to the Wilson School of Nursing. b. Send results to the Wilson School of Nursing, 3410 Taft Boulevard, Wichita Falls, TX 76308, Attn: Compliance. 2. Students with no employment related (within the past 6 months) Ten-Panel Drug Screen shall have a drug screen performed at United Regional Health Care Systems. a. Students will take a drug screening requisition to the United Regional Reference Laboratory where they will pay $15 for the 10-panel urine drug screen. b. Results will be reported by the laboratory directly to the school of nursing. c. The nursing Chair will notify the students who are not permitted to attend clinical courses because of this requirement. 3. Students with positive Ten-Panel Drug Screen Results a. Any student with a positive drug screen will be dismissed from the BSN Program if the positive finding cannot be related to a prescription held legally by the student. Students must provide accurate phone numbers to the reference lab so that the medical review officer for United Reference Laboratory can make necessary notifications. b. To re-enter the BSN Program at MSU, the student must apply for readmission and provide evidence of a negative ten-panel urine drug screen from the URHCS Reference Laboratory. c. Students who are readmitted following dismissal for reasons of positive drug screens shall be subject to random drug screens at the discretion of the course faculty in collaboration with the Chair for the Wilson School of Nursing. Drug Screen Testing for Cause 1. Students behaviors shall be monitored by faculty members in all courses. 2. Behaviors that are consistent with drug use shall be investigated by the faculty of record for the course. 3. Behaviors in the classroom setting should be discussed with the faculty team and are commendation shall be made to the Chair, Wilson School of Nursing. Page 12

13 4. Behaviors in the clinical setting that are suspicious of drug or alcohol use shall be validated with a supervisory staff member of the clinical agency or another faculty member. a. Upon concurrence regarding the need for drug screening/alcohol levels, the faculty member shall send the student to URHCS Reference Laboratory for screening and complete the Report of Unprofessional Conduct. b. Under no circumstances shall the student, who is suspected to be under the influence of drugs or alcohol, be permitted to drive to the laboratory. Faculty members may send students in a taxi at departmental expense if no other transportation is available. 5. Students with a positive drug or alcohol screen a. Any student with a positive drug screen will be dismissed from the BSN Program. b. To re-enter the BSN Program at MSU, the student must re-apply for admission and provide evidence of a negative ten-panel urine drug screen from the URHCS Reference Laboratory. c. Students who are readmitted following dismissal for reasons of positive drug screens shall be subject to random drug screens at the discretion of the course faculty in collaboration with the Chair, Wilson School of Nursing. Immunization Policy To comply with the Texas Administrative Code all students, enrolled in healthrelated courses that will involve direct patient contact, must meet compliance with statemandated immunizations. Additional program requirements are included. Proof of immunization must be turned into the Vinson Health Center for record verification. Please refer to the Vinson Wellness Center website TETANUS/DIPHTHERIA (Td) Students can be considered compliant for Tetanus/Diphtheria only if they have official documentation of immunization with adult-type Tetanus/Diphtheria vaccine (Td) in the last ten years. MEASLES (RUBEOLA): Students born on or after January 1, 1957 can be considered compliant for Measles only if they have documentation of at least one of the following: 1. Official documentation of immunization with TWO (2) DOSES of live Measles virus on or after the first birthday and at least 28 days apart. Persons vaccinated prior to 1968 must be revaccinated. 2. Laboratory (serologic) evidence of Measles immunity. RUBELLA (GERMAN MEASLES): Students can be considered compliant for Rubella only if they have documentation of at least one of the following: 1. Official documentation of immunization with live Rubella virus vaccine on or after the first birthday. Page 13

14 2. Laboratory (serologic) evidence of Rubella immunity. MUMPS Students born on or after January 1, 1957 can be considered compliant for Mumps only if they have documentation of at least one of the following: 1. Official documentation of immunization with live Mumps virus vaccine on or after the first birthday. 2. Laboratory (serologic) evidence of Mumps immunity. VARICELLA (CHICKEN POX) Students can be considered compliant for Varicella only if they have documentation of at least one of the following: 1. Official documentation of two doses of varicella vaccine. 2. Laboratory (serologic) evidence of Varicella immunity. 3. A written, dated statement documenting the month/day/year of varicella (chicken pox) illness validated by the student, the student's parent or the student's physician. (Please note: Specific wording is required. Forms are available at the Vinson Health Center.) HEPATITIS B Students can be considered compliant for Hepatitis B only if they have documentation of at least one of the following: 1. Official documentation of immunization with THREE (3) DOSES of Hepatitis B vaccine in accordance with the CDC Advisory Committee on Immunization Practices, prior to the start of direct patient care. 2. Laboratory (serologic) evidence of Hepatitis B immunity. TUBERCULIN SKIN TEST (TST) Students can be considered compliant for tuberculin testing only if they have documentation of at least one of the following (required annually): 1. Official documentation of negative Mantoux skin test. 2. Persons with a positive TST result must provide official documentation of a negative chest x-ray report and a complete health care evaluation verifying a negative status for tuberculosis. PROFESSIONAL BEHAVIOR OF BSN STUDENTS Purpose A. To identify non-professional behavior of students. B. To provide guidelines to faculty in the MSU nursing programs for identifying and addressing non-professional behaviors of students in nursing courses. Page 14

15 Procedure Anyone identifying non-professional behaviors (which may include behaviors indicative of impairment) needs to document specific information on the reporting form. These behaviors are to be determined by using the ANA Standards of Practice and Code of Ethics in addition to, but not limited to, the list below which has been adapted from The Texas Peer Assistance Program for Nurses (TPAPN). TPAPN Assessment In accordance with TPAPN recommendations, the faculty is encouraged to document and refer students who exhibit the following characteristics: Irritability, mood swings Social isolation Elaborate excuses for behavior, such as being late Unkempt appearance, body odors Experiences blackouts Impaired motor coordination, slurred or pressured speech, flushed face, red, bleary eyes, pupillary changes Numerous injuries, burns, bruises with vague explanation Activity level changes (i.e. lethargy to hyperactivity) Diaphoresis and pallor Highly defensive when questioned Frequent use of restroom Insistent on evening clinical Violates procedures for medication administration The documented incident/occurrence will be reviewed at not less than the team level. The student involved will have an opportunity to be present at a review. Based on the outcome of the review, recommendations will be forwarded to the Wilson School of Nursing Chair and may subsequently be forwarded to the Dean of the College of Health Sciences and Human Services where further action may be decided. TNA Code of Ethics for Nurses The ANA House of Delegates approved nine provisions of the new Code of Ethics for Nurses at its June 30, 2001 meeting in Washington, DC. In July, 2001, the Congress of Nursing Practice and Economics voted to accept the new language of the interpretive statements resulting in a fully approved revised Code of Ethics for Nurses with Interpretive Statements. Texas Board of Nurse Examiners Until fall 2003, the documents entitled, The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 1998) and The Essential Competencies of Texas Graduate of Education Programs in Nursing (Nursing Education Advisory Committee (NEAC) Report, 1993) were used as the professional standards for the curriculum. These standards served as the basis for the development, review, and revision of the undergraduate nursing curricula Page 15

16 after establishing how required core courses fit the AACN essentials (see Appendix F Relationship between AACN Essentials and Core Curriculum). The Board of Nurse Examiners (BNE) for the State of Texas required that the NEAC competencies be fully implemented by all schools by In fall of 2003, we began the process of assuring congruence with a new set of competences, the Differentiated Entry Level Competencies (DELC) of Graduates of Texas Nursing Programs (BNE for the State of TX, 2002) which have now replaced the previously utilized NEACS. The process of assuring congruence with the Differentiated Entry Level Competencies (DELC) of Graduates of Texas Nursing Programs (BNE for the State of TX, 2002) has been completed. Ongoing assurance of congruence will be a goal of the program. The AACN Essentials of Baccalaureate Education for Professional Nursing Practice and the DELCs have been coded numerically and are found in Appendix A and Appendix B in this document. Currently, the connection between the nursing curriculum, the AACN standards and the DELCs for professional nursing has been identified with the table in the syllabus for each nursing course. The table correlates course objectives with the DELCs and the AACN essentials. These standards are consistent with those established by the Board of Nurse Examiners for the State of Texas. Page 16

17 APPENDIX A DIFFERENTIATED ENTRY LEVEL COMPETENCIES (DELCs) OF GRADUATES OF TEXAS NURSING PROGRAMS (At the time of this handbook revision, the DELCs stated below were reflected in course syllabi as competencies expected to be addressed in undergraduate course curriculum, but the Texas State Board of Nursing (BON) has revised the competencies, approved in October 2010, which have been renamed the Differentiated Essential Competencies (DECs) of Graduates of Texas Nursing Programs. The new DECs may be found at web address: The Texas BON has instructed state nursing programs to develop a plan now and implement the new DECS into their course curriculum during the academic year ) A. Provider of Care 1. Determine the health status and health needs based on expanded interpretation of healthrelated data and preventive health practices in collaboration with clients (individual, their families, and groups) and the interdisciplinary health care team. Additional Knowledge a. Systematic processes, including nursing, epidemiologic, psychosocial and management. b. Analysis of nursing, epidemiologic, social data to draw inferences and conclusions. c. Components of comprehensive databases & methods for collecting data, health screening & case finding. d. Characteristics, concepts & processes related to clients including history, statistics, humanities, genetics, logical & ethical reasoning. e. Characteristics, concepts & processes related to communities, including epidemiology, risk factors & preventive health practices and their implications for vulnerable populations, resources & resource assessment techniques, environmental factors & social organizations. f. Medical & other interdisciplinary diagnoses & therapeutic interventions for the client. g. Nursing theories, research findings & a variety of interdisciplinary models to guide nursing practice. h. Functional & dysfunctional characteristics, concepts & processes related to clients, including family development, structure & function; communication theory; & decision-making structures. i. Information systems. j. Complex & multi-system health care problems, integrating traditional & complementary healthcare practices, and interventions and solutions for the client. k. Global environment in which healthcare is provided. Com. #4, p. 6, South Carolina Colleagues in Caring, Page 17

18 Additional Clinical Behavior/Judgments l. Expand & modify data collection tools. m. Perform comprehensive assessment to include factors impacting health status & health needs of clients. n. Evaluate usefulness of traditional & complementary health care practices. o. Incorporate research findings in the identification of complex multi-system health care problems of clients. p. Formulate nursing diagnoses based on analysis of comprehensive assessment. q. Perform health screening & case finding & identify links between health, lifestyles, prevention & cost of healthcare. r. Relate assessment findings to underlying pathology or physiologic changes s. in the client s condition. Comp. #3, p. 4, South Carolina Colleagues in Caring, t. Integrate & synthesize the multiple determinant of health in clinical care of clients. u. Examine populations at risk from epidemiological, social & environmental perspectives. Use epidemiological, social & environmental data to draw inferences about the health status of populations. Comp. #9, p. 11, South Carolina Colleagues in Caring, Formulate goals/outcomes and plan of care using an evidence-based and theoretical analysis of available data in collaboration with clients (individual, their families, and groups) and interdisciplinary health care team members. Additional Knowledge a. Models for understanding the dynamics of the nurse-client relationship. b. Communication theory. c. Principles of epidemiology & genetics. d. Interdisciplinary interventions, including nursing care across all settings. e. Collaborative aspects of the relationship between the nursing plan of care, the plan of interdisciplinary health care team members & cost factors in multiple settings. f. A variety of systematic approaches for problem solving & decision making for care planning. g. Research findings related to nursing care & collaborative discharge planning. h. Relationship of humanities & natural, social, & behavioral sciences as applied to care planning for clients. Additional Clinical Behavior/Judgements i. Establish short term & long term goals/outcomes & plan care with clients & the interdisciplinary team. j. Assist in the development of clinical practice guidelines & coordinate plans of care with the interdisciplinary health care team. k. Collaborate with multiple providers to plan for obtaining diverse services for clients. Page 18

19 l. Collaborate in developing goals for community-based programs whose primary goal is health promotion or health restoration. m. Participate in the research process & use interpreted research findings to plan, implement, & evaluate discharge plans. n. Demonstrate fiscal accountability for health care. o. Integrate theory & research-based knowledge from arts, humanities & sciences for the direct & indirect delivery of client care. 3. Implement plan of care within legal and ethical parameters, including scope of practice, in collaboration with the clients (individual, their families, and groups) and interdisciplinary health care team to assist client (individual, their families, and groups) in meeting health care needs. Additional Knowledge a. Health lifestyles; early manifestations of disease. b. Patterns & modes of therapeutic communication, assertiveness, negotiation, delegation, and collaboration. c. Modes for advocating for client rights & responsibilities. d. Holistic understanding & approaches to healthcare; including health promotion & preventive practices. e. Research findings of factors that contribute to the maintenance or restoration of health. f. Factors impacting clients responses to pharmacotherapeutic agents from research & clinical trials. g. Environmental management & risk management. h. Theories & models of stress & crisis responses & management. i. Ethical practices, current issues, & client s rights in the health care delivery system. j. Legal standards & implications for nursing care in multiple health care delivery settings. k. Structure, function & utilization of health care delivery systems resources. l. Information systems management consistent with principles of confidentiality. m. Nursing interdisciplinary interventions to promote health prevent problems & provide care. n. Research processes & logical reasoning. o. Relationships between the health care delivery system & other social systems. Additional Clinical Behavior/Judgements p. Manage environmental risks to address health issues of clients. q. Implement plan of care to assist clients & vulnerable populations to meet comprehensive health care needs in multiple settings. r. Assist clients to learn skills that promote & protect health in multiple settings. Page 19

20 s. Manage care based on rapidly changing priorities. t. Provide nursing & interdisciplinary interventions to promote well-being. u. Use research findings to facilitate the development of client coping mechanisms during alterations in health status. v. Use epidemiologic process to manage & reduce risks related to medication & treatment administration & modify techniques in a variety of settings. w. Use research findings to assist in the development of clinical practice guidelines. x. Promote interdisciplinary team collaboration in carrying out the plan of care. y. Evaluate & clarify client s understanding of health care rights. z. Use institutional, community & scholarly resources to address ethical & legal concerns. aa. Apply communication theory & techniques in maintaining professional relationships. bb. Manage personnel to maintain safe practice. cc. Manage the use of technology to enhance client care. dd. Facilitate maintenance of client confidentiality by interdisciplinary team members. ee. Assume accountability by performing nursing procedures safely & effectively using current research findings. ff. Provide direct & indirect care in community-based programs whose primary goals are health prevention, promotion, or restoration. gg. Participate in health communities initiatives. Comp. #8, p. 10, South Carolina Colleagues in Caring, hh. Implement health risk appraisal for diverse communities. Comp. #8, p. 10, South Carolina Colleagues in Caring, Develop and implement comprehensive teaching plans to meet the learning needs of clients (individual, their families, and groups). Additional Knowledge a. Techniques for assessment of learning needs & factors affecting learning. b. Learning theories & approaches for evaluating methods, strategies, & outcomes of learning & teaching. c. Research findings related to teaching/learning. d. Methods for advocating for client health. Additional Clinical Behavior/Judgements e. Assess genetic, protective & predictive factors that influence the health of clients. f. Use current evaluation literature & evidence-based findings in developing & modifying teaching plans & strategies. g. Design & implement comprehensive teaching plan for promotion, maintenance & restoration of health. h. Evaluate learning outcomes of comprehensive teaching plans. i. Modify teaching methods for vulnerable populations. Page 20

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