Student Handbook for the ASSOCIATE DEGREE PROGRAM IN NURSING

Transcription

1 Student Handbook for the ASSOCIATE DEGREE PROGRAM IN NURSING Berkshire Community College Pittsfield, Massachusetts January 2015

2 Table of Contents I. PHILOSOPHY OF THE DEPARTMENT OF ASSOCIATE DEGREE NURSING...1 PURPOSE OF THE DEPARTMENT OF ASSOCIATE DEGREE NURSING... 2 STUDENT LEARNING OUTCOMES... 2 ADN PROGRAM OUTCOMES... 3 ORGANIZING FRAMEWORK... 4 ANA Code for Nurses*... 6 NURSING COURSE DESCRIPTIONS/STUDENT LEARNING OUTCOMES...7 NUR 101 Physical and Mental Health I... 7 Expected Student Learning Outcomes... 9 NUR 101 Expected Student Learning Outcomes...10 NUR 102 Physical and Mental Health II Expected Student Learning Outcomes NUR 106 LPN to RN Bridge NUR 201 Physical and Mental Health III Expected Student Learning Outcomes NUR 202 Physical and Mental Health IV Expected Student Learning Outcomes NUR 206 Nursing in Transition EXL 225 Preceptor Program (Optional) Communication Official Bulletin Board SNO Bulletin Board /Internet Use Learning Management System (LMS) CPR Policy Criminal Offender Record Information (CORI) and Sex Offender Registry Information (SORI) Checks Equipment Policy Exception/Extension Policy Mandatory Health Requirements Picture IDs Student Membership on Curriculum Committee IV. ACADEMIC AND CLINICAL POLICIES National Student Nurses Association, Inc. Code of Academic and Clinical Conduct Student Behavior/Civility Policy Attendance Policies Class Attendance... 29

3 Class Promptness Campus Laboratory Attendance Clinical/Data Collection Attendance Return from Absence-Health Clearance V. ACADEMIC INFORMATION/POLICIES...30 Academic Evaluation Examination Policies Test Review Individual and/or Group Retake of Exams Grade Appeals Academic/Clinical Failure Readmission Following Failure Clinical Dismissal Readmission after Clinical Failure Readmission to Program after Extended Absence HESI Exit Exam Plagiarism Professional Misconduct VI. CLINICAL INFORMATION/POLICIES...33 Clinical Absences - Reporting Clinical Sites Community Campus Laboratory/Simulation Planning Ahead No Call/No Show Latex Allergy Smoking Policy Clinical Site Assignment Information Clinical Placement Form Change in Assignments Dress Codes Essential Functions Facilities for Storage of Coats/Valuables or Equipment Storage Facilities Leaving the Clinical Site Mandatory Clinical Agency Requirements Parking Professional Liability Insurance... 35

4 Substance Abuse/Impaired Student Policy Student Injury/Occupational Exposure Injury Occupational Exposure Student Medication Administration Policy Transportation Evaluation of College Laboratory and Clinical Rotation Experiences College Laboratory Clinical Conferences Clinical Evaluation Conferences Expected Student Learning Outcomes Clinical Evaluations in Community Agencies VII. NURSING PROGRAM ADMISSIONS/WITHDRAWAL POLICIES AND PROCEDURES...38 Admission into the Associate Degree Nursing Program Maintenance of Acceptance Status Deferred Acceptance Withdrawal in Good Standing Medical Leave of Absence Transfer Students Timeline for Meeting Program Requirements VIII. LEGAL RESPONSIBILITY RELATED TO NCLEX RN...39 IX. STUDENT RECORDS...40 College Records Program Records X. GLOSSARY OF TERMS...40 XI. FORMS...41 Clinical Placement Policy Form Essential Functions Clinical/Field Work Affiliate Random Drug Screening Analysis Notification to Students...47 College Closing Policy Student Handbook Statement of Understanding... 51

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6 I. PHILOSOPHY OF THE DEPARTMENT OF ASSOCIATE DEGREE NURSING The philosophy and purpose of the Berkshire Community College Department of Associate Degree Nursing are derived from those of the College and the nursing profession. They reflect faculty beliefs concerning human adaptation, nursing, the teaching-learning process, the wellness-illness continuum, and the role of the associate degree nurse. The faculty fully subscribes to the college s mission of academic excellence, student success, and community service. Nursing is a profession whose purpose is to aid those who need assistance in the promotion, maintenance, and restoration of an optimal level of health. It is an interpersonal relationship between the nurse and the client and/or significant other(s) in which there is collaboration in defining health problems and in designing and implementing a therapeutic plan of care to meet human needs. Meeting these needs involves active participation by the client and/or significant other(s) in order to enhance life and health, and to cope with health alterations and end-of-life issues. The practice of nursing requires the acquisition and utilization of knowledge and skills necessary to help an individual satisfy and regulate needs. In order to provide this necessary knowledge and skill, nursing education should occur in an academic setting where humanities, biological, behavioral, physical, and nursing sciences are incorporated into the educational program. The associate degree nurse is accountable for nursing care provided within the accepted scope of practice and for contributing to the overall quality of care that clients receive. The nurse functions according to the ethical and legal standards of the profession, and adheres to the regulations of the Massachusetts Board of Registration in Nursing. The associate degree nurse practices in a variety of settings such as: hospitals, skilled nursing care facilities, home care agencies, clinics, schools, and industry. The primary roles assumed are: provider of care, manager of care, and member within the discipline of nursing. These roles are enhanced through use of the nursing process, an element of critical thinking. Learning is a reorganization of an individual s perception of the world, which results in the development of new behavior. It is a dynamic process, which constantly expands an understanding of the world and the ability to respond to the present based on anticipation of a climate that is continuously changing. The learner and teacher enter into a relationship, which assists the learner in attaining the goals of the nursing program as well as refining personal values, attitudes and beliefs. The learner brings into the learning situation unique needs and experiences which affect the learning process. The responsibility for learning is a shared process between the educator and the student. The degree of communication, active involvement, and the ability to think critically influences the educational outcome. The teacher promotes learning by designing an appropriate educational environment and by facilitating student access to financial, physical, and support services. The teacher enhances learning by initiating experiences, directing activities and to assessing and evaluating the learner s performance for the ultimate goal of promoting accountability, independence, individuality, and creativity. To prepare responsible, successful graduates, the curriculum is continuously adapted to the evolving health care system. To strengthen the bond between education and practice, collaborative efforts and open communication are 1

7 maintained with the alumni and regional healthcare providers. The faculty inspires in students an enthusiasm for life-long learning and personal and professional growth through role-modeling and support for continuing one s education. The nursing process is central to the practice of the associate degree nurse. Incorporated in this process are the key concepts of human adaptation and a safe and effective care environment, physiological integrity, psychosocial integrity and health promotion and maintenance. The integration and utilization of these concepts provide the foundation of safe nursing practice, based on job analysis study of newly licensed, entry-level registered nurses as defined by the National Council of State Boards of Nursing, Inc. PURPOSE OF THE DEPARTMENT OF ASSOCIATE DEGREE NURSING The purpose of the Berkshire Community College Associate Degree Nursing Program is to prepare graduates as entry-level practitioners who will practice in diverse health care settings. The comprehensive program is designed to be completed in two years and to prepare the graduate for licensure and gainful employment as a registered professional nurse. STUDENT LEARNING OUTCOMES At the completion of the program, the graduate will: 1. Apply acquired critical thinking skills to provide care that emphasizes health promotion, maintenance and wellness for a diverse group of clients across the life span. 2. Communicate effectively by maintaining a therapeutic relationship with the client, family and/or significant other(s) to provide culturally competent care. 3. Practice independently and as a member of the health care team in providing and managing nursing care while incorporating state of the art technologies. 4. Demonstrate proficiency in the performance of entry level psychomotor skills based on best current evidence-based practice and accepted nursing standards. 5. Analyze and apply professional, legal and ethical standards of nursing practice as a safe entry level nurse with a commitment to life-long learning and professional growth. 2

8 ADN PROGRAM OUTCOMES A. Program Completion Seventy percent of the students entering the first nursing course of the ADN Program will graduate within three years. B. Job Placement* Ninety percent or more of new graduates who seek employment in nursing will be employed as registered nurses within one year of licensure. C. Performance on Licensure Exam The licensure exam pass rate will be at or above the national mean. D. Communication* One hundred percent of graduates communicate effectively and demonstrate caring with clients, families and members of the health care team. E. Service* More than fifty percent of graduates will report a commitment to service in the community. F. Critical Thinking* One hundred percent of graduates apply acquired critical thinking skills in making evidence-based decisions about client care. G. Patient-Centered Care One hundred percent of the graduates prioritize safe patient-centered care to promote optimal wellness for diverse groups of clients in a variety of practice settings. H. Program Satisfaction* Eighty-five percent of the graduates and employers will indicate satisfaction with the Associate Degree in Nursing Program at Berkshire Community College. *Data will be based upon graduates (employers) who respond to the Associate Degree in Nursing Program Alumni Survey and data received during annual Advisory Committee meeting. I. NCLEX Pass Rates DATE BCC STATE NATIONAL % 89.17% 86.46% % 89.11% 86.98% % 88.56% 89.32% % 81.16% 81.42% 3

9 ORGANIZING FRAMEWORK In 2006, the Massachusetts Department of Higher Education and the Massachusetts Organization of Nurse Executives joined forces to develop a framework that would guide nursing education and practice. This framework, the Nurse of the Future (NOF) Nursing Core Competency model, has been selected to guide the curriculum and practice for students at Berkshire Community College. There are ten essential components of the NOF Core Competency Model. They are: patient-centered care, professionalism, leadership, systems-based practice, informatics and technology, communication, teamwork and collaboration, safety, quality improvement and evidence-based practice. All competencies are based on nursing knowledge, which is placed at the core, to represent how nursing knowledge in its totality (Nurse of the Future Core Competencies, 2010, p, 4) reflects the art and science of the nursing profession and discipline. There is no hierarchy in the model s presentation and each competency is of equal importance. A broken line between the competencies reflects that the competencies overlap and are not mutually exclusive. (Nurse of the Future Core Competencies, 2010, p, 4-5). Berkshire Community College (BCC) recognizes that the art of nursing is based on a framework of caring and respect for human dignity. (Nurse of the Future Core Competencies 2010, p. 7). The NOF Core competencies states that the art and science of nursing are inextricably linked, as a compassionate approach to patient care carries a mandate to provide that care competently. (Nurse of the Future Core Competencies, 2010, p. 7). Using the NOF Core Competency model to help students develop the knowledge, attitudes and behaviors, and skills (KAS) to provide care, will facilitate their ability to move more effectively through the nursing program. The NOF Core Competencies also prepares the student to function in a complex work environment and bridge the gap between nursing education and practice. The use of the principles of evidence based practice, safety, patient-centered care, professionalism, leadership, systems-based practice, teamwork and collaboration, communication, quality improvement, informatics and technology ensures that graduates of BCC will be proficient in a core set of competencies and ready to practice in a variety of settings after graduation. This model is reflected in the development of the nursing curriculum. Furthermore the model is combined with the NCLEX test plan to organize content and develop learning objectives for each nursing class in preparation for the post-graduation registered nurse licensure exam. Massachusetts Department of Higher Education. (2010). Creativity and connections: Building the Framework for the Future of Nursing Education and Practice. Massachusetts Department of Higher Education Nursing Initiative: Nurse of the Future Core Competencies. 4

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11 ANA Code for Nurses* The BCC faculty subscribe to the ANA Code of Ethics which they believe also provides guidance for nursing students in carrying out nursing responsibilities consistent with the ethical obligations of the profession and with high quality in nursing care. 1. The nurse, in all professional relationships, practices with compassion and respect for the inherent dignity, worth and uniqueness of every individual, unrestricted by considerations of social or economic status, personal attributes, or the nature of health problems. 2. The nurse s primary commitment is to the client, whether an individual, family, group, or community. 3. The nurse promotes, advocates for, and strives to protect the health, safety, and rights of the client. 4. The nurse is responsible and accountable for individual nursing practice and determines the appropriate delegation of tasks consistent with the nurse s obligation to provide optimum client care. 5. The nurse owes the same duties to self as to others, including the responsibility to preserve integrity and safety, to maintain competence, and to continue personal and professional growth. 6. The nurse participates in establishing, maintaining, and improving health care environments and conditions of employment conducive to the provision of quality health care and consistent with the values of the profession through individuals and collective action. 7. The nurse participates in the advancement of the profession through contributions to practice, education, administration, and knowledge development. 8. The nurse collaborates with other health professionals and the public in promoting community, national and international efforts to meet health needs. 9. The profession of nursing, as represented by associations and their members, is responsible for articulating nursing values, for maintaining the integrity of the profession and its practice, and for shaping social policy. * or 6

12 NURSING COURSE DESCRIPTIONS/STUDENT LEARNING OUTCOMES NUR 101 Physical and Mental Health I A. Course Description Introduction to nursing theory, process, and practice Nursing theory includes an introduction to the individual as a consumer of health care, and the nurse as a healthcare professional, focusing on health promotion and wellness. The normal variations of the culturally diverse individual throughout the developmental phases, and the physiological, safety, and interactional needs in relationship to human adaptation and maintaining homeostasis are studied. Nursing practice includes the application of scientific principles and the performance of basic psychomotor skills utilized in meeting client needs in varied health care settings. The role of the nurse as provider of care, manager of care, and member within the discipline of nursing is introduced. Beginning assessment skills in the collection and analysis of simple types of data are emphasized. The elements of critical thinking are introduced through a variety of learning activities including journaling, case studies, and internet activities. Service learning is introduced in this course and focuses on health promotion and application of newly acquired skills in a supervised setting. Prerequisite: Admission to Nursing Program Co-requisite: BIO 201, ENG 101 or 103, and PSY 107 B. Course Student Learning Outcomes 1. Describe normal variations of human needs and adaptation across the life span with emphasis on nursing process, evidence-based practice, health promotion, wellness and maintenance. 2. Describe the principles of communication related to the development of a therapeutic relationship with the client, family and/or significant other(s) to provide culturally-sensitive care. 3. Describe the role of the nurse as provider of care, manager of care, and member of the health care team. 4. Demonstrate the ability to perform basic psychomotor skills. 5 Identify the legal, ethical, and professional standards that govern safe nursing practice. 7

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14 Did Not Meet Expected Learning Outcomes Met Expected Learning Outcomes Berkshire Community College Pittsfield, Massachusetts Student Rotation Dates NUR 101 Mid-Semester Evaluation Final Evaluation Expected Student Learning Outcomes I. NURSING PROCESS A. Assessing: 1) Collects simple subjective and objective data B. Analyzing 1) Clusters simple data 2) Uses established guidelines to identify accepted nursing diagnoses from simple types of collected data C. Planning 1) Uses established resources to identify expected client outcomes 2) Discusses with client, significant others, health team members and instructor a basic plan of care 3) Selects evidence-based nursing interventions from standard resources II. 4) Identifies normal developmental needs based upon the client's age D. Implementing 1) Initiates in a safe manner prescribed basic nursing interventions 2) Performs basic psychomotor skills with appropriate supervision 3) Reports and records observations accurately E. Evaluating 1) Compares client responses to expected outcomes Client - Nurse Relationship A. Explains the principles related to the development of a therapeutic relationship with clients and/or significant other(s) to provide culturally sensitive care. B. Maintains the client's right to privacy C. Conducts oneself in accordance with accepted legal, ethical and professional standards III. Clinical Portfolio 9

15 NUR 101 Expected Student Learning Outcomes Attendance Punctuality Assignments Instructors Comments: Overall Clinical Evaluation: Met Expected Learning Outcomes Did Not Meet Expected Learning Outcomes Student Comments: My signature indicates that I have read this evaluation Instructor: Date: Student: Date: Reviewed 5/14 10

16 NUR 102 Physical and Mental Health II A. Course Description Development of nursing theory, process, and practice Nursing theory includes the utilization of the principles of therapeutic communication with individuals as consumers of health care; the collaborative role of the nurse as an active member of the health team; the complex physiological principles from homeostasis through resolution in relation to human needs and adaptation, developmental phases, and the client/nurse relationship; and the interrelationship among physical, safety, and interactional needs. Nursing practice includes the performance with dexterity of basic psychomotor skills and health promotion and maintenance as components of therapeutic nursing care in a variety of settings. Nursing process includes the collection of a broader scope of data and the analysis of multiple types of data for the purpose of arriving at a nursing diagnosis in order to plan, implement, and evaluate nursing care. The elements of critical thinking and the role of the nurse as provider of care, manager of care, and member within the discipline of nursing are developed and reinforced. Prerequisite: NUR 101, ENG 101, or ENG 103, BIO 201, PSY 107 Co-requisite: BIO 202, PSY 204 B. Course Student Learning Outcomes 1. Identify human adaptation theory and ability to use nursing process to plan, implement and evaluate nursing care with a focus on family-centered needs. 2. Demonstrate the development of a therapeutic relationship with the client, family, and/or significant other(s) through the application of principles of communication to provide culturally-sensitive care. 3. Implement the role of the nurse as a member of the health care team and as provider of care. 4. Demonstrate increasing dexterity in the performance of basic psychomotor skills. 5. Explain and apply the legal, ethical and professional standards that govern safe nursing practice. 11

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18 Did Not Meet Expected Learning Outcomes Met Expected Learning Outcomes Berkshire Community College Pittsfield, Massachusetts NUR 102 Student Rotation Dates Agency Evaluation Expected Student Learning Outcomes I. NURSING PROCESS A. Assessing: 1) Collects subjective and objective data from multiple resources B. Analyzing 1) Uses established guidelines to identify accepted nursing diagnoses from collected data C. Planning 1) Uses critical thinking to identify expected client outcomes 2) Selects evidence-based nursing interventions that are individualized for the client from standard resources 3) Identifies normal variations of developmental needs across the life span D. Implementing 1) Initiates in a safe manner prescribed nursing interventions 2) Performs with dexterity psychomotor skills in various healthcare settings 3) Reports and records observations accurately E. Evaluating 1) Compares client responses to expected outcomes II. 2) Modifies plan of care based upon client response CLIENT NURSE RELATIONSHIP A. Demonstrates the development of a therapeutic relationship with client and/or significant other(s) to provide culturally sensitive care. B. Maintains the client's right to privacy C. Conducts oneself in accordance with accepted legal, ethical and professional standards III. CLINICAL PORTFOLIO 13

19 NUR 102 Expected Student Learning Outcomes Attendance Punctuality Assignments Instructors Comments: Overall Clinical Evaluation: Met Expected Learning Outcomes Did Not Meet Expected Learning Outcomes Student Comments: My signature indicates that I have read this evaluation Instructor: Date: Student: Date: Reviewed 5/14 14

20 NUR 106 LPN to RN Bridge A. Course Description An introduction to the organizing framework of the ADN Program for the LPNs The principles of the nursing process and the elements of critical thinking will be refined. The role of the associate degree nurse as provider of care, manager of care, and member within the discipline of nursing will be defined. The role transition from LPN to ADN Nursing will be discussed. Prerequisites: PSY 107, PSY 204, BIO 201, BIO 202, ENG 101, current LPN licensure and admission into the nursing program B. Course Student Learning Outcomes At the completion of the course, the student will: 1. Demonstrate use of the nursing process with emphasis on the ability to complete assessment data guide, identify priority nursing diagnoses, and complete a nursing care plan. 2. Compose a clinical journal entry that reflects principles of critical thinking. 3. Demonstrate ability to utilize the Learning Management System (LMS). 4. Identify role transitions experienced by practical nursing students bridging into the RN program. 5. Demonstrate competency in selected psychomotor skills. 6. Demonstrate competency on clinical calculations. 15

21 NUR 201 Physical and Mental Health III A. Course Description Refinement of nursing theory, practice and process. Nursing theory includes the interrelationships among human adaptation, human needs, developmental phases, and clients/nurse relationship. Complete psychological and physiological principles are emphasized from homeostasis through resolution. Nursing practice includes the performance with efficiency of basic psychomotor skills as a component of therapeutic nursing care in a variety of settings. Additionally, it includes the knowledge of scientific principles and their application in performing advanced psychomotor skills necessary to meet human needs. Nursing process includes the collection and interpretation of complex data for the purpose of arriving at a nursing diagnosis in order to plan, implement, and evaluate nursing care. The elements of critical thinking and the role of the nurse as provider of care, manager of care, and member within the discipline of nursing are refined. Prerequisites: NUR 102, PSY 204, BIO 202, NUR 106 for LPN Mobility Students Co-requisites: COM 104, 105, 106 or 107, SOC 105, and BIO 207 B. Course Student Learning Outcomes 1. Implement a prioritized plan of care that demonstrates critical thinking skills with an emphasis on health promotion, maintenance and wellness across the life span. 2. Communicate effectively by initiating and maintaining a therapeutic relationship with the client and/or significant other(s) to provide culturally competent care. 3. Implement the role of the nurse as member of the health care team in providing and managing care for a small group of clients. 4. Demonstrate competency in the performance of basic and advanced psychomotor skills. 5. Integrate the legal, ethical, and professional standards that govern safe nursing practice. 16

22 Did Not Meet Expected Learning Outcomes Met Expected Learning Outcomes Berkshire Community College Pittsfield, Massachusetts Student Rotation Dates NUR 201 Clinical Focus Clinical Site Expected Student Learning Outcomes I. NURSING PROCESS A. Assessing: 1) collects multiple, complex types of data B. Analyzing: 1) utilizes critical thinking to interpret multiple, complex types of data 2) derives nursing diagnoses/collaborative problems based on analysis of collected data C. Planning: 1) collaborates with the client and/or significant other(s) and health team members in developing a prioritized plan of care 2) selects evidence-based nursing interventions that meet the complex health promotion, maintenance and restoration needs of the client 3) selects nursing interventions in accordance with the client s developmental needs D. Implementing: 1) demonstrates efficiency in the provision, delegation, and management of therapeutic nursing interventions 2) reports and records aspects of care accurately and completely 3) demonstrates efficiency in the performance of basic psychomotor skills 4) demonstrates efficiency in the performance of advanced psychomotor skills 5) maintains a safe care environment E. Evaluating: determines the extent to which the expected client outcomes have been achieved; revises plan of care as indicated II. CLIENT-NURSE RELATIONSHIP A. initiates and maintains a professional therapeutic relationship with the client, family, and/or significant others utilizing the principles of communication to provide culturally competent care B. maintains the client s right to privacy C. conducts oneself in accordance with accepted legal, ethical and professional standards III. CLINICAL ASSIGNMENTS A. comprehensive care plan and Service Learning Older Adult assignments submitted on time. 17

23 NUR 201 Expected Student Learning Outcomes Page 2 Overall Clinical Evaluation: Attendance Punctuality Assignments Instructors Comments: Met Expected Learning Outcomes Did Not Meet Expected Learning Outcomes Student Comments: My signature indicates that I have read this evaluation Instructor: Date: Student: Date: Reviewed 5/14 18

24 NUR 202 Physical and Mental Health IV A. Course Description Completion of nursing theory, practice, and process Nursing theory includes the more complex interrelationship and alterations among human adaptation, developmental phases, and the client/nurse relationship. Integration of psychological and physiological principles are emphasized from homeostasis through resolution. Nursing practice includes the performance with proficiency of therapeutic nursing interventions in a variety of settings. The components of the nursing process are integrated with proficiency to achieve holistic nursing practice. The elements of critical thinking and the role of the nurse as provider of care, manager of care, and member within the discipline of nursing are integrated and focused on professional and entry-level practice issues. Prerequisites: NUR 201, COM 104, 105, 106 or 107 Co-requisites: NUR 206, an elective in History or Humanities and Fine Arts, ENG 102 or ENG 104 B. Course Student Learning Outcomes 1. Apply acquired critical thinking skills to provide care that emphasizes health promotion, maintenance and wellness for a diverse group of clients across the life span. 2. Communicate effectively by maintaining a therapeutic relationship with the client, family and/or significant other(s) to provide culturally competent care. 3. Practice independently and as a member of the health care team in providing and managing nursing care while incorporating state of the art technologies. 4. Demonstrate proficiency in the performance of entry level psychomotor skills based on best current evidence-based practice and accepted nursing standards. 5. Analyze and apply professional, legal and ethical standards of nursing practice as a safe entry level nurse with a commitment to life-long learning and professional growth. 19