1 1 Lac Courte Oreilles Ojibwa Community College Associate of Applied Science in Nursing Program Boozhoo! Welcome to the Associate of Applied Science in Nursing Program at Lac Courte Oreilles Ojibwa Community College (LCOOCC)). The nursing program at LCOCC will apply for accreditation by the National League for Nursing Accreditation Commission (NLNAC) after graduation of the first Associate Degree in Applied Science in Nursing. The program s educational outcomes are derived from the associate degree competencies of the National League for Nursing (NLN). The student will earn an Associate Degree in Applied Science in Nursing at the completion of the program. Upon graduation the student is eligible to take the National Council of State Boards of Nursing Licensure Examination (NCLEX - RN). After passing the exam, the student will be licensed to practice as a registered nurse (RN) in the state in which the NCLEX exam was taken. The Associate Degree Nursing Program Student handbook serves as an addition to the LCOOCC student handbook. The LCOOCC student handbook may be found at lco.edu under student services. The Associate of Applied Science in Nursing student handbook is designed to inform nursing students of expectations specific to Associate Degree Nursing program. Students in the nursing program practice skills in a variety of settings including, hospitals, home health care, long-term care facilities and other clinical agencies. Conduct in the clinical and classroom setting is important. The student is expected to behave in a professional manner. Specific rules of professionalism are described in this handbook. The student is responsible for following the rules of professionalism as outlined in the LCOOCC Student Handbook as well as the LCOOCC Nursing Student Handbook. Lifestyle Changes upon Admission into the Associate Degree in Applied Science in Nursing Study time increases, expect to study 3 hours for every 1 hour of class, skills/lab or clinical time. The classes are long with assignments and testing due weekly. This program is rigorous. Use your classmates as a support group and form study groups. You may need to explain the demands of this program to family and friends. You may need to cut back on other responsibilities and work. Speak to financial aid about scholarships and enquire within the community. The Syllabus The syllabus provided in each class is the guideline to the course. The syllabus is detailed and describes the requirements and grading procedure in detail. Included in the syllabus are class times, rules and regulations, expectations, assignments, tests, papers, case studies, clinical responsibilities and due dates. Read each syllabus carefully and keep a copy. Please feel free to ask questions.
2 2 Exams The nursing exams are difficult. As a nursing student you will learn to prepare and take tests in a different manner. The answers to the exams are all correct. The best answer is the right answer. You will develop critical thinking skills. These critical thinking skills allow you to choose the best answer. Expectations Nursing faculty expects students to build on prior knowledge. This includes: Applying concepts of written and oral communication in all communications and written assignments. Incorporate psychology and human growth and development knowledge in all nursing assignments where applicable. Use the concepts learned from Cell Biology Anatomy and Physiology I and II and Microbiology to provide scientific knowledge in nursing care. Apply the basic nursing care learned from your Certified Nursing Assistant Course. You are allowed to practice as students in various clinical agencies, including hospitals, home care and long-term care. Whether in clinical or the classroom, we expect you to conduct yourself in a professional manner. You are responsible for reading and abiding by information found in the LCO Student Handbook and in the ADN Student Handbook. Students are encouraged to discuss any concerns with faculty. Student Services staff will be available for you if you have any other concerns. Please discuss concerns with faculty who will assist you in your needs. If you know that you have a learning disability, please notify the instructor, it is your responsibility to identify this at the start of the semester to your instructor. Course standards cannot be lowered for the learning disabled. Assistance is available to you through Student Services. The ADN instructor and student services will work together to help you reach your goals. Program conflicts, academic problems and clarification of policies and procedures can be addressed by calling the Nursing Program Director/Division Chair at (715) ext 170 or Student Services or the Academic Dean are additional problem resolution people. Contact them for an appointment to discuss your concern. When you have an issue to discuss, try to prepare yourself with the following information: Nature of problem Events leading up to the problem Possible solutions to the problem Good luck in your future endeavors. Lac Courte Oreilles Ojibwa Community College Mission
3 3 The Associate of Applied Science in Nursing Program shares the mission of Lac Courte Oreilles Ojibwa Community College to serve the Indian Community by providing curriculum reflecting the Ojibwa culture. The mission of the Associate Degree Nursing Program is to educate individuals in the carative art of nursing through enhancing the health of the community. The mission positively changes lives through education and training by challenging students to think critically and promote personal growth and knowledge. Incorporating Ojibwa Environmental Knowledge in the curriculum offers diverse perspectives in relation to healthcare. The mission of nursing program is to educate students at a fundamental level of nursing to earn an Associate of Applied Science degree, to pass the NCLEX-RN, and provide healthcare while incorporating Ojibwa Environmental Knowledge within our region. Lac Courte Oreilles Ojibwa Community College Nursing Philosophy The philosophy of the nursing program incorporates the beliefs of nursing, health, person, lifespan, community, nursing education, the teaching and learning process and nursing practice. Nursing is a carative art incorporating the understanding of science with caring. Nursing incorporates the nursing process to problem solve providing holistic care for individuals, community and society. Nurses assess the health and wellness of individuals providing safe and effective nursing care within standards of legal and ethical practice. Nursing is goal oriented promoting health and wellness of mind, body and spirit for individuals, family, community and society. Nursing is holistic healing which reflects the importance of understanding each person as a unique individual. Health is a state of well-being in mind, body and spirit. Health is influenced by personal values and belief derived from a person s culture. Health is a person s response to changes in his or her environment based on internal and external stimuli. The person is a complex individual. All persons have needs. Fulfillment of those needs occurs through understanding the cultural context and responses to life. The focus of nursing is caring for the person in relation to their individual beliefs. Each person has the right to make his or her own decisions and receive quality nursing care. Lifespan is the developmental process from conception to death. The length and quality of life is interconnected with the person s physical psychological, cultural, spiritual, social, and environmental connections. Community is a group of persons living and interacting with each other in the same geographical area. The nurse meets the social, emotional, physical, cultural and environmental needs of those living within the community and influences the health of the population.
4 4 Nursing education is a process of educating potential nurses to understand nursing, health, person, lifespan and community within their scope of practice. Nursing education is provided in an institute of higher learning where learning is created in an environment integrating the educational needs of the science of nursing with the art of caring. Nursing education promotes; basic and advanced nursing skills, problem solving, critical thinking, and cultural diversity and leadership skills. Learning is a continuous process in which the learner continues to grow in his or her discipline. In nursing, learning is a process in which the nurse incorporates basic ideas and skills and critically applies those skills in taking care of the sick, ill or injured. Learning occurs when nurses actively participate in the learning process through assessment, planning, intervention and evaluation. Evaluation of the learning process is important. Program outcomes are used in evaluation of the programs performance and assists in improvement of instruction. Lac Courte Oreilles Ojibwa Community ATI Testing The nursing component of the ADN program is competency based. Each nursing course is planned carefully and systematically with predetermined minimum levels of achievement established. Students must achieve an average cumulative score of a 78% on tests and case studies combined. ATI testing fees: ATI testing fees will be charged each semester. ATI services will be available to you four 4 years. You will be able to use this service after graduation. The amount charged each semester varies and will be discussed before the end of your semester. Practice ATI testing: Before taking a proctored examination, you must complete the unsecured Access the unsecured tests at (orientation will be offered at the start of the nursing program and periodically throughout the program) Proctored ATI testing: The student must meet a level 1 or higher. A level 2 or higher is preferred. This is the A.D.N. s program benchmark. Meeting a level 2 or higher, means that the student has proficient knowledge in the courses material. If the student does not meet this benchmark, the student will meet with the instructor and the student will make a remediation plan. Once the student successfully completes the remediation plan, the student must re-take the ATI proctored test and successfully complete with a level 2 or higher. Student Achievement: Student achievement is measured on individual basis through tests and individual assignments and journaling. Instruction is individualized and individual and group case studies to the maximum extent possible rather than group-based. Both required and optional learning activities are identified; this approach is to help achieve flexibility and provide for different learning rates and styles. Learning experiences are guided by frequent feedback. Competency-based education (CBE) brings nursing education and nursing practice together, assuring relevance of content in nursing education. CBE includes those competencies most
5 5 essential to effective beginning level nursing practice and those competencies most likely to enable the associate degree-nursing graduate to be a life-long learner. Lac Courte Oreilles Ojibwa Associate of Applied Science in Nursing Program Purposes: Purposes and Educational Outcomes 1. To provide learning experiences necessary for individuals to become associate degree nurses. 2. To provide graduates with a base for further education in nursing. 3. To fill a need for registered nurses in the Northern Wisconsin geographic area. Educational Outcomes: 1. Adhere to professional standards of practice within legal, ethical, and regulatory frameworks of the registered nurse 2. Use effective communication skills 3. Assess health of individuals, families, and groups within the context of the community 4. Make clinical decisions to assure safe and accurate nursing care 5. Provide safe caring interventions with diverse populations 6. Use teaching and learning processes to promote and restore health 7. Collaborate with others to respond to the needs of individuals, families, and groups across the health-illness continuum 8. Manage care to facilitate continuity within and across health care settings
6 6 Associate of Applied Science Nursing Program Outcomes 1. Assessment and Intervention Performance Evaluations: Utilize standards of care in application of the nursing process in caring for clients across the life-span. 2. Communication Competency performance evaluations: Communicate in a professional manner. 3. Critical Thinking Competency performance evaluations: Base nursing care decisions on evidence based practice and theoretical concepts. 4. Human Caring and Relationship Competency performance evaluations: Provide holistic and compassionate care. 5. Teaching Competency performance evaluations: Effectively educate client(s). 6. Management Competency performance evaluations: Demonstrate accountability and responsibility. 7. Leadership Competency performance evaluations: Lead in a professional manner based on standards of nursing practice. 8. Knowledge Integration Competency performance evaluations: Apply knowledge and competency performance evaluations for continuous self-development & life-long learning. 9. Cultural Competence: Apply knowledge of Ojibwa and other cultures in aspects of diverse health care.
7 7 National League of Nursing Standards of Nursing Practice PROFESSIONAL BEHAVIORS Indicators 1. Practice within the ethical, legal, and regulatory frameworks of nursing and standards of professional nursing practice. 2. Report unsafe practices of healthcare providers using appropriate channels of communication. 3. Demonstrate accountability for nursing care given by self and/or delegated to others. 4. Use standards of nursing practice to perform and evaluate client care. 5. Advocate for client rights. 6. Maintain organizational and client confidentiality. 7. Practice within the parameters of individual knowledge and experience. 8. Describe political processes as they affect agency specific healthcare. 9. Participate as a member of professional organizations. 10. Serve as a positive role model within healthcare settings and the community at large. 11. Recognize the impact of economic, political, social, and demographic forces on the delivery of healthcare. 12. Participate in lifelong learning. 13. Develop and implement a plan to meet self learning needs. 14. Delineate and maintain appropriate professional boundaries in the nursing relationship. COMMUNICATION Indicators 1. Utilize therapeutic communication skills when interacting with clients and significant support person(s). 2. Communicate relevant, accurate, and complete information in a concise and clear manner. 3. Report and document assessments, interventions, and progress toward client outcomes. 4. Protect confidential information. 5. Utilize information technology to support and communicate the planning and provision of client care.
8 8 ASSESSMENT Indicators 1. Assess the interaction patterns of the individual client or significant support person(s). 2. Assess the impact of development, emotional, cultural, religious, and spiritual influences on the client's health status. 3. Assess the client's health status by completing health history and performing a physical, cognitive, psychosocial, and functional assessment. 4. Assess client and significant support person(s) for learning, strengths, capabilities, barriers, and educational needs. 5. Assess the client's response to actual or potential health problems. 6. Assess the client's response to interventions. 7. Assess the client for changes in health status and identified needs. 8. Assess the client's ability to access available community resources. 9. Assess the environment for facts that may impact the client's health status. 10. Assess the strengths, resources, and needs of clients within the context of their community. CLINICAL DECISION MAKING Indicators 1. Make clinical judgments and management decision to ensure accurate and safe care. 2. Analyze and utilize assessment and reassessment data to plan care. 3. Evaluate the effectiveness of care provided in meeting client outcomes. 4. Modify client care as indicated by the evaluation of outcomes. 5. Participate in problem identification and data collection for research, quality continuous improvement processes to meet client outcomes. 6. Use evidence-based information, collected electronically or through other means to support clinical decision making. CARING INTERVENTIONS Indicators 1. Protect and promote the client's dignity. 2. Identify and honor the emotional, cultural, religious, and spiritual influences on a client's health. 3. Demonstrate caring behavior towards the client, significant support person(s), and other members of the healthcare team. 4. Provide accurate and safe nursing care in diverse settings.
9 9 5. Implement the prescribed care regimen within the legal, ethical, and regulatory framework of nursing practice. 6. Perform nursing skills competently. 7. Provide a safe physical and psychosocial environment for the client. 8. Assist the client and significant support person(s) to cope with and adapt to stressful events and changes in health status. 9. Assist the client to achieve optimum comfort and functioning. 10. Prepare the client and significant support person(s) for intervention, treatment modalities, and self-care. 11. Support the client and significant support person(s) when making healthcare and end-of-life decisions. 12. Adapt care in consideration of the client's values, customs, culture, and/or habits. TEACHING AND LEARNING Indicators 1. Develop an individualized teaching plan based on assessed needs. 2. Provide the client and significant support person(s) with the information to make choices regarding health. 3. Teach the client and significant support person(s) the information and skills needed to achieve desired learning outcomes 4. Evaluate the progress of the client and significant support person(s) toward achievement of identified learning outcomes 5. Modify the teaching plan based on evaluation of progress toward meeting identified learning outcomes. 6. Provide assistive personnel with relevant instruction to support achievement of client outcomes. COLLABORATION Indicators 1. Coordinate the decision making process with the client, significant support person(s), and other members of the healthcare team. 2. Work cooperatively with others to achieve client and organizational outcomes. 3. Collaborate with the client, significant support person(s), and other members of the healthcare team to evaluate progress toward achievement of outcomes. 4. Interact creatively and openly with others to solve problems to achieve client goals and outcomes. 5. Collaborate to bring about fair solutions that balance differing needs, values, and motivations for the purpose of achieving positive client outcomes. MANAGING CARE
10 10 Indicators 1. Prioritize client care. 2. Coordinate the implementation of an individualized plan of care for clients and significant support person(s). 3. Facilitate the continuity of care within and across healthcare settings. 4. Delegate aspects of client care to qualified assistive personnel. 5. Supervise and evaluate the activities of assistive personnel. 6. Adapt the provision of client care to changing healthcare settings and management systems. 7. Assist the client and significant support person(s) to access available resources and services. 8. Implement nursing strategies to provide cost efficient care. 9. Demonstrate competence with current technologies.
11 11 Lac Courte Oreilles Ojibwa Community College Associate Degree of Applied Science in Nursing Student Handbook Student Rules and Regulations These guidelines are supplemental to the student rules and regulations as outlined in LCOOCC s Student Handbook. The Nursing Student Handbook informs Nursing students of the professional conduct expected of them while they are in the program and any policies or procedures. The student handbook will be reviewed by the student during orientation and annually. Student Responsibilities: The student will: Participate in evaluations of the course; including clinical evaluations Demonstrate autonomy Be active in the process of self-assessment Identify their academic concerns to the instructor and/or Student Services Make consistent contributions to the quality of group discussion Attend all discussion and clinical sessions on time and come prepared Complete all written (clinical and theory) assignments on time Practice within the ethical/legal framework of nursing which governs the actions of Associate of Applied Science in Nursing students, in accordance with the ANA Code of Ethics and within existing legal parameters Bring any concerns to the instructor and if the concern cannot be resolved at that level, it will be brought to the Nursing Program Director. Abide by all college rules and policies as outlined in the LCO Student Handbook. Student Code of Conduct: LCO Associate of Applied Science in Nursing Students is held to the standards of conduct described in the LCO Student Handbook. Nursing students are expected to abide by acceptable professionalism as outlined in the performance evaluation form. Nursing Students are preparing for an occupation and profession that has standards of conduct. The professional Code of Ethics Chapter N11 rules of Conduct of the Wisconsin Administrative Code- Rules of Board of Nursing identify desirable conduct for nurses. Nursing students are expected to conduct themselves in a manner consistent with these standards.
12 12 Classroom Conduct: Students enrolled in any NSG course must assume responsibility for their OWN behavior. This includes professional conduct of the instructor and other classmates by adhering to the classroom conduct policy. The student has the responsibility to review material presented in prerequisite courses if necessary to enhance the understanding of this course. Students are responsible for required reading, use of mynursing lab, ATI and any assignments. Attendance and active participation are expected. Unacceptable conduct of the nursing student includes the following examples: 1. Revealing confidential client information inappropriately. 2. Refusing to provide care to a client because of that client's race, color, sex, religion, age, beliefs, or disabling condition. 3. Failing to acquire and maintain competence in clinical competencies and methods of nursing appropriate for the level of the nursing student. 4. Abusing a client physically or mentally by conduct such as striking a client, improperly confining a client, swearing, or cursing a client. 5. Practicing beyond the scope of the student's education, training, or experience. 6. Falsifying client's records or reports. 7. Consuming alcohol and/or other drugs so that such use impairs ability to safely provide client care. 8. Failure to report one's own errors in the clinical setting. 9. Failure to safeguard the client from incompetent or unethical health care provided by another person. Such incidents are to be reported to the appropriate instructor/supervisor. 10. Destroying or stealing property belonging to the client, clinical agency, instructor, school, or another student. 11. Submitting others' academic work as one's own; plagiarizing. Failure to acknowledge such resources will be considered academic dishonesty. 12. Cheating on examinations. 13. Failure to implement Standard Precautions. It is the responsibility of the instructor who identifies the unacceptable conduct to approach the student and discuss the situation concerning the conduct. The instructor then writes a description of the incident and the discussion with the student and submits this written statement to the student and the Nursing program Director and Dean of Student Development and Enrollment Management. Students may request further discussion or appeal the decision of the instructor by contacting the Nursing program Director. Written Assignments:
13 13 All assignment requirements and due dates will be reviewed by the instructor. Students are expected to clarify questions or concerns with the appropriate instructor. Clinical assignments will be explained weekly and expectations will be clarified as needed. All unsatisfactory written work will be returned to the student once for a rewrite, according to the schedule set by the instructor. Students are expected to use appropriate APA format for written reports and papers. Papers are expected to be in a word document or PowerPoint format. You are expected to proofread your paper to be sure that spelling, grammar, punctuation, and sentence structure is correct. Keep the use of abbreviations to a minimum; only use approved health care abbreviations. Quotations from another author's work should be reproduced word for word. Incorporate a short quotation (fewer than 40 words) in the text and enclose it with double quotation marks. Provide the author, year, and specific page citation in the text following the quotation. Put the source information in parentheses following the quote. Include the complete reference in the reference list at the end of the paper. If a quotation is more than 40 words, it is displayed in a block without quotation marks. Start the block quotation on a new line that is indented five spaces from the left margin. The quotation is double-spaced. Citation of the source is the same as that of quotation less than 40 words. Submitting Papers: All papers must be submitted to faculty on the date and time designated. Assignments submitted late may be lowered one point per calendar day that the assignment is late. Assignments that are illegible or contain poor grammar or spelling may be returned to the student. The student is expected to correct the problem and resubmit the assignment within 24 hours. Any exceptions are to be arranged with the instructor prior to the due date. Absences: 1. Students are expected to attend ALL assigned classes/clinical experiences. 2. Students who are unable to attend classes/clinical must call the specified individual(s) to notify of impending absence. 3. When absences are anticipated, make-up work should be done or at least planned in advance. 4. Students will assume responsibility for arranging make-up work, obtaining handouts, notes, assignments, etc. when absent. 5. Tardiness will not be tolerated and may be treated as an absence. 6. Excessive absences may result in student's inability to achieve course competencies. 7. Students must adhere to the absence policy in the course syllabus.
14 14 Suggestions for Study: 1. Set realistic goals and priorities for coursework. 2. Keep only one calendar with relevant dates, assignments, and appointments. 3. Preview new material before the next lecture so that you can anticipate the direction of the lecture. 4. Note taking/taping suggestions: a. Jot down key phrases during lectures so that you can still listen carefully to the speaker without struggling to write down every word. b. Contact Student Services for additional assistance with note taking c. Tape recording may be beneficial, either the entire lecture or selectively taping key points using the pause switch. (Permission for tape recording is required.) d. Use of MyNursing Lab is required. MyNursing Lab offers pre-tests which assist the student in identifying areas of strengths and weaknesses. e. Use of ATI testing for readings, tutorials and practice tests is important. ATI testing provides NCLEX based questions for review. The site will link the student to the areas they are having problems with for review. 5. Estimate how long a given class assignment will take; generally plan on three to four hours outside of class for every one hour in class. Build in study breaks, as fatigue is a big time waster (e.g., take a few minute break for every 30 minutes of concentrated study - actually get up and walk around). 6. A small student study group (3-5 persons) may be helpful for those students who study best that way. 7. If you are having academic trouble, seek campus support help in the semester by contacting the instructor. Student Services can also provide helpful academic and counseling services. Failing Grades: Any of the following may result in a failing grade in a nursing course (Associate Degree Nursing Program Guidelines). 1. Failure to attain at least a grade of "C" 78% in the course. 2. Failure to attain a 78% average on tests in the nursing courses 3. Failure to attain a grade of "satisfactory" in a clinical course. 4. Failure to complete all course requirements. 5. Academic dishonesty. 6. Failure to meet all safety precautions. CLINICAL EXPERIENCES
15 15 Health: Students are expected to promote and maintain their own optimal level of health. A student's ill health is detrimental to patients and residents. Students may not participate in clinical practice if he/she has a communicable disease or if there is likelihood of transmission (such as fever, open lesions or weeping dermatitis, skin infection, eye infection, or acute respiratory infection). Extended clinical absences may result in course failure. Students are expected to assume responsibility for protecting themselves and others from hazards such as infection and radiation. All pregnant students will provide a statement from their physicians stating that continuing in the program will not be detrimental to the mother or the fetus. This statement must be provided at the time the student learns of her pregnancy. Students returning to clinical after delivery must supply a physician's note allowing them to return to active clinical work. If the student is absent for two consecutive clinical days due to illness, the student must give the instructor a physician's written statement that the student's health is acceptable to return to clinical, before being allowed to continue in clinical. Reporting Illness and Absence: If scheduled for patient care, you must notify the instructor of your absence 30 minutes before the start of clinical. It is up to the discretion of the instructor on the make-up of the clinical. Follow the appropriate procedure and fill out the appropriate forms. If the instructor allows a clinical make-up the procedure is as follows: Procedure: 1. Any clinical make-up day arranged by the instructor will be documented and signed by the student. 2. A make-up day may be scheduled after midterm for any students who have had a clinical absence. 3. Make-up clinical practices will reflect the current placement of the student in the curriculum. 5. Failure to complete a make-up clinical will result in failure of the clinical course.
16 16 Petition for Missed Clinical Time: I, on Student Name Date Request permission from
17 17 Instructor of Course To make-up the clinical time I missed on, because of the following reason: Date Approved: Date Instructor Signature Not Approved Date Instructor Signature Agreement for Clinical Practice Make-Up I, was absent for a clinical experience on Student Name Date of absence Because of the following reason. I, will make up the missed clinical (with instructor
18 18 Student Name Permission and discretion) by. Date Failure to complete this make up will result in failure of this course Course number and name Instructor Signature Date Student Signature Date Witnessing Legal Documents: Students are not permitted to sign as witnesses for such legal documents as surgery permits, wills, or other similar legal documents. Clinical Uniform/Equipment Requirements: 1. Classroom: a. While on campus students attending nursing classes will do so in appropriate street clothes or uniforms. b. Students are not allowed to wear hats during exams. c. Students are not allowed to have cell phones turned on during class time, lab time, preparing for clinical rotations or during clinical rotations. 2. Non-Clinical Prep Time: a. Each student is issued a name badge during orientation that must be worn during any attendance at clinical time. b. A white lab coat with your name tag must be worn over professional clothes. The clothes should be clean and neat, ironed, free of wrinkles and not revealing in any manner. Students should not wear pants that show off underwear or shirts that are low cut or show off the
19 19 midriff. Socks or hose must be worn at all times. Footwear must be worn at all times and be closed-toed, clean, and in good repair. No jeans regardless of the color are allowed. c. While piercings are the current trend, visible jewelry in piercings should be removed to protect the student from injury at the clinical site (small earrings are acceptable). d. Tattoos should be covered if possible. e. Unacceptable attire includes: Midriff tops Low-cut shirts T-shirts with inappropriate words or pictures Denim, spandex, metallic, leather, suede, sheer or clinging fabrics Sweatshirts or sweat pants Shorts Capri pants Open-toed footwear High heels Pajama tops or bottoms Any type of blue jeans 3. Clinical Sites on Clinical Time: Guidelines: A professional appearance is expected and the goal of the nursing uniform is to maintain this professional appearance. The LCO uniform must be clean and wrinkle free at all times. The identification badge must be worn at all times and may not be altered under any circumstances. Faculty members are responsible for evaluating student appearance; if deemed unacceptable, a student will be dismissed from clinical until acceptable dress code is met. Uniform substitutions are not acceptable. It is the student s responsibility to order and purchase their uniform pieces in a timely manner. Uniforms will be blue scrub tops and scrub bottoms with a white lab coat with the LCO Associate Degree Nursing Program Logo and your name badge. These may be purchased in the LCO Bookstore. Hair: Length and style should not interfere with performance of nursing activities and at all times hair should be clean and drawn back from the face. Hair color should be professional and not extreme. Shoulder length hair must be appropriately pulled back and secured off of face as well as the back of the neck and in a manner that will not fall forward. No hair ornaments that may drag on the ground when bending over. Long hair could be braided and pulled up, placed in a
20 20 bun etc. Hair should not drag across a patient when bending over the patient. Beards, sideburns, and mustaches must be neatly trimmed. Hose/socks: White or light beige, non-textured nylon hose without runs or white socks are to be worn. Hose or ankle socks may be worn with pants. Solid neutral colored undergarments are required and should not be visible through or outside of the uniform. White underwear works best. Shoes: Athletic shoes that are all white or mostly white are acceptable. No clogs, crocs, open-toe or open-heel shoes. Students should have a pair of shoes that are for clinic use only. This decreases the risk of bringing home germs to your family and the shoes are easier to keep clean if used for the clinical experience only. Jewelry: The following jewelry may be worn unless otherwise restricted by the clinical organization: Fingernails: Wedding band Conservative wristwatch with a second hand Small (less than ½ inch size) post earring in earlobe (multiple earrings are allowed if they are not dangle earrings. Unacceptable jewelry includes: multiple earrings; dangling or hoop earrings; earrings placed in site other than earlobe. No visible or reachable necklaces. No bracelets. No body jewelry. No artificial fingernails, acrylic overlays, or other nail coverings are allowed. Fingernails should be well maintained, clean, and short; not to exceed 1/4 inch past the fingertip. Clear or light fresh, non-chipped nail polish is allowed. Cleanliness: Students are expected to practice good hygiene which includes regular bathing, the use of deodorants and good oral hygiene. Students should not smell of excessive odors like tobacco, or perfumes. Gum chewing is prohibited during any clinical experiences. Make-up: If make-up is used it should be conservative, no bold colors. You want to instill peace in your patients. Dress code compliance: Students are responsible for complying with the dress code. The uniform, or any part of the uniform, is not to be worn outside of classes or clinical experiences. Faculty members are responsible to ensure that students comply with the policy. Consequences of failing to comply