NAVARRO COLLEGE ASSOCIATE DEGREE NURSING STUDENT HANDBOOK

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1 NC ADN STUDENT HANDBOOK APPENDIX A FORMS 1 NAVARRO COLLEGE ASSOCIATE DEGREE NURSING STUDENT HANDBOOK Academic Year Revised: August 2002 Updated: August 2004, August 2005, August 2006, June 2013, June 2014 Proposed Effective Dates: August 2014 August 2015 Approved: ADN Faculty 5/14 Approval: VP Academic Affairs

2 NC ADN STUDENT HANDBOOK APPENDOX A - FORMS 2 TABLE OF CONTENTS I. INTRODUCTION Preface... 5 Equal Opportunity Statements... 5 Welcome... 6 Program Accreditation... 6 II. ADN PROGRAM OVERVIEW Overview & History... 7 NCLEX-RN Pass Rates... 7 List of Faculty & Staff... 8 Program Mission Statement... 9 Program Philosophy... 9 Overview of Curriculum and Organizing Structure Curriculum Concepts and Threads Comparison of Navarro College and ADN Mission and Philosophy Program Outcomes Program Learning Objectives Program Completion & Degree Plan Requirements III. FACULTY ORGANIZATION BY-LAWS IV. POLICIES Academic Advisement (In-Program) Accident/Injury Reporting Admission Guidelines... APPENDIX F Estimated Expenses... APPENDIX F Navarro Chapter of National Student Nurse Association (NSNA/TNSA) Attendance Clinical Grades Blood & Body Fluids Exposure Guidelines Clinical Facilities Clinical Uniform Requirements/Guidelines Communication (Methods/Devices) CPR Certification APPENDIX F Student Employment Exit Interview Conference Grading (Course Grades) Legal Requirements for Licensure Legal Witness Liability Insurance Health Insurance Make-Up Exams Medication Dosage Competencies Medication Administration Competencies Tutorial Services Title IV Compliance... 42

3 NC ADN STUDENT HANDBOOK APPENDOX A - FORMS 3 Academic Honesty Professional Conduct and Integrity Progression in the Program Readmission to the Program Students with Disabilities Special Population Students Student Grievance Standardized Testing (HESI Exit Exam) Student Evaluation of Program/Courses/Faculty Student Self-Evaluation of Learning Student Representation on Program Committees Student Records & Papers Testing Test Review & Student Input RE: Exam Items Transfer Students Travel Requirements Unsafe &/or Unsatisfactory Clinical Performance Student Success Initiative Requirements for Clinical Placement (Screenings/Criminal Background) Applicant Health Screening Student Substance Abuse/Chemical Dependency Student Acute and Chronic Illness Medical Statement RE: Absence Criminal Offenses Arrest/Adjudication/Conviction While Enrolled in the Program EEOC Statement Electronic Devices in the Classroom Food and Beverages in Classrooms Notice Regarding Schedules and Syllabi Texas Board of Nursing Medication Administration Occurrence Policy Clinical Supervision Guidelines Textbooks V. Appendix A: FORMS not provided in a course syllabus... Appendix A, pp Vaccine Recommendations for Health Care Personnel Drug Screening / Criminal Background Acknowledgment Form... 3 Release Forms- Student Written Work and Name and Confidentiality Agreement... 4 Student Travel Release Form... 5 Exit Interview Conference Forms... 6 Exit Interview Student Response Forms... 7 Re-entry Form... 8 Application Worksheet including Admissions Ranking Form... 9 Health Occurrence Form Medication Error Forms Pharmacology Error Form Medication Error NCC MERP Index form NCC MERP Index Categorizing Medication Errors Algorithm Handbook/Policies Acknowledgment & Signature Forms BON State Laws and Rules Web Site Reference Page Confidentiality Agreement Form and Test Security Acknowledgement Forms... 17

4 NC ADN STUDENT HANDBOOK APPENDOX A - FORMS 4 Orientation Check List Student Contact Hour and Credit Hour Load Vaccine Declination Form Charting Rules from Joint Commission Campus Safety Plan VI. APPENDIX B: BON -TEXAS NURSING STATUTES... Appendix B, p 1 (Web site descriptions and names only-no pages or text included in this appendix.) Refer to page 20 of forms section for list of essential reading Texas laws and BON rules) Faculty and students are required to maintain a current copy of select booklets published by the Texas BON regarding nursing practice and nursing education. (Student textbook requirement) The Board of Nursing web site is bon.state.tx.us. VII. APPENDIX C: DECs (Differentiated Essential Competencies) required by BON Refer to for the complete list of Knowledge and Clinical Competencies for Associate Degree Nursing Graduates. Also, find these competencies threaded through the theory and clinical course syllabi.... Appendix C, p1 VIII. APPENDIX D: SGA (Student Government Association) pages 1-7 Appendix D, pp1-8 IX. APPENDIX E: Orientation Guidelines... Appendix E Agenda example/guideline... 1 Personal Data Sheet... 2 X. APPENDIX F: Application/Admissions Information and Forms Appendix F, pp. 3-9 XI. APPENDIX G: Preceptor Booklet and Forms... Appendix G Preceptor guidelines... See separate document pp1-35. STUDENTS: Please copy all sections of the Navarro College Student Handbook to your personal flash drive / memory stick. These electronic documents will be on the computers in the ADN computer lab on orientation day. Faculty can assist students with access to the computer in the skills lab if you need a new electronic copy later. The electronic documents to read first refer to Board of Nursing references (Appendix A, p15-16) Then: Table of contents pp.2-4 (you will be provided a hard copy of these pages Policies pp (read the policies and procedures) Appendix A Forms (know where to find forms later) Appendix D (Read SGA policy. Note that at least one ADN student representative must attend each Monday meeting of SGA on the Corsicana campus be prepared to take your turn.) Students are not expected to make a hard copy of the Handbook. Use the table of contents to assist with finding policies or forms. Access the documents from your flash drive, blackboard, or the computers in the lab at any time. NOTE: A hard copy of the Student Handbook will be maintained in each ADN classroom including the skills and computer labs.

5 NC ADN STUDENT HANDBOOK APPENDOX A - FORMS 5 I. INTRODUCTION The following policies, guidelines, and statements are subject to on-going review and may change due to changes in the learning environment and/or due to college, legal, and/or accrediting agency mandates. Revisions and new policies will be communicated and made available as addendums to this handbook. Communication will include, but not be limited to, classroom announcements, memorandums, messages, and class handouts. Students will receive an electronic copy of the ADN Student Handbook every year. Also students will be informed of the locations of posted copies of handbooks at the beginning of each academic year. In addition, please refer to the online Navarro College Catalogue and Navarro College Student Handbook for further information regarding college policies and standards as well as regulations related to student conduct. This handbook is not intended to replace official publications of the college. According to the Standards of Professional Nursing Practice, the registered nurse is to know and conform to the Texas Nursing Practice Act and Texas Board of Nursing (BON) Rules & Regulations as well as all other laws, rules, and standards. Students purchase BON rules as one of their text books for their first semester and learn how to access the BON web site during the ADN orientation process. A student enrolled in a professional nursing program in preparation for licensure as a registered nurse, is responsible for knowing and following the policies of the nursing program and for learning state laws and rules regulating nursing practice. Equal Opportunity It is the policy of Navarro College to provide equal opportunities without regard to race, color, religion, national origin, gender, age, disability, or veteran status. This policy extends to employment, admission, and all programs and activities supported by Navarro College. Equal opportunity shall be afforded within the Navarro College system to all employees and applicants for admission or employment regardless of race, color, gender, national origin, age, or disability. Navarro College will make reasonable accommodations for persons with disabilities.

6 NC ADN STUDENT HANDBOOK APPENDOX A - FORMS 6 WELCOME To All Incoming Associate Degree Nursing Students: Congratulations on your success in entering the Associate Degree Nursing Program at Navarro College. Nursing faculty and staff at Navarro College are committed to promoting the best possible educational experience for you. Please do not hesitate to talk to nursing program teaching staff, nursing faculty, and the department chair/program director. The ADN Student Handbook is provided as a resource tool. Other information and course requirements are provided at the beginning of each course. However, please become familiar with the contents of this handbook. If you have any questions, please feel free to ask for assistance in interpreting any of the policies. An overview of the contents of this handbook will be included as a part of your orientation to the program. Again, congratulations!! And welcome to the program. ***WE ARE COMMITTED TO YOUR SUCCESS*** The Associate Degree Nursing Program at Navarro College has a Certificate of Program Approval from the Texas Board of Nursing (BON) and accreditation that originated with the National League for Nursing Accrediting Commission (NLN-AC) in NLNAC has been replaced by the Accreditation Commission for Education in Nursing (ACEN). Initial BON approval was NLNAC continued accreditation in Spring 2011 and the next scheduled accreditation visit is Texas Board of Nursing (BON) P.O. Box 430 Austin, Texas Telephone: Initial Accreditation Certificate of Program Approval for May 1, 2014 to May 1, 2016 Serial No. YF121 Accreditation Commission for Education in Nursing, Inc. (ACEN) 3343 Peachtree Road NE, Suite 850 Atlanta, GA Phone (404) Initial Accreditation 1996 by NLNAC, next accreditation visit scheduled in 2017 by ACEN.

7 NC ADN STUDENT HANDBOOK APPENDOX A - FORMS 7 II. ADN PROGRAM OVERVIEW POLICIES AND PROCEDURES The Associate Degree Nursing Program at Navarro College assists students to achieve educational and career goals to obtain employment as Registered Nurses. Students who complete the program receive an Associate Degree in Applied Science. Graduates are prepared to make an application for licensure as a Registered Nurse and to take the National Council Licensure Examination for Registered Nurses, known as the NCLEX-RN. Graduates must also meet legal requirements for licensure as mandated by the Texas Board of Nursing or the state in which initial licensure is sought. Upon completion of licensure requirements and successful completion of the NCLEX-RN, the graduate is eligible to practice as a Registered Nurse in a variety of health care settings. Brief History The Navarro College Associate Degree Nursing Program was initially a part of the El Centro Nursing Program of the Dallas County Community College District. The program was known as El Centro-Navarro College Cooperative Program. The first class of the cooperative program graduated in May The program became the Navarro College Associate Degree Nursing Program in fall 1982 and the first class graduated in May Accreditation History The program has a Certificate of Approval from the Texas Board of Nursing (BON) for May 1, 2014 to May 1, It was nationally accredited by the National League for Nursing Accrediting Commission (NLN-AC) until fall 2013 when the accreditation body changed its name to Accreditation Commission for Education in Nursing, Inc. (ACEN) and separated from the NLN. National accreditation allows graduates to be more marketable when seeking employment at some agencies and also is required for admission to accredited RN to BSN programs. Initial national accreditation by the NLNAC was sought and awarded in 1996; continuing accreditation was awarded in July 2001 and July 2009 with a desk review in fall 2011 for compliance with standards 2 and 6. Current status is continued accreditation with Accreditation Commission for Education in Nursing, Inc. (ACEN). The next evaluation visit is scheduled for An Unplanned Substantive Change visit is scheduled for September 11, Graduate Pass Rate History The program has a long history of having a high pass rate for first time NCLEX-RN candidates. Published data from the BON lists annual pass rates. Recent pass rate outcomes for Navarro College ADN graduates are provided below starting with the 1989 pass rate. History of Pass Rates 1989 to most recent pending % % % % % % % % % % % % % % % % % % % % % % % % %

8 NC ADN STUDENT HANDBOOK APPENDOX A - FORMS 8 ASSOCIATE DEGREE NURSING FACULTY & STAFF Fall 2014 ADN Program Director Betty Shumate, MS, RN Office Telephone FAX Health Professions Administrative Assistant Mallory Pressler Office Telephone # FAX# Full-time Faculty (preferred phone contact is in each course syllabus) Julie Arteaga BSN, RN Cayla DeMoss, MSN, RN Tonya Hill, MSN, RN Sigrid Jones, MSN, RN Lisa Lindsey, MSN, RN Alaine Long, MSN, RN Patricia M. Lucas, MS, RN Delores Price, MSN, CEN, CNE, CMS, RN Cathy Van Zandt, RN, MSN Sherry Wright, MS, MSN, RN, CNE Part-time Faculty Kim Goss, MSN, RN cell Daphne Williams, MSN, RN cell Kathy Rozelle, MS, RN cell Christina Thomson, MSN, RN cell Danika Watson, MSN, RN cell Tiffany Grant, MSN, RN cell ADN Program Assistant Elizabeth Stroud, BSN, RN C X Office telephone # Faculty telephones include voice mail, which accepts messages 24 hours a day. Faculty can access the voice mail from remote locations. Office telephone numbers and other instructor contact information is provided to students through the course syllabus. The Program Director can be reached during regular office hours at , , or Waxahachie Fax# Waxahachie prefix for faculty phones extension # by name Corsicana Fax# Corsicana prefix for faculty phones extension # by name

9 NC ADN STUDENT HANDBOOK APPENDOX A - FORMS 9 ASSOCIATE DEGREE NURSING - MISSION STATEMENT The mission of the Navarro College Associate Degree Nursing Program is to prepare students (1) for employment in health care settings as safe, effective, competent registered nurses within the role of the Associate Degree Nurse and (2) for entering a higher level of nursing education. ASSOCIATE DEGREE NURSING - PHILOSOPHY The Department of Nursing functions within the framework of and subscribes to the purpose and mission statements of Navarro College. The philosophy of the Department of Nursing is congruent with the values reflected in the college purpose and mission. The following statements delineate our beliefs relative to nursing practice, practice of the associate degree graduate, nursing education, and the teaching-learning environment. Nursing Practice Nursing is a health profession, a service, a discipline, and a process which assists individuals to attain, to maintain, or to regain their optimum states of health or to support them toward a peaceful, dignified death. As a process, nursing involves critical thinking, clinical competence, accountability, and a commitment to caring. Nursing as a profession advocates an educational, ethical, and legal framework designed to promote quality care for the individual. In meeting the health needs of individuals and groups, the unique contribution of nursing is the creative synthesis of elements from related sciences and humanities with the evolving art and science of nursing. The means to transform this knowledge into a service is the nursing process. Intellectual, interpersonal, and technical skills are all necessary to perform the nursing process. Nursing practice is a supporting/assisting service and a discipline which utilizes cognitive, psychomotor, and affective skills from the bio-psychosocial and nursing sciences. Nursing practice uses a decision-making process / problem-solving process in assessing the individual s needs, diagnosing human responses to health problems, as well as planning, implementing and evaluating nursing measures. Practice of the Associate Degree Graduate The practice of a graduate from an associate degree nursing program is demonstrated in four basic roles: member of the profession, provider of patient-centered care, patient safety advocate, and member of the health care team. Member of the Profession In the role as a member within the profession of nursing, the Associate Degree graduate is prepared to value professional growth, learning as a life-long process, and self-development/self-care. Additionally, the Associate Degree graduate is prepared to function within the ethical and legal framework of nursing and to promote high standards of nursing practice. The Associate Degree graduate participates on institutional committees, attends appropriate continuing education offerings, and belongs to professional nursing organizations in order to contribute to the improvement of nursing and nursing practice. Provider of Patient-Centered Care In the role as provider of care, the Associate Degree graduate is prepared to provide direct care for individuals across the life span in a variety of health care settings where policies and procedures are specified and guidance is available. Settings include those that provide opportunity for health promotion, illness prevention, or a dignified death. Nursing Process: The Associate Degree graduate is prepared to utilize the nursing process as a basis for decision-making. The nurse establishes and analyzes a database, identifies health problems/needs, selects nursing diagnoses, involves the client in setting individual or family-centered goals, plans and implements care utilizing evidenced-based practice to achieve the goals, and evaluates outcomes. Patient Safety Advocate In the role as patient safety advocate, the Associate Degree graduate promotes safety in the patient and family environment by: following scope and standards of nursing practice; practicing within the parameters of individual knowledge, skills, and abilities; identifying and reporting actual and potential unsafe practices; and implementing measures to prevent harm. The Associate Degree Nurse provides safe administration of medications and treatments.

10 NC ADN STUDENT HANDBOOK APPENDOX A - FORMS 10 Member of the Health Care Team In the role as member of a health care team, the Associate Degree graduate provides patient-centered care by collaborating, coordinating, and/or facilitating comprehensive care with an interdisciplinary health care team to determine and implement best practices for the patient and their family. The Associate Degree graduate is prepared to provide and coordinate care for a group of individuals who have health care problems/needs with attention to quality of care and cost effective use of resources. In organizing nursing care, the Associate Degree graduate may delegate nursing tasks to licensed and unlicensed personnel based on their educational backgrounds and experience. The Associate Degree graduate is responsible and accountable for tasks delegated to others. Nursing Education Education is a developmental process incorporating experiences whereby an individual assimilates knowledge, develops potential, and establishes a value system. In nursing education, the responsibility of the faculty is to utilize knowledge about the student and the teaching/learning process to enhance the nursing educational environment, instilling commitment to life-long learning and promoting the value of evidence-based practice. Nursing education is a process through which the student may acquire behaviors essential for competence and accountability in professional nursing practice. The process occurs in a variety of settings and may be influenced by physical, psychological, political, economic, cultural, and social factors. Teaching-Learning Environment Faculty and students share the roles of teacher and learner, in that often the teacher learns, and often the learner teaches. Learning is enhanced in an environment in which the student is provided guidance and given opportunities for selfdirection. The student has responsibility for his/her own learning. Teaching incorporates caring, student engagement, and facilitation of the learning process. Learning is facilitated when the learner exhibits readiness and motivation, participates in the decisions which influence learning, and has sufficient opportunity for meaningful practice. Faculty are responsible for managing the learning environment and facilitating achievement of the ADN mission. Accepted December Revised January 1995, July 1995, July 1996, July 1997, July 1998, February 1999, March 2000, May 2004, December 2004, May 2005, May 2007, May 2008, March 2011 OVERVIEW OF CURRICULUM AND ORGANIZING STRUCTURE Curriculum Concepts and Threads The nursing curriculum is designed to assist the student in meeting program outcomes and educational objectives. The curriculum flows from normal to abnormal and from basic to advanced. Four essential curriculum concepts represent the roles of the ADN graduate nurse. Curriculum Concepts: 1. Member of the Profession 2. Provider of Patient-Centered Care 3. Patient Safety Advocate 4. Member of the Health Care Team These components are the focus of the ADN philosophy, are introduced in the first nursing course, and serve as the vehicle for presenting theory in all subsequent nursing courses in the program. The Curriculum Concepts are woven together with seven curriculum threads. (Definitions based on Critical Thinking in Potter & Perry (2001) Fundamentals of Nursing. St. Louis: Mosby, and Standards of Professional Nursing Practice TX BON NPA/Rules & Regulations.) Curriculum Threads: 1. Critical Thinking and Nursing Process (The nurse utilizes critical thinking when implementing the nurse process.) Critical Thinking - An active, organized, goal-directed, purposeful cognitive process in which situations (problems) are viewed as having more than one single solution. Critical thinking is questioning what you know and how you know it. The nurse utilizes critical thinking to determine what to do in a situation in accordance with established safety standards.

11 NC ADN STUDENT HANDBOOK APPENDOX A - FORMS 11 Nursing Process - A systematic approach to nursing care used to provide individualized goal-directed care by performing nursing assessments for data collection, analyzing data to formulate nursing diagnoses, developing a plan of care, implementing the plan, and evaluating the individual s response to nursing interventions and evaluating the overall plan of care. 2. Differentiated Essential Competencies (DEC) for Associate Degree Nursing Role - Competence is the effective demonstration of the knowledge, judgment, skills, and professional standards and values needed to provide effective, safe nursing care in the role of the ADN Graduate.*(Appendix C) 3. Patient Safety Advocate - Nursing intervention which involves providing patient safety including medication administration utilizing the basic five rights of medication administration as well as incorporating client teaching and nursing implications. Providing, organizing, and/or coordinating care in a manner that does not jeopardize the client s well-being. 4. Support of Client & Family Individuality, Participation in Own Health Care, & Achievement of Optimal Level of Wellness - Being an advocate by assisting the client and his or her family to provide input into the plan of care in order to attain, maintain, or regain an optimum level of health or to support a dignified death. Also by assisting the client and his or her family in attaining health goals, illness prevention, and health-promoting behaviors. 5. Therapeutic Communication - Nursing intervention which involves specific responses, verbal and non-verbal, by the nurse to convey respect, acceptance, caring, empathy, and encourage the client or family member to express his or her feelings and ideas. 6. Teaching-Learning - Nursing intervention which involves teaching as an interactive process that promotes learning. For the nurse, teaching refers to a planned set of actions that help individuals gain new knowledge and change attitudes and behaviors. Learning refers to the attainment of knowledge which is exhibited by changes in attitude and behavior. The three basic domains of learning are cognitive, psychomotor, and affective. 7. Role of the Associate Degree Nurse - Although multifaceted and complex, the role of the associate degree nurse is demonstrated in four roles: (1) member of the profession (2) provider of patient-centered care, (3) patient safety advocate, and 4) member of the health care team. Differentiated Essential Competencies of Graduates of Texas Nursing Programs are defined by the Texas Board of Nursing for each of the four roles of the ADN Nurse and are integrated into the theory and clinical courses.

12 NC ADN STUDENT HANDBOOK APPENDOX A - FORMS 12 Comparison of ADN Program Mission and Philosophy with Navarro College Mission: Quest, Vision, Purpose, and Core Values and Navarro College Mission/Philosophy Navarro College Mission: Navarro College provides educational opportunities that empower students to achieve their personal, academic, and career goals and that promote life-long learning for all communities served. Our Quest We pursue wisdom, truth, and knowledge for ourselves and our students. Vision Through visionary leadership, outstanding teaching, and high-quality service, Navarro College (NC) will achieve distinction as an exemplary two-year institution where quality teaching and learning prevail and students are well-prepared to engage in higher levels of education, leadership, and employment. Purpose NC seeks to maintain a stimulating and culturally diverse environment wherein students will be inspired to commit themselves to a high level of personal integrity and intellectual rigor. Through an integrated program of general education and support services, students are afforded the opportunity to develop abilities that enable them to be responsible stewards of their talents, skills, and material resources and to acquire a passion for life-long learning. An open door, public comprehensive community college, NC primarily serves the educational, civic, and business communities in Navarro, Ellis, Limestone, Freestone, and Leon Counties. The college also attracts students from the rest of Texas, throughout the United States, and many other countries, welcoming students from all cultural, educational, and socioeconomic backgrounds. NC is alert to the changing educational requirements of its constituency and the social and political forces at work within the communities it serves and responds to these changing NC ADN Program Mission: The mission of the Navarro College Associate Degree Nursing Program is to prepare students (1) for employment in health care settings as safe, effective, competent registered nurses within the role of the Associate Degree Nurse and (2) for entering a higher level of nursing education. Philosophy: The Department of Nursing functions within the framework of and subscribes to the purpose and mission statements of Navarro College. The philosophy of the Department of Nursing is congruent with the values reflected in the college purpose and mission. The following statements delineate our beliefs relative to nursing practice, practice of the associate degree graduate, nursing education, and the teaching-learning environment Nursing Practice Nursing is a health profession, a service, a discipline, and a process which assists individuals to attain, maintain, or regain their optimum states of health or to support them toward a peaceful, dignified death. As a process, nursing involves critical thinking, clinical competence, accountability, and a commitment to caring. Nursing as a profession advocates an educational, ethical, and legal framework designed to promote quality care for the individual. In meeting the health needs of individuals and groups, the unique contribution of nursing is the creative synthesis of elements from related sciences and humanities with the evolving art and science of nursing. The means to transform this knowledge into a service is the nursing process. Intellectual, interpersonal, and technical skills are all necessary to perform the nursing process. Nursing practice is a supporting/ assisting service and a discipline which utilizes

13 NC ADN STUDENT HANDBOOK APPENDOX A - FORMS 13 needs with enthusiasm, creativity, intelligence, and hard work. The college operates in harmony with its enabling statute identified in the Texas Education Code, Section , which states that the charge for each public community college shall be to provide: technical programs up to two-years in length leading to associate degree or certificates; vocational programs leading directly to employment in semiskilled or skilled occupations; freshman or sophomore course in arts and sciences; continuing adult education programs for occupational or cultural upgrading; compensatory education program designed to fulfill commitment of an admission s policy allowing the enrollment of disadvantaged students; a continuing program of counseling and guidance designed to assist students in achieving their individual educational goals; workforce development program designed to meet local and statewide needs; adult literacy and other basic skills programs for adults; and such other purposes as may be prescribed by the Texas Higher Education Coordinating Board for post-secondary education in Texas. In evaluating its mission, NC considers institutional research an essential element in determining how effectively it achieves the purposes stated above. Additionally, the college supports academic research consistent with the primary function of the institution. Core Values We believe in: providing an accepting, comfortable, and safe learning environment conducive to personal growth and development, cognitive, psychomotor, and affective skills from the bio-psychosocial and nursing sciences. Nursing practice uses decision-making and problem-solving in assessing the individual s needs, diagnosing human responses to health problems, as well as planning, implementing and evaluating nursing care. Practice of the Associate Degree Graduate The practice of a graduate from an associate degree nursing program is demonstrated in four basic roles: member of the profession, provider of patientcentered care, patient safety advocate, and member of the health care team. Member of the Profession In the role as a member within the profession of nursing, the Associate Degree graduate is prepared to value, professional growth, learning as a life-long process, and self-development/self-care. Additionally, the Associate Degree graduate is prepared to function within the ethical and legal framework of nursing and to promote high standards of nursing practice. The Associate Degree graduate participates in institutional committees, attends appropriate continuing education offerings, and belongs to professional nursing organizations in order to contribute to the improvement of nursing and nursing practice. Provider of Patient-Centered Care In the role as provider of care, the Associate Degree graduate is prepared to provide direct care for individuals across the life span in a variety of health care settings where policies and procedures are specified and guidance is available. Settings include those that provide opportunity for health promotion, illness prevention or a dignified death. Nursing Process: The Associate Degree graduate is prepared to utilize the nursing process as a basis for decision-making. The nurse establishes and analyzes a data base, identifies health problems/needs, selects nursing diagnoses, involves the client in setting individual or family-centered goals, plans and implements care utilizing

14 NC ADN STUDENT HANDBOOK APPENDOX A - FORMS 14 recruiting and cultivating a caring faculty and staff dedicated to teaching and service excellence, ensuring universal access to affordable higher education through both traditional and innovative delivery systems, encouraging students to actively participate in the learning and decision-making process, and in upholding the dignity and worth of every human being. Philosophy In accomplishing the mission/purpose of the college, the board, administration, faculty, and staff shall be guided by the following philosophy: NC is dedicated to serving the educational needs of students, to promoting the professional development and well-being of all college personnel, and to informing and involving the citizens it serves. The college devotes human and financial resources to create and maintain a collegial environment. This environment is characterized by an institutional emphasis on excellence demonstrated by qualified faculty, administrators, and staff who possess a caring attitude toward students, ethical and professional standards of conduct, and respect for the individual. NC also accepts the charge of providing an atmosphere in which students can exercise initiative and personal judgment, leading to a greater awareness of personal self worth. Through commitment to enhancing student learning by creative and dedicated teaching strategies, the college provides students the opportunity to develop abilities needed to enter and succeed in college programs and as contributing members of society. The college is committed to maintaining standards through self-appraisal, community involvement, accreditation, statutes, and state/federal guidelines. evidence-based practice to achieve the goals, and evaluates outcomes. Patient Safety Advocate In the role as patient safety advocate, the Associate Degree Nurse promotes safety in the patient and family environment by: following scope and standards of nursing practice; practicing within the parameters of individual knowledge, skills, and abilities; identifying and reporting actual and potential unsafe practices; and implementing measures to prevent harm. The Associate Degree Nurse provides safe administration of medications and treatments. Member of the Health Care Team In the role as member of the health care team, the Associate Degree graduate provides patient-centered care by collaborating, coordinating, and/or facilitating comprehensive care with an interdisciplinary health care team to determine and implement best practices for the patient and the family. The Associate Degree graduate is prepared to provide and coordinate care for a group of individuals who have health care problems/needs with attention to quality of care and cost effective use of resources. In organizing nursing care, the Associate Degree graduate may delegate nursing tasks to licensed and unlicensed personnel based on their educational backgrounds and experience. The Associate Degree graduate is responsible and accountable for tasks delegated to others. The Associate Degree graduate is prepared to participate in evaluation of the health care system, contributes to change, and fosters an environment that promotes team relationships. Nursing Education Education is a developmental process incorporating experiences whereby an individual assimilates knowledge, develops a pattern of lifelong learning, and establishes a value system. Nursing education is a process through which the student may acquire behaviors essential for competence and accountability in professional nursing practice. The process occurs in a variety

15 NC ADN STUDENT HANDBOOK APPENDOX A - FORMS 15 of settings and may be influenced by physical, psychological, political, economic, cultural, and social factors. The role of faculty is to utilize knowledge about the student and the teaching/learning process to enhance the ADN nursing educational environment, instill commitment to life-long learning, promote the value of evidence-based practice, and facilitate student transition to higher nursing education. Faculty is responsible for managing the learning environment and facilitating achievement of the ADN mission. Teaching-Learning Environment Faculty and students share the roles of teacher and learner, in that often the teacher learns, and often the learner teaches. Learning is enhanced in an environment in which the student is provided guidance and given opportunities for self-direction. The student has responsibility for his/her own learning. Teaching incorporates caring, student engagement, and facilitation of the learning process. Learning is facilitated when the learner exhibits readiness and motivation, participates in the decisions which influence learning, and has sufficient opportunity for meaningful practice. Comparison of ADN Program Mission and Philosophy and Navarro College Quest, Vision, Purpose, and Core Values Summary Statements of Areas of Agreement/Congruence Area/topic Locations Color Value system: Nursing education is a process for establishing a value system. Navarro College pursues wisdom, truth, and knowledge for students. grey NC believes in providing an environment conducive to personal growth and development Life-long learning: Members of the profession of nursing will value learning as a lifelong process. Nursing Education is a process that develops a pattern of life-long learning. A NC Purpose of education is for students to acquire a passion for life-long learning. Higher education: Nursing Mission is to prepare students for entering a higher level of nursing education. NC Vision is students are well-prepared to engage in higher levels of education, leadership, and employment. Learning Environment: Nursing Learning is enhanced when student have opportunities for self-direction ADN Philosophy Nursing Education NC Quest ADN Philosophy Member of Profession NC Purpose ADN Mission NC Vision teal light grey ADN Philosophy Teachingred

16 NC ADN STUDENT HANDBOOK APPENDOX A - FORMS 16 NC Philosophy is that the learning atmosphere allows students to exercise initiative and personal judgment. NC believes in encouraging students to actively participate in the learning and decision-making process. Caring Attitude: The Nursing Teaching Environment incorporates caring. A NC Philosophy is that faculty, administrators, and staff possess a caring attitude toward students. Competence and Accountability: In the role of Member of the Health Care Team, the student learns to be responsible and accountable for tasks delegated to others. Students are taught that nurses advocate for quality care for the individual. Students achieve clinical competence and learn accountability. A NC Purpose is an environment that promotes commitment to a high level of personal integrity and intellectual rigor. Faculty Responsibilities: Nursing faculty are responsible for managing the learning environment to assure achievement of the ADN mission NC purposes are to maintain a collegial environment and to seek to maintain a stimulating and culturally diverse environment where students are motivated A NC Vision is for quality teaching and learning to prevail Mission: An ADN Mission is to prepare students for employment in health care settings as safe, effective, competent RNs A NC Purpose is that students are afforded the opportunity to develop abilities that enable them to be responsible stewards of their talents, skills, and material resources. A NC Purpose is that students are well-prepared to engage in employment. Learning Environment NC Philosophy NC Core Values ADN Teaching- Learning Environment NC Philosophy ADN Philosophy Nursing Practice NC Purpose ADN Philosophy Nursing Education NC Philosophy, Vision, Purpose A portion of the ADN Mission statement and a NC Purpose are congruent ADN Provider of Patient- Centered Care ADN Member of Health Care Team ADN Patient Safety Advocate orange teal and red yellow continue d light grey

17 NC ADN STUDENT HANDBOOK APPENDOX A - FORMS 17 ADN PROGRAM OUTCOMES 1. Licensure rate will be at or above the ADN national mean AEB NCSBN licensure data. (6.5.1) 2. New admission completion rate will be >seventy percent (70%) AEB program calculations. (6.5.2) 3. Final semester students as a group will score three or more (>3) on a 5 point Likert student satisfaction survey tool. (6.5.3) 4. Graduates as a group will score three or more (>3) on a Likert 5 point graduate satisfaction survey tool. (6.5.3) 5. Ninety percent or more (>90%) of final semester students will respond to student satisfaction surveys AEB file of returned surveys. 6. Fifty percent or more (>50%) of graduates will respond to post graduate surveys AEB file of returned surveys. 7. Customers (employers) as a group will score three or more (>3) on a 5 point Likert customer satisfaction survey tool. 8. Ninety percent or more (>90%) of clinical site employers will return employer satisfaction surveys AEB file of returned surveys. 9. Fifty percent or more (>50%) of non-clinical site employers will return employer satisfaction surveys AEB file of returned surveys. 10. Ninety-five percent or more (>95%) of graduates will be employed as RNs or seeking BSN degree within 90 days of passing NCLEX-RN AEB files of graduate follow-up documents (surveys, copies of faculty phone notes, and s). (6.5.4) 11. The program will have no significant differences in licensure rate of generic and bridge students. 12. The program will have no significant differences in completion rates of generic students and bridge students. 13. Graduates will have national NCLEX-RN test plan category scores > 50 th percentile. 14. Students will be prepared for NCLEX-RN AEB a group scores at or above the recommended level on standardized exit exams. 15. Forty percent of new and accepted students will have completed statistics and chemistry or > 8 hours of other pre BSN courses as part of a plan to earn a Bachelor of Science in Nursing AEB incoming transcripts beginning with 2012 admissions. 16. The program will maintain compliance with all governing agencies AEB periodic program reviews based upon BON requirements, SACS requirements, and THECB requirements.

18 NC ADN STUDENT HANDBOOK APPENDOX A - FORMS 18 ADN PROGRAM LONG - TERM PROGRAM GOALS The NC ADN Program: 1. will study the need for a goal to increase male and/or minority graduates. 2. will exceed the minimum SACS standard for > 15 graduates every 3 years. 3. will initiate an annual or bi-annual regional nursing conference sponsored by vendors. ADN STUDENT LEARNING OBJECTIVES (Student Educational Outcomes) 1. Final semester students will be confident of preparation for NCLEX-RN AEB a group score of three (3) or more on a 0-5 Likert scale student survey. 2. Final semester students will have competent critical thinking skills AEB critical thinking scores at or above recommended level on standardized exams for the class as a whole. 3. Final semester students will have confidence in their critical thinking skills AEB a group score of three or more (>3) on a 0-5 point Likert scale student survey tool. 4. Graduates will have competent critical thinking skills AEB a customer satisfaction score of 3 or more (>3) on a Likert 5-point scale critical thinking customer satisfaction survey item. 5. NC ADN graduates will have effective communication skills AEB a customer satisfaction communication skills rating of three or more (>3) on a 5 point Likert scale communication customer satisfaction survey item. 6. Final semester students will have confidence in their communication skills AEB a group score of three or more (>3) on a 5 point Likert scale student self-reports of nursing process skills. 7. Final semester students will have confidence in their physical assessment skills AEB a group score of three or more (>3) on a 5 point Likert scale student self-reports of physical assessment skills. 8. NC ADN graduates will be competent to practice safely AEB customer satisfaction group score of three or more (>3) on a Likert 5 point employer satisfaction survey safety item. 9. Final semester students will have knowledge to practice safely AEB safety scores at or above recommended level on standardized exams for the class as a whole. 10. Final semester students will have competent nursing process skills AEB nursing process scores at or above recommended level on standardized exams for the class as a whole. 11. Ninety percent or more (>90%) of ADN final semester students will know Texas laws regarding ADN practice AEB 90% self report of passing the TX BON jurisprudence exam prior to taking the NCLEX-RN. 12. Final semester students will demonstrate commitment to life-long learning AEB a group score of three (3) or more on a 5 point Likert scale student self-report of reading habits. 13. Twenty percent of final semester students will have a plan to enter a BSN program of study within one year AEB a group score > 1 on a 5-point Likert scale survey question regarding BSN plans within a year beginning with the Class of 2013.

19 NC ADN STUDENT HANDBOOK APPENDOX A - FORMS Seventy percent or more (> 70%) of generic students will complete requirements/objectives for all degree plan courses within 36 months of admission to the program. 15. Seventy percent or more (>70%) of bridge students will complete requirements/objectives for all degree plan courses within 24 months of admission to the program. (Completion rates in Texas are calculated at 18 months for bridge students, however, NC RNSG courses are offered only once each year. This does not allow bridge students who drop or fail a course to graduate within the Texas Coordinating Board (THECB) 18 month requirement.)

20 NC ADN STUDENT HANDBOOK APPENDOX A - FORMS 20 Program Completion & Degree Plan Requirements The curriculum in Nursing leads to an Associate in Applied Science Degree and prepares the graduate to take the National Council Licensure Examination for Registered Nurses (NCLEX-RN.) I. To be eligible to enter the NC ADN program, applicants must meet the following requirements: Completion of Texas Success Initiative Program (TSI) requirements. (THEA, Quick THEA, COMPASS, ASSET, or ACUPLACER testing or other methods.) Completion of Navarro College requirements for admission to the college. Completion of Navarro College ADN Program requirements for admission to the ADN program. II. To be eligible to graduate with the AAS in nursing degree, the following requirements must be met. Completion of all ADN Degree Plan courses with a final course grade of C or higher for theory classes and a P or pass in clinical courses. Completion of ADN Program standardized exams including the exit exam (standardized pre-licensure readiness exams) and completion of all remediation recommended by faculty for student scores less than recommended level on standardized exams including 3 or more exit exams. Completion of all Navarro College requirements for graduation. III. To be eligible to receive a license as an RN, the graduate must meet the following requirements. Affidavit of Graduation signed by Program Director (based upon completion of all ADN Degree Plan courses and other requirements and approval from registrar for NC graduation with AAS.ADN or AAS.ADN Bridge degree) BON eligibility requirements in Texas (or other targeted state for initial licensure.) Passing score on the BON jurisprudence exam if seeking licensure in Texas. Passing score on the NCLEX-RN licensure exam. Degree Plan Requirements Refer to the Navarro College Catalog (online) for the following information. General Requirements for Associate Degree in Applied Science... ADN Program Generic Entry Degree Plan... LVN-RN Bridge Option Degree Plan... RNSG Course Descriptions...

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