BSN Student Guide & Policies

Transcription

1 Bachelor of Science in Nursing (BSN) Program Years 1 & 2 BSN Student Guide & Policies Okanagan College Science, Technology, Health & Social Development Portfolio Adapted with permission from the University of British Columbia Okanagan School of Nursing; Revised Sept 2011; July 2012 This document is on the home page for the BSN program and in the College Online Calendar. The on-line version will be updated as needed and will be considered the most current.

2 Table of Contents Program Information/Options... 3 BSN Program Curriculum Overview... 4 BSN Student Guidelines... 5 A. Professional Conduct in the Nursing Program... 5 Guidelines for Professionalism in the Nursing Program... 6 Communicating Professionally in the BSN Program at Okanagan College... 8 B. Nursing Practice Experiences... 9 C. Practice Placement D. Evaluation of Nursing Practice Guidelines for Use of Health Lab BSN Program Specialized Skill List Okanagan College & BSN Program Policies STUDENT RESOURCES Everything You Always Wanted To Know About Poster Presentations!! The College of Registered Nurses of British Columbia (CRNBC) Student Representatives Program at Okanagan College BSN Program Psychomotor Skills List

3 Program Information/Options At the present time, the Okanagan College Bachelor of Science in Nursing (BSN) program offers the curriculum of the Collaboration for Academic Education in Nursing (CAEN) in B.C. in partnership with UBC Okanagan. UBC Okanagan has three programs: 1. Degree Program: The degree (BSN) program comprises eight academic study semesters and three summer sessions of consolidated nursing practice. Graduates of this degree program are fully prepared to write the Canadian Registered Nurse Examination (CRNE) in order to obtain registration to practice in BC as a Registered Nurse. Okanagan College (OC) BSN students complete years one and two of the degree program and will have guaranteed transfer to years three and four of the BSN program at UBC Okanagan. Admission to the Nursing program at UBC's Okanagan Campus cannot be guaranteed for students who take a leave after completing the first two years of the program at Okanagan College. 2. LPN Access: Licensed Practical Nurses may be admitted through the Access program. This program involves specific admission criteria and a course of study that serves as a bridging orientation to the nursing program. Students, who successfully complete the access program offered in the first term of year two of the program, will continue to complete the ongoing requirements for the BSN degree and be fully prepared to write the CRNE examinations in order to obtain registration to practice in BC as a Registered Nurse. Okanagan College may offer an LPN Access program in the future. 3. Degree Completion for RNs: This option provides Registered Nurses with access to a program of studies leading to a Bachelor of Science in Nursing. Diploma graduates from other Collaborative Academic Education Programs in BC may be admitted directly into semester six of the BSN program. Graduates from other programs may be admitted to the RN Bridge-In semester, which prepares students for entry into semester six of the BSN program. All students must complete 45 credits of study. Further description of the UBC Okanagan Nursing program can be found in the UBC Okanagan website at and the calendar at 3

4 BSN Program Curriculum Overview Years 1 & 2 Semester One Semester Two Consolidated Practice Experience NSGU 111 Health and Healing I: Living Health (3) NSGU 121 Health and Healing II: Health Indicators (3) NSGU 130 Consolidated Practice Experience I (2) (60 hours) NSGU 112 Professional Practice I: Introduction to the Profession of Nursing (3) NSGU 113 Relational Practice I: Self and Others (3) NSGU 114 Nursing Practice I: Introduction to Nursing Practice (3) BIOL 131 Anatomy & Physiology (3) English (3) Total credits - 18 NSGU 122 Professional Practice II: Introduction to the Discipline of Nursing (3) NSGU 124 Nursing Practice II: Coming to Know the Client (6) BIOL 133 Anatomy & Physiology (3) English (3) Total credits - 18 Hours for Semesters One, Two & CPE I: Practice Hours 231 Seminar Hours 78 Total credits - 2 Semester Three Semester Four Consolidated Practice Experience NSGU 211 Health & Healing III: Health Challenges/Healing Initiatives (3) NSGU 213 Relational Practice II: Creating Health-promoting Relationships (3) NSGU 214 Nursing Practice III: Promoting Health and Healing (6) BIOL 231 Health Sciences I: Pathophysiology (3) NSGU 221 Health & Healing IV: Health Challenges/Healing Initiatives (3) NSGU 224 Nursing Practice IV: Promoting Health and Healing (6) BIOL 235 Health Sciences II: Pathophysiology (3) NSGU 230 Consolidated Practice Experience II (4) (180 hours) Hours for Semesters Three, Four & CPE II: Practice Hours 518 Seminar Hours 78 Total credits 15 Total credits - 12 Total credits - 4 4

5 BSN Student Guidelines Important information relative to college policies is found on Okanagan College s web page: click Quick Links, College Calendar, General Academic Regulations and Policies. It is the responsibility of the student to access the current College Calendar online and to become familiar with relevant college and BSN program policies. A. Professional Conduct in the Nursing Program Preamble: The BSN Program at Okanagan College values a collaborative learning environment that supports diversity, empowerment and creativity. Emphasis is placed on the quality of relationships experienced in our education program as outlined in the BSN Student Guide & Policies. The learning environment is fostered by people working together in cooperative, caring ways. Refer to the Professional Conduct Policy in this guide. As professional nurses and nursing students, our ways of being are guided by the Professional Standards for RNs and Nurse Practitioners (CRNBC, 2012). The guidelines for professionalism in the nursing program are based on the CRNBC Standards and are intended to clarify the parameters of professional relationships in all learning environments wherever the student is present as a nursing student. These expectations of student conduct are in addition to the Professional Conduct Policy identified in the Okanagan College BSN Student Guide & Policies. Students must at all times adhere to the Code of Ethics of the Canadian Nurses Association and act in conformity with the College of Registered Nurses of BC (CRNBC) Professional Standards. Each student is expected to recognize his or her own limitations, act responsibly at all times, and take responsibility for ensuring continued competency and learning. A student may be required to withdraw from a practice placement if the above expectations are not met, or when medical and/or other problems interfere with satisfactory performance. Students will be denied their experience if the preparatory work is deemed unsatisfactory or if the Dean of Science, Technology & Health Portfolio determines that their participation in practice puts the receiving agency or its clients at unreasonable risk. Process to be followed when unprofessional conduct is observed: First occurrence: the unprofessional conduct will be explored with the student with the aim of promoting quality relationships. The student will be informed if this incident or a repetition of any unprofessional conduct results in documentation to the student file. In the BSN program, a Student Progress Note (SPN) and/or a learning contract are examples of documentation. Subsequent occurrence(s): the unprofessional conduct will be addressed by further discussion with the student and the occurrence will be documented in the student file with a copy provided to the student and BSN Program Chair.

6 Repeated occurrence: the BSN Program Chair will review the student s file, and in consultation with the Associate Dean, Science, Technology, Health & Social Development Portfolio, will determine the need to intervene further. The expectations outlined in this policy about the professional conduct expected of the nursing student and of the Registered Nurse is a topic of discussion in all nursing courses. Professional Practice I (NSGU 112) and Professional Practice II (NSGU 122) will provide nursing students with an opportunity to explore the concept of professional conduct in depth. Clarification of unprofessional conduct Conduct that impedes professional relationships may include, but is not limited to: In the learning environment: Behaviours that are demeaning toward others Disrespectful behaviour Defence-arousing behaviour Attention-seeking behaviour Lack of attention when others are speaking Gossip/repetition of rumours Breach of confidentiality Lack of regard for the start, break, and closure times of classes Attire that draws undue attention or is provocative to others Failure to honour diversity Failure to take ownership of the responsibility to meet professional and educational expectations Dishonesty In oral and written communication: Over-familiarity Use of first name without permission Not following etiquette Phone messages that lack respectful tone and content Guidelines for Professionalism in the Nursing Program Standard 1: Responsibility and Accountability: Maintains standards of nursing practice and professional conduct determined by CRNBC and the practice setting. The Nursing Student: Is accountable and takes responsibility for own learning and professional conduct. Is accountable and takes responsibility for own projects and written work. Works collaboratively and cooperatively in groups. Is accountable and takes responsibility for own share of group work. Comes prepared for class. Actively participates in a manner that is supportive of own learning needs and group learning needs. Engages constructively in the learning process. 6

7 Standard 2: Specialized Body of Knowledge: Bases practice on the best evidence from nursing science and other sciences and humanities. The Nursing Student: Applies knowledge of professional values, ethics and ways of being to all learning experiences. Standard 3: Competent Application of Knowledge: Makes decisions about actual or potential problems and strengths, plans and performs interventions, and evaluates outcomes. The Nursing Student: Demonstrates objectivity, critical thinking, and respect for diversity of values, beliefs, and opinions of others in the learning community. Offers constructive critique and input into the change process for the Nursing Program. Uses a problem-solving approach to clarify and resolve issues or concerns that may arise in their learning experiences. Is encouraged to seek the professor s guidance when clarifying issues or concerns. Standard 4: Code of Ethics: Adheres to the ethical standards of the nursing profession. The Nursing Student demonstrates: Dignity and Respect o Gives to, and receives feedback from, peers, professors, and guests in ways that demonstrate respect, honesty, and sensitivity. o Is respectful, civil and courteous to peers, professors, classroom guests, and the health care team. o Maintains a professional approach in oral and written communications. o Promotes integrity of self and others when engaging in professional relationships. o Supports group members in establishing a respectful learning environment. Confidentiality o Applies the principles of confidentiality in dealing with information about patients and peers. Justice o Follows Okanagan College policies for dealing with student rights issues o Follows formal communication procedures for requesting individual considerations or exemptions from BSN Program requirements. Accountability o Maintains professional standards at all times. o Ensures own physical, mental, and emotional well-being. 7

8 Standard 5: Provision of Service in the Public Interest: Provides nursing services and collaborates with other members of the health care team in providing health care services. The Nursing Student: Demonstrates ambassadorship for the profession and the BSN Program when interacting with members of the public and the health care community. Initiates, maintains, and terminates professional relationships with colleagues and teachers in a respectful and professional manner. Is considerate of the needs and perspectives of those who are providing learning experiences for the nursing student. Communicates, collaborates and consults with nursing faculty and nursing students to improve learning experiences and professional relationships. Advocates and participates in changes to improve the Okanagan College BSN program and nursing student learning and practice. Respects the lines of communication within the BSN program and other agencies. Reports unsafe practice or unprofessional conduct of peers or others to appropriate faculty. Standard 6: Self-Regulation: Assumes primary responsibility for maintaining competence and fitness to practice. The Nursing Student: Engages in self-evaluation and takes action to develop competence. Provides peer feedback/evaluation with honesty and integrity reflective of the student s own knowledge and expertise. Welcomes critique and feedback from peers and faculty to promote the student s professional development. Critically analyses and uses feedback to develop competence. Recognizes and respects the unique, ongoing nature of learning for all participants in professional practice. Endeavours to make the most of learning opportunities in the nursing program. Communicating Professionally in the BSN Program at Okanagan College Communication between students, professors/teachers and others on campus and away from campus is expected to be respectful and professional. Students will use their myokanagan address for all communication. Voice mail is less reliable than . Students are asked send messages from your myokanagan account to the address of the professor/teacher rather than leaving messages on the telephone. Professors/teachers are not expected to respond on evenings, weekends, or during statutory holidays and vacation. Students are reminded of the expectation that s sent to professors and other professional contacts be composed in a manner that is respectful in tone and content. A professional address (myokanagan) must be used at all times. 8

9 Students are required to ensure that messages do not reflect the following: Over-familiarity Use of first name without permission Abuse of etiquette It is the student s responsibility to check s to your myokanagan account on a regular basis (at least daily) or more often according to the norms set out in each course. Students will receive BSN program messages to your myokanagan account. Communicating professionally includes knowing who to talk with when you have a concern, issue or problem. Communication must always be respectful. The following guides student nursing communication: First, talk with the person or person(s) involved to find resolution Second, talk with your college professor Third, talk with the BSN Chair Fourth, talk with the Associate Dean - STH Communicating professionally is the responsibility of all nurses and nursing students. B. Nursing Practice Experiences Location Nursing practice experiences are an integral part of the nursing program. They occur across sites (acute care setting, community agencies and organizations) and with a variety of populations. Locations for nursing practice occur within and outside of the Okanagan Valley. Student Preferences While an effort will be made to accommodate students' preferences for types and locations of clinical experiences, Okanagan College BSN program reserves the right to determine the appropriateness of any nursing practice placement. All agencies and institutions serving as nursing practice sites must be approved by Okanagan College BSN program. Okanagan College reserves the right to change a student's nursing practice placement. The student has the right to be informed, in writing, of the reasons for the change. Arrangement of Nursing Practice Placements Nursing practice placements are arranged by the BSN Program Chair in consultation with the nursing faculty and students. Student Travel and Expenses Related to Nursing Practice Travel is a necessary component of the nursing program. Students must arrange for their own transportation to and from nursing practice sites. Travel, communication and other expenses (eg. regular contact with instructor, submission of assignments) are the student's responsibility. Each student must take individual responsibility for decisions regarding his/her safety when required to travel in inclement weather. 9

10 Safety to Practice All nursing students are advised that it is their ethical and legal responsibility to obtain supervision from the clinical teacher or designate when carrying out any nursing intervention for which they have not been previously supervised or in which they are not safe or confident to perform independently. C. Practice Placement Principles in Determining Nursing Practice Experiences The following guiding principles will be used to determine appropriate nursing practice experiences for students in years one and two of the BSN program. Principle 1: Nursing practice placements will be determined by the program with input from the student. Placements for all practice experiences will be arranged by the BSN Program Chair. Principle 2: Nursing practice experiences should help the student to formulate the Registered Nurse role. Principle 3: The expected outcome of all Consolidated Practice Experiences (CPE) is the extension of and/or consolidation of nursing knowledge and skills. Students may have additional practice hours in some settings. Principle 4: All Consolidated Practice Experiences for nursing students must be with, or overseen by, a Registered Nurse or a Registered Psychiatric Nurse. Principle 5: Year 1: each student must have 1 semester nursing practice and 1 CPE practice in extended/intermediate care or Rehab. Year 2: each student must have 1 semester nursing practice in acute care medical, 1 semester nursing practice in acute care surgical, and 1 CPE practice in acute care medical or surgical. Principle 6: Students requesting Out of Region placement (NSGU 230) will need to meet the requirements of the Out of Region Policy guideline. Practice Placement Requirements Due to the need for nursing practice in a variety of settings and to limited placement sites, it is necessary for students to travel to placement sites in Vernon, Penticton, Summerland, Salmon Arm, and Kelowna. Year 1: NSGU 124 *Students to submit proof of current CPR prior to entering practice areas. This course will emphasize health assessment and coming to know how clients understand and promote their health, and the nurse s role in partnering with clients in this process. The BSN Program Chair, in consultation with the teaching team, will select the teaching sites to be used. 10

11 Students will be assigned to practice groups based on the following: a. Availability of practice spaces b. Student request c. Faculty input d. Availability of practice professors/teachers Lists of tentative practice groups will be distributed to the teaching team for final approval. All students are responsible for transportation to practice sites. Year 1: NSGU Consolidated Practice Experience (CPE) Students to submit proof of current CPR prior to entering practice areas. This course provides two weeks of clinical practice to assist students as they continue to move forward from a health focus toward a health challenge focus. Students will develop an understanding of nurses responsibilities in health and health promotion. It is recommended that NSGU130 students remain in their NSGU124 practice area. This 2- week experience is for consolidation and moving to a new practice site lessens the consolidation. Students are expected to work days, evenings, or a combination of both, Monday through Friday, for the duration of the practicum. Out-of-Region and international placements are not available for NSGU130. Year 2: NSGU 214 & NSGU 224 *Students to submit proof of CPR prior to entering practice areas. These courses will provide students with the opportunity to develop caring relationships with people experiencing episodic health challenges in a variety of acute care settings and in the transitions from hospital to home. The BSN Program Chair, in consultation with the teaching team, will select the teaching sites to be used. Students will be assigned to practice groups based on the following: e. Availability of practice spaces f. Student request g. Faculty input h. Availability of practice professors/teachers Lists of tentative practice groups will be distributed to the teaching team for final approval. All students are responsible for transportation to practice sites. Year 2: NSGU Consolidated Practice Experience (CPE) *Students to submit proof of current CPR prior to entering practice areas. This practice experience is the consolidation of skills used in acute care medical and surgical units. This practicum is 180 hours and is preceptored by a staff nurse on a medical or surgical unit. The student is expected to work the same shifts the staff nurse is working for the duration of the practicum. The continuity of the shifts is crucial in the consolidation of the skills and knowledge. It usually takes approximately 4-6 weeks to complete. 11

12 This practice experience may begin at any time, based on the availability of preceptors, from the end of the winter exam period to early August. The BSN program Chair will develop the process for selecting preceptorship sites. The teaching team will inform students of their practicum site based on a review of their practice, identified learning needs and preceptor availability. NSGU 230 students may be able to apply for an out-of-region placement outside of the Okanagan area - see Out of Region policy. International placement is not available for NSGU 230. D. Evaluation of Nursing Practice Practice Appraisal Forms (PAFs) Student performance in nursing practice courses is assessed and evaluated on a PAF based on the six domains of Practice Competencies. Each semester, the quality indicators for each domain reflect the standard of expectations for students in that semester. Each domain is rated satisfactory (S) or unsatisfactory (U). The PAF contains information of the practice course absenteeism and identifies hours to be made up in the Consolidated Practice Experience. The completed PAF is signed by the faculty and student indicating the form has been read. It is placed in the student's academic file. All academic records are shared by the nursing faculty for purposes of academic progression. Student Responsibilities in Nursing Practice Attendance (see BSN Program Policy Missed Practice/ Laboratory Time): Students are expected to attend, and to be on time for all scheduled nursing practices. Students are expected to notify their instructor and the nursing practice site whenever they will be late or absent for any reason. Absence or failure to notify instructors of any absences may result in an unsatisfactory (U) in Domain 5. Attendance at nursing practice courses, consolidated practice experiences, seminars and labs is mandatory. Inability to attend any of these courses must be communicated to the instructor prior to the experience, and be assessed by the designated faculty. See specific course syllabi for expectations in other nursing courses. Self-Evaluation: Students are expected to complete an appraisal. This completed self-appraisal will become part of the student's ongoing nursing practice performance record. The self-appraisal must be based on a process of regular documentation by the student about his or her own nursing practice. The written documentation shall be available to the instructor on request. Directions for regular documentation and completion of the final self-appraisal will be provided by the student's professor. If the above obligations are not met, the student will receive an unsatisfactory (U) rating in the Professional Responsibility Domain of the Nursing Practice Appraisal form. 12

13 Ongoing Feedback: Students have the right to receive on-going feedback about their nursing practice performance and also have the responsibility to seek feedback from their professors. Student Responsibility When Experiencing Difficulty in Nursing Practice Courses If a student is experiencing difficulty in a nursing course, students can expect to meet with the supervising instructor to discuss specific issues. For a nursing practice course, either a midterm Practice Appraisal evaluation or a learning contract may be designed to address the specific issues identified and the activities required by the student to demonstrate satisfactory practice. For a seminar, classroom, or lab course, a learning contract may be created to specify expectations of performance within the course. A time frame for completion of the required activities or performance will be included in the contract or Practice Appraisal Form. If the student wishes to discuss a difficulty in any nursing course, that student should first approach the faculty member who is teaching the course. If there is no resolution of the difficulty or if there are other concerns that cannot be resolved by this method, it is appropriate for the student to discuss the difficulty with the Chair of the BSN program, who will take the necessary steps to resolve the issue. The Chair of the BSN program exercises the right to discuss the difficulty with the Associate Dean of the Science, Technology, Health & Social Development Portfolio. It is unprofessional for students to discuss course difficulties with other instructors or students. Students are encouraged to resolve difficulties with their own instructor. (Refer to BSN Program Policy Nursing Practice Grading and Unsatisfactory Practice) Nursing Practice Portfolios: The nursing practice portfolio is a record of the student's work in the program that directly impacts or reflects upon the student s developing practice. The responsibility for the portfolio lies with the student. The portfolio must minimally contain the face sheets of all practice appraisal forms maintained in a professional manner. The portfolio may also contain: Examples of term work - presentations, group work Attendance at workshops, conferences Skill list record Reference letters, feedback Journaling on very meaningful learning/practice situations The nursing practice portfolios enhance and support the philosophy of partnership in student practice evaluations. The use of student nursing practice portfolios will foster student/faculty relationships and create opportunities for open dialogue between student and faculty. The nursing practice portfolios will assist the student in developing a better understanding of his/her individual practice and growth, and of learning experiences. The use of portfolios promotes student ownership of his/her practice appraisals. Portfolios also enhance career management, and are helpful in resume writing and job interviews. The nursing practice portfolios will stimulate the faculty to develop a new understanding of the practice appraisal process. The portfolio does not replace the student file, but will assist the faculty to better understand a student's progress in the program. 13

14 As part of the evaluation process at the end of practice experiences, the student and instructor will develop the face sheet of the practice appraisal together. The student will then be given a copy of the face sheet for his/her portfolio. At the beginning of each semester, the instructor will be responsible for reviewing the portfolio with the student and discussing practice goals, learning opportunities and expected achievement. 14

15 Guidelines for Use of Health Lab 1. To protect the respiratory health of all users, the Health Lab will be fragrance free. NO SMOKING is permitted on the premises. 2. The Health Lab is to be used ONLY by Okanagan College Health program students. Absolutely NO CHILDREN and/or SIGNIFICANT OTHERS permitted in the Health Lab. When students require a partner to practice techniques, a classmate must be chosen due to Worker s Compensation Board (WCB) Regulations. 3. Students in the Health Lab will NOT perform any procedures unsupervised if those procedures involve a threat to the safety of themselves or others. This includes, but is not limited to, lifts and transfers and invasive procedures. The presence of a Lab Monitor DOES NOT constitute supervised practice, since the Lab Monitors are there for the protection of material property and assistance in getting out equipment. 4. Use only WCB approved footwear. This means: flat, non-skid soles, closed toes, and closed heels (no clogs or sling-backs). 5. In the event of an accident/injury, please let your lab teacher know immediately. In the event of an accident/injury during lab practice time when the Lab Monitor is present, please have the Lab Monitor contact Security at local After hours and weekends, call All accidents/injuries must be reported and an Incident report must be completed. 6. Students are reminded that, after a session in the Health Lab, they are to pick up their belongings, straighten bed linen, stack chairs, and attempt to leave the area better than they found it. 7. Schedules of practice times will be posted on bulletin boards outside the Health Lab. Students using the Health Lab during practice time are responsible for signing in and out on the Lab Monitor s clipboard. 8. Be alert and help maintain vigilant surveillance in the Health Lab to safeguard equipment or possessions. Try to keep the doors locked when no one is around. Report suspicious activity to Security at local Food and beverages may be used ONLY for selected lab practice in assisting patients/clients with eating. Students are responsible for cleaning up tables and garbage before leaving the lab. 10. The Health Lab is here for the student s benefit and use. Any comments and suggestions for improvement are welcome contact the Lab Monitor or the Lab-Sim Coordinator. 15

16 Dress Code for Health Labs: The BSN Program relies on the judgment of students to maintain a reasonable standard of dress and appearance. Guidelines for personal care skills in the Lab include: a) Clothes functional, comfortable, and non-restrictive; comply with principles of asepsis ie. Forearms exposed; no bare torsos or torn clothing. Uniforms will be required in Lab classes as directed by program faculty. b) Shoes comfortable, clean, low-heeled shoes with closed toes and heels (note-clogs are not acceptable according to WCB regulations). c) Hair clean, neat, and kept off collar and face. d) Jewelry a plain wedding band is suggested; only use small stud earrings (silver, pearl, or gold). e) Fingernails short, clean. Health Lab Learning Environment & Equipment: a) Ask your professor/teacher for assistance or clarification if in doubt about procedures. Sometimes it is helpful to experiment with your own style of organizing how you want to work through the procedures. Brainstorm with your partner about the pros and cons of your method and adopt an appropriate way of doing each procedure based on sound principles of safety, comfort, and respect. b) Conserve Linen: Reuse blankets and bedspreads and do not send them to the laundry unless soiled. Provide a freshly made bed for the next clinical group when making an occupied bed. Used linen should be placed in the laundry bags at the end of each day. Pillowcases can be changed each time. c) Cleanliness: If you notice any evidence of poor hygiene in the Health Lab environment such as unclean floors, lack of hand washing supplies, etc., please note the date and problem and contact the Lab-Sim Coordinator or the BSN Program Support person. d) Security: Many items in the Health Lab are expensive; some are specialty items. Please use with care and make sure all components are replaced correctly. If leaving a lab unattended, ensure the doors are locked. The skeleton and anatomical models need to be handled with gentleness; they are easily damaged and costly to repair and replace. Do not interchange parts of the models. 16

17 BSN Program Specialized Skill List Students are expected to recognize their own limitations, act responsibly at all times, and take responsibility for ensuring their own continued competency and learning. Students must at all times adhere to the Canadian Nurses Association Code of Ethics and act in conformity with the Standards of Practice (CRNBC). Under normal circumstances, a Nursing Student will not perform a Specialized Nursing Skill or a Delegated Medical Function unless the student has acquired this skill through specific instruction in the basic nursing program or unless the student is in the process of certification by the agency in which that student is practicing. Since agencies have the right to designate skills as "Specialized the lists herein are not to be considered all-inclusive and must therefore be supplemented by agency policy. STUDENTS ARE REMINDED THAT IT IS THEIR RESPONSIBILITY TO CHECK THE POLICIES AND PROCEDURES OF THE AGENCY IN WHICH THEY ARE PRACTICING, AND TO ABIDE BY THESE. (These policies may include, but are not limited to, administration of insulin, heparin, IV medications & narcotics.) According to Okanagan College BSN Policy: A. The following skills are not to be done by a nursing student. However, the student may observe the registered nurse while the skill is performed: Arterial Blood Gases Setting up and supervising operation of a mechanical ventilator Identification of cardiac arrhythmias for the purpose of instituting treatment (beyond C.P.R.) Measurement of arterial and CV pressure, or wedge pressure(swan) Monitoring oxytocin drip during labour Changing/removing tracheostomy tube Endotrachael extubation Hemodialysis Peritoneal Dialysis IV administration of Chemotherapy Epidural top-up or bolus, Defibrillation Give critical care medications i.e. IV amiodarone, IV metoprolol, IV rpa, etc. IHA Nursing Escort. Students are not to be the designated escort for patients requiring supervision during transport. They may however, accompany the designated RN/LPN for observation only. Management of unstable C-spine, ex. Stabilizing the neck of a patient with skull tongs or with/without a hard collar Student are not to be designated as a constant care provider including break relief Irrigate a chest tube. Reminder that due to hospital policies nursing students may not: Take a verbal or phone order from a physician Witness a signature on a consent form Complete a narcotic count 17

18 B. The following skills may be performed by a nursing student with direct supervision, at all times, by a qualified Registered Nurse: All High Alert medications including, but not limited to insulin and heparin dosage amounts need to be checked by a Registered Nurse prior to administration to patient Heparin infusion changes and IV heparin bolus need to be checked with a Registered Nurse prior to administration Narcotic administration specifically by: PCA bolus, continuous epidural infusion, IV push, subcutaneous infusion device, plexus nerve block infusion Removal of an epidural line Removal of central lines Accessing Venous Access Devices i.e. port a-cath Chest tube removal Phlebotomy Immunization (provided student has completed special training) Vaginal examination (provided patient consents and membranes are intact) Fetal monitor interpretation Neonatal blood glucose monitoring Transcribing physician orders and completing nightly review of charts & MAR Removal of a deflated Laryngeal Mask Airway (LMA mask) Central line: dressing changes, drawing blood samples, aspirating blood for position check and flushing and giving direct push medications directly into the positive pressure device, administration of TPN. Transfusion of Blood Products Students can only be assigned tasks that are congruent with the level of theory they have obtained within their education. After successful completion of transfusion related theory/lab, the role of the students can be: Transporter Assessment checks as assigned by the Transfusionist General care for the stable patient during transfusion under RN directio, General care for the stable patient for the first 24 hours post transfusion under RN direction. C. The following skills are to be supervised by a qualified RN until the student has demonstrated competency: Central line: administration of non-narcotic medications into a running infusion Blood glucose monitoring Midline catheter care and removal Venipuncture (peripheral IV infusion initiation) Tracheotomy care including suctioning, cleaning and changing of inner cannula 18

19 Okanagan College & BSN Program Policies Students are responsible for becoming familiar with the Okanagan College General Academic Regulations & Policies in addition to the BSN program policies. A. Professional Appearance Purpose: To present a professional image as a student enrolled in the BSN program at Okanagan College (OC). The following are guidelines for safety, infection control, and professional appearance. Good judgment should be exercised when making decisions as to what is appropriate in a given clinical experience. If an agency has specific or different requirements not covered by these guidelines, students must conform to those requirements. This policy can be adapted on an individual basis to meet specific cultural and/or religious considerations. Inappropriately dressed students will be asked to leave the clinical area. Fragrance - efforts should be made to be scent free both in agency placements and on campus. Agencies Where Uniforms are required: Dresses - Skirts - Pants Tops Over garments: o Clean and in good repair o Fabric that is readily washable o Style - Deep pockets, short or three quarter length sleeves; pants must not touch the floor o No attire that draws undue attention or is provocative to others Shoes: o Style - Closed heel and toe o Sole - Non-wooden Identification: o For identification and liability purposes, all OC BSN Nursing students are required to wear OC BSN Photo Identification in all practice settings o To ensure ease of visibility, the identification must be worn on the chest (just below the collarbone) Equipment: o Watch with seconds indicated; pocket note pad; red and black ink pens o Stethoscope Hair o o o Neat and clean. Hair to be secured in a manner that meets infection and control and safety standards. Clean shaven or beards/moustaches must be neatly trimmed. 19

20 Fingernails: o Short, no false nails, no nail polish Jewellery: o No visible jewellery except wedding bands (with no stones) and a reasonable amount of small, non-dangling jewellery (i.e. 2 pairs of stud earrings and a small facial piercing) Agencies Where Uniforms are NOT required (i.e. community) Clothing: o Neat, clean, appropriate. o No attire that draws undue attention or is provocative to others. o Jeans are not acceptable unless agency approved in agency policy. Identification: o Follow agency policy Shoes: o Style - Closed heel and toe o Sole - Non-wooden B. Basic Life Support (CPR Level C) Certification and Recertification Purpose: To ensure that all nursing students have the ability to administer Basic Life Support, Level C. All students are required to have current certification in Basic Life Support, Level C and to maintain this certification throughout the program. Students will be required to renew their certification late in semester two of year two so that their certification is current prior to entering the NSGU 230 clinical rotation and throughout the remaining two years of the program at UBCO. C. Gift Giving and Receiving Students in the BSN program are discouraged from accepting or giving gifts in the student/teacher or in student/client/patient relationships. While recognizing that gifts from students or clients/patients may be of insignificant monetary value, accepting them may violate principles of appropriate professional boundaries and may also represent inappropriate use of power in student-teacher or student-client/patent relationships. D. Length of Time for Degree Completion UBC Okanagan regulations stipulate a maximum amount of time that will be permitted for completion of the various degrees. It is the student's responsibility to be aware of his or her own length of time in the program. Failure to complete all degree requirements in the allotted time will mean that the degree is not awarded. Students in the OC BSN program must meet the degree requirements within seven years of beginning their first nursing course. 20

21 E. Missed Practice/Laboratory Time Professional nursing is committed to the provision of safe, competent, ethical care. Educational experiences occur in a variety of practice contexts and are designed to advance nursing competence in a deliberate manner; practice experiences promote nursing competence incrementally on a daily, weekly, and monthly basis. Nursing practice competence involves knowledge, skill, application, and judgment. Attaining competence in practice requires that students actively engage in all planned practice experiences throughout the program. Missed practice time is not simply replaceable. It is not about lost hours - it is about lost opportunities to advance individual nursing competence. Students are required to attend all nursing practice and laboratory experiences. Students are accountable for maintenance of their personal health, and for time management that enables them to attend all scheduled practice and laboratory experiences. Time management is a necessary professional skill; punctuality is expected in professional workplaces. Refer to Okanagan College General Academic Regulations & Policies: Attendance In the Event of Practice Absence: Practice Students will follow guidelines given by teachers at the start of each semester regarding notification of teachers and/or agencies of the expected absence a soon as possible. Laboratory Practice Experience All students are expected to notify the teacher by leaving a telephone or message before or on the day of the scheduled lab. Teachers will document the number of days absent on students' final practice evaluation for each term. Prolonged Absence Student absence from practice experience is viewed as a potentially serious disruption of the educational plan for the attainment and maintenance of nursing competence. For any absence, students will: Provide a health certificate or other supporting evidence for the absence if requested by teachers. Initiate discussion with teachers involved regarding plans to ensure maintenance and advancement of their nursing competence to meet expected outcomes. Absences from practice experiences will be brought to the attention of the BSN Chair for discussion and advisement. Teachers will work with the student toward the goal of attaining the expected practice competencies for each course. An unsatisfactory/fail grade will be given when student absence for practice experiences: o prevents adequate assessment of student competencies (knowledge, skill, application, judgment) o results in insufficient progress toward achieving the expected competencies As with all courses, students have the right to appeal a failing grade. Refer to Okanagan College General Academic Regulations & Policies: General Appeals on Academic Standing. 21

22 F. Nursing Practice Nursing practice is defined as that experience in or through acute, extended and community care agencies in which the student is engaged in direct nursing care with individuals or groups or is involved in laboratory learning. The BSN program offers a range of practice experiences. Placements will be organized with a focus on care of the older adult in year one and care of the person with an acute medical and surgical event in year two. The BSN program requires students to gain a range of practice experiences including the some weekends and night shifts. The BSN program expects students to be in full/time engagement in the program and work all shifts arranged. Nursing students may be assessed by a variety of teachers. Students are responsible and accountable for finding their own means of transport for practice placements. Many placement start times are as early as hrs and may not be accessible by transit. Students must be fit-tested for personal respirators for use in nursing practice. They must be fit-tested before initial use of their personal respirators and annually thereafter while in the BSN program, and they must provide evidence of fit-testing. The BSN Program Chair and faculty team are responsible and accountable for selecting the best practice placement possible to meet student learning needs. The BSN Program Chair is the final decision-maker regarding student placements. Practice placements will be assigned in advance of placement start date. If an individual student wishes to request a change in their placement, s/he should speak first with the BSN Chair who, in consultation with the clinical teacher, will determine whether rearrangements are possible. Requested placement changes may not be possible. If students have any disability that requires accommodation for nursing practice they must contact Disability Services at Okanagan College. Students are also reminded of their responsibility to be familiar with the CRNBC s Requisite Skills and Abilities document. G. Nursing Practice Grading Professional nursing is committed to the provision of safe, competent, ethical care. Educational experiences occurring in a variety of practice and laboratory contexts are designed to advance nursing competence in a deliberate manner; practice experiences promote nursing competence incrementally on a daily, weekly, and monthly basis. Practice performance will be graded as: Pass or Fail dependent upon the student's ability to competently meet the course outcomes. 22

23 This policy is applied in all courses with a nursing practice component. Nursing practice competence involves knowledge, skill, attitude, and judgment, and requires that students actively engage in all planned practice experiences throughout the program. Missed practice time is not about lost hours - it is about lost opportunities to advance individual nursing competence. Students are required to attend all nursing practice and laboratory experiences. Calculation of nursing practice hours does not include travel time, independent laboratory practice time or required time for preparation related to practice experience. In a course where there is nursing practice, theory and lab components, a passing grade in the nursing practice component of the course is required. Should a student receive a Failing grade in the nursing practice component, the practice AND the theory (classroom) AND the lab components of the course must be repeated in order to advance in the nursing program. The overall grade for each nursing practice course must be a P (Pass) in order for the student to progress to the next practice course. Each of the domains on the Nursing Practice Appraisal Form (PAF) will be assigned a rating of S (Satisfactory) or U (Unsatisfactory). In years one and two, an unsatisfactory rating in two or more domains on one Nursing Practice Appraisal constitutes a failing grade. In semesters 1, 2, & 3, a student may progress to subsequent nursing practice courses with an Unsatisfactory rating in one domain only as long as he/she has not previously received an Unsatisfactory rating on that same domain. This applies also to students who are readmitted to the program within one year of failure or withdrawal. If, at the completion of NSGU 224, a student has an Unsatisfactory rating in any one domain, the student will not progress to NSGU 230. If a student is gravely at risk for receiving a failing grade, the student will be notified in writing. The current teacher, the next practice area teacher, and the student will meet to discuss the concerns and ways to address issues. Normally a learning contract will be put in place. The BSN Chair is made aware of students placed on learning contracts. The final grade will be determined by the two practice area teachers in consultation with the BSN Chair. Students who withdraw while on a learning contract, or from the mid-point onward in a nursing practice course, will be assigned either an S or a U rating for each of the domains in the Nursing Practice Appraisal Form based on their achievement up to that point. If a student withdraws from the course before the Okanagan College withdrawal deadline, a W for the course will normally appear on the student's transcript. The completed and signed PAF will be placed on the student s file. Students will receive a copy of their completed ad signed PAF. 23

24 H. Plagiarism Students are responsible for knowing about plagiarism and cheating see the Okanagan College Academic Regulations & Policies: Academic Offences. I. Grading Assignment/Posting Grades Refer to Okanagan College s General Academic & Regulations Policies: Grading Practices. Nursing teachers will post all grades to Moodle and students are reminded that final grades are tentative only and subject to final approval of the college. J. Preparation for Nursing Practice Assignments Since the safety and well-being of health care recipients is of paramount concern, both teachers and students are responsible and accountable for ensuring that appropriate professional standards (i.e. CRNBC Professional Standards for Registered Nurses and Nurse Practitioners) are maintained. One important standard is an appropriate knowledge base. Teachers will discuss expected professional standards, including what constitutes appropriate preparation for practice assignments, with students at the start of each semester. Unprofessional behaviors such as inappropriate preparation may result in temporary removal of a student from the placement area. The student will be placed on a learning contract and the BSN Chair will be made aware of the situation. Each student is expected to recognize his or her own limitations, act responsibly at all times, and take responsibility for ensuring continued competency and learning. A student may be required to withdraw from a practice placement if the above expectations are not met, or when medical and/or other problems interfere with satisfactory performance. Students will be denied their practice experience if the preparatory work is deemed unsatisfactory, or of the Dean of Science, Technology, Health & Social Development determines that their participation in practice puts the receiving agency or its clients at unreasonable risk. K. Professional Conduct The Okanagan College BSN program and UBC Okanagan School of Nursing faculty are charged with the professional responsibility to ensure that all of its nursing students preparing to graduate have the requisite competencies and can meet the professional practice standards to be eligible for professional licensure as Registered Nurses in the province of British Columbia. Professional nursing behavior is guided and shaped by adherence to the College of Nurses of British Columbia Standards of Practice, and the Canadian Nurses' Association (CNA) Code of Ethics for Registered Nurses. While at Okanagan College, students who fail to adhere to these guidelines will result in the student being placed on a learning contract and the student will be at risk for failure. The BSN Chair will be notified of the situation. Nursing students and teachers alike are expected to behave in a professional manner in all classroom and practice learning experiences. Teachers are expected to help students interpret specific practice agency guidelines (i.e. dress codes) and apply them in their conduct. Students are expected to demonstrate responsibility and accountability for their actions as members of a professional discipline. 24

25 Unprofessional conduct (such as disrespect, rudeness, misrepresentation of fact) is unacceptable in both practice and classroom components of the learning experience. Refer to Okanagan College General Academic Regulations & Policies: Student Conduct. Students are expected to be prepared for and attentive to all learning experiences. In the professional context, unexplained absences are inappropriate behavior. If students take issue with the relevance or necessity for any scheduled learning activities, they are invited to express their concerns to the teacher of the course who may choose to discuss the issue(s) with the Chair of the BSN program. Practice learning experiences are a critically important component of nursing education, and our practice partners contribute a great deal to students and teachers often under difficult circumstances. Students (or teachers) whose conduct places the BSN program in jeopardy for losing a practice placement will be immediately removed from that experience. In their capacity as professionals, teachers or our practice agency partners have the right to ask a student to leave a practice unit at any time for unprofessional conduct, including violations of dress code or any other behavior that is considered disrespectful, irresponsible or unsafe. The BSN program fully supports our practice partners when they take such difficult decisions in order to meet their primary mandate of safe and effective patient care. Classroom and laboratory learning experiences are also an essential element in education preparatory to professional nursing practice. Students behaving in such a manner as to disrupt educational activities in classroom or laboratory learning contexts will be asked to leave. Refer to Okanagan College General Academic Regulations & Policies: Student Conduct. L. Progression and Advancement The minimum grade for nursing courses for progression within the BSN program is 60%. The minimum cumulative grade average to continue in the program is 65%. Students must receive a passing grade in each nursing course to progress to the next nursing course. Students must satisfy the prerequisites, co-requisites and concurrent requirements for each nursing course. Students must maintain a cumulative grade average for all required courses of 65, and may be required to withdraw from the program if their cumulative grade average falls below 65. Assignments and Examinations Supplemental examinations and re-writes of assignments are not offered unless indicated in the course outline. The course outline will indicate whether re-writes of assignments or midterm examinations are possible, and the specific conditions that pertain will be outlined therein. The course outline will indicate the maximum possible grade and value that can be attained on re-write. Final examinations cannot be rewritten. Supplemental examinations are not an option. In order to transfer to UBCO to complete Years 3 and 4 of the BSN program, students must complete required courses in Years 1 and 2 with the following specific requirements: A Pass in each nursing practice course (NSGU 114, 124, 130, 214, 224, 230); A minimum of grade 60 in each other nursing course; A minimum of grade 60 in each non-nursing course taken as part of the BSN program; and 25

26 An overall (cumulative) grade average of 65 or greater. Normally, students are required to complete the entire BSN program within seven years of initial entry. Although satisfactory academic performance is a prerequisite to advancement, it is not the sole criterion in considering the suitability of a student for promotion or graduation. The BSN program reserves the right to require a student to withdraw from the program if he or she is considered to be unsuited to proceed with the study or practice of nursing. M. Dropping Courses/Withdrawing Students are responsible for checking the Okanagan College on-line calendar Important Dates. Readmission Students must apply for readmission. Okanagan College reserves the right to readmit students and to stipulate conditions attached to readmission. Applications for readmission will be reviewed on an individual basis by the BSN program Chair. Applicants seeking readmission need to be aware that there are limited seats available. Re-Entry Following Withdrawal A student who withdraws and intends to apply for re-entry into Years 1 and 2 of the BSN program must normally return no later than one year after the time of leaving the program, and must apply for re-entry. Concurrent registration requirements will determine the courses in which the student must enrol. Re-Entry Following Failure A student who fails and intends to apply for re-entry into Years 1 and 2 of the BSN program must normally return no later than one year after the time of leaving the program, must apply for re-entry and must make arrangements with the BSN Program Chair. Concurrent registration requirements influence the decision about which courses must be repeated upon re-entry. A student who re-enters following failure in a practice course may be required to repeat and pass a lower-level Nursing practice course and satisfy concurrent registration requirements for that course. If a student subsequently fails any nursing course, he or she will be required to withdraw from the program for a minimum of two calendar years. If a student returns after the two-year waiting period, he or she will be required to enter the first semester of the program and successfully repeat all nursing courses, including courses in which advance standing was previously granted. N. Student Injury during Practice Experience A student who is injured in any way or exposed to a life threatening reportable disease during practice experiences (including needle stick injuries) should immediately inform the teacher and follow the facility's notification and treatment procedure. In most cases, the student should be seen as soon as possible by the facility's Employee Health Services for assessment and potential treatment. 26

27 In the event of injury, an incident report is usually completed. It is important for the student to obtain a copy of the incident report as a personal health record and for follow-up care if required. Follow-up care may be obtained from the student's own physician. Okanagan College may require the completion of an incident form as well. In all cases, the BSN Program Chair must be notified. O. Student Records and Portfolios As part of their professional role, teachers are responsible for recording information which is performance related, accurate, complete, constructive and objective. Students fulfill their responsibility through periodic reviews of their performance record. Access to a student's record is available only to the student, professor/teacher, BSN program faculty and designated support staff. Student records will be sent to UBC Okanagan when students transfer to BSN Years 3 & 4. The record may be reviewed by the student in the presence of a teacher. The student is responsible for being aware of the contents of the record. All evaluative comments on the cumulative record and formal evaluations are signed by the teacher and the student. Students may add comments to their cumulative record or evaluations. Students will receive a copy of completed practice evaluations It is also expected that students will seek review of their portfolios with their current practice teacher and will use constructively the information contained therein. P. Submission of Student Assignments Teachers will advise students of any particular format/style requirements (i.e. APA format) in their course syllabi. All assignments must be typed as per the guidelines given by teacher. Students are accountable for time management that enables submission of coursework in an appropriate manner. Assignment submissions are expected on the date and at the place determined by the teacher. In unforeseen circumstances, a request for an extension may be considered by the teacher involved (normally at least 48 hours in advance of the due date). Late papers will be docked 10% of possible grade for the assignment for each day/partial day (weekends are considered to be one day) beyond the due time. Example: If an assignment is worth 40 marks, the student will lose 4 marks for each day it is late. So, if the student would have received a grade of 36/40 and the paper is one day late, the student receives a grade of 36-4 = 32 marks, if 2 days late 36-8 = 28 marks. Students must retain a second copy of all submitted papers. 27

28 Students submitting electronic versions of assignments may be required to submit a hard copy (as requested by teacher) Electronic copies of assignments must be virus free prior to submission (students are responsible for ensuring that their virus protection is effective and current). Papers/assignments/midterm examinations and final exams may NOT be rewritten. Concerns regarding grading are to be discussed with the course teacher. Students wishing to appeal an assigned grade may do so upon the completion of the course. (See Okanagan College Academic Regulations & Policies: General Appeals on Academic Standing). Students are reminded that plagiarism constitutes a serious offence. (See Okanagan College Academic Regulations & Policies: Academic Offenses Q. Unsatisfactory Practice The evaluation of nursing practice involves ongoing feedback and documentation of student performance. The nursing practice component of any course is graded as Pass or Fail. Course outcomes and all evaluative methods are clearly identified in each course syllabus and are discussed with students at the beginning of the course. Both the student and teacher involved are responsible for early identification of student nursing practice difficulties, which may include input from practice colleagues. Ongoing and timely verbal and written feedback and discussion between teacher and student about apparent performance problems is the expected norm. Consultation between teacher and student with regard to knowledge application, practice skill development and ongoing learning is both facilitative and evaluative. This consultation involves both written and verbal exchanges over the course of the nursing practice learning experience. When the teacher identifies a pattern of behaviour that may be indicative of impending unsatisfactory outcomes early in a nursing practice learning experience, the teacher is expected to provide the student with written documentation (which could include secure communication) to this effect, indicating the particular practice outcome(s) in jeopardy. The student will have an opportunity to discuss the issues raised in the documentation with the teacher, who will propose a plan for remedial action. In all such instances, the Chair of the BSN program should be consulted. The BSN Program Chair will refer students onto the Associate Dean of the Science, Technology, Health & Social Development portfolio when necessary. Where there is agreement between the teacher and student with regard to a plan of remedial action, the agreement is ideally articulated in the form of a learning contract. The learning contract sets out clear expectations for performance, including the length of the contract, and is signed by both parties and placed in the student s file. The Chair of the BSN program is notified of the learning contract by the teacher. Referral to other support resources (i.e. the Learning Centre and the Nursing Lab) may be appropriate; referrals and assistance will also be documented in the student's record. 28

29 Where there is disagreement between the student and the teacher with regard to the issues documented or the proposed remedial action, the student will be invited to provide a written response to the documentation, and the response will also be placed on file. All written documentation related to the problem or concern (jeopardized nursing practice outcome; teacher & student views; remedial plan; signatures) will be maintained in the student's record. Progress, or its lack, will be clearly indicated and the student's status regarding a potential failing grade will be clearly stated. The student will receive copies of all documentation. The teacher will inform the Chair of the BSN program of the student's status on an ongoing basis. Unresolved concerns may be brought to the Associate Dean of the Science, Technology, Health & Social Development portfolio for discussion and advisement. Nursing practice learning inevitably represents a delicate balance between the student s right to learn and the rights of patients or clients to safe and ethical care as well as the rights of practice institutions to ensure such care. Because the nursing practice expectations articulated for each level of the program include explicit requirements with regard to consistent demonstration of such qualities as responsibility, ethical behavior, professional conduct, and safe, effective client care, there are some acts on the part of the student that, even in isolation and not part of an identified pattern, may be of significant concern in the professional judgment of the teacher as to justify practice failure and/or immediate withdrawal from the nursing practice learning experience. In all such instances, the teacher will obtain consultation from the Chair of the BSN program and Associate Dean of the Science, Technology, Health & Social Development portfolio as soon as possible with regard to the decision. The student must be provided with written documentation of the nature and seriousness of the act and an explanation of the basis for the decision that was reached by the teacher. The student will be given an opportunity to respond in writing to the written documentation before it is placed on his/her file and will be informed of the implications of the decision for his/her academic progression. This policy is informed by the College of Registered Nurses of British Columbia (CRNBC) Professional Standards for Registered Nurses and Nurse Practitioners and the Canadian Nurses Association (CNA) Code of Ethics. Learning Contract: A learning contract is a written agreement developed collaboratively between a student and teacher that specifies learning activities to be undertaken in order to achieve course learning objectives/outcomes and professional practice standards. Learning gaps or deficits related to the course outcomes are identified and specific learning objectives are established. Strategies and resources are identified to assist and support the student in meeting the learning objective(s). The time frame for successfully meeting the objectives/outcomes is also identified. Establishing a learning contract highlights the responsibilities of the parties involved and encourages the student to be a reflective active participant and to take ownership in his/her learning while promoting achievement of competencies. 29

30 R. Use of Student Work for Teaching/Learning Purposes On occasion, teachers may want to use the 'well done' work of individual students (such as a paper/assignment or a learning contract) as a learning example for other students. Exemplary student materials may be placed in the Learning Centre or distributed to a class or to individual students in other ways such as a handout or by . Permission for the use of such material will be by written consent of the student only. A copy of the consent will be kept on file in the student file, so that it remains accessible for future reference. Please use the following format for the written consent. Student Consent to Use Personal Work as a Learning Resource for Others The undersigned gives permission for the use of (complete details here) as a learning resource for other students. Signature of Student: Name of Student (please print): Signature of Teacher: Name of Teacher (please print): Date: S. Freedom of Information & Protection of Privacy Refer to Okanagan College Academic Regulations & Policies: Freedom of Information and Protection of Privacy. T. Use of Electronic Devices in the Classroom, Lab & Practice Experiences There is a shared responsibility between students and teachers to create a positive learning environment for everyone. Cell phones are to be kept on vibrate and each course syllabi will give the student direction related to cell phone use for that course. Laptops may be used in the classroom for taking notes. Please refrain from using laptops, cell phones, Blackberries or any wireless hand-held devices for other purposes during class time. Activities such as playing video games, composing personal s or text messaging is disruptive to a positive learning environment and is distracting for other students. 30

31 U. Out-Of-Region Student Practice Placements Guidelines: Out of region student placements provide a unique opportunity for students to practice primary health care in a different context within Canada. The following guidelines for eligibility have been developed to assist students in planning for the experience. This policy applies to Consolidated Practice Experience (CPE) N230. Students must fulfill the following pre-requisites: o Attain a cumulative and a previous semester average of B (72% or greater) o Attain a satisfactory in all domains in the applicable clinical course(s) o Some out-of-region placements may require satisfactory completion of an appropriate prerequisite. o 90% attendance overall in clinical practice experiences. o Recommendation from the most recent clinical teacher. o Current CPR. Application Process: o The student is responsible for researching and gathering data on the out of region placement facility. o The student is responsible for contacting the facility to investigate whether the experience will fulfill the educational objectives (ends-in-view) for NSGU 230. o The student is responsible for making the initial contact with a nursing administrator to confirm that there is interest in supporting an Okanagan College NSGU 230 CPE preceptorship experience. o Students must submit a formal letter of application to the BSN Program Chair. The formal application letter should address the following: o State the facility name, address, and contact number o State the name and number of the nursing administrator the student has contacted. o State the goals and type of experience you hope to gain with this placement. o Explain how this placement fits into your career plans. o Describe how you will prepare for the practice experience. Please consider the following: o Specific preparation for the town and country you are traveling to o Health issues o Safety issues o Political situation and language spoken o Gender and cultural issues The application will be reviewed by the BSN Program Chair. An interview may be required. If approved the application will be processed by the BSN Program Chair. Once the BSN Program Chair has secured a placement, an agreement of understanding needs to be approved by Okanagan College and the Dean of Science, Technology, Health & Social Development and the institution of placement. This contract must be in place prior to beginning the practice experience. The out of region placements cannot be guaranteed. If circumstances or the political situation changes in the region, the experience may be cancelled, or the student may be called back. 31

32 Student Responsibilities: o Students need to have sufficient funds to pay for transportation and daily cost of living. o Students must purchase accident and disability insurance (details to be developed with respect to Okanagan College). o Students will bear the liaison costs related to communicating with the agency prior to going and communicating with faculty once the practice experience begins. o Students are responsible for their own immunization and medical insurance coverage, and any other receiving agency requirements 32

33 STUDENT RESOURCES Accessing Library Resources at Okanagan College You will receive a library orientation during one of your nursing courses. Get to know the library and the many resources available to students. Learning Center at Okanagan College The Learning Center is located in the library. Students are advised to become familiar with the services at the learning center. Student Services Go to college website and enter student services for a complete list of services and contacts available to you. Yes, You Can Do Multiple Choice Exams!! Strategies for Success! You do need to study and review and know the course content, but there are also simple strategies that can be applied when you sit down to write the exam. 1. Overview the exam 2. Read the front page for instructions. Write your name on front page and any short answer pages or booklets if provided. Check the number of pages, and the type of questions (any short answer?). If all the questions are multiple choice mark the midpoint of the exam (number of questions). Check the time allotted for the whole exam take approximately 20 minutes (may vary with the length of exam) off the end of the time allotted and mark that time (by clock) at the midway point. This will help you gauge your pace. If there is short answer included allow about 1 minute for each mark. Include this in your overall calculation. Set aside your computer sheet you will not use this until the very end! Do you know if wrong answers will be subtracted from the right? If not ask! (You do have the right to know this and exam writers/markers do vary!) 3. You are ready to start take a deep breath let it out slowly and another. This slows down any agitation, decreases your anxiety, and improves your focus. 4. Begin establish a pace, a rhythm. Do not dwell on a question if it doesn t come quickly to you, move on. Do not mark your computer sheet until the end if you mark your computer sheet for each question, it breaks your focus and your pace. When you come to midpoint check the time are you okay or do you need to speed up slightly? 33

34 5. Be Methodical approach each question the same way: Read the stem (the information and question part). At this point, ignore the distracters (responses) that are given (you could even cover them). Circle or underline the key points in the question e.g. age, gender, condition, timeframe. What is being asked? Without looking at the distracters (list of possible answers given), brainstorm in your mind the answer(s). Read each distracter by itself and in relationship to the stem (question) you could uncover each distracter separately. Is it correct YES mark it with a : NO put a stroke through it. If unsure whether this distracter is correct or not, mark it with a? This works well for both single (one correct answer) and multiple response questions (combinations of answers) 6. Work through the exam keep your pace. Do not get stuck on a question if you don t know the answer just flag that question. E.g. Mark an or circle the question number 34. Sometimes a later question will trigger your memory and the answer will come to you. 7. When you have worked through all the questions now is the time to go back and methodically transfer your answers to the computer sheet. Do it question by question. Be sure you are marking your answer to the matching question say to yourself 2 C, 3 D, etc. Mark the computer sheet carefully fill in the circle completely but do not scratch across it do not make any extra marks on the computer sheet and do not scrunch the sheet. The electronic marker is extremely sensitive and may mismark your sheet! When you come to a question that you were initially unable to answer, try it again the same methodical way stem each distracter. Sometimes, it just comes to you. Other times you are still unsure if there is no penalty for wrong answers GUESS. If there is a penalty for wrong answers, don t guess, unless you are pretty sure. If you are short of time, just skip those unsure ones until the very end. If the exam invigilator is very stringent, you must put down your pencil when asked it would be important to have recorded those answers you knew. Do not try to second-guess the professor, e.g. answer B because you haven t seen many B responses we professors just aren t that devious. There are many rules to writing exam questions and if we are following the rules of exam writing, there is no pattern there could be 20 correct Bs in a row. Trust your answer! 8. Do Not Change Your Answers. It has been shown that your first response, done under the pace of exam answering, is more likely to be correct. When you change your answer it is often because you are, on rethinking, now reading too much into the question. An answer that was changed will be wrong 80% of the time! Trust your first instinct!! 9. Attend and learn from exam reviews. Analyze your strong and weak areas content areas, type of exam questions (multiple choice or short answer), and exam writing strategies. Consult with your professor. Drafted by Kathy Hofmann, OUC, October,

35 Everything You Always Wanted To Know About Poster Presentations!! Traditionally, posters have been used at conferences as a method of presenting ideas and disseminating information about research findings or innovations in clinical practice. Presented as a synopsis only, the poster presentation stimulates interaction and an exchange of ideas and perspectives. Usually the presenter presides at the exhibit; observers, upon reading the poster, can ask questions about the methodology of the project, the clients involved, the outcomes, the implications, recommendations etc. This dialogue often leads to networking about the topic. Poster presentations give students the opportunity to practise critical thinking, creative design, written and oral communication skills, and professional presentation. What is suitable for a poster presentation? A poster presentation can replace a written paper or an oral paper; so almost any topic is suitable. To create a poster requires critical and creative thinking as you attempt to visually present your information in a format that requires condensation and conciseness, yet promotes understanding. Planning your poster: You want to create a visually attractive image that draws observers to your poster. You want the information to be easily understood, comprehended in a few minutes, and stimulating questions from viewers. In designing a viewer-friendly poster as in any presentation consider the audience! Plan your components (what do you want to include) and then your layout. Your overall layout and type of information you wish to present will determine how you display the components (text/graphic). Components: Your poster should include: a title should be interesting to catch attention the authors (include affiliation & title) a list of references acknowledgement of resource people an abstract is usually made available (refer to assignment guidelines to determine if this is required) In considering your content, remember to keep it simple. A poster can easily become overwhelming for the observer if it is too wordy or cluttered with too many components. refer to the assignment guidelines for specific content requirements use headings use lists, tables, and graphs where appropriate to condense your information use a variety of text, graphics all graphics must have captions all literature sources must be cited on the poster 35

36 Layout: The size and materials used for poster presentations vary and are determined by the assignment guidelines. In its simplest form, a poster could be a sheet of billboard with the components comprised of different sheets of bond paper. In organizing the poster format you may wish to consider the following: Is the poster well organized? Does it flow for easy reading (e.g. left to right or clockwise) use arrows to assist directional flow use graphics to illustrate linkages Are the title and headings boldly presented? the title should be readable from across the room (at least 10 cms high) Is the important information evident? Some information will be more prominent than other information Are the written elements readable at 4 to 6 feet? (at least 2.5 cms high) use different fonts (most written elements of a poster presentation are computer generated) typed format is easier to read than handwriting The use of space provide ample space between components! use different shapes and sizes for the components avoid the temptation to put all you know in the poster remember the poster is to attract the observer, and encourage interaction and questions avoid clutter The use of colour vary the colour of the poster background and the components use colour for emphasis in the components The use of visual effects graphics can present a lot of information in a small space graphics may be photographs, clippings, symbols, diagrams, charts Drafted by Kathy Hofmann, OUC Revised: L. Malinsky, UBC O, May

37 The College of Registered Nurses of British Columbia (CRNBC) Student Representatives Program at Okanagan College The CRNBC Student Representative Program (SRP) is a provincial network of approximately 190 CRNBC student registrants in British Columbian schools of nursing who volunteer to represent CRNBC in their nursing school. Student representatives promote good nursing practice by providing information about CRNBC programs and services, and help inform other nursing students about self-regulation, professional standards, nursing issues and CRNBC resources. Student representatives are a direct link between CRNBC and other student and practicing colleagues. They provide leadership to help other students express their ideas, concerns, needs and priorities to CRNBC. Their base of operation is the educational institution where they are enrolled and they are supported by the nursing education program administration, faculty and CRNBC Nursing Practice Advisors. Role of a Student Representative: Working with the CRNBC Regional Nursing Practice Advisor and the Okanagan College Nursing Faculty Liaison, student activities include: 1. Assisting colleagues to understand and support nursing self-regulation. 2. Assisting fellow students to understand and use the CRNBC Standards for Practice. 3. Promoting awareness and use of CRNBC resources to support nursing students in their practice. 4. Providing a communication link between nursing students and CRNBC. Structure: Students represent all years of the BSN program. Year I representatives are selected each fall and usually participate in the SRP program until graduation. Representatives are replaced as needed to ensure representation from all years of the BSN program. A chairperson is chosen from within the group. Benefits: Student representatives develop leadership skills, increase their awareness of nursing practice standards, help to improve their problem-solving skills and provide a network for professional practice. Examples of involvement in professional activities at local and provincial levels include participation in: workplace representative sessions district workshops provincial annual meeting CRNBC Board meeting annual CRNBC Student Representative BBQ for all BSN students monthly SRP meetings educational presentations for student nursing body College of Registered Nurses of British Columbia. (2008). Student Representative Program. Retrieved July 17, 2008 from 37

38 Year 1 N214 N224 N230 BSN Program Psychomotor Skills List Students shall use this list to keep track of when they were introduced to each skill, and of the level of proficiency with each skill using the following code: Practiced in Lab (L); Practiced in Clinical (C); or Proficient (P). Students are also encouraged to add new skills (that may not be included in this list), as they are encountered in clinical practice experiences. Skill Category Skill Description Ambulation and Positioning Asepsis (for surgical asepsis, see perioperative care ) Assessment/ Physical Data Collection Assist with crutches, walkers, canes and wheelchairs Transfer patient (pt) in and out of bed Operate mechanical lifts Maintain body alignment: in bed, chair Transfer pt from stretcher to bed with slider board Operate bed place in Trendelenberg position Position/mobilize patient using spinal precautions Position/mobilize patient using orthopedic precautions Handwashing and routine practices Gloving clean and sterile Donn personal protective equipment (PPE) for Contact Precautions Donn PPE for Droplet Precautions Donn PPE for Airborne Precautions Donn PPE for Droplet Contact Precautions Donn PPE for Airborne Contact Precautions Care for a patient in Protective/Reverse Isolation Prepare and assist with aseptic procedures General appearance Level of consciousness and Glasgow Coma Scale Speech/communication Temperature: oral, rectal, axillary Pulses: carotid, brachial, radial, apical, femoral, pedal Blood pressure Respiration: rate and quality; auscultate breath sounds CVS: auscultate heart sounds CVS: assess/measure edema Abdomen: inspection, auscultation, palpation, percussion Measure girth Palpate bladder Skin Limb: colour, warmth, movement, sensation (CWMS), strength and equality Coordination of movement, sitting balance, posture Comfort/pain assessment Vision (basic); Assess pupils reaction, size and equality 38

39 Year 1 N214 N224 N230 Skill Category Skill Description Assessment/ Physical Data Collection (cont.) Bandages, Dressings & Wounds Blood Administration Blood Glucose Monitoring Chest Tubes Diagnostic testing Hearing (basic) Breast / testicular examination Flap checks (plastic surgery) Braden scale AV fistula (bruit & thrill) CAMI (confusion assessment method instrument) Withdrawal score (alcohol detox) Vascular checks (following vascular surgery) Spinal checks (following spinal surgery) Apply tensors Wound assessment Change simple sterile dressing Change complex sterile dressing Change complex dressing with packing and/or irrigation External fixation devices: pin care Remove sutures, staples, clips Shorten Penrose Remove drains (Hemovac, Blake, Jackson-Pratt, etc.) Measure and record output from a drain Caring for a pouched/bagged wound VAC therapy: monitor VAC therapy: change dressing Packed red cells Albumin Fresh frozen plasma Other: Blood glucose testing Document blood glucose results Check high/low controls Assessment and care for pt with a chest tube and drainage device (e.g. Pleurevac) Assessment and care for pt with Heimlich valve Assist physician with chest tube insertion Remove chest tube Change drainage device (e.g. Pleurevac) Maintain/monitor chest tube suction Monitor and record output from chest tube Documentation Complete assessment and checklist prior to test Administer bowel prep (eg. PEG prep or enema) Complete skin prep and shave (as appropriate) Provide pre-procedure patient teaching Monitor patient during procedural sedation 39

40 Year 1 N214 N224 N230 Skill Category Skill Description Diagnostic testing (cont.) Documentation Eating assistance Elimination Exercise Feeding and nasogastric tubes Heat / Cold Hygiene Monitor patient following procedural sedation Complete post-procedure vital signs and checks Charting Admission, discharge and/or transfer of patient Prepare/modify nursing care plan Transcribe physician s written orders (RN supervision) Conduct nightly chart review (RN supervision) Assisting individuals by mouth Recording intake Administer enemas; insert suppositories Apply external urinary drainage devices Catheter care Catheter removal Catheterize bladder via urethra Measure and record output Care for pt with colostomy, ileostomy, ureterostomy Empty and measure output from ostomy Change ostomy appliance Irrigate ostomy Intermittent bladder irrigation Assess and maintain continuous bladder irrigation (CBI) Assess bladder volume using a bladder scanner Exercise passive and active ROM Assessment/care of pt with TF or NG Measurement of intake and output from: NG, G tube, J tube, etc. Monitor and maintain suction for NG tube Irrigation and/or flushing of NG or feeding tube Insertion of NG or small bore feeding tube Removal of NG or small bore feeding tube Aspirate for residual volumes, as appropriate, with a TF Change TF tubing or feeding solution Operate TF pump Administer medications through feeding tube Apply heat (eg. heat lamp, hot compress) Apply cold (eg. Ice packs, cool clothes) Eye care (eg. Cleanse, apply eye patches) Hair and nail care Nose and ear care (includes insert & care for hearing aids) Oral care (includes dentures) 40

41 Year 1 N214 N224 N230 Skill Category Skill Description Hygiene (cont.) Perineal care (includes sitz baths) Skin care (includes century tub) Make and change beds Prevent and treat decubiti Shaving Foot care (skin care, diabetic foot care) Infusions Epidural Infusions PCA Patient Controlled Analgesia Intravenous therapy Assessment of patient, infusion, insertion site Documentation Change epidural bag/solution Change epidural dressing Remove epidural catheter Assessment of patient and PCA Documentation Change PCA syringe Administer PCA bolus Initiate PCA (prime and load syringe) Change PCA settings, according to new doctors orders Discontinue PCA Assessment of peripheral IV site Assessment of central line insertion site Documentation Regulate the IV rate manually Regulate the IV rate on an infusion pump Change IV bag Saline flush on peripheral IV line Flush and aspirate a central line for patency Change peripheral IV to saline lock or vice versa Change central line to saline lock or vice versa Change IV tubing Peripheral IV dressing change Central line dressing change Initiate peripheral IV Discontinue peripheral IV Discontinue central line (RN supervision) Administer TPN through a central line Access a Port-a-Cath (central venous catheter) Add medications above drip chamber (continuous infusion) Add medications directly into the line (IV push) Add medications directly into the line (IV minibag) Phlebotomy Irrigation body parts Eye Ear Nare 41

42 Year 1 N214 N224 N230 Skill Category Skill Description Laboratory testing Medication Administration Orthopedic care Patient Teaching Collection of urine specimen (clean catch or midstream) Collection of urine specimen from a catheter Testing of urine by reagent (dipstick) Collection of stool specimen Testing of stool for occult blood Collection of sputum specimen Collection of blood from a central line Collection of other: Eye Ear Nose Throat Inhalation Oral Sublingual or buccal Rectal Vaginal Topical (patches, creams, baths, shampoos, etc.) Injection - intramuscular Injection subcutaneous Insert subcutaneous butterfly Maintain/monitor subcutaneous infusion Injection intradermal Maintain nerve plexus block infusion Immunization Patients with braces, splints, cervical collar Patients with casts Maintain orthopedic traction Maintain spinal traction or halo vest Provide pin care Provide stump care Breathing exercises Diabetic teaching Diet/nutrition Exercise Medications - general Medication administration - inhaled Medication administration - injected Postoperative discharge teaching Postoperative leg exercises Smoking cessation Wound care Other give details: 42

43 Year 1 N214 N224 N230 Skill Category Skill Description Perioperative care Peritoneal dialysis Prostheses Protective devices Respiratory therapy Pre-op assessment Complete preoperative checklist Skin prep: wash and (if appropriate) shave Mask, scrub, gown, glove for surgical suite Intraoperative care: circulating nurse role Intraoperative care: scrub nurse role Immediate postoperative assessment Postoperative care Apply/maintain pneumatic compression devices Peritoneal dialysis Apply /remove prosthetic devices Apply /maintain elbow & heel protectors Apply /maintain footboards / cradles Apply /maintain padded siderails Apply /maintain restraints Apply /maintain siderails Assess oxygen saturation by oximetry Assist with breathing exercises /coughing Assist with incentive spirometer Assist with postural drainage Suction of mouth, nose, throat (Jonker suction) Low flow oxygen administration by nasal cannula, mask High flow oxygen administration (venturi, humidified) Titrate oxygen administration (increase or decrease) Oxygen administration by tracheostomy Maintain established tracheostomy Remove /change tracheostomy tube Tracheostomy suctioning Closed (In-line) suctioning Use manual ventilation bags (code management) Remove deflated laryngeal mask airway (LMA) Additional Skills: 43

44 This is not an inclusive skills list. Further skills will be introduced during nursing classes according to appropriate topic (e.g. Code Management, trauma, burns, etc.). Skills from specialty areas such as Child Health, Maternal-Child Health and Mental Health settings will be discussed further during those semesters. This list has been adapted from the 1990 RNABC list in Nursing Competencies and Skills Required of the New Graduate and updated annually by the UBC Okanagan School of Nursing faculty. It is intended as a checklist for learners to monitor their own progress in psychomotor skills. This list is only one part of the expectations for the new graduate and students are directed to the 2009 CRNBC document of Competencies in the Context of Entry-level Registered Nurse Practice in British Columbia for a more realistic and holistic view. Note the definition of skills as actions or behaviours, in the performance of tasks, carried out with a reasonable degree of proficiency or dexterity. Skills can be psychomotor (involving body movement and dexterity), cognitive (involving critical interpretation and decision-making), or relational (involving communication and being with clients). 44