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2 Main Campus Crossways I, Suite Crossways Blvd. Chesapeake, VA / Registered Nursing Learning Site ODU Peninsula Higher Education Center 600 Butler Farm Road Hampton, VA Catalog Sentara College of Health Sciences is owned and operated by Sentara Norfolk General Hospital and is approved by State Council of Higher Education in Virginia (SCHEV). 1

3 TABLE OF CONTENTS SCOHS Non-Discrimination Policy 5 Introduction 6 Sentara Healthcare and College Mission Statement 8 Accreditations and Memberships 10 Overview of Programs Offered and Degrees Awarded 12 Overview of Short Term Courses Offered 15 General Admission Requirements 17 General Admission Process 18 Advanced Placement 21 Resident and Non-Resident Aliens 22 Tuition and Fees 24 CARDIOVASCULAR TECHNOLOGY PROGRAM CVT Program Overview 25 Credit Analysis and Curriculum Plans 28 Technical Standards 32 Tuition and Fees 36 NURSING PROGRAM Nursing Program Overview 37 Distance Learning Experiences 41 General Admission Requirements 42 Credit Hour, Curriculum Plan, and Tuition for Nursing 46 Technical Standards for Registered Nurses 52 SURGICAL TECHNOLOGY PROGRAM, ASSOCIATE OF OCCUPATIONAL SCIENCE Surgical Technology Overview 53 Credit Analysis and Curriculum Plans 56 Technical Standards 57 Tuition and Fees 58 Surgical Case Requirements 59 2

4 ST TO CST ACCELERATED ALTERNATE DELIVERY BRIDGE PROGRAM 60 CARE PARTNER COURSE 62 CENTRAL STERILE SUPPLY TECHNICIAN COURSE 65 MONITOR SURVEILLANCE COURSE 69 NURSE AIDE COURSE 72 CONGRATULATION! YOU VE BEEN ACCEPTED Contingency Requirements for Acceptance 75 Financial Aid and Financing Your Education 79 Academic Advisement, Department of Allied Health 82 Academic Advising, Department of Nursing 83 Academic Environment/Facilities and Library 86 Campus Security Report 89 Career and Employment Services 90 Counseling 91 Credit Hour Definition and Status 92 Drug Free Environment 93 Family Educational Rights and Privacy Act (FERPA) 102 Student Governance 104 Student Services Committee 105 STUDENT POLICIES Academic Load and Credit Hour Definition 106 Academic Probation 107 Access to Secure Data Websites 108 Auditing 110 Administration and Student Support 111 Appeal and Complaint Process 113 ATI Curriculum Plan Policy 116 Attendance, Department of Allied Health 117 Attendance, Department of Nursing 120 Clinical Evaluation, Department of Allied Health 122 Clinical Evaluation Policy, Department of Nursing 124 Code of Conduct 125 Communication to Students 130 Copyright Policy 131 Disabilities 138 Dress Code Policy, Students 140 3

5 Employment, Student 145 Grading 146 Graduation 149 Health 150 Inclement Weather 157 Leave of Absence Involuntary 158 Leave of Absence Voluntary 161 Readmission 164 Records 166 Recruitment 170 Reporting of Alleged or Suspected Abuse, Neglect, or Exploitation of Children and Adults 171 Safety and Security 174 Satisfactory Academic Progress and Retention 179 Sexual Violence 184 Sexual Harassment 185 Social Media and Internet Use 187 Status 189 Tuition, Fees, Refunds 190 Transfer Credit Policy 193 Withdrawal and Dismissal 195 GENERAL INFORMATION Academic Calendar 197 Academic Integrity and Honor Council 198 Administration, Staff, Faculty and Officers and Board Members 204 Consumer Disclosure/Student Achievement 209 Course Descriptions 210 Faculty Accessibility 227 Graduate Awards 228 Professional Organizations 229 Student Bill of Rights and Responsibilities 233 4

6 SCOHS NON-DISCRIMINATION POLICY Sentara College of Health Sciences does not discriminate against employees, students, or applicants on the basis of race, color, gender, sexual orientation, sex discrimination which includes sexual harassment and sexual violence, disability, age, veteran status, national origin, religion, or political affiliation in accordance with the requirements of Title VI of the Civil Rights Act, Title IX of the Educational Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990, and all other applicable rules and regulations. Any questions concerning any of these regulations, should be directed to: David Kidd, BS, BFA Human Resources Manager Title IX Coordinator Sentara CarePlex Hospital 4000 Coliseum Dr, Suite 405 Hampton, VA Phone: (757) Catalog Policy/Rights Reserved The catalog for the term in which a student enters Sentara College of Health Sciences is the governing document for requirements for graduation. However, if the application of regulations in a later catalog would be to the student s advantage, such regulations may be applied at the discretion of the Dean of the Program or the Program Director. If a student leaves Sentara College of Health Sciences and subsequently is readmitted, the governing catalog for the student will be that for the term of re-enrollment. All College publications contain current pertinent information. Information in this catalog is subject to change without notice and does not constitute a contract between Sentara College of Health Sciences and a student or applicant. While every effort is made to ensure the accuracy of published information, the College reserves the right, to make necessary changes in any or all of the regulatory policies and procedures, requirements, personnel, curriculum offerings, general information, and tuition and fees contained herein, and to apply revisions to current and new students alike. Sentara College of Health Sciences reserves the right to deny admission to any applicant when it is determined to be in the best interest of the College. Prospective applicants and applicants must demonstrate appropriate, responsible, respectful, and professional behavior/conduct throughout the entire admissions process and in all interactions and communications with the College. The College reserves the right to deny admission or rescind acceptance to anyone who does not conduct themselves in this manner. No academic information, grade reports, transcripts or diplomas will be issued for any student who has not met their responsibilities and financial obligations to the College prior to graduation date. 5

7 INTRODUCTION S tudents who graduate from our healthcare and health technology Programs/Courses feel confident and competent in the performance of skills and pride in the quality of care they are able to give clients. They believe they will make a difference in the lives they will touch and trust that they will continue to grow as they advance in clinical experience. Choosing a College can be the most important decision a student will ever make. What a student learns in the classroom and experiences in clinical settings can determine future career opportunities. This is the primary reason for considering the Sentara College of Health Sciences. Through instruction by the Sentara College of Health Sciences superb faculty and exceptional hands-on clinical experiences, each student receives the knowledge and skills necessary to lay a solid foundation for employment and growth in his/her chosen field of study. R ich In History And Experience - The Sentara College of Health Sciences originated with a Nursing Program over one hundred years ago; it was Norfolk s first nursing Program. Created in 1892 by the 24-bed Retreat for the Sick, the two-year Program was originally taught by physicians. The training was free, but the students had to supply their own books and uniforms. Educational opportunities continued to grow over the years as the Retreat for the Sick underwent changes to eventually become Sentara Norfolk General Hospital. Changes brought about the need for additional healthcare technology Programs and Courses. The Surgical Technology Program began in the early 1950s in response to the need for qualified individuals to work in the hospital s operating rooms. The Cardiovascular Technology Program admitted its first class in 1982 in response to the need for qualified individuals to work in Sentara Norfolk General Hospital s cardiac catheterization, cardiac ultrasound, and vascular ultrasound labs. The Monitor Surveillance Technician Course began in 1987 to prepare qualified technicians to observe patient telemetry monitors and interpret basic cardiac rhythms and report findings to the nurse and/or physician. In 1992 these Programs and Courses merged to form Sentara School of Health Professions. The Care Partner Course was added in 1994 in response to the need for consistent and formal training for multi-skilled patient caregivers in Sentara acute care hospitals. The Nurse Aide Education Course began in January 2005 in response to the need for aides in the long-term care setting. The Central Sterile Supply Technician program began in 2012 in response to the need for these certified individuals in the sterile processing departments. In 2009, Sentara School of Health Professions became Sentara College of Health Sciences after converting the diploma nursing program to a Bachelor of Science in Nursing Degree for Traditional, LPN s, and RNs, seeking a bachelor degree. Additionally, in 2010, the Cardiovascular Technology Program became an Associate of Occupational Science Degree and added a new specialty, Cardiac Electrophysiology. The Surgical Technology program becomes an Associate of Occupational Science degree program in January T oday, the Sentara College of Health Sciences has a faculty of 40 and an annual student body of approximately 350 men and women. Most graduates go on to become members of the highly motivated and progressive Sentara staff. As such, they have access to the broadest range of professional opportunities available. 6

8 R ich In Leisure Activities - It is important for students to balance their studies with a healthy mix of relaxation and recreation. Bounded by the Atlantic Ocean, the Chesapeake Bay, and crossed by many rivers, Hampton Roads is a prime area for water sports, such as fishing, surfing, sail boarding and water skiing. There are even more activities on land. A favorite spot for bicycles, runners, and hikers is Seashore State Park, a 2,000-acre forest close to the bay and ocean. City parks, recreation centers, and private clubs offer facilities for court and team sports. In addition, Hampton Roads offers a wide range of cultural arts, such as opera, stage theaters, symphonies, museums and historical tours. R ich In Opportunities - Like the area in which it is set, the Sentara College of Health Sciences offers its students a broad range of experiences and opportunities. It is a part of Sentara Healthcare, a not-for-profit healthcare organization of multiple hospitals, long-term care facilities, and ambulatory care facilities, committed to bringing the best in healthcare to Virginia and northeastern North Carolina. Sentara Norfolk General Hospital, a 555-bed acute care hospital, serves as a primary teaching facility for the Eastern Virginia Medical School and has earned international recognition for its medical firsts, such as the conception and birth of the nation s first in-vitro baby and the use of revolutionary procedures in reconstructive surgery. Sentara Norfolk General Hospital is also regionally and nationally known for many of its highly specialized services such as cancer, high-risk pregnancy center, trauma services, transplant and microsurgery. The hospital is recognized as the area s only Level I Trauma Center. In addition to Sentara Norfolk General Hospital, students in the Sentara College of Health Sciences use hospital units and facilities throughout Sentara Healthcare for clinical experiences. Other Sentara acute care hospitals include Sentara Virginia Beach General Hospital, Sentara Bayside Hospital, Sentara Heart Hospital, Sentara Leigh Hospital, Sentara CarePlex Hospital, Sentara Williamsburg Regional Medical Center, Sentara Obici Hospital, Martha Jefferson Hospital, Sentara Rockingham Memorial Hospital and Sentara Northern Regional Medical Center. Other Sentara facilities include outpatient and diagnostic centers, physician practices, urgent care centers, nursing and assisted living centers, adult day care centers, and a home healthcare agency. Professional partnerships or affiliations exist with other healthcare organizations, such as Children s Hospital of the King s Daughters and Virginia Beach Psychiatric Center. This wide diversity provides students with excellent clinical opportunities. These facilities also employ graduates of the Sentara College of Health Sciences graduates who are prepared with insight and sensitivity that set them apart from all others. 7

9 SENTARA HEALTHCARE AND COLLEGE MISSION STATEMENT We improve health every day. SENTARA HEALTHCARE VISION STATEMENT Be the healthcare choice of the communities we serve. Strategic Imperatives: 1. Be the regional choice and aspire to national top 10% results in all we do. 2. Transform care through innovative solutions and the adoption of the Institute of Medicine Six Aims of Care (Safety, Patient Centered, Efficient, Effective, Equitable and Timely). 3. Pursue growth and add tangible value to the communities we serve. SENTARA COLLEGE OF HEALTH SCIENCES MISSION, VISION, AND GOALS The Mission of the College is: To improve health everyday by graduating competent nursing and allied health care professionals to meet the human resource need primarily of Sentara Healthcare as well as the community. The College offers innovation and excellence in the delivery of a baccalaureate program in nursing, associate of occupational science degree programs in Cardiovascular Technology and Surgical Technology, and various other short term courses that are offered to meet the needs of the system. The Vision of the College is to: Be among the top healthcare educational choices of the communities we serve. The Goals of the College are to: 1. Provide excellence in education through: Developing and deploying innovative and comprehensive curricula that reflect the ever changing needs of the practice setting. Delivering creative/innovative teaching strategies in a dynamic and culturally sensitive learning environment and comprehensive clinical experiences in a variety of settings. Promoting a collaborative learning partnership between students and faculty Providing a dedicated, committed, qualified and credentialed faculty. 2. Provide opportunities to apply knowledge/scholarship obtained through general education courses previously taken and or apply experiential learning, to meet educational and vocational goals, leading to a viable career in healthcare. 3. Graduate health care professionals who: Provide the highest quality of healthcare services to a culturally diverse community. Use critical thinking and analytical decision-making skills in the delivery of client-centered care. Become lifelong learners and ethical, compassionate citizens who are committed to making contributions to the community. 8

10 Promote the maintenance of health and management of illness and disease for clients within the healthcare delivery system. Use effective communication and interpersonal skills in interacting with clients, families, members of the health care team and the community. Are accountable and responsible for their initial competence and for their ongoing development of professional competence consistent with the evolving changes in health care and society. 9

11 ACCREDITATIONS AND MEMBERSHIPS SENTARA HOSPITALS Hospitals Accredited by: Sentara Williamsburg Regional Medical Center: The Joint Commission One Renaissance Blvd., Oakbrook Terrace, IL., (630) Det Norske Veritas Healthcare, Inc. 400 Ravello Dr. Katy, TX (281) SENTARA COLLEGE OF HEALTH SCIENCES Accredited by: Accrediting Council for Independent Colleges and Schools (ACICS), 750 North St. NE, Suite 980 Washington, D.C , (202) The Sentara College of Health Sciences is institutionally accredited by ACICS to award a Bachelor of Science Degree in Nursing, an Associate of Occupational Science Degree in Cardiovascular Technology and an Associate of Occupational Science Degree in Surgical Technology. ACICS is a national accrediting agency and is recognized by both the United States Department of Education (USDE) and the Council for Higher Education Accreditation. All accrediting agencies recognized USDE are deemed to be reliable authorities on institutional quality and integrity. The USDE makes no distinction between national or regional accreditors regarding their reliability in ensuring institutional quality. Additional information can be found by visiting ACICS at click on students and transfer of credit. Certified by: State Council of Higher Education for Virginia (SCHEV) 101 N. 14th St. James Monroe Building Richmond, VA (804) CARDIOVASCULAR TECHNOLOGY PROGRAM : Invasive Cardiovascular Technology, Adult Echocardiography, and Non- Invasive Vascular Study tracts are accredited. The Electrophysiology tract is not accredited at this time. Programmatic Accreditation: The Commission on Accreditation of Allied Health Education Programs (CAAHEP) 1361 Park Street Clearwater, FL (727)

12 NURSING PROGRAM Approved by: The Virginia Board of Nursing, (conditional approval until summer 2013) 9960 Mayland Dr. Suite 300, Perimeter Center Henrico, VA (804) Programmatic Accreditation: Commission on Collegiate Nursing Education American Association of Colleges of Nursing One Dupont Circle, NW Suite 530 Washington, DC Phone: (202) Fax: (202) Institutional Member of: The National League for Nursing 61 Broadway, 33rd Floor, New York, NY (800) Member# Institutional Member of: National Student Nurses Association, Inc. 45 Main Street, Ste 606 Brooklyn, NY (718) The bachelor s program is based upon professional nursing standards and guidelines as set forth by the Virginia Board of Nursing, the Commission on Collegiate Nursing Education (CCNE) and The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008). Graduates with a Bachelor of Science in Nursing degree from a CCNE accredited program are eligible applicants for graduate nursing programs. SURGICAL TECHNOLOGY PROGRAM Programmatic Accreditation: The Commission on Accreditation of Allied Health Education Programs (CAAHEP), 1361 Park Street Clearwater, FL (727) NURSE AIDE EDUCATION COURSE Approved by: Inactive at present The Virginia Board of Nursing 9960 Mayland Dr. Suite 300, Perimeter Center Richmond, VA (804)

13 OVERVIEW OF PROGRAMS OFFERED AND DEGREES AWARDED Associate of Occupational Science (AOS) Degree in Cardiovascular Technology Program- this program is offered in the following tracks: Cardiac Electrophysiology Invasive Cardiovascular Technology Adult Echocardiography Non-invasive Vascular Study These programs are 18-month competency based programs offered in January of each year. The Invasive Cardiovascular Technologist works in the cardiac catheterization laboratory assisting the physician in performing pediatric and adult diagnostic and interventional procedures. He or she may also perform certain functions in other cardiac surgical settings. The Electrophysiology Technologist works in the electrophysiology laboratory assisting physicians performing diagnostic and therapeutic electrophysiology procedures. The Non-invasive Cardiovascular Technologist (also called an Echocardiographer) performs ultrasound imaging services for patients with cardiac disease. The Peripheral Vascular Technologist performs ultrasound imaging services for patients with peripheral vascular disease. Cardiovascular Technologists are employed in hospitals, clinics, physician offices, imaging centers, operating rooms and clinical research laboratories. In the first semester, all students begin with foundation courses in medical terminology, patient care concepts, cardiac hemodynamics and anatomy, physiology and pathophysiology of the cardiac and vascular systems. In the second semester students begin the first of three semesters of classroom and clinical experiences in their chosen specialty. Applicants should possess basic computer skills and be familiar with word processing, , presentation software (PowerPoint), and use of internet-based applications. Graduates of the program receive an Associate of Occupational Science Degree (AOS) with a concentration in Cardiovascular Technology. Graduates are eligible to take a national registry examination offered by Cardiovascular Credentialing International (CCI) or the American Registry of Diagnostic Medical Sonography (ARDMS) upon completion. Licensure and certification for entry into practice is not required for this health profession. However, many employers require staff to become credentialed after a pre-determined period of employment. The College submits applications for exams for each graduate who then has one year to sit for the exam or risk losing the application fee. Bachelor of Science Degree in Nursing Program is offered in the following tracks: Traditional Track & Early Admission for High School Seniors (pre-licensure) LPN to BSN Track for licensed Practical Nurses RN to BSN Track for licensed Registered Nurses The Traditional, Early Admission, and LPN to BSN Tracks are offered once a year in January. The RN to BSN Track is currently offered three times a year beginning in January, May and August. The first one and one-half (1.5) years of general education requirements can be taken at any accredited college see the section on Transfer Credit. The nursing courses are taken at Sentara College of Health Sciences (SCOHS) following admission to the nursing program. The curriculum is composed of lecture (live or on-line), skills laboratory experiences, clinical simulation, and clinical experiences in all major nursing specialty areas including medical surgical, psychiatric, and maternal newborn. Students begin in the 200 level courses with foundational courses such as pathophysiology, professional nursing, and health assessment. They enter the 300 level courses and take fundamentals of nursing practice theory and clinical, pharmacology, medication calculation and dosage, 12

14 gerontology and therapeutic diets I. Students progress to Adult Nursing I theory and clinical, therapeutic diets II, nursing theory and community nursing. The 400 level courses begin with Adult Nursing II theory and clinical, research in nursing and therapeutic diets III. The final semester covers maternal newborn nursing and nursing leadership. Nurses are employed in a wide variety of agencies including hospitals, nursing homes, physician offices, ambulatory clinics, outpatient surgical centers, home health care, to name a few. Nursing courses are offered in various modalities, including, online, hybrid and in-seat. Skills lab experiences are offered at both Chesapeake and Hampton; simulation experiences take place on site in Chesapeake. SCOHS, through collaboration with Old Dominion University, currently offers the traditional nursing courses at ODU s Peninsula Higher Education Center (PHEC) in Hampton, Virginia. Clinical experiences are offered at Sentara and non-sentara hospitals and various health care agencies in the greater Hampton Roads area. The RN to BSN program is offered as a completely on line program. Graduates are awarded a Bachelor of Science in Nursing Degree from SCOHS and are eligible to sit for the state board exam, NCLEX-RN. Licensure is required to work in the profession as a nurse. AOS Degree in Surgical Technology Program is offered once a year in January on the Main campus in Chesapeake. The first Associate Degree Program will be held January It is a full time, daytime program. Didactic instruction includes anatomy and physiology review, surgical technology, surgical procedures, microbiology, patient care and concepts, technological sciences, and instrumentation. Clinical instruction includes fundamental procedures, surgical technique, basic surgical skills development and individualized care. It is recommended that applicants to the program possess basic computer skills, have excellent eye-hand coordination, and sharp memory skills. The Surgical Technologist is a crucial member of the operating room team. He/she is responsible for working with the circulating nurse to prepare the operating room with equipment, instruments, and supplies for any operative procedure, anticipating and providing for the needs of the surgeon, maintain aseptic technique during the procedure, and preparing instruments for reprocessing. The Surgical Technologist must be accurate and set high standards of practice. He/she must be adaptable to changing technology in a fast-paced environment. Individuals who choose a career in surgical technology are deeply committed to quality patient-focused care and working as a team member in a highly specialized area. Graduates of the program receive an Associate of Occupational Science degree (AOS) with a concentration in Surgical Technology and are expected to take the National Certification Exam administered by the National Board of Surgical Technology and Surgical Assisting (NBSTSA) as a requirement for graduation from the Program. Certification may be required to work in the field. Surgical Technologist to Certified Surgical Technologist Accelerated Alternate Delivery Bridge Program is a program designed for on-the-job trained surgical technologists or graduates of non-accredited surgical technology programs and offers an accelerated route in which to become eligible to sit for the national certification exam for surgical technology administered by the National Board of Surgical Technology and Surgical Assisting (NBSTSA). It is structured for the Surgical Technologist who otherwise would not meet eligibility requirements for certification. This program is currently offered for Sentara employees only. This 100% online, distance education diploma program is offered twice a year, in January and August. This program is asynchronous and allows the student to progress at an individual pace. Online didactic instruction includes anatomy and physiology review, medical terminology, surgical procedures, microbiology, patient care and 13

15 concepts, biotechnological sciences, death and dying, anesthesia and pharmacology, and instrumentation. Clinical competency is validated through portfolio review and includes evaluation of fundamental procedures, surgical technique, basic surgical skills development and individualized care. It is mandatory that applicants to the Program possess basic computer skills. Graduates of the program receive a diploma in Surgical Technology and are eligible to sit for the NBSTA exam. 14

16 OVERVIEW OF SHORT TERM COURSES OFFERED Care Partner Course is a 9 week certificate course offered multiple times per year. It is a full-time, daytime course. Applicants to the course should possess basic computer skills and previous medical experience is helpful, but not required. Care Partners are an important part of the healthcare team in the hospitals within Sentara Healthcare. Working under the direction of a nurse, Care Partners assist hospitalized patients with daily activities, such as hygiene, walking, eating, and dressing. Care Partners also take vital signs, draw blood specimens, perform wound care and dressing changes, insert urinary catheters, perform EKGs, and other selected medical tests/procedures. This Course was developed to provide qualified applicants for Care Partner positions within Sentara Healthcare hospitals. Graduates of the Course receive a certificate of completion. Certification is not available and is not needed to practice as a Care Partner in Sentara facilities. Care Partners are not eligible to sit for the Nurse Aide Certification exam. Central Sterile Supply Technician Course is a 16-week full time day time certificate course and is offered once every September. Didactic instruction includes anatomy and physiology review, infection control techniques, decontamination, packaging and storing, high and low temperature sterilization techniques, quality assurance, inventory control, surgical instrumentation, regulations and standards of sterile processing, and care of patient centered equipment. The Central Sterile Supply Technician is a crucial member of the operating room and facilities service through the care and preparation of client care equipment and supplies. He/she is responsible for working with team members to receive, prepare, and monitor sterilization parameters of client equipment and supplies. He/she must be accurate, set high standards of practice, and must be adaptable to changing technology in a fast-paced environment. Individuals who choose a career in central service must be deeply committed to quality patientfocus care and working as a team member in a highly specialized area. Graduates of the course receive a certificate in Central Service Supply and are expected to take the National Certification Exam administered through the International Association of Healthcare Central Service and Material Management (IAHCSMM) professional society. Certification is required to practice in Sentara facilities. Monitor Surveillance Course is a 12-week certificate course offered twice a year in January and August. The Course consists of two courses. MS 100 is the didactic portion and must be successfully completed before taking MS 200, which includes clinical rotations at area hospitals. Applicants should possess basic computer skills and be familiar with word processing, , and use of internet-based applications. Monitor Surveillance Technicians observe patient telemetry monitors that graphically record the electrical activity of the heart. They must be able to interpret basic EKG rhythms and report the results to the physician and/or nurse. Monitor Surveillance Technicians are employed primarily in hospitals, although they may also work in clinics, doctors offices or other healthcare settings where EKG monitoring is required. Registry, certification or licensure is not required for employment. Graduates of the course receive a certificate of completion in Monitor Surveillance. Students in MS 200 will take the Certified Rhythm Analysis Technician (CRAT) exam offered by CCI. Certification is not required to practice as a Monitor Surveillance Technician in Sentara facilities; however, the College requires students sit for the CRAT exam. Nurse Aide Education Course is a 7-week daytime course offered as the need within the Sentara system dictates. Applicants to the course should possess basic computer skills and previous medical experience is helpful, but not required. Nurse Aides, working under the direction of a nurse, are prepared to work collaboratively with the 15

17 healthcare team to provide hands-on personal care to patients in a variety of clinical settings. These include long-term care, assisted living, and home care clients. Graduates of the course receive a certificate of completion and are required to take the National Nurse Aide Assessment Program (NNAAP) Examination given by the Virginia Board of Nursing, to become certified as a Nursing Assistant (CNA). Certification is required to practice as a Nurse Aide. 16

18 GENERAL ADMISSION REQUIREMENTS Each of the programs and courses offered by the college has certain general admission requirements. Those requirements are stipulated below. Please see the individual section for each program or course of interest for additional requirements specific to that program or course. (NOTE: Please see the admission requirements for Early Admission Registered Nursing Program in the EARN section). Applicants to any program or short term course must: Have graduated from a high school or equivalent; High school transcripts may be required; Be 18 years of age or older by first day of class; Be U.S. citizen or permanent resident of USA; applicants must self certify citizenship or show permanent residency. In addition, applicants to any program must: Have completed Program Specific Prerequisite Courses with a C or better prior to application and/or prior to starting the program. (Please refer to general education requirements section and to the program of interest for specifics regarding prerequisite courses.) Foreign transcripts must be evaluated by National Association of Credential Evaluation Services (NACES) approved agency; Have taken Test of English as a Foreign Language (TOEFL) if required. Candidates who speak English as a second language will follow the language screening guidelines (which may include the TOEFL exam). In order to apply for admission to Sentara College of Health Sciences (SCOHS), students must have attended an accredited institution following graduation from high school or receipt of a GED or home school verification. Official transcripts from all colleges attended must be submitted to the Recruitment Office for credits to be considered for official transfer into SCOHS. The institution from which courses may be transferred must be accredited by an agency recognized by the Secretary of Education of the US Department of Education. Applicants requesting approval for prerequisite credits from institutions outside of the United States must obtain a foreign transcript evaluation by an approved NACES agency. See Transfer of Credit policy. DECISIONS Admission decisions are made on the basis of any required preadmission testing, prerequisite grades that may be required for a specific program, interview, if required, and space availability. 17

19 GENERAL ADMISSION PROCESS The table below delineates the general admission process for the college. An explanation of each step is provided below the chart. Please see the section for each program or course of interest for additional requirements specific to that program or course. STEPS IN THE PROCESS CVT RN RN to ST to BSN ST AOS CST* CP CSST MS NA 1. Submit a completed application for admission and a nonrefundable administrative processing fee. Applications submitted without the administrative processing fee will be returned. The cost of the administrative fee for application is $ X X X X X X X X X 2. Submit official college transcripts. X X X X X 3. Take the applicable preadmission test. HOBET TEAS n/a HOBET n/a 4. Attend a personal interview. X X 5. Submit eligibility forms X*** Wonderlic* * Wonderlic* * n/a Wonderlic* * Legend CVT: RN: RN to BSN: ST AOS: ST to CST: CP: CSST: MS: NA: Cardiovascular Technology AOS degree Nursing BSN: Applicants who have no license or who are Licensed Practical Nurses Nursing track for applicants who are already Registered Nurses Surgical Technology Associate of Occupational Science degree Surgical Technology - diploma awarded and will qualify to test to become certified Care Partner Course - certificate Certified Sterile Supply Technician Course - certificate Monitor Surveillance Course - certificate Nurse Aide Course - certificate * Please see ST to CST program specific section for further details required for admission ** Wonderlic preadmission testing for the Care Partner course is not required for a Traditional or Early Admission Nursing Student entering in to the Bachelor of Science in Nursing Degree at the SCOHS. An accepted application for the nursing program must be on file. *** Eligibility forms are located within the application. NOTE: The applicant must provide accurate and truthful information. Applicants who falsify an application or communicate any false information during the admission process will result in acceptance being rescinded and or the student will be dismissed. Application can be made for the next available class. (Exception-Criminal History Falsification-refer to policy on Criminal History in the Student Handbook.) A detailed explanation of each general admission process step follows. 18

20 Step 1: Applications Applications may be obtained by downloading from the website, attending an academic planning and information session or contacting the College. Applicants are encouraged to submit their application early and include transcripts for the required prerequisites at the time of application. Applications received after a Program or Short Term Course has been filled will be considered for the next admission cycle. Applications are processed on a space available basis. An administrative fee of $85 must accompany the application or the application cannot be accepted. Transfer of application to subsequent class: Allied Health applicants who have been accepted for admission may request to have their acceptance rolled over once without reapplication if space is available. If the application has been rolled to a new admission cycle once, the applicant must reapply and submit a new administrative processing fee to be considered. Nursing applicants who have been admitted to one class and are unable to start with that class, must reapply and will be considered with the pool of applicants for the following years consideration. Completed applications should be mailed or delivered to: Sentara College of Health Sciences Attention: Student Services Crossways I, Suite Crossways Boulevard Chesapeake, Virginia Phone: Step 2: Transcripts for Prerequisite Courses Transcripts are required (from all colleges/universities attended) for programs requiring college prerequisites. All transcripts must be official transcripts, sent directly from the sending institution (with embossed seal or signatures), and be received by this College unopened prior to the start of the first course. The College follows the numbering convention as used by the local community colleges: 100 level courses is reflective of the first year of study, a 200 level course is reflective of the second year or sophomore year; a 300 level course is reflective of a junior level course and a 400 level course is reflective of a senior level course. The college-level general education courses required must be taken at an institution accredited by an accrediting agency recognized by the Secretary of Education of the US Department of Education. In addition to official transcripts, course descriptions, and/or syllabi may be requested by the Admissions Committee to evaluate prerequisite courses. Applicants requesting approval for prerequisite credits from institutions outside of the United States must obtain a foreign transcript evaluation by an approved NACES agency. See additional information in the Transfer of Credit policy. Transfer credits will be evaluated and will be accepted only on evidence that the course content and instruction meets the requirements as required by ACICS. See program sections for required college prerequisites for each program. Step 3: Preadmission Testing HOBET AND TEAS The HOBET and the TEAS tests may be taken twice in an admission cycle. Tests are administered at the PSI Exam Center and cost of each testing is $110, which is not included in the administrative fee. The information for scheduling the exam is available on or through SCOHS Student Services. WONDERLIC The Wonderlic test may be taken twice and the cost of the first testing is included in the admission processing fee. If the applicant is unsuccessful, the test may be repeated within thirty days of the first 19

21 test. The cost of repeating the Wonderlic test is $20. Testing dates are scheduled after the application is received and the administrative fee has been paid. Applicants who are unsuccessful on both testing attempts must reapply to be considered. HOBET The HOBET V test (Health Occupations Basic Entrance Test) measures essential math, reading comprehension, English and language usage, and science skills. The HOBET is required for the CVT and the ST programs. Specific skills content in each category include: Math: numbers and operations, algebraic applications, data interpretations, and measurement; Reading comprehension: paragraph and passage comprehension and informational source comprehension; English and language usage: grammar and word meanings in context, spelling and punctuation, and structure; Science: human body science, life science, earth and physical science, and scientific reasoning. The test takes 3.5 hours to complete and is a timed test. It is highly recommended applicants prepare for the HOBET by studying the materials at or it may be reviewed in the library located at the College main campus. For Surgical Technology applicants, the HOBET test is no longer considered pass/fail. The HOBET test, along with grades from prerequisites, is used in determining eligibility for interview. Final admission decision is based off HOBET scores, prerequisite grades and interview. For Cardiovascular Technology, applicants must reach the Adjusted Individual Subtest Mean Score in all four categories: reading (70.3%), math (67.9%), science (47.4%), and English (58.5%), set forth by ATI Testing for the HOBET V in order to be considered for interview. Final admission decision is based off HOBET scores, prerequisite grades and interview. TEAS The Test of Essential Academic Skills (TEAS) - covers reading, mathematics, science, English and language usage and takes 3.5 hours to complete. The TEAS test is required for the Traditional, LPN to RN, and EARN tracks of the nursing program. It is strongly recommended that applicants study for this test and complete the student preparation package which may be purchased at or it may be reviewed in the library located at the College main campus. The applicant s goal is to meet or exceed the program average; however, the test is not a pass/fail. Scores from the TEAS and grades from the general education requirements determine final acceptance. WONDERLIC The Wonderlic Personnel Test is a timed, 12-minute test which assesses general aptitude. The Wonderlic test is required for the Care Partner, Central Sterile Supply Technician, and Nurse Aide program. A minimum passing score of 14 is required to be considered for admission. There are no deadlines to take the Wonderlic preadmission test. Courses requiring the Wonderlic test are filled on an ongoing basis so it is suggested that applicants test as early as possible. Step 4: Personal Interview Personal interviews are required for both the CVT and the ST programs. These interviews are scheduled by the admissions office and applicants will be notified during the appropriate time in the admission process. Step 5: Eligibility Forms Eligibility forms are only required for the ST to CST program. These forms are available in the application packet for that program. 20

22 ADVANCED PLACEMENT Before consideration for advanced placement, applicants must meet program admission requirements and be admitted into the respective program. The Program Director or Dean for that program will review the applicant file to determine best course of action for the applicant. All required paperwork must be submitted prior to the review. For all programs, admission to a particular course/semester is contingent upon available space in the course for which the student is requesting to enter. Placement availability will be determined by the program official. Prerequisite courses can be waived on a case-by-case evaluation. Please see the section on the program of interest for further information on advanced placement. ADVANCED PLACEMENT FOR RNs AND LPNs: Advanced placement is defined as: exemption from a particular nursing course (within the Department of Nursing) by virtue of being licensed to practice nursing as either a registered nurse or a licensed practical nursing. Only students in the RN to BSN track and LPN to BSN track will be advance placed. The specific courses in which RNs and LPNs are not required to take and receive as advance placement credit are identified on the Curriculum Plan. Credit for the advanced placement course(s) is reflected by a grade of AP on the transcript. No quality points are awarded for AP courses. 21

23 RESIDENT/NON-RESIDENT ALIENS According to 8 CFR the SCOHS is not an approved College for enrollment of J1, F1, and M1 nonimmigrants. (Definition of a non-immigrant-an alien who seeks temporary entry into the US for a specific purpose) Applicants to the Cardiovascular or Surgical Technology and Nursing Program who speak English as a second language are required to take the Test of English as a Foreign Language (TOEFL) examination, unless the applicant meets the waiver criteria. This requirement applies to all international candidates who are nonnative speakers of English including applicants from countries in which English is one of the official languages but not necessarily the first language of the majority of the population or the language of instruction at all levels of education. (Example-British Commonwealth countries and US territories and possessions; applicants from countries where English is not the native language even though there may be schools or universities in which English is the language of instruction.) Individuals who take the TOEFL examination will be required to demonstrate their ability to speak and comprehend English by obtaining a score of 79 on the internet based test (this is equivalent to 213 on computer based testing or a score of 550 on paper based test). Information can be obtained through Educational Testing Services at or and Information may also be obtained through the SCOHS Student Services ( ). An official copy of the TOEFL score report must be sent to the College using the institutional code for Sentara College as The TOEFL exam can be waived for persons who meet BOTH of the following residencies AND education criteria: Residency lived in the US for a minimum of 24 months OR Education graduated from an accredited high school in the US OR successfully complete the equivalent of 24 semester hour s college work applicable to a bachelor s degree at an accredited college or university in the United States. The Nursing or Allied Health Admissions Committee reserves the right to review applicants with extenuating circumstances on an individual basis. Applicants who have attended foreign universities/colleges may have their course work considered for college prerequisites. In order to have these courses considered, applicants must apply for a transcript evaluation by an approved member of the NACES agency. Acceptable member agencies are listed at Applicants who have attended colleges/universities in the US Territories that have been approved by the US Department of Education do not need to have a transcript evaluation. The student must provide proof of approval and the transcript must show all course information as outlined below: The transcript evaluation must show the following: US Course equivalent for each course US semester hour equivalent for each course US grade equivalence for each course Calculated grade point average (if available) The applicant should note that: The transcript evaluation neither guarantees program acceptance nor eligibility for licensure/certification exams upon completion of the program. 22

24 The grade point average on the transcript evaluation must be a 2.0 (C) or better in each course in order to be considered for admission. The applicant will be advised regarding additional prerequisite coursework needed to be admitted to the desired program. International applicants must take all the pre-entrance exams given to all applicants and meet all other admission criteria. 23

25 TUITION AND FEES CLASS DEPOSITS Class deposits are due within thirty days of acceptance and are applied to the cost of tuition. The class deposit for the Cardiovascular Technology, Surgical Technology, and Nursing Programs is $100. The class deposit for the Care Partner Course, the Central Sterile Supply Technician Course, the Monitor Surveillance Course, and the Nurse Aide Course is $50. Failure to pay the deposit on time may result in forfeiting a class seat. A student who pays the class deposit and does not enter the Program or Course as planned will be considered as a no show, subsequently forfeiting the class deposit. This student is eligible to reapply to a future class. Tuition and Fees are payable by the semester. Uniforms and books are not included in the tuition and fees. (Booklists will be published at least 30 days in advance of each semester. Students should order books with caution earlier than 30 days prior to the start of any semester, as they are subject to change until this time.) Tuition is charged at $285 per credit hour. Please see the program specific sections for tuition exceptions to the $285 per credit hour policy for the RN to BSN (non Sentara employee) and ST to CST Bridge programs as well as the Care Partner Course, the Central Sterile Supply Technician Course, and the Monitor Surveillance Course. Due to the short nature of the Care Partner Course, the Central Sterile Supply Technician Course, the Monitor Surveillance Course, and the Nurse Aide Course don t qualify for federal aid but a payment plan is available. Please see the course of interest for more information. Tuition and fees are subject to change without notice. A $25.00 late charge fee will be assessed if tuition is received after the scheduled due date. 24

26 CARDIOVASCULAR TECHNOLOGY PROGRAM OVERVIEW Philosophy: The faculty believes that Cardiovascular Technology is a profession in which its practitioners integrate caring with the competencies of assessment, technical interventions, communication, critical thinking, management, leadership, teaching and knowledge integration to provide diagnostic services to clients in the cardiac catheterization lab and ultrasound clinics. Cardiovascular Technology incorporates the implementation and evaluation of cardiac procedures to clients across the life span with diverse healthcare needs, from diverse cultural, racial and ethnic backgrounds and in various healthcare settings. The profession, through the cooperative efforts of its members, continues to evolve and implement effective standards of practice and fiscal stewardship to promote cardiovascular health for consumers. Cardiovascular Technology is an essential discipline that functions collaboratively with other disciplines to promote preferred cardiovascular outcomes using approved protocols. We believe that Cardiovascular Technology education is most effectively implemented through a competency-based, interactive, dynamic and collaborative process of shared responsibility for teaching and learning. Teaching is a facilitative process of selecting and structuring learning experiences designed to promote the achievement of competency outcomes essential for contemporary practice. Learning is an interactive process of acquiring the knowledge, skills, and values needed to achieve the required competency outcomes and is most effectively accomplished through focused individual and group activities. Faculty guides students to incorporate the principles of ethical behavior, to respect the rights, dignity, and cultural diversity of others, and to demonstrate responsibility and accountability for professional practice and personal growth. The curriculum is most effective when it promotes flexibility for learners with diverse circumstances and needs and holds them responsible for ongoing and progressive achievement of competence for practice. We further believe that graduates of the Cardiovascular Technology Program are prepared at the beginning level to be competent, caring, self-directed, and accountable members of the profession and the healthcare team. Cardiovascular Technologists function effectively in the roles of caregiver, advocate, teacher and team member to deliver technical services to clients in the cardiac catheterization lab or ultrasound clinics. They are prepared to work collaboratively with clients and the healthcare team and to provide essential information and assistance to achieve preferred cardiovascular outcomes. Graduates are responsible for ongoing professional development through continuing education to increase competency in the ever-changing healthcare environment. Competency Outcomes: At the completion of the Cardiovascular Technology Program, the graduate in cardiovascular and peripheral vascular technology will be able to: 1. Implement competently the skills required to: support the client and cardiologist in the cardiac catheterization lab (invasive), electrophysiology lab (EP) or in the delivery of cardiovascular diagnostic services (adult echocardiography); perform ultrasound studies and non-invasive testing of peripheral vessels for clients (noninvasive vascular study) (Assessment and Intervention). 2. Use effective communication skills to interact with or on behalf of clients undergoing cardiac catheterization, diagnostic and therapeutic electrophysiology procedures, echocardiography and non-invasive procedures, or ultrasound and non-invasive peripheral vascular procedures and to engage in collaborative working relationships with members of the healthcare team (Communication). 25

27 3. Integrate basic critical thinking skills to plan, implement and evaluate technical procedures and to work effectively with other healthcare providers (Critical Thinking). 4. Promote dignity and respect for clients and members of the healthcare team from diverse backgrounds by implementing ethical, legal and culturally sensitive interactions (Human Caring and Relationship Behaviors). 5. Organize assignments using problem-solving techniques effectively and efficiently to meet the technical needs of clients undergoing cardiovascular or peripheral vascular diagnostic procedures (Management). 6. Implement a work ethic that promotes on-going achievement of competence, teamwork, and professional standards required for practice by both self and coworkers (Leadership). 7. Integrate basic teaching and learning methods and technologies to promote client care, team performance and continued development of personal technical competence (Teaching). 8. Integrate basic knowledge of healthcare technologies and relevant sciences to promote delivery of competent care in the cardiac catheterization lab, cardiovascular services, or peripheral vascular diagnostic services (Knowledge Integration). Program Specific Prerequisites: COLLEGE LEVEL: COURSE NAME CREDITS Anatomy and Physiology I & II with Lab 5-8 College Algebra 3 Chemistry w/lab 4 Physics w/lab 4 Applicants must have at least 10 credit hours of the required pre-requisites completed before application. Program Specific Advanced Placement: 1. Registered Sonographers: Registered Sonographers (RDMS, RDCS/RCS or RVT/RVS) are eligible for advanced placement status in either of the ultrasound curriculums of the School of Cardiovascular Technology. To be considered for admission, the sonographer must: Provide evidence of current registration with the American Registry of Diagnostic Medical Sonographers (ARDMS) or Cardiovascular Credentialing International (CCI). Have one or more years of experience in the field of diagnostic sonography in which the applicant is registered (abdominal, fetal, cardiac or vascular ultrasound) Submit name and contact information of current supervisor to verify employment and be used as a reference. Submit an official transcript from the School at which education in ultrasound was received. This transcript must document a grade of C" or better in Anatomy and Physiology. If the sonographer learned ultrasound through job training and self-study, a course in college A & P is required. Comply with all other College admission requirements. 2. Registered Radiologic Technologists: A. Registered Radiologic Technologists (R.T.R.) who are certified in cardiovascular technology (CV) are eligible for advanced placement status in the invasive curriculum of the School of Cardiovascular Technology. 26

28 B. To be considered for admission, the radiologic technologist must: Provide evidence of current registration with the American Registry of Radiologic Technologists (ARRT) as an R.T. (R) as well as certified as a cardiovascular technologist (CV) by the advanced level registry given by the ARRT. Have one or more years of experience in the field of special vascular angiography. Submit name and contact information of current supervisor to verify employment and be used as a reference. Submit an official transcript from the School at which education in radiology was received. This transcript must document a grade of C" or better in Anatomy & Physiology. Comply with all other College admission requirements. 3. SCOHS Cardiovascular Technology Graduates Seeking a Second Specialty: Students who wish to seek an additional specialty track after graduating from a Cardiovascular Technology Program may apply for admission with advanced standing if they have been actively working in their field or have graduated within the past 5 years. Challenge exams with or without audit of repeat classes will be required. To be considered for admission, the graduate of the CVT School must: Submit an application prior to the current application deadline. Make a formal request to waive the classes already taken. Comply with all current admission requirements. CVT Program Start Dates: January of each year 27

29 CREDIT ANALYSIS AND CURRICULUM PLANS INVASIVE CARDIOVASCULAR TECHNOLOGY 18-Month Program (6-8 hours/day, 3.5 days a week, 50 minute class hours) SEMESTER I (16 weeks) Course Number Course Name Credit Hours Class Hours Skills Lab Hours HCT 100 (hybrid) Introduction to Healthcare CVT 103 Foundations in Cardiovascular Science CVT 106 Clinical Applications of Mathematics SEMESTER II (13 weeks) Course Number Course Name Total Credit Hours Class Hours Skills Lab Hours INV 101 Invasive Cardiovascular Technology I INV 110 Cath Lab Clinical Rotation I SEMESTER III (15 weeks) Course Number Course Name Clinical Hours Clinical Hours Total Credit Hours Class Hours Skills Lab Hours CVT 200 (hybrid) Cardiovascular Pharmacology & ACLS INV 201 Invasive Cardiovascular Technology II INV 210 Cath Lab Clinical Rotation II SEMESTER IV (16 weeks) Course Number INV 301 Course Name Clinical Hours Total Credit Hours Class Hours Skills Lab Hours Invasive Cardiovascular Technology III INV 310 Cath Lab Clinical Rotation I TOTAL FOR INVASIVE CARDIOVASCULAR PROGRAM: Clinical Hours Total Program hours are calculated based on Credit Hours as follows: Class: 15 class hours (lecture/theory) equals one (1) credit. Clinical: 45 clinical (clinical/skills lab) hours equals one (1) credit. 28

30 CARDIAC ELECTROPHYSIOLOGY TECHNOLOGY 18-Month Program (6-8 hours/day, days a week, 50 minute class hours) SEMESTER I (16 weeks) Course Number Course Name Credit Hours Lecture Hours Skills Lab Hours HCT 100 (hybrid) Introduction to Healthcare CVT 103 Foundations in Cardiovascular Science CVT 106 Clinical Applications of Mathematics SEMESTER II (13 weeks) Course Number Course Name Total Credit Hours Lecture Hours Skills Lab Hours EP 101 Electrophysiology I EP 110 SEMESTER III (15 weeks) Course Number Clinical Hours Clinical Hours Electrophysiology Lab Clinical Rotation I Course Name Total Credit Hours Lecture Hours Skills Lab Hours CVT 200 (hybrid) Cardiovascular Pharmacology & ACLS EP 201 Electrophysiology Technology II EP 210 SEMESTER IV (16 weeks) Course Number Clinical Hours Electrophysiology Lab Clinical Rotation II Course Name Total Credit Hours Lecture Hours Skills Lab Hours EP 301 Electrophysiology Technology III EP 310 Clinical Hours Electrophysiology Lab Clinical Rotation I Total TOTAL FOR CARDIAC ELECTROPHYSIOLOGY PROGRAM: Program hours are calculated based on Credit Hours as follows: Class: 15 class hours (lecture/theory) equals one (1) credit. Clinical: 45 clinical (clinical/skills lab) hours equals one (1) credit, 29

31 ADULT ECHOCARDIOGRAPHY 18-Month Program (6-8 hours/day, days a week, 50 minute class hours) SEMESTER I (16 weeks) Course Number Course Name Credit Hours Lecture Hours Skills Lab Hours Clinical Hours HCT 100 (hybrid) Introduction to Healthcare CVT 103 Foundations in Cardiovascular Science CVT 106 Clinical Applications of Mathematics Total SEMESTER II (13 weeks) Course Number Course Name Credit Hours Lecture Hours Skills Lab Hours Clinical Hours ECH 101 Echocardiography I ECH 110 Echocardiography Clinical Rotation I Total SEMESTER III (15 weeks) Course Number Course Name Credit Hours Lecture Hours Skills Lab Hours Clinical Hours DMS 208 Ultrasound Instrumentation* ECH 201 Echocardiography II ECH 210 (hybrid) Echocardiography Clinical Rotation II Total SEMESTER IV (16 weeks) Course Number Course Name Credit Hours Lecture Hours Skills Lab Hours Clinical Hours DMS 209 Ultrasound Instrumentation* ECH 301 Echocardiography III ECH 310 Echocardiography Clinical Rotation III Total TOTAL FOR ADULT ECHOCARDIOGRAPHY PROGRAM: *Ultrasound Instrumentation is taught by Tidewater Community College to students in the Cardiovascular Technology Program Program hours are calculated based on Credit Hours as follows: Class: 15 class hours (lecture/theory) equals one (1) credit. Clinical: 45 clinical (clinical/skills lab) hours equals one (1) credit. 30

32 NON-INVASIVE VASCULAR STUDY 18-Month Program (6-8 hours/day, days a week, 50 minute class hours) SEMESTER I (16 weeks) Course Number Course Name Credit Hours Lecture Hours Skills Lab Hours HCT 100 (hybrid) Introduction to Healthcare CVT 103 Foundations in Cardiovascular Science CVT 106 Clinical Applications of Mathematics SEMESTER II Course Number (13 weeks) Course Name Total Credit Hours Lecture Hours Skills Lab Hours PVT 101 Peripheral Vascular Technology I PVT 110 SEMESTER III (15 weeks) Course Number Clinical Hours Clinical Hours Peripheral Vascular Technology Clinical Rotation I Course Name Total Credit Hours Lecture Hours Skills Lab Hours DMS 208 Ultrasound Instrumentation* PVT 201 Peripheral Vascular Technology II PVT 210 SEMESTER IV (16 weeks) Course Number Clinical Hours Peripheral Vascular Technology Clinical Rotation II Course Name Total Credit Hours Lecture Hours Skills Lab Hours DMS 209 Ultrasound Instrumentation* PVT 301 Peripheral Vascular Technology III PVT 310 Peripheral Vascular Lab Clinical Rotation III Clinical Hours Total TOTAL FOR VASCULAR STUDY PROGRAM: *Ultrasound Instrumentation is taught by Tidewater Community College to students in the Cardiovascular Technology Program 31

33 Job Title: Job Code: Essential PHYSICAL & MENTAL REQUIREMENTS Cardiac Electrophysiology 1812 AC Physical Demands Continuous Over 70 % Frequent 40%-69% Occasional 15%-39% Rarely Up to 15% Standing X Walking X Climbing X Bending X Crouching X Pushing/Pulling X Carrying X Lifting/Lowering 1-15 lbs lbs lbs. Over 50 lbs. X Fine Hand/Eye Coordination X v X Hearing Acuity X Mental Demands Continuous Over 70 % Frequent 40%-69% Occasional 15%-39% Rarely Up to 15% Concentration on Detail X Attention Span of 1+ hours on a task X Ability to Remember multiple tasks X Oral Communication X Written Communication Working Conditions Exposure to blood and body fluids Exposure to toxins, cytoxins, poisons Exposure to extreme heat, cold, temp fluctuations Exposure to radiation X Continuous Frequent Occasional Rarely Over 70 % 40%-69% 15%-39% Up to 15% X X X X Other 32

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37 CVT PROGRAM TUITION and FEES ADULT ECHOCARDIOGRAPHY Description Semester I Semester II Semester III Semester IV Total Program* 14*(+3 credits at 14*(+3 credits at 62 ( Credits TCC) TCC) credits at TCC) Tuition $4,560 $3,420 $3,990* $3990* Supplemental Fees $375 $240 $425 $825 TOTAL $4,935 $3,660 $4,415 $4,815* $17,825* (plus tuition for 6 credits at TCC) *Semester II and IV tuition does not include 3 credits each semester to be taken at TCC INVASIVE CARDIOVASCULAR TECHNOLOGY & CARDIAC ELECTROPHYSIOLOGY Description Semester I Semester II Semester III Semester IV Total Program* Credits Tuition $4,560 $3,705 $5,130 $3,705 Supplemental Fees $375 $240 $425 $775 TOTAL $4,935 $3,945 $5,555 $4,480 $18,915 NON-INVASIVE VASCULAR STUDY Description Semester I Semester II Semester III Semester IV Total Program* 15*(+3 credits at 14*(+3 credits at 62 ( Credits TCC) TCC) credits at TCC) Tuition $4,560 $3,135 $4,275* $3,990* Supplemental Fees $375 $240 $425 $825 TOTAL $4,935 $3,375 $4,700* $4,815* $17,825* *Semester II and IV tuition does not include 3 credits each semester to be taken at TCC Tuition Includes fee for Registry Exam. CCI & CS (Invasive and Electrophysiology) or ARDMS (Echocardiography and Vascular Study) 36

38 NURSING PROGRAM OVERVIEW Note: The nursing program has 4 different tracks: Traditional BSN, Early Admission for High School Seniors (EARN), LPN to BSN, and RN to BSN. Philosophy and Conceptual Framework Philosophy The faculty is dedicated to providing students with the opportunity to acquire the requisite knowledge, skills, attitudes, and values to become professional nurses and nurse leaders who are capable practitioners prepared to respond to changing healthcare needs and patterns of healthcare delivery. The faculty uses the following beliefs to inform and guide its mission. Client The client is considered to be an individual, family, population group, or community with identifiable health and illness behaviors. The client is conceptualized from a holistic and developmental perspective. Each individual is endowed with unique qualities, yet holds in common with other individuals the basic need for dignity, respect, and recognition of worth. Each person exists as a unified whole whose behavior reflects a synthesis of physiological, psychological, socio-cultural, developmental, and spiritual attributes. Clients have a right to determine and participate actively in the pursuit of their own health goals and deserve the opportunity to achieve and maintain the highest possible level of health. Environment The environment includes the internal and external context of individuals, families, population groups and communities. The internal environment may include physiological, psychological variables as well as the client s unique interpersonal, spiritual, social and cultural factors. The external environment consists of the physical, biological, socio-psychological and chemical factors that may impinge upon clients and their health. In addition, the external environment can include the collective social, economical, political, cultural, and technological values and conditions that influence clients, their health behaviors and goals. Health Health is a dynamic phenomenon experienced by human beings in different dimensions and degrees throughout the life span. Health is a dynamic process that reflects the interaction between clients and their internal and external environments. Individuals vary in their ability to understand and cope with the complexities of the interactions which affect their health. People have a responsibility for their own health and the right to participate in decisions affecting it. Optimal wellness is the highest state of health and is the ideal toward which the client moves at varying rates and in various ways. Optimal wellness results from successful, positive interactions between client and environment. Illness is a state of health in which negative or unsuccessful interaction between the client and environment has occurred. The goal of nursing is to promote and restore wellness and acts in concert with other health disciplines to enhance the health and quality of life of all individuals. 37

39 Nursing Nursing is a humanistic discipline that is both art and science. The purpose of nursing is to promote wellness and to care for those who are ill. The discipline of nursing encompasses science, humanities, ethics, and nursing practice to promote, restore, and maintain the health of human beings and is defined by the relationships and interactions among the concepts of client, environment, and health. The aim of professional nursing practice is to enhance the quality of life for clients. Nursing practice is based on the understanding of the interactions of client and environment in relation to health. Nursing s holistic perspective necessitates involvement in a broad range of scholarly inquiries and professional nursing actions. The nature and extent of care and caring that nursing provides to individuals is unique and defines the central position of nursing in the health care system. The profession is a leader in anticipating the changing needs of society and related concomitant changes in professional education and practice. Nurses use critical thinking and the decision making process to support human beings in their response to actual or potential health problems. Education Education for the discipline and profession of nursing occurs in institutions of higher learning and includes both undergraduate and graduate preparation as well as continuing education. Each level of preparation provides a particular focus and builds upon and expands the knowledge and skills of the previous level. The baccalaureate program, incorporating the arts and sciences, prepares a beginning practitioner as a generalist with an appreciation of the profession, its ethical conduct and is the base for graduate education. Teaching-Learning Teaching-learning is an active process through which knowledge, understanding, changes in attitude and competencies are developed through study and experience. Teaching involves the creation of learning environments in which multiple approaches are used depending on the nature of the learner, learning and program goals. Central to this process is the development and use of critical thinking and clinical decision making on the basis of knowledge. Since learners vary in their ability and learning styles, teaching reflects an understanding of these differences and provides alternatives. As adult learners, students are expected to be involved in developing, planning, implementing, and evaluating their educational program. Complex societal changes necessitate the preparation of students for the future as well as for the present. Nursing Research Nursing research is essential for the advancement of practice and science. In meeting this obligation, professional nursing prepares its practitioners for participation in research at every level of study by promoting an environment of inquiry. At the undergraduate level, preparation focuses on critical use of research. The Faculty The faculty is a society of scholars committed to excellence in teaching and to advancing the profession of nursing. Through participation in research, educational endeavors, including continuing education, and community service, faculty discover and disseminate knowledge. Through participation in local, state, national, and international activities, faculty provides leadership for social change, health care policies and betterment of health care for all people. Mission and Goals of The Department Of Nursing: The mission of Sentara College of Health Sciences Department of Nursing is to: 1. Educate student nurses at the baccalaureate level using a learner-centered, life-long learning approach to provide the highest quality of healthcare to individuals, groups, and communities as well as to effectively respond to the changing healthcare needs of society. 38

40 2. Educate student nurses to provide high quality healthcare services to the community through a range of nursing activities with diverse populations in a variety of settings. 3. Educate student nurses to provide the highest quality of care within the context of the diverse, dynamic and challenging health care environment. The goals of the Nursing Program are to provide the foundation base, environments, and experiences to: 1. Ensure that students: a. Utilize systematic assessment and critical analysis of the care situation, the technology available, best evidence, best practice, cultural considerations, and ethical tenets to deliver client-centered care that is ethical, safe, effective, timely, and equitable; b. Employ communication, relationship-building, quality improvement, management, and leadership skills to promote healthcare teamwork to affect the highest quality, client-centered care; c. Constantly seek to identify, develop, implement, and maintain best health care practices with other health care team members to optimize client health; d. Develop self-analysis and lifelong learning skills to identify and maximize personal and professional opportunities for growth; e. Improve the quality of health care delivery through participation in political, regulatory, and organizational processes; 2. Ensure that faculty: a. Prepare professional nurses to practice in a complex and changing healthcare environment to meet the needs of diverse populations through innovative and flexible programs; and b. Integrate teaching, practice, and research throughout the curriculum. Program Outcomes: Upon completion of the Sentara College of Health Sciences Nursing Program, graduates will be able to: Combine theoretical knowledge from the sciences, humanities, and nursing as a base for clinical reasoning in professional nursing practice, incorporating concepts of the client, health, environment, and nursing; Provide safe, competent, and effective nursing care to clients throughout the lifespan utilizing principlebased communication; psychomotor, teaching, management, and therapeutic skills; and ethical tenets; Design comprehensive therapeutic nursing care in partnership with individuals, families, groups, and communities, including those who are culturally diverse or vulnerable and at risk for health disparities; Collaborate within interprofessional healthcare teams to effect the highest quality, client-centered care through the use of communication, relationship-building, quality improvement, management, and leadership skills; Generate own professional practice that focuses on health promotion, risk reduction, disease prevention, and illness and disease management from a holistic perspective; Analyze and apply research findings to promote evidence-based practice and identify future healthcare needs; Demonstrate values, integrity, and behaviors consistent with the culture of professional nursing, including responsibility and accountability for professional nursing practice; and 39

41 Participate in political, regulatory, and healthcare organizational processes to promote improvements in healthcare delivery systems and practices. 40

42 DISTANCE LEARNING EXPERIENCES - DON Traditional/in-classroom and online courses with the same course description and learning objectives have the same content. The only difference in the two types of courses is how the content is taught, i.e., the teaching strategies, and the amount of studying/homework the students are expected to complete in order to be successful. For example, in a traditional/in-classroom three (3) credit hour course a student is expected to complete six (6) hours of homework a week. In an online course the student s homework consists of the three (3) hours of content plus the six (6) hours of homework for a total of nine (9) hours of homework a week. Sentara College of Health Sciences will now be offering three types of classroom instruction: Traditional Live Lecture/DL These classes will be held on specific days and times. Students will report to classroom for these classes. Distance Learning students will report to the PHEC and live classes will be broadcast to PHEC. Each live class will be video-streamed and videotaped (for viewing at a later date) and originates from a classroom at the College Campus in Chesapeake. Online these classes are delivered through Blackboard and web based applications. Hybrid a hybrid class combines classroom learning with online learning. In a hybrid course, a significant portion of the class learning activities are online, which reduces the amount of time spent in a traditional, face-to-face classroom. Students benefit from the quality instruction and flexibility of both the online classroom learning environments. For Distance Learning students, class meetings for Hybrid courses are facilitated by a faculty member either on the Southside or on the Peninsula. Distance learning students may have to report to the Chesapeake Campus for the class meetings in a hybrid course. Further information re: Distance Learning Skills Laboratory Practice in the skills laboratory for the distance learning students is facilitated by a faculty member at a Sentara facility either on the Southside or on the Peninsula. Simulation experiences are located at the main campus in Chesapeake for both the Chesapeake and Distance Learning student. Clinical Rotations clinical experiences will be primarily provided in Sentara facilities and some community agencies. Nursing students may be assigned in any Sentara or other community facility in the greater Hampton Roads area. Changes to Distance Learning The College is currently investigating alternatives to the current mode of Distance Learning. The College will continue to provide instruction for students via Distance Learning, however, the method of delivery may change while the student is enrolled in the program. If a change is made to the Distance Learning delivery mode, students will be informed. 41

43 GENERAL ADMISSION REQUIREMENTS, DEPARTMENT OF NURSING These guidelines outline the requirements for all tracts in nursing: Traditional LPN to BSN RN to BSN Early Admission for High School Seniors (EARN) Second degree seekers I. General Education Requirements for all tracks The following chart identifies all of the required general education courses required for the program. Some are due prior to application and some are due before students begin the program. General Education Requirements Credit Hours Required prior to application Required prior to program start date Chemistry with lab 4 x Anatomy and 4 X Physiology I Anatomy and 4 X Physiology II Statistics 3 X Developmental 3 X Psychology English Composition I* 3 X English Composition 3 X II* Microbiology with lab 4 X Waived for Second Degree Program Oral Communication 3 X X Ethics 3 X X Introduction to 3 X X Sociology Introduction to 3 X X Psychology Fine Arts elective 3 X X History Elective 3 X X Humanities elective 3 X X TOTAL 49 *RN to BSN Track beginning May 2013 Note: RN to BSN Track beginning January 2013 may complete these general education courses prior to graduation. After January 2013 all students must have all courses completed prior to starting the program. 42

44 II. Traditional, LPN to BSN, RN to BSN tracks In order to be considered the applicant must: Complete all required general education courses above Submit all official transcripts Take required pre-admission test RNs are exempted from this requirement For LPN submit a valid LPN license in the Commonwealth of Virginia For RN - submit an unencumbered valid license from the state in which he/she practices Obtain a satisfactory score on Test of English as a Foreign Language (TOEFL), if applicable III. Early Admissions for High School Seniors (EARN): In order to apply the high school senior must: (Please see the application and admission requirement table for general requirements) Be a senior in high school; Have a high school GPA of 3.3 or better at time of application and at the of acceptance; Apply between January 1 and March 31 of their senior year; Have SAT composite score of 1500 with a minimum of 500 in reading and 500 in math OR an ACT score of 21. Upon meeting the above criteria he or she will receive conditional acceptance to the BSN program. This will guarantee the candidate a seat in the BSN program if he/she meets ALL of the program s criteria as outlined below: Complete all required general education courses; Maintain a cumulative GPA of 3.5 on all college transcripts OR; Maintain a GPA of 3.5 on required general education courses and a C or better on all general education courses; While completing general education courses, candidate must meet with the recruiter of SCOHS at the end of each semester and provide unofficial transcripts for coursework completed and proof of the following semester enrollments. It is the responsibility of the candidate to contact the recruiter at SCOHS for confirmation of acceptable general education courses and guidance as needed; Pass the TEAS test by meeting National Averages on each section. The Decision: The EARN applicant will receive a letter granting full admission to the Department of Nursing upon successful completion of the above requirements. NOTE: If the candidate does not complete the above criteria successfully, his/her application will be withdrawn from the EARN program but will be considered with the pool of regular applicants for the next available class. 43

45 IV. The Second Degree Applicant Consideration is given to applicants who can provide proof of one of the following degrees: 1. Associate of Arts; 2. Associate of Science; 3. Any Bachelor s degree All other application and admission requirements apply as stated. Please see the following table for details. See courses waived in the general education requirements section above. Application Deadlines: Traditional, LPN to BSN, and Second Degree Applicants: June 15 for start the following January EARN: March 31 of Senior year in high school RN to BSN: Applications are accepted on a rolling basis. Once a session is full, the application will be considered for the next available session. June 30 Admission Decisions: June 15 (If applicant did not meet criteria of EARN and will be considered in the general pool of candidates) Decisions will be made on a rolling basis as applications are received. Program Start Dates: Traditional, LPN, EARN - January of each year RN to BSN - January, May and August of each year V. Transfer from another Nursing School: Applicants requesting to transfer from another nursing program are required to: a. Meet all admission requirements and provide all required documentation; b. Submit an official transcript from all previously attended schools of nursing. The cumulative GPA from the previous program must be a 3.0 on a 4.0 scale. For a nursing course to be considered for transfer credit, the applicant must: a. Have attended an NLNAC or CCNE accredited nursing program; b. Submit copies of course descriptions and syllabi; c. Have a grade of C or better. A minimum of 30 credit hours must be taken at SCOHS in order to receive the Bachelor of Science Degree in Nursing for the Traditional, LPN to BSN, and EARN students. A minimum of 15 credit hours must be taken at SCOHS in order to receive a Bachelor of Science in Nursing degree for the RN to BSN program. 44

46 NOTE: The hours for class and clinical experiences must be similar to the corresponding course in this Program and the nursing courses must be no more than two (2) years old. Traditional Track applicants who have been unsuccessful in a nursing course at another school will not be considered for admission. LPN to BSN Track. Applicants who have been unsuccessful in a nursing course (RN) at another school will not be considered for admission. Nursing Program Academic Advising Upon acceptance, each student will be assigned a Faculty Advisor, who will be responsible for working in partnership with the student and assisting in the planning and registration of courses as he/she progresses through the nursing curriculum. Nursing faculty also provide advising and development for students who must take the NUR 001 course if it is required. 45

47 CREDIT ANALYSIS AND CURRICULUM PLANS AND TUITION FOR ALL TRACKS TRADITIONAL BSN PROGRAM/EARN (50 minute class hours) Course Number Sophomore Year - Spring NUR 200 Course Name Professional Nursing in a Culturally Diverse Healthcare Environment Credit hours Lecture hours Skills lab Clinical hours Simulation Hours NUR201 Fundamentals Skills Lab NUR 214 Health Assessment NUR 215 Pathophysiology Junior Year - Fall TOTAL NUR 311 Concepts of Pharmacology NUR 312 Medication Calculation & Administration NUR 313 Therapeutic Diets I NUR 314 Gerontology Nursing NUR 315 NUR 316 Fundamentals of Nursing Practice Fundamentals of Nursing Practice Practicum TOTAL Junior Year - Spring NUR 317 Adult Nursing I NUR318 Clinical Management of the Adults I NUR 319 Therapeutic Diets II NUR 324 Nursing Theory TOTAL Junior Year - Summer NUR 321 Community Nursing NUR 322 Senior Year Fall Community Nursing Practicum TOTAL NUR 409 Nursing Research: Design and Methodology

48 NUR 410 Adult Nursing II NUR 411 Clinical Management of the Adult II Credit Lecture Clinical Simulation Course Number Course Name Skills lab NUR 412 Therapeutic Diets II hours 1 hours 15 0 hours 0 Hours 0 Senior Year - Spring TOTAL NUR 413 Maternal/Child Nursing NUR 414 NUR 415 Clinical Management of Maternal/Child Nursing Leadership/Management NUR 416 Senior Clinical Preceptor TOTAL Credit hours Lecture hours Skills lab Clinical hours Simulation Hours TOTAL FOR BSN PROGRAM: Traditional BSN Track and Early Admission for High School Seniors: Cost of books is approximately $2, and cost of uniforms is approximately $200. NCLEX fees of $ are not included in the cost of tuition and fees. The tuition rate per credit hour is $285. Fees are assigned based on semester in the course. Students entering at sophomore level in Spring semester: Spring Fall Spring (Semester 1) (Semester 2) (Semester 3) Credits = 13 Credits = 13 Credits = 14 Tuition = $3, Tuition = $3, Tuition = $3, Fees = $ Fees = $ Fees = $ Total = $4, Total = $4, Total = $4, Summer Fall Spring (Semester 4) (Semester 5) (Semester 6) Credits = 6 Credits = 14 Credits = 13 Tuition = $1, Tuition = $3, Tuition = $3, Fees = $0.00 Fees = $ Fees = $ Total = $1, Total = $4, Total = $4, Total Tuition and Fees is $24, for 73 credits. 47

49 RN TO BSN PROGRAM (50 minute class hours) Summer NUR 214 Health Assessment Senior Year - Fall TOTAL NUR 100 Nursing Informatics NUR200 Professional Nursing in a Culturally Diverse Healthcare Environment NUR 215 Pathophysiology NUR310 Orientation NUR 324 Nursing Theory Senior Year - Spring TOTAL NUR 321 Community Nursing NUR325 Community Nursing Practicum NUR 409 Nursing Research NUR 415 Nursing Leadership/Management TOTAL Credit hours Lecture hours Skills lab Clinical hours Simulation Hours TOTAL FOR RN TO BSN PROGRAM: RN to BSN Track Estimated cost of new books $1443, not included. The cost of the RN to BSN program for non Sentara employees is $437 per credit hour. Fees are $45 per credit hour for a total of $1,170 for the entire program. 48

50 Summer (Semester 1) Fall (Semester 2) Credits 4 Credits = 13 Tuition = $1,748 Tuition = $5,681 Fees = $180 Fees = $585 Total = $1,928 Total = $6,266 Spring (Semester 3) Credits = 9 Tuition = $3,933 Fees = $405 Total = $4,338 Credits 26 1 Tuition and Fees total = $12, For Sentara employees only the cost of the RN to BSN program will be $285 per credit hour. Fees are $45 per credit hour for a total of $1,170 for the entire program. The tuition and fees for the program are $8,490. Summer (Semester 1) Fall (Semester 2) Credits 4 Credits = 13 Tuition = $1,140 Tuition = $3,705 Fees = $180 Fees = $585 Total = $1,320 Total = $4,200 Spring (Semester 3) Credits = 9 Credits 26 Tuition = $2,565 Tuition and Fees total = Fees = $405 $8,490 Total = $2,970 RN to BSN Track for Sentara employees only: Tuition and Fees is $8,

51 LPN to BSN PROGRAM (50 minute class hours) Course Number Sophomore Year - Spring NUR 200 Course Name Professional Nursing in a Culturally Diverse Healthcare Environment Credit hours Lecture hours Skills lab Clinical hours Simulation Hours NUR 214 Health Assessment NUR 215 Pathophysiology NUR 323 Transition Course Junior Year - Fall TOTAL NUR 311 Concepts of Pharmacology NUR 312 Medication Calculation & Administration NUR 313 Therapeutic Diets I NUR 314 Gerontology Nursing TOTAL Junior Year - Spring NUR 317 Adult Nursing I NUR318 Clinical Management of the Adults I NUR 319 Therapeutic Diets II NUR 324 Nursing Theory Online TOTAL Junior Year - Summer NUR 321 Community Nursing NUR 322 Senior Year Fall Community Nursing Practicum TOTAL NUR 409 Nursing Research: Design and Methodology NUR 410 Adult Nursing II NUR 411 Clinical Management of the Adult II NUR 412 Therapeutic Diets II TOTAL

52 Senior Year - Spring NUR 413 Maternal/Child Nursing NUR 414 NUR 415 Clinical Management of Maternal/Child Nursing Leadership/Management NUR 416 Senior Clinical Preceptor TOTAL Credit hours Lecture hours Skills lab Clinical hours Simulation Hours TOTAL FOR BSN PROGRAM: Note: LPN to BSN Students are awarded 8 credit hours for advanced placement in lieu of NUR201, NUR315, and NUR 316. LPN to BSN Track Students entering at sophomore level in spring semester. Cost of books is approximately $2, and cost of uniforms is approximately $200. NCLEX fees of $ are not included in the cost of tuition and fees. The tuition rate per credit hour is $285. Fees are based on semester in the course. Spring (Semester 1) Credits = 12 Tuition = $3, Fees = $ Total = $4, Fall (Semester 2) Credits = 7 Tuition = $1, Fees = $ Total = $2, Spring (Semester 3) Credits = 14 Tuition = $3, Fees = $ Total = $4, Summer (Semester 4) Credits = 6 Tuition = $1, Fees = $0.00 Total = $1, Fall (Semester 5) Credits = 14 Tuition = $3, Fees = $ Total = $4, Spring (Semester 6) Credits = 13 Tuition = $3, Fees = $ Total = $4, Total Tuition and Fees is $22, for 66 credits 51

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54 SURGICAL TECHNOLOGY OVERVIEW Philosophy: The faculty believes that Surgical Technology is a profession in which its practitioners integrate caring with the competencies of assessment, technical interventions, communication, critical thinking, management, leadership, teaching and knowledge integration to provide peri-operative care to the surgical client. Surgical Technology integrates the use of highly technical surgical instrumentation, equipment, and procedures to promote optimal health outcomes to clients across the life span from diverse cultural, racial and ethnic backgrounds and with diverse surgical needs in various healthcare settings. The profession, through the cooperative efforts of its members, continues to evolve and promote effective standards of practice and fiscal stewardship to promote health for clients. Surgical Technology is an essential discipline that functions collaboratively with other disciplines to promote preferred health-related outcomes using approved surgical protocols. We believe that Surgical Technology education is most effectively implemented through a competencybased, interactive, dynamic and collaborative process of shared responsibility for teaching and learning. Teaching is a facilitative process of selecting and structuring learning experiences designed to promote the achievement of competency outcomes essential for contemporary practice. Learning is an interactive process of acquiring the knowledge, skills, and values needed to achieve the required competency outcomes and is most effectively accomplished through focused individual and group activities. Faculty guides students to incorporate the principles of ethical behavior, to respect the rights, dignity, and cultural diversity of others, and to demonstrate responsibility and accountability for professional practice and personal growth. The curriculum is most effective when it promotes flexibility for learners with diverse circumstances and needs, and holds them responsible for ongoing and progressive achievement of competence for practice. We further believe that graduates of the Surgical Technology Program are prepared at the beginning level to be competent, self-directed, and accountable members of the profession and the healthcare team. Surgical Technologists function effectively in the roles of caregiver, advocate, teacher and team member for clients in the operating room. They are prepared to work collaboratively with clients and the healthcare team and to provide essential information and assistance to achieve preferred health-related outcomes. Graduates are responsible for ongoing professional development through continuing education to increase competency in the ever-changing healthcare environment. Program Goal: To prepare competent entry-level surgical technologists in the cognitive (knowledge), psychomotor (skills), and affective (behavior) learning domains. Program Objectives: At the completion of the Surgical Technology Program, the graduate will be able to: 53

55 1. Correlate the knowledge of the sciences to their role as a surgical technologist 2. Demonstrate safe practice and knowledge in the role of surgical technologist 3. Gain an understanding of the ethical, legal, moral and medial values related to the perioperative patient. 4. Correlate the elements and uses of medications, anesthetic agents used for the perioperative patient during the surgical experience. 5. Demonstrate safe practice techniques in regards to perioperative routines, patient transport, transfer, and positioning. 6. Demonstrate skill and knowledge during emergencies events in the perioperative setting. 7. Demonstrate and integrate principles of surgical asepsis 8. Apply knowledge of the biophysical and biopsychosocial care required of the perioperative patient. 9. Perform as a competent entry-level surgical technologist in the cognitive, psychomotor, and affective learning domains. Program Specific Prerequisites: COLLEGE LEVEL: COURSE NAME CREDITS Anatomy & Physiology I & II w/lab 5-8 Medical Terminology* 3 English Composition 3 Microbiology w/lab 4 Psychology 3 Math for Allied Health 3 (*Medical Terminology may be replaced with successfully completing a college level nursing course.) PRIOR TO APPLICATION, APPLICANTS MUST: Complete 14 credits to include two sciences and two other pre-requisites with a C or better. Program Specific Advanced Placement - Credit by Transfer-External Transfer Students- Surgical Technology Program (ABHES or CAAHEP Accredited Schools only) This option is available to candidates who attended an accredited program but did not complete. Candidates are required to: Meet all admissions requirements (including prerequisites) and complete admission documentation; Submit a transcript from all previously attended Schools of Surgical Technology ; Submit a letter (at the discretion of the Admissions Committee/Program Official) from the Director(s) of the previously attended Schools of Surgical Technology; Submit course descriptions, outlines and syllabi for evaluation of transfer of credit. For a Surgical Technology course to be considered for credit: A grade of C or better must be obtained; 54

56 The hours for class and clinical experience must be similar to the corresponding course in our Program; It is recommended that the total class and clinical time be no less than ¾ of the time in the corresponding course in our Program; The course must be no older than 2 years for individuals who did not complete their previous Program; cases will be evaluated on an individual basis for extenuating circumstances; Students will be required to validate knowledge through competency exams to determine placement; Auditing of surgical technology courses may be required and placement in the Program will be determined by the Admissions Committee and Program Official for Surgical Technology; Transfer students may be required to complete an orientation to the College and the Hospital; content for this orientation will be determined by the College/Hospital requirements and course faculty; this orientation is done prior to the course being entered; Students will be required to complete a program assessment exam as a condition of Program completion; Students who transfer into the College are required to sign an enrollment agreement; Transfer students must attend a minimum of ST 201, ST 210, ST 301, and ST 310. Program Start Dates: January of each year 55

57 CREDIT ANALYSIS AND CURRICULUM PLANS ST 100 Fundamentals of Surgical Practice Total Course Number ST 101 ST 110 Course Name Credit Hours Lecture Hours Skills Lab Hours Foundations of Surgical Technology Foundations of Surgical Technology Practicum Total Clinical Hours Course Number Course Name Credit Hours Lecture Hours Skills Lab Hours Clinical Hours ST201 Surgical Specialties I ST210 Surgical Specialties I Practicum Total Course Number Course Name Credit Hours Lecture Hours Skills Lab Hours Clinical Hours ST 301 Surgical Specialties II ST 310 Surgical Specialties II Practicum Total Total for Program Program hours are calculated based on Credit Hours as follows: 15 class hours (lecture/theory) equals (1) credit Clinical: 45 clinical (clinical/skills lab) hours equals one (1) credit 56

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59 TUITION, FEES Uniform costs are approximately $150. Books are approximately $ Tuition is based on $285 per credit hour. Fees are as stated below. ST PROGRAM TUITION Description Semester I Credits 12 Semester II Credits 12 Semester III Credits 12 Semester IV Credits 12 Tuition $3,420 $3,420 $3,420 $3,420 ** Total Program 48 Credits Supplemental Fees $530 $230 $355 $750 Total $3950 $3,650 $3,775 $4,170 $15,545 ** Includes Registry 58

60 SURGICAL CASE REQUIREMENTS The following cases are required for program completion. Surgical Specialty Total # of Cases Required Minimum # of First Scrub Cases Required Maximum # of Second Scrub Cases That Can be Applied Towards 140 Cases General Surgery Surgical Specialties: Cardiac Thoracic ENT Eye GU Neuro OB-GYN Oral/Maxillofacial Orthopedics Peripheral vascular Plastics Procurement/Transplantation Diagnostic Endoscopy: Bronchoscopy Colonoscopy Cystoscopy EGD ERCP Esophagoscopy Laryngoscopy Panendoscopy Sinuscopy Ureteroscopy 10 diagnostic endoscopy cases may be applied toward the second scrub cases Labor & Delivery 5 vaginal delivery cases may be applied toward the second scrub cases Totals

61 ST TO CST ACCELERATED ALTERNATE DELIVERY BRIDGE PROGRAM (This program is available to Sentara employees only.) Program Goal: To expand the competency of surgical technologists in the cognitive (knowledge), psychomotor (skills), and affective (behavior) learning domains. Program Objectives: At the completion of the Surgical Technology Program, the graduate will be able to: 1. Correlate the knowledge of the sciences to their role as a surgical technologist 2. Demonstrate safe practice and knowledge in the role of surgical technologist 3. Gain an understanding of the ethical, legal, moral and medial values related to the perioperative patient. 4. Correlate the elements and uses of medications, anesthetic agents used for the perioperative patient during the surgical experience. 5. Demonstrate safe practice techniques in regards to perioperative routines, patient transport, transfer, and positioning. 6. Demonstrate skill and knowledge during emergencies events in the perioperative setting. 7. Demonstrate and integrate principles of surgical asepsis 8. Apply knowledge of the biophysical and biopsychosocial care required of the perioperative patient. 9. Perform as a competent entry-level surgical technologist in the cognitive, psychomotor, and affective learning domains. Program Specific Prerequisites Anatomy & Physiology (no lab) 3-5 semester credits Criteria For Acceptance: All applicants must be Sentara employees. Students eligible for acceptance into this Program must submit eligibility forms that document: On the job training prior to March 1, 2000; OR Education in surgical technology from a military program; OR Graduated from a non- Commission on Accreditation of Allied Health Education Programs (CAAHEP) or Accreditation of Health Education Schools (ABHES) program; AND Document 120 surgical cases within the last two years. Preadmission Testing: None required. ST to CST students are not required to obtain a drug screening or have a criminal history screening. Program Completion Criteria - in addition to the College graduation requirements, all students in the 60

62 Surgical Technology AAD Bridge Program must meet the following additional criteria: Maintain a minimum course average of 78. Receive approval of clinical portfolio. Successfully complete each course, STB-121, STB-221, and STB-321 consecutively and each must be completed within four months, in order to complete the program within the one year required period of time. Sit for the National Board of Surgical Technology and Surgical Assisting (NBSTSA) national certification exam leading to the Certified Surgical Technologist (CST) credential, in order to receive a transcript. Prior to program completion, the student will be requested to submit a completed NBSTSA application to the program director. The cost of the exam is covered in tuition and fees. Session Start Dates: January and July 12-Month Program SEMESTER I (16 weeks) Course Number Course Name Lecture Hours Skills Lab Hours Clinical Hours Semester Credits ST 101 Fundamentals of Surgery Total SEMESTER II (15 weeks) Course Number Course Name Lecture Hours Skills Lab Hours Clinical Hours Semester Credits ST 201 Surgical Procedures I Total SEMESTER III (12 weeks) Course Number Course Name Lecture Hours Skills Lab Hours Clinical Hours Semester Credits ST 301 Surgical Procedures II Total Total for Program Program hours are calculated based on semester credits as follows: Class: 15 class hours (lecture/theory) equals one (1) credit. Clinical: 45 clinical (clinical/skills lab) hours equals one (1) credit. Tuition, Fees, and Expenses: STB-121 STB-221 STB-321 TOTAL Credits ST AAD $2,590 (Sentara Employees only) Tuition = $600 Fees = $300 Tuition =$ 600 Tuition = $600 Fees = $490 (Includes Registry Exam Fee) 61

63 CARE PARTNER COURSE Philosophy: The faculty believes that Care Partners are members of a discipline that combines the quality of caring with technical interventions, communication, and knowledge integration to support the nurse in the delivery of quality client care in an acute care setting. The discipline promotes assistance to nursing by direct, delegated care to clients, with diverse healthcare needs, from diverse cultures and racial/ethnic backgrounds, and by feedback that is used to evaluate interventions, make decisions, and manage care for these clients. It is an essential discipline that functions collaboratively with other disciplines to promote preferred health-related outcomes based on designated plans of care. We believe that Care Partner education is most effectively implemented through a competency-based, interactive, dynamic and collaborative process of shared responsibility for teaching and learning. Teaching is a facilitative process of selecting and structuring learning experiences designed to promote the achievement of competency outcomes essential to assist contemporary nursing practice. Learning is an interactive process of acquiring the knowledge, skills, and values needed to achieve the required competency outcomes and is most effectively accomplished through focused individual and group activities. Faculty guides students to incorporate the principles of ethical behavior, to respect the rights, dignity, and cultural diversity of others, and to demonstrate responsibility and accountability for practice and personal growth. We further believe that graduates of the Care Partner Course are prepared at the beginning level to be competent, self-directed, and accountable members of the healthcare team consistent with the job description. Care Partners implement selected functions delegated to them by a licensed nurse. They are prepared to work collaboratively with clients and the healthcare team and to provide essential information and assistance to achieve preferred health-related outcomes. Graduates are accountable and responsible for initial competence and for their ongoing development of competence consistent with the evolving changes in healthcare. Competency Outcomes: At the completion of the Care Partner Course, the graduate will be able to: 1. Perform safe, competent, assistive care to clients in the acute care setting, under the supervision of a nurse (Assessment and Intervention). 2. Use effective communication skills to interact with or on behalf of clients and members of the healthcare team and to report essential data to designated staff (Communication). 3. Integrate basic critical thinking skills to plan, implement and evaluate technical procedures and to work effectively with other healthcare providers (Critical Thinking). 4. Promote dignity and respect for clients and members of the healthcare team from diverse backgrounds by implementing ethical, legal and culturally sensitive interactions (Human Caring and Relationship Behaviors). 62

64 5. Organize assignments using problem-solving skills to effectively and efficiently meet the needs of the clients (Management). 6. Work responsibly with others to promote teamwork and continued competence to meet the needs of hospitalized clients (Leadership). 7. Integrate basic teaching learning methods and technologies to promote client care, team performance and continued development of own technical competence (Teaching). 8. Integrate basic knowledge of healthcare technologies, relevant sciences and technical skills into care provided to hospitalized clients (Knowledge Integration).. Care Partner Course Start Dates: August and October 2012 and January, March and May 2013 Tuition, Fees & Expenses: Tuition is $1, and a payment plan is available. Uniform costs are approximately $125. Book costs are approximately $75. CP CURRICULUM PLAN 8-10 Week Course (6-8 hours/day, 4-5 days/week) Course Course Number Course Name Care Partner CP 100 Lecture Hours Skills Lab Hours Clinical Hours Semester Credits Care Partners and the Healthcare Setting

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66 CENTRAL STERILE SUPPLY TECHNICIAN COURSE Philosophy: The faculty believes that Central Sterile Supply Technician is a profession in which its practitioners integrate caring with the competencies of technical interventions, communication, critical thinking, management, leadership, teaching, and knowledge integration to provide the client and facilities end-user with equipment prepared with the highest degree of quality. Central Sterile Supply Technicians integrate the use of highly technical surgical instrumentation, equipment, supplies, and quality control measures to promote optimal health outcomes to clients across the life span. The profession, through the cooperative efforts of its members, continues to evolve and promote effective standards of practice and fiscal stewardship to promote health for client and facilities end-users. Central Sterile Supply Technician is an essential discipline that functions collaboratively with other disciplines to promote preferred healthrelated outcomes using approved and federally regulated protocols. We believe that Central Sterile Supply education is most effectively implemented through a competencybased interactive, dynamic and collaborative process of shared responsibility for teaching and learning. Teaching is a facilitative process of selecting and structuring learning experiences designed to promote the achievement of competency outcomes essential for contemporary practice. Learning is an interactive process of acquiring the knowledge, skills, and values needed to achieve the required competently outcomes and is most effectively accomplished through focused individual and group activities. Faculty guides students to incorporate the principles of ethical behavior, to respect the rights, dignity, and cultural diversity of others, and to demonstrate responsibility and accountability for professional practice and personal growth. The curriculum is most effective when it promotes flexibility for learners with diverse circumstances and needs, and holds them responsible for ongoing and progressive achievement of competence for practice. We further believe that graduates of the Central Sterile Supply Technician course are prepared as entrylevel technicians to be competent, self-directed, and accountable members of the profession and the healthcare team. Central Sterile Supply Technicians function effectively in the roles of advocate and team member for clients throughout their hospital experience. Graduates are responsible for ongoing professional development through continuing education to increase competency in the ever-changing healthcare environment. Competency Outcomes: At the completion of the Central Sterile Supply Technician Course, the graduate will be able to: 1. Implement competent technical skills to support the client and facilities end-user in providing equipment and supplies prepared and selected with a high degree of competency. (Assessment and Intervention) 2. Use effective communication skills to interact with or on behalf of clients and members of the healthcare team. (Communication) 3. Integrate basic critical thinking skills to plan and implement processes to ensure a quality end product, and to work effectively with other healthcare providers. (Critical Thinking) 65

67 4. Provide dignity and respect for all clients and members of the healthcare team from diverse backgrounds by implementing ethical, legal, and culturally sensitive interactions (Human Caring and Relationship Behaviors) 5. Organize assignments using fine motor skills and problem-solving techniques effectively and efficiently, to meet the technical needs of clients and facilities end-users. (Management) 6. Implement a work ethic that promotes teamwork, professional standards and ongoing achievement of competence required for the practice of self and coworkers (Leadership) 7. Integrate basic teaching and learning methods and technologies to provide team performance and continued development of own technical competence. (Teaching) 8. Integrate basic knowledge of healthcare technologies and relevant sciences to provide delivery of high quality end product. (Knowledge Integration) Course dates and seats are determined by employment needs in Sentara Healthcare. Central Sterile Supply Technician Course Start Dates: September 4, 2012 and September 3, 2013 subject to change Tuition, Fees & Expenses: Tuition is $1, and a payment plan is available. Initial membership fees to IAHCSMM are included in the tuition and paid directly to the society by SCOHS. Uniform costs are approximately $ Book costs are approximately $ CSST CURRICULUM PLAN 16-Week Course (6-8 hours/day, 5 days/week) Course Course Number Course Name CSST CS-100 Central Service Supply Technician Lecture Hours Skills Lab Hours Clinical Hours Semester Credits

68 Job Title: Job Code: Essential PHYSICAL & MENTAL REQUIREMENTS Sterile Processing Tech I 8100AC Physical Demands Continuous Over 70 % Frequent 40%-69% Occasional 15%-39% Rarely Up to 15% Standing X Walking X Climbing X Bending X Crouching X Pushing/Pulling X Carrying X Lifting/Lowering 1-15 lbs lbs X lbs. Over 50 lbs Fine Hand/Eye Coordination X Color Discrimination X Hearing Acuity X Mental Demands Continuous Over 70 % Frequent 40%-69% Occasional 15%-39% Rarely Up to 15% Concentration on Detail X Attention Span of 1+ hours on a task X Ability to Remember multiple tasks X Oral Communication X Written Communication X 67

69 Working Conditions Continuous Over 70 % Frequent 40%-69% Occasional 15%-39% Rarely Up to 15% Exposure to blood and body fluids X Exposure to toxins, cytoxins, poisons X Exposure to extreme heat, cold, temp fluctuations X Exposure to radiation X 68

70 MONITOR SURVEILLANCE COURSE Philosophy: The faculty believes that Monitor Surveillance is a healthcare discipline in which its members integrate caring, basic problem solving skills, and teamwork with the competencies of assessment, technical intervention, communication, critical thinking, and knowledge integration needed to provide telemetry support to hospitalized clients with cardiac dysrhythmias. Monitor Surveillance incorporates electrocardiographic observation of clients, across the lifespan and with diverse cardiovascular healthcare needs. It is an essential discipline that collaborates with nurses and persons in other disciplines to promote preferred cardiac outcomes. We believe that education of the Monitor Surveillance Technician is most effectively implemented through a competency-based, interactive, dynamic, and collaborative process of shared responsibility for teaching and learning. Teaching is a facilitative process of selecting and structuring learning experiences designed to promote the achievement of competency outcomes essential for contemporary practice. Learning is an interactive process of acquiring the knowledge, skills, and values needed to achieve the required competency outcomes and is most effectively accomplished through focused individual and group activities. Faculty guides students to incorporate the principles of ethical behavior, to respect the rights, dignity, and cultural diversity of others, and to demonstrate responsibility and accountability for practice and personal growth. The curriculum is most effective when it promotes flexibility for learners with diverse circumstances and needs and holds them responsible for ongoing and progressive achievement of competence for practice. We further believe that graduates of the Monitor Surveillance Course are prepared at the beginning level to be competent, caring, self-directed members of the healthcare team. They function in the roles of consumer advocate, teacher and team member. They are prepared to work collaboratively with the healthcare team to provide essential information and assistance to achieve preferred cardiac outcomes. They are accountable and responsible for their initial competence as technicians and for their ongoing and focused development of competence consistent with the evolving changes in healthcare and society. Competency Outcomes: At the completion of the Monitor Surveillance Course, the graduate will be able to: 1. Interpret various common heart rhythms (Assessment and Intervention). 2. Use effective communication skills to report and document changes in the client s rhythm to other members of the healthcare team (Communication). 3. Use basic problem solving skills to prioritize the notification of the nurse for a dysrhythmia (Critical Thinking). 4. Respect the client s privacy and maintain strict client confidentiality while monitoring the heart rhythm (Humanistic Caring and Relationship Behaviors). 5. Organize assignments using problem-solving skills to effectively and efficiently meet the needs of clients on telemetry (Management). 6. Collaborate with other members of the healthcare team regarding pertinent client-related data that may affect rhythm changes (Leadership). 69

71 7. Participate in continuing education to maintain a level of knowledge required for monitoring the rhythm of the client (Teaching). 8. Integrate knowledge of the effect of dysrhythmias on the client and of cardiac monitoring technology to provide competent monitor surveillance (Knowledge Integration). Course dates and seats are determined by employment needs in Sentara Healthcare. COURSE START DATES: August 27, 2012 and January 14, 2013 TUITION, FEES & EXPENSES: Total Tuition for is $1, which includes the CRAT exam. Book costs are approximately $100. MS COURSE TUITION Description MS 100 MS 200 Total Course $860 Tuition for 2012 $300 Tuition ($700.00) $1,160 and 2013 Exam ($160.00) MS CURRICULUM PLAN 12-Week Course Course Number Course Name Lecture Hours MS 100 Basic Rhythm MS 200 Skills Lab Hours Clinical Hours Semester Credits Analysis Monitor Surveillance (6 weeks)

72 71

73 NURSE AIDE COURSE Philosophy The faculty believes that Nurse Aides are members of a discipline that combines the quality of caring with technical skills and communication to support nursing in the delivery of patient care in a long-term care setting. Nurse Aides work under the supervision of nurses and provide hands-on care to clients such as providing for activities of daily living, assisting with feeding and ambulating and performing various procedures. They care for a variety of clients with varying healthcare needs, from various cultures and racial/ethnic backgrounds. It is an essential role that functions to meet the needs of the elderly, chronically ill and/or home-bound clients. We believe that Nurse Aide Education is most effectively implemented through a competency-based, interactive, dynamic and collaborative process of shared responsibility for teaching and learning. Teaching is a facilitative process of selecting and structuring learning experiences designed to promote the achievement of competency outcomes essential for contemporary nursing practice. Learning is an interactive process of acquiring the knowledge, skills, and values needed to achieve the required competency outcomes and is most effectively accomplished through focused individual and group activities. Faculty guides students to incorporate the principles of ethical behavior, to respect the rights, dignity, and cultural diversity of others, and to demonstrate responsibility and accountability for practice and personal growth. We further believe that graduates of the Nurse Aide Education Course are prepared at the beginning level to be competent, self-directed, and accountable members of the healthcare team consistent with the job description. Nurse Aides implement selected functions delegated to them by a nurse. They are prepared to work collaboratively with clients and the healthcare team. Graduates are accountable and responsible for their own actions and initial competence. Competency Outcomes: At the completion of the Nurse Aide Education Course, the graduate will be able to: 1. Perform safe, competent, assistive care to residents in the long-term care setting under the supervision of a nurse (Assessment and Intervention). 2. Use effective communication skills to provide information and interact with residents, staff, peers and faculty (Communication). 3. Use basic reasoning and decision-making skills to promote the highest possible level of health for residents (Critical Thinking). 4. Promote respect for residents based on caring, cooperative, ethical, legal and culturally sensitive interactions (Humanistic Caring and Relationship Behaviors). 5. Organize care through efficient use of time (Management). 6. Participate as a productive member of the healthcare team (Leadership). 7. Explain procedures while performing care consistent with the clinical situation (Knowledge Integration). Course dates and seats are determined by employment needs in Sentara Healthcare 72

74 NURSE AIDE COURSE START DATES: Start dates may be subject to change and are dependent upon the need of Sentara Healthcare. TUITION AND FEES: Tuition is $1050 and a payment plan is available. Uniform costs are approximately $125. Book costs are approximately $75. NA CURRICULUM PLAN 7-Week Course (8 hours/day, 4-5 days/week) Course Name Lecture Hours Skills Lab Hours Clinical Hours Total Clock Hours NA 100: Nurse Aide Education

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