RN-BS Nursing Program Handbook

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1 Academic Policies Professional Standards Program Curricula Student Resources RN-BS Nursing Program Handbook

2 Table of Contents Purpose.p.4 About the Program...p.4 Mission of the Program...p.5 Conceptual Framework.p.5 Transformative Learning Framework..p.6 RN-BS Program Learning Outcomes p.8 RN-BS Student learning Outcomes..p.10 SUNY Canton RN-BS Course descriptions..p.11 SUNY Canton RN-BS Curriculum Outline..p.12 Student Learning Outcomes & Related Individual Nursing Course Objectives...p.15 Course Progression/Graduation Requirement.p.40 Admission Requirement...p.40 Policy Development and Implementation p.42 Accountability..p.42 2

3 Expectations of Nursing Students and Accommodations.p.42 Integrity Policy p.43 Professional Behavior...p.43 Academic Advisement p.44 Student Financial Information/Assistance p.44 Clinical Preceptor Experience p.46 Student Activities.p.48 Frequently Asked Questions...p.50 General Education Requirements.p. 56 3

4 Introduction Purpose of the RN-BS Handbook Welcome to the SUNY Canton RN-BS School of Nursing Handbook. This Handbook has been developed as a tool to overview the program specific academic policies, procedures and resources. It is a work in progress that evolves to meet the needs of the students, curriculum changes, or to provide new information related to the program. The handbook provides program-specific information about nursing curricula, department personal, policies and procedures, and strategies for successful completion of the program. Students who are admitted for and enrolled in the academic year are subject to the policies and procedures outlined within this handbook. The University reserves the right to change any provision, offering, requirement, or fee at any time within the student s enrollment period. The SUNY Canton RN-BS School of Nursing further reserves the right to require a student to withdraw from the university, for just cause, at any time. SUNY Canton Nursing Program Our college was originally founded in 1906 with the Associate Degree Nursing Program established in 1966 by Virginia McAllister. The nursing program is recognized as the provider of caring and competent Registered Nurses. The online RN-BS program began in the fall The online RN-BS nursing program combines general education and nursing courses. Lecture content, case scenarios, discussion board activities, and clinical preceptor experiences in area hospitals, long term care facilities and other community health agencies as appropriate based on the educational needs of the students. Graduates earn a BS in Nursing. The SUNY Canton online RN-BS program is registered by the New York State Education Department, which is responsible to the Board of Regents. The board is recognized by the U.S. Department of Education as a national accrediting body for nursing education programs. The program received a five year ACEN accreditation May

5 COLLEGE MISSION AND RN-BS NURSING PROGRAM MISSION STATEMENTS College RN-BS Nursing Program Philosophy Mission A Student-Centered Philosophy by keeping students' best interests at the center of everything that we do. SUNY Canton is dedicated to providing a progression of accessible, affordable, high-quality applied programs that enable students in the North Country, New York State, and beyond to achieve their highest potential both personally and professionally. The nursing program at SUNY Canton strives to create a transformative learning environment where the individual gains greater understanding of themselves and the world around them. Critical thinking activities facilitate self-reflection which enhances the transformative process. Education is viewed as a mentoring relationship based on mutual respect and understanding that recognizes the diverse needs of the learner and empowers the learner to achieve their highest level of potential. The SUNY Canton RN-BS Nursing program believes that: Communities are comprised of unique individuals and aggregates who maintain values and beliefs originating from their life-world possess specific needs and are capable of making decisions by themselves, with others, and/or by proxy. Health and well-being are dynamic lived experiences uniquely defined by the individual and community within the context of culture and environment. Nursing is a holistic profession that provides a service to society that is culturally sensitive, evidence based, collaborative, and individualized. Utilizing the nursing process, the nurse facilitates transformation within the individuals, groups, and communities to attain desired outcomes. A transformative learning environment facilitates success of nontraditional learners. The SUNY Canton Nursing program s mission is to educate students in a safe and supportive environment that is respectful of diversity and encourages accountability to self, clients, and society. Faculty members facilitate students learning experiences in order to foster their ability to meet program outcomes and objectives. 5

6 COLLEGE AND NURSING PROGRAM VALUES STATEMENTS College A Student-Centered Philosophy... by keeping students' best interests at the center of everything that we do. Excellence... by challenging everyone to perform at a consistently high level through continuous quality improvement. Integrity... by treating others with honesty and respect during every interaction. Success... by creating an environment that encourages maximum personal and professional growth and helps students translate that growth into meaningful action. Diversity... by fostering a culture of inclusiveness that values individual differences, gives voice to all in the campus community, promotes the free exchange of ideas based on merit, and encourages a global perspective. Access... by offering affordable career- oriented public higher education to motivated, mature and disciplined students through innovative delivery methods. Sustainability... by implementing viable long-term options for resource usage, disaster management, transportation, and waste management in connection with all campus activities and weaving sustainability concepts throughout the curriculum. Flexibility... by embracing change to better address the needs of the college community and society at large. RN-BS Nursing Program The RN-BS Nursing program at SUNY Canton values and strives to create a transformative learning environment where the person s self-awareness is raised in order to move to a higher level based on the individual s reality. Education plays a key role in transformative learning. Education is viewed as a mentoring relationship based on mutual respect and understanding that recognizes the diverse needs of the learner and empowers the learner to achieve their highest level of potential. The SUNY Canton Nursing program believes that: People are unique, holistic individuals with values and beliefs that originate from their life-world, who have specific needs and are capable of making decisions by themselves, with others, and/or by proxy. Health and well-being are dynamic lived experiences uniquely defined by the individual within the context of culture and environment. Nursing is a unique profession that provides a service to society that is culturally sensitive, evidencebased, collaborative, and individualized. Utilizing the nursing process, the nurse facilitates transformation within individuals and groups to attain desired outcomes. 6

7 Nursing Program Student Learning Outcomes Derived from the NLN Standards and College Student Learning Outcomes College s Student Learning Outcomes Critical Thinking Professional Behaviors Inter/Intrapersonal Communication NLN 2010 Standards Nursing Judgments - Make judgments in practice, substantiated with evidence, that synthesize nursing science and knowledge from other disciplines in the provision of safe, quality care and that promote the health of patients, families, and communities. Professional Identity Express one s identity as a nurse through actions that reflect integrity, a commitment to evidence-based practice, caring, advocacy, and safe, quality care for diverse patients, families, and communities; and a willingness to provide leadership in improving care. Human Flourishing - Incorporate the knowledge and skills learned in didactic and clinical courses to help patients, families, and communities continually progress toward fulfillment of human capacities. Spirit of Inquiry Act as an evolving scholar who contributes to the development of the science of nursing practice by identifying questions in need of study, critiquing published research, and using available evidence as a foundation to propose creative, innovative, or evidence-based solutions to clinical practice problems. RN-BS Program Student Learning Outcomes Demonstrate critical thinking and decision making that utilizes the nursing process and evidence-based practice in the delivery of care to culturally diverse individuals, families, groups, and community. Synthesize knowledge from the liberal arts and nursing to promote the health and well-being of culturally diverse individuals, families, groups, and communities. Utilize nursing theory/conceptual frameworks, nursing research, and evidence-based practice in addressing the nursing care needs of culturally diverse individuals, families, groups and communities. Integrate legal and ethical concepts with the leadership role to advance and promote the health and well-being of culturally diverse individuals, families, groups, and communities. Participation as nurse leaders on interdisciplinary care teams to influence positive social change and health care policy. Commitment to life-long learning and the advancement of the nursing profession. Incorporate leadership theory to the nurse manage role in the collaboration, coordination, and provision of nursing care in health care settings. Apply knowledge from nursing, humanities, biological, and social sciences to plan, implement, and evaluate care for sick and well individuals, families, groups, and communities. Planning and implementing educational activities that empower individuals, families, group, and communities to manage their health care at the local, national, and global level. Collaborate with health care colleagues to promote holistic health care for individuals, families, groups, and communities. 7

8 RN BS Mission of the Nursing Program The SUNY Canton Nursing program s mission is to educate students in a safe and supportive environment that is respectful of diversity and encourages accountability to self, clients, and society. Faculty members facilitate students learning experiences in order to foster their ability to meet program outcomes and objectives. Conceptual Framework The nursing Program at SUNY Canton strives to create a transformative learning environment where the individual gains greater understanding of themselves and the world around them. Critical thinking activities facilitate self-reflection which enhances the transformative process. Education is viewed as a mentoring relationship based on mutual respect and understanding that recognizes the diverse needs of the learner and empowers the learner to achieve their highest level of potential. The SUNY Canton RN-BS Nursing program believes that: v Communities are comprised of unique individuals and aggregates who maintain values and beliefs originating from their life-world, possess specific needs, and are capable of making decisions by themselves, with others, and/or by proxy. v Health and well-being are dynamic lived experiences uniquely defined by the individual and community within the context of culture and environment. v Nursing is a holistic profession that provides a service to society that is culturally sensitive, evidence based, collaborative, and individualized. Utilizing the nursing process, the nurse facilitates transformation within the individuals, groups, and communities to attain desired outcomes. v A transformative learning environment facilitates success of nontraditional learners. Transformative Learning Framework: Humanistic, constructivist approach to learning that is an intuitive, holistic, contextually based process. Essential elements: 8

9 v Critical reflection and dialogue. Learners are: v Active questioning of beliefs, values, and assumptions. v Dramatic changes in learners perceptions and their lives. v Exploration of new ways of understanding. v Addresses cognitive, affective, spiritual, social contexts of learning. v Facilitates the development of supportive, nurturing relationships. v Encouraged to critically reflect, appropriately validate, effectively act on their (and other s) beliefs, interpretations, values, feelings, and ways of thinking. v Fully and freely engaged in discourse to facilitate a deep shift in their frame of references. v Achieving their highest level of potential while gaining better understanding of self and world around them. The learning environment: v Becomes a mentoring, collaborative community that promotes life-long commitment to critical reflection, expanding self-awareness, and new ways of thinking. v Is a zone of safety that engages the learner in critical reflection and questioning v Acknowledges learners reality and reawakens intellectual curiosity. v Facilitates internal and external changes in the learners. v Encourages learners to critically evaluate diverse perspectives and to synthesize personal understandings. Faculty: v Create mentoring relationships to facilitate the learning process. 9

10 v Guide learners in their personal and academic journeys. v Maintain open minds; listen carefully and empathetically to the voices of the learners. v Respect the rights, beliefs, values, and decisions of the learners. v Validate learners life histories and lived experiences to enhance development of self. v Promote reflective practices, collaborative inquiry, and active dialogue. v Acknowledge the complexity and diversity of the learner and the learning process. v Demonstrate awareness of the psychological, physiological, sociocultural, and emotional dimensions of the learning. v Recognize and support developmental transitions. v Engage learners in goal-setting behaviors as a basis for self-directed learning. v Involve learners in decision-making strategies such as participatory planning, curriculum revision, and the evaluation process. v Utilize diverse, interactive learning strategies to fully engage learners v Utilize consciousness raising learning experiences: case studies, clinical scenarios, simulations, active debate, reflective journaling, experiential learning, critical incident examination, and portfolio development. 10

11 Transformative A Transformative learning environment facilitates the development of a supportive, nurturing relationship between faculty and learners. The environment incorporates the elements of critical reflection and dialogue to encourage students to actively question beliefs, values and assumptions. A transformative learning environment facilitates dramatic changes in learners perceptions and in their lives. This environment utilizes the cognitive, affective, spiritual, and social contexts of learning, to explore new ways of understanding. 11

12 ******************************************* SUNY Canton RN-BS Program Course Descriptions ******************************************** NURS 300 CONCEPTUAL FRAMEWORKS IN NURSING This course examines the holistic development and evolution of nursing theory and its interrelationship to research and professional nursing practice. The course includes critical thinking activities used to conceptualize, apply, analyze, and synthesize knowledge related to specific nursing theories and their importance in nursing education, practice, and research. A group project that incorporates the students knowledge of nursing theory and nursing theorists will be used to demonstrate and understanding of the relevance of theory to practice. 3 hours lecture per week. PRE-REQUISITES: Students must be enrolled in the RN-BS program. NURS 301 PUBLIC HEALTH ISSUES The course presents and overview of the history and development of public health. The student is provided with the opportunity to examine the current public health care system and its relevance to their practice. The fundamentals of epidemiology are covered. Applications to the students practice setting are explored. Health planning, health promotion, and global health issues are included. 3 hours lecture per week. PRE-REQUISITES: BIOL 209 Microbiology Co-requisite: Math 111, Survey of Math or Math 141 Statistics. NURS 302 LEGAL AND ETHICAL ISSUES IN HEALTH CARE The student will examine the legal and ethical issues related to health care as they impact the health services and health care decision making. A variety of commonly experienced legal situations and ethical dilemmas will be discussed, including professional liability, patients rights, abortion, AIDS care, informed consent, organ transplantation, health care delivery and resource allocation and issues related to death and dying. 3 hours lecture per week. PRE-REQUISITES: NURS 301 NURS 303 HEALTH ASSESSMENT IN NURSING This course will provide the student with knowledge and skills basic to health assessment in nursing. The course emphasizes critical thinking skills required for accurate collection and analysis of client health information and provides opportunities for enhancement of physical assessment skills. Students 12

13 will be responsible for finding a qualified preceptor(with the approval of the course instructor) in order to successfully complete the clinical portion of this course. 2 hours lecture per week and 45 hour preceptorship. PRE-REQUISITES/CO-COURSES: Students must be enrolled in the RN-BS program. NURS 304 HEALTH PROMOTION AND RESTORATION This course provides the student with knowledge of the major individual and community models and theories that guide health-promotion interventions across the life span. This course presents information that enhances the students ability to provide holistic health promotion and preventive care. The planning, implementing and evaluating of health promotion, prevention, and restoration activities for individuals, families, and communities is stressed. Case scenarios, discussion board forums, and reflective activities are integrated in the course to provide opportunities for the student to apply evidence-based health promotion strategies in diverse settings. PRE-REQUISITES/: NURS 300 Conceptual Frameworks in Nursing CO-COURSES: NURS 303 Health Assessment in Nursing NURS 370 RESEARCH METHODS IN THE HEALTH SCIENCES This course provides an intense comprehensive study of the scientific research process utilized in the health sciences. Students will be trained to be critical consumers of published research and will be expected to complete a research project. Topics that will be covered include the underlying theory of research; critically evaluating research; measurement; sampling techniques, establishing causation, surveys, qualitative approaches, field research, and data management and presentation. Pre-Requisites- Enrolled in RN-BS or BS in Dental Hygiene programs MATH 141 (Statistics) or equivalent coursework is a Prerequisite/Co-course. NURS 400 NURSING MANAGEMENT AND LEADERSHIP CLINICAL This course introduces the student to the conceptual basis for the application of leadership and management principles. The student gains a better understanding of the application of these principles in the management and coordination of health care delivery systems. Exploration of the critical components of leadership and management in diverse health care settings and application of course content enhances the coordination of quality client care and the role of the nurse as a leader and manager. PRE-REQUISITES: NURS 300 Conceptual Frameworks in Nursing, Nursing 301 Public Health 13

14 Issues, NURS 302 Legal and Ethical Issues in Health Care, Nursing 303 Health Assessment in Nursing, NURS 304 Health Promotion and Restoration in Nursing. NURS 402 COMMUNITY HEALTH NURSING COURSE DESCRIPTION: This course provides the student with a comprehensive introduction to the conceptual frameworks underpinning community health nursing. This course explores and promotes the caring frameworks and integrated health care concepts utilized to practice professional nursing in the community setting. Public health principles, nursing theory and skills, the impact of global health status, and our continuing national health agendas are themes interwoven throughout the course. The clinical component provides an opportunity to apply theoretical content in the community setting. 2 hours lecture per week and 45 hour preceptorship experience. PRE-REQS: NURS 300, NURS 301, NURS 303 PRE/CO REQ: NURS 304 Senior level standing or permission of instructor. NURS 403 TRANSCULTURAL NURSING This course provides the student with an overview of the influence of culture on health care practices and in the delivery of nursing care for individuals, groups, and communities. Increased awareness of culturally diverse nursing care and a sound understanding of the impact of cultural beliefs, values, and practices upon health and health care delivery is a direct outcome of this course. The student explores and reflects upon their own cultural beliefs related to health and health care delivery and examines client behaviors, cultural perspectives, and barriers to transcultural communication. PRE- REQUISITES: NURS 370 Research Methods in the Health Sciences and Senior level standing or permission of instructor. 14

15 SUNY Canton RN-BS Program Curriculum Outline Fall 2013 Bachelor of Science, Nursing Curriculum No. 291 Fifth Semester Course Credit Term NURS 300 Conceptual Frameworks in Nursing 3 NURS 303 Health Assessment in Nursing 4 MATH 111 Survey of Mathematics (GER 1) or Liberal Arts Elective* 3 Liberal Arts Elective* 3 Upper Level Liberal Arts Elective 3 15 Sixth Semester NURS 302 Legal and Ethical Issues in Healthcare 3 NURS 304 Health Promotion and Restoration 3 BIOL 310 The Genome (GER 2) 3 MATH 141 Statistics 3 Liberal Arts Elective (GER 4, 5, 6, 7, 8) *** 3 15 Seventh Semester NURS 301 Public Health Issues 3 NURS 370 Research Methods in the Social and Health Sciences 3 15

16 NURS 400 Nursing Management and Leadership** 3 Liberal Arts Elective (GER 4, 5, 6, 7, 8) *** 3 Upper Level Liberal Arts Elective (GER) 3 15 Eighth Semester NURS 402 Community Health Nursing 3 NURS 403 Transcultural Nursing 2 **Writing Intensive Upper Level Liberal Arts Elective (GER) 3 Upper Level Liberal Arts Elective 3 Upper Level Liberal Arts Elective 3 Program must meet seven out of ten General Education Requirements including 1 and 10. *Students who have not met the pre- requisite for MATH 141 (statistics) take MATH 111; students who have already taken Statistics or have met the pre- requisite for MATH 141 take a Liberal Arts elective 15 Graduation Requirements: Total Semester Credit Hours: 60 G.P.A.: 2.0 Minimum 16

17 SUNY Canton Nursing Student Learning Outcomes And Related Course Objectives SUNY Canton Nursing RN-BS Learning Outcomes and Related Course Objectives Nursing Judgment Make judgments in practice, substantiated with evidence, that synthesize nursing science and knowledge from other disciplines in the provision of safe, quality care and that promote the health of patients, families, and communities. Demonstrate critical thinking and decision making that utilizes the nursing process and evidence-based practice in the delivery of care to culturally diverse individuals, families, groups, and community. Synthesize knowledge from the liberal arts and nursing to promote the health and well-being of culturally diverse individuals, families, groups and communities. Utilize nursing theory/conceptual frameworks, nursing research, and evidence-based practice in addressing the nursing care needs of culturally diverse individuals, families, groups and communities. Course Course SLO Instructional Method Learning Activities Evaluation Method NURS 300 Analyze the relevance of Nursing theory/conceptual frameworks in education, research, and practice. Compare and contrast the major ideas of various theorists/conceptual Environment: Reflective Discourse Critical Analysis Reflective discourse and critical thinking discussion board activities Reflective and critical thinking drop box activities Responses Drop Box Essays Group Project 17

18 models of nursing. Active Debate Collaborative inquiry Apply selected nursing theory/conceptual frameworks into nursing research, education, and practice. Authentic Learning Group Project Active Debate Critical Analysis Comparing and Contrasting Authentic learning activities NURS 301 Define public health and its origins. Examine the current public health system in the context of the total US health care system. Define epidemiology and analyze an epidemiological case study relevant to his/her workplace. Environment: Reflective Discourse Case Scenarios Reflective discourse and critical thinking discussion board activities Comparing and Contrasting Responses Drop Box Essays Quizzes Apply basic epidemiological and statistical tools to define, observe, and measure disease patterns in a population. Design a program of disease prevention or health promotion relevant to his/her career field. NURS 302 Distinguish law from ethics. Compare and contrast Environment: Reflective Discourse Chapter Review Chapter Review 18

19 different ethical theories that underlie ethical nursing practice. Critical Analysis Case Studies Questions Case Study Questions Identify legal/ethical issues which commonly arise in health care organizations. PowerPoint presentations Examine professional codes of ethics and define a personal code of ethics to enhance the ethical decision-making process. Analyze the commonly occurring legal and ethical situations. Compare and contrast the nurse s legal/ethical responsibilities in diverse health/care NURS 303 Describe the role of the professional nurse in health assessment. Integrate communication and physical assessment techniques to conduct and document comprehensive nursing assessments across the life-span. Use the nursing process with an emphasis on assessment and planning to collect, analyze, and interpret physical, psychological, sociocultural, and spiritual data gathered from clients Environment: Reflective Discourse Active Debate Preceptor Clinical Experience Reflective Journals Physical Assessment Case Studies Reflective Discourse and Critical Thinking Activities Reflective Journals Physical Assessment Documentation Board Activities Critical Analysis Drop Box Activities Case Scenarios Activities Drop Box Activities: documentation of physical assessments. Drop Box Activities: Reflective Journals Satisfactory clinical experience. 19

20 of all ages. Active Debate Apply history taking, physical examination, and clinical reasoning skills in the assessment of client problems and clinical scenarios. Authentic Learning in a clinical setting NURS 304 Identify the biological, ecological, psychological, emotional, sociocultural, and spiritual dimensions and characteristics of clients across the lifespan. Compare and contrast conceptual foundations and theoretical approaches to health. Articulate the critical role of the nurse in health promotion across the lifespan. Online learning: Reflective Discourse Active Debate Case Scenarios Reflective Journals Discussion Question Activities Case studies and Critical thinking focused Reflective Journaling Teaching learning presentation proposal Teaching learning presentation power point Discussion activities, reflective journaling and teaching learning project assignments have rubrics provided in the syllabus. Grade is based on 100 percent. Describe the expected outcomes of nursing health assessment and promotion across the health span. Teaching learning presentation final power point Critically examine the multi-dimensional factors influencing health promotion. Implement health promotion strategies and interventions in case scenarios utilizing evidence-based findings. 20

21 NURS 370 Describe basic research methods commonly used in the health sciences. Identify the mechanisms underlying scientific research techniques. Environment Mentorship Critical thinking discussion forums on use of research in practice, research questions and conceptual frameworks Discussion board responses Weekly review questions Examine and interpret the application of evidencebased findings in the health science disciplines. Evaluate and apply research in the health science disciplines using evidence-based practices. Read, Reflect, and Synthesize Read, Discuss and Apply Weekly quizzes/questions on reading material Research question and data base search Assignment #1 Summary of interested research topics, research question and literature search in APA format Apply research methods toward the development of a research proposal. Collaborative Learning Project Research question, retrieved research publications & references page in APA citations Assignment #2 Retrieve 8 research publications r/t research question in APA format Research question, literature search, and significance of research Research Proposal with significance, research purpose, research question, hypothesis, identification of dependent and independent variables, and research design Assignment #3: Literature search, process of search, retrieve research articles, research question with significance to practice in APA format Assignment #4: Research proposal Group Critique of Research Article Assignment #5 Group critique of a research 21

22 study NURS 400 Compare and contrast leadership and management theories and styles. Analyze strengths and weaknesses of his/her own leadership behaviors and traits. Discuss and describe the role of the professional nurse in the change and decision-making processes in the health care system. Analyze critical issues and factors influencing the delivery of quality client care in health care delivery systems. Environment: Reflective Discourse Active Debate Preceptor Clinical Experience Organizational Analysis Reflective Journaling Reflective Discourse and Critical Thinking Activities Reflective and Critical Thinking Drop Box Essays Case Scenarios Critical Analysis Comparing and Contrasting Authentic Learning Activities Drop Box Essays Organizational Analysis Satisfactory Preceptor Experience Identify nursing strategies and key interventions implemented to overcome barriers to collaboration, coordination, and conflict in health care organizations. Analyze the influence of organizational structure on the nursing process and in the administration of client care NURS 402 Compare and contrast community health nursing and public health nursing and identify the core Environment: Reflective Discourse Community Health Assessment Case study Community Health Assessment Project Writing Assignments 22

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