BLINN COLLEGE ASSOCIATE DEGREE NURSING PROGRAM STUDENT HANDBOOK

Transcription

1 BLINN COLLEGE ASSOCIATE DEGREE NURSING PROGRAM STUDENT HANDBOOK

2 Table of Contents Table of Contents... 2 Mission Statement... 7 Vision Statement... 7 Welcome... 8 INTRODUCTION... 9 Program Accreditation... 9 Essential Qualifications/Basic Competencies Motor Skills Sensory/Observation Communication Cognitive Behavioral/Emotional Professional Conduct Implementation of the Essential Qualifications/Basic Competencies Regular and Ongoing Evaluation of the Essential Qualifications/Basic Competencies for Progression and Graduation Liability Insurance CURRICULUM Philosophy PROGRAM OBJECTIVES Conceptual Framework Roles and Functions of the Associate Degree Nurse Associate Degree Nursing Education Course Descriptions

3 Degree Plans Generic Traditional Cohort LVN Transition Option Degree Plan Required Electronic References List of Required Textbooks and Other Materials Learning Management System RESOURCES Campus Resources Counseling Services Disability Services Non-Discrimination Statement Services for Students with Documented Disabilities Library Financial Aid Perkins Grant The Learning Center Security & Police Services Nursing Student Organizations Blinn College Nursing Student Association (BCNSA) Future Registered Nurses Club (FRNC) Nursing Honor Society Retention Services Life-long Learning Transfer Information Pinning Ceremony

4 Student Conduct Criminal Activity while enrolled in the ADN Program RAP Back Procedure Academic Integrity Professional Conduct Social Media Guidelines Substance Abuse Policy Attendance and Absences Standards Attendance Standards Absences and Excused Absences Student Health and Immunizations Infectious Disease Guidelines Follow-up to Exposure Cardiopulmonary Resuscitation (CPR) Requirement Auditing ADN Course(s) Directions for Auditing a Nursing Course Incompletes Dismissal Withdrawal Slow-Track Readmission Behavior Expected in the Clinical Area Dress Code Students Witnessing Legal Documents Requirements for Medication Administration

5 Dosage Calculation Exam Policy Dosage Calculation Rounding Rules for Each Exam Procedure for Clinical Make-up Days Blinn College Health Sciences Clinical Simulation Labs Interactive Video Conferencing Videoconferencing Etiquette Test Taking Procedures, Conduct, & Etiquette Written Reprimands/Contracts Student Rights and Responsibilities Policies Student Complaint Policy Written Assignments Inclement Weather Procedure Internal & External Disasters Internal Disasters External Disasters EVALUATION Assessment Technologies Institute Nursing Course Requirements Clinical Evaluation Differentiated Essential Competencies (DEC) I. Member of the Profession II. Provider of Patient-Centered Care III. Patient Safety Advocate IV. Member of the Health Care Team Criteria for Unsafe Clinical Performance

6 LICENSURE RN Licensure Expunged and Sealed Offenses Orders of Non-disclosure Texas Nursing Jurisprudence Exam

7 Blinn College Associate Degree Nursing Program Mission Statement Blinn College Blinn College is a comprehensive community college committed to educational excellence and to individual and community enhancement. ADN Program The mission of the Blinn College Associate Degree Nursing Program is to provide quality, innovative, evidence-based Nursing Education preparing Graduates for entry into the Nursing Profession. Vision Statement Blinn College ADN Program Blinn College will be the leading educational, Graduate future nurse leaders with a spirit of cultural and economic resource for our inquiry who will seek higher education in nursing stakeholders. and lifelong learning opportunities. 7

8 Dear Students: Welcome to the Associate Degree Nursing (ADN) Program at Blinn College! August, 2015 The Associate Degree Nursing Program Student Handbook is for students who have been admitted to the Program, and is a supplement to the Blinn College Catalog. It contains important information about program policies, licensure requirements, and student services. The ADN Program has highly qualified faculty experienced in a variety of healthcare areas who work closely with students in the simulated practice laboratory and in actual clinical settings. It is through a spirit of cooperation and communication that students and faculty members share a common goal of learning and developing skills for clinical nursing practice. In nursing, clinical competence and clinical reasoning are developed through practice, determination, and application of theoretical content learned in the classroom related to actual clinical situations while in school and later in practice throughout your future career. While you are in the ADN Program you will learn how to think critically and solve clinical problems as you prepare to take the licensing board examination (NCLEX-RN) to become a Registered Nurse (RN). We are committed to helping you graduate and become a future nurse leader with a spirit of inquiry and someone who will seek higher education and look for lifelong learning opportunities. We value your experiences here and welcome your suggestions and encourage your active participation on specific committees and in our student organizations. We look forward to working with you in the coming semesters. Sincerely, Blinn Associate Degree Nursing Faculty 8

9 INTRODUCTION Program Accreditation The Blinn College ADN Program is fully approved/accredited by the Texas Board of Nursing (BON) (333 Guadalupe #3-460, Austin, TX 78701; phone ; fax ; Accreditation Commission for Education in Nursing (ACEN) (3343 Peachtree Road NE, Suite 850, Atlanta, GA 30326; Phone ; fax ); ), and Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). 9

10 Essential Qualifications/Basic Competencies for Progression and Graduation (Including Physical and Emotional Standards) Successfully completing Blinn College s ADN Program means the graduate has been educated to competently practice nursing in all healthcare settings and to apply for RN licensure. The education of a future nurse requires assimilation of knowledge, acquisition of skills, and development of judgment through patient care experiences in preparation for independent, semi-autonomous practice where making appropriate decisions is required. The curriculum requires students to engage in diverse, complex, and specific experiences essential to the acquisition and practice of essential nursing skills and functions. Unique combinations of cognitive, affective, psychomotor, physical, and social abilities are required to satisfactorily perform these functions. In addition to being essential to the successful completion of this program, these functions are necessary to ensure the health and safety of patients, fellow students, faculty and other healthcare workers. Physical and emotional health are also critical to the successful progression and completion of this Program. Physical health is defined as the ability to perform both fine and gross motor skills, being able to perform normal weight-bearing activities, and be free of communicable diseases. Emotional health is defined as reacting appropriately to stressful situations, understanding one s own ability to cope with stressful situations, and behaving appropriately within the current environment. The essential abilities necessary to acquire or demonstrate competence in a discipline as complex as nursing and needed for successful progression by nursing, (in addition to the standards of behavior and conduct set forth by Blinn College), include but are not limited to the following: Motor Skills Students should have sufficient motor function so they are able to execute movements required to provide safe effective general care and treatment to patients in all health care settings. [For example: For the safety and protection of the patients, the student must be able to perform basic life support, including CPR, and function in an emergency situation. The student must have the ability, within reasonable limits, to safely assist a patient in moving, for example, from a chair to a bed, or from a wheelchair to a commode.] - Mobility possess physical abilities sufficient to move from room to room, maneuver in small spaces and stand and walk for extensive periods of time. - Weight-Bearing possess ability to lift and manipulate and move pounds (22 Kg) sometimes daily. 10

11 Sensory/Observation Students must be able to acquire the information presented through demonstrations and experiences in the basic and nursing sciences. He or she must be able to observe a patient accurately, at a distance and close at hand, and observe and appreciate non-verbal communications when performing nursing assessments and interventions or administering medications. The student must be capable of perceiving the signs of disease and infection as manifested through physical examination. - Hearing possess auditory ability sufficient for observation and assessment. For example, hear monitor alarms, emergency signals, auscultatory sounds and cries for help. - Visual possess visual ability sufficient for observation an assessment. For example, observe patient responses to interventions. - Tactile possess tactile ability sufficient for physical assessment. For example, perform palpation, functions or physical examination and/or related therapeutic intervention, and insertions of various catheters. Communication Students must communicate effectively and sensitively with other students, faculty, staff, patients, family, and other professionals. He or she must express his or her ideas and feelings clearly and demonstrate a willingness and ability to give and receive feedback. A student must be able to: convey or exchange information at a level allowing development of a health history; identify problems presented; explain alternative solutions; and give directions during treatment and post-treatment. The student must be able to communicate effectively in oral and written forms. The student must be able to process and communicate information on the patient's status with accuracy in a timely manner to members of the health care team. The appropriate communication may also rely on the student's ability to make a correct judgment in seeking supervision and consultation in a timely manner. Cognitive Students must be able to measure, calculate, reason, analyze, integrate and synthesize in the context of the nursing curriculum. The student must be able to quickly read and comprehend extensive written material. He or she must also be able to evaluate and apply information and engage in critical thinking in the classroom and clinical setting. Students must organize responsibilities and make appropriate decisions. - Critical Thinking/Clinical Reasoning process critical thinking and clinical reasoning ability sufficient for clinical judgment. For example, must be able to identify cause-effect relationships in clinical situations. 11

12 Behavioral/Emotional Students must possess the emotional health required for the full utilization of his or her intellectual abilities, the exercise of good judgment, the prompt completion of all responsibilities attendant to the diagnosis and care of patients and families. In addition, he or she must be able to maintain mature, sensitive, and effective relationships with patients, students, faculty, staff and other professionals under all circumstances (with different social, intellectual, and cultural backgrounds) including highly stressful situations. The student must have the emotional stability to function effectively under stress and to adapt to an environment that may change rapidly without warning and/or in unpredictable ways. The student must be able to experience empathy for the situations and circumstances of others and effectively communicate that empathy. The student must know that his or her values, attitudes, beliefs, emotions, and experiences affect his or her perceptions and relationships with others. The student must be able and willing to examine and change his or her behavior when it interferes with productive individual or team relationships. The student must possess skills and experience necessary for effective and harmonious relationships in diverse academic and working environments. Professional Conduct Students must possess the ability to reason morally and practice nursing in an ethical manner. Students must be willing to learn and abide by professional standards of practice. Students must not engage in unprofessional conduct, and must possess attributes that include compassion, empathy, altruism, integrity, honesty, responsibility and tolerance. Students must be able to engage in patient care delivery in all settings and be able to deliver care to all patient populations including but not limited to children, adolescents, adults, developmentally disabled persons, medically compromised patients, and vulnerable adults. Content Credit: University of Washington School of Nursing, Rowan Cabarrus Community College, and Blinn s Radiologic Technology Program Implementation of the Essential Qualifications/Basic Competencies for Progression and Graduation The Essential Qualifications/Basic Competencies for Progression and Graduation are reviewed and explained in detail during New Student Orientation. Students will have an opportunity to ask questions and seek clarification followed by acknowledgement of receipt and their understanding. 12

13 Regular and Ongoing Evaluation of the Essential Qualifications/Basic Competencies for Progression and Graduation The student will review the Essential Qualifications/Basic Competencies at the beginning of the academic school year and each semester and self-evaluate at the end of each semester. Because of the close working relationship with the students, the Clinical Instructor, Course Coordinator, and Director of the Program will collectively be responsible for monitoring and documenting whether a student is meeting the Essential Qualifications/Basic Competencies. Formal documentation is necessary for any concerns relating to behavior in the classroom and/or clinical setting. - Problematic behavior will be documented by faculty in the student's academic file and may result in a written contract. - If there is a pattern of problematic behavior or a single, very serious lapse in the essential qualifications/basic competencies becomes evident, the following process will be followed: Warn student verbally and/or in writing their continuation in the program is in jeopardy. Warning documented by faculty and placed in student s academic file. Composing a contract: The student's instructor in consultation with the Course Coordinator (and Program Director if appropriate), will prepare an individual student contract specifically identifying what needs to be demonstrated in order to meet the essential qualifications/basic competencies and thus remain in the program. Contract is approved by the Director of the Program (and Dean of Health Sciences if appropriate): Student reads and signs the contract (signature indicates the student has read it), a copy of the contract is placed in the student's academic file until completion of the program. Contract monitored at least each semester (or more frequently if needed) by Program Director. If the contract is not upheld by the student, the student will be dismissed from the program. Liability Insurance As a component of professional responsibility and accountability, students of the Blinn ADN Program are required to have liability insurance. A portion of student fees is allocated to cover the cost of the premiums. 13

14 CURRICULUM 14

15 Philosophy The nursing faculty accepts the mission statement of Blinn College. We believe community college provides an optimal setting for Associate Degree Nursing education. Blinn College provides an atmosphere where nursing education is complemented through the study of other disciplines. The college setting allows opportunities for the student to develop in the intellectual, spiritual, psychological, social, physical, and vocational areas through diversified activities. The client is a dynamic complex person with biological, psychological, sociocultural, spiritual, and developmental needs across the lifespan. The client has inherent dignity and worth and is capable of reaching the highest potential of functioning. We emphasize respect for the client within cultural and family systems, with the right to make choices. A client may be a participant in and recipient of care. The client may be an individual or family, and may also be referred to as consumer, patient, and/or resident. Health is a state of biological, psychological, sociological, cultural and spiritual well-being and not merely the absence of disease or injury. Health, as a level of wellness, varies over time and is influenced by the environment, including internal and external variables. There is constant dynamic interaction and adaptation between these variables. Alterations in health and the environment may affect the individual s ability to meet basic and developmental needs. Nursing, as an art and science, builds its unique body of knowledge upon the sciences and humanities. Nursing comprises a complex set of psychomotor, affective, and cognitive behaviors. Nursing actions may involve health promotion and maintenance, prevention of illness or injury, restoration, rehabilitation, and supportive care. Caring is an essential intentional element of nursing. A value essential to nursing includes the moral commitment toward preserving human dignity. Through therapeutic communication and the nursing process, safe, effective, individualized care is assessed, planned, implemented or delegated in a variety of structured settings within a community. This process involves the use of clinical reasoning as a basis for decision-making and problem-solving and teaching-learning. Nurses collaborate with clients and other health care professionals to assist clients with health care needs. Nurses are accountable and responsible for client safety and advocacy, as well as the quality of nursing care they provide. Graduates are prepared as novice practitioners to provide and coordinate care for clients in diverse structured settings. The associate degree nurse is capable of functioning with four interrelated roles, including member of the profession, provider of patient-centered care, patient safety advocate, and member of the health care team. Associate degree nursing education is a dynamic process based on sciences, humanities, and nursing theory and practice. This process is designed to change cognitive, psychomotor, and affective behaviors through a progressive curriculum. Nursing education promotes development of competencies and values enabling students to become productive members of the nursing profession and society. 15

16 Instruction and evaluation are provided individually and in groups. The learning environment consists of classroom, skills laboratory, distance learning, clinical simulation, and a variety of clinical settings. The role of the faculty is to facilitate learning by providing an environment conducive to individual growth. Faculty members serve as role models of professional practice. The individual learner is responsible and accountable for achieving identified behavioral objectives. PROGRAM OBJECTIVES Upon graduation, the associate degree nurse is capable of functioning within four interrelated roles. These roles include: member of the profession, provider of patient-centered care, patient safety advocate, and member of the health care team. Upon completion of the Associate Degree Nursing Program, the graduate should be able to: I. Member of the Profession: A. Function within the nurse s legal scope of practice and in accordance with the policies and procedures of the employing health care institution or practice setting. B. Assume responsibility and accountability for the quality of nursing care provided to patients and their families. C. Participate in activities that promote the development and practice of professional nursing. D. Demonstrate responsibility for continued competence in nursing practice, and develop insight through reflection, self-analysis, self-care, and lifelong learning. II. Provider of Patient-Centered Care: A. Use clinical reasoning and knowledge based on the associate degree nursing program of study and evidence-based practice outcomes as a basis for decision making in nursing practice. B. Determine the physical and mental health status, needs, and preferences of culturally, ethnically, and socially diverse patients and their families based upon interpretation of comprehensive health assessment findings compared with evidence-based health data derived from the associate degree nursing program of study. C. Analyze assessment data to identify problems, formulate goals/outcomes, and develop plans of care for patients and their families using information from evidence-based practice in collaboration with patients, their families, and the interdisciplinary health care team. D. Provide safe, compassionate, comprehensive nursing care to patients and their families through a broad array of health care services. E. Implement the plan of care for patients and their families within legal, ethical, and regulatory parameters and in consideration of disease prevention, wellness, and promotion of healthy lifestyles. F. Evaluate and report patient outcomes and responses to therapeutic interventions in comparison to benchmarks from evidence-based practice, and plan follow-up nursing care. 16

17 G. Develop, implement, and evaluate teaching plans for patients and their families to address health promotion, maintenance, and restoration. H. Coordinate human, information, and materiel resources in providing care for patients and their families. III. Patient Safety Advocate: A. Demonstrate knowledge of the Texas Nursing Practice Act and the Texas Board of Nursing Rules that emphasize safety, as well as all federal, state, and local government and accreditation organization safety requirements and standards. B. Implement measures to promote quality and a safe environment for patients, self, and others. C. Formulate goals and outcomes using evidence-based data to reduce patient risks. D. Obtain instruction, supervision, or training as needed when implementing nursing procedures or practices. E. Comply with mandatory reporting requirements of the Texas Nursing Practice Act. F. Accept and make assignments and delegate tasks that take into consideration patient safety and organizational policy. IV. Member of the Health Care Team: A. Coordinate, collaborate, and communicate with patients, their families, and the interdisciplinary health care team to plan, deliver, and evaluate patient-centered care. B. Serve as a health care advocate in monitoring and promoting quality and access to health care for patients and their families. C. Refer patients and their families to resources that facilitate continuity of care; health promotion, maintenance, and restoration; and ensure confidentiality. D. Communicate and collaborate in a timely manner with members of the interdisciplinary health care team to promote and maintain optimal health status of patients and their families. E. Communicate and manage information using technology to support decision making to improve patient care. F. Assign and/or delegate nursing care to other members of the health care team based upon an analysis of patient or unit need. G. Supervise nursing care provided by others for whom the nurse is responsible by using evidence based nursing practice. (Differentiated Essential Competencies of Graduates of Texas Nursing Programs Evidenced by Knowledge, Clinical Judgments, and Behaviors (DECs), Texas Board of Nursing, October 2010) 17

18 Conceptual Framework The conceptual framework of the Associate Degree Nursing (ADN) Program curriculum at Blinn College reflects the vision, mission, and philosophy statements of the College and the Program. The conceptual framework as a rationale for the curriculum is based upon the beliefs of the nursing faculty about the following major concepts: nursing, client, health, environment, roles and functions of the associate degree nurse, and associate degree nursing education. Nursing The ADN faculty shares eclectic views of nursing theory with an emphasis on caring as a key construct (Billings & Halstead, 2005). Nursing involves values and commitment, resulting in protection, enhancement, and preservation of human dignity. Nursing is caring for clients in an effort to meet obvious or anticipated needs (Watson, 1988). Nursing as a social service, must be attuned to the problems, issues, trends, and needs of a culturally diverse society (Leininger, 1991). Gordon s Functional Health Patterns (Gordon, 1987) provide a way to organize assessment data to form nursing diagnoses for planning and implementing nursing care. Client The client has needs which motivate behavior. The theories of Maslow and Erikson are incorporated in the teaching of basic needs and developmental tasks. Maslow prioritizes human needs, while Erikson explains human development across the lifespan. Maslow identified human needs in ascending order: physiologic, safety and security, love and belonging, self-esteem, and self-actualization. A client may have unmet needs which, according to Maslow, must be met to achieve a state of health or well-being (Maslow, 1968). Erikson s theory of psychosocial development is used as a basis for understanding clients at various stages. The theory is positively oriented and concerned with the development of a healthy ego. Erikson emphasizes that individuals must change and adapt their behavior to maintain control over their lives (Smelser & Erikson, 1980). Health Health varies over time and is more than the absence of disease or injury. Both internal and external variables influence health as a wellness state. Throughout the lifespan, a client s level of wellness varies. As health fluctuates, the client may experience challenges in meeting basic and developmental needs. Environment The environment in which a client interacts consists of surrounding conditions and influences. This environment influences a client s health, through the continuous dynamic interaction, integration, and adaptation between internal and external variables. Nurses are challenged to provide care in the client s environment. 18

19 Roles and Functions of the Associate Degree Nurse Four interrelated roles of practice have been identified for the graduate of the Associate Degree Nursing Program: member of the profession, provider of patient-centered care, patient safety advocate, and member of the health care team. These four nursing roles define the scope, limitations, and direction of the associate degree nurse in the delivery of nursing care. Nursing care may include health promotion, prevention of illness or injury, habilitative, restorative, rehabilitative, and supportive care. Specific competencies for each of these roles have been defined previously by the Differentiated Essential Competencies (DECs) (Texas Board of Nursing, 2010). Students are taught and evaluated based on these roles of the associate degree nurse. Member of the Profession As a member of the profession of nursing, the associate degree nurse exhibits behaviors that reflect commitment to the growth and development of the role and function of nursing consistent with state and national regulations and with ethical and professional standards; aspires to improve the discipline of nursing and its contribution to society; and values self-assessment and the need for lifelong learning. Provider of Patient-Centered Care The associate degree nurse accepts responsibility for the quality of nursing care and provides safe, compassionate nursing care using a systematic process of assessment, analysis, planning, intervention, and evaluation that focuses on the needs and preferences of patients and their families. The nurse incorporates professional values and ethical principles into nursing practice. The patients for ADN educated RNs include individual patients and their families. Patient Safety Advocate The associate degree nurse promotes safety in the patient and family environment by: following scope and standards of nursing practice; practicing within the parameters of individual knowledge, skills, and abilities; identifying and reporting actual and potential unsafe practices; and implementing measures to prevent harm. Member of the Health Care Team The associate degree nurse provides patient-centered care by collaborating, coordinating, and/or facilitating comprehensive care with an interdisciplinary/multidisciplinary health care team to determine and implement best practices for the patients and their families. Associate Degree Nursing Education Associate degree nursing education is a dynamic process based upon principles derived from the sciences, humanities, and evidence-based nursing practice. The process of nursing education is designed to stimulate students to seek knowledge and to develop cognitive, psychomotor, and affective behaviors as they progress from students to novice practitioners. Associate degree nursing education promotes development of competencies and attitudes that assist students to become productive members of the 19

20 healthcare delivery system. We believe associate degree nursing education must provide opportunities and experiences for individuals to develop the necessary knowledge and competencies as associate degree nursing graduates. Associate degree nursing education prepares the graduate to function as a novice practitioner, both independently and collaboratively within structured healthcare settings. Learning is a lifelong process progressing from simple to complex. The teaching-learning process is enhanced through a curriculum based on simple to complex application of fundamental concepts. The learner is responsible for achieving identified behavioral objectives. The faculty is responsible for recognizing the individual learner s diverse needs and abilities. Instruction, counseling, guidance, evaluation, and testing are provided individually or in groups and in varied formats to address the diversity of the student population. The role of the faculty member is to facilitate learning by providing a caring environment conducive to individual and professional growth. The faculty develops goal-directed learning experiences to promote clinical reasoning, effective communication skills, inquiry, accountability, self-direction, and caring. Faculty serve as role models of professional practice and ethics, define content, set limits, and establish options for learning activities. The curriculum reflects changing trends and innovations in evidence-based nursing practice within the healthcare industry. References Billings, D. & Halstead, J. (2005) Teaching in nursing: A guide for faculty (2 nd ed.). St. Louis, MO: Elsevier. Leininger, M. M. (1991). The theory of culture care diversity and universality. New York: National League for Nursing. Gordon, M. (1987) Nursing diagnosis: Process and application. New York: McGraw-Hill. Maslow, A. H. (1962). Toward a psychology of being. Princeton, NJ: D. Van Nostrand. Smelser, N. J. & Erikson, E. H. (Eds.) (1980). Themes of work and love in adulthood. Cambridge, MA: Harvard University Press. Watson, J. (1988). Human caring as moral context for nursing for nursing education. Nursing & Health Care 9(8),

21 Course Descriptions Associate Degree Nursing (RNSG) Course descriptions for the Associate Degree Nursing Program can be found in the Blinn College Catalog. Degree Plans Blinn College Associate Degree Nursing offers degree options starting in the Fall, Spring, Summer (LVN-Transition Option) semesters, and a slow-track. Students need to refer to the official college catalog of record available online (Blinn College Catalog). This corresponds with the academic year of the student s acceptance into the ADN program. The LVN Transition option is offered on the Bryan and Schulenburg campuses. This option allows Licensed Vocational Nurses who meet specific admission criteria, to complete the ADN nursing course requirements in one calendar year. The prerequisites must be completed prior to admission. Preference is given to LVNs who have one year of clinical experience or more. The prospective student must hold a current license in the State of Texas. Students must show Computer Literacy by either high school Computer Science course(s), recent work history with word processing and/or data management programs, or college Computer Science course(s). The slow-track option is available only to students with a specific/validated need to extend the Program. This will be at the Director s discretion. ALL ADN COURSES MUST BE COMPLETED WITHIN 5 CALENDAR YEARS. 21

22 Generic Traditional Cohort Updated August 2015 Associate in Applied Science Associate Degree Nursing 1st Year Prerequisite Semester Prefix Number Course Name Credit Hours BIOL 2401 ANATOMY & PHYSIOLOGY 4 BIOL 2420 MICROBIOLOGY FOR NON-SCIENCE 4 MAJORS PSYC 2301 GENERAL PSYCHOLOGY 3 ENGL 1301 COMPOSITION & RHETORIC (or 1302) 3 1st Semester Prerequisite Semester Total Hours 14 Prefix Number Course Name Credit Hours RNSG 1215 Health Assessment 2 RNSG 1513 Foundations for Nursing Practice 5 RNSG 1301 Pharmacology 3 BIOL 2402 ANATOMY & PHYSIOLOGY II 4 2nd Semester 1 st Semester Total Hours 14 Prefix Number Course Name Credit Hrs RNSG 1341 Common Concepts of Adult Health 3 RNSG 1260 Clinical 2 RNSG 1144 Nursing Skills II 1 RNSG 2213 Mental Health Nursing 2 RNSG 2160 Clinical - Registered Nursing/Registered Nurse 1 PSYC 2314 LIFE SPAN GROWTH AND DEVELOPMENT 3 2 nd Semester Total Hours 12 22

23 2nd Year 1st Semester Prefix Number Course Name Credit Hours RNSG 1343 Complex Concepts of Adult Health 3 RNSG 2261 Clinical - Registered Nursing/Registered Nurse 2 RNSG 1412 Nursing Care of the Childbearing and 4 Childrearing Family RNSG 2161 Clinical - Registered Nursing/Registered Nurse 1 1 st Semester Total Hours 10 2nd Semester Prefix Number Course Name Credit Hours ANY HUMANITIES OR FINE ARTS 3 ENGL X3XX COURSE AS LISTED: ENGL 2322, 2323, 2327, 2328, 2332, 2333 PHIL X3XX or ANY HUMANITIES OR FINE ARTS 3 COURSE AS LISTED: PHIL 1301, 2306 or ANY HUMANITIES/FINE ARTS COURSE 3 XXXX X3XX AS LISTED: ARTS 1301, 1303, 1304; DRAM 1310, 2361, 2362, 2366; MUSI 1301, 1306, 1308, 1310 RNSG 2231 Advanced Concepts of Adult Health 2 RNSG 2262 Clinical - Nursing [R.N. Training] 2 RNSG 2263 Clinical - Registered Nursing/Registered Nurse 2 RNSG 2121 Professional Nursing: Leadership and 1 Management 2 nd Semester Total Hours 10 Total Credit Hours 60 Approved by Texas Higher Education Coordinating Board (THECB) April 14,

24 LVN-Transition Option Degree Plan Prerequisite Semesters Prefix Number Course Name Credit Hours BIOL 2401 ANATOMY & PHYSIOLOGY I 4 BIOL 2420 MICROBIOLOGY FOR NON- 4 SCIENCE MAJORS BIOL 2421 ANATOMY & PHYSIOLOGY II 4 PSYC 2301 GENERAL PSYCHOLOGY 3 ENGL 1301 COMPOSITION & RHETORIC 3 ENGL 1302 or COMPOSITION AND 3 INTRODUCTION TO LITERATURE PSYC 2314 LIFE SPAN GROWTH AND 3 DEVELOPMENT RNSG 1215 Health Assessment 2 RNSG 1301 Pharmacology 3 RNSG 1513 Foundations for Nursing Practice 5 Prerequisite Semester Total Hours 31 Summer I RNSG 1327 Transition to Professional Nursing 3 RNSG 1260 Clinical 2 Summer 10 Weeks RNSG 1144 Nursing Skills II 1 Summer II RNSG 2213 Mental Health Nursing 2 RNSG 2160 Clinical - Registered Nursing/Registered Nurse 1 Summer Semester Total Hours 9 Fall Semester Prefix Number Course Name Credit Hours RNSG 1343 Complex Concepts of Adult Health 3 RNSG 2261 Clinical - Registered Nursing/Registered Nurse 2 RNSG 1412 Nursing Care of the Childbearing and 4 24

25 Childrearing Family RNSG 2161 Clinical - Registered Nursing/Registered Nurse 1 Fall Semester Total Hours 10 Spring Semester Prefix Number Course Name Credit Hours ANY HUMANITIES OR FINE ARTS 3 ENGL X3XX COURSE AS LISTED: ENGL 2322, 2323, 2327, 2328, 2332, 2333 PHIL X3XX or ANY HUMANITIES OR FINE ARTS 3 COURSE AS LISTED: PHIL 1301, 2306 or ANY HUMANITIES/FINE ARTS COURSE 3 XXXX X3XX AS LISTED: ARTS 1301, 1303, 1304; DRAM 1310, 2361, 2362, 2366; MUSI 1301, 1306, 1308, 1310 RNSG 2231 Advanced Concepts of Adult Health 2 RNSG 2262 Clinical - Nursing [R.N. Training] 2 RNSG 2263 Clinical - Registered Nursing/Registered Nurse 2 RNSG 2121 Professional Nursing: Leadership and 1 Management Spring Semester Total Hours 10 Total Credit Hours 60 Approved by Texas Higher Education Coordinating Board (THECB) June 30,

26 Required Electronic References Hand Held Device (HHD) loaded with the required electronic references for use in the clinical areas. The HHD can be a smart cellular phone or a small to medium sized personal digital device ( tablet ) The HHD should be loaded with the pre-bundled cross-referenced software package available at the Blinn College Book Store. If you already have a capable HHD, the book store can order the references specifically for your device. We recommend you purchase the required software and/or the HHD from the Blinn Book Store to avoid confusion and assure compatibility and authenticity. The required HHD and required software can be paid by financial aid (not Perkins Grant) if purchased at Blinn Book Store. The references loaded onto the HHD will be used in courses throughout your nursing program and even in your nursing career. List of Required Textbooks and Other Materials A list of required and recommended text books and other materials will be provided each semester in the course syllabus. Students are expected to purchase the required textbooks and materials. Recommended textbooks and materials are only suggested references and do not have to be purchased. Learning Management System ecampus is the learning management system used by Blinn College. It is also known as D2L (Desire 2 Learn). ecampus is utilized in the nursing program to augment traditional classes as well as the management system for internet and blended courses. Students are expected to have access to the learning management system. Students can obtain technical help as well as find tutorials at this link - ecampus. 26

27 RESOURCES 27

28 BLINN COLLEGE Campus Resources Counseling Services Counseling Services consist of academic advising, career/vocational counseling, personal counseling, as well as a variety of testing services. Information on all the services can be found on the Academic Advising and Counseling Services site. Disability Services Non-Discrimination Statement Blinn College as well as the Associate Degree Nursing Program does not discriminate against qualified individuals with disabilities in the recruitment and admission of students, the recruitment and employment of faculty and staff, or the operation of any of its programs and activities, as specified by applicable federal laws and regulations. Services for Students with Documented Disabilities Students with documented disabilities must self-identify and provide current, appropriate documentation of the disability to the Office of Disability Services (ODS) prior to receiving services. Students are encouraged to contact this office as early as possible to initiate services. To meet Program objectives, students with disabilities are expected to perform all the essential functions of the nursing program with or without reasonable accommodation. The Blinn College ADN Program will work will students and make every effort to accommodate their disabilityrelated needs. Note: the Program is not required to provide requested accommodations that would fundamentally alter the essential or technical qualifications, competencies, and functions of the program nor that would entail an undue financial burden. Blinn College is dedicated to providing the least restrictive learning environment for all students. Support services for students with documented disabilities are provided on an individual basis, upon request. Information, education, referrals, and consultation about specific disabilities are available to interested parties on request. For answers to specific questions or to request an information packet, contact the Office of Disability Services on the specific campus you will be attending. Bryan Campus: (979) ; Brenham, Sealy, Schulenburg Campuses: (979) Additional information can be found at Library Blinn College has libraries at its campuses in Brenham, Bryan, and Schulenburg. Each library provides books, periodicals, reference tools, movies, electronic resources, and Internet access for student assignments, research, and recreation. The library s web site provides access to the library s online catalog, electronic subscription databases and much more. 28

29 Additional information is available on the Blinn College library web site. Students are encouraged to give input to the ADN Program s Library Resources Committee, via the Student Representatives. Suggestions may be made for purchase of books, laboratory materials/recourses and other reference materials. Financial Aid There are a number of financial aid programs available to assist students attending Blinn College. Students needing information can obtain information from the Financial Aid site. The financial aid program includes scholarships through local groups, hospitals, and organizations. In addition, the nursing department notifies students of scholarships available specifically for nursing students. The ADN Program Office can be contacted for information relating to some of these specific nursing scholarships/loans. A list of scholarships available specifically to nursing students can be found on ecampus under the Nursing Student Lounge section. Perkins Grant Perkins Grant assistance is available on a first-come, first-served basis to students enrolled in Technical education programs who fall into a Special Populations Category. Assistance is available to help defray the cost of textbooks, child care and transportation. For information concerning eligibility, application procedures and deadlines, go online to The Learning Center The Bryan Learning Center and the Brenham Learning Center strive to provide support services and resources that help students achieve academic success. Security & Police Services Health Science Center Campus: Dial 911 for Immediate Police Assistance. Always notify HSC security or of all 911 calls. Bryan Campus: The Blinn College Security & Police Department is located on the first floor in the back hallway of the E Building. Emergency contact with the Blinn College Police Department can be obtained by calling Schulenburg Campus: Security on the Schulenburg campus is handled by the Schulenburg Police Department. Call or 911. Nursing Student Organizations Blinn College Nursing Student Association (BCNSA) The Blinn College Nursing Student Association (BCNSA) is an organization for professional nursing students. It operates in conjunction with the Texas Student Nurses Association (TSNA) and the National Student Nurses Association (NSNA). Meetings are held monthly which offer opportunities for education, service, and socialization into the professional role. Officers are elected by the membership at the end of each academic year. A nursing faculty member serves as an advisor/sponsor for the organization. All nursing students are encouraged to become members 29

30 and participate in the local and state nursing organization, as an introduction into professional roles, activities, and service projects. Future Registered Nurses Club (FRNC) The purpose of the Future Registered Nurses Club (FRNC) is to enhance the interests and abilities of nursing students in launching their careers. The primary activity planned for the year is the Nursing Pinning Ceremony, as well as some service projects throughout the year. The Pinning Ceremony is a long-standing tradition in nursing. Its primary purposes are to welcome graduates into the profession of nursing, recognize each graduate for accomplishments during the Program, and to give the graduates the opportunity to recognize the assistance of family/friends during this time. Nursing Honor Society The National Organization for Associate Degree Nursing (N-OADN), in order to promote scholarship and academic excellence in the profession of nursing has established the N-OADN Alpha Delta Nu Nursing Honor Society and has made provisions for the establishment of Institutional Honor Society Chapters. The Blinn ADN s Chapter was approved in Spring 2014 as the Beta Sigma Chapter of Alpha Delta Nu. The objective of the N-OADN Alpha Delta Nu Nursing Honor Society shall be to recognize the academic excellence of students in the study of Associate Degree Nursing. The society shall encourage the pursuit of advance degrees in the profession of nursing as well as continuing education as a life-long professional responsibility. Additionally, the society shall participate in the recruitment of qualified individuals into the profession of nursing. Retention Services The purpose of Retention Services is to increase the numbers of students that successfully complete the Health Sciences Programs at Blinn College and become licensed or certified healthcare professionals. To achieve this outcome, Retention Services provides several different resources for Health Sciences students at Blinn. The following resources are offered through the Health Sciences Retention Services: 1. Preparation for Success Presentations: Topics such as time management, study skills, and test taking strategies are presented during orientation for incoming Health Sciences students. The presentations cover material that facilitates learning and helps improve student performance. 2. 1:1 Educational Guidance: Students meeting the following criteria will be referred by faculty for individual test analysis and 1:1 educational guidance: a. students who fail an exam in any Program s course(s), criteria for failure to be determined b. students who have failed a previous Program s course(s) and have been readmitted to the respective program c. students admitted to a Health Sciences Program with low Grade Point Average (GPAs), level to be determined 30

31 d. students admitted to a Health Sciences Program with low TEAS composite, reading, and/or math scores e. International students with identified difficulties with written or spoken English language skills, have low TOEFL scores (slightly about the minimum to be admitted to Blinn College), or have no TOEFL scores (e.g. transfers from other colleges/universities or USA high school graduates). A student must schedule an appointment with the Retention Coordinator within 5 business days after being notified that he/she meets one or more of these criteria. Appointments can be made by calling or ing the Retention Coordinator directly. Continued meetings between the student and the Retention Coordinator will be determined by student progression toward academic success. 3. Counseling/referral services: any student may self-refer to the Retention Coordinator for: a. 1:1 guidance to improve low course grades, study skills, or time management skills b. assistance with financial aid, child care, transportation, referral for personal counseling issues Life-long Learning We as a faculty believes in life-long learning as a necessary part of professional practice and responsibility (see ADN Program Philosophy). The Texas Board of Nursing (BON) sees life-long learning as such a necessary part of practice and staying current that requirements exist for continued licensure (20 hours of Continuing Education Contact Hours per licensure period, with some periods having a focused topic as a minimum requirement). See the BON web-site for specific information on continuing education requirements at Texas Nurses Association (TNA) instituted an education articulation plan several years ago to expedite a nurse's advancement along the educational ladder. Most Texas educational institutions honor this articulation plan and have made appropriate curricular plans for nurses wishing to continue their education. Blinn College has specific articulation agreements for RN to BSN with: Prairie View A&M University (PVAMU), Stephen F. Austin University (SFA), Texas A&M Health Science Center-College Station (TAMHSC), Texas A&M University-Corpus Christi (TAMU-CC), University of Texas-Austin (UT-Austin), UT-Brownsville, UT-Houston, and UT-Tyler. Many of you have plans for advancement in your professional careers. Most of these plans will involve either specialty certifications or advanced education. There are many good RN-BSN programs (e.g. those mentioned above and others) in the state, as well as some new RN-MSN programs (TAMU-Corpus Christi, UT Austin, UT San Antonio, UT El Paso, UTMB-Galveston, and others). There are even some offering on-line only programs (e.g. UT Arlington, Angelo State, TAMU-Corpus Christi, UT El Paso, UT-Tyler, and others). Other on-line offerings are available through the Virtual College of Texas (VCT) and E-line (collaborative effort between Delmar College and TAMU-Corpus Christi). These will be discussed to some extent during the Program. If you have specific questions, you may ask any of your faculty, and we can direct you to appropriate sources of information. Blinn s ADN Program has a Dual Degree Plan with Texas A&M s College of Nursing at the Health Science Center. The following are the current requirements: 31