Department of Nursing BSN Program Student Nursing Handbook

Transcription

1 Department of Nursing BSN Program Student Nursing Handbook

2 The Department of Nursing follows the policies of Methodist University as published in the Undergraduate Catalog. This handbook contains the policies and procedures that are specific to the Department of Nursing Bachelor of Science in Nursing (BSN) Program at Methodist University. The student is responsible for reading, reviewing and adhering to the policies in this handbook. Methodist University Department of Nursing reserves the right to make changes in curricula, degree requirements, course offerings, and all regulations when, in the judgment of the faculty, the Chair, the Dean, the Executive Vice President, the President, or the Board of Trustees, such changes are in the best interest of the students and the University. The Baccalaureate Nursing Program Faculty reserves the right to review and make recommendations to revise this handbook annually. All changes will be updated electronically and students will be notified of changes via their Methodist University student account. Please note: Registration at the university assumes the student s acceptance of all Methodist University published regulations, including those which appear in this as well as all other publications. 2

3 W elcome The faculty and staff welcome you to the Methodist University School of Health Sciences Department of Nursing BSN Program. We are excited you have chosen nursing as your career path and that you have chosen our program to provide you with your educational foundation. Your education here will prepare you for a wide variety of roles in the nursing profession as well as for graduate studies when you choose to advance your career. Nurses are integral partners in the health care team and you will play a major role in transforming the delivery of health care. This handbook has been prepared to provide you with specific information related to our baccalaureate program. The information in this handbook is up-to-date and as accurate as possible at the time of printing. It is, however, subject to change during the academic year. It is important, therefore, for you to check the announcements on the Nursing web site and your MU Blackboard account often and keep in close contact with your adviser and other faculty members. The faculty and I are here to assist you to succeed with your goals. We look forward to having you as a student and hope your experience at Methodist University is personally and professionally rewarding for you. Sincerely, Larry W. Goins, Ed.D, M.S.N., R.N., N.E.-B.C., G.C.N.S.-B.C., A.C.N.S.-B.C. Professor and Chair Methodist University Department of Nursing 3

4 Table of Contents SECTION I: PROGRAM FOUNDATIONS Mission Statement...7 Vision Statement...7 Program Values...7 Program Philosophy...8 Accreditation...8 Program Outcome Goals...9 Program Student Learning Objectives...9 Program Competencies...11 Organizational Chart...16 SECTION II: PROGRAM OVERVIEW Quality and Safety Education for Nurses...18 Essentials of Baccalaureate Education...18 BSN Curriculum...20 Upper Division Plan of Study...20 Course Descriptions...21 Organizations/Committees...25 Student Nursing Awards...26 Technology/Equipment Required for Nursing Major...27 Special Tests and Exams...27 Consent to be Photographed or Videotaped...28 Graduation and Pinning Ceremonies...28 Additional Costs for Nursing Students...29 SECTION III: ACADEMIC POLICIES AND PROCEDURES Essential Functions for Admission, Progression, and Graduation...31 Disability Services...33 Transferring Nursing Students...33 Advisement Policy...34 Student Success Plan...34 Grading Scale...35 Academic Progression and Continuation Policies...35 Dismissal Due to Academic/ Physical or Mental Behaviors or Problems...36 Grade Appeals Process...37 Requirements for Readmission...38 Alcohol and Drug Policy...39 SECTION IV: CLINICAL/SIMULATION/LAB RESPONSIBILITIES Clinical Practicum Nursing Requirements...43 Clinical/Simulation/Lab Dress Code Policy...45 Clinical Absence Policy...46 Inclement Weather Policy...46 Clinical Placement for Undergraduate Senior Capstone Experience

5 Grievous Behavior Policy...48 SECTION V: MEDICAL EXPOSURES POLICIES Blood/Bodily Fluid Exposure Policy...50 Exposure to Potentially Hazardous Materials...54 SECTION V: PROFESSIONAL STANDARDS AND GUIDELINES Professionalism...56 Student Responsibilities...56 Appropriate and Disruptive Behavior...56 Cell Phone Use...57 Student Use of Audio, Video, or Photographic Devices...57 Social Media Policy...58 American Nurses Association Code of Ethics for Nurses...60 SECTION VI: LICENSURE CNA II Guidelines...62 Licensure...62 SECTION VII: FORMS Photo/Videotaping Release Form...64 Essential Functions Form...65 Student Success Plan Form...66 Incident Report Form...67 Source Individual s Consent or Refusal Form...68 Refusal of Post-Exposure Medical Evaluation...69 Nurse Aid II Form...70 Student Handbook Receipt Acknowledgment Form

6 SECTION I PROGRAM FOUNDATIONS 6

7 Mission of the Methodist University BSN Program The mission of the Methodist University BSN Program is to educate nursing students to be professional, competent, and caring nurses who can think critically, communicate with compassion, and contribute to positive health outcomes for the people they serve. This will be accomplished by providing a learning community of holism which promotes a partnership among administration, faculty, students, nurses, and community associates. Vision of the Methodist University BSN Program Our vision is to provide the best Professional Registered Nurse graduates to ensure the highest possible nursing care to the community. Values of the Methodist University BSN Program Empowerment - Promote human flourishing empowered by shared values, refection, compassion and clarity. Teamwork - Recognize the importance of and participation in teamwork while upholding respect for the individual. Balance - Endeavor to provide balance through a holistic approach of mind, body and spirit for the health and well-being of ourselves and the people we serve. Compassion - Build relationships within the healthcare community through the integral value of compassion for the overall delivery of holistic care to our patients. Excellence Quality that surpasses ordinary or regular performance; strive to achieve excellent performance in scholarship and performance in all areas with diligence and perseverance. Global perspective - We aim to create a learning community that embraces cultural diversity and promotes social and environmental justice. Integrity All decisions, actions, and behaviors are based on honesty, trust, fairness, and the highest ethical standards. We will strive to maintain integrity with consistent regard and attention to internal and financial accuracy and truthfulness. Wisdom - Through knowledge, deep understanding, and introspection, we are committed to providing our students with learning experiences that help them attain sound nursing judgment. 7

8 Philosophy of the Methodist University BSN Program The BSN Nursing Program Philosophy is centered in a commitment to human caring. We recognize the presence of spiritual, cultural, moral, compassionate, and phenomenological differences in the human experience which challenge psychosocial and physiologic well- being. We provide a learning community of holism which promotes a partnership among administration, faculty, students, nurses, and community associates. Learning in nursing depends on the presence of academic integrity, evidence-based nursing education and transpersonal clinical nursing experiences. We are responsible for understanding and meeting the diverse regional nursing needs for professional, competent, and caring nurses who can think critically, communicate with compassion, and contribute to positive health outcomes and disease management. It is our philosophy that all nurses are dedicated to serving society for the betterment of global health and wellness. Accreditation The Department of Nursing is an integral part of the Methodist University School of Health Sciences. Graduates of the Bachelor of Science in Nursing Program are eligible to apply to take the National Council Licensure Examination (NCLEX-RN). Methodist University Department of Nursing is a member of the American Association of Colleges of Nursing (AACN) and is accredited by the Commission on Collegiate Nursing Education (CCNE). For more information on the accreditation process, you may contact the CCNE by mail at One Dupont Circle, NW, Suite 530, Washington, DC or by phone at (202) or fax (202) Methodist University has been granted full approval by the North Carolina Board of Nursing (NCBON) to offer the baccalaureate in nursing degree. For more information about the approval process, you may contact the NCBON by mail at 4516 Lake Boone Trail, Raleigh, NC or by phone at (919)

9 BSN Program Outcome Goals 1. To provide the necessary education for entry level nursing students to successfully achieve a B.S. in Nursing. 2. To prepare nursing students to pass the National Council Licensure Examination-Registered Nurse (NCLEX-RN) upon their first attempt. 3. To prepare entry level BSN graduates to contribute needed nursing talent in the face of a world-wide nursing shortage. 4. To prepare entry level registered nurses who sustain a career as a nurse past the national rate of RN attrition during year one of employment. BSN Program Student Learning Objectives Students in the Methodist University BSN Program upon graduation will demonstrate competence in 1) providing patient-centered care, 2) working within interdisciplinary teams, 3) employing evidence-based practice, 4) applying quality improvement, 5) utilizing informatics, and 6) functioning in an environment of integrated processes within a global society. More specifically, these competencies include the following: 1. Core Competency: Providing Patient-Centered Care (IOM, 2003b, p. 4) a. Possessing an ability to identify, respect, and care about patients differences, values, preferences, and expressed needs for psychosocial integrity in a safe and effective nursing care environment with respect to infection control standards. b. Demonstrating skills to relieve patients pain and suffering while providing physiologic integrity, comfort, and correct principals of pharmacological and parenteral therapy administration. c. Organizing continuous care coordination and self-management of care by listening to, clearly informing, communicating, and educating patients. d. Participating in shared decision-making and management. e. Continuously advocating for disease prevention, wellness, and promotion of healthy lifestyles for individuals or groups, including a focus on population health. 2. Core Competency: Working Within Interdisciplinary Teams (IOM, 2003b, p. 4) a. Demonstrating an ability to cooperate, collaborate, communicate, and integrate within a team of health professionals to ensure that care is continuous and reliable. b. Practicing transformational leadership, appropriate delegation, and team communications which promote a learning organization of effective teaching and learning principles, and the acquisition of knowledge, skills and attitudes which encourage an inter-professional education environment. 3. Core Competency: Employing Evidence-Based Practice (IOM, 2003b, p. 4) 9

10 a. Integrating best research with clinical expertise and patient values for optimum patient care. b. Reducing risk potential through evidence-based practice and an understanding of physiological adaptation to stress and illness. c. Participating in learning research and research activities as a novice researcher. 4. Core Competency: Applying Quality Improvement (IOM, 2003b, p. 4) a. Participating fully in simulated and clinical experiences which identify and prevent medical errors and hazards in patient care and build a healthcare quality framework. b. Understanding and implementing basic safety design principles, such as standardization and simplification. c. Continually demonstrating an understanding of quality measures of care in terms of structure, process, and outcomes in relation to patient and community needs. d. Designing and testing interventions to change processes and systems of care, with the objective of improving quality, promoting stress management, and advocating for workplace safety. 5. Core Competency: Utilizing Informatics (IOM, 2003b, p. 4) a. Communicating, managing knowledge, mitigating errors, and supporting decisionmaking using information technology. b. Using a framework of ethical, civil, and moral decision-making for social networking. c. Complying with appropriate and required documentation of verbal and nonverbal interactions with patients or clients, their significant others, and interactions among other members of the health care team to reflect standards of practice and accountability in the provision of care. 6. Core Competency: Functioning in an Environment of Integrated Processes within a Global Society (Methodist University Mission) a. Recognizing that globalization of health care access is the mission of every nurse. b. Demonstrating an understanding of the role of the nurse in disaster management, the global health of populations, and the nurse s responsibility for environmental hygiene as a citizen of humanity. c. Practicing civility and an appreciation for reliance upon spiritual grounding to build healthy relationships, promote peace in the face of devastation, alleviate suffering, provide comfort at the end of life, and deliver positive energy to a global society. 10

11 BSN Program Competencies Competency: Providing Patient-Centered Care Knowledge: Skills: Describe how diverse cultural, ethnic, Elicit patient values, preferences and social backgrounds function as and expressed needs as part of sources of patient, family, and clinical interview, implementation community values. of care plan and evolution of care. Demonstrate comprehensive understanding of the concepts of pain and suffering, including physiologic models of pain and comfort. Communicate patient values, preferences and expressed needs to other members of health care team. Provide patient-centered care with sensitivity and respect for diversity of human experience. LEVEL 1: APPLICATION Attitudes: Recognize personally held attitudes about working with patients from different ethnic, cultural and social backgrounds. Recognize personally held values and beliefs about the management of pain or suffering. Appreciate the role of the nurse in relief of all types and sources of pain or suffering. Recognize that patient expectations influence outcomes in management of pain or suffering. Competency: Working within Interdisciplinary Teams Knowledge: Skills: Describe own strengths, limitations, Demonstrate awareness of own and values in functioning as a strengths and limitations as a team member of a team. member. Attitudes: Appreciate importance of intra- and inter-professional collaboration. Describe scopes of practice and roles of health care team members. Describe impact of own communication style on others. Act with integrity, consistency and respect for differing views. Initiate requests for help when appropriate to situation. Clarify roles and accountabilities under conditions of potential overlap in team-member functioning. Communicate with team members, adapting own style of communicating to needs of the team and situation. 11 Respect the centrality of the patient/family as core members of any health care team. Appreciate the risks associated with handoffs among providers and across transitions in care. Appreciate shared decisionmaking with empowered patients and families, even when conflicts occur.

12 Competency: Employing Evidence-Based Practice Knowledge: Demonstrate knowledge of basic scientific methods and processes. Describe EBP to include the components of research evidence, clinical expertise and patient/family values. Describe reliable sources for locating evidence reports and clinical practice guidelines. Skills: Participate effectively in appropriate data collection and other research activities. Base individualized care plan on patient values, clinical expertise and evidence. Locate evidence reports related to clinical practice topics and guidelines. Attitudes: Appreciate strengths and weaknesses of scientific bases for practice. Acknowledge own limitations in knowledge and clinical expertise before determining when to deviate from evidence-based best practices. Explain the role of evidence in determining best clinical practice. Describe how the strength and relevance of available evidence influences the choice of interventions in provision of patient-centered care. Competency: Quality Improvement Knowledge: Describe strategies for learning about the outcomes of care in the setting in which one is engaged in clinical practice. Recognize that nursing and other health professions students are parts of systems of care and care processes that affect outcomes for patients and families. Skills: Use tools (such as flow charts, cause-effect diagrams) to make processes of care explicit. Use quality measures to understand performance. Attitudes: Appreciate that continuous quality improvement is an essential part of the daily work of all health professionals. Appreciate how unwanted variation affects care. Competency: Functioning in an Environment of Integrated Processes within a Global Society Knowledge: Recognize culturally diverse patient populations. Discuss the need for global perspectives in relation to healthcare. Skills: Interprets the risks and benefits to interacting within diverse global communities. Promote the expression of diverse opinions and perspectives. Attitudes: Interacts respectfully, sensitively and effectively with diverse people. Demonstrate self-awareness in respecting others points of view. 12

13 Competency: Utilizing Informatics Knowledge: Identify essential information that must be available in a common data base to support patient care Describe examples of how technology and information management are related to the quality and safety of patient care Skills: Apply technology and information management tools to support safe processes of care Navigate the electronic health record Document and plan patient care in an electronic health record Attitudes: Appreciate the necessity for all health professional to seek lifelong, continuous learning of information technology Protect confidentiality of protected health information in electronic records Competency: Providing Patient-Centered Care Knowledge: Integrate understanding of multiple dimensions of patient-centered care: Patient/family/community preferences, values Coordination and integration of care Information, communication, and education Physical comfort and emotional support Involvement of family and friends Transition and continuity Examine how the safety, quality, and cost-effectiveness of health care can be improved through the active involvement of patients and families Examine common barriers to active involvement of patients in their own health care processes Skills: Elicit expectations of patient and family for relief of pain, discomfort, or suffering Initiate effective treatments to relieve pain and suffering in light of patient values, preferences, and expressed needs Remove barriers to presence of families and other designated surrogates based on patient preferences Assess level of patient s decisional conflict and provide access to resources Engage patients or designated surrogates in active partnerships that promote health, safety and well-being, and self-care management Participate in building consensus or resolving conflict in the context of patient care LEVEL 2: SYNTHESIS Attitudes: Respect and encourage individual expression of patient values preferences and expressed needs Seek learning opportunities with patients who represent all aspects of human diversity Value active partnership with patients or designated surrogates in planning, implementation, and evaluation of care Value continuous improvement of won communication and conflict resolution skills Examine nursing roles in assuring coordination, integration, and continuity of care 13

14 Competency: Working within Interdisciplinary Teams Knowledge: Analyze differences in communication style preferences among patients and families, nurses, and other members of the health team Explain how authority gradients influence teamwork and patient safety Examine strategies for improving systems to support team functioning Skills: Function competently within own scope of practice as a member of the health care team Choose communication styles that diminish the risks associated with authority gradients among team members Follow communication practices that minimize risks associated with handoffs among providers and across transitions in care Attitudes: Value the perspectives and expertise of all health team members Contribute to resolution of conflict and disagreement Value the influence of system solutions in achieving effective team functioning Assert own position/perspective in discussions about patient care Competency: Employing Evidence-Based Practice Knowledge: Differentiate clinical opinion from research and evidence summaries Discriminate between valid and invalid reasons for modifying evidence-based clinical practice based on clinical expertise or patient/family preferences Skills: Participate effectively in appropriate data collection and other research activities Participate in structuring the work environment to facilitate integration of new evidence into standards of practice Question rationale for routine approaches to care that result in less-than-desired outcomes or adverse events Attitudes: Value the need for ethical conduct of research and quality improvement Value the concept of EBP as integral to determining best clinical practice Value the need for continuous improvement in clinical practice based on new knowledge Consult with clinical experts before deciding to deviate from evidence-based protocols 14

15 Competency: Quality Improvement Knowledge: Explain the importance of variation and measurement in assessing quality of care Describe approaches for changing processes of care Skills: Seek information about quality improvement projects in the care setting Practice aligning the aims, measures and changes involved in improving care Attitudes: Value own and others contributions to outcomes of care in local care settings Value measurement and its role in good patient care Value local change (in individual practice or team practice on a unit) and its role in creating joy in work Appreciate the value of what individuals and teams can to do improve care Competency: Utilizing Informatics Knowledge: Explain why information and technology skills are essential for safe patient care Contrast benefits and limitations of different communication technologies and their impact on safety and quality Skills: Respond appropriately to clinical decision-making supports and alerts Use information management tools to monitor outcomes of care processes Use high quality electronic sources of healthcare information Attitudes: Value technologies that support clinical decisionmaking, error prevention and care coordination Value nurses involvement in design, selection, implementation, and evaluation of information technologies to support patient care Competency: Functioning in an Environment of Integrated Processes within a Global Society Knowledge: Relate reasons for health and healthcare disparities worldwide Skills: Plan interventions that make communities healthier Attitudes: Value nurses involvement in community health Explain the disaster planning process and nursing participation Analyze how the nursing process can be used to examine the impact of the environment on human health Describe environmental conditions to consider when assessing the environment of a community Differentiate between biological, chemical, and radiological agents and response to exposure Contribute to the improvement of global health 15

16 Department of Nursing Organizational Chart Dean, School of Health Sciences Professor and Chair, Department of Nursing Office Manager/ Admissions Administrative Assistant Simulation Director/ Clinical Coordinator Faculty/ Course Coordinator Faculty/ Course Coordinator Faculty/ Course Coordinator Faculty/ Course Coordinator Faculty/ Course Coordinator Faculty/ Course Coordinator Faculty/ Course Coordinator Simulation Lab Assistant Adjunct Clinical Instructor Adjunct Clinical Instructor Adjunct Clinical Instructor Adjunct Clinical Instructor Adjunct Clinical Instructor 16

17 SECTION II PROGRAM OVERVIEW 17

18 There are several components essential of all BSN programs to prepare profession nurses. The curriculum of the Department of Nursing BSN Program reflects professional nursing standards and guidelines of the Quality and Safety Education for Nurses (QSEN) and of the American Association of Colleges of Nursing (AACN) Essentials of Baccalaureate Education in Professional Nursing. The curriculum also incorporates knowledge and skills of the standards of the 1 American Nurses Association Scope and Standards of Practice, and the 2 Nurse of the Future. Quality and Safety Education for Nurses (QSEN) Quality and Safety Competencies Using the Institute of Medicine (2003) competencies for nursing, QSEN faculty have defined quality and safety competencies for nursing and proposed targets for the knowledge, skills, and attitudes to be developed in nursing pre-licensure programs for each competency: Patient-Centered Care Teamwork & Collaboration Evidence Based Practice Quality Improvement Safety Informatics Essentials of Baccalaureate Education The nine Essentials of Baccalaureate Education are: Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice o A solid base in liberal education provides the cornerstone for the practice and education of nurses. Essential II: Basic Organizational and Systems Leadership for Quality Care and Patient Safety o Knowledge and skills in leadership, quality improvement, and patient safety are necessary to provide high quality health care. Essential III: Scholarship for Evidence Based Practice o Professional nursing practice is grounded in the translation of current evidence into one s practice. Essential IV: Information Management and Application of Patient Care Technology o Knowledge and skills in information management and patient care technology are critical in the delivery of quality patient care. Essential V: Health Care Policy, Finance, and Regulatory Environments o Healthcare policies, including financial and regulatory, directly and indirectly influence the nature and functioning of the healthcare system and thereby are

19 important considerations in professional nursing practice. Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health Outcomes o Communication and collaboration among healthcare professionals are critical to delivering high quality and safe patient care. Essential VII: Clinical Prevention and Population Health o Health promotion and disease prevention at the individual and population level are necessary to improve population health and are important components of baccalaureate generalist nursing practice. Essential VIII: Professionalism and Professional Values o Professionalism and the inherent values of altruism, autonomy, human dignity, integrity, and social justice are fundamental to the discipline of nursing. Essential IX: Baccalaureate Generalist Nursing Practice o The baccalaureate graduate nurse is prepared to practice with patients, including individuals, families, groups, communities, and populations across the lifespan and across the continuum of healthcare environments. The baccalaureate graduate understands and respects the variations of care, the increased complexity, and the increased use of healthcare resources inherent in caring for patients. 19

20 BSN Curriculum Pre-Requisite Courses required for Admission to the Nursing Major Human Anatomy and Physiology (BIO 3060 & BIO 3080 or BIO 2110 and BIO 2120) Statistics (MAT 2200) Microbiology (BIO 2970) Chemistry (CHE 1510) Medical Terminology (HCA 2300) General Psychology (PSY 1010) Nursing Notes (PNU 2030) Students must achieve a grade of C or higher in all pre-requisite Nursing courses. Students who fail to achieve a minimum grade of C in any pre-requisite Nursing course (classroom or lab course) may repeat that pre-requisite Nursing course one time only. Students who subsequently receive a second grade of below C in any pre-requisite Nursing course will not be allowed to progress to the Nursing major. Upper Division Plan of Study Junior Year Fall Spring NUR 3000 Introduction to Nursing 3 NUR 3060 Adult Nursing I 7 NUR 3010 Health Assessment 3 NUR 3080 Psychiatric Mental Health 5 Nursing NUR 3040 Fundamentals of 5 NUR 3150 Nutrition for Health and 2 Nursing Healing NUR 3110 Pharmacotherapeutics 4 HCA 3500 Economics and Finance of 3 for Nurses Health Care Organizations Total Semester Hours 15 Total Semester Hours 17 Senior Year Fall NUR 4010 NUR 4040 NUR 4050 HCA 3600 Research for Professional Nursing Practice Maternal Child Nursing Principles of Leadership for Nurses Health Care Informatics Spring 3 NUR 4060 Adult Nursing II 7 7 NUR 4080 Community Health Nursing 5 3 NUR 4500 Nursing Capstone Seminar 4 3 Total Semester Hours 16 Total Semester Hours 16 20

21 BSN Course Descriptions PNU 2030: Nursing Notes (3 s.h.) This course introduces the art and science of nursing. The philosophy, mission, vision, and values of the nursing program are explicated to help students develop an understanding of issues in the nursing profession. Emphasis is on history, trends, and socio-cultural influences on the practice of nursing. The Institute of Medicine (IOM) core competencies for health professions education are examined. Students are exposed to basic elements of nursing practice with a focus on developing critical thinking skills. Placement in Program: Pre-Nursing students may take this course during any semester prior to applying to the Nursing major. NUR 3000: Introduction to Nursing (3 s.h.) The course provides an overview of professional nursing with a focus on professionalism, including but not limited to communication, ethics, accountability, social justice. A synthesis of current and projected trends in nursing is explored. This course is divided into five modules: nursing as a career, nursing as a profession, nursing as art and science, nursing as communication, and nursing as a team. Placement in Program: Nursing Program, Junior Year, Fall Semester Prerequisites: NUR major only. Co-requisites: NUR 3010, NUR 3040, NUR 3110 NUR 3010: Health Assessment of the Adult (3 s.h.) This course introduces the knowledge and skills required to perform a systematic examination of a healthy adult and to document the findings. Focus is on conducting a comprehensive and focused physical, behavioral, psychological, spiritual, socioeconomic, and environmental assessment using developmentally and culturally appropriate approaches. Health assessment is framed through the use of the nursing process. Class (2 sh), Lab (1 sh). Placement in Program: Nursing Program, Junior Year, Fall Semester Prerequisites: NUR major only. Co-requisite: NUR 3000, NUR 3040, NUR NUR 3040: Fundamental Nursing Care (5 s.h.) This course introduces students to the psychomotor skills necessary for nursing while implementing the nursing process. Therapeutic nursing interventions as the foundation of nursing practice are implemented, including aseptic technique, medication administration, as well as other fundamental nursing skills. Class (3 sh), Lab (2 sh). Placement in Program: Nursing Program, Junior Year, Fall Semester Prerequisites: NUR major only. Co-requisites: NUR 3000, NUR 3010, NUR

22 NUR 3060: Adult Health Nursing I (7 s.h.) This is the first of two courses focused on adult health nursing. Emphasis is on nursing process, theory and skills related to the care of adults, including elder adults, with commonly occurring acute and chronic health deviations. Etiology, clinical evaluation, and use of evidence-based nursing interventions that address professional nursing practice, decision-making processes, and interventions within cultural, socioeconomic, and personal contexts are applied. Class (4 sh), Clinical (3 sh) Placement in Program: Nursing Program, Junior Year, Spring Semester Prerequisites: NUR 3000, NUR 3010, NUR 3040, NUR Co-requisites: NUR 3080, NUR 3150, HCA NUR 3080: Psychiatric Mental Health Nursing (5 s.h.) The course is designed to provide an understanding of acute and chronic mental illness across the life span. Neurobiological sciences, psychosocial concepts and traditional / nontraditional therapies are explored. Emphasis is placed on evidence-based practice supported by the Scope and Standards of Psychiatric and Mental Health Nursing. Topics include psychiatric mental health clinical settings, psychosocial interventions, psychotropic medications, and crisis intervention. Class (3 s.h.), Clinical (2 s.h.). Placement in Program: Nursing Program, Junior Year, Spring Semester Prerequisites: NUR 3000, NUR 3010, NUR 3040, NUR Co-requisites: NUR 3060, NUR 3150, HCA NUR 3110: Pharmacotherapeutics for Nurses (4 s.h.) This course applies the scientific underpinnings for nurses to provide safe and effective care related to pharmacotherapeutics throughout the lifespan. Drugs are studied by therapeutic or pharmacological class. Clinical assessment, analysis of clinical information, and clinical decision-making are examined in relationship to relevant pharmacodynamics and pharmacokinetic processes. Placement in Program: Nursing Program, Junior Year, Fall Semester Prerequisites: NUR major only. Co-requisites: NUR 3000, NUR 3010, NUR NUR 3150: Nutrition for Health and Healing (2 s.h.) The application of nutrition fundamentals to health promotion and disease prevention is examined. Content focuses on the evaluation of nutrition research, interventions, and recommendations through use of an evidence-based nursing approach. Placement in Program: Nursing Program, Junior Year, Spring Semester Prerequisites: NUR 3000, NUR 3010, NUR 3040, NUR Co-requisite: NUR 3060, NUR 3080, HCA

23 NUR 4010: Research for Professional Nursing Practice (3 s.h.) The course focuses on the translation of current evidence into nursing practice through the identification of practice issues, appraisal and application of evidence, and the evaluation of outcomes (AACN, 2008). Development of evidence is examined using the research process. Concepts explored include research ethics and legal precepts, clinical judgment in knowledge development and application, and the integration of client values and preferences. Students learn to use reliable evidence to inform practice and make clinical judgments to promote nursing best practice. Placement in Program: Nursing Program, Senior Year, Fall Semester Prerequisites: NUR 3000, NUR 3010, NUR 3040, NUR 3110, NUR 3060, NUR 3080, NUR 3150, HCA Co-requisites: NUR 4040, NUR 4050, HCA NUR 4040: Maternal Child Nursing (7 s.h.) Nursing care of women, newborns, infants, children, and families during childbearing and childrearing stages is described. Healthy transitions and physical alterations occurring from conception through adolescence are examined. The health needs of the family are discussed in terms of major morbidity/mortality risks and contemporary issues. This experience will integrate clinical experiences in a variety of acute and community clinical settings to build on theories of growth and development, pathophysiology, evidence-based practice. Class (4 s.h.), Clinical (3 s.h.). Placement in Program: Nursing Program, Senior Year, Fall Semester Prerequisites: NUR 3000, NUR 3010, UR 3040, NUR 3110, NUR 3060, NUR 3080, NUR 3150, HCA Co-requisites: NUR 4010, NUR 4050, HCA NUR 4050: Principles of Leadership for Nurses (3 s.h.) The course explores organizational and systems leadership, quality improvement, and national healthcare safety standards. Focus is placed on the importance of ethical decision-making, effective working relationships, delegation, and accountability when working in complex healthcare systems. Leadership skills to effectively negotiate change, provide safe quality care, and promote professional practice in the healthcare environment are analyzed and applied. Placement in Program: Nursing Program, Senior Year, Fall Semester Prerequisites: NUR 3000, NUR 3010, NUR 3040, NUR 3110, NUR 3060, NUR 3080, NUR 3150, HCA Co-requisites: NUR 4010, NUR 4040, HCA NUR 4060: Adult Nursing II (7 s.h.) Adult Nursing II is the second of two courses focused on adult health nursing for commonly occurring diseases in the acute care setting. The course builds on previously learned knowledge of physical assessment and technical skills to focus on key components of acute care nursing. Advanced skills and interventions required to care for clients with commonly occurring disease states will be included. Class (4 s.h.), clinical (3 s.h.). Placement in Program: Nursing Program, Senior Year, Spring Semester 23

24 Prerequisites: NUR 3000, NUR 3010, UR 3040, NUR 3110, NUR 3060, NUR 3080, NUR 3150, HCA 3500, NUR 4010, NUR 4040, NUR 4050, HCA Co-requisites: NUR 4080, NUR NUR 4080: Community Health Nursing (5 s.h.) An overview of community and public health nursing. Explores the role of the nurse in health promotion, disease prevention, and injury prevention across the lifespan. Students examine population-focused roles in primary, secondary, and tertiary prevention, including disaster management. This is a 10 week course. Class (3 s.h.), Clinical (2 s.h.). Placement in Program: Nursing Program, Senior Year, Spring Semester Prerequisites: NUR 3000, NUR 3010, UR 3040, NUR 3110, NUR 3060, NUR 3080, NUR 3150, HCA 3500, NUR 4010, NUR 4040, NUR 4050, HCA Co-requisites: NUR 4060, NUR NUR 4500: Nursing Capstone Seminar (4 s.h.) This nursing capstone consists of seminars to provide an opportunity for transition to the professional nursing role and a 120 hour focused client care experience. Standardized testing is incorporated to provide feedback to facilitate analysis, synthesis, refinement, and integration of nursing knowledge. The focused client care experience is provided through a cooperatively designed learning experience under the supervision of a licensed preceptor. 4 week course. (Class 1 sh, clinical 3 sh) Placement in Program: Nursing Program, Senior Year, Spring Semester Prerequisites: NUR 3000, NUR 3010, NUR 3040, NUR 3110, NUR 3060, NUR 3080, NUR 3150, HCA 3500, NUR 4010, NUR 4040, NUR 4050, HCA Co-requisites: NUR 4060, NUR

25 Organizations/Committees Methodist University Student Nurses' Association (MUSNA) The purpose of the Methodist University Student Nurses' Association (MUSNA) is to provide prenursing and nursing students opportunity to engage in community service projects, develop leadership skills, and form lasting friendships. It also serves to mentor the professional development of future registered nurses and facilitate their entrance into the profession by providing educational resources and career guidance. The MUSNA meets during the school year for business and/or program meetings. Members are offered opportunities to broaden their nursing education by being exposed to guest speakers and special programs at the state convention of nursing students. Fundraising projects are planned to provide scholarships for students to attend conventions and to provide a budget for special projects. Offices to be filled for MU Student Nurses Association are president, vice-president, secretary & treasurer. Department of Nursing faculty serves as advisors for the Association. National Student Nurses Association (NSNA) The MUSNA is a local chapter of the National Student Nurses' Association (NSNA). The NSNA is the only national organization for nursing students and the largest independent student organization in the United States. The purpose of the National Student Nurses Association is to assume responsibility for contributing to nursing education in order to provide for the highest quality health care; to provide programs representative of fundamental and current professional interests and concerns; and to aid in the development of the whole person, his/her professional role, and his/her responsibility for the health care of people in all walks of life. Benefits of National Student Nurses Association membership include scholarships, a year's subscription to Imprint, malpractice insurance, the NSNA annual convention, uniform discounts, and a voice in Washington. Membership to the both the MUSNA and NSNA is open to all students in programs leading to initial licensure as a registered nurse. There are national, state and local dues. Department of Nursing Committee Responsibilities/Class Representatives Students are selected by their respective nursing classmates to serve as class representative for the academic school year on Department of Nursing Committees and to represent their class at Nursing Department Faculty meetings. The specific number of students required is based on the membership composition for each committee. 25

26 Student Nursing Awards Each spring semester, The Department of Nursing Chair and faculty recognize senior nursing students who exhibit outstanding academic, clinical, and leadership qualities. Criteria for receiving each award are listed below. Minimum requirements for all categories include 1) senior nursing student status anticipating completion of degree requirements and 2) have a minimum GPA of 3.2. Nominations for the first three categories are made and voted on by nursing faculty. The Director s Award recipient is chosen by the Department Chair with input from the nursing faculty. Only one student is chosen for each category. The Academic Excellence, Clinical Excellence, and Leadership Excellence awards are presented during the Nursing Pinning Ceremony. The Director s award is presented during Methodist University s Awards Day Ceremony. The recipient of each category receives a certificate and an engraved plaque. Academic Excellence Award: presented to the senior nursing student with the highest grade point average. Clinical Excellence Award: presented to the senior nursing student who exhibits excellent clinical practice by: o Establishes caring interpersonal relationships with clients o Functions as a client advocate in clinical interventions o Displays a knowledge base necessary for strong critical thinking behaviors in client interactions o Displays creativity during clinical experiences o Exhibits a high degree of clinical accountability and responsibility o Provides clinical role modeling behaviors for peers o Possesses strong communication skills in the clinical setting o Exhibits leadership skills in peer and community relations. Leadership Excellence Award is presented in recognition of outstanding leadership characteristics. The criteria for the recipient is: o Participation in pre-professional or professional activities in a leadership role. Examples include holding an office in the MU Student Nurses Association or serving on Department and College committees. o Participation in community activities. o Sharing of special expertise with student peers, or other activities that represent service and commitment to the betterment of society and their chosen profession. Director's Award - The student receiving the Director's Award will exemplify outstanding academic and professional achievement. This student will: o Have outstanding overall academic and clinical achievement o Exhibit leadership in pre-professional (e.g., leadership in the Student Nurses Association; service on department or college committees; community activities) or professional activities (e.g., participation in the North Carolina Student Nurses Association or other nursing specialty activities; nursing service to the community). 26

27 Technology/Equipment Required for Nursing Major All students admitted to the upper division nursing major are required to have a laptop computer that meets specifications compatible with Methodist University Office of Computer Technology recommendations. Drug Computation Competency Guidelines Special Tests and Exams Program based drug computation competency exams are required by all students each semester. Competency for all students is 80% accuracy. A grade of pass or fail will be recorded in the student s file with a passing score reflecting competency. Depending on the schedule, computation competency exams may be administered outside of class times or they may be within campus orientation times. Students may take the competency test three (3) times in order to receive a passing grade but each test will be different. The requirement must be met before the student can attend clinical. If a clinical day is missed because calculation competency has not been established, a '0' will be given for the clinical day(s) missed. Faculty may also have other stipulations within courses regarding the policy for that course. Students who fail to meet the drug competency policy must withdraw from both class and clinical co-requisite courses. Online Standardized Testing ATI/Kaplan Exam Policy for Content Mastery Exams 1. Students must complete all RN Content Mastery Series Online Practice Assessments in order to take the ATI content mastery exam for the course in which it will be administered. 2. Students must achieve a proficiency Level 2 cut score or higher. If you do not achieve a minimum score at Level 2 or above, you will receive a grade of Incomplete for the course until you: a. successfully complete the ATI remediation and b. retake Version 2 of the ATI exam ATI/Kaplan RN Comprehensive Predictor Exam 1. The ATI RN Comprehensive Predictor Exam will be administered in NUR Students must achieve a proficiency Level 2 cut score or higher. If you do not achieve a minimum score at Level 2 or above, you will receive a grade of Incomplete for the course until you: a. successfully complete the ATI remediation and b. retake Version 2 of the ATI exam 27

28 Consent to be Photographed or Videotaped The Nursing Auditorium and all areas of the Simulation Hospital are equipped with video and audio recording equipment. All nursing students who participate in nursing classes or simulation exercises must agree to be photographed or videotaped (with or without sound or with sound only) and must further agree to allow Methodist University to use the recordings or photos for educational purposes and/or to promote the University. The release form is found in the last section of this handbook and must be completed and signed before participating in nursing program activities. Graduation and Pinning Ceremonies Commencement Students meeting all requirements for the BSN degree at Methodist University will have the opportunity to participate in the University s commencement exercises held in May of each year. For detailed policies regarding graduation requirements and commencement participation, please refer to your Academic Catalogue. Pinning Ceremony In addition to the University commencement ceremony, nursing student graduates also have the honor of participating in the Nursing Pinning Ceremony held the Thursday immediately preceding the University commencement exercise. The Pinning Ceremony is a symbolic welcoming of new graduate nurses into the brotherhood and sisterhood of the nursing profession. The ceremony itself is steeped in tradition where the nursing graduates, dressed in white uniforms, are presented with the school s nursing pin. Candles or lamps are lit and the Nurse s Pledge is recited. The ceremony usually takes place in a church setting and the event is shared with the student s family, friends, and loved ones. Participation in this time-honored tradition is optional but all students who participate must follow current dress code policies. The policy is subject to change and dress requirements will be relayed to senior nursing students by the spring semester of their senior year. 28

29 Additional Costs for Nursing Students Note: The following costs are estimates and do not include tuition, student activity fees or parking permits. Please check the MU website and the current Academic Catalogue for current tuition and fees. When will the costs occur? What do the costs cover? What is the cost? Kaplan Entrance Exam $0 During the application process to the Nursing Program Criminal Background check $38 Certified Background - Drug Test & Immunization Tracker Immunizations & Medical Exam $75 $0 - $400 Varies CPR Healthcare Certification $50 Laptop (required) $500 - $1500 Varies Textbooks Up to $1200 Junior Nursing Year Nursing Technology/Lab Fee ($400 per semester) $800 Uniforms/Shoes/Lab Coat $200 Supply Tote $135 Stethoscope $30 70 Varies Nursing Technology/Lab Fee ($400 per semester) $800 Textbooks Up to $700 White Uniform for Pinning Ceremony $50 Senior Nursing Year Nursing Cap $17.50 Sitting fee for Composite Picture $35 NCLEX Application $200 Criminal Background check required by NCBON before NCLEX exam $38 NCBON Licensure Application Fee $75 In addition to the costs listed above, students are also responsible for their own transportation to and from clinical sites. **All costs are estimates and are subject to change.** 29

30 SECTION III ACADEMIC POLICIES & PROCEDURES 30

31 Essential Functions for Admission, Progression and Graduation The purpose of the Essential Functions for Admission, Progression and Graduation is to validate the academically accepted undergraduate student s ability to meet cognitive, affective, and psychomotor requirements of the curriculum with or without academic adjustments and/or auxiliary aids and services, consistent with Title II of the Americans with Disabilities Act, as amended, and Section 504 of the Rehabilitation Act of Methodist University and the Department of Nursing will make appropriate academic adjustments to facilitate enrollment and participation of qualified individuals with temporary or permanent disabilities. The School has established the Essential Functions guidelines in an effort to provide a framework to balance several competing interests: 1) The rights of applicants and students. 2) The safety of students, their co-workers and patients. 3) The significant clinical component of the curricula. 4) The requirements imposed on the Department by the Commission on Collegiate Nursing Education, the accreditation body, and by clinical agency agreements allowing the Program to place students in various health care organizations for clinical education. 5) The conditions for licensure of graduates. These competing interests and the nature of nursing educational activities may prevent some prospective students with disabilities and students with disabilities from qualifying for enrollment or continued enrollment. This policy applies to all prospective, pre-nursing, and current undergraduate students enrolled in the Nursing Program. Policy Full acceptance into the Methodist University Nursing Program is two-tiered and based on two independent processes: 1) Academic acceptance based on established criteria and review of application. 2) Receipt and approval of the Essential Functions form found in the last section of this Handbook. Current students must continue to meet these essential functions throughout the Program. Students who are no longer able to meet the standards MUST notify their academic advisor immediately or face dismissal from the nursing Program. If a student s inability to satisfy an essential function is of a temporary nature, every reasonable effort will be made to rearrange the student s schedule in such a way as to provide the opportunity for satisfactory completion of the curriculum. In some cases, this may require students to extend their plans of study. Procedure 1. Initial Verification a. As part of the Admissions process to the Nursing program, students will be asked to review, sign and date the Essential Functions Form. Statements contained in the form 31