FLATHEAD VALLEY COMMUNITY COLLEGE NURSING PROGRAM

Transcription

1 FLATHEAD VALLEY COMMUNITY COLLEGE NURSING PROGRAM STUDENT HANDBOOK Spring/Summer /12/2015 1

2 Table of Contents WELCOME FACULTY AND STAFF GUIDING PRINCIPLES 2.1 Introduction Mission Statement Defining Principles Integrating Concepts PROGRAMS 3.1 Program Description Educational Outcomes Program Outcomes Code of Ethics Curriculum Program Affiliations Student Resources POLICIES 4.1 Immunization Requirements Background Checks Health Insurance and Health Conditions Standard Precautions Injuries Sustained in the Clinical Area Use of Supplies and Regulated Medical Equipment Malpractice Insurance Expenses Communications and Attendance Grading STANDARDS OF BEHAVIOR 5.1 General Standards Clinical Behavior Confidentiality Appearance CORRECTIVE ACTION AND APPEAL POLICY 6.1 Student Representation Corrective Action Student Appeals MONTANA LICENSING 7.1 Licensed Practical Nurse Registered Nurse FINANCIAL AID INFORMATION HEALTH INFORMATION PORTABILITY PRIVACY ACT CONSENT FORM STUDENT HANDBOOK ACKNOWLEDGEMENT FORM. 37 APPENDIX A ACADEMIC DISHONESTY APPENDIX B NCSBN White Paper: A Nurse s Guide to the Use of Social Media 44 2

3 The FVCC Nursing Program Pledge (Adapted from the Florence Nightingale Pledge) I solemnly pledge in the presence of this assembly, to care for all individuals without regard to race, gender, culture, politics, or social status. I will respect at all times the dignity and beliefs of the person under my care, holding in confidence all personal information entrusted to me, and refrain from any action which may endanger life or health. I will spare no effort to preserve quality of life and alleviate suffering as affirmed by the individual. I will endeavor to keep my professional knowledge and skill at the highest level, to give loyal support and cooperation to all members of the health care team, and to adhere to the code of ethics of nursing. I will do my utmost to uphold the integrity and high ideals of the nursing profession. 3

4 Welcome The Flathead Valley Community College (FVCC) nursing faculty extend a warm welcome. We trust you will find our program to be both challenging and rewarding as you move forward in your career to provide high quality nursing care. The faculty continuously incorporate a variety of teaching methods and principles to enhance your learning experience throughout this curriculum. Your studies will integrate nursing knowledge, critical and creative thinking skills, assessment skills, and communication skills, leading you to be a well-informed, safe and caring nurse. The FVCC Nursing program follows the state of Montana s model curriculum and offers both an AAS in Practical Nursing and an AS degree in Nursing. ( In April 2013, FVCC opened its newest building on campus. With generous support from the Broussard family and the community, the new Rebecca Chaney Broussard Center for Nursing and Health Science became a reality. The building honors the late Becky Broussard, a nurse and philanthropist who understood the importance of quality health care for our communities. Our new space provides a state-of the-art training facility for FVCC nursing and other health science students. We look forward to supporting you as you work toward attaining your educational goals. Please feel free to bring questions and concerns to the faculty and staff s attention. Good luck to you in your future studies! Myrna Ridenour, MSN, RN, BC Nursing Program Director NCLEX-PN Pass Rate Year #Tested Pass Rate % % 2009 change in program cycle no testers % % % % NCLEX-RN Pass Rate Year #Tested Pass Rate % % Myrna Ridenour, MSN, RN, BC Nursing Program Director 4

5 1. FACULTY AND STAFF Myrna Ridenour, MSN, RN, BC Montana State University Regis University Erika DeCree, MS, RN University of Ohio Wright State University Dawn Denny, Phd, RN Bethel University University of North Dakota Diane Bailey, MS, RN Salish Kootenai College Indiana State University Cathy Relf, MS, RN College of St. Benedict University of Wisconsin-LaCrosse Pam Klein, RN Northern Montana College Cathy Fabel, AS Montana State University Nursing Program Director Faculty Faculty Faculty Lab/Clinical Coordinator Clinical Resource Nurse Nursing Program Assistant 2. GUIDING PRINCIPLES 2.1 Introduction The Flathead Valley Community College Nursing Department has prepared this handbook to inform the nursing students of the policies and guidelines specific to the nursing program. This handbook serves as a supplement to the FVCC catalog, which covers the general institutional policies for all FVCC students on the structure, policy, regulations, and procedures of the College in both academic and personal progress toward your final educational goal. It is the responsibility of each nursing student to review this handbook, and the FVCC catalog, independently and to refer to both as needed during his/her enrollment in the nursing program. 2.2 MISSION STATEMENT FVCC NURSING PROGRAM The Mission of Flathead Valley Community College (FVCC) Nursing Program is to provide accessible, high quality nursing education to culturally diverse student populations for the development of nurses for entry level of practice. Nursing education at FVCC prepares individuals to deliver safe, effective, and culturally competent nursing care to diverse individuals, families, and communities across the life span in the dynamic, evolving environments of rural Northwest Montana. Excellence in the delivery of innovative campus-based, distance, and clinical education challenges nursing students to develop a caring, relationship-based, professional identity and sound clinical judgment that facilitates educational mobility, personal growth, and a pattern of lifelong learning. The Nursing Faculty identify defining principles and integrating concepts that are foundational to nursing practice and nursing education and form the organizing framework that guides the educational outcomes and organizing framework of the curriculum. 5

6 These concepts are drawn from the National League for Nursing Competency Statements (NLN, 2010), Montana Administrative Code for Nursing, Initiatives of the Quality and Safety to Educate Nursing (QSEN), Institute and Institute of Medicine (IOM), nursing theories (Campinha-Bacote, 2012, Neuman, 2010, Newman, 2010, Watson, 2011, Winters, 2012),and adult learning theory. 2.3 DEFINING PRINCIPLES Defining Principles The defining principles of the nursing department encompass the faculty s beliefs regarding the four major dimensions of nursing theory, plus nursing education: 6 Client Environment Health Nursing Nursing Education Client: The client is defined as an individual, family, or community. The individual client is a unique composite of physical, mental, psychosocial, and spiritual dimensions. The client is an open system in a state of constant change. (Neuman, 2010). Clients with diverse backgrounds and experiences share similar hierarchical needs, developmental changes, and health patterns across the lifespan that influence health outcomes. (Newman, 2011). Environment: Environmental forces, both internal (physical, physiological, genetic, psychosocial, cultural, developmental, and spiritual) and external (economic, social, geographic, global, and health care access) drive the dynamic interactions that shape the human condition. Multiple determinants of health and changing tensions in the environmental system stimulate adaptive and integrative responses of the client that influence health outcomes. (Healthy People Objectives 2020). Health: Health is a dynamic state of physical, emotional, physiological, mental, psychosocial, cultural, developmental, and spiritual well-being. Health status continually changes and is influenced by multiple determinant factors in the environmental system. (Neuman, 2010 and Newman, 2011). Health is defined by the client values and beliefs (Campinha-Bacote, 2012). Rural dwellers define health and health-seeking behaviors in unique ways (Winters, 2012). The client s sense of optimal health and measurable health indicators signifies a state of balance and achievement of positive health outcomes. Nursing: The practice of nursing is an art and a science that involves a caring presence and holistic support for diverse clients in a variety of health care settings (Watson, 2012). A body of nursing knowledge, evidenced-based practice, and discrete professional identify and standards shape nursing as a practice discipline. Safe, quality nursing practice focuses on health promotion, disease prevention, risk reduction, health maintenance, illness management and restoration. Nursing judgment and clinical-decision-making are integral components in application of the nursing process as the framework to achieve client goals (Tanner, 2009). Nursing Education: Nursing education promotes development of professional nursing values and lifelong learning. Nursing faculty maintain current evidenced-based knowledge and skills to serve as role models, mentors, and facilitators of the learning process. Students and faculty share responsibility to cultivate the knowledge, skills, and nursing judgment to deliver safe, quality nursing care. Nursing faculty establish a respectful learning climate that is responsive to the needs of adult students and the larger community. Excellence in nursing education incorporates classroom,

7 distance learning, technology, simulation, and clinical practicum to introduce foundational principles and build critical thinking skills to solve complex nursing problems. (Benner, Sutphen, Leanard, and Day, 2010). 2.4 Integrating Concepts The nursing faculty selected the following concepts to integrate throughout PN and RN curriculum framework and courses. The concepts guide the educational outcomes of each of the PN and RN program levels. Caring: Caring is the essence of nursing practice. A caring presence reflects the basic concern for human dignity and the recognition of the unique worth of each person. Caring takes place with every nursing interaction. Caring involves the use of cognitive and intuitive knowledge, techniques, or processes that make a difference to one s sense of well-being. Caring is an intentional activity that promotes health, healing, and hope in response to the human condition. Caring and relationshipbased values are demonstrated through one-on-one interactions, group processes, organizational climates, and the larger community structures to support health and wellness (Watson, 2011). Nursing encompasses a culture of caring that considers the whole person, a commitment to common good, and reaching out to the vulnerable (NLN, 2010) Nursing Judgment: Nursing judgment encompasses three processes: critical thinking, clinical judgment, and integration of evidence based practice. Nurses employ these processes in decision making about clinical care, developing and applying research findings to the client/community, and management of resource allocation (NLN, 2010). Critical thinking involves questioning, analysis, synthesis, interpretation, inference, inductive and deductive reasoning, intuition, application and creativity to reach independent and interdependent decisions for planning and implementing nursing care (AACN, 1998, p. 37). The nursing process provides the necessary framework for critical thinking and decision making. The nurse and client(s) enter a partnership to assess needs, identify health goals, plan care, implement interventions, and evaluate progression toward mutually identified health outcomes. Quality and Safety: Nursing practice is dedicated to minimizing the risk of harm to clients through quality and safe individual nursing performance, efficient use of resources to promote optimal health outcomes, and provision of leadership and accountability. The culture of safety is maintained by use of continual quality improvement methods (NLN, 2010 and QSEN, 2012). Communication: Communication is an interactive process that exchanges information among the nurse, client(s), and the health care team. The communication process uses verbal, non-verbal, electronic, and other media strategies for the purpose of social and emotional support, assessment, problem-solving, negotiation and conflict resolution, client and interprofessional education, and datagathering and analysis to achieve health outcomes. Effective nursing communication is relationshipcentered, respects the perspectives and culture of others, maintains confidentiality, employs a collaborative team approach, and reflects accountability for the outcomes of the communication process (NLN, 2010). Diversity and Cultural Competence: Valuing diversity involves recognition of the differences and similarities individuals, groups, and communities to promote the delivery of culturally safe and congruent care and support a healthy and effective workplace environment. It embraces acceptance and respect for the environment from which the individual comes and to which the individual will 7

8 return. By recognizing and valuing diversity, the nurse supports different values, beliefs, ways of thinking, being, interacting, learning, and lifestyle, self-care, and health care choices (NLN, 2010). Professional Identity: Professional identity involves the internalization of core values and perspectives recognized as integral to the art and science of nursing (NLN, 2010) and represents the framework which shapes ethical standards of practice. It encompasses respect for diversity, autonomy, truth, justice, and dignity. The nurse embraces fundamental values such as accountability, reflective practice, commitment to life-long learning and promotes the ideals of the nursing profession (Benner, et al., 2010). 3. PROGRAMS Associate of Applied Science in Practical Nursing (PN) Associate of Science in Nursing (RN) 3.1 Program Description All programs follow the state of Montana Model Nursing Curriculum. Practical Nursing Program The focus of FVCC s Practical Nursing curriculum is to provide education leading to basic knowledge of the biological, physical, behavioral, psychological, and sociological sciences and of nursing procedures. The practice of practical nursing uses standardized procedures in the observation and care of the ill, injured, and infirm, in the maintenance of health, in action to safeguard life and health, and in the administration of medications and treatments prescribed by a physician, naturopathic physician, physician assistant, optometrist, advanced practice registered nurse, dentist, osteopath, or podiatrist authorized by state law to prescribe medications and treatments. The Licensed Practical Nurse uses the nursing process that includes critical thinking and decision-making skills. In their roles as members of the discipline of nursing, practical nurses actively participate in and subscribe to the legal and ethical tenets of the discipline. Licensed Practical Nurses always function under the supervision of a registered nurse, physician, naturopathic physician, physician assistant, optometrist, advanced practice registered nurse, dentist, osteopath, or podiatrist. MCA Definitions. Students who successfully complete the program earn an Associate of Applied Science degree and are eligible to take the NCLEX-PN examination for licensure as a Licensed Practical Nurse. Graduates who pass their licensure exam will perform services according to the rules that govern the Montana Board of Nursing in the Administrative Rules of Montana, Title 8, Chapter 32. Associate of Science Nursing Program The focus of FVCC Associate of Science Nursing curriculum is to prepare graduates in the performance of services requiring substantial specialized knowledge of the biological, physical, behavioral, psychological, and sociological sciences and of nursing theory as a basis for the nursing process. The nursing process is the assessment, nursing analysis, planning, nursing intervention, evaluation in the promotion and maintenance of health, the prevention, case 8

9 finding, and management of illness, injury, or infirmity, and the restoration of optimum function. The term also includes administration, teaching, counseling, supervision, delegation, and evaluation of nursing practice and the administration of medications and treatments prescribed by physicians, naturopathic physicians, physician assistants, optometrists, advanced practice registered nurses, dentists, osteopaths, or podiatrists authorized by state law to prescribe medications and treatments. Each registered nurse is directly accountable and responsible to the consumer for the quality of nursing care rendered. MCA Definitions. Graduates will learn the roles of provider of care, manager of care, and member of the discipline of nursing. Through the use of the nursing process and critical thinking, graduates will act as advocates for their clients. Furthermore, students will have taken appropriate coursework empowering them to pursue further educational goals such as a bachelor s or higher degree, if desired. Students who successfully complete all of the required courses (a minimum of 72 credits) earn an Associate of Science Nursing degree. Graduates will be eligible to take the National Council Licensure Examination for Registered Nursing (NCLEX-RN). Graduates who pass their licensure exam will perform services according to the rules that govern the Montana Board of Nursing found in the Administrative Rules of Montana, Title 8, Chapter Educational Outcomes Practical Nursing Program Upon completion of the Practical Nursing curriculum the graduate will be able to: 1. Demonstrate a caring presence and relationship-centered interactions to support the dignity and well-being of the client, family, and members of the interprofessional health team. 2. Demonstrate nursing judgment and prioritization of care, incorporating evidencebased principles and the nursing process to contribute to the plan of care for a group of clients. 3. Ensure safe quality care, utilizing standards of care for nursing procedures, delegation of care to unlicensed personnel, and documentation of health outcomes. 4. Demonstrate therapeutic communication, reporting and documentation, and client education strategies. 5. Demonstrate awareness of culturally diverse client health practices and diversity in the workplace. 6. Uphold the practical nursing scope of practice within the ethical, legal & regulatory frameworks of nursing, demonstrating personal, workplace, and professional nursing behaviors reflecting self-awareness, integrity, and lifelong growth and development. 9

10 Associate in Science Nursing Program Upon completion of the Associate of Science (ASN)-Registered Nursing curriculum the graduate will be able to: 1. Demonstrate caring relationships and advocacy to promote self-determination, integrity, and growth of the client, family, and members of the interprofessional health team. 2. Demonstrate nursing judgment and clinical-decision-making, incorporating evidencebased practices and the nursing process in the delivery of safe, holistic nursing care. 3. Manage and coordinate safe quality client care and monitor health outcomes in collaboration with the interprofessional health team. 4. Apply effective communication strategies and health technology to support interpersonal relationships, collaboration, documentation, and education of clients, families, and health team members. 5. Advocate for cultural competence and diversity in the workplace. 6. Practice within the ethical, legal & regulatory frameworks of nursing, demonstrating personal, workplace, and professional nursing behaviors reflecting self-awareness, integrity, and lifelong growth and development. 3.3 Nursing Program Outcomes 1. Graduates performance on the NCLEX will be at or above the national average % of students who enter the PN or ASN program will successfully complete the program. 3. Graduate Satisfaction surveys will reflect a >80% satisfaction 4. Employer Satisfaction surveys will reflect a >90% satisfaction 5. 80% of graduates will report being employed or planning to continue on as fulltime students 10

11 3.4 Code of Ethics FVCC Nursing Programs subscribe to the American Nurses Association code of ethics. This document serves as a clear, concise statement of the ethical obligations and duties of every individual who enters the nursing profession. It is a nonnegotiable ethical standard that provides an expression of nursing s own understanding of its commitment to society. It states the following: Ethics is an integral part of the foundation of nursing. Nursing has a distinguished history of concern for the welfare of the sick, injured, and vulnerable and for social justice. This concern is embodied in the provision of nursing care to individuals and the community. Nursing encompasses the prevention of illness, the alleviation of suffering, and the protection, promotion, and restoration of health in the care of individuals, families, groups, and communities. Nurses act to change those aspects of social structures that detract from health and wellbeing. Individuals who become nurses are expected not only to adhere to the ideals and moral norms of the profession but also to embrace them as a part of what it means to be a nurse. The ethical tradition of nursing is self-reflective, enduring, and distinctive. A code of ethics makes explicit the primary goals, values, and obligations of the profession. 11

12 3.5 Curriculum Curriculum for pre-requisite courses, practical nursing courses, and associate of science in nursing courses are designed to be integrated. Each course builds upon content from previous courses. Students will be responsible for all content and evaluated accordingly. COURSE NUMBER TITLE CREDIT FALL SEMESTER (PRE-NURSING) BIOH 201 Anatomy & Physiology I 4 WRIT 101 College Writing I 3 *M 121 College Algebra 3 NUTR 221 Nutrition 3 TOTAL (SEMESTER 1) CREDITS 13 SPRING SEMESTER (PRE-NURSING) BIOH 211 Anatomy & Physiology II 4 CHMY 121 Introduction to General Chemistry/lab 4 NRSG 100 Introduction to Nursing 1 PSYX 100 Introduction to Psychology 4 TOTAL (SEMESTER 2) CREDITS 13 SUBMIT PRACTICAL NURSING APPLICATION - MUST BE ACCEPTED TO CONTINUE BELOW FALL SEMESTER NRSG 130 Fundamentals of Nursing & Lab 7 NRSG 135 Nursing Pharmacology 3 NRSG 138 Gerontology for Nursing & Clinical 2 NRSG 144 Core Mental Health Nursing 2 TOTAL (SEMESTER 3) CREDITS 14 SPRING SEMESTER NRSG 140 Core Concepts of Adult Nursing & 7 Clinical NRSG 142 Core Concepts of Maternal/Child Nursing & Clinical 3 NRSG 148 Leadership Issues 2 (For those opting PN Exit) TOTAL (SEMESTER 4) CREDITS 12 NRSG 250 Transitions to RN Summer or Fall Semester 3 SUBMIT ASN APPLICATION MUST BE CURRENT LPN or graduate of a State Board of Nursing approved PN program and eligible for licensure & ACCEPTED TO CONTINUE BELOW 12 SPRING SEMESTER NRSG 252 Complex Care Maternal/Child & 3 Clinical NRSG 254 Complex Care Mental Health & 2 Clinical NRSG 258 Pathophysiology 4 BIOM 250/251 Microbiology for Health Sciences/ Lab 4 TOTAL (SEMESTER 5) CREDITS 13 SUMMER SEMESTER SOCI 101 Introduction to Sociology 3 NRSG 262 Complex Care Adult & Clinical 4 NRSG 265 Advanced Clinical Skills Lab 1 NRSG 266 Managed Client Care & Clinical 4 TOTAL (SEMESTER 6) CREDITS 12 *OR M115 Probability & Linear Math, OR M152 Precalculus Algebra, OR M153 Precalculus Trig. OR M171 Calculus 1

13 3.6 Program Affiliations The curriculum is both didactic and clinical. It is designed to progress from simple to complex and to accommodate to a variety of learning styles and experiences. Included in the clinical experience is exposure to a variety of healthcare learning situations to better prepare the student for overall care of clients. Included in the various clinical sites are acute care hospitals, long term care facilities, physician clinics/offices, and public health organizations. Not all affiliates are utilized every semester. Clinical sites are chosen in order to complement didactic course content and maximize course learning opportunities. As the healthcare communities have grown in the last five years and will continue to grow over the next 20 years, there will be additional clinical experiences for students in a variety of settings. In addition to traditional clinical sites, students will have the opportunity to experience complex scenarios in a state of the art simulation lab located on the main campus. Listed below are some of the facilities and organizations utilized for clinical experiences: Kalispell Regional Healthcare which includes: Kalispell Regional Medical Center, Brendan House, Pathways Treatment Center, Health Center Northwest and Physician Clinics North Valley Hospital and affiliated clinics Immanuel Lutheran Home Montana Veteran s Home Whitefish Care and Rehab Heritage Place Lakeview Care Center Flathead City-County Health Department Dialysis Center Inc. in Kalispell 3.7 Student Resources The following is a list of student support services available at FVCC: Academic advisement/counseling Scholarships; Personal adjustment counseling; Students with disabilities resource center; Learning resources (math lab; writing lab, etc.) Grants for disadvantaged students; Financial aid; Work study; Career placement/testing; and Information technology Please refer to the FVCC catalog for additional resource information. 13

14 4. POLICIES Many Nursing Program standards and policies (such as grading scale, attendance, course repetition, graduation requirements, etc.) are more rigorous and strict than general FVCC requirements. This is to address the needs of a clinical discipline. See below for an overview of these standards and policies. Refer to the individual course syllabus for course-specific standards and policies. 4.1 Immunization Requirements BEFORE a student is accepted into the Nursing Program, it is his or her responsibility to provide documentation of continued compliance with the following: Tdap: Proof of immunization as an adult Hepatitis B Vaccination: Series of three injections with antibody titer results (anti-hbs) prior to acceptance in the Nursing Program is required. Students who do not meet this requirement must be reviewed by the Director of Nursing on an individual basis. Final approval or waiver must be granted, prior to the student entering clinical experiences. MMR: Official record of two doses of measles, mumps, rubella (MMR) immunization, or positive titer. Varicella: Proof of chicken pox immunity by statement of actual disease, or official record of vaccination dates, or lab titer. Tuberculosis: Proof of current freedom from tuberculosis is required prior to admission to the Nursing Program and every semester prior to clinical experiences. Students with a positive test must provide written clearance from their health care provider to participate in patient care. Record of a two-step negative TB skin test is required initially, then proof of a negative test in the last twelve months (either TB skin test, chest x-ray or QFT titer) thereafter. Students whose documentation is incomplete will not be allowed to participate in any clinical experience until the documentation is up to date and are subject to the provisions of the clinical absence policy. 4.2 Background Checks Upon initial acceptance into the Nursing Program, a background check will be completed. Students with documented criminal behavior may not be allowed in certain facilities used for clinical experiences by the Nursing Program. Students who are denied access to a clinical facility for any reason may be in jeopardy of being unable to complete clinical hours and assignments. Special clinical accommodations or assignments will only be made based on adequate financial resources and faculty availability. There is no guarantee that alternative or special assignments will be available. 14

15 Students may be dismissed from the program if criminal behavior occurs while enrolled in any of the FVCC nursing programs. Any incidence of criminal behavior may additionally be reported to the Montana Board of Nursing. 4.3 Health Insurance and Health Conditions All students must maintain a health insurance policy during the duration of their enrollment as students in the nursing program. Proof of insurance will be required prior to the start of the program. Many of our partner facilities require students to have personal health insurance coverage as a condition of participation in clinicals at their facilities. This insurance may be a catastrophic policy only. FVCC offers a Student Health Clinic for urgent care situations. The Student Health Clinic is not a replacement for personal health insurance coverage. A student s medical condition may affect his/her ability to meet program/course objectives and should be promptly reported to the Nursing Program Director. The medical condition could compromise a client s safety and clinical credentialing may be jeopardized resulting in an inability to complete the clinical education portion of the program. The use of narcotics, prescribed or otherwise, may result in the automatic dismissal from the program. In addition, certain medical conditions may result in dismissal from the program after discussion with the Program Director and Dean of Students. Pregnancies should also be promptly reported to the faculty or Program Director. The student will not be placed in situations that might jeopardize the pregnancy. Any student who has medically documented physical restrictions must provide a statement from his/her health care provider specifically outlining the restrictions and/or limitations. During clinical experiences, students must report communicable infections, skin breaks, etc. to the clinical instructor prior to caring for clients. All information reported to the Nursing Program related to student health/ medical conditions is held in confidence and shared only with individuals who have a legitimate right to the information. 4.4 Standard Precautions Standard Precautions combine the major features of Universal Precautions (UP) and Body Substance Isolation (BSI) and are based on the principle that all blood, body fluids, secretions, excretions except sweat, non-intact skin, and mucous membranes may contain transmissible infectious agents. Standard Precautions include a group of infection prevention practices that apply to all clients, regardless of suspected or confirmed infection status, in any setting in which healthcare is delivered. These include: hand hygiene; use of gloves, gown, mask, eye protection, or face shield, depending on the anticipated exposure; and safe injection practices. The application of Standard Precautions during client care is determined by the nature of the healthcare worker-client interaction and the extent of anticipated blood, body fluid, or pathogen exposure. Standard Precautions are also intended to protect clients by ensuring that healthcare personnel do not carry infectious agents to clients on their hands or via equipment used during client care. Standard precautions are taught throughout the curriculum, but in detail during the Fundamentals of Nursing course. 15

16 Communicable Disease Policy Any student who suspects he or she may have been exposed to or contracted a communicable disease must notify the clinical instructor immediately. In the event a student has been exposed, appropriate action will be taken to ensure the health and well-being of student, hospital clients, staff and fellow students. An FVCC incident report will be completed. Student clinical time may only be made up based on financial resources and faculty availability. Blood borne Pathogens Policy Students, faculty and preceptors will comply with current CDC and OSHA guidelines for infectious diseases. Students will receive updated information on Standard Precautions as available. Post-Exposure Management Procedure: A. Immediate Treatment (local wound care must be carried out immediately following any exposure.) Thoroughly clean wound with soap and water under running water. Flush affected mucous membranes with copious amounts of water or saline. Other wound care dictated by type and severity of injury. B. Notification of Appropriate Parties The student is responsible for immediately reporting any exposure to the instructor and appropriate facility staff. Reporting delay may jeopardize the accuracy of assessment of the exposure and could impair the ability to institute any available preventative measures. The student will comply with the facility s blood-borne pathogen policies and procedures. The student will complete the Health Sciences Division blood borne pathogen exposure report form. The student will complete the waiver treatment form if he/she chooses not to seek treatment or see a physician. Students will be required to follow clinical facility policies. C. Student Responsibilities for Follow-up Treatment The student will provide faculty with a copy of the report of exposure and any treatment. The student is responsible for completing all follow-up procedures. The student may be financially responsible for costs associated with the exposure. CDC Updated U.S. Public Health Service Guidelines for Management of Occupational Exposure to HBV, HCV, and HIV, and recommendations for post exposure prophylaxis. MMWR, June 29, 2001 / 50 (RR11); Injuries Sustained in the Clinical Area Any injury that occurs in a clinical setting must be immediately reported to the clinical faculty and facility. The faculty will ensure that all facility policies relevant to the injury are followed. An FVCC incident report form will be completed as well as any required forms by the facility. Nursing Program personnel will assist the student in completion of required documentation. 16

17 4.6 Use of Supplies and Regulated Medical Equipment Supplies Only the course instructor or designee can distribute the equipment and lab supplies used by students to gain competence in clinical skills. Students are not allowed in the Nursing Program supply rooms/closets without permission. Removal of any item from the Nursing Program or a clinical affiliate, except as approved by the faculty, constitutes theft. Incidences of theft may be referred to law enforcement personnel, may result in corrective action and may include dismissal from the program. FVCC policies will be followed regarding student code of conduct. Regulated Medical Equipment FVCC nursing students may only use regulated medical devices such as syringes, urinary catheters, IV catheters, blood glucose monitors, etc., under the supervision of a faculty person/designee. Supervision is required any time a student uses a regulated medical device on another person. Practicing technique(s) on another person without faculty supervision, or any other unauthorized use of these devices, may result in corrective action and may include dismissal from the program. 4.7 Malpractice Insurance Malpractice insurance is required for all nursing students and is paid for by the Nursing program through student fees. It is the student s responsibility to review the entire policy, however the basic terms of the policy are: Each student is covered only while supervised by a Nursing program faculty member/designee in an official FVCC nursing course. Coverage ceases upon termination of the student's enrollment, either by graduation or withdrawal. Coverage is limited to activities that are part of, and a requirement of, the student s curriculum. It is the student s responsibility to notify the clinical faculty member about any occurrence that might cause liability to the student, clinical affiliate, or FVCC. The clinical instructor will assist with appropriate facility and/or FVCC incident reporting. Failure to report incidents may result in disciplinary action up to and including dismissal from the nursing program. 4.8 Expenses Completion of a degree in nursing is costly. In addition to tuition and fees, nursing students should be aware that required nursing textbooks/reference materials are expensive and that many courses require several texts. The student should also plan for a number of out-ofpocket expenses related to course/program requirements. These expenses include, but are not limited to: Lab/Clinical supplies: The following are required for all lab/clinical experiences unless otherwise indicated by the lab/clinical instructor: 17

18 Watch with a sweeping second hand Penlight Bandage scissors Stethoscope Graduation Pins: FVCC s Nursing Program celebrates the graduation of its students each year with a traditional pinning ceremony. Students may be responsible for the cost of the pin. Nametags: The Nursing Program issues one nametag to each student free of charge. A fee may be charged for a replacement nametag. Transportation: Students are responsible for their own transportation to and from classes and clinical experiences. Students should expect and be prepared for travel outside of the Kalispell area. Uniforms: FVCC Nursing Program selects the style and type of clothing worn by its students in the lab/clinical setting. Students are required to wear this designated clothing whenever they are in a lab/clinical setting unless otherwise directed. Uniforms are to be worn only during lab/clinical experiences or as directed. The required uniform consists of the following: o Predominantly white, navy, brown or black shoes without open toes or heels (no crocs) o Gray uniform top available through the FVCC Bookstore o Navy blue uniform pants o White lab coat Each uniform top and lab coat must have an FVCC Nursing Program patch affixed to it on the left shoulder. These patches are available for purchase at the FVCC Bookstore. Students are encouraged to purchase at least two pairs of pants and two uniform tops to assure a clean uniform each clinical day. Uniform tops are purchased through the FVCC Bookstore. Students may purchase shoes, pants, and lab coat wherever they desire. 4.9 Communications and Attendance Students are responsible for immediately making changes in address, phone number, or in the student portal on the FVCC Website and sharing these changes with the Nursing Program Assistant and faculty. This information must be kept current at all times in order to facilitate timely communication regarding program information. Classroom Students are expected to attend all classes. Children, family members, friends, etc. are not allowed in classes, lab or clinical areas. To avoid class disruptions, children are not allowed to linger in the hallways during class. Financial aid may be available for daycare; contact the Financial Aid office for details. Students are also expected to make personal appointments outside of scheduled class, lab and clinical times. Plans for taking time off for travel should take place during breaks from classes such as Christmas or Spring Break. Please refer to individual course syllabi for course-specific standards and policies. 18

19 Laboratory/ Clinical Attendance in the Laboratory/clinical experiences is essential in acquiring necessary knowledge and skills to meet course objectives; therefore, prompt and regular attendance is required. Any period of time missed during a scheduled lab/clinical day may be considered a missed lab/clinical day (including arriving late, leaving early, etc.). 1. If it is necessary to be absent from lab/clinical, it is the student s responsibility to inform the lab/clinical instructor at least 30 minutes prior to start time. 2. If a student fails to report to an assigned lab/clinical and does not notify the instructor 30 minutes prior to assigned arrival time, the student may be subject to disciplinary action which may include dismissal from the Nursing Program. 3. Absences jeopardize the student s ability to achieve the course and program objectives. In the event that the student misses a lab/clinical day, the student must complete a plan detailing how they will achieve the objectives for the current experience and/or any remaining lab/clinical hours during the semester. The student must submit the plan for approval by the faculty member teaching the course. Upon approval of the plan, the student may continue with class and lab/clinical. In the event the student misses a second day of lab/clinical, the student will develop a plan that must be approved by faculty and the Nursing Program Director. Upon approval, the student may continue class and lab/clinical. If the plan is not approved, the student may be required to withdraw from the Nursing Program. In the event a student misses a third lab/clinical day, the student will present a plan detailing how h/she believes they can meet the objectives for the semester to the Nursing Program Director and selected faculty panel to determine whether the student will be able to meet the lab/clinical objectives for the semester. If the Nursing Program Director and faculty panel approve the plan, the student may continue with conditional status in class and lab/clinical. Any further absences may result in the student being required to withdraw from the program due to inability to meet course and program objectives. There is no guarantee that alternative or special assignments will be available as make-up for missed lab/clinical time. 4. Tardiness to lab/clinical is considered unprofessional. If a student arrives at the lab/clinical site more than 15 minutes after the assigned start time, the student may be considered absent and may be asked to leave. Consistently arriving late (within the 15 minutes after scheduled arrival time) to lab/clinical will be reviewed by faculty and may result in dismissal from the program. 5. Arriving at a lab/clinical inappropriately clothed, not adequately prepared for the assignment, or not having the required supplies, may result in a student being sent home from the lab/clinical. These are just some examples of unprofessional behavior. If a student is sent home it may be considered a missed lab/clinical day. 6. If a course has a lab/clinical component, students must successfully complete both the classroom and lab/clinical portions in order to pass the course. Students who are involuntarily dismissed from the Nursing Program due to lab/clinical absence must follow the procedure under STUDENT APPEALS in the Nursing Student Handbook, which may be followed by Right of Appeals and Grievances in the FVCC Academic Catalog to petition for re-entry into the Nursing Program. 19

20 4.10 Grading A grade of C or higher is required for ALL non-nursing courses. Once a student is officially accepted or admitted into the Nursing Program, each nursing course can only be attempted once and must be passed with a grade of at least a C+ (78%) for the student to continue in the program. If any final nursing course grade is less than a C+ (78%) the student must withdraw from the Nursing Program. A grade of C (77% or below) will not be accepted in nursing courses. Anytime a student s grade in a course falls below a C+( 78 %) on assignments (tests, quizzes, written assignments, etc.) the faculty and student may complete an academic action plan that will include remediation of information needed to satisfactorily maintain a 78% in the course. An instructor or advisor may hold individual conferences with a student at any time to discuss student academic or clinical progress. The following scale is used in all of the FVCC Nursing courses: A A B B B C C C D D D F 59 or below (grades will be rounded to the nearest whole number i.e will be a 77 and a 77.5 will be a 78) Academic Integrity Cheating, plagiarism, providing false information, forgery, facilitating dishonesty or unethical behavior in others or other forms of academic dishonesty on any assignment, report, quiz, exam or clinical documentation may result in 0 (zero) points being awarded for that event and is considered gross misconduct and may be grounds for immediate dismissal from the program with no opportunity for reinstatement. Review the student conduct section in the FVCC catalog. Please read article in Appendix A addressing Academic Dishonesty. Students who are involuntarily dismissed from the Nursing Program due to grades and wish to petition for re-entry into the Nursing Program must follow the procedure under STUDENT APPEALS in the Nursing Student Handbook, which may be followed by Right of Appeals and Grievances in the FVCC Academic Catalog. 20

21 5. STANDARDS OF BEHAVIOR 5.1 General Standards Professional behavior in oral, written, and non-verbal communication is expected at all times with peers, staff, and others, in all college and community settings. You are now considered a health professional 24/7, held to professional standards by the program and larger community! Students are expected to treat fellow students, faculty, and clinical staff with respect at all times. Students should attempt to solve/resolve problems with the concerned individuals. If a student has an unresolved problem or has questions or concerns about specific courses or program requirements, the student is expected to follow the appropriate communication chain of command in his or her attempt to resolve the issue. The appropriate chain of command within the Nursing Program is as follows: Involved student faculty advisor Nursing Program Director FVCC Dean of Students. In the event that the communication chain of command is not followed, unresolved problems will be directed back to the appropriate person for resolution. The student is encouraged to inform the nursing faculty member/advisor of circumstances that may affect academic/clinical performance before it becomes a problem. Personal problems or conflicts need to be resolved outside of the classroom/clinical setting. The student should discuss these issues with the faculty member and/or advisor during office hours or by appointment. Try to not dominate classroom discussions and save personal conversations for outside of class. Questions regarding assignments should be clarified at the time the assignment is made with the faculty member/designee teaching the course. Students are expected to keep personal information private. In accordance with HIPAA and FERPA guidelines, the nursing faculty will not violate student confidentiality. Details of individual student circumstances will not be shared with other students. Each student is responsible for keeping a record of grades in individual courses. Personal use of cellular phones/electronic devices is prohibited in class unless authorized by the instructor. Students who have a legitimate need for a cellular phone/electronic device should discuss this need with the course instructor. Use of cellular phones/electronic devices by students in lab/clinical sites will be determined by the faculty/clinical instructors. Policies will be established by individual faculty and will follow facility policies. Students must wear an FVCC Nursing Program nametag and FVCC Nursing Program patch when clinically representing themselves as an FVCC nursing student at activities directly related to the nursing courses in which the student is currently enrolled. 5.2 Laboratory/Clinical Behavior Students are expected to conduct themselves in a professional manner while functioning in the role of an FVCC nursing student. The goal of lab/clinical experiences within FVCC s Nursing Program is to provide the student with an opportunity to learn, gain experience, and improve nursing practice. (The utmost goal, however, is to provide safe client care). The lab/clinical faculty member has a legal duty to protect the client from unsafe nursing care 21

22 provided by students. Therefore, students must continuously demonstrate appropriate clinical judgment and the ability to provide safe nursing care. Student lab/clinical standards include but are not limited to the following: Personal belongings (wallets, purses, books, etc.) are NOT to be brought to the lab/clinical area; coats are to be hung in the areas provided on each unit for nursing staff. Items brought to the lab/clinical area are the student s responsibility. Gum chewing and tobacco usage are not allowed on the nursing units. Eating and drinking at the nurses stations are prohibited by OSHA standards. Food/drink is prohibited in nursing lab areas unless prior permission has been obtained. Appropriate dress, equipment, and nametag are required whenever the student is in a lab/clinical setting. FVCC uniforms and nametags are not to be worn outside of the lab/clinical setting, unless directed otherwise. Students may also be provided with an identity badge at some facilities for security purposes. Both the FVCC name tag and identity badge will need to be worn in facilities that require an identity badge. Failure to wear identity badges may result in a missed lab/clinical day and may lead to dismissal from the program (see attendance policy). Students are allowed one 30-minute break for each shift worked in the clinical setting. Breaks are to be taken off the nursing units but on facility grounds in designated eating areas and must be approved by your instructor and primary nurse. Confidentiality will be maintained at all times. Patient charts may not be taken off the nursing units. If the nurses station is crowded, contact the primary nurse of the patient and request to take the chart to the conference room, and leave a note in the chart holder stating where the chart is and who has it. NO part of the chart may be copied- this is a HIPAA violation. Students may not answer phones at the nurse s station, take messages, or receive orders for patient care. When leaving the nursing unit for any reason, please inform the primary nurse. If accompanying a client to a procedure or test, the student must notify the instructor. Students will not be solely responsible for a client while accompanying them off the unit and will not substitute for hospital staff for transport. Students may not accompany clients outside the institution alone. Upon the completion of the shift, the student will give a detailed written and/or verbal report of care given to the primary nurse. On each assigned unit, be familiar with the location of the crash cart and the procedures for emergency codes. Discuss with instructor or preceptor all medications to be given, procedures to be performed, and approval of charting. The student will immediately inform the instructor of any mistakes or other incidents. Each clinical day prior to report, the student will review the client s chart for any changes or new orders and make appropriate changes on the plan of care. The student will introduce him/herself to the primary nurse before leaving report; the student will inform the primary nurse of his/her schedule, and what he/she will and will not be doing for the assigned client. On all assigned clients, the student may be responsible for performing care they have successfully demonstrated in class or lab or as approved by the instructor. Students are to report questionable or abnormal findings promptly to the instructor and primary nurse. 22

23 If student behavior, or actual and/or potential actions or inaction on the part of the student, is deemed to be a safety risk for a patient/client/resident, the student may be immediately removed from the lab/clinical area and may not be allowed to return until a Nursing Program faculty panel reviews the situation. The Nursing Program faculty panel will determine an appropriate Corrective Action Plan which may include immediate dismissal from the Nursing Program and potentially result in failing grades in all nursing courses. Students who are involuntarily dismissed from the Nursing Program due to inability to demonstrate clinical judgment and/or safe care and wish to petition for re-entry into the Nursing Program must follow the procedure under STUDENT APPEALS in the Nursing Student Handbook, which may be followed by Right of Appeals and Grievances in the FVCC Academic Catalog. 5.3 Confidentiality Client/facility information can be used only for achievement of FVCC s Nursing Program goals and objectives and must be held in strict confidence. Any other use/disclosure of client s personal information and/or protected health information or confidential matters within a facility is in violation of FVCC s policy, the Nurse s Code of Ethics, the Nurse Practice Act, and state & federal law. Violation of client privacy rights or revealing confidential information can result in immediate dismissal from the nursing program. In addition, the student may be held individually responsible for any criminal and/or civil judgments resulting from unauthorized disclosure of protected information. HIPAA: Students receive specific training regarding privacy and confidentiality, including all applicable requirements mandated by state law and the Federal Health Insurance Portability and Accountability Act (HIPAA). Students are required to sign a statement acknowledging their responsibilities in protecting patient privacy rights and confidentiality. Students may be required to re-sign a statement at each of the clinical sites as part of credentialing procedures for those particular facilities. Social Networking: Social networking sites can be an effective way to keep in touch with colleagues. Social Media such as Facebook, MySpace, LinkedIn, Twitter, Wikipedia, and Flickr have grown in popularity and application, allowing users to post content and share with virtually anyone. Organizations, including healthcare institutions, are rapidly integrating the use of Social Media into their education, outreach and marketing strategies. While this creates new opportunities for communication and collaboration, it also creates vulnerabilities for individuals and institutions, especially those involved in the healthcare environment. Depending on the privacy settings, literally anyone with access to the internet can see individual profiles, photos, and posted opinions, and can share them anywhere. The potential impact on professional careers and professions is an important consideration. (NCSBN White paper: A Nurse s guide to use of social media,2011) Please review the information found in Appendix B of the handbook regarding the use of social networking as a student and health professional. It is imperative that each student understand the potential negative repercussions that could occur when postings to social networking violates patient, faculty or other student confidentiality or privacy. 23

24 Students who are involuntary dismissed from the Nursing Program due to disclosure of private information/protected health information and wish to petition for re-entry into the Nursing Program, must follow procedures under STUDENT APPEALS outlined in the Nursing Student Handbook that may be followed by Right of Appeals and Grievances in the FVCC Academic Catalog. 5.4 Appearance Requirements for grooming and appearance in the lab/clinical setting are based on safety, infection control, and the need to present a professional appearance. Whenever a student is in a lab/clinical area, the student must adhere to the following requirements: In most lab/clinical settings, nursing students should be visually distinguishable from regular facility staff; therefore, the designated uniform top may not be covered with a sweater, jacket, etc. Students who desire extra warmth may wear a color coordinating shirt underneath the uniform top. Lab coats are to be worn over appropriate street clothes (no jeans, short skirts, bare midriffs, etc.) and are to be used either as an alternative to the regular uniform for certain instructor-designated clinical experiences or when a student is gathering client information outside of regular clinical hours. Each course s clinical syllabus details uniform requirements for each course. Refer to the syllabus/instructor for specific uniform guidelines. Uniforms/lab coats should be freshly laundered, wrinkle free, and in good condition. Shoes/shoelaces should be clean. Uniforms (including shoes) should only be worn in the lab or clinical setting unless faculty advises otherwise. Expected personal hygiene includes clean breath, clean fingernails, daily shampoo/bathing, and use of deodorant. Long fingernails are not allowed. Artificial nails of any length are not allowed. Nail polish (if worn) must be pale-colored and completely cover the nail. Long hair should be pulled back off of the collar. Facial hair should be neat and trimmed. Please No fragrances as they may be offensive to the patients/clients/residents. Smokers should be aware that the smell of smoke lingers on their breath/clothing and should take measures to assure that no offensive smoke odors are present. Students are encouraged to consider smoking cessation. FVCC s Smoking and Tobacco Free Policy, Approved: April 26, 2010 and revised October 22, 2012, prohibits smoking of any substance or usage of chewing and other forms of tobacco and similar substances on FVCC Campus. There are no designated smoking or tobacco use areas on the FVCC campus. The College is committed to complying with the Montana Clean Indoor Air Act, and further supports a healthy, comfortable and productive work environment for all students, employees and visitors to the campus. Therefore, FVCC prohibits any form of smoking including the use of electronic cigarettes (e-cigarettes) or any form of tobacco usage in all of its campus facilities as well as at all points of entrance and exit from its facilities, including all walkways and parking lots. Smoking or tobacco usage is only allowed inside designated enclosures or designated tobacco usage areas. Failure to comply will result in disciplinary action as stipulated by College Policy for student infractions and the appropriate disciplinary process as set forth in collective bargaining agreements or Board of Trustees policy for faculty and staff. 24

25 Students are expected to respect and adhere to smoking policies at clinical sites. Often sites have smoke free campus policies. Extremes in make-up, hairstyle, and/or clothing are not allowed. Tattoos may not be visible to clients or facility staff. Jewelry in the clinical setting is limited to the following items: Wedding/engagement ring(s) One short necklace Jewelry associated with piercing on any visible part of the body is limited to one post per ear lobe. No other items (including items worn in the tongue) are allowed. Some clinical sites may have dress codes unique for that site. Faculty will communicate to students the dress code for these sites before beginning the clinical hours. Students will be expected to be appropriately attired on the first and all subsequent days. 6. CORRECTIVE ACTION AND APPEAL POLICY 6.1 Student Representation At the beginning of each semester, a student from each program will be selected by their peers to serve as student representative for participation in policy and program input. Student issues will be placed on the agenda for monthly faculty meetings, and the student representative is expected to attend that meeting. This process serves as a standing agenda item for two-way communication. 6.2 Corrective Action If a nursing student fails to comply with the terms of the Nursing Student Handbook, the student may be subject to corrective action, which may include, but may not be limited to, counseling, additional course work/clinical hours, or dismissal from the Nursing Program. A confidential record of corrective action is kept in the Nursing Program. A maximum of two instances of documented Nursing Program corrective counseling can accumulate throughout the student s enrollment at FVCC. A third occurrence may result in dismissal from the Nursing Program in which the student is enrolled and result in failure of all nursing courses. Students who are involuntarily dismissed from the Nursing Program due to corrective action and wish to petition for re-entry into the Nursing Program must follow the Student Appeals process outlined in the Nursing Student Handbook which may be followed by the Appeals process in the FVCC Academic Catalog. 25

26 Sample Action Plan Flathead Valley Community College Nursing Program Action Plan Academic Corrective Statement of the Problem: (Describe behaviors and objectives that need to be addressed) Plan: (describe behaviors, objectives, and time frame for correction) Consequences of action plan: Student Comments: Resolution/Outcome: Faculty Signature: Date: Student Signature: Date: 26

27 6.3 Student Appeals Students may appeal decisions made by the Nursing Program or any individual Nursing Program faculty member or members. These appeals include, but are not limited to: Grade appeal Involuntary dismissal from the Nursing Program Request to re-enter the Nursing Program after a voluntary withdrawal Refer to the end of this section for information related to requests to re-enter the Nursing Program after an involuntary dismissal. General Appeal Process The General Appeal Process is as follows: (see appeal-specific requirements below) 1. The student must provide the Nursing Program Director with written intent to file an appeal within one business day after the incident. The student should include any information s/he feels is relevant to the appeal 2. The Nursing Program Director will convene an appeals committee consisting of: The Nursing Program Director (who functions as the non-voting chair of the committee) A faculty member not involved with the incident being appealed An FVCC counselor A neutral-party student this student is selected by the Nursing Program Director from a list of volunteers generated at the beginning of each semester. The neutral party student : Cannot be enrolled in the same NRSG or NURS courses as the student requesting the appeal. Must sign a waiver indicating that there is no conflict of interest between the neutral party student and the student requesting the appeal. Is required to sign a confidentiality statement. Disclosure of information related to the appeal may result in corrective action. 3. The Appeals Committee first meets privately with the involved faculty member (if applicable) followed by the student requesting the appeal. The student may present any relevant information to the Appeals Committee. The student may have one student peer-advocate present, if desired. The student peer-advocate (who must be currently attending FVCC) is chosen by the student and is not required by the Nursing Program to sign a confidentiality form. The peer advocate does not actively contribute to the appeal. If the student desires anyone else s presence during the appeal (i.e. a non-nursing faculty member, family member, attorney, etc.) written notification must be made to the Nursing Program Director at least 24 hours prior to the Appeals Committee meeting

28 4. The Nursing Program Director will send formal written notification of the committee s decision to the student. 5. Appeal-Specific Requirements: Grade appeal Written intent to appeal a grade must be given to the Nursing Program Director within 14 business days of grade posting. Involuntary Dismissal from the Nursing Program Appeal Written intent to appeal an involuntary dismissal (this includes safety, attendance, course failures, etc.) from the Nursing Program must be given to the Nursing Program Director within one business day of notification of the involuntary dismissal. Voluntary Withdrawal This includes students who had previously been accepted into the Nursing program, but voluntarily withdrew from courses due to financial, medical, personal, etc. circumstances. The student must forward a written request to the Nursing Program Director as soon as possible, but the written request must be received at least two weeks prior to the beginning of the applicable semester. If the reason for withdrawal is for medical reasons documentation from your health care provider must be provided. Request to Re-enter the Nursing Program after a Voluntary Withdrawal Students who voluntarily withdraw from the Nursing Program may request consideration for reentry into the Nursing Program and must follow the procedure outlined below. The student must formally reapply into the program, and forward a written request to the Nursing Program Director as soon as possible. The application and written request must be received at least two weeks prior to the beginning of the applicable semester. The intent of the process is to help determine the likelihood of success if the student is allowed to return. The following steps are required for consideration of re-instatement: 1. The student must submit documentation that outlines actions the student has taken to improve his or her ability to meet program and course objectives and/or comply with Nursing Program policies. If the reason for withdrawal was for medical reasons, a release to return must be provided by your health care provider. 2. The student must personally meet with a panel consisting of the Nursing Program Director, one Nursing Program faculty, and one Health Science Division faculty, to respond to questions about actions the student has taken to improve his or her ability to meet program and course objectives and/or comply with Nursing Program policies. 3. The Nursing Program Director will send written notification of the panel s decision to the student within 14 days of the meeting

29 All placements in the FVCC Nursing Program are dependent upon sufficient financial, faculty and clinical resources. Request to Re-enter the Nursing Program After an Involuntary Dismissal Students who were involuntarily dismissed from the Nursing Program may request consideration for re-entry into the Nursing Program and must follow the procedure outlined below. The student must formally reapply into the program, and forward a written request to the Nursing Program Director as soon as possible. The application and written request must be received at least two weeks prior to the beginning of the applicable semester. The intent of the process is to help determine the likelihood of success if the student is allowed to return. The following steps are required for consideration of re-instatement: 1. The student must submit documentation that outlines actions the student has taken to improve his or her ability to meet program and course objectives and/or comply with Nursing Program policies. 2. The student must personally meet with a panel consisting of the Nursing Program Director, one Nursing Program faculty, and one Allied Health Program faculty, to respond to questions about actions the student has taken to improve his or her ability to meet program and course objectives and/or comply with Nursing Program policies. 3. The Nursing Program Director will send written notification of the panel s decision to the student within 14 days of the meeting. All placements in the FVCC Nursing Program are dependent upon sufficient financial, faculty and clinical resources

30 7. MONTANA LICENSING Licensing is governed by the Montana Board of Nursing (BON). After the Nursing Program has been completed, students are eligible to take the national licensing exam (NCLEX-PN or NCLEX-RN). Successful completion of this exam is required for employment. A graduate may receive a temporary license when they have completed the application to test. This temporary license, along with an Employer Sworn Statement, is required for employment as a graduate nurse, and the graduate is responsible for notifying a prospective employer of their status in this regard. It is the student s responsibility to contact the FVCC registrar s office to obtain transcript release forms, and to pay the required fees in order that official transcripts can be sent to the Montana Board of Nursing. 7.1 Licensed Practical Nurse The following outlines Licensed Practical Nurse licensing information. For specific information on filing an application, you will need to obtain the license application from the Board of Nursing which includes a detailed listing of the requirements. Students are responsible for all fees related to application and testing. 1. Application Fee: $ Education Requirements: a graduate of an approved practical nursing education program that is authorized to prepare persons for licensure as practical nurses. 3. Experience Requirements: None 4. Examination Information: Cost: $ The National Council Licensure Examination (NCLEX) is given 6 days a week. An applicant for a license to practice as a licensed practical nurse shall pay a fee prescribed by the board to the department at the time the application is submitted. An applicant for a license to practice as a practical nurse is required to pass the National Council of State Boards of Nursing (NCSBN) - National Council Licensure Examination (NCLEX) exam or another board approved licensing examination. On successfully passing the examination, the board shall issue to the applicant a license to practice as a licensed practical nurse. Renewal Period: All licenses expire 12/31 of even numbered years and must be renewed by that time

31 7.2 Registered Nurse The following outlines Registered Nurse licensing information. For specific information on filing an application, you will need to obtain the license application from the Board of Nursing which includes a detailed listing of the requirements. Students are responsible for all fees related to application and testing. 1. Application Fee: $ Education Requirements: a graduate of an approved registered nursing education program that is authorized to prepare persons for licensure as registered nurses. 3. Experience Requirements: None 4. Examination Information: Cost: $ The National Council Licensure Examination (NCLEX) is given 6 days a week. An applicant for a license to practice as a licensed registered nurse shall pay a fee prescribed by the board to the department at the time the application is submitted. An applicant for a license to practice as a registered nurse is required to pass the National Council of State Boards of Nursing (NCSBN) - National Council Licensure Examination (NCLEX) exam or another board approved licensing examination. On successfully passing the examination, the board shall issue to the applicant a license to practice as a licensed registered nurse. Renewal Period: All licenses expire 12/31 of even numbered years and must be renewed by that time FINANCIAL AID INFORMATION Please refer to the most current Flathead Valley Community College catalog for information regarding financial aid and available scholarships

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33 FLATHEAD VALLEY COMMUNITY COLLEGE NURSING PROGRAM HEALTH INFORMATION PORTABILITY PRIVACY ACT CONSENT The students of Flathead Valley Community College Nursing Program are instructed on the 1996 HIPPA legislation during orientation to the Nursing Program. After having this instruction, each student is requested to sign a statement of compliance to this law. A copy of the signed statement will be provided to all facilities students are assigned to for clinical experiences. Students will also participate in any HIPPA presentation of the individual facilities in order for compliance to be validated if necessary. Failure to sign the statement will cause the student to be ineligible to attend clinical experiences and result in dismissal from the Nursing Program. I, have received education about HIPPA (1996). I understand and will comply with its regulations for patient confidentiality as outlined by the law. Date

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35 FLATHEAD VALLEY COMMUNITY COLLEGE NURSING PROGRAM HEALTH INFORMATION PORTABILITY PRIVACY ACT CONSENT The students of Flathead Valley Community College Nursing Program are instructed on the 1996 HIPPA legislation during orientation to the Nursing Program. After having this instruction, each student is requested to sign a statement of compliance to this law. A copy of the signed statement will be provided to all facilities students are assigned to for clinical experiences. Students will also participate in any HIPPA presentation of the individual facilities in order for compliance to be validated if necessary. Failure to sign the statement will cause the student to be ineligible to attend clinical experiences and result in dismissal from the Nursing Program. I, have received education about HIPPA (1996). I understand and will comply with its regulations for patient confidentiality as outlined by the law. DATE

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37 FLATHEAD VALLEY COMMUNITY COLLEGE NURSING PROGRAM Acknowledgement Form I have read and understand the policies and guidelines set forth in the 2015 FVCC Nursing Program Student Handbook and agree to abide by them. Students who fail to abide by the policies and guidelines will be subject to corrective action and may be dismissed from the program. Dated on the day of, 20. STUDENT (Signature) Printed Name Nursing Program Director (Signature)

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39 FLATHEAD VALLEY COMMUNITY COLLEGE NURSING PROGRAM Acknowledgement Form I have read and understand the policies and guidelines set forth in the 2015 FVCC Nursing Program Student Handbook and agree to abide by them. Students who fail to abide by the policies and guidelines will be subject to corrective action and may be dismissed from the program. Dated on the day of, 20. STUDENT (Signature) (Print/Type Clearly) Printed Name Nursing Program Director (Signature)

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41 APPENDIX A It s midnight and Caitlin s nutrition paper is due tomorrow at 8:00 am. She hasn t had time to read the chapter which pertains to the topic, much less do the research required to write a scholarly paper. She connects to the World Wide Web, locates a paper written on the same topic by a student at a different university, downloads the paper and hands it in with her name on the cover page. Matthew s clinical instructor won t allow him to care for his assigned patient if his care plan isn t completed when he arrives at the hospital at 6:30 am. At 2:00 am he sends a text message to his friend asking if he can use the friend s completed care plan as a guide. Matthew copies the friend s care plan and submits it as his own. According to college policy, all seniors need to have their academic advisor s signature on their graduation audit. Josh had a family emergency and missed his appointment with his advisor. The deadline for the signed graduation audit is today. Josh forges his advisor s signature and adds RN after the name. These vignettes exemplify violations of academic integrity in American colleges and universities today. All institutions of higher education include definitions of academic integrity and the consequences of academic integrity policy violations in their catalogs and handbooks. According to the Carroll College (Helena, Montana) policy, academic integrity violations include: 1) Acts of dishonesty, including but not limited to the following: a. Cheating, plagiarism, or other forms of academic dishonesty. b. Furnishing false information to any College official, faculty member or office. c. Forgery, alteration, or misuse of any College document, record or instrument of identification. (Carroll College Handbook, 2010, pg. 18, used with permission). The College handbook goes on to advise students that violations of this policy can result in dismissal from the college or other disciplinary action and that being ignorant of the policy is not an excuse for academic dishonesty (Carroll College Handbook, 2010). Additionally, most course syllabi include a section defining plagiarism as representing someone else s work as your own, for example, not following APA guidelines for citation and referencing sources. Despite specific definitions of violations of academic integrity and clear descriptions of potential academic consequences, acts of academic dishonesty appear to be common among nursing students. Kolanko, Clark, Heinrich, Olive, Serembus, and Sifford (2006) examined the challenges (including academic dishonesty) facing nursing faculty and indicated that as many as 70 to 95 percent of students have been reported to have engaged in such practices (p. 35). This statistic is worrisome from a variety of perspectives including a true concern for the safety of the public. Students who engage in academic dishonesty are not engaged in the work of learning. Cutting and pasting from the World Wide Web, copying someone else s work, and/ or cheating on a test are actions which bypass any gain in knowledge or understanding of material. This illusion of

42 knowledge does not bode well for meeting the standards of care and expectations of the nursing profession related to the delivery of safe and high quality patient care. There are diverse reasons why students violate academic integrity policies. Many students may be stressed and feel pressured to maintain academic standing during a time of limited enrollment opportunities in nursing programs in the United States. Other students may be perfectionists and are unable to tolerate the possibility of receiving a grade lower than an A. It may be that there are students who are not interested in doing the required work. A small percent of students truly don t understand that what they are doing is wrong. And, while none of these reasons justifies academic dishonesty, perhaps the most distressing to hear from a nursing student is that everyone is cheating. Whatever the reason, students who engage in acts of academic dishonesty do more than compromise the culture of safety which defines the nursing profession. They also erode the foundation of trust between student and student, faculty and student and, the nursing profession and the public. If a student chooses to violate academic integrity, that student s behavior is interpreted as something much larger than simply cheating on an assignment or test. Fellow students who have put in the time and effort to study or prepare assignments may resent both their student colleagues who made decisions to ignore the college policies and their professors who either were ignorant of or chose to ignore the student dishonesty. Student resentment among peers and towards faculty contributes to an unhealthy academic environment and thus, interferes with learning. The old adage that trust takes a life time to build and just one moment to destroy could not be more apropos than in the realm of nursing education. The lingering sense of distrust between a faculty member and a student who has chosen to violate an academic integrity policy is difficult to mitigate and can color future impressions of the student s work. The faculty member may think if a student is willing to cut corners on an assignment, can I trust them not to cut corners when in a clinical setting? In the Department of Nursing at Carroll College, a first time student academic integrity policy violation may be used as a teaching opportunity. Subsequent violations are seen as definite indicators that the student has not rightfully earned a passing grade in a particular course and may not be trustworthy. The student may be dis-enrolled from the nursing program. This difficult decision is never made lightly and always with a great deal of thoughtful discussion with nursing faculty and college administration. Student nurses are held to the same ethical standards as licensed nurses. Those standards are outlined in the American Nurses Association (ANA) Code of Ethics and are designed to guide the behaviors and decisions of licensed nurses. The ANA Code of Ethics specifies the notion of personal integrity, integration of professional and personal identifies, and wholeness of character (2001). In other words, student behaviors in and out of the clinical setting, while working on an assignment, while preparing for tests and exams, prior to graduation, and before passing a licensure exam are expected to reflect the values of the nursing profession. Upholding the ANA Code of Ethics in every aspect of a student nurse role is essential to maintaining the high degree of trust that the American public places in the nursing profession. Fortunately, there are students who do embrace this ethical responsibility and are diligent in their adherence to academic integrity policies. Recently, students at Carroll College responded in the following way when asked about their plan for upholding academic integrity in an Evidence Based Practice (Research Methods) class:

43 Academic integrity is vital for nurses to possess in their everyday life. Honesty and integrity are important for all scholastic careers, especially nursing. I plan to uphold my academic integrity by adequately citing all sources I use and also by doing my own work throughout the course. I believe that cheating is not acceptable in every aspect of life and I will live up to my commitment to never do so. I will never plagiarize and will pursue everything I do with honesty and integrity. I will work hard for everything I attempt. Also, I will not cheat and/or copy other students work. I will also do my best to learn the most possible and complete scholarly work. I will give myself adequate time to work on assignments this semester and work carefully to document all sources used properly, to avoid unintentional plagiarism. I ll also maintain my own ethical standards by never copying anyone else s work. I take great pride in my education and work hard! Three cheers for students who take pride in doing their own work. They exemplify a commitment to keeping clients safe and safeguarding the trust the public places in nurses. They are the future keepers of the nursing profession. REFERENCES American Nurses Association. (2001). Retrieved fromhttp:// ode -ofethics.aspx Kolanko, K., Clark, C., Heinrich, K., Olive, D., Serembus, J., & Sifford, K.S. (2006). Academic Dishonesty, Bullying, Incivility, and Violence: Difficult Challenges Facing Nurse Educators. Nursing Education Perspectives, 27(1), Reprinted Per Permission from StuNurs.com

44 APPENDIX B

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