UNIVERSITY OF CHARLESTON 2300 MacCorkle Ave. S.E., Charleston, WV Phone (304) FAX (304)

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1 UNIVERSITY OF CHARLESTON 2300 MacCorkle Ave. S.E., Charleston, WV Phone (304) FAX (304) Bert Bradford School of Health Sciences Baccalaureate Degree Nursing Program STUDENT HANDBOOK Reviewed May 14, 2014

2 ACADEMIC YEAR Table of Contents Introduction 5 General Information 6 Disclaimer 7 Historical Overview 8 Nondiscriminatory Statement 11 Policy for Students with Disabilities 11 Accreditation Information 13 HLC 13 ACEN 13 WVBOERPN 13 BSN Faculty and Staff Contact Information 14 Mission and Philosophy 15 Curriculum 17 Program Outcomes 18 Academic Integrity 22 Policy and Procedures for the BSN Program 23 Notification of Policy Changes 23 Academic Advising 23 Admission Criteria 24 Graduation Requirements 26 Progression 28 Repeat of Course 29 Withdrawal 29 Leave of Absence 30 Readmission to the Nursing Major 30 BSN Class Audit Policy for Continued Program Progress 30 BSN Class Attendance 31 Registration 31 Course Schedule Change 31 Guidelines for Student Status 32 Student Records 32 Student Employment 33 Electronics Policy 33 Social Media Policy 34 Grievance 34 Student 34 Graduation 34 Exit Exam 34 Student Concerns 35 Orientation 36 Adverse Weather 36 Scented Product Policy 36 2

3 ACADEMIC YEAR Table of Contents Student Services and Activities 38 University Offices and Services 38 Copying Equipment Process 39 Equipment and Technical Support 39 BSN Awards 40 Outstanding Nursing Student Scholastic Award 40 Outstanding Nursing Student Clinical Practice Award 40 Personal Achievement Award 40 SNA Student of the Year Award 41 Scholarships 41 BSN Program 41 Student Nurses Association (SNA) 41 Sigma Theta Tau 41 Student Class Representative 41 Pinning Ceremony 42 University Facilities and Services 42 Personal Counseling 42 Financial Counseling 42 Career Services 42 Nursing Department 43 Schoenbaum Library 43 Literature on Review 43 West Virginia Library Commission 43 Computer Search 43 Learning Commons Center 44 Learning Center 44 Computers 45 Nursing Skills Labs 45 Report of Non-Functioning Equipment 45 Skills Lab Operation 45 Riggleman Hall Labs Food and Drink Policy 46 Clinical Courses and Policies 46 Lab Absence 46 Core Performance Technical Standards of the BSN Program 47 Patient Safety Policy 50 Certified Background Check Policy 51 CPR Certificate 52 Bloodborne Pathogen Policy and Guidelines 52 Malpractice Liability Insurance 52 Medicine Administration 52 Incident Report 53 3

4 ACADEMIC YEAR Table of Contents Nursing Skills and Procedures 54 Lab and Clinical Objectives 54 Grading Policy in Clinical Component of Nursing Courses 54 Professional Dress 54 Charting/Title 56 Transportation 56 Student Parking at Facilities 56 Clinical Agencies 57 Faculty Role and Responsibility 65 Student Role and Responsibility 65 Logical, Ethical and Professional Standards 65 American Nurses Association (ANA) 66 Evaluation of Student Performance 67 Grading Policy 67 Calculation Methods 67 Omission of Exam Questions 67 Grading Notification Policy 67 Make-up Exam 67 Testing Policy 68 Standardized Testing 69 Comprehensive ATI Exam 72 Guidelines for Written Work 76 Appendices A through P 77 4

5 INTRODUCTION As Chair of the BSN Program, I want to take this opportunity to welcome each of you to the Baccalaureate of Science Nursing (BSN) Program. You have chosen a profession that is both challenging and rewarding. Since 1987, the University of Charleston s Baccalaureate in Nursing Program has prepared outstanding nurse leaders, practitioners, clinicians, and educators. The aim of the BSN program is to develop nurse graduates who have the capacity to deliver safe, quality, patient-centered care and to prepare students for a future of productive work, enlightened living, and community service. We continue our commitment to meet the needs of healthcare and to promote the health of the community. The purpose of this handbook is to communicate student rights and responsibilities. The tradition of excellence of the BSN program depends largely on the ability of each student to meet challenges and to avail him/her of the many opportunities provided during the school year. The BSN Handbook will acquaint the various members of the nursing community with the activities, policies, organizations, services, and regulations of the BSN program. Each student, faculty, and staff member should become familiar with the contents of the Handbook, and be responsible for complying with the policies and regulations. This Handbook and the University of Charleston Catalog and website provide students with information that defines a student s rights and responsibilities. The BSN student is to become aware of information within the entirety of this publication. Valuable information is also provided on the University website under undergraduate students. The Student Handbook and University Catalog are available on the UC website This handbook has been developed, compiled and published by the BSN nursing faculty. It is reviewed annually for updates regarding policy and procedure to ensure accuracy and to reflect current evidence based practice. The BSN student handbook will serve as a guide to the resources, activities and policies of the program. It will assist you in staying informed with accurate and current information regarding the BSN program. The faculty and I wish you the best in regards to your endeavors during the academic school year in the University of Charleston s BSN program. Dr. Debra K. Mullins, Ed.D. MSN, RN, APRN, FNP-BC and GNP-BC Associate Professor of Nursing and Chair Baccalaureate Program of Nursing 5

6 GENERAL INFORMATION a. Name, Address, and Telephone Number of the Governing Organization: University of Charleston 2300 MacCorkle Avenue SE Charleston, WV Telephone: School of Nursing: Nursing Office Phone Number: Nursing Office Fax Number: b. Regional Accrediting Body: Higher Learning Commission of the North Central Association of Colleges and Schools: Initial Accreditation 1958 c. Date of Most Recent Regional Accreditation: January 2005 April 2015: Full Accreditation Focused Visit on Distance Learning: March 2013 Focused Visit on New Programs: April 2013 Next Visit: Continued Accreditation through 8/12/2015 d. Name, Title of Chief Administrative Office of the Governing Organization: Dr. Edwin H. Welch, President e. Name and Title of Administration of the Unit in Nursing Dr. Debra Mullins, Ed.D, MSN, APRN-BC, FNP-BC and GNP-BC f. Year nursing program was established: 1987 g. Length of program(s), total credit hours required: Four (4) years; 128 hours h. Number of BSN faculty including administrator of the nursing program: Seven (7) full-time; two (2) adjuncts 6

7 i. Name of State Board of Nursing and Approval Status: West Virginia Board of Examiners for Registered Profession Nurses (WVBOERPN) 101 Dee Drive, Suite 102 Charleston, WV Approval Status: Full Accreditation Last Site Visit: 2008 DISCLAIMER This Handbook is not a contract, expressed or implied, and the contents herein are subject to change, revision, cancellation, or withdrawal without published notice and without liability. The BSN faculty reserves the right to make changes in policies, curriculum, course requirements, graduation requirements and any other matters related to the program. Course syllabi are controlling in matters of course and clinical performance evaluations. Students will be notified of changes in a timely manner to ensure the greatest likelihood of student success 7

8 HISTORICAL OVERVIEW Historical Overview By Dr. Sandra Bowles Former Dean of Health Sciences and founding member of the University of Charleston Nursing Program BACCALAUREATE OF SCIENCE DEGREE NURSING UNIVERSITY OF CHARLESTON During the 1950 s and 1960 s, Charleston area hospitals offered nursing programs including programs at Kanawha Valley Hospital, McMillan, Charleston General and St. Francis Hospitals. As these diploma programs began to close, area hospital administrators began to look to area colleges to open an alternative school of nursing and brought in Dr. Mildred Montag to the Charleston area as a consultant. Dr. Montag is credited with initiating ADN education in the United States. When negotiations with local public colleges failed, the administration Morris Harvey College agreed to offer an associate degree program in nursing and Charleston hospitals agreed to supply funding to support the fledgling program. After negotiations with local state colleges failed, the administration of what was then Morris Harvey College, agreed to institute an Associate Degree program in Nursing. To assure financial stability, hospitals involved in the establishment of this program agreed to supply funding. Several area physicians and other benefactors, headed by Dr. Bert Bradford, agreed to assist in the initial funding of the program. In February of 1964, an associate degree program in nursing was opened at Morris Harvey College. Dorothy Brooks, one of only four masters-prepared nurses in Charleston was the first program director and Sandra Bowles, the first faculty member. Under Ms. Brooks leadership, the first class graduated in 1966 and the program gained full accreditation by the National League for Nursing, the national accrediting agency for professional nursing programs. The program has continued to produce ADN nurses for the past 48 years. During the academic year the ADN program was phased out. The class of 2013 was the last graduating class from the ADN program. In August 1964, Sandra Bowles joined Miss Brooks as the first instructor in the fledgling program. For the first two years, new course development was just a step ahead of the students. The Nursing Department was first housed in a two-story brick house located on a site just between the present Benedum and Cox Hall buildings. Wooden-arm desks were crowded into the living room to create a classroom for the seventeen students in that first class. A ragged piece of blackboard nailed over the 8

9 fireplace provided a chalkboard. Showing a film was a major production! A hospital bed and a hodge-podge collection of other items donated or scrounged from area hospitals, provided a nursing skills laboratory in the dining room. The three bedrooms upstairs provided office space for Miss Brooks, Mrs. Bowles, and a secretary. The nursing program was the second Associate Degree program for Morris Harvey and represented one of the earliest technical nursing programs in the country and certainly in West Virginia. There were many who said, It isn t possible to prepare good nurses in just two years. In January of that first year, Jacqueline Stemple joined the faculty to teach medicalsurgical nursing. In the following year, Edith Young came as an obstetrical instructor and Ora Crawford was added to teach psychiatric and pediatric nursing. In those early days, this small group worked hard to be accepted as an integral part of the college. In Fall 1965, the Nursing Department was moved to Riggleman Hall and housed at various places in that building until May 1978, when it moved to the basement of what is now Cobb Hall. In the spring of 1966, the program hosted site visitors from the National League for Nursing, the national accrediting agency for nursing programs. In June the program was granted full approval for the maximum span of eight years accreditation. The program has since been reviewed in 1974, 1983, 1991, 1999, and 2007, and in each instance re-accredited for eight years. Over the years a number of faculty have served the National League for Nursing as accreditation site visitors to other programs and both Miss Brooks and Dr. Bowles have served on the Board of Review with review programs seeking NLN approval. Dr. Bowles served on the five member NLN Committee which developed the 7 th edition of Criteria for Accreditation of Associate Degree Nursing Programs. Dr. Bowles also served the NLN as Chairperson of the Council for Associate Degree programs. The Morris Harvey College/University of Charleston nursing program has utilized nearly all of the area health agencies for student clinical experiences. For several years students were bused to Huntington State Hospital for psychiatric nursing experiences. Students in this program now have the opportunity to practice in facilities offering an excellent variety of clinical practice. Since 1964, the Associate Degree program has graduated over 2500 nurses into the health care system and at present time, over 99 percent of these graduates are licensed as professional nurses. Today, Charleston hospitals are staffed with large numbers of program graduates. Graduates have gone on to complete baccalaureate, masters, and doctoral degrees. Over the years, more than one hundred faculty members have taught in the program. A large number of these individuals have gone on to complete graduate degrees in nursing and other areas. 9

10 Dorothy Brooks provided leadership for the associate degree program until her retirement in Miss Brooks was an able and highly-respected leader. Faculty working with her over the years grew to respect her knowledge and skills in nursing education. The nursing program continued to grow under the leadership of Dr. Sandra Bowles whose service began in In 1985, an advanced placement program to facilitate completion of the Associate Degree program by Licensed Practical Nurses was opened. This program provided recognition of LPN training and permitted students to enter the second year of the curriculum after completion of general education requirements and a bridge course. This program graduated nearly 200 students. In the fall of 1987, the first students were admitted to the baccalaureate nursing program. The program, which was originally administered by Sue Forsbrey from 1985 to 2004, received approval for implementation by the West Virginia State Board of Examiners in The first class completed this program in May 1991 and the BSN program achieved initial accreditation by the National League for Nursing in Spring Reaccreditation was granted by the National League for Nursing Accrediting Commission in 1996 and 2005 and the West Virginia Board of Examiners in 2000 and In 2013 the program underwent an accreditation visit by the Accreditation Commission on Education in Nursing (ACEN) and received accreditation with warning. The BSN Program is accredited (with warning) by the Accreditation Commission on Education in Nursing (ACEN), formerly the National League for Nursing Accrediting Commission (NLNAC). Having our on-going accreditation placed on warning status means that concerns were identified during an accreditation visit in 2013 that required attention and further development. When a program is placed on warning it is awarded accreditation for a shorter period than is otherwise typical, and is subject to a full site visit in two years following the most recent comprehensive program evaluation. Not receiving full accreditation for this program is unprecedented by the University. The nursing program has had a long history of NLN and NLNAC accreditation, holding continued accreditation status since It is the belief of the BSN faculty that our nursing program is outstanding, and we are proud of the successes we have had to-date. The BSN program is working diligently to meet all ACEN standards by Fall 2015, when the next evaluation visit is scheduled. If you have questions, please contact: Dr. Debra Mullins, BSN Chair, The program is fully accredited by the West Virginia Board of Examiners for Registered Professional Nurses. During the initial stages of the programs development in 1986, Dr. Laura Festa provided expertise in curricular design and course development. In 2004, Dr. Festa returned to the University of Charleston to begin leadership of the BSN Program serving as the Chair from In the spring of 2009, Dr. Robin A. Lewis assumed leadership of the program. In July 2012, Dr. Lewis resigned as BSN Chair to assume the role of Associate Director of the WV Board of Examiners for 10

11 Registered Professional Nurses. position as BSN Chairperson. At this time, Dr. Debra Mullins accepted the The programs faculty was and continues to be, diverse in their experience and expertise. The faculty has a composite history of more than 100 years of professional nursing experience, and the advanced education necessary for participation in contemporary nursing education. Many hold, or are eligible for advanced practice certification, and all hold unencumbered licenses to practice nursing in West Virginia. Student nurses are the reason for the program and graduates are the product. University of Charleston BSN students are a key component of the practicing nursing professionals serving the community of Charleston and citizens of West Virginia. The faculty through the nursing administrator, recommend the program graduates to the WV Board of Professional Registered Nurse Examiners for licensure, upon graduation. In the atypical situation, where a graduate seeks licensure in another state, the nursing department is both willing and able to assist the graduate in the process of professional licensure in any jurisdiction. The BSN program curriculum, assessment and student evaluations have been carefully developed based on evidence based/best practice to prepare our students to for success on the NCLEX-RN. Our passage rates have been and are still above WV State and National Averages. In 2013, the state of WV average was 80%, and the national passage rate was 83%. The University of Charleston s passage rate was 88%. Our 2014 NCLEX passage rate is 92%, making our five year average 96%.. NONDISCRIMINATORY STATEMENT The University of Charleston does not discriminate on the basis of race, color, sex, religion, handicap, age, or national or ethnic origin in the administration of its educational policies, admissions policies, scholarship and loan programs, athletic activities, or other school-administered programs. Evidence of practices inconsistent with this policy should be reported to the Dean of the Faculty. POLICY FOR STUDENTS WITH DISABILITIES It is the policy of the University of Charleston to provide reasonable accommodations for qualified individuals with documented disabilities. This college will adhere to all applicable federal, state, and local laws, regulations and guidelines with respect to providing reasonable accommodations as regards to affording equal educational opportunity. It is the student's responsibility to contact the disability coordinator and provide current documentation from appropriate 11

12 credentialed persons. The disability coordinator will assist students and faculty in arranging appropriate accommodations. This is in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of Disability Coordinator Contact Information: Allison Grassie 302 Schoenbaum Library, Clay Tower Bldg. (304) ACCREDITATION INFORMATION The University of Charleston s Baccalaureate of Science in Nursing (BSN) Program is fully accredited by the West Virginia Board of Examiners for Registered Professional Nurses (WVBOERN) and the Accreditation Commission for Education in Nursing (ACEN). Contact information for WVBOERN and ACEN is: West Virginia Board of Examiners for Registered Professional Nurses 101 Dee Drive Charleston, WV Phone Accreditation Commission for Education in Nursing (Accredited with warning and two year review pending) 3343 Peachtree Road NE, Suite 850 Atlanta, GA Phone Fax University of Charleston Accreditation Full Accreditation by the Higher Learning Commission of North Central Association of Colleges and Schools. Initial Accreditation

13 ACCREDITATION COMMISSION FOR EDUCATION IN NURSING The Accreditation Commission for Education in Nursing (ACEN) supports the interests of nursing education, nursing practice, and the public, by the functions of accreditation. Accreditation is a voluntary, self-regulatory process by which non-governmental associations recognize educational institutions or programs that have been found to meet or exceed standards and criteria for educational quality (ACEN, 2014). Accreditation also assists in the further improvement of the institution or its programs, as related to resources invested, processes followed, and results achieved. Students benefit from accreditation by qualifying to attend other accredited schools when pursuing higher degrees, and by also having a competitive edge in the job market. The BSN Program is accredited (with warning) by the Accreditation Commission on Education in Nursing (ACEN), formerly the National League for Nursing Accrediting Commission (NLNAC). Having our on-going accreditation placed on warning status means that concerns were identified during an accreditation visit in 2013 that required attention and further development. When a program is placed on warning it is awarded accreditation for a shorter period than is otherwise typical, and is subject to a full site visit in two years following the most recent comprehensive program evaluation Complete accreditation confirmation is available at: West Virginia Board of Examiners for Registered Professional Nurses 101 Dee Drive, Suite 102 Charleston, WV (304) Accreditation Commission for Education in Nursing (ACEN): 3343 Peachtree Road, NE, Suite 850 Atlanta, GA (404) Licensure Graduates are qualified to take the National Council Licensure Examination nurses (NCLEX-RN) to become registered nurses. Graduates of the BSN Program meet academic requirements to apply to take the registered nurse licensing examination. However, the West Virginia Board of Examiners for Professional Registered Nurses may deny licensure to individuals convicted of a crime. Other states may have different criteria for licensure and students are advised to seek information regarding licensure eligibility directly from Boards of Nursing in states where they anticipate licensure. 13

14 BSN FACULTY AND STAFF Dr. Debra K. Mullins, Ed.D, MSN, APRN, FNP-BC, GNP-BC Associate Professor of Nursing Chair of the BSN Program 400 Riggleman Hall (O) Lori Baldwin, MSN APRN, FNP-BC Assistant Professor of Nursing Nursing Assessment Thomas Brown, MSN, RN Assistant Professor of Nursing Mental Health, Nutrition, Pharmacology Karen Hoschar, MSN, RN Assistant Professor of Nursing HSCI Lab Coordinator and BSN Enrollment Counselor Doctoral Candidate Elizabeth Lawrence, MSN, MSATE, RN Assistant Professor of Nursing Maternal and Newborn Nursing, Nursing Care of Children Melissa Layne, MSN, RN Assistant Professor of Nursing Advanced Medical-Surgical Nursing Wesley J. Massey, MSN, RN Assistant Professor of Nursing Fundamentals Nursing Duane Napier, MSN, RN Doctoral Candidate Adjunct Professor Leadership Lisa Adkins, MSN,RN Assistant Professor of Nursing Clinical lab instructor; nutrition Sharon Perry, MSN, RN Assistant Professor of Nursing Adult Medical-Surgical Nursing Sandra Young, Ed.D., MSN, RN Adjunct Professor Research Anita Diaz, BA, Organizational Behavior, MA, Corporate Communications and Technology HSCI Administrative Assistant 405 A Riggleman Hall (O) 406-A Riggleman Hall 410A Riggleman Hall Riggleman Hall (O) 410B Riggleman Hall B Riggleman Hall (O) 404 Riggleman Hall (O) 402 Riggleman Hall Riggleman Hall A Riggleman Hall 400- B Health Science Suite, Riggleman Hall (O) Marybeth Hill, BA in Leadership Development, AS in Business BSN Administrative Assistant 400 Riggleman Hall Health Science Suite Riggleman Hall MISSION AND PHILOSOPHY Building upon the mission, vision, and values of the University of Charleston, the Baccalaureate of Science in Nursing Program s mission, through a combined nursing and 14

15 liberal arts education, is to prepare a professional nurse generalist for nursing practice using the nursing process to assist individuals, families, and groups to optimal levels of health in a variety of settings. Graduates are qualified to apply to take the National Council Licensure Examination for Registered Nurses (NCLEX-RN) to become registered nurses. Education occurs in a liberal learning environment that develops critical thinking skills in the application of the nursing process. Emphasis is placed on the life-long development of ethical, legal, and evidence-based practice of professional nurses. Graduates learn to implement therapeutic nursing interventions using the nursing process that value and optimize health and abilities of clients. MISSION The mission of the Baccalaureate of Science Nursing Program encompasses the University of Charleston s mission to prepare each student for a life of: 1. Productive work as registered professional nurses: 2. Enlightened living recognizing the need for life-long development for evidencebased nursing practice; and 3. Community involvement serving society in interactions as professional nurses. The BSN program provides a solid foundation for graduate education. (Reviewed by faculty May 2011, 2012, 2013, 2014) PHILOSOPHY The philosophy of the program flows from the University of Charleston mission statement and from the faculty s belief about humanity, social systems, role, health, nursing, community, learning, students, faculty and professional nursing practice. The faculty views humans as unique with varied physical, intellectual, spiritual, and behavioral dimensions that develop progressively, interactively, and concurrently across the life span. The faculty believes that social systems are the organizational units for human interaction and relationships with others. Health is a generally desired state of human functional and structural integrity, which is individually perceived and defined in accord with cultural beliefs and values. The faculty believes nursing to be a deliberate human action designed to assist people throughout the life span with health-related self-care activities. The faculty views students as individuals with strengths, needs, and limitations. The faculty member facilitates learning by encouraging students to think independently, be creative, question and make prudent decisions related to nursing situations. Faculty serves as resource persons and role models for the student. The Philosophy of the program flows from the University of Charleston s mission statement; is guided by the American Nurses Association (ANA) Standards and Scope of Practice, and from the faculty s belief about nursing, person & environment, health, and education. NURSING 15

16 We believe nursing is a caring profession and is the protection, promotion, and optimization of health and abilities, prevention of illness and injury, alleviation of suffering through the diagnosis and treatment of human response, and advocacy in the care of individuals, families, communities, and populations (ANA, 2010,p.3). Nurses engage in critical thinking and clinical judgment to demonstrate competent/safe, culturally sensitive and patient-centered care decisions utilizing the framework of the nursing process to enhance the self-care of individuals, families, communities, populations. Nursing encompasses continued practice and education, collaboration, evidence based practice, leadership and active involvement in the community and its decisions about health and health care. PERSON & ENVIRONMENT We believe humans are social, holistic creations composed of mind, body and spirit whom influence and are influenced by the environment. The environment consists of social systems that are culturally unique and diverse individuals, families, communities, and populations. The external surroundings and the dynamic exchange between these two subgroups are supported by the fostering of growth and developmental potential while maintaining optimal self-care. HEALTH We believe that health is the desired state of human well-being. Health is individually perceived and defined in accord with cultural beliefs and values. Health is a dynamic state, is vulnerable to, and influenced by multiple internal and external factors. Continuous, therapeutic self-care is required for healthful living. The degree to which people experience health is dependent upon their individual unique abilities, opportunities, and limitations. The ability to alter self-care practices in light of changing health states is essential. The acquisition and maintenance of health is the responsibility of a society and its individual members. Nursing is the complex ability to contribute to the individual's health state by affecting self-care behavior. EDUCATION Education is a lifelong interactive process of relationships between individuals that produces change within the learner. Guided by evidence-based practice, the faculty facilitates movement of the learner towards intellectual achievement, self-awareness, ethical practice, and critical thinking. The learner has the responsibility to participate actively and maintain academic integrity in each teaching-learning situation. The learner is accountable to participate fully in the academic program that provides preparation for professional responsibilities and licensure. This relationship promotes enlightened living and mutual support with an appreciation of diversity and life-long learning. FACULTY BELIEFS ABOUT THE STUDENT We believe each student is an individual with strengths, needs, and limitations that may affect learning. Each student develops their own personal goals to meet the outcomes of the 16

17 nursing program. The nursing student has a right to learn by exploring within circumscribed limits, to know what they are expected to learn, and to express personal opinions. The student has the right to fail without being considered a failure. The student has the responsibility to participate actively and maintain academic integrity in each teachinglearning situation. The student is accountable to participate fully in the academic program that provides preparation for professional responsibilities and licensure. Ultimate responsibility for learning resides with the student. FACULTY BELIEFS ABOUT FACULTY We believe that each faculty member is a unique individual with the right to develop strengths and the responsibility to recognize limitations and needs. The collective strength of the faculty is directly related to each member's ability to accept and value self and colleagues. The faculty member is accountable for fulfillment of academic and professional roles and responsibilities. The faculty facilitate student learning in the development of behaviors, skills, knowledge and critical thinking as they apply to nursing practice. The faculty, as experts in the practice of nursing, serves as a resource and a role model for the students. (Reviewed May 2009, May 2010, May 2011, May 2012, May 2013, May 2014 Philosophy and Mission Reviewed and updated with Minor Revisions by Faculty May 15, 2013.) CURRICULUM STUDENT LEARNING OUTCOMES An outcome is a statement that reflects the achievement of identified goals. Learning outcomes are measurable, learner-oriented abilities that are consistent with standards of professional practice (Accreditation Commission for Education in Nursing; ACEN, 2013). Student Learning Outcomes (SLO) are statements of expectations written in measurable terms that express what a student will know, do, or think at the end of a learning experience; the SLO reflect characteristics of the student at the completion of a course and/or program. The BSN program uses Bloom s revised taxonomy (1994) as a method for leveling student learning outcomes. The program s SLOs are leveled from simple to complex. Upon graduation from the BSN Program students are expected to achieve the eight student learning outcomes. Each course and level will have syllabi which are specifically designed with readings, assignments, activities and clinical experiences designed to assist the student in meeting these outcomes. Outcomes will be measured throughout the curriculum by multiple evaluative methods including: University and BSN rubrics, clinical evaluations, exams, ATI Content Mastery Series and Comprehensive Exams, Nursing Student Portfolio and Senior Capstone Project 17

18 . Graduates of the baccalaureate-nursing program will be able to: 1. Generate a personal philosophy as a basis for professional nursing practice. 2. Synthesize evidenced based knowledge from the physical, behavioral and nursing 3. sciences into the practice of nursing. 4. Communicate therapeutically using discipline specific language and nursing informatics with peers and health care providers and communicate therapeutically with diverse clients/patients, families, aggregates, and/or populations. 5. Explain critical thinking in the practice of nursing. 6. Evaluate the nursing process within a variety of settings with a diversity of patient populations and cultures. 7. Participate in evaluating the quality and effectiveness of the practice of nursing. 8. Assess beginning management and leadership skills in the practice of nursing. 9. Interpret professional legal, ethical and professional standards as a guide to nursing practice. Revised Fall 2002/Reviewed by faculty: Fall 2004, Fall 2006, Fall 2008, Reviewed: May 2009, May 2010, May 2011, May 2012 and May, 2014 (May 2013 with revisions on leveling) PROGRAM OUTCOMES Quantitative Program Outcome Benchmarks for the Accreditation Commission for Education in Nursing (ACEN): Three year average NCLEX-RN pass rates at the national mean. Completion rates of 60% or higher. Employer and graduate surveys that indicate 70% or higher satisfaction. Job placement rates of graduates of 80% or higher within 6 months of graduation Quantitative Program Outcome Benchmarks for the West Virginia Board of Examiners for Registered Professional Nurses (WVBOERN) are: Three year average NCLEX-RN pass rates of 80% or higher Job placement rates of graduates of 80% or higher within 6 months of graduation. Completion rates of 60% or higher. Attrition rates of 50% or lower. DEGREE PROGRAM PLAN The Bachelor of Science in Nursing (BSN) degree program consists of 128 credits including 59 credits of Nursing Science, 14 credits of Health Science core, 19 credits of Science and Mathematics, 6 credits of Psychology, and variable credits of additional Liberal Learning Outcome opportunities based on courses the student selects. Flexibility 18

19 in meeting Liberal Learning Outcomes may result in variation of total credits required to complete the program. Freshman Year Fall Semester UNIV 101 Orientation to University MATH 116 Survey of Mathematics BIOL 127 Microbiology/Allied Hlth SSCI 105 Intro to the Social Sciences NURS 105 Intro to Prof Nursing COMM 101 Freshman Writing I Total Spring Semester UNIV 102 Orientation to Univ HUMN 101 Into to Humanities CHEM 100 Intro. Chemistry UNIV 112 Ethical Practice PSYC 212 Lifespan Develop. COMM 102 Freshman Wrtg II COMM 103 Oral Comm Skills NURS 106 Intro to Nurs Total 19 Please note: Admission into the BSN Programs occurs by application prior to the beginning of the sophomore year level course sequence. A cumulative GPA of 2.75 or greater on completed freshman level course work is required for admission and enrollment into sophomore level nursing classes. 19

20 DEGREE PROGRAM PLAN (Continued) Sophomore Year Fall Semester NURS 205 Science of Nursing NURS 206 Art of Nursing I NURS 206L Art of Nursing I Lab NURS 216 Nursing Assessment NURS 216L Nursing Assessment Lab BIOL 251 Human Anatomy & Physiology I HSCI 204 Nutrition Spring Semester BIOL 252 Human Anatomy & Physiology II HSCI 307 Pharmacology I NURS 207 Art of Nursing II NURS 207L Art of Nursing II Lab HSCI 304 Pathophysiology I PSYC 101 Intro to Psychology Liberal Learning Outcomes Course** Total 16 Total 17 Please Note: Progression from the sophomore year level to the junior year level in the BSN Program requires completion of the course work listed with a cumulative GPA of 2.75 or greater, and a GPA within the major (all HSCI and NURS courses) of 2.75 or greater. 20

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