S C H O O L O F N U R S I N G BSN STUDENT HANDBOOK Academic Year*

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1 S C H O O L O F N U R S I N G BSN STUDENT HANDBOOK Academic Year* *Any policies in this handbook may be revised at any time, with notice, and the latest version will supersede any previous versions. 1

2 TABLE OF CONTENTS TOPIC PAGE Academic Appeal Academic Dismissal Academic Policies Accreditation Attendance Policy Background Checks College Administration Career Placement Services Clinical Setting Policies Community and Mental Health Uniform Policy Conduct/Behavioral Policies...20 Course Descriptions and Curriculum Overview Disability Services Drug Testing Educational Goals... 7 Employee Assistance Program End of Course Evaluation Evaluation of Student Performance Examination Policy Grading Policies Grading System Graduation Requirements

3 Historical Perspective... 5 Hours of Operation Incomplete Grades Introduction... 5 Latex Allergies Leave of Absence Level Objectives Overview... 8 Licensure Medication Calculation Test Policy Mission, Objective, and Goals... 6 OASIS Personal Health Insurance Professional Liability Insurance Progression into the Next Semester Requirements for Clinical Placements Social Media Standard Precautions Standardized Testing Student Acknowledgement Form Student Advisement Policy and Procedure Student Appearance Student Concerns Student Counseling Services Student Employment Student Health Care

4 Student Health Insurance Student Immunizations Student Professional Nursing Competence and GMC Policy Success Improvement Plan (SIP) Technology and Access to Technology including TUN Library The School of Nursing at Touro University Nevada... 6 Tuition Refund Withdrawal Process Appendices A. Infectious Diseases B. ARC, AIDS, HIV C. Criminal Background Check D. Drug Testing

5 TOURO UNIVERSITY NEVADA SCHOOL OF NURSING BSN STUDENT HANDBOOK INTRODUCTION This handbook is a reference intended to provide accurate information to students and others regarding the Touro University Nevada (TUN) School of Nursing (SON). It contains information about the organization of the University, academic matters, policies and regulations, student services and student activities. The provisions of the handbook are subject to changes as a result of official actions of the administration. Such changes may be without notice and will apply to all enrolled students. The student should not consider this handbook to represent a contract between TUN and the student. The university disclaims any misrepresentations or omissions that may have occurred as a result of error in preparation or typing. Each student must recognize that he/she is responsible for knowledge of current academic regulations, general and specific requirements, student operational policies contained in this handbook, School Policies and Procedures, and other official announcements and published documents of the Programs and University. HISTORICAL PERSPECTIVE Touro University is a Jewish-sponsored independent institution of higher and professional education founded by Bernard Lander, PhD, LHD. The institution derives its name from Judah and Isaac Touro, leaders of colonial America who represented the ideal upon which we base our mission. Lander was inspired by the democratic ethos enunciated by George Washington when in 1790 he visited the Touro Synagogue at Newport, Rhode Island. The Touro brothers provided major endowments for universities, the first free library in this continent, community infirmaries in the new United States of America, and pioneering settlements in Israel. Touro was chartered by the State of New York in The first students enrolled in 1971; the class consisted of 35 liberal arts students. Since those early days, the institution has experienced substantial growth. Touro College/University embraces the following schools: The Lander College of Liberal Arts and Sciences (Men's and Women s Divisions); The Jacob D. Fuchsberg Law Center; The Graduate School of Jewish Studies; The School of Health Sciences; The School of General Studies; The School of Lifelong Education; The International School of Business and Management; The Graduate School of Education and Psychology; and The School of Career and Applied Studies. Touro operates degree programs in Israel, Germany, France, and in Russia. Agreements for exchange of students and faculty have been established with the People s Republic of China. Touro has long been interested in medical education. In 1983, Touro established the Center for Biomedical Education, a cooperative program leading to an M.D. from the Technion-Israel Institute of Technology, Israel's premier school of applied sciences. Success in this and other related programs led Touro to explore the possibility of establishing a college of osteopathic medicine. Touro sought incorporation in the 5

6 State of California, and in 1995 located a campus in the San Francisco bay area. The campus was moved to Mare Island, California in Touro University California includes the Touro University College of Osteopathic Medicine, the College of Health Sciences, the College of Pharmacy, and the College of Education. As Touro College looked to other potential sites for a college of osteopathic medicine, Nevada was chosen as a potential site due to the current physician shortage in Nevada and the rapidly growing population within Nevada and the surrounding community. The branch campus, TUN College of Osteopathic Medicine, accomplished matriculation of its first class in August of Simultaneously, TUN initiated its first Masters in Physician Assistant Studies in TUN founded the College of Health and Human Services in 2005 which includes the Schools of Occupational Therapy, Nursing, Education, and Physical Therapy. THE SCHOOL OF NURSING AT TOURO UNIVERSITY NEVADA HISTORY OF THE SCHOOL OF NURSING A regional needs assessment indicated a looming crisis in the availability of nurses to provide care in Southern Nevada for the burgeoning population, many of whom were of retirement age. A strategic plan was implemented to provide Clark County with a nursing school that would provide graduate level education for students who hold a baccalaureate degree in another discipline or for registered nurses seeking to further their education in the functional areas of nursing administration or nursing education. Efforts were begun in January 2005 to initiate the SON by hiring the school s director and by beginning the accreditation process by the Western Association of Schools and Colleges (WASC), as well as the Nevada State Board of Nursing approval process. Space designated for the SON included a 3600 sq. ft. skills lab, classrooms, seminar rooms, physical assessment rooms, faculty offices, and work stations. This project was completed in November of MISSION OBJECTIVES, AND GOALS MISSION STATEMENT Characterized by scholarship and community service, the SON prepares competent and caring nurses who meet the health care needs and expectations of individuals, families, communities, and the profession. PHILOSOPHY The SON, as a constituent of TUN, accepts responsibility for promoting the University's general purposes of teaching, research, and service. The School s philosophy builds upon concepts regarding humans, society, health, nursing, and learning. The faculty believes that: 1. The human is a holistic being who develops through continuous interaction with the environment. 2. Society is composed of individuals, families, groups, communities, and other population aggregates. Society possesses structure, values, and beliefs that influence human responses. 3. Health is a dynamic, multidimensional, measurable state of being that is 6

7 influenced by the internal and external environment. 4. Nursing is a profession and an academic discipline possessing a scientific body of knowledge. 5. Learning is a dynamic, lifelong, interactive process involving sensory perception, conceptualization, and critical thinking. 6. Nursing education guides the learner to attain competencies required to practice professional nursing. 7. Nursing education at the baccalaureate level is the basis for professional practice as a nurse generalist, and should be accessible to individuals with diverse cultural, experiential, and academic backgrounds. 8. Nursing education at the master s level focuses on preparation for advanced practice through the integration of selected theoretical formulations and the expansion of knowledge and skills through critical inquiry. 9. Nursing education at the doctoral level focuses on synthesis of data and translation of research into complex practice situations. 10. Nurses prepared at each of the three academic levels are responsible for continuing their professional development to promote constructive, effective, ethical, and societal relevant modifications within the discipline of nursing. AMERICAN NURSES ASSOCIATION CODE OF ETHICS The SON subscribes to the tenets identified in The Code for Nurses published by the American Nurses Association as revised in The nurse, in all professional relationships, practices with compassion and respect for the inherent dignity, worth, and uniqueness of every individual, unrestricted by considerations of social or economic status, personal attributes, or the nature of health problems. 2. The nurse's primary commitment is to the patient, whether an individual, family, group, or community. 3. The nurse promotes, advocates for, and strives to protect the health, safety, and rights of the patient. 4. The nurse is responsible and accountable for individual nursing practice and determines the appropriate delegation of tasks consistent with the nurse's obligation to provide optimum patient care. 5. The nurse owes the same duties to self as to others, including the responsibility to preserve integrity and safety, to maintain competence, and to continue personal and professional growth. 6. The nurse participates in establishing, maintaining, and improving health care environments and conditions of employment conducive to the provision of quality health care and consistent with the values of the profession through individual and collective action. 7. The nurse participates in the advancement of the profession through contributions to practice, education, administration, and knowledge development. 8. The nurse collaborates with other health professionals and the public in promoting community, national and international efforts to meet health needs. 9. The profession of nursing value, for maintaining the integrity of the procession and its practice, and for shaping social policy. EDUCATION GOALS & PROGRAM OUTCOMES A graduating student: 7

8 1. Integrates concepts and principles from the natural and behavioral sciences, humanities, and nursing into professional nursing practice. 2. Applies theory-based clinical judgment and demonstrates effective decisionmaking processes as the basis for professional nursing practice. 3. Is a caring and competent nurse in the delivery of nursing therapeutics in diverse settings with individuals, families, and communities throughout the lifespan. 4. Uses critical thinking when integrating technological information, research, health information, and client needs to practice evidence-based nursing. 5. Applies concepts of leadership, autonomy, and advocacy in designing, implementing, coordinating, and evaluating nursing care for individuals, families, and communities throughout the lifespan. 6. Implements effective interpersonal communication processes when interacting with clients, peers, and other health care providers. 7. Collaborates with other health care providers and members of the community in promoting health and well-being for all. 8. Exhibits responsibility and accountability as a member of the nursing profession through life-long learning, personal growth, leadership, and advancement of the profession. 9. Demonstrates attitudes, values, and behaviors consistent with legal and ethical nursing practice. 10. Participates in the advancement of the profession to improve health care for the betterment of the global society. LEVEL OUTCOMES OVERVIEW Level I: First Semester of Pre-licensure Programs Level I courses are the first nursing courses taken after admission to the program, after completion of program prerequisites. Concepts from behavioral sciences, natural sciences, liberal arts, and humanities serve as a foundation for the student s first forays into the world of professional nursing. Foci include the roles of the nurse in today s society, the historical basis of nursing, the profession of nursing, and various theories and concepts that help explain behavior in and around healthcare. Students are initially placed in situations which require simple behaviorscognitive, psychomotor, and affective domains. Students become familiar with care planning. Students experience clinical rotations that prepare them to progress towards caring for one or two predictable patients. Level II: Second Semester of Pre-licensure Programs Level II focuses upon specialty areas, representing the second semester of the program. Courses at this level include concepts that are more in-depth than Level I. Concepts are grounded in the complexity of the disease process themselves, either physiological or psychological, and partly because of the emphasis on the family. Progression to increasingly independent situations, and the beginning of interdependent behaviors, is expected within each course at this level. Patient situations manifest a lower level of predictability. Complexity of environment is also apparent, with this level s increase exposure of students to community agencies, in addition to in-patient experiences. Level III: Third Semester of Pre-licensure Programs Level III contains the more advanced courses taken during the third semester 8

9 of the pre- licensure part of the program. These courses demand a higher level of function, both conceptually and in practice, as they require the synthesis and application of previously acquired concepts and theories. Students encounter both predictable and unpredictable situations across the lifespan within their clinical experiences. They are expected to facilitate adaptation through communication with individuals, families, and communities. Level IV: Fourth Semester Pre-licensure In semester IV, students concentrate on strengthening conceptual and clinical skills and preparing for the NCLEX-RN examination. Upon successful completion of semester 4, students will receive a BSN and will be eligible to sit for the NCLEX exam. LEVEL OUTCOMES 1. Integrates concepts and principles from the natural and behavioral sciences, humanities, and nursing into professional nursing practice. Level I Identifies concepts and principles from the natural and behavioral sciences, humanities, and nursing as they relate to professional nursing practice. Level II Applies concepts and principles from the natural and behavioral sciences, humanities, and nursing in the promotion of health for individuals, families, and communities across the lifespan. Utilizes concepts and principles from the natural and behavioral sciences, humanities, and nursing in providing nursing care for individuals, families, and communities with acute and chronic health care needs. Level III Utilizes concepts and principles from the natural and behavioral sciences, humanities, and nursing in providing nursing care for individuals, families, and communities with complex health care needs. Level IV Integrates concepts and principles from the natural and behavioral sciences, humanities, and nursing in the design and evaluation of nursing care. 2. Applies theory-based clinical judgment and decision making as the basis for professional nursing practice. Level I Describes the major theoretical concepts within the domain of nursing. Level II Utilizes theory-based clinical judgment and decision-making as the basis for nursing practice with individuals, families, and communities with acute and chronic health care needs. 9

10 Level III Uses critical thinking to formulate theory based nursing interventions in providing nursing care for individuals, families, and communities with complex nursing care needs. Level IV Uses critical thinking and independent judgment in designing, implementing, and managing nursing care. 3. Provides caring and competent nursing care in the delivery of nursing therapeutics in diverse settings with individuals, families, and communities throughout the lifespan. Level I Identifies levels of prevention as applied in health care systems. Examines caring and the use of the nursing process to implement therapeutic interventions in diverse settings with individuals throughout the lifespan. Level II Demonstrates caring in the provision of nursing therapeutics to individuals, families, and communities with acute and chronic health care needs, in diverse settings, throughout the lifespan. Delivers nursing therapeutics competently to individuals, families, and communities with acute and chronic health care needs. Level III Demonstrates caring in the provision of nursing therapeutics to individuals, families, and communities with complex health care needs, in diverse settings, throughout the lifespan. Delivers nursing therapeutics competently to individuals, families, and communities with complex nursing care needs. Level IV Analyzes and evaluates the provision of health care directed at the prevention, maintenance, or restoration of health of individuals, families, and communities along the health continuum. 4. Uses critical thinking when integrating technological information, research, health information, and client needs information to practice evidence-based nursing. Level I Identifies the need for research in professional nursing practice. Level II Examines the research process as it relates to the provision of evidencebased practice. Critiques and analyzes nursing research for applicability to professional nursing practice. 10

11 Level III Utilizes research findings, critical thinking, and information about client needs in the clinical decision-making process. Level IV Promotes evidence-based practice by identifying clinical research problems and collaborating in research utilization projects. 5. Applies concepts of leadership, autonomy, power, and advocacy in designing, implementing and coordinating nursing care for individuals, families, and communities throughout the lifespan. Level I Explores the leadership role and the concepts of autonomy, power, and advocacy as they relate to nursing practice. Level II Uses leadership behaviors to advance the care for individuals, families, and communities with acute or chronic health care needs throughout the lifespan. Level III Applies concepts of leadership, autonomy, power, and advocacy in the design and implementation of nursing care for individuals, families, and communities with complex health care needs. Evaluates the effect leadership behaviors of self and others have on the provision of health care. Level IV Applies concepts of leadership, autonomy, power, and advocacy in the design and coordination of nursing care throughout the lifespan Compares and contrasts leadership styles in relation to health systems, nursing theorists, and professional nursing. 6. Implements effective interpersonal and communication processes when interacting with clients, peers, and other health care providers. Level I Explores communication techniques and principles that enhance therapeutic nursing care. Examines the effect nursing informatics has on the provision of health care. Level II Utilizes a variety of therapeutic interactions with individuals, families, and communities in the provision of nursing care in diverse settings and across the lifespan. Level III Applies selected communication techniques that enhance therapeutic relationships with individuals, families, or communities in crisis. Evaluates effectiveness of own communication patterns in terms of 11

12 empowerment and advocacy. Level IV Evaluates the effectiveness of communication and informatics in the provision of health care to diverse populations in a variety of health care systems. 7. Collaborates with patients, other health care professionals, and members of the community in promoting health and well-being for all. Level I Describes differences in the primary, secondary, and tertiary levels of prevention. Level II Collaborates with patients, family members, and health care professionals to assess the health status of individuals and families, and their need for community health resources. Level III Participates with health care professionals to assist individuals, families, and communities meet their health care goals. Level IV Participates with other health care professionals and members of the community to identify health care goals. 8. Exhibits responsibility and accountability as a member of the nursing profession through life-long learning, personal growth, leadership, and advancement of the profession. Level I Recognizes the concepts of responsibility and accountability as being inherent in advancing the profession of nursing. Level II Demonstrates accountability by identifying the student s own learning needs and seeking activities to meet those learning needs. Evaluates own practice in relation to accepted legal and ethical standards of practice. Level III Is accountable for own practice and demonstrates responsibility for the nursing care of individuals, families, and communities as clients. Level IV Evaluates the outcomes of practice and identifies activities aimed at enhancing effectiveness as a designer, provider, and manager of nursing care. 9. Demonstrates attitudes, values, and behaviors consistent with legal and 12

13 ethical nursing practice. Level I Identifies attitudes, values, and behaviors that encompass professional nursing practice. Explores ethical and legal issues which impact professional nursing practice. Level II Makes clinical practice decisions based on accepted legal and ethical standards. Identifies the effect of the student s own attitudes, values, and behaviors on nurse- patient interactions. Level III Utilizes ethical decision-making processes in resolving ethical dilemmas. Level IV Develops a personal values system that reflects the nursing code of ethics and legally accepted standards of practice. 10. Participates in the advancement of the profession to improve health care for the betterment of the global society. Level I Examines the history of nursing in meeting health needs of society. Level II Analyzes ways in which nursing care affects the health of communities. Level III Describes how social, political, economic, and technological issues affect the health of society and identifies potential solutions for addressing these issues from a nursing perspective. Level IV Explores the broad global issues that affect the health of society and, as a member of the profession, proposes potential solutions for addressing these issues. GENERAL STATEMENTS It is the policy of the SON to admit qualified students irrespective of race, sex, color, national origin, religion, sexual orientation, or disability. To be considered for admission to the Program a student must possess the academic credentials and professional attributes deemed essential by the TUN SON for selection to the School. The Student Handbook contains policies and requirements which govern academic performance and student conduct for all students who are enrolled in any phase of the School of Nursing. These policies are designed to promote standards for academic competence, professional discipline, and personal responsibility representing parameters of 13

14 achievement and behavior expected of its students. All policies and requirements in this handbook are effective for all students enrolling in the program. It is the responsibility of all students to be knowledgeable about these policies as well as all published requirements and standards set forth by TUN SON found in this document. The student will be required to sign a declaration which states that he/she understands all of the policies contained herein, understands that the policies will be applied to all aspects of the student's academic progress and personal conduct for as long as the student is enrolled in the School, and agrees to be governed by these policies for as long as the student is enrolled. The SON also maintains the right to refuse to matriculate, or continue to matriculate, a student deemed by the faculty to be academically, mentally, emotionally, unsafe and/or incompetent or otherwise unfit or unsuited for enrollment in the School s programs. THE CURRICULUM The learning experiences within the didactic, skills laboratory, simulation laboratory, and clinical phases of the curriculum are designed to develop each graduating student's ability to demonstrate competencies required to practice in the discipline of nursing. Courses are expected to be taken in concert with one another and in the sequence listed (see TUN website for prerequisite course information.) COURSE DESCRIPTIONS AND CURRICULUM OVERVIEW Refer to the TUN Catalog for specific course descriptions and curriculum overview COLLEGE/UNIVERSITY ADMINISTRATION Andrew Priest, EdD, PT, Dean, College of Health and Human Services Shelley Berkley, JD, CEO and Senior Provost, Touro Western Division Raymond Alden III, PhD, Academic Provost NURSING FACULTY See Touro website for current Nursing Faculty: and-human-services/nursing/faculty NURSING SUPPORT STAFF Lori Wodka, Administrative Assistant Robert Hinton, Nursing Simulation Lab Coordinator ACCREDITATION The Nevada State Board of Nursing granted provisional approval on March 16, 2005 and full program approval in May The SON was accredited by the Western Association of Colleges in June, 2005 and granted a license by the Commission on Post- Secondary Education. The school has received national professional accreditation through the Commission on Collegiate Nursing Education (CCNE) for five years, October 3, 2011 through June 30, LICENSURE Registered nurses are required to be licensed by the state within which they practice. Each state has its own procedure for granting licensure and its own licensing board. 14

15 A first time licensing applicant must successfully pass the NCLEX-RN exam the national licensing examination for registered nurses. Students in the SON who complete any clinical or practicum requirement within the State of Nevada must be enrolled in an approved educational program. Registered Nurses who return to school must be licensed in the State of Nevada if completing a practicum for the BSN, MSN or DNP. HOURS OF OPERATION School of Nursing Administration Hours The SON programs are designed so that students will attend courses on campus on weekdays, whenever possible. Many courses will fall into an 8:00 AM to 5:00 PM schedule. However, schedules can vary and academic course, laboratory classes, and/or clinical rotations may occur on any day of the week during any shift of the day as outlined in the TUN catalog. When students are assigned to a clinical rotation placement, their schedule will be determined by the clinical site. A full-time faculty advisor is assigned to each student. Faculty will post office hours and will arrange additional appointments directly with students for advisement or other student needs. TUN SON SCHOOL SCHEDULE Please visit our website for additional details on the academic calendar: Policy on Student Professional Nursing Competence (Technical Standards) and Good Moral Character GMC Applicable for all Undergraduate Didactic and Clinical Behavior issues Section I Purpose The purpose of this document is to explain SON position regarding Professional Nursing Competence and Good Moral Character (GMC) standards for all clinical nursing courses. All students, faculty and staff are expected to read, understand, and comply with this policy described herein. Students will sign an acknowledgement of receipt of this policy at the beginning of the first nursing course and all students will review and sign this policy with each handbook revision. The policy and executed acknowledgement will be placed in the individual student s file located in the SON Director of Nursing s office. The SON director or designee will periodically disseminate this policy so that all students, staff and faculty understand its importance and implications. Section II Preamble The following policy has been adopted by the Faculty of the TUN SON. The policy is based on the assumption that nursing students of the TUN SON will be eligible for licensure as registered nurses, as well as practicing as nurses at the basic professional RN practice levels. The professional nature of these experiences, and the professional licensure and certification associated with nursing education brings an ethical responsibility to our faculty to attend to the competence and 15

16 GMC of every nursing student. Students admitted to the TUN SON are expected to complete the curriculum requirements related to Professional Nursing Competence and GMC. It is the policy of the TUN SON to adhere to all policies at TUN including the requirements of the Americans with Disabilities Act as amended. Students are not required to disclose their disability to the TUN SON. Qualified Students with disabilities who believe they need an accommodation to meet the Professional Nursing Competence and/or GMC must register with the TUN OASIS Office. The following standards have been deemed by the TUN SON to be essential to all clinical nursing courses. All nursing students must agree to the standards set forth and meet the Professional Nursing Competence and GMC Policy, effective July 1, Standards set forth in this policy need to be met with or without a reasonable accommodation(s). Additionally, all TUN SON students must also adhere to the TUN SON Student Code of Conduct. Violations of student conduct code that pertain to Professional Nursing Competence and/or GMC standards will be processed through the TUN Division of Student Affairs. Please review this TUN SON handbook and the TUN Catalog on student conduct for clarification. Additionally, the American Nurses Association Code of Ethics should guide any consideration of appropriate behaviors in the profession. Section III: Professional Nursing Competence and Good Moral Character (GMC) Professional Nursing Competence The TUN SON faculty has a professional obligation to the university and the public to ensure that nurses graduating from its programs are safe and competent to practice within the nursing profession. Part of professional competence is having a knowledge base that allows practitioners to make sound clinical decisions. Professional competence is the habitual and judicious use of effective communication, knowledge, technical skill, reasoning, emotions, values and reflection in daily practice for the benefit of the individual and community being served. The TUN SON faculty has determined that the standards below are essential to the nursing profession. Therefore, students entering the nursing program at the TUN are expected to meet these standards for progression in the program to graduation. For the policy on Reasonable Accommodations for documented disabilities: see the TUN Catalog. Communication and Observation Skills Students are expected to sufficiently demonstrate the following verbal, nonverbal, written, computer assisted entry, and observational skills during professional interactions with others during their professional nursing practice. Communication includes not only speech, but also seeing, reading, writing, and computer literacy abilities in the classroom and clinical on and off campus settings; the ability to communicate with a wide variety of people, and the ability to be easily understood. 16

17 The following are examples of communication and observation skills. The nursing student needs to be able to: Speak clearly and effectively in English Hear and observe patients in order to elicit information, describe changes in mood, activity and posture, and to perceive nonverbal communications Communicate in writing or computer entry, as well as orally using standard, professional nursing and medical terminology Communicate effectively and sensitively with patients family members and other members of the healthcare team, as well as faculty and peers in a one to one or group situation Elicit, convey or exchange information at a level that allows for the implementation and evaluation of the nursing process Communicate in ways that are safe and not unduly alarming to patients, family members, faculty, other students, and other members of any healthcare team where they are working as student nurses Relay appropriate information to patients: teach, explain, direct and counsel a wide variety of individuals, as well as provide clear, direct communication in English during highly stressful, crisis situations Cognitive Abilities Nursing students on admission and throughout the program are expected to sufficiently demonstrate cognitive abilities which include intellectual, conceptual, integrative, quantitative, critical thinking and comprehension skills that allow her/him to carry out the nursing process in the care of patients. The following examples include, but are not limited to nursing students demonstrating these related cognitive skills: Sufficient skills to read and understand written documents in English Sufficient skills in problem solving including measurements, calculations, reasoning, memory, analysis, and synthesis of subjective and objective data as well as critically appraise the best available research evidence Sufficient skills to comprehend three dimensional relationships and to understand the spatial relationships of structures Critical thinking ability sufficient for academic and clinical judgments demanded of nurses which require the intellectual abilities to critically appraise, to synthesize knowledge, integrate and prioritize all aspects of patient care in a prompt, timely fashion; synthesis of objective and subjective findings and diagnostic studies in order to formulate nursing diagnoses and initiate a plan of care integrating patient preferences Incorporate data from multiple patient sources (e.g. physical assessment, vital signs, lab values, interdisciplinary documentation) in a prompt manner in order to provide appropriate, safe patient care Recognize, make decisions quickly, and respond rapidly and safely to changes in a patient's status based on a variety of sources, such as physical assessment and pertinent laboratory findings, and ability to revise care to promote appropriate patient outcomes Gross Motor Skills, Strength, Mobility, and Physical Endurance The student is expected to be able to perform gross and fine motor movements 17

18 required to provide comprehensive nursing care. Examples of care that the student must be able to perform safely include, but are not limited to: Lifting as described below: o Turning and positioning patients as needed to prevent complications due to bed rest or minimal movement o Transferring patients in and out of bed o Transporting and exercising patients o Pulling and pushing patients and/or equipment o Administering cardiopulmonary resuscitation (CPR) o Must be able to physically meet each clinical site s work requirements. The student is expected to have the psychomotor skills necessary to perform or assist with procedure treatments, administration of medications, and emergency interventions. On a regular day whether in the classroom or lab/clinical (on-campus simulation or off campus clinical), the student may be expected to sit, walk and stand. Examples include but are not limited to, the ability to: o Stand and/or sit for long periods of time (e.g., minimum of 3 4 hours) without breaks o Stand and maintain balance while transferring patients, reach below the waist and overhead while providing patient care procedures o Walk without a cane, walker, casts, walking boots, or crutches, as well as, arms free of casts or other assistive/restrictive devices in order to ambulate patient and provide bedside or general nursing care o Have two hands, real or prosthetic Behavioral and Social Attributes/Abilities Nursing students must exhibit the professional behavioral and social attributes embedded in AACN's (2013) Essentials of Baccalaureate Education for Professional Nursing Practice. They must possess the emotional and mental health required for full use of their intellectual, communication/observational, motor and sensory abilities in order to exercise appropriate judgment and promptly complete all responsibilities attendant to the diagnosis and care of patients in a variety of settings and from different cultures. The following are examples, which are not limited to, the behavioral and social attributes and abilities that nursing students need to demonstrate: Ability to relate to patients, family members, as well as work cooperatively with other members of the healthcare team and colleagues with complete honesty and integrity, and with non-discrimination in relation to the patient's race ethnic group, age, gender, religion or political preference, ability to pay, gender or sexual orientation Ability for the development of a mature, sensitive and effective therapeutic relationship with clients. Ability to adapt to changing environments, to display flexibility and to learn to function in the face of uncertainties inherent in the clinical problems of many patients Ethical behavior reflecting adherence to the professional nursing code of 18

19 ethics, students nurse' code of ethics and student academic integrity policy Sufficient emotional and mental stability to: o Tolerate physically taxing workloads for extended periods of time o Handle and control emotions that might affect practice performance o Function effectively when stressed A level of consciousness and attentiveness that guarantees patient safety Ability to participate in the professional care of a patient, before and after procedures that he/she may be in disagreement with Ability to care for patients with communicable diseases using appropriate standard precautions and/or guidelines Ability to willingly accept and integrate constructive criticism given in the classroom and clinical settings. Ability to examine and change his/her behavior when it interferes with productive individual, other students, faculty, or any health care team, relationships and/or the care of patients Ability to work in close quarters with patients, healthcare team members and nursing faculty Sensory Skills Nursing students must have hearing, visual and tactile skills sufficient to monitor, access, and respond to patient health needs. Nursing students must possess these skills in connection with the other identified technical skills in order to observe and learn from demonstrations in the campus lab, on campus clinical simulation laboratory and in the off-campus clinical patient care areas, and to make observations accurately at a distance and close at hand of the patient and the patient s environment. Observation necessitates the functional use of the senses of vision and other sensory modalities; it is enhanced by the functional use of the specimens; and obtains information from digital, analog, and waveform representations of treatment/therapy. Examples of the necessary sensory skills include, but are not limited to: Normal tactile feeling and use of touch to feel sensitivity to heat, cold, pain, pressure, etc. Use of auditory sense to detect sounds related to bodily functions using a stethoscope; to hear and interpret many people and correctly interpret what is heard; i.e., physicians, physician assistants, or nurse practitioner orders whether verbal or over telephone, patient complaints, physical assessment (especially heart and other body sounds), fire and equipment alarms, etc. Auditory sense to communicate clearly in telephone conversations and respond effectively with patients and with other members of the healthcare team Acute visual skills necessary to detect signs and symptoms, body language of patients, color of wounds and drainage, and possible infections anywhere; interpret written words accurately, read characters and identify colors on the computer screen Observation skills to observe lectures, demonstrations, research and patient situations in the practice of healthcare professions; observation is necessary to perform competent health assessments and interventions 19

20 and necessitates functional use of vision, hearing, tactile and somatic senses Capacity to make accurate visual observations and interpret them in the context of laboratory studies, medication administration, and patient care activities CONDUCT/BEHAVIOR POLICIES GOOD MORAL CHARACTER Another part of competence is what has been called Good Moral Character (GMC) to practice nursing. GMC is defined for practical purposes as the ability to practice nursing in a safe and competent manner and with minimal risk to the public health, safety or welfare. The Nevada State Board of Nursing assesses good moral character in order to be eligible for licensure. Additionally, the Commission on Collegiate Nursing Education who certify that the TUN SON curriculum meets standards of excellence in nursing education requires that the TUN SON program defines policies and procedures that govern competence and GMC to practice consistent with established guidelines (CCNE, 2009). The policy described herein is based on these ethical standards and requirements. Violations of Good Moral Character as it pertains to behavior while enrolled as a nursing student at TUN are subject to charges within the TUN Student Conduct Code. All nurses should strive to display the following characteristics: honesty trustworthiness integrity accountability reliability distinguishing between right and wrong avoidance of aggression to self and others take responsibility for one s own actions and other similar attributes found relevant by the Nevada State Board of Nursing (NSBN) Examples of lack of good conduct, which would lead to charges of violating the TUN Student Conduct Code include: hostile or destructive conduct to another or to self conduct that demonstrates disregard for the welfare, safety or rights of another conduct that demonstrates disregard for honesty, integrity or trustworthiness inability and/or unwillingness to acquire and integrate professional standards into professional behavior inability to control personal stress, interpersonal difficulties, significant psychological dysfunction, and/or inappropriate and excessive emotional 20

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