NURSING PROGRAM HANDBOOK

Transcription

1 NURSING PROGRAM HANDBOOK Academic Year Revised: 8/10 Page 1 of 41

2 TABLE OF CONTENTS Cover Page 1 Table of Contents. 2-4 Note. 5 Program Description... *** Overview.. 6 Practical nursing.. 6 Associate Degree Nursing 7 Program Purpose. 7 Program Philosophy... *** Practical nursing. 7-8 Associate Degree Nursing Program Conceptual Framework... *** Practical nursing 10 Associate Degree Nursing Conceptual Framework Model.. 12 Operational Definitions & Core Components... *** Practical nursing Associate Degree Nursing General Education Requirements... *** Overview 17 Practical nursing 18 Page 2 of 41

3 Associate Degree Nursing.. 18 Program & Technical Competencies *** Practical nursing.. 18 Associate Degree Nursing Medicaid Nurse Aide Kentucky Medication Aide 20 References Curriculum Implementation Plan.. *** Practical nursing 22 Associate Degree Nursing. 23 Course Descriptions. *** Practical nursing Associate Degree Nursing Program Policies, Procedures, and Guidelines... *** Advising. 27 Safety Compliance Procedures Withdrawal from a Nursing Course Guidelines Pertaining to Readmission Transfer Health Requirements CPR Certification Professional Liability Insurance Student Nurse Organization Page 3 of 41

4 Satisfactory Progress and Retention in the Program Transportation Class/Clinical Attendances and Make-Up Clinical Expectations Client Confidentiality Written Work Exams Use of Recorders Plagiarism/Cheating Dress Code Classroom Rules Nursing Laboratory Purpose and Guidelines Computer Ethics Field Trip Policy Grievances, Complaints, and Questions Disability Statement Learning Centers Equal Opportunity Statement Accreditation Statement Nursing faculty/staff Extensions and Addresses Appendices.. *** Appendix A Substance Abuse Policy 40 Appendix B Criminal Background Check Policy.. 41 Page 4 of 41

5 Page 5 of 41

6 PROGRAM DESCRIPTION Kentucky Community and Technical College System (KCTCS) and Big Sandy Community and Technical College (BSCTC) nursing program provide several educational options in nursing. Students can complete requirements for nursing assistant, certified medication aide, diploma in practical nursing (PN) or associate degree nursing (RN). The curricula are structured around a clearly defined organizing framework and provide the foundation for a competency-based approach to nursing education through the utilization of interactive and student-focused learning strategies. Content and performance-based outcomes for the nursing courses are selected, developed, and leveled from simple to complex. Students who successfully complete the PN option will receive a Diploma qualifying them to apply for licensure as practical nurses. Students who complete the Associate Degree Nursing (ADN) option will receive the Associate in Applied Science Degree in Nursing qualifying them to apply for licensure as registered nurses. Practical nursing: The practical nursing program prepares individuals to practice within the legal scope of practical nursing under the supervision of a registered nurse or physician. Use of the nursing process at the practical nursing level toward the maintenance of health and prevention of illness, the observation and nursing care of persons experiencing changes in their health processes, and the evaluation of health practices of patients are emphasized. Classroom instruction in theory and basic nursing skills is provided on campus. Under the guidance of program faculty, students gain valuable experience in the care of all ages in a variety of health care settings and/or community agencies - hospitals, long-term care facilities, clinics and child care centers. (Transportation to the community agencies is the responsibility of each student.) Acceptance in the practical nursing program is based on a selective admission process. Progression in the practical nursing program is contingent upon achievement of a grade of C or better in each course and maintenance of a 2.0 cumulative grade point average or better (on a 4.0 scale). CPR requirements (Healthcare Professional/Healthcare Provider) must be successfully completed prior to enrolling in the first nursing course and must be kept current throughout the program. Documentation of active status on the Medicaid Nurse Aide Registry or successful completion of an equivalent course within the previous three years and documentation of computer literacy as defined by KCTCS is required prior to enrolling in the first nursing course. Note: The Kentucky Board of Nursing (KBN) may deny a nursing graduate admission to the NCLEX-PN Exam if an individual has been convicted of a misdemeanor or felony that involves acts that bear directly on the qualifications of the graduate to practice nursing. Page 6 of 41

7 Associate Degree Nursing: Acceptance into the program is based on a selective admissions process. In order to be considered for admission, applicants must comply with college and program admission requirements prior to March 1. Licensed practical nurses that have practiced at least one full year within the past three years and hold a current unrestricted license for practical nursing may be admitted to the second year of the program following completion of the pre-requisite general education courses and the LPN-ADN transition course. Proof of active status on the Kentucky Medicaid Nurse Aide Registry or successful completion of an equivalent nursing course is required prior to enrolling in the first nursing course. CPR certificate for Health Care Providers must also be obtained prior to enrolling in the first nursing course and certification must be kept current throughout the program. Progression in the nursing program is contingent upon achievement of a grade "C" or better in each biological, nursing, and mathematics course and maintenance of a cumulative 2.0 grade point average or better (on a 4.0 scale). Note: The Kentucky Board of Nursing may deny a nursing graduate admission to the NCLEX Exam if an individual has been convicted of a misdemeanor or felony which involves acts that bear directly on the qualifications of the graduate to practice nursing. PROGRAM MISSION STATEMENT The purpose of the program is to provide a variety of nursing care options for a diverse student population seeking opportunities in the nursing discipline. Practical nursing: PROGRAM PHILOSOPHY Practical nurses are integral members of the health care system, prepared to provide nursing care and health promotion activities to individuals across the life span in various health care settings under the direction of the registered nurse, licensed physician, and/or dentist. The statement of philosophy and the objectives of the program are consistent with the philosophy and mission statement of the Kentucky Community and Technical College System and is supported by the works of Marjory Gordon, Abraham Maslow, and Erik Erikson. Practical nursing is administered by the Kentucky Community and Technical College System (KCTCS), with joint emphasis on didactic and clinical instruction. The practical nurse is prepared to assist with health promotion and to provide nursing care to individuals across the life span utilizing Page 7 of 41

8 interpersonal communication skills and the nursing process. Practical nursing education emphasizes the need for ongoing development of nursing knowledge and skills. The faculty believes: Nursing is an art and a science that assists individuals across the life span with health promotion activities. Inherent to nursing are continued practice, education, and growth. Learning is a life long process that produces change in behavior. This process enables the individual to become a productive, responsible member of an ever-changing society. We believe that learning proceeds from simple to complex and is enhanced through critical thinking and stimulation of the senses. The individual is a unique, holistic being worthy of dignity with right to self determination. The individual has functional health patterns, based on basic human needs across the life span, with rights and responsibilities in relation to self, family, and social groups. Health is a fundamental right that allows individuals, families or communities to develop their potential to the fullest. Environment encompasses the interaction of biological, socio-cultural, and physical components which influence health. References: Gordon, M. (1995). Nursing diagnosis: Process and application (3 rd ed.). St Louis: Mosby. Kozier, B. (1999). Fundamentals of Nursing: Concepts, Processes and Practice plus Clinical Companion Text with free CD-ROM (2 Books with CD-ROM) (6 th ed.). Upper Saddle River, NJ: Prentice Hall. Associate Degree Nursing: The ADN graduate, having achieved the program competencies, is prepared to practice in a variety of settings within the parameters of individual knowledge and experience according to the standards of practice. The role of the ADN graduate includes provider of care, manager of care and member of the discipline. Encompassed within these roles are the core components of professional behaviors, communication, nursing process, clinical decision-making, caring interventions, teaching and learning, collaboration, and managing care. The philosophy of the associate degree nursing (ADN) program is congruent with the Kentucky Community and Technical College System (KCTCS) mission statement and is supported by the works of Marjory Gordon and the National League for Nursing. The faculty believes: Each individual is a unique, holistic being with bio-psychosocial, cultural and spiritual dimensions in constant interaction with the environment. All human beings have in Page 8 of 41

9 common certain functional patterns that contribute to their health, quality of life, and achievement of human potential. Health is an optimal level of functioning that allows individuals, families or communities, to develop their potential to the fullest. Health is measured by parameters and norms combined with a client s perception and includes multi-dimensional states of health and illness. Ideally, health is consistent with individual potential and allows nursing intervention to be individualized. Environment is an aggregate of all the conditions and socio-cultural influences affecting the life and development of a person. Interaction between the client and the environment is an essential, common thread running through all functional patterns. The environment impacts the individual s functional and dysfunctional patterns. Nursing is the art and science of applying a specialized body of knowledge and skills in providing evidenced-based clinically competent care. The nursing process is used as a basis for nursing care decisions and client interaction. The goals of nursing include promoting independence, maintaining and restoring health, or supporting a peaceful death. Nursing education belongs within institutions of higher learning and supports educational mobility. The affordability and accessibility of the community college provides and ideal setting for associate degree nursing education. The curriculum combines study in nursing and related disciplines. Associate degree nursing education is responsive to current economic, social, demographic and political forces, and to technological changes in transforming healthcare delivery. Learning is an individual and lifelong process evidenced by changed behavior resulting from the acquisition of knowledge, skills, understanding and attitudes. Learning in an educational setting is enhanced by a teacher/student relationship in which the teacher s responsibility is to structure and facilitate optimal conditions for critical thinking and learning through clearly defined educational competencies. The student brings to this relationship the willingness to learn and is accountable for his/her education. Recognizing that both the rate and style of learning differ with individuals, various strategies are utilized to facilitate the student s achievement of program competencies, attainment of maximum potential, and promotion of continued learning. References: Council of ADN Competencies Task Force National League for Nursing (2000). Competencies for graduates of ADN programs. Sudbury, MA: Jones & Bartlett Publisher. Gordon, M. (1986). Nursing diagnosis: Process and application. 3 rd edition, St. Louis: Mosby. Page 9 of 41

10 PROGRAM CONCEPTUAL FRAMEWORK Practical nursing: The organizational framework implements the philosophy by providing substance and structure to identified concepts. Basic human needs represent a major concept on which the practical nursing curriculum is developed. The nursing process is the vehicle through which the nurse enhances the health of the individual within one s environment. The nurse incorporates cognitive and psychomotor skills, scientific and social foundations, communication skills and health promotion concepts in providing safe nursing care through the life span. The client s functional health patterns are: health perception/health management, nutrition/metabolic, elimination, activity/exercise, sleep-rest, cognitive-perceptual, selfperception/self-concept, role/relationship, sexuality/reproductive, coping/stress tolerance and value/belief. These patterns are influenced by the client s culture, age/development, state of health/illness and serve as a unifying structure for the organization of the curriculum. Because the Nursing faculty believes learning is a lifelong, dynamic process, the curriculum emphasizes the need for continued growth in one s nursing practice. Associate Degree Nursing: The conceptual framework of the Associate Degree Nursing (ADN) program as developed and valued by the faculty is based upon constructs of the nursing paradigm and related concepts. The framework relates the philosophy to the curriculum and provides focus for the program. It organizes and explains the relationships between the concepts of the philosophy and depicts the eight core components of nursing practice and eleven functional health patterns. The faculty s beliefs about the paradigm: person, health, environment, and nursing are based on the National League for Nursing educational competencies for ADN graduates and Marjory Gordon s functional health pattern framework and related works. Intrinsic to the three roles of the nurse, provider of care, manager of care and member of the discipline are the core components of nursing practice. The eight core components of nursing practice are: professional behaviors, communication, nursing process, clinical decision making, caring interventions, teaching and learning, collaboration, and managing care. These core components are introduced, developed, and built upon throughout the curriculum. The client s functional health patterns are: health perception/health management, nutrition/metabolism, elimination, activity/exercise, self-perception/self-concept, role/relationships, sexuality/reproduction, and coping/stress tolerance, and value/belief. These patterns are influenced by the client s culture, age/development, and state of health/illness and serve as a unifying structure for the organization of the curriculum. Page 10 of 41

11 The nurse-client interaction takes place in and is influenced by the environment. The goals of this interaction include: promoting independence, maintaining and restoring health, and supporting a peaceful death. The conceptual model is a visual representation of the relationships among the concepts of the philosophy and depicts the eight core components inherent in nursing practice and the eleven functional patterns inherent in the client. References: Council of ADN Competencies Task Force National League for Nursing (2000). Competencies for graduates of ADN programs. Sudbury, MA: Jones & Bartlett Publisher. Gordon, M. ( 1986). Nursing diagnosis: Process and application. 3 rd edition, St. Louis: Mosby. Page 11 of 41

12 Page 12 of 41

13 Practical nursing: OPERATIONAL DEFINITIONS & CORE COMPONENTS BASIC HUMAN NEEDS Basic human needs are components of living required by human beings in order to maintain physiologic and psycho-social balance. These needs are interrelated and must be met in a hierarchical order. CRITICAL THINKING Critical thinking is a process that involves the use of the mind in forming conclusions, making decisions, drawing inferences, and reflecting (Gordon, 1995). FUNCTIONAL HEALTH PATTERNS Functional health patterns are ways of living that include a configuration of behaviors that occur across time. The patterns are interrelated, interactive, and independent. Functional and dysfunctional patterns determine client strengths and/or nursing diagnoses. There are eleven (11) functional health patterns that include: health perception/health management, nutrition/metabolic, elimination, activity/exercise, sleep-rest, cognitive-perceptual, selfperception/self-concept, role/relationships, sexuality/reproductive, coping/stress tolerance and value/belief. HEALTH Health is a state of physical, cognitive, emotional, spiritual, and socio-cultural well-being. HEALTH PROMOTION Health promotion is a process that involves activities which encourage individual selfdetermination in achievement of physical, cognitive, emotional, spiritual, and socio-cultural well-being. HOLISTIC BEING A holistic being is an individual whose physical, cognitive, emotional, socio-cultural, and spiritual aspects are interrelated and affect the person as a whole. INDIVIDUAL An individual is a human being with needs that have meaning and value unique to each person. LIFE SPAN Life span is the period from conception through death which encompasses patterns of growth and development unique to each individual. NURSING PRACTICE Nursing practice is the application of knowledge and the performance of psychomotor skills that assist in improving/maintaining health. Page 13 of 41

14 NURSING PROCESS Nursing process is a systematic problem-solving method used by the practical nurse, in collaboration with the registered nurse, in assessing, diagnosing, planning, implementing, and evaluating patient care. ROLE AND RESPONSIBILITY Role and responsibility is nursing care that can be performed safely by the practical nurse based on the knowledge and skills obtained in an approved practical nursing program. References: Gordon, M. (1995). Nursing diagnosis: Process and application (3 rd ed.). St Louis: Mosby. Associate Degree Nursing: Core components are those elements of Associate Degree Nursing that are essential to entry level registered nursing practice and are inherent in the three role of nursing practice: provider of care, manager of care and member of the discipline. These include professional behaviors, communication, nursing process, clinical decision-making, caring interventions, teaching and learning, collaboration, and managing care. These core components are defined as: PROFESSIONAL BEHAVIORS Professional behaviors of nursing practice are characterized by a commitment to the profession of nursing and an adherence to standards of professional practice, accountability for her/his own actions, and behaviors and practices within legal, ethical and regulatory frameworks. Professional behaviors also includes concern for others, as demonstrated by caring, valuing the profession of nursing, and participation in ongoing professional development. COMMUNICATION Communication is an interactive process in which an exchange of verbal, non-verbal, written and technological information occurs. This process includes the nurse, client, significant others, members of the healthcare team, and community agencies. Effective communication demonstrates caring, compassion, and cultural awareness, and is directed toward promoting positive outcomes and establishing a trusting relationships. Therapeutic communication is an interactive verbal and non-verbal process between the nurse and the client that assists the client to cope with change, develop more satisfying interpersonal relationships, and integrate new knowledge and skills. NURSING PROCESS Nursing process is the critical thinking framework that is the foundation, essential, and lasting skill that characterizes the nursing profession. This framework is ongoing and is divided into six steps: assessment, diagnosis, outcome identification, planning, implementation, and evaluation. CLINICAL DECISION-MAKING Clinical decision-making encompasses the use of the nursing process, multiple mechanisms to access information, and the analysis and integration of knowledge and information to formulate clinical judgments. Effective clinical decision-making results in determining solutions, Page 14 of 41

15 individualizing and assuring safe and accurate care, and results in positive outcomes. The use of evidence based practice and critical thinking provides the basis for appropriate clinical decisionmaking. CARING INTERVENTIONS Caring interventions are nursing behaviors and actions that assist clients in maintaining functional patterns that contribute to their health, quality of life, and achievement of human potential. These interventions are based on nursing knowledge and skills, nursing research, and past nursing experiences. Caring is the being with and doing for that assists clients to achieve desired outcomes and includes nurturing, protective, compassionate, and person-centered behaviors. Caring creates an environment of hope and trust, where client choices related to cultural values, beliefs and lifestyle are respected. TEACHING AND LEARNING Teaching and learning processes promote and maintain health and are implemented through collaboration with the client, significant others, and members of the healthcare team. Teaching encompasses health education to facilitate informed decision-making, achieve positive outcomes, and support optimal health. Important components of the teaching process include the transmission of information, evaluation of the response to teaching, and the modification of teaching based on client outcomes. Learning involves the assimilation of information to increase knowledge and change behavior. COLLABORATION Collaboration shares planning, decision-making, problem solving, goal setting, and assumption of responsibilities by those who work cooperatively using open professional communication. Collaboration occurs with the client, significant others, peers, other members of the healthcare team, and community agencies. The nurse is an advocate, liaison, coordinator, and colleague and functions within the team to support holistic, client-centered care across healthcare settings. Collaboration requires consideration of client needs, priorities, preferences, available resources and services, shared accountability and mutual respect. MANAGING CARE Managing care is the efficient, effective use of human, physical, financial, and technological resources to assure that the right care is given at the right time, in the right setting, at the right cost to achieve desired outcomes. It involves planning, organizing, directing, and controlling. In managing care, the nurse collaborates with the healthcare team to assist the client to achieve positive outcomes in a cost effective manner, to transition within and across healthcare settings, and to access resources. FUNCTIONAL HEALTH PATTERNS Functional health patterns are ways of living that include a configuration of behaviors that occur across time. The patterns are interrelated, interactive and independent. Functional and dysfunctional patterns determine client strengths and/or nursing diagnoses. There are eleven (11) functional health patterns that include: health perception/health management, nutrition/metabolism, elimination, activity/exercise, self-perception/self-concept, role/relationships, sexuality/reproduction, coping/stress tolerance, and value/belief and are defined as: Page 15 of 41

16 Health Perception- Health Management describes the client s perceived pattern of health and well-being and how health is managed. It includes the client s perception of his/her own health status, the general level of health care behaviors, and adherence to health practices. Nutritional-Metabolic describes the client s pattern of food and fluid consumption relative to metabolic need and pattern indicators of nutrient supply. It includes skin integrity, nutritional intake, nutrient supply to tissues, and metabolic needs. Elimination describes patterns of excretory function (bowel, bladder, and skin). It includes the client s perceived excretory functions, changes or disturbances in function, devices used to control excretion, and family/community disposal patterns. Activity-Exercise describes patterns of exercise, activity, leisure, and recreation. It includes activities of daily living requiring energy expenditure, type and quality of exercise, and factors that interfere with the expected pattern (neuromuscular deficits, muskuloskeletal abnormalities, and cardio-pulmonary insufficiencies). Sleep-Rest describes patterns of sleep, rest, and relaxation. It includes the perception of quality and quantity of sleep, rest-relaxation, and energy levels. Cognitive-Perceptual describes patterns of sensory-perceptual and cognitive patterns. It includes adequacy of vision, hearing, taste, touch, smell, language, memory, judgment, and decision-making. Self-Perception-Self-Concept describes the client s self-concept pattern and perception of self (self-conception/worth, body image It includes attitudes of self, perception of abilities (cognitive, affective, or physical) image, identity, worth, and emotional patterns. Role-Relationship describes the client s pattern of role engagements and relationships. It includes the client s perception of his/her major roles, responsibilities, and relationships in current life situations. Sexuality-Reproductive describes the client s patterns of satisfaction and dissatisfaction with sexuality pattern. It includes reproductive patterns, satisfaction with sexual relationships and sexuality patterns. Coping-Stress-Intolerance describes the client s general coping pattern and effectiveness of the pattern in terms of stress tolerance. It includes the capacity to resist challenges to self-integrity, modes of handling stress, support systems, and ability to control or manage situations. Value-Belief describes patterns of values, beliefs (including spiritual) and goals that guide the client s choice of decisions. It includes perceptions of what is important in life, and conflicts in values, beliefs or expectations that are health related. Page 16 of 41

17 References: Council of ADN Competencies Task Force National League for Nursing (2000). Competencies for graduates of ADN programs. Sudbury, MA: Jones & Bartlett Publisher. Gordon, M. ( 1986). Nursing diagnosis: Process and application. 3 rd edition, St. Louis: Mosby. GENERAL EDUCATION REQUIREMENTS The overall goal of education is to help students become productive citizens who are aware of the ideas and aspirations that motivate human thought and action and who can successfully use their understanding of the world, themselves, and their roles in society. Education is a shared responsibility among students, faculty, and administration. Since lifelong learning is necessary for living in a constantly changing society, the general education core exposes students to a variety of learning experiences. There must be sufficient breadth and depth in the curriculum to meet the needs, interests, and abilities of all students. A general education core curriculum will ensure that KCTCS colleges graduate well-educated men and women who are intellectually flexible, articulate, creative, and prepared for continuous growth. For all students, this implies some understanding of the world of work and career fields and an understanding of their own abilities, interests, and needs. The general education core curriculum will also help students to develop their own values, to pursue goals, and to contribute to the political, moral, social, and cultural enrichment of society. The general education competencies and associated list of courses have been adopted by the Community College Faculty Senate for degrees and/or diplomas awarded by community colleges. In addition, these courses are cited for inclusion in curricula offered by both community and technical colleges (integrated curricula) or in curricula offered exclusively by technical colleges. General Education Competencies: I. Communicate Effectively 1. Read and listen with comprehension. 2. Speak and write clearly using Standard English. 3. Interact cooperatively with others using both verbal and non-verbal means. 4. Demonstrate information processing through basic computer skills. II. Think Critically 1. Make connections in learning across the disciplines and draw logical conclusions. 2. Demonstrate problem solving through interpreting, analyzing, summarizing, and/or integrating a variety of materials. 3. Use mathematics to organize, analyze, and synthesize data to solve a problem. Page 17 of 41

18 III. IV. Learn Independently 1. Use appropriate search strategies and resources to find, evaluate, and use information. 2. Make choices based upon awareness of ethics and differing perspectives/ideas. 3. Apply learning in academic, personal, and public situations. 4. Think creatively to develop new ideas, processes, or products. Examine Relationships in Diverse and Complex Environments 1. Recognize the relationship of the individual to human heritage and culture. 2. Demonstrate an awareness of the relationship of the individual to the biological and physical environment. 3. Develop an awareness of self as an individual member of a multicultural global community. PROGRAM & TECHNICAL COMPETENCIES Practical nursing: Following completion of the practical nursing program option, the graduate will: 1. Assume the role of a competent, caring practical nurse in a variety of health care settings under the direction or supervision of a registered nurse, licensed physician, or dentist; 2. Use the human caring phenomena and the nursing process in providing nursing care; 3. Demonstrate self-direction and responsibility for maintaining nursing competence by pursuing personal and professional development; 4. Communicate effectively with all members of the health care team; and 5. Demonstrate accountability of practice with adherence to ethical and legal standards of the profession. Associate Degree Nursing: Following completion of the associate degree nursing program option, the graduate will: 1. Utilize the nursing process while incorporating Gordon s functional health patterns as a basis for clinical decision-making in providing client, family, and community care; 2. Develop, implement and evaluate individualized plans of care focusing on services and activities that promote independence, maintain or restoring health, or support a peaceful death; 3. Practice in a variety of settings within the parameters of individual knowledge and experience according to the standards of practice; 4. Perform essential nursing skills as identified by the Associate Degree Nursing faculty; 5. Recognize situations beyond one's knowledge and experience, and seek consultation from appropriate resources in a changing healthcare environment; 6. Provide evidence-based clinically competent care; Page 18 of 41

19 7. Collaborate with the client, family, significant others and members of the health care team in the management of care; 8. Establish and maintain effective/therapeutic communication with clients, families, significant others, and members of the health care team; 9. Integrate caring behaviors in managing care; 10. Delegate aspects of nursing care to other members of the health care team commensurate with their educational preparation and experience; 11. Establish priorities and organize nursing care in a timely, efficient, and cost effective manner; 12. Serve as a client advocate; 13. Assume responsibility for professional development; 14. Manage care that demonstrates respect for diverse clients; 15. Practice within the ethical, legal, and regulatory frameworks of nursing; 16. Use teaching/learning processes to facilitate the clients in informed decision-making to achieve positive outcomes and support the client s functional patterns; 17. Communicate effectively using standard written English; 18. Communicate in a clear oral and non-verbal fashion and employ active listening skills; 19. Demonstrate basic skills in computer operations and/or software applications; 20. Organize, analyze, and make information useful by employing Mathematics; 21. Demonstrate an awareness of one's interaction with the biological/physical environment; 22. Demonstrate an awareness of self as an individual, as a member of a multicultural society, and/or as a member of the world community; 23. Recognize the impact of decisive ideas and events in human heritage; 24. Develop and perform basic search strategies and access information in a variety of formats, print and non-print. 25. Analyze, summarize and interpret a variety of reading materials; 26. Think critically and make connections in learning across the disciplines; and 27. Elaborate upon knowledge to create new thoughts, processes and/or products. 28. Demonstrate an awareness of ethical considerations in making value choices. Medicaid Nurse Aide Certificate: Upon completion of the Medicaid nurse aide option, the graduate will: 1. Demonstrate good personal habits. 2. Recognize the nurse aide s role as it fits into the organizational structure of a long-term health care facility. 3. Identify responsibilities of the nurse aide to the resident and health care team. 4. Demonstrate basic skills and techniques in performing uncomplicated nursing procedures according to the program standards. 5. Organize and administer nursing care to residents based on a plan of care and direction from charge personnel. 6. Demonstrate knowledge of resident s rights in assisting residents with their activities of daily living. Page 19 of 41

20 7. Demonstrate ability to assist residents in attaining and maintaining functional independence to the extent possible. 8. Demonstrate proper care for and use of equipment and supplies necessary for patient care. 9. Demonstrate sensitivity to the residents physical, emotional, social and mental health needs through skillful, directed interactions. 10. Actively participate in the maintenance of a non-threatening, independence-conducive environment for the nursing facility resident. Kentucky Medication Aide: Upon completion of the Kentucky medication aide option, the graduate will: 1. Define the role of the medication aide as it relates to the health care team. 2. Identify legal and ethical responsibilities. 3. Demonstrate an awareness of legal implications in drug administration. 4. Demonstrate the ability to correctly interpret symbols, common abbreviations, and terminology used in administration of medications. 5. Acquire and apply basic knowledge of medications, their actions, uses, and desired and adverse effects. 6. Demonstrate knowledge of proper methods for drug storage, and procedures of ordering, receiving, disposing, and crediting drugs. 7. Identify correct procedures and responsibilities relative to drug expiration date and automatic stop orders. 8. Demonstrate the correct procedures for preparing and recording medications administered, refused, or withheld. 9. Describe the structure and function of the human body, commonly occurring conditions, and the relationship of drug effects of each system. 10. Demonstrate knowledge of the changes involved in the aging processes and the needs of the long-term care resident. 11. Demonstrate an awareness of both expected and adverse effects of drugs most commonly prescribed for the long term care resident. 12. Demonstrate competency in measuring and reporting of vital signs. 13. Perform accurately and safely the techniques and procedures involved in administering medications within the prescribed scope of practice. REFERENCES Components of Licensed Practical nursing Practice. Advisory Opinion Statement AOS # Kentucky Board of Nursing Council of Associate Degree Nursing Competencies Task Force, National League for Nursing (2000). Competencies for Graduates of Associate Degree Nursing programs. Sudbury, MA: Jones & Bartlett Publisher. Page 20 of 41

21 NCLEX-PN Examination, Test Plan for the National Council Licensure Examination for Practical/Vocational Nurses, Effective Date: April National Council of State Boards of Nursing Inc. (2000) NCLEX-RN Examination, Test Plan for the National Council Licensure Examination for Registered Nurses, Effective Date: April National Council of State Boards of Nursing, Inc. (2002) (2000) Nursing Education in Kentucky, Report of the Kentucky Nursing Education Mobility Task Force Page 21 of 41

22 CURRICULUM IMPLEMENTATION PLANS Practical Nursing Diploma: General Education: Area 1 = TEC 200 Technical Communications OR 3 ENG 101 Writing I OR (3) COM 181 Basic Public Speaking OR (3) COM 252 Introduction to Interpersonal Communication (3) Area 2 = BIO 135 Basic Anatomy & Physiology with Laboratory OR 4 BIO 137 Human Anatomy & Physiology I AND (4) BIO 139 Human Anatomy & Physiology II (4) Subtotal 7-11 Technical Core: AHS 100 Human Growth & Development OR 2 PY 110 General Psychology AND (3) PSY 223 Developmental Psychology (3) AHS 120 Medical Terminology OR 1 AHS 115 Medical Terminology OR (3) CLA 131 Medical Terminology from Greek and Latin OR (3) OST 103 Medical Office Terminology (3) NPN 101 Nursing Fundamentals AND 6 NPN 111 Pharmacology OR 3 NPN 115 *Practical Nursing Bridge Course (6) NPN 125 Mental Health 3 NPN 135 Introduction to Health Deviation 6 NPN 201 Child Bearing Family 3 NPN 202 Med-Surg I Alterations 6 NPN 206 Med-Surg II Alterations 6 NPN 210 Clinical Practicum 4 NPN 215 Nursing Trends & Issues 1 Subtotal Total Credits Recommended Electives: FHM 100 Dosage Calculations (2) MT 110 Applied Math (3) AHS 105 Introductions to Health Occupations (3) AHS 130 Infection Control (2) NSG 299 Selected Topics in Nursing: (Topic) (1-4) *Taken by advanced nursing assistant and allied health graduates. NOTE: CPR for Health Care Providers certification must be complete prior to enrolling in the first nursing course and must be maintained throughout the program. Documentation of successful completion of NAA 100 or equivalent within the past three years OR active status on the Medicaid Nurse Aide Registry and documentation of computer literacy as defined by KCTCS is required prior to enrolling in the first nursing course. *Taken by advanced nursing assistant and allied health graduates. Page 22 of 41

23 Associate Degree Nursing: General Education: BIO 137 *Human Anatomy & Physiology I 4 BIO 139 *Human Anatomy & Physiology II 4 BIO 225 *Medical Microbiology 4 PY 110 *General Psychology OR 3 PSY 100 *Introduction to Psychology (4) PSY 223 *Developmental Psychology 3 *Writing Courses 6 *Oral Communications Course 3 *MT 110 Applied Mathematics OR 3 *MT 150 College Algebra & Functions (3) *Heritage/Humanities/Foreign Language Course 3 Subtotal Technical Courses: NSG 101 ***Nursing Practice I 9 NSG 210 ***Medical/Surgical Nursing I OR 6 NSG 197 ** LPN ADN Bridge OR (3) NSG 199 ** Accelerated LPN ADN Bridge Course (2) NSG 211 Maternal Newborn Nursing 3 NSG 212 Behavioral Health Nursing 3 NSG 213 Pediatric Nursing 3 NSG 215 Pharmacology I 1 NSG 220 Medical/Surgical Nursing II 6 NSG 225 Pharmacology II 1 NSG 230 Medical/Surgical Nursing III 6 Subtotal 38 TOTAL CREDITS **Taken by Licensed Practical Nurses who meet specific program requirements ***Credit may be awarded to Licensed Practical Nurses who meet specific program requirements. NOTE: CPR requirements must be successfully complete prior to enrolling in the first nursing course and must be kept current throughout the program. Documentation of successful completion of a minimum 75-hour nursing assistant course, or its equivalent within the previous three years, and documentation of computer literacy as defined by KCTCS is required prior to enrolling in the first nursing course. Page 23 of 41

24 COURSE DESCRIPTIONS Practical nursing: NPN 101 Nursing Fundamentals Provides a historical overview of health care system and roles and responsibilities of members of the health care team. Emphasizes practical nursing and the nursing process in the context of Gordon s Functional Health Patterns and Maslow s hierarchy of needs as related to client daily living across the life span. Covers fundamental nursing skills including therapeutic communication techniques; nursing assessment; nursing process and care planning; charting; legal and ethical parameters of health care; rest and sleep; and body mechanics. NPN 111 Pharmacology Introduces dosage calculations and medication administration of commonly used medications. Includes an overview of common drugs, drug classifications, and effects administered in the following modes: oral, sublingual, rectal, topical, intradermal, intramuscular, subcutaneous, intravenous including IV fluid administration skills. Emphasizes nursing responsibility, accountability, and application of nursing process to drug therapy. NPN 115 Practical nursing Bridge Course Builds upon the competencies of the advanced nursing assistant and allied health professions to assist in the beginning transition to the role of the Practical Nurse. Areas of study include basic needs and the nursing process across the lifespan, health promotion, illness prevention and basic pharmaco-therapeutics. NPN 125 Mental Health Applies nursing process to clients experiencing common mental health problems with emphasis on assisting clients to cope with psychological problems throughout the life span i.e., chemical dependency, violence and other stress and developmental problems related to mental health. NPN 135 Introduction to Health Deviations Application of the nursing process for selected child/adult clients experiencing common health deviations interfering with activities of daily living. Emphasis is on the nurse as the provider of care. NPN 201 Child Bearing Family Applies nursing process to childbearing families with focus on health promotion and common health alterations in the reproductive process. NPN 202 Med-Surg Alterations I Applies nursing process to selected child/adult clients experiencing common health deviations related to metabolic dysfunctions, fluid and electrolyte imbalances, cardiovascular dysfunctions, and cellular deviations that interfere with activities of daily living with emphasis on the nurse as the provider of care. Page 24 of 41

25 NPN 206 Med-Surg Alterations II Applies nursing process to selected child/adult clients experiencing complex health issues related to multi-system failure, neurological disorders, coordination dysfunctions, and elimination problems that interfere with activities of daily living with an emphasis on the nurse as the provider of care. NPN 210 Clinical Practicum Integrates the theoretical concepts learned throughout the program in application of this knowledge during the direct care of clients. Promotes critical thinking and problem solving skills during the nursing role performances of provider of care, manager of care, and member within the discipline. NPN 215 Nursing Trends & Issues Prepares the student for the role of the practical nurse. Associate Degree Nursing: NSG 101 Nursing Practice I Covers nursing practice using functional health patterns within the context of the contemporary health care delivery system. Emphasizes foundation knowledge of nursing practice, skills acquisition, and the care of clients with health perception-health management, value-belief, and rest-sleep dysfunctional health patterns. NSG 210 Medical/Surgical Nursing I Focuses on the application of the core components of nursing to adult clients experiencing dysfunctional health patterns. Emphasizes the care of clients with nutritional-metabolic and elimination dysfunctional health patterns. NSG 197 LPN ADN Bridge Builds upon the basic nursing skills and concepts learned in the LVN/LPN experience. Assists the Practical Nurse to make the beginning transition to the RN role. Includes the role of the Associate Degree Nurse and application of the course components of nursing practice to clients experiencing the dysfunctional health patterns of nutritional-metabolic and elimination. Upon successful completion of all components of the course, the student will be admitted to NSG 220 and will have earned by advanced standing, 15 credit hours in nursing. NSG 199 Accelerated LPN ADN Bridge Course Provides an accelerated course designed for the LPN/LVN who demonstrates through competency assessment the ability to build upon previous learning and experience. Focuses on the beginning transition to the RN role, the acquisition of essential skills, the development of critical thinking in the care of clients experiencing the dysfunctional health patterns of nutritional-metabolic and elimination. Upon successful completion of all components of the Page 25 of 41

26 course, the student will be admitted to NSG 220 and will have earned by advanced standing, a total of 15 credit hours in nursing. NSG 211 Maternal Newborn Nursing Focuses on the application of the core components of nursing to the care of childbearing families experiencing functional and dysfunctional health patterns. NSG 212 Behavioral Health Nursing Focuses on the application of the nursing care to clients experiencing a dysfunctional health pattern. Emphasizes the care of clients with Coping-Stress-Tolerance and Altered Role- Relationship health patterns. NSG 213 Pediatric Nursing Focuses on the application of the core components of nursing to the care of the child and family experiencing functional and dysfunctional health patterns. NSG 215 Pharmacology I Focuses on common drugs, their classification and effects on functional and dysfunctional health patterns (value/belief, rest/sleep, health perception/health management, nutritional/metabolic and elimination health patterns). Emphasizes nursing responsibility, accountability, and application of the nursing process regarding drug therapy. NSG 220 Medical/Surgical Nursing II Focuses on the application of the core components of nursing to adult clients experiencing dysfunctional health patterns. Emphasizes the care of clients with activity-exercise dysfunctional health patterns (cardiac, respiratory, musculoskeletal). NSG 225 Pharmacology II Focuses on common drugs, their classification and effects on functional and dysfunctional health patterns (activity-exercise, coping/stress/tolerance, role/relationship, altered self-perception/selfconcept, and cognitive perceptual). Emphasizes nursing responsibility, accountability, and application of the nursing process regarding drug therapy. NSG 230 Medical/Surgical Nursing III Focuses on the application of the core components of nursing to adult clients experiencing dysfunctional health patterns. Emphasizes the care of clients with cognitive/perceptual, altered self perception/self concept, management of clients with dysfunctional health patterns: neurological, eyes/ears, immune/cancer, multiple systems organ failure, and disaster planning. Role transition is addressed and emphasizes leadership, management of care, skill development and professionalism. Page 26 of 41

27 PROGRAM POLICIES, PROCEDURES, AND GUIDELINES Advising: All nursing students must have a nursing advisor. If a nursing student does not have a nursing advisor, the student must go to the admissions office to request this change. Students should see their assigned nursing advisor for priority registration, registration, to drop/add classes, and are encouraged to see them to discuss academic matters and concerns as needed. Safety Compliance Policies: All nursing students will be required to adhere to all safety compliance policies and procedures (i.e. criminal background check screenings and substance abuse screenings.) Withdrawal from a Nursing Course: If a student decides to withdraw from any nursing course, they must have a nursing faculty member or the nursing coordinator to complete a withdrawal form and receive a copy of the readmission guidelines. Refer to each course syllabus for specific withdrawal policies. Guidelines Pertaining to Readmission: Applicants who are seeking readmission into the program s first nursing course for the subsequent fall semester should apply for readmission prior to the March 1 st deadline. All other applicants seeking readmission should apply at least two months prior to the expected date of enrollment. Recommendation for readmission to the nursing program is the responsibility of the Nursing Admissions Committee. In order to be considered for readmission by the Nursing Admissions Committee, the applicant must: meet current admission guidelines; submit a written request to the nursing coordinator (This letter, addressed to the coordinator, should include the following: (1) the semester and course to which the student is requesting readmission, (2) reason(s) for previous unsuccessful progress in the nursing program, and (3) personal plans to increase chances for success if readmitted; and have a nursing faculty member submit a letter of recommendation. A student may be readmitted to the Nursing program one time. The Nursing Admissions Committee may recommend readmission a second time, if a student furnishes sufficient evidence Page 27 of 41

28 of remedial study, additional preparation, or resolution of factors contributing to unsuccessful course completion. There is no provision for a third readmission. If more than three years have elapsed since initial enrollment in the first nursing course of any registered nursing program, an applicant must repeat all nursing courses unless the student has demonstrated current competency by passing exams equivalent to comprehensive course final examinations (both written exams and clinical skills) if available at the college to which the student is applying for admission. Transfer: 1. Applicants who have attended another nursing program, or wish to transfer from a KCTCS nursing program must: Meet all admission requirements of the receiving institution; notify the Coordinator of the Nursing Program in writing, stating anticipated entry and reason for transfer; have a faculty member from the program previously attended submit a letter of recommendation to the receiving institution; and submit documentation from the nursing coordinator that the student is eligible for readmission to that original nursing program. 2. When more than three years have elapsed since initial enrollment in the first nursing course from any nursing program, an applicant must repeat all nursing courses. 3. If one year or more has elapsed prior to transfer, the student will be expected to demonstrate competency by successfully completing an examination covering the content for the last successfully completed nursing course. Students who do not score at a satisfactory level will not be allowed to progress to the next level and will be required to apply for admission to the first nursing course. Health Requirements: All students currently enrolled in the nursing program and all new students admitted into the nursing program must meet certain health requirements in order to attend the clinical component of the program. The materials are due by the date published annually in order for students to register for nursing courses and to remain enrolled in nursing courses. The student must provide proof of immunity either by vaccination or titer results. An opt-out waiver/declination procedure for Hep. B, MMR, and Chickenpox may be processed if deemed appropriate by the Nursing coordinator. The form is available from the Division Assistant. Hepatitis B Vaccination: Page 28 of 41

29 If the student has not yet completed the Hepatitis B series immunization, the student must provide documentation that they have started the series or sign the opt out form that is available from the Division Assistant. The series is to be given in a 3-dose series (dose #1 now, #2 in 1 month, #3 approximately 5 months after #2. Serologic testing 1-2 months after dose #3 for anti- HBs. Measles, Mumps, Rubella: For persons born in 1957 or later without serologic evidence of immunity or prior vaccination, 2 doses of MMR are given 4 weeks apart.. Varicella (chickenpox): For persons who have no serologic proof of immunity, prior vaccination, or history of varicella disease, 2 doses of varicella vaccine are given 4 weeks apart. Tetanus, Diptheria, Pertussis: All adults need a TD booster dose every 10 years, following the completion of the primary 3- dose series. All health care workers younger than 65 years with direct patient contact should receive a 1-time Tdap. Influenza Vaccine: All health care workers are recommended to receive an annual influenza vaccine, usually administered in the late fall, one dose of Trivalent (Inactivated) Influenza Vaccine (TIV) or Live, Attenuated Influenza Vaccine (LAIV) by intramuscular or intranasal route. Tuberculin Skin Test: A PPD skin test is required annually. If the student has a history of a positive TB skin test, then a recent chest x-ray result (within 3 years) or documentation of medical follow-up if needed. Students will be required to abide by clinical facility requirements regarding TB skin test/x-ray requirements. Health Insurance: All students are encouraged to have personal health care insurance while enrolled in the Nursing program, as students are responsible for their own expenses incurred as a result of any illness, accident, or injury. CPR Certification: All students must be certified in CPR for Healthcare Professionals/Healthcare Providers prior to entering the first nursing course and are required to maintain this certification throughout the program. Proof of CPR certification should be submitted to the division assistant so that a copy Page 29 of 41

30 can be placed on file. Students without this certification are not allowed in the clinical area and will receive an unexcused absence for each clinical day missed. Professional Liability Insurance: Upon entering the nursing program and annually, all nursing students must purchase the professional liability insurance offered by the Kentucky Community and Technical College System (KCTCS). The application, which can be obtained from the Big Sandy Website ( is to be submitted with the fee to the Big Sandy Community and Technical College Business Office. The receipt for payment must be brought to the Division Assistant who will make a copy to be placed on file. Nursing students enrolled in a clinical course are scheduled to practice in a clinical setting under the guidance of a nursing faculty member. Student liability insurance only covers practice within these parameters. The Kentucky Board of Nursing holds students liable for their own actions. Student Nurse Organization: Kentucky Association of Nursing Students (KANS): We highly encourage everyone to be a member of the local KANS Chapter. KANS is a part of the National Student Nurse's Association (NSNA). We believe that nursing is a profession that requires a commitment from its members. Satisfactory Progress and Retention in the Program: In order to enter into a nursing course, a student must have met all prerequisites listed in the official Big Sandy Community and Technical College Catalog. Courses that are required to be taken concurrently with a nursing course must be successfully completed in the semester in which they are required, in order for the students to remain in the program. A grade of C or higher is required to pass all nursing, required math, and science courses. A student earning lower than a C in any of these courses will not be eligible to continue in the nursing program. Grading Scale: = A = B = C = D 66 and Below = E Transportation: Page 30 of 41

31 Students are responsible for their own transportation to classes and off-campus clinical. Placement is based on curriculum assignment. Placement is not based on individual student preference. Class/Clinical Attendances and Make-Up: Students are expected to attend and be punctual for all lectures, labs, and clinical experiences. Absences and/or tardiness will result in a conference with the nursing faculty and/or nursing coordinator to determine whether the student will be permitted to continue in the nursing course. In the event that a student must miss clinical, the student is to notify their clinical instructor prior to the beginning of the clinical experience. Please refer to the course syllabi for specific attendance policies. Failure to notify the instructor constitutes an unexcused absence and will be reflected in the student s clinical evaluation for that week. If a student misses a clinical experience, and it is determined to be an excused absence, make-up work may be assigned. It is the responsibility of the student to contact the instructor within three (3) days for a make-up assignment. If written work is assigned as make-up work, it must be completed satisfactorily by or on a given date, as specified by the instructor, or the clinical rating will be affected. Unexcused absences from clinical cannot be made up and will be reflected in the student s clinical evaluation for that week. Students that are going to be tardy for clinical must notify their clinical instructor as soon as possible. At the faculty s discretion, the student may be counted absent and will be required to make up the missed time. Students are expected to spend time each week in the campus lab. Activities may include practicing skills, watching videos, preparing written assignments, and/or doing computer programs. Clinical Expectations: Students are expected to be prepared for each clinical experience and may be required to visit their clinical site prior to the clinical experience for preparation purposes. Students, functioning in the student role, are not to call or visit their clinical sites without special permission from their clinical instructor. Students are kept informed of specific clinical expectations throughout each course and of their progress toward meeting course and program competencies. See each course syllabus and course content for specific clinical expectations and evaluation. Supplemental clinical experiences may be offered. Nursing faculty have the right to remove a student from clinical if nursing care is deemed to be in gross violation of safe nursing practice. Page 31 of 41

32 Students must follow all facility requirements regarding the use of cell phones or any electronic devices. Client Confidentiality: Follow HIPAA Guidelines: Client information should only be discussed with other members of the health care team who have a need to know. Do not discuss client information with anyone else, including fellow students, employees, and your family members. Do not tell unauthorized persons that you saw or have knowledge of a client being admitted or being seen as an outpatient unless the client authorizes you to do so. Do not access any client information (i.e. looking up a neighbor s medical record) unless authorized in your job duties. Speak quietly and discreetly so clients, visitors, and others will not overhear your telephone or other conversations with or about clients. Do not leave papers containing client information in open view of non-authorized persons. Do not leave a computer on the bright screen if you must be away for a moment. Do not discard papers containing client information in the trash can without first shredding them. Remember that when fellow students, friends, faculty members receive medical treatment, that person is a client and all measures should be taken to protect their confidentiality. Ask visitors to step out of a client s room when conversations take place regarding medical treatment, diagnosis, etc. unless the client authorizes the visitor to be present. When you are assigned to handle confidential information of your friends or acquaintances, if possible, ask to be reassigned to another client to protect that person s privacy. Do not discuss any confidential matters of anyone s assigned clients unless absolutely necessary to help in the performance of your assignment. Should client information be overheard, do not discuss any client information with others. Breaching confidentiality could result in prosecution for invasion of privacy and/or termination from the Nursing program. Page 32 of 41

33 Written Work: Written work will be evaluated according to criteria established in each course. All clinical written work must be turned in as required by the faculty in each nursing course. Failure to complete assigned written work will be reflected in the student s evaluation. Faculty reserve the right to refuse late written work. Exams: Students will not be allowed to keep their nursing exams. Exams may not be returned for student review until all students have taken the exam. Exams will be reviewed in the classroom and may be reviewed by the individual student in the faculty s office during the week following the specific examination unless otherwise announced. Students that do not review their exams during this time period forfeit their opportunity to review the exam. If a student cannot take an exam at the scheduled time, the faculty must be notified by 4:00 p.m. of the exam day. It is the student s responsibility to make arrangements with the faculty to take the make-up exam, which may be of a different type including an oral exam. Failure to follow this procedure will result in the student receiving a 0 on the exam. Faculty will determine the date of the make-up exam. Make-up exams may not be given until the end of the semester. There will be no make-up exams for the Final exam. A student who does not take the final exam will receive a grade of 0 on the exam and the 0 will be used in computing the grade for the course. The nursing coordinator, with a concurrence of the nursing faculty, may grant exceptions to this policy. Use of Recorders: Students are not allowed to utilize tape recorders, video cameras, etc. in the classroom without permission from the individual instructor. Plagiarism/Cheating: It is the responsibility of each student to become familiar with the section on Academic Offenses in the Code of Student Conduct dealing with plagiarism and cheating and the consequences of such activity. Dress Code: Required uniform includes: program uniform (royal blue) scrub suit with the nursing program patch and a name pin/badge, white hose or socks, and solid white leather-type shoes. Students Page 33 of 41

34 will be instructed regarding hospital badge/name pin requirements for each clinical setting. A white undershirt may be worn under the scrub suit. All students must wear their facility identification badges (if required) and bring bandage scissors, a penlight with pupil gauge, a watch with a second hand, pen, paperwork, and a stethoscope to clinical. Stethoscopes should not be worn around the neck unless the student is involved in direct client care. When in the clinical area, students must observe the following guidelines: Uniforms must be clean and wrinkle free. Shoes, including shoelaces, must be white and clean. The program patch must be secured to the right chest area of the uniform and/or lab jacket (if permitted). White lab jackets may not be worn without permission of the clinical instructor. No other accessories, including colored lab jackets, are permitted. Each student is expected to demonstrate appropriate personal hygiene. Hair must be neat and clean, worn away from the face, and long hair must be pulled up and secured. No bows or other hair ornaments of any type. Beards and/or mustaches must be neatly trimmed. Fingernails are to be kept clean and short, not extending above the fingertips. No colored nail polish or artificial nails. No heavy make-up, scented lotions or perfumes/aftershaves may be worn. Any make-up worn, including lipstick, must be very light. Jewelry is limited to a plain wedding band and a watch. No other visible body jewelry will be permitted. All tattoos must be covered while in the clinical facility. Chewing gum is not allowed during clinical. No cellular phones or beepers can be used in the classroom, lab setting or clinical facility. Pen and paperwork must be available. When students are required to visit the clinical facilities prior to clinical for preparation purposes, the clinical instructor will inform students of the appropriate dress which will exclude jeans, shorts, halter tops, t-shirts, sweatshirts, etc. Page 34 of 41

35 Failure to follow the dress code policy may result in the student being dismissed from the clinical setting and will be reflected in the student s clinical evaluation. Classroom Rules: There will be no eating or drinking without permission of the faculty. There will be no tobacco use of any type. To decrease disruption during class time, students that are tardy for class may not be allowed to enter the classroom until break time. Students must keep cellular phones and other electronic devices either turned off or on vibrate and in a purse or backpack during lecture, lab, clinical or exams. Students are not permitted to bring unauthorized visitors, including children, family or friends to class, lab, clinical or exams. Nursing Laboratory Purpose and Guidelines: The purpose of the nursing laboratory is to provide nursing students an opportunity for skill development at all levels of the nursing program. The lab may also be used for study or research. The lab hours will be posted. Should a student need access to the lab when it is locked, they should see the division assistant or one of the nursing faculty members. Eating or drinking is not permitted in the nursing lab. Each student is responsible for cleaning up his/her own mess and leaving the lab clean and orderly (i.e. repacking/replacing supplies, straightening up beds and manikins, etc.) Videos may be available for student use in the Magoffin Learning Resource Center (Library) on the Prestonsburg Campus. Students should wear name pins when in the lab to practice or test on skills. Students are not to bring cellular phones or beepers, or wear watches that alarm during lab activities. Students must bring their Essential Skills-Critical Criteria to all demonstrations, practices, and testing in the nursing lab. The college cannot assume responsibility for items lost in the nursing lab. It is recommended that you leave your purse and valuables locked in your car trunk. Page 35 of 41

36 Appointments with the Nursing Laboratory Instructional Specialist/Faculty may be made individually or in groups based on available time. Students are expected to keep these appointments. Students will be required to make-up missed lab time and experiences. If a problem arises and the student is not able to keep an appointment, it is the individual student s responsibility to notify the Nursing Laboratory Instructional Specialist/Faculty prior to the appointment. Students are expected to be courteous at all times while using the nursing lab. Students must take turns with beds, etc., so that each student gets an opportunity to utilize lab equipment. Since the lab is a place for study, it is to be a quiet area. Loudness and rude behavior will not be tolerated. Books and reading materials in the nursing lab/classroom may be checked out on an overnight basis only unless special permission is granted. When checking out books, the card must be signed and filed by the student under the appropriate classification letter. Returned books should be left in the designated area. Do not place books back in book shelves. Students who return materials late on two occasions, without special permission from the nursing laboratory instructional specialist/faculty, will lose overnight privileges for a period of two weeks. Scrub suits may be issued to students if applicable. The scrub suit is the responsibility of the student during the period of time he/she has possession of the suit. Scrub suits must be signed out from the Prestonsburg Campus by the number on the suit and returned clean immediately upon completion of the rotation. All materials that have been checked out of the nursing lab must be checked back in by the last day of course work before finals week. Withdrawal slips will not be signed or grades released until all materials (including scrub suits) are returned or replaced. Students are not permitted to bring unauthorized visitors, including children, family or friends to class, lab, clinical or exams. Computer Ethics: Computer ethics law will be strictly abided by and enforced in the program. Under no circumstances are persons allowed to copy any software copyrighted and belonging to the Nursing program/big Sandy Community and Technical College. The hardware and software available at Big Sandy Community and Technical College is for you to use in a responsible manner. Any abuse, vandalism, or alteration in any manner will not be tolerated. Do not make any alterations whatsoever without explicit permission from a faculty member. Failure to adhere to these guidelines will result in academic or legal penalties to the fullest extent available under the law and/or existing guidelines. These penalties may include but are not limited to a failing grade in the course, expulsion from the College and Nursing program, and legal fines. If in doubt, do not do it until you ask a faculty member. Page 36 of 41

37 Communication within this program will include electronic methods. The methods that are available for use are KCTCS accounts, e-book, and the blackboard course page. Students are not allowed to post any clinical experiences or client information on social networking sites. Any student who violates this policy will receive an unsatisfactory for the clinical experiences and be dismissed from the program. Field Trip Policy: When attending a scheduled field trip in nursing or other classes, it is the responsibility of the student to notify the instructor of the class or classes that will be missed. The decision to be absent from class is left to the discretion of the student. The instructor of the class or classes missed has the option of advising the student not to be absent from a given class or to assign make-up work. Grievances/Complaints/Questions: If a student has a grievance, complaint or question of any nature regarding any facet of the Nursing program, he/she should follow the proper chain of command, which is: Nursing Faculty Member Coordinator of the Nursing program Associate Dean Provost President, Big Sandy Community and Technical College If a student bypasses an individual in the chain of command, he/she will be instructed to follow the proper order. Grievances/complaints should be aired at the time of the occurrence. For more information, refer to Kentucky Community and Technical College System Code of Student Conduct at Page 37 of 41

38 DISABILITY STATEMENT STUDENTS WITH DISABILITIES (ADA) For ADA information or concerns, students should contact a Disability Support Services representative for assistance. Refer to the course syllabi for additional information. LEARNING CENTERS The Big Sandy Community & Technical College Learning Centers provide students with academic support services. Students should contact the campus nearest them for assistance. EQUAL OPPORTUNITY STATEMENT Big Sandy Community and Technical College System is an equal opportunity institution. ACCREDITATION STATEMENT Big Sandy Community and Technical College is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (186 Southern Lane, Decatur, Georgia : Telephone Number (404) ). Page 38 of 41

39 NURSING FACULTY, LABORATORY INSTRUCTIONAL SPECIALISTS, AND DIVISION ASSISTANTS OFFICE, TELEPHONE, & ADDRESSES Faculty Name Collista Allen Charlene Carroll Sandra Coffey Nancy Conn Brit Day Kimberly DeRossett Roberta Durham Myra Elliott Nicole Farrar Clara Garrett Kay Harless Pam Jarrell Dianna Lawson Marsha McKenzie Charlotte Ramey Joyce Thompson Tonya Workman Office Location C120o (Prestonsburg) C120F (Prestonsburg) C204 (Mayo) D201B (Mayo) Pike 107C (Prestonsburg) D205 (Mayo) C218 (Prestonsburg) C120K (Prestonsburg) C120P (Prestonsburg) C120B (Prestonsburg) Pike 107D (Prestonsburg) C120 (Prestonsburg) Pike 107B (Prestonsburg) D201B (Mayo) C 120R (Prestonsburg) N321 (Pikeville) D201C (Mayo) Telephone Address [email protected] Ext [email protected] [email protected] [email protected] Ext [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] Ext [email protected] [email protected] [email protected] [email protected] Ext [email protected] [email protected] Mayo Campus: (606) Prestonsburg Campus: (606) Toll Free: Pikeville Campus: (606) Page 39 of 41

40 Page 40 of 41

41 Page 41 of 41