Linfield-Good Samaritan School of Nursing. Student Manual

Transcription

1 Linfield-Good Samaritan School of Nursing Student Manual

2 Table of Contents Chapter I: Curriculum Overview of the Linfield-Good Samaritan School of Nursing Program... 2 Linfield-Good Samaritan School of Nursing Vision/Mission/Philosophy Statement... 3 Linfield-Good Samaritan School of Nursing Curricular Themes, Modes of Inquiry, and Curriculum Conceptual Organization... 4 Linfield-Good Samaritan School of Nursing Theoretical Model for Community-Based Nursing Education... 5 Linfield-Good Samaritan School of Nursing Program Outcomes... 7 Linfield-Good Samaritan School of Nursing Level Outcomes and Course Outcomes for Pre-Licensure BSN Program and RN to BSN Program... 8 Description of Required Nursing Courses in the Pre-licensure BSN Program and RN to BSN Program and Summary of Theory and Clinical Hours Praxis in the Curriculum Preceptorship Model of Clinical Teaching (NURS 475 Integrated Experiential Learning IV) Linfield-Good Samaritan School of Nursing Clinical Reasoning Model Chapter II: Curriculum Plans Curriculum Plan for Pre-licensure BSN Program for Nursing Students Entering Fall or Spring Semester Curriculum Plan for Accelerated Pre-licensure BSN Students Entering the Program in Summer: Curriculum Plan for RN to BSN Program: Chapter III: Organizational Structure and Student Membership on Committees Organizational Structure Student Representation on Linfield-Good Samaritan School of Nursing Committees/Councils Admissions, Progressions, Honors, and Graduation Committee Curriculum Committee Faculty Development Committee Quality Improvement Committee Search Committees Clinical Advisory Council Diversity and Inclusion Advisory Council Student Government (Associated Students of Linfield College-Portland Campus) Portland Campus Organizations/Clubs Peer Resource Network Nursing Student Application for CNA Certification Healthcare Events Cultural Events Professional Conferences Chapter IV: Student Recognition and Awards Competitive Scholarships School of Nursing Senior Awards i

3 Table of Contents Senior Honors in Nursing Award RN to BSN Senior Honors in Nursing Award Award for Professional Excellence Wilma Pope Alumni Award Recognition for Honors and Awards Chapter V: Linfield-Good Samaritan School of Nursing Policies and Procedures Admission to the Nursing Major in the BSN Pre-Licensure Nursing Program Linfield College Intercampus Migrating Students Application and Admission Procedure for Students Desiring to Transfer from Other Nursing Programs Admission for Registered Nurse (RN to BSN) Students Progression in the Nursing Major Withdrawal from the Nursing Major Readmission to the Nursing Major Leave of Absence Student Health Passport Clinical Site Specific Requirements Criminal Background Check Documented Disability Statement Testing Accommodations for Students in Special Circumstances Independent Study/Tutorials Policy on Alcohol and Other Drug Use Guide to the Use of Social Media Linfield-Good Samaritan School of Nursing Online Course Expectations Student Evaluation Policy Student Evaluation of Nursing Courses in the Curriculum Student Evaluation of Classroom and Clinical Instruction Student Evaluation of Clinical Agencies Student Evaluation of Clinical Teaching Associates (Preceptors) Student Evaluation of Experiential Learning Center (Nursing Lab) Experiences and High Fidelity Simulation Grading Policy for All Required Nursing Courses in the Curriculum Clinical Nursing Skills Performance Evaluation Policy Statement Accident Reporting Procedure on Campus While Engaging in College Activity or Clinical Preparation for the NCLEX-RN Licensure Examination Process for Student Inclusion in NCLEX-RN Preparation Plan NCLEX-RN Examination Application Process Pain Management Requirement for Registered Nurses in Oregon Insurance Assigned Papers Clinical Requirements Electronic Health Record Absence/Tardiness/Clinical Make-Up Policies of the Clinical Agency Transportation ii

4 Table of Contents Student Clinical Errors Linfield-Good Samaritan School of Nursing Experiential Learning Center Standards for the Learning Community Personal Appearance Policy (Dress Code) Required Supplies Student Request to be Absent from Course Due to Attendance at Professional-Related Event Chapter VI: Linfield College Policies and Procedures Linfield Curriculum (LC) Assessment Academic Integrity Procedure for Violation of Academic Integrity Academic Integrity Violation Appeal Academic Grievance Procedure Statement on Student Behavior Discriminatory Harassment Academic Alerts and Support Resources Academic Advising Academic Advisor/Advisee Relationship and Responsibilities Inclement Weather Policy: Closure or Late Opening Disaster Plan Incomplete Grade in Nursing Courses Infection Prevention Policy Automatic External Defibrillator (AED) Healthcare Needs Absence from Class Illegal Uploading and Downloading of Copyrighted Works Linfield College Portland Campus Guidelines for Posting Food and Beverages in Labs Animal Policy Classroom Configuration Student Parking Registration Chapter VII: New Student Orientation New BSN Student Orientation Goals and Learning Outcomes Chapter VIII: Appendices Linfield-Good Samaritan School of Nursing Pain Management Content in the Nursing Curriculum... A-1 Occupational Safety and Health Division (OR-OSHA) Blood Borne Pathogens Exposure Control Plan... B-1 Process for Student Communication if Unsuccessful in Passing a Nursing Course... C-1 Process for Student Communication of Academic Integrity Grievance... C-2 Process for Pre-Licensure BSN Student Communication of Academic Grievance... C-3 Process for RN to BSN Student Communication of Academic Grievance... C-4 iii

5 Preface Linfield College is an equal opportunity employer in faculty and staff recruitment and hiring. The School of Nursing does not discriminate on the basis of age, gender, sexual orientation, race, color, religion, marital status, national origin or disability in its educational programs, admissions, activities, or employment policies. Reasonable accommodation will be made for students with disabilities. Linfield College is regionally accredited by the Northwest Commission on Colleges and Universities. The Linfield-Good Samaritan School of Nursing program is fully accredited by the Commission on Collegiate Nursing Education and the Oregon State Board of Nursing until June 30, The Commission on Collegiate Nursing Education (CCNE), which is the accrediting branch of the American Association of Colleges of Nursing (AACN), granted the baccalaureate degree program of Linfield-Good Samaritan School of Nursing accreditation for ten years, the maximum term possible. At its April 22, 2014 meeting, the CCNE Board of Commissioners determined that the nursing program met all accreditation standards and made no recommendations regarding any program elements. (See, The American Association of Colleges of Nursing website: On February 20, 2104 the Oregon State Board of Nursing (OSBN) granted Linfield-Good Samaritan School of Nursing full approval for the maximum term possible and awarded the School several commendations. (See, Oregon State Board of Nursing website: iv

6 Chapter I: Curriculum Student Manual

7 Overview of the Linfield-Good Samaritan School of Nursing Program The Vision, Mission and Philosophy of the School of Nursing are derived from the College Mission Statement and provide a foundation upon which the curriculum is structured. The curriculum is designed to be applicable to both pre-licensure students with no previous preparation in nursing and the returning registered nurse seeking a baccalaureate degree. The School of Nursing provides a quality education derived from a liberal arts foundation and nursing theory and research, supplemented by content from other disciplines. The School prepares graduates to act as providers of direct and indirect care, designers/coordinators/ managers of care and members of the nursing profession to meet the health needs of multidimensional individuals and families, groups, communities, and populations in a diverse and multicultural society. Analytical, critical, and creative thinking, as well as intuitive processes are developed as a basis for independent and collaborative decision making in the application of clinical judgment, which includes the nursing process. The curriculum is designed to expose the student to a variety of factors that contribute to the development of a professional worldview. Among these factors are an awareness of the historical and legal context of nursing, diverse professional and cultural values, social issues, and ethical concepts. Experiences are selected to motivate students toward understanding the needs of others, assuming the roles of client educator and advocate, making creative and constructive contributions to society, and lifelong learning. Scholarly activity is promoted to prepare students for graduate study in nursing. Graduates are expected to be accountable for their own practice of nursing and delegated nursing care, as well as provide leadership in implementing changes necessary to meet the health needs of a complex and evolving society. The organization and internal consistency of the curriculum are demonstrated in the Linfield College Mission Statement, Vision/Mission/Philosophy Statement of the School of Nursing, Curricular Themes, Modes of Inquiry and Curriculum Conceptual Organization, and Program Outcomes. The Linfield-Good Samaritan School of Nursing Theoretical Model for Community-Based Nursing Education provides a visual organizational structure for the curriculum. The nursing program uses the following professional nursing standards and guidelines: AACN The Essentials of Baccalaureate Education for Professional Nursing Practice, which can be found at the following website: ANA Code of Ethics for Nurses with Interpretive Statements that describes the ethical obligations and duties of professional nurses and nursing students. It can be found at the following website: ANA Standards of Practice OSBN Nurse Practice Act Student Manual

8 Linfield-Good Samaritan School of Nursing Vision/Mission/Philosophy Statement Approved: 04/06/09 Vision: Linfield-Good Samaritan School of Nursing educates professional nurses for health stewardship of the complex global society. Mission: The mission of Linfield-Good Samaritan School of Nursing is to create an inclusive community of learning grounded in the liberal arts values of social justice and life-long learning. The program prepares caring nurses who are committed to the profession and responsive to the needs of the global community in an ever-changing healthcare environment. Evidence based practice and research guide student learning within a culture that promotes professional excellence and scholarship. Philosophy: We believe that healthcare is a fundamental right that takes place within and among diverse and intersecting communities. Our diverse and inclusive learning environment fosters a commitment to social justice. Respect for multiple perspectives guides students and faculty to provide effective intercultural care, contribute to local and global efforts to eliminate health disparities, and advocate for vulnerable populations. Understanding that health and illness result from complex interrelated factors, nurses assume a leadership role in creating healthy communities by promoting health and healing, preventing disease, and influencing healthcare policy. Nurses develop collaborative partnerships with clients, healthcare providers, and other stakeholders to achieve healthcare goals in a variety of settings. Consistent with the foundational education principles of Linfield College, the School of Nursing promotes integrated learning, global and multicultural awareness, and experiential learning that foster reflective practice essential for professional nurses in the 21 st century. We believe that learner centered education is best achieved within a supportive community that values individual learning styles and builds on previous knowledge and practical experience. Our curriculum is designed to facilitate the development of theory acquisition, clinical skill development, and socialization into the profession of nursing. The Linfield-Good Samaritan School of Nursing Theoretical Model for Community-Based Nursing Education provides a visual organizational structure for the curriculum. Student Manual

9 Linfield-Good Samaritan School of Nursing Curricular Themes, Modes of Inquiry, and Curriculum Conceptual Organization Curricular Themes: Communication Community Diversity Ethics Health Stewardship Modes of Inquiry: Evidence Based Practice/Scholarship Reflective Practice Praxis Curriculum Conceptual Organization Each semester is organized around a central theme: 100 and 200 levels: Liberal Arts Support Courses 300 level Semester 1: Foundations for Community-Based Nursing Practice Semester 2: Chronic Health 400 level Semester 3: Acute Health Semester 4: Stewardship for Health Curricular themes and modes of inquiry weave through all the courses becoming more complex and building on previous knowledge and skills. A cohesive clinical experience each semester builds on skills and knowledge and integrates the theory included in concurrently taught courses. Progressive learning from semester 1 to semester 4: Basic clinical skills to complex/invasive to synthesis More supervision to more independence Increasing complexity among and within curricular themes Increasing facility with the modes of inquiry Increasing engagement and competence with implementing the clinical reasoning model Increasing progression towards program outcomes Student Manual

10 Linfield-Good Samaritan School of Nursing Theoretical Model for Community-Based Nursing Education The Linfield-Good Samaritan School of Nursing Theoretical Model for Community-Based Nursing Education provides a visual organizational structure for the curriculum. The model reflects the dynamic relationship between global and local communities and the community of learning. Central to this community of learning is a focus on learner centered education, which engages students in the practice of health promotion, illness prevention and treatment and reflects the value of social justice. The curriculum is grounded in a liberal arts education that includes integrative learning, inclusive excellence, and experiential learning. The curricular themes of communication, community, diversity, ethics, health, and stewardship provide a foundation for the program s design and are developed throughout the program. Professional education includes nursing knowledge (what the student needs to know), clinical skills (what the student needs to do) and socialization into nursing practice (the student s being as a professional nurse). The ways in which the student engages in a process of inquiry include evidence based practice, praxis, and reflective practice. Student Manual

11 Linfield-Good Samaritan School of Nursing Theoretical Model for Community-Based Nursing Education Approved: 05/18/09 Student Manual

12 Linfield-Good Samaritan School of Nursing Program Outcomes Approved: 04/06/09 Last Revised: 04/15/13 The graduate of Linfield-Good Samaritan School of Nursing: 1. Builds a professional practice informed by the mission of Linfield College and the vision, mission, and philosophy of the School of Nursing as well as the standards and values of the nursing profession. 2. Applies sound clinical reasoning, reflective practice, and evidence-based practice in the provision of holistic nursing care. 3. Communicates effectively and collaboratively in a professional practice. 4. Uses a range of information and clinical technologies to achieve health care outcomes for clients. 5. Provides effective nursing care that incorporates diverse values, cultures, perspectives and health practices. 6. Engages in ethical reasoning and actions that demonstrate caring and commitment to social justice in the delivery of healthcare to clients in the community. 7. Applies principles of stewardship and leadership skills to support quality and safety within complex organizational systems. 8. Integrates knowledge of healthcare policy, populations, finance and regulatory environments that influence system level change within professional nursing practice. 9. Incorporates a liberal arts based understanding of local and global healthcare issues to health promotion, risk reduction, disease and illness prevention, and disease and health care management. Student Manual

13 Linfield-Good Samaritan School of Nursing Level Outcomes and Course Outcomes for Pre-Licensure BSN Program and RN to BSN Program 100 and 200 Levels: Liberal Arts Support Courses 300 Level Outcomes 1. Explains the role of the nurse in responding to ethical issues including social justice encountered in clinical practice. 2. Provides safe, holistic client-centered care using evidence-based practice, clinical reasoning, and technology. 3. Engages in professional communication and collaborative relationships within the community of learning. 4. Applies principles of stewardship and clinical judgment to advocate for the health of clients within an organizational culture/system. 5. Applies knowledge of cultural values and intercultural differences to influence client health outcomes. 6. Implements nursing strategies that reflect an understanding of health and illness through integration of concepts from humanities, sciences and social sciences. 7. Incorporates concepts of health promotion and illness prevention and treatment in the care of clients. 8. Examines the impact of social and economic factors on the health care consumers, including clients from vulnerable populations. Semester 1: Foundations for Community-Based Nursing Education NURS 305: Foundations of Community-Based Nursing Practice (Course Outcomes) 1. Analyzes the historical development of the nursing profession 2. Explains the roles of the professional nurse. 3. Applies the concepts of community-based nursing related to health promotion principles. 4. Integrates cultural and diversity principles into community-based nursing practice. 5. Distinguishes the quality and safety practices required in the nursing profession. NURS 309: Transition to Professional Practice (Registered Nurse Students Only) (Course Outcomes) 1. Applies professional nursing roles of caring, advocacy, leadership, collaboration, client teaching, holistic assessment, and ethical decision-making. 2. Engages in critical thinking processes that consider the complex social, economic, cultural, and political factors influencing health outcomes. 3. Integrates evidence-based practice for delivery of optimal nursing care of clients, including those that are vulnerable or underserved. Student Manual

14 4. Integrates knowledge from the liberal arts and sciences to inform nursing practice across the lifespan. NURS 315: Professional Communication in Diverse Communities (Course Outcomes) 1. Applies effective therapeutic communication techniques and interviewing skills to produce positive nurse-client relationships with diverse clients across the lifespan. 2. Uses inter- and intra-professional communication and collaboration to produce positive working relationships. 3. Reflects upon one s beliefs and values as related to professional practice. 4. Demonstrates an awareness of culture in effective nurse-client relationships. NURS 320: Scholarship of Nursing (Course Outcomes) 1. Accesses appropriate information for evidence based practice. 2. Communicates effectively through scholarly writing. 3. Critically analyzes healthcare related literature. 4. Describes the body of science that informs nursing knowledge and practice. Linfield Curriculum Quantitative Reasoning Mode of Inquiry (Learning Outcome) 1. Pose questions involving quantitative relationships in real-world context by means of numerical, symbolic, and/or visual representations. 2. Analyze problems by discussing models, make appropriate assumptions, and deducing consequences or making predictions. 3. Understand the uses and constraints of various representations of quantitative information. 4. Communicate and critique quantitative arguments. NURS 335: Integrated Experiential Learning I (Course Outcomes) 1. Integrates theoretical concepts of professional communication into clinical experiences. 2. Applies principles of quality and safety required in nursing practice to the delivery of client care. 3. Integrates theoretical concepts of community-based nursing and health promotion into practice. 4. Demonstrates clinical judgment in the performance and analysis of individual and community assessments. 5. Uses evidence-based strategies to develop plans of care. 6. Provides culturally sensitive nursing care to individuals. 7. Applies professional standards of moral, ethical and legal conduct in reflective practice. Student Manual

15 Semester 2: Chronic Health NURS 355: Nursing Care of Children, Adults, and Older Adults with Chronic Conditions (Course Outcomes) 1. Describes the role of the nurse in care management of persons with chronic conditions. 2. Explains the factors that affect the quality of life for persons with chronic conditions. 3. Explores socioeconomic and ethical issues related to care management for persons with chronic conditions. 4. Analyzes how chronic conditions affect health function of the individual and role relationships within families. 5. Examines how developmental stages and culture influence a person s adaptation to a chronic condition. NURS 365: Clinical Pathophysiology and Pharmacology for Nursing Practice I (Course Outcomes) 1. Uses concept of pathophysiology and pharmacology to develop effective nursing strategies for clients with prevalent chronic and mental health conditions. 2. Incorporates concepts of pathophysiology and pharmacology to teach clients with chronic and mental health conditions about conventional and integrative treatment plans. 3. Uses concepts of pathophysiology and pharmacology for safe and effective medication management of clients with chronic and mental health conditions. 4. Describes how developmental stages and culture influence the pathophysiology and pharmacological management of clients with prevalent chronic and mental health conditions. NURS 395: Mental Health and Illness Across the Lifespan (Course Outcomes) 1. Explores socioeconomic and ethical issues related to nursing care management of vulnerable persons with mental illness. 2. Examines the impact of mental illness related to family role relationships. 3. Applies evidence-based strategies to promote mental health, screen and reduce risks related to mental health conditions. 4. Reflects on individual, community and societal attitudes and beliefs towards persons with mental illness. NURS 375: Integrated Experiential Learning II (Course Outcomes) 1. Uses clinical judgment to provide safe and effective nursing care to individuals with mental and chronic health conditions across the lifespan. 2. Uses ethical decision making to advocate for vulnerable individuals and populations. Student Manual

16 3. Analyzes the lived experience of individuals with mental and chronic health conditions and their families. 4. Participates on interdisciplinary and collaborative teams managing the care of persons with mental and chronic health conditions, their families, and caregivers. 5. Applies evidence-based strategies to assist clients in meeting collaborative health outcomes. 400 Level Outcomes 1. Engages in ethical reasoning and actions that demonstrate caring and commitment to social justice in the delivery of healthcare to clients. 2. Uses a range of information and clinical technologies to achieve health care outcomes for clients. 3. Communicates effectively and collaboratively to provide client-centered nursing care in various healthcare communities. 4. Applies principles of stewardship and leadership skills to support quality and safety within complex organizational systems. 5. Provides effective nursing care that incorporates diverse values, cultures, perspectives and health practices. 6. Incorporates a liberal arts based understanding of local and global healthcare issues to promote health, prevent disease and facilitate healing of clients across the lifespan. 7. Applies sound clinical reasoning, reflective practice, and evidence-based practice in the provision of holistic nursing care. 8. Integrates knowledge of healthcare policy, populations, finance and regulatory environments that influence system level change within professional nursing practice. Semester 3: Acute Health NURS 425: Transitions and Decisions: Pregnancy, Birth and End of Life Care (Course Outcomes) 1. Analyzes the nursing care management of the pregnant woman, the woman giving birth, and persons at end of life. 2. Integrates concepts and methods of ethical decision making into nursing care of diverse clients during pregnancy, birth and end of life. 3. Examines the role of the nurse within interdisciplinary and collaborative teams in caring for persons and their families during pregnancy, birth and end of life. NURS 445: Clinical Pathophysiology and Pharmacology for Nursing Practice II (Course Outcomes) 1. Uses concept of pathophysiology and pharmacology to develop effective nursing strategies for clients with prevalent acute health conditions and episodic events. 2. Incorporates concepts of pathophysiology and pharmacology to teach clients with acute health conditions and episodic events about conventional and integrative treatment plans. Student Manual

17 3. Uses concepts of pathophysiology and pharmacology for safe and effective medication management of prevalent acute health conditions and episodic events. 4. Explains how developmental stages and culture influence the pathophysiology and pharmacological management of clients with prevalent acute health conditions and episodic events. NURS 455: Nursing Care of Children, Adults and Older Adults with Acute Conditions (Course Outcomes) 1. Analyzes the role of the nurse in providing safe and effective care of acutely ill children, adults and older adults. 2. Prioritizes nursing care of acutely ill children, adults and older adults. 3. Adapts the plan of nursing care for acutely ill children, adults and older adults based on culture and developmental stages. 4. Explains how organizational policies impact direct patient care in the acute care setting. NURS 435: Integrated Experiential Learning III (Course Outcomes) 1. Applies professional ethical and legal standards when providing nursing care. 2. Demonstrates specialized physical and functional assessment skills in acutely ill children, adults and older adults. 3. Uses clinical judgment in providing safe and effective evidence-based nursing care. 4. Demonstrates skill in utilizing clinical technologies in performing patient care procedures. 5. Participates on interdisciplinary and collaborative teams managing the care of persons with prevalent acute conditions and episodic events. 6. Demonstrates effective professional communication with patients, families and team members. 7. Applies concepts of care delivery to varied cultures and diverse populations. Semester 4: Stewardship for Health NURS 460: Population-Based Nursing in a Multicultural and Global Society (Course Outcomes) 1. Explores public health principles and their application to multicultural, domestic and global populations. 2. Explains the contextual complexity of multicultural, domestic and global community partnerships. 3. Identifies as a global citizen in the practice of professional nursing. Student Manual

18 NURS 470: Leading and Managing in Nursing (Course Outcomes) 1. Prepares for the role of the professional nurse as a leader and change agent in healthcare. 2. Analyzes the impact of policy, finance and regulatory environments on healthcare. 3. Examines ethical behavior in healthcare organizations. 4. Integrates scholarship into professional writing and presentations. NURS 475: Integrated Experiential Learning IV (Course Outcomes) 1. Uses ethical reasoning to provide healthcare for diverse clients and populations. 2. Integrates appropriate information and technologies to achieve effective healthcare outcomes. 3. Communicates effectively and collaboratively to provide client-centered nursing care in health care communities. 4. Applies principles of stewardship, management and leadership to support healthcare quality and safety within complex organizational systems. 5. Provides nursing care that incorporates diverse values and perspectives. 6. Integrates knowledge from the liberal arts and sciences to inform nursing practice across the lifespan. 7. Employs evidence-based strategies and reflective practice to provide holistic nursing care. 8. Integrates knowledge of policies, finance, and regulatory environments to influence health care. Student Manual

19 Description of Required Nursing Courses in the Pre-licensure BSN Program and RN to BSN Program and Summary of Theory and Clinical Hours NURS 305: Foundations of Community-Based Nursing Practice Foundational concepts of community-based nursing in preparation for reflective professional practice. (4 credits theory) Prerequisite: Admission to the School of Nursing Corequisites: NURS 315, 320, and 335 NURS 309: Transition to Professional Practice (Registered Nurse Students Only) A transition to baccalaureate nursing practice for the Registered Nurse student. Builds on previous knowledge and skills applicable to the practice of professional nursing. (6 credits theory) Prerequisite: Admission to the School of Nursing NURS 315: Professional Communication in Diverse Communities Preparation for professional practice, including communicating with clients and collaborating with other professionals in interdisciplinary settings. (2 credits theory) Prerequisite: Admission to the School of Nursing Corequisites: NURS 305, 320 and 335 (RN to BSN Program Prerequisite or Corequisite: NUR 309) NURS 320: Scholarship of Nursing Practice Concepts necessary to engage in evidence-based nursing practice including the research process and scholarly communication. (3 credits theory) Prerequisite: Admission to the School of Nursing Corequisites: NURS 305, 315 and 335 (RN to BSN Program Prerequisites: NURS 309 and 315) This course satisfies the Quantitative Reasoning (QR) mode of inquiry in the Linfield Curriculum. NURS 335: Integrated Experiential Learning I Skills development for safe clinical nursing practice by using experiential learning in clinical and simulated laboratory settings that promotes integration of semester one concepts. (1 credit theory, 5 credits clinical) Prerequisite: Admission to the School of Nursing Corequisites: NURS 305, 315, and 320 Student Manual

20 NURS 355: Nursing Care of Children, Adults, and Older Adults with Chronic Conditions Essential knowledge of concepts, theories, and clinical practice necessary to make sound clinical judgments when providing nursing care to persons with chronic conditions, their families, and caregivers. (3 credits theory) Prerequisites: NURS 305, 315, 320, and 335 Corequisites: NURS 365, 375, and 395 NURS 365: Clinical Pathophysiology and Pharmacology for Nursing Practice I Application of concepts of pathophysiology and pharmacology within the context of nursing care of clients with prevalent chronic and mental health conditions. (2 credits theory) Prerequisites: NURS 305, 315, 320 and 335. Corequisites: NURS 355, 375 and 395 NURS 375: Integrated Experiential Learning II Preparation to use sound clinical judgment in providing nursing care with clients experiencing chronic health conditions and mental health conditions in a variety of settings. Promotes integration of semester 2 concepts. (6 credits clinical) Prerequisites: NURS 305, 315, 320 and 335 Corequisites: NURS 355, 365 and 395 NURS 395: Mental Health and Illness Across the Lifespan Examine promotion of mental health, disease prevention, treatment and nursing care management of mental illness in diverse populations across the lifespan. (2 credits theory) Prerequisites: NURS 305, 315, 320 and 335 Corequisites: NURS 355, 365 and 375 NURS 425: Transitions and Decisions: Pregnancy, Birth and End of Life Care Essential concepts, knowledge and skills to care for clients and their families during major life transitions of pregnancy, birth and end of life. (2 credits theory) Prerequisites: NURS 355, 365, 375 and 395 Corequisites: NURS 435, 445 and 455 NURS 435: Integrated Experiential Learning III Planning and delivery of nursing care that is evidence-based, prioritizes needs and goals, demonstrates skill proficiency, and considers ethical and cultural implications. Promotes integration of semester 3 concepts. (6 credits clinical) Prerequisites: NURS 355, 365, 375 and 395 Corequisites: NURS 425, 445 and 455 Student Manual

21 NURS 445: Clinical Pathophysiology and Pharmacology for Nursing Practice II Application of concepts of pathophysiology and pharmacology as a foundation for nursing care of clients with prevalent acute health conditions and episodic events. (2 credits theory) Prerequisites: NURS 355, 365, 375 and 395 Corequisites: NURS 425, 435 and 455 NURS 455: Nursing Care of Children, Adults and Older Adults with Acute Conditions Essential concepts, theories and clinical practice necessary to make sound clinical judgments when providing care to persons with acute conditions and their families. (3 credits theory) Prerequisites: NURS 355, 365, 375 and 395 Corequisites: NURS 425, 435 and 445 NURS 460: Population-Based Nursing in a Multicultural and Global Society Healthcare issues and interventions from multicultural, domestic and global perspectives. (2 credits theory) Prerequisites: NURS 425, 435, 445 and 455 Corequisites: NURS 470 and 475 (RN to BSN Program Prerequisites: NURS 309 and 315; Prerequisite or Corequisite: NURS 320) NURS 470: Leading and Managing in Nursing Principles of organizational healthcare management, healthcare policy, and the role of the nurse leader in healthcare organizations. (3 credits theory) Prerequisites: NURS 425, 435, 445 and 455 Corequisites: NURS 460 and 475 (RN to BSN Program Prerequisites: NURS 309 and 315; Prerequisite or Corequisite: NURS 320) This course satisfies the Writing Intensive Course in the Major (MWI) requirement in the Linfield Curriculum. NURS 475: Integrated Experiential Learning IV Immersion experience in nursing. Experiential learning that incorporates simulation and practice in leadership, management and population-based nursing care in a multicultural and global society. (8 credits clinical) Prerequisites: NURS 425, 435, 445, and 455 Corequisites: NURS 460 and 470 RN to BSN Program Prerequisites: NURS 320, 460, and 470 Please Note: The RN to BSN Curriculum is phasing in new course numbers. They will be posted to the website when finalized. Student Manual

22 Summary of Theory and Clinical Hours in Pre-licensure BSN Program Total credit hours theory and clinical: Total credit hours theory: Total credit hours clinical: Total clinical hours: (25 credits x 3 hours x 14 weeks) Summary of Theory and Clinical Hours in RN to BSN Program Total credit hours theory and clinical: Total credit hours theory: Total credit hours clinical: Total clinical hours: (8 credits x 3 hours x 14 weeks) Escrow credit or prior learning credit is given for NURS 335, 355, 365, 375, 395, 425, 435, 445 and 455; equaling 15 credit hours theory and 17 credit hours clinical for a total of 32 credit hours. Total credit hours theory and clinical (including escrow credit): 56 Student Manual

23 Praxis in the Curriculum Praxis as a concept has been adopted by the Linfield-Good Samaritan School of Nursing because it is consistent with the teaching-learning philosophy of the curriculum. Praxis refers to a relationship between theory and practice in which students create/construct knowledge and meaning from their experiences. Within a praxis framework, students assess a situation, understand it through reflection and discussion, and make sound judgments that lead to justifiable actions. Students are able to: perceive situations within their larger context make generalizations from their experiences take action as a responsible professional to modify/develop all levels of practice In weekly praxis seminars, faculty and students involved in clinical courses engage in dialogue focused on integrating clinical experiences with theoretical content. Preceptorship Model of Clinical Teaching (NURS 475 Integrated Experiential Learning IV) The preceptorship model of clinical teaching is used in NURS 475 Integrated Experiential Learning IV. The roles of the Clinical Teaching Associate (Preceptor), student, and faculty are as follows: Clinical Teaching Associate (Preceptor) Role 1. Provides faculty and the student with a copy of the Clinical Teaching Associate s (Preceptor s) work schedule to assist in scheduling the student s clinical days. 2. Coordinates the student s orientation to the facility, including staff roles and client expectations. 3. Ensures the student is identified as a student while in the clinical area and is not regarded as staff for the clinical site. 4. Fosters the student s integration into the workplace culture and the health care team by involving the student in meetings related to client care and other appropriate professional matters. 5. Arranges for a substitute Clinical Teaching Associate (Preceptor) when absent. 6. Facilitates learner centered education through collaborative identification of the student s learning needs, open communication, informing the student about learning resources, and mutual assessment of the student s learning outcomes. 7. Serves as a role model for the student, demonstrating professional values and behaviors such as caring, integrity, effective interpersonal communication, critical thinking, and conflict management. 8. Provides appropriate support and encouragement to assist the student to cope with stress and reduce anxiety associated with clinical practice. 9. Assists the student in learning the process of prioritization that ensures safe and effective nursing care. Student Manual

24 10. Discusses, facilitates and supervises student learning activities and outcomes. 11. Monitors the student s provision of nursing care to ensure client safety, and provides a safe learning environment for the student. 12. Recommends appropriate clients for the student to provide nursing care, and assists with accessing agency information. 13. Provides instruction to the student concerning the realities of the professional world of nursing practice. 14. Stimulates development of the student s clinical judgment and critical thinking ability through reflective practice and the application of evidence based practice. 15. Provides regular constructive feedback to the student regarding progress toward meeting clinical outcomes. 16. Collaborates with faculty to determine the student s readiness to perform skills independently. 17. Consults with faculty regularly regarding the student s progress toward meeting the clinical outcomes, including suggestions, problems, and concerns. 18. Completes a written clinical performance evaluation of the student assessing the attainment of clinical outcomes (as requested). Student Role 1. Negotiates with the Clinical Teaching Associate (Preceptor) and faculty to schedule clinical days. 2. Participates in orientation per agency policy/ Clinical Teaching Associate (Preceptor) instructions, and complies with agency policies, standards, procedures, rules and regulations. 3. Notifies Clinical Teaching Associate (Preceptor) and faculty of absences per course syllabus and negotiates makeup hours. 4. Provides written learning outcomes to the Clinical Teaching Associate (Preceptor) and faculty, and discusses strategies for meeting clinical outcomes. 5. Demonstrates motivation, initiative, and a willingness to learn in the clinical setting. 6. Assumes responsibility for learning by asking pertinent questions and being prepared for clinical experiences. 7. Demonstrates stewardship by acting with integrity in an accountable and responsible way to ensure professional nursing care is provided to clients. 8. Keeps faculty informed about clinical experiences, including any concerns regarding the student s role, client or student safety, or standards of conduct, performance and ethics. 9. Requests appropriate assistance when doing a new skill or if uncertain about how to perform a skill. 10. Only provides nursing care to the level taught and determined competent by the Clinical Teaching Associate (Preceptor) and faculty. 11. When administering medications, the student reviews information about the drugs and knows the contraindications, actions, interactions, side effects, and age specific considerations of the drugs. The student knows why the clients are receiving the medications, and performs any indicated assessment. 12. Assesses own progress toward meeting clinical outcomes, and communicates learning needs to faculty and the Clinical Teaching Associate (Preceptor). Student Manual

25 13. Is open to constructive criticism from faculty and the Clinical Teaching Associate (Preceptor), and uses feedback to improve nursing practice. 14. Meets clinical outcomes as stated in the course syllabus. 15. Completes a written clinical performance self-evaluation assessing the attainment of clinical outcomes. Faculty Role 1. Notifies the student of the Clinical Teaching Associate s (Preceptor s) name and phone number, and facilitates scheduling of the student s clinical days. 2. Orients the student to the course; including clinical outcomes and requirements of the course, as well as role expectations of the student, faculty, and the Clinical Teaching Associate (Preceptor). 3. Orients the Clinical Teaching Associate (Preceptor) to the nursing curriculum; the course, including clinical outcomes, requirements of the course, and evaluation methods; and role expectations of the Clinical Teaching Associate (Preceptor), faculty and the student. 4. Ensures the student has completed the School of Nursing Health Passport requirements and additional clinical site requirements. 5. Complies with agency policies, standards, procedures, rules and regulations. 6. If the student is employed by the clinical agency, faculty coaches the student about the differences between the student s role as employee and as student. Faculty ensures that the student wears the student name badge. The Clinical Teaching Associate (Preceptor) must not have any line of authority to the student related to the student s employment. 7. Communicates weekly with the student on an individual basis or in group praxis seminars to monitor progress toward meeting clinical outcomes. 8. Demonstrates commitment to the partnership between faculty and the Clinical Teaching Associate (Preceptor) in facilitating the student s application of theoretical knowledge to practice and socialization into nursing practice. 9. Ongoing communication with the Clinical Teaching Associate (Preceptor) in the clinical area or by telephone/ contact for information about student progress in meeting clinical outcomes, and to provide guidance to the Clinical Teaching Associate (Preceptor) with regard to teaching and evaluating the student. 10. Provides constructive feedback to Clinical Teaching Associate (Preceptor) to facilitate development of the Clinical Teaching Associate s (Preceptor s) teaching and evaluation skills with students. 11. Available by telephone/ to the student and the Clinical Teaching Associate (Preceptor) for problem solving or other relevant matters during all clinical hours. 12. Assists the student and the Clinical Teaching Associate (Preceptor) with the evaluation process; and is responsible for the final clinical evaluation of the student. References Altmann, T. (2006). Preceptor selection, orientation, and evaluation in baccalaureate nursing education. International Journal of Nursing Scholarship, 3 (1), Student Manual

26 Boyer, S. (2008). Competence and innovation in preceptor development: Updating our program. Journal for Nurses in Staff Development, 24 (2), E1-E6. Luhanga, F., Yonge, O., & Myrick, F. (2008). Failure to assign failing grades: Issues with grading the unsafe student. International Journal of Nursing Education Scholarship, 5 (1), article 8, Myrick, F., & Yonge, O. (2002). Preceptor behaviors integral to the promotion of student critical thinking. Journal for Nurses in Staff Development, 18 (3), Myrick, F., & Yonge, O. (2002). Preceptor questioning and student critical thinking. Journal of Professional Nursing, 18 (3), Seldomridge, L., & Walsh, C. (2006). Evaluating student performance in undergraduate preceptorships. Journal of Nursing Education, 45 (5), Yonge, O., Billay, D., Myrick, F., & Luhanga, F. (2007). Preceptorship and mentorship: Not merely a matter of semantics. International Journal of Nursing Education Scholarship, 4 (1), article 19, Yonge, O., Ferguson, L., Myrick, F., & Haase, M. (2003). Faculty preparation for the preceptorship experience: The forgotten link. Nurse Educator, 28 (5), Yonge, O., Hagler, P., Cox, C., & Drefs, S. (2008). Listening to preceptors. Journal of Nurses in Staff Development, 24 (1), Yonge, O., Myrick, F., & Haase, M. (2002). Student nurse stress in the preceptor experience. Nurse Educator, 27 (2), Student Manual

27 Linfield-Good Samaritan School of Nursing Clinical Reasoning Model Nursing faculty adopted a Clinical Reasoning Model to help students think systematically about their clients and their clients stories, as well as the issues clients share. Student Manual

28 Linfield-Good Samaritan School of Nursing Clinical Reasoning Model Definition and Terms Approved: 05/21/12 Client Story In this section, the student should jot down the relevant facts of the story. This is the opportunity to describe the uniqueness of the person; it will include some details of the medical condition and the nursing care needs that can be determined from an analysis of that condition. It should give the reader a vivid picture of the client and his/her current situation. This is the starting point for the clinical reasoning process. It gathers the subjective and objective data that will be used in all the other steps. Data are collected from a variety of sources besides from the client, such as client records, lab reports, x-rays or nursing notes. In calling it a story it humanizes the process beyond data collection and emphasizes that the client is a unique human being. Reasoning Filters (age, gender, family, culture, beliefs, medical diagnosis, environment, illness/health trajectory): The filters are specific known areas that impact how a student thinks about the client story. By filtering the story through these different aspects the student begins to group the data into categories or by criteria that helps to streamline the student s thinking about that client. For example, if the client story is a person with a broken femur, the student begins to think about that client situation differently if the client is a 2-year old, 8-year old, 25-year old or an 85-year old person with a broken femur. The student may think about child abuse in the case of a 2-year old with a fractured femur, a motor vehicle/bicycle accident as the cause for a broken femur in an 8- year old, or a fall in the 85-year old with a fractured femur. Another example would be that the client is someone who is a diabetic. What the student thinks about the needs of the client may be different if the client is a newly diagnosed diabetic or an DM Type 2 that is not being managed well on oral agents and now needs insulin or someone with an insulin pump. Here is where the student simplifies the complex client story into primary issues. The student needs to cluster the data in the client story into meaningful groups or patterns. The student does not list each individual piece of data. The idea of clustering data is to help the student see the big picture of the data and how the data relate to one another in a group and how that group of information relates to another group of data. Using nursing diagnostic statements for each cluster of data helps to focus on the nursing needs of the client and will later drive the outcome and actions the student takes to help clients. The student is encouraged to use a NANDA format when formulating the nursing diagnostic statements. The NANDA format includes: (1) problem statement; (2) what the problem is related to; and (3) the evidence that leads to determine the problem. Student Manual

29 Client State Clinical Reasoning Web: This is a visual way to represent the issues specific to the client. It is a pictorial representation of the functional relationships among the clusters of data. Start with the clusters and then show the relationship between the clusters with arrows. As the student draws the lines, the student reflects to himself/herself the primary issue with the highest priority for care. Determine the top three primary issues confronting the client and note them utilizing a nursing diagnosis format. It is often helpful to place the client in the center of the Clinical Reasoning Web. This picture will help guide the student to think about different aspects of the whole client in a health context. It may be easier to put the medical diagnosis in the middle with the client as that is usually the initial focus for coming into contact with client. Primary Issues: The number one primary issue is the issue that if and when solved will affect many of the other issues confronting the client. It should be stated in a nursing diagnostic statement in the NANDA format. Most nurses do not only focus on the number one primary issue but think about several issues simultaneously. Present State: These are succinct statements that outline the major evidence that contributes to the primary issue of the client. For each statement of evidence in the present state there needs to be a corresponding expected outcome statement. Expected Outcome Statement: For each primary present state, there should be an outcome statement. The outcome statement needs to be stated positively and in measurable terms. This is to be the end result of the student s nursing care. Where do the student and the client want the client to be if the student s interventions are successful? Examples include: 1. Body temperature will decline at least one degree within the next eight hours (note specific date and time). 2. Client will verbalize increased satisfaction with rest and sleep pattern within one week (note specific date). 3. Client will report increase in energy level within next three days (note specific date). 4. Intake will equal output within the next twenty-four hours (note specific date and time). 5. No evidence of postural hypotension during ambulation. 6. Client will report pain at two out of a scale of ten which is the client s acceptable level. 7. Client will report waking up less frequently during the night in the next week. 8. Client will report an increased appetite and eat at least three-fourths of his/her meals within one week (note specific date). Student Manual

30 Actions 9. Client will drink at least 1500 ml of fluid over the next eight hours (note specific date). Testing: A test is the process of juxtaposing the present state and the expected outcome state. During testing the nurse determines how well this gap between present state and outcome state has been filled. This is the application of comparative analysis. The evidence you gather is the test. A test must be something that provides a measure. At times a test may also be the intervention. For example: Daily weights and calorie count fit the definition of a test and also intervention. An intervention is a planned activity done by a nurse to achieve an expected and predictable outcome. So a calorie count is something we might choose to do as an intervention for our client. The resulting value of the calorie count is the test because it provides the evidence that filled the gap between present state and outcome state. An intervention is a planned activity conducted by the student to achieve an expected and predictable outcome. This is the selection of interventions and actions that move the client from the present state to the outcome state. This must be client specific and should not be stated in general terms. For example, provide distraction is an intervention, but the specific intervention is to have a family member assist the client off the unit for a wheelchair ride to the hospital coffee shop. Judgment Nursing Actions: Are autonomous interventions that the student implements in his/her practice that are knowledge based, evidence based, and theory focused. Collaborative Actions: Are interventions that the student initiates in conjunction with an advanced health care provider (physician, nurse practitioner or physician s assistant) in response to specific client needs. Risk For: Are specific conditions that clients are at high risk for occurrence based on the client story and other data. Therefore, the student implements plans of action to monitor for the risk concern or to decrease the likelihood the condition will occur for this client. The student evaluates the client s progress towards the expected outcome(s) in this step of the clinical reasoning mode. The student asks himself/herself a series of questions: Is the outcome met, partially met or not met? Is the change in the client an improvement or is the client better? Is the client worse? Is the client the same as before the interventions? Is the client improving quickly enough for this situation? Are these the correct interventions for this problem? Are other interventions needed to help the client improve faster? Student Manual

31 Who do I need to notify of the change in the client status? Do I need to seek additional help? If so, who and when? If the outcome has been met or the client is improving, when do I need to enter this thought process about this client again? Reflection Reflection occurs on several different levels of thinking. The student should be a reflective practitioner. Therefore, the student hones the ability to reflect or compare what is currently happening with the client and what should be happening based on similar clients the student has cared for. This type of reflective thinking allows the student to change his/her conceptual thinking and clinical reasoning about a client in the moment that results in a different action and is called reflection-in-action. It takes much skill and experience for the student to reflect-inaction. To build a high level of reflective thinking to a competent or expert level, a nurse practices reflective thinking by reflection-on-action. Using the evaluation questions in the above judgment section, the student purposively thinks about or reflects on the client s expected outcomes. If at any point in time the expected outcome is not being me or not being met quickly enough, the student re-enters the client story to see what has changed in the story, what data might have been missed in the story or think about the client differently. Later Reflection: Is a time to reflect and think back on this specific case and begin to cluster it into the student s personal library of clients that appear similar to this one: What did you learn from this case? What did you miss in this case? What was similar or different from the similar case? This type of reflection will expand the student s growth and knowledge base of signs and symptoms as he/she experiences more and more clinical encounters. The student will add to his/her bank of interventions as the student applies theoretical knowledge to actual client situations and as the student interacts with expert nurses. Student Manual

32 Chapter II: Curriculum Plans Student Manual

33 Curriculum Plans All admitted nursing students will be assigned to a specific curriculum plan based on prior academic work completed and available space. Start terms include summer, fall and spring. Prelicensure nursing students working on their first degree may be admitted either in the fall or spring to the pre-licensure curriculum plan. Pre-licensure nursing students with a prior bachelor degree may be admitted in the summer to the accelerated curriculum plan, or the fall or spring semester. RN to BSN students may be admitted in the summer, fall or spring to a three-semester curriculum plan (or up to five semesters part-time). All of the curriculum plans are detailed in the following pages. Students are encouraged to take advantage of elective courses, and to study abroad at least once before they graduate. The semester abroad option provides a cross-cultural experience as part of the general education requirements. January Term Travel courses also offer study abroad opportunities during a four-week session. RN to BSN students have the opportunity to participate in an international service learning experience during the final experiential course of the program. Linfield College foundational education principles, the Linfield Curriculum (general education requirements), paracurriculum courses (requirement), January term international travel courses, are described in Appendix F. Curriculum Plan for Pre-licensure BSN Program for Nursing Students Entering Fall or Spring Semester Admission Requirements: Students admitted to this plan must have the following prerequisites completed with a minimum grade of C in each course and a minimum BSN prerequisite GPA of 3.00 as verified by official transcripts. INQS 125 COMP 120 or waiver CHEM 210 and CHEM 211General Chemistry I and II OR BIOL 210 and BIOL 211 Principles of Biology BIOL 212 Human Anatomy and BIOL 213 Human Physiology BIOL 275 Introduction to Microbiology OR BIOL 361 General Microbiology HPPA 280 Nutrition PSYC 155 Human Lifespan Development MATH 140 Statistics Prerequisites may be completed at any regionally accredited college or university. Transfer course selection guides are on the Portland Campus Website Curriculum Plan Students will take courses according to the following curriculum plan. Student Manual

34 First Semester : NURS 305 Foundations of Community-Based Nursing Practice, 4 credits. NURS 315 Professional Communication in Diverse Communities, 2 credits. NURS 320 Scholarship of Nursing, 3 credits. NURS 335 Integrated Experiential Learning I, 6 credits. Paracurriculum course if needed/desired, 1 credit. (Completion of NURS 305, 315, 320, 335 and a GPA required for progression to the next semester.) Second Semester NURS 355 Nursing Care of Children, Adults, and Older Adults with Chronic Conditions, 3 credits. NURS 365 Clinical Pathophysiology and Pharmacology for Nursing Practice I, 2 credits. NURS 375 Integrated Experiential Learning II, 6 credits. NURS 395 Mental Health and Illness Across the Lifespan, 2 credits. Linfield Curriculum course or elective if needed/desired, 3 or 4 credits. Paracurriculum course if needed/desired, 1 credit. (Completion of NURS 355, 365, 375, 395 and a GPA needed for progression to the next semester.) Third Semster: NURS 425 Transitions and Decisions: Pregnancy, Birth and End of Life Care, 2 credits. NURS 435 Integrated Experiential Learning III, 6 credits. NURS 445 Clinical Pathophysiology and Pharmacology for Nursing Practice II, 2 credits. NURS 455 Nursing Care of Children, Adults and Older Adults with Acute Conditions, 3 credits. Linfield Curriculum course or elective if needed/desired, 3 or 4 credits. Paracurriculum course if needed/desired, 1 credit. (Completion of NURS 425, 435, 445, 455 and a GPA required for progression to the next semester.) Fourth Semester: NURS 460 Population-Based Nursing in a Multicultural and Global Society, 2 credits. NURS 470 Leading and Managing in Nursing, 3 credits. NURS 475 Integrated Experiential Learning IV, 8 credits. Students enrolling in the nursing program in either fall or spring may choose to take courses in summer or during January term in order to complete Linfield Curriculum requirements. For students entering the major in either fall or spring there are no required nursing courses offered in the summer or during January term. Graduation Requirements Requirements for the Bachelor of Science in Nursing degree: 125 semester credits. Cumulative and major GPA of Student Manual

35 Residency. No fewer than 30 credits must be from Linfield College. For a second baccalaureate degree, 35 additional credits in residence. This requirement will be met upon completion of the 54 hours of nursing courses. Math proficiency. Met by statistics, a prerequisite for entry into the program. Paracurriculum courses. A minimum of 3 credits, one of which must be a physical activity course, must be earned at Linfield College or by transfer from another institution. Paracurriculum courses are not required for second degree students. Linfield Curriculum. Students with Associate of Arts Oregon Transfer Degree are required to complete two Linfield Curriculum courses and an upper division course. Linfield Curriculum (general education requirements) are not required for students earning a second bachelor s degree.. Prerequisite courses for the nursing major fulfill some, but not all, of these requirements. Two courses in the Nursing Major help to meet the Linfield Curriculum Requirements. o Quantitative Reasoning (QR), satisfied by NURS 320. o Writing Intensive requirement satisfied by INQS and Writing Intensive Course in the Major NURS 470. o See the Linfield College Course Catalog for details. Pass all courses in the nursing major with a grade of C or higher NURS 305, 315, 320, 335, 355, 365, 375, 395, 425, 435, 445, 455, 460, 470, 475. (54 semester credits). Student Manual

36 Curriculum Plan for Accelerated Pre-licensure BSN Students Entering the Program in Summer: Admission Requirements Students admitted to this plan must have a prior bachelor degree along with the following prerequisites completed with a minimum grade of C in each course and a minimum BSN prerequisite GPA of 3.00 as verified by official transcripts by May 1 of the year of enrollment. Prerequisites may be completed at any regionally accredited college or university. INQS 125 COMP 120 or waiver CHEM 210 and CHEM 211General Chemistry I and II OR BIOL 210 and BIOL 211 Principles of Biology BIOL 212 Human Anatomy and BIOL 213 Human Physiology BIOL 275 Introduction to Microbiology OR BIOL 361 General Microbiology HPPA 280 Nutrition PSYC 155 Human Lifespan Development MATH 140 Statistics Prerequisites may be completed at any regionally accredited college or university. Transfer course selection guides are on the Portland Campus Website Curriculum Plan Accelerated Pre-licensure Nursing Students entering the Nursing Major in Summer as second degree students will take courses according to the following curriculum plan. First Semester - Summer: NURS 305 Foundations of Community-Based Professional Nursing, 4 credits. NURS 315 Professional Communication in Diverse Communities, 2 credits. NURS 320 Scholarship of Nursing, 3 credits. NURS 335 Integrated Experiential Learning I: Foundations, 6 credits. (Completion of NURS 305, 315, 320, 335 and a GPA required for progression to the next semester.) Second Semeser - Fall : NURS 355 Nursing Care of Children, Adults and Older Adults with Chronic Conditions, 3 credits. NURS 365 Clinical Pathophysiology and Pharmacology for Nursing Practice I, 2 credits. NURS 375 Integrated Experiential Learning II, 6 credits. NURS 395 Mental Health and Illness Across the Lifespan, 2credits. (Completion of NURS 355, 365, 375, 395 and a GPA needed for progression to the next semester.) Student Manual

37 January Term: 3-5 credits, optional Third Semester - Spring: NURS 425 Transitions and Decisions: Pregnancy, Birth and End of Life Care, 2 credits. NURS 435 Integrated Experiential Learning III, 6 credits. NURS 445 Clinical Pathophysiology and Pharmacology for Nursing Practice II, 2 credits. NURS 455 Nursing Care of Children, Adults and Older Adults with Acute Conditions, 3 credits. (Completion of NURS 425,435, 445, 455 and a GPA required for progression to The next semester.) Summer: NURS 460 Population-Based Nursing in a Multicultural and Global Society, 2 credits. NURS 470 Leading and Managing in Nursing, 3 credits. NURS 475 Integrated Experiential Learning IV, 8 credits. Graduation Requirements Requirements for the Bachelor of Science in Nursing degree for accelerated pre-licensure BSN students: 125 semester credits. For a second baccalaureate degree, 35 additional credits in residence. All summer entry students are pursuing their second degree and will meet this requirement upon completion of the 54 hours of NURS courses. Cumulative and major GPA of Math proficiency. Met by statistics, a prerequisite for entry into the program. Paracurriculum courses. Not required for second degree students. General education requirements. Not required if earning a second bachelor s degree. All major requirements (with no grade C- or below). NURS 305, 315, 320, 335, 355, 365, 375, 395, 425, 435, 445, 455, 460, 470, 475 (54 semester credits).. Student Manual

38 Curriculum Plan for RN to BSN Program: Admission Requirements Registered Nurse students admitted to this plan must have an unencumbered RN license from any US state where the student is living and where clinical rotations in courses will be completed. Provisional acceptance in the RN to BSN program will be considered pending successful completion of the NCLEX-RN exam prior to beginning course work. Registered Nurse students must have the following prerequisites completed with a minimum grade of C in each course and a minimum BSN prerequisite GPA of 2.75 as verified by official transcripts by the Fall start date. Prerequisites may be completed at any regionally accredited college or university. INQS 125 COMP 120 or waiver CHEM 210 and CHEM 211General Chemistry I and II OR BIOL 210 and BIOL 211 Principles of Biology BIOL 212 Human Anatomy and BIOL 213 Human Physiology BIOL 275 Introduction to Microbiology OR BIOL 361 General Microbiology HPPA 280 Nutrition PSYC 155 Human Lifespan Development MATH 140 Statistics Prerequisites may be completed at any regionally accredited college or university. Transfer course selection guides are on the Portland Campus Website Curriculum Plan Registered Nurse students will take online courses according to the following curriculum plan. First Semester: NURS 309 Transition to Professional Practice, 6 credits NURS 315 Professional Communication in Diverse Communities, 2 credits (Completion of NURS 309, 315 and a GPA required for progression in program) Second Semester: NURS 320 Scholarship of Nursing, 3 credits NURS 470 Leading and Managing in Nursing, 3 credits NURS 460 Population-Based Nursing in a Multicultural and Global Society, 2 credits (Completion of NURS 320, 470, 460 and a GPA required for progression to NURS 475) Third Semester: NURS 475 Integrated Experiential Learning IV, 8 credits Student Manual

39 Graduation Requirements Requirements for the Bachelor of Science in Nursing degree: 125 semester credits. Cumulative and major GPA of Residency. No fewer than 30 credits must be from Linfield College if earning first bachelor s degree and 35 credits if earning a second bachelor s degree. Math proficiency. Met by statistics, a prerequisite for entry into the program. Linfield Curriculum (general education requirements). Not required if earning a second bachelor s degree. Students with Associate of Arts Oregon Transfer Degree are required to complete two Linfield Curriculum Courses and an upper division course. See, the Linfield College Course Catalog for details. Prerequisite courses for the nursing major fulfill some, but not all, of these requirements. o Inquiry Seminary (INQS) or two writing courses, 4 semester credits o Creative Studies (CS), 3 semester credits o Individuals, Systems and Societies (IS), 3 semester credits o Natural World (NW), 3 semester credits o Quantitative Reasoning (QR), 3 semester credits o Ultimate Questions (UQ), 3 semester credits o Vital Past (VP), 3 semester credits o Global Pluralism (GP), 3 semester credits o U.S. Pluralism (US), 3 semester credits o Upper Division Course, 3 semester credits o Writing Intensive requirement satisfied by two writing courses and NURS 470 All major requirements (with no grade C- or below). NUR 309, 315, 320, 470, 460, 475 (24 semester credits). Registered Nurse students may earn a maximum of 32 prior learning credits in the nursing major from previous work, on successful completion of NURS 309 Transition to Professional Practice with a grade above C-. Prior learning credit will be given for NURS 335, 355, 365, 375, 395, 425, 435, 445 and 455. Total credits in the nursing major (including prior learning credit) is 56 semester credits. The final RN to BSN course, NURS 475, is an integrated experiential learning course (IEL). Students complete a variety of course activities including a service learning experience in their local community. Service Learning is an activity or service that responds to a need identified in the community that is uniquely suited to the mission of Linfield College and to the communitybased philosophy of the nursing curriculum. This approach to leadership in the community that explores non-traditional sites and diverse experiences provides valuable preparation for health promotion, cultural awareness, and leadership in the global community. RN to BSN students have the opportunity to participate in Service Learning experience in the global community by engaging in an international healthcare experience. Please Note: The RN to BSN Curriculum is phasing in new course numbers. They will be posted to the website when finalized. Student Manual

40 Chapter III: Organizational Structure and Student Membership on Committees Student Manual

41 Organizational Structure The Dean of Nursing is the chief academic officer of Linfield-Good Samaritan School of Nursing, and provides vision and leadership while representing the interests of the School of Nursing. The Associate Dean of Nursing for Instructional Programs collaborates with the Dean of Nursing in the administration of the School of Nursing. The Experiential Learning Center (ELC) Director is responsible for the operation of the Experiential Learning Center (nursing labs), with the assistance of the Experiential Learning Center Coordinators. The High Fidelity Simulation Coordinators manage the high fidelity simulation program with the technical assistance of the Simulation Operations Manager and the Senior Laboratory Coordinator under the direction of the ELC Director. The Clinical Facilities Administrator is responsible for coordination of clinical facilities. The Administrative Assistants of the School of Nursing assist students in locating and communicating with instructors. Faculty members are the student s primary resource for learning activities and should be the first point of contact. In online courses, students should check with instructors about preferences for communication and their timeline for response. Semester Coordinators facilitate curriculum integrity. Integrated Experiential Learning Coordinators orient, supervise and evaluate Nurse Educator Associates (clinical adjunct faculty) teaching in Integrated Experiential Learning courses. The Dean of Nursing assures the orientation, supervision and evaluation of Nurse Educator Associates (classroom adjunct faculty) through delegation of appropriate faculty. Nurse Educator Associates (adjunct faculty) are hired semester by semester to meet staffing needs and are fully qualified faculty. They will inform students how to communicate with them. Student Manual

42 Student Representation on Linfield-Good Samaritan School of Nursing Committees/Councils Two nursing student representatives to the Faculty Assembly of the School of Nursing meetings are selected by the Associated Students of Linfield College Portland Campus (student government). These representatives can give input but are not eligible to vote. Each School of Nursing standing committee has two nursing student representatives selected by Associated Students of Linfield College Portland Campus (student government). Student representatives on committees can provide input and are eligible to vote. A description of these committees, as well as, the Clinical Advisory Council, Diversity and Inclusion Advisory Council and Search Committees follows: Admissions, Progressions, Honors, and Graduation Committee Area of Focus Admission, progression, honors, and graduation Purpose To recommend policies and standards; and review factors relating to the recruitment, advising, selection, admission, advanced placement, retention, dismissal, progression, readmission, transfer, honors, and graduation of nursing students. The Committee: 1. Recommends to the Faculty Assembly of the School of Nursing changes in the standards for College admission. If approved by the Faculty Assembly of the School of Nursing, the Chairperson of the committee with the approval of the Dean of Nursing, directs the proposal to the College Student Policies Committee. 2. Recommends to the Faculty Assembly of the School of Nursing changes in policies and standards related to recruitment, advising, selection, admission, advanced placement, retention, dismissal, progression, readmission, transfer, honors, and graduation of nursing students. Directs proposals concerning recruitment, advising, selection, admission, advanced placement, retention, dismissal, progression, readmission, and transfer to the College Student Policies Committee; and proposals concerning honors and graduation to the College Curriculum Committee. 3. Acts on petitions for admission, readmission, retention or progression in the nursing major as appropriate under existing policies. 4. Instructs the Assistant Director of Registration and Records and the Associate Registrar in the Division of Continuing Education to deny registration in nursing courses for which the student has not met prerequisites. 5. If needed, clarifies for faculty policies affecting student recruitment, advising, selection, admission, advanced placement, retention, dismissal, progression, readmission, transfer, honors, and graduation. 6. Reviews statistics provided by the Assistant Director of Registration and Records and the Associate Registrar in the Division of Continuing Education on the number of students Student Manual

43 entering, graduating, length of time in the program, withdrawals and at risk students to determine the ability of students to meet course, level and program outcomes. 7. Reviews effectiveness of recruitment and student support services in recruiting and retaining a diverse student population and achieving the School of Nursing vision, mission, philosophy, and program outcomes. 8. Solicits nominations from the nursing faculty members for senior student awards. 9. Reviews essays for departmental competitive scholarships and determines awards. 10. Implements that portion of the Evaluation Plan pertaining to the specified responsibilities of the Admissions, Progressions, Honors, and Graduation Committee. Membership (3 faculty; 2 students; 6 ex officio without vote): Three nursing faculty, one of whom teaches in the RN to BSN program, elected by the Faculty Assembly of the School of Nursing to two-year terms. Two nursing students selected by Associated Students of Linfield College-Portland Campus (student government). The Dean of Nursing, the two Associate Deans of Nursing, the Director of Enrollment Services, the Associate Registrar in the Division of Continuing Education, and the Assistant Director of Registration and Records serve as ex officio members. Student Manual

44 Curriculum Committee Area of Focus Curriculum Purpose To develop and implement curricular policies as directed by the Faculty Assembly of the School of Nursing. The Committee: 1. Seeks input from the College Curriculum Committee, Clinical Advisory Council, and Diversity and Inclusion Advisory Council concerning the nursing curriculum, as well as current trends and needs in nursing education. 2. Reviews the School of Nursing vision, mission, philosophy, and program outcomes for congruence with the College mission, professional nursing standards and guidelines, the needs and expectations of the community, faculty beliefs, and current trends and needs in nursing education. 3. Reviews congruence of School of Nursing course and level outcomes with program outcomes and School of Nursing vision, mission, and philosophy. 4. Evaluates effectiveness of the curriculum design, sequencing, and scheduling in achieving program outcomes. 5. Evaluates proposals for curricular changes relating to the nursing major and support courses to the major in terms of compatibility with the School of Nursing vision, mission, philosophy, and program outcomes. 6. Recommends curricular revisions to the Faculty Assembly of the School of Nursing for action. If approved by the Faculty Assembly of the School of Nursing, the Chairperson of the committee, with the approval of the Dean of Nursing, directs the proposal to the College Curriculum Committee. 7. Recommends to the Faculty Assembly of the School of Nursing measures to strengthen the curriculum based on evaluation and research findings. 8. Reviews the effectiveness of nursing courses in meeting course, level and program outcomes and integrating critical nursing practice concepts as well as essential methods of inquiry. Forwards recommendations to the Faculty Assembly of the School of Nursing for action. 9. Reviews new course proposals and course revisions submitted by Nursing Faculty to determine need and contribution to achievement of program outcomes, forwarding recommendations to the Faculty Assembly of the School of Nursing for action. If approved by the Faculty Assembly of the School of Nursing, the Chairperson of the Committee, with the approval of the Dean of Nursing, directs the proposals to the College Curriculum Committee. 10. Examines the effectiveness of course assessment methods in evaluating course outcomes. 11. Maintains continuity in education delivery to ensure achievement of level outcomes. 12. Examines internal and external assessment sources to evaluate the curriculum. 13. Implements that portion of the Evaluation Plan pertaining to the specified responsibilities of the Curriculum Committee. Student Manual

45 Membership (6 faculty; 2 students; 4 ex officio without vote): Four nursing faculty, who are Semester Coordinators, assigned on a yearly basis by the Dean of Nursing. Two nursing faculty, one of whom teaches in the RN to BSN program, elected by the Faculty Assembly of the School of Nursing to two-year terms. Two nursing students selected by Associated Students of Linfield College-Portland Campus (student government). The Dean of Nursing, the two Associate Deans of Nursing, and the Experiential Learning Center Director serve as ex officio members. Student Manual

46 Faculty Development Committee Area of Focus Professional development. Purpose To facilitate faculty development. The Committee: 1. Prepares a monthly program of faculty development and yearly retreat based on nursing faculty members needs and interests, as well as input from the Dean of Nursing. 2. Prepares faculty development programs for Nurse Educator Associates (clinical adjunct faculty) in conjunction with the Nurse Educator Associate (Adjunct Faculty) Liaison. 3. Nominates one member of the committee to oversee the New Faculty Learning Community, which includes the faculty mentoring program designed to assist new faculty. 4. Assesses faculty development needs and the effectiveness of programs in meeting identified needs. 5. Provides representation to the Northwest Nursing Education Institute. 6. In conjunction with the Dean of Nursing, provides orientation of new faculty to the curriculum and learner centered education. 7. Collaborates with the Faculty Development Subcommittee of the College Faculty Personnel Committee to implement College professional development programs. 8. Updates the Praxis Orientation in the Nursing Faculty Manual. 9. Implements that portion of the evaluation plan pertaining to the specified responsibilities of the Faculty Development Committee. Membership (3 faculty; 2 students; 3 ex officio without vote): Three nursing faculty, one of whom is tenured, elected by the Faculty Assembly of the School of Nursing to two-year terms. Two nursing students selected by Associated Students of Linfield College-Portland Campus (student government). The Dean of Nursing and the two Associate Deans of Nursing serves as an ex officio member. Please Note: The Faculty Development Committee is not meeting during the academic year. Student Manual

47 Quality Improvement Committee Area of Focus Quality improvement. Purpose To monitor the quality of the nursing program, and promote improvement of the teachinglearning process and facilities on campus and in the community. The Committee: 1. Oversees yearly review and implementation of the Evaluation Plan for the School of Nursing. 2. Notifies appropriate individuals and/or committees of evaluation deadlines. 3. Recommends changes in the Evaluation Plan to the Faculty Assembly of the School of Nursing. 4. Collects and analyzes assessment data as requested by the School of Nursing, reporting findings to the Faculty Assembly of the School of Nursing. 5. Maintains files of collected and analyzed assessment data. 6. Assesses the adequacy of library and educational media resources as well as other instructional resources including the use of information technology. 7. Monitors the adequacy of clinical sites and clinical teaching associates (preceptors) in consultation with the Clinical Facilities Administrator and the Faculty. 8. Reviews yearly the School of Nursing Governing Policies, and recommends to the Nursing Faculty Assembly amendments to the policies. If approved by the Faculty Assembly of the School of Nursing, the Chairperson of the Committee, with the approval of the Dean of Nursing, refers the amendments to the College Faculty Executive Council to review for consistency with the Linfield College Faculty Handbook. 9. Implements that portion of the Evaluation Plan pertaining to the specified responsibilities of the Quality Improvement Committee. Membership (5 faculty, 2 students, 4 ex officio without vote): Five nursing faculty elected by the Faculty Assembly of the School of Nursing to two-year terms. Two nursing students selected by Associated Students of Linfield College-Portland Campus (student government). The Dean of Nursing, the two Associate Deans of Nursing, and the Clinical Facilities Administrator serve as ex officio members. Student Manual

48 Search Committees Search Committees for tenure track full-time faculty, Visiting Assistant Professor, and Clinical Associate positions are convened as needed. The purpose of Search Committees is to advertise, interview, assess professional presentations, and recommend candidates for these positions to the Dean of Nursing, Vice President for Academic Affairs/Dean of Faculty, and the College President. Nursing student representatives are active members of the search process. They provide input and are eligible to vote. The nursing department selects two nursing students to serve on Search Committees based on recommendations from the Associate Students of Linfield College-Portland Campus (student government). Clinical Advisory Council The purpose of the Clinical Advisory Council is for nurses from the community to provide counsel to the School of Nursing concerning the nursing curriculum, the changing health care system, community health care needs and expectations of Linfield-Good Samaritan School of Nursing graduates. Two nursing student representatives to the Clinical Advisory Council are selected by Associated Students of Linfield College-Portland Campus (student government). The officers of the Student Nurses Association and other interested students are invited to participate. Diversity and Inclusion Advisory Council The purpose of the Diversity and Inclusion Advisory Council is to provide the School of Nursing with guidance and expertise on culturally relevant curriculum issues, as well as the recruitment and retention of students, staff, and faculty of diverse backgrounds, especially areas underrepresented in nursing and healthcare. The primary responsibility of community members on the Diversity and Inclusion Advisory Council is to serve as ambassadors to the Portlandmetro community in their current community in roles and provide feedback regarding the School of Nursing s diversity efforts. Two nursing student representatives to the Diversity and Inclusion Advisory Council are selected by Associated Students of Linfield College- Portland Campus (student government). Student Government (Associated Students of Linfield College-Portland Campus) The Associated Students of Linfield College-Portland Campus (ASLC-PC) is the student government organization that provides student advocacy and coordinates social, cultural, and education events. The student government extends an invitation to pre-licensure BSN nursing students and RN to BSN students to be student representatives on nursing committees and to participate in student clubs. Student Manual

49 Portland Campus Organizations/Clubs Nursing students are encouraged to participate in Portland Campus organizations/clubs such as: Linfield Student Nurses Association, a chapter of the National Student Nurses Association Linfield Student Chapter of the Asian American/Pacific Islander Nurses Association Nursing Students Without Borders Linfield Public Health Club Queer Health Club Holistic Health Club Nursemen Club Peer Resource Network Peer Resource Network Mission Statement The Peer Resource Network of Linfield-Good Samaritan School of Nursing connects a community of past, present, and future nursing students in an effort to instill confidence and ease transitions by providing support, guidance, and inspiration while fostering the core values of nursing. Mentor Responsibilities 1. Initiate contact with mentee at least once a week before orientation via , text, phone call, or face-to-face. During initial contact, mentor and mentee will establish preferred method of contact, what the mentor will offer, and when the mentee can contact the mentor. 2. Mentor must contact their mentee at least twice a month (i.e. on the 1 st and 15 th of each month) during the first two months, then once a month until December. The mentor does not have to continue contact if the mentee requests no further help. Required contact is in place to: 1) encourage mentees who are shy about making contact; and 2) to help a student nurse be a proactive mentor to the new student. The mentor and mentee can establish contact times and methods that will work for both. 3. Ensure mentee that all communications will be kept confidential. Exceptions include circumstances involving academic dishonesty, harm to self, or harm to others. 4. Respond to mentee s within 48 hours. 5. Become familiar with resources that are included in the student handbook. If a mentee needs additional support, guidance or has questions beyond the mentor s level of comfort, the mentor should know where to point the mentee for a proper solution. For example, this may include questions about financial aid, or questions regarding counseling services. Student Manual

50 6. Respect boundaries of the mentee. 7. Mentors are not academic tutors. Mentors are not required to read mentee s papers, hold study sessions for mentee s class, or quiz mentees for tests. Mentors are just here to answer questions and provide insight into how mentors have handled different aspects of nursing school. 8. Mentor positions will be recognized by the school and can be added to resumes. 9. Evaluate mentor/mentee relationship for productivity. Both mentor and mentee have the right to choose a different mentee/mentor. 10. Mentors may choose to stop mentoring at any time, including at graduation. Mentoring term is 11 months from start date. Graduating mentors who do not wish to continue the relationship after graduation should inform the mentee well in advance of official graduation day. The mentee will be provided a new mentor. Nursing Student Application for CNA Certification 1. Nursing students are eligible for CNA-1 certification by the Oregon State Board of Nursing after successful completion of all courses in Semesters 1 and 2 in the curriculum. 2. In accordance with FERPA regulations, student completion of required courses cannot be verified to Oregon State Board of Nursing without a signed release from the student. 3. Students desiring CNA-1 certification must complete the application process as outlined on the Oregon State Board of Nursing website. 4. Students submit the student nurse application with the completed fingerprint documents, the fees, and a copy of their official transcript. 5. In accordance with the nurse practice act (Division 62) and as an enrollee of an approved nursing education program, verification of the required coursework for certification may be obtained by requesting an official transcript from the Director of Enrollment Services office. Healthcare Events Student Services supports educational events, such as: Breast Cancer Awareness HIV/AIDs Awareness Day Holistic Health Community Fair National Alliance for Mental Illness (NAMI) National Nurses Day, American Nurses (ANA) Nurse Lobby Day Nursing Career Fair Salem Lobby Day Trans Health Day Wellness Program Environmental Health Day Body Composition Workshop Relaxation Day Personal Safety Workshop Oregon State Board of Nursing, Ethics Panel Sheltering and Disaster Health Student Manual

51 Both students and faculty act as healthcare advocates by volunteering to participate in a variety of community events such as: AIDS Walk Blood Drive Flu Immunization Clinics National Alliance for Mental Illness Walk Linfield Student Nurses Association Bone Marrow Drive Alzheimer s Association Memory Walk Blood Pressure Clinic Susan G. Komen s Race for the Cure Out of Darkness (Suicide Prevention) Walk Cultural Events Student Services supports multicultural events, such as: African Film Festival and Dinner Greek Festival Cultural Food Fair LUAU at the McMinnville Campus MLK Day of Service Muslim Education Trust Field Trip with McMinnville Campus Viva Neustria Culture Latina (Aztec dancers) Honduras Day Guatemala Day Die de los Metros Altar Building Hawaiian BBQ India Day MEChA Latino Potluck Cultural Connections St. Patty s Bake-Off Philippino Day Cameroon Day Professional Conferences Nursing students are encouraged to attend professional conferences, such as: Developing Cultural Competency in Nursing Regional Conference National Student Nurses Association (NSNA) Mid-Year convention Portland Reproductive Health Conference National Student Nurses Association (NSNA) Convention Oregon Nursing Student Association Annual Convention The American Psychiatric Nursing National Conference Student Manual

52 Chapter IV: Student Recognition and Awards Student Manual

53 Competitive Scholarships The School of Nursing participates in the College Competitive Scholarships program, which is open to entering Freshmen students (including pre-nursing students) on the McMinnville Campus. The School of Nursing Admissions, Progressions, Honors, and Graduation Committee reviews essays for the nursing department competitive scholarships, awarding three scholarships. School of Nursing Senior Awards The department of nursing has established four kinds of awards that are announced at the end of each semester: Senior Honors in Nursing, RN to BSN Senior Honors in Nursing, Award for Professional Excellence, and the Wilma Pope Award. Senior Honors in Nursing Award The nursing faculty members vote to honor one pre-licensure nursing student with the Senior Honors in Nursing Award for every 25 pre-licensure nursing students in the graduating class. The following criteria will be used to determine eligibility for this award: A cumulative grade point average of 3.50 based on required nursing courses. Exceptional performance in clinical practice as a provider of direct and indirect nursing care, designer/coordinator/manager of care, and member of the nursing profession based on the following criteria: o Synthesized theoretical and empirical knowledge from nursing, scientific, and humanistic disciplines to diagnose and treat human responses to actual or potential health problems throughout the life span. o Used critical, analytical and creative thinking, as well as, intuitive processes as a basis for decision making in the application of the nursing process. o Actualized professional nursing roles to meet the health needs of multidimensional individuals and families, groups, communities, and populations in a continually evolving diverse and multicultural society. o Evaluated research findings, applied them to professional nursing practice and identified researchable problems. o Functioned independently and collaboratively in providing nursing care that supported the worth and dignity of clients and their efforts toward selfdetermination in health care. o Demonstrated accountability for conduct consistent with professional nursing standards based on an integration of professional values with ethical and legal considerations. o Used leadership skills and knowledge of social systems to influence changes necessary for the health and welfare of society. (Achievement may be demonstrated in the clinical setting, college, or community.) Student Manual

54 RN to BSN Senior Honors in Nursing Award The nursing faculty members vote to honor one Registered Nurse student with the RN to BSN Senior Honors in Nursing Award for every 25 RN to BSN students in the graduating class. The following criteria will be used to determine eligibility for this award: A cumulative grade point average of 3.50 based on required nursing courses completed at Linfield College. Exceptional performance in clinical practice as a provider of direct and indirect nursing care, designer/coordinator/manager of care, and member of the nursing profession based on the following criteria: o Synthesized theoretical and empirical knowledge from nursing, scientific, and humanistic disciplines to diagnose and treat human responses to actual or potential health problems throughout the life span. o Used critical, analytical and creative thinking, as well as, intuitive processes as a basis for decision making in the application of the nursing process. o Actualized professional nursing roles to meet the health needs of multidimensional individuals and families, groups, communities, and populations in a continually evolving diverse and multicultural society. o Evaluated research findings, applied them to professional nursing practice and identified researchable problems. o Functioned independently and collaboratively in providing nursing care that supported the worth and dignity of clients and their efforts toward self-determination in health care. o Demonstrated accountability for conduct consistent with professional nursing standards based on an integration of professional values with ethical and legal considerations. o Used leadership skills and knowledge of social systems to influence changes necessary for the health and welfare of society. (Achievement may be demonstrated in the clinical setting, college, or community). Award for Professional Excellence The nursing faculty members vote to give this special award to a graduating pre-licensure nursing student who excels in leadership, scholarship, and the human science of nursing. The award is reserved for those years when such a graduate is identified by the faculty. The following criteria will be used to determine eligibility for this award: Is caring with self, clients, fellow students, faculty, health care providers, and the community. Is a leader in multiple areas (may include clinical practice, student government, and the community). Is in touch with his/her own power and uses it appropriately. Has excellent communication skills in class, clinical, and the community. Is a critical thinker - looks at multiple perspectives and shares own perspective (even when holding an unpopular view), and is respectful in dialogue with others. Is a potentially skilled scholar-clinician, demonstrating a high level of inquiry skills in the creation and evaluation of knowledge. Student Manual

55 Wilma Pope Alumni Award The nursing faculty members vote to give this award to a graduating pre-licensure nursing student. The following criteria will be used to determine eligibility for this award: Demonstrated caring in clinical practice and in college activities/classes. Demonstrated clinical competence. Modeled professional behavior in clinical practice and in college activities/classes. Demonstrated involvement/leadership in student organizations. Recognition for Honors and Awards Graduating nursing students who have received School of Nursing awards, will be recognized for their achievements at the Community Celebration and Awards Presentation. Student Manual

56 Chapter V: Linfield-Good Samaritan School of Nursing Policies and Procedures Student Manual

57 Admission to the Nursing Major in the BSN Pre-Licensure Nursing Program Linfield College offers admission into the Linfield-Good Samaritan School of Nursing to transfer students from other colleges/universities. There are three program start dates each year. The summer start date is for students who hold a bachelor s degree at the time of application and desire an accelerated curriculum plan. The fall and spring start dates are for students with or without a prior bachelor s degree. All applicants must apply directly to Linfield College Portland Campus. Applications may be submitted November 15-February 1 for summer and fall admission, and June 1-August 1 for spring admission. Students transferring from other institutions may obtain information from the Portland Campus Admission website: Admission is competitive based on college academic record and supporting application materials. For admission consideration, the applicant must meet the following criteria: A minimum of 11 semester/16 quarter credits in the sciences (biology/chemistry, anatomy, physiology, microbiology); 4 semester/6 quarter credits in inquiry seminar/writing; and all other prerequisite courses must be complete at the time of application for admission consideration. Completion of 62 transferable semester credits (93 quarter credits) at a regionally accredited two- or four-year college or university by July 10 (fall start), January 15 (spring start), or May 1 (summer start). A grade of C- or lower is not transferable. Completion of all prerequisite course requirements by July 10 (fall start), January 15 (spring start), or May 1 (summer start). Anatomy, physiology, and microbiology must have been completed within the last 7 years. A minimum of 8 semester/12 quarter credits of biology/chemistry is required. At the time of application and by July 10 (fall start), January 15 (spring start), or May 1 (summer start), a minimum grade of C in each of the prerequisite course requirements. (A grade of C- or lower is unacceptable). Proficiency in microcomputer applications or completion of COMP 120 by July 10 (fall start), January 15 (spring start), or May 1 (summer start). Recommend completion of majority of Linfield Curriculum general education requirements by the program start date. Prerequisite support courses fulfill some of these requirements. Second degree students do not have to complete the Linfield Curriculum general education requirements. At the time of application and by July 10 (fall start), January 15 (spring start), or May 1 (summer start), a minimum 3.00 GPA based on all transferable prerequisite course requirements (Linfield Curriculum general education requirement, paracurricular, and elective courses excluded). Prerequisites are listed in the Linfield College Course Catalog and on the Portland Campus Enrollment Services website at All admitted nursing students will be assigned to a specific curriculum plan based on prior academic work completed and available space. Student Manual

58 Non-nursing courses will not be accepted as meeting nursing course requirements. Linfield College Intercampus Migrating Students Linfield College students currently enrolled on the McMinnville Campus will be admitted to the nursing major (pre-licensure BSN program) pending space availability, if they are in good standing at the college and meet all nursing applicant criteria. Admission will be competitive, based on college academic record and supporting application materials, if there are more applicants than space available. Students are required to submit the Linfield College Intercampus Nursing Application by the nursing application deadline. Students who transferred to the McMinnville Campus from another program, must show that 30 semester hours will be completed at the McMinnville Campus in order to be considered a resident Linfield College student. Students who have not met this requirement, will be included in the general transfer pool applying to the Linfield-Good Samaritan School of Nursing. A paracurricular transition course is available to students on the McMinnville Campus. This course assists students in the transition to the nursing major on the Portland Campus. Application and Admission Procedure for Students Desiring to Transfer from Other Nursing Programs Occasionally students who have been enrolled in baccalaureate nursing programs may qualify for advanced placement. Students wishing advanced placement must apply for it. Each application will be individually reviewed. Granting of advanced placement will depend on the following: Status of nursing accreditation from the previous nursing program Evaluation of syllabi of completed nursing courses Letter of recommendation from the Dean or Director of the nursing program indicating that the student was in good standing and able to progress in the nursing program. Please note that with the integrated curriculum currently offered at Linfield it may be very difficult to determine nursing course equivalencies and it is likely that advanced placement will not be possible. Admission for Registered Nurse (RN to BSN) Students The RN to BSN distance education program is designed for Registered Nurses (RN) seeking a BSN degree. While completing prerequisites, RN students apply for admission to the nursing major and must meet the same standards as any other nursing student. Admission to the RN to BSN program will be on a space available basis. For admission consideration, registered nurse applicants must also meet the following criteria: Apply for admission to Linfield College and the Adult Degree program. Completed an accredited nursing program, and have an unencumbered RN license in the state in which clinical preceptorship is completed. Provisional acceptance in the RN to Student Manual

59 BSN program will be considered pending successful completion of the NCLEX-RN exam prior to beginning course work. Provide a completed recommendation form from the registered nurse applicant s most recent supervisor or nursing faculty. The letter should address critical thinking and communication skills, professional behavior, and motivation to learn. Course work may be completed online in a 4-semester curriculum plan (or up to 5 semesters part-time). RN students may earn a maximum of 32 semester credits in the nursing major from previous work, on successful completion of NURS 309 Transition to Professional Practice (6 credit course) with a grade above C-. Escrow credit, or prior learning credit will be given for NURS 335, 355, 365, 375, 395, 425, 435, 445, and 455. Transfer courses cannot be considered as meeting course requirements in the RN to BSN program unless documentation (e.g., course description, syllabus) is available for evaluation, when requested by the Associate Registrar in the Division of Continuing Education. The anatomy-physiology prerequisite requires a full year of course work with a lab component or its academic equivalent. RN to BSN program admission applications, that are exceptions to the norm in the Department of Continuing Education, are reviewed for admission by the School of Nursing Admissions, Progressions, Honors, and Graduation Committee. International RN to BSN program students, with a student immigration visa, must enroll in at least 9 credits of Linfield campus based courses per semester. This is a US government requirement. Progression in the Nursing Major Approved: 02/07/06, 8/25/14 Policy: Progression in the nursing major is dependent upon a student s ability to master appropriate learning content in academic courses as demonstrated by achieving appropriate grades. Progression is also dependent upon consistent demonstration of safe, ethical, and professional behavior in the classroom, experiential learning center and with patients, patient family members, agency or clinical staff, faculty, Linfield staff, student peers, and others. At all times students must perform within the legal scope of nursing practice as determined by lab, course, and clinical instructors. In order to progress a student must: 1. Receive a C or better in all required nursing courses. 2. Maintain a minimum overall Linfield cumulative GPA of 2.00 and above. 3. Maintain a minimum overall Linfield nursing major GPA of 2.50 and above. The nursing major GPA is calculated using all required courses taken in the nursing major. 4. Demonstrate safe, ethical, and professional behavior that is within the scope of nursing practice, at all times. Student Manual

60 Disruption in progression in the nursing major may include, but is not limited to: 1. A withdrawal or an incomplete in a required nursing course. 2. Failure of a required nursing course (first time failure). 3. Nursing Major GPA less than Overall Linfield cumulative GPA less than 2.00 or being on Linfield College probation. 5. Leave of Absence, Military Leave, Other. Dismissal from the nursing major may include, but is not limited to: 1. Unsafe nursing practice. 2. Unethical behavior that violates the ANA code of ethics 3. Unprofessional behavior with patients, patient family members, agency or clinical staff, faculty, Linfield staff, student peers, or others. 4. Illegal behavior that results in a situation in which a student may not participate at a clinical site, presents a potential danger to others, or is outside the scope of nursing practice. 5. Two failures (receiving a grade of C- or below) in required nursing courses. Either failing the same course twice, or failures in two separate nursing courses. Procedures: Incomplete Grades: A grade of incomplete (I) in any required nursing course must be converted to a passing grade before a student is eligible for enrollment in succeeding required nursing courses. Withdrawal From a Required Clinical Course: A student will only receive a W if he or she is passing the clinical course at the time he or she withdraws from the course. A student who fails a course due to unsafe, unethical, unprofessional, or illegal behavior is unable to withdraw from the course and will receive a grade of F. Course Failure: A student who experiences a failure for the first time in a required nursing course must petition to retake the course within 5 business days using the following procedure: In conjunction with his or her advisor, the student must prepare a Nursing Course Failure Remediation Plan (available on the Portland Campus Registration and Records Office website) that addresses the reason for the course failure (e.g. time management problems, test taking strategies, effective studying techniques). The student must secure the signature of his or her nursing advisor indicating approval of the remediation plan and approval to retake the nursing course. The student must secure the signature of the instructor of the failed course indicating his or her approval for the student to retake the course. Submit the completed remediation form with signatures to the Portland Campus Registrar s office. The Registration and Records Office can register the student to retake the failed course with a completed Nursing Course Failure Remediation Plan; provided the form is filled out completely and correctly and the registrar has no questions. Student Manual

61 The student may retake the course during the next regularly scheduled time in fall or spring semester, provided space is available in the course. The entire course, not just a portion of the course, must be repeated. A pre-licensure student, who has failed a nursing course, will not be allowed to enroll in the course in summer term. In the event that the Nursing Course Failure Remediation Plan is incomplete or incorrectly filled out the form will be submitted to the Admission Progression Honors and Graduation Committee (APHG) for review and determination as to whether or not the student can retake the course. If the instructor of the failed course, or the student s nursing advisor does not give approval for the student to retake the course the student will be referred to APHG and the committee will make a determination as to whether or not the student can retake the course. APHG Process for Student Petition to Retake a Course: The committee may solicit and review additional information from faculty, the student s academic advisor, and the student. Upon review of the petition and any additional information, the APHG committee will recommend approval or denial of the petition to the Dean of Nursing. If the petition is approved, the student may retake the course during the next regularly scheduled time in fall or spring semester, provided space is available in the course. The entire course, not just a portion of the course, must be repeated. A generic student, who has failed a nursing course, will not be allowed to repeat the course during summer term. Course Failure due to Unsafe, Unethical, Unprofessional, or Illegal Behavior A faculty member who identifies unsafe, unethical, unprofessional, or illegal behavior by a nursing student will notify the student by means of an academic alert. A student who has received notice that his or her behavior is unsafe, unethical, unprofessional, or illegal and wishes to progress will need to appeal to APHG. The student will write a letter explaining the circumstances of the unacceptable behavior and identify a course of action to remediate the behavior. The instructor identifying the behavior and the nursing advisor will write a letter to APHG either approving or denying the student s petition to repeat the course. APHG will consider strongly the documentation by the faculty member identifying the unacceptable student behavior as well as the student response before making a recommendation as to progression in or dismissal from the nursing program. There may be circumstances in which a student may be asked to take certain actions, provide information from an outside professional, or be away from school for a period of time in order to regain the ability to continue in school. Progression Appeal: Students wishing to appeal a progression decision made by the APHG should consult with their academic advisor, and submit a letter of appeal to the Dean of Nursing. If the matter is still not resolved, students may appeal to the Vice President for Academic Affairs/Dean of Faculty. Student Manual

62 Withdrawal from the Nursing Major If a pre-licensure student wishes to withdraw from the nursing major and Linfield College, the student must notify the Assistant Director of Registration and Records by completing a Linfield College withdrawal form. RN to BSN students must notify the Associate Registrar in the Division of Continuing Education. When applicable, the student must participate in a Student Loan Exit Interview. The student should also confer with his/her academic advisor. If a pre-licensure student wishes to withdraw from the nursing major but not Linfield College, the student must notify the Assistant Director of Registration and Records. The Assistant Director of Registration and Records will work with the student to complete intercampus transfer forms and make initial contact with an academic advisor with the Department of Continuing Education or the Transfer Admission Advisor at the McMinnville Campus. The student should also confer with his/her academic advisor. Additional information can be found in the Linfield College Course Catalog. Readmission to the Nursing Major An application for readmission and other required documents must be submitted to the Office of Enrollment Services (pre-licensure students) at least six weeks prior to the beginning of the semester in which readmission is requested. RN to BSN students must notify the Associate Registrar in the Division of Continuing Education office at least six weeks prior to the beginning of the semester in which readmission is requested. Re-entry to the nursing major depends upon: 1. Approval of the application by the Admissions, Progressions, Honors and Graduation Committee. 2. Available space in the program. Students progressing as scheduled through the program have priority. 3. If the student has been enrolled in another nursing program, the student must be in good standing in that program and would have been allowed to progress in the program as documented by a letter of recommendation from the dean/director of that program. The Admissions, Progressions, Honors, and Graduation Committee will evaluate each applicant for readmission on an individual basis; and forward a recommendation to the Dean of Nursing. For example, a student requesting readmission after an extended absence may be required to retake and successfully pass a particular course(s). Student Manual

63 Leave of Absence Leaves of absence may be granted by the College. Portland Campus students must notify the Assistant Director of Registration and Records by completing a Linfield College Leave of Absence form. Students requesting a medical leave of absence will also be directed to work with the Director of Student Services to provide medical documentation and create a plan for a safe return. When applicable, the student must participate in a Student Loan Exit Interview. The student should also confer with his/her academic advisor. RN to BSN students must notify the Associate Registrar in the Division of Continuing Education office. Additional information can be found in the Linfield College Course Catalog. Leaves of absence are not granted by the School of Nursing except under certain legal circumstances (e.g., withdrawal due to pregnancy). Student Health Passport Pre-Licensure BSN Student Health Passport Requirements For students to be eligible for participation in laboratory and clinical rotations throughout the program, each individual is responsible for satisfying and maintaining compliance to the Health Passport Requirements prior to the first day of each semester. Please be aware that noncompliance of Health Passport Requirements by the first day of the semester will prevent students from being able to attend lab or clinical. Please go to the following web page for information on Health Passport requirements. Please note clinical agency and/or state requirements may change at any time. This link is the most accurate listing of current health and professional requirements. It is the student s responsibility to check this site frequently. RN to BSN Student Health Passport Requirements For students in the RN to BSN program, specific Health Passport Requirements must be satisfied at different times during enrollment. Please go to the following web page for information about Health Passport Requirements. Please note clinical agency and/or state requirements may change at any time. This link is the most accurate listing of current health and professional requirements. It is the student s responsibility to check this site frequently. Student Manual

64 Clinical Site Specific Requirements In addition to Linfield Health Passport Requirements individual clinical sites may require additional health and professional requirements. Students must complete clinical site specific requirements of agencies they are assigned to for their clinical experience. These requirements must be completed prior to the start of the assigned clinical. Criminal Background Check The School of Nursing requires that each student have a criminal background check through the school s authorized vendor ( prior to enrollment in the nursing program. Students must authorize release of the results of the criminal background check to the school and to clinical sites. The School of Nursing reserves the right to deny admission in the School of Nursing to any student whose criminal conviction might: (1) pose a risk to public safety, (2) preclude the ability to complete required clinical practica, or (3) result in Notice to Deny Licensure on application for initial licensure in Oregon. The School reserves the right to require random criminal background checks throughout the time the student is enrolled in the nursing program. If the results are positive, the information will be sent to the Dean of Nursing who will determine the appropriate course of action. The School of Nursing reserves the right to deny continuation in the nursing major to any student whose criminal conviction might: (1) pose a risk to public safety, (2) preclude the ability to complete required clinical practica, or (3) result in Notice to Deny Licensure on application for initial licensure in Oregon. The Oregon State Board of Nursing (OSBN) may deny nurse licensure to persons with criminal conviction histories. Contact the Board for information by phone or on their website for more information. Documented Disability Statement Students with disabilities are protected by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. If you are a student with a disability and feel you may require academic accommodations contact the Director of Learning Support Services, to request reasonable accommodations. Learning Support Services is located in Loveridge Hall, room 24, ( ). We also recommend students communicate with their faculty about their accommodations and any special needs an instructor should be aware of. The Linfield College Policy Statement and Guidelines Regarding Services for Students with Disabilities is available in the Linfield College Policy Handbook at: assets/files/policy/linpolicy.pdf. Learning disability assessment is available through the Psychological Service Center (PH 319, ). Student Manual

65 Testing Accommodations for Students in Special Circumstances Faculty or students may initiate an application for testing accommodation with the Director of Learning Support Services (see, Appendix H-1 for the Application for Learning Support Services Courtesy Testing Accommodations). This accommodation is made for special circumstances (e.g., rescheduling an exam due to illness; a personal crisis such as a death in the family); and must be approved both by faculty and the Director of Learning Support Services. Independent Study/Tutorials An independent study in a theoretical and/or clinical area of interest can be negotiated with a faculty member. Students should have a GPA of at least 3.00 and have satisfied the necessary prerequisites for the proposed course of study. The student presents objectives to the instructor along with the independent study petition, which the faculty member and the Dean of Nursing must sign, indicating approval. Independent studies range from one to five credits depending on the length and intensity of the project/clinical. Independent Studies depend on faculty willingness and are not calculated as a part of their teaching load. Independent studies must also be approved by the College Curriculum Committee. Tutorials for required nursing classes are not available. Tutorials for elective nursing courses ae possible and require a tutorial form that is reviewed by the college curriculum committee. Tutorial forms are available through the office of Registration and Records. For more information on independent study and tutorials can be found in the Linfield College Course Catalog. Policy on Alcohol and Other Drug Use Linfield College prohibits the unlawful possession, use or distribution of illicit drugs and alcohol by students and employees on the institutions property or as any part of the institution's activities (Refer to Linfield College Policy Handbook available at files/policy/linpolicy.pdf). School of Nursing students, administrators, and faculty will not be allowed to remain at a clinical site if under the influence of, affected by, or impaired by mind altering drugs or alcohol. Any student, administrator or faculty member exhibiting intoxicated behavior (e.g., slurred speech, impaired judgment, undue aggressiveness, other bizarre or inappropriate behavior, or alcohol on the breath) shall be removed from the clinical site and subject to disciplinary sanctions imposed by Linfield College. Disciplinary sanctions include one or more of the following: A warning, probation, requirement of an evaluation by a certified professional, and follow-up treatment as prescribed; Requirement to complete an educational workshop; Requirement to participate in other special educational programming; Referral for prosecution; and Separation from Linfield College. Student Manual

66 Students, administrators and faculty may use or possess medications as prescribed by their health care provider if such use does not impair safe and/or efficient clinical performance. Guide to the Use of Social Media Social media, including blogs, social network sites, video sites, and online chat rooms and forums, can benefit health care and nursing education by fostering professional connections, promoting communication with fellow students and faculty, and educating and informing consumers and health care professionals. However, violation of confidentiality or privacy as defined by the Health Insurance Portability and Accountability Act (HIPPA) can intentionally or inadvertently result when using social media or other electronic communication. In addition, disparaging online comments regarding the college, fellow students, faculty members, administrators, staff, or clinical agency health care professionals may constitute lateral violence that can be detrimental to client safety, quality clinical outcomes, and the teaching-learning community. The following guidelines were developed by the National Council of State Boards of Nursing (2011) concerning the ethical and legal obligations of nurses, including student nurses, when using social media: 1. Do not transmit by way of any electronic media patient-related images or information that may violate client rights to confidentiality or privacy, or degrade or embarrass the client. 2. Do not share, post or otherwise disseminate information, including images, about a client (even if de-identified) or information gained in the nurse-client relationship with anyone unless there is a client care related need to disclose the information or other legal obligation to do so. 3. Do not identify clients by name or post or publish information that may lead to the identification of a client. Limiting access to posting through privacy settings is not sufficient to ensure privacy, since content once posted or sent can be disseminated to others. 4. Do not refer to clients (or their family members) in a disparaging manner, even if the client is not identified. 5. Do not take photos or videos of clients or client health records on personal devices, including cell phones. 6. Maintain professional boundaries in the use of electronic media. Online contact with clients or former clients blurs the distinction between a professional and personal relationship. 7. Promptly report any identified breach of confidentiality or privacy. 8. Do not make disparaging remarks about employers or co-workers (Linfield College, faculty members, administrators, staff or other students). 9. Do not make threatening, harassing, profane, obscene, sexually explicit, racially derogatory, homophobic or other offensive comments. (National Council of State Boards of Nursing, White Paper: A Nurse s Guide to the Use of Social Media, 2011) Improper use of social media by nurses or nursing students may violate state and federal laws established to protect client privacy and confidentiality. Students should always promptly inform their instructor of any breach of confidentiality or privacy on their part or by another student. In Student Manual

67 the case of uncivil student behavior, the appropriate School of Nursing/College reporting procedure should be followed. Linfield-Good Samaritan School of Nursing Online Course Expectations Approved: 05/19/11; Revised: 01/16/12 Students are expected to read the course syllabus, assignment expectations, course calendar, announcements, and all other course materials at the beginning of the course and periodically, throughout the term. Every member of the online learning community will have different views, opinions, and experiences that come up from the topics that are discussed. It is expected that the learning experience will be enhanced if students and faculty respond to each other respectfully, politely, and with professionalism at all times. The online course room is a safe, confidential learning environment, where clinical situations and scenarios are discussed for the purposes of collaborative learning. Students are expected to log-in to the course a minimum of 3-4 times per week* to check for announcements, s, new discussion responses, and returned assignments. *On-campus and hybrid courses may have different expectations for log-in requirements than courses that are conducted completely online, please check the course syllabus for expectations. In addition to course room , it is expected that students check their Linfield site on a regular basis. General program announcements, Linfield College announcements, as well as specific, critical information from faculty and staff may be communicated in this way. Faculty members do their best to respond to s and questions within hours. It is important to check with each instructor to understand their preferences for communication and their timeline for responses. Students may notice similarities in the way that online education is delivered across the curriculum; however, it is important to know that faculty instructors will have a variety of teaching styles and preferences. Each course is designed with its own set of course outcomes or goals for learning. The teaching and learning strategies that are utilized to meet these outcomes will vary from course to course. Examples include: collaborative discussions, group projects, individual research and writing assignments, online quizzes, case studies, web-based learning, community activities, service learning, clinical preceptor activities, and more. The knowledge and skills that students can expect to gain in one course will provide a foundation for subsequent courses. The learning that occurs across the curriculum builds from simple to more complex. There are a variety of resources available in the course room to support student learning, such as: library class pages, librarian contact and support information, writing tips and resources for formatting using the Publication Manual of the American Psychological Association (APA), web links, blackboard support, NW etutoring Consortium of Colleges that provides academic tutors in a wide-range of subjects including writing, and Linfield College learning support services for assignment assistance. Student Manual

68 In online courses, student identification is confirmed through their CatNet ID and secured password. Plagiarism can be checked using the website: Student Evaluation Policy Students must practice legally, ethically, professionally and safely. Students must meet all course outcomes to pass nursing courses. The achievement of course outcomes is evaluated using appropriate methods identified by the course faculty and communicated by the course syllabus. In clinical nursing courses, students will receive a written clinical performance evaluation based on written course outcomes related to nursing practice in the lab/clinical areas. The clinical performance evaluations will be kept electronically for six years after separation from the college. Student Evaluation of Nursing Courses in the Curriculum Periodically, as part of the School of Nursing continuous quality improvement efforts students are asked to evaluate nursing courses in order to determine if course outcomes are effectively being met. Data are used to facilitate course development. Student Evaluation of Classroom and Clinical Instruction In the pre-licensure BSN program, the instructor shall ask a student to administer faculty evaluation forms during a class or clinical before the final exam. The selected student picks up the evaluation forms from the Administrative Assistant to the School of Nursing (PH 314) and returns the completed forms to the same office. The instructor should not be present while students complete the evaluation forms. The student administering the evaluation forms needs to read the following statement to the class or clinical group: Please read and answer each item carefully. Your appraisal will be used to help improve this course, as well as to make personnel decisions such as tenure and promotion for your professor. You are urged to provide written comments to make your views most useful to the professor and the others who will read these evaluations. Your responses will be available to the professor only after he or she has submitted final grades for the course. In the RN to BSN program, students will complete faculty evaluation forms online before the final course activities. Responses will be available to the instructor after he/she submits final grades for the course. Student Evaluation of Clinical Agencies Both faculty and students are asked to evaluate clinical facilities at the end of a clinical rotation. Data from faculty and students are used to evaluate the quality of clinical experiences and to plan future clinical experiences. Student Manual

69 Student Evaluation of Clinical Teaching Associates (Preceptors) At the end of NURS 475 Integrated Experiential Learning IV, which uses the preceptor model of instruction, both faculty and students are asked to evaluate the Clinical Teaching Associate (Preceptor). Data from faculty and students are used to determine future Clinical Teaching Associate (Preceptor) assignments. Student Evaluation of Experiential Learning Center (Nursing Lab) Experiences and High Fidelity Simulation Both faculty and students in the pre-licensure BSN program are asked to evaluate the Experiential Learning Center (Nursing Lab) experiences and high fidelity simulation. Data from faculty and students are used to determine the effectiveness of these lab learning experiences in meeting course outcomes. This assessment is helpful in planning future lab experiences. Grading Policy for All Required Nursing Courses in the Curriculum (Approved 9/17/12) Theory Theory courses are graded using the scale that follows. To pass the courses, the student must meet all course outcomes as evaluated by examinations and other methods of assessing learning and achieve an overall course grade of at least 73 C. Multiple choice examinations will comprise a minimum of 50% of the course grade for the following courses: NURS 305: Foundations of Community-based Nursing Practice NURS 355: Nursing Care of Children, Adults, and Older Adults with Chronic Conditions NURS 455: Nursing Care of Children, Adults, and Older Adults with Acute Conditions To pass the above three courses, a minimum average of 73 C must be earned on examinations. The students must also achieve an overall course grade of at least 73 C. Grading Scale A = Unacceptable Grades: A- = C- = B+ = D+ = B = D = B- = F = 0-59 C+ = C = (Note: Linfield College does not accept grades of A+, D-, F+, or F-) Student Manual

70 Clinical (Integrated Experiential Learning Courses) A student who demonstrates unsafe clinical practice, unethical behavior, unprofessional behavior, or illegal behavior in the clinical setting will be removed from the clinical experience and not passed in the Integrated Experiential Learning course. Integrated Experiential Learning courses are graded using the above scale. To pass these courses, the student must meet all course outcomes as evaluated by the student clinical performance evaluation tool and other assignments (e.g., written assignments, group projects, examinations, etc.). The clinical component (i.e., direct care or other learning activities occurring at clinical agencies) is graded pass/no pass. Written clinical assignments may be given points that contribute to the overall course grade. The student must pass the clinical component and achieve at least a 73 C average on graded assignments to pass the course. Clinical Nursing Skills Performance Evaluation Policy Statement Pre-licensure BSN Students Only, Last Revised: 07/19/11 Outcome Students demonstrate minimally safe performance of selected nursing skills at key points in the curriculum. Evaluation Procedure Clinical Nursing Skills Performance Evaluation occurs at designated points in the curriculum. The purpose of Clinical Nursing Skills Performance Evaluation is to demonstrate integration and application of course skills. This evaluation also includes scenario-based clinical judgment questions that address theory underlying the skill. Students are provided with guidelines based on best practices for skill performance. Subsequent courses build on guidelines used in earlier courses. Practice times are scheduled for students prior to Clinical Nursing Skills Performance Evaluation. Faculty, staff, and/or student mentors are available for assistance during scheduled practice times. The time allotted for performing skills is designated based on the difficulty/complexity of the skills being evaluated. Evaluation time is included in the hours allocated for the course. When possible, Clinical Nursing Skills Performance Evaluation is done by faculty who are not the student s current clinical or lab faculty. Grading Criteria/Evaluation Students must demonstrate the best practice principles of that skill at a level determined to be minimally safe per evaluation guidelines. To pass Clinical Nursing Skills Performance Evaluation, all assigned skills must be completed successfully. If the faculty evaluator determines a student has not met the criteria for passing the evaluation, she/he will review the data with the Integrated Experiential Learning Coordinator to make the final decision. Student Manual

71 Students will have the opportunity to repeat a Clinical Nursing Skills Performance Evaluation after attending a review and practice session. Students not successful on a second Clinical Nursing Skills Performance Evaluation attempt are at risk for course failure and will be considered on an individual case basis. Successful completion of Clinical Nursing Skills Performance Evaluation may be required before progressing to the clinical component of courses. Faculty Role During Clinical Nursing Skills Performance Evaluation Faculty will be oriented to Clinical Nursing Skills Performance Evaluation for each course using this evaluation. Faculty may use cues and prompts to help students to focus or get started on a skill, or to identify missed parts of the procedure. Faculty help to create reality by acting as the voice of the patient and by providing responses and assessment data. They also serve in the role of the second nurse when the scenario calls for one (e.g. help position or provide ventilation during a suctioning procedure). The Integrated Experiential Learning Coordinator should do a limited amount of evaluation, to be available to monitor the process and consult with faculty evaluators as questions and concerns arise. Accident Reporting Procedure on Campus While Engaging in College Activity or Clinical The following procedure is to be instituted for accidents involving a student or faculty member injured on campus or while engaging in any college sponsored activity (e.g., field trip, January Term Travel Course), a College Work Study/Campus Employment Student injured while engaged in college activity or student or faculty member injured during clinical. After making an assessment and calling 911 if necessary, report the injury immediately to your supervisor, no matter how minor. The instructor must fill out the Linfield College Incident Investigation and Analysis Report form and submit it to the Administrative Assistant for the Director of Portland Campus Operations (PH 304). Procedure for reporting incidents that occur during nursing clinical when a student injury results: If the accident involves a clinical situation, the instructor must fill out two incident report forms--a Linfield College Incident Investigation and Analysis Report form and a Linfield-Good Samaritan School of Nursing Clinical Incident Report form. If the injury will require an overnight stay in the hospital, you must notify the Director of Portland Campus Operations at (PH 302) and the Dean of Nursing at (PH 301). If the accident is fatal, immediately notify the Director of Portland Campus Operations at (PH 302) and the Dean of Nursing at (PH 301). Student Manual

72 Procedure for reporting incidents that occur during nursing clinical when no student injury results: The agency s incident report is to be completed, as well as the Linfield-Good Samaritan School of Nursing Clinical Incident Report. (Follow the procedure for reporting incidents that occur during nursing clinical when a student injury results.) Procedure for blood/body fluid exposure incident: Exposure to blood borne pathogens: Linfield-Good Samaritan School of Nursing is required to provide assurances that our students have a level of protection and education similar to health care agencies. Each year we offer blood borne pathogen-training for students and faculty who are at risk of exposure in clinical settings. (Annual blood borne training is mandatory.) Student responsibility if exposed: Immediately wash or rinse affected area thoroughly. Notify your instructor and the unit charge person. Follow the procedure of the clinical agency in which the incident occurred. Ask the agency/site to provide an assessment of the exposure source to determine the HIV, HBC, HCV, or other Blood borne pathogen status. Seek immediate medical evaluation if a blood/body fluid exposure has occurred. Students must be evaluated for preventive therapy within one hour of blood/body fluid exposure. Follow-up care is the student's responsibility. The student will also follow the Linfield-Good Samaritan School of Nursing procedure that includes: Request that the instructor complete an immediate report of the incident using the Linfield College Incident Investigation and Analysis Report form, Linfield-Good Samaritan School of Nursing Clinical Incident Report form, and Linfield-Good Samaritan School of Nursing Blood Borne Pathogen Exposure Form. Follow-up care may be arranged through the student's own private physician. Any costs of evaluation and follow-up shall be the responsibility of the exposed student. Procedure for workers compensation claim: Campus Employment Students are covered by the College Worker s Compensation program if the injury, requiring a doctor or hospital visit, occurs while working for the College. Such students must complete an 801 insurance form. This form should be faxed to the Human Resources office ( ) within five business days of the incident. The form is available in the office of the Administrative Assistant for the Director of Portland Campus Operations (PH 304). Student Manual

73 Preparation for the NCLEX-RN Licensure Examination Approved: 03/16/09; Last Revised: 07/09/12 Pre-Licensure BSN Students Only All pre-licensure nursing students are required to take a standardized comprehensive exit examination in NURS 475 Integrated Experiential Learning IV (HESI exit examination and CAT). The HESI Exit examination comprises 20% of the course grade and the CAT comprises 5% of the course grade. Several resources and support services are available to assist students in preparing for this exam. The Director of Learning Support Services offers individual coaching to develop strategies that improve test-taking abilities. Resources related to test anxiety include on-campus and off-campus psychological counseling. Strategies to improve testing skills are also integrated into the curriculum. Standardized specialty or customized HESI examinations are incorporated in NURS 305 Foundations of Community-Based Nursing Practice (5 percent of grade), NURS 395 Mental Health and Illness Across the Lifespan (10 percent of grade), and NURS 435 Integrated Experiential Learning III (20 percent of grade). Students who do not meet the benchmark score on any of the standardized course exams or exit exam are encouraged to follow up on self-remediation activities on the Evolve Website and use other campus resources as appropriate. Online case studies that utilize NCLEX style questions are also included as course assignments throughout the nursing program. Student Manual

74 Process for Student Inclusion in NCLEX-RN Preparation Plan Student Manual

75 NCLEX-RN Examination Application Process Pre-Licensure Nursing Students Only The procedure listed below is intended to clarify the NCLEX-RN Examination Application process for students, faculty, and staff. 1. In their final semester students learn about the process for applying to take the NCLEX- RN examination with the Oregon State Board of Nursing (OSBN) via an sent out by the Administrative Assistant to the School of Nursing. The same information contained in the is also on the NCLEX Testing & Licensure link on the Linfield College, Portland Campus Registration & Records Website. 2. The Oregon State Board of Nursing application packet outlines the requirements students must meet before taking the NCLEX-RN examination. Students download the packet at: Items to be sent by Linfield College a. Transcripts (requested using the Licensure Transcript Request Form provided by Oregon State Board of Nursing) b. Examination Picture Identification Form (sent once the Dean of Nursing s signature is obtained) Items to be sent by the Student c. Completed fingerprint packet (for information check here: d. Completed Licensure by Examination Application e. Non-refundable fingerprint-based criminal background check processing fee (if applicable) and Licensure by Examination application fee (may be written as one check to OSBN). 3. After students complete their Examination Picture Identification forms, they should deliver them to the Administrative Assistant for the School of Nursing (PH 301) to have the Dean of Nursing sign and verify. 4. At the same time students are completing the OSBN application, they should register with Pearson VUE (testing agency): 5. The Administrative Assistant in Student Life schedules a date for a fingerprinting agency to come to campus to offer services to students. This date will be communicated to the students by the Administrative Assistant in Student Life. 6. After the Assistant Director of Registration and Records has confirmed degree completion he/she notifies Oregon State Board of Nursing using the Candidate List. 7. Transcripts will be delivered by Linfield College to Oregon State Board of Nursing within three business days of graduation. Student Manual

76 8. At the time the transcripts are delivered, if OSBN has received the completed the Examination Picture Identification form, Licensure Examination Application and the Fingerprinting packet for the student, then OSBN will notify Pearson VUE that a student is cleared to test. 9. The student will receive an Authorization to Test (ATT) from Pearson VUE. Students will then be able to schedule an appointment to test by visiting Testing accommodation can be requested by students with a disability, if they verify accommodations were provided by Linfield-Good Samaritan School of Nursing and verify testing, diagnosis and need for accommodations by an appropriate licensed healthcare provider. Information is available here: Note: These directions pertain to Oregon State Board of Nursing only. If a student will be taking their NCLEX-RN examination in another state, they must check with that state board about their requirements. Pain Management Requirement for Registered Nurses in Oregon Senate Bill 885 introduced in 2001 mandates a one-time pain management requirement for registered nurses and other licensed health care providers at the time of license renewal. Seven hours of pain management are required and one of the hours must include the Oregon Pain Management Commission course available online via the website address provided in the following paragraph. Pain management education is a required for nurses obtaining their entry level education in Oregon and the required six hours is included in the Linfield-Good Samaritan School of Nursing Curriculum. In addition all students will be required to complete the Oregon Pain Management Commission Course which is available online at The Oregon State Board of Nursing will perform random audits of compliance related to the pain management requirement. Keep the outline of pain management content in Appendix G with your records as verification of six hours pain management.. Insurance Health Insurance (Required) All nursing students are required to have health insurance coverage either purchased through Linfield College or through their private insurance company. Health insurance is vital in covering injuries that may occur while the student is engaged in clinical practice or while on Portland Campus grounds. Student Manual

77 Neither clinical agencies nor Linfield College's Worker's Compensation programs cover student injuries. Needle sticks, back injuries, and infectious diseases are some of the potential injuries that occur during clinicals, making health insurance coverage essential. Campus employed students are covered under Linfield College's Worker's Compensation program only if the injury occurs while they are working for the College, and not during nonemployment times. Professional Liability Insurance - Malpractice (Required) Students are required to purchase professional liability insurance coverage through Linfield College. An annual, renewable fee is to be paid each year at the time of registration. This insurance only covers individuals in their clinical performance as students in nursing courses. Assigned Papers Assigned papers are to be written according to the format present in the most current edition of the American Psychological Association s Publication manual. This book is available for purchase. A copy of this book is available in the library. Clinical Requirements Electronic Health Record An electronic health record (EHR) is a computerized client chart, an interdisciplinary communication method, a safety and decision-making support tool, and a central client database. Pre-Licensure students will learn to use an electronic health record which is designed for educational purposes. In order to use the student EHR, students need to purchase a subscription. Further information is available on the Experiential Learning Center website. Absence/Tardiness/Clinical Make-Up Attendance is required for all clinical laboratory experiences. A student, who is unable to attend, must notify the clinical facility and clinical instructor before the time scheduled for the start of the clinical laboratory experience. The student, who is going to arrive late, must also notify the clinical facility and clinical instructor as soon as possible. Students must arrive at the time that their clinical is scheduled. Tardiness is not acceptable. Repeated tardiness may lead to failure of the course. If course outcomes are not met, because of excused clinical absence or tardiness, two options are available to the student. The student may complete the course the next time it is offered, if there is available space, or arrange for make-up time with the clinical instructor and Course Coordinator or Integrated Experiential Learning Coordinator. The second option depends upon the willingness and availability of the clinical instructor. Under some circumstances, it may be necessary for the student to pay for make-up hours. No clinical make-up should occur during the final exam period. Student Manual

78 Policies of the Clinical Agency Students are expected to comply with the policies of the clinical agency in which they are assigned for clinical laboratory experience. This includes, but is not limited to, policies related to client confidentiality and the photocopying of any part of the client's medical record, drug testing, immunizations, and/or criminal background checks. Transportation Students are responsible for providing their own transportation to and from clinical sites. If a student chooses to drive a personal vehicle, the student is responsible for operating the vehicle in compliance with local, state, and federal regulations, including Oregon State laws regarding automobile insurance. Parking fees associated with clinical practice are also the responsibility of the student. Student Clinical Errors Students making an error of omission or commission during their clinical experience at an agency, must notify the clinical instructor immediately. The procedure for reporting errors identified by the clinical agency is to be followed. Faculty are to notify the Dean of Nursing in writing of any student errors that may require legal intervention or are of great significance. (Also see, School of Nursing policy on incident reports in this chapter.) Linfield-Good Samaritan School of Nursing Experiential Learning Center Standards for the Learning Community Approved: 03/07/11 The Experiential Learning Center is considered a formal clinical site and expectations for behavior, dress, and grooming are the same as for outside clinical facilities. This ensures a positive learning experience for all students. Compliance with these or any request of faculty or Experiential Learning Center lab staff are included in the course evaluation. Exemplary performance may lead to mentoring opportunities and letters of reference for employment. General: 1. Latex: students are responsible for notifying faculty and Experiential Learning Center lab staff of latex allergies. 2. Personal appearance: scrubs are required for scheduled lab times. Scrubs are also required for open lab. ID badges are always required. Grooming is in accordance with Linfield clinical standards. Refer to the Personal Appearance Policy that follows for further details. 3. Deposit gum in the trash upon entering the lab. 4. Food is to be consumed outside of the lab environment. 5. The only drinks allowed are water in closed, water-tight containers; no Starbucks cups, etc. 6. Water bottles are to remain at the bleacher area in the main nursing lab or the debriefing room in the High Fidelity Simulation lab, not to be taken to the bedside. 7. Active learning is encouraged; however, please maintain quiet clinical or library voices. Student Manual

79 8. Respect all staff, faculty, mentors, students, equipment, and supplies. Refer to the Statement on Student Behavior in chapter VIII. 9. Clean up the work areas before leaving the bedside or the lab; be sure all sharps are deposited in sharps containers; replace all furniture to the proper locations; straighten the bedding to leave it hotel ready. 10. Take personal belongings when leaving; lab staff is not responsible for any item left in the lab. Clients: 1. Each manikin is a simulated client and is to be treated exactly as a client at all times. 2. Speak respectfully to the client; introduce yourself, and explain your purpose. 3. Maintain dignity and modesty; close curtains, keep the client covered as much as possible while performing procedures. 4. Lower the bed when procedures are completed and before leaving the bedside. 5. Raise the side rails and assure the brakes are on. 6. Straighten the bedding in a manner that clearly indicates the client has received excellent nursing care. 7. Do not move the clients; ask a staff member if a client requires a transfer. 8. Do not use Betadine on the clients as they are all allergic to it. Supplies and Equipment: 1. Use the materials in your lab kits first; please reuse them for practice. 2. If additional materials are needed, please ask Experiential Learning Center lab staff. The storage areas are for authorized personnel, i.e. lab staff and faculty, only. 3. If equipment is needed outside of lab, please use the check-out system; do not remove anything from the lab without checking with Experiential Learning Center lab staff first. Return the items promptly for others to have access to them. 4. Please notify Experiential Learning Center lab staff immediately if equipment malfunctions. Personal Appearance Policy (Dress Code) Linfield-Good Samaritan School of Nursing expects nursing students to demonstrate a professional image. Due to the nature of health care, we must demonstrate a patient/client focus with regard to dress and appearance. Students dress must be neat in appearance and appropriate to their learning environment at all times. Students should be aware and conscientious of their personal hygiene and cleanliness of attire. Students must be in compliance with their clinical agency s policy. Identification All Linfield College nursing students must wear an identification badge or nametag while in clinical/practicum experiences. These badges should be visible, readable, and in keeping with the agency requirements. Student Manual

80 Clothing Students may choose to wear navy blue and/or white scrubs. A Linfield College patch must be sewn on the left sleeve of each scrub or uniform top. Scrubs and patches are available at the campus bookstore; scrubs are also available at uniform shops in the community. Students are required to follow the dress code of assigned clinical agencies. Some clinical/practicum sites may allow or require students to wear street clothes and footwear while practicing in their agency. Students should check with their instructor for specific guidelines. Footwear Shoes shall be clean and in good repair and appropriate for the clinical/practicum assignment. Shoes with flexible soles, low heels, and closed toes are recommended for safety and optimum body mechanics. White or nearly white shoes are required in the majority of clinical/practicum sites. Jewelry Jewelry shall be kept to a minimum. Jewelry should be appropriate and safe for the clinical/practicum environment and not pose a risk to the student or patients (i.e., large hoop or dangling earrings). Hygiene and Grooming Students shall be clean and free from strong odors, including perfumed fragrances. Fingernails shall be clean and at a length that does not interfere with the job or pose a risk to the student or clients. Artificial nails pose an infection control and safety risk and are not allowed. Clear nail polish may be worn. Hair, sideburns, mustaches and/or beards shall be clean, neat and well-trimmed. Male students without well-trimmed beards and mustaches shall be clean-shaven. Long hair must be pulled back from the face. Make-up shall be appropriate to the professional work environment and not extreme. Radical Departures Hair color is to be within the normal color range. Hairstyle is to be within reasonable healthcare environment standards. Body piercing, except appropriate pierced ears, is not to be visible during clinical/practicum hours (no more than two earrings/ear). Tattoos are not to be visible during clinical/practicum experience. Disciplinary Action for Violation of Personal Appearance Policy Students who fail to comply with the personal appearance policy will be sent home and asked to return in appropriate attire. If further violations occur, the student may fail the course. Exceptions to the Personal Appearance Policy Where a student is disabled, has a verified medical condition, or as a member of a religious group with a religious tenet/doctrine, is required to wear certain dress styles that are exceptions Student Manual

81 to this policy, Linfield College will accommodate the student provided that safety, health and hygiene requirements are satisfied. The student has the responsibility to inform his/her clinical instructor of this request for exception to the personal appearance policy. Required Supplies Name tag or badge Navy blue and/or white scrubs or uniforms Linfield College patches sewn on the left sleeve of each lab coat and top White or nearly white shoes with closed toes Watch with second hand or digital second timer Student Request to be Absent from Course Due to Attendance at Professional- Related Event Approved 09/17/12 Participation in professional nursing events contributes to student learning and provides opportunities for professional development. However, these must be balanced with meeting course requirements and needs of clinical agencies. The purpose of this policy is to clarify the process for requesting to be absent to participate in professional-related events. 1. Review the policies on Absence/Tardiness/Clinical Make-up and Absence From Class in the manual. 2. A student must be in good standing in a course for the request to be considered. 3. Before registering for a professional conference or arranging transportation, students should consult with clinical and theory faculty if any class, clinical, or lab hours will be missed by participating in the event. 4. Students should complete the form (on the next page) and submit it to faculty at least 6 weeks prior to the event. 5. Students should meet with faculty to review the request and obtain permission to be absent. Expectations regarding the need to make up the absence or meet other course responsibilities should be clarified. Student Manual

82 Student Request to be Absent from Course Due to Attendance at Professional- Related Event Students are to complete this form prior to participating in professional-related events while enrolled at Linfield-Good Samaritan School of Nursing. Student Name: Course: Faculty: Dates of absence: Purpose of Professional-Related Event: Describe how participation in this activity will contribute to learning outcomes of this course. If there are no directly applicable learning outcomes related to the course, describe how this activity meets requirements for 300 or 400 level outcomes, or program outcomes. Describe how you will use the information learned from your participation in the above activity. Student signature: Date: Faculty Consent: Yes No Faculty Comments: Faculty Signature: Date: Student Manual

83 Chapter VI: Linfield College Policies and Procedures Student Manual

84 Linfield Curriculum (LC) Assessment In order to earn Linfield Curriculum (LC) general education requirement credit in Linfield Curriculum designated courses, you must complete the electronic submission of exemplar work and supporting description by the last day of finals week, as discussed in the Linfield College Course Catalog. Using the services of TaskStream, students are expected to submit electronic exemplars of their work demonstrating that they have met the relevant Linfield Curriculum (LC) outcomes in the course for which they wish to earn Linfield Curriculum credit. Linfield Curriculum (LC) catalog descriptions, learning outcomes, as well as Vital Past and Quantitative Reasoning rubrics are in Appendix F. The rubrics are used by the College to evaluate students exemplar submissions. Academic Integrity Linfield College operates under the assumption that all students are honest and ethical in the way they conduct their personal and scholastic lives. Academic work is evaluated on the assumption that the work presented is the student's own, unless designated otherwise. Anything less is unacceptable and is considered a violation of academic integrity. A breach of academic integrity will have severe consequences that may include failing a particular course or even dismissal from Linfield College. Violations of academic integrity include but are not limited to the following: Cheating Using or attempting to use unauthorized sources, materials, information, or study aids in any submitted academic work. Plagiarism Submission of academic work that includes material copied or paraphrased from published or unpublished sources without proper documentation. This includes selfplagiarism; the submission of work created by the student for another class unless he/she receives consent from both instructors. Fabrication Deliberate falsification or invention of any information, data or citation in academic work. Facilitating Academic Dishonesty Knowingly helping or attempting to help another to violate Linfield College s policy on academic dishonesty. Student Manual

85 Procedure for Violation of Academic Integrity Students responsible for violating academic integrity are subject to disciplinary action. Instructors shall have discretion as to what penalty to impose regarding the course grade. Instructors are required, when discovering a case of academic integrity violation, to inform the Dean of Nursing, the Assistant Dean of Students/Director of Student Life, as well as the student, in writing of the incident within ten days of the discovery of the offense. The written notification must include a description of the offense, the course consequences for violation of academic integrity and the penalty given in the specific case. The written document detailing the incident will also be placed in the student s permanent file in the Records Office. It is also recommended that faculty issue an academic alert for any violation of the academic integrity policy. The Assistant Dean of Students/Director of Student Life has the discretion to refer a first time offender to the Linfield College Judicial Council. All cases involving more than one offense by the same student are automatically referred to the Judicial Council. This decision on referral will be communicated in writing to the student and the instructor(s) who has (have) a legitimate educational interest. The Judicial Council may impose College-level penalties upon the offending students. The School of Nursing Admissions, Progressions, Honors, and Graduation Committee will decide whether or not continuation in the nursing major will be permitted. Proper due process shall be in force for all academic integrity violation proceedings, as outlined in the Policies and Procedures of the College Judicial Council. Further detail is available in the Linfield College Student Handbook and the Linfield College Course Catalog. Academic Integrity Violation Appeal Students wishing to appeal grades given, based on violation of academic integrity, must appeal directly to the Linfield College Judicial Council. Students should consult with their academic advisor for assistance with the appeal process (see Appendix J-02). Proper due process shall be in force for all academic integrity violation proceedings, as outlined in the Policies and Procedures of the College Judicial Council (see, the Linfield College Student Handbook and the Linfield College Course Catalog). Academic Grievance Procedure Academic grievances concerning teaching and learning should be settled as close to the level of student-faculty contact as possible. If students believe they have been treated arbitrarily or capriciously by an instructor in a grade assigned or other ways, they should first talk to the instructor, and consult with their academic advisor for assistance. The academic grievance procedure is explained in Appendices J-03 and 04. Student Manual

86 Statement on Student Behavior Approved: 05/08/95 Every faculty member and student has the right to conditions favorable to teaching and learning both in and out of the classroom. To foster and maintain such conditions, students have the responsibility to conduct themselves, individually and in groups, in a manner that promotes an atmosphere conducive to teaching, studying, and learning. Students are expected to uphold academic and personal integrity; to respect the rights of others; and to refrain from disruptive, threatening, intimating or harassing behavior; or behavior that is harmful to themselves, other persons, or property. Faculty has the right and responsibility to foster an environment conducive to teaching and learning. Should this be threatened by student behavior, faculty are authorized and encouraged to initiate the following steps: 1. Meet privately with the student to describe the unwanted behavior, explain why it is inappropriate, and specify expectations for future student behavior. 2. Request and initiate a formal meeting with the student, the student s academic advisor, and the Assistant Dean of Students/Director of Student Life. 3. Request through the Assistant Dean of Students/Director of Student Life, that the student be withdrawn from the class. 4. Initiate other disciplinary action, in coordination with the Assistant Dean of Students/Director of Student Life, by means of the appropriate judicial process. The above faculty action steps may be taken in order or initiated at any level. It is important for faculty to notify students of the potential consequences of disruptive behavior. Consequences may include: progressive faculty action steps, student referral to counseling, and formal behavior contracting. Faculty are encouraged to resolve disruptive student behavior issues at the earliest step possible. (For purposes of this policy, faculty are defined as any instructional personnel employed by the college. ) Further detail is available in the Linfield College Course Catalog. The Linfield College Policy Handbook and Portland Student Handbook contain the Policy on Alcohol and Other Drug Use, Sexual Assault Policy and Procedures, and Harassment Policy and is available at: The Student Weapons Policy is available at: Student Code Of Conduct Students are expected to conduct themselves in accordance with the rules and regulations of the college. Students, like all members of the College (trustees, faculty, administration, and staff members), assume the responsibility to conduct themselves in compliance with the objectives and standard of conduct established by the College. These standards apply both on and off campus. Examples of misconduct which renders a member of the College liable for discipline, up to and including separation, may fall into the following categories: Student Manual

87 1. Dishonesty, including cheating, plagiarism, fabrication, and facilitating academic dishonesty (see entry on Academic Integrity). 2. Forgery or the alteration and/or unauthorized use of College documents, records or forms. Knowingly providing false information to College officials or officers of instruction or administration. 3. Unauthorized possession, use or duplication of College keys or identification cards. Facilitating such use. 4. Intentional disruption, obstruction or interference with the process of instruction, research, administration, student discipline or any other service or activity provided or sponsored by the College. 5. Damage, destruction, theft or unauthorized use of personal property located on the College campus or property owned or controlled by the College. 6. Unauthorized entry into or use of College property, including facilities, residence halls, equipment or resources (including, for example, library materials). 7. Unauthorized entry into College-related living units that disrupts sleep or study or that damages the physical facilities in those units. 8. Attempted or actual theft of and/or damage to property of the College or property of a member of the College community or other personal or public property. 9. Uncivil, disrespectful or intolerant behavior based on race, color, age, religion, sex, sexual orientation, national origin, or physical handicap or other disabling condition. 10. Physical abuse, verbal abuse or other conduct which threatens or endangers the health or safety of any person. 11. Threats, intimidation, harassment, stalking, coercion or other conduct which threatens or endangers the health, safety, personal property or academic success of any person of any member of the College or any person on college property or at a College sponsored/supervised activity. 12. Disorderly conduct (including that resulting from drunkenness), unreasonable noise or behavior that results in unreasonable annoyance. 13. Lewd or indecent conduct on College property or at College sponsored/supervised activities. 14. Unwanted sexual behavior that is sexual behavior directed toward an individual. 15. Hazing or initiation rites involving physical abuse or mental anguish. Student Manual

88 16. Illegal activities involving controlled substances. 17. Violation of the College policy on alcohol and other drugs. 18. Possession, use or threatened use of firearms, ammunition, explosives, dangerous chemicals or any other objects used as weapons on College property or at College sponsored/supervised activities. 19. Tampering with fire-fighting equipment or alarms, running in a false alarm or engaging in other behavior that constitutes a significant fire hazard. 20. Failure to comply with the direction of College or public officials acting in the performance of their duties. 21. Conduct which adversely affects the member s suitability as a member of the College community or which interferes with the rights and privileges of another member of the College community. 22. Failure to comply with rules, regulations or standards, or conduct approved by the College, provided they have been published, distributed or posted in such a manner as to furnish adequate notice to students. 23. The willful commission of any act which is a crime under the laws of the State of Oregon or of the United States which results in a criminal charge and conviction in any competent jurisdiction. The procedure for violation of the Student Code of Conduct, as well as, the appeal process are described in the Portland Student Handbook. Discriminatory Harassment Discriminatory harassment is verbal or physical conduct that demeans or shows hostility, or aversion toward an individual because of his/her race, color, religion, gender, marital status, national origin, age, sexual orientation, or disability, or that of his/her relatives, friends or associates and that: Has the purpose or effect of creating an intimidating, hostile or offensive working environment; or Has the purpose or effect of unreasonably interfering with an individual s work performance; or Otherwise adversely affects an individual s academic opportunities. Discriminatory harassing conduct includes but is not limited to the following: Student Manual

89 Epithets, slurs, jokes, negative stereotyping or threatening, intimidating or hostile acts that relate to a person s race, color, religion, gender, marital status, national origin, age, sexual orientation or disability. Written graphic material which demeans or shows hostility or aversion toward an individual or group because of race, color, religion, gender, marital status, national origin, age, sexual orientation or disability and is posted on walls, bulletin boards, or elsewhere on the College premises or is circulated within the College. The terms intimidating, hostile, and offensive are interpreted according to the legal standards as determined by the law, and are looked at from the viewpoint of a reasonable person in similar circumstances as the complaining party. Academic Alerts and Support Resources Academic Alerts are intended for students having academic difficulty in a course. Their purpose is to encourage students to address problems they are having in the theory or clinical component of nursing courses. Academic Support Services Assists students to develop: effective learning techniques; deal with time and stress management issues; receive appropriate accommodations for learning disabilities; improve reading, note-taking and test taking skills; receive tutorial assistance; and set up student study groups. Academic Support Services oversees the Academic Success Center that offers peer tutoring assistance. Inclusion and Access Has a Peer Resource Network that provides new pre-licensure nursing students with a peer mentor to instill confidence and ease transition by providing support, guidance, and inspiration while fostering the core values of nursing (see Appendix I-1). Support services are available for second language students needing assistance with written or oral communication. The Psychological Services Center (PH 319; ). Offers confidential individual, group, and partner/family counseling, as well as, learning disability assessment. Distance Learning Librarian in the RN to BSN program The Distance Learning Librarian is embedded in the RN to BSN Program. The RN to BSN students are oriented to the Distance Library during the first semester. The Distance Librarian provides learning and curricular support throughout the program.. Student Manual

90 Academic Advising BSN Pre-Licensure Program Every student has a nursing faculty advisor who serves as a guide and mentor. Consultation with or approval by the faculty advisor is required for a variety of academic program decision that students make. Students are assigned to faculty advisors by the Assistant Director of Registration and Records in consultation with the Dean of Nursing. Students may request a change of advisor because of shared academic interests with another faculty member, difficulty connecting with the assigned advisor, etc. Change of Advisor forms are available online on the Registration and Records page under Forms and at In addition to the nursing faculty advisor the Assistant Director of Admissions is available to advise students on general education and Linfield Curriculum Requirements. RN to BSN Program Every student is assigned a nursing faculty advisor and a Division of Continuing Education academic advisor upon admission to the School of Nursing. The nursing faculty advisor serves as a guide and mentor. Students may request a change of nursing faculty advisor because of shared academic interests with another faculty member, difficulty connecting with the assigned advisor, etc. Academic Advisor/Advisee Relationship and Responsibilities The relationship between advisor and advisee is one of shared responsibility. Although students are ultimately responsible for their own choices while attending college, in order to make informed decisions, faculty advisors and others within the Linfield community provide mentoring, advice, and information. A pre-licensure student s faculty advisor is the student s primary resource regarding academic issues, opportunities, and programs. RN to BSN students should contact their academic advisor regarding academic issues, opportunities and programs. The student s responsibilities in the academic advising relationship are to: Take the initiative to contact and become acquainted with your faculty advisor, and help your faculty advisor get to know you. Be mindful of the need to work with your faculty advisor during posted office hours or make other arrangements in advance. Consult with your faculty advisor about changes in your academic progress, course selection and academic, career and life goals. Notify your faculty advisor immediately whenever a serious problem (medical, financial, personal) disrupts your ability to attend classes or interferes with your ability to focus on your education and to perform your best work. Student Manual

91 Prepare for meetings with your faculty advisor by gathering relevant decision-making information, creating a list of questions and drafting a course schedule (if the meeting is focused on course selection for the coming semester). Keep a personal record of your progress toward your degree. Organize official college documents (catalog, Academic Evaluation, etc.) and bring them with you to advising meetings. Be familiar with the Linfield Curriculum, GPA, and major(s) and minor(s) requirements. Schedule courses each semester in accordance with those requirements. Follow Linfield procedures when registering for courses and making adjustments to your class schedule. Observe academic deadlines. Know when to register and when to drop or add classes. Schedule an appointment with your advisor well in advance of these deadlines. Take the initiative to investigate options for changing advisors if you no longer have an interest in the advisor s area and/or a positive relationship is not developing. The faculty advisor s responsibilities in the academic advising relationship are to*: Be accessible to advisees through posted office hours, scheduled appointments, telephone calls, and s. Assist advisees in developing long-range academic goals and plans and to address immediate problems or issues. Assist advisees in making choices that will lead to the development of a successful academic plan and educational experience. Provide advisees with up-to-date and accurate information about selecting courses and developing an academic plan that satisfies degree requirements. Clarify Linfield policies, requirements, programs, and procedures. Be a responsive listener and refer advisees to a support office or person when appropriate. Discuss with advisees their academic performance and the implications of their performance for their academic and career goals. Discuss career opportunities with advisees and make referrals to Career Center, when appropriate. Empower advisees to explore their interests and make their own decisions regarding academic, career, and life goals. Encourage advisees to change advisors if they no longer have an interest in the advisor s area and/or a positive relationship is not developing. Understand and comply with the mandates of the Family Education Rights and Privacy Act (FERPA) of 1974 as amended. *In the RN to BSN program, these responsibilities are shared between the academic advisor and the assigned faculty advisor. Inclement Weather Policy: Closure or Late Opening The decision regarding inclement weather closures (including late starts or campus closures) for the Portland Campus will be made by the College President in consultation with the Dean of Student Manual

92 Nursing and/or Director of Portland Campus Operations. All classes and clinical assignments are cancelled when Linfield College Portland Campus is closed. If a class or clinical assignment is cancelled, due to the College President s decision regarding inclement weather or other emergency, the instructor will be responsible for arranging makeup classes/clinical activities. Closure announcements and updates are communicated by the College via the personal contact points the student authorized in the Emergency Notification System via WebAdvisor (in addition to the student s Linfield ), as well as local television and radio stations, and recorded message on the CATS-line. To hear a recorded message during such closures, the student may call CATS (2287). It is the responsibility of each student to tune into a local television or radio station, monitor his/her personal contact points authorized in the Emergency Notification System and/or listen to the recorded message on the CATS-line ( ) to receive closure or opening information. Note: Because conditions may vary considerably within the region, each student must assess his or her unique situation, and determine travel safety from the student s location to campus or clinical site. Students should consider using public transportation during inclement weather conditions and remain in communication with their instructor, the Dean of Nursing and/or supervisor as appropriate. Public Transportation Resources include TriMet ( and Portland Streetcar ( In an emergency call 911. For assistance on campus contact Legacy Security at Disaster Plan In the event of a disaster, Linfield College classes will be canceled (Portland Campus follows Legacy Hospital s Disaster Plan). People that can aide in relief work and/or nursing care will be identified; a list of such people will be hand delivered to the Legacy Human Resources Department. Both Peterson Hall and Loveridge Hall will be evacuated. If there is no structural damage to Peterson Hall, the auditorium (PH110) will be used as a gathering place for the newspaper, radio, and TV media. Faculty and students will be given the choice of leaving campus or staying to offer assistance. It is advisable that faculty, staff, and students have an identified source outside Oregon where family members can call and exchange information. Incomplete Grade in Nursing Courses An incomplete grade in a nursing course is given at the discretion of the instructor when the quality of work is satisfactory, but the course requirements have not been completed for reasons of health or other circumstances beyond the student s control as determined by the instructor. Each incomplete grade requires a contract to be filed by the instructor with the Office of Enrollment Services. (See, the Linfield College Course Catalog for details.) Student Manual

93 Students receiving an incomplete grade in prerequisite nursing courses must complete all required coursework according to the following schedule. Nursing faculty must submit a change of grade to the Office of Enrollment Services by the date noted in this schedule. Semester/Term Incomplete Grade Given in a Prerequisite Nursing Course Summer Fall Spring Latest Date Incomplete Prerequisite Nursing Course Must be Completed Prior to fall semester classes beginning Two weeks prior to the beginning of spring semester If student is registered for required nursing course(s) in summer term: Prior to summer term beginning If student is not registered for required nursing course(s) in summer term: Two weeks prior to the beginning of fall semester Latest Date Nursing Faculty Must Submit Change of Grade Prior to fall semester classes beginning One week prior to the beginning of spring semester If student is registered for required nursing course(s) in summer term: Prior to summer term beginning If student is not registered for required nursing course(s) in summer term: One week prior to the beginning of fall semester If a satisfactory passing grade is not submitted to the Office of Enrollment Services by the deadlines noted above, the student will be administratively withdrawn from nursing courses requiring the prerequisite course(s). In nursing courses that are not prerequisite courses, the College policy concerning incompletes is followed. The student may continue work on incompletes in these courses during the succeeding semester. Infection Prevention Policy Faculty and students who have the flu or other communicable diseases are to stay home and not attend class or clinical until it has been 24 hours since their last elevated temperature. That means the fever went down naturally, not because of fever reducing medication. Faculty and students with influenza, who do not have a fever, should also stay home until asymptomatic even if taking antiviral drugs for treatment of the flu. (Linfield College s policy concerning social distancing and related infection prevention measure is available at: assets/files/policy/social-dist-policy.pdf.) Automatic External Defibrillator (AED) The key to the AED cabinet is located in the Peterson Hall 304 lockbox. Student Manual

94 Healthcare Needs For healthcare needs, students must use providers through their own individual health insurance plans. For student insurance through Linfield College, coverage and provider information is available at: For urgent care, the Zoom Care clinics take Aetna Student Health insurance and they have many locations around Portland ( The Legacy Good Samaritan Pharmacy offers a ten percent discount with valid student ID card for over-the-counter items and prescription medication. Through a partnership with the Student Health Center on the McMinnville Campus, students and employees can receive immunizations on the Portland Campus for a fee. Individual, group, and family psychological counseling is available to students through a contract with the Psychological Service Center. Eight free and confidential sessions are offered either oncampus in Peterson Hall 319 or off-campus at the Psychological Service Center downtown clinic at 1411 SW Morrison Street, Suite 205. To schedule an appointment for on-campus counseling, call or [email protected]. For off-campus appointments call Most students take advantage of the service for issues such as: anxiety/worry, handling life transitions, anger, depression, trauma/loss/grief, relationship problems, self-esteem problems, and parent-child problems. Absence from Class When situations beyond a student s control, such as illness, result in a student missing class or an examination, the student is responsible for contacting each professor (e.g.,. ing a message or leaving a voice mail message). It is the prerogative of individual instructors to determine if a student should be allowed to make up tests or assignments. Therefore, a student who misses class due to such circumstances should consult, as soon as possible, with each instructor to determine potential make up procedures. Illegal Uploading and Downloading of Copyrighted Works Linfield College s document concerning compliance with the Higher Education Opportunity Act addressing illegal uploading and downloading of copyrighted works through peer-to-peer file sharing is available at: Linfield College Portland Campus Guidelines for Posting Approved: 08/29/11 In the spirit of Linfield College s mission as a private liberal arts college, priority is given to the promotion of on-campus organizations and events. Advertising and posting by commercial groups and other groups not affiliated with the college is limited to several locations on campus and must be approved by the Director of Portland Campus Operations and/or the Assistant Dean of Students/Director of Student Life prior to posting. Student Manual

95 To ensure that information is effectively transmitted, does not cause damage to surfaces and contributes to an appearance befitting an academic institution, the following standards apply to all postings (i.e., signs, fliers, posters, messages, etc.) on the Linfield College Portland Campus: Signage will be posted only on bulletin boards and attached with provided push pins. o All printed materials must indicate the: Name of the sponsoring department or student organization Contact information Location, date and time of the event o Postings must be removed by the sponsoring organization within 24 hours following the event No signage may be posted on doors, walls or windows with the exception of notices dealing with college designated emergencies and pre-approved day of directional signage. o Temporary class announcements or day of directional signage may be affixed to doors, using blue tape only (available through Campus Operations and/or Student Life) Day of signage must be: Pre-approved by Campus Operations and/or Student Life Related to the function of the program such as schedule, directions and/or registration Must be removed immediately after the event Departments or student organizations may submit a request to Campus Operations and/or Student Life a minimum of two (2) weeks prior to an event seeking permission to post signage in the following non-bulletin board locations: o Restrooms o o Windows or brick wall in Peterson Hall Glass entryway in Loveridge Hall Materials posted in these areas must be of professional quality Materials will be hung using blue tape only (available through Campus Operations and/or Student Life) Presentation materials and/or discussion aids utilized in the classrooms or conference rooms will adhere to the same standards as all other postings. o Post-it self-stick easel pads may be obtained from Campus Operations or Student Services for use in classrooms or conference rooms o Materials will be hung using blue tape only (available through Campus Operations and/or Student Life) Approval to post, distribute or disseminate printed materials for on campus and offcampus individuals is granted through Director of Portland Campus Operations and/or Assistant Dean of Students/Director of Student Life. o Items that are not congruent with the college standards and/or stamped by Student Life or Campus Operations will be removed immediately Student Manual

96 o All members of the college community are expected to adhere to this policy and aid in the removal of expired and improperly posted items For further information, please contact Director of Portland Campus Operations in Peterson Hall 302 or Assistant Dean of Students/Director of Student Life on the 1 st floor of Loveridge Hall. Food and Beverages in Labs Food and beverages are prohibited in the computer labs located on the second floor of Loveridge Hall and PH 108, as well as, the Experiential Learning Center (nursing lab and high fidelity simulation lab). Water in closed, water-tight containers may be left in the bleacher area in the main nursing lab or in the debriefing room in the high fidelity simulation lab. Animal Policy The following policy applies to dogs and other animals on the Portland Campus of Linfield College. Students are not allowed to bring animals into the classroom. Animals are allowed on college owned or controlled property provided the animals are leashed (six foot maximum) and under the control of a person capable of controlling the animal. Animals may not be left unattended on campus for any length of time, nor may they be tied or attached by a leash to any object on College owned or controlled property. All animals on campus must meet current license requirements. Exceptions to this policy include assistance animals and animals used by College staff for the purpose of research, teaching or other academic endeavors. Classroom Configuration Classrooms are used for multiple purposes requiring different configurations of seating. To accommodate a variety of different classroom uses; faculty, administrators or students may rearrange the configuration of seating. However, after a class or activity, the seating should be returned to the original configuration. When rearranging the configuration of seating, safety considerations are to be followed such as not blocking the exits in case of an emergency. Care should be taken to avoid damaging furniture or walls when rearranging the seating configuration. Student Parking Registration Last Revised: 08/29/11 Students who wish to park in designated Linfield lots must register their vehicle(s) with Portland Campus Operations. Students with a valid parking permit may utilize the following approved parking areas: Conway Parking Lot: Located at the corner of NW 20th Avenue & NW Raleigh Street and available 24-hours-a-day, 7 days-a-week in the designated rows marked by Legacy Student Manual

97 Parking Only signs. Please be aware that Conway Freight may ticket vehicles that are not parked in the designated Legacy Parking Only areas. o Legacy provided round-trip shuttle service is provided to the Linfield community from the Conway lot to the Good Samaritan Hospital entrance on 22 nd Ave. Shuttles run approximately every 12 minutes during the day between 6:30am 9:45am, and again from 4:05pm to 7:45pm. For assistance or emergency, contact Legacy Security at Loveridge Hall Parking Lot: Reserved for faculty, administrators and staff weekdays from 7:00am until 5:00pm and as available throughout the weekend, with the exception of any reserved parking spaces or as otherwise posted. Note: Student parking is prohibited Monday thru Friday from 7:00am until 5:00pm. Curbside Parking: Please obey parking signs. Linfield parking permits do not grant any special privileges for street parking. Parking in front of private residences is discouraged as part of the neighborhood agreement with Linfield and Legacy.. By registering your vehicle(s) with Portland Campus Operations, you agree to comply with all Linfield College Parking Regulations, as well as abide by the current motor vehicle laws of the State of Oregon. Registration: Current students, faculty, administrators and staff are required to register their vehicle(s), updating as needed due to vehicle sale or purchase. Permit Required: Current parking permit is required to be displayed in the lower driver s-side corner of the rear window at all times. Prohibited Time: Student parking in the Loveridge Hall parking lot is prohibited Monday thru Friday from 7:00am until 5:00pm. Fire Lane: Parking in the Fire Lane is prohibited at all times. Disabled Zone: Parking in designated accessible spaces without current and valid Americans with Disabilities Act permit is prohibited for any length of time. Enforcement: Disregard of regulations render the owner and/or operator of a vehicle liable to fines and/or disciplinary actions, including citations and/or vehicle impoundment. Student Manual

98 Chapter VII: New Student Orientation Student Manual

99 New BSN Student Orientation Goals and Learning Outcomes Last Revised: 06/20/11 New student orientation is designed to introduce incoming students to curricular and cocurricular services, programs, and personnel vital to their academic, personal, and social success at Linfield College s Portland Campus. New Student Orientation Goals: Assist new students in making the transition from their previous campus or other environment to Linfield College s Portland Campus. Provide new students an opportunity to have meaningful connections with fellow new students, current students, faculty, and staff of Linfield College s Portland Campus. Provide new students with comprehensive information about the intricacies and expectations of their major. Inform new students about campus services, departments, and resources that will enhance their academic and personal successes and overall college experience. Emphasize opportunities for new students to become involved both on and off campus through leadership, community service, volunteerism, and advocacy. Promote a campus community that encourages cultural competence and has a commitment to foster an inclusive, diverse, safe, and accessible campus community in which everyone can be successful. Familiarize new students with the campus environment and physical facilities. Create an atmosphere that minimizes anxiety, promotes positive attitudes, and encourages new students to connect to Linfield College and feel confident and excited about their decision to attend the Portland Campus. New Student Orientation Learning Outcomes: Create relationships with faculty, staff, and fellow students that assist with meaningful engagement. Achieve an introductory understanding of the academic expectations and responsibilities of the student s major. Distinguish campus programs, services, and resources that are available to assist in the student s academic, personal, and social success. Identify avenues in which to demonstrate the value of personal engagement, cultural competence, and active citizenship through participation in student leadership roles, clubs and organizations, community service project, campus diversity programs, and civic engagement opportunities. Manage the campus physical environment and take-home informational resources. Student Manual

100 Chapter VIII: Appendices Student Manual

101 Appendix A Linfield-Good Samaritan School of Nursing Pain Management Content in the Nursing Curriculum Last Revised: 06/11/13 Pre-Licensure BSN Program Course No. NURS 305 NURS 335 NURS 355 NURS 365 NURS 425 Total Course Title Foundations of Community- Based Nursing Practice Integrated Experiential Learning I Nursing Care of Children, Adults, and Older Adults with Chronic Conditions Clinical Pathophysiology and Pharmacology of Nursing Practice I Transitions and Decisions: Pregnancy, Birth and End of Life Number of Hours Brief Content Description Physiological mechanisms of pain Students learn how to conduct pain assessments, and are tested in clinical performance evaluations about pain assessment. This lab is included in the vital signs lab Symptom management of pain in chronic illness Pathophysiology of pain. How medications and alternative therapies alleviate physical and emotional pain in chronic health conditions Pain and symptom management in the intrapartum period, in the neonate, and at end-of-life hours (OSBN requirement: 6 hours) Student Manual A

102 Appendix B Occupational Safety and Health Division (OR-OSHA) Blood Borne Pathogens Exposure Control Plan Background The Occupational Safety and Health Division at the federal level adopted the Blood Borne Pathogens Standard on December 6, As a state, Oregon OSHA adopted this federal standard, effective July 1, This standard is part of OAR 437, Division 2/Z, "Toxic and Hazardous Substances." On November 6, 2000 the Needlestick Safety and Prevention Act was signed, requiring OSHA to revise the Blood Borne Pathogen Standard. This standard recognizes the fact that injuries from contaminated needles and other sharps are associated with an increased risk of disease from more than twenty infectious agents, and by implementing needleless systems and sharps with engineered sharps injury protection, these injuries can be prevented and perhaps eliminated. (Occupational Safety and Health Administration. Federal Register, Occupational Exposure to Blood Borne Pathogens, Needlestick and Other Sharps Injuries, Final Rule.- 66: (01/18/01)). This amended Blood Borne Pathogens Standard requires the consideration and use, whenever possible, of safety-engineered sharp devices and needleless systems. The standard provides requirements for employers to follow in order to ensure employee safety with regard to occupational exposure to blood and/or other infectious materials since any exposure could result in transmission of blood borne pathogens that could lead to disease or death. Blood borne pathogens are disease-causing microorganisms. Two significant pathogens are Hepatitis B (HBV) and Human Immunodeficiency Virus (HIV). The standard covers all employees who could be reasonably expected to come into contact with human blood and other potentially infectious materials in the course of their work. The following Exposure Control Plan applies to Linfield College employees and is recommended for all nursing students. Exposure Determination The following faculty/students are considered to be at risk for potential exposure to blood and other potentially infectious body fluids. Nursing Faculty Faculty in nursing courses that involve clinical experiences. Nursing Students Students enrolled in nursing courses that involve clinical practicum or experiences. The tasks and procedures or groups of related tasks and procedures performed by faculty/students in which occupational exposure occurs: Nursing Faculty In the Experiential Learning Center where there may be the potential for exposure to blood. In clinical experiences when supervising students in the provision of direct care to clients, in the performance of direct care to clients, and in the performance of invasive procedures such as injections and intravenous lines. Nursing Students Student Manual B

103 Appendix B In the Experiential Learning Center, where there may be potential for exposure to blood. In the clinical facility, in providing direct care to clients in acute care, long-term care, community health, community mental health and home care settings. Performing procedures such as administering parenteral medications, initiating an intravenous line, changing dressings, inserting nasogastric tubes or catheters, irrigating wounds, assuring airway patency and performing Cardio-Pulmonary Resuscitation. Methods of Compliance General Universal precautions are taught to students and observed by faculty in the nursing program. Universal precautions are a part of professional practice by nursing faculty. Engineering and Work Practice Controls Engineering Controls are structural or mechanical devices Linfield College provides, such as, hand washing facilities, sharps containers, and biohazard labels. Work Practice Controls are the behaviors necessary to use engineering controls effectively, such as, washing hands after removing personal protective equipment, using sharps containers and applying biohazard labels. Hand washing facilities: o Hand washing facilities are readily available and accessible to faculty and students throughout campus facilities. Any contact of skin or mucous membrane with blood or potentially infectious body fluid by students or faculty will be thoroughly cleansed with soap and water or water only as appropriate. o The Experiential Learning Center has a sink with a soap dispenser available for use by students and faculty. o Students in clinical experiences in acute, long term care, community health, community-mental health, and home health have ready access to hand washing facilities. Sharps: Students and faculty do not recap needles under any circumstances in either the classroom or clinical settings. All contaminated sharps are disposed of in containers, which are puncture resistant, labeled, leak proof, and appropriately sealed prior to disposal. Legacy Good Samaritan Hospital and Medical Center handles disposal of sealed containers using approved handling and disposal methods for medical waste. Eating, Smoking, Applying Cosmetics or Lip Balm, and Handling Contact Lenses: o Are prohibited in the Experiential Learning Center. Drinking is permitted only when activities/skills involve no risk of exposure to blood. o Are restricted in the clinical facilities to areas in which there is no risk of exposure to contaminated blood or body fluids. Student Manual B

104 Appendix B Procedures involving blood or other potentially infectious materials are taught and performed to minimize splashing, spraying, splattering, and droplet generation. Appropriate cleaning procedures are observed for any spills or contamination. Provision of Protective Equipment/Supplies Located in the Experiential Learning Center are disposable, single use gloves that are worn by students and faculty when the risk of blood contact is present. Disposable gowns and masks are also available to students and faculty for use in the lab, but no procedures are performed there, which would necessitate their use. Clinical facilities provide protective equipment/supplies for use by employees, students and faculty Faculty and students wear disposable, single use gloves when there is reasonable expectation of contact with blood or other potentially infectious body fluids. This includes, but is not limited to, brushing teeth, contact with wounds or dressings, intravenous injections, or initiation of IV therapy. Protective devices for face and eyes are available to students and faculty in clinical facilities. No exposure risk requiring these precautions exists on campus. In the event of exposure to blood and body fluids, immediate follow-up with a medical provider is recommended. Student Manual B

105 Appendix C Process for Student Communication if Unsuccessful in Passing a Nursing Course 08/08/13 Student Manual C

106 Appendix C Process for Student Communication of Academic Integrity Grievance 08/08/13 Student Manual C

107 Appendix C Process for Pre-Licensure BSN Student Communication of Academic Grievance Revised: 08/08/13 Student Manual C

108 Appendix C Process for RN to BSN Student Communication of Academic Grievance Revised: 08/08/13 Student Manual C