PRACTICAL NURSING PROGRAM HANDBOOK. Fall 2014-Spring 2015 Implementation

Transcription

1 PRACTICAL NURSING PROGRAM HANDBOOK Fall 2014-Spring 2015 Implementation

2 Table of Contents Page(s) Introduction and welcome SECTION I Program Mission Statement Program Purpose and Goal Statement Nursing Education Nursing Framework and Program Outcomes Glossary References SECTION II Nursing Program Practical Diploma Plan of Study Legal Limitation Background Checks Master Course Outlines SECTION III - Policies for Practical Nursing Students Admission into Practical Nursing Program General Health Program Communication Course Communication Social Media Classroom Policy Written Assignments Attendance Late Assignments Exam Policy Student Behaviors During and After Exams Academic and Professional Integrity Substance Abuse Advancement in the Practical Nursing Program Clinical Policies Overview and Expectations Clinical Program Requirements Health Requirements CPR Requirement Liability Insurance Background Studies Confidentiality Requirement HIPAA Dress Code Simulation Center Technology Requirements Evaluation of Progression Review Process Non-disciplinary Administrative Actions Disciplinary Procedures On-campus Misconduct Academic/Nonacademic Clinical Misconduct Academic/Nonacademic

3 Student Evaluation Clinical Progress Evaluation Unsatisfactory Clinical Progress Dismissal from the Program Leave of Absence Readmission Transfer Tobacco Policy Riverland Community College Student Code of Conduct Complaints and Grievances SECTION IV APPENDICES Appendix A Evaluation of Progression Review Worksheets Appendix B Non Disciplinary Administrative Action Worksheet Appendix C Clinical Evaluation Tools Appendix D Leave of Absence Appendix E Readmission

4 INTRODUCTION On behalf of Riverland Community College, we would like to welcome you to the Practical Nursing Program. We are pleased that you have chosen Riverland to further your education. We are excited about the practical nursing program and look forward to a successful school year. We are committed to your learning and preparing you to be a competent and successful nurse. Please let us know if there is anything we can do to assist you with your learning experience at Riverland Community College (RCC). This handbook has been prepared to highlight information that will be useful to you throughout the Practical Nursing Program. Most of the information is unique to the nursing program. This handbook is subject to change at any time. You will be held accountable to the most current electronic version of the Practical Nursing Student Handbook. Your RCC account will be used to notify you of any changes in this Handbook. This handbook should be used in conjunction with the Riverland Community College Student Handbook. Some of this information is offered through links to RCC web pages. pages (Items in BLUE color font and underlined). Of course, if you have questions at any time, feel free to contact the program Director or any Practical Nursing faculty member. Best wishes for an exciting and successful educational experience. Sincerely, The Nursing Program Team 1

5 RIVERLAND COMMUNITY COLLEGE PRACTICAL NURSING PROGRAM OVERVIEW MISSION STATEMENT Within a supportive, intellectually challenging, diverse and empowering environment, Riverland Community College Nursing Program will prepare students with the knowledge, skills, and values necessary to provide safe, effective care within the scope of the practical nurse. PURPOSE AND GOAL STATEMENT Graduates of the Nursing Program will effectively integrate general education and the science coursework with the discipline of practical nursing course work as the basis for nursing practice and ongoing life-long learning. The Practical Nursing Program (Diploma - 39 credits) will prepare the student with the knowledge, skills, and values of a practical nurse (PN) for entry-level practice. The student will then be eligible to take the licensing examination for the licensed practical nurse (NCLEX-PN). The student is eligible to enter practice when licensed. The philosophy of the Riverland Community College Nursing Program is in congruence with the mission, vision and values of Riverland Community College. The college identifies its mission as inspiring personal success through education. The vision for the college is Achieve best in class status in programs through excellence in teaching, scholarship and service. Riverland Community College and the Practical Nursing Program work toward excellence in learning through innovation, responsiveness, resourcefulness, and collaboration. This is accomplished through simulation, modeling, dialogue, experiential exercises, discussion, case studies, practice, affirmation, and provision for an environment for growth. In congruence with the college s overall mission, vision and values, the nursing faculty has defined its philosophy. The faculty of Riverland Community College views nursing as, the protection, promotion, and optimization of health and abilities, prevention of illness and injury, alleviation of suffering through diagnosis and treatment of human response, and advocacy in the care of individuals, families, groups, communities and populations, as defined by the Nursing Social Policy Statement (ANA, 2010). These concepts are incorporated within the scope of practice for the practical nurse. NURSING EDUCATION Nursing education is the pursuit of knowledge shared by both the teacher and the learner. It is the process in which the integration of learning in a specialized area (nursing), all with supportive courses and general education, serves to develop nursing judgment, skill acquisition, and encourage individual growth and development. Furthermore, nursing education serves to initiate individuals to the culture of nursing and healthcare. Within the context of nursing education, the humanities promote an understanding of self and others and lay the foundation for values such as caring. The natural and social sciences support the data base that is necessary for nursing judgments. The integration of the humanities, the sciences and nursing s specialized body of knowledge provides students with a basis for assisting clients in a caring manner and with tools students can use for their individual professional growth and role development. A spirit 2

6 of inquiry is a necessary component of nursing and must be fostered in students. The development of a professional identity is incremental. The process of education enables the student to develop integrity, responsibility, ethical practices, and an evolving identity as a nurse committed to evidence based practice, caring, advocacy, and safe quality care for diverse patients. (NLN, 2010) Implementation of the nursing program of study begins with the student. Students are asked to explore and evaluate their own views, experiences, knowledge, skills and learning styles, as well as the theoretical constructs and philosophies that support the nursing curriculum. This exploration and evaluation takes place within the context of the students lives, the classroom setting, and clinical experiences. Instructors work to facilitate the students understanding of themselves, the content presented, and the possible ways theory can be applied in real world clinical settings. (Nodding, 1986) NURSING FRAMEWORK AND PROGRAM OUTCOMES The program s conceptual framework is based on the National League for Nursing (NLN) Educational Competencies Model and the components within it. The model consists of the following components (National League for Nursing, 2010): 1. Core Values: Seven core values, implicit in nursing s historic paradigm, are foundational for all nursing practice. These values are caring, diversity, ethics, excellence, holism, integrity, and patient-centeredness. They are shown at the root of the model, to indicate that each type of nursing program and each competency must be grounded in these fundamental values. 2. Integrating Concepts: Emerging from the seven core values are six integrating concepts: context and environment; knowledge and science; personal and professional development; quality and safety; relationship-centered care; and teamwork. These concepts are shown as bands around the program types illustrating their progressive and multidimensional development in students during their learning experiences. The critical feature of the bands is an enveloping feedback mechanism that acknowledges the ongoing advancement of nursing education, as new graduates return new learning, gleaned from multiple sources, to nursing practice through nursing education. In this way, nursing practice and nursing education remain perpetually relevant and accountable to the public and all those in need of nursing. 3. Program Student Learner Outcomes: The goals of nursing education for each type of nursing program can be summarized in four broad program outcomes. Nurses must use their skills and knowledge to enhance human flourishing for their patients, their communities, and themselves. They should show sound nursing judgment, and should continually develop their professional identity. Finally, nurses must approach all issues and problems in a spirit of inquiry. All essential program-specific core nursing practice competencies and course outcomes are assumed within these four general aims. The ultimate goal of this nursing program is to graduate mature, expert learners who can 3

7 1. Promote human dignity, integrity, self-determination, and personal growth of the client, oneself, and members of the health care team. 2. Provide a rationale for judgments used in the provision of safe, quality care and for decisions that promote the health of patients within a family context. 3. Assess how one s personal strengths and values affect one s identity as a nurse and one s contributions as a member of the health care team. 4. Question the basis for nursing actions, considering research, evidence, tradition, and client preferences. For clarity the RCCPNP has added the following Student Learning Outcomes: 5. Provide care that is safe, culturally and developmentally appropriate, and centered on building and sustaining positive, healthful relationships with individuals and families. 6. Practice within the legal and ethical scope of practice of the practical nurse, guided by accepted standards of practice (NLN, 2010.) Image modified with permission from the National League for Nursing Original image 2010 National League for Nursing The program has condensed the 19 concepts listed above (core values, integrating concepts, and program outcomes into behaviors sets which for ease of use can be traced across the curriculum in course organization, content, and evaluation strategies. They are as follows: 1. Student Learning Outcome: Safe care that is culturally and developmentally appropriate centered on building and sustaining positive, healthful, relationships with families and individuals. Integrating Concept: Quality and Safety Core value: Integrity 4

8 2. Student Learning Outcome: Practicing within the legal, ethical and professional scope of the practical nurse Integrating Concept: Teamwork 3. Student Learning Outcome: Fostering human flourishing in their clients, team members and themselves Integrating Concept: Relationships Centered Care Core Value: Caring Core Value: Patient Centeredness. 4. Student Learning Outcome: Showing increasing ability to make clinical nursing judgments Integrating Concept: Context and Environment Core Value: Diversity Core Value: Holism 5. Student Learning Outcome: Developing a professional identity as a practical nurse Integrating Concept: Personal and Professional Development Core values: Ethics 6. Student Learning Outcome: Developing and fostering a spirit of inquiry Integrating Concept: Knowledge and science Core Value: Excellence GLOSSARY (NLN 2010) Caring means "promoting health, healing, and hope in response to the human condition. "A culture of caring, as a fundamental part of the nursing profession, characterizes our concern and consideration for the whole person, our commitment to the common good, and our outreach to those who are vulnerable. All organizational activities are managed in a participative and person-centered way, demonstrating an ability to understand the needs of others and a commitment to act always in the best interests of all stakeholders (NLN, 2007). Context and Environment, in relation to organizations, refer to the conditions or social system within which the organization s members act to achieve specific goals. Context and environment is a product of the organization s human resources, and also the policies, procedures, rewards, leadership, supervision, and other attributes that influence interpersonal interactions. In health care, context and environment encompass organizational structure, leadership styles, patient characteristics, safety climate, ethical climate, teamwork, continuous quality improvement, and effectiveness. 5

9 Core Competencies are the discrete and measurable skills, essential for the practice of nursing, that are developed by faculty in schools of nursing to meet established program outcomes. These competencies increase in complexity both in content and practice during the program of study. The core competencies are applicable in varying degrees across all didactic and clinical courses and within all programs of study, role performance, and practice settings. They structure and clarify course expectations, content, and strategies, and guide the development of course outcomes. They are the foundation for clinical performance examinations and the validation of practice competence essential for patient safety and quality care. Course Outcomes are expected culmination of all learning experiences for a particular course within the nursing program, including the mastery of essential core competencies relevant to that course. Courses should be designed to promote synergy and consistency across the curriculum and lead to the arraignment of program outcomes. Diversity means recognizing differences among persons, ideas, values and ethnicities, while affirming the uniqueness of each. A culture of diversity embraces acceptance and respect. We understand that each individual is unique and recognize individual differences, which can be along the dimensions of race, ethnicity, gender, sexual orientation, socioeconomic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies. A culture of diversity is about understanding ourselves and each other and moving beyond simple tolerance to embracing and celebrating the richness of each individual. While diversity can be about individual differences, it also encompasses institutional and system wide behavior patterns (NLN, 2007). Excellence means creating and implementing transformative strategies with daring ingenuity. A culture of excellence reflects a commitment to continuous growth, improvement, and understanding. It is a culture where transformation is embraced, and the status quo and mediocrity are not tolerated (NLN, 2007). Ethics involves reflective consideration of personal, societal, and professional values, principles and codes that shape nursing practice. Ethical decision making requires applying an inclusive, holistic, systematic process for identifying and synthesizing moral issues in health care and nursing practice, and for acting as moral agents in caring for patients, families, communities, societies, populations, and organizations. Ethics in nursing integrates knowledge with human caring and compassion, while respecting the dignity, self-determination, and worth of all persons. Holism is the culture of human caring in nursing and health care that affirms the human person as the synergy of unique and complex attributes, values, and behaviors, influenced by that individual's environment, social norms, cultural values, physical characteristics, experiences, religious beliefs and practices, and moral and ethical constructs within the context of a wellness-illness continuum. 6

10 Human Flourishing can be loosely expressed as an effort to achieve self-actualization and fulfillment within the context of a larger community of individuals, each with the right to pursue his or her own such efforts. The process of achieving human flourishing is a lifelong existential journey of hope, regret, loss, illness, suffering, and achievement. Human flourishing encompasses the uniqueness, dignity, diversity, freedom, happiness, and holistic well-being of the individual within the larger family, community, and population. The nurse helps the individual in efforts to reclaim or develop new pathways toward human flourishing. Integrity means "respecting the dignity and moral wholeness of every person without conditions or limitation." "A culture of integrity is evident when organizational principles of open communication, ethical decision making, and humility are encouraged, expected, and demonstrated consistently. Not only is doing the right thing simply how we do business, but our actions reveal our commitment to truth telling and to how we always were ourselves from the perspective of others in a larger community" (NLN, 2007). Knowledge and Science refer to the foundations that serve as a basis for nursing practice, which, in turn, deepen, extend, and help generate new knowledge and new theories that continue to build the science and further the practice. Those foundations include (a) understanding and integrating knowledge from a variety of disciplines outside nursing that provide insight into the physical, psychological, social, spiritual, and cultural functioning of human beings; (b) understanding and integrating knowledge from nursing science to design and implement plans of patient-centered care for individuals, families, and communities; (c) understanding how knowledge and science develop; (d) understanding how all members of a discipline have responsibility for contributing to the development of that disciplines' evolving science; and (e) understanding the nature of evidencebased practice. Nursing Judgment encompasses three processes; namely, critical thinking, clinical judgment, and integration of best evidence into practice. Nurses must employ these processes as they make decisions about clinical care, the development and application of research and the broader dissemination of insights and research findings to the community, and management and resource allocation. Critical thinking means identifying, evaluating, and using evidence to guide decision making by means of logic and reasoning. Clinical judgment refers to a process of observing, interpreting, responding, and reflecting situated within and emerging from the nurse s knowledge and perspective (Tanner, 2006). Integration of best evidence ensures that clinical decisions are informed to the extent possible by current research (Craig & Smith, 2007). Patient-Centeredness is an orientation to care that incorporates and reflects the uniqueness of an individual patient s background, personal preferences, culture, values, traditions, and family. 7

11 A patient centered approach supports optimal health outcomes by involving patients and those close to them in decisions about their clinical care. Patient centeredness supports the respectful, efficient, safe, and well-coordinated transition of the patient through all levels of care. Personal and Professional Development is a lifelong process of learning, refining, and integrating values and behaviors that (a) are consistent with the profession s history, goals, and codes of ethics; (b) serve to distinguish the practice of nurses from that of other health care providers; and (c) give nurses the courage needed to continually improve the care of patients, families, and communities and to ensure the profession s ongoing viability. Professional Identity involves the internalization of core values and perspectives recognized as integral to the art and science of nursing. These core values become self-evident as the nurse learns, gains experience, and grows in the profession. The nurse embraces these fundamental values in every aspect of practice while working to improve patient outcomes and promote the ideals of the nursing profession. Professional identity is evident in the lived experience of the nurse, in his or her ways of being, knowing, and doing. Program Outcomes are the expected culmination of all learning experiences occurring during the program, including the mastery of essential core nursing practice competencies, built upon the seven core values and six integrating concepts. Quality and Safety is the degree to which health care services 1) are provided in a way consistent with current professional knowledge; 2) minimize the risk of harm to individuals, populations and providers; 3) increase the likelihood of desired health outcomes; and 4) are operationalized from an individual, unit, and systems perspective. Relationship Centered Care positions (a) caring; (b) therapeutic relationships with patients, families, and communities; and (c) professional relationships with members of the health care team as the core of nursing practice. It integrates and reflects respect for the dignity and uniqueness of others, valuing diversity, integrity, humility, mutual trust, self-determination, empathy, civility, the capacity for grace, and empowerment. Spirit of Inquiry is a persistent sense of curiosity that informs both learning and practice. A nurse infused by a spirit of inquiry will raise questions, challenge traditional and existing practices, and seek creative approaches to problems. The spirit of inquiry suggests, to some degree, a childlike sense of wonder. A spirit of inquiry in nursing engenders innovative thinking and extends possibilities for discovering novel solutions in ambiguous, uncertain, and unpredictable situations. Teamwork means to function effectively within nursing and inter-professional teams, fostering open communication, mutual respect, and shared decision making to achieve quality patient care. 8

12 REFERENCES FOR SECTION I American Nurses Association. (2010). Nursing s Social Policy Statement (3rd Ed.). Washington D.C.: American Nurses Association. Craig, J. V., & Smith, R. (2007). The evidence-based practice manual for nurses (2 nd ed.). Philadelphia: Churchill Livingstone Elsevier. National League of Nursing. (2007). NLN core values. Retrieved on 7/12/2012 from National League of Nursing. (2010). Outcomes and competencies for graduates of practical/vocational, diploma, associate degree, baccalaureate, masters, practice doctorate, and research doctorate programs in nursing. Tanner, C. A. (2006). Thinking like a nurse: A research-based model of clinical judgment in nursing. Journal of Nursing Education, 46(6),

13 SECTION II RIVERLAND PRACTICAL NURSING PROGRAM (DIPLOMA -39 CREDITS) PLAN OF STUDY Upon completion of the Practical Nursing program the student is awarded the Practical Nursing diploma. The nursing student may sit for the National Council Licensure Examination for Practical Nursing (NCLEX-PN). General education courses may be taken prior to acceptance into the nursing program; however, if the student has not completed the general education courses by the beginning of the first semester of the first year, they must be taken in specific semesters during the program. Check course descriptions for prerequisites. Meeting qualifications for the nursing program does not insure admission to the program. Based on the number of applicants and the number of class seats available, the Nursing Program Admission Committee will review applications following the deadline and determine which applicants will be accepted. PLEASE NOTE: Students must have been admitted to the nursing program before registering for PNUR courses. Practical Nursing Program Plan Course Sequence Example Plan Summer Course # Course Title Credits *** CPR Certification (see program description for program admission) 0.00 HCNA1200 Nursing Assistant/Home Health Aide-SEE NOTES ATTACHED 4.00 CHEM1121 General, Organic, and Biochemistry (recommend 71 or better on El Alg test or take MATH 0560) 3.00 Total 7.00 Fall Semester Course # Course Title Credits PNUR1010 Medication Administration 2.00 PNUR1020 Concepts of Practical Nursing 7.00 BIOL2021 Principles of Anatomy and Physiology I (prerequisite CHEM1121) 4.00 PSYC1105 General Psychology 4.00 Total Spring Semester Course # Course Title Credits PNUR1030 Family Nursing 3.00 PNUR1040 Medical/Surgical and Psycho-Social Nursing 8.00 BIOL2022 Principles of Anatomy and Physiology II (prerequisite BIOL2021) 4.00 Total Upon completion of the Practical Nursing program, the nursing graduatent may sit for the National Council Licensure Examination (NCLEX) for Practical Nursing and choose to work as a Licensed Practical Nurse after success on the NCLEX Exam. 10

14 LEGAL LIMITATIONS: Applicants should be aware that there are legal limitations both on the acquisition and retention of the PN license. Briefly, these limitations may prohibit licensure for the individual who has employed fraud or deceit in obtaining a license has been convicted of a felony or gross misdemeanor, is intemperate or addicted to drugs, is guilty of unethical practice in nursing, or is judged unfit or incompetent to practice nursing. The Minnesota Board of Nursing reviews applications for licensure to determine the individual s eligibility to be licensed. BACKGROUND CHECK: Minnesota Law requires any person who provides a service that involves direct contact with patients and residents in health care facilities licensed by the Minnesota Department of Health to have a background study conducted by the state. An individual who is disqualified from having direct patient contact as a result of the background study, and whose disqualification is not set aside by the Commissioner of Health, will not be permitted to participate in clinical learning. Failure to participate in clinical will result in ineligibility to qualify for a degree in the program. MASTER COURSE OUTLINES: The master course outlines for the following courses can be found at: PNUR 1010 Medication Administration PNUR 1020 Concepts of Practical Nursing PNUR 1030 Family Nursing PNUR 1040 Medical/Surgical and Psycho-Social Nursing 11

15 SECTION III POLICIES FOR PRACTICAL NURSING STUDENTS ADMISSION INTO THE PRACTICIAL NURSING PROGRAM GENERAL HEALTH 1. Prior to admission, each applicant to the Nursing Program must show evidence of good physical and emotional health: a. A student with a physical or emotional condition which may present future employment limitations will be advised of this possibility whenever possible and encouraged to contact the MBN for counseling about the impact on future licensure. A student with a physical or emotional condition which jeopardizes the safety of others will be required to take appropriate action as recommended by nursing program faculty and/or health care provider. b. A student who has or develops a health condition, which, in the opinion of the Nursing Program faculty, prevents or might prevent successful completion of the program, will be asked to provide written consultation from his/her physician indicating support for the student s continued enrollment without limitations. c. State law requires that any person who provides services that involve contact with patients and residents at a health care facility have a background study conducted by the state. An individual who is disqualified from having direct patient contact as a result of the background study, and whose disqualification is not set aside by the Commissioner of Health, will not be permitted to participate in a clinical placement in a health care facility. Refusal to cooperate in the criminal background check will result in clinical facilities refusal to allow clinical experience program participation. The Nursing Program does not guarantee an alternative facility placement. Failure to or inability to participate in a clinical placement required by the academic program will result in ineligibility to qualify for a degree in this program. 2. Each student is required to complete the health disclosure form, due prior to the start of clinical experience. Incomplete or inaccurate health forms preclude attendance in all clinical agencies. 3. Each student is required to have a two-step Mantoux annually and a current Hepatitis B vaccine series. The student who has previously received this vaccine must show verification of this. The student who has not been vaccinated must receive the initial dose of the Hepatitis B series prior to participation in clinical experiences. The Hepatitis B vaccine series is offered through county public health facilities or private providers. The cost of each immunization is the student's responsibility. 4. Each student must show continuing evidence of good physical and emotional health throughout the program. No health service is available at Riverland Community College. All expenses for health care are the responsibility of the student. 5. Emergency medical and/or nursing care is available at some area health agencies used as clinical sites. In event of illness/injury while in these areas, the student is responsible for payment of charges. It is the position of the clinical sites and the College, that nursing students are not employees of either the clinical sites to which they are assigned or the College for purposes of Workers Compensation Insurance. 6. It is the responsibility of the student to maintain up-to-date health records and CPR forms with the Health Sciences Administrative Assistant. 12

16 7. Data Practices Advisory and Informed Consent: Some facilities also impose certain requirements regarding the health of persons working in their facilities and may require that health information about students in clinical site programs to be made available to them. The College may ask the student to provide health information which will be used to determine whether he/she meets a clinical site s health requirements for care providers. The health information provided by the student is private data. Upon request from a clinical facility the director of the nursing program will provide such data only with the permission of the student. The student is not legally required to provide this information. However, refusal to provide the requested information could result in the clinical site s refusal to allow the student access. The Nursing Program does not guarantee an alternative clinical site placement. If no alternative clinical placement is available, the student will not be allowed to continue in the Nursing Program. 8. Reasonable Accommodations: There are conditions for which accommodations may be made under the Americans with Disability Act. The Nursing Program will make all reasonable accommodations required by law for otherwise qualified individuals. To receive accommodations, the student must contact the ADA Compliance Officer, Sharon Stiehm. Her telephone number is (507) Requests for accommodation of a known disability should be made within the first 5 days of the semester but may be made at any time. CPR REQUIREMENTS Nursing students are required to obtain and remain current with CPR certification for Health Professionals throughout their academic career. Proof of certification which will remain valid through the entire academic year (August through May) must be turned in as indicated. *Note that Red Cross Adult only CPR will not be accepted LIABILITY INSURANCE Liability insurance in the amount of one million dollars must be carried by each student. A group policy with one million dollars coverage is available through the College. The fee is assessed in the fall semester of the first and second year of the nursing program to cover the student for the entire academic year. A private policy with one million dollars coverage is also acceptable. PROGRAM COMMUNICATION Students must establish and maintain a Riverland Community College account. This account is free of charge and is active as long as a student remains enrolled at Riverland Community College. The College assigned student account is the official means of communication with all students enrolled in the nursing programs at Riverland Community College. No other account may be used as means of communication with nursing faculty or staff. This policy is enforced to protect faculty, staff, and student privacy. If an is received from an account other than that assigned by the College, the faculty and staff have been advised to request the information from the student s Riverland account. Students are expected to read their on a daily basis to ensure that they are aware of information circulated by the Nursing Program. Changes in policy and procedures, reminders of important dates, and Riverland s will not be sent to another address due to problems with attachments. In addition to the college , students are also expected to check the course s D2L site daily for updates and communication from faculty. COURSE LEVEL COMMUNICATIONS: The primary place to get news and updates about the course will be the D2L Home Page for the specific course. Please check the home page daily. Entries on this page will be timed and dated by the faculty posting the information. 13

17 There is also a Discussion Board available for common questions. There are separate discussions for student questions for faculty and for student to student communication. The Discussion Board platform is a good place to ask questions that others in the class may also be wondering about. This is a reliable and acceptable format for faculty to discuss and correspond with students about course matters. All students are expected to check their campus frequently. Faculty often use to communicate with individual students. College-wide news and announcements will also be sent to you through your account. Make sure that addressed to is received. You may also use the phone to communicate with the faculty and students. All faculty office phone numbers are listed in the course syllabus. Personal cell phone numbers may be shared with students at the discretion of the instructor. Nursing faculty will make every reasonable effort to respond to student messages via , discussion board, or phone in a timely manner within 24 hours during the work week and within 72 hours if the message is sent over the weekend or holiday. Please understand that if faculty members are on break they may not respond during that time. When instructors are at their clinical sites, they may not be responding during those hours. Please be patient and allow for a reasonable response time. Please be aware that all communication will be monitored for appropriate professional communication standards. Lack of appropriate etiquette toward others faculty or fellow students will not be tolerated. SOCIAL MEDIA RCC is committed to the protection of patient, student, health care organization, and employee privacy and confidentiality. The National Council of State Boards of Nursing (NCSBN) has issued a stance regarding the use of social media within health care. The mission and philosophy of the RCCPNP is in congruence with this stance. Adherence to outlined expectations for behavior is mandatory. White Paper: A Nurse s Guide to the Use of Social Media can be found at the following website and should be reviewed prior to signing the Nursing Program Confidentiality Form. Social media are defined as mechanisms for communication designed to be disseminated through social interaction, created using highly accessible and scalable publishing techniques. Social media is commonly thought of as a group of Internet-based applications that are built on the ideological and technological foundations of the web that allows the creation and exchange of user-generated content. Examples include, but are not limited to: LinkedIn, Wikipedia, Second Life, Flickr, blogs, podcasts, RSS feeds, Allnurses.com, Twitter, Facebook, YouTube, and MySpace. The nursing program at RCC recognizes that social media sites are important communication tools for our community. While this policy may need to be modified as new technologies and social networking tools emerge, the spirit of the policy will remain the protection of sensitive and confidential information. Social media often spans traditional boundaries between professional and personal relationships and thus takes additional vigilance to make sure that one is protecting personal, professional, and college reputations. The following policy serves as a guideline for those seeking to establish a social media outlet. Communication from the nursing program, including correspondence between faculty/staff and students will be conducted within college-sanctioned communication channels: Myriverland.edu Desire 2 Learn for academic and clinical coursework The nursing program supports the use of social media in personal/non-school or non-work contexts. Be aware of your association with RCC in online social networks. If you identify yourself as a student, ensure your profile and related content is consistent with how you wish to present yourself to colleagues, clients and potential employers. Identify your views as your own. When posting your point of view, you should 14

18 neither claim nor imply you are speaking on RCC s behalf, unless you are authorized to do so in writing. As a student within the nursing program at RCC, you may encounter confidential information within the College or within the patient care environment during clinical practicum. Consistent with the HIPAA training, it is your responsibility to remember the following when using social media: Never use the patient name (any identifier including initials, hospital name, etc.) and personal health information in any way. Do not disclose confidential information about the nursing program, the College, its employees, or its students. Never stating personal opinions as being endorsed by the College or nursing program. Do not use information and conduct activities that may violate RCC academic policies, or may violate local, state, or federal laws and regulations. No student shall videotape faculty or fellow students for personal or social media use without the express written permission of the faculty or fellow student. At NO time shall patients/clients be videotaped or photographed without written permission of the patient/client and the facility. If you identify yourself as a RCC student online, it should be clear that any views you express are not necessarily those of the institution. In the event that opposing views arise on a social media feed, exercise professional judgment. RCC does not tolerate content from students that is defamatory, harassing, libelous or inhospitable to a reasonable academic environment. Social media may be used to investigate student behavior. CLASSROOM POLICY Courtesy is essential in the learning environment. Distractions can severely inhibit learning. To be fair to everyone in the class, nursing faculty have developed some basic rules of courtesy in the classroom. Cell phones and pagers must be turned off or put in the silent/vibrate mode. If there is an urgent situation, the student should notify the instructor prior to class of the need to keep the cell phone available. While classroom discussion during nursing theory is vital to the learning process when the discussion is heard by the entire class, individual conversations are disrespectful and disruptive. Instructors reserve the right to ask students to leave the classroom if their private discussions become disruptive Please arrive on time and prepared to participate fully in the classroom activities. Please stay throughout the entire class. Students leaving before class is finished is disruptive and disrespectful to those participating in the classroom teaching and learning. No children are allowed during class time for nursing students. Audio and video recorders are permitted only with the permission of the instructor. Be courteous and attend to them only before, after or during breaks in theory class. Students may not distribute class notes, handouts, audio recordings or other instructor-provided materials for commercial purposes, through the Internet, or for any reason other than personal study among classmates enrolled in the course. Classrooms are not, by law, public places so any recordings of what occurs in a classroom are not publicly distributable without the written permission of those who are recognizable from the recording. Posting recordings or distribution of classroom presentations in any format, including on D2L, without the express permission of the faculty, is a violation of copyright law and is therefore a violation of our College Student Code of Conduct and could result in disciplinary action. 15

19 ATTENDANCE The student is expected to attend the nursing classes. In the event of absence, the student is responsible for content covered during the absence. The student is required to attend all lab/clinical/simulated learning experiences both on and off-campus. If, for any reason, a student must be absent, it is the student s responsibility to notify the clinical instructor within a reasonable time before the beginning of the scheduled experience. The student will initiate a conference with the instructor within one week of the absence for the development of a plan for make-up. Any absence without notification of the clinical instructor, and/or absences in excess of that which is specified in the course syllabus will result in the student being required to participate in the Evaluation of Progression Review. The student s instructor will use the worksheet included in this handbook to clarify the Evaluation of Progression Review process, review Nursing Program and College policies and help the student to prepare for the Evaluation of Progression Review. See Evaluation of Progression Review Process and Evaluation of Progression Review Worksheet (Appendix E) and the appeals process as outlined in the Riverland Community College Student Handbook. WRITTEN ASSIGNMENTS It is expected that all students will turn in written assignments on the scheduled dates. All written assignments are due by the date and time specified in the course syllabus. Late papers will be penalized five points per day until received. A student requesting a date extension for a written assignment must receive permission from the instructor or designated faculty member prior to the due date of the assignment. Written assignments must adhere to Riverland Nursing Program Guidelines for written assignments, as well as the requirements specified in the course syllabi. LATENESS POLICY The student who requests more than one date extension for written assignments, exams, quizzes, or other grade components in any one academic semester is considered to be in noncompliance with the nursing policies. The student will be required to participate in the Evaluation of Progression Review process in order to discuss this pattern of lateness. The student s instructor will use the worksheet included in this booklet to clarify the Evaluation of Progression Review process, review Nursing Program and College policies, and help the student to prepare for the Evaluation of Progression Review. See Evaluation of Progression Review Process and Evaluation of Progression Review Worksheet (Appendix E) and the section on the Grievance/Complaint policy in the Riverland Community College Student Handbook. EXAM POLICY Students are expected to take all exams at the scheduled time. Students who are unable to take an exam at the scheduled time must obtain the instructor s permission for a different date prior to the scheduled exam time. Any tests taken late must be taken within the scheduled week to receive points for that exam. There will be no re-testing for any theory component. Please see course syllabi for specific information. The student is reminded of the following rights of the Nursing Faculty: 16

20 Instructors reserve the right to substitute another exam for the scheduled exam that the student was unable to take. Instructors reserve the right to substitute a different format for the missed exam, for example, the teacher may select the format of essay examination instead of the multiple-choice test that was originally scheduled. Students will have the opportunity to seek clarification on specific exam items missed by meeting with the faculty member responsible for the specific exam item. Students who believe that there is an error or possibly more than one correct answer to an item must bring documentation of their contention to the appropriate faculty member for discussion. Students may request the opportunity to review an exam within one week of their exam date. Exam review will be provided within two weeks of the original exam unless extenuating circumstances are identified by faculty. Students will not be allowed to write down any information during the time they are reviewing their test. Revised 5/14/14 STUDENT BEHAVIORS DURING AND AFTER THE EXAM Use restroom prior to starting exam, because during the exam students may leave only for emergencies. Arrive at least five (5) minutes prior to the beginning of the exam, as a courtesy to classmates. Put all belongings (except pencil and calculator) in front of testing room. Leave caps and jackets in front of testing room. Sign in on the attendance roster. Sit as directed by the proctor. Receive one half-sheet of colored or marked scratch paper provided by proctor. Write name at the top of the colored scratch paper. Write only on the colored or marked scratch paper during the exam. Turn in the colored or marked scratch paper to proctor when exiting the room. Abide by no talking to peers after the exam starts. Do not ask the proctor questions pertaining to content or argue rationale during the exam. Complete exam during the allotted time View rationale if available on computerized exam. Quietly exit the room immediately. Do not congregate outside the room. Abide by the testing rule of no test item discussion. Faculty reserve the right to assign seats during any exam. ACADEMIC AND PROFESSIONAL INTEGRITY Nursing is a helping profession where those giving care reflect directly upon the well-being of the patient and his/her family. Therefore, it is the responsibility of each member of the profession to ensure the rights of the patient to receive safe and adequate care. (A nursing class is a functional unit responsible for its own actions as they affect all class members and ultimately those whom they serve.) It follows that all responsibility for honesty in learning, which is basic to competence and thus patient safety (as expressed in the ANA Code for Nurses found at ), is a moral and legal responsibility of the student regarding his/her own actions and the actions of other members of the group. Student honesty in class work - You are expected to be honest in completing all class assignments. Cheating and plagiarism are not acceptable. Definitions of, and penalties for, dishonesty are the prerogative of each instructor (RCC Student Handbook). Examples of violations of this policy include, but are not limited to: Cheating on exams in the classroom or Testing Center; 17