Nursing Program Faculty Handbook
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1 Nursing Program Faculty Handbook Revised January 2011 Abilene Educational Center 717 East Industrial Blvd Abilene, TX 79602
2 FACULTY HANDBOOK TABLE OF CONTENTS SECTION PAGE Personnel 2 Organizational Charts 4 Philosophy, Objectives and Conceptual Framework 11 Curriculum Design 20 Faculty Policies ADN 29 Faculty Policies VN 35 Faculty Organizations and Committees 41 Faculty Organizations Nursing By-laws 45 Job Descriptions ADN 55 Job Descriptions VN 68 Systematic Evaluation Plan 80 1
3 Administrative Personnel Cisco College President Bobby Smith Vice President for Learning Services Dani Day Dean of Business Services Audra Taylor Dean of Enrollment Management Olin Odom Vice President of Student Services Jerry Dodson Dean of Counseling Randy Leath Counselor Link Harris Technical Counselor Beverly Priddy Special Populations Coordinator Linda Grant Job Placement Counselor Sherry Burchell Dean of Health Sciences Jackolyn Morgan Director of Associate Degree Nursing Program Janine Ray Director of Vocational Nursing Program Minnie Scott 2
4 Abilene Office Administrative Staff Business Office Representative Molly Rake Registrar Representative Theresia Rountree Financial Aid Representative Joe Rodriguez Toni Cullum Associate Director of Financial Aid Dianne Pharr Bookstore Manager Stan Key Bookstore Stacie Fraley Health Sciences Assistant Teri Brown Switchboard Natalie Comer Associate Degree Nursing Program and Vocational Nursing Programs Approved by: The Board of Nursing Vocational Nursing Program Accredited by: National League for Nursing Accrediting Commission 3343 Peachtree Rd. Suite 500 Atlanta, GA (404) Cisco College is accredited by the Commission on Colleges of the Southern Association of College and Schools 1866 Southern Lane, Decatur GA (404)
5 CISCO COLLEGE ORGANIZATIONAL CHARTS 4
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12 CISCO COLLEGE DEPARTMENT OF NURSING PHILOSOPHY OBJECTIVES CONCEPTUAL FRAMEWORK 11
13 Cisco College Department of Nursing 5.1. Statement of Philosophy Today, individuals live in a complex society which is increasingly challenging. A person may be viewed as an open, integrated system, having biological, psychological, sociological, and spiritual aspects, following a developmental continuum, in constant interaction with the external environment. Society is a major component of the external environment and is comprised of the total of the human interactions occurring on all levels. A vital part of the nature of the individual is to be caring and to receive caring-processes which occur in the person s social setting. Each person is a part of and a product of the society in which that individual lives. Cultural background, societal norms, social roles and spiritual influences combine to impact the person s and the family s interaction with the environment. At times individuals require assistance in dealing with alterations or potential alterations in health. Society recognizes nursing as a discipline uniquely able to assist with these problems. Nursing responds with humanistic caring to the developing individual and families requiring assistance. Humanistic caring is the creative, intuitive and cognitive aspect of the helping process. While caring is not unique to nursing, it is unique in nursing. It is the mutual human process in which the nurse responds with intention and authentic presence to a patient. The faculty believes nursing is the consideration of the developing human being as a unitary whole in constant interaction with the environment. The focus of nursing is the provision of direct care services to individuals and families to aid in the achievement and maintenance of health. Nursing functions include promotion of health, prevention of alterations in health, detection of alterations in health, restoration of health following alterations, and support of the terminally ill and their families. Nursing assists individuals and families in the performance of health-related tasks they would perform unaided, if they had the strength, will or knowledge to do so. Individuals should be assisted to become independent of such assistance as soon as possible. It is the consideration of the total person and that person s degree of health, rather than the presence of disease, which guides nursing practice. Health exists as a state apart from illness, and is defined as a personal perception of the degree to which the person can function at the desired level and the existence of balancing mechanisms which can be mobilized to move the person toward more optimal functioning. Health can exist in greater or lesser degree. The goal of nursing is to expand or maintain health and to limit the impact of alterations in health status. The method for providing nursing care is the application of the nursing process. Nursing includes a wide range of activities from simple tasks to increasingly complex and demanding responsibilities. We believe all levels of nursing preparation must share a common core of concepts so that graduates prepared for the different levels of nursing practice can work together. Graduates should be able to progress from one level to another with maximum efficiency, if they desire. The common concepts of nursing can be organized in three areas related to problem-solving processes, interpersonal processes, and technical skills. The individual enrolled in the nursing program at Cisco College can complete one or two levels of preparation for nursing practice: The Vocational Nursing Level and the Associate Degree Nursing Level. 12
14 5.1. Statement of Philosophy (cont) The education of nurses should include the major concepts of nursing practice. Nursing education is a systematic process designed to aid the student in the application of selected natural and behavioral science principles and unique nursing concepts to the provision of health care for individuals and their families. Learning has been achieved when desired competencies are demonstrated. The educational process should occur in a supportive environment in which all aspects of the human person are respected, nurtured and celebrated. This implies adaptation to various student abilities and styles of learning. Students should take an active role in their education and become increasingly self-directed. Critical thinking skills are essential to the practice of nursing and can be nurtured through the teaching/learning process. All learning builds on the learner s past experiences. The teacher guides the learner in the development of competencies, but the learner must be actively engaged in the learning process. The teacher and learner collaborate with one another. Through this interaction, the teacher also becomes the learner and the learner becomes the teacher. This is a part of nursing education and also of nursing practice. The goal of education is to foster the development of independent learners who assume responsibility for life-long pursuit of knowledge. Vocational nursing occupies the foundation level of nursing practice. The graduate of the vocational nursing level is prepared to practice nursing with clinical competence, and a commitment to caring, utilizing critical thinking in structured settings with patients with predictable outcomes under the provisions of the nursing practice act of the state. Vocational nursing practice is defined by the Differentiated Entry Level Competencies (DELC) through designated competencies related to roles of Provider of Care, Coordinator of Care and Member of a Profession. The associate degree nursing graduate will use critical thinking to practice nursing with clinical competence, accountability, and a commitment to caring. The span of practice includes the delivery of nursing care to patients across the life span, in a variety of practice settings, with patients who have predictable or unpredictable health needs. The graduate of an associate degree nursing program practices the provisions of the state nursing practice act and utilizes appropriate nursing care standards. Associate Degree Nursing practice is defined by the Differentiated Entry Level Competencies of Graduates of Texas Nursing Programs (DELC) through designated competencies related to the roles of Provider of Care, Coordinator of Care and Member of a Profession. 13
15 5.2. Definitions of Major Concepts Person Health Patient Nursing A biological, psychological (cognitive and emotional), sociological,spiritual being following a developmental continuum, in constant interaction with the environment. Although possessing four aspects, a person, as envisioned by Martha Rogers (1970), is a unified whole possessing its own integrity and manifesting characteristics that are more than and different from the sum of its parts. A vital part of the nature of the individual is to be caring and to receive caring. A personal perception of the degree to which the person is able to function at the desired level. Health implies the existence of balancing mechanisms which can be mobilized to move the person toward more optimal functioning. Health exists as an entity separate from the presence of illness. Nursing seeks to promote health and minimize the impact of alterations in health status in the individual/family. Family is comprised of those persons who are so designated by an individual. The individual recipient of assistance from a health care provider. This help can be in the form of personal care, technical procedures, education or counsel. Because the areas of health care can be preventive, restorative, and supportive, an individual does not have to be ill to be a patient. The patient is viewed as an active participant in the caring transaction; the goal is to return the person to self-care and to enhance the person s attainment of appropriate developmental goals. Nursing uses problem solving processes, interpersonal processes and technical nursing skills to provide health-related services to individuals and families who are dealing with problems ranging from simple to complex. The object of nursing is the promotion of health, prevention of alterations in health status, detection of alterations in health, restoration of health following alterations, and support during terminal illness. Nursing intervention is appropriate when individuals/families are unable to provide for themselves, and has the goal of enabling self-care, to expand or maintain health and to limit the impact of alterations in health status. Problem-Solving Processes: One of the ways in which patients are assisted with health related problems is the application of problem-solving processes in their care. Use of problem-solving processes requires critical thinking. Problemsolving processes in nursing include nursing process and intuitive judgment. Nursing process is the basic structure which shapes the nursing action. Intuitive judgment develops with education and experience. 14
16 5.2. Definitions of Major Concepts (cont) Nursing Process Nursing process is the systematic process used by the nurse to structure the nurse-patient interaction. The steps include assessment, nursing diagnosis, goal-setting, planning, intervention or implementation and evaluation. The use of the nursing process is basic to all levels of nursing. The level of complexity and accountability increases with increasing levels of practice. Intuitive Judgment Intuitive judgment is the experienced-based ability to understand without requiring scientific rationale. This process is in early stages of recognition but is a component of nursing practice which should be developed. Critical Thinking Interpersonal Processes: The disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as guide to belief and action. It is based on universal intellectual values. Interpersonal processes are basic to nursing. The major processes are communication, teaching/learning and caring. Caring is the creative, intuitive and cognitive aspect of interpersonal and helping processes. Communication Communication is the basic element of human interaction that allows persons to establish, maintain, and improve contacts with others. Important components of the communication process are the sender, receiver, message and feedback. The levels of communication are intrapersonal, interpersonal, and therapeutic communication. Teaching/Learning Teaching and learning are linked in nursing education and in nursing practice. Teaching is the interactive process which promotes learning, which is the acquisition of new knowledge, skills, attitudes and concepts. Through the teaching/learning process the student and teacher acquire nursing knowledge. Patient education is also an interactive process for promotion of health and prevention of illness. 15
17 5.2 Definitions of Major Concepts (cont) Caring Vocational Nursing Caring is not unique to nursing, but is unique in nursing. Caring in nursing is a mutual human process in which the nurse artistically responds with authentic presence to a call from a client (Boykin, 1994). There are five characteristics of caring (Roach, 1984): competence, confidence, compassion, conscience, and commitment. The basic level of nursing practice, utilizing problem solving processes, interpersonal processes, technical skills to use selected nursing diagnoses,and appropriate nursing interventions in stable settings with patients with predictable outcomes. Vocational nurses assist registered nurses with the care of patients in more complex settings. Associate Degree Nursing A discipline able to provide the mid-level of nursing services, using problem-solving processes, interpersonal processes, and advanced technical skills. Care is provided to individuals/families in various settings with patients with predictable and unpredictable outcomes and in more complex settings with nurses with advanced preparation or experience Associate Degree Program Objectives The Faculty and Administration of the Cisco College Associate Degree Nursing Program will assist the student in the achievement of the following objectives considered to be critical to the performance of the nursing professional. Upon completion of the Associate Degree in Nursing level, the graduate will assume the roles and responsibilities of the Registered Nurse in an entry level position. The graduate will utilize critical thinking and the caring framework to implement the nursing process. The graduate will demonstrate the following behaviors: 1. Establish a caring relationship with patients and families through the application of Interpersonal processes. 2. Assess the physical, psychological, social and spiritual needs of persons as they relate to individual or family health status in order to establish a data base for the purpose of planning nursing care. 16
18 3. Establish appropriate nursing diagnoses, including long and short term goals, by identifying actual and potential health problems utilizing problem-solving processes. 4. Develop a patient-centered nursing care plan based on identified health needs collaborating with the patient, family, and other health care providers. 5. Formulate plans to promote health and prevent illness through health teaching in a variety of settings, involving the patient and the family in order to facilitate self-care. 6. Assume responsibility for the implementation of an individualized plan of care for patient/families in a variety of health care settings, utilizing appropriate nursing interventions and incorporating the biological, psychological, sociological, and spiritual needs. 7. Communicate effectively with patients, families, and members of the interdisciplinary health care team. 8. Evaluate the effectiveness of nursing care, collaborating with patients, families, and other health team members in order to modify the plan of care as necessary. 9. Coordinate the nursing care of a group of patients in a variety of health care settings, utilizing management principles to allocate human and material resources economically and effectively, within the policies and procedures of the organizations. 10. Assume an advocacy role within the health care setting to ensure the provision of quality health care for patients and their families through participation in organizational processes and through self-evaluation of personal practice. 11. Refer appropriately to community resources following the identification of continuing health care needs of the patient and family. 12. Demonstrate personal responsibility for growth and professional development by pursuing continuing education and membership in professional nursing organizations. 13. Utilize nursing literature research findings, and continuing education opportunities to ensure that nursing practice remains current. 14. Meet the ethical, moral, and legal obligations of the practice of the Registered Nurse. 17
19 5.3 Vocational Nursing Program Objectives The Faculty and Administration of the Cisco College Vocational Nursing Program will assist the student in the achievement of the following objectives considered to be critical to the performance of the nursing professional Upon completion of the Vocational Nursing level, the graduate will function competently in the entry level Vocational Nurse position. The graduate will utilize problem solving processes to: 1. Establish a caring relationship with patients and families through the application of interpersonal processes. 2. Assist in the assessment of the physical, psychological, social, and spiritual needs of persons as they relate to individual and family health in order to contribute to the data base for planning care 3. Cooperate with other members of the nursing team to establish appropriate nursing diagnoses, utilizing problem solving processes. 4. Assist in developing a patient-centered nursing care plan based on the identified health needs. 5. Implement individualized nursing care in structured settings utilizing appropriate nursing interventions, including administration of medications, incorporating basic biological, psychological, sociological, and spiritual principles. 6. Assist in the development of plans to promote health and prevent illness through health teaching during daily care, and by formal teaching in appropriate settings. 7. Document accurately the patient s condition, treatment, and response to therapy. 8. Assist in the evaluation of the effectiveness of nursing care, collaborating with team members to modify nursing interventions when needed. 9. Function as a member of the nursing team assuming leadership roles in appropriate settings. 10. Participate in advocacy activities as a member of the nursing team to promote quality health care for patients and their families through organizational processes and through self-evaluation of personal practice. 11. Identify community resources that may benefit the patient and family to meet continuing health care needs. 12. Demonstrate personal responsibility for growth and vocational development by pursuing continuing education and membership in vocational nursing organizations. 18
20 13. Utilize nursing literature, research findings, and continuing education opportunities to ensure that nursing practice remains current 14. Exhibit a commitment to meet the ethical, moral, and legal obligations of the practice of the Vocational Nurse. 19
21 CISCO COLLEGE DESIGN OF THE CURRICULUM 20
22 5.5. Organizational Concepts Related to Curriculum Design Statement of Purpose The purpose of the Nursing Programs curriculum leading to an Associate in Applied Science degree in Nursing is two fold: To enable the Licensed Vocational Nurse entering the program to make a successful transition to the role of registered Nurse. To provide a generic option for persons entering the nursing field. The graduate of the program will be prepared to deliver comprehensive nursing care to persons with actual or potential health-related problems in a variety of health care settings. A special focus of this program is to provide nurses prepared to function in the variety of health care settings including the rural areas which comprise much of our service area. Constraints The major tension in developing the philosophy, the program objectives, the program outcomes and the course content was the commitment of the faculty to the newer concepts of nursing education and nursing practice while making sure that the competencies identified by the Differentiated Entry Level Competencies (DELC) and the Council of Associate Degree Programs of the National League for Nursing were clearly incorporated in the curriculum. The faculty concluded that this tension could be incorporated in the curriculum by viewing the competencies as the concrete indicators of the attainment of the major competencies expected of the graduate of an associate degree program in nursing--in other words, as the what component of the program of learning. Nursing is more than a set of tasks, however; it is also an art and a science which combines attitudes, knowledge and skills. The philosophy reflects the faculty perception of the how and why components of the curriculum. Rather than a linear, hierarchical structure, the philosophy is a matrix of interacting components, none of which can be separated and isolated from the other components. Neither does one concept derive from others in a hierarchical structure. For instance, caring is seen as a vital component of Interpersonal Processes and is defined as a sub-concept of this broader concept, but it is also an organizing concept for the very nature of nursing itself. As an organizing concept, it is used as part of the framework within which the nurse evaluates personal nursing practice and also dictates the faculty s approach to the teaching-learning environment. Deciding upon the components of the philosophy requires the selection of certain concepts to make explicit while others become implicit. The criteria for selection of concepts included the desire to address the current themes in nursing while providing for continual change and refinement of the concepts as nursing and nursing education continue to evolve; the need to keep the philosophical statement manageable; and the requirement to reflect the beliefs of the faculty. 21
23 5.5. Organizational Concepts Related to Curriculum Design (cont) Organizing Framework During the development of the curriculum, the faculty extensively reviewed the literature related to nursing and nursing education. Benner and Wrubel (`1989) present a view of caring in nursing which reinforces the faculty s view of the essential component of nursing. The literature related to critical thinking is especially influential. A model for evaluating a curriculum in relation to critical thinking is presented by Miller and Malcolm (1990). This model reflects the faculty conceptualization of the relationship of nursing to nursing education. This model has been adapted to illustrate the conceptual basis of the curriculum for the Associate Degree nursing options. (Figure 1). Page 24. The description of the model as given by Miller and Malcolm has been revised appropriately to reflect its application to the nursing curriculum. The basic design consists of three overlapping circles. As conceptualized in the original model these circles represent the interaction of knowledge, attitudes and skills. The faculty believe that these components are operative in the practice setting as well as in the educational setting. Within the overlapping component circles are three ellipses. In the original model and in our adaptation these ellipses represent faculty characteristics, student characteristics and teaching strategies. The design reflects that these three are a function of the existing level of knowledge, attitudes and skills possessed by students and faculty. The dotted line denotes the domain of the curriculum. Some of the knowledge, attitudes and skills of faculty and students are a product of life experiences outside the curriculum, others will be the result of the curriculum. The line is dotted to emphasize that the curriculum must be responsive to the environment and to changes in nursing and the health care system in order to remain current. As developed by the authors, the core of the model is critical thinking. We have adapted it so that the core or result of the model is nursing practice. The model is appealing because it can be utilized to illustrate other relationships within the organizing concepts. The faculty envisions the curriculum as a matrix of interacting components rather than as a linear process Relationships Of Organizing Framework to Major Components of the Philosophy The major concepts within the philosophy can be viewed as comparing the realm represented by the Attitude circle. The attitude section sets the point of view from which the Knowledge and Skills circles are developed. In other words, how one defines person, health, nursing, society, and nursing education will influence decision about what to observe, the meaning attached to observations, and decisions regarding the appropriate actions to be taken (Tanner, 1983). At the next level of analysis, the circles represent the three major conceptual areas of Interpersonal Processes, Problem-Solving Processes, and Nursing Technology/Skills. These are represented as culminating in the application of the Nursing Process, which is seen as the distinctive method of nursing practice (Figure 2).pg 25. The model works well for both the 22
24 Progression Program and Generic track because of the diversity of attitudes, knowledge and skills which will be brought to the program by students as they enter the program. One of the major issues in completion programs designed for vocational nurses is the successful transition from the basic to the more advanced level of responsibility and accountability required at the registered nurse level of both Associate Degree Nursing Options. In addition, generic students also bring diverse life experience. A factor which must be considered is the impact of the previous role development of students upon the educational experiences. This model represents that issue well. The students entering the generic option will also bring diverse knowledge, skills, and attitudes. The model works for them. The area of Interpersonal Processes includes the philosophical concepts of Caring, Communication, and Teaching-Learning. Nursing Process will be viewed as both a product and a component in each of the domains. The area of Problem-Solving Processes includes the philosophical concepts of Critical Thinking, Intuitive Judgment and Nursing Process. Again, this represents the faculty view of nursing practice and nursing education as a matrix of components which are not discrete and hierarchical but which are interactive and resonant (not static, but changing position in a relational structure). The area of Skills represents nursing s technology in which can be found the components of Health Care Technology, Nursing Skills, and Nursing Process. The overlapping of these three domains is viewed as resulting in the operationalization of the Nursing Process, the core of Nursing Practice. These three major domains have been identified, but not closely defined in order to reflect the dynamic state of nursing now and for the future. Each of these areas is being modified on a continuous basis. This structure allows for keeping the curriculum current and structured without the need for a major revision of the philosophy with each change. 23
25 Figure 1 Revised 7/04 Adapted from: Miller M. & Malcom N. (1990). Critical Thinking in the Nursing Curriculum Nursing & Health Care, II (2): Reviewed 09/09; 12/10 24
26 Figure 2 Revised 7/04 Adapted from: Miller M. & Malcom N. (1990). Critical Thinking in the Nursing Curriculum Nursing & Health Care, II (2): Reviewed 09/09; 12/10 25
27 ADN Two-Year Generic Option Curriculum Design Pre-Requisite Course MATH 1314 College Algebra OR MATH 1342 Elementary Statistics Semester One (Fall) ENGL 1301 Composition and Rhetoric PSYC 2314 Lifespan Growth & Development RNSG 1523 Intro to Professional Nursing For Integrated Programs RNSG 1219 Integrated Nursing Skill I RNSG 1161 Clinical for RNSG 1523 BIOL 2401 Human Anatomy and Physiology Semester Four (Fall) Humanities/Fine Arts Elective RNSG 2414 Integ. Care of Client/Complex NS Needs RNSG 2460 Clinical for Complex NS Needs BIOL 2412 Microbiology Semester Two (Spring) \\ RNSG 1229 ALL Integrated NON-RNSG Nursing Courses Skills II RNSG 1108 Must Dosage be completed Calculation for Nursing RNSG 1301 Prior Pharmacology to or concurrently RNSG 2504 With Integ. Nursing Care Courses of the Client/Common HC Needs RNSG 1360 Clinical for Common HC Needs BIOL 2402 Human Anatomy and Physiology Semester Five (Spring) SOCI 1306 Social Problems RNSG 2435 Integrated Client Care Management RNSG 2360 Clinical for Client Care Management RNSG 2130 Professional Nursing Review And Licensure Preparation GOVT 2306 Texas Government Semester Three (Summer) RNSG 2160 Clinical for Mental Health Nursing Prospective students can undertake a full time course of study by taking support courses concurrently with the nursing courses. It is recommended students Curriculum complete Design the majority of the support courses before beginning the nursing program. 26
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