NURSING PROGRAM Associate Degree Professional Nursing HANDBOOK

NURSING PROGRAM Associate Degree Professional Nursing HANDBOOK Fall 2012-Spring 2013

TABLE OF CONTENTS Table of Contents ------------------------------------------------------------------------ 2 Introduction ---------------------------------------------------------------------------- 3 Program Mission, Purpose and Philosophy ----------------------------------------- 4-5 Nursing Framework and Program Outcomes ----------------------------------------- 6-13 Nursing Program Plans of Study ------------------------------------------------------- 14-18 I. Associate Degree Professional Nursing Plan of Study ------------ 14-16 II. PN Mobility Plan of Study -------------------------------------------- 17-18 Master Course Outlines ------------------------------------------------------------------ 19-51 Booklist ---------------------------------------------------------------------- --------------- 52-54 Policies for Nursing Students ------------------------------------------------------------ 55-97 Appendicies -------------------------------------------------------------------------------- 98-115 Appendix A: PN Mobility Program Entrance Scoring Sheet ------------- 99 Appendix B: Non Disciplinary Administrative Action Worksheet ------ 100-101 Appendix C: Evaluation of Progression Review Worksheets ------------ 102-107 Appendix D: Clinical Evaluation Tools ------------------------------------- 108-115 (I) Clinical Evaluation Tools 2010 Fall Semester ---------- 108-111 (II) Clinical Evaluation Tools 2040 Spring Semester ------ 112-115 2

INTRODUCTION On behalf of Riverland Community College, we would like to welcome you to the Nursing Program. We are pleased that you have chosen Riverland to further your education. We are excited about the 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. Best wishes for an exciting and successful educational experience. Sincerely, Mary Donnelly Ellen Goslee Judy Hanscom Danyel Helgeson Ann Krueger Roschelle Manigold Michelle Millam Dana Mullenbach Shirley Nelson Cindy Olson Pat Parsons Stacey Rosenberg Sara Schammel Judy Thurnau Deb Wirth This handbook has been prepared to highlight information that will be useful to you throughout the nursing program. Most of the information is unique to the nursing program. This handbook should be used in conjunction with the Riverland Community College Student Handbook. *This handbook is not intended to form a contract and these materials are subject to change at any time. 3

RIVERLAND COMMUNITY COLLEGE NURSING PROGRAM MISSION, PURPOSE AND PHILOSOPHY 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 professional nurse. Purpose/Goal Statement Graduates of the Nursing Program will effectively integrate general education and the science coursework with the discipline of professional nursing course work as the basis for nursing practice and ongoing life-long learning. 1. The Practical Nursing Program (year one) 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 and/or to continue into the Professional Nursing program. 2. The Professional Nursing Program (year two) will prepare the student with the knowledge, skills, and professional values of an associate degree nurse. The student is then eligible to take the licensing examination for the registered nurse (NCLEX-RN). Graduates of the second year of the professional nursing program will be prepared to further their education toward a bachelor, masters, or a doctoral program. Philosophy of Nursing Education and Practice Philosophy 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 purpose as inspiring learning for living through a personalized educational environment. The nursing faculty are committed to lifelong learning and providing an environment for educational mobility within the program. Riverland Community College and the Nursing Program works toward excellence in learning through innovation, responsiveness, resourcefulness, and collaboration. This is accomplished through simulation, modeling, dialogue, experiential exercises, discussion, case study, online learning, service learning, practice, affirmation, and provision for an environment for growth. 4

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 and professional 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), along 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 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 by using such methods as modeling, dialogue, practice, affirmation, confirmation, reflection, simulation and supporting an environment for self-growth. (Nodding, 1986) 5

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 type of competency must be grounded in these fundamental values. (p. 8) 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. (p. 8) 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 identify. 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. (p. 9) The ultimate goal of this nursing program is to graduate mature, expert learners who can: 1. Human Flourishing: Advocate for patients and families in was that promote their selfdetermination, integrity, and ongoing growth as human beings. 2. Nursing Judgment: Make judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and promote the health of patients within a family and community context. 3. Professional Identity: Implement one s role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving identity as a nurse committed to evidencebased practice, caring, advocacy, and safe, quality care for diverse patients within a family and community context. 6

4. Spirit of Inquiry: Examine the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities. For clarity the RCCADNP has added the following Student Learning Outcomes: 5. Safe Care: Provide care that is safe, culturally and developmentally appropriate, centered on building and sustaining positive, healthful relationships with individuals and families. 6. Scope of Practice: Practice within the legal and ethical scope of professional 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 2. Student Learning Outcome: Practicing within the legal, ethical and professional scope of the nurse Integrating Concept: Teamwork 7

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 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 8

Glossary (NLN, 2010 taken from Appendix D p.65-69) 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 personcentered 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. 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 attainment 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). 9

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. 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; 10

(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. 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 11

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 interprofessional teams, fostering open communication, mutual respect, and shared decision making to achieve quality patient care. 12

References 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 http://www.nln.org/aboutnln/corevalues.htm 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), 204-211. 13

I. Associate Degree Professional Nursing Program Plan of Study Upon successful completion of the Professional Nursing program, the nursing student will be awarded an Associate Degree in Nursing and is prepared and eligible to apply for the National Council Licensure Examination for Registered Nursing (NCLEX- RN). General education courses may be taken prior to acceptance into the nursing program; however, if the student has not completed them by the beginning of the first semester of the first year, they must be taken in specific semesters during the two-year program. Check master course outlines for prerequisites and co-requisites. 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. For futher information on admission to the Professional Nursing Program, please reference page 55. PLEASE NOTE: Students must have been admitted to the nursing program before registering for NURS courses. 14

Legal Limitations: Applicants should be aware that there are legal limitations both on the acquisition and retention of the RN 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. The associate degree program is approved by the Minnesota Board of Nursing (MBN) and accredited by the National League for Nursing Accrediting Commission (NLNAC). 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. 15

Associate Degree Professional Nursing Program Plan of Study Program Notes After completion of the 72 credits the student is awarded an Associate of Science Degree in Nursing and is eligible to apply for the NCLEX- RN. The student also has the option to transfer their credits earned towards obtaining their BSN. Prerequisites (7 Credits) Course ## Name Credits HCNA1200 Nursing Assistant/Home Health Aide 4.00 CHEM1101 Introductory Chemistry 3.00 Required Core Courses (41 Credits Including Advanced Standing Credits) Course ## Name Credits NURS2010 Community, Leadership & Advanced Med/Surg 8.00 NURS2020 Health Assessment 2.00 NURS2040 Acute Care Across the Lifespan 8.00 MnTC General Education Courses (29 Credits Required - General Education Science courses must be completed within five years from the start of your nursing course with a grade of C or higher. Students must be admitted to the Nursing program before registering for a NURS course.) Course # Name Credits BIOL2021 Principles of Anatomy and Physiology I 4.00 BIOL2022 Principles of Anatomy and Physiology II 4.00 BIOL2040 General Microbiology 4.00 BIOL2050 Pathophysiology 3.00 ENGL1101 Freshman English 3.00 ENGL1105 Writing From Library Sources 3.00 PHIL1130 Ethics 3.00 PSYC1105 General Psychology 4.00 *** Goal 6 - Humanities and Fine Arts 1.00 MnTC General Education Elective Courses (1 Credit) Course # Name Credits *** MnTC/General Education 1.00 Electives (Core Electives 1 credit needed) Course ## Name Credits NURS1115 Clinical Internship 1.00 NURS2030 Service Learning 1.00 NURS2050 Nursing Preceptorship 1.00 NURS2060 Transcultural Nursing 1.00 NURS2070 International Transcultural Nursing 2.00 16

II. PN Mobility Program Plan of Study (AS Degree) Licensed Practical Nurses may apply to the nursing program for advanced standing and are given credit for 20 semester nursing credits toward the ADN. The criteria for admission include the following: 1. Students must apply to Riverland for admission to the general college if they have not already completed this step. 2. Students must apply as a PN Mobility student. An application is available on-line. 3. The applicants MUST have completed a Practical Nursing Program of study with a GPA of at least 2.5 (out of 4.0) with a grade of at least a C in all nursing courses. The applicant must provide documentation of current licensure and an official transcript of previous education if it was not completed at Riverland Community College. 4. The applicant must have 21 of the 30 general education credits COMPLETED within the nursing curriculum with a C or better. Those 21 COMPLETED credits MUST INCLUDE COMPLETION OF: BIOL 2021 Anatomy and Physiology I and BIOL 2022 Anatomy and Physiology II, and must be completed within the past five years of entrance into the program. Courses in progress will not be considered. 5. A Nursing entrance test is NOT required for the PN Mobility applicants. 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 they can register for NURS courses. Legal Limitations: Applicants should be aware that there are legal limitations both on the acquisition and retention of the RN 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. The program is approved by the Minnesota Board of Nursing and accredited by the National League for Nursing Accrediting Commission (NLNAC). 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. 17

PN Mobility Program Plan of Study Prerequisites (20 Credits) Course ## Name Credits Required Core Courses (21 Credits) PN Diploma Required 2.5 or higher GPA 20 Course ## Name Credits NURS2000 PN to ADN Nurse Transitions 3.00 NURS2010 Community, Leadership & Advanced Med/Surg 8.00 NURS2020 Health Assessment 2.00 NURS2040 Acute Care Across the Lifespan 8.00 MnTC General Education Courses (30 Credits - General Education Science Courses must be completed within the past five years. Students must be admitted to the nursing program before registering for an NURS course.) Course # Name Credits *** MnTC/General Education Any course chosen; Communication Category 1.00 Humanities & Fine Arts Category History & the Social & Behavioral Sciences Category Natural Sciences Category Mathematics/Logical Reasoning Category *** Goal 6 - Humanities and Fine Arts 1.00 PHIL1130 Ethics 3.00 PSYC1105 General Psychology 4.00 ENGL1105 Writing From Library Sources 3.00 ENGL1101 Freshman English 3.00 BIOL2021 Principles of Anatomy and Physiology I 4.00 BIOL2020 Principles of Anatomy and Physiology II 4.00 BIOL2040 General Microbiology 4.00 BIOL2050 Pathophysiology 3.00 Electives (1 credit needed) Course ## Name Credits NURS1115 Clinical Internship 1.00 NURS2030 Service Learning 1.00 NURS2050 Nursing Preceptorship 1.00 NURS2060 Transcultural Nursing 1.00 NURS2070 International Transcultural Nursing 2.00 *Please Note: All science courses taken prior to entrance into the nursing program must have been completed within the 5 years preceding entry to the program. 18

RIVERLAND COMMUNITY COLLEGE PROFESSIONAL NURSING PROGRAM MASTER COURSE OUTLINES 19

A. NURS 1111 Options for Success B. COURSE DESCRIPTION: MASTER COURSE OUTLINE This course facilitates successful entry into the program. Students benefiting from this course include students transferring into the program at all points and students who have exited the program and are now asking for re-admission after a protracted absence. Requirements of the course are individually tailored to meet the unique needs of the student. The student will meet with the instructor for 16 hours for each credit. Additional out-of-class assignments may be given on an as needed basis. Prerequisite: Admission to the Nursing Program. (1-4 Cr either/or 1-4 lect, 1-4 lab) C. **Core Theme: Critical Thinking D. MAJOR CONTENT AREAS: Mastery of the core concepts used in program assignments Skills needed to navigate the Riverland Nursing Program E. GOAL TYPE, OBJECTIVES AND OUTCOMES: GOAL TYPE **Critical Thinking CS CS OBJECTIVES Students will be able to analyze the logical connections among the facts, goals, and implicit assumptions relevant to a problem or claim; generate and evaluate implications that follow from them. Spirit of Inquiry: Examine the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patient, families, and communities. Safe Care: Provide safe care that is culturally and developmentally appropriate and is centered on building and sustaining positive healthful relationships with OUTCOMES The student will successfully 1. reflect on the course content, personal skills and areas for continued growth. 2. establish a plan to bring these areas into compliance with required program skills. 1. explore means to gather reliable information and interpret it within the context of safe nursing care. 1. identify student learning needs and develop a plan to catch-up to current point in program. 2. demonstrate competency in the 20

CS CS CS CS individuals and families. Scope of Practice: Practice within a legal, ethical, and professional scope of practice that is guided by the accepted standards of practice. Human Flourishing: Promote the human dignity, integrity, self-determination, and personal growth of patients, oneself, and members of the health care team. Nursing Judgment: Provide a rationale for the judgments used in the provision of safe, quality care and for decisions that promote the health of patients within a family context. Professional Identity: Assess how one s personal strengths and values affect one s identity as a nurse and one s contribution as a member of the healthcare team. performance nursing skills at the expected level for this point in the program. 1. identify the role and scope of practice of the student at this point in the program. 2. describe and compare the scope of practice of the licensed practical nurse (LPN) and registered nurse (RN). 1. develop a plan for nursing school success including time management, study skills, areas of content to review, family obligations, and other factors. 1. provide the rationale for nursing care related to specific body systems, disease processes and/or patient populations at the appropriate level for this point in the program. 1. reflect on personal growth and development as a novice nurse and member of the healthcare team. 2. explore individual learning style and identify strategies for coping with the demands of the nursing program. F. SPECIAL INFORMATION: This course may require use of the Internet, the submission of electronically prepared documents and the use of a course management software program. Students who have a disability and need accommodations should contact the instructor or the Student Success Center at the beginning of the semester. This information will be made available in alternative format, such as Braille, large print, or current media, upon request. Special program needs include a calculator, nursing uniform, insignia patch, Riverland name tag, stethoscope, and watch with a second hand. A student enrolled in this course must have current immunizations, CPR certification, passed a background check, and must be able to provide their own transportation to class and clinical locations. The student must also be of good health and able to lift and transfer patients without restriction. G. COURSE CODING INFORMATION: Course Code U/Class Maximum Customer Driven; Pass/Fail Revision date: 04/27/12 AASC Approval date: 05/08/12 21

*Riverland Community College Disciplines MnTC Goal Number Communication (CM) 1 Natural Sciences (NS) 3 Mathematics/Logical Reasoning (MA) 4 History and the Social & Behavioral 5 Sciences (SS) Humanities and Fine Arts (HU) 6 **Riverland Community College Core Themes Critical Thinking (CT) 2 Human Diversity (HD) 7 MnTC Goal Number Global Perspective (GP) 8 Ethical and Civic Responsibility (EC) 9 People and the Environment (PE) 10 *These five MnTC Goals have been identified as Riverland Community College Disciplines. ** These five MnTC Goals have been identified as Riverland Community College Core Themes. NOTE: The Minnesota Transfer Curriculum 10 Goal Areas of Emphasis are reflected in the five required discipline areas and five core themes noted in the Riverland Community College program of study guide and/or college catalog. 22

A. NURS 1115 Clinical Internship B. COURSE DESCRIPTION: MASTER COURSE OUTLINE This course applies nursing theory to clinical practice. The focus of this course is to increase the depth of understanding of the role of the nurse as well as to master clinical skills. Students must have a nurse preceptor in the clinical setting and be monitored by nursing faculty. Enrollment in this course fulfills the requirements for Minnesota Board of Nursing rule: 6305.0300 Authorization to Practice Nursing Subpart 1B. Prerequisites: Successful completion of two semesters of an associate degree nursing program. The student must show proof of acceptance into an approved clinical internship program and have permission to register from the instructor (1 Cr 0 lect, 1 lab/clinical) C. **Core Theme: Critical Thinking D. MAJOR CONTENT AREAS: Nursing assessment Nursing documentation and reporting Skill enhancement Time management Accountability Nursing roles Ethical standards Current trends in health care delivery Personal and professional growth E. GOAL, TYPE, OBJECTIVES AND OUTCOMES: GOAL TYPE **Critical Thinking OBJECTIVES Students will be able to gather factual information and apply it to a given problem in a manner that is relevant, clear, comprehensive and conscious of possible bias in the information selected. OUTCOMES The student will successfully 1. state in own words the impact of decisions made in the clinical setting on client outcomes. 23

CS CS CS CS CS CS Spirit of Inquiry: Question the basis for nursing actions, considering research, evidence, tradition and patient preferences. Safe Care: Provide safe care that is culturally and developmentally appropriate and is centered on building and sustaining positive healthful relationships with individuals and families. Scope of Practice: Practice within the legal, ethical, and professional scope of practice that is guided by accepted standards. Human Flourishing: Promote the human dignity, integrity, self-determination and personal growth of patients, oneself, and members of the health care team. Nursing Judgments: Provide rationale for judgments used in the provision of safe, quality care and for decisions that promote the heath of patients within a family context. Professional Identity: Assess how one s personal strengths and values affect one s identity as a nurse and one s contribution as a member of the healthcare team. 1. gain awareness of current trends in healthcare delivery. 1. utilize the nursing process to provide safe and effective patient care. 2. demonstrate effective time management and patient care strategies to deliver safe nursing care. 3. apply measures to protect safety of the client and the nurse. 1. deliver safe, effective care under the guidance of a registered nurse preceptor. 1. apply effective professional communication techniques to report and document assessments. 2. enhance interpersonal communication techniques with clients, families, and other members of the interdisciplinary team. 1. reflect on care given and issues presented in the care of clients. 2. state in own words the impact of decisions made in the clinical setting on client outcomes. 1. demonstrate application of professional ethical standards. F. SPECIAL INFORMATION: This course may require use of the Internet, the submission of electronically prepared documents and the use of a course management software program. Students who have a disability and need accommodations should contact the instructor or the Student Success Center at the beginning of the semester. This information will be made available in alternative format, such as Braille, large print, or current media, upon request. Special program needs include a calculator, nursing uniform, insignia patch, Riverland name tag, stethoscope, and watch with a second hand. A student enrolled in this course must have current immunizations, CPR certification, passed a background check, and must be able to provide their own transportation to class and clinical locations. The student must also be of good health and able to lift and transfer patients without restriction. G. COURSE CODING INFORMATION: Course Code J/Class Maximum 10; Pass/Fail 24

Revision date: 04/27/12 AASC Approval date: 05/08/12 *Riverland Community College Disciplines MnTC Goal Number Communication (CM) 1 Natural Sciences (NS) 3 Mathematics/Logical Reasoning (MA) 4 History and the Social & Behavioral Sciences (SS) 5 Humanities and Fine Arts (HU) 6 *Riverland Community College Core Themes MnTC Goal Number Critical Thinking (CT) 2 Human Diversity (HD) 7 Global Perspective (GP) 8 Ethical and Civic Responsibility (EC) 9 People and the Environment (PE) 10 *These five MnTC Goals have been identified as Riverland Community College Disciplines. ** These five MnTC Goals have been identified as Riverland Community College Core Themes. NOTE: The Minnesota Transfer Curriculum 10 Goal Areas of Emphasis are reflected in the five required discipline areas and five core themes noted in the Riverland Community College program of study guide and/or college catalog. 25

MASTER COURSE OUTLINE A. NURS 2000 Practical Nursing to Associate Degree Nursing Transition B. COURSE DESCRIPTION: This course facilitates the transition from the practical nursing role to the role of the professional nurse. Nursing is discussed as it relates to safe, quality care, scope of practice, human flourishing, personal and professional growth, teamwork, nursing judgment, caring, professional identity, and spirit of inquiry. Materials presented supplement and augment those offered in a practical nursing program and prepare students to continue their professional nursing education. To qualify for this course students must meet the criteria for admission to the Licensed Practical Nurse (LPN) to Associates Degree (AD) Option. See current criteria on the Riverland website. Successful completion of this course enables the student to enter NURS 2010 and NURS 2020. Prerequisites: The applicant must have 21 of the 30 general education credits COMPLETED within the nursing curriculum with a "C" or better. Those 21 COMPLETED credits MUST INCLUDE COMPLETION OF: BIOL 2021 Anatomy and Physiology I and BIOL 2022 Anatomy and Physiology II, and must have been completed within the past five years. Courses in progress will not be considered. Students who meet the criteria listed above, but who have not been accepted into the program because of current lack of seats in the class, may take this course with program permission. These students have no guarantee of a seat in the fall semester nursing classes. If students are not admitted in that year, this course will only apply toward admission for the next admission cycle. PLEASE NOTE: Students must have been admitted to the nursing program before they can register for any NURS course. Prerequisite: Licensed Practical Nurse (LPN). (3 Cr 2 lect, 1 lab) C. **Core Theme: Critical Thinking D. MAJOR CONTENT AREAS: Elements of and differences between the licensed practical nurse (LPN) and registered nurse (RN) roles Concepts of role change and transitions Overview of concepts used in nursing program curriculum framework Strategies for coping with stressors of nursing education Orientation to the use of computers in the nursing program Test taking skills Review of elements for math competency Expectations for assignment completion Introduction to the use of simulation in the nursing program 26

Selected nursing skills for review Overview of the concepts presented in the NURS 1010, NURS 1020, NURS 1030, and NURS 1040 Assessment of areas for focused review. E. GOAL TYPE, OBJECTIVES, AND OUTCOMES: GOAL TYPE ** Critical Thinking CS CS CS OBJECTIVES Students will be able to analyze the logical connections among the facts, goals, and implicit assumptions relevant to a problem or claim; generate and evaluate implications that follow from them. Spirit of Inquiry: Question the basis for nursing actions, considering research, evidence, tradition and patient preferences. Safe Care: Provide safe care that is culturally and developmentally appropriate and is centered on building and sustaining positive healthful relationships with individuals and families. Scope of Practice: Practice within the legal, ethical, and professional scope of practice that is guided by accepted standards. OUTCOMES The student will successfully 1. reflect on the course of study, personal skills and areas for continued growth. 2. develop a projected learning plan to bring deficit skills/knowledge up to the expected level. 1. explore means to gather reliable information and interpret it within the context of safe nursing care. 1. demonstrate strategies to reduce risk of harm to self and others when providing care for clients. 2. apply technology and information management tools to support safe care. 3. value vigilance and monitoring of nursing care given to the client. 4. complete math readiness test at 85% proficiency. 1. describe nursing in terms of spirit of inquiry, safe, effective care, scope of practice, human flourishing, and nursing judgment, personal and professional growth. 2. differentiate the legal definitions of roles for the LPN and RN in the state of Minnesota. CS Human Flourishing: Promote the human dignity, integrity, self-determination and personal growth of patients, oneself, and members of the health care team. 1. develop coping strategies to deal with transition into the role of the professional nurse. 2. demonstrate appropriate written and verbal communication with other healthcare team members, clients, and family members. 3. develop a projected learning plan to bring deficit skills/knowledge up to the expected level. 27

CS CS Nursing Judgment: Provide rationale for judgments used in the provision of safe, quality care and for decisions that promote the heath of patients within a family context. Professional Identity: Assess how one s personal strengths and values affect one s identity as a nurse and one s contribution as a member of the health care team. 1. articulate rationales for safe effective care. 2. develop skill at accessing and using information from appropriate resources. 1. identify individual learning strengths and deficits. 2. identify individual learning needs, delineate goals, and establish a plan to successfully complete the AD program. 3. reflect on the transition process from the role of LPN to the role of the RN. 4. develop computer and technology skills needed for online portions of the pathway course work. F. SPECIAL INFORMATION: This course may require use of the Internet, the submission of electronically prepared documents and the use of a course management software program. Students who have a disability and need accommodations should contact the instructor or the Student Success Center at the beginning of the semester. This information will be made available in alternative format, such as Braille, large print, or current media, upon request. Special program needs include a calculator, nursing uniform, insignia patch, Riverland name tag, stethoscope, and watch with a second hand. A student enrolled in this course must have current immunizations, CPR certification, passed a background check, and must be able to provide their own transportation to class and clinical locations. The student must also be of good health and able to lift and transfer patients without restriction. G. COURSE CODING INFORMATION: Course Code U/Class Maximum Customer Driven; Letter Grade Revision date: 04/27/12 AASC Approval date: 05/08/12 *Riverland Community College Disciplines MnTC Goal Number Communication (CM) 1 Natural Sciences (NS) 3 Mathematics/Logical Reasoning (MA) 4 History and the Social & Behavioral 5 Sciences (SS) Humanities and Fine Arts (HU) 6 28

**Riverland Community College Core Themes MnTC Goal Number Critical Thinking (CT) 2 Human Diversity (HD) 7 Global Perspective (GP) 8 Ethical and Civic Responsibility (EC) 9 People and the Environment (PE) 10 *These five MnTC Goals have been identified as Riverland Community College Disciplines. ** These five MnTC Goals have been identified as Riverland Community College Core Themes. NOTE: The Minnesota Transfer Curriculum 10 Goal Areas of Emphasis are reflected in the five required discipline areas and five core themes noted in the Riverland Community College program of study guide and/or college catalog. 29

MASTER COURSE OUTLINE A. NURS 2010 Community, Leadership, and Advanced Medical/Surgical Nursing B. COURSE DESCRIPTION: This course introduces concepts integral to the scope of practice of the professional nurse. The role of the professional nurse is discussed as it relates to safe, quality care, scope of practice, human flourishing, personal and professional growth, teamwork, nursing judgment, professional identity, caring, and spirit of inquiry. Ethical-legal concepts, nursing process, nursing management, effective leadership, priority setting, discharge planning, client teaching, case finding, and health promotion for the client, family and community are integrated with the discussion of nursing care required for the client with complex gastrointestinal, genitourinary, endocrine, hematological, and psychiatric disorders, as well as obstetric complications. Prerequisites: NURS 2000 if PN Mobility student, or NURS 1030 and NURS 1040 if PN Diploma student, BIOL 2021 and BIOL 2022. Co-requisites: NURS 2020 and BIOL 2050. (8 Cr 4 lect, 4 clinical) C. **Core Theme: Critical Thinking D. MAJOR CONTENT AREAS: Scope of practice of the Registered Nurse in Minnesota Concepts of the nursing process Principles of nursing management and leadership Client populations: individuals, families, and communities Nursing care of clients with complex obstetric complications, psychiatric disorders, gastrointestinal, genitourinary, endocrine and hematological disorders E. GOAL TYPE, OBJECTIVES, AND OUTCOMES: GOAL **Critical Thinking CS OBJECTIVES Students will be able to analyze the logical connections among facts, goals and implicit assumptions relevant to a problem or claim; generate and evaluate implications that follow form them. Spirit of Inquiry: Examine the evidence that underlies clinical nursing practice to challenge the status quo, question the underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities. OUTCOMES The student will successfully 1. evaluate the local healthcare setting for potential safety risks to the client and the nurse. 1. critique own practices to prevent errors and provide safe care. 30

CS CS CS CS CS Safe Care: Provide safe care that is culturally and developmentally appropriate and that is centered on building and sustaining positive, healthful relationships with individuals, families and communities. Scope of Practice: Practice within the legal, ethical and professional scope that is guided by accepted standards of practice. Human Flourishing: Advocate for patients and families in ways that promote their selfdetermination, integrity, and ongoing growth as human beings. Nursing Judgment: Make judgments in practice substantiated with evidence that integrate nursing science that promote the health of patients within a family and community context. Professional Identity: Implement one s role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving identity as a professional nurse committed to evidence based practice, caring, advocacy, and safe quality care for diverse clients within a family and community context. 1. identify and use national safety resources. 2. value monitoring of own practices to prevent errors and provide safe care. 3. reflect on ways to consistently improve quality and safety of care administered. 1. reconcile and integrate the values, skills, knowledge base of the practical nurse into the skills, values, and knowledge base of the professional nurse. 1. identify clients who need referral, reaching and discharge planning for return to the community. 2. plan for and make referrals to appropriate agencies. 3. participate in discharge planning and teaching. 1. plan nursing care for the client with obstetric complications, advanced psychiatric, gastrointestinal, genitourinary, endocrine, and hematological disorders. 2. plan nursing interventions for nursing care to meet community needs that would affect individuals health. 1. apply principles of leadership and management when caring for groups of clients including delegation, supervision and teaching nursing personnel. 2. discuss the process of effectively detecting, reporting, and rectifying adverse healthcare events. F. SPECIAL INFORMATION: This course may require use of the Internet, the submission of electronically prepared documents and the use of a course management software program. Students who have a disability and need accommodations should contact the instructor or the Student Success Center at the beginning of the semester. This information will be made available in alternative format, such as Braille, large print, or current media, upon request. Special program needs include a calculator, nursing uniform, insignia patch, Riverland name tag, stethoscope, and watch with a second hand. A student enrolled in this course must have current immunizations, CPR certification, passed a background check, and must be able to provide their own transportation to class and clinical locations. The student must also be of good health and able to lift and transfer patients without restriction. 31

G. COURSE CODING INFORMATION: Course Code O, J/Class Maximum: 80, 10; Letter Grade Revision date: 04/27/12 AASC Approval date: 05/08/12 *Riverland Community College Disciplines MnTC Goal Number Communication (CM) 1 Natural Sciences (NS) 3 Mathematics/Logical Reasoning (MA) 4 History and the Social & Behavioral 5 Sciences (SS) Humanities and Fine Arts (HU) 6 *Riverland Community College Themes MnTC Goal Number Critical Thinking (CT) 2 Human Diversity (HD) 7 Global Perspective (GP) 8 Ethical and Civic Responsibility (EC) 9 People and the Environment (PE) 10 *These five MnTC Goals have been identified as Riverland Community College Disciplines. ** These five MnTC Goals have been identified as Riverland Community College Core Themes. NOTE: The Minnesota Transfer Curriculum 10 Goal Areas of Emphasis are reflected in the five required discipline areas and five core themes noted in the Riverland Community College program of study guide and/or college catalog. 32

A. NURS 2020 Health Assessment B. COURSE DESCRIPTION: MASTER COURSE OUTLINE This course focuses on a holistic approach to health and physical assessment across the lifespan. Assessment is discussed as it relates to safe, quality care, scope of practice, human flourishing, personal and professional growth, nursing judgment, professional identity and spirit of inquiry. Basic knowledge of developmental, psychological, sociocultural and environmental influences is integrated with skill acquisition and practice enabling the student to perform a comprehensive examination. Prerequisites: NURS 2000 if PN Mobility student, or NURS 1030, and NURS1040 if PN Diploma student, BIOL 2021 and BIOL 2022. Co-requisites: NURS 2010 and BIOL2050. (2 Cr 0 lect, 2 lab) C. **Core Theme: Critical Thinking D. MAJOR CONTENT AREAS: Trust and relationship building Interviewing and communication skills Assessment techniques: history taking, inspection, palpation, percussion, and auscultation Assessment process: head to toe, focused assessment, screening procedures Effective documentation strategies Follow-up to the assessment process: significance of findings, planning for care, and patient teaching E. GOAL TYPE, OBJECTIVES, AND OUTCOMES: GOAL **Critical Thinking CS OBJECTIVES Students will be able to gather factual information and apply it to a given problem in a manner that is relevant, clear, comprehensive, and conscious of possible bias in the information selected. Spirit of Inquiry: Examine the evidence that underlies clinical nursing practice to challenge the status quo, question the underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities. OUTCOMES The student will successfully 1. conduct a comprehensive health history and physical assessment. 2. apply data gathered to make appropriate clinical decisions for the client situation. 1. examine and apply concepts and theories from communication, nursing roles, prevention, and critical thinking to the performance of health assessments of clients. 33

CS CS CS CS CS Safe Care: Provide safe care that is culturally and developmentally appropriate and that is centered on building and sustaining positive, healthful relationships with individuals, families and communities. Scope of Practice: Practice within the legal, ethical and professional scope that is guided by accepted standards of practice. Human Flourishing: Advocate for patients and families in ways that promote their selfdetermination, integrity, and ongoing growth as human beings. Nursing Judgment: Make judgments in practice substantiated with evidence that integrate nursing science that promote the health of patients within a family and community context. Professional Identity: Implement one s role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving identity as a professional nurse committed to evidence based practice, caring, advocacy, and safe quality care for diverse clients within a family and community context. 1. recognize the importance of strong nursing assessment skills in relationship to safe and effective nursing care. 2. demonstrate safe, culturally appropriate nursing care when working with clients. 1. differentiate the role of the practical nurse from the professional nurse in terms of assessment. 1. seek out and demonstrate effective health promotion strategies. 1. describe and effectively demonstrate the four techniques of health assessment: inspection, palpation, percussion, and auscultation. 2. demonstrate a head to toe physical assessment in a systematic manner. 3. document findings from the health interview and physical exam accurately and concisely. 4. explain the significance of selected normal and abnormal physical findings and integrate them as part of effective, safe care. 1. integrate assessment into the nurse s professional identity. F. SPECIAL INFORMATION: This course may require use of the Internet, the submission of electronically prepared documents and the use of a course management software program. Students who have a disability and need accommodations should contact the instructor or the Student Success Center at the beginning of the semester. This information will be made available in alternative format, such as Braille, large print, or current media, upon request. Special program needs include a calculator, nursing uniform, insignia patch, Riverland name tag, stethoscope, and watch with a second hand. A student enrolled in this course must have current immunizations, CPR certification, passed a background check, and must be able to provide their own transportation to class and clinical locations. The student must also be of good health and able to lift and transfer patients without restriction. 34

G. COURSE CODING INFORMATION: Course Code V/Class Maximum: 80; Letter Grade Revision date: 04/27/12 AASC Approval date: 05/08/12 *Riverland Community College Disciplines MnTC Goal Number Communication (CM) 1 Natural Sciences (NS) 3 Mathematics/Logical Reasoning (MA) 4 History and the Social & Behavioral 5 Sciences (SS) Humanities and Fine Arts (HU) 6 **Riverland Community College Core Themes MnTC Goal Number Critical Thinking (CT) 2 Human Diversity (HD) 7 Global Perspective (GP) 8 Ethical and Civic Responsibility (EC) 9 People and the Environment (PE) 10 *These five MnTC Goals have been identified as Riverland Community College Disciplines. ** These five MnTC Goals have been identified as Riverland Community College Core Themes. NOTE: The Minnesota Transfer Curriculum 10 Goal Areas of Emphasis are reflected in the five required discipline areas and five core themes noted in the Riverland Community College program of study guide and/or college catalog. 35

A. NURS 2030 Service Learning B. COURSE DESCRIPTION: MASTER COURSE OUTLINE This elective course introduces the student to the theory and foundation of service learning related to community health needs. The students collaborate with local agencies to define needs and to deliver services to selected populations. Prerequisites: Admission to the Nursing Program. (1 Cr 1 lect, 0 lab) C. **Core Theme: Critical Thinking D. MAJOR CONTENT AREAS: Service learning theory and application Community resources E. GOAL TYPE, OBJECTIVES AND OUTCOMES: GOAL **Critical Thinking CS CS CS OBJECTIVES Students will be able to imagine and seek out a variety of possible goals, assumptions, interpretations, or perspectives which can give alternative meanings or solutions to a given situation. Spirit of Inquiry: Examine the evidence that underlies clinical nursing practice to challenge the status quo, question the underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities. Safe Care: Provide safe care that is culturally and developmentally appropriate and is centered on building and sustaining positive healthful relationships with individuals and families. Human Flourishing: Advocate for patients and families in ways that promote their self determination, integrity, and ongoing growth as human beings. OUTCOMES The student will successfully 1. define the inherent values and benefits of service as part of effective citizenship and professionalism. 2. seek out learning experiences that enhance understanding of human needs within the broader community. 1. demonstrate safe, culturally appropriate nursing care when working with clients in the community. 2. demonstrate principles of effective relationship building with clients in the community. 1. promote human dignity, integrity, self-determination, and personal growth for one s self and for members of the community. 36

CS Professional Identity: Implement one s role as a nurse in ways that reflect 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 within a family and community context. 1. recognize the nurse s potential role to serve as a resource within society. 2. develop greater initiative and self-confidence in a professional role. F. SPECIAL INFORMATION: This course may require use of the Internet, the submission of electronically prepared documents and the use of a course management software program. Students who have a disability and need accommodations should contact the instructor or the Student Success Center at the beginning of the semester. This information will be made available in alternative format, such as Braille, large print, or current media, upon request. Special program needs include a calculator, nursing uniform, insignia patch, Riverland name tag, stethoscope, and watch with a second hand. A student enrolled in this course must have current immunizations, CPR certification, passed a background check, and must be able to provide their own transportation to class and clinical locations. The student must also be of good health and able to lift and transfer patients without restriction. G. COURSE CODING INFORMATION: Course Code Q/Class Maximum 35; Letter Grade Revision date: 10/23/12 AASC Approval date: 12/18/12 *Riverland Community College Disciplines MnTC Goal Number Communication (CM) 1 Natural Sciences (NS) 3 Mathematics/Logical Reasoning (MA) 4 History and the Social & Behavioral 5 Sciences (SS) Humanities and Fine Arts (HU) 6 **Riverland Community College Core Themes MnTC Goal Number Critical Thinking (CT) 2 Human Diversity (HD) 7 Global Perspective (GP) 8 Ethical and Civic Responsibility (EC) 9 People and the Environment (PE) 10 37

*These five MnTC Goals have been identified as Riverland Community College Disciplines. ** These five MnTC Goals have been identified as Riverland Community College Core Themes. NOTE: The Minnesota Transfer Curriculum 10 Goal Areas of Emphasis are reflected in the five required discipline areas and five core themes noted in the Riverland Community College program of study guide and/or college catalog. 38

MASTER COURSE OUTLINE A. NURS 2040 Acute Care Across the Lifespan B. COURSE DESCRIPTION: This course builds on previous content concerning the role of the professional nurse and introduces the process of transition from student to graduate. Nursing is discussed as it relates to safe, quality care, scope of practice, human flourishing, personal and professional growth, teamwork, nursing judgment, caring, professional identity, and spirit of inquiry. The concepts of law, ethics, nursing process, nursing management, effective leadership, priority setting, discharge planning, client teaching, case finding, and health promotion for the client, family and community are integrated with the discussion of nursing care required for the client with urgent and emergent respiratory, neurological, cardiovascular, surgical, and trauma induced disorders. Emphasis is on assessment and provision of care for individuals or groups of clients. Prerequisites: ENGL 1101, PSYC 1105, NURS 2010 and NURS 2020. Co-requisite: BIOL 2040, PHIL 1130, and ENGL 1105. (8 Cr 4 lect, 4 lab/clinical) C. **Core Theme: Critical Thinking D. MAJOR CONTENT AREAS: Standards of acute and critical care Care of the trauma client: ethical legal issues, triage, mechanisms of injury, shock, care of the client with burns, pain management Disaster preparedness Concepts of Global Nursing End of life issues: comfort care, communication and decision making, advanced directives, cultural and religious influences, hospice, palliative care, symptom management, care of the family Care of the client with acute neurological disorders: stroke, coma, and neurological assessment Care of the client with acute cardiovascular issues: diagnostic procedures, cardiac disorders and nursing measures Care of the client with acute respiratory issues: diagnostic procedures, pulmonary disorders and nursing measures Concepts of forensic nursing Delegation, supervision, priority setting Client teaching Teaching nursing personnel 39

Principles of group work Role transition: managing stress, resumes, interview procedures, and job search E. GOAL TYPE, OBJECTIVES, AND OUTCOMES: GOAL TYPE ** Critical Thinking CS CS CS CS OBJECTIVES Students will be able to imagine and seek out a variety of possible goals, assumptions, interpretations, or perspectives which can give alternative meanings or solutions to given situations or problems. Spirit of Inquiry: Examine the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of are for clients, families, groups and communities. Safe Care: Provide safe care that is culturally and developmentally appropriate and is centered on building and sustaining positive healthful relationships with individuals, families, groups, and communities. Scope of Practice: Practice within a legal, ethical, and professional scope of practice that is guided by the accepted standards of practice. Human Flourishing: Advocate for clients and families in ways that promote their selfdetermination, integrity, and ongoing growth as human beings. OUTCOMES The student will successfully 1. identify gaps between current practice and best practices. 2. seek out ways to consistently provide evidence based care that meets the needs of clients, families, the community and the nurse. 3. collect and interpret data pertaining to a community s population and environment to assess the community s effect on the individual s health. 4. seek information about outcomes of care for populations served. 5. identify issues related to caring clients with end of life issues, complex neurological, cardiovascular, respiratory, and trauma based conditions. 1. seek information about outcomes of care for populations served. 2. describe the change process in the health care setting. 3. identify gaps between self, local and best practices. 4. advocate for best practice. 5. value what the individual and the healthcare team can do to improve efficacy, safety and quality of care. 1. demonstrate the knowledge, skills and values of the professional nurse at an advanced beginner level. 1. demonstrate effective communication skills of the professional nurse with diverse populations, peers and interdisciplinary teams. 2. engage clients in active partnerships that promote health, safety, wellbeing and self-care management for clients in acute care, extended care, and community settings. 40

CS CS Nursing Judgment: Make judgments in practice, substantiated with evidence that integrates nursing science in the provision of safe quality care that promotes the health of clients within a family, group and community context. Professional Identity: Implement one s role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving identify as a nurse committed to evidence based practice, caring, advocacy and safe quality care for diverse clients within a family, group or community context. 1. integrate and adapt experience and best practices with patient and family values for delivery of optimal client/family/community care in multiple complex or emergent situations. 1. develop and implement a teaching plan for nursing personnel. 2. work collaboratively in groups. 3. determine which nursing actions are to be delegated and the level of nursing personnel to whom they should be delegated. 4. reflect on one s own attitudes, behaviors, concepts and beliefs about the role of the professional nurse. 5. reflect on one s own professional role development when transitioning from nursing student to professional nursing graduate F. SPECIAL INFORMATION: This course may require use of the Internet, the submission of electronically prepared documents and the use of a course management software program. Students who have a disability and need accommodations should contact the instructor or the Student Success Center at the beginning of the semester. This information will be made available in alternative format, such as Braille, large print, or current media, upon request. Special program needs include a calculator, nursing uniform, insignia patch, Riverland name tag, stethoscope, and watch with a second hand. A student enrolled in this course must have current immunizations, CPR certification, passed a background check, and must be able to provide their own transportation to class and clinical locations. The student must also be of good health and able to lift and transfer patients without restriction. G. COURSE CODING INFORMATION: Course Code O,J/Class Maximum: 80,10; Letter Grade Revision date: 04/27/12 AASC Approval date: 05/08/12 41

*Riverland Community College Disciplines MnTC Goal Number Communication (CM) 1 Natural Sciences (NS) 3 Mathematics/Logical Reasoning (MA) 4 History and the Social & Behavioral 5 Sciences (SS) Humanities and Fine Arts (HU) 6 **Riverland Community College Core Themes MnTC Goal Number Critical Thinking (CT) 2 Human Diversity (HD) 7 Global Perspective (GP) 8 Ethical and Civic Responsibility (EC) 9 People and the Environment (PE) 10 *These five MnTC Goals have been identified as Riverland Community College Disciplines. ** These five MnTC Goals have been identified as Riverland Community College Core Themes. NOTE: The Minnesota Transfer Curriculum 10 Goal Areas of Emphasis are reflected in the five required discipline areas and five core themes noted in the Riverland Community College program of study guide and/or college catalog. 42

MASTER COURSE OUTLINE A. NURS 2050 Nursing Preceptorship B. COURSE DESCRIPTION: The focus of this elective course is to increase the student s depth of understanding concerning the role of the professional nurse as well as to become proficient with clinical skills. Admission to this course is not automatic. The student must apply and be accepted into the NURS 2050 course. Enrollment is granted based on clinical site, the recommendation of the student s current clinical instructor, and preceptor availability. Students will work with a nurse preceptor in the clinical setting and be monitored by nursing faculty. The faculty and the preceptor use a clinical evaluation tool to collaboratively assess attainment of the course outcomes. This course fulfills the clinical requirements for NURS 2040 with addition of 32 clinical hours for NURS 2050. Prerequisites: NURS 2010 and NURS 2020. Co-requisite: NURS 2040. (1 Cr 0 lect, 1 lab/clinical) C. **Core Theme: Critical Thinking D. MAJOR CONTENT AREAS: Nursing assessment Nursing documentation and reporting Skill development Time management Accountability Nursing roles Ethical standards Current trends in health care delivery Personal and professional growth. E. GOAL TYPE, OBJECTIVES AND OUTCOMES: GOAL **Critical Thinking OBJECTIVES Students will be able to analyze the logical connections among the facts, goals, and implicit assumptions relevant to a problem or claim; generate and evaluate implications that follow from them. OUTCOMES The student will successfully 1. state in your own words the impact of decisions made in the clinical setting on client outcomes. 43

CS CS CS CS CS CS Spirit of Inquiry: Examine the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities. Safe Care: Provide safe care that is culturally and developmentally appropriate and is centered on building and sustaining positive healthful relationships with individuals and families. Human Flourishing: Advocate for clients and families in ways that promote their selfdetermination, integrity, and ongoing growth as human beings. Scope of Practice: Practice within a legal, ethical, and professional scope of practice that is guided by the accepted standards of practice. Nursing Judgment: Make judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe quality care that promotes the health of clients within a family, group and community context. Professional Identity: Implement one s role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving identity as a nurse committed to evidence based practice, caring, advocacy, and safe quality care for diverse clients within a family, group or community context. 1. recognize and reflect on current trends in health care delivery. 1. demonstrate safe culturally appropriate nursing care when working with clients in the acute care or community setting. 2. practice appropriate interpersonal communication techniques with clients, families, and other members of the interdisciplinary team. 1. promote human dignity, integrity, self-determination, and personal growth of the clients cared for by student and preceptor. 2. identify client needs and effectively intervene to advocate for clients who need assistance. 1. describe and demonstrate the role of the professional nurse in practice. 1. demonstrate application of ethical standards. 2. demonstrate effective time management and strategies to deliver safe nursing care. 1. work collaboratively with preceptor and healthcare team members. 2. examine and reflect on own attitudes, behaviors, concepts and belief s about the role of the professional nurse. 3. describe professional role development based on clinical experiences with their preceptor. F. SPECIAL INFORMATION: This course may require use of the Internet, the submission of electronically prepared documents and the use of a course management software program. Students who have a disability and need accommodations should contact the instructor or the Student Success Center at the beginning of the semester. This information will be made available in alternative format, such as Braille, large print, or current media, upon request. Special program needs include a calculator, nursing uniform, insignia patch, Riverland name tag, stethoscope, and watch with a second hand. A student enrolled in this course must have current immunizations, CPR certification, passed a background check, and must be able to 44

provide their own transportation to class and clinical locations. The student must also be of good health and able to lift and transfer patients without restriction. G. COURSE CODING INFORMATION: Course Code I/Class Maximum 35; Letter Grade Revision date: 10/23/12 AASC Approval date: 12/18/12 *Riverland Community College Disciplines MnTC Goal Number Communication (CM) 1 Natural Sciences (NS) 3 Mathematics/Logical Reasoning (MA) 4 History and the Social & Behavioral 5 Sciences (SS) Humanities and Fine Arts (HU) 6 **Riverland Community College Core Themes MnTC Goal Number Critical Thinking (CT) 2 Human Diversity (HD) 7 Global Perspective (GP) 8 Ethical and Civic Responsibility (EC) 9 People and the Environment (PE) 10 *These five MnTC Goals have been identified as Riverland Community College Disciplines. ** These five MnTC Goals have been identified as Riverland Community College Core Themes. NOTE: The Minnesota Transfer Curriculum 10 Goal Areas of Emphasis are reflected in the five required discipline areas and five core themes noted in the Riverland Community College program of study guide and/or college catalog. 45

A. NURS 2060 Transcultural Nursing B. COURSE DESCRIPTION: MASTER COURSE OUTLINE This elective nursing course focuses on enhancing culturally competent nursing care through travel to supervised clinical sites within a multicultural setting. The cultural beliefs, values, and practices impacting the health of diverse individuals and groups are examined. Students are able to apply theoretical concepts of holistic care within these diverse communities. Prerequisite: Admission to the Nursing Program. If space in this course is limited, preference is given to professional students. (1 Cr 0 lect, 1 lab/clinical) C. **Core Theme: Global Perspective D. MAJOR CONTENT AREAS: Culturally appropriate nursing care Need for transcultural nursing Cultural assessment Awareness of personal, professional, and organizational values Cross-cultural communication Preparation for travel E. GOAL TYPE, OBJECTIVES AND OUTCOMES: GOAL TYPE **Global Perspective CS CS OBJECTIVES Students will be able to demonstrate knowledge of cultural, social, religious and linguistic-difference. Human Flourishing: Advocate for patients and families in ways that promote their selfdetermination, integrity, and ongoing growth as human beings. Professional Identity: Implement one s roles as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving identity as a nurse committed to OUTCOMES The student will successfully 1. develop cultural sensitivity to the health care needs of the population(s) served. 1. identify and apply core concepts of human rights, dignity, justice and liberty for the nurse and populations served to the care given. 1. describe personal belief value system. 46

CS evidence- based practice, caring advocacy, and safe, quality care for diverse patients within a family and community context. Nursing Judgment: Make judgments in practice, substantiated with evidence that integrate nursing science in the provision of safe, quality care and promote the health of patients with a family and community context. 1. correlate nursing theory with transcultural experience. F. SPECIAL INFORMATION: This course may require use of the Internet, the submission of electronically prepared documents and the use of a course management software program. Students who have a disability and need accommodations should contact the instructor or the Student Success Center at the beginning of the semester. This information will be made available in alternative format, such as Braille, large print, or current media, upon request. Special program needs include a calculator, nursing uniform, insignia patch, Riverland name tag, stethoscope, and watch with a second hand. A student enrolled in this course must have current immunizations, CPR certification, passed a background check, and must be able to provide their own transportation to class and clinical locations. The student must also be of good health and able to lift and transfer patients without restriction. G. COURSE CODING INFORMATION: Course Code J/Class Maximum 10; Letter Grade Revision date: 10/23/12 AASC Approval date: 12/18/12 *Riverland Community College Disciplines MnTC Goal Number Communication (CM) 1 Natural Sciences (NS) 3 Mathematics/Logical Reasoning (MA) 4 History and the Social & Behavioral 5 Sciences (SS) Humanities and Fine Arts (HU) 6 **Riverland Community College Core Themes MnTC Goal Number Critical Thinking (CT) 2 Human Diversity (HD) 7 Global Perspective (GP) 8 Ethical and Civic Responsibility (EC) 9 People and the Environment (PE) 10 47

*These five MnTC Goals have been identified as Riverland Community College Disciplines. ** These five MnTC Goals have been identified as Riverland Community College Core Themes. NOTE: The Minnesota Transfer Curriculum 10 Goal Areas of Emphasis are reflected in the five required discipline areas and five core themes noted in the Riverland Community College program of study guide and/or college catalog. 48

MASTER COURSE OUTLINE A. NURS 2070 International Transcultural Experience B. COURSE DESCRIPTION: This elective course provides experience and direct relationships with healthcare providers and recipients from various cultural backgrounds in an international setting. Students travel to supervised sites to gain insight, to apply theoretical concepts of holism, as well as to reflect on their personal cultural beliefs and biases. Prerequisite: Admission to the Nursing program or instructor approval. If space is limited, preference is given to professional students. (2 Cr 0 lect, 2 lab/clinical) C. **Core Theme: Global Perspective D. MAJOR CONTENT AREAS: Culturally appropriate care Cultural assessment Cross-cultural communication Working with an interpreter Preparation for travel Awareness of personal, professional, and organizational values E. GOAL TYPE, OBJECTIVES AND OUTCOMES: GOAL TYPE **Global Perspective CS CS OBJECTIVES Students will be able to understand the role of a world citizen and the responsibility a world citizen shares with the common global future. Human Flourishing: Advocate for patients and families in ways that promote their selfdetermination, integrity, and ongoing growth as human beings. Safe Care: Provide safe care that is culturally and developmentally appropriate and is centered on building and sustaining positive healthful relationships with individuals and families. OUTCOMES The student will successfully 1. develop cultural sensitivity to the health care needs of the population(s) served. 1. apply core concepts of justice, liberty, human rights. for the nurse and the populations served. 1. analyze cultural influences on the role of the health care provider for the particular region. 49

CS Professional Identity: Implement one s role as a nurse in ways that reflect 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 within a family and community context. 1. evaluate the practicum experience in terms of professional and personal growth and leadership. F. SPECIAL INFORMATION: This course may require use of the Internet, the submission of electronically prepared documents and the use of a course management software program. Students who have a disability and need accommodations should contact the instructor or the Student Success Center at the beginning of the semester. This information will be made available in alternative format, such as Braille, large print, or current media, upon request. Special program needs include a calculator, nursing uniform, insignia patch, Riverland name tag, stethoscope, and watch with a second hand. A student enrolled in this course must have current immunizations, CPR certification, passed a background check, and must be able to provide their own transportation to class and clinical locations. The student must also be of good health and able to lift and transfer patients without restriction. G. COURSE CODING INFORMATION: Course Code J/Class Maximum 10; Letter Grade Revision date: 10/23/12 AASC Approval date: 12/18/12 *Riverland Community College Disciplines MnTC Goal Number Communication (CM) 1 Natural Sciences (NS) 3 Mathematics/Logical Reasoning (MA) 4 History and the Social & Behavioral 5 Sciences (SS) Humanities and Fine Arts (HU) 6 **Riverland Community College Core Themes MnTC Goal Number Critical Thinking (CT) 2 Human Diversity (HD) 7 Global Perspective (GP) 8 Ethical and Civic Responsibility (EC) 9 People and the Environment (PE) 10 50

*These five MnTC Goals have been identified as Riverland Community College Disciplines. ** These five MnTC Goals have been identified as Riverland Community College Core Themes. NOTE: The Minnesota Transfer Curriculum 10 Goal Areas of Emphasis are reflected in the five required discipline areas and five core themes noted in the Riverland Community College program of study guide and/or college catalog. 51

Practical and Professional Nursing Programs Booklist 2012-2013 Required Texts: 1 st Year Students Book ISBN Bookstore Price Course Carpenito, L. (2008). Handbook of Nursing Diagnoses (13 th ed.). Philadelphia, PA: Lippincott Williams & Wilkins. (bound or unbound PDA versions) 978-0-7817-7793-3 RCC Bundle $46.75 All nursing courses Med Term Express (Text & Audio CD) + LearnSmartMed Term, Davis 978-08036-2729-1 $55.00 NURS 1020 Lynn, P. (2008). Taylor s Clinical Nursing Skills (3rd ed.). Philadelphia, PA: Lippincott Williams & Wilkins. 978-0-7817-9384-1 RCC Bundle $96.25 NURS 1020 Taylor, C., Lillis, C. LeMone, P., Lynn, P. (2011) Fundamentals of Nursing (7 th ed) Philadelphia, PA, LWW 978-0-7817-9383-4 RCC Bundle?? $112.50 NURS 1020 Van Leeuwen, A, Kranpitz, T. & Smith, L. (2009). Davis s Comprehensive Handbook of Laboratory and Diagnostic Tests with Nursing Implications (4 th ed.). Philadelphia, PA: F. A. Davis. (bound or unbound PDA versions) 978-0-8036-2304-0 $46.25 All nursing courses Karch, A.M. (2009). Focus on Nursing Pharmacology (5 th ed.). Philadelphia, PA: Lippincott Williams & Wilkins. ISBN: 978-0-7817-8982-0 LWW, Lippincott's Online Course for Karch's Focus on Nursing Pharmacology ISBN: 978-1-6083-1133-0 978-1-4511-4336-2 RCC Bundle $144.25 NURS 1010, 1040, 2010, 2040 52

LWW, Lippincott's Online Course in Dosage Calculation CD-Rom 978-1-6054-7848-7 RCC Bundle $28.00 NURS 1010 LWW (2013). Nursing 2013 Drug Handbook (33 rd ed.). Philadelphia, PA: Lippincott Williams & Wilkins. (with online toolkit) 978-1-4511-5023-0 RCC Bundle $45.00 All nursing courses Pillitteri, A. (2010). Maternal and Child Health Nursing: Care of the Childbearing and Childrearing Family (Sixth edition). Lippincott: Philadelphia, PA. 978-1-58255-999-5 RCC Bundle $128.00 NURS 1030 LWW: Lippincott's Clinical Simulations: Maternity/Pediatric Nursing Course Set Smeltzer, S. C., Bare, B. G., Hinkle, J. L. & Cheever, K. H. (2009). Brunner & Suddarth s Textbook of Medical-Surgical Nursing (12 th ed.). Philadelphia, PA: Lippincott Williams & Wilkins. 978-1-60831-105-7 RCC Bundle $42.00 978-0-7817-8589-1 RCC Bundle $150.00 NURS 1030 All nursing courses Townsend, M. C. (2008). Essentials of Psychiatric Mental Health Nursing (5th ed.). Philadelphia, PA: F. A. Davi 978-0-8036-2338-5 $57.75 NURS 1040, 2010 Required Textbooks: 2 nd Year Students McCloskey-Dochterman, J. & 978-0-323-05340-2 Bulecheck, G. (2008). Nursing Interventions $67.25 Classification (NIC) (5 th ed.). St. Louis, MO: Mosby. NURS 2010 Johnson, M., Mass, M., & Moorhead, S. (2008). Nursing Outcome Classifications (NOC) (4 th ed.). St Louis, MO: Mosby. 978-0-3230-5408-9 $67.25 NURS 2010 Jarvis, C. (2012). Physical Examination & Health Assessment (Sixth Edition). St. Louis, MO: Saunders Elsevier Jarvis, C. (2012). Student Laboratory Manual: Physical Examination & Health Assessment (Sixth Edition). St. Louis, MO: Saunders Elsevier 978-1-4557-8853-8 Bundle (Text, Manual, DVD) 978-1-4377-0151-7 Textbook: $110.50 978-1-4377-1445-6 Student Manual: $39.50 $170.50 Bundle Price Includes the textbook, student manual, and DVD NURS 2020 DVD Physical Examination & Health Assessment 978-0-3230-7798-9 DVD: $89.00 53

Optional Texts Book ISBN Bookstore Price Hacker, D. (2012). Pocket Style Manual (6 th ed.). New York: Bedford/St. Martin s Press 978-0-3125-4254-2 $27.25 Smeltzer, S. C., (2009). Study Guide to Accompany Brunner and Suddarth's Textbook of Medical-Surgical Nursing(12 th ed.). Philadelphia, PA: Lippincott Williams & Wilkins. Taber s Cyclopedic Medical Dictionary (21 st ed.). (2010). Philadelphia, PA: F. A. Davis. (Text Only, CD-Rom only, or Text and CE-Rom Package, or unbound PDA version). Johnson, J. & Boyd-Davis, E. (2010). Study Guide to Accompany Maternal and Child Health Nursing: Care of the Childbearing and Childrearing Family (Sixth Edition). Lippincott: Philadelphia, PA. 978-0-7817-8594-5 978-0-8036-1559-5 978-1-60547-024-5 $30.75 $41.50 $33.75 54

RIVERLAND COMMUNITY COLLEGE NURSING PROGRAM POLICIES FOR NURSING STUDENTS I. ADMISSION INTO THE PROFESSIONAL NURSING PROGRAM Riverland s Professional Nursing Program has two entry points; acceptance into year one of the Practical Nursing Program and obtaining advanced standing, or via PN Mobility. A. Student must successfully complete the Riverland Practical Nursing Program in the year preceding the Professional Nursing Program by completing the Declaration of Intent form and then granted advanced standing into the Professional Nursing Program (2 nd year). In addition, the student must show proof of current CPR Certification, liability insurance (available through the college), completed physical exam form, and compliance with mantoux and Hepatitis B vaccine policy and must have an updated background clearance for the new academic year. B. PN Mobility Applicants - Criteria for Admission Licensed Practical Nurses can apply via PN Mobility. The student must: Meet the requirements of the Minnesota Articulation Agreement Be a Licensed Practical Nurse with no limitations to licensure Have graduated from an approved school of Practical Nursing MUST have completed a Practical Nursing Program of study with a GPA of at least 2.5 (out of 4.0) with a grade of at least a C in all nursing courses. The applicant must provide documentation of current licensure and an official transcript of previous education if it was not completed at Riverland Community College. The applicant must have 21 of the 30 general education credits COMPLETED within the nursing curriculum with a "C" or better. Those 21 COMPLETED credits MUST INCLUDE COMPLETION OF: BIOL 2021 Anatomy and Physiology I and BIOL 2022 Anatomy and Physiology II, and must be completed within the past five years. Courses in progress will not be considered. The TEAS V test is NOT required for PN Mobility applicants. In addition, the student must show proof of current CPR Certification, liability insurance (available through the college), completed physical exam form, and compliance with mantoux and Hepatitis B vaccine policy, and must pass a background clearance check. 55

Special note: Advancing from the role of Licensed Practical Nurse to the role of an Associate Degree Professional nurse is very challenging. This program is accelerated and by its nature is very difficult. Because students are not always prepared for the rigor of the coursework, recommendation is made to complete most, if not all, of the general education courses prior to beginning the nursing courses. The NURS2000 course is designed to assist the student to acquire an understanding of the differences between the Professional and Practical Nurse roles. II. 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 imitations. 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. (Refer to Appendix C for more explanation.) 56

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. a. No health service is available at Riverland Community College. b. All expenses for health care are the responsibility of the student. c. Immunization Records: A completed immunization form must be on file at the Riverland Nursing Program Office. This form will be given to you by the Riverland Nursing Program. If a student does not have the required immunizations, a clinical site may refuse to accept the student at its facility. The Nursing Program does not guarantee an alternative facility placement, and if no alternative facility placement is available, the student cannot complete the clinical requirements of the program and therefore will be not be eligible to progress in the Nursing Program. This policy includes students who are conscientious objectors to immunizations. 5. Emergency medical and/or nursing care is available at 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. 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 57

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) 433-0646. Requests for accommodation of a known disability must be made to Ms. Stiehm within the first 5 days of the semester. III. SUBSTANCE ABUSE The Nursing Program has a zero-tolerance for drug and alcohol use while the student is in any site utilized for learning. If a Nursing faculty member has reasonable suspicion of such use, the faculty member may request or require the student to undergo immediate drug and/or alcohol testing. Such testing will be at the expense of the student and will carry no liability for the faculty member. In the instance of such reasonable suspicion, the student will be immediately dismissed from the college activity. If the result of such testing is negative for drugs or alcohol, the student will be reinstated and no punitive action will be taken. If the result of such testing is positive for drugs or alcohol, the student will be required to participate in an Evaluation of Progression Review (See section XI for Evaluation of Progression Review Process and Appendix C for Evaluation of Progression Review Worksheet). 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, (Section XI) and Progression Review Worksheet (Appendix C) and the section on the Grievance/Complaint policy in the Riverland Community College Student Handbook. 58

IV. 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 (8/12 5/13) must be turned in as indicated. *Note that Red Cross Adult only CPR will not be accepted V. 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. VI. ADVANCEMENT IN THE NURSING PROGRAM A. Sequence of Nursing The Nursing courses must be taken in sequence, as each Nursing course incorporates learning from previous courses. B. Promotion in Nursing Courses Promotion in the Nursing Program is dependent upon the student successfully completing the specific sequence of Nursing and general education courses as outlined below. All Nursing courses and general education courses must be completed with a minimum grade of C. Grades less than C constitute failure in the Nursing course. If a student is unsuccessful (grade of F ) in a general education course that is a concurrent or prerequisite course, the student will not be able to continue in the NURS course sequence until s/he obtains a grade of C or better in the failed course. A student will not be allowed to continue the sequence of nursing courses if h/she has been unsuccessful in a previous course. Anyone wishing to retake a failed course must, (1) wait for the course sequence in the following academic year; (2) fill out the form Application for Readmission ; (3) develop and present to the faculty a plan for successful completion of the program. A grade of incomplete may be granted at the discretion of the course instructor in special cases where, for reasons beyond the student s control, all course assignments were not finished, but the student was passing all other aspects. If the incomplete is not resolved according to College policy an F will be recorded on the student s transcript. 59

Withdrawal If a student chooses to withdraw from a nursing course h/she must do so in accordance with the Riverland Community College guidelines. Institutional policy states that students may withdraw within the first 75% of the semester and receive a W on their transcript. A Drop/Add form must be completed. Students withdrawing during the final 25% of the semester will receive a grade of F. Students will not be allowed to withdraw from a course in which they have received a grade of F in the clinical portion of the course within the first 75% of the semester. Withdrawal from the course is withdrawal from the nursing program. Students must meet with the director of the nursing program for an exit interview. VII. ATTENDANCE The student is expected to attend the core content 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 offcampus. 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 ProgressionReview Worksheet (Appendix C) and the appeals process as outlined in the Riverland Community College Student Handbook. VIII. 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 later date prior to the scheduled exam time. Any tests taken late must be taken within the scheduled week to 60

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: Each request for make-up testing will be considered on a case-by-case basis. 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. IX. 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. X. LATENESS POLICY The student who requests two date extensions 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. 61

See Evaluation of Progression Review Process and Evaluation of Progression Review Worksheet (Appendix C) and the section on the Grievance/Complaint policy in the Riverland Community College Student Handbook. XI. EVALUATION OF PROGRESSION REVIEW PROCESS Definition: Evaluation of Progression Review is a problem-solving process between the student and the nursing faculty to discuss identified unsatisfactory behaviors. The student will be required to participate in this process if in noncompliance with the Nursing Program s policies. The Evaluation of Progression Review process is used to respond to identified concerns whenever they occur throughout the students nursing education at Riverland Community College. Steps in the Evaluation of Progression Review Process: 1. The student demonstrates unsatisfactory classroom, lab, or clinical behavior(s) as delineated by the criteria for ongoing clinical evaluation and/or the student demonstrates noncompliance with the Nursing Program policies. 2. The student receives either a hard copy or electronic version of a written description of the event(s) and an identification of the problematic behavior(s). Depending on the identified event(s), the student may or may not be allowed to return to the clinical, classroom, or lab area until a decision is rendered. The student will be responsible for making up any time lost during the pending Evaluation of Progression Review. 3. The student confers with the instructor to receive clarification about the identified event(s). They use the Evaluation of Progression Review worksheet to clarify the criteria for ongoing evaluation and the Evaluation of Progression Review process. Assistance will be given to the student as to how to prepare for the Evaluation of Progression Review process. The student is responsible for formulating a plan of action for resolution of the difficulty. After both parties sign and date the worksheet, or acknowledge it via email, a date for the Evaluation of Progression Review process is sought. 4. The student attends the scheduled meeting with the nursing faculty group, shares his/her perception of the event(s), and presents an action plan to work through the identified problem(s). Nursing faculty members may ask questions to clarify their understanding of the student s presentation. The student may have the support of an advisor present at the Evaluation of Progression Review process. Advisors can be 62

anyone from a parent to an attorney, and may advise the student during the process provided that doing so is not disruptive. 5. The student leaves the meeting and the faculty members discuss the student presentation, the severity of the issues, and consider possible solutions. The solution may range from but is not limited to: a. No further action to be taken. b. Placement of the student in probationary status and developing a contract with him/her outlining Unacceptable behaviors Required corrective action goals Time frame for evaluation of corrective action outcomes. Date probationary status will end provided the corrective action(s) is/are attained. Consequences of failure to meet terms of the contract. c. Determination that the student has become ineligible to progress in the program. 6. The faculty will notify the student of the formal decision and if warranted, will also advise the student of recourse via the grievance procedure. 7. If the student chooses to grieve the faculty s decision, he/she must notify the Dean of Allied Health/Nursing Director. The Dean will review the Progression Review Worksheet, and if indicated, a copy of the contract. The Dean may confirm or deny the faculty s decision, or ask for more information before reaching a decision or may recommend a modified action. 8. The Dean will notify the student of the formal decision and if warranted, will also advise the student of recourse via the grievance procedure as outlined by the Student Handbook. XII. CONFIDENTIALITY Patient confidentiality is absolutely essential. The patient has the legal right to confidentiality in all aspects of his/her care and the nurse has a legal and ethical responsibility to safeguard the patient's confidentiality. Students may not give information about a patient or occurrence to anyone who is not employed at the clinical facility. Conversation relating to patients is permitted only in the clinical and clinical conference areas or in a secure classroom. Patients or any clinical occurrences are not to be discussed in public places such as the cafeteria, student lounge, or at home. 63

Any information gathered for assignments from the chart or the computer must be carefully scrutinized to remove anything that would identify the individual such as the hospital number or name before information is removed from the building. Failure to maintain patient confidentiality will result in an Evaluation of Progression Review, may result in the clinical facility s denial of the student s access to a clinical site, and could result in the student being dismissed from the nursing program. Conversation related to student interactions in the classroom, lab or clinical need to be confined to those surroundings. Simulation Center events are also considered to be confidential and should not be shared with others. XIII. DRESS CODE FOR CLINICAL EXPERIENCE All students will adhere to the directives below: A clean uniform of any style is allowed. Scrub tops and shirts under the top must be white. Bottoms are to be royal blue in color. A clean, white lab coat must be worn over business casual clothes when in a clinical agency for any program-approved activity not requiring a uniform. Riverland picture ID badge will be worn on the front left side of the uniform above the waist in both the clinical and laboratory settings. A Riverland insignia badge will be worn on the sleeve of the left upper arm. It must also be attached to any sweater or lab coat worn in the clinical area. Hose and socks must be white. Shoes must be white nursing or tennis shoes. Attention should be given to their cleanliness. A plain, white sweater may be worn; it must have the Riverland insignia, and be worn only in the clinical area. Hair must be clean. All hair should be off the shoulders, either pulled back or put up. No contemporary hair color is allowed. (i.e. blue, bright orange). Nails must be short no artificial nails nor colored nail polish is allowed. Simple post earrings may be worn; no dangling earrings are allowed. All other visible body piercings must be removed while in clinical agencies. Tattoos must be covered in clinical agencies. 64

Engagement and/or wedding rings may be worn. No other types of rings or bracelets are allowed. A watch with a second hand is necessary. Make-up in moderation is allowed. No scented products are allowed. This includes perfume, after shave, scented deodorant, hair spray. Gum chewing is not allowed. Uniforms are not to be worn at Riverland Community College or in other public places prior to, or following, clinical experiences unless completely covered by a clean, white lab coat. All Nursing students will adhere to any dress code requirements in effect in a particular clinical agency. Jeans are not allowed in any clinical setting. Simulation Center requirements A clinical uniform should be worn during simulation experiences, or clothing which allows unrestricted movement as specified by the instructor. Riverland picture ID badge will be worn on the front left side of the uniform above the waist in the laboratory setting. Hair is to be pulled off shoulders as in clinical. Remove jewelry which may damage equipment. Nails must be short. Wash hands before working with simulation mannequins and equipment. Students must sign a confidentiality agreement prior to participating in simulation experiences. Student jackets, bags, etc., should not be brought into the Center. Lockers are available for student use. 65

XIV. NON-DISCIPLINARY ADMINISTRATIVE ACTIONS This type of action is based on the practical needs of an individual, the class, or to maintain program integrity. It is unrelated to student performance. The student s instructor will use the worksheet included in this booklet to clarify this procedure. (See Appendix B). The following serve as examples to clarify this procedure: 1. If a nursing lab section becomes too large, one or more students will be asked to relocate to another section. 2. The student may be relocated to another clinical agency in order to better facilitate his/her learning experience. Appeals Process: If there is a dispute between the student and faculty member concerning the outcome of a Non- Disciplinary Academic Action, the following steps will occur: 1. The student will meet with the instructor to explain why the action in question is unreasonable and propose alternatives for resolving the issue. The instructor and the student will together use the worksheet provided in this booklet (Appendix B) to review this policy. If there is no resolution at step one, the student may proceed to step two. 2. The student may appear before the nursing faculty and re-state his/her objection(s) and offer proposed solutions. If there is no resolution at step two the student may proceed to step three. 3. The student may speak with the Dean of Allied Health/Nursing Director and re-state his/her objection(s) and offer proposed solutions. The Dean may ask for more information from the student and faculty before making decision. 4. If no resolution is secured in the preceding three steps, the student may begin the written grievance process as outlined Riverland Community College Handbook. See section in handbook titled Grievance/Complaint Policy. XV. DISCIPLINARY PROCEDURES Disciplinary procedures are consequences of inappropriate behavior, conduct or action. On Campus Disciplinary Procedures Misconduct: Academic and or Nonacademic Misconduct Misconduct is subject to disciplinary action. There are two types of misconduct depicted in the Riverland Community College handbook. The 66

two types of misconduct are designated as Academic Misconduct and Nonacademic Misconduct. Please see the Riverland Community College Student Handbook for an explanation of the types of misconduct, penalties for misconduct, procedures and appeals. Clinical Disciplinary Procedures Misconduct noted in the clinical experiences It is important for the nursing student to note that the nursing program also designates some behaviors as misconduct that might not apply to the general college student. Behaviors noted in any clinical experience that may cause actual or potential harm to clients will be addressed by using the Evaluation of Progression Review Process. The student s instructor will use the worksheet included in this booklet and clarify the Evaluation of Progression Review, review Nursing Program and College policies, and instruct the student on how to prepare for the Evaluation of Progression Review. See Evaluation of Progression Review and Evaluation of Progression Review Worksheet (Appendix C) and the section on the Grievance/Complaint policy in the Riverland Community College Student Handbook. Examples of those behaviors might include but are not limited to the following: Academic Misconduct (List not intended to be exhaustive) Honesty and Integrity issues. Seeking to mislead staff members and/or faculty members about extent or quality of care given. Submitting false documentation in order to attain entrance and/or maintain enrollment in the nursing program. Seeking to mislead staff/faculty about level of skill. Seeking to mislead staff about specific assignment. Seeking to chart false or inaccurate data. Consciously failing to follow explicit directions from the instructor or supervising staff member that produces or could produce foreseeable harm to persons in the clinical agency. Knowingly failing to follow agency policy or procedures, which produces or could produce foreseeable harm to persons in the clinical agency. Violation of client confidentiality. 67

Nonacademic Misconduct (List is not intended to be exhaustive) Inappropriate or unethical behavior including but not limited to: Threatening or intimidating any persons in the clinical agency Use of inappropriate touch or unwelcome touch with persons in the clinical agency. Use of harassing language with persons in the clinical agency. Stealing objects from persons in the clinical area. Use of demeaning language (stereotypical, prejudicial) Infractions in the clinical agency policies including but not limited to: Misappropriation of medications Violation of the controlled substance policy Unauthorized use of computers and/or computer passwords. Accessing restricted databases, files, or tampering with computer equipment, sending threatening e-mails Reporting to the clinical site under the influence of alcohol or a controlled substance (See Section III Substance abuse policy) Nursing faculty are mandated reporters of professional misconduct and will act in accordance with the current reporting procedures. Any instructor involved in the incident(s) may also file a complaint against the student. For example, when a student threatens an instructor, or attempts to carry out such a threat. XVI. EVALUATION The course grade for all Nursing courses except Nursing 1010, Nursing 2000, Nursing 2020 and the nursing electives will be determined by performance in three areas: Theory, Theory Application, and Clinical. Grades are not rounded. Theory: Theory grades are determined by performance on multiple choice exams and periodic quizzes. Theory Application: Theory Application grades are determined by performance on assignments that evaluate the ability to apply theoretical knowledge. Clinical Evaluation: Clinical grades are determined by performance in the lab and/or clinical setting utilizing the Clinical Evaluation Criteria. The clinical grade is P/F. 68

Course Grade: The course grade is a composite of Theory, Theory Application, and Clinical. A passing grade in each of these components is necessary to pass the course. The semester syllabi have specific information on each component and the grading scale. XVII. RIVERLAND COMMUNITY COLLEGE NURSING PROGRAM CLINICAL EVALUATION Each student s performance in the clinical setting will be evaluated throughout the semester using a list of behavioral objectives specific to a given semester. These objectives are based on the program outcomes. Many of the listed objectives, such as punctuality, readiness for clinical experiences and confidentiality, are behaviors expected of all nursing students throughout the program during each clinical experience. Other objectives pertain to the performance of skills taught during specific semesters of the program, or to skills that are introduced one semester and further developed in subsequent semesters. These skills, which are listed in each semester s syllabus, can be evaluated during that semester or any subsequent semester. Thus, in Nursing 2040, students can be evaluated on any skill from Nursing 1020 or Practical Nursing expectations, as well as any skill taught prior to that point in time in Nursing 2040. Students are expected to show increasing clinical proficiency throughout the program. As the faculty member observes each student s behavior, the faculty member will make anecdotal notes on an evaluation form and select a scale label that best represents the behavior in terms of the standards met, quality of performance displayed, and assistance required. The clinical evaluation is graded on a pass/fail basis. The scale labels for independent behavior (I), supervised behavior (S), and assisted behavior (A) are all satisfactory; students displaying only these behaviors will pass this clinical evaluation. The scale labels for marginal behavior (M) and dependent behavior (D) are unsatisfactory behaviors. See the following explanation of these behaviors. Criteria for Ongoing Clinical Evaluation Independent: The student demonstrates both efficiency of movement and deftness. Is able to utilize subtle perceptual cues to modify the behavior in order to achieve the desired effect. Demonstrates exceptional coordination and integration. Sequence of movements and communication are fluid, even, and intertwined. Economical use of movements, equipment, and conversation. Behavior demonstrated within an expedient time period. Appears confident, 69

relaxed, and generally expends an appropriate amount of energy to accomplish the behavior. Behavior focuses on the patient/client rather than on self or the skill that is being performed. Supervised: The student is efficient and coordinated, but expends more personal energy or that of the patient/client to accomplish the behavior than does the independent performer. The student appears confident and focuses on the patient/client, but becomes distracted and focuses more on the skill as the skill becomes more complex. The behavior is accomplished during a reasonable time period, however, the student becomes flustered when confronted by unforeseen variables such as a STAT (immediate) order. Assisted: The student demonstrates skillfulness in portions of the behavior; remaining portions characterized by uncoordinated and/or inefficiency of movement. The student periodically appears anxious, worried, or flustered, but makes an effort to project confidence. Behavior outcomes take longer to accomplish than the Supervised performer, and sometimes are late. Increased attention is focused on the student behavior, rather than on the patient/client. Marginal: The student s performance is unskilled, inefficient, and wasteful of energy expenditure. Little thought appears to be given to the sequence of activities to be performed. A high level of anxiety is apparent. Completion of the behavior is considerably delayed to the extent that other activities are disrupted or omitted. Performance is *unsafe and requires continuous verbal and frequent physical cues from the instructor. Dependent: The student may attempt the behavior but is unsuccessful. Unreasonable energy may be expended in attempting the behavior, or the student may appear unable to move. Communication is inappropriate. The student s behavior is *unsafe. Continuous verbal and physical cues are required. *Unsafe behavior is any behavior that does not meet the accepted standard of nursing care and/or is judged to be very likely to cause harm if allowed to proceed, or in fact causes harm. Harm may be physical, emotional, or psychosocial in nature and involve self or others in the environment. Scale Label Professional Standard Quality of Performance Assistance Required Independent -Safe -Accurate -Action produces desired result -Appropriate verbal and non-verbal behavior -Proficient, coordinated, confident -Occasional expenditure of excess energy -Within an expedient time period -Without supportive cues Supervised -Safe -Accurate -Action produces desired results -Appropriate verbal and non-verbal behavior. -Efficient, coordinated, confident -Some expenditure of excess energy -Within a reasonable time period -Occasional supportive cues 70

Assisted -Safe -Accurate -Action produces desired results -Appropriate verbal and non-verbal behavior -Skillful in parts of behavior -Inefficient and un- coordinated -Expands excess energy -Within a delayed time period -Frequent verbal and occasional physical directive cues in addition to supportive ones. Marginal -Unsafe -Performs at risk -Action does not produce desired result -Inappropriate verbal and/or nonverbal behavior -Unskilled, inefficient -Considerable expenditure of excess energy -Prolonged time period -Continuous verbal and frequent physical cues Dependent -Unsafe -Unable to demonstrate desired behavior -Inappropriate verbal and/or nonverbal behavior -Unable to demonstrate procedure/ behavior -Continuous verbal and physical cues Faculty members supplying verbal feedback and/or writing anecdotal notes on an evaluation form provide evaluation and instruction to students in the clinical arena. Students are accountable for their own safety and the safety of the clients placed in their care. Written evaluative marginal and or dependent notifications identifying undesirable behaviors are given to students when they do not apply standard, common, and necessary nursing behaviors. This is not to imply that students are not allowed an opportunity to learn, but that once a student has been given instruction, practice, and is expected to know particular behaviors subsequent failure to apply knowledge at the expected level will result in written notification. These written evaluative and instructional notifications will describe the marginal and or dependent behaviors that were evaluated by the instructor during the student s clinical performances. Students are held accountable for retaining information from previous semesters. The following list is not meant to cover every possible infraction, but is intended to cover the most common types of behaviors for which marginals or dependents can be awarded and to clarify for students the standard of care to which they are held. 1. Safety Issues: failure to check a client's identification band before giving a medication or initiating a treatment failure to appropriately identify IM or Sub Q injection site landmarks failure to use basic precautions when giving a medication (7 rights) failure to use a transfer belt when moving a client from bed to chair or ambulating failure to get help needed to transfer, ambulate, or move a client to avoid injury 71

failure to re-position a client with frequency necessitated to prevent complications of immobility failure to observe/monitor the client for changes in status failure to look up procedures before attempting them failure to monitor IV infusion in predictable situations failure to perform basic medication calculations failure to seek appropriate assistance with new tasks failure to see limits of own skill level or scope of practice failure to foresee obvious and predictable danger to client, self, others leaving client unattended with bed in high position leaving assigned area without permission failure to use appropriate control measures with narcotic medications 2. Asepsis Issues: failure to use basic Standard Precautions (Infection Control) failure to wash hands after contamination failure to heed basic contact, respiratory or droplet precautions failure to keep a syringe and/or needle area sterile while giving an IM or Sub Q medication failure to understand and use concepts of "sterile, clean, dirty" in predictable situations 3. Privacy Issues: failure to provide privacy for a client failure to pull a curtain for invasive procedures failure to provide minimal draping of a client failure to meet confidentiality standards by speaking about a client and/or agency issues to someone who has no right to the information reading the chart of a client for whom the student is not caring for 72

failure to observe client's obvious boundary issues 4. Technique Issues: failure to take and record simple blood pressure, pulse, temperature, respiration, weight, I&O failure to perform basic hygiene bathing techniques failure to use standard procedures for medication administration 5. Communication Issues: failure to use respectful communication with client, peers, staff members failure to communicate changes in client status to the appropriate staff failure to use basic principles concerning charting--timely, accurate, pertinent failure to do minimal documentation of cares--such as medication administration failure to initiate minimal teaching failure to notify the staff that the student is leaving the assigned area 6. Time Management Issues: failure to arrive on time for clinicals failure to call when late or not attending clinicals failure to attempt or complete assigned tasks in predictable situations failure to complete assigned tasks on time in predictable situations failure to plan ahead in predictable situations failure to prepare for clinical by looking up predictable medications, client condition and nursing activities 7. Honesty and Integrity Issues: Clinical Misconduct Academic Misconduct (List not intended to be exhaustive) Seeking to mislead staff members and/ or faculty members about extent or quality of care given. 73

Submitting false documentation in order to attain entrance and/or maintain enrollment in the nursing program. Seeking to mislead staff/faculty about level of skill. Seeking to mislead staff about specific assignment. Seeking to chart false or inaccurate data. Consciously failing to follow explicit directions from the instructor or supervising staff member, that produces or could produce foreseeable harm to persons in the clinical agency. Knowingly failing to follow agency policy or procedures, which produces or could produce foreseeable harm to persons in the clinical agency. Violation of client confidentiality. Nonacademic Misconduct (List is not intended to be exhaustive) Inappropriate or unethical behavior including but not limited to: Threatening, intimidating and/or bribing any persons in the clinical agency Use of inappropriate touch or unwelcome touch with persons in the clinical agency. Use of harassing language with persons in the clinical agency. Stealing objects from persons in the clinical area. Use of demeaning language (stereotypical, prejudicial) Infractions in the clinical agency policies including but not limited to: Misappropriation of medications Violation of the controlled substance policy Unauthorized use of computers and/or computer passwords. Accessing restricted databases, files, or tampering with computer equipment, sending threatening e-mails Reporting to the clinical site under the influence of alcohol or a controlled substance (See Section III Substance abuse policy) Nursing faculty are mandated reporters of professional misconduct and will act in accordance with the current reporting procedures. Any instructor involved in the incident(s) may also file a complaint against the student. For example a student who threatens an instructor, or attempts to carry out such a threat. 74

NURS 2010 and 2020 All previously identified behaviors listed above (students are expected to be more consistent and to apply concepts with more proficiency and in less obvious situations than those expected in previous courses) The following list is not meant to cover every possible infraction, but is intended to cover the most common types of behaviors for which marginals or dependents can be awarded and to clarify for students the standard of care to which they are held. Technique Issues: Failure to recognize obvious warning signs of impaired tissue perfusion Failure to recognize obvious and predictable problems with an IV infusion Failure to perform basic administration of IV medications Failure to safely perform basic bladder catheterization Failure to perform basic sterile dressing change Failure to perform basic NG tube insertion and maintenance Failure to use basic safety precautions with the administration of heat and cold therapies Failure to recognize basic and predictable problems for the general surgical client Failure to use basic safety precautions with newborns Failure to use basic safety precautions with the pregnant/ postpartum mother NURS 2040 All previously identified behaviors listed above. (Students are expected to be more consistent and to apply concepts with more proficiency and in less obvious situations than those expected in previous semesters). The following list is not meant to cover every possible infraction, but is intended to cover the most common types of behaviors for which marginals or dependents can be awarded and to clarify for students the standard of care to which they are held. 75

Technique Issues: Failure to use basic safety techniques when administering blood products Failure to use basic safety precautions when using various IV access devices Failure to use basic safety techniques when caring for a client with central lines Failure to use basic safety techniques when caring for a client with chest tubes Manager of Care Issues: Failure to determine which actions may be safely delegated to nursing personnel commensurate with the abilities and scope of practice of the delegatee Failure to communicate the responsibilities for delegated care to the delegatee Failure to determine the amount of supervision necessary to assure the delegatee s competency to engage in the delegated actions Failure to design, implement and/or evaluate an effective teaching plan to educate nursing personnel Failure to prioritize competing nursing care demands to assure safe, effective, timely care for a client(s) 76

Unsatisfactory Clinical Progress Definition: Students who receive two marginal notifications and/or one dependent notification demonstrate a lack of clinical proficiency at a level expected at a specific time in the nursing program. Unsatisfactory clinical progress may be demonstrated by the student s inability to transfer knowledge and/or respond to situations requiring problem solving, analysis, and/or application skills at a level expected at a specific time in the nursing program. Unsatisfactory clinical progress may also be demonstrated by students who display behaviors of clinical misconduct. (See section XV for information relating to clinical misconduct) Procedure: The faculty seeks every opportunity to give students adequate experiences to demonstrate safe and competent clinical behaviors in a safe and caring, teaching and learning environment. Whenever possible, the faculty member first gives the student verbal feedback expressing their concerns about the unsatisfactory clinical behavior(s) before the issuance of the marginal and or dependent notification. The faculty, however, reserves the right to issue a marginal or dependent notification, (or in extreme situations ask the student to leave the clinical setting), without first giving the student an official verbal warning. Any situation, in the clinical instructor s expert opinion, that poses imminent danger to the student s safety or the safety of a client or the general public or seriously impairs the instructor s ability to meet the safety needs of fellow students and their clients may prompt such action. Students demonstrating unsatisfactory clinical progress will be required to participate in the Evaluation of Progression Review Process to clarify, verify, develop and evaluate possible solutions. 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 instruct the student on how to prepare for the Evaluation of Progression Review. See Evaluation of Progression Review Process and Evaluation of Progression Review Worksheet (Appendix C) and the section on the Grievance/Complaint policy in the Riverland Community College Student Handbook. XVIII. LEAVE OF ABSENCE This policy is designed to provide nursing students a course of action other than a withdrawal or grade of F when circumstances in the student s environment are not conducive to continued success in the Program. The following statements are offered to clarify this policy: A. The Leave of Absence is granted only after the Nursing faculty, and/or Program Director evaluates the situation. The granting of a Leave of Absence is not automatic. B. The Leave of Absence is granted to allow a student time out to address dramatic changes in his/her environment, which, if unaddressed would result in negative consequences. C. The Leave of Absence is not an option to avoid imminent academic failure. 77

D. The Leave of Absence is regarded as a distinct and separate cause of request for readmission than such request due to academic failure. E. A student may request consideration of Leave of Absence, or nursing faculty may initiate such considerations. F. A Leave of Absence longer than one academic year will result in repetition of selected previously completed Nursing course work. Below is a sample of the Leave of Absence request form. The original is found on the nursing website. Absence Information Student Name: Student ID Number: Program: Nursing Program Original Grad Date : Dates of Absence: From: To: Reason for Absence: Student Signature Date Nursing Department Approval Return Date: Approved Rejected Student must reapply during the application window of: Comments: Program Director Signature Date 78

XIX. READMISSION TO THE NURSING PROGRAM A student may only be readmitted to the program once. A student who is unable to continue in a nursing course should make an appointment with the Nursing Program Director for an exit interview in addition to completing the necessary processes for the College. Readmission to the Nursing Program is not automatic. Each request for readmission will be carefully evaluated by the Nursing faculty. The forms for readmission are located on the nursing website at www.riverland.edu. A student requesting readmission to a Nursing course is required to have an overall college GPA of at least 2.0. In the case of academic failure, the GPA must be 2.0 before receipt of the F grade. A student who has been out of the Nursing Program for longer than one calendar year or who has special learning needs to address, will be required to repeat previously completed nursing courses to assure nursing theory and practice competence prior to readmission. A student applying for readmission must do so at least one semester before the beginning of the semester he/she wishes to resume the nursing course sequence and prior to the posted application deadline. Readmission Application due dates as follows: Readmission of Fall 1st or 3rd semester due April 1 st. Students will be contacted and interviewed late April or early May. Readmission of Spring 2nd or 4th semester due November 1 st. Students will be contacted and interviewed late Nov. or early Dec Below is a sample of the Re-admission application. The original application is found on the nursing website. Directions: Please fill out this form completely and attach a typewritten plan for success along with two recommendation letters; one should be from a health care professional. Return both this form and the plan for success. The plan for success is a letter of explanation of the circumstances surrounding the student leaving the program and a plan of how you will be successful on readmission. It must contain the following information: 79

1. What caused you to be unsuccessful while you were in the program? 2. What has changed in your circumstances which will allow you to be successful? 3. Write a detailed plan for success; example: what will you do and how will you accomplish your goal? Readmission Nursing Program Application Sample Riverland Community College is an Equal Opportunity Employer/Educator Riverland Community College is asking you to provide private information in order to process your nursing application form. This information will be used for preparation during the nursing application review. You are not legally required to provide this information; however, the college may not be able to effectively process your request if you do not provide sufficient information. Access to this information will be limited to school officials. Under certain circumstances, federal and state laws authorize release of private information without your consent to state and federal agencies or as otherwise permitted by other state and federal laws. Name SSN Address City State Zip Telephone: including area code: Circle the semester which you are applying for readmission. 1 st 2 nd 3 rd 4 th List month/year leaving the program Are you currently working in Health Care: Yes No Position Applications will not be accepted beyond the deadline dates. The semester deadlines are above. XX. DENIAL OF READMISSION REQUEST The Nursing faculty reserves the right to deny a readmission request. The student will be given written notice of the Nursing Faculty s recommendation, which will describe the reason(s) denial is recommended. The criteria stated below have been identified by Nursing faculty as grounds for denial. 1. INTEGRITY A student whose past performance in the program has demonstrated a pattern of dishonesty in either clinical learning experiences, theory performance, or components of the theory application grade. 80

2. TRANSFER OF KNOWLEDGE A student whose clinical performance has demonstrated a pattern of omissions of core knowledge which subsequently resulted in safety concerns inappropriate for the level of practice. 3. CRITICAL THINKING A student whose clinical performance has demonstrated a pattern of inability to respond to situations requiring problem solving, analysis, and application skills expected of, and demonstrated by, other students at the designated level of practice. Students who are denied readmission may appeal to the Dean of Allied Health/Nursing Director. The appeal must be in writing and presented to the Dean within five (5) working days of the student s receipt of the written denial of readmission. If the student s appeal is denied by the Dean, the student may then begin the written grievance procedure as outlined in the Riverland Community College Student Handbook. Readmission denial may also occur due to lack of available spots in the program. XXI. TRANSFER INTO THE PROGRAM Requests for transfer into the program from other nursing programs will be considered on a case by case basis by the nursing faculty, and/or Program Director. The student must meet the general college requirements for transfer and graduation and in addition must attend no less than the last two semesters at Riverland. XXII. DISMISSAL FROM THE NURSING PROGRAM Dismissal may result from a variety of situations, including but not limited to: Academic failure in a nursing course or required general education course. Breach of confidentiality of activities or assignments. (See clinical misconduct, Section XVI) Unsatisfactory clinical progress. (See ongoing Clinical Evaluation, Evaluation of Progression Review). Failure to comply with the policies and procedures of the college. (See general policy for misconduct Riverland Community College Student Handbook) Failure to comply with clinical site policies, abuse of chemical substances and/or inappropriate behavior. (See Evaluation of Progression Review Process and Evaluation of Progression Review Worksheet Appendix C) Evidence of plagiarism, false documentation (written or oral). (See also Academic Misconduct in the Riverland Community College Student Handbook) 81

XXIII. COLLEGE TOBACCO POLICY Tobacco Use Policy Philosophy Riverland Community College is committed to creating a healthy, clean, and safe learning and working environment for all students and employees and complying with the intent of the Minnesota Clean Indoor Air Act, Minnesota State Colleges and Universities guidance, and other relevant legislation. In light of findings of the U.S. Surgeon General that exposure to second-hand tobacco smoke and the use of tobacco are significant health hazards; the college intends to establish a tobaccofree environment. The success of this policy will depend upon the cooperation of all faculty, staff, and students to comply with this policy and to encourage others to comply with the policy in order to promote a healthy, clean, and safe environment in which to work, study, and live. Policy Effective July 1, 2011, smoking, tobacco use, and tobacco sales (including the use or sales of smokeless tobacco products) are prohibited on college-owned, operated, or leased property, including in college-owned, rented, or leased vehicles. Free distribution of tobacco products on campus or at college-sponsored events is also prohibited. Definitions Smoking: The burning of any type of lighted pipe, cigar, cigarette, bidi, glove cigarette, electronic cigarettes, or any other smoking equipment, whether filled with tobacco or any other type of smoking material. Smokeless Tobacco Products: Smokeless or spit tobacco including, but not limited to snuff, dip, chewing tobacco, snus, smokeless pouches, or other forms of loose-leaf tobacco in any form. Cessation Programs and Services To support Riverland students and employees who wish to reduce and/or quit using tobacco products, a variety of tobacco cessation resources and services are available through Student Services and Human Resources offices. Violations Enforcement of this policy will depend upon the cooperation of all faculty, staff, and students as well as campus visitors not only to ensure that Riverland Community College is truly tobaccofree but also to help and encourage others to comply with the policy. 82

In the event of a violation, the person will be informed verbally of Riverland Community College s Tobacco-Free Campus Policy. Should that person continue to violate the policy, a report should be made to the appropriate office: in the case of an employee, to that person s supervisor? in the case of a student, to the college student conduct officer; in the case of a visitor, to the president s office or either of the vice presidents offices. Violations of this policy by employees will be handled through the progressive disciplinary process as outlined in the employee's bargaining unit contract. Violations by students will be handled through the progressive disciplinary process as outlined in the student handbook: http://www.riverland.edu/studenthandbook/index.cfm. Persistent offenders may be subject to additional sanctions per the Student Conduct Code. Policy Exceptions 1. All research, educational, and/or artistic purposes that involve the use of tobacco on campus, must be approved by the college president or his/her designee. Such use must be preceded by reasonable advance notice to the public. 2. This policy does not apply to specific activities when tobacco is used in connection with the practice of cultural activities, including those of American Indians that are in accordance with the American Indian Religious Freedom Act, 42 U.S.C. sections 1996 and 1996a. All ceremonial use exceptions must be approved in advance by the college president or his/her designee. 3. Tobacco use inside private vehicles is permitted as long as tobacco users demonstrate respect for individuals and the environment. 4. Nursing Department Tobacco Policy: Students may be asked to change clothes and to leave the clinical setting if the smell like smoke. XIX. COLLEGE STUDENT CODE OF CONDUCT Part 1. Purpose and Basis for Authority Pursuant to MnSCU Board Policy 3.6.1, Riverland has established a student code of conduct. The reference to college includes any event or site off campus where students, faculty and staff represent the college. The Riverland Community College Student Code of Conduct serves two purposes: the first purpose is to serve as a guide for student behavior to protect the educational process; the second 83

purpose is to outline the procedures to be followed, both by students and college officials, (officials include any employee of the college) should violations of the code occur. Each student is expected to abide by the rules, regulations, and policies of the college. In the eyes of college officials, two authorities guide a student s conduct while on campus or while participating in off-campus, college-sponsored activities. First, as a citizen of the larger community, each student is expected to abide by the rules, regulations, and policies of the college. Secondly, as a civic citizen, each student is expected to obey local, state, and federal laws. Part 2. Philosophy As an institution dedicated to teaching and learning, Riverland Community College has a vested interest in maintaining an environment in which all students are free to pursue their academic interests and responsibilities. Conduct by a single student or a group of students that unreasonably restricts such freedom and interferes with the college mission of promoting student learning is subject to regulation and/or sanction by the college. The creation of such an environment is premised on the following principles: The college is a purposeful community. Intellectual life is central, and faculty and students work together to strengthen teaching and learning. The college is a just community, where the dignity of all individuals is affirmed and equality of opportunity is maintained. The college is an open, honest community where freedom of expression is protected and civility is expected. The college is a disciplined community where individuals accept obligations to the group, and defined governance procedures guide behavior for the common good. The college is a caring community where the well-being of each member is sensitively supported and service to others is encouraged. Part 3. Student Rights In addition to the basic Constitutional rights enjoyed by all citizens, students at Riverland Community College have specific rights related to academic freedom and their status as students. Students are expected to exercise their freedom with responsibility. Freedom to teach and freedom to learn are inseparable facets of academic freedom. The freedom to learn depends upon appropriate opportunities and conditions in the classroom, on the campus, and in the larger community. As such, faculty members have the right to take appropriate action to maintain order and proper conduct in the classroom in order to fulfill the objectives of the course. If a student s behavior is so disorderly or disruptive that it interferes with the teaching/learning process, the faculty has the right to remove the student from that day s class session. Student rights include, but are not limited to, the following: 84

Students have the right to freedom from discrimination or harassment on the basis of race, ethnicity, gender, sexual orientation, religion, creed, political beliefs, national origin, or disability. Students have the right to be safe and free from all physical violence. Students have the right to expect that their personal property will be safe from theft, damage, and destruction. Students have the right to accurate and timely information regarding academic issues, such as course requirements and expectations, and graduation requirements. Students have the right to expect that all of their records will be maintained in accordance with the Minnesota Government Data Practices Act and the Family Educational Rights and Privacy Act of 1974. Students have the right to fair and impartial treatment and due process in the investigation of any alleged violation. Students found guilty of violating a rule or regulation have the right to expect fair, consistent, and appropriate discipline, in line with the disciplinary policies authorized by the Minnesota State Colleges and Universities Board of Trustees. Students have the right to grieve actions and policies that they consider unfair and inconsistent. Students have the right to freely engage in inquiry and discussion, the cornerstone of education at Riverland Community College. Therefore, in accordance with the guarantees of federal and state constitutions, students have the right to speak, write, and discuss freely all ideas relevant to their educational development. Section I: Definitions Cheating: Includes, but is not limited to: (1) use of any unauthorized assistance in taking quizzes, tests, assessments, or examinations; (2) use of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or carrying out other assignments; (3) the acquisition, without permission, of tests or other academic material belonging to a member of the faculty or staff; (4) engaging in any behavior specifically prohibited by a faculty member in the course syllabus or class discussion. Expulsion: Permanent denial of the privilege of enrollment at the college. Hazing: An act which endangers the mental or physical health or safety of a person, subjects a person to public humiliation or ridicule, or which destroys or removes public or private property for purposes of membership in a student group, organization, or athletic team. Plagiarism: Includes, but is not limited to, the use by paraphrase or direct quotation of the published or unpublished work of another person without full and clear acknowledgment. It also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling of terms papers or other academic materials. 85

Policy: The written regulations of the college and Minnesota State Colleges and Universities ( MnSCU ) as found in, but not limited to, the Student Code, Riverland Student Housing Handbook, the college and MnSCU web pages, Board Policy and Systems Procedure 5.18 and 5.181 on Alcoholic Beverages and Controlled Substances on Campus, and Board Policy and System Procedure 5.22 and 5.22.1 on Acceptable Use of Computers and Information Technology Resources. Preponderance of Evidence: A standard of proof in which the evidence strongly suggests the code has been violated. Student: Includes all persons who: Are enrolled in one or more courses, either credit or non-credit, through the college; Withdraw, transfer, or graduate after an alleged violation of the Student Conduct Code; Are not officially enrolled for a particular term but who have a continuing relationship with the college; Have been notified of their acceptance for admission or have initiated the process of application for admission or financial aid; and/or Are living in a college residence hall although not enrolled in the institution. Student Organization: Any group/club including all members of such groups/clubs that has complied with the formal requirements for becoming an official Riverland student organization/club as defined by Article XIII in the Constitution of the Riverland Community College Student Senate (revised 5/10/06). Summary Suspension: A suspension imposed without a formal hearing to ensure the safety and well being of members of the college community. Suspension: Denial of the privilege of enrollment for a specified period of time after which the student is eligible to return. Conditions for re-admission may be specified. Section II: Prohibited Conduct Jurisdiction of the college Student Code The college Student Code shall apply to conduct that occurs in all courses (including online),on college premises, at college-sponsored activities, and to off-campus conduct in the following circumstances: Hazing is involved; The violation is committed while participating in a college-sanctioned or sponsored activity; The victim of the violation is a member of the college community; 86

The violation constitutes a felony under state or federal law; or The violation adversely affects the educational, research, or service functions of the college. The assigned administrator shall decide whether the Student Code shall be applied to conduct occurring off-campus, on a case-by-case basis, in his/her sole discretion. Allegations of discrimination, harassment, and sexual violence shall be resolved pursuant to Board Policy 1B.1, Nondiscrimination in Employment and Educational Opportunity; System Procedure 1B.1.1, Report/Complaint of Discrimination/Harassment Investigation and Resolution; Board Policy 1B.3, Sexual Violence Policy; System Procedure 1B.3.1, Sexual Violence Procedure. Allegations of fraud or dishonest acts shall be resolved pursuant to Board Policy 1C.2, Fraudulent or Other Dishonest Acts. Conduct Rules and Regulations Any student found to have committed or to have attempted to commit the following misconduct in circumstances falling under the jurisdiction of this code may be subject to the disciplinary sanctions outlined in Section V: Sanctions for Misconduct. Subsection a. Academic Misconduct Academic Misconduct generally refers to behavior known as academic fraud and includes, but is not limited to the following: Cheating on assignments or examinations Disruption or obstruction of classroom activities Plagiarism If a student s behavior is so disorderly or disruptive that it interferes with the teaching/learning process, the faculty member has the right to remove the student from that day s class session. Other examples of academic misconduct include but are not limited to: Submitting another individual s work as one s own with minor alterations. Submitting another individual s work without appropriate use of quotations, footnotes, or references. Submitting the same work for credit for more than one course without written permission from all instructors involved. Submitting or presenting falsified research. Copying from another individual during any type of examination. Receiving an answer to an exam from another student during an examination or communication of answers to an exam with other students; this includes allowing other students to copy off one's exam during a test. 87

Tampering with an examination after it has been corrected. Using any material not permitted by the instructor an examination. Requesting, acquiring, possessing, or providing another person with an examination or portion of an examination without consent of the instructor. Changing, attempting to change, or falsifying academic records, including attendance records or sign-in sheets. Aiding another student in the performance of any of the above acts. Subsection b: Nonacademic Misconduct Nonacademic Misconduct includes, but is by no means limited to, Physical and/or psychological abuse or threat of such abuse of any person on college premises, at college activities or college sponsored event, including: Physically detaining or restraining any other persons or removing individuals from any place where they are authorized to remain. Disruption or obstruction of (a) teaching, (b) research, (c) administration, (d) disciplinary proceedings, (e) other college activities, including its public-service functions on or off campus, or (f) any authorized non-college activities, when the act of disruption or obstruction occurs on college premises. Physical abuse, verbal abuse, threats, intimidation, coercion, and/or other conduct that threatens or endangers the health or safety of any person. Hazing. Failure to comply with directions of college officials or law enforcement officers acting in the performance of their duties and/or failure to identify oneself to these persons when requested to do so. Conduct which is disorderly, lewd, or indecent; breach of peace; or aiding, abetting, or procuring another person to breach the peace on college premises or at functions sponsored by, or participated in by, the college or members of the college community. Disorderly conduct includes but is not limited to any unauthorized use of electronic or other devices to make an audio or video record of any person while on college premises without his/her prior knowledge, or without his/her effective consent when such a recording is likely to cause injury or distress. This includes, but is not limited to, surreptitiously taking pictures of another person in a gym, locker room, or restroom. Sending threatening or offensive e-mails to faculty, staff, or students that disrupts the educational, research, or service functions of the college. Knowingly furnishing false information to college personnel. Knowledgeable passing of an insufficient funds check or fraudulent money order in payment of any financial obligation to the college. Forgery, unauthorized alteration, or unauthorized use of any college document or instrument of identification. 88

Attempts and complicity: attempts to commit acts prohibited by this code or encouraging others to commit acts prohibited by this code may be punished to the same extent as if one had committed the prohibited act. Unauthorized use of the college s logo or name. Making a false report concerning a fire, bomb, or other emergency. Attempted or actual theft of and/or damage to property of the college or property of a member of the college community or personal or public property, on or off campus. Refusing to depart from any college property or facilities upon direction by college officials or other authorized persons. Unauthorized possession, duplication or use of keys to any college premises or unauthorized entry to or use of college premises. Littering, defacing, destroying, or damaging college property or property under college jurisdiction or removing or using such property without authorization. Unauthorized entry to or use of college facilities or equipment. Intentionally or recklessly activating a fire alarm without cause; damaging fire safety equipment or initiating a false report; warning or threat of fire, explosion or other emergency. Parking in unauthorized areas. Participating in an on-campus or off-campus demonstration, riot or activity that disrupts the normal operations of the college and/or infringes on the rights of other members of the college community; leading or inciting others to disrupt scheduled and/or normal activities within any campus building or area. Obstruction of the free flow of pedestrian or vehicular traffic on college premises or at college-sponsored or supervised functions. Violation of any college or board policy, rule, or regulation published in hard copy or available electronically on the college or MnSCU Web site. Violation of federal, state, or local law on college-sponsored or supervised activities. Gambling, holding an unauthorized raffle or lottery on the campus or at any college function. Illegal or unauthorized possession of firearms, explosives or other weapons, or dangerous chemicals on college premises or use of any such item, even if legally possessed, in a manner that harms, threatens or causes fear to others. Apparent or alleged violation of local ordinances, federal or state laws where said violation poses a substantial threat to the safety and/or welfare of campus community members. Interfering with the judicial procedures or outcomes including, but not limited to, falsification, distortion, or misrepresentation of information before an administrator or conduct review panel; knowingly initiating a complaint without cause; or failure to comply with the sanction(s) imposed by either a hearing officer or administration. Failure to comply with the terms of any disciplinary sanction imposed in accordance with the Code of Student Conduct. Violation of the college s solicitation policy. 89

Use, possession, manufacturing, selling, or distribution of any type of marijuana, narcotics, heroin, or other controlled substances except as expressly permitted by law. Use, possession, manufacturing, or distribution of alcoholic beverages (except as expressly permitted by college or MnSCU regulations), public intoxication, or violation of Board Policy 5.18 and System Procedure 5.18.1 on Alcoholic Beverages and Controlled Substances on Campus. Alcoholic beverages may not, in any circumstance, be used by, possessed by, or distributed to any person under twenty-one (21) years of age. Reporting to campus while under the influence of a controlled substance that affects alertness, coordination, reaction, response, judgment, decision-making, or safety. Students having valid medical reasons for using physician-prescribed controlled substances that may affect their ability to perform or participate in class, clinic, or lab must report such use to their instructors and provide a note from their physician upon request from college officials. Use of any tobacco product in college buildings, classrooms, or designated non-smoking areas/entrances. Access abuses including, but not limited to, unauthorized use of a student, staff or faculty passwords, accessing restricted databases, files and web sites, tampering with computer equipment, or manipulation of the college's web site. Use of a college computer for business purposes. Use of a college computer to access or distribute pornography. Disrupting classroom activities with electronic devices including, but not limited to, cell phones, pagers. Abuse of the student conduct process, including but not limited to, o o o o o o o o o Failure to obey the notice from a college official to appear for a meeting or hearing as part of the student conduct system; Falsification, distortion, or misrepresentation of information before a student conduct investigator; Disruption or interference with the orderly conduct of a student conduct proceeding; Initiation of a student conduct complaint in bad faith; Attempting to discourage an individual s proper participation in, or use of, the student conduct system; Attempting to influence the impartiality of a member of a student misconduct investigation prior to and/or during the course of the investigation; Harassment (verbal or physical) and/or intimidation of a member of a student conduct panel prior to, during, and/or after a student conduct investigation; Failure to comply with the sanction(s) imposed under the Student Code; Influencing or attempting to influence another person to commit an abuse of the student conduct process. 90

Violation of Law and College Policy College disciplinary proceedings may be instituted against a student charged with conduct that potentially violates both the criminal law and this Student Code (this is, if both possible violations result from the same factual situation) without regard to the pendency of civil or criminal litigation in court or criminal arrest and prosecution. Proceedings under this Student Code may be carried out prior to, simultaneously with, or following civil or criminal proceedings off campus at the discretion of the administrator. Determinations made or sanctions imposed under this Student Code shall not be subject to change because criminal charges arising out of the same facts giving rise to violation of college rules were dismissed, reduced, or resolved in favor of or against the criminal law defendant. Section III: STUDENT CONDUCT CODE PROCEDURES A. Investigation Process Riverland Community College encourages the resolution of conflict within the academic community without the need of a formal complaint process. However, if the conflict cannot be resolved or if attempts at such resolution might further exacerbate the conflict, any member of the college community may file a written complaint alleging that a student or student organization has violated the Conduct Code. Any complaint should be submitted as soon as possible after the event takes place. Persons filing complaints shall be informed of their rights under the Minnesota Data Practices Act. The complaint process whether academic or behavioral is initiated by the completion of a complaint form. The Riverland Complaint Form is available on the Riverland website. All completed forms must be submitted to the Office of Human Resources. No complaint will proceed without completion of the Complaint Form. The Office of Human Resources will refer the complaint to either an academic dean or the Conduct and Complaint Officer, depending on the nature of the complaint (academic or behavioral). In the event the academic dean or Conduct and Complaint Officer is unavailable, the complaint will be referred to an appointed designee. Subsection a. Procedure for filing an Academic Misconduct complaint Faculty members have the authority to decide if students have committed academic misconduct. If a faculty member suspects academic misconduct, the faculty member may proceed with the following steps: 1. The faculty member will address the concern with the student. 2. If the faculty member determines that the student has committed academic misconduct, the faculty member informs the student of the consequences of the academic misconduct and the sanctions the faculty member will impose consistent with those outlined in their syllabus or institutional standards. 91

3. The faculty member may complete an Academic Misconduct Complaint Form (available under forms on the Employee Web Site) and file the completed form with the Office of Human Resources. 4. Within forty-eight hours (48) of receipt of the written complaint against a student, the Office of Human Resources will refer the matter to the appropriate academic dean. 5. If the academic dean finds the complaint is unsupported by the evidence, it will be dismissed and the student and faculty member will be notified of the dismissal of charges. 6. If there is sufficient evidence to support the complaint, notice of charges will be delivered to the student five (5) business days prior to an informal meeting with the academic dean. During the meeting, the academic dean shall review the complaint and documentation with the student and allow the student to present an explanation, and the dean may offer the student an opportunity to resolve the formal violation. 7. Within two business days of the meeting, the academic dean shall inform the accused student in writing of the decision and sanctions. The academic dean will also inform the student in writing that (a) this form will be filed in the Office of the Executive Vice President, (b) the academic dean may impose sanctions in addition to those imposed by the faculty member in the event of subsequent or multiple violations, and (c) the student has a right to appeal the sanction(s) to the Executive Vice President, as described under "Section VI: Procedures" of the Code of Student Conduct. 8. The Office of the Executive Vice President will keep the complaint form, any supporting documentation, and records of adjudication on file for two years. Subsection b. Procedures for filing a Behavioral (nonacademic) Misconduct complaint Every student at Riverland has the right to an education, and it is the responsibility of the college to provide an environment that promotes learning. As such, faculty members have the right to take appropriate action to maintain order and proper conduct in the classroom in order to fulfill the objectives of the course. If a student s behavior is so disorderly or disruptive that it interferes with the teaching/learning process, the faculty member has the right to remove the student from that day s class session. If a faculty, staff, or student member suspects non-academic misconduct, the faculty, staff or student member may proceed with the following steps: The student, staff, or faculty member must complete a Complaint Form (available under forms on the Riverland Web Site) and file the completed form with the Office of Human Resources. Within two business days of receipt of a completed complaint form, the Office of Human Resources will refer the written complaint to the Conduct and Complaint Officer (CCO) for investigation of the charges. If the complaint appears unwarranted, the investigator in consultation with the supervising dean, may discontinue proceedings. If there is sufficient evidence to support the complaint, notice of charges will be delivered to the student five (5) business days prior to an informal meeting with the 92

CCO. During the meeting, the CCO shall review the complaint and documentation with the student and allow the student to present an explanation, and the officer may offer the student an opportunity to resolve the violation. Within two business days of the meeting, the CCO shall provide the appropriate dean with the findings of the investigation. The appropriate dean will inform the accused student in writing within two business days of his/her decision whether a violation of the code was established by a preponderance of evidence and any applicable sanction as well as the student s right to appeal the sanction(s) to the Executive Vice President or designee, as described under "Section VI: Procedures" described under "Section VI: Procedures." If the accused student fails to appear for the informal meeting, the CCO will proceed according to the steps outlined above. A sanction shall not become effective during the time in which a student seeks an appeal unless, in the discretion of the conduct investigator, it is necessary to implement an immediate sanction for the safety and welfare of the student and/or college community. Section IV: Appeals Following the outcome of a decision, a student may request an appeal review before the Executive Vice President or designee. The request for an appeal must be submitted, in writing to the Executive Vice President within five (5) business days of the date of notification of the decision. Failure to file an appeal or request an extension in a timely manner constitutes a waiver of the right to an appeal. The basis for an appeal will be limited to the following grounds: The sanction is excessively severe. New or newly discovered evidence of a nature that may substantially affect the outcome of the meeting exists. There was a procedural error that substantially affects the outcome of the meeting. The Executive Vice President or designee will review the written appeal and determine if one or more of the grounds for appeal has merit. If a determination is made that the appeal has merit, the Executive Vice President or designee will schedule a meeting with the accused student. A student s advisor or advocate may attend this meeting but may not participate except to advise the student. The Executive Vice President or designee will render a decision to the student in writing within five (5) business days of the appeal hearing. Students may request a review of a denied appeal in writing within five (5) business days to the college president s office. The president shall issue a decision in writing to the student within five (5) business days of the appeal. 93

Section V: Sanctions for Misconduct Sanctions for misconduct include but are not limited to the following: Summary Suspension: A suspension imposed without a hearing to ensure the safety and well-being of members of the college, which shall include an oral or written statement from the CCO that the student has been accused of violating college policy and may be subject to more severe sanctions. If the summary suspension is 10 days or longer, the student has rights to a contested case) hearing under Chapter 14 of Minnesota Statutes, Chapter 14. Students who are summarily suspended are still responsible for paying balances owed for tuition, fees, books and/or student housing. Suspensions are noted on the student s transcript. Exclusion from participation in college extracurricular activities for a period of time not to exceed one academic year, including but not limited to, holding any student office. Restitution: Required reimbursement for damage to or misappropriation of property, restitution may take the form of appropriate services or other compensation. Denial of Related Privileges: denial of the use of college facilities or services, e.g., denial of the Computer Information Center if the violation is related to the use of computer technology. Warning: Issuance of a written warning, admonition, or reprimand. This may include a referral for counseling. Suspension: Denial of enrollment for a specified period of time (usually fewer than ten days) after which the student is eligible to return. During this time the student cannot qualify for graduation, register for or attend classes, or participate in other college functions. If the suspension is 10 days or longer, the student has rights to a contested case hearing under Minnesota Statutes, Chapter 14. Suspended students are still responsible for payment of balances owed for tuition, fees, books and/or student housing. Suspensions are noted in the student s academic transcript. Expulsion: Permanent denial of enrollment at the college. The student has the right to a contested case hearing under Minnesota Statutes, Chapter 14. Expelled students are still responsible for paying balances owed for tuition, fees, books and/or student housing. Expulsions are noted on the student s academic transcript. Probation: A written reprimand in response to misconduct, probation is a designated period of time where the student is expected not to repeat the act of misconduct or engage in other misconduct. Further sanctions may be imposed if the student repeats the behavior that resulted in the probation or engages in further misconduct while on probation. Administrative and legal sanctions up to and including expulsion and referral for prosecution may be imposed on students who violate the drug and alcohol policy. A disciplinary sanction may include the completion of an appropriate rehabilitation program. Community service: A work assignment at a public agency (library, college, school, county agency, etc.). 94

In cases of hazing, disciplinary action may be taken against both individuals and organizations or groups. Grade Adjustment: Lowering of a test, assignment, or course grade at the discretion of the faculty member. Course Failure: Failure of a student from a course in which misconduct occurred. Discretionary Sanctions: Additional academic assignments or other sanctions imposed by the student s instructor(s). Alcohol and Drug Violations: Students who have violated the college s student conduct policy concerning alcohol and drugs will be subject to the following progressive discipline schedule. Depending upon the nature and the severity of the violation, more serious sanctions may be imposed with a first offense than are outlined below. First Offense: Warning will be issued Completion of Alcohol 101 web-based instructional module Second Offense: Probation status for the remaining time of enrollment Counseling appointment and the completion of the college s alcohol/drug abuse screening inventory Community service Third Offense: Suspension from the college not to exceed ten (10) days Referral to alcohol/drug abuse screening The college reserves the right to impose other sanctions that are not listed in this section of the policy Section VI: Other Policy Provisions Summary Suspensions In certain circumstances, the Executive Vice President may impose a summary suspension prior to proceedings described above. A summary suspension may be imposed only when, in the judgment of the Executive Vice President, the accused student s presence on the college campus constitutes a threat to the safety and well being of the student, members of the college community, or college property. Notice of the summary suspension shall be provided in writing to the student and shall include the duration of the suspension. After the student has been summarily suspended, the student shall be provided an opportunity for a hearing within the shortest reasonable time period, not to exceed ten business days. During the summary suspension period, the student may not enter the campus without prior permission from the Executive Vice President. Suspensions are noted on the student s academic transcript. 95

2. Suspensions Suspensions lasting for more than 10 days or expulsion from the college will be listed on the student s official academic transcript. After a period of two (2) years, the student may make a request in writing to the Executive Vice President to remove the notations of disciplinary action from his/her transcript. The Executive Vice President s decision to remove the transcript notation will be made based on the circumstances surrounding the request and the original offense. 96

Nursing Program Student Handbook Acknowledgement Fall 2012/Spring 2013 I have read the Riverland Community College policies for nursing students I understand that I am accountable for my behavior as addressed in those policies. By printing and signing my name, I acknowledge that I have read and understand the contents of the nursing program student handbook. Student Name: Please print name Student Signature: Please sign name Date: 97

Appendicies 98

Appendix A PN Mobility Program Admission Scoring Sheet Sample Fall 2012 20 possible points LPN GPA 3.50-4.00 (3 points) 3.00-3.49 (2 points) 2.50-2.99 (1 point) 2.49-Below: Does not meet GPA requirement (0 points) Science Grades of A Anatomy and Physiology I Anatomy and Physiology II Microbiology Pathophysiology Science Grades of B Anatomy and Physiology I Anatomy and Physiology II Microbiology Pathophysiology Science Grades of C Anatomy and Physiology I Anatomy and Physiology II Microbiology Pathophysiology (3 points) (3 points) (3 points) (3 points) (2 points) (2 points) (2 points) (2 points) (1 point) (1 point) (1 point) (1 point) 6 or more credits completed at Riverland with a grade of B or higher in General Education Courses at Riverland Community College (2 points) Previous Degree Master s or higher Bachelors Associate (3 points) (2 points) (1 point) Total points: 99

Appendix B Worksheet for Instructor/Student to Use when Non Disciplinary Administrative Actions are Necessary This type of action is based on practical need for the individual, class, or to maintain program integrity. It is unrelated to student performance. The following illustrations clarify this type of action. 1. One lab section is too large - one or more students will be asked to relocate to another section to equalize clinical group size and provide for more teacher-student interaction and supervision. Every effort will be made to make the moves voluntary. 2. Employment in a clinical agency as well as participating in clinical experiences there may bring about conflicts between the two roles of employee and student Appeals Process: If there is a dispute between the student and faculty concerning this action the student may 1. First speak to the clinical instructor to explain reasons the action in question is unreasonable and propose alternatives that might resolve the issue. If there is no resolution at this level the student may proceed to step two. 2. Appear before the nursing faculty and explain reasons the action in question is unreasonable and propose alternatives that may resolve the issue. A decision will be given within five (5) working days. If there is no resolution at this level the student may proceed to step three. 3. Speak with the Dean of Allied Health/Nursing Director and explain the reasons the action in question is unreasonable and propose alternatives that may resolve the issue. The Dean may ask for more information from the student and faculty before making a decision. A decision will be given within five (5) working days. If there is no resolution at this level the student may proceed to step four. 4. If no resolution is secured in the preceding three steps, the student may begin the written grievance process as outlined in the Section on Grievance/Complaint Policy located in the Riverland Community College Student Handbook. 100

Name of Student Date: Description of the action being taken and the reasons it is needed: I have read, discussed and understand the nature of this Non-disciplinary Administrative Action. I have had a chance to ask questions and clarify what is being asked of me. If I do not agree with what I am being asked to do, I understand that I have several options for appeal. I have been given a copy of the appeal process. Student name Signature of faculty member explaining Non-disciplinary Administrative Action 101

Appendix C Worksheet for Instructor/Student Use Unsatisfactory Performance Evaluation of Progression Review: Definition: Evaluation of Progression Review is a problem-solving process between the student and the nursing faculty to discuss identified unsatisfactory behaviors. The student will be required to participate in this process if in noncompliance with the Nursing program s policies. The Evaluation of Progression Review process is used to respond to identified concerns whenever they occur throughout the student s nursing education at Riverland Community College. Steps in the Evaluation of Progression Review Process for unsatisfactory clinical progress: 1. The student demonstrates unsatisfactory classroom, lab, or clinical behavior(s) as delineated by the criteria for ongoing clinical evaluation and/or the student demonstrates noncompliance with the Nursing Program policies. 2. The student receives either a hard copy or electronic version of a written description of the event(s) and an identification of the problematic behavior(s). Depending on the identified event(s), the student may or may not be allowed to return to the clinical, classroom, or lab, area until a decision is rendered. The student will be responsible for making up any time lost during the pending Evaluation of Progression Review. 3. The student confers with the instructor to receive clarification about the identified event(s). They use the Evaluation of Progression Review worksheet to clarify the criteria for ongoing evaluation and the Evaluation of Progression Review process. Assistance will be given to the student as to how to prepare for the Evaluation of Progression Review process. The student is responsible for formulating a plan of action for resolution of the difficulty. After both parties sign and date the worksheet, or acknowledge it via email, a date for the Evaluation of Progression Review process is sought. 4. The student attends the scheduled meeting with the nursing faculty group, shares his/her perception of the event(s), and presents an action plan to work through the identified problem(s). Nursing faculty members may ask questions to clarify their understanding of the student s presentation. The student may have the support of an advisor present at the Evaluation of Progression Review process. Advisors can be anyone from a parent to an attorney, and may advise the student during the process provided that doing so is not disruptive. 102

5. The student leaves the meeting and the faculty members discuss the student presentation, the severity of the issues, and consider possible solutions. The solution may range from but is not limited to: a. No further action to be taken. b. Placement of the student in probationary status and developing a contract with him/her outlining Unacceptable behaviors Required corrective action goals Time frame for evaluation of corrective action outcomes. Date probationary status will end provided the corrective action(s) is/are attained. Consequences of failure to meet terms of the contract. c. Determination that the student has become ineligible to progress in the program. 6. The faculty will notify the student of the formal decision and if warranted, will also advise the student of recourse via the grievance procedure. 7. If the student chooses to grieve the faculty s decision, he/she must notify the Dean of Allied Health/Nursing Director. The Dean will review the Progression Review Worksheet, and if indicated, a copy of the contract. The Dean may confirm or deny the faculty s decision, or ask for more information before reaching a decision or may recommend a modified action. 8. The Dean will notify the student of the formal decision and if warranted, will also advise the student of recourse via the grievance procedure as outlined by the Student Handbook. The Appeals Process: If there is a dispute between the student and nursing faculty group concerning the outcomes of the Evaluation of Progression Review Process, the following steps may take place: Discussion Level: The student may meet with the Dean of Allied Health/Nursing Director to discuss his/her complaint. The appropriate Dean may ask for more information from the student, faculty and/or the College counselor before making a decision. If the student s complaint cannot be resolved within five (5) working days, the student may then proceed to the next level, the Written Grievance Procedure. 103

The Written Level: The Written Grievance Procedure is outlined in the Riverland Community College s Student Handbook. (See Riverland Community College Student Handbook, section titled Grievance/Complaint Policy) EVALUATION OF PROGRESSION REVIEW NOTIFICATION FORM Student Name: Date: Nursing Instructor: Scheduled date and time for Faculty Review Process Evaluation: What behaviors identified by the instructor brought the student to the Evaluation of Progression Review Process? (You may attach additional sheets) Student s general response to the instructor s description of the behaviors: Areas of agreement: Areas of dispute: Supporting evidence for areas of dispute:, my instructor has reviewed and discussed his/her perception of the events leading to the Evaluation of Progression Review Process. Through either email, phone and/or meeting, he/she has outlined areas of concern, has reviewed the nursing program and/or college policies, and has given me guidance in how I may best participate in the 104

Evaluation of Progression Review Process. I understand that I may select an advisor to be present at the review process. He/she has also provided me with an explanation of my options for the appeals process as outlined in the Nursing Program Handbook. Student Signature 105

EVALUATION OF PROGRESSION REVIEW STUDENT RESPONSE FORM My version of the events described by the instructor: How my version is alike and/or different from the instructor s: My definition of the problem(s) identified: Goals I have set to bring resolution to the problem: Help I need from the faculty to bring about the desired change: Things I need to change in myself/my environment to bring about the selected change: Length of time I need to meet my goals: How I will prioritize my goals: How I will organized my day, week, year to accomplish my goals: *Refer to table on next page in preparation of this form 106

Table to help prepare the student for the Evaluation of Progression Review Process What is my version of the event(s) described by the instructor? How is this alike or different from the instructor s version? What evidence do I have to support areas that are in dispute? What is my definition of the problem(s) identified? (What do I look like, act like, do, feel now? What skills are absent, what skills do I need to improve upon, where do I feel most frustrated--what do I think may be a root cause of the lack of proficiency? What brings about or contributes to the problem)? What would I see as a reasonable goal(s) to set for myself to bring resolution or improve my lack of proficiency for the selected problem(s)? What will I look like, act like, do, feel like when I am successful? How will I know that I have reached my goal? What help do I need from the faculty to bring about a change in my proficiency? What is reasonable to expect? How comfortable do I feel expressing that? How can I deal with that? Who/what are the resources in my environment? How can I tap into those resources? What strengths do I have that can be used to bring about this change? What things do I need to change in myself/my environment to bring about the selected change? Do I need more time how can I get that? Do I need more study or organizational skills -- how do I get that? Do I need more time with clients how do I get that? Do I need more monitored practice how do I get that? Please be as specific as possible How much time do I need to meet my goals? What is a reasonable time frame to make this behavior change? How will I organize my day, week, year to accomplish the changes I need to make? What are the most important elements of my plan? What are the first things to be accomplished? 107

Appendix D (I) RIVERLAND COMMUNITY COLLEGE NURSING PROGRAM NURS 2010 Fall Semester CLINICAL EVALUATION TOOL STUDENT INSTRUCTOR SEMESTER AND YEAR Professional Student Learning Outcomes Provide for Safe Care: Provide care that is culturally and developmentally appropriate and is centered on building and sustaining positive, healthful relationships with individuals, families, groups and communities Clinical Evaluation Tool for 2010 End of Semester D M A S I Provides increasingly complex care to two clients in an acute care setting Gathers observational data in a head to toe manner consistent with the physiological structure and function, and intellectual, developmental emotional and social function of the client Communicates this information with clarity and correct medical terminology Provides for safety for clients based best practices for preventing spread of pathogens Uses principles of safety and asepsis when performing nursing measures and delegated medical functions Consistently uses standard precautions Uses measures to protect client s safety Applies knowledge of appropriate use of dirty, clean and sterile concepts Notes changes in client s condition and confers with appropriate personnel Safely administers medications: oral, transdermal, IM, Sub Q; IV piggy back, IV push nasal following established standards of practice Scope Of Practice: Practice within the legal, ethical, and scope of practice of the professional nurse guided by accepted standards of practice Communicates in caring way with the client and family Effectively charts patient care, patient conditions, and medications administered Identifies and practices within the appropriate scope of practice of the practical nurse. Maintains confidentiality of patient information Demonstrates compliance with laws, policies, and procedures Begin to demonstrate delegation, supervision, teaching, case finding, and teaching nursing personnel 108

Nursing Judgment: Make judgments in practice substantiated with evidence, that integrate nursing science in the provision of safe, quality care that promotes the health of clients within a family, group, and community context. Professional Student Learning Outcomes Professional Identity: Implement one s role as a nurse in ways that reflect integrity, responsibility, ethical practices, and evolving identity as a nurse committed to evidence based practice, caring, advocacy, and safe, quality care for diverse clients within a family, group, or community context. Spirit of Inquiry: Examine the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for clients, families, groups and communities. Human Flourishing: Advocate for clients and families in ways that promote their self determination, Develops a means to organize care Establishes priorities of care for two clients based on the context of the clinical situation Provides a rationale for those priorities Establishes an appropriate sequence of care for two clients Alters sequence of care based on changing clients condition 2010 End of Semesters Evaluates effectiveness of care given Identifies strengths of nursing care given Identifies areas for continued growth Demonstrates appropriate attire in clinical setting Reports on time for clinical experiences Effectively prepares for clinical assignments Complies with stated program health policies Uses input from constructive criticism to make changes in own performances Integrates concepts of caring, advocacy, and diversity into professional identity Demonstrates integrity, responsibility, and ethical principles in the delivery of care to client, families, and in dealings with fellow staff and peers. Completes a portfolio demonstrating competency in the EOS clinical objectives Effectively uses sources of information necessary to administer prescribed medications Performs and monitors nursing functions and delegated medical functions Identifies means to use evidence based practice Begins to define goals and outcomes and effective interventions for client, family and community. Evaluates the effectiveness of planning for care Begins to identify ways to enhance interdisciplinary planning for client care Draws supportable conclusions based on course content and previous clinical experience Provides for physical and psychological comfort and personal hygiene appropriate to the situation Shows awareness of the client s physical and emotional needs, views, priorities, needs, and rights, while performing basic cares 109

integrity, and ongoing growth as human beings Demonstrates cooperation with clients, families, peers, faculty, and nursing staff and community members Uses appropriate channels to resolve conflict Seeks help appropriately 5/21/12 *darkened column indicates the desired level of performance at this point in the program. Criteria for Ongoing Clinical Evaluation Independent: The student demonstrates both efficiency of movement and deftness. Is able to utilize subtle perceptual cues to modify the behavior in order to achieve the desired effect. Demonstrates exceptional coordination and integration. Sequence of movements and communication are fluid, even, and intertwined. Economical use of movements, equipment, and conversation. Behavior demonstrated within an expedient time period. Appears confident, relaxed, and generally expends an appropriate amount of energy to accomplish the behavior. Behavior focuses on the patient/client rather than on self or the skill that is being performed. Supervised: The student is efficient and coordinated, but expends more personal energy or that of the patient/client to accomplish the behavior than does the independent performer. The student appears confident and focuses on the patient/client, but becomes distracted and focuses more on the skill as the skill becomes more complex. The behavior is accomplished during a reasonable time period, however, the student becomes flustered when confronted by unforeseen variables such as a STAT (immediate) order. Assisted: The student demonstrates skillfulness in portions of the behavior; remaining portions characterized by uncoordinated and/or inefficiency of movement. The student periodically appears anxious, worried, or flustered, but makes an effort to project confidence. Behavior outcomes take longer to accomplish than the Supervised performer, and sometimes are late. Increased attention is focused on the student behavior, rather than on the patient/client. Marginal: The student s performance is unskilled, inefficient, and wasteful of energy expenditure. Little thought appears to be given to the sequence of activities to be performed. A high level of anxiety is apparent. Completion of the behavior is considerably delayed to the extent that other activities are disrupted or omitted. Performance is *unsafe and requires continuous verbal and frequent physical cues from the instructor. Dependent: The student may attempt the behavior but is unsuccessful. Unreasonable energy may be expended in attempting the behavior, or the student may appear unable to move. Communication is inappropriate. The student s behavior is *unsafe. Continuous verbal and physical cues are required. *Unsafe behavior is any behavior that does not meet the accepted standard of nursing care and/or is judged to be very likely to cause harm if allowed to proceed, or in fact causes harm. Harm may be physical, emotional, or psychosocial in nature and involve self or others in the environment.. Scale label Professional Standard Quality of Performance Assistance required Independent -Safe -Proficient, coordinated, confident -Without supportive cues -Accurate -Occasional expenditure of excess energy -Action produces desired result -Within an expedient time period Supervised -Appropriate verbal and non-verbal behaviors -Safe -Efficient, coordinated, confident -Occasional supportive cues -Accurate -Some expenditure of excess energy -Action produces desired results -Within a reasonable time period -Appropriate verbal and non-verbal behavior. Assisted -Safe -Accurate -Action produces desired results Skillful in parts of behavior Inefficient and un- coordinated - Expands excess energy -Frequent verbal and occasional physical and directive cues in addition to supportive ones. Marginal -Appropriate verbal and non-verbal behavior -Unsafe -Performs at risk -Action does not produce desired result -Within a delayed time period -Unskilled, inefficient -Considerable expenditure of excess energy Continuous verbal and frequent physical cues 110

-Inappropriate verbal and/or non- verbal behavior -Prolonged time period Dependent -Unsafe - -Unable to demonstrate desired behavior -Unable to demonstrate procedure/ behavior -Continuous verbal and physical cues -Inappropriate verbal and/or non- verbal behavior Adapted from: Bondy, K.M. (1983). Criterion referenced definitions for rating scales in clinical evaluation. Journal of Nursing Education. 22: 376-381. Areas of Strength: Areas to Work on: Instructor Comments: Student Comments: Student signature Instructor signature Date Reviewed 111

Appendix D (II) RIVERLAND COMMUNITY COLLEGE NURSING PROGRAM NURS 2040 Spring Semester CLINICAL EVALUATION TOOL STUDENT INSTRUCTOR SEMESTER AND YEAR Clinical Evaluation Tool 2040 Professional Student Learning Outcomes Provide for Safe Care: Provide care that is culturally and developmentally appropriate and is centered on building and sustaining positive, healthful relationships with individuals, families, groups and communities Clinical Evaluation Tool for 2040 End of Semester D M A S I Provides increasingly complex care to groups of clients in an acute care setting Gathers observational data in a head to toe manner consistent with the physiological structure and function, and intellectual, developmental emotional and social function of the client Communicates this information with clarity and correct medical terminology Provides for safety for clients by using protocols to preventing spread of pathogens Uses principles of safety and asepsis when performing nursing measures and delegated medical functions Consistently uses standard precautions Uses measures to protect client s safety Applies knowledge of appropriate use of dirty, clean and sterile concepts Notes changes in client s condition and confers with appropriate personal Safely administers medications: oral, transdermal, IM, Sub Q; IV piggy back, IV push nasal following established standards of practice Value, comply with and advocate for best practices in the agency Scope of Practice: Practice within the legal, ethical, and scope of practice of the professional nurse guided by accepted standards of practice Communicates in caring way with the client and family Effectively charts patient care, patient conditions, and medications administered Identifies and practices within the appropriate scope of practice of the practical nurse Maintains confidentiality of patient information Demonstrates compliance with laws, policies, and procedures Demonstrate delegation, supervision, teaching, case finding, and teaching nursing personnel at an advanced beginner level 112

Nursing Judgment: Make judgments in practice substantiated with evidence, that integrate nursing science in the provision of safe, quality care that promotes the health of clients within a family, group, and community context. Effectively organize care within a team for a group of clients Establishes priorities of care for a group of clients based on the context of the clinical situation Provides a rationale for those priorities Establishes an appropriate sequence of care for two clients Alters sequence of care based on changing clients condition Demonstrate best practices within the health care setting Professional Student Learning Outcomes Professional Identity: Implement one s role as a nurse in ways that reflect integrity, responsibility, ethical practices, and evolving identity as a nurse committed to evidence based practice, caring, advocacy, and safe, quality care for diverse clients within a family, group, or community context. 2040 End of Semester Evaluates effectiveness of care given to a group of clients Identifies strengths of nursing care given Identifies areas for continued growth Demonstrates appropriate attire in clinical setting Reports on time for clinical experiences Effectively prepares for clinical assignments Complies with stated program health policies Uses input from constructive criticism to make changes in own performances Integrates concepts of caring, advocacy, and diversity into professional identity Demonstrates integrity, responsibility, and ethical principles in the delivery of care to client, families, and in dealings with fellow staff and peers Effectively provide teaching for nursing personnel Effectively delegate nursing care to appropriate personnel Spirit of Inquiry: Examine the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for clients, families, groups and communities. Completes a portfolio demonstrating competency in the EOS clinical objectives Effectively uses sources of information necessary to administer prescribed medications, and perform and monitor nursing functions and delegated medical functions Identifies means to use evidence based practice Begins to define goals and outcomes and effective interventions for client, family and community Evaluates the effectiveness of planning for care Begins to identify ways to enhance interdisciplinary planning for client care Draws supportable conclusions based on course content and previous clinical experience Demonstrates effective problem solving within the clinical 113

setting Human Flourishing : Advocate for clients and families in ways that promote their self determination, integrity, and ongoing growth as human beings Provides for physical and psychological comfort and personal hygiene appropriate to the situation Shows awareness of the client s physical and emotional needs, views, priorities, needs, and rights while performing basic cares Demonstrates cooperation with clients, families, peers, faculty, and nursing staff and community members Uses appropriate channels to resolve conflict Seeks help appropriately Demonstrates effective communication with peers, staff, physicians, clients and family members Begins to demonstrate advocating for clients 5/21/12 *darkened column indicates the desired level of performance at this point in the program. Criteria for Ongoing Clinical Evaluation Independent: The student demonstrates both efficiency of movement and deftness. Isable to utilize subtle perceptual cues to modify the behavior in order to achieve the desired effect. Demonstrates exceptional coordination and integration. Sequence of movements and communication are fluid, even, and intertwined. Economical use of movements, equipment, and conversation. Behavior demonstrated within an expedient time period. Appears confident, relaxed, and generally expends an appropriate amount of energy to accomplish the behavior. Behavior focuses on the patient/client rather than on self or the skill that is being performed. Supervised: The student is efficient and coordinated, but expends more personal energy or that of the patient/client to accomplish the behavior than does the independent performer. The student appears confident and focuses on the patient/client, but becomes distracted and focuses more on the skill as the skill becomes more complex. The behavior is accomplished during a reasonable time period, however, the student becomes flustered when confronted by unforeseen variables such as a STAT (immediate) order. Assisted: The student demonstrates skillfulness in portions of the behavior; remaining portions characterized by uncoordinated and/or inefficiency of movement. The student periodically appears anxious, worried, or flustered, but makes an effort to project confidence. Behavior outcomes take longer to accomplish than the Supervised performer, and sometimes are late. Increased attention is focused on the student behavior, rather than on the patient/client. Marginal: The student s performance is unskilled, inefficient, and wasteful of energy expenditure. Little thought appears to be given to the sequence of activities to be performed. A high level of anxiety is apparent. Completion of the behavior is considerably delayed to the extent that other activities are disrupted or omitted. Performance is *unsafe and requires continuous verbal and frequent physical cues from the instructor. Dependent: The student may attempt the behavior but is unsuccessful. Unreasonable energy may be expended in attempting the behavior, or the student may appear unable to move. Communication is inappropriate. The student s behavior is *unsafe. Continuous verbal and physical cues are required. *Unsafe behavior is any behavior that does not meet the accepted standard of nursing care and/or is judged to be very likely to cause harm if allowed to proceed, or in fact causes harm. Harm may be physical, emotional, or psychosocial in nature and involve self or others in the environment. Scale label Professional Standard Quality of Performance Assistance required Independent -Safe -Proficient, coordinated, confident -Without supportive cues -Accurate -Occasional expenditure of excess energy -Action produces desired result -Within an expedient time period Supervised -Appropriate verbal and non-verbal behaviors -Safe -Efficient, coordinated, confident -Occasional supportive cues -Accurate -Some expenditure of excess energy -Action produces desired results -Within a reasonable time period -Appropriate verbal and non-verbal behavior. Assisted -Safe -Accurate -Action produces desired results Skillful in parts of behavior Inefficient and un- coordinated -Expands excess energy -Frequent verbal and occasional physical and directive cues in addition to supportive ones. -Appropriate verbal and non-verbal behavior -Within a delayed time period Marginal -Unsafe -Unskilled, inefficient -Considerable expenditure of excess Continuous verbal and frequent physical cues 114

-Performs at risk energy -Action does not produce desired result -Prolonged time period Dependent -Inappropriate verbal and/or non- verbal behavior - -Unsafe -Unable to demonstrate desired behavior -Unable to demonstrate procedure/ behavior -Continuous verbal and physical cues -Inappropriate verbal and/or non- verbal behavior Adapted from: Bondy, K.M. (1983). Criterion referenced definitions for rating scales in clinical evaluation. Journal of Nursing Education. 22: 376-381. Areas of Strength: Areas to Work on: Instructor Comments: Student Comments: Student signature Instructor signature Date Reviewed 115