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Associate Degree Nursing Program
Admission Packet
This nursing education program is accredited by the
Accreditation Commission for Education in Nursing, Inc.
(ACEN).
Formerly NLNAC, National League for Nursing Accrediting Commission, Inc.
Contact Information: ACEN · 3343 Peachtree Road NESuite 850, Atlanta GA 30326 · 404-975-5000 · www.acenursing.org and approved by the Minnesota Board of Nursing – Contact information: Minnesota Board of Nursing· 2829 University Avenue SE #200, Minneapolis, MN 55414 · 612-317-3016
mn.gov/health-licensing-boards/nursing/
Contact Information
Nursing Admissions
Hibbing Community College
1515 East 25
thStreet
Hibbing, MN 55746
218-262-7247
http://www.hibbing.edu
http://www.hibbing.edu/academics/academics-areas-of-study/nursing
Note: Admission and program requirements are subject to change. Changes will be communicated to all parties involved through appropriate channels.
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Hibbing Community College
Program in Nursing
Admission Packet
Thank you for expressing an interest in the Associate Degree Nursing Program at Hibbing Community College. The Admission Packet is designed to familiarize you with the program’s admission requirements, process for applying, and most current curriculum program plans. Please read the packet carefully. If you have additional questions, feel free to call Nursing Admissions (218-262-7247).
Only students with a completed Nursing Program application are considered for admission. Applications will be accepted from September 1 to February 1 of each year or until the classes are filled and waiting lists established. Students move off the wait list as a space becomes available. For first year students, wait list movement may happen right up until the first day of fall semester. For applicants to our second year, wait list movement ends with the start date of the summer session course NURS 1750: Nursing Bridge. Remember, only complete applications will be evaluated for acceptance. Late applicants may be considered for admission. IF YOU ARE NOT ACCEPTED, YOU MUST SUBMIT A NEW NURSING APPLICATION FOR ANY SUBSEQUENT YEAR.
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THE NURSING ADMISSION PROCESS
The following steps are meant to guide you through the process of submitting your application for the nursing program as well as give you details on how criteria is gathered and used in making admission decisions. PLEASE REMEMBER, only students with a completed Nursing Program application are considered for admission. In order to COMPLETE a nursing application take the following steps:
1) Complete a Hibbing Community College Application form and fee. Apply online at www.hibbing.edu or mail to the HCC Admissions Office at 1515 E. 25th Street in Hibbing with the check or money order made payable to Hibbing Community College.
2) Send all official high school transcript or a copy of your GED scores AND official transcripts of all previous colleges attended. Have these sent to the HCCAdmissions Office.
3) Complete and submit a Nursing Program Application AFTER receipt of your acceptance letter to the college (and September 1 or later). To apply print off Application Form, click here for Application Form.
Mail or email to
Hibbing Community College Email: nursing@hibbing.edu Attn: Nursing Admissions or
1515 E. 25th Street Hibbing, MN 55746
Please remember:
Applications will be accepted from September 1 to February 1 of each year OR until the classes are filled and waiting lists established.
4) There are two entrance pathways into the Nursing program once you have received a general letter of acceptance to Hibbing Community College:
a. Transfer of applicable college credits. Credits will be evaluated for transfer by an HCC Advisor or Counselor. Have your transcripts sent or complete the Credit
Evaluation Request found on HCC’s website. As you complete additional courses and final grades have been posted, resend your transcript or resubmit the Credit
Evaluation Request. Transcripts must show at least 20 quarter/13 semester credits completed prior to the application deadline of required general education courses as indicated on the most recent Hibbing Community College Program in Nursing
Planning Form (please see pages 7 and 9). A GPA of 3.0 or higher must be attained in the required general education courses as well as a minimum overall college GPA of 2.0.
*PLEASE NOTE: The 20 quarter/13 semester credits of required general education courses must be completed prior to the application deadline AND any/all required general education coursecredits completed prior to the application deadline will be used to calculate if a student meets the GPA nursing program admission
requirement of 3.0 or higher.
OR
b. Scores from the ACT or SAT. Minimum required scores are an ACT composite score of 23 or higher; or SAT combined score of 1070 (CR+M) or higher. If you have taken one of these tests, the results usually appear on your high school transcript. If you haven’t completed either of these tests, you can find more information or register for a testing date at www.act.org for ACT or www.collegeboard.com for SAT. Please note that the required ACT score of 23 or higher (or comparable SAT score) must be within two (2) years of the student’s application to the Program.
5) Science Requirement.
Before you can be admitted to the nursing program, you must have completed either a full year of high school (Grades 10 through 12) or semester college science class, and have earned a grade of “C” or higher. The science course must be in biology, chemistry, or physics.
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ADDITIONAL REQUIREMENTS FOR LPNs APPLYING TO THE ADVANCED
STANDING TRACK:
6) a. Must have successfully completed or be enrolled in the final semester of a practical nursing program.
b. Before beginning the Fall Semester of the 2nd year, the applicant must have successfully completed (course grade of ‘C’ or higher) a college course in English composition, general psychology, lifespan development, two quarters/semesters of anatomy and physiology, and microbiology.
c. Evidence of current and unencumbered LPN licensure. Nursing Support personnel must see evidence of current and unencumbered LPN licensure no later than August 15th of each year. Nursing Support personnel will be monitoring the status of LPN licensure
throughout the academic year through the Minnesota Board of Nursing Registry.
Please note: Applicants with an LPN license or currently in their last semester of LPN courses will have until February 1 of each year to apply.
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Hibbing Community College
Estimated Costs for Nursing Program
TUITION and FEES (2015-2016 school year)
Nursing
$ 199.02 per credit (tuition & fees)
General Education
$ 176.93 per credit (tuition & fees)
Online Internet
$ 199.93 per credit (tuition & fees)
(These costs reflect Minnesota Resident rates. Please contact the Business Office for
non-Resident rates.)
NURSING TEXTBOOKS and RESOURCES/
$2700.00 (over 4 semesters or 1 summer
SUPPLIES/LAPTOP
session and 2 semesters for LPNs)
GENERAL EDUCATION TEXTS/SUPPLIES
$ 300.00
UNIFORM, SHOES, ETC
$ 200.00
LIABILITY INSURANCE FEE
$ 10.00 each fall semester
BACKGROUND STUDY
$ 20.00 per year
NURSING PIN AT GRADUATION (optional)
$ 50.00-120.00
NCLEX-RN TEST REGISTRATION FEE
$ 200.00
(Pearson-Vue)
MINNESOTA LICENSURE FEE
$ 115.00
*NOTE: Please note that these are ESTIMATED costs. Before making any payments
check with appropriate department for exact costs.
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AFTER ACCEPTANCE & IMPORTANT CONSIDERATIONS
1. Students accepted into the Nursing Program may defer entry into the program for one year ifunforeseen circumstances arise. If the student does not register for classes the following year, the student’s application will be removed from the Nursing Department files. A deferral form must be initiated and completed by the nursing student and may be obtained from the Nursing Admission Office (return form to the Nursing Admissions Office).
2. Students accepted and remaining on the wait list will have the opportunity to be accepted for the following year if a Nursing Admission Deferral form is completed by the student by the start of the fall semester for which they are deferring and returned to Nursing Admissions.
3. Accepted Nursing students will be notified of the date and time for a mandatory information/registration session as well as a mandatory Nursing Program Orientation.
4. State law requires that any person who provides services that involve direct contact with patients and residents at a Minnesota licensed health care facility have a background study conducted by the State of Minnesota (Minnesota Department of Human Services/DHS background study). 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 licensed health care facility. Failure to participate in clinical placement required by this program will result in ineligibility to qualify for a degree, diploma, and/or certificate and will result in withdrawal from the program. Criminal background studies are completed annually. Initiation of the background check is upon direction of the program director only.
5. Clinical practicum agencies can establish more stringent standards (as compared to the program’s standards) in regard to background checks to meet regulatory requirements for their facility. Clinical practicum agencies can conduct additional (in addition to the aforementioned DHS study) background checks at their discretion. In this event there will be further fees involved.
6. Successful completion of a DHS criminal background check (qualification to provide direct patient contact) does not ensure eligibility for licensure or future employment within the chosen field. Students are strongly encouraged to contact the Minnesota Board of Nursing regarding specific eligibility requirements for licensure.
7. New entering students must submit their completed Student Health Status Declaration &
Immunization form to Nursing Support Personnel prior to beginning the program. Specific due date will be communicated.
8. Successful completion of a Nursing Assistant course within the last 15 months is required before entering the Nursing Program. If completed more than 15 months ago, current registry on Minnesota’s Nursing Assistant Registry is required.
9. Applicants/students are responsible for maintaining current contact information with the Nursing Support Office.
Contact Information
Nursing Admissions
Hibbing Community College 1515 East 25th Street Hibbing, MN 55746
218-262-7247 or 1-800-224-4422 ext. 7247 http://www.hibbing.edu
http://www.hibbing.edu/academics/academics-areas-of-study/nursing
Note: Admission and program requirements are subject to change. Revised November 2010.
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NURSING APPLICANT CHECKLIST
TRADITIONAL TWO YEAR PROGRAM (First Year)
Completed College Application form
College Application Fee
Completed Application for Nursing form between (Sept. 1 & Feb.1)
High School Transcript -or- GED scores
Official College Transcripts
Science Class completed (high school or college) with a grade of “C” or higher
Requisite ACT, SAT scoresOR
Completion(prior to application deadline) of 13 semester credits of required general education coursework with a GPA of 3.0 or higher and an overall college GPA of 2.0.
Please note that ALL required general education course credits completed prior to the application deadline will be used to calculate if a student meets the GPA nursing program admission requirement of 3.0 or higher.
Nursing Assistant requirement
ADVANCED STANDING/LPN TRACK
Completed College Application Form
College Application Fee
Completed Application for Nursing form by February 1 of each year
High School Transcript -or- GED scores
Official College Transcripts
Science Class completed (high school or college) with a grade of “C” or higher
Requisite ACT, SAT scoresOR
Completion(prior to application deadline) of 13 semester credits of required general education coursework with a GPA of 3.0 or higher and an overall college GPA of 2.0.
Please note that ALL required general education course credits completed prior to the application deadline will be used to calculate if a student meets the GPA nursing program admission requirement of 3.0 or higher.
Evidence of current and unencumbered LPN licensure by August 15th of each year.
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Program Planning Form 2015-2016
Generic/Traditional Associate Degree Nursing Track
Credits Required for Graduation: Associate of Science Degree = 64 credits
SUMMER - Prior To Fall Entry
Course # Course Title Credits
ENGL 1060 Freshman Composition 3 cr
BIOL 1270 OR BIOL 1280 Human Anatomy and Physiology 1 or 2 4 cr
***Completion of Nursing Assistant course is required***
***Achievement of a minimum cutscore of 69 on the Accuplacer Arithmetic test is required by July 29th***
FIRST YEAR FALL SEMESTER
NURS 0950 Essential Mathematics for Nurses (Test-Out Option Available) 1 cr
NURS 1250 Foundations of Nursing 8 cr
PSYC 1205 General Psychology 4 cr
HLTH 2010 Nutrition 2 cr
SPRING SEMESTER
NURS 1350 Care of the Client Affected by Chronic Stressors 8 cr
BIOL 1270 OR BIOL 1280 Human Anatomy and Physiology 1 or 2 4 cr
PSYCH 1350 Lifespan Development 3 cr
SUMMER SESSION
BIOL 1120 Microbiology (all students entering the second year of nursing) 3 cr
--All of the above courses must be completed before entering the second year of the program-- SECOND YEAR
FALL SEMESTER
NURS 2050 Care of Women and Children 4 cr
NURS 2150 Care of the Client Affected by Acute Stressors 5 cr
PHIL 1300 Ethics 3 cr
SPRING SEMESTER
NURS 2250 Care of the Client Affected by Complex Stressors 6 cr
NURS 2350 Foundations of Leadership 1 cr
NURS 1755 Clinical Simulation in Nursing (Elective) 1 cr
NURS 2900 Transition to Practice Essentials (Elective) 1 cr
NURS 2902 Cultural Diversity in Health Care: Comm. & Global Connection (Elective) 1 cr
Second Communication course (See list below) 3 cr
Social Science Elective (See list below) 3 cr
Total of 64 Semester Credits [32 Nursing, 32 General education (non-Nursing)]
Communication Electives: Social Science Electives:
ENGL 1070 Technical Report Writing 3 cr ANTH1010 Cultural Anthropology 3 cr ENGL 1090 Advanced Composition 3 cr PSYC 1400 Abnormal Psychology 3 cr SPCH 1010 Fundamentals of Speech 3 cr SOC 1100 Introduction to Sociology 3 cr SPCH 1030 Intercultural Communication 3 cr SOC 1200 Social Problems 3 cr SPCH 1040 Introduction to Communication 3 cr SOC 1400 Marriage and the Family 3 cr SOC 2200 Race and Ethnicity 3 cr SOC 2300 Sociology of Aging 3 cr
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Further clarification of the Program’s sixty-four credit requirement for the
Generic/Traditional
Nursing Track
follows:
The Program’s required sixty-four credits are comprised of thirty-two general education credits
and thirty-two nursing credits and are as listed below.
General Education Courses/Credits
ENGL 1060: Freshmen Composition ...3 credits
PSYC 1205: General Psychology ...4 credits
BIOL 1270: Human Anatomy and Physiology 1 ...4 credits
BIOL 1280: Human Anatomy and Physiology 2 ...4 credits
HLTH 2010: Nutrition ...2 credits
PSYC 1350: Lifespan Development ...3 credits
BIOL 1120: Microbiology ...3 credits
PHIL 1300: Ethics...3 credits
Second Communication course...3 credits
Social Science elective ...3 credits
Total = 32 general education credits
Nursing Courses/Credits
NURS 1250: Foundations of Nursing ...8 credits
NURS 1350: Care of the Client Affected by Chronic Stressors ...8 credits
NURS 2050: Care of Women and Children ...4 credits
NURS 2150: Care of the Client Affected by Acute Stressors ...5 credits
NURS 2250: Care of the Client Affected by Complex Stressors ...6 credits
NURS 2350: Foundations of Leadership ...1 credit
Total = 32 nursing credits
Program Total = 64 credits
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Program Planning Form 2015-2016
Advanced Standing/LPN to Associate Degree Nursing Track
Credits Required for Graduation: Associate of Science Degree = 64 credits
PRIOR TO SUMMER SESSION ENTRY
Course # Course Title Credits
Completion of a Practical Nursing Program
ENGL 1060 Freshman Composition 3
PSYC 1205 General Psychology 4
PSYC 1350 Lifespan Development 3
BIOL 1270 Human Anatomy and Physiology 1 4
BIOL 1280 Human Anatomy and Physiology 2 4
SUMMER SESSION
BIOL 1120 Microbiology (all students entering the second year of nursing) 3 cr NURS 1750 Nursing Bridge (Must be taken by all Advanced Standing/LPN students) 5 cr
--All of the above courses must be completed before entering the second year of the program--SECOND YEAR
FALL SEMESTER
NURS 2050 Care of Women and Children 4 cr
NURS 2150 Care of the Client Affected by Acute Stressors 5 cr
PHIL 1300 Ethics 3 cr
SPRING SEMESTER
NURS 2250 Care of the Client Affected by Complex Stressors 6 cr
NURS 2350 Foundations of Leadership 1 cr
NURS 1755 Clinical Simulation in Nursing (Elective) 1 cr
NURS 2900 Transition to Practice Essentials (Elective) 1 cr
NURS 2902 Cultural Diversity in Health Care: Comm. & Global Connection (Elective) 1 cr
Second Communication course (See list below) 3 cr
Social Science Elective (See list below) 3 cr
The above stated required nursing and non-nursing courses total 51 credits. Added to this total are the 11 nursing credits of advanced standing and 2 credits for Nutrition for a total of
64 semester credits [32 Nursing, 32 General education (non-Nursing)].
Communication Electives: Social Science Electives:
ENGL 1070 Technical Report Writing 3 cr ANTH1010 Cultural Anthropology 3 cr ENGL 1090 Advanced Composition 3 cr PSYC 1400 Abnormal Psychology 3 cr SPCH 1010 Fundamentals of Speech 3 cr SOC 1100 Introduction to Sociology 3 cr SPCH 1030 Intercultural Communication 3 cr SOC 1200 Social Problems 3 cr SPCH 1040 Introduction to Communication 3 cr SOC 1400 Marriage and the Family 3 cr SOC 2200 Race and Ethnicity 3 cr SOC 2300 Sociology of Aging 3 cr
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Further clarification of the Program’s sixty-four credit requirement for the
Advanced
Standing/LPN to Associate Degree Nursing Track
follows:
The Program’s required sixty-four credits are comprised of thirty-two general education credits
and thirty-two nursing credits and are as listed below.
General Education Courses/Credits
ENGL 1060: Freshmen Composition ...3 credits
PSYC 1205: General Psychology ...4 credits
PSYC 1350: Lifespan Development ...3 credits
BIOL 1270: Human Anatomy and Physiology 1 ...4 credits
BIOL 1280: Human Anatomy and Physiology 2 ...4 credits
BIOL 1120: Microbiology ...3 credits
PHIL 1300: Ethics...3 credits
Second Communication course...3 credits
Social Science elective ...3 credits
*In addition, the advanced standing student is given credit for the following general education
course taken within their Practical Nursing Program:
Nutrition ...2 credits
total = 32 general education credits
Nursing Courses/Credits
Advanced Standing ... 11 credits
NURS 1750: Nursing Bridge ...5 credits
NURS 2050: Care of Women and Children ...4 credits
NURS 2150: Care of the Client Affected by Acute Stressors ...5 credits
NURS 2250: Care of the Client Affected by Complex Stressors ...6 credits
NURS 2350: Foundations of Leadership ...1 credit
total = 32 nursing credits
Program Total = 64 credits
Please note, NURS 2900: Capstone Experience as identified on the Program Plan is an
elective
(not required) that is open to Spring Semester, second-year nursing students meeting admittance
criteria only.
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Technical Standards For
Entry-Level Nursing Programs
These technical standards are required abilities for effective performance in MnSCU nursing education programs. The standards are compatible with the scope of practice as defined by the Minnesota State Board of Nursing. The examples show how a standard may be applied in entry-level nursing education programs. The examples listed are for illustrative purposes only and not intended to be a complete list of all tasks in an entry-level nursing program.
Reasonable accommodations to meet standards may be available for otherwise program- qualified individuals with disabilities. Contact the college/university’s Disability Services Office as soon as possible for more information if you think you may need an accommodation for a disability.
Capability Standard Examples
INTELLECTUAL Cognitive Perception The ability to perceive events
realistically, to think clearly and rationally, and to function appropriately in routine and stressful situations.
Students must be able to independently and accurately assess or contribute to the assessment of a client
Identify changes in client health status
Prioritize multiple nursing
activities in a variety of situations
Critical Thinking
Careful thought, reasoned judgment. Differentiated from personal opinion and superficial memorization of facts by the ability to obtain and use an appropriate quantity and quality of data for a given situation. Critical thinkers question assumptions, routines, and rituals, reconsider “known facts” when new information becomes available and develop new “rules” when old ones fail or unavailable.
Critical thinking skills demanded of nurses require the ability to learn and reason, to integrate, analyze and synthesize data concurrently. Students must be able to solve problems rapidly, consider alternatives and make a decision for managing or
intervening in the care of a client.
Able to make effective decisions in the classroom and in the clinical sites
Develop/contribute to nursing care plans that accurately reflect client concerns
Able to make decisions reflective of classroom learning in the clinical sites
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Capability Standard Examples
MOTOR SKILLS
Motor Skills Ambulatory capability sufficient
to maintain a center of gravity when met with an opposing force as in lifting, supporting, and/or transferring a client
Position clients
Reach, manipulate, and operate equipment, instruments and supplies, e.g. syringes, sterile equipment, and monitors Perform/use electronic documentation
Lift, carry, push and pull Perform CPR
Mobility Ambulatory capability sufficient
to maintain a center of gravity when met with an opposing force as in lifting, supporting, and/or transferring a client
Propel wheelchairs, stretchers, etc., alone or with assistance as available
Transport supplies to client room Work around bedside with other personnel
Lift a child
Move and lift clients in and out of bed, wheelchair or cart
Assist with transfer and walking of patients who may require substantial support
Activity Tolerance Ability to tolerate lengthy periods of physical activity
Move quickly and/or continuously
Tolerate long periods of standing and/or sitting
Capability Standard Examples
COMMUNICATIONS
Communication Communicate in English with
others in oral and written form Able to communicate with clients and members of the health care team in order to plan and deliver safe care
Utilize oral and written
communication skills sufficiently for teaching/learning and for interaction with others Read, understand, write, and speak English
Explain treatment procedures Initiate and/or reinforce health teaching
Document client responses Clarify communications received
Interpersonal Relationships Interact with clients, families, staff, peers, instructors, and groups from a variety of social, emotional, cultural and
intellectual backgrounds
Establish rapport with clients, families, and colleagues Respond in a professional/ therapeutic manner to a variety of client expressions and behaviors
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Capability Standard Examples
SENSES
Hearing Auditory ability sufficient to hear
normal conversation and/or assess health needs
Ability to monitor alarms, emergency signals, auscultatory sounds, e.g. B/P, heart, lung, and bowel sounds, cries for help, and telephone interactions/dictation Communicates with clients, families and colleagues
Vision Visual ability sufficient for
observation, assessment, and performance of safe nursing care
Observes client responses Discriminates color changes Accurately reads measurement on client-related equipment Read medication label Read syringe accurately
Evaluate for a safe environment
Tactile Tactile ability sufficient for
physical assessment, inclusive of size, shape, temperature and texture
Performs palpation, e.g. pulse Performs functions of physical examination and/or those related to therapeutic intervention, e.g. insertion of a catheter
Capabilities Standard Examples
PSYCHOSOCIAL Psychosocial Behaviors Possess the emotional health
required for full use of intellectual abilities, the exercise of good judgment, and the prompt and safe completion of all
responsibilities
Demonstrate professional abilities of trust-worthiness, empathy, integrity, and confidentiality
Be able to change and display flexibility
Learn to function in the face of uncertainties and stressful situations
Capabilities Standard Examples
ENVIRONMENTAL Environmental Adaptability Ability to tolerate environmental
stressors
Work with chemicals and detergents
Tolerate exposure to odors Work in close proximity to others Work in areas of potential physical violence
Work with infectious agents and blood-borne pathogens
Work in environments that may have allergens, such as latex.
A task force of representatives from nursing education in Minnesota developed these Technical Standards. Educational institutions represented were: Bemidji State University, The College of St. Scholastica, Lake Superior College, Itasca Community College, Rainy River Community College, Mesabi Range Community and Technical College, Hibbing Community College, and Riverland Community and Technical College. Adaptations were made from the Core Performance Standards of the University of Arizona, Minnesota West Practical Nursing Program, and Iowa Community Colleges.
Presented to Minnesota Practical Nursing Education Directors’ Association on 5/3/02 1/24/03, and 4/4/03. Revised 10/11/02, 1/21/03, 3/28/03
Presented and revised by Minnesota Practical Nursing Education and Associate Degree Education Directors’ Association on 1/29/10.
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ABOUT THE PROGRAM
HIBBING COMMUNITY COLLEGE * A SNAP-SHOT
Hibbing Community College (HCC): Where students start with a dream and finish with a future… HCC Mission Statement:
Hibbing Community College provides life-changing education and opportunities in a dynamic learning environment.
HCC Vision Statement:
Hibbing Community College will be recognized for educational innovation and excellence and as a leader for economic development and community vitality.
HCC Goals:
In order to fulfill its Mission, HCC provides:
*A Student-Centered Environment – Experiences, services, and opportunities to enhance
self-development, physical well-being, cultural appreciation, and good citizenship in a changing, multicultural world.
*Career Education – Career oriented programs emphasizing knowledge, decision-making, and technical skills needed to enter and advance in professional, technical, and service careers.
*Transfer Education – Liberal arts transfer programs equating to the first two years of baccalaureate education at a four-year college or university.
*Life-Long Learning – Customized Training and Continuing Education emphasizing job training, retraining, partnerships with business and industry, personal growth and enrichment.
HCC History:
Hibbing, Minnesota, was one of the first cities in the nation to expand educational opportunities by opening a two-year college in 1916, establishing Hibbing Community College (HCC) as one of the country’s oldest two-year colleges. Through a consolidation between HCC and the former Range Technical College (RTC), a post-secondary vocational college founded in 1962, the new comprehensive Hibbing Community College was established on July 1, 1996. The consolidation of HCC and RTC initially resulted in a geographically split campus separated by nearly one-third of a mile. The college’s co-location project resulted in a new addition to the HCC campus to house disciplines once located at RTC. The new unified campus better supports HCC’s educational mission and enriches the lives of all who study and work here.
In 2004, HCC joined the Northeast Minnesota Higher Education District (NHED), a group of two-year community colleges in Northeastern Minnesota. The NHED also includes Itasca Community College in Grand Rapids; Mesabi Range Community and Technical College in Virginia; Rainy River Community College in International Falls; and Vermilion Community College located in Ely.
Hibbing Community College is part of, and governed by, the Minnesota State Colleges and Universities System (MnSCU). This system, established in 1995, administers education at the state’s community colleges, technical colleges, and state universities. HCC has been accredited by the Higher Learning Commission (HLC) of the North Central Association (NCA) since 1922.
HCC serves a diverse population of learners with more than 2,200 students in credit courses each year, in addition to more than 18,000 registered students (enrollments) in customized training and continuing education annually. As a relatively small college, HCC prides itself in the responsive and personal attention devoted to students and learners and a welcoming learning environment to complement its expanse of excellent academic offerings.
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HCC is a public two-year, comprehensive community and technical college consisting primarily of three major educational components: A highly esteemed liberal arts curriculum; more than twenty career programs; and a prosperous customized training and continuing education department.
*Liberal Arts – Transferable courses, offered face-to-face, online, day and evening, leading to an
Associate Degree. A wide variety of online educational offerings are available, with seventeen percent of HCC credits available online, including the Associate of Arts Degree.
*Technical Programs – More than twenty technical programs, accounting for fifty-five percent of enrolled students, provide students with direct pathways for entry into the workforce. Two of HCC’s distinguished programs are Law Enforcement, a program ranked in the top seven percent of all colleges and steeped in over thirty years of tradition; and Nursing, known for nearly fifty years of successful education of
registered nursing students and currently in candidacy status for accreditation by the National League for Nursing Accrediting Commission.
*Customized Training and Workforce Development – A proven leader in training for workforce
development, HCC provides over 123,000 hours of MSHA, OSHA, and EMS training annually to more than 600 businesses, and generates more than $1.5 million in annual revenue. In addition, HCC enjoys numerous and varied partnerships, creating opportunity and building support for programs and
departments.
HCC accomplishes the above-mentioned in a welcoming, respectful, and safe environment conducive to learning by providing broad opportunities for growth and enrichment. HCC’s policy of open admission and celebration of diversity encourages and enables anyone with the desire for and commitment to learning receive a college education.
HCC Faculty/Staff:
To effectively sustain current and future resources, HCC balances the effective utilization of talents and contributions of each employee and its portfolio of program offerings and student services with fiscal efficiency. A three-member administrative team supervises and works collaboratively with more than 190 employees. Employees fall into the following categories: Full-time = 54%; Female = 51%; Minority = 3%. HCC enjoys a high level of employee loyalty: 53% of employees have been at HCC for more than ten years. Working together, HCC effectively provides access to a dynamic learning environment that fosters excellence, opportunity, responsiveness, and innovation in meeting diverse educational and career goals of the students and local communities.
Student Population:
Less than nine percent of Hibbing’s population is in the 18 to 24 age group, with the average age of a Hibbing resident at 41 years. HCC’s student population is primarily in the 17 to 24 age group (51%) with 38% of students ages 18 to 20.
HCC Partnerships:
Essential to HCC’s success are its productive and mutually beneficial partnerships with business and industry, K-12, the MnSCU system, the Minnesota Legislature, and the community – all of which enhance HCC’s ability to act responsively, cooperatively, and innovatively.
Location:
HCC’s central geographic location within the NHED colleges, and demographic composition of the area presents challenges to recruitment efforts, enrollment numbers, and diversity of staff and students. The City of Hibbing is significantly dependent on the economic well-being of the local taconite mining industry, which historically enjoys as well as endures a boom and bust economy and has a direct and indisputable impact on the college. This has led to a decrease in the number of local high school graduates and an increase in the average age of HCC students, which is currently 26 years. The community’s blue-collar economy is reflected in HCC’s mix of liberal arts/transfer courses plus well-established and recently added technical and career programs.
HCC Governance:
HCC is a member of the MnSCU System, a collection of 32 colleges and universities, and benefits from the variety of resources presented through this configuration, including legal services, instructional technology, data systems support, lobbying, and fiscal and facilities support. Also, as a member of a
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collection of colleges through NHED, HCC enjoys collegial relationships with its sister institutions, which are viewed as both partners and competitors for students, customers, programs, faculty and staff, and resources.
Future Planning:
HCC’s integrated and future planning is based on the fundamental goals of its founders, the NHED, and the Office of the Chancellor. HCC promotes and fosters open access and opportunity to higher
education. Academic priorities and institutional planning are linked to supporting the college’s functions and operations; fiscal sustainability; comprehensive student services; a well-maintained, safe, and accessible facility; continuous quality improvement; and effective utilization of human resources. This is evident in HCC’s recent update of the Strategic Plan, Enrollment Management Plan, and Master Facilities Plan.
THE NURSING EDUCATION UNIT * A SNAP-SHOT
Hibbing Community College Program in Nursing: Where students start with a dream and finish with a future…
Program Mission Statement:
Challenged to respond to a diverse and growing need for qualified nurses, Hibbing Community College Program in Nursing is dedicated to providing nursing students with entry level theory and clinical skills needed to understand and assume the responsibilities of a Registered Nurse in an individual, family, community, or acute, long-term, and/or rural community based setting as well as fostering within each student a commitment to lifelong learning and professional growth.
Program Commitments:
Hibbing Community College Program in Nursing is committed to: *student success;
*the dignity of people;
*uniqueness of the individual;
*contributing to the well-being of others; *inclusion of diversity;
*the discovery and utilization of scientific knowledge;
*the design and maintenance of an innovative curriculum current with today’s health care trends; *integrity in all aspects of performance;
*interdependence, cooperation, and collaboration among all people; *enabling and facilitating educational and career mobility;
*enrichment of cultural awareness; *lifelong learning;
*fostering the personal and professional growth of students; *professional development of faculty;
*high academic standards;
*excellence in teaching and learning.
Past, Present, and Future:
Initial exploration of the possibility for the establishment of an Associate Degree Nursing Program in Hibbing, Minnesota began in 1956, with formal planning underway in 1958. Consultants from the National League for Nursing and representatives of the Minnesota Board of Nursing met with
administrative personnel from the then named Hibbing Junior College and Hibbing General Hospital as well as representatives of a Lay Advisory Board to study the advisability of establishing such a program in the Junior College. Many details and challenges lay ahead of those striving to bring this vision to fruition, including the legislatively-mandated minimum length for a program preparing students to become
registered nurses. In 1961, after considerable time and effort expended in attempts to amend the Nurse Practice Act, the law was changed so the minimum length for a program preparing students to become
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registered nurses was reduced from thirty to twenty-two months. As a result of this change, more definitive action could be taken toward establishing an associate degree nursing program at Hibbing Junior College. The Board of Education of the school district authorized the college to initiate the program to begin in September 1962. The authorized program, in accordance with state law, would be 22 months in length and would require two academic years and two summer sessions for completion. Failure to find a qualified person as director resulted in a decision to postpone program initiation. In 1964, Hibbing Community College Program in Nursing admitted its first nursing class with eighteen students enrolled. In 1966, this first class of eleven nursing students graduated. The Program was one of the first two associate degree nursing programs receiving initial approval by the Minnesota Board of Nursing on August 23, 1964 with full approval following in June 1966 with continuous Board approval since. Nearly 50 years later, students continue to benefit from the program’s excellent curriculum and expertise of highly credentialed instructors invested in student, program, and college success in the best interest of serving the immediate community and beyond.
From a historical perspective, it would be remiss not to reference the significance of the establishment of the Itasca Nursing Education Consortium (INEC) in relation to fulfilling the College and Program Missions. INEC was developed in 1982 with a grant from the Blandin Foundation in Grand Rapids, Minnesota and was modeled after its predecessor: Agassiz Region Nursing Education Consortium (ARNEC). INEC represents a partnership of educational institutions throughout Northeastern Minnesota offering one or more of five levels of nursing education (Nursing Assistant, Practical Nurse, Associate Degree Nurse, Baccalaureate Nurse, and Master Degree Nurse). The impetus behind formation of the Consortium included:
-the need to increase the supply of registered nurses in the geographically vast but rural region of Northeastern Minnesota;
-the desire to develop an educational model that would promote educational mobility for graduates across the various levels of nursing education while maximizing and optimizing the utilization of existing post-secondary institutions.
Embedded in this model is the concept of articulation and each consortium member program plays a role in enabling educational and thereby career mobility for the students within their individual programs. And so, beginning in 1982, Hibbing Community College Program in Nursing added an Advanced
Standing/LPN to Associate Degree Nursing Track option to its already well-established
Generic/Traditional Associate Degree Nursing Track. The advanced standing track curriculum was built through a collaborative effort among the member programs to level curriculum across four of the five levels (nursing assistant, practical nursing, associate degree nursing, and baccalaureate degree nursing). The leveling of curriculum was to enable seamless transition between the four levels thereby serving to promote educational and thus career mobility. In May of 2013, the Executive Board voted to dissolve INEC satisfied that the consortium mission/purpose had been achieved. Further satisfaction comes from the knowledge that the articulation model is fully entrenched.
The Program is shaped in the present and as it moves forward by its longstanding and proud history of distance site education. The Program’s commitment to distance education first began in the early 1980s with the establishment of the advanced standing track as mentioned above. Since its inception, the Program has run the advanced standing track on-campus as well as in Grand Rapids and International Falls and will continue to do so as long as a need exists and the Program is able to sustain delivery of a quality program in nursing. Additional advanced standing track sites have included Cloquet and Duluth, Minnesota. Eventually, these two distance sites morphed into separate associate degree programs under the auspices of community colleges in their separate communities, but their start was with Hibbing
Community College Program in Nursing. As recent as 2010, the Program witnessed the graduation of the most distant of the distance site cohorts, a group of three students in the advanced standing track in Baudette, Minnesota. Beginning in 2002 to present date and likely onward, the Program has successfully brought the Generic/Traditional Associate Degree Nursing Track to a variety of rural Minnesota
communities including Bigfork, Cook, Ely, and Grand Marais.
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In August of 2012, the Program received official notification from the Accreditation Commission for Education in Nursing (formerly known as the National League for Nursing Accrediting Commission/ NLNAC) of full (5 year), initial accreditation. Faculty are proud of this accomplishment and believe that accreditation serves to illuminate the quality of the Program in the best interest of all of the Program’s various stakeholders, most notably nursing students and the public nurses serve.
How Long Will It Take?
Time requirements vary with individual student situations, but approximate time requirements for a full-time student are as follows:
o Nursing Assistant4-5 weeks
o Practical Nurse 3 semesters (LPN)
o Associate Degree 2 calendar yearsfor the Generic/Traditional Associate Degree Track and 1 calendar year for the Advanced Standing/LPN to Associate Degree Nursing Track
o Baccalaureate Degree Nurse additional 9 months - 2 academic years(RN)
o Master’s DegreeNurse 1 – 2 additional academic years
Also of interest is Hibbing Community College’s long and proud history of offering the Associate Degree Nursing Program to distance sites. HCC has had distance cohorts at International Falls, Grand Rapids, Grand Marais, Big Fork, Cook, and Ely. Students at distance sites receive the theory portion of the nursing curriculum by Interactive Television (ITV). Clinical practicums are completed in or near their community of residence. The decision to bring the program to a distance site is largely based on need and is not necessarily a yearly option.
Hibbing Community College Mission Statement:
Hibbing Community College provides life-changing education and opportunities in a dynamic learning environment.
Hibbing Community College Program in Nursing Mission Statement:
Challenged to respond to a diverse and growing need for qualified nurses, Hibbing Community College Program in Nursing is dedicated to providing nursing students with entry level theory and clinical skills needed to understand and assume the responsibilities of a Registered Nurse in an individual, family, community, or acute, long-term, and/or rural community based setting as well as fostering within each student a commitment to lifelong learning and professional growth.
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Hibbing Community College Program in Nursing Philosophy:
The philosophy of the Associate Degree Nursing Program parallels the mission statement of Hibbing Community College. It is the Program’s endeavor to prepare students who are eligible to apply for registered nurse licensure and further, to function fully in basic entry level nursing positions while fostering a commitment to lifelong learning and professional growth.
The nursing faculty believe that nursing is both an art and a science. The nurse demonstrates the art and science of nursing while assuming a variety of roles including care provider, communicator, teacher, counselor, client advocate, change agent, leader, and manager of care. Nurses use cognitive,
psychomotor, and affective skills within the context of the nursing process to engage in “the protection, promotion, and optimization of health and abilities, prevention of illness and injury, alleviation of suffering
through the diagnosis and treatment of human responses, and the advocacy in the care ofindividuals,
families, communities, and populations” (ANA, 2003, p. 6).*
The nursing student is prepared to assume the registered nurse role through curricular exposure to nursing theory and clinical practicum experiences. In order to deliver wholistic nursing care, knowledge from the humanities and the behavioral, physical, and social sciences are incorporated throughout the nursing curriculum and the required general education support courses as evidenced in the Program Plan. The scope of nursing practice requires the student to develop and use critical thinking skill that is theoretically based to facilitate clinical decision making. The quality of nursing care is linked to students’ ability to transfer theory to practice, therefore the Program has adopted and integrated throughout the nursing curriculum the National League for Nursing Core Components and Competencies of the Associate Degree Nurse (see the Associate Degree Nursing Program Student Handbook Appendix).
The Program philosophy and the subsequent curriculum further reflects the knowledge that optimum learning occurs within a supportive and respectful environment in which frequent evaluative feedback is provided. The Program goals are accomplished through a variety of instructional and technological modalities designed to address the diverse learning needs of our students. Nursing faculty facilitates learning as they motivate, impart knowledge, and role model professional nursing behaviors.
*American Nurses Association. (2003). Nursing’s social policy statement. Washington, DC: American Nurses Publishing.
Commitments:
Hibbing Community College Program in Nursing is committed to: student success;
the dignity of people;
uniqueness of the individual;
contributing to the well-being of others; inclusion of diversity;
the discovery and utilization of scientific knowledge;
the design and maintenance of an innovative curriculum current with today’s health care trends; integrity in all aspects of performance;
the interdependence, cooperation, and collaboration among all people; enabling and facilitating educational and career mobility;
enrichment of cultural awareness; lifelong learning;
fostering the personal and professional growth of students; professional development of faculty;
high academic standards;
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Core Concept Definitions
The Hibbing Community College Program in Nursing has adopted and adapted core concept definitions as proposed by Betty Neuman’s System Model. Neuman’s philosophy addresses the following four major concepts that provide the foundation for the Program’s curriculum design*:
PERSON is a unique wholistic system yet possesses a common range of characteristics and responses. Persons are a dynamic composite of physiologic, psychologic, sociocultural, developmental, and spiritual dimensions making the wholistic system of the person an open system. Human responses associated with the interaction between the interrelated multidimensional components and environmental stressors have an impact on the level of health. When the person adapts to environmental stressors, they perceive themselves as healthy. The person is unique and has innate value and worth. The health needs of individuals, families, communities, and populations are recognized, valued, and integrated into nursing care to facilitate the person’s ability to retain, attain, and maintain optimal wellness.
NURSING is a unique profession focused on the variables that affect a person’s response to stressors.
Nursing is concerned with the whole person. Nursing focuses on establishing a trusting relationship while applying the nursing process to “protect, promote, and optimize health and abilities, prevent illness and injury, alleviate suffering through the diagnosis and treatment of human responses to stressors which impact health, and to advocate for the care of individuals, families, communities, and populations” (ANA, 2003, p. 6).* The nursing process is utilized to provide safe and competent wholistic nursing care to individuals across the lifespan, families, communities, and populations. Optimal client health is pursued through the collaborative efforts of the client, nursing, and other health care professionals.
HEALTH is the state of harmony or homeostasis. Disharmony reduces the wellness state. Person is an interacting open system with the environment and is either in a dynamic state of wellness (needs or met) or experiencing some degree of ill health (needs not met). The nurse promotes an adaptive and
responsive environment to assist clients well and ill to retain (primary prevention), attain (secondary prevention) or maintain (tertiary prevention) optimal health.
ENVIRONMENT variables interact with internal and external stressors. Intrapersonal, interpersonal, and extrapersonal stressors disturb the person’s normal line of defense. As an open system, the person interacts with, adjusts to, and is adjusted by the environment. The person attempts to retain harmony through negotiating the interaction between the environmental variables.
The Nursing Process
Nursing care is designed and delivered using the nursing process. The nursing process is a problem-solving framework that requires the skills of critical thinking, problem problem-solving, and decision making to assess, identify, and prioritize client needs (nursing diagnoses), plan care systematically by establishing client goals and nursing strategies, and implement and evaluate the outcomes of the care provided. The nursing process is a dynamic and cyclic process that involves the following activities:
1. Assessment: The establishment of a client data base through ongoing data gathering utilizing the methods of Observation, Interview, and Physical Examination. Assessment is equal to data gathering + data organization + data validation + data documentation.
2. Nursing Diagnosis: Analysis of the data gathered during assessment yields the identification of the individual client needs/nursing diagnoses.
3. Planning: The planning process within the structure of the nursing process involves setting priorities, establishing client goals, and selecting nursing strategies/interventions. The product of these planning activities is the individualized nursing care plan.
*As adapted from: Neuman, B. (1982). The Neuman systems model: Application to nursing education
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4. Implementation: The implementation phase of the nursing process involves putting the individualized nursing care plan ‘into action’. While carrying out the plan of care, the nurse continues with ongoing assessment and modifies the plan of care as appropriate to the assessment findings.
5. Evaluation: During evaluation the nurse determines the extent to which client goals have been met and if nursing interventions have been effective in preventing, reducing, and/or resolving client needs. Evaluation findings determine the need for further modifications to the plan of care.
Though listed as separate activities, the above represent overlapping, ongoing sub-processes that are tightly intertwined. Delivering care from the nursing process benefits the client by improving the quality of care they receive and the nurse benefits in the assurance that they are delivering care that meets the client’s needs and the standards of their profession.
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CURRICULAR THREADS
Wholism (person & client) Internal / External Stressors Client Autonomy Client Safety Critical Thinking Clinical Competence -theory to practice Nursing process Nursing Knowledge (cognitive, psychomotor, & affective domains)
- nursing science - nursing esthetics - nursing ethics
- personal knowledge
CORE COMPONENTS AND COMPETENCIES OF THE ASSOCIATE DEGREE NURSE*
Professional Behaviors Communication Assessment
Clinical Decision Making Caring Interventions Teaching and Learning Collaboration
Managing Care
PREVENTION AS INTERVENTION MODES
Primary Prevention (retain)
Secondary Prevention (attain)
Tertiary Prevention ( maintain)
Hibbing Community College
NURSING PROGRAM / CURRICULUM INTEGRATION MODEL
*National League for Nursing. (2000). Educational competencies for graduates of associate degree
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Learning Outcomes:
The Hibbing Community College Program in nursing has organized the learning outcomes within the context of the NLN’s Core Components and Competencies of the Associate Degree Nurse. Upon completion of the Hibbing Community College Program in Nursing, the graduate will apply the nursing process in providing wholistic care while:
1. adhering to standards of the nursing profession; practice nursing within legal, ethical, and regulatory frameworks; and participate in lifelong professional development to meet the wholistic needs of clients across the lifespan experiencing stressors. Professional Behaviors
2. utilizing effective communication to establish human relationships and promote positive outcomes to meet the wholistic needs of clients across the lifespan experiencing stressors.
Communication
3. synthesizing data collected by utilizing a wholistic view of the client with the purpose of appraising the client’s health status and establishing a foundation for individualized care for clients across the lifespan experiencing stressors. Assessment
4. exhibiting clinical decision making using evidence based practice and critical thinking in assisting clients across the lifespan promote optimal health as they adapt to stressors. Clinical Decision Making
5. demonstrating caring behaviors while engaging in the art and science of nursing from a wholistic perspective with clients across the lifespan experiencing stressors. Caring Interventions
6. utilizing knowledge of teaching-learning principles to design, implement, and evaluate the outcomes of teaching plans with clients across the lifespan experiencing stressors. Teaching and Learning
7. collaborating with the client and the multidisciplinary health care team to meet the wholistic needs of clients across the lifespan experiencing stressors. Collaboration
8. managing care through efficient and effective use of available resources in meeting client and organizational needs. Managing Care
Program Outcomes:
Parallel to the Program’s Mission, Philosophy, and Commitments, the faculty has identified the following Program Outcomes:
1. Prepare graduates who are qualified to apply for and are successful as first time candidates for the National Council Licensure Examination for RNs (NCLEX-RN) as evidenced by end-of-year NCLEX-RN pass rate (as reported by the Minnesota Board of Nursing Annual Report for first-time NCLEX-RN candidates.) at or above the national average.
2. Exhibit an employment rate of 80% of graduates employed in nursing within six (6) months of graduation.
3. Enable and facilitate educational and thereby career mobility as evidenced by 30% of graduates enrolled in baccalaureate/RN completion programs within one year of graduation.
4. Produce graduates who are ready and able to confidently take on the role of the nurse at the basic entry level as evidenced by an 80% or higher satisfaction rating (good or better) as reported on graduate program satisfaction survey findings.
5. Produce graduates who are ready and able to confidently take on the role of the nurse at the basic entry level as evidenced by an 80% or higher satisfaction rating (good or better) as reported on employer satisfaction survey findings.
