NURSING PROGRAM Associate Degree Professional Nursing HANDBOOK

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NURSING PROGRAM

Associate Degree Professional Nursing

HANDBOOK

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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.

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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

Philosophy of Nursing Education and Practice

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.

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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)

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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

self-determination, 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 evidence-based practice, caring, advocacy, and safe, quality care for diverse patients within a family and community context.

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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.

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

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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

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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 person-centered way, demonstrating an ability to understand the needs of others and a commitment to act always in the best interests of all stakeholders” (NLN, 2007).

Context and Environment, in relation to organizations, refer to the conditions or social system within which the organization’s members act to achieve specific goals. Context and environment is a product of the organization’s human resources, and also the policies, procedures, rewards,

leadership, supervision, and other attributes that influence interpersonal interactions. In health care, context and environment encompass organizational structure, leadership styles, patient

characteristics, safety climate, ethical climate, teamwork, continuous quality improvement, and effectiveness.

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

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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.

Holismis 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;

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(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 evidence-based 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

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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.

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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 (2nd

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.

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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.

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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.

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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)

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)

*** MnTC/General Education 1.00

Electives (Core Electives 1 credit needed)

NURS1115 Clinical Internship 1.00

NURS2030 Service Learning 1.00

NURS2050 Nursing Preceptorship 1.00

NURS2060 Transcultural Nursing 1.00

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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.

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PN Mobility Program Plan of Study

Prerequisites (20 Credits)

PN Diploma Required 2.5 or higher GPA 20 Required Core Courses (21 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.)

*** MnTC/General Education Any course chosen; Communication Category

• Humanities & Fine Arts Category

• History & the Social & Behavioral Sciences Category • Natural Sciences Category

• Mathematics/Logical Reasoning Category

1.00

*** 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)

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.

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RIVERLAND COMMUNITY COLLEGE

PROFESSIONAL NURSING PROGRAM

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MASTER COURSE OUTLINE

A. NURS 1111 Options for Success

B. COURSE DESCRIPTION:

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 OBJECTIVES Students will be able to

OUTCOMES The student will successfully

**Critical Thinking

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.

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. 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 patient, families, and communities. CS Safe Care: Provide safe care that is

culturally and developmentally appropriate and is centered on building and sustaining positive healthful relationships with

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

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individuals and families. performance nursing skills at the expected level for this point in the program.

CS Scope of Practice: Practice within a legal, ethical, and professional scope of practice that is guided by the accepted standards of practice.

CS Human Flourishing: Promote the human dignity, integrity, self-determination, and personal growth of patients, oneself, and members of the health care team.

CS 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.

CS 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. 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

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*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 MnTC Goal

Themes 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.

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MASTER COURSE OUTLINE

A. NURS 1115 Clinical Internship B. COURSE DESCRIPTION:

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:

**Critical Thinking

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.

1. state in own words the impact of decisions made in the clinical setting on client outcomes.

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CS Spirit of Inquiry: Question the basis for nursing actions, considering research, evidence, tradition and patient preferences. CS 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.

CS Scope of Practice: Practice within the legal, ethical, and professional scope of practice that is guided by accepted standards. CS Human Flourishing: Promote the human

dignity, integrity, self-determination and personal growth of patients, oneself, and members of the health care team.

CS 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.

CS 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.

G. COURSE CODING INFORMATION: Course Code J/Class Maximum 10; Pass/Fail

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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

History and the Social & Behavioral

Sciences (SS) 5

*Riverland Community College Core Themes MnTC Goal Number Critical Thinking (CT) 2 Human Diversity (HD) 7 Global Perspective (GP) 8

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MASTER COURSE OUTLINE

A. NURS 2000 Practical Nursing to Associate Degree Nursing Transition

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)

• 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

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• 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:

** Critical Thinking

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.

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.

CS Spirit of Inquiry: Question the basis for nursing actions, considering research, evidence, tradition and patient preferences. CS 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.

CS Scope of Practice: Practice within the legal, ethical, and professional scope of practice that is guided by accepted standards.

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.

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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.

1. articulate rationales for safe effective care.

2. develop skill at accessing and using information from appropriate resources. CS 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. 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.

Course Code U/Class Maximum Customer Driven; Letter Grade Revision date: 04/27/12

AASC Approval date: 05/08/12 *Riverland Community College Disciplines

5

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**Riverland Community College Core Themes MnTC Goal Number Critical Thinking (CT) 2 Human Diversity (HD) 7 Global Perspective (GP) 8

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MASTER COURSE OUTLINE

A. NURS 2010 Community, Leadership, and Advanced Medical/Surgical Nursing

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

• 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 OBJECTIVES

Students will be able to

**Critical Thinking

analyze the logical connections among facts, goals and implicit assumptions relevant to a problem or claim; generate and evaluate implications that follow form them.

1. evaluate the local healthcare setting for potential safety risks to the client and the nurse. CS 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.

1. critique own practices to prevent errors and provide safe care.

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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.

CS Scope of Practice: Practice within the legal, ethical and professional scope that is guided by accepted standards of practice.

CS Human Flourishing: Advocate for patients and families in ways that promote their self- determination, integrity, and ongoing growth as human beings.

CS 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.

CS 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.

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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

5

*Riverland Community College Themes MnTC Goal Number Critical Thinking (CT) 2 Human Diversity (HD) 7 Global Perspective (GP) 8

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MASTER COURSE OUTLINE

A. NURS 2020 Health Assessment

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, socio- cultural 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)

• 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 OBJECTIVES Students will be able to

**Critical Thinking

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.

1. conduct a comprehensive health history and physical

assessment.

2. apply data gathered to make appropriate clinical decisions for the client situation. CS Spirit of Inquiry: Examine the evidence that

1. examine and apply concepts and theories from communication, nursing roles, prevention, and critical thinking to the performance of health assessments of clients.

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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.

CS Scope of Practice: Practice within the legal, ethical and professional scope that is guided by accepted standards of practice.

CS Human Flourishing: Advocate for patients and families in ways that promote their self- determination, integrity, and ongoing growth as human beings.

CS 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.

CS 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.

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Course Code V/Class Maximum: 80; Letter Grade Revision date: 04/27/12

5

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MASTER COURSE OUTLINE

A. NURS 2030 Service Learning

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)

• Service learning theory and application • Community resources

E. GOAL TYPE, OBJECTIVES AND OUTCOMES:

GOAL OBJECTIVES

Students will be able to

**Critical Thinking

imagine and seek out a variety of possible goals, assumptions, interpretations, or perspectives which can give alternative meanings or solutions to a given situation.

1. define the inherent values and benefits of service as part of effective citizenship and professionalism. CS Spirit of Inquiry: Examine the evidence that

2. seek out learning experiences that enhance understanding of human needs within the broader community.

CS 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.

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. CS Human Flourishing: Advocate for patients

and families in ways that promote their self determination, integrity, and ongoing growth as human beings.

1. promote human dignity, integrity, self-determination, and personal growth for one’s self and for members of the community.

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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.

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.

Course Code Q/Class Maximum 35; Letter Grade Revision date: 10/23/12

5

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MASTER COURSE OUTLINE

A. NURS 2040 Acute Care Across the Lifespan

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

• 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

NURSING PROGRAM Associate Degree Professional Nursing HANDBOOK

NURSING PROGRAM

Associate Degree Professional Nursing

HANDBOOK

TABLE OF CONTENTS

INTRODUCTION

RIVERLAND COMMUNITY COLLEGE

NURSING PROGRAM

MISSION, PURPOSE AND PHILOSOPHY

Mission Statement

Purpose/Goal Statement

Philosophy

Nursing Framework and Program Outcomes

Glossary

(NLN, 2010 taken from Appendix D p.65-69)

References

I. Associate Degree Professional Nursing Program Plan of Study

Associate Degree Professional Nursing Program Plan of Study

II. PN Mobility Program Plan of Study (AS Degree)

PN Mobility Program Plan of Study

RIVERLAND COMMUNITY COLLEGE

PROFESSIONAL NURSING PROGRAM

MASTER COURSE OUTLINE

MASTER COURSE OUTLINE

MASTER COURSE OUTLINE

MASTER COURSE OUTLINE

MASTER COURSE OUTLINE

MASTER COURSE OUTLINE

MASTER COURSE OUTLINE