Hibbing Community College Associate Degree Program in Nursing Student Handbook

(1)

NursAppl\Nursing Program Student Guide #34 8/2005

Hibbing Community College

Associate Degree

Program in Nursing

Student Handbook

2015 – 2016

(2)

TABLE OF CONTENTS

WELCOME ... 1

THE COLLEGE & THE NURSING PROGRAM – A BRIEF HISTORY ... 2

THE NURSING PROGRAM – A CLOSER LOOK ... 8

- College and Nursing Program Mission Statements ... 8

- Program Philosophy ... 8

- Commitments ... 9

- Core Concept Definitions ... 10

- The Nursing Process ... 11

- Nursing Program/Curriculum Integration Model ... 12

- Learning Outcomes... 13

- Program Outcomes ... 14

- Associate in Science Degree in Nursing Two Year Curriculum Program Plans ... 15

- Minnesota Board of Nursing Abilities ... 17

- Technical Standards for Entry-Level Nursing Programs ... 20

- Estimated Costs ... 23

- After Acceptance & Important Considerations ... 24

GENERAL INFORMATION ... 25

- Registration ... 25

- Program Expenses ... 25

- Student Health Status Declaration & Immunization Form and Health Status Update Form ... 25

- LPN Licensure ... 25

- Student Physical and Mental Health ... 25

- Basic Life Support (BLS) Certification ... 25

- Criminal Background Study ... 26

- Current Student Contact Information ... 26

- Liability Insurance ... 26

- Children in Class ... 26

- Student-Instructor Communication ... 26

(3)

- Disruptive In-Class Behavior ... 27

- Laptop Computer Use in the Classroom ... 27

- Cell Phones/Pagers ... 27

- Grade Appeals and Student Grievances ... 27

- Disability Services/Tutoring Services ... 27

- Nursing Student Responsibilities ………...….28

- Responsibilities in the Clinical Area ... 29

- Dress Code and Clinical Behavior Guidelines ... 30

- Clinical Performance Evaluation ... 32

- Confidentiality Statement ... 32

- National Council Licensing Exam for Registered Nurses (NCLEX-RN) Review Course... 32

- Program Dismissal ... 33

- Student Opportunities for Involvement ... 33

POLICIES ... 36

- Program Progression Policy ... 36

- Re-admission Policy ... 37

- Nursing Math Competency Testing Policy ... 37

- Student Grading Policy ... 38

- Laptop Testing Policy ... 38

- Assessment Technology Institute (ATI) Policy ... 38

- Assessment Technology Institute (ATI) Testing Policy ... 39

- Student Attendance Policy ... 40

- Clinical Absence Policy ... 40

- Return to School Policy ... 42

- Academic Honesty Policy... 42

- Immunization Record Policy ... 42

- Work & Nursing School Policy ... 42

- Nursing Student Resource Library Policy ... 43

- Social Networking Policy ... 43

- American Psychological Association (APA) Format Policy ... 44

- Clinical Medication Error Policy ... 44

(4)

APPENDIX ... 46

- National League for Nursing Core Components & Competencies of the Associate Degree Nurse ... 47

- Return to School Policy Form/Official Disability Guidelines ... 51

- Combining Nursing Categories ... 55

- Nursing Student Appeal/Readmission Form ... 57

- Confidentiality Contract & Academic Honesty Statement ... 59

- HCC Clinical Performance Evaluation Tool ... 61

- Determination of Clinical Performance ... 69

- Care Plan Grading Grid and Grading Rubric ... 70

- Rules of Rounding for Dosage Calculations ... 72

- American Nurses Association - 6 Tips for Nurses Using Social Media ... 73

- American Nurses Association – Fact Sheet – Navigating the World of Social Media ... 74

- Recognized Websites for Health Information ... 75

- APA Guidelines for HCC Nursing Written Work ... 76

- Medication Error Report Form ... 78

(5)

NursAppl\Nursing Program Student Guide #34 6/2003 1

HIBBING COMMUNITY COLLEGE ASSOCIATE DEGREE NURSING PROGRAM

NURSING STUDENT HANDBOOK

WELCOME

Welcome to the Hibbing Community College (HCC) Program in Nursing! The Nursing Student Handbook is a supplement to the HCC College Catalog and Student Handbook, and is distributed annually to all students upon entry or readmission to the program and is designed to assist you to understand your rights, responsibilities, and opportunities as a nursing student at HCC. The purpose of this handbook is to provide you with information which is specific to the nursing program. It is very important that you keep and refer to this handbook throughout your nursing program studies. This handbook is not intended to form a contract, and these materials are subject to change at any time. As policies and guidelines change, you will be notified and the handbook will be revised.

The nursing program director and faculty are committed to your success. If you have any questions or problems, please do not hesitate to contact the nursing program director, nursing faculty, or nursing support personnel.

NURSING PROGRAM DIRECTOR: Sandy Gustafson

CONTACT INFORMATION: Room C218, 262-7240, [email protected]

FACULTY: Will provide contact information on course syllabi.

NURSING SUPPORT PERSONNEL: Cynthia Pogorels

(6)

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.

(7)

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.

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.

(8)

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 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.

(9)

NursAppl\Nursing Program Student Guide #34 6/2003 5 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 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

(10)

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 the Spring of 2013, INEC disbanded having achieved its mission and with articulation firmly entrenched as a means of enabling education and career mobility.

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. The distance site endeavors certainly give life to the old adage “Growing Our Own”.

(11)

The ultimate intent of the Program is to provide high quality nursing education. Accreditation by the Accreditation Commission for Education in Nursing, Inc. (ACEN), formerly known as the National League for Nursing Accrediting Commission, Inc. (NLNAC) is optional for nursing programs. However, since accreditation reflects excellence in the profession, our Program sought and achieved full, initial ACEN accreditation, granted in July of 2012.

ACEN Contact Information:

Accreditation Commission for Education in Nursing, Inc. 3343 Peachtree Road NE Suite 850

Atlanta, GA 30326 Phone: 404-975-5000

Interim website: www.acenursing.org

In addition to this voluntary, national accreditation (ACEN), the Hibbing Community College meets full approval of the Minnesota Board of Nursing (MBON).

MBON Contact Information: Minnesota Board of Nursing 2829 University Avenue SE #200 Minneapolis, MN 55414

Phone: 612-317-3016

(12)

Hibbing Community College Associate Degree Nursing Program

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.

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 of individuals, 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 non-nursing support courses as evidenced in the Program Plan (see pages 9-11). 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 Appendix: National League for Nursing Core Components and Competencies).

*American Nurses Association. (2003). Nursing’s social policy statement. Washington, DC: American Nurses Publishing.

(13)

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.

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;

 excellence in teaching and learning.

(14)

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.

*As adapted from:

Neuman, B. (1982). The Neuman systems model: Application to nursing education and Practice. Norwalk, Conn.: Appleton-Century-Crofts.

(15)

NursAppl\Nursing Program Student Guide #34 6/2003 11 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.

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.

(16)

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 nursing programs. New York: National League for Nursing.

(17)

NursAppl\Nursing Program Student Guide #34 6/2003 13 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

(18)

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.

(19)

PROGRAM PLANNING FORM 2015-2016

PROGRAM NAME: Generic/Traditional Associate Degree Nursing Track Student: Credits Required for Graduation: A.S. Degree - 64 Credits Date:

SUMMER - PRIOR to Fall Entry Revised: 4/29/2015

COURSE # COURSE TITLE CREDITS SEMESTER GRADE

ENGL1060 Freshman Composition 3 cr

BIOL1270 OR BIOL1280 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

NURS0950 Essential Mathematics for Nurses (Test-Out Option Available) 1 cr

NURS1250 Foundations of Nursing 8 cr

PSYC1205 General Psychology 4 cr

HLTH2010 Nutrition 2 cr

SPRING SEMESTER

NURS1350 Care of the Client Affected by Chronic Stressors 8 cr BIOL1270 OR BIOL1280 Human Anatomy and Physiology 1 or 2 4 cr

PSYC1350 Lifespan Development 3 cr

SUMMER SESSION

BIOL1120 Microbiology (all students entering the second year of nursing) 3 cr

Note: All of the above courses must be completed before entering the second year of the program.

SECOND YEAR

FALL SEMESTER

NURS2050 Care of Women and Children 4 cr NURS2150 Care of the Client Affected by Acute Stressors 5 cr

PHIL1300 Ethics 3 cr

SPRING SEMESTER

NURS2250 Care of the Client Affected by Complex Stressors 6 cr

NURS2350 Foundations of Leadership 1 cr

NURS1755 Clinical Simulation in Nursing (Elective) 1 cr NURS2900 Transition to Practice Essentials (Elective) 1 cr NURS2902 Cultural Diversity in Health Care: Comm. & Global Connec. (Elective) 1 cr Second Communication course (See list below) 3 cr Social Science Elective (See list below) 3 cr

Total of 64 Sem ester Credits (32 Nursing, 32 Non-nursing)

Communication Electives: Social Science Electives:

ENGL1070 Technical Report Writing 3 cr ANTH1010 Cultural Anthropology 3 cr ENGL1090 Advanced Composition 3 cr PSYC1400 Abnormal Psychology 3 cr SPCH1010 Fundamentals of Speech 3 cr SOC1100 Introduction to Sociology 3 cr SPCH1030 Intercultural Communication 3 cr SOC1200 Social Problems 3 cr SPCH1040 Introduction to Communication 3 cr SOC1400 Marriage and the Family 3 cr SOC2200 Race and Ethnicity 3 cr SOC2300 Sociology of Aging 3 cr Articulation Agreements with ALL Minnesota State Colleges & Universities.

(20)

PROGRAM PLANNING FORM 2015-2016

PROGRAM NAME: Advanced Standing/LPN to Associate Degree Nursing TrackStudent:

Credits Required for Graduation: A.S. Degree - 64 Credits Date:

Prior to Summer Session Entry Revised: 4/29/2015

Completion of a Practical Nursing Program

ENGL1060 Freshman Composition 3 cr

PSYC1205 General Psychology 4 cr

PSYC 1350 Lifespan Development 3 cr

BIOL1270 Human Anatomy and Physiology 1 4 cr

BIOL1280 Human Anatomy and Physiology 2 4 cr

SUMMER SESSION

BIOL1120 Microbiology (all students entering the second year of nursing) 3 cr

NURS1750 Nursing Bridge 5 cr

(Must be taken by all Advanced Standing/LPN students)

Note: All of the above courses must be completed before entering the second year of the program.

SECOND YEAR

FALL SEMESTER

NURS2050 Care of Women and Children 4 cr

NURS2150 Care of the Client Affected by Acute Stressors 5 cr

PHIL1300 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 is the 11 nursing credits of advanced standing and 2 credits for Nutrition for a total of 64 sem ester credits. (32 Nursing, 32 Non-Nursing.)

Communication Electives: Social Science Electives:

ENGL1070 Technical Report Writing 3 cr ANTH1010 Cultural Anthropology 3 cr

ENGL1090 Advanced Composition 3 cr PSYC1400 Abnormal Psychology 3 cr

SPCH1010 Fundamentals of Speech 3 cr SOC1100 Introduction to Sociology 3 cr SPCH1030 Intercultural Communication 3 cr SOC1200 Social Problems 3 cr SPCH1040 Introduction to Communication 3 cr SOC1400 Marriage and the Family 3 cr SOC2200 Race and Ethnicity 3 cr SOC2300 Sociology of Aging 3 cr Articulation Agreements with ALL Minnesota State Colleges & Universities.

(21)

NursAppl\Nursing Program Student Guide #34 6/2003 17 Minnesota Board of Nursing Abilities

All students will be evaluated for each of the nursing abilities listed in 6301.1800, subparts 2 through 9; and for each of the nursing abilities listed in 6301.1900, subparts 2 to 12, grouped under categories of nursing practice. Each nursing course syllabus contains specific information regarding the evaluation of nursing abilities within that course.

6301.1800 NURSING ABILITIES TO BE EVALUATED.

Subpart 1. Listing for evaluation. Each student must be evaluated for the nursing abilities in subparts 2 to 9, grouped under categories of nursing practice.

Subpart 2. Interaction with patients. Each student must be evaluated for the ability to: A. use verbal and nonverbal communication skills;

B. established a relationship based on the patient's situation; and C. maintain professional boundaries in nurse-patient relationships.

Subpart 3. Nursing observation and assessment of patients. Each student must be evaluated for the ability to: A. collect data pertaining to a patient's physical and physiological structure and function;

B. collect data pertaining to a patient's intellectual, emotional, and social function; C. collect data pertaining to a patient’s spiritual and cultural function;

D. interpret collected data to identify a patient's health needs

E. given a nursing care plan, establish a sequence of the student’s own nursing actions; and F. given nursing care plans for at least three patients, set nursing care priorities for that group. Subpart 4. Physical nursing care. Each student must be evaluated for the ability to:

A. provide for physical safety ; B. prevent spread of pathogens;

C. determine when necessary to use sterile technique; D. maintain sterility of equipment and supplies; E. maintain integrity of skin and mucous membranes; F. promote respiratory function;

G. promote circulatory function; H. promote nutrition and fluid balance; I. promote elimination;

J. promote physical activity;

K. promote restoration or maintenance of physical independence; L. provide for physical comfort;

M. promote rest and sleep;

N. provide for personal hygiene; and

O. provide for an optimum level of pain relief.

Subpart 5. Psychosocial nursing care. Each student must be evaluated for the ability to: A. promote development or maintenance of intellectual function;

B. promote emotional development; C. promote social development; D. promote spiritual well-being; E. promote culturally competent care; F. promote self-esteem;

G. promote a feeling of psychological safety and comfort ;

H. identify signs and symptoms of violence and abuse, or self-destructive behavior; I. promote adaptation to change or loss, including loss of independence or death; J. provide care to meet end-of-life concerns; and

K. provide for a patient's need to know by giving, translating or transmitting information Subpart 6. Delegated medical treatment. Each student must be evaluated for the ability to:

A. administer oxygen;

B. maintain patency of airway;

C. assist in the administration of intravenous sterile fluid; D. implement treatment related to gastrointestinal function; E. implement treatment related to genitourinary function ; F. implement treatment related to function of the integument; G. implement treatment related to musculoskeletal function;

H. identify sources of information necessary to administer prescribed medication, including compatibility and interactions among prescribed medications and complementary substances;

(22)

I. calculate dosage necessary to administer prescribed medication; J. determine the safe range of the dosage prescribed;

K. determine the appropriateness of the route for administration of prescribed medication; L. prepare prescribed medication for administration;

M. administer prescribed medication;

N. judge the effectiveness of the prescribed medication;

O. follow procedure for working with controlled substances in the administration of prescribed medication; and

P. implement treatment related to cardiopulmonary function.

Subpart 7. Reporting and recording. Each student must be evaluated for the ability to:

A. report orally the information necessary to facilitate the continued nursing care of a patient by any others involved;

B. record the information necessary to maintain a record of nursing actions, patient's reactions to the care, and resulting patient outcomes; and

C. maintain confidentiality of patient information.

Subpart 8. Evaluation of nursing actions. Each student must be evaluated for the ability to evaluate the effectiveness of and maintain accountability for the student’s nursing actions.

Subpart 9. Legal responsibility. Each student must be evaluated for the ability to determine the individual’s legal accountability for the individual’s scope of nursing practice.

SA: MS s 148.191; 148.231; 148.251; 148.292; 148.296 HIST: 15 SR 838; 28 SR 218

6301.1900 ADDITIONAL PROFESSIONAL NURSING ABILITIES TO BE EVALUATED.

Subpart 1. Listing for evaluation . In addition to abilities specified in part 6301.1800, each student in a professional program shall be evaluated for the nursing abilities in subparts 2 to 12, grouped under categories of nursing practice.

Subpart 2. Nursing care planning. Each student must be evaluated for the ability to make a nursing care plan for a patient. Subpart 3. Identifying potential patients. Each student must be evaluated for the ability to identify an individual who is

not currently receiving nursing care, but who could benefit from care.

Subpart 4. Health teaching and counseling. Each student must be evaluated for the ability to:

A. promote a patient's understanding of a health practice or of needed care through teaching; and B. promote a patient's independent functioning through counseling.

Subpart 5. Referral to other health resources. Each student must be evaluated for the ability to: A. identify available health resources which match a patient's needs and desires; and B. provide necessary information to patient and health resource.

Subpart 6. Delegation to nursing personnel. Each student must be evaluated for the ability to:

A. determine which nursing actions are to be delegated and the level of nursing personnel to whom they should be delegated; and

B. specify to nursing personnel the responsibilities for delegated actions. Subpart 7. Supervision of nursing personnel. Each student must be evaluated for the ability to:

A. determine the need of nursing personnel for supervision; B. direct or assist nursing personnel;

C. evaluate care given by nursing personnel.

Subpart 8. Teaching nursing personnel. Each student must be evaluated for the ability to: A. assess nursing personnel for a learning need;

B. make a teaching plan for meting a learning need of nursing personnel; C. implement a teaching plan for nursing personnel; and

D. determine if a learning need of nursing personnel has been met. Subpart 9. [Repealed, 28 SR 218]

Subpart 10. Evaluation of nursing care plans. Each student must be evaluated for the ability to: A. evaluate effectiveness of the nursing care plan for a patient; and

B. modify, if necessary, the nursing care plan for a patient.

Subpart 11. Health needs of families. Each student must be evaluated for the ability to:

A. collect and interpret data pertaining to a family's structure and function in relation to health needs; and B. make a plan to assist a family to achieve a health goal.

(23)

Subpart 12. Health needs of communities which affect individual’s health. Each student must be evaluated for the ability to:

A. collect and interpret data pertaining to a community's population and environment in terms of the community's effects on an individual's health; and

B. make a plan for modifying a condition within the community which affects the health of an individual.

SA: MS s 148.191; 148.251; 148.292; 148.296 HIST: 28 SR 218

In addition to the above stated nursing abilities, students will be evaluated at least once for the ability to combine at least three of the categories of nursing practice listed in part 6301.1800 and part 6301.1900. The ability to be demonstrated in this evaluation is that of bringing together nursing abilities from several categories of nursing practice to provide a coordinated, interrelated performance of nursing actions. According to rule 6301.2200 this evaluation must occur in a clinical setting. The combined categories of nursing practice must include at least one nursing ability from each of three or more categories of nursing practice. For professional programs, this evaluation must involve at least one of the following: Multiple patients or multiple nursing personnel, a severe or urgent patient condition, or an unpredictable patient or nursing personnel situation.

Students in the Hibbing Community College nursing program will be evaluated for the Combining of Nursing Categories during the second year of the nursing program. (See Appendix: HCC Combining Nursing Categories)

Hibbing Community College Program in Nursing has chosen to prepare students to meet the first program option related to Student Clinical Activities (6301.1505). This option states that the program must have evidence showing that each student is provided with learning activities in clinical settings that involve the application of nursing abilities, or is evaluated for possession of nursing abilities in clinical settings, with patients (at least two) in each of the categories listed below. The nursing courses which will provide the clinical learning activities are listed after each area to be evaluated. Each nursing course syllabus states which clinical learning activity will be met and evaluated by that course. (6301.1600)

Newborn through 11 months (NURS 1350, 2050) One year through 12 years (NURS 1350, 2050)

18 years through 64 years (NURS 1250, 1350, 1750, 2050, 2150, 2250, 2350) 65 years and older (NURS 1250, 1350, 1750, 2050, 2150, 2250, 2350)

Healthy patients such as patients in an uncomplicated maternity cycle or patients in need of health teaching (NURS 1350, 2050, 2150)

Acutely ill patients suffering illness with a short and relatively severe course (NURS 2150, 2250, 2350) Chronically ill patients, suffering from an illness that persists over a long period of time (NURS 1250, 1350, 1750, 2050, 2150, 2250, 2350)

(24)

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

(25)

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

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

(26)

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. Revised10/11/02, 1/21/03, 3/28/03

Presented and revised by Minnesota Practical Nursing Education and Associate Degree Education Directors’ Association on 1/29/10.

(27)

Hibbing Community College Estimated Costs TUITION and FEES (2015-2016 school year)

Nursing $ 199.02 per credit (tuition & fees) General education (non-nursing) $ 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) NON-NURSING 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.

(28)

AFTER ACCEPTANCE & IMPORTANT CONSIDERATIONS

1. Students accepted into the Nursing Program may defer entry into the program for one year if unforeseen

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. Admitted Nursing students will be notified of the date and time for a mandatory information/registration session as well as a mandatory Nursing Program Orientation. Failure to attend these mandatory sessions may result in loss of the student’s seat.

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’s Generic/Traditional Associate Degree Nursing Track. 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.

10. Licensed Practical Nurses (LPNs) entering the Program must show evidence of a current and

unencumbered LPN license by August 15. The LPN’s license must remain unencumbered throughout the duration of the Program.

(29)

GENERAL INFORMATION

Registration

All nursing classes are controlled registration. The nursing department submits semester schedules to the college’s curriculum specialist. The nursing department controls the registration and reserves places in each class for all nursing students maintaining program progression criteria throughout the entire program. It is your sole responsibility to acquire a semester schedule and register each semester following the directions of the nursing program curriculum and using the standard HCC registration process. Only students accepted into the nursing program are allowed to register for and attend nursing classes.

Program Expenses

In addition to tuition, the approximate/estimated cost of the nursing program over the 2 years is $2,700. This includes items such as nursing textbooks, skills lab kits, laptop, and Assessment Technology Institute (ATI) program fees which includes a $350 NCLEX-RN Review Course. All costs are the responsibility of the student. See Estimated Cost sheet on page 24.

Student Health Status Declaration & Immunization Form and Health Status Update Form New entering students must present their completed Health Status Declaration & Immunization form before fall entry. The form must be filled out in its entirety by the student and healthcare provider as is appropriate. The Tuberculin screening must be current for the full academic year. See the Student Health Status Declaration & Immunization Form for specifics regarding the screening.

Students returning for the second year must present a Health Status update form and again present evidence of TB screening before the first clinical day of the second year. The Tuberculin screening must be current for the full academic year. See the Student Health Status Declaration & Immunization Form for specifics regarding the screening.

LPN Licensure

LPN applicants who have beenaccepted into the second year of the nursing program must possess an unencumbered LPN Licensure BEFORE fall entry (August 15). Nursing Support Personnel will monitor LPN licensure status through the Minnesota Board of Nursing Licensure Registry. It is the student’s responsibility to submit their LPN license number for monitoring by August 15th. The LPN license must remain current and unencumbered throughout the student’s nursing program stay.

Student Physical and Mental Health

Students must maintain physical and mental health throughout the program. If, in the judgment of a nursing instructor, a student manifests a potential or existing health problem, the student may be required to consult a health care professional for appropriate evaluation and/or treatment and to present evidence of good health as a requisite for remaining or re-entering the Nursing Program.

Basic Life Support (BLS) Certification

Prior to the beginning of the 2nd semester for first year students AND prior to the beginning of the 3rd semester for second year students, you are required to show proof of valid and current certification in BLS. This certification MUST be through the American Heart Association for Health Care Providers. The certification must be valid/current for a full academic year each year if you are a student within the Traditional Track. For students in the Advanced Standing Track, this certification must be valid/current for the duration of the academic year (the entire second year). Your card should be presented to Nursing Support Personnel (C-217) for copying and filing to establish compliance with this requirement. If a student does not attend to this item of business by

(30)

the deadline indicated, they will be withheld from clinical which has the great potential of halting the student's progression in the Program. Certification classes are often offered through

HCC/Advanced Minnesota and various locations in surrounding communities.

Criminal Background Study

State law requires that any person who provides services that involve direct contact with patients and residents at a Minnesota licensed healthcare facility have a background study conducted by the State. An individual who is disqualified from having direct patient contact as a result of the background study, and whose disqualification is not set aside by the Commissioner of Health, will not be permitted to participate in a clinical placement in a licensed healthcare facility. Failure to participate in clinical placement required by this program will result in ineligibility to qualify for a degree, diploma, and certificate and will be withdrawn from the program. The cost of the background study ($20.00) is a yearly student fee. Please remember that clinical practicum facilities may impose additional background studies, and if so, further fees will be involved.

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.

Current Student Contact Information

You must keep your most current home address, email address and phone number/s on file with the nursing support office. At the start of each semester faculty will pass out a request for this information. Class lists with contact information will be typed up and distributed to nursing faculty and fellow nursing students. Your information will be kept confidential at your request. This means your contact information will be kept in the nursing support office and with nursing faculty but not published on the class contact lists for fellow students.

Liability Insurance

All nursing students must purchase liability insurance through the college. This nominal ($10-15) yearly fee will usually be attached to a nursing course and taken care of at the time you pay for tuition.

Children in Class

Under NO circumstances are children to accompany you to clinical practicum sites, nursing skills labs, or clinical postconference/self-awareness sessions. This mandate is in the interest of safety and confidentiality.

Student-Instructor Communication

All faculty have scheduled/posted office hours. Students are encouraged to contact faculty or the Nursing Program Director if they wish to discuss their progress, a problem, or need assistance in completing nursing program studies. Faculty will indicate their contact information on course syllabi.

Informing Students of Program Changes

Nursing Program policies and procedures are communicated to nursing students via the HCC Associate Degree Program in Nursing Student Handbook. The handbook is reviewed and revised regularly to reflect current and accurate information. As policy and procedures change, the changes will be announced to each class, nursing student e-mail notification, and posted in the D2L message centers as well as on the nursing department bulletin board.