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Linfield-Good Samaritan School of Nursing Student Manual 2013-2014 Table of Contents Chapter I: Curriculum Overview Of The Linfield-Good Samaritan School Of Nursing Program ............................... 2 The Essentials Of Baccalaureate Education For Professional Nursing Practice ...................... 3 Code Of Ethics For Nurses ....................................................................................................... 5 Standards Of Practice ................................................................................................................ 7 Linfield College Mission Statement ......................................................................................... 9 Linfield-Good Samaritan School Of Nursing Vision/Mission/Philosophy Statement ............. 9 Linfield-Good Samaritan School Of Nursing Curricular Themes, Modes Of Inquiry, And Curriculum Conceptual Organization ......................................................... 10 Linfield-Good Samaritan School Of Nursing Theoretical Model For Community-Based Nursing Education ............................................................................. 11 Linfield-Good Samaritan School Of Nursing Program Outcomes ......................................... 13 Linfield-Good Samaritan School Of Nursing Level Outcomes And Course Outcomes For Generic BSN Program And RN-BSN Program ........................................ 14 Description Of Required Nursing Courses In The Generic BSN Program And RN-BSN Program And Summary Of Theory And Clinical Hours................................... 21 Praxis In The Curriculum........................................................................................................ 25 Linfield-Good Samaritan School of Nursing Clinical Reasoning Model ............................... 25 Linfield-Good Samaritan School of Nursing Clinical Reasoning Model Definition And Terms ....................................................................................................... 27 Curriculum Glossary Of Terms .............................................................................................. 31 Chapter II: Curriculum Plans Curriculum Plans .................................................................................................................... 42 Curriculum Plan For Generic BSN Program: Nursing Student Entered Fall 2013 ................ 43 Curriculum Plan for Generic BSN Program: Nursing Student Entering Spring 2014 ........... 46 Curriculum Plan For Accelerated Generic BSN Program: Nursing Student Entering Summer 2014 ..................................................................................................... 49 Curriculum Plan For RN-BSN Program: Registered Nurse Student Entering Fall 2013 ........................................................................................................................... 51 Curriculum Plan For RN-BSN Program: Registered Nurse Student Entering Spring 2014 ....................................................................................................................... 53 Curriculum Plan For RN-BSN Program: Registered Nurse Student Entering Summer 2014 .................................................................................................................... 55 Chapter III: Organizational Structure And Student Membership On Committees Organizational Structure ......................................................................................................... 58 Student Representation On Linfield-Good Samaritan School Of Nursing Committees/Councils: Admissions, Progressions, Honors, and Graduation Committee .......................... 59 Curriculum Committee ......................................................................................... 61 Faculty Development Committee ......................................................................... 63 Quality Improvement Committee ......................................................................... 64 Search Committees ............................................................................................... 65 i Table of Contents Clinical Advisory Council .................................................................................... 65 Diversity and Inclusion Advisory Council ........................................................... 65 Student Government (Associated Students Of Linfield College-Portland Campus) .............. 65 Portland Campus Organizations/Clubs ................................................................................... 66 Healthcare Events ................................................................................................................... 66 Cultural Events........................................................................................................................ 66 Professional Conferences ........................................................................................................ 67 2013-2014 Student Committee Membership .......................................................................... 68 Chapter IV: Student Recognition And Awards Competitive Scholarships ....................................................................................................... 73 Sigma Theta Tau International Honor Society........................................................................ 73 School of Nursing Senior Awards .......................................................................................... 73 Senior Honors in Nursing Award ........................................................................................... 73 RN-BSN Senior Honors in Nursing Award ............................................................................ 74 Award for Professional Excellence ......................................................................................... 74 Wilma Pope Alumni Award.................................................................................................... 75 Recognition For Honors And Awards .................................................................................... 75 Chapter V: Linfield-Good Samaritan School Of Nursing Policies And Procedures Diversity In A Community Of Learning ................................................................................. 77 Admission To The Nursing Major In The BSN Generic Nursing Program ........................... 77 Linfield College Intercampus Migrating Students .................................................................. 78 Application And Admission Procedure For Students Desiring To Transfer From Other Nursing Programs.......................................................................................... 78 Admission For Registered Nurse (RN-BSN) Students ........................................................... 79 Student Health Passport .......................................................................................................... 80 Essential Functions Document ................................................................................................ 86 Computer Proficiency Requirement ....................................................................................... 86 Criminal Background Check................................................................................................... 86 Clinical Site Specific Requirements ....................................................................................... 87 Progression In The Nursing Major ......................................................................................... 87 Incomplete Grade .................................................................................................................... 87 Course Withdrawal ................................................................................................................. 88 Course Failure ......................................................................................................................... 88 Unsafe Clinical Nursing Practice, Unethical, Unprofessional or Illegal Behavior ................. 89 Two Course Failures ............................................................................................................... 89 Progression Appeal ................................................................................................................. 89 Progression to Graduation....................................................................................................... 90 Withdrawal From The Nursing Major .................................................................................... 90 Readmission To The Nursing Major....................................................................................... 90 Leave of Absence .................................................................................................................... 91 Documented Disability Statement .......................................................................................... 91 Testing Accommodations For Students In Special Circumstances ........................................ 91 Independent Study/Tutorials ................................................................................................... 91 ii Table of Contents Policy On Alcohol And Other Drug Use ................................................................................ 92 Guide To The Use Of The Social Media ................................................................................ 92 Bullying In Nursing Education And Practice ......................................................................... 93 Incivility In Nursing Education .............................................................................................. 94 Nursing Student Application For CNA Certification ............................................................. 96 Linfield-Good Samaritan School Of Nursing Online Course Expectations ........................... 97 Student Evaluation Policy ....................................................................................................... 98 Student Evaluation Of Nursing Courses In The Curriculum .................................................. 98 Student Evaluation Of Classroom And Clinical Instruction ................................................... 98 Student Evaluation Of Clinical Agencies ............................................................................... 98 Student Evaluation Of Clinical Teaching Associates (Preceptors)......................................... 98 Student Evaluation Of Experiential Learning Center (Nursing Lab) Experiences And High Fidelity Simulation ........................................................................................... 99 Preceptorship Model Of Clinical Teaching (NURS 475 Integrated Experiential Learning IV) ...................................................................................................................... 99 Grading Policy For All Required Nursing Courses In The Curriculum ............................... 102 Clinical Nursing Skills Performance Evaluation Policy Statement ...................................... 103 Accident Reporting Procedure On Campus While Engaging In College Activity Or Clinical......................................................................................................... 104 Preparation For The NCLEX-RN Licensure Examination ................................................... 106 Process For Student Inclusion In NCLEX-RN Preparation Plan.......................................... 107 NCLEX-RN Examination Application Process .................................................................... 108 Pain Management Requirement For Registered Nurses In Oregon ...................................... 109 Graduation Ceremony ........................................................................................................... 110 Insurance ............................................................................................................................... 110 Health Insurance (Required) ................................................................................................. 110 Professional Liability Insurance - Malpractice (Required) ................................................... 110 Assigned Papers .................................................................................................................... 110 Clinical Requirements ........................................................................................................... 110 Electronic Health Record (Neehr Perfect) ............................................................................ 110 Hand Hygiene Policy ............................................................................................................ 111 Absence/Tardiness/Clinical Make-Up .................................................................................. 112 Policies of the Clinical Agency............................................................................................. 112 Transportation ....................................................................................................................... 112 Student Injury........................................................................................................................ 112 Student Clinical Errors .......................................................................................................... 112 Linfield-Good Samaritan School Of Nursing Experiential Learning Center Standards For The Learning Community ....................................................................... 113 Personal Appearance Policy (Dress Code) ........................................................................... 114 Required/Recommended Supplies ........................................................................................ 115 Student Request To Be Absent From Course Due To Attendance At Professional-Related Event ............................................................................................. 116 Position Statement On AIDS/HIV, HBV, And HCV Infection And Nursing Students ....... 118 Occupational Safety And Health Division (OR-OSHA) Blood Borne Pathogens Exposure Control Plan................................................................................... 119 iii Table of Contents Chapter VI: Linfield College Policies and Procedures Linfield Curriculum (LC) Assessment.................................................................................. 123 Academic Integrity................................................................................................................ 123 Procedure For Violation Of Academic Integrity .................................................................. 124 Academic Integrity Violation Appeal ................................................................................... 124 Academic Grievance Procedure ............................................................................................ 124 Statement On Student Behavior ............................................................................................ 125 Student Code Of Conduct ..................................................................................................... 125 Discriminatory Harassment .................................................................................................. 127 Academic Alerts And Support Resources............................................................................. 128 Academic Advising ............................................................................................................... 129 Academic Advisor/Advisee Relationship And Responsibilities........................................... 129 Inclement Weather Policy: Closure Or Late Opening ......................................................... 130 Disaster Plan ......................................................................................................................... 131 Incomplete Grade In Nursing Courses .................................................................................. 131 Infection Prevention Policy................................................................................................... 132 Automatic External Defibrillator (AED) .............................................................................. 132 Healthcare Needs .................................................................................................................. 133 Absence From Class ............................................................................................................. 133 Illegal Uploading And Downloading Of Copyrighted Works .............................................. 133 Linfield College Portland Campus Guidelines For Posting .................................................. 133 Food And Beverages In Labs ................................................................................................ 135 Animal Policy ....................................................................................................................... 135 Classroom Configuration ...................................................................................................... 135 Student Parking Registration ................................................................................................ 135 Chapter VII: New Student Orientation New BSN Student Orientation Goals And Learning Outcomes ........................................... 138 New BSN Student Orientation Evaluation ........................................................................... 140 RN-BSN Student Orientation Evaluation ............................................................................. 141 Chapter VIII: Appendices Linfield-Good Samaritan School Of Nursing Health Assessment Report............................ A-1 Linfield-Good Samaritan School Of Nursing Hepatitis B Immunization And Waiver Form For Students .............................................................................................. B-1 Linfield-Good Samaritan School Of Nursing Tuberculosis Screening: Review Of Symptoms ..................................................................................................... C-1 Linfield-Good Samaritan School of Nursing Essential Functions Document ...................... D-1 Linfield-Good Samaritan School of Nursing Computer Proficiency Requirement ...............E-1 Linfield College Foundational Education Principles ............................................................. F-1 Linfield Curriculum (General Education Requirements) ...................................................... F-2 Paracurriculum Courses (Requirement) ................................................................................. F-4 January Term International Travel Courses ........................................................................... F-4 Nursing Elective Courses ....................................................................................................... F-5 iv Table of Contents Linfield Curriculum (LC) Catalog Description, Learning Outcomes, And Rubrics ............. F-6 Linfield-Good Samaritan School Of Nursing Pain Management Content ........................... G-1 In The Nursing Curriculum ....................................................................................................... 1 Application For Learning Support Services Courtesy Testing Accommodations Learning Support Services .............................................................................................. H-1 Peer Resource Network........................................................................................................... I-1 Process For Student Communication If Unsuccessful In Passing A Nursing Course ........... J-1 Process For Student Communication Of Academic Integrity Grievance .............................. J-2 Process For Generic BSN Student Communication Of Academic Grievance ...................... J-3 Process For RN-BSN Student Communication Of Academic Grievance ............................. J-4 v Preface Linfield College is an equal opportunity employer in faculty and staff recruitment and hiring. The School of Nursing does not discriminate on the basis of age, gender, sexual orientation, race, color, religion, marital status, national origin or disability in its educational programs, admissions, activities, or employment policies. Reasonable accommodation will be made for students with disabilities. Linfield College is regionally accredited by the Northwest Commission on Colleges and Universities. The Linfield-Good Samaritan School of Nursing program is fully accredited by the Commission on Collegiate Nursing Education and the Oregon State Board of Nursing until June 30, 2014. The Commission on Collegiate Nursing Education (CCNE), which is the accrediting branch of the American Association of Colleges of Nursing (AACN), granted the baccalaureate degree program of Linfield-Good Samaritan School of Nursing accreditation for ten years, the maximum term possible. At its April 21, 2004 meeting, the CCNE Board of Commissioners determined that the nursing program met all accreditation standards and made no recommendations regarding any program elements. (See, The American Association of Colleges of Nursing website: www.aacn.nche.edu.) The Oregon State Board of Nursing (OSBN) has also granted Linfield-Good Samaritan School of Nursing full accreditation for ten years and awarded the School several accommodations. (See, Oregon State Board of Nursing website: www.osbn.state.or.us.) vi Chapter I: Curriculum Student Manual 1 2013-2014 Overview Of The Linfield-Good Samaritan School Of Nursing Program The Vision, Mission and Philosophy of the School of Nursing are derived from the College Mission Statement and provide a foundation upon which the curriculum is structured. The curriculum is designed to be applicable to both generic students with no previous preparation in nursing and the returning registered nurse seeking a baccalaureate degree. The School of Nursing provides a quality education derived from a liberal arts foundation and nursing theory and research, supplemented by content from other disciplines. The School prepares graduates to act as providers of direct and indirect care, designers/coordinators/ managers of care and members of the nursing profession to meet the health needs of multidimensional individuals and families, groups, communities, and populations in a diverse and multicultural society. Analytical, critical, and creative thinking, as well as intuitive processes are developed as a basis for independent and collaborative decision making in the application of clinical judgment, which includes the nursing process. The curriculum is designed to expose the student to a variety of factors that contribute to the development of a professional worldview. Among these factors are an awareness of the historical and legal context of nursing, diverse professional and cultural values, social issues, and ethical concepts. Experiences are selected to motivate students toward understanding the needs of others, assuming the roles of client educator and advocate, making creative and constructive contributions to society, and lifelong learning. Scholarly activity is promoted to prepare students for graduate study in nursing. Graduates are expected to be accountable for their own practice of nursing and delegated nursing care, as well as provide leadership in implementing changes necessary to meet the health needs of a complex and evolving society. The organization and internal consistency of the curriculum are demonstrated in the “Linfield College Mission Statement”, “Vision/Mission/Philosophy Statement of the School of Nursing”, “Curricular Themes, Modes of Inquiry and Curriculum Conceptual Organization”, and “Program Outcomes”. The “Linfield-Good Samaritan School of Nursing Theoretical Model for Community-Based Nursing Education” provides a visual organizational structure for the curriculum. The nursing program uses the following professional nursing standards and guidelines: AACN The Essentials of Baccalaureate Education for Professional Nursing Practice, which can be found at the following website: http://www.aacn.nche.edu/Education/bacessn.htm. ANA Code of Ethics for Nurses with Interpretive Statements that describes the ethical obligations and duties of professional nurses and nursing students. It can be found at the following website: http://nursingworld.org/codeofethics. ANA Standards of Practice OSBN Nurse Practice Act Student Manual 2 2013-2014 The Essentials Of Baccalaureate Education For Professional Nursing Practice “The following nine Essentials address the key stakeholders’ recommendations and landmark documents such as the Institute of Medicine’s recommendations for the core knowledge required of all healthcare professionals. The Essentials emphasize such concepts as patient-centered care, interprofessional teams, evidence-based practice, quality improvement, patient safety, informatics, clinical reasoning/critical thinking, genetics and genomics, cultural sensitivity, professionalism, and practice across the lifespan in an ever-changing and complex healthcare environment. Essentials I-IX delineate the outcomes expected of graduates of baccalaureate nursing programs. Achievement of these outcomes will enable graduates to practice within complex healthcare systems and assume the roles: provider of care; designer/manager/coordinator of care/ and member of a profession. Essential IX describes generalist nursing practice at the completion of baccalaureate nursing education. This Essential includes practice-focused outcomes that integrate the knowledge, skills, and attitudes delineated in Essentials I-VIII. The nine Essentials are: Essential I: Liberal Education For Baccalaureate Generalist Nursing Practice A solid base in liberal education provides the cornerstone for the practice and education of nurses. Essential II: Basic Organizational And Systems Leadership For Quality Care And Patient Safety Knowledge and skills in leadership, quality improvement, and patient safety are necessary to provide high quality health care. Essential III: Scholarship For Evidence Based Practice Professional nursing practice is grounded in the translation of current evidence into one’s practice. Essential IV: Information Management And Application Of Patient Care Technology Knowledge and skills in information management and patient care technology are critical in the delivery of quality patient care. Essential V: Health Care Policy, Finance, And Regulatory Environments Healthcare policies, including financial and regulatory, directly and indirectly influence the nature and functioning of the healthcare system and thereby are important considerations in professional nursing practice. Student Manual 3 2013-2014 Essential VI: Interprofessional Communication And Collaboration For Improving Patient Health Outcomes Communication and collaboration among healthcare professionals are critical to delivering high quality and safe patient care. Essential VII: Clinical Prevention And Population Health Health promotion and disease prevention at the individual and population level are necessary to improve population health and are important components of baccalaureate generalist nursing practice. Essential VIII: Professionalism And Professional Values Professionalism and the inherent values of altruism, autonomy, human dignity, integrity, and social justice are fundamental to the discipline of nursing. Essential IX: Baccalaureate Generalist Nursing Practice The baccalaureate-graduate nurse is prepared to practice with patients, including individuals, families, groups, communities, and populations across the lifespan and across the continuum of healthcare environments. The baccalaureate graduate understands and respects the variations of care, the increased complexity, and the increased use of healthcare resources inherent in caring for patients. Learning opportunities, including direct clinical experiences, must be sufficient in breadth and depth to ensure the baccalaureate graduate attains these practice-focused outcomes and integrates the delineated knowledge and skills into the graduate’s professional nursing practice. Clinical learning is focused on developing and refining the knowledge and skills necessary to manage care as part of an interprofessional team. Simulation experiences augment clinical learning and are complementary to direct care opportunities essential to assuming the role of the professional nurse. A clinical immersion experience provides opportunities for building clinical reasoning, management, and evaluation skills.” (AACN, The Essentials of Baccalaureate Education for Professional Nursing Practice, 2008.) Student Manual 4 2013-2014 Code Of Ethics For Nurses Provision 1 The nurse, in all professional relationships, practices with compassion and respect for the inherent dignity, worth, and uniqueness of every individual, unrestricted by considerations of social or economic status, personal attributes, or the nature of health problems. Provision 2 The nurse’s primary commitment is to the patient, whether an individual, family, group or community. Provision 3 The nurse promotes, advocates for, and strives to protect the health, safety, and rights of the patient. Provision 4 The nurse is responsible and accountable for individual nursing practice and determines the appropriate delegation of tasks consistent with the nurse’s obligation to provide optimum patient care. Provision 5 The nurse owes the same duties to self as to others, including the responsibility to preserve integrity and safety, to maintain competence, and to continue personal and professional growth. Provision 6 The nurse participates in establishing, maintaining, and improving health care environments and conditions of employment conducive to the provision of quality health care and consistent with the values of the profession through individual and collective action. Student Manual 5 2013-2014 Provision 7 The nurse participates in the advancement of the profession through contributions to practice, education, administration, and knowledge development. Provision 8 The nurse collaborates with other health professionals and the public in promoting community, national, and international efforts to meet health needs. Provision 9 The profession of nursing, as represented by associations and their members, is responsible for articulating nursing values, for maintaining the integrity of the profession and its practice, and for shaping social policy. (ANA Code of Ethics for Nurses with Interpretive Statements, 2001.) Student Manual 6 2013-2014 Standards Of Practice Standard 1. Assessment The registered nurse collects comprehensive data pertinent to the healthcare consumer’s health or the situation. Standard 2. Diagnosis The registered nurse analyzes the assessment data to determine the diagnoses or issues. Standard 3. Outcome Identification The registered nurse identifies expected outcomes for a plan individualized to the healthcare consumer or the situation. Standard 4. Planning The registered nurse develops a plan of care that prescribes strategies and interventions to attain expected outcomes. Standard 5. Implementation The nurse implements the interventions identified in the plan. Standard 5A. Coordination of Care Standard 5B. Health Teaching and Health Promotion Standard 6. Evaluation The registered nurse evaluates progress toward attainment of outcomes. Standard 7. Ethics The registered nurse practices ethically. Standard 8. Education The registered nurse attains knowledge and competence that reflects current nursing practice. Standard 9. Evidence-Based Practice and Research The registered nurse integrates evidence and research findings into practice. Standard 10. Quality of Practice The registered nurse contributes to quality nursing practice. Standard 11. Communication The registered nurse communicates effectively in a variety of formats in all areas of practice. Standard 12. Leadership The registered nurse demonstrates leadership in the professional practice setting and the profession. Student Manual 7 2013-2014 Standard 13. Collaboration The registered nurse collaborates with the healthcare consumer, family and others in the conduct of nursing practice. Standard 14. Professional Practice Evaluation The registered nurse evaluates her or his own nursing practice in relation to professional practice standards and guidelines, relevant statutes, rules and regulations. Standard 15. Resource Utilization The registered nurse utilizes appropriate resources to plan and provide nursing services that are safe, effective and financially responsible. Standard 16. Environmental Health The registered nurse practices in an environmentally safe and healthy manner. (ANA Scope and Standards of Nursing Practice, 2010) Student Manual 8 2013-2014 Linfield College Mission Statement Approved: 05/04/02 Linfield College advances a vision of learning, life, and community that: • • • • • • promotes intellectual challenge and creativity, values both theoretical and practical knowledge, engages thoughtful dialogue in a climate of mutual respect, honors the rich texture of diverse cultures and varied ways of understanding, piques curiosity for a lifetime of inquiry, and inspires the courage to live by moral and spiritual principle and to defend freedom of conscience. Linfield-Good Samaritan School Of Nursing Vision/Mission/Philosophy Statement Approved: 04/06/09 Vision: Linfield-Good Samaritan School of Nursing educates professional nurses for health stewardship of the complex global society. Mission: The mission of Linfield-Good Samaritan School of Nursing is to create an inclusive community of learning grounded in the liberal arts values of social justice and life-long learning. The program prepares caring nurses who are committed to the profession and responsive to the needs of the global community in an ever-changing healthcare environment. Evidence based practice and research guide student learning within a culture that promotes professional excellence and scholarship. Philosophy: We believe that healthcare is a fundamental right that takes place within and among diverse and intersecting communities. Our diverse and inclusive learning environment fosters a commitment to social justice. Respect for multiple perspectives guides students and faculty to provide effective intercultural care, contribute to local and global efforts to eliminate health disparities, and advocate for vulnerable populations. Understanding that health and illness result from complex interrelated factors, nurses assume a leadership role in creating healthy communities by promoting health and healing, preventing disease, and influencing healthcare policy. Nurses develop collaborative partnerships with clients, healthcare providers, and other stakeholders to achieve healthcare goals in a variety of settings. Consistent with the foundational education principles of Linfield College, the School of Nursing promotes integrated learning, global and multicultural awareness, and experiential learning that foster reflective practice essential for professional nurses in the 21st century. We believe that learner centered education is best achieved within a supportive community that values individual learning styles and builds on previous knowledge and practical experience. Our curriculum is designed to facilitate the development of theory acquisition, clinical skill development, and socialization into the profession of nursing. The Linfield-Good Samaritan School of Nursing Theoretical Model for Community-Based Nursing Education provides a visual organizational structure for the curriculum. Student Manual 9 2013-2014 Linfield-Good Samaritan School Of Nursing Curricular Themes, Modes Of Inquiry, And Curriculum Conceptual Organization Curricular Themes: Communication Community Diversity Ethics Health Stewardship Modes of Inquiry: Evidence Based Practice/Scholarship Reflective Practice Praxis Curriculum Conceptual Organization Each semester is organized around a central theme: • • • 100 and 200 levels: Liberal Arts Support Courses 300 level Semester 1: Foundations for Community-Based Nursing Practice Semester 2: Chronic Health 400 level Semester 3: Acute Health Semester 4: Stewardship for Health Curricular themes and modes of inquiry weave through all the courses becoming more complex and building on previous knowledge and skills. A cohesive clinical experience each semester builds on skills and knowledge and integrates the theory included in concurrently taught courses. Progressive learning from semester 1 to semester 4: • Basic clinical skills to complex/invasive to synthesis • More supervision to more independence • Increasing complexity among and within curricular themes • Increasing facility with the modes of inquiry • Increasing engagement and competence with implementing the clinical reasoning model • Increasing progression towards program outcomes Student Manual 10 2013-2014 Linfield-Good Samaritan School Of Nursing Theoretical Model For Community-Based Nursing Education The Linfield-Good Samaritan School of Nursing Theoretical Model for Community-Based Nursing Education provides a visual organizational structure for the curriculum. The model reflects the dynamic relationship between global and local communities and the community of learning. Central to this community of learning is a focus on learner centered education, which engages students in the practice of health promotion, illness prevention and treatment and reflects the value of social justice. The curriculum is grounded in a liberal arts education that includes integrative learning, inclusive excellence, and experiential learning. The curricular themes of communication, community, diversity, ethics, health, and stewardship provide a foundation for the program’s design and are developed throughout the program. Professional education includes nursing knowledge (what the student needs to know), clinical skills (what the student needs to do) and socialization into nursing practice (the student’s “being” as a professional nurse). The ways in which the student engages in a process of inquiry include evidence based practice, praxis, and reflective practice. Student Manual 11 2013-2014 Linfield-Good Samaritan School Of Nursing Theoretical Model For Community-Based Nursing Education Approved: 05/18/09 Student Manual 12 2013-2014 Linfield-Good Samaritan School Of Nursing Program Outcomes Approved: 04/06/09 Last Revised: 04/15/13 The graduate of Linfield-Good Samaritan School of Nursing: 1. Builds a professional practice informed by the mission of Linfield College and the vision, mission, and philosophy of the School of Nursing as well as the standards and values of the nursing profession. 2. Applies sound clinical reasoning, reflective practice, and evidence-based practice in the provision of holistic nursing care. 3. Communicates effectively and collaboratively in a professional practice. 4. Uses a range of information and clinical technologies to achieve health care outcomes for clients. 5. Provides effective nursing care that incorporates diverse values, cultures, perspectives and health practices. 6. Engages in ethical reasoning and actions that demonstrate caring and commitment to social justice in the delivery of healthcare to clients in the community. 7. Applies principles of stewardship and leadership skills to support quality and safety within complex organizational systems. 8. Integrates knowledge of healthcare policy, populations, finance and regulatory environments that influence system level change within professional nursing practice. 9. Incorporates a liberal arts based understanding of local and global healthcare issues to health promotion, risk reduction, disease and illness prevention, and disease and health care management. Student Manual 13 2013-2014 Linfield-Good Samaritan School Of Nursing Level Outcomes And Course Outcomes For Generic BSN Program And RN-BSN Program 100 and 200 Levels: Liberal Arts Support Courses 300 Level Outcomes 1. 2. 3. 4. 5. 6. 7. 8. Explains the role of the nurse in responding to ethical issues including social justice encountered in clinical practice. Provides safe, holistic client-centered care using evidence-based practice, clinical reasoning, and technology. Engages in professional communication and collaborative relationships within the community of learning. Applies principles of stewardship and clinical judgment to advocate for the health of clients within an organizational culture/system. Applies knowledge of cultural values and intercultural differences to influence client health outcomes. Implements nursing strategies that reflect an understanding of health and illness through integration of concepts from humanities, sciences and social sciences. Incorporates concepts of health promotion and illness prevention and treatment in the care of clients. Examines the impact of social and economic factors on the health care consumers, including clients from vulnerable populations. Semester 1: Foundations for Community-Based Nursing Education NURS 305: Foundations of Community-Based Nursing Practice (Course Outcomes) 1. 2. 3. 4. 5. Analyzes the historical development of the nursing profession Explains the roles of the professional nurse. Applies the concepts of community-based nursing related to health promotion principles. Integrates cultural and diversity principles into community-based nursing practice. Distinguishes the quality and safety practices required in the nursing profession. NURS 309: Transition to Professional Practice (Registered Nurse Students Only) (Course Outcomes) 1. Applies professional nursing roles of caring, advocacy, leadership, collaboration, client teaching, holistic assessment, and ethical decision-making. Student Manual 14 2013-2014 2. 3. 4. Engages in critical thinking processes that consider the complex social, economic, cultural, and political factors influencing health outcomes. Integrates evidence-based practice for delivery of optimal nursing care of clients, including those that are vulnerable or underserved. Integrates knowledge from the liberal arts and sciences to inform nursing practice across the lifespan. NURS 315: Professional Communication in Diverse Communities (Course Outcomes) 1. 2. 3. 4. Applies effective therapeutic communication techniques and interviewing skills to produce positive nurse-client relationships with diverse clients across the lifespan. Uses inter- and intra-professional communication and collaboration to produce positive working relationships. Reflects upon one’s beliefs and values as related to professional practice. Demonstrates an awareness of culture in effective nurse-client relationships. NURS 320: Scholarship of Nursing (Course Outcomes) 1. 2. 3. 4. Accesses appropriate information for evidence based practice. Communicates effectively through scholarly writing. Critically analyzes healthcare related literature. Describes the body of science that informs nursing knowledge and practice. Linfield Curriculum Quantitative Reasoning Mode of Inquiry (Learning Outcome) 1. 2. 3. 4. Pose questions involving quantitative relationships in real-world context by means of numerical, symbolic, and/or visual representations. Analyze problems by discussing models, make appropriate assumptions, and deducing consequences or making predictions. Understand the uses and constraints of various representations of quantitative information. Communicate and critique quantitative arguments. NURS 335: Integrated Experiential Learning I (Course Outcomes) 1. 2. 3. Integrates theoretical concepts of professional communication into clinical experiences. Applies principles of quality and safety required in nursing practice to the delivery of client care. Integrates theoretical concepts of community-based nursing and health promotion into practice. Student Manual 15 2013-2014 4. 5. 6. 7. Demonstrates clinical judgment in the performance and analysis of individual and community assessments. Uses evidence-based strategies to develop plans of care. Provides culturally sensitive nursing care to individuals. Applies professional standards of moral, ethical and legal conduct in reflective practice. Semester 2: Chronic Health NURS 355: Nursing Care of Children, Adults, and Older Adults with Chronic Conditions (Course Outcomes) 1. 2. 3. 4. 5. Describes the role of the nurse in care management of persons with chronic conditions. Explains the factors that affect the quality of life for persons with chronic conditions. Explores socioeconomic and ethical issues related to care management for persons with chronic conditions. Analyzes how chronic conditions affect health function of the individual and role relationships within families. Examines how developmental stages and culture influence a person’s adaptation to a chronic condition. NURS 365: Clinical Pathophysiology and Pharmacology for Nursing Practice I (Course Outcomes) 1. 2. 3. 4. Uses concept of pathophysiology and pharmacology to develop effective nursing strategies for clients with prevalent chronic and mental health conditions. Incorporates concepts of pathophysiology and pharmacology to teach clients with chronic and mental health conditions about conventional and integrative treatment plans. Uses concepts of pathophysiology and pharmacology for safe and effective medication management of clients with chronic and mental health conditions. Describes how developmental stages and culture influence the pathophysiology and pharmacological management of clients with prevalent chronic and mental health conditions. NURS 395: Mental Health and Illness Across the Lifespan (Course Outcomes) 1. 2. Explores socioeconomic and ethical issues related to nursing care management of vulnerable persons with mental illness. Examines the impact of mental illness related to family role relationships. Student Manual 16 2013-2014 3. 4. Applies evidence-based strategies to promote mental health, screen and reduce risks related to mental health conditions. Reflects on individual, community and societal attitudes and beliefs towards persons with mental illness. NURS 375: Integrated Experiential Learning II (Course Outcomes) 1. 2. 3. 4. 5. Uses clinical judgment to provide safe and effective nursing care to individuals with mental and chronic health conditions across the lifespan. Uses ethical decision making to advocate for vulnerable individuals and populations. Analyzes the lived experience of individuals with mental and chronic health conditions and their families. Participates on interdisciplinary and collaborative teams managing the care of persons with mental and chronic health conditions, their families, and caregivers. Applies evidence-based strategies to assist clients in meeting collaborative health outcomes. 400 Level Outcomes 1. 2. 3. 4. 5. 6. 7. 8. Engages in ethical reasoning and actions that demonstrate caring and commitment to social justice in the delivery of healthcare to clients. Uses a range of information and clinical technologies to achieve health care outcomes for clients. Communicates effectively and collaboratively to provide client-centered nursing care in various healthcare communities. Applies principles of stewardship and leadership skills to support quality and safety within complex organizational systems. Provides effective nursing care that incorporates diverse values, cultures, perspectives and health practices. Incorporates a liberal arts based understanding of local and global healthcare issues to promote health, prevent disease and facilitate healing of clients across the lifespan. Applies sound clinical reasoning, reflective practice, and evidence-based practice in the provision of holistic nursing care. Integrates knowledge of healthcare policy, populations, finance and regulatory environments that influence system level change within professional nursing practice. Student Manual 17 2013-2014 Semester 3: Acute Health NURS 425: Transitions and Decisions: Pregnancy, Birth and End of Life Care (Course Outcomes) 1. 2. 3. Analyzes the nursing care management of the pregnant woman, the woman giving birth, and persons at end of life. Integrates concepts and methods of ethical decision making into nursing care of diverse clients during pregnancy, birth and end of life. Examines the role of the nurse within interdisciplinary and collaborative teams in caring for persons and their families during pregnancy, birth and end of life. NURS 445: Clinical Pathophysiology and Pharmacology for Nursing Practice II (Course Outcomes) 1. 2. 3. 4. Uses concept of pathophysiology and pharmacology to develop effective nursing strategies for clients with prevalent acute health conditions and episodic events. Incorporates concepts of pathophysiology and pharmacology to teach clients with acute health conditions and episodic events about conventional and integrative treatment plans. Uses concepts of pathophysiology and pharmacology for safe and effective medication management of prevalent acute health conditions and episodic events. Explains how developmental stages and culture influence the pathophysiology and pharmacological management of clients with prevalent acute health conditions and episodic events. NURS 455: Nursing Care of Children, Adults and Older Adults with Acute Conditions (Course Outcomes) 1. 2. 3. 4. Analyzes the role of the nurse in providing safe and effective care of acutely ill children, adults and older adults. Prioritizes nursing care of acutely ill children, adults and older adults. Adapts the plan of nursing care for acutely ill children, adults and older adults based on culture and developmental stages. Explains how organizational policies impact direct patient care in the acute care setting. NURS 435: Integrated Experiential Learning III (Course Outcomes) 1. 2. Applies professional ethical and legal standards when providing nursing care. Demonstrates specialized physical and functional assessment skills in acutely ill children, adults and older adults. Student Manual 18 2013-2014 3. 4. 5. 6. 7. Uses clinical judgment in providing safe and effective evidence-based nursing care. Demonstrates skill in utilizing clinical technologies in performing patient care procedures. Participates on interdisciplinary and collaborative teams managing the care of persons with prevalent acute conditions and episodic events. Demonstrates effective professional communication with patients, families and team members. Applies concepts of care delivery to varied cultures and diverse populations. Semester 4: Stewardship for Health NURS 460: Population-Based Nursing in a Multicultural and Global Society (Course Outcomes) 1. 2. 3. Explores public health principles and their application to multicultural, domestic and global populations. Explains the contextual complexity of multicultural, domestic and global community partnerships. Identifies as a global citizen in the practice of professional nursing. NURS 470: Leading and Managing in Nursing (Course Outcomes) 1. 2. 3. 4. Prepares for the role of the professional nurse as a leader and change agent in healthcare. Analyzes the impact of policy, finance and regulatory environments on healthcare. Examines ethical behavior in healthcare organizations. Integrates scholarship into professional writing and presentations. NURS 475: Integrated Experiential Learning IV (Course Outcomes) 1. 2. 3. 4. 5. 6. Uses ethical reasoning to provide healthcare for diverse clients and populations. Integrates appropriate information and technologies to achieve effective healthcare outcomes. Communicates effectively and collaboratively to provide client-centered nursing care in health care communities. Applies principles of stewardship, management and leadership to support healthcare quality and safety within complex organizational systems. Provides nursing care that incorporates diverse values and perspectives. Integrates knowledge from the liberal arts and sciences to inform nursing practice across the lifespan. Student Manual 19 2013-2014 7. Employs evidence-based strategies and reflective practice to provide holistic nursing care. 8. Integrates knowledge of policies, finance, and regulatory environments to influence health care. Student Manual 20 2013-2014 Description Of Required Nursing Courses In The Generic BSN Program And RN-BSN Program And Summary Of Theory And Clinical Hours NURS 305: Foundations of Community-Based Nursing Practice Foundational concepts of community-based nursing in preparation for reflective professional practice. (4 credits theory) Prerequisite: Admission to the School of Nursing Corequisites: NURS 315, 320, and 335 NURS 309: Transition to Professional Practice (Registered Nurse Students Only) A transition to baccalaureate nursing practice for the Registered Nurse student. Builds on previous knowledge and skills applicable to the practice of professional nursing. (6 credits theory) Prerequisite: Admission to the School of Nursing NURS 315: Professional Communication in Diverse Communities Preparation for professional practice, including communicating with clients and collaborating with other professionals in interdisciplinary settings. (2 credits theory) Prerequisite: Admission to the School of Nursing Corequisites: NURS 305, 320 and 335 (RN-BSN Program Prerequisite or Corequisite: NUR 309) NURS 320: Scholarship of Nursing Practice Concepts necessary to engage in evidence-based nursing practice including the research process and scholarly communication. (3 credits theory) Prerequisite: Admission to the School of Nursing Corequisites: NURS 305, 315 and 335 (RN-BSN Program Prerequisites: NURS 309 and 315) This course satisfies the Quantitative Reasoning (QR) mode of inquiry in the Linfield Curriculum. NURS 335: Integrated Experiential Learning I Skills development for safe clinical nursing practice by using experiential learning in clinical and simulated laboratory settings that promotes integration of semester one concepts. (1 credit theory, 5 credits clinical) Prerequisite: Admission to the School of Nursing Corequisites: NURS 305, 315, and 320 Student Manual 21 2013-2014 NURS 355: Nursing Care of Children, Adults, and Older Adults with Chronic Conditions Essential knowledge of concepts, theories, and clinical practice necessary to make sound clinical judgments when providing nursing care to persons with chronic conditions, their families, and caregivers. (3 credits theory) Prerequisites: NURS 305, 315, 320, and 335 Corequisites: NURS 365, 375, and 395 NURS 365: Clinical Pathophysiology and Pharmacology for Nursing Practice I Application of concepts of pathophysiology and pharmacology within the context of nursing care of clients with prevalent chronic and mental health conditions. (2 credits theory) Prerequisites: NURS 305, 315, 320 and 335. Corequisites: NURS 355, 375 and 395 NURS 375: Integrated Experiential Learning II Preparation to use sound clinical judgment in providing nursing care with clients experiencing chronic health conditions and mental health conditions in a variety of settings. Promotes integration of semester 2 concepts. (6 credits clinical) Prerequisites: NURS 305, 315, 320 and 335 Corequisites: NURS 355, 365 and 395 NURS 395: Mental Health and Illness Across the Lifespan Examine promotion of mental health, disease prevention, treatment and nursing care management of mental illness in diverse populations across the lifespan. (2 credits theory) Prerequisites: NURS 305, 315, 320 and 335 Corequisites: NURS 355, 365 and 375 NURS 425: Transitions and Decisions: Pregnancy, Birth and End of Life Care Essential concepts, knowledge and skills to care for clients and their families during major life transitions of pregnancy, birth and end of life. (2 credits theory) Prerequisites: NURS 355, 365, 375 and 395 Corequisites: NURS 435, 445 and 455 NURS 435: Integrated Experiential Learning III Planning and delivery of nursing care that is evidence-based, prioritizes needs and goals, demonstrates skill proficiency, and considers ethical and cultural implications. Promotes integration of semester 3 concepts. (6 credits clinical) Prerequisites: NURS 355, 365, 375 and 395 Corequisites: NURS 425, 445 and 455 Student Manual 22 2013-2014 NURS 445: Clinical Pathophysiology and Pharmacology for Nursing Practice II Application of concepts of pathophysiology and pharmacology as a foundation for nursing care of clients with prevalent acute health conditions and episodic events. (2 credits theory) Prerequisites: NURS 355, 365, 375 and 395 Corequisites: NURS 425, 435 and 455 NURS 455: Nursing Care of Children, Adults and Older Adults with Acute Conditions Essential concepts, theories and clinical practice necessary to make sound clinical judgments when providing care to persons with acute conditions and their families. (3 credits theory) Prerequisites: NURS 355, 365, 375 and 395 Corequisites: NURS 425, 435 and 445 NURS 460: Population-Based Nursing in a Multicultural and Global Society Healthcare issues and interventions from multicultural, domestic and global perspectives. (2 credits theory) Prerequisites: NURS 425, 435, 445 and 455 Corequisites: NURS 470 and 475 (RN-BSN Program Prerequisites: NURS 309 and 315; Prerequisite or Corequisite: NURS 320) NURS 470: Leading and Managing in Nursing Principles of organizational healthcare management, healthcare policy, and the role of the nurse leader in healthcare organizations. (3 credits theory) Prerequisites: NURS 425, 435, 445 and 455 Corequisites: NURS 460 and 475 (RN-BSN Program Prerequisites: NURS 309 and 315; Prerequisite or Corequisite: NURS 320) This course satisfies the Writing Intensive Course in the Major (MWI) requirement in the Linfield Curriculum. NURS 475: Integrated Experiential Learning IV Immersion experience in nursing. Experiential learning that incorporates simulation and practice in leadership, management and population-based nursing care in a multicultural and global society. (8 credits clinical) Prerequisites: NURS 425, 435, 445, and 455 Corequisites: NURS 460 and 470 RN to BSN Program Prerequisites: NURS 320, 460, and 470 Summary of Theory and Clinical Hours in Generic BSN Program Total credit hours theory and clinical:....... 54 Total credit hours theory: ........................... 29 Total credit hours clinical: .......................... 25 Total clinical hours: ..................................... 1050 (25 credits x 3 hours x 14 weeks) Student Manual 23 2013-2014 Summary of Theory and Clinical Hours in RN-BSN Program Total credit hours theory and clinical:....... 24 Total credit hours theory: ........................... 16 Total credit hours clinical: .......................... 08 Total clinical hours: ..................................... 336 (8 credits x 3 hours x 14 weeks) Escrow credit or prior learning credit is given for NURS 335, 355, 365, 375, 395, 425, 435, 445 and 455; equaling 15 credit hours theory and 17 credit hours clinical for a total of 32 credit hours. Total credit hours theory and clinical (including escrow credit): 56 Student Manual 24 2013-2014 Praxis In The Curriculum Praxis as a concept has been adopted by the Linfield-Good Samaritan School of Nursing because it is consistent with the teaching-learning philosophy of the curriculum. Praxis refers to a relationship between theory and practice in which students create/construct knowledge and meaning from their experiences. Within a praxis framework, students assess a situation, understand it through reflection and discussion, and make sound judgments that lead to justifiable actions. Students are able to: perceive situations within their larger context make generalizations from their experiences take action as a responsible professional to modify/develop all levels of practice In weekly praxis seminars, faculty and students involved in clinical courses engage in dialogue focused on integrating clinical experiences with theoretical content. Linfield-Good Samaritan School of Nursing Clinical Reasoning Model Nursing faculty adopted a Clinical Reasoning Model to help students think systematically about their clients and their clients’ stories, as well as the issues clients share. Student Manual 25 2013-2014 Clinical Reasoning Model Reflection Judgment Actions Client State Reasoning Client Story Nursing Filters: Expected Outcome State Present State Primary Issue(s) 1. 2. 3. 4. Collaborative Risk for… • • • • • • Age Gender Family Culture Beliefs Medical Diagnosis • Environment • Illness/Health Trajectory Testing Adapted from: Outcome Present State Test (OPT) Model; © Pesut & Herman, 1999 Student Manual 26 2013-2014 Linfield-Good Samaritan School of Nursing Clinical Reasoning Model Definition And Terms Approved: 05/21/12 Client Story In this section, the student should jot down the relevant facts of the story. This is the opportunity to describe the uniqueness of the person; it will include some details of the medical condition and the nursing care needs that can be determined from an analysis of that condition. It should give the reader a vivid picture of the client and his/her current situation. This is the starting point for the clinical reasoning process. It gathers the subjective and objective data that will be used in all the other steps. Data are collected from a variety of sources besides from the client, such as client records, lab reports, x-rays or nursing notes. In calling it a story it humanizes the process beyond “data collection” and emphasizes that the client is a unique human being. Filters (age, gender, family, culture, beliefs, medical diagnosis, environment, illness/health trajectory): The filters are specific known areas that impact how a student thinks about the client story. By filtering the story through these different aspects the student begins to group the data into categories or by criteria that helps to streamline the student’s thinking about that client. For example, if the client story is a person with a broken femur, the student begins to think about that client situation differently if the client is a 2-year old, 8-year old, 25-year old or an 85-year old person with a broken femur. The student may think about child abuse in the case of a 2-year old with a fractured femur, a motor vehicle/bicycle accident as the cause for a broken femur in an 8year old, or a fall in the 85-year old with a fractured femur. Another example would be that the client is someone who is a diabetic. What the student thinks about the needs of the client may be different if the client is a newly diagnosed diabetic or an DM Type 2 that is not being managed well on oral agents and now needs insulin or someone with an insulin pump. Reasoning Here is where the student simplifies the complex client story into primary issues. The student needs to cluster the data in the client story into meaningful groups or patterns. The student does not list each individual piece of data. The idea of clustering data is to help the student see the big picture of the data and how the data relate to one another in a group and how that group of information relates to another group of data. Using nursing diagnostic statements for each cluster of data helps to focus on the nursing needs of the client and will later drive the outcome and actions the student takes to help clients. The student is encouraged to use a NANDA format when formulating the nursing diagnostic statements. The NANDA format includes: (1) problem statement; (2) what the problem is related to; and (3) the evidence that leads to determine the problem. Student Manual 27 2013-2014 Clinical Reasoning Web: This is a visual way to represent the issues specific to the client. It is a pictorial representation of the functional relationships among the clusters of data. Start with the clusters and then show the relationship between the clusters with arrows. As the student draws the lines, the student reflects to himself/herself the primary issue with the highest priority for care. Determine the top three primary issues confronting the client and note them utilizing a nursing diagnosis format. It is often helpful to place the client in the center of the Clinical Reasoning Web. This picture will help guide the student to think about different aspects of the whole client in a health context. It may be easier to put the medical diagnosis in the middle with the client as that is usually the initial focus for coming into contact with client. Primary Issues: The number one primary issue is the issue that if and when solved will affect many of the other issues confronting the client. It should be stated in a nursing diagnostic statement in the NANDA format. Most nurses do not only focus on the number one primary issue but think about several issues simultaneously. Client State Present State: These are succinct statements that outline the major evidence that contributes to the primary issue of the client. For each statement of evidence in the present state there needs to be a corresponding expected outcome statement. Expected Outcome Statement: For each primary present state, there should be an outcome statement. The outcome statement needs to be stated positively and in measurable terms. This is to be the end result of the student’s nursing care. Where do the student and the client want the client to be if the student’s interventions are successful? Examples include: 1. Body temperature will decline at least one degree within the next eight hours (note specific date and time). 2. Client will verbalize increased satisfaction with rest and sleep pattern within one week (note specific date). 3. Client will report increase in energy level within next three days (note specific date). 4. Intake will equal output within the next twenty-four hours (note specific date and time). 5. No evidence of postural hypotension during ambulation. 6. Client will report pain at two out of a scale of ten which is the client’s acceptable level. Student Manual 28 2013-2014 7. Client will report waking up less frequently during the night in the next week. 8. Client will report an increased appetite and eat at least three-fourths of his/her meals within one week (note specific date). 9. Client will drink at least 1500 ml of fluid over the next eight hours (note specific date). Testing: A test is the process of juxtaposing the present state and the expected outcome state. During testing the nurse determines how well this gap between present state and outcome state has been filled. This is the application of comparative analysis. The evidence you gather is the test. A test must be something that provides a measure. At times a test may also be the intervention. For example: Daily weights and calorie count fit the definition of a test and also intervention. An intervention is a planned activity done by a nurse to achieve an expected and predictable outcome. So a calorie count is something we might choose to do as an intervention for our client. The resulting value of the calorie count is the test because it provides the evidence that filled the gap between present state and outcome state. Actions An intervention is a planned activity conducted by the student to achieve an expected and predictable outcome. This is the selection of interventions and actions that move the client from the present state to the outcome state. This must be client specific and should not be stated in general terms. For example, provide distraction is an intervention, but the specific intervention is to have a family member assist the client off the unit for a wheelchair ride to the hospital coffee shop. Nursing Actions: Are autonomous interventions that the student implements in his/her practice that are knowledge based, evidence based, and theory focused. Collaborative Actions: Are interventions that the student initiates in conjunction with an advanced health care provider (physician, nurse practitioner or physician’s assistant) in response to specific client needs. Risk For: Are specific conditions that clients are at high risk for occurrence based on the client story and other data. Therefore, the student implements plans of action to monitor for the risk concern or to decrease the likelihood the condition will occur for this client. Judgment The student evaluates the client’s progress towards the expected outcome(s) in this step of the clinical reasoning mode. The student asks himself/herself a series of questions: Is the outcome met, partially met or not met? Student Manual 29 2013-2014 Is the change in the client an improvement or is the client better? Is the client worse? Is the client the same as before the interventions? Is the client improving quickly enough for this situation? Are these the correct interventions for this problem? Are other interventions needed to help the client improve faster? Who do I need to notify of the change in the client status? Do I need to seek additional help? If so, who and when? If the outcome has been met or the client is improving, when do I need to enter this thought process about this client again? Reflection Reflection occurs on several different levels of thinking. The student should be a reflective practitioner. Therefore, the student hones the ability to reflect or compare what is currently happening with the client and what should be happening based on similar clients the student has cared for. This type of reflective thinking allows the student to change his/her conceptual thinking and clinical reasoning about a client in the moment that results in a different action and is called reflection-in-action. It takes much skill and experience for the student to reflect-inaction. To build a high level of reflective thinking to a competent or expert level, a nurse practices reflective thinking by reflection-on-action. Using the evaluation questions in the above judgment section, the student purposively thinks about or reflects on the client’s expected outcomes. If at any point in time the expected outcome is not being me or not being met quickly enough, the student re-enters the client story to see what has changed in the story, what data might have been missed in the story or think about the client differently. Later Reflection: Is a time to reflect and think back on this specific case and begin to cluster it into the student’s personal library of clients that appear similar to this one: What did you learn from this case? What did you miss in this case? What was similar or different from the similar case? Student Manual 30 2013-2014 This type of reflection will expand the student’s growth and knowledge base of signs and symptoms as he/she experiences more and more clinical encounters. The student will add to his/her bank of interventions as the student applies theoretical knowledge to actual client situations and as the student interacts with expert nurses. Curriculum Glossary Of Terms Last Revised: 07/00/11 Acculturation Acculturation is the process of incorporating some of the cultural attributes of the larger society by diverse groups, individuals, or peoples (Helman, 2007). The process of acculturation is bidirectional, affecting both the host and target individual or communities in culture contact. Acculturation considers the psychological processes of culture contact between two or more cultural groups involving some degree of acculturative stress and possibly syncretism leading to new cultural variations and innovations (Chun, Organista, & Marin, 2003; Sam & Berry, 2006). (AACN Cultural Competency in Baccalaureate Nursing Education, 2008.) Analytical Thinking Analytical thinking is the resolution or breaking up of any complex concept into its various simple elements in order to determine its nature. Caring Caring is an involved way of being that compels one to invest the self in acting with, for and/or on behalf of the one(s) needing care. This may involve overcoming prior biases and beliefs to be present to the person/situation. Caring may be focused towards an individual, group, or standard. Caring is nonjudgmental, intuitive, honest, empathic, committed (persistent) and other-focused. Bevis, E. (1995). Summary of common elements of caring. Workshop. Rochester, MN, January 26-27. Client Client is a patient, including individuals, families, groups, communities and populations across the life span. Clinical Judgment Clinical judgment involves the integration of knowledge from theory, practice and personal experience to guide nursing practice. It is a complex process utilizing critical, analytical and creative thinking, as well as, intuitive processes to provide quality nursing care for individual families and communities. Clinical Skills Clinical skills are the skills-based apprenticeship of practice, where skilled-know-how and clinical judgment are learned in particular situations (Benner, 2007). Communication Communication is a dynamic, interactive, goal-directed process for giving and receiving messages. It forms the basis for development of interpersonal relationships and for group Student Manual 31 2013-2014 process. It involves the transfer of information through listening, verbal and nonverbal behavior, writing and using information technology. Community A community is a group of people characterized by some type of bond, interaction and collective activity regarding common concerns and possibilities. Community-Based Education Community-based education is viewed as a means of achieving educational relevance to community needs and, consequently, as a way of implementing a community-oriented program. It consists of learning activities that utilize the community extensively as a learning environment, in which not only the students, but also the teachers, members of the community, and representatives of other sectors are actively involved throughout the educational experience. An educational program can be community based if it includes learning activities in a balanced variety of settings, namely in the community and in a diversity of healthcare services at all levels including tertiary care hospitals (WHO). In addition: Community-based education can happen wherever healthcare occurs. Clinical experiences are based on reciprocity between the healthcare agency and the School of Nursing; short term and long term benefits of student involvement in the agency are considered. The client is situated along the continuum of care, and consideration is given to where the client “comes from” and is “going to” (distributive vs. episodic approach); nursing care requires upstream thinking. Community-based education is a mindset; a way of thinking that is an approach to nursing care in any setting or situation. Community of Learning Linfield College cultivates a community of learning that engages in the pursuit of excellence within its educational programs, across the institution, and in the broader community. Through the curriculum, as well as through co-curricular, extra-curricular, and institutional programming, students, faculty and staff develop expertise as they investigate the breadth and depth of their chosen disciplines and professional fields, examine multiple perspectives, apply best practices, and defend informed judgments based on creative and critical thinking. (Linfield College, 2011) Community Nursing Practice Community nursing practice is a philosophy of nursing that guides nursing care provided for individuals, families and groups wherever they are. It is not a specialty of nursing but a mind set about care that prevails in all areas of nursing practice. Community nursing practice is characterized by development of partnerships with clients (individuals, families or communities) towards a health outcome. It also involves an appreciation of the values and diversity of the community. Student Manual 32 2013-2014 Creative Thinking Creative thinking is the use of resources at hand to meet a particular need in a unique way; to bring into being something unique and original. Critical Thinking Critical thinking is a process of making meaning of health and illness experiences and taking thoughtful action in partnership with the client. Cultural Diversity Cultural diversity is an all-inclusive concept, and includes differences in race, color, ethnicity, national origin, and immigration status (refugee, sojourner, immigrant, or undocumented), religion, age, gender, sexual orientation, ability/disability, political beliefs, social and economic status, education, occupation, spirituality, marital and parental status, urban versus rural residence, enclave identity, and other attributes of groups of people in society (Giger et al., 2007; Purnell & Paulanka, 2008). (AACN Cultural Competency in Baccalaureate Nursing Education, 2008.) Cultural Humility Cultural humility incorporates a lifelong commitment to self-evaluation and self-critique, to redressing the power imbalances in the patient clinician dynamic, and to developing mutually beneficial and advocacy partnerships with communities on behalf of individuals and defined populations. Cultural humility is proposed as a more suitable goal than cultural competence in healthcare education (Tervalon & Murray Garcia, 1998). (AACN The Essentials for Baccalaureate Education for Professional Nursing Practice, 2008.) Culture Culture is the sum of beliefs, practices, habits, likes, dislikes, norms, customs, rituals and so on, that we learn from our families during years of socialization. It is the medium of personhood and social relationships. It is a process rather than a static entity and changes over time. (Sources: Spector, R. (2000) Cultural Diversity in Health and Illness, Upper Saddle River, NJ: Prentice Hall, 5th ed., p. 78; Lipson, J.G. Dibble, S.L., Minarik, P.A. (1996). Culture and Nursing Care: A Pocket Guide, San Francisco: USCF Nursing Press, p.1. Decision Making Decision making is a process by which information is assimilated, integrated, evaluated, weighed and valued to arrive at the selection of a course of action from a number of possible alternatives. Critical thinking is needed to compare potential alternatives in terms of results obtained in previous similar situations, and creative thought is essential to identify previously untried alternatives. Epidemiology Epidemiology is the distribution, incidence and prevalence rates, risk factors, health status indicators, and control of disease in the population. (AACN The Essentials for Baccalaureate Education for Professional Nursing Practice, 2008.) Student Manual 33 2013-2014 Ethics Ethics refers to traditions of belief about right and wrong, good and bad conduct, personal and professional, and institutions. Evidence Based Practice Evidence based practice is an approach to clinical practice with individuals, family, groups and communities that integrates: 1. 2. 3. A systematic search for and critical appraisal of the most relevant evidence to answer a clinical question Research (systemic reviews) Evidence based theories Opinion leaders/expert panels (clinical practice guidelines) One’s own clinical expertise Evidence from clinical expertise Assessment of client’s condition through subjective history-taking and objective clinical examination findings and laboratory reports Assessment of available health care resources Client preferences and values Values are what the client “lives for” Preferences are what the client desires, including but not limited to treatment options (Adapted from Melynk, B. and Fineout-Overholt, E. (2005). Evidence-based practice. Philadelphia, PA: Lippincott, Williams and Wilkins.) Experiential Learning Linfield College facilitates experiential learning. Through the curriculum, as well as through cocurricular, extra-curricular, and institutional activities, and within liberal arts and professional programs, students apply theory and knowledge to lived experience in order to test and refine their understanding of a subject, clarify career goals, and discover the value of serving others (Linfield College, 2011). Global Perspective A global perspective acknowledges that people's commonalties are more evident and meaningful than the boundaries (e.g. geo-political, ethnic, religious, economic) that separate them. As boundaries are transcended, possibilities emerge for interdisciplinary collaboration that focuses on thinking globally and acting locally in order to sustain healthier communities and better utilization of the world's resources. Healing Healing is achieving the highest level of wellness possible. Healing occurs in an environment where nursing strategies are based on knowledge of pathology of diseases, symptoms and Student Manual 34 2013-2014 treatment modalities as well as knowledge of unique responses to a disease, its treatment and the illness experience. Health Health is a subjective state of being perceived by individuals, families, groups and communities. Health Determinants Health determinants are those factors that determine the ability of the individual, family or community to achieve an optimal state of health. The determinants of health can be divided into four major categories: human biology (e.g., genetics, physiologic function, maturation), environment (e.g., physical, psychological, sociocultural, spiritual), lifestyle (e.g., employment, consumption, leisure) and health care systems (e.g., availability, accessibility, utilization). Knowledge of the relationship between health and its determinants allows for planned, proactive health care interventions. Health Promotion and Illness Prevention Health promotion and illness prevention at the individual and population level are necessary to improve population health and are important components of baccalaureate generalist nursing practice. Epidemiologic studies show that lifestyle, environmental, and genetic factors are major determinants of population health in areas of wellness, illness, disability, and mortality (U.S. Department of Health and Human Services, 2000). Thus, acute care and illness based episodic interventions alone are inadequate for improving health (Allan et al., 2004; Allen, Stanley, Crabtree, Werner & Swenson, 2005). Health promotion along with illness and injury prevention are important throughout the lifespan and include assisting individuals, families, groups, communities, and populations to prepare for and minimize health consequences of emergencies, including mass casualty disasters. (AACN The Essentials for Baccalaureate Education for Professional Nursing Practice, 2008.) Health Disparities Health disparities are differences in the incidence, prevalence, mortality, and burden of disease and other adverse health conditions that exist among specific population groups in the United States (NIH, 2002-2006). The definition of health disparities assumes not only a difference in health but a difference in which disadvantaged social groups – who have persistently experienced social disadvantage or discrimination – systematically experience worse health or greater health risks than more advantaged social groups (Braveman, 2006). Consideration of who is considered to be within a health-disparity population has policy and resource implications. A healthcare disparity is defined as a difference in treatment provided to members of different racial (or ethnic) groups that is not justified by the underlying health conditions or treatment preferences of patients (IOM, 2002). These differences are often attributed to conscious or unconscious bias, provider bias, and institutional discriminatory policies toward patients of diverse socioeconomic status, race, ethnicity, and/or gender orientation. (AACN Cultural Competency in Baccalaureate Nursing Education, 2008.) Holism Holism is that state of harmony between body, mind, emotions, and spirit in an ever-changing environment. Holism embodies the view that an individual is an integrated whole, independent Student Manual 35 2013-2014 of the sum of the parts. Dossey, B.M., Keegan, L., Guzzetta, C.E. & Kolkmeier, L.G. (2000). Holistic nursing: A handbook for practice (3rd ed.). Gaithersburg, MD: Aspen. Holistic Nursing Holistic nursing is an art and a science that has as its primary purpose the provision of services that strengthen individuals, groups and communities and enable them to achieve the wholeness inherent within them. Self-care of the nurse is considered essential to maximizing the human potential in the nurse-client relationship and caring process. Dossey, B.M., Keegan, L., Guzzetta, C.E. & Kolkmeier, L.G. (2000). Holistic nursing: A handbook for practice (3rd ed.). Gaithersburg, MD: Aspen. Inclusive Excellence Linfield College fosters inclusive excellence that encompasses global and multicultural understanding of human differences and similarities. Through the curriculum, as well as through co-curricular, extra-curricular, and institutional programming, students, faculty and staff use both theoretical and experiential lenses to participate in an increasingly independent, diverse world (Linfield College, 2011). Inclusive excellence is the understanding that becoming an educated person in a pluralistic society includes developing the ability to communicate and interact with individuals and populations that are different from themselves. Four primary elements of inclusive excellence are: a focus on student intellectual and social development purposeful development and utilization of organizational resources to enhance student learning attention to the cultural differences learners bring to the educational experience and that enhance the enterprise a welcoming community that engages all of its diversity in the service of student and organizational learning. (Association of American Colleges and Universities, 2005.) Information and Client Care Technologies Information technology includes traditional and developing methods of discovering, retrieving, and using information in nursing practice. Information technology systems include decisionsupport systems used to gather information to guide practice. Client care technology includes methods and equipment designed to provide assessment data, and support anatomic and physiological function. Client care technology includes monitors, data gathering devices, medication administration systems, and other technological support for client care interventions. (AACN, The Essentials of Baccalaureate Education for Professional Nursing Practice, 2008). Integrative Learning Linfield College promotes integrative learning within and across its academic programs. Through the curriculum, as well as through co-curricular, extra-curricular, and institutional programming, students systematically discover and practice making connections within their Student Manual 36 2013-2014 disciplinary studies and across the various components of their undergraduate experience (Linfield College, 2011). Intuition (Intuitive Thinking) Intuition is a process whereby the nurse knows something about a patient/client that is difficult to express. It is something experienced, not thought out, something felt rather than actively pursued or constructed. This knowledge is based primarily on a sense of salience and pattern recognition, which develops with experience. Intuition may provide essential information with which to make a clinical judgment. Leadership Leadership is a process in which one develops relationships and empowers others with a distinct vision that motivates all to achieve a common mission and goals. Organizational and systems leadership, quality improvement, and safety are critical to promoting high quality patient care. Leadership skills are needed that emphasize ethical and critical decision making, initiating and maintaining effective working relationships, using mutually respectful communication and collaboration within interprofessional teams, care coordination, delegation, and developing conflict resolution strategies. Basic nursing leadership includes an awareness of complex systems, and the impact of power, politics, policy, and regulatory guidelines on these systems. (AACN The Essentials for Baccalaureate Education for Professional Nursing Practice, 2008.) Learner Centered Education Learner centered education is an approach to education in which teachers and students are both learners, working together to construct knowledge and develop students’ abilities to maximize knowledge acquisition and critical synthesis while promoting lifelong learning. Pedagogical approaches address students’ unique learning styles and support the success of all students. In addition, authentic assessments are used to measure student progress toward the development of specific learning outcomes. Nursing Knowledge Nursing knowledge is the cognitive and conceptual training to think in ways typical of and important to nursing (Benner, 2007). Nursing Roles Three major roles of professional nursing are: 1. Provider of Direct and Indirect Care As providers of direct and indirect care, the professional nurse is an advocate and educator for individuals, families, communities, and populations. Client advocacy requires that the nurse engage in evidence-based, holistic health care; evaluate care outcomes; and demonstrate leadership in improving care. 2. Designer/Coordinator/Manager of Care As designer, coordinator, and manager of care, the professional nurse functions autonomously and interdependently within the healthcare team. The nurse delegates Student Manual 37 2013-2014 tasks to healthcare personnel, as well as supervises and evaluates these personnel. The nurse is accountable for the outcomes of his/her own practice and delegated nursing care. 3. Member of a Profession As member of a profession, the professional nurse is committed to lifelong learning and demonstrates strong critical reasoning, clinical judgment, communication, assessment skills, and an appropriate set of values and ethical framework for practice. As an advocate for high quality client care, the nurse is knowledgeable and involved in healthcare policy processes. (AACN The Essentials of Baccalaureate Education for Professional Nursing Practice, 2008.) Nursing Strategies Nursing strategies are actions used in the provision of care that are based on clinical judgment and move clients/patients toward health care outcomes. Persons Persons are holistic beings who are unique, valuable, and deserving of dignity and respect. Throughout their life cycle, persons adapt to their environment and are capable of growth. In the health care context persons may be referred to as clients, patients, consumers, members, inmates or other. Personhood Personhood is the essence of the qualities of each person that confers distinct individuality. Praxis Praxis refers to a relationship between theory and practice in which students create/construct knowledge and meaning from their experiences. Within a praxis framework, students assess a situation, understand it through reflection and discussion, and make sound judgments that lead to justifiable actions. Students are able to: • • • perceive situations within their larger contexts make generalizations from their experiences take action as a responsible professional to modify/develop all levels of practice Privileged Intimacy Privileged intimacy is a space into which a nurse is allowed and in partnership with the patient creates a unique, healing relationship. (AACN The Essentials for Baccalaureate Education for Professional Nursing Practice, 2008.) Professional Nursing Professional nursing is planning, providing, coordinating and evaluating health care services. It involves collaborating with patients/clients and other members of the health care team to assure the provision of holistic nursing care. This provision of care includes leading and managing other providers. Student Manual 38 2013-2014 Professional Values Values are beliefs or ideals to which an individual is committed and which are reflected in patterns of behavior. Professional values are the foundation for practice. They guide interactions with patients/clients, colleagues, other professionals and the public. Values provide the framework for commitment to patient/client welfare, fundamental to professional nursing practice. The following values are essential for the professional nurse: Caring: central to the practice of professional nursing and encompasses the nurse's empathy for and connection to the patient/client, as well as the ability to translate these affective characteristics into compassionate, sensitive, appropriate care. Altruism: is a concern for the welfare and wellbeing of others and is reflected by the nurse's concern for the welfare of patients/clients, other nurses and other health care providers. Autonomy: is the right to self-determination. Professional practice reflects autonomy when the nurse respects patients/clients' rights to make decisions about their health care. Human Dignity: is respect for the inherent worth and uniqueness of individuals and populations. In professional practice, human dignity is reflected when the nurse values and respects all patients/clients and colleagues. Integrity: is acting in accordance with an appropriate code of ethics and accepted standards of practice. Integrity is reflected in professional practice when the nurse is honest and provides care based on an ethical framework that is accepted within the profession. Social Justice: is upholding moral, legal and humanistic principles. This value is reflected in professional practice when the nurse works to assure equal treatment under the law and equal access to quality health care. (AACN The Essentials for Baccalaureate Education for Professional Nursing Practice, 2008.) Professional Worldview The professional worldview is the attitudes, values and beliefs considered to be essential to the development and maintenance of the professional identity of the nurse. Professionalism Professionalism is the consistent demonstration of core values evidenced by nurses working with other professionals to achieve optimal health and wellness outcomes in patients, families, and communities by wisely applying principles of altruism, excellence, caring, ethics, respect, communication, and accountability (Interprofessional Professionalism Measurement Group, 2008). Professionalism also involves accountability for one’s self and nursing practice, including continuous professional engagement and lifelong learning. As discussed in the American Nurses Association Code of Ethics for Nurses with Interpretive Statements (2001), “The nurse is responsible and accountable for individual nursing practice and determines the appropriate delegation of tasks consistent with the nurse’s obligation to provide optimum patient Student Manual 39 2013-2014 care.” (AACN The Essentials for Baccalaureate Education for Professional Nursing Practice, 2008.) Safety Safety in health care is the minimization of “risk of harm to patients and providers through both system effectiveness and individual performance” (Cronenwett et al., 2007). (AACN The Essentials for Baccalaureate Education for Professional Nursing Practice, 2008.) Socialization into Nursing Practice Socialization into Nursing Practice is the moral and ethical apprenticeship to the social roles and responsibilities of the profession, through which novices are introduced to the meaning of an integrated practice of all dimensions of the profession (Benner, 2007). Society Society refers to social groupings that manage resources to meet most of their own needs, maintain a system of social interaction across generations, and have a discernible internal organization consistent with the cultural context in which they live. Spirituality Spirituality speaks to what gives ultimate meaning and purpose to one’s life. It is that part of people that seeks healing and reconciliation with self or others (Puchalski, 2006). (AACN The Essentials for Baccalaureate Education for Professional Nursing Practice, 2008.) Stewardship Stewardship is holding in trust for future generations those aspects of nursing valued by the profession. Stewardship is acting with integrity in an accountable and responsible way to ensure that professional care and service is provided to individuals, groups or a given population. Thinking and Knowing Skills As a means of inquiry, thinking/knowing skills include, but are not limited to: reflection, creativity, problem-solving from assessment through evaluation, decision-making, pattern recognition, intuition, clinical judgment and critical thinking. Thinking and knowing skills also include information management. Student Manual 40 2013-2014 Chapter II: Curriculum Plans Student Manual 41 2013-2014 Curriculum Plans All admitted nursing students will be assigned to a specific curriculum plan based on prior academic work completed and available space. Start terms include summer, fall and spring. Generic nursing students working on their first degree may be admitted either in the fall or spring. Generic nursing students with a prior bachelor degree may be admitted in the summer to the accelerated curriculum plan, or the fall or spring semester. RN-BSN students may be admitted in the summer, fall or spring to a three-semester curriculum plan (or up to five semesters part-time). All of the curriculum plans are detailed in the following pages. Students are encouraged to take advantage of elective courses, and to study abroad at least once before they graduate. The semester abroad option provides a cross-cultural experience as part of the general education requirements. January Term Travel courses also offer study abroad opportunities during a four-week session. Registered Nurse students may arrange with international healthcare organizations for a short-term intensive clinical experience outside the United States. Linfield College foundational education principles, the Linfield Curriculum (general education requirements), paracurriculum courses (requirement), January term international travel courses, and nursing elective courses are described in Appendix F. Student Manual 42 2013-2014 Curriculum Plan For Generic BSN Program: Nursing Student Entered Fall 2013 Admission Requirements Students admitted to this plan must have the following prerequisites completed with a minimum grade of “C” in each course and a minimum BSN prerequisite GPA of 3.00 as verified by official transcripts by July 10, 2013. Prerequisites may be completed at any regionally accredited college or university. Inquiry Seminar or equivalent college writing courses (4 semester credits minimum) One year of Chemistry with lab or one year of Biology with lab (8 semester or 12 quarter credits minimum) One year of Anatomy & Physiology with lab (completed within the last seven years) One course of Microbiology with lab (completed within the last seven years) One course of Nutrition One course of Lifespan Developmental Psychology One course of Statistics One course of Computer Applications (proficiency waiver available) Curriculum Plan Students entering Fall 2013 will take courses according to the following curriculum plan. Fall 2013: NURS 305 Foundations of Community-Based Nursing Practice, 4 credits. NURS 315 Professional Communication in Diverse Communities, 2 credits. NURS 320 Scholarship of Nursing, 3 credits. NURS 335 Integrated Experiential Learning I, 6 credits. Paracurriculum course if needed/desired, 1 credit. (Completion of NURS 305, 315, 320, 335 and a 2.500 GPA required for progression to NURS 355, 365, 375, 395.) January 2014: 3-5 credits, optional. Spring 2014: NURS 355 Nursing Care of Children, Adults, and Older Adults with Chronic Conditions, 3 credits. NURS 365 Clinical Pathophysiology and Pharmacology for Nursing Practice I, 2 credits. NURS 375 Integrated Experiential Learning II, 6 credits. NURS 395 Mental Health and Illness Across the Lifespan, 2 credits. Linfield Curriculum course or elective if needed/desired, 3 or 4 credits. Paracurriculum course if needed/desired, 1 credit. (Completion of NURS 355, 365, 375, 395 and a 2.500 GPA needed for progression to NURS 425, 435, 445, 455.) Student Manual 43 2013-2014 Summer 2014 Optional Linfield Curriculum and elective courses through the Department of Continuing Education Fall 2014: NURS 425 Transitions and Decisions: Pregnancy, Birth and End of Life Care, 2 credits. NURS 435 Integrated Experiential Learning III, 6 credits. NURS 445 Clinical Pathophysiology and Pharmacology for Nursing Practice II, 2 credits. NURS 455 Nursing Care of Children, Adults and Older Adults with Acute Conditions, 3 credits. Linfield Curriculum course or elective if needed/desired, 3 or 4 credits. Paracurriculum course if needed/desired, 1 credit. (Completion of NURS 425, 435, 445, 455 and a 2.500 GPA required for progression to NURS 460, 470, 475.) January 2015: 3-5 credits, optional. Spring 2015: NURS 460 Population-Based Nursing in a Multicultural and Global Society, 2 credits. NURS 470 Leading and Managing in Nursing, 3 credits. NURS 475 Integrated Experiential Learning IV, 8 credits. Graduation Requirements Requirements for the Bachelor of Science in Nursing degree: 125 semester credits. Cumulative and major GPA of 2.500. Residency. No fewer than 30 credits must be from Linfield College. For a second baccalaureate degree, 35 additional credits in residence. This requirement will be met upon completion of the 54 hours of nursing courses. Math proficiency. Met by statistics, a prerequisite for entry into the program. Paracurriculum courses. A minimum of 3 credits, one of which must be a physical activity course, must be earned at Linfield College or by transfer from another institution. Paracurriculum courses not required for second degree students. Linfield Curriculum (general education requirements). Not required if earning a second bachelor’s degree. Students with Associate of Arts Oregon Transfer Degree are required to complete two Linfield Curriculum courses and an upper division course. See, the Linfield College Course Catalog for details. Prerequisite courses for the nursing major fulfill some, but not all, of these requirements. o Inquiry seminar (INQS) or two writing courses, 4 semester credits. o Creative Studies (CS), 3 semester credits. o Individuals, Systems and Societies (IS), 3 semester credits. o Natural World (NW), 3 semester credits. Student Manual 44 2013-2014 o o o o o o o Quantitative Reasoning (QR), satisfied by NURS 320. Ultimate Questions (UQ), 3 semester credits. Vital Past (VP), 3 semester credits. Global Pluralisms (GP), 3 semester credits. U.S. Pluralisms (US), 3 semester credits. Upper Division Course, 3 semester credits. Writing Intensive requirement satisfied by INQS and NURS 470. All major requirements (with no grade C- or below). NURS 305, 315, 320, 335, 355, 365, 375, 395, 425, 435, 445, 455, 460, 470, 475. (54 semester credits). Prerequisite courses: BIOL 210, 211 or CHEM 210, 211; BIOL 212, 213; BIOL 275 or 361; HHPA 280; INQS 125; MATH 140; PSYC 155 (McMinnville Campus Course offerings; transfer course selection guides are on the Portland Campus Website). Prerequisite computer competency: COMP 120 or computer proficiency. Student Manual 45 2013-2014 Curriculum Plan for Generic BSN Program: Nursing Student Entering Spring 2014 Admission Requirements Students admitted to this plan must have the following prerequisites completed with a minimum grade of “C” in each course and a minimum BSN prerequisite GPA of 3.00 as verified by official transcripts by January 15, 2014. Prerequisites may be completed at any regionally accredited college or university. Inquiry Seminar or equivalent college writing courses (4 semester credits minimum) One year of Chemistry with lab or one year of Biology with lab (8 semester or 12 quarter credits minimum) One year of Anatomy & Physiology with lab (completed within the last seven years) One course of Microbiology with lab (completed within the last seven years) One course of Nutrition One course of Lifespan Developmental Psychology One course of Statistics One course of Computer Applications (proficiency waiver available) Curriculum Plan Students entering Spring 2014 will take courses according to the following curriculum plan. Spring 2014: NURS 305 Foundations of Community-Based Nursing Practice, 4 credits. NURS 315 Professional Communication in Diverse Communities, 2 credits. NURS 320 Scholarship of Nursing, 3 credits. NURS 335 Integrated Experiential Learning I, 6 credits. Paracurriculum course if needed/desired, 1 credit. (Completion of NURS 305, 315, 320, 335 and a 2.500 GPA required for progression to NURS 355, 365, 375, 395.) Fall 2014: NURS 355 Nursing Care of Children, Adults, and Older Adults with Chronic Conditions, 3 credits. NURS 365 Clinical Pathophysiology and Pharmacology for Nursing Practice I, 2 credits. NURS 375 Integrated Experiential Learning II, 6 credits. NURS 395 Mental Health and Illness Across the Lifespan, 2 credits. Linfield Curriculum course or elective, 3 or 4 credits, if needed/desired. Paracurriculum course if needed/desired, 1 credit. (Completion of NURS 355, 365, 375, 395 and a 2.500 GPA needed for progression to NURS 425, 435, 445, 455.) January 2015: 3-5 credits, optional. Student Manual 46 2013-2014 Spring 2015: NURS 425 Transitions and Decisions: Pregnancy, Birth and End of Life Care, 2 credits. NURS 435 Integrated Experiential Learning III, 6 credits. NURS 445 Clinical Pathophysiology and Pharmacology for Nursing Practice II, 2 credits. NURS 455 Nursing Care of Children, Adults and Older Adults with Acute Conditions, 3 credits. Linfield Curriculum course or elective, 3 or 4 credits, if needed/desired. Paracurriculum course if needed/desired, 1 credit. (Completion of NURS 425, 435, 455 and a 2.500 GPA required for progression to NURS 460, 470, 475.) Fall 2015: NURS 460 Population-Based Nursing in a Multicultural and Global Society, 2 credits. NURS 470 Leading and Managing in Nursing, 3 credits. NURS 475 Integrated Experiential Learning IV, 8 credits. Graduation Requirements Requirements for the Bachelor of Science in Nursing degree: 125 semester credits. Cumulative and major GPA of 2.500. Residency. No fewer than 30 credits must be from Linfield College. For a second baccalaureate degree, 35 additional credits in residence. This requirement will be met upon completion of the 54 hours of nursing courses. Math proficiency. Met by statistics, a prerequisite for entry into the program. Paracurriculum courses. A minimum of 3 credits, one of which must be a physical activity course, must be earned at Linfield College or by transfer from another institution. Paracurriculum courses not required for second degree students. Linfield Curriculum (general education requirements). Not required if earning a second bachelor’s degree. Students with Associate of Arts Oregon Transfer Degree are required to complete two Linfield Curriculum courses and an upper division course. See, the Linfield College Course Catalog for details. Prerequisite courses for the nursing major fulfill some, but not all, of these requirements. o Inquiry seminar (INQS) or two writing courses, 4 semester credits. o Creative Studies (CS), 3 semester credits. o Individuals, Systems and Societies (IS), 3 semester credits. o Natural World (NW), 3 semester credits. o Quantitative Reasoning (QR), satisfied by NURS 320. o Ultimate Questions (UQ), 3 semester credits. o Vital Past (VP), 3 semester credits. o Global Pluralisms (GP), 3 semester credits. o U.S. Pluralisms (US), 3 semester credits. o Upper Division Course, 3 semester credits. o Writing Intensive requirement satisfied by INQS and NURS 470. All major requirements (with no grade C- or below). NURS 305, 315, 320, 335, 355, 365, 375, 395, 425, 435, 445, 455, 460, 470, 475 (54 semester credits). Prerequisite courses: BIOL 210, Student Manual 47 2013-2014 211 or CHEM 210, 211; BIOL 212, 213; BIOL 275 or 361; HHPA 280; INQS 125; MATH 140; PSYC 155 (McMinnville Campus Course offerings; transfer course selection guides are on the Portland Campus Website). Prerequisite computer competency: COMP 120 or computer proficiency. Student Manual 48 2013-2014 Curriculum Plan For Accelerated Generic BSN Program: Nursing Student Entering Summer 2014 Admission Requirements Students admitted to this plan must have a prior bachelor degree along with the following prerequisites completed with a minimum grade of “C” in each course and a minimum BSN prerequisite GPA of 3.00 as verified by official transcripts by May 1, 1014. Prerequisites may be completed at any regionally accredited college or university. Inquiry Seminar or equivalent college writing courses (4 semester credits minimum) One year of Chemistry with lab or one year of Biology with lab (8 semester or 12 quarter credits minimum) One year of Anatomy & Physiology with lab (completed within the last seven years) One course of Microbiology with lab (completed within the last seven years) One course of Nutrition One course of Lifespan Developmental Psychology One course of Statistics One course of Computer Applications (proficiency waiver available) Curriculum Plan Students entering Summer 2014 as second degree students will take courses according to the following curriculum plan. Summer 2014: NURS 305 Foundations of Community-Based Professional Nursing, 4 credits. NURS 315 Professional Communication in Diverse Communities, 2 credits. NURS 320 Scholarship of Nursing, 3 credits. NURS 335 Integrated Experiential Learning I: Foundations, 6 credits. (Completion of NURS 305, 315, 320, 335 and a 2.500 GPA required for progression to NURS 355, 365, 375, 395.) Fall 2014: NURS 355 Nursing Care of Children, Adults and Older Adults with Chronic Conditions, 3 credits. NURS 365 Clinical Pathophysiology and Pharmacology for Nursing Practice I, 2 credits. NURS 375 Integrated Experiential Learning II, 6 credits. NURS 395 Mental Health and Illness Across the Lifespan, 2credits. (Completion of NURS 355, 365, 375, 395 and a 2.500 GPA needed for progression to NURS 425, 435, 445, 455.) Student Manual 49 2013-2014 January 2015: 3-5 credits, optional Spring 2015: NURS 425 Transitions and Decisions: Pregnancy, Birth and End of Life Care, 2 credits. NURS 435 Integrated Experiential Learning III, 6 credits. NURS 445 Clinical Pathophysiology and Pharmacology for Nursing Practice II, 2 credits. NURS 455 Nursing Care of Children, Adults and Older Adults with Acute Conditions, 3 credits. (Completion of NURS 425,435, 445, 455 and a 2.500 GPA required for progression to NURS 460, 470, 475.) Summer 2015: NURS 460 Population-Based Nursing in a Multicultural and Global Society, 2 credits. NURS 470 Leading and Managing in Nursing, 3 credits. NURS 475 Integrated Experiential Learning IV, 8 credits. Graduation Requirements Requirements for the Bachelor of Science in Nursing degree: 125 semester credits. For a second baccalaureate degree, 35 additional credits in residence. All summer entry students are pursuing their second degree and will meet this requirement upon completion of the 54 hours of NURS courses. Cumulative and major GPA of 2.500. Math proficiency. Met by statistics, a prerequisite for entry into the program. Paracurriculum courses. Not required for second degree students. Linfield Curriculum (general education requirements). Not required if earning a second bachelor’s degree. All major requirements (with no grade C- or below). NURS 305, 315, 320, 335, 355, 365, 375, 395, 425, 435, 445, 455, 460, 470, 475 (54 semester credits). Prerequisite courses: BIOL 210, 211 or CHEM 210, 211; BIOL 212, 213; BIOL 275 or 361; HHPA 280; MATH 140; PSYC 155 (McMinnville Campus Course offerings; transfer course selection guides are on the Portland Campus Website). Prerequisite computer competency: COMP 120 or computer proficiency. Student Manual 50 2013-2014 Curriculum Plan For RN-BSN Program: Registered Nurse Student Entering Fall 2013 Admission Requirements Registered Nurse students admitted to this plan must have an unencumbered RN license from any US state where the student is living and where clinical rotations in courses will be completed. Provisional acceptance in the RN-BSN program will be considered pending successful completion of the NCLEX-RN exam prior to beginning course work. Registered Nurse students must have the following prerequisites completed with a minimum grade of “C” in each course and a minimum BSN prerequisite GPA of 2.75 as verified by official transcripts by the Fall start date. Prerequisites may be completed at any regionally accredited college or university. Inquiry Seminar or equivalent college writing course (4 semester credits minimum) One year of Anatomy and Physiology with lab or its academic course equivalent One course of Microbiology with lab One course of Nutrition One course of Lifespan Developmental Psychology One course of Statistics One course of Computer Applications (proficiency waiver available) Curriculum Plan Registered Nurse students entering Fall 2013 will take online courses according to the following curriculum plan. Fall 2013: NURS 309 Transition to Professional Practice, 6 credits NURS 315 Professional Communication in Diverse Communities, 2 credits (Completion of NURS 309, 315 and a 2.500 GPA required for progression in program) Spring 2014: NURS 320 Scholarship of Nursing, 3 credits NURS 470 Leading and Managing in Nursing, 3 credits NURS 460 Population-Based Nursing in a Multicultural and Global Society, 2 credits (Completion of NURS 320, 470, 460 and a 2.500 GPA required for progression to NURS 475) Summer 2014: NURS 475 Integrated Experiential Learning IV, 8 credits* *Students entering Fall 2013 may opt to take NURS 475 Fall 2014 instead of the Summer 2014 compressed term, if necessary, without completing a petition to the Nursing Admissions, Progressions, Honors and Graduation Committee to re-enter the program. Student Manual 51 2013-2014 Graduation Requirements Requirements for the Bachelor of Science in Nursing degree: 125 semester credits. Cumulative and major GPA of 2.500. Residency. No fewer than 30 credits must be from Linfield College if earning first bachelor’s degree and 35 credits if earning a second bachelor’s degree. Math proficiency. Met by statistics, a prerequisite for entry into the program. Linfield Curriculum (general education requirements). Not required if earning a second bachelor’s degree. Students with Associate of Arts Oregon Transfer Degree are required to complete two Linfield Curriculum Courses and an upper division course. See, the Linfield College Course Catalog for details. Prerequisite courses for the nursing major fulfill some, but not all, of these requirements. o Inquiry Seminary (INQS) or two writing courses, 4 semester credits o Creative Studies (CS), 3 semester credits o Individuals, Systems and Societies (IS), 3 semester credits o Natural World (NW), 3 semester credits o Quantitative Reasoning (QR), 3 semester credits o Ultimate Questions (UQ), 3 semester credits o Vital Past (VP), 3 semester credits o Global Pluralism (GP), 3 semester credits o U.S. Pluralism (US), 3 semester credits o Upper Division Course, 3 semester credits o Writing Intensive requirement satisfied by two writing courses and NURS 470 All major requirements (with no grade C- or below). NUR 309, 315, 320, 470, 460, 475 (24 semester credits). Prerequisite support courses: BIOL 212, 213; BIOL 275 or 361; HHPA 280; INQS 125; MATH 140; PSYC 155 (McMinnville Campus Course offerings; the College Adult Degree Program offers all prerequisite courses except anatomy, physiology, and microbiology; a transfer course selection guide is on the College Adult Degree Program Website). Prerequisite computer proficiency: COMP 120 or computer proficiency. Registered Nurse students may earn a maximum of 32 semester credits in the nursing major from previous work, on successful completion of NURS 309 Transition to Professional Practice with a grade above C-. Escrow credit, or prior learning credit will be given for NURS 335, 355, 365, 375, 395, 425, 435, 445 and 455. Total credits including required nursing courses and escrow credit is 56 semester credits. NURS 475 is an integrated experiential learning clinical course. Clinical experiences are tailormade for each Registered Nurse student, in a setting of the student’s choice where he/she is licensed. Clinicals generally can be conducted within the student’s work organization, with a department other than the department in which the student works. Clinical experience may be conducted in agencies other than the student’s place of employment, and also may be arranged with international healthcare organizations for short term intensive experiences outside of the United States. Student Manual 52 2013-2014 Curriculum Plan For RN-BSN Program: Registered Nurse Student Entering Spring 2014 Admission Requirements Registered Nurse students admitted to this plan must have an unencumbered RN license from any US state where the student is living and where clinical rotations in courses will be completed. Provisional acceptance in the RN-BSN program will be considered pending successful completion of the NCLEX-RN exam prior to beginning course work. Registered Nurse students must have the following prerequisites completed with a minimum grade of “C” in each course and a minimum BSN prerequisite GPA of 2.75 as verified by official transcripts by the Spring start date. Prerequisites may be completed at any regionally accredited college or university. Inquiry Seminar or equivalent college writing course (4 semester credits minimum) One year of Anatomy and Physiology with lab or its academic course One course of Microbiology with lab One course of Nutrition One course of Lifespan Developmental Psychology One course of Statistics One course of Computer Applications (proficiency waiver available) Curriculum Plan Registered Nurse students entering Spring 2014 will take online courses according to the following curriculum plan. Spring 2014: NURS 309 Transition to Professional Practice, 6 credits NURS 315 Professional Communication in Diverse Communities, 2 credits (Completion of NURS 309, 315 and a 2.500 GPA required for progression in program) Summer 2014: NURS 320 Scholarship of Nursing, 3 credits NURS 470 Leading and Managing in Nursing, 3 credits NURS 460 Population-Based Nursing in a Multicultural and Global Society, 2 credits (Completion of NURS 320, 470, 460 and a 2.500 GPA required for progression to NURS 475) Fall 2014: NURS 475 Integrated Experiential Learning IV, 8 credits Student Manual 53 2013-2014 Graduation Requirements Requirements for the Bachelor of Science in Nursing degree: 125 semester credits. Cumulative and major GPA of 2.500. Residency. No fewer than 30 credits must be from Linfield College if earning first bachelor’s degree and 35 credits if earning a second bachelor’s degree. Math proficiency. Met by statistics, a prerequisite for entry into the program. Linfield Curriculum (general education requirements). Not required if earning a second bachelor’s degree. Students with Associate of Arts Oregon Transfer Degree are required to complete two Linfield Curriculum Courses and an upper division course. See, the Linfield College Course Catalog for details. Prerequisite courses for the nursing major fulfill some, but not all, of these requirements: o Inquiry Seminary (INQS) or two writing courses, 4 semester credits o Creative Studies (CS), 3 semester credits o Individuals, Systems and Societies (IS), 3 semester credits o Natural World (NW), 3 semester credits o Quantitative Reasoning (QR) o Ultimate Questions (UQ), 3 semester credits o Vital Past (VP), 3 semester credits o Global Pluralism (GP), 3 semester credits o U.S. Pluralism (US), 3 semester credits o Upper Division Course, 3 semester credits o Writing Intensive requirement satisfied by two writing courses and NURS 470 All major requirements (with no grade C- or below). NUR 309, 315, 320, 470, 460, 475 (24 semester credits). Prerequisite support courses: BIOL 212, 213; BIOL 275 or 361; HHPA 280; INQS 125; MATH 140; PSYC 155 (McMinnville Campus Course offerings; the College Adult Degree Program offers all prerequisite courses except anatomy, physiology and microbiology; a transfer course selection guide is on the College Adult Degree Program Website). Prerequisite computer proficiency: COMP 120 or computer proficiency. Registered Nurse students may earn a maximum of 32 semester credits in the nursing major from previous work, on successful completion of NURS 309 Transition to Professional Practice with a grade above C-. Escrow credit, or prior learning credit will be given for NURS 335, 355, 365, 375, 395, 425, 435, 445 and 455. Total credits including required nursing courses and escrow credit is 56 semester credits. NURS 475 is an integrated experiential learning clinical course. Clinical experiences are tailormade for each Registered Nurse student, in a setting of the student’s choice where he/she is licensed. Clinicals generally can be conducted within the student’s work organization, with a department other than the department in which the student works. Clinical experience may be conducted in agencies other than the student’s place of employment, and also may be arranged with international healthcare organizations for short term intensive experiences outside of the United States. Student Manual 54 2013-2014 Curriculum Plan For RN-BSN Program: Registered Nurse Student Entering Summer 2014 Admission Requirements Registered Nurse students admitted to this plan must have an unencumbered RN license from any US state where the student is living and where clinical rotations in courses will be completed. Provisional acceptance in the RN-BSN program will be considered pending successful completion of the NCLEX-RN exam prior to beginning course work. Registered Nurse students must have the following prerequisites completed with a minimum grade of “C” in each course and a minimum BSN prerequisite GPA of 2.75 as verified by official transcripts by the summer start date. Prerequisites may be completed at any regionally accredited college or university. Inquiry Seminar or equivalent college writing courses (4 semester credits minimum) One year of Anatomy and Physiology with lab or its academic course equivalent One course of Microbiology with lab One course of Nutrition One course of Lifespan Developmental Psychology One course of Statistics One course of Computer Applications (proficiency waiver available) Curriculum Plan Registered Nurse students entering Summer 2014 will take online courses according to the following curriculum plan. Summer 2014: NURS 309 Transition to Professional Practice, 6 credits NURS 315 Professional Communication in Diverse Communities, 2 credits (Completion of NURS 309, 315 and a 2.500 GPA required for progression in program) Fall 2014: NURS 320 Scholarship of Nursing, 3 credits NURS 470 Leading and Managing in Nursing, 3 credits NURS 460 Population-Based Nursing in a Multicultural and Global Society, 2 credits (Completion of NURS 320, 470, 460 and a 2.500 GPA required for progression to NURS 475) Spring 2015: NURS 475 Integrated Experiential Learning IV, 8 credits Student Manual 55 2013-2014 Graduation Requirements Requirements for the Bachelor of Science in Nursing degree: 125 semester credits. Cumulative and major GPA of 2.500. Residency. No fewer than 30 credits must be from Linfield College if earning first bachelor’s degree and 35 credits if earning a second bachelor’s degree. Math proficiency. Met by statistics, a prerequisite for entry into the program. Paracurricular courses not required for Registered Nurse students. Linfield Curriculum (general education requirements). Not required if earning a second bachelor’s degree. Students with Associate of Arts Oregon Transfer Degree are required to complete two Linfield Curriculum Courses and an upper division course. See, the Linfield College Course Catalog for details. Prerequisite courses for the nursing major fulfill some, but not all, of these requirements. o Inquiry Seminar (INQS) or two writing courses, 4 semester credits o Creative Studies (CS), 3 semester credits o Individuals, Systems and Societies (IS), 3 semester credits o Natural World (NW), 3 semester credits o Quantitative Reasoning (QR) o Ultimate Questions (UQ), 3 semester credits o Vital Past (VP), 3 semester credits o Global Pluralism (GP), 3 semester credits o U.S. Pluralism (US), 3 semester credits o Upper Division Course, 3 semester credits o Writing Intensive requirement satisfied by two writing courses and NURS 470 All major requirements (with no grade C- or below). NUR 309, 315, 320, 470, 460, 475 (24 semester credits). Prerequisite support courses: BIOL 212, 213; BIOL 275 or 361; HHPA 280; INQS 125; MATH 140; PSYC 155 (McMinnville Campus Course offerings; the College Adult Degree Program offers all prerequisite courses except anatomy, physiology and microbiology; a transfer course selection guide is on the College Adult Degree Website). Prerequisite computer proficiency: COMP 120 or computer proficiency. Registered Nurse students may earn a maximum of 32 semester credits in the nursing major from previous work, on successful completion of NURS 309 Transition to Professional Practice with a grade above C-. Escrow credit, or prior learning credit will be given for NURS 335, 355, 365, 375, 395, 425, 435, 445 and 455. Total credits including required nursing courses and escrow credit is 56 semester credits. NURS 475 is an integrated experiential learning clinical course. Clinical experiences are tailormade for each Registered Nurse student, in a setting of the student’s choice where he/she is licensed. Clinicals generally can be conducted within the student’s work organization, with a department other than the department in which the student works. Clinical experience may be conducted in agencies other than the student’s place of employment, and also may be arranged with international healthcare organizations for short term intensive experiences outside of the United States. Student Manual 56 2013-2014 Chapter III: Organizational Structure And Student Membership On Committees Student Manual 57 2013-2014 Organizational Structure The Dean of Nursing is the chief academic officer of Linfield-Good Samaritan School of Nursing, and provides vision and leadership while representing the interests of the School of Nursing. The Associate Dean of Nursing for Instructional Programs and the Associate Dean of Nursing for Faculty and Program Development collaborate with the Dean of Nursing in the administration of the School of Nursing. The Experiential Learning Center Director is responsible for the operation of the Experiential Learning Center (nursing labs), with the assistance of the Experiential Learning Center Coordinators. The Simulation Program Director oversees the high fidelity simulation program with the technical assistance of the Simulation Operations Manager and the Senior Laboratory Coordinator. The Clinical Facilities Administrator is responsible for coordination of clinical facilities. The Clinical Facilities and Project Coordinator manages clinical placements in conjunction with the Clinical Facilities Administrator, and monitors Health Passport Compliance. The Administrative Assistants of the School of Nursing assist students in locating and communicating with instructors. Faculty members are the student’s primary resource for learning activities and should be the first point of contact. In online courses, students should check with instructors about preferences for communication and their timeline for response. Semester Coordinators facilitate curriculum integrity. Integrated Experiential Learning Coordinators orient, supervise and evaluate Nurse Educator Associates (clinical adjunct faculty) teaching in Integrated Experiential Learning courses. The Associate Dean of Nursing for Faculty and Program Development is responsible for the orientation, supervision and evaluation of Nurse Educator Associates (classroom adjunct faculty). Nurse Educator Associates (adjunct faculty) are hired semester by semester to meet staffing needs and are fully qualified faculty. They will inform students how to communicate with them. Student Manual 58 2013-2014 Student Representation On Linfield-Good Samaritan School Of Nursing Committees/Councils Two nursing student representatives to the Faculty Assembly of the School of Nursing meetings are selected by the Associated Students of Linfield College – Portland Campus (student government). These representatives can give input but are not eligible to vote. Each School of Nursing standing committee has two nursing student representatives selected by Associated Students of Linfield College – Portland Campus (student government). Student representatives on committees can provide input and are eligible to vote. A description of these committees, as well as, the Clinical Advisory Council, Diversity and Inclusion Advisory Council and Search Committees follows: Admissions, Progressions, Honors, and Graduation Committee Area of Focus Admission, progression, honors, and graduation Purpose To recommend policies and standards; and review factors relating to the recruitment, advising, selection, admission, advanced placement, retention, dismissal, progression, readmission, transfer, honors, and graduation of nursing students. The Committee: 1. Recommends to the Faculty Assembly of the School of Nursing changes in the standards for College admission. If approved by the Faculty Assembly of the School of Nursing, the Chairperson of the committee with the approval of the Dean of Nursing, directs the proposal to the College Student Policies Committee. 2. Recommends to the Faculty Assembly of the School of Nursing changes in policies and standards related to recruitment, advising, selection, admission, advanced placement, retention, dismissal, progression, readmission, transfer, honors, and graduation of nursing students. Directs proposals concerning recruitment, advising, selection, admission, advanced placement, retention, dismissal, progression, readmission, and transfer to the College Student Policies Committee; and proposals concerning honors and graduation to the College Curriculum Committee. 3. Acts on petitions for admission, readmission, retention or progression in the nursing major as appropriate under existing policies. Student Manual 59 2013-2014 4. Instructs the Assistant Director of Registration and Records and the Associate Registrar in the Division of Continuing Education to deny registration in nursing courses for which the student has not met prerequisites. 5. If needed, clarifies for faculty policies affecting student recruitment, advising, selection, admission, advanced placement, retention, dismissal, progression, readmission, transfer, honors, and graduation. 6. Reviews statistics provided by the Assistant Director of Registration and Records and the Associate Registrar in the Division of Continuing Education on the number of students entering, graduating, length of time in the program, withdrawals and at risk students to determine the ability of students to meet course, level and program outcomes. 7. Reviews effectiveness of recruitment and student support services in recruiting and retaining a diverse student population and achieving the School of Nursing vision, mission, philosophy, and program outcomes. 8. Solicits nominations from the nursing faculty members for senior student awards. 9. Reviews essays for departmental competitive scholarships and determines awards. 10. Implements that portion of the Evaluation Plan pertaining to the specified responsibilities of the Admissions, Progressions, Honors, and Graduation Committee. Membership (3 faculty; 2 students; 6 ex officio without vote): Three nursing faculty, one of whom teaches in the RN-BSN program, elected by the Faculty Assembly of the School of Nursing to two-year terms. Two nursing students selected by Associated Students of Linfield College-Portland Campus (student government). The Dean of Nursing, the two Associate Deans of Nursing, the Director of Enrollment Services, the Associate Registrar in the Division of Continuing Education, and the Assistant Director of Registration and Records serve as ex officio members. Student Manual 60 2013-2014 Curriculum Committee Area of Focus Curriculum Purpose To develop and implement curricular policies as directed by the Faculty Assembly of the School of Nursing. The Committee: 1. Seeks input from the College Curriculum Committee, Clinical Advisory Council, and Diversity and Inclusion Advisory Council concerning the nursing curriculum, as well as current trends and needs in nursing education. 2. Reviews the School of Nursing vision, mission, philosophy, and program outcomes for congruence with the College mission, professional nursing standards and guidelines, the needs and expectations of the community, faculty beliefs, and current trends and needs in nursing education. 3. Reviews congruence of School of Nursing course and level outcomes with program outcomes and School of Nursing vision, mission, and philosophy. 4. Evaluates effectiveness of the curriculum design, sequencing, and scheduling in achieving program outcomes. 5. Evaluates proposals for curricular changes relating to the nursing major and support courses to the major in terms of compatibility with the School of Nursing vision, mission, philosophy, and program outcomes. 6. Recommends curricular revisions to the Faculty Assembly of the School of Nursing for action. If approved by the Faculty Assembly of the School of Nursing, the Chairperson of the committee, with the approval of the Dean of Nursing, directs the proposal to the College Curriculum Committee. 7. Recommends to the Faculty Assembly of the School of Nursing measures to strengthen the curriculum based on evaluation and research findings. 8. Reviews the effectiveness of nursing courses in meeting course, level and program outcomes and integrating critical nursing practice concepts as well as essential methods of inquiry. Forwards recommendations to the Faculty Assembly of the School of Nursing for action. 9. Reviews new course proposals and course revisions submitted by Nursing Faculty to determine need and contribution to achievement of program outcomes, forwarding Student Manual 61 2013-2014 recommendations to the Faculty Assembly of the School of Nursing for action. If approved by the Faculty Assembly of the School of Nursing, the Chairperson of the Committee, with the approval of the Dean of Nursing, directs the proposals to the College Curriculum Committee. 10. Examines the effectiveness of course assessment methods in evaluating course outcomes. 11. Maintains continuity in education delivery to ensure achievement of level outcomes. 12. Examines internal and external assessment sources to evaluate the curriculum. 13. Implements that portion of the Evaluation Plan pertaining to the specified responsibilities of the Curriculum Committee. Membership (6 faculty; 2 students; 4 ex officio without vote): Four nursing faculty, who are Semester Coordinators, assigned on a yearly basis by the Dean of Nursing. Two nursing faculty, one of whom teaches in the RN-BSN program, elected by the Faculty Assembly of the School of Nursing to two-year terms. Two nursing students selected by Associated Students of Linfield College-Portland Campus (student government). The Dean of Nursing, the two Associate Deans of Nursing, and the Experiential Learning Center Director serve as ex officio members. Student Manual 62 2013-2014 Faculty Development Committee Area of Focus Professional development. Purpose To facilitate faculty development. The Committee: 1. Prepares a monthly program of faculty development and yearly retreat based on nursing faculty members’ needs and interests, as well as input from the Dean of Nursing. 2. Prepares faculty development programs for Nurse Educator Associates (clinical adjunct faculty) in conjunction with the Nurse Educator Associate (Adjunct Faculty) Liaison. 3. Nominates one member of the committee to oversee the New Faculty Learning Community, which includes the faculty mentoring program designed to assist new faculty. 4. Assesses faculty development needs and the effectiveness of programs in meeting identified needs. 5. Provides representation to the Northwest Nursing Education Institute. 6. In conjunction with the Dean of Nursing, provides orientation of new faculty to the curriculum and learner centered education. 7. Collaborates with the Faculty Development Subcommittee of the College Faculty Personnel Committee to implement College professional development programs. 8. Updates the Praxis Orientation in the Nursing Faculty Manual. 9. Implements that portion of the evaluation plan pertaining to the specified responsibilities of the Faculty Development Committee. Membership (3 faculty; 2 students; 3 ex officio without vote): Three nursing faculty, one of whom is tenured, elected by the Faculty Assembly of the School of Nursing to two-year terms. Two nursing students selected by Associated Students of Linfield College-Portland Campus (student government). The Dean of Nursing and the two Associate Deans of Nursing serves as an ex officio member. Student Manual 63 2013-2014 Quality Improvement Committee Area of Focus Quality improvement. Purpose To monitor the quality of the nursing program, and promote improvement of the teachinglearning process and facilities on campus and in the community. The Committee: 1. Oversees yearly review and implementation of the Evaluation Plan for the School of Nursing. 2. Notifies appropriate individuals and/or committees of evaluation deadlines. 3. Recommends changes in the Evaluation Plan to the Faculty Assembly of the School of Nursing. 4. Collects and analyzes assessment data as requested by the School of Nursing, reporting findings to the Faculty Assembly of the School of Nursing. 5. Maintains files of collected and analyzed assessment data. 6. Assesses the adequacy of library and educational media resources as well as other instructional resources including the use of information technology. 7. Monitors the adequacy of clinical sites and clinical teaching associates (preceptors) in consultation with the Clinical Facilities Administrator and the Faculty. 8. Reviews yearly the School of Nursing Governing Policies, and recommends to the Nursing Faculty Assembly amendments to the policies. If approved by the Faculty Assembly of the School of Nursing, the Chairperson of the Committee, with the approval of the Dean of Nursing, refers the amendments to the College Faculty Executive Council to review for consistency with the Linfield College Faculty Handbook. 9. Implements that portion of the Evaluation Plan pertaining to the specified responsibilities of the Quality Improvement Committee. Membership (5 faculty, 2 students, 4 ex officio without vote): Five nursing faculty elected by the Faculty Assembly of the School of Nursing to two-year terms. Two nursing students selected by Associated Students of Linfield College-Portland Campus (student government). The Dean of Nursing, the two Associate Deans of Nursing, and the Clinical Facilities Administrator serve as ex officio members. Student Manual 64 2013-2014 Search Committees Search Committees for tenure track full-time faculty, Visiting Assistant Professor, and Clinical Associate positions are convened as needed. The purpose of Search Committees is to advertise, interview, assess professional presentations, and recommend candidates for these positions to the Dean of Nursing, Vice President for Academic Affairs/Dean of Faculty, and the College President. Nursing student representatives are active members of the search process. They provide input and are eligible to vote. The nursing department selects two nursing students to serve on Search Committees based on recommendations from the Associate Students of Linfield College-Portland Campus (student government). Clinical Advisory Council The purpose of the Clinical Advisory Council is for nurses from the community to provide counsel to the School of Nursing concerning the nursing curriculum, the changing health care system, community health care needs and expectations of Linfield-Good Samaritan School of Nursing graduates. Two nursing student representatives to the Clinical Advisory Council are selected by Associated Students of Linfield College-Portland Campus (student government). The officers of the Student Nurses Association and other interested students are invited to participate. Diversity and Inclusion Advisory Council The purpose of the Diversity and Inclusion Advisory Council is to provide the School of Nursing with guidance and expertise on culturally relevant curriculum issues, as well as the recruitment and retention of students, staff, and faculty of diverse backgrounds, especially areas underrepresented in nursing and healthcare. The primary responsibility of community members on the Diversity and Inclusion Advisory Council is to serve as ambassadors to the Portlandmetro community in their current community in roles and provide feedback regarding the School of Nursing’s diversity efforts. Two nursing student representatives to the Diversity and Inclusion Advisory Council are selected by Associated Students of Linfield College- Portland Campus (student government). Student Government (Associated Students Of Linfield College-Portland Campus) The Associated Students of Linfield College-Portland Campus (ASLC-PC) is the student government organization that provides student advocacy and coordinates social, cultural, and education events. The student government extends an invitation to generic BSN nursing students and RN-BSN students to be student representatives on nursing committees and to participate in student clubs. Student Manual 65 2013-2014 Portland Campus Organizations/Clubs Nursing students are encouraged to participate in Portland Campus organizations/clubs such as: Linfield Student Nurses Association, a chapter of the National Student Nurses Association Linfield Student Chapter of the Asian American/Pacific Islander Nurses Association Nursing Students Without Borders Linfield Public Health Club Queer Health Club Holistic Health Club Nursemen Club Healthcare Events Student Services supports educational events, such as: Breast Cancer Awareness Holistic Health Community Fair National Nurses Day, American Nurses (ANA) Nursing Career Fair Trans Health Day Environmental Health Day Relaxation Day Oregon State Board of Nursing, Ethics Panel HIV/AIDs Awareness Day National Alliance for Mental Illness (NAMI) Nurse Lobby Day Salem Lobby Day Wellness Program Body Composition Workshop Personal Safety Workshop Sheltering and Disaster Health Both students and faculty act as healthcare advocates by volunteering to participate in a variety of community events such as: Alzheimer’s Association Memory Walk Blood Pressure Clinic Susan G. Komen’s Race for the Cure Out of Darkness (Suicide Prevention) Walk AIDS Walk Blood Drive Flu Immunization Clinics National Alliance for Mental Illness Walk Linfield Student Nurses Association Bone Marrow Drive Cultural Events Student Services supports multicultural events, such as: African Film Festival and Dinner Greek Festival Cultural Food Fair LUAU at the McMinnville Campus MLK Day of Service Student Manual Die de los Metros Altar Building Hawaiian BBQ India Day MEChA Latino Potluck Cultural Connections 66 2013-2014 Muslim Education Trust Field Trip with McMinnville Campus Viva Neustria Culture Latina (Aztec dancers) Honduras Day Guatemala Day St. Patty’s Bake-Off Philippino Day Cameroon Day Professional Conferences Nursing students are encouraged to attend professional conferences, such as: Developing Cultural Competency in Nursing Regional Conference National Student Nurses Association (NSNA) Mid-Year convention Portland Reproductive Health Conference Student Manual 67 National Student Nurses Association (NSNA) Convention Oregon Nursing Student Association Annual Convention The American Psychiatric Nursing National Conference 2013-2014 2013-2014 Student Committee Membership Committee Admissions, Progressions, Honors, and Graduation Committee of the School of Nursing Chair: Linda Luce, Visiting Assistant Professor of Nursing Advisory Committee on the Environment and Sustainability (ACES) Chair: John McKeegan, Advisor to the President and General Council Portland Campus Contact: Dave Hecox, Director of Portland Campus Operations Student Manual Purpose Meeting Times nd Student Membership To recommend policies and standards; and review factors relating to recruitment, advising, selection, admission, retention, advanced placement, dismissal, progression, readmission, transfer, honors, and graduation of nursing students. Date 2 Monday of the month Term Student Time 12:00-02:00 pm and/or as needed Term Student Linfield President Thomas Hellie appointed the ACES Committee to: 1. Determine our carbon footprint and ways to reduce it. 2. Develop guidelines for assuring new campus buildings meet LEED Silver standards. 3. Find out what is currently going on across the campus around recycling, conservation of energy, and sustainability. 4. Determine whether meeting the Presidents' Climate Commitment is feasible. 5. Determine potential costs for all of this, including monetary, academic, personal, and social costs 6. Develop strategies to communicate both to the campus community and to the wider community what we do now and what we plan to do. Date TBA Term Student 68 Meets with members of the McMinnville Campus via Skype/Teleconference Term Student 2013-2014 Committee Clinical Advisory Council of the School of Nursing Chairs: Neal Rosenburg, Associate Dean of Nursing for Faculty and Program Development Deb Henry, Clinical Facilities Administrator College Faculty Assembly Purpose Meeting Times Student Membership Nurses from the community provide counsel to the School of Nursing concerning the nursing curriculum, the changing health care system, community health care needs, and expectations of Linfield-Good Samaritan School of Nursing graduates. Date TBA Time TBA The College Faculty Assembly is the forum in which discussion and decisions take place regarding all aspects of the College under the purview of the College faculty. Date 2nd Monday of the month Term Student Time 04:00-05:30 pm Rooms McMinnville Campus Riley 201 Term Student (alternate) Term Student Term Student Portland Campus PH conference room Curriculum Committee of the School of Nursing To develop and implement curricular policies as directed by the Faculty Assembly of the School of Nursing. Chair: Jeaneatte O’Brien, Assistant Professor of Nursing Student Manual 69 Note Date Via teleconference 1st Friday of the month Time 09:00-11:00 am and/or as needed Term Student Term Student 2013-2014 Committee Diversity and Inclusion Advisory Council of the School of Nursing Chairs: Neal Rosenburg, Associate Dean of Nursing for Faculty and Program Development Michael Reyes, Director of Inclusion and Access Faculty Development Committee of the School of Nursing Chair: Karen Maxwell, Assistant Professor of Nursing Faculty Search Committee Chair: TBA Nursing Faculty Assembly Chair: Mallie Kozy, Dean of Nursing Contact: Jennifer Keltner, Administrative Assistant to the School of Nursing Student Manual Purpose Meeting Times Student Membership Provides guidance regarding culturally relevant curriculum issues, recruitment, and retention of underrepresented populations in the School of Nursing, and networking and information exchange. Date TBA Time TBA To facilitate faculty development. (Includes: preparing a monthly program of faculty development and a yearly retreat, preparing faculty development programs for Nurse Educator Associates (adjunct faculty), orientation of new faculty to the curriculum, and other responsibilities.) To recommend candidates for faculty positions. Participate in interviewing candidate, listening to candidate presentations, discussing feedback, etc. Date 2nd Monday of the month Term Student Time TBA Term Student Date TBA Term Student Time Varied hours per week until faculty positions are filled Usually 1st and 3rd Monday of the month (schedule varies based on College meetings) Nursing Faculty Assembly meeting, also known as Nursing Department meeting, is chaired by the Dean of Nursing and is the forum in which discussion and decisions take place regarding all aspects of the Nursing major which are under the purview of the nursing faculty. 70 Term Student Term Student Date Time 04:00-05:30pm Room PH 104 Term Student Term Student Term Student 2013-2014 Committee Quality Improvement Committee of the School of Nursing Chair: Kim Kintz, Assistant Professor of Nursing Safety Committee for the Portland Campus Chair: TBA Student Manual Purpose Meeting Times nd Student Membership To monitor the quality of the nursing program, and promote improvement of the teaching-learning process and facilities on campus and in the community. Date 2 Monday of the month Term Student Time TBA Term Student To discuss safety issues that arise on campus. Review any issues brought to the Committee’s attention, review accident reports, and perform periodic safety inspections. Date Once a month Term Student Time TBA 71 Term Student 2013-2014 Chapter IV: Student Recognition And Awards Student Manual 72 2013-2014 Competitive Scholarships The School of Nursing participates in the College Competitive Scholarships program, which is open to entering Freshmen students (including pre-nursing students) on the McMinnville Campus. The School of Nursing Admissions, Progressions, Honors, and Graduation Committee reviews essays for the nursing department competitive scholarships, awarding three scholarships. Sigma Theta Tau International Honor Society Linfield-Good Samaritan School of Nursing has a chapter of Sigma Theta Tau, Xi Mu, Nursing’s International Honor Society. Sigma Theta Tau supports learning, knowledge, and professional development to benefit worldwide health. Qualified senior nursing students, alumni, and practicing RN’s are invited to membership. School of Nursing Senior Awards The department of nursing has established four kinds of awards that are announced at the end of each semester: Senior Honors in Nursing, RN-BSN Senior Honors in Nursing, Award for Professional Excellence, and the Wilma Pope Award. Senior Honors in Nursing Award The nursing faculty members vote to honor one generic nursing student with the Senior Honors in Nursing Award for every 25 generic nursing students in the graduating class. The following criteria will be used to determine eligibility for this award: A cumulative grade point average of 3.50 based on required nursing courses. Exceptional performance in clinical practice as a provider of direct and indirect nursing care, designer/coordinator/manager of care, and member of the nursing profession based on the following criteria: o Synthesized theoretical and empirical knowledge from nursing, scientific, and humanistic disciplines to diagnose and treat human responses to actual or potential health problems throughout the life span. o Used critical, analytical and creative thinking, as well as, intuitive processes as a basis for decision making in the application of the nursing process. o Actualized professional nursing roles to meet the health needs of multidimensional individuals and families, groups, communities, and populations in a continually evolving diverse and multicultural society. o Evaluated research findings, applied them to professional nursing practice and identified researchable problems. o Functioned independently and collaboratively in providing nursing care that supported the worth and dignity of clients and their efforts toward selfdetermination in health care. o Demonstrated accountability for conduct consistent with professional nursing standards based on an integration of professional values with ethical and legal considerations. Student Manual 73 2013-2014 o Used leadership skills and knowledge of social systems to influence changes necessary for the health and welfare of society. (Achievement may be demonstrated in the clinical setting, college, or community.) RN-BSN Senior Honors in Nursing Award The nursing faculty members vote to honor one Registered Nurse student with the RN-BSN Senior Honors in Nursing Award for every 25 RN-BSN students in the graduating class. The following criteria will be used to determine eligibility for this award: A cumulative grade point average of 3.50 based on required nursing courses completed at Linfield College. Exceptional performance in clinical practice as a provider of direct and indirect nursing care, designer/coordinator/manager of care, and member of the nursing profession based on the following criteria: o Synthesized theoretical and empirical knowledge from nursing, scientific, and humanistic disciplines to diagnose and treat human responses to actual or potential health problems throughout the life span. o Used critical, analytical and creative thinking, as well as, intuitive processes as a basis for decision making in the application of the nursing process. o Actualized professional nursing roles to meet the health needs of multidimensional individuals and families, groups, communities, and populations in a continually evolving diverse and multicultural society. o Evaluated research findings, applied them to professional nursing practice and identified researchable problems. o Functioned independently and collaboratively in providing nursing care that supported the worth and dignity of clients and their efforts toward self-determination in health care. o Demonstrated accountability for conduct consistent with professional nursing standards based on an integration of professional values with ethical and legal considerations. o Used leadership skills and knowledge of social systems to influence changes necessary for the health and welfare of society. (Achievement may be demonstrated in the clinical setting, college, or community). Award for Professional Excellence The nursing faculty members vote to give this special award to a graduating generic nursing student who excels in leadership, scholarship, and the human science of nursing. The award is reserved for those years when such a graduate is identified by the faculty. The following criteria will be used to determine eligibility for this award: Is caring with self, clients, fellow students, faculty, health care providers, and the community. Is a leader in multiple areas (may include clinical practice, student government, and the community). Is in touch with his/her own power and uses it appropriately. Has excellent communication skills in class, clinical, and the community. Student Manual 74 2013-2014 Is a critical thinker - looks at multiple perspectives and shares own perspective (even when holding an unpopular view), and is respectful in dialogue with others. Is a potentially skilled scholar-clinician, demonstrating a high level of inquiry skills in the creation and evaluation of knowledge. Wilma Pope Alumni Award The nursing faculty members vote to give this award to a graduating generic nursing student. The following criteria will be used to determine eligibility for this award: Demonstrated caring in clinical practice and in college activities/classes. Demonstrated clinical competence. Modeled professional behavior in clinical practice and in college activities/classes. Demonstrated involvement/leadership in student organizations. Recognition For Honors And Awards Graduating nursing students who have been inducted into Sigma Theta Tau International Honor Society and/or have received School of Nursing awards, will be recognized for their achievements at the Community Celebration and Awards Presentation. Student Manual 75 2013-2014 Chapter V: Linfield-Good Samaritan School Of Nursing Policies And Procedures Student Manual 76 2013-2014 Diversity In A Community Of Learning The School of Nursing is committed to establishing a community of learning that incorporates students of diverse backgrounds (e.g., men and women, single and married, migrating students from the McMinnville Campus and transfer students from other college/universities, and first degree and second degree generic nursing students and RN students). Students and staff in the College Multicultural Program work to deepen cultural awareness on campus and expand community partnerships with high schools, community colleges, health career programs, and health care agencies and organizations. Future Nurses Day is a campus event for high school and college students interested in exploring or pursing a nursing career. Campus celebrations of cultural holidays and traditions promote unity through honoring the diversity that exists on campus. Admission To The Nursing Major In The BSN Generic Nursing Program Linfield College offers admission into the Linfield-Good Samaritan School of Nursing to transfer students from other colleges/universities. There are three program start dates each year. The summer start date is for students who hold a bachelor’s degree at the time of application and desire an accelerated curriculum plan. The fall and spring start dates are for students with or without a prior bachelor’s degree. All applicants must apply directly to Linfield College– Portland Campus. Applications may be submitted November 15-February 1 for summer and fall admission, and June 1-August 1 for spring admission. Students transferring from other institutions may obtain information from the Portland Campus Admission website: http://www.linfield.edu/portland/enrollment-services/admission/nursing/. Admission is competitive based on college academic record and supporting application materials. For admission consideration, the applicant must meet the following criteria: A minimum of 11 semester/16 quarter credits in the sciences (biology/chemistry, anatomy, physiology, microbiology); 4 semester/6 quarter credits in inquiry seminar/writing; and all other prerequisite courses must be complete at the time of application for admission consideration. Completion of 62 transferable semester credits (93 quarter credits) at a regionally accredited two- or four-year college or university by July 10 (fall start), January 15 (spring start), or May 1 (summer start). A grade of “C-“ or lower is not transferable. Completion of all prerequisite course requirements by July 10 (fall start), January 15 (spring start), or May 1 (summer start). Anatomy, physiology, and microbiology must have been completed within the last 7 years. A minimum of 8 semester/12 quarter credits of biology/chemistry is required. At the time of application and by July 10 (fall start), January 15 (spring start), or May 1 (summer start), a minimum grade of “C” in each of the prerequisite course requirements. (A grade of “C-” or lower is unacceptable). Proficiency in microcomputer applications or completion of COMP 120 by July 10 (fall start), January 15 (spring start), or May 1 (summer start). Student Manual 77 2013-2014 Recommend completion of majority of Linfield Curriculum general education requirements by the program start date. Prerequisite support courses fulfill some of these requirements. Second degree students do not have to complete the Linfield Curriculum general education requirements. At the time of application and by July 10 (fall start), January 15 (spring start), or May 1 (summer start), a minimum 3.00 GPA based on all transferable prerequisite course requirements (Linfield Curriculum general education requirement, paracurricular, and elective courses excluded). Prerequisites are listed in the Linfield College Course Catalog and on the Portland Campus Enrollment Services website at http://www.linfield.edu/portland/enrollmentservices/admission/nursing/ prerequisite-courses/. All admitted nursing students will be assigned to a specific curriculum plan based on prior academic work completed and available space. Non-nursing courses will not be accepted as meeting nursing course requirements. Linfield College Intercampus Migrating Students Linfield College students currently enrolled on the McMinnville Campus will be admitted to the nursing major (generic BSN program) pending space availability, if they are in good standing at the college and meet all nursing applicant criteria. Admission will be competitive, based on college academic record and supporting application materials, if there are more applicants than space available. Students are required to submit the Linfield College Intercampus Nursing Application by the nursing application deadline. Students who transferred to the McMinnville Campus from another program, must show that 30 semester hours will be completed at the McMinnville Campus in order to be considered a resident Linfield College student. Students who have not met this requirement, will be included in the general transfer pool applying to the Linfield-Good Samaritan School of Nursing. A paracurricular transition course is available to students on the McMinnville Campus. This course assists students in the transition to the nursing major on the Portland Campus. Application And Admission Procedure For Students Desiring To Transfer From Other Nursing Programs Applicants, who were enrolled at an accredited baccalaureate in nursing degree program within the past two years (e.g., National League for Nursing or Commission on Collegiate Nursing Education), may apply for advanced placement admission, provided they meet the applicant criteria. The applicant must also submit course syllabi of all completed nursing courses, and provide a letter of recommendation from the dean/director of the previous nursing school stating that the student was in good standing and would have been allowed to progress in the program. Assignment to a specific curriculum plan is based on evaluation of prior academic work and available space. Student Manual 78 2013-2014 Admission For Registered Nurse (RN-BSN) Students The RN-BSN distance education program is designed for Registered Nurses (RN) seeking a BSN degree. While completing prerequisites, RN students apply for admission to the nursing major and must meet the same standards as any other nursing student. Admission to the RN-BSN program will be on a space available basis. For admission consideration, registered nurse applicants must also meet the following criteria: Apply for admission to Linfield College and the Adult Degree program. Completed an accredited nursing program, and have an unencumbered RN license in the state in which clinical preceptorship is completed. Provisional acceptance in the RNBSN program will be considered pending successful completion of the NCLEX-RN exam prior to beginning course work. Provide a completed recommendation form from the registered nurse applicant’s most recent supervisor or nursing faculty. The letter should address critical thinking and communication skills, professional behavior, and motivation to learn. Course work may be completed online in a 3-semester curriculum plan (or up to 5 semesters part-time). RN students may earn a maximum of 32 semester credits in the nursing major from previous work, on successful completion of NURS 309 Transition to Professional Practice (6 credit course) with a grade above C-. Escrow credit, or prior learning credit will be given for NURS 335, 355, 365, 375, 395, 425, 435, 445, and 455. Transfer courses cannot be considered as meeting course requirements in the RN-BSN program unless documentation (e.g., course description, syllabus) is available for evaluation, when requested by the Associate Registrar in the Division of Continuing Education. The anatomyphysiology prerequisite requires a full year of course work with a lab component or its academic equivalent. RN-BSN program admission applications, that are exceptions to the norm in the Department of Continuing Education, are reviewed for admission by the School of Nursing Admissions, Progressions, Honors, and Graduation Committee. International RN-BSN program students, with a student immigration visa, must enroll in at least 9 credits of Linfield campus based courses per semester. This is a US government requirement. Student Manual 79 2013-2014 Student Health Passport Generic BSN Student Health Passport Requirements For students to be eligible for participation in laboratory and clinical rotations throughout the program, each individual is responsible for satisfying and maintaining compliance to the Health Passport Requirements prior to the first day of each semester. Please be aware that noncompliance of Health Passport Requirements by the first day of the semester will lead to an administrative withdrawal from an Integrated Experiential Learning (IEL) course. Each student is required to manage a Certified Profile Account (Background Check + Medical Document Manager). To enroll, order with package code: IF78bgim at CertifiedBackground.com. To maintain program eligibility, each student is expected and responsible to ensure that all requirements are “Completed” and will not lapse during the semester as “Overdue.” Contact Alex Asbury, Clinical Facilities and Project Coordinator, for questions. Upload the below (10) Requirements to your Certified Profile Account with official documentation: 1. Essential Functions Form a. Sign and date 2. Proof of Health Insurance a. Indicate “Yes” for School Health Insurance (Verified through Linfield Business Office) b. Indicate “No” for Private Health Insurance and Upload a copy of your card 3. Health Assessment Form (3 pages) a. Page 1: Emergency information b. Page 2: Student completes and signs c. Page 3: Primary Care Provider completes and signs 4. Measles (Rubeola), Mumps, and Rubella (MMR): Complete either “a” OR “b” below: a. 2 MMR Immunizations, at least one month apart. Students may attend clinical during one-month waiting period between immunizations. i. Date of First; ii. Date of Second OR b. Positive titer (blood test) for each: Date of positive titer for Measles/Mumps/Rubella 5. Varicella (Chicken Pox): Complete either “a” OR “b” below: Student Manual 80 2013-2014 a. 2 Varicella Immunizations at least one month apart. Students may attend clinical during one-month waiting period between immunizations. i. Date of First; ii. Date of Second OR b. Positive titer (blood test): i) Date of positive titer 6. Hepatitis B: Complete either “a” OR “b” below: a. Positive titer (blood test) after receiving 3 immunizations: ***Students may start the series now and continue in clinical as long as each step is completed on time, including the final titer to determine immunity. i. Date of First Immunization; ii. Date of Second, 1 month after first shot; iii. Date of Third, 5 months after second shot; iv. Date of Positive Titer, 4-6 weeks after third shot OR b. Sign Hepatitis B Waiver: signing a waiver may limit clinical site options 7. Tetanus, Diptheria, and Pertussis (TDAP): within past 9 years (booster required every 10 years) a. Date of last TDAP 8. Tuberculosis (TB) Screening, must be valid entire semester: Complete either “a” OR “b” OR “c” a. 2-Step TB Test: second TB skin test must be no earlier than 1 week after the first test was planted and no later than 3 weeks after the first test was planted. (If you have documentation of a 2-Step Test within the past year, you will only need an annual 1-Step TB Test). i. Date of First; ii. Date of Second OR b. Quantiferon Gold (QG) Test (blood test): i. Date of QG Test OR c. Chest X-Ray: within 6-months prior to starting the nursing program and an Annual TB Review of Symptoms Form i. Date of Chest X-Ray; ii. Date of Review of Symptoms Form 9. CPR: must be valid entire semester: a. BLS for Healthcare Providers Card: Basic Life Support (BLS) for Healthcare Providers through the American Heart Association 10. Annual Influenza Vaccination a. Complete the Annual Influenza Vaccination: sign the Attestation/Declination Form OR provide official documentation Student Manual 81 2013-2014 11. Annual StudentMax Orientation Quiz a. Complete the StudentMax Orientation Quiz (see instructions) and Upload the Certificate i. ii. iii. iv. v. vi. vii. viii. ix. x. xi. Student Manual Access StudentMax Orientation BSN Students: Select “Nursing Students” User Name: clinicalSMC, Password: 2013orient Step 1: Review Orientation Modules Omit Steps 2 + 3 Select “Take The Quiz” Request A New Account Select “Quiz Catalog” Enroll into “1-FERPA Release” and “2-General Orientation Quiz for Nursing Students” Print and Save Certificate as a PDF Upload Certificate to your Certified Profile Account 82 2013-2014 RN-BSN Student Health Passport Requirements For students in the RN-BSN program, specific Health Passport Requirements must be satisfied in a two-tier process. Compliance to the Health Passport Requirements must be satisfied for registration into NURS 309 Transition to Professional Practice and NURS 475 Integrated Experiential Learning IV. Contact Alex Asbury, Clinical Facilities and Project Coordinator, for questions. 1st-Tier Health Passport Requirements (Prior to NURS 309 Transition to Professional Practice) Each student is required to manage a Certified Profile Account (Background Check + Medical Document Manager). To enroll, order with package code: LI11bgim at CertifiedBackground.com. To maintain program eligibility, each student is expected and responsible to ensure that all requirements are “Completed” and will not lapse during the semester as “Overdue.” Upload the below (3) Requirements to your Certified Profile Account with official documentation: 12. Essential Functions Form a. Sign and date 13. Proof of Health Insurance a. Indicate “Yes” for School Health Insurance (click here to enroll) b. Indicate “No” for Private Health Insurance and Upload a copy of your card 14. Proof of Nursing License a. Current unencumbered RN license in the state where clinical experience will occur b. Upload report from NURSYS OR similar proof of RN license 2nd-Tier Health Passport Requirements (Prior to NURS 475 Integrated Experiential Learning IV.) Upload the below (8) Requirements to your Certified Profile Account with official documentation: 2. Health Assessment Form (3 pages) a. Page 1: Emergency information b. Page 2: Student completes and signs c. Page 3: Primary Care Provider completes and signs 3. Measles (Rubeola), Mumps, and Rubella (MMR): Complete either “a” OR “b” below: Student Manual 83 2013-2014 a. 2 MMR Immunizations, at least one month apart. i. Date of First; ii. Date of Second OR b. Positive titer (blood test) for each: Date of positive titer for Measles/Mumps/Rubella 4. Varicella (Chicken Pox): Complete either “a” OR “b” below: a. 2 Varicella Immunizations at least one month apart. i. Date of First; ii. Date of Second OR b. Positive titer (blood test): i) Date of positive titer 5. Hepatitis B: Complete either “a” OR “b” below: a. Positive titer (blood test) after receiving 3 immunizations: i. Date of First Immunization; ii. Date of Second, 1 month after first shot; iii. Date of Third, 5 months after second shot; iv. Date of Positive Titer, 4-6 weeks after third shot OR b. Sign Hepatitis B Waiver: signing a waiver may limit clinical site options 6. Tetanus, Diptheria, and Pertussis (TDAP): within past 9 years (booster required every 10 years) a. Date of last TDAP 7. Tuberculosis (TB) Screening, must be valid entire semester: Complete either “a” OR “b” OR “c” a. 2-Step TB Test: second TB skin test must be no earlier than 1 week after the first test was planted and no later than 3 weeks after the first test was planted. (If you have documentation of a 2-Step Test within the past year, you will only need an annual 1-Step TB Test). i. Date of First; ii. Date of Second OR b. Quantiferon Gold (QG) Test (blood test): i. Date of QG Test OR c. Chest X-Ray: within 6-months prior to starting the nursing program and an Annual TB Review of Symptoms Form i. Date of Chest X-Ray; ii. Date of Review of Symptoms Form 8. CPR: must be valid entire semester: Complete either “a” OR “b” below: Student Manual 84 2013-2014 a. BLS for Healthcare Providers Card: Basic Life Support (BLS) for Healthcare Providers through the American Heart Association OR b. American Red Cross CPR for the Professional Rescuer 9. Annual Influenza Vaccination a. Complete the Annual Influenza Vaccination: sign the Attestation/Declination Form OR provide official documentation 10. Annual StudentMax Orientation Quiz a. Complete the StudentMax Orientation Quiz (see instructions) and Upload the Certificate xii. xiii. xiv. xv. xvi. xvii. xviii. xix. xx. xxi. xxii. Student Manual Access StudentMax Orientation RN-BSN Students: Select “RNs” User Name: clinicalSMC, Password: 2013orient Step 1: Review Orientation Modules Omit Steps 2 + 3 Select “Take The Quiz” Request A New Account Select “Quiz Catalog” Enroll into “1-FERPA Release” and “3-General Orientation Quiz for Nurses” Print and Save Certificate as a PDF Upload Certificate to your Certified Profile Account 85 2013-2014 Essential Functions Document The Essential Functions Document describes activities prospective students must be able to perform and/or develop, in order to succeed in Linfield-Good Samaritan School of Nursing. Prospective students must review the Essential Functions Document, sign and date the form (see Appendix D-1). Computer Proficiency Requirement Each student is required to provide signed documentation of the pre-admission computer proficiency requirement prior to the program start date. The form is available in Appendix E-1. Criminal Background Check The School of Nursing requires that each student have a criminal background check through the school’s authorized vendor (www.CertifiedBackground.com) prior to enrollment in the nursing program. Students must authorize release of the results of the criminal background check to the school and to clinical sites. The School of Nursing reserves the right to deny admission in the School of Nursing to any student whose criminal conviction might: (1) pose a risk to public safety, (2) preclude the ability to complete required clinical practica, or (3) result in Notice to Deny Licensure on application for initial licensure in Oregon. The School reserves the right to require random criminal background checks throughout the time the student is enrolled in the nursing program. If the results are positive, the information will be sent to the Dean of Nursing who will determine the appropriate course of action. The School of Nursing reserves the right to deny continuation in the nursing major to any student whose criminal conviction might: (1) pose a risk to public safety, (2) preclude the ability to complete required clinical practica, or (3) result in Notice to Deny Licensure on application for initial licensure in Oregon. The Oregon State Board of Nursing (OSBN) may deny nurse licensure to persons with criminal conviction histories. Contact the Board for information at 971-673-0685 or their Website for the Nurse Practice Act, Division 45. Student Manual 86 2013-2014 Clinical Site Specific Requirements Students must complete clinical site specific requirements of agencies they are assigned to for their clinical experience. These requirements must be completed prior to the start of the assigned clinical. Progression In The Nursing Major Approved: 02/07/06 A student’s progression through the nursing program requires achieving appropriate grades in courses and maintaining approval by the nursing faculty that the student is qualified in all relevant aspects to practice nursing safely, ethically, professionally and legally. Students may not progress in the nursing major if they are on academic probation with the college (i.e., cumulative Linfield GPA below 2.00). The nursing department reserves the right to review at any time the student’s ability to practice safely, ethically, professionally and legally; and will do so automatically when the student: Receives a grade of C- or below in a nursing course. Has earned a cumulative major GPA below 2.5. Is reported by a nursing faculty member or supervising nurse as having practiced unsafely, unprofessionally, unethically, or engaged in illegal behavior. Progression is contingent upon satisfactory completion of the prescribed prerequisites. A grade of C- or below in a required nursing course or prerequisite course for the major is considered an unsatisfactory completion, i.e., it is a failing grade. There are five circumstances that interrupt normal progression: 1. 2. 3. 4. 5. An incomplete in a prerequisite nursing course Withdrawal from a required nursing course Failure of a required nursing course for the first time A cumulative BSN GPA below 2.5 when progressing from one semester of the curriculum to the next semester of the curriculum On academic probation with the College (i.e., Linfield College GPA below 2.00) There are five circumstances that stop progression: 1. 2. 3. 4. 5. Unsafe clinical nursing practice Unethical behavior Unprofessional behavior Illegal behavior Failing the same required nursing course twice or failing two required nursing courses Incomplete Grade Student Manual 87 2013-2014 A grade of “Incomplete” in any prerequisite nursing course will make the student ineligible for enrollment in succeeding nursing courses until the “incomplete” is completed with a satisfactory passing grade. Course Withdrawal Nursing course syllabi will include a course withdrawal policy if the Linfield College policy for course withdrawal dates is modified. A student may withdraw from a required clinical nursing course, but must be passing the clinical at the time of withdrawal. A student cannot withdraw from a course to avoid failing clinical due to unsafe clinical nursing practice, unprofessional behavior, illegal behavior and/or unethical behavior. Once the student withdraws from a required nursing course, she/he must petition the Admissions, Progressions, Honors, and Graduation Committee to re-establish a progression plan. Course Failure The Admissions, Progressions, Honors, and Graduation Committee will review a student for continuation and progression in the nursing major if he/she receives a grade of C- or below in a required nursing course. A student, who receives a grade of C- or below in a required nursing course, must meet with her/his academic advisor and submit a petition to the Admissions, Progressions, Honors, and Graduation Committee within seven work days after the last scheduled final exam of the term. The petition form is available in the Registration and Records office. The student and his/her academic advisor collaborate in completing the form, and the student submits the signed petition to the Registration and Records office. RN-BSN students may request this form from their academic advisor. The student petition to retake the course must include a description of the reason for the low grade, a plan for future success, and a proposed new curriculum plan. The faculty teaching the course that the student failed must submit a letter to the Admissions, Progressions, Honors, and Graduation Committee describing why the student did not pass the course, and stating a recommendation to allow or not allow the student to repeat the failed course. If recommending a repeat of the failed course, the faculty teaching the course can include recommendations that might assist the student to be academically successful (e.g., remedial work or counseling). A copy of the letter is sent to the Dean of Nursing, the committee chairperson, the student and his/her academic advisor, and the student’s file in the Registrar’s office. The committee may solicit and review additional information from faculty, the student’s academic advisor, and the student concerning the student’s performance and suitability for nursing. The committee will review the petition and any additional information, and recommend approval or denial of the petition to the Dean of Nursing. If the petition is approved, the student will be required to meet with the Director of Learning Support Services for assistance with study skills and test taking skills. Additional requirements may also be mandated (e.g., counseling). RN-BSN students will be required to meet with their academic advisor in lieu of meeting with the Director of Learning Support Services. Student Manual 88 2013-2014 If the petition is approved, the student may retake the course during the next regularly scheduled time in fall or spring semester, provided space is available in the course. The entire course, not just a portion of the course, must be repeated. A generic student, who has failed a nursing course, will not be allowed to enroll in the course in summer term. If the petition is denied, the student is given a summary of the findings of the committee. The student will be able to review written materials used in making the decision and rebut in writing, within one month after the decision, if wishing to do so. The committee will review the new information, and make a recommendation of acceptance or denial to the Dean of Nursing. Unsafe Clinical Nursing Practice, Unethical, Unprofessional or Illegal Behavior When faculty identify unsafe clinical nursing practice or unethical, unprofessional or illegal behavior by a student in any School of Nursing activity, the faculty will notify the student by means of an academic alert. A student whose clinical practice has been documented to be unsafe or who has demonstrated unethical, unprofessional or illegal behavior will follow the above procedures for review by the Admissions, Progressions, Honors, and Graduation Committee. Important in this process is documentation from the nursing faculty, sharing of this information with the student, and consideration of the student’s response before a recommendation concerning continuation in the nursing program is made to the Dean of Nursing. The following may constitute sufficient grounds for denying progression and continuation in the nursing major: Unsafe clinical nursing practice Unethical behavior (violation of the ANA Code of Ethics for Nurses) Unprofessional behavior with administration, faculty, peers, agency staff, clients or family members of clients Illegal behavior contrary to applicable Federal law or state statutes, including the Nurse Practice Act There may be circumstances in which a student may be asked to take certain actions, provide information from an outside professional, or be away from school for a period of time in order to regain the ability to continue in school. Two Course Failures Any student earning a grade of C- or below in the same required nursing course on two separate occasions or a grade of C- or below in two required nursing courses will be dismissed from the nursing program. Progression Appeal Students wishing to appeal a progression decision made by the Admissions, Progressions, Honors, and Graduation Committee should consult with their academic advisor, and submit a petition to the Dean of Nursing. If the matter is still not resolved, students may appeal to the Vice President for Academic Affairs/Dean of Faculty (see Appendix J-01). Student Manual 89 2013-2014 Progression to Graduation Students seeking to graduate from Linfield College with a BSN degree must pass all required nursing courses. Withdrawal From The Nursing Major If a generic student wishes to withdraw from the nursing major and Linfield College, the student must notify the Assistant Director of Registration and Records by completing a Linfield College withdrawal form. RN-BSN students must notify the Associate Registrar in the Division of Continuing Education. When applicable, the student must participate in a Student Loan Exit Interview. The student should also confer with his/her academic advisor. If a generic student wishes to withdraw from the nursing major but not Linfield College, the student must notify the Assistant Director of Registration and Records. The Assistant Director of Registration and Records will work with the student to complete intercampus transfer forms and make initial contact with an academic advisor with the Department of Continuing Education or the Transfer Admission Advisor at the McMinnville Campus. The student should also confer with his/her academic advisor. Additional information can be found in the Linfield College Course Catalog. Readmission To The Nursing Major An application for readmission and other required documents must be submitted to the Office of Enrollment Services (generic students) at least six weeks prior to the beginning of the semester in which readmission is requested. RN-BSN students must notify the Associate Registrar in the Division of Continuing Education office at least six weeks prior to the beginning of the semester in which readmission is requested. Re-entry to the nursing major depends upon: 1. 2. 3. Approval of the application by the Admissions, Progressions, Honors and Graduation Committee. Available space in the program. Students progressing as scheduled through the program have priority. If the student has been enrolled in another nursing program, the student must be in good standing in that program and would have been allowed to progress in the program as documented by a letter of recommendation from the dean/director of that program. The Admissions, Progressions, Honors, and Graduation Committee will evaluate each applicant for readmission on an individual basis; and forward a recommendation to the Dean of Nursing. For example, a student requesting readmission after an extended absence may be required to retake and successfully pass a particular course(s). Student Manual 90 2013-2014 Leave of Absence Leaves of absence may be granted by the College. Portland Campus students must notify the Assistant Director of Registration and Records by completing a Linfield College Leave of Absence form. Students requesting a medical leave of absence will also be directed to work with the Director of Student Services to provide medical documentation and create a plan for a safe return. When applicable, the student must participate in a Student Loan Exit Interview. The student should also confer with his/her academic advisor. RN-BSN students must notify the Associate Registrar in the Division of Continuing Education office. Additional information can be found in the Linfield College Course Catalog. Leaves of absence are not granted by the School of Nursing except under certain legal circumstances (e.g., withdrawal due to pregnancy). Documented Disability Statement Students with disabilities are protected by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. If you are a student with a disability and feel you may require academic accommodations contact the Director of Learning Support Services, within the first two weeks of the semester to request reasonable accommodations. Learning Support Services is located in Loveridge Hall, room 24, (503-413-8219). We also recommend students communicate with their faculty about their accommodations and any special needs an instructor should be aware of. The Linfield College Policy Statement and Guidelines Regarding Services for Students with Disabilities is available in the Linfield College Policy Handbook at: http://www.linfield.edu/ assets/files/policy/linpolicy.pdf. Learning disability assessment is available through the Psychological Service Center (PH 319, 503-413-7873). Testing Accommodations For Students In Special Circumstances Faculty or students may initiate an application for testing accommodation with the Director of Learning Support Services (see, Appendix H-1 for the Application for Learning Support Services Courtesy Testing Accommodations). This accommodation is made for special circumstances (e.g., rescheduling an exam due to illness; a personal crisis such as a death in the family); and must be approved both by faculty and the Director of Learning Support Services. Independent Study/Tutorials An independent study in a theoretical and/or clinical area of interest can be negotiated with a faculty member. Students should have a GPA of at least 3.00 and have satisfied the necessary prerequisites for the proposed course of study. The student presents objectives to the instructor along with the independent study petition, which the faculty member and the Dean of Nursing must sign, indicating approval. Independent studies range from one to five credits depending on Student Manual 91 2013-2014 the length and intensity of the project/clinical. Independent Studies depend on faculty willingness and are not calculated as a part of their teaching load. Independent studies must also be approved by the College Curriculum Committee. Tutorials for required nursing classes are not offered when the course has been failed previously. Students repeating a course must take it as directed by the Admissions, Progressions, Honors, and Graduation Committee of the School of Nursing. For more information on independent study and tutorials can be found in the Linfield College Course Catalog. Policy On Alcohol And Other Drug Use Linfield College prohibits the unlawful possession, use or distribution of illicit drugs and alcohol by students and employees on the institutions property or as any part of the institution's activities (Refer to Linfield College Policy Handbook available at http://www.linfield.edu/assets/ files/policy/linpolicy.pdf). School of Nursing students, administrators, and faculty will not be allowed to remain at a clinical site if under the influence of, affected by, or impaired by mind altering drugs or alcohol. Any student, administrator or faculty member exhibiting intoxicated behavior (e.g., slurred speech, impaired judgment, undue aggressiveness, other bizarre or inappropriate behavior, or alcohol on the breath) shall be removed from the clinical site and subject to disciplinary sanctions imposed by Linfield College. Disciplinary sanctions include one or more of the following: A warning, probation, requirement of an evaluation by a certified professional, and follow-up treatment as prescribed; Requirement to complete an educational workshop; Requirement to participate in other special educational programming; Referral for prosecution; and Separation from Linfield College. Students, administrators and faculty may use or possess medications as prescribed by their health care provider if such use does not impair safe and/or efficient clinical performance. Guide To The Use Of The Social Media Social media, including blogs, social network sites, video sites, and online chat rooms and forums, can benefit health care and nursing education by fostering professional connections, promoting communication with fellow students and faculty, and educating and informing consumers and health care professionals. However, violation of confidentiality or privacy as defined by the Health Insurance Portability and Accountability Act (HIPPA) can intentionally or inadvertently result when using the social media or other electronic communication. In addition, disparaging online comments regarding the college, fellow students, faculty members, administrators, staff, or clinical agency health care professionals may constitute lateral violence that can be detrimental to client safety, quality clinical outcomes, and the teaching-learning Student Manual 92 2013-2014 community. The following guidelines were developed by the National Council of State Boards of Nursing (2011) concerning the ethical and legal obligations of nurses, including student nurses, when using the social media: 1. Do not transmit by way of any electronic media patient-related images or information that may violate client rights to confidentiality or privacy, or degrade or embarrass the client. 2. Do not share, post or otherwise disseminate information, including images, about a client (even if de-identified) or information gained in the nurse-client relationship with anyone unless there is a client care related need to disclose the information or other legal obligation to do so. 3. Do not identify clients by name or post or publish information that may lead to the identification of a client. Limiting access to posting through privacy settings is not sufficient to ensure privacy, since content once posted or sent can be disseminated to others. 4. Do not refer to clients (or their family members) in a disparaging manner, even if the client is not identified. 5. Do not take photos or videos of clients or client health records on personal devices, including cell phones. 6. Maintain professional boundaries in the use of electronic media. Online contact with clients or former clients blurs the distinction between a professional and personal relationship. 7. Promptly report any identified breach of confidentiality or privacy. 8. Do not make disparaging remarks about employers or co-workers (Linfield College, faculty members, administrators, staff or other students). 9. Do not make threatening, harassing, profane, obscene, sexually explicit, racially derogatory, homophobic or other offensive comments. (National Council of State Boards of Nursing, White Paper: A Nurse’s Guide to the Use of Social Media, 2011) Improper use of the social media by nurses or nursing students may violate state and federal laws established to protect client privacy and confidentiality. Students should always promptly inform their instructor of any breach of confidentiality or privacy on their part or by another student. In the case of uncivil student behavior, the appropriate School of Nursing/College reporting procedure should be followed. Bullying In Nursing Education And Practice It is important to create an environment and culture of safety in nursing education and practice so that communication and collaboration between students, faculty, nurses, and other members of the interdisciplinary health team is healthy and functional. Bullying behavior is unprofessional and leads to student, faculty, and nurse dissatisfaction, emotional stress, interference with student learning, increased medical errors, deleterious client outcomes, and increased healthcare costs. We are facing the possibility of a severe nursing shortage in the near future, because of an expanded nursing role, anticipated retirement of a major portion of the current nursing Student Manual 93 2013-2014 workforce, and an aging population. Unfortunately, new nursing graduates may choose to leave the practice of nursing due to bullying. Bullying is intentional aggressive behavior that is often repeated. It is designed to control, diminish or devalue another person. It typically involves subtle methods of coercion such as intimidation. Verbal bullying is the most frequent form, and involves negative language. Cyber bullying is bullying through electronic media. Examples of bullying include: Verbal Bullying Behavior Non-Verbal Behavior Name calling Unfair assignments Sarcasm Ignoring Faultfinding Refusal to help Backstabbing Sighing Criticism Refusal to work with someone Intimidation Social isolation and exclusion Gossip Shouting Putdowns The following communication strategy can assist in confronting the bully: Describe your observations of the bullying behavior based on a record that includes dates, times and witnesses of the unacceptable behavior, as well as, copies of all emails and other written documents and communications. Express your feelings and describe how the experience has affected you. State your goal in an assertive manner. Be clear and descriptive. Describe the consequences of the bullying behavior. (Oregon Nurses Association, Nurses and Bullying in the Workplace: A Resource Guide, 2011.) Students should inform their instructor if bullying is occurring in the clinical setting or classroom, and follow the College procedure for reporting it. (See, the Portland Student Handbook for details.) Incivility In Nursing Education Uncivil encounters involving students and faculty can have a negative effect on the educational community, adversely affecting students and faculty. Faculty can experience decreased work satisfaction and morale due to lowered self-esteem, loss of confidence in teaching abilities, emotional stress, and significant time expenditure on meetings and documentation. Students may experience depression, physical symptoms of stress, and powerlessness. This can lead to Student Manual 94 2013-2014 disengagement, diminished trust in leadership, and decreased learning (Luparell, 2007; Luparell, 2008). When faculty members are the target of student incivility, the precipitating event is often related to student performance. It is important that faculty provide students with constructive feedback to optimize students’ learning outcomes. However, unexpected uncivil encounters may still occur. Students may be the target of incivility from faculty members and fellow students. Clinical agency staff might also direct uncivil behavior toward students at an assigned clinical site (Luparell, 2004; Luparell, 2011). Examples of uncivil student behaviors include: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. Cheating on examinations or assignments Using cell phones during class or clinical meetings Holding conversations in class or clinical that distract faculty, clinical agency staff or fellow students Making sarcastic remarks or gestures Sleeping in class or clinical Using a computer during class or clinical for purposes not related to the class or clinical Demanding make-up examinations, extensions or other favors Making disapproving groans Dominating class discussions Refusing to answer direct questions Not paying attention in class or clinical Arriving late or leaving early for class or clinical without reasonable cause or instructor notification Acting bored or apathetic Cutting class or clinical without reasonable cause or instructor notification Being unprepared for class or clinical Yelling at instructor or clinical agency staff Nonverbal gesturing communicating hostility or aggression Arguing belligerently regarding grading or teaching methods Angry, aggressive confrontation using verbal, nonverbal or written means Pushing or throwing items at a faculty member, clinical agency staff or fellow student Vandalizing another student’s personal belongings Threatening or harassing faculty, clinical agency staff or other students Challenging faculty or clinical agency staff knowledge or credibility Intimidating or pressuring faculty to change a decision by involving or threatening to involve a spouse, parent, administrator, or lawyer (Clark and Springer, 2007.) According to The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008, page 9), “The professional nurse requires the development and demonstration of an appropriate set of values and ethical framework for practice.” Incivility is a violation of the ANA Code of Ethics for Nurses that stresses the importance of nurses, in all professional Student Manual 95 2013-2014 relationships, respecting the dignity and worth of people. Therefore, it is important for faculty and students to engage in civil behavior and to respond appropriately to uncivil behavior personally experienced or observed. If a faculty member or student has been the victim of uncivil behavior, it is important not to escalate the problem. The perpetrator should be approached to discuss the situation at a private meeting and attempt to clarify any misunderstanding. It is important to remain calm and discuss the situation in a rational, professional manner. Faculty should assist students, who have engaged in uncivil behavior, to communicate more appropriately and deal more effectively with conflict (Luparell, 2008). If uncivil behavior continues after an intervention, the appropriate School of Nursing/ College reporting procedure should be followed. References Clark, C, and Springer, P. (2007). Incivility in nursing education: A descriptive study of definitions and prevalence. Journal of Nursing Education, 46 (1), 7-14. Luparell, S. (2004). Faculty encounters with uncivil nursing students: An overview. Journal of Professional Nursing, 20 (1), 59-67. Luparell, S. (2008). Incivility in nursing education: Let’s put an end to it. NSNA Imprint, 42-46. Luparell, S. (2011). Incivility in nursing: The connection between academia and clinical settings. Critical Care Nurse, 31 (2), 92-95. Luparell, S. (2007). The effects of student incivility on nursing faculty. Journal of Nursing Education, 46 (1), 15-19. Nursing Student Application For CNA Certification 1. 2. 3. 4. 5. Nursing students are eligible for CNA-1 certification by the Oregon State Board of Nursing after successful completion of all courses in Semesters 1 and 2 in the curriculum. In accordance with FERPA regulations, student completion of required courses cannot be verified to Oregon State Board of Nursing without a signed release from the student. Students desiring CNA-1 certification must complete the application process as outlined on the Oregon State Board of Nursing website. Students submit the student nurse application with the completed fingerprint documents, the fees, and a copy of their official transcript. In accordance with the nurse practice act (Division 62) and as an enrollee of an approved nursing education program, verification of the required coursework for certification may be obtained by requesting an official transcript from the Director of Enrollment Services office. Student Manual 96 2013-2014 Linfield-Good Samaritan School Of Nursing Online Course Expectations Approved: 05/19/11; Revised: 01/16/12 Students are expected to read the course syllabus, assignment expectations, course calendar, announcements, and all other course materials at the beginning of the course and periodically, throughout the term. Every member of the online learning community will have different views, opinions, and experiences that come up from the topics that are discussed. It is expected that the learning experience will be enhanced if students and faculty respond to each other respectfully, politely, and with professionalism at all times. The online course room is a safe, confidential learning environment, where clinical situations and scenarios are discussed for the purposes of collaborative learning. Students are expected to log-in to the course a minimum of 3-4 times per week* to check for announcements, e-mails, new discussion responses, and returned assignments. *On-campus and hybrid courses may have different expectations for log-in requirements than courses that are conducted completely online, please check the course syllabus for expectations. In addition to course room e-mail, it is expected that students check their Linfield e-mail site on a regular basis. General program announcements, Linfield College announcements, as well as specific, critical information from faculty and staff may be communicated in this way. Faculty members do their best to respond to e-mails and questions within 24-48 hours. It is important to check with each instructor to understand their preferences for communication and their timeline for responses. Students may notice similarities in the way that online education is delivered across the curriculum; however, it is important to know that faculty instructors will have a variety of teaching styles and preferences. Each course is designed with its own set of course outcomes or goals for learning. The teaching and learning strategies that are utilized to meet these outcomes will vary from course to course. Examples include: collaborative discussions, group projects, individual research and writing assignments, online quizzes, case studies, web-based learning, community activities, service learning, clinical preceptor activities, and more. The knowledge and skills that students can expect to gain in one course will provide a foundation for subsequent courses. The learning that occurs across the curriculum builds from simple to more complex. There are a variety of resources available in the course room to support student learning, such as: library class pages, librarian contact and support information, writing tips and resources for formatting using the Publication Manual of the American Psychological Association (APA), web links, blackboard support, NW eTutoring Consortium of Colleges that provides academic tutors in a wide-range of subjects including writing, and Linfield College learning support services for assignment assistance. In online courses, student identification is confirmed through their CatNet ID and secured password. Plagiarism can be checked using the website: www.turn-it-in.com. Student Manual 97 2013-2014 Student Evaluation Policy Students must practice legally, ethically, professionally and safely. Students must meet all course outcomes to pass nursing courses. The achievement of course outcomes is evaluated using appropriate methods identified by the course faculty and communicated by the course syllabus. In clinical nursing courses, students will receive a written clinical performance evaluation based on written course outcomes related to nursing practice in the lab/clinical areas. The clinical performance evaluations will be kept electronically for six years. Student Evaluation Of Nursing Courses In The Curriculum Students are asked to evaluate nursing courses in order to determine if course outcomes are effectively being met. Data are used to facilitate course development. Student Evaluation Of Classroom And Clinical Instruction In the generic BSN program, the instructor shall ask a student to administer faculty evaluation forms during a class or clinical before the final exam. The selected student picks up the evaluation forms from the Administrative Assistant to the School of Nursing (PH 314) and returns the completed forms to the same office. The instructor should not be present while students complete the evaluation forms. The student administering the evaluation forms needs to read the following statement to the class or clinical group: “Please read and answer each item carefully. Your appraisal will be used to help improve this course, as well as to make personnel decisions such as tenure and promotion for your professor. You are urged to provide written comments to make your views most useful to the professor and the others who will read these evaluations. Your responses will be available to the professor only after he or she has submitted final grades for the course.” In the RN-BSN program, students will complete faculty evaluation forms online before the final exam. Responses will be available to the instructor after he/she submits final grades for the course. Student Evaluation Of Clinical Agencies Both faculty and students are asked to evaluate clinical facilities at the end of a clinical rotation. Data from faculty and students are used to evaluate the quality of clinical experiences and to plan future clinical experiences. Student Evaluation Of Clinical Teaching Associates (Preceptors) At the end of NURS 475 Integrated Experiential Learning IV, which uses the preceptor model of instruction, both faculty and students are asked to evaluate the Clinical Teaching Associate (Preceptor). Data from faculty and students are used to determine future Clinical Teaching Associate (Preceptor) assignments. Student Manual 98 2013-2014 Student Evaluation Of Experiential Learning Center (Nursing Lab) Experiences And High Fidelity Simulation Both faculty and students in the generic BSN program are asked to evaluate the Experiential Learning Center (Nursing Lab) experiences and high fidelity simulation. Data from faculty and students are used to determine the effectiveness of these lab learning experiences in meeting course outcomes. This assessment is helpful in planning future lab experiences. Preceptorship Model Of Clinical Teaching (NURS 475 Integrated Experiential Learning IV) The preceptorship model of clinical teaching is used in NURS 475 Integrated Experiential Learning IV. The roles of the Clinical Teaching Associate (Preceptor), student, and faculty are as follows: Clinical Teaching Associate (Preceptor) Role 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Provides faculty and the student with a copy of the Clinical Teaching Associate’ s (Preceptor’s) work schedule to assist in scheduling the student’s clinical days. Coordinates the student’s orientation to the facility, including staff roles and client expectations. Ensures the student is identified as a student while in the clinical area and is not regarded as staff for the clinical site. Fosters the student’s integration into the workplace culture and the health care team by involving the student in meetings related to client care and other appropriate professional matters. Arranges for a substitute Clinical Teaching Associate (Preceptor) when absent. Facilitates learner centered education through collaborative identification of the student’s learning needs, open communication, informing the student about learning resources, and mutual assessment of the student’s learning outcomes. Serves as a role model for the student, demonstrating professional values and behaviors such as caring, integrity, effective interpersonal communication, critical thinking, and conflict management. Provides appropriate support and encouragement to assist the student to cope with stress and reduce anxiety associated with clinical practice. Assists the student in learning the process of prioritization that ensures safe and effective nursing care. Discusses, facilitates and supervises student learning activities and outcomes. Monitors the student’s provision of nursing care to ensure client safety, and provides a safe learning environment for the student. Recommends appropriate clients for the student to provide nursing care, and assists with accessing agency information. Provides instruction to the student concerning the realities of the professional world of nursing practice. Stimulates development of the student’s clinical judgment and critical thinking ability Student Manual 99 2013-2014 15. 16. 17. 18. through reflective practice and the application of evidence based practice. Provides regular constructive feedback to the student regarding progress toward meeting clinical outcomes. Collaborates with faculty to determine the student’s readiness to perform skills independently. Consults with faculty regularly regarding the student’s progress toward meeting the clinical outcomes, including suggestions, problems, and concerns. Completes a written clinical performance evaluation of the student assessing the attainment of clinical outcomes (as requested). Student Role 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Negotiates with the Clinical Teaching Associate (Preceptor) and faculty to schedule clinical days. Participates in orientation per agency policy/ Clinical Teaching Associate (Preceptor) instructions, and complies with agency policies, standards, procedures, rules and regulations. Notifies Clinical Teaching Associate (Preceptor) and faculty of absences per course syllabus and negotiates makeup hours. Provides written learning outcomes to the Clinical Teaching Associate (Preceptor) and faculty, and discusses strategies for meeting clinical outcomes. Demonstrates motivation, initiative, and a willingness to learn in the clinical setting. Assumes responsibility for learning by asking pertinent questions and being prepared for clinical experiences. Demonstrates stewardship by acting with integrity in an accountable and responsible way to ensure professional nursing care is provided to clients. Keeps faculty informed about clinical experiences, including any concerns regarding the student’s role, client or student safety, or standards of conduct, performance and ethics. Requests appropriate assistance when doing a new skill or if uncertain about how to perform a skill. Only provides nursing care to the level taught and determined competent by the Clinical Teaching Associate (Preceptor) and faculty. When administering medications, the student reviews information about the drugs and knows the contraindications, actions, interactions, side effects, and age specific considerations of the drugs. The student knows why the clients are receiving the medications, and performs any indicated assessment. Assesses own progress toward meeting clinical outcomes, and communicates learning needs to faculty and the Clinical Teaching Associate (Preceptor). Is open to constructive criticism from faculty and the Clinical Teaching Associate (Preceptor), and uses feedback to improve nursing practice. Meets clinical outcomes as stated in the course syllabus. Completes a written clinical performance self-evaluation assessing the attainment of clinical outcomes. Student Manual 100 2013-2014 Faculty Role 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Notifies the student of the Clinical Teaching Associate’s (Preceptor’s) name and phone number, and facilitates scheduling of the student’s clinical days. Orients the student to the course; including clinical outcomes and requirements of the course, as well as role expectations of the student, faculty, and the Clinical Teaching Associate (Preceptor). Orients the Clinical Teaching Associate (Preceptor) to the nursing curriculum; the course, including clinical outcomes, requirements of the course, and evaluation methods; and role expectations of the Clinical Teaching Associate (Preceptor), faculty and the student. Ensures the student has completed the School of Nursing Health Passport requirements and additional clinical site requirements. Complies with agency policies, standards, procedures, rules and regulations. If the student is employed by the clinical agency, faculty coaches the student about the differences between the student’s role as employee and as student. Faculty ensures that the student wears the student name badge. The Clinical Teaching Associate (Preceptor) must not have any line of authority to the student related to the student’s employment. Communicates weekly with the student on an individual basis or in group praxis seminars to monitor progress toward meeting clinical outcomes. Demonstrates commitment to the partnership between faculty and the Clinical Teaching Associate (Preceptor) in facilitating the student’s application of theoretical knowledge to practice and socialization into nursing practice. Ongoing communication with the Clinical Teaching Associate (Preceptor) in the clinical area or by telephone/email contact for information about student progress in meeting clinical outcomes, and to provide guidance to the Clinical Teaching Associate (Preceptor) with regard to teaching and evaluating the student. Provides constructive feedback to Clinical Teaching Associate (Preceptor) to facilitate development of the Clinical Teaching Associate’s (Preceptor’s) teaching and evaluation skills with students. Available by telephone/email to the student and the Clinical Teaching Associate (Preceptor) for problem solving or other relevant matters during all clinical hours. Assists the student and the Clinical Teaching Associate (Preceptor) with the evaluation process; and is responsible for the final clinical evaluation of the student. References Altmann, T. (2006). Preceptor selection, orientation, and evaluation in baccalaureate nursing education. International Journal of Nursing Scholarship, 3 (1), 1-16. Boyer, S. (2008). Competence and innovation in preceptor development: Updating our program. Journal for Nurses in Staff Development, 24 (2), E1-E6. Luhanga, F., Yonge, O., & Myrick, F. (2008). Failure to assign failing grades: Issues with grading the unsafe student. International Journal of Nursing Education Scholarship, 5 (1), article 8, 1-14. Student Manual 101 2013-2014 Myrick, F., & Yonge, O. (2002). Preceptor behaviors integral to the promotion of student critical thinking. Journal for Nurses in Staff Development, 18 (3), 127-133. Myrick, F., & Yonge, O. (2002). Preceptor questioning and student critical thinking. Journal of Professional Nursing, 18 (3), 176-181. Seldomridge, L., & Walsh, C. (2006). Evaluating student performance in undergraduate preceptorships. Journal of Nursing Education, 45 (5), 169-176. Yonge, O., Billay, D., Myrick, F., & Luhanga, F. (2007). Preceptorship and mentorship: Not merely a matter of semantics. International Journal of Nursing Education Scholarship, 4 (1), article 19, 1-13. Yonge, O., Ferguson, L., Myrick, F., & Haase, M. (2003). Faculty preparation for the preceptorship experience: The forgotten link. Nurse Educator, 28 (5), 210-211. Yonge, O., Hagler, P., Cox, C., & Drefs, S. (2008). Listening to preceptors. Journal of Nurses in Staff Development, 24 (1), 21-26. Yonge, O., Myrick, F., & Haase, M. (2002). Student nurse stress in the preceptor experience. Nurse Educator, 27 (2), 84-88. Grading Policy For All Required Nursing Courses In The Curriculum (Approved 9/17/12) Theory Theory courses are graded using the scale that follows. To pass the courses, the student must meet all course outcomes as evaluated by examinations and other methods of assessing learning and achieve an overall course grade of at least 73 C. Multiple choice examinations will comprise a minimum of 50% of the course grade for the following courses: NURS 305: Foundations of Community-based Nursing Practice NURS 355: Nursing Care of Children, Adults, and Older Adults with Chronic Conditions NURS 455: Nursing Care of Children, Adults, and Older Adults with Acute Conditions To pass the above three courses, a minimum average of 73 C must be earned on examinations. The students must also achieve an overall course grade of at least 73 C. Student Manual 102 2013-2014 Grading Scale A AB+ B BC+ C = = = = = = = 93-100 90-92 87-89 83-86 80-82 77-79 73-76 Unacceptable Grades: C= 70-72 D+ = 67-69 D = 60-66 F = 0-59 (Note: Linfield College does not accept grades of A+, D-, F+, or F-) Clinical (Integrated Experiential Learning Courses) A student who demonstrates unsafe clinical practice, unethical behavior, unprofessional behavior, or illegal behavior in the clinical setting will be removed from the clinical experience and not passed in the Integrated Experiential Learning course. Integrated Experiential Learning courses are graded using the above scale. To pass these courses, the student must meet all course outcomes as evaluated by the student clinical performance evaluation tool and other assignments (e.g., written assignments, group projects, examinations, etc.). The clinical component (i.e., direct care or other learning activities occurring at clinical agencies) is graded pass/no pass. Written clinical assignments may be given points that contribute to the overall course grade. The student must pass the clinical component and achieve at least a 73 C average on graded assignments to pass the course. Clinical Nursing Skills Performance Evaluation Policy Statement Generic BSN Students Only, Last Revised: 07/19/11 Outcome Students demonstrate minimally safe performance of selected nursing skills at key points in the curriculum. Evaluation Procedure Clinical Nursing Skills Performance Evaluation occurs at designated points in the curriculum. The purpose of Clinical Nursing Skills Performance Evaluation is to demonstrate integration and application of course skills. This evaluation also includes scenario-based clinical judgment questions that address theory underlying the skill. Students are provided with guidelines based on best practices for skill performance. Subsequent courses build on guidelines used in earlier courses. Practice times are scheduled for students prior to Clinical Nursing Skills Performance Evaluation. Faculty, staff, and/or student mentors are available for assistance during scheduled practice times. The time allotted for performing skills is designated based on the difficulty/complexity of the skills being evaluated. Evaluation time is included in the hours allocated for the course. Student Manual 103 2013-2014 When possible, Clinical Nursing Skills Performance Evaluation is done by faculty who are not the student’s current clinical or lab faculty. Grading Criteria/Evaluation Students must demonstrate the best practice principles of that skill at a level determined to be minimally safe per evaluation guidelines. To pass Clinical Nursing Skills Performance Evaluation, all assigned skills must be completed successfully. If the faculty evaluator determines a student has not met the criteria for passing the evaluation, she/he will review the data with the Integrated Experiential Learning Coordinator to make the final decision. Students will have the opportunity to repeat a Clinical Nursing Skills Performance Evaluation after attending a review and practice session. Students not successful on a second Clinical Nursing Skills Performance Evaluation attempt are at risk for course failure and will be considered on an individual case basis. Successful completion of Clinical Nursing Skills Performance Evaluation may be required before progressing to the clinical component of courses. Faculty Role During Clinical Nursing Skills Performance Evaluation Faculty will be oriented to Clinical Nursing Skills Performance Evaluation for each course using this evaluation. Faculty may use cues and prompts to help students to focus or get started on a skill, or to identify missed parts of the procedure. Faculty help to create reality by acting as the voice of the patient and by providing responses and assessment data. They also serve in the role of the second nurse when the scenario calls for one (e.g. help position or provide ventilation during a suctioning procedure). The Integrated Experiential Learning Coordinator should do a limited amount of evaluation, to be available to monitor the process and consult with faculty evaluators as questions and concerns arise. Accident Reporting Procedure On Campus While Engaging In College Activity Or Clinical The following procedure is to be instituted for accidents involving a student or faculty member injured on campus or while engaging in any college sponsored activity (e.g., field trip, January Term Travel Course), a College Work Study/Campus Employment Student injured while engaged in college activity or student or faculty member injured during clinical. After making an assessment and calling 911 if necessary, report the injury immediately to your supervisor, no matter how minor. The instructor must fill out the Linfield College Incident Investigation and Analysis Report form and submit it to the Administrative Assistant for the Director of Portland Campus Operations (PH 301). Student Manual 104 2013-2014 Procedure for reporting incidents that occur during nursing clinical when a student injury results: If the accident involves a clinical situation, the instructor must fill out two incident report forms--a Linfield College Incident Investigation and Analysis Report form and a Linfield-Good Samaritan School of Nursing Clinical Incident Report form. If the injury will require an overnight stay in the hospital, you must notify the Linfield College-Portland Campus Liaison Community Public Safety and Security Officer at 503413-7104 (LH 25) and the Dean of Nursing at 503-413-8080 (PH 304). If the accident is fatal, immediately notify the Linfield College-Portland Campus Liaison Community Public Safety and Security Officer at 503-413-7104 (LH 25) and the Dean of Nursing at 503-413-8080 (PH 304). Procedure for reporting incidents that occur during nursing clinical when no student injury results: The agency’s incident report is to be completed, as well as the Linfield-Good Samaritan School of Nursing Clinical Incident Report. (Follow the procedure for reporting incidents that occur during nursing clinical when a student injury results.) Procedure for blood/body fluid exposure incident: Exposure to blood borne pathogens: Linfield-Good Samaritan School of Nursing is required to provide assurances that our students have a level of protection and education similar to health care agencies. Each year we offer blood borne pathogen-training for students and faculty who are at risk of exposure in clinical settings. (Annual blood borne training is mandatory.) Student responsibility if exposed: Immediately wash or rinse affected area thoroughly. Notify your instructor and the unit charge person. Follow the procedure of the clinical agency in which the incident occurred. Ask the agency/site to provide an assessment of the exposure source to determine the HIV, HBC, HCV, or other Blood borne pathogen status. Seek immediate medical evaluation if a blood/body fluid exposure has occurred. Students must be evaluated for preventive therapy within one hour of blood/body fluid exposure. Follow-up care is the student's responsibility. The student will also follow the Linfield-Good Samaritan School of Nursing procedure that includes: Request that the instructor complete an immediate report of the incident using the Linfield College Incident Investigation and Analysis Report form, Linfield-Good Samaritan School of Nursing Clinical Incident Report form, and Linfield-Good Samaritan School of Nursing Blood Borne Pathogen Exposure Form. Student Manual 105 2013-2014 Follow-up care may be arranged through the student's own private physician. Any costs of evaluation and follow-up shall be the responsibility of the exposed student. Procedure for workers compensation claim: Campus Employment Students are covered by the College Worker’s Compensation program if the injury, requiring a doctor or hospital visit, occurs while working for the College. Such students must complete an 801 insurance form. This form should be faxed to the Human Resources office (503-883-2644) within five business days of the incident. The form is available in the office of the Administrative Assistant for the Director of Portland Campus Operations (PH 301). Preparation For The NCLEX-RN Licensure Examination Approved: 03/16/09; Last Revised: 07/09/12 Generic BSN Students Only All generic nursing students are required to take a standardized comprehensive exit examination in NURS 475 Integrated Experiential Learning IV (HESI exit examination and CAT). The HESI Exit examination comprises 20% of the course grade and the CAT comprises 5% of the course grade. Several resources and support services are available to assist students in preparing for this exam. The Director of Learning Support Services offers individual coaching to develop strategies that improve test-taking abilities. Resources related to test anxiety include on-campus and off-campus psychological counseling. Strategies to improve testing skills are also integrated into the curriculum. Standardized specialty or customized HESI examinations are incorporated in NURS 305 Foundations of Community-Based Nursing Practice (5 percent of grade), NURS 395 Mental Health and Illness Across the Lifespan (10 percent of grade), and NURS 435 Integrated Experiential Learning III (20 percent of grade). Students who do not meet the benchmark score on any of the standardized course exams or exit exam are encouraged to follow up on self-remediation activities on the Evolve Website and use other campus resources as appropriate. Online case studies that utilize NCLEX style questions are also included as course assignments throughout the nursing program. Student Manual 106 2013-2014 Process For Student Inclusion In NCLEX-RN Preparation Plan Student Manual 107 2013-2014 NCLEX-RN Examination Application Process Generic Nursing Students Only The procedure listed below is intended to clarify the NCLEX-RN Examination Application process for students, faculty, and staff. 1. In their final semester students learn about the process for applying to take the NCLEXRN examination with the Oregon State Board of Nursing (OSBN) via an e-mail sent out by the Administrative Assistant to the School of Nursing. The same information contained in the email is also on the “NCLEX Testing & Licensure” link on the Linfield College, Portland Campus Registration & Records Website. 2. The Associate Director of Registration and Records sends Oregon State Board of Nursing a Preliminary List 3-6 weeks after the start of the semester. This list is of students who are planning to graduate in the current semester. Oregon State Board of Nursing uses this list to start files on NCLEX-RN testing candidates. 3. The Oregon State Board of Nursing application packet outlines the requirements students must meet before taking the NCLEX-RN examination. Students download the packet at: http://www.oregon.gov/OSBN/pdfs/form/rn-lpnexamapp.pdf. Items to be sent by Linfield College a. Transcripts (requested using the Licensure Transcript Request Form provided by Oregon State Board of Nursing) b. Examination Picture Identification Form (sent once the Dean of Nursing’s signature is obtained) Items to be sent by the Student c. Completed fingerprint packet (for information check here: http://www.oregon.gov/OSBN/pdfs/form/rn-lpnexamapp.pdf.) d. Completed Licensure by Examination Application e. Non-refundable fingerprint-based criminal background check processing fee (if applicable) and Licensure by Examination application fee (may be written as one check to OSBN). 4. After students complete their Examination Picture Identification forms, they should deliver them to the Administrative Assistant for the School of Nursing (PH 314) to have the Dean of Nursing sign and verify. 5. At the same time students are completing the OSBN application, they should register with Pearson VUE (testing agency): http://www.pearsonvue.com/nclex/. 6. The Administrative Assistant to the School of Nursing assists the graduating cohort, if requested, to schedule a date for a fingerprinting agency to come to campus to offer Student Manual 108 2013-2014 services to students. This date will be communicated to the students by those in the cohort making the arrangements. 7. After the Associate Director of Registration and Records has confirmed degree completion he/she notifies Oregon State Board of Nursing using the Candidate List. 8. Transcripts will be delivered by Linfield College to Oregon State Board of Nursing within three business days of graduation. 9. At the time the transcripts are delivered, if OSBN has received the completed the Examination Picture Identification form, Licensure Examination Application and the Fingerprinting packet for the student, then OSBN will notify Pearson VUE that a student is cleared to test. 10. The student will receive an Authorization to Test (ATT) from Pearson VUE. Students will then be able to schedule an appointment to test by visiting www.pearsonvue.com/nclex. 11. Testing accommodation can be requested by students with a disability, if they verify accommodations were provided by Linfield-Good Samaritan School of Nursing and verify testing, diagnosis and need for accommodations by an appropriate licensed healthcare provider. Information is available here: http://www.oregon.gov/osbn/pdfs/policies/nclex_accomm.pdf Note: These directions pertain to Oregon State Board of Nursing only. If a student will be taking their NCLEX-RN examination in another state, they must check with that state board about their requirements. Pain Management Requirement For Registered Nurses In Oregon Senate Bill 885 introduced in 2001 mandates a one-time pain management requirement for registered nurses and other licensed health care providers at the time of license renewal. Seven hours of pain management are required and one of the hours must include the Oregon Pain Management Commission course available online via the website address provided in the following paragraph. The Oregon State Board of Nursing is charged with monitoring that registered nurses meet this mandated continuing education requirement. The Oregon State Board of Nursing requires all Schools of Nursing to include at least six hours of pain management in the nursing curriculum. You are also required to complete the mandatory on-line course developed by the Oregon Pain Management Commission. You may access this course on the web at: http://www.oregon.gov/OSBN/painCE_FAQS.shtml. Student Manual 109 2013-2014 The Oregon State Board of Nursing will perform random audits of compliance related to the pain management requirement. Keep the outline of pain management content in Appendix G with your records as verification of most of the required hours in pain management. Graduation Ceremony A graduation ceremony is held on the McMinnville Campus every spring and is open to students graduating anytime during the current academic year. Additional celebrations related to graduation will be determined. Insurance Health Insurance (Required) All nursing students are required to have health insurance coverage either purchased through Linfield College or through their private insurance company. Health insurance is vital in covering injuries that may occur while the student is engaged in clinical practice or while on Portland Campus grounds. Neither clinical agencies nor Linfield College's Worker's Compensation programs cover student injuries. Needle sticks, back injuries, and infectious diseases are some of the potential injuries that occur during clinicals, making health insurance coverage essential. Campus employed students are covered under Linfield College's Worker's Compensation program only if the injury occurs while they are working for the College, and not during nonemployment times. Professional Liability Insurance - Malpractice (Required) Students are required to purchase professional liability insurance coverage through Linfield College. An annual, renewable fee is to be paid each year at the time of registration. This insurance only covers individuals in their clinical performance as students in nursing courses. Assigned Papers Assigned papers are to be written according to the format present in the most current edition of the American Psychological Association’s Publication manual. A copy of this book is available in the library. Clinical Requirements Electronic Health Record (Neehr Perfect) An electronic health record is a computerized client chart, an interdisciplinary communication method, a safety and decision-making support tool, and a central client database. Generic students will learn to use an electronic health record, called Neehr Perfect, which is designed for educational purposes. In order to use Neehr perfect, students need to purchase a subscription. Further information is available on the Experiential Learning Center website. Student Manual 110 2013-2014 Hand Hygiene Policy Faculty and students are required to use appropriate hand hygiene when in clinical agencies before touching a patient/client, before clean/aseptic procedures, after body fluid exposure risk, after touching a patient/client, and after touching a patient’s/client’s surroundings (See, the World Health Organization’s 5 Moments for Hand Hygiene model below). Student Manual 111 2013-2014 Absence/Tardiness/Clinical Make-Up Attendance is required for all clinical laboratory experiences. A student, who is unable to attend, must notify the clinical facility and clinical instructor before the time scheduled for the start of the clinical laboratory experience. The student, who is going to arrive late, must also notify the clinical facility and clinical instructor as soon as possible. Students must arrive at the time that their clinical is scheduled. Tardiness is not acceptable. Repeated tardiness may lead to failure of the course. If course outcomes are not met, because of excused clinical absence or tardiness, two options are available to the student. The student may complete the course the next time it is offered, if there is available space, or arrange for make-up time with the clinical instructor and Course Coordinator or Integrated Experiential Learning Coordinator. The second option depends upon the willingness and availability of the clinical instructor. Under some circumstances, it may be necessary for the student to pay for make-up hours. No clinical make-up should occur during the final exam period. Policies of the Clinical Agency Students are expected to comply with the policies of the clinical agency in which they are assigned for clinical laboratory experience. This includes, but is not limited to, policies related to client confidentiality and the photocopying of any part of the client's medical record, drug testing, immunizations, and/or criminal background checks. Transportation Students are responsible for providing their own transportation to and from clinical sites. If a student chooses to drive a personal vehicle, the student is responsible for operating the vehicle in compliance with local, state, and federal regulations, including Oregon State laws regarding automobile insurance. Parking fees associated with clinical practice are also the responsibility of the student. Student Injury Students must follow the procedure of the clinical facility in reporting injuries. If medical treatment is required, students are responsible for completing the forms required by their insurance company. (Also see, School of Nursing policy on incident reports in this chapter.) Student Clinical Errors Students making an error of omission or commission during their clinical experience at an agency, must notify the clinical instructor immediately. The procedure for reporting errors identified by the clinical agency is to be followed. Faculty are to notify the Dean of Nursing in writing of any student errors that may require legal intervention or are of great significance. (Also see, School of Nursing policy on incident reports in this chapter.) Student Manual 112 2013-2014 Linfield-Good Samaritan School Of Nursing Experiential Learning Center Standards For The Learning Community Approved: 03/07/11 The Experiential Learning Center is considered a formal clinical site and expectations for behavior, dress, and grooming are the same as for outside clinical facilities. This ensures a positive learning experience for all students. Compliance with these or any request of faculty or Experiential Learning Center lab staff are included in the course evaluation. Exemplary performance may lead to mentoring opportunities and letters of reference for employment. General: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Latex: students are responsible for notifying faculty and Experiential Learning Center lab staff of latex allergies. Personal appearance: scrubs are required for scheduled lab times. Scrubs are also required for open lab. ID badges are always required. Grooming is in accordance with Linfield clinical standards. Refer to the Personal Appearance Policy that follows for further details. Deposit gum in the trash upon entering the lab. Food is to be consumed outside of the lab environment. The only drinks allowed are water in closed, water-tight containers; no Starbucks cups, etc. Water bottles are to remain at the bleacher area in the main nursing lab or the debriefing room in the High Fidelity Simulation lab, not to be taken to the bedside. Active learning is encouraged; however, please maintain quiet clinical or library voices. Respect all staff, faculty, mentors, students, equipment, and supplies. Refer to the Statement on Student Behavior in chapter VIII. Clean up the work areas before leaving the bedside or the lab; be sure all sharps are deposited in sharps containers; replace all furniture to the proper locations; straighten the bedding to leave it “hotel ready.” Take personal belongings when leaving; lab staff is not responsible for any item left in the lab. Clients: 1. 2. 3. 4. 5. 6. 7. 8. Each manikin is a simulated client and is to be treated exactly as a client at all times. Speak respectfully to the client; introduce yourself, and explain your purpose. Maintain dignity and modesty; close curtains, keep the client covered as much as possible while performing procedures. Lower the bed when procedures are completed and before leaving the bedside. Raise the side rails and assure the brakes are on. Straighten the bedding in a manner that clearly indicates the client has received excellent nursing care. Do not move the clients; ask a staff member if a client requires a transfer. Do not use Betadine on the clients as they are all allergic to it. Student Manual 113 2013-2014 Supplies and Equipment: 1. 2. 3. 4. Use the materials in your lab kits first; please reuse them for practice. If additional materials are needed, please ask Experiential Learning Center lab staff. The storage areas are for authorized personnel, i.e. lab staff and faculty, only. If equipment is needed outside of lab, please use the check-out system; do not remove anything from the lab without checking with Experiential Learning Center lab staff first. Return the items promptly for others to have access to them. Please notify Experiential Learning Center lab staff immediately if equipment malfunctions. Personal Appearance Policy (Dress Code) Linfield-Good Samaritan School of Nursing expects nursing students to demonstrate a professional image. Due to the nature of health care, we must demonstrate a patient/client focus with regard to dress and appearance. Students’ dress must be neat in appearance and appropriate to their learning environment at all times. Students should be aware and conscientious of their personal hygiene and cleanliness of attire. Students must be in compliance with their clinical agency’s policy. Identification All Linfield College nursing students must wear an identification badge or nametag while in clinical/practicum experiences. These badges should be visible, readable, and in keeping with the agency requirements. Clothing Students may choose to wear navy blue and/or white scrubs. A Linfield College patch must be sewn on the left sleeve of each scrub or uniform top. Scrubs and patches are available at the campus bookstore; scrubs are also available at uniform shops in the community. Students are required to follow the dress code of assigned clinical agencies. Some clinical/practicum sites may allow or require students to wear street clothes and footwear while practicing in their agency. Students should check with their instructor for specific guidelines. Footwear Shoes shall be clean and in good repair and appropriate for the clinical/practicum assignment. Shoes with flexible soles, low heels, and closed toes are recommended for safety and optimum body mechanics. White or nearly white shoes are required in the majority of clinical/practicum sites. Jewelry Jewelry shall be kept to a minimum. Jewelry should be appropriate and safe for the clinical/practicum environment and not pose a risk to the student or patients (i.e., large hoop or dangling earrings). Student Manual 114 2013-2014 Hygiene and Grooming Students shall be clean and free from strong odors, including perfumed fragrances. Fingernails shall be clean and at a length that does not interfere with the job or pose a risk to the student or clients. Artificial nails pose an infection control and safety risk and are not allowed. Clear nail polish may be worn. Hair, sideburns, mustaches and/or beards shall be clean, neat and well-trimmed. Male students without well-trimmed beards and mustaches shall be clean-shaven. Long hair must be pulled back from the face. Make-up shall be appropriate to the professional work environment and not extreme. Radical Departures Hair color is to be within the normal color range. Hairstyle is to be within reasonable healthcare environment standards. Body piercing, except appropriate pierced ears, is not to be visible during clinical/practicum hours (no more than two earrings/ear). Tattoos are not to be visible during clinical/practicum experience. Disciplinary Action for Violation of Personal Appearance Policy Students who fail to comply with the personal appearance policy will be sent home and asked to return in appropriate attire. If further violations occur, the student may fail the course. Exceptions to the Personal Appearance Policy Where a student is disabled, has a verified medical condition, or as a member of a religious group with a religious tenet/doctrine, is required to wear certain dress styles that are exceptions to this policy, Linfield College will accommodate the student provided that safety, health and hygiene requirements are satisfied. The student has the responsibility to inform his/her clinical instructor of this request for exception to the personal appearance policy. Required/Recommended Supplies Required Name tag or badge Navy blue and/or white scrubs or uniforms Linfield College patches sewn on the left sleeve of each lab coat and top White or nearly white shoes with closed toes Watch with second hand or digital second timer Recommended Stethoscope and blood pressure cuff may be purchased Penlight Student Manual 115 2013-2014 Student Request To Be Absent From Course Due To Attendance At Professional-Related Event Approved 09/17/12 Participation in professional nursing events contributes to student learning and provides opportunities for professional development. However, these must be balanced with meeting course requirements and needs of clinical agencies. The purpose of this policy is to clarify the process for requesting to be absent to participate in professional-related events. 1. Review the policies on “Absence/Tardiness/Clinical Make-up” and “Absence From Class” in the manual. 2. A student must be in good standing in a course for the request to be considered. 3. Before registering for a professional conference or arranging transportation, students should consult with clinical and theory faculty if any class, clinical, or lab hours will be missed by participating in the event. 4. Students should complete the form (on the next page) and submit it to faculty at least 6 weeks prior to the event. 5. Students should meet with faculty to review the request and obtain permission to be absent. Expectations regarding the need to make up the absence or meet other course responsibilities should be clarified. Student Manual 116 2013-2014 Student Request To Be Absent From Course Due To Attendance At Professional-Related Event Students are to complete this form prior to participating in professional-related events while enrolled at Linfield-Good Samaritan School of Nursing. Student Name: Course: Faculty: Dates of absence: Purpose of Professional-Related Event: Describe how participation in this activity will contribute to learning outcomes of this course. If there are no directly applicable learning outcomes related to the course, describe how this activity meets requirements for 300 or 400 level outcomes, or program outcomes. Describe how you will use the information learned from your participation in the above activity. Student signature: Faculty Consent: Date: _____ Yes _____ No Faculty Comments: Faculty Signature: Student Manual Date: 117 2013-2014 Position Statement On AIDS/HIV, HBV, And HCV Infection And Nursing Students Revised: 01/24/12 Linfield-Good Samaritan School of Nursing supports comprehensive education regarding AIDS/HIV and Hepatitis B and C infection for all nursing students. The nursing curriculum will include AIDS/HIV and Hepatitis B and C infection content on patient treatment, transmission, and mechanisms for protection while delivering care to persons with AIDS/HIV infection and Hepatitis B (HBV) and Hepatitis C (HCV) infection. This will include instruction in universal precautions, infection control policies and programs, availability of Hepatitis B vaccine, postexposure policies, occupational health and safety issues and engineering controls/equipment. This information will be provided to students at the onset of their academic careers, as well as, throughout the course of their studies. The School of Nursing recommends: HBV vaccine as a component of each nursing student's pre-clinical evaluation; Post-exposure follow-up for students who sustain exposure to AIDS/HIV, HBV or HCV infection in the clinical setting; and A mechanism for students to access health care services. Nursing students will be assured clinical setting protection consistent with those of employees covered under the Occupational Health and Safety Act. The School of Nursing requires the strict use of universal precautions and availability of proven safety measures for students in the health care workplace consistent with the practice and standards for the nurses who are employed by the facility. The continued evaluation, monitoring, and modification of the student's work practices by qualified nursing supervision will be provided to ensure optimum safety in the workplace. Personal protective equipment will be readily available to the student nurse as mandated by the Occupational Exposure to Blood Borne Pathogens Standard, 1991. The policy of Linfield-Good Samaritan School of Nursing concerning AIDS/HIV, HBV and HCV infection and nursing students is as follows: The nursing curriculum will include current AIDS/HIV, HBV, and HCV content at the onset of the academic program and as applicable throughout the program of study. The established mechanism to prevent Hepatitis B infection, Hepatitis B vaccine, will be a recommended component of each nursing student's pre-clinical evaluation. Nursing students, who sustain exposure to blood and certain body fluids in the clinical practice setting, will be encouraged to seek post-exposure follow-up. Nursing students will be assured workplace/clinical setting protection (excluding any payment for AIDS/HIV, HBV and HCV health care) consistent with those of employees according to the OSHA standards. Nursing students or applicants to the nursing program will not be deprived of access to the School of Nursing, nor dismissed from the program based solely on HIV status. All AIDS/HIV, HBV and HCV related information will be kept confidential to safeguard nursing students' rights to privacy. Student Manual 118 2013-2014 Since nursing students are not involved in invasive procedures, no restrictions on practice will be imposed for students found HBV positive. Note: This position statement is a modification of the 1992 American Nurses Association position statement on HIV/HBV infection and nursing students. Occupational Safety And Health Division (OR-OSHA) Blood Borne Pathogens Exposure Control Plan Background The Occupational Safety and Health Division at the federal level adopted the Blood Borne Pathogens Standard on December 6, 1991. As a state, Oregon OSHA adopted this federal standard, effective July 1, 1992. This standard is part of OAR 437, Division 2/Z, "Toxic and Hazardous Substances." On November 6, 2000 the Needlestick Safety and Prevention Act was signed, requiring OSHA to revise the Blood Borne Pathogen Standard. This standard recognizes the fact that injuries from contaminated needles and other sharps are associated with an increased risk of disease from more than twenty infectious agents, and by implementing needleless systems and sharps with engineered sharps injury protection, these injuries can be prevented and perhaps eliminated. (Occupational Safety and Health Administration. Federal Register, Occupational Exposure to Blood Borne Pathogens, Needlestick and Other Sharps Injuries, Final Rule.66:55317-5325. (01/18/01)). This amended Blood Borne Pathogens Standard requires the consideration and use, whenever possible, of safety-engineered sharp devices and needleless systems. The standard provides requirements for employers to follow in order to ensure employee safety with regard to occupational exposure to blood and/or other infectious materials since any exposure could result in transmission of blood borne pathogens that could lead to disease or death. Blood borne pathogens are disease-causing microorganisms. Two significant pathogens are Hepatitis B (HBV) and Human Immunodeficiency Virus (HIV). The standard covers all employees who could be reasonably expected to come into contact with human blood and other potentially infectious materials in the course of their work. The following Exposure Control Plan applies to Linfield College employees and is recommended for all nursing students. Exposure Determination The following faculty/students are considered to be at risk for potential exposure to blood and other potentially infectious body fluids. Nursing Faculty Faculty in nursing courses that involve clinical experiences. Nursing Students Students enrolled in nursing courses that involve clinical practicum or experiences. Student Manual 119 2013-2014 The tasks and procedures or groups of related tasks and procedures performed by faculty/students in which occupational exposure occurs: Nursing Faculty In the Experiential Learning Center where there may be the potential for exposure to blood. In clinical experiences when supervising students in the provision of direct care to clients, in the performance of direct care to clients, and in the performance of invasive procedures such as injections and intravenous lines. Nursing Students In the Experiential Learning Center, where there may be potential for exposure to blood. In the clinical facility, in providing direct care to clients in acute care, long-term care, community health, community mental health and home care settings. Performing procedures such as administering parenteral medications, initiating an intravenous line, changing dressings, inserting nasogastric tubes or catheters, irrigating wounds, assuring airway patency and performing Cardio-Pulmonary Resuscitation. Methods of Compliance General Universal precautions are taught to students and observed by faculty in the nursing program. Universal precautions are a part of professional practice by nursing faculty. Engineering and Work Practice Controls Engineering Controls are structural or mechanical devices Linfield College provides, such as, hand washing facilities, sharps containers, and biohazard labels. Work Practice Controls are the behaviors necessary to use engineering controls effectively, such as, washing hands after removing personal protective equipment, using sharps containers and applying biohazard labels. Hand washing facilities: o Hand washing facilities are readily available and accessible to faculty and students throughout campus facilities. Any contact of skin or mucous membrane with blood or potentially infectious body fluid by students or faculty will be thoroughly cleansed with soap and water or water only as appropriate. o The Experiential Learning Center has a sink with a soap dispenser available for use by students and faculty. o Students in clinical experiences in acute, long term care, community health, community-mental health, and home health have ready access to hand washing facilities. Sharps: Students and faculty do not recap needles under any circumstances in either the classroom or clinical settings. All contaminated sharps are disposed of Student Manual 120 2013-2014 in containers, which are puncture resistant, labeled, leak proof, and appropriately sealed prior to disposal. Legacy Good Samaritan Hospital and Medical Center handles disposal of sealed containers using approved handling and disposal methods for medical waste. Eating, Smoking, Applying Cosmetics or Lip Balm, and Handling Contact Lenses: o Are prohibited in the Experiential Learning Center. Drinking is permitted only when activities/skills involve no risk of exposure to blood. o Are restricted in the clinical facilities to areas in which there is no risk of exposure to contaminated blood or body fluids. Procedures involving blood or other potentially infectious materials are taught and performed to minimize splashing, spraying, splattering, and droplet generation. Appropriate cleaning procedures are observed for any spills or contamination. Provision of Protective Equipment/Supplies Located in the Experiential Learning Center are disposable, single use gloves that are worn by students and faculty when the risk of blood contact is present. Disposable gowns and masks are also available to students and faculty for use in the lab, but no procedures are performed there, which would necessitate their use. Clinical facilities provide protective equipment/supplies for use by employees, students and faculty Faculty and students wear disposable, single use gloves when there is reasonable expectation of contact with blood or other potentially infectious body fluids. This includes, but is not limited to, brushing teeth, contact with wounds or dressings, intravenous injections, or initiation of IV therapy. Protective devices for face and eyes are available to students and faculty in clinical facilities. No exposure risk requiring these precautions exists on campus. In the event of exposure to blood and body fluids, immediate follow-up with a medical provider is recommended. Student Manual 121 2013-2014 Chapter VI: Linfield College Policies and Procedures Student Manual 122 2013-2014 Linfield Curriculum (LC) Assessment In order to earn Linfield Curriculum (LC) general education requirement credit in Linfield Curriculum designated courses, you must complete the electronic submission of exemplar work and supporting description by the last day of finals week, as discussed in the Linfield College Course Catalog. Using the services of TaskStream, students are expected to submit electronic exemplars of their work demonstrating that they have met the relevant Linfield Curriculum (LC) outcomes in the course for which they wish to earn Linfield Curriculum credit. Linfield Curriculum (LC) catalog descriptions, learning outcomes, as well as Vital Past and Quantitative Reasoning rubrics are in Appendix F. The rubrics are used by the College to evaluate students’ exemplar submissions. Academic Integrity Linfield College operates under the assumption that all students are honest and ethical in the way they conduct their personal and scholastic lives. Academic work is evaluated on the assumption that the work presented is the student's own, unless designated otherwise. Anything less is unacceptable and is considered a violation of academic integrity. A breach of academic integrity will have severe consequences that may include failing a particular course or even dismissal from Linfield College. Violations of academic integrity include but are not limited to the following: Cheating Using or attempting to use unauthorized sources, materials, information, or study aids in any submitted academic work. Plagiarism Submission of academic work that includes material copied or paraphrased from published or unpublished sources without proper documentation. This includes selfplagiarism; the submission of work created by the student for another class unless he/she receives consent from both instructors. Fabrication Deliberate falsification or invention of any information, data or citation in academic work. Facilitating Academic Dishonesty Knowingly helping or attempting to help another to violate Linfield College’s policy on academic dishonesty. Student Manual 123 2013-2014 Procedure For Violation Of Academic Integrity Students responsible for violating academic integrity are subject to disciplinary action. Instructors shall have discretion as to what penalty to impose regarding the course grade. Instructors are required, when discovering a case of academic integrity violation, to inform the Dean of Nursing, the Assistant Dean of Students/Director of Student Life, as well as the student, in writing of the incident within ten days of the discovery of the offense. The written notification must include a description of the offense, the course consequences for violation of academic integrity and the penalty given in the specific case. The written document detailing the incident will also be placed in the student’s permanent file in the Records Office. It is also recommended that faculty issue an academic alert for any violation of the academic integrity policy. The Assistant Dean of Students/Director of Student Life has the discretion to refer a first time offender to the Linfield College Judicial Council. All cases involving more than one offense by the same student are automatically referred to the Judicial Council. This decision on referral will be communicated in writing to the student and the instructor(s) who has (have) a legitimate educational interest. The Judicial Council may impose College-level penalties upon the offending students. The School of Nursing Admissions, Progressions, Honors, and Graduation Committee will decide whether or not continuation in the nursing major will be permitted. Proper due process shall be in force for all academic integrity violation proceedings, as outlined in the Policies and Procedures of the College Judicial Council. Further detail is available in the Linfield College Student Handbook and the Linfield College Course Catalog. Academic Integrity Violation Appeal Students wishing to appeal grades given, based on violation of academic integrity, must appeal directly to the Linfield College Judicial Council. Students should consult with their academic advisor for assistance with the appeal process (see Appendix J-02). Proper due process shall be in force for all academic integrity violation proceedings, as outlined in the Policies and Procedures of the College Judicial Council (see, the Linfield College Student Handbook and the Linfield College Course Catalog). Academic Grievance Procedure Academic grievances concerning teaching and learning should be settled as close to the level of student-faculty contact as possible. If students believe they have been treated arbitrarily or capriciously by an instructor in a grade assigned or other ways, they should first talk to the instructor, and consult with their academic advisor for assistance. The academic grievance procedure is explained in Appendices J-03 and 04. Student Manual 124 2013-2014 Statement On Student Behavior Approved: 05/08/95 Every faculty member and student has the right to conditions favorable to teaching and learning both in and out of the classroom. To foster and maintain such conditions, students have the responsibility to conduct themselves, individually and in groups, in a manner that promotes an atmosphere conducive to teaching, studying, and learning. Students are expected to uphold academic and personal integrity; to respect the rights of others; and to refrain from disruptive, threatening, intimating or harassing behavior; or behavior that is harmful to themselves, other persons, or property. Faculty has the right and responsibility to foster an environment conducive to teaching and learning. Should this be threatened by student behavior, faculty are authorized and encouraged to initiate the following steps: 1. 2. 3. 4. Meet privately with the student to describe the unwanted behavior, explain why it is inappropriate, and specify expectations for future student behavior. Request and initiate a formal meeting with the student, the student’s academic advisor, and the Assistant Dean of Students/Director of Student Life. Request through the Assistant Dean of Students/Director of Student Life, that the student be withdrawn from the class. Initiate other disciplinary action, in coordination with the Assistant Dean of Students/Director of Student Life, by means of the appropriate judicial process. The above faculty action steps may be taken in order or initiated at any level. It is important for faculty to notify students of the potential consequences of disruptive behavior. Consequences may include: progressive faculty action steps, student referral to counseling, and formal behavior contracting. Faculty are encouraged to resolve disruptive student behavior issues at the earliest step possible. (For purposes of this policy, “faculty” are defined as “any instructional personnel employed by the college.”) Further detail is available in the Linfield College Course Catalog. The Linfield College Policy Handbook and Portland Student Handbook contain the Policy on Alcohol and Other Drug Use, Sexual Assault Policy and Procedures, and Harassment Policy and is available at: http://www.linfield.edu/assets/ files/policy/linpolicy.pdf. The Student Weapons Policy is available at: http://www.linfield.edu/ assets/files/policy/student-weapon-pol.pdf. Student Code Of Conduct Students are expected to conduct themselves in accordance with the rules and regulations of the college. Students, like all members of the College (trustees, faculty, administration, and staff members), assume the responsibility to conduct themselves in compliance with the objectives and standard of conduct established by the College. These standards apply both on and off campus. Examples of misconduct which renders a member of the College liable for discipline, up to and including separation, may fall into the following categories: Student Manual 125 2013-2014 1. Dishonesty, including cheating, plagiarism, fabrication, and facilitating academic dishonesty (see entry on Academic Integrity). 2. Forgery or the alteration and/or unauthorized use of College documents, records or forms. Knowingly providing false information to College officials or officers of instruction or administration. 3. Unauthorized possession, use or duplication of College keys or identification cards. Facilitating such use. 4. Intentional disruption, obstruction or interference with the process of instruction, research, administration, student discipline or any other service or activity provided or sponsored by the College. 5. Damage, destruction, theft or unauthorized use of personal property located on the College campus or property owned or controlled by the College. 6. Unauthorized entry into or use of College property, including facilities, residence halls, equipment or resources (including, for example, library materials). 7. Unauthorized entry into College-related living units that disrupts sleep or study or that damages the physical facilities in those units. 8. Attempted or actual theft of and/or damage to property of the College or property of a member of the College community or other personal or public property. 9. Uncivil, disrespectful or intolerant behavior based on race, color, age, religion, sex, sexual orientation, national origin, or physical handicap or other disabling condition. 10. Physical abuse, verbal abuse or other conduct which threatens or endangers the health or safety of any person. 11. Threats, intimidation, harassment, stalking, coercion or other conduct which threatens or endangers the health, safety, personal property or academic success of any person of any member of the College or any person on college property or at a College sponsored/supervised activity. 12. Disorderly conduct (including that resulting from drunkenness), unreasonable noise or behavior that results in unreasonable annoyance. 13. Lewd or indecent conduct on College property or at College sponsored/supervised activities. 14. Unwanted sexual behavior that is sexual behavior directed toward an individual. 15. Hazing or initiation rites involving physical abuse or mental anguish. Student Manual 126 2013-2014 16. Illegal activities involving controlled substances. 17. Violation of the College policy on alcohol and other drugs. 18. Possession, use or threatened use of firearms, ammunition, explosives, dangerous chemicals or any other objects used as weapons on College property or at College sponsored/supervised activities. 19. Tampering with fire-fighting equipment or alarms, running in a false alarm or engaging in other behavior that constitutes a significant fire hazard. 20. Failure to comply with the direction of College or public officials acting in the performance of their duties. 21. Conduct which adversely affects the member’s suitability as a member of the College community or which interferes with the rights and privileges of another member of the College community. 22. Failure to comply with rules, regulations or standards, or conduct approved by the College, provided they have been published, distributed or posted in such a manner as to furnish adequate notice to students. 23. The willful commission of any act which is a crime under the laws of the State of Oregon or of the United States which results in a criminal charge and conviction in any competent jurisdiction. The procedure for violation of the Student Code of Conduct, as well as, the appeal process are described in the Portland Student Handbook. Discriminatory Harassment Discriminatory harassment is verbal or physical conduct that demeans or shows hostility, or aversion toward an individual because of his/her race, color, religion, gender, marital status, national origin, age, sexual orientation, or disability, or that of his/her relatives, friends or associates and that: Has the purpose or effect of creating an intimidating, hostile or offensive working environment; or Has the purpose or effect of unreasonably interfering with an individual’s work performance; or Otherwise adversely affects an individual’s academic opportunities. Discriminatory harassing conduct includes but is not limited to the following: Student Manual 127 2013-2014 Epithets, slurs, jokes, negative stereotyping or threatening, intimidating or hostile acts that relate to a person’s race, color, religion, gender, marital status, national origin, age, sexual orientation or disability. Written graphic material which demeans or shows hostility or aversion toward an individual or group because of race, color, religion, gender, marital status, national origin, age, sexual orientation or disability and is posted on walls, bulletin boards, email or elsewhere on the College premises or is circulated within the College. The terms intimidating, hostile, and offensive are interpreted according to the legal standards as determined by the law, and are looked at from the viewpoint of a reasonable person in similar circumstances as the complaining party. Academic Alerts And Support Resources Academic Alerts are intended for students having academic difficulty in a course. Their purpose is to encourage students to address problems they are having in the theory or clinical component of nursing courses. Academic Support Services Assists students to develop: effective learning techniques; deal with time and stress management issues; receive appropriate accommodations for learning disabilities; improve reading, note-taking and test taking skills; receive tutorial assistance; and set up student study groups. Academic Support Services oversees the Academic Success Center that offers peer tutoring assistance. Multicultural Programs / Services Has a Peer Resource Network that provides new generic nursing students with a peer mentor to instill confidence and ease transition by providing support, guidance, and inspiration while fostering the core values of nursing (see Appendix I-1). Support services are available for second language students needing assistance with written or oral communication. The Psychological Services Center (PH 319; 503-413-7873). Offers confidential individual, group, and partner/family counseling, as well as, learning disability assessment. Distance Learning Librarian in the RN-BSN program Provides students with assistance in completing a library research assignment in their first semester. The Director of Academic Support Services and the Distance Learning Librarian will respond to student concerns, post announcements and other pertinent materials, as well as, work one-on-one with the online students upon request. Student Manual 128 2013-2014 Academic Advising BSN Generic Program Every student has a nursing faculty advisor who serves as a guide and mentor. Consultation with or approval by the faculty advisor is required for a variety of academic program decision that students make. Students are assigned to faculty advisors by the Assistant Director of Registration and Records in consultation with the Dean of Nursing. Students may request a change of advisor because of shared academic interests with another faculty member, difficulty connecting with the assigned advisor, etc. Change of Advisor forms are available online in the advising resources under “Forms” at: www.linfield.edu/ portland/assets/files/registrar/Forms/advisor-change-request.pdf. RN-BSN Program Every student is assigned a nursing faculty advisor and a Division of Continuing Education academic advisor upon admission to the School of Nursing. The nursing faculty advisor serves as a guide and mentor. Students may request a change of nursing faculty advisor because of shared academic interests with another faculty member, difficulty connecting with the assigned advisor, etc. Academic Advisor/Advisee Relationship And Responsibilities The relationship between advisor and advisee is one of shared responsibility. Although students are ultimately responsible for their own choices while attending college, in order to make informed decisions, faculty advisors and others within the Linfield community provide mentoring, advice, and information. A generic student’s faculty advisor is the student’s primary resource regarding academic issues, opportunities, and programs. RN to BSN students should contact their academic advisor regarding academic issues, opportunities and programs. The student’s responsibilities in the academic advising relationship are to: Take the initiative to contact and become acquainted with your faculty advisor, and help your faculty advisor get to know you. Be mindful of the need to work with your faculty advisor during posted office hours or make other arrangements in advance. Consult with your faculty advisor about changes in your academic progress, course selection and academic, career and life goals. Notify your faculty advisor immediately whenever a serious problem (medical, financial, personal) disrupts your ability to attend classes or interferes with your ability to focus on your education and to perform your best work. Prepare for meetings with your faculty advisor by gathering relevant decision-making information, creating a list of questions and drafting a course schedule (if the meeting is focused on course selection for the coming semester). Student Manual 129 2013-2014 Keep a personal record of your progress toward your degree. Organize official college documents (catalog, Academic Evaluation, etc.) and bring them with you to advising meetings. Be familiar with the Linfield Curriculum, GPA, and major(s) and minor(s) requirements. Schedule courses each semester in accordance with those requirements. Follow Linfield procedures when registering for courses and making adjustments to your class schedule. Observe academic deadlines. Know when to register and when to drop or add classes. Schedule an appointment with your advisor well in advance of these deadlines. Take the initiative to investigate options for changing advisors if you no longer have an interest in the advisor’s area and/or a positive relationship is not developing. The faculty advisor’s responsibilities in the academic advising relationship are to*: Be accessible to advisees through posted office hours, scheduled appointments, telephone calls, and emails. Assist advisees in developing long-range academic goals and plans and to address immediate problems or issues. Assist advisees in making choices that will lead to the development of a successful academic plan and educational experience. Provide advisees with up-to-date and accurate information about selecting courses and developing an academic plan that satisfies degree requirements. Clarify Linfield policies, requirements, programs, and procedures. Be a responsive listener and refer advisees to a support office or person when appropriate. Discuss with advisees their academic performance and the implications of their performance for their academic and career goals. Discuss career opportunities with advisees and make referrals to Career Center, when appropriate. Empower advisees to explore their interests and make their own decisions regarding academic, career, and life goals. Encourage advisees to change advisors if they no longer have an interest in the advisor’s area and/or a positive relationship is not developing. Understand and comply with the mandates of the Family Education Rights and Privacy Act (FERPA) of 1974 as amended. *In the RN to BSN program, these responsibilities are shared between the academic advisor and the assigned faculty advisor. Inclement Weather Policy: Closure Or Late Opening The decision regarding inclement weather closures (including late starts or campus closures) for the Portland Campus will be made by the College President in consultation with the Dean of Nursing and/or Director of Portland Campus Operations. All classes and clinical assignments are cancelled when Linfield College Portland Campus is closed. If a class or clinical assignment Student Manual 130 2013-2014 is cancelled, due to the College President’s decision regarding inclement weather or other emergency, the instructor will be responsible for arranging makeup classes/clinical activities. Closure announcements and updates are communicated by the College via the personal contact points the student authorized in the Emergency Notification System via WebAdvisor (in addition to the student’s Linfield email), as well as local television and radio stations, and recorded message on the CATS-line. To hear a recorded message during such closures, the student may call 503-883-CATS (2287). It is the responsibility of each student to tune into a local television or radio station, monitor his/her personal contact points authorized in the Emergency Notification System and/or listen to the recorded message on the CATS-line (503-883-2287) to receive closure or opening information. Note: Because conditions may vary considerably within the region, each student must assess his or her unique situation, and determine travel safety from the student’s location to campus or clinical site. Students should consider using public transportation during inclement weather conditions and remain in communication with their instructor, the Dean of Nursing and/or supervisor as appropriate. Public Transportation Resources include TriMet (www.trimet.org) and Portland Streetcar (www.portlandstreetcar.org). For assistance or emergency, contact Legacy Security at 503-4137911. Disaster Plan In the event of a disaster, Linfield College classes will be canceled (Portland Campus follows Legacy Portland Hospital’s Disaster Plan). People that can aide in relief work and/or nursing care will be identified; a list of such people will be hand delivered to the Legacy Human Resources Department. Both Peterson Hall and Loveridge Hall will be evacuated. If there is no structural damage to Peterson Hall, the auditorium (PH110) will be used as a gathering place for the newspaper, radio, and TV media. Faculty and students will be given the choice of leaving campus or staying to offer assistance. It is advisable that faculty, staff, and students have an identified source outside Oregon where family members can call and exchange information. Incomplete Grade In Nursing Courses An incomplete grade in a nursing course is given at the discretion of the instructor when the quality of work is satisfactory, but the course requirements have not been completed for reasons of health or other circumstances beyond the student’s control as determined by the instructor. Each incomplete grade requires a contract to be filed by the instructor with the Office of Enrollment Services. (See, the Linfield College Course Catalog for details.) Students receiving an incomplete grade in prerequisite nursing courses must complete all required coursework according to the following schedule. Nursing faculty must submit a change of grade to the Office of Enrollment Services by the date noted in this schedule. Student Manual 131 2013-2014 Semester/Term Incomplete Grade Given in a Prerequisite Nursing Course Latest Date Incomplete Prerequisite Nursing Course Must be Completed Latest Date Nursing Faculty Must Submit Change of Grade Summer Prior to fall semester classes beginning Prior to fall semester classes beginning Fall Two weeks prior to the beginning of spring semester One week prior to the beginning of spring semester Spring If student is registered for required nursing course(s) in summer term: Prior to summer term beginning If student is registered for required nursing course(s) in summer term: Prior to summer term beginning If student is not registered for required nursing course(s) in summer term: Two weeks prior to the beginning of fall semester If student is not registered for required nursing course(s) in summer term: One week prior to the beginning of fall semester If a satisfactory passing grade is not submitted to the Office of Enrollment Services by the deadlines noted above, the student will be administratively withdrawn from nursing courses requiring the prerequisite course(s). In nursing courses that are not prerequisite courses, the College policy concerning incompletes is followed. The student may continue work on incompletes in these courses during the succeeding semester. Infection Prevention Policy Faculty and students who have the flu or other communicable diseases are to stay home and not attend class or clinical until it has been 24 hours since their last elevated temperature. That means the fever went down naturally, not because of fever reducing medication. Faculty and students with influenza, who do not have a fever, should also stay home until asymptomatic even if taking antiviral drugs for treatment of the flu. (Linfield College’s policy concerning social distancing and related infection prevention measure is available at: http://www.linfield.edu/ assets/files/policy/social-dist-policy.pdf.) Automatic External Defibrillator (AED) The Automatic External Defibrillator (AED) owner’s manual is in a small white binder located on the shelf in Peterson Hall (PH 301). The key to the AED cabinet is located in the 301 lockbox (see, No. 75). The College Safety Officer also has a key and is responsible for periodic testing and/or item replacement to ensure the AED unit is operational. Student Manual 132 2013-2014 Healthcare Needs For healthcare needs, students must use providers through their own individual health insurance plans. For student insurance through Linfield College, coverage and provider information is available at: www.aetnastudenthealth.com . For urgent care, the Zoom Care clinics take Aetna Student Health insurance and they have many locations around Portland (www.zoomcare.com). The Legacy Good Samaritan Pharmacy located on the first floor of the Comprehensive Cancer Center on the corner of NW 22nd Avenue and Northrup Street offers a ten percent discount with valid student ID card for over-the-counter items and prescription medication. Through a partnership with the Student Health Center on the McMinnville Campus, students and employees can receive immunizations on the Portland Campus for a fee. The Student Health Center staff is paid by the student or employee for this service. Individual, group, and family psychological counseling is available to students through a contract with the Psychological Service Center. Eight free and confidential sessions are offered either oncampus in Peterson Hall 319 or off-campus at the Psychological Service Center downtown clinic at 1411 SW Morrison Street, Suite 205. To schedule an appointment for on-campus counseling, call 503-413-7873 or email: [email protected]. For off-campus appointments call 503-352-2400. Most students take advantage of the service for issues such as: anxiety/worry, handling life transitions, anger, depression, trauma/loss/grief, relationship problems, self-esteem problems, and parent-child problems. Absence From Class When situations beyond a student’s control, such as illness, result in a student missing class or an examination, the student is responsible for contacting each professor (e.g.,. emailing a message or leaving a voice mail message). It is the prerogative of individual instructors to determine if a student should be allowed to make up tests or assignments. Therefore, a student who misses class due to such circumstances should consult, as soon as possible, with each instructor to determine potential make up procedures. Illegal Uploading And Downloading Of Copyrighted Works Linfield College’s document concerning compliance with the Higher Education Opportunity Act addressing illegal uploading and downloading of copyrighted works through peer-to-peer file sharing is available at: http://www.linfield.edu/it/heoa-compliance.html. Linfield College Portland Campus Guidelines For Posting Approved: 08/29/11 In the spirit of Linfield College’s mission as a private liberal arts college, priority is given to the promotion of on-campus organizations and events. Advertising and posting by commercial groups and other groups not affiliated with the college is limited to several locations on campus Student Manual 133 2013-2014 and must be approved by the Director of Portland Campus Operations and/or the Assistant Dean of Students/Director of Student Life prior to posting. To ensure that information is effectively transmitted, does not cause damage to surfaces and contributes to an appearance befitting an academic institution, the following standards apply to all postings (i.e., signs, fliers, posters, messages, etc.) on the Linfield College Portland Campus: Signage will be posted only on bulletin boards and attached with provided push pins. o All printed materials must indicate the: Name of the sponsoring department or student organization Contact information Location, date and time of the event o Postings must be removed by the sponsoring organization within 24 hours following the event No signage may be posted on doors, walls or windows – with the exception of notices dealing with college designated emergencies and pre-approved “day of” directional signage. o Temporary class announcements or ‘day of’ directional signage may be affixed to doors, using blue tape only (available through Campus Operations and/or Student Life) “Day of” signage must be: Pre-approved by Campus Operations and/or Student Life Related to the function of the program such as schedule, directions and/or registration Must be removed immediately after the event Departments or student organizations may submit a request to Campus Operations and/or Student Life a minimum of two (2) weeks prior to an event seeking permission to post signage in the following ‘non-bulletin board’ locations: o Restrooms o Windows or brick wall in Peterson Hall o Glass entryway in Loveridge Hall Materials posted in these areas must be of professional quality Materials will be hung using blue tape only (available through Campus Operations and/or Student Life) Presentation materials and/or discussion aids utilized in the classrooms or conference rooms will adhere to the same standards as all other postings. o Post-it® self-stick easel pads may be obtained from Campus Operations or Student Services for use in classrooms or conference rooms o Materials will be hung using blue tape only (available through Campus Operations and/or Student Life) Student Manual 134 2013-2014 Approval to post, distribute or disseminate printed materials for on‐campus and off‐ campus individuals is granted through Director of Portland Campus Operations and/or Assistant Dean of Students/Director of Student Life. o Items that are not congruent with the college standards and/or stamped by Student Life or Campus Operations will be removed immediately o All members of the college community are expected to adhere to this policy and aid in the removal of expired and improperly posted items For further information, please contact Director of Portland Campus Operations in Peterson Hall 301 or Assistant Dean of Students/Director of Student Life on the 1st floor of Loveridge Hall. Food And Beverages In Labs Food and beverages are prohibited in the computer labs located on the second floor of Loveridge Hall and PH 108, as well as, the Experiential Learning Center (nursing lab and high fidelity simulation lab). Water in closed, water-tight containers may be left in the bleacher area in the main nursing lab or in the debriefing room in the high fidelity simulation lab. Animal Policy The following policy applies to dogs and other animals on the Portland Campus of Linfield College. Students are not allowed to bring animals into the classroom. Animals are allowed on college owned or controlled property provided the animals are leashed (six foot maximum) and under the control of a person capable of controlling the animal. Animals may not be left unattended on campus for any length of time, nor may they be tied or attached by a leash to any object on College owned or controlled property. All animals on campus must meet current license requirements. Exceptions to this policy include assistance animals and animals used by College staff for the purpose of research, teaching or other academic endeavors. Classroom Configuration Classrooms are used for multiple purposes requiring different configurations of seating. To accommodate a variety of different classroom uses; faculty, administrators or students may rearrange the configuration of seating. However, after a class or activity, the seating should be returned to the original configuration. When rearranging the configuration of seating, safety considerations are to be followed such as not blocking the exits in case of an emergency. Care should be taken to avoid damaging furniture or walls when rearranging the seating configuration. Student Parking Registration Last Revised: 08/29/11 All students must register their vehicle(s) with Linfield College Public Safety. Students with a valid parking permit may utilize any of the following approved parking areas: Student Manual 135 2013-2014 Conway Parking Lot: Located at the corner of NW 20th Avenue & NW Raleigh Street and available 24-hours-a-day, 7 days-a-week in the designated rows marked by “Legacy Parking Only” signs. Please be aware that Conway Freight will tow vehicles that are not parked in the designated “Legacy Parking Only” areas. o Legacy provided round-trip shuttle service is provided to the Linfield community from the Conway lot to the Good Samaritan Hospital entrance on 22nd Ave. Shuttles run approximately every 12 minutes during the day between 6:30am‐9:45am, and again from 4:05pm to 7:45pm. For assistance or emergency, contact Legacy Security at 503-413-7911. Loveridge Hall Parking Lot: Reserved for faculty, administrators and staff weekdays from 7:00am until 5:00pm and as available throughout the weekend, with the exception of any reserved parking spaces or as otherwise posted. Note: Student parking is prohibited Monday thru Friday from 7:00am until 5:00pm. Curbside Parking: To comply with Legacy Health/Linfield College agreements with the neighborhood association, please park curbside directly adjacent to a Legacy owned property. By registering your vehicle(s) with Linfield College Public Safety, you agree to comply with all Linfield College Parking Regulations, as well as abide by the current motor vehicle laws of the State of Oregon. Your signature is an agreement to take full responsibility for the proper operation and parking of your vehicle while on campus. Failure To Register: Current students, faculty, administrators and staff are required to register their vehicle(s), updating as needed due to vehicle sale or purchase. Permit Required: Current parking permit is required to be displayed in the lower driver’s-side corner of the rear window at all times. Prohibited Time: Student parking in the Loveridge Hall parking lot is prohibited Monday thru Friday from 7:00am until 5:00pm. Fire Lane: Parking in the Fire Lane is prohibited at all times. Disabled Zone: Parking in designated accessible spaces without current and valid Americans with Disabilities Act permit is prohibited for any length of time. Reserved 2-Hour Parking Spaces: Student parking in ‘2-HR RESERVED’ spaces is prohibited at all times. Enforcement: Disregard of regulations render the owner and/or operator of a vehicle liable to fines and/or disciplinary actions, including citations and/or vehicle impoundment. Student Manual 136 2013-2014 Chapter VII: New Student Orientation Student Manual 137 2013-2014 New BSN Student Orientation Goals And Learning Outcomes Last Revised: 06/20/11 New student orientation is designed to introduce incoming students to curricular and co-curricular services, programs, and personnel vital to their academic, personal, and social success at Linfield College’s Portland Campus. New Student Orientation Goals: Assist new students in making the transition from their previous campus or other environment to Linfield College’s Portland Campus. Provide new students an opportunity to have meaningful connections with fellow new students, current students, faculty, and staff of Linfield College’s Portland Campus. Provide new students with comprehensive information about the intricacies and expectations of their major. Inform new students about campus services, departments, and resources that will enhance their academic and personal successes and overall college experience. Emphasize opportunities for new students to become involved both on and off campus through leadership, community service, volunteerism, and advocacy. Promote a campus community that encourages cultural competence and has a commitment to foster an inclusive, diverse, safe, and accessible campus community in which everyone can be successful. Familiarize new students with the campus environment and physical facilities. Create an atmosphere that minimizes anxiety, promotes positive attitudes, and encourages new students to connect to Linfield College and feel confident and excited about their decision to attend the Portland Campus. New Student Orientation Learning Outcomes: Create relationships with faculty, staff, and fellow students that assist with meaningful engagement. Achieve an introductory understanding of the academic expectations and responsibilities of the student’s major. Distinguish campus programs, services, and resources that are available to assist in the student’s academic, personal, and social success. Student Manual 138 2013-2014 Identify avenues in which to demonstrate the value of personal engagement, cultural competence, and active citizenship through participation in student leadership roles, clubs and organizations, community service project, campus diversity programs, and civic engagement opportunities. Manage the campus physical environment and take-home informational resources. Student Manual 139 2013-2014 New BSN Student Orientation Evaluation 1. How satisfied are you with the New Student Orientation? Very Satisfied Moderately Satisfied Not Satisfied Comments: 2. Do you feel prepared to begin nursing courses? Yes No 3. Are there any questions still left unanswered about your academic expectations or responsibilities? Comments: 4. Do you feel that you received a helpful introduction to campus offices, services, and programs that will assist in a successful transition to campus? Yes No 5. What services or programs do you anticipate will be most helpful to your academic, personal, and/or social successes? Comments: 6. Do you feel that you received a helpful introduction to student life and the value we place on personal engagement, cultural competence, and active citizenship? Yes No 7. What are on or off-campus areas, programs, and/or activities in which you hope to practice these values? Comments: 8. What New Student Orientation section(s) was most valuable to you? Why? Comments: 9. What New Student Orientation section(s) needs improvement? Why? Comments: Student Manual 140 2013-2014 RN-BSN Student Orientation Evaluation 03/13/12 Evaluation form is available on Survey Monkey. 10. Overall, how satisfied were you with the RN to BSN orientation? _____ Not Satisfied 11. _____ Moderately Satisfied _____ Very Satisfied Do you feel well prepared to begin online nursing courses? _____ Yes _____ No Are there any questions still left unanswered about your academic expectations or responsibilities? 12. Do you feel that you received a helpful introduction to student life and the value we place on personal engagement, cultural competence, and active citizenship? _____ Yes _____ No What online areas, programs, and/or activities do you hope to practice these values? 13. What was a meaningful interaction or conversation that you had during the orientation with a fellow new student, a current student, or a faculty / staff member? 14. What orientation activity or section was most valuable to you? Why? 15. What orientation activity or section needs improvement? Why? Student Manual 141 2013-2014 Chapter VIII: Appendices Student Manual 142 2013-2014 Appendix A Linfield-Good Samaritan School Of Nursing Health Assessment Report Part I: To Be Completed by Student (Please Print) Date Last Name First Name Street Address MI City Date of Birth State Telephone Number In case of emergency contact: Contact Name Relationship to Student Telephone Number Address --IMMUNIZATIONS AND TESTS REQUIRED-You must provide official documentation of the following required tests: Tuberculosis Screening 2-Step Tuberculin Skin test or QuantiFERON-TB gold test initially (followed by annual one-step TB skin test or QuantiFERON-TB gold test) OR Chest x-ray results if positive reactor AND annual Review of Symptoms Form Diphtheria/Tetanus/Pertussis (one time dose of Tdap; Diphtheria/Tetanus every 10 years) Measles, Mumps, and Rubella Dates of vaccinations (2 doses required) OR Laboratory evidence of Measles, Mumps, and Rubella immunity by titers for each. Hepatitis B status Hepatitis B surface antibody with positive results after completion of vaccine series (titer required to verify immunity) OR History of Hepatitis B disease with Anti-HBc titer with positive results OR Hepatitis B declination waiver signed (this may limit your clinical sites) Chickenpox (Varicella) Dates of vaccinations (2 doses required) OR Varicella titer with positive results Annual Influenza Vaccination OR Influenza declination waiver signed (this may limit your clinical sites) DO NOT WRITE DATES ON THIS FORM. PROVIDE OFFICIAL DOCUMENTATION. Student Manual A-1 2013-2014 Appendix A Linfield-Good Samaritan School of Nursing Health Assessment Report Name: Date of Birth: Past Illness: Injuries: Hospitalization: Other: (Check if condition applies to you) Anemia Arthritis Asthma Back Injuries Birth Defect Bladder Infections Bowel Problems Cancer Diabetes Hearing Problems Heart Disease High B/P High Cholesterol or Lipids Infectious Mono Kidney Disease Liver Disease Rheumatic Fever Seizures Thyroid Disease Ulcer (duodenal or stomach) Visual Problems Comments MEDICATIONS YOU ARE PRESENTLY TAKING: ALLERGIES: (to medications and other substances, please list) PRESENT OR CHRONIC MEDICAL PROBLEMS: Student Signature: Student Manual Date: A-2 2013-2014 Appendix A Linfield-Good Samaritan School of Nursing Health Assessment Report Part II: To Be Completed By Physician Or Nurse Practitioner Name: Date of Birth: Height: Weight: Blood Pressure: Vision (Snellen): Pulse: Respirations: / R/L Near Vision: Corrected: / R/L Hearing: / R/L Check if normal: General Appearance Head & Scalp Face & Skin E.E.N.T. Neck Heart Lungs Breasts Abdomen Back & Spine Extremities Lymphatics Neurological Genitourinary Is general health adequate to allow participation in a nursing education program? Name of Physician or Nurse Practitioner: Address: Signature: Date: THIS INFORMATION IS CONFIDENTIAL Student Manual A-3 2011-2012 Edition Appendix B Linfield-Good Samaritan School Of Nursing Hepatitis B Immunization And Waiver Form For Students Part A - Consent I understand that due to my reasonably anticipated occupational exposure to blood or other potentially infectious materials, I may be at risk of acquiring Hepatitis B (HBV) infection. I understand that a series of three injections of Hepatitis B vaccine are needed for protection to occur, additional doses may be needed if the first series does not result in immunity. I understand that I will need a post-exposure evaluation if I have an exposure incident, even if I have received the Hepatitis B vaccination series. (For women only: I understand that if I am pregnant, I am advised to consult with my private practitioner regarding the administration of Hepatitis B vaccine.) Signature: Date: Documentation of three doses (Month & Year) No. 1 No. 2 No. 3 Post vaccination titer Part B - Refusal I understand that due to my exposure to blood or other potentially infectious materials, I may be at risk of acquiring Hepatitis B virus (HBV) infection. If in the future I continue to have exposure to blood or other potentially infectious materials and I want to be vaccinated with Hepatitis B vaccine, I can receive the vaccine series at no cost. Signature: Date: Part C - Consent After Initial Waiver Or Refusal I have now decided to receive the Hepatitis B vaccination series (three doses) due to my exposure risk to blood and other potentially infectious materials. I have completed Part A of this form as a condition of understanding. Signature: Student Manual Date: B-1 2013-2014 Appendix C Linfield-Good Samaritan School Of Nursing Tuberculosis Screening: Review Of Symptoms This document is used as a TB screening tool for those students who have had a previous positive skin test. Completion of the form is required annually. Last Name: First: MI: DOB: 1. Date of last Tuberculin Skin Test:__ __/__ __/__ __ Facility tested at: Result: [ ] Negative ______mm induration [ ] Positive ______mm induration 2. Risk [ * * * * * * * * * 3. Were you born in the United States? (Persons born in Puerto Rico, Guam,or the Virgin Islands, check “No.” [ ] YES [ ] NO; If NO, country of birth: Year you entered the United States: 4. Have you ever received the BCG (Bacille calmette-guerin Vaccine)? [ ] YES; If YES, year you received the BCG vaccine: 5. 6. 7. Factors: Do you have any of the following risk factors? ] YES [ ] NO Diabetes Mellitus (poorly controlled) Excessive alcohol intake HIV + Immunosuppressive therapy Silicosis Gastrectomy Low body weight Infected with M. tuberculosis within the past 2 years Close contact to case of active pulmonary TB within the past 2 years Status: [ ] [ ] [ ] [ ] New positive skin Previous positive Previous positive Previous positive test skin skin skin [ ] NO A chest x-ray report is required to be included in the Chest x-ray date: __________ Results: [ ] Normal History of preventive therapy for TB infection: [ ] YES Where treated: _____________________________ Medication: _____________________________ Length of treatment: _____________________________ History of treatment for active TB disease: [ ] YES Where treated: _____________________________ Medication: _____________________________ Length of treatment: _____________________________ 8. ] NO reactor test reactor, history of treatment test reactor without history of treatment test reactor currently taking therapy Have you ever been diagnosed with active Tuberculosis (TB) disease? [ ] YES; If YES, year you were diagnosed: History of Treatment: health file [ TB Symptom Review: Productive cough of three or more weeks? Night sweats? Unexplained fatigue? Fever (often occurs in the afternoon)? [ [ [ [ ] ] ] ] YES YES YES YES [ [ ] Abnormal ] NO [ ] NO [ [ [ [ ] ] ] ] NO NO NO NO Signature: _________________________________________ Date: Student Manual C-1 2013-2014 Appendix D Linfield-Good Samaritan School of Nursing Essential Functions Document Prospective students must be able to perform and/or develop the following essential functions in order to succeed at Linfield-Good Samaritan School of Nursing. Essential Functions Description Examples Sensory Auditory, visual and tactile ability Monitor and assess health status (e.g., assess color changes in the skin: hear heart, lung and breath sounds). Communication Verbal, nonverbal, reading, writing Interact effectively with individuals, families, groups and health care team members from a variety of social, emotional, cultural and intellectual backgrounds; effectively use verbal and nonverbal communications; use responsive and empathetic listening to establish rapport; effectively use appropriate information technology for research and patient care; understand and use correct professional terminology when communicating with other health care professionals; document nursing care clearly; write papers accurately and with clarity. Motor Physical ability, coordination, stamina Perform cardiopulmonary resuscitation (CPR); transfer and lift persons; move from room to room and maneuver in small spaces; provide routine and emergency nursing care. Cognitive Critical thinking ability Measure and calculate drug dosages and solutions; comprehend, memorize, reason, analyze, prioritize and synthesize information; integrate theory with clinical practice, effectively problem solve; use good clinical judgment based on critical, analytical and creative thinking; as well as intuitive processes; recognize personal learning needs from the clinical setting. Behavioral/Social/ Emotional Emotional stability, capacity for selfreflection and change Function effectively under stress; adapt to changing environments and uncertainties in clinical situations; be flexible; use effective organizational and time management skills; respect and accept constructive criticism; respond appropriately to evaluation; be assertive; demonstrate professional responsibility and accountability in nursing practice. Signature: Date: Name (print please): Please read this document and sign it. Return this signed document to the Enrollment Services Office. Student Manual D-1 2013-2014 Appendix E Linfield-Good Samaritan School of Nursing Computer Proficiency Requirement Information Literacy Expectations Researching, finding, understanding, and managing large amounts of complex information are both the hallmarks and challenges of 21st century health care. Linfield–Good Samaritan School of Nursing is committed to preparing nurses to thrive as the health care environment increasingly relies on the nurse's fluency in information literacy to manage care and promote health. The Linfield–Good Samaritan School of Nursing Information Literacy Plan Upon entry into the nursing major and at each level of the nursing curriculum the student will learn and practice new information literacy skills. Each set of skills builds on previous learning and moves the student toward fluency in information literacy. Access to computers and the Internet is provided during scheduled hours through the Loveridge Hall computer lab. It is strongly recommended that students have a personal computer with Internet access that uses programs compatible with those in current use at the College, in addition to the access provided by the computer lab The Linfield–Good Samaritan School of Nursing Computer Proficiency Requirement Basic computer proficiency is a prerequisite for entry into the nursing major. Admitted students are required to have basic word processing, email, and Internet access skills. Students may obtain computer knowledge through self-study, working with a tutor, or taking courses that best meet their learning styles and unique learning needs. The following skills are essential for all entering students in the Linfield–Good Samaritan School of Nursing program. Possession of these skills will enable students to progress and use relevant instructional methodologies in the nursing program. By signing this document and initialing the attached sections, the student verifies proficiency in EACH of these skills. Faculty will expect these proficiencies in submitted assignments, and will include these skills in grading assignments. “I have read and I understand that by signing this document and initialing the attached I am verifying my proficiency in and accountability for EACH of these skills.” Signature Student Manual Date E-1 2013-2014 Appendix E Basic Technical Skills Competence In Use Of Central Processing Unit (CPU), Monitor, Keyboard, Mouse And Printer Use keyboard to enter information, including special features (e.g., caps lock, insert) Use mouse effectively (right click, click and drag, etc.) Use a windows environment effectively (e.g., opening and using multiple windows; cutting, copying, and pasting between windows; minimizing and maximizing windows) Save files to hard drive or external hard or flash drive Know what a virus is, and how to screen for and remove a virus Use folders and subdirectories to organize information Use toolbars and menu bars with drop-down windows Understand the concepts of drives, storage media, etc. Use Start to find desired applications and to shut down Use the Office suite of software Operate a printer (e.g., print, add paper, clear minor paper jams) Use educational technology (e.g., videotapes and computer programs) Access the library’s homepage on the World Wide Web Understand error warning messages Use CD-ROM and disk drives Download updates Initials Windows Environment: Competence In Windows Explorer For Folder/File Management Use windows Help Maximize and minimize a window Move a window Print the current window or entire screen Distinguish between a file and a folder Find, move or copy a file or folder Initials Email: Competence In Use Of Email To Send And Receive Messages And Attachments Open E-Mail system Identify the parts of an e-mail address Access/Use E-Mail system help Student Manual E-2 2013-2014 Appendix E Address message o Use the To: and CC: fields o Single recipient or multiple recipients o Use subject field Read, send, delete, reply to, forward and print e-mail messages Send and receive attachments Avoid SPAM Initials Word Processing: Competence In Use Of Microsoft Word To Produce And Edit Scholarly Documents Save in a particular format (e.g. doc, .html, .rtf) Save to flash or hard drive Send a document as an email attachment Make folders Save backup files Retrieve a document Create a document Edit contents of a document o Set margins for the document o Reform a paragraph (indent, center, tab) o Use Spell and Grammar Check o Manipulate fonts (boldface, italics, underline) o Move a sentence within a document o Add page numbers to a document o Line spacing o Headers and footers o Cut and paste o Find and replace o Justify margins Print a document or a selection Rename a document Delete a document Student Manual E-3 Initials 2013-2014 Appendix E Web Browser/General Internet: Competence In The Use Of An Internet Browser To Locate And Navigate Through Linfield College Web Pages Access a web browser Open a known web address (URL-Uniform Resource Locator) Bookmark a web page or save as a Favorite Find the Linfield College and the Linfield College Library home page Print out a course syllabus from a Nursing course Initials Reviewed: 08/25/11 Student Manual E-4 2013-2014 Appendix F Linfield College Foundational Education Principles “Linfield College seeks to prepare students to be thoughtfully engaged in a world that demands ever more flexible, creative, and critical thinkers and communicators. Toward that end, its educational mission centers upon developing students’ abilities to solve problems, adapt to changing circumstances, and synthesize various streams of information. Three Principles, all defined from the College’s mission statement, distinguish a Linfield education. These three Foundational Education Principles foster critical thinking suited for the complexities of the 21st century. They encourage intersections among the wide-ranging curricular and co-curricular opportunities available to Linfield students. They clarify the goals of a Linfield education as the cultivation of good citizens, the encouragement of lifelong learning, and the formation of intellectual and aesthetic sensibilities. A Linfield education thus assists students in finding their calling – the vocation or passion that will shape and enrich their lives. Principle One: Integrated Learning Linfield will offer an educational program characterized by extensive and intentional integrated learning. Through opportunities embedded at key points in the curriculum, students systematically discover and practice making meaningful connections across the various components of their undergraduate experience. Principle Two: Global and Multicultural Awareness Linfield will offer a comprehensive approach to global and multicultural awareness that prepares students to embrace and understand the challenges posed for educated people in the 21st century by the web of cultural differences characterizing the planet, the nation, and the region. Such awareness helps students answer the question, ‛How will my time at Linfield enable me to make a difference in the world?’ Principle Three: Experiential Learning Linfield will offer a comprehensive program of experiential learning. In this way the college fosters critical thinking opportunities where students apply academic investigation to lived experience as a means of testing and refining their understanding of a subject. Through this intersection of theory and praxis, investigations of issues and ideas prompt field analysis and assessment that continues to inform the initiating academic discourse.” (See, Linfield College Course Catalog for further details.) Student Manual F-1 2013-2014 Appendix F Linfield Curriculum (General Education Requirements) “The purpose of general education requirements, referred to as the Linfield Curriculum, is to foster the development of wholly-educated persons by providing a coherent experience spanning the arts and humanities, natural sciences, and social-behavioral sciences. The Linfield Curriculum seeks to enable students to communicate effectively; appreciate literary, artistic, and historical works; be conversant with various philosophical and religious conceptions of humanity; understand the role of diversity both globally and nationally; analyze how human beings behave individually and socially; understand, formulate, and critique quantitative arguments; and comprehend the methods and accomplishments of modern science. Grounded in the multidisciplinary spirit of the liberal arts, the Linfield Curriculum stresses wide exposure to the ways that educated individuals; be they scientists, artists, entrepreneurs, teachers or ethicists; engage ideas, articulate choices, and assert opinions. It encourages students to cultivate intellectual and personal flexibility, pursue independent action, and engage in responsible decision-making. The Linfield Curriculum emphasizes communication and facilitates self-discovery in personal, cultural, and academic contexts. It affirms the need to understand people and societies both nationally and internationally. In short, the Linfield Curriculum encourages inquiry, analysis, and imagination which are habits of mind that provide the foundation for reasoned action, wonder, and continued learning in all aspects of life.” (See, Linfield College Course Catalog for further details.) Courses contributing to the Linfield Curriculum are normally a minimum of three semester credits. The Linfield Curriculum consists of four major components: I. Inquiry Seminar (INQS 125) The Inquiry Seminar is a collaborative investigation of a compelling subject that builds upon and deepens the relationship between thinking and communication, both oral and written. II. The Six Modes Of Inquiry Each student must complete at least seven approved courses, one in each of the six Modes of Inquiry and one upper division course. The upper division course must be from one of the Modes of Inquiry and outside of the student’s major department. 1. Creative Studies (CS) Courses with this designation are dedicated to the study of theory and practice in music, theatre, literature, and the visual and plastic arts. Student Manual F-2 2013-2014 Appendix F 2. Individual, Systems, & Societies (IS) Courses in this area examine how members of societies organize themselves to satisfy individual and collective goals. 3. Natural World (NW) Courses in this area explore science as a way of knowing about the natural world, highlighting the process of scientific inquiry and the interplay between theoretical and experiential analysis. 4. Quantitative Reasoning (QR) Courses in this category explore contextual problems involving quantitative relationships by means of numerical, symbolic, and visual representations. NURS 320 Scholarship of Nursing satisfies this requirement. 5. Ultimate Questions (UQ) Courses with this designation encourage students to articulate and evaluate unexamined assumptions and paradigmatic ways of acquiring knowledge through a critical analysis of fundamental beliefs, cultural practices, and competing truth claims. 6. Vital Past (VP) Courses in this mode of inquiry explore the human past and offer an opportunity to reflect on the continuities, change, and diversity in human experiences across time. III. Diversity Studies 1. Global Pluralism (GP) Courses with this designation challenge students to address and understand the social, political, ethical, cultural, an/or policy discourses of other countries from a global perspective. 2. U.S. Pluralism (US) Courses with this designation encourage students to pursue inquiry into the varied dimensions of human diversity in the United States. Student Manual F-3 2013-2014 Appendix F IV. Writing – Intensive Course(s) in the Major (MWI) In addition to the Inquiry Seminar, all students must complete the approved upperdivision Writing – Intensive class, or sequence of classes, designated for their respective majors. This requirement enhances students’ mastery of formats, conventions, and habits of mind appropriate to the major’s disciplinary investigation. NURS 470 Leading and Managing in Nursing satisfies this requirement. Paracurriculum Courses (Requirement) To graduate, students must complete three credits in paracurricular courses, one of which is in physical education or dance. Paracurricular courses focus on acquiring certain skills or participating in activities such as service or leadership. These courses are identified by course numbers below 100 and they are one or two credits. Paracurricular courses are graded satisfactory/unsatisfactory. The nursing department offers several paracurricular courses, such as NURS 009 Assistants in Research Activities, NURS 040 Community Service Activities, NURS 050 Experiential Learning Center Student Mentor, and NURS 025 Testing Skills for the NCLEX-RN Exam. (See, Linfield College Course Catalog for more details.) January Term International Travel Courses The nursing department, as well as other Linfield College departments, offer four credit January term international travel courses. These four-week long study abroad courses foster global awareness and develop insights into major issues of our time. The courses offer students unique opportunities for innovative learning experiences beyond the standard curriculum. Nursing international travel courses are identified by the course number NURS 398. These courses may also require the prerequisite course IDST 098 Orientation to International Study (1 credit), which examines global issues related to the topic of the travel course. To be eligible to apply for a January term international travel course, students must have completed at least one semester at Linfield College, be in good academic and social standing, and have a minimum GPA of 2.75 at the time of application. Twelve students are chosen for each course through a competitive selection process that includes a completed application, personal interview with the faculty, and other selection criteria deemed appropriate for particular courses. (Refer to the College International Programs website for more details at: www.linfield.edu/ipo/study-abroad-info/janterm.html.) Student Manual F-4 2013-2014 Appendix F Nursing Elective Courses Students have the opportunity to take nursing elective courses in an area of interest to them. Examples of these courses include: NURS 241 NURS 343 NURS 348 NURS 358 NURS 360 NURS 362 NURS 440 NURS 450 Brain, Mind, and Society Health Disparities among Vulnerable Populations and Health Care Practice Gerontology Nursing HIV Nursing: Caring and Concepts Family Violence and the Nurse’s Role Palliative Care Nursing Oncology Nursing Nursing Care in Sudden Illness and Trauma See, Linfield College Course Catalog for further details. Student Manual F-5 2013-2014 Appendix F Linfield Curriculum (LC) Catalog Description, Learning Outcomes, And Rubrics Creative Studies (CS) Mode of Inquiry Catalog Description Courses with this designation are dedicated to the study of theory and practice in music, theatre, literature, and the visual and plastic arts. They foreground creative theory, or creative practice, or integrate the two. These courses study the making of art and how meaning—sometimes tense or contradictory—rises out of the interaction between artists, artworks, and audiences. Thus, they ask students to inquire into the ambiguities, contradictions and tensions fundamental to artmaking and its aesthetic effects. Art is a primary way that human beings reflect upon their experiences and perceptions. Therefore, these courses encourage students to value lifelong engagement with the arts. Creative Studies courses are designated CS in the Linfield College Course Catalog and each semester’s registration materials. Learning Outcomes In courses with CS designation, students will do the following: 1. Explore the media, genre, craft and presentation of art. 2. Investigate the complexity of defining and interpreting art. 3. Examine the contexts and influences of art. 4. Practice the improvisational and technical processes of art. Courses with CS designation address the first learning outcome. In addition, they address at least one of the remaining three. Student Manual F-6 2013-2014 Appendix F Individuals, Systems, and Societies (IS) Mode of Inquiry Catalog Description Courses in this area examine how members of societies organize themselves to satisfy individual and collective goals. They foster an understanding of the complexity and interconnectedness of individuals, systems, and societies across local, national, and/or global contexts. They also encourage students to think critically about themselves and their relationships to other individuals, institutions, and/or social systems. Individuals, Systems, and Societies courses are designated IS in the Linfield College Course Catalog and each semester’s registration materials. Learning Outcomes Courses with IS designation are intended to provide students with opportunities to do the following: 1. Understand individual, systemic, and/or social processes. 2. Analyze individuals, systems, and/or societies through multiple frames of reference. 3. Think critically about the ways that society affects individual behavior and/or individual behavior affects society. 4. Articulate how key theoretical principles can be used to explain individual and social processes, inform public policy and/or develop practical approaches to human problems across local, regional, and/or global contexts. Courses with IS designation address one or more of the above learning outcomes. Those courses meeting only one address the learning outcome in greater depth. Student Manual F-7 2013-2014 Appendix F Natural World (NW) Mode of Inquiry Catalog Description Courses in this area explore science as a way of knowing about the natural world, highlighting the process of scientific inquiry and the interplay between theoretical and experimental analysis. They focus on fundamental principles that illuminate the study of our surroundings, including matter, energy, and living things. Emphasis is placed on students making connections between science and their daily lives. Natural World courses are designated NW the Linfield College Course Catalog and each semester’s registration materials. Learning Outcomes Courses with NW designation are intended to provide students with opportunities to learn the following: 1. Demonstrate an understanding of the theoretical and/or experimental background of a particular topic or model, sufficient to form a hypothesis. 2. Demonstrate an ability to critically analyze results of scientific inquiry in light of assumptions. 3. Demonstrate an understanding of how scientific results can be extended to more general situations in contemporary society. Courses with NW designation address all of the above learning outcomes. Student Manual F-8 2013-2014 Appendix F Natural World Rubric – (2013) Learning Outcome Unsatisfactory 1. Demonstrate the theoretical and/or experimental background of a given topic, sufficient to form a hypothesis. Example fails to provide a scientific foundation for model or hypotheses—or uses model incorrectly. Example presents a scientific model or hypothesis, but does not thoroughly explain evidence. Example presents a scientific model or hypothesis, connecting it to experimental results or historical interpretations. 2. Critically analyze results in light of assumptions. Example fails to acknowledge any strengths or weaknesses with respect to results Example addresses the results and considers alternate interpretations, but does not provide adequate detail on inherent assumptions. Example recognizes the assumptions within a model then analyzes results directly from evidence. 3. Demonstrate how results from discoveries can be extended to more general situations in contemporary society. Example fails to coherently convey how discoveries can be applied more broadly. Example attempts to extend results more broadly, but is unclear or is lacking depth. Example clearly conveys how a given technology or discovery can impact other similar situations or discoveries. Student Manual Satisfactory F-9 Exemplary 2013-2014 Appendix F Quantitative Reasoning (QR) Mode of Inquiry Catalog Description Courses in this category explore contextual problems involving quantitative relationships by means of numerical, symbolic, and visual representations. These courses foster critical analysis of the uses and constraints of quantitative information and its representations. Finally, they focus on discussing models; making appropriate assumptions; and deducing consequences or making predictions. Quantitative Reasoning courses are designated QR the Linfield College Course Catalog and each semester’s registration materials. Learning Outcomes Courses with QR designation are designed to develop the student’s ability to do the following: 1. Frame contextual questions using mathematical representation. 2. Apply models to deduce consequences or make predictions. 3. Communicate quantitative arguments using clear prose. 4. Critique quantitative arguments with respect to assumptions, constraints, and logical coherence. Courses with QR designation address all of the above learning outcomes. Student Manual F-10 2013-2014 Appendix F Quantitative Reasoning Rubric—(2012) Learning Outcome Unsatisfactory Satisfactory Exemplary 1. Frame contextual questions using mathematical representation. Example fails to provide a contextual question, or fails to use recognized mathematical representations to translate the relevant question. Example uses recognized mathematical representations to translate contextual questions. Example uses recognized mathematical representations to pose questions (student generated) that are relevant and unambiguous. 2. Apply models to deduce consequences or make predictions. Model is unclear or absent, or no clear conclusions or predictions are articulated. Example indicates a model, and the model is applied to make conclusions, however some of the terms or supporting work are absent. All of the terms are clearly defined, the supporting work is evident, and the model is applied appropriately to make conclusions. 3. Communicate quantitative arguments using clear prose. Example fails to coherently convey a complete argument. Example adequately conveys a verbal interpretation of a mathematical argument. The example suffers from minor omissions or errors. Example completely and clearly conveys a verbal interpretation of a mathematical argument. 4. Critique quantitative arguments with respect to assumptions, constraints, and logical coherence. Example acknowledges neither the appropriate assumptions nor constraints of the model, nor the strengths and weaknesses of the argument. Example considers the appropriate assumptions and constraints of the model, or the strengths and weaknesses of the argument, but not both. Exemplar considers the appropriate assumptions and constraints of the model, and the strengths and weaknesses of the argument. Student Manual F-11 2013-2014 Appendix F Ultimate Questions (UQ) Mode of Inquiry Catalog Description Courses with this designation are designed to encourage students to articulate and evaluate unexamined assumptions and paradigmatic ways of acquiring knowledge through a critical analysis of fundamental beliefs, cultural practices, and competing truth claims with the aim to develop greater self-knowledge and wisdom, the ability for meaningful dialogue, social responsibility and understanding, and an appreciation for questions that lead to deeper insights into our actions and the reasons for them. While this mode of inquiry strongly emphasizes an assessment of cognitive systems and symbols, such courses also explore metaphors and language that penetrate to pre-cognitive or post-cognitive levels of people’s action (ethics) and ways of belonging (sociology) often associated with the sacred. Ultimate Questions courses are designated UQ the Linfield College Course Catalog and each semester’s registration materials. Learning Outcomes In courses with UQ designation, students will learn and demonstrate growth from among the following: 1. Articulating and evaluating unexamined assumptions and paradigmatic ways of acquiring knowledge. 2. Analyzing critically fundamental beliefs, cultural practices, and competing truth claims. 3. Developing greater self-knowledge and wisdom, the ability for meaningful dialogue, social responsibility and understanding. 4. Appreciating questions that lead to deeper insights into our actions and the reasons for them. 5. Exploring pre-cognitive and post-cognitive levels of people’s action (ethics) and ways of belonging (sociology) often associated with the sacred. Recognizing that other modes of inquiry engage many of these issues, in an Ultimate Questions course, these topics and method lie at the center of the inquiry rather than arising as implications drawn from work in other modes of inquiry. All courses with UQ designation address the first learning outcome. In addition, they address at least one of the remaining four. Student Manual F-12 2013-2014 Appendix F Vital Past (VP) Mode of Inquiry Catalog Description Courses in this mode of inquiry explore the human past and offer an opportunity to reflect on the continuities, change, and diversity in human experience across time. They investigate social, cultural, political, and other dimensions of human historical experience. They introduce students to various methods that scholars in different disciplines have developed to study the human past. These courses also encourage students to think critically about the interconnections between past and present. Vital Past courses are designated VP the Linfield College Course Catalog and each semester’s registration materials. Learning Outcomes Students who complete a course with VP designation should do the following: 1. Identify, analyze, and contextualize primary sources. 2. Identify and critique secondary, scholarly arguments about the past. 3. Develop and defend an analytical or interpretive argument about the past. 4. Recognize that differences separate people, past and present, though all people share a common humanity. 5. Evaluate the reliability of evidence about the past. Courses with VP designation will fulfill many, but not necessarily all, of the learning outcomes. Student Manual F-13 2013-2014 Appendix F Vital Past Rubric—(2012) Learning Outcome 1. Identify, analyze, and contextualize primary sources. Unsatisfactory Sample is unsatisfactory if either of the following is true: 2. Identify and critique secondary, scholarly arguments about the past. student does not understand what a secondary source is. student is unable to articulate the strengths and weaknesses of a secondary source. Writing sample is unsatisfactory if either of the following is true: Student Manual student does not understand what a primary source is. student cannot place the primary source into larger context. Writing sample is unsatisfactory if either of the following is true: 3. Develop and defend an analytical or interpretive argument about the past. Satisfactory student cannot make an analytical or interpretive argument about the past. student is unable to marshal evidence to support an analytical or interpretive argument. Exemplary Writing sample illustrates that the student recognizes the relationship between primary source materials and interpretations of the past in a broader context. Writing sample illustrates that student can use primary source material(s) to develop interpretations of the past in a broader context. Writing sample illustrates that student understands what a secondary scholarly argument about the past is and that some scholarly arguments about the past are better grounded in evidence than others. Writing sample illustrates that student can recognize a secondary scholarly argument about the past and discuss its strengths and weaknesses. Writing sample illustrates that student is able to make an analytical or interpretive argument about the past that requires more evidence. Writing sample illustrates that student can make a convincing analytical or interpretive argument about the past that is grounded in evidence. F-14 2013-2014 Appendix F Learning Outcome 4. Recognize that differences separate people past and present, though all people share a common humanity. Unsatisfactory Writing sample is unsatisfactory if either of the following is true: 5. Evaluate the reliability of evidence about the past. Student Manual Satisfactory student does not understand that particular cultural practices, assumption, or ideas (etc.) are historically situated. student believes that current cultural practices, assumptions, or ideas (etc.) are universally true and applicable for all times. Writing sample is unsatisfactory if the student believes that all evidence is created equal. Exemplary Writing sample illustrates that student recognizes the historic specificity of a particular cultural practice, assumption, or idea (etc.). Writing sample illustrates that student understands the historic specificity of a particular cultural practice, assumption, or idea (etc.) and is able to explain why these prevailed in the time period in question. Writing sample illustrates student recognizes that some historical evidence is stronger than others. Writing sample illustrates student understands how to weigh the merits of historical evidence and that evidence about the past is limited in scope. F-15 2013-2014 Appendix F Global Pluralisms (GP) Designation Catalog Description Courses with this designation focus students’ attention beyond their own national boundaries. The use of analytical frameworks challenges students to address and understand the social, political, ethical, cultural, and/or policy discourses of other countries from a global perspective. These courses also include a consideration of multicultural perspectives within other countries. Curricular offerings focusing on the history or culture of a given nation, group, or region may meet this requirement by including a comparative component for the course. This focus may include comparisons between or among countries, as well as comparisons of different time periods. Through the process of examining Global Pluralisms, students prepare for their participation and citizenship in an increasingly diverse world. Global Pluralisms courses are designated GP the Linfield College Course Catalog and in each semester’s registration materials. Learning Outcomes In courses with GP designation, students will have opportunities to do the following: 1. Develop a better understanding of the issues of identity, politics, culture, history, health care, and/or economics in a context of a culture other than that of the United States. 2. Interrogate issues of colonialism, dominance, hegemony, and control by examining the social, economic, business, and/or political relationships that formerly colonized countries share with their imperial sites. 3. Reflect upon the relationship that two or more countries share with each other through a comparative analysis of literature, the arts, politics, and/or social movements. 4. Examine the impact of globalization and interdependence of cultures and economies on the lives of individuals. Courses with GP designation address at least one of the above learning outcomes Student Manual F-16 2013-2014 Appendix F U.S. Pluralisms (US) Designation Catalog Description Courses with this designation explore the diverse experiences among those living in the United States. Students pursue inquiry into the varied dimensions of human diversity such as age, disability, ethnicity, gender, language, politics, race, religion, sexual orientation, and/or social class. These courses examine how the dominant traditions of American culture have marginalized the voices of those who have typically fallen outside those traditions, using analytical frameworks, or discussion that addresses the social, political, ethical, cultural, philosophical, and/or policy discourses among those groups. Through the process of examining U.S. Pluralisms, students prepare for their participation and citizenship in an increasingly diverse society. U.S. Pluralism courses are designated US the Linfield College Course Catalog and each semester’s registration materials. Learning Outcomes In courses with US designation, students will have opportunities to do the following: 1. Identify and articulate the context of pluralism within the United States, including but not limited to race, ethnicity, sex, gender, sexual orientation, identity, language, age, ability, religion, and/or social class. 2. Analyze the historical, cultural, and/or aesthetic construction of marginality through a theoretical lens appropriate to the course content and discipline. 3. Develop and defend an analytical or interpretive argument about social, cultural, political, and/or economic injustices, including but not limited to issues of power, social justice, privilege, and citizenship. Courses with US designation address at least one of the above learning outcomes. Student Manual F-17 2013-2014 Appendix F U.S. Pluralism Rubric – (2013) Learning Outcome Unsatisfactory Satisfactory Exemplary 1. Identify and articulate the Exemplar is unsatisfactory if context of pluralism within the following is true: the United States, including but not limited to Student has not articulated the context of at least one race, ethnicity, sex, gender, issue related to U.S. sexual orientation, identity, pluralism. language, age, ability, religion, and/or social class. Exemplar illustrates that the student has articulated at least one issue related to U.S. pluralism. Exemplar illustrates that the student has articulated the context of one issue in-depth or has articulated context(s) of a cross-section of issues related to U.S. pluralism. 2. Analyze discourses related to the historical, cultural, and/or aesthetic grounding of marginality through a theoretical lens appropriate to the course content and discipline. Exemplar illustrates that the student Exemplar illustrates that the student 3. Develop and defend an analytical or interpretive argument about social, political, and/or economic injustices, including but not limited to issues of Student Manual Exemplar is unsatisfactory if either of the following is true: student has not analyzed the historical, cultural, and/or aesthetic grounding of marginality. student has not applied an appropriate theoretical lens. Exemplar is unsatisfactory if either of the following is true: Exemplar illustrates that the student student has not developed an analytical or interpretive argument about social, F-18 has analyzed the historical, cultural, and/or aesthetic grounding of marginality although the analysis would benefit from more evidence. has applied an appropriate theoretical lens. has analyzed the historical, cultural, and/or aesthetic grounding of marginality using substantial evidence. has applied an appropriate theoretical lens in multiple contexts. Exemplar illustrates that the student has developed an analytical or interpretive argument about social, political, has developed a convincing in-depth analytical or interpretive argument about 2013-2014 Appendix F Learning Outcome Unsatisfactory power, social justice, privilege, and citizenship. Student Manual Satisfactory political, and/or economic injustices related to the identified issues. student has not defended an analytical or interpretive argument about social, political, and/or economic injustices related to the identified issues. F-19 and/or economic injustices related to the identified issues. has defended an analytical or interpretive argument about social, political, and/or economic injustices related to the identified issues. Exemplary social, political, and/or economic injustices related to the identified issues. has defended an analytical or interpretive argument about social, political, and/or economic injustices related to the identified issues using substantial evidence. 2013-2014 Appendix G Linfield-Good Samaritan School Of Nursing Pain Management Content In The Nursing Curriculum Last Revised: 06/11/13 Generic BSN Program Course No. NURS 305 NURS 335 Course Title Foundations of CommunityBased Nursing Practice Integrated Experiential Learning I Number of Hours 02.00 02.00 NURS 355 Nursing Care of Children, Adults, and Older Adults with Chronic Conditions 02.00 NURS 365 Clinical Pathophysiology and Pharmacology of Nursing Practice I 02.00 NURS 425 Transitions and Decisions: Pregnancy, Birth and End of Life Total Student Manual Brief Content Description Physiological mechanisms of pain. Students learn how to conduct pain assessments, and are tested in clinical performance evaluations about pain assessment. This lab is included in the vital signs lab. Symptom management of pain in chronic illness. Pathophysiology of pain. How medications and alternative therapies alleviate physical and emotional pain in chronic health conditions. 02.00 Pain and symptom management in the intrapartum period, in the neonate, and at end-of-life. 10.00 hours (OSBN requirement: 6 hours) G-1 2013-2014 Appendix H Application For Learning Support Services Courtesy Testing Accommodations Learning Support Services Courtesy Testing Accommodations EMALE PLEASE PRINT LEGIBLY Date First Name Student ID ALE Gender Preferred Name (if different) Your College Address (hall & room no. or off-campus address) MI Last Name @linfield.edu email Year in School: Course Name: Course: Professor’s Name: Time Allowed: ______ How will the exam be returned: Materials Allowed: Proctored Test For Whom: Professor’s Signature: Picked Up By: Date Returned: Time: LSS Initials: Student Information and Disclosure Form Please read & sign the disclosure statement indicating that you understand your rights and the limits of confidentiality the staff will observe. Please leave all cell phones, iPods, MP3 players, earphones, radios, tape recorders, handheld computers (PDA’s), backpacks and any hats, coats or purses in the space provided in the reception area. Staff accountability: Staff members are accountable for the quality of their work with you. If you have concerns about the services you receive, discuss these with the person you are seeing. If you are still not satisfied or have reason to believe the staff member is practicing unethically or unprofessionally, you may discuss this with the Director or Dean of Faculty. You may not ask for or receive any help (other than by prior arrangement) on an exam. It is your responsibility to bring materials needed for testing: bluebook, Scantron form, paper, writing instruments, etc. Acknowledgment: I have read and understand this information governing the courtesy exam service and agree to abide by the directions given. I accept the responsibility for keeping scheduled appointments and for notifying Learning Support Services in advance when I cannot keep an appointment. Please arrive at least 10 minutes before the exam is scheduled. Signature: Services may be changed or rescinded at any time for disregarding stated rules or for suspected cheating. Date: 03/30/12 Student Manual H-1 2013-2014 Appendix I Peer Resource Network Peer Resource Network Mission Statement The Peer Resource Network of Linfield-Good Samaritan School of Nursing connects a community of past, present, and future nursing students in an effort to instill confidence and ease transitions by providing support, guidance, and inspiration while fostering the core values of nursing. Mentor Responsibilities 1. Initiate contact with mentee at least once a week before orientation via email, text, phone call, or face-to-face. During initial contact, mentor and mentee will establish preferred method of contact, what the mentor will offer, and when the mentee can contact the mentor. 2. Mentor must contact their mentee at least twice a month (i.e. on the 1st and 15th of each month) during the first two months, then once a month until December. The mentor does not have to continue contact if the mentee requests no further help. Required contact is in place to: 1) encourage mentees who are shy about making contact; and 2) to help a student nurse be a proactive mentor to the new student. The mentor and mentee can establish contact times and methods that will work for both. 3. Ensure mentee that all communications will be kept confidential. Exceptions include circumstances involving academic dishonesty, harm to self, or harm to others. 4. Respond to mentee emails within 48 hours. 5. Become familiar with resources that are included in the student handbook. If a mentee needs additional support, guidance or has questions beyond the mentor’s level of comfort, the mentor should know where to point the mentee for a proper solution. For example, this may include questions about financial aid, or questions regarding counseling services. 6. Respect boundaries of the mentee. 7. Mentors are not academic tutors. Mentors are not required to read mentee’s papers, hold study sessions for mentee’s class, or quiz mentees for tests. Mentors are just here to answer questions and provide insight into how mentors have handled different aspects of nursing school. 8. Mentor positions will be recognized by the school and can be added to resumes. Student Manual I-1 2013-2014 Appendix I 9. Evaluate mentor/mentee relationship for productivity. Both mentor and mentee have the right to choose a different mentee/mentor. 10. Mentors may choose to stop mentoring at any time, including at graduation. Mentoring term is 11 months from start date. Graduating mentors who do not wish to continue the relationship after graduation should inform the mentee well in advance of official graduation day. The mentee will be provided a new mentor. Student Manual I-2 2013-2014 Appendix J Process For Student Communication If Unsuccessful In Passing A Nursing Course 08/08/13 Student Manual J-1 2013-2014 Appendix J Process For Student Communication Of Academic Integrity Grievance 08/08/13 Student Manual J-2 2013-2014 Appendix J Process For Generic BSN Student Communication Of Academic Grievance Revised: 08/08/13 Student Manual J-3 2013-2014 Appendix J Process For RN-BSN Student Communication Of Academic Grievance Revised: 08/08/13 Student Manual J-4 2013-2014
