NORTHEAST TEXAS COMMUNITY COLLEGE
ASSOCIATE DEGREE
NURSING PROGRAM
STUDENT HANDBOOK
2005-2006
Northeast Texas Community College
Department of
Associate Degree Nursing
These policies approved by the Nursing
Advisory Committee Spring 2005
TABLE OF CONTENTS
...............
PHILOSOPHY AND OBJECTIVES.......................................................................................
Philosophy..................................................................................................................
Program Objectives ................................................................................................... .
SECTION 1 COLLEGE ORGANIZATIONAL CHART
SECTION 2.0 COURSE DESCRIPTIONS AND OJECTIVES ........................................... 3
2.2 Curriculum Overview ............................................................................................. 10
2.3 Curriculum Overview
– LVN Mobility Option.......................................................... 11
2.4 Nursing Electives....................................................................................................
11
SECTION 3. ADMISSION CRITERIA ................................................................................ 11
3.1 Qualifications for Admission ................................................................................. 12
3.2 Transfer Students ................................................................................................. 13
SECTION 4. REGISTRATION AND PROGRESSION ...................................................... 13
Section 5 CLASSROOM CONDUCT................................................................................. 14
SECTION 6. WITHDRAWAL, PROBATION, AND
DISMISSAL POLICIES ...................... 14
6.1 Withdrawal.............................................................................................................
14
6.2 Unsatisfactory Progress in a
Course ................................................................... 15
6.3 Dismissal...............................................................................................................
15
SECTION 7. READMISSION POLICY ............................................................................... 16
SECTION 8. ABSENCES .................................................................................................. 16
8.1 Procedure for Reporting an Absence
or Tardy .................................................... 16
SECTION 9. GRIEVANCE PROCEDURES ..................................................................... 17
9.1 Access to "Special File"
........................................................................................ 17
SECTION 10. GRADING POLICY AND PROCEDURES ................................................. 18
10.1 Theory Grades .................................................................................................... 18
10.2 Clinical and/or Campus Laboratory
Grades ....................................................... 18
10.3 Math Exams ........................................................................................................ 18
10.4 Incomplete or "X"
Grades ................................................................................... 18
Section 11 STANDARDIZED TESTING……………………………………………………
..19
Section 12 ACADEMIC COUNSELING ............................................................................... 19
SECTION 13. THE LEARNING PACKET............................................................................. 19
SECTION 14. EVALUATION OF COURSES AND
INSTRUCTORS .................................. 19
SECTION 15. PROGRAM EVALUATION............................................................................ 20
SECTION 16. STUDENT PARTICIPATION ....................................................................... 20
SECTION 17. NURSING LABORATORY PHILOSOPHY .................................................. 20
17.1 NTCC Nursing Laboratory Objectives
................................................................. 21
17.2 Guidelines for Campus Laboratory
Use and skill point deductions...................... 21
SECTION 18. CLINICAL EXPERIENCE ............................................................................... 22
18.1 Clinical Facilities .................................................................................................. 23
18.2 Administration of Medications and
Procedures ................................................... 26
18.3 Infection Control ................................................................................................... 26
18.4 Conferences......................................................................................................... 26
18.5 Preparation for
Clinical……………………………………………………………. 27
18.6 The Care Plan ...................................................................................................... 27
18.7 The Database....................................................................................................... 28
18.8 Summative Evaluation .......................................................................................... 28
18.9 Clinical Objectives ............................................................................................... 28
SECTION 19. NON-HOSPITAL CLINICAL EXPERIENCES ............................................... 28
SECTION 20. CARS, PARKING, AND TRANSPORTATION .............................................. 28
SECTION 21. LEARNING RESOURCE CENTER ............................................................. 29
SECTION 22. PERIODICALS.............................................................................................. 29
SECTION 23. COMPUTERIZED INSTRUCTION ............................................................... 29
SECTION 24. CRIMINAL HISTORY CHECK.......................................................................
29
SECTION 25. DRUG SCREENING......................................................................................
29
SECTION 26. SUBSTANCE USE/CHEMICAL DEPENDENCY..........................................
30
SECTION 27. THE UNIFORM ............................................................................................. 32
27.1 Rules .................................................................................................................... 32
27.2 Laboratory Coat ................................................................................................... 32
27.3 Appearance .......................................................................................................... 32
SECTION 28. STATE BOARD EXAMINATIONS ................................................................ 33
SECTION 29. ELIGIBILITY FOR LICENSURE
including Excerpts Board Rules and TEXAS Code…………………………….............................................................................................
33
SECTION 30 DECISION MAKING MODEL …………………………………………………..53
SECTION 31. EMPLOYMENT OF STUDENTS ................................................................. 54
SECTION 32. HEALTH POLICIES ..................................................................................... 54
SECTION 33. CLINICAL DOCUMENTS ............................................................................. 54
SECTION 34. PROFESSIONAL PAPERS.......................................................................... 55
SECTION 35. STUDY SKILLS AND TESTING....................................................................
56
SECTION 36 COPYING………………………………………………………………………..58
Section 37
HIPPA………………………………………………………………………………….58
SECTION 38 STATEMENT OF ESSENTIAL
ABILITIES……………………………………….59
APPENDICES........................................................................................................................
62
I Report of Unsatisfactory Progress ........................................................................... 63
II Documentation
of Counseling...................................................................................
65
III
Report of Status Review ........................................................................................... 66
IV
Student-Faculty Agreement ...................................................................................... 67
V
Physical Disability Report ......................................................................................... 69
VI Report of Grievance .................................................................................................. 70
VII
Grievance Conference Report .................................................................................. 71
VIII Nursing
Database......................................................................................................
72
IX Client Physical
Examination......................................................................................
73
X List of Clients Problems/Needs.................................................................................
74
XI Nursing Care Plan
Form............................................................................................
75
XII Clinical
Evaluation Tool THIS TOOL IS BEING REFINED AND IS VOID AFTER 7/1/05
…………………………………………………...................................................................
76
XIII A Patient’s Bill
of Rights.............................................................................................
92
XIV Rights of the Elderly .................................................................................................. 96
XV Guideline for Isolation Precautions in Hospitals CDC........................................................................... 100
XVI Student Release for CDC
Recommendations ......................................................... 136
XVII Area Guidelines for Uniforms .................................................................................... 138
XVIII Computer Aided Instruction (CAI)
Programs ............................................................ 139 XIX Request
for a Declaratory Order Petition Packet...................................................................................... 140
XX Licensure Eligibility Notification
Form........................................................................ 142
XXI Medical Record Release........................................................................................... 143
XXII Drug Screen Authorization Form............................................................................... 144
XXIII Hepatitis B Vaccine Declination Form……………………………………………………145
XXIV Confidentiality Statement……………………………………………………………………146
PHILOSOPHY
The philosophy of The Associate
Degree Nursing Program of Northeast Texas Community College supports and
promotes the institutional mission and goals. The program is committed to
supporting the personal, educational and cultural development of the students,
enhancing access to higher education reflecting the unique needs of the
community and cooperating with related business and industry. The mission of
the associated degree program in nursing is to provide the students with a high
quality education designed to prepare the graduates for practice as registered
nurses and to provide a foundation for continued study in the field of
nursing.
The Nursing faculty believes that
nursing education occurs in an institution of higher learning because of the
technically/scholarly nature of nursing knowledge. Inclusion of support
courses in general academics and the biological psychological and social
sciences are crucial to creating a well-rounded nursing education as well as
lending to the personal growth of the college student. The faculty functions
as role models to facilitate learning. The learner must be actively involved
in this process as learning progresses from basic knowledge to synthesis and
evaluation of content and serves as a platform for continued nursing education
and practice.
The faculty believe the study of
nursing is best taught in an integrated holistic approach in which 7 key
philosophical elements are incorporated. These are: Person, Environment/Society,
Health, Nursing, Education, Teaching/Learning, and the Associate Degree
Nurse.
The person is a
biological, psychological, social being. The individual person follows
sequential and predictable stages of growth and development throughout the life
cycle. A person is an open system with the ability to change and adapt which
is necessary for survival.
The environment, society
is composed of people who share common characteristics, social needs, and
physical setting. A person exists within the complex environment/society
through which the give and take of social interactions occurs with the family,
significant others, and groups. The person and the environment/society
maintain and interdependent relationship.
Health is defined,
primarily, by the individual. It is conceptualized as a continuum with
wellness and illness at opposite extremes. Health is a continuous, dynamic
state of physical and emotional processes. Illness is a common experience and
is defined as mal-adaptation to stressors which leads to the inability to
achieve the person’s optimal level of wellness.
Nursing is an educational discipline that has its foundation in
theory and scientific research and is operationalized through a five-step
problem-solving format called the nursing process. It is the art and science
of helping individuals and groups to achieve and maintain their maximum level
of wellness. Nursing is an interpersonal, therapeutic and helping process in
which genuine caring is essential. It is a relationship established
purposefully, maintained deliberately, and ended carefully in relation to the
particular health needs of the patient. Nursing respects human dignity,
individual differences and the client’s right to self-determination. Nursing
is and autonomous body that provides a unique service to society while
maintaining an interdependent relationship with other health disciplines.
Teaching/Learning is viewed as a dynamic shared process. Learning is a goal
directed life-long process that changes behavior. Learning is a change in
behavior, perceptions, insights, attitudes, or any combination of these.
Learning occurs in cognitive, affective and psychomotor domains. The student
learner is an active participant in the process and is responsible for his own
learning. Student responsibility for learning must include the development of
self-discipline, independence and self-direction. The learning environment is
characterized by open communication channels, as students and teachers share in
the process of change. The teacher of nursing will provide a stimulating
environment that facilitates critical thinking and appeals to a variety of
learning styles. The teacher of nursing uses knowledge of assessment,
analysis, planning, implementation, and evaluation to create a learning
environment that facilitates student progression. The importance of planned,
sequential learning and creative teaching, based on relevant content, is
acknowledged by the faculty. Learning the art and science of nursing is
optimally done in a combination of clinical and classroom teaching, maximizing
clinical/laboratory, critical thinking and simulated practice educational hours
to allow the student adequate time to assimilate the role of the nurse
The scope of practice for the Associate
Degree Nurse occurs within the nursing roles of provider of
care, coordinator of care, and member of a profession. Within these roles
there are identified entry level competencies that construct the behaviors
associated with entry level practice for the Associate Degree Nurse. Associate
Degree Nursing practice focuses upon individuals with problems that have
predictable or unpredictable outcomes. This practice takes place in a variety
of settings including acute care, extended care, rehabilitative, and community
based care facilities. The care is concerned with individual clients and is
given with consideration of a person’s relationship within the family, group,
and community.
These major concepts serve as a
foundation for nursing education. These, along with curricular threads of
nursing process, functional patterns, culture, pharmacology, client education,
development, professional communication, pathophysiology, safety, nutrition and
ethical/legal considerations, guide the student’s educational experience within
the nursing program at Northeast Texas Community College.
Reviewed
5/05
Program Outcomes
1.
Collaborate with clients and the
interdisciplinary team to gather and interpret data to determine health status
and needs.
2.
Formulate and implement a plan of care
including nursing diagnosis, goals/outcomes and independent, dependent and
interdependent nursing orders in collaboration with the client and the
interdisciplinary team.
3.
Implement the plan of care in
collaboration with the client and interdisciplinary team, demonstrating
understanding of scope of practice, accountability for practice and
incorporation of ethical legal principles
4.
Function as a client teacher through
the development and implementation of teaching plans for clients and their
families regarding health promotion, maintenance and restoration.
5.
Evaluate clients responses and outcomes
to scientifically based therapeutic interventions
6.
Provide for the planning and delivery
of care of multiple clients through direct care, assignment, collaboration and/
or delegation to other members of the health care team
7.
Use critical thinking approach to
analyze clinical data and literature as a basis for decision making in
professional practice.
8.
Coordinate human and material resources
to provide care to clients within the organizational structure of varied health
care business settings.
9.
Refer clients to resources that
facilitate the continuity of care.
10. Assume accountability and responsibility for the quality of
care provided to clients.
11. Act as an advocate to promote provision of quality health
care for clients.
12. Participate in academic coursework, continuing education,
and reviewing current literature and in other activities to enhance the
knowledge base, use as a platform for analyzing data and promote the
development and practice of professional nursing.
Dean of Workforce education
Director of Nurse Science
Nursing Faculty
Student
2.0 COURSE DESCRIPTIONS AND OBJECTIVES FOR
NURSING COURSES
RNSG 1219 Integrated Nursing Skills: Study of the concepts
and principles essential for demonstrating competence in the performance of
basic nursing skills for care of diverse clients across the life span. Topics
include knowledge, judgment, skills and professional values within a
legal/ethical framework to perform care to the bio-psych-social person.
The
student will:
1. Using basic assessment
techniques, begin to gather and interpret data to determine health status.
2. Apply concepts of
functional patterns, pharmacology, culture, development, professional
communication, physiology, safety, and ethical legal considerations to the
performance of basic skills.
3. Adapt skills to allow
for growth, development, physical condition and health care setting.
4. Perform teaching related
to skills performed considering health promotion, maintenance, and restoration
as appropriate to the skill.
5. Collaborate with other
nurses and members of the interdisciplinary team to formulate a plan, modify a
plan, and evaluate outcomes as basic nursing skill performance affects the plan
6. Assume accountability
and responsibility for quality of skill performance.
7. Coordinate material and
human resources to facilitate the performance of skills
8. Use critical thinking to
analyze data, outcomes, and difficulties encountered in skill performance.
RNSG 1423 Introduction to
Professional Nursing for Integrated Programs
Introduction
to the profession of nursing, including the roles of the registered nurse with
emphasis on health promotion and primary disease prevention across the life
span; essential components of the nursing health assessment through functional
patterns, identification of deviations from expected heath patterns; the
application of a systematic problem solving process to provide basic nursing
care to diverse clients across the life span; and applicable competencies in
knowledge, judgment skills and professional values within a legal/ ethical
framework.
The
student will:
1. Describe the roles of
the Professional nurse as a member of the interdisciplinary health care team in
a variety of health care settings.
2. Discuss the role of the
professional nurse in implementing the plan of care individually and in
collaboration with the interdisciplinary team with regard to scope of practice,
accountability for practice, the Nurse practice act, standards of care, and
other ethical legal considerations.
3. Use the concepts of the
health illness continuum, bio-psycho-social man, and functional patterns to
gather data related to health promotion across the life-span.
4. Identify principles
incorporated in the provision of basic nursing care including a 5 step systematic
problem solving process, functional patterns, culture, pharmacology, client
education, development, professional communication, physiology, safety,
nutrition and ethical legal considerations as they relate to the formulation
and implementation of a plan of care.
5. Use beginning priority
setting using established models, principles of decision-making and rules as a
basis for critical thinking in client scenarios.
6. Relate commonly used
sources of referral for the promotion and maintenance of health.
7. Demonstrate an
application of ideas related to personal accountability and responsibility
RNSG 1260
Clinical I
Detailed
education, training and work based experience and direct patient care at
clinical sites. Focus is on basic care, skill development, health promotion
for clients at all developmental ages and various cultural groups. Application
of basic nursing concepts to the clinical setting is emphasized.
The
student will:
1. Apply theory, concepts,
and basic skills, involving materials, equipment, procedures, regulations,
laws, and interactions within political, economic, environmental, social and
legal systems associated with the roles of the associate degree nurse.
2. Provide care for one
client through direct care and collaboration using concepts of the
bio-psycho-social man and the threads of 5 step problem solving process,
functional patterns, culture, pharmacology, client education, development,
professional communication, physiology, safety, nutrition, and ethical legal
considerations.
3. Identify and begin to
gather basic data used to determine health status.
4. Implement, with
instructor guidance, established teaching learning plans related to health
promotion and maintenance.
5. Identify health
resources used by nursing professionals for health promotion in various
clinical settings.
6. Begin using priority
setting, models, and the five step problem solving process as a framework for
critical thinking to meet the health care needs of clients.
7. Begin to evaluate client
responses by comparing health promotion outcomes to goals established by the
interdisciplinary team.
8. As a student, work as a
member of the multidisciplinary health team by assuming accountability, seeking
appropriate supervision and assuming responsibility for basic skills and
therapeutic interventions provided.
9. Identify sources of
literature supporting the scientific basis for care given to clients.
RNSG 2504 Integrated Care of the
Client with Common Health Care Needs
Application
of a systemic problem solving process and critical thinking skills to provide
nursing care to diverse clients/families across the life span with common
health care needs including, but not limited to, common childhood/adolescent
diseased, uncomplicated peri-natal care, mental health concepts, peri-operative
care, frequently occurring adult health problems and health issues related to
aging. Emphasis on secondary disease prevention and collaboration with members
of the multidisciplinary health care team. Content includes competencies in
knowledge, judgment skills and professional values within a legal/ethical
framework.
The
student will:
- Use increasing assessment skills to collaborate with
clients and others to gather and interpret data related to commonly
occurring health maintenance and restoration needs.
- In collaboration with the interdisciplinary team, apply
principles of a systematic problem solving process and critical thinking
to formulate and implement a plan of care including diagnosis, outcomes,
nursing orders and a beginning understanding of rationales for care and
outcome evaluation.
- In collaboration with the members of the
interdisciplinary team implement established teaching plans and write
beginning plans for clients with common health maintenance and restoration
needs.
- Apply curricular threads to the care of clients with
common health care needs including culture, development, professional
communication, nutrition, safety, pathophysiology, pharmacology, and
ethical legal concerns.
- Incorporate literature and content from academic
coursework and use as a scientific basis for care.
- Identify resources, materials, and apply to clients
with common health needs requiring these services
- Begin incorporating the differing roles of the
Associate Degree Nurse applying the Nursing Practice Act, accountability,
responsibility and seeking appropriate supervision while providing care to
the client with commonly occurring health care needs.
RNSG 1261 Clinical II
Detailed
education training and work based experience and direct patient/client care at
clinical sites. Focus is on care of clients with health maintenance and
commonly encountered predictable health care needs through the lifespan.
Emphasis on curricular threads of communication, teaching, safety, nutrition,
development, pharmacology, pathophysiology, and ethical/legal consideration
while critically thinking and providing care for one to two clients in
structured commonly encountered health care settings.
The
student will:
- Apply theory, concepts, and basic skills, involving
materials, equipment, procedures, regulations, laws, and interactions
within political, economic, environmental, social and legal systems
associated with the roles of the associate degree nurse.
- Provide care for one to two clients through direct care
and collaboration using concepts of the bio-psycho-social man and the
threads of 5 step problem solving process, functional patterns, culture,
pharmacology, client education, development , professional communication,
pathophysiology, safety, nutrition, and ethical legal considerations.
- Utilize assessment tools and independent assessment
techniques to gather assessment data used to determine health status for
commonly occurring disturbances in health across the lifespan.
- Implement, established teaching/ learning plans and
develop unique patient centered plans related to health promotion and
maintenance for commonly occurring needs through the life span.
- Use health resources for health promotion in various
clinical settings, working with the multidisciplinary team to identify
appropriate referrals for clients with commonly occurring health care
needs.
- Apply skills of priority setting and the five-step
problem solving process as a framework for critical thinking to meet the
health care needs of clients.
- Use knowledge base to identify rationales for care and
evaluate client responses by comparing health promotion, maintenance, and
restoration outcomes to goals established by the interdisciplinary team.
- Assume accountability and responsibility for basic
skills and therapeutic interventions provided, and seek appropriate
supervision when needed..
- Use sources of literature supporting the scientific
basis for care given to clients as a platform for decision making.
RNSG 2514 Integrated Care of the Client with Complex Health Care
Needs:
Application of a systematic problem solving process and critical thinking
skills to provide comprehensive nursing care to diverse clients/families across
the life span with complex health care needs including, but not limited to
complex childhood/adolescent diseases, complicated perinatal care, serious
adult health problems and health issues related to aging. Emphasis on tertiary
disease prevention, health maintenance/restoration and collaboration with
members of the multidisciplinary health care team. Topics include the role of
the nurse as client advocate and coordinator of care and applicable
competencies in knowledge, judgment, skills, and professional values with in a
legal/ethical framework.
The
student will:
- Apply comprehensive assessment skills across the
lifespan to gather and interpret data in collaboration with the
interdisciplinary team to determine health status and needs for clients
with complex health needs across the life span.
- Use a five step problem solving process to develop and
implement, in collaboration with the health care team, a holistic plan of
care for diverse clients across the life span with complex health care
needs in a variety of settings, emphasizing advanced assessment, and
individualized diagnosis, goals/outcomes, and interventions, and evaluation
of client response to specific therapeutic interventions..
- Implement the plan of care for 2-4 clients with complex
needs, in collaboration with the client, family and interdisciplinary
team, explaining rationale and expected outcomes for treatments , and
demonstrating accountability for practice and the incorporation of ethical
legal principles.
- Develop and implement teaching plans for clients with
complex needs which support the interdisciplinary team ‘s discharge or
long term care plan related to health maintenance/restoration
- Demonstrate critical thinking and decision-making
skills commensurate with knowledge base for clients with complex needs
incorporating advocacy, and making safe ethical decisions.
- Make decisions that demonstrate accountability for
practice , responsibility for care, safety and incorporation of
principles from the Nurse Practice Act .
- Participate in activities that promote the professional
practice of nursing including professional development/educational
activities, and incorporating current literature/research into
professional practice.
RNSG 2360 Clinical III
Detailed
education training and work based experience and direct patient care at
clinical sites. Focus is on care of clients with complex needs along the
health illness continuum and application of more advanced concepts for the
nurse within the role of the nurse. Additional practice at refining skills
using critical thinking, systematic problem solving processes, and
incorporating human development, learning needs, communication, pharmacology,
nutrition, and pathophysiology.
The student will:
1. Apply theory, concepts, and basic skills,
involving materials, equipment, procedures, regulations, laws, and interactions
within political, economic, environmental, social and legal systems associated
with the roles of the associate degree nurse.
2. Provide care for two to
four clients through direct care and collaboration with the interdisciplinary
team using concepts of the bio-psycho-social man and the threads of 5 step
problem solving process, functional patterns, culture, pharmacology, client
education, development , professional communication, pathophysiology, safety,
nutrition, and ethical legal considerations.
3. Begin to utilize
advanced assessment techniques to gather assessment data and analyze the data
to determine health status for complex disturbances in health across the
lifespan.
4. Implement, established
teaching/ learning plans and develop unique patient centered plans related to
health promotion and maintenance for complex needs through the life span.
5. Use health resources for
health promotion in various clinical settings, working with the
multidisciplinary team to identify appropriate referrals for clients with
complex health care needs.
6. Apply skills of priority
setting and the five-step problem solving process as a framework for critical
thinking to meet the complex health care needs of clients.
7. Use knowledge base to
identify rationales for care and evaluate client responses by comparing health
promotion/restoration/maintenance outcomes to goals established by the
interdisciplinary team.
8. As a student assume
accountability and responsibility for basic skills and therapeutic
interventions provided, and seek appropriate supervision when needed..
9. Use sources of
professional literature to support the scientific basis for care given to
clients.
10. Establish, maintain, and
evaluate therapeutic professional communication with clients and other members
of the interdisciplinary health care team.
RNSG 2535 Integrated Client Care Management: Application of client
assessment skills, critical thinking, and independent nursing interventions to
care for diverse clients/families throughout the life span whose health care
needs may be difficulty to predict. Emphasis is placed on collaborative
clinical decision-making, nursing leadership skills, and client management.
Topics include the significance of professional development, trends in nursing
and health care, care in highly specialized nursing areas and applicable
knowledge, judgment, skills and professional values within a legal/ethical
framework
The
student will:
- Use the five step problem solving process to formulate
and implement, in collaboration with the interdisciplinary health care
team, a comprehensive, ,holistic plan of care for clients across the life
span in a variety of settings, incorporating nursing diagnosis, outcomes,
nursing orders, priority setting, accountability, ethical legal concerns,
and critical thinking skills.
- Collaborate with clients and the interdisciplinary team
to gather comprehensive assessment data , and analyze the data to
determine health care needs for a variety of settings, including
specialized care areas
- Analyze the implications of the Nursing Practice Act
and legal considerations for a new graduate and for a licensed
professional nurse.
- Act as a client teacher by developing, implementing and
evaluating the effectiveness of client teaching plans, in collaboration
with the interdisciplinary team.
- Evaluate the client responses to scientifically based
therapeutic care given in a variety of settings including specialized care
areas and evaluate self as a provider of care, manager of care, and
member of a profession.
- Demonstrate leadership in providing care for groups of
diverse clients across the life span in the health care setting through
direct care, collaboration, and delegation.
- Use critical thinking skills to analyze data and make
safe ethical decisions while acting within the roles of the nurse as
provider of care, manager of care and member of a profession.
- Use current technology and literature to enhance client
care and promote the profession of nursing.
- Manage human and material resources to provide for the
care of groups of clients in the health care setting.
- Promote continuity of care by making appropriate
referrals and using appropriate resources available to the
interdisciplinary health care team.
RNSG 2361 Clinical IV Detailed education, training, and work based
experience ad direct patient care at clinical sites. Focus is on the care on
advanced, specialized clinical sites, and on coordinating and managing care for
groups of clients and managing the health care team within the role of the
Associate Degree Nurse as a professional.
The
student will:
1.
Apply theory, concepts, and basic skills, involving materials, equipment,
procedures, regulations, laws, and interactions within political,
economic, environmental, social and legal systems associated with the roles of
the associate degree nurse.
- Provide care groups clients through direct care and
collaboration with the interdisciplinary team using concepts of the
bio-psycho-social man and the threads of 5 step problem solving process,
functional patterns, culture, pharmacology, client education, development
, professional communication, pathophysiology, safety, nutrition, and
ethical legal considerations.
- Utilize advanced assessment techniques to gather
assessment data and analyze the data to determine health status for
complex disturbances in health across the lifespan.
- Plan, implement, and evaluate teaching/learning plans
and develop unique patient centered plans related to health promotion,
restoration, and maintenance for needs through the life span.
- Use health resources for health promotion in various
specialized clinical settings, working with the multidisciplinary team to
identify appropriate referrals for clients with a variety of health care
needs.
- Evaluate care given using knowledge base to identify
rationales for care and client responses by comparing health promotion/restoration/maintenance
outcomes to goals established by the interdisciplinary team.
- As a student, assume accountability and responsibility
for basic skills and therapeutic interventions provided, provide care in
accordance with the Nurse Practice Act, and seek appropriate supervision
when needed.
- Use sources of professional literature to support the
scientific basis for care given to clients.
- Establish, maintain, and evaluate therapeutic
professional communication with clients and other members of the interdisciplinary
health care team
- Practice in compliance with the Nurse Practice Act
- Manage human and material resources to provide for the
care of groups of clients in the health care setting.
- Promote continuity of care by making appropriate
referrals and using appropriate resources available to the
interdisciplinary health care team.
RNSG 1327 Transition from Vocational to Professional Nursing
Course
Description: Preparation for role transition from vocational to professional
nursing. Topics include health promotion, legal/ethical issues, expanded
assessment, analysis of data, systematic problem solving processes, nutrition,
teaching, pharmacology, multidisciplinary teamwork, communication, and
applicable competencies in basic workplace skills. Selected common medical
surgical conditions are addressed as they relate to human needs in the
bio-psycho social man across the lifespan.
The student will:
1. Use increasing assessment skills to
collaborate with clients and others to gather and interpret data related to
commonly occurring health maintenance and restoration needs across the
life-span
- In collaboration with the interdisciplinary team, apply
principles of a systematic problem solving process and critical thinking
to formulate and implement a plan of care including diagnosis, outcomes,
nursing orders , enhancing the student’s understanding of rationales for
care and outcome evaluation.
- In collaboration with the members of the
interdisciplinary team implement established teaching plans and write
teaching plans for clients with common health maintenance and restoration
needs.
- Apply curricular threads including culture,
development, professional communication, nutrition, safety,
pathophysiology, pharmacology, and ethical legal concerns to the care of
clients with common health care needs.
- Incorporate literature and content from academic
coursework and use as a scientific basis for care.
- Identify resources, materials, and sources of referral
and incorporate into the care of clients with common health needs
requiring these services
- Begin incorporating the differing roles of the
Associate Degree Nurse applying the Nursing Practice Act, accountability,
responsibility and seeking appropriate supervision while providing care to
the client with commonly occurring health care needs.
- Differentiate the roles of the LVN and the RN and make
adaptations to the role change from LVN to Associate Degree Nursing
student including awareness of changes in competencies.
Clinical Mobility
- . Apply theory, concepts, and basic skills, involving
materials, equipment, procedures, regulations, laws, and interactions
within political, economic, environmental, social and legal systems
associated with the roles of the associate degree nurse.
- Provide care for one to two clients through direct care
and collaboration using concepts of the bio-psycho-social man and the
threads of 5 step problem solving process, functional patterns, culture,
pharmacology, client education, development, professional communication,
pathophysiology, safety, nutrition, and ethical legal considerations.
- Utilize assessment tools and independent assessment
techniques to gather assessment data used to determine health status for
commonly occurring disturbances in health across the lifespan.
- Develop unique patient centered plans related to health
promotion and maintenance for commonly occurring needs through the life
span.
- Use health resources for health promotion in various
clinical settings, working with the multidisciplinary team to identify
appropriate referrals for clients with commonly occurring health care
needs.
- Apply skills of priority setting and the five step
problem solving process as a framework for critical thinking to meet the
health care needs of clients with commonly occurring health care needs.
- Use knowledge base to identify rationales for care and
evaluate client responses by comparing health promotion/maintenance and
restoration outcomes to goals established by the interdisciplinary team.
- Assume accountability and responsibility for skills and
therapeutic interventions provided, and seek appropriate supervision when
needed..
- Use sources of literature supporting the scientific
basis for care given to clients as a platform for decision making.
- Make adaptations to the role change from LVN to
Associate Degree Nursing student including awareness of changes in
competencies, and the application of the Nurse Practice Act.
2.2 CURRICULUM OVERVIEW
Prerequisite