Nursing Student Handbook

Transcription

1 Nursing Student Handbook Spring Revisions Central Arizona College 8470 N. Overfield Rd. Coolidge, AZ This Handbook prescribes standards of conduct for students enrolled in the Central Arizona College Nursing Program. Violation of any standard may serve as grounds for program dismissal, suspension, or other disciplinary action. The Nursing Division Faculty and Director reserve the right to make program changes as needed with reasonable notice and to change any information requirements and regulations published in this document. 1

2 Central Arizona College 8470 N. Overfield Road Coolidge, Arizona Nursing Division Phone: Fax: The Central Arizona College Nursing Program is accredited by: The Accreditation Commission for Education in Nursing (ACEN) 3343 Peachtree Road NE, Suite 850 Atlanta, GA Phone: Fax: Web site: Is approved by: The Arizona State Board of Nursing 1740 W. Adams, Suite 2000 Phoenix, AZ Phone: Fax: Home page: 2

3 Dear Nursing Student, Welcome to the Central Arizona College Nursing Division. We are very excited to be a part of your educational experience. Nursing is an extremely rewarding profession and offers numerous avenues for advancement and professional experiences. A professional nurse develops over time and you will see that who you are when you start the program is much different than who you are when you graduate. You will learn skills, master them, reflect on how you applied them in the clinical setting, evaluate responses to nursing interventions, provide comfort to your patients and classmates, and build integrity and character. You will work closely with faculty who are experts in their field and they will guide you through the maze of courses, requirements and expectations that will result in you becoming a respected member of the nursing profession. You will learn how to care for people when they are well and ill. You will use specific knowledge that comes from nursing research. You will also find that the way you approach problems may change as you learn about safe, competent nursing practice. The nursing education environment is a place for sharing among students and faculty that is mutually beneficial for both. Students bring their own uniqueness and life experiences to the learning environment while, faculty bring their expertise and individuality. The Nursing Division Student Handbook contains valuable information that you will need to proceed through the nursing program effectively and efficiently. You will be required to follow the information found in the handbook and will be expected to reference this information as needed. Please read it carefully and keep it handy. Again, welcome to the Central Arizona College Nursing Division. We look forward to working with you throughout the program to help you become a CAC GRAD who is Competent and Caring, Accountable and Responsible, able to Communicate Effectively, Graduates on Time, is Respectful and Ethical, Applies Leadership skills through Critical Thinking, embraces Diversity and Develops a Spirit of Inquiry, and Shows Nursing Excellence in Clinical Practice. You are the next generation of CAC alumni and nurses in the community and we want you to be the best. Sincerely, Tina Berry, PhD, MSN, MBA, HCM, RN Director of Nursing Central Arizona College 3

4 I. Program Information Mission and Vision of the Nursing Program Nursing Vision: To Provide Quality Nursing Education for Contemporary Nursing Practice Nursing Mission: 1. Provide excellence in nursing education 2. Demonstrate nursing as a caring profession 3. Facilitate wellness in others and ourselves 4. Serve students and patients of all ages and cultures 5. Facilitate student learning and student success using technology Nursing Program Outcomes The CAC Nursing Program learning outcomes are adapted from the National League of Nursing (NLN) Educational Competencies Model and the NLN (2010) Outcomes and Competencies for Graduates of Practical/Vocational, Diploma, Associate Degree, Baccalaureate, Master s, Practice Doctorate and Research Doctorate Programs in Nursing. The CAC Nursing Program Outcomes are as follows: 1. Support healthy physiological, psychosocial, developmental, cultural, and spiritual functioning for patients, families, communities, and self. 2. Employ sound critical thinking/clinical judgment skills in practice using evidenced based nursing competencies to promote safe, quality nursing care. 3. Develop a professional identity by integrating the nursing role using integrity, ethical and legal practices, and advocating for patients, families and communities. 4. Practice and maintain a respectful spirit of inquiry by examining evidence that underlies nursing practice and offering insights to improve care to patients, families and communities. 5. Plan with other personnel within the healthcare organizational structure to manage patient care through supervision, delegation, and coordination. 6. Use and evaluate effective communication to achieve mutually defined goals in collaboration with patients and other members of the healthcare team. 7. Apply knowledge of medical terminology in assessment, legal/ethical topics, medical surgical conditions, and QSEN competencies. Graduate Competencies Students who graduate from the Central Arizona College (CAC) Nursing Program are: C: Competent and Caring A: Accountable and Responsible C: able to Communicate Effectively G: able to Graduate on time R: Respectful and Ethical A: able to Apply Leadership Skills through Critical Thinking D: Diverse and Develop a Spirit of Inquiry for Learning S: able to Show Nursing Excellence in Clinical Practice

5 The Faculty and the Director of Nursing base the graduate nurse competencies on the CAC nursing core values which align with the College s mission and vision. Nursing is a caring profession and strives to provide competent nurses to meet the needs of the communities in which they serve. Through the integration of ethics, values, integrity, and patient centeredness, the student learns to use knowledge and clinical judgment/critical thinking to make decisions involving individual patients and communities. Professional excellence is modeled in the nursing program by the way the faculty and staff provide service to students and through return demonstrations by students in simulation and clinical performance. A contemporary curriculum enables students to complete the program in a timely manner and begin Students are required to meet standards that represent excellence in the didactic, simulation, and clinical areas while at CAC. Faculty members and the Director of Nursing integrate threads across the curriculum to allow students to improve upon necessary skills to practice in the healthcare setting. The nursing student is exposed to threads of knowledge, skills, and abilities at higher and higher levels across the curriculum. Students improve skills in math, writing, communication, teamwork, nursing knowledge and science, simulation, technology, quality and safety, and personal and professional development. Students are exposed to organizational environments that include cultural, physiological, psychosocial, spiritual and developmental areas. Didactic, clinical and simulation objectives measure comprehensive nursing knowledge and psychomotor skill sets. Nutritional concepts are taught at a basic level and medical terminology starts the process to ensure that students are aware of the language of health care. Curriculum Concept Definitions Competency Competency is inherent to the practice of nursing. Competency is defined as the ability to plan and carry out knowledgeable, efficient and safe nursing care and assumes an awareness of one s own limitations. The achievement of competency is evidenced by the student s ability to provide nursing care in increasingly complex settings and situations. At the associate level, students learn the skills and knowledge needed to demonstrate competency in classroom, simulation, and laboratory settings. They begin their initial clinical experiences while they are learning to therapeutically communicate and assess patients. Students continue to develop proficiency in their skills and knowledge base for providing nursing care that maintains client safety and client confidentiality. Students must prove competency to demonstrate responsibility and accountability in welldefined settings with individuals, families and groups. Caring Caring is an essential component of nursing. Caring requires a personal, social, moral and spiritual engagement of the nurse. The nurse provides safe care utilizing personal and professional skills to preserve the rights and human dignity of patients, families and communities. Therapeutic caring is promoted by knowledge, awareness of need, and use of empathy. Therapeutic caring is of benefit to the

6 client. Caring actions do not occur in isolation, but exist within the socio-cultural context of all individuals involved. At the associate level, students apply and integrate caring behaviors into nursing practice. Students learn to differentiate between caring as an emotional response and a knowledgeable, deliberative intervention. Students incorporate the experience of the client into the self; bringing the caregiver to recognition of the reality of the other s situation. Students recognize the interaction between their own feelings based on their own past experiences and the experiences identified and incorporated from the other person. They use this knowledge with cognitive and psychomotor activities to produce purposeful outcomes that protect, enhance, and preserve human dignity. Accountability and Responsibility The practice of nursing responds to health care needs of individuals, families, groups and communities through services such as case finding, health teaching, health counseling, and the provision of supportive or restorative care. Nurses are held responsible and accountable for nursing practice based upon the professions Code of Ethics, Standards of Practice, and legal regulations. Nurses are responsible for developing and maintaining current nursing knowledge and skills through formal and continuing education and, where appropriate, seek certification in their areas of practice demonstrating this accountability. Peer review and laws are the mechanisms by which nurses are held accountable for practice. The faculty fosters the development of professional responsibility and accountability through students self-regulatory mechanisms such as student self-appraisal, standards of academic integrity, honesty, and the maintenance of confidentiality. At the associate level, responsibility and accountability are foundational to nursing practice. Students identify, explore and analyze the ethical, legal, and political factors that impact upon the role of professional nursing in the health-care delivery system. Nurses are expected to demonstrate responsibility and accountability appropriate to their levels of education, experience and practice. Communication Communication is the means of sending and receiving messages through symbols, words, signs, and gestures. A student brings to the program communication skills learned through life experiences and prior formal education. These are the foundations upon which theory and application necessary for therapeutic nurse/client interactions and relationships are built. Communication theory and application of that theory provide the student with the skills needed to interact with clients in a therapeutic manner. In implementing the nursing process, the student applies therapeutic communication relevant to the beliefs and value system of those receiving care. The student then adapts communication appropriate to the cultural background, education, development and health of the individual, family, group or community. Effectiveness in the nurse/client relationship is dependent upon the ability to communicate and collaborate with nurses and other health care professionals. The student learns the terminology and the processes that support relationships with colleagues. These processes include clear, accurate and timely, written and verbal communication. Formal presentations and papers contribute

7 to the development of students as colleagues and nursing professionals throughout the curriculum. At the associate level, students are expected to use effective communication. Students are exposed to basic communication and interpersonal theories. Students engage in health history taking and learning about the process of developing a caring relationship. They apply the beginning skills needed to develop a therapeutic relationship with individuals in a clinical setting. Communication skills are applied to individuals, families, and groups across the life span and among culturally diverse populations. Students are prepared to transmit pertinent health care information to other members of the health care team in a confidential manner. Students explore, analyze, and evaluate communication processes with clients in the simulation area and the clinical settings across the curriculum. Graduate on Time Students are encouraged to progress through the program in a specific order. Due to life circumstances and specific problems that occur during an individual s schooling, a student may not graduate within four semesters of entering the nursing program. There are two indicators that are used to track graduation on time. The first indicator is a college wide indicator where graduate on time means within four years of starting at the college. The Nursing Division monitors the number of students who graduate on time within 2, 3, and 4 years of admission to the Nursing Program through self-reported annual surveys required by the Arizona Board of Nursing (AZBN) and the Accreditation Commission for Education in Nursing (ACEN). The nursing program collects data on retention rates as well. Respectful and Ethical Students are taught the ethical and legal practice of the registered nurse. The student learns to apply these practices throughout the program and develop the ability to critique themselves in clinical, laboratory, and simulation exercises. Faculty provide opportunities for students to learn the respectful communication patterns that allow open communication. The professional nurse is accountable for the nursing standards that agencies regard as essential to nursing practice. One of these organizations is the American Nurses Association (ANA) whose Code for Nurses is listed below (American Nurses Association, 2015). American Nurses Association Code for Nurses 1. The nurse practices with compassion and respect for the inherent dignity, worth, and unique attributes of every person. 2. The nurse s primary commitment is to the patient, whether an individual, family, group, community or population. 3. The nurse promotes, advocates for, and protects the rights, health, and safety of the patient. 4. The nurse has authority, accountability, and responsibility for nursing practice; makes decisions; and takes actions consistent with the obligation to promote health and to provide optimal care. 5. The nurse owes the same duties to self as to others, including the responsibility to promote health

8 and safety, preserve wholeness of character and integrity, maintain competence, and continue personal and professional growth. 6. The nurse, through individual and collective effort, establishes, maintains, and improves the ethical environment of the work setting and conditions of employment that are conducive to safe, quality health care. 7. The nurse, in all roles and settings, advances the profession through research and scholarly inquiry, professional standards development, and the generation of both nursing and health policy. 8. The nurse collaborates with other health professionals and the public to protect human rights, promote health diplomacy, and reduce health disparities. 9. The profession of nursing, collectively through its professional organizations, must articulate nursing values, maintain the integrity of the profession, and integrate principles of social justice into nursing and health policy. Application of Leadership Skills through Critical Thinking Management and leadership skills are essential elements of nursing practice. Through knowledge and application of the theories and principles of management and leadership, nurses organize high quality health care to individuals, families, groups, and communities. Management in nursing occurs at all levels of practice and involves coordination of client care, participation in organizational and fiscal concerns, resource utilization and responsibility associated with client care. Faculty facilitate acquisition of human, technical and conceptual skills students need to become effective managers of client care. Leadership is the ability to influence and guide the decisions and subsequent actions of others. Developing leadership skills involves self-reflection, understanding human processes and envisioning possibilities for enriching people s lives. An analysis of the health care delivery system introduces students to the importance of nursing involvement in professional organizations, political processes and organizational procedures. At the associate degree level, students learn contemporary theories of management, leadership and interpersonal processes. Knowledge and skills of supervision and delegation of nursing personnel is routinely reviewed and practiced in simulation and applied in the clinical setting. Critical Thinking Critical thinking is defined as reflective judgment and reasonable thought that focuses on deciding what to believe or do and is a composite of attitudes, knowledge and skills. Attitude denotes a frame of mind in which there is the recognition of problems. Knowledge involves weighing the accuracy and logic of the evidence and understanding the nature of valid inferences, abstractions, and generalizations. Skill in cognitive application attitudes and knowledge must be demonstrated. Clinical judgment is the framework within which nurse educators expect students to apply critical thinking skills. Students are required to use knowledge from the natural, behavioral, social and nursing sciences and humanities to assess, plan, implement and evaluate care. They need to be able to arrive at decisions that are specific to the circumstances of all individuals, family, groups and communities to facilitate health.

9 The process of developing critical thinking skills requires students to be adult active learners prepared for class, engaged in discussions about reflective thinking, and working with faculty who facilitate the experience in a non-threatening manner. At the associate degree level, faculty require students to derive information from general studies, the sciences, and nursing theory research to use as a basis for nursing decisions. Students learn to develop nursing interventions by selectively evaluating and integrating knowledge. At this level, students also learn to assess the health as well as the multifaceted needs of individuals, families, and groups at a basic level. Subsequently, students are required to apply information derived from individuals, families and communities to structure clinical judgments and decision-making for common nursing problems in didactic, lab, simulation, and clinical experiences. Diversity Important relationships between culture/diversity and health care require nursing students to acknowledge and integrate culture-related influences that help shape how individuals, families, groups and communities experience health and illness related phenomena. Culture refers to the acquired knowledge that groups (an individual as a member of a group) use to interpret life experiences and to generate social behavior. Nursing professionals are required to learn, understand, acknowledge and integrate into practice the values, beliefs and daily living patterns of diverse cultural and subculture orientations. At the associate level, students learn to recognize ways that culture/diversity affects health care experiences of individuals. Students begin to develop and expand the awareness, sensitivity, knowledge and skills of culturally competent caring. Students use these skills of culture-specific understandings and knowledge to elicit and analyze information and to plan culturally appropriate nursing care. They also recognize, acknowledge, and learn to manage interactions between one s own cultural/subcultural orientation(s) and those of individuals, families and groups, with whom they interact. Spirit of Inquiry The learning process is an ongoing, dynamic, interpersonal process whereby both the learner and the teacher grow. Learning is a process of sensory perception, conceptualization, and critical thinking. Teaching is the facilitation of learning based upon various principles of education as well as the theories in human development and learning. Through the learning-teaching process, the nurse facilitates health promotion, maintenance and restoration of clients health and the multiple transitions of patients through the healthcare system. The faculty serve as catalysts, facilitators and role models. Educational activities are designed to build upon the student s previous experiences, expand their perceptions, encourage them to clarify, modify and/or reaffirm their values, incorporate knowledge and enhance their interpersonal relations. Through this process, the student has opportunities to develop the ability to think critically, act responsibly, be creative, and communicate effectively. Learning is most effective when the student is an active participant in the process. Thus, the student

10 implements choices and selects opportunities to develop personal learning-teaching objectives and experiences through course activities and health fair education. At the associate level, students identify components of the learning process. They perform a learningteaching needs assessment and develop a teaching plan for a learning need in a cognitive, affective, or psychomotor domain. Students incorporate the learning-teaching role into the nursing role. They develop a teaching project for an individual, family or group situation. Show Nursing Excellence in Clinical Practice Students apply nursing skills in clinical practice through two different methods. The first method involves simulation. Students work with mannequins through scenarios that faculty select to teach content. Mannequins are low to high fidelity and depending on the goals of the simulation provide students with opportunities to show nursing excellence. Using "The Simulation Advisory Opinion for Clinical Simulation" published by the Arizona Board of Nursing, the students participate in simulation with faculty using the International Nursing Simulation in Clinical Learning (INASCL) standards (evolving). Simulation rubrics are used to collect data on outcomes of simulation, The second method is the use of Clinical Evaluation Tools that determine how the CAC GRADS perform in clinical according to the graduate learning competencies. This allows for the students to work with patients accompanied by a clinical instructor who oversees the experience with the faculty for a predetermined number of hours. At the associate degree level, both methods provide a mechanism to assist students to become novices and increase clinical skills to advanced beginner (Benner, 1994) by the time graduation occurs. Nursing excellence requires the ability of a student to integrate learning from the didactic, simulation, and clinical environments to adequately make decisions that are appropriate to the clinical situation. Threads across the Curriculum Faculty believe that there are specific skills that need to be practiced throughout the curriculum. These threads include but are not limited to: Math dosages and calculations are required for medication administration and accuracy of the calculation is necessary to prevent medication errors. Writing professional writing involves being able to communicate with other colleagues and healthcare personnel in a professional manner using the APA format. Communication and Teamwork communication involves a clear message for both patients/clients and nurses working together with colleagues and other healthcare personnel to provide continuity across disciplines. Nursing Knowledge and Science a nurse uses the nursing process to provide nursing care to patients, families, communities, and populations and utilizes this knowledge to critically think. Simulation simulation involves using realistic scenarios that provide a learning benefit to

11 students without the potential for harm in the clinical setting. Pre-scenario work along with debriefing strategies assist the student to learn clinical practice Technology technology is used to assist in simulation and didactic areas including Blackboard. An Electronic Health Record (HER) software program simulates authentic medical records that students are required to document in for simulation and clinical practice. Quality and Safety safety is the outcome of every patient encounter and providing quality care means that students are aware and utilize evidence to make decisions that are safe. Personal and Professional Development students are taught to take ownership for learning and to work with faculty to improve the process of learning. Students are expected to provide faculty with feedback to identify strengths and opportunities for improvement in each course and as a program overall. Cultural, Physiological, Psychosocial, Spiritual, and Developmental (Holistic) Perspectivesthese perspectives are taught throughout the curriculum and apply to every patient s health. Faculty provide many opportunities to teach and review the application of these principles based upon the developmental assessment of the patient through didactic, simulation, and clinical learning. Nutrition- basic nutritional principles are taught so that students can adequately learn how the patient can improve healthy eating. Students are taught how to teach nutrition using educational principles. Medical Vocabulary medical vocabulary is important for learning to care for patients. The application of this vocabulary is evident in the test questions that students are required to answer and the simulation/clinical areas that students practice skills in. Critical thinking requires the understanding and analysis of these words as they apply to the nursing process. Course Student Learning Outcomes Each course provides knowledge, skills, and abilities necessary to demonstrate competency and increased rigor throughout the program. The course learning outcomes are measures to determine how successful nursing students are in meeting the knowledge, skills, and abilities necessary to apply concepts to classroom, simulation, clinical, and laboratory activities. Faculty reviews these outcomes on a course by course basis each semester. Students are expected to meet the course learning outcomes to progress in the program. These course learning outcomes are adapted from the National League of Nursing (NLN) Educational Competencies Model and the NLN (2010) Outcomes and Competencies for Graduates of Practical/Vocational, Diploma, Associate Degree, Baccalaureate, Master s, Practice Doctorate and Research Doctorate Programs in Nursing in addition to college common learning outcomes and QSEN competencies. The Faculty and the Director of Nursing base the graduate nurse competencies on the CAC nursing core values which align with the College s mission and vision. Nursing is a caring profession and strives to provide competent nurses to meet the needs of the communities in which they serve. Through the integration of ethics, values, integrity, and patient centeredness, the student learns to use knowledge and

12 clinical judgment/critical thinking to make decisions involving individual patients and communities. Professional excellence is modeled in the nursing program by the way the faculty and staff provide service to students and through simulation and clinical observation. A contemporary curriculum enables students to complete the program in a timely manner and begin practice. Students are required to meet standards that represent excellence in the didactic, simulation, and clinical areas while at CAC. Faculty members and the Director of Nursing integrate threads across the curriculum to allow students to improve upon necessary skills to practice in the healthcare setting. The nursing student is exposed to threads of knowledge, skills, and abilities at higher and higher levels across the curriculum. Students improve skills in math, writing, communication, teamwork, nursing knowledge and science, simulation, technology, quality and safety, and personal and professional development over the course of the curriculum. Students are exposed to organizational environments that include cultural, physiological, psychosocial, spiritual and developmental areas. Didactic, clinical and simulation objectives measure comprehensive nursing knowledge and psychomotor skill sets. Nutritional concepts are taught at a basic level and medical terminology starts the process to ensure that students are aware of the language of health care.

13 Program of Study The Program of Study describes the courses the student needs to graduate. Courses must be taken in sequence. If a course is not completed prior to the start of the next block and affects the student knowledge base; the student may not be allowed to progress through the program. Curriculum Requirements for the RN AAS Degree (60 credits) Block 0 Summer Sessions NUR 200 Advanced Medical Terminology for Clinical Nursing First Semester Block 1 1 credit 1 credit 16 credits NUR 121 Introduction to Nursing Transitions NUR 126 Principles and Application of Drug Dosage Calculations PSY 101 Introduction to Psychology 8 credits 2 credits 3 credits ENG 101 English Composition III 3 credits All courses listed above must be completed during this semester or prior with a grade of C or above to advance to the next block. *MAT 141 required for ASU TAG. Second Semester Block 2 NUR 122 Nursing Health/Illness Transitions NUR 145 Pathopharmacology ENG 102 English Composition IV LPN Bridge Course (optional) 15 credits 8 credits 4 credits 3 credits 3 credits NUR 150 (late start) 3 credits All courses listed above must be completed during this semester or prior with a grade of C or better to advance to the next block. Upon completion of Block 1, Block 2 and NUR 150, the student may exit and be eligible for the NCLEX PN licensing exam. Third Semester Block 3 12 credits NUR 221 BIO credits 4 credits Upon completion of Blocks 1, 2, and 3, the student is eligible for the NCLEX-PN licensing exam. NUR 222 MAT 141 Humanities Elective PE Elective Fourth Semester Block 4 16 credits 8 credits 4 credits 3 credits 1 credit All courses listed above in Blocks 3 and 4 must be completed during that semester or prior to the beginning of that semester with a grade of C or above to graduate. Students sit for the NCLEX-PN exam following successful completion of the first two blocks and NUR 150. A student may also sit for the NCLEX-PN following successful completion of block III without NUR 150. Once the student can pass the NCLEX-PN exam, the student is licensed and able to practice as a Licensed Practical Nurse (LPN).

14 In 2015, a Concurrent Enrollment Programs (CEP) began with Northern Arizona University (NAU). A CEP program is a dual enrollment with CAC and the university, in this case NAU. Courses are started with the University the semester before starting with CAC. Students are then required to take the CAC courses along with one University course each semester except in the summer semesters. One course for the newly admitted students is required in the summer and includes Medical Terminology for Advanced Clinical Nursing. Beginning in the Spring semester of 2018, a CEP program with Arizona State University (ASU) will begin. Further information on the CEP programs are offered on the CAC Nursing Division website by accessing II. General Information (Admission and Entrance Requirements) Admission Central Arizona College is accredited by the North Central Association of Colleges and Schools. The CAC Nursing Program is accredited by the Accreditation Commission for Education in Nursing (ACEN), 3343 Peach Tree Rd. NE St. 850, Atlanta, GA, 30326, (404) , and approved by the Arizona State Board of Nursing,1740 W. Adams, Suite 2000, Phoenix, AZ 85007, (602) , The CAC Nursing Program participates in the Arizona Articulation Taskforce, in which lower division college credits earned at CAC are transferable to Arizona colleges that offer baccalaureate degrees in nursing. While CAC recognizes and accepts credits from other regionally accredited colleges for comparable courses, each individual college has its own standards/requirements regarding transferability of credits and the student is encouraged to verify transferability of particular credits prior to taking a course at Admission to or graduation from the program does not guarantee licensure by the Arizona State Board of Nursing. Under the Arizona State Board of Nursing regulations, an applicant could be denied certification or licensure as a nursing assistant or licensure as a registered or practical nurse if convicted of a felony or addicted to habit-forming drugs. Fingerprinting is required for licensure as an LNA, LPN and/or RN by the Arizona State Board of Nursing. The Nursing Program of Central Arizona College provides rigorous academic education. A student is required to see an Academic Advisor in Advising to make sure that a Master Academic Plan (MAP) is completed; progress towards what courses need to be taken to enter their major. The signed MAP is required as part of the application process as well as the following: AAS (CAC program only): 1. Prerequisites prior to application include BIO 201 and BIO 202 with a C or better and completed within 5 years of application 2. LNA or LPN license 3. HESI Entrance Exam (80% minimum on reading comprehension, vocabulary, grammar, and

15 math; 70% minimum on Anatomy and Physiology) Note: The better a student does on the HESI exam the more points the student receives on the application for admission. The top 30 students (points) will be given the opportunity to admit to the program. 4. Unofficial Transcripts with grades CEP (Concurrent Enrollment Program (CEP) with NAU or ASU) 1. All prerequisite courses from CAC and the University must be completed prior to the first class with the University which is the semester prior to the CAC start 2. The same application form is used and thus HESI entrance exam is the same 3. LNA or LPN license 4. Unofficial Transcripts Upon admission, a letter is sent to each student who has been selected along with a return placement form that secures a seat for that semester. Those who do not accept a seat will be denied and another applicant from the list will be offered the seat until 30 student seats are filled. Orientation Once a student is admitted into the program and for those who are starting each block, orientation is required the week before each semester. The orientation date is the Wednesday before classes start from 8 a.m. -5 p.m. in rooms to be announced. Please check in with the Program Assistant the day of orientation or proceed to the room given to you by the Director or faculty member. Orientation gives students a chance to meet others from each block and to network among peers. The day is used for learning about the coursework, clinical work, and simulation work needed for each course. Additionally, adjunct faculty who teach clinical are invited to attend to meet with students. Block IV students use this time to take the HURST Review to study for the NCLEX-RN exam early in the semester. Criminal Background Checks Criminal background checks are required on all individuals after acceptance to the program. This is done through certified background check (CastleBranch) at the student s expense. Information will be given for completion of the background check at orientation. A condition of admission into the program is the successful completion of a background check. Student records Student records are created when a student enters the nursing program. The Nursing program maintains a written record of student progress in the nursing program for a period of five (5) years. The Blue Card which is a summary form of the courses and grades with student and faculty signatures provides information necessary to determine a student s outcomes for the program. The file includes academic records, signed functional abilities statements, immunization records, clinical evaluation records and correspondence. Nursing applications are maintained for a period of three (3) years.

16 Health and Safety Guidelines The student is responsible for all health care costs, including requested drug screens or titers, upon admission and while attending the Nursing Program. Professional Liability insurance is recommended for all students. Insurance The clinical affiliating agencies require that students have their own health insurance. During the first semester, the student is required to submit a copy of insurance coverage. The student is required to keep the nursing office updated of changes in insurance carriers. Insurance is available from various agencies. Information can be obtained through Student Services on campus or the National Student Nurse Association (NSNA). In the event of student injury suffered during clinical practice, emergency medical treatment must be obtained per policy and procedure at the clinical facility. However, such treatment will be at the students expense. Central Arizona College does not cover students injured or taken ill while on the College campus or on College business. CPR Certification and Licensed Nursing Assistant License Students are required to be CPR certified through the American Heart Association (AHA) as a health care provider. Students must submit a copy of their current certification card and be in possession of it during clinical rotations. All students are required to possess a current LNA license upon admission and throughout the program. Any exceptions must be approved by the Director of Nursing. Enrollment in a nursing program satisfies the maintenance requirement for LNA licensure for renewal. A letter from the Director of Nursing must be requested to verify the clinical hours completed to renew your LNA license with the Arizona State Board of Nursing. An LPN license fulfills the LNA requirement. Beginning in the fall semester, 2017 and continuing forward, all beginning students will be required to be a Licensed Nursing Assistant (LNA). Courses are the same as CNA for the credential but a student must pay a fee to become an LNA. Students are encouraged to become an LNA if employment is needed as hospitals are requiring the credential in the future. Please contact the Arizona Board of Nursing (AZBN) for further information at Immunization All students must provide upon admission and maintain current immunization records through certifiedbackground.com, now known as CastleBranch. TB testing is required on an annual basis upon admission and while in the program. A student must have a two-step TB test if this is their first TB test. A two-step TB test is one in which the student receives the intradermal test, has the results verified by an RN or designee 48 to 72 hours later and repeats the test one week after the first test. Once the two step has been done the first time, a student only requires one test. If a TB test has been positive in the past, a chest x- ray is required every two years in place of the annual TB Manteaux test.

17 Annual flu shots are required for Maricopa County clinical agencies. No student will be permitted to attend clinical without current immunizations as required by clinical agencies. Essential Skills and Functional Abilities for Nursing Students Students must be able to enter the program and be physically and emotionally able to meet program requirements upon admission and throughout the program. The student is responsible for notifying the clinical instructor of conditions that impact the student s ability to meet technical standards. Functional Abilities The following are required during enrollment in the nursing program. These same abilities are needed for a successful professional nursing career and include: Work in a standing position and walk frequently Lift and transfer adult patients up to six inches in an ergonomically correct manner, then push or pull the weight up to three feet. Lift and transfer adult patients in an ergonomically correct manner. Accomplish bed tochair and chair-to-chair transfers. Apply up to 10 pounds of pressure to bleeding sites or when performing CPR. Respond and react immediately to spoken instruction, request, and/or monitor equipment. Perform auditory auscultation accurately. Perform up to 12 hours in a clinical laboratory setting. Perform close and distance visual activities involving objects, people, and paperwork, as well as discriminate depth and color perception. Discriminate subtle differences between sharp/dull and hot/cold correctly. Perform mathematical calculations accurately for medication preparation administration. Communicate effectively with voice in words and in writing, using appropriate grammar and vocabulary. Make quick decisions in stressful situations in a calm manner. Monitor and assess changes in patient status. Upon admission or readmission to the program, a student will have a health declaration form signed by a primary care provider (Functional Abilities Form). If there is a change in the student s physical or mental status throughout the Nursing Program, an updated health declaration must be completed stating that the student is able to continue to provide safe, effective, and supportive client care. If a student has a disease or disability that may impact their ability to function in class or clinical, all reasonable accommodations will be honored according to the Disability Accommodation Form provided to the professor.

18 III. CAC RESOURCES AND COLLEGE ASSISTANCE Reasonable Disability Accommodations Central Arizona College seeks to provide reasonable accommodations for all qualified individuals with disabilities. This college will comply with all applicable federal, state and local laws, regulations, and guidelines with respect to providing reasonable accommodations as required to provide an equal educational opportunity. It is the student's responsibility to register with the Disability Student Services Office and discuss their specific needs with the Disability Coordinator to determine reasonable accommodations. Once the student registers with the Disability Office and provides documentation identifying the need for accommodations, an Accommodation Plan is provided to the student. It is the student s responsibility to show the Accommodation Plan to their instructor. The Disability Student Services office is at the Signal Peak Campus in building M. Students may contact the Disability Coordinator at to set up an individual meeting. The Disability Coordinator travels to all campuses and centers. All information is kept confidential. Students must keep in touch with the Disability Coordinator to review accommodations each year. ADA Testing Accommodation Students who have provided information to the Disabilities Support Services office that documents the need for testing accommodation must make appropriate arrangements to take the test according to the syllabus. If additional time or restricted environment is needed, the student must: a. Schedule a time to take the test with disabilities support services at least 4 days in advance of the test date. b. Take the test during the same day that other students take the test. Notify the Professor of the arrangements for testing prior to the time of the test. Learning Center Tutoring Any student enrolled at CAC may obtain free tutoring from the cooperative Learning Center. Tutoring referral forms are available from the Nursing Program Assistant. Library The main college library is located on the Signal Peak campus. CAC students have access to library resources. Remember that professional librarians are there to help you if you need guidance in finding or using resources in the library. Students enrolled in non-nursing online courses will have access to library materials and other online resources through the course site. Financial Aid Many sources of financial assistance are available for Community College students. Consult your College Catalog for details. The Financial Aid Office is in the Student Services Building (M). There are nursing

19 specific scholarships and application information in the College catalog. IV. NURSING PROGRAM REQUIREMENTS Guidelines for Student Conduct and the Student Bill of Rights Education is a cooperative effort between the expertise of the Faculty and the willingness of the student to learn. The Nursing Faculty believe that students have certain rights when they enroll in the Nursing Program. With every right, however, comes a responsibility which is the students alone. Students have a right to: An accurate, organized, cohesive, and interrelated nursing education. Faculty who are knowledgeable, experienced, up-to-date, and able to communicate effectively. A quality classroom instruction that is punctual, clearly communicated, and presented in a positive learning environment. Quality clinical instruction that is safe, provides a variety of experiences, and guides you toward effective nursing practice. Fair, impartial, and prompt evaluation of your performance, in both theory and clinical. Return of test scores, papers, and other assignments promptly, but reasonably. Regular availability of faculty (scheduled as their office hours) for advice and assistance with academic or clinical matters. Students have a responsibility to: Direct their own learning. Commit to learning nursing theory and practice. Be aware of their own strengths and weaknesses Capitalize on strengths as a learner and take advantage of opportunities for improvement. Learn from the expertise and knowledge of the Faculty. Attend class promptly and regularly. Be attentive in class; avoid talking out of turn, conversing with friends, or sleeping. Follow accepted standards of behavior for nurses. Be prompt and reliable for all assignments and activities. Remember that as students you are a guest in the clinical agency and demonstrate appropriate social manners. Learn and abide by health care agency policies and procedures. Remember that the primary responsibility of the staff nurses is patient care, not monitoring or instructing students. Appropriate Channels of Communication and Resolving Conflict The chain of command for nursing students to follow when the student has a concern is: 1. Go to the person involved to discuss the concern and resolve the problem. 2. Go to the clinical or classroom instructor to voice the concern. The faculty refers the student back to the original person involved if the student has not discussed with the

20 person involved first. 3. Go to the team leader of the block to discuss the concern if other than the professor. 4. Go to the Director of Nursing to discuss the concern once items 1-3 have been completed. 5. Go to the Dean of Health Careers and Sciences (if an academic complaint is made) or the Dean of Student Services (if a non-academic complaint is made). Disciplinary Action Guidelines Academic Misconduct Cheating and Plagiarism Cheating is defined as dishonesty for one s own gain. It takes many forms: getting exam questions or answers from another student, giving answers to another student, changing answers on the answer sheet after the exam has been turned in but before the grade has been recorded, using crib notes or getting exam answers out of lecture notes, textbooks or other sources when the exam proctor isn t watching. Deliberately entering incorrect or false information into a health record is another form of cheating that is illegal with potentially career-ending consequences. Plagiarism - CAC recognizes the seriousness of plagiarism, which is defined as turning in someone else's work and calling it your own. At CAC plagiarism is treated as a dishonest action, an issue of dishonorable behavior. There are two types of plagiarism to beware of--intentional and unintentional plagiarism. Intentional plagiarism is an obvious type of cheating that includes turning in writing that you are falsely presenting as your own. It may be writing that was produced by a roommate, a spouse, an essay bought from the Internet, and passages copied from a research source such as a book, magazine, or web site. Allowing another student to copy your work is another type of intentional plagiarism. In addition, students are expected to avoid unintentional plagiarism, which means including the use of another person s work and passing if off as your own writing, phrases, sentences, paragraphs, or more. To avoid unintentional plagiarism, you must paraphrase properly and identify the original writer and source; this is called citing your work. Citations can be done in a few different formats, and your instructors are eager to help you learn how to cite your sources correctly. Unintentional plagiarism can also include passing off somebody else s ideas (not just words) as your own without indicating that the idea or information came from somewhere else. Unintentional plagiarism also can be allowing someone else to make significant wording alterations or editing changes to your writing. Finally, if a student recycles a paper, or a portion of a paper, for one assignment and turns it in for another assignment, without proper citation, this can be considered a form of unintentional self-plagiarism. The best way to avoid plagiarism is to cite all sources. Safe assign is a tool that is used to determine what % of the assignment is changed from an original source. All essay assignments will be turned in to Safe Assign prior to