Mohave Community College RN Nursing Program is accredited by:

2017/2018

Mohave Community College RN Nursing Program is accredited by: Accreditation Commission for Education in Nursing 3343 Peachtree Road NE, Suite 850 Atlanta, Georgia 30326 Phone: (404) 975-5000 Fax: (404) 975-5020 Website: www.acennursing.org Mohave Community College RN Nursing Program is approved by: The Arizona State Board of Nursing 4747 7 th Street Phoenix, AZ 85014-3653 Phone: (602) 889-5150 Fax: (602) 889-5155 Website: www.azbn.gov DISCLAIMER This manual is provided to assist the student while in the Mohave Community College RN Nursing Program. The Nursing Administration and Faculty reserves the right to make changes without prior notice in all policies, assignments, schedules, courses, grading, curricula, and all other matters contained in this manual. Created: 6/29/16

Table of Contents Nursing Program... 5-15 PURPOSE... 5 PROGRAM INFORMATION... 5 MISSION/VISION STATEMENT... 6 GOALS... 6 PHILOSOPHY... 6 METAPARADIGM CONCEPTS... 7 CURRICULUM CONCEPTS DEFINITIONS... 8-11 ORGANIZING FRAMEWORK... 12 NURSING MODEL... 13 STUDENT LEARNING OUTCOMES... 14-15 Program of Learning... 16-19 GRADUATION REQUIREMENTS (LPN STEP-OUT CERTIFICATE)... 16 TERMINAL OBJECTIVES FOR PN STEP-OUT... 17 RN GRADUATION REQUIREMENTS (AAS NURSING DEGREE)... 18 TERMINAL OBJECTIVES FOR AAS NURSING... 19 Program of Study Guidelines... 20-21 NURSING PROGRAM GUIDELINES... 21 APPROVED SEQUENCE FOR PROGRAM OF STUDIES AAS NURSING DEGREE... 20 Standards for Nurses... 22-27 CODE FOR NURSES... 22 AMERICAN NURSES ASSOCIATION (ANA) PRINCIPLES FOR SOCIAL NETWORKING... 23 ETHICAL/LEGAL BEHAVIOR... 24 NURSE PRACTICE ACT... 25-27 Title IX... 28 Student Health... 29-46 ASSOCIATE DEGREE NURSING PROGRAM TECHNICAL STANDARDS... 29-33 VERIFICATION OF PERSONAL HEALTH INSURANCE... 34 PREGNANCY DISCLAIMER... 35 MCC MEDICAL MARIJUANA POLICY STATEMENT... 35 GUIDELINES FOR DEALING WITH HIV, HBV (PROTOCOL 12)... 36-38 DRUG & ALCOHOL SCREENING & SUBSTANCE ABUSE DETECTION & PREVENTION (PROTOCOL 13)... 39-46 Consent for Screening... 45 Consent for Transportation... 46 Attendance (Protocol 3)... 47 Clinical Experience Protocols (Protocol 5)... 48 Dress Code (Protocol 6)... 49-50 Grading Procedure (Protocol 1)... 53-57 THEORY CONTENT... 53 CLINICAL CONTENT... 54-55 NURSING PROGRAM COMPUTERIZED TESTING POLICY (PROTOCOL 2)... 56-57 Cheating Includes, But Not Limited To... 56 Policy and Procedure for Computerized Testing... 56 Policy and Procedure for Computerized Test Problem Solving... 56-57 Policy and Procedure for Computerized Test Review... 57 Failure to Take Test at the Assigned Time... 57 Dismissal (Protocol 7)... 51-52 REASONS FOR DISMISSAL OF NURSING STUDENT... 51-52 EXAMPLES OF UNPROFESSIONAL CONDUCT... 52 Nursing Skills/Simulation Laboratory Guidelines (Protocol 4)... 58-59 INTRODUCTION... 58 OBJECTIVE... 58 LABORATORY ACTIVITIES... 58 APPOINTMENTS... 58-59 GENERAL NURSING SIMULATION LABORATORY GUIDELINES... 59

Student Rights (Protocol 8)... 60-64 NURSING DEPARTMENT HONOR CODE VIOLATIONS... 62 NURSING DEPARTMENT CLINICAL & PROFESSIONAL STANDARDS EXPECTATIONS... 63 Nursing Program Honor Code... 64 Withdrawal/Failure/Re-Admission (Protocol 9)... 65-67 WITHDRAWAL... 65 FAILURE OF A COURSE... 65-66 READMISSION PROCESS... 66 READMISSION GUIDELINES... 66 EXAM FAILURE WITHIN A NURSING COURSE... 67 RN Program Remediation Policy (Protocol 14)... 68 PURPOSE... 68 POLICY... 68 PROCEDURE... 68 ATI Examination (Protocol 10)... 69 ADMINISTRATION PROCEDURE ATI EXAMINATION: NURSING I, II, III... 69 ADMINISTRATION PROCEDURE ATI RN PREDICTOR EXAMINATION: NURSING IV... 69 Nursing Student Problem Resolution (Protocol 11)... 70 Nursing Information Technology (Protocol 15)... 71-73 CRITERIA FOR USE OF MOBILE DEVICE DURING CLINICAL & CLASSROOM ROTATIONS... 71 MCC INFORMATION TECHNOLOGY: ACCEPTABLE USE OF INFORMATION TECHNOLOGY... 72 MCC TECHNOLOGY RESOURCES... 72 PROHIBITED USE... 72-73 Appendix... 74-108 A) AZBN LEGAL LIMITATIONS FOR NURSE LICENSURE... 75-77 B) ESSENTIAL SKILLS & FUNCTIONAL ABILITIES FOR NURSING... 79-81 C) PORTFOLIO EXPECTATIONS... 83 D) RN DEPARTMENT REQUEST FOR READMISSION... 85 E) RN PROGRAM HANDBOOK RECEIPT... 87 F) MCC STUDENT RESPONSIBILITY STATEMENT... 89 G) NATIONAL PATIENT SAFETY GOALS... 91 H) HIPAA... 93-96 RN Department HIPAA Information... 93 Information Security... 94-95 HIPAA Statement... 96 I) MCC RN STUDENT SELF-REMEDIATION FORM/SUCCESS PLAN... 98-99 J) HEALING COMMUNITY NURSING CURRICULUM... 101-106 NUR 121 Nursing I: Clinical Competencies... 101 NUR 122 Nursing II: Clinical Competencies... 102 NUR 221 Nursing III: Clinical Competencies... 103-104 NUR 222 Nursing IV: Clinical Competencies... 105-106 K) STUDENT REPRESENTATIVE COMMITTEE GUIDELINES... 108

PURPOSE The Mohave Community College Department of Nursing provides students with the opportunity to acquire the knowledge and skills requisite to the safe, effective practice of nursing. The Associate of Applied Science Degree nurse uses the nursing process in supervised settings in assisting the client to optimal wellness, comfort or a peaceful death. The Associate of Applied Science Degree nurse fulfills the roles of provider of care, advocate, researcher, counselor, communicator, teacher, manager, and member of the profession while exemplifying the qualities which are essential to the development of the nurse. These qualities are incorporated throughout the four core nursing courses and include caring attitude, clinical competences, and critical thinking skills. PROGRAM INFORMATION The Nursing Program from Mohave Community College is approved by the Arizona State Board of Nursing and is accredited by the Accreditation Commission for Nursing Education (ACEN). Once a student graduates with an Associate of Applied Science Degree in Nursing, he/she is eligible to take the RN-NCLEX (National Council Licensure Examination) to become licensed as a Registered Nurse is if he/she meets requirement of the Nurse Practice Act, Statutes, Rules and Regulations (July, 2011) which are independent of any college or nursing department requirements for graduation. It is the student s responsibility to be familiar with the Arizona State Board of Nursing requirements, and to meet the guidelines. The Nursing Handbook is designed provide students with specific policies, practices, protocols and objectives of the Nursing Department. The information compliments the Mohave Community College catalog and Student Handbook. This handbook also contains information regarding the Nursing Department philosophy, as well as the educational model upon which curriculum is developed. Travel between campus sites for lecture and clinical experience is required throughout the Nursing Program for all students in all semesters. The student must be familiar with requirements to obtain the AAS-Nursing degree. It is the student s responsibility to verify courses and credit obtained on the degree audit each semester. The two agencies that have oversight of the Mohave Community College Nursing Program are as follows: Arizona State Board of Nursing (AZBN) 4747 N. 7 th Street, Suite 200 Phoenix, AZ 85014-3653 Phone: 602.771.7800 Fax: 602.771.7888 Email: Arizona@azbn.gov www.azbn.gov Accreditation Commission for Nursing Education (ACEN) 3343 Peachtree Road NE, Suite 850 Atlanta, GA 30326 Phone: 404.975.5000 Fax: 404.975.5020 www.acenursing.org Revised: 8/2012 Page 5

Philosophy of the MCC Nursing Department PHILOSOPHY The Department of Nursing at Mohave Community College shares the intent of the Healing Community, which is an educational consortium comprised of community college/university faculty committed to a seamless articulation model for nursing education. This process provides a mechanism, by which an individual pursues life goals, broadens human potential and opportunities, develops critical thinking and clarifies values. The Mohave Community College nursing faculty members philosophy reflects the values of culturally diverse human life and dignity, environment, health, and nursing. The philosophy promotes excellence for nursing education and practice incorporating changes aimed at current and emerging healthcare trends in the rural southwest. The Mohave Community College nursing faculty believes that nursing is an art and science that is an integral component of the health care system and value the different levels of knowledge, skills, and abilities of competent and caring practitioners within the discipline of nursing. Nursing practice is holistic and focuses on transitional experiences and their meanings for individuals, families, groups and communities related to health and illness. Special attention is given to the full range of health related experiences rather than a problemfocused orientation. Each faculty member serves as a facilitator of the nursing students learning process. The Mohave Community College nursing faculty believes: Students take ownership of learning and have diverse individual learning needs. Students come to us from diverse cultural and ethnic backgrounds. Students will set a range of personal goals based on their prior exposure to health care and life experiences. Students are primarily adult learners with various learning styles and person support systems. The nursing faculty believes that learning is a life-long process. We also believe the transition to the role of competent professional nurse is a major developmental achievement. It is the faculty who facilitate this transition, but the student must take ultimate responsibility for his/her own learning. Mission/Vision: The mission of the MCC Nursing Department is to inspire, promote and empower students in learning the art and science of nursing leading to excellence and success in professional practice. The mission of the AAS Nursing Program in accordance with the mission of Mohave Community College is to provide high-quality, learning-center education that prepares graduates to meet the health needs of a diverse population in a variety of dynamic community environments. The faculty is committed to the excellence and innovation in advancing the art of nursing through, caring, knowledge, collaboration, fostering communications, interpersonal interactions, and the use of technology in the classroom and clinical settings. GOALS The goals of the Mohave Community College Nursing Department are to: Prepare graduates for safe and effective clinical practice as evidenced by ATI results, ATI Comprehensive Predictor results, employer feedback, graduation rates and licensure exam results. Promote the current existing and establishment of new articulation agreements for BSN. Reviewed: 5/15 50% of graduates attain BSN within 2 years with eventual goal of 80% attaining BSN in 5 years. Attain 95% pass rate on RN-NCLEX examination and maintain pass rate higher than National Average. Maintain national nursing accreditation. Page 6

Metaparadigm Concepts The following concepts guide the implementation of the organizing framework: CLIENT Faculty define client as being the individual, family, groups and community. Faculty places a high value on culturally diverse human life and dignity. All life experiences involve dynamic and complex processes of human development an achievement of personal growth through learning. Recognizing these processes, faculty view each client as a unique, dynamic being which is more than and different from the sum of bio-psycho-social, cultural, spiritual, and developmental dimension and which is interdependent with an ever changing environment. People come from diverse cultural backgrounds, which influence the ways in which each client constructs reality, sets personal goals and assigns meaning to life s experiences. Individuals have the right to choose from multiple options that are available in daily living experiences, but also accept responsibility for their choice. ENVIRONMENT The environment is comprised of internal and external forces which affect individuals, families, groups and communities. Environmental forces influencing everyday life include, but are not limited to bio-psycho-social, cultural, spiritual and developmental dimensions, political and economic structures, physical surroundings, and human relations. HEALTH Health is a dynamic process that is self-defined by individuals, families, groups and communities and is influenced by personal, family, cultural and societal norms. TRANSITIONS Transition denotes a passage or change of, from one condition to another. Nurses may deal with developmental, situational, health/illness, and organizational transitions. Transitions are multifaceted and potentially complex processes, which occur over time and involve multidirectional movement from one state to another and changes in life patterns. Nurses assess meanings and expectations ascribed to transitions. Outcomes of transitions include, but are not limited to, subjective well-being, role development and mastery, and well-being within relationships. Nursing therapeutics facilitate healthy transitions. NURSING THERAPEUTICS As a practice discipline, nursing strives to gain knowledge about client s experiences and meanings associated with health and illness. Nursing therapeutics are concerned with assessing health patterns, implementing, evaluating activities and actions that promote, maintain, or restore the health individuals, organizational transitions. The goal of nursing therapeutics is to develop methods to foster human choices and independence that lead to healthy transition; it is the role of the nurse to assist the client using nursing therapeutics. The foundation for implementing nursing therapeutics is the nurse client interaction and the major expression of nursing therapeutics is client outcome. REVIEWED 5/2015, REVISED 7/16 Page 7

Curriculum Concept Definitions CLINICAL COMPETENCY Clinical competency is inherent to the practice of nursing. Clinical competency is defined as the ability to plan and carryout knowledgeable, efficient and safe nursing care and assumes an awareness of one s own limitations. The achievement of clinical competency is evidenced by the student s ability to provide nursing care in increasingly complex settings and situations. Students are required to master the core competencies that include: 1) Achieving a minimal knowledge base 2) Practicing safe and effective nursing care 3) Demonstrating basic nursing skills At the associate level, the students learn the skills and knowledge needed to demonstrate competency in classroom and laboratory settings. They begin their initial clinical experiences to become familiar with nursing skills and clinical judgment. Subsequently, students continue to develop proficiency in their skills and knowledge base for providing nursing care that is based on evidence-based practice principles and maintains client confidentiality. Students must prove their competency to demonstrate responsibility and accountability in well-defined practice settings with individuals, families and groups. At the baccalaureate level, students display a synthesis of nursing knowledge and skills by demonstrating competency in nursing practice. They must prove their competency to provide and coordinate nursing care by developing and implementing a comprehensive plan of care with individuals, families, groups and communities in complex practice settings. Students reflect the knowledge and skills that are needed to practice safely and efficiently as professional nurses. CRITICAL THINKING Critical thinking is based on the evaluation and integration of existing data and theory into a solution about the problem at hand, a solution that can be rationally defended as most plausible or reasonable, taking into account the sets of conditions under which the problem is being solved (King and Kitchener, 1994, p. 8). 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 particular circumstances of each individual, family, groups and community to facilitate health. At the associate degree level, students are required to derive information from general studies and nursing theory research to use as a basis for nursing decisions. They 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 multidimensional human responses of individuals, families, and groups at a basic level. Subsequently, students are required to apply information derived from individuals, families and groups to structure clinical judgments and decision-making, for common nursing problems. At the baccalaureate level, students integrate information from all previous nursing and general studies courses to initiate interventions that are based upon in depth assessments of individuals, families, groups and communities. Using this information, they formulate independent, complex decisions that relate to nursing care. Page 8

CARING Caring is an essential component of nursing which involves the therapeutic use of self within the context of nursing practice. Caring requires a personal, social, moral and spiritual engagement of the nurse. The nurse is committed to self and others. Caring involves the protection, enhancement and preservation of human dignity. Therapeutic caring is intentional in nature and is promoted by knowledge, awareness of need, and use of empathy. Therapeutic caring is of benefit to the client. Caring actions do not occur in isolation, but exist within the socio-cultural context of all individuals involved. At both the associate and baccalaureate levels, students demonstrate 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, 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. CULTURE Important relationships between culture/diversity and health care require nursing faculty to acknowledge and integrate culture-related influences that help shape how individuals, families, groups and communities experience and ascribe meaning(s) to health and illness related phenomena. Culture refers to the acquired knowledge that groups (and individuals as members of groups) use to interpret life experiences and to generate social behavior. Nursing professionals need to learn, understand, acknowledge and integrate in practice the values, beliefs and daily living patterns of diverse cultural and subcultural orientations. At the associate level, students learn to recognize ways that culture/diversity affects health care experiences of individuals. Students learn basic concepts of culturally competent caring. Students begin to develop and expand the awareness, sensitivity, knowledge and skills that constitute culturally competent and meaningful cross-cultural encounters and care. Students use relevant culture-congruent and 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. At the baccalaureate level, students build on the associate level to incorporate cultural concepts and social dynamics in complex clinical judgment and problem solving with individuals, families, groups and communities. COMMUNICATION Communication is the means of sending and receiving messages through symbols, words, signs and gestures. A student rings to the program communications 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 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. Page 9

Effective goal accomplishment in the nurse/client relationship is dependent upon the ability to collaborate with nurse peers and other healthcare professionals. The student learns the terminology and the processes that support relationships with colleagues. These processes include clear, accurate, timely written and verbal communication. Formal presentations and papers contribute to the development of students as colleagues and nursing professionals. At both the associate and baccalaureate levels, 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 lifespan and among culturally diverse populations. Students are prepared to transmit pertinent healthcare information to other members of the healthcare team. Students explore, analyze and evaluate communication processes with clients. LEARNING - TEACHING The learning-teaching process is an ongoing, dynamic, interpersonal process whereby both the learner and the teacher grow, that is, become different from before. 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 learningteaching process, the nurse facilitates health promotion, maintenance and restoration of clients health. Faculty serves 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, incorporated 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-teaching is most effective when the student is an active participant in the process. Thus, the student implements choices and selected opportunities to develop personal learning-teaching objectives and experiences. At the associate level, students identify components of the learning-teaching process. They perform a learning-teaching 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 teaching projects for an individual, family or group situations. At the baccalaureate level, students integrate learning-teaching principles to assess individual, family, group or community learning needs. They develop and conduct appropriate interventions to meet an identified need as well as an evaluation of learning. ACCOUNTABILTY The practice of nursing responds to healthcare 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 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. Faculty fosters the development of professional responsibility and accountability through student s selfregulatory mechanisms such as student self-appraisal, standards of academic integrity, honesty, and the maintenance of confidentiality. Page 10

At both the associate and baccalaureate 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 healthcare delivery system. Nurses are expected to demonstrate responsibility and accountability to their levels of education, experience and standards of practice that are expected. MANAGEMENT/LEADERSHIP 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 healthcare 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 facilitates acquisition of the 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 and analyzing multidimensional 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 traditional and contemporary theories of management and interpersonal processes. Knowledge and skills are developed in the supervision and delegation of nursing personnel, coordination of client care and client advocacy. At the baccalaureate level, students integrate management and leadership knowledge and skills into professional practice in multi-disciplinary settings. Emphases are on assuming a leadership role in the designing, organizing, directing, supervising, coordinating and evaluating healthcare in diverse settings. Information Technology The Electronic Medical Record and increased technology of the medical profession has lead the nursing program at Mohave Community College to integrate information technology and management into the clinical setting and curriculum. Informatics and Technology are part of the nurse of the future and the NCLEX test plan. INFORMATION MANAGEMENT & TECHNOLOGY Integrates technology to assist in providing safe, effective client care. Manages information confidentially and effective to insure positive client outcomes. The Nurse of the Future Nursing Core Competencies 1. Patient Centered Care 5. Leadership 8. Communication 2. Professionalism 6. Systems-Based Practice 9. Teamwork and Collaboration 3. Informatics and Technology 7. Safety 10. Quality Improvement 4. Evidence-Based Practice (EBP) REVIEWED 5/2015, 6/16 Page 11

Organizing Framework Faculty have developed and adopted an organizing framework as the basis for the course objectives, exit outcomes, and for nursing education. This framework represents a systematic organization of concepts that are the essential components of the curriculum. The framework serves as a guide and provides direction for faculty to organize nursing knowledge into nursing courses, clinical experiences and independent studies. Transitions are a nursing model used to interpret the interrelatedness of the four domains of nursing. Transitions denote change, or passage, from one state to another, the time in a person s life when he or she is most likely to be under the care of a nurse. This model allows students to see clients in context and offers a key to interpreting person-environment interactions in terms of their actual and potential effects on health (Chick & Meleis, 1986, p. 239). The model includes all areas of basic client needs; psychosocial, spiritual, cultural, physiological, situational and developmental. This model includes the concepts addressed in the NCLEX examination; effective care, physiological integrity, psychosocial integrity, and recovery/health promotion (Lusk & Decker, 2000). Though two of the NCLEX need categories have been renamed to safe, effective care environment and health promotion and maintenance, the model remains effective in articulation our curricular approach. The conceptual framework consists of eight strands; caring, communication, clinical competency, critical thinking, culture, learning/teaching, management/leadership and accountability. These strands represent areas of competence, which are attributes of professional nurses. This is an integrated curriculum where all strands are addressed in each course, progressing in complexity over the entire curriculum. Outcome objectives for each of the strands are developed for level one which is at the end of two semesters (PN exit) and level two which is at the end of four semesters (associate degree), and level three which results in completion of the bachelor of science in nursing degree. In the Mohave Community College Program, the curriculum begins at the freshmen level (Level I or first year) in which students begin foundational course work for nursing through various articulation agreements and ends at the completion of the second level (Level II or second year) with the completion of the AAS Degree. The student may then gain Registered Nurse licensure and apply to a RN-BSN program. The outcome goal of this curricular approach is to integrate the concepts depicted in the organizing framework that facilitates seamless articulation and promote professional nursing. Reviewed: 5/15 Page 12

Competency Culture Communication Learning Teaching Critical Thinking Leadership Caring Accountability Healing Community Nursing Model Marilyn Lusk, 1999 Page 13

Outcomes The Primary goal of the Nursing Program at Mohave Community College is to prepare a general practitioner in nursing who reflects the following outcomes. OUTCOMES ASSOCIATE of APPLIED SCIENCE DEGREE GEN ED PHILOSOPHIES Accountability Practice within the ethical and legal frameworks of current nursing practice standards as well as reflecting political awareness. 5 Caring Communication Clinical Competence Applies and integrates caring behaviors that demonstrate respect for the human condition. Uses effective communication to achieve mutually defined goals in collaboration with clients and other members of the health care team. Utilizes evidence-based practice principles and nursing skills to provide safe and effective therapeutic nursing interventions in welldefined practice settings to individuals, families and groups. 1 2 & 6 6 & 5 Critical Thinking Culture Learning-Teaching Uses theory, principles of evidence-based practice, and research to formulate clinical judgments and guide nursing practice. 3 & 6 Applies principles of cultural competency in the provision of nursing care to individuals, groups, and families. 4 Selects, adapts and implements learning-teaching activities to address health needs of individuals, families, and groups. 1 Leadership/Management Collaborates with other personnel within the organizational structure to manage client care through supervision, delegation, coordination and advocacy. * Informatics is embedded and integrated in all semesters of the RN Program. Use of informatics throughout all clinical experiences, which includes and is not limited to charting on EMR, utilizing electronic resources available at the clinical facilities and all electronic equipment used at the clinical facilities. Informatics and Technology: Integrates technology to assist in providing safe, effective client care. Manages Information confidentially and effectively to insure positive client outcomes. Mohave Community College General Education Philosophy Mohave Community College s general education emphasizes breadth of knowledge and academic skills to complement the depth of knowledge students will acquire in the individual major. The general education curriculum at MCC is designed to provide students with the following skills. 1. Aesthetic Sensibilities: An appreciation of creative expression in the world around us. 2. Communication Skills: The ability to effectively convey meaning through various media on both personal and professional levels. 3. Critical Thinking Skills and Problem-Solving: The ability to analyze data and arrive at logical and defensible conclusions. 4. Cultural Diversity and Global Awareness: An appreciation of relationships and differences in values, customs, and norms of diverse global communities. 5. Techniques of Inquiry: Use of standardized methodological framework to collect, analyze, interpret, and present findings. 6. Technological Competency: A proficiency in evolving technology to compete and flourish in society. 5 & 6 Reviewed: 5/15, Revised: 6/16 Page 14

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PN Step-Out Certificate Completion Requirements PN Step-Out Certificate To complete the certificate program for practical nurse, the graduate must complete the following requirements: 1. Successful completion with an 80% overall course average or better of NUR 121 (Nursing I), NUR 122 (Nursing II), NUR 227 (Pharmacology), NUR 123 (Transition to Practical Nurse) and all education core courses for the practical nurse certificate. NUR 221 (Nursing III) with an 80% overall course average or better grade may be completed in lieu of NUR 123 (Transition to PN). 2. Complete the Mohave Community College petition to graduate, obtain the appropriate Student Services representative s signature, and pay fee. Petition to graduate deadline is March 1 for spring notation and November 1 for fall notation on certificate. 3. Obtain Arizona State Board of Nursing application and NCLEX application online from the Arizona State Board of Nursing. 4. Remove Certificate of Completion for Arizona Graduates from the Arizona State Board of Nursing application packet, complete name, social security number and level of completion and return to the Office of the PN/RN Program Manager. 5. Complete the online Petitions to Graduate and meet with a Mohave Community College Student Service Advisor. To be eligible to take the NCLEX examination the student must: 1. Two months prior to graduation return completed application and fees to NCLEX. 2. One month prior to graduation return completed application and fees to the Arizona State Board of Nursing. Reviewed: 5/15, Revised: 6/16 Page 16

Terminal Objectives for PN Step-Out Program Upon successful completion of the certificate program for practical nurses, the graduate will be able to: ACCOUNTABILITY Apply ethical, legal and professional standard principles to practical nursing scope of practice. CARING Demonstrate physical, emotional, cultural and spiritual components of caring behaviors for self and others. COMMUNICATION Demonstrate communication skills in interactions with clients, families, peers, faculty and others. CLINICAL COMPETENCY Demonstrate use of evidence-based practice principles and nursing skills in well-defined settings to provide safe and effective therapeutic nursing interventions for self and for individuals and families experiencing transitions. CRITICAL THINKING Begin to use theory, evidence-based practice principles to formulate clinical judgments and enhance professional role development. CULTURE Recognize that biological and cultural diversities impact self and others experiences with health care. LEARNING/TEACHING Apply learning principles for health promotion, restoration, maintenance and illness prevention for individuals and families across the lifespan. MANAGEMENT/LEADERSHIP Implement basic management skills with individuals, families and other members of the healthcare team. The Electronic Medical Record and increased technology of the medical professions has lead the nursing program at Mohave Community College to integrate information technology and management into the clinical setting and curriculum. INFORMATION MANAGEMENT & TECHNOLOGY Uses technology to assist/coordinate in providing safe, effective client care. Maintains information confidentially to assist with positive client outcomes. Reviewed 5/15 Page 17

RN Program Completion Requirements AAS-Nursing Degree To complete the AAS-Nursing degree program for Registered Nurse, the graduate must complete the following requirements: 1. Successful completion with an 80% overall course average or better of NUR 121 (Nursing I), NUR 122 (Nursing II), NUR 227 (Pharmacology), NUR 221 (Nursing III), NUR 228 (Mental Health, OB and Pediatric Pharmacology), NUR 222 (Nursing IV), NUR 229 (Advanced Pharmacology) and all educational core courses for the AAS-Nursing Degree. 2. Complete the Mohave Community College petition to graduate, pay fee and obtain the appropriate Student Services representative s signature. Petition to graduate deadline is March 1 for spring notation, and November 1 for fall notation on diploma. 3. Obtain Arizona State Board of Nursing and NCLEX application online from the Arizona State Board of Nursing. 4. Remove Certificate of Completion for Arizona Graduates from the Arizona State Board of Nursing application packet, complete name, social security number and level of completion and return to the Office of the PN/RN Program Manager. 5. Complete the online Petition to Graduate and meet with a Mohave Community College Student Service Advisor. 6. Purpose of the RN-Readiness exam is to provide information to successfully pass a standardized RN- Readiness NCLEX examination. Measure the ability of senior students to think critically and synthesize knowledge to make safe judgements and decisions in the discipline of nursing. Predict probability of passing the NCLEX-RN exam. To be eligible to take the NCLEX examination the student must: 1. Two months prior to graduation return completed application and fees for NCLEX. 2. One month prior to graduation return completed application and fees to the Arizona State Board of Nursing. 3. If seeking licensure in the state of Utah, check for possible changes or updates with the Utah State Board of Nursing. Reviewed: 5/15, Revised: 6/16 Page 18

RN Terminal Objectives for AAS-Nursing Upon successful completion of the Associate Degree of Nursing program, the graduate will be able to: ACCOUNTABILITY Practice within the ethical and legal framework of current nursing practice standards as well as reflecting political awareness. CARING Apply and integrate physical, emotional, cultural and spiritual components of caring behaviors that demonstrate respect for the human condition for self, individuals, families and groups. COMMUNICATION Communicate effectively in complex situations to achieve mutually defined goals in collaboration with clients, families, peers, faculty and other members of the healthcare team. CLINICAL COMPETENCIES Utilize evidence-based practice principles and nursing skills to provide safe and effective therapeutic nursing interventions for self and for individuals, families and groups experiencing transitions in well-defined practice settings. CRITICAL THINKING Use theory, principles of evidence-based practice, and research to formulate clinical judgments and guide nursing practice. CULTURE Apply principles of cultural competency in the provision of nursing care to individuals, groups, and families. LEARNING/TEACHING Identify, adapt and implement the learning/teaching process to address the needs of individuals, families and groups. MANAGEMENT/LEADERSHIP Collaborate with other personnel within the organizational structure to manage client care through supervision, delegation, coordination, procurement of available resources and advocacy. The Electronic Medical Record and increased technology of the medical professions has lead the nursing program at Mohave Community College to integrate information technology and management into the clinical setting and curriculum. INFORMATION MANAGEMENT & TECHNOLOGY Integrates technology to assist in providing safe, effective client care. Manages information confidentially and effective to insure positive client outcomes. The Nurse of the Future Nursing Core Competencies 1. Patient Centered Care 5. Leadership 8. Communication 2. Professionalism 6. Systems-Based Practice 9. Teamwork and Collaboration 3. Informatics and Technology 7. Safety 10. Quality Improvement 4. Evidence-Based Practice (EBP) Reviewed 5/15, Revised 7/16 Revised 8/30/17 Page 19

Registered Nursing Associate of Applied Science Name: ID#: Date: This program is designed to prepare students for a career as a registered nurse. Students must have completed prerequisites described below before applying for admission to this program. Students successfully completing the program will be eligible to take the national licensure examination for registered nurses. The program is approved by the Arizona State Board of Nursing and accredited by the Accreditation Commissions for Nursing Education (ACEN). Student Study Skills Requirement: Accuplacer (New students to the college) Fall Year One Credits Grade Prerequisites Comment NUR 121 Nursing I 8 Grade Admission to Nursing Program Completion of ENG 101 with a grade of C or better. *ENG 102 English Composition II 3 Grade Spring Year One NUR 122 Nursing II 8 Grade Successful completion of NUR 121 Pharmacology for NUR 227 Nursing 3 Grade NUR 121, LPN or Paramedic license *PSY 245 Lifespan Development 3 Grade Successful completion of PSY 101 Fall Year Two Successful completion of NUR 121, 122, NUR 227 LPN NUR 137 NUR 221 Nursing III 8 Grade Pharmacology for NUR 228 Nursing Specialties 1 Grade NUR 121, NUR 122, NUR 227 Spring Year Two NUR 222 Nursing IV 8 Grade Advanced NUR 229 Pharmacology 1 Grade TOTAL DEGREE CREDITS 72-73 Successful completion of NUR 121, NUR 122,,NUR 221, co-req: NUR 227, NUR 228 NUR 121, NUR 122, NUR 227 co- Req NUR 221 & NUR 228 Requirements for Graduation: Pass all core nursing courses with an 80% overall average or better and co-requisite courses with a C grade or better. TRANSFER STUDENTS MUST complete a minimum of 1/3 of their required program credits at MCC to graduate. This could mean you may have to take some of the required programs courses over to meet the minimum of 1/3 of the required program credits at MCC. Admission Prerequisite Courses Complete prior to applying for acceptance into the MCC Nursing Program. BIO 100: Biology Concepts (or) BIO 181: General Biology CHM 130: Fundamental Chemistry (or) CHM 151: General Chemistry *BIO 201: A&P I *BIO 202: A&P II *BIO 205: Microbiology *ENG 101 English Composition I *MAT 142 (or) *MAT 151 *PSY 101: Introductory Psychology *Preferred classes with Gen. Ed Signature: Revised 8/30/17 TEAS Test minimum composite score of 60, strive for 70 or higher PreCheck DPS Card 3 letters of recommendation After acceptance into the program Immunizations or titers MMR Varicella Hep B Tdap CPR Healthcare Provider (American Heart AED/CPR Association) TB 4 th semester of nursing program Graduation Application and application to state board of nursing for NCLEX Date: Page 20

Revised 8/30/17 MCC RN Program 6/14, 5/15 Nursing Program Guidelines 1. All education core courses must be satisfactorily completed according to the AAS Nursing approved sequence for program of studies for the AAS Nursing Degree. Failure to comply will result in delay of progression within the nursing program. It is the student s responsibility to verify the courses and credits obtained on the degree audit each semester and that all courses are completed in the appropriate timeframe. 2. CLEP and proficiency examinations must be taken early enough for results to be recorded prior to the semester the course is to be offered. 3. Advanced placement for nursing students will be granted as follows: Licensed Practical Nurses, upon successful completion of an LPN Articulation course, will receive credit for: NUR 121 (Nursing I), NUR 122 (Nursing II). Approved Sequence for Program of Studies for AAS-Nursing Degree First Semester Third Semester NUR 121 Nursing I 8-Credits NUR 221 Nursing III 8-Credits (Prerequisite: Acceptance to Nursing Program) NUR 228 Mental health, OB and Pediatric Pharmacology 1-Credit (Prerequisites: NUR 121, NUR 122, NUR 227 or admission of PN into NUR III). Second Semester Fourth Semester NUR 122 Nursing II 8-Credits NUR 222 Nursing IV 8-Credits NUR 227 Pharmacology 3-Credits NUR 229 Advanced Pharmacology 1-Credit (Prerequisite: NUR 121) (Prerequisites: NUR 121, NUR 122, NUR 221, NUR 227, NUR 228) A Pharmacology dosage examination will be administered in each nursing course and must be passed with a 80%. Students are required to meet a minimum passing score of the standardized RN-Readiness NCLEX. Reviewed 5/15 Code for Nurses Page 21 The Nursing Department believes all nurses and nursing students should follow a professional code of ethics. The American Nurses Association developed the following Code for Nurses: Provision 1: The nurse practices with compassion and respect for the inherent dignity, worth, and unique attributes of every person. Provision 2: The nurse s primary commitment is to the patient, whether an individual, family, group or community.

Revised 8/30/17 Provision 3: The nurse promotes, advocates for, and protects the rights, health, and safety of the patient. Provision 4: The nurse has authority, accountability, and responsibility for nursing practice; makes decisions; and takes action consistent with the obligation to promote health and to provide optimal care. Provision 5: The nurse owes the same duties to self as to others, including the responsibility to promote health and safety, preserve wholeness of character and integrity, maintain competence, and continue personal and professional growth. Provision 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. Provision 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. Provision 8: The nurse collaborates with other health professionals and the public to protect human rights, promote health diplomacy, and reduce health disparities. Provision 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. ANA Code for Nurses: 2001 Revision, updated 2014 from website Page 22

American Nurses Association (ANA) Principles for Social Networking Students are expected to adhere to the ANA s Principles for Social Networking as listed below. Violations of these principles may result in termination from the Nursing Program. ANA s Principles for Social Networking 1. Nurses must not transmit or place online individually identifiable patent information. 2. Nurses must observe ethically prescribed professional patient-nurse boundaries. 3. Nurses should understand that patients, colleagues, institutions, and employers may view postings. 4. Nurses should take advantage of privacy settings and seek to separate personal and professional information online. 5. Nurses should bring content that could harm a patient s privacy, rights, or welfare to the attention of appropriate authorities. 6. Nurses should participate in developing institutional policies governing online conduct. Six Tips to Avoid Problems 1. Remember that standards of professionalism are the same online as in any other circumstance. 2. Do not share or post information or photos gained through the nurse-patient relationship. 3. Maintain professional boundaries in the use of electronic media. Online contact with patients blurs this boundary. 4. Do not make disparaging remarks about patients, clinical facilities, instructors, students, employers or co-workers, even if they are not identified. 5. Do not take photos or videos of patients on personal devices, including cell phones. 6. Promptly report a breach of confidentiality or privacy. References: American Nurses Association (2010), September). Principles for Social Networking and the Nurse. Silver Spring, MD: Author. National Council of State Boards of Nursing. (2011, August). Write Paper: A Nurse s Guide to the Use of Social Media. Chicago, IL: Author. Violating any of the Nursing Program Honor Code, the MCC Code of Conduct, or ANA s Principles for Social Networking will result in a required meeting with the student and PN/RN Program Manager and the Director of Nursing Programs and may include the instructor within five business days and may result in termination from the program with no possibility of return/reapplication. ADDED FROM ANA 2015 Revised 8/30/17 Page 23