Nursing_Student_Program_Handbook_2021_2022_Updated_2.12.21.pdf

Nursing_Student_Program_Handbook_2021_2022_Updated_ IVY TECH COMMUNITY COLLEGE SCHOOL OF NURSING STUDENT HANDBOOK Non-Discrimination and Equal Opportunity Policy Ivy Tech Community College of Indiana (Ivy Tech) provides open admission, degree credit programs, courses and community service offerings, and student support services for all protected classes – race, religion, color, sex, ethnicity, national origin, physical and mental disability, age, marital status, sexual orientation, gender identity, gender expression, veteran or military status. The College also provides opportunities to students on the same non-discriminatory opportunity basis. Persons who believe they may have been discriminated against should contact the campus affirmative action officer, Human Resources Administrator, or Vice Chancellor for Student Affairs. Ivy Tech is an accredited, equal opportunity/affirmative action institution. For more information review the Student Equal Opportunity, Harassment, and Non-discrimination Policy and Procedures at w. Booklet Disclaimer This handbook is intended to supply accurate information to the reader. The College reserves the right to change the Program and course requirements; however, every effort will be made to inform students of any program changes. This handbook and its provisions are not in any way a contract between an applicant and the College. harry Table of Contents Non-Discrimination and Equal Opportunity Policy 2 Booklet Disclaimer 2 History 4 Accreditation 5 School of Nursing Mission and Vision Statements 5 School of Nursing Metaparadigm Concepts, Curricular Threads, Active Components and Competencies 6 School of Nursing Conceptual Model 10 General Education Outcomes 10 ASN Student Learning Outcomes 11 PN Student Learning Outcomes 11 Alignment of Student Services and Resources with Program Outcomes 12 Clinical Experiences 18 Student Health Insurance 19 Liability Statement 20 Financial Information 21 Nursing Program Admission, Progression and Graduation Policies 21 General Program Admission Requirements 22 High School Transcript or High School Equivalency Exam (GED or TASC) 22 General Education Prerequisite Courses 22 Deadlines for completion of Prerequisite Courses 22 Transfer Credit for Prerequisite Courses 22 Mandatory Nursing Information Session 24 TEAS Entrance Test 24 Completing the Online Nursing Application 24 LPN to ASN Transition Track Applicants 25 Medical Assistant to ASN Transition Track Applicants 26 Paramedic to ASN Transition Track Applicants 27 Program Admission Selection Point System 28 General Education Points 28 TEAS Points 29 CNA Certification Points 29 Selection for Admission 33 Reapplication Process 34 College Progression and Readmission Policy 34 harry Maximum Time Frame for Nursing Program Completion 34 Re-Enrollment in Nursing Courses Following a Period of Non-Enrollment 35 Movement within the Ivy Tech System: Crossover between Nursing Programs 35 Eligibility to Take the Home Health Aid (HHA), Nurse Aide Competency Evaluation (CNA) or Medication Aide (QMA) Final Examination 37 Global Studies Certificate 37 Graduation 38 Attendance Policies 38 Student Rights and Responsibilities 40 Guidelines for Professional Conduct 40 Health Team Code of Conduct 46 Academic Honesty Statement 48 Grading Practices 48 Evaluation of Student Learning 48 Nursing ATI Testing Policy 48 Dosage Calculation Policy 52 U.S. Immigration and Nationality Act 54 U.S Social Security Number Requirements by ISBN 54 Indiana State Board of Nursing Licensure Eligibility 55 Student Requirements Associated with Clinical Affiliation Agreements 55 Criminal Background Checks and Drug Screening 56 Reasonable Suspicion Drug and Alcohol Policy and Testing Guidelines 56 Bloodborne and Airborne Pathogens Exposure Protocol 56 Universal Precautions 59 Essential Functions of Nursing Students 59 Social Networking, Cell Phone and Class Recording Guidelines 63 Program Curricula 64 Nursing Course Contact Hours 76 General Education Courses 78 Nursing Course Descriptions 78 Academic Year Estimated Program Costs 78 CAMPUS/SERVICE AREA DETERMINED POLICIES 80 History The Associate of Science in Nursing (ASN) program was first offered in Lafayette, Indiana, in 1985. The Practical Nursing (PN) program was first established in the early 1970s at the Bloomington, Indiana harry 5 campus. Currently, the Traditional and LPN to ASN Transitional programs are offered at most campuses across the Ivy Tech statewide system. The PN program is offered across the statewide system as well. The Paramedic to ASN Transition Program is offered at the Terre Haute and Indianapolis campuses. Accreditation The College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. The School of Nursing programs are approved by the Indiana State Board of Nursing (ISBN) and are accredited by the National League for Nursing Commission for Nursing Education Accreditation (NLN CNEA). Higher Learning Commission of the North Central Association of Colleges and Schools 230 S. LaSalle St., Suite 7-500 Chicago, IL Phone: Indiana State Board of Nursing (ISBN) Indiana Professional Licensing Agency 402 W. Washington Street, Room W072 Indianapolis, IN 46204 Phone: National League for Nursing Commission for Nursing Education Accreditation (NLN CNEA) 2600 Virginia Avenue, NW Washington, DC, 20037 Phone: School of Nursing Mission and Vision Statements School of Nursing Vision Statement The vision of the School of Nursing is to be the premier cornerstone of Associate of Science and Practical Nursing program education in Indiana and to prepare nurses to meet the unique health care needs of culturally diverse individuals, communities, and populations through excellence in education and evidenced-based practice. School of Nursing Mission Statement harry 6 The School of Nursing, in accordance with the mission of Ivy Tech Community College, provides quality education and opportunities to acquire culturally and contextually relevant knowledge, skills, and attitudes necessary for intellectual, professional, and personal growth. To achieve this mission the School of Nursing encourages lifelong learning and prepares graduates who will competently practice evidence-based nursing within complex community, state national, and global environments, understand the significance of evolving healthcare technology, and apply both professional and ethical principles with sensitivity to the diverse needs of individuals, groups, and communities. School of Nursing Metaparadigm Concepts, Curricular Threads, Active Components and Competencies Revised 8-2015 The School of Nursing at Ivy Tech utilizes the metaparadigm concepts of individual, environment, health, and nursing to provide a framework which guides the organization of the curricula. Relative threads are infused throughout the curricula and include: professionalism; leadership; interprofessional communication and collaboration; patient-centered care; cultural competence; scholarship and evidencebased practice, and critical thinking. Further, the active components of student, faculty, and nursing education are defined by our beliefs about the interrelationships between these overarching themes. Metaparadigm Concepts ● Individual – the recipient of nursing care or service. Individuals are often referred to as patients or clients. “The term patient has ancient roots in suffering, for millennia the term has also connoted one who undergoes medical treatment. Yet, not all who are recipients of nursing care are either suffering or receiving medical treatment. The root of client implies one who listens, leans upon or follows another. It connotes a more advisory relationship, often associated with consultation or business. Thus, nursing serves both clients and patients. Additionally, patients and clients can be individuals, families, groups, communities, or populations” (ANA, 2015, p. xi). Patients may function in independent, or dependent roles, and may seek or receive nursing interventions related to disease prevention, health promotion or maintenance, illness, and end-oflife care. ● Environment – “The surrounding context, milieu, conditions, or atmosphere…” (ANA, 2010, p. 64) in which both a registered nurse and practical nurse practices. ● Health – “Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity. The enjoyment of the highest attainable standard of health is one of the fundamental rights of every human being without distinction of race, religion, political belief, economic or social condition” (WHO, 2014, p. 1). ● Nursing – “the protection, promotion, and optimization of health and abilities, prevention of illness and injury, alleviation of suffering through the diagnosis and treatment of human response, and advocacy in the care of individuals, families, groups, communities, and populations” (ANA, 2015, p. 44). Curricular Threads harry 7 ● Professionalism – Professionalism is the accountable and responsible behavior of a nurse through internalization of self-evident core values and ethical codes of conduct learned through experience, reflection and growth while working to improve patient outcomes and promote the ideals of the nursing profession (NLN, 2014). ● Leadership – is a complex, multifaceted phenomenon in which the vision of goals are communicated through value affirmation, motivation, stewardship, management, and development of followers (NLN, 2013b). ● Inter/Intraprofessional Communication & Collaboration - Nurses “communicate with patients, families, communities, and other health professionals in a responsive and responsible manner that supports a team approach to the maintenance of health and the treatment of disease” (Interprofessional Education Collaborative Expert Panel, 2011, p. 23). Interprofessional collaboration includes components of “knowledge of professional roles and responsibilities, effective communication, conflict resolution, and shared decision making” (IOM, 2011, p. 203). Intraprofessional communication and collaboration - occurs between individuals from the same professional education and background. ● Patient Centered Care – recognizes the patient or designee as the source of control or full partner in providing compassionate and coordinated care based on respect for patient preferences, values, and needs. Patient centered care incorporates current evidence-based practices and critical thinking techniques to develop plans of care; communication practices to foster effective interdisciplinary collaboration that includes patients and family members in planning and delivering quality care; and, promotion of a culture of caring and advocacy that demonstrates respect for individual patient preferences, values, needs, and the diversity of the human experience (QSEN, 2014). ● Cultural Competence - is understanding of the perspectives, traditions, values, practices, and family systems of culturally diverse individuals, families, communities, and populations for whom they care, as well as a knowledge of the complex variables that affect the achievement of health and well-being (Douglas, et. al., 2011, p. 320). “Culture is often described as the combination of a body of knowledge, a body of belief and a body of behavior. It involves a number of elements, including personal identification, language, thoughts, communications, actions, customs, beliefs, values, and institutions that are often specific to ethnic, racial, religious, geographic, or social groups. For the provider of health information or health care, these elements influence beliefs and belief systems surrounding health, healing, wellness, illness, disease, and delivery of health services. The concept of cultural competency has a positive effect on patient care delivery by enabling providers to deliver services that are respectful of and responsive to the health beliefs, practices and cultural and linguistic needs of diverse patients” (National Institute of Health, 2015). ● Scholarship and Evidence-Based Practice – Scholarship are those activities that systematically advance the teaching, research, and practice of nursing. These activities produce knowledge that supports the transfer of the science and the art of nursing from the expert (faculty) to the novice (student), and advances the clinical knowledge in the discipline (AACN, 2015). Evidence-Based Practice - “integrates best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care (QSEN, 2014). Through faculty scholarship activities and student inquiry, evidence-based practice is integrated throughout the curriculum. harry 8 ● Critical Thinking - is the disciplined, intellectual process of applying skillful reasoning as a guide to belief or action. In nursing, critical thinking for clinical decision-making is the ability