NURSING PROGRAMS
RN-BSN Program
Student Handbook
2020-2021
1600 Chester Avenue, CSC 341 Address: Bremerton, WA 98337-1699
Phone: 360.475.7748 Email: [email protected] www.olympic.edu/bsn www.olympic.edu/nursing
Revised: October 2020
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TABLE OF CONTENT Welcome 4 General Guidelines 51 Administration, Faculty & Staff 5 Informing Students of Program Changes 52 2020-2021 Academic Calendar 6 Student Mailboxes 53 The Nursing Program Email, Address, Phone 54 Using Your Olympic College Email 55 Online Learning Guidelines, Tools, and 56 Mission Statements Expectations • Olympic College Mission, Vision, 8 Nursing Program Social Media Guidelines 59 Values • Nursing Mission 9 ANA – 6 Tips for Nurses Using Social Media 60 Guiding Principles 9 Evaluating Courses 61 Philosophy 10 Student/Faculty Governance Committee 61 10- Communities of Interest 62 Conceptual Framework 16 Student/Program Outcomes 17 Online Student Resources 63 Sigma Theta Tau International Honor Dress Code and Transportation 64 19 Society Inclement Weather 65 Nursing Program Curriculum Financial Aid 66 RN-BSN Curriculum Design 21 Permission to Use Student Work 67 RN-BSN Admission & Graduation Group/Team Work Guidelines 68 23 Requirements Public Speaking/Presentations Guidelines 70 Program Completion Plans 24 Public Speaking Assessment Rubric 71 Cost 25 Technology Guidelines 73 Statement on Grading 26 Writing Guidelines 74 Exam Policy 26 Retention Plan 27 Safe Practice Guidelines 77 Progression Plan 28 Student Health & Safety Requirement 78 RN-BSN Withdrawal Procedure Request 29 Checklist Non-matriculated BSN courses 30 Fieldwork Passport Information 79 RN-BSN Academic Portfolio 32 Documentation Requirements 79 Student Performance Evaluation 40 Background Check Information 79 Blood Borne Pathogens 81 Remediation 40 Standard Precautions and Transmission - Based Precautions Student Conduct & Performance 42 Pregnancy Assumption of Risk 83 COVID FAQ & Assumption of Risk; Program Legal & Ethical Requirements 42 86 Postponement COVID-19 Restrictions: Campus Entry & Risk Student Affirmations 43 89 Screening, Reporting Algorithms Professional Behaviors 44 ADA Accommodations 92 Faculty Accommodation Agreement: Audio • Academic Integrity 44 93 Recording • Unacceptable Classroom 45 Reporting & Record Keeping Requirements 94 Behavior • HIPAA 45 Reporting & Record Keeping Requirements 95 • Children in Class 45 Nursing Quality Improvement Report 96 Constructive Feedback 45 Just Culture 98 Attendance, Absence, & Tardy Protocols 46 Washington State Laws 101 Late Work Guidelines 47 Scope of Practice (Decision Tree) 102 Drug & Alcohol Protocols 48 RCW 18.79.040: Registered Nursing Practice 103 Olympic College Student Conduct Code 49 RCW 18.79.260: Registered Nurse –Activities 103 Posting Policy and Procedures (200-28) 50 Allowed - Delegation of Tasks 2
Mandatory Reporting of Child abuse and RCW 18.130.180: Unprofessional Conduct 103 50 Neglect Policy (400-10) WAC 246-840-700: Standards of Nursing Conduct 103 Student Absence for Reasons of Faith or 50 Conscience Policy (300-03) WAC 246-840-710: Violations of Standard of 103 Grievance Policy 50 Nursing Conduct or Practice Washington State Authorization Reciprocity Grade Appeals Procedure 50 104 Agreement (SARA) Handbook Acknowledgement & Photo/Video Student Complaint Procedure 50 105 Release Affirmative Action Policy 50 Handbook Acknowledgment 106 Harassment/Discrimination Complaint 107 50 Photo/Video Release Policy
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Welcome to Olympic College's RN-BSN Program
Nursing is a dynamic and exciting profession. We comprise the largest number of health professionals. In an age of health care reform and a worsening nursing shortage, the role of the nurse will be more important than ever before. As people in our society ask for comprehensive health services, nursing is assuming an increasingly important and complex role. Nurse professionals are members of inter-disciplinary teams in clinics, hospitals, long- term care, and community settings. Nurse practitioners are filling critical health care needs in both urban and rural settings for portions of the population who do not have adequate health care options. The future possibilities for nurses in the health care field are limitless.
At Olympic College, we are prepared to meet the needs of the community. Our RN-BSN Program is designed to meet the rapid changes in health care and a diverse society. We offer quality education emphasizing analytic reasoning and caring. We graduate competent, professional nurses who excel in all facets of health care.
You will have many opportunities to study and work with people in a variety of settings such as community health agencies and clinics. You will have the opportunity to be an active participant in sharing responsibilities for your own learning needs and evaluation of your progress. Earning a Bachelor of Science in Nursing (BSN) degree will provide multiple benefits to the associate degree registered nurse and the greater health care community.
Completing a BSN degree will: • Facilitate a broader scope of practice as a result of enhanced clinical reasoning and analytic skills; • Enhance leadership skills; • Educate nurses in issues surrounding community health, health care delivery systems and health care policy; • Develop understanding and participation in research methods leading to evidence-based practice; • Enhance health care delivery and health promotion for clients and communities BSN nurses serve.
We are glad that you chose to complete your baccalaureate degree in nursing at Olympic College. We hope that you have a rewarding and satisfying experience with us, and wish you much success during your course of study as well as in your future profession.
RN-BSN Nursing Faculty Olympic College
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Faculty and Staff Faculty Name Office Office Phone Email
Alecia Nye, PhD, MN, RN, CMSRN 5-331 (360) 475-7793 [email protected] Professor, Associate Dean of Nursing Shelly Chavez, MSN, RN [email protected] Professor, Nursing Faculty Colleen Doherty, PhD, MN, RN 5- 320 (360) 475-7314 [email protected] Professor, Nursing Faculty Denise Drevdahl, PhD, RN [email protected] Professor, Adjunct faculty Linda Greene, MSN, RN 5- 326 (360) 475-6829 [email protected] Professor, Nursing Faculty Sondra Perdue, PhD [email protected] Professor, Adjunct Faculty Mari Sullivan, DNP-S, MSN, ARNP, FNP, Bc [email protected] 5-330 (360)475-7331 Professor, Nursing Faculty Allison Wareham, EdD, MN, BSN, RN 5-335 (360) 475-7299 [email protected] Professor, Nursing Faculty Virginia White, MN, BSN, APRN-BC, RN 5-334 (360) 475-7319 [email protected] Professor, Nursing Faculty
Staff Name Office Office Phone Email Mackenzie Klinker, M.Ed., BAS Administrative Assistant Kleane Librojo 5-341 (360) 475-7748 [email protected] Program Coordinator Sharon Childress Program Assistant Brittany Marrero, BA 5-319 (360) 475-7797 [email protected] Clinical Placement Liaison Deirdre Treadway TBD Lead Lab Resource Nurse Tiffany Parker, BSN, RN CSC (360)475-7136 [email protected] Lab Resource Nurse 101A Jennifer Ingalls, MSN, RN [email protected] Lab Resource Nurse Ashley Blake, MA, PsyD Healthcare Pathway – CSC 312 (360)475-7782 [email protected] Student Success Coach
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Academic Calendar 2020-2021
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The RN-BSN Program
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Mission Statements
Olympic College Mission, Vision, & Values Mission Olympic College enriches our diverse communities through quality education and support so students achieve their educational goals.
Vision At Olympic College we envision learning as a life enhancing journey of discovery where: I. Our students are life-long learners in a global society. To realize our vision, we will focus on student learning and success, promoting learning through accessible education, personalized service, adaptive and innovative teaching, and an ongoing commitment to academic excellence. II. Our employees are empowered to achieve the college mission. To realize our vision, we will appreciate and value our employees, providing opportunities to enhance professional skills, encouraging learning and advancement, and prioritizing and sharing institutional resources. III. Our community recognizes the college as its cornerstone of learning. To realize our vision, we will develop strong community partnerships and fulfill our role as a cultural center, enriching those we serve by creating relevant educational options and bringing a diverse array of activities to the region.
Values We honor our shared values by holding ourselves and each other accountable for: 1. A Dedication to Public Service and Higher Education To demonstrate our values we… a. Commit ourselves to student learning and success b. Embrace the wide-ranging mission of the community college c. Meet or exceed professional standards of practice and ethics d. Champion the principles of academic freedom and intellectual honesty e. Foster innovation, creativity, and flexibility in our efforts to offer exemplary education and service f. Regularly evaluate our practice and make changes to better support those who are underserved 2. A Commitment to Life-long Learning To demonstrate our values we… a. Assess our work rigorously and reflectively to improve our knowledge b. Improve our practices and behaviors as we learn better ways of working c. Take thoughtful risks to acquire new perspectives and skills d. Create a learning environment in which each learner is welcomed, encouraged and supported
3. The Practice of Civil and Constructive Discourse and Respect for Diversity To demonstrate our values we… a. Exemplify civility as a hallmark of our institution b. Appreciate and listen to one another with respect for our differences
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c. Acknowledge that our own cultural conditioning influences our perceptions of other people d. Are open-minded problem solvers who manage conflicts proactively and effectively 4. A Quest for Community and Environmental Health To demonstrate our values we… a. Contribute to the wellbeing and sustainability of our community b. Serve as stewards of our environment c. Study and model choices and practices that enhance environmental health, economic vitality, and social justice 5. The Thoughtful Use of Our Finite Resources, including Ourselves To demonstrate our values we… a. Empower employees to assert leadership and engage in institutional decision making b. Develop, prioritize and communicate our goals collaboratively c. Identify, share, and make the most effective use of our resources d. Work together to accomplish our tasks and achieve the college mission e. Strive for a balanced work environment in which we are efficient and competent, but also kind and friendly
Olympic College measures its effectiveness and fulfillment of the Mission by using the achievement indicators found in the College’s Core Themes available on the OC website.
Nursing Program Mission
We are committed to: • Facilitating an interactive environment that fosters growth and maximizes the potential of each individual student to achieve high academic and ethical standards; • Developing reflective, caring students who demonstrate professional behavior and commitment to lifelong learning; • Empowering students to optimize the health and wellness of diverse communities; • Challenging students to become responsible decision makers and to be accountable for the consequences of their actions. Guiding Principles
We are here to educate and support nursing students to meet the health care needs of the community and state.
We will: ❖ Teach, for it is through education that we shape the future. ❖ Continually strive to improve our educational process by focusing on being responsive to the needs of the student and the community. ❖ Sustain the trust and confidence of all students by treating them with dignity and respect. ❖ Foster an environment that nurtures innovation, creativity, and teamwork in the pursuit of excellence. ❖ Always maintain the highest level of integrity.
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Nursing Program Philosophy
Society today is characterized by diversity. Clients in society exist within a continuum of wellness-illness. Nursing is responsive to the dynamic, health-related needs of this diverse society. Graduates of the nursing program practice safely within legal and ethical standards.
The Olympic College Nursing program prepares graduates in multiple professional practice roles to be collaborative and caring as they assist each client to maximize health throughout the lifespan. The nursing education program teaches students to critically reason and prepares graduates who hold competencies in the knowledge, values, and skills necessary for professional practice.
Faculty believe that students learn best when treated with respect and dignity. Faculty nurture professional development through modeling and teaching students to attain the highest professional values and competencies.
Effective learning is based on a trusting teacher-student relationship. Optimal learning occurs when students are prepared, engaged, and responsible. Ongoing evaluation is a critical element for faculty, students, and curriculum, in order to prepare professional nurses for multifaceted roles.
Conceptual Framework
The RN-BSN Conceptual Framework builds upon and expands the conceptual framework of the ADN program. To fully appreciate the RN-BSN conceptual framework an understanding of the ADN Conceptual Framework is necessary. The following describes the ADN conceptual framework and associated definitions. It will provide the foundation for the RN- BSN conceptual framework on page 20. The major concepts in the conceptual framework are client, society, nursing process, leadership and communication. Client or recipient of care must be viewed as an individual within the context of the family, community, and culture. Clients are holistic in nature. Holism is the interrelationship of the physiological, sociological, psychological, cultural and spiritual dimensions of the person that may affect wellness-illness state. Clients live within a diverse society. Inherent in society are stressors which may challenge the homeostasis of the client. Nursing education prepares graduates to care for individual clients, families, and communities in a diverse society. Nursing education at Olympic College prepares graduates who provide a caring environment and interventions that promote an optimal level of wellness for the client. This is accomplished through prevention interventions. Clinical reasoning is developed through learning to use the nursing process. Nursing education prepares graduates to communicate therapeutically through caring exchanges of ideas or information. Effective communication also promotes increased continuity and quality of care through collaboration with the client and members of the health care team. Leadership, as exercised by the associate degree graduate, is demonstrated by application of the nursing roles of clinical reasoner, decision maker, consumer advocate and change agent in collaboration with other health care providers. Graduates of this program are prepared to demonstrate leadership through roles of manager of care, provider of care, and member of the profession.
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Definition of Terms
Definition Groups Concepts with Sub-concepts PERSON/CLIENT SOCIETY NURSING PRACTICE central core stressor caring normal line of defense environmental primary prevention flexible line of defense secondary prevention system response HEALTH tertiary prevention homeostasis accountability HOLISM illness responsibility dimension wellness safety physiological disease sociological health status NURSING PROCESS psychological wellness/illness continuum assessment cultural CLINICAL REASONING nursing diagnosis spiritual planning life cycle COMMUNICATION client goals collaboration nursing interventions ADULT LEARNING implementation LEADERSHIP evaluation
Definitions
A multidimensional open system comprised of a central core, normal PERSON/CLIENT: line of defense and flexible line of defense. The system (person) is in constant interaction with the society.
The system's innate energy source of survival factors is essential to system Central Core: viability. If the central core is penetrated, death results.
The range of responses and coping mechanisms which the system has Normal line of developed over time. The normal line of defense represents the system's usual defense: state of equilibrium and is not susceptible to situational change.
Provides an initial barrier to impending stressors. This line of defense is Flexible line of dynamic in nature and its effectiveness is determined by situational defense: circumstances.
The reaction of an individual to stressors. The response involves a change or System Response: instability in the individual. The degree of system response depends upon the lines of defense encountered by the stressor(s).
A concept that views an individual as an integrated whole who has a HOLISM: reality independent of and greater than the sum of its parts.
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Dimension: An aspect of an integrated whole.
That dimension of an individual dealing with the anatomical structure, Physiological: biological functions and processes of the body.
That dimension of an individual developed by the influence of human society, Sociological: social phenomena, and social relations, organization and change.
That dimension of an individual concerned with cognitive and affective Psychological: functioning.
That dimension of an individual involving beliefs, values and behaviors arising Cultural: out of traditional influence of a group of people.
That dimension of an individual dealing with the perceived meaning and value Spiritual: of human life.
Life cycle: The developmental stages of one's life.
HEALTH: A state of homeostasis.
Homeostasis: A state of dynamic equilibrium between the person and environment.
Lack of growth toward an individual's potential. Illness implies the individual's Illness: inability to set goals, mobilize energy and resources, and cope with daily living.
A dynamic state or direction of growth toward an individual's potential Wellness: according to his/her needs and abilities. Wellness implies the individual's ability to set goals, mobilize energy and resources, and cope with daily living.
A pathological or degenerative process or state from which the individual has Disease: not recovered, resulting from stressor penetration of the normal line of defense.
Health status: One's position on the wellness/illness continuum.
The wellness-illness continuum is a concept which contends that there are as many degrees of wellness as there are of illness. This continuum is dynamic in Wellness-Illness nature, and is used to describe the status of a client's health so that nursing Continuum: interventions can be implemented toward achieving maximum potential for that individual within the current environment.
Composed of groups of individuals who hold a set of values in common SOCIETY: which affect their responses to various stressors in their environment. Depending on the stressors the effect may be wellness or illness.
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Any factor (stimulus) capable of causing alteration in homeostasis by Stressor: penetration of the lines of defense.
The physical surroundings in which an individual exists, including the chemical Environmental: and biological atmosphere.
Those actions taken by the nurse to decrease the number of stressors NURSING PRACTICE: and/or strengthen the lines of defense, thus facilitating the individual's quest for homeostasis. Caring is the central and unifying theme supporting the foundation of the practice of nursing. Caring is a process characterized by empathy and action. Empathy is defined as the caretaker's ability to listen to another with genuineness, warmth Caring: and sensitivity in order to perceive the other's feelings and meanings without losing one's own identity. Action is defined as the caretaker's ability to respond to another so as to promote that individual's optimal well-being. Science and technology are only the tools for caring in nursing practice.
Nursing actions which identify possible risk factors associated with stressors Primary prevention: and/or which strengthen the flexible and normal lines of defense before a system response occurs.
Secondary Nursing actions which assist the individual in strengthening lines of defense prevention: following stressor penetration and promoting return to homeostasis.
Nursing actions focusing on helping the individual to return to optimal Tertiary health/wellness by rehabilitation or maintenance of functions or to a dignified prevention: death.
Ability to explain rationale for actions that are consistent with the legal, Accountability: ethical, and moral responsibility of the nurse.
Responsibility: Obligation to fulfill the term of implied or explicit contractual agreement in accord with professional and legal standards of nursing.
Bringing no harm, injury or insult to the client, self, or others as a result of Safety: nursing actions.
The systematic, dynamic, continuous series of interdependent steps by which nursing care is organized and delivered. These steps include NURSING PROCESS: assessment, diagnosis, planning (establishing client goals and nursing interventions), implementation, and evaluation.
A process of continual, systematic, comprehensive collection and organization Assessment: of subjective and objective data about the health status of a client.
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A clear, concise and definitive statement, based on analysis of assessment Nursing data, which identifies the client's health status and concerns that can be diagnosis: affected by nursing action. This serves as a basis for client goals and nursing interventions.
The act of judging priorities, establishing client goals with specific outcome Planning: criteria, and identifying specific strategies for the purpose of restoring, maintaining, or promoting health.
Specifically stated outcome criteria showing that the problem identified in the Client goals: diagnostic statement has been prevented, modified or corrected, thus decreasing stressors or increasing barrier system strength.
Specific planned nursing actions designed to assist the client in achieving goals. Nursing Nursing interventions address the elimination or reduction of the etiological interventions: factor(s).
Implementation: The initiation of the nursing interventions to achieve specific outcome criteria.
A continual, planned, systematic process of measuring the client's progress Evaluation: toward stated goals, collection of new data, and necessary revision of the plan of care.
A cognitive process involving inclusion of evidence used to understand the significance of client data, to identify and diagnose actual or CLINICAL REASONING: potential client problems, to make clinical decisions to assist in problem resolution, and to achieve positive client outcomes.
All messages, verbal or nonverbal conscious or unconscious, between COMMUNICATION: or among two or more Individuals.
A joint effort between or among two or more people for the purpose COLLABORATION: of creating change toward a mutually desired goal.
A relationship between individuals whereby interpersonal influence is LEADERSHIP: exercised through the process of communication toward the achievement of specific goals.
Adult learners are individuals who are self-motivated and directed. The goals of a learning experience are perceived to be their own. Adult learners accept a share of the responsibility for the planning and participation in their learning experiences, and are therefore ADULT LEARNING: committed to them. Individual experiences are shared with others to enhance learning for all. Adult students are ready to learn, but need the content to be meaningful to life experiences. Immediate application of concepts reinforces learning which has taken place.
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RN-BSN PROGRAM Conceptual Framework
The conceptual framework of the RN-BSN program is a progression of the conceptual framework of the Olympic College Nursing Program. The major concepts in the Nursing Program are person, society, holism, health, nursing process, nursing practice, clinical reasoning, communication, leadership, and adult learning. The emphasis of the RN-BSN degree is development of the professional role and values. The conceptual framework guides the planning, development, implementation and evaluation of the curriculum. The concepts of the philosophy and the curricular themes are integrated into the conceptual framework. The RN-BSN curricular framework developed by the Olympic College Nursing faculty is also based on the Essentials of Baccalaureate Education for Professional Nursing Practice, published by the American Association of Colleges of Nursing (2008). The curricular framework is organized to structure knowledge in a way that is meaningful to faculty and students. The treads in the RN-BSN curriculum are professional values/role development, analytic reasoning, leadership, scholarly inquiry, community/population health: health and wellness, and communication.
The curriculum of the Olympic College RN-BSN Program emphasizes increasing competence in application, analysis, synthesis and evaluation. The curriculum is community focused with the role of nursing to enhance the health of persons within the context of their communities and the larger environment. Persons are complex beings with values, feelings, beliefs and needs that influence their decisions and behavior. Persons have the potential to grow and develop increasing in complexity and diversity as they continually interact with their environment. We believe that persons have the right to live and die with dignity, and to be accepted for their intrinsic worth and to be responsible for their decisions about their lives. A community is a group of persons with a common identity and/or common goals. Environment is the context through which persons and communities interact. Health is a dynamic state of well-being possessed by persons and communities. Culture, spirituality, values and social norms influence personal and community health perceptions of health.
The curricular themes intensify and expand as the student progresses throughout the curriculum. Community, Health and Wellness is a concept that embraces a commitment to wellness, a conscious desire to prevent illness and disease, and the belief that health restoration is vital. The concept of community encompasses a global perspective. It involves enhancing environments to promote health and changing attitudes and behaviors that enhance the health of individuals, families, groups and communities. Communication is the process by which information, ideas, and feelings are interchanged. It involves symbols, gestures, images and spoken language. The nurse uses communication to assess health care needs, teach, provide emotional support, and help in the interpretation of health care information for individuals, families, groups, and communities. Scholarly Inquiry is a process in which critical thinking skills are developed, used, disseminated, and in which knowledge is created and transmitted. Scholarly inquiry provides a framework to guide nursing practice decision making, participation in research and professional organizations, and using evidence-based research findings in practice. Leadership is the ability to enhance the health care of individuals, families, groups and communities. This is achieved by developing the skills of advocacy, collaboration, delegation, negotiation, coordination and evaluation. It also involves fostering readiness in others to alter responses and actions in professional practice. An essential element of nursing leadership involves understanding the political climate and the need for cost effective care strategies. Analytic Reasoning is foundational to professional practice and scholarly activities. It is a self-reflective cognitive process of
15 purposeful judgments that will be utilized to enhance the health of individuals, families, groups and communities. Analytic reasoning includes skills of interpretation, questioning, analysis, evaluation, inference and explanations which lead to problem solving and decision making in clinical, communication, ethical and moral issues. Professional Values/Role Development is a process in the expansion of characteristics in a nurse of specialized knowledge and skills that is used in the delivery of high-quality nursing care. Professionalism in nursing is characterized by commitment to values that support human dignity and worth. Professional behaviors are attitudes and personal qualities that focus on providing safe, humanistic care that enhances health and quality of life.
This conceptual framework represents the RN-BSN faculty’s belief that nursing practice exists in a health care system that is rapidly evolving and changing. The practitioners of the future must be prepared to anticipate, participate in and create change. The conceptual framework represents the faculty’s belief that nursing practice arises out of the interaction of person, community, environment and health. The foundation of all nursing acre is caring with the ultimate goal of optimizing health and quality of life for individuals, families, groups and communities.
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RN-BSN Student/Program Outcomes
Leadership (Manager of Care, Member of the Profession) The graduate will apply leadership skills as evidenced by: • Providing, coordinating, designing and evaluating client care in a variety of settings. (Synthesis, Evaluation) • Advocating quality health care for individuals, families, groups and communities through understanding health care delivery systems, as shaped by public health policies and societal issues. (Application, Synthesis) • Developing policies and strategies to promote cost-effective, quality care for health and wellness. (Synthesis) • Generating communication, collaboration, negotiation, delegation, coordination and evaluation of interdisciplinary teams. (Synthesis, Evaluation) • Fostering readiness in others to alter responses and actions in professional practice. (Evaluation)
Analytic Reasoning (Provider of Care, Manager of Care) The graduate will utilize and apply analytic reasoning in professional practice as evidenced by: • Integrating research and scholarship modalities in the nursing process for the care of individuals, families, groups and communities. (Synthesis) • Synthesizing information, questioning discrepancies and inconsistencies to enhance care and promote health. (Synthesis, Evaluation) • Recognizing assumptions regarding clinical practice, research and theory in challenging habitual approaches to thinking and acting. (Application) • Utilize insight, creative analysis and reasoning for critical thinking in all aspects of professional practice. (Synthesis, Evaluation) • Critiquing research findings to determine applicability and appropriateness in theory-based practice. (Evaluation) • Applying epidemiology, clinical research, outcomes research, social science and health systems information in identifying efficient, evidence-based quality approaches to care. (Application)
Community, Health and Wellness (Manager of Care, Provider of Care) The graduate will promote health and wellness in the community as evidenced by: • Assessment of global environmental factors that impact the health status of individuals, families, groups and communities. (Comprehension) • Implementing nursing care that is directed toward creating, modifying and enhancing environments to promote optimal health. (Evaluation) • Assisting individuals, families, groups and communities to incorporate attitudes and behaviors that maintain wellness within the cultural frameworks in which they make decisions. (Synthesis)
Professional Values/Role Development (Member of the Profession) The graduate will demonstrate professional values as evidenced by: • Integrating caring behaviors encompassing empathy, listening, genuineness, warmth, sensitivity and respect for human dignity in professional nursing practice. (Synthesis) • Demonstrating professional role behaviors including autonomy, altruism, integrity, social justice, ethical principles and self-regulation. (Application) • Applying the theoretical body of knowledge specified in the Washington State Nurse Practice Act, the ANA: Standards of Clinical Practice, Code of Ethics and Social Policy Statement. (Application) • Demonstrating accountability for one’s own practice. (Application) • Engaging in ongoing independent, self-directed, life-long learning. (Synthesis) 17
• Increasing public awareness regarding the roles and values of the Professional Nurse as they relate to health care. (Synthesis) • Participating in professional nursing activities. (Application)
Scholarly Inquiry (Member of the Profession, Manager of Care, Provider of Care) The graduate will demonstrate scholarly inquiry as evidenced by: • Using nursing theorists, models and ethical frameworks to make clinical decisions. (Evaluation) • Independent and collaborative decision making, clinical judgment and creative problem solving. (Synthesis, Evaluation) • Critiquing, applying and promoting use of evidence-based findings in practice to reduce risk and maintain or restore the health of clients. (Evaluation) • Planning, implementing and evaluating care of individuals, families, groups and communities. (Synthesis, Evaluation)
Communication (Member of the Profession, Manager of Care, Provider of Care) The graduate will demonstrate effective communication; an ongoing and dynamic process, as evidenced by: • Effectively communicating in many forms (e.g. verbal, nonverbal, written and technological) with individuals, families, groups, communities and members of the health care team. (Application) • Addressing the health needs of individuals, families, groups and communities through exploring, defining and clarifying data. (Evaluation) • Providing teaching and emotional support to individuals, families, groups, communities and health care team members. (Evaluation) • Assisting clients to interpret the meaning and validity of health care information. (Evaluation).
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Sigma Theta Tau International (STTI)
The Honor Society of Nursing, Sigma Theta Tau International was founded in 1922 at Indiana University. The founders’ vision for the society helped bring recognition to nursing as a science. Since 1936, the Society has participated in funding nursing research. These peer-reviewed grants are often the first recognition of potent concepts that eventually lead to major, wide-scale research projects and innovation in the nursing profession. The Society promotes nursing knowledge, leadership, service and community.
Psi Chapter-at-Large Membership
Membership is by invitation to baccalaureate and graduate nursing students, who demonstrate excellence in scholarship, and to nurse leaders exhibiting exceptional achievements in nursing. A meeting will be held with prospective inductees during winter or spring quarter of the academic year.
Student Membership Criteria
Olympic College baccalaureate students must have completed one half (16 of the 35 nursing credits) of the required nursing curriculum and achieve academic excellence (this equates to a 3.5 or higher on the 4.0 grade point average system); and meet the expectation of academic integrity and professional behavior. Baccalaureate students who are elected shall rank not lower than the highest 35 percent of their class in scholarship.
Local Chapter (http://www.stti-psi-at-large.org/)
International (http://www.nursingsociety.org)
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RN-BSN Curriculum
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RN- BSN Curriculum Design
2020-2021 Registered Nurse to Baccalaureate of Science in Nursing (BSN) Program 180 Total Credits required for ADN to BSN Degree Requirements General Education Credits (total earned in college/ADN) 65 Nursing Credits in ADN 35 Nursing Credits for RN Licensure 35 Upper Division Nursing Courses 35 Upper Division General Education Electives 10 Total Credits 180 ADN to BSN General Education Requirements Foreign Language Two years in high school of the same foreign language or 10 credits of one language at the college level. Students educated in another language through the 8th grade may be exempt. Mathematics Requirement fulfilled by advanced math. Quantitative/Symbolic Reasoning 5 credits (fulfilled by statistics). Writing 15 credits. Must include 5 credits of English composition and 10 additional credits of writing- intensive coursework. The 10 additional credits may be earned by BSN core courses. Humanities 15 credits. College-level foreign language credits can be applied towards this requirement and may be completed while in OC ADN and BSN programs. Natural Sciences 28 credits. Must include 5 credits of college-level chemistry, 10 credits of anatomy and physiology (can be met via examination), 3 credits of microbiology (can be met via examination), 5 credits of advanced math (can be petitioned) and 5 credits of statistics. Electives To complete a total of 65 general education requirements. Upper Division Nursing Coursework Course Number Course Title Credits BNURS 340 Advanced Clinical Reasoning 3 BNURS 350 Professional Writing for Nursing 3 BNURS 402 Family in the Community: Implications for Urban and Rural Health 3 BNURS 403 Scholarly Inquiry: Connecting Research to Practice 3 BNURS 407 Perspectives on Diversity 3 BNURS 408* Health and Wellness Promotion with Community Partners (fieldwork for BNURS 402) 3 BNURS 409 Community Health Nursing and Population Assessment Theory 3 BNURS 410 Contemporary Ethical Perspectives in Nursing 3 BNURS 411* Community Health Nursing and Population Assessment Application (fieldwork for BNURS 409) 3 BNURS 412 Nursing Leadership in Health Care Systems 3 BNURS 430 Interactive Process of Nursing Communication 3 BNURS 450 Professional Development Seminar 1 1 BNURS 451 Professional Development Seminar 11 1 Total Credits 35 *You must have an RN license at the start of the quarter you plan to do fieldwork. Upper Division General Education Electives/Optional Courses Course Number Course Title Distribution Credits ANTH 325 Death: A Comparative Perspective H or SS 5 ANTH 335 Culture/Health/Healing H or SS 5 BIOL 351 Medical Genetics NS 5 BIOL 360 Pathophysiology NS 5 BNURS 320* Statistics for Health Research None 5 BNURS 321 Nursing Informatics Transfer 5 Restricted BNURS 323 U.S. Healthcare Crisis H or SS 5 ENGL 328 Literature and Medicine H 1-5 HUMAN 320 Women and Gender Studies - Advanced H or SS 5 SOC 319 Sociology of the Digital World SS 5 PSYC 300 Industrial and Organizational Psychology SS 5 Theory Course: 1 credit = 10 hours Fieldwork Course: 1 credit = 20 hours H=Humanities, SS= Social Science, NS=Natural Science *BNURS 320 is not applicable towards the 10 credits of upper division electives required for graduation. 21
Graduation Requirements: • Complete a minimum of 180 credits, at least 45 (35 BSN core, plus 10 credits of upper division electives) of a student’s last 60 credits as a matriculated student in residence at Olympic College. • Must remove any admission deficiencies. • Must have completed all Olympic College Admission Requirements and nursing requirements. • Must have at least a 2.0 cumulative Olympic College GPA at graduation. • All course work required for graduation should be completed within four years of starting the RN-BSN program. • Successful completion of the RN-BSN Academic Portfolio. • You must have an RN license at the start of the quarter you plan to do fieldwork.
Readmission: Students enrolled in the RN-BSN program may miss one major quarter (fall, winter, or spring) without reapplying. If a student misses two consecutive quarters, not including summer quarter, he/she is required to resubmit an application packet and pay a $50 admission fee.
22 RN-BSN Admission and Graduation Requirements OC RN-BSN Minimum for Minimum for Minimum Grade Requirement Notes Program Admission Graduation Required
Foreign Language 0 2 years in HS 2.0 Exempt if educated in another Or 2 quarters in language through 8th grade college of same language Math 0 5 CR 2.0 May be met with Math& 107 or Math& 141 Quantitative/Symbolic 0 5 CR 2.0 Requirement fulfilled by statistics Reasoning Writing 0 15 CR 2.0 Must include 5 CR English General Composition. 10 additional credits Education may be met in-program with writing Requirements intensive nursing courses Humanities 0 15 CR 2.0 College level foreign language can apply. Some credits may be completed in-program with BSN courses Social Sciences 0 15 CR 2.0 Some credits may be completed in- program with BSN courses Natural Sciences 0 28 CR 2.0 See Program Requirements Electives 0 Varies 2.0 To complete 65 gen. ed. credits Human Anatomy & 0 10 CR 2.0 May be met via Excelsior Exam Physiology Chemistry with Lab 0 5 CR 2.0 Must be college-level Microbiology 0 3 CR 2.0 May be met via Excelsior Exam Statistics 0 5 CR 2.0 BNURS 320 or MATH& 146 or BUS 215 Program Requirements English Composition 0 5 CR 2.0 RN Licensure Current 35 CR Provisional admission offered to licensure in students in final year of ADN WA program ADN Program Credits 35 CR 35 CR 2.0 1 year of Clinical Nursing school clinicals apply Practice BNURS 340 3 CR 2.0 BNURS 350 3 CR 2.0 BNURS 402 3 CR 2.0 BNURS 403 2 CR 2.0 BNURS 407 3 CR 2.0 BNURS 408 3 CR 2.0 Degree BNURS 409 3 CR 2.0
Requirements BNURS 410 3 CR 2.0 BNURS 411 3 CR 2.0 BNURS 412 3 CR 2.0 BNURS 430 3 CR 2.0 BNURS 450 1 CR 2.0 BNURS 451 1 CR 2.0 Upper Div. Electives 10 CR 2.0
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Program Completion Plans
1-year completion plan
Fall Winter Spring Summer
BNURS 350 BNURS 340 BNURS 402 BNURS 412 BNURS 410 BNURS 407 BNURS 403 BNURS 451 BNURS 450 BNURS 409 BNURS 408 Elective Elective BNURS 411 BNURS 430
2-year completion plan Students will need to have completed statistics in order to take BNURS 403/Research spring quarter. YEAR 1 Fall Winter Spring Summer BNURS 350 BNURS 340 BNURS 403 Electives BNURS 450 BNURS 407 BNURS 430 BNURS 402 YEAR 2 BNURS 410 BNURS 409 BNURS 408 Electives BNURS 412* BNURS 411 BNURS 451
3 year completion plan Students will need to have completed statistics in order to take BNURS 403/Research spring quarter. YEAR 1 Fall Winter Spring Summer BNURS 350 Electives BNURS 340 BNURS 403 BNURS 450 BNURS 410 YEAR 2 or BNURS 407 BNURS 430 Electives BNURS 412* BNURS 410 BNURS 409 BNURS 402 YEAR 3 Or BNURS 411 BNURS 408 Electives BNURS 412* BNURS 451 * BNURS 412 may not be offered fall quarter for the two and three year plans, but will be available summer quarter.
*RN license is required prior to beginning fieldwork.
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COST INFORMATION
1. The student is required to pay Olympic College tuition and must also provide the following: a. Submit application for admission to the OC RN-BSN Program. i. The application fee is $50. b. Provide one official transcript from all previous academic and nursing coursework. High school transcripts should be submitted if foreign language was completed in high school. 2. Technology fee ($35.00 max per quarter); 3. Liability and Malpractice insurance ($22.35); 4. Basic Life Support (BLS) certification for Health Care Providers for Adults, Children, and Infants (Health Care Provider Card – American Heart Association); 5. Written verification of having met all state and federal immunization requirements prior to beginning fieldwork; 6. Proof of personal health insurance; 7. Background checks - $21 paid to OC Cashier Office (Nursing office receives paid notification to run background check); 8. Transportation to and from fieldwork facilities; 9. Textbooks.
2020-2021 Tuition for Upper Division Course Work:
OC Lower Division Course Tuition Credits Washington Resident Non-Washington Resident Per Credit $113.04 $291.28
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Statement on Grading
RN-BSN students are required to maintain a minimum passing grade of 2.0 in each nursing course. Nursing courses may be repeated if a grade of 2.0 is not achieved. If a student receives an incomplete, progression to the next RN- BSN course cannot occur until the incomplete is removed.
Correspondence between 4.0 grading scale, percentage scale conversion, and letter grades is as follows: Numeric Percentage Letter Numeric Percentage Letter Grading Point Scale Grade Grading Point Scale Grade Conversion Conversion 4.0 100-98% A 2.3 81% C+ 3.9 97% A 2.2 80% C+ 3.8 96% A- 2.1 79% C 3.7 95% A- 2.0 78% C 3.6 94% A- 1.9 77% C 3.5 93% A- 1.8 76% C- 3.4 92% B+ 1.7 75% C- 3.3 91% B+ 1.6 74% C- 3.2 90% B+ 1.5 73% C- 3.1 89% B 1.4 72% D+ 3.0 88% B 1.3 71% D+ 2.9 87% B 1.2 70% D+ 2.8 86% B- 1.1 69% D 2.7 85% B- 1.0 68% D 2.6 84% B- 0.9 67% D 2.5 83% B- 0.8 66% D- 2.4 82% C+ Note: 2.0 is the lowest acceptable grade for an RN-BSN student.
Exam Policy
Students are expected to take exams as scheduled. If absence is unavoidable, prior notification of the Faculty is required. If Faculty is not notified prior to the exam, or the absence is not valid, no credit will be given for the exam. It is the student’s responsibility to contact the Faculty to arrange the make-up exam. It must be taken within one (1) week of the regular exam schedule unless prior arrangements have been made with the instructor. There will be no make-up exams in the case of a poor grade on the original exam. Refer to your syllabus for specific exam requirements for each class and instructor.
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Retention Plan
The success of the Olympic College RN-BSN Program revolves around Faculty committed to quality education, student success and program outcomes.
Developing a supportive atmosphere that promotes learning during the transition into an intense Nursing Program is a challenging task that requires constant nurturing. Olympic College assists students in this transition through a variety of on-campus programs and organizations.
The ability to meet the needs of students is the key to retention and reflects the overall success of the Nursing Program. The Faculty at Olympic College has carefully designed courses which enhance individual growth and promote academic success. By integrating RN-BSN students into the educational community through orientation, tutoring, and advisement. Olympic College promotes quality education and quality nursing care. These programs include:
Orientation: New student orientation is provided prior to the first quarter of the program to explain the curriculum requirements and answer questions. In this "open" atmosphere information is shared, program curriculum is explained, and students are welcomed.
Counseling & Access Services: Specialty counselors, available through referrals, provide a myriad of services including workshops designed to reduce test anxiety and stress, as well as workshops to improve one's assertiveness. Counselors are available for confidential counseling to all students free of charge. Referrals are based on student needs and individual desires. Stress management focuses not only on the academic difficulty, but on the student's social integration as well. By integrating student needs and academic requirements, the success rate for students is enhanced.
Faculty & Academic Advising: The BSN program has a Healthcare Pathway - Student Success Coach available for the BSN students. In addition, each student has an assigned in-program faculty advisor. Students are encouraged to meet with the Student Success Coach and Faculty Advisor at least once per quarter to discuss academic progress.
Tutoring: Tutoring is available free of charge for students. This includes writing, computer and math labs.
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Progression Plan
Student progression is contingent upon the following criteria:
• Successful completion of each RN-BSN course with a grade of 2.0 or above.
• Students who receive an incomplete in an RN-BSN course, will not progress to the next RN-BSN course until the incomplete is removed.
• The following courses must be taken in sequence: o BNURS 320 or Statistics before BNURS 403. o Begin program with BNURS 350 and 450. o BNURS 409 and 411 must be taken concurrently and prior to BNURS 402 and 408. o BNURS 409 and 411 must be taken concurrently, and BNURS 402 and 408 must be taken concurrently. o BNURS 451 is taken in the final quarter of the RN-BSN course work.
• Students may withdraw for one major quarter (fall, winter, or spring) without reapplying to the RN-BSN program. Students with an interruption in the usual progression of their nursing studies as a result of (a) withdrawal from the RN-BSN course (s) in more than one major quarter, (b) earning a grade lower than 2.0 in a required RN-BSN course, or (c) lack of compliance with other progression standards, must immediately discontinue enrollment in the RN-BSN Program. Individuals may reapply for admission at any time during the academic year.
• All course work and graduation requirements should be completed within a four-year period.
• You must have a RN license at the start of the quarter you plan to do fieldwork.
• If your application to RN-BSN Program is still incomplete at the start of school, all outstanding documents must be submitted prior to moving on to quarter two. Students may not progress beyond the first quarter if any aspect of their admission application is still outstanding.
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RN – BSN Withdrawal Procedure Request
It is important for the RN-BSN team to have current information regarding students enrolled in the RN-BSN program, so that we can meet your needs in a timely and efficient manner. If you find yourself thinking about, or needing to withdraw from a specific class or the program, please notify your faculty advisor, classroom instructor, and Healthcare Pathway Student Success Coach at 360-475-7782.
Withdrawing from an individual class: Students thinking about, or needing to withdraw from a BNURS class must notify their faculty advisor, current instructor, and Healthcare Pathway Student Success Coach. See important dates below for information related to tuition reimbursement related to withdrawal dates. This information is also available in the current edition of The View.
Permanent withdrawal from the RN-BSN program: Students thinking about, or needing to withdraw from the RN-BSN program must notify their faculty advisor, current instructor, and Healthcare Pathway Student Success Coach. See important dates below for information related to tuition reimbursement related to withdrawal dates. This information is also available in the current edition of The View.
Please schedule an exit interview with the Associate Dean of Nursing by calling (360) 475-7748 to schedule an appointment at your convenience.
SUMMER SESSION 2020 (2205) FALL QUARTER 2020 (2207) Jul 4 Last day to request 100% refund for withdrawal from Sep 24 Last day to request 100% refund for withdrawal from classes classes Oct 10 Request 50% refund for withdrawal from classes Jul 20 Last day to request 50% refund for withdrawal from classes Oct 2 Last day to: ▪ Register for class with instructor permission Jul 14 Last day to: ▪ Officially drop a class with no grade reported ▪ Register for class with instructor permission ▪ File for Pass/No Credit or Audit ▪ Officially drop a class with no grade reported ▪ File for Pass/No Credit or Audit options Nov 9 Last day to officially drop a class and receive a “W” grade
Aug 3 Last day to officially drop a class and receive a “W” grade
WINTER QUARTER 2021 (2211) SPRING QUARTER 2021 (2213) Jan 7 Last day to request 100% refund for withdrawal from Apr 8 Last day to request 100% refund for withdrawal from classes classes Apr 24 Last day to request 50% refund for withdrawal from classes Jan 23 Last day to request 50% refund for withdrawal from Classes Apr 16 Last day to: ▪ Register for class with instructor permission Jan 15 Last day to: ▪ Officially drop a class with no grade reported ▪ Register for class with instructor permission ▪ File for Pass/No Credit or Audit options ▪ Officially drop a class with no grade reported ▪ File for Pass/No Credit or Audit options May 19 Last day to officially drop a class and receive a “W” grade Feb 17 Last day to officially drop a class and receive a “W” grade
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Non-matriculated RN-BSN Course Enrollment
RN-BSN students may be classified into two groups according to their enrollment status: matriculated and non- matriculated (Applied Baccalaureate Upper-Division Course and Certificate Policy - SBCTC).
A matriculated student has been accepted for admission to the Olympic College (OC), has been accepted in the OC RN-BSN program, and is pursuing courses toward a BSN degree. Students must maintain good academic standing to keep their matriculated status.
A non-matriculated student is a student who has not yet been accepted for admission to the OC RN-BSN Program. A student must either have a Washington State RN license or be currently enrolled in the OC ADN/TADN Nursing Program in good standing. Courses taken by a non-matriculated student may later count towards the OC BSN degree, however, the student will not be eligible for financial aid.
A matriculated RN-BSN student: 1. Has successfully completed an ADN program, 2. Is eligible to sit the NCLEX-RN, 3. Successfully completes the NLCEX-RN and obtains Washington RN license prior to enrollment in BSN fieldwork (BNURS408 / 411) 4. Has applied to the RN-BSN program, 5. Has been accepted into the RN-BSN program, 6. Has an educational plan on file with nursing program reflecting completion of the RN-BSN program, 7. Course cost is at the baccalaureate level, 8. May be eligible for financial aid at the bachelor degree rate. 9. BSN courses may or may not be transferable to outside BSN programs.
Non-matriculated (NM) student: 1. Is within one year of meeting the RN-BSN matriculation requirements above or approved by the Dean for Nursing, 2. Has accumulated at least 90 quarter credits or 60 semester credits (Applied Baccalaureate Upper-Division Course and Certificate Policy - SBCTC). 3. May only enroll, general education requirements, upper-division RN-BSN electives, and BNURS 350, 450, 412*, 407*, 403*, and 430* prior to matriculation, *(Comment: Students are required to have taken 350/450 as prerequisites or co-requisites for the other courses.) 4. Course cost is at the baccalaureate level, 5. May not be eligible for financial aid at the bachelor degree rate as bachelor level financial aid is limited to students matriculated in a baccalaureate/bachelor degree program. 6. BSN courses may or may not be transferable to outside BSN programs.
Courses taken by a non-matriculated RN-BSN student may later be applied toward a RN-BSN degree at Olympic College.
A student who is registered for RN-BSN courses as a non-matriculated is not eligible to receive a RN-BSN degree while in NM status. Non-matriculated students must change non-matriculated to matriculated status by formal application to the RN-BSN program through the appropriate Office of Admissions. Applicants for a change in status from non-matriculated to matriculated students will be considered as new applicants for admission and therefore, may be accepted or denied admission. A non-matriculated student who wishes to become matriculated and thus eligible to receive an RN-BSN degree must have a 78% average or better in their NM RN-BSN courses, which do not include more than two courses of Independent Study or Tutorial.
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ADN/TADN Program Withdrawal impact on Non-matriculated BSN courses: Students in the ADN/TADN program may enroll in RN-BSN courses (*selected courses) as a non-matriculated BSN student. If student is not successful in the ADN/TADN program, enrollment in RN-BSN courses as a non- matriculated RN-BSN student will not be permitted.
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RN-BSN ACADEMIC PORTFOLIO
Each RN-BSN student is required to maintain an academic portfolio throughout the core of the RN-BSN program. The academic portfolio is a collection of data related to the student’s progress in achieving the baccalaureate student/program outcomes. It is a tool for student learning, self-evaluation, and assessment. It also serves as a link between curriculum course content, course and student/program outcomes, and professional nursing experience. The student portfolio is used to showcase professional role development, values, core competence and critical thinking.
Introduction The academic portfolio guidelines are designed to provide an explanation for what should be found in each section of the portfolio. The portfolio must be reviewed by RN-BSN faculty advisor twice during the program to assist students in the process; once at the midpoint and again during the quarter when the final nursing courses are taken. Satisfactory completion of the portfolio is required for completion of the program and receipt of the degree. Students will be notified of the schedule for this review. The final portfolio will be due during the capstone course (BNURS 451 Professional Development Seminar II). The electronically formatted final copy of the portfolio will be retained by the department for evaluation by accrediting agencies. Some examples for determining meeting the standard (pass/not yet) include the following: • Professional appearance • Demonstration that RN-BSN student/program outcomes have been met • Value of BSN education to nursing practice, growth in the profession, and life-long learning Outcomes • Assess student academic achievement at the end of the RN-BSN Program • Provide students with a tool to enhance professional advancement and document learning • Provides documentation for program evaluation
Guidelines for Sections of Portfolio 1. Personal/Introduction • Philosophy of Nursing (draft in BNURS 450, completed in BNURS 451)
2. Professional Experience (Resume or Vitae) • Provide a copy of a current resume or vitae that is professional in content and appearance. You may want to include 2-3 letters of recommendation. These may be current or previous employers or faculty. • Copies of unofficial transcripts are required. • Place copies of all CEUs along with seminar outlines or program descriptions in this section. Include all copies of professional certifications. If you have been given any special awards or recognition, include copies of certificates. If you belong to a professional organization (ANA, Sigma Theta Tau, AWHONN, etc.), provide verification.
3. Summary of Student Academic Achievement via RN-BSN Student/Program Outcomes Assessment of learning outcomes occurs each quarter and at the end of the program. Following each quarter, each student is required to reflect upon the courses taken and identify the impact/contribution of the courses to their professional growth. Evaluate how the courses you completed have led you to achieve 32
the student/program outcomes (2-4 pages, be specific). At the end of the program each student needs to write a summary report of their growth in the outcomes collectively. Suggested topics to include are: areas of personal strength; development; and your life-long learning plan. • Leadership (Manager of Care, Member of the Profession) – The graduate will apply leadership skills as evidenced by: • Providing, coordinating, designing, and evaluating client care in a variety of settings. (Synthesis, Evaluation) • Advocating quality healthcare for individuals, families, groups and communities through the understanding of healthcare delivery systems, as shaped by public health polices and societal issues. (Application, Synthesis) • Developing policies and strategies to promote cost-effective, quality care for health and wellness. (Synthesis) • Generating communication, collaboration, negotiation, delegation, coordination and evaluation of interdisciplinary teams. (Synthesis, Evaluation) • Fostering readiness in others to alter responses and actions in professional practice. (Evaluation) • Analytic Reasoning (Provider of Care, Manager of Care) – The graduate will utilize and apply analytical reasoning in professional practice as evidenced by: • Integrating research and scholarship modalities in the nursing process for the care of individuals, families, groups and communities. (Synthesis) • Synthesizing information, questioning discrepancies and inconsistencies, to enhance care and promote health. (Synthesis, Evaluation) • Recognizing assumptions regarding clinical practice, research and theory in challenging habitual approaches to thinking and acting. (Application) • Utilizing insight, creative analysis, and reasoning for critical thinking in all aspects of professional practice. (Synthesis, Evaluation) • Critiquing research findings to determine applicability and appropriateness in theory-based practice. (Evaluation) • Applying epidemiology, clinical research, outcomes research, social science and health systems information in identifying efficient, evidence-based, quality approaches to care. (Application) • Community, Health and Wellness (Manager of Care, Provider of Care) – The graduate will promote health and wellness in the community as evidenced by: • Assessment of global environmental factors that impact the health status of individuals, families, groups and communities. (Comprehension) • Implementing nursing care that is directed toward creating, modifying and enhancing environments to promote optimal health. (Application, Synthesis, Evaluation) • Assisting individuals, families, groups, and communities to incorporate attitudes and behaviors that maintain wellness within the cultural frameworks in which they make decisions. (Synthesis) • Professional Values/Role Development (Member of the Profession) – The graduate will demonstrate professional values as evidenced by: • Integrating caring behaviors; encompassing empathy, listening, genuineness, warmth, sensitivity, and respect for human dignity in professional nursing practice. (Synthesis) • Demonstrating professional role behaviors including autonomy, altruism, integrity, social justice, ethical principles, and self-regulation. (Application) 33
• Applying the theoretical body of knowledge specified in the Washington State Nurse Practice Act, the ANA: Standards of Clinical Practice, Code of Ethics and Social Policy Statement. (Application) • Demonstrating accountability for one’s own practice. (Application) • Engaging in ongoing independent, self-directed, lifelong learning. (Synthesis) • Increasing public awareness regarding the roles and values of the Professional Nurse as they relate to health care. (Synthesis) • Participating in professional nursing activities. (Application) • Scholarly Inquiry (Member of the Profession, Manager of Care, Provider of Care) – The graduate will demonstrate scholarly inquiry as evidenced by: • Using nursing theorists, models and ethical frameworks to make clinical decisions. (Evaluation) • Independent and collaborative decision making, clinical judgment and creative problem solving. (Synthesis, Evaluation) • Critiquing, applying and promoting the use of evidence-based findings in practice to reduce risk and maintain or restore the health of clients. (Evaluation) • Planning, implementing and evaluating care of individuals, families, groups and communities. (Synthesis, Evaluation) • Communication (Member of the Profession, Manager of Care, Provider of Care) – The graduate will demonstrate effective communication, an ongoing, dynamic process as evidenced by: • Effectively communicating in many forms (e.g. verbal, nonverbal, written, and technological) with individuals, families, groups, communities and members of the health care team. (Application) • Addressing the health needs of individuals, families, groups and communities through exploring, defining and clarifying data. (Evaluation) • Providing teaching and emotional support to individuals, families, groups, communities and health care team members. (Evaluation) • Assisting clients to interpret the meaning and validity of health care information. (Evaluation) 4. Reflective Exemplar (BNURS 451) • Think about a work situation that you have been involved in during this program and how you acted differently because of something you learned in the program. Write a narrative describing the situation and explain how it demonstrates the way you have changed during the program. For students who are not working as an RN during the program, reflect on a situation that you experienced in your previous nursing clinical experience and discuss how you would handle the situation differently considering the knowledge and abilities you have learned during the RN-BSN program. The exemplar should also demonstrate evidence of value-based nursing and effective communication. Your philosophy of nursing could be included here. It would be interesting to see if your values stated in your philosophy were evident in your exemplar.
5. Examples of Work
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• You are given a list of required assignments to include in this section. These required assignments reflect all six RN-BSN student/program outcomes. Identify which RN-BSN student/program outcomes you are demonstrating on each example of work.
Examples of RN-BSN Required assignments Documentation of Course Goals Course Program Outcomes • Enhance clinical reasoning skills required for professional nursing practice. BNURS 340 Paper (1st draft and Final) • Analyze the relationship between research based findings and application of nursing care Analytic Reasoning interventions: assessment, decision making, and management of care. Scholarly Inquiry • Apply the human response model to client care. • Develop nursing therapies for clinical nursing phenomena related to physiologic, Final review, remove pathophysiologic, experiential, and behavioral life events. draft. • Integrate sociocultural and life span considerations into nursing care therapies. • Incorporate genetic and genomic information when examining disease risks, health conditions, and therapies. • Critically analyze a health issue relevant to professional practice. BNURS 350 Paper (final) • Relate the theories of decision making, problem solving, and clinical reasoning to identify solutions in the practice of nursing. Analytic Reasoning • Demonstrate evidence of critical thinking skills in class discussions, written work, online Communication assignments, and oral presentations. • Analyze data and apply writing skills to organize the information clearly in effective communication. • Discuss the concepts of health, community and environments as they relate to families in rural BNURS 402 Genogram and Ecomap and urban populations. Assessment include • Describe the range of ways that family has been and is defined from theoretical and compare and contrast demographic perspectives. paper. Format for • Analyze factors that influence a family's ability to achieve desired health potential in relation notebook. to their developmental stage, environment, social support, illness, community and cultural realities. Community, Health and • Utilize a family assessment model as a foundation for development of a collaborative plan of Wellness care to promote health of families in a range of environments. Communication • Compare the case management role of the professional nurse for families with chronic and acute health conditions. • Understand the challenges of families receiving genetic and genomic-based healthcare. • Describe and utilize current research methodologies in nursing. BNURS 403 Scholarly Project and • Understand ethical considerations for designing health care research and protecting human Presentations subjects. • Identify appropriate sources for research findings. Scholarly Inquiry • Demonstrate understanding of statistical methods to accurately interpret research findings. Analytic Reasoning • Interpret research findings to support evidence based nursing practice. • Correlate evidence-based literature to reduce risk and/or restore health of clients. • Analyze personal and professional values as they relate to diversity. BNURS 407 PowerPoint presentation • Distinguish the relationship between health, culture, social, political, economic and ethical slides used in oral factors as they relate to social justice. presentation. • Explore your nursing practice in regards to providing nursing care that supports human dignity, and respect for differences. Community, Health and • Evaluate diseases that impact individuals, groups, families and communities differently. Wellness • Compare ideological and institutional manifestations of oppression in U.S. society. Communication • Discuss the provision of nursing care to diverse populations in society.
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Documentation of Course Goals Course Program Outcomes • Assess the environment of families in rural and urban populations as it relates to concepts of BNURS 408 Fieldwork Project Paper health and community. or PowerPoint • Compare and contrast families in rural and urban settings in relation to health and community Presentation slides’ support. handout • Analyze factors and interpret data that influences a family’s ability to obtain desired health potential in relation to their developmental stage, environment, social support, illness, Community, Health and community and cultural realities. Wellness • Collaborate with health and social service professionals in delivering care to families in the Leadership community. • Describe the range of ways that family has been and is defined from theoretical and demographic perspectives. • Formulate a collaborative plan of care to promote health of families in a variety of environments utilizing a family assessment model. • Work in partnership with families to examine the socioeconomic, epidemiological, political, ethical and legal forces that affect them and propose a plan for problem improvement. • Describe how context influences the health of a community or population. • Discuss strategies used for assessment, planning, intervention, and evaluation • Describes the importance of establishing collaborative relationships with communities. • Integrate concepts of diversity, communication, social justice, and change. • Develop and work in a collaborative relationship with an assigned cohort of students. • Discuss the concepts of community health nursing, population-based nursing practice and BNURS 409 Logic Model, one the roles and responsibilities of the nurse as they relate to community health. additional major • Identify and utilize epidemiological methods to describe health and diseases of the assignment. community. • Utilize the “Community as Partner” model to perform a community assessment, evaluate Community, Health and the results to analyze the needs of the community. Wellness • Summarize the effects of culture, environmental health and social determinants of health Leadership on the overall health of the community. • Identify the unique needs of vulnerable populations and distinguish community health strategies used to promote the health of these populations. • Integrate knowledge of primary, secondary and tertiary prevention strategies to promote the health of communities. • Describe the effect of advocacy and policy development on the health of communities. • Summarize ethical theories and models used in health care. BNURS 410 Ethics Papers, Personal • Analyze ethical dilemmas which influence nursing practice and health care delivery. Ethical Dilemma &/or • Advocate for client populations dealing with ethical issues and ethical decisions making. Group Project Paper on • Assess individual accountability for ethical nursing practice. ethical dilemma Professional Values/Role Development • Perform a community assessment; evaluate the results to analyze the health and wellness BNURS 411 Written Community needs of the community. Assessment • Integrate knowledge of nursing practice with public health science, including ethical and legal guidelines when planning and caring for communities Community, Health and • Collaborate with health and social service professionals in identifying the unique Wellness problems/needs of various cultures/vulnerable populations in the community. • Describe the importance of epidemiological concepts as a foundation of professional community health practice. • Identify the significance of culture, environmental health and social determinants to the overall health of communities. • Work in partnership with community partners to examine the socioeconomic, epidemiological, political, ethical and legal forces that affect them and propose a plan for problem improvement. BNURS 411 • Describe how context influences the health of a community or population. • Discuss strategies used for assessment, planning, intervention, and evaluation. • Describe the importance of establishing collaborative relationships with communities. • Integrate concepts of diversity, communication, social justice, and change. • Develop and work in a collaborative relationship with an assigned cohort of students.
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Documentation of Course Goals Course Program Outcomes • Integrate leadership concepts, skills, and decision-making to lead systems in the provision BNURS 412 Scholarly Project and of high-quality nursing care. Presentation • Develop leadership and communication skills within the context of the interprofessional team, to effectively implement patient safety and quality improvement initiatives. Leadership • Implement quality and patient safety initiatives in the leadership role. Analytic Reasoning • Recognize the influence of health care policies, financial and regulatory bodies on the health care systems and considerations in professional nursing practice. • Incorporate strategies a nurse leader uses to facilitate system change. • Use relevant health education information when caring for individuals, families, and BNURS 430 Communication Concept communities. Analysis Paper/or • Identify effective communication using a variety of media in multiple contexts. brochure/ teaching tool • Utilize therapeutic communication techniques in professional relationships. • Access, utilize and evaluate information from a variety of resources. Communication • Modify communication in order to accurately and effectively communicate with diverse clients, groups and disciplines using a variety of strategies. • Create and maintain effective working relationships promoting collaboration within an interdisciplinary team. • Identify personal and professional goals to be achieved in the upper division nursing program. BNURS 450 Philosophy of Nursing • Construct a framework for the professional portfolio to provide evidence of program goal progression. Professional Values/Role • Develop and use strategies to search for information that enhances the acquisition of Development knowledge. • Understand the roles and functions of group members and apply the knowledge to communicate effectively.
• Discuss transition from BSN program into a new role in professional practice. BNURS 451 Reflective Exemplar • Explain the effects of the RN-BSN program on scholarship and practice. Complete portfolio and • Evaluate personal goals and professional growth and achievement of RN-BSN program submit for evaluation. outcomes. Professional Values/Role Development
Examples of documentation are not inclusive of all assignments required of students. The assignments are subject to change as curriculum assignments change. The minimum requirement is to present an assignment(s) for each baccalaureate program outcome.
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PORTFOLIO GRADING CRITERIA GRID (pass/fail)
Name: Program Plan Course(s): One Year Two Year Three Year Fall Fall Year 1 Program Start BNURS 350 BNURS 350 BNURS 350
Plan: Date: BNURS 410 BNURS 450 BNURS 450 BNURS 450 Qtr Summary Qtr Summary Portfolio Checks: Qtr Summary BNURS 340 Winter Qtr Summary Mid-Point End of program Winter BNURS 340 BNURS 403 Pass/Not Yet Pass/Not Yet BNURS 340 BNURS 407 Qtr Summary Formatted/Shell Developed: Fall 1st quarter checked in BNURS 407 Qtr Summary BNURS 450 BNURS 409 Year 2 BNURS 411 Spring BNURS 410 or Qtr Summary BNURS 403 BNURS 412 Resume: Vita is current. Mid-Point BNURS 430 Qtr Summary
Professional in content and follows format Portfolio Qtr Summary BNURS 407 (Appendix I). Review Mid-Point Qtr Summary Yes No Portfolio BNURS 430 Spring Review Qtr Summary Transcripts Transcripts not BNURS 402 Mid-Point included. included. BNURS 403 Fall Portfolio
CEUs included. CEUs not included. BNURS 408 BNURS 410 Review BNURS 430 BNURS 412 Summary of Student Academic Achievement via RN-BSN Qtr Summary Qtr Summary Year 3 Program Outcomes: BNURS 410 or Analysis of all 6 baccalaureate program outcomes were Summer Winter BNURS 412 demonstrated. BNURS 412 BNURS 409 Qtr Summary Leadership Scholarly Inquiry BNURS 451 BNURS 411 BNURS 409 Qtr Summary Qtr Summary BNURS 411 Communication Analytic Reasoning End-Point Qtr Summary Professional Role Comm. Health Wellness Portfolio Spring BNURS 402 Development Review BNURS 402 BNURS 408 Reflective Exemplar BNURS 408 BNURS 451 Due with final BNURS 451 Qtr Summary review:______Qtr Summary End-Point Professional Appropriate binder, neat and End-Point Portfolio Appearance: organized. Portfolio Review Yes. No. Review
Quarterly
Summaries: End of Program:
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Resume Format
NAME
Address Email
QUALIFICATIONS PROFILE
Licensure Certifications and Proficiencies
PROFESSIONAL EXPERIENCE Position Agency Time Most recent experience first
EDUCATIONAL BACKGROUND
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Student Performance Evaluation
Students are evaluated in each fieldwork course by their fieldwork faculty member. All course evaluations are included in the course syllabi for your review at the beginning of the course. A fieldwork evaluation conference will be scheduled between the student and fieldwork faculty at the completion of the fieldwork experience. Bring your completed self-evaluation (found in the course syllabus) to the fieldwork evaluation conference. Support your self-evaluations with evidence. If you desire a copy of your fieldwork evaluation, a copy will be provided by the course faculty (not the office staff).
Remediation
1. Use faculty office hours to seek guidance/clarification with course content. 2. Use your Nursing Program Faculty Advisor for guidance/direction with academic concerns. 3. Olympic College has a writing center to help students with APA format, grammar, punctuation, teaching the student to edit & proof read, etc. (Review writing center services at website below) The Writing Center: Phone: 360-475-7318 For current hours, please check their website at https://www.olympic.edu/services/tutoring-services/writing- center 4. The Math Study Center provides drop in tutorial assistance located in the Science Technology Building Rooms 124 & 126. The Math Study Center Phone: 360-475-7765 For current hours, please check their website at https://www.olympic.edu/services/tutoring-services 5. Counseling/Advising center offers test anxiety workshops each quarter. Please call: 360-475-7530 to reserve a spot for the workshop.
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RN-BSN Student Conduct & Performance
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STUDENT CONDUCT AND PERFORMANCE
The Olympic College RN-BSN Nursing Program adheres to the legal standards of competent performance as defined by the Washington Nursing Care Quality Assurance Commission – RCW Chapter 18.79 and WAC 246-840, the American Nurses Association Code for Nurses and Standards of Nursing Practice.
In any profession, accountability rests with the individual. Nurses and student nurses are individually responsible for their own actions. Each nursing student is legally accountable to the level of his/her preparation and does not function under the licensure of another nurse. Accountability is the quality or state of being responsible and answerable for one’s decisions, actions and behaviors. Nurses committed to interpersonal caring hold themselves accountable for the well-being of clients entrusted to their care and are accountable to their clients and colleagues. You are legally and ethically responsible for any failure to act in a safe and prudent manner. Accountability begins with your role as a student.
Student Legal and Ethical Requirements
Nursing students must always:
1. Be prepared for fieldwork assignments. 2. Consider all client/family information as strictly confidential. Such information will only be discussed with faculty and appropriate fieldwork partners. No audio-recording, picture taking or video devices may be used at any time. No picture taking allowed in health care settings and/or pictures placed on social media. 3. Submit reports on clients to instructors using client initials only, never the client’s full name. 4. Remove the name of the client from copies of documents used in conjunction with learning activities. 5. Consult with the instructor if the student believes that circumstances regarding the client will interfere with giving effective care (e.g., personal friend, family member). 6. Maintain a professional attitude at all times when caring for clients. 7. Communicate any criticism of an agency, an individual, or an instructor to the Associate Dean of Nursing, and refrain from critical discussion outside the school or with other students. 8. Be honest at all times. A student who would cheat ultimately is cheating clients. A student who is less than completely honest in the fieldwork area jeopardizes client safety and is subject to termination from the RN- BSN program. 9. Be responsible for his/her own learning, and help promote an atmosphere which facilitates maximum learning for his/her classmates. A student will not obstruct the learning process of others by causing undue anxiety for any reason, including monopolizing instructor’s time. 10. Conduct himself/herself at all times in a professional manner. 11. Be responsible for reading and familiarizing oneself with printed college and nursing department policies and procedures. 12. Attend fieldwork orientations. 13. Client/fieldwork data is not appropriate information for social networking sites. 14. A violation of these guidelines may be grounds for dismissal from the RN-BSN Program.
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Olympic College Nursing Programs STUDENT AFFIRMATIONS
I understand that as an RN-BSN student I am a member of a profession which places me in a position of confidence requiring the utmost discretion and professionalism to protect those with Initial and for whom I work. I acknowledge that as a member of the nursing profession I have a responsibility to act in a manner consistent with the essential attributes (ANA Code of Ethics, ANA Standards of Practice, Laws of Washington State regarding nursing) of the profession. In this regard:
I agree to protect the privacy of faculty, peers, clients and family members of clients by not inappropriately disclosing confidential information about faculty, peers, clients or their family Initial members that is disclosed to me in my capacity as an Olympic College nursing student. In addition, I agree not to inappropriately disclose confidential information about my agency or institution that is disclosed to me in my capacity as an Olympic College nursing student. I will adhere to HIPAA guidelines.
I have/will read the syllabus of the nursing courses I am taking and I will read the criteria
established for grading my course work. Initial I agree that I will conduct myself in a manner that exhibits professional values and in accordance Initial with the American Nurses Association (ANA) Code of Ethic for Nurses.
I will maintain and uphold the academic integrity policy of Olympic College Student Code of Conduct and the RN-BSN Program and will not condone or participate in any activities of academic Initial dishonesty including, but not limited to, plagiarism, cheating, stealing or copying another’s assigned work, or lying about any situation.
I will not recreate any items or portions of any exam or course work for my own use or for use by Initial others during my enrollment in the Nursing Program.
I will not accept or access any unauthorized information related to any exam or course work Initial administered during my enrollment in the Nursing Program.
I will sign my own papers and other documents and will not sign any other student’s name to Initial anything, including class rolls.
I will not allow any student access to any of my academic work for the purpose of copying. Initial I will not discuss or post any information about faculty, peers, clients, client’s family members, or Initial any clinical facility on any social network avenue (i.e. My Space, Facebook, personal blogs/website, Twitter, cell phones). I will not use audio recordings, picture taking devices or videos at any time.
I will complete and review all fieldwork signups, documentation, and fieldwork requirements Initial accurately and on time by the deadlines specified throughout the program. I understand that if this is not done I forfeit my placement in fieldwork.
I will not leave/save any client, client’s family members, faculty, fieldwork facility or student Initial information on any open access desktop or hard-drive. Failure to comply with any of the above affirmations will result in disciplinary action up to and including dismissal from the Olympic College RN-BSN Program. Student Signature: Student Printed Name: Date:
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Professional Behaviors
The Olympic College RN-BSN Nursing student is expected to conduct himself/herself in a professional manner at all times while in class or representing the school. The following are expected standards of professionalism for nursing students: 1. Preparation (class and fieldwork) 2. Effective communication (both verbal and non-verbal) 3. Enthusiasm/positive attitude 4. Effective team work/cooperation 5. Accepts and benefits from constructive criticism 6. Recognition of the impact of one’s behavior on others, especially clients; modification of inappropriate behavior 7. Accountability/legal and ethical responsibilities 8. To abide by the policies of the individual fieldwork agencies 9. To conduct myself in a manner consistent with the Law relating to Nursing Care and Regulations of Health Professions – Uniform Disciplinary Act 18.79 – 18.130 RCW (11/2001) and Registered Nurses WAC 246- 12 through WAC 246-840-990 (11/2001) 10. Meet the requirements of the fieldwork agencies, current BLS card, annual TB test, Hepatitis B and other immunizations, liability insurance, proof of health insurance, and Background Inquiry through Castle Branch (RCW: 43.43.830 through 43.43.840). If the fieldwork facility denies privileges to rotate through that facility due to the lack of any of these requirements; withdrawal from the RN-BSN Program will be required. If documentation of the fieldwork agency requirements is not met, you will not be assigned a fieldwork project. 11. Not demonstrating professional behaviors may be grounds for dismissal from the nursing program.
Academic Integrity
All Olympic College policies and nursing program requirements regarding legal, ethical and honorable behaviors apply to this program (http://www.olympic.edu/StaffFaculty/Policies/ConductCode/, and Nursing Program Student Handbook).
Academic integrity is the pursuit of scholarly activity free from fraud and deception and is an educational objective of this institution. All Olympic College policies regarding academic integrity apply to this course. Academic dishonesty includes, but is not limited to, cheating, plagiarizing, fabricating of information or citations, facilitating acts of academic dishonesty by others, having unauthorized possession of examinations, submitting work of another person or work previously used without informing the instructor, or tampering with the academic work of other students. For any material or ideas obtained from other sources, such as the text or things you see on the web, in the library, etc., a source reference must be given. Direct quotes from any source must be identified as such. All exam answers must be your own, and you must not provide any assistance to other students during exams. Any instances of academic dishonesty WILL be pursued under Olympic College regulations concerning academic integrity. Violations may result in failure of the assignment, exam, and course, up to and including dismissal from the RN-BSN program.
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Unacceptable Classroom Behavior
Unacceptable classroom behavior/conduct includes, but is not limited to, the following: 1. Interference with the learning of others 2. Tardiness at the start of class and from classroom breaks 3. Non-attendance of class 4. Interruptions by excessively talking during class 5. Intimidation of students and/or faculty (angry, hostile, or violent behavior) 6. Use of pagers or cell phones during class time 7. Dishonesty 8. Sexual harassment 9. Use of vulgar/obscene language 10. Any other behavior deemed unacceptable and which interferes with the learning or safety of others, including those behaviors and activities listed in the OC Code of Conduct. 11. Scented products on your person are not permitted in the classroom and fieldwork site. Students who smoke should not have smoke scent on their clothes or person in the classroom and fieldwork environment. No smoking while in your fieldwork professional dress
Confidentiality and Health Insurance Portability and Accountability Act (HIPAA)
Nurses and Nursing Students are legally and ethically obligated to maintain confidentiality of all client information. Only information pertinent to a client’s treatment and welfare is disclosed to only those directly involved in the client’s care or in the presence of faculty. Willful violation and/or negligence of HIPAA rules will result in serious consequences. No photo copying of client records is permitted. Students who are employees of an agency may not access the computers to gain information when in the student role.
You must abide by each clinical agencies HIPAA regulations.
Children in Class
Under NO Circumstances are children or other individuals to accompany you to class, fieldwork, or fieldwork community settings. If this occurs you will be asked to leave. *During COVID pandemic, accommodations for children presence surrounding virtual classroom attendance may be permissible.
Constructive Feedback
The faculty and staff are open to receiving and responding to constructive suggestions. Processes are available to allow for appeal of grades and for other grievances. The expression of criticism or problems through the use of abusive language or disruptive behavior directed toward faculty or staff is not acceptable. Such behavior is inconsistent with professional standards and inappropriate for students aspiring to a baccalaureate in nursing.
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Attendance, Absence, and Tardy Protocols
The purpose of the attendance, absence, and tardy protocols is to ensure quality education for the student and a rich learning community in the classroom and RN-BSN program. The RN-BSN courses cover a large amount of material in each class period. Theory and fieldwork experiences provide opportunities for development toward achievement of course goals. It is critical that students attend and actively participate in class. Participation in the course and punctuality (at the start of class and returning from breaks) are considered important professional responsibilities in the classroom and fieldwork setting.
A Progression Committee comprised of the Associate Dean, 1-2 BSN Curriculum Team Members, and 1-2 RN-BSN students will address attendance and tardiness issues occurring in the program.
It is the hope of the Nursing Faculty that none of the sanctions will need to be imposed. The Nursing Faculty is committed to a positive learning environment and community. All members of the learning community need to be committed, respectful, and considerate of all students and faculty in the courses.
Attendance and Absence Protocol
In dealing with attendance, Nursing Faculty in the RN-BSN Program will be guided by the following beliefs and guidelines: 1. The RN-BSN Program is a learning community where preparation and participation are vital to meeting the course objectives. 2. Students made a serious commitment to learning when they chose to attend the RN-BSN Program. Therefore, it is expected that students will attend all classes and all fieldwork experiences. 3. Students will be administratively dropped from the course if they do not attend the first day of class. 4. We recognize that there may be unforeseen emergency circumstances that may not permit a student to meet professional obligations. An emergent situation is a true emergency situation such as a car accident, hospitalization, or illness. Examples of non-emergent situations are vacations, scheduled work day, double shifts, EMR training etc. 5. If a student misses more than 20% percent of a course they will have to withdraw from the course and are eligible to register for the course the next time it is offered. 6. A student may petition the Progression Committee to continue in the course. 7. Students are responsible to notify the faculty member and the fieldwork agency (if applicable) prior to any absence. 8. In the case of an absence, the student is responsible for all content missed in class. Faculty will not reteach content for any class missed. 9. Unprofessional behavior and not fulfilling the required hours of fieldwork per week will result in failure of the course. Students are required to participate in all fieldwork experiences. If there is an emergency, such as a death in the family, and a student needs to miss fieldwork, the student is responsible for informing the faculty prior to the meeting for that week. It is also the student’s responsibility to notify group members of the absence. If the student misses fieldwork and has been excused by the faculty; the faculty, student, and group members will determine how to handle missed group project work. A formal plan must be written and signed by all participants and becomes part of the student record.
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Tardy Protocol Tardiness in arriving for class or returning from breaks, and leaving class early are disruptive to the learning of others and is not acceptable behavior. If tardy behaviors are repetitive you will be required to discuss the problem with the Progression Committee. Consequences may include grade reduction or dismissal from the program.
Final 7/26/16 BSN Late Work Guidelines
All coursework must be submitted by the designated due date. One No Questions Asked (NQA) form may be used one time per course assignment/project for a 24 hour due date extension (including weekends). If the assignment is a group project all group members must use an NQA to receive the extension. The assignment must be submitted via Canvas within the 24 hour extension deadline time. If the extension deadline is not met a grade of zero will be given for the assignment/project. Any late work submitted without a NQA will receive a zero. All assignments must be turned in (with passing quality) to successfully complete the course even if enough points have been earned to pass the course. The BSN Late Work Guidelines applies to late work that was given a zero due to late submission.
One NQA form will be available on Canvas for each course.
Revised 9/2020
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Drug and Alcohol Protocols
Nursing students are included in the provision of the Uniform Disciplinary Act. The Uniform Disciplinary act states that: “the following conduct, acts, or conditions constitute unprofessional conduct for any license holder or applicant under the jurisdiction of this chapter: (23) Current misuse of: (a) Alcohol, (b) controlled substances, or (c) legend drugs.” (RCW 18.130.180) Alcohol or drug effect while an individual is in a fieldwork situation and responsible for client care has potentially dangerous effects.
A student who arrives at a fieldwork site with behavioral or physical evidence of alcohol or drug use verified by the instructor and/or an employee of the agency, will be informed of the evidence and asked to leave the patient care area and go directly to an emergency room or laboratory setting where a blood test for substances can be done. This will be done at the student’s expense. The student is expected to provide the result of that testing before being allowed to return to the fieldwork site.
If the student has a negative test, then the student will meet with the instructor and Associate Dean of Nursing to explore the reasons for the behavioral or physical evidence and determine corrective action.
If the student tests positive for alcohol or drug use, then the student will be asked to have a substance abuse evaluation by a qualified counselor at the student’s expense and provide evidence to the Nursing Program that the evaluation took place before being allowed to return to the fieldwork area. If the evaluation recommends a treatment program, the student must provide evidence of ongoing engagement in treatment, at the student’s expense, to be allowed to return to fieldwork. The goal is treatment for any individual with a substance abuse problem. However, safety of clients is of primary importance.
If a second instance of the student arriving with evidence of drug or alcohol use occurs, the situation will be handled as above except that the student will not be allowed to return. The student may seek reentry based on the reentry policies. Reentry would be available only to an individual actively maintaining a treatment program.
The student who refuses to test for drugs/alcohol will be asked to leave the fieldwork setting and complete the process required for those who test positive for drug or alcohol.
Students may be screened for the presence of controlled substances prior to fieldwork placement at specific health care facilities. The cost is incurred by the student.
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Olympic College Student Conduct Code
❖ WAC 132C-120-010 Statement of Purpose
❖ WAC 132C-120-015 Freedom of expression
❖ WAC 132C-120-020 Freedom of association and organization
❖ WAC 132C-120-025 Student participation in college governance
❖ WAC 132C-120-035 Student publications
❖ WAC 132C-120-040 Distribution of printed material on campus
❖ WAC 132C-120-045 Commercial activities
❖ WAC 132C-120-050 Authority to prohibit trespass
❖ WAC 132C-120-055 Emergency procedures
❖ WAC 132C-120-060 Right to demand identification
❖ WAC 132C-120-065 Prohibited student conduct
❖ Academic dishonesty
❖ WAC 132C-120-076 Classroom conduct
❖ WAC 132C-120-100 Jurisdiction
❖ WAC 132C-120-110 Initiation of disciplinary proceedings
❖ WAC 132C-120-115 Appeals from disciplinary action
❖ WAC 132C-120-120 Student conduct committee
❖ WAC 132C-120-125 Student conduct committee hearings – Presentations of evidence
❖ WAC 132C-120-135 Student conduct committee – Initial decision
❖ WAC 132C-120-139 Appeal from student conduct committee initial decision
❖ WAC 132C-120-200 Summary suspension
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Olympic College Policies & Procedures
❖ POLICY NUMBER: 200-28 Posting policy ❖ POLICY NUMBER: 400-10 Mandatory Reporting of Child Abuse and Neglect ❖ POLICY NUMBER 300-03 Student Absences for Reasons of Faith or Conscience ❖ Grade Appeals Procedure ❖ Student Complaint Procedure ❖ Affirmative Action Policy ❖ Harassment/Discrimination Complaint Procedure ❖ Academic Policies/Procedures
Grievance Policy
1. WAC 132C-285-100 Introduction
2. WAC 132C-285-110 Policy
3. WAC 132C-285-120 Reporting procedure
4. WAC 132C-285-130 Definitions
5. WAC 132C-285-140 Who may file a complaint
6. WAC 132C-285-150 Confidentiality and right to privacy
7. WAC 132C-285-160 Investigation procedure
8. WAC 132C-285-170 Publication of antidiscrimination policies and procedures
9. WAC 132C-285-180 Limits to authority
10. WAC 132C-285-190 Non-retaliation, intimidation and coercion
11. WAC 132C-285-200 Criminal complaints
12. WAC 132C-285-210 Other discrimination complaint options
13. WAC 132C-285-220 Complaint form
14. WAC 132C-285-230 Adjudicative proceeding
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RN-BSN General Guidelines
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Informing Students of Program Changes
Informing Students of Program Changes
Policies and procedures are communicated to students by means of the RN-BSN Student Handbook. This handbook is revised regularly to provide current and accurate information. Each nursing student has electronic access to a copy of the Handbook upon entering the program. Changes in the nursing program, policies, and procedures will be communicated to students via their OC email account and/or copies describing such changes put in each students OC mailbox within two weeks of program changes.
Faculty and the Associate Dean will be available to answer questions regarding any changes.
Student – Faculty Communication
Faculty have mailboxes on the third floor of the CSC Building off the elevator. All full-time faculty have weekly office hours posted outside their doors or appointments can be made through the Nursing Program Administrative Support Staff. Please contact faculty if you need any assistance. In lieu of the COVID-19 pandemic, information regarding office hours will be communicated electronically through OC email and/or Canvas courses.
Adjunct faculty will inform you of the best way to communicate with them.
Faculty will communicate with you using OC email, Canvas©, phone, or student mailboxes*. You are expected to check these communication sources daily while enrolled in courses.
*During COVID-19 pandemic, student mailboxes will not be utilized until further notice.
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OLYMPIC COLLEGE – NURSING PROGRAMS 1600 Chester Avenue, Bremerton, WA 98337-1699 Tel 360-475-7748 ~ Fax 360-475-7628 ~ www.olympic.edu/nursing
Nursing Program Student Mailboxes *Due to the COVID-19 pandemic, student mailboxes will not be utilized or communication until further notice.
Students in the Nursing Program are provided mailboxes to facilitate communication. Program information, student academic work, and information of interest to students are examples of items placed in student mailboxes.
While appropriate steps will be taken to provide privacy and security of documents, security cannot be guaranteed when returning student Academic work.
Regarding Academic work, please indicate below your preference:
Academic work may be returned to my mailbox while enrolled in the Nursing Program.
Academic work may not be returned to my mailbox while enrolled in the Nursing Program. It is my responsibility to make arrangements with faculty to obtain my academic work.
______Student Print Name
______Student Signature
______Date
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Email, Address, Phone Numbers
The nursing program and individual faculty communicate with you through your OC email account, so please check email daily. OC provides email accounts when you register and pay your tuition and fees. We will not communicate with you using your personal home email accounts.
If you have changes in your home address or phone number it is your responsibility to give the information to the support staff in the Nursing Program Administrative Office. Name, address and phone number changes should also be communicated to the Registration and Records Department of Olympic College. This can be done through CTC link ctclink student self-service portal .
Nursing Program Change of Student Information Form Please complete & upload the fillable form available on Canvas in “General Documentation” packet. Please note this form is only used for the Nursing Programs not for Registration Purposes. Please contact Registration and Records to change information internally via CTC Link.
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Using Your Olympic College Email
You receive an OC network account after paying your tuition & fees. Your network account lets you login to OC computers, the OC wireless system, and your OC email; using the same login credentials. You are required to use your OC email for all communications with your professors and all Olympic College services.
Olympic College offers email accounts through Outlook Web Access to all Olympic College students. To login to an existing student email account, use the Student Email link found under Student Life on the OC website or at https://login.microsoftonline.com/.
Student Account Activation New students must activate their student accounts by creating a ten-digit password. Current students must update their existing passwords here: https://apps.olympic.edu/studentaccountmanagement/.
Username: Your username is your first name and your last name with no spaces between your first and last name. Password: When you activate your account as a new student, you will need to create a password (if you are an existing student, you'll need to update your password to meet the new criteria below). The new password must meet the following criteria: • At least 10 characters long (up to 256 characters) • Contain at least 1 capital letter • Contain at least 1 lower case letter • Contain at least 1 number or special character • Must not contain any part of your user name
How to Log In If your name is James Percy Smithers and your student ID number is 860001234, your username would be JamesSmithers followed by the new password you created above. Problems? - Before you report a problem with an account, here are some common fixes: • Did you activate your student account? You can activate your student account here: https://apps.olympic.edu/studentaccountmanagement/ • Are you enrolled in at least one regular Olympic College for-credit course? • Have you recently changed your password? Are you sure you are using the right one? Are you logged in somewhere else? You are only allowed one login at a time. If you are still having trouble logging in or require additional help, for assistance please contact the Help Desk at (360) 475-7600 or [email protected].
How to Set up an OC Email on a Smart Phone
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Online Learning Guidelines, Tools, and Expectations
To set the classroom environment for success during the COVID pandemic, there are a few resources for those of you not “tech-savvy” that I want to bring to your attention. A personal computer/laptop, a camera (some are built in the laptop), headset including earbuds you use for a phone (assists with blocking out background noise), and internet connection (hotspots are available through IT or can be purchased for those of you in more rural areas) are necessary.
We will be using two types of on-line tools for facilitating your learning and course completion. • Zoom links will be used for synchronous (live online scheduled) classroom • Canvas will be used for asynchronous supplement & PREP for the synchronous classroom
Flipped courses are a type of learning consisting of two phases. In Phase One, students use Canvas to prepare for Phase Two. In Phase One, students meet separately, independent of time and location. Students may be required to view videos, read materials, participate in discussions, complete quizzes and/or other activities. In Phase Two, students use zoom to meet at an announced time. In this phase, all students see each other and their faculty. In most cases, students, using the knowledge gained on Phase One, interactively engage in learning activities (e.g. cases studies, exercises, small group work).
What devices can I use Zoom on? • Laptop/computer (PC/Mac) • Smartphone (Apple iOS, Andriod): not recommended due to the size of the screen.
Prepare for a Zoom meeting: • Make sure you have created a Zoom account (Use your full name so attendance can be taken) Make note of the email that you use to sign up because you may need this in some courses for Breakout assignments. It is possible to sign up for more than one account if you have more than one email in case you want to use a separate account for family contacts and other purposes. • Find a quiet place with less distractions • Test your headphones, microphone and camera to make sure you can see and hear
Zoom has tutorials that you can access for free. Note that your instructors will be scheduling your course meetings, so the scheduling would be used only if you were scheduling for different purposes or setting up small group meetings separately.
Tutorials through Zoom (links below) The following are links to tutorials through zoom.
• Getting Started • Zoom for desktop (Windows or Mac) • Joining a meeting • Joining a meeting by phone • Testing computer audio • Testing computer video • Sharing your screen • Finding and viewing recordings • Reset password
Netiquette (*Network Etiquette) Guide for Online Courses
As with any classroom, normative social behaviors and common courtesy is expected. The virtual classroom online (Zoom or Canvas) is no different than face to face (FTF) traditional classroom environment. The definition of Netiquette is “the correct or acceptable way of communicating on the internet”. The purpose of this information is
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to help establish rules for a healthy, safe, learning environment that sets students up for success in their course. The Olympic College Nursing Student Handbook of student conduct, professional behaviors, and member of the profession expectations continue to apply in the online mode of instruction. Reminders for students in netiquette include:
• Mute yourself to avoid background noise disruption when not speaking • On the bottom of the Zoom window, click on “Participants” and “Chat”. Two pop-up windows will open on the right side of the screen. When you want to speak, use the “Raise Hand” feature. This will notify the instructor you would like to speak. Please, keep the “Raise Hand” feature visible until the instructor calls on you. • Use the chat feature to ask questions to avoid disrupting the instructor unless called upon • If you need to step away from the classroom, communicate in the chat when you will return • If you lose WiFi, have a backup plan, e.g., use your phone to call in to the Zoom meeting • Dress as if you were in the classroom or clinical environment depending on the course, e.g., not acceptable to have hoodies cover your head. • Enable video so that we can see you. You might need to disable video if you need to minimize the activity on your internet connection [If you see the message “unstable internet connection”, Just turn on your video when you are speaking if possible. It will also be very helpful if no one else connected is trying to stream or game while you are in class Zoom session.] • Be aware that many class Zoom meetings may be recorded. However, have a plan for taking notes as recordings of Zoom meetings may be delayed or not available. • Be aware of your location presented on video while in the virtual classroom. Do not use your bed as your desk. Laying down on your bed with a hoodie covering your head is not appropriate.
General guidelines:
Content areas: In order to be prepared for the Zoom sessions, the Canvas modules are used to prime knowledge necessary for optimization of learning. All portions of the module must be opened and completed. Some faculty may have subsequent modules that will not open until the previous module has been completed. Some modules may have reading assignments in them and others may not. Reading assignments are in the syllabus and the instructor may add material to the Canvas site modules as pertinent for class content.
Zoom Instruction: Some instruction will occur by Zoom (synchronous). A link will be provided for these online Zoom sessions. Students are expected to attend these sessions electronically and in the entirety of the meeting. Students may not make personal appointments that conflict with the “normal” times the class would have met in a face-to-face manner. In other words, the “normal” class times should be available for these online Zoom sessions. Attendance at these sessions is the expectation. Prompt communication with the faculty if you are sick is the expectation.
Quizzes and Tests: [These descriptions will apply to many courses, but not all. Those that vary will be discussed by individual instructors.] Cameras must be on during testing. During the time that face-to-face instruction is not allowed, tests and quizzes will be online or, if allowed, will be given in an Olympic College computer lab. Quizzes/tests will be administered during the time the class would have been held. Each quiz/test will consist of a certain number of questions. Each quiz/test will start at a specific time and automatically stop at a specific time. Students will be informed of the start time and the length of time for each quiz/test. Similar to the NCLEX examination, each question will lock after the student answers the question and students will not be able to see previous questions once locked. Once the exam is started, it cannot be stopped.
Office Hours: office hours will be facilitated through Zoom. Faculty will communicate to students the weekly available office hours within Canvas. Communication for individual needs outside of the scheduled office hours should be sent to the course instructor through Canvas.
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Olympic College E-Learning Information: The OC website has important e-learning information.
Independent Learners: Online students must feel comfortable in a learning environment that places emphasis on individuals taking responsibility for their learning process. While the online classroom includes interactions between the student and instructor, they are not immediate as in a traditional on-ground classroom. Although online instructors answer questions and provide clarification of information to students as they would in the traditional classroom, students must be comfortable waiting up to 24 hours for a response to their emails.
A typical week for an online student might include, but not limited to:
• Reading through the current week's assignments and lecture materials; • Thoughtfully reading the textbooks for the class as assigned and identifying main points and supporting details; With one or more of the following as directed by the instructor: • Responding, by a deadline, to discussion questions as posted by the instructor; • "Discussing" through email messages, by a deadline, the responses of fellow classmates; • Completing and sending, by a deadline, an assignment to be graded by the instructor; or • Completing an assignment, by a deadline, in a work group comprised of four or five classmates.
Goal Oriented: Successful online students must be self-disciplined and goal-oriented as they work to complete their weekly assignments, post email messages, and work with their classmates in their online class. Online classes move quickly and instructors often will not allow students to "make up" missed online discussions or assignments.
Proficient Readers and Communicators: Online classes are reading intensive; students are expected to gain information from their texts and from their online lectures to apply to work assigned to them. Basic Computer Skills: The computer is an integral part of the online classroom. While mastering the lessons of your online course, you do not want to be saddled with less than-adequate computer skills. These basic skills including proficiency in sending and receiving emails with attachments, cutting and pasting from Word, and communicating with fellow students in Discussion threads. Olympic College offers classes that can help you improve your computer skills before you enroll in an online class.
Sets a schedule and Keeps to It: Online instructors expect their students to be organized in setting a schedule that allows them to meet their deadlines. Most online classes require signing in and posting messages in the classroom five days out of seven in order to stay current with class activities which include reading messages and lecture, interacting in discussion threads and work groups, and posting assignments. Online instructors expect successful students to log at least five hours of online work for a five-credit class. In addition, most students find they are successful if they log two hours of homework for every credit hour of class. Successful online students report that they log many hours above the minimum 12 hours expected.
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Nursing Program Social Media Guidelines
Patients and society trust nurses with their health and lives. Anything you post online in a public forum should honor this trust and uphold the professional standards of nursing. Your words, writings, images, and actions offer a mirror into your professionalism and integrity, now and far into the future. Current and/or potential employers and professional colleagues will likely use social media to assess you, so use good judgment and be respectful in your communications.
The following applies to the use of social media related to the Olympic College Nursing Program and social networking sites that include, but are not limited to, Facebook, YouTube, Instagram, Snapchat, Twitter, LinkedIn, and blogs. As new opportunities and challenges emerge, the following guidelines will evolve.
1. Protect confidential and proprietary information: Do not post confidential or proprietary information about Olympic College nursing students, employees, alumni, people or issues you encounter in your clinical settings. Information related to patient care or clinical work should not be shared on any electronic platform that is not approved by the Olympic College nursing program for nursing education. This is especially true in cases where postings related to patient care or clinical work could compromise patient confidentiality or reveal patient identity. All persons must follow the applicable federal requirements such as FERPA and HIPAA regulations. Adhere to all applicable institutional and legal privacy, confidentiality and property policies and laws.
2. Do not post anything that could reflect poorly on Olympic College: It is easy for posts you believe to be private to become public. Moreover, the health care community is a well-connected group, and comments made about a certain hospital, doctor, preceptor, or instructor could impact you, and by association, Olympic College. Defamation of Olympic College and others is a violation of the student code of conduct.
3. Use Olympic College intellectual properties only with permission: No user may establish social networking sites that use the Olympic College name or logo, or other intellectual properties such as photography, video, artwork, and publications copyrighted to Olympic College, without authorization from Olympic College. It is a violation of social networking site policies to represent an institution without authorization.
Disseminating official information: The Olympic College nursing office is responsible for posting and publishing online official information on behalf of the Olympic College nursing program. All employees and students approached by a media representative regarding any matter of Olympic College business must refer such inquiries to the Office of the Vice President for Equity and Inclusion (360) 475-7437.
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6 Tips for Nurses Using Social Media
Social networks and the Internet provide unparalleled opportunities for rapid knowledge exchange and dissemination among many people, but this exchange does not come without risk. Nurses and nursing students have an obligation to understand the nature, benefits, and consequences of participating in social networking of all types. Online content and behavior has the potential to enhance or undermine not only the individual nurse’s career, but also the nursing profession.
ANA’s Principles for Social Networking
1. Nurses must not transmit or place online individually identifiable patient 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.
6 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, 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. (2011, September). Principles for social networking and the nurse. Silver Spring, MD: Author. National Council of State Boards of Nursing. (2011, August). White Paper: A nurse’s guide to the use of social media. Chicago, IL: Author. www.NursingWorld.org
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Evaluating Courses
You will be asked to participate in evaluating your course(s). The two methods are paper and online. If your class evaluation is online, here are some simple, easy steps on how to access the online Faculty Assessment Tool:
Computer access and email account You can use any computer available for student use on campus to log in or you may log in to your O.C. email from any computer off campus (home, library, etc.).
• Don’t have an active account? Go to: www.olympic.edu/Students/StudentEmail and follow the directions on the webpage to activate your account.
• Need assistance in activating your account? Call 360-475-7600 (I.T. helpdesk) or email: [email protected]
Email notification: Instructional Support Services office will send an email notice to your O.C. email account informing you that the evaluation tool for your class is open and available for feedback.
Link provided: A secure email link is provided in the email. Click on that link and it will take you to a confidential online assessment site.
Feedback: All feedback is confidential and anonymous and we value your opinion.
Didn’t receive notification?: Contact the Faculty Assessment office to verify that your class is being assessed.
Questions?: Please email us at [email protected] or call us at 360-475-7403
RN-BSN Student/Faculty Governance Committee
Each student cohort will elect two representatives fall quarter to the Student/Faculty Governance Committee. The committee will meet quarterly, excluding summer, to discuss the RN-BSN program. Student representatives will have the opportunity to provide feedback on all areas of the program of learning. The feedback will be used, as appropriate, for program improvements and revisions.
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Communities of Interest
The students in the Bachelor of Science in Nursing (BSN) program are a community of interest for the Olympic College Nursing Program. Communities of Interest are those individuals and groups that influence the mission, services, and outcomes of the nursing education unit with an emphasis on students and representatives of the various health care agencies in the community. As a community of interest the BSN students are encouraged to actively participate in providing feedback about all aspects of the BSN program. Multiple mechanisms are provided for students to give feedback. Feedback opportunities include:
1. Elected class members attend quarterly Student/Faculty Governance meetings where they solicit feedback from peers to be presented at the meeting. Written feedback to peers needs to be signed (in case they need to clarify information given) but the information presented to the committee is anonymous. Oral feedback to elected peer officers is another mechanism for feedback. 2. Elected class members are invited to attend Curriculum Meetings and provide feedback. 3. All students can provide feedback, and are strongly encouraged to do so, by completing the Mid-Point and End-of-Program Student Satisfaction Surveys. 4. All students can provide feedback, and are strongly encouraged to do so, by completing the Student Learning Outcomes Assessment (SLOAs) done at the end of each course. The SLOAs ask you to provide valuable information on your evaluation of your learning in the course and elements of the course. 5. All students can provide feedback, and are strongly encouraged to do so, by completing faculty and course evaluations at the end of a course. 6. Students can make an appointment with their in-program faculty advisor and provide program feedback. 7. Students can make an appointment with the Associate Dean of Nursing to provide program feedback.
Students are strongly encouraged to become active participants in providing feedback to the BSN Program. Part of the professional role of the nurse is to actively engage in continuous quality improvement. Development of this role while in-program benefits the program and your professional role development.
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RN-BSN Online Student Resources
College Services • Admissions: https://www.olympic.edu/current-students/admissions-getting-started/apply-olympic-college • Financial Aid (Loans, Scholarships): http://www.olympic.edu/Students/GettingStarted/FinancialAid/ • Policies & Processes (Academic Standards): http://www.olympic.edu/StaffFaculty/Policies/
• Student Conduct Code: http://www.olympic.edu/StaffFaculty/Policies/ConductCode/ • Student Records (Grades, Transcripts, ...): http://www.olympic.edu/Students/Records/ • Registration: http://www.olympic.edu/Students/Registration/ • Registration News (Deadline Dates, Registering, Schedule, Tuition): http://www.olympic.edu/CampusResources/AcademicCalendar/ • Records and Registration Forms (i.e. Independent Study, Add/Drop, Registration, Advanced Standing): http://www.olympic.edu/Students/GettingStarted/recregforms.htm • College Regulations Policies and Procedures: • http://www.olympic.edu/sites/default/files/files/PoliciesandProcedures.pdf
OC Catalog • Current Catalog: http://www.olympic.edu/programs-classes/degrees-and-certificates/oc-catalog-pdf • Quarterly Class Schedule: http://www.olympic.edu/programs-classes/degrees-and-certificates/view-class- schedule-pdf
Online Resources • Accounts (student): https://www.olympic.edu/services/computer-labs/accounts • Email Policy: http://www.olympic.edu/CampusResources/ComputerLabs/StudentCompGuide/RulesPolicies/ • Open Lab Hours, http://www.olympic.edu/services/computer-labs/open-lab-hours • Student Computing Guide: http://www.olympic.edu/services/computer-labs/student-computing-guide • Canvas: https://olympic.instructure.com/login/canvas
Student Services • Bookstore: http://www.olympic.edu/services/oc-bookstore • Computer Labs, http://www.olympic.edu/services/computer-labs • Counseling Services: https://www.olympic.edu/current-students/counseling-services • Disability Services: http://www.olympic.edu/services/access-services-students-disabilities • Library: http://www.olympic.edu/services/library
• Safety and Security (First Aid, Lost and Found, Safety …): https://www.olympic.edu/services/campus-security • Emergency Response: https://www.olympic.edu/services/campus-security/emergency-procedures • Testing Center (Make-up testing): http://www.olympic.edu/services/assessment-testing-services • Writing Center: http://www.olympic.edu/services/tutoring-services/writing-center • Counseling Services: https://www.olympic.edu/current-students/counseling-services
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RN-BSN Dress Code
The way you look will tell your client something about you and how you feel about your job and responsibilities. With this in mind, the following dress code has been established at Olympic College. 1) When appearing at a fieldwork facility or at an educational conference, in a student role, appropriate professional attire must be worn with name tag. (No jeans, shorts, flip-flops, cleavage etc.). Clothing should be free of stains, tears and wrinkles. 2) Neat, careful grooming is considered to be a part of the dress code. Inappropriate and unusual methods of grooming are to be avoided. Make-up should always be kept at a minimum and be appropriate for the fieldwork setting. No nail polish or artificial nails (including acrylic) are permitted; nails must be kept to the tip of the finger. A daily bath and the use of an effective deodorant are necessary requirements of good grooming. Perfume, cologne or aftershave should NOT be worn.
3) Hair: Hairstyles and color must be conservative and in keeping with a professional image. Hair must be clean and out of the face and off the collar during fieldwork. Facial hair must be clean and neatly trimmed.
4) Makeup: Makeup must be conservative (no heavy eye shadow, eyeliner, lipstick or foundation) and in keeping with a professional image.
5) Nails: Nails must be clean and short. No artificial nails or nail polish is allowed.
6) Jewelry: Ornate jewelry is NOT acceptable. One pierced earring stud per ear is permitted. No other pierced jewelry is permitted (includes nose jewelry). Students are to wear a watch with a second hand, no other bracelets are permitted.
7) Scents: Scented products are NOT permitted in fieldwork agencies. Students who smoke should not do so in their fieldwork dress as the odor clings to clothes and can have ill effects on some clients, peers and staff.
8) Gum: Gum chewing is not permitted in any fieldwork agency.
9) Cell Phones: Cell phones are not allowed in the fieldwork area.
10) Should a student appear at fieldwork in inappropriate attire, the instructors or health agency personnel have been authorized to tell the student to leave the fieldwork area until the condition(s) is/are corrected.
11) Name tags are to be worn by all students in the fieldwork area.
Transportation
Each student is encouraged to have unlimited access to reliable transportation. It may be necessary to drive significant distances to fieldwork sites. Carpooling is encouraged as much as possible, but fieldwork assignments cannot always be made according to convenient geographical locations.
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Inclement Weather or Other Situations
Please check the college's website at www.olympic.edu or go to www.schoolreport.org for updates on campus closures or changes to college operations. If a decision is made to change or suspend operations at Olympic College for any reason, here is the quickest way to access pertinent information. IMPORTANT: Messages are posted in the event of emergencies or closures/delays only. If the college remains open and under normal operations, messages are not posted.
EMERGENCY COMMUNICATION - Olympic College will notify the media by 5:30 a.m. regarding day classes and by 3:00 p.m. regarding evening classes. OC Phone Line: 360-792-6050 or 1-800-259-6718 • OC Website: - Go to www.olympic.edu. If there is a delay or closure, a red box will appear on the top page of the OC website with emergency or closure/delay information. • NOTE: If there is a campus delayed start, lecture courses that are greater than one hour in length will be held with the delayed start, e.g., if class starts at 0900 and there is a delayed start until 1000, instructor will resume class at delay start and end as regularly scheduled. Course instructor may communicate day of for clarifications. • Text Messaging - Go to www.olympic.edu/alerts to sign up for text messaging alerts on your cell phone. • TV Stations & Websites - KOMO 4 www.komonews.com; KING 5 www.king5.com/weather/; KONG 6 http://www.king5.com/kongtv/; KIRO 7 www.kirotv.com; KCPQ 13 http://q13.trb.com • Radio Stations - Listen for messages on the following radio stations: KITSAP COUNTY: KCIS 630 AM; KIXI 880 AM; KOMO 1000 AM; KITZ 1400 AM; KWDB 1110AM; KITZ 1400 AM; KPLU 88.5 FM; KVTI 90.9 FM; KMPS 94.1 FM; KUOW 94.9 FM; KXX0 96.1 FM; KIRO 97.3 FM; KCMS 105.3 FM; KRWM 106.9 FM MASON COUNTY: KOMO 1000 AM; KMAS 1030 AM; KGY 1240 AM; KITZ 1400 AM; KPLU 88.5 FM; KVTI 90.9 FM; KMPS 94.1 FM; KUOW 94.9 FM; KXX0 96.1 FM; KGY 96.9 FM KRWM 106.9 FM; • External Notification - Go to www.schoolreport.org
Personal Safety in Emergency Situations- As in all emergencies or unusual situations, please make decisions to attend class or work based on your own personal safety and circumstances.
Other Information - For Local Road Conditions: For information on local road conditions, check these websites or phone numbers: State Highways: http://wsdot.wa.gov/traffic/; Kitsap County Roads: www.kitsapgov.com/pw/roadwork.htm or call 360.337.5777. You can sign up for “Road Report” updates through Kitsap County’s website. Mason County Roads: www.co.mason.wa.us/public_works/road_closures.php or call 360.427.8434.
Please do not call the Nursing Administrative Offices to verify if the campus is opened or closed, for weather and road conditions, or to inquire if classes will be held. As in all emergencies or unusual situations, class attendance is a decision that should be based on conditions in your area, personal safety and individual discretion.
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Financial Aid
The Financial Aid Office is located on the first floor of the HSS Building on the Bremerton Campus. The staff of this office will help you obtain loans, grants and scholarships. Short term, interest-free loans are occasionally available to help with unplanned expenses. Nursing scholarships are given each year; check with the Financial Aid Office as to the appropriate times to fill out forms for these and other scholarships (they must be done in advance when seeking a scholarship for the entire school year). There are some scholarships available each quarter, so again, check with the Financial Aid Office about deadlines. (PH: 360-475-7160) Olympic College offers a variety of financial aid including grants, scholarships, and loans. If you’re interested in receiving aid, you must complete a Free Application for Federal for Federal Student Aid (FAFSA). You can complete the FAFSA online at http://www.fafsa.ed.gov. If you have questions about financial aid available at Olympic College, please visit the OC Financial Aid web site at http:///www.olympic.edu/financialaid, or contact Heidi Townsend, Associate Dean of Student Financial Services at (360) 475-7162 or [email protected]. Olympic College also offers a Tuition Payment Plan which allows you to make automatic monthly payments on your tuition related charges only and is available through Nelnet Business Solutions. Down payment is due at time of enrollment with a $25.00 enrollment fee per quarter. More information is available online, http://www.olympic.edu/payment. You can also contact the Cashier’s office at (360) 475-7181. Non-payment or failure to repay a student loan can result in loss of professional licensure, including nursing license. *Due to Covid – 19, students are not to come to campus. Please contact the Financial Aid Office at (360)475-7160 or [email protected] to assist you.
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PERMISSION TO USE STUDENT WORK
Year Entered Program: ______
Expected Date of Completion: ______
As indicated by my signature below, I authorize Olympic College to use my work in the RN-BSN Program as part of one or more Olympic College exhibits/portfolios/presentations that are being prepared for classroom assessment, for program assessment, or for campus-wide assessment for student/program learning outcomes, for the Commission on Collegiate Nursing Education (CCNE) accreditation visit, and for the Northwest Commission on Colleges and Universities (NWCCU) accreditation site visit.
------
PRINT NAME ______SIGN NAME ______❑ OK to use my name. ❑ Please remove my name prior to sharing information.
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Group/Team Work Guidelines
During your course of study in the RN-BSN program, students will have assignments requiring group work. Developing the ability to collaborate with multiple types of groups is the number one quality an employer looks for in an employee. As a nurse leader, success in working in and with groups is critical. A Harvard Business School Professor said “that in the workplace doing well depends largely on learning to succeed in what he called a “Web of Relationships” – the ability to cooperate with others and function as an effective team”.
Students learn best when actively involved in the process. Researchers report that, regardless of the subject matter, students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats. Students who work in collaborative groups also appear more satisfied with their classes. (Sources: Beckman, 1990; Chickering and Gamson, 1991; Collier, 1980; Cooper and Associates, 1990; Goodsell, Maher, Tinto, and Associates, 1992; Johnson and Johnson, 1989; Johnson, Johnson, and Smith, 1991; Kohn, 1986; McKeachie, Pintrich, Lin, and Smith, 1986; Slavin, 1980, 1983; Whitman, 1988.)
Informal learning groups are ad hoc temporary clusterings of students within a single class session. Informal learning groups can be initiated, for example, by asking students to turn to a neighbor and spend two minutes discussing a posed question. Informal groups can be organized within informal groups at any time in a class of any size to check on students' understanding of the material, to give students an opportunity to apply what they are learning, or to provide a change of pace.
Formal learning groups are teams established to complete a specific task, such as perform a lab experiment, write a report, carry out a project, or prepare a position paper. These groups may complete their work in a single class session or over several weeks. Typically, students work together until the task is finished, and their project is graded.
Study teams/groups are long-term groups (usually existing over the course of a quarter) with stable membership whose primary responsibility is to provide members with support, encouragement, and assistance in completing course requirements and assignments.
Group work is one pedagogical strategy that promotes participation and interaction. It also fosters a deeper and more active learning process. In addition to exposing students to different approaches and ways of thinking, working with other students in groups can promote a sense of belonging to combat anonymity, isolation or even shyness that often accompany a student's experience at a large campus. Working together in groups also gives students the opportunity to learn from and teach each other. Classroom research has shown that students often learn better from each other than they do from a teacher.
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Student responsibilities as a study team/group member are: • Prepare before the study team/group meeting (for example, do all the required reading or problem sets) • Complete any tasks that the group assigns to its members • Attend all meetings and arrive on time • Actively participate during the sessions in ways that further the work of the group • Help promote one another's learning and success • Provide assistance, support, and encouragement to group members • Be involved in periodic self-assessments to determine whether the study team is working successfully (Is too much work being required? Is the time in study team meetings well spent?)
In addition, the effectiveness of study teams/groups can be enhanced by making sure each session has a clearly articulated agenda and purpose. Efficient group work is promoted by determining logistical arrangement such as: meeting time, length, location.
The ability to effectively work in teams/groups relates directly to the RN-BSN student/program outcomes of leadership and communication. Achieving effective team/group work is manifested in leadership by “generating communication, collaboration, negotiation, delegation, coordination, and evaluation of interdisciplinary teams”. It is manifested in communication “effectively” in many forms.
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Public Speaking/Presentations Guidelines
Public speaking in our professional as well as personal and social life is important. Often we mistakenly equate public speaking with some kind of performance. But it is altogether a wrong orientation; public speaking is all about sharing your mind with a group of individuals. The success of a public speaker lies in his/her ability to communicate his/her point of view with the members of the audience. The public speaker is able to extend his/her passion in the minds of the people who listened to his/her speech. And this is the essence of public speaking: get the audience to agree with what you have tried to accomplish and make them think about it over and over again. The three greatest qualities in a successful public speaker are simplicity, directness, and deliberativeness. The skill of public speaking is a process and improves with multiple experiences.
During the course of your RN-BSN education, you will be developing skills in public speaking. Each opportunity to present in your courses should be treated as a formal public speaking occasion. The qualities that you will be developing include the following: • Organization • Depth and Accuracy of Content • Research • Creativity • Use of Communication Aids • Use of Language o Grammar, Word Choice and Voice • Eye Contact • Personal Appearance • Audience Interaction, Questions, and Answers • Audience Response • Length of Presentation
The ability to successfully communicate via public speaking directly relates to the RN-BSN student/program outcome of communication. Achieving this is demonstrated by the graduate in being able to effectively communicate in many forms.
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Public Speaking Assessment Rubric Olympic College RN-BSN Program
4 3 2 1 Area Strong Competent Developing Emerging Applies outcome in multiple Shows skill in this outcome. Strengths and need for Need for improvement contexts. Many strengths are Improvement still desired. improvement are about overshadows apparent present. equal. strengths. Evidence of outcome is present. Organization Presentation is clear, logical, and Presentation is generally clear Listener can follow The content lacks organized. Listener can follow line of and well organized. A few minor presentation only with effort. organization; Transitions reasoning. There is deliberateness, points may be confusing. Point of Some arguments are not are abrupt, distracting, or directness, and simplicity in view is generally clear. clear. Organization seems missing. presentation. haphazard. Point of view of presenter disjointed, not clear.
Style Level of presentation is appropriate Level of presentation is generally Aspects of presentation are Presenter unaware of for the audience. Presentation is a appropriate. Pacing is sometimes too elementary or too audience. Presentation planned conversation, paced for too fast or too slow. The sophisticated for audience. does not connect with audience understanding. It is not a presenter seems slightly Presenter seems intended audience. No reading of a paper. Speaker is clearly uncomfortable at times, and the uncomfortable and can be enthusiasm obvious. comfortable in front of the group audience occasionally has trouble heard only if listener is very Presentation not and can be heard by all. hearing him/her. attentive. Much of the appropriate. information is read. Use of communication Communication aids enhance the Communication aids contribute Communication aids are Communication aids, Aids (e.g., presentation. They are prepared in a to the quality of the poorly prepared or used language, examples, do not Transparencies, Slides, professional manner: presentation. Font size is inappropriately. Font is too enhance presentation. Posters, Handouts, Font on visuals is large enough to be appropriate for reading. small to be easily seen. Too Presentation is Computer-Generated seen by all. Information is organized Appropriate information is much information is included. uninteresting. Materials) to maximize audience included. Some material is not Unimportant material is understanding. supported by visual aids. highlighted. Listeners may be Details are minimized so that main confused. points stand out.
4 3 2 1 Area Strong Competent Developing Emerging Eye Contact Eye contact with audience interaction with Eye contact interaction with Eye contact with the audience is Little/No connection aids, physical gestures demonstrate the aids, and physical gestures are lacking. Gestures are missing or with the audience speakers energy and interest, guiding the natural and fluid. awkward. The speaker depends listener through the presentation. heavily on the written speech or notes. Content
Depth of Speaker provides accurate and complete For the most part, Explanations of concepts No attempt to link Content and explanation of key concepts and theories, explanations of concepts and and/or theories are inaccurate or concepts and theories to Research drawing upon relevant literature. theories are accurate and incomplete. Little attempt is made content. No evidence of Applications of theory are included to complete. Some helpful to tie theory to practice. Listeners research. illuminate issues. Listeners gain insight. applications are included. gain little from presentation.
Accuracy of Information (names, facts, etc.) included in No significant errors are Enough errors are made to distract The majority of ideas are Content the presentation is consistently accurate. made. Listeners recognize any a knowledgeable unsupported by errors to be the result of listener, but some information is information or nervousness or oversight. accurate. The presentation is useful explanation. if the listener can determine what information is reliable.
Creativity Very Creative. The speaker was imaginative Somewhat creative. Little to no creativity. Presentation is and innovative in presentation. Demonstrated they put some Demonstrated no obvious effort to uninteresting, reflects no Demonstrated they put extra effort into effort into planning. plan involving imagination or effort toward creativity. planning presentation. innovative.
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4 3 2 1
Area Strong Competent Developing Emerging Use of Language
Grammar and Sentences are complete and For the most part, sentences are Listeners can follow the Vocabulary is awkward or Word Choice grammatical, and they flow together complete and grammatical, and presentation, but they are inappropriate; Speaker easily. Words are chosen for their they flow together easily. With a distracted by some difficult to understand. precise meaning. few exceptions, words are chosen grammatical errors and use of Sentence structure and for their precise meaning. slang. Some sentences are word choice are incomplete/halting, and/or monotonous and vocabulary is somewhat uninteresting. limited or inappropriate.
Voice The speaking style is extemporaneous, The speaker avoids distracting Vocal fillers are present Vocal fillers are present reflecting the quality of heightened, vocal fillers and generally uses throughout the presentation. throughout the natural conversation. Superb pitch, adequate pitch and volume. Speed and volume are presentation. Speed, volume, pause, and other variations Generally holds listeners attention. inappropriate to the volume, and tone are exist emphasizing important ideas and Some mispronunciations present. presentation. Articulation is inappropriate for the hold the listeners attention. Articulation generally clear. not clear. presentation. Pronunciation and articulation are flawless.
Freedom from Bias Both oral language and body language Oral language and body language Oral language and/or body Overt bias present. (e.g., Sexism, are free from bias. are free from bias with one or two language includes some Racism, Ageism, minor exceptions. identifiable bias. Some Heterosexism, etc.) listeners will be offended.
Personal Personal appearance is completely Personal appearance is generally Personal appearance is Personal appearance Appearance appropriate for the occasion and the appropriate for the occasion and inappropriate for the occasion distracts from audience. audience. However, some aspects and audience. presentation. of appearance reflect lack of sensitivity to nuances of the occasion or expectations of the audience.
4 3 2 1
Area Strong Competent Developing Emerging Responsiveness to Audience
Verbal Interaction Consistently clarifies, restates, and responds to Generally responsive to Responds to Answers do not unite questions. Summarizes when needed. audience comments, questions important points of questions, and needs. inadequately. presentation and Misses some opportunities discourages future for interaction. discussion.
Body Language Body language reflects Body language reflects some Body language Body language is comfort interacting with discomfort interacting with reveals a inappropriate. audience. the reluctance to audience. interact with audience.
Conclusion and Length of Presentation
The conclusion unites the important points of the The conclusion summarizes Minimal or no Presentation ends presentation and encourages future discussion. the main ideas. Time frame summary. Did not without conclusion. Audience is involved in synthesizing information. was under or over utilized. utilize appropriate Length of presentation Utilize appropriate time frame for presentation. time frame. did not meet standard.
Addressed Required All required areas addressed. 1-2 required areas not 3 or more of the More than 3 required Areas of Syllabus addressed. required areas not areas not addressed. addressed.
Totals
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Nursing Program Technology Guidelines
Olympic College Nursing Program values a foundation of information technology upon entry into the nursing programs. A foundation of information technology includes: word processing; accessing information and communicating through email; and online teaching and learning tools, such as textbook resources or Canvas©. Performance of searches using internet and intranet resources (electronic course reserves and library searches) are expected of students in Registered Nurse-Baccalaureate of Science in Nursing (RN-BSN), Associate Degree in Nursing (ADN), Transition to Associate Degree in Nursing (TADN) and Practical Nursing (PN) programs.
Most textbooks are available for purchase in an electronic format, if the student desires. Purchase of a new textbook often provides electronic guides in disk format or as web-based media links (web links). Students are encouraged to access these resources. Faculty may require students to answer questions or respond to scenarios using electronic resources, or engage in electronic discussions as part of the course grade.
Clickers are used in some classes for responding to class room activities and quizzes in the classroom. Electronic Clickers are available for purchase or loan in the Olympic College bookstore.
All current Olympic College students have access to computers in the computer labs. For on campus computer assistance, not related to a specific program, the college’s Information Technology help desk is available.
Laptop Rental during Covid-19 Guidelines [Bremerton Campus] Students will be able to rent laptops through the IT Department by scheduled appointment only. Fill out both the Laptop Rental Form (rental info) & Laptop Rental Screening Form (planned date of pick-up/ Covid-19 screening). *Students must wear a face covering for laptop pick up.
Help Desk hours (hours subject to change) Monday-Thursday 7:30 AM – 9:00 PM Fridays 7:30 AM -5:30 PM Saturdays 8:00 AM- 11:30 AM
Evening and weekend hours may be adjusted during Olympic College academic breaks. Contact the Help Desk at [email protected] or phone (360) 475-7600.
If assistance is needed to access on-line teaching/learning tools, the web address in the textbook often provides technology support. In particular, the Canvas© system requirements are listed on the Canvas© homepage https://olympic.instructure.com/login. To access, the student enters their student identification number as their user name. A default password is given and students are prompted to change the password during the initial logon. A week “zero” tutorial is available for student practice using the Canvas© learning management system. Assistance with technology is available in downloads, online with a live chat employee or by toll free phone number. Students are required to use Microsoft Office© 2016 effectively. The college has this available for your use.
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Nursing Program Writing Guidelines Checklist for Formal Academic Papers in RN-BSN Program Specific requirements of assignment addressed. Length is within the limitations imposed on the paper. APA format utilized throughout paper and on reference page(s). Size 12 font, serif or sans-serif. Double-spaced lines. There are rare acceptable exceptions, use appropriately. Paper size 8.5 x 11, one inch margins around each page. Proofread!!! Citations documented. Clarity of discussion. Cover sheet completed and attached. Reference sheet included with the word Reference centered on top of the page. Page numbers at the top right of each page including the cover sheet and the reference page(s). Page header on top left of each page including cover sheet. Includes necessary components for academic paper: a. Introductory paragraph begins paper b. Body of paper c. Conclusion Check punctuation and correct typographical errors: a. Concise and precise b. Free of misspellings c. Free of grammatical mistakes (avoid contractions in formal academic writing, capitalize correctly) d. Complete sentences e. Correct punctuation f. Includes subject/verb agreement g. Uses pronouns correctly (particularly who, which and that) h. Free of jargon and clichés i. Cites references correctly
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Guidelines for Nursing Writing Assignments 1. Specific requirements of assignment addressed. Heed the length limitations imposed on the paper. Failure to do so says much about the paper, little of which tends to be favorable. See specific requirements for assignment in course syllabus or on Canvas©.
2. APA format utilized throughout paper and on reference page(s). Use the 6th edition of the manual Publication of the American Psychological Association (APA). Faculty may choose not to require APA on informal writing assignments like journals.
3. Word Processing Fonts: Use size 12. Serif fonts are preferable to sans-serif fonts because the former are easier to read in blocks of text. This is an example of a serif font (Times New Roman). This is an example of a sans-serif font (Arial). Sans-serif fonts are better than serif fonts for display purposes (like signs), but are inferior to them for text.
4. Line Spacing: Typing should be double-spaced throughout the paper, except single-spaced for notes, the table of contents, reference page, and the bibliography (if appropriate). Appendices may be single-spaced.
5. Paper size 8.5 x 11, one inch margins around each page.
6. Proofread!!! Research shows us that 60% of grammar and spelling problems can be caught by a careful word-by-word final edit. a. Be particularly careful with your spelling, as there are many words which sound alike (homophones like “there” and “their”) and you may have used a word which is spelled correctly but is the wrong word for the context. Spell Check will not identify these special problems. b. Read the essay aloud. Your ear will pick up some of the problems your eye might miss. c. Citations documented correctly. d. Clarity of ideas and information presented.
7. Cover sheet completed and attached.
8. Reference sheet included with the word Reference centered on top of the page.
9. Page numbers at the top right of each page including the cover sheet and the reference page(s).
10. Includes necessary components for academic paper, addresses the topic or question and provides sufficient textual evidence to support the argument. a. Introductory paragraph begins paper. Indicates how the paper is organized. b. Body of paper contains a complete discussion and support, each paragraph: i. Includes a topic sentence ii. Develops one main idea iii. Has a transition sentence linking it to the next paragraph iv. Use citations correctly; introduce, cite, discuss – your words should exceed the length of the citation c. Conclusion: i. Recaps the thesis statement and the essay's main points ii. Presents a closing statement of the writer's position
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11. Check punctuation and correct typographical errors. a. Write with nouns and verbs; use active rather than passive voice. b. Keep the approach and style fresh; use adverbs and adjectives sparingly, for only then will they have maximum impact. c. Employ speech components correctly.
d. Avoid all jargon, clichés, acronyms, and trendy words and phrases.
e. Do not dangle modifiers.
f. Do not leave questions unanswered.
g. Ensure that pronouns agree with their antecedents, elements in series are parallel, and punctuation is flawless.
h. Refrain from using the first person ("I," "me," or "we"), and from changing your point of view within the paper. Faculty have discretion on this depending on assignment and will address it with assignment specifics. Journals and reflection papers may be written in first person.
Websites that may be helpful with assignments: http://libguides.olympic.edu/content.php?pid=195223 (Open Olympic College web page, click on Hazelwood Library, on the first screen type APA in the search box and click enter. Also has a link for the OWL at Purdue.) http://owl.english.purdue.edu https://apastyle.apa.org/style-grammar-guidelines/paper-format/sample-papersl Olympic College Haselwood Library
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RN-BSN Safe Practice Guidelines
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Clinical Placements Northwest Student/Faculty Clinical Passport Requirements
This is a digital PDF and should not be handwritten.
By contract with your academic institution, all students and faculty participating in learning experiences at this healthcare site must meet the following health and safety requirements. The academic institution is responsible for ensuring that requirements have been met prior to participation in the clinical experience. Records will be kept at the academic institution and random review by the clinical affiliates will occur on a regular basis. Documentation mu st meet requirements at all times. Required immunizations must include mm/dd/yyyy if available.
SUBMITTED ONCE SUBMITTED EVERY YEAR
TUBERCULIN STATUS TUBERCULIN STATUS • Initial 2-step TST is required AND confirmation of initial 2-step • Annual TST OR completion. • Annual TB IGRA test • If no records of previous positive TB tests or more than 12 months • If newly positive TST/IGRA results -+ F/U with healthcare provider (chest X- since last TST then 2-step TST OR ray, symptoms check and possible treatment documentation of absence of • Negative TB IGRA test within 12 months OR active M. TB disease) and may need to complete health questionnaire.
• If negative TST within 12 months -+ 1-step TST • Previously documented positive TST results and prior negative chest X-
• If newly positive TST or TB IGRA -+ F/U healthcare provider (chest X• ray, ray results. Complete Annual Symptom Check Form. If any "yes" symptoms check and possible treatment documentation of absence of responses -+ /F/U with healthcare provider. active M. TB disease) and need to complete health questionnaire INFLUENZA • If history of positive TST -+ provide results of TST reading, provide proof of chest X-ray documenting absence of M. TB, medical treatment and negative • Proof of seasonal vaccination(s) OR symptom check • Signed declination for student/faculty who decline vaccination • If history of BCG vaccine -+ TST Skin Testing as above or TB IGRA. If negative - Specific healthcare institutions may require vaccination without -+ OK; If positive -+ follow-up as above exception (i.e., no declination) http://flushot.healthmap.org/ HEPATITIS B BACKGROUND CHECKS • Series of 3 vaccines completed at appropriate time intervals and post • National Criminal Background Check and Washington State Patrol vaccination titer at 6-8 weeks after series completion. If negative titer, then Background Check (WATCH) upon admission/re-admissionand re• repeat series (consisting of doses #4-#6) and repeat titer 6-8 weeks after#6 entry/hire to program to include all counties of residence & all dose. OR obtain challenge dose #4 and re-titer after 6-8 weeks OR Washington State counties per RCW43 .43.830 and OIG and GSA • Provide results of positive titer (anti-HBs or HepB Sab) OR screens. Excluded Provider search on: • Signed declination for students/faculty who decline vaccination 1. OIG http://exclusions.oig.hhs.gov/ (conducted bi-monthly by - Specific healthcare institutions may require vaccination without exception (i.e., no declination) CPNW) 2. GSA http://www.sam.gov (conducted bi-monthly by CPNW) MMR (Measles, Mumps, Rubella) • Washington State Patrol Background Check (WATCH annually Proof of vaccination (2 doses at appropriate intervals) OR thereafter) • Proof of Measles immunity by titer and • • Proof of Mumps immunity by titer and Criminal History Disclosure (annual) and kept on file by education institution (If your school does not provide a disclosure form you can find • Proof of Rubella immunity by titer one by clicking here) VARICELLA LICENSE (If individual is licensed as any healthcare provider [RN, LPN, NAC, etc.] and • Proof of vaccination (2 doses administered at least 4 weeks apart) OR in what specific State) • Proof of immunity by titer • Current TETANUS, DIPHTHERIA, PERTUSSIS (Tdap) • Unencumbered • Tdap required once after age 11 INSURANCE • Td required every 1O years after Tdap • Professional Liability $1,000,000/3,000,000policy (This may be AUTHORIZATION FOR RELEASE OF RECORD coverage via the school or individual) • Kept on file by education institution CPR MILITARY IMMUNIZATION • You are required to complete an American Heart • If immunization occurred during Military service Association (AHA) BLS Provider Course and have a current ADDITIONAL REQUIREMENTS (if applicable) Course card/eCard. AHA BLS Provider Resuscitation Quality Some healthcare settings may have additional requirements, such as the following: Impro vement Program (ROI) meets this requirement. • Vehicle Insurance (for access to VA Current First Aid Card REQUIRED EDUCATION & Military Facilities) Proof of U.S. Citizenship • • Personal Health Insurance Color Vision Test Each healthcare organization will communicate to faculty and students any • Drug Screen Food Handlers License required educational content to be completed prior to participation in the • Hepatitis A Vaccine clinical experience. Students and Faculty will be informed prior to clinical experience if optional or additional requirements need to be met.
Copyright 2020 Clinical Placements Northwest
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Fieldwork Passport Information
What is a Fieldwork Passport? The Fieldwork Passport is a set of health and safety standards required of all students and faculty caring for patients in the healthcare setting. It serves as a record of immunity status for vaccine-preventable diseases. The record should show all pertinent information about that vaccine and when it was administered. Why are vaccinations important? You are likely to come into contact with infective material from patients, potentially placing you at risk for exposure and possible transmission of vaccine-preventable diseases. Why is the Fieldwork Passport so important? Employers and healthcare providers have a shared responsibility to prevent occupationally acquired infections and avoid causing harm to patients by taking reasonable precautions to prevent transmission of vaccine- preventable diseases. Vaccines help maintain immunity and safeguards you and other healthcare professionals from infection and the potential of patients becoming infected. Keeping Current You have the professional responsibility to know and keep current with your immunizations and health requirements. Documentation Requirements
All fieldwork signups, documentation, and fieldwork requirements are to be reviewed and completed accurately and on time by the deadlines specified throughout the program. If deadlines are not met the student forfeits placement in the nursing program.
Background Check Information
In order to practice as a nursing student in clinical/community agencies, it is necessary according to the "Child/Adult Abuse Information Act" (RCW 43.43.830 through RCW 43.43.845) to complete a criminal history background inquiry. This is a requirement of the Department of Social and Health Services to ensure that persons convicted of a crime against "children under sixteen years of age or developmentally disabled persons or vulnerable adults" are not allowed to work in facilities where this population is being cared for.
Because of this statute, you will need to obtain your Criminal History Background record from Olympic College pursuant to RCW 43.43.834 and RCW 43.43.838. You must also release a copy of the record to Olympic College and authorize the College to transmit the record or copy to the appropriate clinical agency. Call Cashier’s office at (360)475-7181 to add background check invoice to CTC Link account. Payment of $21.00 accepted over the phone or online via CTC Link. Nursing administrative office processes background checks for students via WSP.
The report will show any felony or misdemeanors which you have committed. Crimes which could potentially affect care of the clients or which are deemed potentially hazardous to any client or organization will be reviewed by individual clinical agencies. Clinical agencies have the right to refuse practice opportunities to any potential student or student at any time during the six quarter nursing program. If you are refused clinical placement due to a positive background check you must withdraw from the Nursing Program. If you are found to be dishonest in acquiring your background check, you are at risk for dismissal from the nursing program per the Olympic College Student Conduct Code.
The clinical agency may conduct the background inquiry directly and the clinical agency may refuse
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placement of a student who does not provide the requested records or who has a record of prior criminal conduct. The clinical agency may conduct the background inquiry directly and the clinical agency may refuse placement of a student who does not provide the requested records or who has a record of prior criminal conduct.
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Blood Borne Pathogens To Prevent Transmission of Blood Borne Pathogens in Health Care Settings The increasing prevalence of blood borne pathogens increases the risk that health-care workers will be exposed to blood/bodily fluids from clients infected with blood borne pathogens, especially when blood and body-fluid precautions are not followed for all clients. Thus, this document emphasizes the need for health-care workers to consider ALL clients as potentially infected with blood-borne pathogens and to adhere rigorously to infection-control precautions for minimizing the risk or exposure to blood and body fluid of all clients.
The Center for Disease Control (CDC) has issued guidelines regarding occupational exposure to blood borne pathogens (including HIV, Hepatitis B and Hepatitis C). The Nursing Program has adopted the following concepts and principles in conformity with CDC guidelines.
The following principles are your first line of defense against HIV, Hepatitis B and Hepatitis C, but also against all Blood Borne Pathogens. The key concepts and principles are as follows: 1. Body substances of all clients are to be considered infectious. 2. Handwashing is the major preventive technique. It should be used: a. Prior to and following any patient contact. b. Immediately, if contact with any body substance onto the skin or mucous membranes occurs. c. After removing contaminated gloves, gowns, or equipment. 3. Needles should not be recapped or broken; deposit in a puncture-resistant container. 4. Gloves should be worn if contact with body substances is anticipated. These include: a. Handling of blood, urine, feces, vaginal drainage, saliva, tears, amniotic fluid, breast milk, or wound drainage, including wet dressings and laundry. b. When potential contact with body substances is anticipated (IVs, irrigations). c. When carrying body substances in containers (bedpans, urinals, specimen containers). 5. Added precautions should be taken if splashing of body substances is anticipated, or if contact with eyes or mouth is expected (masks, goggles, gown). 6. Students should be knowledgeable of the nature and risks of body substance transmitted diseases, the mode of transmission, and the appropriate preventive techniques. 7. Students with cuts, sores or broken skin areas on their hands should not be in direct contact with clients. Clinical instructor must be notified immediately to determine if clinical practice can be carried out by wearing gloves or by applying an occlusive dressing. 8. Any needle-stick injuries with contaminated needles, cuts with contaminated sharp objects, body substance splashes or contact with mucous membranes should be managed following CDC guidelines. Immediately wash area, report to agency and seek medical attention. Clinical instructor must be notified immediately. 9. Spills of body substances should be immediately cleaned from the surface using soap and water then follow agency procedure. Gloves should be worn during cleaning and hands washed when gloves removed. The agencies’ recommended bactericidal cleaning procedure should be followed. The following principles should also be recognized: 1. Body substance transmitted diseases are not transmitted by ordinary contact with clients (feeding, or touching). They are not transmitted through the air. 2. Body substance guidelines are for the protection of clients as well as the health care worker. 3. Gloves shall be worn when it can be reasonably anticipated that the student may have hand contact with blood, other potentially infectious materials, mucous membranes, and non-intact skin; when performing vascular access procedures and when handling or touching contaminated items or surfaces. 4. When needed equipment or supplies are not available in the clinical area, the instructor should use his/her
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judgment as to how the student should proceed. 5. After caring for a patient, students should not put hands to face, especially eyes or mouth, prior to washing hands. 6. Students are accountable for the correct implementation of the above procedures. 7. Students are responsible for reviewing agency procedure/policy manual.
Standard Precautions and Transmission-Based Precautions
An Exposure Incident is Described As:
Contact with blood, body fluids or other potentially infectious material by splattering onto your eyes, mouth, mucous membranes, or non-intact skin. All sticks from a used needle or sharp object also qualify as an exposure.
Clinical Agency
Students exposed to blood or body fluids at the clinical agency will follow the clinical agency’s procedure at the student’s own expense, if applicable. Notify clinical instructor and clinical agency immediately following exposure. The incident should be documented by student and faculty using the Olympic College Accident and Injury form, in addition to, any forms required by the clinical agency.
Nursing Skills Laboratory
No procedures involving blood or body fluids will be done in the skills lab. It is possible that a student may stick themselves when practicing injections, medication administration or IV starts with skills practice equipment. If this occurs notify your instructor immediately. The area should be cleaned and follow up with your personal HCP at students expense. Incident should be documented by student/faculty and the Olympic College accident and injury form completed.
Students are responsible to acquaint themselves with each clinical agencies exposure follow-up policy.
• Policies of the clinical agency must be followed. • All exposures must be reported immediately to the responsible clinical faculty.
Neither the clinical agency nor Olympic College will be responsible for costs. The student is responsible for all medical costs. Students should check with their own insurance provider regarding coverage.
Clinical Injury or Illness
When a student receives an injury or becomes acutely ill in the clinical setting, the faculty or designated responsible party needs to be notified immediately to help determine a health care referral if appropriate. The instructor will notify the Associate Dean of Nursing of the incident, document the injury and follow up, in addition to, completing Olympic College’s accident and injury form, and any forms required by the clinical agency.
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OLYMPIC COLLEGE NURSING PROGRAM PREGNANCY ASSUMPTION OF RISK FORM
I am enrolled as a nursing student at Olympic College. I am aware that during the course of my training, I may be exposed to certain risks that may pose a danger to my health and the health of a fetus or breastfeeding child should I become pregnant and/or engage in breastfeeding.
I understand that the risks posed to myself, my fetus, or my breastfeeding child while participating in the nursing program at Olympic College include, but are not limited to, contracting the following diseases, which could result in, among other things, birth defects, miscarriages, still-births, death, immuno-deficiency, tumors, chronic liver disease, liver failure, bronchitis, respiratory infection, and brain or nervous system abnormalities:
DISEASE MODE OF PREVENTION COMMENTS TRANSMISSION AIDS/HIV Blood or body Standard Precautions for all Report blood/body fluids patients fluid or contaminated sharps exposures immediately CHICKENPOX Respiratory and Airborne and contact The non-immune HCW, pregnant or (VARICELLA) lesion via isolation (vaccine available not, should not care for varicella contact with from the health patients. Varicella vaccine is drainage or department) recommended for non-pregnant HCW droplets, or without reliable history of varicella or airborne route laboratory evidence of immunity CYTOMEGALOVI Urine and Standard Precautions, good Low risk for Nosocomial transmission. RUS respiratory hand hygiene Most adult women are already (CMV) droplets immune HEPATITIS A Oral/Fecal Standard Precautions vaccine available from health dept., post-exposure prophylaxis available from Employee Health HEPATITIS B Blood and body Standard Precautions for all Hepatitis B vaccine recommended for fluids patients vaccine and post all HCW at risk for blood exposure. exposure prophylaxis Report any blood/body fluids or available from Employee contaminated sharp exposure Health immediately HEPATITIS C Blood and body Standard Precautions for all Report any blood/body fluid or fluids patients contaminated sharp exposure immediately HERPES SIMPLEX Lesion Standard or Contact Report any blood/body fluid or secretions Precautions contaminated sharp exposure immediately INFLUENZA Respiratory via Standard Precautions plus All HCW are encouraged to receive droplets or droplet precautions. Yearly yearly influenza vaccine. Vaccine airborne route vaccine available recommended for women in 2nd or 3rd from Employee trimester during flu season Health MULTI-DRUG Depends on site Standard or contact As long as proper infection control RESISTANT of infection or precautions practices are used, the pregnant HCW ORAGANISMS colonization depending on site of is at no greater risk than the non- (MRSA, VRE) infection pregnant HCW
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PARVOVIRUS B19 Respiratory via Standard Precautions Pregnant HCW should not care for (FIFTH’S DISEASE) droplets plus droplet patients with sickle cell or chronic precautions for all hemolytic anemia who are in aplastic patients/good hand crisis due to parvovirus B19 washing hygiene RSV Droplets and Standard and Contact direct contact Precautions with respiratory secretions RSV BEING Droplets and Standard and Contact Pregnant HCW or one who is TREATED direct contact Precautions breastfeeding should not provide WITH RIBAVIRIN with respiratory direct care to the patient during the secretions administration of ribavirin. Appropriate signage will be posted RUBELLA Droplets and Standard and Droplet The non-immune HCW, pregnant or (GERMAN direct contact Precautions, vaccine not, should not care for rubella MEASLES, THREE with respiratory available from patients. Vaccine is recommended for DAY MEASLES) secretions Employee Health non-pregnant HCW without documentation or laboratory evidence of immunity RUBEOLA (HARD Respiratory via Airborne and The non-immune HCW, pregnant or MEASLES) droplets or Standard Precautions, not, should not care for rubeola airborne route vaccine available patients. Vaccine is recommended for from Employee non-pregnant HCW without Health documentation or laboratory evidence of immunity SHINGLES Lesion Standard, Airborne, The varicella virus causes herpes (HERPES secretions and Contact zoster. The non-immune HCW, ZOSTER) Precautions (if pregnant or not, should not care for disseminated) varicella patients. Varicella vaccine is recommended for non-pregnant HCW without reliable history or laboratory evidence of immunity to varicella. The immune HCW, pregnant or not, can safely care for a patient with shingles or varicella SYPHILIS Lesion drainage Standard precautions Risk of non-sexual transmission is low and blood TOXOPLASMOSIS Persons may Standard precautions Greatest risk from insufficiently become infected cooked meat or cat feces (emptying by ingestion of litter box without proper hand hygiene infective oocytes afterward) from dirt in which cats have defecated TUBERCULOSIS Airborne Airborne precautions Report any unprotected exposure. TB skin testing is not contraindicated during pregnancy
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I also understand that exposure to certain agents, including those listed below, may pose a risk to the health of a pregnant mother, her fetus, breastfeeding mother and/or a breastfeeding child, including, but not limited to, birth defects and miscarriage:
1. Aerosolized ribavirin 2. Anesthesia gases 3. Aerosolized pentamidine 4. Cytotoxic agents, including caring for a patient who is receiving or has received any cytotoxic agent within the past forty-eight (48) hours
During the course of my training, I will be taught or have been taught techniques designed to minimize and reduce the risks posed to myself and/or the health of my fetus or breastfeeding child. These techniques and practices include:
1. Infection Control Precautions 2. Standard Precautions and Transmission- Based Precautions 3. Hand Hygiene 4. Prevention of Transmission of blood borne pathogens in the health care setting 5. Environmental Controls
I understand that it is my responsibility as a nursing student to master and practice these techniques in order to reduce risks posed to myself and/or my fetus or breastfeeding baby during the course of my studies. I understand that failure to adhere to these practices in the educational and clinical setting may result in injury or illness to me and/or my fetus or breastfeeding child.
By voluntarily signing this agreement, I hereby assume any and all of these risks of injury or illness to me and/or my fetus or breastfeeding child arising from my participation in the Nursing Program. I understand the risks inherent in participating in the Nursing Program. I acknowledge that the Nursing Program, upon request, is ready and willing to modify educational and clinical assignments in order to reduce these risks.
I have read this Agreement and understand its terms and desire to participate in the Nursing Program. I agree that I am voluntarily participating in the Nursing Program and I am aware of the risks involved to both myself and my fetus or breastfeeding child.
Signature Date Signed
Print Name
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COVID-19 FAQ & ASSUMPTION OF RISK FORM Nursing Program Corona Virus and COVID-19 Fact Sheet and Assumption of the Risk Form Coronavirus (COVID-19) is an illness caused by a virus that can spread from person to person. The virus that causes COVID-19 is a new coronavirus that has spread throughout the world. COVID-19 symptoms can range from mild (or no symptoms) to severe illness. You can become infected by coming into close contact (about 6 feet or two arm lengths) with a person who has COVID- 19. COVID-19 is primarily spread from person to person. You can become infected from respiratory droplets when an infected person coughs, sneezes, or talks. You may also be able to get it by touching a surface or object that has the virus on it, and then by touching your mouth, nose, or eyes. A person infected with the coronavirus may be asymptomatic, suffer mild discomfort, or experience severe illness, including death. Persons in the following categories are at high risk of suffering severe illness: • 65 years of older • Living in a nursing home or long-term care facility • People of all ages with underlying medical conditions, particularly if not well- controlled, including persons with: • Chronic lung disease or moderate to severe asthmas • Serious heart conditions • Immunocompromised • People with severe obesity (body mass index [BMI] of 40 or higher) • People with diabetes • People with chronic kidney disease undergoing dialysis • People with liver disease
Students who are at high risk should contact their clinical instructor as soon as possible to discuss possible reasonable postponement of clinical and nursing program requirements until a later date. There is currently no vaccine to protect against COVID-19. The best way to protect yourself is to avoid being exposed to the virus that causes COVID-19. For health care workers, including nursing students and clinical faculty, the risk of contracting COVID-19 is minimized by adhering to the Centers for Disease Control (CDC) infection control guidelines https://www.cdc.gov/infectioncontrol/basics/index.html when caring for patients/residents during clinical experiences. To participate in the clinical program, students must adhere to 1) standard precautions, 2) transmission-based precautions by wearing Personal Protective Equipment (PPE) and 3) hand hygiene practices to minimize infection spread when caring for patients/residents during clinical. While participating in the clinical program, I agree to adhere to the following requirements.
Initials Requirement
If I am sick and/or exhibiting any potential signs of COVID-19, e.g., fever (100.4F), shortness of breath, cough, sore throat, runny nose, body aches, diarrhea or vomiting, I will notify my clinical instructor and mentor assigned immediately, and not attend clinical.
During clinical rotation, I will adhere to infection prevention practices by following the CDC guidelines of implementing standard precautions and isolation precautions when caring for patients/residents.
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Assumption of the Risk I understand and acknowledge that I am currently enrolled in a , and that the clinical site is a Washington State designated essential workplace that is allowed to continue operating pursuant to the “Stay Home Stay Healthy Order” (the Order) announced by the Governor on March 23, 2020. I also understand and acknowledge that the Order designates students studying and engaged in clinical studies in health care fields as essential personnel. In order to complete my studies in , I have chosen to participate in . I have been instructed regarding universal safety precautions and isolation precautions to adhere to while completing my clinical experiences. I understand, however, that in completing my at an essential workplace during the COVID-19 outbreak, there may be some inherent risks that cannot be eliminated regardless of the care taken to avoid injury/infection. Such risks include, but are not limited to, respiratory failure, organ failure, death, exacerbation of existing health conditions, stress, social-stigmatization, and/or spreading the infection to others. I voluntarily choose to participate in-person at my clinical program with full knowledge that the activities may be hazardous. I voluntarily assume full responsibility for any risks of injury, illnesses, loss, or death. I further voluntarily assume full responsibility for all such damages caused to others by my conduct. I understand that if I am a person in a high-risk category, I can ask the College to provide a reasonable postponement of clinical and nursing program requirements until a later date. I certify I have read and understand, and am competent to sign this document. I hereby voluntarily sign this document and knowingly assume the above described risks and responsibilities associated with completing my clinical program at ______.
______Signature Date
______Student name
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COVID-19 CLINICAL & PROGRAM POSTPONEMENT Nursing Program
Olympic College 1600 Chester Ave. Bremerton, WA 98337
Re: Covid-19 FAQ sheet and Assumption of Risk
Dear Student
The Covid-19 FAQ sheet and Assumption Risk form provides you with information regarding the potential risks for exposure to the Covid-19 virus while participating in clinicals at various healthcare facility sites. As with any informed consent process, it is important that you are given the opportunity to be an informed participant in your nursing education.
As stated in the form, students who are at high risk should contact their clinical instructor as soon as possible to discuss possible postponement of clinical and nursing program requirements until a later date. Postponement of clinical and nursing program requirements means that a student’s placement in the nursing program will be placed on temporary hold for a period of one academic year in anticipation of improved Covid-19 safety parameters and/or a Covid-19 vaccine is available.
For those students who consent to participate in the clinical requirements of the nursing program, the risk of contracting COVID-19 is minimized by adhering to the Centers for Disease Control (CDC) infection control guidelines ( https://www.cdc.gov/infectioncontrol/basics/index.html) when caring for patients/residents during clinical experiences.
Students who wish to postpone participation in clinical and the nursing program requirements due to their high- risk status for the Covid-19 virus may immediately leave the nursing program at the time of the request. Such students will be guaranteed re-entry into the nursing program within one academic year in the same quarter in which they left the program provided they were in good academic standing at the time of departure from the nursing program. An exit interview with the Associate Dean of Nursing is also required to ensure understanding of the expectations, program re-entry process, and to have questions regarding the process addressed.
Olympic College Nursing Program 1600 Chester Ave. Bldg 5, Floor 3 Bremerton, WA 98337
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COVID- 19 Risk Screening, Reporting, Algorithms
COVID-19 Definitions
For those students who consent to participate in the clinical requirements of the nursing program, the risk of contracting COVID-19 is minimized by adhering to the Centers for Disease Control (CDC) infection control guidelines (https://www.cdc.gov/infectioncontrol/basics/index.html) when caring for patients/residents during clinical experiences.
Definitions: COVID-19 symptoms: People with the COVID-19 symptoms include, fever or chills, cough, shortness of breath or difficulty breathing, fatigue, muscle or body aches, headache, new loss of taste or smell, sore throat, congestion or runny nose, nausea or vomiting, diarrhea. Mild illness: Individuals who have any of the various signs and symptoms of COVID 19 (e.g., fever, cough, sore throat, malaise, headache, muscle pain) without shortness of breath, dyspnea, or abnormal chest imaging. Moderate illness: Individuals who have evidence of lower respiratory disease by clinical assessment or imaging and saturation of oxygen (SpO2) >94% on room air. Primary (Close) Contact: Someone who was within 6 feet of an infected person for at least 15 minutes starting from 2 days before illness onset (or, for asymptomatic patients, prior to specimen collection) until the time the patient is isolated. Factors to consider when defining close contact include proximity, the duration of exposure (e.g., longer exposure time likely increases exposure risk), whether the individual has symptoms (e.g., coughing likely increases exposure risk) and whether either the case patient or contact were wearing an N95 respirator (which can efficiently block respiratory secretions from contaminating others and the environment). At this time, differential determination of close contact for those using fabric face coverings is not recommended. Exposure: Having come into contact with a cause of, or possessing a characteristic that is determinant of a particular health problem. Contact Elicitation Window: The timeframe when the case was likely infectious and not under isolation. This is the time period for which possible contacts should be elicited. Incubation Period: Period of time between exposure to an infection and onset of symptoms. Personal Protective Equipment (PPE): All individuals entering the lab or simulation area are required to wear a cloth mask and will be given a surgical mask upon entry. Higher levels of PPE are determined on the activity being attended. If face shields/googles are required, e.g., physical assessment class, student will be issued PPE to include, gown, gloves, mask, googles or face shield. Students will be given instructions on proper cleaning of face shields and googles during the course. PPE disposal will be in accordance with OSHA, EPA, and CDC laboratory guidelines and containers are provided by lab. All skills lab and simulation rooms are equipped with hand hygiene and PPE capabilities.
Social distancing: • 6 feet apart from others requires surgical face mask at all times while in lab/clinical • Less than 6 feet apart from others requires full PPE including surgical face mask, gloves, face shield or googles, gown
Safety guidelines for clinical lab and simulation labs are provided on the Canvas courses. Please, follow instructor guidelines for pre-entry/entry, main lab, simulation lab and exiting procedures. Student belongings are discouraged and only bring essentials to lab/simulation.
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COVID-19 FAQs The following scenarios are used to guide COVID-19 questions for the “what ifs” and how to minimize infection spread, respond according to healthcare experts, and protecting you and the community.
Scenario Answer
I have COVID-19 symptoms, what do I do? • Stay home. Notify your instructor. Seek professional medical advice for COVID-19 testing. Do not return to clinical/class until cleared by your primary care provider. I have a family member with whom I have had • Stay home until 14 days after the last exposure and primary contact and has tested positive, what do maintain social distancing from others at all times. Self- I do? monitor for symptoms including check temperature twice a day, watch for fever, cough, or shortness of breath, or other symptoms of COVID-19. Avoid contact with people at higher risk for severe illness from COVID-19. If you have had primary contact with a person who has tested COVID positive, you must be tested. I have a family member with whom I have not • If asymptomatic, continue with normal activities. If had primary contact who has tested positive, symptomatic, follow up with a healthcare provider for what do I do? evaluation. Do not return to clinical/class activities until healthcare provider evaluation and medical clearance. I have been tested positive for COVID-19, what • Contact your instructor. Follow CDC and local public health do I do? department guidelines for quarantine and contact tracing.
If I am leaving a clinical activity (class, hospital, • No, do not wear your scrubs into a public place after clinic, nursing facility), should I stop by the leaving the clinical activity/facility. Consider bringing a grocery store on my way home? change of clothes to wear home at the end of your shift or upon arrival at home. Do not wear scrubs out in public. This is not appropriate as clothing can be a source for spread of infection. A pair of shoes should be dedicated to clinical/lab/simulation class only. Disinfect your cell phones, laptops, and other devise before you go home. disinfect high touch surfaces, e.g., any computer or device before and after use.
References:
• Centers for Disease Control and Prevention (CDC) (2019). Using Personal Protective Equipment (PPE). • Centers for Disease Control and Prevention (CDC) (2019). Criteria for Return to Work for Healthcare Personnel with Coronavirus Infection. • Centers for Disease Control and Prevention (CDC) (2019). Operational Considerations for Containing COVID-19 in non-US Healthcare Settings • Centers for Disease Control and Prevention (CDC) (2019). Public Health Guidance for Community-Related Exposure
• Department of Education (DOE) (March 2020). Student privacy policy office FERPA & Coronavirus Disease 2019 (COVID-19) Frequently Asked Questions (FAQs), Retrieved from • https://studentprivacy.ed.gov/resources/ferpa-and-coronavirus-disease-2019-covid-19
• Fischer, E.P., Fischer, M.C., Grass, D., Henrion, I., Warren, W.S., Westman, E. (2020) Low-cost measurement of facemask efficacy for filtering expelled droplets during speech. Science Advances, 1-11. doi: 10.1126/sciadv.abd3093.
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COVID Contact Algorithm
Students Participation in Face to Face Labs, Simulation, and Clinical Activities
Students and faculty who are feeling sick, should stay home. Student with signs/symptoms of COVID-19, contacts their instructor as well as a healthcare provider for further evaluation and COVID testing prior to returning to face to face class and/or clinical. Faculty with signs/symptoms of COVID-19, contacts the course coordinator if applicable and administrator as well as healthcare provider for further evaluation.
Has the student/faculty/employee had primary contact with someone who has laboratory confirmed or probable COVID-19?*
Was the student/faculty wearing PPE (mask, gown, goggles) ** No Yes
Continue in class or Yes No clinical activities
Student/faculty attends Follow CDC class/clinical activities recommendations for maintaining compliance quarantine. Contact a with testing/PPE healthcare provider for further evaluation and COVID-19 testing.
*If awaiting COVID-19 test results for you or a primary contact source, begin quarantine until the results have been reported. Contact instructor with results. **If you are a healthcare worker, 1) have been exposed to a patient who is known COVID-19 positive, 2) were following the CDC guidelines for healthcare workers, i.e., PPE requirements were worn and 3) have no symptoms, continue with clinical/class activities. If you have COVID-19 signs and symptoms, contact instructor/supervisor as well as a healthcare provider for further evaluation and begin quarantine guidelines from the CDC.
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ADA Accommodations
The Americans with Disabilities Act (ADA) guarantees equal opportunity for individuals with disabilities in public and private sector services and employment and in higher education settings. Determining eligibility for academic accommodations is the responsibility of Access Services, located in the Humanities and Student Services (HSS) building. Their overall mission is to ensure that students with disabilities have equal access to all programs and activities offered at the college.
If a student needs specific academic accommodations it is the student’s responsibility to request them by contacting Access Services at 360-475-7540. The student will participate in an intake appointment to discuss the disability and identify the specific accommodations that may be needed. Once approved, Access Services will provide the student with an Accommodation Letter. Access Services will notify the course instructor of needed accommodations.
Please review the attached Olympic College Policy for serving students with disabilities.
Please go to www.olympic.edu/accessservices to obtain information on the following topics:
• New students – Register for Access Services • Current students – Requesting accommodations through myAccess • PSNS Helper/Apprentice – Register for Access Services • What is a disability? • Who is eligible and what do I need for documentation? • Examples of service • What are my responsibilities? • What about confidentiality? • Scheduling accommodated exams • Accessibility 101 training • Letter to parents of students with disabilities about to enter college • Disability Awareness Month • ADA 25!
POLICY NUMBER: OCP 300-02 Policy for Serving Students with Disabilities
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OC Faculty Accommodation Agreement: Audio Recording I understand that recording class lectures for any Olympic College course is permitted for me as a reasonable accommodation under Section 504 of the Rehabilitation Act of 1973 (34 CFR § 104.44), and that the sole purpose of recording is to remediate the specific functional limitations of my disability and provide equivalent access to course content as approved by Access Services. I further understand and agree to the following conditions as applicable:
▪ Recording is limited to official class sessions. I must request this accommodation for each course and quarter as needed, prior to recording any classroom lecture or activity. ▪ I may record using an approved device of my preference, including phone, smart pen, digital voice recorder or other audio technology.
▪ The instructor may inform students and guest speakers that permission was granted for audio recording, without identifying me as the person recording.
▪ * The instructor may direct me not to record sensitive material discussed in a given class session and will maintain my confidentiality in this process.
▪ Recorded content is the intellectual property of the instructor. I will not copy, share, distribute, sell or use the recorded material in any form for any purpose other than to accommodate my access to course material.
Please be aware that the State of Washington is a two-party consent state, which means that both parties must consent before a private conversation may be recorded. Failure to receive and document consent to record a private conversation is a violation of state law (RCW 9.73.030). Students who record a private conversation without consent of the other party or fail to abide by any of the terms of this agreement may also be subject to disciplinary action pursuant to the Olympic College Student Conduct Code (WAC 132C-120).
______Student Name (printed)
______Student Signature Date
______Instructor Signature Date
______Course/Quarter
* For the Nursing Program, audio recordings involving patient/ client discussion or information are considered a violation of the Health Insurance Portability and Accountability Act (HIPAA), patient privacy, and will not be permitted during clinical conference sessions or in areas where patient information is discussed.
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.
Reporting and Record Keeping Requirements
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Reporting and Record Keeping Requirements
WAC 246-840-513 requires nursing programs to report to the NCQAC within two business days any incident that involves the following: • Unreasonable risk of harm: An act or failure to act, which is below the standard of care for what a reasonably prudent nurse would do in similar circumstances, thereby creating a risk of harm to the patient, whether or not actual harm resulted.
• Reason to believe there is patient harm: Anything that impairs or adversely affects the health, safety, or wellbeing of the patient. Harm includes physical, mental, emotional and sexual, abuse, exploitation, neglect or abandonment.
• Alleged diversion of legend drugs or controlled substances: A claim or assertion that an individual misappropriated any legend drug or controlled substance.
Faculty using the form supplied by the NCQAC will report these incidents to the commission.
WAC 246-840-513 also requires each nursing program to keep a log of events reported by a patient, family member, student, faculty or health care provider: • Events results in patient harm • Unreasonable risk of patient harm • Allegations of diversion • Medication errors
The report and the log need to include: • Date of the event • Name of student or faculty involved • Name of clinical faculty • Assessment of findings • Nursing education program corrective action • Remediation plan
Documentation that needs to be completed if any of the above events occur: 1. Nursing Quality Improvement form, located in ADN/TADN Student Handbook (to be completed by Faculty & Student). Turn into Nursing Program Administrative office for inclusion in the log and will be sent to OC Safety. 2. Incident Reporting form used at the agency of the event (completed by student, agency RN, and faculty if indicated). 3. Just Culture forms – Completed by faculty and submitted to the NCQAC. Make a copy and send it to the Nursing Program Administrative office to be included in our recordkeeping log.
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Reporting and Record Keeping Requirements WAC 246-840-513
Nursing Quality Improvement Report Olympic College Nursing Department
Student Name: ______
Course: ______Quarter: ______
Instructor: ______
Date and Time of Incident: ______Date of This Report: ______
1. Nature of Incident (please describe the incident and corrective actions taken concisely and objectively):
2. Location of Incident (State facility and place the incident occurred):
3. Individuals involved (list all individuals who were involved in the incident, client initials):
3. Assessment of Findings:
5. Actions taken: Reported to Clinical Facility: YES NO Name of individual reported to (include date and time): ______Reported to Nursing Instructor: YES NO Name of Instructor reported to (include date and time): ______Facility Incident Report/Quality Improvement Form Completed: YES NO Date and time Facility Report completed: ______
Olympic College Associate Dean Notified: YES NO
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Date and time of notification: ______6. Nursing education program corrective action:
7. Identify actions that should be taken to prevent a similar incident in the future (Remediation Plan):
8. Signatures:
______Student Signature Date
______Faculty of Record Signature Date
*Turn in to Nursing Programs Office.
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Just Culture
The principle behind a “Just Culture” is that discipline needs to be tied to the behavior of individuals and the potential risks their behavior presents more than the actual outcome of their actions. A “Just Culture”:
• Places focus on evaluating the behavior, not the outcome;
• Requires leadership commitment and modeling;
• Distinguishes between normal error, unintentional risk-taking behavior and intentional risk-taking behaviors;
• Fosters a learning environment that encourages reporting of all mistakes, errors, adverse events, and system weaknesses (including self-reports);
• Lends itself to continuous improvement of work processes and systems to ensure the highest level of patient and staff safety;
• Encourages the use of non-disciplinary actions whenever appropriate (including coaching, counseling, training and education); and
• Holds individuals accountable for their own performance in accordance with their responsibilities but does not expect individuals to assume accountability for system flaws over which they had no control.
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NCBON Just Culture STUDENT PRACTICE EVENT EVALUATION TOOL (SPEET) Event(s): Event Number: Criteria Human Error At Risk Behavior Reckless Behavior Score 0 1 2 3 4 5 G General No prior counseling Prior counseling for Prior counseling for single Prior counseling for Prior counseling for Prior counseling for Nursing for practice related single non-related "related" issue "same" issue multiple related or non- same or related issue Practice issues practice issue related practice issues with no or little evidence of improvement. U Under-standing Has knowledge, skill Task driven/rote Failed to demonstrate Understands rationale Able to recognize Knows or should have expected and ability - Incident learning. OR Wrong appropriate understanding but failed to recognize potential problems. In known correct action, based on was accidental, action for this of options/resources. OR situations in terms of this instance "negligent" role and limitations. In program level, inadvertent, or an circumstance. Aware of safety issues but in overall picture or to OR failed to act this instance action was course oversight this instance cut corners. prioritize actions. OR In according to standards. "gross negligence/ objectives/ this instance, failed to Risk to client unsafe act" and outcomes obtain sufficient info or outweighed benefits. demonstrated no regard consult before acting. for patient safety. I Internal Unintentional breech Policy not enforced. Student cut corners or Aware of policy/ Disregarded Maliciously disregarded Program or OR No OR Cultural norm or deviated in this instance standard/ order but policy/standard/order policy/standard/order Agency policy/standard/ order common deviation of from policy/standard/order ignored or disregarded for own personal gain. Policies/ available. staff. OR Policy/order as time saver. No evidence to achieve perceived standards/ misinterpreted or suggestion of a pattern of expectations of faculty, inter- behavior. staff, patient or others. disciplinary May indicate pattern or orders single event. D Decision/ Accidental/ mistake/ Advantages to patient Emergent situation - quick Non-emergent situation. Clearly a prudent Conscious choice. Put choice Inadvertent error outweighed risk response required. Chose to act/not to act student would not have own interest above that without weighing done. Unacceptable risk of patient/agency/ options or utilizing to patient/agency public. Egregious choice. resources. Used poor /public. Disregard for Neglected red flags judgement patient safety. E Ethics/ Identified own error Admitted to error and Acknowledged role in error Denies responsibility Denied responsibility Took active steps to credibility/ and self-reported. accepts responsibility. but attributes to until confronted with despite evidence. conceal error or failed to accountability Identifies Identifies circumstances and/or evidence. Reluctantly Indifferent to situation. disclose known error. opportunities for opportunities for blames others to justify accepts responsibility. Uncooperative and/or improvement and improvement and action/inaction. Cooperative Made excuses or made dishonest during develops action plan develops action plan during investigation. light of occurrence. investigation for ensuring incident for ensuring incident Demonstrates desire to Marginally cooperative will not be repeated. will not be repeated. improve practice. during investigation.
Criteria Score Unpublished work NCBON© - June 2009 – Permission from NCBON required prior to any distribution to others, used with approval.
NCBON Just Culture STUDENT PRACTICE EVENT EVALUATION TOOL (SPEET)
Mitigating Factors – check all identified Aggravating Factors – check all identified Communication breakdown (multiple handoffs, change of shift, language barriers) Unavailable resources (inadequate supplies/equipment) Especially heinous, cruel, and / or violent act Interruptions / chaotic environment / emergencies – frequent interruptions / Knowingly created risk for more than one client distractions Inadequate supervision by faculty or preceptor Threatening / bullying behaviors Inappropriate assignment by faculty or preceptor Prior formal student disciplinary record for practice issue(s) Policies / procedures unclear Client factors (combative/agitated, cognitively impaired, threatening) Other (identify) Non-supportive environment – interdepartmental/staff/student conflicts Lack of response by other departments / providers Other (identify)
Total # mitigating factors identified Total # aggravating factors identified
Criteria Score (from front page) Human Error At-Risk Behavior Reckless Behavior Mitigating factors (subtract 1 point for 1 – 3 # criteria in green= ____ # criteria in yellow= ____ # criteria in red= ____ factors; 2 points for 4 – 6 Factors; and 3 points for IF 3 or more criteria in IF 3 or more criteria in IF 3 or more criteria in red OR 7 or more factors) Green OR total score <8 – yellow OR total score 8-19- total score 20 or greater – Address event by consoling Address event by coaching Consider disciplinary action Aggravating factors (add 1 point for each student and/or developing student, possibly counseling, and/or remedial action in identified factor) remedial improvement plan and/or developing remedial addressing even with with student improvement plan with student. Total Overall Score student.
Evaluator: NCBON Education Consultant School Name: Action Taken: Date of Event:
NOTE: This SPEET is NOT used if event involves misconduct such as: academic cheating, confidentiality, fraud, theft, drug abuse, diversion, boundary issues, sexual misconduct, mental/physical impairment. Instead, these are managed through established mechanisms outside of this clinical framework. Human Error = Inadvertently doing other than what should have been done; a slip lapse, mistake. At-Risk Behavior = Behavioral choice that increases risk where risk is not recognized or is mistakenly believed to be justified. Reckless Behavior = Behavioral choice to consciously disregard a substantial and unjustifiable risk. Consoling = Comforting, calming; supporting student while examining event. Coaching = Supportive discussion with the student on the need to engage in safe behavioral choices. Remedial Action = Actions taken to aid student including education, training assignment to program level-appropriate tasks. Counseling = A first step disciplinary action; putting the student on notice that performance is unacceptable. Disciplinary Action = Punitive deterrent to cause student to refrain from undesired behavioral choices.
Washington State Laws
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Registered Nurse Scope or Practice Resources
Washington State Department of Health Interpretive Statements Washington State Nurse Practice Act: WAC 246-840-700 RCW 18.79.040 - "Registered nursing practice" defined — Exceptions. RCW 18.79.260 - Registered nurse — Activities allowed — Delegation of tasks. RCW 18.130.180 - Unprofessional conduct. WAC 246-840-710 - Violations of standards of nursing conduct or practice
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Washington State Authorization Reciprocity Agreement (SARA)
BOARD OF NURSING PROFESSIONAL LICENSURE REQUIREMENTS DISCLOSURE (Updated July 2020) In accordance with U.S. Department of Education (DOE), State Authorization Reciprocity Agreement (SARA) Regulation 34 CFR 668.43 (a) (5) (v), the Nursing Program at OC has reviewed RN licensure requirements for the following states determining which states either 1) meet registered nurse licensure requirements, 2) does not meet licensure requirements or 3) unable to determine if curriculum meets state educational requirement for licensure.
Meets RN Licensing Does Not Meet RN Licensing Unable to Determine that the Requirements Requirements Curriculum Meets the State Educational Requirements for RN Licensure Alabama Hawaii Alaska Indiana Arizona Kentucky Arkansas Louisiana California Maryland Colorado Mississippi Connecticut New York Delaware North Dakota District of Columbia Northern Marietta Island Florida Tennessee Georgia Guam Idaho Illinois Iowa Kansas Maine Michigan Minnesota Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico North Carolina Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Texas Utah U.S. Virgin Islands
*This is subject to change annually based on educational requirements that may change from state to state. National Board of Nursing Professional Licensure Requirements are located: https://www.ncsbn.org/14730.htm.
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RN-BSN Handbook Acknowledgement & Photo/Video Release
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Baccalaureate in Nursing Program
Handbook Acknowledgement
I have received the RN-BSN Program Handbook for 2020-2021.
I understand it is my responsibility to read the RN-BSN Student Handbook and follow the policies/procedures of the RN-BSN Program.
Please sign and give to the Nursing Program Office support staff.
Print Full Name: First Middle Last
Signature: Date:
1600 Chester Avenue Address: Bremerton, WA 98337-1699
Phone: 360.475.7748 Email: [email protected] www.olympic.edu/bsn www.olympic.edu/nursing
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Photo/Video Release Form
Communications Department Attn: Shawn Devine, Communications Director under the division of Institutional Advancement Olympic College, College Service Center, third floor phone: 360.475.7106 fax: 360.475.7232 email: [email protected]
CONSENT and RELEASE TO TAKE AND PUBLISH PHOTO, VIDEO, LIKENESS, NAME and VOICE
I understand that Olympic College may take photographs, video, audiotape and other image and sound-based media of the campus, including in classrooms, and of its employees, students, and visitors. Olympic College may wish to use such photographs or likenesses for educational, promotional, advertising, and other purposes. This permission for release, without compensation or prior notice, would allow Olympic College to use photographs in its printed, video, audio, and electronic publications, during presentations, and otherwise.
Therefore, I hereby freely and voluntarily consent to the full use and publication, recording and re-publishing, of my name, voice, participation, picture, and/or likeness by Olympic College and/or its employees and/or agents for any and all purposes including, but not limited to, educational, promotional, advertising, broadcast, trade, fundraising, solicitation of donations, conferences and workshops, through any medium or format, including but not limited to electronic, videotape, audiotape, film, photograph, television, radio, digital, internet, theater, or exhibition, at any time from this date forward until I revoke this consent in writing. I acknowledge and agree that the pictures or recordings taken become the sole and exclusive property of Olympic College. I further waive any claims against Olympic College and/or its employees and/or agents based upon or related to its use or publication of my likeness, voice, participation, picture, and/or name, including but not limited to invasion of privacy or defamation.
I certify that I have read the Consent and Release of Liability statement and fully understand its terms and conditions. I understand that the opportunity to participate is given by Olympic College and I have full legal capacity to sign this Consent and Release for myself and/or my child, and I freely give this authorization without expectation of compensation.
Printed Name
Signature
Address
Date
To Revoke this Consent in Writing, Please Contact: Associate Dean of Nursing 1600 Chester Ave, Bremerton, WA 98337 360-475-7748
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