nlnac appendice 2011 - college of dupage · nlnac self study 2011 ... haley mccauley student member...

NLNACAPPENDICE 2011College of DuPage

Associate Degree Nursing Program

NLNAC Self Study 2011Associate Degree Nursing Program

College of DuPage, Glen Ellyn, Illinois

115

Table of Contents

Section Page #

Section IV: Appendices1.2A College of DuPage Administration Organization Chart 1171.2B Academic Affairs Staffing 1181.2C Nursing Department Organizational Chart 1211.2D Nursing Department Committee membership 1221.3A Flyer for Clinical Faculty Academy 1241.3B New Faculty Hire Checklists 1251.5A Director of Nursing Job Description 1271.5B Director of Nursing Résumé 1291.9A Grade Review Form 1331.9B Student Concern Form 134

2.3A Laboratory Assistant Job Description 1352.5A Professional Activities (of Full-time Nursing Faculty) 1372.6A2.7A2.7B

Administrative Assistant Job DescriptionNew Faculty Hires ChecklistFaculty Mentor Checklist

153156158

3.1A3.2A3.2B

4.3A4.3B4.3C4.5A4.5B4.5C4.5D4.5E

4.8.A4.8B4.8C

5.2.A

6.16.2

ADN Program Admission PolicyAcademic Advising PolicyAcademic Alert Policy and Communication Form (SBAR)

(Select) Clinical Performance Evaluation toolsActive Course FilesSyllabus TemplateLaboratory Skills ChecklistA.D.N. Laboratory PoliciesClinical ContractSuspension from Clinical PolicyAppeal Process for Unsatisfactory/Unsafe ClinicalPerformanceClinical sites used for the Nursing ProgramTemplate for Clinical Affiliation AgreementsClinical Site Evaluation Survey

Health Sciences Building/Nursing Learning Space

Evaluation calendarSystematic Evaluation plan

159171177

179193215219248251252254

258260277

279

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116 NLNAC Self Study 2011Associate Degree Nursing ProgramCollege of DuPage, Glen Ellyn, Illinois

Appendices related to

Standard 1



117

Appendix 1.2A


ACADEMIC AFFAIRSJoseph E. Collins, Ph.D.Vice President, Academic Affairs - x3203Admin Asst: Cindy O'Neil x2690Admin Asst: Tracey Frye x3249

Glenda Gallisath, Ph.D.Associate Vice President, Academic Affairs - x2652

Honors Program Adult Fast Track Field & Experiential Learning Workforce Investment Board College Curriculum Part-Time Faculty Centers Study Abroad Program Perkins Grants Central Scheduling Office Academic Program Review International Education

Mary KlinefelterDirector of Academic Partnerships x2853

Regional CentersHigh School PartnershipsArticulation

Appendix 1.2B



119

Business & Technology-x2592Dean: Karen Randall x3978Interim Assoc Dean-Business: Kris Fay x3505Assoc Dean-Technology: John Kronenburger x3614

Admin Asst: Linda Hickman x4286Business Interior Design Technology Computer Information SystemsAccounting Management Automotive Technology Computer & Internet TechnologiesArchitecture/Construction Management Marketing HVAC Library Information TechnologyBusiness Paralegal Horticulture Office TechnologyBusiness Law Real Estate Electro-Mechanical Technology Vocational SkillsCosmetology Travel & Tourism Electronics TechnologyFacility Management Center for Entrepreneurship INET (Mecomtronics)Fashion Merchandising & Design Small Business Development Cntr Manufacturing TechnologyFoodservice Procurement Technical Assistant Cntr WeldingHotel/Motel International Trade Cntr

Health & Sciences- HSC bldg x8331--IC bldg x2010Dean: Tom Cameron, x2291Assoc Dean-Health & Biological Sciences: Karen Solt, x2292Assoc Dean-Math & Physical Sciences: Tom Schrader x3890Assoc Dean-Social & Behavioral Sciences: Jaime Lewandowski x3408Assoc Dean-Physical Education: Paul Zakowski, x2895Director of Nursing: Vickie Gukenberger, x8425

Admin Asst: Peggy Lindstrom, x2617Health & Biological Sciences Health Info Technology Social & Behavioral Sciences Math & Physical SciencesHealth Sciences Medical Transcription Anthropology Astronomy

Medical Assistant Medical Coding & Billing Criminal Justice Earth ScienceClinical Lab Science Long-Term Care Admin. Economics MeteorologyPharmacy Technician Physical Therapist Assistant (PTA) Geography PhysicsPhlebotomy/EKG Radiation Therapy Political Science Mathematics

Dental Hygiene Respiratory Care Social Science EngineeringDiagnostic Medical Imaging (DMI)

Speech-Language Pathology Assistant Sociology


DMI Mammography Surgical Technology Psychology NursingDMI Nuclear Medicine Therapeutic Massage Human Services Nurse Assistant (CNA)DMI Radiography Anatomy & Physiology Education Practical Nurse (PN)DMI Sonography Chemistry Early Childhood Associate Degree Nursing (ADN)DMI Vascular Biology

Fire Science Botany Physical EducationEMT-B & Paramedic Microbiology

ZoologyLiberal Arts-x2047 Learning Resources Continuing Education/Extended Learning-2208 Student ServicesDean: Daniel Lloyd, x2865 Dean: Lisa Stock, x2351 Dean: Joseph Cassidy, x2316 Dean: Susan Martin, x3224

Assoc. Dean: Ellen Sutton, x2659Athletic Director: Paul Zakowskix2895

Assoc Dean-Communications: Bev Reed x4218 Assoc Dean: Maria Martinez-Valiukenas, x3269Interim Assoc Dean-Humanities: Laura Ortiz, x2791 Asst. Dean: Roberta Sell, x2643 (thru 12/30/10)Assoc Dean-Fine & Applied Arts: Cathryn Wilkinson, x2425Director: Stephen Cummins, x3007Admin Asst: Cathie Walker, x2156 Admin Asst: Nancy Haines, x2354 Manager: Carol Smith, x2193 AdminAsst: Bonnie Shalin, x2485Communications Library Adult Continuing Education AthleticsEnglishJournalism Academic Support Center Youth Education Student LifeSpeechDevelopmental Reading and Writing CIL Support Older Adult Institute Career ServicesAcademic ESLFine & Applied Arts Information Literacy Instruction Adult Education & ESL Special Student ServicesArt ProgramGraphic Arts Technology Suburban Law Enforcement Academy (SLEA) Counseling & AdvisingGraphic Design Office of Instructional DevelopmentMPTV COD Business SolutionsMusic C.O.D. OnlinePhotography Childcare CenterTheater Arts Teaching & Learning CenterHumanitiesHistory Testing CenterHumanitiesLanguagesPhilosophyReligious StudiesThe McAninch Arts Center



121

Appendix 1.2C


Nursing Department Committee Membership 2010-2011 Appendix 1.2D

Fname Lname Type EmailFacultyDev&

Welfare

Curriculum& Design

Assessment& Outcome

StudentParticipation

Program

LearningResources

Bob Berry FT Nursing Faculty [email protected] ChairDonna Badowski FT Nursing Faculty [email protected] memberTheresa Bucy FT Nursing Faculty [email protected] memberVickie Gukenberger (ex officio) Director of Nursing [email protected] memberJanice Miller FT Nursing Faculty [email protected] memberKaren Troller TLC [email protected] memberMaureen Waller FT Nursing Faculty [email protected] RecorderLinda Barkoozis FT Nursing Faculty [email protected] Chair

<open> PT Nursing Faculty member<open> Student member

Dave Broche Student [email protected] memberTheresa Bucy FT Nursing Faculty [email protected] memberLynn Engelmann FT Nursing Faculty [email protected] memberKathleen Finan A&P Instructor [email protected] memberDilyss Gallyott FT Nursing Faculty [email protected] memberVickie Gukenberger (ex officio) Director of Nursing [email protected] member

Naheed HasanProfessor ofPsychology [email protected] member

Donna Perchatsch Lab assistant [email protected] memberCarol Stewart FT Nursing Faculty [email protected] RecorderKim Oosterhouse FT Nursing Faculty [email protected] Chair

<open> PT Nursing Faculty memberDonna Badowski FT Nursing Faculty [email protected] memberNancy Boutcher Admin Asst [email protected] memberDave Broche Student [email protected] memberLynn Engelmann FT Nursing Faculty [email protected] memberKathleen Fauth Student [email protected] memberVickie Gukenberger (ex officio) Director of Nursing [email protected] memberHarlan Schweer Office of Research [email protected] memberColette Wright Student [email protected] memberRosa Colella-Melki FT Nursing Faculty [email protected] Recorder

mailto:[email protected]





























123

Fname Lname Type EmailFacultyDev&

Welfare

Curriculum& Design

Assessment& Outcome

StudentParticipation

Program

LearningResources

Dilyss Gallyott FT Nursing Faculty [email protected] Chair<open> Registrar's Office member

Nancy Boutcher Admin Asst [email protected] memberRosa Colella-Melki FT Nursing Faculty [email protected] memberLarinda Dixon FT Nursing Faculty [email protected] memberVickie Gukenberger (ex officio) Director of Nursing [email protected] member

Deb JeffayHealth AdmissionsSpecialist [email protected] member

<open> PT Nursing Faculty memberLisa La Rose Student [email protected] memberHaley McCauley Student memberJanice Miller FT Nursing Faculty [email protected] memberEmily Rezabek student [email protected] memberKendra Ross PT Nursing Faculty [email protected] member

Jim RyanHealth ProgramsAdvisor [email protected] member

Theresa Bucy FT Nursing Faculty [email protected] RecorderDonna Badowski FT Nursing Faculty [email protected] Chair

<open> PT Nursing Faculty member<open> Student member

Jennifer Beaman Student [email protected] memberBob Berry FT Nursing Faculty [email protected] memberLarinda Dixon FT Nursing Faculty [email protected] memberVickie Gukenberger (ex officio) Director of Nursing [email protected] memberDebbie Kukak-Smith Reference Librarian [email protected] memberKim Oosterhouse FT Nursing Faculty [email protected] memberDonna Perchatsch Lab assistant [email protected] memberTish Richardson Lab assistant [email protected] memberMaureen Waller FT Nursing Faculty [email protected] memberJanice Miller FT Nursing Faculty [email protected] Recorder

























Appendix 1.3A



125

Nursing Department New Faculty Hire Checklist

Faculty Member___________________________________________________Directions: Initiate upon hiring; place in faculty member's file when completed

# ACTIVITY WHEN WHO

1

Human Resources paperworkreviewed; signed and taken to HR;distribution of Department ofNursing Manual

Within one weekof hire offer

Director of Nursing;AdministrativeAssistant

2

Direction(verbal/written) providedto new hire regarding: (1) gettingID card; (2) office space andlocation; (3) mailbox; (4) keys; (5)phone; (6) copy machineoperations; (7) fax machineoperations


AdministrativeAssistant

3

Assignment of mentor (FT nursingdept faculty member in samecourse as new faculty member) willfacilitate: (1) course orientation(2)Bb orientation(3) provideadministrative assistant withcourse textbook needs and (4)testing procedures


Faculty Developmentand WelfareCommitteeMember(s)

4College and Departmentorientation

Within first weekof start of class

Director of Nursing

5

Tour of campus with specialattention to (1)Library; (2) TLC (3)Division office; (4) Nursing Labs; (5)HR; (6) Public Safety(7) PT FacultyOffice

Within first weekof semester

Faculty Mentor

6Distribute textbooks for newfaculty member


Admin. Asst.

Appendix 1.3B


# ACTIVITY WHEN WHO

7

Distribution of course specificmaterials including but not limitedto (1) syllabi; (2) clinical eval tool;(3) course calendar: (4) coursematerials related to maintainingconsistency in thecurriculum/course.

At time of hire

Identified course FTfaculty inconsultation withFaculty Developmentand WelfareCommittee

Faculty Member Signature Date

Faculty Mentor Signature Date



127

Job Description for Director of Nursing of the Associate Degree Nursing Program

Administrator PositionDescription

Full time exempt

Position number 12245

Title Director of Nursing

Department Nursing

Function of Positions Administrator of Nursing Programs

Duties of Position *1. Administration and supervision of nurse assistant, practical nurse, andassociate degree in nursing programs.*2. Recruitment, hiring, supervision and evaluation of all nursing faculty.*3. Completion of didactic, laboratory, and clinical assignments for allnursing faculty.*4. Supervision of work assignments for laboratory assistants.*5. Management of budgets and capital acquisitions.*6. Leadership of program approvals and accreditation processes.*7. Procurement and evaluation of clinical sites for all nursing programs.8. Represent the college and programs with external agencies and groups.9. Lead faculty to pursue appropriate grant funding opportunities.*10. Oversee curriculum, student progress, and student performanceissues.*11. Maintain clinical affiliation agreements; assure faculty and studentcompliance with placement requirements.*12. Coordinate and schedule regular program advisory committee(s)meetings.*13. Evaluation of programs, goals and outcomes.14. Promotion of departmental efficiency and effectiveness of operationsand resource utilization.15. Other related duties as assigned.

SUPERVISION: Received by Employee: Dean of Health and Sciences DivisionExercised by Employee: 2 Laboratory Assistants, Student Worker, Faculty; Administrative Assistant

EDUCATION: Required: Master's Degree in Nursing; current active license as RegisteredNurse in Illinois or license-eligible.Preferred: Additional coursework or advanced degree in education.

EXPERIENCE: Required: 5 years experience as RN; 5 years experience in nursingeducation.Preferred: Teaching and/or administrative experience in a community

Appendix 1.5A


college; management or administrative experience in educational setting;knowledge/experience with NLN-AC self-study preparation; ability to guidefaculty through accreditation process.

Or equivalent combination of education and experience.

EQUIPMENT AND/ORMACHINES USED

Personal computer, telephone, FAX, copy machine, classroom technology.

WORKING CONDITIONS: Office environment



129

VICKIE GUKENBERGER1552 W Ethans Glen Palatine, IL 60067

Cell: 224-558-1041 [email protected]

ACADEMIC AFFAIRS & ACCREDITATION SERVICES MANAGEMENT

PH.D. IN ADULT EDUCATION | MSN WITH EMPHASIS IN NURSING EDUCATION

Dynamic educator and administrator with extensive accreditation, enrollment, curriculum development, andprogram management experience at the college level. Proven ability to increase student enrollment andretention; implement in-demand certificate and degree programs; and build strong relationships withhospitals, community health agencies, and internal stakeholders. Excels in leading strategic initiatives thatdrive productivity, efficiency, and profitability.

Strategic Planning People, Product & Program Management Needs Assessment Curriculum

Development Operational Streamlining Proposal Development Budgeting Staff Recruitment &

Development Enrollment Management

Alternative Instructional Delivery Student Recruitment & Retention

PROFESSIONAL EXPERIENCE

COLLEGE OF DUPAGE, Glen Ellyn, IL, 2009-present

Third-largest single-campus community college in the nation and the second-largest institution of highereducation in Illinois

DIRECTOR OF NURSING

Oversee Associate Degree, Practical Nursing, and Certified Nursing Assistant programs encompassing 400students and 55 faculty and staff members. Develop accreditation self study for the Associate Degreeprogram; devise annual schedule; forecast staffing requirements; manage $5 million annual budget.

Led merger of three programs into one cohesive department, resulting in streamlined operations,increased efficiency, and improved resource utilization.Enhanced student satisfaction while ensuring program accuracy by standardizing the requirementidentification process for all career programs within the Health Sciences Division.Maintained an overall student retention rate of 80+ %.

Appendix 1.5B



TRUMAN COLLEGE, Chicago, IL, 2009

Largest of the City Colleges of Chicago with a yearly enrollment of 23,000+ students

INTERIM DIRECTOR OF NURSING PROGRAM

Hired following initial consultant role to administer the Associate Degree Nursing Program, serving up to 180students yearly, and prepare for National League for Nursing Accreditation Commission (NLNAC) re-accreditation visit. Managed 15 full-time faculty and adjunct instructors supporting day, evening, andweekend classes.

Key contributor to program's successful accreditation visit and self-study submission. .

VICKIE GUKENBERGER, PHD, RN, Palatine, IL, 2007 to present

Career education consulting services

Provide curriculum development, outcomes assessment, program approval, needs assessment, and relatedservices. Selected engagements include:

College of DuPage and Illinois Community Board: Created nursing education curriculum plan pathwayfrom high school through college.Harper College: Developed student learning assessment faculty development manual, Assessment toImprove Learning: Meeting and Exceeding Expectations.Moraine Valley Community College: Led development and approval of Associate Degree and PracticalNursing program curriculum, policies, and assessment plan; scheduled implementation in Fall 2010.Truman College: Directeddata collection and creation of the National League for Nursing Accreditationself-study; program, which received the maximum eight-year accreditation.

ROOSEVELT UNIVERSITY, Schaumburg, IL, 2007 to 2008

Private higher educational institution with campus locations in Chicago and Schaumburg

FOUNDING DIRECTOR & PROFESSOR OF NURSING

Charged with developing, implementing, and evaluating BSN and MSN degree programs, including a BSNhybrid version with classroom and online learning. Developed BSN partnership program with area communitycolleges.

Received Illinois Board of Higher Education HECA Innovations grant in March 2008.

HARPER COLLEGE, Palatine, IL, 2002 to 2007

Locally administered campus of the Illinois Community College System, with 40,000 students



131

DEAN, HEALTH & PUBLIC SAFETY CAREERS DIVISION / DIRECTOR OF NURSING & RELATED

PROGRAMS, 2006 to 2007

DEAN, HEALTH & PUBLIC SAFETY CAREERS DIVISION, 2005

DEAN, LIFE SCIENCE AND HUMAN SERVICES, 2002 to 2005

Directed one of five Academic Affairs divisions with oversight for 40+ full-time faculty, nearly 100 adjuncts,and technical/support staff. Led scheduling, budgeting, hiring, accreditation, and program review activitiesrelated to

life/biological sciences and health / public safety careers. Participated in / chaired committees forInstructional Technology, Centers for Excellence, and Alternative Program Scheduling and Packaging. Ledinter-departmental work team to create health careers program admission policy; developed health sciencecore curriculum to improve learner access, program effectiveness, and resource utilization efficiency.

Increased enrollment from 6% to 10+ % by implementing enhancements such as:

Three new degrees and three new certificate programs in a two-year period.

Initiatives addressing healthcare worker shortage that received a Critical Skills Shortage Initiativegrant from the Illinois Department of Commerce and Economic Opportunity (DCEO).

Partnerships with five local hospitals.

BSN degree program at Northern Illinois University/Harper College.

Radiation Therapy curriculum funded by a grant from the American Society of Radiation Therapists.

Additional educational opportunities in the areas of Mammography, Radiology, Forensics,Paramedics, Diagnostic Medical Sonography, Cardiac Technology, and Environmental andOccupational Health.

Key participant in the construction of an $88 million, 292,000 square foot Avante’ Center, which housesheath, emerging technology and science programming; responsible for acquiring 50% of the space.

ADDITIONAL EXPERIENCE

Allen College, Waterloo, IA: Dean of Academic Affairs, 2001 to 2002

Mid-State Technical College, Wisconsin Rapids, WI:Dean, Health Careers Division & Director of Nursing Program, 1996 to 2001;

Director of Nursing Program, 1989 to 1996

EDUCATION & LICENSES

PhD in Adult Education, University of Wisconsin-Madison, Madison, WIMSN in Nursing Education, Marquette University, Milwaukee, WI

BSN (magna cum laude), University of Wisconsin-Eau Claire, Eau Claire, WIIllinois RN LicenseDACUM Facilitator


AFFILIATIONS

Illinois Nurses Association American Nurses Association Illinois Organization of Nurse Leaders IllinoisAssociation for Colleges of Nursing Illinois Coalition for Nursing Resources (2010-2012 President, past boardmember) National League for Nursing American Association of College of Nursing Metropolitan Chicago

Health Care Workforce Council North/Northwest Suburban Health Care Task ForceIllinois Council of ADN Program Deans and Directors (2009-present); Chair 2010-2011



133

Appendix 1.9A


College of DuPage

Health and Sciences Division

Student Concern Form

Date ________________ Course # ___________________ Instructor Name ____________________Section # __________________

Student Name __________________________ Telephone (home)_________________________ (cell) __________________________

Address _______________________________________________________________________________________Have you discussed this concern with the

e-mail Address ____________________________________ faculty member? _____ Yes ____No

Note: Your concern will be taken seriously and will be fully investigated by the Associate Dean orDirector responsible for the area. You will be contacted to further discuss your concerns.

Write a short description of your concern – include date(s), names of faculty or students involved, namesof any witnesses, where the situation occurred. Please be as complete as possible, listing facts that youcan confirm, and any other pertinent information about your concern._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________(please continue on back if more space is

needed)

Expectedresolution:_________________________________________________________________________________________________________________________________________________________________For Internal Use Only:

Name of Associate Dean/Director handling this concern _________________________________

Date Student was contacted __________ Method (circle one) phone e-mail home address

Type of meeting with student (circle one) In person phone call e-mail conversation

Resolution to the concern ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Attach any pertinent notes or e-mails to this form.

Appendix 1.9B


Standard 2



135

Appendix 2.3A

Classified Position Description College of DuPageHuman Resources

POSITION NUMBER: 19073 Full Time X Part TimeTITLE: Laboratory Assistant III - Nursing Exempt X Non ExemptDEPARTMENT: Health & Sciences Grant Temp

FUNCTION OF POSITION:Coordinate the use of the laboratory learning space for all nursing programs in the Department

of Nursing; secures neededresources; collaborates with faculty on supplies and resources required for operating the lab

learning; skilled at managing highfidelity simulation.Duties of Position*1. Propose nursing programs' budget capital, supplies, and equipment for laboratory learning

and consistent with the Department of Technology plan. Purchases and inventories orderedsupplies and equipment. Maintain security of the lab learning space. Maintain order, cleanlinessand inventory on labs, return demo rooms and off-site labs (TCD and DCCC).*2. Prepare supplies and equipment for each lab session and return demonstration experience.

Clean and store equipment after use. Properly dispose of biohazardous waste; arrange for use ofoutside services in maintaining lab (i.e., laundry service, equipment maintenance programs, etc.).*3. Prepare and manage scheduled lab teaching, open lab and return demonstration sessions.*4. Prepare lab usage schedules and post in each room; monitor overall utilization of the labs.*5. Conduct scheduled student orientation to the labs, equipment and supplies; develops,

communicates and implements policies for participation in and usage of the skills lab.*6. Assist nursing faculty with evaluating the laboratory learning experience to promote

improvement.*7. Supervise students during open lab sessions.8. Evaluate vendors' products, cost and availability when making recommendations for

purchase or service.*9. Prepare requisitions for supplies for signature by the Director of Nursing.*10. Work with faculty to design learning modules and (high) fidelity learning scenarios for

use of labs; recommend changes in current lab to accommodate simulation and 'mock hospital"learning.11. Meet regularly with lab faculty to discuss student and faculty issues.12. Other duties as assigned.


SUPERVISION:Received by EmployeeDirector of Nursing programsExercised by Employee

EDUCATION:RequiredRN with a bachelors degree (in any field)PreferredBachelors degree with a major in nursing or Masters degree with a major in Nursing

EXPERIENCE:RequiredFTE of two (2) years of practice in clinical nursing as a RNPreferredCurrent practice in a variety of settings

EQUIPMENT AND/OR MACHINES USED:Computer, telephone, patient care related equipment and machines; low to high fidelitysimulators.

WORKING CONDITIONSOn campus; approximately 20 hours per week year around; climbing stairs, lifting up to 20 lbs.regularly.

Revision Date: 1/21/2010Range: 12Factor:

Supervisor Area Administrator Cabinet



137

PROFESSIONAL ACTIVITIES

DETAILED LIST OF ACTIVITIES BETWEEN

January, 2008 through December, 2010

FULL-TIME FACULTY

FACULTYPROFESSIONALMEMBERSHIPS/

CERTIFICATIONS

PROFESSIONAL DEVELOPMENT/ACTIVITIES PUBLICATIONS HONORS/

AWARDS

COMMUNITYSERVICES &ACTIVITIES

LindaBarkoozis

Illinois EducationAssociation (IEA)National EducationAssociation (NEA)National League forNursing (NLN)Registered NurseBasic Life Support

Coursework:

Earned 36 semester credits throughcourse offerings in TLC, College ofDuPage, Aurora University, andConcordia CollegeDeveloped three college-wide fieldstudy classesDeveloped second year studentnursing community clinic trips:Springfield, IL and Washington DC

Seminars/Workshops/Conferences

Presenter:

April 2008, Wellness Daypresentation: Theosophical Society,Wheaton, ILSeptember 2010, Hospice CarePresentation, Concordia College,Mequon, WI

Attended:

April 2008, IHA: Nurses in War: Past,

2010: Text Reviewer:Medical-Surgical Nursing (12th

edition, Brunner &Suddarth)

2009,nominated forCOD: Teacher ofthe Year Award2007, Selectedfor inclusion inthe 11th Editionof Who’s WhoAmongAmerica’sTeachers,2006/2007

Parish Nurseprojects: MessiahLutheran Church,Elmhurst, ILDirector of Musicand Music Therapy,Messiah LutheranChurch, Elmhurst, ILHealth Fair atcommunity parkdistrict, DuPageCountyMeals on Wheels:Messiah LutheranChurch branchDistrict Science FairJudge, Junior HighSchools

Appendix 2.5A



CERTIFICATIONS


AWARDS


Present, and FutureActivities:

Committee member: College-wideSemester/Sabbatical Leave

RobertBerry


Coursework:

2008, Successfully defended DoctoralDissertation, Northern IllinoisUniversity2008, Graduated from NorthernIllinois University (Ed.D.)


Attended:

2010, Human Rights CampaignConvention “No Excuses”Washington, D.C.2010, Stroke Conference2007, Keeping the Passion in Nursing2007 & 2006, Nursing ScholarshipReviewer2007-Present, Human RightsCampaign Annual Convention

Human RightsCampaign

2007-2009, Board ofGovernors2007-2010,Chairperson,Diversity Outreach,Human RightsCampaign (HRC)2007-2009 Founder,College OutreachCo-Founder, Collegeof DuPage NursingReunion and AlumniScholarship FundChurch Deacon, FirstUnited Church OakPark, IL

RosaCollela-Melki

Illinois EducationAssociation (IEA)National EducationAssociation (NEA)National League forNursing (NLN)

Coursework:

2010, Windows 20072010, MCHC Clinical Faculty Academy2009, Getting Results: A ProfessionalDevelopment Course for Community

College of DuPageOpen housePrecepted BSNstudent in leadershipcourse for NorthPark University



139


CERTIFICATIONS


AWARDS


RosaCollela-Melki

(continued)

Registered NurseBasic Life SupportSigma Theta Tau

College Educators2009, Completed New FacultyOrientation, TLC, College of DuPage

Presentations:

2007, Diabetes Overview andMedications, Adventist Health Care,Hinsdale Hospital2007, Severe Sepsis, Adventist HealthCare, Hinsdale Hospital

Larinda

Dixon

Illinois EducationAssociation (IEA)National EducationAssociation (NEA)National League forNursing (NLN)Registered NurseBasic Life SupportAssociation of BlackNursing FacultyAmerican NursesAssociationKappa Delta PiInternational HonorSocietyMember, INCR

Coursework

2008, Preparing to teach online,University of St. Francis


Presenter:

2007-2009, The Nursing Profession,Dare to Dream Project, College ofDuPage

Attended:

2009, ActivSim Symposium, McGraw-Hill2010, National Healthcareconference, Stroke2010, Nursing Simulation Strategies2010, NLNAC Self-Study Forum

2010: McGraw Hill Co-Authored textbook & facultyresource guide, Cases forClinical Simulation2010: McGraw-Hill AuthoredChapter for Fundamentals ofNursing Textbook,Perioperative Nursing2010: McGraw-Hill ContentReviewer/ ActivSimSimulation2010: Text Reviewer:Medical-Surgical Nursing (12th

edition, Brunner &Suddarth)2009: McGraw-Hill, ContentReviewer, ActivSimSimulation2007, Authored, TheTerminally Ill Client withPancreaticCancer, Glen Ellyn,

2007 & 2006, Vice-Chair of VirginiaEstates HomeownersAssociation2006, President ofVirginia EstatesHomeownersAssociation



CERTIFICATIONS


AWARDS


Larinda

Dixon

(continued)

2010, Embedding Outcomes:Assignment Design Tips2008, Practical Strategies in thePrevention and Management ofVenous Thromboembolic Disease inCancer Patients2008, National League for NursingFaculty Leadership Conference2008, Africa and the AIDS Crisis2008, Orem Self-Study Workshop2008, Nurses in War: Past, Present,and Future2008, Practical Strategies in thePrevention and Management ofVenous Thromboembolic Disease inCancer Patients2008, National League for NursingEducation Summit: The Power ofDiversity in Nursing Education

Activities

2009-2010, Committee Member forDoctoral Dissertation, NorthernIllinois University2007-2010 COD Dare to DreamProject2008-2006, Nursing ScholarshipReviewer2008, Grant: Designing the EducationClimate: Fostering the CollectiveWhole

IL: College of DuPage Press2007, Content Reviewer forLippincott Williams & WilkinsPublishing, Fundamentals ofNursing Textbook2007, Content Reviewer forLippincott Williams & WilkinsPublishing, Pathology,Textbook



141


CERTIFICATIONS


AWARDS


2007, Virtual Focus Group, On-LineConferencing & Conference Calling.Instructors from different geographicareas, programs, and disciplinesexplore topics related to health anddiseases. Sponsored by LippincottWilliams & Wilkins

Clinical

2007-2009, St. James Hospital-RNstaffing, ICU & ER2007, Intelistaf, Staffing for PostAnesthesia Care Units and IntensiveCare Units

Mary LynnEngelmann

Illinois EducationAssociation (IEA)National EducationAssociation (NEA)National League forNursing (NLN)Registered NurseCertified NurseEducator (CNE)National League forNursingBasic Life SupportNationalOrganization forAssociate DegreeNursingSigma Theta Tau,


Presenter:

2010, National League for NursingSummit, Las Vegas, NV (2)2009, New Jersey Council ofAssociate Degree Nursing, NewJersey2009, National League for NursingSummit, Philadelphia, PA2008, Drexel, Atlantic City, NJ2008, Chamberlain School of Nursing,St. Louis, MO2008, Arkansas-Nurse EducatorInstitute, Harrison, AR2008, Ohio League for Nursing,

Engelmann, L. (2010). Clinicallearning: Do faculty teach howto learn? Teaching andLearning inNursing 5(3), 93-94.Engelmann, L. (2010). SoYou’re a Teacher, Now WhatDo You Do? In Caputi, L. Ed.Teaching Nursing: The ArtandScience, 2nd Ed. GlenEllyn, IL: College of DuPagePress.Engelmann, L. (2010).Teaching in theCommunity/Home HealthSetting. In Caputi, L. Ed.Teaching Nursing: The ArtandScience, 2nd Ed. Glen

2008, ElectedNursingEducationAdvisory Council(NEAC), NLN2008,AppointmentANEF ReviewPanel2008, Inductedto Academy ofNursingEducation, NLN2007, Who’sWho ofAmericanWomen



CERTIFICATIONS


AWARDS


Mary LynnEngelmann

(continued)

International HonorSociety of NursingKappa Delta Pi,International HonorSociety/Education

Columbus, OHWebinars:

2010, National League for NursingWebinars (10/27 and 11/3)2010, Nurse Tim, Inc. Webinar(11/11)

Activities

2010, Item reviewer: Elsevier HESI2010, Focus Group, NLN2010, Committee Member, NEAC,NLN2010, Member, NLN EducationalCompetency Work Group (PublishedNLN Monograph: Outcomes andCompetencies for Graduates ofPractical/Vocational, Diploma,Associate Degree, Baccalaureate,Mater’s, Pracice Doctorate, andResearch Doctorate Programs nNursing. 2010) NLN: New York, NewYork.)2009, Grant: Program of StudyDemonstration Project of Nursing,Funded by the Illinois CommunityCollege Board: advisory Member2008, Grant: Designing the EducationClimate: Fostering the CollectiveWhole2008, WIA grant

Ellyn, IL: College of DuPagePress.Engelmann, L. (2009). To Simor not to Sim: Someconsiderations. Teaching andLearning inNursing 4(3), 69-70.Engelmann, L. (2008).Establishing Civil WorkingRelationships. Tineaching andLearning inNursing 3(3), 85-86.Engelmann, L., et al. (2008).Tapping into your center ofexcellence. NursingEducationPerspectives. 29(6),383-5.Caputi, L. and Engelmann, L.(2008) Teaching Nursing: TheArt and Science: It’s All AboutStudent Success. College ofDuPage Press.Engelmann, L. (2007).Becoming a teacher: Workingtogether can make us good.Teaching and LearninginNursing. 2(3), 61-62.Caputi, L., Engelmann, L. andStansinopoulos, J. (2006). Aninterdisciplinary approach tothe needs of non-nativespeaking nursing students:Conversation circles. NurseEducator 31(3), 107-111.

2007,Appointment asAssociate Editorof Teaching andLearning inNursing, OfficialJournal of theNationalAssociation forAssociateDegree Nursing2006,Appointment toNLNAmbassadors2006,NominatedOutstandingFaculty Member



143


CERTIFICATIONS


AWARDS


Mary LynnEngelmann

(continued)

2008, Test Item Reviewer, Drexel2008 Aurora University AdvisoryBoardIHSA Scholarship application review2008 Benedictine University AdvisoryBoardDevelopment of Critical ThinkingCase Study: The Patient withCirrhosis (in press)2007, NLN Task Force on Excellencein Nursing Education

Engelmann, L. (2005). NCLEX-RN examination. In Cherry, B.& Jacob, S., Eds.Contemporary nursing: Issues,trends andManagement, 3rdEd., St. Louis: Mosby.Engelmann, L. and Miller, J.(2005). Empowering OneAnother. In. L. Caputi (Ed.),Teaching Nursing: The ArtandScience. Glen Ellyn, Ill.:College of DuPage Press.Engelmann, L. and Caputi, L.(2005). Ideas to developcritical thinking in theclassroom and clinical setting.In L. Caputi (Ed.), TeachingNursing: TheArt and Science.Glen Ellyn, Ill.: College ofDuPage Press.Caputi, L. and Engelmann, L.(2004). Teaching Nursing:TheArt and Science. College ofDuPage Press.Engelmann, L. (2002). Anexploration of strategies tohelp students identified atrisk for passing NLCEX-RN andimplications for nurseeducators. UMI Number:3055437Engelmann, L. and Caputi, L.



CERTIFICATIONS


AWARDS


(2000). Coaching YourStudentsto NCLEX-RN®

Success. Glen Ellyn, Ill.:College of DuPage.

DilyssGallyot

Illinois EducationAssociation (IEA)National EducationAssociation (NEA)National League forNursing (NLN)Registered NurseBasic Life SupportAdvanced CardiacSupport, (ACLS)RecertificationPediatric AdvancedLife support (PALS)recertificationAmericanAssociation ofCritical Care NursesCertified CriticalCare NurseSigma Theta TauGolden KeyNational HonorsSocietySigma Iota EpsilonMember of ICNR

Coursework:

2009, earned Master of BusinessAdministration degree, NorthernIllinois University


Attended:

2009, Disruptive Innovations inTeaching2009, Becoming a Resonant Leader2008, Information Literacy andResearch Skills2008, Current Issues in AdultEducation II2008, Facilitate Learning AmongAdults II2007, Web Development forEducators2007, Facilitate Adult Learning I2007, Current Issues in AdultEducation I2007, The Power of the SpreadsheetModeling, Northern Illinois University,DeKalb, IL

2010-2009,Nominated forOutstandingFaculty Award2009, SigmaIota Epsilon,NationalHonorary andManagementFraternity2008, CIEPFacultyChampion

Fall 09 - Open Housefor Health Sciencefor College ofDuPageSpring 10 - NIWI,Nurses Internship inWashington forAACN



145


CERTIFICATIONS


AWARDS


DilyssGallyot

(continued)

Student Study Skills Seminar2007, The Power of the Web PageDesign 103, Northern IllinoisUniversity, DeKalb, IL2007, SHEIFGAB the World! A UniquePerspective on Career Transitions2007, Why Ireland Never InvadedAmerica, A Look at CorporateStrategy, Northern Illinois University,DeKalb, IL2007, Critical Care Review & NewConcepts, Loyola University MedicalCenter

Activities:

2008, 2007 & 2006 NursingExternship Cooperative EducationProgram

Clinical:

2007 - Staff Nurse InterventionalRadiology, Central DuPage Hospital2008 - American Access Care -Interventional Radiology2008 - Maxim Home Health Care

Janice

Miller

Illinois EducationAssociation (IEA)National EducationAssociation (NEA)National League forNursing (NLN)

Coursework:

2009, Doctoral Candidate NorthernIllinois University, Adult HigherEducation2007, Enrolled in Course Offerings at

2006 Case Study on DiabetesinPregnancy, College ofDuPage Press2006 Case Study onHypertension in Pregnancy,College of DuPage Press

2008 & 2007Nominated forOutstandingFaculty2008,Nominated for

February 2007,Medical Mission toKenya Africa



CERTIFICATIONS


AWARDS


Janice

Miller

(continued)

Registered NurseBasic Life SupportSigma Theta Tausince 2001Kappa Delta Pi,International HonorSociety / Education

the College of DuPageSeminars/Workshops/Conferences

Presenter

2008, Keynote Speaker, College ofDuPage Alumni Dinner, Africa and theAIDS CrisisAHE Summer 2009

Attended:

February 2010, March of DimesConferenceDecember 2007, NLN PreparationCourse for Certification as a NurseEducator2006, Enrolled in Adult HigherEducation Doctoral Program atNorthern Illinois University

Activities

Spring 2009, Adjunct Faculty NIU;Mentored NIU Graduate Student

Developed two interactivecase studies on PIH andPregnancy and Diabetes andPregnancy, 2007Contributed a chapter intextbook, The Art andScienceof Nursing Education,Dr. Linda Caputi and Dr. LynnEngelmann, co-authors, 2004

OutstandingFaculty Advisor2006, Who’sWho AmongAmerica’sTeachers

Kim

Oosterhouse


Activities:

2007-Present, Doctoral Student,Nursing Research, University ofIllinois at ChicagoHealthcare Leadership Council (01)Northern Illinois University Preceptorfor MSN Candidate, Patricia Bauman

Publications in preparation -Oosterhouse, K. J. andVincent, C.U. “TheInteractional Model of ClientHealth Behavior: ATheoretical Analysis andEvaluation” & “The Use ofVignettes in Research”

Phi Kappa PhiHonor Society,UIC Chapter2009, GoldenKey,InternationalHonor Society2009,

2008, Career DaypresenterInstructor, ACLS-Rush CommunityTraining Center,Chicago, ILAED Committee,College Church,



147


CERTIFICATIONS


AWARDS


Kim

Oosterhouse

(continued)

ACLSAmericanAssociation ofCritical Care NursesCritical CareRegistered NurseAdvanced CardiacLife SupportInstructorSigma Theta Tau;Gamma Phi ChapterGerontologicalSociety of AmericaANA/INAInternationalAssociation forClinical Simulation& Learning

Adjunct Faculty, NIUWalden University Preceptor forMSN Candidate, Katherine Cabai


Technology in Nursing EducationSeattle, WA

Activities

Developed data collection toolCollaborated with Heath SciencesLibrarian, to incorporate informationliteracy into the nursing curriculumCoordinated to develop “StressManagement” in-service for nursingStudents

Coursework

2010, Qualitative Methods inEducational Research, University ofIllinois at Chicago2009, Clinical Instruction in NursingEducation, Rush University2009, Public Health and the OlderAdult, University of Illinois at Chicago2008, Theory Development forNursing Research2008, Loss, Dying, and Bereavement,University of Illinois at Chicago2007-2008, Issues in Adult EducationI & II

Manuscript Submission“Theory Analysis of theInteraction Model of ClientHealth Behavior” To Researchin Nursing and Health

PresidentialWho’s Who2007,OutstandingFacultyNomination

Wheaton, ILAHA Walk2007, Careers inHealthcare: Nursing,Glenbard East HighSchool, CarolStream, ILAls Instructor RushCommunity TrainingCenter, Chicago, IL2008-2009 Advancesthe NursingEducation Grant,Chicago City Collegesof UIC, Tutor2008, KeeneyvilleCareer and Job Fair2008, TeachingAssociation,Statistics andNursing Research,UIC2007-2008,Facilitating LearningAmong Adults I andII, College of DuPage



CERTIFICATIONS


AWARDS


CarolStewart

CarolStewart

(continued)

Illinois EducationAssociation (IEA)National EducationAssociation (NEA)National League forNursing (NLN)Registered NurseBasic Life SupportLicensed AdvancePractice Nurse:Clinical SpecialistCertified PsychiatricMental HealthClinical NurseSpecialistCertified Alcohol &Drugs CounselorNationalAssociation of theMentally Ill, DuPageChapterAmericanPsychiatric NursesAssociationMember, IllinoisCoalition forNursing Resources,2010

Coursework

2010, COD, Getting Results: AProfessional Development Course onClassroom Development2009, COD, Changing Minds2008, COD: Leading Change2008, COD: Facilitating LearningAmong Adults2008, COD, Word Processing I2008, COD, Getting the Right ThingsDone2008, COD, Celebration of Teaching2008, St. Xavier University,Adolescent Psychology and Its Effectson Learning2008, Facilitating Learning AmongAdults, College of DuPage, Glen Ellyn,IL

Conferences

2008-2009, IAODAPCA conference2010, NLNAC Self Study Forum2010, Seventh Annual EvidenceBased Practice Conference, EdwardHospital2010, 16th Annual Summer Instituteon Addictions2010, Moving Psychiatric Nursing inthe New Millennium2010, Cognitive Behavioral Therapyand Mindfulness

Community Activities

2009-Presenter, CODExpert SpeakerGuide2005 GoodSamaritan MagnetApplication



149


CERTIFICATIONS


AWARDS


CarolStewart

(continued)

2010, Multimedia Tools for Educators2010, Understanding of Basics ofPost-Traumatic Stress Disorder2010, The Empowered Nurse:Advocating for our Consumers andOurselves2010, Edward Hospital: Innovationsand Updated in the Treatment ofEating Disorders Conference2009, Very Best Treatment for ADHDand the Processing Disorders2009, Healing Our Heroes: Strategiesto help returning veterans and theirfamilies to Cope with the InvisibleInjuries of War2009, Beyond the Yellow Ribbon:Diagnosing and Treating Anxiety andPTSD in Returning Veterans2009, Haymarket Center; 15th AnnualSummer Institute of Addictions2009, Lessons Learned: InnovativeApproaches to Mental Health Courtsand Related Services2009, NLN: Reinventing Curriculum2009, NLN: Self-Study Forum, NewOrleans, LA2009, Rush University: ClinicalInstruction in Nursing Education2009, IAODAPCA: Annual SpringConference2009, Linden Oaks Hospital: NursingSeminar: Between Care and



CERTIFICATIONS


AWARDS


CarolStewart

(continued)

Clinical—A Nurse’s Perspective2009, AATP: Drawing Outside theLines and Expressive Therapies2009, PESI: Ultimate DiabetesCourse2009, Battling Burnout2009, Surviving Trauma andContinuous Victimization2009, Positive Psychology2009, Teens and Suicide2008, Making GoodDecisions/Education2008, Surviving Trauma andcontinuous victimization2008, Teens and Suicide2008, Psychiatric Medication2008, Africa and the AIDS Crisis2007, Keeping the Passion in Nursing2007, One Day Seminar on Diabetes

MaureenWaller

Illinois EducationAssociation (IEA)National EducationAssociation (NEA)National League forNursing (NLN)Registered NurseBasic Life SupportAssociation ofWomen’s HealthObstetric &Neonatal Nursing

Continuing Education:

2010, Surgery and the Neonate2010, Late Preterm Newborns: ANeonatal Nursing Challenge2010, SIDS and Sleep Environment2010, Nutrition in Neonates withGastroschisis2010, Preconception Nutrition:Improving Outcomes for Mother andBaby2010, Disruptive Behaviors in the

Reviewer:

Content Reviewer, Maternal-Child Nursing by AdelePilliterri, 6th Edition,Lippincott, Williams andWilliams

2008,Nominated forOutstandingFaculty Award,College ofDuPage2007, ReceivedOutstandingFaculty MemberAward, Collegeof DuPage2006,

2007 & 2006Founder andFacilitator, CancerSupport Group,College of DuPage2007-2009,Volunteer, PADSHomeless Shelter,Matteson, IL2007 & 2006,Secretary,Providence Catholic



151


CERTIFICATIONS


AWARDS


MaureenWaller

(continued)

(AWHONN)Sigma Theta TauInternational HonorSociety of Nursing

Certifications

RNC (NeonatalIntensive CareNursing), NCCCertified ChildbirthEducatorCertified PerinatalGrief CounselorAmerican HeartAssociation CPRCertificate, LongTerm CareAdministration,College of DuPage,2005

Workplace: No Longer Tolerated2010, 35th Annual March of DimesPerinatal Conference2010, NLNAC Self-Study Forum,Chicago, IL2010, Genetic Issues for PerinatalNurses (March of Dimes)2010, Preemie for a Day2010, Breastfeeding: New Strategiesfor Improved Outcomes2010, Preparing for the CertifiedNurse Educator Certification2009, Nursing Ethics2009, Cultural Perspectives inChildbearing2009, Folic Acid—The Hope for theFuture2009, Parental Reactions to Having aChild with Disabilities2009, Uncovering GestationalDiabetes for the Health of Motherand Child2009, Uncovering Abuse in PregnantWomen2009, Trends in Pediatric Genetics forMaternal Child Nurses2009, Genetic Testing2009, Preventing Perinatal HIVTransmission2009, Genetic Risk Assessment2009, The Sobering Facts About FetalAlcohol Exposure

NominatedOutstandingFacultyMember,College ofDuPage

Women’s Club2008 & 2007, Vice-President, HighSchool Women’sClub2009 & 2008,President,Providence CatholicHigh SchoolWomen’s ClubLector, St. StephenDeacon and MartyrCatholic ChurchHomeless ShelterVolunteer, St.Stephen Deacon andMartyr CatholicChurchCo-Founder, Collegeof DuPage NursingReunion and AlumniScholarship FundDesignated NursePlanner, DuPageContinuingEducation Program,2009-present



CERTIFICATIONS


AWARDS


MaureenWaller

(continued)

2009, The Challenge of Short BowelSyndrome in the Pediatric Patient2009, Late Preterm Infants NeedSpecial Care2009, Newborn Screening2009, Neonatal Hyperbilirubinemia2009, Document it Right2009, Advocate Health Care 33rd

Annual Symposium on PerinatalMedicine2009, University of Chicago PerinatalCenter—Neonatal RespiratoryDisorders2009, Newborn Transition2008, Africa and the AIDS Crisis2008, Eight Habits of Highly EffectiveNurse Educators

Clinical:

2007-2009, Staff Nurse, ProMedStaffing

Activities:

2006-2008, COD Nursing AlumniScholarship Committee2010, Advisory Council PESI HealthCare



153

Appendix 2.6A

Classified Position DescriptionCollege of DuPage Human ResourcesPOSITION NUMBER: 21113 X Full Time Part TimeTITLE: Administrative Assistant V Exempt X Non ExemptDEPARTMENT: Health & Sciences Grant Temp

FUNCTION OF POSITION:Provide administrative assistance to the Director of Nursing and the three programs therein

(Associate Degree Nursing, PracticalNursing and Certified Nursing Assistant).Duties of Position*(DENOTES ESSENTIAL FUNCTIONS)

*1. Maintain student databases for students in nursing programs based on admission databasestarted by Admission Office and including student and faculty clinical participation readiness.This includes any tracking related to Criminal Background checks or other resources used tomeet these clinical placement/participation requirements.*2. Maintain the share drive accuracy and integrity for the Nursing Department; assist with

development of process and procedure manuals to improve operations of the department.*3. Staff the department and program faculty meetings; including arranging for rooms, taking

minutes and securing any documents associated with meetings; assist as liaison amongadministrators, faculty and staff on behalf of the Director of Nursing; assist with coordinatingdepartment wide activities and professional development activities.*4. Complete communications and reports needed for facilitating the programs' offerings

including monitoring clinical site affiliation agreements currency, clinical site participationrequirements, sending letter of clinical site requests and student rosters, faculty contactinformation, and student/faculty clinical participation readiness as required by the individualagencies. Assist with communicating class information to faculty, particularly adjunct, andassist with providing needed orientation materials/services to new hires.*5. Manage communications (i.e., mail, email, fax, package delivery, etc.) of the Director of

Nursing. This also includes managing calendar and making appointments.*6. Assist with completion of and submission of needed documentation to IDPH and SIU for

C.N.A. Program, and the same to I.D.F.P.R. for A.D.N. and P.N. Programs; as well as NLNAC;coordinate annual program review.*7. Assist with the completion of and reconcile purchase requisitions. Work with Nursing

Department Lab Coordinator for those requisitions specific to lab resources and thereconciliation of those requisitions. Monitor and facilitate ordering of faculty desk copytextbooks.*8. Maintain student and department faculty personnel, performance and clinical participation

files, insuring confidentiality. Comply with faculty contract including student surveys ofdepartment faculty, schedule classroom observations, prepare letters of recommendation for


tenure and D to E range change. Facilitate part-time faculty evaluation. Coordinate searchcommittee functions.*9. Collect, compile and prepare data and information for various reports with varying degree

of difficulty and often multi-year in nature.*10. Answer, screen, and relay telephone calls and questions from students, faculty, staff and

the public, resolving routine inquiries or referring questions and concerns as appropriate.11. Carry out recurring office procedures.*12. Assist with scheduling of courses and rooms in college approved system; monitoring of

faculty workload. Submit course cancellation information.*13. Work with program faculty and admissions office to insure updated information on

program orientation; admissions, health requirements, etc. for use in advising sessions andposted on the web; also work with admissions on class records and registration documentsincluding grade and attendance sheets, mid-term verifications, final grade sheets, permits toregister, add/drop forms, etc. Organize and schedule nursing program advising sessions,soliciting faculty sign-up for hosting.*14. Maintain curriculum information for each program, including, but not limited to course

syllabi and course evaluation information.15. Other duties as assigned.

SUPERVISION:Received by EmployeeDivision Office Manager.Exercised by EmployeeNone

EDUCATION:RequiredAssociates degree

PreferredAssociates degree or Bachelors degree with emphasis in office management, computer technology and/or

business

EXPERIENCE:RequiredTwo years in an administrative or executive assistant role; high level of skill with MS Office Suite.

PreferredTwo years in an administrative or executive assistant role in education; high level of skill with MS Office Suite

and web pagedevelopment experience.

EQUIPMENT AND/OR MACHINES USED:Office equipment including computers, fax, copiers, printers, etc.



155

WORKING CONDITIONSOffice environment; high and fast paced regulatory in nature.

Revision Date: 3/23/2010

Range: 10Factor:

Supervisor Area Administrator Cabinet


Appendix 2.7A

Nursing Department New Faculty Hire ChecklistFaculty Member___________________________________________________Directions: Initiate upon hiring; place in faculty member's file when completed

# ACTIVITY WHEN WHO

1

Human Resources paperworkreviewed; signed and taken to HR;distribution of Department ofNursing Manual


Director of Nursing;AdministrativeAssistant

2

Direction(verbal/written) providedto new hire regarding: (1) gettingID card; (2) office space andlocation; (3) mailbox; (4) keys; (5)phone; (6) copy machineoperations; (7) fax machineoperations


AdministrativeAssistant

3

Assignment of mentor (FT nursingdept faculty member in samecourse as new faculty member) willfacilitate: (1) course orientation(2)Bb orientation(3) provideadministrative assistant withcourse textbook needs and (4)testing procedures


Faculty Developmentand WelfareCommitteeMember(s)

4College and Departmentorientation

Within first weekof start of class

Director of Nursing

5

Tour of campus with specialattention to (1)Library; (2) TLC (3)Division office; (4) Nursing Labs; (5)HR; (6) Public Safety(7) PT FacultyOffice

Within first weekof semester

Faculty Mentor

6Distribute textbooks for newfaculty member


Admin. Asst.



157

7

Distribution of course specificmaterials including but not limitedto (1) syllabi; (2) clinical eval tool;(3) course calendar: (4) coursematerials related to maintainingconsistency in thecurriculum/course.

At time of hire

Identified course FTfaculty inconsultation withFaculty Developmentand WelfareCommittee

Faculty Member Signature Date

Faculty Mentor Signature Date


Appendix 2.7BNursing Program

Faculty Mentor ChecklistFaculty Member:________________________ Faculty Mentor: _________________________

# Activity Completed/Date1 Initial Contact with Faculty Member Date:_____________

2 Course Orientation(Including Materials to Maintain Course Consistency)

Date:_____________

3 Syllabus/Case/Calendar/Textbook/Information provided Date:_____________

4 Overview/Utilization of Clinical Evaluation Tool Date:_____________

5 Information Provided Regarding Blackboard Training inTLC

Date:_____________

6 Overview of Blackboard Date:_____________

7 Overview of My Access ( Mid-term Verification, FinalGrading)

Date:_____________

8 Nursing Faculty Communication Tools:Tools

OutlookNursing Department Portal

Date:_____________

9 Faculty Resources at CODStaff ServicesCopy CenterTLCLibrary ResourcesAdministrative Assistant Support

Date:_____________

10 Tour of CampusLibraryTLCDivision Offices (Mailboxes)Nursing LabsPart-Time Faculty OfficeHuman ResourcesPublic Safety

Date:_____________

Signature Upon completionFaculty Member:_______________________ Faculty Mentor: ___________________________


Standard 3



159

Revised 11/12/2010

College of DuPage

Associate Degree Nursing Program

Online Admissions Packet

Fall 2011

Appendix 3.1A


The Associate Degree in Nursing (ADN) program at College of DuPage has been approved bythe Illinois Department of Financial and Professional Regulation/Board of Nursing and theIllinois Community College Board (ICCB) and received reaccreditation in 2008 by The HigherLearning Commission – North Central Association. The ADN program has currently received candidate statusrecognition through the National League for Nursing Accrediting Commission, Inc. (NLNAC), 3343 Peachtree Road NE, Suite 500, Atlanta,GA 30326, phone: (404) 975-5000, fax (404) 975-5020, www.nlnac.org.

Revised for Fall 2011 Admissions by The Nursing Admissions Committee

*Note: Requirements are subject to change.

Note: Students are not accepted into this program until they receive an official acceptance letter fromthe Health Sciences Admissions office.

http://www.nlnac.org



161

Admission Criteria

Students interested in the Associate Degree Nursing (ADN) program will need to complete all of thefollowing steps to be considered for admission.

Deadline for completion is Feb. 1, 2011.

Step 1 ___ Fill out the College of DuPage Admission Form online at home.cod.edu/admissions/applyor in person at the College of Du Page Admissions office, SRC 2046. If you have previouslyattended COD, you can omit this step.

Step 2 ___ Attend an ADN Advising Session and bring a photo ID. Current Advising Session dates canbe located at home.cod.edu/admissions/hsAdmissions.

Step 3 ___ Complete the online Health Sciences Application for Admission form at:https://home.cod.edu/admissions/apply/applicationlisting.aspx and follow theinstructions. Select Nursing on the second page of the online application. NOTE: You canonly submit the application online, and you must pay a $50 non-refundable applicationfee online by credit card. If you do not have a credit card, please call the Admissions officeat (630) 942-2380.

Step 4 ___ Complete requirements for Chemistry AND Anatomy & Physiology. Chemistry andAnatomy & Physiology must be completed prior to the application deadline (Feb. 1,2011).

A. CHEMISTRYThe ADN Admissions Committee will accept:

College Chemistry 1105, 1211, 1551, 1552, 2551, 2552, 2213 or equivalentwith a grade of “C” or better

Note: If you plan to pursue a BSN degree after graduation, please take Chemistry1211.

B. ANATOMY & PHYSIOLOGYThe ADN Admissions Committee will accept:

Anatomy and Physiology 1551 or 1571 or equivalentwith a grade of “C” or better

Must be completed between Feb. 1, 2006, and Feb. 1, 2011

https://home.cod.edu/admissions/apply/applicationlisting.aspx


Step 5 ___ Fill out the Program Evaluation Form located on this web site to ensure relatedcoursework towards your degree will be evaluated and then sent to the Health ScienceAdmissions from other colleges and College of DuPage:ssdev.cod.edu/Media/Website%20Resources/pdf/admissions/hsAdmissions/HSevaluation.pdf

RECORDS OFFICE, SRC 2015, (630) 942-3833425 FAWELL BLVD, GLEN ELLYN, IL 60137

*IMPORTANT: If you have an international transcript from high school or college, it MUST beevaluated by Educational Credential Evaluators, Inc. Forms may be obtained online at:www.ece.org.

Step 6 ___ Take the National League for Nursing Pre-Admission Examination, RN (PAX-RN). Testinginformation can be obtained at: home.cod.edu/admissions/hsAdmissions. The test canbe taken once every six months; test scores are submissible for two years from the date ofthe examination.

Priority for admission:

a. In-district applicants

b. Out-of-district applicants and Out-of-district applicants working full-time in-district (proof ofin-district employment will be required each semester).

Applicants who have completed steps 1 to 6 will have their file reviewed by the ADN AdmissionsCommittee. The application deadline is Friday, Feb. 1, 2011.

The College of Du Page Admissions office will not accept any additional application materials after thedeadline. Notification letters will be sent no later than March 18, 2011, after the Admissions Committeehas reviewed all applications.

Provisional admission is based on a merit evaluation. Applicants meeting all admission criteria will beranked on a point system. If you would like to calculate your potential merit points, you can visit:

http://home.cod.edu/Media/Website%20Resources/pdf/academics/programs/nursing/rankscore.pdfIf you have questions regarding this criteria and your ranking, please contact a nursing faculty memberat: http://home.cod.edu/academics/programsdegrees/nursing/faculty.aspx. Points will be awarded onthe following criteria:

a. GPA from prerequisites and required general education courses (minimum of 2.75)b. Number of general education courses completed for A.A.S. in Nursingc. Degrees earnedd. Percentile scores on the PAX-RN examination

http://www.ece.org

http://home.cod.edu/Media/Website%20Resources/pdf/academics/programs/nursing/rankscore.pdf

http://home.cod.edu/academics/programsdegrees/nursing/faculty.aspx



163

What Else Can I Be Doing?

HLTHS 1105 Nursing Assistant (or equivalent Illinois CNA certification) 6A&P 1552 Human Anatomy & Physiology II** 4or

A&P 1572 Human Anatomy & Physiology with Cadaver II** 4

** Anatomy & Physiology 1552 or 1572 must be completed between Feb. 1, 2006, and prior to Fall2011.

These courses must be completedprior to Fall 2011 and prior to the beginning of the Nursing coursesequence.

Courses listed below fulfill general education degree requirements

Associate in Applied Science Degree – Nursing

General Education Credit Hours

English 1101 English Composition I 3Speech 1100 Fundamentals of Speech Communication 3 or

Speech 1120 Small-Group Communication 3

* Foods 1110 Basic Nutrition 3Math Any Math course 1102 or higher , except for Math1340 (Math 1102 is recommended)* Micro 1420 Microbiology 4^Psych 2237 Developmental Psychology: The Lifespan 3One course must be selected from Humanities to satisfy A.A.S. requirements.

^ Psychology 1100 is a prerequisite for Psychology 2237 at the College of DuPage. Psychology 2237must be completed by the end the second semester of the program.

* These courses must be completed prior to the third semester of the program.

Costs of the Program

Courses that have a NURSI prefix have an increased tuition cost as compared to standard in-district tuitionrates. Further information on the costs of the program can be found athttp://www.cod.edu/nursing/adn/adnfaqs.htm.

http://www.cod.edu/nursing/adn/adnfaqs.htm.


What Else Do I Need to Know?

Standard Skills in Health Care Programs

To participate in any health career program at College of DuPage which has a direct patient care orclinical education component, applicants must possess additional non-academic skills. Theseoccupational standards are consistent with the duties of the entry-level professional in that field and areset by the individual program. These skills, which protect the health and well-being of patients, mayinclude but are not limited to the ability to:

1. Lift and carry 30 pounds of weight.2. Lift and transfer patients to and from wheelchairs, stretchers, beds and imaging tables.3. Move, adjust and manipulate equipment.4. Position patients for exams.5. Respond appropriately to sounds such as the patient's voice and movements at a normal

conversational volume.6. Respond appropriately to equipment signals such as sound and light.7. Manipulate the necessary hospital equipment for patient care such as dials, switches, push

buttons and keyboards.8. Perform for a prolonged period without breaks in a typical shift of eight hours.9. Communicate orally and in writing with patients, doctors and other personnel clearly and

effectively. Must be able to follow verbal and written directions.

Students who do not meet these standards may be considered ineligible for a program and can bewithdrawn from all program classes. If you are unsure whether you can meet these requirements, youare advised to consult an adviser, counselor or member of the program faculty to discuss the situation,and/or schedule an appointment with your physician prior to making application or enrolling for classes.

If an acute condition arises while enrolled in the Nursing program, a written statement must beobtained by the student from the physician stating the student’s ability to move, lift and transferpatients without restriction. The above requirements also pertain to pregnancy.

Non-Discrimination Policy

The college will not discriminate in its programs and activities on the basis of race, color, religion orcreed, sex, national origin, ancestry, age, marital status, sexual orientation, arrest record, military status orunfavorable discharge from military service, citizenship status, use of lawful products while not at work,physical or mental handicap or disability. (Board Policy 15-5,home.cod.edu/generalInfo/about/nonDiscrimination.aspx)

Non-discrimination applies to all areas of the college, including the following departments: Admissions,Educational Services, Employment, Financial Aid, Placement and Recruitment. The lack of English



165

language skills shall not be a barrier to admission and participation in educational programs. Admissionscriteria and descriptions of educational programs are available in the college’s printed and onlinesemester Class Schedule (myaccess.cod.edu) and Catalog: (www.cod.edu/catalog).

The following individuals have been designated to handle inquiries and concerns about the non-discrimination policy and procedures at the college:

Student Inquiries concerning Non-Discrimination Policy

Dean of Student ServicesStudent Resource Center, Room 2044(630) 942-2693

For Americans with Disabilities Act accommodations, call (630) 942-2141 (voice)

TDD (Telecommunications Device for the Deaf): (630) 858-9692 (TDD).

http://www.cod.edu/catalog


College of DuPage

Health Sciences Programs

POLICY FOR PROFESSIONAL CONDUCT AT CLINICAL SITES

Revised SPRING 2008

Socialization of students to appropriate professional conduct is a significant component of the Health Sciences Programs ofCollege of DuPage (the “Programs”). Students in the Programs are expected and required to be reliable and competent,exercise sound judgment, act with a high degree of personal integrity, represent College of DuPage (the “College”) in arespectful manner, and observe all the rules and regulations of the clinical sites to which they are assigned. Students alsohave a responsibility to protect the welfare and safety of the patients/clients for whom services are being provided.

In accordance with these expectations, when assigned to clinical sites, students in the Programs must adhere to the followingPolicy for Professional Conduct. This Policy is in addition to the Student Code of Conduct outlined in College catalogs and/orpolicy. The Policy of Professional Conduct includes, but is not limited to,

1. Providing competent and reliable services to patients/clients using sound judgment and discretion. Students areexpected to:a. be on timeb. refrain from excessive absenteeismc. remain in assigned work areas, leaving only with permissiond. not leave patients unattended

2. Demonstrating respect and courtesy to patients/clients and their families3. Demonstrating respect and courtesy to instructors, supervisors and all other members of the health care provider team

at the site4. Cooperating with faculty, staff and peers without insubordination5. Providing care and/or services on a non-discriminatory basis6. Performing only procedures and/or services authorized by supervisor(s) in accordance with accepted

professional standards.7. Observing the rules and regulations of all clinical facilities, including (but not limited to):

a. Proper use of equipment and other propertyb. Not removing property of clinical facilitiesc. Not distributing, possessing, and/or being under influence of illegal drugs or controlled substances,d. Not possessing and/or being under the influence of alcohole. Complying with drug testing and criminal background checking requirementsf. Not possessing or using any type of weapon

8. Maintaining the confidentiality of patient/client information in accordance with recognized professional andinstitutional rules; without unauthorized release and/or misuse of patient/client information or institutional data

9. Maintaining proper dress, appearance, hygiene and decorum in accordance with the standards set by the program,clinical site, and professions

10. Complying with the ethical and professional standards set by the profession and the Programs, including (but notlimited to):a. Never taking prescription blanks or writing prescriptionsb. Never falsifying documents regarding student performance or the care of patients

The penalty for violating the Policy for Professional Conduct will be discipline up to and including suspension or dismissalfrom the Programs. Due to the sequential design of the curriculum in most Health Sciences programs, any period ofsuspension or dismissal may result in a delay in program completion.



167

If the disciplinary action is suspension or dismissal from one of the Programs, the student may appeal that disciplinary actionto the Health Sciences Professional Conduct Review Board within 10 days of the discipline imposed. This appeal must be inwriting using the Request for Professional Conduct Review form available in the Health and Sciences Division office. The formmust be submitted to the Associate Dean for Health Sciences.

The student will not be permitted to participate in the Programs during the appeal process. The appeal will result in a hearingbefore the Health Sciences Professional Conduct Review Board, comprised of faculty from other COD Health Sciencesprograms within 30 days of the date the appeal is filed with the Associate Dean. Both the student and faculty involved in thedisciplinary action may make an oral presentation to the Board in addition to written comments. There is no further appeal;the decision of the Board is final. If the decision to dismiss or suspend a student from a Program is upheld, no refund oftuition or fees or equipment or books will be provided.

College of DuPage Health Services will perform drug testing at the student’s expense. Drug testing will precede clinicalexperience in all cases and will be required prior to admission in some programs. Positive results on a drug screen ormisrepresentation regarding drug use will lead to immediate dismissal from the Programs. Criminal background checks areperformed at the student’s expense, and are required for many Programs prior to admission. Positive results will be handledby individual program faculty, as per program policies.


Nursing (PAX-RN) ~ Pre-admission Examination Test

The Pre-Admission Examination – Nursing (PAX-RN) is an application requirement forstudents applying to the College of DuPage Nursing program.

What can you expect?

The exam will last approximately three (3) hours. The exam includes verbal, science and math components. The exam is offered on the Glen Ellyn campus. The exam is taken on a computer.

Registration and payment are completed online. The cost of the exam is $55 and is non-refundable.

TO REGISTER FOR AN EXAM:

1) What you’ll need:

A computer with a printer Your photo ID Your charge card A piece of paper and pencil

2) Log on to www.nlnonlinetesting.org and create an account.

Two important reminders:

REMEMBER to write down your login ID and password that you create.

PLEASE NOTE: When registering online, you will be asked to read and agree to the Refundand Rescheduling policy:

Refunds: All costs and fees associated with PAX-RN are NON-REFUNDABLE.

Rescheduling: Requests to reschedule must be made at least three (3) weeks priorto the exam date for which you are registered. Log in to the Registration System usingyour login name and password. A $15 rescheduling fee will be assessed each timeyou reschedule an exam date.

Repeating the exam: You must wait six (6) months before repeating an exam.Examinees will not be permitted to retest before this time.

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BE SURE to use the information as it appears on your photo ID to create youraccount.

3) After creating your account, you will be directed to the opening page.

On the opening page, select Registration Store from the options.

You will see a picture of payment methods accepted (VISA, MasterCard, AmericanExpress, and Discover), a list of tests to choose from, and General Exam Policies FAQ(frequently asked questions). Read the General Exam Policies before proceeding.

4) Locate Pre-Admission Exam (PAX) on the screen and select Read More/Register.

5) On the Read More/Register screen,

Choose Register Now in the upper left corner of the page.

6) The next page that opens up asks you to choose an exam.

Choose an exam as follows:

From the SELECT EXAM drop-down menu, select Registered Nurse (RN)Program

From the STATE drop-down menu select Illinois From the INSTITUTION drop-down menu, select College of DuPage From the choices displayed, choose your preferred date and time for the exam

(see the list below of the options that will be available).

7) Within the display of your chosen test date and time, select Register for Computer-Based Exam.

8) Read and agree with the General Exam Policies.

9) Pay for your selected examination. A confirmation screen will then appear. Specificinstructions for test day (room, time, what to bring/not to bring, etc.) will be displayed onyour confirmation.

10) Print your confirmation and bring it with you to the testing center on your exam day,along with your log in ID, password (from when you created the account), photo ID andanother form of ID.

OPTIONAL Study Guide information: The NLN Review Guide for RN Pre-Entrance Exam(Third Edition, Mary E. McDonald, RN, MA, Educational Assessment Consultant) is available inbookstores.


Test Dates: Registration for a session closes 72 hours prior to the test date OR when themaximum number of seats has filled. Register early!

Session 1: Friday, Oct. 15 Start Time: 1:30 p.m. End Time: 5 p.m.

Session 2: Tuesday, Oct. 26 Start Time: 5:30 p.m. End Time: 9 p.m.

Session 3: Saturday, Nov. 13 Start Time: 1:30 p.m. End Time: 5 p.m.

Session 4: Tuesday, Nov. 30 Start Time: 5:30 p.m. End Time: 9 p.m.

Session 5: Tuesday, Dec. 7 Start Time: 5:30 p.m. End Time: 9 p.m.

Session 6: Saturday, Dec. 11 Start Time: 1:30 p.m. End Time: 5 p.m.

Session 7: Monday, Dec. 20 Start Time: 5:30 p.m. End Time: 9 p.m.

Note: Four more test sessions will be scheduled in January. Check www.nlnonlinetesting.orginearly November to register for those dates.

Tests are administered in the Health and Science Center – Room 2301. Please arrive 15

minutes early. Doors close promptly at the start time listed. Students arriving late will notbe admitted.

Analyzing the PAX-RN Scores

In order to be eligible to apply to the Nursing program, you must achieve a composite percentileof 50 or higher.

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College of DuPage

Nursing Department

NOTE: College policy on Faculty Advising in conjunction with this policy. This policy can be found at:http://home.cod.edu/studentservices/advising/faculty/index.aspx

POLICY: Student advising

PURPOSE: To promote student success in programs in the nursing department, all students in theAssociate Degree Nursing and Practical Nursing programs will be assigned a faculty advisor.

GUIDELINES:

1. The faculty advisor will be a full-time faculty in the Nursing Department. Faculty will beassigned in the semester the students are accepted into the nursing program major.

2. Nursing students will have the same faculty advisor for their duration in the programprovided:

a. There is no break in the student’s plan of study, andb. The faculty advisor is still employed by the College.

3. Faculty will be informed of student advisees within the first week of each semester bythe PROGRAM PARTICIPATION Committee.

4. The assigned faculty advisor will connect with their advisees during the first two weeksof each semester the student is enrolled.

5. Students must meet with their assigned advisor at least one time* per semester.*Students deemed a “Student at Risk” must meet more often per the recommendationsof the SBAR form.

The purpose of this meeting is to:

a. Monitor student’s progress with the program plan of study, includingidentification of potential barriers to success, i.e. time management, financialresources, previous academic difficulties, etc.

b. Provide insight into registration for next semester; refer to the degree audit.

Appendix 3.2A

http://home.cod.edu/studentservices/advising/faculty/index.aspx


c. FOR GRADUATING STUDENTS, during the final semester of study, the facultyadvisor will:

i. Direct advisees to complete petition to graduateii. If appropriate, discuss review courses or opportunities that promote

success on licensure/certification exam(s).d. Provide information on such things as, but not limited to:

i. Time managementii. Academic support services

iii. Learning resourcesiv. Scholarship informationv. Factors that promote progression through the program.

6. The faculty advisor will maintain a record of the advising sessions.a. The tool used for recording of these advising sessions is the Student Planning

Worksheet(http://home.cod.edu/studentservices/tools/studentplanning.aspx) and theAdvising Rubric (Attachment to this policy).

b. All entries should be dated and timed by the advisor and the student.c. Records will be placed in the students’ academic file in the Nursing Department

office when the student exits the program. Program exit is defined as programcompletion, failure or withdrawal.

Attachment: Advising Rubric

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NURSING DEPARTMENT

ADVISING RUBRIC

Student Name

Program ofStudyAdmission(Semester/Year)

Anticipated completion(Semester/Year)

Faculty Advisor

Date of contact:

Contact by phone

Contact in person

ActivitiesAccomplished

Timemanagement

Reviewschedule

Graduation

Scholarship

Supportiveservices

Successfactors

This record can bemaintained electronically.


Plan forsuccess

Other(specify)

Licensure orcertification prepideas

Facultyinitial/signature

Studentinitial/signature

Use a check ( ) for activities covered. Document specifics in narrative page attached.



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NURSING DEPARTMENT

ADVISING RUBRIC

Date Notes Faculty signature


NURSING DEPARTMENT

ADVISING RUBRIC

Date Notes Faculty signature



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Nursing Department

Academic Alert for Student “at Risk”

NOTE: The Nursing Department Academic Alert program is offered in collaboration with the COD’sStandards of Academic Progress; this protocol can be found at”:https://ssdev.cod.edu/Media/Website%20Resources/pdf/student_services/soap.pdf

PURPOSE:

If a student is identified demonstrating behaviors that jeopardize their success and put them at risk forfailure, they will be placed on Academic Alert.

Behaviors that are identified, but not limited to, as placing the student at risk are

Attendance and tardiness issuesGraded activities (i.e. test, papers) of <78%Attaining a “C” grade in NURSI 1100, NURSI 1104, NURSI 1105Working more than 16 hours per weekRepeated attempts at the general education courses in the nursing programReadmission to the program (with the exception for illness or changes in healthstatus that would prevent a student from meeting course objectives).

GUIDELINES

1. Any program faculty involved in a student’s instruction can identify a student “at risk”.2. The faculty identifying the student at risk initiates the Faculty/Student Communication

Record (SBAR).3. The faculty meets with the student to clarify the behavior(s) of concern.4. The faculty and student will sign the SBAR. Signature by student implies understanding

of the timeline for any corrective plan of action and the consequences therein.5. The faculty provides a signed copy of the SBAR to

a. The studentb. The student’s file in the department office, with student’s signaturec. The student’s faculty advisor if the faculty completing the SBAR is not the faculty

advisor of recordd. Places the SBAR on the Nursing Department Portal > Private Documents >

Students at Risk Information > Students at Risk > (choose program) > (create file)6. The faculty advisor will assure continuity in and compliance related to the SBAR and

student overall success and progression.7. If a student exits the program either because of withdrawal or failure, an SBAR is

completed by the faculty advisor and student. The SBAR will note evidence basedactions to be followed for consideration for readmission.

Appendix 3.2B

https://ssdev.cod.edu/Media/Website%20Resources/pdf/student_services/soap.pdf


Faculty/Student Communication RecordDepartment of NursingMake 2 copies: 1 for student, 1 for student's file

Return file copy to Division Office

Program: ADN ____ PNC ____ CNA ____ Date: ____________________

Student Name:_________________________________________________Nursing Course Number and Name: _______________________ Theory ___ Clinical ___ Lab ___

Situation: Exam Performance: Attendance/Punctuality: Skill Competency: Clinical Performance: Professional Behaviors: Health Requirements:S Other (specify):

Background:

BAssessment:

ARecommendation:

Due Date for Follow Up:RConsequences:

Faculty Signature: _________________________________________________________________________Student Signature : _________________________________________________________________________Student signature indicates confirmation of receipt of this notice.


Standard 4



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Appendix 4.3.A

Sample Behaviors identified for Clinical Evaluation Tool – Nursing 1105

S = Satisfactory U = Unsatisfactory NO = Not observed (only applies at midterm)

NI = Needs Improvement (only applies at midterm; must be accompanied by an action plan)

1 = Knowledge 2 = Skills 3 = Attitude

A. Critical Thinking: Utilizes critical thinking skills in the application of the nursing process to provide safe,quality care.

Sample Behaviors

A.1 Describe the developments of the nursing profession and the nursing process.Satisfactory: Identifies components of the Nursing Process. Identify safe practice of medication administration and basic skills.Needs Improvement: Frequently forgets steps of the nursing process.Requires instructor’s assistance to safely administer meds & perform basic skills.Unsatisfactory: Does not consistently identify components of the Nursing Process. Fails to identify safe practices of medication administration and basic skills.

A.2 Identify stressors that impact patient health.

Satisfactory: Identifies primary and secondary medical diagnoses. Formulates nursing diagnoses based on patients condition to promote health and healthmaintenance.

Needs Improvement: Forgets to obtain secondary diagnoses. Has difficulty formulating nursing diagnoses.

Unsatisfactory: Does not identify a patient’s primary and secondary medical diagnoses. Is unable to formulate priority nursing diagnoses based on a patient’s condition.

A.3 Identify objective and subjective data.Satisfactory: Appreciates the value of collecting measureable data. Appreciates the difference in gathering objective and subjective data.Needs Improvement: Has difficulty differentiating subject from objective data. Has difficulty formulating measurable outcome criteria.Unsatisfactory: Does not collect relevant and measurable data. Fails to understand and collect objective and subjective data.

B. Communication: Demonstrates effective communication utilizing technology, written documentation, andverbal expression.

Sample Behaviors

B.1 Define therapeutic communication.

Satisfactory: Understands the purpose of taking a complete health history. Understands the need to vary communication styles.

Needs Improvement: Not consistent in recognizing blocks to communication.


Does not complete and communicate pertinent health history.

Unsatisfactory: Fails to understand the purpose of taking a complete health history. Does not utilize different communication styles when communicating with patients.

B.2 Demonstrate communication skills.Satisfactory: Receives report from the primary nurse and acquires pertinent patient data. Develops therapeutic rapport with the patient.Needs Improvement: Needs instructor assistance to initiate communication with RN and/or patient. Does not instill confidence in the patient.Unsatisfactory: Fails to receive or illicit a report from the patients primary nurse. Consistently fails to develop a therapeutic rapport with the patient.

B.3 Identify personal values that may impact interpersonal communication.

Satisfactory: Appreciates the need to maintain patient confidentiality. Reflects on interactions with staff, patients, and peers.

Needs Improvement: Needs to be instructed on maintaining confidentiality. Is not reflective on ways to improve communication and collaboration.Unsatisfactory: Does not maintain a patient’s confidentiality. Consistently is unable to reflect on interactions with staff, patients and peers anddetermine therapeutic effectiveness.

C. Caring: Incorporates empathetic, compassionate, caring interactions and behaviors.

Sample BehaviorsC.1 Describe strategies to communicate caring.

Satisfactory: Identifies basic human needs. States basic comfort care strategies – i.e. ADL’s and positioning. States ways to promote patient dignity, applying holistic care concepts.

Needs Improvement: Forgets to plan basic comfort care strategies. Needs to be reminded to provide privacy.

Unsatisfactory: Is unable to consistently state basic comfort care strategies. Consistently is unable to state ways to promote patient dignity.

C.2 Explore strategies to create caring relationships.

Satisfactory: Identifies caring behaviors toward the patient and significant support person. Maintains a safe environment.

Needs Improvement: Needs to remediate basic care in the lab. Needs a reminder to maintain a safe environment.

Unsatisfactory: Is unable to consistently demonstrate caring behaviors toward the patient and significantsupport people. Does not maintain a safe environment.

C.3 Recognize the value of the nurse/patient relationship.

Satisfactory: Reflects on interactions with the patient. When caring for patients, identifies barriers to caring behaviors.

Needs Improvement: Focuses on self and tasks to be performed, not on the patient’s response.

Unsatisfactory: Is unable to reflect on interactions with the patient to determine caring interactions and



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behaviors. Is unable to determine barriers to caring when working with patients and staff.

D. Diversity: Demonstrates professional nursing care that incorporates sensitivity to culturally diverse clientsacross the lifespan.

Sample BehaviorsD.1 Describe the impact of culture and diversity on health.

Satisfactory: Identifies cultural and diversity issues which impact nursing care. Recognizes the role of the nurse in managing care of patients from diverse cultural and

spiritual backgrounds.Needs Improvement: Has difficulty identifying resources for exploring cultural & spiritual diversity.

Unsatisfactory: Is unable to consistently identify cultural and diversity issues that impact nursing care. Is unable to identify and verbalize the role of spirituality in patient care.

D.2 Share personal perceptions of diversity.

Satisfactory: Adapts care in consideration of the patient’s values, customs, culture, and or habits. States 2 resources to assist in meeting a patient’s needs.

Needs Improvement: Instructor needs to redirect to evaluate cultural needs. Forgets to inquire about special preferences and cultural/spiritual needs.

Unsatisfactory: Consistently is unable to adapt patient care in consideration of the patient’s values,customs, culture and or habits. Is consistently unable to identify 2 resources in meeting a patient’s needs.

D.3 Recognize personal attitudes about working with diverse populations.

Satisfactory: Recognizes own ethnocentric beliefs. Identifies strengths and weaknesses when delivering care to diverse patients.

Needs Improvement: Occasionally makes ethnocentric judgments/ comments

Unsatisfactory: Is unable to determine individual ethnocentric beliefs which may impact patientinteractions.

Is unable to identify individual strengths and weakness when delivering care to diversepatients.

E. Quality Improvement: Utilizes data to ensure quality improvement and support of evidence-based practice.

Sample Behaviors

E.1 Define quality in relation to healthcare delivery.Satisfactory :Identifies Evidence Based Practice. Identifies standards of pain assessment.Needs Improvement: Difficulty finding resources for evidenced based practice Occasionally forgets to assess for pain or follow-up evaluationUnsatisfactory: Is unable to identify evidence based practice. Consistently is unable to identify standards of pain assessment.

E.2 Gather data.

Satisfactory: Performs and documents Head to Toe assessments. Collects Data accurately and tailors assessments based on data. Identifies the etiology and pathophysiology of patients’ health problems.


Needs Improvement: Requires instructor assistance in performing a head to toe assessment. Frequently forgets pertinent assessment data. Needs to be reminded to look up patients’ health primary health problem.

Unsatisfactory: Is unable to consistently perform and document a complete head to toe assessment. Is unable to collect appropriate data and make appropriate assessment based on patient’s

condition. Does not identify the etiology and pathophysiology of patients’ health problems.

E.3 Appreciate the significance of data collection.Satisfactory: Recognizes the need to gather complete data. Determine factors that may inhibit a patient’s recovery.Needs Improvement: Needs to be reminded of relevance of complete data collection.

Unsatisfactory: Consistently does not collect complete data. Is unable to communicate factors that may inhibit a patient’s recovery.

F. Leadership: Demonstrates knowledge of basic delegation and leadership management skills.

Sample Behaviors

F.1 Define the scope of practice of multidisciplinary healthcare team members.Satisfactory: Identifies the nursing chain of command on a nursing unit.

Needs Improvement: Seeks out inappropriate parties for questions or problemsUnsatisfactory: Is unable to state the nursing chain of command on a nursing unit.

F.2 Identify settings in which healthcare is delivered.Satisfactory: Begin to identify nursing tasks that may be delegated. Recognizes the ethical and legal implications of caring for patients and their families.

Needs Improvement: Needs assistance determining what the nurse may delegate to the CNA. Needs reinforcement of ethical and legal issues.

Unsatisfactory: Is unable to identify tasks that may be delegated. Violates of ethical and legal constraints (e.g., patient rights, HIPPA)

F.3 Appreciate the roles and dynamics of a multidisciplinary team.Satisfactory: Reflects on nursing roles on unit and specialty areas.

Needs Improvement: Reflects on experiences, but not on nursing roles.Unsatisfactory: Is unable to communicate the differences in nursing roles on the assigned unit and specialtyareas.

G. Information Management: Demonstrates and utilizes information systems in the healthcare system.

Sample BehaviorsG.1 Identify principles of data collection.

Satisfactory: Uses Micromedex or other EBP resources for patient care and teaching. Can access data from the computerized chart.

Needs Improvement: Frequent difficulty accessing data from the computer chart. Needs assistance in order to navigate Micromedex or other resources.

Unsatisfactory: Is unable to collect and develop patient care and teaching resources.G.2 Identify essential information for safe patient care.



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Satisfactory: Identifies the importance of peer reviewed researched based information. Begins to organize data to give report and patient status updates.

Needs Improvement: Needs assistance recognizing priority information for report (Allergies, code status, IV)

Unsatisfactory: Is unable to identify the importance of peer reviewed researched based information. Is unable to consistently organize data to give report and patient status updates.

G.3 Recognize the need for timely communication of information.Satisfactory: Effectively communicates patient information to the staff, and instructor.

Needs Improvement: Makes late data entries. Data provided to the instructor is incomplete after reminders.

Unsatisfactory: Consistently does communicate pertinent and timely patient information to the staff, andinstructor.

H. Professionalism: Demonstrates knowledge of professional development and incorporates evidence-basedpractice in the nursing profession.

Sample BehaviorsH.1 Identify the Standards of Care in the nursing profession.

Satisfactory: Identifies elements of professionalism in the nursing practice.Needs Improvement: Needs assistance recognizing professional roles of the RN from the Nurse Practice Act.

Unsatisfactory: Is consistently unable to identify elements of professionalism in the nursing practice.H.2 Describe the role of the nurse as a healthcare professional.

Satisfactory: Practices within defined nursing standards. Develops a positive nurse- patient relationship. Actively seeks out opportunities for professional development.

Needs Improvement: Avoids new learning experiences. Does not recognize boundaries for the nurse-patient relationship.

Unsatisfactory: Consistently practices outside of the defined nursing standards. Is unable to consistently develop a positive nurse patient relationship.

H.3 Assess commitment to the nursing profession.Satisfactory: Maintains a professional role. Reflects on own learning needs in the development of a professional nurse.Needs Improvement: Does not develop a plan for self improvement, when needed. Occasionally displays inappropriate behavior or appearance as a professional.Unsatisfactory: Does not maintain a professional role. Is unable to determine own learning needs in the development of a professional nurse.


Sample Behaviors identified for Clinical Evaluation Tool – Nursing 1208

S = Satisfactory U = Unsatisfactory NO = Not observed (only applies at midterm)




Sample Behaviors

A.1 Applies critical thinking by defining nursing concepts, principles and theories as they apply to clinicalsituations/simulations

Satisfactory: Identify the components of the nursing process as applied to the person with mental healthconcerns

Needs Improvement: Limited ability to identify key factors in the nursing process as they apply to theperson with mental health concerns.

Unsatisfactory: Defines patient care in terms of specific tasks without awareness of patient as a dynamic,changing person.

A.2 Utilizes systematic, sequential thinking process.

Satisfactory: Researches treatments (medications, ECT, group and individual therapies) accurately andbased on a specific patient.Differentiate symptoms of patient presentations across the treatment continuum.Analyzes concurrent medical conditions that occur in patients with mental illness.

Needs Improvement: Makes generalities about treatments ordered for patient, rather than taking theindividual patient into consideration.Does not look at individual response to treatment.Unsatisfactory: Fails to research treatments appropriately that are ordered for patient.

A.3 Examines subjective/objective data.Satisfactory: Questions commonly held assumptions regarding mental illness.

Needs Improvement: Frequently underestimates persons with mental health concerns. Limited awareness of own biases regarding mental illness

Unsatisfactory: Accepts negative stereotypes as facts. Assumes a judgmental attitude when working withpatients, family and community members


Sample Behaviors

B.1 Describes different communication styles.



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Satisfactory: Discuss communication factors such as body language, disease process, verbal expression andincongruencies in patient patterns of expression.

Needs Improvement: Expresses continued confusion on the role communication plays while delivering inpatient careUnsatisfactory: Fails to show an awareness of personal communication styles and how this effects patientcare.

B.2 Applies strategies to augment therapeutic communication

Satisfactory: Shows improvement over time in communicating effectively with patients and others.Needs Improvement: Limited awareness of and ability to analyze therapeutic communication interventions

Unsatisfactory: Rigidly adheres to ineffective communication strategies.

B.3 Values the observation of health care situations “through the patient’s eyes”.Satisfactory: Appreciates what the patient is trying to say and how they are saying it.

Needs Improvement: Student is more focused on what the student is feeling rather than what the patient isfeeling.

Unsatisfactory: Fails to develop awareness of own perceptions in terms of accepting patient.


Sample BehaviorsC.1 Integrates understanding of the care concept in nursing

Satisfactory: Distinguishes between enabling behaviors as opposed to caring behaviors and their impact onpatient care.

Needs Improvement: Struggles with the concept that some nursing actions are enabling behaviors.Unsatisfactory: Consistently defends the view that enabling behaviors are appropriate.

C.2 Demonstrates awareness of communicating a genuine caring attitude.

Satisfactory: Determines appropriate role of the nurse in the nurse/patient relationship by maintainingboundaries.

Needs Improvement: Shares personal information with the patientIss inconsistent with maintaining professional boundaries.

Unsatisfactory: Unable to maintain appropriate boundaries with a patient or family.Breaks confidentiality.

C.3 Appreciates the significance of a caring attitude.Satisfactory: Expresses sensitivity toward persons and communities touched by mental health concerns,including health care providers.Needs Improvement: Needs assistance to recognize the impact of mental health concerns on all partiesinvolved

Unsatisfactory: Unable to reflect on the significance of mental health issues on patients, families and thecommunity.

D. Diversity: Demonstrates professional nursing care that incorporates sensitivity to culturally diverse clientsacross the lifespan.

Sample Behaviors


D.1 Describes limits and boundaries of caring relationships in relation to diversilty.

Satisfactory: Recognizes the impact patient life experiences have on the nurse/patient relationship. Identifies methods to provide sensitive care to the person with mental health needs in themedical setting.Needs Improvement: Requires persistent effort to identify differences between patients

Unsatisfactory: Is unable to determine key aspects of diversity as they impact the patient.D.2 Demonstrates a respectful attitude and nonjudgmental attitude of care.

Satisfactory: Adapts treatment alternatives for diverse disease populations.Needs Improvement: Discusses the patient in disparaging terms in student or staff conferences.

Unsatisfactory: Treats patients in a manner that makes the patient feel ashamed of aspects of themselves orin regards to their illness processes.

D.3 Accepts and respects cultural differences.

Satisfactory: Values strengths as well as specific needs of each patient.Recognizes diversity in many forms.

Needs Improvement: Has difficulty seeing life experiences of others beyond own ethnocentric experiences.Unsatisfactory: IsUnable to express empathy about each individual patient. Does not value diversity amongindividuals with mental illness.


Sample BehaviorsE.1 Describes the quality improvement process

Satisfactory: Describes role data collection has in determining appropriate interventions.Needs Improvement: Difficulty expressing how differential assessment is key to treatment strategies.

Unsatisfactory: Unable to discuss keys aspects of data collection in persons with varying mental healthconcerns.

E.2 Seeks quality improvement projects in the health care setting

Satisfactory: Organizes patient assessment in standard formats for consistency in data gathering andanalysis.

Needs Improvement: Needs consistent prompting to do comprehensive work.Unsatisfactory: Assessments are inaccurate and too general.

E.3 Values measurement and its role in quality care.

Satisfactory: Able to see role of measurement in terms of determining patient progressNeeds Improvement: Views patients as needing simply acute symptom management.

Unsatisfactory: Unable to appreciate importance of the role of measurement in determining patientprogress.


Sample Behaviors

F.1 Explain the healthcare institutional chain command in respect to the nurseSatisfactory: Describes how the nurse functions in a mental health setting.

Needs Improvement: Limited ability to discuss the role of the nurse within a mental health care team..



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Unsatisfactory: Unable to explain how a multidisciplinary team work with respect to the mental health caresetting.

F.2 Initiates plan for self-development as a team member

Satisfactory: Utilizes diverse clinical experiences to explore roles of the nurse and the teamNeeds Improvement: Frequently avoids participating in diverse patient care settings.

Unsatisfactory: Does not participate in programming and clinical activitiesF.3 Respects the different attributes that members bring to the team.

Satisfactory: Appreciates the contribution the nurse makes to the treatment plan.

Needs Improvement: Sees the nurse in terms of working as a single entity, not a part of a team.Unsatisfactory: Devalues the nurse as part of the health care team.

G. Information Management: Demonstrates and utilizes information systems in the healthcare system.

Sample Behaviors

G.1 Describes the role of the nurse in information management.Satisfactory: Discusses how the nurse communicates relevant data to other team members.

Needs Improvement: Difficulty determining key components of the nurses role in sharing informationUnsatisfactory: Unable to determine mechanisms for communication of key data.

G.2 Utilizes valid resources for data collection.

Satisfactory: Reviews legal documentation, medications, and related information in computer or hard copyrecord.

Needs Improvement: Neglects to consistently access information from the medial record.Unsatisfactory Unable to identify key resources of information and how to access them.

G.3 Values the need for accurate communication of data.Satisfactory: Realizes how accuracy in data collection and retrieval of information is essential to safe andeffective patient care.Needs Improvement: Has difficult appreciating the role d information management has on effective patientcare.Unsatisfactory: Does not see how means of communicating important data can impact effective treatmentstrategies of patients.

H. Professionalism: Demonstrates knowledge of professional development and incorporates evidence-basedpractice in the nursing profession.

Sample Behaviors

H.1 Examines nursing roles that contribute to coordination and integration of care

Satisfactory: Identifies safe and ethical care based on nursing standards and evidence based practice.Identifies the role of the nurse in the delivery of nursing care including pharmacologic andbiologic treatments.Needs Improvement: Has diifficulty identifying components of maintaining safe and effective care.

Unsatisfactory: Unable to discuss means to promote comprehensive patient careUnable to identify keys aspects of nursing standards for the patient with mental illness

H.2 Apply the nursing process and methods of health promotion and maintenance.


Satisfactory: Practices within the scope of the registered professional nurse. Promotes safety of patients, self and others. Maintains confidentiality Uses personal reflection to identify needs for professional development

H.3 Needs Improvement: Does not come prepared for the clinical day on an occasional basis.

Unsatisfactory: Does not protect patient or institution confidentiality. Consistently comes unprepared for the clinical Contributes to unsafe situations.

H.3 Seeks professional opportunities

Satisfactory: Values the role of personal reflection.Needs Improvement: Does not value the use of learning tools for self-development.

Unsatisfactory: Does not understand why self-examination for nurses are necessary.



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Sample Behaviors Identified for Clinical Evaluation Tool – Nursing 2201S = Satisfactory U = Unsatisfactory NO = Not observed (only applies at midterm)




Sample Behaviors

A.1 Displays analytical attitude toward problem-solving issues.Satisfactory: Interprets problems and uses problem-solving methods that consider both risks and benefits.

Needs Improvement: Frequently requires assistance in problem identification. Needs suggestions for problem-solving issues.

Unsatisfactory: Cannot identify problems or verbalize rationale for nursing interventions.

A.2 Reframes problems.Satisfactory: Prioritizes problems that characterize the keystone nursing diagnoses.

Needs Improvement: Has difficulty prioritizing problems and verbalizing rationale for nursing interventions.

Unsatisfactory: Cannot make judgments between patient’s present state and desired outcomes.

A.3 Values healthy skepticism in data analysis.Satisfactory: Evaluates the integrity and comparability of data and identifies gaps in data sources.

Needs Improvement: Has difficulty interpreting data. Requires frequent assistance in data interpretation.

Unsatisfactory: Cannot decode or interpret relevant data.


Sample Behaviors

B.1 Integrates therapeutic communication.Satisfactory: Uses appropriate verbal/non-verbal communication techniques. Accurately interprets verbal/nonverbal cues ofpatent/family.

Needs Improvement: Has difficulty expressing therapeutic communication strategies with healthcare team and/or clients.

Unsatisfactory: Refrains from active communication. Rarely initiates discussion or interest in active listening.

B.2 Engages patients/families in unique plans of care.Satisfactory: Identifies strengths and limitations in the family decision-making process. Interprets family-specific roles andfamily decision-making strategies.

Needs Improvement: Has difficulty interpreting family dynamics. Requires encouragement to participate in family discussion.

Unsatisfactory: Does not value family input in decision-making process. Avoids family interaction.

B.3 Values continuous improvement of individual communication styles and conflict resolution skills.Satisfactory: Listens to others in unbiased manner. Respects points of vie of others and promotes he expression of diverseopinions and perspectives.

Needs Improvement: Has difficulty managing personal point of view at the expense of others.

Unsatisfactory: Does not demonstrate active listening skills. Fails to use therapeutic communication skills to resolvedifferences in opinion.



Sample Behaviors

C.1 Assimilates the nursing concept of care in the healthcare delivery system.Satisfactory: Justifies the implementation of selected nursing actions. Identifies nursing interventions thatare independent v. collaborative; preventative, maintenance, promotional, or restorative.Needs Improvement: Frequently neglects to consider nursing interventions that impact the physical andpsychosocial wellbeing of patient/family.Unsatisfactory: Cannot rationalize nursing interventions or define standards of care.

C.2 Demonstrates an integrated understanding of a caring attitude.Satisfactory: Provides the patient/family resources to cope and adapt to stressful events and changes inhealth status.

Needs Improvement: Needs encouragement to explore caring interventions appropriate for patient/family.Unsatisfactory: Demonstrates caring interventions as mere tasks, without developing a caring attitude.

C.3 Recognizes patient/family expectations influence outcomes of nursing care.Satisfactory: Adapts the provision of patient care to changing healthcare settings, qualified assistantpersonnel, and management systems. Updates plans of care to correlate with changes in patient situation.Needs Improvement: Need prompting to identify and/or adapt nursing interventions related to patient andfamily needs.Unsatisfactory: Remains inflexible to providing nursing interventions that meet the unique needs ofpatient/family.

D. Diversity: Demonstrates professional nursing care that incorporates sensitivity to culturally divers clientsacross the lifespan.

Sample Behaviors

D.1 Describes culturally sensitive strategies that empower patients.Satisfactory: Utilizes culturally sensitive strategies. Demonstrates assessment skills to do a competentcultural assessment for ny patient in a home or healthcare setting.Needs Improvement: Needs frequent prompting to assess patient cultural issues.

Unsatisfactory: Fails to include cultural concerns I patient plan or care.D.2 Adapts care to be congruent with patient’s unique cultural needs.

Satisfactory: Provides nonjudgmental nursing care when confronted with values and practices that conflictwith medical regimen or self values.

Needs Improvement: Needs to be reminded of judgmental statements that are culturally insensitive.

Unsatisfactory: Uses judgmental statements that are disrespectful and show cultural insensitivity andpersonal bias.

D.3 Incorporates therapeutic, culturally sensitive communication throughout the healthcare delivery system.Satisfactory: Demonstrates ability to practice transcultural nursing care in an ethically and legally defensiblemanner, consistent with nursing code of ethics and within the scope of legal practice.Needs Improvement: Needs reminding of culturally insensitive remarks.

Unsatisfactory: Does not display a respectful manner when addressing culturally sensitive issues withpatients and/or healthcare team.




191

Sample Behaviors

E.1 Recognizes the impact of effective nursing care on patient/family outcomes.Satisfactory: Demonstrates accountability for quality patient care. Identifies possible courses of action withpotential outcomes. Relates data to outcome criteria.Needs Improvement: Requires assistance in identifying outcome measurements. Lacks ability to recognize“cause and affect” patterns of care.Unsatisfactory: Not able to identify outcome measures as a means of supporting quality patient care.

E.2 Identifies gaps between local and best practice.Satisfactory: Capable of measuring the degree of attainment of criteria and standards. Interprets strengthsand weaknesses of such measurements.

Needs Improvement: Has difficulty recognizing the value of quality patient care as a means of supportingpositive patient outcomes.

Unsatisfactory: Unable to correlate quality patient care with positive patient outcomes.E.3 Appreciates how unwanted variation affects care.

Satisfactory: Demonstrates accountability for actions. Demonstrates ethical responsibility for mistakes,errors in judgment, and/or unforeseen circumstantial events.

Needs Improvement: Has difficulty admitting to judgment errors. Needs assistance to alter plan of care.Unsatisfactory: Attempts to hide mistakes. Fails to report mistakes of others that could have negative apatient impact. Unable to seek alternative approaches when unexpected circumstances exist.


Sample BehaviorsF.1 Provides a visionary thinking process on issues that impact patient care.

Satisfactory: Fully embraces the imperative of a healthy work environment. Pursues collaboration.Creatively uses problem-solving skills.

Needs Improvement: Focuses on a task completion model. Shows little interest in a team approach.Unsatisfactory: Demonstrates no initiative for collaboration or interest in team activity.

F.2 Functions completely within the scope of practice of the professional nurse.Satisfactory: Demonstrates an understanding of the boundaries of the registered nurse role. Appropriatelyaccepts registered nurse responsibilities and delegates within appropriate work description boundaries.

Needs Improvement: Unconfident of the registered nurse scope of practice.Unsatisfactory: Cannot identify specific nursing actions as part of the RN scope of practice. Cannot identifydifferences in various healthcare team member roles.

F.3 Contributes to resolution of conflict and disagreement.

Satisfactory: Accepts mistakes of self and others, thereby creating a culture in which risk-taking is not onlysafe but expected.

Needs Improvement: Needs support and counsel to admit to error of judgment. Cannot see value in a risk-taking judgment opportunity.

Unsatisfactory: Denies mistakes and takes issue with others who make mistakes.


G. Information Management: Demonstrates and utilizes information systems in the healthcare system.Sample BehaviorsG.1 Discriminates resources for research for credibility and scientific validity.

Satisfactory: Differentiates between research and information materials. Utilizes current nursing research inappropriate clinical situations. Efficiently investigates resources for appropriate research data.Needs Improvement: Requires guidance to find evidence to support practice.

Unsatisfactory: Does not attempt to support interventions with need evidence and information materials.G.2 Integrates new information and resources to develop comprehensive, contemporary plans of care.

Satisfactory: Integrates information from various assessments to determine patient needs. Accuratelyinterprets lab data, assessment data, and considers patient developmental status. Relates data to patientsituation.Needs Improvement: Needs assistance to collect appropriate data. Needs assistance to interpret data andfind relevance in the data.Unsatisfactory: Proceeds with patient care based on verbal cues and without data collection.

G.3 Values professional lifelong learning to develop and maintain information technology skills.

Satisfactory: Shares health-related news items from journals and media. Attends healthcare seminars.Seeks opportunities for educational growth outside of academic responsibilities.

Needs Improvement: Needs encouragement to engage in extracurricular eventsUnsatisfactory: Lacks interest in extracurricular events. Sees no value in education outside of academic orprofessional demands.

H. Professionalism: Demonstrates knowledge of professional development and incorporates evidence-basedpractice in the nursing profession.Sample BehaviorsH.1 Describes evidence-based practice to include the components of research evidence, clinical expertise,

and patient/family values.Satisfactory: Challenges nursing interventions for evidence of sound rationale. Defends nursinginterventions with appropriate rationale. Appropriately cites professional resources to supportinterventions.Needs Improvement: Requires reminders to support nursing interventions with research evidence.Unsatisfactory: Cannot support nursing interventions with research evidence.

H.2 Bases individualized plans of care on patient values, clinical expertise, and evidence.

Satisfactory: Begins to function as an interdisciplinary team member. Recognizes patient/family unit as partof the interdisciplinary team. Coordinates patient care using patient input. Demonstrates patient advocacy.Needs Improvement: Needs prompting to join team meetings and contribute. Develops plan of care withlittle patient input.Improvement: Does not participate in team decisions or gives no input. Shows no consideration of patientvalues when developing plan of care.

H.3 Values the concept of evidence-based practice as integral to detecting best professional practice.

Satisfactory: Interprets data using the scientific method of inquiry. Demonstrates professional skepticism.Verbalizes a personal creed of professionalism. Abides by the ADN Nursing Handbook policies.Needs Improvement: Accepts data without inquiry to reliability/validity. Has difficulty expressing theconcept of professionalism. Needs to be reminded of ADN program policies.Unsatisfactory: Cannot give rationale for action. Violates ADN program policies as defined in the ADNStudent Handbook.



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Appendix 4.3.BCollege Of DuPage

Implementation Term 2010 Spring

ACTIVE COURSE FILE

*Curricular Area: NURSING Course Number: 1100

Course Title: Introduction to Healthcare

SemesterCredit Hours:3 Clinical Hours:0 Lecture Hours:3 Lab Hours:0

Course description to appear in catalog:Concepts and principles related to health, health care delivery and nursing. Emphasis is placed on thecommunication process, the impact of culture and ethnicity on health-seeking behaviors, the role of theinterdisciplinary health team and the theoretical foundation of beginning nursing skills. Strategies forsuccess in the nursing program are introduced.

Repeatable for credit: No

Pre-Enrollment Criteria: Admission to Associate Nursing Degree Program or consent of instructor.

A. General Course Objectives:Upon successful completion of the course the student should be able to do the following:1. Describe the historical development of the profession of nursing2. Identify the standards of care of the nursing profession3. Describe Florence Nightingale's beliefs about health and nursing4. Explain the concepts of holistic nursing care5. Summarize the impact of culture, diversity, and spirituality on the perception of health, illness

and health-seeking behaviors6. Identify settings in which healthcare is delivered7. Identify members of the interdisciplinary healthcare team8. Explain the role of therapeutic communication in establishing the nurse-patient relationship9. Describe principles of infection control10. Describe methods of health promotion and maintenance from a wellness perspective11. Discuss management of a patient's basic needs12. Interpret vital signs13. Recognize basic units of measurements for dosage calculation14. Assess personal commitment to nursing as a profession15. Describe the role of the nurse as a caring healthcare provider16. Identify basic principles of basic safety

B. Topical Outline:1. Historical development of nursing2. Florence Nightingale3. Wellness, health, and illness4. Culture and diversity5. Healthcare delivery systems6. Interdisciplinary healthcare team7. Therapeutic communication8. Infection control and hygiene9. Vital signs


10. Dosage calculations11. Commitment to nursing profession12. Spirituality13. Nutrition14. Elimination15. Strategies for success

C. Methods of Evaluating Students:1. Students will be evaluated by tests, projects, and class participation. Class attendance may

also be a factor in evaluation.

MAUREEN WALLER 09-23-2009 THOMAS CAMERON 10/28/2009

Initiator Date Division Dean Date

MAUREEN WALLER 09-23-2009Sponsor Date



195

College Of DuPageImplementation Term 2010 Summer

ACTIVE COURSE FILE


Course Title: Introduction to Physical Assessment


Course description to appear in catalog:Theory and skills related to history taking, physical assessment, and completing a head-to-toeassessment of the adult patient. Significant assessment differences in the pediatric patient will bediscussed.

Repeatable for credit: NoPre-Enrollment Criteria:Admission to ADN program and NURSI 1100 with a grade of C or higher

A. General Course Objectives:Upon successful completion of the course the student should be able to do the following:1. Explain the purpose of health assessment2. Apply beginning critical thinking skills as they apply to health assessment3. Explain the purpose of health assessment from both a wellness and illness perspective4. Demonstrate the four techniques of physical assessment5. Demonstrate a complete head-to-toe assessment6. Describe the normal assessment findings for each body system7. Describe deviations from normal findings8. Document the findings of a head-to-toe assessment that deviate from wellness9. Identify how deviations from wellness affect the patient and significant others10. Discuss the impact of diversity and culture when performing a health assessment

B. Topical Outline:1. Nurse's role in health assessment2. Purpose of health assessment3. Normal assessment findings4. Head-to-toe assessment5. Documentation

C. Methods of Evaluating Students:1. Quizzes, mid-term and final examinations





College Of DuPageImplementation Term 2010 Summer

ACTIVE COURSE FILE


Course Title: Medical-Surgical I


Course description to appear in catalog:Principles of nursing practice including major concepts, basic knowledge and nursing skills related to thecare of patients are introduced. Pharmacology, pain control, nursing process, care of the surgical patient,and care of patients with alterations in: musculoskeletal system, skin integrity, fluid and electrolytes andshock states (hypovolemic and septic) are main foci. Lecture, discussion, college laboratories and clinicalpractice are used as learning experiences. Clinical experiences include acute and/or non-acute settings.


Pre-Enrollment Criteria: Admission to ADN program, NURSI 1100 with a grade of C or higher, Anat 1552or 1572 with a grade of C or higher, and current CNA in IL

A. General Course Objectives:Upon successful completion of the course the student should be able to do the following:1. Identify the effects of internal and external stressors that may contribute to common health

problems and the adaptation necessary to achieve health2. Identify alterations in basic needs3. Apply the concepts of holistic nursing care4. Explain the role of the nurse in managing the care of patients from diverse cultural

backgrounds5. Identify culturally sensitive care delivered in the healthcare setting6. Identify the etiology and pathophysiology of common health problems7. Describe methods of health promotion and maintenance for specific populations8. Describe the nursing processs for patient and family care9. Construct teaching plans specific to the learning needs of patients and families10. Demonstrate therapeutic communication in the care of patients and families11. Recognize critical thinking in patient care decisions12. Recognize the ethical and legal implications of caring for patients and their families13. Demonstrate competency in the performance of nursing skills and medication administration14. Apply nursing concepts, principles, and theories to clinical situations/simulations15. List the collaborative interdisciplinary healthcare team members and their roles11. Identify caring behaviors used when interacting with patients12. Identify valid resources for teh collection of data13. Identify ethical care based on nursing standards and evidence-based practice14. Describe commonly prescribed phamacological agents

B. Topical Outline:1. Internal and external stressors2. Holistic nursing3. Cultural components of care4. Etiology and pathophysiology5. Health promotion



197

6. Nursing process7. Teaching plans8. Therapeutic communication9. Pharmacodynamics10. Critical thinking11. Legal and ethical implications12. Special care units13. Clinical application

C. Methods of Evaluating Students:1. Students will be evaluated by tests, clinical performance, and demonstration of skills.2. Projects and/or class attendance may also be a factor in evaluation.





College Of DuPageImplementation Term 2010 Spring

ACTIVE COURSE FILE


Course Title: Medical-Surgical 2

SemesterCredit Hours:3 Clinical Hours:4.50 Lecture Hours:1 Lab Hours:0.50

Course description to appear in catalog:Application of the nursing process in the care of patients with diabetes mellitus, gerontological,oncological, acid-base, and male reproductive disorders. Lecture, discussion, laboratory, and clinicalpractice are used as learning experiences. Clinical experiences include acute and/or non-acute settings.


Pre-Enrollment Criteria:NURSI 1104 & 1105; PSYCH 2237 or concurrent enrollment.

A. General Course Objectives:Upon successful completion of the course the student should be able to do the following:1. Analyze the effects of internal and external stressors that may contribute to common health

problems and the adaptation necessary to achieve health2. Apply holistic nursing interventions in patients with alterations in basic needs3. Demonstrate safe and culturally sensitive care to maintain or enhance patient health4. Apply critical thinking in the evaluation of assessment data to plan patient care5. Apply the nursing process and methods of health promotion and maintenance6. Implement teaching plans specific for the learning needs of the patient and family7. Demonstrate therapeutic communication in the care of patients8. Identify ethical and legal issues when caring for patients9. Analyze the professional role of the nurse n a special care unit/general medical-surgical unit10. Demonstrate competency in the performance of nursing procedures11. Describe safe administration of pharmacologic agents used n the management of patients12. Utilize valid resources for the collection of data13. Deliver ethical care based on nursing standards and evidence based practice

B. Topical Outline:1. Internal and external stressors2. Holistic nursing3. Cultural components4. Etiology and pathophysiology5. Health promotion6. Nursing process7. Teaching plans8. Therapeutic communications9. Critical thinking10. Ethical and legal implications11. Special care units12. Nursing skills13. Clinical applications14. Pharmacological application



199







ACTIVE COURSE FILE


Course Title: Childbearing Family

SemesterCredit Hours:5 Clinical Hours:6 Lecture Hours:2.50 Lab Hours:0.50

Course description to appear in catalog:Nursing care of the woman and family during the reproductive years. Focus on the childbearing processand wellness of the family in the childbearing years. Women's health and wellness is emphasized.Adverse outcomes of pregnancy are presented. Care of the well and hospitalized child and family arediscussed. Clinical experiences include acute and ambulatory care settings, as well as community basedexperiences.


Pre-Enrollment Criteria: NURSI 1104 & 1105; PSYCH 2237 or concurrent enrollment.

A. General Course Objectives:Upon successful completion of the course the student should be able to do the following:1. Analyze the role of the nurse in assisting patients and families during the childbearing

process2. Assume the role of team member or team leader in the maternal-child nursing care setting3. Communicate with patients, significant support persons, and members of the healthcare team

to promote the safe and effective care of women and their families4. Assess the teaching-learning needs of patients and families during the childbearing and early

childrearing years5. Deliver ethical care based on nursing standards and evidenced-based practice6. Analyze the components of optimal health care of families and young children7. Describe physiological and psychological changes of clients and families during the

antenatal, intrapartal and postnatal periods8. Identify common pharmacological agents utilized during the childbearing years9. Explain the effects of hospitalization on the child and family10. Demonstrate competency in the performance of nursing skills11. Apply critical thinking when providing patient care to childbearing/childrearing families12. Apply the nursing process in promoting an optimal level of wellness in women and their

families13. Deliver safe, compassionate, and culturally sensitive care to diverse populations to maintain

or enhance the wellness of women and their families14. Utilize the electronic medical records and additional technical resources to promote safe

processes of patient care15. Identify actual and potential health care problems to promote an optimal level of wellness for

women and their families

B. Topical Outline:1. Nursing process2. Role and function of the nurse3. Teaching and learning needs4. Optimal health care



201

5. Developmental tasks6. Diversity7. Physiological and psychological changes8. Pharmacological agents9. Nursing procedures10. Clinical applications

C. Methods of Evaluating Students:1. Students will be evaluated by tests, clinical performance, and demonstration of procedures2. Projects and/or class attendance may also be a factor in evaluation

MAUREEN WALLER 09-23-2009

__________________________________________________THOMAS CAMERON 10/28/2009Initiator Date Division Dean Date




ACTIVE COURSE FILE


Course Title: Neuropsychiatric Nursing

SemesterCredit Hours:5 Clinical Hours:6 Lecture Hours:2.50 Lab Hours:0.50

Course description to appear in catalog:Application of the nursing process to management of psychiatric and neuropsychiatric disorders.Mentalhealth enhancement of diverse populations. Not the role of the professional nurse as partner in amultidisciplinary team. Lecture discussion, laboratory, and clinical practice are used as learningexperiences


Pre-Enrollment Criteria:NURSI 1104 and 1105; PSYCH 2237 or concurrent enrollment.

A. General Course Objectives:Upon successful completion of the course the student should be able to do the following:17. Develop an understanding of the effect of mental illness on the patient, significant others, and

the community1. Question commonly held assumptions regarding mental illness2. Apply nursing concepts, principles and theories to clinical situations/simulations3. Organize patient assessment in standard formats for consistency in data gathering and

analysis4. Utilize valid resources of information for data collection and analysis5. Differentiate symptoms of patient presentations within the health continuum6. Analyze concurrent medical conditions that occur in patients with mental illness7. Describe treatment alternatives for diverse disease populations8. Adapt treatment alternatives for diverse disease processes9. Apply principles of therapeutic communication in interactions with patients and others10. Value the registered nurse's role in collaboration with members of the healthcare team to

promote healthy patient outcomes11. Identify the role of the registered nurse in the delivery of pharmacologic and biologic

treatments12. Protect legal rights for patients, families, and staff13. Identify safe and ethical care based on nursing standards and evidence based practice14. Identify methods to provide sensitive care to the person with mental health need in the

medical setting15. Distinguish between enabling behaviors as opposed to caring behaviors and their impact on

effective patient care

B. Topical Outline:1. Disease entities2. Nursing process3. Role and function of the nurse4. Optimal health care5. Legal and ethical framework



203

6. Nursing procedures7. Clinical applications8. Pharmacology/biological treatments



____________________________________________________Initiator Date Division Dean Date




ACTIVE COURSE FILE


Course Title: Transition Course for LPNs to the ADN Program

SemesterCredit Hours:4 Clinical Hours:0 Lecture Hours:2.50 Lab Hours:3

Course description to appear in catalog:Advanced concepts and skills used by the Registered Nurse when caring for patients with normal andcommon health problems requiring perinatal, mental health, and general medical/surgical interventions.Application of the nursing process for health promotion, health maintenance, and disease prevention.Nursing skills and techniques are developed and demonstrated in the nursing skills laboratory. Includesintravenous therapy and medications administered through central lines.


Pre-Enrollment Criteria:Students must be a licensed practical nurse and provisionally admitted to the ADNprogram.

A. General Course Objectives:Upon successful completion of the course the student should be able to do the following:1. Discuss the history of nursing2. Identify the steps of the nursing process3. Develop teaching plans specific for the learning needs of patients requiring perinatal, mental

health, and general medical/surgical interventions4. Describe the effects of fluids, electrolytes, and acid/base balance on the health of patients

requiring perinatal, mental health, and general medical/surgical interventions5. Describe how the teaching/learning process is applied to patients requiring perinatal, mental

health, and general medical/surgical interventions6. Develop nursing diagnoses for patients requiring perinatal, mental health, and general

medical/surgical interventions7. Describe physiological and psychological changes of patients and families experiencing a

high-risk pregnancy or high-risk neonate8. Apply the nursing process in promoting an optimal level of wellness for children9. Apply the nursing process and explain principles and treatment modalities for patients

experiencing mental health disorders and Attention Deficit Disorder/Attention DeficitHyperactivity Disorder (ADD/ADHD)

10. Explain the nurse's role in crisis intervention11. Apply the nursing process and explain principles and treatment modalities for patients

diagnosed with brain tumors or a stroke12. Demonstrate nursing skills including administering medications and IV fluids through a central

line, IV push medications, administering blood transfusion, and oral/pharyngeal suctioning13. Write a brief paper using APA style formatting

B. Topical Outline:1. The history of nursing2. The nursing process3. Teaching and learning in nursing



205

4. APA format5. Calculating IV dosages based on body weight per minute (lab)6. Administering blood transfusions (lab)7. IV push medications (lab)8. Central line therapies(lab)9. Oral/pharyngeal suctioning (lab)10. Fluids, electrolytes, and acid/base balance11. High risk neonatal and perinatal care12. Well child care13. Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder (ADD/ADHD)14. Crisis intervention15. Therapeutic16. Relationship/communication in mental health nursing17. Legal and safety issues in mental health nursing18. Nursing assessment in mental health nursing19. Schizophrenia20. Mood/anxiety disorders21. Personality disorders22. Stroke/brain tumor

C. Methods of Evaluating Students:1. Students will be evaluated by examinations and return demonstration of skills.2. Research papers, concept maps, projects, and/or class attendance may also be a factor in

evaluation.


___________Initiator Date Division Dean Date



College Of DuPageImplementation Term 2010 Fall

ACTIVE COURSE FILE



SemesterCredit Hours:5 Clinical Hours:7.50 Lecture Hours:2.50 Lab Hours:0

Course description to appear in catalog:Application of the nursing process in the care of clients of all age groups with cardiovascular, respiratory,and endocrine disorders. Clinical experiences include acute and/or non-acute settings. Lecture,discussion and clinical practice re used as learning experiences.


Pre-Enrollment Criteria:

Prerequisite: NURSI 1206 Medical-Surgical 2with a grade of "C" or better, or equivalent.Prerequisite: NURSI 1207 Childbearing Family with a grade of "C" or better, or equivalent. andPrerequisite: NURSI 1208 Neuropsychiatric Nursingwith a grade of "C" or better, or equivalent. or

A. General Course Objectives:Upon successful completion of the course the student should be able to do the following:1. Implement professional, ethical and legal principles when caring for patients with

cardiovascular, respiratory, and/or endocrine disorders2. Apply therapeutic communication skills with patients, significant support persons, and

members of the healthcare team to promote safe, effective care of patients3. Interpret critical assessment data using valid resources when caring for patients4. Apply critical thinking in the delivery and evaluation of patient care5. Prioritize therapeutic nursing interventions in the management of multiple patients6. Perform safe, compassionate, and culturally sensitive care for diverse populations7. Evaluate teaching plans that address the healthcare needs of patients8. Develop collaborative relationships with patients, significant support persons, and members

of the healthcare team for the purpose of providing or enhancing patient care for patients9. Delegate aspect of patient care to qualified assistive personnel when managing care of the

patient10. Examine the role of the nurse in caring for patients in special care units11. Demonstrate competency in the performance of complex nursing procedures

B. Topical Outline:1. Holistic nursing care2. Cultural components of care3. Etiology and pathophysiology4. Health promotion5. Nursing process6. Teaching plans7. Therapeutic communication8. Pharmacodynamics



207

C. Methods of Evaluating Students:1. Students will be evaluated by tests, clinical performance, and demonstrations of skills2. Projects and/or class attendance may also be a factor in evaluation






ACTIVE COURSE FILE


Course Title: Contemporary Issues in Nursing


Course description to appear in catalog:Current issues and trends in professional nursing are explored. Career opportunities for professionalregistered nurses are discussed. Components of professional nurse practice act are explored.


Pre-Enrollment Criteria: NURSI 1206 and either 1207 or 1208 or NURSI 1210 for ADN Bridge Students

A. General Course Objectives:Upon successful completion of the course the student should be able to do the following:1. Explain the influence of nursing history and educational preparation for nursing practice on

current professional nursing practice and education2. Analyze the legal and ethical accountability and responsibility of professional nursing practice3. Analyze the impact of the economy and political process on professional nursing practice4. Evaluate career opportunities for the professional nurse5. Develop a personal definition of professional nurse/nursing6. Construct a cover letter and resume for an entry level professional nurse position7. Explore a current nursing issues and trends8. Examine the nurse practice act for its impact on the nursing role

B. Topical Outline:1. Nursing education and practice2. Development of nursing as a profession3. Economic and political aspects of professional nurse practice4. Legal and ethical responsibility and accountability of professional nurse practice5. Career opportunities and professional growth for professional nurses

C. Methods of Evaluating Students:1. Students will be evaluated by tests and projects.2. Class participation and/or class attendance may also be a factor in evaluation.






209


ACTIVE COURSE FILE




Course description to appear in catalog:Application of the nursing process in the care of patients of all age groups with burns, gastrointestinal,hepatic, pancreatic, biliary, renal, hematological, immunological, neurological, and sensory (eye/ear)disorders. Integration of theory for the management of acute and chronic conditions including concepts ofemergency care, basic first aid, sexually transmitted diseases and domestic violence. Concepts ofcommunity nursing including home care are introduced. Clinical experiences include acute and/or non-acute settings.


Pre-Enrollment Criteria: NURSI 2109

A. General Course Objectives:Upon successful completion of the course the student should be able to do the following:1. Formulate holistic nursing interventions for patients/families with acute, chronic, and complex

healthcare needs2. Defend a plan of care using the nursing process for patients/families with acute, chronic, and

complex healthcare needs in the home and community settings3. Distinguish methods of health promotion and maintenance in diverse populations4. Design teaching plans that address the learning needs of the patient/family in diverse settings5. Utilize therapeutic communication in the care of patients/families in diverse settings6. Interpret critical assessment data using valid resources when caring for patients/families7. Apply critical thinking in decision making for the care of patients /families with acute, chronic,

and complex healthcare needs8. Identify ethical and legal perspectives when caring for patients/families with acute, chronic,

and complex healthcare needs9. Practice a variety of nursing roles: critical care, medical/surgical, clinic/community-based10. Perform safe, compassionate and culturally sensitive care for diverse populations and

settings11. Determine adaptations of nursing procedures in diverse populations12. Demonstrate safe administration of pharmacologic agents used in the management of

patients13. Prioritize the application of nursing concepts, principles, and theories to clinical

situations/simulations

B. Topical Outline:1. Leadership and management2. Holistic nursing3. Cultural components of care4. Etiology and pathophysiology5. Health promotion/disease prevention6. Nursing process


7. Teaching plans8. Pharmacodynamics9. Critical thinking10. Ethical and legal implications11. Clinical experience encompassing advanced nursing procedures/skills12. Delegation13. Community based nursing practice

C. Methods of Evaluating Students:1. Students will be evaluated by projects, testing, and clinical performance.2. Class attendance may also be a factor in evaluation.






211


ACTIVE COURSE FILE


Course Title: Clinical Decision Making


Course description to appear in catalog:Cumulative integration of concepts learned throughout the nursing curriculum. Emphasis will be placedon analysis of critical thinking skills and synthesis of clinical decision making through evaluation of casestudies and clinical simulations.


Pre-Enrollment Criteria: NURSI 2109

A. General Course Objectives:Upon successful completion of the course the student should be able to do the following:1. Analyze clinical decisions based on application of knowledge and evidence-based practice2. Synthesize the roles of the nurse in the care of patients, families and communities3. Design a prioritized patient care scenario based on ethical principles in nursing4. Formulate clinical decisions based on principles of physical assessment, knowledge of

medical diagnostics and pharmacological concepts5. Develop a complex plan of care for patients/families/communities6. Apply pathophysiological principles in the formulation of clinical decisions7. Apply nursing concepts, principles and theories to clinical situations/simulations

B. Topical Outline:1. Nursing process2. Role and function of the nurse3. Critical thinking process/skills4. Patient, family and community through the lifespan5. Clinical decision making exercises6. Pharmacology

C. Methods of Evaluating Students:1. Students will be evaluated by tests and/or projects.2. Class attendance may also be a factor in evaluation.


___Initiator Date Division Dean Date




213

Nursing (number of course)

Title of courseAssociate Degree Nursing Program

College of DuPageGlen Ellyn, Illinois

Semester, Year

Revised by Nursing (course number) FacultyDate of revision



215

College of DuPageAssociate Degree Nursing Program

Course Syllabus

(Circle applicable semester) Fall Spring Summer Year: 20___

Course Title and Number:

Course Description:Obtain from active course file

Semester Credit Hours:Obtain from active course file

Pre-enrollment Criteria:Obtain from active course file

General Course Objectives:List objectives as written on the ACF:

Upon successful completion of the course the student should be able to:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

Appendix 4.3C


12.

Course Map

Unit TopicalOutline/Content*

Learning Activities(This includes class, lab and clinicallearning activities, as well as those doneoutside of the course such as readingassignments)

Assessment Activitiesby each unit. These areintended to documentstudent attainment of theoutcomes.**

* Unit objectives are derived from the general course objectives and contextualized to each topical outline/contentarea.

**Student Learning Outcomes(list each one as they appear as the outcome on the clinical evaluation tool).

1.

2.

3.

4.

5.

6.

7.

8.

Textbooks / Materials:

Required:

Optional:



217

*Some materials may be web based. Additional materials may be on reserve in the library.

Program Policies and Procedures:This course will be conducted according to the policies and procedures of the college, as described inthe College Catalogand Nursing Department policies, as described in the ADN Student Handbook. The ADN StudentHandbook is available via the ADN webpage. This handbook contains policies on testing, gradecomputation/grading scale, absence/make-up,and uniform requirements. The handbook also includes reference for college-wide policies on academicdishonesty, professional behavior, grade grievance, and withdrawal/readmission. Students are requiredto abide by the policies as stated in the handbook. Additional policies and procedures may be requiredby specific instructors and/or clinical facilities. Any additional policies and procedures will be identifiedby such instructors.

Course Calendar:A course calendar with the location and lecture topics is located in the appendix of this syllabus.

Dosage Calculation:Students must pass a dosage calculation test with a score of ____% by the deadline noted on the coursecalendar.

Grading Scale:

Percentage Grade90.0% - 100% A84.0% - 89.9% B78.0% - 83.9% C70.0% - 77.9% DBelow 70.0% F

The numeric value of exams and final course grades will not be rounded.

Grade Worksheet:

Item Description* Points Possible Your Score

Total

*Item Description: As needed specific information about and guidelines/rubrics for will be found inappendices.


** Test questions are developed from lecture content, class discussion, assigned readings, handouts,and assignments.The syllabus is subject to change. Students will be notified of any changes as soon as possible.

APPENDICES

General (required for all courses):

Faculty contact information including: phone number, office room number, email address, officehours, department and program web page linksCalendar with class topics and assignment/exam datesCourse Evaluation Tool

Course Specific:

Grading Scale and Grade WorksheetClinical Site Evaluation Tool



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Appendix 4.5A

Administration of Oral Medications

Student Name: ___________________________________

Student Signature: ________________________________

Evaluator Signature: 1st attempt ________________ Date: __________ Satisfactory* Unsatisfactory^

Evaluator Signature: 2nd attempt ________________ Date: __________ Satisfactory* Unsatisfactory^

Evaluator Signature: 3rd attempt ________________ Date: __________ Satisfactory* Unsatisfactory^

** Critical Behaviors that need to be stated or done in order to pass the skill.

PERFORMANCE BEHAVIORS S* U^ COMMENTSAssessment1. Check physician’s order for accuracy. a. Date b. Patient name c. Drug name and dosage d. Time for administration e. Route of administration

2. Check if patient a. Is NPO? b. **Has allergies? c. Has swallowing challenges? d. Does the patient have a fluid restriction?Planning3. Identify patient outcomes: know actions, special nursing considerations, safe

dose ranges, purpose of administration, and adverse effects of medications tobe administered.

4. Identify what teaching you might need to provide to the patient.

5. Assemble equipment a. Medication Administration Record (MAR) b. Medication cup(s) and tray c. Medication cart d. Water if appropriateImplementation6. **Perform hand hygiene.7. Prepare medication for one patient at a time. State the **6 rights of medication administration using the MAR. Read the MAR and select the correct medication. **(First check). Repeat if necessary if more than one medication is to be administrated. Check expiration date.8. Compare MAR to the label on the medication (Long Term Care Card, PYXIS, or

bottle), verifying correct medication. **(Second check). Check expiration date.


PERFORMANCE BEHAVIORS S* U^ COMMENTS Repeat as needed for each medication to be administered.9. Verbalize that you will calculate the correct amount of the drug to be given.10. Place medications in cup.

a. Place unit dose-packaged medications in a disposable cup. Do not openwrapper until at bedside. Keep narcotics and medications that requirespecial nursing assessments in a separate container.

b. When removing tablets or capsules from a bottle, pour the necessarynumber into bottle cap and then place tablets in a medication cup. Breakonly scored tablets, if necessary, to obtain proper dose.

11. When pouring liquid medication, set the cup on a flat surface and read thelevel of liquid at the lowest point of the meniscus. Palm the label of the bottle.

12. Check the label of all medications comparing to MAR before returning them tothe storage area **(Third check).

13. Carry prepared medication and MAR to patient’s room.

14. Upon entering room:a. **Perform hand hygieneb. Identify selfc. **Identify patient using two forms of identification (i.e., Name, birth date,medical record number) while comparing MAR to patient wrist bandd. **Check Allergiese. Assure privacyf. Explain what is about to occur and what medications are being

administered.g. Allow for patient questionsh. **Perform necessary assessments (i.e., Apical heart rate, blood pressure,

what are the parameters for medications on hold)

15. Position patient to facilitate comfort and swallowing of medications.

16. Compare each unit dose medication to the MAR **(3rd check for unit dosemeds).

17. Administer medications.a. Offer water or other permitted fluids with pills, capsules, tablets, and some

liquid medications.b. Ask patient’s preference regarding medication to be taken by hand or in a

cup and one at a time or all at once.c. If capsule or tablet falls to the floor, discard it and administer a new one.d. Record any fluid intake if I/O measurement is ordered.

18. Remain with patient until each medication is swallowed and check to be suremedication has been swallowed.

19. Prior to leaving room: a. Reposition patient for comfort b. Lower bed



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PERFORMANCE BEHAVIORS S* U^ COMMENTS c. Raise appropriate rails d. Place call light and belongings within reach

Evaluation20. **Correctly record medication on MAR: a. medication given and dose b. time and route c. record any significant assessment data such as BP, pulse, pain rating, etc. d. signature and initials

21. Verbalize need to follow up on therapeutic effects of medication (i.e., pain,blood pressure, heart rate, fluid status, blood sugar, etc.) in timely manner.


Head to Toe Assessment

Student Name: ___________________________________


Evaluator Signature: 1st attempt _______________ Date: ____________ Satisfactory* Unsatisfactory^

Evaluator Signature: 2nd attempt ______________ Date: ____________ Satisfactory* Unsatisfactory ^

Evaluator Signature: 3rd attempt ______________ Date: ____________ Satisfactory* Unsatisfactory ^


PERFORMANCE BEHAVIORS S* U^ COMMENTS1. Gather equipment needed for assessment

a. Stethoscopeb. Appropriate sized blood pressure cuffc. Pulse Oximeterd. Penlitee. Thermometerf. Gloves

2. Upon entering room,a. **Perform hand hygieneb. Identify selfc. **Identify patientd. **Verify Allergiese. Assure privacyf. **Explain what is about to occurg. Allow for patient questionsh. Raise bed to comfortable working heighti. Don gloves

3. **Assess level of consciousness and orientation to person, time, andplace.

4. Perform pain, pulse Oximetry, blood pressure, and temperatureassessments.

5. Assess head and PERRLA a. Observe for any gross abnormalities of the head and face.

6. **Throughout assessment observe and note condition of hair, skin, andnails.

7. **Assess and compare bilateral upper extremities for: a. Hand grasps for equality and strength b. Temperature and color c. Radial pulses



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PERFORMANCE BEHAVIORS S* U^ COMMENTS d. Capillary refill e. Sensation

8. **Assess apical pulse. a. Auscultate heart sounds at left mid-clavicular line and fifth intercostal

space. Point of maximal impulse (PMI) b. Listen for one minute, noting rate, and regularity.

9. **Assess lungs. a. Listen and observe rise and fall of chest and count respirations. b. Auscultate breath sounds. i. Assess anterior chest in 4 sites and 2 lateral sites. ii. Assess posterior chest in 4 sites and 2 lateral sites.10. ** Assess abdomen. a. Auscultate for bowel sounds in all four quadrants. b. Palpate abdomen for firmness, tenderness, and lower abdomen for

bladder distention.11. **Assess and compare bilateral lower extremities for: a. Movement and strength b. Temperature and color c. Dorsalispedis and posterior tibial pulses d. Capillary refill e. Sensation12. Assess posterior lung sounds (if not previously done) and skin.

13. **Check equipment: a. IV? solution, rate, site. b. O2? Setting/type c. Drains (including urinary catheter).

14. Survey environment for safety concerns.

15. Prior to leaving the rooma. Reposition patient for comfortb. Lower bedc. Raise appropriate railsd. Place call light and belongings in reache. **Perform hand hygienef. Gather and remove equipment

16. **Document assessment per facility policy.

17. Write a sample nursing note:


Nasogastric Tube Insertion

Student Name: ______________________________ Student Signature: _______________________

Evaluator Signature: 1st attempt _____________________ Date: ________ Satisfactory* Unsatisfactory^

Evaluator Signature: 2nd attempt _____________________ Date: ________ Satisfactory* Unsatisfactory^

Evaluator Signature: 3rd attempt _____________________ Date: ________ Satisfactory* Unsatisfactory^


PERFORMANCE BEHAVIORS S* U^ COMMENTSAssessment1. Check physician’s order.2. **Check chart for allergies.Planning3. Identify expected outcomes.4. Gather necessary equipment

a. Nasogastric tubeb. Glovesc. Cup of waterd. Lubricating jellye. Tapef. Safety ping. pH paperh. Rubber bandi. Stethoscopej. Irrigation tip syringek. Bath towels or blue padl. Emesis basinm. Flash light.

5. Provide for privacyImplementation6. Upon entering: a. **Perform hand hygiene b. Identify self

c. **Identify patientd. **Check allergiese. Assure privacyf. Explain what is about to occurg. Allow for patient questionsh. Raise bed to comfortable working heighti. Don clean gloves

7. Using a flashlight, assess condition of nares and oral cavity.8. Position patient in high Fowler’s position with pillow behind head and shoulders.9. Stand at the right side of patient if right handed and the left side of patient if

left handed.10. Place bath towels or blue pad over chest and give tissues to patient.



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PERFORMANCE BEHAVIORS S* U^ COMMENTS11. Prepare split tape.12. **Mark length of tube to be inserted with tape. Measure distance to insert

tube measuring from the tip of the nose, to the earlobe, to the xiphoid process.

13. Curve tip of tube tightly around index finder and release.

14. **Lubricate end of tube generously with water soluble lubricating jelly.

15. Instruct patient to extend neck back against pillow and begin to insert tube intonaris with curved end pointing downward.

16. Continue to pass tube along floor of nasal passage; aiming down toward ear.When resistance is felt apply gentle downward pressure to advance the tube (donot force past resistance).

Note: If resistance continues, withdraw tube, allow patient to rest, relubricate tubeand insert into other naris.

17. Continue insertion of tube until just past nasopharynx by gently rotating tubetoward opposite naris

a. Stop tube advancement, allow patient to rest b. Explain that the next step requires swallowing.

18. **With tube just above oropharynx, instruct patient to flex head forward anddry swallow or suck air in through a straw; advance with each swallow; if patienthas trouble swallowing and is allowed fluids, offer a glass of water; advance tubewith each swallow of water until tape marking is at the nose.

19. ** Attach irrigation tip syringe, inject 30 ml of air and auscultate woosh overepigastric area, then aspirate gently back to obtain gastric contents.

20. Measure pH of gastric contents with color coded pH paper.

21. If tube is not in stomach, advance another 2.5-5 cm and repeat step 18 and 19.

22. **Secure tube to nose with tape; avoid pressure on nares.

23. Fasten end of tube to gown by looping rubber band around tube in a slip knot ,or by applying tape, and pin to gown.

24. Remove irrigation tip syringe and attach tube to suction as ordered.

25. Unless otherwise ordered by physician, head of bed should remain elevated to30 degrees.

26. Before leaving room a. Dispose of equipment b. Position patient comfortably c. Lower bed d. Raise appropriate side rails e. Leave call light and belongings in reach f. **Perform hand hygiene


PERFORMANCE BEHAVIORS S* U^ COMMENTS

Evaluation

27. **What information do you need to gather to assure that the nasogastric tubeis functioning properly? What are your observations since insertion? How hasthe patient responded to the procedure? Write a sample nursing note.



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Nasogastric Tube Removal

Student Name: ____________________________ Student Signature: ________________________________

Evaluator Signature: 1st attempt _____________________ Date: _________ Satisfactory* Unsatisfactory^

Evaluator Signature: 2nd attempt _____________________ Date: _________ Satisfactory* Unsatisfactory^

Evaluator Signature: 3rd attempt _____________________ Date: _________ Satisfactory* Unsatisfactory^


PERFORMANCE BEHAVIORS S* U^ COMMENTSAssessment1. Check physician’s order.

2. **Check chart for allergies.Planning3. Identify expected outcomes.

4. Gather necessary equipmentA. Bath towel or blue padB. Tissues

5. Provide for privacyImplementation6. Upon entering:

a. **Perform hand hygieneb. Identify selfc. **Identify patientd.**Check allergiese. Assure privacyf. Explain what is about to occurg. Allow for patient questionsh. Raise bed to comfortable working heighti. Don clean gloves

7. If tube is attached to suction, turn off suction.

8. Assess nares, oral cavity and presence of bowel sounds.

9. Place towel across patient’s chest.

10. Disconnect tubing from wall suction. Auscultate for placement. Measure pH ofgastric contents with color coded pH paper. If tube is in place, instill 10 mlwater. If tube is not in place, do not instill water.

11. Remove tape from nose and unfasten pin from gown.12. Instruct patient to take a deep breath and hold; pinch tube with fingers or

clamp; quickly and smoothly remove tube into towel while patient is holdingbreath.


13. Provide patient with tissues.


14. Place tubing in plastic bag or towel.

15. Provide oral and nasal care; make patient comfortable.

16. Inspect condition of nares and oral cavity.

17. Before leaving rooma. Dispose of equipmentb. Position patient comfortablyc. Lower bedd. Raise appropriate side railse. Leave call light and belongings in reachf. **Perform hand hygiene

Evaluation18. **What information do you need to gather to assure that the patient hastolerated the tube removal procedure and that the patient is tolerating beingwithout the tube?




229

Performing a Wet to Dry Dressing Change

Student Name: ___________________________________


Evaluator Signature: 1st attempt __________________ Date: _________ Satisfactory* Unsatisfactory ^

Evaluator Signature: 2nd attempt __________________ Date: _________ Satisfactory * Unsatisfactory ^

Evaluator Signature: 3rd attempt __________________ Date: _________ Satisfactory * Unsatisfactory ^



2. **Identify the patient.

3. **Check for allergies, including latex, tape, and antiseptics.

4. **Determine patient’s need for pain medication for the dressingchange.

If premedicating, allow sufficient time for the medication to takeeffect, using pre- and post- pain assessment rating scale (0-10).

5. Assess condition and type of current dressing.

Planning6. Gather necessary equipment

a. Sterile salineb. Sterile 4X4 gauze – 2 packagesc. Packaged sterile 4X4 loose gauzed. Sterile glovese. 2 Sterile cotton tip applicatorsf. Single use measuring deviceg. Sterile ABD padh. Tapei. Clean gloves

Implementation7. Upon entering room:

a. **Perform hand hygieneb. Identify selfc. **Identify patientd. **Verify allergiese. Assure privacyf. Explain what is about to occurg. Allow for patient questionsh. Move waste bin within reach.


PERFORMANCE BEHAVIORS S* U^ COMMENTSi. Raise bed to comfortable working heightj. **Don clean gloves

8. Position patient comfortably. Drape to expose only wound site.

9. Remove tape of previous dressing by pulling it towards the olddressing. Remove dressing and packing, keeping the soiled surface away

from the patient.

10. **Note drainage amount, color, consistency, and odor on/fromthe old dressing.

Discard dressing along with soiled gloves.11. Prepare sterile field:

a. On over bed table, open dressing supply packages preparingand maintaining a sterile field (do not cross sterile field &place items in order of use).

b. Check date on sterile saline.c. Palm label of sterile saline and pour a small portion out

into the garbage (lip the bottle).d. Pour prescribed solution onto the open package of loose

4X4 gauze.e. Prepare tape, including time, date and initials.

12. Don sterile gloves.13. **Inspect wound for appearance, size, depth, drainage, integrity,

edema, odor, undermining, and tunneling. Obtain measurementof wound.

14. Cleanse wound with saline soaked 4X4. a. Wring saline from one 4X4. b. Grasp 4X4 by the corners. **(Do not allow sterile groves to touch the wound) c. Clean from least contaminated area to most contaminated. d. Use sterile, dry gauze to blot and dry wound. **(Do not allow sterile gloves to touch the wound)

15. Apply dressing. (Note: hydrogel would be applied to the wound at this point,

prior to packing) a. Wring out excess solution from 4X4 and open the gauze. b. Loosely pack gauze into wound until wound surfaces are in

contact with moist gauze with a cotton tipped applicator. **Do not have gauze touch surrounding skin. c. Ensure that dead space is loosely packed with gauze. d. Apply dry, sterile 4 X 4 gauze over moist gauze. e. Cover with ABD pad. f. Apply tape to secure dressing without causing trauma to

healthy tissue.16. Prior to leaving room:

a. Dispose of gloves and used equipment



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PERFORMANCE BEHAVIORS S* U^ COMMENTSb. Position patient comfortablyc. Lower bedd. Raise appropriate bed railse. Leave call light and belongings in reachf. **Perform hand hygiene

Evaluation17. Ask patient to rate pain level.

18. **Document and report wound assessment, dressing, andpatient’s response.

Write a sample nursing note:


Replacement of Intravenous Tubing and Intravenous Solution

Student Name: ___________________________________


Evaluator Signature: 1st attempt ________________ Date: ________ Satisfactory* Unsatisfactory^

Evaluator Signature: 2nd attempt ________________ Date: ________ Satisfactory* Unsatisfactory^

Evaluator Signature: 3rd attempt ________________ Date: ________ Satisfactory* Unsatisfactory^


PERFORMANCE BEHAVIORS S* U^ COMMENTSAssessment1. Consult physician’s order for correct IV infusion: solution, volume

and flow rate.

2. **Check allergies and sensitivities to tape.

3. Verify IV access; assess site and patency.

Planning4. Identify patient outcomes.5. Identify what teaching you might need to provide to the patient.6. Assemble equipment. a. IV Infusion Record or MAR b. Correct IV solution c. Primary IV Tubing d. Tubing label e. Alcohol swabs f. Tape

Implementation7. **Perform hand hygiene.8. Prepare IV solution for only one patient at a time. Read MAR or IV

Infusion Record and select correct IV solution **(First check).

9. Compare MAR to label on IV solution bag **(Second check). Checkexpiration date as well as clarity of IV solution.

10. **Verbalize that you will calculate correct IV rate.11. Before going to patient’s room: a. spike new bag of IV solution, maintaining sterile technique b. fill drip chamber halfway c. prime tubing, purging air within the tubing d. label tubing with date/time/initials e. label primary bag with completed timing strip f. perform **Third check against IV Infusion Record or MAR

12. Take the new bag and tubing to patient’s room with other suppliesand MAR.



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13. Upon entering room: a. **Perform hand hygiene b. Identify self. c. **Identify patient (using two forms of identification while

comparing MAR to patient wrist band) d. Assure privacy e. Explain what is about to occur f. Allow for patient questions g. Raise bed to comfortable working height. h. **Don gloves14. **Collect data about condition of existing IV site and dressing.

15. Prepare to remove old tubing: a. Loosen any tape b. Clamp old IV tubing c. Close slide clamp on catheter between insertion site and hub d. Loosen luer lock at hub16. Remove and replace: a. Secure existing IV catheter at hub with non-dominant hand. b. Pull old tubing out of catheter hub, being careful not to pull out

the IV catheter itself. c. **Clean IV port with alcohol. d. Quickly place new tubing into the hub. **Maintain sterile

technique. e. Secure new luer lock at hub; open slide clamp, anchor tubing

with tape.17. **Set rate of fluid flow according to the order. (For return, set

rate at 5 drops per 15 seconds or 20 drops per minute.)18. Instruct patient to report any redness, pain, drainage, or swelling

that may occur during infusion of the IV fluid.19. Prior to leaving room: a. Dispose of gloves, dressing, old IV bag and tubing, and other

used materials. b. Position patient comfortably c. Lower bed d. Raise appropriate rails e. Place call light and belongings within reach f. **Perform hand hygieneEvaluation20. a. Verbalize the need to return to the patient’s room to reassess

the site and flow rate. b. Verbalize need to follow up on therapeutic effects of

intravenous therapy (i.e., bp, heart rate, fluid status, infection, etc.) in a timely

manner.


Tracheostomy Care and Suctioning

Student Name: ___________________________________


Evaluator Signature: 1st attempt _______________ Date: ___________ Satisfactory* Unsatisfactory ^

Evaluator Signature: 2nd attempt _______________ Date: ___________ Satisfactory* Unsatisfactory ^

Evaluator Signature: 3rd attempt _______________ Date: ___________ Satisfactory* Unsatisfactory ^


PERFORMANCE BEHAVIORS S* U^ COMMENTSAssessment1. Check physician’s order.2. **Check chart for allergies.Planning3. Identify expected outcomes.5. Gather necessary equipment

a. Tracheostomy cleaning kitb. Normal salinec. Hydrogen peroxided. 2 pair of sterile glovese. Suction catheterf. Bath towel

5. Provide for privacyImplementation6. Upon entering:

A. **Perform hand hygieneB. Identify selfC. **Identify patientD. **Check allergiesE. Assure privacyF. Explain what is about to occurG. Allow for patient questionsH. Raise bed to comfortable working heightI. Don clean gloves

7. Position patient in semi-Fowler’s position.8. Position self at head of bed.9. Auscultate lungs, monitor oxygen saturation.10. Place bath towel or prepackaged drape under tracheostomy and across

chest.



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11. Prepare equipment and supplies:1. Open sterile tracheostomy kit.2. With clean hands and using only the edges of the drape,

remove drape and place on overbed table, this is yoursterile field.

3. Open suction catheter and drop onto sterile field.4. Pour cleansing solution (equal parts hydrogen peroxide

and sterile normal saline) in one basin and rinsing solution(normal saline) in two other basins.

5. Turn on suction (120 mm Hg)6. Apply sterile gloves; keep dominant hand sterile.7. Arrange sterile 4x4s, trach dressing, brush, cotton-tipped

swabs on sterile field in order of use12. **Keep dominant hand sterile throughout procedure.

13. Unlock and remove inner cannula with non-dominant hand; place inhydrogen peroxide basin.

14. Suction inner aspect of outer cannula;1. **Pick up suction catheter with dominant hand.2. **Grab suction tubing with non-dominant hand and connect to

suction catheter.3. **Aspirate sterile rinsing solution through catheter by occluding

suction control with thumb.4. **Hyperoxygenate patient. a) Ask patient to take several deep breaths. b) Provide several deep breaths with Ambu-bag if patient is

unable to take deep breaths.5. Remove thumb from suction control; insert catheter into trach

until resistence is met or patient coughs then pull back 1cm withdominant hand.

6. Apply intermittent suction while twisting and withdrawing thecatheter, encourage patient to cough.

7. **Suction for maximum of 10 seconds.8. **Reapply oxygen/encourage deep breathing and allow patient to

rest between each suction episode.9. Rinse catheter with sterile normal saline and repeat if necessary.10. Turn off suction, disconnect suction catheter dispose of suction

catheter while maintaining sterility of dominant hand.

15. Pick up the plastic face plate of the inner cannula with non sterile non-dominant hand and cleanse the inner cannula with the sterile dominanthand.

1. Use pipe cleaners and brush to clean inside inner cannula withhydrogen peroxide solution using dominant hand.

2. Rinse inner cannula with sterile rinsing solution and rinse thoroughly.3. Inspect inner and outer aspect of inner cannula and remove excess

liquid with sterile 2x2 using dominant hand wiping from clean todirty.

4. Insert inner cannula into outer cannula with non-dominant hand and


lock in place.


16. Clean skin around tracheostomy and tabs of outer cannula with unused sterilesaline; use wipes that are free of lint around tracheal opening.

17. Change cotton ties:1. Untie one side of outer cannula and replace it with a clean one.2. Bring clean tape around back of neck.3. Untie other side of outer cannula and replace it with clean tape.4. Tie ends of 2 clean cotton ties together and position knot

appropriately.17. Insert fresh tracheostomy dressing under clean ties and faceplate.

18. **Auscultate breath sounds; monitor oxygenation.

19. Provide oral care.

21. Before leaving room A. Dispose of equipment B. Position patient comfortably C. Lower bed D. Raise appropriate side rails E. Leave call light and belongings in reach F. **Perform hand hygiene

Evaluation22. **Record and report suctioning and tracheostomy care, assessment findings

and patient’s response.




237

Urinary Catheterization with Indwelling (Retention) Catheter: Female and MaleVariations for Male will be italicized within this document and are expected to be verbalized during the return.

Student Name: ___________________________________


Evaluator Signature: 1st attempt _________________ Date: __________ Satisfactory* Unsatisfactory ^

Evaluator Signature: 2nd attempt _________________ Date: __________ Satisfactory* Unsatisfactory^

Evaluator Signature: 3rd attempt _________________ Date: __________ Satisfactory * Unsatisfactory ^



2. **Check chart for allergies. (Noting Latex and Betadine)

Planning3. Identify expected outcomes.

6. Gather necessary equipmenta. Indwelling catheter kitb. Clean wash cloth, basin with warm water, and towelc. Blue pad

5. Provide for privacy

Implementation6. Upon entering:

J. **Perform hand hygieneK. Identify selfL. **Identify patientM. **Check allergiesN. Assure privacyO. Explain what is about to occurP. Allow for patient questionsQ. Raise bed to comfortable working heightR. Don clean gloves

7. Adjust for proper lighting and position patient in lithotomy position(on back with knees flexed) and have patient relax thighs.

8. Place a waterproof pad under patient. Cleanse patient’s perinealarea with warm water, pat dry. Remove and discard gloves. Washhands.

9. Open catheter kit, taking note of expiration date. Remove kit,


PERFORMANCE BEHAVIORS S* U^ COMMENTSreserving plastic bag for garbage. Place kit on bed surfacebetween patient’s legs. Open outer wrap, maintaining steriletechnique. Remove sterile gloves from kit and apply.

10. Extend sterile field using sterile drape supplied in kit.

11. Organize equipment.12. Indwelling catheterization:

A. Check catheter balloon for patency and leave syringe attachedto catheter.

B. Lubricate catheter tip with water-soluble gel 1-2 inches.C. Pour antiseptic solution over cotton balls.D. Cleanse the urinary meatus with antiseptic solution.

1. Separate labia with fingers of nondominant hand tofully expose urinary meatus.

2. Maintain position of nondominant hand untilcatheter has been inserted.

3. **Clean the labia and urinary meatus from theclitoris toward the anus. Use one cotton ball orswab per stroke.

4. **Do not cross the sterile field with unclean cottonswab/ball.

E. Gently insert catheter into urinary meatus advancing catheterslowly a total of 2 to 3 inches or until urine flows. As soon asurine appears, advance catheter another inch. **Do NotBreak Sterile Technique

F. Hold the catheter securely at the meatus with yournondominant hand. Use your dominant hand to inflate thecatheter balloon.

G. Allow the bladder to empty fully unless institution policyrestricts maximal volume of urine drained, typically 1000ml.

H. Secure catheter to inner thigh with tape or catheter strap,allowing for slackto prevent tension.

I. Position drainage bag lower than bladder by attaching to anon moving partof the patients bed, not side rails.

13. Before leaving room A. Dispose of equipment B. Position patient comfortably C. Lower bed D. Raise appropriate side rails E. Leave call light and belongings in reach F. **Perform hand hygieneEvaluation14. Observe urine in drainage bag for amount, color, and clarity.15. **Record and report catheterization, assessment findings and

patient’s response.



239



Administration of Intravenous Piggyback Medication

Student Name: ___________________________________


Evaluator Signature: 1st attempt ________________ Date: ________ Satisfactory* Unsatisfactory ^

Evaluator Signature: 2nd attempt ________________ Date: ________ Satisfactory* Unsatisfactory^

Evaluator Signature: 3rd attempt ________________ Date: ________ Satisfactory* Unsatisfactory^


PERFORMANCE BEHAVIORS S* U^ COMMENTSAssessment1. Check physician’s order for accuracy of correct IVPB Medication: a. Date b. Patient name c. Drug name and dosage d. Time for administration e. Route of administration (note volume and rate)

2. **Check allergies and sensitivities to tape.

3. **Verify IV access; assess site and patency, and note IV solutioninfusing.

4. **Verify compatibility of IVPB with current IV solution.

Planning5. Identify patient outcomes: know actions, special nursing

considerations, safe doseranges, purpose of administration, andadverse effects of medications to be administered.

6. Identify what teaching you might need to provide to the patient.7. Assemble equipment. a. MAR b. Correct piggyback medication c. Secondary IV tubing d. Tubing label e. Alcohol swabs

Implementation8. **Perform hand hygiene.9. Prepare IVPB for only one patient at a time. State the **6 rights of

medication administration using the MAR. Read MAR and selectcorrect IVPB

**(First check).Check expiration date.

10. Compare MAR to label on the IVPB piggyback **(Second check).Check expiration date.



241

PERFORMANCE BEHAVIORS S* U^ COMMENTS11. Verbalize that you will calculate correct IV rate.12. Before going to patient’s room: a. spike IVPB, maintaining sterile technique b. fill drip chamber halfway c. **prime tubing, purging air within the tubing d. label tubing with date/time/initials e. perform **Third check against the MAR. Check expiration date.13. Take the IVPB and tubing properly labeled, to patient’s room with

other supplies and the MAR.14. Upon entering room: a. **Perform hand hygiene b. Identify self. c. **Identify patient using two forms of identification while

comparing MAR to patient wrist band. d. **Check Allergies e. Assure privacy f. Explain what is about to occur g. Allow for patient questions15. Collect data about condition of existing IV site and dressing.

16. IVPB: a. Close the primary tubing with the roller clamp. b. Lower the primary bag using provided hooks. c. Hang piggyback from pole, higher than the primary bag. d. **Confirm that the piggyback tubing is primed and the roller

clamp is closed. e. Clamp old IVPB tubing and disconnect luer lock at hub. f. Swab the secondary port on the primary tubing and attach the

secondary tubing to the port. g. Open the piggyback roller clamp wide open. h. **Set rate of fluid flow according to the order (For return, set

rate at 10 dropsper 15 seconds or 40 drops per minute.) usingthe roller clamp on the PRIMARY bag.

17. Instruct patient to report any itching, redness, pain, drainage, orswelling that may occur during infusion of the IVPB.

18. Prior to leaving room: a. Dispose of gloves, dressing, old IV bag and tubing, and other

used materials. b. Position patient comfortably c. Raise appropriate rails d. Place call light and belongings within reach e. **Perform hand hygieneEvaluation19. a. **Verbalize the need to return to the patient’s room as the

piggyback infusion is ending to readjust the IV flow rate. b. Verbalize need to follow up on therapeutic effects of

intravenous therapy (i.e., bp, heart rate, fluid status,infection, etc.) in a timely manner.


Administration of Medication Via Intramuscular Injection

Student Name: ___________________________________


Evaluator Signature: 1st attempt _______________ Date: ________ Satisfactory* Unsatisfactory^

Evaluator Signature: 2nd attempt _______________ Date: ________ Satisfactory* Unsatisfactory^

Evaluator Signature: 3rd attempt _______________ Date: ________ Satisfactory* Unsatisfactory^


PERFORMANCE BEHAVIORS S* U^ COMMENTSAssessment1. Check physician’s order for accuracy. a. Date b. Patient name c. Drug name and dosage d. Time for administration e. Route of administration2. **Check patient allergies.Planning3. Identify expected outcomes: know actions, special nursing

considerations, safe dose ranges, purpose of administration, andadverse effects of medications to be administered.

4. Identify what teaching you might need to provide to the patient.

5. Gather equipment a. MAR b. **Proper size syringe and needle gauge (state acceptable

ranges) c. Medication cart (medications) d. Alcohol swabs and 2x2 gauze e. GlovesImplementation6. **Perform hand hygiene7. Prepare medication for only one patient at a time. State the **6 rights of medication administration using the MAR. Read MAR and select correct medication. **(First check) Check expiration date.

8. Compare MAR to label on vial, ampule, or prefilled syringe,verifying correct Medication. **(Second check) Check expirationdate.

9. Verbalize that you will calculate correct amount of drug to be given.10. Prepare medication in syringe using proper technique. a. Alcohol swab rubber stopper of vial b. **Inject air into vial in quantity of desired volume to be drawn



243

PERFORMANCE BEHAVIORS S* U^ COMMENTSinto syringe

c. **Withdraw correct dose. d. **Recap syringe using scoop method for transport to patient’s

room

11. Check label of vial, ampule, or prefilled syringe, comparing toMAR, before disposing or returning to shelf. **(Third check)Check expiration date.

12. Carry prepared medication, alcohol swab,2x2 gauze, and MAR topatient’s room.

13. Upon entering room: a. **Perform hand hygiene b. Identify self c. **Identify patient using two forms of identification (i.e., Name,

birth date, medical record number) while comparing MAR topatient wrist band

d. **Ask patient if he/she has any allergies. e. Assure privacy f. Explain what is about to occur and what medications will be

administered. g. Allow for patient questions h. Raise bed to comfortable working height. i. **Don gloves14. Prepare site for injection a. Choose appropriate intramuscular injection site **(Verbalize all sites and landmarks for evaluator) b. Cleanse site with alcohol swab in circular motion from center

of site outward c. Displace skin in a Z-track manner or spread skin at the site using

your non-dominant hand. d. Hold syringe between thumb and forefinger as if grasping dart

15. Administer injection a. Inject needle quickly and firmly at **72-90 degree angle. b. **Aspirate slowly (for at least 5 seconds) pulling back on the

plunger to determine whether the needle is in a blood vessel.If blood is aspirated, discard needle, syringe , and medication.Prepare a new sterile setup and select another injection site.

c. If no blood is aspirated, with dominant hand, inject medicationslowly (10 seconds per ml of medication) in a continuousmotion.

d. Withdraw needle quickly while placing 2x2 gauze gently site. e. **Engage safety device if available.16. Discard used syringe a. **Never recap a used needle b. Place in properly labeled container

17. Prior to leaving room a. Dispose of gloves and used alcohol swab


PERFORMANCE BEHAVIORS S* U^ COMMENTS b. Position patient comfortably c. Lower bed d. Raise appropriate rails e. Leave call light and belongings in reach f. **Perform hand hygiene

18. **Correctly record medication on MAR: a. Any pertinent collected data such as pain level. b. Medication given and dose c. Time and route d. Injection site e. Signature and initials

Evaluation19. Verbalize need to follow up on therapeutic effects of medication

(i.e., pain blood pressure, heart rate, fluid status, etc.,) in a timelymanner.



245

Administration of Medication Via Subcutaneous Injection

Student Name: ___________________________________


Evaluator Signature: 1st attempt _______________ Date: ________ Satisfactory* Unsatisfactory^

Evaluator Signature: 2nd attempt _______________ Date: ________ Satisfactory* Unsatisfactory^

Evaluator Signature: 3rd attempt _______________ Date: ________ Satisfactory* Unsatisfactory^


PERFORMANCE BEHAVIORS S* U^ COMMENTSAssessment1. Check physician’s order for accuracy. a. Date b. Patient name c. Drug name and dosage d. Time for administration e. Route of administration2. ** Check patient allergies.Planning3. Identify expected outcomes: know actions, special nursing

considerations, safe dose ranges, purpose of administration, andadverse effects of medications to be administered.

4. Identify what teaching you might need to provide to the patient.5. Gather equipment a. MAR b. ** Proper size syringe and needle gauge ( state acceptable

ranges) c. Medication cart (medications) d. Alcohol swabs and 2x2 gauze e. GlovesImplementation6. **Perform hand hygiene7. Prepare medication for only one patient at a time. State the **6 rights of medication administration using the MAR.

Read MAR and select correct medication **(First check). Checkexpiration date.

8. Compare MAR to label on vial, ampule, or prefilled syringe,verifying correct medication **(Second check). Check expirationdate.

9. Verbalize that you will calculate correct amount of drug to be given.

10. Prepare medication in syringe using proper technique. a. Alcohol swab rubber stopper of vial


PERFORMANCE BEHAVIORS S* U^ COMMENTS b. **Inject air into vial in quantity of desired volume to be drawn

into syringe c. **Withdraw correct dose. d. **Recap syringe using scoop method for transport to patient’s

room

11. Check label of vial, ampule, or prefilled syringe, comparing toMAR, before disposing or returning to shelf **(Thirdcheck).Check expiration date.

12. Carry prepared medication, alcohol swab,2x2 gauze, and MAR topatient’s room.

13. Upon entering room: a. **Perform hand hygiene b. Identify self c. **Identify patient using two forms of identification (i.e., Name,

birth date, medical record number) while comparing MAR topatient wrist band

d. **Ask patient if he/she has any allergies. e. Assure privacy f. Explain what is about to occur and what medications will be

administered. g. Allow for patient questions h. Raise bed to comfortable working height. i. **Don gloves

14. Prepare site for injection a. Choose subcutaneous injection **(Verbalize all sites for

evaluator) b. Cleanse site with alcohol swab in circular motion from center

of site outward c. Hold syringe between thumb and forefinger as if grasping dart d. Pinch cleansed skin with non-dominant hand

15. Administer injection a. Inject needle quickly and firmly at 45-90 degree angle.

Release skin. b. Do not aspirate. With dominant hand, inject medication

slowly but smoothly. **Keep the syringe stable duringinjection.

c. Withdraw needle quickly while placing 2x2 gauze gently oversite.

d. **Engage safety device if available.16. Discard used syringe a. **Never recap a used needle b. Place in properly labeled container

17. Prior to leaving room a. Dispose of gloves and used alcohol swab b. Position patient comfortably



247

PERFORMANCE BEHAVIORS S* U^ COMMENTS c. Lower bed d. Raise appropriate rails e. Leave call light and belongings in reach f. **Perform hand hygiene

18. **Correctly record medication on MAR: a. Any pertinent collected data such as BP, pulse, blood sugar,

pTT, PT, etc. b. Medication given and dose c. Time and route d. Injection site e. Signature and initials

Evaluation19. Verbalize need to follow up on therapeutic effects of medication

(i.e., pain, blood pressure, heart rate, fluid status, blood sugar,etc.,) in a timely manner.


ADN Laboratory Policies

First Year Return Demonstrations and Second Year HAT Returns

If a student fails a 1st attempt, they lose the points for that return demonstration ifpoints are awarded

Students are not allowed to retest on the same day, after failing their 1st attempt, inorder to practice and learn from mistakes made

If a student fails a 2nd attempt:

o They need to get a Remediation Slip from the lab faculty member who evaluatedthat attempt

o The slip must be discussed and signed with the clinical instructor

o An E-mail is sent by the clinical instructor to the full time faculty for that course,“cc”ing the lab at [email protected], indicating the 2nd attempt skill failureand need for student to remediate with full time faculty

o Full time faculty will determine who will remediate the skill with the student,and that faculty member will set the deadline for the 3rd demonstration

o The student will meet with the designated faculty member, bringing the signedRemediation Slip for discussion, be retaught the skill, and is required to practicein the lab (sign in dates and times will be noted)

o Two full time faculty will be present for the 3rd return demonstration

o The full time faculty member will contact the clinical instructor regarding theoutcome

If a student fails a 3rd attempt this will result in the establishment of a clinical contractrelated to critical thinking and professionalism between the student and the clinicalinstructor

o The contract will state that all future skill demonstrations will be successful bythe third attempt

o Failure to fulfill the terms of the contract will indicate that the student did notsuccessfully meet the objectives of the course

Appendix 4.5B




249

Lab Final Failures

If a student fails the 1st attempt they lose the points for the final, go to the practice lab,and then repeat the skill at the end of student testing

If a student fails a 2nd attempt:

o They need to get a Remediation Slip from the lab faculty evaluating that attempt

o Full time faculty will determine who will remediate the skill with the student,and that faculty member will set the deadline for the 3rd demonstration

o The student will meet with the designated faculty member, bringing the signedRemediation Slip for discussion, be retaught the skill, and is required to practicein the lab (sign in dates and times will be noted)

o Two full time faculty will be present for the 3rd return demonstration

o The full time faculty member will contact the clinical instructor regarding theoutcome

Cancelation of Scheduled Return Time

Cancelation of a return must occur the day prior to the scheduled timeslot, so thatsomeone else may test during that time

Failure to give prior notice the day before, will count as a missed return demonstrationand points for that return demonstration will be forfeited

In addition, 3 or more cancelations will be noted and brought to the clinical instructor’sattention; issues of professionalism may be discussed

No Show for a Scheduled Return Time

Failure to give prior notice the day before, will count as a missed return demonstrationand points for that return demonstration will be forfeited

Missing Return Deadlines

Return demonstration deadlines will be posted in the labs

Return demonstrations must be successfully completed by the deadline

1st return demonstrations should NOT be scheduled on the deadline date


Failure to complete the return demonstration successfully by the deadline will result inthe establishment of a clinical contract related to professionalism between the studentand the clinical instructor

The contract will state that all future deadlines will be met

Failure to fulfill the terms of the contract will indicate that the student did not successfullymeet the objectives of the course



251


Clinical Contract

Area in Need of Improvement:

Plan of Action:

Criteria for Evaluation:

Evaluation of Implemented Plan:

Ongoing thought the semester

Student Signature:

Faculty Signature:

Date:

Appendix 4.5C


Appendix 4.5D

Suspension from Clinical

SuspensionStudents who have been suspended for either unsatisfactory or unsafe clinical performance willfirst meet with the clinical instructor of record to review the clinical evaluation and discuss thegrounds for suspension.

Following the meeting with the clinical instructor of record, the student will be called to appearbefore the Associate Degree Nursing Appeal Board.

Because there is a lag time between suspension, when a grade would be conferred, and abilityto file a formal appeal according to the college guidelines, the following internal appeal processhas been instituted.

Appeal Process1. The Associate Degree Nursing Appeal Board will be convened in all cases of student

suspension from clinical.2. The Coordinator of the ADN Program will convene the Associate Degree Nursing Appeal

Board within three days of the suspension, excluding times when classes are not insession.

The Associate Degree Nursing Appeal Board may consist of:Coordinator of the ADN programOne ADN program facultyOne College of DuPage Counselor (preferably from the Health ScienceDivision)The instructor of record who evaluated the student as unsatisfactory orunsafe.

Substitute members of the Associate Degree Nursing Appeal Board will be appointed inthe event of potential conflict of interest or inability to convene a full board to hear theappeal.

3. The Associate Degree Nursing Appeal Board will hear the case, speaking individuallywith both the student and the instructor of record, and both parties together, in anyorder they deem fit to discern particulars of the case. Materials reviewed in the appealshall include, but are not limited to: the student handbook, the student's clinicalevaluation tools (all courses to date and in particular, course from which dismissed),anecdotal notes, and any materials that would reflect clinical performance.

4. The Associate Degree Nursing Appeal Board decisions can not violate college or affiliatepolicies or jeopardize program accreditation.

5. Decisions must carry by a majority vote. All votes will be rendered anonymously.



253

6. The Associate Degree Nursing Appeal Board's decision will result in one of threeoutcomes:a. The student is not found to be unsatisfactory or unsafe and may return to clinical.b. The student is evaluated as unsatisfactory. The student will be offered the option to

withdraw. If the student chooses not to withdraw, the student will earn a grade of"F" for the course. A student who has been evaluated as unsatisfactory may notcontinue in the course (clinical, classroom, and nursing skills laboratory).

c. The student is evaluated as unsafe. The student may not continue in the course(clinical, classroom, and nursing skills laboratory) and will earn an F in the course. Astudent evaluated unsafe may not return to the COD ADN Program.

Unsatisfactory/Unsafe Clinical Performance

Evaluation of Clinical WorkA student must achieve a satisfactory grade in all clinical behaviors by the end of the clinicalsession. Skill performance is evaluated as commensurate with the level of the learner andreflective of the specific clinical objective as delineated on the clinical evaluation tool.



Appeal of Unsatisfactory/Unsafe Dismissal

Refer to Associate Degree Nursing Program Student Handbook for policy

DESCRIPTION OF INCIDENT:

Date of incident _______________________________Location of incident _______________ Name of Instructor: ____________________Type of Dismissal ____________________________________________________________________________________________

STUDENT APPEALThe student is appealing to the Director of Nursing an instructor’s decision of aviolation of the Unsatisfactory/Unsafe Dismissal policy._______________________________ ___________________________Print name of studentDay phone number_______________________________Date of Appeal (within 5 days working days of occurrence) __________________________________________________________

INSTRUCTOR’S REPORTThe instructor is reporting an Unsatisfactory/Unsafe Dismissal Policy violation to theDirector of Nursing. This report is either in response to a student appeal OR forinformationpurposes only.___ ____________________________Print instructor’s name_________________________Office phone number

APPEAL COMMITTEE REPORTAn individual is reporting to the Dean of Student Services an alleged academicintegrity violation occurring outside the classroom._________________________ ____________________________Print name of individual Day phone number_____________________________________________________________________________ACTION DESIRED:

Report to be kept on file by Director of Nursing Appeal of Appeal Committee decision to Dean of Division Other

____________________________________ ____________________________Signature of individual completing this form Date

Appendix 4.5E



255


Appeal of Unsatisfactory/Unsafe DismissalStudent Appeal Report Form

Student Name___________________________________Day phone number__________________________Date of Appeal (within five working days of incident)__________________________________

Description of Incident:Date__________________________________________Location ______________________________________Instructor______________________________________Type of Dismissal_______________________________

Describe occurrence:

Describe reason for appeal:

Student signature____________________________________________________________



Appeal of Unsatisfactory/Unsafe DismissalFaculty Report Form

Student Name___________________________________Day phone number__________________________Date of Incident __________________________________

Description of Incident:Date___________________________________________Location _______________________________________Instructor______________________________________Type of Dismissal_________________________________

Describe occurrence:

Describe reason for dismissal:

Faculty Name_____________________________________________________Signature ________________________________________________________Date_____________________________________________________________Contact Information_______________________________________________



257


Appeal of Unsatisfactory/Unsafe DismissalAppeals Committee Report Form

Student Name___________________________________Day phone number_______________________________Date of Incident _________________________________Date of Appeal___________________________________

Outcome of Appeal:

Date of decision____________________________

Signatures of Committee members___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


College of DuPage Nursing DepartmentClinical Liaisons

Contact Information2010-2011

Adventist Hinsdale Hospital120 N. Oak St.Hinsdale, IL 60521

Donna Kanak, RN, MSNCoordinator, School Affiliations630/[email protected]

Adventist LaGrange MemorialHospital5101 Willow Springs Rd.LaGrange, IL 60525

Kathy CookManager for Nursing EducationLaGrange Memorial Hospital, Adventist Health [email protected]

Central DuPage Hospital25 N Winfield Rd.Winfield, IL 60190

Ruth ThurstonClinical Education Associate630/[email protected] (630) 933-3531- Phone(630) 933- 6685- Fax

Edward Hospital801 S. Washington St.P.O. Box 3060Naperville, IL 60566

Patti Foley, RNCoordinator Special Projects630/[email protected]

Elmhurst Memorial Hospital200 Berteau Ave.Elmhurst, IL 60126

Anne Stezowski RN, MSEducation Coordinator630/833-1400, ext. [email protected]

Loyola University MedicalCenter2160 South First AvenueMaywood, Illinois 60153

Pamela Clementi, Ph.D., APRN, BC-FNPManager, Nursing EducationCoordinator, LUHS AHA Training CenterTelephone: 708-216-9515Fax: 708-216-4759Pager: [email protected]

Adventist Glen Oaks Hospital701 North WinthropAvenue Glendale Heights, IL60139.

Amy Peebles RN, MSNClinical Educator, Medical -Surgical NursingAdventist Glen Oaks Hospitalphone [email protected]

Good Samaritan Hospital3815 S. Highland Ave.Downers Grove, IL 60515

Elvira R. Stawarski, MS, RNClinical Affiliations CoordinatorAdvocate Good Samaritan HospitalWalt and Jo Lipinski Center for Learning and [email protected]: 630-275-1811Fax: [email protected]

Appendix 4.8A












259

Provena-Mercy Center1325 N. Highland St.Aurora, IL 60506

Tammie Johnson, RN, MSNClinicalEducator630/[email protected]

Alexian Brothers MedicalCenter

Mary KaneClinical Consultant847-437-5500 x3310

Marianjoy Rehabilitation26W 171 Roosevelt Rd.Wheaton, IL 60187

Sally [email protected]

Adventist Bolingbrook Hospital500 Remington Blvd.Bolingbrook, IL 60440

Joan MazurNursing [email protected]

Sherman Health CareOrganization1425 N. Randall RoadElgin, IL 60123

Jane Wrede RN, MSNClinical [email protected]

Northwest Community Hospital800 W. Central Road,Arlington Heights, IL 60005

Carol Ziolo, RN, MAClinical EducatorMental Health Network847.618.4113847.618.4102 [email protected]







AFFILIATION AGREEMENTBETWEEN

COLLEGE OF DUPAGEAND

_____________________________________________

THIS AGREEMENT (the “Agreement”) is entered into this 1st day of October 2010, byand between ____________________________ (“the Facility”) and College of DuPage("theSchool").

WHEREAS, the School desires to utilize various Facility sites (Exhibit A) that may beavailable for the purpose of providing practical learning and clinical experiences (see Exhibit Bfor a list of programs and Exhibit C for program-specific requirements) in connection withstudents of the School.

NOW, THEREFORE, it is understood and agreed upon by the parties hereto as follows:

A. SCHOOL RESPONSIBILITIES:

1. Provision of foundational curriculum to students. The School shall have the totalresponsibility for planning and determining the adequacy of the educational experienceof students in theoretical background, basic skill, professional ethics, attitude andbehavior, and will assign to the Facility only those students who have satisfactorilycompleted the prerequisite didactic portion of the School’s curriculum.

2. Student professional liability insurance.

(i) State Colleges and Universities

If the School is a state college or university, the School shall require studentsparticipating in the practicum to maintain and, the School shall provide proof to theFacility, of a student professional liability insurance policy of at least One Million Dollars($1,000,000.00) per occurrence or claim and Three Million Dollars ($3,000,000.00) in theaggregate covering the acts of such student while participating in the program at theFacility.

(a) General Liability: Subject to applicable state law, neither party to thisAgreement shall be legally liable for the consequences, whether bodily injury orproperty damage, occasioned by an act, omission, or neglect chargeable to the otherparty.

Appendix 4.8B



261

(b) Where Worker's Compensation or other obligation for payment ofbenefits may arise, this Agreement shall neither enlarge nor diminish such obligation.

(c) Provided further, in the event required insurance coverage is notprovided or is canceled, the Facility may terminate the placement of the student.

(ii) Other Colleges and Universities

Unless otherwise specified in Exhibit C, the School shall require students participating inthe practicum to maintain, and the School shall provide proof to the Facility of a studentprofessional liability insurance policy of at least One Million Dollars ($1,000,000.00) peroccurrence or claim and Three Million Dollars ($3,000,000.00) in the aggregate; andgeneral liability coverage of at least One Million Dollars ($1,000,000) per occurrence orclaim and Two Million Dollars ($2,000,000) in the aggregate covering the acts of suchstudent while participating in the program. Such insurance coverage must be placedwith an insurance carrier acceptable to the facility. Certificates of insurance evidencingcoverage as specified above must be produced prior to student participation in theprogram. The School shall require students participating in the program to maintaincomprehensive health insurance. In the event required insurance coverage is notprovided or is canceled, the Facility may terminate the placement of the student.

3. Designation of liaison to Facility; communications relating to clinical placements.The School will designate a faculty or other professional staff member to coordinate andact as its liaison to the Facility. The assignments to be undertaken by the studentsparticipating in the educational program will be mutually arranged and a regularexchange of information will be maintained by on-site visits when practical, and byletter or telephone in other instances.

The School shall notify the Facility in writing of any change or proposed change of theperson(s) responsible for coordinating clinical placements with the Facility.

4. Evidence of student certifications, vaccinations, etc. Where applicable, the Schoolshall provide evidence that student has met all requirements of CPR certification,hepatitis B vaccination, and OSHA compliance for prevention of transmission of bloodborne pathogens and TB.

5. Criminal background check and drug screen compliance. Where applicable, acriminal background check and drug screen, as specified in Exhibit C, and as required byand acceptable to the Facility, are required of each placed student prior to participationin the clinical rotation. It is the School’s responsibility to ensure that the backgroundcheck and drug screening have been completed and that students with unacceptable


results will not participate at sites where students with such results are forbidden bypolicy.

6. School notices to students. The School shall notify each student prior to his/herarrival at the Facility that he/she is required to:

(a) Follow the administrative policies, standards, and practices of the Facility.

(b) Obtain medical care at his/her own expense for any injuries or illnesses sustained as a direct or indirect result ofhis/her affiliation with the Facility.

(c) Provide his/her own transportation and living arrangements.

(d) Report to the Facility on time and follow all established regulations during theregularly scheduled operating hours of the Facility.

(e) Conform to the standards and practices established by the School whilefunctioning at the Facility.

(f) Obtain prior written approval of the Facility and the School before publishingany material relating to the clinical learning experience.

(g) Meet the personal, ethical and professional standards required of employeesof the Facility and consistent with the applicable professional Code of Ethics andthe applicable standards of JCAHO and/or other relevant accrediting orregulatory bodies.

B. FACILITY RESPONSIBILITIES:

1. Provision of facilities for supervised clinical experiences. Subject to the provisions ofSection C.2 of this Agreement, the Facility agrees to make the appropriate facilitiesavailable to the School in order to provide supervised clinical experiences to students.Such facilities shall include an environment conducive to the learning process of thestudents as intended by the terms of this Agreement and conforming to customaryFacility procedures.

2. Facility rules applicable to students during clinical assignments. Students are toremain subject to the authority, policies, and regulations imposed by the School and,during periods of clinical assignment, students will be subject to all rules and regulationsof the Facility and imposed by the Facility on its employees and agents with regard tofollowing the administrative policies, standards, and practices of the Facility.



263

3. Patient care. While at the Facility, students are not to replace the Facility staff, andare not to render service except as identified for educational value and delineated in thejointly planned educational experiences. Any such direct contact between a studentand a patient shall be under the proximate supervision of a member of the staff of theFacility. The Facility shall at all times remain responsible for patient care.

4. Emergency treatment of students. Emergency outpatient treatment will be availableto students while in the hospital for clinical training in case of accident or illness. In caseof emergency at a non-hospital site, standard procedure will be followed. It is thestudent’s responsibility to bear the cost of the emergency treatment.

5. Designation of liaison to School; communications relating to clinical placements.The Facility shall designate a liaison responsible for coordinating the clinical placements.That person shall maintain contact with the School’s designated liaison person to assuremutual participation in and surveillance of the clinical program. The Facility shall notifythe School in writing of any change or proposed change of the person(s)responsible forcoordinating the clinical placements.

6. Identity and credentials of Facility supervising personnel. The Facility shall designateand submit in writing to the School, the name and professional and academiccredentials of the individual(s) overseeing student(s) experiences.

7. School tour of Facility. The Facility shall, on reasonable request and subject to legalrestrictions regarding patient health information, permit a tour of its clinical facilities andservices available and other items pertaining to clinical learning experiences, by representativesof the School and agencies charged with responsibility for approval of the facilities oraccreditation of the curriculum.

8. Provision of relevant Facility policies. The Facility shall provide the student(s) and theSchool the Facility’s administrative policies, standards and practices relevant to theclinical placement.

9. FERPA compliance. The Facility shall comply with the applicable provisions of the FamilyEducational Rights and Privacy Act of 1974, 20 USC 1232 (g), otherwise known as FERPA or theBuckley Amendment, and shall take all measures necessary to ensure the confidentiality of anyand all information in its possession regarding the School’s students who train at the Facilitypursuant to this agreement.

C. OTHER RESPONSIBILITIES:

1. Compliance with patient privacy laws. The School agrees to abide by and require that its faculty andstudents abide by all applicable state and federal laws, rules and regulations regarding patient privacy,including but not limited to, the Standards for Privacy of Individually Identifiable Health Information asrequired under the Health Insurance Portability and Accountability Act (HIPAA). Students shall berequired to comply with the Facility’s policies and procedures regarding the confidentiality of patient


information and the use of all such information. The parties will notify one another if there are knownbreaches of this confidentiality. If during the term of this Agreement, the Department of Health and HumanServices, Office of Civil Rights or any other empowered federal or state agency, court or administrativetribunal determines that the School or any other educational institution similar to the School is a BusinessAssociate (“Business Associate”), as described in the federal privacy regulations, the School shall, upon adate mutually agreed by the parties, abide by the conditions and requirements as stated in Exhibit D throughthe remainder of the term of this Agreement.

2. Determination of instructional period. The course of instruction will cover a period oftime as arranged between the School and the Facility. The beginning dates and lengthof experience shall be mutually agreed upon by the School and the Facility.

3. Determination of number of participating students. The number of students eligibleto participate in the clinical placement will be determined and may be changed bymutual agreement of the parties. Notwithstanding the foregoing, the Facility and theSchool agree and understand that the availability of clinical placements at Facility duringthe term of this Agreement may periodically be affected by a variety of factors. In suchevent, Facility may reduce the number of students eligible to participate in the clinicaleducation program with prior notice to the School and adequate time for the School toreassign the student(s) to another clinical site. The Facility agrees further toaccommodate students of the School who are similarly displaced from other clinicalaffiliates of the School to the extent that clinical space is available at the Facility.

4. Evaluation of students’ clinical experiences. Evaluation of the clinical learningexperiences of the students will be accomplished jointly by the School and the Facility.Appropriate School and the Facility staff will communicate on a regular basis for thepurpose of reviewing and evaluating current clinical experiences offered to students.

5. Removal of students.

(a) The School has the right to remove a student from a clinical educationprogram. The School shall notify the Facility of such removal in writing.

(b) The Facility may immediately remove any student participating in a clinicaleducation program from the Facility’s premises for behavior that the Facility deems tobe an immediate threat to the health or welfare of its patients, staff members, visitors,or operations. In such event, the Facility shall notify the School in writing of its actionsand the reasons for its actions as soon as practicable. If the Facility desires to remove astudent for any other reason, it shall notify the School in writing of the reasons for theremoval and shall consult with the School before removing the student.

D. TERM OF AGREEMENT:

The term of this Agreement shall commence on September 15, 2010 and terminate onDecember 31, 2013. Either party may terminate this Agreement at any time, with orwithout cause, upon ninety (90) days prior written notice to the other party. In theevent that this Agreement is not renewed for a subsequent term, students who are



265

participating in the clinical learning experiences at the time of termination shall beallowed to complete such assignment under the terms and conditions herein set forth.

E. ADDITIONAL TERMS:

1. Stipulations as to liability. Subject to applicable state law, neither party to this Agreementshall be legally liable for the consequences, whether bodily injury or property damage,occasioned by an act, omission, or neglect chargeable to the other party. Where Worker'sCompensation or other obligation for payment of benefits may arise, this Agreement shallneither enlarge nor diminish such obligation.

2. Additional insurance coverage. Any additional applicable insurance coveragerequirements shall be set out by the parties in Exhibit C to this agreement.

3. Qualifications of School faculty. The School represents and warrants that relevantfaculty members are appropriately certified and/or licensed. The School will provide theFacility with copies of evidence of certifications or licensures.

4. Assignment of Agreement. This Agreement may not be assigned without the priorwritten consent of the other party, which will not be unreasonably withheld.

5. Entire Agreement. This Agreement supersedes any and all other agreements, eitheroral or written, between the parties hereto with respect to the subject matter hereof.No changes or modifications of this Agreement shall be valid unless the same are inwriting and signed by the parties. No waiver of any provisions of this Agreement shall bevalid unless in writing and signed by the parties.

6. Severability. If any provision of this Agreement or the application thereof to anyperson or situation shall, to any extent, be held invalid or unenforceable, the remainderof this Agreement, and the application of such provision to persons or situations otherthan those to which it shall have been held invalidor unenforceable, shall not beaffected thereby, but shall continue valid and enforceable to the fullest extentpermitted by law.

7. Non-Discrimination. The parties hereto shall abide by the requirements of ExecutiveOrder 11246, 42 U.S.C. Section 2000d and the regulations thereto, as may be amendedfrom time to time, the Illinois Human Rights Act, and the Rules and Regulations of theIllinois Department of Human Rights. There shall be no unlawful discrimination ortreatment because of race, color, religion, sex, national origin, ancestry, military status,sexual orientation or handicap in the employment, training, or promotion of students orpersonnel engaged in the performance of this Agreement.

8. Employment status. No assigned student or School faculty member under thisAgreement shall in any way be considered an employee or agent of the Facility nor shallany such student or faculty member be entitled to any fringe benefits, Worker’s


Compensation, disability benefits or other rights normally afforded to employees of theFacility.

9. Notice to Parties. Any notice, demand or request required or permitted to be givenunder the provisions of this Agreement shall be in writing and shall be deemed to havebeen duly given under the earlier of (a) the date actually received by the party inquestion, by whatever means and however addressed, or (b) the date sent by facsimile(receipt confirmed), or on the date of personal delivery, if delivered by hand, or on thedate signed for if sent by an overnight delivery service, to the following addresses, or tosuch other address as either party may request, in the case of the School, by notifyingthe Facility, and in the case of the Facility, by notifying the School:

If to the Facility:__________________________________________________________________________________________Attention: ______________________Facsimile: _____________________Telephone: _____________________

With a Copy to:

Facility Legal Counsel at:________________________________________________________________________________________________Attention: _______________________

Facsimile: (___) __________________

If to the School:

College of DuPage425 Fawell Blvd.Glen Ellyn, IL 60137Attention: Director Business AffairsFacsimile: (630) 942-2191

Program in ______________________________________________________________________________Attention: ____________________Facsimile: (___) ___-____Telephone: (___) ___-____

With a Copy to:

The School Legal Counsel at:



267

________________________________________________________________________________________________Attention: _______________________

Facsimile: (___) __________________

or to such other addresses as the parties may specify in writing from time to time.


10. Governing Law. This Agreement shall be construed and enforced in accordance withthe laws of the State of Illinois, without regard to the conflict of laws provisions thereof.

11. Counterparts. This Agreement may be executed in one or more counterparts, eachof which shall be deemed to be an original, but all of which together shall constitute oneand the same instrument.

12. No Third-Party Beneficiaries. This Agreement shall inure exclusively to the benefit ofand be binding upon the parties hereto and their respective successors, assigns,executors and legal representatives. Nothing in this Agreement, expressed or implied, isintended to confer on any person other than the parties hereto or their respectivesuccessors and assigns any rights, remedies, obligations or liabilities under or by reasonof this Agreement.

13. Agreement binding on parties successors and assigns. This Agreement shall bebinding upon the School and the Facility, their successors, employees, agents andassigns, during the initial term of this Agreement and any extensions thereof.

14. Captions for reference only. The captions contained in this Agreement are forconvenience of reference only and do not define, describe, or limit the scope or intentof this Agreement or any of its provisions.

IN WITNESS WHEREOF, the parties have caused this Agreement to be executed in theirrespective corporate names by duly authorized officers, all on the day and year first set forthabove.

For and on behalf of:___________________________________ ___________________________________Facility College of DuPage

Community College District No. 502Counties of DuPage, Cook, and Will,And State of Illinois

Printed Name: ________________________ Printed Name: Scott A. EngelTitle: _______________________________ Title: Director Business AffairsDate: _______________________________ Date: ______________________________



269

EXHIBIT A

Facility


EXHIBIT B

Program



271

EXHIBIT C

PROGRAM SPECIFIC REQUIREMENTS(Each program shall have its own program specific requirement checklist)

Facility:School: College of DuPageProgram:

Facility requires: Yes No

1. Proof of student professional and general liability insurance (paragraph A.2)

2. Proof of comprehensive health insurance (paragraph A.2)

3. Verification that students have met requirements for:(paragraph A.4)

a. Current CPR health care provider card

b. Hepatitis vaccination

c. OSHA compliance for prevention of transmission of blood born pathogens and TB

d. Other ______________________________________________________________

4. Criminal background check (paragraph A.5) If yes, type of check_______________________________________

5. Drug screen (paragraph A.5) If yes, type of screening_____________________________________

6. Acceptance of faith-based provision addendum (if included)

7. Evidence of relevant faculties’ certifications or licensures (paragraph E.3)

8. Additional insurance coverage (paragraph E.2) If yes, type of insurance and coverage required_____________________________________________________

9. Other_______________________________________________________________


School requires:

1. Copy of relevant Facility policies (paragraph B.8)

2. Evidence of academic credentials, certifications and licensures of individual(s)overseeing student(s) experiences (paragraph B.6)

3. Other_______________________________________________________________



273

EXHIBIT D

Confidentiality of Protected Health Information

1. Definitions

The following definitions apply to this Exhibit to the Agreement.

a. Business Associate. "Business Associate" shall mean College of DuPage (“The School”).

b. Facility. “Facility” shall mean _____________________________(“Facility”).

c. Individual. "Individual" shall refer to a patient and have all the same meaning as the term"individual" in 45 CFR §164.501 and shall include a person who qualifies as a personalrepresentative in accordance with 45 CFR §164.502(g).

d. Privacy Rule. "Privacy Rule" shall mean the Standards for Privacy of Individually IdentifiableHealth Information at 45 CFR Part 160 and Part 164, Subparts A and E.

e. Protected Health Information. Protected Health Information (“PHI”) shall have the samemeaning as the term "PHI" in 45 CFR §164.501, limited to the information created or received byBusiness Associate from or on behalf of Facility.

f. Required By Law. "Required By Law" shall have the same meaning as the term "required by law"in 45 CFR §164.501.

g. Secretary. "Secretary" shall mean the Secretary of the Department of Health and HumanServices or his designee.

h. Capital Terms. All other capital terms referenced herein shall bear the meaning ascribedthereto in the Agreement.

2. Obligations of Business Associate

a. Business Associate agrees to not use or disclose PHI other than as permitted orrequired by the Agreement or as Required ByLaw.

b. Business Associate agrees to use appropriate safeguards to prevent use or disclosure of the PHIother than as provided for by the Agreement.


c. Business Associate agrees to mitigate, to the extent practicable, any harmful effect that isknown to Business Associate of a use or disclosure of PHI by Business Associate in violation of therequirements of the Agreement.

d. Business Associate agrees to report to the Facility any use or disclosure of the PHI not providedfor by the Agreement of which it becomes aware.

e. Business Associate agrees to ensure that any agent, including a subcontractor, to whom itprovides PHI received from, or created or received by Business Associate on behalf of the Facility,agrees to the same restrictions and conditions that apply through this Agreement to BusinessAssociate with respect to such information.

f. If Business Associate obtains PHI in a Designated Record Set, Business Associate shall provideaccess, at the request of the Facility, and in the mutually agreed time and manner, to any such PHIin a Designated Record Set, to the Facility or, as directed by the Facility, to an Individual in orderto meet the requirements under 45 CFR §164.524.

g. If Business Associate obtains PHI in a Designated Record Set, Business Associate agrees to makeany amendment(s) to PHI in a Designated Record Set that the Facility directs or agrees topursuant to 45 CFR §164.526 at the request of the Facility or an Individual, and in the mutuallyagreed time and manner.

h. Business Associate agrees to make internal practices, books, and records, including policies andprocedures and PHI, relating to the use and disclosure of PHI received from, or created orreceived by Business Associate on behalf of the Facility, available to the Facility or to theSecretary, in a mutually agreed time and manner or as designated by the Secretary, for purposesof the Secretary determining the Facility's compliance with the Privacy Rule.

i. Business Associate agrees to document such disclosures of PHI and information related to suchdisclosures as would be required for the Facility to respond to a request by an Individual for anaccounting of disclosures of PHI in accordance with 45 CFR §164.528.

j. Business Associate agrees to provide to the Facility or an Individual, in a mutually agreed timeand manner, PHI obtained in accordance with this Agreement, to permit the Facility to respond toa request by an Individual for an accounting of disclosures of PHI in accordance with 45 CFR§164.528.

3. Permitted Uses and Disclosures by Business Associate Except as otherwise limited in theAgreement, Business Associate may use or disclose PHI to perform functions related to the clinicalportion of the Program under the Affiliation Agreement, provided that such use or disclosure



275

would not violate the Privacy Rule if done by the Facility or the minimum necessary policies andprocedures of the Facility.

4. Obligations of the Facility and Provisions for the Facility to Inform Business Associate ofPrivacy Practices and Restrictions if Relevant to Business Arrangement

a. The Facility shall notify Business Associate of any limitation(s) in its notice of privacy practicesof Facility in accordance with 45 CFR §164.520, to the extent that such limitation may affectBusiness Associate's use or disclosure of PHI.

b. The Facility shall notify Business Associate of any changes in, or revocation of, permission byIndividual to use or disclose PHI, to the extent that such changes may affect Business Associate'suse or disclosure of PHI.

c. The Facility shall notify Business Associate of any restriction to the use or disclosure of PHI thatthe Facility has agreed to in accordance with 45 CFR §164.522, to the extent that such restrictionmay affect Business Associate's use or disclosure of PHI.

5. Permissible Requests by the Facility.The Facility shall not request Business Associate to use ordisclose PHI in any manner that would not be permissible under the Privacy Rule if done by theFacility.

6. Term and Termination

a. Term. The obligations of this Attachment shall be effective upon the same date as the Effectivedate of the Agreement and shall continue until all PHI provided by Facility to Business Associate,or created or received by Business Associate on behalf of the Facility, is destroyed or returned toFacility. If it is infeasible to return or destroy PHI, all protections are extended to such PHI, inaccordance with the termination provisions in this Section of the Attachment.

b. Termination for Cause. Upon the Facility's knowledge of a material breach of this Attachmentby Business Associate, the Facility shall either:

(i) Provide an opportunity for Business Associate to cure the breach or end the violationand terminate the Agreement if Business Associate does not cure the breach or end the violationwithin the time specified by and to the satisfaction of the Facility;

(ii) Immediately terminate the Agreement if Business Associate has breached a materialterm of this Agreement and cure is not possible; or

(iii) If neither termination nor cure is feasible, the Facility shall report the violation to theSecretary.


c. Except as provided in Section 7 of this Attachment, upon termination of the Agreement, for anyreason, Business Associate shall return or destroy all PHI received from the Facility, or created orreceived by Business Associate on behalf of the Facility. If Business Associate destroys all or someof the PHI, Business Associate shall deliver to the Facility an authorized and executed Affidavit,attesting to the facts of such destruction.. Business Associate shall retain no copies of the PHI.This subsection shall also apply to PHI that is in the possession of subcontractors or agents ofBusiness Associate

d. In the event that Business Associate determines that returning or destroying the PHI isinfeasible, Business Associate shall provide to the Facility notification of the conditions that makereturn or destruction infeasible. Upon mutual agreement between Business Associate and theFacility, that return or destruction of PHI is infeasible, Business Associate shall extend theprotections of this Attachment to such PHI and limit further uses and disclosures of such PHI tothose purposes that make the return or destruction infeasible, for so long as Business Associatemaintains such PHI.

7. Interpretation. Any ambiguity in this Attachment shall be resolved to permit the Facility tocomply with the Privacy Rule.



277

Evaluation of Clinical SiteCollege of DuPage Nursing Program

DIRECTIONS: For each of the following items, please write your answer in the space provided ordarken the circle that corresponds to your response. Please use dark ink. You do not need a scantron.Thank you.

In the space provided below, write the name and number of your course and your hospital/unit/shift.

Course name/number _________________________________

Hospital/unit/shift ____________________________________

1. I am a:

O O Faculty Member Student

2. If you are a student, are you in your first year or second year of study?

O OFirst year Second year

3. Which clinical site did you attend?

OProvena MercyO Advocate Good SamaritanO Central DuPageO EdwardsO ElmhurstO HinsdaleO LaGrangeO Other, please specify __________________________________

4. How well did the clinical site meet the course objectives?

O O O O O Very much so For the most part Somewhat Only slightly Not at all

5. Were you provided with an adequate orientation to the clinical site?


Appendix 4.8C


6. Did the clinical assignments contribute to your (or your students) learning?


7. Would you recommend this clinical site to other students?


8. What additional experiences were available at your clinical site? (Darken all that apply)

O O O OOperating Room Inservices Shadowing other professions) None

9. How much did the additional experiences contribute to your learning?

O O O O O O Very much so For the most part Somewhat Only slightly Not at all Not applicable

In the space provided below, please describe the strengths of your clinical site experience.

In the space provided below, please list areas for improvement you encountered in your clinical siteexperience.

In the space provided below, please provide any other comments pertinent to your clinical siteexperience you would like to relate to us.

Thank you for completing our survey! Your input is important to us.The Evaluation Committee

Appendices related to Standard 5



279

Appendix 5.2A


Standard 6



281

COLLEGE OF DUPAGENURSING PROGRAMS

SYSTEMATIC PLAN FOR EVALUATIONMASTER SCHEDULE

ACADEMIC YEAR 2010 T0 2011

SEPTEMBER OCTOBER NOVEMBER DECEMBERGraduate Surveys 1 yr/6 moEmployer Satisfaction Surveys 1 yr/6mo

10/4 Course EvaluationsNursi 1104 1207 1208 2109Nursp 1104

ADN NLN Standards 4, 5, 6

11/8 ADN Student SatisfactionSurvey(Nursi 1105 1207 1208 2109 2110)

12/8 Course EvaluationsNursi 1105 1207 1208 2109 2110Nursp 1105 110612/8 PN Exit Survey

JANUARY FEBRUARY MARCH APRIL2/28 Course EvaluationsNursi 1206 1207 1208 2109 2110

ADN NLN Standards 1, 2, 3 4/27 ADN Exit Survey Fingerprinting Day

MAY JUNE JULY AUGUST5/9 Course EvaluationsNursi 1206 1207 1208 2109 2110 2201 2202Nursp 1101 1102

6/13 PN Student Satisfaction Survey(Nursp 1103)

7/11 Course EvaluationsNursp 1103

Appendix 6.1



Program EvaluationCompliance with NLNAC 2008 Standards and Criteria

2010

NOTE: If appropriate, specific assessment activities may be cross-referenced with Program Evaluation and Student Outcome Assessment Plans.

PLAN IMPLEMENTATIONComponent Expected level of

achievementFrequency ofassessment (bywhom)

Assessment Method Results of DataCollection andAssessment Plan

Action (Development,Maintenance,Revision)

1.1 The mission/philosophy andoutcomes of the nursingeducation unit are congruentwith those of the governingorganization.

Bi-annually by Councilof COD Nursing Dept.

(even number years)

Comparison ofdocuments todetermine congruency

College and ADNProgram philosophyand mission havebeen reviewed Bi-annual and arecongruent. Lastreviewed in Spring2010.

Action is to maintaincurrent documents asstand

1.2 The governing organizationand nursing education unitensure representation ofstudents, faculty, andadministrators in ongoinggovernance activities.


(even number years)

Review of nursingdepartmentrepresentation ongovernance activities,i.e. committee’sparticipation.

Students, faculty, andadministratorparticipate in collegewide committees.

Maintain participationin committees.

Monitor for changes inmembership.

1.3 Communities of interest haveinput into program processesand decision making.

Semi-annually byAdvisory Committee

Advisory Committeeminutes review

Continuedparticipation ofcomminutes ofinterest

Continue to outreachto committees ofinterest forparticipation

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1.4 Partnerships exist thatpromote excellence innursing education, enhancethe profession, and benefitthe community.

Semi-annually byAdvisory Committeeand Learningresources Committee

Advisory Committeeminutes

Continue to have tohave a positiverelationship withclinical sites.

Maintain a positiverelationship withclinical sites

Appendix 6.2



283

PLAN IMPLEMENTATIONLearning resourcescommittee minutesrelated to clinical siteexperiences

DON reports toCouncil of CODNursing Departmenton available clinicalsites (see Council ofCOD NursingDepartment Minutes)

ADN will continue tohave articulationagreements withinstitutions of highereducation.

ADN program hasmaintained a positiverelationship withcurrent clinical sites.

Noted reduction inavailable clinical sites.

Reduction of availableclinical sites noted.

Learning resourcecommittee continuesto monitor clinicalsites and makerecommendations.

DON will explore andrecruit new clinicalsites.

Faculty member willbe taking a sabbaticalin the Spring to recruitnew clinical sites.

1.5 The nursing education unit is Whenever there is a Review of Personnel Director of nursing Review or personnel


PLAN IMPLEMENTATIONadministered by a nurse whoholds a graduate degree witha major in nursing.

change in the Nursingprogram director (HR,Administration)

file of Director has a graduatedegree with a major innursing.

file if there is achange inadministration

1.6 The nurse administrator hasauthority and responsibilityfor the development andadministration of the programand has adequate time andresources to fulfill the roleresponsibilities.

Annual performancereview(Dean/Director)


(even number years)

Performance review

Minutes of meeting

Coordinator positionfor ADN, CNA, andLPN programs wereeliminated in Fall2009.

Due to thereconstruction ofdepartment lack ofadministrativeassistance was noted.

DON position createdto manage newlycreated Departmentof Nursing.

CNA coordinatorposition reinitiated inFall 2010.

New position for anadministrativeassistant for the DONwas approved in theSpring of 2010.

1.7 With faculty input, the nurseadministrator has theauthority to prepare andadminister the programbudget and advocates forequity within the unit andamong other units of thegoverning organization.

Whenever there is achange in the Nursingprogram director jobdescription (HR,Administration)

Review of DirectorJob Description

Director of Nursingposition filledSeptember of 2009.Job description wasreviewed at time ofhire.

Review jobdescription if anychanges inadministrativestructure occur.

1.8 Policies of the nursingeducation unit arecomprehensive, provide forthe welfare of faculty andstaff, and are consistent withthose of the governingorganization; differences arejustified by the goals andoutcomes of the nursing

Bi-annually

(Faculty Developmentand WelfareCommittee)

Review of consistencyin policy and practiceas compared toprovisions of thefaculty contract.

Reviewed by facultyand no conflicts werefound between thecontract and policiesand practices of theNursing Department.

Will continue tomonitor for deviationsfrom the contract.



285

PLAN IMPLEMENTATIONeducation unit.

1.9 Records reflect that programcomplaints and grievancesreceive due process andinclude evidence ofresolution.

Bi Annually by DON Audit of Records Complaints andgrievances are keptwith the DON.

Reviewed showedevidence ofresolution.

1.10 Distance education, asdefined by the nursingeducation unit, is congruentwith the mission of thegoverning organization andthe mission/philosophy of thenursing education unit.

Annually byCurriculum andDesign committee

Curriculum andDesign CommitteeMeeting Minutes

Compared anddiscussed withCurriculum andDesign Committeeand consistencynoted

Maintain consistency



achievementFrequency ofassessment



2.1 Full-time faculty arecredentialed with a minimumof a master’s degree with amajor in nursing andmaintain expertise in theirareas of responsibility.

1. The majority of part-time faculty arecredentialed with aminimum of a master’sdegree with a major innursing; the remainingpart-time faculty hold aminimum of abaccalaureate degreewith a major in nursing.

2. Rationale is providedfor utilization of facultywho do not meet theminimum credential.

Upon hire andannually beforeAugust 1

Upon hire andannually beforeAugust 1

Not applicable

Review of personnelfiles


Compliant

Compliant

Continue to monitor

Continue to monitor

2.2 Faculty (full- and part-time)credentials meet governingorganization and staterequirements.

At time of Hire andannually by August 1of subsequent yearsof employment (HR,Director)

Review of personneland department files

Compliant;documentation oflicensure on file for allFT and PT nursingfaculty

Require that FT andPT faculty submitdocumentation ofIllinois licensure uponrenewal by May 31,2012

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2.3 Credentials of practicelaboratory personnel arecommensurate with theirlevel of responsibilities.

At time of hire andannually beforeAugust 1


Compliant; alllaboratory faculty inteaching roles have aMasters Degree in

Continue to monitor



287

PLAN IMPLEMENTATIONNursing; NursingLaboratoryAssistants(non-teaching role) haveBachelors Degrees inNursing

2.4 The number and utilizationof faculty (full- and part-time)ensure that programoutcomes are achieved.

Each semester Review of nursingdepartment facultyworkload data

Compliant; all FT andPT nursing positionsare filled; teachingneeds are met for alllaboratory, lectureand clinical sections

Continue to monitor;monitor student/FTfaculty ratios

2.5 Faculty (full- and part-time)performance reflectsscholarship and evidence-based teaching and clinicalpractices.

Annually Submission of data toupdate ProfessionalActivities Chart(Appendix 2.5A)

Compliant; faculty areengaged in scholarlyactivity; FacultyDevelopment andWelfare Committeeformed; will addressongoing continuingfaculty scholarshipactivities. Per the FTFaculty Contract,each FT facultymember is awarded$1800.00 per year forscholarly activity. TheNursing Departmentsupported theattendance of severalfaculty members (FTand PT) at theMetropolitan ChicagoHealth Care Council’s(MCHC) ClinicalFaculty Academy in2010. FT and PTfaculty are encourageto attend the

Faculty Developmentand WelfareCommittee hasdeveloped a monthlyLunch and Learncontinuing educationactivity for FT and PTfaculty; committee isexploring licensing fornursing webinarseries. FT and PTfaculty are encouragedto attend the MCHCClinical FacultyAcademy beingpresented at HarperCollege in January.

Continue to monitorfaculty scholarlyactivity.


PLAN IMPLEMENTATIONcontinuing educationactivities availablethrough the TLC(Teaching LearningCenter)

2.6 The number, utilization, andcredentials of non-nursefaculty and staff aresufficient to achieve theprogram goals andoutcomes.

Annually Review jobdescription/tasks/rolesof AdministrativeAssistant for NursingDepartment

The job descriptionfor this role wasdeveloped andapproved in 2010.The currentAdministrativeAssistant has been inthe role since Fall,2010, and has had avery positive impacton NursingDepartment Activities

Continue to monitor

2.7 Faculty (full- and part-time)are oriented and mentoredin their areas ofresponsibilities.

Upon hire and at endof first semester ofhire

Faculty OrientationChecklist; FacultyMentor Checklist;review of personnelfiles for completedchecklists

DON presented anorientation sessionfor faculty prior to theFall, 2010 semester;the FacultyDevelopment andWelfare Committeehas developedchecklists to guidethe new faculty andmentor through theorientation process; aFaculty OrientationManual wasdeveloped; theCollege has a newinitiative regarding PTfaculty and their roleat the College; theDON serves on aWork Team of this

Monitor effectivenessoforientation/mentoringprocess; NursingDepartment willimplement newpolicies/tools/programsthat are developed bythe PT Faculty WorkTeam



289

PLAN IMPLEMENTATIONcommittee

2.8 Systematic assessment offaculty (full- and part-time)performance demonstratescompetencies that areconsistent with programgoals and outcomes.

Annually FT-Phase I, II and IIEvaluations inaccordance with FTFaculty Contract; PT-In accordance with PTfaculty contract

Compliant Continue to monitor

2.9 Non-nurse faculty and staffperformance is regularlyreviewed in accordance withthe policies of the governingorganization.

Annually As specified inClassified StaffGuidebook

AdministrativeAssistant is new torole; evaluations areconducted by DON

Continue to monitor

2.10 Faculty (full- and part-time)engage in ongoingdevelopment and receivesupport in distanceeducation modalitiesincluding instructionalmethods and evaluation.

Annually Review of facultyscholarly activities

Compliant; FT andPT faculty areencouraged to attendongoing educationalactivities on distanceeducation modalitiesoffered through theTLC; FT faculty mayutilized facultydevelopment fundsprovided through thefaculty contract foradditional training; allfaculty are required toutlize Blackboard innursing courses

Encourage ongoingtraining in distanceeducation modalities






3.1 Student policies of thenursing education unit arecongruent with those of thegoverning organization,publicly accessible, non-discriminatory, andconsistently applied;differences are justified bythe goals and outcomes ofthe nursing education unit.


(even number years)or upon policy changeimpacting the ADNstudent.

Document review Last performed fall2010

New laboratorypolicies to bedeveloped

Lab policies will bereviewed forcongruency as stated,and clearlycommunicatedthrough the studentand faculty portal, andstudent handbook

3.2 Student services arecommensurate with theneeds of students pursuingor completing the associateprogram, including thosereceiving instruction usingalternative methods ofdelivery.

Annually byAssessment andOutcomes Committee

Student SatisfactionSurvey

2009-2010 HealthServices eliminated

2009 IT notified ofneed for increasedhelp desk needs

2010 EstablishedDivision-wide healthrequirements policy

2010 Securedcontract with outsidevendor to reviewstudent records; alsoable to provideservices at acompetitive cost

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3.3 Student educational andfinancial records are incompliance with the policiesof the governing organizationand state and federal

Annually by ProgramParticipationCommittee inconjunction with theDepartments of

Direct contact with theDirector of Financeand the Registrar.

Last performed spring2010; no changes tocurrent policies orcompliance in studentrecord keeping.

Maintain currentreview procedure



291

PLAN IMPLEMENTATIONguidelines. Records and Finance.

3.4 Compliance with the HigherEducation ReauthorizationAct Title IV eligibility andcertification requirements ismaintained.

1. A written,comprehensive studentloan repayment programaddressing student loaninformation, counseling,monitoring, andcooperation with lendersis available.

2. Students are informed oftheir ethicalresponsibilitiesregarding financialassistance.

Annually by ProgramParticipationCommittee inconjunction with theDirector of FinancialAid.

Direct contact with theDirector of FinancialAid.

Last reviewed fall2010. Student loandefault letter on file.


3.5 Integrity and consistencyexist for all informationintended to inform the public,including the program’saccreditation status andNLNAC contact information.

Annually by ProgramParticipationCommittee andDirector of Nursing(Administrator ofWebsite and Portal),including annualapplication document.

Review of documentsand electronic sitesdisplaying ADNprogram information

Last reviewed fall2010.

Maintain currentprocedure for review

3.6 Changes in policies,procedures, and programinformation are clearly andconsistently communicated to

Annually by theAssessment andOutcomes Committee


Refer to results ofStudent SatisfactionSurveys 2008, 2009,

Refer to “Actionstaken” in the StudentSatisfaction Surveytrended data in


PLAN IMPLEMENTATIONstudents in a timely manner. 2010


various table noted in6.2 Standard.

3.7 Orientation to technology isprovided and technologicalsupport is available tostudents, including thosereceiving instruction usingalternative methods ofdelivery.

Annually by the

Assessment andOutcomes Committeein conjunction with theLearning ResourcesCommittee. Also byindividual facultyteaching online orhybrid courses.




3.8 Information related totechnology requirements andpolicies specific to distanceeducation is clear, accurate,consistent, and accessible.

Annually by the

Assessment andOutcomes Committeein conjunction with theLearning ResourcesCommittee and theDepartment ofInformationTechnology






293





4.1 The curriculum incorporatesestablished professionalstandards, guidelines, andcompetencies, and hasclearly articulated studentlearning and programoutcomes.

Annually byCurriculum andDesign Committee

(Spring Semester)

Review of documents:syllabi, evaluationtools, ADN StudentHandbook, textbooks,COD GeneralEducation Outcomes

Last performed: Fall2010. Committeereceived report fromfirst year nursingfaculty onfundamental nursingtextbook.

Syllabi reviewed forconsistency inwording.

ADN faculty submitcourse mapping toCOD GeneralEducation OutcomeCommittee

Fundamental textbookchanged from Taylorto Potter/Perry,beginning Nursing1100 (Spring/Summer2011).

ADN StudentHandbook edited,Spring 2010

Syllabi templatedevelopedimplemented toimprove consistency.

Dec. 2010: two of theCOD General Ed.Outcome criteriareports have beensubmitted: InformationLiteracy and CriticalThinking

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4.2 The curriculum is developedby the faculty and regularly

Throughout thecourse by individual

Review of coursedocuments: syllabus,

Last performed: Fall2010: Course

All syllabi werereviewed by course


PLAN IMPLEMENTATIONreviewed for rigor andcurrency.

course faculty team.

All review/edits doneto meet printingdeadlines.

assignments, studysupplements,textbooks

outcomes needed tobe more clearlyidentified in the syllabiand clinical evaluationtools.

faculty forconsistency. Allcourse syllabi wereedited to includecourse outcomes.

4.3 The student learningoutcomes are used toorganize the curriculum,guide the delivery ofinstruction, direct learningactivities, and evaluatestudent progress.

Annually byCurriculum andDesign Committee

(Fall Semester)

Review of documents:Active Course Files,ADN Curriculum Map,COD GeneralEducation Outcome

Last performed: Fall2010: Development ofthe ADN CurriculumMap


4.4 The curriculum includescultural, ethnic, and sociallydiverse concepts and mayalso include experiencesfrom regional, national, orglobal perspectives.

Every semester bycourse faculty

Every Spring bycommunity clinicalnursing faculty

Explore collegecampus opportunitiesfor courseenrichment: culturalevents, guestspeakers,student/facultyexchangepresentations

Explore thecommunity for clinicalsites that offerculturally diverseexperiences

Performed ongoing:attention to collegecalendar, webpage,event postings, facultyemail, communitycalendar of localevent, College MAC(Arts Center), BrownBag lunch events

Performed ongoing:visits made to clinicsand communityorganizations offeringhealth screenings andeducation to theunderserved.

Continue to regularlycheck for appropriatestudent experiencesthat support culturallydiverse learning.

Spring 2010: twoadditional clinicalopportunities wereadded to communityhealth rotation.Current exploration:health relief trip to aforeign country.



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PLAN IMPLEMENTATION4.5 Evaluation methodologies

are varied, reflect establishedprofessional and practicecompetencies, and measurethe achievement of studentlearning and programoutcomes.

Every semester bycourse faculty

Annually by DON

Review of coursedocuments: testscores, evaluationtools, assignments,final grades

Review of studentperformance:program exit examand pass rates onState Licensure Exam

Last performed: Fall2010: in individualcourse team meetingminutes.

Last performed: Fall2010 as presented byDON.

Course gradesreviewed andreported to DON.

Report updatescontinue from DON tofaculty.

4.6 The curriculum andinstructional processesreflect educational theory,interdisciplinary collaboration,research, and best practicestandards while allowing forinnovation, flexibility, andtechnological advances.

4.7 Program length is congruentwith the attainment ofidentified outcomes andconsistent with the policies ofthe governing organization,state and national standards,and best practices.

Annually byCurriculum committee

4.8 Practice learningenvironments are appropriatefor student learning andsupport the achievement ofstudent learning and program

At the end of eachclinical rotation

Clinical siteevaluations


PLAN IMPLEMENTATIONoutcomes; current writtenagreements specifyexpectations for all partiesand ensure the protection ofstudents.

1. Student clinicalexperiences reflectcurrent best practicesand nationallyestablished patienthealth and safety goals.

4.9 Learning activities,instructional materials, andevaluation methods areappropriate for the deliveryformat and consistent withstudent learning outcomes.



297





5.1 Fiscal resources aresufficient to ensure theachievement of the nursingeducation unit outcomesand commensurate with theresources of the governingorganization.

Annually, per SEPcalendar by Learningresources Committee

Comparison ofdocument todetermine congruency

Department operateswithin the establishedbudgets.Improvements havebeen made inresource availabilityand usage with thenew building, securingof qualified andvalued lab personnel,and continued strivingto make cost effectiveresource decisionsthat optimizeutilization.

Establish a plan forresource purchasingbased on LRCCommittee goals andtechnology plans priorto the budget cycle.

5.2 Physical resources(classrooms, laboratories,offices, etc.) are sufficient toensure the achievement ofthe nursing education unitoutcomes and meet theneeds of faculty, staff, andstudents.

Annually per SEPcalendar by Learningresources Committee

Nursing departmentwill reviewfunctionality/utilizationof classroom space

Improvements havebeen made inresource availabilityand usage with thenew building, securingof qualified andvalued lab personnel,and continued strivingto make cost effectiveresource decisionsthat optimizeutilization.

Establish a plan,considering all healthprograms, to increaseuse of simulation inand across programs;investigate designingof a “mock hospitaland extended care”lab.

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5.3 Learning resources andtechnology are selected bythe faculty and arecomprehensive, current, andaccessible to faculty andstudents, including thoseengaged in alternative


Faculty willcollaborate withDivision Librarian toreview nursingmaterials for weedingand purchaseadditional resources

Learning ResourceCommittee, usingdata and consideringits goals providedinput into budget2011. Lab personnelmaintain data on and

Continue tosophisticate anddevelop acomprehensiveresources acquisitionand replacement plan.


PLAN IMPLEMENTATIONmethods of delivery. make

recommendations forresources purchases.

5.4 Fiscal, physical,technological, and learningresources are sufficient tomeet the needs of facultyand students and ensurethat students achievelearning outcomes.


Student evaluationtools;Teaching/learningresources (faculty) ofprofessionaldevelopmentsessions; Libraryoffering of APAtraining

See table “StudentSatisfaction Survey”in writing for Criteria6.2., pp 92-95 of thisreport.

See table “StudentSatisfaction Survey”in writing for Criteria6.2., pp 92-95 of thisreport.



299




Action(Development,Maintenance,Revision)

6.1 The systematic plan forevaluation emphasizes theongoing assessment andevaluation of the studentlearning and programoutcomes of the nursingeducation unit and NLNACstandards.

Annual; considerSEP calendar

Implementation of theSystematic Evaluation Plan,with decisions forimprovement or changemade on

Evidence/Data Contemporary

practice andinitiatives in nursingand education

Research

Identified committeestructure complies withresponsibility of monitoringprogram and studentfunctioning based on thedefined committee roles.

The SEP andprogram evaluationwas authenticatedthis past yearthrough a growingunderstanding ofwhat it was;revealing data thathas been available;and select actionson some of thefindings. Moresophistication in itsuse and impactneeds to benurtured.

12/2010 Defineexcellence instudent outcomesand programevaluation, andprioritize authenticmonitoringstandards withmeasureable levelsof achievement andvalid assessmentmethods, includingincreasing the use ofmore directmethods.

The committeestructure is new. Assuch, this year is agrowing andtransition year; willcontinue to solidifyand evaluateeffectiveness interms of completingidentified roles andresponsibilities.

Stan

dard

VI:

Out

com

es

6.2 Aggregated evaluationfindings inform programdecision making and areused to maintain or


1. NCLEX-RN Results2. Graduate satisfaction

survey results3. Employer satisfaction

The expected levelof achievement wasgenerally met; insome cases

12/2010: Continue tomonitor; establishmore direct and validmeans to assess

NOTE: Data presented in Standard 6.2 speaks to the RESULTS OF THE DATA COLLECTION component of this SEP.


improve student learningoutcomes.

results4. Job placement5. EVOLVE/HESI/REACH

Exit test results6. Mountain Measurement

results7. Advisory Committee

input/feedback

accessing data isdifficult.

students’ attainmentof learningoutcomes.

Evaluate andimplement externallongitudinal testingprogram for moreongoing and timelyevaluation of studentperformance, andsimulated learning.

6.3 Evaluation findings areshared with communities ofinterest.


Select information of thefollowing are shared at theFall meeting of the AdvisoryCommittee and ClinicalLiaisons :






input/feedback

The expected levelof achievement wasgenerally met; insome casesaccessing data isdifficult.

12/2010; Need toengage a morevibrant involvementof advisorycommittees andcommunities ofinterest participationin programevaluation andcurriculumimprovement.

6.4 Graduates demonstrateachievement ofcompetencies appropriateto role preparation.





The expected levelof achievement wasgenerally met; insome casesaccessing data isdifficult.

12/2010: Continue tomonitor; establishmore direct and validmeans to assessstudents’ attainmentof learning



301



input/feedback8. Clinical performance in

NURSI 2201

outcomes.

Evaluateandimplementexternal longitudinaltesting program formore ongoing andtimely evaluation ofstudentperformance, andsimulated learning.

Implement webbased survey toolsand graduating classspecific FACEBOOKpages to try andmore regularlyconnect withgraduates.

6.5 The program demonstratesevidence of achievement inmeeting the followingprogram outcomes:

1. The licensureexam pass rateswill be at or abovethe national mean.

2. Expected levels ofachievement forprogramcompletion aredetermined by thefaculty and reflectprogramdemographics,academic


1. Performance onlicensure exam

2. Program completion3. Program satisfaction4. Job placement

Level ofachievement met orexceeded.

12/2010; Need toengage a morevibrant involvementof advisorycommittees andcommunities ofinterest participationin programevaluation andcurriculumimprovement.

Need to developtools to measureprogram satisfactionmeasures that aremore authentic andvalue adding to


progression, andprogram history.

3. Programsatisfactionmeasures(qualitative andquantitative)address graduatesand theiremployers.

4. Job placementrates areaddressed throughquantifiedmeasures thatreflect programdemographics.

decision making.

Implement webbased survey toolsand graduating classspecific FACEBOOKpages to try andmore regularlyconnect withgraduates.

6.6 The systematic plan forevaluation encompassesstudents enrolled indistance education andincludes evidence thatstudent learning andprogram outcomes arecomparable for allstudents.


At this point,courses offered asdistance learningare limited, andeven if taking thatsole course,students are stillenrolled in campusbased courses.



303

NLNAC Program EvaluationProgram Outcomes

PROGRAM OUTCOMES SUMMARY Resulting Action(s) Taken/To be taken withTime Frame for Implementation I

Required ProgramOutcomes

Expected level ofAchievement

When and how Actual Level of Achievement Action(s) Time Frame

Performance onNCLEX and/orCertifyingExaminations

COD’s ADN NCLEXpass rate will be at orabove the nationalpass rate average.

Annual NCLEX passrate reports fromIDFPR

2010 94% (Nat = 86%)2009 91% (Nat = 88%)2008 88% (Nat = 87%)2007 91% (Nat = 85%)

Outcome metContinue to monitor

Annually, October

Program Completion 78% of students willgraduate within 3years fromadmission to themajor.

Annual data reviewwith the office ofresearch

2010 90%2009 83%2008 89%2007 85%

Outcome metContinue to monitor

Annually,July

Program Satisfaction

Alumni

CurrentStudent

Graduating

78% of Alumni willexpress programsatisfaction.

Alumni Surveyadministered 15-18months aftergraduation

Current studentsatisfaction surveyadministered inNovember to current1st and 3rd semesterstudents

Student exit surveyadministered finalweek of last semester

2010 2009 2008 2007100% 100% 100% 100%

98% 95.2% 93.6% NA

99% 100% 100%May

100%Dec

100% 100% 100% 100%

Based on feedbackfrom the currentstudent survey, thefollowing have beenimplemented in 2009-2010:

1. Open labstaffed withRN

2. Newsletter3. Email server

initiated4. Faculty

advisorsassigned.

Continue to monitorper the Evaluationcalendar.



Student

Employer

78% of currentstudents will expressprogram satisfaction.

78% of graduatingstudents will expressprogram satisfaction.

78% of employerswill expresssatisfaction withCOD ADNgraduates.

Employer satisfactionsurvey administered invarious ways includingmailings, surveymonkeys and advisorycommittee meetings

Other outcome(s)identified by program

78% of Students in N2202 will achieve aminimum of 850 ontheEVOLVE/HESI/REACH

EVOLVE/HESI/REACHadministered tostudents in the finaltwo weeks of the lastsemester

20102009 32%2008 13%2007 40%

With the 2010 offeringsof theEVOLVE/HESI/REACHexam, the studenttakes an exam as theenter NURSI 2202 intheir final semester. Ifthey do not score an850, they remediate,

Continue with year 2(2011) ofadministeringEvolve/HESI/Reach.Need to move intocurriculum analysisrelated to testresults, as well ascontinue to work



305


using a plan designedto address areas ofconcern in their testresults. At the end ofthe final semester ofthe program, allstudents will take theEVOLVE/HESI/REACHa 2nd time.

with individualstudents based onthose results.


NLNAC Program EvaluationStudent Learning Outcomes

12/1/2010

Component Expected level ofachievement

Frequency ofAssessment

AssessmentMethods

Results of Data Collection andAnalysis

Actions for programdevelopment,improvement,maintenance and/orrevision

Ther

apeu

tic C

omm

unic

atio

n (G

radu

ate

Out

com

e #2

)

The overall mean score ofCOD students will meet orexceed score of 850 whentaking the (2nd)EVOLVE/HESI/REACH atcompletion of NURSI 2202in the following test planareas:

1. PsychosocialIntegrity

2. Psych-MentalHealth: anxiety andcommunication

3. Basic Care andComfort

4. NLNAC category:TherapeuticCommunication

Annually, atthe completionof NURSI2202

ComputerizedEVOLVE/HESI/REACH exit exam 2008 2009

A2009B

2010

771 780 769 747

776 817 869 887

824 806 813 831

768 820 859 827

5/2010: Level of achievement notmet

Spring 2010:Implemented a plan ofadministering theEVOLVE/HESI/REACHexam twice to allstudents. First exam istaken as they beginNURSI 2202. Based onresults, a remediationplan is developed andimplemented. A secondexam is given in the finalweek of the program.Evaluation of 1st and 2nd

exam attempts, andeffects of remediation tobe conducted.AdditionallyEVOLVE/HESI/REACHexam/remediation iscounted in course gradefor NURSI 2202.

KEY:Dx = DiagnosisRx = Treatment, Prescription, Care, InterventionFx = Function

HESI Exam criteria for ACTION: (2nd HESI exam started in 2010)<850 score,3 years in a rowTest areas with 10 questions or more

MOUNTAIN MEASUREMENT criteria for ACTION:<50th percentile3 years in a row

Trends for all data collection is defined as three reporting cycles

Meets standardDoes not meet standard three consecutive reporting cycles



307



AssessmentMethods



78% of students will achievea minimum of 78% of totallab points.

Any offering ofNURSI 1208

Lab scores,including groupprocess reporting,data sheet,individual processrecording andteaching plan

Year 2008-2009 2009-2010

%Score 93.49 90.92

%Students 100 100

Standard met.

Explore adoption of theQSEN standards and LNCompetencies as anarea to measure re:defining expected levelof achievement.

Note that despite theexit exam results, theNCLEX rates meet orexceed nationalaverage.

11/12/2010 Continue tomonitor

Graduates score at or abovethe 50th the percentilecompared to similarprograms in the NCLEX testplan areas of:

1. PsychosocialIntegrity

2. Basic Care andComfort

3. Human Functioning:Psych/Cultural Fx

4. Health Alterations:Psychosocial-Cultural

Annually MountainMeasurements Aprilthrough SeptemberNCLEX performancereport compared tosimilar programs.

2007 2008 2009 20101 55 57 50 512 66 57 56 633 59 53 57 574 57 58 57 60

4/2010: Expected level ofachievement met; New NCLEX-RN test plan implemented in2010.

5/8/2010: Continue tomonitor

11/17/2010: Continue tomonitor; considerincreasing the percentilescore attempting toachieve.




AssessmentMethods



Crit

ical

Thi

nkin

g

(Gra

duat

e O

utco

me

#4)

The overall mean score ofCOD students will meet orexceed the score of 850 onEVOLVE/HESI/REACH atcompletion of NURSI 2202in the following test planareas:

1. NURSINGPROCESS:Assessment andAnalysis andEvaluation

2. Reduce RiskPotential

3. NLNAC Category:Critical Thinking.



A2009B

2010

834 793 787 810826 808 845 807749 845 854 862866 749 759 850807 787 795 855



exam attempts, andeffects of remediation tobe conducted.AdditionallyEVOLVE/HESI/REACHexam/remediation iscounted in course gradefor NURSI 2202.Explore adoption of theQSEN standards and LNCompetencies as anarea to measure re:defining expected levelof achievement.Note that despite theexit exam results, theNCLEX rates meet orexceed nationalaverage.



309



AssessmentMethods



100% of all NURSI 1105students will receive a 80%or above on theDosage/Calculations test byweek 12 of the semester;

100% of all NURSI 1206,2109 and 2201 students willreceive a 100% or above ona Dosage/Calculations testby the established deadline

With eachcourseoffering ofNURSI 1105,1206, 2109and 2201.

Dosage/Calculationstest

Graduates score at or abovethe 50th percentile in theNCLEX test plan areas ofcompared to similarprograms:

1. NURSINGPROCESS:Assessment andAnalysis andEvaluation



4/2010: Expected level ofachievement met. New NCLEX-RN test plan implemented in2010.

2007 2008 2009 2010

57 57 58 5655 45 53 64

1

64 58 54 652 58 59 57 55





AssessmentMethods



Ther

apeu

tic N

ursi

ng In

terv

entio

ns

(Gra

duat

e O

utco

me

#3)

The overall mean score ofCOD students will meet orexceed the score 850EVOLVE/HESI/REACH atcompletion of NURSI 2202in the following test planareas:

1. NURSINGPROCESS:Planning,Implementation andEvaluation

2. Safe and effectiveenvironment

3. Safety and Infectioncontrol

4. Basic Care andcomfort

5. Fundamentals:Basic Skills

6. Pharm and ParentalTx

7. PhysiologicalIntegrity

8. PhysiologicalAdaptation


10. NLNAC Category:Therapeutic NursingInterventions



A2009

B2010

810 779 769807 774 783862 845 854832 774 809837 779 817831 806 813847 813 834851 854 810871 804 803932 804 836850 749 759855 820 859



exam attempts, andeffects of remediation tobe conducted.AdditionallyEVOLVE/HESI/REACHexam/remediation iscounted in course gradefor NURSI 2202.Explore adoption of theQSEN standards andLN Competencies as anarea to measure re:defining expected levelof achievement.Note that despite theexit exam results, theNCLEX rates meet orexceed nationalaverage.



311



AssessmentMethods



Ther

apeu

tic N

ursi

ng In

terv

entio

ns

(Gra

duat

e O

utco

me

#3)

Graduates score at or abovethe 50 the percentile in theNCLEX test plan areas of:

1. NURSINGPROCESS:Planning,Implementation andEvaluation

2. Safety and Infectioncontrol

3. Basic Care andcomfort

4. Pharm and ParentalTx

5. PhysiologicalAdaptation


7. ProtectiveFunctioning

8. Comfort, rest,activity, mobility.


2008 2008 2009 2010

57 57 58 6561 64 56 62

1

64 58 54 652 67 55 52 673 66 55 52 634 53 57 50 535 63 55 49 636 60 57 59 557 67 63 56 688 55 59 65 64

4/2010: Expected level ofachievement met. New NCLEX-RN test plan implemented in2010.
