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2 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
Table of Contents
Bylaws ...............................................................................................................................3
Mission, Vision, Program Goals, Student Learning Outcomes ............................................5
Professional Comportment Policy .......................................................................................6
Appointments, Ranks, Promotion, Tenure, Procedures & Evaluation ..................................6
New Faculty On-Boarding ..................................................................................................7
Faculty Workload ...............................................................................................................8
Policy for Maintaining the Security of Student Records ......................................................8
Elsevier HESI Instructions ..................................................................................................9
Grading Scale for Nursing ..................................................................................................11
Testing and Grading Policy ................................................................................................11
Classroom Testing Environment Policy ..............................................................................12
HESI Remediation Policy ...................................................................................................12
Advising .............................................................................................................................14
Medication Calculation Clinical Competency .....................................................................14
Incident Reporting on and off Campus ................................................................................14
Best Practice Standards for Simulation ...............................................................................15
Safety in Margaret A. Cargill Natural Sciences & Health Building ......................................25
Emergency Response & Evacuation Plans ..........................................................................25
Sharps ................................................................................................................................25
Biomedical Safety & Disposal Policy .................................................................................26
Admissions and Hiring .......................................................................................................26
Agency Requirements for Clinical Faculty ..........................................................................26
Honor Society ....................................................................................................................26
BCASN ..............................................................................................................................26
Caring Connections ............................................................................................................26
Alumni Student Mentoring Program ..................................................................................27
Nursing Magazine ..............................................................................................................27
Teaching Assistant Labor Positions ....................................................................................28
Vehicle Reservation Procedure ...........................................................................................28
Appendices
A. Mission, Vision, Program Goals, Student Learning Outcomes, Evaluation Method,
Concepts, Standards .............................................................................................29
B. Course Syllabus Template ................................................................................30
C. Clinical Evaluation Tool Template ...................................................................32
D. Failure to Remediate .......................................................................................35
E. HESI Remediation ...........................................................................................36
F. HESI Analysis Template ..................................................................................38
G. Four-Year Plan ................................................................................................41
H. Criteria for New Clinical Agency .....................................................................42
I. NCLEX-RN Test Plan Self-Assessment Worksheet ...........................................43
J. Alumni-Student Mentoring Program .................................................................46
K. Driver Authorization Application .....................................................................49
L. Clinical Learning Contract ...............................................................................50
•
3 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
Accessing Nursing Only Documents
Go to Berea.box.com; click on Nursing (FILESHARE), then Department Only to access all shared files
such as faculty meeting minutes, CastleBranch forms, advisee lists, clinical assignments across the
curriculum.
Faculty Organization Bylaws
Berea College Baccalaureate Nursing Program
ARTICLE I
Organization
This organization shall be known as the Faculty Organization of the Berea College Nursing Program.
ARTICLE II
Purpose
The Faculty Organization is a collaborative and supportive group of nursing colleagues assembled for
the collective purposes of developing, implementing, evaluating, and revising all aspects of the
Baccalaureate Nursing Program. The Faculty Organization provides a communication among faculty
members and with the Berea College administration.
ARTICLE III
Membership
Membership in the Faculty Organization shall be limited to full-time nursing faculty members of Berea
College.
ARTICLE IV
Meetings
SECTION I. MEETINGS
The Faculty Organization shall meet weekly or as determined by the members. Additional meetings may
be requested by the membership and called by the Chair as needed.
SECTION II. LOCATION
The meetings shall be held in the Margaret A. Cargill Nautral Sciences & Health Building unless the
membership agrees to an alternate venue.
SECTION III. NOTICE of MEETINGS
Written notice of the date, time, and place of meetings shall be given to each member at least one week
before the meeting. The agenda shall be given to members at least three days before the meeting.
SECTION IV. QUORUM and VOTE
A simple majority of all the members present shall constitute a quorum for conducting all meetings of
the program. When a quorum is present, a simple majority vote of those present is sufficient to adopt any
motion. In the event of a tie, the chair may vote. Vote may be made by voice, show of hand, ballot,
general consent, and email, and the latter in select instances. Any member may move for an exact count
of the vote.
SECTION V. PARLIAMENTARY PROCEDURES
4 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
Robert’s Rules of Order shall be the authority governing all matters of procedure not otherwise provided
by these Bylaws.
ARTICLE V
Officers and Duties
SECTION I. OFFICERS
The officers of the Faculty Organization shall be President and Secretary.
SECTION II. TERM of OFFICE
The Nursing Chair serves as President of the Faculty Organization, The President is an ex-officio
member and, as such, is not counted in the quorum. The Secretary shall be a committee member
appointed by the President at the end of the spring semester to serve a term of one-year beginning with
the upcoming academic year and concluding at the end of spring semester.
SECTION III. POWERS AND DUTIES OF THE PRESIDENT
The general duties of the President are as follows:
1. To call the meeting to order on time;
2. To announce the business before the assembly in the order in which it is to be acted upon;
3. To recognize members entitled to the floor;
4. To state and to put to vote questions which are regularly moved, or necessarily arise in
the course of the proceedings, and
5. To announce the result of the vote;
6. To assist in the expeditious advancement of business compatible with the rights of the
members;
7. To enforce professional comportment of the members;
8. To inform the assembly on a point of order or practice pertinent to pending business; and
9. To authenticate, by his/her signature, all the acts, orders, and proceedings of the
assembly.
SECTION IV. POWERS AND DUTIES OF THE SECRETARY
The Secretary is the recording officer of the assembly and the custodian of its records in hard and
electronic copy that are open to inspection on a shared internal Berea College nursing faculty dashboard.
It is the duty of the Secretary:
1. To notify members of the schedule of meetings;
2. To distribute the agenda;
3. To keep a roll of attendance;
4. To furnish faculty with documents relative to the meeting; and
5. To accurately record proceedings of the meetings.
ARTICLE VI
Committees
SECTION I. STANDING COMMITTEES
The faculty is a committee of the whole and shall comprise the Faculty Organization; will participate in
the conducting of the business of the nursing program, which is defined as the day-to-day operations of
the program, admission and progression of students, matters of the curriculum, and any and all other
matters related the nursing program. To fulfill these functions, the faculty will participate in separate
meetings that address each of these functions and will meet with the Nursing Chair who serves as
President.
SECTION II. FACULTY ORGANIZATION – The Faculty Organization meets weekly during the
academic year for the purpose of coordinating all aspects of the day-to-day operations of the program,
5 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
including the scheduling of courses and clinical experiences, coordinating pedagogy across the
curriculum, providing for faculty development and participation in governance, supporting students’
success, and evaluating all aspects of the program.
SECTION III. ADMISSION AND PROGRESSION – The Faculty Organization, to fulfill the functions
of admission and progression of students, shall meet at least once a semester for the purpose of
reviewing students’ admission materials, applying admission criteria consistently, implementing
admission and progression policies, and deciding on academic issues.
SECTION IV. CURRICULUM - The Faculty Organization, to fulfill the functions of curriculum
oversight shall meet for the purpose of implementing, evaluating and revising the curriculum.
SECTION V: OTHER PROGRAM MATTERS: The Faculty Organization will meet as needed to
address issues that come before the faculty, students, staff that require a decision for resolution of the
matter. Other program matters are defined as any issue not covered by Sections II, III, and IV.
ARTICLE VII
Amendment
These bylaws may be amended at any regular business meeting by a two thirds vote of the majority of
the entire membership.
Mission Statement
In keeping with the learning goals articulated in Being and Becoming Berea College in the 21st Century
and the Great Commitments of Berea College, the mission of the Baccalaureate Nursing Program is to
prepare students with great promise and limited economic resources from Appalachia and beyond for
professional nursing in a changing practice environment. The Program prepares students as leaders,
lifelong learners and advocates for health, providing a strong foundation for graduate study in nursing.”
Vision Statement
The vision of the Nursing Program is to be globally recognized for excellence in nursing.
Program Goals and Student Learning Outcomes
See Appendix A for a crosswalk relating the Mission, Vision, Program Goals, Student Learning
Outcomes, Evaluation Method, and Curricular Concepts with Professional Standards (AACN
Baccalaureate Essentials and QSEN Pre-licensure Knowledge, Skills and Attitudes).
Curricular Concepts
1. Liberal education, 2.Patient centered care, 3.Professionalism, 4.Leadership & health policy, 5.
Informatics & technology, 6.Interprofessional communication & collaboration, 7. Safety, 8. Quality
improvement, 9. Evidence based practice, 10. Health promotion & disease prevention
6 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
Professional Comportment Policy
“Berea College continues today as an educational institution still firmly rooted in its historic purpose ‘to
promote the cause of Christ.’ “The College’s scriptural foundation, ‘God has made of one blood all
peoples of the earth,’ shapes the College’s culture and programs so that students and staff alike can work
toward both personal goals and a vision of a world shaped by Christian values…” In so doing we
commit “to assert the kinship of all people” by:
1. Conveying civility, respect and a professional welcoming presence that facilitates
the learning and working environment.
2. Respecting the privacy of all individuals and the confidentiality of information entrusted to me
regarding individuals and Berea College.
3. Following the chain of command for complaints: first privately notifying the person with whom I
have a problem. If someone complains to me about someone else, I will first ask, “Have you
spoken to that person about this?” If the answer is no, I will encourage the person to do so.
4. Resolving conflict in a private, constructive and timely manner. A recommended
method for how to resolve conflict is as follows: Specifying facts first, then
feelings and finally the follow-up expected. For instance, “When you did [cite
behavior], I felt [explain feelings]. Please do not do that again.” Adapted from:
Code of Professional Conduct for Faculty: (Baltimore: Johns Hopkins Medical
School). Retrieved July 26, 2018 at
http://www.hopkinsmedicine.org/som/faculty/policies/facultypolicies/code_of_professional_cond
uct.html
Professional Comportment Policy Approved 9-2-2014
Appointments, Ranks, Promotion, Tenure Procedures and Evaluation
The Faculty Manual has written personnel policies for faculty on Appointments, Ranks, Promotion,
Tenure Procedures and Evaluation that may be found at: http://catalog.berea.edu/en/Current/Faculty-
Manual/Personnel-Policies-for-Faculty. In addition, there is Program-Specific Information on
Appointment, Promotion and Tenure for Nursing Faculty that use AACN’s description of Boyer’s Model
of Scholarship and includes licensure requirements http://catalog.berea.edu/en/Current/Faculty-
Manual/Personnel-Policies-for-Faculty/Consideration-for-Tenure/Tenure-Review-Standards
On an annual basis faculty members are responsible for renewing their Kentucky nursing license,
updating their vita, preparing an activity report, maintaining cardiopulmonary resuscitation (CPR)
certification, obtaining TB and influenza vaccines, completing clinical agency requirements, and using
their end-of course student evaluations for improvement. Each faculty member is responsible for
scheduling classroom/clinical observations and an annual performance review with the Nursing Chair.
Faculty evaluation and retention are based on teaching excellence, scholarship/creative work,
professional growth, mentoring students, and service. Annually in the fall, faculty members are required
to submit an Activity Report about the previous academic years’ performance. Licensure is evaluated
upon hire and annually by the Chair. In courses where preceptors are used, it is the faculty member’s
responsibility for validating current unencumbered licensure and other preceptor qualifictions.
Faculty Orientation and Mentoring
All newly hired faculty members are assigned a nursing faculty as a mentor. Per the Kentucky Board of
Nursing a written orientation/mentoring plan is developed for each newly hired faculty member with less
than one year of full-time teaching. In addition, the Chair is responsible for mentoring new hires.
7 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
On-Boarding Process for New Faculty / Staff
Job Description/Title, Course Syllabi, Class/Clinical Schedule, Course Schedule, BC Calendar
(Monica Kennison, Susan V. Clayton, Nursing Chair)
Contract Letter Signed (received via post from Academic Vice President’s office)
Human Resource Orientation (Christina Vaughn, Senior HR Business Partner—859-985-3070)
KBN Faculty / Clinical Faculty (signed by new faculty/Dr. Kennison; Lori will assist/fax)
Berea College ID (Public Safety Office, Woods-Penniman--2nd floor)
Parking Decal--$30 (Register on-line: https://ps-arms-vm.berea.edu/; pick up decal at Woods-
Penniman--2nd floor)
Margaret A. Cargill Bldg Tour (mailroom, copiers, break room/ office designation (Chair and
Administrative Assistant)
Campus Tour (Administrative Assistant will set up if needed)
Phone Extension & Set-up (Administrative Assistant will assist)
Computer Network Application Form (Technology Resources Center—adjacent to Hutchins
Library (Administative Assistant/Chair may assist; ALLOW 3-4 DAYS FOR PROCESSING)
Laptop Pick-Up / Set-up (Technology Resource Center—near Hutchins Library (Administrative
Assistant may assist)
Biography & Photo for Nursing website (email bio to: [email protected] & schedule photo
with Marketing Communications—859-985-3018)
Building Keys (Administrative Assist will make request— and email notification will be sent to
faculty from Public Safety when ready for pick-up at Woods-Penn 2nd floor)
Moodle Training Information (Anthony Basham, Moodle Coordinator--859-985-3630)
Textbook (desk copy & send decision for student texts to Bookstore—Sarah Caudill, ext.3193)
Post Office Hours on Office Door (new faculty)
Business cards (credentials needed and given to Administrative Assistant for ordering purposes)
Textbooks & Deskcopies (Chair and Administrative Assistant may assist)
HESI access (Administrative Assistant will add faculty to Elsevier & send new faculty links for
training)
CastleBranch (Access to background and immunization program of all students, if needed)
Faculty Handbook
8 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
Faculty Workload
All workload assignments require administrative approval. The standard teaching load for full-time
faculty is not more than six courses per academic year. Typically, faculty members teach three courses in
fall and spring term, although some will teach five in the academic year, and one in a four-week summer
session. Load adjustments may be made by the Academic Vice President and Dean of the Faculty for
laboratory courses, special assignments, or administrative duties
http://catalog.berea.edu/en/Current/Faculty-Manual/Professional-Responsibilities-and-Related-Faculty-
Matters/Teaching-Load.
Per administrative approval, Nursing faculty members who teach courses with a clinical component
receive one workload credit for 84 clinical clock hours and follow the Berea College workload policy for
didactic courses. Therefore, a nursing faculty member who teaches 200 minutes of didactic material per
week, typically receives one credit hour of workload. A nursing faculty member who teaches a clinical
component for 84 hours a semester receives one credit hour of workload.
Policy for Maintaining the Security of Student Records
A system of official nursing specific records and reports is maintained per Berea College policy.
Provisions shall be made for the security and protection of records against loss and unauthorized
distribution or use. The system shall include records of all currently enrolled students’ academic records
including clinical evaluation tools. Student records must be kept for 5 years. At semester end, each
faculty member is responsible for forwarding academic records to the Administrative Assistant for filing.
Students’ criminal background, drug screens, clinical requirements, and immunizations are secured in a
password-protected site with CastleBranch. The Chair, Administrative Assistant, and designated faculty
have access.
9 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
HESI Test Day
Faculty will be assignd a user name/password from HESI Elsevier.
1. On test day, go to: https://www.hesiinet.com/
2. Next, choose “Reschedule & Administer Exams”
3. Choose “Administer Exams”
10 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
4. View Access Code
5. Write down Access code or cut/paste. Students will need access code to open the test.
6. IP Settings will be preset by Administrative Assistant.
7. Select “Start Exam”
11 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
8. Once students have completed the exam, click “UPLOAD EXAM RESULTS” to close
the exam, which will trigger the reports and remediation to be made available 48-72 hours
after you have closed the exam.
Importing HESI scores
Upon completion of a HESI exam, that exam must be closed on the Elsevier website in order for it to be
accessible to the TASS. Faculty members are not required to inform the TASS when a HESI exam is
completed unless they would like their test results to be imported into the Dashboard before the end of
the semester.
Enrollment Management Policy
The Baccalaureate Nursing Program is approved through the Kentucky Board of Nursing to admit up to
40 students per cohort. Formal declaration of the major occurs every spring for entry into junior level
nursing courses. At that time applicants may be conditionally admitted pending completion of all
nursing admission criteria. Those conditionally admitted must be formally admitted by the Nursing
Admission Committee before starting fall junior level courses. All students who meet the Program’s
admission criteria are approved to Declare Nursing as a Major.
Course Syllabus Template
To promote consistency across the curriculum and guide students in meeting course outcomes, nursing
faculty agrees to follow a course syllabus and clinical evaluation tool templates as seen in Appendices B
and C, respectively.
Grading Scale for Nursing Program
The grading scale adopted by the Nursing Program is as follows: (effective Fall Term 2009)
92 - 100 A
83 - 91 B
77 - 82 C
70 - 76 D
< 70 F
Final course grade will be rounded to the closest whole number at 0.5 (Example: 72.4 = 72;
72.5 = 73)
Testing and Grading Policy
Eighty-percent (80%) of any course grade will be based on measures of objective, individualized testing
scores (quizzes, tests, HESI case studies and end-of-course tests). All test content will be evaluated for
currency. The faculty will perform a test item analysis after each exam and will use the results for test
and course improvements. Each faculty will administer three to five course-specific exams spread
throughout the semester. Each exam will consist of a minimum of 50 NCLEX style questions. Faculty
12 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
will utilize two versions of each HESI per course (whenever possible/available). The average of the V1
and V2 HESI course-specific conversion test scores (if available) will make up 20% of the overall 80%
course test grade.
All students must achieve a minimum 77% of the rounded-up test grade average (80% course grade)
before other measures of assessment are included. If the students fail to achieve the minimum 77% test
average, the final course grade will be calculated based on the test score average.
The remaining 20% of course grades will come from other measures of assessment of student learning.
The 20% will include additional points allocated from measures of active learning with formal grading
rubrics. All possible course points to be earned are specifically allocated in the grading section of the
course syllabi and supported by rubrics.
Course exams, when possible, are to be given in the NCLEX style, i.e., computer based, classroom
setting with a proctor and a “lockdown” browser. Students who score less than a C (77% on any
exam) must initiate and schedule a meeting with the faculty member to complete a comprehensive
test review and develop test-taking, study or coping strategies that may help.
Failure of students to remediate exams will result in completion of the document in Appendix D.
CLASSROOM TESTING ENVIRONMENT TESTING POLICY
In order to preserve the integrity of the testing environment and maintain consistent practices among
faculty, the following rules for proctoring exams go into effect immediately.
1. All purses, backpacks, electronic devices (phones, computers, headphones), food, drinks, pencils,
pens must be placed in the front/back of the room or on a side table up against the wall.
2. Students may not use their own headphones, watches, calculators, pens, pencils, or scratch paper.
These will be provided by the proctor.
3. Students must remove jackets/sweaters with pockets, hoodies, and hats.
4. Students must remain in the room while they are testing with the exception of select standardized
exams that permit a break. Once a student is finished, he/she must remain quietly in the room and
may not access personal items.
5. Desk must be free of food, food wrappers, and drinks, including water bottles.
6. Proctor(s) will be walking around the room.
If the proctor sees evidence of academic dishonesty, he/she will terminate the exam for the affected
student. The Academic Dishonesty policy is located at:
http://catalog.berea.edu/2014-2015/Shared-Content/Academic-Honesty-Dishonesty
HESI Analysis Template
Faculty members are responsible for preparing a summary report of hesi EXAMS GIVEN IN THEIR
COURSES. The HESI Analysis Template in Appendix E is completed for NUR 448 Community. Each
faculty member is responsible for reviewing the course –specific HESI summaries pertaining to assigned
courses and analyzing all HESI summaries for curriculum evaluation.
13 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
HESI REMEDIATION POLICY
The Nursing Program has adopted the Evolve/HESI Assessment Program for standardized
testing and remediation throughout the curriculum. These required assessments are used to
determine the needs of students and where to focus teaching and learning efforts.
All students are required to remediate after each HESI exam
After Version I:
Students are required to remediate 25 items with 2-3 take away points and submit this
remediation prior to Version 2.
After Version 2:
Students are required to remediate 100 items with 2-3 take away points using the HESI
generated individualized remediation plan. This applies to the following HESI exams:
Assessment, Fundamentals, Pathophysiology, Pharmacology, Medical Surgical, Pediatrics,
Mental Health, Community, Management, Maternity and HESI-Exit. The due dates for
submission of the completed remediation are outlined in the table below.
OLD Curriculum
NEW Curriculum
Steps to Remediation:
a. Click on each item in their plan;
b. Read the material;
HESI Examination Course Due 1st Day of
Class
Health Assessment NUR 341 NUR 342
Fundamentals NUR 342 NUR 350
Pathophysiology BIO 207 NUR 354
Psych-Mental Health NUR 351 NUR 355
Med-Surgical NUR 353 NUR 448
Pharmacology NUR 354 NUR 350
Pediatrics NUR 355 NUR 447
Maternity/Women’s Health NUR 447 NUR 450
Community NUR 448 NUR 449
HESI Examination Course Due 1st Day of
Class
Nsg. Practice I NUR 225 NUR 226
Nsg. Practice II NUR 226 NUR 351
Pathophysiology BIO 207 NUR 301
Maternity/Women’s Health NUR 301 NUR 355
Psych-Mental Health NUR 351 NUR 350
Pediatrics NUR 355 NUR 448
Adult Health II NUR 400 NUR 450
Community NUR 448 NUR 449
14 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
c. Highlight points or key terms;
d. Must remediate 100 nonduplicated items from your Remediation Plan;
e. Write 2-3 take-away points from each item;
f. E-mail their remediation plan to their teacher;
g. Must be submitted on the first-day of the designated course in the table above.
Note: Students who do not have Internet access may download remediation as a pdf document.
Implemented Fall 2015; Revised 8/15/2017; Revised 8/20/2018
Clinical Site evaluation
All clinical sites are evaluated by students and faculty each time they are used. Based on the evaluation,
faculty determine whether the site will be reused.
Advising
Nursing faculty are expected to be knowledgeable on the admission and progression college and
nursing policies. Faculty my refer to the four (4) year Curriculum Plan in Appendix G. Nursing
faculty will be assigned as primary or secondary advisors to exploratory and nursing majors.
For more general information, go to myberea and click on the tab labeled “Teaching and
Advising”.
Criteria for Selecting Clinical Sites
All new clinical sites undergo a prior assessment for appropriateness using the document in Appendix H.
Incident Reporting
Please see the following link for information about reporting incidents that occur on or off campus
http://catalog.berea.edu/en/Current/Faculty-Manual/Selected-Institution-Wide-Policies/Harassment-
Policy/Reporting In addition to this policy, faculty is responsible for adhering to agency policy for
reporting off-campus incidents.
Medication Calculation Clinical Competency
Medication calculation exams are administered during NUR 226, NUR 350, NUR 355, NUR
400, NUR 447, NUR 448 and NUR 450. Students are required to pass a ten (10) question
medical math test with 100% proficiency. Students who do not pass the medical math test on
their first attempt, will be required to retake the missed concepts (new version of the test
questions). Students may not pass medications in the clinical setting until they have successfully
achieved the 100% proficiency standard. The student has up to one week to complete required
remediation and retest. Students who do not achieve 100% after three attempts, will receive
clinical failure, which results in course failure.
15 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
Simulation Policy
Purpose Statement
The purpose of integrating simulation, using methods of best practice, is to provide standardized
experiential learning opportunities designed to advance student development, enhance critical thinking,
and prepare students for entry into professional practice. Selected simulation scenarios will be
determined based on a needs assessment.
Rationale for Integration of Simulation
Simulation provides a safe and effective environment for learning and applying the cognitive and
performance skills needed for practice. Reality based, simulated patient care experiences increase self
confidence in communication and psychomotor skills, and professional role development. Beginning
research supports the use of simulation in nursing education. (AACN Essentials page 34) Simulation has
been determined foundational for standardizing language, behaviors and curricular design for facilitators
and learners (Best Practice article Sittner, et al 2015). The KBN 201 KAR 20: 320 Standards for
curriculum of prelicensure of nursing programs, amended April 11, 2016, established simulation
standards to which we adhere. Simulation may not be used for more than 50% of the total clinical hours
required for graduation (http://www.lrc.state.ky.us/kar/201/020/320.pdf).
Roles for Nurse Manager, Faculty, Clinical Nursing Laboratory/Simulation Coordinator
Simulation Nurse Manager
Oversee simulation activities throughout the curriculum per KBN
Facilitate implementatioin of best practices in simulation policies and procedures
Develop academic-practice partnerships in simulation
Prepare trended evaluative data on simulation across the curriculum
Faculty
Schedule simulations for the term with the Coordinator
Develop, implement and evaluate simulation scenarios
Access simulation materials in Box
Use the Student Simulation Evaluation template generated in Qualtrics naming it
as such: NUR XXX term, year, title of simulation (NUR 350 spring 2018
blood administration reaction)
Clinical Nursing Laboratory/Simulation Coordinator
Maintain human patient simulators and equipment in good working condition
Coordinate scheduling of simulation/clinical skills lab
Prepare the scene and moulage the patient
Pre-briefing Procedures
Simulation based learning experiences integrated throughout the curriculum will begin with a pre-briefing
session facilitated by nursing faculty. The pre-brief session will include:
1. Activities that help participants link the simulation experience to learning objectives.
2. Activities that establish a trusting environment including confidentiality agreement and code
of conduct.
The Pre-brief activities will be based on the learning needs of participants, including current experience,
knowledge, skills, attitudes and behaviors, as well as the expected learning outcomes.
Pre-briefing (Briefing)
16 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
An information or orientation session held prior to the start of a simulation-based learning
experience in which instructions or preparatory information is given to the participants. The
purpose of pre-briefing or briefing is to set the stage for a scenario and assist participants in
achieving scenario objectives. Suggested activities in a pre-briefing or briefing include an
orientation to the equipment, environment, mannequin, roles, time allotment, objectives, and
patient situation.
(Source: Standards of Best Practice: Simulation Standard I: Terminology, 2013)
Orientation Plan for Faculty
All faculty are required to attend on-campus orientation and training, sessions in simulation in addition to
further continuing education in simulation to stay current.
17 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
NOVICE EXPERIENCE
Debriefing Procedures
Simulation based learning experiences integrated throughout the curriculum will be followed by a
debriefing session facilitated by nursing faculty, employing a Three Step Debriefing with Good
Judgement structured framework. The debriefing faculty member will aim to:
1. Create a trusting environment where participants are comfortable exploring their own critical
thinking and clinical decision making regarding actions taken and actions not taken during
the simulation experience.
2. Create an environment where participants self-identify gaps in their knowledge and skills,
reflecting on the simulation experience and how the experience relates to their future practice.
3. Allow the specific simulation learning objectives to serve as a guide to the debriefing
session.
Reference: Sittner, B.J., Aebersold, M.L., Paige, J.B., Graham, L.M., Schram, A.P., Decker, S.I and
Lioce, L.: INACSL Standards of Best Practice for Simulation: Past, Present, and Future. (2015) Nursing
Education Perspectives.
Process of Debriefing with Good Judgement
1. Reactions Phase:
Allow each individual participant time for an emotional release. Capture a summary of the most
common emotion. Identify the outliers and indicate you would like to discuss their emotion later
Pre-briefing
Debriefing
Scenario
Scenario
Debriefing
Pre-briefing
18 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
on, in a more private setting. It is important to address any distressed participant with
acknowledgment, and a plan to discuss in greater detail later. Allow a few participants to share
their experience linked with the identified summary emotion and note what issues they bring up.
KEY: Move on to the analysis quickly. Review the scenario in 1 -2 sentences and move to the
Understanding Phase.
2. Understanding Phase:
Review the previously identified Simulation Student Learning Objectives.
Identify mismatch between desired and actual practice; provide feedback with advocacy-inquiry;
work to close the gap with discussion and didactics. Make a generalized connection to clinical
practice.
3. Summary Phase:
Invite participants to share take-away learning. Clarify any final issues.
Summarize the experience, fill in the gaps not mentioned, and wrap it up.
19 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
Possible Questions for use during Three Step Debriefing with Good Judgement
Reaction Phase
How do you think the simulation went? (Allow the team to go first, then the observers.)
In one word, describe what emotion you are feeling.
Talk to me about how this experience made you feel.
Talk to me about how satisfied you are with the actions you initiated during the experience.
Understanding Phase
What role did you play in the experience?
o What made you effective in this role and how could you become more effective?
o Was there any unnecessary chaos or confusion due to the way you performed in your
role?
How familiar were you with the patient’s condition, treatments and complications prior to the
experience?
o What do you think is going on with this patient?
o What are the primary concerns for this patient?
o What focused assessments were needed and were they completed?
o What interactions and interventions were done and were they appropriate?
o What was the rationale for what was done and the interventions performed?
o Give specific examples of where not knowing this information might have hindered your
ability to provide care to this patient.
Give specific examples of where you prioritized the needs of the patient effectively
o What problems did you encounter in making decision?
o Were new problems created as a result of previous decision?
o What would you do differently if we went back into the patient’s room and repeated the
experience?
How would you describe your communication skills?
o How was your communication with the patient and the patient’s family?
o Was SBAR used when communicating with other members of the healthcare team?
Give specific examples of where patient safety was a priority.
o Were safety needs at any time overlooked?
o What problems might have occurred as a result of this oversight?
o How can you prevent these omissions from occurring in the future?
Summary Phase
What would be your “take away” from this experience?
Summarize the identified strengths and weakness
Remind students that the evaluations are important for future simulation experiences
Remind students that the evaluations are taken seriously by faculty
21 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
Simulation Debriefing Tool
Course and Student Learning Outcome:
Simulation Student Learning Objectives:
1.
2.
3.
4.
Reaction Phase Understanding Phase Summary Phase
22 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
Evaluation Procedures
All simulation based activities will include an element of evaluation based on the learning objectives.
Participating students will complete the Student Simulation Evaluation tool. Upon completion of the debriefing
session, the faculty will distribute the evaluation tool with the following instructions:
“The feedback you provide will remain anonymous. Do not put your name on the evaluation. Upon
completion, please place the evaluation in the provided envelope, seal and deliver to the program
administrative assistant. The evaluations will be compiled into a summary report. This summary report
will be given to the course faculty.”
The procedure for doing in-class evaluations includes:
a. Designate a student to distribute and collect all hard copies of the evaluation.
b. Place completed evaluations in a plain manila envelope with the course name on the envelope.
c. Give these evaluations to the administrative assistant.
Faculty will provide participant assessment/evaluation using the Creighton Competency Evaluation Instrument
(CCEI).
https://nursing.creighton.edu/academics/competency-evaluation-instrument/training
Evaluation:
A broad term for appraising data or placing a value on data gathered through one or more measurements.
It involves rendering a judgement including strengths, and weaknesses. Evaluation measures quality and
productivity against a standard of performance.
Formative Assessment:
Assessment wherein the facilitator’s focus in on the participants’ progress toward goal attainment; a
process for an individual or group engaged in a simulation activity for the purpose of constructive
feedback for that individual or group to improve.
Summative Evaluation:
Information provided by a facilitator regarding aspects of performance that are associated with the
assignment of a grade, demonstration of competency, merit pay, promotion, or certification. It usually
involves setting of expectations and standards; systematically gathering, analyzing, and interpreting
evidence; and using resulting information to document, explain, or improve performance.
High-Stakes Evaluation:
An evaluation process associated with a simulation activity that has a major academic, educational, or
employment consequence (such as a grading decision, including pass or fail implications; a decision
regarding competency, merit pay, promotion, or certification) High Stakes refers to the outcome or
consequences of the process.
(Source: Standards of Best Practice: Simulation Standard I: Terminology, 2013)
23 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
Student Simulation Evaluation
Instructions: The feedback you provide will remain anonymous. Do not put your name on the evaluation. Upon completion, please place the evaluation in
the provided envelope, seal and deliver to the program administrative assistant. The evaluations will be compiled into a summary report. This summary
report will be given to the course faculty.
Please rate the following statements on the scale provided and explain answers on the back.
Curricular Concepts –
Evaluation Criteria
Statement Strongly
Agree
Agree
Neutral Disagree
Strongly
Disagree
Learning Objectives The simulation learning objectives were clear to me.
Learning Environment I felt supported throughout this simulation experience.
Debriefing The feedback provided during debrief was learning objective driven.
The feedback provided during debrief incorporated evidence base
practice.
I actively participated in the debriefing session.
Simulation Fidelity The scenario resembled a real-life situation.
Leadership This simulation improved my leadership skills.
Professionalism This simulation improved my level of professionalism.
Critical Thinking I was challenged in my thinking and decision-making skills.
Communication/Collaboration I collaborated effectively with my peers during the simulation.
Safety This simulation improved my ability to provide safe nursing care.
Informatics & Technology The incorporation of information technology into the simulation
improved my overall understanding of informatics & technology
Patient Centered Care This simulation improved my ability to provide basic care and
comfort to a client.
Health Promotion/Disease
Prevention
This simulation provided an opportunity to implement health
promotion disease prevention principles.
Quality Improvement This simulation improved by understanding of quality improvement.
Describe the best or most useful parts of the simulation:
24 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
Describe the least useful parts of the simulation and how they could be improved:
Describe your overall satisfaction with the simulation as a learning experience.
25 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
MARGARET A. CARGILL NATURAL SCIENCES AND HEALTH BUILDING
SAFETY AND EMERGENCY PROCEDURES
All occupants are required to wear shoes at all times.
The Cargill Building has 6 fire extinguishers located on MACs 3rd floor. The Skills Laboratory is
equipped with an eye wash system. Also in the front lobby is a NOAA radio for up-to-date weather and
other environmental conditions.
In Case of Fire: All occupants are to evacuate the building through the nearest safe exit and meet at the
west side side (out 3rd floor doors to Main Street).
In Case of a Tornado Warning: All occupants are to move to 1st floor (central location with no
windows). Remain in the lowest level of the room.
In Case of a Campus Threat: http://catalog.berea.edu/en/Current/Student-Handbook/Student-
Rights-and-Responsibilities/Campus-Safety-and-Security
Public Safety has posted information at: https://www.berea.edu/public-safety/policies/emergency-response-
and-evacuation-policy/
In Case of a Campus Threat (intruder/terrorist attack): Public Safety will send a mass email and text
message with specific instructions for Campus safety.
SHARPS AND BIO-WASTE POLICY
1. Only Sharps (needles, syringes with needles and lancets with safety engaged are to be placed in the Red
Sharps containers).
2. Glass vials and ampules must be placed in the container labeled “Ampules and Vials”. They are NOT to
be placed in the Red Sharps Container.
3. Broken Glass must be placed in the container labeled “Broken Glass”. These containers are in all
simulation rooms/labs.
4. Simulated blood in blood collection tubes should be treated as real labs. They should be labeled and
placed in Lab transport bag. When the specimen is ready to go to the lab, place the bagged specimen in
the basket labeled “Labs”. They will be properly disposed of by simulation lab staff.
5. Cotton balls, alcohol pads, gloves used for real finger sticks, simulated medication patches, bandages or
band aids of any kind with actual/fake blood, fake blood fluids and fake bloody disposable under pads
must be placed in the container with a Red Bio-Hazard bag. Gloves, gowns and any other PPE worn
during simulated patient care with fake blood must be in the Red Bio-Hazard bag. All other PPE along
with packaging, wrappers, and non-bloody gloves can be disposed of in regular trash.
6. All hand-made medication simulation labels must clearly state the word “Simulated” on the label.
Faculty approved August 23, 2017, updated version added to Student Handbook on 8/28/17
Faculty approved August 22, 2018, updated version added to Student Handbook on 8/22/18
26 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
BIOMEDICAL SAFETY & DISPOSAL POLICY
Occupational Safety and Health Administration (OSHA) requirements - do not recap needles before placing them
in the Sharps containers. Needles with activated safety devices are to be placed in the sharps container.
https://www.osha.gov/dts/shib/shib101503.html
Material Safety Data Sheets (MSDS) for all chemicals utilized in the Nursing Clinical Skills Laboratory are
located in room 106.
An Eye/Face Wash Station is located in the Nursing Clinical Skills Laboratory.
Biomedical Waste Disposal:
Ampules and Vials from the labeled container and all fake Laboratory blood tubes are to be emptied of fluids and
placed in the broken glass container by simulation lab staff.
Broken Glass Containers will be picked up from the nursing labs upon notification to Leslie Kaylor.
Biohazard bags and sharps containers will be removed from the labs as needed by simulation lab staff/TA’s and
taken to the basement floor of this building and turned over to Andrew Garrett (lab manger) for disposal.
Admissions and Hiring
No prospective student, faculty member, or staff member will be refused admission or employment solely
because of a positive reading on diagnostic tests for infectious disease. Further, no HIV screening of potential
candidates will be required for either admission or employment. Specifically, candidates will not be asked for
their HIV antibody status, if known, and will not be required to submit to HIV testing if their antibody status is
not known. Persons desiring to be tested voluntarily will be referred to the Madison County Health Department
or the White House Clinic.
Once admitted (students) or employed (faculty), persons known to be HIV positive will not be discriminated
against in terms of access to usual and normal student or employee activities and privileges over which the
Nursing Program has control.
Agency Requirements for Clinical Faculty
Faculty are expected to comply with all agency immunization requirements, any other documentation, and
orientation. Should a faculty member be allergic to the required vaccines, a statement to that effect from a
healthcare provider must be submitted to the Nursing Program.
International Honor Society of Nursing
Berea College Junior and Senior Nursing Students who are in the top thirty-five percent of their cohort and have
maintained an overall GPA of 3.0 may be invited to join the Sigma Theta Tau International Honor Society of
Nursing, Delta Psi Chapter. A Faculty Counselor for Berea College is elected by Delta Psi Chapter members.
27 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
Berea College Association of Student Nurses (BCASN)
Berea College Association of Student Nurses (BCASN) is an organization comprised of all nursing majors. A
nursing student is automatically a member upon considering nursing as a major. Upperclassmen provide
mentoring to underclassmen nursing majors. The Organization meets monthly throughout the academic year.
Officers are elected each Spring for the following year. The organization elects a faculty sponsor each year. The
Student Handbook outlines BCASNs constitution in detail.
Caring Connections
To improve student academic performance and professional development, each senior nursing student will be
paired with a faculty member. At the beginning of a nursing student’s senior year, a nursing faculty member will
meet with student(s) weekly for one to two hours to focus on NCLEX content and test questions. Faculty will
track attendance at meetings and student participation is mandatory (Faculty & Curriculum Minutes, October 16,
2013). See Appendix I for the NCLEX-RN Test Plan Self-Assessment Worksheet that each senior should
complete.
Alumni-Student Mentoring: Achieving Excellence in Nursing for Appalachia and Beyond
The Berea College Alumni-Student Mentoring program matches currently enrolled junior and senior nursing
students with volunteer alumni mentors. This alumni-student relationship is for the purpose of career advising,
networking, enhancing communication skills and developing the professional nurse role. The goals of the Alumni
Student Mentoring Program are as follows:
1. Explore career choices in nursing.
2. Practice professional communication skills with nursing alumni.
3. Discuss the networking and how it may enhance collegial relationships.
4. Explain role expectations of the professional registered nurse.
5. Discuss practice issues relevant to the professional registered nurse.
During the fall semester, the Alumni-Student Mentoring committee (comprised of nursing faculty, staff, and
alumni) match the student with an alumnus. This program typically involves a one to two-year commitment, from
the time of the initial contact between a nursing student and alumni mentor to three months after graduation,
depending on whether the student is enrolled in junior or senior courses. See Appendix J for more information.
Berea College Nursing Magazine
The Nursing Magazine is to communicate the success of the students and highlight program initiatives to
prospective students, current students, alumni, faculty, Board of Trustees and the community. The Magazine
Committee is comprised of a Nursing faculty sponsor and volunteer student editor(s). The Newsletter Committee
volunteers serve for one-year.
28 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
Teaching Assistant (TA) Labor Positions
Through the college labor program, the nursing department is allotted five regular ten hour teaching assistant
positions and one administrative assistant ten hour position. Criteria for teaching assistant positions:
1. Junior or senior level nursing students
2. B or better in NUR 225 and a B or better NUR 226 at midterm.
3. Faculty ranking on: honesty, dependability, ability to communicate effectively via written and verbal
means, clinical performance, ability to work with minimal supervision, ability to manage conflict and
ability to maintain confidentiality
4. Faculty and TA recommendations
5. Interview by supervisor, the Nursing Clinical Skills Laboratory Coordinator (NCSLC)
Each year near the end of the spring semester nursing students are notified of the call for applications.
Applications are initially reviewed by the NCSLC who also interviews each applicant. Applications and data from
interviews are presented to faculty who rank each applicant on the criteria in #3 above. Based on these data,
faculty selects applicants for the TA positions. Beginning the fall of the next academic year, new TAs receive an
orientation from the NCSLSC.
Vehicle Reservation Procedure
The Nursing Program has a vehicle allocated for faculty and student use. Additional vehicles are available
through Motor Pool. All vehicles are reserved through the administrative assistant. In the absence of the
Administrative Assistant, the faculty will contact Mopor Pool directly for vehicle reservation. To become a
college approved driver, faculty, staff, students, and volunteers must complete a Driver Authorization Form (see
Appendix K) and return the completed form to Motor Pool in the Public Safety office or at CPO 2184. Driver
authorization forms should be returned at least a week before being scheduled to drive. Driver authorization
approval is the only requirement for students, faculty, and staff over the age of 26.
At the beginning of the semester, faculty must submit a list of vehicle requests to the Administrative Assistant
who will make reservations with Motor Pool. Faculty members will be copied on the request and confirmation.
Motor Pool requires all College Departments to submit a request for vehicle availability at least 24 hours in
advance.
Documentation requirements include: log beginning and ending mileage, destination and initials. Please turn in
gas receipts to Motor Pool or Administrative Assistant (if Nursing vehicle was reserved) upon return. Faculty are
asked to gas up the vehicle upon return, simply go to a major gas station, swipe Fleet credit card, type in mileage
on the keypad, and key in pin code (6384), which is written in the log book on the front cover. Please let the
Administrative Assistant know of any mechanical concerns and return keys and log as quickly as possible upon
return.
Although faculty are encouraged to reserve Motor Pool vehicles for College related business, there are situations
where personal vehicles must be driven. In this case, please log mileage on a Travel Expense Report in Chrome
River; simply go to Berea College VP Office of Accounting; choose “ChromeRiver” button at bottom of page;
choose “New” and fill out an Expense Report, choosing “Ground Transportation” then “Mileage” attaching a map
for mileage documentation. This form will be automatically sent to Berea’s Finance Department, then submitted to the Nursing Chair for approval, then financial reimbursement.
29 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
APPENDIX A
Mission, Vision, Goals, Student Learning Outcomes Revised 11-7-17 Mission: In keeping with the learning goals articulated in Being and Becoming Berea College in the 21st Century and the Great Commitments of Berea College, the mission of the
Baccalaureate Nursing Dept. is to prepare students with great promise and limited economic resources from Appalachia and beyond for professional nursing in a changing practice
environment. The Department prepares students as leaders, lifelong learners and advocates for health, providing a strong foundation for graduate study in nursing.
Curricular concepts: 1. Liberal education, 2.Patient centered care, 3.Professionalism, 4.Leadership & health policy, 5. Informatics & technology, 6.Interprofessional communication &
collaboration, 7. Safety, 8. Quality improvement, 9. Evidence based practice, 10. Health promotion & disease prevention
BC Common Learning
Goals Being & Becoming
Division I
Goals Program Goals Student Learning Outcomes (Competencies) Concept AACN QSEN
1. Develop the critical
intellectual ability to
address complex problems
from multiple perspectives
and nurture moral growth
with a commitment to
service;
1. 2. Understand the
relationship between
humans and the natural
world and consider both
the benefits and
limitations of science and
technology;
2. 3. Explore our individual
roots and our shared
American culture and
know and respect cultures
from around the world;
4. Educate students,
faculty, and staff to be
creative, independent
thinkers and encourage
collaboration and
teamwork in learning and
working.
1. Teach
Students To
Be Innovative
Problem
Solvers
2. Practice
Inter-
disciplinarity
3. Use
Research-
Based High-
Impact
Practices
4. Emphasize
Sustainability
5. Commit to
College’s
Great
Commitments
1.Prepare graduates
for professional
nursing practice in a
changing healthcare
environment (BCLG
1, 2, 4), (D 1-3, 5)
2. Prepare graduates
for community
engagement and
health advocacy for
Appalachia &
beyond. (BCLG 3; D
2, 4, 5)
3. Prepare graduates
for lifelong learning,
graduate study &/or
leadership positions
in nursing. (BCLG 4)
(D 1, 5)
1a.Ninety-percent (90%) of students will successfully manage care for a
group of patients that approximates a Graduate Nurse generalist’s
workload.
1b.Ninety-percent (90%) of students will deliver compassionate patient-
centered, evidenced-based nursing care that respects patient and family-
care practices.
1c. Eighty-five percent (85%) of nursing students will achieve HESI RN-
Exit score >900.
1d. Graduating senior respondents will rate “acquiring knowledge and
skills needed for a career” at a mean of > 4.0 on scale of 5 on College
Outcomes Survey to Graduating Seniors (COSGS).
2. Ninety-percent (90%) of students engage in community projects &
health advocacy, focused on health promotion & disease prevention across
the lifespan.
3a. Graduating senior respondents will rate “Build a framework to organize
my learning…” at mean of > 4.0 on 5 scale on COSGS.
3b. Graduating senior respondents will rate “Become more independent
self-directed learner” at mean of > 4.0 on 5 scale on COSGS.
3c. Graduating senior respondents will rate “Develop leadership skills” at
mean of > 4.0 on 5 scale on COSGS.
3d. Employer respondents will rate new graduates at a mean of > 4.0 on 5
scale on the Employer Evaluation of Graduates Survey.
1-10
1-10
1-10
1-10
1, 2, 3, 4, 5,
6, 10
1,3,4, 6, 9
Faculty
approved
1/11/16;
Revised
8/15/16;
9/28/16;
3/24/17
II - IX
I-IX
I-IX
I-IX
I, II, IV-
IX
I, II, III,
VI, VIII,
IX
1-6
1-6
1, 2, 3,
4
1,2,
3,4
1, 2, 3,
6
2, 3
30 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
Appendix B
Course Syllabus Template
NUR XXX Course Title
SYLLABUS
Term Year
TITLE: NUR XXX (Course Name)
CREDITS:
PLACEMENT: Term Level (Fall Junior Level)
PREREQUISITE: (List all)
TIME:
PLACE:
Course Faculty:
Faculty Name and credentials, Title
Office: Hafer-Gibson Building, room XXX
Phone: 859 985 XXXX
Office Hours: Specify
Course Goal:
Course Description:
Student Learning Outcomes:
Upon the completion of the course the student will be able to:
Required Textbooks and Other Materials:
Recommended Textbooks:
Teaching/Learning Methods:
Evaluation Methods:
Evaluation of Final Grade:
TESTING ASSIGNMENTS (80% course grade)
List these
NON-TESTING ASSIGNMENTS (20% Course grade)
List these
31 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
Berea College Nursing Program Testing and Grading Policy: Copy/paste policy from Student Handbook or reference
it
HESI Remediation Policy: Copy/paste policy from Student Handbook or reference it
Grading:
Nursing Grading Scale
92-100 A
83-91 B
77-82 C
70-76 D
<70 F
Attendance:
Use of Moodle:
Classroom Laptop and Cell Phone Policy: Copy/paste from Student Handbook or reference it
Disability Statement: Include statement or link to Berea College Disability Policy and Procedures
Weekly Topical Outline:
Rubrics for Non-Testing Assignments
32 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
Appendix C
Clinical Evaluation Tool Template
Berea College
Baccalaureate Nursing Program
Clinical Evaluation Tool
NUR XXX: Title
Name of Student Student ID # Semester/Year
Agencies and Sites: Absences
Guidelines for Clinical Grading: All clinical performance criteria must be satisfactorily met in order to receive a satisfactory grade at mid-term and at the end
of the clinical experience.
Satisfactory (S) - Demonstrates all of the following behaviors:
Competent in performance at the level of a [fill in semester and level] nursing student. Shows appropriate level of independence while providing client care.
Demonstrates satisfactory progress in meeting Clinical Performance Criteria as evidenced by performance and written work. By the end of the course
satisfactorily meets all Clinical Performance Criteria and Student Learning Outcomes. Is prepared for clinical experiences, follows instructions, and performs
safely at all times.
Unsatisfactory (U) - Demonstrates one or more of the following behaviors:
Unable to show competence at the level of a [fill in semester and level] nursing student. Fails to demonstrate satisfactory performance meeting one or more
Clinical Performance Criteria as evidenced by performance and/or written work. Lacks appropriate level of independence while providing client care. Is ill-
prepared, fails to follow instructions and/or perform safely.
Note: Endangering client safety (physical or psychological) by not performing at the level of a reasonably prudent student may constitute grounds for dismissal
from the Nursing Program at any point in the semester.
The following table includes the NUR XXX Student Learning Outcomes and Clinical Performance Criteria for each outcome. By the end of the course
students must satisfactorily meet all Student Learning Outcomes.
1: [These are the same as the Student Learning Outcomes for the course derived from the 10 curricular concepts.]
33 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
PERFORMANCE CRITERIA: The student will:
Mid-Term
Date
Final Date
1. [These Performance Criteria are course-specific.] S U S U
2. S U S U
Comments:
2:
PERFORMANCE CRITERIA: The student will:
Mid-Term
Date
Final Date
1. S U S U
2. S U S U
Comments:
3.
PERFORMANCE CRITERIA: The student will:
Mid-Term
Date
Final
Date
1. S U S U
2. S U S U
Comments:
MID-TERM CLINICAL GRADE/EVALUATION:
SUMMARY/COMMENTS: The student has/has not made satisfactory progress in meeting clinical performance criteria and course objectives. If the
student is not making satisfactory progress, specify the student learning outcome and criteria not being met.
See attached Unsatisfactory Clinical Evaluation Form (if applicable)
34 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
FACULTY: _________________________________________DATE: _______________
STUDENT: _________________________________________DATE: _______________
FINAL CLINICAL GRADE/EVALUATION
SUMMARY/COMMENTS:
See attached Unsatisfactory Clinical Evaluation Form (if applicable)
FACULTY: _________________________________________DATE: _______________
STUDENT: _________________________________________DATE: ______________
35 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
Appendix D
Notification of Failure to
Remediate Tests with Grades Less than 77%
Student: ____________________________________
As you are aware, the Nursing Program testing policy states “All students must achieve a minimum 77% test
grade average (80% course grade) before other measures of assessment are included. If the students fail to achieve
the minimum 77% test average, the final course grade will be calculated based on the test score average.”
Any student who achieves less than 77% on any exam is required to meet with the faculty member one-on-one
prior to the next scheduled exam. This mandatory meeting provides the student the opportunity for individual test
analysis as well as recommendations for study strategies and test success. Your success in the nursing program is
important to all of us and the faculty are committed to assisting you in this process. This letter constitutes written
notification of failure to comply with this requirement and a copy will be submitted to your academic advisor with
the original placed in your nursing program academic file.
Course
Offense Date
Comments (optional)
NUR 225
NUR 226
NUR 230
NUR 301
NUR 351
NUR 352
NUR 350
NUR 355
NUR 400
NUR 448
NUR 449
Faculty Signature: __________________________ Date: ______________________
Student Signature: __________________________ Date: ______________________
36 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
Appendix E
HESI Remediation
Student Name: __________________________________________ Date: _____________
Course Name: __________________________________________
***Include screenshot of HESI score and Remediation Materials
Required Remediation:
Specialty Area:___________________________
o Sub-Section:__________________________ # of Study Materials:_______
37 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
**Include a screenshot the Materials listed in this section. All items should be listed as “VIEWED”
Material 1: ________________________________________________
List 2-3 bullet points of information gathered from this section.
38 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
Appendix F
HESI Summary
HESI Analysis Template
Course: NUR 448
Date HESI Taken: 12/11/2013
Mean Score: 843
Range: 561 – 1110
Overall Performance Level # Students % Students
Recommended Performance: Scored above 900 4 36%
Acceptable Performance: Scored 850-899 1 9%
Below Acceptable Performance: Scored 750-849 4 36%
Needs Further Preparation: Scored below 750 2 18%
Item Scores (only scores <850 are reported)
Item Score
# Items in
Category Comments
Nursing Process Assessment
Analysis
Planning 791 12
Implementation
Evaluation 763 7
AACN Curriculum
Categories Core Categories
Assessment 808 27
Critical Thinking 840 49
Communication
Technical Skills 846 34
Core Knowledge
Ethics
Global Health Care System 763 10
Hlth Promo/Risk/Prvnt 844 45
Illness & Disease Mgmt
39 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
Info & Hlth Care Tech
Hlth care System & Policy
Human Diversity
Role Development
Manager of Care 825 25
Member of Profession
Provider of Care 845 43
Quality & Safety
Education QSEN Patient-centered Care
Dimensions of Patient Care 843 50
Pain and suffering 834 43
Safety and Quality
Ethical Legal
Effective Communication
Teamwork and Collaboration
Member of a Team 843 50
Scope of Practice 797 21
Communication 806 23
Systems/Team Functions 827 30
Evidence-based Practice
Research and EBP 843 50
Quality Improvement (QI)
Safety
Basic Safety and Design 846 48
Culture of Safety & Monitoring
National Patient Safety Resources 832 41
Informatics
Exam Results: Items with <= 50% correct
Item number Specialty Area and Topic
Institution
Results
National
Results Comments
1 Community Hth - Cardiovascular - CV disease - African American 45.5% 81.0%
5 Community Hth/ Fundamentals/ Medical Surgical - Basic Nursing 45.5% 68.0%
40 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)
7 Community Hth/ Fundamentals/ Pediatrics - Basic nursing skills/safety - rash
with fever – PEDI
27.3% 43.0%
9 Community Hth/ Fundamentals/ Pediatrics/ Professional Issues - BasicNursing
Skills/ Safety/ Leadership - Neighborhood safe houses
27.3% 63.0%
22
Community Hth/ Pediatrics - Neurological - School nurse - heat intolerance
9.1% 0.0%
23 Community Hth/ Pediatrics - Reproductive - Genital Herpes - adolescent 45.5% 0.0%
31 Community Hth/ Professional Issues - Leadership - Advisor role 45.5% 44.0%
35
Community Hth/ Professional Issues - Leadership - Community resources - rural
45.5% 72.0%
48 Community Hth/ Professional Issues - Research/ Theory - Voluntary agency
36.4% 61.0%
51 Community Hth/ Professional Issues/ Medical Surgical - Legal/ Ethical - HF -
home care
45.5% 45.0%
53 Community Hth/ Psychiatric/ Mental Hlth/ Geriatrics - Depress/Grief - Goal
setting
45.5% 61.0%
54 Community Hth/ Psychiatric/ Mental Hlth/ Pediatrics/ Professional Issues -
Anxty/ Commictns/ Legal/ Ethical - School nurse - abd pain
45.5% 0.0%
Notes:
Testing Policy: The Nursing Program began implementing a new testing policy for nursing courses during Fall 2013. This policy requires 80 percent of the
course grade to be from objective measures, such as exam, quizzes, and HESI. This was a major change for this course, which previously did not include any
exams or quizzes in its evaluation methods, relying instead on papers, projects, and presentations. Furthermore, the new testing policy required the HESI test
be worth at least 20 percent of the course grade. Previously, this course did not assign any evaluation weight to the HESI exam.
Only one version of the HESI test is available for this course.
Lack of study materials for Community Hesi: Prep U unavailable for this course; Saunders NCLEX Review book lacks section for community.
41
APPENDIX G
Berea College Baccalaureate Nursing Program
Curriculum Plan 4-Year 2018-2019 (10 08 18)
NUR 15.5 credits
Outside Major 20.5 credits
Minimum credits for graduation 36 credits
Includes 6 required perspectives & Practical Reasoning Quantitative Perspective MAT 104
PSY 100 meets Practical Reasoning Perspective and Social Science Perspective
Fall Term (4.5 credits)
GSTR 110 (1) Writing I
WEL 101 (.5) Principles of Wellness I
PSY 100 (1) General Psychology -Meets Practical
Reasoning & Social Science Perspective credits
Perspective (1) or NUR 110 (1) Certified Nurse Aide
Preparation
Perspective (1)
Spring Term (4.5 credits)
GSTR 210 (1) Writing II
BIO 101 (1) Human Anatomy & Physiology I
CHM 113 (1) Allied Health Chemistry - Meets
partial GSTR 332 credit
WEL 102 (.5) Principles of Wellness II
Perspective (1) or NUR 110 (1) Certified Nurse
Aide Preparation
Summer I
(1 – 1.5
credits)
Perspective
(1) required
Summer II
(1.5 – 2
credits)
Perspective
(1)
(optional)
Fall Term (4.5 credits)
BIO 102 (1) Human Anatomy & Physiology II - Meets
partial GSTR 332 credit
GSTR 310 (1) Understandings of Christianity
NUR 201 Introduction to Nursing Profession (.5)
NUR 225 (1) Essentials of Nursing Practice I
BIO 222 (1) Microbiology
Spring Term (4.5 credits)
BIO 207 (1) Pathophysiology
NUR 226 (1.5) Essentials of Nursing Practice II;
Meets Active Learning Experience
NUR 230 (1) Pharmacology
CFS 221 (1) Fundamentals of Nutrition
Summer I
(1 – 1.5
credits)
Travel
Abroad
Experience
(optional)
Course
outside
major (1)
(required)
Summer II
(1.5-2
credits)
Travel
Abroad
Experience
(optional)
Perspective
(1)
(optional)
Fall Term ( 4.25 credits)
NUR 301 (1) Maternity and Women’s Health
NUR 351 (1) Mental Health Nursing
MAT 104 Intro to Statistics – meets PRQ
requirement (1)
Perspective (1)
HHP (.25)
Spring Term (4.25 credits)
NUR 352 (.5) Nursing Research
NUR 350 (1.5) Adult Health Nursing I
NUR 355 (1) Pediatric Nursing
Perspective (1)
HHP (.25)
Summer I
(1 – 1.5
credits
Nursing
Internship
(optional)
Summer II
(1.5-2
credits)
Nursing
Internship
(optional)
Fall Term (4.5 credits)
NUR 400 (1.5) Adult Health Nursing II
NUR 448 (1) Community Health Nursing
GSTR 410 (1)
Perspective (1)
Spring Term (3 credits)
NUR 449 (1) Nursing Leadership and Management
NUR 450 (2) Synthesis and Complex Nursing Care
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Appendix H
Berea College
Baccalaureate Nursing Program
Criteria for New Clinical Agency
[Date]
Criteria Used to Ascertain Appropriateness of New Clinical Agency
Potential Site:
Course(s) anticipating use of clinical agency:
Contact information at site:
Accrediting body:
Accreditation date:
Unit(s) intended to be used in this facility:
List of agency clinical requirements including, but not limited to validation of: influenza, immunizations, criminal
background, child abuse, drug screen, CPR, HIPPA, OSHA.
How does agency require validation of these requirements?
How many students can be accommodated on the unit(s):
Is there conference space:
Orientation required for faculty/students:
Average census on this unit:
Driving time from Berea:
Does the unit(s) have sufficient learning experiences to allow students to meet clinical learning objectives:
Does this site participate in Bluegrass Planning:
Comments:
43
Appendix I Berea College
Baccalaureate Nursing Program
NCLEX-RN Test Plan Self-Assessment Worksheet
Please evaluate your knowledge level of each topic using the following Likert scale:
Safe and Effective Care Environment
Management of Care
0 1 2 3 4 5
None Little Below
Average
Average Above
Average
High
Advance Directives
Advocacy
Assignment, Delegation, Supervision
Case Management
Client Rights
Interdisciplinary Team Collaboration
Concepts of Management
Confidentiality/Information Security
Continuity of Care
Establishing Priorities
Ethical Practice
Informed Consent
Information Technology
Legal rights and Responsibilities
Performance Improvement/Quality Improvement
Referrals
Safety and Infection Control
0 1 2 3 4 5
None Little Below
Average
Average Above
Average
High
Accident/Injury/Error Protection
Emergency Response Plan
Ergonomic Principles
Handling Hazardous/Infectious Materials
Home Safety
Reporting of Incident/Event/Irregular Occurrence
Safe Use of Equipment
Security Plan
Standard Precautions/Transmission-Based
Precautions/Surgical Asepsis
Use of Restraints/Safety Devices
Health Promotion and Maintenance
44
0 1 2 3 4 5
None Little Below
Average
Average Above
Average
High
Aging Process
Ante/Intra/Postpartum/Newborn Care
Developmental Stages and Transitions
Health Promotion/Disease Prevention
Health Screening
High Risk Behaviors
Lifestyle Choices
Self-Care
Techniques of Physical Assessment
Psychosocial Integrity
0 1 2 3 4 5
None Little Below
Average
Average Above
Average
High
Abuse/Neglect
Behavior Interventions
Chemical and Other Dependencies/Substance
Use Disorder
Coping Mechanisms
Crisis Intervention
Cultural Awareness/Cultural Influences on
Health
End of Life Care
Family Dynamics
Grief and Loss
Mental Health Concepts
Religious/Spiritual Influences on Health
Sensory Perceptual Alterations
Stress Management
Support Systems
Therapeutic Communication
Therapeutic Environment
Physiological Integrity
Basic Care and Comfort
0 1 2 3 4 5
None Little Below
Average
Average Above
Average
High
Assistive Devices
Elimination
Mobility/Immobility
Non-Pharmacological Comfort Interventions
Nutrition and Oral Hydration
Personal Hygiene
Rest and Sleep
Pharmacological and Parenteral Therapies
45
0 1 2 3 4 5
None Little Below
Average
Average Above
Average
High
Adverse Effects/Contraindications/Side
Effects/Interactions
Blood and Blood Products
Central Venous Access Devices
Dosage Calculation
Expected Actions/Outcomes
Medication Administration
Parenteral/Intravenous Therapies
Pharmacological Pain Management
Total Parenteral Nutrition
Reduction of Risk Potential
0 1 2 3 4 5
None Little Below
Average
Average Above
Average
High
Changes/Abnormalities in Vital Signs
Diagnostic Tests
Laboratory Values
Potential for Alterations in Body Systems
Potential for Complications of Diagnostic
Tests/Treatments/Procedures
Potential for Complications from Surgical
Procedures and Health Alterations
System Specific Assessments
Therapeutic Procedures
Physiological Adaptation
0 1 2 3 4 5
None Little Below
Average
Average Above
Average
High
Alterations in Body Systems
Fluid and Electrolyte Imbalances
Hemodynamics
Illness Management
Medical Emergencies
Pathophysiology
Unexpected Response to Therapies
46
46
Appendix J
Alumni-Student Mentoring: Achieving Excellence in Nursing for Appalachia and Beyond
What is the purpose of the Nursing Alumni-Student Mentoring Program?
At Berea College nursing faculty believes that matching currently enrolled nursing students with alumni mentors
will be a mutually beneficial relationship for the purpose of career advising, networking, enhancing communication
skills and developing the professional nurse role.
What is the length of the commitment?
This program typically involves a one year commitment from the time of the initial contact between a nursing
student and alumni mentor to three months after graduation depending on whether the student is enrolled in junior
or senior courses.
What is the expectations of the time commitment?
Monthly communication via a method mutually agreed upon between the student and mentor. The methods may
include: text, telephone call, Skype call, in person meeting, or email.
Goals of the Alumni Student Mentoring Program:
Explore career choices in nursing.
Practice professional communication skills with nursing alumni.
Discuss the networking and how it may enhance collegial relationships.
Explain role expectations of the professional registered nurse.
Discuss practice issues relevant to the professional registered nurse.
Who do I contact if I have questions?
Monica Kennison, Susan V Clayton Chair of Nursing [email protected] (or)
Lori McKeel, Administrative Assistant, at [email protected] at 859.985.3380 (or)
Dale Barlow, Nurse Alumnus, at [email protected].
What is a mentor?
The concept of a mentor is familiar in the world of business, but more foreign to nursing. Mentors do more than
teach skills; they facilitate new learning experiences, help new nurses make career decisions, and introduce them to
networks of colleagues who can provide new professional challenges and opportunities. Mentors are interactive
sounding boards who help others make decisions.
We like the 5 core competencies of leaders and mentors developed for the Robert Wood Johnson Nurse Fellows
Program. The first competency is self-knowledge—the ability to understand and develop yourself in the context of
organizational challenges, interpersonal demands, and individual motivation. Mentors are aware of their individual
leadership strengths and have the ability to understand how others see them. Mentors are also aware of their personal
learning styles and are able to work with the different styles of other people.
The second competency is strategic vision—the ability to connect broad social, economic, and political changes to
the strategic direction of institutions and organizations. With strategic vision, mentors have the ability to identify
key trends in the external environment (e.g., reimbursement policies for hospitals, changing roles for men and
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47
women, changing patient demographics) and understand the broader impact of the environment on healthcare. With
this competency, leaders are able to focus on goals and advise wisely.
The third competency is risk-taking and creativity—mentors have the ability to be successful by moving outside
the traditional and patterned ways of success. They are able to identify creative responses to organizational
challenges and can tolerate ambiguity and chaos. The mentor is one who develops and sustains creativity and
entrepreneurship, encouraging others to take risks and turn mistakes into opportunities for growth.
The fourth competency is interpersonal and communication effectiveness. Great mentors have the ability to nurture
a partnership that is mutual and equal, not patriarchal or matriarchal. This skill set requires that mentors be able to
give the people they guide a feeling of being included and involved in the relationship. Mentors are great
communicators and also great active listeners. They avoid power struggles and dependent relationships and are
respectful of the people they guide. They nurture team performance and accountability and give the lifelong gift of
confidence.
The fifth competency is inspiration. Mentors are ultimately change-agents who create personal as well as
organizational changes. Change is always difficult, and mentors understand and address resistance to change and
build teams that can move from planning to action. Mentors encourage change by making others feel hopeful and
optimistic about the future. They are able to set a positive and constructive tone and are committed to facilitating
growth and career opportunities for others.
Mentees
Mentees will become successful in their roles more quickly when they listen actively to what is going on and are
willing to soak up as much learning as possible. Mentors are a rich source of knowledge—they’ve been there, done
that, and learned the critical pieces to perform successfully. Thus, mentees can gain a tremendous amount from an
effective mentoring relationship…Successful mentoring relationships are built upon trust, openness to self-
disclosure, affirmation, and willingness and skill in giving and receiving feedback. Mentoring involves a significant
expenditure of time and energy on the part of the mentor and especially the mentee. Living up to promises and
commitments to each other is extremely important to the relationship…Mentees learn to achieve a balance between
their own independence and reliance on the mentor. Over time, the independence will most likely dominate and the
relationship will change…After experiencing an effective mentoring relationship, mentees often feel refueled and
inspired to make a difference in their practice. Other benefits of mentoring for the mentee include:
Increased self-confidence
Enhanced leadership skills
Accelerated acclimation to the culture of the unit/facility
Advancement opportunities
Enhanced communication skills, especially with the interdisciplinary team
Reduced stress
Improved networking ability
TABLE 1 Attributes Needed for a Successful Mentoring Relationship
Mentor Attributes Mentee Attributes
Commitment to support another Commitment to relationship
Respectful and liking of self Respectful and liking of self
Honesty, compassion, respect and belief in
others’ capabilities
Honesty, compassion, respect of others
Personal/professional ethics Personal/professional ethics
Energy, creativity, vision Energy and creativity
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48
Professional expertise and networks,
competence
Motivation to take initiative
Passion/goals for career Passion/goals for career
Challenging, yet realistic Realistic expectations/initiative
Ability to bring out the best in people; provide
a vision
Follow-through on decisions
Teaching and counseling skills Ability to create a vision
Flexible, open, available Strong self-identity
Leadership/critical thinking skills Willing to learn
Approachable, open to mutuality Flexible/open to receive help
Effective interpersonal skills Willing to learn critical thinking
Communication skills Approachable, open to mutuality
Storyteller/story listener Improve interpersonal skills
Communication skills
Storyteller/story listener
Talking points:
How long have you been a nurse?
What would you change?
Why did you go into nursing?
What helped you be successful?
What guidelines would you have for selecting my first nursing job?
References
Dracup, K. & Bryan-Brown, C. (2004). From novice to expert to mentor: Shaping the future. Accessed July 26,
2017 at http://ajcc.aacnjournals.org/content/13/6/448.full.
Hnatiuk, C. N. (2014). Mentoring nurses toward success. Minority Nurse.com. Accessed July 26, 2017
athttp://www.minoritynurse.com/article/mentoring-nurses-toward-success.
49
49
Appendix K
DRIVER AUTHORIZATION APPLICATION
Department: ________________ CPO:_______________ Date Submitted: _____________ Extension:___________
DRIVER AUTHORIZATION APPLICATION (APPLICATION MUST BE APPROVED PRIOR TO DRIVING)
REVISED: 04/02/2008
Return this form with a copy of your driver's license to: Public Safety, Room 105 Woods-Penniman Building. This form
shall be completed by persons who may, for any reason, need to drive a Berea College owned vehicle, or a vehicle leased or
rented to conduct college business, regardless of their status as an employee (e.g. faculty, staff, etc.), student, student-
employee, or volunteer. COMPLETE THIS FORM EVEN IF IT IS ONLY A POSSIBILITY THAT THE
AUTHORIZATION MAY BE NEEDED IN THE FUTURE. You will then be assured of your authorization should the need
arise for you to drive. The information contained in this form will be kept confidential and will be used to determine
applicants driving history. Carefully read this and provide the following information:
PERSONAL INFORMATION (Please print and use ink only)
FIRST NAME: ___________________________________________MIDDLE INITIAL:__________ LAST
NAME:____________________________
ADDRESS:___________________________________________________________________________________________
___________
ADDRESS ON DRIVER'S LICENSE-
_________________________________________________________________________________________
STREET # OR P.O. BOX (INCLUDE APT. NUMBERS, ETC.):
CITY: _______________________STATE: __________________ZIP CODE:____________________
DAYTIME PHONE #_____________________________BIRTH DATE:_________________________
COLLEGE STATUS (Please check one):
STUDENT:_________FACULTY/STAFF:_________VOLUNTEER:_________
LICENSE INFORMATION LICENSE NUMBER: ______________________________EXPIRATION DATE:________________________
ISSUED BY THE STATE OF: ________________________DRIVER'S LICENSE CLASS/TYPE:_______________
List driving violations, if any (excluding parking tickets), and describe any accidents in which you have been involved in the
past three (3) years. If none, please indicate by stating "None".
____________________________________________________________________________________________________
____________________________________________________________________________________________________
_
AGREEMENT I agree to abide by all laws and regulations pertaining to the operations of motor vehicles, as well as, Berea College policy
and driving regulations. I agree to a check of my driving record for purposes of approval of this driver authorization. I also
understand that my driving record will be checked at least annually to keep this information current. I understand that in the
event of an accident while driving a college owned vehicle, I may be required to take and successfully pass a screening for
alcohol and/or drugs. To the best of my knowledge, the information on this application is correct. I understand that any
misrepresentation or falsification of information may be sufficient cause for rejection of motor vehicle driving privileges at
Berea College. I understand that any negative change in the status of my driving record must be reported to the college within
10 days of the incident and may result in the revocation of the privilege of driving a College-owned vehicle.
SIGNATURE OF APPLICANT:___________________________________________ DATE:_____________________
----------------------------------------------------------------------------------------------------------------------------- -----------
(Please do not write below this line)
FOR OFFICE USE ONLY APPROVED:
DATE SUBMITTED:_____________________ REVIEWED BY:________________________
This form can be found in Public Folders, under Public Safety
50
50
Appendix L
Clinical Learning Contract
Student Name:
Related Course Student Learning Outcomes
Outcome #1 Demonstrate self-care, professionalism, accountability, and beginning competence when
providing care for adult patients
Criteria #3 Adhere to DBGN policies and procedures
Outcome #2 Describe the ethical and legal issues of professional nursing
Criteria #1 Maintain confidentiality of all clinical information
Criteria #3 Identify legal issues encountered in the clinical setting
Summary of Unsatisfactory Behaviors
On the first day of clinical the instructor had stressed the importance of no student ever leaving the hospital with
paper work that included patient identifiers such as full name, copies of kardex, or other medical records.
Students were educated regarding the HIPPA Law and what constituted a breach in patient confidentiality,
including but not limited to the above-mentioned information leaving the hospital, pictures, and verbal breach of
confidentiality. The instructor reinforced this instruction several times throughout the semester, and reminding
students to shred any documents before leaving. On 4/9/2012 I went into the conference room and noted a pile of
paper work on the table. Upon further investigation it was noted that pt information from previous days along
with math and other forms used in clinical were included with X name written on the top of several of the papers.
I spoke with X after clinical. KX admitted to taking the papers home stating that she had forgotten the rules and
that was not meant to be malicious but rather to use information for the betterment of her data collection
information. She apologized, said that she knows that it was wrong and a HIPPA violation.
Expected Student Performance Criteria with time frame for Completion
The remainder of the semester X will turn in all forms that have the come from the patient chart and that include
any patient identifiers to the instructor at the end of the clinical day
1. Satisfactorily meet all objectives for this course, in addition to:
No further HIPPA violations
Consequences for failing to perform expected criteria will be:
With the next incidence, student will be unsatisfactory for the clinical component of this course. Resulting in
clinical failure and a course grade no higher than “D”.
Student comments:
Student Signature_____________________________________Date______________________
Faculty Signature _____________________________________Date______________________
Witness Signature_____________________________________Date______________________