Faculty Approved: 9 06 18 - berea.edu · Job Description/Title, Course Syllabi, Class/Clinical Schedule, Course Schedule, BC Calendar (Monica Kennison, Susan V. Clayton, Nursing Chair)

1 |Berea College Dept of Nursing FACULTY Handbook (9 06 18)

Faculty Approved: 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

•


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


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,


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


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.

http://www.hopkinsmedicine.org/som/faculty/policies/facultypolicies/code_of_professional_conduct.html

http://www.hopkinsmedicine.org/som/faculty/policies/facultypolicies/code_of_professional_conduct.html

http://catalog.berea.edu/en/Current/Faculty-Manual/Personnel-Policies-for-Faculty

http://catalog.berea.edu/en/Current/Faculty-Manual/Personnel-Policies-for-Faculty

http://catalog.berea.edu/en/Current/Faculty-Manual/Personnel-Policies-for-Faculty/Consideration-for-Tenure/Tenure-Review-Standards

http://catalog.berea.edu/en/Current/Faculty-Manual/Personnel-Policies-for-Faculty/Consideration-for-Tenure/Tenure-Review-Standards


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

https://ps-arms-vm.berea.edu/

mailto:[email protected]


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.

http://catalog.berea.edu/en/Current/Faculty-Manual/Professional-Responsibilities-and-Related-Faculty-Matters/Teaching-Load

http://catalog.berea.edu/en/Current/Faculty-Manual/Professional-Responsibilities-and-Related-Faculty-Matters/Teaching-Load

http://catalog.berea.edu/en/Current/Faculty-Manual/Search?q=workload


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”

https://www.hesiinet.com/


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”


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


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.

http://catalog.berea.edu/2014-2015/Shared-Content/Academic-Honesty-Dishonesty


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


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.

https://www.berea.edu/curriculum-and-advising/resources-advising-approaches/

https://www.berea.edu/curriculum-and-advising/resources-advising-approaches/

http://catalog.berea.edu/en/Current/Faculty-Manual/Selected-Institution-Wide-Policies/Harassment-Policy/Reporting

http://catalog.berea.edu/en/Current/Faculty-Manual/Selected-Institution-Wide-Policies/Harassment-Policy/Reporting


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)

http://www.lrc.state.ky.us/kar/201/020/320.pdf


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.


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


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.


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



Simulation Debriefing Tool

Course and Student Learning Outcome:

Simulation Student Learning Objectives:

1.

2.

3.

4.

Reaction Phase Understanding Phase Summary Phase


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)

https://nursing.creighton.edu/academics/competency-evaluation-instrument/training


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:


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.


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

http://catalog.berea.edu/en/Current/Student-Handbook/Student-Rights-and-Responsibilities/Campus-Safety-and-Security

http://catalog.berea.edu/en/Current/Student-Handbook/Student-Rights-and-Responsibilities/Campus-Safety-and-Security

https://www.berea.edu/public-safety/policies/emergency-response-and-evacuation-policy/

https://www.berea.edu/public-safety/policies/emergency-response-and-evacuation-policy/


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.

https://www.osha.gov/dts/shib/shib101503.html


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.


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.

https://www.berea.edu/vpf/office-of-accounting/


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


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


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


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.]


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:


Mid-Term

Date

Final Date

1. S U S U

2. S U S U

Comments:

3.


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)


FACULTY: _________________________________________DATE: _______________

STUDENT: _________________________________________DATE: _______________

FINAL CLINICAL GRADE/EVALUATION

SUMMARY/COMMENTS:

See attached Unsatisfactory Clinical Evaluation Form (if applicable)

FACULTY: _________________________________________DATE: _______________

STUDENT: _________________________________________DATE: ______________


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: ______________________

http://www.clipartbest.com/checkbox-png

http://www.clipartbest.com/checkbox-png


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:_______


**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.


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


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%


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)


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


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)


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)


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

42

Appendix H

Berea College


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


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




47

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

48

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.

http://ajcc.aacnjournals.org/content/13/6/448.full

http://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:____________________________

EMAIL

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______________________