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Syllabus

KSPN Foundations of Nursing Clinical
PN115

YEAR:

2023-2024

CREDIT HOURS:

2.00

PREREQUISITES:

Practical Nursing Acceptance.

COREQUISITES:

None

COURSE NOTES:

This course is offered in the Fall semester for the full-time program and the Spring semester for the part-time program.

CATALOG COURSE DESCRIPTION:

An introduction to the skills required to practice nursing. The theoretical foundation for basic data collection and nursing skills is presented and the student is given the opportunity to demonstrate these skills in a clinical laboratory setting. Students are also given an opportunity to practice application of the nursing process to client-related situations.

HutchCC INSTITUTION-WIDE OUTCOMES:

  1. Demonstrate the ability to think critically and make reasonable judgments by acquiring, analyzing, combining, and evaluating information.
  2. Demonstrate the skills necessary to access and manipulate information through various technological and traditional methods.
  3. Demonstrate effective communication through reading, writing, listening, and speaking.
  4. Demonstrate effective interpersonal and collaborative skills.
  5. Demonstrate effective quantitative-reasoning and computational skills.

AREA OR PROGRAM OUTCOMES

  1. Provide nursing care that is relationship-centered, caring, culturally sensitive and based on the physiological, psychosocial, and spiritual needs of clients with commonly occurring health alterations that have predictable outcomes.
  2. Collaborate with the client and members of the interprofessional health care team to promote continuity of client care and shared decision making.
  3. Use current evidence as a basis for nursing practice.
  4. Use information and client care technology to support the delivery of safe, quality client care.
  5. Participate in quality improvement activities assessing their effect on client outcomes.
  6. Provide an environment that is safe and reduces risk of harm for clients, self, and others.
  7. Demonstrate accountability for client care that incorporates legal and ethical principles regulatory guidelines, and standards of nursing practice.
  8. Use leadership skills that support the provision and coordination of client care.

COURSE OUTCOMES AND COMPETENCIES:

  1. Practice focused assessment techniques on simulated and/or actual adult clients recognizing expected findings.
  2. Apply the nursing process to client care that is based on the physiological, psychosocial, and spiritual needs of clients and acknowledge their differences related to preferences, values, beliefs, and cultural differences.
    1. Describe the role of the nursing process in relation to the provision of client care.
    2. Apply principles of the nursing process to the focused assessment of the client, planning, implementation, and evaluation of client care.
    3. Provide nursing care that is relationship-centered, caring, culturally sensitive and based on the physiological, psychosocial and spiritual needs of clients with commonly occurring health problems that have predictable outcomes.
    4. Identify the uniqueness of each client related to preference, values, beliefs, and cultural differences.
  3. Describe the various roles of members of the interprofessional health care team, including nurse as advocate.
    1. Verbalize client-related information to be shared with designated members of the healthcare team.
    2. Identify situations that require knowledge/actions beyond the scope and practice of the LPN.
    3. Collaborate with client and members of the interprofessional health care team to promote continuity of care and shared decision-making.
    4. Describe client advocacy.
  4. Practice using effective verbal and non-verbal communication techniques with educators, peers, and clients.
    1. Practice interviewing skills to obtain an admission history from simulated and/or actual adult clients.
    2. Interact therapeutically in a goal-directed situation with a simulated and/or actual client.
    3. Communicate effectively with a simulated and/or actual client who has a communication impairment.
    4. Give an effective report on simulated and/or actual clients to a simulated and/or actual team leader or charge nurse.
    5. Be present and nonjudgmental when communicating with simulated and/or actual clients, and be mindful of their needs.
  5. Demonstrate how to safely and securely use client care technology while documenting in an accurate and timely manner.
    1. Demonstrate proper documentation techniques that support accurate, thorough, and timely charting (subjective and objective data, narrative charting, flow sheets and trending records).
    2. Demonstrate how to use information technology as a communication tool.
    3. Demonstrate how to securely and accurately use electronic health records to document nursing care.
    4. Demonstrate how to safely use client care technology/computer information systems.
  6. Use current evidence as a basis for nursing practice.
    1. Identify reliable sources for current evidence.
    2. Identify how current evidence is used as a basis for nursing practice.
    3. Demonstrate proper techniques that support client hygiene and safe client care.
    4. Demonstrate proper techniques that support infection control while ensuring client safety.
    5. Practice client care skills using proper techniques while ensuring client safety.
    6. Demonstrate proper techniques that support a client’s comfort needs while ensuring client safety.
    7. Demonstrate proper techniques that support client mobility and prevent complications of immobility while ensuring client safety.
    8. Demonstrate proper techniques that support a client’s elimination needs while ensuring client safety.
    9. Demonstrate proper techniques that support a client’s mobility and prevent complications of immobility while ensuring client safety.
    10. Demonstrate proper techniques that support a client’s elimination needs while ensuring client safety.
    11. Demonstrate proper techniques that support a client’s oxygenation status while ensuring client safety.
    12. Demonstrate proper techniques that support a client’s nutrition needs while ensuring client safety.
    13. Demonstrate proper techniques that monitor a client’s regulation and metabolism while ensuring client safety.
    14. Demonstrate client care skills that assess a client’s cognition and sensation while ensuring client safety.
    15. Demonstrate client care skills that assess a client’s cardiac output and tissue perfusion while ensuring client safety.
    16. Demonstrate proper techniques for post-mortem care and preparation for tissue/organ donation while ensuring safety of team members.
  7. Identify education needs of clients based on data.
    1. Identify health-related education needs of clients based on data.
  8. Practice establishing a safe environment for client, self, and others.
    1. Identify the difference between actual and potential safety risks in the health care environment.
    2. Describe the purpose of the National Patient Safety Goals.
    3. Provide an environment that is safe and reduces risk of harm for clients, self, and others.
  9. Identify concerns related to the quality of client care.
    1. Identify concerns related to the quality of client care.
    2. Discuss actions necessary to provide quality care.
    3. Participate in quality improvement practices evaluating their effect on client outcomes.
  10. Demonstrated ethical, legal, and professional behaviors in academic and client care settings.
    1. Describe the purpose and location of the Kansas PN scope of practice nursing regulations and statutes.
    2. Describe the Client Bill of Rights, and the Self Determination Act along with a nursing code of ethics as a framework to be used for nursing practice.
    3. Describe what personal and professional accountability is for the preparation and delivery of client care.
    4. Discuss the role of institutional policies and procedures in regard to providing safe, quality care.
    5. Demonstrate accountability for client care that incorporates legal and ethical principles, regulatory guidelines, and standards of nursing practice.
  11. Practice leadership skills that support the educational process (organization, time management, priority-setting).
    1. Identify leadership skills that support the provision of client care.
    2. Discuss the role of assistive personnel in relation to their abilities, level of preparation, and regulatory guidelines.
    3. Discuss the responsibilities of the LPN in assigning/delegating tasks to assistive personnel.
    4. Describe the role of the LPN in supervising assistive personnel.
    5. Use leadership skills that support the provision and coordination of client care.

COURSE ASSESSMENT AND EVALUATION:

1. Participation 2. Skills performance 3. Clinical/Lab paperwork 4. Exams and remediation

ACCOMMODATIONS STATEMENT:

Any student who has a documented disability and wishes to access academic accommodations (per the 1973 Rehabilitation Act and Americans with Disability Act) must contact the HCC Coordinator of Disability Services, at 620-665-3554, or the Student Success Center, Parker Student Union. The student must have appropriate documentation on file before accommodations can be provided.

ACADEMIC HONESTY:

Education requires integrity and respect for HutchCC's institutional values. HutchCC students are required to maintain honesty through a "responsible acquisition, discovery, and application of knowledge" in all academic pursuits. Preserving and upholding academic honesty is the responsibility of Hut chCC students, faculty, administrators and staff.

I. Student Responsibilities

All HutchCC students are required to:

  • Submit all work in all courses without cheating, fabrication, plagiarism, dissimulation, forgery, sabotage, or academic dishonesty as defined below.
  • Provide all academic records such as transcripts and test scores that are free of forgery.
  • Refrain from participating in the academic dishonesty of any person.
  • Use only authorized notes and student aids.
  • Use technology appropriately, including refraining from submitting AI (Artificial Intelligence)-generated work without express written consent from your instructor.
  • Protect the security of passwords/login/privacy/electronic files, and maintain sole individual access for any online course information.

II. Definition of Academic Dishonesty

  • Academic dishonesty is any intentional act, or attempted act, of cheating, fabrication, plagiarism, dissimulation, forgery, or sabotage in academic work.
  • Cheating includes using unauthorized materials of any kind, whether hard copies, online, or electronic, such as unapproved study aids in any academic work, copying another student's work, using an unauthorized "cheat sheet" or device, or purchasing or acquiring an essay online or from another student.
  • Fabrica tion is the invention or falsification of any information or citation in any academic work, such as making up a source, providing an incorrect citation, or misquoting a source.
  • Plagiarism is the representation of words, ideas and other works that are not the student's own as being original to the student. A no n-inclusive list of examples includes work completed by someone else, work generated by an external entity (such as AI), omitting a citation for work used from another source, or borrowing the sequence of ideas, arrangement of material, and/or pattern of thought of work not produced by the student, even though it may be expressed in the student's own words.
  • Dissimulation is the obscuring of a student's own actions with the intention of deceiving others in any academic work, such as fabricating excuses for absences or missed assignments, or feigning attendance.
  • Forgery of academic documents is the unauthorized altering, falsification, misrepresentation, or construction of any academic document, such as changing transcripts, changing grades on papers or on exams which have been returned, forging signatures, manipulating a digital file of academic work, or plagiarizing a translation.
  • Sabotage is any obstruction or attempted obstruction of the academic work of another student, such as impersonating another student, stealing or ruining another student's academic work.
  • Aiding and abetting academic dishonesty is considered as knowingly facilitating any act defined above.
  • Academic honesty violations can also include the omission or falsification of any information on an application for any HutchCC academic program.

III. Sanctions for Academic Dishonesty

Students who violate the Academic Honesty Policy may be subject to academic or administrative consequences.

Instructor Sanctions for Violation:

Students suspected of violating the Academic Honesty Policy may be charged in writing by their instructor and any of the following may apply:

  • Assign Avoiding Plagiarism Bridge Module
  • Receiving written warning that could lead to more severe sanction if a second offense occurs
  • Revising the assignment/work in question for partial credit
  • Voiding work in question without opportunity for make-up
  • Reducing the grade for work in question
  • Lowering the final course grade
  • Failing the work in question

Institutional Sanctions for Violation:

Students charged with academic dishonesty, particularly in instances of repeated violations, may further be subjected to an investigation and any of the following may apply:

  • Instructor recommendation to the Vice President of Academic Affairs (VPAA) to dismiss the student from the course in which the dishonesty occurs
  • Instructor recommendation to the VPAA to dismiss student from the course in which the dishonesty occurs with a grade of 'F." Student will not be allowed to take a 'W' for the course
  • Instructor recommendation to the VPAA that the student be suspended and/or dismissed from the program
  • Student barred from course/program for a set period of time or permanently
  • May be recommended by the instructor (after documented repeated offenses) to the VP AA that the student be placed on probation, suspended and/or dismissed from the institution.

IV. Procedure

  • Instructor will communicate in writing via the student's HutchCC email account and/or LearningZone email account to the student suspected of violating the Academic Honesty Policy.  That communication may include sanction(s). Department Chair will notify the student's academic advisor upon receipt of the Academic Honesty Violation Form.
  • For each violation, the instructor will submit a completed Academic Honesty Violation Form to the Department Chair. Department Chair will notify the student's academic advisor upon receipt of the Academic Honesty Violation form.
  • Should the instructor choose to pursue institutional sanctions, the instruct or shall notify the student in writing via the student's HutchCC email account.  Instructor shall also submit a completed Academic Honesty Violation Form and all prior completed forms regarding said student to the Department Chair and the office of the VPAA with recommendation to proceed with specific Institutional Sanctions. Department Chair will notify the student's academic advisor upon receipt of the Academic Honesty Violation Form.
  • The decision of the VPAA on Institutional Sanction is final. The VPAA will notify the student's academic advisor of any institutional sanctions.

V. Due Process Rights

Students charged with violations of academic honesty have the right of appeal and are assured of due process through the Academic Honesty Appeal process.

Academic Honesty Appeal Process

I. Due Process Rights: Students charged with violations of academic honesty have the right of appeal and are assured of due process through the Academic Honesty Appeal process.

  • If an instructor has recommended course or program dismissal, the student may continue in coursework (provi ding there are no threatening or security behavioral issues) until appeal processes are concluded. However, if an issue has been documented at a partnership location (e.g., clinical sites, secondary institutions, correctional or military facilities), then the student is no longer eligible to continue participation in internships, apprenticeships, and/or clinical-based practice. For clinical sites, this sanction is immediate.

II. Process

If the student disagrees with the charge of a violation of academic honesty, the student has the right to due process as described in the Academic Honesty Appeal process below:

  • If the matter is not resolved upon communicating with the instructor about the violation, the student shall, within five business days of the issuance of the written notice of violation, submit a completed Academic Honesty Appeal Form and supporting documentation to the appropriate department chairperson to initiate an Academic Honesty Appeal.
  • Within two business days of receiving the student's completed Academic Honesty Appeal Form, the Department Chair and VPAA will review and the VPAA will render a decision.
  • Within two business days, a response will be sent to the student's HutchCC email address. The VPAA's decision is final.

INCOMPLETE GRADE:

Instructors may give a student a grade of Incomplete (I) under the following conditions:

  1. The student must initiate the request prior to the time final course grades are submitted to Records.
  2. The request must be made because of an emergency, illness or otherwise unavoidable life-event.
  3. The instructor must agree to the request before a grade of Incomplete can be submitted.
  4. A written contract between the instructor and student, signed by both, will document the work required and date needed to complete course work.
  5. If a student does not complete the course requirements within the time frame established by the instructor, a grade of "F" will be recorded on the student's transcript at the end of the next semester.

PROGRAM ACCREDITATION:

Kansas State Board of Nursing
900 SW Jackson St., Room 1051
Topeka, KS 66612
785-296-4924

HLC ACCREDITATION:

Hutchinson Community College is accredited by the Higher Learning Commission (HLC). The Higher Learning Commission is one of six regional institutional accreditors recognized by the US Department of Education and the Council on Higher Education Accreditation (CHEA).

Last Revised: 01/14/2021