Issuu on Google+

College of Nursing and Health Sciences Student Nurses’ Handbook

BSN PATHWAYS 2009- 2010


2

Table of Contents Dean’s Letter ……………………………………………………………………………

5

About this Handbook and the College of Nursing and Health Sciences……………

6

Section I: Philosophy, Conceptual Framework and Standards of the College of Nursing and Health Sciences Mission, Vision and Philosophy of the HPU College of Nursing…………….. 7 Dungan‘s Dynamic Integration Model of Nursing……………………………. 8 Conceptual Framework………………………………………………………… 9 Operational Definitions………………………………………………………… 10 Program Outcomes………………….………………………………………….. 13 Essential Skills and Abilities of the BSN Candidate…………………………... 13 ANA Code for Nurses………………………………………………………….. 15 ANA Standards for Nurses …………………………………………………….. 16 Section II: Admission, Progression, Re-admission and Graduation Policies Admission to Nursing Courses………………………………………………… 17 Progression in the Nursing Major……………………………………………… 17 Withdrawal …………………………………………………………………….. 18 Servicemembers Opportunity College (S.O.C.) ………………………………. 19 Re-admission……………………………………………………………………… 19 Graduation ………………………………………………………………………... 20 Section III: Mandatory Requirements for Entry into Clinical Courses Documentation…………………………………………………………………. Physical Exam……………………………………………………………….…. Blood Borne Pathogen Certification…………………………………………… CPR Certification………………………………………………………………. Immunizations and Titers/Screens…………………………………………….. Criminal Background Checks ……………………………………………….... TB Testing……………………………………………………………………… Licensure (RN, LPN and International licensed students)…………………… Health Insurance ………………………………………………………………. Malpractice Insurance…………………………………………………………. HPU Identification ……………………………………………………………. Math ……………………………………………………………………………

21 21 21 21 21 22 22 22 22 23 23 23

Section IV: Other Clinical Information Appearance Standards………………………………………………………... Clinical Evaluation……………………………………………………………. The Clinical Evaluation (―Bondy‖) Scale……………………………………. Clinical Facilities……………………………………………………………… Clinicals: Helpful Hints………………………………………………………. Clinical Preceptors……………………………………………………………. Confidentiality ……………………………………………………………….. Professionalism……………………………………………………………….. Home Visit Policies…………………………………………………………… Illness or Injury in the Clinical Setting……………………………………….

25 27 28 29 30 31 31 32 32 33


3 Reflective Practice…………………………………………………………… Unacceptable Practice (unsafe, unethical, or illegal)…..…………………... Student Code of Conduct ……………………………………………………

34 35 36

Section V: Who’s Who in Nursing Dean of Nursing……………………………………………………………….. Associate Dean of Administrative and Fiscal Affairs ………………………… Director of Student Retention and Progression………………………………... Lunch with the Deans………………………………………………………….. Communication………………………………………………………………… Faculty and Staff Roster……………………………………………………….. Advising and Counseling …………………………………………………….. Student Nurses Association Officers ………………………………………….. College of Nursing and Health Sciences Committees…………………………. Transcultural Nursing Center …………………………………………………..

37 37 37 37 37 38 38 38 39 40

Section VI: Problems and Solutions Problems and Solutions ……………………………………………………… Student Problem Resolution System………………………………………….

40 41

Section VII: College of Nursing and Health Sciences Information Assignments………………………………………………………………….. Attendance Policy……………………………………………………………. Curriculum Pathways………………………………………………………… Course Descriptions………………………………………………………….. Degree Requirements…………………………………………………………. Electives………………………………………………………………………. Evaluations…………………………………………………………………… Grading Scale………………………………………………………………… Letters of Recommendation………………………………………………….. Nursing Arts Laboratory and Equipment…………………………………….. Pinning Ceremony……………………………………………………………. Plagiarism and Academic Dishonesty Policy………………………………… Tests: Diagnostic and Achievement…………………………………………. Working and Being a Nursing Student………………………………………..

42 43 44 45 52 53 53 54 55 55 56 56 57 57

Section VIII: Other Useful Information History of the College of Nursing and Health Sciences at HPU……………… Accreditation………………………………………………………………….. Learning Resources…………………………………………………………… Legal Tidbits………………………………………………………………….. Sigma Theta Tau International Nursing Honor Society (STTI)………………. Beta Beta Beta Honor Society ……………………………………………….. Student Nurses‘ Association (SNA)………………………………………….. State Boards (NCLEX-RN, NCLEX-PN)……………………………………. Critical Thinking …………………………………………………………….. Study Skills…………………………………………………………………… Learning Style………………………………………………………………… Test Taking…………………………………………………………………… Writing Standards…………………………………………………………….. Checklist of Mandatory and Continuing Requirements and Good Ideas……..

59 60 61 62 63 63 64 64 65 67 69 70 73 77


4 Curriculum Pathways ………………………………………………………… Oahu Health Clinics …………………………………………………………..

79 94


5

Dean’s Letter Dear Nursing Students: Welcome (or welcome back) to Hawai‘i Pacific University‘s College of Nursing and Health Sciences. I wish you a smooth journey on your educational pathway to obtaining a Bachelor of Science in Nursing degree (BSN) and becoming a professional nurse. In order to facilitate your journey, the nursing faculty is committed to guiding you by sharing their expertise and knowledge. I hope you will utilize them as well as your peers as valuable resources. I also invite you to take advantage of the many University services offered to you as a student at HPU. I am certain that you will find the nursing curriculum challenging. As the founder of professional nursing, Florence Nightingale, stated: Nursing is an art; and if it is to be made an art, it requires as exclusive a devotion as hard a preparation, as any painter’s or sculptor’s work; for what is the having to do with dead canvas or cold marble, compared with having to do with the living body the temple of God’s spirit? It is one of the Fine Arts; I had almost said, the finest of the Fine Arts. I wish you every success! Sincerely, Randy M. Caine, EdD, APRN, ACNS-BC, ANP-BC, GNP Dean and Professor, College of Nursing and Health Sciences Hawai`i Pacific University


6

About this Handbook and the College of Nursing and Health Sciences The Student Nurses’ Handbook is designed to assist you in becoming acquainted with the history, philosophy and theoretical framework of the HPU College of Nursing and Health Sciences; it will serve as a guide book to the policies and procedures you will need to know as you journey along the road to obtain your Bachelor of Science in Nursing (BSN) degree; and, will provide you with information about nursing traditions, organizations, and licensure. Policies and procedures are subject to change, so be sure to check the College of Nursing and Health Sciences bulletin board on a weekly basis and carefully read any handouts given to you in class for changes. This Handbook pertains exclusively to nursing students; for HPU information, policies, and procedures in general, please refer to the HPU Catalog and other materials. About Learning -- As a faculty, we believe that education is a lifelong process including both theoretical and practical experiences through which skills and values are continually developed and sharpened. The teaching and learning of nursing is part of this lifelong process and is a combined, interdependent effort of the student, faculty, and community agencies. We believe that you are entitled to have an opportunity to learn/acquire the skills and knowledge necessary to succeed as a professional nurse. What and how much you learn is mostly up to you. About Grades -- We believe that you are entitled to a passing grade only if you earn it. Grades are earned not given. The faculty member awards grades based on your performance. The faculty member, as an expert in the field, is considered the final authority in the matter of grading. Students are expected to become self-directed, responsible, and accountable for the major share of the learning process. In other words, you are unlikely to be spoon-fed. The amount of learning that takes place is up to you. Obtaining missed lecture material, handouts, and assignments is your responsibility. Class participation and attendance are expected of you as a student nurse just as they will be expected of you in your role of a professional nurse. Advance notification of absences to the instructor, and where appropriate, clinical agency, are your responsibility. Reading and abiding by this Handbook is your responsibility. Faculty members serve as facilitators and evaluators of learning, advisors, role models, and mentors. We don't believe in rote learning. We rarely teach out of the book. We do encourage you to think and question. We do routinely warn you (both orally and in the syllabus) of requirements, such as passing math tests or taking Assessment Technology Institute (ATI) Tests. However, having heard or read the requirement the first time, you now own it and should expect to be ready to take math or ATI tests at the appropriate time, in the appropriate manner. It should be very rare to hear a student say: "Well, nobody told me!" Seek out information! You should also be cognizant of the old adage about making assumptions. It is also your responsibility to identify your own need for assistance and to follow through and seek assistance when needed.


7

MISSION of the HPU College of Nursing and Health Sciences

Hawai`i Pacific University College of Nursing and Health Sciences (CNHS) is committed to educating caring, competent, professional nurse leaders who practice in the spirit of aloha. Our graduates are lifelong learners who are dedicated to delivering transformative care for the body, mind and spirit of the culturally diverse global community.

VISION

HPU CNHS strives to be a center of excellence in innovative education and transcultural nursing.

PHILOSOPHY

The philosophy of the College of Nursing and Health Sciences is in harmony with the University mission. We believe that the basic preparation for professional nursing is a liberal arts and science education at the baccalaureate level. We adhere to the essential features of contemporary nursing practice as outlined in the American Nurses Association Nursing Social Policy Statement, Standards of Clinical Nursing Practice, and Code for Nurses with Interpretive Statements. Contemporary nursing practice has human responses as its primary concern. The philosophy of the College of Nursing and Health Sciences incorporates beliefs about people, environment, health, learning and nursing. These beliefs support the College of Nursing and Health Sciences mission. CORE VALUES We, the faculty of the Hawai`i Pacific University College of Nursing and Health Sciences, hold the following core values to be the foundation of nursing education and practice: Caring Collaboration and Collegiality Compassionate Care Critical Thinking Cultural Competence Ethical Practice Evidence- based Practice

Holistic Care Integrity and Honesty Life-long Learning Professionalism Respect for Self and Others Responsibility to the Community Spirit of Aloha*

*Aloha, love, affection, compassion, mercy, sympathy, pity, kindness, sentiment, grace, charity; greeting, salutation, regards; sweetheart, lover, loved one; beloved, loving, kind, compassionate, charitable, lovable; to love, be fond of; to show kindness, mercy, pity, charity, affection; to venerate; to remember with affection; to greet, hail. Source: Pukui, M. K. & Elbert, S. H. (1986). Hawaiian Dictionary. Honolulu, HI: University of Hawai`i Press. (Approved by Curriculum Review Assembly May 17, 2006)


8

Dungan’s Dynamic Integration Model of Nursing (1990)


9

Conceptual Framework The conceptual framework adopted by the nursing faculty supports the foundation for the philosophy of the College of Nursing and Health Sciences and its curriculum. Dungan‘s (1990) Dynamic Integration Model describes a therapeutic relationship between nurse and client, whereby all share the roles of participant and observer with mutual concerns. Nurses and clients are open systems, interacting with and influenced by environment, culture, worldview, and their positions along each of the axis at any given time. The broken lines of the circle and the wedge of the nursing therapeutic relationship represent this openness. The modalities inherent in the therapeutic relationship address human needs of body, mind and spirit integral towards optimal functioning. Environment is the milieu in which people live, grow, develop, and experience their being. Culture is a system of beliefs and values that influence ways of viewing and responding to the environment. Worldview is one‘s belief about the essential nature and relationship of people and their environment. People (individuals and groups, axis A) are composed of body, mind, and spirit in an open integral relationship with the environment. The body, which embraces mind and spirit, is the external manifestation of all dimensions of humanness. Mind is comprised of cognitive and emotional capacities that symbolically process ideas and experiences. Both capacities are essential to learning and development. Spirit is the life force (energy) for dynamic integration of the whole at any stage of development across the life span (axis B). Balance of the life force allows for harmony of function, which is well-being or health (wellness-illness continuum, axis C). Disharmony produces malfunctioning of the whole and requires reintegration. Central to the practice of nursing is the therapeutic relationship, a dynamic interaction of participantobservers via a variety of approaches and modalities. The therapeutic relationship is an expression of mutual trust (mutuality of concern) established for the purpose of caring. The nine major modalities of the therapeutic relationship are Communication, Critical Thinking, Diagnostic Reasoning, Moral/ Ethical Reasoning, Nursing Process, Research, Reflective Practice, Leadership Skills, and Political Action. Nurses make both independent and collaborative decisions to initiate, deliver, and monitor care for which they are held accountable. Nurses act within the health care delivery system to provide and manage care, working with people to promote, maintain, and restore dynamic integration toward optimal functioning (health) at each stage of development.


10

Operational Definitions Operational definitions are provided so that the user of the Dungan Model (1990) within the HPU College of Nursing and Health Sciences will have a clear understanding of what is meant by a particular term or phrase. The definitions that follow have been modified from Dungan‘s original definitions to reflect the thinking and viewpoint of the HPU nursing faculty. Accountability - the professional and legal responsibility for accepting the outcome of one‘s nursing judgments and practice. Acute Illness - disorganization in the functioning of one or more human dimensions, often life threatening and constituting a crisis situation. Advanced Practice – the practice of nursing by nurse practitioners, nurse anesthetists, nurse midwives and clinical nurse specialists, based on the following: knowledge and skills required in basic nursing education; licensure as a registered nurse; graduate degree and experience in the designated area of practice which includes advanced nursing theory; substantial knowledge of physical and psychosocial assessment; appropriate interventions and management of health care status. Advanced Practice Registered Nurse (APRN) – a nurse who has educational preparation beyond the basic preparation required to become a nurse and includes nurse practitioners, clinical nurse specialists, certified nurse midwives, and nurse anesthetists. Assessment - stage of nursing process in which data are collected, inferences are made via diagnostic reasoning, and diagnoses are formulated along the wellness - illness continuum. In Dungan‘s (1990) conceptual model, the nurse assesses each dimension of the client in the context of individual/group, development, and cultural norms. Caring - a fundamental value producing behavior that conveys concern, compassion, and respect directed toward optimizing harmony of body, mind, and spirit. Chronic Illness - any disorganization in the functioning of one or more human dimensions, which interferes with the ability to function in the environment over time. Clients - an individual or groups participating in a therapeutic relationship to promote, maintain, or restore functional integrity. Client Advocacy - engaging in efforts to support clients in their choices, representing and interceding to assure that they receive humane and just treatment. Clinical Nurse Specialist (CNS) – a nurse who, through study and supervised practice at the graduate level (master‘s or doctorate), has become expert in a defined area of knowledge and practice in a selected clinical area of nursing. Communication - verbal and nonverbal human interaction. Community - the unit of society that possesses physical, political, economic, legal, and/or cultural commonalties, united to accomplish goals related to the common good. Critical Thinking - organizing and processing knowledge in order to solve problems and derive meaning from the human condition. Critical thinking has logical and pragmatic dimensions.


11

Culture - a system of beliefs and values of people that influence ways of viewing and responding to the environment. Death - viewed in the developmental context as the cessation of the body‘s interaction with the environment. Development across the Life Span - the continuous changes in body, mind, and spirit that people experience during lifelong dynamic interaction with environment. Diagnostic Reasoning - part of the nursing process in which data and inferences about the client are organized to make nursing diagnoses. Dynamic Integration - continually changing balance of body, mind, and spirit within the environment and therapeutic relationship. Environment - the milieu in which people live, grow, develop, and experience their being. Evaluation - continual assessment for the purpose of determining efficacy and effectiveness of the therapeutic relationship. Family - dynamic system of individuals bound together by emotional ties interacting together and with the environment over time. Health - dynamic integration. Health Promotion - actions that support health-seeking behaviors within the lifestyle of an individual or group. Human Response - physical, emotional, cognitive, spiritual, or behavioral reactions. Intervention - culturally congruent therapeutic actions instituted to meet the client‘s diagnosed needs. Leadership - behavior that creates an environment that motivates an individual or group to move toward goal setting and goal attainment. Learning - an active process that takes place in the learner and results in a change in the individual‘s knowledge, behavior, beliefs, or attitudes. Management - the process of planning, organizing, directing, and coordinating to achieve outcomes. Moral - Ethical Reasoning - the thought process for decision making involving personal, professional and societal values, beliefs, and behaviors. Mutuality of Concern - consensus on the nature and priority of the client‘s problems. Nurse Practitioners (NPs) – nurses who conduct physical exams, diagnose and treat common acute illness and injuries, provide care to chronically ill adults and children, order and interpret lab results, and counsel patients on health promotion and health care options.


12 Nursing - the art and science of caring that integrates and applies knowledge to the full range of the human experience. Nursing Diagnosis - a clinical judgment about individual or group responses to actual and potential health problems or life processes. Nursing Process - a logical sequence of inquiry, the goal of which is to facilitate the client‘s progression toward optimum functioning through assessment, diagnosis, intervention and evaluation. Optimal Functioning - the highest level of wellness achievable by the client. Participant Observer - the role of the nurse or client in the therapeutic relationship in which the individual is simultaneously interacting, observing, and assessing. People - individuals and groups having body, mind, and spirit in an integral relationship that is more than the sum of the parts. Political Action - organizing efforts to act through the political process to influence public opinion and to achieve outcomes. In the context of the conceptual framework, such action would be directed toward providing health care. Population (Aggregates) - groups within the population with mutual concerns. Quality Assurance - continuous systematic evaluation and improvement of the quality of health care. Reflective Practice - acquisition and application of knowledge with continual analysis and synthesis of experience into the nurse‘s way of knowing. Research - systematic practical inquiry to discern quantitative and/or qualitative truth about phenomena of concern. Scope of Practice – the skills and abilities essential for the advanced practice role within an identified specialty area include: providing client and community education; promoting stress prevention and management; encouraging self help; subscribing to caring; advocacy; accountability, accessibility; and collaboration with other health and community professionals. Therapeutic Intervention – culturally congruent actions instituted to meet clients‘ diagnosed needs. Therapeutic Relationship - the vehicle through which therapeutic interventions takes place. Vulnerability - at risk for imbalance or disintegration of body, mind, and spirit. Wellness - Illness Continuum - the state of health, optimal functional integration of body, mind, and spirit throughout human life. Health and illness may co-exist. World View - one‘s belief about the essential nature and relationship of people and their environment.


13

Program Outcomes (Abilities of the BSN Graduate) Upon completion of the HPU BSN Nursing Program the graduate will be able to: 1. Synthesize knowledge from the humanities, arts, and sciences to provide competent nursing services within a multicultural society. 2. Effectively utilize the nursing process to prioritize the dynamic integration of body, mind and spirit. 3. Consistently demonstrate effective, assertive and professional communication with all members of the health care team. 4. Apply therapeutic communication skills to assess and facilitate patients‘, families‘, groups‘, and communities‘ understanding of their own experience. 5. Integrate the caring ethic as the foundation of nursing practice. 6. Provide culturally competent nursing care to promote health outcomes of diverse populations. 7. Apply the research process to deliver evidence-based care. 8. Utilize information systems to support nursing and deliver patient centered care. 9.

Collaborate in community service in response to the diverse needs of people served.

10. Integrate critical thinking and diagnostic, moral and ethical reasoning to assist the patient in achieving mutually determined health outcomes. 11. Integrate principles of leadership, management, and health care policies into nursing practice. 12. Practice as an advanced beginner along the continuum of novice to expert as a member of a multidisciplinary health care team. 13. Pursue knowledge and expertise commensurate with the evolving scope of professional nursing practice. Approved by the Curriculum Review Assembly 5/17/2006

Essential Skills and Abilities of the BSN Candidate A candidate for professional nursing must have the abilities and skills necessary to use the nursing process. These skills and abilities include observation, communication, motor ability, conceptualization, integration and quantification, and behavioral/social acceptability. Technological compensation can be made for some disabilities in certain areas, but a candidate must be able to perform in a reasonably independent manner. The use of a trained intermediary is not acceptable, in that a candidate's judgment must not be mediated by another's power of observation and selection.


14

Accommodations: If you are a student needing accommodations or technological compensation, the faculty wishes to assist you in your learning process to the fullest extent possible. That is, if you need to tape lectures, need a break to take medication or attend to physical needs, or need a clinical site located on a bus line, then the faculty member(s) will make a reasonable effort to accommodate your needs. The faculty members do not have access to your medical records, if you wish or need an accommodation, you need to tell us. If you are learning disabled, hearing, visually or physically impaired, have diabetes, a seizure disorder or another medical problem, have a history of substance abuse, have a family (or your own) history of psychiatric problems, or have any one of many other problem situations or conditions not listed, then a reasonable accommodation may improve both your learning experience and your physical welfare, as well as prevent injury to your clients. Please see one of the academic advisors or the Director of Student Retention and Progression, or the ADA Coordinator, Deneen Kawamoto about the process. All appropriate accommodations are negotiated through the ADA Coordinator, Deneen Kawamoto. In many cases, it may not be sufficient to simply discuss the situation with an instructor. All students bear the primary responsibility for their own education and behavior. ―Fair accommodation‖ on the part of the instructor does not mean differential grading or alterations in requirements. The following skills and abilities are necessary to meet the requirements of the nursing curriculum and to achieve the level of competence required for safe professional practice: Observation: The candidate must be able to observe a client at a distance and close at hand. Observation necessitates the functional use of the sense of vision and somatic sensation. It is enhanced by the functional use of smell. Communication: The candidate must be able to speak, to hear and to observe clients in order to elicit information; describe changes in mood, activity and posture; and perceive nonverbal communication. A candidate must be able to communicate effectively, efficiently, and sensitively with clients, colleagues, instructors, professors and other health care providers. Communication includes speech, reading and writing in the English language. Motor ability: Candidates must have sufficient motor function to elicit information from clients by palpation, auscultation, percussion, and other assessment maneuvers. A candidate must have sufficient motor skills to gain access to clients in a variety of care settings and to manipulate the equipment central to the treatment of clients receiving professional nursing care. Such actions require equilibrium, coordination of both fine and gross muscular movements, and functional use of the senses of touch and vision. Candidates must be able to tolerate physically taxing workloads including lifting and turning patients (candidates must be able to lift 50 pounds or more). Conceptual, integrative, and qualitative abilities: The candidate must be able to problem solve using the skills of measurement, calculation, reasoning, analysis, and synthesis. The candidate must be able to comprehend three-dimensional relationships and to understand the spatial relationships of structures. Behavioral, ethical, and social attributes: Candidates must possess emotional health in order to: fully utilize their intellectual abilities; exercise good judgment; promptly complete all responsibilities attendant to the care of clients; and develop mature, sensitive, and effective relationships with clients, colleagues, instructors, professors and other health care providers. Candidates must be able to function effectively under stressful conditions. The candidate must be able to display flexibility and adapt to change in the environment. The candidate is expected to learn to function in the face of uncertainties inherent in the


15 clinical problems of clients. Candidates are expected to behave at all times in a legal and ethical manner in school as well as the clinical arena. Candidates are expected to administer nursing care with respect for the cultural values of their clients. The College of Nursing and Health Science faculty reserves the right to dismiss from the nursing major at any time a student who fails to meet these essential criteria or whose health, work, or conduct demonstrates lack of fitness to continue in the program.

ANA Code for Nurses In 1976, the American Nurses Association (ANA) developed an ethical code for nursing practice that has become the standard by which nursing practice is evaluated. As students you are expected to adhere to the ANA code (shown below) as well as the ANA standards for nursing practice and other codes and standards specific to the clinical setting. Although you will explore the code in depth in your nursing courses, the essence of The Code [of ethics] for Nurses (1976, 1985, 2001, 2003, 2005) is listed here for your information. The nine components are: 1. The nurse, in all professional relationships, practices with compassion and respect for the inherent dignity, worth, and uniqueness of every individual, unrestricted by considerations of social or economic status, personal attributes, or the nature of health problems. 2. The nurse‘s primary commitment is to the patient, whether an individual, family, group, or community. 3. The nurse promotes, advocates for, and strives to protect the health, safety, and rights of the patient. 4. The nurse is responsible and accountable for individual nursing practice and determines the appropriate delegation of tasks consistent with the nurse‘s obligation to provide optimum patient care. 5. The nurse owes the same duties to self as to others, including the responsibility to preserve integrity and safety, to maintain competence, and to continue personal and professional growth. 6. The nurse participates in establishing, maintaining, and improving healthcare environments and conditions of employment conducive to the provision of quality health care and consistent with values of the profession through individual and collective action. 7. The nurse participates in the advancement of the profession through contributions to practice, education, administration, and knowledge development. 8. The nurse collaborates with other health professionals and the public in promoting community, national, and international efforts to meet health needs. 9. The profession of nursing, as represented by associations and their members, is responsible for articulating nursing values, for maintaining the integrity of the profession and its practice, and for shaping social policy.


16

ANA Standards of Practice and Professional Performance The six standards of practice and the nine standards of professional practice were reviewed and revised in Nursing: Scope and Standards of Practice (2004). The six standards of practice illustrate the nursing process which is based upon critical thinking. The nine standards of professional practice speak to the expected level of behavior for this profession. All students are required to have and will be using the Code of Ethics, Nursing’s Social Policy Statement, and Nursing’s Scope and Standards of Practice throughout the BSN Program. Standards of Practice I. Assessment – collects comprehensive data pertinent to the health and situation of the client II. Diagnosis – analyzes the assessed data to determine the diagnosis or issues III. Outcomes Identification – identifies expected outcomes for the plan specific to the patient or situation IV. Planning – develops plan indicating strategies and alternatives to reach expected outcomes V. Implementation – implements identified plan Va. Coordination of Care – coordinates care delivery Vb. Health Teaching and Health Promotion – utilizes strategies to promote health and a safe environment Vc. Consultation – APRN and nurse role specialist provide consultation to influence the plan of care and enhance the abilities of others and effect change Vd. Prescriptive Authority and Treatment – APRN uses prescriptive authority, procedures, referrals, treatments, and therapies in accordance with state and federal laws and regulations VI. Evaluation – evaluates progress towards attainment of outcomes Standards of Professional Performance VII. Quality of Practice – systematically enhances quality and effectiveness of nursing practice VIII. Education – attains knowledge and competency that current nursing practice IX. Professional Practice Evaluation – evaluates own practice in relation to professional practice standards and guidelines, relevant statutes, rules, and regulations X. Collegiality – interacts with and contributes to the professional development of peers and colleagues XI. Collaboration – collaborates with patient, family, and others in the conduct of nursing practice XII. Ethics – integrates ethical provisions in all areas of practice XIII. Research – integrates research findings into practice XIV. Resource Utilization – considers factors related to safety, effectiveness, cost, and impact on practice n the planning and delivery of nursing service XV. Leadership – provides leadership in the professional practice setting and the profession


17

Admission to BSN-level Nursing Courses Admission to HPU does not guarantee enrollment (or progression) into nursing courses. Enrollment in 2000-level nursing courses is contingent upon achieving a GPA of 2.75 and/or above in general education and all nursing prerequisite courses which includes obtaining a ―C‖ or better in NUR 2000 (Introduction to professional Nursing) and WRI 1100 and WRI 1200. A Science GPA of 3.0, BIOL 2030/2031 and BIOL 2032/2033 (Anatomy and Physiology), as well as scores on The Essential Academic Skills (TEAS ®). All prerequisite courses must be completed before the student is allowed to start core nursing courses. Initial GPA (―admission‖ GPA) calculation for entry into the Level I nursing courses is based on transfer courses and courses taken at HPU that are required for the nursing major. Important note: Thereafter, progression is based only on courses actually taken in the HPU system. Transfer courses do not apply to the HPU GPA.

Progression in the Nursing Major for BSN students Course prerequisites: Nursing courses are generally taken in numerical sequence. This is especially true for courses with a corresponding clinical course (see the University Catalog for course specific prerequisites). Examples include: chemistry as a prerequisite for pharmacology; junior status required for some nursing electives; biochemistry and microbiology required for the Level II courses; all non-nursing courses completed before entering core nursing courses. To progress within the nursing major/remain in "good standing" the BSN student must: 

Achieve and maintain an HPU GPA of 2.75 or higher on a 4.0 scale. The HPU GPA is sometimes referred to as your ―cumulative‖ GPA and includes only those courses taken at HPU on any of the HPU campuses. The HPU GPA does not include transfer courses. However, when ―Honors‖ are being calculated, then total lifetime courses are utilized for calculation.

Achieve and maintain safe, ethical and legal nursing practice in clinical performance, as well as a grade of "pass" in clinical nursing courses.

Achieve a grade of ―C-‖ or higher in all lecture/theory courses and a grade of "pass" in the corresponding clinical courses. Please note* - It takes more than just making C-‗s to maintain a 2.75 or higher GPA.

Achieve a passing grade on the ATI (Assessment Technology Institute) Exams assigned to specific lecture/theory courses.

Repeat any required nursing courses if the student receives a grade of ―D (includes +/-)‖ or ―F‖, or a "Fail" in a clinical course. The student may repeat a failed course only once. Only two courses can be repeated; a third course failure will result in dismissal from the major. Nursing electives (NURlabeled courses only) are counted in the total number of failures. In other words, you cannot fail any one NUR course more than once or fail three or more NUR courses and remain in the nursing major.

Remove an ―incomplete‖ received in any nursing course before progressing to another nursing course for which the incomplete course was a prerequisite. Reminder: An incomplete grade must be completed before the end of the first semester following the ―incomplete semester‖. Failure to complete the required work within the specified time frame will result in an automatic ―F‖.


18 

Maintain current CPR for Health Care Providers certification (and licensure if appropriate), meet current health requirements (exams, immunizations, titers, TB-testing, and health insurance), pass math tests in NUR 2301 and throughout the curriculum and comply with the Blood-borne Pathogen, HIPAA protocols each year and Criminal Background Checks as and when necessary.

Progression to clinical courses: You are only allowed to progress to the next level of clinical nursing courses and their corequisites if you have an HPU GPA of 2.75 or higher. If you do not have a 2.75 HPU GPA at the end of each level, you must raise your HPU GPA to progress. You can do this by repeating nursing courses in which you made a ―C (includes +/-)‖, or by taking nonclinical NUR courses for which you have met the prerequisites (examples would be NUR 2930 after the other 2000-level courses or NUR 3900 after completing NUR 3962). The levels of clinical nursing courses are as indicated below:     

Level I Level II Level III Level IV Level V

-

NUR 2950 / 2951, NUR 2960 / 2961 and NUR 2970 / 2971 NUR 3952 / 3953 and NUR 3962 / 3963 NUR 3970 / 3971, NUR 3980 / 3981 and NUR 3985 / 3986 NUR3964 / 3965 NUR 4950 / 4951 and NUR 4960 / 4961

Note: NUR 3900 and 4700 can be taken with level 4 or above only. Withdrawal: Current University policy allows the student to withdraw from a course up to the 11 th week of a regular semester and a prorated interval in shortened semester without the permission or signature of any faculty or Dean. However, a student may not withdraw from a course if an “Unacceptable Practice” investigation is imminent, in progress, or if a student receives an “Unacceptable Practice” citation in a nursing (NUR) course. Students will need to have a clearance (signature on the withdrawal form) from the Dean of Nursing or designee in order to withdraw from nursing (NUR) courses. Because this is a generous withdrawal policy, late submission of withdrawal form after the deadline will result in a denial. Please plan accordingly and do not wait until the last minute to begin this process. Unacceptable practice: A nursing student who fails to maintain safe clinical nursing practice or is cited for unethical behavior may be dismissed from the College of Nursing and Health Sciences. See the ―Policy on Unacceptable Practice‖ in this Handbook. Academic Warning: A nursing student experiencing difficulties, i.e. failing grades, tardiness, work not done in a timely manner, etc. will receive an Academic Warning. Excessive Academic Warnings may result in course failure. If an Academic Warning is received it is an indication that you may need additional support and guidance to satisfactorily complete the course requirements. A plan of correction will be outlined on your Academic Warning form and should be followed closely with your instructor to ensure your success. Failed clinical or “F” or “D(includes +/-)” in lecture: A nursing student who fails to achieve a grade of ―Pass‖ in the clinical course will receive a grade of "F" for the course (with the exception of NUR 2960/2961) and must repeat both the clinical and corresponding lecture courses. If a student receives a ―D (+/-)‖ or ―F‖ in the lecture course, then the corresponding clinical course grade is an automatic ―Fail‖. The student must repeat both courses. A nursing student who fails to successfully repeat required nursing courses will be dismissed from the nursing major even if a 2.75 GPA is maintained. The student may seek


19 re-admission to the nursing major only once, after a certain amount of time has passed (see re-admission policy). Suitability for nursing: In addition to the above policies on progression in the College of Nursing and Health Sciences, the faculty reserves the right to dismiss from the nursing major at any time a student whose health, work, or conduct demonstrates lack of physical, mental, social or emotional fitness to continue the program. See the section of this Handbook entitled ―Essential Skills and Abilities‖.

Servicemembers Opportunity Colleges (S.O.C.) HPU is a member of the Servicemembers Opportunity Colleges (S.O.C.) network, which meets the education needs of students in the service as well as their family members. After completion of HPU‘s residency requirements (12 semester credits in the nursing major), a student may apply for a S.O.C. agreement. Even though the College of Nursing and health Sciences is not a direct participant in the S.O.C. network, we make every attempt to facilitate a S.O.C. agreement with Colleges and Schools of Nursing that are willing to accept such an agreement. Please see the Director of Student Retention and Progression for further information.

Re-admission Students desiring re-admission to the nursing major as BSN students are in one of three categories: Dismissed from the nursing major: A student with admission status (currently a student in good standing within the University) who has not achieved satisfactory clinical and/or academic performance and was dismissed from the nursing major is considered transferred from/no longer having nursing major status. This student retains status within the University as other than a nursing major. Students seeking re-admission are subject to any changes in College of Nursing and Health Sciences curriculum, policies, procedures, etc. which may have occurred during the student‘s absence. NOTE: A student may only be re-admitted once after being dismissed. Elected to withdraw: A student with previous admission status who has achieved satisfactory clinical and/or academic performance, yet for reasons other than academic has chosen to withdraw, also no longer has College of Nursing and Health Sciences status and must seek to resume her or his status in the University and/or the College of Nursing and health Sciences, if choosing to continue in the nursing major. This student is subject to fulfilling any changes in College of Nursing and Health Sciences curriculum, policies, procedures, and other requirements (such as health/immunizations). Inactive/leave of absence: A student with previous admission status in the nursing major who has achieved satisfactory clinical and/or academic performance, yet for reasons other than academic has decided to deviate from the planned curricular sequence, is considered to have inactive College of Nursing and Health Sciences status for up to a year. After a year has passed, this student will need to seek to resume her or his status in the University and the College of Nursing and Health Sciences, and is subject to fulfilling any changes in College of Nursing and Health Sciences curriculum, policies, procedures, and other requirements (such as health/immunizations or changes in required courses).


20 Students seeking re-admission to the nursing major must meet a number of criteria, including having a 2.75 GPA, as outlined in the Policy and Procedures Related to Re-admission to the Nursing Major found in the College of Nursing and Health Sciences Office. The student desiring re-admission should seek advisement on the re-admission process from the Director of Student Retention and Progression. The prospective student may appeal unfavorable decisions to the Interim Chair of the Baccalaureate Nursing Program.

Graduation In order to be eligible for graduation, the student must have a minimum GPA of 2.75 in NUR courses. The student needs to have completed the petition to graduate and have passed the ATI – RN Comprehensive Predictor (Assessment Technology Institute) Exam at a score of 72% or above (if generic BSN, or LPN to BSN student). To be eligible to apply for honors, the student must have a minimum of 45 HPU credits and have received no Academic Dishonesty citation during their time at HPU.


21

Mandatory Requirements for Entry into Clinical Nursing Courses All nursing majors enrolled in clinical nursing courses must have completed all prerequisite courses along with completing a number of requirements related to CPR for Health Care Providers certification, current health requirements, blood-borne pathogen certification, criminal background checks, proof of health insurance, TEAS® and, if applicable, licensure (RNs and LPNs). In addition, students enrolled in courses with a clinical component may be required to pass a math test prior to administering medications in clinical courses. Documentation requirements: All students will submit required documentation to Certifiedbackground.com by the designated deadline each semester. Directions for signing up and uploading documents is online at the HPU website under Clinical Health Requirements. Students whose documents are not on file by the deadline will be administratively dropped from the course and may not be allowed to re-register for the clinical course that semester. Submission of these documents is a student responsibility. Ideally you should arrange the timing of annual expiration dates to coincide with when you are not in school. The very best time to renew is probably mid-June, before clinical registration for fall semester. Reminders are not sent out from the Nursing Office. Please be aware that clinical facilities may and do change health requirement parameters. The Nursing Office makes every attempt to notify students via Campus Pipeline of the changes. It is your responsibility to keep track of notices and to keep your records and requirements up-to-date. Your HPU campus email is considered our official means of communicating new information to you. In conjunction, the information will be posted on the College of Nursing and Health Sciences Bulletin Board. If you do not check your email regularly, you may have the campus email forwarded to your primary email address. Physical exam: A physical exam, documented on the HPU College of Nursing and Health Sciences Health Appraisal Form (or a reasonable facsimile), is required prior to entry into clinical courses and annually, In addition, a physical may be required again if your health status changes. The health care provider will be asked to attest to the student‘s safety both to be a nursing student and to provide care. See the section on ―Essential Skills and Abilities for the BSN Candidate‖ in this Handbook. Blood-borne pathogens workshop: All students (and faculty) must attend an in-service on blood-borne pathogens on a yearly basis to meet an OSHA requirement. The in-service video is available in the ETC. You can substitute documentation of a Blood borne pathogen in-service from your employer to meet this requirement. In fact, you may be able to use the College of Nursing and Health Sciences certification for your employer. This document must be uploaded annually to Certifiedbackground.com. CPR certification: The student must demonstrate current basic cardiac life support for health care providers (BLS-C) certification every 2 years. The course must include adult, child, and infant CPR and choking victims in both one- and two-rescuer modes, as well as information on AED‘s. Renewal and documentation of certification is the student's responsibility (NOTE: Most providers provide two (2) years certification on the card). You must renew so that you do not run out during the semester. Please note: The original course and renewals must be done in person. HPU accepts American Heart Association CPR only. Immunizations and screens: Evidence of current immunizations (check with the Director of Student Retention and Progression for up-to-date requirements) is required prior to starting your first clinical experience (usually NUR 2950/2951 for generic BSN students; NUR 2965/66, 3952/3953 and /or 3970/3971 for LPN to BSN, and NUR 4960/4961 for RN to BSN students). The student must have documentation of positive titers for Mumps, Rubeola and Rubella, Varicella (chicken pox), the three shot


22 Hepatitis B series (or a positive Hepatitis B titer), tetanus and diphtheria immunizations (within the last 10 years). Polio series is not required but if immunized we will record in case it becomes required at a later date. If a screen(s)/titer(s) is/are negative for Mumps, Rubella, Rubeola, Varicella, and/or Hepatitis B, the student must receive the immunizations (see the immunization documentation form at the end of the Handbook). If any are negative, then the student must get the appropriate immunizations. The screen/titer should then be redrawn a month or so after the appropriate immunization(s). If the screen is still negative, a letter from the student‘s health care provider is required. The letter should state that the appropriate immunizations were done and that the student is considered immune. Screens check to see if you‘ve been exposed to the disease; titers determine the level of immunity. Criminal Background Checks are now being required by many clinical agencies. You can obtain a background check thru Certifiedbackground.com. If requested you will be required to turn the background check into the clinical agency directly. Background checks are required annually. This can accomplished using Certifiedbackground.com. These requirements are subject to change as agencies change their requirements. That means that you may have to obtain additional titers, screens, or immunizations, or background checks at some future time. Our policy is to require all students to comply with the most stringent agency policies and when agencies change policies you may encounter additional requirements. It is your responsibility to ensure that all the appropriate immunizations and screens/titers are done and the documentation turned in to the College of Nursing and Health Sciences locked box in the Nursing Office. Records are periodically audited and you may find yourself not allowed to register or administratively withdrawn from clinical courses if your record is not up to date. At the risk of being redundant, keeping these records up to date is the student’s responsibility. TB testing: A ―two-step‖ PPD test for tuberculosis (two PPDs within two weeks) is required initially/on entry into nursing clinical courses unless you can document serial negative PPDs over several years. Thereafter a single step is required every year. If the student has a history of a positive PPD, date of conversion, and evidence of negative chest X-rays is required. A TB monitoring form will need to be submitted every year thereafter. The monitoring form is available online under Clinical Health Requirements. Currently only one negative chest x-ray is required – in keeping with current Hawai‘i Department of Health, TB Branch guidelines – however this requirement is subject to change as are other requirements. Licensure: LPNs, RNs and international nurses must show proof of license renewal annually/biannually (depending on the jurisdiction‘s renewal procedure). Health Insurance: Effective Spring Semester 2009, the Hawaii Pacific University, College of Nursing and Health Sciences will require health insurance coverage for all nursing students in nursing course levels one through five. Each student will be required to provide proof of insurance coverage by health requirement deadline. Coverage must be maintained throughout the semester and the student must report any change of provider at the time of change (Spring Semester: January 1 to May 14; Summer: May 15 – August 14; and Fall: August 15 to December 31). Acceptable insurance coverage includes type of coverage provided through Hawaii employer based plans, QUEST, or TRICARE. The mandatory health insurance will be managed as a clinical health requirement with the same consequences. The minimum level of mandatory health care insurance is as follows: Plans must meet the following requirements:


23 Valid coverage dates for the entire term Coverage for outpatient care, hospitalization, emergency room, accidents, medical and surgery in Hawaii  Non-reimbursement policy  Minimum $100,000 USD coverage  Medical benefits of at least $50,000 per accident or illness  A deductible not to exceed $500 per accident or illness  At least 75% coverage for each accident or illness Plans that are NOT acceptable include:  Life insurance policies  Travel insurance plans  Accident or hospitalization only plans  Reimbursement policies  

Malpractice insurance: Every HPU nursing student is required to carry malpractice insurance because students are responsible for their own actions and could potentially be sued. Malpractice insurance is an essential financial protection for you and your family. A malpractice insurance policy is now included in your tuition and fees. This policy only covers you in your student role during the semester. It does not cover you in the course of employment or any other circumstance outside of being a student. Contrary to popular opinion, a student does not ―work under‖ the license of the instructor nor under the license of the staff nurse, who is also caring for your client. All three people, the student, the instructor, and the staff member, are responsible for the care delivered to, or for, the client. If a student has made an error, the student is responsible for the error. If the instructor has improperly assigned or supervised the student, then the instructor is also responsible. The staff nurse always retains responsibility for the client until relieved by another staff nurse, regardless of whether or not a student was assigned to the client. A staff nurse cannot give responsibility for a client to a student or instructor. Even for the most careful and conscientious student, the fact of life is that errors will occur. The other fact of life is that clients will sue. Protect yourself from being sued by always being correct and as careful as possible. NOTE: See policy on Unacceptable Practice (unsafe, unethical, or illegal), and remember -- the client is entitled to the same level of care whether staff nurse, student, or instructor delivers the care. The student nurse role is not a license to make mistakes. HPU Identification: Your HPU ID card is required for entry into the ETC, to take an ATI exam and for library purposes. Instructors MAY ALSO require that you show your ID before you can enter class, take an exam and/or get exam results back. Please be sure to have your ID available while on Campus. Math: Math is an everyday component of a nurses‘ work life, and math competence is essential to prevent errors in the giving of medications and treatments. For that reason, mathematic calculations and drug administration problems are integral parts of every nursing course, especially those with a clinical component (NUR 2950, NUR 2970, NUR 3962, NUR 3964, NUR 3970, NUR 3980, NUR 3985, NUR 4950, and NUR 4960). Many hospitals require math testing of their RN employees, both new and old grads, and usually they require 100% correctness in order to pass medications/be hired. Consider this valuable practice. The how-to of math calculations is taught in NUR 2301 Math for Meds (math portion of Pharmacology). In order to successfully complete this course, students must achieve a 90% or better grade. Because demonstration of math ability is a safety issue, the quizzes and exams in NUR 2301 and other math tests are not ―multiple guess‖ (multiple choice)!


24 Math policy: Math testing is an integral part of the curriculum. Ten percent (10%) of mid-term and final exams in all nursing courses will be logic or math/drug administration related questions (quizzes may also include math/logic questions). You may be required to pass a math test in order to pass medications in the clinical setting for some clinical courses. Calculators: Ten-key basic calculators may be used during testing, as long as the student is able to "show-the-work" or demonstrate the process followed. No other electronic devices (ie., pda’s, cell phones, etc.) are allowed. Math for Meds Rules:  Must round answer to the hundredth place past the decimal at every step (i.e. 9.376 becomes 9.38) except when calculating body surface area (BSA).  Round up at 5 (i.e. 9.375 becomes 9.38, however 15.5% does not become 16%; 15.4% does not become 15%. They remain at the hundredth place).  Do not use space savers (i.e. 1.496 becomes 1.5 not 1.50).  Any answer less than 1.0 must have a zero (0) before the decimal point (i.e. 0.67 is correct; .67 will be marked wrong).  When doing conversions show significant digits (i.e. 32mcg = 0.0000032 grams not 0.0 grams).  Units of measure must be supplied with every answer (i.e. 34.25 ml or 7 doses).  Certain items must be whole numbers, usually days, drops, doses, etc. (i.e. 6.7 drops is a little impossible, so 7 drops is the correct answer; the med will last 3.7 days should be 3 days (round down days and doses). However, don‘t convert percentages to whole numbers. When in doubt, ask! Units of measure to master: 1oz (ounce) = 30 ml or cc 1 T (tablespoon) = 15 ml or cc 1 t (teaspoon) = 5 ml or cc 1 cup = 8 oz

gr. i (grains) = 60 mg gr. 1/100 = 0.6 mg gr. 1/150 = 0.4 mg gr. 1/200 = 0.3 mg gr. 1/250 = 0.25mg

To convert: lbs (pounds) to kg (kilograms); divide lbs by 2.2 kg to lbs; multiply kg by 2.2 16 oz = 1 lb 1liter = 1000 ml or cc 1mcg = 0.001 mg = 0.000001 g = 0.000000001 kg 1,000,000,000 mcg = 1,000,000 mg =1000g = 1kg


25

Appearance Standards Students are expected to dress in an appropriate manner for both clinical and classroom activities. The Course Coordinator will indicate the appropriate clinical attire at the first class meeting. As of Fall 2010, the mandatory pre-clinical attire:  white HPU lab coat with HPU seal and nursing patch on left should sleeve,  blue Nursing polo shirt (available in Hawaii Loa bookstore)  black slacks, socks, and shoes  HPU name badge on left upper lab coat. Failure to conform to appearance standards in a clinical setting will result in the student being sent home; the absence will be considered an unexcused absence. Uniforms (during clinical practicum/patient contact hours)      

The HPU CNHS uniform is the deep blue scrubs set sold exclusively by the HPU Bookstore and will be worn in NUR 2951, 3963, 3965, and 4951 unless prohibited by the clinical agency for current matriculating students. The deep blue school uniform consists of the trouser pants and top with the appropriate school seal. The uniform must be clean, neat, and ironed. The blue uniforms require white shoes and white socks. Warm-up Jackets in the blue uniform color will are available to wear when the site is ―heavily air conditioned‖ (they may currently be ordered at the time of orientation for new clinical students) The deep blue uniform is only available at the Bookstore and the warm-up jackets are currently available through our supplier at the time or orientation With the exception of on-campus labs, it is expected that uniforms will not be worn in the classroom setting at HPU.

Name tags, patches, lab coats, and ID’s  Students are expected to have a lab coat, which may be long or short depending on preference.  The school logo is already silk screened on the uniform and will also be located on the warm-up jacket.  During the mental health rotation students may be instructed to cover their last names on the nametags to provide personal security. Scrub attire  Students will only wear scrub uniforms when required by, and provided by, the clinical agency (usually only in labor and delivery and the operating room).  Students will not wear their own scrub clothing with the possible exception of some pediatric rotations in which students may be expected to wear print scrubs – in this case, the agency may not provide appropriate attire. Street clothes  Wearing of street clothes is generally confined to pediatric, mental health, and community health rotations and may involve a combination of street clothes (top) and blue uniform (bottom). Before you wear street clothes check with the Course Coordinator.  If street clothes are worn to or in the agency, they are to be conservative. Shirts and blouses are to have sleeves and finished necklines. Tee shirts are not acceptable. Clothes must be non-clinging, non-flesh revealing; Navels may not be exposed in any setting. Street clothes must be professionaltype.


26 

Shoes will be closed toe and heel and appropriate to the dress and agency (NOTE: students are not allowed to wear logo bearing athletic shoes, tennis shoes, or dress shoes in mental health settings – wear flats .

Personal hygiene  Students must be meticulous about personal and dental hygiene.  Body tattoos are to be covered when in the clinical setting  Any body piercing jewelry, ie., nose rings, eyebrow studs/rings, cheek rings, etc., must be removed while the student is in the clinical arena  Acrylic and other fake-type nails and long nails are unacceptable for clinical. Nails need to be at fingertip.  Consult your agency policies & procedures for more information Jewelry  Students may wear one pair of non-dangle earrings.  Visible jewelry in other body parts (noses, tongues, eyebrows, etc.) and bracelets, multiple rings, and other jewelry are not worn in the clinical setting.  Watches should have a second hand and are generally not considered jewelry.  Leave jewelry at home to avoid loss. Hair, beards and mustaches  Hair will be clean and neat in appearance and secured in barrettes or bands sufficient to prevent obstruction of the student‘s view or interference with client care and to meet agency standards. Students may be required to put hair up off their collars.  Students will be clean-shaven or have neatly trimmed beards and/or mustaches. Shoes  White shoes will be worn with all school uniforms and agency-appointed scrubs. They are to be white, closed toe and heel, and of leather or other sturdy material.  "White shoes" does not mean white tennis shoes or white athletic shoes that the student wears every day. Low topped, white athletic shoes worn exclusively for nursing may be acceptable. Check with the Course Coordinator.  Sandals and Crocs ® are not acceptable. Clinical equipment  Students are expected to report for the clinical experience equipped with the following items: stethoscope, bandage scissors, pen with black ink, pen light, and a watch with a second hand.  Other items may be required in specific courses: goggles/eye shields (beginning in NUR 3963), pediatric stethoscopes in NUR 3981, calipers (in NUR 3962 & 4951), and blood pressure cuffs (some sections of NUR 4961). Lab coats are required in most clinical experiences.


27

Clinical Evaluation The clinical evaluation tool is adapted from the Bondy Model. Source: Bondy, K. N. (1983). Criterion referenced definitions for rating scales. Journal of Nursing Education, 22 (11), 379. Clinical performance is expected to be safe, accurate, and efficient and to produce both the desired effect and affect. Effect refers to achieving the intended purpose of the behavior. For example, if the desired effect of interviewing the client is to assess the current health status, the evaluation of the performance is in part based on whether appropriate information was requested and obtained: e.g., if the purpose of a bath is to cleanse a client‘s body, is that body now clean? Affect refers to the manner in which the behavior is performed and to the demeanor of the student, both of which could influence the effect of the intervention on the client. For example, when a student enters a room to turn a client with a spinal cord injury, who has begun to question the value of life, it could make considerable difference to the client's self-concept if the student's tone of voice and demeanor convey a sense of value of the client, rather than ―just another boring task to be performed.‖ Clinical performance is evaluated as Pass or Fail. On the Clinical Evaluation Scale ranging from ―dependent‖ to ―independent‖ (see below), scale level ―assisted‖ indicates minimal acceptable performance for Level I, II, and III courses. A majority of ―supervised‖ (or better) ratings is required for Level IV and V courses. The presence of a "dependent" or a "marginal" rating in Level I, II, and III courses may be grounds for course failure, and in the Level IV and V courses a "dependent" or "marginal" rating will definitely be grounds for failure. NOTE: If you fail the clinical course, you will receive a failing grade in the corresponding lecture course and will be required to repeat both courses. Likewise, if you receive a ―D (+)‖ or ―F‖ in the lecture course, you will receive a ―fail‖ in the corresponding clinical course and will be required to repeat both courses. Initial lecture grade A(+/-), B(+/-) or C(+/-) D (+) F A(+/-), B(+/-) or C(+/-) D (+) F

Initial clinical grade ―pass‖ ―pass‖ ―pass‖ ―fail‖ ―fail‖ ―fail‖

Final lecture grade A(+/-), B(+/-) or C(+/-) D (+) F D+ D (+) F

Final clinical grade Pass Fail Fail Fail Fail Fail


28

The Clinical Evaluation (“Bondy�) Scale Scale Standard Quality of Performance Assistance ___________________________________________________________________________________ Independent Safe* Proficient: coordinated: confident W/out supporting cues Accurate* Occasional expenditure of excess energy Effect* Within an expedient time period Affect* ____________________________________________________________________________________ Supervised Safe* Efficient: coordinated: confident Occasional supportive Accurate* Some expenditure of excess energy cues Effect* Within a reasonable time period Affect* ____________________________________________________________________________________ Assisted Safe* Skillful in parts of behavior Frequent verbal and Accurate* Inefficiency and in-coordination occasional physical Effect# Expends excess energy directive cues in Affect# Within a delayed time period addition to supportive ones ____________________________________________________________________________________ Marginal Safe (but not alone) Unskilled: inefficient Continuous verbal and Performs at risk Considerable expenditure frequent physical cues Accurate (not always) of excess energy Effect@ Prolonged time period Affect@ ____________________________________________________________________________________ Dependent Unsafe Unable to demonstrate procedure: Continuous verbal and behavior lacks confidence, physical cues coordination, efficiency ___________________________________________________________________________________ Legend: * Behavior/performance demonstrated each time performed # Behavior/performance demonstrated most of the time @ Behavior demonstrated occasionally Source: Bondy, K. N. (1983). Criterion referenced definitions for rating scales. Journal of Nursing Education, 22 (11), 379.


29

Clinical Facilities The HPU College of Nursing and Health Sciences utilizes a variety of health care agencies on the island of Oahu as facilities for clinical experiences. Facility use is a cooperative arrangement with the various agencies, the University of Hawai‘i at Manoa School of Nursing, the Kapiolani Community College RN and LPN programs, the University of Phoenix, as well as other programs requiring clinical placements. An HPU nursing faculty member serves as liaison to a Community Facilities Committee and will arrange all clinical placements for HPU nursing students. Clinical placements will be based on a number of factors including agency availability, course requirements, students‘ needs, and instructor preference. As the clinical facility for a particular course may change from semester to semester, the student should refrain from making advance arrangements regarding a particular clinical experience until the clinical site is confirmed. If a course has more than one section, each section may meet in a different clinical facility. Some clinical arrangements must be made close to the class start date, and students will have to wait until the first class meeting to confirm the location of the clinical facility. Transportation to and from the clinical facility and parking fees are the student's responsibility. Some agencies offer discounted parking fees to students or have designated parking areas. The faculty member will obtain and relay this information to students. Students are encouraged to carpool. Remember that we are guests in these agencies. We must follow their rules with regard to dress code, policies and procedures. You will receive an orientation to the facility you will be attending at the beginning of each semester. It‘s critical that you attend these orientations as they cover emergency procedures, safety precautions, documentation requirements, etc. and these vary from institution to institution. At some institutions, the orientation may take place outside your regularly scheduled clinical time, so be aware. As a matter of courtesy, please remember to thank the various preceptors and staff nurses who work with you. Working with students can be tough and stressful. Give them a pat on the back, a warm fuzzy, or a home-baked batch of cookies.


30

Clinicals: Helpful Hints 

Don’t schedule any other classes or make other commitments on days that you have clinicals. NUR 2961 (Communications Lab) and NUR 2971 (Health Assessment Lab), which are on-campus labs are the only exceptions. You can treat them as a ―class‖. You may have projects, or special assignments, that have to be completed before or after the scheduled clinical hours. Registering for classes and clinical on the same day will prove detrimental to your student nurse career. Don’t do it!!

A guideline that is useful in planning study time is to set aside the same amount of time you are scheduled for clinical as study and homework time. For example, if your clinical is eight hours, plan an additional eight hours for study and homework time. The overall guideline is to spend three hours outside class in preparation for every hour spent in class.

You are responsible for providing your own transportation to clinical sites. This includes home visits in several courses.

Parking fees are your personal responsibility. Fees can range from $25.00+ a day at Kapiolani to free parking at Tripler AMC. It would be wise to arrange car pools within your clinical section if at all possible.

You may not change a clinical section a after registration without written approval of the appropriate program chair.

You are required to attend all clinical days. Any absence must be authorized by your clinical instructor prior to the beginning of the involved clinical session. Make-up days are usually not available in clinical courses.

Meeting and documenting clinical health requirements are your responsibility. Failure to do so may result in clinical failure of the involved course, as you will not be able to attend clinicals if you don‘t meet requirements. These are unexcused absences.

Computerized, as well as other, patient/client records cannot be copied or removed from the clinical facility. Doing so will result in an “unacceptable practice” and clinical failure. Read and make sure you understand the unacceptable practice policy.

Students may be required to attend a clinical orientation prior to and outside of their scheduled clinical hours.


31

Clinical Preceptors Some clinical experiences utilize a clinical preceptor, in addition to an instructor, to facilitate the student‘s learning experience in a particular agency. Preceptors do not replace the instructor, but, rather, augment the instructor. Preceptors are most commonly used in community health, for physical exams, and in some senior-level clinical settings. Preceptors will be registered nurses, preferably with a minimum of a baccalaureate degree in nursing. Preceptors will be selected on the basis of a high level of clinical expertise in a particular area and the ability to provide a positive learning experience for the student. Faculty members who have clinical expertise in the same clinical area as the proposed preceptor will select them. Ongoing communication and feedback will be maintained throughout the clinical experience between the faculty member, student, and preceptor. The student's clinical grade will be based on fulfillment of the particular clinical goals and objectives and will be determined by the faculty member in consultation with the preceptor. The student will have the opportunity to evaluate the preceptor upon completion of the clinical experience.

Maintenance of Confidentiality Client information: Students must maintain the confidentiality of client's records and right to privacy. Essentially, the student enters into a health care contract with the client, which includes informing the client that confidential information will be shared with the student's instructor and other members of the health care team. Students are not to share client information with friends, relatives, or other unauthorized persons. In written assignments, clients will be identified only by the date the care was given. Care plans (CT2s) and other client notations are to be destroyed by the student as soon as the course is finished. Students are accountable for maintaining confidentiality, and may receive disciplinary action ranging from the loss of grading points to dismissal from the nursing major, for the misuse of client information. The misuse of client information can also result in criminal charges. You will be asked to sign a promise of nondisclosure of all client information throughout your student experience as you have experiences in various health care agencies. Additionally, you are required to sign a promise of nondisclosure as an HPU nursing student, which will be maintained in your student file in the College of Nursing and Health Sciences Office. New laws and rules have been adopted at both the U.S. national and Hawai‘i state levels for the purpose of assuring that client confidentiality is maintained whenever the protected health information of a client is used or disclosed for educational purposes. Client identifiable information obtained through the course of study may not be used or disclosed in any form (written, oral, electronically, etc.). Any reference to the identity of the client must be left out of any case presentation, CT2, journal, notes, or any other educational activities. Client identifiers include: client name, address, telephone or fax numbers, medical record number, account number, social security number, health plan number, date of birth, name of relatives or employers, photographic images, or any other information that could be combined to identify the subject of the health information. NOTE: You cannot use client initials or names in either your written work or oral presentations. Some additional guidelines: You may use age but do not use date of birth. You may use gender. Avoid the use of occupation and other demographics if they could result in the identification of the individual


32 (an example: current occupation: nursing school administrator; previous occupation: Army officer; ethnicity: Eastern European) The State of Hawai’i views failure to follow confidentiality and HIPAA guidelines as a Class C felony and you are subject to both criminal and civil penalties for violating the law. Computer/computer records: Many of the clinical facilities utilize computerized charting and records. Under no circumstances is any portion of a clinical record, including lab results (even if the patient‘s name has been removed) to be removed from the hospital. You may not photocopy (Xerox) the

records either. Unauthorized entry into the computer or misuse of clinical records is grounds for course failure. In NUR 4951, you may be able to take samples of EKGs with you – check with your clinical instructor first. Peer information: In both the clinical and classroom setting, students may become privy to confidential information shared by fellow students about themselves, their clients, or their clinical or work settings. Information shared in this manner is not to be discussed outside the classroom setting. Faculty: Faculty members may also offer confidential information about themselves or their work experiences. Again, if information is shared in confidence, then keep the confidence. It is one of the hallmarks of being a professional.

Professionalism Nurses are considered professionals, defined as a group of individuals who have advanced or special education, are self-governing, are motivated by altruism or service to the public, and, as a group, share a common code of ethics. Being a professional nurse is quite a challenge. Professional nurses must have integrity; be committed to lifelong learning; be able to care for all individuals regardless of the client‘s station in life or source of problem; be competent and also aware of their own limitations; and be willing to monitor the professional conduct of their peers. In addition to the intellectual and emotional aspects, a great deal of physical stamina is required. Nurses need to care for their physical health in order to maximize their ability to care for others. Prospective professional nurses must demonstrate compassion and concern for others and a sincere interest in the welfare of humankind. Their integrity must be beyond question. An aspiring nurse either has, or needs to develop, both the ability to sensitively communicate with others, and to think critically and problem solve as a matter of course. And finally, the student needs to come with an intense desire to learn. Nursing is physically, emotionally and intellectually demanding, but it is also rewarding: "Nursing done right is physically, emotionally, and intellectually fulfilling (Diers, 1984)."

Home Visit Policy Guidelines for Home Visits: Dos

   

Initial planning starts with a student-instructor discussion and instructor's approval of the appropriateness of the visit and the student's objectives for the visit. Review available client/family records prior to the visit. Ascertain the client/family's willingness for the visit in light of the objectives. Prior to the visit, establish the route to the home; when traveling, allow extra time for traffic, parking, etc., especially in unfamiliar neighborhoods.


33         

Plan for emergencies: your instructor must know the date, time, address, and phone number connected with the visit. You must also know how and where to reach your instructor if you should need to contact him/her during the visit. Call to confirm the appointment before actually leaving for the visit. Set an appropriate time limit for the visit. Don't overstay your welcome with "talk story", but don't rush it either. Insure adequate time for the interview or procedure. Information and trust cannot be rushed. Dress in accordance with requirements; wear your nametag at all times. Be aware of cultural standards (removing shoes), unless instructed otherwise by the client. Refrain from being critical or judgmental. This applies to nonverbal/body language as well as comments. You are a guest in their home. Remember to focus your comments on client/family strengths and support systems as appropriate. Only in NUR 4961 are students allowed to do invasive procedures, as assigned. Remember to wash your hands both on arrival and departure from the home. Check with your instructor if further guidance is needed. Keep in mind that you represent yourself, your instructor, the agency and HPU.

Guidelines for Home Visits: Don’ts  As a general rule, don't accept gifts. Discuss token gifts (a glass of water, a cookie) with your Course Coordinator.  Don't take other students, your own family members or visitors on home visits.  Don't provide transportation to a client. You are not covered by any insurance in this regard. Should something untoward happen while transporting someone, it places you and your school at great financial and professional jeopardy.

Illness or Injury in the Clinical Setting Each clinical agency has a policy for staff members who become ill or injured in the work setting. Basically, an ill or injured student should immediately notify the faculty member and then follow the agency protocol for staff members. The student must have the faculty member's permission to leave the agency. An injury must be reported to the Director of Student Retention and Progression within 24 hours of the injury as an Incident Report, and a follow-up from the student's physician is required to be filed in the College of Nursing and Health Sciences Office within 30 days of the incident. Important!!! Students sign a waiver of liability, protecting the agencies and HPU, at the beginning of each semester's clinical rotation. Students should know what costs will be covered by their own insurance plan and should have insurance information readily available in case of injury or illness in the clinical setting.


34

Reflective Practice Reflective practice is a process of learning to think and analyze what happens while you are learning to be a nurse. It is expected that you as a future professional nurse are both a ―thinker‖ and a ―doer‖. It is not enough to just mechanically go about doing tasks, but rather, you should always be aware of the impact or potential impact of the actions you take. You should critically think about the actions and words of others and how these things affect both your practice and your learning. You should ask yourself why certain statements or actions produce a particular response or reaction from you. Reflective practice helps you identify your opinions, attitudes and prejudices, and your strengths, and areas needing improvement. Reflective practice is part of critical-thinking development. Reflective practice moves a nurse from seeing nursing as an occupation to seeing nursing as a profession. Reflective practice involves the use of a log, journal, or critical incident report (CIR) in which are recorded critical incidents including one or more of the following themes:  An incident that went especially well.  An incident where there was a breakdown (things did not go as planned).  An incident that is/was very ordinary or typical.  An incident that was particularly demanding.  Any incident in which you believe you made a difference to a client, family member, a peer, or other member of the health care team.  An incident that stands out in your mind: something that was handled well or poorly, something that made you think or ―feel‖ or that ―haunts‖ you or was especially ―neat‖.  An ―ah-ha‖ reaction.  An incident that captures the quintessence of what nursing is all about. It makes you think, "This is why I became a nurse; this is the essence of nursing." Your reflective log should also include reflections on your learning process to include self-assessment, planning, and evaluation. It should also include your reactions to material presented in the classroom as well as the clinical setting. Logs are usually a method of communication with the instructor that in some instances may be shared with peers as well (with permission, of course). They are not shared with clinical agencies. Note: in regard to grammar, sentence structure, spelling, punctuation, etc. Although these logs express your thoughts and ideas, consider this another occasion to practice and polish your writing skills. Proofread and seek help from the tutoring center if needed. NOTE: Please refer to the “Maintenance of confidentiality and permission to use client information” section that is located on page 31 of this handbook.


35

Unacceptable Practice (unsafe, unethical, illegal, etc.) College of Nursing and Health Sciences faculty members are academically committed to preparing baccalaureate graduates who are competent in the skills of nursing practice: technical, diagnostic and interpersonal. Faculty members have an ethical and legal responsibility and accountability for the protection of others within the health care and larger community from unsafe, unethical, or illegal nursing practice on the part of HPU students and graduates. Therefore, students may be disciplined or dismissed from the nursing major for practice or behavior which threatens, or has the potential to threaten, the safety of a client, family member, authorized representative, student peer, faculty member, health care provider, and/or self, or is unethical or illegal. Unacceptable practice may be a one-time event or a series of events. Policy: Within nursing courses, counseling and advising processes and other instructional forums, students will be provided the opportunity to discuss the policy on unacceptable practice and its implications. All students are expected to be familiar with the principles of safe, ethical, and legal practice and are expected to perform accordingly. If an “Unacceptable Practice” investigation is imminent, in progress /or if a student receives an “Unacceptable practice” citation in a nursing (NUR) course, the student may not withdraw from the course. Students will need to have a clearance (signature on the withdrawal form) from the Dean of Nursing or designee in order to withdraw from nursing (NUR) courses. Definition: Unacceptable practice (unsafe, unethical, illegal) is defined as: A. B. C. D. E. F. G. H. I.

An act(s) or behavior(s) of the type that violates the Hawai’i Nurse Practice Act, Chapter 457 Hawai’i Revised Statutes and/or Title 16, Chapter 89: Hawai’i Administrative Rules. An act(s) or behavior(s) that violates the American Nurses Association (ANA) Code [of Ethics] for Nurses or the ANA Standards of Clinical Practice. An act(s) or behavior(s) that threatens, or has the potential to threaten, the physical, emotional, mental, or environmental safety of a client, family member or designate, student peer, a faculty member, health care provider, or self. An act(s) or behavior(s) that constitutes nursing practice for which the student is not authorized to perform, or has not been taught, at the time of the incident. An act(s) or behavior(s) that is unethical, dishonest or illegal. Unauthorized entry(ies) into the computer or misuse of clinical records. Violation of laws or rules relating to patient record confidentiality. A pattern of behavior often characterized by being unprepared or inadequately prepared for clinicals. Continued inability to perform safely, ethically, or legally without immediate/close instructor supervision (in this case, there may not be a single isolated incident of unacceptable practice).

Procedure: When an incident occurs that a faculty member believes to be unacceptable nursing practice, or when such an incident is discovered, the student will be notified immediately (when feasible) and may be required to leave the clinical setting (if appropriate). When a pattern of behaviors constituting unacceptable practice becomes evident, the student will be notified as soon as is feasible and may be instructed to leave the clinical setting. Failure to leave the clinical setting when instructed to do so is grounds for dismissal from the College of Nursing and Health Sciences. If a student is removed from the clinical setting for unacceptable practice, the student will not return to that clinical setting unless cleared by the Course Coordinator.


36 The incident will be investigated and action taken in accordance with the HPU College of Nursing and Health Sciences ―Policy on Unacceptable Practice.‖ A single incident of unacceptable practice may be grounds for course failure and dismissal from the nursing major. Failure to disclose medication or other errors or to conceal errors constitutes unacceptable practice and may result in course failure and dismissal from the College of Nursing and Health Sciences. The Course Coordinator, as an expert in the field, has the final authority to deem the student‘s practice unacceptable. The Course Coordinator will determine the consequences of the unacceptable action. The student‘s right to appeal the Course Coordinator‘s decision is limited to the consequences. The finding of unacceptable practice may not be appealed. Consequences include:     

Remedial work and/or instruction Physical and/or mental evaluation Award of grade of ―F‖ for the course Withdrawal from the course Immediate dismissal from the nursing major

Concurrent enrollment in a second clinical course: In the event the student is enrolled in two clinical courses during the semester in which the unacceptable practice occurs, a determination of safety to practice will be made in the second clinical course by the Director of Student Retention and Progression and the student may not be allowed to continue in the second course. Remember: the client is entitled to the same level of care as is given by an RN. NOTE: The term ―unacceptable‖ practices replaces ―unsafe‖ practice in earlier editions of this handbook.

Student Code of Conduct Students in the College of Nursing and Health Sciences are also subject to the student conduct policies and procedures of Hawaii Pacific University. Student conduct violations outside of College of Nursing and Health Sciences parameters will be handled within the parameters of the Student Conduct policies and procedures of HPU. If a policy violation is severe enough, the student may be reviewed for ―fitness‖ to remain in the College of Nursing and Health Sciences under the Essential Skills and Abilities by the Director of Student Retention and Progression and/or the Committee on Students (See pg.13 – 15).


37

Dean of Nursing The Dean of the School of Nursing and Health Sciences wears a number of ―hats‖ and has ultimate responsibility for the success, growth and development of the College of Nursing and Health Sciences. The Dean is responsible for liaison inside the University (as a member of the President‘s and Dean‘s Councils) and with the nursing community outside the University. In addition, the Dean is available to both students and faculty for counsel and guidance. The Dean of Nursing and Health Sciences tries to maintain an open door policy with regard to students. However, students are requested to make appointments through the Dean‘s Assistant (236- 5814), whenever possible. Making an appointment will help to insure the Dean's undivided attention and availability. Associate Dean of Administrative and Fiscal Affairs (236-5812): This Dean:  Is responsible for the day-to-day administration of the College of Nursing and Health Sciences  Provides faculty support services  Monitors enrollment management  In the absence of the Dean, assumes administrative responsibilities of the Dean Director of Student Retention and Progression (236-5872): This Director:  Is responsible for student-related activities ―such as admission, progression, dismissal and readmission to and in the nursing major  Provides assistance and counseling to students in all manner of areas ―test-taking, study skills, time management, personal concerns, career information, etc.  Assists in student problem resolution  Coordinates with Nursing Advisors  Updates BSN Nursing Students Handbooks and  Updates the MSN Student Handbook in conjunction with Graduate Nursing Program Chair  Oversees advising to the Student Nurses‘ Association/Pinning Ceremony Committee

Lunch with the Dean The Dean conduct a series of open forums, each semester, aimed at getting to know the students and eliciting student concerns, issues, compliments, etc. Watch for posting of meeting dates and times. HPU Student Nurses‘ Association (SNA) will set up times and dates to meet with the Dean. This is a great opportunity for you to speak to the Dean first hand. Come and tell us what we should start doing, stop doing, and continue doing.

Communication Communication between the College of Nursing and Health Sciences administration and nursing students is extremely important for everyone concerned. Information is communicated in a variety of ways:  Posted on the College of Nursing and Health Sciences bulletin board on the 2nd floor of the Academic Center: Check out the Dean‘s Corner each month  Posted on the SNA bulletin board (also on the 2nd floor)  Posted announcements at the Nursing Advisors offices  In-class announcements by faculty members


38      

Lunch with the Dean Special called meetings or forums SNA monthly meetings and newsletters New student orientations All student and faculty convocations Nursing Notes (published three times a year)

Most importantly, most communication of policy changes, schedule changes, and other items of importance happens by mail. Please keep the College of Nursing and Health Sciences Administrative Assistant (236-5814) informed of name, address, and/or phone number changes. Even though you may have given the University an official change form, sometimes it takes quite a while to reach the College of Nursing and Health Sciences Office. Please give us a courtesy copy; it will help us, to keep you informed.

Faculty and Staff Roster In the College of Nursing and Health Sciences Office (Room 226 , FAX 236-5818): Randy M. Caine, Ed.D, APRN, ACNS-BC, ANP-BC, GNP; Professor; Dean of College of Nursing and Health Sciences: (236-5811) Patricia Lange-Otsuka, Ed.D, MSN, APRN, PHCNS-BC, CNE; Professor; Associate Dean, Administrative and Fiscal Affairs: Interim Chair of the Baccalaureate Nursing program (236-5812) Jon Lola, MSN, RN: Assistant Professor; Director, Student Progression and Retention (236-5872) (Room 233) Virginia (Ginia) Gonzales: Assistant to the Dean (236-5814) Stacey Sawyer: Health Records Assistant (236-3519) (Room 225) Cristina Venturinelli; Testing Specialist (236-5816) (Room 225) Charlie Gibb: Scheduler/Technical Analyst (236-3528) (Room 224) Sarah (Lei) Schlemmer: Administrative Assistant (236-3552) Teruko Biddulph: Manager, Faculty Support Center (236-3514) Regular Nursing Faculty: (Refer to HPU Pipeline Faculty & Staff Directory) Advising/Counseling Dorothy Aeto – Academic Advisor/Counselor (236- 6726) Robert Sweithelm – Academic Advisor (236-3535) Rania Agua-Torres- Academic Advisor (236-3573) Student Nurses‘ Association (SNA): (Refer to the SNA Information board on the second floor) Hawaii Student Nurses’ Association (HSNA) – refer to www.hawaiistudentnurses.org

College of Nursing and Health Sciences Committees Hawaii Pacific University utilizes a Shared Governance Model. This model requires that faculty are represented in all aspects of University governance. This model also requires that students are


39 represented as part of that governance. The College of Nursing and Health Sciences has committees that are comprised of faculty and student representatives that contribute to overall governance of the college and the University. Committee on Faculty: To develop and implement modalities to orient nursing faculty members and to provide for academic and professional development for faculty. Committee on Students: To facilitate decisions related to student progression through the program of the College of Nursing and Health Sciences. In matters relating to appeals, retention, and progression, the committee role is that of advocating for the student while assuring compliance with University policies and procedures. This committee has student representation. Curriculum Committee: To assure that the curriculum is being implemented according to the stated outcomes and within the framework of the model that guides the Hawaii Pacific University College of Nursing and Health Sciences. Has student representation. Faculty Promotion /Review Committee: To make recommendations to the Faculty Promotion and Review Committee of the Faculty Assembly on behalf of the Nursing Faculty Assembly on faculty personnel matters. Faculty Recruitment and Hiring: To provide faculty input to the recruitment and hiring of term or career faculty. Department of Graduate and Post-Baccalaureate Nursing Programs Committee: To assure that the Graduate Nursing Program is being implemented according to the stated outcomes and within the framework of the model that guides the Hawaii Pacific University College of Nursing and Health Sciences. Has student representation. Nursing Advisory Council: To provide opportunity for dialogue between the Hawaii Pacific University College of Nursing and Health Sciences and the professional nursing community in an effort to better meet the health care needs of the people of Hawaii. Nursing Faculty Assembly: To provide a voice for faculty in the shared governance of the College of Nursing and Health Sciences, promote and facilitate cooperation and communication among the nursing faculty, and promote and nurture academic excellence. Has student representation. Program Evaluation Committee: To evaluate the program of the College of Nursing and Health Sciences as a whole and to insure that the published evaluation structure and processes are both implemented and effective. Has student representation.

International Student Nurses’ Support (ISNS) A forum to assist and support international nursing students was established in the spring 1996 semester with Assistant Professor Mercy Mott as facilitator and mentor to international students. If you are an international student, speak English as a second language, are an RN licensed in a country other than the U.S., or a second or third generation American student who speaks languages other than English at home get involved in ISNS. We need students who can help mentor others and show them the ropes, and we


40 need to reach those students who can benefit from the support. Get involved! We now have Dr. Patricia Burrell (236-5813), Dr. ReNel Davis (236-5848) and Dr. Michelle (Missy) Marineau (236-5889) to assist in mentoring and facilitating international students.

Transcultural Nursing Center (TNC) The Transcultural Nursing Center was founded in 2002 by Jeanine Tweedie, Dr. ReNel Davis, Dr. Patricia Burrell, and Dr. Dale Allison. The center is strongly committed to the belief that cultural competency is a crucial factor in providing quality care to diverse populations. The essence of Transcultural Nursing is caring, respect, and healing within the context of one‘s cultural beliefs and health practices. The center is committed to enhancing the health care of a changing, more culturally dynamic population, with particular focus on reducing health disparities. The center realizes its mission through focus on Education and Consultation, Practice, and Research. Dr. Burrell (236-5813) and Ms. Jeanine Tweedie (236-5863), the contacts for the center.

Problems and Solutions What should be done when you have a problem? First, try to identify and define the problem. Once you identify the problem, resolving it becomes much easier. Who does the problem involve and who can solve the problem? You should always attempt to solve a problem at the lowest possible level. If you have unsuccessfully tried to resolve the problem with the individual involved, then the next step is to present your concerns to the next level of authority (chain-ofcommand or chain-of-communication). If the problem is with a nursing instructor, see the instructor, then the Course Coordinator, then the Director of Student Progression and Retention (especially if you need some ideas about how to approach the instructor). If there is a Course Coordinator, you should speak to that individual before the Director of Student Progression and Retention. If the problem is with a clinical agency person or a peer in the clinical setting, talk to your Clinical Instructor, the Clinical Course Coordinator, the Chair of the BSN Program, and then the College of Nursing and Health Sciences Clinical Facilities Coordinator. If the problem is with a peer, or a non-nursing faculty member, the Director of Student Retention and Progression may be the best person to start with and then the Chair of the BSN Program . The student may consult the Academic Advisor or the Director of Student Retention and Progression in all of these situations. They may be able to shed light on a variety of problems including social, financial, health, personal, or family. You name it and someone probably has an idea about it. Another point you need to consider is timing. Don't wait and let the problem grow bigger and bigger. Solve it before it gets out of hand. Don't wait till the last week of class to let the instructor know you have a problem. Especially, don't let a situation escalate. Act! Get help now!


41 The next step is to explore options and solutions. Don't be afraid to consider any potential solution, no matter how ―off the wall‖ it might appear to be. Remember, the worst anyone can say is ―no‖. Decide on a solution and give it a try. Allow a reasonable time frame to try out your solution, and then follow the process again. Follow up and follow through. Good luck !

Student Problem Resolution System Policy: Problems or disputes involving assigned course grades or other course-related matters as well as College of Nursing and Health Sciences policies and procedures are to be resolved using mediation, arbitration, and negotiation whenever possible; when these measures do not result in resolution, then the student may follow the formal HPU grievance procedure (found in the HPU Catalog and the Advising Handbook). Procedure: Failure to complete these steps as described in 1-8 and 9-10 below will result in the student being ―sent back‖ to correctly follow the process. 1. Administrative errors, such as inaccurate mathematical calculations, should be taken directly to the faculty member. 2. Except for cases involving clear evidence of capricious or unfair grading, faculty members, as experts in their fields, have the final authority in assigning student grades. If you allege unfair treatment in a course-related matter, you need to gather documentation of your claim and meet with and discuss the matter with the appropriate faculty member. In other words, you can‘t grieve the grade just because you don‘t agree with the grade you earned. 3. If the situation is still unresolved, then you should discuss the matter with the Course Coordinator in an attempt to reach resolution. If that fails, consult the Coordinator of BSN Programs. 4. If the situation remains unresolved after consulting the Coordinator of BSN Programs, then you are to bring the matter and related documentation to the Director of Student Retention and Progression who will help you explore the situation. 5. If the matter still remains unresolved, then the student will contact the Chair of the College of Nursing and Health Sciences Committee on Students who will convene the Committee within 14 calendar days ( in as timely a manner as possible) or prior to the beginning of the following session/semester (whichever is appropriate). 6. The Committee on Students will review pertinent oral testimony and written documentation and attempt to resolve the problem or dispute. The Committee Chair will forward either a statement of resolution to the dispute (if all parties agree) or a recommendation for resolution (if all parties do not agree) to the Chair of the Department of Baccalaureate Nursing Programs. 7. The Chair of the Department of BSN Programs will make a decision and inform you and the faculty member(s) in writing. 8. If you feel the matter is still unresolved, you can contact the Dean who will review the data and make a final decision and inform the parties in writing.


42

9. If this procedure has been followed and you still feel the matter is unresolved, then you may initiate the formal grievance policy found in the HPU Catalog. 10. In matters unrelated to specific courses, you need to bring the problem or concern initially to the BSN Program Chair who will attempt to assist in problem resolution. 11. In the event that this intervention is not successful the problem/concern will be referred to the appropriate committee or the Director of Student Retention and Progression.

Assignments Written assignments: All written assignments are due at the beginning of the class period (this means when the class is supposed to start, not when you arrive) on the assigned date. Generally, assignments handed in late will lose a letter grade a day, including weekends and holidays. In other words, the highest possible grade is 89 (B) on a paper turned after class begins; 79 (C) on a paper two days late; and so on. Other instructors may refuse to accept a late paper. Be clear on this. All written assignments will conform to the grammar and usage style of texts such as The Little, Brown & Co. Handbook, or other texts from college-level English Composition courses; and in the documentation style of the American Psychological Association (usually referred to as "APA format" or "the APA Manual"). Please check with your instructor if you have questions concerning documentation style and with the English Department faculty members for questions of grammar and usage. The APA format is probably very different from what you are used to. Footnotes are not used; an alphabetized (by author's last name) ―reference list‖ is used instead. Some faculty members also require a bibliography of works read, but not specifically referred to, as well. Please refer to the APA format for tables, graphs, charts, and illustrations; these are all to be appended at the end of your papers. Papers incorporating information and ideas from other sources (not the writer's opinion) must be appropriately documented through text citations and references. Failure to document sources, including the student's own previous work, may constitute plagiarism (see the policy on academic honesty in the HPU Catalog). Papers must be the sole effort of the declared author, that is, ―the student‖; if there is any question of authorship, the student may be required to orally defend the paper and may receive a grade based on that defense. Editorial assistance must be limited to spelling, grammar, and style; it may not include addition, deletion, or modifications of substance within the document. Plagiarism includes buying or borrowing someone else's paper or reusing one of your own papers and will be considered grounds for an ―F‖ on the paper and possible failure of the course. Occasionally you may be allowed to rewrite, from a different focus, one of your previously written papers; however, you must first obtain the approval of all involved instructors prior to doing so. Make-up work is handled on a case-by-case and course-by-course basis. Talk to the Course Coordinator as soon as possible if you missed an assignment or test. Extra credit work is very rarely given and should be considered basically nonexistent.


43 Oral presentations: Oral presentations may be a required assignment in several nursing courses. The presentations are scheduled in advance, usually at the beginning of the semester, and the topic is almost always the student's choice. Some of the senior-level courses are seminars in which the student leads one seminar discussion and is an active participant in the other seminar discussions. The student leader is expected to prepare extensively for the presentation through readings on the chosen topic. Generally, the student presents an overview of the subject to the class and leads the subsequent discussion. Films, slides, overhead projections, and power point may be helpful in presenting the overview. Specific course requirements will be provided by the instructor and may include preparation of an outline and bibliography to be handed out to classmates. As a seminar participant, the student is expected to have read the assigned background material and be prepared to participate actively in the seminar discussion. It is understood that some students are shy or culturally constrained from speaking up or have trouble when making oral presentations. If you fall into this category, practice your presentation with a friend and ask her or him to gently critique your presentation. Then practice on a larger group of friends. One way to decrease your nervousness when making presentations is to seek out a friendly face in the audience and talk to that person. Ask your instructor if you can bring your friend to the class, and you then talk to that friendly face in the crowd. When it comes to the actual making of the presentation, some speakers may choose to stand behind the security of a podium, while others may prefer the friendlier atmosphere of sitting in a chair in a circle of classmates, and still others may want to sit on the desk or roam about the room. In any event, choose the style that works best for you. When classroom discussion is expected, get involved. Your opinion, your life experience, and the knowledge and interpretations you have acquired from readings have value to your instructor and fellow classmates. When you have something to say, say it. As you gain experience in speaking, your nervousness will decrease. Nurses are expected to speak up in a work setting; your student speaking experience will help you develop the speaking poise and confidence you need as a nurse.

Attendance Policy Students are expected to attend all classes and clinicals. In the case of illness with a communicable condition, the student may be advised to stay home to avoid infecting others. Check with your faculty member and read your course syllabus carefully. Classroom or clinical absences may result in course failure, so it is important to be clear on this subject. Approved/excused absences must be arranged prior to class. Students are responsible for obtaining missed lecture notes and arranging for make-up exams and other work as allowed by the syllabus. Each course coordinator determines if, when, and how make-up work will be performed. Timeliness is considered a professional attribute. Students are expected to be on time for both classroom and clinicals. Classroom tardiness may result in lowered grades or less time for quizzes or exams. Tardiness in the clinical setting may result in a failing grade. In all cases, the Course Coordinator determines the attendance policy for the course. Check the syllabus to be sure of the policy. When in doubt, check with the faculty member/Course Coordinator. Please note:


44 If you are repeating a course, the syllabus in its entirety applies to you. Any exceptions must be in writing as part of a contract with the instructor.

Curriculum Pathways Current descriptions of the various curriculum pathways (basic four-year/BSN, RN-BSN, LPN-BSN, the International Nurse Pathways and the MSN Program) are available at the end of this handbook. Advisors and students use pathways in planning for course sequencing and registration. The nursing curriculum is built on a strong foundation of liberal arts and basic sciences aimed at preparing liberally educated professional nurses who can analyze, think critically, and behave compassionately in today‘s multicultural environment. A strong liberal education allows for values clarification, and personal growth and development, and provides a foundation for professional and personal decision making. The General Education Core courses provide the needed liberal arts and sciences foundation in skills, perception and knowledge that are valuable, not only for success in college, but also throughout your life. The General Education Core is vital to the acquisition of these attributes: the ability to think abstractly and to perform critical analysis; an understanding of numerical data and the use of quantitative methods of analysis; an understanding of history and its implications for the future; an intellectual ease with science and technology; a capacity to make informed and responsible moral choices; an appreciation of the arts; and an awareness of the world's people and cultures as we take our place as citizens of an increasingly global society. The General Education Core has been updated and revised. The school‘s Web-site has the latest updated version. Building on the liberal arts and sciences foundation, the nursing curriculum structure moves from simple to complex concepts, from the care of the individual to the care of the family to the community as a whole, and along a continuum of health/wellness to illness. The curriculum focuses on the body, mind, and spirit of the client in whatever environment the nurse and client come together.


45

Course Descriptions Notes: Includes core, nursing prerequisite, NUR required and elective courses; (*) must have a Cor higher in these general education, nursing prerequisite, and/or nursing courses to meet the prerequisite requirement; all NUR courses require a C- or higher to be considered passing and a minimum HPU GPA of 2.75 is required for initial enrollment into nursing courses, for progression to the next higher level of coursework, and for graduation from the BSN Program. ANTH 2000 (3) Cultural Anthropology A general introduction to cultural anthropology. Topics covered include the nature of culture, basic concepts for analyzing cultural behavior, and consideration of the effects of culture upon the individual and society. BIOL 2030 (3) Anatomy and Physiology I The first semester of a comprehensive introduction to the structure and function of the human body. Includes topics such as gross body organization and related terminology, review of cell structure and function, anatomy and physiology of the integumentary, musculoskeletal, cardiovascular, immune, lymphatic, and digestive systems from the molecular level in cells to the integrated working of the human body. Pre: One year of high school biology and CHEM 1000 are strongly recommended. BIOL 2031 (1) Anatomy and Physiology I Laboratory Laboratory component of BIOL 2030. Pre: Concurrent enrollment in BIOL 2030. BIOL 2032 (3) Anatomy and Physiology II A continuation of BIOL 2030. Includes topics such as the nervous system, special senses, respiration, body fluid balance, urinary system, reproduction and inheritance, and human development. Pre: *BIOL 2030/31 and concurrent enrollment in BIOL 2033. BIOL 2033 (1) Anatomy and Physiology II Laboratory Laboratory component of BIOL 2032. Pre: *BIOL 2030/31 and concurrent enrollment in BIOL 2032. BIOL 3040 (3) General Microbiology An introduction to the structure and function of microorganisms including genetics, metabolism, and comparative studies of prokaryotic and eukaryotic organisms; emphasis is on organisms of clinical significance. This course is a prerequisite for the 3000-level nursing courses. Pre: Any introductory level biology or chemistry course and concurrent enrollment in BIOL 3041. CHEM 1000 (3) Introductory Chemistry An introductory survey of chemistry designed to equip students with information that will enable them to make rational, informed decisions about chemically relevant issues. Includes fundamental chemical principles as well as applications of chemical knowledge and the interactions between chemistry and society. CHEM 2030 (3) Introduction to Organic Chemistry and Biochemistry A basic introduction to organic chemical groups such as alkanes, alkenes, aromatic compounds, esters, acids, amines, and alcohols; molecules of special importance in the body such as carbohydrates, lipids, proteins, enzymes, vitamins, minerals, food additives. This course is a prerequisite for NUR 2930 and level II nursing courses. Pre: CHEM 1000 or CHEM 2052. CSCI 1011

(3)

Introduction to Computer Information Systems


46 An introduction to computer terminology. Topics include concepts, applications, and the impact of computer technology on society. Students have hands-on computer experience with word processing, spreadsheets, and data management programs to help them understand and apply that knowledge in their academic and professional endeavors. ECON 2010 (3) Principles of Microeconomics A general introduction to microeconomics. This course examines supply-demand analysis; principles of a free market, private enterprise system; implications of market imperfections; and international trade and finance. Pre: MATH 1105 and *WRI 1100 or their equivalents. HIST 2001 (3) World Civilizations I An interpretive survey of the development of civilizations from prehistoric times to AD 1500. Considerations of the principal contributions, forces, and trends found among the major cultures of the world. HIST 2001 and HIST 2002 need not be taken in sequence. Pre: WRI 1200 or its equivalent. HIST 2002 (3) World Civilizations II An interpretive survey of the development of civilizations and of the principal contributions, forces, and trends found among the major cultures of the world since AD 1500. HIST 2001 and HIST 2002 need not be taken in sequence. Pre: WRI 1200 or its equivalent. HUM 1000 (3) Introduction to the Humanities The creation, analysis, and interpretation of the arts and humanities in their cultural context. Poetry, art, music, drama, and dance from the world's major cultures are presented and experienced. LIT 2000 (3) Introduction to Literature A general introduction to poetry, drama, and fiction. This course focuses on the characteristics of different literary genres; interpretation of literature; and the applications of literary concepts. Emphasis is on writing about literature. Pre: *WRI 1200 or its equivalent. MATH 1115 (3) Survey of Mathematics This course, intended for students who do not need pre-calculus, emphasizes the practical applications of mathematics and quantitative reasoning skills to include topics such as the real number system, sets and logic, linear equations and inequalities, consumer mathematics, unit conversion, geometry and trigonometry, and an introduction to function, probability and statistics. Pre: MATH 1105 or its equivalent or appropriate score on the math placement exam. MATH 1123 (3) Statistics A one-semester course covering basic parametric and nonparametric statistics. Topics include: measures of central tendency and variation; sampling distributions; normal and binomial distributions; central limit theorem; estimating population mean and proportion; hypothesis testing; one-sample, two-sample, and paired-sample means testing; linear regression; correlation coefficient; chi-square statistic; and analysis of variance. Course emphasis includes calculating sample statistics; estimating population parameters; assessing the use of appropriate statistical procedures for different types of statistical questions. This course is a pre- or co-requisite for NUR 4700. Pre: MATH 1105 or its equivalent. PSY 1000 (3) Principles of Psychology An introductory course in psychology, covering the major processes underlying human behavior, cognition, and emotion. Specific units covered include consciousness, sensation and perception, thought and language, human development, personality, social psychology, abnormal psychology, and the realization of human potential. PSY 3600

(3)

Abnormal Psychology


47 A study of the etiology, development, manifestations, and treatment of psychological disorders. Psychodynamic, behavioral, humanistic, systems, and cross-cultural theoretical perspectives are used to understand stress and anxiety-based disorders, psychoses, social and personality disorders, and organic and developmental disorders. Normality/ abnormality are treated as concepts, as are legal and ethical issues related to deviant behavior. Pre: PSY 2000 and *WRI 1200. Recommended: Human Growth and Development or NUR 2200. WRI 1100 (3) Writing and Critical Analysis Practice in descriptive, narrative, expository, and interpretive writing. Both grammar drill and a variety of writing assignments are featured. Pre: A passing grade on the University's English Proficiency Test or the equivalent (e.g., successful completion of *WRI 1000, WRI 1800, or EFP 1370). WRI 1200 (3) Advanced Composition Instruction and practice in the writing of polished expository and argumentative prose, building on skills and forms mastered in WRI 1100. Emphasis is on precision, clarity of language, logic of presentation, thesis, the substance of the argument, research methods, and term paper writing. The course features stepby-step instruction in the writing of major research papers. Pre: *WRI 1100 or its equivalent. NUR 2000 (2) Introduction to Professional Nursing Facilitation of student‘s understanding of the professional nurse‘s behavior and role as influenced and/or governed by the individual, societal and cultural values; professional ethical codes; and state and federal laws and regulations. Examines current issues impacting practice of professional nursing and develops fluency in medical terminology. Ethical, leadership, and political knowledge and skills are introduced as critical issues affecting health care systems and professional nursing practice in contemporary society. Pre: *WRI 1200 (1) Nutrition and Diet Therapy An introduction to the principles of nutrition and diet therapy integral to the practice of nursing. Pre: *BIOL 2030, *BIOL 2031, *BIOL 2032, *BIOL 2033, CHEM 1000, and *WRI 1200; GPA of 2.75 or higher if first nursing course. NUR 2100

NUR 2200 (3) Growth and Development Cognitive, emotional, and social aspects of human development from infancy to death. Content includes major theoretical approaches and factors influencing the developmental process. Includes observational experiences of children and adults at various ages and stages of development. Pre: Nursing major, PSY 2000, and *WRI 1200. NUR 2300 (3) Pharmacology Introduces the use of drugs to diagnose, prevent, or treat disease using a neurologic integration concept and model as a framework for understanding. Pre: *BIOL 2030, *BIOL 2030, *BIOL 2032, *BIOL 2033, and CHEM 1000; GPA of 2.75 or higher if first nursing course. NUR 2301 (1) Math for Meds Explores the principles of medication administration and calculation. Pre: MATH 1115 or equivalent or higher – a statistics course does not meet this requirement; *BIOL 2030, *BIOL 2030, *BIOL 2032, *BIOL 2033, and CHEM 1000; Required for all transfer students who pharmacology course did not include math for meds/calculations; GPA of 2.75 or higher if first nursing course.

NUR 2930 (3) Pathophysiology Emphasizes the alterations of processes that affect the body's dynamic integration as interpreted by cultural health beliefs and values. Uses a conceptual approach based on Gordon's Functional Health


48 Patterns. Pre: *BIOL 2030/31, *BIOL 2032/33, *BIOL 3040, and CHEM 2030. Pre- or co-requisites: *NUR 2100, *2200. NUR 2940 (2) Health Promotion and Education Introduces the principles of health teaching including physical, mental, and spiritual dimensions within an environmental contest. Emphasizes integration of client education with the nursing process. Pre: *WRI 1200 and *NUR 2100, *2200, *2300, *2950/51, *2960/61, and *2970/7. NUR 2950 (3) and 2951 (2) (5) Nursing Concepts and Processes An introduction to the concepts and processes inherent in the philosophy and conceptual framework of the Hawai‘i Pacific University Division of Nursing. The laboratory component focuses on basic clinical ―hands-on‖ skills and must be taken concurrently with the lecture. NUR 2960/2961 must be taken concurrently. Pre: *BIOL 2030, *BIOL 2031, *BIOL 2032, *BIOL 2033, *CHEM 1000, and * WRI 1200; GPA of 2.75 or higher. NUR 2955 (3) Nursing Transition: International Student This course focuses on transitioning the international student to the Nursing program at HPU. The course concentrates on diagnostic reasoning, critical thinking, and synthesis of concepts to enhance the international nursing in caring for patients in varying states of wellness to illness across the life span. NUR 2960 (1) Therapeutic Communication An introduction to the therapeutic communication techniques integral to the relationship between the client and nurse. Included are basic communication theory, the role of self in communication, and group process. NUR 2961 must be taken concurrently. Pre: *BIOL 2030, *BIOL 2030, *BIOL 2032, *BIOL 2033, and *WRI 1200, *CHEM 1000. NUR 2950 and 2951 are corequisites; GPA of 2.75 or higher if first nursing course. NUR 2961 (1) Applied Therapeutic Communication Lab component of NUR 2960 which must be taken concurrently. Pre: *BIOL 2030, *BIOL 2030, *BIOL 2032, *BIOL 2033, and *WRI 1200, *CHEM 1000. NUR 2950 and 2951 are corequisites; GPA of 2.75 or higher if first nursing course. NUR 2965 (4) NUR 2966 (1) Nursing Transition: LPN-to-BSN This course will focus on filling gaps in the Licensed Practical/Vocational Nurses‘ (LPN/LVN) educational background and experience by allowing selected students to acquire concepts deemed essential to the role of the professional nurse (BSN). The course will also discuss procedures and expectations specific to the School of Nursing. Pre: Cumulative GPA of 2.75 or higher. BIOL 2030*, BIOL 2031*, BIOL 2032*, BIOL 2033*, CHEM 1000, WRI 1100*, AND WRI 1200*. (Must have a grade of C- or higher) Current Hawaii State LPN License, One (1) year recent acute care experience, Individual evaluation by course coordinator required. NUR 2970 (2) and 2971 (1) (3) Comprehensive Health Assessment Holistic health assessment that introduces physical assessment skills and refines therapeutic communication skills. Emphasizes recognition of acceptable norms for health of children, adolescents, and adults. The lab component must be taken concurrently with the lecture. Pre: *BIOL 2030, *BIOL 2031, *BIOL 2032, *BIOL 2033, and *WRI 1200; *NUR 2950/51 and *2960/61 are a pre- or corequisites. (GPA 2.75) NUR 2972 (3) and 2973 (1) (4) Non-Degree Health Assessment This course focuses on transitioning the nondegree-seeking international student to the Nursing program at HPU. The course concentrates on health assessment including physical, emotional, and spiritual. The


49 lab section incorporates subjective and objective data as it relates to the health and wellness of the individual. Pre: Permission of the instructor. Concurrent enrollment in Lab 2973 is required. NUR 3000 (1) Continued Success in Nursing A continuation of NUR 1000 focusing on the development, or expansion, of APA writing style, criticalthinking skills, and test-taking skills. Pre- or co-requisite: 2000-level nursing courses.no longer offered . NUR 3120 (3) HealthCare Informatics A nursing elective – an introduction to the use of computer systems in various health care settings, as pertains to the areas of research, administration, education, and patient care. Students will be introduced to the concept of evidence-based care. Pre: Junior standing; Knowledge of basic computer skills and software use; Access to a computer, Internet, e-mail, software for word processing, Power Point, and spreadsheets. NUR 3360 (3) Concepts and Issues for Professional Nursing (for RN Student) Facilitates the transition of RNs to baccalaureate-level nursing practice by introducing the concepts and processes inherent in professional nursing. Addresses legal and ethical concerns, utilization of scarce resources, and the political process to effect change. Pre: Licensed as a registered nurse; *WRI 1200. NUR 3370 (2) and 3371 (1) (3) Health Assessment for the RN Student Facilitates the transition of RNs to baccalaureate-level practice by reviewing and updating physical, mental and spiritual assessment skills. Also updates therapeutic communication and elderly assessment skills. The lab component must be taken concurrently with the lecture. Pre: Licensed as a registered nurse; *WRI 1200. NUR 3900 (3) Leadership and Management in Nursing Provides practical assistance to the future nurse manager in the development of effective leadership and management skills in order to assure the best possible environment for the provision of high-quality care. Pre: ECON 2010; Pre- or co-requisites: *NUR 3964/3965 and/or *NUR 3970/3971. NUR 3910 (3) Dynamics of Family Violence A nursing elective: An examination of widespread problems of family violence with a focus on historical background, prevention programs, and treatment. Emphasis is on health-related issues. Pre: PSY 2000 and *WRI 1200. Open to all majors. Crosslisted as SOC 3420. Not offered NUR 3920 (3) Issues of AIDS A nursing elective: examines the issues of AIDS within public health and social domains. Students explore their personal values and beliefs about AIDS, as well as develop a working body of knowledge about the disease and its effects on the individual and on societies worldwide. An emphasis on prevention and health promotion exists throughout the course. Pre: * WRI 1200, one biology course, and one social science course. Open to all majors. Not offered NUR 3922 (3) Managing our Mortality: Caring at the End of Life A nursing elective: dying in America is often described as a lonely, isolating, and painful experience. Students explore new approaches for changing how we die. Pre: * WRI 1200. Open to all majors. Crosslisted as ANTH 3922.

NUR 3930 (3) Complementary Healing Methods A nursing elective: Provides a forum for the critical exploration of alternative methods of treatment and healing body, mind, and spirit. Emphasizes the integration of alternative methods with currently accepted healing modalities. Pre: *WRI 1200. Open to all majors.


50 NUR 3941 (3) Women’s Health A nursing elective: An interdisciplinary forum for the critical exploration of current issues related to the health and health care of women. The goal is for participants to become informed consumers and, if appropriate, providers of health care to women. Pre: *WRI 1200. Open to all majors. NUR 3942

(3)

Nursng in Japan

NUR 3943 (3) Transcultural Nursing A nursing elective: This course serves as an introduction to the concepts and process of nursing in a transcultural and global context. The course includes an introduction to transcultural nursing theory and utilizes participant-observer field study in a variety of settings. Pre: *NUR 2950/51, *2960/61, and *2100. NUR 3944 (3) Transcultural Nursing: People of Hawaii A nursing elective: An introduction to transcultural nursing as a formal area of study and practice. Content includes theoretical perspectives, concepts, and practices as well as different beliefs and health practices within Hawaii. The goal is to improve the quality of health care to diverse cultures through the development of cultural competency. Pre: WRI 1200. NUR 3952 (2) and 3953 (1) (3) Gerontologic Nursing Presents mental, physical and emotional health as related to normal aging and lifestyle decisions throughout adulthood. It considers the adult in the family context, emphasizing principles of healthy aging. The clinical component must be taken concurrently. . Pre: CHEM 2030, *BIOL 3040/41, *NUR 2950/2951, *NUR 2960/61, *NUR 2970/2971, and *NUR 2300 and 2301.Pre- or co-requisite: * NUR 2100, * NUR 2930, *NUR 2940; GPA of 2.75 or higher. NUR 3962 (3) and 3963 (3) (6) Adult Health Care I Introduction to medical-surgical nursing. Focuses on nursing care of adults in an acute illness crisis and at risk for chronic illness. The clinical component must be taken concurrently with the lecture. Pre: CHEM 2030, *BIOL 3040/41, *NUR 2100, *NUR 2950/2951, *NUR 2960/61, *NUR 2970/2971, and *NUR 2300 and 2301. Pre- or co-requisite: NUR 2930, NUR 3952/53; GPA of 2.75 or higher. NUR 3964 (4) and 3965 (4) (8) Adult Health Care II Continuation of medical-surgical nursing.. Nursing care of adults in their generative and productive years, in acute illness crisis and at risk for chronic illness. The clinical component must be taken concurrently with the lecture. Pre: *NUR 3952/53, *NUR 3962/63, and *NUR 2930; Pre- or co-requisite: NUR 2940; GPA of 2.75 or higher.

NUR 3970(3) and 3971 (2) (5) Altered Mental Health Patterns Examines the conceptual base, principles, and practice of mental health and psychiatric nursing across the life span in a holistic approach. Nursing modalities include psychotropic medications, milieu therapy, crisis intervention, and therapeutic communication skills within the acute psychiatric hospital setting. Individual and family coping with acute mental health alterations are explored. The clinical component must be taken concurrently with the lecture. Pre: *NUR 3950/3951, *NUR 2930, *PSY 3130; Pre- or co-requisite: NUR 2940; GPA of 2.75 or higher. NUR 3972 (3) Introduction to Forensic Science A nursing elective: This course is an overview of forensic health science. It uses a multidisciplinary approach to examine victims and perpetrators of trauma and abuse. The role of the provider is also


51 explored. Forensic photography, injury patterns, and evidence collection and preservation are also included. Pre: PSY 2000 or SOC 1000 and *WRI 1200. Open to all majors. NUR 3973 (3) Criminalistics and the Investigation of Injury and Death A nursing elective: Developing empirical knowledge in forensics related to the investigation of injury and death. Specialized topics in forensic pathology and clinical practice will be discussed. Pre: PSY 2000 or SOC 1000 or*NUR 3972, and *WRI 1200. Open to all majors. NUR 3974 (2) Introduction to Forensic Health Science A nursing elective: An internship arranged to expand clinical application of theory content in forensic health science. Clinical sites arranged with the coroner‘s office, emergency rooms, crime investigation units, prisons, or other clinical settings to support students‘ goals. Pre: PSY 2000 or SOC 1000 or *NUR 3972; *NUR 3973, PSY 3310, and *WRI 1200. Open to all majors. NUR 3980 (3) and 3981 (1) (4) The Childbearing Family Focuses on childbearing families. Addresses normal growth and development, developmental variations, family structure, cultural differences, and common acute and chronic health care concerns of the generative family. The clinical component must be taken concurrently with the lecture. Pre: *NUR 3962/3963, *co-requisite *NUR 3970/3971, and all general education requirements and nursing prerequisites; GPA of 2.75 or higher. NUR 3985 (3) and 3986 (1) (4) The Childrearing Family Focuses on childrearing families. Addresses normal growth and development, developmental variations, family structure, cultural differences, and common acute and chronic health care concerns of the generative family. The clinical component must be taken concurrently with the lecture. Pre: * NUR 3962/3963, *co-requisite NUR 3970/3971, and all general education requirements and nursing prerequisites; GPA of 2.75 or higher. NUR 4700 (3) Nursing Research Proposal Development Reflective nursing practice and education pose questions that challenge students to examine human responses, healing, and management of care. Students progress systematically through the scientific inquiry process in order to develop a nursing research proposal. Pre: *NUR 3964/3965; Pre- or corequisite: *MATH 1123.GPA 2.75 or higher. NUR 4950 (3) and 4951 (3) (6) Complex Care Nursing Facilitates the student's understanding of the functional, emotional, spiritual, and cultural aspects of meaning associated with the complex health care of marginally functional individuals and families. The clinical component must be taken concurrently with the lecture. Pre: *NUR 3360 and NUR 3370/71 for RN students, *NUR 3964/3965, *NUR 3980/3981 and *NUR 3984/3985; may be taken concurrently with NUR 4960/4961 ; GPA of 2.75 or higher.

NUR 4960 (3) and 4961 (3) (6) Developing a Healthy Community Focuses on the community as client. Students use the nursing process to assess, plan, implement, and evaluate health services given to marginally functional families and other vulnerable aggregates within the community. The clinical component must be taken concurrently with the lecture. Pre: *NUR 2940 and NUR 3370/71 for RN students; *NUR 3980/3981 and *NUR 3985/3986; may be taken concurrently with NUR 4950/4951; GPA of 2.75 or higher. NUR 4971 (1) NCLEX-RN Preparation A nursing elective: Preparation for taking the NCLEX-RN. The purpose of the course is to enhance the graduate‘s ability to pass the NCLEX-RN on the first attempt. Includes test-taking and study skills as well


52 as content information related to the NCLEX-RN. Will include an orientation to the procedures for registering for and taking the NCLEX-RN. Pre: Completion of NUR 3980/81 and 3985/86.GPA of 2.75 or higher. NUR 4973 (2 or 3) Preceptorship or Nursing Elective Elective clinical course which provides focused study utilizing critical thinking and the nursing process in a selected clinical setting. This preceptorship provides the opportunity to work one-on-one with an RN preceptor as a transition to professional nursing practice. It is an opportunity for the student nurse to learn roles and responsibilities of the registered nurse in a general or specialty setting. Learning will occur as the student practices alongside the expert nurse with a clinical faculty facilitator. Pre: NUR 3985/86, NUR3980/81, NUR 3964/65

Degree Requirements The degree requirements for a Bachelor of Science in Nursing are as follows: Total credits: Completion of at least 124 credits of coursework. General education core*/nursing support courses: Completion of/exemption from: Analyzing and Writing Argument World Culture Courses Cultural Anthropology Introductory Chemistry Statistics Introduction to Literature Biochemistry Nutrition

Pre-calculus (or higher-level math) Introduction to Psychology Introduction to Computer-based Systems Principles of Microeconomics Human Growth and Development (across the life span) Anatomy and Physiology (with lab) Microbiology (with lab)

*Please note that the general education core is currently being revised. See the School‘s Web-site for the most current version. Nursing major: Completion/exemption from all NUR required courses and a nursing elective. All nursing courses (NUR and the nursing elective) must be completed with a "C-" or better. Residency requirement: All of the last 30 credits, obtained immediately prior to graduation, must be completed at HPU. Be sure to transfer in any courses taken outside HPU before you reach the ―only 30 to go‖ point. CLEP credits are considered transfer credits. See the HPU Catalog for more information. GPA: The student must maintain a cumulative overall HPU GPA of at least 2.75 for all courses (includes all nursing courses) to progress in the program and must have a GPA of 2.75 in NUR courses to graduate. Assessment Technology Institute Exams (ATI): The student must take and achieve a score at the 2nd level or higher to get additional course credit. The student must take and achieve a score of 72% or higher on the ATI-RN COMP in order to graduate. Exam results must be presented along with your intent to graduate. See ―Diagnostic Tests‖ elsewhere in this handbook.


53

Electives Nursing electives come in three versions: Those labeled with NUR and listed as nursing electives (NUR 3910, NUR 3920, NUR 3930, NUR 3950, etc.). See course descriptions; upper-division courses in other disciplines that have been designated nursing cognates; and some RN-BSN students may be awarded nursing elective credit for prior learning experiences. Courses from other disciplines include, but are not limited to: Medical Anthropology Genetics Embryology Marriage, Sex, and Parenting

The Culture of Caring Psychology and Women Cross-Cultural Psychology On Death and Dying

All students must take a nursing elective. Check with your nursing advisor for the alternatives available. And remember, if you take a course from another discipline to fulfill the nursing elective requirement, you must obtain a grade of ―C-‖ or better, as it will be considered a course in the nursing major.

Evaluations Evaluation is a very important part of any College of Nursing. The faculty has a commitment to you, the student, to give you the very best education possible. The faculty has an obligation to the nursing profession, to the health care community, and to the client to ensure that the graduate nurse is a safe practitioner. Ongoing evaluation of every aspect of the College of Nursing and Health Sciences helps to accomplish this commitment and obligation. The overall program is evaluated as described in the ―Systematic Program Evaluation Plan‖ or ―SPEP‖ (available in the College of Nursing and Health Science Office). Individual courses are evaluated on a course-by-course basis each semester. And, last but not least, faculty members evaluate student performance (see discussions of clinical evaluation, grading scheme, and assignments). Program evaluation: Evaluation of the program includes evaluations of: structure and governance; material resources; faculty and student policies; faculty; curriculum; and clinical agencies and preceptors. The program evaluation plan has the details as to ―who, what, when, where, why, and how‖. Students will usually be involved in overall program evaluation through committees, course and clinical facilities/preceptor evaluations. Course evaluations: Here is an opportunity to make a difference. At the end of each semester, students are asked to fill out confidential evaluations of each course, the text(s), and the instructor. Generally the evaluation forms are filled out in the last week of classes, are collected in an envelope by a student volunteer, and the sealed envelope is taken to the College of Nursing and Health Sciences Office and is placed in a locked wooden box marked ―Evaluations.‖ The individual student evaluator remains anonymous so you can be candid. The evaluations are tabulated and a printout is given to the instructor. Your evaluation of the course, text, and instructor is a very valuable part of the process of delivering the best education possible. Instructors do use the evaluations to revise and improve classes. Post-graduation: Approximately four (4) to six (6) months after graduation you will receive a ―Graduate Survey‖ in which you will evaluate the entire College of Nursing and Health Sciences. Please take time to tell the faculty what you really think and make suggestions. It is the best way to make ongoing improvements. Your employer will also be asked to evaluate you at this time.


54

Grading Scale The grading scheme for the lecture/theory nursing courses is follows: 93 – 100 A 73 – 76 C 90 – 92 A70 – 72 C87 – 89 B+ 67 – 69 D+ 83 – 86 B 63 – 66 D 80 – 82 B< 62 F 77 – 79 C+ Clinical courses are graded as “Pass” or “Fail”. An important note: ―Fail‖ in the clinical course will result in the awarding of a ―D(+)‖ or ―F‖ for the corresponding lecture/theory course. If the student receives a ―D(+)‖ or an ―F‖ in the lecture /theory course, the corresponding clinical course will be awarded a ―Fail‖. In either case, the student must repeat the both courses. Students must obtain a ―C-‖ or better in all nursing courses. If a ―D(+)‖ or an ―F‖ has been obtained, a student may repeat a maximum of two courses one time each. Failure to meet this criterion will result in dismissal from the nursing major. Incomplete Grades: Occasionally, due to illness or other extenuating circumstances, students may be unable to complete a course within the confines of a semester. If the instructor feels there is a valid reason for an incomplete grade, a contract is written in which the student agrees to complete specified work within a particular time. The student must complete the work within the specified time frame (and no later than the end of the following semester) or the ―I‖ will be automatically converted to an ―F‖. The student cannot progress to the next level until the incomplete has been resolved. Challenging grades: The awarded grade is based upon objective measures and should follow the course syllabus. If the student believes the grade was incorrectly calculated, or has questions related to the assigned grade, the student should take the matter to the course instructor for either correction or clarification. The student should follow the problem resolution and due process procedures found in this Handbook and the HPU Catalog. Clinical course grading: Clinical courses range from a total of 1 - 3 credit hours. Letter grades are assigned to the lecture/theory course. Clinical courses are awarded a ―Pass‖ or ―Fail‖ designation. The quality of work you do for the clinical course experience is expected to have a direct impact on your learning in the lecture/theory course. If you are putting in a lot of time on your CT2s and CIR and your lecture/theory course learning is not reflective, you need to talk to both your clinical instructor and Course Coordinator about how to integrate the clinical course components and the lecture/theory content. Synthesis and integration on your part is where the real learning takes place. How to calculate an HPU GPA: The Grade Point Average (GPA) is determined by dividing the number of grade points earned by the number of credit hours attempted. Transfer credits are not included in calculating the HPU GPA; however they are used in calculating the Honors Point Average (HPA) for most honor societies and for graduation honors. The following sample shows how to calculate your GPA: A AB+

= = =

4 grade points per credit 3.7 grade points per credit 3.3 grade points per credit


55 B BC+ C CD+ D F

= = = = = = = =

Sample calculation: Course Credits WRI 1200 3 HUM 1000 3 MATH 1150 3 BIOL 1500 3 BIOL 1501 1 Totals: 13

3 grade points per credit 2.7 grade points per credit 2.3 grade points per credit 2 grade points per credit 1.7 grade points per credit 1.3 grade credits per credit 1 grade point per credit 0 grade points per credit Grade B+ A C C C

Grade points earned 9.9 12 6 6 _2 35.9 GPA = 35.9 divided by 13 = 2.76*

* NOTE: GPAs are calculated to the hundredth place so a 2.49 does not equal 2.5

Letters of Recommendation In a number of instances such as scholarships, grants and loans, employment applications, and general letters of reference, students frequently request letters of recommendation from faculty members. The Deans and faculty members are generally happy to oblige. However, they would appreciate both a reasonable lead time (10 days) and some pertinent information about you. Please fill out the ―Request for Letter of Recommendation‖, which may be obtained in the College of Nursing and Health Sciences Office, and give it to the appropriate faculty member, Dean or Department Chair.

Nursing Arts Laboratories and Equipment Purpose/hours: The Hessel Flitter Nursing Arts Laboratory (NAL) was established with a portion of the initial grant for the College of Nursing and Health Sciences from the Hawai‘i health care community. It is intended to provide hands-on practice for nursing students before the student comes in contact with real, live clients. It is a skills laboratory where the student practices bed making, medication administration, physical assessment, dressing changes, and other skills. A number of classes take place in the NAL, but there may be times the lab is open for practice sessions. Check with the lab coordinator. A faculty member will be available by appointment to assist students in practicing or ―brushing up‖ on Levels I, II, and III skills. Borrowing equipment: Occasionally students may borrow equipment for use in classroom demonstrations or for the clinical setting. Equipment may be signed out through the lab coordinator. A reminder: Replacing models, stethoscopes, otoscopes, etc. can be very expensive. So Please Be Careful!

Pinning Ceremony


56 Nursing schools traditionally are filled with ceremony: Pinning, capping, and convocations are some examples. The HPU College of Nursing and Health Sciences is no exception. At the close of each semester, the graduating seniors in the nursing major are recognized at a pinning ceremony. The ceremony combines traditional aspects of pinning, capping, and convocation. It is a time for solemnity and reflection, but also a time of joy and sharing with family and friends what it means to be a nurse. The ceremony may include reciting the Nightingale Pledge, the lighting of candles to symbolize a new light, prayers, and remarks from school officials and favorite teachers. This is also a time to recognize the accomplishments of the graduates and to say "thank-you" to family and friends for their support during the, sometimes, very long road to the BSN. The seniors plan the ceremony, usually by a committee, with the assistance of the Director of Student Retention and Progression. As your graduation time approaches, get involved with the pinning committee so that the ceremony is meaningful to you. The HPU College of Nursing and Health Sciences pin is derived from the original logo of Hawai‘i Loa College and now features the Hawai‘i Pacific University symbol and motto as well. It features three stylized green mountains, representing the Ko‘olaus against a deep blue sky. A bird soars above the mountains, and the inscription proclaims holomua me ka oiaio, which roughly translated means: go forward (progress) with truth (see the front cover of this Handbook). Information on ordering the HPU pin is available in the College of Nursing and Health Sciences Office.

Plagiarism/Academic Honesty Policy See current academic honesty policy attached to each of your course syllabi. Pick up a copy of the howto-avoid-plagiarism handouts (HPU Library Guides #15 and 16) from either the Atherton or Meader Libraries. If you are not sure whether or not something is plagiarized, ASK! Plagiarism is a serious concern for nurses because it reflects on how the nurse might behave in a clinical setting. A nurse who cheats on papers can be expected to cheat in clinical practice. More immediately, plagiarism, buying a paper and/or other forms of academic dishonesty can result in course failure. The penalties for plagiarism/academic dishonesty range from a grade of zero on a paper to course failure to dismissal from the nursing major. A note about academic dishonesty in general: Nurses are encouraged to form study groups to help each other study. This does not mean that you help someone study by memorizing test questions and then passing them on. Needless to say, obtaining and using a copy of an exam that is not authorized for sharing is a dishonest, unethical practice. Also, don‘t share papers such as CT2s. A copied CT2 is just as dishonest as plagiarized prose. See the portion of this Handbook entitled ―writing standards‖ about how much help you can have with writing assignments. Cheating, academic dishonesty, is a serious problem. Don‘t become a problem. Be forewarned: HPU uses plagiarism detection software, turnitin.com, and it works!

Tests: Diagnostic and Achievement Readiness test: ATI – RN COMP (Assessment Technology Institute) is required for senior students and a score 72% or higher is required in order to graduate. Failure to take the ATI-RN COMP in a timely manner can adversely affect graduation. If you do not achieve a score at 72% or higher on the first


57 try; then you must retake the test. There is charge of $50 to retake the ATI RN-Comp. Set aside three hours to take it. The ATI-RN COMP is available through the ATI Proctor. You need to make an appointment to take the test. The test results will be available to you upon completion. You must bring a copy of the results when you file your intent to graduate. The ATI-RN COMP simulates the NCLEX-RN, provides a great deal of information about your strengths and weaknesses; is especially valuable in diagnosing weak content areas and is considered predictive of passage or failure of the NCLEX-RN. It also measures your performance against other BSN students nationally (program score). The ATI-RN COMP provides all the necessary resources which may be used in improving deficient areas. With results in hand, you may wish to review the outcome with a faculty member, The ATI Program Director, the Director of the BSN Program, or the Director of Student Retention and Progression and devise a strategy for improvement in the documented problem areas. There are other sources also available for NCLEXRN preparation. ATI Achievement Tests: These are tests of individual subject areas used to assess progress and/or competence and are given in conjunction with NUR 2950, NUR 3900, NUR 3962, NUR 3964, NUR 3970, NUR 3980, NUR 3985, NUR 4950, and NUR 4960 every semester.* The test is a required part of the course. You must past the test at the 2nd level or above in order to achieve the necessary credit in the course. If you are not successful on the first try, you will not be allowed retake the test. You will be expected to have remediated on the material. Please be aware that all additional study materials associated with the ATI are provided at the beginning. Your score on the achievement test is available upon completion of the test cycle. After completing or during the related nursing course, all nursing students will be required to take the ATI achievement tests in: Critical Thinking Assessment Medical Surgical Nursing for the RN Mental Health Nursing RN Comprehensive Predictor

Leadership in Nursing Fundamentals Maternal Newborn Care Nursing of Children Pharmacology for the RN Community Health

*Note: Other tests may be added. Experimental tests: Occasionally ATI may offer experimental tests free to students. You are urged to take the tests, if for no other reason than to gain test-taking experience. Although experimental tests do not have the validity of the achievement or diagnostic tests, the test can still be a learning experience. The only cost is time.

Working and Being a Nursing Student Many nursing students work either part time or full time. Many of you have to! You like to eat and want to have a roof over your head. Sometimes the combination of work, school, and family may result in tremendous conflicts and stress. You need to carefully assess your combination of school and work and your other life outside of the two. And, you need to reassess this every semester. It may be necessary for you to: Go to school every other semester; go to school part time if you are working full time; work part time if you are going to school full time; or, you may need to do both half time or three-quarter time. You may need to cut down on your work hours for the semesters during which you are taking clinical courses. Some of you with Type A personalities may have to learn not to drive so hard. Basically, you need to set priorities. Look carefully at all the needs you have to attend to: Personal, family, work, school, community. Then devise a plan to do the most good for the most people. Don't try to be all things to all people. If you need help looking at the big picture, see your advisor or the Director


58 of Recruitment and Retention. See the ―calculator‖ below to determine your available time. Invest in a planner, calendar, or some other time management device and use it to plan your time. Start with 168 hours in a week: Subtract # hours you work Subtract # of credit hours enrolled in this semester Subtract # of credit hours multiplied by 3 (Reading time) Subtract # of hours in the clinical setting Subtract # hours of travel time to school per week Subtract # of hours you expect to sleep (@6hrs/night) Subtract # quality time with your family (@2hrs/day) Subtract # quality time for yourself (@2 hr/day) Subtract # of hours of family, church obligations, etc. (@1hr/day) Subtract # of hours you expect to eat (@2hrs/day) Anything else? (shopping, cooking, cleaning, soccer games, a movie or the beach, travel time associated with these activities) -???

Example 168 - 20 148 - 12 136 - 36 100 - 8 92 - 5 87 - 42 45 - 14 31 - 14 17 - 7 10 - 14 =-4

Your life 168

=-?? ???? How much is left???? Or are you in the minus category? Prioritize!!! What can you cut out without harm to yourself or others? What can you make serve double duty (e.g. tape lectures and listen to them in your car; study on the bus)?

History of the College of Nursing and Health Sciences at HPU Hawai‘i Pacific University began in 1965 as Hawai‘i Pacific College, an independent, non-sectarian liberal arts college. In 1972, the growing college expanded to include a School of Business Administration and in 1973 received its first WASC accreditation. The college continued to grow rapidly, adding an English Foundations Program and a group of satellite programs on military bases. With approximately 30 associate and bachelors programs/fields of study in place, and with two masters programs up and running, Hawai‘i Pacific College became Hawai‘i Pacific University in 1990. In the summer of 1992, Hawai‘i Pacific University merged with the other independent liberal arts college on Oahu, Hawai‘i Loa College (HLC). The merger added an additional contingent of liberal arts students,


59 a major in marine science, pre-professional programs, and a professional program - a Bachelor of Science in Nursing. Hawai‘i Loa College had been chartered in 1963 as the Christian College of the Pacific, a four-year, coeducational, residential, ecumenical, non-sectarian, liberal arts institution stressing interdisciplinary and multicultural learning. The college was believed to be unique as the only post-secondary institution in the nation jointly sponsored by four Protestant denominations: the Episcopal Church, the United Methodist Church, the United Presbyterian Church, and the United Church of Christ. In 1982, Hessel H. Flitter, EdD, RN, then Associate Dean and Interim Dean of the University of Hawai‘i at Manoa (UHM), School of Nursing, believed there was a need for another Bachelor of Science Program in Nursing in Hawai‘i. Dr. Flitter's belief in the value of liberal arts as a crucial part of nursing education and career mobility for nurses played a major role in convincing HLC to initiate a BSN completion ―second step‖ program for RNs. Upon his retirement from UHM, Hessel H. Flitter became the first director of the HLC Division of Nursing, and the first group of students, 32 RNs, began the program in January 1983. The graduates from this group include a number of nursing community leaders, and some of them have even returned to their alma mater to teach. Also in 1983, the Division of Nursing faculty prepared and submitted to the Hawai‘i State Board of Nursing the plan for the initiation of an RN pre-licensure program for LPNs. The plan was accepted, and state accreditation for the program was granted to begin in September 1984. This first group of LPN students completed the program in May 1987; passed the NCLEX-RN in July 1987, and are now employed in the community as BSN-prepared nurses. A number of them continued to pursue further education. As Hawai‘i began to experience a nursing shortage, the Healthcare Association of Hawai‘i, representing all of the major health care facilities in Hawai‘i, requested that the college open its doors to beginning students. A $100,000 grant was given to HLC for the development of a nursing skills laboratory (now called the Hessel Flitter Nursing Arts Laboratory) and the necessary equipment and resources to initiate the first-year courses in nursing and 24 first-year students entered the program in the fall of 1987. This brought the total number of students enrolled in the nursing major to 164. The first four-year (transfer) student took and passed the NCLEX-RN in February 1989. The Division of Nursing also expanded to off-campus classes, offering satellite programs at The Queens Medical Center and Tripler Army Medical Center. In March of 1992, the National League for Nursing (NLN) accredited the program for five years. A second visit of the NLN in November of 1996 resulted in an eight-year re-accreditation. The next visit in February, 2005 resulted in another eight-year re-accreditation. Dr. Flitter retired in 1988 and was succeeded by Dr. Adele Mitchell. Dr. Carol Winters-Moorhead became the director in the Fall of 1991 and became Dean of Nursing in 1992. Dr. Winters-Moorhead relocated to the mainland in 2006 and Dr. Patricia Lange-Otsuka became Interim Dean in May of 2006. Dr. Randy Caine became Dean of Nursing in August of 2008. The Division of Nursing‘s designation changed to School of Nursing in 2002 and the school continues to grow. Recently, the School of Nursing went through a reorganization process and on July 1st 2009 changed its‘ name to the College of Nursing and Health Sciences. We are currently the one of the largest single site scollege of nursing in the western region and one of the bigger college of nursing in the country. The MSN program was initiated in the fall of 1998 with 10 students. Dr. Patricia Lange-Otsuka was the program‘s chair. The first MSN students graduated in January 2001. The accreditation visit of the NLNAC for the MSN program in October 2000 resulted in a five-year accreditation for the MSN program. The next combined BSN/MSN site visit by the NLNAC was held in February, 2005, and resulted in a recommendation for reaccreditation for another eight years, until 2013. Dr. Dale Allison was


60 chair from 2006 -2009. Dr. Patricia Burrell is currently the Interim Chair of the Department of Graduate and Post-Baccalaureate Nursing Programs.

Accreditation WASC - The Accrediting Commission for Senior Colleges and Universities of the Western Association of Schools and Colleges (WASC) has fully accredited HPU. Address: Western Association of Schools and Colleges 985 Atlantic Avenue, Suite 100 Alameda, CA 94501 (510) 748-9001 State - Approval by the state of Hawai‘i, conducted by the Hawai‘i State Board of Nursing, is mandatory for the continuance of the School of Nursing and enables graduates to ―sit for‖ the state board of nursing exam (NCLEX-RN). The School of Nursing at HPU is approved in accordance with the laws and regulations of the state of Hawai‘i. Address: Hawai‘i Board of Nursing Hawai‘i Board of Nursing DCCA, PVL Licensing DCCA, PVL Licensing 335 Merchant Street, Room 301 OR P.O. Box 3469 Honolulu, HI 96813 Honolulu, HI 96801 (808) 586-3000 NLNAC - Accreditation by the National League for Nursing Accrediting Commission (NLNAC), while voluntary, nevertheless serves as a national validation of the quality of the educational experience in a given institution. NLNAC evaluators are invited to visit the institution after they review a self-study report prepared by the School of Nursing dean and faculty. The self-study report and the report of the visitors are then presented to a 12-member board of the NLNAC that determines accreditation. NLNAC accreditation is particularly important for the graduate who wishes to pursue either a military career or a graduate program in nursing. It is not usually a factor in taking the NCLEX-RN or in being hired. The School of Nursing was last visited in February 2005 and in June 2005 received notice of NLNAC reaccreditation for eight years. The next visit is scheduled for the year 2013. Address: National League for Nursing Accrediting Commission 3343 Peachtree Rd., N.E. Suite 500 Atlanta, Georgia 30326 (404) 975-5000 CCNE – Accreditation by the American Association of Colleges of Nursing Commission on Nursing (CCNE) is also voluntary and also serves as national validation of a quality educational experience in a given institution. CCNE evaluators have been invited to visit the College after they review a self-study report prepared by the dean and faculty of the College of Nursing and Health Sciences. The self-study and visitors report will be presented to a board of commissioners that will ultimately determine accreditation for the college. CCNE accreditation is utilized for colleges and schools with doctoral level programs. The initial accreditation visit is scheduled for Fall 2011. Address: American Association of College of Nursing Education One Dupont Circle, NW Washington, DC 20036-1120 (202) 463-6930


61

Learning Resources The Hawai‘i Loa Campus Learning Resources Center includes the Atherton Memorial Library and the Educational Technology Center, which includes the computer center. All are located on the third floor. Library resources: The Atherton Library resources include Web access to CINAHL (Cumulative Index to Nursing and Allied Health) and other pertinent Web sites for all of your research and learning needs, access to the Hawai‘i Medical Library (located at UH‘s School of Medicine in Kakaako), the University of Hawai‘i Library System, the State of Hawaii Library System, and an ever-increasing array of nursing journals and books. A library orientation is available to all entering students to provide familiarization with the available resources and facilities. On an appointment basis, the librarians will assist students in doing research, using the Web, and in preparing papers (they have some very helpful information on avoiding plagiarism as well). The Meader Library is located on the downtown campus at 1060 Bishop Street and includes a large collection of social science resources that may be particularly helpful to the nursing student. Other library resources include the Hawai‘i State Library System, the Hawai‘i State Department of Health Library, Hamilton Library on the University of Hawai‘i at Manoa campus and libraries of various clinical agencies. In addition, many of these agencies have films and audio- and videotapes for loan. Educational Technology Center: Support is provided for both computing classes and student wordprocessing. For a listing of open hours, available times, and assistance see the staff in the Educational Technology Center (ETC). Audio-Visual Resources: The ETC provides various pieces of equipment (overhead projectors, slide and 16mm projectors, VCR equipment, and films) to students through faculty members. You must request that your instructor reserve equipment in advance to insure its availability when you need it. The ETC staff can also advise/assist in making slides, overheads, and videotapes. Check with them. There are several learning programs available in video, CD-ROM, and laser-disc format. Check them out.

Legal Tidbits (for Faculty, Agency Staff Members, and Students) "Working under my license":  Remember no one works under your license except you, and you do not work under anyone else‘s license. In the clinical setting, the faculty member is responsible for:  Ascertaining that the student is adequately prepared to care for the client(s);  Assigning students to tasks/clients they are safe and competent to carry out;  Directing and supervising the student as appropriate to the student‘s needs;  Removing the student from the clinical setting—immediately—for unpreparedness;  Removing the student from the clinical setting—immediately—for unacceptable acts;  Teaching the student, including hands-on care when appropriate;  Seeking the client's permission for assignment of a student when appropriate;


62 Recognizing when the client, or family, is uncomfortable with a student and reassigning the student;  Liaison with the staff;  Role modeling for both student and staff;  Maintaining all appropriate standards;  Demonstrating ethical, safe, and legal behavior. The faculty member is accountable for his or her own actions. 

The staff nurse (and the institution):  Never gives up responsibility for the client;  Must intercede if either student or faculty is jeopardizing the client‘s welfare;  Must intercede if either student or faculty is jeopardizing family member's welfare;  Must insure that medications, treatments, etc. are given/done in a timely manner;  Never has a student "working under their license";  Must maintain all appropriate standards;  Must demonstrate ethical, safe, and legal behavior. The staff nurses are accountable for their own actions. The student nurse:  Is responsible for his or her own actions;  Is responsible for preparing adequately for client care;  Must carry malpractice insurance (required by HPU policy, but not by law);  Must identify own strengths and weaknesses;  Must seek instructor or staff nurse assistance for new or unfamiliar procedures;  Must seek instructor or staff nurse assistance for skills with a weak knowledge base;  Must let clients know that they are being cared for by a student;  Never "works under anyone's license";  Maintains all appropriate standards;  Must demonstrate ethical, safe, and legal behavior. Student nurses are accountable for their own actions.

Sigma Theta Tau International Nursing Honor Society (STTI) Sigma Theta Tau International Honor Society (STT) is the honor society established in 1922 by six nursing students at the Indiana University School of Nursing to:  Recognize achievement  Recognize the development of leadership qualities  Foster high professional standards  Encourage creative work  Strengthen commitment to the ideals of the profession The criterion for individual membership is the demonstration of academic excellence by students in the baccalaureate and graduate College of Nursing and Health Sciences. Graduates of baccalaureate programs who demonstrate excellence in leadership positions in the community are also eligible for membership. The College of Nursing and Health Sciences of Hawai‘i Pacific University and the School of Nursing at the University of Hawai‘i along with nurse community leaders make up the Gamma Psi Chapter-at-Large of STTI. HPU nursing students may be candidates to join the Gamma Psi Chapter-at-Large.


63 Once you have completed 50% of your nursing coursework (usually after NUR 3970/71), if you have a GPA of 3.0 or higher, have junior or senior status, and rank in the top 35% of your class, you will be considered for eligibility in STTI. If you are interested in belonging to the honor society, complete the honor society application early in the fall semester. STTI applications are accepted during both Fall and Spring semesters. The STTI application process is lengthy and includes approval by an eligibility committee, the Executive Board of Gamma Psi, and the general membership of the Chapter. You will be notified of your acceptance mid- semester (usually in March/November). You will have yearly dues initially payable upon acceptance to the society. HPU sponsors a bi- annual honor‘s banquet in the spring, at which STTI candidates are honored. You may be inducted ―in absentsia‖ if you have graduated and moved. NOTE: If you know you will be moving, be sure to include a permanent address on your honor society application. Each nursing student is evaluated for eligibility at some point in his or her student career. If you think you are eligible and haven‘t heard anything, please call your HPU STTI counselors to check on your status.

Beta Beta Beta (Tri-Beta) Honor Society As a nursing student, you may be eligible for this honor society as well. Check the honor society application or see the advisor, Dr. Louis Primavera (236-5834), for more information.

Student Nurses’ Association (SNA) The HPU Student Nurses‘ Association (HPU-SNA) was organized to promote student participation in the College of Nursing and Health Sciences, in the affairs of the University and in the community. HPU-SNA is a constituent of the National Student Nurses‘ Association (NSNA) and the state SNA (HSNA) in partnership with nursing students of other schools in Hawai‘i. Membership is voluntary, but all nursing majors are considered members. There are no dues for HPU-SNA members; however there are dues for NSNA. Meetings are held monthly. Watch for posted announcements on the SNA bulletin board on the second floor near the elevator. Officers are elected each year during the spring semester. Belonging to the HPU-SNA is a lot of fun, hard work, and good fellowship. COME JOIN US! And read your monthly HPU-SNA newsletter. (See names of officers in the‖Who‘s Who‖ list on page 41 of this Handbook.)

State Boards (NCLEX-RN, NCLEX-PN) The state board or NCLEX-RN is a comprehensive examination designed by the National Council of State Boards of Nursing (NCSBN) to test the ability of a graduate of an AD, Diploma, or BSN-granting nursing program to practice entry-level registered nursing in a safe and effective manner. The test attempts to evaluate the graduate's ability to apply beginning-level knowledge and interventions to commonly occurring health care situations. The exam questions are written by faculty members who teach registered nurse candidates and by clinical practitioners in a variety of settings who supervise newly registered nurse graduates.


64 Since April 1994, the NCLEX-RN has only been given on computer and may be taken six (6) to seven (7) times a year. However, you should plan to pass the NCLEX-RN the first time. The test itself is administered in a single, six hour setting in a "computerized adaptive testing" (CAT) format. The programming is such that the questions get harder or easier over time until the program is able to determine passage or failure of the test. This is a nationwide exam with a nationally set passing score. This means that if you pass the exam in one state, you can seek reciprocity in the District of Columbia and any other state in the United States. You may take the exam in any state or the District of Columbia and certain countries overseas. You must apply to the appropriate state board of nursing for permission to take the NCLEX-RN and pay a series of fees. See the Director of Recruitment and Retention for assistance with needed documentation. In order to take the exam, you must be a graduate of a nationally accredited nursing program by the date of the examination and an official transcript must be sent by the HPU Registrar to the appropriate state board to document compliance with requirements. Near the end of every semester, a special meeting is held for all graduating senior nursing students to assist in helping them prepare to register for the NCLEX-RN. If you have questions about the process or need state board addresses elsewhere, see the Director of Recruitment and Retention. NCLEX-PN: You may be eligible to take the NCLEX-PN for licensing practical nurses (in Hawaiâ&#x20AC;&#x2DC;i) after the successful completion of NUR 3964/65, 3970/71, 3980/81 and 3985/86. Check with the state board for more information. See the Director of Recruitment and Retention for the application and for assistance in getting the appropriate documentation to the Hawaiâ&#x20AC;&#x2DC;i State Board of Nursing.


65

Critical Thinking Critical-thinking skills are paramount if you want to be a successful nursing student. Most students ask, ―What is critical thinking?‖ Critical thinking is YOUR ability to use your scientific knowledge base, along with your nursing theories, while also taking all current aspects into consideration to develop a solution that is appropriate to the situation and your client‘s needs. It‘s your ability to devise creative solutions to new situations and problems. .

Checklist for Critical Thinking          

Reflect on thinking and assumptions that lie beneath your feelings and emotions Support your decisions with facts and reasoning, ie., data, not feeling or self-interest Hold back decisions until all data has been gathered and evaluated Support your position with data Appraise the trustworthiness of sources from which you base your beliefs Differentiate between facts, opinions, and inferences Seek clarification when you lack understanding Utilize your liberal arts knowledge base to illuminate a current situation Evaluate your mistakes so that you don‘t repeat it in the future Do not fall under the fallacy that you need to have all of the answers Adapted from Wilkinson (1999) Nursing Process: Critical thinking approach

Skills Necessary for Critical Thinking              

Assumptions Assessment Accuracy and Reliability Relevant from Irrelevant Inconsistencies Differentiation – Normal from Abnormal Cluster Data Identify Patterns What‘s Missing? Data based Conclusions Developing Several Different Conclusions Determining Underlying Issue from Problem Priority Setting Self-Evaluation and Resetting Thinking

As you review the above checklist of skills, you need to reflect on the following two questions. 1. How often are you using this skill in your everyday situations? 2. Would you know how to do this in any specific nursing situation? Adapted from Alfaro-Lefevre, (1999) Critical thinking in Nursing: A practical approach (2nd Ed)


66

Impediments to Critical Thinking               

Dislikes, biases, prejudices Apprehension Poor or limited problem-solving skills Lack of research skills Poor decision making Weak communication skills Weak writing skills Weak reading and writing skills Anxiety Stress Judgmental styles Poor knowledge of situational or related aspects Poor knowledge about resources Severe time limitations Environmental intrusions Adapted from Alfaro-Lefevre (1999) Critical thinking in Nursing: A practical approach.

Many nursing leaders equate the nursing process with critical thinking. The nursing process requires the nurse to collect specific data about the client‘s health, and then assess and analyze that data to determine the health care needs of the client. The nurse then develops a plan of care with specific, scientifically based interventions with the client. The interventions ultimately result in improved health outcomes for the client. The nurse and client then evaluate the client‘s progress in meeting the outcomes that were planned. The nurse is required to have self-knowledge, awareness of her/his way of being in the world, and knowledge of their way of interacting with others.


67

Study Skills Whether you are a recent high school graduate or a student returning to school after a long absence or are somewhere in between: Here are a few tips about studying, starting with an interesting notion:

Time management is much more important than highlighting! *** 

   

.

When planning your time, consider these tips: Control it; there is a finite amount (168 hours a week) to use wisely. Prepare a weekly study schedule. Be realistic: Consider the real time that projects, tests, or written reports require. Also remember to allow time for errands, laundry, and travel. Make study time fit each course. Consider: Your ability, the difficulty of the class, the grade you hope to achieve, etc. A minimum of three hours/wk. of reading for each credit hour enrolled is needed. Be flexible. Replan your schedule as needed. Schedule time for fun, too. If you work part time and are a full-time student, you will need to plan about 60 hours per week for attending classes, studying, and working. Consider using a time chart to: Record class periods. Fill in needed study hours (study each class daily). Fill in work hours, if any. Highlight when assignments are due. Plan time for out-of-class, educational, social, and recreational activities.(See pg. 59)

Attend SOS (Secrets of Success) Seminars: Offered every semester to help with study techniques, test taking techniques, time management, math anxiety, etc. These are free. Keep an eye out for posted announcements with times and places. General guidelines: Find one place to study and only study, don't go to sleep. Set a specific time to always study. Cut off audio-visual noise; however use of background music (some people recommend Mozart) may help concentration and comprehension. Reward good study habits. Concentration strategies: Study one subject for short, intensive blocks of time. Do the work that is the hardest /worst, first. Interact with the material, take notes, highlight, recite, etc. When bored, switch to more interesting material. Comprehension strategies: Making meaning of the material  Paraphrase the text, notes.  Create relevant questions and answer them.  Play teacher and explain to a ―younger brother or sister‖.  Try to analyze the material from a different viewpoint. Notes from lectures  At the top of each page, note the date on which the notes are being taken.  At the beginning of each new lecture, leave about a half of the page blank.  Divide pages in your notebook into two (2) sides; take notes on the right side and leave the left side blank. As you take notes, underline key words or put them in boxes. Information that a lecturer puts on the chalkboard or in power point is usually worth noting, especially illustrations.


68 

Read back through your notes that you took that day. Use the left side of your notes as you read through to highlight key terms and create a glossary of those key terms, defining them in your own words.

key terms or glossary  

notes taken on this side (or vice-versa depending on your handedness)

During the lecture, don't try to take down every word of the lecturer. Listen carefully, make sure that you comprehend what the lecturer said, and then write down your interpretation. If you didn't understand, raise your hand and ask for clarification.

Use abbreviations to reduce writing. Some examples include: e.g. - for example i.e. - that is cf. - compare = - equals/is the same as/is similar to < - is less than > - is greater than ^ - therefore/because ~ - about % - percent # - number $ - dollars/money /c or /s - with/without Study the text  Read the chapter introduction to get a general idea of what the chapter is about.  Read the table of contents in the front of the book or a list of topics.  Ask yourself questions. How are the topics related? How much do you already know?  Read the objectives listed at the beginning of the chapter.  Read the conclusions at the end of the chapter.  Scan the pages of the chapter, reading a phrase here and there to get the gist of what the chapter is about and how the topics are visually combined.  Read the first and last paragraphs of each chapter.  Read the first and last sentences of each paragraph.  Then read in depth to get a fuller understanding. Ask questions  Before beginning to read a chapter, stop to ask yourself questions about the subtopics, objectives, summary, and table of contents.  Turn to the study questions or exercises at the end of the chapter. Keep them in mind as you read the chapter so that you may locate the answers. Read:  Now read the chapter, finding answers to your own questions or those provided by the book. After reading each paragraph or section, ask yourself: Did I understand what I just read?  As you read, underline or highlight important terms or important rules only. If you have highlighted more than 15% of the text, you're on overkill.  Look for terms in Italics, underlined, or boldface type; these are key terms.  Look at the figures; make sure that you understand how they relate to the text.  Make margin notes: Note additional examples Write down questions -- ????? Circle key ideas


69 Restate and reread  State in your own words what the author said. State the main points and what they meant to you. How do they relate to what you already know? Write short summaries.  Don't simply reread a chapter. If you go back through a chapter, do some of the things listed below. Repetition is not enough. Test your understanding  Answer your preview questions or the study questions.  Go back through the chapter and take notes on the topics or ideas that you previously underlined.  Construct your own outline for the chapter, identifying all of the key terms.  Try to explain the chapter to someone else. Ongoing preparation  Keep lecture notes and text notes up to date and periodically review all notes taken during the semester.  Organize and consolidate material by using a summary sheet system: Find major points Categorize and organize Consolidate notes to 10 pages or less Use consolidated notes to study Contributed by Carol Winters-Moorhead, Ph.D., RN, Dean of Nursing

Learning Style Understanding how you learn Understanding how you learn can make the difference between feeling anxious and a borderline performance and feeling confident with positive test-taking outcomes in the demonstration of your learning. Fleming and Mills (1992) have developed a 13-item questionnaire that assists students in identifying how they learn with suggestions for improvement in note taking, studying, and test-taking. They‘ve identified four learning styles, visual (V), aural (A), read/write (R) and kinesthetic (K). If you haven‘t received a copy of the questionnaire, see your instructor or the Director of Student Retention and Progression. We‘re more than happy to assist you in finding ways to support your success in learning.


70

Test Taking Sharpen your test-taking skills by paying attention to exams and test questions that are part of your nursing courses. By structuring exams in format similar to that of the NCLEX-RN, faculty members are assisting you in developing test-taking and critical-thinking skills. If you know the content but cannot apply that knowledge to a clinical situation described in a test, then you need more practice. Practice. Practice. Practice. The more you practice, the less test anxiety you will experience when you actually ―sit‖ for the big exam, the NCLEX-RN, or ―state board‖. Before the test  For at least the two nights before the test, get enough sleep!  Think positively and avoid panicking.  Arrive early for the test: get a seat with good light and minimum distractions. During the test  Make notes on back of the exam to help unburden your mind.  Read all the directions thoroughly.  Read all the questions and decide which to answer if you have a choice.  Jot down key phrases; highlight, underline, or circle as you read through the questions.  Calculate available time and decide how much you will spend on each question.  Start with the easiest question.  If you get tense during the test, take a few seconds to relax and breathe deeply. Multiple choice tests  Read directions carefully and read the question stem very carefully.  Skim test questions.  Don't get stuck, do the easy ones first.  If you don't know the answer, eliminate two out of four, or three out of five, then guess.  Look for information in other test questions that may help you find an answer. Essay exams  Outline answers for good organization and clarity.  Short answer questions do not need an introduction.  Provide a direct answer to the question in the opening sentence.  Use the rest of the essay to support the answer.  Technical tips: Always use ink (terrible handwriting is even more terrible in pencil) Leave approximately one-inch margins on each side of the page Leave extra space in case you need to add information Neatness counts Outline the questions you didn't have time to answer Use only one side of the page Take home work/out of class assignments or exams  Preparation is not different. Don't procrastinate.  Find notes, articles, chapters that might be helpful.  Use the course outline, syllabus, or your own outline to organize material.  Spend time thinking and organizing before actually writing.


71  

Write the exam in your own words, using supporting evidence as necessary. Work independently unless you have permission to do otherwise; collaboration on take-home tests and assignments is cheating!

Evaluate: Critically evaluate the various tests you take. Generally there is a pattern to your missed answers:  Lack of knowledge  A problem with a particular group of words: always, never, first, last, best, least  Misunderstood the question  Either worked too fast or ran out of time  Translated into another language and lost the meaning  Unable to make the connection or analysis the question called for  Just plain ―goofed‖ and misread the question Help: Make an appointment with your instructor, advisor or the Assistant Dean of Nursing for Students to talk about strategies to increase learning. See the discussion of ―Study Techniques‖ in this Handbook. Regarding Scantron sheets: It is your responsibility to fill them out correctly. Instructors are not responsible for transcription errors.

Being a Successful Test Taker (from a number of sources) Just PASS the TEST (per Sally Lagerquist): Priority: Choose the answer which addresses the priority of actions as specified in the test question: ―What action should the nurse do first?‖ Anticipate the test: How long is the test? You need to allow about a minute or less to each test question. Don‘t spend so much time on the harder questions that you run out of time to do the easy ones -do the easy ones first (this does not necessarily apply to doing assignments/projects outside of class). How about the weight of various questions? First, do the ones worth more points or that give partial credit. What is the format of the test: Multiple choice, essay, matching, short answer, etc.? Stem: Look for key words in the stem of the question; underline or circle the key words if allowed to write on the test. Specific: Look for determiners and absolutes such as all, none, every, only, always, or never; they are seldom in the correct answer. Remember, if any part of an answer is wrong/false, it is all wrong/false; qualifying words such as usually, some, or often are usually better choices. Telescope: An answer that incorporates other answers is usually a good choice. Exceptionally: Long or short answers -- may show a pattern of being obviously correct or incorrect. Simple: Rely on the KISS principle -- ―Keep it simple _____.‖ Avoid reading too much into the question. If you find yourself saying, ―This would be true if ....,‖ it is probably not the right answer. Technical: Overly technical language is rarely included in the right answer.

Test taking strategies from Catalano, 1996:  Read carefully: The situation, the stem question, and answers. Probably one of the greatest sources of errors.  Treat each question individually: Occasionally you may find answers in other questions, but it isn‘t worth the time it takes to look for them and you have a tendency to read into the question.


72   

  

  

Monitor the time: Pull out your watch; figure out how much time you have for each question at the beginning of the test and plan accordingly. Also, be on time, in fact be early, so you have all of the time available to take the test or quiz. Make an educated guess: Better than leaving it blank or just guessing! Use the process of elimination to get the choices down to two so you have at least a 50-50 chance! Eliminate choices that are obviously wrong. Re-read the stem question and select wisely from the remaining choices. Trust your intuition: Your first choice is more likely to be right. Don‘t change answers unless you found you read the question wrong or have a sudden flash of insight. If you find yourself ―Eenie, meenie, miney, mo-ing‖, go with your first choice. Again, you start to read into the question the longer you fiddle with it. Pay attention to the qualifying words in the question stem: First, best, most, initial, better, highest priority. Look for negatives in the question stem: Not, least, unlikely, inappropriate, unrealistic, lowest priority, contraindicated, false, except, inconsistent, untoward, all but, atypical, incorrect. The answer that seems different needs to be evaluated carefully. Exams are not designed to be ―tricky‖ but the correct answer can‘t be too obvious either. As mentioned before, obviously long or short answers may not be usually correct. Be wary of answers that sound like they are trying to rationalize the correct choice by using a lot of explanation. Carefully consider answers that are different from other answers in terms of measurements or the way in which they are presented. For nursing courses, avoid answers that refer the client to the physician, or tell the nurse to call the physician before doing anything else. Nurses are expected to answer client questions and to take action in almost every instance before referring the client or the situation to the physician. Avoid looking for a pattern in answers. Some instructors deliberately foil this by arranging the correct answers so that no pattern is evident; others don‘t pay any attention and may have eight ―d‖ answers in a row. Select the best choice regardless of any apparent pattern. Finally do not panic if you encounter an unfamiliar question(s). Remember, nobody knows everything; it is just one question out of many. So don‘t panic! Use the strategies listed above.

Other sage advice:  Often you would need to obtain more information in the situation described. If an answer provides for data gathering, it may very well be correct.  Treat each answer as if it were a true or false question: If any part of the answer is false, the whole thing is false.  Avoid open-book exams: They are harder and very time consuming.  Work on defeating test anxiety!  Come prepared. And don‘t put your whole future on the line on any one test.  Make sure you have the supplies you need: Pencil, paper, calculator, any information sheets you are allowed to bring with you.  Come early so you don‘t have the sense of being rushed, especially if parking is a problem, and find a seat that suits you.  Don‘t try to cram! A good night‘s sleep is a better idea. Cramming doesn‘t help and it makes you feel anxious. And don‘t listen to the pre-test moaning of your classmates. It‘s too late to worry at this point.  Work on having a positive attitude. Remember (for some of you) the old story of the ‖Little Engine That Could. ―I think I can, I think I can... I know I can, I know I can... I knew I could, I knew I could.‖  If you have mental blocks, butterflies, etc., work on relaxation techniques such as deep breathing, mental imagery.  If you are having trouble concentrating, take a minute to close your eyes and deep breathe.  Get yourself together; it may be helpful to move to a different part of the test and start there.


73   

 

Make sure you answer all the questions. Use any time left over to double check that you answered everything, especially if you are using answer sheets. If you have skipped questions, double check that you‘ve answered them. Read and listen to all the instructions. Another major reason for test-taking problems. And if you don‘t understand the instructions, ask the instructor to clarify them. Don’t cheat! Often you are not as sneaky as you thought you were and you may very well get caught. The consequences could be course failure or elimination from the program. And if you tell others the exam/quiz questions, you may be helping them to a better grade at your expense. I‘m not sure why you would want to do that. Write your name on the paper and answer sheet. Still having trouble, come see the Assistant Dean of Nursing for Students!!!

Writing Standards Overview: Most of the nursing courses require the writing of an academic or report paper. These papers serve several purposes: The student learns in-depth information about a particular subject and conveys that information in a research paper to the reader. The student learns to integrate two or more concepts when dealing with a single concept, for instance, a pro/con paper on an issue. Ultimately, the student improves her or his ability to communicate with others in a written format. Policy: All written assignments submitted for coursework will adhere to the following standards described below unless alternative criteria are designated by the instructor for a particular assignment. When papers do not meet the standards, they will not be accepted by the faculty and will be returned to the student for revision. Late penalties will be assessed.

Format Standards The documentation format is to follow the documentation style found in the Publication Manual of the American Psychological Association, 5th Ed., (2001 or most current edition).update to 6th 2009 The APA format illustrates text citations, reference lists, bibliographies, margins, headings, title pages, tables, illustrations, and anything else considered documentation format. Papers must be typed or word processed unless otherwise specified by the instructor. References: The sources or references you use should reflect the depth, breadth, and variety of available research and literature sources. Whenever possible, references must represent various disciplines or viewpoints about the topic. Sources: Sources must be appropriate both to the topic and the intended reader. A nursing management paper might use both nursing and general management literatures. A paper on the nursing care of persons with AIDS should use nursing sources, not medical literature or general news magazines. However, a paper on patient teaching might have popular literature references as examples of patient teaching. Secondary sources: Original (primary) sources are to be used whenever possible, rather than secondary sources; meaning those that are interpreted by others, or paraphrased or quoted by others, as in: "Chinn (1982) stated that Marcus, in her 1923 study of the human female felt that..." Instead, quote Marcus directly. Of course, this means that you have to find and read Marcus yourself. Style/grammar: Writing style and grammar standards are to be in keeping with texts from college-level English composition courses. The Little, Brown & Co. Handbook is one example. The content of your


74 paper is to be logically sequenced, coherently paragraphed, and the argument for or against the thesis completely introduced, developed, and concluded. Appropriateness: The style of expression and the vocabulary used are to be appropriate to the assignment. For example, a teaching guide for a client should be written in second person and in lay language, while a research paper is written in third person, past tense, and may have very technical language. A word to the wise: Make sure you understand the terms you are using even if you don't and have to defend your paper!!! Write the paper for its intended reader. Timeliness: References are to be up-to-date, usually in the last five years except for articles that may be considered classic in a particular field. If the topic area is one of rapid change, such as in medical technology, medical diagnosis and treatment of a particular disease entity, or nursing in a critical care setting, the references may need to be in the last three years.

How-To’s of Writing How to get started? Various writers disagree over which comes first: The title or the thesis statement. It is sort of a chicken-egg discussion. Both are important initial steps in writing your paper. As far as the title is concerned, you must decide, in advance, about what you are going to write. If your paper is about ―Teenage Pregnancy‖, don't title it ―Problems of Pregnancy‖. Be specific. If the paper is really about the nutritional habits of pregnant teenagers, then say so. You must know the title. How else can you properly define and execute your search into the topic? The thesis statement is a one-sentence statement of what the paper is about. Logically the title flows from the thesis statement or vice-versa. The next steps are also intertwined. It is critical to logically outline what you plan to write about. This outline serves as a roadmap for your search efforts. And, as you gather material, you refine your outline. You should be doing extensive reading on the subject and taking notes. When you are finished gathering information, further refine your outline and use it as you write your paper. Follow your logically organized outline. Introduction: Usually, a paper starts with an introduction. Tell the reader a little bit about the paper, why there was a need to write it (other than to get a grade), and why the reader should bother to read it. The introduction is the writer's description of what the paper is about. Rarely should citations be used in the introduction, with the possible exception of statistics to indicate the scope of the problem, but even the statistics probably belong in the literature review. Body: Following the introduction is the body of the paper. It generally starts with a literature review: A well-rounded discussion of the points the writer feels are important to the topic. The literature review is not to be a series of note cards strung together. Rather, the writer must make logical connections between thoughts. Of particular importance is that the writer remembers and uses the mechanics of paragraph structure and the establishment of connections between paragraphs when writing this part of the paper. It is very easy for the reader to get lost and disinterested if the paper is disorganized. Paragraphs are to have an introductory sentence, other information about the topic, and close with a transition sentence to the next paragraph. An alternative is that the next paragraph starts with a transition from the previous paragraph. In any event, there has to be a logical connection from paragraph to paragraph. No great leaps of faith allowed! Summary: After the review of the literature (see, there is a transition) comes a summary of the points presented and a statement of the conclusions the writer has drawn from the review of the literature. This can be followed by any recommendations the writer wishes to make. When a number of topics have been discussed, a summary paragraph may be necessary to relate all the topics to each other.


75 Conclusion: The concluding statement is usually one to four paragraphs summarizing the material presented in the paper and restating the point the writer has been trying to make. The conclusion, like the introduction, is the writer's opinion about what was read and then presented in the paper. Quotations should be very rare in the conclusion. Recommendations: Some papers may need a final section consisting of recommendations that the writer wishes to make. This section is particularly applicable when reviewing or writing-up research. Length: The next question is, ―How long is the paper supposed to be?‖ Answer, ―It depends.‖ The instructor may specify an appropriate length for a particular paper. If not, the introduction is usually one to three paragraphs, and the literature review will be several pages depending on the number of sources reviewed. The literature review does not have to be excruciatingly exhaustive, but should represent the range of available opinion. As a general guideline, don't try to tell the reader everything you know about the subject. Pick out the important points and concentrate on them. Your reader and your typist will thank you! Evaluation criteria: The following areas are frequently considered for evaluation:  Acceptable and consistent format  Accuracy of material  Accurate grammar and spelling  Appropriate and sufficient references  Breadth and depth of topic discussion  Clarity and logical organization  Other course-specific items such as: - Cultural considerations - Management and leadership considerations - Relevance to nursing - Teaching implications: use of nursing process Resources: As mentioned in the discussions of the library and the ETC, a number of resources are available to you when writing papers. HPU has many nursing and allied health journals and books; you may also access the Cumulative Index to Nursing and Allied Health (CINAHL) and other databases via the internet. Librarians at both Atherton (Hawai‘i Loa campus) and Meader (downtown campus) Libraries will assist your searches. Off campus: You may use the Hamilton and Sinclair Libraries at the University of Hawai‘i at Manoa (however, you will not be able to check out books unless you are a UHM student as well). And if you are an employee at a health care agency, you are usually entitled to use their library; check with the education and training coordinator for the agency. And don't forget the State of Hawai‘i Public Library System. You may also access databases through the HPU web-site. Military: Students with military privileges may ask their post librarians to obtain material from the Tripler Army Medical Center medical library. Computing assistance: You may word process your papers in the ETC. See the center staff for assistance. You will need to use your UNI-Card. Some final notes: Academic papers are developed through a series of drafts. You should write a rough draft, review and revise it, and continue to review and revise until the paper is ready for final typing. Your instructor expects to see a final draft, not your first draft, on the due date (and they can tell the difference!).


76 Proofreading: Have someone else read your ready-for-typing paper to help spot spelling and grammar errors and statements that do not make sense. Although this is a good idea for every one, it may be particularly helpful for students whose first language is not English. So what: Finally answer the ―so what‖ question. As you read and re-read your paper, keep asking, "So what?" As you read a line and then ask, ―So what's your point?‖ or ―So what does this have to do with anything?‖ If the statement you just made doesn't belong in the paper or at least doesn't belong where it is, or you have not completed your discussion of the point you were trying to make, then you need to clarify your discussion. And if this discussion is as clear as mud to you, try it out on one of your papers or an article you are reading. For clarification on the ―So what?‖ technique see the Director of Recruitment and Retention.


77

Checklist of Mandatory and Continuing Requirements and Good Ideas Mandatory One-time Requirements: _____Health appraisal within last year (HPU or equivalent physical exam form filled out) _____Chicken pox (Varicella) screen/titer (positive: if negative you must get the vaccine and re-do the screen/titer) Date/results of screen/titer______-________ Dates of immunization #1____________ #2___________ _____Rubella screen/titer (positive: if negative you must get the vaccine and re-do the screen/titer) Date/results of screen/titer_____-__________ Dates of immunizations: #1________ #2________ _____Rubeola screen/titer if you did not have two MMRs (positive: if negative you must get the vaccine) date/results of screen/titer________-___________ Dates of immunizations: #1__________ #2________ _____Mumps screen/titer if you did not have two MMRs _______________ _____Polio immunization series completed date___________ _____Tetanus and diphtheria immunization (last 10 years) date __________ _____Hepatitis B (either a positive titer or a series of three immunizations); dates: _______1 _______2 _______3 or titer/screen (date/result) __________ - _________ Yearly/Annual/Term/ Requirements: _____TB test (two-step PPD) first year and then one-step yearly after that or documentation of a series of negative annual PPDs in the last two years or chest x-ray if history of a positive PPD; after a series of two annual negative CXRs, then will be followed through completion of an annual survey PPD______1 ______2 CXR: positive/negative -- Date of +PPD___________ PPD______1 CXR: positive/negative PPD______1 annual survey _________ PPD______1 annual survey _________ _____CPR (BLS-C for Health Care Provider with AED) every 2 years ______1 ______2 _______3 _____Blood-borne Pathogen workshop every year (from HPU or your workplace) ______1 ______2 _______3 ______4 _______5 _____ Health Insurance Portability and Accountability Act (HIPAA) ______1 ______2 _______3

____ Criminal Background Checks (turned directly over to the agency by you) ______1 _____2 _______3 ______4 ________5

____ Health Insurance (due before every term)

______1 _____2 _______3 ______4 ________5 ______6 _____7 _______8_______9________10


78 Uniforms and equipment: _____HPU Blue Uniform, stockings, or socks and shoes _____stethoscope, bandage scissors, penlight, goggles _____lab coat _____HPU shoulder patch (must be obtained from the HPU bookstore) _____HPU student name tag (must be obtained from the HPU bookstore) Good Ideas: _____get to know the Director of Student Retention and Progression _____get to know the Academic Advisors, Dorothy, Rania, and Rob _____familiarize yourself with a current copy of the Student Nursesâ&#x20AC;&#x2122; Handbook _____familiarize yourself with the Educational Technology Center _____acquire an APA manual and learn how to use it _____locate the official College of Nursing and Health Sciences and SNA bulletin boards (on the second floor between the elevator and the classrooms); check them out weekly _____get involved in SNA _____form study groups or find study partners _____attend Secrets of Success (SOS) Seminars at the downtown campus (Includes sessions on test taking, study skills, and math anxiety) _____use the HPU tutoring services _____get involved with the support group for international nursing students. (Do you speak English as a second language? Or were you raised in a non-English speaking household? (Advisors: Dr. Patricia Burrell, Dr. ReNel Davis, and Dr. Missy Marineau ) _____take a tour of the library and learn how to use it _____talk to your instructors when you need help _____solve problems at the lowest level possible _____consider yourself part of a team: Working for a winning situation for everyone _____ take a workshop on dealing with anxiety with Dr. Marge Anderson _____ take a workshop on critical thinking and success in school with the Director of Student Retention and Progression


79

Curriculum Pathways Basic Pathway (for beginning or transfer students)

RN to BSN Pathway (for nurses licensed in the US)

International Nurse BSN Pathway (for non-NCLEX – passed RNs)

LPN to BSN Pathway ( for licensed and recently practicing LPN’/LVN’s)

BSN Nursing Requirements General Education Requirements* (Nursing Prerequisite Courses) Course Writing (6 credits) 1. One of the following WRI* WRI* 2. WRI*

Title 1100 1150 1200

Credits Writing and Critical Analysis Literature and Argument Writing, Research, and Writing from Sources

Humanities (12 credits) 1. On course from the Humanities Group* 2. One of the following pairs of courses: Both HIST* 2001 World Civilizations I and one course from the HIST* 2002 group Both HIST* 2002 World Civilizations II and one course from the HIST* 2001 group 3. One of the following: LIT* 2000 Introduction to Literature LIT* 2510 Ideas in Literature I LIT* 2520 Ideas in Literature II

3 3 3

6

3 3 3

Math and Computer Science (9 credits) MATH 1115 Survey of Mathematics MATH 1123 Statistics CSCI* 1011 Intro to Computer Info Systems

3 3 3

Natural Sciences (14 credits) BIOL° 2030 BIOL° 2031

3 1

Anatomy and Physiology I Anatomy and Physiology I Lab


80 BIOL° BIOL° CHEM CHEM

2032 2033 1000 2030

Social Sciences (9 credits) 1. One of the following: ANTH 2000 ANTH 3200 2. ECON* 2010 3. PSY 1000

Anatomy and Physiology II Anatomy and Physiology II Lab Introductory Chemistry Intro Organic Chem / Biochemistry

3 1 3 3 3

Cultural Anthropology Medical Anthropology Principles of Microeconomics Principles in Psychology

3 3

*Students who have previously earned an associate or baccalaureate degree will be awarded credit for these courses.

Lower-Division Nursing Core Requirements* Course NUR NUR°° NUR NUR NUR NUR NUR NUR NUR NUR NUR NUR

2100 2200 2300 2301 2930 2940 2950 2951 2960 2961 2970 2971

Title Nutritional and Diet Therapy Growth and Development Pharmacology Math for Meds Pathophysiology Health Promotion and Education Nursing Concepts and Processes Nursing Concepts and Processes Lab Therapeutic Communication Applied Therapeutic Communication Comprehensive Health Assessment Comprehensive Health Assessment Lab

Credits 2 3 2 1 3 2 3 2 1 1 2 1

° The Registered Nurse will be awarded credit for these courses. °° May take PSY 3400 as a substitute

Upper-Division General Education Prerequisites for Nursing Course BIOL PSY

3040 3600

Title General Microbiology Abnormal Psychology

Credits 3 3

Title Current Issues in Professional Nursing

Credits 3

Major Nursing Core Courses Course NUR

3050


81 NUR NUR NUR NUR NUR NUR NUR NUR NUR NUR NUR NUR NUR NUR NUR NUR NUR NUR NUR

3900 3952 3953 3962 3963 3970 3971 3980 3981 3985 3986 3964 3965 4700 4950 4951 4960 4961 XXX

Leadership and Management in Nursing Gerontologic Nursing Gerontologic Nursing Lab Adult Health Care I Adult Health Care I Lab Altered Mental Health Patterns Altered Mental Health Patterns Lab Childbearing Family Childbearing Family Lab Childrearing Family Childrearing Family Lab Adult Health Care II Adult Health Care II Lab Nursing Research Proposal Development Complex Care Nursing Complex Care Nursing Lab Developing a Healthy Community Developing a Healthy Community Lab Elective

3 2 1 3 3 3 2 3 1 3 1 4 4 3 3 3 3 3 3

Students must have taken all prerequisites before entering NUR courses. Students must have a minimum 2.75 cumulative GPA in courses required for the nursing major prior to entering 2000-level nursing courses. Students must have a cumulative GPA of 2.75 or higher in NUR courses in order to be able to graduate.

Students may repeat two nursing courses to obtain a grade of C- or better. Each of these courses may only be repeated once.

Gen ed needs updating to the 5 themes


82

Basic BSN Pathway This is a typical fall-spring sequence for someone who would be a full-time student planning to complete the BSN in four regular academic years (no summers).

FRESHMAN YEAR Fall Semester ANTH CHEM CSCI MATH WRI

2000 1000 1011 1115 1100

Spring Semester BIOL 2030 BIOL 2031 ART 1000 MATH 1123 PSY 1000 WRI 1200

Cultural Anthropology Introductory Chemistry Intro to Computer Info Systems Survey of Mathematics Writing and Critical Analysis

3 3 3 3 3 Total = 15 Credits

Anatomy and Physiology I Anatomy and Physiology I Lab Introduction to Vusiual Arts Statistics Principles in Psychology Argument, Research, and Writing from Sources

3 1 3 3 3 3 Total = 16 Credits

SOPHOMORE YEAR Fall Semester BIOL BIOL CHEM ECON HIST LIT

2032 2033 2030 2010 2001 2000

Spring Semester BIOL 3040 HIST 2002 PSY 3600 NUR NUR NUR

2000 2100 2200

Anatomy and Physiology II Anatomy and Physiology II Lab Intro Organic Chem/Biochem Principles of Microeconomics World Civilizations I Introduction to Literature

General Microbiology World Civilizations II Abnormal Psychology

If GPA 2.75 Introduction to Professional Nursing Nutrition and Diet Therapy Growth and Development

3 1 3 3 3 3 Total = 16 Credits 3 3 3 2 2 3 Total = 16 Credits


83

JUNIOR YEAR Fall Semester NUR NUR NUR NUR NUR NUR NUR NUR

2300 2301 2950 2951 2960 2961 2970 2971

Spring Semester NUR 2930 NUR 2940 NUR 3952 NUR 3953 NUR 3962 NUR 3963

Pharmacology Math for Meds Nursing Concepts and Processes Nursing Concepts and Processes Lab Therapeutic Communication Applied Therapeutic Communication Comprehensive Health Assessment Comprehensive Health Assessment Lab

2 1 3 2 1 1 2 1 Total = 13 Credits

Pathophysiology Health Promotion and Education Gerontological Nursing Gerontological Nursing Adult Health Care I Adult Health Care I

3 2 2 1 3 3 Total = 14 Credits

SENIOR YEAR Fall Semester NUR NUR NUR NUR NUR NUR

3970 3971 3980 3981 3985 3986

Altered Mental Health Patterns Altered Mental Health Patterns Lab Childbearing Family Childbearing Family Lab Childrearing Family Childrearing Family Lab

3 2 3 1 3 1 Total = 13 Credits

Spring Semester NUR 3964 NUR 3965 NUR 4700 NUR 3050 NUR XXXX

Adult Health Care II Adult Health Care II Lab Nursing Research Proposal Development Current Issues in Professional Nursing Nursing Elective

4 4 3 3 3 Total = 17 Credits

Fall Semester NUR 3900 NUR 4950

Leadership and Management in Nursing Complex Care Nursing

3 3


84 NUR NUR NUR

4951 4960 4961

Complex Care Nursing Lab Developing a Healthy Community Developing a Healthy Community Lab

Total General Education and Nursing Support Credits, (L.D. 50 + U.D. 6) Nursing Credits TOTAL CREDITS

3 3 3 Total = 15 Credits =56 =76 =135

RN to BSN Pathway in Nursing Students who have been admitted to Hawai‘i Pacific University, who are currently licensed in Hawai‘i as Registered Nurses, may enroll in the RN to BSN pathway: General Education Requirements  English composition (ie., WRI 1100, Critical Reading and Writing)  An advance composition course (ie.,WRI 1200, Argument, Research, and Writing from Sources)  A computer course  Cultural anthropology  A humanities course  A literature course  Two history courses  Introduction to literature  Introductory chemistry  Biochemistry  Microbiology Note:    

The last 30 credits of the degree requirements must be taken at HPU. Statistics is pre-requisite for NUR 4700 Composition is prerequisite for enrolling in nursing courses. CLEP courses are transferred and must precede the last 30 credits.

Flexibility for the working RN  Courses are offered two evenings per week  Opportunity to challenge course requirements based on clinical experience, independent study, CLEP exams, etc.must complete 15 credits first at HPU  Payment plans.  Credit for past coursework and degrees, no matter how long ago.  Clinical time may be able to be scheduled around other commitments


85 1st Session suggested degree plan NUR 2940 Health Promotion and Education NUR 3360 Concepts and Issues for Professional Nurses NUR 3370 Health Assessment for the RN Student NUR 3371 Health Assessment for the RN Student Lab

2 3 2 1 Total = 8 Credits

2nd Session NUR 4960 NUR 4961

Developing a Healthy Community Developing a Healthy Community Lab

3 3 Total = 6 Credits

3rd Session NUR 3900 NUR 4700

Leadership and Management in Nursing Nursing Research Proposal Development

3 3 Total = 6 Credits

4th Session NUR XXX NUR 4950 NUR 4951

Nursing Elective Complex Care Nursing Complex Care Nursing Lab

3 3 3 Total = 9 Credits

Every effort is made to individualize the program to meet the learning needs of the RN. Students should feel free to contact the program coordinator to discuss particular needs and goals.


86

Pathway for International Nurses International nurses (licensure in home country, but not in the United States) who have been admitted to Hawai’i Pacific University, may be eligible to enroll in the International Nurse Pathway. Qualified Exam Exemptions Prior exam scores may qualify you from the Proficiency in English Program. These scores will qualify you for placement test exemptions:         

ACT: 18 or more in English APIEL: 3 CAE: Grade of A CPE: Grade of C or better ELPT: 965 (plus HPU Composition Test) IELTS: 6 SAT: 430 or more in English TOEFL (paper test): 550 (under 600 must take HPU Composition Test) TOEFL (computer-based): 213 (under 250 must take HPU Composition Test)

Undergraduates with a TOEFL 550 or more are not required to take ESL/EFP courses.

Credit by Examination for Nursing Major Requirements

Upon successful completion of all general education core, nursing prerequisites, and upper-division requirements, students who are graduates of a program equivalent to a diploma or an associate degree nursing program in the United States may take the NLN Profile II examinations test have been renamed*. If successful, the student will be awarded credit for the following nursing courses: NUR NUR NUR NUR NUR NUR NUR NUR NUR NUR NUR NUR NUR NUR

2100 2930 2950 2951 3962 3963 3964 3965 3970 3971 3980 3981 3985 3986

Nutrition and Diet Therapy Pathophysiology Nursing Concepts and Processes Nursing Concepts and Processes Lab Adult Health Care I Adult Health Care I Lab Adult Health Care II Adult Health Care II Lab Altered Mental Health Patterns Altered Mental Health Patterns Lab Childbearing Family Childbearing Family Lab Childrearing Family Childrearing Family Lab

2 3 3 2 3 3 4 4 3 2 3 2 3 2 Total Credits = 39

OR – students can transfer to the RN to BSN Pathway upon passing NCLEX-RN licensure exam. * International students must complete all the lower- and upper-division nursing requirements, if their grades on these tests are not satisfactory.


87

LPN to BSN Pathway in Nursing Students who are Licensed Practical Nurses, may be eligible for the pathway. In order to qualify the student will:  Have completed ALL general education courses, nursing prerequisites, and Human Growth and Development prior to the first semester of nursing courses  Have a cumulative GPA of 2.75 or higher, ( Only courses meeting BSN requirements apply to GPA calculation), and must maintain 2.75 or higher GPA to remain in pathway  Have a current Hawai’i State LPN license  Have one (1) year of recent acute care experience ENTERING FALL Fall Semester NUR 2300 NUR 2301 NUR 2960/2961 NUR 2965/2966 NUR 2970/2971

Pharmacology Math for Meds Therapeutic Communication Nursing Transition: LPN to BSN Comprehensive Health Assessment

2 1 2 5 3 Total = 13 Credits

Spring Semester NUR 2100 NUR 2930 NUR 2940 NUR 3952/3953 NUR XXX

Nutrition and Diet Therapy Pathophysiology Health Promotion and Education Gerontologic Nursing Nursing Elective

2 3 2 3 3 Total = 13 Credits

Summer Sessions NUR 3900 NUR 3970/3971

Leadership and Management Altered Mental Health Patterns

3 5 Total = 8 Credits

Fall Semester NUR 3050 NUR 3980/3981 NUR 3985/3986 NUR 4700

Current Issues in Professional Nursing Childbearing Family Childrearing Family Nursing Research Proposal Development

3 4 4 3 Total = 14 Credits

Spring Semester NUR 4950/4951 NUR 4960/4961 ENTERING SPRING

Complex Care Developing a Healthy Community

6 6 Total = 12 Credits


88 Spring Semester NUR 2100 NUR 2300 NUR 2301 NUR 2960/2961 NUR 2965/2966 NUR 2970/2971

Nutrition and Diet Therapy Pharmacology Math for Meds Therapeutic Communications Nursing Transition: LPN to BSN Comprehensive Health Assessment

2 2 1 2 5 4 Total = 16 Credits

Summer Session NUR 2930 NUR 2940 NUR 3970/3971

Pathophysiology Health Promotion and Education Altered Mental Health Patterns

3 2 5 Total = 10 Credits

Fall Semester NUR 3952/3953 NUR 3980/3981 NUR 3985/3986 NUR 4700

Gerontologic Nursing Childbearing Family Childrearing Family Nursing Research Proposal Development

3 4 4 3 Total = 14 Credits

Spring Semester NUR 3050 NUR 3900 NUR 4950/4951

Current Issues in Professional Nursing Leadership and Management Complex Care

3 3 6 Total = 12 Credits

Summer Session NUR 4960/4961 NUR XXX

Developing a Healthy Community Nursing Elective

6 3 Total = 9 Credits


89 Fall 2009 Course Requirements for the BSN

GENERAL EDUCATION PROGRAM Although nursing students will meet the same outcomes for general education as other HPU students, the structure of the degree means that students are usually required to take specific courses, and the degree requirements as listed below overlap completely with the general education requirements. The first section of the program of studies illustrates how Nursing majors will meet general education requirements. GENERAL EDUCATION COMMON CORE (45 SEMESTER CREDITS) 1. 2. 3.

Take one course from each of the 15 common core categories. See page XX for the choices for World Cultures C, but take the listed course for the other boxes. No more than two courses from the same discipline will count toward the Common Core requirements with the exception of grouped Nursing courses shown below for Communication Skills B. This means that the course Chosen for World Cultures C cannot be a history course. Among the 15 courses all students must choose two that will satisfy the two ―Cross-Theme Requirements.‖ Nursing students will meet these requirements as follows: a. Digital Literacy—Complete CSCI 1011 in Communication Skills C b. Art, Aesthetics, and Creativity – This requirement will be satisfied when students take LIT 2000 for Values and Choices C.

Communication Skills

Values & Choices

World Cultures

Global Systems

Research & Epistemology

WRI 1100 or WRI 1150

NUR 2000

HIST 2001

CHEM 1000

WRI 1200

ECON 1000 (Recommended) or ECON 2010

ANTH 2000

HIST 2002

MATH 1115

B

NUR 2940, 2960, and 2961

BIOL 2030

PSY 1000

C

CSCI 1011

A

LIT 2000 Any approved WC C course

With the exception of the three Nursing courses for Communication Skills B, the common core courses should be completed before progressing to Level One. The entire 45 credits will overlap with the major requirements listed below. UPPER DIVISION GENERAL EDUCATION REQUIREMENTS (9 SEMESTER CREDITS) UPPER DIVISION RESEARCH AND WRITING This requirement will be fulfilled when students take NUR 4700 Nursing Research Proposal and NURS 4960 Developing a Healthy Community as part of the major UPPER DIVISION CITIZENSHIP REQUIREMENT  This requirement will be fulfilled when students take NUR 4961 Developing a Healthy Community Laboratory as part of the major


90 NURSING MAJOR REQUIREMENTS LOWER DIVISION PRE-REQUISITE COURSES FOR LEVEL ONE NURSING COURSES (50 SEMESTER CREDITS).

ANTH 2000 Cultural Anthropology BIOL 2030 Anatomy and Physiology I BIOL 2031 Anatomy and Physiology I Laboratory BIOL 2032 Anatomy and Physiology II BIOL 2033 Anatomy and Physiology II Laboratory CHEM 1000 Introductory Chemistry CHEM 2030 Introduction to Organic Chemistry and Biochemistry CSCI 1011 Introduction to Computer-Based Systems ECON 1000 Naked Economics (recommended) or ECON 2010 HIST 2001 History of World Cultures to 1500 HIST 2002 Global Historical Experience since 1500 LIT 2000 Introduction to Literature MATH 1115 Survey of Mathematics MATH 1123 Statistics PSY 1000 Introduction to Psychology WRI 1100 Analyzing and Writing Arguments or WRI 1150 Literature and Argument WRI 1200 Research, Argument and Writing Elective from World Cultures C

UPPER DIVISION PRE-REQUISITE COURSES FOR LEVEL ONE NURSING COURSES (6 SEMESTER

CREDITS) PSY 3600 Abnormal Psychology BIOL 3040 Microbiology TRANSITION TO LEVEL ONE (2 SEMESTER CREDITS) NUR 2000 Introduction to Professional Nursing LEVEL ONE NURSING REQUIREMENTS (14 SEMESTER CREDITS) NUR 2200 Growth and Development NUR 2300 Pharmacology NUR 2301 Math for Meds NUR 2950 Nursing Concepts and Processes NUR 2951 Nursing Concepts and Processes Laboratory NUR 2960 Therapeutic Communication NUR 2961 Applied Therapeutic Communication NUR 2970 Comprehensive Health Assessment NUR 2971 Comprehensive Health Assessment Laboratory LEVEL TWO NURSING REQUIREMENTS (15 SEMESTER CREDITS)

NUR 2100 Nutrition and Diet Therapy NUR 2940 Health Promotion NUR 2930 Pathophysiology

NUR 3952 Gerontologic Nursing NUR 3953 Gerontologic Nursing Laboratory NUR 3962 Adult Health Care I NUR 3963 Adult Health Care I Laboratory LEVEL THREE NURSING REQUIREMENTS (13 SEMESTER CREDITS) NUR 3970 Altered Mental Health Patterns NUR 3971 Altered Mental Health Patterns Laboratory NUR 3980 Childbearing Family NUR 3981 Childbearing Family Laboratory


91 NUR 3985 Childrearing Family NUR 3986 Childrearing Family Laboratory LEVEL FOUR NURSING REQUIREMENTS (14 SEMESTER CREDITS) NUR 3900 Leadership and Management in Nursing NUR 3964 Adult Health Care II NUR 3965 Adult Health Care II Laboratory NUR 4700 Nursing Research Proposal Development LEVEL FIVE NURSING REQUIREMENTS (14-15 SEMESTER CREDITS) NUR 4950 Complex Care NUR 4951 Complex Care Laboratory NUR 4960 Developing a Healthy Community NUR 4961 Developing a Healthy Community Laboratory One upper division elective from Nursing or a related field III UNRESTRICTED ELECTIVES (0 SEMESTER CREDITS)

The major totals 131-132 credits


92

Oahu Health Clinics (low or no cost*) Name of Clinic

Phone #

Healthy and Ready to Learn Ewa Beach area

681-5180 by app’t

parenting classes immunizations physical exams

Honolulu Medical Group Downtown area

537-2211 no app’t needed

physical exams immunizations

Kalihi Valley Health Center Kalihi Valley area

848-1438 by app’t

physical exams immunizations

Kalihi-Palama Health Center 501 N. King St.

848-1438 by app’t

physical exams immunizations

Kahuku Hospital North Shore area

293-9245 by app’t

physical exams immunizations

Queen Emma Clinic Downtown area

547-4970 by app’t

physical exams immunizations

St. Francis Medical Center- West Waipahu area

293-8423 by app’t; principally, Native Hawaiians

physical exams immunizations

Straub Clinics various areas

522-2480 some services; no app’t needed

both adults & children payment in cash only if there is no insurance

Waianae Coast Clinics Waianae Coast area

696-7081 by app’t

physical exams immunizations

Waikiki Health Center Waikiki area

922-4787 by app’t

physical exams immunizations

*Information compiled by the Hawaii Immunization Program (586-8300)

Services Provided


Nursing Student Handbook 09-10