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Message from Director Welcome!! As Program Director of the McLennan Community College (MCC) Associate Degree Nursing (ADN) Program, I welcome you to a challenging, rewarding profession. Whether you are a new or continuing nursing student, I congratulate you on choosing nursing as your profession and McLennan Community College as your nursing school. In addition to offering the best possible professional education, faculty strives to provide evidence- based teaching and clinical practices and continued exposure to current nursing issues. We take seriously our responsibility in preparing knowledgeable, caring, and clinically proficient registered nurses. Each faculty member is committed to assisting you in achieving success in school and in your nursing career. We are committed to your learning. Our faculty is experienced in both nursing practice and teaching and will guide you every step of the way. We want to be your partner during your journey through nursing school so that your experience at the MCC ADN program exceeds your expectations. This is a very exciting time to be a part of the ADN program. We have a beautiful state- of- the- art simulation lab and skills labs, where you will find a safe and supportive learning environment, based on research and best practice. Our program is very progressive, and uses advanced technology to enhance your learning. The faculty and staff of the MCC ADN program are very proud of our full approval status with the Texas Board of Nursing (Texas BON) and the Accreditation Commission for Education in Nursing, Inc. (ACEN) (Continuing Accreditation). Within the pages of this Student Handbook is information and policies that will guide you along your journey. The student polices are congruent with those of the College, publicly accessible, non- discriminatory, and consistently applied. Differences in the ADN policies and MCC general policies are justified by the goals and outcomes of the ADN department. Once again, I want to congratulate you for being selected from a large group of people seeking entrance into the program. We are here to support you through your MCC ADN Program experiences. Dr. Shelley Blackwood, EdD, MSN, RN, CCRN-K, PCCN, CHSE Associate Degree Nursing Program Director/Assistant Professor Disclaimer The College and the Associate Degree Nursing Program reserve the right to alter contents of the Student Handbook with notice to students as necessary. Students will be notified of the change in a timely manner, given an electronic copy of the change, and must sign they have received and understand the change. Changes may be necessary as the Texas Board of Nursing regulations change and the ACEN regulations change. The most current information can be found on the Texas BON website () and the ACEN website ( ).   Associate Degree Nursing Program Accreditation The Associate Degree Nursing Program is accredited by the Accreditation Commission for Education in Nursing (ACEN). Accreditation status: Continuing Accreditation Contact Information: ACEN, Inc. 3390 Peachtree Road NE, Suite 1400, Atlanta, Georgia 30326 Office: (404) 975-5000 Fax: (404) 975-5020 ACEN supports the interests of nursing education, nursing practice, and the public by the functions of accreditation. Accreditation is a voluntary, self-regulatory process by which non-governmental associations recognize educational institutions or programs that have been found to meet or exceed standards and criteria for educational quality. Accreditation also assists in the further improvement of the institutions or programs as related to resources invested, processes followed, and results achieved. The monitoring of certificate, diploma, and degree offerings is tied closely to state examination and licensing rules, and to the oversight of preparation for work in the profession. The Associate Degree Nursing Program is approved by the Texas Board of Nursing. Approval status: Full Approval Contact Information: Texas Board of Nursing 333 Guadalupe #3-460 Austin, Texas 78701 Office: (512) 305-7400 and (512) 305-6809 Fax: (512) 305-7401 The mission of the Texas Board of Nursing BON is to protect and promote the welfare of the people of Texas by ensuring that each person holding a license as a nurse in the State of Texas is competent to practice safely. The Board fulfills its mission through the regulation of the practice of nursing and the approval of nursing education programs. The mission, derived from the Nursing Practice Act, supersedes the interest of any individual, the nursing profession, or any special interest group. The faculty, administration, and staff of the Associate Degree Nursing Program are proud of our continued accreditation and full approval status. Dedicated to excellence in nursing education, the National League for Nursing is the preferred membership organization for nurse faculty and leaders in nursing education. NLN members include nurse educators, education agencies, health care agencies, and interested members of the public. The NLN offers faculty development programs, networking opportunities, testing and assessment, nursing research grants, and public policy initiatives to its 33,000 individual and 1,200 institutional members. Founded in 1893 as the American Society of Superintendents of Training Schools for Nurses, the National League for Nursing was the first nursing organization in the United States. Today the NLN is a renewed and relevant professional association for the twenty- first century. Cited by the American Society of Association Executives for the “will to govern well,” the NLN is committed to delivering improved, enhanced, and expanded services to its members and championing the pursuit of quality nursing education for all types of nursing education programs. The National League for Nursing, headquartered in New York City, is led by a board of governors elected at large by the membership for three-year terms. The volunteer president of the board works closely with the NLN's chief executive officer. The MCC ADN faculty are proud members of NLN. Program of Study (Curriculum) Revised 01/17 Faculty plan, implement, and evaluate both clinical and didactic learning experiences that are sequenced appropriately, kept current, and are attainable with a time frame of between two and four calendar years for the Generic ADN track and one to three years for the LVN-ADN Transition track. Students who wish to participate in the Multiple Entry & Exit Program (MEEP) will complete a minimum of 272 or 80 (depending on entry level) optional clinical hours in addition to the course work and clinicals in the Traditional ADN track. The ADN program length of time and the credit hours required to program completion are congruent with the attainment of identified student learning outcomes and program outcomes and are consistent with the policies of the MCC, Texas, and national standards, and contemporary practices (ACEN Standard 4.1, 4.2, 4.8). The faculty participate in the Texas Nursing Concept Based Curriculum consortium and participate in regular reviews of the curriculum to ensure quality, integrity, rigor, and currency (ACEN Standard 4.3). The curriculum is based on sound educational principles and follows the philosophy/mission and objectives/outcomes identified for the program and for the students. The student learning outcomes are used to organize the curriculum, guide the delivery of instruction, and direct learning activities. (ACEN Standard 4.2). The program of study prepares students to practice according to the Texas Board of Nursing Rules and Regulations. The curriculum teaches students to use safe patient care and systematic clinical decision making. In addition, students demonstrate the Differentiated Essential Competencies of Graduates of Texas Nursing Programs Evidenced by Knowledge, Clinical Judgment, and Behaviors: Vocational (VN), Diploma/Associate Degree (DIP/ADN), Baccalaureate Degree (BSN). It incorporates established professional standards, guidelines, and competencies, and has clearly articulated student learning outcomes and program outcomes consistent with contemporary practice (ACEN Standard 4.1). The IOM (2011) summarized the current problem facing nursing faculty with regards to nursing education: “The explosion of knowledge and decision-science technology also is changing the way health professionals access, process, and use information. No longer is rote memorization an option. There simply are not enough hours in the day or years in an undergraduate program to continue compressing all available information into the curriculum.” There is too much knowledge, too little time, not enough clinical space, and a limited number of faculty to continue teaching nursing using the curriculum models of the past. The IOM (2011) stated, “New approaches must be developed for evaluating curricula and presenting fundamental concepts that can be applied in many different situations rather than requiring students to memorize different lists of facts and information for each situation”. To address this issue, the MCC associate degree nursing faculty chose to join other colleges in the state to develop a concept-based curriculum. The concept-based curriculum approach was chosen to help nursing programs handle content saturation and provide a method for content management. Students focus on generalities of the concepts and then apply what they have learned to specific priority exemplars. Concepts can be applied in a variety of clinical settings that will help utilize the current limited clinical sites and prepare graduates for a greater variety of positions given the current job climate. Deeper understanding of the concepts will help promote development of clinical judgment that is necessary for graduate nurses to function in the health care system (Giddens, 2013). This project builds on best practices from Jean Giddens’ work on concept-based curriculum (Giddens, 2007) and Chris Tanner’s work with The Oregon Consortium for Nursing Education (Tanner, 2008). (Excerpt from seminal literature related to the need for, organization, and implementation of conceptbased curriculum) The change to a concept-based curriculum necessitated a revision of the philosophy, student learning outcomes and conceptual framework. The MCC faculty took this opportunity to do a total revision of each to be sure and fully address the IOM and QSEN competencies. The course of study balances nursing and non-nursing courses including, physical, biological, behavioral, social and nursing sciences, and including body structure and function, pharmacology, microbiology, nutrition, human growth and development, and signs of emotional health. The course of study includes nursing skills. Learning activities include lectures, audio/visual representations, interactive learning activities, simulation lab, and patient care clinical learning experiences which are hands on and supervised by faculty. Nursing courses are in the four content areas of medical-surgical, maternal/child health, pediatrics, and mental health for ADN program. The curriculum provides continuity, sequence and integration of learning. The structure fosters promotion, prevention, rehabilitation, maintenance, and restoration of the health of individuals of all ages. Nursing courses use competencies to prepare students to recognize and analyze health care needs, select and apply relevant knowledge and appropriate methods for meeting the health care needs of individuals and families, and evaluate the effectiveness of the nursing care. Course content is appropriate to the role expectations of the graduate. It includes professional values, ethics, safety, diversity, and confidentiality issues. Course content addresses the Nurse Practice Act, Standards of Nursing Practice, Unprofessional Conduct Rules, and Delegation Rules. In addition, the curriculum includes cultural, ethnic, and socially diverse concepts that are driven by local, national and global issues. The learning experiences are progressive; the didactic and clinical portions are concurrent. Students have sufficient clinical experiences to foster communication and interpersonal relationship skills. Students participate in clinical experiences that are evidence-based and reflect contemporary practice and nationally established patient health and safety goals (ACEN Standard 4.9). Students will be able to meet stated student and program outcomes, including safe practice in contemporary health care environments. Practice learning environments are appropriate for student learning and support the achievement of the student learning and program outcomes ACEN, Standard 4.9). Students are oriented to technology and are supported in all methods of instructional delivery. The curriculum uses theory, interdisciplinary practice, research and best practices to provide students with contemporary models. Evaluation methods measure student progression in cognitive, affective, and psychomotor achievements. Evaluation methods are varied and measure program as well as student outcomes (TBON 215 & 214.9.i - k). Faculty chooses clinical sites based on the student need to achieve course and clinical outcomes and based on safety. Agreements address responsibilities of both parties - the agency and the program. The agreements are reviewed periodically. Agreements are optional for observational experiences (TBON rule 215 & 214.10). The partnerships that exist between the program and clinical sites function to promote excellence in nursing education, enhance the profession, and benefit the community (ACEN Standard 1.4).   OUTCOMES Program Outcomes Revised 01/17 1. Performance on licensure exam: The program’s three-year mean for the licensure exam pass rate will be at or above the national mean for the same three-year period – ELA- three year mean at or above the national mean for the same three-year period. (ACEN Standard 6.2) 2. Program completion: Expected levels of achievement for program completion are determined by the faculty and reflect student demographics and program options ELA – generic 60%; transition 70% (ACEN Standard 6.3) 3. Job placement rates: Expected levels of achievement are determined by the faculty and are addressed through quantified measures six to twelve months post- graduation to reflect job placement in nursing or the healthcare field – ELA 70%. (ACEN Standard 6.4).  MISSION PHILOSOPHY CONCEPTUAL FRAMEWORK FACULTY BELIEFS McLennan COMMUNITY COLLEGE ASSOCIATE DEGREE NURSING PROGRAM PHILOSOPHY (Core Values) The core values of the ADN program align with the core values of the college: • People matter • Inclusiveness matters • Integrity matters • Communication matters • Excellence matters By providing a quality nursing program in a learning-centered environment to meet the educational needs of students in our service and surrounding areas. Successful completion of the associate of applied science degree curriculum leads to acquisition of the skills, knowledge and attitudes necessary for employment, thereby helping to meet the health care needs of the communities served by MCC. The faculty is committed to promoting the development of qualified students prepared for the professional role as a registered nurse at the entry level. The faculty utilizes strategies designed to promote graduation, employment and licensure. Nursing is a theory-guided, evidenced-based discipline, which builds on a foundation of knowledge from the biological, social and behavioral sciences. The curriculum is concept-based, directed toward the competencies needed to provide patient- centered care for the lifespan of a diverse population in complex environments that increasingly require interdisciplinary teamwork, leadership, use of quality improvement, informatics and technology. The graduate of the MCC ADN program is prepared to meet the differentiated essential competencies (DECs) at the associate degree level as defined by the Texas Board of Nursing in four major roles: provider of patient-centered care, patient safety advocate, manager of care and member of a profession. The Core values of the ADN Program are: • caring • ethics • integrity These core values support the program’s integrating concepts (patient-centered care, teamwork & collaboration, evidence-based practice, quality improvement, safety and informatics) and lead to the main program goals of quality of life, clinical judgment, professional identity, and spirit of inquiry. Learning is a continuous process that occurs when the individual is challenged and motivated to enhance personal knowledge. Teaching and learning are interactive processes between faculty and students. The responsibility of the faculty is to facilitate the student’s development of clinical judgment skills through the design and evaluation of learning experiences and access and use of resources. The nursing student is responsible for actively participating in learning experiences and assuming responsibility for their own learning and accountability for their actions. Learning is a dynamic process based on life experiences, readiness to learn, and the ability to learn. Students apply what they learn in theory to their client situations and gain new insights. Faculty incorporate evidence-based teaching such as increased contact between students and faculty, cooperation among students, active learning, prompt feedback, high expectations, and respect of diverse learning styles in face- to-face and on-line learning environments. Experiences in simulation with a strong debriefing component complement clinical education and allow students to experience high-risk, low volume situations in a safe environment. The curriculum is conceptually based and founded on principles of adult and collaborative learning. The curriculum emphasizes deep learning about the discipline’s most central concepts rather than content, which leads to the student’s ability to develop habits of thought and pattern recognition. The student develops a deeper understanding of prevalent health care conditions and situations across the lifespan. Faculty design learning activities that promote student engagement, self-assessment and self-directed learning. Developing clinical judgment results from understanding of both professional and health care concepts. Reflective practice, evidence-based practice, ethical practice, cultural competence, inter-professional collaboration, and therapeutic communication and relationship skills are essential components of clinical learning. Opportunities are provided for students to engage in interactive and collaborative activities with their peers that contribute to better learning outcomes and development of higher order thinking skills. The MCC faculty values lifelong learning by offering multiple entry points into the ADN program and encouraging progression to the BSN and MSN levels. The faculty is committed to removing barriers to academic progression and making pathways seamless, building on previous knowledge and competencies already achieved. MISSION Our mission is to prepare graduate professional nurses who, as members of an interdisciplinary health care team, use clinical judgment to provide safe, evidenced- based, patient- centered care to promote quality of life. END-OF-PROGRAM STUDENT LEARNING OUTCOMES The graduate will be able to: 1. Use clinical reasoning and knowledge based on the nursing program of study, evidence-based practice outcomes, and research-based policies and procedures as the basis for decision-making and comprehensive, safe patient-centered care. 2. Demonstrate skills in using patient care technologies and information systems that support safe nursing practice. 3. Promote safety and quality improvement as an advocate and manager of nursing care. 4. Coordinate, collaborate and communicate with diverse patients, families and the interdisciplinary health care team to plan, deliver, and evaluate care that promotes quality of life. 5. Adhere to standards of practice within legal, ethical, and regulatory frameworks of the professional nurse. 6. Demonstrate knowledge of delegation, management, and leadership skills. 7. Demonstrate behavior that reflects the values and ethics of the nursing profession, including a spirit of inquiry. McLennan Community College Curriculum Associate Degree Nursing Beginning Summer/Fall 2015 FIRST YEAR Pre-Requisites LEC HRS LAB HRS EXT HRS CON HRS CR HRS Workload BIOL 2401 Human Anatomy & Physiology I 3 3 0 96 4 ENGL 1301 English Composition 3 0 0 48 3 PSYC 2301 General Psychology 3 0 0 48 3 Total 9 3 0 192 10 Level 1 BIOL 2402 Human Anatomy & Physiology II 3 3 0 96 4 RNSG 1216 Professional Nursing Competencies 0 8 0 128 2 5.36 RNSG 1128 Introduction to Health Care Concepts 1 0 0 16 1 1.00 RNSG 1125 Professional Nursing Concepts I 1 0 0 16 1 1.00 RNSG 1161 Clinical I 0 0 4 64 1 2.68 RNSG 1430 Health Care Concepts I 3 4 0 112 4 5.68 Total 8 15 4 432 13 15.72 Level II BIOL 2420 Microbiology 3 3 0 96 4 RNSG 1533 Health Care Concepts II 4 4 0 128 5 6.68 RNSG 2362 Clinical II 0 0 12 192 3 8.04 RNSG 1126 Professional Nursing Concepts II 1 0 0 16 1 1.00 Total 8 7 12 432 13 15.72 1st Year Total Credits (including pre-requisites) 25 25 16 1056 36 SECOND YEAR Level III PSYC 2314 Human Growth & Development 3 0 0 48 3 RNSG 1538 Health Care Concepts III 4 4 0 128 5 6.68 RNSG 2363 Clinical III 0 0 12 192 3 8.04 RNSG 1137 Professional Nursing Concepts III 1 0 0 16 1 1.00 Total 8 4 12 384 12 15.72 Level IV Humanities/Fine Arts Elective 3 0 0 48 3 RNSG 2539 Health Care Concepts IV 4 4 0 128 5 6.68 RNSG 2360 Clinical IV 0 0 12 192 3 8.04 RNSG 2138 Professional Nursing Concepts IV 1 1 0 32 1 1.67 Total 8 5 12 400 12 16.39 2nd Year Total Credits 16 9 24 784 24 Total Credits (including prereq; not incl options) 41 34 40 1840 60 MEEP Optional VNSG 1119 Professional Development (optional) 1 0 0 16 1 RNSG 2460 Clinical for MEEP or 0 0 20 320 4 RNSG 2161 Clinical for MEEP 0 0 4.5 72 1 Total Optional 1 0 20/4.5 336/88 5/2   McLennan Community College Transition Curriculum Associate Degree Nursing Beginning, Summer/Fall 2015 FIRST YEAR Pre-Requisites to be offered in one semester - LEC HRS LAB HRS EXT HRS CON HRS CR HRS Workload accelerated courses BIOL 2401 Human Anatomy & Physiology I 3 3 0 96 4 ENGL 1301 English Composition 3 0 0 48 3 PSYC 2314 Human Growth & Development 3 0 0 48 3 Total 9 3 0 192 10 Summer Semester RNSG 1118 Professional Nursing Competencies* 0 4 0 64 1 BIOL 2402 Human Anatomy & Physiology II 3 3 0 96 4 RNSG 1163 LVN Transition Clinical 0 0 4 64 1 RNSG 1324 Concept-Based Transition to Prof Nursing 2 4 0 96 3 RNSG 1128 Introduction to Health Care Concepts 1 0 0 16 1 Total 6 11 4 336 10 Credit for first year ADN 10 8 16 528 15 First Year Total Credits 25 22 20 864 35 FALL SEMESTER BIOL 2420 Microbiology 3 3 0 96 4 RNSG 1538 Health Care Concepts III 4 4 0 128 5 RNSG 2363 Clinical III 0 0 12 192 3 RNSG 1137 Professional Nursing Concepts III 1 0 0 16 1 Total 8 7 12 432 13 SPRING SEMESTER Humanities/Fine Arts Elective 3 0 0 48 3 RNSG 2539 Health Care Concepts IV 4 4 0 128 5 RNSG 2360 Clinical IV 0 0 12 192 3 RNSG 2138 Professional Nursing Concepts IV 1 1 0 32 1 Total 8 5 12 400 12 2nd Year Total Credits 16 12 24 832 25 Total Credits (including prerequisites) 41 34 44 1696 60 *RNSG 1118 and RNSG 1128 - Credit not given in first year, but credit is given in summer semester. ORGANIZATIONAL CHARTS   S T A N D A R D S   Educational Theory MCC ADN faculty provide a learning environment built on educational theory that supports the nursing program’s mission, addresses the needs of the students, accomplishes the program student learning outcomes, and meets the program outcomes. Program student learning outcomes refer to what the individual student will have accomplished by the end of the program. Program outcomes are the metrics for each graduating class which include the yearly NCLEX-RN® pass rate, the retention rate, and the job placement rate. Faculty primarily apply two educational theories in their teaching for students to obtain the program student learning outcomes: cognitive learning theory and adult learning theory. Briefly, cognitive learning theory (Billings & Halstead, 2016; Lewin, 1951; Ausubel, 1960, 1978; Bruner, 1960; Piaget, 1973, Gagne, 1987) refers to an active, goal-oriented, meaningful learning environment. As content is taught it relates to, and builds on, the learner’s prior learning or cognitive frameworks. Learning builds, moving from simple concepts and thinking to higher order thinking applied to complex patient situations. Adult learning theory (Billings & Halstead, 2016; Knowles, 1968) addresses the characteristics of the student in the McLennan Community College Nursing Program. Aspects of adult learning theory used include the adult as a self-directed and problem- centered learner who needs and wants useful information that is readily adaptable to the learning situation. Adults prefer to be actively engaged in meaningful learning. These aspects of Adult Learning Theory support faculty’s use of case studies, concept mapping, and problem-solving situations in the classroom and clinical environments as well as extensive use of high-fidelity human patient simulators to engage in simulated patient care. Faculty also apply Dr. Benner’s theory of Novice to Expert (Benner, 2001). Faculty understands novice learners are rule-driven. As they are challenged to apply critical thinking they grow and are able to look at the bigger picture as they enter the stage of advanced beginner by completion of the program. Application of Benner’s theory is helpful when teaching critical thinking and clinical reasoning. Values and Ethics in Nursing “Nursing is a profession rooted in professional ethics and ethical values, and nursing performance is based on such values. Core values of nursing include altruism, autonomy, human dignity, integrity, honesty, and social justice. The core ethical values are generally shared within the global community, and they are a reflection of the human and spiritual approach to the nursing profession” (Poorchangizi et al., 2019, para 5). The MCC ADN Program believes in the ethical principles delineated by the Texas Board of Nursing (DECs, 2010): 1) Altruism – Concern for the welfare of others seen through caring, commitment, and compassion 2) Human Dignity – Belief in the inherent worth and uniqueness of the individual seen through respect, empathy, humanness, and trust 3) Truth – Faithfulness to fact seen through honesty, accountability, and authenticity 4) Justice – Upholding moral and legal principles seen through courage, advocacy, and objectivity 5) Freedom – Capacity to exercise choice seen through openness, self-direction, and self- discipline 6) Equality – Having the same rights and privileges seen through acceptance, tolerance, and fairness 7) Esthetics – Identifying the qualities of objects, events, and persons that provide satisfaction as seen through creativity, sensitivity, and appreciation” ”The nursing content prepares students to establish therapeutic relationships with patients and their families in the promotion, prevention, rehabilitation, maintenance, and restoration of health for individuals of all ages. The curriculum also promotes skills in nursing care supervision and management, and in providing care within legal and ethical parameters” (Texas DECs, 2021, p. 7) “A licensed nurse (LVN or RN) who exhibits behaviors that reflect commitment to the growth and development of the role and function of nursing consistent with state and national regulations and with ethical and professional standards; aspires to improve the discipline of nursing and its contribution to society; and values self-assessment, self-care, and the need for lifelong learning” (Texas DECs, 2021, p. 18). THE FOLLOWING ARE EXCERPTS FROM THE BOARD OF NURSE EXAMINERS' RULES AND REGULATIONS RELATING TO NURSING EDUCATION, LICENSURE AND PRACTICE: Texas Administrative Code TITLE 22 EXAMINING BOARDS PART 11 TEXAS BOARD OF NURSING CHAPTER 217 LICENSURE, PEER ASSISTANCE AND PRACTICE RULE §217.11 Standards of Nursing Practice The Texas Board of Nursing is responsible for regulating the practice of nursing within the State of Texas for Vocational Nurses, Registered Nurses, and Registered Nurses with advanced practice authorization. The standards of practice establish a minimum acceptable level of nursing practice in any setting for each level of nursing licensure or advanced practice authorization. Failure to meet these standards may result in action against the nurse's license even if no actual patient injury resulted. (1)Standards Applicable to All Nurses. All vocational nurses, registered nurses and registered nurses with advanced practice authorization shall: (A)Know and conform to the Texas Nursing Practice Act and the board's rules and regulations as well as all federal, state, or local laws, rules or regulations affecting the nurse's current area of nursing practice; (B) Implement measures to promote a safe environment for clients and others; (C)Know the rationale for and the effects of medications and treatments and shall correctly administer the same; (D)Accurately and completely report and document: (i) the client's status including signs and symptoms; (ii)nursing care rendered; (iii) physician, dentist or podiatrist orders; (iv) administration of medications and treatments; (v)client response(s); and (vi) contacts with other health care team members concerning significant events regarding client' status; (E)Respect the client's right to privacy by protecting confidential information unless required or allowed by law to disclose the information; (F)Promote and participate in education and counseling to a client(s) and, where applicable, the family/significant other(s) based on health needs; (G)Obtain instruction and supervision as necessary when implementing nursing procedures or practices; (H)Make a reasonable effort to obtain orientation/training for competency when encountering new equipment and technology or unfamiliar care situations; (I)Notify the appropriate supervisor when leaving a nursing assignment; (J)Know, recognize, and maintain professional boundaries of the nurse-client relationship; (K)Comply with mandatory reporting requirements of Texas Occupations Code Chapter 301(Nursing Practice Act), Subchapter I, which include reporting a nurse: (i)who violates the Nursing Practice Act or a board rule and contributed to the death or serious injury of a patient; (ii)whose conduct causes a person to suspect that the nurse's practice is impaired by chemical dependency or drug or alcohol abuse; (iii)whose actions constitute abuse, exploitation, fraud, or a violation of professional boundaries; or (iv)whose actions indicate that the nurse lacks knowledge, skill, judgment, or conscientiousness to such an extent that the nurse's continued practice of nursing could reasonably be expected to pose a risk of harm to a patient or another person, regardless of whether the conduct consists of a single incident or a pattern of behavior. (v)except for minor incidents (Texas Occupations Code §§301.401(2), 301.419, 22 TAC §217.16), peer review (Texas Occupations Code §§301.403, 303.007, 22 TAC §217.19), or peer assistance if no practice violation (Texas Occupations Code §301.410) as stated in the Nursing Practice Act and Board rules (22 TAC Chapter 217). (L)Provide, without discrimination, nursing services regardless of the age, disability, economic status, gender, national origin, race, religion, health problems, or sexual orientation of the client served; (M)Institute appropriate nursing interventions that might be required to stabilize a client's condition and/or prevent complications; (N)Clarify any order or treatment regimen that the nurse has reason to believe is inaccurate, non- efficacious or contraindicated by consulting with the appropriate licensed practitioner and notifying the ordering practitioner when the nurse makes the decision not to administer the medication or treatment; (O)Implement measures to prevent exposure to infectious pathogens and communicable conditions; (P)Collaborate with the client, members of the health care team and, when appropriate, the client's significant other(s) in the interest of the client's healthcare; (Q)Consult with, utilize, and make referrals to appropriate community agencies and health care resources to provide continuity of care; (R)Be responsible for one's own continuing competence in nursing practice and individual professional growth; (S)Make assignments to others that take into consideration client safety and that are commensurate with the educational preparation, experience, knowledge, and physical and emotional ability of the person to whom the assignments are made; (T)Accept only those nursing assignments that take into consideration client safety and that are commensurate with the nurse's educational preparation, experience, knowledge, and physical and emotional ability; (U)Supervise nursing care provided by others for whom the nurse is professionally responsible; and (V)Ensure the verification of current Texas licensure or other Compact State licensure privilege and credentials of personnel for whom the nurse is administratively responsible, when acting in the role of nurse administrator. (2)Standards Specific to Vocational Nurses. The licensed vocational nurse practice is a directed scope of nursing practice under the supervision of a registered nurse, advanced practice registered nurse, physician's assistant, physician, podiatrist, or dentist. Supervision is the process of directing, guiding, and influencing the outcome of an individual's performance of an activity. The licensed vocational nurse shall assist in the determination of predictable healthcare needs of clients within healthcare settings and: (A)Shall utilize a systematic approach to provide individualized, goal-directed nursing care by: (i)collecting data and performing focused nursing assessments; (ii)participating in the planning of nursing care needs for clients; (iii)participating in the development and modification of the comprehensive nursing care plan for assigned clients; (iv)implementing appropriate aspects of care within the LVN's scope of practice; and (v)assisting in the evaluation of the client's responses to nursing interventions and the identification of client needs; (B)Shall assign specific tasks, activities and functions to unlicensed personnel commensurate with the educational preparation, experience, knowledge, and physical and emotional ability of the person to whom the assignments are made and shall maintain appropriate supervision of unlicensed personnel. (C)May perform other acts that require education and training as prescribed by board rules and policies, commensurate with the licensed vocational nurse's experience, continuing education, and demonstrated licensed vocational nurse competencies. (3)Standards Specific to Registered Nurses. The registered nurse shall assist in the determination of healthcare needs of clients and shall: (A)Utilize a systematic approach to provide individualized, goal-directed, nursing care by: (i)performing comprehensive nursing assessments regarding the health status of the client; (ii)making nursing diagnoses that serve as the basis for the strategy of care; (iii)developing a plan of care based on the assessment and nursing diagnosis; (iv)implementing nursing care; and (v)evaluating the client's responses to nursing interventions; (B)Delegate tasks to unlicensed personnel in compliance with Chapter 224 of this title, relating to clients with acute conditions or in acute care environments, and Chapter 225 of this title, relating to independent living environments for clients with stable and predictable conditions. (4)Standards Specific to Registered Nurses with Advanced Practice Authorization. Standards for a specific role and specialty of advanced practice nurse supersede standards for registered nurses where conflict between the standards, if any, exist. In addition to paragraphs (1) and (3) of this subsection, a registered nurse who holds authorization to practice as an advanced practice nurse (APN)shall: (A)Practice in an advanced nursing practice role and specialty in accordance with authorization granted under Board Rule Chapter 221 of this title (relating to practicing in an APN role; 22 TAC Chapter 221) and standards set out in that chapter. (B)Prescribe medications in accordance with prescriptive authority granted under Board Rule Chapter 222 of this title (relating to APNs prescribing; 22 TAC Chapter 222) and standards set out in that chapter and in compliance with state and federal laws and regulations relating to prescription of dangerous drugs and controlled substances. Source Note: The provisions of this §217.11 adopted to be effective September 28, 2004, 29 TexReg 9192; amended to be effective November 15, 2007, 32 TexReg 8165 AMERICAN NURSE'S ASSOCIATION CODE OF ETHICS Provision 1. The nurse practices with compassion and respect for the inherent dignity, worth, and unique attributes of every person. Provision 2. The nurse's primary commitment is to the patient whether an individual, family, group, community, or population. Provision 3. The nurse promotes, advocates for, and protects the rights, health, and safety of the patient. Provision 4. The nurse has authority, accountability, ad responsibility for nursing practice; makes decision, and takes action consistent with the obligation to promote health and to provide optimal care. Provision 5. The nurse owes the same duties to self as to others, including the responsibility to promote health and safety, preserve wholeness of character and integrity, maintain competence, and continue personal and professional growth. Provision 6. The nurse, through individual and collective effort, establishes, maintains, and improves the ethical environment of the work setting and conditions of employment that are conducive to safe, quality health care. Provision 7. The nurse, in all roles and settings, advances the professional through research and scholarly inquiry, professional standards development, and the generations of both nursing and health policy. Provision 8. The nurse collaborates with other health professionals and the public to protect human rights, promote health diplomacy, and reduce health disparities. Provision 9. The profession of nursing, collectively through its professional organizations, must articulate nursing values, maintain the integrity of the profession, and integrate principles of social justice into nursing and health policy. (From the Code of Ethics with Interpretive Statements {}) COMPUTER COMPETENCY STATEMENT Students must demonstrate computer competency as evidenced by accessing Brightspace, and reading and responding to various requirements posted for the theory course on Brightspace. Students must demonstrate computer competency in the clinical setting by accessing client data, retrieving data, and documenting appropriately. The student demonstrates competency with presentation software if the course requires it. McLennan Community College Performance Standards for ADN Students Standard Examples of Necessary Activities: Critical thinking ability sufficient for clinical judgment. Identify cause-effect relationships in clinical situations, develop nursing care plans. Interpersonal abilities sufficient to interact with individuals, families and groups from a variety of social, emotional, cultural and intellectual backgrounds. Establish rapport with clients and colleagues. Communication abilities sufficient for inter- action with others in verbal and written form. Explain treatment procedures, initiate health teaching, document and interpret nursing actions and client response. Physical abilities (mobility & lifting) to move from room to room maneuvering in small spaces and lifting clients and equipment as necessary. Move around in client rooms, workspaces and treatment areas; administer cardio-pulmonary procedures (e.g. lift life pack, move crash cart). Gross and fine motor abilities sufficient to provide safe and effective nursing care. Calibrate and use equipment; position clients; perform therapeutic interventions (e.g. Foley catheter insertion). Auditory ability sufficient to monitor and assess health needs. Hear monitor alarms, emergency signals, auscultation sounds, and cries for help. Differentiated Essential Competencies (DEC's) Outline of the DECs Twenty-five core competencies in the DECs are categorized under four main nursing roles: • Member of the Profession • Provider of Patient-Centered Care • Patient Safety Advocate • Member of the Health Care Team Each core competency is further developed into specific knowledge areas and clinical judgments and behaviors based upon the knowledge areas. Redundancy is intentional so that the section under each role can stand alone. Competencies for each level of educational preparation are presented in a table format. The competencies are differentiated and progressive by educational preparation. The scope of practice and competency level may be compared across the table. Implications for Nursing Education: • Guideline for curriculum development and revision • Benchmark for measuring program outcomes • Statewide standard to ensure that graduates are prepared to enter practice as safe, competent nurses The primary role of the entry-level graduate of a Diploma or ADN program is to provide direct nursing care to or coordinate care for a limited number of patients in various health care settings. Such patients may have complex multiple needs with predictable or unpredictable outcomes. With additional experience and continuing education, the Diploma or ADN graduate can increase the numbers of assigned patients, provide independent direct care, supervise health care of patients and their families, and receive certification in various specialty areas. Through articulation, graduates may continue their education to prepare for expanded roles. The entry-level competencies of the Diploma and ADN graduate build upon the entry-level competencies of the Vocational Nursing graduate. (Texas Board of Nursing, 2021). The DECs can be found on the Texas Board of Nursing Website: Differentiated Essential Competencies of Graduates of Texas Nursing Programs of Graduates of Texas Nursing Programs STUDENT LEARNING EXPERIENCES THEORY Theory consists of lectures, class discussions, case studies, group projects, written reports/papers, exams, quizzes, simulations, and tutorial software. Refer to the course calendar and Brightspace for specific dates, times, and assigned activities. Each student is expected to come to class prepared to participate in the class presentation and therefore is expected to have completed assigned reading prior to class. See curriculum outline in the handbook for courses and hours. Students are responsible for signing a class attendance roll each class time. Failure to do so will be recorded as an absence. BRIGHTSPACE Students are introduced to Brightspace the first day of class. Any students having difficulty with navigating Brightspace will receive specialized instruction. Student Brightspace Tutorials are available and students may contact the MCC Help Desk by phone, email, or live chat. Theory and clinical information will be posted on Brightspace. THE STUDENT IS RESPONSIBLE FOR ANY INFORMATION POSTED ON BRIGHTSPACE. Students are encouraged to check Brightspace frequently for pertinent information. MCC student e-mail is the official e-mail used in Brightspace. Students must access Brightspace with a web browser. Do not use information from an app or from a Facebook page. An app may not show all the information, and Facebook is not from the ADN program or MCC, which therefore, may contain erroneous information. What is Brightspace? Brightspace is a Web application that allows McLennan Community College to offer courses online and gives instructors the ability to post supplemental material for hybrid and face-to-face courses. You can log on to Brightspace and access your class materials anywhere you have an Internet connection. Some of the features of Brightspace are tools for submitting assignments, taking tests, and participating in discussion boards. Not all MCC courses are on Brightspace. Instructors in traditional classroom courses have the option to post course materials or conduct class activities within Brightspace. Your instructors will inform you if their materials are posted online. How do I use Brightspace? Brightspace will be available to you the day your class starts. If you register after classes have started, you will need to check Brightspace throughout the day. Updates are run several times a day the first few weeks of the semester to add students who have registered or added late. To log on to Brightspace, please follow these steps: 1. Go to the MCC website and click on the Brightspace link or use the direct link at . 2. Enter your Username and Password into the designated textboxes. Your username to log in to Brightspace will be the first letter of your first name, the first letter of your last name and your seven-digit student ID number (example: jd). Your password for Brightspace will be in lowercase the first letter of your first name, the first letter of your last name and your six-digit date of birth (without dashes or spaces). 3. Once you are logged into Brightspace you will see a Welcome screen. On the Welcome screen, you will be able to see your courses in the My Courses section on the right side of the page. (You can also click on the Courses tab at the top of the page). Having Difficulties? If you are having trouble logging on or using Brightspace, you have several options: 1. Look at the Student Brightspace Tutorials. You'll find quick and easy-to-use files and videos on how to use the various features of Brightspace. 2. Try the Tech Support FAQ or click the Help tab at the top of the Brightspace login page. 3. If you have additional security software installed, such as CA Security, you may need to adjust your firewall setting to "off" while accessing Brightspace login. 4. Contact the MCC Help Desk at 299-8077, email or get live MCC Help Desk assistance. The Student Success Department offers a Computer Basics Workshop that is free for all MCC students. This is a one-hour workshop that introduces new computer skills, as well as refresh older skills lost. The student will learn about such topics as: • Purchasing a computer and programs • Opening programs • Formatting and saving documents • E-mailing and attaching documents • Computer shortcuts • Brightspace • Web Advisor • Plato • Smart thinking and more SKILLS LAB Refer to RNSG 1216 Professional Nursing Competencies Instructor’s plan for General information, Skills lab attendance, and skills guidelines. ONLINE TEXTBOOKS Updated 1/2020 The textbooks are online and hardback printed purchased through the bookstore. The resources utilized are through Elsevier’s Evolve () PAYMENT FOR HESI Payment for HESI is included in registration fees. (Please see HESI Exit Testing Policy on page 101) INSTRUCTOR PLAN FOR EACH CONCEPT Each concept will have an Instructor plan that provides the following information: • Concept definition • Exemplars • Objectives • Prior to class assignments • Readings/viewings WRITTEN ASSIGNMENTS The student is responsible for turning in all written work on time. As unsatisfactory incident will be noted for any work turned in late. Faculty will evaluate and return written work within one week. The instructor will grade the work as satisfactory or unsatisfactory. Unsatisfactory work will be identified on the clinical evaluation form. • Any unsatisfactory work will be returned to student for modification and correction. These are to be resubmitted with the unsatisfactory copy within one week. • All written work must be eligible with correct spelling and grammar. All written work becomes the property of the program and may not be returned to the students. • Specific instructions for all clinical paperwork are made available to students. • See individual clinical Instructor Plan for requirement of written assignments – RNSG 111, RNSG 2362, RNSG 2360, RNSG 2460 and RNSG 1163. CLINICAL PRACTICE Critical skills must be validated by clinical faculty at each level. Students are required to bring a physical copy of their skills checklist with them to clinical for each shift. This is necessary to ensure the proper documentation of all skills and that the recording of students’ achievements of clinical objectives takes place. Starting in the fall of 2021, the ADN Program is in the process of rolling out a new online clinical documentation and time-tracking system called e*Value (currently used by other Health Professions programs at MCC). The implementation of e*Value will take place in phases over the fall of 2021 and spring of 2022. During the e*Value roll-out, it may become necessary to document the validation of certain clinical activities on paper. It is imperative to bring the printed skills sheet to clinical. As e*Value becomes available for each level, students will be required to have all clinical hours tracked, clinical skills validated, and all clinical evaluations completed in the online system as it becomes available at each level. Clinical hours, experiences, evaluations, and skills as well as measurements of Student Learning Outcomes and the Differentiated Essential Competencies (DECs) will be tracked using the e*Value system. Students will have access to e*Value while at clinical. CLINICAL ASSIGNMENTS Students may be expected to make a clinical assignment outside of theory or clinical time. Clinical assignments will be posted as indicated in the clinical course Instructor Plan. The student will review the assignments(s) and client(s) chart before clinical. Proper clinical attire for such reviews include student uniform with name badge for identification. Student are expected to demonstrate courtesy to staff needs for access to client information, especially at change of shift times. ACCIDENTAL INJURY - HEALTH INSURANCE COVERAGE Neither the hospital nor college assumes responsibility for an injury during clinical hours. The student is required to carry private medical coverage. The student should report any injury to the clinical instructor immediately. The College has made arrangements with an insurance company so students can obtain low-cost health insurance. Additional information is available in the Human Resources Office located on the first floor of the Administration/Classroom Building. Students are required to have a health insurance plan on file in Complio. LIABILITY INSURANCE The college provides a limited liability policy for nursing students. The coverage for students is effective only during clinical instruction time. The student is not covered if employed outside of the clinical instruction time. The nursing student is encouraged to carry private medical liability insurance. PRECEPTORED EXPERIENCES Preceptored experiences to enhance the student's learning may occur during each semester. Written reports may be required. COVID-19 VACCINE STATEMENT MCC is a state-funded institution and therefore cannot require the COVID-19 vaccine for its students. All of the Health Professions programs at MCC (Including the Associate Degree Nursing Program) require student participation in the clinical setting as part of their curriculum. As private institutions, the clinical sites we contract with MAY require students to be vaccinated. Because of this, students’ personal choice to not be vaccinated could interfere with their ability to complete clinical rotations and their ability to graduate on time or at all. ADMISSION AND RE-ADMISSION Nursing School Admission PSB Exam Effective Fall, 2017 • The applicant must pass the PSB for RN candidates within two (2) attempts prior to the application deadline for the Associate Degree Nursing Program. Application deadlines: ADN: Spring Admission: October 15 Fall Admission: May 15 • An applicant may take the PSB twice during an application period. • Please contact the Testing Center () for testing dates and times. • Fall Dates for PSB Exam: October 16th - May 15th May take the PSB twice during this timeframe. ADN Fall Admission Deadline: May 15th • Spring Dates for PSB Exam: May 16th - October 15th May take the PSB twice during this timeframe. ADN Spring Admission Deadline: October 15th If a student is currently in the Associate Degree Nursing Program taking RNSG courses, they may apply for re-admission into the immediate next semester by the last day of class (the Friday before the week of final exams). Late readmission applications may or may not be accepted. READMISSION POLICY Revised 07/21 Students who are unsuccessful in nursing courses (due to failure or withdrawal) are eligible to apply for readmission. Students may be readmitted to the nursing program one (1) time. However, students who are unsuccessful in clinical courses (receiving no credit or NC) are not eligible for readmission. Associate Degree Nursing clinical courses include RNSG 1161, RNSG 2362, RNSG 2363, RNSG 2360, RNSG 2460, RNSG 1163, and RNSG 2161. The new policy, implemented in January 2017, states a student may apply for readmission one time in the nursing program. A student who fails any clinical course is NOT eligible for readmission with one exception. A student who is withdrawn for excessive clinical absences may apply for readmission if the student is eligible for readmission. The program will provide students with the necessary support, resources, and nurturing environment to facilitate success in the program and on NCLEX. In the event that a student is unsuccessful, they will have one opportunity for readmission; the readmission process may include remediation, skills assessment, and other requirements to support success. Examples of the policy: i.A student with one withdrawal may apply for readmission. ii.A student with one failure may apply for readmission. iii.A student with one withdrawal and one failure may NOT apply for readmission until five years has passed from the date of initial entry into the program. The student will apply as a new student. iv.A student with two withdrawals may NOT apply for readmission until five years has passed from the date of initial entry into the program. The student will apply as a new student. v.A student with two failures may NOT apply for readmission until five years has passed from the date of initial entry into the program. The student will apply as a new student. vi.A student who fails any clinical course is NOT eligible for readmission. Clinical courses are RNSG 1161, 1163, 2362, 2363, 2360, 2460 and 2161. To apply for readmission, the student must: Obtain the readmission application from the Associate Degree Nursing webpage: Complete and submit signed readmission application, including an updated transcript (unofficial) and a one-page essay that describes contributing factors to the unsuccessful semester, how these factors have changed, and a plan for success if readmitted into the nursing program. Readmission application materials must be submitted to the Associate Degree Nursing Administrative Assistant or designee by the published deadline, located on the program webpage, All application materials will be reviewed by the Health Professions Admissions Committee. Students will be notified in writing by the Admission Committee of their acceptance status. If readmitted, students must meet with the nursing advisor to ensure that all program and clinical requirements are current (immunizations, TB screening, flu vaccine, transcripts, etc.). Students who are readmitted to the program will be required to complete remediation prior to the first day of the semester; learning contracts may also be required for readmission. Students who are unsuccessful after readmission into the nursing program are encouraged to meet with an academic advisor to determine an educational path that is appropriate for their future. Due to inter-relationship of nursing courses taught each semester, if a withdrawal from one nursing course is necessary, the student must withdraw from all nursing courses. Please refer to the MCC Highlander Guide for withdrawal policy. A student with a failure in a nursing course who is granted re-admission to that semester will take all the courses for that specific semester even if they were successful in one or more courses for that semester previously. Each semesters’ nursing courses are concurrent courses. At no time may a student take only the theory course(s) or clinical course(s). TRANSFER STUDENT ADMISSION The Associate Degree Nursing Program does not accept transfers into nursing courses. Academic courses taken elsewhere will be evaluated for consistency of courses in the degree plan.   1400 College Drive • Waco, TX 76708 International Student Admission Requirements International students must meet the general admission requirements of McLennan Community College. International admission requirements are applied to all students who have international secondary or post- secondary educational credentials, regardless of country of citizenship, immigrant status, or visa status. Each high school and college attended must be listed on the application for admission. Official transcripts for each high school and college attended must be attached to the application. Official records must be provided in the original language and, when that is not English, accompanied by a certified translation into English. Unofficial records that do not bear the original signature of the institution's representative cannot be used. Records must be signed by the registrar, dean, or headmaster of the institution issuing the documents. Photocopies will be accepted if they bear the institution's original seal and the original signature of the school official certifying the documents. Transcripts and other records attested as certified by a notary public or solicitor (non-institutional official) will not be accepted as official. English proficiency is met by the Test of English as a Foreign Language (TOEFL). A minimum Internet- based TOEFL score of 83 with a minimum of 20 in reading, 20 in writing, 20 in speaking and 20 in listening. TOEFL results are only valid up to two years from the testing date, meaning scores will not be considered if they are more than two years old. TOEFL score reports must be sent directly to the Associate Degree Nursing Program Director from the testing center. Information about the TOEFL may be obtained from the website Applicants may be exempt from the TOEFL requirement if they have earned a U.S. high school diploma, having attended all four years of high school in the U.S. Information about the TOEFL may be obtained from the Educational Testing Service. PROGRESSION REQUIREMENTS In order for the student to progress in the nursing program, the following requirements must be met: 1. Achievement of a grade of "C" or better in all nursing and identified pre requisite courses in the curriculum. 2. Pre-requisites to each nursing course have been successfully completed. 3. Achievement of the grade of “Credit” in the clinical area. 4. Current CPR course for Healthcare Providers certification. 5. Maintain compliance in the school's reporting system, COMPLIO, (this includes TB testing, immunizations, insurance and other required documentation noted in the system) 6. Required score on HESI Concept Comprehensive Exam for each level. DELAY IN TAKING NCLEX-RN OR NCLEX-PN 05/09/2019 If a graduate does not take the NCLEX-RN or NCLEX-PN within four (4) months after the last day of the semester graduated, the graduate must take an approved RN or PN review course within one month before the Affidavit of Graduation (AOG) will be approved by the Director. The graduate must show proof of the completion of a review course to the Program Director. STATE BOARD OF NURSING LICENSING ELIGIBILITY Registered Nurses - Requirements for Texas Licensure For Endorsement • Required fee is $186. The fee is non-refundable. • Graduation from an approved school of professional nursing(general). • A satisfactory score in one of the following examinations: o State Board Test Pool Examination (SBTPE) - with a minimum score of 350. o National Council Licensure Examination for Registered Nurses(NCLEX-RN®) • Licensure in another jurisdiction which has requirements equivalent to Texas. • Must have been employed as a registered nurse during the past four (4) years (unless you have taken and passed the appropriate RN examination within that time period). If you passed a national exam more than four years ago, and you have not been employed as a registered nurse in another state within the last four (4) years, then you must comply with Rule 217.5(b). You will need to first: 1. Apply for a Six-Month Temporary Permit and Complete a board approved refresher course 2. Complete the Texas Nursing Jurisprudence Exam (NJE) in addition to one of the following:  the online Texas Board of Nursing Jurisprudence Prep Course  the Texas Board of Nursing Jurisprudence and Ethics Workshop  Texas Board of Nursing approved Nursing Jurisprudence and Ethics course. It is the nurse’s responsibility to submit both of the completion certificates (NJE and choice of prep course/workshop/course) to our office. You will be granted access to the NJE within fifteen business days of the date we receive the Six- Month Temporary Permit application. Note: If you complete the NJE as part of the requirements for the Refresher Course, then the passing results can be used for the Endorsement application portion as well. The following links provide more information: (Rules and Regulations) (NJE Prep Course) (Workshop/Course) Step Action 1 Criminal Background Check A criminal background check must be completed through the Department of Public Safety (DPS) and the Federal Bureau of Investigation (FBI) based on the set of fingerprints you provide to MorphoTrust. The BON cannot accept fingerprint cards or criminal background check results mailed by you. The BON cannot accept results that were completed for another facility, even if the previous check was completed through the DPS and the FBI. The following info