Nursing Student Program Handbook Final

School of Nursing Mission and Vision Statements School Of Nursing Vision Statement The vision of the School of Nursing is to be the premier cornerstone of Associate of Science and Practical Nursing program education in Indiana and to prepare nurses to meet the unique health care needs of culturally diverse individuals, communities, and populations through excellence in education and evidenced-based practice. School Of Nursing Mission Statement The School of Nursing, in accordance with the mission of Ivy Tech Community College, provides quality education and opportunities to acquire culturally and contextually relevant knowledge, skills, and attitudes necessary for intellectual, professional, and personal growth. To achieve this mission the School of Nursing encourages lifelong learning and prepares graduates who will competently practice evidence-based nursing within complex community, state national, and global environments, understand the significance of evolving healthcare technology, and apply both professional and ethical principles with sensitivity to the diverse needs of individuals, groups, and communities. School of Nursing Metaparadigm Concepts, Curricular Threads, Active Components and Competencies Revised 8-2015 The School of Nursing at Ivy Tech utilizes the metaparadigm concepts of individual, environment, health, and nursing to provide a framework which guides the organization of the curricula. Relative threads are infused throughout the curricula and include: professionalism; leadership; interprofessional communication and collaboration; patient-centered care; cultural competence; scholarship and evidencebased practice, and critical thinking. Further, the active components of student, faculty, and nursing education are defined by our beliefs about the interrelationships between these overarching themes. Metaparadigm Concepts ● Individual – the recipient of nursing care or service. Individuals are often referred to as patients or clients. “The term patient has ancient roots in suffering, for millennia the term has also connoted one who undergoes medical treatment. Yet, not all who are recipients of nursing care are either suffering or receiving medical treatment. The root of client implies one who listens, leans upon or follows another. It connotes a more advisory relationship, often associated with consultation or business. Thus, nursing serves both clients and patients. Additionally, patients and clients can be individuals, families, groups, communities, or populations” (ANA, 2015, p. xi). Patients may function in independent, or dependent roles, and may seek or receive nursing interventions related to disease prevention, health promotion or maintenance, illness, and end-oflife care. ● Environment – “The surrounding context, milieu, conditions, or atmosphere…” (ANA, 2010, p. 64) in which both a registered nurse and practical nurse practices. ● Health – “Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity. The enjoyment of the highest attainable standard of health is one of the fundamental rights of every human being without distinction of race, religion, political belief, economic or social condition” (WHO, 2014, p. 1). ● Nursing – “the protection, promotion, and optimization of health and abilities, prevention of illness and injury, alleviation of suffering through the diagnosis and treatment of human response, and advocacy in the care of individuals, families, groups, communities, and populations” (ANA, 2015, p. 44). Curricular Threads ● Professionalism – Professionalism is the accountable and responsible behavior of a nurse through internalization of self-evident core values and ethical codes of conduct learned through experience, reflection and growth while working to improve patient outcomes and promote the ideals of the nursing profession (NLN, 2014). ● Leadership – is a complex, multifaceted phenomenon in which the vision of goals are communicated through value affirmation, motivation, stewardship, management, and development of followers (NLN, 2013b). ● Inter/Intraprofessional Communication & Collaboration - Nurses “communicate with patients, families, communities, and other health professionals in a responsive and responsible manner that supports a team approach to the maintenance of health and the treatment of disease” (Interprofessional Education Collaborative Expert Panel, 2011, p. 23). Interprofessional collaboration includes components of “knowledge of professional roles and responsibilities, effective communication, conflict resolution, and shared decision making” (IOM, 2011, p. 203). Intraprofessional communication and collaboration - occurs between individuals from the same professional education and background. ● Patient Centered Care – recognizes the patient or designee as the source of control or full partner in providing compassionate and coordinated care based on respect for patient preferences, values, and needs. Patient centered care incorporates current evidence-based practices and critical thinking techniques to develop plans of care; communication practices to foster effective interdisciplinary collaboration that includes patients and family members in planning and delivering quality care; and, promotion of a culture of caring and advocacy that demonstrates respect for individual patient preferences, values, needs, and the diversity of the human experience (QSEN, 2014). ● Cultural Competence - is understanding of the perspectives, traditions, values, practices, and family systems of culturally diverse individuals, families, communities, and populations for whom they care, as well as a knowledge of the complex variables that affect the achievement of health and well-being (Douglas, et. al., 2011, p. 320). “Culture is often described as the combination of a body of knowledge, a body of belief and a body of behavior. It involves a number of elements, including personal identification, language, thoughts, communications, actions, customs, beliefs, values, and institutions that are often specific to ethnic, racial, religious, geographic, or social groups. For the provider of health information or health care, these elements influence beliefs and belief systems surrounding health, healing, wellness, illness, disease, and delivery of health services. The concept of cultural competency has a positive effect on patient care delivery by enabling providers to deliver services that are respectful of and responsive to the health beliefs, practices and cultural and linguistic needs of diverse patients” (National Institute of Health, 2015). ● Scholarship and Evidence-Based Practice – Scholarship are those activities that systematically advance the teaching, research, and practice of nursing. These activities produce knowledge that supports the transfer of the science and the art of nursing from the expert (faculty) to the novice (student), and advances the clinical knowledge in the discipline (AACN, 2015). Evidence-Based Practice - “integrates best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care (QSEN, 2014). Through faculty scholarship activities and student inquiry, evidence-based practice is integrated throughout the curriculum. ● Critical Thinking - is the disciplined, intellectual process of applying skillful reasoning as a guide to belief or action. In nursing, critical thinking for clinical decision-making is the ability to think in a systematic and logical manner with openness to question and reflect on the reasoning process used to ensure safe nursing practice and quality care. Critical thinking includes adherence to intellectual standards, proficiency in using reasoning, a commitment to develop and maintain intellectual traits of the mind and habits of thought, and the competent use of thinking skills and abilities for sound clinical judgments and safe decision making. (Foundation for Critical Thinking, 2013).