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Spring 2011 1 Porterville College Associate Degree Nursing Faculty Handbook
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Porterville College
Associate Degree Nursing Faculty
Handbook
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Table of Contents
Section 1 – Division of Health Careers ........................................................................................ 6
Overview and Purpose ................................................................................................................ 6 Other Resources .......................................................................................................................... 6 History of the Health Careers Division ....................................................................................... 7 Vision/Mission/Philosophy ......................................................................................................... 7
Conceptual Framework of ADN Program .................................................................................. 7
Program-level Student Learning Outcomes ................................................................................ 9
Curriculum Model ....................................................................................................................... 9 Section 1 Appendix ................................................................................................................... 10 Section 2 – Governance and Administration ............................................................................ 11
Administrative Leadership ........................................................................................................ 11
Associate Dean, Health Careers Division ............................................................................. 11
Division Chair for Health Careers ........................................................................................ 11
Assistant Director of ADN Program ..................................................................................... 11
Instructional Staff...................................................................................................................... 11
Faculty................................................................................................................................... 11
Instructional Assistant ........................................................................................................... 12 Support Staff .............................................................................................................................. 12
Educational Advisor.............................................................................................................. 12
Division Assistant ................................................................................................................. 13
Organization .............................................................................................................................. 13
Committees ............................................................................................................................... 13
Nursing Faculty Council Committee .................................................................................... 13
Total Division and/or Program Effectiveness ........................................................................... 13 Section 2 Appendix .................................................................................................................. 15 Section 3 – Policies and Information Related to Faculty Expectations.................................. 16
Faculty Expectations ................................................................................................................. 16
Licensure ............................................................................................................................... 16
CPR and Health Requirements ............................................................................................. 16
Curriculum Vitae/Resume/Faculty Profile ........................................................................... 16
Contractual Appointment .......................................................................................................... 16 Orientation Plan ........................................................................................................................ 17 Faculty Assignments ................................................................................................................. 17
Faculty Workload.................................................................................................................. 17
Faculty Days and Hours of Work ......................................................................................... 17
Instructional Preparation Time ............................................................................................. 18
Office Hours.......................................................................................................................... 18
Other Professional Obligations ............................................................................................. 18
Compensation ........................................................................................................................... 18
Salary Step Advancement ..................................................................................................... 19 Travel Policy ......................................................................................................................... 19
Flex Activity ............................................................................................................................. 20
Attendance/Absence Policy ...................................................................................................... 20 Sick Leave .............................................................................................................................. 20
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Absence Reporting Process ................................................................................................... 20 Non-College Employment ........................................................................................................ 21
Dress Code ................................................................................................................................ 21
Commencement/Recognition Ceremonies ................................................................................ 21
Faculty Evaluation .................................................................................................................... 21
Full-time Faculty Evaluation ................................................................................................ 21
Part-time Faculty ................................................................................................................... 21
Section 3 Appendix .................................................................................................................. 23 Section 4 – Policies Related to Curriculum – Theory .............................................................. 24
Academic Freedom ................................................................................................................... 24 Student Learning Outcomes ...................................................................................................... 24 Curriculum ................................................................................................................................ 24
Definition of a Curriculum Change ...................................................................................... 24
What is not a Curriculum Change ......................................................................................... 25
The Instructional Syllabus ........................................................................................................ 25
Required Syllabus Content ................................................................................................... 25
Optional Syllabus Content .................................................................................................... 26
Syllabus (Class Pack) Reproduction ..................................................................................... 26
The “Gift” Syllabus............................................................................................................... 26
Textbooks .................................................................................................................................. 27
Lecture Content ......................................................................................................................... 27
Guest Speakers ...................................................................................................................... 28 Out of Class Assignments ..................................................................................................... 28
Grading ...................................................................................................................................... 29 Specific Points to Include in Your Grading Policy:.............................................................. 29
Exams ........................................................................................................................................ 30
Exam Construction................................................................................................................ 30
Exam dates ............................................................................................................................ 30
Exam Review ........................................................................................................................ 30
Make-up Exams .................................................................................................................... 30
Testing Accommodations ..................................................................................................... 31
Attendance/Absence Policy ...................................................................................................... 31
Tardy Policy .......................................................................................................................... 31
Required Evaluation.................................................................................................................. 32
Student Evaluation of Theory Course and Instructor ........................................................... 32
Section 4 Appendix ................................................................................................................... 33 Section 5 – Policies Related to Curriculum – Clinical ............................................................. 34
General Policy Statement .......................................................................................................... 34
Student Clinical Schedules/Rotations ....................................................................................... 34
Pre-clinical & Post Clinical Meeting with the Clinical Agency ............................................... 34
Student Orientation to Clinical Agency .................................................................................... 35
Limitation of Student Activity - Lab Area ............................................................................ 36 Cell Phones/Personal Phone Calls/Student Visitors .............................................................. 37 Laptop Computers/PDA's/Smart Phones .............................................................................. 37 Transportation ....................................................................................................................... 37 Student Clinical Assignments ............................................................................................... 37
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Laboratory Competencies-Critical Elements ............................................................................ 37 Student Attendance ................................................................................................................... 40 Documenting Student Progress ................................................................................................. 40
Clinical Evaluation Tool ....................................................................................................... 40
Guidelines for Laboratory/Clinical Practice Evaluation ....................................................... 40 Skills Checklist ..................................................................................................................... 41
Documenting Student’s Unsatisfactory Progress...................................................................... 41
Conference Form .................................................................................................................. 41
Probation Form ..................................................................................................................... 42
Student Portfolios...................................................................................................................... 42
Clients with Communicable Disease ........................................................................................ 42 Insurance ................................................................................................................................... 43 Accident/Injuries ....................................................................................................................... 43 Student Conduct ........................................................................................................................ 43 Impaired Student's ..................................................................................................................... 45 Post-Conference ........................................................................................................................ 46
Required Clinical Evaluation .................................................................................................... 47
Student Evaluation of Clinical Agency ................................................................................. 47
Student Evaluation of Clinical Course and Instructor .......................................................... 47
Clinical Teaching Assistants ..................................................................................................... 47
Orientation of Clinical Teaching Assistants ......................................................................... 47
Pre-clinical Meeting with the Clinical Instructor.................................................................. 48
Section 5 Appendix .................................................................................................................. 49 Section 6 – Course Record Keeping .......................................................................................... 50
Course Records ......................................................................................................................... 50
Class Roster/Roll Sheets ........................................................................................................... 50
Accessing Banner (BANWEB) ............................................................................................. 50
Census Dates ............................................................................................................................. 50
Dropping Students for Non-Attendance ................................................................................... 51
Policy for Repeating Courses.................................................................................................... 51
Submission of Final Grades ...................................................................................................... 51
Positive Attendance Hours ........................................................................................................ 52
Assigning Grades ...................................................................................................................... 52
A “W” Grade......................................................................................................................... 52
An “I” Grade ......................................................................................................................... 52
“RD” Grade ........................................................................................................................... 53
Grade Change........................................................................................................................ 53
Posting Grades ...................................................................................................................... 53
What Attendance Records are Required? ................................................................................. 53
Section 7 – Policies Related to Office Administration ............................................................. 54
Student Files.............................................................................................................................. 54
Office Space .............................................................................................................................. 54 Telephone and Email Services .................................................................................................. 54
Accessing Email.................................................................................................................... 54
Accessing Voicemail ............................................................................................................ 54
Campus Mail Services .............................................................................................................. 54
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Duplicating Services ................................................................................................................. 55
Work Order Requests ................................................................................................................ 55
Telephone Work Order Requests .............................................................................................. 55
Key Request .............................................................................................................................. 55
Room Requests ......................................................................................................................... 55
Computer Requests ................................................................................................................... 55
HR Forms .................................................................................................................................. 55
Fax Services .............................................................................................................................. 56
Basic Supplies ........................................................................................................................... 56
Faculty Development Lab ......................................................................................................... 56
Nursing Division Resources ..................................................................................................... 56
Section 8 – Best Practices in Teaching ...................................................................................... 57
Preparing for the First Day of Classroom Instruction ............................................................... 57
At Least One Week Before the First Day of Class (or as soon as possible) ......................... 57
The “First Day” ......................................................................................................................... 57
The Instructor’s demeanor ...................................................................................................... 58
Empower The Students ........................................................................................................... 58
Ice-breakers and Community Builders ................................................................................... 58
Your Own Introduction ........................................................................................................... 58
Have the Syllabus Ready ........................................................................................................ 59
Textbook/Learning Resources Introduction ........................................................................... 59
First Day DO’s ........................................................................................................................ 59
First Day DON’Ts................................................................................................................... 60
Maintaining the Optimal Learning Environment ...................................................................... 60
Class Breaks .............................................................................................................................. 60
Teaching in the Clinical Laboratory ......................................................................................... 60
Understanding Student Expectations .................................................................................... 60
Recognizing the Stress in Clinical Practice .......................................................................... 61
Maintaining a Non-stressful Learning Environment ............................................................ 61
Visualize Yourself as a Partner ............................................................................................. 61
Encouraging Critical Thinking - Questions, Questions, Questions ...................................... 62
Observing and Assisting Students With Skills ..................................................................... 62
Allowing the Student to Perform the Skill .............................................................................. 63
Assisting the Student Perform the Skill .................................................................................. 63
Discussing Skill Performance ................................................................................................. 63
Common Pitfalls ................................................................................................................... 64
Class Breaks .......................................................................................................................... 64
Assessing Student’s Preparedness ........................................................................................ 65
Communicating with the Lead Instructor ............................................................................. 65
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Section 1 – Division of Health Careers
The Faculty Handbook – Overview and Purpose
The purpose of this handbook is to provide information and guidance to nursing faculty regarding policies and procedures specific to the Porterville College Associate Degree Nursing Program. This handbook is to be used in conjunction with the Kern Community College District Board Policy manual, KCCD CCA Contract and the California Board of Registered Nursing and/or other State regulating agencies rules and regulations. The goal is that this Handbook will anticipate your questions, so you can find answers when you need them.
Other Useful Resources
In addition, to the information provided in this handbook, the following websites also provides a wealth of resources for the new faculty member:
� Porterville College Website: http://www.portervillecollege.edu/
� BC Nursing/Allied Health Website: http://www.portervillecollege.edu/healthcareers/
� Board of Registered Nursing Website: http://rn.ca.gov/
� Board of Vocational Nursing Website: http://www.bvnpt.ca.gov/
� National Council of State Boards of Nursing Website: https://www.ncsbn.org/index.htm
� Kern Community College District Board Policy:
o http://www.kccd.edu/Board%20Policy%20Manual/Default.aspx
� KCCD CCA Bargaining Agreement:
o http://www.kccd.edu/Board%20Policy%20Manual/Section%2005__Faculty%20Contract.pdf
History of the Health Careers Division
Instruction in nursing education began at Porterville College in 1970 with the start of the Vocational Nursing Program. The program has maintained continuing approval by the California Board of Vocational Nursing and Psychiatric Technicians since 1970. The initial application for program approval for the Psychiatric Technician program was submitted in 1971 with the first annual reports indicating accreditation in 1972. The programs were included in the science division and were managed by the science division chair. The director of the program was one of the full time faculty members. Emergency Medical Technician One (EMT-I) education was started sometime in the 1980s and the EMT-II program was added shortly after. Porterville College provided the only higher level of education for EMTs until such time as the Paramedic position was adopted by Tulare County in 2001. The EMT-II program was eliminated but the EMT-I program continues to provide the introductory career path for emergency medical care providers. In 2003, due to the severe nursing shortage in California and the Central San Joaquin Valley, Porterville College partnered with Bakersfield College to develop and implement a Distance Education RN Program. Funded entirely through grants and community contributions, the Distance Education RN Program has been a collaborative program between Porterville College, Bakersfield College and Cerro Coso Community College. The program provided Registered
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Nursing education using “live – closed instructional television broadcasting” to students at each of the remote sites. The Porterville campus admitted 20 students each semester to the PC Distance Education RN program through Spring 2010. The nursing programs maintain high standards and are well respected by the community, with many of our graduates achieving different levels of success and service in a variety of healthcare institutions in our community.
Vision/Mission/Philosophy
The Health Careers Division is an integral part of Porterville College and the nursing faculty endorses the institutional mission and goals.
Vision
The faculty envisions that the Porterville College Division of Health Careers will be distinguished as:
1. A center of academic excellence grounded in the most innovative nursing education. 2. A statewide and regional center for nursing education, practice expertise, and
leadership. 3. An organization that collaborates in community development, fosters cooperative
efforts, and cultivates partnerships.
Mission
Porterville College’s Health Careers Division serves to support the overall mission of the college. With students as our focus, Health Careers faculty and staff strive to provide world-class healthcare education through a variety of discipline-specific programs, which include registered and vocational nursing, psychiatric technology, and emergency medical technology. Each of our programs are designed and taught utilizing strategies and methodologies which encompass the learning needs of a very diverse student population. All healthcare programs strive to prepare culturally competent, ethical, and caring healthcare professionals for service within our community. Faculty seeks to create an educational atmosphere of mutual respect, support, and collaboration, which fosters and promotes student learning and achievement and eliminates personal barriers to success.
Philosophy
The Porterville College nursing faculty believes that community college students vary widely with respect to their ethnic and cultural background, life experiences, learning styles, and maturity. The college setting provides the opportunity for students and faculty to participate in cultural, intellectual, and social activities, which foster the continued self-growth of the individual. The Associate Degree Nursing Program believes in self-growth, including ongoing self-assessment and evaluation.
We believe that there are philosophical values critical to and inherent in nursing and nursing education that should be the foundation on which educational experiences are structured. We believe that technological and social advances in the healthcare field create the ongoing need for adapting nursing and nursing education to meet the changing needs of society. We provide
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learning experiences in settings, which assist the student to adapt to changing health needs. We believe that man/client is a participant in care, having biological, psychological, socio-cultural and spiritual dimensions, who continually interacts with his/her internal and external environment. Environment, both internal and external, refers to all of the conditions, circumstances, and influences surrounding and affecting the behavior and development of people. The internal environment relates to interpersonal factors such as personality, mental capacity, and genetic make-up. The external environment includes all forces outside the individual.
We believe that health is a dynamic state in which an individual adapts to his/her internal and external environments so that there is a state of physical, emotional, intellectual, social, and spiritual well-being. Illness is an abnormal process in which any aspect of an individual’s functioning is diminished or impaired as compared with his previous state of health. The health-illness continuum measures the individual’s relative level of health, ranging from high-level wellness to illness or death. We believe that nursing education is an active process of imparting knowledge and assisting in the facilitation of student learning. The nursing faculty utilizes a systematic problem-solving approach that builds on previously learned knowledge from related disciplines. We believe that teaching is an ongoing process and an interaction between the instructor and the student. The faculty selects strategies, organizes content, arranges experiences, and facilitates learning, taking into consideration cultural factors, ethnic background, and individual learning styles of students. Learning is the process by which one gains new insight, understanding, and ability through reinforcement, practice, and experience. We believe that adult students perceive learning experiences as meaningful when instruction is directed toward pertinent, applicable goals. Effective learning is measured by identifiable changes in the individual. To assist students in meeting their career objectives, the college provides a variety of services to enhance student achievement and success for all student populations: including admission and assessment information; financial aid and scholarship information; academic advising; educational planning; study skills workshops; tutoring; peer advising; group study; and cultural activities to ease the students transition to campus, provide a sense of belonging, and strengthen the social and cultural development of the students. In addition, a Counseling/Advising Center, Learning Resource Center, Student Health Center, Supportive Services for the Disabled, and a Child Care Center exist on campus to meet individual student needs. Ethnic and interest clubs also contribute to the student’s total educational experience. The faculty believes that these support services enhance the teaching/learning process and refer students to them as necessary. The nursing faculty also supports upward mobility with opportunities for nursing students to move from one level of nursing practice to another without unnecessary duplication of previously learned content and skills. Because of this belief, the faculty has developed a strong career ladder with opportunities for challenge and credit granted for prior learning.
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Conceptual Framework of ADN Program
The unifying theme of the Porterville College Associate Degree Nursing program is the nursing process. The nursing process is a dynamic, scientific, problem-oriented, problem-solving framework for planning, delivering, and evaluating nursing care to clients and their families.
Program-level Student Learning Outcomes
ADN education combines theoretical and clinical instruction, and graduates are expected to achieve proficiency in each area. Program-level outcomes include expectations for each of these components. The program specific student-learning outcomes may be found in the following appendix Section 1-A.
� Registered Nursing Program-level Student Learning Outcomes – Appendix Section 1-A
Curriculum Models
The intention and purpose of the Porterville College ADN Program curriculum is to be educationally valuable and creditable. In addition to the educational preparation of the student, the curriculum aims to prepare students to function as members of the respective profession. The program specific BRN approved curriculums may be found in the Appendix Section 1-B
� Board of Registered Nursing Approved Curriculum Pattern – Appendix Section 1-B
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SECTION 1 APPENDIX
DIVISION OF HEALTH CAREERS
Appendix 1-A Program Student Learning Outcomes Appendix 1-B Board of Registered Nursing Approved Curriculum Pattern (pdf)
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Section 2 – Governance and Administration
Administrative Leadership
The Administrative Leadership within the Health Careers Division consists of the Associate Dean of Health Careers/Director of Nursing, the Division Chair for Health Careers, and the Assistant Director of the ADN program. The job descriptions for the administrative roles may be found in the Section 2 Appendix.
Associate Dean, Health Careers Division/Director of Nursing
The Associate Dean, Health Careers reports to the Dean of Career and Technical Education. The Associate Dean also serves as the Program Director for Registered Nursing, Vocational Nursing program, Psychiatric Technician, EMT I programs. The Associate Dean serves as the liaison between the Health Careers Division and the other constituencies of the College. The Associate Dean is a member of the College Learning Council, as well as the Administrative Council. The Associate Dean has ultimate responsibility for all of the programs and activities of the Division and is assisted in the administrative role by the Division Chair, and Assistant Director.
Division Chair for Health Careers
The Division Chair of Health Careers reports to the Associate Dean of Health Careers. The major responsibilities of this role include, but are not restricted to: faculty leadership, curriculum development and course scheduling, personnel evaluation/hiring/orientation, fiscal management, and administration of the division programs.
Assistant Director of ADN Program
The Assistant Director of the ADN Program reports to the Associate Dean of Health Careers. The major responsibilities of this role include, but are not restricted to: performing the duties of the Director in the Director’s absence.
Instructional Staff
Faculty (Fulltime/Adjunct/CTA)
Faculty report to the Associate Dean of Health Careers. To maintain compliance with the BRN Rules and Regulations, the nursing faculty must adhere to the criteria as established by the Board of Registered Nursing. The job descriptions for the faculty roles may be found in the Section 2 Appendix.
Instructor
In collaboration with an Instructor/Content Expert approved by the Board of Registered Nursing, the instructor shares full faculty concerns and responsibilities of all matters related to students in the Associate Degree Nursing (ADN) Program. The instructor is one of the critical components in the educational efforts of the college. His/her relationship with the student in the classroom and in co-curricular activities contributes to the effectiveness of the educational process.
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Lead Instructor
The Lead Instructor is selected by the Division Chair, in consultation with other faculty members teaching the course, and is approved by the Associate Dean. The Lead Instructor must satisfy the BRN "expert" standards for the area of nursing emphasized in the course. The lead instructor is coordinator for the overall instruction of a particular course in theory and clinic. She/he works with the other instructors in the assessment, planning, implementation, evaluation, and revision of course content and course syllabus.
Content Expert
The Content Expert is selected by the Division Chair, in consultation with other faculty members teaching in the Program, and is approved by the Associate Dean. The Content Expert is responsible for the overall educational content of the specific nursing content: Medical/Surgical, Maternal/Child, Mental Health/Psychiatric and Geriatric nursing. She/he works with the other instructors in the assessment, planning, implementation, evaluation, and revision of course content and course instruction.
Assistant Instructor
An assistant instructor must have a Baccalaureate degree in nursing or a related field and at least one year’s experience providing direct patient care as an RN with demonstrated clinical competency. An assistant instructor may teach in the classroom but not assume full responsibility for the course.
Clinical Teaching Assistant
A clinical teaching assistant must have at least one year's experience, within the previous five years, providing direct patient care as an RN with demonstrated clinical competency. A clinical teaching assistant may not teach in the classroom and will teach under the direction of the instructor.
Instructional Assistant Health Careers
Reports to the Associate Dean of Health Careers. Provides individual and group instructional services of a paraprofessional nature; prepare, distribute and discuss grades and examinations with students; assist in the instructional process of teaching complex patient skills; assist in the instructional computer lab; provide clerical assistance to the teaching staff.
Support Staff
Educational Advisor
Reports to the Associate Dean of Health Careers. Plans, prioritizes and directs the activities of case management for Nursing students and serves as a paraprofessional counselor advising students in areas related to academic careers including certificate, graduation, transfer and major requirements; advise students on various careers and on the requirements necessary for achieving career goals.
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Division Assistant
Reports to the Associate Dean of Health Careers. Provides a variety of routine or complex and confidential clerical and secretarial services to the Dean, department and programs, dependent upon classification.
Organization
The Health Careers organizational chart and the organizational charts representing the Health Careers Division within the college structure are outlined in Appendix 2L and 2M. The procedure for establishing this organization and the governance structure has been developed following the BRN Rules and Regulations and is mutually approved by the administration and faculty, but does not alter nor diminish the Director’s ultimate responsibility as the administrative officer for the division. The structure as developed by the faculty of the Health Careers Division is designed to promote effective functioning of faculty, student, and curriculum components central to the mission and objectives of the programs. The organizational structure is appropriate to the size of the division and the activities, which it promotes.
Committees
The organizational structure of the Health Careers Division provides opportunities for faculty, administration, and students to interact in the governance of the division.
Nursing Faculty Council Committee
Purpose: Provides a formal mechanism for students to participate with nursing faculty regarding College and Program issues. It also provides an opportunity for students to give input related to the Program’s policies/practices including Program philosophy, objectives, curriculum, and evaluation process, which affect students. It establishes a forum for identifying and resolving student concerns. Format: Student representatives will be invited to attend one scheduled meeting per month
during the semester. A Department Assistant for the Nursing Division will take formal minutes and these minutes will be retained in the Nursing Division Office.
Membership: Membership consists of the Director, all Nursing Division faculty and one student representative from each semester (class) of the ADN program and one representative from the LVN-RN Ladder cohorts. Students will not be allowed to be present during discussion of confidential matters. Meets: Approximately one-two meetings per month.
Total Division and/or Program Effectiveness
To ensure quality and overall effectiveness, as well as maintain compliance with the BRN Rules and Regulations, each program of instruction in the Health Careers Division will be evaluated on
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an annual basis using the Division Total Program Effectiveness Plan. The program quality areas evaluated in this plan will include, but are not restricted to:
Mission and Governance Faculty Students Institutional Commitment and Resources Curriculum and Teaching/Learning Practices Student Performance
Faculty, Students, Administration and our community stakeholders will have input into the evaluation of each respective instructional program. The Total Program Evaluation Plan is included in Appendix 2N.
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SECTION 2 – APPENDIX
Governance and Administration
Appendix 2-A Associate Dean, Health Careers Job Description
Appendix 2-B Division Chair, Health Careers Job Description Appendix 2-C Assistant Director Job Description Appendix 2-D Lead Instructor Job Description Appendix 2-E Content Expert Job Description Appendix 2-F Instructor Job Description Appendix 2-G Assistant Instructor Job Description Appendix 2-H Clinical Teaching Assistant Job Description Appendix 2-I Instructional Assistant Job Description Appendix 2-J Educational Advisor Job Description Appendix 2-K Department Assistant III Job Description Appendix 2-L Health Careers Organizational Chart Appendix 2-M Porterville College Organizational Chart Appendix 2-N Total Program Evaluation Plan
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Section 3 - Policies and Information Related to Professional
Expectations for Faculty
Faculty Expectations
In addition to the expectations of all Porterville College faculty, and as published in the KCCD CCA contract, the nursing program faculty are expected to achieve the following faculty outcomes:
1. Demonstrate a commitment to professional nursing 2. Maintain clinical expertise 3. Participate in ongoing professional development 4. Utilize Best Practices to enhance the learning environment 5. Serve as a professional role model
Licensure
Faculty are required to maintain a current license to practice in the state of California. Each faculty member is to present a copy of the renewed license to be filed with the nursing division secretary upon renewal every 2 years. Failure to maintain a California (CA) license may result in termination from the College. Faculty must notify the Director immediately if any conditional limitations are placed on their RN license.
CPR and Health Requirements
Faculty members are required to maintain a current American Heart Association Healthcare Provider CPR certification and the same health requirements of hospital employees (annual TB screening and proof of immunity from MMR/Hepatitis/Varicella/Pertussis).
Curriculum Vitae/Resume/Faculty Profile
Faculty are to maintain a current curriculum vitae (CV) or resume in their personnel files located in the Health Careers Division office. A comprehensive, updated (CV) is to be submitted each August, placed in the personnel file and the previous years (CV) will be removed. Information from this report is utilized for reports, grants, compliance with the Boards of Nursing Rules and Regulation, and planning purposes.
Contractual Appointment
Full-time Faculty All full-time faculty are appointed on a ten-month contractual basis. Ten month Faculty contracts are issued in May. Upon receipt the faculty member signs the contract and returns it to the Human Resources division; the faculty member retains a copy.
Adjunct Faculty
All adjunct assignments are determined by the College President and/or designee to meet student needs. The right of assignment shall not supersede any other protection guaranteed under the KCCD CCA Contract. Clinical Teaching Assistants are chosen by the lead FT nursing faculty in conjunction with the Associate Dean. Once a lead instructor identifies a potential Clinical
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Teaching Assistant for hire, the person must be referred to the Health Careers division to initiate the hiring process.
Orientation Plan
The Health Careers Division recognizes that in order for faculty to become effective members of instructional team, they must be provided with an orientation plan. The orientation plan is designed to provide the faculty member with a smooth transition into the College academic setting. Upon hiring, each new faculty member will be assigned a faculty mentor, whose role is to guide the orientation process and assist the transition into the academic setting. It is the responsibility of the new faculty member and faculty mentor to follow the Division Orientation Plan/Checklist included in –Appendix 3-A. Adjunct Faculty-Clinical Teaching Assistants will be oriented by the Lead Instructor using the Adjunct Faculty CTA Orientation checklist - Appendix 3-A. Lead faculy are to meet with CTA prior to each semester or clinical rotation; CTA meeting form is to be completed by the lead faculty - Appendix 3-B.
Faculty Assignments
Faculty assignments are made in compliance with College and KCCD CCA contractual policy. The College President and/or designee shall determine the assignment for each faculty member, in compliance with the Boards of Nursing Rules and Regulations for faculty requirements, to meet students' needs.
Faculty Workload
Full-Time Faculty The semester lecture hour equivalent (LHE) load for faculty shall be fifteen (15) and the semester LHE equivalent load for clinic shall be eighteen (18). Nursing faculty assignments are a combination of lecture and clinic. For the purposes of calculating load, a full-time faculty SEMESTER load equals 1.0. However, loads falling between .97 and 1.03 (inclusive) will not need adjustment in that semester or any subsequent semester.
Part-Time Faculty Adjunct faculty assignments are lecture, clinic, or a combination. The maximum load hours for an adjunct faculty member are 0.67 per semester. Faculty are provided a Staff Assignment Sheet (SAS) prior to the beginning of the semester. The SAS details the teaching assignment, date and time of instruction, location of classroom, and load assignment. It is each faculty member’s responsibility to check the SAS and report any discrepancies to the Division Chair and/or Associate Dean of Health Careers.
Faculty Days and Hours of Work
Full-Time Faculty The basic faculty assignment in the Kern Community College District is a forty-hour (40-hour) workweek based on a 17.5-week semester length and a one-hundred-seventy-five-day (175-day)
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academic year. One hundred seventy-five (175) days shall be defined as that period between the first instructional day of the fall semester and the last instructional day of the fall semester plus
the period between the first instructional day of the spring semester and the last instructional day of the spring semester.
Instruction/Preparation (Prep) Time
As described in the KCCD CCA Contract, seventy-five percent (75%) of the full-time faculty member’s work week hours shall be spend in a combination of student contact and preparation.
Office Hours
Full-Time Faculty Nursing faculty are expected to maintain a minimum of five-office hours/week for student consultation. Greater than five hours/week are encouraged. Faculty office hours will be posted in an easily visible location outside offices, in course syllabus, and remain on file in the health careers office and the office of Academic Affairs. Full-time faculty members must submit their office hours to the Health Careers Division Department Assistant and the Porterville College Information Desk by the 1st week of instruction. See example Instructor Schedule/Office Hours form Form – Appendix 3-C
Part-Time Faculty
Part-time faculty members are not required to maintain office hours.
Other Professional Obligations
In addition to the faculty members teaching assignment and as outlined in the KCCD CCA Contract, faculty are expected to:
1. Participate in retention and institutional research activities and recruiting/articulation with schools and colleges.
2. Participate in promotion, job placement, student follow-up, and advisory committees. 3. Not conduct personal business, which interferes with contract responsibilities nor use
District or College personnel, facilities or equipment for personal business. 4. Not, except in the case of emergency, leave a class, program, or activity unattended.
An appropriately qualified academic employee must always be responsible and present.
Compensation
Full-time faculty members are compensated according to the assigned number of contract days. Your salary, class and step placement as well as your contracted number of days are listed on your annual individual contract, the form you sign each year regarding ongoing employment details. Please refer to the CCA Bargaining Agreement: Compensation and Benefits – Appendix for the Basic Faculty Salary Schedules. Your annual salary will be paid in 12 monthly installments starting on the last working day in August. Overload and other non-contract services shall be paid in four equal monthly payments starting the last day of September for the Fall term and the last of February for the Spring term.
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Adjunct faculty members are paid in four equal monthly payments per semester, payment should be received starting the 15th day of September for the fall term and the 15th day of February for the spring semester. All adjunct faculty members are compensated at the contractual wage, currently (2010/2011) $60.00/hour. Adjunct Faculty members do not earn benefits or accrue sick or vacation time.
Salary Step Advancement/Salary Progression (Full-Time Faculty only)
Salary advancement can be accomplished in several ways. Please refer to the CCA Bargaining Agreement: Compensation and Benefits for various activities/courses and approval criteria for salary advancement. Faculty members are encouraged to discuss courses/activities with their educational administrator. Coursework, seminars, and workshops for salary progression should be submitted on the District form titled “Request for Approval of Credit for Salary Advancement”. Appropriate documentation and explanation will need to be attached to the form. If you have questions about whether an activity would be eligible for salary advancement, consult with your Associate Dean.
Request for Approval of Credit for Salary Advancement Form – can be found on KCCD webpage.
Travel Policy
The College does not reimburse travel to and from home and campus or to and from the clinical agency/clinical education setting within the Porterville Community. When a faculty member is assigned to a clinical facility outside the Porterville Community they will be compensate for mileage and the time to and from the facility (portal to portal). The forms for mileage and portal to portal are in the division office. Mileage Payment to Faculty Mileage will be paid at the District's established rate to:
• Contract or regular faculty whose assignment as part-of-load is at a site sufficiently removed from the regularly assigned location as to require the use of an automobile. The distance to be claimed is to be established by the College Administration after consultation with the employee.
• Contract or regular faculty whose assignment for extra-pay is at a site more than fifteen (15) miles from his/her regularly assigned location. The distance to be claimed is to be established by the College administration after consultation with the employee.
• Part-time hourly faculty who agree to teach a class at a site more than fifteen (15) miles from the main campus or center. The distance to be claimed is to be established by the College administration after consultation with the employee.
NOTE: Exceptions to this procedure will be determined by the College administration if the
employee's place of residence is closer than fifteen (15) miles to the teaching site, and if, in fact, the
employee is driving from his/her residence rather than from the main campus
Instruction on filling out the form properly will be explained by the faculty friend and/or mentor for the new faculty member. Faculty members may be reimbursed for travel that is College business if they use their personal vehicles, approval for reimbursement must be obtained at least one week in advance. A Travel Request/Reimbursement and a Travel Expense Claim Form is
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used to request reimbursement from the College. These forms can be obtained from the Division secretary.
Flex Activity
Full-Time faculty Full-Time faculty members are required to complete a minimum of twenty-four (24) hours of
FLEX training each year. Payment for these hours is included in your regular paycheck. Failure to complete necessary hours will result in loss of pay and notice on faculty evaluations. Porterville College provides 3 Flex Days per year.
Attendance/Absence Policy
Policies
When possible, faculty members should report absences in sufficient time to provide proper substitution in the classroom, as deemed appropriate in consultation with the Division Chair and/or Associate Dean. Before arranging a substitute, permission must be received. Faculty members should not combine, cancel, or change meeting times or places of classes or activities without permission of the College President or designee. In addition, faculty must provide the Associate Dean with information regarding student alternative assignments and substitutes for clinical. Clinical Faculty members should not combine, cancel, or change meeting times or places of classes or activities without prior approval of the Lead Instructor and/or Associate Dean. In addition, faculty must provide the Lead Instructor and Associate Dean with information regarding student alternative assignments and substitutes for clinical. regarding student alternative assignments and substitutes for clinical.
Sick Leave Accrual
Full-time Faculty The KCCD/CCA Bargaining Agreement: Absences and Leaves states: Full-Time faculty shall be
entitled to ten (10) days’ leave of absence for illness, injury, or quarantine each year. (One
additional day shall be granted for each additional 20 days of Bargaining Agreement
assignment.) Seven (7) days each year may be used for personal necessity leave; Three (3-in
state) to five (5-out of state) days may be granted for bereavement, funeral arrangements, or
attendance of an immediate family member or close personal associate.
Adjunct Faculty
Adjunct faculty members do not earn sick or personal days. Any absence requires prior notification of the absence to the Lead Instructor and Associate Dean. Detailed information on the allowable types of leave can be found in the Bargaining Agreement: Absences and Leaves
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Absence Reporting Process/Forms (forms may be found on KCCD webpage or division office)
Please adhere to ONE OR BOTH of the following procedures for reporting absences, and assurance your class(es) will get posted:
1. By Phone – Information Desk - 791-2200 If no answer, leave voice mail message and for back-up call Instruction Office (Pam Childress - 791-2320 or Diane Thompson - 791-2271)
2. By Email – PC_CCAR (acronym for - Class Cancellation/Absence Reporting)-email address link is available on PC bulletin board webpage.
Full-Time Faculty The Bargaining Agreement states: If a faculty member misses a contract day, a full day of leave
will be charged, regardless of the number of hours of the assignment. If a faculty member misses
part of the day’s assignment, leave will be charged at the proportion of the assignment missed is
to the full day’s assignment. An Academic Absence Report is to be completed for each absence and submitted to a Division Chair or Associate Dean upon return to duty. Part-Time Faculty The adjunct faculty member will report the number of hours of the assignment that is missed. An Adjunct Faculty Absence Report form must be submitted immediately upon return to duty and submitted to the Division Chair or Associate Dean.
Substitution Policy
Paid substitutes must be authorized and approved by the Area Dean prior to the substitute’s service being arranged. Faculty may NOT “trade” classes with a colleague to cover an absence. Anyone in charge of a class during an assigned faculty member’s absence must meet
minimum qualifications for teaching within a discipline at PC and be on record with the
KCCD payroll/human resource office.
Non-College Employment
The KCCD Governing Board recognizes that District employees may receive compensation for outside activities as long as these activities are not incompatible with the employee's duties or to the duties, functions, or responsibilities of the District. Outside paid activities are incompatible with employment if they require time periods that interfere with the proper, efficient discharge of the employee's duties; if they entail compensation from an outside source for activities which are part of the employee's regular duties; or if they involve using for private gain the District's name, time, facilities, equipment, or supplies.
Dress Code Porterville College does not have a designated dress code for faculty and/or employees. Most faculty members choose to wear casual to business casual attire. For the clinical laboratory rotations, most faculty members choose to wear scrubs with a lab coat or a uniform with a lab coat. Some clinical sites are observation only and students/faculty must adhere to the agency dress code. It is required that you always wear your PC name tag when in a clinical facility or in a community rotation. If teaching skills in the Skills lab it is recommended that you wear a lab coat.
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Commencement/Recognition Ceremonies
Since Nursing Completion Ceremonies and Commencement recognize the accomplishments and culmination of a student’s hard work faculty participation is expected. Completion ceremonies are held at the end of the fall and spring semester and Commencement is held at the end of the spring semester.
Faculty Evaluation
Faculty evaluations are an essential component in the evaluation of an academic institution. At Bakersfield College, the faculty evaluation process aims to ensure that quality teaching and support services remain the core ingredients in undergraduate education. This section will provide a brief overview of the process. The purpose, requirements, and process are detailed in the CCA Bargaining Agreement: Evaluation/Tenure of Faculty.
Full-Time Faculty
All full-time faculty members of the Health Careers Division are evaluated according to the KCCD CCA Contract. The evaluation process for Full-Time faculty begins in the 3rd -5th week of the first semester after hire. At this time an evaluation committee is convened which consists of one faculty member selected by the evaluee, the faculty chair for the area, an educational administrator, and one department area member chosen by the department. This committee has several functions throughout the evaluation process. Please refer to the CCA Bargaining Agreement: Evaluation/Tenure of Faculty for the suggested timeline of activities.
Mode A
Mode A evaluations are conducted for the first 4 years of employment to determine the granting of tenure. The Mode A evaluation process consists of a comprehensive evaluation involving a representative committee and a wide range of evaluation instruments and components (See CCA Bargaining Agreement: Evaluation/Tenure of Faculty). Once tenure has been granted, the evaluation moves to the Mode B process.
Mode B
Mode B evaluations are conducted every 3 years. The first mode B evaluation after tenure will be a comprehensive evaluation. Subsequent evaluations will alternate beginning with a Brief evaluation. The faculty chair and an Educational Administrator along with the evaluee participate in the brief evaluation. In the event of a less than satisfactory evaluation during the Comprehensive Mode B evaluation process, the College president may implement a Mode C evaluation. Please refer to the CCA Bargaining Agreement: Evaluation/Tenure of Faculty for more information regarding all aspects of the evaluation process.
Adjunct Faculty Evaluation
All adjunct faculty members are evaluated according to the KCCD CCA Contract, as well as to meet the Boards of Nursing Rules and Regulations. Adjunct faculty members are evaluated annually for the first 3 years of employment than every 6 semesters thereafter. The Division Chair or designee (the Lead Instructor for the course and/or Content Expert) will conduct the evaluation.
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SECTION 3 – APPENDIX
Policies/Information Related to Professional Expectations
Appendix 3-A Faculty Orientation Checklist
Appendix 3-B Meeting with Clinical Teaching Assistant
Appendix 3-C Instructor Schedule_Office Hours Form
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Section 4 – Policies Related to Curriculum – Theory
Academic Freedom
As discussed within the collective CCA Bargaining Agreement, education in a democracy depends upon earnest and unceasing pursuit of truth and upon free and unrestricted communication of truth. As such, faculty members shall be free to exercise academic freedom, including freedom of investigation, freedom of discussion in the classroom, freedom to select texts and other instructional materials, freedom of assignment of instructional exercises, and freedom of evaluation of student efforts. It is imperative that faculty members acknowledge that in the exercise of academic freedom they have a responsibility to be accurate and comprehensive in making reports, to be fair-minded in making interpretations and judgments, to respect the freedoms of other persons, to exclude irrelevant matters from classroom discussions and instructional exercises, and to make appropriate distinctions between statements of fact made as faculty subject matter specialists and opinions made as private citizens.
The College recognizes the fundamental right of the faculty member to be free from any censorship or restraint, which might interfere with the faculty member’s obligation to pursue the truth and maintain their intellectual integrity in the performance of their teaching functions. The faculty must take great care not to infringe on anyone’s academic freedom or intellectual property. This includes the careful use of materials to be reproduced for classes and the respectful observance of all intellectual property rights including the copyrighting of materials.
Student Learning Outcomes (SLO)
It is the responsibility of the faculty member to ensure that any course they teach conforms to the approved curriculum for that course. The Dean and/or Nursing Department Chair will provide a copy of the approved elements for each course as determined by the College Curriculum Committee and respective Boards of Nursing. This information will include such elements as the course content outline, course goals, Student Learning Outcomes (SLO’s) for the course, specific writing requirements (if applicable), and other requirements for testing and evaluation (if any have been specified for the course).
Curriculum
Two separate bodies – the respective Board of Registered Nursing and the Porterville College Curriculum committee provide formal approval of the nursing curriculum. Proposals for curriculum changes are to be sent through the Nursing Faculty Council for discussion and recommendation. Once approved through the Nursing Faculty Council committee the curriculum changes will be sent to the BRN, upon approval by the BRN the curriculum revision is submitted to the Porterville College Curriculum committee. Curriculum changes cannot be
implemented until approval has been granted by all of these entities.
Definition of a Curriculum Change
Curriculum changes can be either major or minor, as defined by the BRN. Major curriculum revision includes major changes in and/or new content, which may include one or more of the following:
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1. Any proposal or activities that significantly change the curriculum (ex: change of curricular delivery method; change in nursing model).
2. Total or partial curriculum revisions that includes, but are not limited to, substantive differences that changes the meaning or direction of the curricula in any of the following areas:
a. Philosophy and Goals b. Program Terminal Objectives c. Conceptual Framework d. Course Objectives and Descriptions e. Course Structure – adding new or deleting content
Minor curriculum revisions include: 1. Minor changes that do not significantly alter philosophy, objectives or content.
What is not a Curriculum Change
Changes in method of instructional are not considered a curriculum change, for questions regarding instructional changes please confer with the Associate Dean of Health Careers, the Nursing Faculty Council committee, Division Chair, or your faculty friend Examples of instructional changes include:
• Re-sequencing of course content or course objectives
• Augmentations to improve illustration of course content and/or course objectives
Best Practices
You cannot change or delete course objectives, course content, or course student learning outcomes – if unsure ask the Division Chair/Assistant Director and/or Director before making changes.
The Instructional Syllabus
Each faculty member must provide students with an instructional syllabus for each course that is being taught. The instructional syllabus is your contract with the student – it outlines your expectations, policies and procedures for students, as well as guides your instruction.
• The instructional syllabus must be updated each semester. The Nursing Division has agreed to use a syllabus template for all Nursing Courses. Please contact the Division Chair to obtain the template.
• It is the responsibility of the Lead Instructor to provide the CTA faculty member a copy of the instructional syllabus.
• Faculty may have individual policies for courses, however these policies must not contradict (or be lower than) the standards set in the Program Student Handbook.
Required Syllabus Content
Syllabus Content must include:
• Course Description
• Student Learning Outcomes
• Course Content
• Course Schedule/Outline – including schedule of course exams and final exam date
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• Course Objectives
• Statement for Students with Disabilities
• Grading Policy – must adhere to Program grading policy at minimum
• Assignments – reading, written, other
• Clinical Evaluation Tool
• Instructor information – Office phone number, office location, office hours, how to contact you, etc
• Individual Instructor/Course Policies
Optional Syllabus Content
Syllabus content may include: PowerPoint handouts Lecture handouts Course Evaluation Tools
Syllabus (Class Pack) Reproduction
Students must be provided access to the syllabus at least one week prior to the start of instruction. The instructional syllabus may be provided either in a hard copy format or an electronic format. If the syllabus is to be provided in hard copy format it may be reproduced through the Porterville College Bookstore. For reproduction through the Porterville College Bookstore: the completed syllabus must be submitted to the graphics center at least 20 business days in advance. If the syllabus is to be provided in an electronic format it may be posted to the instructor’s website or in a CD format.
• For reproduction in a CD format, it is the instructor’s responsibility to notify the main office how these will be distributed 1 week prior to instruction.
• For reproduction on an individual website – the website must be accessible through the Porterville College Home Web page (please contact the Porterville College webmaster for rules/regulations regarding creation of faculty web pages).
The “Gift” Syllabus
Many new faculty receive the “Gift” of an already prepared syllabus, including lecture outlines, notes, website materials, tests and often much more. What can you do with this?
You don’t have to use it.
• You can use it in entirety; however recognize that most students will know when the faculty member teaching the course has not created the material being presented.
• You can use it as a guide to create your own instructional syllabus/lecture handouts, PowerPoint/etc. However remember you cannot change course objectives, course
content, or course student learning outcomes.
Your responsibility is to cover the content as approved by the BRN and the college, however how you cover it is very individualistic (academic freedom).
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Best Practices
Read the textbook – know what your students should know
• If given already created lecture notes/handouts/PowerPoint presentations paraphrase the material – don’t just read it to the students.
• Provide examples to illustrate the topics
• Don’t teach to the test – use the exam to guide you during your instruction.
• Realize you don’t have to lecture on every objective, some can be assigned as the student’s responsibility.
Textbooks
Textbooks are ordered 3 months into the semester (for use the following semester). Each faculty member will receive a textbook order form from the nursing division. If a textbook(s) are being used for more than one section of a course, the Lead Faculty member for the course is responsible for submission of the textbook order form for all sections of the course. If a
textbook is being used for more than one course, the textbook must be agreed upon by all
faculty teaching the course – this discussion should occur during the Faculty Council
Meeting. It is the general policy of Porterville College to use all textbooks for at least 2 years prior to changing (this does not include edition changes). Books for all courses are listed on PC bookstore webpage at: http://bookstore.portervillecollege.edu/home.aspx. Click on “Course Materials”
Obtaining Desk Copies of Textbooks
Unless the department requires a specific textbook, the selection of course materials is at the discretion of the faculty member. The faculty member should consult with their Division Chair in order to avoid inconsistencies and conflicts with departmental policies. Field representatives for the major textbook publishing companies are also good contacts for obtaining review copies of textbooks which you may wish to consider for adoption in future courses. It is the responsibility of the faculty member to obtain a desk copy of their text from the publisher. The PC Bookstore will not lend textbooks for review. Instructors needing a desk copy will need to order a desk copy from the publisher.
Lecture Content
The presentation of the curriculum is accomplished using various instructional methodologies. These methods typically involve lecture but also include other modes of instruction such as discussion, simulation and videos. It is up to the individual faculty member to determine how the content is presented. Academic Freedom is a term, which refers to the ability to freely discuss the topic and determine what is taught in the classroom. The nursing division encourages exploration and discussion of topics with the understanding that the activities/discussion must fall within the BRN approved curriculum as well as be consistent with the program’s policies.
Best Practices
• Most instructors provide the student with a lecture outline or power point notes for each unit. The student is then able to use this handout to take notes.
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• Never let them see you sweat!! The student’s don’t know your fears unless you tell them so. If you don’t know the answer tell them you will get back to them with an answer, and do so.
Guest Speakers
Occasionally guest lecturers are invited to speak to classes. If a Guest Speaker is to be used in the classroom, prior approval must be obtained from the Assistant Director and/or Director.
Field Trips: Required and Optional
Field trips require pre-approval from the Area Dean. Discussing your field trip ideas with your Division Chair and Associate Dean in the planning stages can facilitate deciding whether to work for a mandatory or an optional field trip. If the field trip is a mandatory experience it is included in the instructional hours of the class. An optional field trip is one the instructor arranges outside of class hours. If it is an optional experience, alternate ways to obtain a comparable experience MUST be developed for students who cannot participate. Field trips can be valuable educational experiences but several factors must be considered before a field trip is approved:
• The educational value
• The cost of the trip and the arrangements made to cover the cost so there are no disparities in access
• The liability to the college for including the field trip as an instructional activity
Out of Class Assignments
When assignments are given to attend a musical, theatrical, political, faith based or other event to observe and write a report or prepare a presentation based on observations gained from attendance several things need to be considered:
• Cost of the event and impact on access. When possible, arranging student passes or having a range of activities with different costs, including free, can be most helpful to students.
• When looking at options consider several choices occurring at different times so that time conflicts due to work, other classes or family can be accommodated.
• When there is only one time option include it in syllabus so students can arrange their schedules accordingly.
Refer to the CCA Bargaining Agreement: Professional Expectations. The faculty member shall provide for supervision of students at events or field trips throughout the activity. Off campus assignments may be voluntary or involuntary—where students assume personal responsibility for travel arrangements. Students must complete travel forms with emergency contact numbers prior to any school-sponsored trips. Where applicable, faculty members must provide for supervision of students at events or field trips throughout the activity. Notification to the Division Chair and Associate Dean is required to assure that the necessary forms are completed, and that PC’s exposure to liability issues are reduced or avoided. Forms must be approved and on file with the Area Dean at least a week prior to the event.
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Grading
The grading policy is an instructor’s contract with the student, and as such cannot be changed during the instructional semester. Your grading policy:
• Must be included in the instructional syllabus.
• May not deviate from Program Policy (refer to the respective program’s Student Handbook)
Specific Points to Include in Your Grading Policy:
Final examinations are cumulative and comprehensive
• Final exams are weighted as 33%-50% of the course o If a midterm is given the final exam is weighted at 33% o If a midterm is not given the final exam should be 50% of the grade
• The syllabus must include a statement that identifies how grades are computed (ex: Tests are 40%, assignments/pop-quizzes are 10%, final is 50%.)
• The BRN require that we specify the minimum passing standard (“C” Grade) – please refer to the respective Program Student Handbook for minimum passing standards, as well as the letter grade standards.
o RN Program – minimum passing standard 75% (“C” grade)
• The program(s) do not grade on a curve.
• Course grades are computed based on the percentage accumulated during the semester. Please consult with your faculty friend if unsure how to compute grades.
• Extra credit can be offered but the points cannot be added to the grade until the student has achieved at least a 75%. (This means extra credit is not to be used so a student can pass the class; it is only to be given after the student has a passing grade). Extra credit is added into the grade at the end of the semester. If you offer extra credit, this needs to be clearly stated in you syllabus.
• If a student fails a course, they must make an appointment to see the Director.
• Students are not allowed to re-take an exam
• The last step requires you to Notify A&R to roll grades to history. This is done by submitting Roll Sheets and Grade Sheets to A&R. Once grades are rolled, you can’t make any changes. This step must be done in order to have the grades appear on the student’s transcript.
• College policy is that grades must be submitted to A&R within 72 hours after completion of the final.
Best Practices
It is suggested that your syllabus contain the grading policy that is listed in the student handbook.
• Do not change or deviate from your grading policy during the instructional semester.
• Remember to enter and roll grades within 72 hours after completion of the final exam – this will prevent the need to do grade change forms.
• Provide the Nursing Division office with a copy of your rolled grades as well as your individual course grading sheets – this will enable the Director to discuss progression status with the student.
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Exams
It is the division’s policy to ensure that all exams/tests are a valid and reliable measure of a student’s achievement, as well as a mechanism to teach students successful test-taking (promoting success for NCLEX licensure).
Exam Construction
The Nursing Division adheres to the following exam construction rules:
• Exams will follow the NCLEX blueprint format – exams should consist primarily of multiple choice, fill in, mark all that apply, and math.
• Exams are timed, allowing approximately 1 – 1½ minutes per question.
• Instructor discretion is used when timing math, fill-in or short answer questions. • Each faculty member will ensure that the exam content has been adequately covered in
class and/or in the assigned reading and class assignments.
• An item analysis will be conducted on each exam. Note: if fewer than 50% of examinees answer an item; correctly, it is the responsibility of the faculty member to determine if the content was adequately covered and/or reasonably available to the student. It is recommended that the instructor verify the validity of the question with the Content Expert.
Exam dates
• Exams should be scheduled regularly throughout the semester. Most instructors do not offer a midterm. Some instructors also have pop quizzes.
• The final exam must be given during finals week as posted in the Porterville College class schedule or PC web site. It will be held in the classroom where class is normally scheduled.
• Changing the date and/or time of the written final examination after the start of the semester requires approval from the Director.
Exam Review
Each faculty member should provide their students with the opportunity to review the correct answers and rationale. It is often as important that students be provided with rationale as to why an answer is wrong (or not the BEST answer), as it is to know the correct answer. The review can be accomplished in one of several ways: the most common are listed below:
• Review the test orally during class time.
• Make a corrected copy of the test, with written rationales, available either by posting it or review by instructor-student appointment.
Whatever method of test review is selected, students should be informed that the purpose of the review is to help them with test-taking skills and to add to their learning of content rather than as an opportunity to "get points". Since tests have been reviewed for validity as identified earlier in this process there should be little need for further adjustment in scores.
Make-up Exams
• Students are not allowed to re-take an exam if they received a failing grade.
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• If a student misses an exam (excluding the final) due to absence or extenuating circumstances, most instructors will allow the student to make-up the exam at a later time/date. A make-up exam requires instructor notification prior to the start of the exam.
• Include your make-up exam policy in your syllabus.
Testing Accommodations
If a student requests extra time, states they have a learning disability, or requests other accommodations, they must prove they have verified disabilities. See the student handbook for Testing Accommodations.
• It is the student’s responsibility to provide the documentation to the instructor.
• College policy has indicated time frames for the student to submit the documentation, please be familiar with them and follow the policy.
Best Practices
• If you notice that your students have multiple final examinations on the same day and/or final examinations with less than a 30-60 minute break in between, it is recommended that the final examination date/time be changed to facilitate student success. Seek guidance from the Division Chair of Health Careers to assist with this process.
• Use common sense while constructing test questions – the majority, as well as the more difficult, test questions should come from content that was received in class.
• Test questions that fewer than 50% of examinees answered correctly should be dropped, unless the instructor can determine that the content was adequately covered and/or readily available.
• If unsure of the reliability of a test question and/or examination ask your Faculty Friend and/or Content Expert to review the questions/examination.
Student Attendance/Absence Policy
The division follows college attendance policy, which states that students cannot exceed the equivalent of 2 weeks in a 16-week course.
• If teaching a combined lecture/clinical course only – refer to the respective Student Handbook for the listed number of allowable semester absences per course.
• If teaching a lecture course only – you multiply the number of weekly class meetings times 2 and this equals the total number of allowable semester absences.
• If teaching a short (less than 16-week) lecture course – you multiply the number of weekly class meetings times 1 and this equals the ttal number of allowable semester absences.
• If teaching a clinical course only – refer to the respective Student Handbook for the listed number of allowable absences per clinical rotation.
Tardy Policy
The division does not have a policy regarding lateness but if you choose to implement a tardy policy, the policy must be stated in your syllabus.
Best Practice
• Be proactive and don’t ignore absences and/or lateness.
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• Some faculty members use the “3 tardies equals an absence policy” or “If lateness becomes a problem, the student will be issued a conference report”.
• Document roll daily.
Best Practices
• Students not appearing on the ADN Official Student Program list are not in the Program and therefore should be dropped from your course.
• Students must be enrolled in your class by the first class session – if a student is not enrolled in the course they should not be allowed to attend the class. This is especially true of the clinical component, since enrollment verifies student liability coverage.
• Check your Banner Web Class Roster frequently throughout the semester
• Especially important during the first 2 weeks of the semester since students are dropped for non-payment
• And at the last date to drop semester length classes and receive a “W” date (as listed in the course schedule) since students will be required to receive a failing grade if they have not dropped the course by this date.
Required Evaluation
Student Evaluation of Theory Course and Instructor
As mandated by the BRN all student experiences in the program must be evaluated. Students must evaluate the theory course and instructor at the end of each semester. The student evaluation is done using a multiple choice format, however, student comments should be encouraged. The student evaluation may be done using the online Class Climate system. Responses are tabulated with a typed summary of written comments. It is the responsibility of the faculty member to evaluate the cumulative summary of these evaluations. The Lead Instructor for the course is responsible for developing and submitting any corrective actions plans. A copy of the tabulated results and corrective action plan will be submitted to the Nursing Department within 2 weeks of the final examination.
Information obtained through this evaluation process will be used to make Program
improvements only.
Student Evaluation and Summary Forms
The Student Evaluation forms, as well as the Summary Forms are included in the Appendix at the end of this section as well as on the PC Health Careers website at:
� http://www.portervillecollege.edu/healthcareers/Faculty/faculty.html
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SECTION 4 – APPENDIX
Policies Related to Curriculum – Theory
Appendix 4-A Student Evaluation of Theory Instructor and Course
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Section 5 – Policies Related to Curriculum – Clinical
The clinical laboratory setting provides an exciting opportunity for your students to demonstrate their knowledge at the bedside. This setting also creates an immense responsibility for the instructor. There is a balance that must exist between evaluation of the student’s ability to demonstrate learned material (safety) and facilitation of the learning process (competency). The instructor should encourage the students to enjoy this experience and try to make it a comfortable environment for learning.
General Policy Statement
Clinical experiences are scheduled from one to three days a week in regional health care facilities and community-based agencies. Faculty and students are guests in these facilities and, as such, must adhere to the related policies and standards of each institution.
Student Clinical Schedules/Rotations
Student clinical schedules/rotations will be made by the Lead Instructor with input from the Content Expert and will follow the requirements of the BRN for concurrent education. The clinical schedule will be submitted to the Division Chair and/or Associate Dean for approval prior to beginning of each semester. Every attempt should be made to provide all students with comparable learning opportunities and experiences, as well as meet the objectives of the course. Clinical schedules will provide detailed information:
• Name of College and Course
• Student Names
• Student location (agency and unit – including rotations off the unit)
• Dates and times of clinical rotation
• Name of clinical instructor for rotation – with contact information.
• Academic Term (Fall/Spring) and year.
• Holidays The approved clinical schedule will be submitted to the Health Careers Division prior to beginning of each semester.
Pre-clinical and Post-Clinical Meetings with the Clinical Agency
Two weeks prior to beginning the semester, the lead instructor/clinical instructor will arrange an appointment with the manager to discuss clinical objectives as well as student, faculty, and facility expectations. A copy of the clinical schedule is provided for the Manager and Nursing Education Division during this meeting. Faculty will complete a pre-clinical meeting form
(Appendix 4A) and submit this to the Nursing Division by the first day of instruction. Following the clinical rotation the clinical instructor will meet with the Unit Manager and discuss any needed clarification of policies, course content/objectives, as well as student performance and effectiveness of communication between staff and faculty/students. Faculty
will complete a post-clinical meeting form (Appendix 4B) and submit to Health Careers
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office within 2 weeks following the last day of the clinical rotation. The forms are available in Section 5 Appendix and on the PC Health Careers Webpage.
Student Orientation to Clinical Agency
To maintain compliance with the clinical agencies, as well as the Boards of Nursing, all students will receive an orientation to the clinical agency prior to student placement. The orientation will include, but is not limited to: information about the agency, the rules and regulations of the agency, introduction of key personnel, location of key resources, the course objectives and the plan for meeting those objectives, evaluation of the students’ laboratory performance based on the course outcomes/objectives, and specific instructor specific rules and requirements. Orientation shall include but is not limited to the following:
• Parking Regulations (include both daytime and evening rules)
• Cafeteria Procedure: o Times and duration of meal and coffee breaks o Provisions for students carrying lunches o Cost of meals
• Restroom Facilities
• Locker Facilities and/or proper location for books, outer clothing, purses, and valuables storage.
• Safety and Emergency Procedures: o Fire regulations o Codes o Security guard service o Reporting accidents and incidents o Infection control and blood borne pathogen policies
• Absences or Tardiness in the Laboratory Areas: o Who to notify o When to notify o Where to notify o How to notify
• Paging System: o How to contact instructor o When to contact instructor
• Location in Facility of: o Policy and procedure manuals o Fire regulations o Disaster plan
• Location of Student Assignment and Daily Laboratory Objectives: o Where posted, specific objectives, etc.
• Learning Resource Material: o Library - rules - privileges o Staff Education Calendar o PDR, Reference Manuals
• Charting: o Procedure for charting
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o Place for charting o Obtaining a chart in medical records
• Medication Administration: o Policies and procedures for drug administration o Students may not have access to narcotic keys o Students may not have access to automated medication delivery systems o Location and role of pharmacy o Procedure for ordering drugs o Charting medication
• Supplies: o Location of linens and supplies o Method of ordering needed supplies o Method of charging for supplies used
• Orientation to Client Unit: o Operation of beds and side rails o Location of equipment o Wash and emesis basins o Mouth care equipment, lotion, etc. o Combs, razors, grooming aids o Operation of signal and reading lights o Operation of radios, TV’s, etc. o Operation of special equipment; monitors, suctions, O2, etc. o Visiting regulations
• Introduction to Key Personnel: o Nurse managers and staff on assigned units
• Pre and Post Conference Facilities: o Location of rooms o Special regulations (need for quiet, etc.)
• Communications During Laboratory Rotation: o Contact in case of emergency o Making outside phone calls o Visiting clients o Contacting other students
• Information About Facility: o Pertinent history o Bed capacity o Charter o Administrative personnel
• Telephone Protocol
Limitation of Student Activity - Laboratory Area
Students are not to leave the nursing unit or department to which they are assigned without the permission of the instructor. Students may not undertake care of clients, which have not been assigned by instructor.
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Cell Phones/Personal Phone Calls/Student Visitors
No personal phone calls should be made or received while in the laboratory areas. Emergency calls are directed to the instructor. Cellular phone use is not allowed in the clinical laboratory
areas. Also, students may not have visitors while in the clinical setting.
Laptop Computers/PDA’s/Smart Phones
• No laptop computers are to be used/present in the health care facilities.
• PDA’s/Smart Phones are to be used only as a resource, not as a word processing or electronic submitting device while in the health care facility.
Transportation
• Students are responsible for transportation to and from healthcare facilities.
• Students assume all liability for traveling to and from healthcare facilities.
• Students must park only in designated parking areas.
Student Clinical Assignments
• Student clinical assignments are made the night before the first clinical day – the only
exceptions are 2nd
semester Psych and OB rotations and the 4th
semester of the RN
Program.
• It is the responsibility of the Clinical Instructor to post-assignments at a pre-agreed upon location on the nursing unit, the location is discussed during student orientation.
• Assignments should be made as early in the day as possible allowing students adequate time to prepare.
Laboratory Competencies – Overriding Areas of Care (Critical Elements)
It is accepted that each client, or clients, for whom a nursing student provides care, has the right to receive safe nursing care. It is understood that it is essential to avoid a break in asepsis, or cause emotional jeopardy and/or physical jeopardy. It is also understood the nursing student will provide caring nurse-client interactions. These areas of nursing function apply to every nursing situation at all times. The following critical elements are necessary to ensure safe nursing care:
Asepsis
Prevention of the introduction and/or transfer of microorganisms. Special consideration should be given to hand washing before and after the administration of each area of health care as required by principles of asepsis.
Critical Elements: The instructor should be realistic in evaluating violations of asepsis. The perspective of the client’s well-being and safety are paramount, but 100 percent protection and a germ-free state are idealistic rather than realistic goals. It is necessary to keep in mind the principles of asepsis.
Examples of clear violation include but are not limited to:
• A student does not wash hands before implementing client care
• A student does not protect self from contamination
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• A student does not protect client from contamination
• A student does not dispose of contaminated material in designated containers
• A student does not confine contaminated material to contaminated area
• A student does not establish and/or maintain a sterile field when required
Emotional Jeopardy
Any action or inaction on the part of the student which threatens the emotional well-being of the client or significant others.
Critical Elements: The student’s behavior must not create emotional stress or create a non-therapeutic situation for the client.
Examples of clear violation include but are not limited to:
• A student’s use of words or body language that constitutes disapproval or disgust.
• A student’s use of overt or covert threats to elicit client’s response and/or cooperation.
• A student’s use of probing, attacking-type questions when interacting with the client.
• Any violation of client’s legal protection, such as maintenance of confidentiality, which are protected under the Patient’s Bill of Rights.
Physical Jeopardy
Any action or inaction on the part of the student, which threatens the client’s physical well-being.
Critical Elements: Because of the vast number of possibilities, the critical elements depend on the situation as judged by the instructor. There are no predetermined critical elements for physical jeopardy. The student is accountable for the assigned client’s safety. Any time the client’s safety is threatened through omission, such as not reporting a deterioration in the client’s clinical condition, or by the student’s incorrect action, the instructor will document and report describing the behavior of the student in clear terms.
Examples of clear violation include but are not limited to:
• The student medicates a client with a central nervous system depressant and leaves the side rails down.
• The student leaves a client, adult or child in a bed or crib with the side rails down or unattended in other precarious situations.
• The student disconnects or interrupts a treatment (i.e., Intravenous therapy (IV), Nasogastric tube (NG), croupette, etc.), and does not reestablish the connection as required.
• The student elevates urine collection bag in a closed drainage system above the level of the client’s bladder.
• The student administers medication incorrectly.
Caring
A pattern of behavior that pervades the nurse-client interaction as characterized by attentiveness to others’ experiences, the establishment of a trusting relationship with the client and/or significant other, and respect for the values, dignity and culture of others.
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Critical Elements: Establishes communication with the client by introducing self; explaining purpose of the interaction; and using touch with a client who is a child or adult who is unable to verbally communicate.
Examples of clear violation include but are not limited to:
• The student does not encourage the client’s expression of needs
• The student does not respond to the client’s verbal expressions
• The student does not respond to the client’s nonverbal expressions
• The student does not facilitate goal-directed interactions by: o Explaining the nursing actions to be taken o Asking questions to determine the client’s response to nursing care. o Asking questions to determine the client’s comfort level o Focusing communication toward client-oriented interest o Using language consistent with the client’s level of understanding. o Eliciting the client’s choices/desires in the organization of care.
• The student uses verbal expressions that are overly familiar, patronizing, demeaning, abusive or otherwise unacceptable.
• The student uses physical expressions that are overly familiar, patronizing, demeaning, abusive or otherwise unacceptable.
• The student does not utilize interpersonal communication skills that respect the values, dignity and culture of others.
Failure to Perform at the Expected Level
A pattern of behavior that pervades the student nurse role is the ability to transition from a novice to expert student nurse, through the acquisition of skills and knowledge that builds upon all previously learned information.
Critical Elements: The student’s performance and behavior should demonstrate a consistent integration of all previously learned content and skills, including but not limited to nursing pre-requisites.
Examples of clear violation include but are not limited to:
• The student fails to administer medications using the “6” rights.
• The student places a client in physical and/or emotional jeopardy.
• The student breaks asepsis.
• The student fails to correctly identify patients.
• The student does not provide nursing care using a pattern of behavior that demonstrates caring.
• The student fails to accurately demonstrate previously learned information.
• The student fails to transfer classroom knowledge to the bedside.
• The student fails to recognize his/her limitations, and does not utilize the resources appropriately.
Note: Any nursing student, as evaluated by a nursing instructor, who fails to provide safe,
competent patient care in the laboratory setting, may be dismissed from the nursing
program.
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Student Attendance
Students are expected to observe the attendance requirement of the College and instructor course policies. Instructors may require that absences be made up to meet course objectives even if
the absences do not exceed College policy regarding attendance.
Reporting an Absence
In the event of clinical absence the student must notify the healthcare facility or instructor of a laboratory absence or lateness prior to the scheduled laboratory experience unless otherwise arranged with the instructor. This is necessary because a student’s presence in the initial part of the day is critical for successful laboratory performance, and client care. The student should refer to the individual instructor’s course syllabus and/or clinical guidelines for instructions regarding reporting of absences. If the instructor cannot be reached, and after notifying the healthcare facility/unit the student should notify the Porterville College Nursing Department office.
Repeated absences/lateness will be addressed as part of the individual student evaluation. A plan of correction will be addressed by means of a conference or probation form.
Tardy Policy
Students are expected to be on time and repeated occurrences may result in disciplinary procedures. Please refer to individual instructor syllabus for specific policies.
Documenting Student Progress
Students must receive accurate and timely feedback regarding their clinical progress. Student progress is noted in the clinical evaluation tool as well as documentation of unsatisfactory progress. It is the responsibility of the Clinical Instructor to provide the student with a clinical evaluation by completion of the evaluation tool on or before the last day of the clinical rotation.
Clinical Evaluation Tool
The clinical evaluation forms encompass all of the clinical objectives/student learning outcomes for each course within the respective Nursing Program. The clinical evaluation must include documentation of student’s performance and mastery of the Student Learning Outcomes, as well as provide constructive feedback and goals for future growth. In addition to verbal communication/feedback, the Clinical Evaluation Form must be
completed by the last clinical day of the rotation.
The Clinical Evaluation Forms are on the PC Health Careers website:
� http://www.portervillecollege.edu/healthcareers/rn_faculty.html
Guidelines for Laboratory/Clinical Practice Evaluation
A laboratory evaluation will be written at least once each rotation. Evaluation by the student’s immediate instructor(s) shall include both areas that need to be improved and reinforcement of student’s positive accomplishments. Written evaluations are to be signed by both instructor(s) and student, and both parties shall have access to a copy of the evaluation. The clinical instructor for the rotation is responsible for completing an evaluation for each student in the rotation and the clinical instructor will meet with each student and go over the evaluation by the
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last day of the clinical rotation. The lead instructor for each course is responsible for reviewing the evaluation and placing in the student’s file in the Nursing Department office. The following critical elements for all courses, includes but is not limited to, and will be considered in evaluation of laboratory performance. Failure in any one of these areas may result in failure of the rotation:
• Provide for client’s psychological/physical safety including not abandoning client.
• Check physician’s order prior to performing a procedure.
• Wash hands and maintain asepsis at appropriate times.
• Properly identify clients.
• Administer medications correctly.
• Recognize break in sterile technique.
• Adhere to healthcare facility policy.
• Report significant changes in client condition.
• Recognize and report any error or unsafe conditions.
• Maintain client confidentiality.
• Validate with instructor rational of therapy when contrary to classroom instruction.
• Transfer classroom knowledge to the bedside.
• Demonstrate knowledge and skill at the expected level.
• Recognize own limitations and/or represent own abilities accurately.
• Act in a professional manner.
Skills Checklist
At the end of the clinical rotation the Clinical Instructor must verify the skills performed and mastered by students. The Clinical Instructor must sign the student’s Skills Checklist, which should be kept in the Student Portfolio, by the end of the clinical rotation. Blank skills checklist forms and expectations for the Portfolio can be found on the website at:
� http://www.portervillecollege.edu/healthcareers/registered_nursing.html
Documenting Student’s Unsatisfactory Progress
Conference Form
This form may be used for safety errors and/or reoccurring clinical/theory issues. The form is completed by the instructor and must include steps for remediation. It is the responsibility of the Clinical Instructor to review the form with the student within 1 week of the occurrence. The Lead Instructor must review the Conference Form and will be responsible for submission to the Program Director.
The Conference Form is in the Appendix following this section as well as on the website:
� http://www.portervillecollege.edu/healthcareers/rn_faculty.html
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Probation Form
Indicated when the student has repeated errors, or grave patient safety issues. The Probation form is completed by the Lead Instructor and must include steps for remediation, as well as terms of probation. The Lead Instructor should consult with the Dean prior to issuing a Probation Form.
The Probation Form is in the Appendix following this section as well as on the website:
� http://www.portervillecollege.edu/healthcareers/rn_faculty.html
Student Portfolios
The purpose of the portfolio is to provide the student with quick access to important program documents as well as to provide a place to showcase the student’s achievements, learning and competencies. You can expect to present the Portfolio at the beginning of each clinical rotation, and during the clinical evaluation process. But, in order to meet the student’s needs, the instructor may request the student to present the Portfolio at any time.
The Portfolio consists of a binder (for means of organization) in which the following items are kept:
• Copies of: o Physical Exam o TB Skin test (to be current at the beginning of the 1st and 3rd Semester) o All other immunizations o AHA Healthcare Provider CPR Card (expiration date through the end of the Program)
• Student Handbook
• Conference/Probation Forms
• Course Evaluation Forms
• Completed Clinical Evaluation Forms
• Skills Checklist
• TEAS/ATI CARP Proctored Exam Results
Clients with Communicable Diseases
• The faculty members of the Porterville College Registered Nursing Program support the right of all consumers of health care to receive dignified health care as set forth in the California Administrative Code, Sections 1443.5.
• The faculty also supports the right of the nurse to know the client's diagnosis/suspected diagnosis in a timely fashion in order to make an appropriate nursing care plan and to take necessary precautions to minimize the risk of contracting or spreading disease.
• Although the nurse is not expected to take life-threatening risks in caring for clients, it is not acceptable to abandon any client based on age, religions, gender, ethnicity, or sexual orientation. Decisions regarding the degree of risk involved in client care should be based on current scientific knowledge.
• The latest information on issues related to communicable disease is available from the U.S. Centers for Disease Control (http://www.cdc.gov/) and from agencies in the State Department of Health Services (http://www.dhs.ca.gov/) and County and City Health Agencies.
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Insurance
Malpractice Insurance – Students are covered by the Kern Community College District Malpractice Insurance policy.
Accident Insurance
Students are covered by this policy for accidents that happen on campus or at college related activities including laboratory experience for students in Health Career programs. Students who are injured in laboratory or in any school related activity can seek medical treatment at the PC Student Wellness Center or by their personal physician. Treatment of students/faculty in the hospital emergency department is not covered by the College and is not free regardless of whether or not hospital personnel suggest you seek care. All student/faculty injuries/accidents
must be reported to the Porterville College Safety Officer.
Accidents/Injuries
Facility accident reports must be completed according to the procedures of the individual facility as well as the District Safety Coordinator as follows:
• Students are required to immediately report a work (class) related incident, injury or illness to their Instructor. Your Instructor or designee will contact the District Safety
Coordinator, Sheila Shearer, at (661) 336-5135 or cell number (661) 747-1007.
• The District Safety Coordinator will obtain the details of the incident from the student and/or Instructor and make the initial referral to the medical facility, physician or BC Student Health Center.
• Students are required to provide to their Instructors a Physician’s Work Status report after attending the medical appointment. The Physician’s Work Status report indicates your ability to return to full work (class) activities, diagnosis, and date of your re-examination or follow-up appointment.
• In addition, all accidents must be reported to the Health Careers office.
Student Conduct
Students should conduct themselves in a professional and ethical manner at all times. Refer to the Porterville College Student Handbook and College Catalog for policies.
Since public education is furnished by the people, it is a privilege. The Board of Trustees of the Kern Community College District, in support of public education and the exercise of general supervision of the campuses, require that student conduct must reflect the standards of appropriate behavior as defined in pursuant sections. (Education Code Section 76037)
Students shall respect constituted authority. This shall include conformance to Federal and State laws, Board regulations, College regulations, and applicable provisions of civil law. Accountability is expected from all nursing students and student privileges may be revoked if that accountability is not demonstrated. Students are expected to conduct themselves in a manner consistent with the educational purposes of the College. Student conduct should reflect consideration for the rights of others,
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and students are expected to cooperate with all members of the College community. Please refer to the Kern Community College District Board Policy Manual, Procedure Section 4F8 and the Porterville College Student Handbook for more information.
Academic Honesty
It is the belief of the Porterville College Nursing Faculty that academic honesty translates to personal and professional integrity in the clinical setting. We, in the nursing profession, are held to the highest level of integrity due to the special circumstances associated with the care of the client in our charge. It has been demonstrated that those who seek to gain advantage through questionable means, either in theory or clinical courses, compromise the safety of their client. They also place their instructors who manage the care of the client in the clinical setting and the hospital or health care facility at risk. Academic dishonesty ultimately results in lack of trust and creates turbulence in the teaching environment. It is the consensus of the faculty that those who are proven to be dishonest or have compromised client safety will be given the minimum of a fail grade for the assignment. Students may seek due process through the student grievance process. Academic dishonesty is unacceptable and will not be tolerated by Porterville College. Cheating, plagiarism, and collusion in dishonest activities erode the college’s educational and social role in the community. Academic dishonesty in the Registered Nursing Program may include but is not limited to:
• Any student not following the requirements and guidelines of the Registered Nursing Student Handbook, course syllabi, and instructors’ directions.
• Actions that circumvent the rules and regulations established by the Porterville College Health Careers Division, affiliated hospitals, course syllabi, and instructor’s directions constitute acts of dishonesty.
Standards of Student Clinical Conduct
“Nursing services may be rendered by a student when these services are incidental to the course of study of one of the following:
• A student enrolled in a board-approved pre-licensure program or school of nursing,
• A nurse licensed in another state or country taking a board-approved continuing education course or a post-licensure course.”
(California Board of Registered Nursing. Nursing Practice Act; Article 2; Section 2729, 2004)
Nursing students are held to the same standards of care as those rendered by the graduate nurse. Nursing care is measured against the BRN “Standards of Competent Performance.” The instructor will be the ultimate authority to judge student performance in the clinical setting. It is mandatory that the instructor have unquestioned authority to take immediate corrective action in the clinical area with regard to student conduct, clinical performance, and client safety (Nursing Practice Act). A student may be refused access to any clinical facility for infractions of facility rules and regulations.
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A student involved in an adverse occurrence, which causes or has the potential of causing serious harm to another (client, staff, visitor, other student, etc.) may be dismissed from the Program. Such an event will be documented on a “Conference and/or Probation Form”. The instructor will notify the Associate Dean/Director and/or Asst. Director as soon as possible after the event. The student will then meet with the instructor and/or Associate Dean to discuss the behavior and the conditions, which the student must meet (i.e. no further incidents of unacceptable behavior) to avoid dismissal from the program. The student will be given a copy of the report listing the specific remediation plan at the time of the meeting. Failure of the student to correct the unacceptable behavior will result in failure of the course and dismissal from the program.
Student’s Impaired By Alcohol, Substance Use, and/or Emotional or Mental
Illness
Procedures to be Observed in the Lecture and Laboratory Areas for Students Impaired by
Alcohol or Drugs
All nursing students must sign a statement that they agree to immediate monitored drug and alcohol testing upon request of a nursing instructor, and/or the Associate Dean of the nursing program. This includes lecture courses as well as the laboratory setting. Drug and alcohol screening shall be requested whenever the instructor or Associate Dean feels there is reasonable suspicion that a student is under the influence of alcohol or drugs. "Reasonable suspicion" is a belief or judgment based on observations or other information that a student is under the influence of drugs or alcohol. Observations may include, but are not limited to:
1. Dilated or constricted pupils or nystagmus
2. Alcohol odor on the breath
3. The use of breath-mints, mouthwash, gum, etc. to cover the odor of alcohol on the breath
4. Alterations in mental alertness
5. Attendance problems
6. Mood swings, especially inappropriate anger, paranoia, or agitation
7. Poor performance
8. Accident proneness
9. Poor attitude
10. Errors in judgment
11. Inconsistent quality of work
The instructor or Associate Dean shall request that the student go for immediate monitored drug and alcohol testing. The instructor or Associate Dean will arrange for the student to be transported to the testing site by college security, or by taxi, or by other appropriate transportation. The instructor or Associate Dean shall notify the testing facility of the student's impending arrival and request testing. This testing will be done at college expense. The instructor shall then document, in writing, the observations or information, which led to the request and submit the report to the Program Associate Dean. The Associate Dean shall proceed according to the Kern Community College District and College policy.
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Procedures to be Observed in the Lecture and Laboratory Areas for Students Impaired by
Emotional or Mental Illness
If in the instructor's judgment a student is impaired by an emotional or mental state, which interferes with the student's ability to function safely in his/her laboratory assignment, the instructor shall immediately withdraw the student from the assignment. If in the instructor's judgment a student is impaired by an emotional or mental state and is disruptive in the classroom, the instructor will ask the student to leave the classroom. The instructor shall document, in writing, the observations, which led to the withdrawal or exclusion of the student and submit the report to the Program Associate Dean. The Associate Dean shall proceed according to Kern Community College District and College policy.
Procedures for Further Action
The Associate Dean shall refer the issue to the Dean of Students for further action under the Student Conduct Procedures of the College. These procedures are published in the Porterville College Student Handbook.
Referral of Impaired Students to Appropriate Agencies
Students who are impaired by alcohol, drug use or emotional or mental illness will be counseled and referred to the appropriate community agency for assistance.
Informing Students of Policies Related to Alcohol, Drug Use and Emotional or Mental
Illness
The Associate Dean will provide a copy of the BRN guidelines to each incoming student and inform them of College policy related to substance use and emotional or mental illness. In applying this policy, care shall be taken to observe the confidentiality of student records.
Post-Conference
Post-conference is a valuable part of the students learning experience and should be conducted during the last hour of the clinical day. It may take on different formats: discussions of student’s patients’, care plan discussion or student presentations (on what they learned for the day).
The purpose of post-conference is to:
• Develop problem-solving
• Build decision-making and critical thinking skills
• Debrief clinical experiences
• Develop cooperative learning and group process skills
• Enable the student’s to assess their own learning
• Develop oral communication skills
Post Conference isn’t intended:
• To provide additional time for classroom instruction – no new content may be presented.
• To provide study time for other courses.
If Post-Conference is not going to be conducted the students are required to remain in the
clinical setting for the entire day.
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Required Clinical Course Evaluation
As mandated by the BRN all student experiences in the clinical setting must be evaluated. As outlined in the Total Evaluation Plan, for each rotation, the student must evaluate the following:
• The clinical agency
• The clinical course and instructor The student evaluation of these areas is done using a multiple choice format. Student comments should be encouraged. It is the responsibility of the faculty member to evaluate the cumulative summary of these evaluations and submit written documentation to the Health Careers Division within 2 weeks hours of the final examination.
Student Evaluation of Clinical Agency
All students will complete a clinical agency evaluation at the end of each rotation. It is the responsibility for each Lead Instructor or designee to conduct the evaluation. Responses are tabulated with a typed summary of written comments. The Lead Instructor is responsible for developing and submitting any corrective actions plans as well reporting the results to the agencies. A copy of the tabulated results and corrective action plan will be submitted to the Health Careers Division within 2 weeks of the final examination. The evaluation forms are maintained in the Health Careers office.
Student Evaluation of Clinical Course and Instructor
All students will complete an evaluation of the clinical course and instructor at the end of each rotation. It is the responsibility for each Lead Instructor or designee to conduct the evaluation. Responses are tabulated with a typed summary of written comments. The Lead Instructor is responsible for developing and submitting any corrective actions plans as well reporting the results to the clinical instructor. A copy of the tabulated results and corrective action plan will be submitted to the Nursing Division within 2 weeks of the final examination. The evaluation forms are maintained in the Health Careers office.
� Information obtained through this evaluation process will be used to make Program
improvement only.
� The Evaluation form is in the Appendix and on the webpage: http://www.portervillecollege.edu/healthcareers/rn_faculty.html
Clinical Teaching Assistants
It is the responsibility of the Lead Instructor to recruit, orient, evaluate and maintain payroll for the Clinical Teaching Assistants for the course.
Orientation of Clinical Teaching Assistants/Adjunct Faculty
To maintain compliance with the Boards of Nursing, all Clinical Teaching Assistants will receive an orientation prior to student instruction. It is the Lead Instructors responsibility to conduct this orientation. The orientation will include, but is not limited to: all components of the orientation for new faculty members, the philosophy goals, and outcomes of the respective nursing program, student behavioral objectives and the plan for meeting those objectives, evaluation of the
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students’ laboratory performance based on the course outcomes/objectives, plan for ongoing communication between the lead instructor and the Clinical Teaching Assistant.
Pre-clinical Meeting with the Adjunct Clinical Instructor
The Lead Instructor is responsible for completing the Pre-clinical Meeting with the Clinical Instructor form. This form documents areas of discussion: student orientation, clinical expectations, grading of careplans, clinical rotations, conducting post-conference, policies regarding CTA absence and payroll.
The Pre-Clinical Meeting with the Clinical Instructor form is in Appendix and on the Health Careers website at:
� http://www.portervillecollege.edu/healthcareers/rn_faculty.html
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SECTION 5 APPENDIX
Policies Related to Curriculum – Clinical
Appendix 5-A Pre-Clinical Meeting Form
Appendix 5-B Post-Clinical Meeting Form
Appendix 5-C Conference Form
Appendix 5-D Probation Form
Appendix 5-E Student Evaluation of Clinical Agency
Appendix 5-F Student Evaluation of Clinical Course and Instructor
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Section 6 – Course Record Keeping
Course Records
It is the responsibility of the faculty member to maintain accurate course records. This includes but is not limited to taking roll, ensuring all students attending class are registered, updating class rosters prior to the census dates, and the timely posting of grades. Prior to the start of each semester, the Office of Admissions and Records provides information and time frames to ensure accurate records. It is essential that instructors accurately tend to this information. Keeping accurate records will keep the College in compliance with state funding requirements and audit criteria.
Class Roster/Roll Sheets
You should print your class roster the day of your first class meeting. At Porterville College we do not allow students to crash classes on the first day; students are added to classes using the wait list system (see “The Waitlist” section below). It is recommended that you take roll every class meeting. Drops and new Adds from the waitlist happen each evening when the system is updated. Because new students are added to your classes from the waitlist system, it is
recommended that you re-print your roll sheets frequently. In addition, the Health Careers office will provide a Student list of all official program students. It is the faculty member’s responsibility to ensure that all students on your Banner Web Class Roster are in the program (on the spreadsheet) and that all those on the Department list are on your course Banner Web Class Roster.
Accessing Banner (BANWEB)
� Type in banweb.kccd.edu into your browser’s address bar � Click on “Login to Secure Area” � Type in your user ID (the @ number listed on your staff assignment sheet) � Type in your PIN (person identification number) – If it’s your first time use your six digit
birth date � Click “log in” � Click on “Faculty and Advisors” � Click on “Class Roster”
� Select the current term from the drop down button � Select the correct CRN (Course Reference Number)
At this point you can print the roster in the format on the screen OR you can download the roster to an excel spreadsheet. Both options are at the top of the page.
Census Dates
Census dates are the documented calendar times for determining the actual enrolled student population for the college. The census date enrollment numbers impacts college funding. These dates are listed on your class roster. The State Education Code requires that accurate records be maintained. When you submit grades you are attesting to the accuracy of your class roster. It is important to keep accurate records and to be mindful of accurate enrollments at census date.
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Dropping Students for Non-Attendance
The College catalog states that instructors may drop a student from a course when absences number the equivalent of two weeks of class recorded from the first day of instruction and/or per a specific program requirement (refer to Student Handbooks).
Best Practices
• Students NOT appearing on the Health Careers Official Student Program list are not in the Program and therefore should be dropped from your course.
• Students must be enrolled in your class by the first class session – if a student is not enrolled in the course they should not be allowed to attend the class.
• Since course enrollment verifies student liability insurance coverage, students
absolutely may not be allowed to attend the clinical setting if they are not enrolled in
the course.
• Check your Banner Web Class Roster frequently throughout the semester.
• Pay close attention to the “last date to drop semester length classes and receive a W grade” (60% date) since students not dropped by this date will receive a failing grade for the course.
Policy for Repeating Courses
Ban Web prevents students who have a combination of one W grade and one F, D, or NP from
registering. Students enrolled in any Nursing Program may only be allowed to repeat a course
based on space availability and after discussion with the Associate Dean. The Associate Dean or
Division Chair will sign waivers, allowing a repeat of a class; however these are handled on an
individual case basis.
Submission of Final Grades
To enter final grades for a course, follow the How do I log in to Banner? Once you have logged in: � Click “Faculty and Advisors � Go to Final Grades and Attendance Hours – enter � Select Current Term � Select Correct CRN � Click “Final Grades & Attendance”
Read the instructions carefully; enter your grades using the drop down button. When complete, click the “Submit Grades.” button on the bottom of the page. This will save all of your data. If you need to, you may continue to make changes until you “NOTIFY A&R TO ROLL GRADES TO HISTORY.” Read the instructions carefully; enter your grades using the drop down button. When complete, click the “Submit Grades.” button on the bottom of the page. This will save all of your data. If you need to, you may continue to make changes until you “Roll your Grades.”
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College policy is that grades must be submitted to A&R within 72 hours after completion of
each final. If there are compelling reasons for late submission of grades, you must contact your Division Chair and Associate Dean. Once this is done and A&R has rolled the grades, you cannot make any changes. This step must be done in order to have the grades appear on the student’s transcript.
Positive Attendance Hours
Courses requiring documentation of positive attendance hours are labeled on the Ban Web final grade-reporting site. On the right side of the page on which you have entered course grades, there is a column for positive attendance hours. Determine the number of hours required for your course. This is listed in the college catalog with the course description. Subtract the number of hours the student has missed from the total hours for the course. This is the positive attendance hours to be entered.
Example:
Say the course is a total of 54 hours and meets 1.5 hours twice a week. If the
student is absent 2 times (3 hours) then 54-3=51. Enter 51 for the positive
attendance hours.
Assigning Grades
A “W” Grade
A grade of “W” is assigned to students who drop after the initial drop date, but no later than the
60% date of the course. These dates are listed on your course roster. These “W” grades will be
seen on the final grade roster; it is not a grade the faculty member literally enters on the form.
An “I” Grade
An “I” (Incomplete) grade may be assigned to students who have completed 75% of the course
work and the instructor is willing to give additional time (up to 2 semesters) for the student to
complete all necessary assignments for the class. Prior to assigning an “I” grade the instructor
must notify the student. Incomplete grades are to be used for compelling reasons only
(accident en route to final, etc.) and the student should not be failing at the time the
incomplete is granted.
A Notice of Incomplete card must be submitted to A&R when the incomplete grade is being
submitted. This Notice of Incomplete provides specific detail about required assignments for
receiving a grade in the class and the actual grade to be assigned in the event that the student
fails to complete necessary work. When all outstanding work has been completed, the instructor
will then submit a Supplementary Report of Student’s Grade card.
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“RD” Grade
Instructors are required by state regulations to enter grades for all enrolled students. An “RD”
grade is assigned by A&R when an instructor leaves a student’s grade blank or fails to submit
grades by the time A&R staff must roll grades.
Any “RD” grade that has been issued is to be resolved before the beginning of the next semester
by submitting a Supplementary Report of Student’s Grade card to A&R.
Grade Change
To issue a grade change, complete the Supplementary Report of Student’s Grade card and
forward to A&R. The majority of grade changes are due to inaccurate calculation of student’s
grade, or data entry error during the grade reporting process.
Posting Grades
If you opt to post student grades using student generated IDs, you must scramble the list so that
the students are not in alphabetical order.
Instructors are required to maintain student confidentiality regarding student enrollment and any
graded records. The Family Educational Rights and Privacy Act (FERPA), state law, and Kern
Community College District Board Policy protect student records. Copies of the Porterville
College FERPA policy are available in the Office of Admissions and Records.
What Attendance Records are Required? The State Education Code assigns legal responsibility for accurate attendance and grading
records to each classroom instructor. Attendance records are legally required for each course.
The final documentation for grades and attendance are maintained in the BanWeb system,
however a copy is to be maintained in Admissions and Records and is submitted at the time
grades are rolled each semester. Failure to comply with timely submission of grades will result
in citation during the evaluation cycle.
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Section 7 – Policies Related to Office Administration
Student Files
Confidential student files are kept in the front office. All faculty members are encouraged to access these files to determine student program issues. These files are to not be removed from
the main office without notification of the Department Assistant.
Office Space
Full-Time faculty members are assigned an office. Health Careers has an office and computer available for adjunct faculty. If you do not have an office space assigned, talk with your Chair immediately. In the office, you would have access to a campus phone as well as a desktop computer. While some individuals may be assigned a single office, many share the space with one or more colleagues. Adjunct Faculty who are primarily teaching clinical courses are not routinely assigned office space, but if needed for student conferences a private work environment can be arranged through the Department Office Supervisor.
Telephone and Email Services
All faculty members are provided telephone and email services as a member of the Porterville College Health Careers Division. It is the expectation that faculty members will check email and voice mail on a routine basis since communication of important and/or time sensitive information is frequently provided through this route.
Accessing Email
All faculty members can access email from their office workstation by clicking on the Outlook icon. In addition, faculty can access email from off campus sites by using Outlook Exchange.
• Go to http://exchange.portervillecollege.edu/
• Access the login box “Click Here to Access”
• In the username box, type in your Porterville College email address
• The password is the same password you use to log in to your desktop computer.
• Once you hit OK, your e-mails will appear.
Accessing Voicemail
All faculty members have voicemail capabilities on their office phones. Contact Office Assistant for voicemail set-up directions.
Campus Mail Services
The Health Careers Division provides individual faculty mailboxes in the front office; you may have students drop off materials for you to be placed in this mailbox. In addition, you also have individual mailboxes in the campus mailroom – located next to the graphics center. Textbooks and campus mail are delivered only to this box. Remember this mailbox fills up quickly, so
check if often.
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Duplicating Services
The college provides a variety of services (basic copy service, color copies (at an additional charge, syllabus reproduction, etc.) for Porterville College employees through the PC Graphics Center. The Graphics Center is located in the TI building. You may also submit electronic requests to graphics using your e-mail. In addition, the Health Careers Division also has a copy machine located in the main office for use for small work orders (40-50 images). Please
remember that Copyrighted material requires the publisher’s permission. The rules of
use/requirements are posted in the graphics center.
Duplicating Requests Using Graphics Walk-up Services
• Duplicating takes 48 hours, so plan accordingly.
Duplicating Requests Using Graphics Online Services
• Read the instructions and complete the form- Requests take 24-48 hours.
Duplicating Using the Division Copy Machine
• Limit the copies to 40-50 images. Larger jobs tie up the machine and can impede the flow of work in the office.
• You may print from your office computer to the Health Careers lazer printer, this is for single copy use only.
Work Order Requests
Complete Request for Maintenance Service form located on Porterville College Bulletin Board webpage:
� http://www.portervillecollege.edu/bulletin_board/index.html
Key Request: Contact Division Chair for key request
Room Requests
Complete Use of Facilities located on Porterville College Bulletin Board webpage: � http://www.portervillecollege.edu/bulletin_board/index.html
Computer Requests
Contact the HELP DESK at extension 5197 for help with computer issues.
HR Forms
Many forms are available in the Health Careers office. All forms can be located on the Kern Community College District website:
� http://www.kccd.edu/Human%20Resources/Default.aspx
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Fax Services
There is a fax machine in Health Careers Division main office for faculty use. The fax number is 559-791-2417. If you are faxing from the office you must dial 9 for an outside line.
Basic Supplies
Basic supplies can be found in 2 drawers in the front office (pens, white board markers, paper clips, etc). All other supplies, you will need to purchase for yourself.
Faculty Development Lab
The Faculty Development Lab is located in the library and offers a wealth of assistance from computer program use to creation of transparencies.
Health Careers Division Resources
The Nursing Division has a wealth of resources to assist the faculty and students in the educational process. These resources include but are not limited to:
• Video Library (CD’s, DVD, VCR, etc.)
• Software Programs
• Hospital Equipment (IV pumps, PCA, feeding pumps, etc.)
• Simulation Equipment
• Much, Much More! Talk with the Skills Lab Instructional Assistant to explore the titles of the videos/computer programs and equipment available.
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Section 8 – Best Practices in Teaching
Preparing for the First Day of Classroom Instruction
On the first day of class, your students' concerns are, "What is this course all about and what kind of person is the teacher?" For you as the instructor, the first day of class is your opportunity to answer those questions and to establish a tone for the entire term. Under ideal circumstances, you will have had at least a month prior to the first class meeting to plan the syllabus, calendar, course sequence and lessons. As the first day of class approaches, your attention will turn to the logistics that will make your class run smoothly throughout the semester or term.
At Least One Week Before the First Day of Class (or as soon as possible)
• Find the building and visit the classroom – Make sure you key works.
• Find the restrooms.
• Check textbook orders in bookstore.
• Prepare printed materials that students will purchase.
• Plan for any special supplies needed for class.
• Make sure web-sites used to support your class are still active.
• Ask department members to recommend sites they find helpful.
• Make arrangements for classroom audiovisual equipment.
• Check the operation of overhead projector, computer or VCR (recheck right before class).
• Learn about the college library reserve system and place books on reserve in the library as needed.
• Follow the department's enrollment management policies – refer to Class Roster/Roll Sheets section.
• Check the sound and carry of your voice in the classroom.
• Make sure that your handwriting on the board is clear and readable from the back of the room. If it is not, plan to use transparencies or PowerPoints.
The “First Day”
The first day of class is a very important time for faculty to establish a tone for what will happen the rest of the semester. It is appropriate that a teacher reflect on just what climate and first impression she/he would like to establish. This section offers some ideas about that all important day. Reflecting on the first day of class, McKeachie (1986) suggests that "... meeting a group of strangers who will affect your well being, is at the same time exciting and anxiety producing for both students and teacher." Research on the first day of class by Knefelkamp showed there was a real desire on the part of both students and teachers for connectedness, but neither group realized the other shared that desire. If the participants on both sides don't understand how to develop their relationships, learning will be diminished. If you have experienced some anxiety about this meeting, planning some specific steps can not only reduce that feeling, but can get students to share in the sense of purpose you hold for the class.
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The Instructor’s demeanor
Conveying a sense of enthusiasm for the content is important. Scholl-Buchwald suggests that professors "Rarely ... need to impress students with our command of the material. What is
not always clear to students is whether we are interested in the subject and whether we will
be able to help them become as competent as we are." He suggests that one way to demonstrate enthusiasm is to talk about yourself and your own excitement about what you teach. What intrigues you, and what could interest them? Remember the Teacher’s behavior sets the tone for the course:
• Try to arrive in the classroom before your student and greet them as they enter the room.
• Smile and remember to breathe – Understand and accept that being nervous is quite normal.
Empower The Students
• Find out student goals and expectations for the course.
• Correlate student expectations with stated student learning outcomes and course content.
• Find out about the learners in the class before you get to the content.
Ice-breakers and Community Builders
Opening communications among students as well as between you and students will pay dividends throughout the semester. Community building exercises develop teamwork and a risk-free classroom environment. Exercises, which do this are called "icebreakers" and can take many forms:
• Have each person introduce themselves and give some information you and other students can associate with the person. This could be what they did this summer, etc. Include yourself in the introduction.
• Ask students to suggest what problems or ideas they would like to see included in the course, or have them tell what they have heard about the course. Post these on the chalkboard and refer to the list when the syllabus is reviewed. Students can clarify or correct perceptions they have held.
• Be creative.
Your Own Introduction
Who you are and what you are like is of great interest to your students. Learning in the classroom results from an interrelationship of people, and what students perceive about you can help support that interaction. Sometimes students never have the sense that the professor is a "real person," and they may respond in ways that would be unthinkable to someone they felt they knew. Sharing something about you can begin a constructive relationship. You might share your own experiences in the course when you first took it. How did you study, when did it come together for you? Share what you as a teacher expect from them. What do you believe about teaching and learning? Who is responsible for what in an academic setting? What are your hopes for them when they have completed the course?
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Let them know your attitudes about when and where it is appropriate to contact you outside of class. Are you willing to spend a few moments after each class for those questions, which may not warrant an office visit? Let the students know what you want them to call you. "Miss," "Mr.," "Mrs.," "Ms.," "First Name," "Professor," or "Dr." are the choices most commonly agreed upon. Remember, some students will not feel comfortable being required to call you by your first name based on cultural background or prior educational experience, so it’s recommended that they are not forced to do so. Conversely, be aware that some students interpret the informality of being on a first name basis or the discovery of commonalties as permission to try to bend boundaries or challenge standards. There is much to be gained from balancing friendliness with expectations. McKeachie suggests that the teacher “characteristics” most appreciated by students is:
• Enthusiasm and willingness to work to make the course worthwhile.
• Objectivity (the students will call it, "fairness").
• A sympathetic attitude toward the problems of students
Have the Syllabus Ready
A well-designed syllabus can go a long way toward clarifying expectations so students have a sense of knowing what they are to do. The teacher can give them the idea that he/she is prepared to help them learn, while also developing the sense of their own responsibility for achieving course goals.
• A syllabus is an outline, schedule and plan of action of a course or program over a certain period of time. It itemizes several policies and procedures for students to understand both the content of the course and the behavior and work expected of them. It should be
passed out on the very first day of class.
• Focus on expectations and outcomes.
• Instructor’s philosophy of teaching and learning should be implicit or explicit.
• Respond politely and honestly to student questions and concerns.
Textbook/Learning Resources Introduction
Tell students how you expect them to use the text/learning resources in their learning, and what is useful about it. Do not criticize it. This is not constructive and can undermine learning. If discrepancies occur between your views and the text, explain that rival interpretations exist, and give reasons for your choice. You can encourage realization that clear "truths" are not always agreed upon. Do clarify for students which ideas are acceptable for examinations purposes.
First Day DO’s
• Plan and rehearse first lesson.
• Be what you want students to be.
• Start out with high expectations of all students.
• Appear to be confident at all times.
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• Have syllabus and/or first day expectations, grading criteria written out for students to have.
• Treat all students the same.
• Model the appropriate language and behaviors you want students to use in class and in the workplace.
• Smile.
• Tell students about your credentials and experience and your personal desire for their success.
• Be enthusiastic!
First Day DON’Ts • Admit you are a raw beginner on the first day.
• Try to be their friend or one of the “guys.”
• Yell.
• Tell ethnic, sexist jokes.
• Be unprepared.
• Talk too much and forget to focus on the learners.
• Do not end the first class early – this sets the tone that class time isn’t important.
Maintaining the Optimal Learning Environment
• Create an open atmosphere where dialogue between the students and you is encouraged.
• Start and end class on time.
• Students appreciate immediate feedback.
• Assess your students’ comprehension of the class material during each class session and more formally during the first 2 weeks.
• Create an atmosphere that you feel is conducive to optimum learning of your content material. Keep in mind how students learn.
• Focus on the “what” and not the “who”.
• Do not change your policies/practices mid-semester.
• Walk your talk: If you agree to give assignments back graded within one week, do so. Avoid contradicting yourself or appearing indecisive. Model the behaviors you expect of your students.
Class Breaks
California Education code permits a ten-minute break for each whole clock hour of instruction.
Break periods must occur within the instructional hour and they may not be accumulated
and taken as a block at the end of the class session. Holding to the scheduled class hours is
the professional expectation of all faculty members.
Teaching in the Clinical Laboratory
Understanding Student Expectations
Students come to the clinical experience with definite expectations of their clinical instructor. In a recent study by Gignac-Caille and Oermann (2001), students identified the following
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characteristics of effective clinical instructors:
• Demonstrates clinical skill and judgment.
• Explains clearly.
• Does not criticize students in front of others.
• Is approachable.
• Emphasizes what is important.
• Corrects students’ mistakes without belittling them
Recognizing the Stress in Clinical Practice
• Research indicates that clinical practice is extremely stressful for students.
• The teacher should always remember that learning in the clinical setting is a public event. Students cannot hide their lack of understanding or skill as they might in class. In clinical practice the possibility exists for many people to observe the student’s performance – the teacher, client, peers, nursing staff, and other health providers.
• Feelings of inadequacy, and concern about making an error and harming the patient are common sources of stress, but the other major source of stress, which students consistently comment on, is the instructor.
• Initially, clinical instructors intimidate all students. You don’t even have to have done anything to make this happen, it happens by virtue of your position. You are seen by students as a powerful person, who has the ability to ‘kick them out of the program’ if you see fit. Because even the kindest clinical instructor is seen as a threat by students, you need to work on establishing a supportive climate for learning in the clinical setting, to develop trusting relationships with students, and to be aware of your own behaviors and actions that may add to student stress.
• Increasing a student’s stress does not increase performance – it decreases it.
Maintaining a Non-stressful Learning Environment
In order to not be a source of stress to your students, one thing you certainly must do is to manage your own stress level. Even if you are feeling stressed, you must try not to let it show. Students identify the ability to remain calm as an important characteristic of clinical instructors (Davis et al., 1992). They expect you to manage crises and conflicts without falling apart or flying into a rage and to operate “above the fray”, not getting involved in staff politics or student battles (O’Conner, 2001).
Visualize Yourself as a Partner
The instructor’s way of being is of paramount importance in the clinical setting because in that environment students become socialized to the profession and its values (Reilly & Oermann, 1992). As an instructor, you should be modeling the same values and behaviors, which you expect your students to demonstrate. If one of the behaviors you expect to see is caring behavior toward patients, then it only makes sense that you also demonstrate caring toward students, as well as patients.
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Although the philosophy of many nursing programs is based on caring and holistic values, nursing students and their instructors often relate to each other in an adversarial manner (Diekelmann, 1989). Adult students are not prepared for the rigid and oppressive atmosphere, which has historically surrounded nursing education. They resent being treated like children, and feel that they should be respected for the life experience they bring with them to nursing (Hayden-Miles, 2002). They are right!
Hayden-Miles (2002) states that, “The education of nursing students evolves out of a partnership between students and instructors and involves cooperation and mutual responsibilities as both work toward their common goal. It is crucial to the clinical learning experience that students and instructors build a trusting relationship as quickly as possible”.
Encouraging Critical Thinking - Questions, Questions, Questions
A huge part of clinical instruction involves answering and asking questions. Even the best instructors though, can sometimes break under the shear volume and basic level of questions they receive. Just try to remember, that if you are getting a lot of questions that is a good thing, because that means that students see you as approachable. If students are afraid to ask you questions, you need to be worried. The reason may be because they have seen others receive a sarcastic or belittling response, such as ‘go look it up’, or ‘you should know that’. No matter how frustrated you may feel with a particular student, it is better that they ask the question than to be afraid to ask, then make a mistake and hurt someone.
You too, must ask questions of the student. As an instructor, questioning students gives you insight into the student’s thought process and preparation. I must caution you that I have seen instructors begin questioning, and then as students falter and are unable to answer the instructor’s questions the exchange deteriorates into ‘an inquisition’. If a student doesn’t know the answer to your first question, you may try posing it a different way, but if they don’t have the answer the second time, the student often becomes more anxious, and further questioning will not usually yield a positive result. You must use good judgment in these situations, and explain the answer to the student, rather than belittling them or leaving them hanging.
Along with asking questions, listen carefully to what the students say both to you and to patients, staff and peers. You can learn a lot about what students understand and don’t understand, by walking softly and having big ears!
Observing and Assisting Students with Skills
Skill performance is a major focus for nursing students, especially beginners. To students, the ability to perform these skills is what “makes them feel like nurses”. Frequently, after the lab in which students learn how to give injections, I have heard at least one student exclaim, “Now I feel like a real nurse – I know how to give a shot”. As instructors and experienced nurses, we know that there is a lot more to being a nurse than giving a shot or performing some other skill. In fact, these skills have become second nature to us and often we don’t even remember where or how we learned them.
The idea is that we need to recognize the importance that students place on performing even the most basic skills, and part of the clinical instructor’s job is to locate opportunities for students to
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practice these skills in the clinical setting. Often this means, proactively talking with the staff and assuring that they do not do the procedure before the student has a chance to. Because students are often slow, staff may assume it is not going to be done and need reassurance that it will be.
Allowing the Student to Perform the Skill
One of the hardest parts of being a clinical instructor is to watch an awkward student perform a new skill and refrain from jumping in and taking over for the student. It can take an infinite amount of patience sometimes. “The instructor’s need to teach must not be allowed to intrude on the student’s need to learn” (O’Conner, 2001), and the only way to learn skills is by doing them.
If it’s the students first or second time performing a skill, review the skill with the student prior to entering the patient’s room. Have the student visualize performing the skill and talk through the steps involved. This will provide an opportunity for you to anticipate where the student may have difficulty.
Once in the room, try keeping your hands folded, watching carefully, having an air of calm reassurance and providing words of encouragement along the way. Gentle prompting is usually helpful to the student and does not distress the patient. Be cautious not only about what you say, but how you say it. It’s important not to make the patient feel that the student is incompetent or doesn’t know what she/he is doing, and patients will pick up on your voice modulations, facial
expressions and body language. A useful technique is to talk the patient and or family through
the procedure. This distracts the patient from focusing on the student, and at the same time provides slightly hidden prompts to the student.
Assisting the Student Perform the Skill
You may need to step in and assist the student with a certain aspect of the procedure, without taking over entirely from the student. After assisting, step back into the coach and observer role. This happens most frequently in more complex sterile procedures, such as foley catheter insertion or complicated dressings. Always carry a package of sterile gloves in your lab coat pocket so that they are immediately available if I need to assist.
There are occasions when you must intervene, and you must be prepared to do so quickly. In these instances, the student’s actions or inaction jeopardize patient safety. In a calm voice, tell the student that you will finish the procedure, and give them direction on what they should do. Refrain from frightening the patient, and make every attempt to prevent loss of face by the student. Once the patient’s needs are met, find a private place to go over what happened with the
student. Whenever students have completed performing a skill, whether it went well or not, be
sure to take them aside and give feedback on how they did. Praise what they did well, point out what could be improved, and outline the steps they should take to polish the skill, or identify what remediation should take place before the next clinical experience.
Discussing Skill Performance
When discussing skill performance with students, they frequently say something like “You made me nervous”. Do not allow students to give you that much power. Tell them that you didn’t do that, “You allowed yourself to be nervous while I was present”. The idea that they have control
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over how they respond in a situation may be quite revolutionary to some students. Try to get them to take back their power, by viewing future situations in a different way.
Common Pitfalls
As any good nurse knows, the easiest way to deal with mistakes is to prevent them from happening in the first place. The following are common pitfalls and suggested preventive practices:
Common Pitfalls Preventative Practices
• Believing everything students tell you about their patients
• Students make mistakes because they are novices. Review the Kardexes for the students’ assigned patients and use a worksheet for yourself to keep track of the basics, such as V/S, IV, diet, activity, tests, and treatments for the shift, etc.
• Charting omissions, forgetting to sign, etc. • Check all charting before students leave the floor at the end of the shift.
• Medication errors • Use a worksheet, and at the beginning of the shift list the times each student has medications to give. Cross them off, as the students give them, that way you can keep track along the way. Don’t wait until the end of the shift to find out a 9AM med wasn’t given.
• Require that students have you check all meds against the med sheet with them, before they administer the med. (mainly 1st and 2nd semester students)
• Emphasize that armbands must be checked against the med sheet. Place students in written counseling for failure to follow the 5 rights.
• Allow students to pour meds for only one patient at a time. This prevents giving pt. A meds to pt. B.
• Check all med administration records before students leave the floor to be sure all meds are charted and sheets are signed.
Class Breaks
California Education code permits class break periods; the general rule of thumb is that a student/clinical faculty member should take a 10-minute break during the first 2-3 hours of instruction, a ½ hour lunch break and a 10-minute break during the 2-hour period following lunch. Break periods may not be accumulated and taken as a block at the end of the class
session. Holding to the scheduled class hours is the professional expectation of all faculty members.
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Assessing Student’s Preparedness
All Nursing students are expected to be adequately prepared for the clinical experience; it is the expectation that all clinical faculty will determine student by assessing the following the student behaviors:
• Arrives to the clinical setting on time
• Exhibits professional appearance and behavior
• Has completed all necessary pre-clinical paperwork, if applicable
• Verbalizes an understanding of the patient’s condition and plan of care – as defined by the level of the student
• Meets expectations of all nursing students and does not violate Laboratory Competencies – Overriding Areas of Care (Critical Elements)
Communicating with the Lead Instructor
Remember to communicate all clinical issues with the Lead Instructor, if in doubt as to whether it’s relevant or not it is always safe to err on the side of caution.
