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Arkansas State UniversitySchool of NursingUndergraduateStudent Handbook2021-2022School of NursingP.O. Box 910State University, AR 72467(870)972-30741

The student handbook for nursing majors was developed by a student-faculty committee fromnursing, incorporating suggestions received from ASTATE students, faculty and administrators. Itis designed to inform nursing majors regarding nursing policy, and to assist the students in theireducational planning.It is the student’s responsibility to review this handbook annually.Arkansas State University is an equal opportunity institution and will not discriminate on the basisof race, color, religion, sex, national origin, age, handicap, or other unlawful factors in employmentpractices or admission and treatment of students.2

Table of ContentsIntroduction Programs .History Mission and Philosophy .School of Nursing Mission Statement The Core Values .School of Nursing Philosophy .School of Nursing Organizing Framework Diagram .School of Nursing Organizing Framework General Policies and Regulations .Advisors & Registration .Attendance Policy .Nursing Special Problems Courses Companion Courses .Credit Hours .Grading Scales AASN Grading Scale . .BSN Grading Scale . Major and Minor Fields of Study . .Tobacco Policy .Substance Abuse Screening . .Cell Phones and Electronic Devices . .Social Media . .Student Rights & Grievance .Grievance Procedure . .CPR Certification . .Dress Code . .Clinical Student Employment .Fees and Expenses .Malpractice Insurance .Criminal Background Check . .In-State Tuition .ADA Statement .Abilities and Skills for the Undergraduate Nursing Major .Standards and Functional Abilities for the Undergraduate Nursing Major Admission, Readmission, Probation, Retention Policies .ASTATE School of Nursing-Student Confidentiality Guidelines .College Student Academic Honor Code Document of Concern/Professional Behaviors . Dismissal Transfer Credit Policy Health Regulations .Standard Precautions .Latex Allergy .Insurance 9202022232424242427272832323233343434

Policy/Procedure Guidelines for Infection Control Introduction Admissions .Retention Infection Control Committee .Counseling .HIV Infection Services provided by ASTATE Student Health Center .Services offered by the Public Health Department Services offered by Northeast Arkansas Regional AIDS Network (NARAN) .HIV/HBV Guidelines for On-Campus Laboratory and Clinical Settings .Transmission Information .Policy .Exposure .On-Campus Laboratory or Clinical Settings: Blood Borne Pathogen ExposureProtocol .Off-Campus Laboratory or Clinical Settings: Blood Borne Pathogen ExposureProtocol .Substance Abuse Policy .Procedures .Behavioral Changes Associated with Substance Abuse .Behavioral Patterns Associated with Substance Abuse .Criteria for Urine Drug Screens .Northeast Arkansas Drug Screen Locations .Waiver of Release of Medical Information Student Services .Financial Aid .Library Resources .Audiovisual Lab and Clinical Learning Center .Simulated Equipment Waiver .Computer Lab and Usage Policy Counseling Center .Student Health Center .Parking Student Organizations .Student Nurses Association Alpha Eta Society .Sigma .Programs .AASN .AASN Student Learning Outcomes AASN Plans of Study .LPN-AASN Articulation Agreement .BSN .BSN Student Learning Outcomes .BSN Plans of Study LPN-BSN Articulation Agreement RN-BSN Articulation Agreement .Graduation 48484849494950505050505252525253545454555658

Intent to Graduate .Licensure as a Registered Nurse .Appendices .Appendix A—Technical Abilities and Skills for the Undergraduate NursingMajor .Appendix B—ASTATE Governing Principles: Smoke Free Environment .Appendix C—Arkansas State Board of Nursing Nurse Practice Acts. .§17-87-312 Criminal Background Check§17-3-102. Licensing restrictions based on criminal recordsAppendix D—Criminal Background Checks and Drug Screens: Students .Appendix E—AASN Document of Concern .Appendix F—BSN Professional Behavior Form .Appendix G—Student Record Procedure .Appendix H—Release and License to Use Image, Name and Voice .Appendix I—Title IX Statement Appendix J—Physical Exam Form Appendix K—Required Signature Form 55858596061626670747677787980

INTRODUCTIONProgramsThe nursing faculty is committed to the concept of educational mobility and provides avariety of options for nurses at the following levels: Licensed Practical Nurses (LPNs), andRegistered Nurses (RNs) prepared at the associate degree, diploma, and baccalaureatedegree levels.Arkansas State University School of Nursing offers an associate degree (AASN) and abaccalaureate degree in nursing (BSN). Upon completion of the prescribed undergraduatecurriculum the graduate is eligible to write the National Council Licensure Examination tobecome a registered nurse (NCLEX-RN).The nursing courses for the traditional AASN program are planned within the framework offour semesters, with general education and science courses as prerequisites. Courses for theLPN-AASN program along with the LPN-AASN online option are planned within theframework of three traditional semesters, with general education and science courses asprerequisites.Courses for the traditional BSN program are planned within the framework of eightsemesters with the first year consisting of general education and science courses asprerequisites. Courses for the LPN-BSN option are planned within the framework of onesemester of nursing prerequisite courses followed by four semesters of professional nursingcourses. A second degree accelerated BSN is offered in 13 months for students holding aBachelor’s degree in another field. Courses for the online RN-BSN option are offered onpart time and full-time tracks and can be completed in as few as twelve months.The nursing programs at Arkansas State University are accredited by the AccreditationCommission for Education in Nursing, Inc. (ACEN), 3343 Peachtree Road NE, Suite 850,Atlanta, Georgia 30326, (404)975-5000.Revised 5/2019HistoryWhen St. Bernard’s Hospital closed its diploma school of nursing in the early 1950’s,northeastern Arkansas was left with no program preparing candidates for the RegisteredNurse licensure examination. With the emergence of Jonesboro as a regional medicalcenter, it was imperative that the community be assured that nurses necessary for thischanging role be provided. Initially, hospitals provided scholarships at schools in othercommunities, but all too frequently the recipients of those scholarships remained in the areain which their education was received rather than coming to this area.During the middle 60’s, a group of concerned citizens, including a number of nurses,approached the University regarding the establishment of a nursing program and after a greatdeal of study, it was decided that the Associate Degree program in nursing would beinitiated. In January 1969, the first class was admitted. The desirability of establishing abaccalaureate program in nursing was discussed, and these discussions resulted in the6

establishment of a generic baccalaureate nursing program in 1974. Both programs continuedto expand, thus providing northeast Arkansas with a source of competent nursing graduates.In 1978, plans were formulated which would enable the graduates of both associate degreeand diploma programs to move more readily into the baccalaureate program. The SecondDegree Accelerated BSN program admitted the first students in 2007.Joint planning between ASTATE/AHEC-NE/UAMS in 1990 led to funding of the Master ofScience in Nursing program. Courses are scheduled in a manner that allows the currentlyemployed nurse to attend classes without interrupting employment status.In 2014 the School of Nursing added the Doctor of Nursing Practice Program (DNP), a postmaster’s degree which is practice focused. Program graduates will be prepared for roles indirect care or indirect, systems-focused care.Revised 5/2015The future focus of the nursing programs will be on the continued improvement of allnursing programs and the development of plans which will assist in meeting the health careneeds of the citizens of Arkansas. The School of Nursing is committed to upgrading degreesof licensed nurses and increasing accessibility to current programs.The School of Nursing provides nursing courses to three campuses via distance learningcompressed video network and on site at ASU-Mountain Home, ASU-Beebe and ASU MidSouth (West Memphis).Mission and PhilosophySchool of Nursing Mission StatementThe mission of the School of Nursing is to educate, enhance and enrich students for evolvingprofessional nursing practice.The core values:The School of Nursing values the following as fundamentals essential for enteringprofessional nursing practice: Integrity: Purposeful decision to consistently demonstrate truth and honesty. Wehold high standards of character and integrity as the foundations upon which theuniversity is built.Excellence: Highest quality of nursing education, practice, service and research.We pursue excellence within the campus community through opportunities forachievement in teaching, research, scholarship, creative activity and service.Diversity: Respect for varied dimensions of individuality among populations. Weembrace diversity in all of its dimensions realizing that mutual respect forindividuality and the inclusion of all are vital for both personal and institutionalsuccess.7

Service: Professional experiences in response to the needs of society. We supportand recognize service at all levels of the university. We strive to contribute to thebenefit of the university, the Delta, the state, the nation and the world.Learning: Acquisition of knowledge and skills in critical thinking, practicalreasoning, and decision making. We nurture intellectual flexibility knowledge andskills by integrating teaching, research, assessment and learning to promotecontinuous improvement of our scholarly community.Student centered: Development of essential skills for lifelong learning, leadership,professionalism, and social responsibility. We are committed to education, inquiryand service in order to meet students’ changing needs. We foster lifelong learning,civic and social responsibility, leadership, and individual and career growth.School of Nursing PhilosophyThe faculty holds the following beliefs about personhood, environment, health, nursing andnursing education. We believe that each person has innate worth and individuality, whichreflects integration of the “psychological, spiritual, social, developmental andphysiological**” nature of one’s being. Though each is unique, all persons possesscharacteristics that form the bases of identifiable shared basic human needs. We believe thatindividual experience, heredity, and culture influence each person, and that one’s existencedepends on perception of and reaction to change. Inherent in this process is the capacity tomake decisions, weigh alternatives, predict and accept possible outcomes.The faculty believes that environment profoundly influences all persons. The environmentis the sum of all conditions and forces that affect a person’s ability to pursue the highestpossible quality of life. The concept of environment has two major components. The firstcomprises society and culture, which derive from the need for order, meaning, and humanaffiliation. The second component consists of the physical and biological forces with whichall human beings come in contact. Both of these components of the environment are sourcesof stimuli that require personal adaptation and/or interaction in order for individuals tosurvive, develop, grow, and mature.The faculty believes that health is a state of wholeness and integrity. We recognize thathealth is not a static state for individuals, families, groups, or communities, but that it is acontinuum in which the mind, body and spirit are balanced, providing a sense of well-being.Health is influenced by the ability to cope with life processes. The achievement of thispotential is determined by motivation, knowledge, ability, and developmental status. Thefaculty also believes the primary responsibility for one’s health rests with the individual orthose upon whom one is dependent.We believe that each individual has the right to quality health care. The goal of health careis to promote, maintain, or restore an optimal level of wellness. Nurses act as advocates inassisting persons to gain access to and secure maximum benefit from the health care system.The complexity of health care requires that nurses as professionals collaborate to provide thehighest level of health care possible.8

The faculty believes that nursing is both art and science. This unique altruistic disciplinehas evolved from the study and application of its own interventions as well as applyingknowledge from a variety of other disciplines. The focus of nursing is the provision of careacross the health care continuum utilizing a systematic nursing process.We believe that nursing refines its practice in response to societal need, and that nursingeducation must prepare a professional nurse for evolving as well as traditional roles. Thefaculty recognizes the obligation of the nursing curriculum to include leadership, changestrategies, professionalism and community service.We believe that the education of nurses occurs at several levels in order to prepare variouscategories of practitioners. To acquire the knowledge and judgement inherent in practice,nursing education focuses on critical thinking, decision-making, analysis, inquiry, andresearch. The faculty also believes that learning is an independent, life-long process.Learning is an opportunity for teacher-student interaction in setting goals, selecting andevaluating learning experiences and appraising learners’ progress. All levels of nursingeducation share certain rights, duties, and characteristics, such as the scientific basis ofnursing care. Accordingly, we actively support the endeavors of the profession to assistnurses in pursuing professional education at beginning and advanced levels.The purpose of the associate level is to prepare graduates who apply the nursing process inthe provision of direct nursing care for individuals with common, well-defined problems.Therefore, the associate curriculum is grounded in the liberal arts and includes professionalvalues, core competencies, core knowledge, and role development. The associate degreegraduate is prepared to function as a member of the profession and a manager of care inacute and community-based settings.The nurse prepared at the baccalaureate level is a professional who has acquired a welldelineated and broad knowledge base for practice. We believe that the role of abaccalaureate graduate is multifaceted and developed through extensive study in the areas ofliberal education, professional values, core competencies, core knowledge and roledevelopment. This knowledge base prepares the beginning baccalaureate graduate tofunction as a provider of direct and indirect care to individuals, families, groups,communities and populations. The baccalaureate graduate is also a member of theprofession and a designer, manager and coordinator of care.The master’s level prepares baccalaureate nurses for advanced nursing practice roles.Preparation for advanced practice emphasizes strategies to intervene in multidimensionalsituations. The knowledge base is expanded in scope and depth through the scientific,theoretical and research components of nursing. Various theories inherent in advancedpractice roles and strategies are analyzed and explored to synthesize the interdependence oftheory, practice, and scientific inquiry in nursing. This synthesis of knowledge andexperience provides the basis for creating, testing, predicting, and utilizing varied andcomplex interventions for problems of health care and health care delivery. The graduate ofthe master’s program is a leader in the profession and prepared as an independentcoordinator of care.9

The practice doctorate prepares master level nurses in advanced leadership skills, healthpolicy, with increased clinical skills and expertise to provide health care, especially in ruraland underserved area. They are prepared to initial change at all levels of current complexhealth care systems and to lead in implementing the changes required by the evolving healthcare system. They are prepared to analyze and expand boundaries to improve health care fortheir communities, region, nation and world.**Taken from QSEN Competency: Patient-Centered Care**Revised 10/201810

School of Nursing Organizing FrameworkThe organizing framework of the nursing department is derived from the philosophy and hasfour major components. The four components are role, process, values and knowledge.These components are taught at each level of education and provide a construct fordevelopment of objectives and outcomes. The framework model clearly shows how each ofthe components increases in complexity at the four levels of education.The first major component is role. The faculty believe provider of care, manager of care andmember of the profession are key elements of this component (National League for Nursing,2012). To clearly explain how these roles develop, each will be examined at all three levels.At the associate degree level, emphasis is placed on providing and managing direct care toindividuals with common well-defined problems. The associate degree graduate functionsas a team member using nursing diagnoses and established protocols for individuals in acutecare and community-based settings. Additionally, the graduate participates as a member ofthe profession in appropriate specialty and politically focused nursing organizations.The baccalaureate degree nurse provides direct and indirect nursing care to individuals,families, groups, and populations. The baccalaureate graduate has the ability toindividualize nursing diagnoses and protocols to enhance the design and coordination ofpreventative, complex and restorative care. As a member of professional organizations, thegraduate has the capacity to assume leadership and advocacy roles.The master’s graduate is able to function independently in the provision for direct andindirect care. Practice settings for the master’s prepared graduate are multi-dimensional.Inherent is the ability to design, facilitate and coordinate care for individuals in a variety ofhealth care settings. Graduates have the skills necessary to lead, affect policy, and mentor asmembers of specialty and politically focused nursing organizations.The Doctorate of Nursing Practice graduate functions independently in the provision ofdirect and indirect, systems-focused care. The DNP graduate is active in evaluating existinghealth care systems and initiating change to meet the needs of individuals, families, groupsand populations. Practice settings for the DNP prepared graduate are multi-dimensional andare not limited to existing or prescribed health care settings. Graduates have the skills toinitiate change, lead and serve as mentor for other health care team members at the local,regional, state, and world levels.The second major component is knowledge. The general education curriculum provides afoundation of liberal arts and sciences for the associate and baccalaureate students. Thesecourses help provide the basic psychosocial, spiritual, humanistic, and legal componentswhich assist students in developing an appreciation of each person’s interaction with theenvironment. The knowledge gained enhances the nurse’s ability to think critically, reasonlogically, and communicate effectively.The associate degree core focuses on liberal arts and sciences, which include courses inEnglish, college mathematics, basic biological science, history and psychology. Content for11

the associate degree student provides basic nursing knowledge that is applied to commonwell-defined problems.The baccalaureate student’s general education core is expanded to provide a more in-depthscience basis and global view of society. These courses include physical sciences,sociology, world civilization and humanities. The support courses of pathophysiology andstatistics are incorporated into the nursing curriculum as the student progresses into complexnursing theory and application.The master’s program builds on the baccalaureate curriculum. Core graduate coursesinclude theory, research, role, and health policy. These courses prepare the master’sgraduate to integrate the other components of role, process and values. The key supportcourses for all options include advanced pathophysiology, advanced pharmacology, andadvanced health assessment/physical diagnosis. Content in specialty courses reinforcesconcepts in the core courses as well as preparing the graduate for advanced nursing.The DNP curricula builds on traditional master’s programs with education in evidencedbased practice, advanced clinical, organizational, economic, and leadership skills to designand implement programs of care delivery. Translation of research into practice willsignificantly impact health care outcomes and have the potential to transform health caredelivery.Faculty defines the third component, values, as the system of beliefs that guide behaviors,attitudes and moral judgment. Personal values reflect cultural and social influences,relationships and individual needs. Professional values guide nurses’ behavior to act in amanner consistent with nursing responsibilities and standards of practice. We believeprofessional values can be formed through reasoning, observation and experience.The associate graduate possesses an awareness of personal values and how these values mayinfluence care delivery. Additionally, the associate graduate incorporates professionalvalues in assisting individuals with the process of value clarification that may impact healthcare decisions. The baccalaureate graduate has a global perspective and is able to helpindividuals clarify or re-prioritize personal values, minimize conflict and achieveconsistency between values and behaviors related to health. The masters’ prepared graduateapplies professional values when designing health care systems in response to societal need.The master’s graduate is able to engage in activities that influence policies and servicedelivery to diverse populations in a variety of settings. The doctorate graduate is prepared asthe nursing terminal degree that encompasses all professional role expectations in nursing.Personal values are applied when evaluating and designing health care systems, as well asleading the change of health care systems in response to research translation, populationhealth, and needed policy development.The profession of nursing utilizes a systematic process that incorporates the other threecomponents, role, knowledge, and values to evaluate the needs of individuals, groups and/orcommunities. The process involved assessment, planning, implementation, and evaluationon a continual basis. All nurses are prepared to use this process but as one acquiresadditional knowledge, the nurse begins to use the components of the process in unique and12

creative ways. As one moves through the educational program, elements such ascommunicating, educating, supporting, coaching and monitoring are incorporated into theprocess. Additionally, problem solving, planning, inquiry, and appraisal are used to deriveand evaluate the interventions developed.The associate degree graduate uses a systematic process in nursing care to implement andmodify known nursing interventions. The baccalaureate prepared graduate has thecapability of anticipating, individualizing, implementing and evaluating variousinterventions according to unique situations and cultural responses. The master’s graduategenerates and designs nursing interventions. The master’s graduate recognizes theinterdependence of theory, practice and scientific inquiry when creating, predicting, andevaluating interventions that are complex and varied. The doctoral graduate leads andcollaborates change for improved healthcare systems and designs systems for improvedpopulation health based on research translation. At all levels relevant research literature isutilized in the application of the nursing process.Revised 6/2016Reviewed 6/2019GENERAL POLICIES AND REGULATIONSAdvisors & RegistrationEach student is assigned an advisor who will work with the student in planning for orderlytransition through the program. ADVISEES MUST MEET WITH THEIR ADVISORSPRIOR TO REGISTRATION FOR CLASSES. Additional meetings may be held ifdeemed necessary by advisee, advisor or both.Students are responsible for their own education. Each student is given a curriculum plan(located in the ASTATE Undergraduate Bulletin) which clearly outlines the requirements ofthe program, semester by semester. Additional pertinent information is provided in theUniversity Student Handbook. It is the responsibility of the student to know and to followthe requirements, policies and procedures contained in this handbook. As policies andprocedures are adopted by the faculty, students will be provided this informationelectronically or in writing.Students should follow the University registration format as outlined in the semesterschedule of classes. Advisors will generally post hours when they will be available forstudent advisement.Students should contact their advisor before making changes in their schedule of classes.Changes will be needed when a student has earned a grade below “C” in any nursing course,earned a grade below “C” in any support course, or when the student’s cumulative gradepoint-average has fallen below a 2.0 (AASN) and 3.0 (BSN). Students who earn below “C”in any nursing course, fail to achieve a “C” or better in a support course in the prescribedtime period, or who interrupt their program for any reason must apply for readmission to thenursing program and successfully pass the readmission test(s). **The required score on thereadmission test is a minimum of 75% in the AASN program options and 78% in the BSN13

program options. All students are given a total of two attempts to test for readmission intothe program. If the student does not achieve 75% (AASN) or 78% (BSN) on the firstattempt, a second opportunity to test will become available within 30 days of the firstattempt.Once an interruption occurs in the program of study, there is no guarantee that a student willbe readmitted to the major. **If an interruption of more than two years occurs in a programof study, the student must repeat all professional nursing program courses.RN-BSN students who receive a “D” or “F” in a nursing course may repeat that course onetime only. Students who receive a grade of “D” or “F” in the same nursing course twice willbe dismissed from the program.Attendance PolicyRegular class and clinical attendance is expected of all students in accordance with thepolicy set forth in both the current academic year Undergraduate Bulletin and UniversityStudent Handbook. Students have the responsibility for making arrangements satisfactoryto the faculty member regarding all absences. Such arrangements should be made prior tothe absence if possible. Make up policy is course specific. Normally the student whopresents the faculty member with an adequate and documented reason for an absence will begiven a chance to make up the work missed if make-up is feasible. Adequate reasons arecircumstances beyond the student’s control, such as personal illness, critical illness or deathin the immediate family, or participation in an approved University activity.Students are expected to be present and on time for each clin

Arkansas State University School of Nursing Undergraduate Student Handbook 2021-2022 School of Nursing P.O. Box 910 . prerequisites. Courses for the LPN-BSN option are planned within the framework of one semester of nursing prerequisite courses followed by four semesters of professional nursing