Ivy Tech Community College School of Nursing Student ..., Study notes of Nursing

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IVY TECH COMMUNITY COLLEGE

SCHOOL OF NURSING

STUDENT HANDBOOK

Non-Discrimination and Equal Opportunity Policy

Ivy Tech Community College of Indiana (Ivy Tech) provides open admission, degree credit programs, courses and community service offerings, and student support services for all persons regardless of race, color, creed, national origin, religion, gender, sexual orientation, physical or mental disability, age or veteran status. The College also provides opportunities to students on the same non-discriminatory opportunity basis. Persons who believe they may have been discriminated against should contact the campus affirmative action officer, Human Resources Administrator, or Vice Chancellor for Student Affairs. Ivy Tech is an accredited, equal opportunity/affirmative action institution.

Booklet Disclaimer

This handbook is intended to supply accurate information to the reader. The College reserves the right to change the Program and course requirements; however, every effort will be made to inform students of any program changes. This handbook and its provisions are not in any way a contract between an applicant and the College.

• Non-Discrimination and Equal Opportunity Policy
• Booklet Disclaimer
• History
• Accreditation
• School of Nursing Mission and Vision Statements
  • School of Nursing Vision Statement
  • School of Nursing Mission Statement
• Competencies School of Nursing Metaparadigm Concepts, Curricular Threads, Active Components and
• Competencies
• School of Nursing Conceptual Model
• General Education Outcomes
  • ASN Student Learning Outcomes
  • PN Student Learning Outcomes
• Alignment of Student Services and Resources with Program Outcomes
• Clinical Experiences
  • Teaching and Clinical Facilities
• Student Health Insurance
  • Accidents and Illnesses
• Liability Statement
  • Housing
  • Transportation
  • Student Parking
• Financial Information
  • Tuition and Fees - https://www.ivytech.edu/tuition/
  • Financial Aid - https://www.ivytech.edu/financial-aid
  • Financial Obligation
• Nursing Program Admission, Progression and Graduation Policies
  • General Program Admission Requirements
  • High School Transcript or High School Equivalency Exam (GED or TASC)
  • General Education Prerequisite Courses
  • Deadlines for completion of Prerequisite Courses
  • Transfer Credit for Prerequisite Courses
  • Mandatory Nursing Information Session
  • TEAS Entrance Test
• Completing the Online Nursing Application
  • LPN to ASN Transition Track Applicants
  • Process for Verification of LPN License
  • Paramedic to ASN Transition Track Applicants
  • Process for Verification of Paramedic Certification:
• Program Admission Selection Point System
  • General Education Points
  • TEAS Points
  • CNA Certification Points
• Online Application Auto- and Manual-Selection Processes
  • Auto-Selection Rounds 1, 2, and 3 – and Manual-Selection Round
  • Acceptance of Offers Not Transferrable
  • Reapplication Process
  • Additional Admission Requirements
  • College Progression and Readmission Policy
  • Maximum Time Frame for Nursing Program Completion
  • Re-Enrollment in Nursing Courses Following a Period of Non-Enrollment
  • Movement within the Ivy Tech System: Crossover between Nursing Programs
• Medication Aide (QMA) Final Examination Eligibility to Take the Home Health Aid (HHA), Nurse Aide Competency Evaluation (CNA) or
• Global Studies Certificate
  • Global Learning Close to Home
• Graduation
• Attendance Policies
  • College Attendance
  • Nursing Classroom and Lab Attendance Policy
  • Clinical Attendance Policy
  • Absence Times by Course
• Student Rights and Responsibilities
• Guidelines for Professional Conduct
  • Group I
  • Group II
  • Group III
  • Health Team Code of Conduct
• Academic Honesty Statement
• Grading Practices
• Evaluation of Student Learning
  • Nursing ATI Testing Policy
  • Nurse Logic Assignments
  • The Learning System
  • The CARP Requirements and Final Examination Scoring
  • Mandatory Remediation
  • ATI Live Review Policy
  • ATI Testing Plan
  • Practical Nursing ATI
  • Traditional ASN ATI
  • LPN to ASN Transition ATI
  • Paramedic to ASN Transition
• Math Policy
  • Course Examinations
  • Math Instructions
• U.S. Immigration and Nationality Act
• U.S Social Security Number Requirements by ISBN
• Indiana State Board of Nursing Licensure Eligibility
• Student Requirements Associated With Clinical Affiliation Agreements
• Criminal Background Checks and Drug Screening - Purpose - Nursing Student Statement - Organizational Scope or Audience - Definitions - Policy - Procedure - Disclaimers - Protection of confidential information from background checks and drug screenings - Procedures for Determining Eligibility for Clinical Placement - Positive Drug Screen - Criminal Background Check
  • Reasonable Suspicion Drug and Alcohol Policy and Testing Guidelines
  • Consent to and Permission for Drug/Alcohol Screening
  • Report of Reasonable Suspicion of Drug/Alcohol Use
• Bloodborne and Airborne Pathogens Exposure Protocol
  • Universal Precautions

230 S. LaSalle St., Suite 7- 500 Chicago, IL 60604- 1411 Phone: 312- 263 - 0456 https://www.hlcommission.org/ Indiana State Board of Nursing (ISBN) Indiana Professional Licensing Agency 402 W. Washington Street, Room W Indianapolis, IN 462 04 Phone: 317- 234 - 2043 www.in.gov/pla/ National League for Nursing Commission for Nursing Education Accreditation (NLN CNEA) 2600 Virginia Avenue, NW Washington, DC, 20037 Phone: 1- 800 - 669 - 1656 www.nln.org/accreditation-services

School of Nursing Mission and Vision Statements

School of Nursing Vision Statement The vision of the School of Nursing is to be the premier cornerstone of Associate of Science and Practical Nursing program education in Indiana and to prepare nurses to meet the unique health care needs of culturally diverse individuals, communities, and populations through excellence in education and evidenced-based practice. School of Nursing Mission Statement The School of Nursing, in accordance with the mission of Ivy Tech Community College, provides quality education and opportunities to acquire culturally and contextually relevant knowledge, skills, and attitudes necessary for intellectual, professional, and personal growth. To achieve this mission the School of Nursing encourages lifelong learning and prepares graduates who will competently practice evidence-based nursing within complex community, state national, and global environments, understand the significance of evolving healthcare technology, and apply both professional and ethical principles with sensitivity to the diverse needs of individuals, groups, and communities.

School of Nursing Metaparadigm Concepts, Curricular Threads, Active

Components and Competencies

Revised 8- 2015 The School of Nursing at Ivy Tech utilizes the metaparadigm concepts of individual, environment, health, and nursing to provide a framework which guides the organization of the curricula. Relative threads are infused throughout the curricula and include: professionalism; leadership; interprofessional communication and collaboration; patient-centered care; cultural

competence; scholarship and evidence-based practice, and critical thinking. Further, the active components of student, faculty, and nursing education are defined by our beliefs about the interrelationships between these overarching themes. Metaparadigm Concepts ● Individual – the recipient of nursing care or service. Individuals are often referred to as patients or clients. “The term patient has ancient roots in suffering, for millennia the term has also connoted one who undergoes medical treatment. Yet, not all who are recipients of nursing care are either suffering or receiving medical treatment. The root of client implies one who listens, leans upon or follows another. It connotes a more advisory relationship, often associated with consultation or business. Thus, nursing serves both clients and patients. Additionally, patients and clients can be individuals, families, groups, communities, or populations” (ANA, 2015, p. xi). Patients may function in independent, or dependent roles, and may seek or receive nursing interventions related to disease prevention, health promotion or maintenance, illness, and end-of-life care. ● Environment – “The surrounding context, milieu, conditions, or atmosphere…” (ANA, 2010, p. 64) in which both a registered nurse and practical nurse practices. ● Health – “Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity. The enjoyment of the highest attainable standard of health is one of the fundamental rights of every human being without distinction of race, religion, political belief, economic or social condition” (WHO, 2014, p. 1). ● Nursing – “ the protection, promotion, and optimization of health and abilities, prevention of illness and injury, alleviation of suffering through the diagnosis and treatment of human response, and advocacy in the care of individuals, families, groups, communities, and populations” (ANA, 2015, p. 44). Curricular Threads ● Professionalism – Professionalism is the accountable and responsible behavior of a nurse through internalization of self-evident core values and ethical codes of conduct learned through experience, reflection and growth while working to improve patient outcomes and promote the ideals of the nursing profession (NLN, 2014). ● Leadership – is a complex, multifaceted phenomenon in which the vision of goals are communicated through value affirmation, motivation, stewardship, management, and development of followers (NLN, 2013b). ● Inter/Intraprofessional Communication & Collaboration - Nurses “communicate with patients, families, communities, and other health professionals in a responsive and responsible manner that supports a team approach to the maintenance of health and the treatment of disease” ( Interprofessional Education Collaborative Expert Panel, 2011, p. 23). Interprofessional collaboration includes components of “knowledge of professional roles and responsibilities, effective communication, conflict resolution, and shared decision making” (IOM, 2011, p. 203). Intraprofessional communication and

experiences. Each student enters the learning process with unique strengths, learning needs, and learning styles. Internal and external environments influence student learning. Through active participation in the educational process, the student will assimilate the knowledge necessary to apply the art and science of nursing to provide collaborative, safe, ethical, culturally competent and holistic care. This includes the development of interpersonal skills, communication skills, caring therapeutic relationships, critical thinking and the use of scientific principles to guide nursing practice. The student is empowered to engage in health promotion through the enhancement of awareness, perception, decision-making, and motivation for learning and the application of knowledge. The student is accountable for self-direction, independent study, and self- evaluation. ● Faculty– “The faculty complement includes a cadre of individuals who have expertise as educators, clinicians, and, as is relevant to the institutions mission, researchers. The unique contributions of each faculty member in helping the program achieve its goals are valued, rewarded, and recognized. Faculty are accountable for promoting excellence and providing leadership in their area(s) of expertise. Faculty model a commitment to lifelong learning, involvement in professional nursing associations, and nursing as a career. All faculty have structured preparation for the faculty role, as well as competence in their area(s) of teaching responsibility” (NLN, 2012). ● Nursing Education - Believing that learning is a lifelong endeavor, the nursing curricula at Ivy Tech Community College are designed to prepare students for the role of both the practical nurse and the associate degree nurse to gain the “knowledge, skills, and attitude required to continuously improve the quality and safety of the healthcare systems within which they work” (QSEN, 2015). The nursing curricula is presented in a systematic approach proceeding from simple to complex utilizing Bloom’s Revised Taxonomy (NIU, 2015). The sequential presentation of concepts and the correlation between theory and practice are integral components of the curricula. General course concepts include those directed toward promoting, maintaining, and restoring health, as well as supporting death with dignity. Infused throughout the curricula are QSEN and NLN competencies which provide the framework for developing the knowledge, skills, and attitudes to functional as professional nurses and the critical thinking and decision-making skill sets needed for nursing practice. The Student Learning Outcomes guide development of the curriculum.

Competencies

The School of Nursing Student Learning Outcomes (SLOs) are based on the Quality and Safety for Education in Nursing (QSEN) and National League for Nursing (NLN) graduate competencies. The SLOs are used to organize the curriculum, guide the delivery of instruction, direct learning activities, and evaluate student progress. QSEN Competencies (ASN & PN) ● Patient-Centered Care – “Recognize the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patient’s preferences, values, and needs” (QSEN, 2014).

● Teamwork and Collaboration – “Function effectively within nursing and interprofessional teams, fostering open communication, mutual respect, and shared decision-making to achieve quality patient care” (QSEN, 2014). ● Evidence-based Practice (EBP) – “Integrate best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care” (QSEN, 2014). ● Quality Improvement (QI) – “Use data to monitor the outcomes of care processes and use improvement methods to design and test changes to continuously improve the quality and safety of health care systems” (QSEN, 2014). ● Safety – “Minimizes risk of harm to patients and providers through both system effectiveness and individual performance” (QSEN, 2014). ● Informatics - “Use information and technology to communicate, manage knowledge, mitigate error, and support decision making” (QSEN, 2014). NLN Competencies for Graduates of Practical/Vocational Programs ● Human Flourishing - “Promote the dignity, integrity, self-determination, and personal growth of diverse patients, their families, and oneself to provide individualized, culturally appropriate, relationship-centered nursing care” (NLN, 2013). ● Nursing Judgment – “Make judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care for diverse patients and their families in collaboration with the health care team” (NLN, 2013). ● Professional Identity - “Articulate a unique role as a member of the health care team, committed to evidence-based practice, caring, advocacy, and safe quality care, to provide optimal health care for diverse patients and their families” (NLN, 2013). ● Spirit of Inquiry - “By collaborating with healthcare team members, utilize evidence, tradition, and patient preferences in predictable patient care situations to promote optimal health status” (NLN, 2013). NLN Competencies for Graduates of Associate Degree Programs Human Flourishing – “Advocate for patients and families in ways that promote their self- determination, integrity, and ongoing growth as human beings” (NLN, 2013) Nursing Judgment – “Make judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and that promote the health of patients within a family and community context” (NLN, 2013). Professional Identity - “Implement one's role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving identity as a nurse committed to evidence-based practice, caring, advocacy, and safe, quality care for diverse patients within a family and community context” (NLN, 2013). Spirit of Inquiry - “Examine the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities” (NLN, 2013). References

QSEN Institute. (2014). Pre-Licensure KSAS. QSEN Institute. Retrieved from http://qsen.org/competencies/pre- licensure-ksas/ World Health Organization. (2014). Basic documents: Forty-eight edition. Retrieved from https://www.who.int/about/who-we-are/constitution

School of Nursing Conceptual Model

General Education Outcomes

Click here for Ivy Tech Community College General Education Outcomes Statement The link above provides information on the college transfer general education core (STGEC). Many of these courses can be taken prior to or following admission into the nursing program. Some programs may be waived from following all requirements of the TGEC. ASN Student Learning Outcomes Upon completion of the program, the graduate will be able to:

1. Function within the role of the associate degree nurse, incorporating professional, legal and ethical guidelines, to provide collaborative, safe, culturally competent, and holistic patient-centered care.
2. Analyze data and the relationships of the biological, psychosocial, cultural and spiritual components of patient needs to improve quality and safety of patient care

3. Demonstrate effective use of technology to navigate the electronic health record, communicate with inter/intraprofessional teams, and be involved with decision making in the delivery of quality and safe patient care.
4. Integrate current evidence-based practices and critical thinking techniques to develop the patient’s plan of care.
5. Utilize communication practices that foster effective collaboration with patients, families and the inter/intraprofessional team for planning and delivery of quality patient care.
6. Promote a culture of caring and advocacy that demonstrates respect for individual patient preferences, values, needs and the diversity of the human experience.
7. Assume accountability and responsibility in fulfilling the role of the associate degree nurse, through personal and professional growth, integration of current evidence-based practice and understanding of multiple dimensions of patient-centered care.
8. Provide leadership in a variety of healthcare settings to diverse patient populations. PN Student Learning Outcomes Upon completion of the program, the graduate will be able to:
9. Function within the role and scope of practice of the practical nurse, incorporating professional, legal and ethical guidelines, to provide collaborative, safe, culturally competent, and holistic patient-centered care.
10. Recognize and describe the relationships of the biological, psychosocial, cultural and spiritual components of patient needs to improve quality and safety of patient care.
11. Demonstrate effective use of technology to navigate the electronic health record, communicate with inter/intraprofessional teams, and support decision making in the delivery of quality and safe patient care.
12. Integrate current evidence-based practices and critical thinking techniques to contribute to the patient’s plan of care.
13. Utilize communication practices that foster effective collaboration with patients, families and the interprofessional team for planning and delivery of quality patient care.
14. Promote a culture of caring and advocacy that demonstrates respect for individual patient preferences, values, needs and the diversity of the human experience.
15. Assume accountability and responsibility in fulfilling the role of the practical nurse, through personal and professional growth, integration of current evidence-based practice and understanding of multiple dimensions of patient-centered care.
16. Manage care in a variety of healthcare settings for diverse patient populations through the process of planning, organizing and directing.

managing their own learning, meeting career goals, and developing their skills. ● Provides opportunities for early intervention for students struggling with course content to ensure timely completion and/or progression toward graduation. (S, I, C) ● Assists students to access available internal and external resources that enhance their education. (S) ● Helps students identify other experiences that will enhance their life, educational, and cultural goals. (S) Supports ASN & PN Program Outcomes: 1 & 4 Alumni The Ivy Tech Alumni Association is the official alumni network for Ivy Tech and serves more than 500,000 alumni, the College, and students. Information regarding Ivy Tech’s Alumni Association can be found at: https://www.ivytech.edu/alumni/index.ht ml ● The alumni association helps alumni of Ivy Tech to support the vision of the College. (S, I, C) ● The purpose of the alumni association is to: support and advance the mission of the College; foster a spirit of pride and loyalty for the College; develop programmatic outreach for alumni participation; communicate achievements and the needs of the College; promote and advance the interests and general welfare of the College; participate in fundraising for the Ivy Tech Foundation; and recognize personal and professional achievement of the Ivy Tech Community College alumni. (S, I, C) ● All of the purpose statements and strategies increase prospective, current and alumni student satisfaction with the college and their program of study by enhancing engagement with the college community. (S, I, C) Supports ASN & PN Program Outcomes: 4 Ivy Learn Ivy Learn (Canvas®) is the learning management system utilized in the delivery of course materials and content across all Ivy Tech courses. ● All courses within Ivy Tech utilize Canvas® for course delivery or support to include posting of course materials, emailing/messaging, course discussions, assignment submission, and grading. (S, I, F) ● Nursing courses at Ivy Tech utilize Canvas® in conjunction with the face-to-face course as a method of student support of learning. (S, I, F) Supports ASN & PN Program Outcomes: 1 & 4 Bookstore College bookstores on campus and online. ● Bookstores on campuses and online provide the students opportunities to purchase or rent their instructional materials, which are essential to successful completion of their courses and program. (S, I) ● Having a college bookstore also allows many students to utilize financial aid to purchase their books, supplies, and other instructional materials, which otherwise may present a burden and barrier to completion, if not financial aid eligible. (S, I) Supports ASN & PN Program Outcomes: 1 & 4 Career Development Students and employers have access to career services in each region with additional information online at https://www.ivytech.edu/career- development/index.html ● The college provides career development opportunities at the central and regional levels to include items such as resume writing, interviewing skills, professional dress, connections with potential employers, job fairs, live and virtual job boards, and many other services to support program outcomes of employment of nursing graduates after their education completion. (S, I, F, C) ● The career development page also has information for

employers and allows them to post position openings for current students/alumni to view through Hire Ivy to foster employment rates of Ivy Tech nursing graduates. (S, I, F, C) Supports ASN & PN Program Outcomes: 1, 3, 4, 5 Childcare Childcare services are offered on two campuses at the present time with information available online at https://www.ivytech.edu/childcare/index. html. ● Childcare supports students by allowing them to have safe, consistent childcare for their children while they are trying to complete school and work toward achieving their goals within the nursing program. (S) Supports ASN & PN Program Outcomes: 1 & 4 Clinical facilities Various facilities throughout the individual academic regions that allow for completion of academic competencies related to applied clinical skills. Student clinical experiences are arranged by program faculty and affiliation agreements obtained with clinical agencies. These agreements outline the responsibilities and privileges of both parties. In off-campus settings, it is required that faculty and students shall conform to all policies of the affiliating agency, including drug screening, criminal background checks, physical examination, immunization records, tuberculosis screening, and certification in basic life support. ● Supports program outcomes by allowing students to integrate and practice didactic learning in a variety of diverse clinical settings (S, C) ● Includes various in-patient, outpatient, and observational sites to support clinical learning objectives, which in turn support attainment of the student learning outcomes and program outcomes (S, C) ● International travel enriches the student college experience, enhances awareness of global healthcare concerns, and creates meaningful linkages through culturally diverse interactions. (S, F, C). ● Partnership with clinical affiliates allow students to experience various types of nursing, participate in a numerous caregiving opportunities, and develop and refine clinical skill sets necessary for employment as a nurse following program completion. (S, C) Supports ASN & PN Program Outcomes: 1 & 4 College Program Information Listing of all degree and program options throughout Ivy Tech with embedded links to learn more about the various programs of study, campus and learning site locations, and https://www.ivytech.edu ● Landing page for the college with trolling graphics highlighting various degrees/programs offered at the college (S, I, F, C) ● Comprehensive list of degrees programs offered at Ivy Tech (S, I, F, C) ● Campus locator information with links to campuses (S, I, F, C) ● Media gallery with images/videos from Ivy Tech (S, I, F, C) ● News and event feature highlighting important dates and events at Ivy Tech (S, I, F, C) ● Answer center where commonly asked questions and their responses are housed, as well as contact information for assistance and live chat options. (S, I, F, C) ● Sign-in links to Campus Connect (Ivy Tech Intranet) & Ivy Learn (LMS) (S, I, F) ● All information on the general site supports nursing program outcomes by providing essential information regarding the College and its programs to potential students (S, I, F, C) Supports ASN & PN Program Outcomes: 1 & 4 College & Program Information is available online at the college website and in person at the ● Allows students to apply to the college online or via paper application at any of the regional campuses. (S, I,

General diversity information can be found at https://www.ivytech.edu/diversity/ local resources (S, I, F, C) ● Diversity information and strategies promote inclusivity and acceptance of all students and supports program outcomes by promoting greater student, faculty, and graduate satisfaction. Supports ASN & PN Program Outcomes: 1, 4, & 5 Enrollment Information is available online at the college website and in person at the regional campuses. Students can apply online at the college webpage. Information for each School is also available online at the college webpage and program specific webpage. https://www.ivytech.edu/how-to- enroll/index.html ● Enrollment is the first step toward completion of a certificate or degree attainment in the nursing programs. (S, I) ● Students must be admitted to the college to begin progression toward admission in limited enrollment programs, such as nursing. (S, I) Supports ASN & PN Program Outcomes: 1, 2, & 4 How to Pay Financial Aid Website includes information such as: options to pay for college; financial aid information; applying for financial aid; tuition & fees; and complete online instructions for financial information at https://www.ivytech.edu/financial- aid/index.html and financial aid personnel to assist in students applying for financial aid at each region. ● Paying for college is an important consideration for many students to enroll and complete a degree. (S, I) ● Multiple options to pay for college is essential to student outcomes, as many students cannot complete without such services. (S, I) ● Extensive resources are important to help students understand and navigate the financial aid requirements so that they have funds available to pay for their education. (S, I) Supports ASN & PN Program Outcomes: 1 & 4 Instructional Support & NCLEX Preparation Additional instructional supplies/resources that help support curriculum content and prepare nursing students for the NCLEX. Includes: ATI’s Comprehensive Assessment and Review Program (CARP); ATI Live & Virtual Reviews ● Provides students in nursing programs additional opportunities and support to practice NCLEX-style questions in preparation for the NCLEX. (S, F) ● Provides additional opportunities for faculty to assess student knowledge of programmatic content and concepts. (S, F) ● Provides additional opportunities to remediate and reinforce programmatic content. (S, F) ● Students have achieved higher rates of first-time NCLEX pass rates following the implementation of these methods of instructional and NCLEX preparation support. (S, F) Supports ASN & PN Program Outcomes: 1, 2, & 4 Library Library services are available online at http://library.ivytech.edu/c.php?g= 0&p=2927303 and on each campus as a source of instruction and assistance in the use of resources and services to students, faculty, and staff. ● The library webpage includes links to all of the different regional campuses libraries online. (S, F) ● The library provides resources and services to assistance students and promotes positive student learning outcomes. (S, F) Supports ASN & PN Program Outcomes: 1 & 4 Physical Resources Classrooms, labs, instructional spaces and equipment utilized to support programmatic course offerings. ● Supports program outcomes to allow content presentation in a variety of settings and with the use of numerous resources. Supports ASN & PN Program Outcomes: 1 & 4 Regional Testing Centers Provide accommodations and a process, procedure and location for students who require special testing areas, late exams, limited program initial entrance testing ● The regional testing centers allow students to test in a center in their home region and in other regions, as needed. (S, I, F) ● Provides students the opportunities to schedule testing

and testing throughout the curriculum, and other proctored testing situations. appointments online (S, I, F) ● Provides a consistent process for procedures related to testing (S, I, F) Supports ASN & PN Program Outcomes: 1 & 4 Remediation Advising & Student Success Plans Remediation, Advising, and Student Success Planning is a system of support for the student. Any significant areas identified for improvement to include professional competencies and behaviors may require remediation and implementation of a Student Success Plan. The decision for remediation and implementation of Student Success Plans is made collaboratively with careful examination of the individual situation and student outcomes. It involves input from the nursing student, nursing faculty, and/or assigned faculty advisor. It is always made in the best interest of the student and the potential patients of the student. All students must achieve a “C” or higher (75% or greater) in all required nursing courses in the program. A student identified by a nursing faculty member as requiring additional remediation, advising and/or assistance to maximize success in the Nursing Program will be issued a Student Success Plan. This includes new students as well as current students. ● The purpose is to help struggling students with remediation efforts designed to provide advising, remediation, and guidance to enhance knowledge, skills, attitudes, critical thinking, application of course concepts and achievement of student outcomes. (S, F) ● The faculty seeks to ensure that each student successfully completes our program(s), and is ready to enter the nursing profession having assimilated all knowledge, skills, and dispositions essential for the future nurse. (S, F, C) ● Whenever students are identified as requiring additional assistance and/or remediation, the faculty member will work with the student and/or their faculty advisor to develop a Student Success Plan with appropriate goals to enhance student learning of course concepts and assist in achievement of student learning outcomes. (S, F) Supports ASN & PN Program Outcomes: 1, 4, & 5 Service Engagement Ivy Tech students are committed to helping others. Involvement in service is an important aspect of becoming a well- rounded citizen. Check with the Student Life Office at your campus to learn more about service engagement opportunities. ● Service opportunities are available through classroom activities, involvement in student organizations, or through campus and College-wide events like Ivy Tech Days of Service. (S, I, C) Supports ASN & PN Program Outcomes: 4 & 5 Skills Labs Provides physical space for students to practice and demonstrate nursing skills. Includes static mannequins, skill models and simulators, and nursing supplies and equipment to develop and demonstrate skill proficiency within the nursing programs. ● Skill competency is incorporated in first semester of each program and continues throughout the nursing programs as students progress toward completion of programmatic outcomes. (S, C) ● Competent caregivers, related to skill performance, contributes to both graduate and employer satisfaction (S, C) Supports ASN & PN Program Outcomes: 3, 4, & 5 Simulation Provides opportunity for students to be involved in patient care experiences they may otherwise not experience in actual clinical settings. Simulation offers the ability to assess student clinical ● Opportunities to engage in simulation utilizing high, medium and low fidelity manikins as well as static equipment which give students additional and unique experiences that may not be seen in actual clinical settings and enhances their ability to complete