1 Good Samaritan School of Nursing Bachelor of Science in Nursing (BSN) Student Manual 2022 - 2023 Published: 06/01/2022 Disclaim er: subject to change during academic year; updates made available as they occur. 2 Preface Linfield University is an equal opportunity employer in faculty and staff recruitment and hiring. Linfield University and Linfield Good Samaritan School of Nursing do not discriminate based on race, color, religion, gender, national origin, age, disability, sexual orientation, gender identity, marital status, veteran status, or membership in any other protected classification in its educational programs, admission, activities, or employment policies. Reasonable accommodation will be made for students with disabilities.
Reasonable Accommodations are based on the impact of one's disability and determined on a case-by-case basis. Examples of reasonable accommodations* include: 1. Extended Testing Time -- Students who qualify for this service are allowed 150% - 200% of the time normally allowed. Reduced Distraction for Exams -- A quiet room to take tests/exams is provided through LSS.
Peer Note-Taking -- A student in the same class that note-taking is needed is hired by LSS to provide copies of their notes. E-text -- Some students may require textbooks in an alternate format. E-text allows students to manipulate text and can be read by an electronic reader. *Disclaimer: The list above is not all-inclusive but is intended to give you an idea of the types of accommodations available.
Linfield University is regionally accredited by the Northwest Commission on Colleges and Universities. The baccalaureate program at Linfield Good Samaritan School of Nursing is accredited by the Commission on Collegiate Nursing Education and approved by the Oregon State Board of Nursing until June 30, 2024. On February 20, 2014 the Oregon State Board of Nursing (OSBN) granted Linfield Good Samaritan School of Nursing full approval for the maximum term possible and awarded the School several commendations. (See, Oregon State Board of Nursing website: https://www.gov/osbn) 3 Table of Contents Preface.
6 Vision/Mission/Philosophy Statement. 7 Curricular Themes, Modes of Inquiry, and Curriculum Conceptual Organization. 7 Theoretical Model for Community-Based Nursing Education .10 Praxis in the Curriculum .10 Clinical Reasoning Model .10 Section II: Organizational Structure and Student Membership on Committees .12 Student Representation of Committees and Councils .13 Student Life on Portland Campus .14 Section III: Student Recognition and Awards .15 Policy: SPP – School of Nursing Graduating Senior Awards .15 Senior Honors in Nursing Award .15 Award for Professional Excellence .16 Wilma Pope Alumni Award .16 DAISY Award for an Extraordinary Student*.16 Recognition for Honors and Awards .17 Nursing Pinning Ceremony.17 Section IV: Program Policies and Procedures .18 Policy: SPP - Progression in the Nursing Major.18 Withdrawal from a Required Nursing Course .19 First Time Course Failures that are not due to Unsafe, Unethical, Unprofessional, or Illegal Behavior .19 SPP Process for Student Petition to Retake a Course .20 First Time Course Failure due to Unsafe, Unethical, Unprofessional, or Illegal Behavior .20 Withdrawal from the Nursing Major .21 Withdrawal from Linfield University: Impact on Nursing Courses .21 Policy: SPP – Readmission to the Nursing Major .21 Application and Admission Procedure for Students Desiring to Transfer from Other Nursing Programs .23 Leave of Absence .24 4 Immunization & Certification Requirements .24 Policy: Administration - Student Criminal Background Check .25 Learning Support Services .26 Documented Disability Statement .27 Testing Accommodations for Students in Special Circumstances.27 Policy on Alcohol, Substance and Drug Use .27 Policy: Administration - Student Participation in Non-Linfield Clinical or “Shadow” Experience .29 Policy: Administration - School of Nursing Social Media Policy .29 Email Etiquette: Writing an email to faculty and/or staff .32 Online Course Expectations .33 Student Evaluation Policy .34 Grading Policy for All Required Nursing Courses in the Curriculum.35 Clinical Evaluation Policy.38 Accident Reporting Procedure on Campus While Engaging in University Activity or Clinical .38 NCLEX-RN Examination Application Process .40 Pain Management Requirement for Registered Nurses Entry Level Education in Oregon .41 Clinical Professional Image Policy .43 Student Request to be Absent from Course Due to Attendance at Professional- Related Event .46 Section V: Linfield Kaplan Policies and Procedures .47 Linfield Kaplan Focused Review Tests (FRTs) .47 Policy: Curriculum - Linfield Kaplan Integrated Testing Program.48 Policy: SPP - Kaplan Exams Required for Students Repeating a Course .51 Linfield Kaplan Remediation Policy.51 Section VI: Good Samaritan School of Nursing Policies and Procedures .55 Nursing Student Technology Recommendations .55 Faculty Advisor/Advisee Relationship and Responsibilities .57 Infection Prevention Policy .58 Absence from Theory Class.59 Linfield University Portland Campus Guidelines for Posting .59 Food and Beverages in Labs .61 Linfield Portland Campus Operations and Linfield Public Safety .61 Section VII: Linfield University Policies and Procedures.62 Section VIII: Appendices .63 Occupational Safety and Health Division (OR-OSHA) Blood Borne Pathogens Exposure Control Plan .66 Pain Management Content in the Nursing Curriculum .67 Student Request to be Absent from Course Due to Attendance at Professional-Related Event .69 Policy: Administration – Academic Integrity Violation & Grievance.69 6 Section I: Curriculum Overview The Vision, Mission and Philosophy of the Good Samaritan School of Nursing are derived from the University Mission Statement and provide a foundation upon which the curriculum is structured. The curriculum is designed to be applicable to both pre- licensure students with no previous preparation in nursing and the returning registered nurse seeking a baccalaureate degree.
The Good Samaritan School of Nursing provides a quality education derived from a liberal arts foundation, learning theories, and evidence-based nursing practice, supplemented by content from other disciplines. Graduates are prepared to act as providers of direct and indirect care, designers/coordinators/ managers of care and members of the nursing profession to meet the health needs of multidimensional individuals and families, groups, communities, and populations in a diverse and multicultural society. Analytical, critical, and creative thinking, as well as intuitive processes are developed as a basis for independent and collaborative decision making in the application of clinical judgment. The curriculum is designed to expose the student to a variety of factors that contribute to the development of a professional worldview.
Among these factors are an awareness of the historical and legal context of nursing, diverse professional and cultural values, social issues, and ethical concepts. Experiences are selected to motivate students toward understanding the needs of others, assuming the roles of client educator and advocate, making creative and constructive contributions to society, and lifelong learning. Scholarly activity is promoted to prepare students for graduate study in nursing. Graduates are expected to be accountable for their own practice of nursing and delegated nursing care, as well as provide leadership in implementing changes necessary to meet the health needs of a complex and evolving society.
The organization and internal consistency of the curriculum are demonstrated in the “Linfield University Mission Statement,” “Vision/Mission/Philosophy Statement of the Good Samaritan School of Nursing,” “Curricular Themes, Modes of Inquiry and Curriculum Conceptual Organization,” and “Program Outcomes.” The “Linfield Good Samaritan School of Nursing Theoretical Model for Community-Based Nursing Education” provides a visual organizational structure for the curriculum. The nursing program uses the following professional nursing standards and guidelines: • AACN Essentials • ANA Code of Ethics for Nurses with Interpretive Statements that describes the ethical obligations and duties of professional nurses and nursing students. • ANA Standards of Practice • OSBN Nurse Practice Act 7 Vision/Mission/Philosophy Statement Approved: 04/06/2009, Reviewed: 05/19/2019 Vision: Linfield Good Samaritan School of Nursing educates professional nurses for health stewardship of the complex global society. Mission: The mission of Linfield Good Samaritan School of Nursing is to create an inclusive community of learning grounded in the liberal arts values of social justice and life-long learning.
The program prepares caring nurses who are committed to the profession and responsive to the needs of the global community in an ever-changing healthcare environment. Evidence based practice and research guide student learning within a culture that promotes professional excellence and scholarship. Philosophy: We believe that healthcare is a fundamental right that takes place within and among diverse and intersecting communities. Our diverse and inclusive learning environment fosters a commitment to social justice.
Respect for multiple perspectives guides students and faculty to provide effective intercultural care, contribute to local and global efforts to eliminate health disparities, and advocate for vulnerable populations. Understanding that health and illness result from complex interrelated factors, nurses assume a leadership role in creating healthy communities by promoting health and healing, preventing disease, and influencing healthcare policy. Nurses develop collaborative partnerships with clients, healthcare providers, and other stakeholders to achieve healthcare goals in a variety of settings. Consistent with the foundational education principles of Linfield University, the Good Samaritan School of Nursing promotes integrated learning, global and multicultural awareness, and experiential learning that foster reflective practice essential for professional nurses in the 21st century.
We believe that learner centered education is best achieved within a supportive community that values individual learning styles and builds on previous knowledge and practical experience. Our curriculum is designed to facilitate the development of theory acquisition, clinical skill development, and socialization into the profession of nursing. The Linfield Good Samaritan School of Nursing Theoretical Model for Community-Based Nursing Education provides a visual organizational structure for the curriculum. Curricular Themes, Modes of Inquiry, and Curriculum Conceptual Organization Curricular Themes: • Communication • Community • Diversity 8 • Ethics • Health • Stewardship Modes of Inquiry: • Evidence Based Practice/Scholarship • Reflective Practice • Praxis Curriculum Conceptual Organization Each semester is organized around a central theme: • 100 and 200 levels: Linfield Curriculum (General Education), Nursing pre- requisite courses • 300 level o Semester 1: Foundations for Community-Based Nursing Practice o Semester 2: Chronic Health • 400 level o Semester 3: Acute Health o Semester 4: Stewardship of Health Curricular themes and modes of inquiry weave through all the courses becoming more complex and building on previous knowledge and skills.
A cohesive clinical experience each semester builds on skills and knowledge and integrates the theory included in concurrently taught courses. Progressive learning beginning semester 1 through semester 4: • Basic clinical skills to complex/invasive to synthesis • More supervision to more independence • Increasing complexity among and within curricular themes • Increasing facility with the modes of inquiry • Increasing engagement and competence with implementing the clinical reasoning model • Increasing progression towards program outcomes Theoretical Model for Community-Based Nursing Education Approved: 05/18/2009 The Linfield Good Samaritan School of Nursing Theoretical Model for Community-Based Nursing Education provides a visual organizational structure for the curriculum. The model reflects the dynamic relationship between global and local communities and the 9 community of learning. Central to this community of learning is a focus on learner centered education, which engages students in the practice of health promotion, illness prevention and treatment and reflects the value of social justice.
The curriculum is grounded in a liberal arts education that includes integrative learning, inclusive excellence, and experiential learning. The curricular themes of communication, community, diversity, ethics, health, and stewardship provide a foundation for the program’s design and are developed throughout the program. Professional education includes nursing knowledge (what the student needs to know), clinical skills (what the student needs to do) and socialization into nursing practice (the student’s “being” as a professional nurse). The ways in which the student engages in a process of inquiry include evidence-based practice, praxis, and reflective practice.
10 Program Outcomes Approved: 04/06/2009, 04/15/2013 Last Revised: 08/29/2022 • Integrates knowledge from liberal arts, sciences and nursing science as a basis for professional practice. • Uses clinical reasoning and clinical judgment in providing and advocating for safe, compassionate, evidence-based quality care for individuals, families, groups, communities, and populations. • Communicates and collaborates effectively in an intra- and inter-professional practice. • Provides respectful nursing care that considers diverse values, cultures, perspectives, and health practices.
• Responds to the context of the health care system using systems thinking, principles of sustainability, reflective practice, and leadership effectively to influence the practice environment and improve health outcomes. • Uses information and technology to communicate, manage knowledge, mitigate error, and support decision making to achieve health care outcomes for clients.