CAPITAL UNIVERSITY SCHOOL OF NURSING FACULTY HANDBOOK Educating professional nurse leaders for lives of service promoting health and healing within our diverse community. Approved and Updated: March, 2020 2 Preface The School of Nursing Handbook contains policies, procedures and communications that are specific to the School of Nursing. This handbook is designed to supplement the Capital University Faculty Handbook, Capital University Staff Handbook, and Capital University Administrative Handbook. Each of these is located online through the Office of Human Resources web page.
Provisions in the University handbooks take precedence in the event of discrepancy. Policies and procedures include dates of approval by the appropriate School of Nursing Committees such as, but not limited to, the Faculty Organization of the School of Nursing. The review and preparation of this document takes considerable faculty and staff time to produce. Appreciation is extended to all who provided support to the work associated with the publishing of this document.
Dunnington Dean of Nursing 3 Table of Contents I. Mission, Philosophy, Conceptual Framework and Goals. Structure and Governance……………………………………………………………. Capital University Table of Organization……………………………………….
School of Nursing Table of Organization ……………………………………. Bylaws of the School of Nursing…………………………………………………. Comprehensive Evaluation Plan…………………………………………. Employment in the School of Nursing……………………………………………….
Qualifications for Appointment……………………………………………. Faculty Appointment, Promotion, Tenure, and Termination Policies …………. Nursing Rubric for Promotion and Tenure. Orientation of New Faculty.
Course Orientation of Adjuncts and Teaching Assistants. Associate Dean Pre-Licensure Programs. Associate Dean Graduate Programs. Full-Time Faculty.
Seventy-Five Percent Time Course Faculty. Adjunct Course Faculty. Teaching Assistant Performance Evaluation Form………………………. Preceptor Experience Policy.
Senior Administrative Assistant (Dean). Senior Administrative Assistant (Student Services). Guidelines for Visiting Scholars. Guest Speaker Policy.
Student Laboratory Assistant. Student Feedback on Faculty Teaching. Statement on Scholarship. Statement on Reimbursement on Clinical Travel.
Travel Funding Guidelines Faculty Development. Teaching and Advising. Course Syllabus Guideline. Variance Report and Forms.
Clinical Evaluation Tool (sample). Policies – Health, Safety and Others. Policy Regarding Health Care Requirements for Faculty………………………. Faculty Drug Testing.
Policy and Guidelines for Occupational Health……………………………. Policy Regarding Health Care Requirements for Faculty. Exposure Control Plan. Guidelines for Caring for Persons with Known Contagious Diseases.
Policy and Procedures on Exposure to Contaminated Fluids. Policy and Procedure on Criminal Record Check. Privacy Policies HIPAA & FERPA. Policy on Records Retention.
Policy on Student Complaints and Grievances……………………………………. Frequently Used Forms and Guides. Colleague Faculty Classroom Evaluation. Evaluation of Faculty Advisor.
Evaluation of Faculty Member – Course Peer/Associate Dean/Coordinator. Evaluation of Faculty Committee Work. Evaluation by Chairperson of Faculty Committee Work. Evaluation of Part-Time Faculty Member.
Evaluation of the Associate Dean Pre-Licensure Programs. Evaluation of the Associate Dean Graduate Programs. Faculty Annual Report. Release Form for Student Work Samples.
Release Form for Photography / Videography………………………………. Travel Expense Report Form……………………………………………….190 5 SCHOOL OF NURSING I. Mission, Philosophy, Conceptual Framework and Goals NURSING PROGRAM MISSION Educating professional nurse leaders for lives of service to promote health and healing within our diverse community. Capital University students will develop skills in: thinking critically, reasoning logically and communicating clearly.
Students also will be encouraged to: develop their leadership and service potentials become independent, lifelong learners develop a sense of values that guides personal decision-making and develop intercultural competencies and the ability to work in diverse groups. The Philosophy and Goals of the School of Nursing provide both the foundation and the framework for the nursing program. Nursing’s Mission is educating professional nurse leaders for lives of service promoting health and healing. These complement the mission and values of Capital University.
PHILOSOPHY Capital University is a comprehensive, private, church-related university philosophically committed to providing a liberal arts education within a caring environment. Based on the University’s fundamental commitment to its Lutheran heritage, the Department of Nursing encourages the development of the total person: intellectual, physical, psychosocial, moral, ethical, and spiritual. Recognizing the unique worth of each individual, students are supported in their professional development. Through collaborative experiences, students participate actively in the learning process in a caring culture that values self-care and learning.
The faculty of the School of Nursing embrace the core values of holistic nursing as the fundamental tenets within the discipline of nursing. The goal of holistic nursing is whole person healing. Holistic nurses recognize the totality of the human being - the interconnectedness of body, mind, emotion, spirit, social/cultural, relationship, context, and environment. The holistic nurse is an instrument of healing and a facilitator in the healing process.
Holistic nurses assist individuals and groups to obtain or maintain optimum levels of health and well-being using the clinical reasoning process. Nurses enter into therapeutic partnerships with individuals and groups through their professional roles, such as clinician, educator, advocate, leader, consultant, and role model. Holistic nurses support people in finding balance, harmony, and peace throughout their life. 6 Professional education is geared toward the attainment of a specialized body of knowledge pertaining to a discipline through commitment to the social, ethical, and scholarly standards of the profession.
It fosters the acceptance of responsibility for critical thinking, clinical reasoning and decision making congruent with the level of practice. Nursing education develops students who provide culturally sensitive, ethically grounded, and spiritually appropriate, evidence-informed/based health care services. Holistic nursing requires individuals to integrate self-care, self-responsibility, spirituality, and reflection in their own lives. The pre-licensure nursing programs provide a foundation for the development of creativity, maturity, and the growth of intellectual and cultural perspectives.
The graduate program extend the development of these qualities in both depth and scope. Nursing knowledge is acquired through empirical, personal, ethical, aesthetic, and social knowing. Education occurs in an environment of scholarly inquiry and is dedicated to preparing students to care about and for individuals through the lifespan. They also develop respect for the inherent worth of every human being, reflect upon personal values and attitudes, and demonstrate commitment to lifelong learning and to the profession.
Preparation for baccalaureate professional nursing practice is based on a program of studies that includes nursing science, physical and behavioral sciences, and the humanities. Synthesis of theories, principles, and research from nursing and related disciplines enhance nursing’s specialized body of knowledge. Preparation for graduate professional nursing practice is based on a program of study that includes the application of theories, research, and advanced clinical skills within a multidisciplinary context and develops awareness and the ability to provide leadership in healthcare systems and the profession of nursing. Within nursing coursework, students develop a variety of skills and learn to make clinical judgments based on analysis of holistic assessment data and the individual context for each patient.
They also develop respect for the inherent worth of every human being, reflect upon personal values and attitudes, and demonstrate commitment to lifelong learning and to the profession. In addition to creatively using knowledge from the sciences and liberal arts, nurses produce knowledge that contributes to a distinctive science of nursing. The curriculum concepts serve as the organizing structure for the curriculum and are expressed in the conceptual framework. Health, the overarching concept, focuses on holistic health promotion, disease prevention, risk reduction, illness care, rehabilitation, and palliation.
Faculty believe that six other concepts are also essential to nursing: Caring, Critical Thinking/Clinical Reasoning, Communication, Transitions, Culture, and Systems. These core concepts reflect professional holistic nursing practice and offer a frame of reference for profession of nursing. 2019 Rev 1/14; FO Approved 1/14; Adopted 8/14; Rev Sp 19 7 CONCEPTUAL FRAMEWORK Health is the central concern of nursing and therefore is the core concept of the conceptual framework for the curriculum of the Capital University Nursing Program. The Conceptual framework is further organized around six additional concepts that guide professional nursing practice.
Two of these concepts, culture and systems, are referred to as healthcare context concepts because the professional nurse functions within a variety of healthcare systems and with diverse populations. The four remaining concepts including critical thinking/clinical judgment, caring, communication, and transitions, are professional nursing practice concepts. These interrelated and interacting concepts are evident in the practice of professional nursing as it seeks to promote the optimal health of individuals, groups, families, communities, and populations. As students’ progress through the curriculum, they seek to demonstrate increasing knowledge, skills, and attitudes related to critical thinking/clinical judgment, caring, communication and transitions.
Students apply these professional nursing practice concepts with interpersonal, individual, group, population, and interprofessional and/or intraprofessional teams to deliver person-centered nursing care to clients, in the context of culture and healthcare systems. The Capital University Nursing Conceptual Model provides a visualization of a conceptually based framework that is both dynamic and structured to adapt to varying and diverse situations in healthcare. The concepts in the model provide a structure to organize further sub-concepts for the content of the nursing curriculum. The ultimate purpose of the conceptual framework is to enable nurses to holistically facilitate health across the lifespan, through integrative nursing care practices in health promotion, disease prevention, risk reduction, care of illness, rehabilitation, and palliation.
Ultimately, the essence of holistic nursing practice is the unique blending of these concepts and patterns of nursing interactions with individuals, families, groups, communities, and populations. CORE CONCEPT HEALTH is a state of well–being that is culturally defined, valued, and practiced, encompassing the interconnected biophysical, psychological, social, and spiritual domains. As a state of well-being, health is not merely the absence of disease or infirmity (WHO 2012/1948). Health is also determined by the environment and situations as individuals, groups, families, and populations travel along a wellness continuum (Healthy People, 2020).
The aim of nursing is to holistically facilitate health across the lifespan, through integrative practices in health promotion, disease prevention, care of illness, risk reduction, rehabilitation, and palliation. Sub-concepts related to health include: Biophysical Domain – Development & Functional Ability Across the Lifespan Homeostasis & Regulation Oxygenation & Hemostasis Protection Sensation/Perception/Movement Sexuality & Reproduction 8 Psychological Domain – Development & Functional Ability ross the Lifespan Stress/Coping Grief and Loss Mood and Affect Cognition Maladaption Social & Spiritual Domains – Development & Functional Ability Across the Lifespan Family Dynamics Motivation Adherence Spirituality PROFESSIONAL NURSING PRACTICE CONCEPTS CARING is the “nursing activities that create a compassionate, supportive, and therapeutic environment for patients and staff, with the aim of promoting comfort and healing and preventing unnecessary suffering” (AACN, 2011). Caring is an essential dimension of nursing that embraces the art and science of transpersonal interaction with individuals, families, communities, and the world (Watson, 2007; 2012). Caring behaviors are actions that comfort, nurture, and value the self and others.
e,g, openness to people’s experiences; unconditional, positive regard; respect for human dignity and wholeness; and sensitivity to diverse cultural and spiritual dimensions (Watson, 2007; 2012). Professional nurses engage in care-giving interventions and complementary/.integrative health care approaches with the use of self as an instrument of healing. Nursing sub-concepts related to care-giving include: Holistic self-care Patient Centered Care OR person-centered Complementary / Integrative Therapies or healthcare approaches Holistic nursing interventions that support Health Promotion, Risk Reduction, Illness Care, Rehabilitation, Palliation Therapeutic Environment Caritas Processes Presence Intention Honor Hope CRITICAL THINKING and CLINCIAL JUDGMENT are elements of the overall process of clinical reasoning in professional nursing practice. Critical thinking is a purposeful, cognitive, empirical, intuitive, and reflective process.
The process is directed at identifying clinical problems, questions, or issues and at interpreting observations, experiences, data or evidence in order to answer, impact, or resolve clinical problems, questions, or issues. Critical thinking in nursing is situated in nursing science and is further characterized by the use of relevant theory, experience, standards, principles, or models from the liberal arts and the biologic and behavioral sciences as frameworks for interpretation and clinical judgment.