1. careers
2. nursing

Linfield-Good Samaritan School of Nursing
Student Manual
2013-2014
Table of Contents
Chapter I: Curriculum
Overview Of The Linfield-Good Samaritan School Of Nursing Program ............................... 2
The Essentials Of Baccalaureate Education For Professional Nursing Practice ...................... 3
Code Of Ethics For Nurses ....................................................................................................... 5
Standards Of Practice ................................................................................................................ 7
Linfield College Mission Statement ......................................................................................... 9
Linfield-Good Samaritan School Of Nursing Vision/Mission/Philosophy Statement ............. 9
Linfield-Good Samaritan School Of Nursing Curricular Themes, Modes Of
Inquiry, And Curriculum Conceptual Organization ......................................................... 10
Linfield-Good Samaritan School Of Nursing Theoretical Model For
Community-Based Nursing Education ............................................................................. 11
Linfield-Good Samaritan School Of Nursing Program Outcomes ......................................... 13
Linfield-Good Samaritan School Of Nursing Level Outcomes And Course
Outcomes For Generic BSN Program And RN-BSN Program ........................................ 14
Description Of Required Nursing Courses In The Generic BSN Program And
RN-BSN Program And Summary Of Theory And Clinical Hours................................... 21
Praxis In The Curriculum........................................................................................................ 25
Linfield-Good Samaritan School of Nursing Clinical Reasoning Model ............................... 25
Linfield-Good Samaritan School of Nursing Clinical Reasoning Model
Definition And Terms ....................................................................................................... 27
Curriculum Glossary Of Terms .............................................................................................. 31
Chapter II: Curriculum Plans
Curriculum Plans .................................................................................................................... 42
Curriculum Plan For Generic BSN Program: Nursing Student Entered Fall 2013 ................ 43
Curriculum Plan for Generic BSN Program: Nursing Student Entering Spring 2014 ........... 46
Curriculum Plan For Accelerated Generic BSN Program: Nursing Student
Entering Summer 2014 ..................................................................................................... 49
Curriculum Plan For RN-BSN Program: Registered Nurse Student Entering
Fall 2013 ........................................................................................................................... 51
Curriculum Plan For RN-BSN Program: Registered Nurse Student Entering
Spring 2014 ....................................................................................................................... 53
Curriculum Plan For RN-BSN Program: Registered Nurse Student Entering
Summer 2014 .................................................................................................................... 55
Chapter III: Organizational Structure And Student Membership On Committees
Organizational Structure ......................................................................................................... 58
Student Representation On Linfield-Good Samaritan School Of Nursing
Committees/Councils:
Admissions, Progressions, Honors, and Graduation Committee .......................... 59
Curriculum Committee ......................................................................................... 61
Faculty Development Committee ......................................................................... 63
Quality Improvement Committee ......................................................................... 64
Search Committees ............................................................................................... 65
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Clinical Advisory Council .................................................................................... 65
Diversity and Inclusion Advisory Council ........................................................... 65
Student Government (Associated Students Of Linfield College-Portland Campus) .............. 65
Portland Campus Organizations/Clubs ................................................................................... 66
Healthcare Events ................................................................................................................... 66
Cultural Events........................................................................................................................ 66
Professional Conferences ........................................................................................................ 67
2013-2014 Student Committee Membership .......................................................................... 68
Chapter IV: Student Recognition And Awards
Competitive Scholarships ....................................................................................................... 73
Sigma Theta Tau International Honor Society........................................................................ 73
School of Nursing Senior Awards .......................................................................................... 73
Senior Honors in Nursing Award ........................................................................................... 73
RN-BSN Senior Honors in Nursing Award ............................................................................ 74
Award for Professional Excellence ......................................................................................... 74
Wilma Pope Alumni Award.................................................................................................... 75
Recognition For Honors And Awards .................................................................................... 75
Chapter V: Linfield-Good Samaritan School Of Nursing Policies And Procedures
Diversity In A Community Of Learning ................................................................................. 77
Admission To The Nursing Major In The BSN Generic Nursing Program ........................... 77
Linfield College Intercampus Migrating Students .................................................................. 78
Application And Admission Procedure For Students Desiring To Transfer
From Other Nursing Programs.......................................................................................... 78
Admission For Registered Nurse (RN-BSN) Students ........................................................... 79
Student Health Passport .......................................................................................................... 80
Essential Functions Document ................................................................................................ 86
Computer Proficiency Requirement ....................................................................................... 86
Criminal Background Check................................................................................................... 86
Clinical Site Specific Requirements ....................................................................................... 87
Progression In The Nursing Major ......................................................................................... 87
Incomplete Grade .................................................................................................................... 87
Course Withdrawal ................................................................................................................. 88
Course Failure ......................................................................................................................... 88
Unsafe Clinical Nursing Practice, Unethical, Unprofessional or Illegal Behavior ................. 89
Two Course Failures ............................................................................................................... 89
Progression Appeal ................................................................................................................. 89
Progression to Graduation....................................................................................................... 90
Withdrawal From The Nursing Major .................................................................................... 90
Readmission To The Nursing Major....................................................................................... 90
Leave of Absence .................................................................................................................... 91
Documented Disability Statement .......................................................................................... 91
Testing Accommodations For Students In Special Circumstances ........................................ 91
Independent Study/Tutorials ................................................................................................... 91
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Policy On Alcohol And Other Drug Use ................................................................................ 92
Guide To The Use Of The Social Media ................................................................................ 92
Bullying In Nursing Education And Practice ......................................................................... 93
Incivility In Nursing Education .............................................................................................. 94
Nursing Student Application For CNA Certification ............................................................. 96
Linfield-Good Samaritan School Of Nursing Online Course Expectations ........................... 97
Student Evaluation Policy ....................................................................................................... 98
Student Evaluation Of Nursing Courses In The Curriculum .................................................. 98
Student Evaluation Of Classroom And Clinical Instruction ................................................... 98
Student Evaluation Of Clinical Agencies ............................................................................... 98
Student Evaluation Of Clinical Teaching Associates (Preceptors)......................................... 98
Student Evaluation Of Experiential Learning Center (Nursing Lab) Experiences
And High Fidelity Simulation ........................................................................................... 99
Preceptorship Model Of Clinical Teaching (NURS 475 Integrated Experiential
Learning IV) ...................................................................................................................... 99
Grading Policy For All Required Nursing Courses In The Curriculum ............................... 102
Clinical Nursing Skills Performance Evaluation Policy Statement ...................................... 103
Accident Reporting Procedure On Campus While Engaging In College
Activity Or Clinical......................................................................................................... 104
Preparation For The NCLEX-RN Licensure Examination ................................................... 106
Process For Student Inclusion In NCLEX-RN Preparation Plan.......................................... 107
NCLEX-RN Examination Application Process .................................................................... 108
Pain Management Requirement For Registered Nurses In Oregon ...................................... 109
Graduation Ceremony ........................................................................................................... 110
Insurance ............................................................................................................................... 110
Health Insurance (Required) ................................................................................................. 110
Professional Liability Insurance - Malpractice (Required) ................................................... 110
Assigned Papers .................................................................................................................... 110
Clinical Requirements ........................................................................................................... 110
Electronic Health Record (Neehr Perfect) ............................................................................ 110
Hand Hygiene Policy ............................................................................................................ 111
Absence/Tardiness/Clinical Make-Up .................................................................................. 112
Policies of the Clinical Agency............................................................................................. 112
Transportation ....................................................................................................................... 112
Student Injury........................................................................................................................ 112
Student Clinical Errors .......................................................................................................... 112
Linfield-Good Samaritan School Of Nursing Experiential Learning Center
Standards For The Learning Community ....................................................................... 113
Personal Appearance Policy (Dress Code) ........................................................................... 114
Required/Recommended Supplies ........................................................................................ 115
Student Request To Be Absent From Course Due To Attendance At
Professional-Related Event ............................................................................................. 116
Position Statement On AIDS/HIV, HBV, And HCV Infection And Nursing Students ....... 118
Occupational Safety And Health Division (OR-OSHA) Blood Borne
Pathogens Exposure Control Plan................................................................................... 119
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Chapter VI: Linfield College Policies and Procedures
Linfield Curriculum (LC) Assessment.................................................................................. 123
Academic Integrity................................................................................................................ 123
Procedure For Violation Of Academic Integrity .................................................................. 124
Academic Integrity Violation Appeal ................................................................................... 124
Academic Grievance Procedure ............................................................................................ 124
Statement On Student Behavior ............................................................................................ 125
Student Code Of Conduct ..................................................................................................... 125
Discriminatory Harassment .................................................................................................. 127
Academic Alerts And Support Resources............................................................................. 128
Academic Advising ............................................................................................................... 129
Academic Advisor/Advisee Relationship And Responsibilities........................................... 129
Inclement Weather Policy: Closure Or Late Opening ......................................................... 130
Disaster Plan ......................................................................................................................... 131
Incomplete Grade In Nursing Courses .................................................................................. 131
Infection Prevention Policy................................................................................................... 132
Automatic External Defibrillator (AED) .............................................................................. 132
Healthcare Needs .................................................................................................................. 133
Absence From Class ............................................................................................................. 133
Illegal Uploading And Downloading Of Copyrighted Works .............................................. 133
Linfield College Portland Campus Guidelines For Posting .................................................. 133
Food And Beverages In Labs ................................................................................................ 135
Animal Policy ....................................................................................................................... 135
Classroom Configuration ...................................................................................................... 135
Student Parking Registration ................................................................................................ 135
Chapter VII: New Student Orientation
New BSN Student Orientation Goals And Learning Outcomes ........................................... 138
New BSN Student Orientation Evaluation ........................................................................... 140
RN-BSN Student Orientation Evaluation ............................................................................. 141
Chapter VIII: Appendices
Linfield-Good Samaritan School Of Nursing Health Assessment Report............................ A-1
Linfield-Good Samaritan School Of Nursing Hepatitis B Immunization And
Waiver Form For Students .............................................................................................. B-1
Linfield-Good Samaritan School Of Nursing Tuberculosis Screening:
Review Of Symptoms ..................................................................................................... C-1
Linfield-Good Samaritan School of Nursing Essential Functions Document ...................... D-1
Linfield-Good Samaritan School of Nursing Computer Proficiency Requirement ...............E-1
Linfield College Foundational Education Principles ............................................................. F-1
Linfield Curriculum (General Education Requirements) ...................................................... F-2
Paracurriculum Courses (Requirement) ................................................................................. F-4
January Term International Travel Courses ........................................................................... F-4
Nursing Elective Courses ....................................................................................................... F-5
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Linfield Curriculum (LC) Catalog Description, Learning Outcomes, And Rubrics ............. F-6
Linfield-Good Samaritan School Of Nursing Pain Management Content ........................... G-1
In The Nursing Curriculum ....................................................................................................... 1
Application For Learning Support Services Courtesy Testing Accommodations
Learning Support Services .............................................................................................. H-1
Peer Resource Network........................................................................................................... I-1
Process For Student Communication If Unsuccessful In Passing A Nursing Course ........... J-1
Process For Student Communication Of Academic Integrity Grievance .............................. J-2
Process For Generic BSN Student Communication Of Academic Grievance ...................... J-3
Process For RN-BSN Student Communication Of Academic Grievance ............................. J-4
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Preface
Linfield College is an equal opportunity employer in faculty and staff recruitment and hiring.
The School of Nursing does not discriminate on the basis of age, gender, sexual orientation, race,
color, religion, marital status, national origin or disability in its educational programs,
admissions, activities, or employment policies. Reasonable accommodation will be made for
students with disabilities.
Linfield College is regionally accredited by the Northwest Commission on Colleges and
Universities. The Linfield-Good Samaritan School of Nursing program is fully accredited by the
Commission on Collegiate Nursing Education and the Oregon State Board of Nursing until
June 30, 2014.
The Commission on Collegiate Nursing Education (CCNE), which is the accrediting branch of
the American Association of Colleges of Nursing (AACN), granted the baccalaureate degree
program of Linfield-Good Samaritan School of Nursing accreditation for ten years, the
maximum term possible. At its April 21, 2004 meeting, the CCNE Board of Commissioners
determined that the nursing program met all accreditation standards and made no
recommendations regarding any program elements. (See, The American Association of Colleges
of Nursing website: www.aacn.nche.edu.)
The Oregon State Board of Nursing (OSBN) has also granted Linfield-Good Samaritan School
of Nursing full accreditation for ten years and awarded the School several accommodations.
(See, Oregon State Board of Nursing website: www.osbn.state.or.us.)
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Chapter I: Curriculum
Student Manual
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2013-2014
Overview Of The Linfield-Good Samaritan School Of Nursing Program
The Vision, Mission and Philosophy of the School of Nursing are derived from the College
Mission Statement and provide a foundation upon which the curriculum is structured. The
curriculum is designed to be applicable to both generic students with no previous preparation in
nursing and the returning registered nurse seeking a baccalaureate degree.
The School of Nursing provides a quality education derived from a liberal arts foundation and
nursing theory and research, supplemented by content from other disciplines. The School
prepares graduates 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, which includes the nursing process. 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
College Mission Statement”, “Vision/Mission/Philosophy Statement of the 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 The Essentials of Baccalaureate Education for Professional Nursing Practice,
which can be found at the following website:
http://www.aacn.nche.edu/Education/bacessn.htm.
ANA Code of Ethics for Nurses with Interpretive Statements that describes the ethical
obligations and duties of professional nurses and nursing students. It can be found at the
following website: http://nursingworld.org/codeofethics.
ANA Standards of Practice
OSBN Nurse Practice Act
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The Essentials Of Baccalaureate Education For Professional Nursing Practice
“The following nine Essentials address the key stakeholders’ recommendations and landmark
documents such as the Institute of Medicine’s recommendations for the core knowledge required
of all healthcare professionals. The Essentials emphasize such concepts as patient-centered care,
interprofessional teams, evidence-based practice, quality improvement, patient safety,
informatics, clinical reasoning/critical thinking, genetics and genomics, cultural sensitivity,
professionalism, and practice across the lifespan in an ever-changing and complex healthcare
environment.
Essentials I-IX delineate the outcomes expected of graduates of baccalaureate nursing programs.
Achievement of these outcomes will enable graduates to practice within complex healthcare
systems and assume the roles: provider of care; designer/manager/coordinator of care/ and
member of a profession. Essential IX describes generalist nursing practice at the completion of
baccalaureate nursing education. This Essential includes practice-focused outcomes that
integrate the knowledge, skills, and attitudes delineated in Essentials I-VIII.
The nine Essentials are:
Essential I:
Liberal Education For Baccalaureate Generalist Nursing Practice
A solid base in liberal education provides the cornerstone for the practice and education
of nurses.
Essential II:
Basic Organizational And Systems Leadership For Quality Care And
Patient Safety
Knowledge and skills in leadership, quality improvement, and patient safety are
necessary to provide high quality health care.
Essential III:
Scholarship For Evidence Based Practice
Professional nursing practice is grounded in the translation of current evidence into one’s
practice.
Essential IV:
Information Management And Application Of Patient Care Technology
Knowledge and skills in information management and patient care technology are critical
in the delivery of quality patient care.
Essential V:
Health Care Policy, Finance, And Regulatory Environments
Healthcare policies, including financial and regulatory, directly and indirectly influence
the nature and functioning of the healthcare system and thereby are important
considerations in professional nursing practice.
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Essential VI:
Interprofessional Communication And Collaboration For Improving
Patient Health Outcomes
Communication and collaboration among healthcare professionals are critical to delivering
high quality and safe patient care.
Essential VII: Clinical Prevention And Population Health
Health promotion and disease prevention at the individual and population level are
necessary to improve population health and are important components of baccalaureate
generalist nursing practice.
Essential VIII: Professionalism And Professional Values
Professionalism and the inherent values of altruism, autonomy, human dignity, integrity,
and social justice are fundamental to the discipline of nursing.
Essential IX:
Baccalaureate Generalist Nursing Practice
The baccalaureate-graduate nurse is prepared to practice with patients, including
individuals, families, groups, communities, and populations across the lifespan and across
the continuum of healthcare environments.
The baccalaureate graduate understands and respects the variations of care, the increased
complexity, and the increased use of healthcare resources inherent in caring for patients.
Learning opportunities, including direct clinical experiences, must be sufficient in breadth and
depth to ensure the baccalaureate graduate attains these practice-focused outcomes and integrates
the delineated knowledge and skills into the graduate’s professional nursing practice. Clinical
learning is focused on developing and refining the knowledge and skills necessary to manage
care as part of an interprofessional team. Simulation experiences augment clinical learning and
are complementary to direct care opportunities essential to assuming the role of the professional
nurse. A clinical immersion experience provides opportunities for building clinical reasoning,
management, and evaluation skills.” (AACN, The Essentials of Baccalaureate Education for
Professional Nursing Practice, 2008.)
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Code Of Ethics For Nurses
Provision 1
The nurse, in all professional relationships, practices with compassion and respect for the
inherent dignity, worth, and uniqueness of every individual, unrestricted by
considerations of social or economic status, personal attributes, or the nature of health
problems.
Provision 2
The nurse’s primary commitment is to the patient, whether an individual, family, group
or community.
Provision 3
The nurse promotes, advocates for, and strives to protect the health, safety, and rights of
the patient.
Provision 4
The nurse is responsible and accountable for individual nursing practice and determines
the appropriate delegation of tasks consistent with the nurse’s obligation to provide
optimum patient care.
Provision 5
The nurse owes the same duties to self as to others, including the responsibility to
preserve integrity and safety, to maintain competence, and to continue personal and
professional growth.
Provision 6
The nurse participates in establishing, maintaining, and improving health care
environments and conditions of employment conducive to the provision of quality health
care and consistent with the values of the profession through individual and collective
action.
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Provision 7
The nurse participates in the advancement of the profession through contributions to
practice, education, administration, and knowledge development.
Provision 8
The nurse collaborates with other health professionals and the public in promoting
community, national, and international efforts to meet health needs.
Provision 9
The profession of nursing, as represented by associations and their members, is
responsible for articulating nursing values, for maintaining the integrity of the profession
and its practice, and for shaping social policy.
(ANA Code of Ethics for Nurses with Interpretive Statements, 2001.)
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Standards Of Practice
Standard 1. Assessment
The registered nurse collects comprehensive data pertinent to the healthcare consumer’s
health or the situation.
Standard 2. Diagnosis
The registered nurse analyzes the assessment data to determine the diagnoses or issues.
Standard 3. Outcome Identification
The registered nurse identifies expected outcomes for a plan individualized to the
healthcare consumer or the situation.
Standard 4. Planning
The registered nurse develops a plan of care that prescribes strategies and interventions to
attain expected outcomes.
Standard 5. Implementation
The nurse implements the interventions identified in the plan.
Standard 5A. Coordination of Care
Standard 5B. Health Teaching and Health Promotion
Standard 6. Evaluation
The registered nurse evaluates progress toward attainment of outcomes.
Standard 7. Ethics
The registered nurse practices ethically.
Standard 8. Education
The registered nurse attains knowledge and competence that reflects current nursing
practice.
Standard 9. Evidence-Based Practice and Research
The registered nurse integrates evidence and research findings into practice.
Standard 10. Quality of Practice
The registered nurse contributes to quality nursing practice.
Standard 11. Communication
The registered nurse communicates effectively in a variety of formats in all areas of
practice.
Standard 12. Leadership
The registered nurse demonstrates leadership in the professional practice setting and the
profession.
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Standard 13. Collaboration
The registered nurse collaborates with the healthcare consumer, family and others in the
conduct of nursing practice.
Standard 14. Professional Practice Evaluation
The registered nurse evaluates her or his own nursing practice in relation to professional
practice standards and guidelines, relevant statutes, rules and regulations.
Standard 15. Resource Utilization
The registered nurse utilizes appropriate resources to plan and provide nursing services
that are safe, effective and financially responsible.
Standard 16. Environmental Health
The registered nurse practices in an environmentally safe and healthy manner.
(ANA Scope and Standards of Nursing Practice, 2010)
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Linfield College Mission Statement
Approved: 05/04/02
Linfield College advances a vision of learning, life, and community that:
•
•
•
•
•
•
promotes intellectual challenge and creativity,
values both theoretical and practical knowledge,
engages thoughtful dialogue in a climate of mutual respect,
honors the rich texture of diverse cultures and varied ways of understanding,
piques curiosity for a lifetime of inquiry,
and inspires the courage to live by moral and spiritual principle and to defend freedom of
conscience.
Linfield-Good Samaritan School Of Nursing Vision/Mission/Philosophy
Statement
Approved: 04/06/09
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 College, the 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.
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Linfield-Good Samaritan School Of Nursing Curricular Themes, Modes Of
Inquiry, And Curriculum Conceptual Organization
Curricular Themes:
Communication
Community
Diversity
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: Liberal Arts Support Courses
300 level
Semester 1: Foundations for Community-Based Nursing Practice
Semester 2: Chronic Health
400 level
Semester 3: Acute Health
Semester 4: Stewardship for 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 from semester 1 to 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
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Linfield-Good Samaritan School Of Nursing Theoretical Model For
Community-Based Nursing Education
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 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.
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Linfield-Good Samaritan School Of Nursing Theoretical Model For
Community-Based Nursing Education
Approved: 05/18/09
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Linfield-Good Samaritan School Of Nursing Program Outcomes
Approved: 04/06/09
Last Revised: 04/15/13
The graduate of Linfield-Good Samaritan School of Nursing:
1.
Builds a professional practice informed by the mission of Linfield College and the vision,
mission, and philosophy of the School of Nursing as well as the standards and values of
the nursing profession.
2.
Applies sound clinical reasoning, reflective practice, and evidence-based practice in the
provision of holistic nursing care.
3.
Communicates effectively and collaboratively in a professional practice.
4.
Uses a range of information and clinical technologies to achieve health care outcomes for
clients.
5.
Provides effective nursing care that incorporates diverse values, cultures, perspectives
and health practices.
6.
Engages in ethical reasoning and actions that demonstrate caring and commitment to
social justice in the delivery of healthcare to clients in the community.
7.
Applies principles of stewardship and leadership skills to support quality and safety
within complex organizational systems.
8.
Integrates knowledge of healthcare policy, populations, finance and regulatory
environments that influence system level change within professional nursing practice.
9.
Incorporates a liberal arts based understanding of local and global healthcare issues to
health promotion, risk reduction, disease and illness prevention, and disease and health
care management.
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Linfield-Good Samaritan School Of Nursing Level Outcomes And Course
Outcomes For Generic BSN Program And RN-BSN Program
100 and 200 Levels: Liberal Arts Support Courses
300 Level Outcomes
1.
2.
3.
4.
5.
6.
7.
8.
Explains the role of the nurse in responding to ethical issues including social justice
encountered in clinical practice.
Provides safe, holistic client-centered care using evidence-based practice, clinical
reasoning, and technology.
Engages in professional communication and collaborative relationships within the
community of learning.
Applies principles of stewardship and clinical judgment to advocate for the health of
clients within an organizational culture/system.
Applies knowledge of cultural values and intercultural differences to influence client
health outcomes.
Implements nursing strategies that reflect an understanding of health and illness through
integration of concepts from humanities, sciences and social sciences.
Incorporates concepts of health promotion and illness prevention and treatment in the
care of clients.
Examines the impact of social and economic factors on the health care consumers,
including clients from vulnerable populations.
Semester 1: Foundations for Community-Based Nursing Education
NURS 305: Foundations of Community-Based Nursing Practice (Course Outcomes)
1.
2.
3.
4.
5.
Analyzes the historical development of the nursing profession
Explains the roles of the professional nurse.
Applies the concepts of community-based nursing related to health promotion
principles.
Integrates cultural and diversity principles into community-based nursing
practice.
Distinguishes the quality and safety practices required in the nursing profession.
NURS 309: Transition to Professional Practice (Registered Nurse Students Only)
(Course Outcomes)
1.
Applies professional nursing roles of caring, advocacy, leadership, collaboration,
client teaching, holistic assessment, and ethical decision-making.
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2.
3.
4.
Engages in critical thinking processes that consider the complex social, economic,
cultural, and political factors influencing health outcomes.
Integrates evidence-based practice for delivery of optimal nursing care of clients,
including those that are vulnerable or underserved.
Integrates knowledge from the liberal arts and sciences to inform nursing practice
across the lifespan.
NURS 315: Professional Communication in Diverse Communities
(Course Outcomes)
1.
2.
3.
4.
Applies effective therapeutic communication techniques and interviewing skills to
produce positive nurse-client relationships with diverse clients across the lifespan.
Uses inter- and intra-professional communication and collaboration to produce
positive working relationships.
Reflects upon one’s beliefs and values as related to professional practice.
Demonstrates an awareness of culture in effective nurse-client relationships.
NURS 320: Scholarship of Nursing (Course Outcomes)
1.
2.
3.
4.
Accesses appropriate information for evidence based practice.
Communicates effectively through scholarly writing.
Critically analyzes healthcare related literature.
Describes the body of science that informs nursing knowledge and practice.
Linfield Curriculum Quantitative Reasoning Mode of Inquiry (Learning Outcome)
1.
2.
3.
4.
Pose questions involving quantitative relationships in real-world context by
means of numerical, symbolic, and/or visual representations.
Analyze problems by discussing models, make appropriate assumptions, and
deducing consequences or making predictions.
Understand the uses and constraints of various representations of quantitative
information.
Communicate and critique quantitative arguments.
NURS 335: Integrated Experiential Learning I (Course Outcomes)
1.
2.
3.
Integrates theoretical concepts of professional communication into clinical
experiences.
Applies principles of quality and safety required in nursing practice to the
delivery of client care.
Integrates theoretical concepts of community-based nursing and health promotion
into practice.
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4.
5.
6.
7.
Demonstrates clinical judgment in the performance and analysis of individual and
community assessments.
Uses evidence-based strategies to develop plans of care.
Provides culturally sensitive nursing care to individuals.
Applies professional standards of moral, ethical and legal conduct in reflective
practice.
Semester 2: Chronic Health
NURS 355: Nursing Care of Children, Adults, and Older Adults with Chronic
Conditions (Course Outcomes)
1.
2.
3.
4.
5.
Describes the role of the nurse in care management of persons with chronic
conditions.
Explains the factors that affect the quality of life for persons with chronic
conditions.
Explores socioeconomic and ethical issues related to care management for
persons with chronic conditions.
Analyzes how chronic conditions affect health function of the individual and role
relationships within families.
Examines how developmental stages and culture influence a person’s adaptation
to a chronic condition.
NURS 365: Clinical Pathophysiology and Pharmacology for Nursing Practice I
(Course Outcomes)
1.
2.
3.
4.
Uses concept of pathophysiology and pharmacology to develop effective nursing
strategies for clients with prevalent chronic and mental health conditions.
Incorporates concepts of pathophysiology and pharmacology to teach clients with
chronic and mental health conditions about conventional and integrative treatment
plans.
Uses concepts of pathophysiology and pharmacology for safe and effective
medication management of clients with chronic and mental health conditions.
Describes how developmental stages and culture influence the pathophysiology
and pharmacological management of clients with prevalent chronic and mental
health conditions.
NURS 395: Mental Health and Illness Across the Lifespan (Course Outcomes)
1.
2.
Explores socioeconomic and ethical issues related to nursing care management of
vulnerable persons with mental illness.
Examines the impact of mental illness related to family role relationships.
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3.
4.
Applies evidence-based strategies to promote mental health, screen and reduce
risks related to mental health conditions.
Reflects on individual, community and societal attitudes and beliefs towards
persons with mental illness.
NURS 375: Integrated Experiential Learning II (Course Outcomes)
1.
2.
3.
4.
5.
Uses clinical judgment to provide safe and effective nursing care to individuals
with mental and chronic health conditions across the lifespan.
Uses ethical decision making to advocate for vulnerable individuals and
populations.
Analyzes the lived experience of individuals with mental and chronic health
conditions and their families.
Participates on interdisciplinary and collaborative teams managing the care of
persons with mental and chronic health conditions, their families, and caregivers.
Applies evidence-based strategies to assist clients in meeting collaborative health
outcomes.
400 Level Outcomes
1.
2.
3.
4.
5.
6.
7.
8.
Engages in ethical reasoning and actions that demonstrate caring and commitment to
social justice in the delivery of healthcare to clients.
Uses a range of information and clinical technologies to achieve health care outcomes for
clients.
Communicates effectively and collaboratively to provide client-centered nursing care in
various healthcare communities.
Applies principles of stewardship and leadership skills to support quality and safety
within complex organizational systems.
Provides effective nursing care that incorporates diverse values, cultures, perspectives
and health practices.
Incorporates a liberal arts based understanding of local and global healthcare issues to
promote health, prevent disease and facilitate healing of clients across the lifespan.
Applies sound clinical reasoning, reflective practice, and evidence-based practice in the
provision of holistic nursing care.
Integrates knowledge of healthcare policy, populations, finance and regulatory
environments that influence system level change within professional nursing practice.
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Semester 3: Acute Health
NURS 425: Transitions and Decisions: Pregnancy, Birth and End of Life Care
(Course Outcomes)
1.
2.
3.
Analyzes the nursing care management of the pregnant woman, the woman giving
birth, and persons at end of life.
Integrates concepts and methods of ethical decision making into nursing care of
diverse clients during pregnancy, birth and end of life.
Examines the role of the nurse within interdisciplinary and collaborative teams in
caring for persons and their families during pregnancy, birth and end of life.
NURS 445: Clinical Pathophysiology and Pharmacology for Nursing Practice II
(Course Outcomes)
1.
2.
3.
4.
Uses concept of pathophysiology and pharmacology to develop effective nursing
strategies for clients with prevalent acute health conditions and episodic events.
Incorporates concepts of pathophysiology and pharmacology to teach clients with
acute health conditions and episodic events about conventional and integrative
treatment plans.
Uses concepts of pathophysiology and pharmacology for safe and effective
medication management of prevalent acute health conditions and episodic events.
Explains how developmental stages and culture influence the pathophysiology
and pharmacological management of clients with prevalent acute health
conditions and episodic events.
NURS 455: Nursing Care of Children, Adults and Older Adults with Acute
Conditions (Course Outcomes)
1.
2.
3.
4.
Analyzes the role of the nurse in providing safe and effective care of acutely ill
children, adults and older adults.
Prioritizes nursing care of acutely ill children, adults and older adults.
Adapts the plan of nursing care for acutely ill children, adults and older adults
based on culture and developmental stages.
Explains how organizational policies impact direct patient care in the acute care
setting.
NURS 435: Integrated Experiential Learning III (Course Outcomes)
1.
2.
Applies professional ethical and legal standards when providing nursing care.
Demonstrates specialized physical and functional assessment skills in acutely ill
children, adults and older adults.
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3.
4.
5.
6.
7.
Uses clinical judgment in providing safe and effective evidence-based nursing
care.
Demonstrates skill in utilizing clinical technologies in performing patient care
procedures.
Participates on interdisciplinary and collaborative teams managing the care of
persons with prevalent acute conditions and episodic events.
Demonstrates effective professional communication with patients, families and
team members.
Applies concepts of care delivery to varied cultures and diverse populations.
Semester 4: Stewardship for Health
NURS 460: Population-Based Nursing in a Multicultural and Global Society
(Course Outcomes)
1.
2.
3.
Explores public health principles and their application to multicultural, domestic
and global populations.
Explains the contextual complexity of multicultural, domestic and global
community partnerships.
Identifies as a global citizen in the practice of professional nursing.
NURS 470: Leading and Managing in Nursing (Course Outcomes)
1.
2.
3.
4.
Prepares for the role of the professional nurse as a leader and change agent in
healthcare.
Analyzes the impact of policy, finance and regulatory environments on
healthcare.
Examines ethical behavior in healthcare organizations.
Integrates scholarship into professional writing and presentations.
NURS 475: Integrated Experiential Learning IV (Course Outcomes)
1.
2.
3.
4.
5.
6.
Uses ethical reasoning to provide healthcare for diverse clients and populations.
Integrates appropriate information and technologies to achieve effective
healthcare outcomes.
Communicates effectively and collaboratively to provide client-centered nursing
care in health care communities.
Applies principles of stewardship, management and leadership to support
healthcare quality and safety within complex organizational systems.
Provides nursing care that incorporates diverse values and perspectives.
Integrates knowledge from the liberal arts and sciences to inform nursing practice
across the lifespan.
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7.
Employs evidence-based strategies and reflective practice to provide holistic
nursing care.
8.
Integrates knowledge of policies, finance, and regulatory environments to
influence health care.
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Description Of Required Nursing Courses In The Generic BSN Program And
RN-BSN Program And Summary Of Theory And Clinical Hours
NURS 305: Foundations of Community-Based Nursing Practice
Foundational concepts of community-based nursing in preparation for reflective professional
practice.
(4 credits theory)
Prerequisite: Admission to the School of Nursing
Corequisites: NURS 315, 320, and 335
NURS 309: Transition to Professional Practice (Registered Nurse Students Only)
A transition to baccalaureate nursing practice for the Registered Nurse student. Builds on
previous knowledge and skills applicable to the practice of professional nursing.
(6 credits theory)
Prerequisite: Admission to the School of Nursing
NURS 315: Professional Communication in Diverse Communities
Preparation for professional practice, including communicating with clients and collaborating
with other professionals in interdisciplinary settings.
(2 credits theory)
Prerequisite: Admission to the School of Nursing
Corequisites: NURS 305, 320 and 335
(RN-BSN Program Prerequisite or Corequisite: NUR 309)
NURS 320: Scholarship of Nursing Practice
Concepts necessary to engage in evidence-based nursing practice including the research process
and scholarly communication. (3 credits theory)
Prerequisite: Admission to the School of Nursing
Corequisites: NURS 305, 315 and 335
(RN-BSN Program Prerequisites: NURS 309 and 315)
This course satisfies the Quantitative Reasoning (QR) mode of inquiry in the Linfield
Curriculum.
NURS 335: Integrated Experiential Learning I
Skills development for safe clinical nursing practice by using experiential learning in clinical and
simulated laboratory settings that promotes integration of semester one concepts.
(1 credit theory, 5 credits clinical)
Prerequisite: Admission to the School of Nursing
Corequisites: NURS 305, 315, and 320
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NURS 355: Nursing Care of Children, Adults, and Older Adults with Chronic Conditions
Essential knowledge of concepts, theories, and clinical practice necessary to make sound clinical
judgments when providing nursing care to persons with chronic conditions, their families, and
caregivers.
(3 credits theory)
Prerequisites: NURS 305, 315, 320, and 335
Corequisites: NURS 365, 375, and 395
NURS 365: Clinical Pathophysiology and Pharmacology for Nursing Practice I
Application of concepts of pathophysiology and pharmacology within the context of nursing care
of clients with prevalent chronic and mental health conditions.
(2 credits theory)
Prerequisites: NURS 305, 315, 320 and 335.
Corequisites: NURS 355, 375 and 395
NURS 375: Integrated Experiential Learning II
Preparation to use sound clinical judgment in providing nursing care with clients experiencing
chronic health conditions and mental health conditions in a variety of settings. Promotes
integration of semester 2 concepts.
(6 credits clinical)
Prerequisites: NURS 305, 315, 320 and 335
Corequisites: NURS 355, 365 and 395
NURS 395: Mental Health and Illness Across the Lifespan
Examine promotion of mental health, disease prevention, treatment and nursing care
management of mental illness in diverse populations across the lifespan.
(2 credits theory)
Prerequisites: NURS 305, 315, 320 and 335
Corequisites: NURS 355, 365 and 375
NURS 425: Transitions and Decisions: Pregnancy, Birth and End of Life Care
Essential concepts, knowledge and skills to care for clients and their families during major life
transitions of pregnancy, birth and end of life.
(2 credits theory)
Prerequisites: NURS 355, 365, 375 and 395
Corequisites: NURS 435, 445 and 455
NURS 435: Integrated Experiential Learning III
Planning and delivery of nursing care that is evidence-based, prioritizes needs and goals,
demonstrates skill proficiency, and considers ethical and cultural implications. Promotes
integration of semester 3 concepts.
(6 credits clinical)
Prerequisites: NURS 355, 365, 375 and 395
Corequisites: NURS 425, 445 and 455
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NURS 445: Clinical Pathophysiology and Pharmacology for Nursing Practice II
Application of concepts of pathophysiology and pharmacology as a foundation for nursing care
of clients with prevalent acute health conditions and episodic events.
(2 credits theory)
Prerequisites: NURS 355, 365, 375 and 395
Corequisites: NURS 425, 435 and 455
NURS 455: Nursing Care of Children, Adults and Older Adults with Acute Conditions
Essential concepts, theories and clinical practice necessary to make sound clinical judgments
when providing care to persons with acute conditions and their families.
(3 credits theory)
Prerequisites: NURS 355, 365, 375 and 395
Corequisites: NURS 425, 435 and 445
NURS 460: Population-Based Nursing in a Multicultural and Global Society
Healthcare issues and interventions from multicultural, domestic and global perspectives.
(2 credits theory)
Prerequisites: NURS 425, 435, 445 and 455
Corequisites: NURS 470 and 475
(RN-BSN Program Prerequisites: NURS 309 and 315; Prerequisite or Corequisite: NURS 320)
NURS 470: Leading and Managing in Nursing
Principles of organizational healthcare management, healthcare policy, and the role of the nurse
leader in healthcare organizations.
(3 credits theory)
Prerequisites: NURS 425, 435, 445 and 455
Corequisites: NURS 460 and 475
(RN-BSN Program Prerequisites: NURS 309 and 315; Prerequisite or Corequisite: NURS 320)
This course satisfies the Writing Intensive Course in the Major (MWI) requirement in the
Linfield Curriculum.
NURS 475: Integrated Experiential Learning IV
Immersion experience in nursing. Experiential learning that incorporates simulation and practice
in leadership, management and population-based nursing care in a multicultural and global
society.
(8 credits clinical)
Prerequisites: NURS 425, 435, 445, and 455
Corequisites: NURS 460 and 470
RN to BSN Program Prerequisites: NURS 320, 460, and 470
Summary of Theory and Clinical Hours in Generic BSN Program
Total credit hours theory and clinical:....... 54
Total credit hours theory: ........................... 29
Total credit hours clinical: .......................... 25
Total clinical hours: ..................................... 1050 (25 credits x 3 hours x 14 weeks)
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Summary of Theory and Clinical Hours in RN-BSN Program
Total credit hours theory and clinical:....... 24
Total credit hours theory: ........................... 16
Total credit hours clinical: .......................... 08
Total clinical hours: ..................................... 336 (8 credits x 3 hours x 14 weeks)
Escrow credit or prior learning credit is given for NURS 335, 355, 365, 375, 395, 425, 435, 445
and 455; equaling 15 credit hours theory and 17 credit hours clinical for a total of 32 credit
hours.
Total credit hours theory and clinical (including escrow credit): 56
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Praxis In The Curriculum
Praxis as a concept has been adopted by the Linfield-Good Samaritan School of Nursing because
it is consistent with the teaching-learning philosophy of the curriculum. Praxis refers to a
relationship between theory and practice in which students create/construct knowledge and
meaning from their experiences. Within a praxis framework, students assess a situation,
understand it through reflection and discussion, and make sound judgments that lead to
justifiable actions. Students are able to:



perceive situations within their larger context
make generalizations from their experiences
take action as a responsible professional to modify/develop all levels of practice
In weekly praxis seminars, faculty and students involved in clinical courses engage in dialogue
focused on integrating clinical experiences with theoretical content.
Linfield-Good Samaritan School of Nursing Clinical Reasoning Model
Nursing faculty adopted a Clinical Reasoning Model to help students think systematically about
their clients and their clients’ stories, as well as the issues clients share.
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Clinical Reasoning Model
Reflection
Judgment
Actions
Client State
Reasoning
Client Story
Nursing
Filters:
Expected
Outcome
State
Present
State
Primary
Issue(s)
1.
2.
3.
4.
Collaborative
Risk for…
•
•
•
•
•
•
Age
Gender
Family
Culture
Beliefs
Medical
Diagnosis
• Environment
• Illness/Health
Trajectory
Testing
Adapted from: Outcome Present State Test (OPT) Model; © Pesut & Herman, 1999
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Linfield-Good Samaritan School of Nursing Clinical Reasoning Model
Definition And Terms
Approved: 05/21/12
Client Story
In this section, the student should jot down the relevant facts of the story. This is the opportunity
to describe the uniqueness of the person; it will include some details of the medical condition and
the nursing care needs that can be determined from an analysis of that condition. It should give
the reader a vivid picture of the client and his/her current situation.
This is the starting point for the clinical reasoning process. It gathers the subjective and
objective data that will be used in all the other steps. Data are collected from a variety of sources
besides from the client, such as client records, lab reports, x-rays or nursing notes. In calling it a
story it humanizes the process beyond “data collection” and emphasizes that the client is a
unique human being.
Filters (age, gender, family, culture, beliefs, medical diagnosis, environment,
illness/health trajectory): The filters are specific known areas that impact how a student
thinks about the client story. By filtering the story through these different aspects the
student begins to group the data into categories or by criteria that helps to streamline the
student’s thinking about that client. For example, if the client story is a person with a
broken femur, the student begins to think about that client situation differently if the
client is a 2-year old, 8-year old, 25-year old or an 85-year old person with a broken
femur. The student may think about child abuse in the case of a 2-year old with a
fractured femur, a motor vehicle/bicycle accident as the cause for a broken femur in an 8year old, or a fall in the 85-year old with a fractured femur. Another example would be
that the client is someone who is a diabetic. What the student thinks about the needs of
the client may be different if the client is a newly diagnosed diabetic or an DM Type 2
that is not being managed well on oral agents and now needs insulin or someone with an
insulin pump.
Reasoning
Here is where the student simplifies the complex client story into primary issues. The student
needs to cluster the data in the client story into meaningful groups or patterns. The student does
not list each individual piece of data. The idea of clustering data is to help the student see the big
picture of the data and how the data relate to one another in a group and how that group of
information relates to another group of data.
Using nursing diagnostic statements for each cluster of data helps to focus on the nursing needs
of the client and will later drive the outcome and actions the student takes to help clients. The
student is encouraged to use a NANDA format when formulating the nursing diagnostic
statements. The NANDA format includes: (1) problem statement; (2) what the problem is
related to; and (3) the evidence that leads to determine the problem.
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Clinical Reasoning Web: This is a visual way to represent the issues specific to the
client. It is a pictorial representation of the functional relationships among the clusters of
data. Start with the clusters and then show the relationship between the clusters with
arrows. As the student draws the lines, the student reflects to himself/herself the primary
issue with the highest priority for care. Determine the top three primary issues
confronting the client and note them utilizing a nursing diagnosis format.
It is often helpful to place the client in the center of the Clinical Reasoning Web. This
picture will help guide the student to think about different aspects of the whole client in a
health context. It may be easier to put the medical diagnosis in the middle with the client
as that is usually the initial focus for coming into contact with client.
Primary Issues: The number one primary issue is the issue that if and when solved will
affect many of the other issues confronting the client. It should be stated in a nursing
diagnostic statement in the NANDA format. Most nurses do not only focus on the
number one primary issue but think about several issues simultaneously.
Client State
Present State: These are succinct statements that outline the major evidence that
contributes to the primary issue of the client. For each statement of evidence in the
present state there needs to be a corresponding expected outcome statement.
Expected Outcome Statement: For each primary present state, there should be an
outcome statement. The outcome statement needs to be stated positively and in
measurable terms. This is to be the end result of the student’s nursing care. Where do
the student and the client want the client to be if the student’s interventions are
successful? Examples include:
1.
Body temperature will decline at least one degree within the next eight hours
(note specific date and time).
2.
Client will verbalize increased satisfaction with rest and sleep pattern within one
week (note specific date).
3.
Client will report increase in energy level within next three days (note specific
date).
4.
Intake will equal output within the next twenty-four hours (note specific date and
time).
5.
No evidence of postural hypotension during ambulation.
6.
Client will report pain at two out of a scale of ten which is the client’s acceptable
level.
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7.
Client will report waking up less frequently during the night in the next week.
8.
Client will report an increased appetite and eat at least three-fourths of his/her
meals within one week (note specific date).
9.
Client will drink at least 1500 ml of fluid over the next eight hours (note specific
date).
Testing: A test is the process of juxtaposing the present state and the expected outcome
state. During testing the nurse determines how well this gap between present state and
outcome state has been filled. This is the application of comparative analysis. The
evidence you gather is the test. A test must be something that provides a measure. At
times a test may also be the intervention. For example: Daily weights and calorie count
fit the definition of a test and also intervention. An intervention is a planned activity
done by a nurse to achieve an expected and predictable outcome. So a calorie count is
something we might choose to do as an intervention for our client. The resulting value of
the calorie count is the test because it provides the evidence that filled the gap between
present state and outcome state.
Actions
An intervention is a planned activity conducted by the student to achieve an expected and
predictable outcome. This is the selection of interventions and actions that move the client from
the present state to the outcome state. This must be client specific and should not be stated in
general terms. For example, provide distraction is an intervention, but the specific intervention
is to have a family member assist the client off the unit for a wheelchair ride to the hospital
coffee shop.
Nursing Actions: Are autonomous interventions that the student implements in his/her
practice that are knowledge based, evidence based, and theory focused.
Collaborative Actions: Are interventions that the student initiates in conjunction with an
advanced health care provider (physician, nurse practitioner or physician’s assistant) in
response to specific client needs.
Risk For: Are specific conditions that clients are at high risk for occurrence based on the
client story and other data. Therefore, the student implements plans of action to monitor
for the risk concern or to decrease the likelihood the condition will occur for this client.
Judgment
The student evaluates the client’s progress towards the expected outcome(s) in this step of the
clinical reasoning mode. The student asks himself/herself a series of questions:

Is the outcome met, partially met or not met?
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
Is the change in the client an improvement or is the client better?

Is the client worse?

Is the client the same as before the interventions?

Is the client improving quickly enough for this situation?

Are these the correct interventions for this problem?

Are other interventions needed to help the client improve faster?

Who do I need to notify of the change in the client status?

Do I need to seek additional help? If so, who and when?

If the outcome has been met or the client is improving, when do I need to enter
this thought process about this client again?
Reflection
Reflection occurs on several different levels of thinking. The student should be a reflective
practitioner. Therefore, the student hones the ability to reflect or compare what is currently
happening with the client and what should be happening based on similar clients the student has
cared for. This type of reflective thinking allows the student to change his/her conceptual
thinking and clinical reasoning about a client in the moment that results in a different action and
is called reflection-in-action. It takes much skill and experience for the student to reflect-inaction. To build a high level of reflective thinking to a competent or expert level, a nurse
practices reflective thinking by reflection-on-action. Using the evaluation questions in the above
judgment section, the student purposively thinks about or reflects on the client’s expected
outcomes. If at any point in time the expected outcome is not being me or not being met quickly
enough, the student re-enters the client story to see what has changed in the story, what data
might have been missed in the story or think about the client differently.
Later Reflection: Is a time to reflect and think back on this specific case and begin to
cluster it into the student’s personal library of clients that appear similar to this one:

What did you learn from this case?

What did you miss in this case?

What was similar or different from the similar case?
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This type of reflection will expand the student’s growth and knowledge base of signs and
symptoms as he/she experiences more and more clinical encounters. The student will add to
his/her bank of interventions as the student applies theoretical knowledge to actual client
situations and as the student interacts with expert nurses.
Curriculum Glossary Of Terms
Last Revised: 07/00/11
Acculturation
Acculturation is the process of incorporating some of the cultural attributes of the larger society
by diverse groups, individuals, or peoples (Helman, 2007). The process of acculturation is bidirectional, affecting both the host and target individual or communities in culture contact.
Acculturation considers the psychological processes of culture contact between two or more
cultural groups involving some degree of acculturative stress and possibly syncretism leading to
new cultural variations and innovations (Chun, Organista, & Marin, 2003; Sam & Berry, 2006).
(AACN Cultural Competency in Baccalaureate Nursing Education, 2008.)
Analytical Thinking
Analytical thinking is the resolution or breaking up of any complex concept into its various
simple elements in order to determine its nature.
Caring
Caring is an involved way of being that compels one to invest the self in acting with, for and/or
on behalf of the one(s) needing care. This may involve overcoming prior biases and beliefs to be
present to the person/situation. Caring may be focused towards an individual, group, or standard.
Caring is nonjudgmental, intuitive, honest, empathic, committed (persistent) and other-focused.
Bevis, E. (1995). Summary of common elements of caring. Workshop. Rochester, MN,
January 26-27.
Client
Client is a patient, including individuals, families, groups, communities and populations across
the life span.
Clinical Judgment
Clinical judgment involves the integration of knowledge from theory, practice and personal
experience to guide nursing practice. It is a complex process utilizing critical, analytical and
creative thinking, as well as, intuitive processes to provide quality nursing care for individual
families and communities.
Clinical Skills
Clinical skills are the skills-based apprenticeship of practice, where skilled-know-how and
clinical judgment are learned in particular situations (Benner, 2007).
Communication
Communication is a dynamic, interactive, goal-directed process for giving and receiving
messages. It forms the basis for development of interpersonal relationships and for group
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process. It involves the transfer of information through listening, verbal and nonverbal behavior,
writing and using information technology.
Community
A community is a group of people characterized by some type of bond, interaction and collective
activity regarding common concerns and possibilities.
Community-Based Education
Community-based education is viewed as a means of achieving educational relevance to
community needs and, consequently, as a way of implementing a community-oriented program.
It consists of learning activities that utilize the community extensively as a learning environment,
in which not only the students, but also the teachers, members of the community, and
representatives of other sectors are actively involved throughout the educational experience. An
educational program can be community based if it includes learning activities in a balanced
variety of settings, namely in the community and in a diversity of healthcare services at all levels
including tertiary care hospitals (WHO). In addition:




Community-based education can happen wherever healthcare occurs.
Clinical experiences are based on reciprocity between the healthcare agency and the
School of Nursing; short term and long term benefits of student involvement in the
agency are considered.
The client is situated along the continuum of care, and consideration is given to where the
client “comes from” and is “going to” (distributive vs. episodic approach); nursing care
requires upstream thinking.
Community-based education is a mindset; a way of thinking that is an approach to
nursing care in any setting or situation.
Community of Learning
Linfield College cultivates a community of learning that engages in the pursuit of excellence
within its educational programs, across the institution, and in the broader community. Through
the curriculum, as well as through co-curricular, extra-curricular, and institutional programming,
students, faculty and staff develop expertise as they investigate the breadth and depth of their
chosen disciplines and professional fields, examine multiple perspectives, apply best practices,
and defend informed judgments based on creative and critical thinking. (Linfield College, 2011)
Community Nursing Practice
Community nursing practice is a philosophy of nursing that guides nursing care provided for
individuals, families and groups wherever they are. It is not a specialty of nursing but a mind set
about care that prevails in all areas of nursing practice. Community nursing practice is
characterized by development of partnerships with clients (individuals, families or communities)
towards a health outcome. It also involves an appreciation of the values and diversity of the
community.
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Creative Thinking
Creative thinking is the use of resources at hand to meet a particular need in a unique way; to
bring into being something unique and original.
Critical Thinking
Critical thinking is a process of making meaning of health and illness experiences and taking
thoughtful action in partnership with the client.
Cultural Diversity
Cultural diversity is an all-inclusive concept, and includes differences in race, color, ethnicity,
national origin, and immigration status (refugee, sojourner, immigrant, or undocumented),
religion, age, gender, sexual orientation, ability/disability, political beliefs, social and economic
status, education, occupation, spirituality, marital and parental status, urban versus rural
residence, enclave identity, and other attributes of groups of people in society (Giger et al., 2007;
Purnell & Paulanka, 2008). (AACN Cultural Competency in Baccalaureate Nursing Education,
2008.)
Cultural Humility
Cultural humility incorporates a lifelong commitment to self-evaluation and self-critique, to
redressing the power imbalances in the patient clinician dynamic, and to developing mutually
beneficial and advocacy partnerships with communities on behalf of individuals and defined
populations. Cultural humility is proposed as a more suitable goal than cultural competence in
healthcare education (Tervalon & Murray Garcia, 1998). (AACN The Essentials for
Baccalaureate Education for Professional Nursing Practice, 2008.)
Culture
Culture is the sum of beliefs, practices, habits, likes, dislikes, norms, customs, rituals and so on,
that we learn from our families during years of socialization. It is the medium of personhood and
social relationships. It is a process rather than a static entity and changes over time. (Sources:
Spector, R. (2000) Cultural Diversity in Health and Illness, Upper Saddle River, NJ: Prentice
Hall, 5th ed., p. 78; Lipson, J.G. Dibble, S.L., Minarik, P.A. (1996). Culture and Nursing Care:
A Pocket Guide, San Francisco: USCF Nursing Press, p.1.
Decision Making
Decision making is a process by which information is assimilated, integrated, evaluated, weighed
and valued to arrive at the selection of a course of action from a number of possible alternatives.
Critical thinking is needed to compare potential alternatives in terms of results obtained in
previous similar situations, and creative thought is essential to identify previously untried
alternatives.
Epidemiology
Epidemiology is the distribution, incidence and prevalence rates, risk factors, health status
indicators, and control of disease in the population. (AACN The Essentials for Baccalaureate
Education for Professional Nursing Practice, 2008.)
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Ethics
Ethics refers to traditions of belief about right and wrong, good and bad conduct, personal and
professional, and institutions.
Evidence Based Practice
Evidence based practice is an approach to clinical practice with individuals, family, groups and
communities that integrates:
1.
2.
3.
A systematic search for and critical appraisal of the most relevant evidence to answer a
clinical question

Research (systemic reviews)

Evidence based theories

Opinion leaders/expert panels (clinical practice guidelines)
One’s own clinical expertise

Evidence from clinical expertise

Assessment of client’s condition through subjective history-taking and objective
clinical examination findings and laboratory reports

Assessment of available health care resources
Client preferences and values

Values are what the client “lives for”

Preferences are what the client desires, including but not limited to treatment
options
(Adapted from Melynk, B. and Fineout-Overholt, E. (2005). Evidence-based practice.
Philadelphia, PA: Lippincott, Williams and Wilkins.)
Experiential Learning
Linfield College facilitates experiential learning. Through the curriculum, as well as through cocurricular, extra-curricular, and institutional activities, and within liberal arts and professional
programs, students apply theory and knowledge to lived experience in order to test and refine
their understanding of a subject, clarify career goals, and discover the value of serving others
(Linfield College, 2011).
Global Perspective
A global perspective acknowledges that people's commonalties are more evident and meaningful
than the boundaries (e.g. geo-political, ethnic, religious, economic) that separate them. As
boundaries are transcended, possibilities emerge for interdisciplinary collaboration that focuses
on thinking globally and acting locally in order to sustain healthier communities and better
utilization of the world's resources.
Healing
Healing is achieving the highest level of wellness possible. Healing occurs in an environment
where nursing strategies are based on knowledge of pathology of diseases, symptoms and
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treatment modalities as well as knowledge of unique responses to a disease, its treatment and the
illness experience.
Health
Health is a subjective state of being perceived by individuals, families, groups and communities.
Health Determinants
Health determinants are those factors that determine the ability of the individual, family or
community to achieve an optimal state of health. The determinants of health can be divided into
four major categories: human biology (e.g., genetics, physiologic function, maturation),
environment (e.g., physical, psychological, sociocultural, spiritual), lifestyle (e.g., employment,
consumption, leisure) and health care systems (e.g., availability, accessibility, utilization).
Knowledge of the relationship between health and its determinants allows for planned, proactive
health care interventions.
Health Promotion and Illness Prevention
Health promotion and illness prevention at the individual and population level are necessary to
improve population health and are important components of baccalaureate generalist nursing
practice. Epidemiologic studies show that lifestyle, environmental, and genetic factors are major
determinants of population health in areas of wellness, illness, disability, and mortality (U.S.
Department of Health and Human Services, 2000). Thus, acute care and illness based episodic
interventions alone are inadequate for improving health (Allan et al., 2004; Allen, Stanley,
Crabtree, Werner & Swenson, 2005). Health promotion along with illness and injury prevention
are important throughout the lifespan and include assisting individuals, families, groups,
communities, and populations to prepare for and minimize health consequences of emergencies,
including mass casualty disasters. (AACN The Essentials for Baccalaureate Education for
Professional Nursing Practice, 2008.)
Health Disparities
Health disparities are differences in the incidence, prevalence, mortality, and burden of disease
and other adverse health conditions that exist among specific population groups in the United
States (NIH, 2002-2006). The definition of health disparities assumes not only a difference in
health but a difference in which disadvantaged social groups – who have persistently
experienced social disadvantage or discrimination – systematically experience worse health or
greater health risks than more advantaged social groups (Braveman, 2006). Consideration of
who is considered to be within a health-disparity population has policy and resource
implications. A healthcare disparity is defined as a difference in treatment provided to members
of different racial (or ethnic) groups that is not justified by the underlying health conditions or
treatment preferences of patients (IOM, 2002). These differences are often attributed to
conscious or unconscious bias, provider bias, and institutional discriminatory policies toward
patients of diverse socioeconomic status, race, ethnicity, and/or gender orientation. (AACN
Cultural Competency in Baccalaureate Nursing Education, 2008.)
Holism
Holism is that state of harmony between body, mind, emotions, and spirit in an ever-changing
environment. Holism embodies the view that an individual is an integrated whole, independent
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of the sum of the parts. Dossey, B.M., Keegan, L., Guzzetta, C.E. & Kolkmeier, L.G. (2000).
Holistic nursing: A handbook for practice (3rd ed.). Gaithersburg, MD: Aspen.
Holistic Nursing
Holistic nursing is an art and a science that has as its primary purpose the provision of services
that strengthen individuals, groups and communities and enable them to achieve the wholeness
inherent within them. Self-care of the nurse is considered essential to maximizing the human
potential in the nurse-client relationship and caring process. Dossey, B.M., Keegan, L.,
Guzzetta, C.E. & Kolkmeier, L.G. (2000). Holistic nursing: A handbook for practice (3rd ed.).
Gaithersburg, MD: Aspen.
Inclusive Excellence
Linfield College fosters inclusive excellence that encompasses global and multicultural
understanding of human differences and similarities. Through the curriculum, as well as through
co-curricular, extra-curricular, and institutional programming, students, faculty and staff use both
theoretical and experiential lenses to participate in an increasingly independent, diverse world
(Linfield College, 2011).
Inclusive excellence is the understanding that becoming an educated person in a pluralistic
society includes developing the ability to communicate and interact with individuals and
populations that are different from themselves. Four primary elements of inclusive excellence
are:




a focus on student intellectual and social development
purposeful development and utilization of organizational resources to enhance student
learning
attention to the cultural differences learners bring to the educational experience and that
enhance the enterprise
a welcoming community that engages all of its diversity in the service of student and
organizational learning. (Association of American Colleges and Universities, 2005.)
Information and Client Care Technologies
Information technology includes traditional and developing methods of discovering, retrieving,
and using information in nursing practice. Information technology systems include decisionsupport systems used to gather information to guide practice. Client care technology includes
methods and equipment designed to provide assessment data, and support anatomic and
physiological function. Client care technology includes monitors, data gathering devices,
medication administration systems, and other technological support for client care interventions.
(AACN, The Essentials of Baccalaureate Education for Professional Nursing Practice, 2008).
Integrative Learning
Linfield College promotes integrative learning within and across its academic programs.
Through the curriculum, as well as through co-curricular, extra-curricular, and institutional
programming, students systematically discover and practice making connections within their
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disciplinary studies and across the various components of their undergraduate experience
(Linfield College, 2011).
Intuition (Intuitive Thinking)
Intuition is a process whereby the nurse knows something about a patient/client that is difficult to
express. It is something experienced, not thought out, something felt rather than actively
pursued or constructed. This knowledge is based primarily on a sense of salience and pattern
recognition, which develops with experience. Intuition may provide essential information with
which to make a clinical judgment.
Leadership
Leadership is a process in which one develops relationships and empowers others with a distinct
vision that motivates all to achieve a common mission and goals. Organizational and systems
leadership, quality improvement, and safety are critical to promoting high quality patient care.
Leadership skills are needed that emphasize ethical and critical decision making, initiating and
maintaining effective working relationships, using mutually respectful communication and
collaboration within interprofessional teams, care coordination, delegation, and developing
conflict resolution strategies. Basic nursing leadership includes an awareness of complex
systems, and the impact of power, politics, policy, and regulatory guidelines on these systems.
(AACN The Essentials for Baccalaureate Education for Professional Nursing Practice, 2008.)
Learner Centered Education
Learner centered education is an approach to education in which teachers and students are both
learners, working together to construct knowledge and develop students’ abilities to maximize
knowledge acquisition and critical synthesis while promoting lifelong learning. Pedagogical
approaches address students’ unique learning styles and support the success of all students. In
addition, authentic assessments are used to measure student progress toward the development of
specific learning outcomes.
Nursing Knowledge
Nursing knowledge is the cognitive and conceptual training to think in ways typical of and
important to nursing (Benner, 2007).
Nursing Roles
Three major roles of professional nursing are:
1.
Provider of Direct and Indirect Care
As providers of direct and indirect care, the professional nurse is an advocate and
educator for individuals, families, communities, and populations. Client advocacy
requires that the nurse engage in evidence-based, holistic health care; evaluate care
outcomes; and demonstrate leadership in improving care.
2.
Designer/Coordinator/Manager of Care
As designer, coordinator, and manager of care, the professional nurse functions
autonomously and interdependently within the healthcare team. The nurse delegates
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tasks to healthcare personnel, as well as supervises and evaluates these personnel. The
nurse is accountable for the outcomes of his/her own practice and delegated nursing care.
3.
Member of a Profession
As member of a profession, the professional nurse is committed to lifelong learning and
demonstrates strong critical reasoning, clinical judgment, communication, assessment
skills, and an appropriate set of values and ethical framework for practice. As an
advocate for high quality client care, the nurse is knowledgeable and involved in
healthcare policy processes. (AACN The Essentials of Baccalaureate Education for
Professional Nursing Practice, 2008.)
Nursing Strategies
Nursing strategies are actions used in the provision of care that are based on clinical judgment
and move clients/patients toward health care outcomes.
Persons
Persons are holistic beings who are unique, valuable, and deserving of dignity and respect.
Throughout their life cycle, persons adapt to their environment and are capable of growth. In the
health care context persons may be referred to as clients, patients, consumers, members, inmates
or other.
Personhood
Personhood is the essence of the qualities of each person that confers distinct individuality.
Praxis
Praxis refers to a relationship between theory and practice in which students create/construct
knowledge and meaning from their experiences. Within a praxis framework, students assess a
situation, understand it through reflection and discussion, and make sound judgments that lead to
justifiable actions. Students are able to:
•
•
•
perceive situations within their larger contexts
make generalizations from their experiences
take action as a responsible professional to modify/develop all levels of practice
Privileged Intimacy
Privileged intimacy is a space into which a nurse is allowed and in partnership with the patient
creates a unique, healing relationship. (AACN The Essentials for Baccalaureate Education for
Professional Nursing Practice, 2008.)
Professional Nursing
Professional nursing is planning, providing, coordinating and evaluating health care services. It
involves collaborating with patients/clients and other members of the health care team to assure
the provision of holistic nursing care. This provision of care includes leading and managing
other providers.
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Professional Values
Values are beliefs or ideals to which an individual is committed and which are reflected in
patterns of behavior. Professional values are the foundation for practice. They guide
interactions with patients/clients, colleagues, other professionals and the public. Values provide
the framework for commitment to patient/client welfare, fundamental to professional nursing
practice. The following values are essential for the professional nurse:
Caring: central to the practice of professional nursing and encompasses the nurse's
empathy for and connection to the patient/client, as well as the ability to translate these
affective characteristics into compassionate, sensitive, appropriate care.
Altruism: is a concern for the welfare and wellbeing of others and is reflected by the
nurse's concern for the welfare of patients/clients, other nurses and other health care
providers.
Autonomy: is the right to self-determination. Professional practice reflects autonomy
when the nurse respects patients/clients' rights to make decisions about their health care.
Human Dignity: is respect for the inherent worth and uniqueness of individuals and
populations. In professional practice, human dignity is reflected when the nurse values
and respects all patients/clients and colleagues.
Integrity: is acting in accordance with an appropriate code of ethics and accepted
standards of practice. Integrity is reflected in professional practice when the nurse is
honest and provides care based on an ethical framework that is accepted within the
profession.
Social Justice: is upholding moral, legal and humanistic principles. This value is
reflected in professional practice when the nurse works to assure equal treatment under
the law and equal access to quality health care. (AACN The Essentials for Baccalaureate
Education for Professional Nursing Practice, 2008.)
Professional Worldview
The professional worldview is the attitudes, values and beliefs considered to be essential to the
development and maintenance of the professional identity of the nurse.
Professionalism
Professionalism is the consistent demonstration of core values evidenced by nurses working with
other professionals to achieve optimal health and wellness outcomes in patients, families, and
communities by wisely applying principles of altruism, excellence, caring, ethics, respect,
communication, and accountability (Interprofessional Professionalism Measurement Group,
2008). Professionalism also involves accountability for one’s self and nursing practice,
including continuous professional engagement and lifelong learning. As discussed in the
American Nurses Association Code of Ethics for Nurses with Interpretive Statements (2001),
“The nurse is responsible and accountable for individual nursing practice and determines the
appropriate delegation of tasks consistent with the nurse’s obligation to provide optimum patient
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care.” (AACN The Essentials for Baccalaureate Education for Professional Nursing Practice,
2008.)
Safety
Safety in health care is the minimization of “risk of harm to patients and providers through both
system effectiveness and individual performance” (Cronenwett et al., 2007). (AACN The
Essentials for Baccalaureate Education for Professional Nursing Practice, 2008.)
Socialization into Nursing Practice
Socialization into Nursing Practice is the moral and ethical apprenticeship to the social roles and
responsibilities of the profession, through which novices are introduced to the meaning of an
integrated practice of all dimensions of the profession (Benner, 2007).
Society
Society refers to social groupings that manage resources to meet most of their own needs,
maintain a system of social interaction across generations, and have a discernible internal
organization consistent with the cultural context in which they live.
Spirituality
Spirituality speaks to what gives ultimate meaning and purpose to one’s life. It is that part of
people that seeks healing and reconciliation with self or others (Puchalski, 2006). (AACN The
Essentials for Baccalaureate Education for Professional Nursing Practice, 2008.)
Stewardship
Stewardship is holding in trust for future generations those aspects of nursing valued by the
profession. Stewardship is acting with integrity in an accountable and responsible way to ensure
that professional care and service is provided to individuals, groups or a given population.
Thinking and Knowing Skills
As a means of inquiry, thinking/knowing skills include, but are not limited to: reflection,
creativity, problem-solving from assessment through evaluation, decision-making, pattern
recognition, intuition, clinical judgment and critical thinking. Thinking and knowing skills also
include information management.
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Chapter II: Curriculum Plans
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Curriculum Plans
All admitted nursing students will be assigned to a specific curriculum plan based on prior
academic work completed and available space. Start terms include summer, fall and spring.
Generic nursing students working on their first degree may be admitted either in the fall or
spring. Generic nursing students with a prior bachelor degree may be admitted in the summer to
the accelerated curriculum plan, or the fall or spring semester. RN-BSN students may be
admitted in the summer, fall or spring to a three-semester curriculum plan (or up to five
semesters part-time). All of the curriculum plans are detailed in the following pages.
Students are encouraged to take advantage of elective courses, and to study abroad at least once
before they graduate. The semester abroad option provides a cross-cultural experience as part of
the general education requirements. January Term Travel courses also offer study abroad
opportunities during a four-week session. Registered Nurse students may arrange with
international healthcare organizations for a short-term intensive clinical experience outside the
United States.
Linfield College foundational education principles, the Linfield Curriculum (general education
requirements), paracurriculum courses (requirement), January term international travel courses,
and nursing elective courses are described in Appendix F.
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Curriculum Plan For Generic BSN Program:
Nursing Student Entered Fall 2013
Admission Requirements
Students admitted to this plan must have the following prerequisites completed with a minimum
grade of “C” in each course and a minimum BSN prerequisite GPA of 3.00 as verified by official
transcripts by July 10, 2013. Prerequisites may be completed at any regionally accredited
college or university.
Inquiry Seminar or equivalent college writing courses (4 semester credits minimum)
One year of Chemistry with lab or one year of Biology with lab (8 semester or 12 quarter credits
minimum)
One year of Anatomy & Physiology with lab (completed within the last seven years)
One course of Microbiology with lab (completed within the last seven years)
One course of Nutrition
One course of Lifespan Developmental Psychology
One course of Statistics
One course of Computer Applications (proficiency waiver available)
Curriculum Plan
Students entering Fall 2013 will take courses according to the following curriculum plan.
Fall 2013:
NURS 305 Foundations of Community-Based Nursing Practice, 4 credits.
NURS 315 Professional Communication in Diverse Communities, 2 credits.
NURS 320 Scholarship of Nursing, 3 credits.
NURS 335 Integrated Experiential Learning I, 6 credits.
Paracurriculum course if needed/desired, 1 credit.
(Completion of NURS 305, 315, 320, 335 and a 2.500 GPA required for progression to
NURS 355, 365, 375, 395.)
January 2014:
3-5 credits, optional.
Spring 2014:
NURS 355 Nursing Care of Children, Adults, and Older Adults with Chronic Conditions, 3
credits.
NURS 365 Clinical Pathophysiology and Pharmacology for Nursing Practice I, 2 credits.
NURS 375 Integrated Experiential Learning II, 6 credits.
NURS 395 Mental Health and Illness Across the Lifespan, 2 credits.
Linfield Curriculum course or elective if needed/desired, 3 or 4 credits.
Paracurriculum course if needed/desired, 1 credit.
(Completion of NURS 355, 365, 375, 395 and a 2.500 GPA needed for progression to
NURS 425, 435, 445, 455.)
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Summer 2014
Optional Linfield Curriculum and elective courses through the Department of Continuing
Education
Fall 2014:
NURS 425 Transitions and Decisions: Pregnancy, Birth and End of Life Care, 2 credits.
NURS 435 Integrated Experiential Learning III, 6 credits.
NURS 445 Clinical Pathophysiology and Pharmacology for Nursing Practice II, 2 credits.
NURS 455 Nursing Care of Children, Adults and Older Adults with Acute Conditions, 3 credits.
Linfield Curriculum course or elective if needed/desired, 3 or 4 credits.
Paracurriculum course if needed/desired, 1 credit.
(Completion of NURS 425, 435, 445, 455 and a 2.500 GPA required for progression to
NURS 460, 470, 475.)
January 2015:
3-5 credits, optional.
Spring 2015:
NURS 460 Population-Based Nursing in a Multicultural and Global Society, 2 credits.
NURS 470 Leading and Managing in Nursing, 3 credits.
NURS 475 Integrated Experiential Learning IV, 8 credits.
Graduation Requirements
Requirements for the Bachelor of Science in Nursing degree:






125 semester credits.
Cumulative and major GPA of 2.500.
Residency. No fewer than 30 credits must be from Linfield College. For a second
baccalaureate degree, 35 additional credits in residence. This requirement will be met
upon completion of the 54 hours of nursing courses.
Math proficiency. Met by statistics, a prerequisite for entry into the program.
Paracurriculum courses. A minimum of 3 credits, one of which must be a physical
activity course, must be earned at Linfield College or by transfer from another institution.
Paracurriculum courses not required for second degree students.
Linfield Curriculum (general education requirements). Not required if earning a second
bachelor’s degree. Students with Associate of Arts Oregon Transfer Degree are required
to complete two Linfield Curriculum courses and an upper division course. See, the
Linfield College Course Catalog for details. Prerequisite courses for the nursing major
fulfill some, but not all, of these requirements.
o
Inquiry seminar (INQS) or two writing courses, 4 semester credits.
o
Creative Studies (CS), 3 semester credits.
o
Individuals, Systems and Societies (IS), 3 semester credits.
o
Natural World (NW), 3 semester credits.
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o
o
o
o
o
o
o
Quantitative Reasoning (QR), satisfied by NURS 320.
Ultimate Questions (UQ), 3 semester credits.
Vital Past (VP), 3 semester credits.
Global Pluralisms (GP), 3 semester credits.
U.S. Pluralisms (US), 3 semester credits.
Upper Division Course, 3 semester credits.
Writing Intensive requirement satisfied by INQS and NURS 470.
All major requirements (with no grade C- or below). NURS 305, 315, 320, 335, 355, 365, 375,
395, 425, 435, 445, 455, 460, 470, 475. (54 semester credits). Prerequisite courses: BIOL 210,
211 or CHEM 210, 211; BIOL 212, 213; BIOL 275 or 361; HHPA 280; INQS 125; MATH 140;
PSYC 155 (McMinnville Campus Course offerings; transfer course selection guides are on the
Portland Campus Website). Prerequisite computer competency: COMP 120 or computer
proficiency.
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Curriculum Plan for Generic BSN Program:
Nursing Student Entering Spring 2014
Admission Requirements
Students admitted to this plan must have the following prerequisites completed with a minimum
grade of “C” in each course and a minimum BSN prerequisite GPA of 3.00 as verified by official
transcripts by January 15, 2014. Prerequisites may be completed at any regionally accredited
college or university.
Inquiry Seminar or equivalent college writing courses (4 semester credits minimum)
One year of Chemistry with lab or one year of Biology with lab (8 semester or 12 quarter credits
minimum)
One year of Anatomy & Physiology with lab (completed within the last seven years)
One course of Microbiology with lab (completed within the last seven years)
One course of Nutrition
One course of Lifespan Developmental Psychology
One course of Statistics
One course of Computer Applications (proficiency waiver available)
Curriculum Plan
Students entering Spring 2014 will take courses according to the following curriculum plan.
Spring 2014:
NURS 305 Foundations of Community-Based Nursing Practice, 4 credits.
NURS 315 Professional Communication in Diverse Communities, 2 credits.
NURS 320 Scholarship of Nursing, 3 credits.
NURS 335 Integrated Experiential Learning I, 6 credits.
Paracurriculum course if needed/desired, 1 credit.
(Completion of NURS 305, 315, 320, 335 and a 2.500 GPA required for progression to
NURS 355, 365, 375, 395.)
Fall 2014:
NURS 355 Nursing Care of Children, Adults, and Older Adults with Chronic Conditions, 3
credits.
NURS 365 Clinical Pathophysiology and Pharmacology for Nursing Practice I, 2 credits.
NURS 375 Integrated Experiential Learning II, 6 credits.
NURS 395 Mental Health and Illness Across the Lifespan, 2 credits.
Linfield Curriculum course or elective, 3 or 4 credits, if needed/desired.
Paracurriculum course if needed/desired, 1 credit.
(Completion of NURS 355, 365, 375, 395 and a 2.500 GPA needed for progression to
NURS 425, 435, 445, 455.)
January 2015:
3-5 credits, optional.
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Spring 2015:
NURS 425 Transitions and Decisions: Pregnancy, Birth and End of Life Care, 2 credits.
NURS 435 Integrated Experiential Learning III, 6 credits.
NURS 445 Clinical Pathophysiology and Pharmacology for Nursing Practice II, 2 credits.
NURS 455 Nursing Care of Children, Adults and Older Adults with Acute Conditions, 3 credits.
Linfield Curriculum course or elective, 3 or 4 credits, if needed/desired.
Paracurriculum course if needed/desired, 1 credit.
(Completion of NURS 425, 435, 455 and a 2.500 GPA required for progression to NURS 460,
470, 475.)
Fall 2015:
NURS 460 Population-Based Nursing in a Multicultural and Global Society, 2 credits.
NURS 470 Leading and Managing in Nursing, 3 credits.
NURS 475 Integrated Experiential Learning IV, 8 credits.
Graduation Requirements
Requirements for the Bachelor of Science in Nursing degree:






125 semester credits.
Cumulative and major GPA of 2.500.
Residency. No fewer than 30 credits must be from Linfield College. For a second
baccalaureate degree, 35 additional credits in residence. This requirement will be met
upon completion of the 54 hours of nursing courses.
Math proficiency. Met by statistics, a prerequisite for entry into the program.
Paracurriculum courses. A minimum of 3 credits, one of which must be a physical
activity course, must be earned at Linfield College or by transfer from another institution.
Paracurriculum courses not required for second degree students.
Linfield Curriculum (general education requirements). Not required if earning a second
bachelor’s degree. Students with Associate of Arts Oregon Transfer Degree are required
to complete two Linfield Curriculum courses and an upper division course. See, the
Linfield College Course Catalog for details. Prerequisite courses for the nursing major
fulfill some, but not all, of these requirements.
o
Inquiry seminar (INQS) or two writing courses, 4 semester credits.
o
Creative Studies (CS), 3 semester credits.
o
Individuals, Systems and Societies (IS), 3 semester credits.
o
Natural World (NW), 3 semester credits.
o
Quantitative Reasoning (QR), satisfied by NURS 320.
o
Ultimate Questions (UQ), 3 semester credits.
o
Vital Past (VP), 3 semester credits.
o
Global Pluralisms (GP), 3 semester credits.
o
U.S. Pluralisms (US), 3 semester credits.
o
Upper Division Course, 3 semester credits.
o
Writing Intensive requirement satisfied by INQS and NURS 470.
All major requirements (with no grade C- or below). NURS 305, 315, 320, 335, 355, 365, 375,
395, 425, 435, 445, 455, 460, 470, 475 (54 semester credits). Prerequisite courses: BIOL 210,
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211 or CHEM 210, 211; BIOL 212, 213; BIOL 275 or 361; HHPA 280; INQS 125; MATH 140;
PSYC 155 (McMinnville Campus Course offerings; transfer course selection guides are on the
Portland Campus Website). Prerequisite computer competency: COMP 120 or computer
proficiency.
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Curriculum Plan For Accelerated Generic BSN Program:
Nursing Student Entering Summer 2014
Admission Requirements
Students admitted to this plan must have a prior bachelor degree along with the following
prerequisites completed with a minimum grade of “C” in each course and a minimum BSN
prerequisite GPA of 3.00 as verified by official transcripts by May 1, 1014. Prerequisites may be
completed at any regionally accredited college or university.
Inquiry Seminar or equivalent college writing courses (4 semester credits minimum)
One year of Chemistry with lab or one year of Biology with lab (8 semester or 12 quarter credits
minimum)
One year of Anatomy & Physiology with lab (completed within the last seven years)
One course of Microbiology with lab (completed within the last seven years)
One course of Nutrition
One course of Lifespan Developmental Psychology
One course of Statistics
One course of Computer Applications (proficiency waiver available)
Curriculum Plan
Students entering Summer 2014 as second degree students will take courses according to the
following curriculum plan.
Summer 2014:
NURS 305 Foundations of Community-Based Professional Nursing, 4 credits.
NURS 315 Professional Communication in Diverse Communities, 2 credits.
NURS 320 Scholarship of Nursing, 3 credits.
NURS 335 Integrated Experiential Learning I: Foundations, 6 credits.
(Completion of NURS 305, 315, 320, 335 and a 2.500 GPA required for progression to
NURS 355, 365, 375, 395.)
Fall 2014:
NURS 355 Nursing Care of Children, Adults and Older Adults with Chronic Conditions, 3
credits.
NURS 365 Clinical Pathophysiology and Pharmacology for Nursing Practice I, 2 credits.
NURS 375 Integrated Experiential Learning II, 6 credits.
NURS 395 Mental Health and Illness Across the Lifespan, 2credits.
(Completion of NURS 355, 365, 375, 395 and a 2.500 GPA needed for progression to
NURS 425, 435, 445, 455.)
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January 2015:
3-5 credits, optional
Spring 2015:
NURS 425 Transitions and Decisions: Pregnancy, Birth and End of Life Care, 2 credits.
NURS 435 Integrated Experiential Learning III, 6 credits.
NURS 445 Clinical Pathophysiology and Pharmacology for Nursing Practice II, 2 credits.
NURS 455 Nursing Care of Children, Adults and Older Adults with Acute Conditions, 3 credits.
(Completion of NURS 425,435, 445, 455 and a 2.500 GPA required for progression to
NURS 460, 470, 475.)
Summer 2015:
NURS 460 Population-Based Nursing in a Multicultural and Global Society, 2 credits.
NURS 470 Leading and Managing in Nursing, 3 credits.
NURS 475 Integrated Experiential Learning IV, 8 credits.
Graduation Requirements
Requirements for the Bachelor of Science in Nursing degree:





125 semester credits. For a second baccalaureate degree, 35 additional credits in
residence. All summer entry students are pursuing their second degree and will meet
this requirement upon completion of the 54 hours of NURS courses.
Cumulative and major GPA of 2.500.
Math proficiency. Met by statistics, a prerequisite for entry into the program.
Paracurriculum courses. Not required for second degree students.
Linfield Curriculum (general education requirements). Not required if earning a second
bachelor’s degree.
All major requirements (with no grade C- or below). NURS 305, 315, 320, 335, 355, 365, 375,
395, 425, 435, 445, 455, 460, 470, 475 (54 semester credits). Prerequisite courses: BIOL 210,
211 or CHEM 210, 211; BIOL 212, 213; BIOL 275 or 361; HHPA 280; MATH 140; PSYC 155
(McMinnville Campus Course offerings; transfer course selection guides are on the Portland
Campus Website). Prerequisite computer competency: COMP 120 or computer proficiency.
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Curriculum Plan For RN-BSN Program:
Registered Nurse Student Entering Fall 2013
Admission Requirements
Registered Nurse students admitted to this plan must have an unencumbered RN license from
any US state where the student is living and where clinical rotations in courses will be
completed. Provisional acceptance in the RN-BSN program will be considered pending
successful completion of the NCLEX-RN exam prior to beginning course work. Registered
Nurse students must have the following prerequisites completed with a minimum grade of “C” in
each course and a minimum BSN prerequisite GPA of 2.75 as verified by official transcripts by
the Fall start date. Prerequisites may be completed at any regionally accredited college or
university.
Inquiry Seminar or equivalent college writing course (4 semester credits minimum)
One year of Anatomy and Physiology with lab or its academic course equivalent
One course of Microbiology with lab
One course of Nutrition
One course of Lifespan Developmental Psychology
One course of Statistics
One course of Computer Applications (proficiency waiver available)
Curriculum Plan
Registered Nurse students entering Fall 2013 will take online courses according to the following
curriculum plan.
Fall 2013:
NURS 309 Transition to Professional Practice, 6 credits
NURS 315 Professional Communication in Diverse Communities, 2 credits
(Completion of NURS 309, 315 and a 2.500 GPA required for progression in program)
Spring 2014:
NURS 320 Scholarship of Nursing, 3 credits
NURS 470 Leading and Managing in Nursing, 3 credits
NURS 460 Population-Based Nursing in a Multicultural and Global Society, 2 credits
(Completion of NURS 320, 470, 460 and a 2.500 GPA required for progression to NURS 475)
Summer 2014:
NURS 475 Integrated Experiential Learning IV, 8 credits*
*Students entering Fall 2013 may opt to take NURS 475 Fall 2014 instead of the Summer 2014
compressed term, if necessary, without completing a petition to the Nursing Admissions,
Progressions, Honors and Graduation Committee to re-enter the program.
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Graduation Requirements
Requirements for the Bachelor of Science in Nursing degree:





125 semester credits.
Cumulative and major GPA of 2.500.
Residency. No fewer than 30 credits must be from Linfield College if earning first
bachelor’s degree and 35 credits if earning a second bachelor’s degree.
Math proficiency. Met by statistics, a prerequisite for entry into the program.
Linfield Curriculum (general education requirements). Not required if earning a second
bachelor’s degree. Students with Associate of Arts Oregon Transfer Degree are required
to complete two Linfield Curriculum Courses and an upper division course. See, the
Linfield College Course Catalog for details. Prerequisite courses for the nursing major
fulfill some, but not all, of these requirements.
o
Inquiry Seminary (INQS) or two writing courses, 4 semester credits
o
Creative Studies (CS), 3 semester credits
o
Individuals, Systems and Societies (IS), 3 semester credits
o
Natural World (NW), 3 semester credits
o
Quantitative Reasoning (QR), 3 semester credits
o
Ultimate Questions (UQ), 3 semester credits
o
Vital Past (VP), 3 semester credits
o
Global Pluralism (GP), 3 semester credits
o
U.S. Pluralism (US), 3 semester credits
o
Upper Division Course, 3 semester credits
o
Writing Intensive requirement satisfied by two writing courses and NURS 470
All major requirements (with no grade C- or below). NUR 309, 315, 320, 470, 460, 475 (24
semester credits). Prerequisite support courses: BIOL 212, 213; BIOL 275 or 361; HHPA 280;
INQS 125; MATH 140; PSYC 155 (McMinnville Campus Course offerings; the College Adult
Degree Program offers all prerequisite courses except anatomy, physiology, and microbiology; a
transfer course selection guide is on the College Adult Degree Program Website). Prerequisite
computer proficiency: COMP 120 or computer proficiency.
Registered Nurse students may earn a maximum of 32 semester credits in the nursing major from
previous work, on successful completion of NURS 309 Transition to Professional Practice with a
grade above C-. Escrow credit, or prior learning credit will be given for NURS 335, 355, 365,
375, 395, 425, 435, 445 and 455. Total credits including required nursing courses and escrow
credit is 56 semester credits.
NURS 475 is an integrated experiential learning clinical course. Clinical experiences are tailormade for each Registered Nurse student, in a setting of the student’s choice where he/she is
licensed. Clinicals generally can be conducted within the student’s work organization, with a
department other than the department in which the student works. Clinical experience may be
conducted in agencies other than the student’s place of employment, and also may be arranged
with international healthcare organizations for short term intensive experiences outside of the
United States.
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Curriculum Plan For RN-BSN Program:
Registered Nurse Student Entering Spring 2014
Admission Requirements
Registered Nurse students admitted to this plan must have an unencumbered RN license from
any US state where the student is living and where clinical rotations in courses will be
completed. Provisional acceptance in the RN-BSN program will be considered pending
successful completion of the NCLEX-RN exam prior to beginning course work. Registered
Nurse students must have the following prerequisites completed with a minimum grade of “C” in
each course and a minimum BSN prerequisite GPA of 2.75 as verified by official transcripts by
the Spring start date. Prerequisites may be completed at any regionally accredited college or
university.
Inquiry Seminar or equivalent college writing course (4 semester credits minimum)
One year of Anatomy and Physiology with lab or its academic course
One course of Microbiology with lab
One course of Nutrition
One course of Lifespan Developmental Psychology
One course of Statistics
One course of Computer Applications (proficiency waiver available)
Curriculum Plan
Registered Nurse students entering Spring 2014 will take online courses according to the
following curriculum plan.
Spring 2014:
NURS 309 Transition to Professional Practice, 6 credits
NURS 315 Professional Communication in Diverse Communities, 2 credits
(Completion of NURS 309, 315 and a 2.500 GPA required for progression in program)
Summer 2014:
NURS 320 Scholarship of Nursing, 3 credits
NURS 470 Leading and Managing in Nursing, 3 credits
NURS 460 Population-Based Nursing in a Multicultural and Global Society, 2 credits
(Completion of NURS 320, 470, 460 and a 2.500 GPA required for progression to NURS 475)
Fall 2014:
NURS 475 Integrated Experiential Learning IV, 8 credits
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Graduation Requirements
Requirements for the Bachelor of Science in Nursing degree:





125 semester credits.
Cumulative and major GPA of 2.500.
Residency. No fewer than 30 credits must be from Linfield College if earning first
bachelor’s degree and 35 credits if earning a second bachelor’s degree.
Math proficiency. Met by statistics, a prerequisite for entry into the program.
Linfield Curriculum (general education requirements). Not required if earning a second
bachelor’s degree. Students with Associate of Arts Oregon Transfer Degree are required
to complete two Linfield Curriculum Courses and an upper division course. See, the
Linfield College Course Catalog for details. Prerequisite courses for the nursing major
fulfill some, but not all, of these requirements:
o
Inquiry Seminary (INQS) or two writing courses, 4 semester credits
o
Creative Studies (CS), 3 semester credits
o
Individuals, Systems and Societies (IS), 3 semester credits
o
Natural World (NW), 3 semester credits
o
Quantitative Reasoning (QR)
o
Ultimate Questions (UQ), 3 semester credits
o
Vital Past (VP), 3 semester credits
o
Global Pluralism (GP), 3 semester credits
o
U.S. Pluralism (US), 3 semester credits
o
Upper Division Course, 3 semester credits
o
Writing Intensive requirement satisfied by two writing courses and NURS 470
All major requirements (with no grade C- or below). NUR 309, 315, 320, 470, 460, 475 (24
semester credits). Prerequisite support courses: BIOL 212, 213; BIOL 275 or 361; HHPA 280;
INQS 125; MATH 140; PSYC 155 (McMinnville Campus Course offerings; the College Adult
Degree Program offers all prerequisite courses except anatomy, physiology and microbiology; a
transfer course selection guide is on the College Adult Degree Program Website). Prerequisite
computer proficiency: COMP 120 or computer proficiency.
Registered Nurse students may earn a maximum of 32 semester credits in the nursing major from
previous work, on successful completion of NURS 309 Transition to Professional Practice with a
grade above C-. Escrow credit, or prior learning credit will be given for NURS 335, 355, 365,
375, 395, 425, 435, 445 and 455. Total credits including required nursing courses and escrow
credit is 56 semester credits.
NURS 475 is an integrated experiential learning clinical course. Clinical experiences are tailormade for each Registered Nurse student, in a setting of the student’s choice where he/she is
licensed. Clinicals generally can be conducted within the student’s work organization, with a
department other than the department in which the student works. Clinical experience may be
conducted in agencies other than the student’s place of employment, and also may be arranged
with international healthcare organizations for short term intensive experiences outside of the
United States.
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Curriculum Plan For RN-BSN Program:
Registered Nurse Student Entering Summer 2014
Admission Requirements
Registered Nurse students admitted to this plan must have an unencumbered RN license from
any US state where the student is living and where clinical rotations in courses will be
completed. Provisional acceptance in the RN-BSN program will be considered pending
successful completion of the NCLEX-RN exam prior to beginning course work. Registered
Nurse students must have the following prerequisites completed with a minimum grade of “C” in
each course and a minimum BSN prerequisite GPA of 2.75 as verified by official transcripts by
the summer start date. Prerequisites may be completed at any regionally accredited college or
university.
Inquiry Seminar or equivalent college writing courses (4 semester credits minimum)
One year of Anatomy and Physiology with lab or its academic course equivalent
One course of Microbiology with lab
One course of Nutrition
One course of Lifespan Developmental Psychology
One course of Statistics
One course of Computer Applications (proficiency waiver available)
Curriculum Plan
Registered Nurse students entering Summer 2014 will take online courses according to the
following curriculum plan.
Summer 2014:
NURS 309 Transition to Professional Practice, 6 credits
NURS 315 Professional Communication in Diverse Communities, 2 credits
(Completion of NURS 309, 315 and a 2.500 GPA required for progression in program)
Fall 2014:
NURS 320 Scholarship of Nursing, 3 credits
NURS 470 Leading and Managing in Nursing, 3 credits
NURS 460 Population-Based Nursing in a Multicultural and Global Society, 2 credits
(Completion of NURS 320, 470, 460 and a 2.500 GPA required for progression to NURS 475)
Spring 2015:
NURS 475 Integrated Experiential Learning IV, 8 credits
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Graduation Requirements
Requirements for the Bachelor of Science in Nursing degree:






125 semester credits.
Cumulative and major GPA of 2.500.
Residency. No fewer than 30 credits must be from Linfield College if earning first
bachelor’s degree and 35 credits if earning a second bachelor’s degree.
Math proficiency. Met by statistics, a prerequisite for entry into the program.
Paracurricular courses not required for Registered Nurse students.
Linfield Curriculum (general education requirements). Not required if earning a second
bachelor’s degree. Students with Associate of Arts Oregon Transfer Degree are required
to complete two Linfield Curriculum Courses and an upper division course. See, the
Linfield College Course Catalog for details. Prerequisite courses for the nursing major
fulfill some, but not all, of these requirements.
o
Inquiry Seminar (INQS) or two writing courses, 4 semester credits
o
Creative Studies (CS), 3 semester credits
o
Individuals, Systems and Societies (IS), 3 semester credits
o
Natural World (NW), 3 semester credits
o
Quantitative Reasoning (QR)
o
Ultimate Questions (UQ), 3 semester credits
o
Vital Past (VP), 3 semester credits
o
Global Pluralism (GP), 3 semester credits
o
U.S. Pluralism (US), 3 semester credits
o
Upper Division Course, 3 semester credits
o
Writing Intensive requirement satisfied by two writing courses and NURS 470
All major requirements (with no grade C- or below). NUR 309, 315, 320, 470, 460, 475 (24
semester credits). Prerequisite support courses: BIOL 212, 213; BIOL 275 or 361; HHPA 280;
INQS 125; MATH 140; PSYC 155 (McMinnville Campus Course offerings; the College Adult
Degree Program offers all prerequisite courses except anatomy, physiology and microbiology; a
transfer course selection guide is on the College Adult Degree Website). Prerequisite computer
proficiency: COMP 120 or computer proficiency.
Registered Nurse students may earn a maximum of 32 semester credits in the nursing major from
previous work, on successful completion of NURS 309 Transition to Professional Practice with a
grade above C-. Escrow credit, or prior learning credit will be given for NURS 335, 355, 365,
375, 395, 425, 435, 445 and 455. Total credits including required nursing courses and escrow
credit is 56 semester credits.
NURS 475 is an integrated experiential learning clinical course. Clinical experiences are tailormade for each Registered Nurse student, in a setting of the student’s choice where he/she is
licensed. Clinicals generally can be conducted within the student’s work organization, with a
department other than the department in which the student works. Clinical experience may be
conducted in agencies other than the student’s place of employment, and also may be arranged
with international healthcare organizations for short term intensive experiences outside of the
United States.
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Chapter III: Organizational Structure And Student
Membership On Committees
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Organizational Structure
The Dean of Nursing is the chief academic officer of Linfield-Good Samaritan School of
Nursing, and provides vision and leadership while representing the interests of the School of
Nursing. The Associate Dean of Nursing for Instructional Programs and the Associate Dean of
Nursing for Faculty and Program Development collaborate with the Dean of Nursing in the
administration of the School of Nursing. The Experiential Learning Center Director is
responsible for the operation of the Experiential Learning Center (nursing labs), with the
assistance of the Experiential Learning Center Coordinators. The Simulation Program Director
oversees the high fidelity simulation program with the technical assistance of the Simulation
Operations Manager and the Senior Laboratory Coordinator. The Clinical Facilities
Administrator is responsible for coordination of clinical facilities. The Clinical Facilities and
Project Coordinator manages clinical placements in conjunction with the Clinical Facilities
Administrator, and monitors Health Passport Compliance.
The Administrative Assistants of the School of Nursing assist students in locating and
communicating with instructors. Faculty members are the student’s primary resource for
learning activities and should be the first point of contact. In online courses, students should
check with instructors about preferences for communication and their timeline for response.
Semester Coordinators facilitate curriculum integrity. Integrated Experiential Learning
Coordinators orient, supervise and evaluate Nurse Educator Associates (clinical adjunct faculty)
teaching in Integrated Experiential Learning courses. The Associate Dean of Nursing for Faculty
and Program Development is responsible for the orientation, supervision and evaluation of Nurse
Educator Associates (classroom adjunct faculty).
Nurse Educator Associates (adjunct faculty) are hired semester by semester to meet staffing
needs and are fully qualified faculty. They will inform students how to communicate with them.
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Student Representation On Linfield-Good Samaritan School Of Nursing
Committees/Councils
Two nursing student representatives to the Faculty Assembly of the School of Nursing meetings
are selected by the Associated Students of Linfield College – Portland Campus (student
government). These representatives can give input but are not eligible to vote.
Each School of Nursing standing committee has two nursing student representatives selected by
Associated Students of Linfield College – Portland Campus (student government). Student
representatives on committees can provide input and are eligible to vote. A description of these
committees, as well as, the Clinical Advisory Council, Diversity and Inclusion Advisory Council
and Search Committees follows:
Admissions, Progressions, Honors, and Graduation Committee
Area of Focus
Admission, progression, honors, and graduation
Purpose
To recommend policies and standards; and review factors relating to the recruitment, advising,
selection, admission, advanced placement, retention, dismissal, progression, readmission,
transfer, honors, and graduation of nursing students.
The Committee:
1.
Recommends to the Faculty Assembly of the School of Nursing changes in the standards
for College admission. If approved by the Faculty Assembly of the School of Nursing,
the Chairperson of the committee with the approval of the Dean of Nursing, directs the
proposal to the College Student Policies Committee.
2.
Recommends to the Faculty Assembly of the School of Nursing changes in policies and
standards related to recruitment, advising, selection, admission, advanced placement,
retention, dismissal, progression, readmission, transfer, honors, and graduation of nursing
students. Directs proposals concerning recruitment, advising, selection, admission,
advanced placement, retention, dismissal, progression, readmission, and transfer to the
College Student Policies Committee; and proposals concerning honors and graduation to
the College Curriculum Committee.
3.
Acts on petitions for admission, readmission, retention or progression in the nursing
major as appropriate under existing policies.
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4.
Instructs the Assistant Director of Registration and Records and the Associate Registrar
in the Division of Continuing Education to deny registration in nursing courses for which
the student has not met prerequisites.
5.
If needed, clarifies for faculty policies affecting student recruitment, advising, selection,
admission, advanced placement, retention, dismissal, progression, readmission, transfer,
honors, and graduation.
6.
Reviews statistics provided by the Assistant Director of Registration and Records and the
Associate Registrar in the Division of Continuing Education on the number of students
entering, graduating, length of time in the program, withdrawals and at risk students to
determine the ability of students to meet course, level and program outcomes.
7.
Reviews effectiveness of recruitment and student support services in recruiting and
retaining a diverse student population and achieving the School of Nursing vision,
mission, philosophy, and program outcomes.
8.
Solicits nominations from the nursing faculty members for senior student awards.
9.
Reviews essays for departmental competitive scholarships and determines awards.
10.
Implements that portion of the Evaluation Plan pertaining to the specified responsibilities
of the Admissions, Progressions, Honors, and Graduation Committee.
Membership (3 faculty; 2 students; 6 ex officio without vote): Three nursing faculty, one of
whom teaches in the RN-BSN program, elected by the Faculty Assembly of the School of
Nursing to two-year terms. Two nursing students selected by Associated Students of Linfield
College-Portland Campus (student government). The Dean of Nursing, the two Associate Deans
of Nursing, the Director of Enrollment Services, the Associate Registrar in the Division of
Continuing Education, and the Assistant Director of Registration and Records serve as ex officio
members.
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Curriculum Committee
Area of Focus
Curriculum
Purpose
To develop and implement curricular policies as directed by the Faculty Assembly of the School
of Nursing.
The Committee:
1.
Seeks input from the College Curriculum Committee, Clinical Advisory Council, and
Diversity and Inclusion Advisory Council concerning the nursing curriculum, as well as
current trends and needs in nursing education.
2.
Reviews the School of Nursing vision, mission, philosophy, and program outcomes for
congruence with the College mission, professional nursing standards and guidelines, the
needs and expectations of the community, faculty beliefs, and current trends and needs in
nursing education.
3.
Reviews congruence of School of Nursing course and level outcomes with program
outcomes and School of Nursing vision, mission, and philosophy.
4.
Evaluates effectiveness of the curriculum design, sequencing, and scheduling in
achieving program outcomes.
5.
Evaluates proposals for curricular changes relating to the nursing major and support
courses to the major in terms of compatibility with the School of Nursing vision, mission,
philosophy, and program outcomes.
6.
Recommends curricular revisions to the Faculty Assembly of the School of Nursing for
action. If approved by the Faculty Assembly of the School of Nursing, the Chairperson
of the committee, with the approval of the Dean of Nursing, directs the proposal to the
College Curriculum Committee.
7.
Recommends to the Faculty Assembly of the School of Nursing measures to strengthen
the curriculum based on evaluation and research findings.
8.
Reviews the effectiveness of nursing courses in meeting course, level and program
outcomes and integrating critical nursing practice concepts as well as essential methods
of inquiry. Forwards recommendations to the Faculty Assembly of the School of Nursing
for action.
9.
Reviews new course proposals and course revisions submitted by Nursing Faculty to
determine need and contribution to achievement of program outcomes, forwarding
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recommendations to the Faculty Assembly of the School of Nursing for action. If
approved by the Faculty Assembly of the School of Nursing, the Chairperson of the
Committee, with the approval of the Dean of Nursing, directs the proposals to the College
Curriculum Committee.
10.
Examines the effectiveness of course assessment methods in evaluating course outcomes.
11.
Maintains continuity in education delivery to ensure achievement of level outcomes.
12.
Examines internal and external assessment sources to evaluate the curriculum.
13.
Implements that portion of the Evaluation Plan pertaining to the specified responsibilities
of the Curriculum Committee.
Membership (6 faculty; 2 students; 4 ex officio without vote): Four nursing faculty, who are
Semester Coordinators, assigned on a yearly basis by the Dean of Nursing. Two nursing faculty,
one of whom teaches in the RN-BSN program, elected by the Faculty Assembly of the School of
Nursing to two-year terms. Two nursing students selected by Associated Students of Linfield
College-Portland Campus (student government). The Dean of Nursing, the two Associate Deans
of Nursing, and the Experiential Learning Center Director serve as ex officio members.
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Faculty Development Committee
Area of Focus
Professional development.
Purpose
To facilitate faculty development.
The Committee:
1.
Prepares a monthly program of faculty development and yearly retreat based on nursing
faculty members’ needs and interests, as well as input from the Dean of Nursing.
2.
Prepares faculty development programs for Nurse Educator Associates (clinical adjunct
faculty) in conjunction with the Nurse Educator Associate (Adjunct Faculty) Liaison.
3.
Nominates one member of the committee to oversee the New Faculty Learning
Community, which includes the faculty mentoring program designed to assist new
faculty.
4.
Assesses faculty development needs and the effectiveness of programs in meeting
identified needs.
5.
Provides representation to the Northwest Nursing Education Institute.
6.
In conjunction with the Dean of Nursing, provides orientation of new faculty to the
curriculum and learner centered education.
7.
Collaborates with the Faculty Development Subcommittee of the College Faculty
Personnel Committee to implement College professional development programs.
8.
Updates the Praxis Orientation in the Nursing Faculty Manual.
9.
Implements that portion of the evaluation plan pertaining to the specified responsibilities
of the Faculty Development Committee.
Membership (3 faculty; 2 students; 3 ex officio without vote): Three nursing faculty, one of
whom is tenured, elected by the Faculty Assembly of the School of Nursing to two-year terms.
Two nursing students selected by Associated Students of Linfield College-Portland Campus
(student government). The Dean of Nursing and the two Associate Deans of Nursing serves as
an ex officio member.
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Quality Improvement Committee
Area of Focus
Quality improvement.
Purpose
To monitor the quality of the nursing program, and promote improvement of the teachinglearning process and facilities on campus and in the community.
The Committee:
1.
Oversees yearly review and implementation of the Evaluation Plan for the School of
Nursing.
2.
Notifies appropriate individuals and/or committees of evaluation deadlines.
3.
Recommends changes in the Evaluation Plan to the Faculty Assembly of the School of
Nursing.
4.
Collects and analyzes assessment data as requested by the School of Nursing, reporting
findings to the Faculty Assembly of the School of Nursing.
5.
Maintains files of collected and analyzed assessment data.
6.
Assesses the adequacy of library and educational media resources as well as other
instructional resources including the use of information technology.
7.
Monitors the adequacy of clinical sites and clinical teaching associates (preceptors) in
consultation with the Clinical Facilities Administrator and the Faculty.
8.
Reviews yearly the School of Nursing Governing Policies, and recommends to the
Nursing Faculty Assembly amendments to the policies. If approved by the Faculty
Assembly of the School of Nursing, the Chairperson of the Committee, with the approval
of the Dean of Nursing, refers the amendments to the College Faculty Executive Council
to review for consistency with the Linfield College Faculty Handbook.
9.
Implements that portion of the Evaluation Plan pertaining to the specified responsibilities
of the Quality Improvement Committee.
Membership (5 faculty, 2 students, 4 ex officio without vote): Five nursing faculty elected by the
Faculty Assembly of the School of Nursing to two-year terms. Two nursing students selected by
Associated Students of Linfield College-Portland Campus (student government). The Dean of
Nursing, the two Associate Deans of Nursing, and the Clinical Facilities Administrator serve as
ex officio members.
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Search Committees
Search Committees for tenure track full-time faculty, Visiting Assistant Professor, and Clinical
Associate positions are convened as needed. The purpose of Search Committees is to advertise,
interview, assess professional presentations, and recommend candidates for these positions to the
Dean of Nursing, Vice President for Academic Affairs/Dean of Faculty, and the College
President. Nursing student representatives are active members of the search process. They
provide input and are eligible to vote. The nursing department selects two nursing students to
serve on Search Committees based on recommendations from the Associate Students of Linfield
College-Portland Campus (student government).
Clinical Advisory Council
The purpose of the Clinical Advisory Council is for nurses from the community to provide
counsel to the School of Nursing concerning the nursing curriculum, the changing health care
system, community health care needs and expectations of Linfield-Good Samaritan School of
Nursing graduates. Two nursing student representatives to the Clinical Advisory Council are
selected by Associated Students of Linfield College-Portland Campus (student government).
The officers of the Student Nurses Association and other interested students are invited to
participate.
Diversity and Inclusion Advisory Council
The purpose of the Diversity and Inclusion Advisory Council is to provide the School of Nursing
with guidance and expertise on culturally relevant curriculum issues, as well as the recruitment
and retention of students, staff, and faculty of diverse backgrounds, especially areas
underrepresented in nursing and healthcare. The primary responsibility of community members
on the Diversity and Inclusion Advisory Council is to serve as ambassadors to the Portlandmetro community in their current community in roles and provide feedback regarding the School
of Nursing’s diversity efforts. Two nursing student representatives to the Diversity and Inclusion
Advisory Council are selected by Associated Students of Linfield College- Portland Campus
(student government).
Student Government (Associated Students Of Linfield College-Portland
Campus)
The Associated Students of Linfield College-Portland Campus (ASLC-PC) is the student
government organization that provides student advocacy and coordinates social, cultural, and
education events. The student government extends an invitation to generic BSN nursing students
and RN-BSN students to be student representatives on nursing committees and to participate in
student clubs.
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Portland Campus Organizations/Clubs
Nursing students are encouraged to participate in Portland Campus organizations/clubs such as:







Linfield Student Nurses Association, a chapter of the National Student Nurses
Association
Linfield Student Chapter of the Asian American/Pacific Islander Nurses Association
Nursing Students Without Borders
Linfield Public Health Club
Queer Health Club
Holistic Health Club
Nursemen Club
Healthcare Events
Student Services supports educational events, such as:
Breast Cancer Awareness
Holistic Health Community Fair
National Nurses Day, American Nurses (ANA)
Nursing Career Fair
Trans Health Day
Environmental Health Day
Relaxation Day
Oregon State Board of Nursing, Ethics Panel
HIV/AIDs Awareness Day
National Alliance for Mental Illness (NAMI)
Nurse Lobby Day
Salem Lobby Day
Wellness Program
Body Composition Workshop
Personal Safety Workshop
Sheltering and Disaster Health
Both students and faculty act as healthcare advocates by volunteering to participate in a variety
of community events such as:
Alzheimer’s Association Memory Walk
Blood Pressure Clinic
Susan G. Komen’s Race for the Cure
Out of Darkness (Suicide Prevention) Walk
AIDS Walk
Blood Drive
Flu Immunization Clinics
National Alliance for Mental Illness Walk
Linfield Student Nurses Association Bone
Marrow Drive
Cultural Events
Student Services supports multicultural events, such as:
African Film Festival and Dinner
Greek Festival
Cultural Food Fair
LUAU at the McMinnville Campus
MLK Day of Service
Student Manual
Die de los Metros Altar Building
Hawaiian BBQ
India Day
MEChA Latino Potluck
Cultural Connections
66
2013-2014
Muslim Education Trust Field Trip with
McMinnville Campus
Viva Neustria Culture Latina (Aztec dancers)
Honduras Day
Guatemala Day
St. Patty’s Bake-Off
Philippino Day
Cameroon Day
Professional Conferences
Nursing students are encouraged to attend professional conferences, such as:
Developing Cultural Competency in Nursing
Regional Conference
National Student Nurses Association (NSNA)
Mid-Year convention
Portland Reproductive Health Conference
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National Student Nurses Association
(NSNA) Convention
Oregon Nursing Student Association Annual
Convention
The American Psychiatric Nursing National
Conference
2013-2014
2013-2014 Student Committee Membership
Committee
Admissions, Progressions,
Honors, and Graduation
Committee of the School of
Nursing
Chair:
Linda Luce, Visiting Assistant
Professor of Nursing
Advisory Committee on the
Environment and
Sustainability (ACES)
Chair:
John McKeegan, Advisor to the
President and General Council
Portland Campus Contact:
Dave Hecox, Director of Portland
Campus Operations
Student Manual
Purpose
Meeting Times
nd
Student Membership
To recommend policies and standards; and review
factors relating to recruitment, advising, selection,
admission, retention, advanced placement,
dismissal, progression, readmission, transfer,
honors, and graduation of nursing students.
Date
2 Monday of the
month
Term
Student
Time
12:00-02:00 pm and/or
as needed
Term
Student
Linfield President Thomas Hellie appointed the
ACES Committee to:
1. Determine our carbon footprint and ways to
reduce it.
2. Develop guidelines for assuring new campus
buildings meet LEED Silver standards.
3. Find out what is currently going on across the
campus around recycling, conservation of
energy, and sustainability.
4. Determine whether meeting the Presidents'
Climate Commitment is feasible.
5. Determine potential costs for all of this,
including monetary, academic, personal, and
social costs
6. Develop strategies to communicate both to the
campus community and to the wider
community what we do now and what we plan
to do.
Date
TBA
Term
Student
68
Meets with members of the
McMinnville Campus via
Skype/Teleconference
Term
Student
2013-2014
Committee
Clinical Advisory Council of the
School of Nursing
Chairs:
Neal Rosenburg, Associate Dean
of Nursing for Faculty and
Program Development
Deb Henry, Clinical Facilities
Administrator
College Faculty Assembly
Purpose
Meeting Times
Student Membership
Nurses from the community provide counsel to the
School of Nursing concerning the nursing
curriculum, the changing health care system,
community health care needs, and expectations of
Linfield-Good Samaritan School of Nursing
graduates.
Date
TBA
Time
TBA
The College Faculty Assembly is the forum in
which discussion and decisions take place
regarding all aspects of the College under the
purview of the College faculty.
Date
2nd Monday of the
month
Term
Student
Time
04:00-05:30 pm
Rooms
McMinnville Campus
Riley 201
Term
Student
(alternate)
Term
Student
Term
Student
Portland Campus
PH conference room
Curriculum Committee of the
School of Nursing
To develop and implement curricular policies as
directed by the Faculty Assembly of the School of
Nursing.
Chair:
Jeaneatte O’Brien, Assistant
Professor of Nursing
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Note
Date
Via teleconference
1st Friday of the month
Time
09:00-11:00 am
and/or as needed
Term
Student
Term
Student
2013-2014
Committee
Diversity and Inclusion Advisory
Council of the School of
Nursing
Chairs:
Neal Rosenburg, Associate Dean
of Nursing for Faculty and
Program Development
Michael Reyes, Director of
Inclusion and Access
Faculty Development Committee
of the School of Nursing
Chair:
Karen Maxwell, Assistant
Professor of Nursing
Faculty Search Committee
Chair:
TBA
Nursing Faculty Assembly
Chair:
Mallie Kozy, Dean of Nursing
Contact:
Jennifer Keltner, Administrative
Assistant to the School of
Nursing
Student Manual
Purpose
Meeting Times
Student Membership
Provides guidance regarding culturally relevant
curriculum issues, recruitment, and retention of
underrepresented populations in the School of
Nursing, and networking and information
exchange.
Date
TBA
Time
TBA
To facilitate faculty development. (Includes:
preparing a monthly program of faculty
development and a yearly retreat, preparing faculty
development programs for Nurse Educator
Associates (adjunct faculty), orientation of new
faculty to the curriculum, and other
responsibilities.)
To recommend candidates for faculty positions.
Participate in interviewing candidate, listening to
candidate presentations, discussing feedback, etc.
Date
2nd Monday of the
month
Term
Student
Time
TBA
Term
Student
Date
TBA
Term
Student
Time
Varied hours per week
until faculty positions
are filled
Usually 1st and 3rd
Monday of the month
(schedule varies based
on College meetings)
Nursing Faculty Assembly meeting, also known as
Nursing Department meeting, is chaired by the
Dean of Nursing and is the forum in which
discussion and decisions take place regarding all
aspects of the Nursing major which are under the
purview of the nursing faculty.
70
Term
Student
Term
Student
Date
Time
04:00-05:30pm
Room
PH 104
Term
Student
Term
Student
Term
Student
2013-2014
Committee
Quality Improvement Committee
of the School of Nursing
Chair:
Kim Kintz, Assistant Professor
of Nursing
Safety Committee for the
Portland Campus
Chair:
TBA
Student Manual
Purpose
Meeting Times
nd
Student Membership
To monitor the quality of the nursing program, and
promote improvement of the teaching-learning
process and facilities on campus and in the
community.
Date
2 Monday of the
month
Term
Student
Time
TBA
Term
Student
To discuss safety issues that arise on campus.
Review any issues brought to the Committee’s
attention, review accident reports, and perform
periodic safety inspections.
Date
Once a month
Term
Student
Time
TBA
71
Term
Student
2013-2014
Chapter IV: Student Recognition And Awards
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2013-2014
Competitive Scholarships
The School of Nursing participates in the College Competitive Scholarships program, which is
open to entering Freshmen students (including pre-nursing students) on the McMinnville
Campus. The School of Nursing Admissions, Progressions, Honors, and Graduation Committee
reviews essays for the nursing department competitive scholarships, awarding three scholarships.
Sigma Theta Tau International Honor Society
Linfield-Good Samaritan School of Nursing has a chapter of Sigma Theta Tau, Xi Mu, Nursing’s
International Honor Society. Sigma Theta Tau supports learning, knowledge, and professional
development to benefit worldwide health. Qualified senior nursing students, alumni, and
practicing RN’s are invited to membership.
School of Nursing Senior Awards
The department of nursing has established four kinds of awards that are announced at the end of
each semester: Senior Honors in Nursing, RN-BSN Senior Honors in Nursing, Award for
Professional Excellence, and the Wilma Pope Award.
Senior Honors in Nursing Award
The nursing faculty members vote to honor one generic nursing student with the Senior Honors
in Nursing Award for every 25 generic nursing students in the graduating class. The following
criteria will be used to determine eligibility for this award:


A cumulative grade point average of 3.50 based on required nursing courses.
Exceptional performance in clinical practice as a provider of direct and indirect nursing
care, designer/coordinator/manager of care, and member of the nursing profession based
on the following criteria:
o
Synthesized theoretical and empirical knowledge from nursing, scientific, and
humanistic disciplines to diagnose and treat human responses to actual or
potential health problems throughout the life span.
o
Used critical, analytical and creative thinking, as well as, intuitive processes as a
basis for decision making in the application of the nursing process.
o
Actualized professional nursing roles to meet the health needs of
multidimensional individuals and families, groups, communities, and populations
in a continually evolving diverse and multicultural society.
o
Evaluated research findings, applied them to professional nursing practice and
identified researchable problems.
o
Functioned independently and collaboratively in providing nursing care that
supported the worth and dignity of clients and their efforts toward selfdetermination in health care.
o
Demonstrated accountability for conduct consistent with professional nursing
standards based on an integration of professional values with ethical and legal
considerations.
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o Used leadership skills and knowledge of social systems to influence changes
necessary for the health and welfare of society. (Achievement may be
demonstrated in the clinical setting, college, or community.)
RN-BSN Senior Honors in Nursing Award
The nursing faculty members vote to honor one Registered Nurse student with the RN-BSN
Senior Honors in Nursing Award for every 25 RN-BSN students in the graduating class. The
following criteria will be used to determine eligibility for this award:


A cumulative grade point average of 3.50 based on required nursing courses completed at
Linfield College.
Exceptional performance in clinical practice as a provider of direct and indirect nursing
care, designer/coordinator/manager of care, and member of the nursing profession based
on the following criteria:
o Synthesized theoretical and empirical knowledge from nursing, scientific, and
humanistic disciplines to diagnose and treat human responses to actual or potential
health problems throughout the life span.
o Used critical, analytical and creative thinking, as well as, intuitive processes as a basis
for decision making in the application of the nursing process.
o Actualized professional nursing roles to meet the health needs of multidimensional
individuals and families, groups, communities, and populations in a continually
evolving diverse and multicultural society.
o Evaluated research findings, applied them to professional nursing practice and
identified researchable problems.
o Functioned independently and collaboratively in providing nursing care that
supported the worth and dignity of clients and their efforts toward self-determination
in health care.
o Demonstrated accountability for conduct consistent with professional nursing
standards based on an integration of professional values with ethical and legal
considerations.
o Used leadership skills and knowledge of social systems to influence changes
necessary for the health and welfare of society. (Achievement may be demonstrated
in the clinical setting, college, or community).
Award for Professional Excellence
The nursing faculty members vote to give this special award to a graduating generic nursing
student who excels in leadership, scholarship, and the human science of nursing. The award is
reserved for those years when such a graduate is identified by the faculty. The following criteria
will be used to determine eligibility for this award:




Is caring with self, clients, fellow students, faculty, health care providers, and the
community.
Is a leader in multiple areas (may include clinical practice, student government, and the
community).
Is in touch with his/her own power and uses it appropriately.
Has excellent communication skills in class, clinical, and the community.
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2013-2014


Is a critical thinker - looks at multiple perspectives and shares own perspective (even
when holding an unpopular view), and is respectful in dialogue with others.
Is a potentially skilled scholar-clinician, demonstrating a high level of inquiry skills in the
creation and evaluation of knowledge.
Wilma Pope Alumni Award
The nursing faculty members vote to give this award to a graduating generic nursing student. The
following criteria will be used to determine eligibility for this award:




Demonstrated caring in clinical practice and in college activities/classes.
Demonstrated clinical competence.
Modeled professional behavior in clinical practice and in college activities/classes.
Demonstrated involvement/leadership in student organizations.
Recognition For Honors And Awards
Graduating nursing students who have been inducted into Sigma Theta Tau International Honor
Society and/or have received School of Nursing awards, will be recognized for their
achievements at the Community Celebration and Awards Presentation.
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2013-2014
Chapter V: Linfield-Good Samaritan School Of Nursing
Policies And Procedures
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2013-2014
Diversity In A Community Of Learning
The School of Nursing is committed to establishing a community of learning that incorporates
students of diverse backgrounds (e.g., men and women, single and married, migrating students
from the McMinnville Campus and transfer students from other college/universities, and first
degree and second degree generic nursing students and RN students). Students and staff in the
College Multicultural Program work to deepen cultural awareness on campus and expand
community partnerships with high schools, community colleges, health career programs, and
health care agencies and organizations. Future Nurses Day is a campus event for high school
and college students interested in exploring or pursing a nursing career. Campus celebrations of
cultural holidays and traditions promote unity through honoring the diversity that exists on
campus.
Admission To The Nursing Major In The BSN Generic Nursing Program
Linfield College offers admission into the Linfield-Good Samaritan School of Nursing to transfer
students from other colleges/universities. There are three program start dates each year. The
summer start date is for students who hold a bachelor’s degree at the time of application and
desire an accelerated curriculum plan. The fall and spring start dates are for students with or
without a prior bachelor’s degree. All applicants must apply directly to Linfield College–
Portland Campus. Applications may be submitted November 15-February 1 for summer and fall
admission, and June 1-August 1 for spring admission. Students transferring from other
institutions may obtain information from the Portland Campus Admission website:
http://www.linfield.edu/portland/enrollment-services/admission/nursing/. Admission is
competitive based on college academic record and supporting application materials.
For admission consideration, the applicant must meet the following criteria:





A minimum of 11 semester/16 quarter credits in the sciences (biology/chemistry,
anatomy, physiology, microbiology); 4 semester/6 quarter credits in inquiry
seminar/writing; and all other prerequisite courses must be complete at the time of
application for admission consideration.
Completion of 62 transferable semester credits (93 quarter credits) at a regionally
accredited two- or four-year college or university by July 10 (fall start), January 15
(spring start), or May 1 (summer start). A grade of “C-“ or lower is not transferable.
Completion of all prerequisite course requirements by July 10 (fall start), January 15
(spring start), or May 1 (summer start). Anatomy, physiology, and microbiology must
have been completed within the last 7 years. A minimum of 8 semester/12 quarter credits
of biology/chemistry is required.
At the time of application and by July 10 (fall start), January 15 (spring start), or May 1
(summer start), a minimum grade of “C” in each of the prerequisite course requirements.
(A grade of “C-” or lower is unacceptable).
Proficiency in microcomputer applications or completion of COMP 120 by July 10 (fall
start), January 15 (spring start), or May 1 (summer start).
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2013-2014


Recommend completion of majority of Linfield Curriculum general education
requirements by the program start date. Prerequisite support courses fulfill some of these
requirements. Second degree students do not have to complete the Linfield Curriculum
general education requirements.
At the time of application and by July 10 (fall start), January 15 (spring start), or May 1
(summer start), a minimum 3.00 GPA based on all transferable prerequisite course
requirements (Linfield Curriculum general education requirement, paracurricular, and
elective courses excluded).
Prerequisites are listed in the Linfield College Course Catalog and on the Portland Campus
Enrollment Services website at http://www.linfield.edu/portland/enrollmentservices/admission/nursing/ prerequisite-courses/.
All admitted nursing students will be assigned to a specific curriculum plan based on prior
academic work completed and available space.
Non-nursing courses will not be accepted as meeting nursing course requirements.
Linfield College Intercampus Migrating Students
Linfield College students currently enrolled on the McMinnville Campus will be admitted to the
nursing major (generic BSN program) pending space availability, if they are in good standing at
the college and meet all nursing applicant criteria. Admission will be competitive, based on
college academic record and supporting application materials, if there are more applicants than
space available. Students are required to submit the Linfield College Intercampus Nursing
Application by the nursing application deadline. Students who transferred to the McMinnville
Campus from another program, must show that 30 semester hours will be completed at the
McMinnville Campus in order to be considered a resident Linfield College student. Students
who have not met this requirement, will be included in the general transfer pool applying to the
Linfield-Good Samaritan School of Nursing.
A paracurricular transition course is available to students on the McMinnville Campus. This
course assists students in the transition to the nursing major on the Portland Campus.
Application And Admission Procedure For Students Desiring To Transfer
From Other Nursing Programs
Applicants, who were enrolled at an accredited baccalaureate in nursing degree program within
the past two years (e.g., National League for Nursing or Commission on Collegiate Nursing
Education), may apply for advanced placement admission, provided they meet the applicant
criteria. The applicant must also submit course syllabi of all completed nursing courses, and
provide a letter of recommendation from the dean/director of the previous nursing school stating
that the student was in good standing and would have been allowed to progress in the program.
Assignment to a specific curriculum plan is based on evaluation of prior academic work and
available space.
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2013-2014
Admission For Registered Nurse (RN-BSN) Students
The RN-BSN distance education program is designed for Registered Nurses (RN) seeking a BSN
degree. While completing prerequisites, RN students apply for admission to the nursing major
and must meet the same standards as any other nursing student. Admission to the RN-BSN
program will be on a space available basis.
For admission consideration, registered nurse applicants must also meet the following criteria:



Apply for admission to Linfield College and the Adult Degree program.
Completed an accredited nursing program, and have an unencumbered RN license in the
state in which clinical preceptorship is completed. Provisional acceptance in the RNBSN program will be considered pending successful completion of the NCLEX-RN
exam prior to beginning course work.
Provide a completed recommendation form from the registered nurse applicant’s most
recent supervisor or nursing faculty. The letter should address critical thinking and
communication skills, professional behavior, and motivation to learn.
Course work may be completed online in a 3-semester curriculum plan (or up to 5 semesters
part-time). RN students may earn a maximum of 32 semester credits in the nursing major from
previous work, on successful completion of NURS 309 Transition to Professional Practice (6
credit course) with a grade above C-. Escrow credit, or prior learning credit will be given for
NURS 335, 355, 365, 375, 395, 425, 435, 445, and 455.
Transfer courses cannot be considered as meeting course requirements in the RN-BSN program
unless documentation (e.g., course description, syllabus) is available for evaluation, when
requested by the Associate Registrar in the Division of Continuing Education. The anatomyphysiology prerequisite requires a full year of course work with a lab component or its academic
equivalent.
RN-BSN program admission applications, that are exceptions to the norm in the Department of
Continuing Education, are reviewed for admission by the School of Nursing Admissions,
Progressions, Honors, and Graduation Committee.
International RN-BSN program students, with a student immigration visa, must enroll in at least
9 credits of Linfield campus based courses per semester. This is a US government requirement.
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2013-2014
Student Health Passport
Generic BSN Student Health Passport Requirements
For students to be eligible for participation in laboratory and clinical rotations throughout the
program, each individual is responsible for satisfying and maintaining compliance to the Health
Passport Requirements prior to the first day of each semester. Please be aware that noncompliance of Health Passport Requirements by the first day of the semester will lead to an
administrative withdrawal from an Integrated Experiential Learning (IEL) course.
Each student is required to manage a Certified Profile Account (Background Check + Medical
Document Manager). To enroll, order with package code: IF78bgim at
CertifiedBackground.com. To maintain program eligibility, each student is expected and
responsible to ensure that all requirements are “Completed” and will not lapse during the
semester as “Overdue.”
Contact Alex Asbury, Clinical Facilities and Project Coordinator, for questions.
Upload the below (10) Requirements to your Certified Profile Account with official
documentation:
1. Essential Functions Form
a. Sign and date
2. Proof of Health Insurance
a. Indicate “Yes” for School Health Insurance (Verified through Linfield Business
Office)
b. Indicate “No” for Private Health Insurance and Upload a copy of your card
3. Health Assessment Form (3 pages)
a. Page 1: Emergency information
b. Page 2: Student completes and signs
c. Page 3: Primary Care Provider completes and signs
4. Measles (Rubeola), Mumps, and Rubella (MMR): Complete either “a” OR “b” below:
a. 2 MMR Immunizations, at least one month apart. Students may attend clinical
during one-month waiting period between immunizations.
i. Date of First;
ii. Date of Second
OR
b. Positive titer (blood test) for each: Date of positive titer for
Measles/Mumps/Rubella
5. Varicella (Chicken Pox): Complete either “a” OR “b” below:
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2013-2014
a. 2 Varicella Immunizations at least one month apart. Students may attend clinical
during one-month waiting period between immunizations.
i. Date of First;
ii. Date of Second
OR
b. Positive titer (blood test): i) Date of positive titer
6. Hepatitis B: Complete either “a” OR “b” below:
a. Positive titer (blood test) after receiving 3 immunizations:
***Students may start the series now and continue in clinical as long as each step
is completed on time, including the final titer to determine immunity.
i. Date of First Immunization;
ii. Date of Second, 1 month after first shot;
iii. Date of Third, 5 months after second shot;
iv. Date of Positive Titer, 4-6 weeks after third shot
OR
b. Sign Hepatitis B Waiver: signing a waiver may limit clinical site options
7. Tetanus, Diptheria, and Pertussis (TDAP): within past 9 years (booster required every 10
years)
a. Date of last TDAP
8. Tuberculosis (TB) Screening, must be valid entire semester: Complete either “a” OR “b”
OR “c”
a. 2-Step TB Test: second TB skin test must be no earlier than 1 week after the first
test was planted and no later than 3 weeks after the first test was planted. (If you
have documentation of a 2-Step Test within the past year, you will only need an
annual 1-Step TB Test).
i. Date of First;
ii. Date of Second
OR
b. Quantiferon Gold (QG) Test (blood test):
i. Date of QG Test
OR
c. Chest X-Ray: within 6-months prior to starting the nursing program and an
Annual TB Review of Symptoms Form
i. Date of Chest X-Ray;
ii. Date of Review of Symptoms Form
9. CPR: must be valid entire semester:
a. BLS for Healthcare Providers Card: Basic Life Support (BLS) for Healthcare
Providers through the American Heart Association
10. Annual Influenza Vaccination
a. Complete the Annual Influenza Vaccination: sign the Attestation/Declination
Form OR provide official documentation
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2013-2014
11. Annual StudentMax Orientation Quiz
a. Complete the StudentMax Orientation Quiz (see instructions) and Upload the
Certificate
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
x.
xi.
Student Manual
Access StudentMax Orientation
BSN Students: Select “Nursing Students”
User Name: clinicalSMC, Password: 2013orient
Step 1: Review Orientation Modules
Omit Steps 2 + 3
Select “Take The Quiz”
Request A New Account
Select “Quiz Catalog”
Enroll into “1-FERPA Release” and “2-General Orientation Quiz for
Nursing Students”
Print and Save Certificate as a PDF
Upload Certificate to your Certified Profile Account
82
2013-2014
RN-BSN Student Health Passport Requirements
For students in the RN-BSN program, specific Health Passport Requirements must be satisfied in
a two-tier process. Compliance to the Health Passport Requirements must be satisfied for
registration into NURS 309 Transition to Professional Practice and NURS 475 Integrated
Experiential Learning IV.
Contact Alex Asbury, Clinical Facilities and Project Coordinator, for questions.
1st-Tier Health Passport Requirements (Prior to NURS 309 Transition to Professional
Practice)
Each student is required to manage a Certified Profile Account (Background Check + Medical
Document Manager). To enroll, order with package code: LI11bgim at
CertifiedBackground.com. To maintain program eligibility, each student is expected and
responsible to ensure that all requirements are “Completed” and will not lapse during the
semester as “Overdue.”
Upload the below (3) Requirements to your Certified Profile Account with official
documentation:
12. Essential Functions Form
a. Sign and date
13. Proof of Health Insurance
a. Indicate “Yes” for School Health Insurance (click here to enroll)
b. Indicate “No” for Private Health Insurance and Upload a copy of your card
14. Proof of Nursing License
a. Current unencumbered RN license in the state where clinical experience will
occur
b. Upload report from NURSYS OR similar proof of RN license
2nd-Tier Health Passport Requirements (Prior to NURS 475 Integrated Experiential Learning
IV.)
Upload the below (8) Requirements to your Certified Profile Account with official
documentation:
2. Health Assessment Form (3 pages)
a. Page 1: Emergency information
b. Page 2: Student completes and signs
c. Page 3: Primary Care Provider completes and signs
3. Measles (Rubeola), Mumps, and Rubella (MMR): Complete either “a” OR “b” below:
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2013-2014
a. 2 MMR Immunizations, at least one month apart.
i. Date of First;
ii. Date of Second
OR
b. Positive titer (blood test) for each: Date of positive titer for
Measles/Mumps/Rubella
4. Varicella (Chicken Pox): Complete either “a” OR “b” below:
a. 2 Varicella Immunizations at least one month apart.
i. Date of First;
ii. Date of Second
OR
b. Positive titer (blood test): i) Date of positive titer
5. Hepatitis B: Complete either “a” OR “b” below:
a. Positive titer (blood test) after receiving 3 immunizations:
i. Date of First Immunization;
ii. Date of Second, 1 month after first shot;
iii. Date of Third, 5 months after second shot;
iv. Date of Positive Titer, 4-6 weeks after third shot
OR
b. Sign Hepatitis B Waiver: signing a waiver may limit clinical site options
6. Tetanus, Diptheria, and Pertussis (TDAP): within past 9 years (booster required every 10
years)
a. Date of last TDAP
7. Tuberculosis (TB) Screening, must be valid entire semester: Complete either “a” OR “b”
OR “c”
a. 2-Step TB Test: second TB skin test must be no earlier than 1 week after the first
test was planted and no later than 3 weeks after the first test was planted. (If you
have documentation of a 2-Step Test within the past year, you will only need an
annual 1-Step TB Test).
i. Date of First;
ii. Date of Second
OR
b. Quantiferon Gold (QG) Test (blood test):
i. Date of QG Test
OR
c. Chest X-Ray: within 6-months prior to starting the nursing program and an
Annual TB Review of Symptoms Form
i. Date of Chest X-Ray;
ii. Date of Review of Symptoms Form
8. CPR: must be valid entire semester: Complete either “a” OR “b” below:
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a. BLS for Healthcare Providers Card: Basic Life Support (BLS) for Healthcare
Providers through the American Heart Association
OR
b. American Red Cross CPR for the Professional Rescuer
9. Annual Influenza Vaccination
a. Complete the Annual Influenza Vaccination: sign the Attestation/Declination
Form OR provide official documentation
10. Annual StudentMax Orientation Quiz
a. Complete the StudentMax Orientation Quiz (see instructions) and Upload the
Certificate
xii.
xiii.
xiv.
xv.
xvi.
xvii.
xviii.
xix.
xx.
xxi.
xxii.
Student Manual
Access StudentMax Orientation
RN-BSN Students: Select “RNs”
User Name: clinicalSMC, Password: 2013orient
Step 1: Review Orientation Modules
Omit Steps 2 + 3
Select “Take The Quiz”
Request A New Account
Select “Quiz Catalog”
Enroll into “1-FERPA Release” and “3-General Orientation Quiz for
Nurses”
Print and Save Certificate as a PDF
Upload Certificate to your Certified Profile Account
85
2013-2014
Essential Functions Document
The Essential Functions Document describes activities prospective students must be able to
perform and/or develop, in order to succeed in Linfield-Good Samaritan School of Nursing.
Prospective students must review the Essential Functions Document, sign and date the form
(see Appendix D-1).
Computer Proficiency Requirement
Each student is required to provide signed documentation of the pre-admission computer
proficiency requirement prior to the program start date. The form is available in Appendix E-1.
Criminal Background Check
The School of Nursing requires that each student have a criminal background check through the
school’s authorized vendor (www.CertifiedBackground.com) prior to enrollment in the nursing
program. Students must authorize release of the results of the criminal background check to the
school and to clinical sites. The School of Nursing reserves the right to deny admission in the
School of Nursing to any student whose criminal conviction might: (1) pose a risk to public
safety, (2) preclude the ability to complete required clinical practica, or (3) result in Notice to
Deny Licensure on application for initial licensure in Oregon.
The School reserves the right to require random criminal background checks throughout the time
the student is enrolled in the nursing program. If the results are positive, the information will be
sent to the Dean of Nursing who will determine the appropriate course of action. The School of
Nursing reserves the right to deny continuation in the nursing major to any student whose
criminal conviction might: (1) pose a risk to public safety, (2) preclude the ability to complete
required clinical practica, or (3) result in Notice to Deny Licensure on application for initial
licensure in Oregon.
The Oregon State Board of Nursing (OSBN) may deny nurse licensure to persons with criminal
conviction histories. Contact the Board for information at 971-673-0685 or their Website for the
Nurse Practice Act, Division 45.
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Clinical Site Specific Requirements
Students must complete clinical site specific requirements of agencies they are assigned to for
their clinical experience. These requirements must be completed prior to the start of the assigned
clinical.
Progression In The Nursing Major
Approved: 02/07/06
A student’s progression through the nursing program requires achieving appropriate grades in
courses and maintaining approval by the nursing faculty that the student is qualified in all
relevant aspects to practice nursing safely, ethically, professionally and legally. Students may
not progress in the nursing major if they are on academic probation with the college (i.e.,
cumulative Linfield GPA below 2.00).
The nursing department reserves the right to review at any time the student’s ability to practice
safely, ethically, professionally and legally; and will do so automatically when the student:



Receives a grade of C- or below in a nursing course.
Has earned a cumulative major GPA below 2.5.
Is reported by a nursing faculty member or supervising nurse as having practiced
unsafely, unprofessionally, unethically, or engaged in illegal behavior.
Progression is contingent upon satisfactory completion of the prescribed prerequisites. A grade
of C- or below in a required nursing course or prerequisite course for the major is considered an
unsatisfactory completion, i.e., it is a failing grade.
There are five circumstances that interrupt normal progression:
1.
2.
3.
4.
5.
An incomplete in a prerequisite nursing course
Withdrawal from a required nursing course
Failure of a required nursing course for the first time
A cumulative BSN GPA below 2.5 when progressing from one semester of the
curriculum to the next semester of the curriculum
On academic probation with the College (i.e., Linfield College GPA below 2.00)
There are five circumstances that stop progression:
1.
2.
3.
4.
5.
Unsafe clinical nursing practice
Unethical behavior
Unprofessional behavior
Illegal behavior
Failing the same required nursing course twice or failing two required nursing courses
Incomplete Grade
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A grade of “Incomplete” in any prerequisite nursing course will make the student ineligible for
enrollment in succeeding nursing courses until the “incomplete” is completed with a satisfactory
passing grade.
Course Withdrawal
Nursing course syllabi will include a course withdrawal policy if the Linfield College policy for
course withdrawal dates is modified. A student may withdraw from a required clinical nursing
course, but must be passing the clinical at the time of withdrawal. A student cannot withdraw
from a course to avoid failing clinical due to unsafe clinical nursing practice, unprofessional
behavior, illegal behavior and/or unethical behavior. Once the student withdraws from a
required nursing course, she/he must petition the Admissions, Progressions, Honors, and
Graduation Committee to re-establish a progression plan.
Course Failure
The Admissions, Progressions, Honors, and Graduation Committee will review a student for
continuation and progression in the nursing major if he/she receives a grade of C- or below in a
required nursing course.
A student, who receives a grade of C- or below in a required nursing course, must meet with
her/his academic advisor and submit a petition to the Admissions, Progressions, Honors, and
Graduation Committee within seven work days after the last scheduled final exam of the term.





The petition form is available in the Registration and Records office. The student and
his/her academic advisor collaborate in completing the form, and the student submits the
signed petition to the Registration and Records office. RN-BSN students may request this
form from their academic advisor.
The student petition to retake the course must include a description of the reason for the
low grade, a plan for future success, and a proposed new curriculum plan.
The faculty teaching the course that the student failed must submit a letter to the
Admissions, Progressions, Honors, and Graduation Committee describing why the
student did not pass the course, and stating a recommendation to allow or not allow the
student to repeat the failed course. If recommending a repeat of the failed course, the
faculty teaching the course can include recommendations that might assist the student to
be academically successful (e.g., remedial work or counseling). A copy of the letter is
sent to the Dean of Nursing, the committee chairperson, the student and his/her academic
advisor, and the student’s file in the Registrar’s office. The committee may solicit and
review additional information from faculty, the student’s academic advisor, and the
student concerning the student’s performance and suitability for nursing.
The committee will review the petition and any additional information, and recommend
approval or denial of the petition to the Dean of Nursing.
If the petition is approved, the student will be required to meet with the Director of
Learning Support Services for assistance with study skills and test taking skills.
Additional requirements may also be mandated (e.g., counseling). RN-BSN students will
be required to meet with their academic advisor in lieu of meeting with the Director of
Learning Support Services.
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


If the petition is approved, the student may retake the course during the next regularly
scheduled time in fall or spring semester, provided space is available in the course. The
entire course, not just a portion of the course, must be repeated. A generic student, who
has failed a nursing course, will not be allowed to enroll in the course in summer term.
If the petition is denied, the student is given a summary of the findings of the committee.
The student will be able to review written materials used in making the decision and
rebut in writing, within one month after the decision, if wishing to do so.
The committee will review the new information, and make a recommendation of
acceptance or denial to the Dean of Nursing.
Unsafe Clinical Nursing Practice, Unethical, Unprofessional or Illegal Behavior
When faculty identify unsafe clinical nursing practice or unethical, unprofessional or illegal
behavior by a student in any School of Nursing activity, the faculty will notify the student by
means of an academic alert. A student whose clinical practice has been documented to be unsafe
or who has demonstrated unethical, unprofessional or illegal behavior will follow the above
procedures for review by the Admissions, Progressions, Honors, and Graduation Committee.
Important in this process is documentation from the nursing faculty, sharing of this information
with the student, and consideration of the student’s response before a recommendation
concerning continuation in the nursing program is made to the Dean of Nursing.
The following may constitute sufficient grounds for denying progression and continuation in the
nursing major:




Unsafe clinical nursing practice
Unethical behavior (violation of the ANA Code of Ethics for Nurses)
Unprofessional behavior with administration, faculty, peers, agency staff, clients or
family members of clients
Illegal behavior contrary to applicable Federal law or state statutes, including the Nurse
Practice Act
There may be circumstances in which a student may be asked to take certain actions, provide
information from an outside professional, or be away from school for a period of time in order to
regain the ability to continue in school.
Two Course Failures
Any student earning a grade of C- or below in the same required nursing course on two separate
occasions or a grade of C- or below in two required nursing courses will be dismissed from the
nursing program.
Progression Appeal
Students wishing to appeal a progression decision made by the Admissions, Progressions,
Honors, and Graduation Committee should consult with their academic advisor, and submit a
petition to the Dean of Nursing. If the matter is still not resolved, students may appeal to the
Vice President for Academic Affairs/Dean of Faculty (see Appendix J-01).
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Progression to Graduation
Students seeking to graduate from Linfield College with a BSN degree must pass all required
nursing courses.
Withdrawal From The Nursing Major
If a generic student wishes to withdraw from the nursing major and Linfield College, the student
must notify the Assistant Director of Registration and Records by completing a Linfield College
withdrawal form. RN-BSN students must notify the Associate Registrar in the Division of
Continuing Education. When applicable, the student must participate in a Student Loan Exit
Interview. The student should also confer with his/her academic advisor.
If a generic student wishes to withdraw from the nursing major but not Linfield College, the
student must notify the Assistant Director of Registration and Records. The Assistant Director
of Registration and Records will work with the student to complete intercampus transfer forms
and make initial contact with an academic advisor with the Department of Continuing Education
or the Transfer Admission Advisor at the McMinnville Campus. The student should also confer
with his/her academic advisor. Additional information can be found in the Linfield College
Course Catalog.
Readmission To The Nursing Major
An application for readmission and other required documents must be submitted to the Office of
Enrollment Services (generic students) at least six weeks prior to the beginning of the semester
in which readmission is requested. RN-BSN students must notify the Associate Registrar in the
Division of Continuing Education office at least six weeks prior to the beginning of the semester
in which readmission is requested.
Re-entry to the nursing major depends upon:
1.
2.
3.
Approval of the application by the Admissions, Progressions, Honors and Graduation
Committee.
Available space in the program. Students progressing as scheduled through the program
have priority.
If the student has been enrolled in another nursing program, the student must be in good
standing in that program and would have been allowed to progress in the program as
documented by a letter of recommendation from the dean/director of that program.
The Admissions, Progressions, Honors, and Graduation Committee will evaluate each applicant
for readmission on an individual basis; and forward a recommendation to the Dean of Nursing.
For example, a student requesting readmission after an extended absence may be required to
retake and successfully pass a particular course(s).
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Leave of Absence
Leaves of absence may be granted by the College. Portland Campus students must notify the
Assistant Director of Registration and Records by completing a Linfield College Leave of
Absence form. Students requesting a medical leave of absence will also be directed to work with
the Director of Student Services to provide medical documentation and create a plan for a safe
return. When applicable, the student must participate in a Student Loan Exit Interview. The
student should also confer with his/her academic advisor. RN-BSN students must notify the
Associate Registrar in the Division of Continuing Education office. Additional information can
be found in the Linfield College Course Catalog.
Leaves of absence are not granted by the School of Nursing except under certain legal
circumstances (e.g., withdrawal due to pregnancy).
Documented Disability Statement
Students with disabilities are protected by the Americans with Disabilities Act and Section 504
of the Rehabilitation Act. If you are a student with a disability and feel you may require
academic accommodations contact the Director of Learning Support Services, within the first
two weeks of the semester to request reasonable accommodations. Learning Support Services is
located in Loveridge Hall, room 24, (503-413-8219). We also recommend students
communicate with their faculty about their accommodations and any special needs an instructor
should be aware of.
The Linfield College Policy Statement and Guidelines Regarding Services for Students with
Disabilities is available in the Linfield College Policy Handbook at: http://www.linfield.edu/
assets/files/policy/linpolicy.pdf.
Learning disability assessment is available through the Psychological Service Center (PH 319,
503-413-7873).
Testing Accommodations For Students In Special Circumstances
Faculty or students may initiate an application for testing accommodation with the Director of
Learning Support Services (see, Appendix H-1 for the Application for Learning Support Services
Courtesy Testing Accommodations). This accommodation is made for special circumstances
(e.g., rescheduling an exam due to illness; a personal crisis such as a death in the family); and
must be approved both by faculty and the Director of Learning Support Services.
Independent Study/Tutorials
An independent study in a theoretical and/or clinical area of interest can be negotiated with a
faculty member. Students should have a GPA of at least 3.00 and have satisfied the necessary
prerequisites for the proposed course of study. The student presents objectives to the instructor
along with the independent study petition, which the faculty member and the Dean of Nursing
must sign, indicating approval. Independent studies range from one to five credits depending on
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the length and intensity of the project/clinical. Independent Studies depend on faculty
willingness and are not calculated as a part of their teaching load. Independent studies must also
be approved by the College Curriculum Committee.
Tutorials for required nursing classes are not offered when the course has been failed previously.
Students repeating a course must take it as directed by the Admissions, Progressions, Honors,
and Graduation Committee of the School of Nursing.
For more information on independent study and tutorials can be found in the Linfield College
Course Catalog.
Policy On Alcohol And Other Drug Use
Linfield College prohibits the unlawful possession, use or distribution of illicit drugs and alcohol
by students and employees on the institutions property or as any part of the institution's activities
(Refer to Linfield College Policy Handbook available at http://www.linfield.edu/assets/
files/policy/linpolicy.pdf). School of Nursing students, administrators, and faculty will not be
allowed to remain at a clinical site if under the influence of, affected by, or impaired by mind
altering drugs or alcohol. Any student, administrator or faculty member exhibiting intoxicated
behavior (e.g., slurred speech, impaired judgment, undue aggressiveness, other bizarre or
inappropriate behavior, or alcohol on the breath) shall be removed from the clinical site and
subject to disciplinary sanctions imposed by Linfield College. Disciplinary sanctions include
one or more of the following:





A warning, probation, requirement of an evaluation by a certified professional, and
follow-up treatment as prescribed;
Requirement to complete an educational workshop;
Requirement to participate in other special educational programming;
Referral for prosecution; and
Separation from Linfield College.
Students, administrators and faculty may use or possess medications as prescribed by their health
care provider if such use does not impair safe and/or efficient clinical performance.
Guide To The Use Of The Social Media
Social media, including blogs, social network sites, video sites, and online chat rooms and
forums, can benefit health care and nursing education by fostering professional connections,
promoting communication with fellow students and faculty, and educating and informing
consumers and health care professionals. However, violation of confidentiality or privacy as
defined by the Health Insurance Portability and Accountability Act (HIPPA) can intentionally or
inadvertently result when using the social media or other electronic communication. In addition,
disparaging online comments regarding the college, fellow students, faculty members,
administrators, staff, or clinical agency health care professionals may constitute lateral violence
that can be detrimental to client safety, quality clinical outcomes, and the teaching-learning
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community. The following guidelines were developed by the National Council of State Boards of
Nursing (2011) concerning the ethical and legal obligations of nurses, including student nurses,
when using the social media:
1. Do not transmit by way of any electronic media patient-related images or information that
may violate client rights to confidentiality or privacy, or degrade or embarrass the client.
2. Do not share, post or otherwise disseminate information, including images, about a client
(even if de-identified) or information gained in the nurse-client relationship with anyone
unless there is a client care related need to disclose the information or other legal obligation
to do so.
3. Do not identify clients by name or post or publish information that may lead to the
identification of a client. Limiting access to posting through privacy settings is not
sufficient to ensure privacy, since content once posted or sent can be disseminated to
others.
4. Do not refer to clients (or their family members) in a disparaging manner, even if the client
is not identified.
5. Do not take photos or videos of clients or client health records on personal devices,
including cell phones.
6. Maintain professional boundaries in the use of electronic media. Online contact with clients
or former clients blurs the distinction between a professional and personal relationship.
7. Promptly report any identified breach of confidentiality or privacy.
8. Do not make disparaging remarks about employers or co-workers (Linfield College, faculty
members, administrators, staff or other students).
9. Do not make threatening, harassing, profane, obscene, sexually explicit, racially
derogatory, homophobic or other offensive comments.
(National Council of State Boards of Nursing, White Paper: A Nurse’s Guide to the Use of
Social Media, 2011)
Improper use of the social media by nurses or nursing students may violate state and federal laws
established to protect client privacy and confidentiality. Students should always promptly inform
their instructor of any breach of confidentiality or privacy on their part or by another student. In
the case of uncivil student behavior, the appropriate School of Nursing/College reporting
procedure should be followed.
Bullying In Nursing Education And Practice
It is important to create an environment and culture of safety in nursing education and practice so
that communication and collaboration between students, faculty, nurses, and other members of
the interdisciplinary health team is healthy and functional. Bullying behavior is unprofessional
and leads to student, faculty, and nurse dissatisfaction, emotional stress, interference with student
learning, increased medical errors, deleterious client outcomes, and increased healthcare costs.
We are facing the possibility of a severe nursing shortage in the near future, because of an
expanded nursing role, anticipated retirement of a major portion of the current nursing
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workforce, and an aging population. Unfortunately, new nursing graduates may choose to leave
the practice of nursing due to bullying.
Bullying is intentional aggressive behavior that is often repeated. It is designed to control,
diminish or devalue another person. It typically involves subtle methods of coercion such as
intimidation. Verbal bullying is the most frequent form, and involves negative language. Cyber
bullying is bullying through electronic media. Examples of bullying include:
Verbal Bullying Behavior
Non-Verbal Behavior
Name calling
Unfair assignments
Sarcasm
Ignoring
Faultfinding
Refusal to help
Backstabbing
Sighing
Criticism
Refusal to work with someone
Intimidation
Social isolation and exclusion
Gossip
Shouting
Putdowns
The following communication strategy can assist in confronting the bully:




Describe your observations of the bullying behavior based on a record that includes dates,
times and witnesses of the unacceptable behavior, as well as, copies of all emails and
other written documents and communications.
Express your feelings and describe how the experience has affected you.
State your goal in an assertive manner. Be clear and descriptive.
Describe the consequences of the bullying behavior.
(Oregon Nurses Association, Nurses and Bullying in the Workplace: A Resource Guide, 2011.)
Students should inform their instructor if bullying is occurring in the clinical setting or
classroom, and follow the College procedure for reporting it. (See, the Portland Student
Handbook for details.)
Incivility In Nursing Education
Uncivil encounters involving students and faculty can have a negative effect on the educational
community, adversely affecting students and faculty. Faculty can experience decreased work
satisfaction and morale due to lowered self-esteem, loss of confidence in teaching abilities,
emotional stress, and significant time expenditure on meetings and documentation. Students
may experience depression, physical symptoms of stress, and powerlessness. This can lead to
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disengagement, diminished trust in leadership, and decreased learning (Luparell, 2007; Luparell,
2008).
When faculty members are the target of student incivility, the precipitating event is often related
to student performance. It is important that faculty provide students with constructive feedback
to optimize students’ learning outcomes. However, unexpected uncivil encounters may still
occur. Students may be the target of incivility from faculty members and fellow students.
Clinical agency staff might also direct uncivil behavior toward students at an assigned clinical
site (Luparell, 2004; Luparell, 2011).
Examples of uncivil student behaviors include:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
Cheating on examinations or assignments
Using cell phones during class or clinical meetings
Holding conversations in class or clinical that distract faculty, clinical agency staff or
fellow students
Making sarcastic remarks or gestures
Sleeping in class or clinical
Using a computer during class or clinical for purposes not related to the class or clinical
Demanding make-up examinations, extensions or other favors
Making disapproving groans
Dominating class discussions
Refusing to answer direct questions
Not paying attention in class or clinical
Arriving late or leaving early for class or clinical without reasonable cause or instructor
notification
Acting bored or apathetic
Cutting class or clinical without reasonable cause or instructor notification
Being unprepared for class or clinical
Yelling at instructor or clinical agency staff
Nonverbal gesturing communicating hostility or aggression
Arguing belligerently regarding grading or teaching methods
Angry, aggressive confrontation using verbal, nonverbal or written means
Pushing or throwing items at a faculty member, clinical agency staff or fellow student
Vandalizing another student’s personal belongings
Threatening or harassing faculty, clinical agency staff or other students
Challenging faculty or clinical agency staff knowledge or credibility
Intimidating or pressuring faculty to change a decision by involving or threatening to
involve a spouse, parent, administrator, or lawyer
(Clark and Springer, 2007.)
According to The Essentials of Baccalaureate Education for Professional Nursing Practice
(AACN, 2008, page 9), “The professional nurse requires the development and demonstration of
an appropriate set of values and ethical framework for practice.” Incivility is a violation of the
ANA Code of Ethics for Nurses that stresses the importance of nurses, in all professional
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relationships, respecting the dignity and worth of people. Therefore, it is important for faculty
and students to engage in civil behavior and to respond appropriately to uncivil behavior
personally experienced or observed.
If a faculty member or student has been the victim of uncivil behavior, it is important not to
escalate the problem. The perpetrator should be approached to discuss the situation at a private
meeting and attempt to clarify any misunderstanding. It is important to remain calm and discuss
the situation in a rational, professional manner. Faculty should assist students, who have
engaged in uncivil behavior, to communicate more appropriately and deal more effectively with
conflict (Luparell, 2008).
If uncivil behavior continues after an intervention, the appropriate School of Nursing/ College
reporting procedure should be followed.
References
Clark, C, and Springer, P. (2007). Incivility in nursing education: A descriptive study of
definitions and prevalence. Journal of Nursing Education, 46 (1), 7-14.
Luparell, S. (2004). Faculty encounters with uncivil nursing students: An overview. Journal of
Professional Nursing, 20 (1), 59-67.
Luparell, S. (2008). Incivility in nursing education: Let’s put an end to it. NSNA Imprint, 42-46.
Luparell, S. (2011). Incivility in nursing: The connection between academia and clinical settings.
Critical Care Nurse, 31 (2), 92-95.
Luparell, S. (2007). The effects of student incivility on nursing faculty. Journal of Nursing
Education, 46 (1), 15-19.
Nursing Student Application For CNA Certification
1.
2.
3.
4.
5.
Nursing students are eligible for CNA-1 certification by the Oregon State Board of
Nursing after successful completion of all courses in Semesters 1 and 2 in the curriculum.
In accordance with FERPA regulations, student completion of required courses cannot be
verified to Oregon State Board of Nursing without a signed release from the student.
Students desiring CNA-1 certification must complete the application process as outlined
on the Oregon State Board of Nursing website.
Students submit the student nurse application with the completed fingerprint documents,
the fees, and a copy of their official transcript.
In accordance with the nurse practice act (Division 62) and as an enrollee of an approved
nursing education program, verification of the required coursework for certification may
be obtained by requesting an official transcript from the Director of Enrollment Services
office.
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Linfield-Good Samaritan School Of Nursing Online Course Expectations
Approved: 05/19/11; Revised: 01/16/12











Students are expected to read the course syllabus, assignment expectations, course
calendar, announcements, and all other course materials at the beginning of the course
and periodically, throughout the term.
Every member of the online learning community will have different views, opinions, and
experiences that come up from the topics that are discussed. It is expected that the
learning experience will be enhanced if students and faculty respond to each other
respectfully, politely, and with professionalism at all times.
The online course room is a safe, confidential learning environment, where clinical
situations and scenarios are discussed for the purposes of collaborative learning.
Students are expected to log-in to the course a minimum of 3-4 times per week* to check
for announcements, e-mails, new discussion responses, and returned assignments.
*On-campus and hybrid courses may have different expectations for log-in requirements
than courses that are conducted completely online, please check the course syllabus for
expectations.
In addition to course room e-mail, it is expected that students check their Linfield e-mail
site on a regular basis. General program announcements, Linfield College
announcements, as well as specific, critical information from faculty and staff may be
communicated in this way.
Faculty members do their best to respond to e-mails and questions within 24-48 hours. It
is important to check with each instructor to understand their preferences for
communication and their timeline for responses.
Students may notice similarities in the way that online education is delivered across the
curriculum; however, it is important to know that faculty instructors will have a variety of
teaching styles and preferences.
Each course is designed with its own set of course outcomes or goals for learning. The
teaching and learning strategies that are utilized to meet these outcomes will vary from
course to course. Examples include: collaborative discussions, group projects, individual
research and writing assignments, online quizzes, case studies, web-based learning,
community activities, service learning, clinical preceptor activities, and more.
The knowledge and skills that students can expect to gain in one course will provide a
foundation for subsequent courses. The learning that occurs across the curriculum builds
from simple to more complex.
There are a variety of resources available in the course room to support student learning,
such as: library class pages, librarian contact and support information, writing tips and
resources for formatting using the Publication Manual of the American Psychological
Association (APA), web links, blackboard support, NW eTutoring Consortium of
Colleges that provides academic tutors in a wide-range of subjects including writing, and
Linfield College learning support services for assignment assistance.
In online courses, student identification is confirmed through their CatNet ID and secured
password. Plagiarism can be checked using the website: www.turn-it-in.com.
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Student Evaluation Policy
Students must practice legally, ethically, professionally and safely. Students must meet all
course outcomes to pass nursing courses. The achievement of course outcomes is evaluated
using appropriate methods identified by the course faculty and communicated by the course
syllabus. In clinical nursing courses, students will receive a written clinical performance
evaluation based on written course outcomes related to nursing practice in the lab/clinical areas.
The clinical performance evaluations will be kept electronically for six years.
Student Evaluation Of Nursing Courses In The Curriculum
Students are asked to evaluate nursing courses in order to determine if course outcomes are
effectively being met. Data are used to facilitate course development.
Student Evaluation Of Classroom And Clinical Instruction
In the generic BSN program, the instructor shall ask a student to administer faculty evaluation
forms during a class or clinical before the final exam. The selected student picks up the
evaluation forms from the Administrative Assistant to the School of Nursing (PH 314) and
returns the completed forms to the same office. The instructor should not be present while
students complete the evaluation forms. The student administering the evaluation forms needs to
read the following statement to the class or clinical group:
“Please read and answer each item carefully. Your appraisal will be used to help improve
this course, as well as to make personnel decisions such as tenure and promotion for your
professor. You are urged to provide written comments to make your views most useful to
the professor and the others who will read these evaluations. Your responses will be
available to the professor only after he or she has submitted final grades for the course.”
In the RN-BSN program, students will complete faculty evaluation forms online before the final
exam. Responses will be available to the instructor after he/she submits final grades for the
course.
Student Evaluation Of Clinical Agencies
Both faculty and students are asked to evaluate clinical facilities at the end of a clinical rotation.
Data from faculty and students are used to evaluate the quality of clinical experiences and to plan
future clinical experiences.
Student Evaluation Of Clinical Teaching Associates (Preceptors)
At the end of NURS 475 Integrated Experiential Learning IV, which uses the preceptor model of
instruction, both faculty and students are asked to evaluate the Clinical Teaching Associate
(Preceptor). Data from faculty and students are used to determine future Clinical Teaching
Associate (Preceptor) assignments.
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Student Evaluation Of Experiential Learning Center (Nursing Lab)
Experiences And High Fidelity Simulation
Both faculty and students in the generic BSN program are asked to evaluate the Experiential
Learning Center (Nursing Lab) experiences and high fidelity simulation. Data from faculty and
students are used to determine the effectiveness of these lab learning experiences in meeting
course outcomes. This assessment is helpful in planning future lab experiences.
Preceptorship Model Of Clinical Teaching (NURS 475 Integrated Experiential
Learning IV)
The preceptorship model of clinical teaching is used in NURS 475 Integrated Experiential
Learning IV. The roles of the Clinical Teaching Associate (Preceptor), student, and faculty are as
follows:
Clinical Teaching Associate (Preceptor) Role
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Provides faculty and the student with a copy of the Clinical Teaching Associate’ s
(Preceptor’s) work schedule to assist in scheduling the student’s clinical days.
Coordinates the student’s orientation to the facility, including staff roles and client
expectations.
Ensures the student is identified as a student while in the clinical area and is not regarded
as staff for the clinical site.
Fosters the student’s integration into the workplace culture and the health care team by
involving the student in meetings related to client care and other appropriate professional
matters.
Arranges for a substitute Clinical Teaching Associate (Preceptor) when absent.
Facilitates learner centered education through collaborative identification of the student’s
learning needs, open communication, informing the student about learning resources, and
mutual assessment of the student’s learning outcomes.
Serves as a role model for the student, demonstrating professional values and behaviors
such as caring, integrity, effective interpersonal communication, critical thinking, and
conflict management.
Provides appropriate support and encouragement to assist the student to cope with stress
and reduce anxiety associated with clinical practice.
Assists the student in learning the process of prioritization that ensures safe and effective
nursing care.
Discusses, facilitates and supervises student learning activities and outcomes.
Monitors the student’s provision of nursing care to ensure client safety, and provides a
safe learning environment for the student.
Recommends appropriate clients for the student to provide nursing care, and assists with
accessing agency information.
Provides instruction to the student concerning the realities of the professional world of
nursing practice.
Stimulates development of the student’s clinical judgment and critical thinking ability
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15.
16.
17.
18.
through reflective practice and the application of evidence based practice.
Provides regular constructive feedback to the student regarding progress toward meeting
clinical outcomes.
Collaborates with faculty to determine the student’s readiness to perform skills
independently.
Consults with faculty regularly regarding the student’s progress toward meeting the
clinical outcomes, including suggestions, problems, and concerns.
Completes a written clinical performance evaluation of the student assessing the
attainment of clinical outcomes (as requested).
Student Role
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Negotiates with the Clinical Teaching Associate (Preceptor) and faculty to schedule
clinical days.
Participates in orientation per agency policy/ Clinical Teaching Associate (Preceptor)
instructions, and complies with agency policies, standards, procedures, rules and
regulations.
Notifies Clinical Teaching Associate (Preceptor) and faculty of absences per course
syllabus and negotiates makeup hours.
Provides written learning outcomes to the Clinical Teaching Associate (Preceptor) and
faculty, and discusses strategies for meeting clinical outcomes.
Demonstrates motivation, initiative, and a willingness to learn in the clinical setting.
Assumes responsibility for learning by asking pertinent questions and being prepared for
clinical experiences.
Demonstrates stewardship by acting with integrity in an accountable and responsible way
to ensure professional nursing care is provided to clients.
Keeps faculty informed about clinical experiences, including any concerns regarding the
student’s role, client or student safety, or standards of conduct, performance and ethics.
Requests appropriate assistance when doing a new skill or if uncertain about how to
perform a skill.
Only provides nursing care to the level taught and determined competent by the Clinical
Teaching Associate (Preceptor) and faculty.
When administering medications, the student reviews information about the drugs and
knows the contraindications, actions, interactions, side effects, and age specific
considerations of the drugs. The student knows why the clients are receiving the
medications, and performs any indicated assessment.
Assesses own progress toward meeting clinical outcomes, and communicates learning
needs to faculty and the Clinical Teaching Associate (Preceptor).
Is open to constructive criticism from faculty and the Clinical Teaching Associate
(Preceptor), and uses feedback to improve nursing practice.
Meets clinical outcomes as stated in the course syllabus.
Completes a written clinical performance self-evaluation assessing the attainment of
clinical outcomes.
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Faculty Role
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Notifies the student of the Clinical Teaching Associate’s (Preceptor’s) name and phone
number, and facilitates scheduling of the student’s clinical days.
Orients the student to the course; including clinical outcomes and requirements of the
course, as well as role expectations of the student, faculty, and the Clinical Teaching
Associate (Preceptor).
Orients the Clinical Teaching Associate (Preceptor) to the nursing curriculum; the course,
including clinical outcomes, requirements of the course, and evaluation methods; and role
expectations of the Clinical Teaching Associate (Preceptor), faculty and the student.
Ensures the student has completed the School of Nursing Health Passport requirements
and additional clinical site requirements.
Complies with agency policies, standards, procedures, rules and regulations.
If the student is employed by the clinical agency, faculty coaches the student about the
differences between the student’s role as employee and as student. Faculty ensures that
the student wears the student name badge. The Clinical Teaching Associate (Preceptor)
must not have any line of authority to the student related to the student’s employment.
Communicates weekly with the student on an individual basis or in group praxis seminars
to monitor progress toward meeting clinical outcomes.
Demonstrates commitment to the partnership between faculty and the Clinical Teaching
Associate (Preceptor) in facilitating the student’s application of theoretical knowledge to
practice and socialization into nursing practice.
Ongoing communication with the Clinical Teaching Associate (Preceptor) in the clinical
area or by telephone/email contact for information about student progress in meeting
clinical outcomes, and to provide guidance to the Clinical Teaching Associate (Preceptor)
with regard to teaching and evaluating the student.
Provides constructive feedback to Clinical Teaching Associate (Preceptor) to facilitate
development of the Clinical Teaching Associate’s (Preceptor’s) teaching and evaluation
skills with students.
Available by telephone/email to the student and the Clinical Teaching Associate
(Preceptor) for problem solving or other relevant matters during all clinical hours.
Assists the student and the Clinical Teaching Associate (Preceptor) with the evaluation
process; and is responsible for the final clinical evaluation of the student.
References
Altmann, T. (2006). Preceptor selection, orientation, and evaluation in baccalaureate nursing
education. International Journal of Nursing Scholarship, 3 (1), 1-16.
Boyer, S. (2008). Competence and innovation in preceptor development: Updating our
program. Journal for Nurses in Staff Development, 24 (2), E1-E6.
Luhanga, F., Yonge, O., & Myrick, F. (2008). Failure to assign failing grades: Issues with
grading the unsafe student. International Journal of Nursing Education Scholarship, 5 (1),
article 8, 1-14.
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Myrick, F., & Yonge, O. (2002). Preceptor behaviors integral to the promotion of student
critical thinking. Journal for Nurses in Staff Development, 18 (3), 127-133.
Myrick, F., & Yonge, O. (2002). Preceptor questioning and student critical thinking. Journal of
Professional Nursing, 18 (3), 176-181.
Seldomridge, L., & Walsh, C. (2006). Evaluating student performance in undergraduate
preceptorships. Journal of Nursing Education, 45 (5), 169-176.
Yonge, O., Billay, D., Myrick, F., & Luhanga, F. (2007). Preceptorship and mentorship: Not
merely a matter of semantics. International Journal of Nursing Education Scholarship, 4 (1),
article 19, 1-13.
Yonge, O., Ferguson, L., Myrick, F., & Haase, M. (2003). Faculty preparation for the
preceptorship experience: The forgotten link. Nurse Educator, 28 (5), 210-211.
Yonge, O., Hagler, P., Cox, C., & Drefs, S. (2008). Listening to preceptors. Journal of Nurses
in Staff Development, 24 (1), 21-26.
Yonge, O., Myrick, F., & Haase, M. (2002). Student nurse stress in the preceptor experience.
Nurse Educator, 27 (2), 84-88.
Grading Policy For All Required Nursing Courses In The Curriculum
(Approved 9/17/12)
Theory
Theory courses are graded using the scale that follows. To pass the courses, the student must
meet all course outcomes as evaluated by examinations and other methods of assessing learning
and achieve an overall course grade of at least 73 C.
Multiple choice examinations will comprise a minimum of 50% of the course grade for the
following courses:



NURS 305: Foundations of Community-based Nursing Practice
NURS 355: Nursing Care of Children, Adults, and Older Adults with Chronic Conditions
NURS 455: Nursing Care of Children, Adults, and Older Adults with Acute Conditions
To pass the above three courses, a minimum average of 73 C must be earned on examinations.
The students must also achieve an overall course grade of at least 73 C.
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Grading Scale
A
AB+
B
BC+
C
=
=
=
=
=
=
=
93-100
90-92
87-89
83-86
80-82
77-79
73-76
Unacceptable Grades:
C=
70-72
D+ =
67-69
D
=
60-66
F
=
0-59
(Note: Linfield College does not accept grades of A+, D-, F+, or F-)
Clinical (Integrated Experiential Learning Courses)
A student who demonstrates unsafe clinical practice, unethical behavior, unprofessional
behavior, or illegal behavior in the clinical setting will be removed from the clinical experience
and not passed in the Integrated Experiential Learning course.
Integrated Experiential Learning courses are graded using the above scale. To pass these courses,
the student must meet all course outcomes as evaluated by the student clinical performance
evaluation tool and other assignments (e.g., written assignments, group projects, examinations,
etc.). The clinical component (i.e., direct care or other learning activities occurring at clinical
agencies) is graded pass/no pass. Written clinical assignments may be given points that
contribute to the overall course grade. The student must pass the clinical component and achieve
at least a 73 C average on graded assignments to pass the course.
Clinical Nursing Skills Performance Evaluation Policy Statement
Generic BSN Students Only, Last Revised: 07/19/11
Outcome
Students demonstrate minimally safe performance of selected nursing skills at key points in the
curriculum.
Evaluation Procedure

Clinical Nursing Skills Performance Evaluation occurs at designated points in the
curriculum.

The purpose of Clinical Nursing Skills Performance Evaluation is to demonstrate
integration and application of course skills. This evaluation also includes scenario-based
clinical judgment questions that address theory underlying the skill.

Students are provided with guidelines based on best practices for skill performance.
Subsequent courses build on guidelines used in earlier courses.

Practice times are scheduled for students prior to Clinical Nursing Skills Performance
Evaluation. Faculty, staff, and/or student mentors are available for assistance during
scheduled practice times.

The time allotted for performing skills is designated based on the difficulty/complexity of
the skills being evaluated. Evaluation time is included in the hours allocated for the
course.
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
When possible, Clinical Nursing Skills Performance Evaluation is done by faculty who
are not the student’s current clinical or lab faculty.
Grading Criteria/Evaluation

Students must demonstrate the best practice principles of that skill at a level determined
to be minimally safe per evaluation guidelines.

To pass Clinical Nursing Skills Performance Evaluation, all assigned skills must be
completed successfully.

If the faculty evaluator determines a student has not met the criteria for passing the
evaluation, she/he will review the data with the Integrated Experiential Learning
Coordinator to make the final decision.

Students will have the opportunity to repeat a Clinical Nursing Skills Performance
Evaluation after attending a review and practice session.

Students not successful on a second Clinical Nursing Skills Performance Evaluation
attempt are at risk for course failure and will be considered on an individual case basis.

Successful completion of Clinical Nursing Skills Performance Evaluation may be
required before progressing to the clinical component of courses.
Faculty Role During Clinical Nursing Skills Performance Evaluation

Faculty will be oriented to Clinical Nursing Skills Performance Evaluation for each
course using this evaluation.

Faculty may use cues and prompts to help students to focus or get started on a skill, or to
identify missed parts of the procedure.

Faculty help to create reality by acting as the voice of the patient and by providing
responses and assessment data. They also serve in the role of the second nurse when the
scenario calls for one (e.g. help position or provide ventilation during a suctioning
procedure).

The Integrated Experiential Learning Coordinator should do a limited amount of
evaluation, to be available to monitor the process and consult with faculty evaluators as
questions and concerns arise.
Accident Reporting Procedure On Campus While Engaging In College
Activity Or Clinical
The following procedure is to be instituted for accidents involving a student or faculty member
injured on campus or while engaging in any college sponsored activity (e.g., field trip, January
Term Travel Course), a College Work Study/Campus Employment Student injured while
engaged in college activity or student or faculty member injured during clinical. After making
an assessment and calling 911 if necessary, report the injury immediately to your supervisor, no
matter how minor. The instructor must fill out the Linfield College Incident Investigation and
Analysis Report form and submit it to the Administrative Assistant for the Director of Portland
Campus Operations (PH 301).
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Procedure for reporting incidents that occur during nursing clinical when a student injury
results:

If the accident involves a clinical situation, the instructor must fill out two incident report
forms--a Linfield College Incident Investigation and Analysis Report form and a
Linfield-Good Samaritan School of Nursing Clinical Incident Report form.

If the injury will require an overnight stay in the hospital, you must notify the Linfield
College-Portland Campus Liaison Community Public Safety and Security Officer at 503413-7104 (LH 25) and the Dean of Nursing at 503-413-8080 (PH 304).

If the accident is fatal, immediately notify the Linfield College-Portland Campus Liaison
Community Public Safety and Security Officer at 503-413-7104 (LH 25) and the Dean of
Nursing at 503-413-8080 (PH 304).
Procedure for reporting incidents that occur during nursing clinical when no student
injury results:

The agency’s incident report is to be completed, as well as the Linfield-Good Samaritan
School of Nursing Clinical Incident Report. (Follow the procedure for reporting
incidents that occur during nursing clinical when a student injury results.)
Procedure for blood/body fluid exposure incident:
Exposure to blood borne pathogens: Linfield-Good Samaritan School of Nursing is required to
provide assurances that our students have a level of protection and education similar to health
care agencies. Each year we offer blood borne pathogen-training for students and faculty who
are at risk of exposure in clinical settings. (Annual blood borne training is mandatory.)
Student responsibility if exposed:

Immediately wash or rinse affected area thoroughly.

Notify your instructor and the unit charge person.

Follow the procedure of the clinical agency in which the incident occurred.

Ask the agency/site to provide an assessment of the exposure source to determine
the HIV, HBC, HCV, or other Blood borne pathogen status.

Seek immediate medical evaluation if a blood/body fluid exposure has occurred.

Students must be evaluated for preventive therapy within one hour of blood/body
fluid exposure.

Follow-up care is the student's responsibility.
The student will also follow the Linfield-Good Samaritan School of Nursing
procedure that includes:

Request that the instructor complete an immediate report of the incident using the
Linfield College Incident Investigation and Analysis Report form, Linfield-Good
Samaritan School of Nursing Clinical Incident Report form, and Linfield-Good
Samaritan School of Nursing Blood Borne Pathogen Exposure Form.
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

Follow-up care may be arranged through the student's own private physician.
Any costs of evaluation and follow-up shall be the responsibility of the exposed
student.
Procedure for workers compensation claim:
Campus Employment Students are covered by the College Worker’s Compensation program if
the injury, requiring a doctor or hospital visit, occurs while working for the College. Such
students must complete an 801 insurance form. This form should be faxed to the Human
Resources office (503-883-2644) within five business days of the incident. The form is available
in the office of the Administrative Assistant for the Director of Portland Campus Operations
(PH 301).
Preparation For The NCLEX-RN Licensure Examination
Approved: 03/16/09; Last Revised: 07/09/12
Generic BSN Students Only
All generic nursing students are required to take a standardized comprehensive exit examination
in NURS 475 Integrated Experiential Learning IV (HESI exit examination and CAT). The HESI
Exit examination comprises 20% of the course grade and the CAT comprises 5% of the course
grade. Several resources and support services are available to assist students in preparing for this
exam. The Director of Learning Support Services offers individual coaching to develop
strategies that improve test-taking abilities. Resources related to test anxiety include on-campus
and off-campus psychological counseling.
Strategies to improve testing skills are also integrated into the curriculum. Standardized
specialty or customized HESI examinations are incorporated in NURS 305 Foundations of
Community-Based Nursing Practice (5 percent of grade), NURS 395 Mental Health and Illness
Across the Lifespan (10 percent of grade), and NURS 435 Integrated Experiential Learning III
(20 percent of grade). Students who do not meet the benchmark score on any of the standardized
course exams or exit exam are encouraged to follow up on self-remediation activities on the
Evolve Website and use other campus resources as appropriate. Online case studies that utilize
NCLEX style questions are also included as course assignments throughout the nursing program.
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Process For Student Inclusion In NCLEX-RN Preparation Plan
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NCLEX-RN Examination Application Process
Generic Nursing Students Only
The procedure listed below is intended to clarify the NCLEX-RN Examination Application
process for students, faculty, and staff.
1.
In their final semester students learn about the process for applying to take the NCLEXRN examination with the Oregon State Board of Nursing (OSBN) via an e-mail sent out
by the Administrative Assistant to the School of Nursing. The same information
contained in the email is also on the “NCLEX Testing & Licensure” link on the Linfield
College, Portland Campus Registration & Records Website.
2.
The Associate Director of Registration and Records sends Oregon State Board of Nursing
a Preliminary List 3-6 weeks after the start of the semester. This list is of students who
are planning to graduate in the current semester. Oregon State Board of Nursing uses this
list to start files on NCLEX-RN testing candidates.
3. The Oregon State Board of Nursing application packet outlines the requirements students
must meet before taking the NCLEX-RN examination. Students download the packet at:
http://www.oregon.gov/OSBN/pdfs/form/rn-lpnexamapp.pdf.
Items to be sent by Linfield College
a.
Transcripts (requested using the Licensure Transcript Request Form provided by
Oregon State Board of Nursing)
b.
Examination Picture Identification Form (sent once the Dean of Nursing’s
signature is obtained)
Items to be sent by the Student
c.
Completed fingerprint packet (for information check here:
http://www.oregon.gov/OSBN/pdfs/form/rn-lpnexamapp.pdf.)
d.
Completed Licensure by Examination Application
e.
Non-refundable fingerprint-based criminal background check processing fee (if
applicable) and Licensure by Examination application fee (may be written as one
check to OSBN).
4.
After students complete their Examination Picture Identification forms, they should
deliver them to the Administrative Assistant for the School of Nursing (PH 314) to have
the Dean of Nursing sign and verify.
5.
At the same time students are completing the OSBN application, they should register
with Pearson VUE (testing agency): http://www.pearsonvue.com/nclex/.
6.
The Administrative Assistant to the School of Nursing assists the graduating cohort, if
requested, to schedule a date for a fingerprinting agency to come to campus to offer
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services to students. This date will be communicated to the students by those in the
cohort making the arrangements.
7.
After the Associate Director of Registration and Records has confirmed degree
completion he/she notifies Oregon State Board of Nursing using the Candidate List.
8.
Transcripts will be delivered by Linfield College to Oregon State Board of Nursing
within three business days of graduation.
9.
At the time the transcripts are delivered, if OSBN has received the completed the
Examination Picture Identification form, Licensure Examination Application and the
Fingerprinting packet for the student, then OSBN will notify Pearson VUE that a student
is cleared to test.
10.
The student will receive an Authorization to Test (ATT) from Pearson VUE. Students
will then be able to schedule an appointment to test by visiting
www.pearsonvue.com/nclex.
11.
Testing accommodation can be requested by students with a disability, if they verify
accommodations were provided by Linfield-Good Samaritan School of Nursing and
verify testing, diagnosis and need for accommodations by an appropriate licensed
healthcare provider. Information is available here:
http://www.oregon.gov/osbn/pdfs/policies/nclex_accomm.pdf
Note: These directions pertain to Oregon State Board of Nursing only. If a student will be
taking their NCLEX-RN examination in another state, they must check with that state
board about their requirements.
Pain Management Requirement For Registered Nurses In Oregon
Senate Bill 885 introduced in 2001 mandates a one-time pain management requirement for
registered nurses and other licensed health care providers at the time of license renewal. Seven
hours of pain management are required and one of the hours must include the Oregon Pain
Management Commission course available online via the website address provided in the
following paragraph.
The Oregon State Board of Nursing is charged with monitoring that registered nurses meet this
mandated continuing education requirement. The Oregon State Board of Nursing requires all
Schools of Nursing to include at least six hours of pain management in the nursing curriculum.
You are also required to complete the mandatory on-line course developed by the Oregon Pain
Management Commission. You may access this course on the web at:
http://www.oregon.gov/OSBN/painCE_FAQS.shtml.
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The Oregon State Board of Nursing will perform random audits of compliance related to the pain
management requirement. Keep the outline of pain management content in Appendix G with
your records as verification of most of the required hours in pain management.
Graduation Ceremony
A graduation ceremony is held on the McMinnville Campus every spring and is open to students
graduating anytime during the current academic year. Additional celebrations related to
graduation will be determined.
Insurance
Health Insurance (Required)
All nursing students are required to have health insurance coverage either purchased through
Linfield College or through their private insurance company. Health insurance is vital in
covering injuries that may occur while the student is engaged in clinical practice or while on
Portland Campus grounds.
Neither clinical agencies nor Linfield College's Worker's Compensation programs cover student
injuries. Needle sticks, back injuries, and infectious diseases are some of the potential injuries
that occur during clinicals, making health insurance coverage essential.
Campus employed students are covered under Linfield College's Worker's Compensation
program only if the injury occurs while they are working for the College, and not during nonemployment times.
Professional Liability Insurance - Malpractice (Required)
Students are required to purchase professional liability insurance coverage through Linfield
College. An annual, renewable fee is to be paid each year at the time of registration. This
insurance only covers individuals in their clinical performance as students in nursing courses.
Assigned Papers
Assigned papers are to be written according to the format present in the most current edition of
the American Psychological Association’s Publication manual. A copy of this book is available
in the library.
Clinical Requirements
Electronic Health Record (Neehr Perfect)
An electronic health record is a computerized client chart, an interdisciplinary communication
method, a safety and decision-making support tool, and a central client database. Generic
students will learn to use an electronic health record, called Neehr Perfect, which is designed for
educational purposes. In order to use Neehr perfect, students need to purchase a subscription.
Further information is available on the Experiential Learning Center website.
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Hand Hygiene Policy
Faculty and students are required to use appropriate hand hygiene when in clinical agencies
before touching a patient/client, before clean/aseptic procedures, after body fluid exposure risk,
after touching a patient/client, and after touching a patient’s/client’s surroundings (See, the
World Health Organization’s 5 Moments for Hand Hygiene model below).
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Absence/Tardiness/Clinical Make-Up
Attendance is required for all clinical laboratory experiences. A student, who is unable to attend,
must notify the clinical facility and clinical instructor before the time scheduled for the start of
the clinical laboratory experience. The student, who is going to arrive late, must also notify the
clinical facility and clinical instructor as soon as possible. Students must arrive at the time that
their clinical is scheduled. Tardiness is not acceptable. Repeated tardiness may lead to failure of
the course.
If course outcomes are not met, because of excused clinical absence or tardiness, two options are
available to the student. The student may complete the course the next time it is offered, if there
is available space, or arrange for make-up time with the clinical instructor and Course
Coordinator or Integrated Experiential Learning Coordinator. The second option depends upon
the willingness and availability of the clinical instructor. Under some circumstances, it may be
necessary for the student to pay for make-up hours. No clinical make-up should occur during the
final exam period.
Policies of the Clinical Agency
Students are expected to comply with the policies of the clinical agency in which they are
assigned for clinical laboratory experience. This includes, but is not limited to, policies related
to client confidentiality and the photocopying of any part of the client's medical record, drug
testing, immunizations, and/or criminal background checks.
Transportation
Students are responsible for providing their own transportation to and from clinical sites. If a
student chooses to drive a personal vehicle, the student is responsible for operating the vehicle in
compliance with local, state, and federal regulations, including Oregon State laws regarding
automobile insurance. Parking fees associated with clinical practice are also the responsibility of
the student.
Student Injury
Students must follow the procedure of the clinical facility in reporting injuries. If medical
treatment is required, students are responsible for completing the forms required by their
insurance company. (Also see, School of Nursing policy on incident reports in this chapter.)
Student Clinical Errors
Students making an error of omission or commission during their clinical experience at an
agency, must notify the clinical instructor immediately. The procedure for reporting errors
identified by the clinical agency is to be followed. Faculty are to notify the Dean of Nursing in
writing of any student errors that may require legal intervention or are of great significance.
(Also see, School of Nursing policy on incident reports in this chapter.)
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Linfield-Good Samaritan School Of Nursing Experiential Learning Center
Standards For The Learning Community
Approved: 03/07/11
The Experiential Learning Center is considered a formal clinical site and expectations for
behavior, dress, and grooming are the same as for outside clinical facilities. This ensures a
positive learning experience for all students. Compliance with these or any request of faculty or
Experiential Learning Center lab staff are included in the course evaluation. Exemplary
performance may lead to mentoring opportunities and letters of reference for employment.
General:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Latex: students are responsible for notifying faculty and Experiential Learning Center
lab staff of latex allergies.
Personal appearance: scrubs are required for scheduled lab times. Scrubs are also
required for open lab. ID badges are always required. Grooming is in accordance with
Linfield clinical standards. Refer to the Personal Appearance Policy that follows for
further details.
Deposit gum in the trash upon entering the lab.
Food is to be consumed outside of the lab environment.
The only drinks allowed are water in closed, water-tight containers; no Starbucks cups,
etc.
Water bottles are to remain at the bleacher area in the main nursing lab or the debriefing
room in the High Fidelity Simulation lab, not to be taken to the bedside.
Active learning is encouraged; however, please maintain quiet clinical or library voices.
Respect all staff, faculty, mentors, students, equipment, and supplies. Refer to the
Statement on Student Behavior in chapter VIII.
Clean up the work areas before leaving the bedside or the lab; be sure all sharps are
deposited in sharps containers; replace all furniture to the proper locations; straighten the
bedding to leave it “hotel ready.”
Take personal belongings when leaving; lab staff is not responsible for any item left in
the lab.
Clients:
1.
2.
3.
4.
5.
6.
7.
8.
Each manikin is a simulated client and is to be treated exactly as a client at all times.
Speak respectfully to the client; introduce yourself, and explain your purpose.
Maintain dignity and modesty; close curtains, keep the client covered as much as possible
while performing procedures.
Lower the bed when procedures are completed and before leaving the bedside.
Raise the side rails and assure the brakes are on.
Straighten the bedding in a manner that clearly indicates the client has received excellent
nursing care.
Do not move the clients; ask a staff member if a client requires a transfer.
Do not use Betadine on the clients as they are all allergic to it.
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Supplies and Equipment:
1.
2.
3.
4.
Use the materials in your lab kits first; please reuse them for practice.
If additional materials are needed, please ask Experiential Learning Center lab staff. The
storage areas are for authorized personnel, i.e. lab staff and faculty, only.
If equipment is needed outside of lab, please use the check-out system; do not remove
anything from the lab without checking with Experiential Learning Center lab staff first.
Return the items promptly for others to have access to them.
Please notify Experiential Learning Center lab staff immediately if equipment
malfunctions.
Personal Appearance Policy (Dress Code)
Linfield-Good Samaritan School of Nursing expects nursing students to demonstrate a
professional image. Due to the nature of health care, we must demonstrate a patient/client focus
with regard to dress and appearance. Students’ dress must be neat in appearance and appropriate
to their learning environment at all times. Students should be aware and conscientious of their
personal hygiene and cleanliness of attire. Students must be in compliance with their clinical
agency’s policy.
Identification
All Linfield College nursing students must wear an identification badge or nametag while in
clinical/practicum experiences. These badges should be visible, readable, and in keeping with
the agency requirements.
Clothing
Students may choose to wear navy blue and/or white scrubs. A Linfield College patch must be
sewn on the left sleeve of each scrub or uniform top. Scrubs and patches are available at the
campus bookstore; scrubs are also available at uniform shops in the community. Students are
required to follow the dress code of assigned clinical agencies. Some clinical/practicum sites
may allow or require students to wear street clothes and footwear while practicing in their
agency. Students should check with their instructor for specific guidelines.
Footwear

Shoes shall be clean and in good repair and appropriate for the clinical/practicum
assignment.

Shoes with flexible soles, low heels, and closed toes are recommended for safety and
optimum body mechanics.

White or nearly white shoes are required in the majority of clinical/practicum sites.
Jewelry

Jewelry shall be kept to a minimum.

Jewelry should be appropriate and safe for the clinical/practicum environment and not
pose a risk to the student or patients (i.e., large hoop or dangling earrings).
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Hygiene and Grooming

Students shall be clean and free from strong odors, including perfumed fragrances.

Fingernails shall be clean and at a length that does not interfere with the job or pose a risk
to the student or clients. Artificial nails pose an infection control and safety risk and are
not allowed.

Clear nail polish may be worn.

Hair, sideburns, mustaches and/or beards shall be clean, neat and well-trimmed.

Male students without well-trimmed beards and mustaches shall be clean-shaven.

Long hair must be pulled back from the face.

Make-up shall be appropriate to the professional work environment and not extreme.
Radical Departures

Hair color is to be within the normal color range.

Hairstyle is to be within reasonable healthcare environment standards.

Body piercing, except appropriate pierced ears, is not to be visible during
clinical/practicum hours (no more than two earrings/ear).

Tattoos are not to be visible during clinical/practicum experience.
Disciplinary Action for Violation of Personal Appearance Policy
Students who fail to comply with the personal appearance policy will be sent home and asked to
return in appropriate attire. If further violations occur, the student may fail the course.
Exceptions to the Personal Appearance Policy
Where a student is disabled, has a verified medical condition, or as a member of a religious
group with a religious tenet/doctrine, is required to wear certain dress styles that are exceptions
to this policy, Linfield College will accommodate the student provided that safety, health and
hygiene requirements are satisfied. The student has the responsibility to inform his/her clinical
instructor of this request for exception to the personal appearance policy.
Required/Recommended Supplies
Required

Name tag or badge

Navy blue and/or white scrubs or uniforms

Linfield College patches sewn on the left sleeve of each lab coat and top

White or nearly white shoes with closed toes

Watch with second hand or digital second timer
Recommended

Stethoscope and blood pressure cuff may be purchased

Penlight
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Student Request To Be Absent From Course Due To Attendance At
Professional-Related Event
Approved 09/17/12
Participation in professional nursing events contributes to student learning and provides
opportunities for professional development. However, these must be balanced with meeting
course requirements and needs of clinical agencies. The purpose of this policy is to clarify the
process for requesting to be absent to participate in professional-related events.
1. Review the policies on “Absence/Tardiness/Clinical Make-up” and “Absence From
Class” in the manual.
2. A student must be in good standing in a course for the request to be considered.
3. Before registering for a professional conference or arranging transportation, students
should consult with clinical and theory faculty if any class, clinical, or lab hours will be
missed by participating in the event.
4. Students should complete the form (on the next page) and submit it to faculty at least 6
weeks prior to the event.
5. Students should meet with faculty to review the request and obtain permission to be
absent. Expectations regarding the need to make up the absence or meet other course
responsibilities should be clarified.
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Student Request To Be Absent From Course Due To Attendance At
Professional-Related Event
Students are to complete this form prior to participating in professional-related events while
enrolled at Linfield-Good Samaritan School of Nursing.
Student Name:
Course:
Faculty:
Dates of absence:
Purpose of Professional-Related Event:
Describe how participation in this activity will contribute to learning outcomes of this course. If
there are no directly applicable learning outcomes related to the course, describe how this
activity meets requirements for 300 or 400 level outcomes, or program outcomes.
Describe how you will use the information learned from your participation in the above activity.
Student signature:
Faculty Consent:
Date:
_____ Yes
_____ No
Faculty Comments:
Faculty Signature:
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Position Statement On AIDS/HIV, HBV, And HCV Infection And Nursing
Students
Revised: 01/24/12
Linfield-Good Samaritan School of Nursing supports comprehensive education regarding
AIDS/HIV and Hepatitis B and C infection for all nursing students. The nursing curriculum will
include AIDS/HIV and Hepatitis B and C infection content on patient treatment, transmission,
and mechanisms for protection while delivering care to persons with AIDS/HIV infection and
Hepatitis B (HBV) and Hepatitis C (HCV) infection. This will include instruction in universal
precautions, infection control policies and programs, availability of Hepatitis B vaccine, postexposure policies, occupational health and safety issues and engineering controls/equipment.
This information will be provided to students at the onset of their academic careers, as well as,
throughout the course of their studies. The School of Nursing recommends:



HBV vaccine as a component of each nursing student's pre-clinical evaluation;
Post-exposure follow-up for students who sustain exposure to AIDS/HIV, HBV or HCV
infection in the clinical setting; and
A mechanism for students to access health care services.
Nursing students will be assured clinical setting protection consistent with those of employees
covered under the Occupational Health and Safety Act. The School of Nursing requires the strict
use of universal precautions and availability of proven safety measures for students in the health
care workplace consistent with the practice and standards for the nurses who are employed by
the facility. The continued evaluation, monitoring, and modification of the student's work
practices by qualified nursing supervision will be provided to ensure optimum safety in the
workplace. Personal protective equipment will be readily available to the student nurse as
mandated by the Occupational Exposure to Blood Borne Pathogens Standard, 1991.
The policy of Linfield-Good Samaritan School of Nursing concerning AIDS/HIV, HBV and
HCV infection and nursing students is as follows:






The nursing curriculum will include current AIDS/HIV, HBV, and HCV content at the
onset of the academic program and as applicable throughout the program of study.
The established mechanism to prevent Hepatitis B infection, Hepatitis B vaccine, will be
a recommended component of each nursing student's pre-clinical evaluation.
Nursing students, who sustain exposure to blood and certain body fluids in the clinical
practice setting, will be encouraged to seek post-exposure follow-up.
Nursing students will be assured workplace/clinical setting protection (excluding any
payment for AIDS/HIV, HBV and HCV health care) consistent with those of employees
according to the OSHA standards.
Nursing students or applicants to the nursing program will not be deprived of access to
the School of Nursing, nor dismissed from the program based solely on HIV status.
All AIDS/HIV, HBV and HCV related information will be kept confidential to safeguard
nursing students' rights to privacy.
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
Since nursing students are not involved in invasive procedures, no restrictions on practice
will be imposed for students found HBV positive.
Note: This position statement is a modification of the 1992 American Nurses Association
position statement on HIV/HBV infection and nursing students.
Occupational Safety And Health Division (OR-OSHA) Blood Borne
Pathogens Exposure Control Plan
Background
The Occupational Safety and Health Division at the federal level adopted the Blood Borne
Pathogens Standard on December 6, 1991. As a state, Oregon OSHA adopted this federal
standard, effective July 1, 1992. This standard is part of OAR 437, Division 2/Z, "Toxic and
Hazardous Substances." On November 6, 2000 the Needlestick Safety and Prevention Act was
signed, requiring OSHA to revise the Blood Borne Pathogen Standard. This standard recognizes
the fact that injuries from contaminated needles and other sharps are associated with an increased
risk of disease from more than twenty infectious agents, and by implementing needleless systems
and sharps with engineered sharps injury protection, these injuries can be prevented and perhaps
eliminated. (Occupational Safety and Health Administration. Federal Register, Occupational
Exposure to Blood Borne Pathogens, Needlestick and Other Sharps Injuries, Final Rule.66:55317-5325. (01/18/01)). This amended Blood Borne Pathogens Standard requires the
consideration and use, whenever possible, of safety-engineered sharp devices and needleless
systems. The standard provides requirements for employers to follow in order to ensure
employee safety with regard to occupational exposure to blood and/or other infectious materials
since any exposure could result in transmission of blood borne pathogens that could lead to
disease or death. Blood borne pathogens are disease-causing microorganisms. Two significant
pathogens are Hepatitis B (HBV) and Human Immunodeficiency Virus (HIV). The standard
covers all employees who could be reasonably expected to come into contact with human blood
and other potentially infectious materials in the course of their work. The following Exposure
Control Plan applies to Linfield College employees and is recommended for all nursing students.
Exposure Determination
The following faculty/students are considered to be at risk for potential exposure to blood and
other potentially infectious body fluids.
Nursing Faculty
Faculty in nursing courses that involve clinical experiences.
Nursing Students
Students enrolled in nursing courses that involve clinical practicum or experiences.
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The tasks and procedures or groups of related tasks and procedures performed by
faculty/students in which occupational exposure occurs:
Nursing Faculty

In the Experiential Learning Center where there may be the potential for exposure
to blood.

In clinical experiences when supervising students in the provision of direct care to
clients, in the performance of direct care to clients, and in the performance of
invasive procedures such as injections and intravenous lines.
Nursing Students

In the Experiential Learning Center, where there may be potential for exposure to
blood.

In the clinical facility, in providing direct care to clients in acute care, long-term
care, community health, community mental health and home care settings.
Performing procedures such as administering parenteral medications, initiating an
intravenous line, changing dressings, inserting nasogastric tubes or catheters,
irrigating wounds, assuring airway patency and performing Cardio-Pulmonary
Resuscitation.
Methods of Compliance
General

Universal precautions are taught to students and observed by faculty in the
nursing program.

Universal precautions are a part of professional practice by nursing faculty.
Engineering and Work Practice Controls

Engineering Controls are structural or mechanical devices Linfield College
provides, such as, hand washing facilities, sharps containers, and biohazard labels.

Work Practice Controls are the behaviors necessary to use engineering controls
effectively, such as, washing hands after removing personal protective equipment,
using sharps containers and applying biohazard labels.

Hand washing facilities:
o
Hand washing facilities are readily available and accessible to faculty and
students throughout campus facilities. Any contact of skin or mucous
membrane with blood or potentially infectious body fluid by students or
faculty will be thoroughly cleansed with soap and water or water only as
appropriate.
o
The Experiential Learning Center has a sink with a soap dispenser
available for use by students and faculty.
o
Students in clinical experiences in acute, long term care, community
health, community-mental health, and home health have ready access to
hand washing facilities.

Sharps: Students and faculty do not recap needles under any circumstances in
either the classroom or clinical settings. All contaminated sharps are disposed of
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


in containers, which are puncture resistant, labeled, leak proof, and appropriately
sealed prior to disposal. Legacy Good Samaritan Hospital and Medical Center
handles disposal of sealed containers using approved handling and disposal
methods for medical waste.
Eating, Smoking, Applying Cosmetics or Lip Balm, and Handling Contact
Lenses:
o
Are prohibited in the Experiential Learning Center. Drinking is permitted
only when activities/skills involve no risk of exposure to blood.
o
Are restricted in the clinical facilities to areas in which there is no risk of
exposure to contaminated blood or body fluids.
Procedures involving blood or other potentially infectious materials are taught and
performed to minimize splashing, spraying, splattering, and droplet generation.
Appropriate cleaning procedures are observed for any spills or contamination.
Provision of Protective Equipment/Supplies




Located in the Experiential Learning Center are disposable, single use gloves that
are worn by students and faculty when the risk of blood contact is present.
Disposable gowns and masks are also available to students and faculty for use in
the lab, but no procedures are performed there, which would necessitate their use.
Clinical facilities provide protective equipment/supplies for use by employees,
students and faculty
Faculty and students wear disposable, single use gloves when there is reasonable
expectation of contact with blood or other potentially infectious body fluids. This
includes, but is not limited to, brushing teeth, contact with wounds or dressings,
intravenous injections, or initiation of IV therapy.
Protective devices for face and eyes are available to students and faculty in
clinical facilities. No exposure risk requiring these precautions exists on campus.
In the event of exposure to blood and body fluids, immediate follow-up with a medical provider
is recommended.
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Chapter VI: Linfield College Policies and Procedures
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Linfield Curriculum (LC) Assessment
In order to earn Linfield Curriculum (LC) general education requirement credit in Linfield
Curriculum designated courses, you must complete the electronic submission of exemplar work
and supporting description by the last day of finals week, as discussed in the Linfield College
Course Catalog.
Using the services of TaskStream, students are expected to submit electronic exemplars of their
work demonstrating that they have met the relevant Linfield Curriculum (LC) outcomes in the
course for which they wish to earn Linfield Curriculum credit. Linfield Curriculum (LC) catalog
descriptions, learning outcomes, as well as Vital Past and Quantitative Reasoning rubrics are in
Appendix F. The rubrics are used by the College to evaluate students’ exemplar submissions.
Academic Integrity
Linfield College operates under the assumption that all students are honest and ethical in the way
they conduct their personal and scholastic lives. Academic work is evaluated on the assumption
that the work presented is the student's own, unless designated otherwise. Anything less is
unacceptable and is considered a violation of academic integrity. A breach of academic integrity
will have severe consequences that may include failing a particular course or even dismissal
from Linfield College.
Violations of academic integrity include but are not limited to the following:
Cheating
Using or attempting to use unauthorized sources, materials, information, or study aids in
any submitted academic work.
Plagiarism
Submission of academic work that includes material copied or paraphrased from
published or unpublished sources without proper documentation. This includes selfplagiarism; the submission of work created by the student for another class unless he/she
receives consent from both instructors.
Fabrication
Deliberate falsification or invention of any information, data or citation in academic
work.
Facilitating Academic Dishonesty
Knowingly helping or attempting to help another to violate Linfield College’s policy on
academic dishonesty.
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Procedure For Violation Of Academic Integrity
Students responsible for violating academic integrity are subject to disciplinary action.
Instructors shall have discretion as to what penalty to impose regarding the course grade.
Instructors are required, when discovering a case of academic integrity violation, to inform the
Dean of Nursing, the Assistant Dean of Students/Director of Student Life, as well as the student,
in writing of the incident within ten days of the discovery of the offense. The written notification
must include a description of the offense, the course consequences for violation of academic
integrity and the penalty given in the specific case. The written document detailing the incident
will also be placed in the student’s permanent file in the Records Office. It is also recommended
that faculty issue an academic alert for any violation of the academic integrity policy. The
Assistant Dean of Students/Director of Student Life has the discretion to refer a first time
offender to the Linfield College Judicial Council. All cases involving more than one offense by
the same student are automatically referred to the Judicial Council. This decision on referral will
be communicated in writing to the student and the instructor(s) who has (have) a legitimate
educational interest. The Judicial Council may impose College-level penalties upon the
offending students. The School of Nursing Admissions, Progressions, Honors, and Graduation
Committee will decide whether or not continuation in the nursing major will be permitted.
Proper due process shall be in force for all academic integrity violation proceedings, as outlined
in the Policies and Procedures of the College Judicial Council. Further detail is available in the
Linfield College Student Handbook and the Linfield College Course Catalog.
Academic Integrity Violation Appeal
Students wishing to appeal grades given, based on violation of academic integrity, must appeal
directly to the Linfield College Judicial Council. Students should consult with their academic
advisor for assistance with the appeal process (see Appendix J-02).
Proper due process shall be in force for all academic integrity violation proceedings, as outlined
in the Policies and Procedures of the College Judicial Council (see, the Linfield College Student
Handbook and the Linfield College Course Catalog).
Academic Grievance Procedure
Academic grievances concerning teaching and learning should be settled as close to the level of
student-faculty contact as possible. If students believe they have been treated arbitrarily or
capriciously by an instructor in a grade assigned or other ways, they should first talk to the
instructor, and consult with their academic advisor for assistance. The academic grievance
procedure is explained in Appendices J-03 and 04.
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Statement On Student Behavior
Approved: 05/08/95
Every faculty member and student has the right to conditions favorable to teaching and learning
both in and out of the classroom. To foster and maintain such conditions, students have the
responsibility to conduct themselves, individually and in groups, in a manner that promotes an
atmosphere conducive to teaching, studying, and learning. Students are expected to uphold
academic and personal integrity; to respect the rights of others; and to refrain from disruptive,
threatening, intimating or harassing behavior; or behavior that is harmful to themselves, other
persons, or property. Faculty has the right and responsibility to foster an environment conducive
to teaching and learning. Should this be threatened by student behavior, faculty are authorized
and encouraged to initiate the following steps:
1.
2.
3.
4.
Meet privately with the student to describe the unwanted behavior, explain why it is
inappropriate, and specify expectations for future student behavior.
Request and initiate a formal meeting with the student, the student’s academic advisor,
and the Assistant Dean of Students/Director of Student Life.
Request through the Assistant Dean of Students/Director of Student Life, that the student
be withdrawn from the class.
Initiate other disciplinary action, in coordination with the Assistant Dean of
Students/Director of Student Life, by means of the appropriate judicial process.
The above faculty action steps may be taken in order or initiated at any level. It is important for
faculty to notify students of the potential consequences of disruptive behavior. Consequences
may include: progressive faculty action steps, student referral to counseling, and formal
behavior contracting. Faculty are encouraged to resolve disruptive student behavior issues at the
earliest step possible. (For purposes of this policy, “faculty” are defined as “any instructional
personnel employed by the college.”)
Further detail is available in the Linfield College Course Catalog. The Linfield College Policy
Handbook and Portland Student Handbook contain the Policy on Alcohol and Other Drug Use,
Sexual Assault Policy and Procedures, and Harassment Policy and is available at:
http://www.linfield.edu/assets/ files/policy/linpolicy.pdf. The Student Weapons Policy is
available at: http://www.linfield.edu/ assets/files/policy/student-weapon-pol.pdf.
Student Code Of Conduct
Students are expected to conduct themselves in accordance with the rules and regulations of the
college.
Students, like all members of the College (trustees, faculty, administration, and staff members),
assume the responsibility to conduct themselves in compliance with the objectives and standard
of conduct established by the College. These standards apply both on and off campus.
Examples of misconduct which renders a member of the College liable for discipline, up to and
including separation, may fall into the following categories:
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1.
Dishonesty, including cheating, plagiarism, fabrication, and facilitating academic
dishonesty (see entry on Academic Integrity).
2.
Forgery or the alteration and/or unauthorized use of College documents, records or forms.
Knowingly providing false information to College officials or officers of instruction or
administration.
3.
Unauthorized possession, use or duplication of College keys or identification cards.
Facilitating such use.
4.
Intentional disruption, obstruction or interference with the process of instruction,
research, administration, student discipline or any other service or activity provided or
sponsored by the College.
5.
Damage, destruction, theft or unauthorized use of personal property located on the
College campus or property owned or controlled by the College.
6.
Unauthorized entry into or use of College property, including facilities, residence halls,
equipment or resources (including, for example, library materials).
7.
Unauthorized entry into College-related living units that disrupts sleep or study or that
damages the physical facilities in those units.
8.
Attempted or actual theft of and/or damage to property of the College or property of a
member of the College community or other personal or public property.
9.
Uncivil, disrespectful or intolerant behavior based on race, color, age, religion, sex,
sexual orientation, national origin, or physical handicap or other disabling condition.
10.
Physical abuse, verbal abuse or other conduct which threatens or endangers the health or
safety of any person.
11.
Threats, intimidation, harassment, stalking, coercion or other conduct which threatens or
endangers the health, safety, personal property or academic success of any person of any
member of the College or any person on college property or at a College
sponsored/supervised activity.
12.
Disorderly conduct (including that resulting from drunkenness), unreasonable noise or
behavior that results in unreasonable annoyance.
13.
Lewd or indecent conduct on College property or at College sponsored/supervised
activities.
14.
Unwanted sexual behavior that is sexual behavior directed toward an individual.
15.
Hazing or initiation rites involving physical abuse or mental anguish.
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16.
Illegal activities involving controlled substances.
17.
Violation of the College policy on alcohol and other drugs.
18.
Possession, use or threatened use of firearms, ammunition, explosives, dangerous
chemicals or any other objects used as weapons on College property or at College
sponsored/supervised activities.
19.
Tampering with fire-fighting equipment or alarms, running in a false alarm or engaging
in other behavior that constitutes a significant fire hazard.
20.
Failure to comply with the direction of College or public officials acting in the
performance of their duties.
21.
Conduct which adversely affects the member’s suitability as a member of the College
community or which interferes with the rights and privileges of another member of the
College community.
22.
Failure to comply with rules, regulations or standards, or conduct approved by the
College, provided they have been published, distributed or posted in such a manner as to
furnish adequate notice to students.
23.
The willful commission of any act which is a crime under the laws of the State of Oregon
or of the United States which results in a criminal charge and conviction in any
competent jurisdiction.
The procedure for violation of the Student Code of Conduct, as well as, the appeal process are
described in the Portland Student Handbook.
Discriminatory Harassment
Discriminatory harassment is verbal or physical conduct that demeans or shows hostility, or
aversion toward an individual because of his/her race, color, religion, gender, marital status,
national origin, age, sexual orientation, or disability, or that of his/her relatives, friends or
associates and that:



Has the purpose or effect of creating an intimidating, hostile or offensive working
environment; or
Has the purpose or effect of unreasonably interfering with an individual’s work
performance; or
Otherwise adversely affects an individual’s academic opportunities.
Discriminatory harassing conduct includes but is not limited to the following:
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
Epithets, slurs, jokes, negative stereotyping or threatening, intimidating or hostile acts
that relate to a person’s race, color, religion, gender, marital status, national origin, age,
sexual orientation or disability.

Written graphic material which demeans or shows hostility or aversion toward an
individual or group because of race, color, religion, gender, marital status, national origin,
age, sexual orientation or disability and is posted on walls, bulletin boards, email or
elsewhere on the College premises or is circulated within the College.
The terms intimidating, hostile, and offensive are interpreted according to the legal standards as
determined by the law, and are looked at from the viewpoint of a reasonable person in similar
circumstances as the complaining party.
Academic Alerts And Support Resources
Academic Alerts are intended for students having academic difficulty in a course. Their purpose
is to encourage students to address problems they are having in the theory or clinical component
of nursing courses.
Academic Support Services
Assists students to develop: effective learning techniques; deal with time and stress
management issues; receive appropriate accommodations for learning disabilities;
improve reading, note-taking and test taking skills; receive tutorial assistance; and set up
student study groups. Academic Support Services oversees the Academic Success Center
that offers peer tutoring assistance.
Multicultural Programs / Services
Has a Peer Resource Network that provides new generic nursing students with a peer
mentor to instill confidence and ease transition by providing support, guidance, and
inspiration while fostering the core values of nursing (see Appendix I-1). Support
services are available for second language students needing assistance with written or
oral communication.
The Psychological Services Center (PH 319; 503-413-7873).
Offers confidential individual, group, and partner/family counseling, as well as, learning
disability assessment.
Distance Learning Librarian in the RN-BSN program
Provides students with assistance in completing a library research assignment in their first
semester. The Director of Academic Support Services and the Distance Learning
Librarian will respond to student concerns, post announcements and other pertinent
materials, as well as, work one-on-one with the online students upon request.
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Academic Advising
BSN Generic Program
Every student has a nursing faculty advisor who serves as a guide and mentor. Consultation with
or approval by the faculty advisor is required for a variety of academic program decision that
students make.
Students are assigned to faculty advisors by the Assistant Director of Registration and Records in
consultation with the Dean of Nursing. Students may request a change of advisor because of
shared academic interests with another faculty member, difficulty connecting with the assigned
advisor, etc. Change of Advisor forms are available online in the advising resources under
“Forms” at: www.linfield.edu/ portland/assets/files/registrar/Forms/advisor-change-request.pdf.
RN-BSN Program
Every student is assigned a nursing faculty advisor and a Division of Continuing Education
academic advisor upon admission to the School of Nursing. The nursing faculty advisor serves
as a guide and mentor.
Students may request a change of nursing faculty advisor because of shared academic interests
with another faculty member, difficulty connecting with the assigned advisor, etc.
Academic Advisor/Advisee Relationship And Responsibilities
The relationship between advisor and advisee is one of shared responsibility. Although students
are ultimately responsible for their own choices while attending college, in order to make
informed decisions, faculty advisors and others within the Linfield community provide
mentoring, advice, and information. A generic student’s faculty advisor is the student’s primary
resource regarding academic issues, opportunities, and programs. RN to BSN students should
contact their academic advisor regarding academic issues, opportunities and programs.
The student’s responsibilities in the academic advising relationship are to:




Take the initiative to contact and become acquainted with your faculty advisor, and help
your faculty advisor get to know you. Be mindful of the need to work with your faculty
advisor during posted office hours or make other arrangements in advance.
Consult with your faculty advisor about changes in your academic progress, course
selection and academic, career and life goals.
Notify your faculty advisor immediately whenever a serious problem (medical, financial,
personal) disrupts your ability to attend classes or interferes with your ability to focus on
your education and to perform your best work.
Prepare for meetings with your faculty advisor by gathering relevant decision-making
information, creating a list of questions and drafting a course schedule (if the meeting is
focused on course selection for the coming semester).
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




Keep a personal record of your progress toward your degree. Organize official college
documents (catalog, Academic Evaluation, etc.) and bring them with you to advising
meetings.
Be familiar with the Linfield Curriculum, GPA, and major(s) and minor(s) requirements.
Schedule courses each semester in accordance with those requirements.
Follow Linfield procedures when registering for courses and making adjustments to your
class schedule.
Observe academic deadlines. Know when to register and when to drop or add classes.
Schedule an appointment with your advisor well in advance of these deadlines.
Take the initiative to investigate options for changing advisors if you no longer have an
interest in the advisor’s area and/or a positive relationship is not developing.
The faculty advisor’s responsibilities in the academic advising relationship are to*:

Be accessible to advisees through posted office hours, scheduled appointments, telephone
calls, and emails.

Assist advisees in developing long-range academic goals and plans and to address
immediate problems or issues.

Assist advisees in making choices that will lead to the development of a successful
academic plan and educational experience.

Provide advisees with up-to-date and accurate information about selecting courses and
developing an academic plan that satisfies degree requirements.

Clarify Linfield policies, requirements, programs, and procedures.

Be a responsive listener and refer advisees to a support office or person when
appropriate.

Discuss with advisees their academic performance and the implications of their
performance for their academic and career goals.

Discuss career opportunities with advisees and make referrals to Career Center, when
appropriate.

Empower advisees to explore their interests and make their own decisions regarding
academic, career, and life goals.

Encourage advisees to change advisors if they no longer have an interest in the advisor’s
area and/or a positive relationship is not developing.

Understand and comply with the mandates of the Family Education Rights and Privacy
Act (FERPA) of 1974 as amended.
*In the RN to BSN program, these responsibilities are shared between the academic advisor and
the assigned faculty advisor.
Inclement Weather Policy: Closure Or Late Opening
The decision regarding inclement weather closures (including late starts or campus closures) for
the Portland Campus will be made by the College President in consultation with the Dean of
Nursing and/or Director of Portland Campus Operations. All classes and clinical assignments
are cancelled when Linfield College Portland Campus is closed. If a class or clinical assignment
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is cancelled, due to the College President’s decision regarding inclement weather or other
emergency, the instructor will be responsible for arranging makeup classes/clinical activities.
Closure announcements and updates are communicated by the College via the personal contact
points the student authorized in the Emergency Notification System via WebAdvisor (in addition
to the student’s Linfield email), as well as local television and radio stations, and recorded
message on the CATS-line. To hear a recorded message during such closures, the student may
call 503-883-CATS (2287).
It is the responsibility of each student to tune into a local television or radio station, monitor
his/her personal contact points authorized in the Emergency Notification System and/or listen to
the recorded message on the CATS-line (503-883-2287) to receive closure or opening
information.
Note: Because conditions may vary considerably within the region, each student must assess
his or her unique situation, and determine travel safety from the student’s location to
campus or clinical site. Students should consider using public transportation during
inclement weather conditions and remain in communication with their instructor, the
Dean of Nursing and/or supervisor as appropriate.
Public Transportation Resources include TriMet (www.trimet.org) and Portland Streetcar
(www.portlandstreetcar.org). For assistance or emergency, contact Legacy Security at 503-4137911.
Disaster Plan
In the event of a disaster, Linfield College classes will be canceled (Portland Campus follows
Legacy Portland Hospital’s Disaster Plan). People that can aide in relief work and/or nursing
care will be identified; a list of such people will be hand delivered to the Legacy Human
Resources Department. Both Peterson Hall and Loveridge Hall will be evacuated. If there is no
structural damage to Peterson Hall, the auditorium (PH110) will be used as a gathering place for
the newspaper, radio, and TV media. Faculty and students will be given the choice of leaving
campus or staying to offer assistance. It is advisable that faculty, staff, and students have an
identified source outside Oregon where family members can call and exchange information.
Incomplete Grade In Nursing Courses
An incomplete grade in a nursing course is given at the discretion of the instructor when the
quality of work is satisfactory, but the course requirements have not been completed for reasons
of health or other circumstances beyond the student’s control as determined by the instructor.
Each incomplete grade requires a contract to be filed by the instructor with the Office of
Enrollment Services. (See, the Linfield College Course Catalog for details.)
Students receiving an incomplete grade in prerequisite nursing courses must complete all
required coursework according to the following schedule. Nursing faculty must submit a change
of grade to the Office of Enrollment Services by the date noted in this schedule.
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Semester/Term Incomplete
Grade Given in a
Prerequisite Nursing Course
Latest Date Incomplete
Prerequisite Nursing Course
Must be Completed
Latest Date Nursing Faculty
Must Submit Change of
Grade
Summer
Prior to fall semester classes
beginning
Prior to fall semester classes
beginning
Fall
Two weeks prior to the
beginning of spring semester
One week prior to the
beginning of spring semester
Spring
If student is registered for
required nursing course(s) in
summer term: Prior to summer
term beginning
If student is registered for
required nursing course(s) in
summer term: Prior to summer
term beginning
If student is not registered for
required nursing course(s) in
summer term: Two weeks
prior to the beginning of fall
semester
If student is not registered for
required nursing course(s) in
summer term: One week prior
to the beginning of fall
semester
If a satisfactory passing grade is not submitted to the Office of Enrollment Services by the
deadlines noted above, the student will be administratively withdrawn from nursing courses
requiring the prerequisite course(s).
In nursing courses that are not prerequisite courses, the College policy concerning incompletes is
followed. The student may continue work on incompletes in these courses during the succeeding
semester.
Infection Prevention Policy
Faculty and students who have the flu or other communicable diseases are to stay home and not
attend class or clinical until it has been 24 hours since their last elevated temperature. That
means the fever went down naturally, not because of fever reducing medication. Faculty and
students with influenza, who do not have a fever, should also stay home until asymptomatic even
if taking antiviral drugs for treatment of the flu. (Linfield College’s policy concerning social
distancing and related infection prevention measure is available at: http://www.linfield.edu/
assets/files/policy/social-dist-policy.pdf.)
Automatic External Defibrillator (AED)
The Automatic External Defibrillator (AED) owner’s manual is in a small white binder located
on the shelf in Peterson Hall (PH 301). The key to the AED cabinet is located in the 301
lockbox (see, No. 75). The College Safety Officer also has a key and is responsible for periodic
testing and/or item replacement to ensure the AED unit is operational.
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Healthcare Needs
For healthcare needs, students must use providers through their own individual health insurance
plans. For student insurance through Linfield College, coverage and provider information is
available at: www.aetnastudenthealth.com . For urgent care, the Zoom Care clinics take Aetna
Student Health insurance and they have many locations around Portland (www.zoomcare.com).
The Legacy Good Samaritan Pharmacy located on the first floor of the Comprehensive Cancer
Center on the corner of NW 22nd Avenue and Northrup Street offers a ten percent discount with
valid student ID card for over-the-counter items and prescription medication.
Through a partnership with the Student Health Center on the McMinnville Campus, students and
employees can receive immunizations on the Portland Campus for a fee. The Student Health
Center staff is paid by the student or employee for this service.
Individual, group, and family psychological counseling is available to students through a contract
with the Psychological Service Center. Eight free and confidential sessions are offered either oncampus in Peterson Hall 319 or off-campus at the Psychological Service Center downtown clinic
at 1411 SW Morrison Street, Suite 205. To schedule an appointment for on-campus counseling,
call 503-413-7873 or email: [email protected]. For off-campus appointments call
503-352-2400. Most students take advantage of the service for issues such as: anxiety/worry,
handling life transitions, anger, depression, trauma/loss/grief, relationship problems, self-esteem
problems, and parent-child problems.
Absence From Class
When situations beyond a student’s control, such as illness, result in a student missing class or an
examination, the student is responsible for contacting each professor (e.g.,. emailing a message
or leaving a voice mail message). It is the prerogative of individual instructors to determine if a
student should be allowed to make up tests or assignments. Therefore, a student who misses
class due to such circumstances should consult, as soon as possible, with each instructor to
determine potential make up procedures.
Illegal Uploading And Downloading Of Copyrighted Works
Linfield College’s document concerning compliance with the Higher Education Opportunity Act
addressing illegal uploading and downloading of copyrighted works through peer-to-peer file
sharing is available at: http://www.linfield.edu/it/heoa-compliance.html.
Linfield College Portland Campus Guidelines For Posting
Approved: 08/29/11
In the spirit of Linfield College’s mission as a private liberal arts college, priority is given to the
promotion of on-campus organizations and events. Advertising and posting by commercial
groups and other groups not affiliated with the college is limited to several locations on campus
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and must be approved by the Director of Portland Campus Operations and/or the Assistant Dean
of Students/Director of Student Life prior to posting.
To ensure that information is effectively transmitted, does not cause damage to surfaces and
contributes to an appearance befitting an academic institution, the following standards apply to
all postings (i.e., signs, fliers, posters, messages, etc.) on the Linfield College Portland Campus:

Signage will be posted only on bulletin boards and attached with provided push pins.
o
All printed materials must indicate the:

Name of the sponsoring department or student organization

Contact information

Location, date and time of the event
o
Postings must be removed by the sponsoring organization within 24 hours
following the event

No signage may be posted on doors, walls or windows – with the exception of notices
dealing with college designated emergencies and pre-approved “day of” directional
signage.
o
Temporary class announcements or ‘day of’ directional signage may be affixed to
doors, using blue tape only (available through Campus Operations and/or Student
Life)

“Day of” signage must be:

Pre-approved by Campus Operations and/or Student Life

Related to the function of the program such as schedule, directions
and/or registration

Must be removed immediately after the event

Departments or student organizations may submit a request to Campus Operations and/or
Student Life a minimum of two (2) weeks prior to an event seeking permission to post
signage in the following ‘non-bulletin board’ locations:
o
Restrooms
o
Windows or brick wall in Peterson Hall
o
Glass entryway in Loveridge Hall

Materials posted in these areas must be of professional quality

Materials will be hung using blue tape only (available through Campus
Operations and/or Student Life)

Presentation materials and/or discussion aids utilized in the classrooms or conference
rooms will adhere to the same standards as all other postings.
o
Post-it® self-stick easel pads may be obtained from Campus Operations or
Student Services for use in classrooms or conference rooms
o
Materials will be hung using blue tape only (available through Campus
Operations and/or Student Life)
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
Approval to post, distribute or disseminate printed materials for on‐campus and off‐
campus individuals is granted through Director of Portland Campus Operations and/or
Assistant Dean of Students/Director of Student Life.
o
Items that are not congruent with the college standards and/or stamped by Student
Life or Campus Operations will be removed immediately
o
All members of the college community are expected to adhere to this policy and
aid in the removal of expired and improperly posted items
For further information, please contact Director of Portland Campus Operations in Peterson Hall
301 or Assistant Dean of Students/Director of Student Life on the 1st floor of Loveridge Hall.
Food And Beverages In Labs
Food and beverages are prohibited in the computer labs located on the second floor of Loveridge
Hall and PH 108, as well as, the Experiential Learning Center (nursing lab and high fidelity
simulation lab). Water in closed, water-tight containers may be left in the bleacher area in the
main nursing lab or in the debriefing room in the high fidelity simulation lab.
Animal Policy
The following policy applies to dogs and other animals on the Portland Campus of Linfield
College. Students are not allowed to bring animals into the classroom. Animals are allowed on
college owned or controlled property provided the animals are leashed (six foot maximum) and
under the control of a person capable of controlling the animal. Animals may not be left
unattended on campus for any length of time, nor may they be tied or attached by a leash to any
object on College owned or controlled property. All animals on campus must meet current
license requirements. Exceptions to this policy include assistance animals and animals used by
College staff for the purpose of research, teaching or other academic endeavors.
Classroom Configuration
Classrooms are used for multiple purposes requiring different configurations of seating. To
accommodate a variety of different classroom uses; faculty, administrators or students may
rearrange the configuration of seating. However, after a class or activity, the seating should be
returned to the original configuration.
When rearranging the configuration of seating, safety considerations are to be followed such as
not blocking the exits in case of an emergency. Care should be taken to avoid damaging
furniture or walls when rearranging the seating configuration.
Student Parking Registration
Last Revised: 08/29/11
All students must register their vehicle(s) with Linfield College Public Safety. Students with a
valid parking permit may utilize any of the following approved parking areas:
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
Conway Parking Lot: Located at the corner of NW 20th Avenue & NW Raleigh Street
and available 24-hours-a-day, 7 days-a-week in the designated rows marked by “Legacy
Parking Only” signs. Please be aware that Conway Freight will tow vehicles that are not
parked in the designated “Legacy Parking Only” areas.
o Legacy provided round-trip shuttle service is provided to the Linfield
community from the Conway lot to the Good Samaritan Hospital entrance
on 22nd Ave. Shuttles run approximately every 12 minutes during the day
between 6:30am‐9:45am, and again from 4:05pm to 7:45pm. For
assistance or emergency, contact Legacy Security at 503-413-7911.

Loveridge Hall Parking Lot: Reserved for faculty, administrators and staff weekdays
from 7:00am until 5:00pm and as available throughout the weekend, with the exception
of any reserved parking spaces or as otherwise posted. Note: Student parking is
prohibited Monday thru Friday from 7:00am until 5:00pm.

Curbside Parking: To comply with Legacy Health/Linfield College agreements with
the neighborhood association, please park curbside directly adjacent to a Legacy owned
property.
By registering your vehicle(s) with Linfield College Public Safety, you agree to comply with
all Linfield College Parking Regulations, as well as abide by the current motor vehicle laws
of the State of Oregon. Your signature is an agreement to take full responsibility for the
proper operation and parking of your vehicle while on campus.







Failure To Register: Current students, faculty, administrators and staff are required to
register their vehicle(s), updating as needed due to vehicle sale or purchase.
Permit Required: Current parking permit is required to be displayed in the lower
driver’s-side corner of the rear window at all times.
Prohibited Time: Student parking in the Loveridge Hall parking lot is prohibited
Monday thru Friday from 7:00am until 5:00pm.
Fire Lane: Parking in the Fire Lane is prohibited at all times.
Disabled Zone: Parking in designated accessible spaces without current and valid
Americans with Disabilities Act permit is prohibited for any length of time.
Reserved 2-Hour Parking Spaces: Student parking in ‘2-HR RESERVED’ spaces is
prohibited at all times.
Enforcement: Disregard of regulations render the owner and/or operator of a vehicle
liable to fines and/or disciplinary actions, including citations and/or vehicle
impoundment.
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Chapter VII: New Student Orientation
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New BSN Student Orientation Goals And Learning Outcomes
Last Revised: 06/20/11
New student orientation is designed to introduce incoming students to curricular and co-curricular services,
programs, and personnel vital to their academic, personal, and social success at Linfield College’s Portland
Campus.
New Student Orientation Goals:

Assist new students in making the transition from their previous campus or other environment to
Linfield College’s Portland Campus.

Provide new students an opportunity to have meaningful connections with fellow new students,
current students, faculty, and staff of Linfield College’s Portland Campus.

Provide new students with comprehensive information about the intricacies and expectations of
their major.

Inform new students about campus services, departments, and resources that will enhance their
academic and personal successes and overall college experience.

Emphasize opportunities for new students to become involved both on and off campus through
leadership, community service, volunteerism, and advocacy.

Promote a campus community that encourages cultural competence and has a commitment to foster
an inclusive, diverse, safe, and accessible campus community in which everyone can be successful.

Familiarize new students with the campus environment and physical facilities.

Create an atmosphere that minimizes anxiety, promotes positive attitudes, and encourages new
students to connect to Linfield College and feel confident and excited about their decision to attend
the Portland Campus.
New Student Orientation Learning Outcomes:

Create relationships with faculty, staff, and fellow students that assist with meaningful engagement.

Achieve an introductory understanding of the academic expectations and responsibilities of the
student’s major.

Distinguish campus programs, services, and resources that are available to assist in the student’s
academic, personal, and social success.
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
Identify avenues in which to demonstrate the value of personal engagement, cultural competence,
and active citizenship through participation in student leadership roles, clubs and organizations,
community service project, campus diversity programs, and civic engagement opportunities.

Manage the campus physical environment and take-home informational resources.
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New BSN Student Orientation Evaluation
1.
How satisfied are you with the New Student Orientation?
Very Satisfied
Moderately Satisfied
Not Satisfied
Comments:
2.
Do you feel prepared to begin nursing courses?
Yes
No
3.
Are there any questions still left unanswered about your academic expectations or responsibilities?
Comments:
4.
Do you feel that you received a helpful introduction to campus offices, services, and programs that will
assist in a successful transition to campus?
Yes
No
5.
What services or programs do you anticipate will be most helpful to your academic, personal, and/or
social successes?
Comments:
6.
Do you feel that you received a helpful introduction to student life and the value we place on personal
engagement, cultural competence, and active citizenship?
Yes
No
7.
What are on or off-campus areas, programs, and/or activities in which you hope to practice these
values?
Comments:
8.
What New Student Orientation section(s) was most valuable to you? Why?
Comments:
9.
What New Student Orientation section(s) needs improvement? Why?
Comments:
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RN-BSN Student Orientation Evaluation
03/13/12
Evaluation form is available on Survey Monkey.
10.
Overall, how satisfied were you with the RN to BSN orientation?
_____ Not Satisfied
11.
_____ Moderately Satisfied
_____ Very Satisfied
Do you feel well prepared to begin online nursing courses?
_____ Yes
_____ No
Are there any questions still left unanswered about your academic expectations or
responsibilities?
12.
Do you feel that you received a helpful introduction to student life and the value we place
on personal engagement, cultural competence, and active citizenship?
_____ Yes
_____ No
What online areas, programs, and/or activities do you hope to practice these values?
13.
What was a meaningful interaction or conversation that you had during the orientation
with a fellow new student, a current student, or a faculty / staff member?
14.
What orientation activity or section was most valuable to you? Why?
15.
What orientation activity or section needs improvement? Why?
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Chapter VIII: Appendices
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Appendix A
Linfield-Good Samaritan School Of Nursing Health Assessment Report
Part I: To Be Completed by Student (Please Print)
Date
Last Name
First Name
Street Address
MI
City
Date of Birth
State
Telephone Number
In case of emergency contact:
Contact Name
Relationship to Student
Telephone Number
Address
--IMMUNIZATIONS AND TESTS REQUIRED-You must provide official documentation of the following required tests:
Tuberculosis Screening
2-Step Tuberculin Skin test or QuantiFERON-TB gold test initially
(followed by annual one-step TB skin test or QuantiFERON-TB gold test)
OR
Chest x-ray results if positive reactor AND annual Review of Symptoms Form
Diphtheria/Tetanus/Pertussis
(one time dose of Tdap; Diphtheria/Tetanus every 10 years)
Measles, Mumps, and Rubella
Dates of vaccinations (2 doses required)
OR
Laboratory evidence of Measles, Mumps, and Rubella immunity by titers for each.
Hepatitis B status
Hepatitis B surface antibody with positive results after completion of vaccine series (titer required to verify
immunity)
OR
History of Hepatitis B disease with Anti-HBc titer with positive results
OR
Hepatitis B declination waiver signed (this may limit your clinical sites)
Chickenpox (Varicella)
Dates of vaccinations (2 doses required)
OR
Varicella titer with positive results
Annual Influenza Vaccination
OR
Influenza declination waiver signed (this may limit your clinical sites)
DO NOT WRITE DATES ON THIS FORM. PROVIDE OFFICIAL DOCUMENTATION.
Student Manual
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2013-2014
Appendix A
Linfield-Good Samaritan School of Nursing Health Assessment Report
Name:
Date of Birth:
Past Illness:
Injuries:
Hospitalization:
Other: (Check if condition applies to you)
Anemia
Arthritis
Asthma
Back Injuries
Birth Defect
Bladder Infections
Bowel Problems
Cancer
Diabetes
Hearing Problems
Heart Disease
High B/P
High Cholesterol
or Lipids
Infectious Mono
Kidney Disease
Liver Disease
Rheumatic Fever
Seizures
Thyroid Disease
Ulcer
(duodenal or stomach)
Visual Problems
Comments
MEDICATIONS YOU ARE PRESENTLY TAKING:
ALLERGIES: (to medications and other substances, please list)
PRESENT OR CHRONIC MEDICAL PROBLEMS:
Student Signature:
Student Manual
Date:
A-2
2013-2014
Appendix A
Linfield-Good Samaritan School of Nursing Health Assessment Report
Part II: To Be Completed By Physician Or Nurse Practitioner
Name:
Date of Birth:
Height:
Weight:
Blood Pressure:
Vision (Snellen):
Pulse:
Respirations:
/
R/L
Near Vision:
Corrected:
/
R/L
Hearing:
/
R/L
Check if normal:
General Appearance
Head & Scalp
Face & Skin
E.E.N.T.
Neck
Heart
Lungs
Breasts
Abdomen
Back & Spine
Extremities
Lymphatics
Neurological
Genitourinary
Is general health adequate to allow participation in a nursing education program?
Name of Physician
or Nurse Practitioner:
Address:
Signature:
Date:
THIS INFORMATION IS CONFIDENTIAL
Student Manual
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2011-2012 Edition
Appendix B
Linfield-Good Samaritan School Of Nursing Hepatitis B Immunization And
Waiver Form For Students
Part A - Consent
I understand that due to my reasonably anticipated occupational exposure to blood or other
potentially infectious materials, I may be at risk of acquiring Hepatitis B (HBV) infection. I
understand that a series of three injections of Hepatitis B vaccine are needed for protection to
occur, additional doses may be needed if the first series does not result in immunity. I understand
that I will need a post-exposure evaluation if I have an exposure incident, even if I have received
the Hepatitis B vaccination series. (For women only: I understand that if I am pregnant, I am
advised to consult with my private practitioner regarding the administration of Hepatitis B
vaccine.)
Signature:
Date:
Documentation of three doses (Month & Year)
No. 1
No. 2
No. 3
Post vaccination titer
Part B - Refusal
I understand that due to my exposure to blood or other potentially infectious materials, I may be at
risk of acquiring Hepatitis B virus (HBV) infection. If in the future I continue to have exposure to
blood or other potentially infectious materials and I want to be vaccinated with Hepatitis B
vaccine, I can receive the vaccine series at no cost.
Signature:
Date:
Part C - Consent After Initial Waiver Or Refusal
I have now decided to receive the Hepatitis B vaccination series (three doses) due to my exposure
risk to blood and other potentially infectious materials. I have completed Part A of this form as a
condition of understanding.
Signature:
Student Manual
Date:
B-1
2013-2014
Appendix C
Linfield-Good Samaritan School Of Nursing Tuberculosis Screening: Review
Of Symptoms
This document is used as a TB screening tool for those students who have had a
previous positive skin test. Completion of the form is required annually.
Last Name:
First:
MI:
DOB:
1.
Date of last Tuberculin Skin Test:__ __/__ __/__ __ Facility tested at:
Result: [ ] Negative ______mm induration [ ] Positive ______mm induration
2.
Risk
[
*
*
*
*
*
*
*
*
*
3.
Were you born in the United States? (Persons born in Puerto Rico, Guam,or the
Virgin Islands, check “No.”
[ ] YES [ ] NO; If NO, country of birth:
Year you entered the United States:
4.
Have you ever received the BCG (Bacille calmette-guerin Vaccine)?
[ ] YES; If YES, year you received the BCG vaccine:
5.
6.
7.
Factors: Do you have any of the following risk factors?
] YES
[ ] NO
Diabetes Mellitus (poorly controlled)
Excessive alcohol intake
HIV +
Immunosuppressive therapy
Silicosis
Gastrectomy
Low body weight
Infected with M. tuberculosis within the past 2 years
Close contact to case of active pulmonary TB within the past 2 years
Status:
[ ]
[ ]
[ ]
[ ]
New positive skin
Previous positive
Previous positive
Previous positive
test
skin
skin
skin
[
] NO
A chest x-ray report is required to be included in the
Chest x-ray date: __________
Results:
[ ] Normal
History of preventive therapy for TB infection:
[ ] YES
Where treated:
_____________________________
Medication:
_____________________________
Length of treatment:
_____________________________
History of treatment for active TB disease:
[ ] YES
Where treated:
_____________________________
Medication:
_____________________________
Length of treatment:
_____________________________
8.
] NO
reactor
test reactor, history of treatment
test reactor without history of treatment
test reactor currently taking therapy
Have you ever been diagnosed with active Tuberculosis (TB) disease?
[ ] YES; If YES, year you were diagnosed:
History of Treatment:
health file
[
TB Symptom Review:
Productive cough of three or more weeks?
Night sweats?
Unexplained fatigue?
Fever (often occurs in the afternoon)?
[
[
[
[
]
]
]
]
YES
YES
YES
YES
[
[
] Abnormal
] NO
[
] NO
[
[
[
[
]
]
]
]
NO
NO
NO
NO
Signature: _________________________________________ Date:
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Appendix D
Linfield-Good Samaritan School of Nursing Essential Functions Document
Prospective students must be able to perform and/or develop the following essential functions in order to
succeed at Linfield-Good Samaritan School of Nursing.
Essential
Functions
Description
Examples
Sensory
Auditory, visual and tactile ability
Monitor and assess health status (e.g., assess
color changes in the skin: hear heart, lung and
breath sounds).
Communication
Verbal, nonverbal, reading, writing
Interact effectively with individuals, families,
groups and health care team members from a
variety of social, emotional, cultural and
intellectual backgrounds; effectively use verbal
and nonverbal communications; use responsive
and empathetic listening to establish rapport;
effectively use appropriate information
technology for research and patient care;
understand and use correct professional
terminology when communicating with other
health care professionals; document nursing care
clearly; write papers accurately and with clarity.
Motor
Physical ability, coordination, stamina
Perform cardiopulmonary resuscitation (CPR);
transfer and lift persons; move from room to
room and maneuver in small spaces; provide
routine and emergency nursing care.
Cognitive
Critical thinking ability
Measure and calculate drug dosages and
solutions; comprehend, memorize, reason,
analyze, prioritize and synthesize information;
integrate theory with clinical practice,
effectively problem solve; use good clinical
judgment based on critical, analytical and
creative thinking; as well as intuitive processes;
recognize personal learning needs from the
clinical setting.
Behavioral/Social/
Emotional
Emotional stability, capacity for selfreflection and change
Function effectively under stress; adapt to
changing environments and uncertainties in
clinical situations; be flexible; use effective
organizational and time management skills;
respect and accept constructive criticism;
respond appropriately to evaluation; be
assertive; demonstrate professional
responsibility and accountability in nursing
practice.
Signature:
Date:
Name (print please):
Please read this document and sign it. Return this signed document to the Enrollment Services Office.
Student Manual
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Appendix E
Linfield-Good Samaritan School of Nursing Computer Proficiency
Requirement
Information Literacy Expectations
Researching, finding, understanding, and managing large amounts of complex information are
both the hallmarks and challenges of 21st century health care. Linfield–Good Samaritan School
of Nursing is committed to preparing nurses to thrive as the health care environment increasingly
relies on the nurse's fluency in information literacy to manage care and promote health.
The Linfield–Good Samaritan School of Nursing Information Literacy Plan
Upon entry into the nursing major and at each level of the nursing curriculum the student will
learn and practice new information literacy skills. Each set of skills builds on previous learning
and moves the student toward fluency in information literacy. Access to computers and the
Internet is provided during scheduled hours through the Loveridge Hall computer lab. It is
strongly recommended that students have a personal computer with Internet access that uses
programs compatible with those in current use at the College, in addition to the access provided
by the computer lab
The Linfield–Good Samaritan School of Nursing Computer Proficiency Requirement
Basic computer proficiency is a prerequisite for entry into the nursing major. Admitted students
are required to have basic word processing, email, and Internet access skills. Students may
obtain computer knowledge through self-study, working with a tutor, or taking courses that best
meet their learning styles and unique learning needs.
The following skills are essential for all entering students in the Linfield–Good Samaritan School
of Nursing program. Possession of these skills will enable students to progress and use relevant
instructional methodologies in the nursing program. By signing this document and initialing the
attached sections, the student verifies proficiency in EACH of these skills. Faculty will expect
these proficiencies in submitted assignments, and will include these skills in grading
assignments.
“I have read and I understand that by signing this document and initialing the attached I
am verifying my proficiency in and accountability for EACH of these skills.”
Signature
Student Manual
Date
E-1
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Appendix E
Basic Technical Skills
Competence In Use Of Central Processing Unit (CPU), Monitor, Keyboard,
Mouse And Printer
















Use keyboard to enter information, including special features (e.g., caps lock, insert)
Use mouse effectively (right click, click and drag, etc.)
Use a windows environment effectively (e.g., opening and using multiple windows;
cutting, copying, and pasting between windows; minimizing and maximizing windows)
Save files to hard drive or external hard or flash drive
Know what a virus is, and how to screen for and remove a virus
Use folders and subdirectories to organize information
Use toolbars and menu bars with drop-down windows
Understand the concepts of drives, storage media, etc.
Use Start to find desired applications and to shut down
Use the Office suite of software
Operate a printer (e.g., print, add paper, clear minor paper jams)
Use educational technology (e.g., videotapes and computer programs)
Access the library’s homepage on the World Wide Web
Understand error warning messages
Use CD-ROM and disk drives
Download updates
Initials
Windows Environment: Competence In Windows Explorer For Folder/File
Management






Use windows Help
Maximize and minimize a window
Move a window
Print the current window or entire screen
Distinguish between a file and a folder
Find, move or copy a file or folder
Initials
Email: Competence In Use Of Email To Send And Receive Messages And
Attachments



Open E-Mail system
Identify the parts of an e-mail address
Access/Use E-Mail system help
Student Manual
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2013-2014
Appendix E




Address message
o
Use the To: and CC: fields
o
Single recipient or multiple recipients
o
Use subject field
Read, send, delete, reply to, forward and print e-mail messages
Send and receive attachments
Avoid SPAM
Initials
Word Processing: Competence In Use Of Microsoft Word To Produce And
Edit Scholarly Documents











Save in a particular format (e.g. doc, .html, .rtf)
Save to flash or hard drive
Send a document as an email attachment
Make folders
Save backup files
Retrieve a document
Create a document
Edit contents of a document
o
Set margins for the document
o
Reform a paragraph (indent, center, tab)
o
Use Spell and Grammar Check
o
Manipulate fonts (boldface, italics, underline)
o
Move a sentence within a document
o
Add page numbers to a document
o
Line spacing
o
Headers and footers
o
Cut and paste
o
Find and replace
o
Justify margins
Print a document or a selection
Rename a document
Delete a document
Student Manual
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Initials
2013-2014
Appendix E
Web Browser/General Internet: Competence In The Use Of An Internet
Browser To Locate And Navigate Through Linfield College Web Pages





Access a web browser
Open a known web address (URL-Uniform Resource Locator)
Bookmark a web page or save as a Favorite
Find the Linfield College and the Linfield College Library home page
Print out a course syllabus from a Nursing course
Initials
Reviewed: 08/25/11
Student Manual
E-4
2013-2014
Appendix F
Linfield College Foundational Education Principles
“Linfield College seeks to prepare students to be thoughtfully engaged in a world that demands
ever more flexible, creative, and critical thinkers and communicators. Toward that end, its
educational mission centers upon developing students’ abilities to solve problems, adapt to
changing circumstances, and synthesize various streams of information.
Three Principles, all defined from the College’s mission statement, distinguish a Linfield
education. These three Foundational Education Principles foster critical thinking suited for the
complexities of the 21st century. They encourage intersections among the wide-ranging
curricular and co-curricular opportunities available to Linfield students. They clarify the goals of
a Linfield education as the cultivation of good citizens, the encouragement of lifelong learning,
and the formation of intellectual and aesthetic sensibilities. A Linfield education thus assists
students in finding their calling – the vocation or passion that will shape and enrich their lives.
Principle One: Integrated Learning
Linfield will offer an educational program characterized by extensive and intentional integrated
learning. Through opportunities embedded at key points in the curriculum, students
systematically discover and practice making meaningful connections across the various
components of their undergraduate experience.
Principle Two: Global and Multicultural Awareness
Linfield will offer a comprehensive approach to global and multicultural awareness that prepares
students to embrace and understand the challenges posed for educated people in the 21st century
by the web of cultural differences characterizing the planet, the nation, and the region. Such
awareness helps students answer the question, ‛How will my time at Linfield enable me to make
a difference in the world?’
Principle Three: Experiential Learning
Linfield will offer a comprehensive program of experiential learning. In this way the college
fosters critical thinking opportunities where students apply academic investigation to lived
experience as a means of testing and refining their understanding of a subject. Through this
intersection of theory and praxis, investigations of issues and ideas prompt field analysis and
assessment that continues to inform the initiating academic discourse.” (See, Linfield College
Course Catalog for further details.)
Student Manual
F-1
2013-2014
Appendix F
Linfield Curriculum (General Education Requirements)
“The purpose of general education requirements, referred to as the Linfield Curriculum, is to
foster the development of wholly-educated persons by providing a coherent experience spanning
the arts and humanities, natural sciences, and social-behavioral sciences. The Linfield
Curriculum seeks to enable students to communicate effectively; appreciate literary, artistic, and
historical works; be conversant with various philosophical and religious conceptions of
humanity; understand the role of diversity both globally and nationally; analyze how human
beings behave individually and socially; understand, formulate, and critique quantitative
arguments; and comprehend the methods and accomplishments of modern science.
Grounded in the multidisciplinary spirit of the liberal arts, the Linfield Curriculum stresses wide
exposure to the ways that educated individuals; be they scientists, artists, entrepreneurs, teachers
or ethicists; engage ideas, articulate choices, and assert opinions. It encourages students to
cultivate intellectual and personal flexibility, pursue independent action, and engage in
responsible decision-making. The Linfield Curriculum emphasizes communication and
facilitates self-discovery in personal, cultural, and academic contexts. It affirms the need to
understand people and societies both nationally and internationally. In short, the Linfield
Curriculum encourages inquiry, analysis, and imagination which are habits of mind that provide
the foundation for reasoned action, wonder, and continued learning in all aspects of life.” (See,
Linfield College Course Catalog for further details.)
Courses contributing to the Linfield Curriculum are normally a minimum of three semester
credits. The Linfield Curriculum consists of four major components:
I.
Inquiry Seminar (INQS 125)
The Inquiry Seminar is a collaborative investigation of a compelling subject that builds
upon and deepens the relationship between thinking and communication, both oral and
written.
II.
The Six Modes Of Inquiry
Each student must complete at least seven approved courses, one in each of the six
Modes of Inquiry and one upper division course. The upper division course must be from
one of the Modes of Inquiry and outside of the student’s major department.
1.
Creative Studies (CS)
Courses with this designation are dedicated to the study of theory and practice in
music, theatre, literature, and the visual and plastic arts.
Student Manual
F-2
2013-2014
Appendix F
2.
Individual, Systems, & Societies (IS)
Courses in this area examine how members of societies organize themselves to
satisfy individual and collective goals.
3.
Natural World (NW)
Courses in this area explore science as a way of knowing about the natural world,
highlighting the process of scientific inquiry and the interplay between theoretical
and experiential analysis.
4.
Quantitative Reasoning (QR)
Courses in this category explore contextual problems involving quantitative
relationships by means of numerical, symbolic, and visual representations.
NURS 320 Scholarship of Nursing satisfies this requirement.
5.
Ultimate Questions (UQ)
Courses with this designation encourage students to articulate and evaluate
unexamined assumptions and paradigmatic ways of acquiring knowledge through
a critical analysis of fundamental beliefs, cultural practices, and competing truth
claims.
6.
Vital Past (VP)
Courses in this mode of inquiry explore the human past and offer an opportunity
to reflect on the continuities, change, and diversity in human experiences across
time.
III.
Diversity Studies
1.
Global Pluralism (GP)
Courses with this designation challenge students to address and understand the
social, political, ethical, cultural, an/or policy discourses of other countries from a
global perspective.
2.
U.S. Pluralism (US)
Courses with this designation encourage students to pursue inquiry into the varied
dimensions of human diversity in the United States.
Student Manual
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Appendix F
IV.
Writing – Intensive Course(s) in the Major (MWI)
In addition to the Inquiry Seminar, all students must complete the approved upperdivision Writing – Intensive class, or sequence of classes, designated for their respective
majors. This requirement enhances students’ mastery of formats, conventions, and habits
of mind appropriate to the major’s disciplinary investigation. NURS 470 Leading and
Managing in Nursing satisfies this requirement.
Paracurriculum Courses (Requirement)
To graduate, students must complete three credits in paracurricular courses, one of which
is in physical education or dance. Paracurricular courses focus on acquiring certain skills
or participating in activities such as service or leadership. These courses are identified by
course numbers below 100 and they are one or two credits. Paracurricular courses are
graded satisfactory/unsatisfactory. The nursing department offers several paracurricular
courses, such as NURS 009 Assistants in Research Activities, NURS 040 Community
Service Activities, NURS 050 Experiential Learning Center Student Mentor, and
NURS 025 Testing Skills for the NCLEX-RN Exam. (See, Linfield College Course
Catalog for more details.)
January Term International Travel Courses
The nursing department, as well as other Linfield College departments, offer four credit
January term international travel courses. These four-week long study abroad courses
foster global awareness and develop insights into major issues of our time. The courses
offer students unique opportunities for innovative learning experiences beyond the
standard curriculum.
Nursing international travel courses are identified by the course number NURS 398.
These courses may also require the prerequisite course IDST 098 Orientation to
International Study (1 credit), which examines global issues related to the topic of the
travel course.
To be eligible to apply for a January term international travel course, students must have
completed at least one semester at Linfield College, be in good academic and social
standing, and have a minimum GPA of 2.75 at the time of application. Twelve students
are chosen for each course through a competitive selection process that includes a
completed application, personal interview with the faculty, and other selection criteria
deemed appropriate for particular courses. (Refer to the College International Programs
website for more details at: www.linfield.edu/ipo/study-abroad-info/janterm.html.)
Student Manual
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2013-2014
Appendix F
Nursing Elective Courses
Students have the opportunity to take nursing elective courses in an area of interest to them.
Examples of these courses include:
NURS 241
NURS 343
NURS 348
NURS 358
NURS 360
NURS 362
NURS 440
NURS 450
Brain, Mind, and Society
Health Disparities among Vulnerable Populations and Health Care
Practice
Gerontology Nursing
HIV Nursing: Caring and Concepts
Family Violence and the Nurse’s Role
Palliative Care Nursing
Oncology Nursing
Nursing Care in Sudden Illness and Trauma
See, Linfield College Course Catalog for further details.
Student Manual
F-5
2013-2014
Appendix F
Linfield Curriculum (LC) Catalog Description, Learning Outcomes, And
Rubrics
Creative Studies (CS) Mode of Inquiry
Catalog Description
Courses with this designation are dedicated to the study of theory and practice in music, theatre,
literature, and the visual and plastic arts. They foreground creative theory, or creative practice,
or integrate the two. These courses study the making of art and how meaning—sometimes tense
or contradictory—rises out of the interaction between artists, artworks, and audiences. Thus,
they ask students to inquire into the ambiguities, contradictions and tensions fundamental to artmaking and its aesthetic effects. Art is a primary way that human beings reflect upon their
experiences and perceptions. Therefore, these courses encourage students to value lifelong
engagement with the arts. Creative Studies courses are designated CS in the Linfield College
Course Catalog and each semester’s registration materials.
Learning Outcomes
In courses with CS designation, students will do the following:
1.
Explore the media, genre, craft and presentation of art.
2.
Investigate the complexity of defining and interpreting art.
3.
Examine the contexts and influences of art.
4.
Practice the improvisational and technical processes of art.
Courses with CS designation address the first learning outcome. In addition, they address at
least one of the remaining three.
Student Manual
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2013-2014
Appendix F
Individuals, Systems, and Societies (IS) Mode of Inquiry
Catalog Description
Courses in this area examine how members of societies organize themselves to satisfy individual
and collective goals. They foster an understanding of the complexity and interconnectedness of
individuals, systems, and societies across local, national, and/or global contexts. They also
encourage students to think critically about themselves and their relationships to other
individuals, institutions, and/or social systems. Individuals, Systems, and Societies courses are
designated IS in the Linfield College Course Catalog and each semester’s registration materials.
Learning Outcomes
Courses with IS designation are intended to provide students with opportunities to do the
following:
1.
Understand individual, systemic, and/or social processes.
2.
Analyze individuals, systems, and/or societies through multiple frames of reference.
3.
Think critically about the ways that society affects individual behavior and/or individual
behavior affects society.
4.
Articulate how key theoretical principles can be used to explain individual and social
processes, inform public policy and/or develop practical approaches to human problems
across local, regional, and/or global contexts.
Courses with IS designation address one or more of the above learning outcomes. Those courses
meeting only one address the learning outcome in greater depth.
Student Manual
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2013-2014
Appendix F
Natural World (NW) Mode of Inquiry
Catalog Description
Courses in this area explore science as a way of knowing about the natural world, highlighting
the process of scientific inquiry and the interplay between theoretical and experimental analysis.
They focus on fundamental principles that illuminate the study of our surroundings, including
matter, energy, and living things. Emphasis is placed on students making connections between
science and their daily lives. Natural World courses are designated NW the Linfield College
Course Catalog and each semester’s registration materials.
Learning Outcomes
Courses with NW designation are intended to provide students with opportunities to learn the
following:
1. Demonstrate an understanding of the theoretical and/or experimental background of a
particular topic or model, sufficient to form a hypothesis.
2. Demonstrate an ability to critically analyze results of scientific inquiry in light of
assumptions.
3. Demonstrate an understanding of how scientific results can be extended to more general
situations in contemporary society.
Courses with NW designation address all of the above learning outcomes.
Student Manual
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Appendix F
Natural World Rubric – (2013)
Learning Outcome
Unsatisfactory
1. Demonstrate the
theoretical and/or
experimental
background of a
given topic,
sufficient to form
a hypothesis.
Example fails to
provide a scientific
foundation for model
or hypotheses—or
uses model
incorrectly.
Example presents a
scientific model or
hypothesis, but does
not thoroughly
explain evidence.
Example presents a
scientific model or
hypothesis,
connecting it to
experimental results
or historical
interpretations.
2. Critically analyze
results in light of
assumptions.
Example fails to
acknowledge any
strengths or
weaknesses with
respect to results
Example addresses
the results and
considers alternate
interpretations, but
does not provide
adequate detail on
inherent assumptions.
Example recognizes
the assumptions
within a model then
analyzes results
directly from
evidence.
3. Demonstrate how
results from
discoveries can be
extended to more
general situations
in contemporary
society.
Example fails to
coherently convey
how discoveries can
be applied more
broadly.
Example attempts to
extend results more
broadly, but is unclear
or is lacking depth.
Example clearly
conveys how a given
technology or
discovery can impact
other similar
situations or
discoveries.
Student Manual
Satisfactory
F-9
Exemplary
2013-2014
Appendix F
Quantitative Reasoning (QR) Mode of Inquiry
Catalog Description
Courses in this category explore contextual problems involving quantitative relationships by
means of numerical, symbolic, and visual representations. These courses foster critical analysis
of the uses and constraints of quantitative information and its representations. Finally, they focus
on discussing models; making appropriate assumptions; and deducing consequences or making
predictions. Quantitative Reasoning courses are designated QR the Linfield College Course
Catalog and each semester’s registration materials.
Learning Outcomes
Courses with QR designation are designed to develop the student’s ability to do the following:
1.
Frame contextual questions using mathematical representation.
2.
Apply models to deduce consequences or make predictions.
3.
Communicate quantitative arguments using clear prose.
4.
Critique quantitative arguments with respect to assumptions, constraints, and logical
coherence.
Courses with QR designation address all of the above learning outcomes.
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Appendix F
Quantitative Reasoning Rubric—(2012)
Learning Outcome
Unsatisfactory
Satisfactory
Exemplary
1. Frame contextual questions
using mathematical
representation.
Example fails to provide a
contextual question, or fails to use
recognized mathematical
representations to translate the
relevant question.
Example uses recognized
mathematical representations to
translate contextual questions.
Example uses recognized
mathematical representations to
pose questions (student generated)
that are relevant and
unambiguous.
2. Apply models to deduce
consequences or make
predictions.
Model is unclear or absent, or no
clear conclusions or predictions
are articulated.
Example indicates a model, and
the model is applied to make
conclusions, however some of the
terms or supporting work are
absent.
All of the terms are clearly
defined, the supporting work is
evident, and the model is applied
appropriately to make
conclusions.
3. Communicate quantitative
arguments using clear prose.
Example fails to coherently
convey a complete argument.
Example adequately conveys a
verbal interpretation of a
mathematical argument. The
example suffers from minor
omissions or errors.
Example completely and clearly
conveys a verbal interpretation of
a mathematical argument.
4. Critique quantitative
arguments with respect to
assumptions, constraints, and
logical coherence.
Example acknowledges neither the
appropriate assumptions nor
constraints of the model, nor the
strengths and weaknesses of the
argument.
Example considers the appropriate
assumptions and constraints of the
model, or the strengths and
weaknesses of the argument, but
not both.
Exemplar considers the
appropriate assumptions and
constraints of the model, and the
strengths and weaknesses of the
argument.
Student Manual
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Appendix F
Ultimate Questions (UQ) Mode of Inquiry
Catalog Description
Courses with this designation are designed to encourage students to articulate and evaluate
unexamined assumptions and paradigmatic ways of acquiring knowledge through a critical
analysis of fundamental beliefs, cultural practices, and competing truth claims with the aim to
develop greater self-knowledge and wisdom, the ability for meaningful dialogue, social
responsibility and understanding, and an appreciation for questions that lead to deeper insights
into our actions and the reasons for them. While this mode of inquiry strongly emphasizes an
assessment of cognitive systems and symbols, such courses also explore metaphors and language
that penetrate to pre-cognitive or post-cognitive levels of people’s action (ethics) and ways of
belonging (sociology) often associated with the sacred. Ultimate Questions courses are
designated UQ the Linfield College Course Catalog and each semester’s registration materials.
Learning Outcomes
In courses with UQ designation, students will learn and demonstrate growth from among the
following:
1.
Articulating and evaluating unexamined assumptions and paradigmatic ways of acquiring
knowledge.
2.
Analyzing critically fundamental beliefs, cultural practices, and competing truth claims.
3.
Developing greater self-knowledge and wisdom, the ability for meaningful dialogue,
social responsibility and understanding.
4.
Appreciating questions that lead to deeper insights into our actions and the reasons for
them.
5.
Exploring pre-cognitive and post-cognitive levels of people’s action (ethics) and ways of
belonging (sociology) often associated with the sacred.
Recognizing that other modes of inquiry engage many of these issues, in an Ultimate Questions
course, these topics and method lie at the center of the inquiry rather than arising as implications
drawn from work in other modes of inquiry.
All courses with UQ designation address the first learning outcome. In addition, they address at
least one of the remaining four.
Student Manual
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Appendix F
Vital Past (VP) Mode of Inquiry
Catalog Description
Courses in this mode of inquiry explore the human past and offer an opportunity to reflect on the
continuities, change, and diversity in human experience across time. They investigate social,
cultural, political, and other dimensions of human historical experience. They introduce students
to various methods that scholars in different disciplines have developed to study the human past.
These courses also encourage students to think critically about the interconnections between past
and present. Vital Past courses are designated VP the Linfield College Course Catalog and each
semester’s registration materials.
Learning Outcomes
Students who complete a course with VP designation should do the following:
1.
Identify, analyze, and contextualize primary sources.
2.
Identify and critique secondary, scholarly arguments about the past.
3.
Develop and defend an analytical or interpretive argument about the past.
4.
Recognize that differences separate people, past and present, though all people share a
common humanity.
5.
Evaluate the reliability of evidence about the past.
Courses with VP designation will fulfill many, but not necessarily all, of the learning outcomes.
Student Manual
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2013-2014
Appendix F
Vital Past Rubric—(2012)
Learning Outcome
1. Identify, analyze, and
contextualize primary sources.
Unsatisfactory
Sample is unsatisfactory if either
of the following is true:


2. Identify and critique
secondary, scholarly
arguments about the past.

student does not understand
what a secondary source is.
student is unable to articulate
the strengths and weaknesses
of a secondary source.
Writing sample is unsatisfactory if
either of the following is true:


Student Manual
student does not understand
what a primary source is.
student cannot place the
primary source into larger
context.
Writing sample is unsatisfactory if
either of the following is true:

3. Develop and defend an
analytical or interpretive
argument about the past.
Satisfactory
student cannot make an
analytical or interpretive
argument about the past.
student is unable to marshal
evidence to support an
analytical or interpretive
argument.
Exemplary
Writing sample illustrates that the
student recognizes the relationship
between primary source materials
and interpretations of the past in a
broader context.
Writing sample illustrates that
student can use primary source
material(s) to develop
interpretations of the past in a
broader context.
Writing sample illustrates that
student understands what a
secondary scholarly argument
about the past is and that some
scholarly arguments about the past
are better grounded in evidence
than others.
Writing sample illustrates that
student can recognize a secondary
scholarly argument about the past
and discuss its strengths and
weaknesses.
Writing sample illustrates that
student is able to make an
analytical or interpretive argument
about the past that requires more
evidence.
Writing sample illustrates that
student can make a convincing
analytical or interpretive argument
about the past that is grounded in
evidence.
F-14
2013-2014
Appendix F
Learning Outcome
4. Recognize that differences
separate people past and
present, though all people
share a common humanity.
Unsatisfactory
Writing sample is unsatisfactory if
either of the following is true:


5. Evaluate the reliability of
evidence about the past.
Student Manual
Satisfactory
student does not understand
that particular cultural
practices, assumption, or
ideas (etc.) are historically
situated.
student believes that current
cultural practices,
assumptions, or ideas (etc.)
are universally true and
applicable for all times.
Writing sample is unsatisfactory if
the student believes that all
evidence is created equal.
Exemplary
Writing sample illustrates that
student recognizes the historic
specificity of a particular cultural
practice, assumption, or idea
(etc.).
Writing sample illustrates that
student understands the historic
specificity of a particular cultural
practice, assumption, or idea (etc.)
and is able to explain why these
prevailed in the time period in
question.
Writing sample illustrates student
recognizes that some historical
evidence is stronger than others.
Writing sample illustrates student
understands how to weigh the
merits of historical evidence and
that evidence about the past is
limited in scope.
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2013-2014
Appendix F
Global Pluralisms (GP) Designation
Catalog Description
Courses with this designation focus students’ attention beyond their own national boundaries. The use
of analytical frameworks challenges students to address and understand the social, political, ethical,
cultural, and/or policy discourses of other countries from a global perspective. These courses also
include a consideration of multicultural perspectives within other countries. Curricular offerings
focusing on the history or culture of a given nation, group, or region may meet this requirement by
including a comparative component for the course. This focus may include comparisons between or
among countries, as well as comparisons of different time periods. Through the process of examining
Global Pluralisms, students prepare for their participation and citizenship in an increasingly diverse
world. Global Pluralisms courses are designated GP the Linfield College Course Catalog and in each
semester’s registration materials.
Learning Outcomes
In courses with GP designation, students will have opportunities to do the following:
1.
Develop a better understanding of the issues of identity, politics, culture, history, health care,
and/or economics in a context of a culture other than that of the United States.
2.
Interrogate issues of colonialism, dominance, hegemony, and control by examining the social,
economic, business, and/or political relationships that formerly colonized countries share with
their imperial sites.
3.
Reflect upon the relationship that two or more countries share with each other through a
comparative analysis of literature, the arts, politics, and/or social movements.
4.
Examine the impact of globalization and interdependence of cultures and economies on the lives
of individuals.
Courses with GP designation address at least one of the above learning outcomes
Student Manual
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Appendix F
U.S. Pluralisms (US) Designation
Catalog Description
Courses with this designation explore the diverse experiences among those living in the United States.
Students pursue inquiry into the varied dimensions of human diversity such as age, disability, ethnicity,
gender, language, politics, race, religion, sexual orientation, and/or social class. These courses examine
how the dominant traditions of American culture have marginalized the voices of those who have
typically fallen outside those traditions, using analytical frameworks, or discussion that addresses the
social, political, ethical, cultural, philosophical, and/or policy discourses among those groups. Through
the process of examining U.S. Pluralisms, students prepare for their participation and citizenship in an
increasingly diverse society. U.S. Pluralism courses are designated US the Linfield College Course
Catalog and each semester’s registration materials.
Learning Outcomes
In courses with US designation, students will have opportunities to do the following:
1.
Identify and articulate the context of pluralism within the United States, including but not limited
to race, ethnicity, sex, gender, sexual orientation, identity, language, age, ability, religion, and/or
social class.
2.
Analyze the historical, cultural, and/or aesthetic construction of marginality through a theoretical
lens appropriate to the course content and discipline.
3.
Develop and defend an analytical or interpretive argument about social, cultural, political, and/or
economic injustices, including but not limited to issues of power, social justice, privilege, and
citizenship.
Courses with US designation address at least one of the above learning outcomes.
Student Manual
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2013-2014
Appendix F
U.S. Pluralism Rubric – (2013)
Learning Outcome
Unsatisfactory
Satisfactory
Exemplary
1. Identify and articulate the
Exemplar is unsatisfactory if
context of pluralism within the following is true:
the United States,
including but not limited to  Student has not articulated
the context of at least one
race, ethnicity, sex, gender,
issue related to U.S.
sexual orientation, identity,
pluralism.
language, age, ability,
religion, and/or social
class.
Exemplar illustrates that the
student has articulated at least
one issue related to U.S.
pluralism.
Exemplar illustrates that the
student has articulated the
context of one issue in-depth
or has articulated context(s) of
a cross-section of issues
related to U.S. pluralism.
2. Analyze discourses related
to the historical, cultural,
and/or aesthetic grounding
of marginality through a
theoretical lens appropriate
to the course content and
discipline.
Exemplar illustrates that the
student
Exemplar illustrates that the
student
3. Develop and defend an
analytical or interpretive
argument about social,
political, and/or economic
injustices, including but
not limited to issues of
Student Manual
Exemplar is unsatisfactory if
either of the following is true:


student has not analyzed

the historical, cultural,
and/or aesthetic grounding
of marginality.
student has not applied an
appropriate theoretical lens.

Exemplar is unsatisfactory if
either of the following is true:

Exemplar illustrates that the
student
student has not developed

an analytical or interpretive
argument about social,
F-18
has analyzed the historical,
cultural, and/or aesthetic
grounding of marginality
although the analysis
would benefit from more
evidence.
has applied an appropriate
theoretical lens.


has analyzed the historical,
cultural, and/or aesthetic
grounding of marginality
using substantial evidence.
has applied an appropriate
theoretical lens in multiple
contexts.
Exemplar illustrates that the
student
has developed an analytical 
or interpretive argument
about social, political,
has developed a convincing
in-depth analytical or
interpretive argument about
2013-2014
Appendix F
Learning Outcome
Unsatisfactory
power, social justice,
privilege, and citizenship.

Student Manual
Satisfactory
political, and/or economic
injustices related to the
identified issues.
student has not defended an 
analytical or interpretive
argument about social,
political, and/or economic
injustices related to the
identified issues.
F-19
and/or economic injustices
related to the identified
issues.
has defended an analytical
or interpretive argument
about social, political,
and/or economic injustices
related to the identified
issues.
Exemplary

social, political, and/or
economic injustices related
to the identified issues.
has defended an analytical
or interpretive argument
about social, political,
and/or economic injustices
related to the identified
issues using substantial
evidence.
2013-2014
Appendix G
Linfield-Good Samaritan School Of Nursing Pain Management Content
In The Nursing Curriculum
Last Revised: 06/11/13
Generic BSN Program
Course No.
NURS 305
NURS 335
Course Title
Foundations of CommunityBased Nursing Practice
Integrated Experiential
Learning I
Number of
Hours
02.00
02.00
NURS 355
Nursing Care of Children,
Adults, and Older Adults with
Chronic Conditions
02.00
NURS 365
Clinical Pathophysiology and
Pharmacology of Nursing
Practice I
02.00
NURS 425
Transitions and Decisions:
Pregnancy, Birth and End of
Life
Total
Student Manual
Brief Content Description
Physiological mechanisms of pain.
Students learn how to conduct pain
assessments, and are tested in clinical
performance evaluations about pain
assessment. This lab is included in the
vital signs lab.
Symptom management of pain in
chronic illness.
Pathophysiology of pain. How
medications and alternative therapies
alleviate physical and emotional pain
in chronic health conditions.
02.00
Pain and symptom management in the
intrapartum period, in the neonate, and
at end-of-life.
10.00 hours (OSBN requirement: 6 hours)
G-1
2013-2014
Appendix H
Application For Learning Support Services Courtesy Testing Accommodations
Learning Support Services
Courtesy Testing Accommodations
EMALE
PLEASE PRINT LEGIBLY
Date
First Name
Student ID
ALE
Gender
Preferred Name (if different)
Your College Address (hall & room no. or off-campus address)
MI
Last Name
@linfield.edu email
Year in School:
Course Name:
Course:
Professor’s Name:
Time Allowed:
______ How will the exam be returned:
Materials Allowed:
Proctored Test For Whom:
Professor’s Signature:
Picked Up By:
Date Returned:
Time:
LSS Initials:
Student Information and Disclosure Form
Please read & sign the disclosure statement
indicating that you understand your rights
and the limits of confidentiality the staff will
observe.
Please leave all cell phones, iPods, MP3 players,
earphones, radios, tape recorders, handheld
computers (PDA’s), backpacks and any hats,
coats or purses in the space provided in the
reception area.
Staff accountability: Staff members are accountable for the
quality of their work with you. If you have concerns about the
services you receive, discuss these with the person you are
seeing. If you are still not satisfied or have reason to believe
the staff member is practicing unethically or unprofessionally,
you may discuss this with the Director or Dean of Faculty.
You may not ask for or receive any help (other
than by prior arrangement) on an exam. It is
your responsibility to bring materials needed for
testing: bluebook, Scantron form, paper, writing
instruments, etc.
Acknowledgment:
I have read and understand this
information governing the courtesy exam service and agree to
abide by the directions given. I accept the responsibility for
keeping scheduled appointments and for notifying Learning
Support Services in advance when I cannot keep an
appointment.
Please arrive at least 10 minutes before the exam
is scheduled.
Signature:
Services may be changed or rescinded at any
time for disregarding stated rules or for
suspected cheating.
Date:
03/30/12
Student Manual
H-1
2013-2014
Appendix I
Peer Resource Network
Peer Resource Network Mission Statement
The Peer Resource Network of Linfield-Good Samaritan School of Nursing connects a
community of past, present, and future nursing students in an effort to instill confidence and ease
transitions by providing support, guidance, and inspiration while fostering the core values of
nursing.
Mentor Responsibilities
1.
Initiate contact with mentee at least once a week before orientation via email, text,
phone call, or face-to-face. During initial contact, mentor and mentee will establish
preferred method of contact, what the mentor will offer, and when the mentee can contact
the mentor.
2.
Mentor must contact their mentee at least twice a month (i.e. on the 1st and 15th of
each month) during the first two months, then once a month until December. The
mentor does not have to continue contact if the mentee requests no further help.
Required contact is in place to: 1) encourage mentees who are shy about making contact;
and 2) to help a student nurse be a proactive mentor to the new student. The mentor and
mentee can establish contact times and methods that will work for both.
3.
Ensure mentee that all communications will be kept confidential. Exceptions include
circumstances involving academic dishonesty, harm to self, or harm to others.
4.
Respond to mentee emails within 48 hours.
5.
Become familiar with resources that are included in the student handbook. If a
mentee needs additional support, guidance or has questions beyond the mentor’s level of
comfort, the mentor should know where to point the mentee for a proper solution. For
example, this may include questions about financial aid, or questions regarding
counseling services.
6.
Respect boundaries of the mentee.
7.
Mentors are not academic tutors. Mentors are not required to read mentee’s papers,
hold study sessions for mentee’s class, or quiz mentees for tests. Mentors are just here to
answer questions and provide insight into how mentors have handled different aspects of
nursing school.
8.
Mentor positions will be recognized by the school and can be added to resumes.
Student Manual
I-1
2013-2014
Appendix I
9.
Evaluate mentor/mentee relationship for productivity. Both mentor and mentee have
the right to choose a different mentee/mentor.
10.
Mentors may choose to stop mentoring at any time, including at graduation.
Mentoring term is 11 months from start date. Graduating mentors who do not wish to
continue the relationship after graduation should inform the mentee well in advance of
official graduation day. The mentee will be provided a new mentor.
Student Manual
I-2
2013-2014
Appendix J
Process For Student Communication If Unsuccessful In Passing A Nursing
Course
08/08/13
Student Manual
J-1
2013-2014
Appendix J
Process For Student Communication Of Academic Integrity Grievance
08/08/13
Student Manual
J-2
2013-2014
Appendix J
Process For Generic BSN Student Communication Of Academic Grievance
Revised: 08/08/13
Student Manual
J-3
2013-2014
Appendix J
Process For RN-BSN Student Communication Of Academic Grievance
Revised: 08/08/13
Student Manual
J-4
2013-2014