St. Cloud Technical & Community College
Standard 4 (ACEN 2013 Criteria)
Fall 2013
STANDARD 4: Curriculum – PN
The curriculum supports the achievement of the identified student learning outcomes and program
outcomes of the nursing education unit consistent with safe practice in contemporary healthcare
environments.
4.1: The curriculum incorporates established professional standards, guidelines, and competencies,
and has clearly articulated student learning outcomes and program outcomes consistent with
contemporary practice.
Our program prepares students for contemporary standards of practice by utilizing established
professional standards and allowing those to guide the program. The PN faculty used the NLN
competencies and core values, QSEN, NAPNES to develop the student learner outcomes (SLO).
Graduates of the St. Cloud Practical Nursing Program will be able to:
1. NLN Human Flourishing/QSEN: Patient Centered Care
SLO: Demonstrate therapeutic communication skills to practice nursing care that is patient and
family centered, culturally sensitive and based on the physiological, psychosocial and spiritual
needs of patients across the lifespan.
2. NLN Nursing Judgment
SLO: Provide rationale for judgments used in the provision of safe, quality care and for decisions
that promote the health of patients within a family context.
2a. QSEN: Safety
SLO: Minimize risk of harm to patients and providers through both system effectiveness
and individual performance.
2b. QSEN: Informatics
SLO: Use information and technology to communicate, manage knowledge, mitigate error,
and support decision making.
3. NLN Professional Identity/NAPNES Professional Behaviors
SLO: Demonstrate professional behaviors of accountability according to legal and ethical
nursing practice standards.
3a. QSEN: Teamwork and Collaboration
SLO: Function effectively within nursing and inter-professional teams, fostering open
communication, mutual respect, and shared decision-making to achieve quality patient care.
4. NLN Spirit of Inquiry /QSEN: Quality Improvement
SLO: Support quality improvement by contributing to the implementation of care and the
utilization of resources to improve health care services.
4a. QSEN: Evidence Based Practice
SLO: Integrate best current evidence with clinical expertise and patient/family preferences
and values for delivery of optimal health care.
The Nursing Program Outcomes were derived from the ACEN standards.
PN Program
Outcomes
Do not embed documents. Place them in the Narrative, Appendices, or Resource Room (or online)
All PN course outcomes were revised, submitted, edited and approved by the college Academic Affairs
Standards Council (AASC) committee in preparation of the accreditation process. All were approved fall
2012 and were introduced to students starting the PN program Spring 2013.
The curriculum was originally guided by the Minnesota Board of Nursing Abilities. As of June 28, 2011,
the abilities are no longer required by the Minnesota Board of Nursing. However, the nursing program
has chosen to retain some of the abilities as “Critical Competencies” as they are a part of the conceptual
framework. These abilities are integrated throughout the program beginning with the first semester.
The critical competencies although taught throughout the program are specifically measured in the Skills
course, Pharmacology course, in Clinical Application I and Clinical Application II (see table 4.2). The
critical competencies must be passed in these courses in order to graduate. The students have two
attempts to pass the critical competency. If a student does not pass on the first attempt, he/she can redo the competency. If a student does not pass the competency on the second attempt, that student
fails the course. The measurement tools and rubrics for grading the critical competencies can be found
under standard 6.1. The tables below display where the critical competencies are specifically measured
and the SLOs that are primarily focused on which include specifically safety, patient centered care, and
nursing judgment (see table 4.1).
The Critical Competencies in the PN program include:
 Oxygenation
 Medication Administration
 End of Life (Hospice) care
 Two Patient Assignment – Clinical Application II
Table 4.1: Critical Competencies measured throughout curriculum
Table 4.1 SLO, CO,
CC
Table 4.2: Critical Competencies
Critical competencies
measurement
4.2 The student learning outcomes are used to organize the curriculum, guide the delivery of
instruction, direct learning activities, and evaluate student progress.
The student learner outcomes guide the curriculum organization, delivery of instruction, guide
appropriate learning activities, and allow for evaluation of the student. The student learner outcomes
are evaluated in the nursing courses throughout the program.
Examples include:
 PN Course Outcomes Grid
 Core Values(CV) - Template 1
 Integrating Concepts (IC)- Template 2
 NLN and QSEN PN Program Learner Outcomes - Template 3
The end product to show this evidence across the curriculum is shown in the following documents:
 Evidence of SLO’s and Concepts Template- showing evidence of CV, IC, and SLO’s in PN courses
 PN Clinical Course Outcome Leveled Grid
 Course notebooks
 Clinical Evaluation tool
(See D2L shell for copies of these documents. Also available in the Resource Room.)
Evidences of Student Learner Outcomes, Course Outcomes, Integrating Concepts, and Core values
throughout the PN program can be viewed in the documents below.
Basic Concepts
Medical Surgical I
Bridging to Nursing
Medical Surgical II
Clinical I
Mental Health
Clinical II
Pharmacology
Family Health
Nursing Skills
Do not embed documents. Place them in the Narrative, Appendices, or Resource Room (or online)
The students self-evaluate their attainment of the student learner outcomes in the exit survey, given in
the course PRSG 2450 Family Health prior to graduation.
4.3 The curriculum is developed by the faculty and regularly reviewed to ensure integrity, rigor, and
currency.
The curriculum has been developed by the faculty and will continue to be reviewed using the Systematic
Evaluation Plan (SEP). Faculty review the rigor and currency at faculty meetings, as can be evidenced by
meeting minutes. After attending the Minnesota Health Educators conference 2010 and 2011
conference with speaker Linda Caputi, the faculty integrated new assignments into the curriculum in the
clinical setting. The QSEN website was also utilized to develop evidence based activities and
assignments that support the practice expectations of new graduates. Feedback from advisory board
members who employ our graduates was also integral to these changes.
Samples of evidence-based activities and assignments include:
 Revised Clinical Evaluation Tool
 SBAR shift report tool
 60 Second Assessment
 2 Patient Concept Map
(See D2L shell for copies of these documents. Also available in the Resource Room.)
Academic rigor is assessed yearly with evaluation of the students’ NCLEX-PN exam results. The results
for 2010 were 91.84%, 2011 NCLEX-PN pass rate results were 92.98% and in 2012 were 96.88%. Faculty
review NCLEX-PN scores in relation to NCLEX-PN Predictor results and made changes to curriculum
according to students’ needs. In fall 2013, Mountain Measurement will be utilized in addition to the
predictor reviews.
Most exams are made up of NCLEX-style multiple choice and short answer questions. Test questions
come from a variety of sources such as the text book test bank data, NCLEX review books, Prep U
question bank and questions written by faculty members. Currently, the program is using the ATI NCLEX
predictor exam. This test is based on the NCLEX test plan. The results are shared with PN faculty, and the
two-member team for each PN course reviews the curriculum and makes changes accordingly. Faculty
members routinely review didactic course exams for rigor. As a result of this self-study, it’s been
identified the need to meet as a full faculty group to review course changes, updates, or materials,
based on student evaluations and predictor test results.
The nursing program reviews curriculum currency with our advisory committee at our bi-annual
meetings (Resource room: Advisory committee minutes also available in D2L site). The members also
presented specifics such as communicating and the use of “soft skills”. New student and clinical
orientation now includes a soft skills instructor led presentation based on this feedback. (See D2L shell
for copies of these documents. Also available in the Resource Room.)
The course notebooks reflect review of course curriculum and changes, additions or deletions. Faculty
who team teach courses review the course at semesters end and make appropriate changes as reflected
by the team teaching notes Quality Improvement documents in the course notebooks (See D2L).
Table 4.3 PN Curriculum Changes Examples
PN Curriculum
Changes Examples
Currently, tests given in the college on the D2L system give a basic test question analysis (See screen
shots below.) This college does not have any Test Item Analysis software but plans include having faculty
attend a test analysis workshop/training so that each faculty can complete 1 test blueprint and 1 test
analysis this year and increase from there.
Below is the NCLEX-PN test blueprint that is crosswalk to PN curriculum.
NCLEX-PN Test
Blueprint
Do not embed documents. Place them in the Narrative, Appendices, or Resource Room (or online)
Screenshots of Desire2Learn Basic Test Question Analysis
In D2L faculty are able to view test Question Stats and Question Details for analysis purposes
Under Question Stats a score distribution and overall question statistics are provided
Question Details offers details about options selected for each question.
The program incorporates learning activities that support active student learning including case studies,
concept mapping, group presentations, online discussions boards and classroom discussion. The clinical
courses each semester include scheduled simulation days which encourage clinical reasoning,
prioritization skills, application of previous knowledge and skills, as well as team building skills. The
nursing program supports simulation by having three separate classrooms dedicated to the use of
simulation. Plans to expand and improve the use of simulation will be addressed by a faculty member as
part of her sabbatical goals for the 2013-2014 school calendar year.
PrepU is also utilized for proficiency.
“Combining a formative assessment tool for instructors and an online quizzing and learning
environment for students, PrepU brings together best practices in learning, technology and
assessment to provide a unique adaptive quizzing tool for students and instructors. Online
quizzing allows students to study and learn using the mastery approach proposed by Bloom
(1968). By allowing students to take quizzes, study, retake quizzes, study again and so on,
students may benefit from some of the learning gains shown in mastery learning programs”
(Kulik, Kulik, & Bangert Drowns, 1990). (A copy of this article is located in the D2L Shell).
4.4 General education courses/competencies enhance professional nursing knowledge and practice if
included in the program of study.
The following courses are prerequisites to the practical nursing program and offer a solid knowledge
base for student success in the PN program. Course descriptions and outlines are also available to
students online through the SCTCC website “Register for Courses”.
Practical Nursing Diploma
BLGY 1320 Human Biology
Meets MN Transfer Goal 3 - Natural Sciences. This course will cover the organization and general
function of the human body. Areas of study include human organization, support and movement,
integration and coordination, maintenance of the body, body defenses, reproduction, and development.
Investigative activities will include dissections of organisms with comparative human anatomy,
simulated dissections, simulations, and case studies. Students will also make observations and analyze
data relation to body functions. Course Outcomes: * identify important anatomical structures associated
with the human body using dissections of organisms with comparative human anatomy, simulations,
models, and images * demonstrate an understanding of the basic physiological mechanisms associated
with the human body and relate these processes to the maintenance of homeostasis * discuss important
disease conditions of the human body systems * list steps to be taken for the care of the human body
and the prevention of disease * interpret and analyze data relating to human body function.
HLTH 1440 Medical Terminology
This course presents a study of basic medical terminology. Prefixes, suffixes, word roots, combining
forms, special endings, plural forms, symbols, and abbreviations will be covered. Emphasis is placed on
spelling, definition, usage, and pronunciation. Students will learn the rules for separating medical terms
into their word parts. Student Learning Outcomes: * define and pronounce medical terms * identify
medical prefixes/root words/suffixes * identify specialty terms and health professionals * identify
medical, diagnostic and laboratory abbreviations * recognize correct spelling and utilize medical
dictionary.
PSYS 1304 Life Span Developmental Psychology
Meets MN Transfer Goal 5 - History/Social, Behavioral Sciences. Life Span Psychology is both intriguing
and biographic because each of us is constantly developing. The course examines human biosocial,
cognitive, and psychosocial development in diverse contexts from "Womb to Tomb". It includes
coverage of scientific discoveries and theories; critical analysis of evidence supporting or contradicting
those theories; basic concepts and terminology; integration of personal experience and developmental
theory and research; and related current public policy and diversity issues. Student Learning Outcomes:
* Explain the scientific methodologies used in developmental psychology. * Compare and contrast the
major developmental theories. * Demonstrate a basic understanding of the interaction of the
developmental process and periods of human development. * Integrate developmental theory and
research with naturalistic and/or other observations of individuals at various stages of development. *
Compare and Contrast one’s own personal development and projected future development across the
developmental life stages. * Evaluate and analyze current public policy issues in the field of
developmental psychology.
Goal Area 1 – Written Communication (Recommended ENGL 1302 – Analytical Writing)
Meets MN Transfer Goal 1 - Written Communication. This course focuses on research and argument,
emphasizing contemporary issues. The course develops the writing, research, analytical, and peer
evaluation skills necessary to succeed academically, professionally and personally. Students will produce
for grading at least 6,500 words during the semester, including an extensive research paper. This course
can be used in place of ENGL 1100 - Writing for the Workplace". Student Learning Outcomes: *
demonstrate the writing process through invention, organization, drafting, revision, editing and
presentation * participate effectively in groups with emphasis on listening, critical and reflective
thinking, and responding * locate, analyze, evaluate, and synthesize in a responsible manner material
from diverse sources and points of view * select appropriate communication choices for specific
audiences * construct logical and coherent argument * use authority, point of view, and individual voice
and style in writing * employ syntax and usage appropriate to academic disciplines and the professional
world.
4.5 The curriculum includes cultural, ethnic, and socially diverse concepts and may also include
experiences from regional, national, or global perspectives.
Culturally competent nursing care is a skill required of a PN graduate. The SCTCC faculty has woven
cultural, ethnic and social diverse concepts throughout the program. Our textbooks incorporate cultural
components of care and instructors include culture care in lectures and simulations. The following are
some specific examples of how these concepts are addressed in our curriculum
- PRSG 2401 Med/Surg I
-Culture Project: This assignment is in presentation form using props, charts, diagrams,
costumes, food, or act out a skit. Grading is required by student groups and the instructor. An
outline is submitted one week in advance of the presentation and criteria for the project
includes:
•
Research your topic thoroughly
•
Summarize the culture
•
Identify differences and similarities to the “general” culture we live in
•
Identify reaction to signs/symptoms (stoic, histrionic, kept private, easily spoken of, etc.)
•
Identify common treatments or ways of handling common illnesses
•
Identify incidence and prevalence of disease in chosen culture; why is it more common
in this culture?
•
Address expected behavior in illness, treatment, recovery, death
•
Address appropriate nursing interventions when caring for people of chosen culture
•
Utilize examples and/or scenarios to illustrate a patient’s experience with the disease
(real-life experience, experiences found on-line, and experiences of patients/family/friends
using appropriate confidentiality and references for all)
•
Medical/nursing terminology required
•
A minimum of 3 references are required, all current within 5 years with reference page
included in APA format.
-Neurosensory unit: This activity has students paired off. One student has the hearing (ear
plugs in place) or visual impairment (glasses with distortion), and the other student takes on the
nursing role. The nurse is to give directions to St. Cloud Hospital or the SCTCC Main campus.
After 10 minutes, the students switch roles. The objective for this activity is to see what
resources nurses utilize to teach someone with a hearing or visual impairment. With this
activity, students are also asked how they might assist someone who does not speak English.
- PRSG 2440 Clinical Application II
- The PN Program spends 2 clinical days each semester working with BSN students from St.
Cloud State University (SCSU). The simulation addresses nursing scope of practice,
prioritization, teamwork, and delegation. The simulation setting is a small hospital. There are
five patients each with a different cultural diverse background. The patients are portrayed by
live role players. Initially the patient role players are faculty and then after the simulation
debriefing the students step in to play patients as well. This offers the student the opportunity
to actively participate and then to also be an active observer. This cooperative experience was
developed with a grant. (See scenario examples and photos in resource room) (See published
journal article on D2L as well as examples and photos of this experience).
- PRSG 2450 Family Health Nursing
- The instructor for this course has extensive OB experience and has worked in hospitals in
metropolitan areas that are culturally diverse. She shares experiences on providing nursing care
honoring cultural preferences for the Hmong population that include: requests for warmth/heat after
delivery with their drink/food/warm blankets, and preference that the amniotic fluid bag not be
artificially ruptured and what the placenta means for them. Birth plan requests and religious
considerations for fetal loss, miscarriage, and ectopic pregnancy topics are also covered as examples of
cultural care for the obstetric patient.
The topic of female circumcision and how it affects exams, catheterization, episiotomies, perineal repair
is also shared. The focus is on how nurses can learn about each different patient in their cultural context
and adapt care to meet those needs.
-Nursing Club
SCTCC’s Nursing Club is also involved in cultural, ethnic and socially diverse concepts. The community
work includes local activities. The Nursing Club has participated at activities such as food drives for the
local food shelter and wellness fair clinic at area high schools. Other activities include: Preparing and
serving meals at the Salvation Army, Daffodil sales for the American Cancer Society, Relay for Life Walk,
Alzheimer’s Walk, Be the Match-Bone Marrow Drive, and Central MN food shelf donation. The PN
program second semester clinical rotation includes settings with other diverse populations, such as the
homeless, chemical dependency, mental health, and socially and economically diverse populations.
4.6 The curriculum and instructional processes reflect educational theory, Inter-professional
collaboration, research, and current standards of practice.
Educational Theory
The curriculum and instruction process is based on Bloom’s revised (2000) taxonomy and adult learning
theory. Theory and psychomotor skills are introduced at a beginning level at the start of the program
and progression towards higher levels of learning. Faculty understands this learning is a synthesis and
that hierarchically ordered learning is not always sequential and may occur in a parallel process. The
curriculum is designed to progress sequentially but teaching includes a fluid process that supports
application and critical analysis as part of each step. For instance the student might learn how to do a
blood pressure but also discuss the process of what a nurse might do if parameters are critically high or
low.
Evidence Based-Practices and Current Standards of Practice
Research, evidence-based practice, and innovation are important to the nursing program. The practical
nursing programs requires use of the library and learning the use of professional literature for
assignments and as part of active learning. The practical nursing program uses the following evidence
based educational tools:
Table 4.3: Resources for Evidence-Based Practices
Evidence-based
References
Practices
Concept Mapping
Caputi, L. & Blach, D. Teaching nursing using concept maps. Glen Ellyn, IL:
College of Dupage Press
Case Studies
Popil, I. (2011). Promotion of critical thinking by using case studies as
teaching method. Nurse Education Today, 31(2), 204-207.
doi:http://dx.doi.org.sctproxy.mnpals.net/10.1016/j.nedt.2010.06.002
Simulation
Hale, T. J., & Ahlschlager, P. M. (2011). Simulation scenarios for nursing
education. Clifton Park, NY: Delmar.
Norman, J. (2012). Systematic Review of the Literature on Simulation in
Nursing Education. ABNF Journal, 23(2), 24-28.
Group Learning
Self-Reflection
SBAR
Andersen, E., Strumpel, C., Fensom, I., & Andrews, W. (2011).
Implementing Team Based Learning in Large Classes: Nurse Educators'
Experiences. International Journal Of Nursing Education Scholarship, 8(1),
1-16. doi:http://dx.doi.org.sctproxy.mnpals.net/10.2202/1548-923X.2197
Garrity, M. (2013). Developing nursing leadership skills through reflective
journaling: a nursing professor’s personal reflection. Reflective Practice,
14(1), 118-130. doi:10.1080/14623943.2012.732940
Novak, K., & Fairchild, R. (2012). Bedside Reporting and SBAR: Improving
Patient Communication and Satisfaction. Journal Of Pediatric Nursing,
27(6), 760-762.
doi:http://dx.doi.org.sctproxy.mnpals.net/10.1016/j.pedn.2012.09.001
Thomas, C.M. Bertram, E., & Johnson, D. (2009). The SBAR communication
technique: Teaching nursing students professional communication skill.
Nurse Educator, 34 (4), 176-180.
Interdisciplinary Collaboration
-SCTCC/SCSU Nursing Simulation:
In the clinical setting, SCTCC nursing students work with a variety of other disciplines/departments. The
PN Program spends 2 days each semester working with BSN students from SCSU. The time is spent with
students engaging in a scope of practice and delegation focused simulation within a rural hospital
setting. Five patients each with a cultural diverse background is portrayed by live role players. (Photos
are available in D2L).
-Surgical Technologist and Nursing program Simulation: Stat Cesarean Section
The following is an explanation of the simulation carried out by the instructor. The scenario starts with a
labor patient in the lab whose water breaks and the umbilical cord prolapses. The students must
transfer Noelle into a knee-chest position and we mention how an RN would need to direct staff to put
on a sterile glove to hold the baby's head up off the cord. The instructor hurriedly explained how fast
this scenario would need to move and started directing who would need to take certain roles (such as
someone to stay back with the dad and reassure him/explain, and someone to run ahead and get the
elevator, and someone to run up to the OR and start opening sterile packs for the section).
The patient is wheeled into the elevator and taken up to the OR. Birthing Noelle is then transferred onto
the OR table with a left tilt. The student role players are asked to place a Foley, hang IV for fluids, place
surgical grounding pads and guided in the skin prep procedure. The instructor asked a student to put on
sterile gloves and guided them in how to prep the abdomen. The surgical technology students had the
OR set up with a full set of instruments. Students also discussed universal protocol/time-out,
blades/safe-zone, sharps/sponge counts, cautery/suction tips, etc. LPN’s who work on the family
birthing unit at the St. Cloud Hospital are cross trained as OR technicians.
In the Mental Health Course, guest speakers were from other professional disciplines which provide an
opportunity to students to learn resources but also to see the roles of other staff. Some of the staff
students interacted with include a social worker specializing in grief across the continuum of care and a
social worker who leads a Fetal Alcohol Prevention and Treatment program.
The Nursing Program continues to also work on further opportunities of collaboration with the other
health programs at SCTCC, such as EMS and Dental.
Full-time nursing faculty members work with general education faculty in collaboration to ensure that
the content in these courses align with that of the nursing courses. For example, Ethics (PHIL 1320),
faculty met with nursing faculty to bring in real-life ethical healthcare scenarios to integrate the theories
of ethics with healthcare.
Evidence Based Teaching and Learning Strategies
SCTCC nursing faculty members are very innovative and want to adopt new evidence-based teaching
and learning strategies. Often after attending conferences, a new assignment or idea will be piloted in
the curriculum. New and innovative ideas that have been incorporated into the program include the use
of concept mapping, SBAR shift style reporting, safety assignments during clinical and simulation as well
as the creation of an EMR system used in clinical simulation. The faculty at SCTCC embrace the use of
technology both on campus and at the clinical settings. Simulation has always been a larger part of the
curriculum. Students participate in clinical simulation each semester. A trained lab assistant is available
to assist with simulations. The IT person in the Health Sciences Building (HSB) has attended a Laerdel
simulation conference for additional training and is utilized by faculty during simulations in the lab and
classroom settings. New faculty are given one-on-one time to learn the simulation lab equipment and
clinical expectations for simulation. New technology is budgeted for each year. An example would be
the purchase of a Sim-pad for 2012-2013.
4.7 Evaluation methodologies are varied, reflect established professional and practice competencies,
and measure the achievement of the student learning outcomes.
Multiple methods of evaluation are utilized by the SCTCC nursing faculty.
Cognitive
In theory classes, the faculty mostly rely on NCLEX-style multiple choice questions and short answer
questions as method to evaluate the students learning in the cognitive domain. Test questions are
developed using published textbook test generator software, Prep U, ATI, and other NCLEX test
resources. Test questions are written at all levels of Bloom’s taxonomy. As the student progresses
through the curriculum, the exams place a greater emphasis on the higher levels such as application,
analysis, synthesis and evaluation.
A formal test blueprint is currently being discussed amongst faculty. In spring 2013, PN faculty attended
the Health Educator’s Conference, where they were given information and resources to create an
official test blueprint and instructions on how to run a test analysis. Faculty have spoken with the IT
department spring 2013 semester to build templates that can be used for our program quizzes and
tests that exist in D2L. This will provide consistency in systematically assigning point value to particular
types of questions/quizzes. Once this is initiated, faculty will be meeting together in the fall 2013 to
work as a group to begin updating their quiz/test structure to include the level of Bloom’s taxonomy for
each test question and also looking at test analysis measures.
Theory classes also use group projects, discussions, presentations, and written assignments as part of
the process to evaluate student learning. These types of assignments require the students to analyze,
synthesize and evaluate information. (Examples are also included in course notebooks in the D2L shell).
Evidences of Student Learner Outcomes, Course Outcomes, Integrating Concepts, and Core values
throughout the PN program can be viewed in the documents in 4.2.
Please also refer to table 4.1 for examples of critical competencies used in program outcomes in the PN
curriculum.
Table 4.1 SLO, CO,
CC
Do not embed documents. Place them in the Narrative, Appendices, or Resource Room (or online)
Psychomotor
Lab courses include brief skill theory lectures, instructor demonstrations and video demonstrations prior
to student practice. Students practice and perform return demonstrations to peers initially and then to
instructor. Documentation of this practice is evidenced on the Skills Verification Form. Check lists guide
the student skill practice and support knowledge, comprehension and application of knowledge for
necessary nursing skills. (Skills verification form: D2L)
Affective
Activities specific to the affect learning domain in our program include clinical journal/reflections
assigned to the following clinical rotations: (See- D2L for Clinical I and II and course notebooks)
The following examples are also placed in the student’s clinical II portfolio: Samples available in resource
room.
Hospital rotation:
SBAR shift report and journal entry
VA Mental Health:
Community Resource Assignment
VA Sub acute:
Journal entry and self-reflection tool
Pediatric/Plaza:
Self- reflection assignment
Students also complete a clinical self -evaluation
Clinical Evaluations
Clinical evaluation tools were completed revised in fall 2012 and were introduced in spring 2013. The
biggest change in the tools was: Including the Student Learner Outcomes and expanding the Likert Scale
to allow instructor flexibility in grading. The students are given points for clinical and overall is given a
pass/fail grade. Students need to obtain a set accumulative score to pass clinical. See Clinical I and
Clinical II Evaluation Tools. (Resource Room and D2L Shell). Students are given individual feedback by
the instructor regarding the evaluation for the assigned rotation. Each clinical evaluation tool evaluates
five areas:
 Nursing Process
 Communication
 Application of Nursing Theory / Critical Thinking
 Safety
 Professional Behaviors
Clinical assignments may also include case studies for prioritization, concept mapping, Data Analysis
forms, SBAR Communication Tool, focused nursing assessments, and writing nurse’s notes. These all
promote learning at the higher levels of analysis, synthesis and evaluation. Faculty developed post
clinical discussion topics. (See examples from Clinic I and Clinic II in D2L).
For more details, see the Clinical Application I and II Outcomes Measures table:
Clinical I and II
Outcomes Measures
Clinical I Evaluation
Tool
Clinical II Evaluation
Tool
Do not embed documents. Place them in the Narrative, Appendices, or Resource Room (or online)
4.8 The length of time and the credit hours required for program completion are congruent with the
attainment of identified student learning outcomes and program outcomes and consistent with the
policies of the governing organization, state and national standards, and best practices.
SCTCC PN Program: Full time option
Prior to the ACEN self- study the SCTCC PN Program consisted of two tracks; An Associate of Applied
Science (AAS) Practical Nursing degree option and a Diploma Practical Nursing option. The PN program
now offers one degree option which is a PN diploma consisting of 40 credits (See program planner on
D2L). The AAS PN degree was approved to be end-dated per our college AASC committee in March of
2013, to be officially end-dated June 2014.
As of Spring 2013, the PN program was at 42 credits. In March of 2013 faculty presented the course
reduction plan to the college AASC committee and it was approved effective August 2013. The PN
Diploma will now consist of a total of 40 credits: 11 credits of prerequisite courses all of which can be
taken in one semester. The majority of the 11 prerequisite credits are general education courses and
can be transferred or applied toward a future degree. The remaining 29 credits are practical nursing
credits delivered over 2 semesters. Therefore the PN program can be completed in one calendar year.
PN Program Planner
Do not embed documents. Place them in the Narrative, Appendices, or Resource Room (or online)
SCTCC PN Program: Part time option
There is also a Part-Time option available with the same credit requirements as listed above as the fulltime program. It was developed after input from our advisory board and a college needs assessment.
The data identified a population of students who have full time responsibilities (work or family) and who
would like to complete the nursing program at a reduced credit load/semester. Twenty nine nursing
credits are offered over five semesters rather than two. The majority of classes offered are during the
evening or on weekends with the option to have clinical experiences during the day as well.
4.9 Practice learning environments support the achievement of student learning outcomes and
program outcomes.
Practice learning environments for the students include the classroom, labs, simulation, and clinical
experience. The PN program utilizes several area health facilities that have all levels of patient care.
Student clinical experiences include; (a) medical/surgical acute care nursing, (b) mental health, (c) long
term care and sub-acute care, (d) clinics that offer family practice and express care, and (e) simulation.
Our students are able to utilize the wide variety of learning environments to provide them with high
quality and very efficient educational experiences. See Practical Nursing Resources Narrative in SEP. The
clinical evaluation tool measures the student learning outcomes (see example of evaluation tools on
D2L). Students have expressed their satisfaction with these clinical site experiences on the Nursing
Student Clinical Site Evaluations. (Available in D2L shell).
Health Science Building (HSB)
Newly opened in fall 2011, all nursing lab and lecture classes are held in the HSB. The nursing
department has four classrooms designated to nursing, each having the technology needed by the
faculty to successfully run their classes. Other rooms are available upon request for lecture, meetings,
and group work as needed.
Lab classes are held in two classrooms that can hold 50 students with an attached lab to each. The skills
lab has 10 beds and 4 dedicated laptops for student use. Attached to the main lab are two private
testing rooms and a large simulation room. The simulation room has an attached control room used for
recording and monitoring the simulation scenarios. Next to the classroom is another smaller 5-bed
skills/simulation lab that can be used for simulation lab or skill class student needs. Instructors also use
the labs for theory class simulation based case studies.
Currently the main lab is used for lab Skills classes and alternative clinical experiences. The two smaller
labs are used primarily for simulation lab and simulated clinical experiences. The Skills lab is also used
for the delegation/scope of practice simulation done each semester with SCSU’s BSN students.
Also, please see standard 5 for more details on the resources available for student use in the HSB.
4.10 Students participate in clinical experiences that are evidence-based and reflect contemporary
practice and nationally established patient health and safety goals.
Students are introduced to establishing patient health and safety goals at the beginning of the program
and follow them throughout their clinical practice. The health and safety goals are practiced in all labs
and are evaluated in the clinical settings (see clinical evaluation tool & table 4.1). HIPAA rules and
regulations, and confidentiality are all included in forms students sign at the new student orientation.
(Resource room: Student educational files).
The following is a list of the health and safety practices that SCTCC uses throughout the program:
1. Students demonstrate the 6 rights of patient medication administration and includes the two
identifiers required by The Joint Commission.
a. KWIPES acronym- Knock, Wash hands, Identify patient, Provide for privacy, Explain to
patient, Safety
2. Students look up all medications prior to administration, including classification, dose, side
effects, negative implications, etc.
3. Students avoid unacceptable/unsafe abbreviations (ISMP)
4. Students utilize SBAR for communication in clinical and SIM labs (QSEN)
5. Students review the clinical site policy/procedure manual prior to new skills or when performing
skills for first time at that institution
6. Students perform skin assessment and rate skin breakdown risk using the Braden Scale
7. Students perform a Falls Risk Assessment
Health and Safety References:
Institute for Safe Medication Practices (ISMP) (2011) http://www.ismp.org
National Patient Safety Goals (2013) www.jointcommission.org
Quality and Safety Education for Nurses (2013) www.qsen.org
Minnesota Department of Health Adverse Events Reporting System (2013)
www.health.state.mn.us/patientsafety/ae/
Patient Guidelines at
Clinical Sites
Do not embed documents. Place them in the Narrative, Appendices, or Resource Room (or
online)
4.11 Written agreements for clinical practice agencies are current, specify expectations for all parties,
and ensure the protection of students.
All healthcare facilities that support the clinical courses have contracts that are kept up to date. The
contract has been designed by the MnSCU system and reviewed by the Attorney General’s office for
legalities and completeness. Contracts are renewed and housed by the dean’s administrative assistant.
(Resource room: clinical contracts).
Table 4.4 Clinical Site Contracts
Nursing Division Clinical Site Contracts
Site
Address
Original
Date
Expiration
Date
PN
Program
Albany Area Hospital &
Medical Center
300 3rd Ave, Albany, MN
56307
1/11/2011
Assumption Home
715 1st Street North, Cold
Spring, MN 56320
12/1/2007
1/11/2016
or by prior
written
notice
6/30/2016
Annandale Care Center
500 Park Street East,
Annandale, MN 55302
6/1/2013
5/30/2018
PN
CentraCare Health System Surgery Center
1900 CentraCare Circle, St.
Cloud, MN 56303
6/30/2010
6/30/2016
ADN &
PN
CentraCare Health System;
Long Prairie
20 9th Street SE, Long
Prairie, MN 56347
6/30/2010
6/30/2015
ADN
CentraCare Health System;
Melrose
525 West Main St, Melrose,
MN 56352
6/30/2010
6/30/2016
ADN
CentraCare Health System;
St. Cloud Hospital
1406 Sixth Ave N, St. Cloud,
MN 56303
6/30/2010
6/30/2015
ADN &
PN
CentraCare Health System Monticello (prev. New River
Medical Center)
1013 Hart Blvd, Monticello,
MN 55362
6/30/2010
6/30/2015
PN
CentraCare Health System Sauk Centre (St. Michael'
Hospital)
425 North Elm Street, Sauk
Centre, MN 56378
1/1/2013
(1/20/2012)
12/31/2018
(12/31/2016)
ADN
Country Manor
520 1st Street NE, Sartell,
MN 56377
6/30/2008
6/30/2017
PN & NA
Detoxification Center
1321 13th St N., St. Cloud,
MN 56303
1/1/2012
12/31/2017
ADN &
PN
FirstLight Health System Mora
301 Highway 65 South,
Mora, MN 55051
1/1/2013
6//30/2017
ADN
Good Shepherd Community
1115 4th Ave N, Sauk
Rapids, MN 56379
7/1/2006
6/30/2016
PN & NA
Lakeview Ranch Specialized
Dementia Care
69531 213th St, Darwin, MN
55324
6/30/2010
6/30/2015
ADN
Quiet Oaks Hospice House
5537 Galaxy Rd, St.
Augusta, MN 56301
9/1/2009
8/31/2014
PN
REM-Central Lake, Inc.,
Fernwood
1775 Roosevelt Road, St.
Cloud, MN 56301
11/10/2006
6/30/2015
PN
St Benedict's Center
1810 Minnesota Blvd, St.
Cloud, MN 56304
7/1/2006
6/30/2016
PN & NA
St. Cloud Medical Group
4544 Co Rd 134, St. Cloud,
MN 56303
7/1/2009
6/30/2017
PN
St. Cloud Outpatient Surgery,
LTD, DBA, St. Cloud
Surgical Center
1526 Northway Drive, St.
Cloud, MN56303
6/1/2013
5/31/2018
ADN &
PN
Sterling Park Health Care
Center
142 First St N., Waite Park,
MN 56387
7/1/2010
6/30/2015
NA
Talahi Care Center
1717 Michigan Ave., St.
Cloud, MN 56304
11/15/2008
12/31/2017
NA
Unity Family Health Care
Center (same contract as
Albany)
815 East 2nd Street, Little
Falls, MN 56345
1/11/2011
1/11/2016
VA Medical Center
4801 Veterans Dr., St. Cloud,
MN 56301
2/8/2005
Expires with
written
notice
ADN &
PN
4.12 Learning activities, instructional materials, and evaluation methods are appropriate for all
delivery formats and consistent with the student learning outcomes.
Faculty review updated textbooks throughout the year. Opportunities to review textbooks include
attending the Health Educators Conference (HEC) where vendors are readily accessible. Vendors also
make campus visits. Annual syllabus updates includes a review for any updates in required textbooks.
The course notebook section titled Team Teaching notes Quality Improvement reflects instructional
materials and evaluation methods updates and changes made each year. Course outcomes and
instructional materials are consistent with our Student Learner Outcomes in both full and part-time
programs. (See D2L shell for course notebooks and table 4.1).
The majority of instructors completed a 2-day online teaching workshop titled “Quality Matters.” As a
result of the information learned, the faculty decided that an instructor must teach the class face to face
before offering it as a reduced seat time. At this time we do not offer any nursing courses that are
completely online. PN Faculty voted to utilize a 60:40 ratio for any course delivered as reduced seat
time. (60% is delivered face to face with 40% of course content delivered online through the college
wide format of Desire2Learn (D2L). Currently only courses in our part-time program have been delivered
in this manner with the nursing faculty working to incorporate this delivery style to the full time
program in the future. Students are evaluated online and in the classroom in both full and part-time
programs.
Courses offered as reduced seat time in part-time program include:
 PRSG 2409 Basic Concepts
 PRSG 2460 Mental Health
 PRSG 2410 Bridging to Nursing Practice