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| Philosophy |
The Practical Nursing
Program operates within the philosophical framework
of Rowan-Cabarrus Community College and the North Carolina
Community College System.
The faculty of the Practical Nursing Program embraces
the mission, values, and philosophy of the college. The
Rowan-Cabarrus Community College prepares an individual
to practice as a licensed nurse. The purpose of
Rowan-Cabarrus Community College’s Practical Nursing
Program is to educate men and women to function as competent
nurses qualified to apply to take the NCLEX-PN for licensure
as a Licensed Practical Nurse. Learning opportunities
are provided each student to develop basic knowledge
and skills as a practitioner of practical nursing. The
faculty of the Practical Nursing Program incorporates
the concepts of health, nursing, and education into their
philosophy. |
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Health
We believe that the overall purpose of nursing is to
assist people to stay well or regain their maximum
state of health. An individual functions with
a support system in the broader context of society
and culture. In the holistic plan of care for
an individual and their support system, the biophysiologic,
psycho-emotional, and socio-cultural dimensions unique
to an individual must be incorporated. |
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Nursing
The American Nurses’ Association defines Nursing
as “the diagnosis and treatment of human responses
to actual or potential health problems.” Nursing
is an art and science that assists individuals and their
support systems to achieve their optimal well-being in
a cost-effective manner. It involves
intuition, creativity, caring, application of nursing
therapeutics communication skills and compassionate interpersonal
processes. Nursing advocates the promotion and
maintenance of health, and facilitates the prevention
and management of illness. It is integral to the
progress of an individual’s movement through the
continuum of care in an environment of respect, compassion
and empathy from birth through death. |
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Education
Education is a learning process which is enhanced by
active participation of the learner.
Learning is a lifelong process furthering professional
and personal growth.
Education is responsive to the health needs of the community. Teaching
and learning result in changes along with cognitive,
affective and psychomotor domains. The adult learner
and faculty partner to promote mutual respect. Guidance,
direction, facilitation, and evaluation are integral
to the process of education. Learning experiences
in the didactic, laboratory, and clinical components
are competency based and serve as the foundation for
learning.
The faculty believes that effective
teaching in nursing encompasses the following categories:
professional competence, interpersonal relationships,
teaching practices, personal characteristics, evaluation
practices, and availability to students (Jacobsen,
1966).
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| Conceptual
Framework |
The conceptual framework
of the RCCC Practical Nursing Program is comprised
of the following concepts: communication, culture,
basic human needs, safety, legal/ethical, prevention/health
promotion, professionalism, and nursing process. |
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Communication
Communication involves verbal, nonverbal, and written
transfer of information. It is the means
by which culture is transmitted and preserved through
generations.
It incorporates the effective use of interpersonal skills. Competency
in communication helps the nurse maintain effective relationships,
achieve mutually defined goals, and collaborate with
other health care professionals (Gudykunst, 1998). |
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Culture
Culture encompasses beliefs and behaviors that are learned
and shared by members of a group.
Cultural differences that create conflicts and misunderstandings
may result in inferior care. In order to provide
optimal nursing care, health care providers must understand
these differences. Cultural awareness is the process
by which the nurse becomes respectful, appreciative,
and sensitive to the values, beliefs, practices, and
problem-solving strategies of a client’s culture
(DeYoung, 2003). |
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Basic
Human Needs
Basic human needs are elements that are necessary for
human survival and health. All people share the
basic human needs and the extent to which basic needs
are met is a major factor in determining a person’s
level of health (Maslow, 1968). |
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Safety
/ Professionalism
Safe and compassionate practice includes an understanding
of the legal and ethical boundaries within which nurses
must function in accordance with the Nursing Practice
Act, Code of Ethics, and professional standards (NC State
Board of Nursing, 2001). |
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Legal
and Ethical
An understanding of the legal and ethical boundaries
within which nurses must function in accordance with
the Nursing Practice Act and professional policies and
procedures of the facility within which they function
(NC State Board of Nursing, 2001). |
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Prevention
/ Health Promotion
The overall purpose of nursing is to assist people to
stay well or regain their maximum state of health as
quickly as possible in a cost-effective manner. Decisions
nurses make must be based on sound thinking and accurate
data. |
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Professionalism
The Practical Nurse, as a member of the health care team,
functions under the supervision or orders or directions
of a Registered Nurse or a licensed physician. As
members of the discipline of nursing, Practical Nurses
actively participate in and subscribe to the legal
and ethical tenets of the discipline (NC State Board
of Nursing, 2001). |
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Nursing
Process
The nursing process is a problem-solving approach
used to assist in the identification of client needs,
and the implementation of nursing interventions to
provide preventive, restorative and supportive nursing
care to clients throughout the life span (Marriner-Tomey,
2002). The
major components of the nursing process for the practical
nurse are participation in the assessment, planning,
implementation, and evaluation of the nursing care plan
utilizing critical thinking. The practical nurse
collaborates with the registered nurse who is responsible
for the identification of nursing diagnoses and the initiation
of a nursing care plan.
Critical thinking is an advanced
way of thinking. It is problem-solving and
more. It is used to resolve problems and to
find ways to improve nursing care even when no problems
exist. Critical thinking changes according to where
you are and what is going on. It is an essential
part of nursing and must be followed by conscientious
actions on behalf of the client and combined with
a strong discernible sense of purpose (Marriner-Tomey,
2002).
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| References |
| American Nurses’ Association (1980). Nursing
and Social Policy Statement. Kansas City, MO:
The Association.
DeYoung, S. Teaching strategies for nurse educators. (2003)
Upper Saddle River, NJ:
Prentice-Hall.
Gudykunst, W.N. & Ting-Toomey, S. (1998). Culture
and interpersonal communication. Newbury Park,
CA: Sage
Jacobson, M.D. (1966).
Effective and ineffective behavior teachers or nursing
as determined by their students.
Nursing Research, 15(3), 218-224.
Mariner-Tomey, A. (Editor) (2002). Nursing theorists
and their work. 5th edition.
St. Louis,MO: Mosby
NC State Board of Nursing (2001). Nursing Practice
Act State of North Carolina. Article 9, Chapter
90, General Statutes of North Carolina. Raleigh, NC: General
Assembly of North Carolina.
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| Course
Objectives and Student Outcomes |
In order to demonstrate competency in this
course, the PN student:
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Participates in the nursing
care of the client within the scope of practice
defined for the LPN. |
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Assists the client to function
at an optimal level of wellness across the life
span. |
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Applies the concepts and
principles of the bio-psychosocial sciences to
the care of the client. |
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Participates in monitoring
the needs of the client within the LPN role as
these needs relate to the illness and treatment
regimen. |
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Documents and reports observations,
care administered, and client’s response
to nursing care as assigned by the RN. |
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Maintains therapeutic communication
with the client, family and significant others. |
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Collaborates with the health
care team in the care for the client with health
problems. |
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Collects data to contribute
to the development and revision of the nursing
care plan as it pertains to physical, emotional,
spiritual and socio-cultural needs. |
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Administers appropriate
nursing care and prioritizes tasks within the
assignment as directed by the Registered Nurse. |
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Functions within the legal/ethical
scope of practice of the LPN as identified in
the North Carolina Nursing Practice Act and nursing
code of ethics. |
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Reinforces the teaching
and counseling of the Registered Nurse in applying
the learned principles of hygiene, infection
control, safety, body mechanics, comfort, rest,
and sleep. |
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Applies principles of microbiology,
nutrition, and pharmacology in the care of the
assigned client of any age. |
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| Program
Outcomes |
The program outcomes
of the Practical Nursing program are the standards
for measurement of achievement for the program as a
whole. The Rowan-Cabarrus Community College’s
Practical Nursing Program:
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Admits classes
that result in no less than 60% graduation
rate. |
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Graduates
classes that pass the NCLEX-PN with a minimum
of 85% passing rate on the first attempt. |
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Graduates
students who: |
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A. |
Become employed as licensed
practical nurses |
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B. |
Express satisfaction with
the program of learning |
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C. |
Practice as licensed practical
nurses reflecting the educational outcomes
of the program |
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D. |
Demonstrate satisfactory
nursing practice to their employers. |
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Graduates
students who continue professional development
activities. |
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Maintains
full approval from the North Carolina Board
of Nursing. |
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Meets standards
of the college and other regulatory agencies
such as the North Carolina Department of Community
Colleges and the Southern Association of Colleges
and Schools. |
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