ADN Program Curriculum

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Arapahoe Community College
Associate Degree Nursing (ADN) Program
Required Curriculum by Semester

The Nursing Program at ACC is an Associate Degree Nursing Program (ADN) that prepares the graduate to take the state RN licensing examination, and upon successful completion of this exam, to work as a Registered Nurse. Students may register for NUR courses only if offered admission into the nursing program, or with instructor permission.

MISSION STATEMENT DEPARTMENT OF NURSING

Mission
To provide quality education that prepares the learner to become a member of the profession of nursing, meeting the needs of a diverse population, in an ever-changing health care environment in both rural and/or urban settings.

DEPARTMENT OF NURSING PHILOSOPHY

The Individual

The individual is unique and complex, a holistic being of biological, psychological, social, cultural, and spiritual dimensions. Each person is influenced by his/her genetic inheritance, biological make-up, culture and the physical and social environment in which he or she exists. Each individual operates within a personally determined value system which is acquired and shaped through experience, personal judgments, and interaction with others. Individuals possess deliberative abilities and have the potential to make rational decisions about their lives, their health, and their own goals. Individuals possess inherent human rights and are deserving of respect and support in accordance with their basic needs.

Health

Health is a dynamic state that is influenced by each individual’s inherited characteristics and life experiences. At any given time, a person’s health status is seen as being at a point on a continuum that extends from high-level wellness to the cessation of life. Human beings possess adaptive and recuperative abilities. Individuals can alter his or her health status resulting in individuals moving in either a positive or negative direction on the health continuum in response to his or her own efforts and/or through intervention of the health care system. Individuals who have achieved a reasonable level of understanding have the right to information regarding their health and are entitled to make choices about their heath care and status and the care they will receive. Wellness is viewed as a dynamic state of physical, psychological, social and spiritual well-being. Wellness is defined by the individual’s perception of wellness and influenced by the presence of disease and the individual’s ability to adapt.

Nursing Practice

As a member of the health care team within the discipline of nursing, the Licensed Practical Nurse (LPN) provides direct individualized care with shared responsibility for the care of the individual(s) under supervision of a professional nurse, MD, podiatrist or dentist. The LPN performs therapeutic and preventive nursing measures in structured settings within traditional and alternative health care delivery systems.

Associate degree education is one of the established entry points into professional nursing practice. At the associate degree level, nursing education is directed toward facilitating the student to develop basic knowledge, skills, and attitudes necessary for the professional practice. Upon entry into practice, the associate degree graduate is prepared to function as a novice generalist in the roles of provider of care, teacher, manager of care, advocate and member within the discipline of nursing. The nurse provides direct care to patients with complex health needs, adjusting care as patient situations change; collecting and analyzing data from patients, families, and other health care resources; formulating appropriate nursing diagnoses, implementing therapeutic intervention and developing/revising plans of care based on evaluation. The ADN-RN maintains professional relationships by advocating and supporting patient decisions, and by collaborating and communicating with patients, families, and other health professionals. The ADN-RN manages the care of assigned patients and supervises care given by other licensed and unlicensed health personnel.

The baccalaureate degree nurse is distinguished from the associate degree nurse in the breadth and depth of care of the group and community as client and in leadership and research expectations.

The Profession of Nursing

Nursing is a humanistic, service discipline founded on knowledge from the sciences, humanities, and human experience. It is a scholarly profession that utilizes theories from nursing and other disciplines to guide its practice for the promotion of health, care of the sick, and support to individuals and families in the final stages of life. The focus of nursing care is to meet the needs of the individual who functions as a member of a family, culture and society. Whatever affects any part of an individual affects the whole, hence the emphasis for the holistic nursing approach. Nursing provides education and supportive, recuperative care for individuals needing assistance in attaining or maintaining health or coping with illness. An emphasis of nursing care is promotion of the highest level of wellness achievable by the individual and society as a whole. An attitude of empathic caring is an essential element of effective nursing care. The nursing process is utilized by nurses within their roles, as they work cooperatively with patients, families and groups in finding solutions to individual and community health problems. Nurses provide care without bias to all persons needing their service regardless of the individual’s race, creed, culture, religious orientation or health status. Nursing requires continuous updating of its knowledge base and treatment modalities in an effort to promote an evidence based practice in response to emerging health care problems, scientific discoveries and new technologies in the profession. The discipline of nursing encompasses a wide range of technical skills and scientific knowledge.

Teaching/Learning/Nursing Education

Learning is the acquisition of knowledge, understanding and skills as demonstrated in the change in behavior that persists. Learning is the cultivation of the potential of the individual and is more effectively achieved when learning opportunities are integrated and meaningfully related to the learner’s interests and level of achievement. The potential for education can exist in any situation, but the responsibility for learning lies solely with the learner.

The nursing education process is seen as a cooperative effort requiring extensive interaction between students and faculty. A variety of teaching learning strategies is utilized to meet individualized needs of students in both the academic and practice settings. Curriculum content is designed to proceed from the simple to the complex and progresses from the known to the new material.

Nursing education is seen as a continuous, life-long process through which individuals expand learning, enhance practice ability or qualify for advanced employment positions. Specific processes are provided to facilitate progression from the practical nurse to the associate degree professional nurse and then to the baccalaureate nurse level are defined and validated through the Colorado Articulation Model.

Graduates of an educational program offered by the Department of Nursing will possess knowledge of the history, development, accomplishments, and direction of the nursing profession. They will be informed regarding the unique roles, competencies, and responsibilities expected from individuals prepared at all levels. Graduates will also be aware of advanced practice positions and opportunities available to individuals prepared with baccalaureate and graduate credentials in nursing.

CURRICULUM FRAMEWORK
NURSING PROGRAM ORGANIZING FRAMEWORK

The organizing framework for the nursing program at Arapahoe Community College reflects the faculty’s beliefs about nursing and education and is derived from statements in the program philosophy relating to the individual, the client, the environment, health/illness, and nursing. The philosophy and organizing framework provide guidance to the establishment of educational outcomes, course objectives, the sequencing of course content and the program in general. The major concepts and the seven curriculum threads provide the unifying themes for development of the program of learning. The seven threads are reflected in the program outcomes and the course objectives.

The seven threads of the program form the basis for course objectives/competencies and represent roles the graduate will fill on program completion. These threads increase in complexity with each course throughout the program. They are Provider of Care, Member of the Profession, Manager of Care, Teacher, Advocate, Communicator and Critical Thinker.

The five major concepts of the program are the individual, the client, health/illness, environment, and nursing. Faculty members have described each of these concepts:

Each INDIVIDUAL is viewed as a unique, complex holistic being with biological, psychological, social, cultural and spiritual dimensions. Individuals possess diverse values and beliefs and possess dignity, unconditional worth and the inherent right to assume responsibility for the development of their own potential.

The nursing faculty members believe that nursing promotes the well being of the CLIENT. The client may be defined as an individual, a family or the community.

HEALTH is a changing state on the wellness-illness continuum. As individuals progress through life, optimum levels of wellness can be achieved even in the presence of chronic conditions. ILLNESS occurs when the individual’s ability to adapt to stressors results in disorders in physiological or psychological function.

The ENVIRONMENT is the bio, psych, social, economic, legal, ethical, and political context in which health care occurs. It is composed of internal and external stressors. The internal stressors develop from dimensions of the individual and the external stressors are representative of all the systems and processes that exist outside the individual. These stressors act together to affect an individual’s optimum wellness. An individual’s perception of the stressor and the person’s ability and willingness to adapt to the stressor also affect optimum wellness.

NURSING is a caring profession that is both an art and a science. Nursing is a complex and dynamic process that is scientifically based and requires critical thinking. Nurses use cognitive, psychomotor, and affective skills with the parameters of the nursing process to assist the individual experiencing actual and or potential physical or psychological disorders. Nursing is directed toward promoting, maintaining and restoring health, and supporting death with dignity. Nursing practice employs critical thinking to carry out the nursing process and facilitate the nurse-client relationship. Graduates are accountable for the care given and responsible for functioning within the legal parameters of nursing practice. Graduates are committed to continuous learning, ongoing professional development, and maintenance of competence and adherence to ethical standards of practice.

The seven threads of the program form the basis for course objectives/competencies and represent roles the graduate will fill on program completion. These threads increase in complexity with each course throughout the program. They are Provider of Care, Member of the Profession, Manager of Care, Teacher, Advocate, Communicator and Critical Thinker.

Using the nursing process, the graduate demonstrates the following competencies:

• Provider of Care: Utilizes the nursing process to maintain and promote the health of clients throughout the lifespan.
• Member of the Profession: Participates in activities which promote growth of the individual graduate and the nursing profession.
• Manager of Care: Collaborates with the client and the health care team in the management of care.
• Teacher: Demonstrates an understanding of principles of teaching-learning by effectively applying these areas to knowledge and skill throughout nursing practice.
• Communicator: Utilizes written, verbal and nonverbal communication skills with the client and health team members.
• Advocate: Demonstrates skills as a client advocate.
• Critical Thinker: Applies critical thinking skills to content from nursing and support courses to the roles of the nurse.

Program Objectives:

By the end of the program the students will achieve the following:

• 80% of the students will complete their program within one year of the projected completion date
• 85% of the students will successfully score at the North American average score on the ERI or HESI RN Exit Exam
• 100% of students will pass the NCLEX exam at the national pass rate or above the 75% state level minimum
• 90% of students will have employment as an RN within nine months of graduation as measured on the employer survey tool
• 80% of graduates will rate the program as average or above average as measured on the student exit evaluation

Educational Objectives: AD program

1. The ADN graduates will demonstrate the following characteristics as demonstrated by 100% of students receiving a rating of 2.1 or higher on all criteria in the final NUR 289/NUR 230 clinical evaluation tool (comprehensive competencies for graduates of associate degree programs)
• As providers of care they will utilize the nursing process to maintain and promote the health of clients throughout the lifespan
• As members of the profession they will participate in activities which promote growth of the individual graduate and the nursing profession
• As managers of care they will collaborate with the client and the health care team in the management of care
• As teachers they will demonstrate an understanding of principles of teaching-learning by effectively applying these areas of knowledge and skill throughout nursing practice
• As communicators they will utilize written, verbal, and nonverbal communication skills with the client and health team members
• As advocates they will demonstrate skills as a client advocate
• As critical thinkers they will apply critical thinking skills to content from nursing and support courses and to the roles of the registered nurse
2. 100% of critical thinking test scores will improve from baseline score from 1st to 4th semester.
3. 100% of therapeutic intervention scores will improve from 2nd to 4th semester as measured by a faculty created tool
4. 100% of oral communication scores will improve from 1st to 4th semester as measured by a faculty created tool
5. 100% of written communication scores will improve from 1st to 4th semester first to fourth semester as measured by a faculty created tool

Educational Objectives: PN Exit Option

1. The PN exit option students will demonstrate the following characteristics as demonstrated by 100% of students receiving a rating of 2.1 or higher on all criteria in the final NUR 106 clinical evaluation tool (comprehensive competencies for graduates of associate degree programs)
• As providers of care they will utilize the nursing process to maintain and promote the health of clients throughout the lifespan
• As members of the profession they will participate in activities which promote growth of the individual graduate and the nursing profession
• As managers of care they will collaborate with the client and the health care team in the management of care
• As teachers they will demonstrate an understanding of principles of teaching-learning by effectively applying these areas of knowledge and skill throughout nursing practice
• As communicators they will utilize written, verbal, and nonverbal communication skills with the client and health team members
• As advocates they will demonstrate skills as a client advocate
• As critical thinkers they will apply critical thinking skills to content from nursing and support courses and to the roles of the registered nurse
2. 100% of critical thinking test scores will improve from baseline score from 1st to 2nd semester.
3. 100% of therapeutic intervention scores will improve from 1st to 2nd semester as measured by a faculty created tool
4. 100% of oral communication scores will improve from 1st to 2nd semester as measured by a faculty created tool
5. 100% of written communication scores will improve from 1st to 2nd semester first to fourth semester as measured by a faculty created tool

Required Nursing Program Sequence of Courses

NUR Clinical Competencies First Year of the Nursing Program

NUR 109

Clinical Competencies

1. Use the nursing process to prioritize and organize nursing care for clients with medical, surgical, and mental health conditions across the health-illness continuum.
2. Collaborate in the care of adults with medical, surgical, and mental health conditions with effective use of technology, informatics, and resources in structured settings.
3. Utilize communication techniques to promote therapeutic relationships.
4. Implement care considering biological, psychological, spiritual, cultural, developmental, environmental and economic factors.
5. Document care given according to ethical and legal standards.
6. Implement basic nursing actions with supervision in relation to intravenous therapy.
7. Demonstrate professional communication with multi-disciplinary teams, including peers, faculty and staff.
8. Contribute to collaborative teaching plans based upon outcomes with consideration given to biological, psychological, spiritual, cultural, developmental, environmental, and economic factors.
9. Participate in the evaluation of outcomes in implementing change.
10. Demonstrate ethical, legal and professional awareness and responsibility.
11. Employ established guidelines in prioritizing and organizing nursing care.
12. Incorporate caring behaviors while interacting with clients, families and members of the healthcare team.
13. Advocate for patient rights.

NUR 106

Clinical Competencies

1. Apply foundational skills to provide nursing care in a variety of health care environments.
2. Use critical thinking skills to recognize and report client problems and apply appropriate nursing strategies.
3. Use the nursing process to identify actual and potential health care needs.
4. Demonstrate safe, competent and ethical nursing care.
5. Use effective therapeutic communication techniques to convey caring to the client and family in a variety of health care environments.
6. Apply mental health concepts to provide nursing care in a variety of health care environments.

NUR 150

Clinical Competencies

1. Utilize the nursing process to analyze the needs of the individual and families experiencing childbearing and/or alterations in children’s health across the health continuum.
2. Assume responsibility for the care of the childbearing family and/or family with a child experiencing illness, analyzing information, and selecting resources effectively.
3. Integrate nursing process to assess coping skills of the childbearing family and/or children and their families
4. Utilize the communication process to establish and guide therapeutic relationships.
5. Collaborate with multidisciplinary teams and use documentation and communication to meet needs of childbearing family and/or children.
6. Demonstrate caring, professional and accountable behavior.
7. Foster ethical, legal and professional awareness and responsibility in self and others.
8. Advocate for the rights of the childbearing family and/or children and families in crisis.
9. Implement a prioritized nursing care plan based on assessed needs for the obstetric and pediatric client.
10. Based on identified knowledge deficits, implement teaching based on sound theoretical and scientific knowledge.

NUR 169

Clinical Competencies

1. Demonstrate skill in verbal, nonverbal and written communication with individuals in a health care setting.
2. Utilize the principles of holistic care in the application of the nursing process.
3. Use critical thinking skills to make clinical judgments and provide safe nursing care.
4. Utilize the nursing process to identify the needs of the individual and family in order to provide health care education, achieve positive outcomes and support self-care activities.
5. Collaborate with other members of the health care team to identify available resources which assist the individual to attain optimal health.
6. Demonstrate management and leadership skills in the clinical setting.

2nd Year Clinical Competencies Fully Implemented Spring 2008

NUR 189 Transition to RN Role-

Laboratory Competencies

1. Demonstrate the ability to apply assessment skills across the life span.
2. Develop a plan of care for special populations across the life span.
3. Demonstrate critical thinking in the use of the nursing process.
4. Perform math calculations related to drug therapy on the mastery level.
5. Demonstrate competency in medication administration.
6. Demonstrate safe IV skills as defined under the LPN scope of practice.
7. Demonstrate competency in performing identified nursing skills.

NUR 206 Adv Med Surg 1

Clinical Competencies

1. Use the nursing process to analyze complex needs and develop nursing care plans in consultation with the client and the multidisciplinary delivery team.
2. Assume responsibility for the care of clients in various settings across the health care continuum using technology, analyzing information, and selecting and integrating resources effectively.
3. Analyze the effect of complex variables on the communication process to establish and guide therapeutic relationships.
4. Design a teaching/learning plan based upon outcomes appropriate for the situation, with consideration given to biological, psychological, spiritual, cultural, developmental, environmental, and economic factors using principles of teaching and theoretical approaches to learning.
5. Collaborate with the multidisciplinary team through documentation and communication to promote client optimal wellness.
6. Using indicators and interdisciplinary resources, evaluate outcomes of care and modify the plan of care as needed.
7. Foster ethical, legal and professional awareness and responsibility in self and others
8. Demonstrate professional and accountable behavior
9. Demonstrate flexibility in the prioritizing, organizing, and delivery of nursing care for clients with complex health needs.
10. Provide nursing care that is reflective of the dignity, worth, uniqueness and right of every individual
11. Advocate for client rights and responsibilities
12. Apply knowledge and administer IV therapy safely and accurately
13. Analyze the therapeutic use of drugs and assist the client in safely using them.
14. Incorporate caring behaviors while interacting with clients, families, and members of the health care team.

NUR 211 Care of Psychiatric Clients-

Clinical Competencies

1. Integrate nursing care that considers dignity, worth, uniqueness, and rights of every individual.
2. Conduct professional nursing practice in accordance with ethical, legal, and professional codes.
3. Collaborate with the interdisciplinary team to provide a safe environment for the care of clients and families in structured settings.
4. Apply evidence based practice in providing care to individuals and families.
5. Apply the nursing process when providing holistic care to individuals and families.
6. Function as provider, teacher, manager, advocate, and member of the profession in assisting individuals and families in the attainment of optimal mental health.
7. Utilize therapeutic communication in establishing appropriate nurse-client relationships.
8. Implement individualized health teaching strategies to provide education which promotes optimal mental health.
9. Adhere to requirements of nursing practice in clinical settings as outlined in established policies and guidelines.

NUR 212 Pharmacology II –

Clinical Competencies

1. Relate etiology and pathophysiology to signs and symptoms in advanced pharmacological applications for adult clients with complex needs for selected diagnoses.
2. Use critical thinking skills in applying the nursing process to medication administration in selected complex situations
3. Identify legal and ethical considerations that influence selection of pharmacologic agents in complex client situations.
4. Examine the teaching/learning process used to facilitate the clients informed decision making and self care activities related to the therapeutic use of medication.
5. Describe the impact of psychological and cultural values and practices in relation to the therapeutic use of medications in providing care to the individual with complex health care needs across the life span.
6. Identify and utilize appropriate resources to obtain information necessary for safe and accurate drug administration.

NUR 216 -Advanced Med Surg II

Clinical Competencies

1. Revise the nursing care plan for complex clients in collaboration with the client and multidisciplinary delivery team.
2. Manage the care of adult clients in settings across the health care continuum using technology, analyzing information, and selecting and integrating resources effectively.
3. Evaluate the impact of complex variables and stressors on the interpersonal relationships with clients and families.
4. Evaluate a teaching/learning plan based upon established outcomes with consideration given to biological, psychological, spiritual, cultural, developmental, environmental, and economic factors.
5. Collaborate with multidisciplinary team through documentation and communication to promote individual optimal wellness.
6. Assess ethical, legal and professional issues related to the client care situation.
7. Adhere to standards of practice which reflect the Code of Ethics and the roles of the professional nurse.
8. Advocate for client rights with other members of the health care team.
9. Integrate nursing care that is reflective of the dignity, worth, uniqueness and right of every individual.
10. Incorporate evidence based practice in providing organized and safe care to adults with medical-surgical alterations.
11. Implement care of assigned clients with multi-system disorders.

NUR 230- Leadership/Practicum

Clinical Competencies

1. Demonstrate competency as an entry level Professional Nurse in providing comprehensive nursing care in a variety of health care setting.
2. Assume the nursing roles of provider, teacher, manager, advocate, and member of the profession while functioning as an entry level Professional Nurse in the assigned setting.
3. Apply leadership and management theories to professional nursing practice.
4. Apply effective communication and interpersonal skills/processes in leading and managing quality care delivery in professional practice.
5. Utilize critical thinking in leadership and management decision-making.
6. Integrate evidence based practice to manage holistic nursing care.
7. Collaborate with a multidisciplinary health care team in caring for clients.
8. Analyze the legal and ethical implications of leadership and management decisions.
9. Facilitate professional development in self and others.

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