Description
Nursing Philosophy/QEP Writing Assignment The personal philosophy must include the following domains: Nursing, Environment, Health and Person. You should include your personal definition of each domain and how these fit into your philosophy of nursing. In preparing your philosophy the faculty require that you review the philosophies of Miami Dade College, Benjamin Leon School of Nursing and at least one hospital. A limit of 2 to 3 pages is acceptable in APA format. The guidance of the assignment rubric should be utilized to achieve maximum points. QEP guidelines/prompt will be in a separate document and adherence is REQUIRED to achieve a passing score.
NUR 2811L (Professional Nursing Leadership NUR2811C)
For this course, you will write a scholarly paper on Nursing Philosophy. Utilizing the four
domains within the nursing metaparadigm you will include the following:
• A definition of the four domains: Nursing, Environment, Health and Person
• Your personal definition of each domain and how these fit into your philosophy of
nursing.
• Compare and contrast the philosophies of Miami Dade College Benjamin Leon School of
Nursing and at least one hospital (JACKSON SOUTH COMMUNITY HOSPITAL, MIAMI, FL)
• Conclude by summarizing and reflecting on what was learned from the assignment and
how it will impact your practice in the future.
NUR 2811C Domains
1. Nursing
2. Environment
3. Health
4. Person
Requirements:
o Your paper must be APA format and at least 750 words not to exceed 1000 words.
o Double space your paper and use Times New Roman standard 12-point font.
o Proofread your paper; visit and present proof of seeing a writing tutor before submitting
your paper to “Turn-it-in”.
o A minimum of two (2) scholarly references (ex. journal articles) must be used. APA
format must be used in citing and referencing sources.
VIDEO INSTRUCTIONS: https://us-lti.bbcollab.com/collab/ui/session/play…
Unformatted Attachment Preview
Associate of Science in Nursing
STUDENT HANDBOOK
The guidelines noted in this document are utilized in conjunction with guidelines
in the current MDC Student’s Rights and Responsibilities handbook. Students
will be notified in writing of any changes 30 days prior to implementation.
Revised December 2021
Associate of Science in Nursing Student Handbook 1
MISSION
The mission of Miami Dade College Benjamin Leon School of Nursing (BLSON) is to change lives through accessible,
high-quality, evidence-based education. The BLSON embraces its responsibility to serve as a diverse, civic, and
healthcare leader for the advancement of our community.
VISION/VALUES
The Benjamin Leon School of Nursing aspires to be nationally recognized as a leader in nursing education,
innovation and strives to improve health outcomes in our diverse community.
A commitment to:
An environment of inquiry where faculty support and facilitate academic growth to meet lifelong learning goals.
Civic engagement that fosters an understanding and appreciation of a multi-cultural environment.
Personal integrity which results in sound clinical judgment.
Optimizing educational quality through technology and innovation while emphasizing evidence-based decision making.
An exceptional work environment which engages an outstanding and diverse nursing faculty.
Collaborative partnerships which foster workforce development in the community.
Cultural awareness, initiatives, and responsiveness that capture the multicultural environment of the community
and the nursing profession.
Promoting a healthy community through environmental awareness and intentional sustainability practices which
impact health.
2 Associate of Science in Nursing Student Handbook
Dear Students:
Congratulations! Welcome to Miami Dade College (MDC), School of Nursing. You have
made the ultimate lifelong learning decision by entering one of the most trusted
professions in the world – Nursing!
We are honored that you have chosen MDC- Benjamín León School of Nursing to begin your
nursing career. We hope your educational experiences and journey will be exciting and
successful. The faculty, staff and leadership team in the Benjamín León School of Nursing are
committed to preparing you for a career in nursing, which offers meaningful rewards derived
from providing service to others. Healthcare is ever changing, therefore, as patient acuity
increases and the populations become increasingly diverse, nurses will be challenged
to respond with greater knowledge, technological proficiency, critical thinking skills, and
competence to provide safe and effective patient-centered nursing care. The conceptual
framework your program focuses on is the continuum of novice to expert, culturally competent
care, and safe ethical practice.
We, in the Benjamín León School of Nursing, are looking forward to having you and eager to
assist you in exploring creative, innovative, and transformative ways for you to become a
competent, safe practitioner, as you enter the professional world of service. Please remember
we are here for you as you strive for excellence and success in your nursing career!
Dean
Chairpersons
Faculty
Miami Dade College – Medical Campus
Benjamín León School of Nursing
Associate of Science in Nursing Student Handbook 3
TABLE OF CONTENTS
ITEM
PAGE NUMBER
Section 1: Administrative Guidelines …………………………………………………………………………………………………………….5
Statement of Expectations ……………………………………………………………………………………………………………………………5
Miami Dade College Learning Outcomes ………………………………………………………………………………………………………….. 6
Benjamín León School of Nursing Student Learning Outcomes (Terminal Objectives) ………………………………………. 6
Nursing Program Descriptions ……………………………………………………………………………………………………………………..7
Associate of Science in Nursing Program Philosophy ……………………………………………………………………………………… 8
Associate of Science in Nursing Program Conceptual Framework……………………………………………………………………. 9
Associate of Science in Nursing Program Definitions of Core Components ………………………………………………….. 10
Associate of Science in Nursing Curriculum by Program ……………………………………………………………………………….. 11
Associate of Science in Nursing Program Paradigm ……………………………………………………………………………………….. 12
Section 2: Attendance ………………………………………………………………………………………………………………………………… 13
Section 3: Assignments and Tests ………………………………………………………………………………………………………………….. 14
Section 4: Classroom Testing Procedures …………………………………………………………………………………………………… 14-18
Section 5: Test Review and Re-Test Policy ………………………………………………………………………………………………………..18
Section 6: Grading and Course Completion …………………………………………………………………………………………………. 19
Section 7: Program Progression, Course Repetition, Nursing SMART Action Plan for Remediation………………. 20-21
Section 8: Student Exception Committee………………………………………………………………………………………………….22-23
Section 9: External Transfer …………………………………………………………………………………………………………………………… 24
Section 10: Dress Code/Required Equipment …………………………………………………………………………………………….24-25
Section 11: Advisement, Counseling and Tutorials …………………………………………………………………………………………. 26
Section 12: Chain-of-Command ……………………………………………………………………………………………………………………… 26
Section 13: Conduct ………………………………………………………………………………………………………………………………………. 27
Section 14: Disciplinary Process ……………………………………………………………………………………………………………………. 28
Section 15: Required Program Documentation …………………………………………………………………………………………….. 29
Section 16: Exposure Procedure ……………………………………………………………………………………………………………………..29
Section 17: Clinical Pre-Assignments/Rotations……………………………………………………………………………………………30
Section 18: Chemically Impaired Nursing Student ………………………………………………………………………………………. 31
Section 19: Student Affective Behaviors …………………………………………………………………………………………………….. 32-33
Section 20: Code of Academic and Clinical Conduct ………………………………………………………………………………………. 34
Section 21: Professional Behaviors ………………………………………………………………………………………………………………… 34
Section 22: Benjamín León School of Nursing Student Agreement ………………………………………………………….. 35-36
Change in Clinical Site Student Signature Page ……………………………………………………………………………………………… 37
Student Confidentiality Statement Signature Page …………………………………………………………………………………………. 38
Student Achievement Data …………………………………………………………………………………………………………………………….. 39
4 Associate of Science in Nursing Student Handbook
SECTION 1: ADMINISTRATIVE GUIDELINES
INTRODUCTION: STATEMENT OF EXPECTATIONS
As indicated in the MDC Students’ Rights and Responsibilities Handbook, Miami Dade College and the Benjamín León School
of Nursing takes great pride in offering a high quality and challenging learning environment that will expose you to
a myriad
of opportunities for discovery and growth. Students can expect:
a. Excellence in teaching
b. Encouragement of innovation and creativity
c. A free exchange of ideas
d. Respect for cultural diversity
e. A comprehensive array of services to maximize your academic success
As a student, you play a central role in fostering and maintaining a quality environment for yourself and others. Consequently, Students
are expected to:
1. Attend classes regularly and on time.
2. Succeed and do well in your classes.
3. Strive for personal excellence.
4. Treat others with courtesy and respect.
5. Contribute to the marketplace of ideas at the College.
6. Demonstrate personal and academic integrity in your dealings with others.
7. Make a positive contribution to the multicultural, multiracial environment at the College.
8. Share responsibility for maintaining the integrity of the physical surroundings.
To assist students enrolled in any of the Nursing options, sections of the Benjamín León School of Nursing Student Handbook
are linked to specific portions of the Statement of Expectations (Statement of Expectations a-e and/or Statement of
Expectations 1-8). Students enrolled in any of the NUR courses are expected to abide by the “Statement of Expectations” indicated in
the MDC Students’ Rights and Responsibilities Handbook.
Associate of Science in Nursing Student Handbook 5
MIAMI DADE COLLEGE LEARNING OUTCOMES
Miami Dade College has adopted the Learning Outcomes listed below. Upon completion of a program of study at the Medical
Center Campus, graduates from Miami Dade College should emulate these outcomes.
1. Communicate effectively using listening, speaking, reading and writing skills.
2. Use quantitative analytical skills to evaluate and process numerical data.
3. Solve problem using critical and creative thinking and scientific reasoning.
4. Formulate strategies to locate, evaluate, and apply information.
5. Demonstrate knowledge of diverse cultures, including global and historical perspectives.
6. Create strategies that can be used to fulfill personal, civic, and social responsibilities.
7. Demonstrate knowledge of ethical thinking and its application to issues in society.
8. Use computer and emerging technologies effectively.
9. Demonstrate an appreciation for aesthetics and creative activities.
10. Describe how natural systems function and recognize the impact of humans on the environment.
Through a collaborative effort, the School of Nursing has identified which of the ten outcomes correlate with each nursing course.
The specific outcomes will be identified in the course syllabi with information on the intentional activities utilized to meet
the outcome and the manner of authentic assessment employed.
SCHOOL OF NURSING LEARNING OUTCOMES (TERMINAL OUTCOMES)
1.
2.
3.
4.
5.
Develop a professional identity that demonstrates teamwork, collaboration, effective communication and adhere to standards of
practice for nursing. (MDC Learning Outcomes 1,6) (NLN Competency 3)
Implement safety and quality initiatives in the delivery of holistic patient-centered care. (MDC Learning Outcomes 3) (NLN
Competency 2, 4)
Utilize technological resources to effectively deliver care which enhances positive patient outcomes. (MDC Learning Outcomes
4,8,9) (NLN Competency 2)
Demonstrate nursing clinical judgment while delivering compassionate care to diverse populations with respect to individuality
and clients’ needs. (MDC Learning Outcomes 1, & 2) (NLN Competency 1, 2)
Use relevant evidence to improve clients’ outcomes within a dynamic environment. (MDC Learning Outcomes 2,4,9,10) (NLN
Competency 2, 4)
6 Associate of Science in Nursing Student Handbook
NURSING PROGRAM DESCRIPTIONS
The Associate of Science in Nursing Program (ASN) offers a sequence of courses that provides coherent and rigorous content aligned
with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and
careers in the Health Science career cluster; provides technical skill proficiency, and includes competency-based applied learning that
contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills,
technical skills, occupation-specific skills, and knowledge of all aspects of the Health Science career cluster.
The ASN Program is approved by the Florida Board of Nursing and accredited by the Accreditation Commission for Education in Nursing.
Miami Dade College is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (SACS).
The program content includes, but is not limited to: theoretical instruction and clinical experience in medical-surgical,
obstetric, pediatric, psychiatric and geriatric nursing; theoretical instruction and clinical experience in acute, care,
long-term care and community settings; theoretical instruction and clinical application of the registered nurse role and
function; personal, family and community health concepts; nutrition; human growth and development over the lifespan;
body structure and function; interpersonal relationship skills, mental health concepts; pharmacology and administration
of medications; legal aspects of practice; and current issues in nursing. Clinical experience makes up at least 50% of
the total program. Clinical simulation may be used for no more than 50% of the total clinical experience.
This program focuses on broad, transferable skills and stresses understanding and demonstration of the following
elements of the healthcare industry: planning, management, and community issues and health, safety, and
environmental issues.
The location of the ASN program within the state college setting provides an appropriate academic environment for instruction in the
biological, physical, social, and behavioral sciences. The state college setting further provides instruction in the communication skills
basic to the successful performance of the ASN graduate in the work setting. This body of knowledge supports concepts specific to the
practice of nursing. The purpose of this program is to prepare students for employment as a registered nurse. Associate of Science in
nursing graduates are prepared to provide care to clients in a variety of settings.
Supporting the mission of the College, the nursing faculty believes that nursing education should be accessible,
affordable and of high quality by keeping the learner’s needs at the center of decision making and working in
partnership with its dynamic, multi-cultural community. The Benjamín León School of Nursing provides access to
programs, which educate students to become healthcare professionals. Educational offerings include opportunities for
entry at various levels of nursing practice including Associate of Science in Nursing and RN to Bachelors of Science in
Nursing degrees.
The faculty supports the mission of the College and believes that nursing education should be accessible, affordable,
and of high quality by keeping the learner’s needs at the center of decision-making and working in partnership with
its dynamic, multi-cultural community. Miami Dade College provides avenues of practice to support the needs of the
student and the community.
Associate of Science in Nursing Student Handbook 7
ASSOCIATE OF SCIENCE IN NURSING PROGRAM PHILOSOPHY
We believe Nursing is a professional discipline which applies nursing knowledge to clinical practice. Nursing Education is
based on a strong foundation of nursing standards, principles, and ethics. Nurses strive to provide holistic, client centered care in an
evolving environment which promotes human flourishing. Health is defined by the client(s), as the holistic well-being of the individual
or community. Health care delivery focuses on prevention, wellness, and management of chronic conditions. As the focus of nursing
care shifts, nursing education must include the concepts of cultural responsiveness, quality and safety, evidence-based practices,
informatics, genomics, critical thinking, and clinical judgement.
We believe in fostering a spirit of inquiry and utilizing evidence-based approaches to nursing. The nurse, in collaboration
with the client and the interdisciplinary team members, must manage a culture of safety, client care, resource availability, fiscal
accountability, as well as professional and personal integrity utilizing current available evidence.
We believe Nursing Education is fundamental and must prepare students to assess, analyze, plan, apply, and evaluate
nursing care and patient outcomes. The relationship between the nurse educator and the student is based on establishing a
professional identity and a spirit of inquiry. The student is responsible for their own learning, with the facilitation and support of the
faculty. The educational learning experience is enhanced through use of multiple learning modalities and a spirit of inquiry. The
student’s professional identity is formed through the lived experiences of nursing. The concept of life-long learning is integral to
maintaining the student’s ability to stay current within the dynamic practice of healthcare and nursing.
We believe Nursing Education emphasizes the use of the nursing process and critical thinking which will result in sound clinical
nursing judgement. Individuals and groups function in complex, constantly changing environments where responses to health states
are dynamic. The nursing student cares for individuals and groups in a diverse multi-cultural environment.
We believe caring is integral in the role of the Nurse and the Student which is provided in a variety of healthcare settings.
These settings include long term care facilities, acute care institutions, rehabilitation centers, and varying community organizations.
Collaboration with individuals and groups, including the interdisciplinary team and community agencies, assist the student in meeting
their educational goals.
We believe learning experiences will assist in imprinting the student with the standards of nursing practice. As the student
manages care for individuals and groups throughout the lifespan they apply the principle of maintaining their practice within the legal
and ethical framework of nursing. This is crucial to the wellbeing of the client, as well as maintaining the integrity of nursing and health
care.
We believe in the advancement of the nurse through continuing academic education. Therefore, baccalaureate preparation
of the professional nurse is essential to fostering leadership and advocacy with advanced knowledge and skills.
We believe the professional nurse is a leader who:
• must be willing to take risks and serve as a client advocate to create innovative, planned changes that contribute to the
improvement of the quality of health care and fiscally responsible outcomes.
• functions autonomously and in collaboration with other health care providers.
• utilizes current theoretical and scientific knowledge to provide quality health care for unique human beings in a multi-cultural
global environment.
8 Associate of Science in Nursing Student Handbook
ASSOCIATE OF SCIENCE IN NURSING PROGRAM CONCEPTUAL FRAMEWORK
The Associate of Science in Nursing (ASN) curriculum is based on an eclectic approach deeply rooted in the mission, vision,
and philosophy of the BLSON, which in turn aligns with the mission and vision of MDC. The nursing faculty have chosen to use the
National League for Nursing (NLN) Graduate Associate Degree Competencies, Quality and Safety Education for Nurses (QSEN)
Competencies, and American Nurses Association (ANA) Scope and Standards of Practice to create the end of program student learning
outcomes and to provide the foundation for the curriculum. The conceptual framework facilitates the course sequencing and the
progression of concepts within the curriculum.
Nursing knowledge is built on a strong liberal arts and science foundation. The nursing curriculum is designed to provide the
education and skills needed to work in the healthcare field as a registered nurse. The student progresses through the curriculum, going
from novice to competent graduate, using simple to complex nursing concepts and skills. This prepares the student for nursing practice
and to enter a baccalaureate program to further advance as a proficient/expert nurse (Benner, 2001). Through this process, the student
becomes adept in caring for individuals, families, and communities living within the health, wellness, illness continuum.
Caring behaviors, quality, safety, and the nursing process are woven into each course of the curriculum (NLN, 2010, QSEN,
2021, ANA, 2021). These concepts guide the student to provide culturally responsive care in a diverse, multicultural population that
facilitates human flourishing (NLN, 2010). The student’s professional identity is cultivated by the demonstration of caring behaviors
such as compassion, integrity, and ethical principles by faculty in the classroom and clinical setting (NLN, 2010). The nursing process
guides the student to demonstrate critical thinking skills, clinical reasoning, and decision making which fosters the use of evidencebased practice (NLN, 2010, QSEN, 2021, & ANA, 2021). Interdisciplinary teamwork and collaborative practice allow the student to
incorporate clinical judgement to ensure safe, high-quality, client-centered healthcare (QSEN, 2021, & ANA, 2021). The progression of
student’s foundational knowledge fosters a spirit of inquiry that leads to client centered care along with the application of technology
and informatics (NLN, 2010). These concepts steer the student toward resource utilization which facilitates life-long learning and thus
improved client outcomes.
Local and national trends, in healthcare settings, guide curriculum and nursing practice. Nursing exists in an evolving
environment and the curriculum requires the flexibility to adapt to those changes. The faculty of the Benjamin Leon School of Nursing
at Miami Dade College has pledged to identify these changing trends in practice and continuously revise the curriculum to ensure high
quality, safe ASN graduates.
Associate of Science in Nursing Student Handbook 9
ASSOCIATE OF SCIENCE IN NURSING PROGRAM DEFINITIONS OF GRADUATE COMPETENCIES
1. Human
Flourishing
Advocate for patients and families in ways that promote their selfdetermination, integrity, and ongoing growth as human beings. (NLN,
2010)
2. Nursing
Judgment
Make judgments in practice, substantiated with evidence, that integrate
nursing science in the provision of safe, quality care and promote the
health of patients within a family and community context. (NLN, 2010)
3. Professional
Identity
Implement one’s role as a nurse in ways that reflect integrity,
responsibility, ethical practices, and an evolving identity as a nurse
committed to evidence-based practice, caring, advocacy, and safe,
quality care for diverse patients within a family and community context.
(NLN, 2010)
4. Spirit of
Inquiry
Examine the evidence that underlies clinical nursing practice to
challenge the status quo, question underlying assumptions, and offer
new insights to improve the quality of care for patients, families, and
communities. (NLN, 2010)
10 Associate of Science in Nursing Student Handbook
ASSOCIATE OF SCIENCE IN NURSING CURRICULUM BY PROGRAM
Associate of Science in Nursing Curriculum by program
Program
Credits/Semester
Generic Full Time
Spring
Semester 1
12
NUR 1025
NUR 1025L
NUR 1025C
NUR 1060C
NUR XXXX**
(Pharmacology)
Semester 2
9
NUR XXXX**
(Med.-Surg I)
NUR XXXX L **
(Med.Surg I Lab)
NUR 1214C
NUR 2310
NUR 2310 L
Semester 3
11
NUR 2420
NUR 2420L
NUR 2520
NUR 2520L
NUR XXXX**
(Med.Surg II)
NURXXXX L**
(Med.Surg II
Lab)
Semester 4
10
NUR XXXX**
(Med.Surg
III)
NURXXXXL**
(Med.Surg III
Lab)
NUR2811C
NURXXXX **
(Leadership
Senior
Seminar)
Semester 5
Semester 6
Semester 7
6
NUR 2310
NUR 2310L
NUR 2420
NUR 2420L
5
NURXXXX **
(Med.Surg II)
6
NUR 2520
NUR 2520 L
NURXXXX**
(Med.SurgIII)
7
NURXXX L**
(Med.Surg III
Lab)
Semester 8
NUR 2680L
Credits/Semester
Generic Part-Time
Spring
6
NUR 1025
NUR XXXX**
(pharmacology)
6
NUR 1060C
NUR 1025C
NUR 1025L
6
NURXXXX **
(Med.Surg I)
NURXXXXL**
(Med.Surg I
Lab)
NURXXXXL**
(Med.Surg II
Lab)
NUR 1214C
NUR 2680L
Credits/Semester
Accelerated Option
Spring
18
NUR 1025
NUR 1025L
NUR 1025C
NURXXXX**
(pharmacology)
NUR 1060C
NURXXXX**
(Med.Surg I)
11
NUR XXXX**
(Med.Surg II)
NURXXXXL**
(Med.Surg II Lab)
NUR 2310
NUR 2310L
NUR 2420
NUR 2420L
NUR 2680L
NURXXXXL**
(Med.Surg III Lab)
NUR 1214C
Credits/Semester
Transitional/Bridge
(Full Time and
Online)
Spring
12
NUR 1002
NUR XXXX**
(Trans.To Med/Surg I)
NURXXXX I L**
(Trans.to Med/surg I
Lab)
NURXXXX**
(pharmacology)
10
NUR 2520
NUR 2520L
NUR 2310
NUR 2310L
NUR 2420
NUR 2420L
NUR 2680L
NUR2811C
NURXXXX**
(Leadership
Senior
Seminar)
13
NUR 2520
NUR 2520L
NURXXXX**
(Med.SurgIII)
NURXXXX L**
(Med.Surg III
Lab)
NUR2811C
NURXXXX **
(Leadership
Senior
Seminar)
10
NUR XXXX**
(Med. Surg III)
NURXXXX L**
(Med.Surg III
Lab)
NUR2811C
NUR XXXX**
(Leadership
Senior
Seminar)
Associate of Science in Nursing Student Handbook 11
Course
Number
Course Title
Course
Semester
Credits
NUR 1002
NUR 1002L
Transition to Professional Nursing
Transition to Medical-Surgical Nursing I
Nursing Clinical Lab
2
5
NUR XXXXL**
Transition to Medical-Surgical Nursing I Clinical Lab
2
NUR 1025
NUR 1025L
Fundamentals of Nursing
Fundamentals of Nursing Clinical Lab
NUR 1025C
NUR 1060C
Course
Number
Course Title
Course
Semester
Credits
NUR 2310
NUR 2310L
Pediatric Nursing
Pediatric Nursing Clinical Lab
2
1
3
2
NUR 2420
NUR 2420L
Obstetrical Nursing
Obstetrical Nursing Clinical Lab
2
1
Fundamentals of Nursing Skills Lab
Adult Health Assessment
1
3
NUR 2520
NUR 2520 L
Psychiatric Nursing
Psychiatric Nursing Clinical Lab
2
1
NUR XXXX**
Introduction to Nursing
Math/Pharmacology
3
NUR 2680L
Community Health Nursing
Clinical Lab
1
NUR XXXXX**
NUR XXXXX**
Medical Surgical Nursing 1
Medical Surgical Nursing 1 Clinical Lab
3
2
NUR 2811C
Professional Nursing Leadership
4
NUR XXXXX**
Medical Surgical Nursing II
3
NURXXXX**
Senior Seminar
1
NUR XXXXX**
Medical Surgical Nursing II Clinical Lab
1
NUR XXXXX**
Medical Surgical Nursing III
3
NUR XXXXX**
Medical Surgical Nursing III Clinical Lab
2
**Course numbers will be updated once provided by the State to MDC
12 Associate of Science in Nursing Student Handbook
SECTION 2: ATTENDANCE
Clinicals are MANDATORY. Students are expected to have 100% attendance for all clinical rotations.
1. In the event of an emergency or illness, the student must notify the faculty member of the absence as soon as
possible but no later than one hour prior to starting the clinical and consideration regarding alternative
assignments/experiences will be made at the discretion of the faculty member. Students missing more than one
clinical day related to an illness must have medical provider approved clearance prior to returning to clinical
2. In the event of an absence, the faculty must document on the anecdotal form the unmet objectives and the clinical
day missed. Documentation on the anecdotal form must include: reason for absence and supporting documentation
(medical, bereavement, etc.).
3. Faculty members must develop a plan of how the student will meet the objectives missed within the time frame
specified. Decisions as to the need for alternative assignments/experiences are based on the student’s progress in
meeting the course objectives. If a student does not meet course objectives within the course time frame, the course
will need to be repeated.
4. An alternative assignment to assist the student in meeting the course objectives may be assigned by the faculty
member. However; a student cannot attend another clinical group to make up for missed days.
5. Despite the circumstance, a student is not allowed to miss more than 1 day for a clinical rotation of less than
or equal to 6 weeks, or 2 days for a clinical rotation greater than 6 weeks. Exceeding these criteria will automatically result
in an unsatisfactory grade for the clinical course.
6. The student is considered to be tardy if he or she arrives after the designated start time. Tardiness may result in an
unexcused clinical absence.
7. It is the students’ responsibility to disclose any changes in medical, psychiatric, and other conditions that may impact
clinical attendance/performance and/or the safety of self or others. Written medical clearance must be provided to the
faculty member and the School of Nursing before the next experience.
Approved by Benjamín León School of Nursing Faculty April 28, 2014
Associate of Science in Nursing Student Handbook 13
SECTION 3: ASSIGNMENTS AND TESTS IN NURSING
(Reference Statement of Expectations 2, 3)
1. There are no makeup tests/exams for program courses. Students are expected to take all tests and/or exams when they are
scheduled.
2. Faculty should be notified beforehand if there is a problem. If a student is unable to attend class the day a test is scheduled, the
weight of the Midterm or Final exam will be increased by the weight of the missed test.
3. Students who enter the classroom late, while a quiz/test/exam is in progress will be allowed only the remaining testing time to
complete the quiz/test/exam.
4. At a designated time during the semester, the student will take a proctored standardized test. The results of the practice proctored
test will provide a comprehensive remediation. The student will be required to complete the remediation prior to taking the end- ofcourse final exam.
The End-of-Course proctored standardized test is mandatory and it is given towards the end of the course (Fundamentals,
Pharmacology, Obstetrics Pediatrics, Psychiatrics, Medical Surgical, and Advanced Medical Surgical).
During the final semester of the nursing program students will take the Comprehensive Predictor exam. Students will prepare for this
exam utilizing the online practice items related to the course and other related content. The analysis obtained from this exam will
facilitate student success in NUR 2811C.
Course syllabus will explain grading scale and score distributions.
SECTION 4: CLASSROOM TESTING PROCEDURES
Testing is a means of providing the student with an opportunity to demonstrate his/her knowledge of course content. Sharing
of information related to test items is a violation of the Student Code of Conduct, College Procedure 4035, and is considered Academic
Dishonesty as described in Student’s Rights and Responsibilities in the section Code of Conduct. For detailed information about
academic dishonesty please refer to College Procedure 4035 in Student’s Rights and Responsibilities, Academic Dishonesty.
The following guidelines for test taking are to be observed by all nursing students. Special guidelines, referring only to laboratory
(performance) testing, classroom (paper and pencil) testing or computerized testing are given below.
14 Associate of Science in Nursing Student Handbook
1. FOR ALL TESTING SITUATIONS:
a. Be on time for all testing situations. No additional time beyond the scheduled testing time will be given
for students who arrive late.
b. Place all books and personal belongings in the front of the room or out of the testing area. Keep
personal items to a minimum.
c. Do not talk to or look at other students while they are anywhere in the testing area.
d. If assistance from the proctor is needed remain seated and raise your hand. Do not move or stand up
during the testing session unless requested to do so by the proctor.
e. Leaving and re-entering the testing room during the testing session will be permitted with the
student being accompan
