Nursing Program Policies

For student in the nursing program, the following grade scale will be utilized:

GRADING

A grade is given solely based on the instructor’s judgment as to the student’s scholarly attainment. Instructors file course grade reports at the end of each term according to the following standard:

Grades are determined by a point system, which are converted to a letter grade as follows:

BSN students must achieve a grade of no less than a B- in the nursing courses, and a semester GPA of at least a 3.0. If a student does not achieve a passing grade in a course (B- or above) they may repeat the course once. Students may only repeat one course in the program. Students who fail to pass a second course will be dismissed from the program. Note that it is understood that clinical courses have associated theory components and vice versa; for the purpose of this progression policy a clinical course linked to a theory course is conceptualized as one class.  Students must maintain a 3.0 GPA to remain in the program. Cumulative exam scores must be 75% to pass a course. All ATI Proctored exams must have a level 2 to pass the class. Students are provided with 2 attempts to achieve a level 2 on the ATI proctored exam. Students must also score 90% or higher on the exit exam in the 5^th semester on the first attempt to pass.

All assignments are due on the assigned date. Assignments not turned in on the assigned date will have points deducted for lateness. One point will be deducted for every day a paper is late, this could lead to a paper being worth negative points. If a paper is worth 5 points and you submit the paper 8 days late, you will continue to accrue minus 1 point a day making a 5-point paper that is 8 days late worth -8 points. This negative will be deducted from your cumulative grade. This could lead to a lower course grade and even result in failure of the course.

To pass the course, all papers must be turned in, even if there are no points assigned to the paper. Late papers that are worth no points will accrue negative points. i.e. 1 day late – 1 point, 2 days late, -2 points etc.

Faculty will review students’ clinical and didactic performance at the end of each course and/or whenever deemed necessary using the theory and clinical evaluation tools. Students must achieve a passing grade in all courses within the nursing major.

Each graded assignment will have a point distribution, which will appear in the directions for the assignment. The final grade will be a compilation of the accrued points, which are then converted to a letter grade for the course.

Grades will be rounded to a whole number using the “0/5” rounding rule. For example, 25.5 – 0.9 rounds up to 26. 25.1 - 25.4 rounds down to 25.10

Policy regarding extra credit work, make-up work, late work & absences

There will be no extra credit offered in any of the classes.  All work must be completed within the course to move forward.  Late work results in a loss of 1 point per day.  These points will continue to be deducted each day even if this results in a negative score.

Undergraduate students who do not pass any of the nursing courses, at the discretion of the Professional Practice Committee, may be allowed to repeat one course.

Satisfactory progress and continued progression through the nursing program requires passing all courses within the nursing major. Students will not be allowed to withdraw from an individual nursing course. Nursing courses are taken as a cohort. If a student wants to withdraw from the program prior to Institution withdrawal dates, the student needs to submit a request to the Professional Practice committee to determine if readmission to the program will be allowed. The student must withdraw from all classes in progress following SMC policies and process. Please Refer to the Student Dismissal Policy and Identification of students at risk of failure and notification policies for more information on progression and readmission policy.

Purpose: 
This policy is to identify strategies used to ensure student retention of nursing students.
Focusing on activities faculty should incorporate into their practice individually and activities the department has in place to promote retention.

Policy:
1. The department of nursing has a policy “Identification of Students at Risk of Failure and Notification of risk.”
2. ATI remediation policy is designed to ensure students are being prepared for critical testing moments with practice testing and remediation requirements
3. SafeMedicate is utilized to promote success in Numeracy literacy and ensure no one is failed due to math calculations
4. Professional Practice Committee is designed to meet with students and help in the creation of an individual developmental plan

a. Mentors may be assigned to assist with Growth
b. Referrals to Academic Resources, STEM Center, and/or Academic Success Office
c. Referrals to Student Disability Services
d. Referrals to the Career Center
e. Referrals to the Library Services
5. The Director of Nursing works with the Data specialists in gathering testing results of all Pre-tests in ATI and Proctored exams to identify group learning needs. This information on group gaps of knowledge is disseminated to instructors to provide teaching in the moment to “Gaps of Knowledge”

Nursing Faculty
1. Faculty Orientation includes training on teaching pedagogy
2. Faculty training using TeamSTEPPS
3. Faculty training on Professional Role and Role Clarity
4. Cultural and inclusivity training
5. Diversity Committee
6. Shared Governance Committee
7. Faculty referring students early to the professional and practice committee for early interventions

Policy

This policy has two purposes: identify struggling students early and create a remediation plan and secondly provide a formal notification process for students who have failed prior to the posting of their grade.

Identification Procedures for Theory Classes

1. Teachers will send lists of students who have below 80% on cumulative testing after every examination given to the Director of Nursing and the academic directors.
2. Excessive tardiness or absence must be reported as a possible risk for failure
3. Excessive late assignments or incomplete assignments must be reported to the responsible Academic Director.
4. Students who have less than 80% after the midpoint of the semester will be referred to the practice committee for follow-up.
   1. The practice committee will schedule a meeting with the student and determine possible interventions to assist the student in succeeding.
   2. Developmental plans or summative emails will be sent to the student
5. The Director of nursing or designee will monitor the results of all ATI practice exams for identification of students possible at risk of failure.
6. Students will be contacted to determine if there are interventions which can assist students in meeting the expectations of the classroom 
7. The leadership team will examine the information received and reach out to the students to discuss results and the risk of failure.

Identification of Clinical Failure

1. Clinical faculty will evaluate the students at regular weekly clinicals
2. If students are not meeting the expected standards by the mid semester evaluation the simulation director must be involved in the creation of the developmental plan.

Failure of Theory Classes

1. Students who fail a course name will be sent to the ND and a meeting will be scheduled with the faculty member and the professional practice committee.
2. Class exams will be looked at:
   1. Tests will be examined to determine the student’s overall average
   2. Tests will be reviewed to determine legitimacy of the student’s percentage standing
   3. If recalculation is needed it will be completed
   4. Loss of points due to late assignment deduction of points
3. ATI proctored Exam will be examined
   1. Both the class exams and ATI exams will be evaluated to determine if failure is approved.

Clinical Failure

1. A meeting will be held with the clinical faculty and the simulation director along with PPC
   1. PPC will evaluation information presented to determine if a failure is approved
   2. The PPC may decide to meet with the student

Once Failure is Approved

1. Students will be notified in writing that they have failed the class
2. Students will be encouraged to schedule a meeting with the ND
3. Students will be informed of actions needed regarding other classes which could include dropping
4. Students will meet with the ND or Academic Director to discuss options for readmission to the program and steps.
5. Students will be informed of their standing in taking the CNA certification exam

Clinical facility orientation is essential to the student’s success. Faculty will require facility orientation, electronic medical record workshops, and laboratory orientation. Therefore, attendance is mandatory at all learning activities so that students are prepared for clinical experiences.

Safety quality care is the goal in the clinical setting. Students are expected to care for all clients and families, respecting the dignity of each person in accord with the Saint Mary’s Nursing Program Philosophy. Guidance will be provided by the faculty to assist the student in applying theory and in developing nursing skills to become a confident professional nursing care. Therefore, students are expected to be accountable for clinical setting preparation. It is also expected that each student will be open to constructive feedback from faculty and staff nurses in the clinical setting to maximize the learning process.

Clinical Attendance Policy

Clinical

Clinical attendance is mandatory. Clinical absences will jeopardize the student’s ability to meet the clinical expectations. Students are required to adhere to policies and procedures of course and instructions provided by syllabus and clinical faculty. All students are required to complete required hours to pass.

• Students are expected to be prepared for clinical trials. If a student fails to demonstrate   evidence of preparation for the clinical assignment, the student will be dismissed from clinical. The clinical faculty member determines preparation. This will be considered an unexcused absence.
• Do not plan to leave early or arrive late. Travel arrangements must be made so as not to interfere with class attendance. Students are allowed ONE excused absence per semester (4 in total for the program). Excused absences are defined as follows:

• Medical illness with a signed note from MD or NP stating that student is now able to return to clinical site without restrictions
• Pregnancy with a signed note from MD or NP stating that student is now able to return to clinical site without restrictions
• Bereavement of an immediate family member (further documentation may be required)

In addition, for all absences the student will be required to:

1. During each clinical rotation the student may not miss more than 1 clinical day. All clinical days must be made up. Once the student misses a total of 5 days of clinical practice during the program, they will be referred to the Professional Practice Committee for a decision regarding whether they can be allowed to continue in the program.

2. Meet with the Professional Practice Committee along with any accompanying
    documentation to review absence.

3. Complete makeup hours within simulation.
    Failure or refusal to meet with the Professional Practice Committee and/or complete
    the make-up hours by the required due date may result in failure of the clinical
    and theory course.

4. If a student does not achieve the required direct care and indirect care hours for a course the student will fail regardless of the reason for the missed time. 

5. All students must have a minimum of 864 hours (500 or more direct care hours and up to 364 hours of indirect care hours) to be allowed to sit for the boards. Indirect care includes various simulation activities.  If you do not achieve these hours, you will not be able to successfully complete the program nor sit for your boards. 

Tardiness

1. Students are expected to arrive at the hands-on learning at the time specified by your instructor on each day of clinical; On time means at the assigned location 20 minutes before.
2. A student who arrives once 5 or more minutes past the assigned start time will be considered “late” even if they have notified the instructor that they will be late; for subsequent incidents 1 minute late would constitute tardiness after having previously arrived at least 5 minutes late.
3. Students will receive a student advisory regarding the first incidence of tardiness.
4. On the 2nd incidence of tardiness, students will receive a written warning in the progressive discipline process.
5. On the 3rd incidence, students will be dismissed from clinical and therefore will fail the course and be required to drop or fail the theory course as well.
6. Leaving early is NOT allowed. It is important that all clinical hours are utilized. Any early release from clinical must be approved by the Program Director 

Included in this section of the Handbook is an orientation to the roles and responsibilities of the student, faculty instructor, and the clinical instructor, and Simulation Educators and Preceptors:

Student Role
The role of a St. Mary’s College’s nursing student is to participate in and study the knowledge of nursing practice which encompasses incorporation, interpretations, and application of historical and ever-changing nursing knowledge. To be knowledgeable the nursing student must also participate in the Scholarship for the Nursing Discipline, whereby new information improves health and changes healthcare globally. The utilization of Informatics and Healthcare Technologies will enhance the learning of the nursing student by using modern data modalities and information to bring positive patient outcomes. As a SMC nursing student, there will be experiences provided by the program which develops an understanding of Interprofessional Partnerships, while building on a Systems-Based Practice. 

The student nurse will be preparing for a role that requires Professionalism and Leadership.  The cultivation of the professional nursing role commands accountability, perspective, collaboration, and behavior that reflects values and character. Accountability must be demonstrated to the individual, society, and the profession. In developing Leadership, the student will need to participate in self-reflection, life-long learning, be supportive of nursing expertise and demonstrate the affirmation of leadership.

In the clinical experience, the nursing student will learn and understand their professional role in providing Patient Centered Care while considering Population Health and practicing health prevention and disease management. In focusing on the individual and family/populations, the student is considering holistic, individualized, just, respectful, compassionate, coordinated, evidence-based, and developmentally appropriate care. While studying Maria O’Rourke’s theory of the Professional Role Identity, the student will understand and practice Quality and Safety in “do no harm.”

Faculty Role

The "Faculty of Record" is responsible for teaching the didactic courses. The faculty of records collaborates with clinical faculty to discuss the clinical experience of the learners and how they applied the concepts and theories taught in the accompanying courses in their practice. The faculty of record, in consultation with the clinical faculty, makes the decisions regarding whether the learners' performance is satisfactory for a "pass" in the course. 

Clinical Instructor Role
"Part-time/adjunct Clinical Faculty" work with the learners and evaluate their clinical performance. They assess the learner’s progress and make recommendations to them for improvement. They also talk with other nursing faculty to validate their findings and to discuss ways the learners can improve. The clinical faculty coordinates and collaborates with nursing faculty to teach, supervise and assess nursing students in skills/simulation laboratory and/or clinical experiences by providing excellence in instruction and assisting students to gain mastery in skill competency, clinical reasoning and professional practice. The role of the clinical faculty is to assist students to apply knowledge and skills to care of patients and clients. The Clinical Faculty is physically present or immediately accessible to students in the clinical setting

Role of Simulation Educators and Preceptors
The simulation educator, or the designated faculty/educator in SIM, will work with content experts, course managers/leaders, and clinical instructors to create simulation experiences that reflect the course clinical objectives.  Simulation educators develop, direct, implement and evaluate St. Mary’s Nursing Simulation Center’s program through student/standardized patient/educator feedback surveys.  

Preceptors are Registered Nurses who work in the community that the Program may assign to a student in their last program semester culminating clinical experience.  Further details relevant to the role of the preceptor and (student) preceptee will be outlined to both parties prior to initiating the preceptorship clinical experience.  Preceptorships may be a part of students' end of program clinical experience; however, the Saint Mary’s Nursing Program will work closely with faculty, community partners, and students to determine the optimal end of program clinical experiences which may or may not include a preceptorship.  Students do not recruit their own preceptors, rather, the Nursing Program works with clinical partners to identify appropriate preceptors and assign students to available preceptors.  

Purpose
It is important to establish an organized targeted approach to the onboarding of new nursing students.

Policy

1. Onboarding begins with the acceptance by the student to attend the nursing program
2. Immediately upon students accepting the formal offer into the nursing program the student will receive all health and safety student policies and instructions for completing all physical health requirements.
3. Students will receive the schedule for the 2-day required orientation class upon acceptance into the nursing program
4. A 2-day orientation will be held prior to classes beginning to assist in the student having an organized start to the semester/program. These is not in any specific order
   1. Welcome introduction by leaders and faculty 
   2. Social time to get to learn their cohort
   3. Academic Support Services (may include but is not limited to info on STEM Center, CWAC, TASC, Advising, & Success Coaches)
   4. Library resources orientation
   5. Career Center
   6. Health Center
   7. Student Disability Services
   8. Financial Aid/ Registrar
   9. safeMedicate
   10. ATI
   11. iPad
   12. IT department
   13. Canvas
   14. Student Handbook
   15. Grading Rubrics
   16. Semester Syllabi
   17. Simulation orientation
   18. Clinical Orientation
   19. TeamSTEPPS
   20. Professional Role and Role Clarity

Policy

A student may be dismissed from the nursing program for the following reasons:

1. Achieve a C+ or lower in any nursing course.
2. Achieve less than a 75% cumulative course exam average
   1. Students scoring less than 75% on course exams cumulative will receive a maximum of a C+ as the final course grade
3. Less than a level 2 on an ATI proctored exam second attempt will result in failure of the course regardless of the exam scores
4. Not passing a clinical rotation due to “unsatisfactorily/unsafe practice based on the clinical evaluation and observed/reported direct and indirect patient care.
5. Excessive absenteeism (see clinical absence policy and course syllabi for attendance standards)
6. Violation of ANA standards, ANA code of ethics, Section 2725, Title 16, title 22 or other regulations
7. Unprofessional behavior based on SCC policies or state/national regulations and standards
8. All the above are referred to the practice committee following the charter procedures for final decisions and action plans.

Students will meet with the Director of Nursing after this meeting to complete any remediation/re-entry

action plans. If dismissed from the program a formal meeting will occur with the Director of Nursing, or designee, to provide the final decision. An exit interview will be conducted.

The following 2 dismissal criteria do not qualify for program re-entry with students ineligible for readmission:   

1.  Use of Drugs/substances in any school class, simulation, skills or clinical activity. Students

impaired by Alcohol, drug-abuse or severe emotional illness. 

2.  Plagiarism

The above will result in dismissal from the program and a meeting with the Director of Nursing. 

It is the responsibility of the student to officially withdraw from or drop all enrolled nursing classes.

Students who remain enrolled in a class beyond the published withdraw deadline, as stated on the SMC student website, will receive an evaluative grade in the class.

Appeals Process for Nursing Students

Student Expected Representation 

The nursing program adheres to the Academic Catalog at St. Mary’s College, however, there are additional expectations and modifications related to the Board of Registered Nursing guidelines which governs the nursing program.

The public, community and healthcare systems acquire many of its impressions regarding St Mary’s College and the Nursing Program by the appearance and behaviors exhibited by our students.  It is the expectation that SMC nursing students follow the guidelines of the student handbook regarding professional behavior on and off campus.

When addressing behavior within the nursing program, a Professional Practice Committee (PPC) has been developed to address informal/formal academic concerns. The responsibilities of the PPC includes the creation and implementation of remediation plans and managing academic and behavioral concerns. This committee also receives and responds to concerns/complaints from students, faculty and clinical partners. The main purpose of this committee is to provide a forum for concerning parties to present information regarding opportunities for improvement and to have issues resolved.

Nursing students will also have an opportunity to respond to concerns, participate in resolutions and provide their input. This committee’s primary focus is on retention of the student through mentoring, performance improvement plans (PIP’s), and formally setting expectations. The Nursing Program also provides a chain of command, which is included in all handbooks.

The PPC has instituted formal policy and procedures which the NP follows, and of which are outlined in the SMC student handbook for filing complaints or concerns.

SMC is guided by equity and fairness and takes complaints and concerns seriously regarding the institution. While we commit ourselves to the principle of subsidiarity, which involves direct dialogue with those closest to an issue, we also recognize in some cases that a more formal process is necessary. 

SMC NP has a Chain of Command document which is included in both Faculty and Student Handbooks that describe the chain of command for any concern. SMC and the NP utilize practices from Restorative Justice Principles to address instances of conflict that arise.

In summary, the NP handles all nursing student concerns through the Professional Practice Committee housed within the nursing department. All recommendations, discipline and possible removal from the nursing program are handled within the nursing department. However, removal from the university is not handled within the nursing department. If a student is removed from the nursing department the provost is notified in case the situation warrants further action. All appeals from nursing students go to the provost who has the final decision of outcome.

See Article II and III in the St. Mary’s College Student Handbook covering the Code of Conduct Authority and Proscribed Conduct

Academic Setting

Standards of academic integrity must always be followed and are detailed in the St. Mary’s College Academic Catalog under the Academic Honor Code.   Disciplinary actions will be taken against students who do not abide by the Nursing Program Handbook and St. Mary’s College Student Handbook.  Disciplinary action may include referral to the Professional Practice Committee. This referral could lead to formal discipline, including removal from the nursing program.

Academic Student Complaints 

SMC Nursing Program has a Chain of Command document which is included in both Faculty and Student Handbooks that describes the chain of command for any concern. This process is used for both academic and non-academic complaints. The student is oriented to this process at the beginning of the program. This information is in the Nursing Student Handbook and the SMC Student Handbook. SMC and the Nursing Program utilize practices from Restorative Justice Principles to address instances of conflict that arise. 

For academic questions, as in all other areas of appeal, the intent of the University and the Nursing Program is to try first to reach a resolution informally among those involved, failing this, more formal steps may be taken. Academic appeals fall broadly into three categories:

1.   Those concerning a grade or a requirement in a particular course.

2.   Those concerning penalties resulting from late assignments or violations of academic honesty.

3.   Those concerning academic disqualification from the Nursing Program.

Process of Academic appeals concerning a grade or requirement in a particular course:

Step 1. The student will first contact the instructor who assigned the grade in question or is responsible for determining course requirements. This step must be taken no later than the end of the academic term immediately following the term in which the problem arose. Usually, students will resolve their concerns informally at this point.

Step 2. If the question remains unresolved, the student may initiate the formal appeal process by submitting a written appeal to the ND program. The Nursing Director will investigate the matter, meeting with those involved at their discretion. The Nursing Director may convene the PPC to meet with the student(s) and faculty to review the situation in question.

          Within fifteen (15) working days of receiving the written appeal, the Nursing Director will report in writing to the student their findings and decision.

Step 3.The student may, within fifteen (15) working days following receipt of the Nursing   Director’s decision, direct a written appeal, including supporting evidence, to the provost.

    Within fifteen (15) working days of receiving the student’s appeal, the provost will respond in writing to the student their findings and decision. The decision of the provost is final even if a decision against the student will result in academic disqualification. There is no further University appeal.

Academic appeals concerning penalties resulting from violations of academic honesty:

Step 1.  The student will first contact the instructor who assigned the grade in question or is responsible for determining course requirements. This step must be taken no later than the end of the academic term immediately following the term in which the problem arose. Usually, students will resolve their concerns informally at this point.

Step 2. Within fifteen (15) working days of receiving notification of the penalty from the instructor, the student may initiate a formal appeal process by submitting a written appeal to the Nursing Director. The ND will investigate the matter, meeting with those involved at their discretion. This may include activating the PPC committee. Within fifteen (15) working days of receiving the written appeal, the ND will report in writing to the student their findings and decision. A copy of this report will be sent to the Academic Affairs Office and placed in the student’s SMC file and a copy will be added to the student’s nursing file.

Step 3. The student may, within fifteen (15) working days following receipt of the Nursing Director’s decision, direct a written appeal, including supporting evidence, to the provost. The provost will investigate the matter, meeting with those involved at their discretion. Within fifteen (15) working days of receipt of the student’s appeal, the provost will report in writing to the student their findings and decision. A copy of this report will be placed in the student’s file. The decision of the provost is final even if a decision against the student will result in academic disqualification or dismissal. There is no further University appeal.

Academic appeals concerning academic disqualification from the Department of Nursing:

Step 1. Students who are disqualified from the nursing department will receive a letter within 15 days of the initial event or investigation that led to dismissal.

Step 2. The student may, within fifteen (15) working days following receipt of the Nursing Director’s decision, direct a written appeal, including supporting evidence, to the provost.

Step 3. Within fifteen (15) working days of receiving the student’s appeal, the provost will respond in writing to the student their findings and decision. The decision of the provost is final even if a decision against the student will result in academic disqualification. There is no further University appeal.

Non-academic Student Complaints:

SMC Nursing Program has a Chain of Command document which is included in both Faculty and Student Handbooks that describes the chain of command for any concern; see Chain of Command Policy. This process is used for both academic and non-academic complaints. The student is oriented to this process at the beginning of the program. This information is in the Nursing Student Handbook, SMC Academic Catalog, and the SMC Student Handbook. SMC and the Nursing Program utilize practices from Restorative Justice Principles to address instances of conflict that arise. 

Reports of Conduct and Student Discipline Hearings (Nursing addendum):

1. Anyone, including but not limited to students, staff or faculty, may make a report of conduct involving a student or student organization that may be in violation(s) of the Code and/or other College policies. A report of such conduct can be made either orally or in writing and shall be sent to the Nursing Director. All reports of conduct must be made prior to the actual physical receipt by the respondent of the terminal degree from the College. A report of conduct should include:

• The name of the student(s), or student organization, alleged to have violated the Code or other College policy.
• A clear factual statement describing the nature of the conduct (date, time, place, witnesses); and
• The name(s), address(es) and telephone number(s) of those filing the report.

2.  The Director of Nursing, or designee, will review all reports on conduct to determine which sections of college policies, Code of Conduct, nursing policies or state regulation were allegedly violated. 

 3.   If a nursing student has allegedly violated the code of conduct, the Professional Practice Committee (PPC) will handle the matter. Nursing students are referred to the PPC committee for investigation, decision, developmental plan and actions taken. Students are active participants in this process.

The PPC or designated lead of the Committee will meet with the students who have been alleged to violate the Code of Conduct, other college policy, Hospital policy, ANA standards, ANA code of Ethics or BRN standards.

The PPC will meet with the student to:

• Review and discuss the report of alleged conduct.
• Investigate the case thoroughly and ask questions of the complainant, respondent, and relevant witnesses.
• Burden of Proof- The burden of proof must be established that the individual or group were very likely to have committed the alleged violation prior to determining sanction
• Establish the appropriate findings are violations of specific policies or regulations
• If found responsible, impose appropriate sanctions.
• The outcome will be communicated to the respondent in writing generally in (7) calendar days; however, unavoidable delay in providing notice of outcome is not grounds for appeal.
• For certain cases of violence, the administrative hearing officer for the college will be contacted for assistance in managing the investigation.

Every reasonable and appropriate effort will be taken by all involved staff to protect the privacy of all individuals involved in a student discipline proceeding, as well as the confidentiality of the details and content of the student discipline process, including, but not limited to the preliminary investigation, DHB hearing, appeal process, and except where permitted by College policy and consistent with applicable law, the sanctions imposed and on whom. However, the College cannot guarantee absolute confidentiality. Students involved in the student discipline process, either directly, or as a witness, are expected to maintain the confidentiality of the process and be mindful of the privacy of others involved. Additional Process Information with one additional change.

• Review of Record: due to the nature of an offense, records may be required to be copied and submitted to the Board of Registered Nursing.
• Confidential and Privacy: In addition, the Nursing Program may be required to report occurrences with the Board of Registered Nursing, State regulatory Agencies or Hospitals based on regulations violated and/or where the occurrence took place.
• The professional practice Committee may remove a student from the nursing department for violations.
• Removal from nursing program and referral to SMC for follow-up decision on college standing. It is possible to commit a violation that only results in the dismissal from the nursing program and not the college at large.

Appeal Process 

Students may appeal the decision of the Nursing program or PPC by contacting the provost and filing an appeal. The provost will make the final decision regarding the appeal with no further appeal process available to nursing students. 

This appeals process is for both academic and non-academic concerns. All decisions by the provost are final with no additional appeal process.

Note: The Nursing Program only removes students from the nursing program not from Saint Mary’s College. the school.

Reporting of Concerns

Additionally, students, faculty, and staff may also utilize the SMC website to report a concern regarding sexual harassment, unsafe conditions, financial and auditing concerns, theft, bribery, substance abuse, etc.

Students can register complaints by going to Report a Complaint or Concern to register a complaint both anonymously or with their name and contact information for feedback and personal follow-up.

If students believe their complaint warrants further attention after exhausting all the steps outlined in writing, and communicating with the Vice President for Mission Effectiveness or Vice President for Student Affairs and Enrollment Management, students may reach out to: The Western Association of Schools and Colleges (WASC) at http://www.wascsenior.org/comments if your complaint is about the institution’s compliance with academic program quality and accreditation standards. WASC is the academic accrediting body for Saint Mary’s College.

Most complaints made to media outlets or public figures, including members of the California legislature, Congress, the Governor, or individual Trustees of Saint Mary’s College are referred to the College President’s Office.

The Student Code of Conduct can be found here: https://catalog.stmarys-ca.edu/preview_program.php?catoid=24&poid=4404&returnto=1719 

The Nursing Program Student Handbook can be located on the Nursing Program Webpage and in Canvas. 

You have paid for this service and evidence demonstrates that using ATI tools throughout BSN education can significantly increase your chances of first-time success on the NCLEX-RN examination. This is a tool for success, make use of it – go on it as much as you can, use the tutorials, watch the videos, and go to the lab for Real-Life which is your tool for critical reasoning and clinical decision making. It’s all on the NCLEX-RN – you need your ATI. It should become your best friend on this journey!

Courses

Currently, the BSN nursing program requires ten ATI examinations, scheduled at various times:

• Fundamentals of Nursing  
• Nutrition  
• Mental Health  
• Informatics 
• Pharmacology 
• Care Adult Health II Major Health Problems-
• Community Health
• Maternity
• Pediatrics 
• NCLEX RN Comprehensive Predictor Examination (Passing score 90%)

Passing score is a level 2

• Below Level 1- indicates many gaps in knowledge and the student is unlikely to pass the state boards. (this is not a passing Mark for SMC)
• Level 1- indicates that the student shows minimal likelihood of passing the content area and is not ready to sit for the NCLEX-RN examination. (this is not a passing Mark for SMC)
• Level 2- indicates that the student has met the minimum expectations for that test, which might indicate a good probability of meeting the NCLEX –RN standards in that content area. (This is a passing score at SMC)
• Level 3 -indicates that the student has a high probability of exceeding the NCLEX-RN standards in that content area. (This is a passing score at SMC)

Grading

The importance of continuously assessing your own progress on your journey to the NCLEX-RN cannot be stressed enough. To pass a course, you must pass the ATI Proctored exam at level 2. The student has 2 attempts to pass the test and achieve the level 2 required. You also only have one attempt for the ATI exit exam to obtain a score of 90% or Higher. Failure to reach level 2 will result in failure in both the theory and clinical course associated with the examination.

Students are required to use their course textbooks, lectures, and ATI materials to remediate; while, completing practice examinations and proctored exams. Students are required to remediate after every practice exam and proctored exam. Failure to remediate will result in a referral to the professional practice committee.

Remediation

Students must complete the remediation within two weeks of the initial test, or they will be given a “warning” from their instructor. This will be in the form of a statement of concern for non-compliance. If the student fails to remediate, they will be referred to the Professional Practice Committee, which oversees progression in the program.

A score of 90% proficiency on the Comprehensive Predictor Examination is indicative of a high probability of passing the NCLEX-RN examination and must be achieved on the first attempt.

NCLEX

Note: First attempt pass rates are very important! If you do not pass the first time the chance of you passing starts to decrease drastically with each additional attempt. You and your program will be evaluated on how many times it took you to pass the Boards! Practice, practice, practice! ATI is designed to help you in this journey, but like any tool, you must USE it for it to work.

Purpose

To establish a congruent policy and procedure related to the use of the ATI testing program throughout the Undergraduate BSN program.

Policy:

1. All students in the nursing program are required to participate in the ATI Testing Program. Each student pays a one-time fee (spread over the semesters) which covers the costs of 80% of textbooks, the computer tests (practice, proctored, and tutorials), the scoring, remediation, the study modules, Real-Life, and analysis of the data. The ATI package also includes a final Comprehensive Predictor Examination, which must be taken in the final class of the BSN Program.
2. ATI is an online program, and each student receives an access code. In addition, each student will be given a set of ATI books that cover all the topics found on-line and provide additional topic outlines and practice questions. Both the on-line access code and any hard copy materials are distributed by the nursing program.
3. All students are responsible for the ATI information and orientation resources that can be accessed from each student’s home page. It is highly recommended that all students spend time navigating these valuable orientation materials (Click on “How To”).
4. For every course throughout the BSN program, students will be assigned ATI Practice and Proctored Assessments and Tutorials specific to the objectives and learning requirements of each course.
5. For each Practice and Proctored Assessment in each course, students are required to complete an active learning/remediation plan per the grading rubric (see pages 3 & 4). Such a remediation plan is specific to each student’s individual results and will allow for a focused review of content in an area that was not learned or not fully understood as demonstrated in an assessment.

Directions for Remediation:

1. Log onto ATI
2. Go to the “My Results” tab
3. Go to the appropriate tab – either “Proctored” or “Practice” Assessments and select the appropriate tab for the type of assessment report you want to access
4. Locate and click on the appropriate assessment you want to review
5. Click on “Focused Review”
6. Check the box “review all missed topics”
7. Click create review
8. The focused review will list all topics missed on the predictor exam with access to the remediation tools for that topic
9. Follow course faculty requirements for demonstration of remediation completion
10. Completion of remediation may not be cut and paste. It must be written.

Medication Simulation/Skills Module

This is done every Semester in designated classes and simulation.

Tool Kit

8 hours

AACN Essential 5 Quality and Safety

5.1 Apply Quality improvement principles in care delivery.

• 5.1a recognize nursing’s essential role in improving healthcare quality and safety
• 5.1b identify sources and applications of national safety and quality standards to guide nursing practice

5.2 Contribute to a culture of patient safety.

• 5.2b articulate the nurse’s role within an interprofessional team in promoting safety and preventing errors and near misses
• 5.d assume accountability for reporting unsafe conditions, near misses and errors to reduce harm
• 5.2f Use national patient safety resources, initiatives, and regulations at the point of care

Objective 1. Students will calculate accurate medication dosage and demonstrate conceptual competency, calculation competency and technical measurement competency.

• Presentation on Medication administration and Safety Introduction
• Safe Medicate Essentials Module
• Simulation/skills Module

Objective 2. Students will demonstrate safe medication administration incorporating patient safety and the use of 7 patient rights in simulation activity.

• Presentation on patient safety initiatives around medication safety
  • 2 identifiers
  • 7 Rights
    • The right medication
    • The right dose
    • The right patient
    • The right route
    • The right time
    • The right documentation
    • The right indication

Potter, P.A. & Perry, A.G. (2023). Fundamentals of Nursing. (11^th ed.) St. Louis, MO: Elsevier.

• Just culture
• Reporting events and near misses
• Simulation Module
• Medication safety presentation

Objective 3. Students will complete the Essentials Skills Module post-test with 100%

Clinical Judgment Model

Systematic way of gathering and using information to plan and provide individualized care.

Rights of Medication Administration- right medication, right dose, right patient, right route, right time, right documentation, right indication

Policy for Nursing Skills/Simulation and Medication Administration Calculation 

safeMedicate™ Policy and Simulation

POLICY: SafeMedicate™ is a requirement of clinical courses and is to be completed by the semester’s specified due date. 

Purpose

To Outline procedure taken when a student:

1. Does not satisfactorily perform required nursing skills at the clinical site and/or
2. Receives a “NOT PASS” evaluation on a nursing skill in the laboratory setting and/or
3. Does not pass a Safe Medicate Authentic Assessment at 100% (proctored exam)

General Statement

A student who is unable to satisfactorily perform nursing skills, including medication calculations, will be notified in writing by their clinical instructor of the need to improve the skill and will be given a remediation plan to complete. The purpose of the remediation plan is to give the student additional instruction and practice to successfully perform the skill.

Each student will independently complete the required self-study/practice modules as assigned per semester prior to the fns Assessment. The student must submit written proof of completion of these modules (aka safeMedicate™ Passport) and proof of obtaining 90% or higher on the assigned ADA PRIOR to testing. If this is not achieved by the scheduled date of the fns AA proctored exam the student will not be allowed to take the proctored exam and will be required to complete the practice your skills at 100% prior to testing.

Each student will need to achieve 100% on the specific semester’s safeMedicate™ assessment prior to administering medications in the clinical setting. If the student does not achieve 100% by the second attempt, the student is to meet with their mentor and a remediation plan will be initiated. The student is expected to complete this remediation prior to the next scheduled test date. A safeMedicate™ Passport is required prior to sitting for each assessment. 

If the student is unsuccessful in attaining a score of 100% on the specific semester’s safeMedicate™ fns Assessment exam after the third attempt, the student will not be able to attend clinical until this criterion is met. Students who are not successful are at risk for an unsatisfactory clinical grade due to the inability to complete clinical course objectives. This may lead to a failure in the course and removal from the program.

Standard Procedure Medication Administration Calculation assessment

1. Students must pass the designated course required Safe Medicate Authentic Assessment (AA) (Proctored exam) at 100% before the student may pass medications in the clinical site.
2. If a student does not successfully pass the required AA the student must than successfully remediate according to the stated process.

Medication Administration Calculation Remediation Process

1. A remediation using the modules and Authentic Diagnostic Assessment ADA) in Safe Medicate is to be completed within 7 days.
2. A score of 90% is required on the remediation ADA before retaking the proctored Authentic Assessment
3. Retesting of the AA will be done within 7 days after demonstrating 90% score on the ADA.
4. A score of 100% is required on the AA assessment (Proctored exam)
5. Students may repeat this cycle three times.

Standard Procedure for Nursing Skills Laboratory Testing

1. Each student must complete all clinical ATI modules at 85% or higher.
2. Students must complete assigned work, modules, simulation assignments prior to attending simulation.
3. Clinical skills tests are graded pass/no-pass.
4. Students are responsible to complete peer observation of skills prior to instructor testing.
5. Clinical instructors will only test one student at a time.
6. Students will perform the skill without any prompting from the instructor or note cards.
7. The student must pass the course skill sets identified in the syllabus. 
8. If given a no-pass grade on a skill set, the student must successfully remediate that skill set before testing on subsequent skill sets.
9. Failure to successfully complete the tested skill will result in a NO-PASS grade and the initiation of a clinical remediation plan. The student must successfully execute the steps in the remediation plan to remove the NO PASS skills grade. Continued failure to successfully remediate the skill will result in course failure and dismissal from the program.

Standard procedure for performance of nursing skills at the clinical site

1. Students must pass the clinical skills laboratory test prior to being permitted to perform the skill with patients/clients in the clinical agency.
2. Students must have completed the ATI module associated with the skill and passed the post-test with above 85%
3. Student are not allowed to start IVs, draw blood nor do Vaginal exams even if this skill has been demonstrated in skills lab

Clinical Skills Remediation Process

If a student unsatisfactorily performs a previously tested skill in the clinical setting or fails a skills test for the first time, a nursing skills remediation will be initiated.

1. Within 7 days the student will remediate and retest the skill(s)
2. Remediation will be with designated skills lab instructors.
3. Re-testing will be by a different faculty member than the one who provided the student with the no-pass.
4. If the student does not pass for the second time, a new remediation plan may be created or the initial one utilized again.
5. If the student fails to successfully demonstrate the skill for the 3^rd time the student will fail the clinical portion of the course and will go to the suitability to practice committee for further action

Providing safe nursing care for clients is an ethical and legal responsibility for the Nursing Program.  In the Nursing Program, this includes both faculty and students.  This policy covers situations in any Nursing Program context (in other words, a variety of types of classes/situations and in all the clinical settings).  Safe practice is mandated by the California Board of Nursing’s Nurse Practice (rn.ca.gov/ ) and supported by the American Nurses Association, as well as individual professional nursing organizations.  Individuals who do not meet the stated professional standards for ethical and legal conduct are held accountable to the College’s and the Nursing Program’s policies/procedures.  Procedures are identified within the Depart of Nursing for sanctions as well as within the College.  The Nursing Program seeks consultation with the California Board of Registered Nursing (BRN) on matters that affect nursing practice and those that challenge ethical standards, criminal conduct, and unsafe clinical practice, and/or potential legal standards of the profession.  Unprofessional conduct, in any venue related to the Nursing Program’s functioning, as well as situations that jeopardize others, are grounds for disqualification from the nursing major.

If the student fails to maintain professional conduct, or if the student is considered unsafe by the faculty and/or agency in which the student is enrolled (e.g., classroom, simulation or clinical), that student is removed from the setting/agency.  Any environment is defined as a classroom, skills lab, and/or a clinical setting.  If the student is unsafe or unprofessional, this situation constitutes a NO CREDIT or non-passing final grade for the specified graded course (e.g. C or below, as a final course grade).  Refer to the Nursing Program’s current policy for grievance and disqualification located in the student handbook.  Unsafe clinical and/or classroom practices are carefully managed at the administrative level so that the student and the fellow classmates are provided with maximum learning opportunities, while others (e.g. faculty/staff) are adequately protected.

If, in the opinion of the Professional Practice Committee the student fails to follow ethical/legal guidelines of the profession and the Nursing Program, disqualification from the major may be recommended.  When that occurs and if the student so desires, must follow the College’s policy and procedures for grievances which are outlined in the SMC Student and SMC Nursing Handbooks.

Students will be oriented to Professional and Safe Practice Policies during the first semester of enrollment in the major, and both faculty and students will review the policy prior to beginning all clinical rotations.  All nursing students have access to the Student Handbook, which delineates these policies (see nursing website).  Drug testing and criminal background checks are required for all nursing students before beginning clinical rotations.

Policy

1. A student whose pattern of behavior is found to be unsafe/unprofessional may be terminated from a clinical or a classroom setting for reasons of unsafe/unprofessional practice/s at any time during the semester and receive a grade of “no credit/non-passing or failure (F)” for the course.
2. If a student fails to maintain professional conduct, the student may be disqualified from the program, or other sanctions may be determined by appropriate parties.
3. Unsafe/unprofessional behavior deemed egregious by the professional practice committee may be cause for immediate removal even if the first violation i.e. violence, taking pictures in a hospital setting, using social media where patient information is discussed even if no patient name is used. These are just examples not all inclusive.

Definitions

The student will demonstrate patterns of professional behaviors which follow the legal and ethical codes of nursing; promote the actual or potential well-being of clients, health care workers, faculty, fellow classmates, and self in the biological, psychological, sociological, and cultural realms; demonstrate accountability for meeting course objectives and show respect for the human rights of individuals.

Indicators to be used as guidelines for evaluating safe practice and professional conduct in a clinical, classroom, or simulation setting include the following, but not limited to the following:

1. Guidelines:  The student practices within the boundaries of the California State Nurse Practice Act (section 2725), the ANA Nursing Code of Ethics, the guidelines, and objectives of the Nursing Program, and follows the rules and regulations of the health care agency and/or all SMC Nursing guidelines.

Students are bound by (a) the rules and regulations of the health care agencies, as well as (b) the Nursing Program.

Examples of deviations from the accepted norms, include, but are not limited to, the following:

1. Failure to notify the agency and/or instructor of absence on a clinical day (or violations of the absence policy on course syllabi from non-clinical courses).
2. Failure to adhere to the Nursing Program dress code.
3. Presenting under the influence of drugs and/or alcohol.
4. Failure to make up missed clinical experiences, if asked to do so.
5. Habitual tardiness – this applies to both classroom and to clinical.
6. Excessive utilization of faculty time by one student to the detriment of other students.
7. Inadequate and/or poor preparation for clinical or for class.
8. Abandonment of a patient care assignment
9. Language, or behavior or conduct not consistent with the profession harassment, bullying, gossiping that could be interpreted as hurtful, acting aggressively, confronting, using phone laptop when informed that this is not acceptable, being unresponsive to directions, lying, cheating, and stealing, etc.…
10. Ethical:  The student practices according to the American Nurses Association’s (ANA) Code of Ethics, Standards of Practice, and the California State Nurse Practice Act.  Examples of unsafe practice and/or unethical behaviors include, but are not limited to the following:
    1. Inappropriate behavior in a classroom, clinical, or simulation setting.
    2. Ignoring unethical behavior(s) of other persons in the clinical, classroom, or simulation setting(s).
    3. Violating policies/guidelines for academic integrity (see the College’s academic integrity policy on the College’s website).
11. Biological, Psychological, Social, and Culture Realms:  Examples of unsafe practice or violations of this policy, include but are not limited to the following:
    1. failure to display stable mental, physical, or emotional behavior(s) which may affect others’ well-being.
    2. failure to follow through on suggested referrals or interventions to correct deficit areas which may result in harm to others (deficit areas defined in (3a) above).
    3. Acts of omission or commission in the clinical care of clients, such as, but not limited to physical abuse; placing in hazardous positions, conditions, or circumstances; mental or emotional abuse; and medication errors.
    4. Interpersonal relationships with agency staff, co-workers, classmates, or faculty resulting in miscommunications, or disruption of clinical, classroom, or simulation functioning.
    5. Promoting lateral violence against others, displaying bullying, discrimination of others based on lack awareness of diversity of classmates, clients, faculty, staff, or others, violating diversity, equity, and inclusion policies (in classroom, clinical, and simulation settings).
    6. Placing fellow classmates, faculty, and/or staff at personal and/or professional risk.

(For further information on weapons, firearms, or substances, see the College policies).

1. Accountability:  The student is responsible for the preparation, documentation, and promotion of continuity in the care of clients.  Accountability outside of the clinical area that pertains to academic issues is also an expectation of students in nursing.  Examples of these practices include, but are not limited to, the following:
   1. Unable to communicate effectively.
   2. Attempting activities without adequate orientation or theoretical preparation, supervision, or appropriate assistance (applies primarily to skills, simulation, and/or clinicals).
   3. Dishonesty.
   4. Failure of the student to take responsibility for corrective action.
2. Human Rights:  The student’s conduct shows respect for the individual, client, health team member, faculty classmates, and self, including but not limited to the innate legal, ethical, and cultural realms.  Examples of unsafe practice include but are not limited to the following:
   1. Failure to maintain confidentiality of interactions.
   2. Failure to maintain confidentiality of records.
   3. Dishonesty in relationships and/or in actions.
   4. Utilization of stereotypical assessments which are detrimental to others.
   5. Failure to recognize and promote other people's rights.
   6. failure to report client abuse across the lifespan or abuse related to faculty, classmates, and other professionals.  This can be physical or verbal abuse.

Procedure

A student whose pattern of behavior or lack of academic integrity endangers the safety or threatens the integrity of a patient, peer, staff member, clinical or simulation instructor, faculty member, fellow classmates, or agency personnel will be given a verbal and written warning by the instructor, or by the Nursing Program Director or representative.  Potential critical episodes require immediate actions, documented evidence from the student, faculty, and/or staff will be considered in the decision to terminate a student from a clinical practicum, classroom, or simulation setting; whether further action is needed will determine whether disqualification from the nursing program is warranted.  Students may be required to have a medical and/or behavioral health evaluation before returning to the learning environment.

1. If circumstances warrant the student’s disqualification, the director has the decision-making ability, in consultation with the Professional Practice Committee.
2. The student will be referred to the Special Progression/Disqualification Policy in the student handbook.

Additionally, the primary instructor in the designated course will:

1. Provide instruction, guidance, and interpretation of the student’s failure to either meet objectives or a violation of these professional and /or safe practices.  
2. Suspend the student from the course if the issue of safety or unprofessional conduct is of significant magnitude and/or if a situation potentially jeopardizes the well-being of patients, staff faculty, or classmates, until a decision has been obtained through the conflict resolution process.
3. Document patterns of behavior related to attainment of course objectives.  Documentation may include direct observations(s) by the course instructor (or in the case of a clinical situation the observations/comments of agency personnel and patient comments, as appropriate).  Written work will also be evaluated.
4. Give a verbal and written warning for unsatisfactory performance or remove a student from a situation if the student is placing others in unsafe situations.
5. Refer the situation to the suitability to practice committee for determination of further actions needed

To that end, the instructor will:

1. Provide specific facts of problem areas or deficiencies in relation to course objectives, evaluation tool(s), and performance.
2. Delineate corrective action and expected outcomes in writing with copies given to the student and the course instructor.  The undergraduate coordinator will be notified.  One copy of the written writeup will also be placed in the nursing student’s file.  The student and the instructor sign the written warning (however, if the student does not sign, the instructor will then document the form, that the student has had the opportunity to sign the warning and opted not to sign); pertinent discussion at the time the student reads the written warning should also be documented.  Copies will be provided to the Nursing Program Director and Assistant Directors.  
3. Set a specific time for a change in the behavior to be accomplished in the writeup.
4. Reevaluate progress: If attainment of expected outcome(s) is positive, then the student will be allowed to continue with the course.  The warning may not be removed from the student's file until the completion of the program.
5. Provide the student an opportunity for input and/or data regarding the evaluation of his/her performance.
6. Consult with the Semester Chair and/or Director as needed for problem-solving and guidance.
7. The program conflict resolution process will be used in unresolved situations (see the Nursing Student Handbook Guidelines and College Student Handbook).

Professional Practice and Capacity to Practice as a Registered Nurse

Purpose

This committee and policy serve three purposes.

1. Students are referred to this committee if they are struggling academically for support and identification of a targeted plan to assist the student in being successful within the program. 
   1. Students will be informed when they are being sent to this committee for support prior to attendance.
   2. A developmental plan will be created with the student. 
2. Students who have not been successful within the program, i.e. failing a class, will be referred to this committee to review options for possible return to the program (first failure) or identification of alternative plans (second failure).
3. Students who are identified as not demonstrating professional practice and are identified as potentially not having the capacity to practice as a Registered Nurse will also be sent to this committee.
   1. Students may receive a performance improvement plan, suspension or termination depending on the circumstances around the actions.

Process

Students are referred to this committee to provide information and participate in the process. 

• Documentation of these meetings is completed and placed in the student file. Students are provided with copies of all documentation.

Members of Committee

Director of Nursing, (1) Assistant Director of nursing, Faculty member involved with current referral process, Data and Compliance officer, simulation director.

• Faculty/administrator outside of nursing for any egregious events

The following expectations are used as a guideline for assessing Professional Practice and capacity to practice as a Registered Nurse. 

Students applying to and continuing in the Nursing Program at Saint Mary’s College (SMC) are expected to: 

• Practice using the Maria O’Rourke’s Practice Model
• Demonstrate honesty, integrity, and ethical principles. 
• Follow the ANA code of ethics, Standards of practice and section 2725 of the nursing practice act
• Represent Saint Mary’s college in any setting where they are identified as a SMC nursing student. 
  • Speaking poorly of other students, faculty, staff or the university in any clinical/class setting is prohibited.
• Be respectful of class colleagues, faculty, and staff in respect to communication and actions.
• Relate to people with warmth and empathy, communicating feelings appropriately. 
• Recognize the essential worth and dignity of all human beings. Appreciate the value of human diversity.
• Serve, in an appropriate manner, all persons in need of assistance regardless of unique characteristics—for example, those related to race, religion (or lack of religion), gender, disability, political affiliation, sexual orientation, and value system. 
• Express thoughts with clarity in both written and verbal form.
• Be open to change in themselves and others. 
• Take responsibility for their own actions.  
• Follow instructions and adhere to expectations and objectives outlined in the syllabus for each theory and clinical course. 
• Identify personal strengths, limitations, and motivations, 
• Follow the code of conduct for nursing students at SMC, 
• Refusal of a clinical assignment, abandonment of a clinical site, or failure to comply with Health and Safety requirements will result in a referral to the committee and possibly result in removal from the program. 

1. If a faculty identifies a student struggling academically the student will be informed by the faculty member that they are being referred to this committee. This referral is for support and early intervention to support student success within the program. While documentation of support will be generated with student participation this is not a disciplinary process.
2. If a faculty member identifies inappropriate behavior on the part of a student the behavior will be discussed with the student, a Performance Improvement Plan (PIP) will be put in place describing the behavior and expected corrective action within a timeframe and placed in his/her record. 
   1. If the student obtains more than one PIP anytime during the program the information will be forwarded to the Practice Committee. 
   2. The student may be asked to leave the program if the PIP has not been satisfactorily completed within the specified time frame. 
3. If a student’s behavior is egregious the student will be immediately referred to the committee for a formal investigation and decision. Egregious actions or behaviors that violate ANA code of ethics, ANA Standards or violation of section 2725 may lead to immediate removal from the nursing program. 
4. Removals under this circumstance precludes readmission to the nursing program in the future.

Both the public, community and healthcare systems obtain many of its impressions regarding our program by the appearance and behaviors exhibited by our students. As a nursing student, you are representing the image of nursing, and it is an expectation you will maintain a positive and neat appearance.

Students are expected to wear full “program” purchased uniforms to all patient care clinical experiences. Uniforms are to be purchased through Meridy’s hyperlink which will be provided by the Nursing Program. 

All students must also obtain an ID badge through the Program of Nursing office to be worn during all clinical experiences including simulation. You are also required to wear the required ID for the facility as instructed. Clinical faculty will not allow a student to remain in the clinical setting if a student arrives wearing inappropriate attire or is without the assigned ID badge, the student would be sent home, and this would count as a clinical absence. The student will also be referred to the Professional Practice Committee.

All students in clinical settings must follow the dress code and behavioral expectations of the clinical facility. A professional standard of dress and demeanor are expected to maintain client and student safety:

1. Students' dress, personal appearance and grooming must not disrupt or detract from the educational process or always constitute a threat to health or safety of the students or others. 
2. Students are required to always wear closed toe shoes including in class. High heels and slippers are not allowed in class nor simulation activities.
3. All students must wear appropriate footwear in the clinical setting. White shoes require closed toes. No clogs. Footwear should be tied, fastened or buckled as appropriate.
4. Nails cannot extend beyond the tips of the fingers. No artificial nails, no fill, no gel and/or no nail polish is allowed in the classroom nor clinical setting.
5. In certain settings, you will not be wearing a uniform and will be instructed to wear “Street clothes”. Jeans are not allowed. Street clothes are black or blue pants and an appropriate top. Your instructor in these clinicals will advise you on colors allowed based on safety.
6. Sunglasses are not allowed in the clinical, simulation or classroom settings.
7. No pins, promotional buttons, or decorative items may be worn in class, simulation nor clinical.
8. Dress Personal Appearance: Students must comply with appropriate health and safety and sanitation standards. Good daily personal hygiene is a requirement, which includes daily bath, use of effective deodorant, no acrylic fingernails, no fingernail polish, fingernails need to be short and clean. Good oral Hygiene.
9. No chewing gum or use of lipstick/Chapstick in the clinical or simulation setting.
10. Tattoos must always be covered in clinical settings.
11. Make-up must be conservative.
12. Body Jewelry is limited to a watch, wedding/engagement ring (if appropriate/safe in the clinical setting) and one pair of tiny post earrings must not extend beyond the ear lobe. No jewelry is allowed in obstetrics, nursery, or mental health settings. No other jewelry is allowed.
13. Hair must be clean, simply styled and off the collar while in uniform. Beards and mustaches must be neatly groomed. Barrettes, bows, clips, ribbons and hair nets   are not allowed in the clinical setting.
14. Do not use perfumes or scented lotions in the clinical setting. Many people are allergic to these compounds.

If a student’s clothing/appearance does not comply, the student will be sent home and will receive an absence for the day. This absence will count against regular attendance and could result in dismissal from the program. The student is expected to correct their appearance/dress violations and return the next scheduled day.

Refusal to comply with the dress code will constitute a referral to the Professional to Practice Committee and may result in removal from the program.

Smoking

Smoking is not permitted in the clinical nor simulation setting. Students may only smoke in designated areas if the hospital allows it and during their 30-minute break time.

Please see Residential Living Spaces in reference to smoking/vaping in St. Mary’s College Student Handbook.

This policy is to establish guidelines for appropriate and professional use of electronic devices and social media (e.g., cell phones, smartphones, tablets, computers) during clinical use by nursing students. “Clinical” is defined as the various settings utilized in any clinical nursing course (for example, skills laboratory, acute care facilities, sub-acute care and rehabilitation facilities, long-term care facilities, clinics and physician offices, and community settings). 

Social Media

Social media has become a more challenging area for nurses and nursing students to navigate. The line of personal story occurs and that of the professional story can be very blurry. Nurses across the country have lost their jobs in relation to social posting activity. Students are not allowed to post any information, regarding clinical or simulation experiences. Publicly posting (or privately posting where it can become public) will result in a referral to the Professional Practice Committee.  Posting of information may also be required to the Board of Registered Nursing. Please see the Nurses Guide to the Use of Social Media produced by the NCSBN (National Council of State Boards of Nursing) https://www.ncsbn.org/public-files/NCSBN_SocialMedia.pdf  Violations of the social media policy are referred to the Professional Practice Committee

Technology/Cell phones/electronic devices

Throughout the nursing program the use of cell phones, tablets, and computers will be incorporated in class, simulation and clinical. However, the utilization of this equipment is to enhance the learning and not be used for personal use in these settings. For example, this means checking Facebook accounts during class time would be a prohibited activity.

Technology within the classroom

• Cell Phones need to be placed on silence in class, simulation and clinical settings
• Cell Phones should not be removed from your pocket unless it is being utilized as part of the educational experience
  • Kahoot
  • Text messaging your clinical instructor
  • Looking up a medication during simulation
• Cellphones within the clinical setting are only to be used 
  • to text message your instructor
  • Clock in and out Trajecsys
  • If you are a Diabetic utilizing wireless glucose monitoring (documentation of this condition has been given to the Director of Nursing)
  • Or under the direct supervision of a faculty member who tells you to utilize your cellphone for a clinical purpose
• No photographs/recording may ever be taken in the walls of a clinical, skills, simulation setting.

iPads

iPads will be used in class, simulation and a variety of clinical settings.  These devices should only be utilized for academic purposes when you are within these listed settings and under the faculty’s instruction.

When using these devices, the following activities should not occur:

• Taking pictures or video of any kind unless approved by the faculty member
• At no time will pictures or video be taken in a clinical setting.
• As a student you should not be on personal sites unrelated to the academic experience
• Students who are seen on sites unrelated to the educational experience will be reported to the Professional Practice Committee for further consequences.

Regulations and Additional Information

• Students are responsible for adhering to the federal Health Insurance Portability and Accountability Act (HIPAA) and Information Technology for Economic and Clinical Health (HITECH) regulations regarding protected health information. 
• Students are only allowed to view their assigned patient record per HIPPA. Looking at other patient charts, other than your own, is a violation of HIPPA.
• Students may not download or store any confidential client data on a personal electronic device
• Faculty members may at any time decide cellphones may not be utilized at all within any of the learning environments
• Cellphones and other electronics, including watches, are not allowed during testing.  If you are seen within any of these devices during testing, it is an automatic failure and referral to the Professional Practice Committee.
• Clinical sites may provide direction to the program that prohibits cell phones from being brought onto the clinical site. Students will be notified of this and mandated to follow the clinical policy
• Students may not charge any devices in clinical settings.
• Students can Never use hospital computers for personal activities.

Violations of this policy and/or the policy of the clinical facility may result in clinical remediation or failure.

Purpose

To establish rules and regulations around ensuring a fair testing environment and process.

Policy

1. All Class Exams and ATI proctored exams will be on campus, in person and supervised by faculty or designated personnel.
2. No water, no food or other items are allowed in the testing area.
3. No coats or backpacks are allowed in the testing area.  
4. If you need to utilize the restroom or need water a staff member will provide this outside of the testing area.
   1. A secured bathroom will be provided with escort, if needed.
5. No Cell phones, smart watches or personal belongings are allowed in the testing area.  This includes:
   1. Earbuds
   2. Notes
   3. Watches
   4. Phones
   5. Computers
   6. Tablets
   7. Sunglasses
   8. Smart Glasses
      1. Or glasses that are designed to record or access AI.
6. If you are discovered to have any of the above items, these items will be confiscated by faculty or designated person administering the exam and provided to the professional practice committee.
7. You will be referred to the professional practice committee.
8. If you violate this policy, you will be disqualified from the nursing program and not eligible for readmission.

Faculty Monitoring

Faculty will monitor testing and ensure cheating is not occurring.

Disability Accommodations

Students requiring accommodations will be addressed each semester to ensure we are meeting the needs of the student and ensuring the integrity of testing.

1. This may mean the student tests in a different location.
2. This may mean the student tests at a different time.
3. All accommodations need to be handled through the disability office.

Medical Accommodations

Medical accommodations will be made based on Board of Registered Nursing Accommodations

1. These needs are handled with the Nursing Director each semester. 
2. You will need to have a 504 Plan in place.

Students are expected to adhere to the highest standards of professionalism, including:

• Punctuality and reliability in attendance
• Respectful and ethical behavior toward patients, staff, and colleagues
• Adherence to healthcare facility policies and procedures
• Proper attire and use of program or facility-issued identification

Failure to comply with these standards may result in disciplinary action or removal from the clinical placement.

Saint Mary’s College of California uses Dr. Maria O’Rourke’s Professional Role and Role Clarity framework for all nursing program courses. As part of owning our profession as nurses and educators we embrace shared governance as the leadership style. 

As per regulation 1426.1(c): Faculty/student ratio for preceptorship shall be based on the following criteria: (1) Student/preceptor needs; (2) Faculty's ability to effectively supervise; (3) Students' assigned nursing area; and (4) Agency/facility requirements.

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Program Objectives
Nursing students will graduate with role clarity. Understanding their role in the delivery of high-quality health care and the importance of “do no harm”

1. NCLEX-RN licensure examination pass rate at or above the state mean of 80% 
2. At least 90% of all students will complete the program within five (5) semesters
3. 90% of graduates will be employed within 6 months of graduation.

Saint Mary’s Nursing Program has a Total Plan for Evaluation (TPE) created in 2024. This is a systematic, written, comprehensive plan for assessing the quality and effectiveness of the Nursing undergraduate program. This plan has been aligned with Commission on Collegiate Nursing Education (CCNE) standards and SMC is applying for CCNE accreditation. The written plan provides information on the elements to be evaluated, assessment methodology, and the level of achievement to be reached. 

Responsibility for reviewing the data and dissemination is with the accreditation committee, Quality and Curriculum Committee and Leadership. SMC has a shared governance model where both faculty and students participate in reviewing results and identifying improvement opportunities. The TPE consists of several working documents, which align with CCNE Standards 

These documents include tables, where data is aggregated and trended for analysis. See below for a complete list of these tables as well as the standard and element this aggregated and trended data supports. 

• The Standard I document outlines measures used to assess the mission and governance of all programs. 
• The Standard II document describes continuous evaluation of the ongoing commitment and support of the Director of Nursing in terms of resources. 
• Standard III addresses undergraduate and graduate programs in relation to curriculum and teaching learning practices. 
• The Comprehensive Evaluation Plan (CEP) addresses Standard IV. THE CEP includes evaluation of 4 areas: administrative performance, evaluation outcomes, student outcomes, and Program Outcomes.  

The TPE is an ongoing, continuous quality improvement process guiding the systematic, comprehensive process of evaluation through an established practice of review, analysis, and refinement of all facets of the program.

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Shared Governance Charter for Undergraduate Nursing Program

Purpose

The Shared Governance Council (SGC) for the Undergraduate Nursing Program is established to foster a collaborative environment where students and faculty work together to enhance the academic and professional experience. The SGC ensures the voice of each cohort is represented in decision-making, promoting transparency, accountability, and excellence in nursing education.

Scope

This charter applies to all undergraduate nursing cohorts, the Assistant Nursing Directors, and other designated participants in the Shared Governance Council.

Mission and Objectives

The SGC aims to:

1. Create an inclusive platform for decision-making and program improvement.
2. Address academic, clinical, and professional development needs of nursing students.
3. Ensure student representation in shaping program policies, curriculum enhancements, and resource allocation.
4. Support the alignment of program activities with the mission and standards of the nursing program, including compliance with California BRN and AACN Essentials Level 1 requirements.

Structure of the Shared Governance Council

1. Membership:
   • Student Representatives: Each cohort will elect two representatives to serve as voting members of the council.
   • Faculty Leadership: Two Assistant Nursing Directors will serve as council members and provide guidance and expertise.
   • Ex-Officio Members: Additional faculty or staff may participate in an advisory capacity, as determined by the council.
2. Election of Student Representatives:
   • Elections will be held at the beginning of each academic year.
   • Candidates must be of good academic and clinical standing and remain in that standing.
   • Elected representatives will serve for the entire program 
3. Leadership of the Council:
   • A Chairperson will be selected annually from among the student representatives by majority vote.
   • A Vice Chairperson will be elected to assist the Chair and assume their responsibilities in their absence.
   • A Secretary (elected from the council members) will be responsible for recording and distributing meeting minutes.

Responsibilities of the Council

1. Student Representatives:
   • Represent the concerns, feedback, and ideas of their cohort.
   • Actively participate in council discussions, initiatives, and decision-making.
   • Communicate council updates and outcomes to their cohort.
2. Assistant Nursing Directors:
   • Provide mentorship and guidance to student representatives.
   • Ensure council activities align with program goals, standards, and accreditation requirements.
   • Facilitate access to necessary resources for council initiatives.

Operations

1. Meetings:
   • The SGC will meet every 2 months, with additional meetings scheduled as needed.
   • Agendas will be distributed in advance, and minutes will be documented and shared with all members and the Nursing Program Director.
2. Decision-Making Process:
   • Decisions will be made through consensus whenever possible. If consensus cannot be reached, a simple majority vote will determine the outcome.
   • Each council member has one vote, including student representatives and Assistant Nursing Directors.
   • Once decisions regarding recommendations are made these will be forwarded to either the Quality and Curriculum Committee, Professional Practice, or Leadership Committee based on the area most appropriate.
3. Reporting:
   • The SGC will provide regular updates to the Nursing Program Director and other relevant stakeholders.
   • An annual report summarizing the council's activities, decisions, and outcomes will be submitted at the end of each academic year.

Evaluation and Review

The SGC’s structure and effectiveness will be reviewed annually by the Nursing Program Director in consultation with the council members. Feedback from student representatives and Assistant Nursing Directors will inform adjustments to the governance structure or charter.

Charter Amendments
Amendments to this charter require a two-thirds majority vote by the council members and approval by the Nursing Program Director.

Policy 

 AACN identified Diversity and Inclusion as one of its strategic goals. To actively incorporate this goal into our nursing program here at Saint Mary’s University we have a holistic approach to our admission process.

Purpose

“Health inequities persist in underserved communities where access to care is limited and where social determinants impact health outcomes. These areas tend to be poorer and more diverse than communities that are well-served. Currently, health care providers who come from more diverse backgrounds provide the bulk of care for this population of patients in the United States. Language and cultural barriers limit providers’ ability to serve the needs of minority patients in ways that are linguistically and culturally relevant. 
 

Diversity benefits all students – not just those who are underrepresented minorities. Educating students in environments that value diversity and inclusion produces graduates better prepared to practice in underserved communities and whose understanding of the cultural needs of patients improves patient satisfaction and trust. 

Nursing students should possess the background, qualities and skills to provide culturally effective care and meet the needs of a rapidly diversifying patient population. These skills cannot be detected from grades and test scores alone. Holistic review can help schools identify key applicant experiences and attributes that will contribute to a more diverse class and a more effective nursing workforce.” AACN

Principles

1. Saint Mary’s College selection criteria for admission to the nursing program are broad based. The admission process aligns with the mission and is focused on promoting diversity as an essential component in achieving excellence. 
2. The selection process uses a variety of criteria as part of the process. The intent of creating a richly diverse candidate pool and cohort; is applied equitably across the entire candidate pool. Admission is not solely on academic standing.
3. Faculty and staff who participate in the admissions process examine all the students’ attributes and examine how each applicant would contribute to the class experience and the profession. 

Procedure

Students need to submit documents to the nursing program. 

• Highschool Diploma/GED or equivalence
• College Transcripts
  • 2.8 GPA from all prerequisite coursework
• 2-Letters of recommendation (one faculty, one professional)
• Teas Score 70% or higher, or a petition for consideration.
• Personal Statement 

Students’ initial documents will be reviewed. 

• Panel Interview
• Writing assessment in person

Selection

• Complete required Health and safety within 45 days of notice to be formally accepted.
• Pass background check within 45 days of acceptance
• Complete and pass drug test within 5 days of acceptance

Pre-Nursing

The following is relevant to students who decide to pursue admission to the BSN program: 

Minimum requirements to apply for the BSN Nursing Program

• Overall GPA: 2.8 (minimum)
• Minimum grade of C or better in Chemistry, Microbiology, Statistics, and Writing as Inquiry (listed in attachment 1.) 
• All pre-requisite courses must have a letter grade.
• 2.8 GPA cumulative in the required sciences (Chemistry, Microbiology, statistics, Anatomy, Physiology, Nutrition, Sociology, and psychology)
  • You must have a grade of C or higher in Chemistry, Microbiology, and statistics.
  • You must have a B or higher in Anatomy, Physiology, Nutrition, Sociology, and psychology
• Science courses must have been completed in the last 7 years.
• Passing a diagnostic entrance exam (ATI-TEAS Test) with 70% or higher within 2 attempts
  • If you did not achieve 70% you may still apply for consideration by submitting a letter requesting consideration rationally. All of your application and grades will be evaluated for determination if you will move forward to the interview process.

See grading rubric for more information on points awarded.

Admission Policy Attachment 1

Pre-Requisite courses Require C or higher

CHEM 105+L: Principles of Chemistry + Lab

BIOL 140+L: Microbiology + Lab

MATH 104: Intro Probability & Statistics

WRIT 101: Writing as Inquiry

In Compliance with CCR 1429

Purpose: 

To ensure Saint Mary’s College in compliance with CCR-1429 provides a 30-unit option to complete the RN degree program.

• Written information regarding this option for LVN’s can be found on our website and within the nursing student handbook and within this policy.

Application Requirements and Process:

1. The applicant must have a valid California LVN license in good standing at time of application. The NCLEX-VN examination must have already been completed with the license received.
2. Applicant must have a valid BLS-for healthcare card
3. Must complete all the Health and Safety requirements for a nursing students (see policy)
4. Must have completed Microbiology and Physiology Prior to application
5. Testing will be completed using ATI to provide the student with information regarding current gaps in knowledge. These testing results will be reviewed with the student to assist them in making an informed decision regarding this option.
6. New applicants must specify this option prior to entry and enrolled students may not switch to this option. 
7. Counseling of potential students wanting this option will be completed by the Director of Nursing.
   1. Completion of this option does not equal a degree from the College.
   2. Completion of this option means furthering your career through education will be extremely difficult
   3. You will not be eligible for the public health certificate.
   4. We do offer the ability for an LVN to complete a challenge exam to reduce the number of classes required
   5. This RN license is not recognized outside of California
   6. LVNs are welcome to apply for the traditional RN program and are given additional points for previous work experience
8. LVN students must pass the classes in the same manner as traditional students. This includes testing requirements, performance and behaviors.

Curriculum:

1. All theory and Clinical classes are concurrent and must both be passed to progress.
   1. Failure of clinical results in failure of Theory
   2. Failure of Theory results in Failure of Clinical
2. Classes must be taken with the cohort you enter with in time.
   1. Medical Surgical 2 Theory and Clinical 6 units
   2. Geriatrics 2 units
   3. Mental Health 5 units
   4. Capstone Leadership and Clinical 4 units
3. Basic Sciences
   1. Biology 250/250L
   2. Biol 140/140L

Policy

Under certain circumstances, academic credit earned in regionally accredited institutions of education for comparable pre-licensure courses will be accepted for transfer.

1. Transfer Credit may be granted for related previous education in the following courses.
   1. Accredited registered nursing courses
   2. Other courses determined by the college to be equivalent to courses in the undergraduate nursing program
2. Equivalency is determined based on catalog course descriptions. This includes hours, number of units and the syllabus content in comparison to the classes offered at SMC
3. Applicants must meet all general admission requirements of the SMC undergraduate nursing program.
4. Acceptance of transfer students is based on current space availability.
5. Who is eligible for advanced placement
   1. Individuals who have successfully completed, within one year the following
      1. Nursing courses from other accredited RN nursing programs
      2. Or other courses which the college has determined as an equivalent to current courses in the undergraduate program

Transfer Process

1. Applicants interested in this process must email all transcripts to the director of nursing for preliminary evaluation of eligibility.
2. Applicants applying for transfer credit must submit the following materials verifying courses
   1. Official transcripts from institution showing successful completion
   2. Catalog description with equivalent course
   3. Additional documents as requested: syllabi content outlines and letters of reference.
   4. After the review of the applicant’s record, the student is required to take a competency examination using ATI and a drug calculation exam using safeMedicate
3. Students will enter the undergraduate program at the point where equivalency has been determined and competency demonstrated.

Challenge by examination

Credit via challenge by examination is available to qualified applicants of the undergraduate nursing program.

1. The challenge examination for credit based on previous education/experience must be accredited by the student at least eight weeks prior to admission to the nursing program.
2. Student requesting this must meet all the admission requirements
3. A maximum of 15 units may be challenged by examination
4. Acceptance of students wishing to challenge by examination is contingent on space availability

Process

1. Individuals interested in the challenge by examination must schedule an appointment with the director of nursing to determine eligibility.
2. Students must file a written request to the director of nursing requesting to complete a course by challenge exam
3. Applicants with health-related education or experience, within one year wanting to complete a course with the challenge by examination must submit the following documentation as part of the process
   1. Letter of reference from current employer attesting to applicants’ knowledge and ability related to course expectations
   2. Official transcripts from appropriate institutions demonstrating satisfactory completion of course work
   3. Student must submit a written statement indicating the reason for the challenge
4. Upon confirmation that you may complete the challenge process the student must complete the following:
   1. File with the SMC admission’s department a petition for credit and pay the fee: once the school has sent confirmation to the nursing program the following items will be made available to the student for preparation of the challenge exam:
      1. Course Syllabus; including course objectives
      2. Content outline
      3. Textbook and article list used within the class
      4. A practice exam for the content area they are testing in (a fee is charged for the student to take ATI practice and Challenge exams as well as SafeMedicate exams.)
         1. Students must obtain a level 2 on core-content challenge exams in ATI- 
            1. Core content areas include classes that have both a theory and clinical section
         2. Clinical challenges will need to pass a proctored simulation and skills exam. This exam needs 80% to pass and receive credit
         3. Students must pay SafeMedicate fee and complete challenge exam with 100%
         4. For a theory or clinical exam challenge the student
         5. All challenge exams are in person and supervised
5. After the results are confirmed, students will be notified of their results in writing. If applicants meet the minimum standards and pass the challenge exams credit will be awarded.

Policy

Under certain circumstances, academic credit earned in regionally accredited institutions of education for comparable pre-licensure courses will be accepted for transfer.

1. Transfer Credit may be granted for related previous education in the following courses.
2. Accredited registered nursing courses
3. Other courses determined by the college to be equivalent to courses in the undergraduate nursing program
4. Equivalency is determined based on catalog course descriptions. This includes hours, number of units and the syllabus content in comparison to the classes offered at SMC
5. Applicants must meet all general admission requirements of the SMC undergraduate nursing program.
6. Acceptance of transfer students is based on current space availability.
7. Who is eligible for advanced placement
   1. Individuals who have successfully completed, within one year the following
      1. Nursing courses from other accredited RN nursing programs
      2. Or other courses which the college has determined as an equivalent to current courses in the undergraduate program

Transfer Process

1. Applicants interested in this process must email all transcripts to the director of nursing for preliminary evaluation of eligibility.
2. Applicants applying for transfer credit must submit the following materials verifying courses
   1. Official transcripts from institution showing successful completion
   2. Catalog description with equivalent course
   3. Additional documents as requested: syllabi content outlines and letters of reference.
   4. After the review of the applicant’s record, the student is required to take a competency examination using ATI and a drug calculation exam using safeMedicate
3. Students will enter the undergraduate program at the point where equivalency has been determined and competency demonstrated.

Challenge by examination:

Credit via challenge by examination is available to qualified applicants of the undergraduate nursing program.

1. The challenge examination for credit based on previous education/experience must be accredited by the student at least eight weeks prior to admission to the nursing program.
2. Student requesting this must meet all the admission requirements
3. A maximum of 15 units may be challenged by examination
4. Acceptance of students wishing to challenge by examination is contingent on space availability

Process

1. Individuals interested in the challenge by examination must schedule an appointment with the director of nursing to determine eligibility.
2. Students must file a written request to the director of nursing requesting to complete a course by challenge exam
3. Applicants with health-related education or experience, within one year wanting to complete a course with the challenge by examination must submit the following documentation as part of the process
   1. Letter of reference from current employer attesting to applicants’ knowledge and ability related to course expectations
   2. Official transcripts from appropriate institutions demonstrating satisfactory completion of course work
   3. Student must submit a written statement indicating the reason for the challenge
4. Upon confirmation that you may complete the challenge process the student must complete the following:
   1. File with the SMC admission’s department a petition for credit and pay the fee: once the school has sent confirmation to the nursing program the following items will be made available to the student for preparation of the challenge exam:
      1. Course Syllabus; including course objectives
      2. Content outline
      3. Textbook and article list used within the class
      4. A practice exam for the content area they are testing in (a fee is charged for the student to take ATI practice and Challenge exams as well as SafeMedicate exams.)
         1. Students must obtain a level 2 on core-content challenge exams in ATI- 
            1. Core content areas include classes that have both a theory and clinical section
         2. Clinical challenges will need to pass a proctored simulation and skills exam. This exam needs 80% to pass and receive credit
         3. Students must pay SafeMedicate fee and complete challenge exam with 100%
         4. For a theory or clinical exam challenge the student
         5. All challenge exams are in person and supervised
5. After the results are confirmed, students will be notified of their results in writing. If applicants meet the minimum standards and pass the challenge exams credit will be awarded.

Purpose
The purpose of this policy is to provide a procedure for the submission of board required forms for graduates of the program and to ensure students understand how to complete the process of scheduling NCLEX.

Policy

1. Students will follow the SMC student handbook for submitting graduating forms to the college.
   1. The nursing department does not submit any graduation requests to the college. St. Mary’s students will follow the policy set forth by the college in petitioning for graduation. Please find the information here: Undergraduate Graduation Information.
2. Please note that graduation from St. Mary’s College is separate from the Department of Nursing Pinning Ceremony.
3. The nursing department will provide an orientation to how to complete the process to be eligible to sit for NCLEX.
   1. A presentation will be given as part of the Leadership course
      1. This presentation will be posted within the Leadership course
      2. The presentation will cover how to complete the BRN application and the Pearson Vue registration to sit for NCLEX
4. Four weeks prior to the established graduation date, the Director of Nursing will submit to the board a roster of names of students and their expected date of graduation.
5. The Director of Nursing will submit the names of the students who have successfully completed the program immediately upon confirmation from the registrar that the student is cleared for graduation.
   1. The Department of Nursing will begin working with the registrar’s office at the beginning of the final semester to verify all items are cleared and in place for expected graduation date.
   2. All students who have successfully graduated will be submitted to the Board of Registered Nursing online platform within 5 days of graduation date.

Purpose
To provide a structured, transparent, and equitable process for the clinical placement of nursing students, ensuring they receive high-quality experiential learning opportunities that meet educational standards and program requirements.

Scope:
This policy applies to all nursing students enrolled in the clinical phase of the nursing program, faculty, and clinical placement coordinators responsible for assigning, supervising, and evaluating clinical experiences.

1. Policy Overview

The nursing program will arrange clinical placements in collaboration with partnering healthcare organizations to support students’ learning objectives and clinical competencies. The placements will adhere to the program’s educational standards, accreditation requirements, and the policies of healthcare facilities.

2. Responsibilities

• Clinical Placement Coordinator: Responsible for managing clinical placements, liaising with healthcare facilities, coordinating schedules, and ensuring placements meet program objectives.
• Nursing Faculty: Evaluate students' clinical performance, provide mentorship, and ensure adherence to ethical and professional standards. Faculty meet all Health and Safety requirements.
• Students: Meet all placement prerequisites, including immunizations, health screenings, background checks, and clinical competency requirements.

3. Placement Eligibility Requirements

To be eligible for clinical placement, students must:

1. Successfully complete prerequisite coursework.
2. Provide proof of required immunizations, TB screening, and health assessments.
3. Complete a criminal background check and drug screening (as required by healthcare facilities).
4. Maintain current CPR/BLS certification.
5. Attend an orientation session on clinical expectations and responsibilities.

4. Clinical Placement ProcessPurpose:
To provide a structured, transparent, and equitable process for the clinical placement of nursing students, ensuring they receive high-quality experiential learning opportunities that meet educational standards and program requirements.

Scope:
This policy applies to all nursing students enrolled in the clinical phase of the nursing program, faculty, and clinical placement coordinators responsible for assigning, supervising, and evaluating clinical experiences.

1. Policy Overview

The nursing program will arrange clinical placements in collaboration with partnering healthcare organizations to support students’ learning objectives and clinical competencies. The placements will adhere to the program’s educational standards, accreditation requirements, and the policies of healthcare facilities.

2. Responsibilities

• Clinical Placement Coordinator: Responsible for managing clinical placements, liaising with healthcare facilities, coordinating schedules, and ensuring placements meet program objectives.
• Nursing Faculty: Evaluate students' clinical performance, provide mentorship, and ensure adherence to ethical and professional standards. Faculty meet all Health and Safety requirements.
• Students: Meet all placement prerequisites, including immunizations, health screenings, background checks, and clinical competency requirements.

3. Placement Eligibility Requirements

To be eligible for clinical placement, students must:

1. Successfully complete prerequisite coursework.
2. Provide proof of required immunizations, TB screening, and health assessments.
3. Complete a criminal background check and drug screening (as required by healthcare facilities).
4. Maintain current CPR/BLS certification.
5. Attend an orientation session on clinical expectations and responsibilities.

4. Clinical Placement Process

1. Student Preferences and Program Assessment
   1. The clinical placement coordinator will assess clinical sites based on their alignment with educational objectives and student competencies.
   2. Students may submit placement preferences, which will be considered based on availability, program needs, and student progression.
2. Assignment of Clinical Placement
   1. Placements will be assigned considering the following factors:
      1. Student learning needs and academic progress
      2. Site availability and capacity
      3. Skill and competency requirements for the specific clinical rotation
      4. Location and accessibility of the clinical site
3. Communication of Placement Assignment
   1. The clinical placement coordinator will inform students of their placements at least 2-4 weeks before the start of the clinical rotation.
      1. There may be delays in this based on clinical sites changes
   2. Students will receive a clinical placement packet with relevant site information, contact details, expectations, and any site-specific requirements.
4. Pre-Placement Orientation
   1. All students must attend a mandatory orientation specific to their clinical placement. Orientation will cover:
      1. Students and Faculty attend a orientation day in the simulation center prior to clinical site orientation
      2. Clinical objectives and competencies for the rotation
      3. Professionalism and conduct expectations
      4. Health and safety protocols, including infection control
      5. Confidentiality and patient privacy policies (HIPAA compliance)
5. Evaluation and Feedback
   1. Weekly Evaluations and communication are completed Documentation of communication and goals are documented it Trajecsys
   2. Mid-Rotation Check-In: Nursing faculty or preceptors will conduct a mid-rotation evaluation to review student progress and provide feedback. Students in danger of failing will be reported to the simulation director for support in promoting student success with early intervention.
   3. Final Evaluation: At the end of each placement, a comprehensive evaluation will assess the student’s achievement of clinical competencies, adherence to professional standards, and areas for improvement.
   4. All evaluations are completed in Trajecsys
   5. Student Feedback: Students are encouraged to complete a post-placement survey to provide feedback on the 
      1. site
      2. Faculty Support
      3. overall learning experience.

5. Placement Changes or Cancellations

If a clinical placement site becomes unavailable, the clinical placement coordinator will make every effort to secure an alternative placement. If a student experiences conflicts or concerns at a placement site, they must notify the coordinator as soon as possible. Reassignments will be considered based on the following:

• Availability of alternative sites
• Feasibility of meeting clinical requirements within program timelines
• Specific circumstances and safety concerns of the student or site

6. Code of Conduct and Professionalism

Students are expected to adhere to the highest standards of professionalism, including:

• Punctuality and reliability in attendance
• Respectful and ethical behavior toward patients, staff, and colleagues
• Adherence to healthcare facility policies and procedures
• Proper attire and use of program or facility-issued identification

Failure to comply with these standards may result in disciplinary action or removal from the clinical placement.

7. Health and Safety Policies

Students are required to follow all health and safety guidelines, including infection prevention and control protocols. Personal protective equipment (PPE) must be worn as directed by the facility and nursing program policies. Any injury or exposure incident must be reported immediately to the clinical instructor and facility supervisor.

8. Documentation and Records

The clinical placement coordinator will maintain records of all student placements, evaluations, and any incidents related to clinical placements. Records will be securely stored in accordance with FERPA regulations and program policies.

9. Appeals Process

Students who wish to appeal their clinical placement assignment must submit a written appeal to the clinical placement coordinator and Simulation Director within one week of the placement announcement. The appeal will be reviewed by the nursing program director, who will make a final decision based on the student’s circumstances and program requirements.

Policy Owner: Nursing Program Director

Purpose

The Nursing Program Accreditation Committee (NPAC) is established to ensure compliance with accreditation and regulatory standards for the undergraduate Registered Nursing (RN) program. This includes adherence to the California Board of Registered Nursing (BRN) requirements and the AACN Essentials Level 1 standards. The committee will lead efforts to maintain accreditation, foster program excellence, and support continuous quality improvement.

Scope

This policy applies to all faculty and staff involved in the undergraduate RN nursing program and governs the activities of the NPAC.

Policy Statement

The NPAC, led by nursing faculty with the Nursing Program Director serving as a key member, is responsible for overseeing the accreditation process, ensuring program compliance with the California BRN and AACN Essentials Level 1 standards, and supporting ongoing program evaluation and improvement.

Responsibilities of the Committee

1. Regulatory Compliance:
   • Ensure alignment with California BRN regulations for undergraduate RN programs.
   • Interpret and implement AACN Essentials Level 1 standards across the curriculum and program practices.
2. Accreditation Preparation and Maintenance:
   • Develop and maintain an accreditation timeline and action plan.
   • Coordinate the preparation and submission of required reports, self-studies, and documentation to the California BRN and AACN.
   • Lead the program through site visits and accreditation reviews.
3. Program Evaluation and Improvement:
   • Regularly review program outcomes and student performance to ensure compliance with accreditation standards.
   • Facilitate data collection and analysis for ongoing program assessment and improvement.
   • Recommend changes to the curriculum, policies, or processes to address identified gaps or emerging standards.
4. Communication and Reporting:
   • Provide updates to the Nursing Program Director and relevant stakeholders on accreditation progress.
   • Develop clear communication channels to disseminate accreditation-related information to faculty and staff.

Committee Structure

1. Membership:
   • The committee shall consist of at least 3  nursing faculty and one assistant director.
   • The Nursing Program Director shall serve as an ex-officio member, providing guidance and institutional oversight.
   • Additional members may include clinical partners and student representatives
2. Leadership:
   • A Chairperson will be elected from among the nursing faculty members annually.
   • The Chairperson will coordinate committee activities, liaise with the Nursing Program Director, and lead meetings.
3. Meetings:
   • The NPAC will meet monthly or as required to address critical accreditation deadlines and updates.
   • Minutes will be recorded and distributed to all members and the Nursing Program Director.

Reporting and Accountability

• Quarterly Reports: The committee will submit progress updates to the Nursing Program Director, outlining activities, challenges, and next steps.
• Annual Review: The committee will provide a comprehensive report on accreditation status, program compliance, and improvement recommendations at the annual retreat
• Action Plan: The NPAC will maintain a detailed action plan that aligns with California BRN and AACN accreditation cycles.

Evaluation and Review

This policy will be reviewed every two years by the Nursing Program Director and the NPAC to ensure continued relevance and alignment with accreditation standards.

Policy Title: Faculty Development Committee Policy
Policy Owner: Simulation Director

Purpose

The Faculty Development Committee (FDC) was established to oversee and facilitate faculty orientation, mentoring, and development activities. This committee supports the professional growth and effectiveness of faculty members in alignment with institutional goals and standards, reporting directly to the Simulation Director.

Scope

This policy applies to all faculty members within Nursing Program and governs the operations of the Faculty Development Committee.

Policy Statement

The FDC shall be responsible for:

1. Faculty Orientation:
   • Designing, implementing, and updating a comprehensive faculty orientation program.
   • Ensuring new faculty understand the institution’s mission, policies, simulation-based learning practices, and role expectations.
   • Providing resources to help new faculty transition effectively into their roles.
   • Reviews and updates Orientation policy and training program annually
2. Faculty Mentoring:
   • Establishing a structured mentoring program that pairs new or junior faculty with experienced mentors.
   • Monitoring mentor-mentee relationships to ensure alignment with professional growth objectives.
   • Providing ongoing training and resources for effective mentorship.
   • Reviews and updates Faculty mentoring program policy
   • Monitors the mentoring program throughout the year
3. Faculty Development:
   • Identifying and addressing faculty development needs, including teaching, research, and simulation pedagogy.
   • Organizing workshops, seminars, and continuing education programs.
   • Evaluating the effectiveness of faculty development initiatives through feedback and performance metrics.

Committee Structure

1. Membership:
   • The FDC will consist of 3 nursing faculty members one member must be part-time
   • Members will serve a  two-year term, with staggered appointments to ensure continuity.
   • This group may be increased to 5 and then 7 as the program size increases 
2. Leadership:
   • A Chairperson will be elected from among the committee members annually.
   • The Chairperson will liaise with the Simulation Director and oversee the committee’s operations.
3. Meetings:
   • The FDC will meet monthly or as needed to review progress, address challenges, and plan activities.
   • Minutes will be documented and submitted to the Simulation Director.

Responsibilities

• Faculty Development Committee:
  • Develop and execute faculty development programs.
  • Evaluate the success of orientation, mentoring, and development initiatives and report findings to the Simulation Director.
  • Ensure alignment of faculty programs with institutional standards, including NCSBN and CCNE guidelines.
• Simulation Director:
  • Provide strategic direction and oversight to the FDC.
  • Review and approve committee recommendations.
  • Advocate for resources and institutional support for faculty development initiatives.

Reporting and Accountability

The FDC will provide:

• Quarterly Reports: Updates on orientation, mentoring, and development activities to the Simulation Director and the quality and curriculum committee
• Annual Review: A comprehensive review of faculty development initiatives, outcomes, and future plans will be provided at the annual retreat.

Evaluation and Review

This policy will be reviewed annually by the Simulation Director and the Faculty Development Committee to ensure continued relevance and effectiveness.

Purpose
To ensure that all clinical sites used for nursing program placements provide a safe, supportive, and high-quality learning environment that meets the educational objectives, standards, and requirements of the nursing program and accrediting bodies.

Scope
This policy applies to all clinical sites utilized by the nursing program for student placements, including hospitals, outpatient clinics, long-term care facilities, and other healthcare organizations.

1. Policy Overview

The nursing program is committed to maintaining high standards for clinical education by evaluating clinical sites regularly. This policy outlines the criteria, process, and frequency of site evaluations to ensure that clinical placements provide effective and valuable learning experiences for nursing students.

2. Responsibilities

• Clinical Placement Coordinator: Manages the evaluation process, schedules site visits, and maintains documentation of evaluations.
• Nursing Faculty: Provides feedback on clinical site quality based on observations during clinical rotations.
• Students: Submit feedback on their clinical experiences to contribute to the evaluation process.
• Clinical Site- Evaluates Saint Mary’s College placement of students at the end of each rotation

3. Evaluation Criteria

The clinical site evaluation will assess the following areas:

• Learning Environment:
  • Provides a safe, supportive, and structured environment conducive to learning.
  • Offers opportunities for students to practice a variety of skills relevant to their educational level.
  • Ensures students have access to resources (e.g., patient records, diagnostic tools) needed for hands-on learning.
• Preceptor and Staff Support:
  • Preceptors and staff demonstrate a commitment to student learning and mentorship.
  • Preceptors have the knowledge, skills, and experience to support students’ clinical growth.
  • Staff provide constructive feedback and foster a positive learning environment.
• Quality of Patient Care and Diversity of Cases:
  • The site provides exposure to a range of patient populations and healthcare needs.
  • Ensures that students can apply theoretical knowledge to diverse clinical scenarios.
• Safety and Compliance:
  • Site adheres to all relevant health and safety standards, including infection control protocols.
  • Clinical environment follows legal and ethical standards, including patient privacy (e.g., HIPAA compliance).
• Alignment with Program Objectives:
  • Clinical experiences at the site align with the nursing program’s curriculum goals and objectives.
  • Site activities contribute to students’ development of core nursing competencies.
• Feedback and Evaluation Mechanisms:
  • The site facilitates student feedback and provides an avenue for students to express concerns.
  • Preceptors and staff are open to program feedback and engage in continuous improvement.

4. Evaluation Process

Pre-Placement Evaluation

• Before establishing a new clinical partnership, the clinical placement coordinator will conduct an initial site assessment.
• This assessment may include an in-person visit, virtual tour, or meeting with site administrators and nursing leaders.
• Pre-Placement Evaluation Criteria:
  • Review of the site’s facilities, safety protocols, and compliance with nursing program standards.
  • Verification of available resources and staff qualifications.
  • Alignment of site’s opportunities with the program’s clinical objectives.

Ongoing Evaluation

• Sites will be evaluated regularly, at least once per academic year, to ensure continued compliance with program standards.
• Methods of Evaluation:
  • Site Visit: The clinical placement coordinator or designated faculty will visit the site, observe the clinical environment, and engage with students, preceptors, and site leadership.
  • Faculty Feedback: Nursing faculty involved in clinical rotations will complete an evaluation form based on observations and student interactions.
  • Student Feedback: At the end of each rotation, students will complete a site evaluation survey to provide feedback on the quality of their learning experience.

Post-Rotation Evaluation and Review

• At the end of each semester, the clinical placement coordinator will compile evaluations and feedback from students and faculty.
• A comprehensive review of each site’s strengths and areas for improvement will be conducted.
• The clinical coordinator collaborates with the clinical site to obtain their evaluation of SMC nursing program performance.
• Feedback will be shared with the clinical site as part of an effort to enhance the clinical learning experience.

5. Evaluation Documentation and Recordkeeping

• The clinical placement coordinator will maintain records of all site evaluations, including:
  • Pre-placement evaluations, ongoing site visit reports, and completed evaluation forms from faculty and students.
  • Feedback summaries and action plans developed in response to identified areas for improvement.
• Documentation will be securely stored and reviewed during annual program evaluations and accreditation reviews.
• Evaluations will be completed within Trajecsys

6. Site Improvement Plans

• If an evaluation identifies areas of concern, the clinical placement coordinator will work with the site to create an improvement plan.
• Improvement Plan Process:
  • Outline specific concerns and areas for improvement.
  • Establish timelines and measurable goals for addressing these issues.
  • Schedule follow-up evaluations to assess progress and determine if further action is required.
  • Address any programmatic concerns identified by our clinical partners by working with the quality and curriculum committee and the leadership committee.
• If a clinical site fails to meet established standards and does not address concerns within the improvement plan timeline, the program may discontinue placements at that site.

7. Policy Review and Reassessment

• This policy will be reviewed annually or as needed to ensure alignment with program objectives, regulatory requirements, and best practices in clinical education.
• Feedback from students, faculty, and clinical site partners will inform policy updates.

The Nursing Program will use the workload sheet approved by the Academic Senate.

Nursing Faculty workloads fit into 3 faculty classifications: 

Distribution of responsibilities for a faculty member is dependent upon each person’s faculty classification, however, final responsibilities for each faculty member are determined in collaboration with the Director of Nursing.

• Both Full-Time and Part-Time positions follow the SMC faculty handbook with some minor alterations listed within this policy
• Tenured/Tenure-Track: 50% - 75% teaching, including mentoring/advising; 15-40% intellectual contributions; 5-10% service.
• Non-tenure Track: 75 - 100% teaching, including mentoring/advising plus required basic service obligations.
• Part time Faculty 100% teaching 

A full time, nine-month workload is defined as 24 workload units per academic year.

A full-time twelve-month workload is defined as 28 workload units per academic year.

Teaching methods can vary widely and may include co-teaching, traditional teaching, supervision of internships, supervision of practica, online and blended course delivery, and site-based courses. 

Workload Units

• A three-unit theory course is equivalent to three workload units. 
• A clinical course where the instructor is always present at the clinical site is worth one additional workload Unit for Full-time Faculty. Part-time staff are paid the listed unit amount
  • 303L
  • 304L
  • 310L
  • 311L
  • 320L
  • 402L
  • 403L
• Preceptorship classes or clinical classes where an instructor is not onsite the entire rotation will be paid at 0.33 per student.
  • 321L
  • 401L

Mentoring and Advising (a component of teaching) 

Description: Faculty members of the Nursing Program are expected to mentor and advise students in their respective fields. 

Undergraduate Advising and Mentoring: 

SMC assigns every student to a major advisor (faculty member) and a Success Coach (staff), who work together to support the student in complementary ways.  Nursing faculty collaborate with students and, when appropriate, refer students to appropriate support services to ensure that students receive timely resources to facilitate success during the nursing program.  

Intellectual Contributions Description: 

SMC Nursing Program has adopted AACN recommendations in “Defining Scholarship for Academic Nursing-Task Force Consensus Position Statement, 2018” as the foundation for identifying intellectual contributions.

Purpose 

“As a practice discipline, nursing scholarship informs science, enhances clinical practice, influences policy, and impacts best practices for educating nurses as clinicians, scholars, and leaders. Addressing the complexities of contemporary practice, education, and research is typically interprofessional, involving scholars from many disciplines with a variety of terminal degrees (e.g., MD, PharmD, and DPT). The complexity of health services requires that nurse scholars engage in a high level of teamwork that is multidisciplinary (knowledge stays within disciplinary boundaries), interdisciplinary (harmonization and synthesis between disciplines in a coordinated and coherent whole), and transdisciplinary (integrating sciences that transcend disciplinary boundaries; Choi & Pak, 2006). 

The preferred state is to create a system of recognition for nursing faculty who are scholars in research, practice, policy, and/or education. The system should value all scholarly contributions. To that end, the purpose of this position statement is to: 

1) create a definition of scholarship that is inclusive and supports multiple ways of knowing. 

2) address the scholarship of discovery or scientific inquiry, the scholarship of practice, and the scholarship of teaching; and 

3) describe the integration of scholarship across institutional missions and how scholarship is promoted alignment with AACN, SMC Nursing Pragram has adopted AACN definition:” AACN, 2018

SMC Nursing Program has also adopted the four standards: scholarship of discovery or scientific inquiry, scholarship of practice, scholarship of teaching, and advancing the scholarship of discovery.

Every year, all full-time faculty members will determine with the director of nursing what his/her individual Intellectual Contributions will be for the purpose of meeting his/her intellectual scholarship activities. Documentation of scholarship and research must be provided. These individual Intellectual Contribution expectations will be included in the faculty member’s workload document. 

• Service Description: Service encompasses a faculty member’s contributions to the nursing program, college, and/or university activities and/or to a faculty member’s academic and professional community beyond SMC. Required basic service obligations include participating in program, school, and college-wide functions, faculty committees, advising and mentoring, and academic ceremonies and/or events. 
  • Examples of service activities which count toward the service expectations include, but are not limited to, serving on School or University committees, service to the individual faculty member’s professional community, Faculty Senate, Faculty sponsorship of university programs or committees, student recruiting and participation in community organizations as a representative of the School or University. These individual Service expectations will be included in the faculty member’s workload document.
• Administration Description: Examples of administrative responsibilities include but are not limited to program director; program assistant director; and simulation director. 
• Workload reductions appropriate for each of these positions shall be negotiated with the director. The reductions will be included in the faculty members’ workload document.

Policy Implementation Faculty Workload Document

As part of annual strategic planning efforts, the Director of Nursing, in consultation with faculty, is charged with determining and explicating the specific, collective expectations for the faculty’s teaching, research, service, or other activities in the Program for the coming year. Typically, these expectations are established as multi-year expectations with little variation on a year-to-year basis. From those expectations, the Program Director will develop, in consultation with each individual faculty member, a written workload plan for each year. The workload plan is documentation of a faculty member’s complete responsibilities for an academic year that includes a distribution of duties relating to teaching (including mentoring/advising), intellectual contribution, service, and administration, Reference.

American Association of College of Nursing “Defining Scholarship for Academic Nursing Task Force Consensus Position Statement March 26, 2018” Retrieved from Defining Scholarship for Academic Nursing Task Force Consensus Position Statement (aacnnursing.org)

Purpose 

To establish that Nursing education at Saint Mary’s College will follow all BRN regulations 1424 and 1425, for supervision, qualification, approval, and resignation of faculty.  

1. All faculty will have EDP-R-02 submitted prior to hire and teaching. 
2. All faculty will also have this form submitted within 30 days of termination of employment Form EDP-P-02
3. All directors and assistant directors will have EDP-P-03 submitted prior to assuming a leadership role. 

1424(j) The assistant director shall function under the supervision of the director. Instructors shall function under the supervision of the director or the assistant director. Assistant instructors and clinical teaching assistants shall function under the supervision of an instructor.

Director of the Program shall meet the following (1425A):

1. A master's or higher degree from an accredited college or university which includes course work in nursing, education or administration.
2. One (1) years’ experience as an administrator with validated performance of administrative responsibilities consistent with section 1420(h).
3. Two (2) years' experience teaching in pre- or post-licensure registered nursing programs; and
4. One (1) year's continuous, full-time or its equivalent experience direct patient care as a registered nurse; or
5.  Equivalent experience and/or education, as determined by the board.

The assistant director shall meet the education requirements(1425B):

set forth in subsection (a)(1) above and the experience requirements set forth in subsections (a)(3) and (a)(4) above, or such experience as the board determines to be equivalent. 

An instructor shall meet the following minimum qualification (1425C):    

1. The education requirements set forth in subsection (a)(1); and
2. Direct patient care experience within the previous five (5) years in the nursing area to which he or she is assigned, which can be met by:
   • One (1) year's continuous, full-time or its equivalent experience providing direct patient care as a registered nurse in the designated nursing area; or
   • One (1) academic year of registered nurse level clinical teaching experience in the designated nursing area or its equivalent that demonstrates clinical competency; and

(3) Completion of at least one (1) years’ experience teaching courses related to registered nursing or completion of a post-baccalaureate course which includes practice in teaching registered nursing.

An assistant instructor shall meet the following minimum qualifications (1425d):

(1) A baccalaureate degree from an accredited college which shall include courses in nursing, or in natural, behavioral or social sciences relevant to nursing practice.

(2) Direct patient care experience within the previous five (5) years in the nursing area to which he or she will be assigned, which can be met by:

(A) One (1) year's continuous, full-time or its equivalent experience providing direct patient care as a registered nurse in the designated nursing area; or

(B) One (1) academic year of registered nurse level clinical teaching experience in the designated nursing area or its equivalent that demonstrates clinical competency

A clinical teaching assistant shall have at least one (1425e):

(1) year continuous, full-time or its equivalent experience in the designated nursing area within the previous five (5) years as a registered nurse providing direct patient care.

A content expert shall be an instructor and shall possess the following minimum qualifications (1425f):

1. A master's degree in the designated nursing area; or
2. A master's degree that is not in the designated nursing area and shall:
   • Have completed thirty (30) hours of continuing education or two (2) semester units or three (3) quarter units of nursing education related to the designated nursing area; or have national certification in the designated nursing area from an accrediting organization, such as the American Nurses Credentialing Center (ANCC); and
   • Have a minimum of two hundred forty (240) hours of clinical experience within the previous three (3) years in the designated nursing area; or have a minimum of one (1) academic year of registered nurse level clinical teaching experience in the designated nursing area within the previous five (5) years.

Purpose
To establish a structured mentorship program for new and junior nursing faculty members that supports their development, facilitates professional growth, and fosters a collaborative learning environment. This policy provides guidelines for assigning mentors, defining their roles, and outlining the mentorship process to ensure consistent support for faculty success.

Scope
This policy applies to all new and junior nursing faculty members, as well as experienced faculty designated as mentors within the nursing program.

Policy Overview

The faculty mentorship program is designed to support new and junior nursing faculty members by pairing them with experienced faculty mentors who provide guidance on teaching practices, academic responsibilities, and professional development. The program aims to foster an environment of mutual support, skill-building, and continuous improvement in nursing education.

1. Responsibilities

• Nursing Simulation Director: Oversees the mentorship program, assigns mentors, and ensures compliance with mentorship objectives.
• Mentor Faculty: Provides consistent guidance, feedback, and support to mentees, helping them integrate into the nursing program and develop as effective educators.
• Mentee Faculty: Actively participates in the mentorship program, seeks feedback, and works toward achieving professional goals.

2. Mentor Selection and Assignment Process

• Eligibility: Mentors must be experienced faculty members who have completed at least two years of teaching in the nursing program and demonstrated excellence in teaching, leadership, and professionalism.
• Assignment: The Nursing Program Director or Simulation Director assigns mentors to new faculty members based on factors such as teaching specialty, schedule compatibility, and mutual professional interests.
• Duration of Mentorship: Each mentorship relationship will last for a minimum of one academic year, with an option to extend based on the needs of the mentee.

3. Mentor and Mentee Roles and Responsibilities

Mentor Responsibilities

• Orientation Support: Assist the mentee in understanding program policies, faculty expectations, and administrative procedures.
• Teaching Guidance: Provide feedback on lesson planning, classroom management, clinical supervision, and student assessment methods.
• Professional Development: Encourage mentees to engage in professional development opportunities such as workshops, conferences, and continuing education.
• Evaluation and Feedback: Regularly review the mentee’s teaching materials, offer constructive feedback, and observe classroom or clinical sessions (when feasible).
• Goal Setting: Work with the mentee to set realistic short-term and long-term professional goals and create a plan for achieving them.

Mentee Responsibilities

• Engagement: Actively participate in all mentorship activities, including scheduled meetings and professional development sessions.
• Feedback and Reflection: Be receptive to feedback and engage in self-reflection to improve teaching practices and professional skills.
• Goal Development: Collaborate with the mentor to establish clear, achievable goals and actively work towards them.
• Program Participation: Attend required orientation, training, and professional development events as directed by the mentor and program leadership.

4. Mentorship Process and Structure

The mentorship program is organized in phases to provide structured support and foster effective communication between the mentor and mentee.

Phase 1: Initial Orientation (First Month) 

• Introductory Meeting: Mentor and mentee meet to discuss the mentee’s background, goals, and expectations for the mentorship relationship.
• Program Overview: Mentor provides an overview of program policies, clinical requirements, and available resources.
• Initial Goal Setting: Mentor and mentee collaboratively set short-term goals for the first semester, focusing on teaching, student engagement, and program integration.

Phase 2: Ongoing Support and Check-ins (Months 1-6)

• Bi-Weekly Meetings: Mentor and mentee meet at least bi-weekly to discuss progress, address challenges, and review teaching experiences.
• Classroom/Clinical Observations: Mentor observes the mentee’s teaching sessions at least once per semester, providing constructive feedback on strengths and areas for improvement.
• Resource Sharing: Mentor introduces mentee to teaching materials, instructional resources, and technology tools to enhance their teaching.

Phase 3: Mid-Year Review and Developmental Feedback (Month 6)

• Formal Evaluation Meeting: Mentor and mentee conduct a mid-year review to assess progress toward goals and identify any additional support needs.
• Adjust Goals as Needed: Mentor assists mentee in revising or setting new goals for the remainder of the year, based on observed progress and mentee reflections.

Phase 4: End-of-Year Reflection and Program Feedback (Month 12)

• Final Evaluation: Mentor completes an end-of-year assessment, reflecting on the mentee’s growth, accomplishments, and areas for further development.
• Self-Assessment by Mentee: Mentee completes a self-assessment to reflect on their professional growth and the effectiveness of the mentorship program.
• Program Feedback: Mentor and mentee provide feedback to the Nursing Program Director on the mentorship experience, offering suggestions for program improvement.

5. Documentation and Evaluation

• Mentorship Log: Mentors are required to maintain a mentorship log that records all meetings, topics discussed, and key feedback provided to the mentee.
• Progress Reports: Mentor submits a brief progress report to the Nursing Program Director at the end of each semester.
• Final Evaluation: At the end of the mentorship period, the mentor completes a final evaluation of the mentee, highlighting key achievements, challenges, and future recommendations.

6. Program Evaluation and Improvement

The Nursing Program Director will review feedback from mentors and mentees annually to evaluate the effectiveness of the mentorship program. Adjustments to the program will be made based on faculty feedback, mentee success rates, and evolving program needs.

Evaluation Criteria

• Achievement of mentee goals and professional growth
• Mentee satisfaction with the mentorship experience
• Mentor and mentee feedback on program structure and resources

7. Confidentiality

All discussions, feedback, and evaluations within the mentorship relationship are confidential and intended solely for the professional development of the mentee. Only summary reports will be shared with the Nursing Program Director to ensure support without breaching confidentiality.

Orientation for New Nursing Faculty

Purpose
The purpose of this policy is to establish a standardized orientation process for new nursing faculty members to ensure they have the knowledge, resources, and support needed to succeed in their roles. The orientation will introduce the program’s mission, policies, instructional methods, and evaluation standards, supporting faculty in delivering high-quality nursing education.

Scope
This policy applies to all new nursing faculty members, including full-time, part-time, and adjunct instructors, at the beginning of their employment.

1. Policy Overview

The nursing program will conduct a structured orientation for all new faculty members to promote a smooth transition into the academic environment. The orientation process will address the faculty member’s teaching responsibilities, program expectations, clinical coordination, and the use of educational technology, as well as introduce resources for faculty development.

2. Responsibilities

• Nursing Program Director: Responsible for overseeing the orientation process and ensuring that all new faculty receive appropriate training.
• Assistant Directors and Simulation Director: Manages and coordinates orientation activities, ensuring faculty access to resources, training sessions, and mentorship.
• Mentor Faculty: Assigned to each new faculty member to provide guidance, answer questions, and support teaching responsibilities during the first semester.
• New Faculty Member: Actively participates in orientation activities and completes all required training sessions.

3. Orientation Goals

The orientation process aims to:

1. Familiarize new faculty with the program’s mission, goals, and values.
2. Ensure faculty understand and practice using the Professional Role Model the Program of Nursing is using to guide all education experiences and the operation of the program. Dr. Maria O’Rourke’s Professional Role Model , Role Clarity.
3. Introduce key policies, procedures, and resources for classroom and clinical instruction.
4. Provide training on educational technologies and student assessment tools.
5. Establish mentorship support to facilitate a smooth transition.
6. Address the expectations for student support, feedback, and professional development.

4. Orientation Timeline and Structure

The orientation process will occur in three phases: Pre-Orientation, Formal Orientation, and Ongoing Support.

Phase 1: Pre-Orientation (Prior to Start Date)

• Welcome Packet: New faculty receive a digital packet that includes:
  • Welcome letter from the Nursing Program Director
  • Faculty handbook, including academic policies, program goals, and ethical guidelines
  • Faculty Handbook Supplement for Nursing Faculty
  • Student Handbook Link
  • Student Nursing Student Handbook Addendum Link
  • Course syllabi, instructional resources, and curriculum overview
• Pre-Orientation Checklist: New faculty will complete tasks such as setting up email accounts, reviewing online resources, and submitting necessary HR documentation.

Phase 2: Formal Orientation (First Two Weeks)

• Program Overview and Mission:
  • Introduction to the nursing program’s mission, goals, values, and educational philosophy.
  • Review of the American Nurses Association (ANA) code of ethics, standards of practice, and the program’s approach to professional role development.
• Policies and Procedures
  • Detailed review of policies, including attendance, grading, assessment, and academic integrity.
  • Discussion of clinical placement policies, student health and safety, and evaluation standards.
• Instructional Methods and Curriculum:
  • Overview of instructional methods, including classroom, lab, and clinical teaching strategies.
  • Orientation to course syllabi, lesson planning, and curriculum mapping.
• Student Assessment and Evaluation:
  • Training on student assessment tools, including exams, clinical evaluations, and grading rubrics.
  • Overview of Canvas for tracking student progress, posting grades, and facilitating feedback.
• Educational Technology:
  • Training on the use of Canvas, simulation technology, online assessment tools, and other classroom technologies.
  • Introduction to telehealth and virtual learning resources, as applicable to the curriculum.

Phase 3: Ongoing Support (First Semester)

• Mentorship Program:
  • New faculty members are paired with experienced mentor faculty to provide guidance and support.
  • Mentors meet with new faculty at least bi-weekly during the first semester to answer questions and address challenges.
• Monthly Check-Ins:
  • Monthly meetings with the Simulation Director to review progress, discuss teaching experiences, and provide additional resources.
• Professional Development Opportunities:
  • Access to ongoing training in teaching methodologies, clinical supervision, and student support.
  • Information on workshops, webinars, and conferences related to nursing education and clinical practice.

5. Orientation Content and Modules

The orientation will cover the following modules, each with specific training sessions and resources:

1. Introduction to Nursing Education Principles: Overview of the pedagogical foundations of nursing education, including adult learning theory, critical thinking, and evidence-based practice.
2. Program Curriculum and Course Objectives: Detailed review of curriculum structure, course outcomes, and alignment with national nursing education standards.
3. Clinical Teaching and Coordination: Instructions on supervising clinical rotations, evaluating clinical competencies, and collaborating with clinical site staff and simulation center.
4. Professional Role . Understanding Professional Role, Role Clarity in relation to Dr. Maria O’Rourke’s Professional Role Model
5. Student Support: Strategies for providing academic support, addressing student concerns, referring students to additional resources, remediation, Referring to Professional Practice Committee (PPC) for student success, Retention Goals
6. Ethics and Professional Standards: Training on ethical standards in nursing education, cultural competency, and maintaining professional boundaries with students.
7. Faculty Expectations and Evaluation: Overview of performance expectations, faculty evaluation processes, and opportunities for feedback and improvement.

6. Evaluation of New Faculty Orientation

To ensure the effectiveness of the orientation program, new faculty will be asked to complete an evaluation survey at the end of orientation. This feedback will help identify areas of improvement for future orientations and address any gaps in the orientation content.

Evaluation Elements

• Clarity and relevance of orientation materials
• Effectiveness of mentorship and support provided
• Adequacy of training on educational technology and assessment tools
• Suggestions for additional resources or support

7. Policy Review and Updates

This orientation policy will be reviewed annually by the Nursing Program Director and Orientation Coordinator to ensure it meets the program’s evolving needs and aligns with best practices in nursing education. Revisions will be made based on feedback from new faculty, mentor evaluations, and program objectives.

Pre-Orientation Checklist for New Nursing Faculty

This checklist is designed to guide new nursing faculty members through essential tasks to complete before the formal orientation begins. Completing these tasks will ensure that faculty have access to necessary resources, systems, and support.

1. Setting Up Accounts and Access

2. Review of Online Resources

3. HR Documentation and Administrative Tasks

4. Program Introductions

5. Initial Technology Training and Preparation

Purpose

This policy is aimed at identifying the requirements and expectations of the BRN as the Program of Nursing at SMC identifies the role of the Content Expert in the areas of Medical Surgical, Obstetrics, Pediatrics, Geriatrics and Mental Wellness.

Faculty Content Expert

The Board of Registered Nursing explains that ‘Content expert’ means an instructor who has the responsibility to review and monitor the program’s entire curricular content for the designated nursing area of Geriatrics, Medical-Surgical, Mental Health/Psychiatric, Obstetrics, or Pediatrics. 

Per the BRN, Regulation 1425(f) states that a content expert shall be an instructor with: 

 (1) A master's degree in the designated nursing area; OR 

 (2) A master's degree that is not in the designated nursing area and shall: 

(a) Have completed thirty (30) hours of continuing education or two (2) semester units or three (3) quarter units of nursing education related to the designated nursing area; or have national certification in the designated nursing area from an accrediting organization, such as the American Nurses Credentialing Center (ANCC); And…

(b) Have a minimum of two hundred forty (240) hours of clinical experience within the previous three (3) years in the designated nursing area; or have a minimum of one (1) academic year of registered nurse level clinical teaching experience in the designated nursing area within the previous five (5) years •Director’s Handbook - See Section 8 - 5.0 Faculty Content Expert

Nursing Program Expectations

• The director or nursing will identify the content experts for each content area. 
• Content Experts will serve on the Quality and Curriculum Committee
• Identification of the content expert/experts will be placed on the Program of Nursing’s website.
• Content experts will lead a collaborative content review meeting at least once a year with faculty teaching in their specific content areas
  • Theory and Clinical Faculty will participate in these meetings to discuss current curriculum and review the need for changes pertaining to syllabi, textbook, teaching methodology, testing, remediation, etc.
• Content Expert will report out to the scheduled Quality and Curriculum committee for any recommendations to the course/courses
• All changes are approved within the quality and curriculum Meetings and reported out to the leadership committee
• Communication is then delivered to faculty and students as needed indicated

Policy

The following classes will have a lead faculty: 

• classes that have clinical sections, 
• nursing classes that have separate sections being taught by different instructors 
• This designation may change from semester to semester; however, the lead faculty will be notified 4 weeks in advance that they are the lead faculty.

Purpose

• To ensure that there is coordination of content and teaching between clinical and theory classes. 
• To ensure uniformity in content being delivered in nursing classes
• To ensure one person is responsible for all activities performed within theory and matching clinical rotations
• To ensure one person is responsible for reviewing/improving curriculum for the course before the semester, during and after the semester.

Scope

• All Teachers assigned to be lead faculty must have appropriate training and expertise to be assigned this role.
  • Completed competency evaluation tool 
• Each course requiring BRN “content Expert” approved will have one designated content expert listed who is responsible for overseeing the curriculum feedback provided by the lead faculty at the end of the semester

Procedure

Before Course Starts

1. Review all syllabus and course schedule and update as appropriate 4 weeks prior to the course.
   1. Ensure current syllabus format is being used
   2. Ensure there is a signature assignment within the course and that it is identified
   3. If the course has a designated “content expert” this person must be contacted with any recommended changes or clarifications needed
2. Ensure all material is posted on Canvas 3 weeks before course starts
3. Ensure all assignments are posted in appropriate spot on the Learning Management System, with due date
4. Ensure all power points and other student material is posted prior to the class it will be utilized
5. Ensure that ATI/APEA is embedded within both class and home activities
6. If another instructor is teaching/co-teaching complete orientation to all above items prior to the course beginning.
7. Ensure all instructors teaching theory or clinical understand the expectation and importance of using ATI/APEA

During Course

1. Monitor that all class material is being posted ahead of time

2. Ensure faculty are reviewing ATI/APEA assignments prior to the students assigned dates

• ALL ATI/APEA assessments or other items we are providing points for must have an area under assignments for the item to be uploaded.
• All assignments need due dates

3. Review tests prior to administration, ensure they are being given on ATI platform 

4. Complete test analysis post exam. 

• if another instructor is teaching you should do this with the instructor teaching the course
• If you are co-teaching you should complete this together

5. Verify that papers are being corrected on the learning management system

Co-Instructors

At times, two instructors will be designated to co-teach a class. This is done to facilitate the learning process of the student and provide more support during lecture hours.

1. One instructor will be designated as the lead instructor.
2. Co-teachers are expected to teach together not independently
3. The work should be divided fairly between the two co-instructors. This includes lecture time and grading papers.
4. 80% of the time both instructors should be present during class (together)

Clinical Faculty

1. Meet with faculty for orientation to the expectations of the course, assignments, Canvas, resources, questions, etc.
2. Ensure clinical faculty are prepared for the start of clinical. Including understanding of the schedule and hours required.
3. Ensure they have read and understand the student’s responsibilities and absence policy- 
4. Clinical faculty need to report to lead instructor
   • Student Absence.
   • The student must complete a makeup assignment equivalent to the missed hours
   • For the Undergraduate program Only 3 clinicals can be missed for entire program
     1. If a clinical day must be canceled due to the facility/instructor, the lead instructor and Simulation and Academic Director needs to know, so rescheduling of clinical hours can be done if indicated.
   • If a clinical instructor knows they have a conflict they need to inform the lead instructor immediately so we can attempt to replace them
5. Ensure faculty understand all clinical days missed by students or canceled by faculty/hospital must be reported to the chair.
6. Ensure weekly evals. midterm and final evaluations are completed, 
7. Ensure students complete Evaluation of faculty, Preceptors and clinical sites
8. Ensure all faculty complete their self/course evaluation and that it is submitted to the Academic Director
9. Ensure all grades are entered into on time

Post-Class Lead Faculty

1. Review course along with feedback and analyze if changes need to be made.
2. Create and present summary report of evaluation of the curriculum for the course at the curriculum meeting once a year
   1. This includes recommended changes and if the course has no changes needed.
3. Review signature assignments and evaluate if the objectives listed for the assignment are being met and report out to curriculum committee
4. Make any changes needed for the course and submit them to the Director of Nursing  after they have been approved by the curriculum committee.
5. Review all student and faculty feedback

Purpose
To ensure clarity, accountability, and compliance with SECTION 1424(i) regarding the involvement of non-faculty individuals in the instruction and supervision of nursing students during clinical experiences. This policy outlines the process for documenting their responsibilities and maintaining records within the nursing program.

Policy Statement
non-faculty individuals who participate in the instruction and supervision of nursing students during clinical experiences must have their roles, responsibilities, and scope of supervision described in writing. This documentation will be reviewed, approved, and maintained on file by the nursing program.

Definitions

• Non-Faculty Individual: Any professional who is not employed as a nursing faculty member but participates in clinical instruction or supervision of students, including but not limited to clinical preceptors, adjunct clinical instructors, or healthcare staff.
• Clinical Experience: Any educational experience occurring in a healthcare setting, designed to provide students with practical, hands-on nursing practice.

Procedure

1. Identification and Selection
   • Non-faculty individuals participating in clinical instruction must be identified and approved by the nursing program administration.
   • Qualifications must align with the clinical experience requirements and ensure alignment with program outcomes.
2. Written Documentation
   • A formal document will be created outlining the following:
     a. Title and Role: The individual's title and capacity in which they will contribute.
     b. Responsibilities: Specific instructional and supervisory duties assigned to the individual, including expected contributions to student evaluation and skill development.
     c. Limits of Supervision: Clearly defined boundaries of authority and areas requiring faculty oversight.
     d. Expectations: Requirements for adhering to program policies, ethical standards, and confidentiality guidelines.
   • The document must be signed by:
     a. The non-faculty individual.
     b. The nursing program director or designated representative.
3. Record Maintenance
   • The signed documentation will be stored in a secure file by the nursing program for the duration of the individual’s involvement and at least five years thereafter.
4. Orientation and Training
   • The nursing program will provide orientation to non-faculty individuals, covering:
     a. The program’s educational objectives.
     b. The clinical evaluation process.
     c. Legal, ethical, and safety requirements.
5. Monitoring and Evaluation
   • Faculty members will periodically observe and assess the non-faculty individual’s adherence to the outlined responsibilities.
   • Any concerns or changes in responsibilities must be documented and updated in writing.
6. Compliance and Review
   • This policy will be reviewed annually to ensure compliance with regulatory requirements and alignment with program goals.

Non-Compliance
Failure to document or maintain written descriptions of responsibilities for non-faculty individuals participating in clinical supervision will result in corrective actions, including but not limited to:

• Immediate suspension of the individual’s participation.
• Review and amendment of internal policies and procedures.

Review Cycle:
Annually or as needed based on regulatory updates.

Purpose

The purpose of this policy is to define the roles and responsibilities of clinical faculty and preceptors in the Saint Mary’s College Nursing Program to ensure high-quality clinical education that aligns with program objectives and supports student success.

Scope

This policy applies to all clinical faculty, preceptors, and students participating in clinical courses within the Saint Mary’s College Nursing Program, including Community Health and Leadership courses. Clinical Faculty may only supervise students within the program assigned to them through a clinical rotation or preceptorship by SMC.

Role of Clinical Faculty

Clinical faculty are part-time or adjunct faculty responsible for working with students in clinical, skills, and simulation settings. Their primary roles include instruction, supervision, assessment, and facilitation of clinical learning experiences.

Responsibilities of Clinical Faculty:

1. Instruction and Supervision:
   • Teach and demonstrate nursing skills, clinical reasoning, and professional practice.
   • Supervise students in clinical settings, ensuring patient safety and professional standards.
   • Assist students in applying theoretical knowledge to practical clinical scenarios.
2. Student Assessment:
   • Evaluate student clinical performance, including skills competency and professional behaviors.
   • Provide timely feedback and recommendations to students for improvement or enhancement.
   • Validate findings and discuss student progress with other nursing faculty to ensure consistency in evaluations.
3. Collaboration and Coordination:
   • Coordinate with nursing faculty to align clinical experiences with course objectives.
   • Collaborate with clinical agencies to support student learning opportunities.
4. Presence and Accessibility:
   • Be physically present or immediately accessible to students during clinical assignments to provide guidance and address concerns.

Role of Preceptors

Preceptors play an essential role in the educational process by serving as mentors, role models, and facilitators of learning. They support students’ clinical learning experiences, especially in Community Health and Leadership courses, and guide them in applying their nursing knowledge to real-world settings.

Responsibilities of Preceptors

1. Mentorship and Role Modeling:
   • Demonstrate excellence in nursing practice and leadership.
   • Provide guidance, support, and advocacy to students, helping them achieve their learning goals and course objectives.
2. Facilitating Learning Experiences:
   • Review course objectives and student goals to align clinical assignments with educational outcomes.
   • Orient students to the clinical agency, including policies, procedures, and expectations.
   • Help students understand the roles and responsibilities of nurse managers/leaders and other healthcare professionals.
3. Performance Evaluation:
   • Provide ongoing feedback to students about their clinical performance.
   • Offer constructive suggestions for improvement and celebrate successes.
   • Complete a comprehensive evaluation of the student’s performance, including its impact on patients and the clinical setting.

Preceptor Qualifications

• Hold active licensure and experience as a clinician in the designated nursing area.
• Demonstrate a commitment to student learning and professional development.
• Possess strong communication and evaluative skills, providing actionable and positive feedback.
• Maintain a willingness to continue learning and adapt to students' unique approaches, provided safety and professional principles are upheld.

Collaboration Between Clinical Faculty and Preceptors

Clinical faculty and preceptors collaborate to provide a cohesive learning experience for students:

1. Clinical faculty support preceptors by offering guidance, answering questions, and providing feedback.
2. Preceptors share insights and evaluations with clinical faculty to ensure alignment with program objectives.
3. Both roles work together to ensure students meet competency standards and progress successfully through the program.
4. See preceptor documents for students, preceptors and faculty

Implementation

1. Orientation: Clinical faculty and preceptors will participate in an orientation process that includes a review of program goals, policies, course objectives, and evaluation methods.
2. Resources: Clinical faculty and preceptors will have access to the Faculty Handbook, Preceptor Handbook, course syllabi, and evaluation tools.
3. Ongoing Support: Faculty and preceptors will receive regular check-ins, professional development opportunities, and mentorship to maintain high standards of clinical education.

This policy ensures that clinical faculty and preceptors provide a structured, supportive, and professional learning environment for nursing students, fostering their growth into competent and compassionate nurses.

Faculty Clinical Competence and Remediation Policy

In accordance with Section 1425.1(d), all nursing faculty members at Saint Mary’s College must demonstrate clinical competence in the nursing area in which they teach. Faculty competence is verified through the Board of Registered Nursing (BRN) guidelines, including the document Faculty Remediation Guidelines (EDP-R-08)which outlines the standards and processes for attaining and documenting clinical competence.

Faculty Clinical Competence
To ensure clinical competence, faculty must:

1. Possess the knowledge, skills, and experience equivalent to those of a staff-level registered nurse in the assigned nursing area (e.g., Geriatrics, Medical-Surgical, Mental Health/Psychiatric, Obstetrics, or Pediatrics).
2. Meet the following criteria for recent clinical experience:
   • One (1) year of continuous, full-time or equivalent direct patient care experience as an RN in the assigned nursing area within the past five (5) years; or
   • One (1) academic year of RN-level clinical teaching experience or equivalent in the assigned nursing area that demonstrates clinical competency.
3. Provide evidence of relevant continuing education within the past five (5) years to support their assigned area of instruction.

Faculty Remediation Plan
If a faculty member is assigned to teach in a new content or clinical area for which they are not yet clinically competent, the following remediation process will apply:

1. Individualized Remediation Plan Development:
   • The Program Director, in consultation with the content expert and faculty member, will create a customized remediation plan with measurable theory and clinical objectives to validate competence in the new nursing area.
   • Activities to meet these objectives may include direct patient care practice, shadowing staff RNs, or completing targeted continuing education.
2. Implementation and Supervision:
   • The faculty member will work with the content expert or clinical agency representative to execute the remediation plan.
   • Regular progress reviews will ensure objectives are met.
3. Competency Verification:
   • Upon completion, the faculty member will submit written verification of competency from the content expert or clinical preceptor to the Program Director. This verification must confirm that the faculty member meets the competency level of a staff RN in the designated area.

Submission to the BRN:
To finalize remediation, the following documents will be submitted to the BRN:

1. The completed remediation plan,
2. A written letter of competency verification, and
3. A faculty appointment form for the specified nursing area.

This policy ensures that faculty maintain the clinical expertise necessary to uphold the quality of nursing education, comply with regulatory standards, and support the success of Saint Mary’s College Nursing Program students.

Student Teacher Ratio in Clinical Setting Policy

Policy

Student/teacher ratio in the clinical setting (excluding preceptorships) will be based on the following criteria:

1. Patient acuity within the clinical setting
   • Within an acute or subacute hospital setting
     • 1:8 
     • Faculty may have 1:10 students with a rotation model that only has 1:8 on the floor
   • Within community settings where there is specific faculty supervision on site
     • 1:10
   • Rounding clinical model 1:5 to 1:10
     • Level of the students will determine ratio
2. Objective of the learning experience
   • Based on learning objectives for the clinical experience plan for the day ratios may be adjusted
   • Students assigned to a clinical experience maybe rotated to reduce the ratio for learning opportunities
3. Level of students 
   • Level 1 students require more direct observation
   • Level 2 require intermittent observation
   • Based on the geography of the unit the students are assigned, the ratio maybe decreased to accommodate the learning needs of the student
   • Ratios maybe also decreased based on the learning objectives of the clinical rotation or for clinical days
   • Students may be rotated as needed to accommodate a decreased ratio
4. Geographic placement of students
   • Clinical rotations that have multiple units assigned may have an adjusted ratio based on Student level and clinical objectives. 
   • Students assigned to clinical rotations outside the Bay Area, will have a designated SMC nursing faculty who oversees the rotation and additional RN’s who are providing support
5. Teaching Methods
   • Traditional
     • Clinical rotation where the faculty directly oversees students who are assigned to registered nurses for experiences. 
     • Faculty ratios are determined by student level, course objectives, learning needs, and facility resources
   • Clinical Rounding Model (New)
     • The rounding model is where a faculty member takes students into patient care rooms to complete direct patient care based on the established objectives of the clinical partner. 
     • Students are taken in a 1:5 or 1:10 ratio based on their level planned activities and objectives
   • Preceptorships
     • Students are assigned to a Registered nurse who directly oversees the student’s performance
     • The faculty traditionally are not on site but have designated time with the RN overseeing the student.
     • Faculty members may be assigned 15-20 students
6. Requirements of the clinical partner:
   1. Procedure
      1. Clinical placements partners are approved by the Board of Registered Nursing
      2. Contracts are in place with each partner utilized
      3. Clinical Coordinator under the supervision of the Assistant Director manages the scheduling of clinical rotations and coordinates the faculty assigned to the rotation
      4. The number of students assigned to a clinical facility and a particular unit is completed in collaboration with the organization designated individuals

Purpose 
The purpose of this policy is to describe the Health and Safety requirements for all Nursing Programs and Clinical Faculty at St. Mary’s College (SMC).

All students admitted to SMC Nursing classes/programs will be required to be compliant with all Health and Safety Requirements set forth by the Nursing Program at least 2 weeks prior to the first day of any healthcare class with a clinical component or 4 weeks prior to admission into a healthcare program where state required clinical hours are part of the program. Non-compliance will result in possible removal from the class or program.

You will be required to upload several documents into an online screening program called Complio as part of this process. The documents must be scanned (No Pictures) and uploaded by the student. The cost of using this system will be paid for by the nursing student with the exclusion of the CNA program and faculty.

The Nursing Program will not accept any documents emailed, scanned, faxed, or submitted directly to the program or Professor. It is the student's responsibility to ensure that all Health and Safety Records are kept current during the program. You must be compliant to register for each semester. The student who does not comply with this policy will not be allowed to enroll or continue clinical hours and could be dropped from the class. The student cannot begin clinical studies until documents have been reviewed and approved by the Nursing Program.

The Health and Safety Requirements are as follows:

1. Physical Exam completed within the last year-renewed every 2 years if in a program.
2. American Heart Association’s Basic Life Support for Health Care (BLS) Professionals (back and front)-renewed every 2 years.
3. Hepatitis B-Titers within the last 8 years showing immunity- or declination; see Assistant Director or Clinical Coordinator for declination form.
4. MMR-Titers within the last 8 years showing immunity.
5. Varicella- Titers within the last 8 years showing immunity
6. Tdap-combined Tetanus, Diphtheria, and Pertussis vaccine. Tetanus Booster must be completed within the last 10 years. (Tetanus and Diphtheria only will not satisfy this requirement.)
7. Influenza –A current flu vaccine. Students or Clinical Faculty who decline flu vaccine must wear a mask when they are in clinicals - renewed annually -  or declination see Assistant Director or Clinical Coordinator for form (must always wear a mask within the hospital setting per regulations.)
8. Covid Vaccination-Upon request either by school or clinical site
9. TB Screening:
   1. Initial 2-Step TB skin test with documented negative results for both.
   2. TB screening annually thereafter. Documentation of negative results.
   3. TB test to be repeated if exposed to TB since last results.
   4. QuantiFERON -TB Gold blood test result is only acceptable as a substitute for TB skin testing if QuantiFERON results are within the last 3 months (FACULTY Only)
   5. If Positive TB results, a chest x-ray (within the last 5 years) required with a Chest x-ray report and a Healthcare Personnel (HCP) annual symptom TB screening form to be completed. 
10. Background Check – All Students and Clinical Faculty upon admission and prior to the first day of class. 
11. A urine drug screen (students and Faculty only). Please inform the director of nursing or CNA director prior to taking the drug test if you are taking prescribed medication. Please refer to Background policy.
12. Some clinical facilities have additional requirements, such as N95 mask fit testing, live-scan, or other requirements. Additional requirements will be addressed on a needed basis and could be at the student’s expense.  (Exception: fit testing will be a Nursing Program at SMC with no additional cost to the student.)
13. Medical Insurance-you must carry medical insurance while in the nursing program

Students must scan and upload the appropriate documents into the designated space for each requirement into Complio. Do not leave any requirements blank.

The Nursing Program reserves the right to amend this policy any time during the year. Students will be notified of any changes in a timely manner.

Student Name__________________ Email: __________________

Contact Numbers: (home)  ________________(cell)  _____________________

BLS Expiration Date________________________

Check the boxes below as the information applies to your health. Have you ever had problems, past or present, related to the following medical conditions? If so, state the year.

Please list below all operations (surgeries) performed on you. State the year.

  Year

  Year

  Year

Are you under a health provider’s care at this time for any ongoing health conditions?

Yes  No 

(If yes, please explain.)

Are you taking any drugs or medicines now? Yes  No (If yes, please list all drugs or medicines)

Please describe your present state of health:  Excellent  Good _  Fair Poor  

If less than good, please explain:

Declaration: I have clearly understood the above questions, and the answers given by me are true and correct to the best of my knowledge and belief. I consent to a complete medical examination by a healthcare provider; this examination will include and may not be limited to laboratory and x-ray testing.

I authorize the Nursing Program at St. Mary’s College to share information regarding my health data (including but not limited to immunization status, immunity titers, and/or testing for x-rays for tuberculosis) that is requested by clinical agencies in which I am a student nurse.

Student  __________________         Date_ 

Signature

Student _________________________ (print)

               First Middle           Last
 

Appendix P

Physical Examination Form

To be completed by Health Care Provider

Medical History:

Systems Review (within normal limits (wnl) /abnormal (abn)

Clinical Findings

Medications and/or Treatments

In my opinion this applicant does not have any health conditions that would create a risk to him/her, patients, or fellow students or employees. Therefore, this student is clear for clinical without any limitations

Provider Signature:  Date   

Provider Printed Name:  Title   

Address:  Phone ( )   

PLEASE PROVIDE OFFICIAL AGENCY AND/OR HEALTH CARE PROVIDER SIGNATURE STAMP.

Purpose 

The purpose of this policy is to describe the background check requirements for all Nursing Programs at St. Mary’s College (SMC).

Background checks are required to be completed for all SMC Nursing students. BSN students must have completed prior to beginning their first Nursing class and then annually. It is the student’s responsibility to ensure their background checks are completed and maintained during the program. The fee for the background check is paid by the student.

The Nursing Program will provide the designated agency information for background checks to be completed. The Nursing Program will not accept background checks from any other agencies. If students do not complete their background checks as indicated in this policy or by the date indicated by the Nursing Program, he or she may be dismissed from the program, and may not be allowed to proceed with clinical studies.

The results of the background checks will be available for the Nursing Program to review. If a student is not cleared, the record will be reviewed by the Director, ND of the School, or designee. If a student's background check is not cleared, he or she can still enroll in theory classes. However, the clinical agencies can refuse to allow the student to complete their clinical at their institution. Failure to comply with this policy will jeopardize the student's status in the program.

Saint Mary’s College (SMC) Nursing Program ensures a safe learning and working environment for the faculty, staff, and students. The Nursing Program’s goal is to protect staff and students from unnecessary exposure to latex and to control, with limits, exposure of latex and latex based products.

To assure a “latex safe environment,” SMC Nursing Program limits the use and direct exposure of latex-based products. In accordance with this policy, latex balloons, and latex based powered gloves are not allowed in any lab, class, or skills area. All gloves utilized are latex free. 

If a student reports having a latex allergy, they will be required to complete the latex screening tool with their medical provider. This tool provides assessment documentation and formal diagnosis with medications being utilized for treatment. 

Products produced with latex will be limited. If a product used does not have a latex alternative, the student should wear protective barriers to reduce exposure.

Items within the lab that may contain latex include but are not limited to PPE, tourniquets, Band-Aids, stethoscopes, wound drains, and blood pressure cuffs. 

Within the simulation room human simulators may contain latex parts and the student should wear gloves for all contact with the simulators

It is the personal responsibility of individuals with a latex allergy to inform their dean and director, so additional precautions can be taken as needed.

Those allergic to latex should wear a medical-alert bracelet and carry any medications always prescribed for treatment. These medications should be available, both in clinical and simulation settings. It is imperative any student with a latex allergy requiring possible Epinephrine must always wear a medical alert bracelet at clinical sites. If your allergy requires the use of Epinephrine pen it is also imperative the instructor in simulation/skills know where the Epi pen is located for potential emergencies.

The Nursing Program at St. Mary’s College requires that all potential nursing students who are applying to any of its nursing programs must submit to a drug screen as outlined in this policy and test negative before participating in any clinical activity associated with the Nursing Program at SMC. This testing is required by our clinical partners along with state regulations. Clinical sites have the right to turn down any student for clinical placement based on concerns about that student’s ability to deliver safe practice.

St. Mary’s College (SMC) Student Handbook has written specific policies that address the use of alcohol, drugs and the use of Cannabis.  Please review the college's policy on Alcohol, Drugs and Cannabis.

Practicing safe delivery of care in all patient/client populations is the reason for drug testing. 

It is the policy of SMC’s Nursing Program to fully comply with federal and state laws and regulations dealing with the usage and detection of drugs. This policy is subject to change at the sole discretion of the college and the Nursing Program and is meant to supplement the alcohol, drug and cannabis policies located in St. Mary’s College Student Handbook.

The Nursing Program’s policy is in force while nursing students are engaging in any nursing academic setting which includes classes, simulation, skills, clinical at hospitals, clinics, nursing homes, or other facilities on behalf of the College.

All nursing students will be required to submit to alcohol/drug screens and be expected to test negative for drugs at certain times in their nursing education: When this testing is ordered it will be completed within 120 minutes

• as requested by the Nursing Program for reasonable suspicion of use/under the influence;
• As requested from a clinical site; or
• After a major clinical event

*Unannounced drug testing may occur based on reasonable suspicion.

1. When a student is suspected being under the influence based on behavior or strong odor the student will be informed, they need to be tested immediately
2. If a clinical partner requests the testing due to their suspicion these results are reportable to the clinical site.
3. The student will be escorted to the testing location and not be allowed to drive
4. The Program Director of nursing and Assistant Program Directors will be notified
5. The student will consent for the testing
   1. If the student does not consent, they will be excused from clinical/class and must have arrangements for getting home that do not include driving
   2. The faculty will document the event and submit to the professional practice committee
   3. The student needs to be informed this may lead to expulsion of the nursing program
   4. Positive results for illegal substances must be reported to the Board of Registered Nursing

Students should not consume any alcohol or cannabis within 12 hours of simulation or clinical activities.

Students who are taking Prescription Medications:

1. Students need to notify the Director of Nursing and the Clinical Coordinator of any prescribed medications that are considered “mind altering” and interfere with operating a motor vehicle etc.
2. Students need to provide a note from the physician

While a student may be taking medications for a variety of medical conditions the consumption of these medications may not jeopardize patient safety. 

• If the student is tested for suspicion of being under the influence and only a prescribed medication result is returned this will be referred to the professional practice committee for decisions and next steps.

By participating in the drug screening process, the student is authorizing release of the drug test results in accordance with this policy. In addition, a Reasonable Suspicion Determination Report will be completed by the individual who observed the suspicious behavior.

If a student is injured while performing clinical duties, the student must report injuries immediately to the Clinical Instructor, to the emergency Clinic at the clinical facility or call 911.  Please check with the Clinical Instructor and the facility regarding specific student 

Injury Reporting Instructions 

In the event of a serious injury or illness requiring emergency medical attention and on Campus, 911 should be called immediately (x4282 from internal phone, 911 from cell phone). In addition, Campus Safety and Human Resources should be notified. 

Non-Emergency Procedures 

To report a work-related injury: 

• Notify your manager and contact Human Resources, x4457. 
• Complete mandatory California State form, DWC-1. Return DWC-1 form to Human Resources within 24 hours of injury or illness. 
• This form will provide the information needed to submit a claim to the worker’s compensation administrator
• SMC worker Comp Policy # is SATIS057790. The policy is handled by Service Insurance and California Injury claims are handled by LWP Claims Solutions.
• HR will submit a Report of Claim to LWP Claims and give you a claim number to use when you visit a clinic for treatment. 
• SMC’s Medical Provider Network (MPN) preferred provider is: 

Kaiser On-The-Job Occupational Health Center (Oakland)

3701 Broadway Ste 501 

Oakland, CA 94611 

(510) 752-1244 

Kaiser On-The-Job Occupational Health Center (Walnut Creek)

320 Lennon Ln, Bldg. 3

Walnut Creek, CA 94598

(925) 906.2060

Kaiser On-The-Job Occupational Health Center (Santa Clara)

10050 N Wolf Rd, Sw1

Cupertino, CA 95014

(408)236.6160

Kaiser On-The-Job Occupational Health Center (Redwood City)

1400 Veterans Blvd 1^st Floor

Redwood City, CA  

(650)299.4785

• Refer to form Notice to Employees – Injuries Caused by Work for information about worker’s compensation rights and benefits. This is for information only. 

Safety: Blood Borne Pathogen Exposure

1. Provide First AID 
2. Notify Charge nurse on Unit. 
3. Immediately contact Dean and appropriate director of the program (chair of NP program, GBSN assistant director, MSN coordinator) 

EVALUATION: 

1. Extent of exposure   
   1. Intact skin 
   2. Mucous membranes 
   3. Puncture with sharp object.  
2. Examine the wound. 
3. Determine if more First Aid or more extensive treatment is needed. 
4. Find out the results of current labs: Hep B, Hep C, HIV and dates of labs. 
5. Find the results of the source patient labs (just drawn if returned, the only lab results you will get immediately is the rapid HIV) 
6. Determine the risk of transmission. 
7. Determine if post-exposure prophylaxis (PEP) is indicated. 

TREATMENT      

1. First Aid as needed. 
2. Discuss the risks of transmission. 
3. Initiate PEP, if indicated. 
4. Discuss the follow-up necessary, if indicated.  
5. Determine student risk. 
   1. HEP B Series status 
6. Source patient labs need to be drawn ASAP. Hepatitis B, Hep C and Rapid HIV 
7. Hep B treatment if no immunity: 
   1. INITIAL VISIT* 
   2. HBIg dose 
   3. HB Vaccine dose #1 
8. HIV:  IF unable to obtain HIV status or patient is known HIV positive status, drugs for prevention need to be started within 3 hours. 
   1. If PEP INDICATED- no HIV status attainable, or HIV positive. 
   2. INITIAL VISIT: 
      1. MD and student determine if PEP will be started. 
      2. Baseline labs 
      3. Begin PEP starter kit if have not already. 
      4. Discuss PEP regimen.
      5. Prescribe the remaining PEP regimen. 
9. Hep C treatment: there is no prophylaxis for Hepatitis C exposure! 
   1. INITIAL VISIT: 
      1. Baseline lab 
      2. If source patient HCV RNA Quant is not detected, there is no need for continued surveillance.
      3. Will follow the student at intervals up to six months if source patient is positive for Hep C.  
10. Complete Nursing Program incident report (below) 
11. Students must complete Workers Comp forms through HR within 24 hours of incident 8.  Send student to ______________________ or Kaiser Oakland ER for treatment. 

RISK OF TRANSMISSION: 

1. Hepatitis B 
   1. 0% if immune 
2. Hepatitis C 
   1. 1-7% with an average of 1.8% via percutaneous injury (mostly HB needles) 
   2. <1% transmission from mucous membrane exposures 
3. HIV 
   1. 0.3% via percutaneous injury 
   2. 0.09% via mucous membrane exposure 
   3. <0.09% with non-intact skin exposure References 

Resources: 

• PEP Hotline: 1-888-448-4911 
• Hepatitis Info www.cdc.gov/hepatitis&nbsp;
• HIV Risk Assessment Stratification Protocol http://emupdates.com/wpcontent/uploads/2009/11/pg461.pdf&nbsp;
• HIV and pregnancy http://www.apregistry.com/Patients.aspx&nbsp;
• Drug Reactions http://www.hiv-druginteractions.org.&nbsp;
   

Instructor’s Responsibility:

1. For SERIOUS injuries/incidents in the classroom, skills lab, or clinical setting:
   • Send the student to the hospital ER or CALL 911.
   • Notify campus services if the injury/incident occurs in a clinical or healthcare agency and the student is treated in the Hospital ER (see #3).
2. For MINOR injuries/incidents in the classroom, skills lab, or clinical setting:
   • Offer the student treatment and, if desired, refer them to the Kaiser on the Job Occupational Health Center at one of the locations.
   • If on campus, send minor injuries to the student health center if during normal business hours.
3. For ALL injuries/incidents:
   • Immediately notify the Director of Nursing: 408-409-0215 and/or Director of Simulation: 510-703-3858. Leave a message if after hours and if both numbers go to voicemail.
   • If a student received medical treatment for any injury or incident that occurred in a classroom, skills lab, or clinical setting, the student is required to go to the Saint Mary’s Human Resources Office to complete a required Workers’ Compensation claim form. These forms MUST be completed and submitted to the Human Resources Office within 24 hours of the incident or on the College’s next regularly scheduled workday.
   • Complete Part 1, Instructor Statement, of the incident report. Give Part 2, Student Statement, to the student to complete and return to you, even if treatment is declined.
   • Submit Parts 1 and 2 to the Saint Mary’s College Simulation Center (Fax: number TBA). The office will also notify Human Resources.
4. Students may read their Workers Compensation Rights:
    Workers Compensation Rights

Purpose

To ensure that students are provided with information regarding the purpose of simulation and are prepared to participate in the activities in a safe and professional manner.

Policy

1. At the beginning of each new cohort Team Steps training will be provided and incorporated into simulation/skills/ theory activities during the first semester to assist with students’ performance in communication
2. At the beginning of each new cohort students will receive a general orientation that includes
   1. Tour of physical space
   2. Hours spaces are available for utilization
   3. Contact information for the director of simulation
   4. Use of space and equipment
   5. Review of all pertinent policies and procedures related to clinical and simulation
   6. Sign the Simulation confidentiality agreement 
3. Prior to each simulation event, staff/faculty will provide students with a pre-brief which will include
   1. General objectives
      1. To provide a safe place to practice assessments, skills, communication while demonstrating professional role behaviors appropriate to their level of training
      2. To provide an opportunity for student growth through discussions and reflections during the pre-brief, simulation and formal debriefing.
   2. Staff/faculty will review the agreement of confidentiality, and this is to be a physical and psychological safe space
   3. Staff/faculty will review the professional role and expectations of behaviors throughout the experience
4. Prior to each simulation scenario an orientation will occur to the learning environment, manikin, capability and purpose of the equipment being used in the simulation room. Below is a basic guidelines and other items may also need to have orientation.
   1. Bed Operation
   2. Bedside cart & supplies
   3. Working Headwall
   4. Equipment & Monitors
   5. Task Trainers 
   6. Observers behind the one-way mirror
   7. Location of orders/Mar
   8. Medication dispensing Machine
5. The following resources will be included in simulation, debriefing and Skills sessions
   1. Resource book in the room
   2. TeamSTEPPS tools
   3. Patient Report and Patient Orders
   4. Student roles and responsibilities (review prior to event starting)
   5. Review time out process and time that will be allotted for group huddle as needed

Purpose

 This policy is to ensure that the nursing program faculty who are providing simulation educational content to nursing students have appropriate expertise relevant to simulation pedagogy.  

Policy

1. Faculty must be Board of Registered Nursing (BRN) approved for content area to provide support in the managing of simulation activities
2. Faculty must have completed the competency validation with the Director of Simulation or Designee that they are competent to provide care to a specific population
3. Faculty must have completed the orientation on Role Competency
4. Any BRN approved faculty may provide support for fundamental simulation activity if a Medical Surgical BRN is also in attendance for any specific questions or support that may be needed for medical surgical questions that are beyond the typical scope of a fundamentals class.
5. Faculty must have completed their Teams Step Training
6. All clinical and Simulation faculty must have reviewed the simulation training manual and completed the required facilitator training
   1. Training requirements are developed by the Simulation department and approved by the simulation committee and Quality and Curriculum committee
7. Simulation department staff or approved faculty that have validated competency will provide these training classes
8. Clinical/simulation instructors are required to review the simulation template and teaching materials provided to the students prior to the simulation day.
9. Clinical/simulation instructors will complete a competency check off where they are assessed during simulation while teaching or debriefing, a minimum of 3 times
10. Clinical/simulation instructors will be trained in the utilization of space, cleaning and care of the equipment.
11. Clinical/simulation instructors will be eva

Purpose

This policy is designed to provide instructions on how to plan and schedule a simulation or skills activity either on SMC Campus or off site at another partner site.

Policy

Every simulation event is planned with the director of simulation and staff within this department. Each clinical course has a simulation schedule which provides the simulation and skills activities that are planned for the semester

• Core Classes planned simulations already have completed all forms necessary for the planned events
• Content experts review and approve these scenarios once a year for modifications needed 
  • Simulation scenarios
  • Simulation Scripts
  • Simulation student materials
  • Debriefing Guidelines

All simulation events are completed using the Simulation Planning Form, Simulation Template and Simulation debriefing log

1. The simulation planning event scheduling forms are completed 8 weeks prior to the semester starting
   1. This form is used for scheduling when these will occur and location (on site or off site)
   2. Offsite locations need to be coordinated 8 weeks in advance to ensure dates and times are available

Purpose 

The purpose of this policy is to provide guidelines and processes for clinical rotations that utilize the preceptor model.  (This model is utilized for Community and Capstone only.)

Organization

Clinical Placement Coordinator/Designee will determine clinical sites that will be utilized for the courses of Community (NURS 321) and Leadership (NURS 404).

1. A contract will be in place prior to placement
2. The Clinical Placement Coordinator/Designee will make a site visit prior to the start of clinical
3. The Clinical Placement Coordinator will fill out Preceptor Site Agreement form and provide a copy to the preceptor/alternative preceptor, faculty assigned and student

Designated faculty

Is defined as the assigned clinical instructor for the course

1. The designated clinical faculty will manage communications between the organization, student and the clinical site, including the assigned preceptors
2. The faculty member must obtain feedback from the preceptor prior to the midterm and final evaluation.
3. The clinical instructor will conduct weekly post-conferences with students
4. Faculty designated to oversee a preceptor rotation will be compensated per the workload document at a rate of 0.33 per student.
5. The faculty member will be responsible for the collection of Bio Sketch forms from the assigned preceptors
6. The faculty member completes the midterm and final evaluation for the course
7. If the faculty member is notified by the preceptor or other clinical site personnel that there are any concerns or questions, they will contact the assigned academic director to transfer the knowledge and get further direction.

Preceptor

1. Assigned preceptors will be identified by the clinical site or unit manager
2. The preceptor must review and understand the Role of the Preceptor Policy
3. Complete Bio Sketch form and submit it to the designated faculty member
4. Must watch the preceptor training module
5. Review the preceptor handbook
6. The site preceptor will be responsible for completing a student evaluation feedback form
7. If the preceptor has any concerns or questions regarding the student or expectations, they should contact the faculty immediately and not wait for the midterm or final feedback process.
8. If for any reason the preceptor cannot be present for an assigned shift, the preceptor or the unit manager may re-assign another preceptor for the student.

Students 

1. Responsible for engaging in active communication with their assigned preceptor as part of their leadership and professional role.
2. Arriving on time to the clinical site
3. Respecting and abiding by the clinical site’s rules and regulations
4. Students are assigned to a preceptor and unit; they may not leave their department unless it’s a break/lunch or they are accompanying their preceptor
5. Will participate in post conferences as assigned by the assigned clinical instructor

Preceptor Documents/Information

1. Bio sketch form
2. Role of the Preceptor Policy
3. Preceptor Training module
4. Preceptor Handbook
5. Student mid/final evaluations (faculty Only)
6. Preceptor feedback evaluation form

Bio Sketch Preceptor Form 

Preceptors are a vital component of the student's experience in an educational program. At St. Mary’s Nursing Program, preceptors serve as role models, mentors, guidance counselors, facilitators of learning, and referral agents for the student. As role models, they demonstrate excellence in practice. As mentors, they advocate for the student's goals and objectives, provide wise and prudent advice, and as referral agents they focus and direct the student to helpful resources. Since each student's experience is different, the preceptors' roles vary, with some providing more referrals and others more mentoring. However, every preceptor is expected to do the following:

1. Read the preceptor Letter of Agreement to understand what is expected.
2. Review the specific course objectives of the clinical course in which the student is enrolled.
3. Review the student's resume to understand his/her background experiences. This will allow for assignments that build on the student's present skills and knowledge.
4. Orient the student to the agency, its procedures, and policies as they relate the student's goals and objectives.
5. Model for the student the role of the nurse leader while providing nursing service.
6. Periodically review the student's learning goals and objectives to determine how they can best be met within the chosen setting.
7. Assist the student in the selection of learning experiences that are consistent with his/her goals/objectives and the objectives of the course.
8. Facilitate the learning experience for the BSN student.
9. Help the student understand how the role of the nurse manager/leader differs and/or overlaps with the roles of other professionals in the setting.
10. Provide feedback to the student about his/her performance to correct and/or enhance performance.
11. Share with the student one's own expertise and wisdom gained through study and practice in the clinical area.
12. Make suggestions, as appropriate, to improve or sustain a quality performance that meets the course objectives.

Complete at least a one-page evaluation, including comments that describe the student's clinical performance and its effect on the patient and the facility.

Preceptor Qualifications

Preceptors must have certain qualifications to be effective in their roles. They must have experience as a clinician, understand the evaluative process, and be interested in helping students learn new skills, and have the time to devote to the experience as a preceptor. It takes patience, holding to standards, and a willingness to give feedback to the student that is helpful and likely to create a change in the student's behavior.

While experience is a necessary aspect of being a preceptor, the preceptor must always remember that there are times when it will be necessary to learn more about certain aspects of the student's experience to be the most helpful to the student. Even experts need to keep learning. Another important aspect of being a preceptor is to remember that students have their own way of doing things and that unless a principle of safety is violated the behavior of the student may look different than that of the preceptor. The essential and most important value of experience is that it helps the learner to know what is possible as they watch and learn from the experienced person. Sometimes all it takes to become competent and more like an expert is having some positive experiences with one.

Please review the Undergraduate Preceptor Policy (Appendix J)

ARTICLE I - Name of Organization

Section 1. The name of this organization shall be the

Saint Mary’s College Student Coordinating Committee (SCC)

ARTICLE II - Purpose and Function

Section 1. Purpose

A. To provide shared governance, professional accountability, and peer review by creating a foundational culture of strong nursing professionals contributing to nursing education to provide the highest quality of health care.

B. To provide programs representative of peer interests and concerns to nursing students.

C. To aid in the development of the whole person, including his/her professional role, his/her responsibility for the health care of people regardless of gender, color, religion, sexual orientation, national origin, ethnicity, age, marital status, disability, or economic status.

Section 2. Function

A. To have direct input, output, and feedback into processes and standards of nursing education and assist in guiding the education process.

B. To influence health care, nursing education, and practice through policy and legislative activities.

C. To promote, encourage, and engage participation in community affairs and activities relating to health care and societal issues.

D. To represent nursing students to the consumer, to institutions, and to other organizations.

E. To promote, encourage, and engage students' participation in interdisciplinary activities.

F. To promote and engage in recruitment efforts, participation in student activities, and educational opportunities regardless of a person's race, color, creed, national origin ethnicity, age, gender, marital status, lifestyle, disability or economic status.

G. To promote and engage in collaborative relationships with nursing students and health related organizations.

H. To foster a collaborative relationship between staff and faculty, providing ongoing educational forums, which openly discuss communication, strengths, weaknesses, opportunities and threats within Saint Mary’s College and the community.

I. To serve as spokesperson for this committee to other committees as appropriate.

ARTICLE III - Membership

Section 1. School Constituent

             A. SCC membership is composed of active students of the Saint Mary’s College nursing programs and the Director of Nursing, who will be the standing Chairperson of this committee.

 B. SCC shall be composed of a minimum of a 3-member student committee or at least one student representative from each of the Nursing Programs offered at Saint Mary’s College.

C. The ND chair will maintain oversight of the SCC.

Section 2. Categories of Constituent Membership

Active members of the SCC shall be:

1. Students currently enrolled in a Saint Mary’s College nursing program.
2. Students who applied for the position.
3. Students who have been appointed by the Chair of the Program for a term of one year.
4. The Chair may request administrative support to compile minutes, calendar meetings, and forums and provide input from the nursing operations perspective.

Section 3. Membership Responsibilities

1. Attend all SCC meetings
2. Serve as spokesperson for this committee to other committees as appropriate,
   1. including Student Forums.
3. Promote student involvement as evidenced by increased team activities, relationships, and Saint Mary’s College student participation in on and off-campus events
4. Promote quality measures, encourage participation in course evaluations, and garner appropriate feedback.
5. Present to other nursing committees all proposed resolutions or amendments to bylaws or policies proposed by this committee.
6. Keep informed as to all current and proposed resolutions at Saint Mary’s College and report information to this committee membership at regularly scheduled membership meetings.

ARTICLE IV - MEETINGS

Section 1. Membership Meetings

A. A plurality vote of members present at each shall set meeting dates

    For the previous meeting.

B. Meeting location and time will be decided on and approved by a plurality

     vote of members presents at each meeting.

C. The Chair shall have the authority to convene a special meeting at such time

    as is deemed necessary and shall notify the general membership of such

    meeting, location, and time.

Section 2. Absences from SCC meetings or duties

A. Members of the SCC who have missed more than two regularly scheduled

     meetings of any current term year without prior notification and who offer

     no valid reason for such absences may be removed from office.

B. A member may also be removed from office by a plurality vote of the

    members of the SCC if that member is deemed negligent in the functions of

    that office as stated in these bylaws.

Date adopted: 2024