2008-09 DECKER SCHOOL OF NURSING
SHARED (UG/GRAD) STUDENT HANDBOOK

Statement of Philosophy (Approved by DSON Council 4/22/96)

The philosophy of the Decker School of Nursing is based on existential- humanistic principles that emphasize the search for meaning, freedom of choice, personal responsibility, self-awareness, caring, and compassion for self and others. The essence of nursing is the nurse-client relationship; the essence of learning and growth for both teacher and learner is the faculty-student relationship.

The faculty are in accord with the stated mission of the University, which is "to learn, to search and to serve." In the Decker School of Nursing we choose to articulate our philosophy through the key concepts of human systems, environ­ment, health, nursing, and education. Using a systems model to organize these concepts, we see them operating in dynamic interconnection to form a whole. Specifically, the focus of nursing is on human systems which consist of the individual, family, and community existing interdependently with their environments. These systems experience ever-changing and complex states of health which require nursing care at various times along the life cycle. Nursing promotes self-actualization through health promotion, prevention of disease, restoration of health and support through a peaceful death. Nursing education prepares the learner for the beginning and advanced practice of professional nursing and in turn promotes self-actualization by supporting a process of life-long growth.

Human Systems

The faculty view every individual person, every family and every community as a unique and dynamic system. A human system has aspects which are physical, social, emotional, mental, and spiritual in nature, but the identity of a specific person or group is greater than the sum of these parts. The core issues in life for every person or group are the search for meaning and the process of actualization (actualizing higher levels of development). We view all human systems as ever-changing wholes, and the lifetime of each person, family or community as a purposeful journey through the wide dimensions of human experience.

We believe in the essential dignity and worth of every person, family and community. Human systems are ultimately responsible for their own growth, values, and search for fulfillment. We recognize that continuous growth and self-actualization takes place in relationship with other human systems, and that human life is characterized by interconnectedness and interdependence with all living systems. As individuals or as members of a group, people have the right to exercise freedom of choice in determining and attaining their goals as long as they do not interfere with the freedom and well-being of others. In keeping with humanistic philosophy, we believe it is in the best interest of all people to work towards a society where the necessary resources for growth, development, and actualization are available to all.

Environment

All human systems live within, effect changes in, and are affected by their external environments. The environment in which systems live include three different components: the biological, psychosocial, and physical. Human systems as host interact with their biological environment. Human systems interact and are dependent upon plant and other animal systems that supply food and additional resources. Important aspects of the biological environment include disease producing agents, the sources of the agent, and transmission to the human system.

The psychosocial environment can be viewed from both a macro and micro perspective. The macro perspective involves society interacting with human systems in relation to political and economic factors. These factors directly affect the health of human systems by influencing resource allocation, delivery of health care services, and the production of new knowledge through research. The micro perspective involves society interacting with human systems in relation to cultural beliefs and norms. Culture exerts a major influence on human systems, health care beliefs, health care practices, and receptivity to new information that may result in health seeking behavior. Ethnic diversity and cultural mores are valued and respected as essential components of human systems. The extent to which human systems interact with society at large directly affects their ability to achieve optimal health.

As human systems interact with their physical environment in a technological society, threats to the environment increase as air, water, and land pollution grow and the threat of nuclear accidents multiply. The protection of the physical environment assumes increased priority. In order to actualize health, a concerted effort to encourage health promoting activities within all three components of the environment must take place simultaneously with the elimination of identifiable stressors.

Health

Health is a complex phenomenon characterized by dynamic interaction between the internal and external environments of every human system. Human systems experience health and illness in unique and varying ways. Persons can be very near death and yet deeply in touch with a sense of peace and wholeness. One can be gravely ill and at the same time still actualizing one's humanity and connection with others.

We associate good health with an harmonious balance among all aspects of the human system, and with successful adaptation to the stressors of an ever-changing environment. Any human system functioning at a high level of health will also be maximizing that system's creative potential.

Family health is a reflection of the qualities of relationships within the family and surrounding community, and the capacity of the family to promote the growth of its members. Likewise, community health is manifest in the ability of the community to support its members' growth, and in the dynamic balance of the biological, psychosocial and physical environments.

Nursing

Nursing is an art and a science actuated by humanistic values. Nursing, as a science, is grounded in theoretical knowledge, scientific inquiry and research. Nursing, as an art, seeks to synthesize scientific, aesthetic and self-knowledge in providing direct care that promotes health and prevent illness. The purpose of nursing is to assist individuals, families and communities to achieve their own health goals and to find meaning in these experiences.

The health of human systems is nursing's greatest concern, and we address this by providing care that includes health promotion and illness prevention. We recognize that the health-seeking behaviors of human systems are greatly influenced by health values, beliefs and perceptions. Therefore, to provide comprehensive health care, nursing seeks to understand the interaction of the internal and external environments, and the health values, perceptions and beliefs which affect the well-being of human systems.

Nurses use their expertise in nursing process and multidisciplinary care management toward the provision of preventive, supportive or health restorative care. The nurse-client relationship is the essence of nursing. The nurse brings a knowledge of self and the ability to use this knowledge in a therapeutic manner to this relationship. Caring, trust, compassion and mutual respect are fundamental to establishing this relationship. Nursing has its own knowledge base and shares a knowledge base with other professions. Its unique contribution to practice involves the therapeutic application of self within the nurse-client relationship in a holistic manner that is consistent with nursing's value system. Caring involves a mutual commitment to growth and actualization that is based on collaboration with the human system and consideration of its culture, values, and needs.

The faculty believe that within professional nursing there are two levels of practice. The nurse generalist, prepared at the baccalaureate level, applies theory and research from the physical, behavioral, and nursing sciences to the practice of nursing to promote, maintain, and restore the health of clients with health problems; uses the nursing process in making sound clinical judgments about the care of individuals, families, groups and the community; becomes an intelligent consumer of research; participates collaboratively with other health care providers in managing comprehensive health services for a diverse and multicultural population; exercises beginning leadership and management skills in the coordination of human and material resources for client systems; demonstrates a value system consistent with professional nursing; and promotes the continuing development of nursing as a profession.

The nurse specialist prepared at the graduate level solves complex client care problems through a multiplicity of roles using theoretically driven strategies of advanced nursing practice. The master's prepared nurse participates in research. This nurse also assumes a leadership role in the planning, management, and improvement of health care and health policy. The nurse generalist and nurse specialist work collaboratively to advance the profession of nursing.

Education

The faculty view education as a process that prepares the individual person to deal with life and to search for meaning in existence. Education is a continuous lifelong process of becoming, aimed at the development of intellectual, aesthetic and professional interests that advance each learner towards personal and professional goals. The faculty believe that their responsibility is to teach nursing. Nursing education is accomplished through a dialogue with the learner whereby teacher and learner pose questions and explore choices of actions.

Education for nursing includes both general and professional components. At both the undergraduate and graduate level, the programs prepare the individual to think critically, solve problems and develop sound clinical judgment. The ability to think logically and clearly and to organize thoughts is valued. Equally important is the opportunity for the learner to develop attitudes of caring, compassion, and concern for safety, as well as to develop moral and ethical standards. The curricula also prepares the learner for professional competence commensurate with the expectations and characteristics of baccalaureate and/or master's education in nursing.

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The Decker School of Nursing is committed to scholarship and excellence in educational preparation for nurses at the undergraduate and graduate levels. The faculty is committed to instilling in students the awareness of the need and desire for lifelong learning.

The Decker School of Nursing at Binghamton University , consistent with its tradition as a public institution, recognizes the responsibility to educate nurses who can address the health care needs of a multicultural society. In order to carry out this responsibility, the Decker School of Nursing seeks to provide educational access and support to culturally and economically diverse students.

Building on a firm foundation in the liberal arts and basic sciences, the undergraduate curriculum prepares nurses for generalist practice in all health care settings. Graduates of the baccalaureate program should be recognized for their finely developed skills in critical thinking and clinical judgment. They are also recognized for giving compassionate care to the whole person in interaction with an ever-changing environment. Nurses prepared at the baccalaureate level must be able to provide and coordinate care across settings.

The graduate programs are guided by the need to prepare advanced practice nurses for the rural and medically underserved communities in selected clinical areas, which reflect regional health care needs. The Decker School of Nursing is committed to providing education for functional roles for both direct and indirect care within the selected clinical practice areas. The faculty recognizes the responsibility of advanced practice nurses to participate in educating the public and policy makers about nursing's role in health care, scope of practice, and the relationship between nursing and positive health outcomes for individuals, families, and communities.

Nurses educated at the baccalaureate and graduate levels should practice from a base of research, be astute consumers of research literature and actively participate in research to improve clinical practice. Research activity must be clinically relevant and contribute to the science of nursing.

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Using the BU Brain

It is strongly recommended that all students become familiar with the new student information and registration system
BU Brain . This page provides students with a one-stop shop for issues concerning Student Accounts, Financial Aid, Registrar's Office and Computer Services. This is where you will register, access your grades, your schedule and other pertinent information that will assist you in your college experience. It is necessary to have your ID card to access these services.

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Identification Cards

A University Identification Card (ID) is carried by and required for all students. New students traditionally obtain an ID card during new student "Beginnings" Orientation sessions held during the summer months. Each year ID cards are issued to returning students during the week before and the first week of classes. A photograph is taken by personnel in the Registrar's Office (SW 119) for returning students and at an assigned location for new students during Orientation. The I.D. Card is needed for course registration, library privileges, allows for reduced event fees held at the Anderson Center, and is necessary for use of/ access to many University facilities such as FitSpace in the East Gym. Access to any personal information (e.g., registration records, financial aid, grades, etc.) requires a University ID card.

Regular ID Card Office Hours:
Monday - Friday - 9:30 a.m.- 4:00 p.m. SW-119 (Registrar's Office)

Lost, stolen and mutilated ID cards can be replaced at the Registrar's office (SW 119). *There is a $5 replacement fee for lost, stolen or mutilated ID cards.* Your PAC (Personal Access Code) is found on the back of your ID card and consists of the last four digits of the library bar code (as pictured below). This code is needed for access to multiple on-line services.

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Expenses beyond tuition and University fees are variable depending on the specific courses in which the student is enrolled. The following is meant to serve as an estimate only and all costs are subject to change.

Transportation costs to clinical sites are the responsibility of the student. Cost will vary depending on distance.

Malpractice insurance - a one time per semester charge of approximately $35 per semester is assessed for any course in which the student encounters a client/patient in conjunction with course requirements. A current list of these courses is available from program offices. This fee is assessed regardless of outside malpractice insurance policies under which a student may have current coverage and is a required charge mandated by SUNY.

Health evaluation and immunization costs are the responsibility of the student.

Cardiopulmonary resuscitation certification is required annually. Fees for courses vary.

Textbooks required for nursing courses average between $500-$1000 per full-time semester.

Uniform and medical equipment costs are the responsibility of the student.

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Campus parking stickers are available for a fee through Campus Parking Services. All students must have the required decal and tags to park on campus. Unpaid parking fines can result in an inability to register for courses.

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All students have a mail folder located in AB 201. Students should check their mail folder at least once per week, but it is recommended that students check their e-mail accounts on a daily basis.

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Computers available to students in the Decker School of Nursing are equipped with Microsoft Office, therefore students need to become proficient with this application in order to use in-house facilities. Many instructors who teach courses in the Decker School use the Blackboard (on-line) course management system. Students will need to become familiar with navigation and use of this system as course announcements, assignments, grades and other details are posted for students enrolled and student participation in the class. Detailed information on the use of the Blackboard system is provided by course faculty using the system to manage a course.

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Change of Address

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Decker School of Nursing Office Information

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Human Subject Review Guidelines

All research involving human subjects must be reviewed and approved prior to initiating any research. Human Subject Review Forms can be obtained at http://humansubjects.binghamton.edu/. The level of the review (expedited review within the Decker School of Nursing, expedited review at the University level, or full review at the University level) depends on the type of research needed for your particular study. Below are the three project categories with the type of projects included in each category.

Project Category 1

A. This is an expedited review by the Decker School of Nursing Review Committee

B. Submit Human Subjects Review Form cover sheet and information requested in items 1-7 to the Center for Nursing Research Office

C. Types of projects:

1. Anonymous mail or telephone surveys (no subjects names are taken) on topics not considered controversial

2. Observation of public behavior (where no subject names are known), and where the researcher does not participate in the behavior

3. Secondary analysis of existing data

Project Category 2

A. This is an expedited review by the University Human Subjects Review Committee

B. Submit Human Subjects Review Form cover sheet and information requested in items 1-11 to the Center for Nursing Research Office

C. Types of projects:

1. Research on educational curriculum or teaching methods involving accepted educational practices

2. Research involving the use of educational tests if the information is recorded in such a manner that individual subjects can not be identified

3. Research on individual or group behavior of normal adults where there is no psychological or physiological intervention or any type of deception

4. Research using interviews or interactive surveys

Project Category 3

A. This is a full review by the University Human Subjects Review Committee. The committee meets once per month (usually the 3rd week) during the academic year, and Human Subjects Review Forms must be submitted at least 2 weeks prior to the meeting

B. Submit the Human Subjects Review Form cover sheet and information requested in items 1-17

C. Types of projects:

1. Research which might put subjects at risk

2. Research involving psychological or physiological intervention

3. Interactive research in schools which is not involved with the curriculum

4. Research involving deception

5. Interviews or surveys on sensitive topics

6.  Research on special populations (e.g., minors, prisoners, elderly and the mentally incompetent)

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The Decker School of Nursing adheres to the University Calendar. Students whose religious beliefs require celebration of holidays at times which differ from the official University calendar should make arrangements with individual instructors for missed classes.

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Policy Regarding Inclement Weather

In the event of inclement weather students are strongly advised to contact the appropriate faculty member or members prior to traveling to campus or clinical. Undergraduates should refer to the specifics as written in the Policy for Cancellations of Class and Laboratory found on-line in the UG Handbook.

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Policy and Procedure Guidelines for Occupational Postexposure Prophylaxis

07/01jmfc, Reviewed 06/03

Purpose: To provide a process for access to evaluation and treatment for any Decker School of Nursing (DSON) student sustaining an occupational exposure. Prompt evaluation and treatment of health care workers following occupational exposure enhances positive outcomes. Evaluation and treatment of the exposure should be made by a health care professional as soon as possible, ideally within one hour, and no later than thirty-six hours post-exposure.

Definitions:

“Health Care Worker” — any person (e.g. employee, student, contractor, attending clinician or volunteer) whose activities involve contact with patients or with blood or other body fluids from patients in a healthcare or laboratory setting.

“Exposure” — percutaneous injury (e.g. a needlestick or cut with a sharp object), contact of mucous membrane or nonintact skin (e.g. when the exposed skin is chapped, abraded, or afflicted with dermatitis), or contact with intact skin when the duration of contact is prolonged (e.g. several minutes or more) or involves an extensive area, with blood, tissue, or other body fluids.

“Body Fluids” — includes a) semen, vaginal secretions or other body fluids contaminated with visible blood that have been implicated in the transmission of HIV infection; and b) cerebrospinal, synovial, pleural, peritoneal, pericardial and amniotic fluids which have an undetermined risk for transmitting HIV.

Procedure:

1. All DSON students will receive the OSHA Bloodborne Pathogens Standard and NYSHD Infection Control Mandatory Training annually and demonstrate successful completion of a test on the required content prior to entry into the clinical setting. RN and graduate students who can provide documentation of having received such training from their work sites will be excused from the DSON training.

2. If a student sustains an exposure, the student shall immediately notify the supervising faculty member and the nurse or nursing supervisor in charge of the clinical practice setting.

3. Wash exposure site with soap and water.

4. The need for emergent wound care (e.g. laceration) should be determined with prompt follow-up if indicated.

5. The student (under the direction of the faculty member) and the nurse from the agency will complete the appropriate incident reports and/or risk assessment questionnaire. A copy of this/these report(s) will be forwarded to the DSON for inclusion in the student's personal health file.

6. Assessment of Exposure Risk- the student and the source patient should be evaluated to determine the need for postexposure prophylaxis. The exposure should be evaluated for potential to transmit HIV based on the type of body substance involved and the route and severity of exposure (See attached diagrams from MMWR, 05/15/98, pp. 14-15). Should there be a question on either the part of the student, faculty member or supervisor regarding need for further evaluation for possible treatment, the Employee Health Officer or Infection Control Department of the involved clinical agency should be consulted. The source patient should be evaluated as per agency policy and procedure.

7. Should the exposure be assessed to be high-risk, Employee Health or Infection Control at the clinical agency will be notified.

8. The appropriate agency staff will review the incident with the student, provide counseling specific to HIV and Hepatitis B and C testing, risk assessment and need for postexposure prophylaxis. A copy of these recommendations should be obtained for inclusion in the student's health file. The faculty member or appointed designee will act as a support and resource person for the student during this process.

9. If the student elects postexposure prophylaxis, it should be obtained as soon as possible (Employee Health at Our Lady of Lourdes Hospital; United Occupational Medicine at UHS). Documentation of the treatment plan should be forwarded to the DSON for inclusion in his/her health file. The student should also include a statement regarding plans for treatment compliance. The student is advised to seek counseling during the treatment period. Resources to be identified for the student as needed.

10. Any accrued costs in evaluation and treatment will be the responsibility of the student. If cost is prohibitive, the student is encouraged to discuss the issue with the Clinical Site Coordinator at the DSON.

11. If the student declines recommended treatment, he/she must state in writing that he/she is aware of possible negative consequences of the decision. A copy of this refusal will be included in the student's health file.

12. Documentation of health clearance by a health care provider is necessary before the student will be allowed to return to the clinical area.

13. If the exposure is assessed to be at low risk, the student should be informed that follow-up is not recommended at this time. If there is further concern on the student's part— referral to the local health department or a private health care provider will be made.

14. The content of this policy should be reviewed annually and evaluated for current standard of care.

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07/01jmfc
Reviewed 06/03

Purpose: Medical history and examination cannot reliably identify patients infected with HIV or blood-borne pathogens. Blood and body fluid precautions should be consistently used for all patient contacts when exposure to blood and body fluid is anticipated.

Definitions:

“Health Care Worker” — any person (e.g. employee, student, contractor, attending clinician or volunteer) whose activities involve contact with patients or with blood or other body fluids from patients in a healthcare or laboratory setting.

“Exposure” — percutaneous injury (e.g. a needle stick or cut with a sharp object), contact of mucous membrane or non-intact skin (e.g. when the exposed skin is chapped, abraded, or afflicted with dermatitis), or contact with intact skin when the duration of contact is prolonged (e.g. several minutes or more) or involves an extensive area, with blood, tissue, or other body fluids.

“Body Fluids” — includes a) semen, vaginal secretions or other body fluids contaminated with visible blood that have been implicated in the transmission of HIV infection; and b) cerebrospinal, synovial, pleural, peritoneal, pericardial and amniotic fluids which have an undetermined risk for transmitting HIV.

Procedure: The following precautions are taken from the MMWR, August 21, 1987, published by the Center for Disease Control.

1.  All health care workers should routinely use appropriate barrier precautions to prevent skin and mucous membrane exposure when contact with blood or other body fluids of any patient is anticipated. Gloves should be worn for touching blood and body fluids, mucous membranes, or non-intact skin of all patients, for handling items of surfaces soiled with blood or body fluids, and for performing venipuncture and other vascular access procedures. Gloves should be changed after contact with each patient. Masks and protective eye wear or face shields should be worn during procedures that are likely to generate droplets of blood or other body fluids to prevent exposure of mucous membranes of the mouth, nose, and eyes. Gowns or aprons should be worn during procedures that are likely to generate splashes of blood and or other body fluids.

2.  Hands and other skin surfaces should be washed immediately and thoroughly if contaminated with blood or other body fluids. Hands should be washed immediately after gloves are removed.

3.  All health care workers should take precautions to prevent injuries caused by needles, scalpels, other sharp instruments or devices during procedures; when cleaning used instruments; during disposal of used needles; and when handling sharp instruments after procedures. To prevent needle stick injuries, needles should not be recapped, purposely bent or broken by hand, removed from disposable syringes, or otherwise manipulated by hand. After they are used, disposable syringes and needles, scalpel blades, and other sharp items should be placed in puncture-resistant containers for disposal; the puncture-resistant containers should be located as close as practical to the use area. Large-bore reusable needles should be placed in puncture-resistant container for transport to the reprocessing area.

4.  Although saliva has not been implicated in HIV transmission, to minimize the potential risk associated with mouth-to-mouth resuscitation, mouthpieces, resuscitation bags, or other ventilation devices should be available for use in areas in which the need for resuscitation is predictable.

5.  Health care workers who have exudative lesions or weeping dermatitis should refrain from all direct patient care and from handling patient care equipment until the condition resolves.

6.  Pregnant health care workers are not known to be at greater risk of contracting HIV infection than health care workers who are not pregnant; however, if a health care worker develops HIV infection during pregnancy, the infant is at risk of infection resulting from perinatal transmission. Because of this risk, pregnant health care workers should be especially familiar with and strictly adhere to precautions to minimize the risk of HIV transmission.

7.  The content of this policy should be reviewed annually and evaluated for current standard of care.

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Policies for Student Clinical Practice

11/22/02 jmfc
Reviewed 6/03

Health/ Practice Requirements

All students participating in clinical laboratory experiences must meet standards regarding health status as outlined by the New York State Department of Health Code- Section 405.3 (2002). Inclusive in the code is a regulation that states that the health status of all persons involved in direct patient care must be assessed prior to the individual's assumption of patient care duties. The evaluation needs to be “of sufficient scope to ensure that no person shall assume his/her duties unless he/she is free from a health impairment which is of potential risk to the patient or which might interfere with the performance of his/her duties, including the habituation or addiction to depressants, stimulants, narcotics, alcohol or other drugs or substances which may alter the individual's behavior”. Student health status should be evaluated at least annually with reassessment as frequently as judged necessary. The information provided must be of sufficient quantity and quality to allow a decision to be made that supports quality patient care and safe practice.

Students participating in clinical courses in the nursing major are required to submit a completed Annual Student Health Evaluation form to the Clinical Site Coordinator of the Decker School of Nursing (DSON) and to fulfill the health/practice requirements as outlined below. These requirements must be completed prior to beginning clinical course work.

The DSON will not provide opportunities for clinical experiences for students who fail to meet the following requirements/ responsibilities.

A completed health history and physical examination documented on the DSON form and submitted to the Clinical Site Coordinator of the DSON and to University Health Services. University requirements are less stringent than those of the DSON; therefore, students cannot assume that meeting Binghamton University requirements is sufficient. University Health Services will accept the DSON documentation. Annual Student Health Evaluation forms are available from the Clinical Site Coordinator and on the DSON website at http://dson.binghamton.edu/cs/index.html.

An annual intradermal Mantoux Tuberculin test is required of all students in clinical practice. Students with a positive Mantoux Test will be required to have a chest x-ray and show satisfactory (to the University) evidence of follow-up health care.

DSON students must provide proof of immunity to specific communicable diseases as outlined on the Annual Student Health Evaluation form. In addition, the DSON requires the Hepatitis B immunization series and post- series titer. Hepatitis B infection is a major occupational hazard for health care workers because the procedures performed may involve contact with blood or blood-contaminated body fluids. According to the U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control, the risk of acquiring Hepatitis B infection is often highest during professional education programs and immunization should be completed during study in schools of nursing, medicine, dentistry and other health professions. If for personal reasons, a student elects not to receive Hepatitis B vaccine, a statement of declination needs to be signed by the student and on file in the DSON. Students are also required to obtain a positive Varicella (Chickenpox) Titer or the Varicella immunization series to demonstrate immunity to varicella. Students who do not have immunity to Varicella are at risk for contracting the disease and may be delayed/declined/denied community agency placement.

The health care agencies used by the DSON for clinical experiences require that students have annual certification in Cardiopulmonary Resuscitation. Students must assume responsibility for obtaining and maintaining annual CPR certification. The level of certification required is equivalent to that of “Professional Rescuer”. Students will be required to show evidence of CPR certification prior to the beginning of the nursing sequence and annually in order to participate in nursing courses with a clinical component. While the Decker School does not require evidence of CPR for freshman and sophomore nursing students, certification for these students is recommended.

Malpractice insurance is required by Binghamton University in the amount of $3Million/$3Million and it is required that all nursing students registered in clinical courses purchase this coverage through the University at a nominal charge. Students may elect to carry private insurance as additional coverage.

Graduate and RN students enrolled in clinical courses must have a copy of their valid license to practice nursing on file with the school.

Students must provide proof of current personal health insurance coverage.

All students will be required to sign a confidentiality statement to be kept on file at the DSON.

Students may be asked to comply with additional requirements of selected clinical agencies (i.e. drug testing; removal of artificial/acrylic nails; more frequent Mantoux testing) in order to participate in clinical experiences in those agencies. Any cost incurred in fulfilling additional requirements will be the student's responsibility. Clinical agencies may request copies of selected information from students' health records. Students will be required to sign a release so that this information may be forwarded to the agencies. Delay or failure to sign a release may lead to a delay/denial of clinical placement.

Students experiencing health problems or a change in their health status which may affect their ability to function safely in the clinical laboratory setting must submit an additional statement from their health care provider. This statement should address any limitation or restrictions resulting from the health problem. This information should be submitted directly to the Clinical Site Coordinator. This must be done prior to the laboratory experience or upon return if the student has been absent due to the health problem. Binghamton University (BU) also may require a student to undergo an appropriate medical evaluation at BU expense prior to readmission or resumption of clinical placement (classes).

Responsibilities of Patient Care

All students of the DSON are expected to provide care to patients to whom they are assigned. Assignments/ placements are to be based on the level of skill and knowledge of the student and the educational objectives of the learning experience. When a clinical instructor is not “on-site”, responsibility for the provision of patient care must be explicitly defined and mutually agreed upon by the clinical instructor and the clinical agency.

In some clinical courses, student preference of clinical site may be considered. Students will not be placed for an educational clinical experience at their work site. Such a situation often contributes to role confusion and the potential for a conflict of interest. In health organizations with multiple sites, a placement at a site other than the student's actual work site within the employing organization may be considered and will be done at the discretion of DSON faculty. The DSON reserves the right to make final clinical placements based upon student, course, preceptor, agency and DSON needs.

DSON faculty and students are expected to practice nursing in adherence to the ANA Code of Ethics (2001)-. Student behavior in the clinical area that is identified by faculty or a clinical agency as unprofessional may result in removal of the student from the clinical placement and further investigation of the student's fitness to practice. Only when the DSON determines that the student is fit to practice will the student be permitted to resume his/her duties and responsibilities in the clinical area.

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The following document has been developed to assist in the recruitment, admission, and progression of students in the Decker School of Nursing. This document includes a statement regarding Reasonable Accommodation for Students with Disability Related Needs and the Essential Skills required to meet program objectives.

Reasonable Accommodation for Students with Disability Related Needs

In compliance with the 1990 Americans with Disabilities Act, Reasonable Accommodation for Students with Disability Related Needs will be determined on an individual basis taking into consideration the Essential Skills which must be performed to meet program objectives. Decisions regarding Reasonable Accommodation will be directed toward maximizing the student's independence while maintaining personal and client dignity and safety. Note : Please contact course coordinators promptly with special needs.

Essential Skills

The following activities are representative of essential skills expected of students in the Decker School of Nursing beginning with the first semester. The student will be expected to:

1. Provide evidence of annual Cardiopulmonary Resuscitation certification at the Professional Rescuer level or equivalent.

2. Elicit health history from clients.

3. Position and transfer of clients appropriately.

4. Use correct body mechanics.

5. Use appropriate handwashing techniques.

6. Gown, glove, and mask appropriately.

7. Perform sterile technique.

8. Complete a bedbath, including oral care.

9. Make an occupied bed.

10. Perform range of motion for client. (e.g., perform passive exercises)

11. Assess pertinent body systems. (e.g., cardiovascular, respiratory, neurological, musculoskeletal)

12. Auscultate heart, bowel, and breath sounds.

13. Auscultate vital signs. (e.g., pulse, blood pressure)

14. Inspect. (e.g., skin)

15. Palpate. (e.g., pulses)

16. Percuss. (e.g., abdomen)

17. Perform procedures ordinarily requiring manual dexterity and precision. (e.g., insertion of urinary catheter, manipulation of ophthalmoscope and otoscope)

18. Demonstrate focused observational skills in the assessment of body language, territoriality, and speech patterns.

19. Interpret emotions and meanings from client's verbal and nonverbal behaviors accurately.

20. Communicate empathy through the appropriate listening skills.

21. Give and receive relevant verbal and nonverbal feedback.

22. Demonstrate the interpersonal and analytical skills necessary to participate actively in all phases of group development.

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DSON Grievance Procedure [Approved with revisions by DSON April 24, 2006]

DSON - Grievance Procedure
Accepted by Faculty Council March 2006 with corrections made April 2006

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Professional Ethics and Academic Honesty Policy for Undergraduate and Graduate Students

Students are responsible for maintaining the integrity of and hold individual responsibility for their course assignments. Failure to do so is a violation of the Academic Honesty Policies of both the University and the Decker School of Nursing. See http://bulletin.binghamton.edu/program.asp?program_id=291 for the University's policies on Academic Integrity and the Student Academic Honesty Code. This link will also allow students to review violation category definitions per the University's Academic Honesty policies. See DSON Academic Honesty Policy for department specific procedures re: Academic Honesty.

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Policies and Procedures for Student Incident Reports
[Approved by Council for implementation 1/29/90]

I. Policy for Reporting of Incidents

All incidents involving a student, specifically a student and patient occurring at a clinical site during an affiliation, must be reported to the instructor of record for that experience. An incident is defined as any unusual occurrence, with or without injury, which interferes with the functioning of the system or the patient, e.g. patient fall, incorrect procedure, medication administration error/occurrence, exposure to blood and/or body fluids, delay in treatment. 1

Incidents that threaten the safety of the patients, students, or staff in an agency are reportable to the New York State Department of Health within twenty-four hours of occurrence. This reporting is the responsibility of the agency in most situations. Each agency will have a policy for such reporting that defines reportable and non-reportable incidents.

Incidents involving students will be investigated by the instructor of record for the affiliation and the results of the investigation as well as any actions taken will be documented.

II. Procedure for Reporting Incidents

1. Report the incident promptly to the instructor. If the instructor is not immediately available to the student or there is any evidence of immediate danger for the patient or others, report the incident immediately to the appropriate charge nurse or other supervisor of the unit, agency, or system where the incident occurred. Proceed to notify the instructor subsequent to the above action.

2. The student together with the instructor will complete an Incident Report (agency form) as soon as possible following the incident. Both the student and instructor will sign the form and forward to the supervisor within the system. Incidents involving patients where there is real or potential injury or untoward effects must be communicated to the attending physician. The decision as to who will communicate with the physician is usually jointly determined by the supervisor in the agency and the instructor. Most often, it is the student with the guidance and support of the instructor.

3. Incidents that require additional investigation by the agency must be reported immediately to the instructor of record who in turn reports the incident to the appropriate program coordinator. Should the student be questioned about the incident by the agency staff or any other party after the initial reporting process, the student should decline to respond until the instructor is present.

4. In most situations, agency incident reports cannot be photocopied; therefore, the student and instructor will need to write a narrative description of the incident. The description should be sufficiently detailed so as to clearly describe what occurred. A copy of this report should be forwarded directly to the appropriate program coordinator. The report is a confidential document and will be kept in a locked file. It will not become a part of the student's permanent file. (Medication errors may be documented on the Decker School of Nursing form--see attachment.)

5. In situations where the agency does not view the situation as a reportable incident but faculty/student believe it to be an unusual occurrence, a narrative report must be completed and forwarded as described under #4.

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Advisement for Assistance in Program Planning

Undergraduates:

The Director of Student Services and Senior Academic Advisor serve as faculty advisors for freshmen and sophomore nursing students. Decker School faculty members advise students once they are ready to enter the upper-division nursing major courses. The faculty advisor is most qualified to answer questions pertaining to the nursing curriculum to insure that requirements are being fulfilled and to provide information on graduate study. The faculty advisor is the best resource person for the student. Each faculty member has office hours and an appointment may be arranged by telephone to see one's advisor. Students are urged to consult their faculty advisor on a regular basis as they progress through the nursing curriculum.

The Director of Student Services and the Senior Academic Advisor serve as a resource for information on transferring credit, for monitoring students' academic progress and for clarifying rules, regulations, and academic policies. Students will receive a Degree Audit Reporting System (DARS) report before Advance Registration each semester. This report lists requirements that have been fulfilled as well as those that must be completed for the Bachelor of Science degree with the major in nursing. Students are responsible for making sure that they are following a program of study that leads to the completion of degree requirements.

Undergraduate and Graduate students:

The student should be familiar with the University Bulletin and the Decker School of Nursing Handbook (Undergraduate Handbook ; Graduate Handbook ) and should seek advisement early and as often as possible. Faculty advisors make notations on Advisement Record forms regarding advisement sessions and the proposed program plan to complete remaining requirements. These advisement forms are kept in the student folder. This documentation serves as a record of the student's progress throughout the curriculum for the student, faculty, advisor, and the Program Offices and is used to monitor student completion of program requirements. The student is urged to request a copy of advising notations and proposed program plan developed by the student and faculty advisor.

If a student wishes to have her or his situation considered an exception in terms of academic policy, the student must obtain formal approval for the exception to the usual policy. As an undergraduate student, exceptions to policy are petitioned via the Decker School 's Educational Policies Committee: See, Petitioning for Exceptions to Policies and Requirements. As a graduate student, petitions may be submitted via a letter written to the Graduate School Programs Committee. Graduate students should see the Decker School's Graduate Program Director for further information regarding the process of petitioning for exceptions to policy.

Graduate Students:

Each matriculated graduate student is assigned a faculty advisor. Non-matriculated students are encouraged to seek program planning and academic advisement from the Director of Graduate Programs.

In consultation with a faculty advisor, an appropriate program of study is planned for each student. It is important for the student to complete prerequisites for courses as specified, and to be aware that certain courses must be taken in sequence or concurrently. Ongoing communication with the Director of Graduate Programs or faculty advisor is encouraged.

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Library

In order to use the library facilities at Binghamton University , a valid University ID card is required. Each library (Science, Main , Fine Arts) has a procedure for validating the ID for use in that particular library.

The Decker School of Nursing collection is held in the Science Library. Support and management of the collection is the responsibility of the nursing or health science bibliographer. Materials pertinent to some courses are also housed in the Bartle Library. Students are encouraged to participate in a university library orientation scheduled early in the semester.

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Computing Services

Computing services are available at several sites throughout the campus.

1. Students may access computers from public computer pods across campus, but nursing-related software and programming is only available on the Decker School computers housed in the Decker School computer pod on the second floor.

2. The Computing Services Center provides access to mainframe, mini/micro, and consultation services.

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Student Associations

Sigma Theta Tau International

Zeta Iota Chapter of Sigma Theta Tau International, the international honor society of nursing, recognizes superior academic achievement, academic integrity, professional leadership potential, and/or marked achievement in the field of nursing. The purposes of the Chapter are to:

1. Recognize superior achievement

2. Recognize the development of leadership qualities

3. Foster high professional standards

4. Encourage creative work

5. Strengthen commitment to the ideals and purposes of the profession

Eligibility for membership in the Zeta Iota Chapter is by invitation. Students who have completed at least one-half of the courses in the nursing major and have a grade point average of 3.0 and rank in the highest 35 percent of the senior class qualify for invitation to membership. Inductions are held during the academic year. An invitation to become a member of the nursing honor society is a distinct honor and privilege.

The Binghamton Nursing Honor Society was founded on April 26, 1980. It became a Chapter of Sigma Theta Tau International on April 24, 1982.

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Mary E. Mahoney Nursing Support Group

The Mary E. Mahoney Nursing Support Group is chartered by the Student Association and provides support through activities designed to promote success in the Decker School of Nursing. Named after the first formally educated African-American nurse, Mary Elizabeth Mahoney, the group assists members in developing positive self-esteem and provides a forum in which to discuss issues related to professional growth and development.

Peer study groups and individual tutorials assist in promoting academic success. The group provides health promotion and illness prevention programs on campus, such as blood pressure screening and distribution of health-related literature. Members participate in activities with other student groups such as the Nursing Student Association, the Black Student Union, the Caribbean Student Union, and the Latin American Student Union. Members also participate in the New York State Nursing Students Association and the National Student Nurses Association. The group promotes ethnic diversity in nursing and strives to facilitate the personal and professional growth of its members.

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Nursing Student Association

All students in the Decker School are members of the Nursing Student Association (NSA). This organization promotes professional development of nursing students by providing educational seminars and encouraging participation in local, state, and national conventions. It also plans social activities as well as health-related community services throughout the year. Student representatives are selected to serve on Decker School committees.

Elections for the NSA are held each year in the month of April. Officers and class representatives are inducted following the election. The NSA holds regular meetings during the academic year. Information on the Nursing Student Association is available in the Student Services Office.

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Graduate students have opportunities to participate in the governance of their student life through membership in the Graduate Student Organization, and through service on the School of Nursing Standing Committees .

The Graduate Nursing Student Organization coordinates program wide activities and is responsible for the administration of its budgeted allotment from the University Graduate Organization. The money received funds outside speakers, conferences, and educational materials for graduate student enhancement.

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Decker's School of Nursing committees are comprised of students, faculty, and administrators. The following describes the purpose, responsibility, and membership of the Decker School of Nursing Faculty Council and its seven standing committees. Students are encouraged to consider membership on Decker School committees.

I. DSON Faculty Council: Faculty Council is the major deliberative and legislative body of the DSON.

Faculty Council has seven standing committees with additional ad hoc committees established by the Council during the academic year for the purposes defined in the resolutions creating them.

II. Standing and Ad Hoc Committees:

1. Committee on Committees :

Functions:

a. Prepare secret ballots and conduct elections where appropriate for membership on Faculty Council standing committees

b. Prepare secret ballots and conduct elections for the chair of Faculty Council

c. Make appointments to fill vacancies as they arise on standing committees

Faculty Membership : 3 Faculty including at least 1 tenured faculty

Student Membership : 1 Undergraduate Student and 1 Graduate Student

Meetings : Every other month (3 times each semester).

2. Undergraduate Curriculum Committee :

Functions :

a. To review the philosophy, objectives, purposes, curriculum, and organization of the undergraduate program and recommend revisions to the DSON Faculty Council.

b. To review curriculum requirements from entry to graduation.

c. To approve proposals for new courses and make recommendations to the DSON Faculty Council.

d. To evaluate program, program outcomes, including NCLEX results and make recommendations as appropriate.

1. Voting Members:

a) 4 Faculty, at least 1 of whom is tenured.

b) The associate dean/director of Undergraduate Programs

c) Project directors of active undergraduate level training grants

d) 2 Undergraduate students

2) Nonvoting Members:

Pertinent program coordinators, liaisons, and directors are expected to attend.

Meetings : Monthly.

3. Undergraduate Educational Policies Committee:

Functions:

a. Develop and recommend to DSON Faculty Council new educational policies and standards.

b. Evaluates existing educational policies and standards and, where necessary, recommend changes to Faculty Council. (Including but not limited to policies for admission, retention, progression, graduation, honors, awards, grievances, and academic dishonesty.)

c. Approve action regarding individual student academic status.

d. Decides outcomes of student petitions for exceptions to educational policy. Appeals would be made to the Dean.

e. Evaluates decisions granting academic credit for prior learning and revises as appropriate.

Membership :

1) Voting Members

a) 4 faculty—including at least 1 tenured faculty

b) 2 undergraduate students

2) Non-voting members :

Pertinent program coordinators, liaisons, and directors are expected to attend.

Meetings : Monthly.

4. Student/Faculty Affairs Committee:

Functions :

a. Facilitate social functions

b. Recommend undergraduate award recipients for school, foundation, and university awards.

Membership :

1. Six (6) Faculty representing the undergraduate and the graduate programs

2. Four (4) Students – student membership to include representation from the undergraduate and graduate programs

Meetings : Monthly.

5. Master's Program Committee:

Functions :

a. Evaluate graduate programs (e.g. philosophy, objectives, curriculum, resources, faculty, students, and graduates), make recommendations to the Graduate Council and inform the Decker School of Nursing Faculty Council.

b. Establish, maintain, and review master's educational policies (e.g. admission, retention, promotion, graduation, and honors)

c. Act on admission, retention, promotion, and graduation of students.

d. Approve new master's courses, forward actions to the Graduate Council for approval, and inform the Decker School of Nursing Faculty Council.

e. Appoint ad-hoc committees as necessary

Membership :

1. Voting Members :

a. 4 faculty--including at least 2 tenured faculty members and the director of the Graduate Program

b. Project directors of active master's level training grants

c. 1 master's student

2. Non-voting Members :

Pertinent program coordinators, liaisons, and directors are expected attend.

6. Doctoral Program Committee:

Functions :

a. Evaluate doctoral programs (e.g., philosophy, objectives, curriculum, resources, faculty, students, and graduates), make recommendations to the Graduate Council, and inform the Decker School of Nursing Faculty Council.

b. Establish, maintain, and review doctoral program educational policies (e.g., admission, retention, promotion, graduation, and honors)

c. Act on admission, retention, promotion, and graduation of doctoral students.

d. Approve new doctoral courses, forward actions to the Graduate Council for approval, and inform the Decker School of Nursing Faculty Council.

e. Appoint ad-hoc committees as necessary.

Faculty Membership :

1) All faculty holding earned doctorates and the Director of Graduate Programs

2) Student Membership : 1 Doctoral Student

7. Undergraduate Admissions Committee:

Functions :

a. Review admission criteria and procedure for admission and forward recommendations to Faculty Council for action.

b. Work with the Undergraduate Admission's Office to admit selected freshmen, transfer, and intra-university transfer (IUT) students to Undergraduate Admissions office.

c. Make recommendations to readmit students in collaboration with the Undergraduate Educational Policies Committee.

Membership :

1) Voting Members : 5 Faculty—including at least 1 tenured faculty, the Associate Dean for Undergraduate Programs, and the Director of Student Services.

2) Non Voting Members : Pertinent program coordinators, liaisons, and directors are expected to attend.

Meetings : Monthly.

8. Recognition Committee ( ad hoc ):

Function : Plans and implements the Recognition Ceremony for all graduate and undergraduate students at the Decker School of Nursing.

Student Membership : Junior and senior students (undergraduate) and first- and second-year graduate students preferred.

Meetings : Fall semester, monthly; Spring semester, biweekly.

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Career Development Center for Undergraduates

The Career Development Center housed in Bartle Library is a useful and accessible resource for undergraduate nursing students. This office serves as the liaison between the student and future employers. Students are encouraged to set up a credentials file in the Career Development Center during the spring semester of their junior year. This office can provide the student with career materials and information on resume preparation. Health care agency recruiters interviewing on campus schedule their visits through this office.

Senior nursing students should use this service to:

1. Investigate employment opportunities both in clinical and community agencies, including summer externships between the junior and senior years.

2.  File references from Decker School faculty and others for use following graduation.

3.  Set up individual and group interviews with employing agencies and the Armed Services.

4. Investigate graduate school opportunities.

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Application for State Boards (for Undergraduates)

Upon graduation, students are eligible to take the NCLEX-RN examination for licensure in New York State or any other state. The Decker School will certify students as eligible to take the examination upon completion of the program. Students will need to obtain appropriate application materials from the state in which first licensure is sought and complete as directed. The Dean's signature, University Seal, and notary public witness to the applicant's signature are often required. Some of these states require an official transcript to be forwarded as part of the application. (See Policies and Requirements). Transcript Request Forms are available in the Student Services Office and the Registrar's Office.

Computer adaptive testing (CAT) for the NCLEX-RN examinations are administered on a continuous basis year-round. There are no filing deadlines and candidates are able to schedule their own examination date after meeting degree requirements and eligibility requirements in the state in which they plan to be licensed. During the final semester in the program, seniors are provided with information about the NCLEX-RN examination and the application for licensure process.

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Graduate Degree Certifications and Course Verifications

Any student who completes a nurse practitioner program will have all forms completed for initial certification (i.e., one state) free of charge. Any subsequent documentation for certification or hospital privileges that is requested (i.e., another state) will be assessed a $10.00 charge. A fee of $25 is assessed for complicated documentation for hospital privileges or certification.

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