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Linfield-Good Samaritan School of Nursing
Faculty Manual
2013-2014
Table of Contents
Chapter I: School of Nursing Governing Policies
School Of Nursing Faculty Assembly Governing Policies ................................................ 2
Linfield-Good Samaritan School Of Nursing Organizational Chart .................................. 9
Chapter II: Administrative Organization
Linfield College Administrative Organizational Chart..................................................... 19
Linfield College Faculty Organizational Chart................................................................. 20
Linfield College Portland Campus Administrative Organizational Chart ........................ 21
Linfield-Good Samaritan School Of Nursing Organizational Chart ................................ 22
Chapter III: Position Descriptions
Dean of Nursing ................................................................................................................ 24
Associate Dean of Nursing for Faculty and Program Development ................................. 27
Associate Dean of Nursing for Instructional Programs .................................................... 30
Clinical Facilities Administrator ....................................................................................... 32
Experiential Learning Center Director.............................................................................. 34
Simulation Program Director ............................................................................................ 36
Simulation Operations Manager ....................................................................................... 38
Senior Laboratory Coordinator ......................................................................................... 40
Experiential Learning Center Coordinator........................................................................ 42
Clinical Facilities and Project Coordinator to the School of Nursing .............................. 44
Administrative Assistant to the School of Nursing........................................................... 47
Full Time Tenure Track Faculty ....................................................................................... 49
Visiting Assistant Professor in Nursing ............................................................................ 54
Clinical Associate ............................................................................................................. 55
Adjunct Faculty (Nurse Educator Associate) ................................................................... 56
Nurse Educator Associate (Adjunct Faculty) Liaison ...................................................... 57
Course Lead In The RN-BSN Program ............................................................................ 59
Semester Coordinator........................................................................................................ 60
Integrated Experiential Learning Coordinator .................................................................. 62
Chapter IV: Nursing Department and College Committee/Council Membership
School Of Nursing Faculty Assembly Members .............................................................. 66
Linfield College Faculty Standing Committee Membership ............................................ 68
Membership of School of Nursing Standing Committees (2013-2014) ........................... 69
Membership Of Clinical Advisory Council ...................................................................... 70
Membership Of Diversity And Inclusion Advisory Council ............................................ 72
Membership Of The College Advisory Committee On Diversity .................................... 73
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Membership Of The College Facilities Planning Committee ........................................... 74
Membership Of The College Linfield Curriculum (General Education
Requirements) Working Groups ................................................................................. 75
Membership Of School Of Nursing Writing Task Force.................................................. 77
Linfield-Good Samaritan School Of Nursing Schedule Of Meetings 2013-2014 ............ 78
Chapter V: Curriculum
Overview Of The Linfield-Good Samaritan School Of Nursing Program ....................... 80
The Essentials Of Baccalaureate Education For Professional Nursing Practice .............. 81
Code Of Ethics For Nurses ............................................................................................... 83
Standards Of Practice ........................................................................................................ 84
Linfield College Mission Statement ................................................................................. 86
Linfield-Good Samaritan School Of Nursing Vision/Mission/Philosophy
Statement..................................................................................................................... 86
Linfield-Good Samaritan School Of Nursing Curricular Themes, Modes Of
Inquiry, And Curriculum Conceptual Organization ................................................... 88
Linfield-Good Samaritan School Of Nursing Theoretical Model For
Community-Based Nursing Education ....................................................................... 89
Linfield-Good Samaritan School Of Nursing Program Outcomes ................................... 91
Linfield-Good Samaritan School Of Nursing Level Outcomes And Course
Outcomes For Generic BSN Program And RN-BSN Program .................................. 92
Description Of Required Nursing Courses In The Generic BSN Program
And RN-BSN Program And Summary Of Theory And Clinical Hours ..................... 98
Praxis In The Curriculum................................................................................................ 102
Linfield-Good Samaritan School of Nursing Clinical Reasoning Model ....................... 102
Linfield-Good Samaritan School of Nursing Clinical Reasoning Model
Definition And Terms ............................................................................................... 104
Curriculum Glossary Of Terms ...................................................................................... 109
Chapter VI: Curriculum Plans
Curriculum Plans ............................................................................................................ 120
Curriculum Plan For Generic BSN Program Nursing Student
Entering Fall 2013..................................................................................................... 121
Curriculum Plan for Generic BSN Program Nursing Student
Entering Spring 2014 ................................................................................................ 124
Curriculum Plan For Accelerated Generic BSN Program Nursing Student
Entering Summer 2014 ............................................................................................. 127
Curriculum Plan For RN-BSN Program Registered Nurse Student
Entering Fall 2013..................................................................................................... 129
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Curriculum Plan For RN-BSN Program Registered Nurse Student
Entering Spring 2014 ................................................................................................ 131
Curriculum Plan For RN-BSN Program Registered Nurse Student
Entering Summer 2014 ............................................................................................. 133
Chapter VII: Evaluation
Overview Of Evaluation Plan ......................................................................................... 136
School Of Nursing Evaluation Plan ................................................................................ 137
Administration ................................................................................................................ 137
Faculty............................................................................................................................. 147
Students ........................................................................................................................... 166
Curriculum ...................................................................................................................... 175
Resources ........................................................................................................................ 182
Chapter VIII: School Of Nursing Development Plan
Linfield-Good Samaritan School of Nursing Development Plan (2013-2016) ............. 202
Chapter IX: Nursing Faculty Policies And Procedures
Faculty Documentation And Record Keeping ................................................................ 209
Application And Admission Procedure For Students Desiring To Transfer
From Other Nursing Programs.................................................................................. 210
Academic Integrity.......................................................................................................... 211
Procedure For Violation Of Academic Integrity ............................................................ 211
Academic Integrity Violation Appeal ............................................................................. 211
Course Failure ................................................................................................................. 212
Progression Appeal ......................................................................................................... 213
Academic Grievance Procedure ...................................................................................... 213
Statement On Student Behavior ...................................................................................... 213
Incivility In Nursing Education ...................................................................................... 214
Accommodating Students With Disabilities ................................................................... 216
Testing Accommodations For Students In Special Circumstances ................................ 217
Faculty Member/Student Ratio Policy ............................................................................ 217
High Fidelity Simulation Clinical Hours Policy ............................................................. 218
Policy For Preparation In Online Teaching .................................................................... 218
Linfield-Good Samaritan School Of Nursing Online Course Expectations ................... 219
Linfield-Good Samaritan School Of Nursing Best Practices For Educators
Teaching In Fully Online Courses ............................................................................ 220
Nursing Clinical Course Syllabus Format ...................................................................... 223
Nursing Theory Course Syllabus Format ....................................................................... 228
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Linfield Curriculum (LC) Assessment And Syllabi ....................................................... 233
Integrative Learning Assessment .................................................................................... 233
Format Of Assigned Papers (APA Publication Manual) ................................................ 233
Standardized Medication Administration Profile ........................................................... 233
Pain Management Content In Curriculum ...................................................................... 233
Grading Policy For All Required Nursing Courses In The Curriculum ......................... 234
Copyright Permission...................................................................................................... 235
Incomplete Grade In Nursing Courses ............................................................................ 235
Student Handbook And Manual/Student Policies And Procedures ................................ 236
Submitting Agenda Items For School Of Nursing Faculty Assembly Meetings ............ 236
Format For School Of Nursing Minutes ......................................................................... 237
Documentation Protocol For Quality Improvement Committee Summary
Reports In School Of Nursing Faculty Assembly Minutes ...................................... 237
Guidelines For Submitting Information For The Annual Report ................................... 237
Desk Copies Of Textbooks ............................................................................................. 238
Procedure For Requesting Media/Software Previews And/Or Purchases ...................... 238
Scheduling Classrooms And Conference Rooms ........................................................... 238
Communication Process For Experiential Learning Center Set-Ups ............................. 239
Procedure For Reserving The Experiential Learning Center Rooms, Equipment,
And Supplies ............................................................................................................. 239
Faculty Orientation To The Experiential Learning Center ............................................. 239
Linfield-Good Samaritan School Of Nursing Experiential Learning Center
Standards For The Learning Community ................................................................. 239
Clinical Nursing Skills Performance Evaluation Policy Statement ................................ 241
Clinical Agency Contact Person Model For Clinical Placement .................................... 242
Required Documents For Full-Time Nursing Faculty, Clinical Associates,
And Nurse Educator Associates (Adjunct Faculty) .................................................. 242
Accident Reporting Procedure On Campus While Engaging In College Activity
Or Clinical ................................................................................................................. 243
Workers Compensation Claim ........................................................................................ 245
Infection Prevention Policy............................................................................................. 245
Hand Hygiene Policy ...................................................................................................... 245
Automatic External Defibrillator (AED) ........................................................................ 247
EVOLVE (HESI) Standardized Exam Remediation Plan .............................................. 247
Preparation For The NCLEX-RN Licensure Examination ............................................. 247
Process For Student Inclusion In NCLEX-RN Preparation Plan.................................... 249
NCLEX-RN Examination Application Process .............................................................. 250
Nursing Student Application For CNA Certification ..................................................... 251
Inclement Weather Policy: Closure Or Late Opening ................................................... 251
Disaster Plan ................................................................................................................... 252
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WebAdvisor (Academic Alerts, Posting Grades, Class Offerings And
Rosters, Advising)..................................................................................................... 252
Academic Advisement .................................................................................................... 253
Honorarium For Presenting A Nursing Department Professional
Development Seminar ............................................................................................... 253
Policy On Honoraria For Nurse Educator Associates (Adjunct Faculty)
Grading Theory Essay Examinations........................................................................ 253
Policy On Compensating Faculty When Covering For Sickness, Death In
The Family, Or Other Extreme Situations ................................................................ 254
Reimbursement For Clinical Travel................................................................................ 254
Reimbursement For Orientation To Clinical Sites.......................................................... 254
Malpractice Insurance ..................................................................................................... 254
College Liability Insurance ............................................................................................. 255
Program Grant Application And Reporting Policy ......................................................... 255
Linfield College Portland Campus Guidelines For Posting............................................ 256
Food And Beverages In Labs .......................................................................................... 257
Animal Policy ................................................................................................................. 257
Classroom Configuration ................................................................................................ 258
Faculty, Administrator And Staff Parking Registration ................................................. 258
Chapter X: Faculty Workload
Linfield-Good Samaritan School Of Nursing Faculty Workload ................................... 261
Faculty Workload Calculations....................................................................................... 263
Workload Timeline And Procedure ................................................................................ 264
Workload Overload ......................................................................................................... 264
Twelve Month Contract For Nursing Faculty Members Policy ..................................... 264
Workload Document: Proposed Teaching Assignments ............................................... 265
Full-Time Faculty Academic/Experiential Background and Teaching
Responsibilities (2013-2014) .................................................................................... 266
Linfield-Good Samaritan School Of Nursing Request For Clinical Adjunct
Faculty (Nurse Educator Associate) Teaching Contract ........................................... 281
2013-2014 BSN Generic Program Nurse Educator Associate (Adjunct Faculty)
Salary Formulas ........................................................................................................ 282
2013-2014 RN-BSN Program Nurse Educator Associate (Adjunct Faculty)
Salary Formulas ........................................................................................................ 283
Chapter XI: Faculty Professional Development Sources
Faculty Professional Development Sources.................................................................... 285
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Online Teaching Support Policy For Full-Time Faculty Teaching In RN-BSN
Distance Education Program..................................................................................... 289
Doctoral Support Policy For Full-Time Tenured Faculty, Tenure-Track
Faculty And Visiting Assistant Professors ............................................................... 289
School Of Nursing Professional Development Awards Application And
Funding Process ........................................................................................................ 290
Trip Reports .................................................................................................................... 290
Coverage Of Teaching Responsibilities While Attending A Conference ...................... 290
Chapter XII: Appendices
Toward Inclusive Excellence: Guidelines For Faculty, Administrator,
And Staff Searches .................................................................................................... A-1
Guide To The Search Process For Nursing Faculty And Nursing Clinical
Associates ................................................................................................................. A-2
Linfield–Good Samaritan School Of Nursing Search Committee Candidate
Presentation Evaluation For Faculty Or Clinical Associate Position ....................... A-6
Linfield–Good Samaritan School Of Nursing Search Committee Rating Form:
Full-Time Faculty (Including Visiting Assistant Professor In Nursing) .................. A-7
Linfield–Good Samaritan School Of Nursing Search Committee Rating Form:
Clinical Associate ..................................................................................................... A-8
Guide To The Search Process For Nurse Educator Associate (Adjunct Faculty) .......... A-9
Linfield–Good Samaritan School Of Nursing Search Committee Rating Form:
Nurse Educator Associate (Classroom Adjunct Faculty) ....................................... A-13
Linfield–Good Samaritan School Of Nursing Search Committee Rating Form:
Nurse Educator Associate (Clinical Adjunct Faculty) ............................................ A-14
Linfield College: Student Appraisal Of Instruction ....................................................... B-1
Linfield College: Student Appraisal Of Clinical Instruction In Nursing ....................... B-3
Linfield-Good Samaritan School Of Nursing Guidelines For Professional
Development And Linfield College Guidelines For Promotion And Tenure ........... C-1
Faculty Self-Appraisal, Including Professional Plan ...................................................... C-6
Colleague Appraisal ........................................................................................................ C-8
Linfield College Employee Self-Evaluation Form ......................................................... D-1
Linfield College Annual Employee Performance Review Instructions .......................... D-5
Linfield College Annual Employee Performance Review Form .................................... D-6
Evaluation Of Clinical Associate In Nursing: Self-Appraisal ........................................E-1
Evaluation Of Clinical Associate In Nursing By The Associate Dean Of Nursing
For Faculty And Program Development ....................................................................E-2
Linfield-Good Samaritan School Of Nursing Evaluation Of Nurse Educator
Associate (Adjunct Faculty): Self-Appraisal ............................................................ F-1
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Evaluation Of Nurse Educator Associate (Clinical Adjunct Faculty) By
Integrated Experiential Learning Coordinator ........................................................... F-2
Evaluation Of Nurse Educator Associate (Classroom Adjunct Faculty) By
The Associate Dean Of Nursing For Faculty And Program Development ............... F-4
Evaluation Of Visiting Assistant Professor In Nursing: Self-Appraisal ......................... F-6
Evaluation Of Visiting Assistant Professor In Nursing By The Dean Of Nursing .......... F-7
Linfield-Good Samaritan School Of Nursing Procedure For Evaluating
Clinical Teaching Associates (Preceptors) ............................................................... G-1
Linfield-Good Samaritan School Of Nursing Clinical Teaching Associate
(Preceptor) Evaluation By Faculty............................................................................ G-3
Linfield-Good Samaritan School Of Nursing Clinical Teaching Associate
(Preceptor) Evaluation By Student ........................................................................... G-6
Linfield-Good Samaritan School Of Nursing Decision To Retain Or Terminate
Clinical Teaching Associate (Preceptor) .................................................................. G-8
Linfield-Good Samaritan School Of Nursing Criteria For Retaining Or
Terminating Clinical Teaching Associate (Preceptor) .............................................. G-9
Request By Faculty For New Clinical Agency Affiliation ............................................. H-1
Linfield College Clinical Affiliation Agreement ............................................................ H-2
Clinical Teaching Associate (Preceptor) Selection Criteria ......................................... H-14
Linfield-Good Samaritan School Of Nursing Procedure For Placement Of
Student Nurses In Local Clinical Agencies ............................................................ H-15
Linfield-Good Samaritan School Of Nursing Procedure For Placement Of
Student Nurses In National Clinical Agencies........................................................ H-17
Linfield-Good Samaritan School Of Nursing Procedure For Placement Of
RN-BSN Students In International Clinical Agencies ............................................ H-18
Linfield-Good Samaritan School Of Nursing Application Checklist For
NURS 475 Integrated Experiential Learning IV International Placement
In RN-BSN Program ............................................................................................... H-19
Linfield-Good Samaritan School Of Nursing Application For NURS 475
Integrated Experiential Learning IV International Placement In
RN-BSN Program ................................................................................................... H-20
Linfield-Good Samaritan School Of Nursing Description Of Student
Responsibilities For NURS 475 Integrated Experiential Learning IV
International Placement In RN-BSN Program ........................................................ H-22
Linfield-Good Samaritan School Of Nursing Recommendation For NURS 475
Integrated Experiential Learning IV International Placement In RN-BSN
Program ................................................................................................................... H-25
Linfield-Good Samaritan School Of Nursing Consent For Release Of
Information For NURS 475 Integrated Experiential Learning IV
International Placement In RN-BSN Program ........................................................ H-27
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Linfield-Good Samaritan School Of Nursing Procedure For Evaluating
Clinical Sites ........................................................................................................... H-28
Linfield-Good Samaritan School Of Nursing Clinical Site Evaluation
By Faculty ............................................................................................................... H-29
Linfield-Good Samaritan School Of Nursing Clinical Site Evaluation
By Student ............................................................................................................... H-30
Linfield-Good Samaritan School Of Nursing Decision To Retain Or Terminate
A Clinical Site ......................................................................................................... H-31
Linfield-Good Samaritan School Of Nursing Criteria For Retaining Or
Terminating Clinical Sites ...................................................................................... H-32
Linfield-Good Samaritan School Of Nursing Experiential Learning Center
Evaluation Form.......................................................................................................... I-1
Linfield-Good Samaritan School Of Nursing High Fidelity Simulation
Evaluation By Student ................................................................................................ I-2
Faculty Evaluation Of Student Clinical Performance In Courses ................................... J-1
Student Self-Evaluation Of Clinical Performance In Courses ......................................... J-3
Linfield-Good Samaritan School Of Nursing Student Appraisal Of Course .................. K-1
Linfield-Good Samaritan School Of Nursing Faculty Evaluation Of Course ................ K-2
Linfield-Good Samaritan School Of Nursing Employer Satisfaction Of
Linfield College BSN Graduates Survey (Spring 2014)............................................L-1
Linfield-Good Samaritan School Of Nursing Nurse Educator Associate
(Adjunct Faculty) Evaluation Of School Of Nursing Support................................. M-1
Linfield-Good Samaritan School of Nursing Clinical Teaching Associate
(Preceptor) Evaluation Of School Of Nursing Support ........................................... M-6
Linfield-Good Samaritan School Of Nursing Evaluation Of Articulation
Process With Associate Degree Nursing Programs .................................................. N-1
Linfield College Foundational Education Principles ...................................................... O-1
Linfield Curriculum (General Education Requirements) ............................................... O-2
Linfield Curriculum (LC) Catalog Descriptions, Learning Outcomes, And
Rubrics ...................................................................................................................... O-5
Paracurriculum Courses (Requirement) ........................................................................ O-19
January Term International Travel Courses .................................................................. O-19
Nursing Elective Courses .............................................................................................. O-19
Medication Administration Profile .................................................................................. P-1
Praxis Orientation ........................................................................................................... Q-1
AACN Guidelines For Accommodating Students With Disabilities In
Schools Of Nursing ................................................................................................... R-1
Application For Learning Support Services Courtesy Testing Accommodations ........... S-1
Incomplete Grade Contract ..............................................................................................T-1
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Communication Process For Experiential Learning Center (Nursing Lab)
Set-Ups...................................................................................................................... U-1
Request Form For Experiential Learning Center Rooms, Equipment, And
Supplies ..................................................................................................................... U-3
Faculty Orientation To The Experiential Learning Center ............................................. U-4
Linfield-Good Samaritan School Of Nursing Health Passport Process For
Students, Faculty Members, Clinical Associates, And Nurse Educator
Associates (Clinical Adjunct Faculty) ...................................................................... V-1
Faculty Members, Clinical Associates, And Nurse Educator Associates (Clinical
Adjunct Faculty) Health Passport Requirements ...................................................... V-4
Linfield-Good Samaritan School Of Nursing Tuberculosis Screening: Review
Of Symptoms ............................................................................................................ V-7
Linfield-Good Samaritan School Of Nursing Hepatitis Immunization And
Waiver Form For Faculty.......................................................................................... V-8
Linfield-Good Samaritan School Of Nursing Criminal Background Check
Review ...................................................................................................................... V-9
Position Statement On AIDS/HIV, HBV, And HCV Infection And Nursing
Students ................................................................................................................... V-11
Occupational Safety And Health Division (OR-OSHA) Blood Borne Pathogens
Exposure Control Plan ............................................................................................ V-13
Accident Reporting Procedure For Linfield College, Portland Campus ....................... W-1
Linfield College Incident Investigation & Analysis Report .......................................... W-4
Linfield-Good Samaritan School of Nursing Clinical Incident Report ......................... W-6
Linfield-Good Samaritan School Of Nursing Blood Borne Pathogens Exposure
Incident Reporting Form .......................................................................................... W-7
Worker’s Compensation Claim: Report Of Job Injury or Illness ................................. W-8
Work Tolerance Report................................................................................................ W-10
Linfield College-Portland Campus Expense Report Form ............................................. X-1
Linfield College-Portland Campus Travel Authorization Request ................................. X-2
Linfield-Good Samaritan School Of Nursing Faculty Notification Of
Planned Absence ....................................................................................................... Y-1
Portland Campus Faculty And Staff Orientation Checklist .............................................Z-1
Portland Campus Faculty And Staff Orientation Effectiveness And Improvement
Feedback Form...........................................................................................................Z-3
Academic Advising ....................................................................................................... A-1-i
Advisor/Advisee Relationship And Responsibilities ...................................................A-1-ii
Recommendations For Academic Faculty Advisor .................................................... A-1-iv
Linfield-Good Samaritan School Of Nursing Summary Of Faculty And
Program Grants Since 2008 .................................................................................... B-1-i
Process For Student Communication Of Academic Integrity Grievance ..................... C-1-i
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Process For Student Communication If Unsuccessful In Passing A
Nursing Course ...................................................................................................... C-1-ii
Process For Generic BSN Student Communication Of Academic Grievance ........... C-1-iii
Process For RN-BSN Student Communication Of Academic Grievance .................. C-1-iv
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Preface
Linfield College is an equal opportunity employer in faculty and staff recruitment and hiring.
The School of Nursing does not discriminate on the basis of age, gender, sexual orientation, race,
color, religion, marital status, national origin or disability in its educational programs,
admissions, activities, or employment policies. Reasonable accommodation will be made for
students with disabilities.
Linfield College is regionally accredited by the Northwest Commission on Colleges and
Universities. The Linfield-Good Samaritan School of Nursing program is fully accredited by the
Commission on Collegiate Nursing Education and the Oregon State Board of Nursing until
June 30, 2014.
The Commission on Collegiate Nursing Education (CCNE), which is the accrediting branch of
the American Association of Colleges of Nursing (AACN), granted the baccalaureate degree
program of Linfield-Good Samaritan School of Nursing accreditation for ten years, the
maximum term possible. At its April 21, 2004 meeting, the CCNE Board of Commissioners
determined that the nursing program met all accreditation standards and made no
recommendations regarding any program elements. (See, The American Association of Colleges
of Nursing Website: www.aacn.nche.edu.)
The Oregon State Board of Nursing (OSBN) has also granted Linfield-Good Samaritan School
of Nursing full accreditation for ten years and awarded the School several accommodations.
(See, Oregon State Board of Nursing Website: www.osbn.state.or.us.)
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Chapter I: School of Nursing Governing Policies
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2013-2014 Edition
School Of Nursing Faculty Assembly Governing Policies
Adopted 1987, and most recently revised and approved 04/15/13 by the Faculty Assembly of the
Linfield-Good Samaritan School of Nursing.
Article I. Membership
Section 1:
Members shall include the Dean of Nursing, the two Associate Deans of Nursing,
the Portland Campus Library Director, and the teaching staff, as defined in the
Bylaws of the Faculty Assembly of Linfield College, who are faculty of the
Linfield-Good Samaritan School of Nursing.
Section 2:
Voting Privileges
a. Faculty members holding an administrative position, administrative positions in
the School of Nursing that include a teaching component and Visiting Professors
are eligible to vote.
b. Two nursing student representatives to the Faculty Assembly of the School of
Nursing meetings are selected by Associated Students of Linfield CollegePortland Campus (student government). The student representatives may speak
but are not eligible to vote.
c. Nurse Educator Associates (Adjunct Faculty), who are not members of the
Faculty Assembly of Linfield College by virtue of the fact that they do not hold
academic rank nor teach at least 40 percent of a full teaching load, may also speak
but are not eligible to vote.
d. The Experiential Learning Center Director, the Experiential Learning Center
Coordinator, the Simulation Program Director, the Simulation Operations
Manager, the Senior Laboratory Coordinator, and the Clinical Facilities
Administrator may attend and speak but are not eligible to vote.
e. The Administrative Coordinator, and the Administrative Assistants of the
School of Nursing may attend and speak but are not eligible to vote.
f. Normally, meetings of the Faculty Assembly of the School of Nursing shall be
open to all members of the College community. Permission to speak on a
particular item of business may be granted to any non-member by a majority vote
of the nursing faculty members present.
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Article II. Officers and Meetings
Section 1:
The Dean of Nursing shall be the Chairperson at all regular and special meetings.
In the Dean of Nursing’s absence, one of the Associate Deans of Nursing shall
preside.
Section 2:
Regular meetings of the Faculty Assembly of the School of Nursing shall be held
at least twice each month during Fall and Spring semesters. If the load of business
requires it, additional regular meetings shall be scheduled.
Section 3:
The Dean of Nursing may call special meetings. It is the responsibility of the
Dean of Nursing to make every reasonable effort to notify all voting members of
the time and place of the meeting and of its agenda. Notification should precede
the meeting by at least five calendar days. In the event of an emergency, the Dean
of Nursing may call a special meeting with less than the five days prior notice. In
the Dean of Nursing’s absence, one of the Associate Deans of Nursing can
convene an emergency meeting.
Section 4:
The Dean of Nursing will determine which items of business are appropriate for
e-mail/memo discussion and ballot vote. The Dean of Nursing will be responsible
for circulating the motion along with a written rationale. A deadline for faculty
members' responses will be stated in writing, usually within two weeks from the
date of the e-mail/memo. The Dean of Nursing will be responsible for notifying
faculty members of the final decision, and for documenting that decision in the
book of minutes.
Section 5:
A quorum for the conduct of business (regular meetings, special meetings, and email/ballots) on which a vote is to be taken shall be 50 percent of the School of
Nursing members eligible to vote. Decisions will be made by simple majority
vote. The Dean of Nursing shall honor a request for a written ballot from any
faculty member provided the request is made prior to the call for a vote.
Section 6:
Proceedings of the Faculty Assembly of the School of Nursing are official School
of Nursing business and actions voted by the nursing faculty members within the
area of its responsibility have the force of legislation subject to further approval, if
necessary, by the Faculty Assembly of Linfield College or the College
administration. It is the responsibility of the office of the Dean of Nursing to
maintain a complete and accessible file of minutes of the proceedings. The
Administrative Assistant to the School of Nursing shall take and distribute
minutes of all regular meetings of the Faculty Assembly of the School of Nursing.
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Section 7:
Regular and special business meetings shall be conducted in accordance with
standard parliamentary procedure, using the most current edition of Robert's
Rules of Order as the parliamentary authority. The parliamentarian of the Faculty
Assembly of the School of Nursing shall serve for two years and shall pronounce
on matters of procedure. Open discussion without formal rules of procedure may
be accomplished by convening as the committee of the whole or by calling of a
forum meeting.
Section 8:
The Faculty Assembly reserves the right to call an executive session, excluding
all persons except voting members.
Section 9:
A new item of business having to do with substantial changes in policy or
procedure shall not be voted on at the time in which it is introduced, but at the
announced subsequent decision point at least five days later, unless this rule be
waived by two-thirds of the voting members present.
Article III. Clinical Advisory Council
Section 1:
The purpose of the Clinical Advisory Council is for nurses from the community to
provide counsel to the School of Nursing concerning the nursing curriculum, the
changing health care system, community health care needs, and expectations of
Linfield-Good Samaritan School of Nursing graduates.
Section 2:
The Associate Dean of Nursing for Faculty and Program Development and the
Clinical Facilities Administrator co-chair the Council. The Council shall consist
of the Dean of Nursing, the two Associate Deans of Nursing, the Clinical
Facilities Administrator, the Experiential Learning Center Director, the
Simulation Program Director and faculty members, at least two nursing students,
a representative of the Oregon State Board of Nursing, and members of the
nursing community who represent clinical nursing specialties, and local health
care agencies where students have clinical experience and graduates are
employed.
Section 3:
The Council shall meet at least once a year.
Article IV. Diversity and Inclusion Advisory Council
Section 1:
The purpose of the Diversity and Inclusion Advisory Council is to provide the
School of Nursing with guidance and expertise on culturally relevant curriculum
issues, as well as the recruitment and retention of students, staff, and faculty of
diverse backgrounds, especially areas underrepresented in nursing and healthcare.
The primary responsibility of community members on the Diversity and Inclusion
Advisory Council is to serve as ambassadors to the Portland-metro community in
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their current community roles and provide feedback regarding the School of
Nursing’s diversity efforts.
Section 2:
The Associate Dean of Nursing for Faculty and Program Development and the
Director of Inclusion and Access co-chair the Council. The Council shall consist
of the Dean of Nursing, the two Associate Deans of Nursing, the Director of
Inclusion and Access, the chairperson of the School of Nursing Admissions,
Progressions, Honors, and Graduation Committee, at least two other faculty
members, at least two nursing students, and at least seven external stakeholders,
of which at least two are alumni, representing diverse backgrounds to include
various cultural, racial, religious, ethnic, age, gender, sexual orientation, physical
and mental ability, and social or economic status constituencies. The community
members of the Council should be actively engaged with diverse populations and
be interested in promoting diversity efforts in their respective fields whether they
are related to healthcare or higher education.
Section 3:
The Council shall meet at least once a year.
Article V. RN-BSN Program Committee
Section 1:
The purpose of the RN-BSN Program Committee is to facilitate the effective
functioning of the RN-BSN program. This includes making policy
recommendations to the appropriate standing committee of the School of Nursing
or the Faculty Assembly of the School of Nursing. The chairperson shall submit
an annual report to the Faculty Assembly of the School of Nursing.
Section 2:
The Associate Dean of Nursing for Faculty and Program Development and the
Associate Dean of Nursing for Instructional Programs co-chair the committee.
The committee shall consist of the Dean of Nursing, the Associate Dean of
Nursing for Faculty and Program Development, the Associate Dean of Nursing
for Instructional Programs, full-time faculty teaching in the RN-BSN program, the
Division of Continuing Education designated RN-BSN academic advisor, and the
Administrative Coordinator of the School of Nursing.
Section 3:
The committee shall meet at least once a month.
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Article VI. Administrative Council
Section 1:
The purpose of the Administrative Council is to facilitate the administrative
operation of the School of Nursing.
Section 2:
The Dean of the School of Nursing chairs the Council. The Council shall consist
of the Dean of Nursing, the Associate Dean of Nursing for Instructional
Programs, the Associate Dean of Nursing for Faculty and Program Development,
the Administrative Assistants of the School of Nursing, and the Administrative
Coordinator of the School of Nursing.
Section 3:
The Dean of Nursing, the Associate Dean of Nursing for Instructional Programs,
and the Associate Dean of Nursing for Faculty and Program Development shall
meet on a regularly scheduled basis. The Administrative Assistants of the School
of Nursing and the Administrative Coordinator of the School of Nursing are
included in meetings once a month.
Article VII. School of Nursing Structure

The Dean of Nursing serves as administrative leader of the School of Nursing and
collaborates with the faculty members in decisions regarding operations of the School.

The two Associate Deans of Nursing collaborate with the Dean of Nursing in the
administration of the School of Nursing and are accountable to the Dean of Nursing and
the faculty.

The faculty members are responsible for the curriculum of the School of Nursing and are
accountable to the Dean of Nursing. Faculty committees are responsible for the work
required to implement and evaluate the curriculum and report to and make
recommendations for decisions to the Faculty Assembly of the School of Nursing (see,
committee descriptions in Article VIII, Section 2).

Nurse Educator Associates (Adjunct Faculty) are part-time faculty responsible for
classroom and/or clinical teaching. Nurse Educator Associates (Adjunct Faculty)
responsible for classroom teaching are accountable to the Associate Dean of Nursing for
Faculty and Program Development, and those responsible for clinical teaching are
accountable to the Integrated Experiential Learning Coordinator.

Course Leads in the RN-BSN program are faculty members responsible for coordinating
the content of an assigned theory course with faculty teaching different sections of the
course. They collaborate with the Curriculum Committee. Course Leads are accountable
to the Dean of Nursing and the faculty members.
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
Integrated Experiential Learning Coordinators are faculty members responsible for
facilitating curriculum integrity in collaboration with the Semester Coordinators, and
coordination of clinical faculty and integrated experiential learning activities. Integrated
Experiential Learning Coordinators are accountable to the Dean of Nursing and the
faculty members.

Semester Coordinators are faculty members responsible for facilitating curriculum
integrity in collaboration with the Integrated Experiential Learning Coordinators and the
Curriculum Committee. Semester Coordinators are accountable to the Dean of Nursing
and the faculty members.

Clinical Associates are responsible for clinical instruction, assistance with theory
instruction and the assumption of duties determined by the Dean of Nursing. They are
accountable to the Dean of Nursing, Associate Dean of Nursing for Faculty and Program
Development, and the faculty members.

The Nurse Educator Associate (Adjunct Faculty) liaison collaborates with the Dean of
Nursing, the Associate Dean of Nursing for Faculty and Program Development, the
Experiential Learning Coordinators, and the Faculty Development committee in meeting
assigned responsibilities related to Nurse Educator Associates (adjunct faculty).

The Clinical Facilities Administrator is responsible for coordination of clinical facilities
and is accountable to the Associate Dean of Nursing for Instructional Programs and
faculty members.

The Experiential Learning Center Director is responsible for the operation of the
Experiential Learning Center in collaboration with the Integrated Experiential Learning
Coordinators and is accountable to the Associate Dean of Nursing for Instructional
Programs.

The Experiential Learning Center Coordinator assists the Experiential Learning Center
Director to ensure efficient functioning of the Experiential Learning Center and is
accountable to the Experiential Learning Center Director.

The Simulation Program Director oversees the high fidelity simulation program and is
accountable to the Experiential Learning Center Director.

The Simulation Operations Manager and the Senior Laboratory Coordinator assist the
Simulation Program Director with the technological aspects of High Fidelity Simulation,
and are accountable to the Experiential Learning Center Director.

The Administrative Assistants to the School of Nursing provide support services to the
Dean of Nursing, faculty and administrators, and are accountable to the Dean of Nursing.
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
The Clinical Facilities and Project Coordinator to the School of Nursing provides support
services to the Dean of Nursing, faculty and administrators, and is accountable to the
Dean of Nursing.
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Linfield-Good Samaritan School Of Nursing Organizational Chart
Revised: 06/25/13
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Article VIII. Committees Of The Faculty Assembly Of Linfield-Good Samaritan School Of
Nursing
Section 1:
Selection and Operation
All committees of the Faculty Assembly of the School of Nursing are accountable to nursing
faculty members in the discharge of their curricular and other responsibilities within the School.
Each committee functions according to its statement of purpose below.
Each year faculty members are elected to fill committee membership vacancies for two-year
terms. A faculty member may serve a maximum of two consecutive terms on a committee.
The nursing faculty members shall nominate membership for School of Nursing committees at a
March meeting of the School of Nursing, and vote on committee membership at an April
meeting of the School of Nursing.
Ex-officio members of committees serve as advisors and are non-voting.
Each nursing committee shall have two nursing student members selected each year by
Associated Students of Linfield College-Portland Campus (student government) for a one-year
term. A student may serve a maximum of two consecutive terms on a committee. Student
representatives on committees are voting members.
The School of Nursing faculty members shall be authorized to make changes in committee
appointments where it is deemed advisable.
Whenever a member of a committee is unable to attend meetings of the committee, it is that
person's responsibility to so notify the committee Chairperson.
The last individual to chair each committee shall be responsible for convening the newly elected
committee in May, passing on the agenda, explaining the committee's role to new members, and
electing the new Chairperson. The new Chairperson must be a nursing member of the Faculty
Assembly elected to serve on the committee. Accurate minutes will be maintained of all
committee proceedings. It is the responsibility of the Chairperson of each committee to maintain
a complete and accessible file of minutes and attachments of the proceedings. The Chairperson
of each committee will submit an Annual Report to the Dean of Nursing each June for the
closing academic year.
Note: The Chairperson of the Curriculum Committee shall receive 2 load units per semester
(4 load units per year) for curriculum coordination. The Chairperson of the Quality
Improvement Committee shall receive 2 load units per semester (4 load units per year)
for evaluation data analyses and reports.
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Section 2:
Description of Committees
Admissions, Progressions, Honors, and Graduation Committee
Area of Focus
Admission, progression, honors and graduation
Purpose
To recommend policies and standards; and review factors relating to recruitment, advising,
selection, admission, retention, advanced placement, dismissal, progression, readmission,
transfer, honors, and graduation of nursing students.
The Committee:
1.
Recommends to the Faculty Assembly of the School of Nursing changes in the standards
for College admission. If approved by the Faculty Assembly of the School of Nursing,
the Chairperson of the committee with the approval of the Dean of Nursing, directs the
proposal to the College Student Policies Committee.
2.
Recommends to the Faculty Assembly of the School of Nursing changes in policies and
standards related to recruitment, advising, selection, admission, advanced placement,
retention, dismissal, progression, readmission, transfer, honors, and graduation of nursing
students. If approved by the Faculty Assembly of the School of Nursing, the Chairperson
of the committee, with the approval of the Dean of Nursing, directs proposals concerning
recruitment, advising, selection, admission, advanced placement, retention, dismissal,
progression, readmission, and transfer to the College Student Policies Committee, and
proposals concerning honors and graduation to the College Curriculum Committee.
3.
Acts on petitions for admission, readmission, retention or progression in the nursing
major as appropriate under existing policies.
4.
Instructs the Assistant Director of Registration and Records and the Associate Registrar
in the Division of Continuing Education to deny registration in nursing courses for which
the student has not met prerequisites.
5.
If needed, clarifies for faculty policies affecting student recruitment, advising, selection,
admission, advanced placement, retention, dismissal, progression, readmission, transfer,
honors, and graduation.
6.
Reviews statistics provided by the Assistant Director of Registration and Records and the
Associate Registrar in the Division of Continuing Education on the number of students
entering, graduating, length of time in the program, withdrawals and at risk students to
determine the ability of students to meet course, level and program outcomes.
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7.
Reviews effectiveness of recruitment and student support services in recruiting and
retaining a diverse student population and achieving the School of Nursing vision,
mission, philosophy, and program outcomes.
8.
Solicits nominations from the nursing faculty members for senior student awards.
9.
Reviews essays for departmental competitive scholarships and determines awards.
10.
Implements that portion of the Evaluation Plan pertaining to the specified responsibilities
of the Admissions, Progressions, Honors, and Graduation Committee.
Membership (3 faculty; 2 students; 6 ex officio without vote): Three nursing faculty, one of
whom teaches in the RN-BSN program, elected by the Faculty Assembly of the School of
Nursing to two-year terms. Two nursing students selected by Associated Students of Linfield
College-Portland Campus (student government). The Dean of Nursing, the two Associate Deans
of Nursing, the Director of Enrollment Services, the Associate Registrar in the Division of
Continuing Education, and the Assistant Director of Registration and Records serve as ex officio
members.
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Curriculum Committee
Area of Focus
Curriculum
Purpose
To develop and implement curricular policies as directed by the Faculty Assembly of the School
of Nursing.
The Committee:
1.
Seeks input from the College Curriculum Committee, Clinical Advisory Council, and
Diversity and Inclusion Advisory Council concerning the nursing curriculum, as well as
current trends and needs in nursing education.
2.
Reviews the School of Nursing vision, mission, philosophy, and program outcomes for
congruence with the College mission, professional nursing standards and guidelines, the
needs and expectations of the community, faculty beliefs, and current trends and needs in
nursing education.
3.
Reviews congruence of School of Nursing course and level outcomes with program
outcomes and School of Nursing vision, mission, and philosophy.
4.
Evaluates effectiveness of the curriculum design, sequencing, and scheduling in
achieving program outcomes.
5.
Evaluates proposals for curricular changes relating to the nursing major and support
courses to the major in terms of compatibility with the School of Nursing vision, mission,
philosophy, and program outcomes.
6.
Recommends curricular revisions to the Faculty Assembly of the School of Nursing for
action. If approved by the Faculty Assembly of the School of Nursing, the Chairperson
of the committee, with the approval of the Dean of Nursing, directs the proposal to the
College Curriculum Committee.
7.
Recommends to the Faculty Assembly of the School of Nursing measures to strengthen
the curriculum based on evaluation and research findings.
8.
Reviews the effectiveness of nursing courses in meeting course, level and program
outcomes and integrating critical nursing practice concepts as well as essential methods
of inquiry. Forwards recommendations to the Faculty Assembly of the School of Nursing
for action.
9.
Reviews new course proposals and course revisions submitted by Nursing Faculty to
determine need and contribution to achievement of program outcomes, forwarding
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recommendations to the Faculty Assembly of the School of Nursing for action. If
approved by the Faculty Assembly of the School of Nursing, the Chairperson of the
Committee, with the approval of the Dean of Nursing, directs the proposals to the College
Curriculum Committee.
10.
Examines the effectiveness of course assessment methods in evaluating course outcomes.
11.
Maintains continuity in education delivery to ensure achievement of level outcomes.
12.
Examines internal and external assessment sources to evaluate the curriculum.
13.
Implements that portion of the Evaluation Plan pertaining to the specified responsibilities
of the Curriculum Committee.
Membership (6 faculty; 2 students; 4 ex officio without vote): Four nursing faculty, who are
Semester Coordinators, assigned on a yearly basis by the Dean of Nursing. Two nursing faculty,
one of whom teaches in the RN-BSN program, elected by the Faculty Assembly of the School of
Nursing to two-year terms. Two nursing students selected by Associated Students of Linfield
College-Portland Campus (student government). The Dean of Nursing, the two Associate Deans
of Nursing, and the Experiential Learning Center Director serve as ex officio members.
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Faculty Development Committee
Area of Focus
Professional development.
Purpose
To facilitate faculty development.
The Committee:
1.
Prepares a monthly program of faculty development and a yearly retreat based on nursing
faculty members’ needs and interests, as well as input from the Dean of Nursing.
2.
Prepares faculty development programs for Nurse Educator Associates (Clinical Adjunct
Faculty) in conjunction with the Nurse Educator Associate (Adjunct Faculty) Liaison.
3.
Nominates one member of the committee to oversee the New Faculty Learning
Community, which includes the faculty mentoring program designed to assist new
faculty.
4.
Assesses faculty development needs and the effectiveness of programs in meeting
identified needs.
5.
Provides representation to the Northwest Nursing Education Institute.
6.
In conjunction with the Dean of Nursing, provides orientation of new faculty to the
curriculum and learner centered education.
7.
Collaborates with the Faculty Development Subcommittee of the College Faculty
Personnel Committee to implement College professional development programs.
8.
Updates the Praxis Orientation in the Nursing Faculty Manual.
9.
Implements that portion of the evaluation plan pertaining to the specified responsibilities
of the Faculty Development Committee.
Membership (3 faculty; 2 students; 3 ex officio without vote): Three nursing faculty, one of
whom is tenured, elected by the Faculty Assembly of the School of Nursing to two-year terms.
Two nursing students selected by Associated Students of Linfield College-Portland Campus
(student government). The Dean of Nursing and the two Associate Deans of Nursing serve as
ex officio members.
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Quality Improvement Committee
Area of Focus
Quality Improvement
Purpose
To monitor the quality of the nursing program, and promote improvement of the teachinglearning process and facilities on campus and in the community.
The Committee:
1.
Oversees yearly review and implementation of the Evaluation Plan for the School of
Nursing.
2.
Notifies appropriate individuals and/or committees of evaluation deadlines.
3.
Recommends changes in the Evaluation Plan to the Faculty Assembly of the School of
Nursing.
4.
Collects and analyzes assessment data as requested by the School of Nursing, reporting
findings to the Faculty Assembly of the School of Nursing.
5.
Maintains files of collected and analyzed assessment data.
6.
Assesses the adequacy of library and educational media resources as well as other
instructional resources including the use of information technology.
7.
Monitors the adequacy of clinical sites and clinical teaching associates (preceptors) in
consultation with the Clinical Facilities Administrator and the faculty.
8.
Reviews yearly the School of Nursing Governing Policies, and recommends to the
Nursing Faculty Assembly amendments to the policies. If approved by the Faculty
Assembly of the School of Nursing, the Chairperson of the Committee, with the approval
of the Dean of Nursing, refers the amendments to the College Faculty Executive Council
to review for consistency with the Linfield College Faculty Handbook.
9.
Implements that portion of the Evaluation Plan pertaining to the specified responsibilities
of the Quality Improvement Committee.
Membership (5 faculty; 2 students; 4 ex officio without vote): Five nursing faculty elected by the
Faculty Assembly of the School of Nursing to two-year terms. Two nursing students selected by
Associated Students of Linfield College-Portland Campus (student government). The Dean of
Nursing, the two Associate Deans of Nursing, and the Clinical Facilities Administrator serve as
ex officio members.
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Ad Hoc Committees and Task Groups
Ad hoc committees and task groups may be established by the Faculty Assembly of the School of
Nursing for specific purposes and shall have a mandate for at most two academic years after its
creation by the Faculty Assembly of the School of Nursing.
Article IX: Amendments
An amendment to the Governing Policies of the Faculty Assembly of the School of Nursing shall
not be voted on at the time in which it is introduced, but at an announced subsequent decision
point at least five days later.
Amendments to the Governing Policies require an affirmative vote of two-thirds of the votes
cast, a quorum having been established.
Article X: Nursing Faculty Manual and Nursing Student Manual
It is the responsibility of the Associate Dean of Nursing for Faculty and Program Development
and the Administrative Assistant to the School of Nursing to meet yearly, between the last
Faculty Assembly of the School of Nursing meeting in the Spring semester and the first Faculty
Assembly meeting in the Fall, to make sure all policy statements and Faculty Assembly motions
have been incorporated into the Nursing Faculty Manual and the Nursing Student Manual. It is
the responsibility of the Dean of Nursing and the Administrative Assistant to the School of
Nursing to ensure that faculty members and students are notified of revisions through email, as
well as, have access to the Web edition of the manuals during the course of the year policies and
motions were passed by the Faculty Assembly of the School of Nursing.
Article XI: Other Elected Positions of Responsibility
A nursing faculty member shall be elected to the following position of responsibility for a twoyear term. A faculty member shall serve a maximum of two consecutive terms in this position.
Parliamentarian of the Faculty Assembly of the School of Nursing
The Parliamentarian advises the Chairperson and members of the Faculty Assembly of the
School of Nursing on points of parliamentary procedure, using the most current edition of
Robert's Rules of Order, the Bylaws of the Faculty Assembly of Linfield College, and the
Governing Policies of the Faculty Assembly of the
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Chapter II: Administrative Organization
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Linfield College Administrative Organizational Chart
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Linfield College Faculty Organizational Chart
06/25/13
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Linfield College Portland Campus Administrative Organizational Chart
Revised: 08/17/13
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Linfield-Good Samaritan School Of Nursing Organizational Chart
Revised: 06/25/13
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Chapter III: Position Descriptions
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Linfield-Good Samaritan School of Nursing
Position Description
Dean of Nursing
Position Title: Dean of Nursing
Reports To: Vice President for Academic Affairs/Vice President for Academic Affairs/Dean
of Faculty
Full Time Equivalent (FTE): 1.0
Date Approved: 01/2012
Last Date Reviewed/Revised: 03/01/13
Position Summary:
As the chief academic officer of the School of Nursing, the Dean of Nursing provides vision and
leadership while representing the interests of the School of Nursing. The Dean of Nursing is
responsible to the Vice President for Academic Affairs/Dean of Faculty and the nursing
department.
Responsibilities:
1.
2.
3.
4.
5.
6.
7.
Provides leadership, motivation and direction to the nursing faculty and administrators in
order to determine and accomplish the College and School of Nursing missions and
nursing program outcomes. Ensures the School of Nursing operates according to
appropriate professional, legal and ethical standards.
Facilitates planning, implementation and evaluation of the nursing program to enhance
educational quality, including curriculum and instructional delivery.
Creates and maintains an environment conducive to teaching and learning, including
oversight of allocation of nursing faculty workload, assignments and scheduling of
nursing courses. Creates and maintains an environment conducive to faculty scholarship
and practice. Facilitates nursing faculty professional development.
Participates in College policy and program decisions that affect teaching and learning
within the nursing program; conveys College policies and actions to the School of
Nursing; and oversees the submission of policy recommendations from the School of
Nursing to College committees. Ensures that nursing program policies and procedures
are congruent with those of the College, are reviewed periodically, and are accurately
published.
Acts as a liaison to the Oregon Board of Nursing (OSBN) and the Commission on
Collegiate Nursing Education (CCNE) to ensure compliance with required elements of
OSBN regulations and CCNE standards.
Represents the School of Nursing in state, regional and national nursing organizations;
implements collaborative relationships with regional nursing programs. Works actively
to promote professional nursing education, practice and research.
Collaborates with clinical agency partners and multicultural groups from the community
to improve the nursing program; and involves nursing faculty, administrators and
students in School of Nursing decision making and activities.
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8.
9.
10.
11.
12.
13.
14.
Serves as liaison with and a conduit between College administrators on the McMinnville
and Portland campuses, department heads, and student service units, as well as with the
School of Nursing Department and Legacy Health.
Prepares, recommends and administers the annual budget for the School of Nursing with
input from nursing faculty, administrators and staff. Authorizes expenditures and
promotes School of Nursing cost-effectiveness.
Evaluates the adequacy of preparation, experience and diversity of nursing faculty,
administrators and staff members; recommends appropriate staffing levels in all areas.
Recommends nursing faculty member appointment, promotion, tenure and retention.
Participates in nursing faculty member performance review and facilitates nursing faculty
development. Supervises, mentors and evaluates nursing administrators and staff.
Enforces academic standards and nursing faculty responsibilities, and protects the rights
of nursing faculty.
Collaborates with nursing administrators and faculty to recruit, orient, advise and retain
nursing students.
In concert with Linfield College Relations actively pursues foundation and other forms of
external funding to support the programs of the School of Nursing.
Maintains an active scholarly life, provides community service, and teaches courses
periodically to maintain professional competence in teaching and identification with
faculty, students, and classroom issues.
Qualifications:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Master’s degree in nursing
Doctoral degree in nursing or related field
Documentation of preparation and/or experience in curriculum and teaching
Licensure as a registered nurse in Oregon
Minimum of five years of nursing experience, of which three years shall have been in a
nurse educator or administrative position in a nursing education program in an accredited
institution of higher education
Documented strong leadership and administrative skills
Documented excellent communication, facilitation and interpersonal skills
Documented commitment to diversity
Familiarity with independent, liberal arts colleges
Preferred Qualifications:
1.
2.
3.
Experience in higher education administration
Record of scholarship
Record of program funding
Desired Attributes:
1.
2.
A person of proven leadership who will inspire trust and instill confidence.
A person who understands the complexity and emerging opportunities present in a
leading School of Nursing program within a liberal arts college environment.
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3.
4.
5.
6.
7.
8.
9.
A person with a record of undergraduate nursing teaching excellence, service and
scholarship commensurate with the rank of tenured professor.
A visionary thinker who is motivated by mission and, at the same time, able to follow
through on tasks of execution and implementation.
A strategic and data-driven thinker with experience in assessment and outcomes
measurements as well as in accreditation efforts.
A leader with a collaborative style that builds upon relationships and creates a dedicated
community of teachers and scholars. A scholar with an excellent mind and broad vision,
varied interests, a fresh perspective, balanced judgment and creativity.
A person with excellent communication skills and a confident, comfortable public
presence which bring out the best with all constituencies – including faculty, students,
staff, School and College administration, external community – for the benefit of the
students and the College.
A leader with the ability to excel in a consultative, inclusive environment, and the skill to
negotiate with all groups.
A person with energy, stamina, enthusiasm, humility, and a sense of humor.
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Linfield-Good Samaritan School of Nursing
Position Description
Associate Dean of Nursing for Faculty and Program Development
Position Title: Associate Dean of Nursing for Faculty and Program Development
Reports To: Dean of Nursing
Full Time Equivalent (FTE): 1.0
Date Approved: 08/12/10
Last Date Reviewed/Revised: 07/31/13
Position Summary:
The Associate Dean of Nursing for Faculty and Program Development collaborates with the
Dean of Nursing and the Associate Dean of Nursing for Instructional Programs in the
administration of the Linfield-Good Samaritan School of Nursing.
Responsibilities:
1.
2.
3.
4.
5.
6.
7.
Chairs search committees for nursing administrators if appointed by the Dean of Nursing.
Chairs search committees for Nurse Educator Associates (Classroom Adjunct Faculty).
Interviews Nurse Educator Associates (Clinical Adjunct Faculty) for possible hire after a
positive recommendation is received from the search committee. Ensures search process
is in compliance with College and School of Nursing policy, “Toward Inclusive
Excellence,” College’s equal employment guidelines, and Oregon State Board of Nursing
regulations.
Co-chairs the School of Nursing Diversity and Inclusion Advisory Council with the
College Director of Multicultural Programs. Co-chairs the School of Nursing Clinical
Advisory Council with the Clinical Facilities Administrator. In conjunction with the
Clinical Facilities Administrator, seeks feedback from the Clinical Advisory Council
members concerning evaluation of employer satisfaction with graduates’ attainment of
program outcomes.
Serves as an ex officio member on the School of Nursing committees.
In conjunction with the Associate Dean of Nursing for Instructional programs, calls
meetings for the RN-BSN program to assess the effectiveness of educational delivery
strategies for students. Serves as Department of Continuing Education liaison for the
school of nursing.
In conjunction with the chairperson of the School of Nursing Quality Improvement
Committee, evaluates the adequacy of School of Nursing support for Clinical Teaching
Associates (preceptors), and based on the aggregate data makes recommendations to the
Nursing Faculty Assembly for improvement as needed. Collaborates with the School of
Nursing Faculty Development Committee in updating the Clinical Teaching Associate
(Preceptor) Manual.
Assists with new full-time nursing faculty orientation in conjunction with the Director of
Portland Campus Operations, and maintains updated faculty orientation on Blackboard.
In conjunction with the Dean of Nursing, facilitates full-time faculty professional
development (teaching effectiveness, professional achievements, and service). Mentors
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8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
faculty in the advising role and with scholarship/research. Facilitates diversity education
among faculty and positive faculty-student relationships.
Ensures that all full-time faculty teaching in the RN-BSN program have completed a
graduate-level course in online educational instruction; or are credentialed as a Certified
Online Instructor, as approved by the Dean of Nursing.
Collaborates with the Nurse Educator Associate (Adjunct Faculty) Liaison, to ensure
Nurse Educator Associates (Classroom Adjunct Faculty) who are new to education are
mentored on principles and strategies for teaching and grading. Collaborates with the
Liaison and the School of Nursing Faculty Development Committee to identify
professional growth and development needs of Nurse Educator Associates (Classroom
Adjunct Faculty), and based on this needs assessment, collaborates with the Liaison and
committee to develop and implement the annual Nurse Educator Associates (Adjunct
Faculty) Development Program and other educational opportunities.
Supervises, coaches, and evaluates Clinical Associates and Nurse Educator Associates
(Classroom Adjunct Faculty) in their teaching role. Meets with Clinical Associates and
Nurse Educator Associates (Classroom Adjunct Faculty) to provide feedback regarding
performance and establish an action plan for improvement.
Collaborates with the Dean of Nursing, Associate Dean of Nursing for Instructional
Programs, other administrators and faculty to facilitate program planning and
development. Collaborates with College administrators in reviewing resource evaluation
data and plans for improvement, and reports significant findings to the Nursing Faculty
Assembly.
In conjunction with the chairperson of the School of Nursing Quality Improvement
Committee, evaluates the articulation and co-admission process between the RN-BSN
program and associate degree nursing programs, and based on the aggregate data makes
recommendations to the Nursing Faculty Assembly for improvement as needed.
Collaborates with the Administrative Assistant to the School of Nursing in updating the
School of Nursing Faculty and Student manuals, the Nurse Educator Associate (Adjunct)
Manual, Nursing Clinical Teaching Associate (Preceptor) Manual.
Updates the School of Nursing web based information in collaboration with the Director
of Portland Campus Operations and oversees the revisions of marketing brochures with
the Admissions Office.
In conjunction with the chairperson of the School of Nursing Quality Improvement
Committee, compiles data concerning faculty activities to improve teaching, as well as,
faculty professional achievements and service; and makes recommendations to the
School of Nursing Faculty Development committee based on the aggregate faculty data.
Completes reports for accrediting bodies in consultation with the Dean of Nursing (e.g.,
OSBN, AACN, and Linfield College Annual Report).
Writes grant proposals to facilitate program development.
Participates in School of Nursing strategic planning.
Collaborates with the Dean of Nursing, the Associate Dean of Nursing for Instructional
Programs, and College Admissions in marketing the nursing program in the community.
In collaboration with the designated RN-BSN academic advisor and faculty advisors,
oversees advisement for nursing students in the RN-BSN program.
Acts as chief administrative officer of the School of Nursing in the Dean of Nursing’s
absence.
Represents the School of Nursing at the state, regional, and national level.
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23.
24.
Maintains an active scholarly life, provides community service, and at the discretion of
the Dean of Nursing teaches courses periodically (no more than one course each
semester) to maintain professional competence in teaching and identification with
faculty, students, and classroom issues.
Performs related duties as assigned by the Dean of Nursing.
Qualifications:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Master’s degree in nursing
Doctoral degree in nursing or related field
Licensure as a registered nurse in Oregon
Tenured or tenure - track faculty status in the School of Nursing
Five years of teaching experience in baccalaureate nursing education
Three years of experience in distance education in nursing
Excellent interpersonal, communication, and management skills
Experience in faculty and program development at the baccalaureate level
Familiarity with independent liberal arts colleges
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Linfield-Good Samaritan School of Nursing
Position Description
Associate Dean of Nursing for Instructional Programs
Position Title: Associate Dean of Nursing for Instructional Programs
Reports To: Dean of Nursing
Full Time Equivalent (FTE): 1.0
Date Approved: 08/12/10
Last Date Reviewed/Revised: 07/31/13
Position Summary:
The Associate Dean of Nursing for Instructional Programs collaborates with the Dean of Nursing
and the Associate Dean of Nursing for Faculty and Program Development in the administration
of the Linfield-Good Samaritan School of Nursing.
Responsibilities:
1.
2.
3.
4.
5.
6.
7.
8.
Chairs search committees for nursing administrators if appointed by the Dean of Nursing.
Ensures search process is in compliance with College and School of Nursing policy,
“Toward Inclusive Excellence,” College’s equal employment guidelines, and Oregon
State Board of Nursing regulations.
Serves as an ex officio member on the School of Nursing committees.
Serves on the School of Nursing Clinical Advisory Council and the Diversity and
Inclusion Advisory Council.
Prepare faculty workloads based on Linfield College guidelines and in compliance with
accreditation standards; and submits proposed workload documents to the Dean of
Nursing for approval.
In conjunction with the chairperson of the School of Nursing Quality Improvement
Committee, compiles data concerning faculty academic and experiential backgrounds as
it relates to teaching responsibilities to ensure teaching assignments reflect adequate
faculty preparation to address course concepts. In conjunction with the chairperson of the
School of Nursing Quality Improvement Committee, compiles aggregate data concerning
the mix of faculty (e.g., diversity, specialty area, full-time versus part-time faculty, and
the number of faculty with educational background in curriculum design and teaching
strategies).
Collaborates with the faculty and the Director of Enrollment Services in scheduling
nursing courses.
Collaborates with the School of Nursing Admissions, Progressions, Honors, and
Graduation Committee concerning such issues as enrollment numbers, student diversity,
graduation rates, NCLEX-RN pass rates, and student accomplishment of program
outcomes.
Monitors and forecasts enrollment in collaboration with the Director of Enrollment
Services and the Division of Continuing Education Registrar. In conjunction with the
chairperson of the School of Nursing Quality Improvement Committee, compiles data on
student diversity, as well as graduation and employment rates.
Faculty Manual
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2013-2014 Edition
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Collaborates with the Dean of Nursing, Associate Dean of Nursing for Faculty and
Program Development, other administrators, and faculty to facilitate program planning
and development. Collaborates with College administrators in reviewing resource
evaluation data and plans for improvement, and reports significant findings to the
Nursing Faculty Assembly.
With appropriate faculty and administrators, supports curriculum development and
implementation.
Participates in School of Nursing strategic planning.
Collaborates with the Clinical Facilities Administrator in updating the clinical affiliation
agreement.
Oversees Linfield College Course Catalog revisions pertaining to the nursing program,
updating of School of Nursing.
Acts as chief administrative officer of the School of Nursing in the Dean of Nursing’s
absence.
With the Dean of Nursing, serves as liaison to the Legacy Health organization around
nursing issues.
Represents the School of Nursing at the state, regional, and national level.
Maintains an active scholarly life, provides community service, and at the discretion of
the Dean of Nursing teaches courses periodically (no more than one course each
semester) to maintain professional competence in teaching and identification with
faculty, students, and classroom issues.
Performs related duties as assigned by the Dean of Nursing.
Qualifications:
1.
2.
3.
4.
5.
6.
7.
8.
Master’s degree in nursing
Doctoral degree in nursing or relate field
Licensure as a registered nurse in Oregon
Tenured or tenure - track faculty status in the School of Nursing
Five years of teaching experience in baccalaureate nursing education
Excellent interpersonal, communication, and management skills
Experience in instructional program development at the baccalaureate level
Familiarity with independent, liberal arts colleges
Faculty Manual
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2013-2014 Edition
Linfield-Good Samaritan School of Nursing
Position Description
Clinical Facilities Administrator
Position Title: Clinical Facilities Administrator
Reports To: Associate Dean of Nursing for Instructional Programs
Full Time Equivalent (FTE): 1.0
Date Approved: 08/12/10
Last Date Reviewed/Revised: 07/15/12
Position Summary:
The Clinical Facilities Administrator is responsible for coordination and budget responsibility for
clinical facilities used by nursing courses in the Linfield-Good Samaritan School of Nursing.
Responsibilities:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Functions as the contact person regarding clinical facilities for the School of Nursing and
disseminates information to the appropriate Integrated Experiential Learning
Coordinator.
Summarizes clinical site evaluation data from faculty and students in terms of
effectiveness of clinical sites; forwards summary to the School of Nursing Quality
Improvement Committee.
Updates the Dean of the Nursing and faculty on clinical matters such as concerns,
shortages, closures and opportunities.
Functions as the primary contact person for continued and new clinical placements.
In collaboration with faculty, seeks and assesses agencies as potential future clinical sites.
Maintains clinical facilities contracts per Oregon State Board of Nursing requirements
(e.g., contract renewal/discontinuation; expirations; mission statements; accrediting
bodies; forms for Clinical Teaching Associate (preceptor) selection criteria, the process
for selecting Clinical Teaching Associates, and roles of Clinical Teaching Associates,
faculty and students).
Summarizes Clinical Teaching Associate (preceptor) evaluation data from faculty and
students in terms of effectiveness of preceptors; forwards summary to the School of
Nursing Quality Improvement Committee.
Provides certificates of liability insurance and proof of workers compensation insurance
to contract agencies as requested.
Reviews contract variations and submits finalized contracts to the Dean of the Nursing
for signature.
Assists the Dean of the Nursing with reports and other delegated tasks related to clinical
facilities.
Coordinates the annual School of Nursing Clinical Advisory Council meeting and serves
as co-chairperson of the meeting with the Dean of Nursing.
Serves as an ex officio member on the School of Nursing Quality Improvement
Committee.
Faculty Manual
32
2013-2014 Edition
13.
14.
15.
16.
Provides faculty with Clinical Teaching Associate (preceptor) manuals to be distributed
to Clinical Teaching Associates.
Coordinates selected agency clinical requirements for students including electronic health
record training and pyxis access codes.
Produces clinical placement reports.
Produces and monitors budgets for clinical facilities administration.
Qualifications:
1.
2.
3.
4.
Bachelor’s degree in nursing
Licensure as a registered nurse in Oregon
Three years experience in clinical nursing
Excellent communication and management skills
Faculty Manual
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2013-2014 Edition
Linfield-Good Samaritan School of Nursing
Position Description
Experiential Learning Center Director
Position Title: Experiential Learning Center Director
Reports To: Associate Dean of Nursing for Instructional Programs
Full Time Equivalent (FTE): 1.0
Date Approved: 08/12/10
Last Date Reviewed/Revised: 04/01/13
Position Summary:
The Experiential Learning Center Director plans and coordinates the function, utilization and
budgets of the Experiential Learning Center for the Linfield-Good Samaritan School of Nursing.
The Experiential Learning Center Director evaluates the effectiveness of the laboratory function,
coordinates with numerous internal and external constituencies, and collaborates with the
Experiential Learning Center Coordinators, the Simulation Program Director, the Simulation
Operations Manager, and the Senior Laboratory Coordinator.
Responsibilities:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Solicits requests from faculty concerning the annual budget for the Experiential Learning
Center; prepares and administers the budget for the Experiential Learning Center; works
in coordination with the Simulation Program Director and the Simulation Operations
Manager in preparing the simulation budget.
Supervises the Experiential Learning Center Coordinators, the Simulation Program
Director, and the Simulation Operations Manager, and the Senior Laboratory
Coordinator.
Works collaboratively with the Experiential Learning Center Coordinators, the
Simulation Program Director, the Simulation Operations Manager, and the Senior
Laboratory Coordinator.
Conducts performance evaluation and maintains employee evaluation files for the
Experiential Learning Center Coordinators, the Simulation Program Director, the
Simulation Operations Manager, and the Senior Laboratory Coordinator..
Hires and supervises work study students in collaboration with the Experiential Learning
Center Coordinators.
Meets with the nursing faculty to determine nursing equipment needs and utilization.
Analyzes Experiential Learning Center evaluation data from faculty and students to
determine the effectiveness of experiential learning activities; forwards report and
recommendations to the School of Nursing Curriculum Committee and the Nursing
Faculty Assembly.
Coordinates equipment and software acquisition for the Experiential Learning Center.
Orders, catalogues and maintains a current inventory of supplies necessary for the
Experiential Learning Center.
Coordinates course equipment loan system.
Represents the School of Nursing at local and regional meetings.
Faculty Manual
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2013-2014 Edition
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
Communicates with organizations such a Legacy Health, pharmaceutical houses, and
medical supply houses to solicit donations of supplies.
Schedules utilization of the Experiential Learning Center based on nursing course
schedule.
Directs the Experiential Learning Center functionality including mannequins and other
equipment.
Maintains Experiential Learning Center in compliance with applicable regulations and
accreditation standards.
Sets up laboratory presentations for Experiential Learning Center classes and testing;
supervises cleanup; coordinates with the Simulation Program Director simulation set ups.
Coordinates with the Integrated Experiential Learning Coordinators the plan and set-ups
for clinical nursing skills performance evaluation.
Oversees plan for student clinical skill practice during non-class times.
Directs students to clinical skill development resources.
Posts current agency clinical placement requirements on website based on input from the
Clinical Facilities Administrator.
Oversees the budget, schedule, and process for basic cardiac life support courses for
faculty.
Serves on the School of Nursing Clinical Advisory Council.
Serves as an ex officio member of the School of Nursing Curriculum Committee.
Qualifications:
1.
2.
3.
4.
5.
6.
7.
8.
Master’s degree (preferably in nursing)
Bachelor’s degree in nursing
Licensure as a registered nurse in Oregon
Three to five years experience in clinical nursing
Two years experience as a supervisor
Excellent communication and management skills
Computer proficiency
Preferred experience in low, mid, and high fidelity simulation
Faculty Manual
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2013-2014 Edition
Linfield-Good Samaritan School of Nursing
Position Description
Simulation Program Director
Position Title: Simulation Program Director
Reports To: Experiential Learning Center Director
Full Time Equivalent (FTE): 1.0
Date Approved: 08/12/10
Last Date Reviewed/Revised: 04/01/13
Position Summary:
The Simulation Program Director oversees the Linfield Good Samaritan School of Nursing High
Fidelity Simulation Program. The Simulation Program Director works collaboratively with the
Experiential Learning Center Director, the Simulation Operations Manager, and the Senior
Laboratory Coordinator to develop and implement best practice teaching and learning strategies
for the High Fidelity Simulation Program. The Simulation Program Director also works closely
with nursing faculty to develop and evaluate the High Fidelity Simulation curriculum.
Responsibilities:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Oversees the functions of simulation teaching and learning.
Oversees faculty/staff/student roles in simulation teaching and learning.
Collaborates with nursing faculty to develop and plan simulation scenario cases that
increase in complexity as students progress through the curriculum.
Maintains best practice models of High Fidelity Simulation teaching and learning.
Ensures High Fidelity Simulation learning activities correlate to course outcomes.
Promotes and maintains High Fidelity Simulation teaching and learning philosophies.
Works with faculty and staff as a team member to develop and implement simulation
learning activities that contribute to the achievement of course outcomes.
Acts in health team roles at all levels of High Fidelity Simulation curriculum.
Debriefs scenarios using best practice methods.
Oversees the training of High Fidelity Simulation specialist role in faculty.
Works collaboratively with Simulation Operations Manager and the Senior Laboratory
Coordinator to develop and implement plans for faculty/staff/student training including
how the manikins work, developing High Fidelity Simulation scenarios specific to course
outcomes, running High Fidelity simulations and debriefing simulations.
Works with Experiential Learning Center Director, Simulation Operations Manager and
the Senior Laboratory Coordinator to seek external faculty and staff development
opportunities.
Analyzes High Fidelity Simulation evaluation data from faculty and students to
determine the effectiveness of simulation in contributing to achievement of course
outcomes; forwards report and recommendations to the School of Nursing Experiential
Learning Center Committee and the Nursing Faculty Assembly.
Coordinates the development of High Fidelity Simulation assessment rubrics.
Faculty Manual
36
2013-2014 Edition
15.
16.
17.
18.
19.
20.
21.
Collaborates with the School of Nursing Curriculum Committee to facilitate
implementation of High Fidelity Simulation in the curriculum.
Serves on the School of Nursing Clinical Advisory Council and the Multicultural
Advisory Council.
Writes grants in collaboration with the Associate Dean of Nursing for Faculty and
Program Development to promote High Fidelity Simulation program growth and
development.
Presents reports at regional and national conferences on the School of Nursing’s
experience and successes with simulation in nursing education.
Participates in recruitment events.
Serves as a member of the Legacy Simulation Steering Committee.
Participates in local and regional simulation roundtable meetings.
Qualifications:
1.
2.
3.
4.
5.
6.
7.
8.
Master’s degree (preferably in nursing)
Bachelor’s degree in nursing
Licensure as a registered nurse in Oregon
Three years experience in clinical nursing
1-3 years administrative experience
1-3 years experience as a simulation specialist
Excellent communication and management skills
Teaching experience in nursing
Faculty Manual
37
2013-2014 Edition
Linfield-Good Samaritan School of Nursing
Position Description
Simulation Operations Manager
Position Title: Simulation Operations Manager
Reports To: Experiential Learning Center Director
Full Time Equivalent (FTE): 1.0
Date Approved: 08/12/10
Last Date Reviewed/Revised: 04/01/13
Position Summary:
The Simulation Operations Manager is a member of the Experiential Learning Center leadership
team and has primary responsibility for adapting emerging technologies to meet the educational
outcomes of the Linfield-Good Samaritan School of Nursing program. The Simulation
Operations Manager works closely with the Simulation Program Director, the Experiential
Learning Center Director, and the Senior Laboratory Coordinator to support the technology
aspects of High Fidelity Simulation organization, development and implementation.
Responsibilities:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Administers Linfield-Good Samaritan School of Nursing High Fidelity Simulation
budget in consultation and coordination with the Experiential Learning Center Director
and the Simulation Program Director.
Maintains operational expenditures to match budget projections.
Negotiates with vendors and regional consortia (Oregon Simulation Alliance, etc.) to
secure optimal prices for manikins and supplies.
Manages High Fidelity Simulation schedule in coordination with the Experiential
Learning Center Director and other lab users.
In conjunction with the Science Laboratory Coordinator, coordinates planning of
technological aspects of simulation with various teaching teams.
Develops and maintains database systems to track simulation scenarios; simulation setup
requirements and costs; quarterly reports of simulations, simulation demonstrations,
consultations and trainees; contact information; evaluations for courses and training
sessions; and records and files of presentation used by High Fidelity Simulation team
members.
In conjunction with the Science Laboratory Coordinator, coordinates student work-study
High Fidelity Simulation assistants including hiring, scheduling and day-to-day
management.
Collaborates with faculty, the Experiential Learning Center Director, the Simulation
Program Director, and the Senior Laboratory Coordinator to develop the simulation
environment for scenarios.
In conjunction with the Science Laboratory Coordinator, prepares simulations and makes
adjustments to equipment, drugs, props, and other environmental variables.
Faculty Manual
38
2013-2014 Edition
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
In conjunction with the Science Laboratory Coordinator, supports the orientation and
training of actors and High Fidelity Simulation users in the control room before and
during simulations in collaboration with the Simulation Program Director and faculty.
Operates cameras and other audiovisual equipment during scenarios and debriefings.
Acts in patient and auxiliary health care roles.
Assists with rapid patient and environmental changeovers between simulations.
Participates in debriefings to provide technical support.
Organizes and distributes simulation-related course materials to students and faculty.
Plans new technology upgrades and purchases in coordination with the Experiential
Learning Center Director and the Simulation Program Director.
Installs and maintains simulation equipment and insures manikin functionality.
Troubleshoots and finds solutions for computer and audiovisual problems in the
simulation center.
Oversees videotaping and playback of simulations for courses and special programs.
Creates and organizes archiving of videos to DVD or other media.
Produces and edits videos of scenarios and debriefings for program development and
marketing purposes.
In coordination with the Simulation Program Director, the Experiential Learning Center
Director and the Associate Dean of Nursing for Faculty and Program Development,
writes and administers grants to support simulation teaching.
Manages High Fidelity Simulation Website and develops simulation center brochures,
poster boards and other marketing materials.
Participates in College recruitment events.
Presents reports at regional and national conferences on the School of Nursing’s
experience and successes with simulation in nursing education.
Contributes to local and regional simulation roundtable meetings.
Develops plan for simulation operations training for faculty and staff users of the High
Fidelity Simulation lab, including manikin operation and troubleshooting; simulation
software use, programming and troubleshooting; simulation scenario implementation,
including managing environmental variables, changeovers, medication labels, chart
materials, etc.
Works with Simulation Program Director to facilitate High Fidelity Simulation
evaluation by faculty and students.
Qualifications:
1.
Bachelor’s degree in educational or computer technology or related field
Master’s degree in educational or computer technology (preferred)
2.
3.
Three years experience in applied educational technology or equivalent combination of
experience and education
4.
Proficient in development and implementation of educational technology
5.
Ability to adapt emerging technologies to meet varied educational outcomes
6.
Proficient in video production, presentation, spreadsheet, and database applications on
both Windows and Macintosh platforms
7.
Knowledge of audiovisual equipment installation, use and troubleshooting
8.
Health care simulation laboratory experience preferred
Faculty Manual
39
2013-2014 Edition
Linfield-Good Samaritan School of Nursing
Position Description
Senior Laboratory Coordinator
Position Title: Senior Laboratory Coordinator
Reports To: Experiential Learning Center Director
Full Time Equivalent (FTE): .60
Date Approved:
Last Date Reviewed/Revised: 04/01/13
Position Summary:
The Senior Laboratory Coordinator provides assistance and support to the Experiential Learning
Center Director, the Simulation Program Director, and the Simulation Operations Manager in the
technology aspects of the High Fidelity Simulation Program.
Responsibilities:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
In conjunction with the Simulation Operations Manager, coordinates
technological aspects of simulation with various teaching teams.
In conjunction with the Simulation Operations Manager, coordinates
student work study High Fidelity Simulation assistants including day-to-day
management.
Collaborates with faculty, the Experiential Learning Center Director, the
Simulation Program Director, and the Simulation Operations Manager to develop the
simulation environment for scenarios.
In conjunction with the Simulation Operations Manager, prepares
simulations and makes adjustments to equipment, drugs, props, and other environmental
variables.
In conjunction with the Simulation Operations Manager, supports the
orientation and training of actors and High Fidelity Simulation users in the control room
before and during simulations with the Simulation Program Director and faculty.
Operates cameras and other audiovisual equipment during scenarios
and debriefings.
Acts in patient and auxiliary health care roles.
Assists with rapid patient and environmental changeovers between simulations.
Participates in debriefings to provide technical support.
Troubleshoots and finds solutions for computer and audiovisual problems in the
simulation center.
Oversees videotaping and playback of simulations for courses and special programs.
Qualifications:
1.
Bachelor’s degree in educational or computer technology or related field
Faculty Manual
40
2013-2014 Edition
2.
3.
4.
5.
6.
7.
Master’s degree in educational or computer technology (preferred)
Three years experience in applied educational technology or equivalent combination of
experience and education
Proficient in development and implementation of educational technology
Ability to adapt emerging technologies to meet varied educational outcomes
Knowledge of audiovisual equipment installation, use, and troubleshooting
Health care simulation laboratory experience preferred
Faculty Manual
41
2013-2014 Edition
Linfield-Good Samaritan School of Nursing
Position Description
Experiential Learning Center Coordinator
Position Title: Experiential Learning Center Coordinator
Reports To: Experiential Learning Center Director
Full Time Equivalent (FTE): 1.0
Date Approved: 11/28/11
Last Date Reviewed/Revised: 04/01/13
Position Summary:
The Experiential Learning Center Coordinator provides assistance and support to the
Experiential Learning Center Director to ensure the efficient functioning of the Experiential
Learning Center.
Responsibilities:
1.
2.
3.
4.
5.
6.
7.
8.
Assists the Experiential Learning Center Director with creating clinical simulation setups and cleanups.
Maintains manikins, lab equipment and supply inventory.
Assists with student performance evaluations by setting up/cleaning up scenarios and
serving as the patient in scenarios as needed.
Provides individual clinical skills instruction for students via demonstration, video or
other techniques as needed.
Meets with faculty and Integrated Experiential Learning Coordinators to plan lab
activities and promote consistency among lab group experiences.
Supervises work study students performing duties such as lab set-up or take down,
student mentoring, filing, organizing and other duties as assigned.
Works collaboratively with the Experiential Learning Center Director, Simulation
Program Director, Simulation Operations Manager, and the Senior Laboratory
Coordinator.
Performs other duties as deemed necessary by the Experiential Learning Center Director.
Qualifications:
1.
2.
3.
4.
5.
6.
7.
Bachelor’s degree in nursing
Licensure as a registered nurse in Oregon
Two years experience as a registered nurse
Knowledgeable about teaching practices and principles, as well as student evaluation
methods
Skill in instructing students and providing teaching assistance
Communication and interpersonal skills sufficient to effectively exchange or convey
information and to receive work direction
Skill in computer use and related software applications
Faculty Manual
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2013-2014 Edition
8.
Knowledgeable about laboratory equipment, materials and chemical solutions; and skill
in minor repairs of laboratory equipment
Faculty Manual
43
2013-2014 Edition
Linfield – Good Samaritan School of Nursing
Position Description
Clinical Facilities and Project Coordinator to the School of Nursing
Position Title: Clinical Facilities and Project Coordinator to the School of Nursing
Reports To: Clinical Facilities Administrator
Full Time Equivalent (FTE): 1.0
Date Approved: TBD
Last Date Reviewed/Revised: 04/01/13
Position Summary:
The Clinical Facilities and Project Coordinator to the School of Nursing provides administrative
and project support services in collaboration with School of Nursing administrators. The
Clinical Facilities and Project Coordinator manages clinical placements in conjunction with the
Clinical Facilities Administrator, Health Passport compliance, archives records, administers
databases, analyzes data, facilitates event coordination, and coordinates other projects as directed
by the Dean of Nursing.
Responsibilities:
A.
Clinical Practicum Coordination
1.
2.
3.
4.
5.
6.
7.
8.
9.
In conjunction with the Clinical Facilities Administrator and the Integrated
Experiential Learning Coordinator, manages the coordination of the clinical
placements in the RN-BSN program.
Collaborates with the clinical faculty, Integrated Experiential Learning
Coordinator, and Clinical Facilities Administrator to review clinical scouting
progression.
Coordinates clinical projections and consolidates clinical requests with the
Clinical Facilities Administrator for facilities within the StudentMax consortium.
Manages clinical spreadsheets and reports: Clinical Placement Master Grid,
Clinical Placement Catalogue, and Clinical Tracking Report.
In conjunction with the Integrated Experiential Learning Coordinator, manages
clinical scouting based on quality, student interests, and integrated experiential
learning course outcomes.
Facilitates international clinical placements with clinical scouting and monitoring
international clinical application packets.
Prepares Clinical Affiliation Agreement contracts for new or renewed clinical
facilities in conjunction with the Clinical Facilities Administrator.
Establishes and develops relationships with key stakeholders at clinical facilities:
administrators, clinical coordinators, Clinical Teaching Associates (Preceptors).
Provides the Clinical Teaching Associate (Preceptors) with the course syllabus
and the Clinical Teaching Associate (Preceptor) Manual as instructed by the
Integrated Experiential Learning Coordinator.
Faculty Manual
44
2013-2014 Edition
10.
11.
12.
13.
B.
Health Passport Management
1.
2.
3.
4.
5.
6.
C.
Manages Health Passport compliance for students and clinical faculty.
Communicates Health Passport and site-specific requirements to internal and
external constituents.
Provides update and follow-up of Health Passport status to students and clinical
faculty per procedure and policy.
Develops Health Passport process management documents: Health Passport
Tracking Form, Health Passport Instructions, Health Passport Timelines.
Collates and processes student and clinical faculty Health Passport documents.
Directs clinical site-specific requirement updates to the Experiential Learning
Center Director to update on the Experiential Learning Center Web page.
Records Management
1.
2.
3.
4.
D.
In conjunction with the Integrated Experiential Learning Coordinator,
communicates clinical expectations to RN-BSN students and Clinical Teaching
Associates (Preceptors).
Directs clinical issues to clinical faculty and the Integrated Experiential Learning
Coordinator.
Collaborates with clinical faculty and the Integrated Experiential Learning
Coordinator to ensure completion of clinical evaluation forms.
Notifies the Integrated Experiential Learning Coordinator if clinical
instructor/student evaluation of clinical sites or Clinical Teaching Associates
(Preceptors) is negative. Forwards relevant data to Clinical Facilities
Administrator for reporting to the School of Nursing Quality Improvement
Committee.
Manages and archives records for RN-BSN students.
Custodian of record for RN-BSN Program Committee Meeting Minutes and RNBSN student files.
Responds to time pertinent clinical file audit requests in conjunction with Clinical
Facilities Administrator
Coordinates clinical evaluation documents with Clinical Facilities Administrator.
Database Administration
1.
2.
3.
Administers the RN-BSN Alumni database for RN-BSN program development.
Administers the Contacts database to track efforts in community outreach and
clinical scouting for the RN-BSN program.
Administers the Blackboard Clinical Placement Coordination for the RN-BSN
program clinical reporting with clinical faculty, Integrated Experiential Learning
Coordinator, and the two Associate Deans of Nursing.
Faculty Manual
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2013-2014 Edition
E.
Data Analysis
1.
2.
3.
F.
Manages data analysis for RN-BSN program in conjunction with the two
Associate Deans of Nursing.
Develops periodic reports for Linfield College, and accrediting bodies in
conjunction with the two Associate Deans of Nursing.
Aggregates and analyzes cohort data for RN-BSN program development in
conjunction with the two Associate Deans of Nursing.
Project Coordination
1.
2.
3.
Coordinates the RN-BSN online orientation via Blackboard in conjunction with
the two Associate Deans of Nursing.
Manages projects for work-study student.
Manages and submits requests to vendors: Lightstone Consulting for the Clinical
Contracts Database, CertifiedBackground.com for Health Passport Medical
Document Manager.
Qualifications:
1.
2.
3.
4.
Bachelor’s degree
Minimum of three years administrative experience
Advanced proficiency in MS Office, Access, and Blackboard
Strong professional, organizational, interpersonal, administrative, and communication
skills.
Faculty Manual
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2013-2014 Edition
Linfield – Good Samaritan School of Nursing
Position Description
Administrative Assistant to the School of Nursing
Position Title: Administrative Assistant to the School of Nursing
Reports To: Dean of Nursing
Full Time Equivalent (FTE): 1.0
Date Approved: 08/12/10
Last Date Reviewed/Revised: 04/01/13
Position Summary:
Provide administrative support services to the Dean of Nursing and support services to the
nursing faculty and other nursing department administrators. Interact, coordinate, and cooperate
with the other Administrative Assistant to the School of Nursing, the Administrative
Coordinator, and the Administrative Assistant for the Director of Portland Campus Operations in
fulfilling campus support responsibilities.
Responsibilities:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Provides administrative support to the Dean of Nursing.
Provides a wide-range of support services to the nursing faculty and administrators.
Provides accurate information to staff and faculty regarding students, Nurse Educator
Associates (adjuncts), and staff.
Takes minutes in Nursing Faculty Assembly meetings; distributes Nursing Faculty
Assembly meeting minutes; maintains minute books for Nursing Faculty Assembly and
nursing committee meetings.
Performs delegated data compilation and document maintenance related to nursing
accreditation bodies.
Prepares correspondence and contracts for new clinical sites and renewals. Provides
assistance to the Clinical Facilities Administrator by updating and preparing reports using
the Portland area clinical placement grid.
Provides backup for the Administrative Assistant for the Director of Portland Campus
Operations.
Prepares and administers packets for generic student evaluation of courses and nursing
classroom and clinical instruction.
Provides accurate information to students and campus visitors regarding all areas of the
Portland Campus and the adjoining Legacy Good Samaritan Hospital and Medical
Center.
Assists in the orientation of new Nurse Educator Associates (adjunct) and full-time
nursing faculty members.
Works as liaison with Elsevier representatives in managing the Evolve program.
Coordinates scheduling of Evolve (HESI) specialty or customized exams and the Evolve
(HESI) exit exam.
Assists students with procedures and documentation related to RN licensure examination.
Maintains an accurate Nurse Educator Associate (nursing adjunct) faculty pool database.
Faculty Manual
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2013-2014 Edition
14.
15.
16.
17.
18.
19.
Assists with advertising, application processing, search committee scheduling and
communication, administrative hiring procedures and file maintenance for nursing
administrators, faculty and Nurse Educator Associates (nursing adjuncts).
Trains and supervises student employees.
Processes accounts payable and reimbursement requests.
Manages/maintains nursing administrator, faculty and adjunct files.
Manages Oregon, and if applicable, out-of-state nurse licensure compliance for nursing
administrators, full-time nursing faculty, nursing laboratory staff, and Nurse Educator
Associates (nursing adjuncts).
Collaborates with Portland Campus and McMinnville Campus administration.
Qualifications:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Associate of Arts degree
Three years of office administration experience
Advanced level proficiency in personal computer skills, Word, Excel, Access or similar
programs
Ability to proof read own and others’ work
Well-developed interpersonal skills and ability to communicate with faculty, staff,
students, and the community at large
Flexible and able to prioritize work assignments
Willing to work in a cooperative team environment
Ability to perform a variety of tasks simultaneously
Ability to use a variety of office machines and equipment
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Linfield-Good Samaritan School of Nursing
Position Description
Faculty
Full Time Tenure Track Faculty
(Source: Fall 2010 Linfield College Faculty Handbook)
I.
1.3 Faculty
"Faculty members have certain rights to continued employment through tenure or an
employment contract. Refer to the Faculty Handbook for further definitions, policies, and
procedures regarding faculty employment.
Some faculty members may also serve in exempt, administrative non-faculty positions. Those
employees with dual employment status are subject to all terms and conditions for exempt, nonfaculty employees, and also as faculty members with certain rights to continued employment
through tenure or employment contracts."
IV.
2 Faculty Responsibilities
“Faculty members are responsible for performing the duties specified on the job description
under which they were appointed or as later redefined by their immediate supervisor and/or the
administration. Individual faculty members are normally expected to: (1) carry out their
teaching assignments; (2) engage professionally within their field(s); and (3) provide service to
Linfield, their profession, and the community. A complete list of expectations is found in “Basis
of Evaluations” (Section IV.6.1).
Teaching Load and Assignment—Linfield College has a flexible teaching load policy that is
centered in the needs of the Linfield Curriculum and individual departments. Since 1994 the
practice of allocating loads has been to recognize to some extent individual needs for time to
devote to research and creative activity. Accordingly, department heads (in the case of nursing,
the Dean of Nursing) have latitude, subject to approval by the Vice President for Academic
Affairs/Dean of Faculty, to adjust loads so that individual faculty members can receive a
teaching assignment that is both commensurate with a higher than normal level of professional
activity and consistent with the need of each department to average 23 load units per faculty
member in an academic year. Thirty-three units is defined as full time (23 of teaching per se and
10 of other, such as advising and service functions).
Each year it is incumbent upon department heads (in the case of nursing, the Dean of Nursing),
in consultation with their departments, to propose to the dean reasonable criteria for the
assignment of teaching responsibilities within their departments and to provide a rationale for
these assignments in view of departmental majors and the needs of the larger college community.
To achieve this flexibility in approach to teaching load, factors other than a “higher than normal
level of professional activity” can also be taken into consideration, e.g., class size, lab
requirements, creative activities, special pedagogical exigencies, collaborative or course-based
research, or other professional responsibilities. The policy also makes provision for individual
faculty needs or special circumstances (such as the completion of dissertation or a monograph, or
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extraordinary service to the department or the college) that can quickly change from year to year
and affect a department’s programs and offerings.
The academic year obliges faculty to divide their teaching assignments between Fall and Spring
semesters. Faculty members may teach a portion of their loads during January Term. It is
further assumed that faculty members will devote the additional time necessary to prepare for
classes and to pursue professional activity.
Academic Advising—Every student has a faculty advisor who serves as a guide and mentor in
the student's educational journey through Linfield College. Consultation with or approval by the
faculty advisor is required for a variety of academic program decisions that students make.
Beyond the Fall of the first year, faculty advisors work individually with their advisees largely,
but not exclusively, under the auspices of the department in which they plan to complete a major.
At the Portland campus, transfer students are assigned to faculty advisors in their major.
On the Portland Campus, the registrar oversees the program and assigns advisors for transfer
students. Counseling, tutoring, study skills and related services may also be obtained through the
Student Services office.
Role of Faculty in Student Discipline—The concept of discipline in an educational institution is
meaningful only when it is relevant to the generic purposes and functions of that institution. As
an institution of higher learning, Linfield engages only in judicial actions and processes that are
vital to its basic concerns and for which it is designed.
In the broadest sense, Linfield exists to create a special environment for learning and pursuit of
knowledge. Students, faculty members, administrators, staff, trustees, and alumni all share in the
obligation to protect the integrity and promote the continuous intellectual growth of all its
members. All who benefit from it are indebted to it; differences lie only in the frequency and
intimacy of contact with it.
The relationship of the college with the student, therefore, is in the essential nature of a contract
involving a set of rights and obligations, reflecting both the purposes of the college and those of
the students in attendance. Such a contract commits the college to ensure maximum availability
to each student of its specific educational and environmental resources. It does not imply that
the college provide services or exercise authority regarding matters unrelated to college
functions. Such a contract also commits the student to full and meaningful participation in the
life of the college and to the preservation and promotion of its highest endeavors in education. In
addition, the student preserves his or her rights as a citizen and has a basic obligation not to
commit or tolerate any impingement on the rights of others.
The college, therefore, exercises its authority over students in terms of the mutual interests of
both parties and in terms of their contract with each other.
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The bylaws of the college as approved and adopted June 8, 1970 and subsequently amended
present the following guidance in establishing procedures of judicial action in the role of the
faculty:
The president shall be responsible for the discipline of the college and for
carrying out all measures officially agreed upon by the Faculty Assembly
concerning matters committed to them by the Board, and for executing such
measures concerning the internal administration of the college as the Board of
Trustees may enact (Article IX, Section 1, paragraph three of the bylaws).
The Faculty Assembly shall advise the president and appropriate officers of
administration regarding policies governing conduct of students in extracurricular activities. The Faculty Assembly shall further advise and cooperate
with the officers of administration responsible for investigating cases of student
misconduct or violations of the rules of the college by students, and for
disciplining students for such violations (Article XI, Section 6).
Policies pertaining to student discipline are described in the Portland Student Handbook.
Syllabus Preparation—A copy of a syllabus for each course offered by a faculty member should
be filed with the Vice President for Academic Affairs/Dean of Faculty not later than ten days
after the beginning of the semester or term in which the course is taught. The syllabi are
maintained in a file by the dean, who will also place copies in a file in the library where they can
be referred to by students.
Faculty Schedules—Each faculty member is expected to make students aware of that semester’s
office hours by including them on all syllabi and posting them on one’s office door at the outset
of each term. The faculty member’s class schedule for the semester should also be included in
the posting.
Documentation of Grades Assigned—Faculty members must be in a position to document for
students the bases for grades assigned. To this end copies of grade books and those graded tests
and assignments not returned permanently to students should be kept by the faculty member for a
reasonable period of time. The Curriculum Committee and the Vice President for Academic
Affairs/Dean of Faculty have agreed that the standard of good practice at Linfield for
maintaining the kinds of records described above should be one year from the end of the
semester or term in which a course was offered (see VII.21.)
Absence from Classes—In cases of emergency, faculty members should notify the department
head (in the case of nursing, the Dean of Nursing), and Vice President for Academic
Affairs/Dean of Faculty as soon as possible of the absence or projected absence. Where
extended absence is necessary due to illness or other emergency situations, the dean, in
consultation with the department head (in the case of nursing, the Dean of Nursing), shall be
responsible for making alternative instructional arrangements. Whenever possible, classes
should be met and not canceled. In all other cases of absence, faculty members will be expected
to give prior notification and provide alternative arrangements for class responsibilities
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satisfactory to the department head (in the case of nursing, the Dean of Nursing). Students are to
be given prior notice of changes in scheduled teaching arrangements.
Academic Processions—Full-time members of the faculty are expected to participate in the
academic processions of opening convocation and Spring semester commencement. Faculty are
invited to participate in Spring semester baccalaureate.
Professional Development—The changing nature of education makes it imperative for faculty
members continually to upgrade themselves professionally. To the degree that it is possible, the
college assists faculty in their professional development, and a number of enrichment
opportunities are available (see, Chapter V).
Addendum to Linfield College Faculty Handbook pertinent to the Linfield-Good Samaritan
School of Nursing:
In compliance with the Oregon State Board of Nursing standards for educational programs in
nursing, full time tenured and tenure track faculty (nurse educators) shall hold at least a Master’s
Degree in Nursing with no less than three years of nursing experience. Full time tenured and
tenure track faculty shall have licensure as a registered nurse in Oregon.
Full time, tenure track faculty are expected to hold a Doctoral Degree in Nursing or a related
field to be considered eligible for tenure at Linfield College.
All full-time faculty teaching in the RN-BSN program must have completed a graduate-level
course in online educational instruction; or be credentialed as a Certified Online Instructor, as
approved by the Dean of Nursing
Academic advising in the RN-BSN program is the responsibility of the nursing faculty advisors
and the designated Division of Continuing Education academic advisor. Students are assigned a
nursing faculty advisor upon admission to the RN-BSN program (see, Appendix A-1-i for further
details).
For those faculty teaching a calendar year (Fall, Spring, and Summer semesters), 28 load units
are dedicated to teaching and 11 load units to professional achievement and services.
Nursing course syllabi are electronically stored on Blackboard for ready access.
In accordance with the Oregon State Board of Nursing standards for educational programs in
nursing, principle responsibilities of the faculty shall be to:
1.
2.
Develop, implement, and evaluate the organizing framework and learning outcomes of
the program.
Construct, implement, evaluate, and revise the curriculum.
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3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Develop, implement, and evaluate policies and standards for the advising, selection,
admission, advanced placement, progression and graduation of nursing students within
the framework of the policies of the educational institution.
Develop, integrate, and evaluate student learning experiences, including selection of
learning activities, appropriate use of emerging teaching and learning methodologies,
assessment and guidance of the student and evaluation of client and student safety.
Develop, implement, and evaluate policies for assessing student achievement in terms of
course and program learning outcomes.
Evaluate student learning and performance, assign grades for courses according to
policies, determine student progression within the program, and recommend successful
candidates for the degree.
Develop, implement, and evaluate policies and procedures necessary for the operation of
the program.
Provide for student evaluation of teaching effectiveness.
Provide evaluation of faculty members within the framework of the educational
institution.
Orient and provide on-going guidance to Nurse Educator Associates (Adjunct Faculty),
clinical teaching associates (preceptors), and nursing staff in practice sites related to the
program goals, learning outcome and expected competencies of the students.
Participate in review of the total nursing program.
Participate in determining academic policies and procedures of the institution.
Participate cooperatively with other nursing programs and agencies to develop
appropriate and equitable access to practice sites.
Provide mechanisms for student input into and/or participation in decisions related to the
nursing program.
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Linfield-Good Samaritan School of Nursing
Position Description
Visiting Assistant Professor in Nursing
Position Title: Visiting Assistant Professor in Nursing
Reports To: Dean of Nursing
Full Time Equivalent (FTE): 1.0
Last Date Reviewed/Revised: 07/15/12
Position Summary:
Visiting Assistant Professors in Nursing are hired on a year-to-year basis and are not placed on
tenure track. Reappointment is based on evaluation of teaching effectiveness by the Dean of
Nursing and the needs of the department. Each course taught by a Visiting Assistant Professor
must be evaluated using the standard college forms. See, the Position Description of Full Time
Faculty from the Linfield College Faculty Handbook for details.
Responsibilities:
1.
2.
3.
4.
5.
Twenty-six load units in an academic year (Fall and Spring semesters) or thirty-one load
units in a calendar year (Fall, Spring, and Summer semesters) will consist of theory and
clinical teaching. Service (responsibilities of numbers 2 to 5 noted below) comprises
seven load units in an academic year or eight load units in a calendar year.
Participates in appropriate course team and Nursing Faculty Assembly meetings.
Serves on nursing committees and ad hoc task forces.
Provides academic advisement to a group of nursing students.
Participates in other appropriate service activities.
Qualifications:
1.
2.
3.
4.
5.
6.
7.
8.
Master’s degree in nursing;
Doctoral degree in nursing or related field (preferred)
Licensure as a registered nurse in Oregon
Three years of clinical nursing practice
Excellent communication skills and ability to relate positively and congenially with
students, colleagues, and constituents
Ability to participate in a cooperative team environment
Excellent teaching skills
Commitment to baccalaureate nursing education
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Linfield-Good Samaritan School of Nursing
Position Description
Clinical Associate
Position Title: Clinical Associate
Reports To: Dean of Nursing and Associate Dean of Nursing for Faculty and Program
Development
Full Time Equivalent (FTE): 1.0
Date Approved: 08/12/10
Last Date Reviewed/Revised: 07/15/12
Position Summary:
Clinical Associates are employed on a year-to-year basis to provide clinical instruction and assist
with theory instruction. The Clinical Associate position does not relate to the college’s positions
with rank, tenure, promotion in rank or sabbatical leave. Reappointment is based on evaluation
of clinical teaching effectiveness by the Associate Dean of Nursing for Faculty and Program
Development and the needs of the School of Nursing. Each course taught by a Clinical
Associate must be evaluated using the standard college form for Clinical Instruction in Nursing.
Responsibilities:
1.
2.
3.
4.
5.
Thirty-nine load units in a calendar year (Fall, Spring, and Summer semesters; and
January term), which will consist of specified teaching, clinical and/or related nonteaching responsibilities.
Performs clinical/lab activities, i.e. clinical nursing skills performance evaluation and
simulation training.
Participates in appropriate course, committee, and nursing department meetings.
Holds regular office hours each week.
Performs related duties as assigned by the Dean of Nursing.
Qualifications:
1.
2.
3.
4.
5.
6.
7.
Master’s degree in nursing
Licensure as a registered nurse in Oregon
Three years of clinical nursing practice
Excellent communication skills and ability to relate positively and congenially with
students, colleagues, and constituents.
Ability to participate in a cooperative team environment
Excellent clinical teaching skills
Commitment to baccalaureate nursing education
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Linfield-Good Samaritan School of Nursing
Position Description
Adjunct Faculty (Nurse Educator Associate)
(Source: 2010-2011 Linfield College Faculty Handbook)
IV.
5. ADJUNCT FACULTY
Adjunct faculty are those employed for up to one year at a time on a part-time basis to teach
particular courses. Unless the contract stipulates to the contrary, the job description includes
instruction only (including some availability for conferences with students outside of class), not
advising, professional development, or service activities. Rank is not accorded, and stipends are
based only on teaching load and the individual’s highest degree. In accordance with Linfield’s
Retirement Plan document plan, adjunct faculty are eligible to participate in the Plan on a
voluntary salary reduction basis effective with the employee’s date of employment. Otherwise,
only those benefits required by law are provided.
Normally, adjunct faculty are limited to no more than 18 load units in any given academic year,
where 33 units is defined as full time (23 of teaching per se and 10 of other, such as advising and
service functions). Included in the 18 is teaching within any division of the college. In no case
will a load of more than 20 units be approved.
Adjunct faculty employed in the school of nursing for clinical supervision and instruction will be
hired under the same terms as other adjunct faculty except that pay rates may be somewhat
higher than those applicable to other adjuncts based on prevailing rates for nurses in the Portland
area.
Adjunct faculty are not eligible for tenure, promotion in rank, or sabbatical leave.
Reappointment is based on a departmental evaluation of teaching effectiveness. Each course
taught by an adjunct faculty member must be evaluated using the standard college forms for
student evaluation of instruction.
Addendum to the Linfield College Faculty Handbook pertinent to the Linfield-Good Samaritan
School of Nursing:
In compliance with the Oregon State Board of Nursing standards for educational programs in
nursing, clinical adjunct faculty (Nurse Educator Associates) shall hold at least a Bachelor’s
Degree in Nursing with no less than two years of nursing experience. Theory adjunct faculty
(Nurse Educator Associates) shall hold at least a Master’s Degree in Nursing with no less than
three years of nursing experience. Both clinical and theory adjunct faculty (Nurse Educator
Associates) shall have licensure as a registered nurse in Oregon.
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Linfield-Good Samaritan School of Nursing
Position Description
Nurse Educator Associate (Adjunct Faculty) Liaison
Position Title: Nurse Educator Associate (Adjunct Faculty) Liaison
Reports To: Dean of Nursing and Associate Dean of Nursing for Faculty and Program
Development
Full Time Equivalent (FTE): Determined by Dean of Nursing
Date Approved: 07/15/12
Last Date Reviewed/Revised: 08/15/12
Position Summary:
The Nurse Educator Associate (Adjunct Faculty) Liaison collaborates with the Dean of Nursing,
the Associate Dean of Nursing for Faculty and Program Development, Experiential Learning
Coordinators, and the Faculty Development Committee in meeting assigned responsibilities
related to Nurse Educator Associate (Adjunct Faculty).
Responsibilities:
1.
2.
3.
4.
In conjunction with the Administrative Assistant to the School of Nursing, provides
oversight to the management of information regarding Nurse Educator Associates
(Adjunct Faculty) for the generic BSN program.

Current contact information
Licensure as an RN in another state(s) in addition to Oregon


Practice specialty areas and experience

Availability for clinical teaching, as well as, other work commitments

Number of hours committed and used in the academic year
Preferred courses and record of teaching in past courses


Performance review dates, completed evaluations, and summary of evaluation
results

Current signed contract for academic year

Current mandatory education requirements (e.g., TB testing, CPR, Licensure)
Assists Integrated Experiential Learning Coordinators and the Associate Dean of Nursing
for Faculty and Program Development with advertising for Nurse Educator Associates
(Adjunct Faculty).
Develops and coordinates a general orientation for new Nurse Educator Associates
(Adjunct Faculty); and collaborates with Integrated Experiential Learning Coordinators
and the Associate Dean of Nursing for Faculty and Program Development to establish
course specific orientations.
In collaboration with Integrated Experiential Learning Coordinators and the Associate
Dean of Nursing for Faculty and Program Development, ensures Nurse Educator
Associates (Adjunct Faculty) who are new to education are mentored on principles and
strategies for teaching, grading, praxis, and simulated lab learning experiences.
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5.
6.
7.
8.
9.
10.
Collaborates with the School of Nursing Faculty Development Committee and the
Associate Dean of Nursing for Faculty and Program Development to identify
professional growth and development needs of Nurse Educator Associates (Adjunct
Faculty), and based on this needs assessment, collaborates with the committee and the
Associate Dean of Nursing for Faculty and Program Development to develop and
implement the annual Nurse Educator Associate (Adjunct Faculty) Development
Program and other educational opportunities.
Communicates regularly with Nurse Educator Associates (Adjunct Faculty) regarding
such items as applicable policies, College and School of Nursing information, and
educational opportunities. In Collaboration with Integrated Experiential Learning
Coordinators, other faculty, and administrators, serves as a liaison to Nurse Educator
Associates (Adjunct Faculty) in interpreting policy and procedure, problem solving, and
seeking resources.
Maintains a line of communication between Nurse Educator Associates (Adjunct
Faculty) and the Dean of Nursing, Associate Dean of Nursing for Faculty and Program
Development, Integrated Experiential Learning Coordinators, and other faculty.
Collaborates with the Dean of Nursing, Associate Dean of Nursing for Faculty and
Program Development, and/or others to implement a system of recognition for Nurse
Educator Associates (Adjunct Faculty).
Conducts, analyzes, and reports on the annual evaluation of support for Nurse Educator
Associates (Adjunct Faculty).
Through discussions with Integrated Experiential Learning Coordinators, other faculty,
and administrators; identifies Nurse Educator Associate (Adjunct Faculty) issues and
ideas for improvement. Reports on Nurse Educator Associate (Adjunct Faculty) issues
and recommendations for improvement at Nursing Faculty Assembly meetings.
Qualifications:
1.
2.
3.
4.
5.
6.
7.
Bachelor’s degree in nursing
Licensure as a registered nurse in Oregon
Three years experience in clinical nursing
Excellent communication and interpersonal skills
Ability to establish effective working relationships with a variety of faculty, staff, and
community contacts
Ability to manage multiple tasks and projects in an organized and productive manner
Proficiency in personal computer skills, Microsoft Office
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Linfield-Good Samaritan School of Nursing
Position Description
Course Lead In The RN-BSN Program
Position Title: Course Lead in the RN-BSN Program
Reports To: Dean of Nursing
Date Approved: 07/15/12
Last Date Reviewed/Revised: 05/14/13
Position Summary:
The Course Lead in the RN-BSN Distance Education program coordinates the assigned theory
course with faculty teaching different sections of the course. The Course Lead is appointed and
evaluated by the Dean of Nursing.
Responsibilities:
1.
2.
3.
4.
5.
6.
7.
8.
Provides leadership in coordinating the content of the assigned theory course with faculty
teaching different sections of the course.
Orients and mentors Nurse Educator Associates (Adjunct Faculty) in the course content.
Develops the course for effective online education.
Submits course syllabus and textbook orders according to established deadlines.
Oversees implementation of course outcomes by Nurse Educator Associates (Adjunct
Faculty) and nursing faculty teaching in the course through frequent and clear
communication.
Submits recommendations to the Associate Dean of Nursing for Instructional Programs
and the Nursing Curriculum Committee regarding changes in course outcomes.
Participates in the search process for Nurse Educator Associates (Adjunct Faculty), who
will be responsible for teaching a section of the course.
Provides feedback about the Nurse Educator Associates (Adjunct Faculty) who taught in
the course to the Associate Dean of Nursing for Faculty and Program Development, who
evaluates the Nurse Educator Associates (Classroom Adjunct Faculty).
Qualifications:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Master’s degree in nursing
Doctoral degree in nursing or related field (preferred)
Completed a graduate-level course in online educational instruction; or credentialed as a
Certified Online Instructor, as approved by the Dean of Nursing
Licensure as a registered nurse in Oregon
Tenured or tenure-track faculty status in the School of Nursing; teaching in the RN-BSN
program
Expertise in assigned course content
Excellent interpersonal and communication skills; and ability to facilitate conflict
resolution
Excellent teaching and organizational skills
Experience and demonstrated interest in ongoing curriculum development
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Linfield –Good Samaritan School of Nursing
Position Description
Semester Coordinator
Position Title: Semester Coordinator
Reports To: Dean of Nursing
Load Unit (LU): 3 LU / semester (total 6 LU / year)
Date Approved: 02/21/11
Last Date Reviewed/Revised: 05/14/13
Position Summary:
The Semester Coordinator ensures integration of theory and experiential learning excellence in
the nursing program. One Semester Coordinator is designated for each of the four semesters in
the nursing program. The Semester Coordinators collaborate with theory faculty, Integrated
Experiential Learning Coordinators, the two Associate Deans of Nursing, School of Nursing
Curriculum Committee, Faculty Development Committee, and Quality Improvement Committee
to ensure that course and level outcomes build in complexity and scope across the curriculum
and meet program outcomes. The Semester Coordinators are appointed and evaluated by the
Dean of Nursing.
Responsibilities:
1.
2.
3.
4.
5.
6.
7.
Provides curriculum oversight for the semester theory and Integrated Experiential
Learning courses.
Organizes and facilitates collaborative team meetings with theory and clinical faculty,
Integrated Experiential Learning Coordinators, School of Nursing Curriculum
Committee, the two Associate Deans of Nursing, and others as deemed necessary to
assure major theory curricular outcomes within a given semester are integrated in the
Integrated Experiential Learning course.
Collaborates with theory and clinical faculty, the other Semester Coordinators, Integrated
Experiential Learning Coordinators, School of Nursing Curriculum Committee, School of
Nursing Quality Improvement Committee, and the two Associate Deans of Nursing to
ensure curriculum integrity across the four semesters and the generic BSN and RN-BSN
programs of study; and to evaluate accomplishment of level and program outcomes.
Oversees application of curricular level outcomes in collaboration with theory and
clinical faculty and the Integrated Experiential learning Coordinators to promote
curriculum consistency and quality.
Assists theory and clinical faculty, Integrated Experiential Learning Coordinators,
Experiential Learning Center Director, and Simulation Program Director in planning and
evaluating student assessment tools.
Serves on the School of Nursing Curriculum Committee.
Meets regularly with semester faculty, the two Associate Deans of Nursing, and
chairpersons of the School of Nursing Curriculum Committee and Quality Improvement
Committee to monitor implementation, assessment, and coordination of the nursing
curriculum to assure program outcomes are met.
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Qualifications:
1.
2.
3.
4.
5.
6.
7.
Master’s degree in nursing
Doctoral degree in nursing or related field (preferred)
Licensure as a registered nurse in Oregon
Tenured or tenure-track faculty status in the School of Nursing
Excellent teaching and organizational skills
Excellent interpersonal and communication skills; ability to facilitate conflict resolution
Experience and demonstrated interest in ongoing curriculum development
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Linfield-Good Samaritan School of Nursing
Position Description
Integrated Experiential Learning Coordinator
Position Title: Integrated Experiential Learning Coordinator
Reports To: Dean of Nursing
Load Units (LU): 5 LU / semester (total 10 LU / year) for semester 2 and 3
4 LU / semester (total 12 LU / year) for semester 1 and 4
2 LU / semester (total 06 LU / year) for the last semester in RN-BSN
program
Date Approved: 02/21/11
Last Date Reviewed/Revised: 08/15/12
Position Summary:
The Integrated Experiential Learning Coordinator ensures experiential teaching excellence in the
nursing program. One Integrated Experiential Learning Coordinator is designated for each of the
four semesters of Integrated Experiential Learning courses (Integrated Experiential Learning
Coordinator for NURS 335 in Semester 1, Integrated Experiential Learning Coordinator for
NURS 375 in Semester 2, Integrated Experiential Learning Coordinator for NURS 435 in
Semester 3, and Integrated Experiential Learning Coordinator for NURS 475 in Semester 4 or
the last semester in the RN-BSN program). The Integrated Experiential Learning Coordinators
collaborate with theory and clinical faculty, Semester Coordinators, Experiential Learning Center
Director, and Simulation Program Director in their assigned semester to provide oversight for the
implementation of integrated learning experiences within a semester. The Integrated
Experiential Learning Coordinators are appointed and evaluated by the Dean of Nursing.
Responsibilities:
A.
Curriculum integrity
1.
2.
3.
Collaborates with the theory and clinical faculty, the other Experiential Learning
Coordinators, Semester Coordinators, School of Nursing Curriculum Committee,
School of Nursing Quality Improvement Committee, and the two Associate Deans
of Nursing to ensure curriculum integrity across the four semesters and the
generic BSN and RN-BSN programs of study; and to evaluate accomplishment of
level and program outcomes.
Collaborates with theory and clinical faculty, Experiential Learning Center
Director, and Simulation Program Director to develop the Integrated Experiential
Learning course syllabus, experiential learning activities and clinical performance
evaluation methods that support theory and Integrated Experiential Learning
course outcomes.
Collaborates with the School of Nursing Quality Improvement Committee to
evaluate the effectiveness of learning experiences in meeting the Integrated
Experiential Learning course outcomes.
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B.
Integrated experiential learning activities
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
C.
Coordinates learning activities with the Experiential Learning Center Director and
Simulation Program Director for the generic BSN program.
Seeks, develops, and coordinates new clinical sites in conjunction with the
Clinical Facilities Administrator, the Administrative Coordinator, clinical faculty,
and theory faculty.
Oversees coordination of experiential learning activities including clinical
placements.
a. Assigns students and clinical faculty to clinical sites.
b. Works with clinical faculty to ensure clinical agency and health passport
requirements for faculty and students are completed in a timely fashion.
Communicates with clinical faculty and Nurse Educator Associates (clinical
adjuncts) regarding Integrated Experiential Learning course expectations and
information to guide clinical agencies, Clinical Teaching Associates (preceptors),
and students.
Submits course syllabus, lab manuals, academic alerts, final grades, and the other
course related materials according to established deadlines.
Coordinates academic counseling for students in the Integrated Experiential
Learning course who are in academic jeopardy.
Facilitates resolution of student grievances related to the Integrated Experiential
Learning course.
Provides the Clinical Teaching Associates (Preceptors) with the course syllabus
and the Clinical Teaching Associate (Preceptor) Manual.
Supports clinical faculty and Nurse Educator Associates (clinical adjuncts) in
nurturing and maintaining positive working relationships with Clinical Teaching
Associates (preceptors).
Collaborates with the Clinical Facilities Administrator or Administrative
Coordinator to the School of Nursing, clinical faculty, and School of Nursing
Quality Improvement Committee chairperson regarding faculty and student
evaluation of clinical sites and Clinical Teaching Associates (preceptors).
Collaborates with the Experiential Learning Center Director, Simulation Program
Director, and clinical faculty regarding faculty and student evaluation of learning
activities in the Experiential Learning Center for the BSN generic program.
Ensures completed forms evaluating clinical performance of students are
submitted to the Office of Enrollment Services.
Coordination of course faculty
1.
2.
Collaborates with the School of Nursing Faculty Development Committee,
Semester Coordinator, Nurse Educator Associate (Adjunct Faculty) Liaison, and
School of Nursing Quality Improvement Committee to develop, implement, and
evaluate programs for orientation and development of experiential/clinical
teaching expertise.
Orients, mentors and supervises Nurse Educator Associates (Clinical Adjunct
Faculty) teaching in the course. Informs them about the adjunct professional
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2013-2014 Edition
3.
4.
5.
6.
7.
8.
9.
10.
development workshop and electronic resources posted on Blackboard. Requests
assistance when needed from the Dean of Nursing for Faculty and Program
Development. Advises the Dean of Nursing of student/faculty problems that
arise.
Coordinates the search process for Nurse Educator Associates (Clinical Adjunct
Faculty) and chairs the search committee. Forwards hiring recommendations to
the Associate Dean of Nursing for Faculty and Program Development, and
following approval, initiates the contract.
Writes an evaluation of the Nurse Educator Associate’s (clinical adjunct’s)
performance that is shared with the Nurse Educator Associate, and places a copy
of the evaluation along with the Nurse Educator Associate’s self-appraisal in the
Dean’s files.
Provides leadership to plan, implement and evaluate relevant and innovative
learning experiences in the Integrated Experiential Learning course.
Organizes and facilitates Integrated Experiential Learning course team meetings,
and maintains minutes of the meetings.
Participates in semester team meetings.
Participates in relevant budget planning, and submits requests for library
resources and laboratory equipment to meet course outcomes.
Submits contracts for reimbursement of Nurse Educator Associates (Clinical
Adjunct Faculty) teaching in NURS 335, 375 or 435 in the BSN generic program
for orientation to clinical sites they have not been assigned to previously.
Informs Nurse Educator Associates (Clinical Adjunct Faculty) about the process
for clinical travel reimbursement.
Qualifications:
1.
2.
3.
4.
5.
6.
7.
Master’s degree in nursing
Doctoral degree in nursing or related field (preferred)
Licensure as a registered nurse in Oregon
Tenured or tenure-track faculty, Visiting Professor or Clinical Associate
Excellent teaching and organizational skills
Excellent interpersonal and communication skills; ability to facilitate conflict resolution
Experience and demonstrated interest in ongoing curriculum development
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Chapter IV: Nursing Department and College
Committee/Council Membership
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School Of Nursing Faculty Assembly Members
Alex Asbury ........................................ Advisory, Clinical Facilities and Project Coordinator
Joyce Betita ......................................... Advisory, Experiential Learning Center Director
Henny Breen ....................................... Course Lead (NURS 315 & 470 in RN-BSN Program), Assistant
Professor of Nursing
Sue Butell ........................................... Professor of Nursing
Fred Calixtro ....................................... Assistant Professor of Nursing
Samantha D’Ambrosio ....................... Advisory, Administrative Assistant to the School of Nursing
Corrina Emch ...................................... Clinical Associate-Simulation
Bev Epeneter ....................................... Interim Associate Dean of Nursing for Instructional Programs, Semester
IV Coordinator, Professor of Nursing
Celia Grachico .................................... Advisory, Experiential Learning Center Coordinator
Kandys Greenlund .............................. Simulation Program Director, Visiting Assistant Professor of Nursing
Katherine Hammond ........................... Visiting Assistant Professor of Nursing
Deb Henry ........................................... Advisory, Clinical Facilities Administrator
Nancy Hodges………………………. Integrated Experiential Learning II Coordinator (Spring), Clinical
Associate
Carmen Ingulli .................................... Integrated Experiential Learning III Coordinator, Assistant Professor of
Nursing
Noreen Johansson ............................... Professor of Nursing
Melissa Jones ...................................... Course Lead (NURS 309 & 460 in RN-BSN Program), Assistant
Professor of Nursing
Susan Juedes ....................................... Visiting Assistant Professor of Nursing
Jennifer Keltner................................... Advisory, Administrative Assistant to the School of Nursing
Kathy Kinderman ................................ Course Lead (NURS 320 in RN-BSN Program), Assistant Professor of
Nursing
Kimberly Kintz ................................... Assistant Professor of Nursing
Mallie Kozy ........................................ Dean of Nursing, Professor of Nursing
Cheryl Langford ................................. Associate Professor of Nursing
Barbara Limandri ................................ Professor of Nursing
Melissa Lowther ................................. Advisory, Temporary Simulation Operations Manager
Linda Luce .......................................... Integrated Experiential Learning IV Coordinator (RN-BSN Program),
Visiting Assistant Professor of Nursing
Karen Maxwell ................................... Assistant Professor of Nursing
Jeannette O’Brien ............................... Integrated Experiential Learning II Coordinator (Fall), Curriculum
Coordinator (Fall), Assistant Professor of Nursing
Patrice O'Donovan .............................. Portland Campus Library Director, Professor
Christine Pierce……………………... Integrated Experiential Learning IV Coordinator (Summer), Clinical
Associate
Shelly Quint…………………………Visiting Assistant Professor of Nursing
Kristine Rethlake ................................ Advisory, Experiential Learning Center Coordinator
Carol Roberts ...................................... Integrated Experiential Learning I Coordinator, Visiting Assistant
Professor of Nursing
Laura Rodgers ..................................... Professor of Nursing
Neal Rosenburg................................... Associate Dean of Nursing for Faculty and Program Development,
Associate Professor of Nursing
Joanna Rowe ....................................... Semester I Coordinator, Professor of Nursing
Mindy Schiebler.................................. Clinical Associate
Lillian Schott ...................................... Student Representative
Jan Selliken ......................................... Semester III Coordinator (Fall), Integrated Experiential Learning III
Coordinator (Fall), Associate Professor of Nursing
Jana Taylor ......................................... Professor of Nursing
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Vivian Tong ........................................ Semester III Coordinator (Spring), Integrated Experiential Learning III
Coordinator (Spring), Professor of Nursing
Barbara Van Ness…………………… Advisory, Senior Laboratory Coordinator
Miriam Volpin .................................... Integrated Experiential Learning II Coordinator, Assistant Professor of
Nursing
Jacqueline Webb ................................. Semester II Coordinator, Assistant Professor of Nursing
Pam Wheeler ....................................... Semester IV Coordinator (Spring), Integrated Experiential Learning IV
Coordinator, Associate Professor of Nursing
Suchawadee Yimmee .......................... Assistant Professor of Nursing
_____________________ .................. Student Representative
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Linfield College Faculty Standing Committee Membership
Last Revised: 08/17/13
Curriculum
Chuck Dunn
Kaarina Bean
Sandra Lee
Michael Crosser*
Chad Tillberg
Miriam Volpin
Vivian Tong*
Lissa Wadewitz
M. Huntsberger
Student Policies
Chair
AH
AH
NSM
NSM
PDX
PDX
SBS
SBS
14
14
15
14
13
14
15
14
15
Chair
AH
AH
NSM
NSM
PDX
PDX
SBS
SBS
13
14
15
14
15
14
15
14
15
Chair
AH
NSM
PDX
SBS
AHpc
SBSpc
NSMpc
PDXpc
14
14
14
15
15
15
16
14
16
Rob Gardner*
Masayuki Itomitsu
Cheryl Langford
Denise Farag
Michael Hitchman*
Lee Bakner
Faculty Executive Council
John Sagers
Jackson Miller
Jennifer Nordstrom
Laura Rodgers
Sharon Bailey Glasco
Amy Orr
Chris Gaiser
Personnel
Jim Diamond*
Chris Kearney
D. Pollock-Pelzner
Jeremy Weisz
Stephen Bricher
Barbara Limandri
Sue Butell*
Peter Buckingham
Mindy Larson
Faculty Manual
Chair
14
AH
15
NSM
15
PDX
14
SBS
14
Secretary
15
Faculty Trustee 15
* = second term (four-year limit unless serving
as chair)
AH = Arts and Humanities Division
NSM = Natural Science and Mathematics
Division
PDX = Portland Division
SBS = Social and Behavioral Division
pc = Division representatives serving on both
the Planning and Budget Committee and the
College Planning and Budget Council
Planning & Budget
Tom Reinert*
Brian Winkenweder
John Syring*
Su Yimmee*
Lisa Weidman
Brenda Marshall
Sharon Wagner
Liz Atkinson
Melissa Jones
Chair
15
AH
15
PDX
14
SBS
14
NSM
15
Fac. Athletic Rep.
Note: Chairpersons of academic divisions of the
College are members of the College Faculty
Executive Council. Laura Rodgers is
chairperson of the Portland Division, and is,
therefore, a member of the College Faculty
Executive Council. All current Portland (PDX)
Division representatives on College standing
committees are nursing faculty members. The
College faculty representative on the Board of
Trustees is Jan Selliken, a nursing faculty
member.
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Membership of School of Nursing Standing Committees (2013-2014)
Standing Committee / Member
Position
Term
Admissions, Progressions, Honors, and Graduation
Linda Luce, Chair (2nd term)
Pam Wheeler
Noreen Johansson
Mallie Kozy, Dean of Nursing
Bev Epeneter, Interim Associate Dean of Nursing for Instructional Programs
Neal Rosenburg, Associate Dean of Nursing for Faculty and Program Development
Todd McCollum, Director of Enrollment Services
John Gallagher, Division of Continuing Education Registrar
Anne Girardelli, Assistant Director of Registration and Records
Faculty
Faculty
Faculty
Ex-officio member
Ex-officio member
Ex-officio member
Ex-officio member
Ex-officio member
Ex-officio member
2013-2015
2013-2015
2012-2014
Student
Student
Curriculum
Jeannette O’Brien, Chair (2nd term)
Henny Breen
Joanna Rowe (Semester I Coordinator)
Jackie Webb (Semester II Coordinator)
Jan Selliken (Semester III Coordinator)
Bev Epeneter (Semester IV Coordinator)
Mallie Kozy, Dean of Nursing
Bev Epeneter, Interim Associate Dean of Nursing for Instructional Programs
Neal Rosenburg, Associate Dean of Nursing for Faculty and Program Development
Joyce Betita, Experiential Learning Center Director
Faculty
Faculty
Faculty
Faculty
Faculty
Faculty
Ex-officio member
Ex-officio member
Ex-officio member
Ex-officio member
2012-2014
2013-2015
2013-2014
2013-2014
2013-2014
2013-2014
Student
Student
Faculty Development
Karen Maxwell, Chair
Carmen Ingulli (2nd term)
Susan Juedes
Mallie Kozy, Dean of Nursing
Bev Epeneter, Interim Associate Dean of Nursing for Instructional Programs
Neal Rosenburg, Associate Dean of Nursing for Faculty and Program Development
Faculty
Faculty
Faculty
Ex-officio member
Ex-officio member
Ex-officio member
2013-2015
2012-2014
2012-2014
Student
Student
Quality Improvement
Kim Kintz, Chair
Carol Roberts
Kathy Kinderman
Shelly Quint
Patrice O’Donovan
Mallie Kozy, Dean of Nursing
Bev Epeneter, Interim Associate Dean of Nursing for Instructional Programs
Neal Rosenburg, Associate Dean of Nursing for Faculty and Program Development
Deb Henry, Clinical Facilities Administrator
Faculty
Faculty
Faculty
Faculty
Faculty
Ex-officio member
Ex-officio member
Ex-officio member
Ex-officio member
2012-2014
2012-2014
2013-2015
2013-2015
(2012)-2014
Student
Student
Carol Roberts
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Parliamentarian
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2013-2014 Edition
Membership Of Clinical Advisory Council
Last revised 8/17/13
The purpose of the Clinical Advisory Council is for nurses from the community to provide
counsel to the School of Nursing concerning the nursing curriculum, the changing health care
system, community health care needs, and expectations of Linfield Good Samaritan School of
Nursing graduates. Two nursing student representatives to the Clinical Advisory Council are
selected by ASLC-PC.
Name
Title
Organization
Jennifer Badzinski
Human Resources (Clinical Education)
Silverton Health
Nancy Bensen
Clinical Education Resource Specialist
Tuality Community Hospital
Carol Bradley
Chief Nursing Officer
Legacy Health System
Traci Charlton
Associate Chief Nursing Officer
Portland Veterans Administration Medical Center
Susan Chauvie
OCHIN
Beth Cherry
Administrative Assistant III, Regional Nursing
Administration
Providence Health & Services
Michele Cooper
Clinical Education Coordinator
Portland Veterans Administration Medical Center
Kim Copeland
Clinical Educator
Adventist Health
Paula Crispin
Chief Clinical Officer
Vibra Specialty Hospital of Portland
Amy Doepken
RN Residency and Academic Relationships
Program Director
Legacy Health
Cindy Evans
Director of Nursing
Legacy Health
Ann Evans
Nursing Professional Development
Silverton Health
Delores Focht
Director of Nursing Services
Maryville Nursing Home
Kristun Grondal
MPA Program Director
MacDonald Center
Janis Guske
Director of Nursing Services
Cascadia Behavioral Healthcare
Mary Rita Hurley
Executive Director
Oregon Center for Nursing
Christine Huston
Education Coordinator
Marquis Companies
Joy Ingwerson
Interim Executive Director and Nursing Education
Consultant
Oregon State Board of Nursing
Ruby Jason
Pediatric Division Director
Doernbecher Children’s Hospital
Tasha Kiger
Kaizen Specialist
Salem Health
Marylee King
Center Director
MacDonald Center
Susan King
Executive Director
Oregon Nurses Association
Troy Larkin
Regional Director of Nursing Education
Providence Health System
Pat Lippy
Education Coordinator
Willamette Valley Medical Center, Capella Health
Allison Lublin
Director of Nursing Services
Prestige Care, Highland Terrace
Lori Martin
Director of Nursing
Oregon State Hospital
Pam Matthews
Executive Director
Willamette Valley Hospice
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Name
Title
Organization
Deanne McKiver
Legacy Health
Maribel Mendez
Clinical Education Coordinator
Salem Health
Marilyn Nichols
Executive Support Specialist, Nursing
Administration
Oregon State Hospital
Robin Paisley
Director of Nursing Services
Telecare Corporation
Sarah Rawson
Nursing Development Consultant
Multnomah County Health Department
Shereen Rodrigues
HR Assistant
The Portland Clinic
Melody Routley
Nursing Professional Development Specialist
Kaiser Permanente
Deborah Scheetz
Vibra Specialty Hospital of Portland
Travis Scott
Vibra Specialty Hospital of Portland
DeAnn Sellers
Interim Manager of Clinical Education
Tuality Healthcare
Cheryl Snodgrass
Clinical Educator
PeaceHealth Southwest Medical Center
Mary Stock
Clinical Placement Coordinator
Oregon Health & Science University
Lynn Szender
Nurse Administrator - Director of Health Services
Mary's Woods
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Membership Of Diversity And Inclusion Advisory Council
The purpose of the Diversity and Inclusion Advisory Council is to provide consultation
regarding culturally relevant curriculum issues, recruitment and retention of underrepresented
populations in the School of Nursing, and networking and information exchange. Two nursing
student representatives to the Diversity and Inclusion Advisory Council are selected by ASLCPC.
Name
Organization
Michael Reyes Andrillon
Linfield College
Director of Multicultural Programs
Beverly Epeneter
Linfield-Good Samaritan School of Nursing
Interim Associate Dean of Nursing for Instructional Programs
Leslie Garcia
Oregon Health Sciences University
Mallie Kozy
Linfield-Good Samaritan School of Nursing
Dean of Nursing
Apolonia Martinez
Linfield-Good Samaritan School of Nursing
Student Representative
Maikia Moua
State of Oregon
Connie Nguyen-Truong
Oregon Health Sciences University
Neal Rosenburg
Linfield-Good Samaritan School of Nursing
Associate Dean of Nursing for Faculty and Program
Development
Paul Smith
Chemeketa College
Leah Taylor
Linfield-Good Samaritan School of Nursing
Student Representative
Judith Ulibarri
U. S. Veterans Affairs
Richard Vicenzi
Ben Hudnall Memorial Trust
Career Counselor
Jacqueline Webb
Linfield-Good Samaritan School of Nursing
Faculty Member
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Membership Of The College Advisory Committee On Diversity
Name
Title
Reshmi Dutt-Ballerstadt
Associate Professor of English
Lisa Knodle-Bragiel
Director of Admissions
Sujan Dhoju
Student Representative
Darrell Driver
Campus Facilities
Crystal Galarza
Student Representative
Gennie Harris
Associate Professor of Education
David Massey
Associate Professor of Religion/College Chaplain
John McKeegan
College Counsel/Advisor to the President
Gerardo Ochoa
Associate Director of Financial Aid (Portland Campus)
Linda Powell
Assistant Vice President for Finance and
Administration/Director of Human Resources
Michael Reyes Andrillon
Director of Inclusion and Access (Portland Campus)
Jason Rodriguez
Director of Multicultural Programs (McMinnville Campus)
Neil Rosenburg
Associate Dean of Nursing for Faculty and Program
Development, Associate Professor of Nursing
Martin DwomohTweneboah
Professor of Computer Science
Jacqueline Webb
Assistant Professor of Nursing
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Membership Of The College Facilities Planning Committee
Name
Title
Susan Agre-Kippenhan
Vice President for Academic Affairs/Dean of Faculty
Liz Atkinson
Associate Professor of Chemistry
Scott Carnahan
Athletic Director/Professor of Health and Human Performance
Glenn Ford
Vice President for Finance and Administration/CFO
Dave Hecox
Director of Portland Campus Operations
Thomas Hellie
President
Susan Hopp
Vice President for Student Affairs and Athletics/Dean of
Students
Jeff Mackay
Director of Residence Life/Associate Dean of Students
John Sagers
Chair of the Faculty Executive Council/Associate Professor of
History
Jana Taylor
Professor of Nursing
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Membership Of The College Linfield Curriculum (General Education
Requirements) Working Groups
Name
Creative Studies (CS)
Debbie Canepa
Thierry Durrand
Jackson Miller
Brian Winkenweder
Individuals, Systems and Societies (IS)
Masayuki Itomitsu
Tom Love
Susan Sivek
Tanya Tompkins
Natural World (NW)
Liz Atkinson
Nancy Bishop
Jennifer Heath
Jeremy Weisz
Quantitative Reasoning (QR)
Michael Crosser
Dan Ford
Jeff McNamee
Jennifer Nordstrom
Ultimate Questions (UQ)
Kaarina Beam
Nick Buccola
David Fiordalis
Neal Rosenburg
Vital Past (VP)
Sharon Bailey Glasco
Janet Gupton
Dawn Nowacki
Daniel Pollack-Pelzner
Faculty Manual
Department
Heath, Human Performance and Athletics
Modern Languages
Theater and Communication Arts
Art and Visual Culture
Modern Languages
Sociology and Anthropology
Mass Communication
Psychology
Chemistry
Environmental Studies
Physics
Biology
Physics
Computer Science
Health, Human Performance and Athletics
Mathematics
Philosphy
Political Science
Religious Studies
Nursing
History
Theater and Communication Arts
Political Science
English
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Name
Global Pluralisms (GP)
Reshmi Dutt-Ballerstadt
Randy Grant
Sandra Lee
Tyler Laird-Magee
US Pluralisms (US)
Kena Avila
Michael Huntsberger
Brend DeVore Marshall
Faun Tiedge
Faculty Manual
Department
English
Economics
Theater and Communication Arts
Business
Education
Mass Communication
Theater and Communication Arts
Music
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Membership Of School Of Nursing Writing Task Force
Name
Title
Beverly Epeneter, Chair
Associate Dean of Nursing for Instructional Programs,
Professor of Nursing
Nancy Hodges
Clinical Associate
Susan Juedes
Visiting Assistant Professor of Nursing
Joanna Rowe
Professor of Nursing
Jan Selliken
Associate Professor of Nursing
Jackie Webb
Assistant Professor of Nursing
Cheri White
Director of Learning Support Services
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Linfield-Good Samaritan School Of Nursing Schedule Of Meetings 2013-2014
College Faculty Assembly meetings are in Riley 201 on the McMinnville campus
(teleconference is available in PH conference room) from 04:00-05:30 pm. School of Nursing
Faculty Assembly meetings are in PH 104 from 04:00-05:30 pm. School of Nursing Committees
are responsible for scheduling their own monthly meetings.
SON = School of Nursing
August/September
8/26 SON Department Meeting
2
Labor Day
9
College Faculty Assembly
16 SON Department Meeting
23 Division
30 SON Department Meeting
November
4
College Faculty Assembly
11 SON Department Meeting
18 Division
25 Thanksgiving Break
February
10 SON Department Meeting
17
24
October
7
College Faculty Assembly
14
SON Department Meeting
21
Division
28
SON Department Meeting
College Faculty Assembly
Division
April
7
College Faculty Assembly
14 SON Department Meeting
(Vote on Nursing committee slate)
21 Division
28 SON Department Meeting
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December
2
College Faculty Assembly
9
SON Department Meeting
16
Winter Break
23
Winter Break
March
3
SON Department Meeting
(Committee Nominations)
10
College Faculty Assembly
17
Division
24
Spring Break
31
SON Department Meeting
May
5
SON Department Meeting
12
College Faculty Assembly
19
26
SON Department Meeting
Memorial Day
2013-2014 Edition
Chapter V: Curriculum
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Overview Of The Linfield-Good Samaritan School Of Nursing Program
The Vision, Mission, and Philosophy of the School of Nursing are derived from the College
Mission Statement and provide a foundation upon which the curriculum is structured. The
curriculum is designed to be applicable to both generic students with no previous preparation in
nursing and the returning registered nurse seeking a baccalaureate degree.
The School of Nursing provides a quality education derived from a liberal arts foundation and
nursing theory and research, supplemented by content from other disciplines. The School
prepares graduates to act as providers of direct and indirect care, designers/coordinators/
managers of care and members of the nursing profession to meet the health needs of
multidimensional individuals and families, groups, communities, and populations in a diverse
and multicultural society. Analytical, critical, and creative thinking, as well as intuitive
processes are developed as a basis for independent and collaborative decision making in the
application of clinical judgment, which includes the nursing process. The curriculum is designed
to expose the student to a variety of factors that contribute to the development of a professional
worldview. Among these factors are an awareness of the historical and legal context of nursing,
diverse professional and cultural values, social issues, and ethical concepts. Experiences are
selected to motivate students toward understanding the needs of others, assuming the role of
client educator and advocate, making creative and constructive contributions to society, and
lifelong learning.
Scholarly activity is promoted to prepare students for graduate study in nursing. Graduates are
expected to be accountable for their own practice of nursing and delegated nursing care, as well
as provide leadership in implementing changes necessary to meet the health needs of a complex
and evolving society.
The organization and internal consistency of the curriculum are demonstrated in the “Linfield
College Mission Statement,” “Vision/Mission/Philosophy Statement of the School of Nursing,”
“Curricular Themes, Modes of Inquiry and Curriculum Conceptual Organization,” and “Program
Outcomes.” The “Linfield-Good Samaritan School of Nursing Theoretical Model for
Community-Based Nursing Education” provides a visual organizational structure for the
curriculum.
The nursing program uses the following professional nursing standards and guidelines:

AACN The Essentials of Baccalaureate Education for Professional Nursing Practice,
which can be found at the following website: http://www.aacn.nche.edu/Education/
bacessn.htm

ANA Code of Ethics for Nurses with Interpretive Statements that describes the ethical
obligations and duties of professional nurses and nursing students. It can be found at the
following website: http://nursingworld.org/MainMenuCategories/EthicsStandardsfor
Nurses

ANA Standards of Practice

Nurse Practice Act
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The Essentials Of Baccalaureate Education For Professional Nursing Practice
“The following nine Essentials address the key stakeholders’ recommendations and landmark
documents such as the Institute of Medicine’s recommendations for the core knowledge required
of all healthcare professionals. The Essentials emphasize such concepts as patient-centered care,
interprofessional teams, evidence-based practice, quality improvement, patient safety,
informatics, clinical reasoning/critical thinking, genetics and genomics, cultural sensitivity,
professionalism, and practice across the lifespan in an ever-changing and complex healthcare
environment.
Essentials I-IX delineate the outcomes expected of graduates of baccalaureate nursing programs.
Achievement of these outcomes will enable graduates to practice within complex healthcare
systems and assume the roles: provider of care; designer/manager/coordinator of care/ and
member of a profession. Essential IX describes generalist nursing practice at the completion of
baccalaureate nursing education. This Essential includes practice-focused outcomes that
integrate the knowledge, skills, and attitudes delineated in Essentials I-VIII.
The nine Essentials are:
Essential I:
Liberal Education For Baccalaureate Generalist Nursing Practice
A solid base in liberal education provides the cornerstone for the practice and
education of nurses.
Essential II:
Basic Organizational And Systems Leadership For Quality Care And
Patient Safety
Knowledge and skills in leadership, quality improvement, and patient safety are
necessary to provide high quality health care.
Essential III:
Scholarship For Evidence Based Practice
Professional nursing practice is grounded in the translation of current evidence
into one’s practice.
Essential IV:
Information Management And Application Of Patient Care Technology
Knowledge and skills in information management and patient care technology
are critical in the delivery of quality patient care.
Essential V:
Health Care Policy, Finance, And Regulatory Environments
Healthcare policies, including financial and regulatory, directly and indirectly
influence the nature and functioning of the healthcare system and thereby are
important considerations in professional nursing practice.
Essential VI:
Interprofessional Communication And Collaboration For Improving
Patient Health Outcomes
Communication and collaboration among healthcare professionals are critical to
delivering high quality and safe patient care.
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Essential VII: Clinical Prevention And Population Health
Health promotion and disease prevention at the individual and population level
are necessary to improve population health and are important components of
baccalaureate generalist nursing practice.
Essential VIII: Professionalism And Professional Values
Professionalism and the inherent values of altruism, autonomy, human dignity,
integrity, and social justice are fundamental to the discipline of nursing.
Essential IX:
Baccalaureate Generalist Nursing Practice
The baccalaureate-graduate nurse is prepared to practice with patients, including
individuals, families, groups, communities, and populations across the lifespan
and across the continuum of healthcare environments.
The baccalaureate graduate understands and respects the variations of care, the
increased complexity, and the increased use of healthcare resources inherent in
caring for patients.
Learning opportunities, including direct clinical experiences, must be sufficient
in breadth and depth to ensure the baccalaureate graduate attains these practicefocused outcomes and integrates the delineated knowledge and skills into the
graduate’s professional nursing practice. Clinical learning is focused on
developing and refining the knowledge and skills necessary to manage care as
part of an interprofessional team. Simulation experiences augment clinical
learning and are complementary to direct care opportunities essential to
assuming the role of the professional nurse. A clinical immersion experience
provides opportunities for building clinical reasoning, management, and
evaluation skills.” (AACN, The Essentials of Baccalaureate Education for
Professional Nursing Practice, 2008.)
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Code Of Ethics For Nurses
Provision 1: The nurse, in all professional relationships, practices with compassion and respect
for the inherent dignity, worth, and uniqueness of every individual, unrestricted
by considerations of social or economic status, personal attributes, or the nature of
health problems.
Provision 2: The nurse’s primary commitment is to the patient, whether an individual, family,
group or community.
Provision 3: The nurse promotes, advocates for, and strives to protect the health, safety, and
rights of the patient.
Provision 4: The nurse is responsible and accountable for individual nursing practice and
determines the appropriate delegation of tasks consistent with the nurse’s
obligation to provide optimum patient care.
Provision 5: The nurse owes the same duties to self as to others, including the responsibility to
preserve integrity and safety, to maintain competence, and to continue personal
and professional growth.
Provision 6: The nurse participates in establishing, maintaining, and improving health care
environments and conditions of employment conducive to the provision of quality
health care and consistent with the values of the profession through individual and
collective action.
Provision 7: The nurse participates in the advancement of the profession through contributions
to practice, education, administration, and knowledge development.
Provision 8: The nurse collaborates with other health professionals and the public in promoting
community, national, and international efforts to meet health needs.
Provision 9: The profession of nursing, as represented by associations and their members, is
responsible for articulating nursing values, for maintaining the integrity of the
profession and its practice, and for shaping social policy.
(ANA Code of Ethics for Nurses with Interpretive Statements, 2001.)
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Standards Of Practice
Standard 1. Assessment
The registered nurse collects comprehensive data pertinent to the healthcare consumer’s
health or the situation.
Standard 2. Diagnosis
The registered nurse analyzes the assessment data to determine the diagnoses or issues.
Standard 3. Outcome Identification
The registered nurse identifies expected outcomes for a plan individualized to the
healthcare consumer or the situation.
Standard 4. Planning
The registered nurse develops a plan of care that prescribes strategies and interventions to
attain expected outcomes.
Standard 5. Implementation
The nurse implements the interventions identified in the plan.
Standard 5A. Coordination of Care
Standard 5B. Health Teaching and Health Promotion
Standard 6. Evaluation
The registered nurse evaluates progress toward attainment of outcomes.
Standard 7. Ethics
The registered nurse practices ethically.
Standard 8. Education
The registered nurse attains knowledge and competence that reflects current nursing
practice.
Standard 9. Evidence-Based Practice and Research
The registered nurse integrates evidence and research findings into practice.
Standard 10. Quality of Practice
The registered nurse contributes to quality nursing practice.
Standard 11. Communication
The registered nurse communicates effectively in a variety of formats in all areas of
practice.
Standard 12. Leadership
The registered nurse demonstrates leadership in the professional practice setting and the
profession.
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Standard 13. Collaboration
The registered nurse collaborates with the healthcare consumer, family and others in the
conduct of nursing practice.
Standard 14. Professional Practice Evaluation
The registered nurse evaluates her or his own nursing practice in relation to professional
practice standards and guidelines, relevant statutes, rules and regulations.
Standard 15. Resource Utilization
The registered nurse utilizes appropriate resources to plan and provide nursing services
that are safe, effective and financially responsible.
Standard 16. Environmental Health
The registered nurse practices in an environmentally safe and healthy manner.
(ANA Scope and Standards of Nursing Practice, 2010)
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Linfield College Mission Statement
Approved: 05/04/02
Linfield College advances a vision of learning, life, and community that:
•
•
•
•
•
•
promotes intellectual challenge and creativity,
values both theoretical and practical knowledge,
engages thoughtful dialogue in a climate of mutual respect,
honors the rich texture of diverse cultures and varied ways of understanding,
piques curiosity for a lifetime of inquiry, and
inspires the courage to live by moral and spiritual principle and to defend freedom of
conscience.
Linfield-Good Samaritan School Of Nursing Vision/Mission/Philosophy
Statement
Approved: 04/06/09
Vision
Linfield-Good Samaritan School of Nursing educates professional nurses for health stewardship
of the complex global society.
Mission
The mission of Linfield-Good Samaritan School of Nursing is to create an inclusive community
of learning grounded in the liberal arts values of social justice and life-long learning. The
program prepares caring nurses who are committed to the profession and responsive to the needs
of the global community in an ever-changing healthcare environment. Evidence based practice
and research guide student learning within a culture that promotes professional excellence and
scholarship.
Philosophy
We believe that healthcare is a fundamental right that takes place within and among diverse and
intersecting communities. Our diverse and inclusive learning environment fosters a commitment
to social justice. Respect for multiple perspectives guides students and faculty to provide
effective intercultural care, contribute to local and global efforts to eliminate health disparities,
and advocate for vulnerable populations. Understanding that health and illness result from
complex interrelated factors, nurses assume a leadership role in creating healthy communities by
promoting health and healing, preventing disease, and influencing healthcare policy. Nurses
develop collaborative partnerships with clients, healthcare providers, and other stakeholders to
achieve healthcare goals in a variety of settings.
Consistent with the foundational education principles of Linfield College, the School of Nursing
promotes integrated learning, global and multicultural awareness, and experiential learning that
fosters reflective practice essential for professional nurses in the 21st century. We believe that
learner centered education is best achieved within a supportive community that values individual
learning styles and builds on previous knowledge and practical experience. Our curriculum is
designed to facilitate the development of theory acquisition, clinical skill development, and
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socialization into the profession of nursing. The Linfield-Good Samaritan School of Nursing
Theoretical Model for Community-Based Nursing Education provides a visual organizational
structure for the curriculum.
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Linfield-Good Samaritan School Of Nursing Curricular Themes, Modes Of
Inquiry, And Curriculum Conceptual Organization
Curricular Themes:
Communication
Community
Diversity
Ethics
Health
Stewardship
Modes of Inquiry:
Evidence Based Practice/Scholarship
Reflective Practice
Praxis
Curriculum Conceptual Organization:
Each semester is organized around a central theme:
•
•
•
100 and 200 levels: Liberal Arts Support Courses
300 level
Semester 1: Foundations for Community-Based Nursing Practice
Semester 2: Chronic Health
400 level
Semester 3: Acute Health
Semester 4: Stewardship for Health
Curricular themes and modes of inquiry weave through all the courses becoming more
complex and building on previous knowledge and skills. A cohesive clinical experience
each semester builds on skills and knowledge and integrates the theory included in
concurrently taught courses.
Progressive learning from semester 1 to semester 4:
•
•
•
•
•
•
Basic clinical skills to complex/invasive to synthesis
More supervision to more independence
Increasing complexity among and within curricular themes
Increasing facility with the modes of inquiry
Increasing engagement and competence with implementing the clinical reasoning
model
Increasing progression towards program outcomes
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Linfield-Good Samaritan School Of Nursing Theoretical Model For
Community-Based Nursing Education
The Linfield-Good Samaritan School of Nursing Theoretical Model for Community-Based
Nursing Education provides a visual organizational structure for the curriculum. The model
reflects the dynamic relationship between global and local communities and the community of
learning. Central to this community of learning is a focus on learner centered education, which
engages students in the practice of health promotion, illness prevention and treatment and
reflects the value of social justice. The curriculum is grounded in a liberal arts education that
includes integrative learning, inclusive excellence, and experiential learning. The curricular
themes of communication, community, diversity, ethics, health, and stewardship provide a
foundation for the program’s design and are developed throughout the program. Professional
education includes nursing knowledge (what the student needs to know), clinical skills (what the
student needs to do) and socialization into nursing practice (the student’s “being” as a
professional nurse). The ways in which the student engages in a process of inquiry include
evidence based practice, praxis, and reflective practice.
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Linfield-Good Samaritan School Of Nursing Theoretical Model For
Community-Based Nursing Education
Approved: 05/18/09
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Linfield-Good Samaritan School Of Nursing Program Outcomes
Approved: 04/06/09
Last Revised: 04/15/13
The graduate of Linfield-Good Samaritan School of Nursing:
1.
Builds a professional practice informed by the mission of Linfield College and the vision,
mission, and philosophy of the School of Nursing as well as the standards and values of
the nursing profession.
2.
Applies sound clinical reasoning, reflective practice, and evidence-based practice in the
provision of holistic nursing care.
3.
Communicates effectively and collaboratively in a professional practice.
4.
Uses a range of information and clinical technologies to achieve health care outcomes for
clients.
5.
Provides effective nursing care that incorporates diverse values, cultures, perspectives
and health practices.
6.
Engages in ethical reasoning and actions that demonstrate caring and commitment to
social justice in the delivery of healthcare to clients in the community.
7.
Applies principles of stewardship and leadership skills to support quality and safety
within complex organizational systems.
8.
Integrates knowledge of healthcare policy, populations, finance and regulatory
environments that influence system level change within professional nursing practice.
9.
Incorporates a liberal arts based understanding of local and global healthcare issues to
health promotion, risk reduction, disease and illness prevention, and disease and health
care management.
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Linfield-Good Samaritan School Of Nursing Level Outcomes And Course
Outcomes For Generic BSN Program And RN-BSN Program
100 and 200 Levels: Liberal Arts Support Courses
300 Level Outcomes
1.
2.
3.
4.
5.
6.
7.
8.
Explains the role of the nurse in responding to ethical issues including social justice
encountered in clinical practice.
Provides safe, holistic client-centered care using evidence-based practice, clinical
reasoning, and technology.
Engages in professional communication and collaborative relationships within the
community of learning.
Applies principals of stewardship and clinical judgment to advocate for the health of
clients within an organizational culture/system.
Applies knowledge of cultural values and intercultural differences to influence client
health outcomes.
Implements nursing strategies that reflect an understanding of health and illness through
integration of concepts from humanities, sciences and social sciences.
Incorporates concepts of health promotion and illness prevention and treatment in the
care of clients.
Examines the impact of social and economic factors on the health care consumers,
including clients from vulnerable populations.
Semester 1: Foundations for Community-Based Nursing Education
NURS 305: Foundations of Community-Based Nursing Practice (Course Outcomes)
1.
2.
3.
4.
5.
Analyzes the historical development of the nursing profession
Explains the roles of the professional nurse.
Applies the concepts of community-based nursing related to health promotion
principles.
Integrates cultural and diversity principles into community-based nursing
practice.
Distinguishes the quality and safety practices required in the nursing profession.
NURS 309: Transition to Professional Practice (Registered Nurse Students Only)
(Course Outcomes)
1.
2.
3.
Applies professional nursing roles of caring, advocacy, leadership, collaboration,
client teaching, holistic assessment, and ethical decision-making.
Engages in critical thinking processes that consider the complex social, economic,
cultural, and political factors influencing health outcomes.
Integrates evidence-based practice for delivery of optimal nursing care of clients,
including those that are vulnerable or underserved.
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4.
Integrates knowledge from the liberal arts and sciences to inform nursing practice
across the lifespan.
NURS 315: Professional Communication in Diverse Communities
(Course Outcomes)
1.
2.
3.
4.
Applies effective therapeutic communication techniques and interviewing skills to
produce positive nurse-client relationships with diverse clients across the lifespan.
Uses inter- and intra-professional communication and collaboration to produce
positive working relationships.
Reflects upon one’s beliefs and values as related to professional practice.
Demonstrates an awareness of culture in effective nurse-client relationships.
NURS 320: Scholarship of Nursing (Course Outcomes)
1.
2.
3.
4.
Accesses appropriate information for evidence based practice.
Communicates effectively through scholarly writing.
Critically analyzes healthcare related literature.
Describes the body of science that informs nursing knowledge and practice.
Linfield Curriculum Quantitative Reasoning Mode of Inquiry (Learning Outcome)
1.
2.
3.
4.
Frame contextual questions using mathematical representation.
Apply models to deduce consequences or make predictions.
Communicate quantitative arguments using clear prose.
Critique quantitative arguments with respect to assumptions, constraints, and
logical coherence.
NURS 335: Integrated Experiential Learning I (Course Outcomes)
1.
2.
3.
4.
5.
6.
7.
Integrates theoretical concepts of professional communication into clinical
experiences.
Applies principles of quality and safety required in nursing practice to the
delivery of client care.
Integrates theoretical concepts of community-based nursing and health promotion
into practice.
Demonstrates clinical judgment in the performance and analysis of individual and
community assessments.
Uses evidence-based strategies to develop plans of care.
Provides culturally sensitive nursing care to individuals.
Applies professional standards of moral, ethical and legal conduct in reflective
practice.
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Semester 2: Chronic Health
NURS 355: Nursing Care of Children, Adults, and Older Adults with Chronic
Conditions (Course Outcomes)
1.
2.
3.
4.
5.
Describes the role of the nurse in care management of persons with chronic
conditions.
Explains the factors that affect the quality of life for persons with chronic
conditions.
Explores socioeconomic and ethical issues related to care management for
persons with chronic conditions.
Analyzes how chronic conditions affect health function of the individual and role
relationships within families.
Examines how developmental stages and culture influence a person’s adaptation
to a chronic condition.
NURS 365: Clinical Pathophysiology and Pharmacology for Nursing Practice I
(Course Outcomes)
1.
2.
3.
4.
Uses concept of pathophysiology and pharmacology to develop effective nursing
strategies for clients with prevalent chronic and mental health conditions.
Incorporates concepts of pathophysiology and pharmacology to teach clients with
chronic and mental health conditions about conventional and integrative treatment
plans.
Uses concepts of pathophysiology and pharmacology for safe and effective
medication management of clients with chronic and mental health conditions.
Describes how developmental stages and culture influence the pathophysiology
and pharmacological management of clients with prevalent chronic and mental
health conditions.
NURS 395: Mental Health and Illness Across the Lifespan (Course Outcomes)
1.
2.
3.
4.
Explores socioeconomic and ethical issues related to nursing care management of
vulnerable persons with mental illness.
Examines the impact of mental illness related to family role relationships.
Applies evidence-based strategies to promote mental health, screen and reduce
risks related to mental health conditions.
Reflects on individual, community and societal attitudes and beliefs towards
persons with mental illness.
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NURS 375: Integrated Experiential Learning II (Course Outcomes)
1.
2.
3.
4.
5.
Uses clinical judgment to provide safe and effective nursing care to individuals
with mental and chronic health conditions across the lifespan.
Uses ethical decision making to advocate for vulnerable individuals and
populations.
Analyzes the lived experience of individuals with mental and chronic health
conditions and their families.
Participates on interdisciplinary and collaborative teams managing the care of
persons with mental and chronic health conditions, their families, and caregivers.
Applies evidence-based strategies to assist clients in meeting collaborative health
outcomes.
400 Level Outcomes
1.
2.
3.
4.
5.
6.
7.
8.
Engages in ethical reasoning and actions that demonstrate caring and commitment to
social justice in the delivery of healthcare to clients.
Uses a range of information and clinical technologies to achieve health care outcomes for
clients.
Communicates effectively and collaboratively to provide client-centered nursing care in
various healthcare communities.
Applies principles of stewardship and leadership skills to support quality and safety
within complex organizational systems.
Provides effective nursing care that incorporates diverse values, cultures, perspectives
and health practices.
Incorporates a liberal arts based understanding of local and global healthcare issues to
promote health, prevent disease and facilitate healing of clients across the lifespan.
Applies sound clinical reasoning, reflective practice, and evidence-based practice in the
provision of holistic nursing care.
Integrates knowledge of healthcare policy, populations, finance and regulatory
environments that influence system level change within professional nursing practice.
Semester 3: Acute Health
NURS 425: Transitions and Decisions: Pregnancy, Birth and End of Life Care
(Course Outcomes)
1.
2.
3.
Analyzes the nursing care management of the pregnant woman, the woman giving
birth, and persons at end of life.
Integrates concepts and methods of ethical decision making into nursing care of
diverse clients during pregnancy, birth and end of life.
Examines the role of the nurse within interdisciplinary and collaborative teams in
caring for persons and their families during pregnancy, birth and end of life.
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NURS 445: Clinical Pathophysiology and Pharmacology for Nursing Practice II
(Course Outcomes)
1.
2.
3.
4.
Uses concept of pathophysiology and pharmacology to develop effective nursing
strategies for clients with prevalent acute health conditions and episodic events.
Incorporates concepts of pathophysiology and pharmacology to teach clients with
acute health conditions and episodic events about conventional and integrative
treatment plans.
Uses concepts of pathophysiology and pharmacology for safe and effective
medication management of prevalent acute health conditions and episodic events.
Explains how developmental stages and culture influence the pathophysiology
and pharmacological management of clients with prevalent acute health
conditions and episodic events.
NURS 455: Nursing Care of Children, Adults and Older Adults with Acute
Conditions (Course Outcomes)
1.
2.
3.
4.
Analyzes the role of the nurse in providing safe and effective care of acutely ill
children, adults and older adults.
Prioritizes nursing care of acutely ill children, adults and older adults.
Adapts the plan of nursing care for acutely ill children, adults and older adults
based on culture and developmental stages.
Explains how organizational policies impact direct patient care in the acute care
setting.
NURS 435: Integrated Experiential Learning III (Course Outcomes)
1.
2.
3.
4.
5.
6.
7.
Applies professional ethical and legal standards when providing nursing care.
Demonstrates specialized physical and functional assessment skills in acutely ill
children, adults and older adults.
Uses clinical judgment in providing safe and effective evidence-based nursing
care.
Demonstrates skill in utilizing clinical technologies in performing patient care
procedures.
Participates on interdisciplinary and collaborative teams managing the care of
persons with prevalent acute conditions and episodic events.
Demonstrates effective professional communication with patients, families and
team members.
Applies concepts of care delivery to varied cultures and diverse populations.
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Semester 4: Stewardship for Health
NURS 460: Population-Based Nursing in a Multicultural and Global Society
(Course Outcomes)
1.
2.
3.
Explores public health principles and their application to multicultural, domestic
and global populations.
Explains the contextual complexity of multicultural, domestic and global
community partnerships.
Identifies as a global citizen in the practice of professional nursing.
NURS 470: Leading and Managing in Nursing (Course Outcomes)
1.
2.
3.
4.
Prepares for the role of the professional nurse as a leader and change agent in
healthcare.
Analyzes the impact of policy, finance and regulatory environments on
healthcare.
Examines ethical behavior in healthcare organizations.
Integrates scholarship into professional writing and presentations.
NURS 475: Integrated Experiential Learning IV (Course Outcomes)
1.
2.
3.
4.
5.
6.
7.
8.
Uses ethical reasoning to provide healthcare for diverse clients and populations.
Integrates appropriate information and technologies to achieve effective
healthcare outcomes.
Communicates effectively and collaboratively to provide client-centered nursing
care in health care communities.
Applies principles of stewardship, management and leadership to support
healthcare quality and safety within complex organizational systems.
Provides nursing care that incorporates diverse values and perspectives.
Integrates knowledge from the liberal arts and sciences to inform nursing practice
across the lifespan.
Employs evidence-based strategies and reflective practice to provide holistic
nursing care.
Integrates knowledge of policies, finance, and regulatory environments to
influence health care.
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Description Of Required Nursing Courses In The Generic BSN Program And
RN-BSN Program And Summary Of Theory And Clinical Hours
NURS 305: Foundations of Community-Based Nursing Practice
Foundational concepts of community-based nursing in preparation for reflective professional
practice.
(4 credits theory)
Prerequisite: Admission to the School of Nursing
Corequisites: NURS 315, 320, and 335
NURS 309: Transition to Professional Practice (Registered Nurse Students Only)
A transition to baccalaureate nursing practice for the Registered Nurse student. Builds on
previous knowledge and skills applicable to the practice of professional nursing.
(6 credits theory)
Prerequisite: Admission to the School of Nursing
NURS 315: Professional Communication in Diverse Communities
Preparation for professional practice, including communicating with clients and collaborating
with other professionals in interdisciplinary settings.
(2 credits theory)
Prerequisite: Admission to the School of Nursing
Corequisites: NURS 305, 320 and 335
(RN-BSN Program Prerequisite or Corequisite: NUR 309)
NURS 320: Scholarship of Nursing Practice
Concepts necessary to engage in evidence-based nursing practice including the research process
and scholarly communication.
(3 credits theory)
Prerequisite: Admission to the School of Nursing
Corequisites: NURS 305, 315 and 335
(RN-BSN Program Prerequisites: NURS 309 and 315)
This course satisfies the Quantitative Reasoning (QR) mode of inquiry in the Linfield
Curriculum.
NURS 335: Integrated Experiential Learning I
Skill development for safe clinical nursing practice by using experiential learning in clinical and
simulated laboratory settings that promotes integration of semester one concepts.
(1 credit theory, 5 credits clinical)
Prerequisite: Admission to the School of Nursing
Corequisites: NURS 305, 315, and 320
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NURS 355: Nursing Care of Children, Adults, and Older Adults with Chronic Conditions
Essential knowledge of concepts, theories, and clinical practice necessary to make sound clinical
judgments when providing nursing care to persons with chronic conditions, their families, and
caregivers.
(3 credits theory)
Prerequisites: NURS 305, 315, 320, and 335
Corequisites: NURS 365, 375, and 395
NURS 365: Clinical Pathophysiology and Pharmacology for Nursing Practice I
Application of concepts of pathophysiology and pharmacology within the context of nursing care
of clients with prevalent chronic and mental health conditions.
(2 credits theory)
Prerequisites: NURS 305, 315, 320 and 335.
Corequisites: NURS 355, 375 and 395
NURS 375: Integrated Experiential Learning II
Preparation to use sound clinical judgment in providing nursing care with clients experiencing
chronic health conditions and mental health conditions in a variety of settings. Promotes
integration of semester 2 concepts.
(6 credits clinical)
Prerequisites: NURS 305, 315, 320 and 335
Corequisites: NURS 355, 365 and 395
NURS 395: Mental Health and Illness Across the Lifespan
Examine promotion of mental health, disease prevention, treatment and nursing care
management of mental illness in diverse populations across the lifespan.
(2 credits theory)
Prerequisites: NURS 305, 315, 320 and 335
Corequisites: NURS 355, 365 and 375
NURS 425: Transitions and Decisions: Pregnancy, Birth and End of Life Care
Essential concepts, knowledge and skills to care for clients and their families during major life
transitions of pregnancy, birth and end of life.
(2 credits theory)
Prerequisites: NURS 355, 365, 375 and 395
Corequisites: NURS 435, 445 and 455
NURS 435: Integrated Experiential Learning III
Planning and delivery of nursing care that is evidence-based, prioritizes needs and goals,
demonstrates skill proficiency, and considers ethical and cultural implications. Promotes
integration of semester 3 concepts.
(6 credits clinical)
Prerequisites: NURS 355, 365, 375 and 395
Corequisites: NURS 425, 445 and 455
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NURS 445: Clinical Pathophysiology and Pharmacology for Nursing Practice II
Application of concepts of pathophysiology and pharmacology as a foundation for nursing care
of clients with prevalent acute health conditions and episodic events.
(2 credits theory)
Prerequisites: NURS 355, 365, 375 and 395
Corequisites: NURS 425, 435 and 455
NURS 455: Nursing Care of Children, Adults and Older Adults with Acute Conditions
Essential concepts, theories and clinical practice necessary to make sound clinical judgments
when providing care to persons with acute conditions and their families.
(3 credits theory)
Prerequisites: NURS 355, 365, 375 and 395
Corequisites: NURS 425, 435 and 445
NURS 460: Population-Based Nursing in a Multicultural and Global Society
Healthcare issues and interventions from multicultural, domestic and global perspectives.
(2 credits theory)
Prerequisites: NURS 425, 435, 445 and 455
Corequisites: NURS 470 and 475
(RN-BSN Program Prerequisites: NURS 309 and 315; Prerequisite or Corequisite: NURS 320)
NURS 470: Leading and Managing in Nursing
Principles of organizational healthcare management, healthcare policy, and the role of the nurse
leader in healthcare organizations.
(3 credits theory)
Prerequisites: NURS 425, 435, 445 and 455
Corequisites: NURS 460 and 475
(RN-BSN Program Prerequisite: NURS 309 and 315; Prerequisite or Corequisite: NURS 320)
This course satisfies the Writing Intensive Course in the Major (MWI) requirement in the
Linfield Curriculum.
NURS 475: Integrated Experiential Learning IV
Immersion experience in nursing. Experiential learning that incorporates simulation and practice
in leadership, management and population-based nursing care in a multicultural and global
society.
(8 credits clinical)
Prerequisites: NURS 425, 435, 445, and 455
Corequisites: NURS 460 and 470
RN-BSN Program Prerequisites: NURS 320, 460, and 470
Summary of Theory and Clinical Hours in Generic BSN Program
Total credit hours theory and clinical:....... 54
Total credit hours theory: ........................... 29
Total credit hours clinical: .......................... 25
Total clinical hours: ..................................... 1050 (25 credits x 3 hours x 14 weeks)
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Summary of Theory and Clinical Hours in RN-BSN Program
Total credit hours theory and clinical:....... 24
Total credit hours theory: ........................... 16
Total credit hours clinical: .......................... 08
Total clinical hours: ..................................... 336 (8 credits x 3 hours x 14 weeks)
Escrow credit or prior learning credit is given for NURS 335, 355, 365, 375, 395, 425, 435, 445
and 455; equaling 15 credit hours theory and 17 credit hours clinical for a total of 32 credit
hours.
Total credit hours theory and clinical (including escrow credit): 56
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Praxis In The Curriculum
Praxis as a concept has been adopted by the Linfield-Good Samaritan School of Nursing because
it is consistent with the teaching-learning philosophy of the curriculum. Praxis refers to a
relationship between theory and practice in which students create/construct knowledge and
meaning from their experiences. Within a praxis framework, students assess a situation,
understand it through reflection and discussion, and make sound judgments that lead to
justifiable actions. Students are able to:



perceive situations within their larger context
make generalizations from their experiences
take action as a responsible professional to modify/develop all levels of practice
In weekly praxis seminars, faculty and students involved in clinical courses engage in dialogue
focused on integrating clinical experiences with theoretical content. (See, Praxis Orientation in
Appendix Q-1.)
Linfield-Good Samaritan School of Nursing Clinical Reasoning Model
Nursing faculty adopted a Clinical Reasoning Model as a tool to help students think
systematically about their clients and their clients’ stories, as well as the issues clients share.
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Clinical Reasoning Model
Reflection
Judgment
Actions
Client State
Reasoning
Client Story
Nursing
Expected
Outcome
State
Filters:
Present
State
Collaborative
Primary
Issue(s)
1.
2.
3.
4.
Risk for…
•
•
•
•
•
•
Age
Gender
Family
Culture
Beliefs
Medical
Diagnosis
• Environment
• Illness/Health
Trajectory
Testing
Adapted from: Outcome Present State Test (OPT) Model; © Pesut & Herman, 1999
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Linfield-Good Samaritan School of Nursing Clinical Reasoning Model
Definition And Terms
Approved: 05/21/12
Client Story
In this section, the student should jot down the relevant facts of the story. This is the opportunity
to describe the uniqueness of the person; it will include some details of the medical condition and
the nursing care needs that can be determined from an analysis of that condition. It should give
the reader a vivid picture of the client and his/her current situation.
This is the starting point for the clinical reasoning process. It gathers the subjective and
objective data that will be used in all the other steps. Data are collected from a variety of sources
besides from the client, such as client records, lab reports, x-rays, or nursing notes. In calling it a
story it humanizes the process beyond “data collection” and emphasizes that the client is a
unique human being.
Filters (age, gender, family, culture, beliefs, medical diagnosis, environment,
illness/health trajectory): The filters are specific known areas that impact how a student
thinks about the client story. By filtering the story through these different aspects the
student begins to group the data into categories or by criteria that helps to streamline the
student’s thinking about that client. For example, if the client story is a person with a
broken femur, the student begins to think about that client situation differently if the
client is a 2-year old, 8-year old, 25-year old, or an 85-year old person with a broken
femur. The student may think about child abuse in the case of a 2-year old with a
fractured femur, a motor vehicle/bicycle accident as the cause for a broken femur in an 8year old, or a fall in the 85-year old with a fractured femur. Another example would be
that the client is someone who is a diabetic. What the student thinks about the needs of
the client may be different if the client is a newly diagnosed diabetic or a DM Type 2 that
is not being managed well on oral agents and now needs insulin, or someone with an
insulin pump.
Reasoning
Here is where the student simplifies the complex client story into primary issues. The student
needs to cluster the data in the client story into meaningful groups or patterns. The student does
not list each individual piece of data. The idea of clustering data is to help the student see the big
picture of the data and how the data relate to one another in a group and how that group of
information relates to another group of data.
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Using nursing diagnostic statements for each cluster of data helps to focus on the nursing needs
of the client and will later drive the outcome and actions the student takes to help clients. The
student is encouraged to use a NANDA format when formulating the nursing diagnostic
statements. The NANDA format includes: (1) problem statement; (2) what the problem is
related to; and (3) the evidence that leads to determine the problem.
Clinical Reasoning Web: This is a visual way to represent the issues specific to the
client. It is a pictorial representation of the functional relationships among the clusters of
data. Start with the clusters and then show the relationship between the clusters with
arrows. As the student draws the lines, the student reflects to himself/herself the reasons
for connecting these clusters. The cluster with the most arrows is the primary issue with
the highest priority for care. Determine the top three primary issues confronting the
client and note them utilizing a nursing diagnosis format.
It is often helpful to place the client in the center of the Clinical Reasoning Web. This
picture will help guide the student to think about different aspects of the whole client in a
health context. It may be easier to put the medical diagnosis in the middle with the client
as that is usually the initial focus for coming into contact with client.
Primary Issues: The number one primary issue is the issue that if and when solved will
affect many of the other issues confronting the client. It should be stated in a nursing
diagnostic statement in the NANDA format. Most nurses do not only focus on the
number one primary issue but think about several issues simultaneously.
Client State
Present State: These are succinct statements that outline the major evidence that
contributes to the primary issue of the client. For each statement of evidence in the
present state there needs to be a corresponding expected outcome statement.
Expected Outcome State: For each primary present state, there should be an outcome
statement. The outcome statement needs to be stated positively and in measurable terms.
This is to be the end result of the student’s nursing care. Where do the student and the
client want the client to be if the student’s interventions are successful? Examples
include:
1.
Body temperature will decline at least one degree within the next eight hours
(note specific date and time).
2.
Client will verbalize increased satisfaction with rest and sleep pattern within one
week (note specific date).
3.
Client will report increase in energy level within next three days (note specific
date).
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4.
Intake will equal output within the next twenty-four hours (note specific date and
time).
5.
No evidence of postural hypotension during ambulation.
6.
Client will report pain at two out of a scale of ten which is the client’s acceptable
level.
7.
Client will report waking up less frequently during the night in the next week.
8.
Client will report an increased appetite and eat at least three-fourths of his meals
within one week (note specific date).
9.
Client will drink at least 1500 ml of fluid over the next eight hours (note specific
date).
Testing: A test is the process of juxtaposing the present state and the expected outcome
state. During testing the nurse determines how well this gap between present state and
outcome state has been filled. This is the application of comparative analysis. The
evidence you gather is the test. A test must be something that provides a measure. At
times a test may also be the intervention. For example: Daily weights and calorie count
fit the definition of a test and also intervention. An intervention is a planned activity
done by a nurse to achieve an expected and predictable outcome. So a calorie count is
something we might choose to do as an intervention for our client. The resulting value of
the calorie count is the test, because it provides the evidence that filled the gap between
present state and the outcome state.
Actions
An intervention is a planned activity conducted by the student to achieve an expected and
predictable outcome. This is the selection of interventions and actions that move the client from
the present state to the outcome state. This must be client specific and should not be stated in
general terms. For example, providing distraction is an intervention, but the specific intervention
is to have a family member assist the client off the unit for a wheelchair ride to the hospital
coffee shop.
Nursing Actions: Are autonomous interventions that the student implements in his/her
practice that are knowledge based, evidence based, and theory driven.
Collaborative Actions: Are interventions that the student initiates in conjunction with an
advanced health care provider (physician, nurse practitioner, or physician’s assistant) in
response to specific client needs.
Risk For . . .: Are specific conditions that clients are at high risk for occurrence based on
the client story and other data. Therefore, the student implements plans of action to
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monitor for the risk concern or to decrease the likelihood the condition will occur for this
client.
Judgment
The student evaluates the client’s progress towards the expected outcome(s) in this step of the
clinical reasoning model. The student asks himself/herself a series of questions:

Is the outcome met, partially met or not met?

Is the change in the client an improvement or is the client better?

Is the client worse?

Is the client the same as before the interventions?

Is the client improving quickly enough for this situation?

Are these the correct interventions for this problem?

Are other interventions needed to help the client improve faster?

Who do I need to notify of the change in the client status?

Do I need to seek additional help? If so, who and when?

If the outcome has been met or the client is improving, when do I need to enter
this thought process about this client again?
Reflection
Reflection occurs on several different levels of thinking. The student should be a reflective
practitioner. Therefore, the student hones the ability to reflect or compare what is currently
happening with the client and what should be happening based on what is known about similar
clients the student has cared for. This type of reflective thinking allows the student to change
his/her conceptual thinking and clinical reasoning about a client in the moment that results in a
different action and is called reflection-in-action. It takes much skill and experience for the
student to reflect-in-action. To build a high level of reflective thinking to a competent or expert
level, a nurse practices reflective thinking by reflection-on-action. Using the evaluation
questions in the above judgment section, the student purposively thinks about or reflects on the
client’s expected outcomes. If at any point in time the expected outcome is not being met or not
being met quickly enough, the student re-enters the client story to see what has changed in the
story, what data might have been missed in the story or think about the client differently.
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Later Reflection: Is a time to reflect and think back on this specific case and begin to
cluster it into the student’s personal library of clients that appear similar to this one:

What was learned from this case?

What was missed in this case?

What was similar or different from the similar cases?
This type of reflection will expand the student’s growth and knowledge base of signs and
symptoms as he/she experiences more and more clinical encounters. The student will add to
his/her bank of interventions as the student applies theoretical knowledge to actual client
situations and as the student interacts with expert nurses.
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Curriculum Glossary Of Terms
Last Revised: 07/00/11
Acculturation
Acculturation is the process of incorporating some of the cultural attributes of the larger society
by diverse groups, individuals, or peoples (Helman, 2007). The process of acculturation is bidirectional, affecting both the host and target individual or communities in culture contact.
Acculturation considers the psychological processes of culture contact between two or more
cultural groups involving some degree of acculturative stress and possibly syncretism leading to
new cultural variations and innovations (Chun, Organista, & Marin, 2003; Sam & Berry, 2006).
(AACN Cultural Competency in Baccalaureate Nursing Education, 2008.)
Analytical Thinking
Analytical thinking is the resolution or breaking up of any complex concept into its various
simple elements in order to determine its nature.
Caring
Caring is an involved way of being that compels one to invest the self in acting with, for and/or
on behalf of the one(s) needing care. This may involve overcoming prior biases and beliefs to be
present to the person/situation. Caring may be focused towards an individual, group, or standard.
Caring is nonjudgmental, intuitive, honest, empathic, committed (persistent) and other-focused.
Bevis, E. (1995). Summary of common elements of caring. Workshop. Rochester, MN,
January 26-27.
Client
Client is a patient, including individuals, families, groups, communities and populations across
the life span.
Clinical Judgment
Clinical judgment involves the integration of knowledge from theory, practice and personal
experience to guide nursing practice. It is a complex process utilizing critical, analytical and
creative thinking, as well as, intuitive processes to provide quality nursing care for individual
families and communities.
Clinical Skills
Clinical skills are the skills-based apprenticeship of practice, where skilled-know-how and
clinical judgment are learned in particular situations (Benner, 2007).
Communication
Communication is a dynamic, interactive, goal-directed process for giving and receiving
messages. It forms the basis for development of interpersonal relationships and for group
process. It involves the transfer of information through listening, verbal and nonverbal behavior,
writing and using information technology.
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Community
A community is a group of people characterized by some type of bond, interaction and collective
activity regarding common concerns and possibilities.
Community-Based Education
Community-based education is viewed as a means of achieving educational relevance to
community needs and, consequently, as a way of implementing a community-oriented program.
It consists of learning activities that utilize the community extensively as a learning environment,
in which not only the students, but also the teachers, members of the community, and
representatives of other sectors are actively involved throughout the educational experience. An
educational program can be community based if it includes learning activities in a balanced
variety of settings, namely in the community and in a diversity of healthcare services at all levels
including tertiary care hospitals (WHO). In addition:




Community-based education can happen wherever healthcare occurs.
Clinical experiences are based on reciprocity between the healthcare agency and the
School of Nursing; short term and long term benefits of student involvement in the
agency are considered.
The client is situated along the continuum of care, and consideration is given to where the
client “comes from” and is “going to” (distributive vs. episodic approach); nursing care
requires upstream thinking.
Community-based education is a mindset; a way of thinking that is an approach to
nursing care in any setting or situation.
Community of Learning
Linfield College cultivates a community of learning that engages in the pursuit of excellence
within its educational programs, across the institution, and in the broader community. Through
the curriculum, as well as through co-curricular, extra-curricular, and institutional programming,
students, faculty and staff develop expertise as they investigate the breadth and depth of their
chosen disciplines and professional fields, examine multiple perspectives, apply best practices,
and defend informed judgments based on creative and critical thinking (Linfield College, 2011).
Community Nursing Practice
Community nursing practice is a philosophy of nursing that guides nursing care provided for
individuals, families and groups wherever they are. It is not a specialty of nursing but a mind set
about care that prevails in all areas of nursing practice. Community nursing practice is
characterized by development of partnerships with clients (individuals, families or communities)
towards a health outcome. It also involves an appreciation of the values and diversity of the
community.
Creative Thinking
Creative thinking is the use of resources at hand to meet a particular need in a unique way; to
bring into being something unique and original.
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Critical Thinking
Critical thinking is a process of making meaning of health and illness experiences and taking
thoughtful action in partnership with the client.
Cultural Diversity
Cultural diversity is an all-inclusive concept, and includes differences in race, color, ethnicity,
national origin, and immigration status (refugee, sojourner, immigrant, or undocumented),
religion, age, gender, sexual orientation, ability/disability, political beliefs, social and economic
status, education, occupation, spirituality, marital and parental status, urban versus rural
residence, enclave identity, and other attributes of groups of people in society (Giger et al., 2007;
Purnell & Paulanka, 2008). (AACN Cultural Competency in Baccalaureate Nursing Education,
2008.)
Cultural Humility
Cultural humility incorporates a lifelong commitment to self-evaluation and self-critique, to
redressing the power imbalances in the patient clinician dynamic, and to developing mutually
beneficial and advocacy partnerships with communities on behalf of individuals and defined
populations. Cultural humility is proposed as a more suitable goal than cultural competence in
healthcare education (Tervalon & Murray Garcia, 1998). (AACN The Essentials for
Baccalaureate Education for Professional Nursing Practice, 2008.)
Culture
Culture is the sum of beliefs, practices, habits, likes, dislikes, norms, customs, rituals and so on,
that we learn from our families during years of socialization. It is the medium of personhood and
social relationships. It is a process rather than a static entity and changes over time. (Sources:
Spector, R. (2000) Cultural Diversity in Health and Illness, Upper Saddle River, NJ: Prentice
Hall, 5th ed., p. 78; Lipson, J.G. Dibble, S.L., Minarik, P.A. (1996). Culture and Nursing Care:
A Pocket Guide, San Francisco: USCF Nursing Press, p.1.
Decision Making
Decision making is a process by which information is assimilated, integrated, evaluated, weighed
and valued to arrive at the selection of a course of action from a number of possible alternatives.
Critical thinking is needed to compare potential alternatives in terms of results obtained in
previous similar situations, and creative thought is essential to identify previously untried
alternatives.
Epidemiology
Epidemiology is the distribution, incidence and prevalence rates, risk factors, health status
indicators, and control of disease in the population. (AACN The Essentials for Baccalaureate
Education for Professional Nursing Practice, 2008.)
Ethics
Ethics refers to traditions of belief about right and wrong, good and bad conduct, personal and
professional, and institutions.
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Evidence Based Practice
Evidence based practice is an approach to clinical practice with individuals, family, groups and
communities that integrates:
1.
A systematic search for and critical appraisal of the most relevant evidence to answer a
clinical question

Research (systemic reviews)
Evidence based theories


Opinion leaders/expert panels (clinical practice guidelines)
2.
One’s own clinical expertise

Evidence from clinical expertise

Assessment of client’s condition through subjective history-taking and objective
clinical examination findings and laboratory reports
Assessment of available health care resources

3.
Client preferences and values

Values are what the client “lives for”

Preferences are what the client desires, including but not limited to treatment
options
(Adapted from Melynk, B. and Fineout-Overholt, E. (2005). Evidence-based practice.
Philadelphia, PA: Lippincott, Williams and Wilkins.)
Experiential Learning
Linfield College facilitates experiential learning. Through the curriculum, as well as through cocurricular, extra-curricular, and institutional activities, and within liberal arts and professional
programs, students apply theory and knowledge to lived experience in order to test and refine
their understanding of a subject, clarify career goals, and discover the value of serving others
(Linfield College, 2011).
Global Perspective
A global perspective acknowledges that people's commonalties are more evident and meaningful
than the boundaries (e.g. geo-political, ethnic, religious, economic) that separate them. As
boundaries are transcended, possibilities emerge for interdisciplinary collaboration that focuses
on thinking globally and acting locally in order to sustain healthier communities and better
utilization of the world's resources.
Healing
Healing is achieving the highest level of wellness possible. Healing occurs in an environment
where nursing strategies are based on knowledge of pathology of diseases, symptoms and
treatment modalities as well as knowledge of unique responses to a disease, its treatment and the
illness experience.
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Health
Health is a subjective state of being perceived by individuals, families, groups and communities.
Health Determinants
Health determinants are those factors that determine the ability of the individual, family or
community to achieve an optimal state of health. The determinants of health can be divided into
four major categories: human biology (e.g., genetics, physiologic function, maturation),
environment (e.g., physical, psychological, sociocultural, spiritual), lifestyle (e.g., employment,
consumption, leisure) and health care systems (e.g., availability, accessibility, utilization).
Knowledge of the relationship between health and its determinants allows for planned, proactive
health care interventions.
Health Promotion and Illness Prevention
Health promotion and illness prevention at the individual and population level are necessary to
improve population health and are important components of baccalaureate generalist nursing
practice. Epidemiologic studies show that lifestyle, environmental, and genetic factors are major
determinants of population health in areas of wellness, illness, disability, and mortality (U.S.
Department of Health and Human Services, 2000a). Thus, acute care and illness based episodic
interventions alone are inadequate for improving health (Allan et al., 2004; Allen, Stanley,
Crabtree, Werner & Swenson, 2005). Health promotion along with illness and injury prevention
are important throughout the lifespan and include assisting individuals, families, groups,
communities, and populations to prepare for and minimize health consequences of emergencies,
including mass casualty disasters. (AACN The Essentials for Baccalaureate Education for
Professional Nursing Practice, 2008.)
Health Disparities
Health disparities are differences in the incidence, prevalence, mortality, and burden of disease
and other adverse health conditions that exist among specific population groups in the United
States (NIH, 2002-2006). The definition of health disparities assumes not only a difference in
health but a difference in which disadvantaged social groups – who have persistently
experienced social disadvantage or discrimination – systematically experience worse health or
greater health risks than more advantaged social groups (Braveman, 2006). Consideration of
who is considered to be within a health-disparity population has policy and resource
implications. A healthcare disparity is defined as a difference in treatment provided to members
of different racial (or ethnic) groups that is not justified by the underlying health conditions or
treatment preferences of patients (IOM, 2002). These differences are often attributed to
conscious or unconscious bias, provider bias, and institutional discriminatory policies toward
patients of diverse socioeconomic status, race, ethnicity, and/or gender orientation. (AACN
Cultural Competency in Baccalaureate Nursing Education, 2008.)
Holism
Holism is that state of harmony between body, mind, emotions, and spirit in an ever-changing
environment. Holism embodies the view that an individual is an integrated whole, independent
of the sum of the parts. Dossey, B.M., Keegan, L., Guzzetta, C.E. & Kolkmeier, L.G. (2000).
Holistic nursing: A handbook for practice (3rd ed.). Gaithersburg, MD: Aspen.
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Holistic Nursing
Holistic nursing is an art and a science that has as its primary purpose the provision of services
that strengthen individuals, groups and communities and enable them to achieve the wholeness
inherent within them. Self-care of the nurse is considered essential to maximizing the human
potential in the nurse-client relationship and caring process. Dossey, B.M., Keegan, L.,
Guzzetta, C.E. & Kolkmeier, L.G. (2000). Holistic nursing: A handbook for practice (3rd ed).
Gaithersburg, MD: Aspen.
Inclusive Excellence
Linfield College fosters inclusive excellence that encompasses global and multicultural
understanding of human differences and similarities. Through the curriculum, as well as through
co-curricular, extra-curricular, and institutional programming, students, faculty and staff use both
theoretical and experiential lenses to participate in an increasingly independent, diverse world
(Linfield College, 2011).
Inclusive excellence is the understanding that becoming an educated person in a pluralistic
society includes developing the ability to communicate and interact with individuals and
populations that are different from themselves. Four primary elements of inclusive excellence
are:
1.
2.
3.
4.
A focus on student intellectual and social development.
Purposeful development and utilization of organizational resources to enhance student
learning.
Attention to the cultural differences learners bring to the educational experience and that
enhance the enterprise.
A welcoming community that engages all of its diversity in the service of student and
organizational learning. (Association of American Colleges and Universities, 2005.)
Information And Client Care Technologies
Information technology includes traditional and developing methods of discovering, retrieving,
and using information in nursing practice. Information technology systems include decisionsupport systems used to gather evidence to guide practice. Client care technology includes
methods and equipment designed to provide assessment data and support anatomic and
physiological function. Client care technology includes monitors, data gathering devices,
medication administration systems, and other technological supports for client care interventions.
(AACN, The Essentials of Baccalaureate Education for Professional Nursing Practice, 2008.)
Integrative Learning
Linfield College promotes integrative learning within and across its academic programs.
Through the curriculum, as well as through co-curricular, extra-curricular, and institutional
programming, students systematically discover and practice making connections within their
disciplinary studies and across the various components of their undergraduate experience
(Linfield College, 2011).
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Intuition (Intuitive Thinking)
Intuition is a process whereby the nurse knows something about a patient/client that is difficult to
express. It is something experienced, not thought out, something felt rather than actively
pursued or constructed. This knowledge is based primarily on a sense of salience and pattern
recognition, which develops with experience. Intuition may provide essential information with
which to make a clinical judgment.
Leadership
Leadership is a process in which one develops relationships and empowers others with a distinct
vision that motivates all to achieve a common mission and goals. Organizational and systems
leadership, quality improvement, and safety are critical to promoting high quality patient care.
Leadership skills are needed that emphasize ethical and critical decision making, initiating and
maintaining effective working relationships, using mutually respectful communication and
collaboration within interprofessional teams, care coordination, delegation, and developing
conflict resolution strategies. Basic nursing leadership includes an awareness of complex
systems, and the impact of power, politics, policy, and regulatory guidelines on these systems.
(AACN The Essentials for Baccalaureate Education for Professional Nursing Practice, 2008.)
Learner Centered Education
Learner centered education is an approach to education in which teachers and students are both
learners, working together to construct knowledge and develop students’ abilities to maximize
knowledge acquisition and critical synthesis while promoting lifelong learning. Pedagogical
approaches address students’ unique learning styles and support the success of all students. In
addition, authentic assessments are used to measure student progress toward the development of
specific learning outcomes.
Nursing Knowledge
Nursing knowledge is the cognitive and conceptual training to think in ways typical of and
important to nursing (Benner, 2007).
Nursing Roles
Three major roles of professional nursing are:
1.
Provider of Direct and Indirect Care
As providers of direct and indirect care, the professional nurse is an advocate and
educator for individuals, families, communities, and populations. Client advocacy
requires that the nurse engage in evidence-based, holistic health care; evaluate care
outcomes; and demonstrate leadership in improving care.
2.
Designer/Coordinator/Manager of Care
As designer, coordinator, and manager of care, the professional nurse functions
autonomously and interdependently within the healthcare team. The nurse delegates
tasks to healthcare personnel, as well as supervises and evaluates these personnel. The
nurse is accountable for the outcomes of his/her own practice and delegated nursing care.
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3.
Member of a Profession
As member of a profession, the professional nurse is committed to lifelong learning and
demonstrates strong critical reasoning, clinical judgment, communication, assessment
skills, and an appropriate set of values and ethical framework for practice. As an
advocate for high quality client care, the nurse is knowledgeable and involved in
healthcare policy processes. (AACN The Essentials of Baccalaureate Education for
Professional Nursing Practice, 2008.)
Nursing Strategies
Nursing strategies are actions used in the provision of care that are based on clinical judgment
and move clients/patients toward health care outcomes.
Persons
Persons are holistic beings who are unique, valuable, and deserving of dignity and respect.
Throughout their life cycle, persons adapt to their environment and are capable of growth. In the
health care context persons may be referred to as clients, patients, consumers, members, inmates
or other.
Personhood
Personhood is the essence of the qualities of each person that confers distinct individuality.
Praxis
Praxis refers to a relationship between theory and practice in which students create/construct
knowledge and meaning from their experiences. Within a praxis framework, students assess a
situation, understand it through reflection and discussion, and make sound judgments that lead to
justifiable actions. Students are able to:
•
•
•
perceive situations within their larger contexts
make generalizations from their experiences
take action as a responsible professional to modify/develop all levels of practice
Privileged Intimacy
Privileged intimacy is a space into which a nurse is allowed and in partnership with the patient
creates a unique, healing relationship. (AACN The Essentials for Baccalaureate Education for
Professional Nursing Practice, 2008.)
Professional Nursing
Professional nursing is planning, providing, coordinating and evaluating health care services. It
involves collaborating with patients/clients and other members of the health care team to assure
the provision of holistic nursing care. This provision of care includes leading and managing
other providers.
Professional Values
Values are beliefs or ideals to which an individual is committed and which are reflected in
patterns of behavior. Professional values are the foundation for practice. They guide
interactions with patients/clients, colleagues, other professionals and the public. Values provide
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the framework for commitment to patient/client welfare, fundamental to professional nursing
practice. The following values are essential for the professional nurse:
Caring: Central to the practice of professional nursing and encompasses the nurse's
empathy for and connection to the patient/client, as well as the ability to translate these
affective characteristics into compassionate, sensitive, appropriate care.
Altruism: Is a concern for the welfare and wellbeing of others and is reflected by the
nurse's concern for the welfare of patients/clients, other nurses and other health care
providers.
Autonomy: Is the right to self-determination. Professional practice reflects autonomy
when the nurse respects patients/clients' rights to make decisions about their health care.
Human Dignity: Is respect for the inherent worth and uniqueness of individuals and
populations. In professional practice, human dignity is reflected when the nurse values
and respects all patients/clients and colleagues.
Integrity: Is acting in accordance with an appropriate code of ethics and accepted
standards of practice. Integrity is reflected in professional practice when the nurse is
honest and provides care based on an ethical framework that is accepted within the
profession.
Social Justice: Is upholding moral, legal and humanistic principles. This value is
reflected in professional practice when the nurse works to assure equal treatment under
the law and equal access to quality health care. (AACN The Essentials for Baccalaureate
Education for Professional Nursing Practice, 2008.)
Professional Worldview
The professional worldview is the attitudes, values and beliefs considered to be essential to the
development and maintenance of the professional identity of the nurse.
Professionalism
Professional is the consistent demonstration of core values evidenced by nurses working with
other professionals to achieve optimal health and wellness outcomes in patients, families, and
communities by wisely applying principles of altruism, excellence, caring, ethics, respect,
communication, and accountability (Interprofessional Professionalism Measurement Group,
2008). Professionalism also involves accountability for one’s self and nursing practice,
including continuous professional engagement and lifelong learning. As discussed in the
American Nurses Association Code of Ethics for Nurses with Interpretive Statements (2001),
“The nurse is responsible and accountable for individual nursing practice and determines the
appropriate delegation of tasks consistent with the nurse’s obligation to provide optimum patient
care.” (From AACN The Essentials for Baccalaureate Education for Professional Nursing
Practice, 2008.)
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Safety
Safety in health care is the minimization of “risk of harm to patients and providers through both
system effectiveness and individual performance” (Cronenwett et al., 2007). (AACN The
Essentials for Baccalaureate Education for Professional Nursing Practice, 2008.)
Socialization into Nursing Practice
Socialization into Nursing Practice is the moral and ethical apprenticeship to the social roles and
responsibilities of the profession, through which novices are introduced to the meaning of an
integrated practice of all dimensions of the profession (Benner, 2007).
Society
Society refers to social groupings that manage resources to meet most of their own needs,
maintain a system of social interaction across generations, and have a discernible internal
organization consistent with the cultural context in which they live.
Spirituality
Spirituality speaks to what gives ultimate meaning and purpose to one’s life. It is that part of
people that seeks healing and reconciliation with self or others (Puchalski, 2006). (AACN The
Essentials for Baccalaureate Education for Professional Nursing Practice, 2008.)
Stewardship
Stewardship is holding in trust for future generations those aspects of nursing valued by the
profession. Stewardship is acting with integrity in an accountable and responsible way to ensure
that professional care and service is provided to individuals, groups or a given population.
Thinking and Knowing Skills
As a means of inquiry, thinking/knowing skills include, but are not limited to: reflection,
creativity, problem-solving from assessment through evaluation, decision-making, pattern
recognition, intuition, clinical judgment and critical thinking. Thinking and knowing skills also
include information management.
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Chapter VI: Curriculum Plans
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Curriculum Plans
All admitted nursing students will be assigned to a specific curriculum plan based on prior
academic work completed and available space. Start terms include Summer, Fall and Spring.
Generic nursing students working on their first degree may be admitted either in the Fall or
Spring. Generic nursing students with a prior bachelor degree may be admitted in the Summer to
the accelerated curriculum plan. RN-BSN students may be admitted Summer, Fall or Spring to a
three-semester curriculum plan (or up to five semesters part-time). All of the curriculum plans
are detailed in the following pages.
Students are encouraged to take advantage of elective courses, and to study abroad at least once
before they graduate. The semester abroad option provides a cross-cultural experience as part of
the general education requirements. January Term Travel courses also offer study abroad
opportunities during a four week session. Registered Nurse students may arrange with
international healthcare organizations for a short term intensive clinical experience outside the
United States.
Linfield College foundational education principles, the Linfield Curriculum (general education
requirements), paracurriculum courses (requirement), January term international travel courses,
and nursing elective courses are described in Appendix O-1.
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Curriculum Plan For Generic BSN Program
Nursing Student Entering Fall 2013
Admission Requirements
Students admitted to this plan must have the following prerequisites completed with a minimum
grade of “C” in each course and a minimum BSN prerequisite GPA of 3.00 as verified by official
transcripts by July 10, 2013. Prerequisites may be completed at any regionally accredited
college or university.
Inquiry Seminar or equivalent college writing courses (4 semester credits minimum)
One year of Chemistry with lab or one year of Biology with lab (8 semester or 12 quarter credits
minimum)
One year of Anatomy & Physiology with lab (completed within the last seven years)
One course of Microbiology with lab (completed within the last seven years)
One course of Nutrition
One course of Lifespan Developmental Psychology
One course of Statistics
One course of Computer Applications (proficiency waiver available)
Curriculum Plan
Students entering Fall 2013 will take courses according to the following curriculum plan.
Fall 2013:
NURS 305 Foundations of Community-Based Nursing Practice, 4 credits.
NURS 315 Professional Communication in Diverse Communities, 2 credits.
NURS 320 Scholarship of Nursing, 3 credits.
NURS 335 Integrated Experiential Learning I, 6 credits.
Paracurriculum course if needed/desired, 1 credit.
(Completion of NURS 305, 315, 320, 335 and a 2.500 GPA required for progression to
NURS 355, 365, 375, 395.)
January 2014:
3-5 credits, optional.
Spring 2014:
NURS 355 Nursing Care of Children, Adults, and Older Adults with Chronic Conditions,
3 credits.
NURS 365 Clinical Pathophysiology and Pharmacology for Nursing Practice I, 2 credits.
NURS 375 Integrated Experiential Learning II, 6 credits.
NURS 395 Mental Health and Illness Across the Lifespan, 2 credits.
Linfield Curriculum course or elective if needed/desired, 3 or 4 credits.
Paracurriculum course if needed/desired, 1 credit.
(Completion of NURS 355, 365, 375, 395 and a 2.500 GPA needed for progression to
NURS 425, 435, 445, 455.)
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Summer 2014
Optional Linfield Curriculum and elective courses through the Department of Continuing
Education
Fall 2014:
NURS 425 Transitions and Decisions: Pregnancy, Birth and End of Life Care, 2 credits.
NURS 435 Integrated Experiential Learning III, 6 credits.
NURS 445 Clinical Pathophysiology and Pharmacology for Nursing Practice II, 2 credits.
NURS 455 Nursing Care of Children, Adults and Older Adults with Acute Conditions, 3 credits.
Linfield Curriculum course or elective if needed/desired, 3 or 4 credits.
Paracurriculum course if needed/desired, 1 credit.
(Completion of NURS 425, 435, 445, 455 and a 2.500 GPA required for progression to
NURS 460, 470, 475.)
January 2015:
3-5 credits, optional.
Spring 2015:
NURS 460 Population-Based Nursing in a Multicultural and Global Society, 2 credits.
NURS 470 Leading and Managing in Nursing, 3 credits.
NURS 475 Integrated Experiential Learning IV, 8 credits.
Graduation Requirements
Requirements for the Bachelor of Science in Nursing degree:






125 semester credits.
Cumulative and major GPA of 2.500.
Residency. No fewer than 30 credits must be from Linfield College. For a second
baccalaureate degree, 35 additional credits in residence. This requirement will be met
upon completion of the 54 hours of nursing courses.
Math proficiency. Met by statistics, a prerequisite for entry into the program.
Paracurriculum courses. A minimum of 3 credits, one of which must be a physical
activity course, must be earned at Linfield College or by transfer from another institution.
Paracurriculum courses not required for second degree students.
Linfield Curriculum (general education requirements). Not required if earning a second
bachelor’s degree. Students with Associate of Arts Oregon Transfer Degree are required
to complete two Linfield Curriculum courses and an upper division course. See, the
Linfield College Course Catalog for details. Prerequisite courses for the nursing major
fulfill some, but not all, of these requirements.
o
Inquiry seminar (INQS) or two writing courses, 4 semester credits.
Creative Studies (CS), 3 semester credits.
o
o
Individuals, Systems and Societies (IS), 3 semester credits.
o
Natural World (NW), 3 semester credits.
o
Quantitative Reasoning (QR), satisfied by NURS 320.
o
Ultimate Questions (UQ), 3 semester credits.
o
Vital Past (VP), 3 semester credits.
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o
o
o
o
Global Pluralisms (GP), 3 semester credits.
U.S. Pluralisms (US), 3 semester credits.
Upper Division Course, 3 semester credits.
Writing Intensive requirement satisfied by INQS and NURS 470.
All major requirements (with no grade C- or below). NURS 305, 315, 320, 335, 355, 365, 375,
395, 425, 435, 445, 455, 460, 470, 475. (54 semester credits). Prerequisite courses: BIOL 210,
211 or CHEM 210, 211; BIOL 212, 213; BIOL 275 or 361; HHPA 280; INQS 125; MATH 140;
PSYC 155 (McMinnville Campus Course offerings; transfer course selection guides are on the
Portland Campus Website). Prerequisite computer competency: COMP 120 or computer
proficiency.
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Curriculum Plan for Generic BSN Program
Nursing Student Entering Spring 2014
Admission Requirements
Students admitted to this plan must have the following prerequisites completed with a minimum
grade of “C” in each course and a minimum BSN prerequisite GPA of 3.00 as verified by official
transcripts by January 15, 2014. Prerequisites may be completed at any regionally accredited
college or university.
Inquiry Seminar or equivalent college writing courses (4 semester credits minimum)
One year of Chemistry with lab or one year of Biology with lab (8 semester or 12 quarter credits
minimum)
One year of Anatomy & Physiology with lab (completed within the last seven years)
One course of Microbiology with lab (completed within the last seven years)
One course of Nutrition
One course of Lifespan Developmental Psychology
One course of Statistics
One course of Computer Applications (proficiency waiver available)
Curriculum Plan
Students entering Spring 2014 will take courses according to the following curriculum plan.
Spring 2014:
NURS 305 Foundations of Community-Based Nursing Practice, 4 credits.
NURS 315 Professional Communication in Diverse Communities, 2 credits.
NURS 320 Scholarship of Nursing, 3 credits.
NURS 335 Integrated Experiential Learning I, 6 credits.
Paracurriculum course if needed/desired, 1 credit.
(Completion of NURS 305, 315, 320, 335 and a 2.500 GPA required for progression to
NURS 355, 365, 375, 395.)
Fall 2014:
NURS 355 Nursing Care of Children, Adults, and Older Adults with Chronic Conditions, 3
credits.
NURS 365 Clinical Pathophysiology and Pharmacology for Nursing Practice I, 2 credits.
NURS 375 Integrated Experiential Learning II, 6 credits.
NURS 395 Mental Health and Illness Across the Lifespan, 2 credits.
Linfield Curriculum course or elective, 3 or 4 credits, if needed/desired.
Paracurriculum course if needed/desired, 1 credit.
(Completion of NURS 355, 365, 375, 395 and a 2.500 GPA needed for progression to NURS
425, 435, 445, 455.)
January 2015:
3-5 credits, optional.
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Spring 2015:
NURS 425 Transitions and Decisions: Pregnancy, Birth and End of Life Care, 2 credits.
NURS 435 Integrated Experiential Learning III, 6 credits.
NURS 445 Clinical Pathophysiology and Pharmacology for Nursing Practice II, 2 credits.
NURS 455 Nursing Care of Children, Adults and Older Adults with Acute Conditions, 3 credits.
Linfield Curriculum course or elective, 3 or 4 credits, if needed/desired.
Paracurriculum course if needed/desired, 1 credit.
(Completion of NURS 425, 435, 455 and a 2.500 GPA required for progression to NURS 460,
470, 475.)
Fall 2015:
NURS 460 Population-Based Nursing in a Multicultural and Global Society, 2 credits.
NURS 470 Leading and Managing in Nursing, 3 credits.
NURS 475 Integrated Experiential Learning IV, 8 credits.
Graduation Requirements
Requirements for the Bachelor of Science in Nursing degree:






125 semester credits.
Cumulative and major GPA of 2.500.
Residency. No fewer than 30 credits must be from Linfield College. For a second
baccalaureate degree, 35 additional credits in residence. This requirement will be met
upon completion of the 54 hours of nursing courses.
Math proficiency. Met by statistics, a prerequisite for entry into the program.
Paracurriculum courses. A minimum of 3 credits, one of which must be a physical
activity course, must be earned at Linfield College or by transfer from another institution.
Paracurriculum courses not required for second degree students.
Linfield Curriculum (general education requirements). Not required if earning a second
bachelor’s degree. Students with Associate of Arts Oregon Transfer Degree are required
to complete two Linfield Curriculum courses and an upper division course. See, the
Linfield College Course Catalog for details. Prerequisite courses for the nursing major
fulfill some, but not all, of these requirements.
o
Inquiry seminar (INQS) or two writing courses, 4 semester credits.
o
Creative Studies (CS), 3 semester credits.
o
Individuals, Systems and Societies (IS), 3 semester credits.
o
Natural World (NW), 3 semester credits.
o
Quantitative Reasoning (QR), satisfied by NURS 320.
o
Ultimate Questions (UQ), 3 semester credits.
o
Vital Past (VP), 3 semester credits.
o
Global Pluralisms (GP), 3 semester credits.
U.S. Pluralisms (US), 3 semester credits.
o
o
Upper Division Course, 3 semester credits.
o
Writing Intensive requirement satisfied by INQS and NURS 470.
All major requirements (with no grade C- or below). NURS 305, 315, 320, 335, 355, 365, 375,
395, 425, 435, 445, 455, 460, 470, 475 (54 semester credits). Prerequisite courses: BIOL 210,
Faculty Manual
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211 or CHEM 210, 211; BIOL 212, 213; BIOL 275 or 361; HHPA 280; INQS 125; MATH 140;
PSYC 155 (McMinnville Campus Course offerings; transfer course selection guides are on the
Portland Campus Website). Prerequisite computer competency: COMP 120 or computer
proficiency.
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Curriculum Plan For Accelerated Generic BSN Program
Nursing Student Entering Summer 2014
Admission Requirements
Students admitted to this plan must have a prior bachelor degree along with the following
prerequisites completed with a minimum grade of “C” in each course and a minimum BSN
prerequisite GPA of 3.00 as verified by official transcripts by the May 1, 2014. Prerequisites
may be completed at any regionally accredited college or university.
Inquiry Seminar or equivalent college writing courses (4 semester credits minimum)
One year of Chemistry with lab or one year of Biology with lab (8 semester or 12 quarter credits
minimum)
One year of Anatomy & Physiology with lab (completed within the last seven years)
One course of Microbiology with lab (completed within the last seven years)
One course of Nutrition
One course of Lifespan Developmental Psychology
One course of Statistics
One course of Computer Applications (proficiency waiver available)
Curriculum Plan
Students entering Summer 2014 as second degree students will take courses according to the
following curriculum plan.
Summer 2014:
NURS 305 Foundations of Community-Based Professional Nursing, 4 credits.
NURS 315 Professional Communication in Diverse Communities, 2 credits.
NURS 320 Scholarship of Nursing, 3 credits.
NURS 335 Integrated Experiential Learning I: Foundations, 6 credits.
(Completion of NURS 305, 315, 320, 335 and a 2.500 GPA required for progression to
NURS 355, 365, 375, 395.)
Fall 2014:
NURS 355 Nursing Care of Children, Adults and Older Adults with Chronic Conditions, 3
credits.
NURS 365 Clinical Pathophysiology and Pharmacology for Nursing Practice I, 2 credits.
NURS 375 Integrated Experiential Learning II, 6 credits.
NURS 395 Mental Health and Illness Across the Lifespan, 2credits.
(Completion of NURS 355, 365, 375, 395 and a 2.500 GPA needed for progression to
NURS 425, 435, 445, 455.)
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January 2015:
3-5 credits, optional
Spring 2015:
NURS 425 Transitions and Decisions: Pregnancy, Birth and End of Life Care, 2 credits.
NURS 435 Integrated Experiential Learning III, 6 credits.
NURS 445 Clinical Pathophysiology and Pharmacology for Nursing Practice II, 2 credits.
NURS 455 Nursing Care of Children, Adults and Older Adults with Acute Conditions, 3 credits.
(Completion of NURS 425,435, 445, 455 and a 2.500 GPA required for progression to
NURS 460, 470, 475.)
Summer 2015:
NURS 460 Population-Based Nursing in a Multicultural and Global Society, 2 credits.
NURS 470 Leading and Managing in Nursing, 3 credits.
NURS 475 Integrated Experiential Learning IV, 8 credits.
Graduation Requirements
Requirements for the Bachelor of Science in Nursing degree:





125 semester credits. For a second baccalaureate degree, 35 additional credits in
residence. All Summer entry students are pursuing their second degree and will meet
this requirement upon completion of the 54 hours of NURS courses.
Cumulative and major GPA of 2.500.
Math proficiency. Met by statistics, a prerequisite for entry into the program.
Paracurriculum courses. Not required for second degree students.
Linfield Curriculum (general education requirements). Not required if earning a second
bachelor’s degree.
All major requirements (with no grade C- or below). NURS 305, 315, 320, 335, 355, 365, 375,
395, 425, 435, 445, 455, 460, 470, 475 (54 semester credits). Prerequisite courses: BIOL 210,
211 or CHEM 210, 211; BIOL 212, 213; BIOL 275 or 361; HHPA 280; INQS 125; MATH 140;
PSYC 155 (McMinnville Campus Course offerings; transfer course selection guides are on the
Portland Campus Website). Prerequisite computer competency: COMP 120 or computer
proficiency.
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Curriculum Plan For RN-BSN Program
Registered Nurse Student Entering Fall 2013
Admission Requirements
Registered Nurse students admitted to this plan must have an unencumbered RN license from
any US state where the student is living and where clinical rotations in courses will be
completed. Provisional acceptance in the RN-BSN program will be considered pending
successful completion of the NCLEX-RN exam prior to beginning course work. Registered
Nurse students must have the following prerequisites completed with a minimum grade of “C” in
each course and a minimum BSN prerequisite GPA of 2.75 as verified by official transcripts by
the Fall start date. Prerequisites may be completed at any regionally accredited college or
university.
Inquiry seminar or equivalent college writing courses (4 semester credits minimum)
One year of Anatomy and Physiology with lab or its academic course equivalent
One course of Microbiology with lab
One course of Nutrition
One course of Lifespan Developmental Psychology
One course of Statistics
One course of Computer Applications (proficiency waiver available)
Curriculum Plan
Registered Nurse students entering Fall 2013 will take online courses according to the following
curriculum plan.
Fall 2013:
NURS 309 Transition to Professional Practice, 6 credits
NURS 315 Professional Communication in Diverse Communities, 2 credits
(Completion of NURS 309, 315 and a 2.500 GPA required for progression in program)
Spring 2014:
NURS 320 Scholarship of Nursing, 3 credits
NURS 470 Leading and Managing in Nursing, 3 credits
NURS 460 Population-Based Nursing in a Multicultural and Global Society, 2 credits
(Completion of NURS 320, 470, 460 and a 2.500 GPA required for progression to NURS 475)
Summer 2014:
NURS 475 Integrated Experiential Learning IV, 8 credits*
*Students entering Fall 2013 may opt to take NURS 475 Fall 2014 instead of the Summer 2014
compressed term, if necessary, without completing a petition to the Nursing Admissions,
Progression, Honors and Graduation Committee to re-enter the program.
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Graduation Requirements
Requirements for the Bachelor of Science in Nursing degree:






125 semester hours.
Cumulative and major GPA of 2.500.
Residency. No fewer than 30 credits must be from Linfield College if earning first
bachelor’s degree and 35 credits if earning a second bachelor’s degree.
Math proficiency. Met by statistics, a prerequisite for entry into the program.
Paracurricular courses not required for Registered Nurse students.
Linfield Curriculum (general education requirements). Not required if earning a second
bachelor’s degree. Students with Associate of Arts Oregon Transfer Degree are required
to complete two Linfield Curriculum Courses and an upper division course. See, the
Linfield College Course Catalog for details. Prerequisite courses for the nursing major
fulfill some, but not all, of these requirements.
o
Inquiry Seminar (INQS) or two writing courses, 4 semester credits
o
Creative Studies (CS), 3 semester credits
Individuals, Systems and Societies (IS), 3 semester credits
o
o
Natural World (NW), 3 semester credits
o
Quantitative Reasoning (QR), satisfied by NURS 320
o
Ultimate Questions (UQ), 3 semester credits
o
Vital Past (VP), 3 semester credits
Global Pluralism (GP), 3 semester credits
o
o
U.S. Pluralism (US), 3 semester credits
o
Upper Division Course, 3 semester credits
o
Writing Intensive requirement satisfied by two writing courses and NURS 470
All major requirements (with no grade C- or below). NUR 309, 315, 320, 470, 460, 475 (24
semester credits). Prerequisite support courses: BIOL 212, 213; BIOL 275 or 361; HHPA 280;
INQS 125; MATH 140; PSYC 155 (McMinnville Campus Course offerings; the College Adult
Degree Program offers all prerequisite courses except anatomy, physiology and microbiology; a
transfer course selection guide is on the College Adult Degree Program Website). Prerequisite
computer proficiency: COMP 120 or computer proficiency.
Registered Nurse students may earn a maximum of 32 semester credits in the nursing major from
previous work, on successful completion of NURS 309 Transition to Professional Practice with a
grade above C-. Escrow credit, or prior learning credit will be given for NURS 335, 355, 365,
375, 395, 425, 435, 445 and 455. Total credits including required nursing courses and escrow
credit is 56 semester credits.
NURS 475 is an integrated experiential learning clinical course. Clinical experiences are tailormade for each Registered Nurse student, in a setting of the student’s choice where he/she is
licensed. Clinicals generally can be conducted within the student’s work organization, with a
department other than the department in which the student works. Clinical experience may be
conducted in agencies other than the student’s place of employment, and also may be arranged
with international healthcare organizations for short term intensive experiences outside of the
United States.
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Curriculum Plan For RN-BSN Program
Registered Nurse Student Entering Spring 2014
Admission Requirements
Registered Nurse students admitted to this plan must have an unencumbered RN license from
any US state where the student is living and where clinical rotations in courses will be
completed. Provisional acceptance in the RN-BSN program will be considered pending
successful completion of the NCLEX-RN exam prior to beginning course work. Registered
Nurse students must have the following prerequisites completed with a minimum grade of “C” in
each course and a minimum BSN GPA of 2.75 as verified by official transcripts by the Spring
start date. Prerequisites may be completed at any regionally accredited college or university.
Inquiry Seminar or equivalent college writing courses (4 semester credits minimum)
One year of Anatomy and Physiology with lab or its academic course equivalent
One course of Microbiology with lab
One course of Nutrition
One course of Lifespan Developmental Psychology
One course of Statistics
One course of Computer Applications (proficiency waiver available)
Curriculum Plan
Registered Nurse students entering Spring 2014 will take online courses according to the
following curriculum plan.
Spring 2014:
NURS 309 Transition to Professional Practice, 6 credits
NURS 315 Professional Communication in Diverse Communities, 2 credits
(Completion of NURS 309, 315 and a 2.500 GPA required for progression in program)
Summer 2014:
NURS 320 Scholarship of Nursing, 3 credits
NURS 470 Leading and Managing in Nursing, 3 credits
NURS 460 Population-Based Nursing in a Multicultural and Global Society, 2 credits
(Completion of NURS 320, 470, 460 and a 2.500 GPA required for progression to NURS 475)
Fall 2014:
NURS 475 Integrated Experiential Learning IV, 8 credits
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Graduation Requirements
Requirements for the Bachelor of Science in Nursing degree:






125 semester hours.
Cumulative and major GPA of 2.500.
Residency. No fewer than 30 credits must be from Linfield College if earning first
bachelor’s degree and 35 credits if earning a second bachelor’s degree.
Math proficiency. Met by statistics, a prerequisite for entry into the program.
Paracurricular courses not required for Registered Nurse students.
Linfield Curriculum (general education requirements). Not required if earning a second
bachelor’s degree. Students with Associate of Arts Oregon Transfer Degree are required
to complete two Linfield Curriculum Courses and an upper division course. See, the
Linfield College Course Catalog for details. Prerequisite courses for the nursing major
fulfill some, but not all, of these requirements.
o
Inquiry Seminar (INQS) or two writing courses, 4 semester credits
o
Creative Studies (CS), 3 semester credits
Individuals, Systems and Societies (IS), 3 semester credits
o
o
Natural World (NW), 3 semester credits
o
Quantitative Reasoning (QR), satisfied by NURS 320
o
Ultimate Questions (UQ), 3 semester credits
o
Vital Past (VP), 3 semester credits
Global Pluralism (GP), 3 semester credits
o
o
U.S. Pluralism (US), 3 semester credits
o
Upper Division Course, 3 semester credits
o
Writing Intensive requirement satisfied by two writing courses and NURS 470
All major requirements (with no grade C- or below). NUR 309, 315, 320, 470, 460, 475 (24
semester credits). Prerequisite support courses: BIOL 212, 213; BIOL 275 or 361; HHPA 280;
INQS 125; MATH 140; PSYC 155 (McMinnville Campus Course offerings; the College Adult
Degree Program offers all prerequisite courses except anatomy, physiology and microbiology; a
transfer course selection guide is on the College Adult Degree Program Website). Prerequisite
computer proficiency: COMP 120 or computer proficiency.
Registered Nurse students may earn a maximum of 32 semester credits in the nursing major from
previous work, on successful completion of NURS 309 Transition to Professional Practice with a
grade above C-. Escrow credit, or prior learning credit will be given for NURS 335, 355, 365,
375, 395, 425, 435, 445 and 455. Total credits including required nursing courses and escrow
credit is 56 semester credits.
NURS 475 is an integrated experiential learning clinical course. Clinical experiences are tailormade for each Registered Nurse student, in a setting of the student’s choice where he/she is
licensed. Clinicals generally can be conducted within the student’s work organization, with a
department other than the department in which the student works. Clinical experience may be
conducted in agencies other than the student’s place of employment, and also may be arranged
with international healthcare organizations for short term intensive experiences outside of the
United States.
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2013-2014 Edition
Curriculum Plan For RN-BSN Program
Registered Nurse Student Entering Summer 2014
Admission Requirements
Registered Nurse students admitted to this plan must have an unencumbered RN license from
any US state where the student is living and where clinical rotations in courses will be
completed. Provisional acceptance in the RN-BSN program will be considered pending
successful completion of the NCLEX-RN exam prior to beginning course work. Registered
Nurse students must have the following prerequisites completed with a minimum grade of “C” in
each course and a minimum BSN GPA of 2.75 as verified by official transcripts by the Summer
start date. Prerequisites may be completed at any regionally accredited college or university.
Inquiry Seminar or equivalent college writing courses (4 semester credits minimum)
One year of Anatomy and Physiology with lab or its academic course equivalent
One course of Microbiology with lab
One course of Nutrition
One course of Lifespan Developmental Psychology
One course of Statistics
One course of Computer Applications (proficiency waiver available)
Curriculum Plan
Registered Nurse students entering Summer 2013 will take online courses according to the
following curriculum plan.
Summer 2014:
NURS 309 Transition to Professional Practice, 6 credits
NURS 315 Professional Communication in Diverse Communities, 2 credits
(Completion of NURS 309, 315 and a 2.500 GPA required for progression in program)
Fall 2014:
NURS 320 Scholarship of Nursing, 3 credits
NURS 470 Leading and Managing in Nursing, 3 credits
NURS 460 Population-Based Nursing in a Multicultural and Global Society, 2 credits
(Completion of NURS 320, 470, 460 and a 2.500 GPA required for progression to NURS 475)
Spring 2015:
NURS 475 Integrated Experiential Learning IV, 8 credits
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Graduation Requirements
Requirements for the Bachelor of Science in Nursing degree:






125 semester hours.
Cumulative and major GPA of 2.500.
Residency. No fewer than 30 credits must be from Linfield College if earning first
bachelor’s degree and 35 credits if earning a second bachelor’s degree.
Math proficiency. Met by statistics, a prerequisite for entry into the program.
Paracurricular courses not required for Registered Nurse students.
Linfield Curriculum (general education requirements). Not required if earning a second
bachelor’s degree. Students with Associate of Arts Oregon Transfer Degree are required
to complete two Linfield Curriculum Courses and an upper division course. See, the
Linfield College Course Catalog for details. Prerequisite courses for the nursing major
fulfill some, but not all, of these requirements.
o
Inquiry Seminar (INQS) or two writing courses, 4 semester credits
o
Creative Studies (CS), 3 semester credits
Individuals, Systems and Societies (IS), 3 semester credits
o
o
Natural World (NW), 3 semester credits
o
Quantitative Reasoning (QR), satisfied by NURS 320
o
Ultimate Questions (UQ), 3 semester credits
o
Vital Past (VP), 3 semester credits
Global Pluralism (GP), 3 semester credits
o
o
U.S. Pluralism (US), 3 semester credits
o
Upper Division Course, 3 semester credits
o
Writing Intensive requirement satisfied by two writing courses and NURS 470
All major requirements (with no grade C- or below). NUR 309, 315, 320, 470, 460, 475 (54
semester credits). Prerequisite support courses: BIOL 210, 211 or CHEM 210, 211; BIOL 212,
213; BIOL 275 or 361; HHPA 280; INQS 125; MATH 140; PSYC 155 (McMinnville Campus
Course offerings; the College Adult Degree Program offers all prerequisite courses except
anatomy, physiology and microbiology; a transfer course selection guide is on Portland Campus
Website). Prerequisite computer proficiency: COMP 120 or computer proficiency.
Registered Nurse students may earn a maximum of 32 semester credits in the nursing major from
previous work, on successful completion of NURS 309 Transition to Professional Practice with a
grade above C-. Escrow credit, or prior learning credit will be given for NURS 335, 355, 365,
375, 395, 425, 435, 445 and 455. Total credits including required nursing courses and escrow
credit is 56 semester credits.
NURS 475 is an integrated experiential learning clinical course. Clinical experiences are tailormade for each Registered Nurse student, in a setting of the student’s choice where he/she is
licensed. Clinicals generally can be conducted within the student’s work organization, with a
department other than the department in which the student works. Clinical experience may be
conducted in agencies other than the student’s place of employment, and also may be arranged
with international healthcare organizations for short term intensive experiences outside of the
United States.
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Chapter VII: Evaluation
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Overview Of Evaluation Plan
Last Revised 08/08/13
Approved 09/16/13
Comprehensive systematic evaluation of the program is ongoing, and is considered an integral
part of the refinement of the program. A fully implemented Evaluation Plan, reviewed yearly by
the School of Nursing Quality Improvement Committee, codifies the evaluation process. The
Evaluation Plan addresses evaluation of administration, faculty, students, curriculum, and
resources. It includes the areas of evaluation, responsibility centers for the evaluation, methods
or measures of evaluation, timetable for the areas of evaluation, analysis or applications, and
expected outcomes of the evaluation. The School of Nursing Evaluation Plan results and action
plans are posted electronically on Blackboard.
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School Of Nursing Evaluation Plan
Last Revised: 08/08/13
Approved: 09/16/13
Area of
Evaluation
Number,
Preparation,
Experience and
Diversity of
Administrators
and Staff
Responsibility Center
Dean of Nursing
Method//Measure
Time Frame
ADMINISTRATION
Review number, preparation,
experience and diversity of
administrators and staff to
support number of students
Annually
Analysis/Application
Submit report to Nursing
Faculty Assembly
concerning adequacy of
administrator and staff
number, preparation,
experience and diversity.
If needed, submit
requests for new
positions to Vice
President for Academic
Affairs/Dean of Faculty
for approval. If
approved, request goes
through budgetary
process.
Expected Outcome
Number, preparation, experience and
diversity of administrators and staff
support number of students.
Adequacy of preparation and experience
of administrators and staff are noted in
their position descriptions and
documented in their personnel files.
In accordance with Oregon State Board of
Nursing standards, the Dean of Nursing
has a master’s degree in nursing, an
earned doctorate, preparation/ experience
in curriculum and teaching, and at least
five years of nursing experience of which
at least three years are as a nurse educator
or administrator.
In accordance with Oregon State Board of
Nursing standards, the school of nursing
Experiential Learning Center
administrators and staff with teaching
responsibilities have as a minimum
bachelor’s degrees in nursing and two
years of nursing experience.
Initiate search process for new
administrator or staff positions if
approved.
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Area of
Evaluation
Administrator
Appointments
Effectiveness
of Dean of
Nursing
Responsibility Center
Method//Measure
Time Frame
Search Committee for
Administrator initiated
and chaired by one of
the Associate Deans of
Nursing and composed
of 1 or 2 School of
Nursing faculty or
administrators, 1 or 2
faculty or
administrators outside
of department and 1 or
2 students
Review applications, interview
candidates, and seek feedback
from faculty, administrators,
and students on candidates’
presentation to campus
College Faculty
Executive Council
Dean of Nursing completes
Linfield College Administrator
Appraisal: Self-Evaluation
Form
Analysis/Application
Expected Outcome
As needed
Forward
recommendation to
College President
regarding appointment
based on search
committee rating and
interview with Dean of
Nursing. College
President interviews
candidate and authorizes
approval of appointment.
Appointment process is in compliance
with college policy, Toward Inclusive
Excellence document, College's equal
employment guidelines, and Oregon State
Board of Nursing standards.
Annually
Vice President for
Academic Affairs/Dean
of Faculty meets with
Dean of Nursing to
discuss feedback
regarding performance in
order to reinforce or
improve Dean of
Nursing effectiveness. If
performance is
unsatisfactory, Vice
President for Academic
Affairs/Dean of Faculty
initiates corrective action
plan in consultation with
College Human
Resources. If
improvement is not
achieved termination
may result.
Dean of Nursing demonstrates
professional competence and continued
development in nursing, nursing
education, and any assigned teaching
responsibilities, as documented in
evaluations.
ADMINISTRATION
Assess candidates based on
criteria in search committee
rating forms
Interview with Dean of Nursing
Nursing Faculty complete
Linfield College Administrator
Appraisal Form
Faculty Manual
138
2013-2014 Edition
Area of
Evaluation
Effectiveness
of School of
Nursing
Administrators
Responsibility Center
Dean of Nursing
Method//Measure
Time Frame
ADMINISTRATION
School of Nursing
Administrator completes
Linfield College Administrator
Appraisal: Self-Evaluation
Form
Evaluation of Clinical
Associate in Nursing by the
Associate Dean of Nursing for
Faculty and Program
Development form
Dean of Nursing and
School of Nursing
administrator meet to
discuss feedback
regarding performance in
order to reinforce or
improve administrator’s
effectiveness. If
performance is
unsatisfactory, Dean of
Nursing initiates
corrective action plan in
consultation with
College Human
Resources. If
improvement is not
achieved termination
may result.
School of Nursing administrators are
effective in performing the
responsibilities of their positions, as
documented in evaluations.
Annually
Associate Dean of
Nursing for Faculty and
Program Development
and Clinical Associates
in Nursing discuss
feedback regarding
performance.
Clinical Associates in Nursing are
effective in performing the
responsibilities of their position, as
documented in evaluations.
Evaluation of Clinical
Associate in Nursing: SelfAppraisal form
Faculty Manual
Expected Outcome
Annually
Dean of Nursing, with feedback
from faculty and
administrators, completes
Linfield College Administrator
Appraisal Form
Associate Dean of
Nursing for Faculty
and Program
Development
Analysis/Application
139
2013-2014 Edition
Area of
Evaluation
Effectiveness
of School of
Nursing Staff
Responsibility Center
Dean of Nursing
Method//Measure
Time Frame
ADMINISTRATION
School of Nursing staff
member completes Linfield
College Nonexempt
Performance Appraisal
Employee Form
Annually
Dean of Nursing, faculty, and
administrators complete
Linfield College Nonexempt
Performance Appraisal
Supervisor Form
Recognition of
Administrators
and Staff
College Human
Resources
Seek feedback from College
employees regarding
nomination of administrators
and staff for recognition
Annually
Faculty
Governance
Dean of Nursing
School of Nursing
administrators, faculty,
students, and community
representatives on Clinical
Advisory Council and Nursing
Diversity and Inclusion
Advisory Council
Annually
Associate Dean of
Nursing for Faculty
and Program
Development
Faculty Manual
140
Analysis/Application
Expected Outcome
Dean of Nursing and
staff member meet to
discuss feedback
regarding performance in
order to reinforce or
improve staff member’s
effectiveness. If
performance is
unsatisfactory, Dean of
Nursing initiates
corrective action plan in
consultation with
College Human
Resources. If
improvement is not
achieved termination
may result.
Facilitate Employee
Recognition Ceremony.
School of Nursing staff are effective in
performing the responsibilities of their
positions, as documented in evaluations.
Provide feedback to
Nursing Faculty
Assembly.
Feedback used in making decisions and
developing goals concerning the
curriculum, as well as recruitment and
retention of underrepresented populations
in nursing, as documented in minutes.
Honor administrators and staff chosen
based on attributes of initiative, integrity,
leadership, positive attitude,
professionalism, quality of work,
customer service, and reliability.
2013-2014 Edition
Area of
Evaluation
Faculty
Governance,
continued
Responsibility Center
Faculty
Administrators
Faculty
Faculty Manual
Method//Measure
Time Frame
ADMINISTRATION
Analysis/Application
Expected Outcome
Portland Division meetings
Monthly
Forum for discussion of
faculty matters including
major College policy
issues.
Facilitate feedback to College
committees, as documented in the
Portland Division minutes.
Faculty and student
representation on School of
Nursing and College
committees
Monthly
Fulfill stated
responsibilities noted in
School of Nursing
Governing Policies and
College Faculty Bylaws.
Chairpersons of Nursing Faculty
Assembly committees submit Committee
Annual Reports to Dean of Nursing
noting goals, activities and outcomes of
the committees for the academic year.
Forward
recommendations to
Faculty Assemblies of
School of Nursing and
College.
Provide feedback to
administrators regarding
potential policies and
other decisions.
Dean of Nursing summarizes Nursing
Faculty Assembly decisions in the
nursing department Annual Report to the
College.
Discussion and actions of the
Faculty Assemblies of the
School of Nursing and the
College
Bi-monthly
(School of
Nursing)
Monthly
(College)
141
Feedback used for
decision-making.
2013-2014 Edition
Area of
Evaluation
Formal
Complaints
and Grievances
from Students
Responsibility Center
Dean of Nursing
Method//Measure
Time Frame
ADMINISTRATION
Student complaints/grievances
concerning teaching and
learning discussed with
instructor and faculty academic
advisor. If unresolved,
discussed with Integrated
Experiential Learning
Coordinator (for integrated
experiential learning courses).
If unresolved, discussed with
Semester Coordinator (generic
BSN program) or Course
Coordinator (for theory courses
in RN-BSN program). If
unresolved, discussed with
Dean of Nursing. If unresolved,
discussed with Vice President
for Academic Affairs/Dean of
Faculty
Ongoing
Analysis/Application
Maintain record of
formal complaints/
grievances made to the
Dean of Nursing and
resulting decisions.
Provide feedback to
appropriate persons for
action.
Expected Outcome
Feedback used to foster program
development.
Student appeals concerning
decisions by Nursing
Admissions, Progressions,
Honors, and Graduation
Committee are submitted to
Dean of Nursing after
consultation with faculty
academic advisor
College Judicial
Council
Faculty Manual
Students grieving grades based
on violation of academic
integrity policy appeal to
College Judicial Council
Ongoing
142
2013-2014 Edition
Area of
Evaluation
Formal
Complaints
and Grievances
from Students,
continued
Responsibility Center
College Senior
Director of Human
Resources and
Administration
Method//Measure
Time Frame
Analysis/Application
Expected Outcome
Aggregate data analyzed
and report presented to
Nursing Faculty
Assembly by Assistant
Dean of Students /
Director of Campus Life.
Students’ mean rating of satisfaction with
availability of channels for expressing
complaints is at least equal to the national
mean for four year private institutions.
ADMINISTRATION
Students discuss with College
Human Resources complaints /
grievances concerning
harassment or discrimination
Ongoing
Students appeal academic
suspension to the College
Student Policies Committee
Student petitions for exceptions
to College academic policies
are submitted to the College
Curriculum Committee
Noel-Levitz Student
Satisfaction Inventory
(Beginning 2009-10)
Ongoing
Dean of Nursing
College Student
Policies Committee
College Curriculum
Committee
College Director of
Institutional Research
Faculty Manual
Ongoing
Every 3 years
143
2013-2014 Edition
Area of
Evaluation
Formal
Complaints
and Grievances
from Faculty,
Administrators
and Staff
Responsibility Center
Dean of Nursing
Method//Measure
Time Frame
ADMINISTRATION
Faculty, administrators and
staff with complaints /
grievances discuss situation
with concerned person(s). If
unresolved, discussed with
Dean of Nursing. If unresolved,
discussed with Vice President
for Academic Affairs/Dean of
Faculty. If unresolved
discussed with College
President.
Ongoing
Analysis/Application
Maintain record of
formal complaints/
grievances made to the
Dean of Nursing and
resulting decisions.
Expected Outcome
Feedback used to foster program
development
Provide feedback to
appropriate persons for
action.
Faculty, administrators and
staff discuss with College
Human Resources complaints /
grievances concerning
harassment or discrimination
Compliance
with OSBN
and CCNE
Standards
Dean of Nursing
Faculty Manual
Review Oregon State Board of
Nursing (OSBN) standards for
approval of nursing education
programs and Commission on
Collegiate Nursing Education
(CCNE) standards for
baccalaureate nursing programs
Ongoing;
participate in
review of
OSBN Division
21 regulations
144
Ensure compliance with
required elements of
OSBN and CCNE
standards.
Compliance with OSBN and CCNE
standards. Implementation of changes as
required by revisions in OSBN and
CCNE standards.
2013-2014 Edition
Area of
Evaluation
Planning and
Budget
Responsibility Center
Dean of Nursing
President's Cabinet
Planning and
Budgeting Council
Budget Working
Group
College Planning and
Budget Committee
College Administrator
Compensation
Committee
Faculty Manual
Method//Measure
Time Frame
Analysis/Application
Expected Outcome
Annually
College Planning and
Budgeting Council
Budget Working Group
recommends annual
budget to College
President. If approved by
College President,
forwarded to Board of
Trustees for approval.
College Vice President
for Finance and
Administration must
approve proposed budget
changes for current fiscal
year.
Budget is adequate in achieving School of
Nursing vision, mission, philosophy,
student and faculty outcomes, as well as
development, implementation, evaluation,
stability and continuation of program, as
documented in budget materials.
Annually
Advise College Budget
Advisory Committee
concerning administrator
and faculty
compensation and other
means to enhance
recruitment and
retention.
When comparing compensation for
administrators and faculty with College’s
designated institutional comparison group
compensation mean, the salary of
administrators and faculty will be at least
85% of the mean (benchmark established
by Board of Trustees in 2005).
ADMINISTRATION
Dean of Nursing prepares and
administers nursing department
budget with input from faculty,
administrators, and staff
Proposed budget submitted to
Vice President for Academic
Affairs / Dean of Faculty who
submits it to President’s
Cabinet
President’s Cabinet submits
College budget to Planning and
Budgeting Council Budget
Working Group that holds open
forums with faculty,
administrators and staff on the
McMinnville and Portland
campuses
Assess adequacy of
compensation to support
recruitment and retention of
qualified administrators and
faculty
Classification and
Compensation Study for
administrators and staff (Fox,
Lawson and Associates, 2010)
Explore possibility of
differential
compensation for faculty
(market based salary).
145
2013-2014 Edition
Area of
Evaluation
Planning and
Budget,
continued
Responsibility Center
Method//Measure
Time Frame
ADMINISTRATION
Analysis/Application
Expected Outcome
College Planning and
Budget Council
Review Linfield College
Strategic Plan to determine
effective use of human,
financial and physical resources
to promote College’s mission
Periodically
Optimize College’s finite
resources by
recommending
allocation or reallocation
of them to support
student learning,
implement College’s
Strategic Plan, and
maintain accreditation.
Promote College’s mission through cost
effective use of human and physical
resources.
Dean of Nursing
Review School of Nursing
Development Plan to determine
whether it continues to promote
achievement of the School of
Nursing vision, mission,
philosophy and program
outcomes, and is congruent
with the Linfield College
Strategic Plan
Annually
Revise the School of
Nursing Development
Plan to reflect goals and
action plans that meet
needs identified by
evaluation data.
Implement the School of Nursing
Development Plan as appropriate.
Nursing Faculty
Assembly
Faculty Manual
146
2013-2014 Edition
Area of
Evaluation
Number,
Preparation,
Experience
and Diversity
Responsibility Center
Dean of Nursing
Associate Dean of
Nursing for
Instructional Programs
Method/Measure
Review number, preparation,
experience and diversity of
faculty to achieve course, level
and program outcomes;
maintain client and student
safety; support the number of
enrolled students; and enhance
instructional delivery
Time Frame
FACULTY
Annually
Analysis/Application
Submit report to Nursing
Faculty Assembly
concerning adequacy of
faculty number,
preparation, experience
and diversity.
As needed, submit
requests for new faculty
positions to College
Personnel Committee
that makes
recommendations to the
College President and
the College Faculty
Assembly.
Expected Outcome
Number, preparation, experience and
diversity of faculty are effective in
achieving course, level and program
outcomes; maintaining client and student
safety; supporting the number of enrolled
students; enhancing instructional delivery;
and evaluating student clinical
performance.
Adequacy of preparation and experience of
faculty for teaching responsibilities is
documented in a table and faculty vitae.
Faculty member/student ratio in clinical
abides by Oregon State Board of Nursing
standards (1:8 in generic BSN program).
A minimum of 50% of faculty have
academic preparation in curriculum
development and educational methods.
Faculty Manual
147
2013-2014 Edition
Area of
Evaluation
Number,
Preparation,
Experience
and Diversity,
continued
Responsibility Center
Continued
Method/Measure
Continued
Time Frame
FACULTY
Continued
Analysis/Application
Continued
Expected Outcome
In accordance with Oregon State Board of
Nursing standards, 100% of full-time
faculty members have a minimum of
master’s degrees in nursing, as well as three
years of nursing experience, or an
exception has been granted because
education and experience qualifications are
equivalent.
In accordance with Oregon State Board of
Nursing standards, 100% of Nurse
Educator Associates (Adjunct Faculty)
have a minimum of bachelor’s degrees in
nursing and at least two years of nursing
experience.
100% of tenure-track faculty are doctoral
prepared or pursuing doctoral study.
Full-time faculty and administrators
teaching in the RN-BSN distance education
program have certificates in online
education or comparable university
coursework.
Diversity of faculty is comparable to
faculty nationwide.
Initiate search process for new faculty
positions if approved, and hire qualified
faculty to fill these positions.
Faculty Manual
148
2013-2014 Edition
Area of
Evaluation
Responsibility Center
Method/Measure
Number,
Preparation,
Experience
and Diversity,
continued
College Director of
Institutional Research
Noel-Levitz Student
Satisfaction Inventory
(Beginning 2010 for BSN
generic students and 2013 for
RN-BSN students)
Appointments
Search Committee for
tenure-track faculty,
visiting professors and
Clinical Associates
initiated and chaired by
a nursing faculty
member selected by the
Dean of Nursing.
Composed of 25% of
School of Nursing
faculty, 1 or 2 faculty
outside of department, 2
students and Vice
President for Academic
Affairs/Dean of Faculty
at her discretion.
Review applications, interview
candidates, and seek feedback
from faculty, administrators,
and students on candidates’
academic presentation to the
campus using Linfield-Good
Samaritan School Of Nursing
Search Committee Candidate
Presentation Evaluation For
Faculty Or Clinical Associate
Position form
Time Frame
FACULTY
Every 3 years
As needed
Assess candidates based on
criteria in Linfield-Good
Samaritan School of Nursing
Search Committee Rating
Form: Full-Time Faculty
(Including Visiting Assistant
Professor In Nursing) form and
Linfield-Good Samaritan
School of Nursing Search
Committee Rating Form:
Clinical Associate form
Analysis/Application
Aggregate data analyzed
and report presented to
Nursing Faculty
Assembly by Assistant
Dean of Students /
Director of Student Life.
Forward
recommendation to Dean
of Nursing regarding
appointment, based on
rating. If approved,
Dean of Nursing
forwards
recommendation to Vice
President for Academic
Affairs/ Dean of Faculty.
If approved, Vice
President for Academic
Affairs/ Dean of Faculty
forwards
recommendation to
College President.
President authorizes
appointment if approved.
Expected Outcome
Students’ mean rating of satisfaction with
instructional effectiveness is at least equal
to the national mean for four year private
institutions.
Appointment process is in compliance with
College procedure, Toward Inclusive
Excellence document, College's equal
employment guidelines, and Oregon State
Board of Nursing standards as set forth in
the Linfield-Good Samaritan School of
Nursing Faculty Manual, Nursing Search
Committee Reports, as well as, presentation
and Search Committee rating forms.
Interview with Vice President
for Academic Affairs/Dean of
Faculty or President, Dean of
Nursing, and Portland Campus
Library Director or designee
Faculty Manual
149
2013-2014 Edition
Area of
Evaluation
Appointments,
continued
Responsibility Center
Method/Measure
Time Frame
Analysis/Application
Expected Outcome
Based on evaluation, the
Integrated Experiential
Learning Coordinator
requests contract for
Nurse Educator
Associate (Clinical
Adjunct Faculty), and
the Associate Dean of
Nursing for Faculty and
Program Development
requests contract for
Nurse Educator
Associate (Classroom
Adjunct Faculty).
Appointment process is in compliance
with College procedure, Toward Inclusive
Excellence document, College's equal
employment guidelines, and Oregon State
Board of Nursing regulations, as
documented in the Linfield-Good
Samaritan School of Nursing Faculty
Manual and the Search Committee rating
forms.
FACULTY
Search Committee for
Nurse Educator
Associate (Clinical
Adjunct Faculty)
chaired by Integrated
Experiential Learning
Coordinator and
composed of at least 1
additional full- time
faculty member.
Search Committee for
Nurse Educator
Associate (Classroom
Adjunct Faculty) is
composed of at least 1
full-time faculty
member and chaired by
Associate Dean of
Nursing for Faculty and
Program Development
Review applications and
interview candidates
As needed
Assess candidates for Nurse
Educator Associate
(Classroom Adjunct Faculty)
positions based on criteria in
Linfield-Good Samaritan
School of Nursing Search
Committee Rating Form:
Nurse Educator Associate
(Classroom Adjunct Faculty)
form
Assess candidates for Nurse
Educator Associate (Clinical
Adjunct Faculty) positions
based on criteria in LinfieldGood Samaritan School of
Nursing Search Committee
Rating Form: Nurse Educator
Associate (Clinical Adjunct
Faculty) form
Interview with Associate Dean
of Nursing for Faculty and
Program Development
Faculty Manual
150
2013-2014 Edition
Area of
Evaluation
Teaching
Assignment
Responsibility Center
Method/Measure
Time Frame
Analysis/Application
Expected Outcome
FACULTY
Associate Dean of
Nursing for
Instructional Programs
Review teaching assignments
of faculty for appropriateness
in terms of degree
specialization, certification,
relevant work experience or
other preparation
Annually
Collaborate with faculty
to ensure adequate
coverage of courses with
qualified faculty.
Full-time faculty and administrator
teaching in the RN-BSN distance
education program have certificates in
online education or comparable university
coursework.
Faculty Vitae
(Updated annually by faculty
and submitted to
Administrative Assistant to the
School of Nursing)
Dean of Nursing
Faculty Manual
Assess adequacy of faculty
workload calculation in terms
of equitability and compliance
with College policy
Teaching assignments reflect adequate
faculty preparation to address course
concepts, as demonstrated in table of
faculty data and faculty vitae.
Annually
151
Report findings to
Nursing Faculty
Assembly and seek
faculty feedback.
Forward
recommendations
concerning workload
calculation to Vice
President for Academic
Affairs/Dean of Faculty
for approval.
Dean of Nursing supports faculty in
developing and maintaining competence
in assigned teaching responsibilities. At
least 50% of faculty are awarded funds
annually to support attendance at
conferences and other activities
contributing to professional development
as teachers.
Faculty workload calculations are
equitable and in compliance with College
policy, as demonstrated in the LinfieldGood Samaritan School of Nursing
Faculty Manual and teaching assignment
documents.
2013-2014 Edition
Area of
Evaluation
School of Nursing
Health Passport
and Clinical
Agency
Requirements
Responsibility Center
Method/Measure
Time Frame
Analysis/Application
Expected Outcome
FACULTY
Nursing Clinical
Facilities and Project
Coordinator
Nursing Administrative
Assistant
Faculty Manual
Review faculty and Clinical
Associates for compliance
with Health Passport
requirements, including
StudentMax orientation quiz.
If not compliant informs Dean
of Nursing
August
Review Nurse Educator
Associates (clinical adjuncts)
for compliance with Health
Passport requirements,
including StudentMax clinical
requirements developed by
Oregon Center for Nursing. If
not compliant, informs the
Integrated Experiential
Learning Coordinator
Prior to clinical
start date
Monitor registered nurse
licenses of faculty and Clinical
Associates
Ongoing
152
The Integrated
Experiential Learning
Coordinator provides
feedback to Dean of
Nursing regarding
clinical course
instructors’ compliance
with Health Passport
requirements.
100% of clinical course instructors are
compliant with Health Passport
requirements prior to clinical start date, as
documented on Health Passports.
The Nursing
Administrative Assistant
informs the Dean if a
faculty member or
Clinical Associate does
not have an
unencumbered registered
nurse license.
100% of faculty hold current
unencumbered licenses to practice as
registered nurses in Oregon. Faculty
teaching in clinical settings hold current
unencumbered licenses to practice and
meet requirements in the state in which
the clinical experience occurs.
2013-2014 Edition
Area of
Evaluation
School of Nursing
Health Passport
and Clinical
Agency
Requirements,
continued
Responsibility Center
Method/Measure
Time Frame
Analysis/Application
Expected Outcome
FACULTY
Integrated Experiential
Learning Coordinator
Review clinical course
instructors for compliance
with clinical agency
requirements
Prior to clinical
start date
Dean of Nursing
Criminal background check
At hire and as
required by
clinical
agencies
Faculty Manual
153
Integrated Experiential
Learning Coordinator
provides feedback to
Dean of Nursing
regarding clinical course
instructors’ compliance
with clinical agency
requirements.
If criminal background
check identifies criminal
conviction, Dean of
Nursing discusses
consequences with
faculty member.
100% of faculty are compliant with
clinical agency requirements prior to
clinical start date, as documented on
Health Passports.
Faculty are not hired if criminal
conviction may pose a risk to public
safety, preclude the ability to supervise
students in clinical practica or result in
Notice to Deny Licensure on application
for initial licensure in Oregon.
2013-2014 Edition
Area of
Evaluation
Responsibility Center
Faculty
Outcomes:
Teaching
Effectiveness
Students:
For tenured faculty,
tenure-track faculty, and
Visiting Professors
Method/Measure
Time Frame
Analysis/Application
Expected Outcome
Provide feedback to
faculty and
administration.
Considered by
administration for
decisions as to retention,
and by administration
and College Personnel
Committee for
consideration of
promotion and tenure.
Student mean rating of theory teaching
effectiveness in the BSN generic student
program is 3 or higher on a scale of 0 to 4,
with 4 being high. In the RN-BSN
program the mean rating is 2 or lower on
a 5 point scale, with 1 being high.
FACULTY
Linfield College: Student
Appraisal of Instruction form
and Linfield College: Student
Appraisal of Clinical
Instruction in Nursing form for
each course taught by nontenured faculty and visiting
professors, and for two courses
per year for tenured faculty
Within last 2
weeks of
course before
final exam
Dean of Nursing, faculty
member, Vice President
for Academic
Affairs/Dean of Faculty,
and College Personnel
Committee develop a
professional
development plan to
improve teaching
effectiveness based on
data from evaluations.
Minutes of professional
development meetings
are kept in personnel
files.
Faculty Manual
154
Student mean rating of clinical teaching
effectiveness in the BSN generic student
program is 4 or higher on a 5 point scale,
with 5 being high. In the RN-BSN
program the mean rating is 2 or lower on
a 5 point scale, with 1 being high.
2013-2014 Edition
Area of
Evaluation
Faculty
Outcomes:
Teaching
Effectiveness,
continued
Responsibility Center
Method/Measure
Time Frame
Analysis/Application
Expected Outcome
Associate Dean of
Nursing for Faculty and
Program Development
reviews evaluation data
from Linfield College:
Student Appraisal of
Instruction forms for
Nurse Educator
Associates (Classroom
Adjuncts), and meets
with Nurse Educator
Associate (Classroom
Adjunct) to formulate a
professional
development plan to
improve classroom
teaching effectiveness
based on data from
evaluations.
Associate Dean of
Nursing for Faculty and
Program Development
reviews evaluation data
from Linfield College:
Student Appraisal of
Clinical Instruction in
Nursing forms for
Clinical Associates,
Student mean rating of theory teaching
effectiveness in the BSN generic student
program is 3 or higher on a scale of 0 to 4,
with 4 being high.
FACULTY
Students:
For Nurse Educator
Associates (Classroom
Adjuncts)
Students:
For Clinical Associates
and Nurse Educator
Associates (Clinical
Adjuncts)
Faculty Manual
Linfield College: Student
Appraisal of Instruction form
for each course taught
Linfield College: Student
Appraisal of Clinical
Instruction in Nursing form for
each course taught
Within last 2
weeks of
course prior to
final exam
Within last 2
weeks of
course prior to
final exam
155
Student mean rating of theory teaching
effectiveness in the RN-BSN program is 2
or lower on a 5 point scale, with 1 being
high.
Student mean rating of clinical teaching
effectiveness in the BSN generic student
program is 4 or higher on a 5 point scale,
with 5 being high.
Student mean rating of clinical teaching
effectiveness in the RN-BSN program is 2
or lower on a 5 point scale, with 1 being
high.
2013-2014 Edition
Area of
Evaluation
Faculty
Outcomes:
Teaching
Effectiveness,
continued
Responsibility Center
Method/Measure
Time Frame
Analysis/Application
Expected Outcome
FACULTY
Continued
Continued
Continued
and meets with Clinical
Associate to formulate a
professional
development plan and to
recommend rehire
decision to Dean of
Nursing.
Continued
Integrated Experiential
Learning Coordinator
reviews evaluation data
from Linfield College:
Student Appraisal of
Clinical Instruction in
Nursing forms for Nurse
Educator Associates
(Clinical Adjuncts), and
meets with Nurse
Educator Associate
(Clinical Adjunct) to
formulate a professional
development plan to
improve clinical
teaching effectiveness
based on data from
evaluations, and to
recommend rehire
decision to Dean of
Nursing.
Faculty Manual
156
2013-2014 Edition
Area of
Evaluation
Faculty
Outcomes:
Teaching
Effectiveness,
continued
Responsibility Center
Method/Measure
Time Frame
Analysis/Application
Expected Outcome
FACULTY
Dean of Nursing
Evaluation of Visiting
Assistant Professor in Nursing
by Dean of Nursing form
(beginning 2011-12).
Visiting Assistant
Professor of Nursing
Evaluation of Visiting
Assistant Professor in Nursing:
Self-Appraisal form
(beginning 2011-12).
Associate Dean of
Nursing for Faculty and
Program Development
Evaluation of Clinical
Associate in Nursing by the
Associate Dean of Nursing for
Faculty and Program
Development form (beginning
Spring 2012)
Clinical Associate
Annually
Annually
Evaluation of Clinical
Associate in Nursing: SelfAppraisal form (beginning
Spring 2012)
Faculty Manual
Supplements student
evaluation data in
formulating a
professional
development plan and
rehire decision.
Dean of Nursing meets
with Visiting Assistant
Professor regarding
performance.
Supplements student
evaluation data in
formulating a
professional
development plan and
rehire decision.
100% of teaching effectiveness
evaluations indicate adequate
performance.
100% of teaching effectiveness
evaluations indicate adequate
performance.
Associate Dean of
Nursing for Faculty and
Program Development
meets with Clinical
Associate regarding
performance.
157
2013-2014 Edition
Area of
Evaluation
Faculty
Outcomes:
Teaching
Effectiveness,
continued
Responsibility Center
Method/Measure
Time Frame
Analysis/Application
Expected Outcome
FACULTY
Associate Dean of
Nursing for Faculty and
Program Development
Nurse Educator
Associate (Classroom
Adjunct Faculty)
Evaluation of Nurse Educator
Associate (Classroom Adjunct
Nursing Faculty) by Associate
Dean of Nursing for Faculty
and Program Development
form
Evaluation of Nurse Educator
Associate (Adjunct Faculty):
Self-Appraisal form
Integrated Experiential
Learning Coordinators
Evaluation of Nurse Educator
Associate (Clinical Adjunct
Faculty) by Integrated
Experiential Learning
Coordinator form
Nurse Educator
Associate (Clinical
Adjunct Faculty)
Evaluation of Nurse Educator
Associate (Adjunct Faculty):
Self-Appraisal form
Faculty Manual
End of each
semester
End of each
semester
158
Supplements student
evaluation data in
facilitating professional
development through
adjunct workshop and
electronic posting of
resources on
Blackboard, as well as
making rehire decision.
Associate Dean of
Nursing for Faculty and
Program Development
meets with Nurse
Educator Associate
(Classroom Adjunct
Faculty) regarding
performance.
Supplements student
evaluation data in
facilitating professional
development through
adjunct workshop and
electronic posting of
resources on
Blackboard, as well as
making rehire decision.
Mean rating of theory teaching
effectiveness is at least 4 on a 5 point
scale.
Mean rating of clinical teaching
effectiveness is at least 4 on a 5 point
scale.
2013-2014 Edition
Area of
Evaluation
Responsibility Center
Method/Measure
Time Frame
Analysis/Application
Expected Outcome
FACULTY
Faculty
Outcomes:
Teaching
Effectiveness,
continued
Continued
Continued
Continued
Integrated Experiential
Learning Coordinator
meets with Nurse
Educator Associate
(Clinical Adjunct
Faculty) regarding
performance.
Continued
Faculty
Outcomes:
Professional
Achievement and
Service to Linfield
College, Nursing
Profession, and
Community
Associate Dean of
Nursing for Faculty and
Program Development
Faculty Vitae.
(Updated annually by faculty
and submitted to
Administrative Assistant to the
School of Nursing)
Annually
Aggregate analysis of
faculty data concerning
professional
achievement and service.
Report findings to
Nursing Quality
Improvement
Committee and Nursing
Faculty Assembly.
100% of tenured and tenure-track faculty
and Visiting Professors provide annual
service (e.g., academic advising,
membership on School of Nursing or
College Committees, student activities
and organizations, recruiting, service to
the external community using professional
knowledge, and/or service to professional
societies/organizations).
100% of tenured and tenure-track faculty
have engaged in professional achievement
in the past four years, beginning in 2010.
Professional achievements include
research, publications, professional
presentations, peer recognition by
professional societies/organizations, study
at other institutions unrelated to acquiring
terminal degree of doctorate, professional
practice to maintain competency and
credentials, accreditation or other program
reports, grant proposals, and/or
consultation reports).
Faculty Manual
159
2013-2014 Edition
Area of
Evaluation
Faculty
Outcomes: Tenure
and/or Promotion
Responsibility Center
Method/Measure
Time Frame
Analysis/Application
Expected Outcome
FACULTY
Dean of Nursing
Tenured Faculty Peers
Colleague Appraisal form
Non-tenured
faculty: 2nd and
4th years and
year of
nomination for
promotion and
tenure.
Colleague Appraisal
form sent to Vice
President for Academic
Affairs/Dean of Faculty
who summarizes
professional
development meetings.
Tenured
faculty: every
3 years and in
year of review
for promotion.
Supplements student
evaluation data when
formulating professional
development plan and
retention decision.
100% of tenure-track faculty members
nominated for tenure are approved for
tenure.
100% of tenured faculty members
nominated for promotion in rank are
approved for promotion.
Used in conjunction
with student data and
faculty self-appraisal in
promotion and tenure
considerations by
College Personnel
Committee. The
committee makes
recommendations to the
Vice President for
Academic Affairs/Dean
of Faculty and the
College President. If
approved by College
President, forwarded to
Board of Trustees.
Faculty Manual
160
2013-2014 Edition
Area of
Evaluation
Faculty
Outcomes: Tenure
and/or Promotion,
continued
Responsibility Center
Method/Measure
Time Frame
Analysis/Application
Expected Outcome
FACULTY
Faculty
Completion of Faculty SelfAppraisal (Including
Professional Plan) form
Non-tenured
faculty: 2nd and
4th years and
year of
nomination for
promotion and
tenure.
Tenured
faculty: every 3
years and in
year of review
for promotion.
See Linfield
College Faculty
Handbook for
additional
guidelines.
Faculty Manual
161
Faculty Self-Appraisal
(Including Professional
Plan) form sent to Vice
President for Academic
Affairs/Dean of Faculty
who summarizes
professional
development meetings.
100% of tenure-track faculty members
nominated for tenure are approved for
tenure.
100% of tenured faculty members
nominated for promotion in rank are
approved for promotion.
Supplements student
evaluation data when
formulating professional
development plan and
retention decision.
Used in conjunction
with student data and
colleague appraisal in
promotion and tenure
considerations by
College Personnel
Committee. The
committee makes
recommendations to the
Vice President for
Academic Affairs/Dean
of Faculty and the
College President. If
approved by College
President, forwarded to
Board of Trustees.
2013-2014 Edition
Area of
Evaluation
Faculty
Outcomes: Tenure
and/or Promotion,
continued
Professional
Development
Responsibility Center
Method/Measure
Time Frame
Analysis/Application
Expected Outcome
FACULTY
Continued
Continued
Continued
Nursing Faculty
Assembly
Review professional
development guidelines
Every 5 years
Vice President for
Academic Affairs/Dean
of Faculty
Professional development
meeting for non-tenured
faculty
Meets with
Dean of
Nursing
annually.
See Linfield
College Faculty
Handbook for
additional
guidelines.
A College Personnel
Committee member
Dean of Nursing
Faculty Member
Faculty Manual
162
Faculty demonstrate
professional competence
and continued
development in nursing,
nursing education and
assigned teaching
responsibilities, as
documented in student,
colleague, and selfappraisal evaluations.
Tenured faculty can be
terminated for adequate
cause, retirement,
financial exigency or
discontinuance of
program.
Nursing Faculty
Assembly approved
professional
development guidelines
for nursing faculty
(2011).
Dean of Nursing or Vice
President for Academic
Affairs/Dean of Faculty
provides feedback
regarding progress
toward advancement in
the College and
professional
development.
Continued
Professional development guidelines
reflect professional expectations for nurse
educators and are consistent with College
policy.
Provide feedback and advice to faculty
member desiring tenure and promotion, as
documented in minutes of Professional
Development meetings.
2013-2014 Edition
Area of
Evaluation
Professional
Development,
continued
Responsibility Center
Method/Measure
Time Frame
Analysis/Application
Expected Outcome
Dean of Nursing or Vice
President for Academic
Affairs/Dean of Faculty
provides feedback
regarding progress
toward advancement in
the College and
professional
development.
Provide feedback to tenured faculty for
professional growth and advancement, as
documented in minutes of Professional
Development meeting.
Identify professional
development needs of
the faculty as a whole
and give feedback to
Nursing Faculty
Development
Committee.
Promote the professional development of
faculty.
FACULTY
Dean of Nursing
Vice President for
Academic Affairs/Dean
of Faculty
Professional development
meeting for tenured faculty
Faculty Member
Dean of Nursing
Review evaluation data from
Linfield College: Student
Appraisal of Instruction form
and Linfield College: Student
Appraisal of Clinical
Instruction in Nursing form for
full-time faculty
Every third
year after
tenure; every 5
years for
tenured full
professors.
See Linfield
College Faculty
Handbook for
additional
guidelines.
Annually
Support faculty development resources
through policies and budget allocation.
Meet with individual
faculty for assistance
with professional
development if
indicated.
Faculty Manual
163
2013-2014 Edition
Area of
Evaluation
Responsibility Center
Professional
Development,
continued
Nursing Faculty
Development
Committee
Method/Measure
Time Frame
Analysis/Application
Expected Outcome
Ongoing
Implement yearly
program of activities and
communication forums
to promote professional
development of both
full-time and adjunct
faculty.
Based on long-range plans and perceived
development needs, organize annual
retreat; monthly development program;
Nurse Educator Associates (Adjunct
Faculty) development program, including
resources posted electronically on
Blackboard; new faculty orientation to
curriculum and learner centered
education; and faculty mentorship
program, including monthly new Faculty
Learning Community meetings.
Annually
Aggregate analysis of
faculty concerning
educational activities to
improve teaching
effectiveness.
100% of full-time faculty have
participated in conferences, workshops,
nursing retreats, monthly nursing
development programs, and/or related
activities in the past two years to improve
teaching effectiveness.
FACULTY
Assess full-time faculty
development needs based on
survey of faculty and Dean of
Nursing's input supported by
evaluation data review of
Linfield College: Student
Appraisal of Instruction form
and Linfield College: Student
Appraisal of Clinical
Instruction in Nursing form
Assess Nurse Educator
Associates (Adjunct Faculty)
development needs based on
input from Nurse Educator
Associate (Adjunct Faculty)
Liaison, Integrated
Experiential Learning
Coordinators, Associate Dean
of Nursing for Faculty and
Program Development, as well
as student evaluation of
instruction
Nursing Faculty
Faculty Manual
Evaluate effectiveness of
professional development
programs in meeting identified
needs
Faculty Vitae (updated
annually by faculty and
submitted to Nursing
Administrative Assistant)
164
2013-2014 Edition
Area of
Evaluation
Responsibility Center
Professional
Development,
continued
Nurse Educator
Associate (Adjunct
Faculty) Liaison
Nurse Educator Associate
(Adjunct Faculty) Evaluation
of School of Nursing Support
form
Faculty
Recognition and
Awards
College Ad Hoc
Committee
College President
Method/Measure
Time Frame
Analysis/Application
Expected Outcome
End of course
Analyze results and
report findings and
recommendations to
Nursing Faculty
Development
Committee and Nursing
Faculty Assembly.
Nurse Educator Associates (Adjunct
Faculty) indicate they are receiving
adequate support from the School of
Nursing to function in their role as
instructors (average rating on each survey
item is at least 4 on a 5 point scale).
Seek feedback from faculty
and students regarding
nomination of faculty for
Edith Green Distinguished
Professor Award and Samuel
Graf Faculty Achievement
Award
Annually
Recipients named at
Spring Recognition
Convocation.
Recipients of faculty achievement awards
chosen based on established criteria.
Seek feedback from faculty
regarding nomination for the
Allen and Pat Kelley Faculty
Scholar Award
Annually
Recipients named at
Spring Recognition
Convocation.
Recipients of faculty achievement awards
chosen based on established criteria.
Review retiring faculty, who
hold rank of associate
professor or professor, for
emeritus professor rank
Annually
College Personnel
Committee and Vice
President for Academic
Affairs/Dean of Faculty
make recommendation
to College President that
retiring faculty member
receive emeritus
professor rank. If
approved, College
President forwards to
Board of Trustees.
Rank of emeritus professor granted to
retired faculty who made substantial
contribution to College.
FACULTY
Vice President for
Academic Affairs/Dean
of Faculty
College Personnel
Committee
Faculty Manual
165
2013-2014 Edition
Area of
Evaluation
Responsibility Center
Method/Measure
Policies affecting
student
recruitment,
advising,
selection,
admission,
advanced
placement,
retention,
dismissal,
progression,
readmission,
transfer, honors,
and graduation
Nursing Admissions,
Progressions, Honors and
Graduation Committee
Review recruitment, advising,
selection, admission, advanced
placement, retention, dismissal,
progression, readmission,
transfer, honors, and graduation
policies to determine
effectiveness in achieving
School of Nursing vision,
mission, philosophy and
program outcomes as well as
congruence with College
policies
Articulation
Agreements with
ADN Programs
Associate Dean of
Nursing for Faculty and
Program Development
Evaluation of Articulation
Process with Associate Degree
Nursing Programs form
(Beginning Summer 2012)
Periodically
Competitive
Scholarships
Nursing Admissions,
Progressions, Honors and
Graduation Committee
Entering freshmen are invited to
complete departmental essay
Spring
Faculty Manual
Time Frame
STUDENTS
Annually
166
Analysis/Application
Expected Outcome
Recommend policies or
revision of policies to the
Nursing Faculty
Assembly. If approved,
Chairperson of
committee, with Dean of
Nursing approval,
forwards
recommendations
concerning recruitment,
advising, selection,
admission, advanced
placement, readmission,
retention, dismissal,
progression and transfer
to College Student
Policies Committee; and
recommendations
concerning honors and
graduation to College
Curriculum Committee.
Aggregate data analyzed
and presented to Nursing
Faculty Assembly.
Policies ensure fairness, foster program
improvement, and are congruent with College
policies. They are documented in the LinfieldGood Samaritan School of Nursing Student
Manual.
Assess essays using the
criteria of appropriate
focus on designated topic,
research of topic, and
writing skills.
Nursing Admissions Progressions, Honors,
and Graduation Committee minutes document
that competitive scholarships were awarded to
students based on established criteria.
Mean rating of effectiveness of articulation
process with ADN programs is 4 or higher on
a 5 point scale.
2013-2014 Edition
Area of
Evaluation
Responsibility Center
Method/Measure
Nursing Admissions,
Progressions, Honors and
Graduation Committee in
conjunction with College
Enrollment Services,
Learning Support,
Student Life,
Multicultural Programs,
and the two Associate
Deans of Nursing
Review effectiveness of
recruitment and student support
services in recruiting and
retaining a diverse student
population and achieving
School of Nursing vision,
mission, philosophy, and
program outcomes
College Director of
Institutional Research
Assistance for
High Risk
Students
School of
Nursing Health
Passport and
Clinical Agency
Requirements
Recruitment and
Support Services
Time Frame
STUDENTS
Analysis/Application
Expected Outcome
Ongoing
Provide feedback to
Nursing Faculty
Assembly.
Improve effectiveness in recruitment and
retention of students from underrepresented
populations in nursing through grants, as
documented in a table summarizing faculty
and program grants.
Noel-Levitz Student
Satisfaction Inventory
(Beginning 2010)
Every 3 years
Students’ mean rating of satisfaction with
campus commitment to students of diversity is
at least equal to the national mean for four
year private institutions.
Nursing Admissions,
Progressions, Honors and
Graduation Committee
Identify at risk students based
on course performance; results
on Evolve/HESI specialty or
customized exams; and
feedback from faculty,
administrators, and students
Ongoing
Aggregate data analyzed
and report presented to
the Nursing Faculty
Assembly by College
Assistant Dean of
Students / Director of
Student Life.
Determine appropriate
type of assistance needed
by at risk students.
Nursing Clinical
Facilities and Project
Coordinator
Review students for compliance
with Health Passport
requirements, including
StudentMax orientation quiz
Prior to
clinical start
date
Nursing Clinical Facilities
and Project Coordinator
provides feedback to
Integrated Experiential
Learning Coordinator and
Dean of Nursing
regarding student
compliance with Health
Passport.
100% of students are compliant with Health
Passport requirements prior to clinical start
date.
Integrated Experiential
Learning Coordinator
Faculty Manual
167
Nursing Admissions, Progressions, Honors,
and Graduation Committee minutes document
designated assistance for students who have
not passed a course.
2013-2014 Edition
Area of
Evaluation
School of
Nursing Health
Passport and
Clinical Agency
Requirements,
continued
Student
Outcomes:
Course Outcomes
Responsibility Center
Method/Measure
Clinical Course
Instructor
Review students for compliance
with additional clinical agency
requirements
Dean of Nursing
Course Faculty
Nursing Quality
Improvement Committee
Faculty Manual
Time Frame
STUDENTS
Analysis/Application
Expected Outcome
Prior to
clinical start
date
Clinical instructors
provide feedback to
Integrated Experiential
Learning Coordinator
regarding student
compliance with clinical
agency requirements.
100% of students are compliant with clinical
agency requirements prior to clinical start date.
Criminal background check
Prior to
admission to
program and
as required by
clinical
agencies
If criminal background
check identifies criminal
conviction, Dean of
Nursing will discuss
consequences with
student.
Students are not admitted/continued in the
nursing program if criminal convictions may
pose a risk to public safety, preclude the
ability to complete required clinical practice or
result in Notice to Deny Licensure on
application for initial licensure in Oregon.
Course faculty review syllabi,
course materials, teaching
strategies and methodologies,
and evaluation procedures
End of course
Refinement of course
content and evaluation
procedures.
Implementation of
innovative teaching
strategies and
methodologies that
incorporate technology
advances.
Course faculty revise syllabi, course materials,
teaching strategies and methodologies, and
evaluation procedures to improve
effectiveness in meeting course outcomes.
Aggregate data analyzed
by Nursing Quality
Improvement Committee
and presented to Nursing
Curriculum Committee
and Nursing Faculty
Assembly.
Average student rating of accomplishment of
course outcomes is 3 or higher on a 4 point
scale.
Linfield-Good Samaritan
School of Nursing Student
Appraisal of Course form
End of course
168
College and School of Nursing administrators
support innovative teaching strategies and
methodologies.
2013-2014 Edition
Area of
Evaluation
Student
Outcomes:
Course
Outcomes,
continued
Responsibility Center
Time Frame
STUDENTS
Course Faculty
Linfield-Good Samaritan
School of Nursing Faculty
Appraisal of Course form
(beginning Spring 2013)
Course Faculty
Students complete Evolve/HESI
specialty or customized
examinations
Each semester
Evolve/HESI specialty or
customized examinations
Each semester
Nursing Administrative
Assistant
Advisor
Student
Outcomes: Level
Outcomes
Method/Measure
End of course
Analysis/Application
Expected Outcome
Data analyzed by Nursing
Quality Improvement
Committee and presented
to Nursing Curriculum
Committee and Nursing
Faculty Assembly.
Evolve/HESI scores are
incorporated in course
grades, and faculty review
results for refinement of
course content.
Faculty and student input are considered in
revision of instructional strategies and
methodologies to facilitate achievement of
course outcomes, as documented in Nursing
Quality Improvement Committee report.
Advisors discuss results
with advisees, if score
below 750.
Development of remediation success plan for
students at risk.
Students develop
Evolve/HESI review file
and utilize appropriate
resources.
Faculty report grades to
College Director of
Enrollment Services and
discuss performance with
students.
Refinement of course content if needed to
meet course outcomes.
Course Faculty
Course evaluation method and
grading criteria
End of course
Course Faculty
Faculty Evaluation of Student
Clinical Performance in
Courses form
End of course
Faculty discuss clinical
performance with
students.
To pass clinical, students must meet all course
outcomes as indicated in the Faculty
Evaluation of Student Clinical Performance in
Course form.
Ongoing
Report findings to
Nursing Curriculum
Committee and Nursing
Faculty Assembly.
Refinement of courses if needed to meet level
and program outcomes, as documented in
Nursing Curriculum Committee minutes.
Semester Coordinators
Integrated Experiential
Learning Coordinators
Faculty Manual
Student Self-Evaluation of
Clinical Performance in
Courses form
Coordinators meet with faculty
to review accomplishment of
level and program outcomes in
curriculum
169
In order to pass courses, students must meet all
course outcomes as assessed by the evaluation
methods and grading criteria outlined in the
course syllabi.
2013-2014 Edition
Area of
Evaluation
Responsibility Center
Student
Outcomes: Level
Outcomes,
continued
Nursing Quality
Improvement Committee
Student
Outcomes:
Program
Outcomes
*NCLEX-RN
Pass Rate
Dean of Nursing
Nursing Quality
Improvement Committee
Faculty Manual
Method/Measure
Generic BSN student focus
group evaluation of Level 300
outcomes (May 2012)
RN-BSN student focus group
evaluation of Level 400
outcomes (August 2012)
Oregon State Board of Nursing
reports results from Linfield
graduates completing the
NCLEX-RN
Assess strategies to improve
student NCLEX-RN pass rates
Time Frame
STUDENTS
Quarterly
Annually
170
Analysis/Application
Aggregate data analyzed
and presented to Nursing
Curriculum Committee
and Nursing Faculty
Assembly.
Aggregate data of
NCLEX-RN annual and
two-year pass rates for
first time takers presented
by Dean of Nursing to
Nursing Faculty
Assembly.
Nursing Quality
Improvement Committee
analyzes trends and
contributing factors, and
reports findings to
Nursing Curriculum
Committee and Nursing
Faculty Assembly.
Expected Outcome
Student feedback will be positive concerning
attainment of Level 300 outcomes in the
revised curriculum.
Student feedback will be positive concerning
attainment of Level 400 outcomes in the
revised curriculum.
Meet or exceed NCLEX-RN annual pass rate
of 70% for first-time test takers set by Oregon
State Board of Nursing.
Meet or exceed NCLEX-RN two-year pass
rate of 85% for first-time test takers set by
Oregon State Board of Nursing.
2013-2014 Edition
Area of
Evaluation
* Graduation
Rate
Responsibility Center
College Director of
Enrollment Services
(generic BSN program)
Associate Registrar for
the Division of
Continuing Education
(RN-BSN program)
Method/Measure
Divide number of students
admitted to cohort into total
number of those students
graduating earlier than cohort
plus those graduating with
cohort plus those graduating no
later than two years after cohort
Time Frame
STUDENTS
Analysis/Application
Expected Outcome
Annually
Collect and forward data
to Nursing Admissions,
Progressions, Honors and
Graduation Committee
and Nursing Quality
Improvement Committee.
Nursing Quality
Improvement Committee
analyzes aggregate data
and report results of
analysis to Nursing
Faculty Assembly.
Meet or exceed graduation rate of 80% in each
cohort group for generic BSN students and
RN-BSN students.
* Evolve/HESI
Exit
Examination
Pass Rate
Nursing Quality
Improvement Committee
Evolve/HESI exit examination
End of each
semester
Analyze aggregate data
and present to Nursing
Curriculum Committee
and Nursing Faculty
Assembly.
Pass rate on Evolve/HESI Exit Examination is
at least 50% based on a score greater than 850.
* Clinical
Teaching
Associate
(Preceptor)
Satisfaction
with Student
Clinical
Performance
* Employment
Rates and
Admission to
Graduate
Programs or
Plans for
Graduate
Education
Integrated Experiential
Learning Coordinator for
NURS 475 Integrated
Experiential Learning IV
Feedback from Clinical
Teaching Associates
(preceptors) concerning
satisfaction with senior student
clinical performance (beginning
Spring 2013)
End of each
semester
Analyze aggregate data
and present to Nursing
Curriculum Committee
and Nursing Faculty
Assembly.
At least 80% of Clinical Teaching Associates
(preceptors) indicate satisfaction with senior
student clinical performance.
Nursing Quality
Improvement Committee
Alumni emails
Ongoing
Compile emails sent to
faculty, administrators
and staff from alumni.
Report findings to
Nursing Curriculum
Committee and Nursing
Faculty Assembly.
At least 10 emails from alumni document
attainment of employment, admission to
graduate programs or plans for graduate
education.
Faculty Manual
171
2013-2014 Edition
Area of
Evaluation
* Employment
Rates and
Admission to
Graduate
Programs or
Plans for
Graduate
Education,
continued
Responsibility Center
Nursing Quality
Improvement Committee
Method/Measure
College Alumni Survey
Time Frame
STUDENTS
Annually
College Alumni Affairs
Nursing Quality
Improvement Committee
Interim Director of the
Division of Continuing
Education
* Employer
Satisfaction
with Graduates
Attainment of
Program
Outcomes
Nursing Clinical
Facilities Administrator
* Student
Satisfaction
with Attainment
of Program
Outcomes
Nursing Quality
Improvement Committee
Nursing Quality
Improvement Committee
Linfield College Adult Degree
Program Alumni Report
(January 2013)
Linfield-Good Samaritan
School of Nursing Employer
Satisfaction of Linfield College
BSN Graduate Survey
Graduating Senior Survey for
BSN Generic Program
(beginning 2012)
Annually
Annually
Graduating Senior Survey for
RN-BSN Program (beginning
2012)
Analysis/Application
Expected Outcome
Analyze aggregate data
and present to Nursing
Curriculum Committee
and Nursing Faculty
Assembly.
Employment rate is at least 75% for alumni
one year after graduation.
Aggregate data reported
to College administration
by University
Professional and
Continuing Education
Association Center for
Research and Consulting.
Analyze aggregate data
and present to Nursing
Curriculum Committee
and Nursing Faculty
Assembly.
Employment rate among RN-BSN alumni is at
least 75%.
Analyze aggregate data
and present to Nursing
Curriculum Committee
and Nursing Faculty
Assembly.
At least 80% of students are satisfied with
attainment of program outcomes.
At least 5% of alumni are enrolled in graduate
school one year after graduation.
At least 3% of RN-BSN alumni earn a
graduate degree.
At least 80% of employers are satisfied with
graduates’ attainment of program outcomes, as
well as their reliability and accountability, and
indicate their organizations made good
decisions hiring the graduates.
RN-BSN student focus group
evaluation of program
outcomes (August 2012)
Faculty Manual
172
2013-2014 Edition
Area of
Evaluation
* Integration of
Liberal Arts
* Transition to
Baccalaureate
Level of
Proficiency in
Nursing
Practice
* Alumni
Satisfaction
with Nursing
Program
Responsibility Center
Method/Measure
Course faculty in NURS
470 Leading and
Managing in Nursing
(generic BSN program)
and NURS 475
Integrated Experiential
Learning IV (RN-BSN
program)
Nursing Quality
Improvement Committee
Integrative Essay assignment in
NURS 470 (beginning Spring
2013) in generic BSN program
and NURS 475 (beginning
Summer 2013) in RN-BSN
program
STUDENTS
Analysis/Application
Expected Outcome
End of each
course
Analyze aggregate data
and present to Nursing
Curriculum Committee
and Nursing Faculty
Assembly.
At least 90% of integrative essays written by
generic BSN students and RN-BSN students
articulate how liberal arts courses informed
students’ nursing practice.
Sample of BlackBoard course
discussions in the RN-BSN
program (beginning 2012-13
with the revised curriculum)
Annually
100% of RN-BSN students demonstrate, in a
sample of BlackBoard course discussions,
transition from Associate Degree or diploma
nursing practice to the baccalaureate level of
proficiency.
Faculty, Administrators,
and Staff
Alumni emails
Ongoing
Nursing Quality
Improvement Committee
Linfield College Adult Degree
Program Alumni Report
(January 2013)
Analyze sample of
BlackBoard course
discussions and present
report to Nursing
Curriculum Committee
and Nursing Faculty
Assembly.
Compile emails sent to
faculty, administrators
and staff from alumni.
Report findings to
Nursing Curriculum
Committee and Nursing
Faculty Assembly.
Aggregate data reported
to College administration
by University
Professional and
Continuing Education
Association Center for
Research and Consulting.
Nursing Faculty
Assembly review
candidates for Senior
Awards in Nursing.
Interim Director of the
Division of Continuing
Education
Student
Recognition and
Awards
Time Frame
Nursing Admissions,
Progressions, Honors and
Graduation Committee
Faculty Manual
Request graduating student
GPAs from Registrar. Seek
feedback from faculty regarding
Senior Student Awards in
Nursing
End of Fall
and Spring
semesters
173
Emails from alumni demonstrate alumni
satisfaction with nursing program.
At least 90% of RN-BSN alumni indicate
satisfaction with the nursing program.
Recipients of Senior Nursing Awards chosen
based on established criteria noted in LinfieldGood Samaritan School of Nursing Student
Manual.
2013-2014 Edition
Area of
Evaluation
Student
Recognition and
Awards,
continued
Responsibility Center
Method/Measure
Time Frame
STUDENTS
Sigma Theta Tau, Xi Mu
chapter (international
nursing honor society)
Student class standing and
feedback from Sigma Theta
Tau, Xi Mu faculty members
Assistant Dean of
Students / Director of
Student Life
Seek feedback from Dean of
Nursing, faculty, and
administrators regarding student
awards for scholarship and or
leadership
Faculty Manual
Annually
Annually
174
Analysis/Application
Review candidates for
membership in the
International Nursing
Honor Society
organization that supports
learning, knowledge, and
professional development
to benefit worldwide
health.
Facilitate a community
celebration picnic and
awards presentation.
Expected Outcome
Invite students to become members of Sigma
Theta Tau, Xi Mu chapter, if they meet
established membership criteria.
Honor students for outstanding contributions
to scholarship and or leadership at the
community celebration and awards
presentation.
2013-2014 Edition
Area of Evaluation
Ability of the
Linfield College
Mission Statement
and Foundational
Educational
Principles to
Provide Guidance
to the School of
Nursing
Congruence of
School of Nursing
Vision, Mission,
Philosophy, and
Program Outcomes,
with Professional
Nursing Standards
and Guidelines,
Needs and
Expectations of the
Community,
Faculty Core
Values and Beliefs,
and Current Trends
and Needs in
Nursing Education
Responsibility Center
Method/Measure
Time Frame
CURRICULUM
Analysis/Application
Expected Outcome
Nursing Curriculum
Committee
Evaluate congruence of School
of Nursing vision, mission,
philosophy and program
outcomes with the Linfield
College Mission Statement and
Foundational Education
Principles
Ongoing
Report evaluation to
Nursing Faculty
Assembly. Nursing
Faculty Assembly acts to
amend or retain School of
Nursing vision, mission,
philosophy and program
outcomes.
School of Nursing vision, mission, philosophy,
and program outcomes are congruent with the
Linfield College Mission Statement and
Foundational Education Principles, as
illustrated in a table.
Dean of Nursing
Assess and implement
collaborative relationships with
regional nursing programs by
attending Oregon State Board
of Nursing meetings, Oregon
Council of Deans, and Oregon
Nursing Leadership Council
Ongoing
Report on current trends
in nursing education,
practice, and research, as
well as relationships with
nursing programs and
health care agencies to
Nursing Curriculum
Committee and Nursing
Faculty Assembly for
review to determine
consistency with School
of Nursing vision,
mission, philosophy and
program outcomes.
Curriculum is community-based and
responsive to current trends and needs in
nursing education, practice, and research, as
documented in minutes of the Nursing Faculty
Retreat, Nursing Curriculum Committee, and
Nursing Faculty Assembly.
Annually
Information gathered is
reported to the Nursing
Faculty Assembly and
Nursing Curriculum
Committee for review.
Revise curriculum as needed in response to
current trends and needs as identified by
clinical agency partners and multicultural
persons from the community.
Attend AACN Deans/Directors
meetings, and baccalaureate
education conferences for
information on current trends in
nursing education, practice, and
research
Dean of Nursing
Nursing Administrators,
Faculty, and Students
Faculty Manual
Discuss current trends and
needs with the Nursing Clinical
Advisory Council and the
Nursing Diversity and Inclusion
Advisory Council
175
2013-2014 Edition
Area of Evaluation
Congruence of
School of Nursing
Vision, Mission,
Philosophy, and
Program Outcomes,
with Professional
Nursing Standards
and Guidelines,
Needs and
Expectations of the
Community,
Faculty Core
Values and Beliefs,
and Current Trends
and Needs in
Nursing Education,
continued
Responsibility Center
Nursing Curriculum
Committee
Faculty Manual
Method/Measure
Time Frame
CURRICULUM
Evaluate congruence of School
of Nursing vision, mission,
philosophy, and program
outcomes with professional
nursing standards and
guidelines, needs and
expectations of the community,
faculty core values and beliefs,
and current trends and needs in
nursing education
Ongoing
The program uses the following
professional nursing standards
and guidelines: AACN
Essentials of Baccalaureate
Education for Professional
Nursing Practice, ANA Code of
Ethics for Nurses, ANA
Standards of Practice, and
OSBN Nurse Practice Act.
176
Analysis/Application
Nursing Curriculum
Committee reports
evaluation to Nursing
Faculty Assembly.
Nursing Faculty
Assembly acts to amend
or retain the School of
Nursing vision, mission,
philosophy and program
outcomes.
Expected Outcome
School of Nursing vision, mission, philosophy,
and program outcomes are congruent with
professional nursing standards and guidelines,
needs and expectations of the community,
faculty core values and beliefs, and current
trends and needs in nursing education, as
documented in the minutes of the Nursing
Faculty Retreat, Nursing Curriculum
Committee, and Nursing Faculty Assembly.
Congruence of the School of Nursing vision,
mission, philosophy, and program outcomes
with professional nursing standards and
guidelines are illustrated in a table.
2013-2014 Edition
Area of Evaluation
Responsibility Center
Method/Measure
Time Frame
CURRICULUM
Congruence of
Course and Level
Outcomes with
Program Outcomes
and School Of
Nursing Vision,
Mission, and
Philosophy
Nursing Curriculum
Committee
Evaluate congruence of course
and level outcomes with
program outcomes and School
of Nursing vision, mission, and
philosophy
Curriculum Design,
Including Nursing
and Required
Liberal Arts
Courses, Course
Sequencing and
Scheduling
Nursing Quality
Improvement Committee
Generic BSN student focus
group (May 2012)
Faculty Manual
Ongoing
RN-BSN student focus group
(August 2012)
177
Analysis/Application
Expected Outcome
Report evaluation to
Nursing Faculty
Assembly. Nursing
Faculty Assembly acts to
amend or retain course
and level outcomes.
Recommendations to
change course outcomes
are forwarded by
Chairperson of
committee, with Dean of
Nursing approval, to
College Curriculum
Committee. If approved
by College Curriculum
Committee, forwarded to
College Faculty
Assembly.
Course and level outcomes are congruent with
program outcomes and School of Nursing
vision, mission, and philosophy, as illustrated
in a table.
Aggregate data analyzed
and presented to Nursing
Curriculum Committee
and Nursing Faculty
Assembly.
Curriculum design, sequencing and scheduling
facilitates achievement of program outcomes,
as documented in Nursing Curriculum
Committee minutes.
2013-2014 Edition
Area of Evaluation
Responsibility Center
Method/Measure
Time Frame
CURRICULUM
Curriculum Design,
Including Nursing
and Required
Liberal Arts
Courses,
Sequencing and
Scheduling,
continued
Nursing Curriculum
Committee
Evaluate effectiveness of
curriculum design, sequencing
and scheduling in achieving
program outcomes
Ongoing
Courses
Nursing Curriculum
Committee
Review new course proposals
and course revisions submitted
by nursing faculty to determine
need and contribution to
achievement of program
outcomes
Ongoing
Assess which nursing elective
courses to retain based on
faculty and student feedback
Faculty Manual
178
Analysis/Application
Nursing Curriculum
Committee reports
evaluation to Nursing
Faculty Assembly.
Nursing Faculty
Assembly act to amend or
retain curriculum design,
sequencing and
scheduling. Dean of
Nursing forwards to
College Curriculum
Committee
recommendations to
amend curriculum design
and sequencing. If
approved by College
Curriculum Committee,
forwarded to College
Faculty Assembly.
Recommend approval or
denial of new course
proposals, course
revisions or deletions to
the Nursing Faculty
Assembly. If approved by
Nursing Faculty
Assembly, Chairperson of
committee, with Dean of
Nursing approval,
forwards to College
Curriculum Committee. If
approved, forwarded to
College Faculty
Assembly.
Expected Outcome
Revisions in curriculum design and
sequencing are implemented once approved by
College Faculty Assembly. Necessary
modifications in scheduling are made in
consultation between Director of Enrollment
Services and Associate Dean of Nursing for
Instructional Programs.
New course proposals and course revisions are
implemented once approved by the College
Faculty Assembly. Nursing courses are
retained or deleted based on faculty and
student feedback, as well as, approval of the
College Faculty Assembly. Documentation of
the process is available in the Nursing
Curriculum Committee, Nursing Faculty
Assembly, and College Faculty Assembly
minutes.
2013-2014 Edition
Area of Evaluation
Courses, continued
Responsibility Center
Nursing Curriculum
Committee, continued
Associate Dean of Nursing
for Faculty and Program
Development
Faculty Manual
Method/Measure
Time Frame
CURRICULUM
Analysis/Application
Expected Outcome
Evaluate proposals for
curricular changes related to
nursing and support courses in
terms of compatibility with
School of Nursing vision,
mission, philosophy and
program outcomes
Ongoing
Forward
recommendations to
Nursing Faculty
Assembly. If approved by
Nursing Faculty
Assembly, Chairperson of
committee, with Dean of
Nursing approval,
forwards to College
Curriculum Committee. If
approved by College
Curriculum Committee,
forwarded to College
Faculty Assembly.
Curricular changes related to nursing major
and support courses are implemented once
approved by College Faculty Assembly.
Review effectiveness of course
content, educational delivery
and learning activities in
achieving course, level and
program outcomes, as well as
integration of liberal arts
education
Ongoing
Forward
recommendations to
course faculty and
Nursing Faculty
Assembly about
refinement of specific
courses.
Course content, educational delivery and
learning activities effectively contribute to
course, level and program outcomes, as well as
integration of liberal arts education, as
documented in Nursing Curriculum
Committee minutes.
Implement policy for
online course expectations
and encourage best
practices for teaching
online. Maintain updated
RN-BSN and generic
BSN student orientation
on Blackboard.
Strategies to improve educational delivery in
RN-BSN distance education program and in
online and hybrid courses in generic student
BSN program are effective.
Review effectiveness of course
assessment methods in
evaluating course outcomes
Assess support for meaningful
instructor-student and studentstudent interaction in RN-BSN
distance education program and
in online and hybrid courses in
generic student BSN program
Ongoing
179
Course assessment methods are effective in
evaluating course outcomes.
2013-2014 Edition
Area of Evaluation
Responsibility Center
Method/Measure
Time Frame
CURRICULUM
Analysis/Application
Courses, continued
College Curriculum
Committee
Review course proposals
requesting to include Linfield
College (LC) or writing
intensive designations
Ongoing
If approved by College
Curriculum Committee,
forwarded to College
Faculty Assembly.
International Study
College Curriculum
Committee
Review course proposals for
January term international study
Annually
Approve approximately
ten interdisciplinary
thematic courses,
including nursing courses,
that meet objectives of
January term international
study.
Student application for January
term international study course,
transcripts, letters of
recommendation, and interview
with course faculty
Annually
Course faculty
recommend student
participation in January
term international study
course to College Office
of International Programs
based on minimum 2.75
GPA, good social
standing, interest in
subject and goals of
course, background
preparation for course,
maturity and flexibility,
and ability to live and
study in a group, and will
represent the College well
while abroad.
College International
Programs Committee
Course Faculty
Faculty Manual
180
Expected Outcome
Course content and learning activities
contribute to meeting course outcomes of
Linfield College (LC) general education
requirements. Course content and learning
activities in NURS 320 Scholarship of Nursing
contribute to meeting outcomes of LC
Quantitative Reasoning. Assignments in
writing intensive nursing course (NURS 470
Leading and Managing in Nursing) promote
writing skills, reflection, insight and
integration of ideas across the curriculum.
One to two nursing courses are approved
annually for January term international study.
At least eight students each year will
participate in a January term international
study course that broadens their global
perspective, including sensitivity to crosscultural traditions and differences. Students
will share their experience with Portland
campus students, faculty, administrators, and
staff.
2013-2014 Edition
Area of Evaluation
International Study,
continued
Responsibility Center
Integrated Experiential
Learning Coordinator in
RN-BSN program.
Faculty Manual
Method/Measure
Time Frame
CURRICULUM
Student application for
NURS 475 Integrated
Experiential Learning IV
international clinical placement
and letter of recommendation.
Summer, Fall,
and Spring
semesters
181
Analysis/Application
Review student essay in
application and
recommendation letter.
Expected Outcome
At least five RN-BSN students will experience
an international clinical placement each year.
2013-2014 Edition
Area of Evaluation
Campus Learning
Community
Responsibility
Center
Assistant Dean of
Students / Director
of Student Life
Assistant Dean of
Students / Director
of Student Life
Method/Measure
Portland Student Survey
Student surveys evaluating
effectiveness of major campus
events
Time Frame
RESOURCES
Annually
Annually
Analysis/Application
Identify campus
community educational
events desired by
students to meet learning
and social needs.
Implement campus
community social,
cultural and educational
events based on survey
results and input from
Associated Students of
Linfield College-Portland
Campus (student
government).
Evaluate effectiveness of
events such as orientation
program, Nurse Lobby
Day, and Family Day.
Expected Outcome
Students indicate needs are being met by campus
community, social, cultural, and educational
events.
Students indicate that there is a sense of campus
community.
Students indicate effectiveness of major campus
events.
Retain or modify major
events to meet student
needs.
Faculty Manual
182
2013-2014 Edition
Area of Evaluation
Campus Learning
Community,
continued
Responsibility
Center
College Director of
Institutional
Research
Method/Measure
Noel-Levitz Student
Satisfaction Inventory
(Beginning 2010 for BSN
generic students and 2013 for
RN-BSN students)
Time Frame
RESOURCES
Every 3 years
Analysis/Application
Aggregate data analyzed
and report presented to
the Nursing Faculty
Assembly by College
Assistant Dean of
Students / Director of
Student Life.
Expected Outcome
Generic BSN students’ mean rating of satisfaction
with regard to ease of getting involved in campus
organizations, feeling welcome on campus, having
a sense of belonging on campus, adequacy of
opportunities to hear guest speakers and attend
campus events, believing the campus is committed
to academic excellence, and feeling faculty care
about the student as an individual is at least equal
to the national mean for four year private
institutions.
Generic BSN students’ mean rating of satisfaction
with faculty caring about them as an individual,
and the campus commitment to academic
excellence is at least equal to the national mean for
four year private institutions.
Wellness Promotion
College Assistant
Dean of Students /
Director of Student
Life in collaboration
with College
Health Promotion
and Student
Wellness
Coordinator
Faculty Manual
Portland Wellness Survey
(Beginning 2011-12)
Every 2 years
Identify major student
wellness needs and
program ideas.
Portland Student Survey
Annually
Identify major student
wellness needs and
program ideas.
183
RN-BSN students’ satisfaction with faculty
responsiveness to student needs and frequency of
student-instructor interaction is at least 5 on a 7
point scale.
Health promotion and wellness program reflects
student needs in campus events.
At least 80% of students indicate the importance of
the Wellness program.
2013-2014 Edition
Area of Evaluation
College Student
Engagement
Responsibility
Center
College Director of
Institutional
Research
Method/Measure
National Survey of Student
Engagement form
(Beginning 2010-11)
Time Frame
RESOURCES
Every 3 years
Faculty Survey of Student
Engagement form
(Beginning 2011-12)
College Student
Leadership
Analysis/Application
Aggregate data on
student engagement
presented to Nursing
Faculty Assembly by
College Assistant Dean
of Students / Director of
Student Life.
Expected Outcome
Academic challenge, active and collaborative
learning, supportive campus environment,
enriching educational experience, and studentfaculty interaction are at least at the Carnegie Peers
General Bachelors benchmark.
Portland Student Survey
Annually
College Assistant
Dean of Students /
Director of Student
Life
Migrating Student Survey
Each semester
Evaluate perceived
resource differences
between the two
campuses.
Students migrating from McMinnville campus to
Portland campus indicate the Portland campus
orientation was helpful, and Portland campus
faculty and staff are supportive.
College Director of
Institutional
Research
Noel-Levitz Student
Satisfaction Inventory
(beginning 2010).
Every 3 years
Students’ mean rating of satisfaction with new
student orientation services helping with college
adjustment, and adequacy of opportunities to hear
guest speakers and attend special campus events is
at least equal to the national mean for four year
private institutions.
College Assistant
Dean of Students /
Director of Student
Life
Student Leadership Learning
Outcomes Pre-Survey
Annually
Aggregate data analyzed
and report presented to
the Nursing Faculty
Assembly by College
Assistant Dean of
Students / Director of
Student Life.
Evaluate leadership
development,
collaboration,
meaningful interpersonal
relationships, social
responsibility, effective
communication and
multicultural awareness.
Faculty Manual
Student Leadership Learning
Outcomes Post-Survey
184
At least 80% of students note the importance of
volunteer and advocacy opportunities.
In the Pre-Survey, students note the desire to
develop leadership skills. In the Post-Survey,
students indicate that the leadership development
program is effective in facilitating student
leadership skills.
2013-2014 Edition
Area of Evaluation
Responsibility
Center
Method/Measure
Time Frame
RESOURCES
College Student
Leadership,
continued
College Assistant
Dean of Students /
Director of Student
Life
Portland Campus Student
Survey
College Multicultural
Program in Portland
College Director of
Inclusion and
Access
Multicultural Nursing Career
Day Assessment
Annually
New Careers in Nursing PreEntry Immersion Program
Survey
Portland Student Survey
College Director of
Institutional
Research
Faculty Manual
Analysis/Application
Expected Outcome
Leadership opportunities
are available for students
(e.g., student
government, College and
Nursing Faculty
Assembly/faculty
committees, Student
Nurses’ Association
activities, student
organizations, and
community service).
Assess effectiveness of
Multicultural Nursing
Career Day in meeting
needs of diverse
prospective students.
At least 80% of students indicate that student
leadership and involvement opportunities are
important.
Annually
Assess effectiveness of
New Careers in Nursing
Scholarship pre-entry
immersion program.
At least 90% of the participants in the pre-entry
immersion program indicate that the program was
helpful and met their expectations.
Annually
Assess effectiveness of
Academic Success
Center.
At least 50% of the students indicate that the
Academic Success Center is an important resource.
185
At least 80% of participants in the Multicultural
Nursing Career Day program indicate that the
event is helpful in making a decision about nursing
school.
2013-2014 Edition
Area of Evaluation
Responsibility
Center
Method/Measure
Learning Support
College Director of
Institutional
Research
Portland Student Survey
Tutoring Services
College Director of
Inclusion and
Access
College Director of
Institutional
Research
Faculty Manual
Time Frame
RESOURCES
Analysis/Application
Expected Outcome
Annually
Aggregate data analyzed
and report presented to
the Nursing Faculty
Assembly by College
Assistant Dean of
Students / Director of
Student Life.
At least 80% of students indicate that learning
support services are important.
Peer Tutoring Survey
Annually
Assess effectiveness of
Academic Success
Center’s peer tutoring
program.
Noel-Levitz Student
Satisfaction Inventory
(beginning 2013)
Every 3 years
Aggregate data analyzed
and report presented to
the Nursing Faculty
Assembly by College
Assistant Dean of
Students / Director of
Student Life.
At least 90% of BSN generic students indicate that
peer tutoring is helpful for them, that they felt
confident with the material after tutoring sessions,
that they plan to use peer tutoring again in the
future, and that peer tutors are knowledgeable.
RN-BSN students’ mean rating of satisfaction with
availability of tutoring services for online courses
is at least 5 on a 7 point scale.
186
2013-2014 Edition
Area of Evaluation
Student Peer
Mentorship
Career Services
Student Relationships
with Administration
and Faculty
Responsibility
Center
College Assistant
Dean of Students /
Director of Student
Life
College Director of
Institutional
Research
Dean of Nursing
Method/Measure
Peer Resource Network (PRN)
Evaluation form
Time Frame
RESOURCES
Annually
Portland Student Survey
Noel-Levitz Student
Satisfaction Inventory
(Beginning 2010 for BSN
generic students and 2013 for
RN-BSN students)
Every 3 years
Open student forum with
administrators, faculty and
staff
Each semester
Meetings with Associated
Students of Linfield College –
Portland Campus (student
government)
Analysis/Application
Evaluate effectiveness of
nursing student peer
mentoring program in
instilling confidence and
easing transition by
providing support and
guidance, as well as
fostering core values of
nursing.
New model for peer
modeling was pilot tested
in 2011-12. Evaluation
results were positive so
new model for peer
modeling was
implemented in 2012-13.
Aggregate data analyzed
and report presented to
the Nursing Faculty
Assembly by College
Assistant Dean of
Students / Director of
Student Life.
Address key issues such
as college and nursing
accreditation, strategic
planning, curriculum,
changes in program,
policies, resources and
introduction of new
personnel.
Expected Outcome
At least 50% of the students indicate that the peer
mentoring program is important, and they are
satisfied with the program.
Generic BSN students’mean rating of satisfaction
with career services is at least equal to the national
mean for four year private institutions.
RN-BSN students’ mean rating of satisfaction with
availability of online career services is at least 5 on
a 7 point scale.
Student concerns are identified and appropriate
action taken.
Identify student
concerns.
Faculty Manual
187
2013-2014 Edition
Area of Evaluation
Student Relationships
with Administration
and Faculty,
continued
Responsibility
Center
College Director of
Institutional
Research
Associated Students
of Linfield CollegePortland Campus
(student
government)
Faculty Relationships
with Administration
Dean of Nursing
Faculty Manual
Method/Measure
National Survey of Student
Engagement form
(Beginning 2011-12)
Time Frame
RESOURCES
Every 2 years
Analysis/Application
Expected Outcome
Aggregate data analyzed
and report presented to
Nursing Faculty
Assembly by College
Assistant Dean of
Students / Director of
Student Life.
Aggregate data analyzed
and report presented to
the Nursing Faculty
Assembly by College
Assistant Dean of
Students / Director of
Student Life.
Student-faculty interaction is at least at the
Carnegie Peers General Bachelors benchmark.
Noel-Levitz Student
Satisfaction Inventory
(Beginning 2010)
Every 3 years
Student government class
senators seek feedback from
students about concerns
Ongoing
Act as liaison between
students and faculty to
identify student concerns.
Student concerns are identified and appropriate
action is taken, as documented in Nursing Faculty
Assembly and Committee minutes.
Ongoing
Identify faculty concerns.
Faculty concerns are identified and appropriate
action is taken.
Student representatives on
College and Nursing
Committees, the College
Faculty Assembly, and
Nursing Faculty Assembly
report to student government
Nursing Faculty Assembly
meetings and individual
meetings between faculty and
administrators
188
Student mean rating of satisfaction with regard to
approachability of administrators is at least equal
to the national mean for four year private
institutions.
2013-2014 Edition
Area of Evaluation
Work Environment
Responsibility
Center
College Director of
Institutional
Research
Method/Measure
Higher Education Research
Institute (HERI) Faculty
Survey, 2010-11
Time Frame
RESOURCES
Every 3 years
Nursing Quality
Improvement
Committee
Physical Facilities
College Strategic
Facilities
Committee
Space Utilization Study
Ongoing
College Director of
Portland Campus
Operations
Assesses physical facilities for
Portland
Ongoing
Faculty Manual
Reviews requests for
allocation of space from
students, faculty and
administrators
Analysis/Application
Analysis of aggregate
data to identify any areas
needing improvement.
Dean of Nursing
provides leadership in
developing or
maintaining a healthy
work environment
conducive to teaching
and learning that is based
on evaluation data.
Identify Portland campus
space needs.
Reports decisions
regarding physical
facilities and space
allocation to Dean of
Nursing.
Expected Outcome
Faculty satisfaction with teaching load is at least
equal to the mean at comparable institutions.
At least 75% of faculty indicate satisfaction with
support for professional development.
At least 75% of faculty indicate satisfaction with
the physical comfort of their office space.
Update college planning process to include
remodeling existing facilities and changing
function of specific areas.
Improve number, size and type of physical
facilitates to meet educational purposes for number
of students.
Initiate requests for space allocation.
Remodel physical facilities to improve appearance
and function.
189
2013-2014 Edition
Area of Evaluation
Physical Facilities,
continued
Safety
Responsibility
Center
College Director of
Institutional
Research
College Portland
Safety Committee
Faculty Manual
Method/Measure
Portland Campus Student
Survey
Time Frame
RESOURCES
Analysis/Application
Expected Outcome
Annually
Aggregate data analyzed
and report presented to
the Nursing Faculty
Assembly by College
Assistant Dean of
Students / Director of
Student Life.
Identify physical facilities needing improvement
based on student feedback and take appropriate
action.
Noel-Levitz Student
Satisfaction Inventory
(Beginning 2010)
Every 3 years
Student mean rating of satisfaction with regard to
the campus being well maintained is at least equal
to the average national mean for four year private
institutions.
Inspect and evaluate work
environment safety, physical
building, walking surfaces,
furniture, and electrical and
fire hazards. Review Linfield
College Incident Investigation
and Analysis Report forms
Twice a year
Aggregate data analyzed
and report presented to
the Nursing Faculty
Assembly by College
Assistant Dean of
Students / Director of
Student Life.
Recommend to Director
of Portland Campus
Operations and to
Housing the correction of
any safety hazards.
Safe environment is maintained.
Forward report to Quality
Improvement Committee
for review.
190
2013-2014 Edition
Area of Evaluation
Safety, continued
Responsibility
Center
Dean of Nursing
Method/Measure
Linfield-Good Samaritan
School of Nursing Clinical
Incident Report form
Time Frame
RESOURCES
Annually
Linfield-Good Samaritan
School of Nursing Blood
Borne Pathogens Exposure
Incident Reporting form
College Director of
Institutional
Research
Faculty Manual
Noel-Levitz Student
Satisfaction Inventory
(Beginning 2010)
Every 3 years
191
Analysis/Application
Forward summary of
data to Quality
Improvement
Committee. The
committee analyses the
data and reports findings
and recommendations to
Nursing Faculty
Assembly.
Nursing Faculty
Assembly determines
policies concerning
clinical incident
reporting and responds to
recommendations.
Aggregate data analyzed
and report presented to
the Nursing Faculty
Assembly by College
Assistant Dean of
Students / Director of
Student Life.
Expected Outcome
The number of clinical accidents in any given year
is low.
Student mean rating of satisfaction with the
campus being safe and secure for students is at
least equal to the average national mean for four
year private institutions.
2013-2014 Edition
Area of Evaluation
Library Resources
Responsibility
Center
Portland Campus
Library Director
Nursing Quality
Improvement
Committee
Portland Campus
Library Director
Faculty Manual
Method/Measure
Solicit input from Dean of
Nursing, Nursing Curriculum
Committee and faculty
regarding adequacy of library
resources
Selective student and faculty
interviews
Time Frame
RESOURCES
Ongoing
Every 3 years
192
Analysis/Application
Expected Outcome
Evaluate adequacy of
library resources and
recommend to the
Nursing Faculty
Assembly policies
related to the
development of library
resources and services. If
approved by Nursing
Faculty Assembly, Dean
of Nursing forwards
recommendations to
Portland Campus Library
Director and Library
Director of Linfield
College. Library Director
of Linfield College
works with Office of
Academic Affairs and
Vice President for
Academic Affairs / Dean
of Faculty on such issues
as they arise.
Policies are effective in supporting development of
library resources and services.
Establish goals and plans
to improve library
resources.
Assess library resource
needs.
Implement incorporation of streaming video
technology in curriculum.
Implement library resource improvements based
on student and faculty feedback.
2013-2014 Edition
Area of Evaluation
Library Resources,
continued
Responsibility
Center
Portland Campus
Library Director,
continued
Method/Measure
Association of Research
Libraries Survey (2005)
Time Frame
RESOURCES
Periodically
Library Facility Assessment
and Planning
Recommendations (Drew
Harrington Associates
Consultants, 2006); Smith,
CFI facilities consultant
(2011)
Faculty Manual
Analysis/Application
Expected Outcome
Recommendations
reported to Nursing
Faculty Assembly.
The mean score of College faculty satisfaction
with treatment at the library, information control,
quality of service, and library support for learning,
research, and teaching needs is 7 or higher on a
scale of 1 to 9.
Recommendations
reported to College
administration by
consultants.
Consultant recommendations concerning
improvement of Portland campus library facility
were implemented (Spring 2012).
Faculty requests for library
resources
Ongoing
Identify needed library
resources.
Initiate requests for library resources as needed to
support instructional delivery and achievement of
School of Nursing vision, mission, philosophy and
program outcomes.
Evaluate collection using
Essential Nursing Resources
developed by Interagency
Council on Information
Resources in Nursing, online
version of Doody’s Core
Titles, and American Journal
of Nursing’s annual “Best
Books” series
Evaluate adequacy of journal
collection based on frequent
interlibrary loans
Annually
Identify essential
resources needed for
collection.
Maintain a collection that has essential nursing
resources.
Annually
Identify professional
journals requiring
frequent interlibrary
loans.
Purchase additional professional journals based on
frequent interlibrary loans if cost is acceptable.
193
2013-2014 Edition
Area of Evaluation
Library Resources,
continued
Information
Technology
Responsibility
Center
Method/Measure
Time Frame
RESOURCES
Associated Students
of Linfield
College – Portland
campus (student
government)
Portland Campus Library
Student Survey (December
2011).
College Assistant
Dean of Students /
Director of Student
Life
Portland Campus Student
Survey.
Annually
College Director of
Institutional
Research
Noel-Levitz Student
Satisfaction Inventory
(Beginning 2010 for BSN
generic students and 2013 for
RN-BSN students)
Every 3 years
Open student and faculty
forum
Annually
Faculty requests for hardware
and software
Ongoing
College Director of
Information
Technology
Faculty Manual
194
Analysis/Application
Expected Outcome
Aggregate data analyzed
and report presented to
Portland Campus Library
Director.
At least 80% of students use the library in a given
month.
Aggregate data analyzed
and report presented to
Nursing Faculty
Assembly by College
Assistant Dean of
Students / Director of
Student Life.
Aggregate data analyzed
and report presented to
the Nursing Faculty
Assembly by College
Assistant Dean of
Students / Director of
Student Life.
At least 80% of students note the importance of the
library.
Solicit input from
nursing faculty and
students regarding
adequacy of information
technology resources.
Implement workshops to
train faculty in use of
technological
enhancements to
learning.
Recommend resources
needed by nursing for
inclusion in College
Budget and Technology
Fund requests.
At least 80% of students note satisfaction with
library services.
Generic BSN students’ mean rating of satisfaction
with adequacy of library resources and services is
at least equal to the national mean for four year
private institutions.
RN-BSN students’ mean score of satisfaction with
online library resources and services is at least 5 on
a 7 point scale.
Initiate information technology requests.
Workshops are offered to increase level of
technological expertise among faculty in order to
improve instructional delivery, as documented by
emails to faculty.
Inclusion of computers in Experiential Learning
Center (nursing lab) for Electronic Health Record
program.
2013-2014 Edition
Area of Evaluation
Responsibility
Center
Information
Technology,
continued
Method/Measure
An External Review of
Information Technology at
Linfield College-Portland
Campus (December 2007)
College Director of
Institutional
Research
College Technology
Advisory Council
Faculty Manual
Time Frame
RESOURCES
Noel-Levitz Student
Satisfaction Inventory
(Beginning 2010 for BSN
generic students and 2013 for
RN-BSN students)
Every 3 years
Seek input from faculty,
administrators and students
Ongoing
195
Analysis/Application
Expected Outcome
Assessment of
Information Technology
needs.
External reviewer recommendations concerning
the development of information technology
resources are implemented.
Aggregate data analyzed
and report presented to
the Nursing Faculty
Assembly by College
Assistant Dean of
Students / Director of
Student Life.
Generic BSN students’ mean rating of satisfaction
with adequacy and accessibility of computer lab is
at least equal to the national mean for four year
private institutions.
Identify technology
priorities and acquisition
needs.
Recommend funding strategies for growth and
replacement of core information technology
resources to College Planning and Budgeting
Council.
RN-BSN students’ mean score of satisfaction with
technical assistance is at least 5 on a 7 point scale.
2013-2014 Edition
Area of Evaluation
Experiential Learning
Center (Nursing Lab)
Responsibility
Center
Nursing Simulation
Program Director
Method/Measure
High Fidelity Clinical
Simulation Evaluation by
Students form (pilot tested in
Spring 2013)
High Fidelity Clinical
Simulation Evaluation by
Faculty form (to be developed
during 2013-14 academic
year)
Nursing Electronic
Health Record
Project Director
Electronic Health Record
Project
Time Frame
RESOURCES
End of select
high fidelity
clinical
simulation
experiences
Analysis/Application
Analyze evaluation data
to determine
effectiveness of high
fidelity clinical
simulation experience in
meeting stated
objectives.
Students’ mean rating of effectiveness of high
fidelity clinical simulation experiences in meeting
stated objectives is 3 or higher on a 5 point scale.
Forward report and
recommendations to
Nursing Curriculum
Committee and Nursing
Faculty Assembly.
Ongoing
Continue faculty training
in use of Electronic
Health Record (Spring
2012).
Implement phased
integration and
evaluation of Electronic
Health Record program
(2012-14). Present
evaluation findings to
grantors and College
community (Spring
2014).
Faculty Manual
Expected Outcome
196
Evaluation findings will indicate that the
Electronic Health Record program was effective in
teaching students how to interact with the
informatics tool to ensure safe, high quality
nursing care.
2013-2014 Edition
Area of Evaluation
Experiential Learning
Center (Nursing
Lab), continued
Responsibility
Center
Nursing
Experiential
Learning Center
Director
Method/Measure
Experiential Learning Center
Evaluation form
Faculty requests for nursing
lab equipment and supplies
Time Frame
RESOURCES
End of course
Ongoing
High fidelity simulation
planning document
(July 2013)
Analyze evaluation data
to determine
effectiveness of
Experiential Learning
Center as a resource for
learning.
Forward report and
recommendations to
Nursing Curriculum
Committee and Nursing
Faculty Assembly.
Identify needed nursing
lab equipment and
supplies for Experiential
Learning Center.
Identify future needs
related to high fidelity
simulation.
Assess effectiveness of new
nursing lab in meeting
learning needs of students
(2013-14)
Faculty Manual
Analysis/Application
197
Expected Outcome
Faculty and students’ mean rating of the value of
the Experiential Learning Center for learning is 3
or higher on a 5 point scale.
Initiate requests for Experiential Learning Center
resources as needed to support instructional
delivery and achievement of School of Nursing
vision, mission, philosophy, and program
outcomes.
2013-2014 Edition
Area of Evaluation
Clinical Agency
Resources
Responsibility
Center
Dean of Nursing
Nursing Clinical
Facilities
Administrator
Method/Measure
Gather experts from the
community, faculty,
administrators and students at
the Nursing Clinical Advisory
Council to discuss clinical
needs of the School of Nursing
and resources available in the
community
Convene Nursing Diversity
and Inclusion Advisory
Council to help expand access
to clinical sites representing
diversity
Participate in StudentMax
Connection clinical placement
consortium for the Portland
and Southwest Washington
metropolitan area through the
Oregon Center for Nursing.
Time Frame
RESOURCES
Expected Outcome
Annually
Summary data presented
to the Nursing Faculty
Assembly.
Expanded availability of appropriate clinical
facilities that enhance learning opportunities to
meet program outcomes.
Ongoing
Nursing Clinical
Facilities Administrator
and Nursing Dedicated
Education Units
Coordinator report to
Nursing Faculty
Assembly concerning
adequacy of number of
clinical placements to
meet program needs.
Report findings to Dean
of Nursing and Nursing
Faculty Assembly.
The number of clinical placements are adequate to
meet the needs of the program.
Reviewed by Nursing
Clinical Facilities
Administrator.
Clinical affiliations are established if criteria are
met.
Nursing Dedicated
Education Units
Coordinator
Assess feasibility of
establishing additional
dedicated education units with
clinical agencies
Ongoing
Integrated
Experiential
Learning
Coordinators
Request by Faculty for New
Clinical Agency Affiliation
form
As needed
Faculty Manual
Analysis/Application
Minutes of StudentMax Connection document
cooperative clinical scheduling with other nursing
programs and agencies to develop appropriate and
equitable access to clinical practice sites.
Establish clinical partnerships with community
agencies through Dedicated Education Units if
feasible.
Evaluation of Potential
Clinical Agencies in Terms of
Established Criteria form
198
2013-2014 Edition
Area of Evaluation
Clinical Agency
Resources, continued
Clinical Teaching
Associates
(Preceptors)
Responsibility
Center
Method/Measure
Nursing Clinical
Facilities
Administrator
Clinical Site Evaluation by
Faculty form
Nursing Clinical
Facilities
Administrator
Clinical Teaching Associate
(Preceptor) Evaluation by
Faculty form
Time Frame
RESOURCES
End of each
course
Reviewed by course
faculty.
End of each
course
Summarized by Nursing
Clinical Facilities
Administrator. Results
forwarded to Nursing
Quality Improvement
Committee that reports
findings and
recommendations to
Nursing Faculty
Assembly.
Reviewed by course
faculty.
Clinical Site Evaluation by
Student form
Clinical Teaching Associate
(Preceptor) Evaluation by
Student form
Nursing Quality
Improvement
Committee
Faculty Manual
Clinical Teaching Associate
(Preceptor) Evaluation of
School of Nursing Support
form
Analysis/Application
Annually
199
Summarized by Nursing
Clinical Facilities
Administrator. Results
forwarded to Nursing
Quality Improvement
Committee that reports
findings and
recommendations to
Nursing Faculty
Assembly.
Analyze results and
report findings and
recommendations to
Nursing Faculty
Development Committee
and Nursing Faculty
Assembly.
Expected Outcome
Clinical sites are retained or terminated based on
established criteria.
Clinical Teaching Associates (Preceptors) are
retained or terminated based on established
criteria.
Clinical Teaching Associates (Preceptors) indicate
they are receiving adequate support from the
School of Nursing to function as a role model,
resource and coach for nursing students (average
rating on each survey item is 4 or higher on a 5
point scale).
2013-2014 Edition
Area of Evaluation
Clinical Teaching
Associates
(Preceptors),
continued
Student Satisfaction
with Resources
Responsibility
Center
Associate Dean of
Nursing for Faculty
and Program
Development
Nursing Faculty
Development
Committee
College Director of
Institutional
Research
Faculty Manual
Method/Measure
Review Linfield-Good
Samaritan School of Nursing
Clinical Teaching Associate
(Preceptor) Manual
Noel-Levitz Student
Satisfaction Inventory
(Beginning 2010 for BSN
generic students and 2013 for
RN-BSN students).
Time Frame
RESOURCES
Analysis/Application
Expected Outcome
Annually
Update Clinical Teaching
Associate (Preceptor)
Manual.
Maintain updated Clinical Teaching Associate
(Preceptor) Manual that provides accurate
information about the preceptor/student/faculty
roles, School of Nursing curriculum, and teaching
strategies.
Every 3 years
Aggregate data analyzed
and report presented to
the Nursing Faculty
Assembly by College
Assistant Dean of
Students / Director of
Student Life.
Generic BSN students’ mean rating of satisfaction
with resources (e.g., financial aid, admissions,
registration, advising, counseling, bookstore, and
housing) is at least equal to the national mean for
four year private institutions.
200
RN-BSN students’ mean rating of satisfaction with
resources (e.g., financial aid, admissions /
registration, advising, and bookstore) is at least 5
on a 7 point scale.
2013-2014 Edition
Chapter VIII: School Of Nursing Development Plan
Faculty Manual
201
2013-2014 Edition
Linfield-Good Samaritan School of Nursing Development Plan
(2013-2016)
Approved: 06/18/13
Introduction
The goals of the School of Nursing Plan for Development are based on the Linfield College
mission and foundational education principles (integrated learning, global and multicultural
awareness, and experiential learning) as well as the vision, mission, philosophy and program
outcomes of the school of nursing. Work began on the School of Nursing Plan for Development
in Spring 2013 after completion of the Linfield College Strategic Plan (2010-18). The nursing
plan is congruent with the college strategic plan.
Goal 1. Strengthen Academic Programs
Goal, 1A. Evaluate the effectiveness of the concept-based curriculum.
Action Plan:
1. Assess the ability of faculty to move from a content to a concept paradigm.
2. Evaluate integration of the clinical reasoning model across the curriculum and determine
the model’s effectiveness in meeting student outcomes.
3. Strengthen the nursing curriculum by monitoring student and faculty course
evaluations and make improvements in response to evaluation data.
4. Implement a new course evaluation tool to be completed by nursing faculty
beginning Spring 2013.
5. Continue to monitor trends in the NCLEX-RN and graduation pass rates to determine if
interventions are effective.
6. Assess if HESI examination scores, HESI exit examination scores, and/or
CAT scores are related to the NCLEX-RN and graduation pass rates.
7. Evaluate the impact of increasing the GPA admission requirement on NCLEXRN and graduation pass rates.
Goal, 1B. Continue to evaluate the impact of moving the RN-BSN program from the Division of
Continuing Education to the School of Nursing.
Action Plan:
1. Examine the feasibility of aligning the Division of Continuing Education
calendar with that of the rest of the college or changing the academic calendar within the
school of nursing.
2. Involve stakeholders in a discussion of the academic calendar and
progression of courses in the RN-BSN program.
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Goal, 1C. Implement efforts to support and provide time for nursing faculty to engage in
professional achievement activities.
Action Plan:
1. Support the efforts of college faculty to reduce the teaching workload.
2. Continue to assess the workload of Integrated Experiential Learning
Coordinators (e.g., possible use of co-coordinators).
3. Adjust the workload of faculty during their first year of teaching as needed.
4. Support college efforts toward clarifying tenure and promotion guidelines.
Goal, 1D. Continue to implement efforts to support Nurse Educator Associates (part-time
adjunct faculty).
Action Plan: Continue to evaluate the effectiveness of efforts to support Nurse Educator
Associates (adjunct faculty) and make improvements in response to evaluation data.
Goal, 1E. Continue efforts to diversify the nursing student, faculty and staff population.
Action Plan:
1. Collaborate with the College Advisory Committee in completing a
departmental evaluation of efforts to diversify the student, faculty and staff population.
2. Determine the current level of diversity among students, faculty and staff as
defined by underrepresented populations in the nursing profession.
3. Build on goals for diversity as identified in the prior HRSA grant.
4. Explore the possibility of a HRSA grant to further diversify the student
population (e.g., recruitment of African American and Native American students).
Goal, 1F. Develop a comprehensive plan to address faculty recruitment, retention and
development.
Action Plan:
1. The Nursing Faculty Development Committee and the Associate Dean of Nursing for
Faculty and Program Development will collaborate to continue development and
improvement of the mentoring program.
2. Explore options to support faculty in teaching or scholarship efforts.
3. Engage in community building among the faculty.
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Goal, 1G. Continue the feasibility study related to the possible development of a nursing
master’s program.
Action Plan: A task group comprised of the Associate Dean of Nursing for Faculty and Program
Development and the nursing faculty is conducting a market survey to explore the need for a
nursing master’s program and to identify what type of master’s program might be needed.
Goal 2. Enhance Linfield’s Regional, National, and Global Connections
Goal, 2A. Develop additional affiliation and co-admission agreements with Associate Degree
Nursing programs to support the educational advancement of nurses.
Action Plan:
1. Continue to assess the possibility of increasing affiliation agreements between Associate
Degree Nursing programs and Linfield College.
2. Continue to assess the possibility of increasing co-admission agreements between
Associate Degree Nursing programs and Linfield College.
Goal, 2B. Develop additional national and international learning opportunities for students.
Action Plan:
1. Support the further development of innovative January term national and
international courses offered by the school of nursing to increase students’ national and
global awareness.
2. Explore a tuition differential for RN-BSN students opting for an international
clinical experience.
3. In Summer 2013 a faculty member will be identifying and assessing potential clinical
sites in Kenya for the RN-BSN program.
4. The Associate Dean of Nursing for Faculty and Program Development is exploring the
possibility of additional clinical sites in remote areas of the United States as well as in
India and Nepal for the RN-BSN program.
Goal, 2C. Continue to develop existing clinical partnerships and create new ones, including
additional dedicated education units similar to the one with Kaiser Sunnyside Medical Center.
Goal, 2D. Explore opportunities for faculty and student interprofessional collaboration and
education within Linfield College and with other educational organizations.
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Goal 3. Grow and Strategically Align Linfield’s Resources
Personnel
Goal, 3A. Continue to address the need to make the positions of a Nursing Administrative
Assistant and Administrative Coordinator permanent rather that long-term temporary to ensure
stability in administrative and faculty support services.
Action Plan: The Interim Dean of Nursing has requested that the positions of an Administrative
Assistant and Administrative Coordinator be made permanent rather than long-term temporary.
Goal, 3B. Address compensation issues for nursing faculty and staff to improve recruitment and
retention of faculty and staff.
Action Plan:
1. A task force comprised of the Interim Dean of the School of Nursing and nursing faculty
are developing a proposal to increase compensation for nursing faculty and nursing staff
based on differential salary.
2. The college faculty are recommending to the Linfield College Board of Trustees the
adoption in May 2013 of the AAUP IIB cohort as the relevant comparison group for
monitoring faculty compensation, and that a benchmark target goal be adopted in
November 2013.
Goal, 3C. Address the need for a non-tenure-track faculty position in addition to the tenure-track
faculty position at Linfield College.
Action Plan:
1. The Nursing Faculty Assembly has submitted a proposal to the college Faculty Executive
Council to consider developing a non-tenure-track faculty
position.
2. A task force, comprised of the Associate Dean of Nursing for Faculty and Program
Development and faculty, is exploring the implementation of a non-tenure-track faculty
position in the school of nursing.
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Other Resources
Goal, 3D. Develop a feasibility plan for the integration of additional technology for student
learning, and evaluate the effectiveness of current technology applications.
Action Plan:
1. Continue implementation of the electronic health record (Neehr Perfect) in clinical
courses, and explore additional technology applications such as e-book, PDA and related
support devices.
2. Evaluate the effectiveness of the electronic health record (Neehr Perfect)
in Spring 2014.
3. Explore sustained long-term funding for purchasing technology equipment as well as for
faculty development in technology applications.
Goal, 3E. Develop a plan based on an analysis of current and future curriculum needs with
regard to simulation and additional experiential learning opportunities.
Action Plan:
1. The Experiential Learning Center Director is developing a planning document to describe
current and future curriculum needs regarding high fidelity simulation. The document
will be complete in July 2013.
2. Expand the high fidelity simulation laboratory to include an additional “theater” which
would accommodate both in-patient and community-based learning scenarios.
3. Collaborate with the College Institutional Advancement Office in seeking funding of an
additional high fidelity simulation theater and necessary equipment.
4. Work with the College Facilities Task Force (which has Portland Campus representation
including a nursing faculty member) to identify potential space for an additional high
fidelity simulation theater.
5. Negotiate necessary staffing for an additional high fidelity simulation laboratory with the
Vice President for Academic Affairs/Dean of Faculty.
Goal, 3F. Evaluate the effectiveness of academic support services in meeting student learning
needs.
Action Plan:
1. Establish a task force, comprised of the Associate Dean of Nursing for Instructional
Programs and faculty, to collaborate with college academic support personnel in order to
improve services to students.
2. Explore the possibility of developing writing skills resources.
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Goal, 3G. Improve navigation and presentation of content on the Portland campus and school of
nursing Website.
Action Plan:
1. A task force comprised of the Associate Dean of Nursing for Faculty and
Program Development, the Director of Portland Campus Operations, the Linfield
College Webmaster, and other concerned faculty and administrators assessed the quality
of the Website, and plan to improve navigation and presentation of content on the
Portland campus and school of nursing Website during Summer 2013.
2. The Portland campus and school of nursing Website will be evaluated on an ongoing
basis with regard to navigation and presentation of content, and necessary revisions will
be made.
Goal, 3H. Based on assessment data, work collaboratively with the Director of Portland Campus
Operations to develop a comprehensive facility plan that provides a safe environment and
supports the learning needs of students and faculty.
Action Plan:
1. A grant of $25,000 from the Ann and Bill Swindells Charitable Trust is helping to
support the renovation to convert the science laboratory into a low-mid fidelity
simulation laboratory. Additional funding is being sought. Work on this project is
scheduled to begin in Summer 2013.
2. The Director of Portland Campus Operations is exploring the possibility of installing
cameras and electronic door card readers at entrance ways to enhance security.
3. Pursue opportunities for grants to provide revenue for needed resources.
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Chapter IX: Nursing Faculty Policies And Procedures
Faculty Manual
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2013-2014 Edition
Faculty Documentation And Record Keeping
Approved: 04/03/06; Revised: 01/28/12
Anecdotal Notes and Other Documentation
Faculty members may keep personal anecdotal notes in their own files. These notes are
personal, but may be subpoenaed in a legal case. Faculty must document illegal, unsafe,
unprofessional, unethical behavior or failure to meet course outcomes (e.g. professionalism,
nursing care, safety) and must notify the student. Faculty will provide documentation of specific
incident and date of behavior.
Each final clinical performance evaluation form should have student’s and faculty member’s
signatures and the date of signatures.
Sharing Information with Others
Individuals may verbally share information about students with faculty members, the Dean of
Nursing, the student’s academic advisor, the Assistant Dean of Students/Director of Student Life
or the Director of Learning Support Services as appropriate without notification of the student.
Written documents (other than those already included in the student’s file) cannot be shared
among individuals unless the student is notified. Use “c.” at the end of a letter or CC e-mail if
the document is being sent to more than the addressee.
Clinical Evaluation Forms
Faculty members are expected to review their respective course clinical performance evaluation
forms on a regular basis to determine if they appropriately measure and evaluate course
outcomes. The following statement should be included on the bottom of the summary page of
each student’s final clinical performance evaluation form: “Clinical evaluations will be filed for
six years after graduation, at which time they will no longer be stored. The nursing faculty
recommends that students keep a copy of all clinical evaluations in their individual professional
file.”
Procedure:
The Dean of Nursing and administrative staff will be responsible for assuring faculty compliance
with timely evaluations through the following process:
Integrated Experiential Learning Coordinators will confirm a student clinical
•
performance evaluation by clinical faculty as well as a student self-evaluation has been
completed on each student.
•
Completed evaluations for the students will be submitted to the Clinical Facilities and
Project Coordinator for electronic filing.
•
The Integrated Experiential Learning Coordinators will contact faculty regarding any
missing evaluations.
•
Integrated Experiential Learning Coordinators and clinical instructors should inform all
students that the final clinical performance evaluation forms will be kept on file for six
years after graduation, at which time they will no longer be stored.
•
The student will receive a copy of any document placed in his/her permanent file.
•
The student can write a “rebuttal letter” that can be included in his/her file.
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Application And Admission Procedure For Students Desiring To Transfer
From Other Nursing Programs
Approved: 08/11/11
Any applicant who was enrolled in an accredited* baccalaureate in nursing degree program
within the past two years may apply for admission to the Linfield-Good Samaritan School of
Nursing at any time, provided they submit the regular application, all regular supplementary
materials, course syllabi of all completed nursing courses, and provide a letter from the
dean/director of the previous school stating the student was in good standing.**
Application will be made through the College Assistant Director of Admissions, Office of
Enrollment Services, who will be responsible for collecting all application materials for review.
Enrollment Services will screen the application to determine if all basic requirements are met,
such as minimum grade point average requirement, prerequisite courses and preliminary review
of the letter of good standing from the dean/director of the previous program.
If basic requirements are met and the applicant left the previous program in good standing, the
application file will be forwarded to the School of Nursing Admissions, Progressions, Honors,
and Graduation Committee, including the Dean of Nursing, for review, assessment of previous
nursing courses, determination of admission and recommendation for placement in the nursing
program. For example, what courses need to be taken at Linfield College to complete the BSN
degree and any limitations or adjustments regarding progression as determined to be appropriate.
If admitted, it will be on a “resource available” basis, as determined by the Dean of Nursing.
The School of Nursing Admissions, Progressions, Honors, and Graduation Committee may make
recommendations regarding the placement vis-à-vis current students, who may be requesting
changes to their curriculum plan, but the final decision on resource availability will rest with the
Dean of Nursing in consultation with the Integrated Experiential Learning Coordinators.
*Accredited Nursing Program
A program meeting the standards of an institutional accrediting agency (regional or national)
recognized by the U. S. Secretary of Education such as, National League for Nursing (NLN) or
Commission on Collegiate Nursing Education (CCNE).
**In Good Standing
A student is “in good standing,” when he or she is allowed by the institution and program to
continue enrollment in the nursing program of study at the college or university.
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Academic Integrity
Policies concerning academic integrity are described in the Linfield-Good Samaritan School of
Nursing Student Manual, the Linfield College Student Handbook and the Linfield College
Course Catalog.
The following statement on academic integrity is included in nursing course syllabi:
“I adhere to the college policy on academic integrity, as published in the Linfield College
Course Catalog. Please refer to that document if you are unclear regarding the
expectations.”
Procedure For Violation Of Academic Integrity
Students responsible for violating academic integrity are subject to disciplinary action.
Instructors shall have discretion as to what penalty to impose regarding the course grade.
Instructors are required, when discovering a case of academic integrity violation, to inform the
Dean of Nursing, Assistant Dean of Students/Director of Student Life, as well as the student, in
writing of the incident within 10 days of the discovery of the offense. The written notification
must include a description of the offense, the course consequences for violation of academic
integrity and the penalty given in the specific case. The written document detailing the incident
will be placed in the student’s permanent file in the Records Office. It is also recommended that
faculty issue an academic alert for any violation of the academic integrity policy. The Assistant
Dean of Students/Director of Student Life has the discretion to refer a first time offender to the
Linfield College Judicial Council. All cases involving more than one offense by the same
student are automatically referred to the Judicial Council. This decision on referral will be
communicated in writing to the student and the instructor(s) who has (have) a legitimate
educational interest. The Judicial Council may impose College-level penalties upon the
offending students. The School of Nursing Admissions, Progressions, Honors, and Graduation
Committee will decide whether or not continuation in the nursing major will be permitted.
Proper due process shall be in force for all academic integrity violation proceedings, as outlined
in the Policies and Procedures of the College Judicial Council. Further detail is available in the
Linfield College Student Handbook and the Linfield College Course Catalog.
Academic Integrity Violation Appeal
Students wishing to appeal grades given, based on violation of academic integrity, must appeal
directly to the Linfield College Judicial Council. Students should consult with their academic
advisor for assistance with the appeal process (see Appendix C-1-i).
Proper due process shall be in force for all academic integrity violation proceedings, as outlined
in the Policies and Procedures of the College Judicial Council (see, the Linfield College Student
Handbook and the Linfield College Course Catalog).
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Course Failure
The Admissions, Progressions, Honors, and Graduation Committee will review a student for
continuation and progression in the nursing major if he/she receives a grade of C- or below in a
required nursing course.
A student, who receives a grade of C- or below in a required nursing course, must meet with
his/her academic advisor and submit a petition to the Admissions, Progressions, Honors, and
Graduation Committee within seven work days after the last scheduled final exam of the term.

The petition form is available in the Registration and Records office. The student and
his/her academic advisor collaborate in completing the form, and the student submits the
signed petition to the Registration and Records office.

The student petition to retake the course must include a description of the reason for the
low grade, a plan for future success, and a proposed new curriculum plan.

The faculty teaching the course that the student failed must submit a letter to the
Admissions, Progressions, Honors, and Graduation Committee describing why the
student did not pass the course, and stating a recommendation to allow or not allow the
student to repeat the failed course. If recommending a repeat of the failed course, the
faculty teaching the course can include recommendations that might assist the student to
be academically successful (e.g., remedial work or counseling). A copy of the letter is
sent to the Dean of Nursing, the committee chairperson, the student and his/her academic
advisor, and the student’s file in the Registrar’s office. The committee may solicit and
review additional information from faculty, the student’s academic advisor, and the
student concerning the student’s performance and suitability for nursing.

The committee will review the petition and any additional information, and recommend
approval or denial of the petition to the Dean of Nursing.

If the petition is approved, the student will be required to meet with the Director of
Learning Support Services for assistance with study skills and test taking skills.
Additional requirements may also be mandated (e.g., counseling).

If the petition is approved, the student may retake the course during the next regularly
scheduled time in Fall or Spring semester, provided space is available in the course. The
entire course, not just a portion of the course, must be repeated. A student, who has
failed a nursing course, will not be allowed to enroll in the course in Summer term.

If the petition is denied, the student is given a summary of the findings of the committee.
The student will be able to review written materials used in making the decision and
rebut in writing, within one month after the decision, if wishing to do so.
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
The committee will review the new information, and make a recommendation of
acceptance or denial to the Dean of Nursing.
Progression Appeal
Students wishing to appeal a progression decision made by the Admissions, Progressions,
Honors, and Graduation Committee should consult with their academic advisor, and submit a
petition to the Dean of Nursing. If the matter is still not resolved, students may appeal to the Vice
President for Academic Affairs/Dean of Faculty (see Appendix C-1-ii).
Academic Grievance Procedure
Academic grievances concerning teaching and learning should be settled as close to the level of
student-faculty contact as possible. If students believe they have been treated arbitrarily or
capriciously by an instructor in a grade assigned or other ways, they should first talk to the
instructor, and consult with their academic advisor for assistance. The academic grievance
procedure is explained in Appendices C-1-iii and C-1-iv.
Statement On Student Behavior
Approved: 05/08/95
Every faculty member and student has the right to conditions favorable to teaching and learning
both in and out of the classroom. To foster and maintain such conditions, students have the
responsibility to conduct themselves, individually and in groups, in a manner that promotes an
atmosphere conducive to teaching, studying, and learning. Students are expected to uphold
academic and personal integrity, to respect the rights of others, and to refrain from disruptive,
threatening, intimating, or harassing behavior, or behavior that is harmful to themselves, other
persons, or property. Faculty has the right and responsibility to foster an environment conducive
to teaching and learning. Should this be threatened by student behavior, faculty are authorized
and encouraged to initiate the following steps:
1.
2.
3.
4.
Meet privately with the student to describe the unwanted behavior, explain why it is
inappropriate, and specify expectations for future student behavior.
Request and initiate a formal meeting with the student, the student’s academic advisor,
and the Assistant Dean of Students/Director of Student Life.
Request through the Assistant Dean of Students/Director of Student Life, that the student
be withdrawn from the class.
Initiate other disciplinary action, in coordination with the Assistant Dean of
Students/Director of Student Life, by means of the appropriate judicial process.
The above faculty action steps may be taken in order or initiated at any level. It is important for
faculty to notify students of the potential consequences of disruptive behavior. Consequences
may include: progressive faculty action steps, student referral to counseling, and formal behavior
contracting. Faculty are encouraged to resolve disruptive student behavior issues at the earliest
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step possible. (For purposes of this policy, “faculty” are defined as “any instructional personnel
employed by the college.”)
Further detail is available in the Linfield College Course Catalog. The Linfield College Policy
Handbook and Portland Student Handbook contain the Policy on Alcohol and Other Drug Use,
Sexual Assault Policy and Procedures, and Harassment Policy and is available at:
http://www.linfield.edu/assets/files/policy/linpolicy.pdf. The Student Weapons Policy is
available at http://www.linfield.edu/assets/files/policy/student-weapon-pol.pdf.
Incivility In Nursing Education
Uncivil encounters involving students and faculty can have a negative effect on the educational
community, adversely affecting students and faculty. Faculty can experience decreased work
satisfaction and morale due to lowered self-esteem, loss of confidence in teaching abilities,
emotional stress, and significant time expenditure on meetings and documentation. Students
may experience depression, physical symptoms of stress, and powerlessness. This can lead to
disengagement, diminished trust in leadership, and decreased learning (Luparell, 2007; Luparell,
2008).
When faculty members are the target of student incivility, the precipitating event is often related
to student performance. It is important that faculty provide students with constructive feedback
to optimize students’ learning outcomes. However, unexpected uncivil encounters may still
occur. Students may be the target of incivility from faculty members and fellow students.
Clinical agency staff might also direct uncivil behavior toward students at an assigned clinical
site (Luparell, 2004; Luparell, 2011).
Examples of uncivil student behaviors include:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Cheating on examinations or assignments
Using cell phones during class or clinical meetings
Holding conversations in class or clinical that distract faculty, clinical agency staff or
fellow students
Making sarcastic remarks or gestures
Sleeping in class or clinical
Using a computer during class or clinical for purposes not related to the class or clinical
Demanding make-up examinations, extensions or other favors
Making disapproving groans
Dominating class discussions
Refusing to answer direct questions
Not paying attention in class or clinical
Arriving late or leaving early for class or clinical without reasonable cause or instructor
notification
Acting bored or apathetic
Cutting class or clinical without reasonable cause or instructor notification
Being unprepared for class or clinical
Yelling at instructor or clinical agency staff
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17.
18.
19.
20.
21.
22.
23.
24.
Nonverbal gesturing communicating hostility or aggression
Arguing belligerently regarding grading or teaching methods
Angry, aggressive confrontation using verbal, nonverbal or written means
Pushing or throwing items at a faculty member, clinical agency staff or fellow student
Vandalizing another student’s personal belongings
Threatening or harassing faculty, clinical agency staff or other students
Challenging faculty or clinical agency staff knowledge or credibility
Intimidating or pressuring faculty to change a decision by involving or threatening to
involve a spouse, parent, administrator, or lawyer
(Clark and Springer, 2007.)
According to The Essentials of Baccalaureate Education for Professional Nursing Practice
(AACN, 2008, page 9), “The professional nurse requires the development and demonstration of
an appropriate set of values and ethical framework for practice.” Incivility is a violation of the
ANA Code of Ethics for Nurses that stresses the importance of nurses, in all professional
relationships, respecting the dignity and worth of people. Therefore, it is important for faculty
and students to engage in civil behavior and to respond appropriately to uncivil behavior
personally experienced or observed.
If a faculty member or student has been the victim of uncivil behavior, it is important not to
escalate the problem. The perpetrator should be approached to discuss the situation at a private
meeting and attempt to clarify any misunderstanding. It is important to remain calm and discuss
the situation in a rational, professional manner. Faculty should assist students, who have
engaged in uncivil behavior, to communicate more appropriately and deal more effectively with
conflict (Luparell, 2008).
If uncivil behavior continues after an intervention, the appropriate School of Nursing/ College
reporting procedure should be followed.
References
Clark, C, and Springer, P. (2007). Incivility in nursing education: A descriptive study of
definitions and prevalence. Journal of Nursing Education, 46 (1), 7-14.
Luparell, S. (2004). Faculty encounters with uncivil nursing students: An overview. Journal of
Professional Nursing, 20 (1), 59-67.
Luparell, S. (2008). Incivility in nursing education: Let’s put an end to it. NSNA Imprint, 42-46.
Luparell, S. (2011). Incivility in nursing: The connection between academia and clinical settings.
Critical Care Nurse, 31 (2), 92-95.
Luparell, S. (2007). The effects of student incivility on nursing faculty. Journal of Nursing
Education, 46 (1), 15-19.
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Accommodating Students With Disabilities
AACN Guidelines for Accommodating Students with Disabilities in Schools of Nursing
The Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 are federal
statutes that guarantee protections to individuals with disabilities. Section 504 of the
Rehabilitation Act provides protection to individuals with disabilities in eight areas of service
provided by colleges and universities that receive federal financial assistance: employment,
admission and recruitment, student programs, academics, housing, financial assistance,
nonacademic services, and health and social services. The Americans with Disabilities Act
ensures that many of the requirements set forth in Section 504 of the Rehabilitation Act and its
implementing regulations are required in both public and private sectors. The general purposes
of the Americans with Disabilities Act are to eliminate discriminatory practices against disabled
individuals and to provide clear standards that are enforceable against such discriminatory
processes. The Americans with Disabilities Act of 1990, coupled with Section 504 of the
Rehabilitation Act of 1973 and the Civil Rights Regulation Act of 1987, provide legal resources
for disabled individuals to seek amends for inequities in employment, transportation and other
aspects of everyday life. Case law and judicial rulings center on the main premise that "public
entities are prohibited from denying a qualified individual with a disability the opportunity to
participate in or benefit from any service, or to limit a qualified individual with a disability in the
enjoyment of any right or privilege" (NCSBN, 1999, p. 101). (See, Appendix R-1 for a complete
version of these guidelines.)
Linfield-Good Samaritan School of Nursing Policies Concerning Students with Disabilities
An Essential Functions Document describing activities prospective students must be able to
perform and/or develop, in order to succeed in Linfield-Good Samaritan School of Nursing is
available in the Linfield-Good Samaritan School of Nursing Student Manual.
Student polices concerning promotion and retention, as well as, the appeal process are available
in the Linfield-Good Samaritan School of Nursing Student Manual. These policies do not differ
for students with disabilities.
Linfield College Policies Concerning Students with Disabilities
The Linfield College Policy Statement and Guidelines Regarding Services for Students with
Disabilities is available in the Linfield College Policy Handbook at: http://www.linfield.edu/
assets/files/policy/linpolicy.pdf.
The following procedure for requesting accommodation is included in nursing course syllabi:
“Students with disabilities are protected by the Americans with Disabilities Act and Section 504
of the Rehabilitation Act. If you are a student with a disability and feel you may require
academic accommodations contact the Director of Learning Support Services, within the first
two weeks of the semester to request accommodations. Learning Support Services is located in
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Loveridge Hall, 24, (503-413-8219). We also recommend students communicate with their
faculty about their accommodations and any special needs an instructor should be aware of.”
Testing Accommodations For Students In Special Circumstances
Faculty or students may initiate an application for testing accommodation with the Director of
Learning Support Services (see Appendix S-1 for the Application for Learning Support Services
Courtesy Testing Accommodations). This accommodation is made for special circumstances
(e.g., rescheduling an exam due to illness; a personal crisis such as a death in the family); and
must be approved both by faculty and the Director of Learning Support Services.
Faculty Member/Student Ratio Policy
Approved: 05/01/06; Last Revised: 07/10/13
Classroom
The faculty member/student ratio in classrooms is approximately 1:24 to 1:40. The faculty
member/student ratio for online courses in the RN-BSN program is approximately 1:24. These
ratios are appropriate for effectiveness of teaching in achieving course outcomes.
Each semester has an assigned Semester Coordinator who ensures integration of theory and
experiential learning. Course Leads in the RN-BSN program coordinate the content of an
assigned theory course with faculty teaching different sections of the course.
Clinical
Integrated experiential learning courses have an assigned Integrated Experiential Learning
Coordinator.
Factors considered in determining the faculty member/student clinical ratio are:

Course outcomes to be achieved

Preparation and expertise of faculty members

Use of clinical teaching associates (preceptors)

Level of students

Number, type and condition of clients

Number, type and location of practice sites

Adequacy of the ratio for nurse faculty to assess students’ capability to function safely
within the practice situation, select and guide student experience, and evaluate student
performance.
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The faculty member/student clinical ratio for generic students is a maximum of 1:8 in all
required nursing courses. Faculty may not be assigned to teach more than eight generic students
having experience in one or more practice sites at any given time. The faculty member/student
clinical ratio for RN-BSN students is approximately 1:24 in NURS 475 Integrated Experiential
Learning IV, which uses a preceptorship model of clinical instruction. Use of clinical teaching
associates (preceptors) does not influence faculty member/student clinical ratios for generic BSN
students. The clinical teaching associate (preceptor)/student clinical ratio is usually 1:1 but
occasionally 1:2. The faculty member/student clinical ratio is effective in achieving course, level
and program outcomes; maintaining client and student safety; enhancing instructional delivery;
and evaluating student clinical performance.
High Fidelity Simulation Clinical Hours Policy
Approved: 11/05/10
High fidelity simulation is a concentrated learning experience that increases in complexity, skill
and expectations as students progress through the curriculum. As a consequence, every one hour
of high fidelity simulation (including pre- and post-briefing) is equal to three hours of clinical.
Policy For Preparation In Online Teaching
Effective: Fall 2012; Approved: 01/16/12





Full-time nursing faculty teaching in the RN-BSN program and the Associate Dean of
Nursing for Faculty and Program Development must complete a certificate program in
online education or a comparable university course approved by the Dean of Nursing and
the Associate Dean of Nursing for Faculty and Program Development.
Prior to teaching their first online nursing course in the RN-BSN program, Nurse
Educator Associates (Adjunct Faculty) are required to participate in an RN-BSN Distance
Education Program online orientation.
Full-time nursing faculty, administrators and Nurse Educator Associates (Adjunct
Faculty) teaching online nursing courses must either have had experience teaching online
courses or receive mentoring from another full-time nursing faculty member or
administrator with such experience.
The Associate Dean of Nursing for Faculty and Program Development will monitor the
work of Nurse Educator Associates (Adjunct Faculty) teaching their first online course in
the RN-BSN program.
The process for evaluating theory and clinical instruction is the same for the BSN generic
program and the RN-BSN distance education program. Evaluation data is used for
constructing professional development plans to improve online teaching effectiveness
and in making rehire decisions.
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Linfield-Good Samaritan School Of Nursing Online Course Expectations
Approved: 05/19/11; Revised: 01/16/12











Students are expected to read the course syllabus, assignment expectations, course
calendar, announcements, and all other course materials at the beginning of the course
and periodically, throughout the term.
Every member of the online learning community will have different views, opinions, and
experiences that come up from the topics that are discussed. It is expected that the
learning experience will be enhanced if students and faculty respond to each other
respectfully, politely, and with professionalism at all times.
The online course room is a safe, confidential learning environment, where clinical
situations and scenarios are discussed for the purposes of collaborative learning.
Students are expected to log-in to the course a minimum of 3-4 times per week* to check
for announcements, e-mails, new discussion responses, and returned assignments.
*On-campus and hybrid courses may have different expectations for log-in requirements
than courses that are conducted completely online, please check the course syllabus for
expectations.
In addition to course room e-mail, it is expected that students check their Linfield e-mail
site on a regular basis. General program announcements, Linfield College
announcements, as well as specific, critical information from faculty and staff may be
communicated in this way.
Faculty members do their best to respond to e-mails and questions within 24-48 hours. It
is important to check with each instructor to understand their preferences for
communication and their timeline for responses.
Students may notice similarities in the way that online education is delivered across the
curriculum; however, it is important to know that faculty instructors will have a variety of
teaching styles and preferences.
Each course is designed with its own set of course outcomes or goals for learning. The
teaching and learning strategies that are utilized to meet these outcomes will vary from
course to course. Examples include: collaborative discussions, group projects, individual
research and writing assignments, online quizzes, case studies, web-based learning,
community activities, service learning, clinical preceptor activities, and more.
The knowledge and skills that students can expect to gain in one course will provide a
foundation for subsequent courses. The learning that occurs across the curriculum builds
from simple to more complex.
There are a variety of resources available in the course room to support student learning,
such as library class pages, librarian contact and support information, writing tips and
resources for formatting using the Publication Manual of the American Psychological
Association (APA), web links, blackboard support, NW eTutoring Consortium of
Colleges that provides academic tutors in a wide-range of subjects including writing, and
Linfield College Learning Support Services for assignment assistance.
In online courses, student identification is confirmed through their CatNet ID and secured
password. Plagiarism can be checked using the Website: http://www.turnitin.com/.
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Linfield-Good Samaritan School Of Nursing Best Practices For Educators
Teaching In Fully Online Courses
Approved 04/01/13
Prior to the First Day of Class:


Review the course syllabus, outcomes, content, calendar, and assessments
Review the class roster and work with the Course Faculty to get oriented to the course
Creating a Positive Online Learning Community:
Palloff and Pratt (2007) suggest the essential elements of successful distance learning include
honesty, respect, responsiveness, relevance, openness, and empowerment.





Post a personal/professional faculty biography in the Information link
Create an introductory forum to break the ice and have everyone introduce themselves
Create a discussion forum designated for student questions/faculty responses
Create a chat forum where students can discuss things other than the course, socialize,
and develop a supportive community
Post a welcome announcement that conveys support and excitement about their
participation in the course. A welcome should include:
 Some general feedback and support for student experiences in online learning and
for their progress in the curriculum
 Specific instructions for how to get started in class
 Instructions for where to locate resources and support
 Contact information for faculty and your routine for responding to questions,
course messages, and e-mails (explain the differences and your preferences)
 Expectations for communication or netiquette
 Invite early participation, interaction, and questions at the start of class
Facilitation of Learning and Course Interaction:
Continual faculty engagement in the online classroom creates conditions for a maximally
beneficial learning experience for students (Dereshiwsky, 2013).


Login to class at least 5 x week (respond to email, messages, questions in the discussion
within 24-48 hours)
Read all posts and moderate discussions. Suggestions for moderating discussions include:
 Look for openings – ask follow-up questions, ask for more information;
 Be neutral and nonjudgmental – avoid negative feedback in the discussion;
 Help build confidence in the discussion by creating a secure environment;
 Hold high expectations for students and encourage everyone’s participation;
 Help with frustration and intervene with support (Draves, 2007).
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
Actively engage in content discussion regularly to facilitate collaboration, advance
dialogue, encourage deep reflection, and challenge students to think critically.
 Make connections between course material and practice examples
 Focus on important concepts and course ideas; ask relevant questions
 Model thoughtful, well-written/constructed responses; utilize literature
 Present new information from emerging ideas and examples
 Rather than dominating a discussion, facilitation should reflect a presence in the
discussion
Consider multiple opportunities for interaction in the student-centered, collaborative classroom:
Student-Instructor Interaction (e-mail, discussion, question forum, feedback, journaling, etc.),
Student-Student Interaction (group work, chats, discussion, introduction, etc.), and StudentContent Interaction (discussion, written assignments, research, active learning activities, etc.).
Assessment, Grading, and Giving Feedback




On-going commitment to course outcomes, consistency across curriculum
Utilize grading rubrics for discussions and assignments
Provide meaningful, substantive feedback when grading discussions and assignments
Expectation for returning graded work to students (one week)
Constructive instructor feedback that is delivered in a positive, encouraging manner is essential
for students’ cognitive growth (Kimball & Jazzar, 2011).
Discussion




Focus on content, quality, and timely collaboration/engagement in the group process
More feedback individually when there is reduced faculty presence in discussion
Ensure discussions are supported by literature, practice examples, and experience
Expectations are higher as course progresses
Assignments



Include rubric with feedback (track changes or format that supports learning)
Feedback should be meaningful, substantive, reflective of understanding of content
APA format, writing skills (edit minimally, feedback should support growth)
Kimball and Jazzar (2011) recommend a sandwich approach to assignment grading which
encourages learners while providing an honest, open, and direct critique. Feedback includes a
positive comment about something the student did well and demonstrates genuine respect for the
student (top slice), a critical perspective/analysis that is served constructively and aligned with
the rubric related to content and writing style (middle slice), and a final expression of positive,
sincere support (bottom slice) (Kimball & Jazzar, 2011). The final slice invites the student to
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rethink the assignment and apply the learning to the next assignment/course. The goal of this
approach is to motivate the student to continue on their path of learning.
References
Dereshiwsky, M. (2013). Continual engagement: Fostering online discussions. River Falls,
Wisconsin: LERN Books.
Draves, W. (2007). Advanced teaching online (3rd ed.). River Falls, Wisconsin: LERN Books.
Kimball, D., & Jazzar, M. (2007). To increase learner achievement serve feedback sandwiches.
Faculty Focus. Retrieved from http://www.facultyfocus.com/articles/teaching-andlearning/to-increase-learner-achievement-serve-feedback-sandwiches/
Palloff, R., & Pratt, K. (2007). Building online learning communities: Effective strategies for the
virtual classroom. San Francisco, CA: Jossey-Bass.
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Nursing Clinical Course Syllabus Format
Approved: 09/09/02; Last Revised: 06/13
Linfield College
Linfield-Good Samaritan School of Nursing
Semester Year (i.e. Fall 2013)
Course Title:
NURS XXX Title of Course
Credits:
X credit hours
Faculty:
List all faculty in this section. Include the Integrated Experiential Learning Coordinator,
Semester Coordinator, and Clinical Faculty.
Name & credentials
Title
Office location, phone number
Office hours
Email address
Course Description:
Official course description from the Linfield College Course Catalog.
Clinical Hours:
Note the breakdown of clinical hours (e.g., direct clinical experience, indirect clinical
experience, low-mid fidelity simulation, high fidelity simulation, praxis, examinations)
Course Outcomes:
List the course outcomes
Pedagogical Approach:
Level and kind of student participation, teaching methods
Required Texts:
List the required textbooks and other supporting materials (which may include supplies).
Grading Criteria:
This grading formula phrase must be used:
“In order to pass NURS XXX, all course outcomes must be met as evaluated by…”
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Grading Scale
A
= 93-100
A- = 90-92
B+ = 87-89
B
= 83-86
B- = 80-82
C+ = 77-79
C
= 73-76
Unacceptable Grades:
C= 70-72
D+ = 67-69
D
= 60-66
F
= 0-59
(Note: Linfield College does not accept grades of A+, D-, F+, or F-)
Linfield College Mission Statement
Linfield College advances a vision of learning, life, and community that:
promotes intellectual challenge and creativity,
values both theoretical and practical knowledge
engages thoughtful dialogue in a climate of mutual respect,
honors the rich texture of diverse cultures and varied ways of understanding,
piques curiosity for a lifetime of inquiry, and
inspires the courage to live by moral and spiritual principle and to defend freedom of
conscience.
Linfield-Good Samaritan School of Nursing Vision and Mission
Vision:
Linfield-Good Samaritan School of Nursing educates professional nurses for health stewardship
of the complex global society.
Mission:
The mission of Linfield-Good Samaritan School of Nursing is to create an inclusive community
of learning grounded in the liberal arts values of social justice and life-long learning. The
program prepares caring nurses who are committed to the profession and responsive to the needs
of the global community in an ever-changing healthcare environment. Evidence based practice
and research guide student learning within a culture that promotes professional excellence and
scholarship.
Policies
Disability Statement:
Students with disabilities are protected by the Americans with Disabilities Act and Section 504
of the Rehabilitation Act. If you are a student with a disability and feel you may require
academic accommodations contact Cheri White, Program Director of Learning Support Services
(LSS), as early as possible to request accommodation for your disability. The timeliness of your
request will allow LSS to promptly arrange the details of your support. LSS is located in
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Loveridge Hall, Room 24, and (503-413-8219). We also encourage students to communicate
with faculty about their accommodations.
Flu Policy:
Regarding possible outbreaks of flu, the CDC has specifically recommended: “Those with flulike illness should stay away from classes and limit interactions with other people (called “selfisolation”), except to seek medical care, for at least 24 hours after they no longer have a fever, or
signs of a fever, without the use of fever-reducing medicines. Some people with influenza will
not have fever; therefore, absence of fever does not mean absence of infection. They should stay
away from others during this time period even if they are taking antiviral drugs for treatment of
the flu.” If you should need to stay home to care for yourself or a loved one, contact your faculty
as soon as possible. You can stay current with assignments and requirements via email or the
internet.
Academic Integrity:
I adhere to the college policy on academic integrity, as published in the Linfield College Course
Catalog. Please refer to that document if you are unclear regarding the expectations.
Optional:
You may include the entire academic integrity policy:
All students must adhere to the college policy on academic integrity, as published in the Linfield
College Course Catalog and included in its entirety here.
Linfield College operates under the assumption that all students are honest and ethical in the way
they conduct their personal and scholastic lives. Academic work is evaluated on the assumption
that the work presented is the student’s own, unless designated otherwise. Anything less is
unacceptable and is considered a violation of academic integrity. Furthermore, a breach of
academic integrity will have concrete consequences that may include failing a particular course
or even dismissal from the college.
Violations of academic integrity include but are not limited to the following:
Cheating: This includes using or attempting to use unauthorized materials, information, or study
aids in any academic work submitted for credit.
Plagiarism: Submission of academic work for credit that includes material copied or
paraphrased from published or unpublished works without documentation.
Fabrication: Deliberate falsification or invention of any information or citation in academic
work.
Facilitating academic dishonesty: Knowingly helping or attempting to help another to violate the
College’s policy on academic dishonesty.
Faculty recognizes their responsibility to help students understand academic integrity and how to
conduct themselves with integrity in the classroom. To this end, faculty shall include a clear
academic integrity policy within their syllabus.
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In dealing with breaches of academic integrity, the instructor shall have discretion as to what
penalty to impose regarding the course grade. Within ten days of the discovery of an offense, the
instructor must submit in writing a description of the offense to both the student and the
Assistant Dean of Students/Director of Student Life. This description should include the course
consequences for violations of academic integrity and the penalty given in the specific case. In
addition, it is recommended that faculty issue an academic alert for any violation of the academic
integrity policy.
The Assistant Dean of Students/Director of Student Life will maintain a confidential list of
students who are reported for violations of academic integrity in order to track repeat offenses.
The Assistant Dean of Students/Director of Student Life will have discretion to refer a first time
offender to the College Conduct Board; however, any subsequent violations by the same student
will automatically be referred to the Conduct Board. This decision on referral will be
communicated in writing to the student and the instructor(s) who has (have) a legitimate
educational interest.
The Conduct Board may impose college-level penalties upon the offending student. Fundamental
fairness shall be in force for all academic integrity proceedings, as outlined in the Policies and
Procedures of the College Conduct Board (see the current Student Handbook).
HESI Exams: (to be included in all required nursing course syllabi in the BSN generic
program)
Nursing faculty have selected the Health Educations Systems, Inc. (HESI) exams to assess
student learning and preparedness for the National Council Licensure Examination-Registered
Nurse (NCLEX-RN). Students will take computerized HESI tests each semester, including a
comprehensive HESI exit exam and the HESI CAT in the last semester. It is the responsibility of
students who do not achieve HESI benchmarks to actively develop and implement improvement
plans in collaboration with faculty and academic advisors.
Course Policies:
Late assignments
Format of assigned papers (use current APA Publication Manual)
Other
Optional statement related to use of technology:
“Using technology to copy exams, email exam answers, share/receive any answers with peers.
Any use of technology to submit work that is not the student’s original work (without
appropriate citation) will be considered a violation of academic integrity.”
Course Schedule:
Often formatted as a grid, should include topics and time spent on each topic, reading
assignments, exam dates, etc.
Description of Assignments:
Use the following template for each assignment, including blackboard discussions, that counts
for part of the course grade.
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Title of Assignment
Purpose: (state in one or two sentences)
Course Outcomes: (write out course outcomes that the assignment addresses)
Description: (use as much detail as needed)
Evaluation Criteria: (rubric, point system, or etc.)
Clinical Simulation Testing:
In courses that test clinical skills using simulation, include a document indicating what
determines a passing grade.
Clinical Evaluation Forms:
The Faculty Evaluation of Student Clinical Performance in Courses and the Student SelfEvaluation of Clinical Performance in Courses should be included in the syllabus. The template
for these forms is in the Faculty Manual, Appendix J.
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Nursing Theory Course Syllabus Format
Approved: 09/09/02; Last Revised: 06/13
Linfield College
Linfield-Good Samaritan School of Nursing
Semester Year (i.e. Fall 2013)
Course Title:
NURS XXX Title of Course
Credits:
X credit hours
LC Designation:
(if applicable)
Faculty:
List all faculty in this section. Include:
Name & credentials
Title
Office location, phone number
Office hours
Email address
Course Description:
Official course description from the Linfield College Course Catalog.
Course Outcomes:
List the course outcomes
If the course has an Linfield Curriculum (LC) designation (at this time only NURS 320 in the
required nursing curriculum), the learning outcomes for that LC should be placed in this section.
Pedagogical Approach:
Level and kind of student participation, teaching methods
Required Texts:
List the required textbooks and other supporting materials (which may include supplies).
Grading Criteria:
This grading formula phrase must be used:
“In order to pass NURS XXX, all course outcomes must be met as evaluated by…”
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Grading Scale
A
= 93-100
A- = 90-92
B+ = 87-89
B
= 83-86
B- = 80-82
C+ = 77-79
C
= 73-76
Unacceptable Grades:
C= 70-72
D+ = 67-69
D
= 60-66
F
= 0-59
(Note: Linfield College does not accept grades of A+, D-, F+, or F-)
Linfield College Mission Statement
Linfield College advances a vision of learning, life, and community that:
promotes intellectual challenge and creativity,
values both theoretical and practical knowledge
engages thoughtful dialogue in a climate of mutual respect,
honors the rich texture of diverse cultures and varied ways of understanding,
piques curiosity for a lifetime of inquiry, and
inspires the courage to live by moral and spiritual principle and to defend freedom of
conscience.
Linfield-Good Samaritan School of Nursing Vision and Mission
Vision:
Linfield-Good Samaritan School of Nursing educates professional nurses for health stewardship
of the complex global society.
Mission:
The mission of Linfield-Good Samaritan School of Nursing is to create an inclusive community
of learning grounded in the liberal arts values of social justice and life-long learning. The
program prepares caring nurses who are committed to the profession and responsive to the needs
of the global community in an ever-changing healthcare environment. Evidence based practice
and research guide student learning within a culture that promotes professional excellence and
scholarship.
School of Nursing Theoretical Model for Community–Based Nursing Education:
(NURS 305 and NURS 309 required; optional for all others) (expand to the size you would like)
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Policies
Disability Statement:
Students with disabilities are protected by the Americans with Disabilities Act and Section 504
of the Rehabilitation Act. If you are a student with a disability and feel you may require
academic accommodations contact Cheri White, Program Director of Learning Support Services
(LSS), as early as possible to request accommodation for your disability. The timeliness of your
request will allow LSS to promptly arrange the details of your support. LSS is located in
Loveridge Hall, Room 24, (503-413-8219). We also encourage students to communicate with
faculty about their accommodations.
Flu Policy:
Regarding possible outbreaks of flu, the CDC has specifically recommended: “Those with flulike illness should stay away from classes and limit interactions with other people (called “selfisolation”), except to seek medical care, for at least 24 hours after they no longer have a fever, or
signs of a fever, without the use of fever-reducing medicines. Some people with influenza will
not have fever; therefore, absence of fever does not mean absence of infection. They should stay
away from others during this time period even if they are taking antiviral drugs for treatment of
the flu.” If you should need to stay home to care for yourself or a loved one, contact your faculty
as soon as possible. You can stay current with assignments and requirements via email or the
internet.
Academic Integrity:
I adhere to the college policy on academic integrity, as published in the Linfield College Course
Catalog. Please refer to that document if you are unclear regarding the expectations.
Optional:
You may include the entire academic integrity policy:
All students must adhere to the college policy on academic integrity, as published in the Linfield
College Course Catalog and included in its entirety here.
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Linfield College operates under the assumption that all students are honest and ethical in the way
they conduct their personal and scholastic lives. Academic work is evaluated on the assumption
that the work presented is the student’s own, unless designated otherwise. Anything less is
unacceptable and is considered a violation of academic integrity. Furthermore, a breach of
academic integrity will have concrete consequences that may include failing a particular course
or even dismissal from the college.
Violations of academic integrity include but are not limited to the following:
Cheating: This includes using or attempting to use unauthorized materials, information, or study
aids in any academic work submitted for credit.
Plagiarism: Submission of academic work for credit that includes material copied or
paraphrased from published or unpublished works without documentation.
Fabrication: Deliberate falsification or invention of any information or citation in academic
work.
Facilitating academic dishonesty: Knowingly helping or attempting to help another to violate the
College’s policy on academic dishonesty.
Faculty recognizes their responsibility to help students understand academic integrity and how to
conduct themselves with integrity in the classroom. To this end, faculty shall include a clear
academic integrity policy within their syllabus.
In dealing with breaches of academic integrity, the instructor shall have discretion as to what
penalty to impose regarding the course grade. Within ten days of the discovery of an offense, the
instructor must submit in writing a description of the offense to both the student and the
Assistant Dean of Students/Director of Student Life. This description should include the course
consequences for violations of academic integrity and the penalty given in the specific case. In
addition, it is recommended that faculty issue an academic alert for any violation of the academic
integrity policy.
The Assistant Dean of Students/Director of Student Life will maintain a confidential list of
students who are reported for violations of academic integrity in order to track repeat offenses.
The Assistant Dean of Students/Director of Student Life will have discretion to refer a first time
offender to the College Conduct Board; however, any subsequent violations by the same student
will automatically be referred to the Conduct Board. This decision on referral will be
communicated in writing to the student and the instructor(s) who has (have) a legitimate
educational interest.
The Conduct Board may impose college-level penalties upon the offending student. Fundamental
fairness shall be in force for all academic integrity proceedings, as outlined in the Policies and
Procedures of the College Conduct Board (see the current Student Handbook).
HESI Exams: (to be included in all required nursing course syllabi in the generic BSN
program)
Nursing faculty have selected the Health Educations Systems, Inc. (HESI) exams to assess
student learning and preparedness for the National Council Licensure Examination-Registered
Nurse (NCLEX-RN). Students will take computerized HESI tests each semester, including a
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comprehensive HESI exit exam and the HESI CAT in the last semester. It is the responsibility of
students who do not achieve HESI benchmarks to actively develop and implement improvement
plans in collaboration with faculty and academic advisors.
Course Policies:
Late assignments
Format of assigned papers (use current APA Publication Manual)
Other
Optional statement related to use of technology:
“Using technology to copy exams, email exam answers, share/receive any answers with peers.
Any use of technology to submit work that is not the student’s original work (without
appropriate citation) will be considered a violation of academic integrity.”
Linfield Curriculum Assessment Statement:
If the course has an LC designation, include the following: “If you want to earn a _____ (note
LC designation) for this course, you must complete the electronic submission of exemplar work
and supporting descriptions by the last day of finals week, as discussed in the Linfield College
Course Catalog.”
Course Schedule:
Often formatted as a grid, should include topics and time spent on each topic, reading
assignments, exam dates, etc.
Description of Assignments:
Use the following template for each assignment, including blackboard discussions, that counts
for part of the course grade.
Title of Assignment
Purpose: (state in one or two sentences)
Course Outcomes: (write out course outcomes that the assignment addresses)
Description: (use as much detail as needed)
Evaluation Criteria: (rubric, point system, or etc.)
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Linfield Curriculum (LC) Assessment And Syllabi
Nursing courses carrying a Linfield Curriculum (LC) designation must contain the appropriate
learning outcomes for that designation (see, Appendix O-6), and indicate how students will meet
those learning outcomes in the course. Using the service of TaskStream, students are expected to
submit electronic exemplars of their work demonstrating that they have met the relevant Linfield
Curriculum (LC) outcomes in the course for which they wish to earn Linfield Curriculum credit.
Rubrics for evaluating student’s exemplar submissions for Linfield Curriculum (LC) assessment
in the Natural World, Quantitative Reasoning, Vital Past and U.S. Pluralism areas are in
Appendices O-9, O-11, O-14, and O-18. The rubrics need not be used in a course with these
Linfield Curriculum designations, but are useful in understanding how student’s submissions will
be evaluated.
Integrative Learning Assessment
An integrative learning essay assignment is included in NURS 470 Leading and Managing in
Nursing (generic BSN program) and NURS 475 Integrated Experiential Learning IV (RN-BSN
program). The integrative essay will articulate the impact of learning in two or more Linfield
Curriculum (LCs) areas on nursing learning outcomes. The Linfield Curriculum includes the
areas of creative studies; global pluralism; individuals, systems, and societies; natural world;
quantitative reasoning; ultimate questions; U. S. pluralism; and vital past.
In a pilot program, a random sample of the integrative learning essays from different majors will
be reviewed annually by the College Curriculum Committee as an assessment of integration of
student learning outcomes.
Format Of Assigned Papers (APA Publication Manual)
Students should be informed in the nursing course syllabi that assignment papers are to be
written using the format described in the most current edition of the Publication Manual of the
American Psychological Association (APA Publication Manual).
Standardized Medication Administration Profile
Approved: Spring 2007
Clinical nursing courses must use the standardized medication administration profile (MAP)
form and directions that can be modified as needed. See, Appendix P-1 for the Medication
Administration Profile directions and form.
Pain Management Content In Curriculum
Pain management content in the nursing curriculum is included in NURS 305, 335, 355, 365, and
425 for a total of 10 hours. Specific content and class hours devoted to pain management is
noted in course syllabi and summarized in the Linfield-Good Samaritan School of Nursing
Student Manual, Appendix G-1.
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Grading Policy For All Required Nursing Courses In The Curriculum
(Approved 09/17/12)
Theory
Theory courses are graded using the scale that follows. To pass the courses, the student must
meet all course outcomes as evaluated by examinations and other methods of assessing learning
and achieve an overall course grade of at least 73 C.
Multiple choice examinations will comprise a minimum of 50% of the course grade for the
following courses:



NURS 305: Foundations of Community-based Nursing Practice
NURS 355: Nursing Care of Children, Adults, and Older Adults with Chronic Conditions
NURS 455: Nursing Care of Children, Adults, and Older Adults with Acute Conditions
To pass the above three courses, a minimum average of 73 C must be earned on examinations.
The students must also achieve an overall course grade of at least 73 C.
Grading Scale
A
93-100
Unacceptable Grades
A90-92
C70-72 (not passing)
B+
87-89
D+
67-69 (not passing)
B
83-86
D
60-66 (not passing)
B80-82
F
0-59 (not passing)
77-79
C+
C
73-76
(Note: The College does not accept grades of A+, D-, F+, or F-.)
Clinical (Integrated Experiential Learning Courses)
A student who demonstrates unsafe clinical practice, unethical behavior, unprofessional
behavior, or illegal behavior in the clinical setting will be removed from the clinical experience
and not passed in the Integrated Experiential Learning course.
Integrated Experiential Learning courses are graded using the above scale. To pass these courses,
the student must meet all course outcomes as evaluated by the student clinical performance
evaluation tool and other assignments (e.g., written assignments, group projects, examinations,
etc.). The clinical component (i.e., direct care or other learning activities occurring at clinical
agencies) is graded pass/no pass. Written clinical assignments may be given points that
contribute to the overall course grade. The student must pass the clinical component and achieve
at least a 73 C average on graded assignments to pass the course.
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Copyright Permission
Faculty must obtain copyright permission for articles used in reading packets and/or lab manuals.
If copyright permission is not obtained, such articles may be placed on reserve in the library but
not be included in packets/manuals.
Further information on reserving and copyright from the Linfield College Library website is at:
http://www.linfield.edu/linfield-libraries/copyright-policy.html#reserves.
Linfield College’s document concerning compliance with the Higher Education Opportunity Act
dealing with illegal uploading and downloading of copyrighted works through peer-to-peer file
sharing is available at: http://www.linfield.edu/it/heoa-compliance.html.
Incomplete Grade In Nursing Courses
An incomplete grade in a nursing course is given at the discretion of the instructor when the
quality of work is satisfactory, but the course requirements have not been completed for reasons
of health or other circumstances beyond the student’s control as determined by the instructor.
Each incomplete grade requires a contract to be filed by the instructor with the Office of
Enrollment Services. (See, the Linfield College Course Catalog for details.)
Students receiving an incomplete grade in prerequisite nursing courses must complete all
required coursework according to the following schedule. Nursing faculty must submit a change
of grade to the Office of Enrollment Services by the date noted in this schedule.
Semester/Term Incomplete
Grade Given in a
Prerequisite Nursing Course
Latest Date Incomplete
Prerequisite Nursing Course
Must be Completed
Latest Date Nursing Faculty
Must Submit Change of
Grade
Summer
Prior to Fall Semester classes
beginning
Prior to Fall Semester classes
beginning
Fall
Two weeks prior to the
beginning of Spring Semester
One week prior to the
beginning of Spring Semester
Spring
If student is registered for
required nursing course(s) in
Summer Term: Prior to
Summer Term beginning
If student is registered for
required nursing course(s) in
Summer Term: Prior to
Summer Term beginning
If student is not registered for
required nursing course(s) in
Summer Term: Two weeks
prior to the beginning of Fall
Semester
If student is not registered for
required nursing course(s) in
Summer Term: One week
prior to the beginning of Fall
Semester
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If a satisfactory passing grade is not submitted to the Office of Enrollment Services by the
deadlines noted above, the student will be administratively withdrawn from nursing courses
requiring the prerequisite course(s).
In nursing courses that are not prerequisite courses, the College policy concerning incompletes is
followed. The student may continue work on incompletes in these courses during the succeeding
semester. (See, Appendix T-1 for Incomplete Grade Contract.)
Student Handbook And Manual/Student Policies And Procedures
Links:
Linfield College 2013-2014 Portland Student Handbook
The Handbook is also available in the office of the Assistant Dean of Students/Director of
Student Life (Loveridge Hall 1st Floor).
2013-2014 Linfield-Good Samaritan School of Nursing Student Manual
Submitting Agenda Items For School Of Nursing Faculty Assembly Meetings
Agenda items should be submitted to the Administrative Assistant to the School of Nursing by
noon on the Wednesday prior to the School of Nursing Faculty Assembly meeting. Agenda
items for email discussion/vote can be submitted to the Dean of Nursing at any time.
Agenda items should include:
•
•
•
•
What committee/group is making the recommendation
A written motion including time of implementation
Rationale for the motion
Any other supporting documentation
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Format For School Of Nursing Minutes
The minutes of School of Nursing Faculty Assembly and committee/group meetings are to use
the following format.
Present: Names
Linfield-Good Samaritan School of Nursing
Title of Meeting
Date of Meeting
Topic
Description
Action
Meeting Adjourned: Time
Minute Recorder: Name
Next Meeting: Date, Time, Place
Documentation Protocol For Quality Improvement Committee Summary
Reports In School Of Nursing Faculty Assembly Minutes
Quality Improvement Committee summary data set reports are to be documented in the minutes
of School of Nursing Faculty Assembly minutes as follows:





Report key aspects of discussion, especially discussion about recommendations.
Report any motions as a result of the report or recommendations.
Report Quality Improvement Committee recommendations regarding the evaluation
methods used.
Note discussion and motions regarding the analysis and evaluation of methods.
Attach to minutes excerpts of analysis of instruments.
Guidelines For Submitting Information For The Annual Report
The Dean of Nursing submits an annual report to College administration at the close of each
academic year, summarizing committee activities and noting goals for the next academic year.
Committee chairpersons submit information for the annual report:
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



Admissions, Progressions, Honors, and Graduation Committee
Curriculum Committee
Faculty Development Committee
Quality Improvement Committee
Content to be included in these reports is as follows:





Membership in the committee
Number of meetings held during the academic year
Achievements during the academic year
Issues
Goals for the future
The reports are approximately two pages in length and due to Dean of Nursing by mid-June.
Desk Copies Of Textbooks
Approved: 04/30/12
The Integrated Experiential Learning Coordinator works with publishers to obtain desk copies of
books for their Nurse Educator Associates (Adjunct Faculty). Once the books arrive, the
Integrated Experiential Learning Coordinator delivers the books to the library. The books will
not appear in the library catalog, nor will they be stored in the general library stacks. Books will
only be circulated to authorized Nurse Educator Associates (Adjunct Faculty) for a single
semester. At the end of the semester, books will be due back in the library. If books are not
returned in the allotted time, courtesy overdue notices will be sent. If necessary, the Integrated
Experiential Learning Coordinator will be responsible for contacting the Nurse Educator
Associate (Adjunct Faculty) and retrieving the book(s). Integrated Experiential Learning
Coordinators pick up the books from the library at the end of the semester or alert the library that
the books will be used in a subsequent semester.
Procedure For Requesting Media/Software Previews And/Or Purchases
Nursing faculty requests for media/software purchases are to be directed to the Portland Campus
Librarian. When preview materials arrive they will be delivered to the requestor. The Portland
Campus Librarian will return the materials after they are previewed. Programs purchased will be
catalogued by the Portland Campus Librarian and housed in the Portland Campus Library. They
can be checked out by faculty on long-term loan for classroom use or made available in the
Portland Campus Library.
Scheduling Classrooms And Conference Rooms
The Associate Dean of Nursing for Instructional Programs collaborates with the faculty and the
Director of Enrollment Services in scheduling nursing courses. The Director of Enrollment
Services assigns classrooms for regularly scheduled classes.
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Faculty email requests to the PDX Resource Coordinator (pdx-resources@linfield.edu) to
schedule additional rooms. In the email note: the meeting name, associated course
name/section, contact name, number of attendees, room preference, meeting date(s), start time,
end time, and special request/instructions/resources required (including IT/Technical help).
Note: If you require room(s) at Legacy Good Samaritan Medical Center, please contact the PDX
Resource Coordinator for assistance.
Online Outlook training is available at: (http://office.microsoft.com/en-us/outook-help/gettingstarted-with-outlook-2010-HA010370219.aspx) or contact via email PDXHelpDesk to request
alternate training opportunities.
Weekly room schedules are posted in both Peterson Hall and Loveridge Hall.
Communication Process For Experiential Learning Center Set-Ups
The communication process for Experiential Learning Center set-ups is outlined in
Appendix U-1.
Procedure For Reserving The Experiential Learning Center Rooms,
Equipment, And Supplies
Nursing faculty requesting to reserve Experiential Learning Center rooms, equipment and/or
supplies must submit a request form (see, Appendix U-3) two weeks before the date(s) needed to
the Experiential Learning Center Director.
Faculty Orientation To The Experiential Learning Center
Faculty orientation to the Experiential Learning Center is outlined in Appendix U-4.
Linfield-Good Samaritan School Of Nursing Experiential Learning Center
Standards For The Learning Community
Approved: 03/07/11
The Experiential Learning Center is considered a formal clinical site and expectations for
behavior, dress, and grooming are the same as for outside clinical facilities. This ensures a
positive learning experience for all students. Compliance with these or any request of faculty or
Experiential Learning Center lab staff is included in the course evaluation. Exemplary
performance may lead to mentoring opportunities and letters of reference for employment.
General:
1.
Latex: students are responsible to notify faculty and Experiential Learning Center lab
staff of latex allergies.
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2.
3.
4.
5.
6.
7.
8.
9.
10.
Personal Appearance: scrubs are required for scheduled lab times. Scrubs are also
required for open lab. ID badges are always required. Grooming is in accordance with
Linfield clinical standards. Refer to the Personal Appearance Policy in the School of
Nursing Student Manual for further details.
Deposit gum in the trash upon entering the lab.
Food is to be consumed outside of the lab environment.
The only drinks allowed are water in closed, water-tight containers; no Starbucks cups,
etc.
Water bottles are to remain at the bleacher area in the main nursing lab or the debriefing
room in the High Fidelity Simulation lab, not to be taken to the bedside.
Active learning is encouraged; however, please maintain quiet clinical or library voices.
Respect all staff, faculty, mentors, students, equipment, and supplies. Refer to the
Statement on Student Behavior in the School of Nursing Student Manual.
Clean up the work areas before leaving the bedside or the lab; be sure all sharps are
deposited in sharps containers; replace all furniture to the proper locations; straighten the
bedding to leave it “hotel ready.”
Take personal belongings when leaving; lab staff is not responsible for any item left in
the lab.
Clients:
1.
2.
3.
4.
5.
6.
7.
8.
Each manikin is a simulated client and is to be treated exactly as a client at all times.
Speak respectfully to the client; introduce yourself and explain your purpose.
Maintain dignity and modesty; close curtains, keep the client covered as much as possible
while performing procedures.
Lower the bed when procedures are completed and before leaving the bedside.
Raise the side rails and assure the brakes are on.
Straighten the bedding in a manner that clearly indicates the client has received excellent
nursing care.
Do not move the clients; ask a staff member if a client requires a transfer.
Do not use Betadine on the clients as they are all allergic to it.
Supplies and Equipment:
1.
2.
3.
4.
Use the materials in your lab kits first; please reuse them for practice.
If additional materials are needed, please ask Experiential Learning Center lab staff. The
storage areas are for authorized personnel, i.e. lab staff and faculty, only.
If equipment is needed outside of lab, please use the check-out system; do not remove
anything from the lab without checking with Experiential Learning Center lab staff first.
Return the items promptly for others to have access to them.
Please notify Experiential Learning Center lab staff immediately if equipment
malfunctions.
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Clinical Nursing Skills Performance Evaluation Policy Statement
Revised: 07/19/11
Outcome:
Generic BSN Nursing Students Only
Students demonstrate minimally safe performance of selected nursing skills at key points in the
curriculum.
Evaluation Procedure:






Clinical Nursing Skills Performance Evaluation occurs at designated points in the
curriculum.
The purpose of Clinical Nursing Skills Performance Evaluation is to demonstrate
integration and application of course skills. The evaluation also includes scenario-based
clinical judgment questions that address theory underlying the skill.
Students are provided with guidelines based on best practices for skill performance.
Subsequent courses build on guidelines used in earlier courses.
Practice times are scheduled for students prior to Clinical Nursing Skills Performance
Evaluation. Faculty, staff, and/or student mentors are available for assistance during
scheduled practice times.
The time allotted for performing skills is designated based on the difficulty/complexity of
the skills being evaluated. Evaluation time is included in the hours allocated for the
course.
When possible, Clinical Nursing Skills Performance Evaluation is done by faculty who
are not the student’s current clinical or lab faculty.
Grading Criteria/Evaluation
:

Students must demonstrate the best practice principles of that skill at a level determined
to be minimally safe per evaluation guidelines.

To pass Clinical Nursing Skills Performance Evaluation, all assigned skills must be
completed successfully

If the faculty evaluator determines a student has not met the criteria for passing the
evaluation, she/he will review the data with the Integrated Experiential Learning
Coordinator to make the final decision.

Students will have the opportunity to repeat a Clinical Nursing Skills Performance
Evaluation after attending a review and practice session.

Students not successful on a second Clinical Nursing Skills Performance Evaluation
attempt are at risk for course failure and will be considered on an individual case basis.

Successful completion of Clinical Nursing Skills Performance Evaluation may be
required before progressing to the clinical component of courses.
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Faculty Role During Clinical Nursing Skills Performance Evaluation:




Faculty will be oriented to Clinical Nursing Skills Performance Evaluation for each
course using this evaluation.
Faculty may use cues and prompts to help students to focus or get started on a skill, or to
identify missed parts of the procedure.
Faculty help to create reality by acting as the voice of the patient and by providing
responses and assessment data. They also serve in the role of the second nurse when the
scenario calls for one (e.g. help position or provide ventilation during a suctioning
procedure).
The Integrated Experiential Learning Coordinator should do a limited amount of
evaluation, to be available to monitor the process and consult with faculty evaluators as
questions and concerns arise.
Clinical Agency Contact Person Model For Clinical Placement
Pending Approval
When a clinical instructor is assigned to multiple clinical sites in a course that does not use a
preceptorship model of clinical instruction, the instructor must visit each clinical site at least
weekly to confer with students and maintain regular contact with the clinical agency contact
person. The instructor is available by cell phone at all times that the students are at their clinical
sites. Should a student or the clinical agency contact person phone the instructor about a
situation requiring the instructor’s immediate presence, the instructor will promptly go to the
clinical site.
The clinical agency contact person or designee will orient students to their assigned clinical site.
The clinical instructor is responsible for student supervision and evaluation.
Required Documents For Full-Time Nursing Faculty, Clinical Associates, And
Nurse Educator Associates (Adjunct Faculty)
Prior to working at Linfield-Good Samaritan School of Nursing; full-time nursing faculty,
Clinical Associates, and Nurse Educator Associates (Clinical Adjunct Faculty) are required to
have a current license as a registered nurse in Oregon, and submit other required documentation
for the Faculty Health Passport (see, Appendix V). Nurse Educator Associates (Theory Adjunct
Faculty) are required to have a current license as a registered nurse in Oregon but do not need to
complete the Faculty Health Passport requirement.
All full-time nursing faculty and Clinical Associates must submit documentation indicating
compliance with Health Passport requirements by August 29. Noncompliance on the part of fulltime nursing faculty, Clinical Associates or Nurse Educator Associates (Clinical Adjunct
Faculty) will be reported to the Dean of Nursing. All clinical instructors must be compliant with
Health Passport and additional clinical agency requirements prior to the clinical start date.
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The Dean of Nursing meets with any faculty member or student that has a criminal conviction
identified in the criminal background check. The action taken is documented in the LinfieldGood Samaritan School of Nursing Criminal Background Check Review form (see,
Appendix V).
Accident Reporting Procedure On Campus While Engaging In College
Activity Or Clinical
Last Reviewed: 05/17/12
The following procedure is to be instituted for accidents involving a student or faculty member
injured on campus or while engaging in any college sponsored activity (e.g., field trip, January
Term Travel Course), a College Work Study/Campus Employment Student injured while
engaged in college activity or student or faculty member injured during Clinicals. After making
an assessment and calling 911 if necessary, report the injury immediately to your supervisor, no
matter how minor. The instructor must fill out the Linfield College Incident Investigation and
Analysis Report form (see, Appendix W-4). The form is also available on Blackboard under
“Incident Reporting” in the Nursing Faculty and Nursing Adjunct sections. Submit the Linfield
College Incident Investigation and Analysis Report form to the Administrative Assistant for the
Director of Portland Campus Operations (PH 304). The accident reporting procedure is outline
in Appendix W-1.
Procedure for Reporting Incidents that Occur During Nursing Clinical When a Student or
Faculty Injury Occurs
If the accident involves a clinical situation, the instructor must fill out the clinical agency’s
incident report and two other incident report forms--a Linfield College Incident Investigation and
Analysis Report form and a Linfield-Good Samaritan School of Nursing Clinical Incident Report
form (see, Appendix W-6). These forms are also available electronically on Blackboard under
“Incident Reporting” in the Nursing Faculty and Nursing Adjunct sections. The Linfield College
Investigation and Analysis Report form is to be submitted within 24 hours to the Administrative
Assistant for the Director of Portland Campus Operations (PH 304). The Linfield-Good
Samaritan School of Nursing Clinical Incident Report form is to be submitted within 24 hours to
the Dean of Nursing or designee.
If the injury will require an overnight stay in the hospital, you must notify the Director of
Portland Campus Operations at 503-413-7189 (PH 302); and the Dean of Nursing at 503-4138080 (PH 301).
If the accident is fatal, immediately notify the Director of Portland Campus Operations at 503413-7189 (PH 302); and the Dean of Nursing at 503-413-8080 (PH 301).
Procedure for Reporting Incidents that Occur During Nursing Clinical When No Student
or Faculty Injury Results
Complete the clinical agency's incident report as well as a Linfield-Good Samaritan School of
Nursing Clinical Incident Report form, following the above directions.
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Blood/Body Fluid Exposure Incident Procedure
Exposure to blood borne pathogens: Linfield-Good Samaritan School of Nursing is required to
provide assurances that our students and faculty have a level of protection and education similar
to health care agencies. Each year we offer blood borne pathogen-training for students and
faculty who are at risk of exposure in clinical settings. Yearly blood borne training is
mandatory.
Listed below are guidelines to follow if a needle stick or other exposure to Blood borne
pathogens occurs:
Student or faculty responsibility if exposed:

Immediately wash or rinse affected area thoroughly.

Students notify their instructor; students or faculty must notify the unit charge person.

Follow the procedure of the clinical agency in which the incident occurred.
Ask the clinical agency/site to provide an assessment of the exposure source to determine

the HIV, HBC, HCV, or other blood borne pathogen status.

Seek immediate medical evaluation if a blood/body fluid exposure has occurred.

Students or faculty must be evaluated for preventative therapy within one hour of
blood/body fluid exposure.

Follow-up care is the student's or faculty member’s responsibility.
The student or faculty member will also follow the Linfield-Good Samaritan School of
Nursing procedure that includes:



Complete an immediate report of the incident using the Linfield College Incident
Investigation and Analysis Report form, (in PH 301), Linfield-Good Samaritan School of
Nursing Clinical Incident Report form, and Linfield-Good Samaritan School of Nursing
Blood borne Pathogen Exposure form (see, Appendix W-4, W-6, and W-7). These forms
are also available electronically on Blackboard under “Incident Reporting” in the Nursing
Faculty and Nursing Adjunct sections.
Follow-up care may be arranged through the student's or faculty member’s own private
physician.
Any costs of evaluation and follow-up shall be the responsibility of the exposed student.
On November 6, 2000 the Needle stick Safety and Prevention Act was signed that required
OSHA to revise the Blood borne Pathogen Standard. This standard recognizes the fact that
injuries from contaminated needles and other sharps are associated with an increased risk of
disease from more than twenty infectious agents, and by implementing needleless systems and
sharps with engineered sharps injury protection, these injuries can be prevented and perhaps
eliminated. Occupational Safety and Health Administration. Federal Register, Occupational
Exposure to Blood borne Pathogens; Needle stick and Other Sharps Injuries; Final
Rule 66:55317-5325 (01/18/01). This amended Blood Borne Pathogens Standard requires the
consideration and use, whenever possible, of safety-engineered sharp devices and needleless
systems.
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Workers Compensation Claim
Employees covered by Workers Compensation insurance, who are injured (requiring a doctor or
hospital visit), must fill out the Report of Job Injury or Illness form 801 and fax it to the Human
Resources Office (Fax: 503-883-2644) within 5 business days of the incident. Their doctor
completes the Linfield College Work Tolerance Report form and employees return it to their
supervisor (see, Appendix W-8 and W-10). These forms are available in the office of the
Administrative Assistant for the Director of Portland Campus Operations (PH 302).
Infection Prevention Policy
Faculty and students who have the flu or other communicable diseases are to stay home and not
attend class or clinical until it has been 24 hours since their last elevated temperature. That
means the fever went down naturally, not because of fever reducing medication. Faculty and
students with influenza, who do not have a fever, should also stay home until asymptomatic even
if taking antiviral drugs for treatment of the flu (Linfield College’s policy concerning social
distancing and related infection prevention measures is available at: http://www.linfield.edu/
assets/files/policy/social-dist-policy.pdf.)
Linfield College’s policy concerning mandatory employee and special absence management
policy is available at: http://www.linfield.edu/assets/files/policy/special-absencepolicy percentage20.pdf.
See the Position Statement on AIDS/HIV, HV and HCV Infection and Nursing Students and the
Occupational Safety and Health Division (OR-OSHA) Blood Borne Pathogens Exposure Control
Plan in Appendix V-19 and V-21.
Hand Hygiene Policy
Faculty and students are required to use appropriate hand hygiene when in clinical agencies
before touching a patient/client, before clean/aseptic procedures, after body fluid exposure risk,
after touching a patient/client, and after touching a patient’s/client’s surroundings (see, the World
Health Organization’s 5 Moments for Hand Hygiene model following this text.)
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Automatic External Defibrillator (AED)
The Automatic External Defibrillator (AED) owner’s manual is in a small white binder located
on the shelves in Peterson Hall (PH 301). The key to the AED cabinet is located in the PH 301
lockbox (see, No. 75). The College Public Safety Officer also has a key and is responsible for
periodic testing and/or item replacement to ensure that the AED unit is operational.
EVOLVE (HESI) Standardized Exam Remediation Plan
Approved: 03/16/09; Last Revised: 01/03/12
Generic BSN Nursing Students Only
Policy
1.
2.
3.
4.
All students will complete HESI specialty or customized exams in NURS 305, 395, and
435; and the HESI exit exam and HESI CAT in NURS 475. The exam scores are
included as part of the overall course grades.
Academic advisors will have access to scores on the specialty or customized exams and
exit exam for advisees on the Evolve Faculty website.
It is the responsibility of academic advisors to encourage students to follow up on selfremediation activities on the Evolve website and if deemed necessary, direct students to
the Director of Learning Support Services, and/or to other campus resources as
appropriate.
Academic advisors are encouraged to develop a comprehensive academic support plan
for students who are struggling or who are at high risk. The academic support plan
should consist of appropriate resource persons, including the Integrated Experiential
Learning Coordinator, Director of Learning Support Services, and/or Director of
Inclusion and Access.
Preparation For The NCLEX-RN Licensure Examination
Approved: 03/16/09; Last Revised: 07/09/12
Generic BSN Students Only
All generic nursing students are required to take a standardized comprehensive exit examination
in NURS 475 Integrated Experiential Learning IV (HESI exit examination and CAT). The HESI
Exit examination comprises 20% of the course grade and the CAT comprises 5% of the course
grade. Several resources and support services are available to assist students in preparing for this
exam. The Director of Learning Support Services offers individual coaching to develop
strategies that improve test-taking abilities. Resources related to test anxiety include on-campus
and off-campus psychological counseling.
Strategies to improve testing skills are also integrated into the curriculum. Standardized
specialty or customized HESI examinations are incorporated in NURS 305 Foundations of
Community-Based Nursing Practice (5 percent of grade), NURS 395 Mental Health and Illness
Across the Lifespan (10 percent of grade), and NURS 435 Integrated Experiential Learning III
(20 percent of grade). Students who do not meet the benchmark score on any of the standardized
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course exams or exit exam are encouraged to follow up on self-remediation activities on the
Evolve Website and use other campus resources as appropriate. Online case studies that utilize
NCLEX style questions are also included as course assignments throughout the nursing program.
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Process For Student Inclusion In NCLEX-RN Preparation Plan
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NCLEX-RN Examination Application Process
Generic Nursing Students Only
The procedure listed below is intended to clarify the NCLEX-RN Examination Application
process for students, faculty, and staff.
1.
In their final semester students learn about the process for applying to take the NCLEXRN examination with the Oregon State Board of Nursing (OSBN) via an e-mail sent out
by the Administrative Assistant to the School of Nursing. The same information
contained in the email is also on the “NCLEX Testing & Licensure” link on the Linfield
College, Portland Campus Registration & Records Website.
2.
The Associate Director of Registration and Records sends Oregon State Board of Nursing
a Preliminary List 3-6 weeks after the start of the semester. This list is of students who
are planning to graduate in the current semester. Oregon State Board of Nursing uses this
list to start files on NCLEX-RN testing candidates.
3.
The Oregon State Board of Nursing application packet outlines the requirements students
must meet before taking the NCLEX-RN examination. Students download the packet at:
http://www.oregon.gov/OSBN/pdfs/form/rn-lpnexamapp.pdf.
Items to be sent by Linfield College
a.
Transcripts (requested using the Licensure Transcript Request Form provided by
Oregon State Board of Nursing)
b.
Examination Picture Identification Form (sent once the Dean of Nursing’s
signature is obtained)
Items to be sent by the Student
c.
Completed fingerprint packet (for information check here:
http://www.oregon.gov/OSBN/pdfs/form/rn-lpnexamapp.pdf.)
d.
Completed Licensure by Examination Application
e.
Non-refundable fingerprint-based criminal background check processing fee (if
applicable) and Licensure by Examination application fee (may be written as one
check to OSBN).
4.
After students complete their Examination Picture Identification forms, they should
deliver them to the Administrative Assistant for the School of Nursing (PH 314) to have
the Dean of Nursing sign and verify.
5.
At the same time students are completing the OSBN application, they should register
with Pearson VUE (testing agency): http://www.pearsonvue.com/nclex/.
6.
The Administrative Assistant to the School of Nursing assists the graduating cohort, if
requested, to schedule a date for a fingerprinting agency to come to campus to offer
services to students. This date will be communicated to the students by those in the
cohort making the arrangements.
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7.
After the Associate Director of Registration and Records has confirmed degree
completion he/she notifies Oregon State Board of Nursing using the Candidate List.
8.
Transcripts will be delivered by Linfield College to Oregon State Board of Nursing
within three business days of graduation.
9.
At the time the transcripts are delivered, if OSBN has received the completed the
Examination Picture Identification form, Licensure Examination Application and the
Fingerprinting packet for the student, then OSBN will notify Pearson VUE that a student
is cleared to test.
10.
The student will receive an Authorization to Test (ATT) from Pearson VUE. Students
will then be able to schedule an appointment to test by visiting
www.pearsonvue.com/nclex.
11.
Testing accommodation can be requested by students with a disability, if they verify
accommodations were provided by Linfield-Good Samaritan School of Nursing and
verify testing, diagnosis and need for accommodations by an appropriate licensed
healthcare provider. Information is available here:
http://www.oregon.gov/osbn/pdfs/policies/nclex_accomm.pdf
Note: These directions pertain to Oregon State Board of Nursing only. If a student will be
taking their NCLEX-RN examination in another state, they must check with that state board
about their requirements.
Nursing Student Application For CNA Certification
1.
2.
3.
4.
5.
Nursing students are eligible for CNA-1 certification by the Oregon State Board of
Nursing after successful completion of all courses in Semesters 1 and 2 in the curriculum.
In accordance with FERPA regulations, student completion of required courses cannot be
verified to Oregon State Board of Nursing without a signed release from the student.
Students desiring CNA-1 certification must complete the application process as outlined
on the Oregon State Board of Nursing website.
Students submit the student nurse application with the completed fingerprinting
documents, the fees, and a copy of their official transcript.
In accordance with the nurse practice act (Division 62) and as an enrollee of an approved
nursing education program, verification of the required coursework for certification may
be obtained by requesting an official transcript from the Director of Enrollment Services’
office.
Inclement Weather Policy: Closure Or Late Opening
The decision regarding inclement weather closures (including late starts or campus closures) for
the Portland Campus will be made by the College President, in consultation with the Dean of
Nursing and/or the Director of Portland Campus Operations. All classes and clinical
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assignments are cancelled when Linfield College Portland Campus is closed. If a class or
clinical assignment is cancelled due to the College President’s decision regarding inclement
weather or other emergency, the instructor will be responsible to make arrangements for makeup
classes/clinical activities.
Closure announcements and updates are communicated by the College via the personal contact
points the faculty member authorized in the Emergency Notification System via WebAdvisor (in
addition to the faculty member’s Linfield email and office telephone number), as well as to local
television and radio stations, and a recorded message on the CATS-line. To hear a recorded
message during such closures, the faculty member may call 503-883-CATS (2287).
It is the responsibility of each faculty member to tune into a local television or radio station,
monitor his/her personal contact points authorized in the Emergency Notification System and/or
listen to the recorded message on the CATS-line (503-883-2287) to receive closure or opening
information.
Note: Because conditions may vary considerably within the region, each faculty member must
assess his or her unique situation, and determine travel safety from the faculty member’s
location to campus or clinical site. Faculty members should consider using public
transportation during inclement weather conditions and remain in communication with
their students, the Dean of Nursing and/or Supervisor as appropriate.
Public Transportation Resources include TriMet (www.trimet.org) and Portland Streetcar
(www.portlandstreetcar.org). For assistance or emergency, contact Legacy Security at 503-4137911.
Disaster Plan
In case of a disaster, Linfield College-Portland Campus follows Legacy Portland Hospital’s
Disaster Plan. Classes will be canceled. People that can aid in relief work and/or nursing care
will be identified; a list of such people will be hand carried to the Legacy Human Resources
Department. Peterson Hall and Loveridge Hall will be evacuated. If there is no structural
damage to Peterson Hall, the auditorium (PH 110) will be used as a gathering place for the
newspaper, radio and TV media. Faculty and students will be given the choice of leaving
campus or staying to offer assistance. It is advisable that faculty, staff and students have an
identified source outside Oregon where family members can call and exchange information.
WebAdvisor (Academic Alerts, Posting Grades, Class Offerings And Rosters,
Advising)
The Web Advisor is an advising tool that can be used to access class rosters, advisee rosters,
student academic evaluations, clearing students for registration, course offerings, and posting
grades.
The Academic Alert system is available in an online format through WebAdvisor, and is secured
in compliance with FERPA. Paper Academic Alerts may be used if desired. The student,
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academic advisor, and Director of Learning Support Services receive a copy of the academic
alert. (See, Appendix L (X-66) of the Linfield College Faculty Handbook for more details.)
Academic Advisement
The Assistant Director of Registration and Records, in collaboration with the Dean of Nursing,
assigns faculty as academic advisors for generic BSN nursing students. Students may submit a
request for change of advisor to the Assistant Director of Registration and Records.
Academic advising in the RN-BSN program is the responsibility of the nursing faculty advisor
and a designated Division of Continuing Education academic advisor. The students are assigned
a nursing faculty advisor upon admission to the RN-BSN program.
Further information concerning academic advisement is in Appendix A-1-i.
Honorarium For Presenting A Nursing Department Professional Development
Seminar
Local speakers and nursing faculty who present a professional development seminar to the
nursing department will be offered an honorarium of $50 per hour for a presentation.
Policy On Honoraria For Nurse Educator Associates (Adjunct Faculty)
Grading Theory Essay Examinations
Normally, faculty members teaching in a course are responsible for the grading of all
assignments as part of their duties as a faculty member. There is one exception to this rule where
a nursing master’s degree prepared Nurse Educator Associate (Adjunct Faculty) might be used to
help with theory essay examination grading if:



the theory class is 70 or more students (in one or several sections),
there is only one instructor assigned to the theory portion of the course, and
there are extensive essay examinations that are deemed the best testing methodology for
the course.
In a case like this, the faculty member needs to notify the Dean of Nursing during the budget
requests in the Fall for the following academic year so that appropriate funding is allocated. In
all cases, no more than 30 hours over the course of the semester will be paid to the Nurse
Educator Associate (Adjunct Faculty). Confirmation of hours must be submitted to the Dean of
Nursing at the completion of the job. The Nurse Educator Associate (Adjunct Faculty) will be
paid at the appropriate terminal degree hourly rate.
This policy for receiving payment for help in grading does not apply to the regular full-time
faculty.
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Policy On Compensating Faculty When Covering For Sickness, Death In The
Family, Or Other Extreme Situations
Full-time faculty and Nurse Educator Associates (clinical adjuncts) will be compensated (at the
College’s expense) for extra clinical coverage that is necessitated by situations such as those
listed below:

A full-time faculty member or Nurse Educator Associate (clinical adjunct) is sick, and a
Nurse Educator Associate (clinical adjunct) cannot be found to cover. The regular
faculty member cannot make up the clinical at a later date. Trade-offs between faculty
members are not possible.

A death in the family or severe health condition causes a Nurse Educator Associate
(clinical adjunct) or full-time faculty member to miss clinical. A full-time faculty
member or Nurse Educator Associate (clinical adjunct) is needed to cover the clinical as a
result.
Reimbursement For Clinical Travel
In the BSN generic program, full-time faculty, Clinical Associates, and Nurse Educator
Associates (Clinical Adjunct Faculty), who teach clinical, are reimbursed for clinical travel from
the Portland Campus or their homes (whichever is the shortest distance to the clinical site). The
Expense Report form in Appendix X-1 must be submitted to the Dean of Nursing at the end of
each month claimed.
Reimbursement For Orientation To Clinical Sites
In the BSN generic program, Nurse Educator Associates (Clinical Adjunct Faculty) teaching in
NURS 335, 375 or 435 are reimbursed $100 for each orientation to clinical sites they have not
been assigned in a previous semester/term. The Integrated Experiential Learning Coordinator
submits the Adjunct Clinical Site Orientation Contract Request form available on Blackboard
under the link “Clinical Site Info.”
Malpractice Insurance
Nursing faculty members are automatically covered by the college’s purchase of blanket
malpractice insurance coverage only when supervising students in the clinical setting as a part of
the nursing program. Faculty members do not pay for this coverage. Nursing faculty may elect
to pay for their own malpractice insurance that provides coverage for faculty members when
engaged in their own clinical practice.
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College Liability Insurance
College liability insurance covers faculty for events that occur in the normal course of their jobs.
This coverage specifically excludes malpractice coverage. An example of coverage might be a
student suing a faculty member and/or School of Nursing and/or College for some event (e.g.
injury, poor advice) related to School/College activities.
Program Grant Application And Reporting Policy
Approved: 11/06/08; Revised: 06/22/10
Purpose
To create a departmental depository for institutional grant applications and reports and to
maintain institutional accountability for program grant activities. This policy applies primarily
to external program grants awarded to the nursing department that have been approved through
the Linfield College routing procedure.
Grant Application
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
See, Appendix J (X-41) in the Linfield College Faculty Handbook for guidelines.
If a faculty member identifies a project of interest, the request for the proposal and a very
brief description of the project proposed should be forwarded to the Dean of Nursing and
the Associate Dean of Nursing for Faculty and Program Development.
The Dean of Nursing and the Associate Dean of Nursing for Faculty and Program
Development will consider the proposed project within the context of the college and
School of Nursing strategic plans, other departmental programs and initiatives, and
faculty and physical resource commitments.
If there is agreement to move forward with the grant application, the Dean of Nursing or
the Associate Dean of Nursing for Faculty and Program Development will notify the
Director of Portland Campus Operations and the Vice President for Academic
Affairs/Dean of Faculty of the proposed grant project.
The Dean of Nursing or the Associate Dean of Nursing for Faculty and Program
Development will also contact the Vice President for College Relations to make sure that
the grant application would not compete with other college grant proposals or projects.
The faculty member is strongly advised to work with the grant writer in the Office of
College Relations for assistance with grant writing and submission.
The standard Linfield College routing procedure will be completed for any external
program grant application.
Once the grant application is completed and submitted, a copy should be forwarded to the
Dean of Nursing and the Associate Dean of Nursing for Faculty and Program
Development.
Each member of the grant team is responsible for requesting appropriate workload for
grant activities as indicated in the grant application.
It is also requested that faculty members submit information about funded or unfunded
research grants or internal research or program development awards to the Dean of
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Nursing and the Associate Dean of Nursing for Faculty and Program Development for
publicity and inclusion in department reports.
A summary of School of Nursing faculty and program grants since 2008 is in Appendix B-1-i.
Grant Reporting
1.
2.
Project directors are responsible for timely grant evaluation and reporting.
Copies of evaluation and grant reports should be forwarded to the Dean of Nursing, the
Associate Dean of Nursing for Faculty and Program Development, and the college grant
writer within 30 days of their completion and submission.
Linfield College Portland Campus Guidelines For Posting
Approved: 08/29/11
In the spirit of Linfield College’s mission as a private liberal arts college, priority is given to the
promotion of on-campus organizations and events. Advertising and posting by commercial
groups and other groups not affiliated with the college is limited to several locations on campus
and must be approved by the Director of Portland Campus Operations and/or the Assistant Dean
of Students/Director of Student Life prior to posting.
To ensure that information is effectively transmitted, does not cause damage to surfaces and
contributes to an appearance befitting an academic institution, the following standards apply to
all postings (i.e., signs, fliers, posters, messages, etc.) on the Linfield College Portland Campus:

Signage will be posted only on bulletin boards and attached with provided push pins.
All printed materials must indicate the:

Name of the sponsoring department or student organization

Contact information

Location, date and time of the event
o
Postings must be removed by the sponsoring organization within 24 hours
following the event
o

No signage may be posted on doors, walls or windows – with the exception of notices
dealing with college designated emergencies and pre-approved “day of” directional
signage.
o
Temporary class announcements or ‘day of’ directional signage may be affixed to
doors, using blue tape only (available through Campus Operations and/or Student
Life)

“Day of” signage must be:

Pre-approved by Campus Operations and/or Student Life

Related to the function of the program such as schedule, directions
and/or registration

Must be removed immediately after the event
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
Departments or student organizations may submit a request to Campus Operations and/or
Student Life a minimum of two (2) weeks prior to an event seeking permission to post
signage in the following ‘non-bulletin board’ locations:
o
Restrooms
o
Windows or brick wall in Peterson Hall
o
Glass entryway in Loveridge Hall

Materials posted in these areas must be of professional quality

Materials will be hung using blue tape only (available through Campus
Operations and/or Student Life)

Presentation materials and/or discussion aids utilized in the classrooms or conference
rooms will adhere to the same standards as all other postings.
o
Post-it® self-stick easel pads may be obtained from Campus Operations or
Student Life for use in classrooms or conference rooms
o
Materials will be hung using blue tape only (available through Campus
Operations and/or Student Life)

Approval to post, distribute or disseminate printed materials for on‐campus and off‐
campus individuals is granted through the Director of Portland Campus Operations
and/or the Assistant Dean of Students/Director of Student Life.
o
Items that are not congruent with the college standards and/or stamped by Student
Life or Campus Operations will be removed immediately
o
All members of the college community are expected to adhere to this policy and
aid in the removal of expired and improperly posted items
For further information, please contact the Director of Portland Campus Operations in Peterson
Hall 302 or Assistant Dean of Students/Director of Student Life on the 1st floor of Loveridge
Hall.
Food And Beverages In Labs
Food and beverages are prohibited in the computer labs located on the second floor of Loveridge
Hall and PH 108, as well as, the Experiential Learning Center (nursing lab and high fidelity
simulation lab). Water in closed, water-tight containers may be left in the bleacher area in the
main nursing lab or in the debriefing room in the high fidelity simulation lab.
Animal Policy
Both Linfield College and Legacy Health prohibit animals inside Peterson and Loveridge Halls.
The only notable exception is a service animal that is individually trained to perform tasks for
people with disabilities in accordance with the Americans with Disabilities Act. Employees or
students may contact the Senior Director of Human Resources and Administration if they believe
a service animal is necessary to perform his/her job.
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Classroom Configuration
Classrooms are used for multiple purposes requiring different configurations of seating. To
accommodate a variety of different classroom uses; faculty, administrators or students may
rearrange the configuration of seating. However, after a class or activity, the seating should be
returned to the original configuration.
When rearranging the configuration of seating, safety considerations are to be followed such as
not blocking the exits in case of an emergency. Care should be taken to avoid damaging
furniture or walls when rearranging the seating configuration.
Faculty, Administrator And Staff Parking Registration
Approved: 08/29/11
All faculty, administrators and staff members must register their vehicle(s) with the Director of
Portland Campus Operations. Faculty, administrators and staff members with a valid parking
permit may utilize any of the following approved parking areas:

Conway Parking Lots: Located at NW 20th Avenue & NW Raleigh Street and
available 24-hours-a-day, 7 days-a-week in the designated rows marked by “Legacy
Parking Only” signs. Please be aware that Conway Freight will tow vehicles that are not
parked in the designated “Legacy Parking Only” areas.
o
The Legacy Good Samaritan parking shuttle makes a continuous 12minute loop between NW 20th Avenue/NW Raleigh Street and
Linfield/Good Samaritan Hospital weekdays from 6:30am to 9:45am and
again from 4:05pm to 7:45pm. For assistance or emergency, contact
Legacy Security at 503-413-7911.

Loveridge Hall Parking Lot: Reserved for faculty, administrators and staff weekdays
from 7:00am until 5:00pm and as available throughout the weekend, with the exception
of any reserved parking spaces or as otherwise posted. Note: Student parking is
prohibited Monday thru Friday from 7:00am until 5:00pm.

Curbside Parking: To comply with Legacy Health/Linfield College agreements with
the neighborhood association, please park curbside directly adjacent to a Legacy owned
property.
By registering your vehicle(s) with the Director of Portland Campus Operations, you agree
to comply with all Linfield College Parking Regulations, as well as abide by the current
motor vehicle laws of the State of Oregon. Your signature is an agreement to take full
responsibility for the proper operation and parking of your vehicle while on campus.

Failure To Register: Current students, faculty, administrators and staff are required to
register their vehicle(s), updating as needed due to vehicle sale or purchase.
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





Permit Required: Current parking permit is required to be displayed in the lower
driver’s-side corner of the rear window at all times.
Prohibited Time: Student parking in the Loveridge Hall parking lot is prohibited
Monday thru Friday from 7:00am until 5:00pm.
Fire Lane: Parking in the Fire Lane is prohibited at all times.
Disabled Zone: Parking in designated accessible spaces without current and valid
Americans with Disabilities Act permit is prohibited for any length of time.
Reserved 2-Hour Parking Spaces: Student parking in ‘2-HR RESERVED’ spaces is
prohibited at all times.
Enforcement: Disregard of regulations render the owner and/or operator of a vehicle
liable to fines and/or disciplinary actions, including citations and/or vehicle
impoundment.
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Chapter X: Faculty Workload
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Linfield-Good Samaritan School Of Nursing Faculty Workload
Approved: 04/30/12
The following information delineates the teaching, service, and scholarship workload for the three
classifications used in the College: tenure track/tenured faculty, visiting professor, and clinical
associates.
Tenure Track/Tenured Faculty
According to the Linfield College policy, full-time tenure track/tenured faculty workload for ten months
is 33 load units. Twenty-three load units are dedicated to teaching which represents 70 percent of the
work responsibilities. The remaining ten load units or 30 percent of faculty work is allocated to service
and scholarship.
For those teaching during a calendar year (Fall, Spring, and Summer semesters), the 33 load units are
multiplied by 1.2 percent to equal 39 load units. Twenty-eight load units are dedicated to teaching and
eleven load units to professional achievement and service.
Service includes, but is not limited to: membership on School of Nursing committees, College
committees, ad hoc task forces, academic advising, and etc.
Scholarship includes, but is not limited to: research, publications, grants, and other activities that
promote professional development.
Visiting Professors
In the Linfield-Good Samaritan School of Nursing, the responsibilities of visiting professors include
teaching and service. Scholarship is not included for those holding these positions. Workload for ten
months is 33 load units. Twenty-six load units are dedicated to teaching which represents 80 percent of
the work responsibilities. The remaining seven load units or 20 percent of faculty work is allocated to
service.
For those teaching during a calendar year (Fall, Spring, and Summer semesters) the 33 load units are
multiplied by 1.2 percent to equal 39 load units. Thirty-one load units are dedicated to teaching and
eight load units to service.
Service includes, but is not limited to: membership on School of Nursing committees, ad hoc task
forces, advising, and etc.
Clinical Associates
Clinical Associates are employed on a twelve month basis. They provide clinical instruction, assistance
with theory instruction, and/or related non-teaching responsibilities assigned by the Dean of Nursing.
Workload is calculated as 33 load units multiplied by 1.2 percent to equal 39 load units over three
semesters (Fall, Spring, and Summer) and January term. Clinical Associates attend course, semester,
and Nursing Faculty Assembly meetings. Thirty-six load units are usually allocated to teaching.
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Criteria
Load Unit Calculation
Theory Class
1 credit = 1 load unit
(1 credit = 1 classroom hour, 50 minutes over 14 weeks)
Clinical Teaching
(NURS 335, 375, and 435)
2x number of course credits = total load units
Clinical Teaching with Preceptorship Model
(NURS 475)
2+ number of course credits = total load units
Integrated Experiential Learning
Coordinator
4 load units per semester (total 12 load units / year) for
Fall, Spring and Summer semesters, RN-BSN program
5 load units per semester (total 15 load units / year) for
Fall, Spring, and Summer semesters, IEL 1, generic
program
6 load units per semester for Fall and Spring semesters, 2
load units for Summer semester (total 14 load units /
year), IEL 2, generic program
6 load units per semester (total 12 load units / year) for
Fall and Spring semesters, IEL 3, generic program
6 load units per semester (total 18 load units / year) for
Fall, Spring, and Summer semesters, IEL 4, generic
program
Semesters 1 and 2 Coordinators
2 load units per semester (total 4 load units / year) for Fall
and Spring semesters
Semesters 3 and 4 Coordinators
3 load units per semester (total 6 load units / year) for Fall
and Spring semesters
Large Theory Course (Greater than 40
Students)
Prorated based on number of students. The load unit is
determined by the Dean of Nursing/Associate Dean of
Nursing for Instructional Programs
Large Number of Students in NURS 470
(Designated Writing Intensive Course)
Prorated based on number of students. The load unit is
determined by the Dean of Nursing/Associate Dean of
Nursing for Instructional Programs
New Course or First Time Taught
1 load unit per semester
Doctoral Study
The load unit is determined by the Dean of
Nursing/Associate Dean of Nursing for Instructional
Programs
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Criteria
Load Unit Calculation
Administrative Assignment
The load unit is determined by the Dean of
Nursing/Associate Dean of Nursing for Instructional
Programs
Chairperson of School of Nursing
Curriculum Committee for Curriculum
Coordination
2 load units per semester (total of 4 load units / year) for
Fall and Spring semesters
Chairperson of School of Nursing Quality
Improvement Committee for Evaluation
Data Analysis and Reports
2 load units per semester (total of 4 load units/year for
Fall and Spring semesters)
Special Assignment
The load unit is determined by the Dean of
Nursing/Associate Dean of Nursing for Instructional
Programs
Faculty Workload Calculations
Theory Classes
Theory classes are based on the usual Linfield College formula of one theory credit being equal to one
classroom hour per week (50 minutes) over 14 weeks which is one load unit. Additional load unit credit
is given for classes greater than 40 students. If classes are taught by more than one faculty member, the
faculty members teaching the class divide the load unit credit. For example: if two faculty members
divide the content 50 percent, each receives half of the course load unit credit as workload. Team-taught
classes are those where both faculty members attend all class meetings, and each receives full credit for
the entire course.
Clinical Teaching Formula And Total Load Units
Course
Formula
Total Load Units
NURS 335
5 credits x 2
10 load units / clinical section
NURS 375
6 credits x 2
12 load units / clinical section
NURS 435
6 credits x 2 (Acute Adult Health)
4 credits x 2 (Maternal Child and Pediatric Health)
12 load units / clinical section
8 load units / clinical section
NURS 475
8 credits +2 (preceptorship model)
10 load units / clinical section
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Workload Timeline And Procedure
Faculty complete the Workload Document: Proposed Teaching Assignments form in this chapter for the
following academic year. The completed form is submitted by mid-October each year to the Associate
Dean of Nursing for Instructional Programs. The Associate Dean of Nursing for Instructional Programs
prepares faculty workload teaching assignments based on Linfield College guidelines and in compliance
with accreditation standards. The Associate Dean of Nursing for Instructional Programs will negotiate
with the faculty on needed adjustments until a final workload can be agreed upon, at which time the
Associate Dean of Nursing for Instructional Programs submits faculty workloads to the Dean of Nursing
for approval. The faculty member and the Dean of Nursing sign the workload form if approved by both
of them. A copy of the finalized workload form is sent to the faculty member. The original faculty
workload forms are retained in the Dean of Nursing’s office.
Workload Overload
According to Linfield College policy, faculty members are paid for overload teaching done in any
semester/term. Faculty may not “bank” overload credit from one academic year to the next. In other
words, if a faculty member teaches an overload and is not paid for the overload, he/she cannot receive a
reduced course load the next year by that amount.
Twelve Month Contract For Nursing Faculty Members Policy
Approved: 04/05/04; Revised and Approved: 06/01/10; Last Revised: 06/13/12
Rationale
To provide information to faculty members and guidance to administration in issuing twelve month
contracts. The intent associated with the creation of a twelve month contract is to ensure adequate
faculty staffing for Summer sessions.
Policy
A twelve month contract is considered 1.22 FTE (full-time equivalent). Base salary and retirement
benefits are based on 1.22 times the individual’s base salary for a ten month contract.
•
•
•
•
•
•
•
Twelve month contracts will be a joint decision of faculty members and administration on a yearto-year basis; awarding of twelve month contracts is not automatic.
The contract letter includes the following statement: “Your salary for the year will be a step __ of
the _ scale or $_____. To this will be added a supplement for additional duties $__ for a total
salary of $_____. The associated benefits will be approximately as follows:”
Faculty members with twelve month contracts must teach required courses in Summer session.
Faculty members with twelve month contracts are expected to do group advising of students on 2-3
occasions in the Summer but otherwise do not have an increased advising load.
Committee workload remains unchanged from ten month 1.00 FTE contracts.
Vacation and sick leave remain unchanged from ten month 1.00 FTE contracts.
Sabbatical is based on a ten month 1.00 FTE contract.
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Procedure
•
Request for twelve month contracts will be discussed with the Dean of Nursing.
•
The request will be factored into budget decisions at the Portland Campus level.
Note: Faculty teaching in the RN-BSN distance education program have a twelve-month contract.
Workload Document: Proposed Teaching Assignments
Academic Year:
Department:
Nursing
Instructor:
Term
Course
Prefix & No.
Course
Credit
Load
Unit
Course/Title Activity
Comments
SUMMER ______
NON-INSTRUCTIONAL
FALL ______
NON-INSTRUCTIONAL
JANUARY ______
NON-INSTRUCTIONAL
SPRING ______
NON-INSTRUCTIONAL
TOTAL ON LOAD
JANUARY ______
NON-INSTRUCTIONAL
SUMMER ______
NON-INSTRUCTIONAL
TOTAL SALARY
SUPPLEMENT
Faculty:
Date:
Dean of Nursing:
Date:
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Full-Time Faculty Academic/Experiential Background and Teaching Responsibilities (2013-2014)
Name
Breen, Henny
Butell, Sue
Title
Assistant
Professor of
Nursing (TenureTrack)
Course Lead:
NURS 315
Professional
Communication
in Diverse
Communities
and NURS 470
Leading and
Managing in
Nursing (RN-BSN
Program)
Professor of
Nursing
(Tenured)
Education
Credentials
M.Ed. –
Counseling
Psychology;
MSN – Nursing:
Clinical Systems
Management;
PhD – Nursing
Education Focus
• PsychiatricMental Health
• Management
• Education
Relevant
Certifications
• Certified Nurse
Educator
• Certified
Online
Instructor
Practice
Background and
Years of Practice
• PsychiatricMental Health
• Leadership
(29 years of
clinical practice)
Teaching Responsibility
• Leading and Managing
in Nursing*
• Professional
Communication*
• Integrated Experiential
Learning IV
(Stewardship for
Health Clinical)*
(12-month contract:
1.22 FTE)
MS – Mental
Health Nursing
• PsychiatricMental Health
• Certificate in
Substance
Abuse
• Certificate in
Gerontology
• PsychiatricMental Health
• Community
Health
• Pediatrics
• Hospice
• Integrated Experiential
Learning IV
(Stewardship for
Health Clinical)
(Workload reduction:
0.80 FTE)
(17 years of
clinical practice)
* Online Delivery of Instruction
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Name
Title
Calixtro, Federico Assistant
“Fred”
Professor of
Nursing
(Tenured)
Emch, Corrina
Epeneter,
Beverly
Education
Credentials
Education Focus
MSN – Nursing; • Acute Care
Ed.S – Education • Education
Specialist;
• Leadership and
(Enrolled in
Management
doctoral
program)
Clinical
Associate
(Assigned to
High Fidelity
Simulation Lab)
MSN – Nursing
Education
Professor of
Nursing
(Tenured)
MN – Medical
Surgical Nursing
– Ped/OB;
EdD –
Educational
Leadership:
Post-Secondary
Education
Interim
Associate Dean
of Nursing for
Instructional
Programs
• Education
Relevant
Certifications
• Certified Legal
Nurse
Practice
Background and
Years of Practice
• CardioVascular
• Intensive Care
Teaching Responsibility
Sabbatical Fall 2013 –
Spring 2014 (0.00 FTE)
(21 years of
clinical practice)
• MaternalChild
(12 years of
clinical practice)
•
•
•
•
Maternal-Child
Adult Health
Leadership
Education
• MaternalChild
• Leadership
• Leading and Managing
in Nursing
(8 years of
clinical practice)
Semester 4
Coordinator
* Online Delivery of Instruction
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Name
Greenlund,
Kandys
Education
Title
Credentials
Visiting Assistant MSN – Nursing
Professor of
Education
Nursing
Education Focus
• Intensive Care
• Education
Simulation
Program
Director
Hammond,
Katherine
Visiting Assistant MN-Family
Professor of
Nurse
Nursing
Practioner;
DNP-Nursing
• Family Health
Relevant
Certifications
• Certified Critical
Adult Care
Nurse
• Certified PostAnesthesia
Nurse
• Board Certified
Family Nurse
Practioner
• Certified
Emergency
Nurse
Practice
Background and
Years of Practice
• Surgical
• Intensive Care
• Emergency
• Leadership
Teaching Responsibility
(33 years of
clinical practice)
• Pediatrics
• Acute and
Chronic Care
• Emergency
•
(6 years of
clinical practice)
•
Nursing Care of
Children, Adults,
and Older Adults
with Acute
Conditions
Clinical
Pathophysiology
and
Pharmacology for
Nursing Practice
(Workload
reduction: 0.50
FTE)
* Online Delivery of Instruction
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Name
Hodges, Nancy
Title
Clinical
Associate
Education
Credentials
MSN – Nursing
Education
Education Focus
• Education
Relevant
Certifications
Integrated
Experiential
Learning II
Coordinator
with Miriam
Volpin (Spring
2014)
Ingulli, Carmen
Assistant
Professor of
Nursing (TenureTrack)
Integrated
Experiential
Learning III
Coordinator
with Jan Selliken
(Acute Adult
Health, Fall
2013; and with
Vivian Tong
(Peds/OB, Spring
2014)
Practice
Background and
Years of Practice
• PsychiatricMental Health
• Leadership
(41 years of
clinical practice)
MSN –
CommunityBased
PopulationFocused Nurse
Educator
• Community
Health
• Certified Nurse
Educator
• Maternity
• Neurology
(8 years of
clinical practice)
Teaching Responsibility
• Integrated
Experiential
Learning II
(PsychiatricMental Health
Clinical)
• Integrated
Experiential
Learning IV
(Stewardship for
Health Clinical)
• Professional
Communication in
Diverse Communities
• Nursing Care of
Children, Adults, and
Older Adults with Acute
Conditions
• Integrated Experiential
Learning III (Peds/OB
Clinical)
* Online Delivery of Instruction
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Name
Johansson,
Noreen
Jones, Melissa
Juedes, Susan
Education
Credentials
MSN –
Psychiatric
Mental Health
Nursing;
EdD – Education
Psychology
Assistant
MN – Nursing
Professor of
Education,
Nursing (Tenure- Community
Track)
Health
Emphasis;
Course Lead:
PhD – Nursing
NURS 309
Education
Transition to
Professional
Nursing Practice
and NURS 460
PopulationBased Nursing in
a Multicultural
and Global
Society (RN-BSN
program)
Visiting Assistant MSN – Nursing
Professor of
Education;
Nursing
(Enrolled in
doctoral
program)
Title
Professor of
Nursing
(Tenured)
Education Focus
• PsychiatricMental Health
• Education
Relevant
Certifications
Practice
Background and
Years of Practice
• PsychiatricMental Health
(46 years of
clinical practice)
• Community
Health
• Education
• Certified
Hospice and
Palliative Nurse
• Certified Online
Instructor
• Community
Health
(21 years of
clinical practice)
Teaching Responsibility
• Accreditation Facilitator
• (Retire Spring 2014:
0.50 FTE)
• Transition to
Professional Nursing
Practice*
• Population-Based
Nursing in a MultiCultural and Global
Society*
• Palliative Care Nursing*
(12-month contract:
1.22 FTE)
• Education
• Pediatrics
• Oncology
(23 years of
clinical practice)
• Nursing Care of
Children, Adults, and
Older Adults with Acute
Conditions
• Integrated Experiential
Learning III (Peds/OB
Clinical)
* Online Delivery of Instruction
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Name
Kinderman,
Kathy
Kintz, Kimberly
Title
Assistant
Professor of
Nursing
(Tenured)
Course Lead:
NURS 320
Scholarship of
Nursing (RN-BSN
Program)
Assistant
Professor of
Nursing (TenureTrack)
Education
Credentials
MSN – Nursing,
Communities,
and
Populations;
PhD – Nursing
Education
Education Focus
• Community
Health
• Education
• Courses in
Online
Education
Relevant
Certifications
• Web-Based
Nurse Educator
Practice
Background and
Years of Practice
• Critical Care
• Clinical Case
Management
for Home Care
and Hospice
(29 years of
clinical practice)
MS – Adult
Nurse
Practitioner;
DNP –
Correctional
Health, Global
Health
• Adolescent and
Adult Health
• ANCC
Certification for
Nurse
Practitioner
Teaching Responsibility
• Transition to
Professional Nursing
Practice*
• Scholarship of Nursing*
(one of two sections
online)
• NCLEX-RN Testing Skills
• Adolescent and • Nursing Care of
Adult Health
Children, Adults, and
Older Adults with
(26 years of
Chronic Conditions
clinical practice) • Clinical Pathophysiology
and Pharmacology for
Nursing Practice
• Population-Based
Nursing in a
Multicultural and
Global Society
• Orientation to
International Study
• Healthcare in
Cameroon
* Online Delivery of Instruction
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Name
Kozy, Mary
(Mallie)
Title
Professor of
Nursing (NonTenure Track)
Dean of Nursing
Langford, Cheryl
Limandri,
Barbara
Education
Credentials
MSN –
PsychiatricMental Health
Nursing
PhD – Nursing
Education Focus
• PsychiatricMental Health
Associate
Professor of
Nursing
(Tenured)
MSN – High Risk
Perinatal
Nursing
(Practice area:
Teaching)
• Maternal-Child
• Education
Professor of
Nursing
(Tenured)
MSN –
PsychiatricMental Health
Nursing;
PhD –
PsychiatricMental Health
Nursing
• PsychiatricMental Health
Relevant
Certifications
• ANCC
Certification for
Clinical
Specialist in
Adult Psychiatric
Mental Health
Nursing
• AHA Basic Life
Support
Instructor
• Board Certified
Advanced
Practice Nurse
in Psychiatric
Mental Health
Nursing
Practice
Background and
Years of Practice
• PsychiatricMental Health
• Leaderhip and
Management
(34 years of
clinical practice)
• Maternal-Child
(9 years of
clinical practice)
• PsychiatricMental Health
(28 years of
clinical practice)
Teaching Responsibility
•
• Population-Based
Nursing in a
Multicultural and
Global Society
• Integrated Experiential
Learning IV
(Stewardship for Health
Clinical)
• Mental Health and
Illness Across the
Lifespan
• Brain, Mind, and
Society
• Integrated Experiential
Learning II (PsychiatricMental Health Clinical)
* Online Delivery of Instruction
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Name
Luce, Linda
Maxwell, Karen
Education
Title
Credentials
Visiting Assistant MSN –
Professor of
Administration
Nursing
and Community
Health Nursing
Integrated
Experiential
Learning IV
Coordinator
(RN-BSN
program)
Assistant
MS – Nursing
Professor of
Education; Post
Nursing (Tenure- Masters
Track)
Certificate –
Teaching Adult
Learners;
(Enrolled in EdD
program –
Educational
Leadership:
Post-Secondary
Education)
Education Focus
• Community
Health
• Leadership and
Management
Relevant
Certifications
• Certified Online
Instructor
Practice
Background and
Years of Practice
• Community
Health
• Leadership and
Management
(31 years of
clinical practice)
• Adult Health
• Cardiology
• Education
• Certified Public
Health Nurse
(California)
• Progressive Care
Certified Nurse
• Certified
Advanced
Cardiac Life
Support
• Intensive Care
• Progressive
Care
• Disaster Relief
• Case
Management
for Home
Health
(28 years of
clinical practice)
Teaching Responsibility
• Population-Based
Nursing in a
Multicultural and
Global Society*
• Integrated Experiential
Learning IV
(Stewardship for Health
Clinical)*
• Nursing Care of
Children, Adults &
Older Adults with Acute
Conditions
• Clinical Pathophysiology
and Pharmacology for
Nursing Practice
• Integrated Experiential
Learning III (Acute Adult
Health Clinical)
* Online Delivery of Instruction
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Name
O’Brien,
Jeannette
Title
Assistant
Professor of
Nursing
(Tenured)
Education
Credentials
MSN – Adult
Health Nursing;
PhD –
Gerontological
Nursing
Education Focus
• Adult Health
• Gerontology
Relevant
Certifications
Practice
Background and
Years of Practice
• Gerontology
• Leadership
(35 years of
clinical practice)
Integrated
Experiential
Learning II
Coordinator
with Miriam
Volpin(Fall 2013)
Pierce, Christine
Curriculum
Coordinator
Visiting Assistant MSN –
Professor of
Administration
Nursing
and Education;
(Enrolled in
Integrated
doctoral
Experiential
program)
Learning IV
Coordinator
(Summer 2014)
and with Pam
Wheeler (Fall
2013 and Spring
2014)
• Leadership and
Management
• Education
• Pediatrics
• Leadership
(39 years of
clinical practice)
Teaching Responsibility
• Foundation of
Community-Based
Nursing Practice
(Sabbatical Spring 2014:
0.50 FTE)
• Transitions and
Decisions: Pregnancy,
Birth and End of Life
• Integrated Experiential
Learning III (Peds/OB
Clinical)
• Integrated Experiential
Learning IV
(Stewardship for Health
Clinical)
* Online Delivery of Instruction
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Name
Quint, Shelly
Roberts, Carol
Rodgers, Laura
Education
Title
Credentials
Visiting Assistant MSN – Nursing
Professor of
Administration
Nursing
Visiting Assistant MSN – Family
Professor of
Centered Child
Nursing
Nursing
Integrated
Experiential
Learning I
Coordinator
Professor of
Nursing
(Tenured)
MS – Aging
Family;
PhD – Aging
Family,
Gerontology;
PMHNP –
Psychiatric
Mental Health
Clinical Nurse
Specialist
Education Focus
• Administration
• Education
Relevant
Certifications
• Family
Centered Child
Nursing
• Education
• High-Risk
Obstetric
Nursing
Certification
• Fetal
Monitoring
Certification
• PsychiatricMental Health
• Gerontology
• Board Certified
Advanced
Practice Nurse
in Psychiatric
Mental Health
Nursing
Practice
Background and
Years of Practice
• Pediatrics
• Administration
(19 years of
clinical practice)
• Maternal-Child
• Leadership
(31 years of
clinical practice)
• PsychiatricMental Health
• Emergency
(14 years of
clinical practice)
Teaching Responsibility
• Integrated Experiential
Learning I (Foundations
of Community-Based
Nursing Clinical)
• Transitions and
Decisions: Pregnancy,
Birth, and End of Life
• Leading and Managing
in Nursing
• Mental Health and
Illness Across the
Lifespan
• Graduate Career
Opportunities in
Nursing
• Integrated Experiential
Learning II (PsychiatricMental Health Clinical)
* Online Delivery of Instruction
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Name
Rosenburg, Neal
Education
Title
Credentials
Associate
MS – Nursing
Professor of
Education;
Nursing (Tenure- PhD – Nursing
Track)
Education Focus
• Education
Associate Dean
of Nursing for
Faculty and
Program
Development
Rowe, Joanna
Professor of
MSN – Pediatric
Nursing (Tenure- Nursing;
Track)
PhD – Human
Communication
Semester 1
Coordinator
Relevant
Certifications
• Certified Online
Instructor
Practice
Background and
Years of Practice
• Maternal-Child
• Community
Health:
Infectious
Diseases
• Research
(2 years of
clinical practice)
• Pediatrics
• Human Communications
• Pediatrics
• Emergency
• MedicalSurgical
(23 years of
clinical practice)
Teaching Responsibility
• Scholarship of Nursing
• Orientation to
International Study
• Traditional and
Nontraditional Healing
Practices in Thailand
• HIV Nursing: Caring and
Concepts*
• Health Disparities
among Vulnerable
Populations and
Healthcare Practice*
• Foundations of
Community-Based
Nursing Practice
• Nursing Care of
Children, Adults &
Older Adults with
Chronic Conditions
• Integrated Experiential
Learning I (Foundations
of Community-Based
Nursing Practice
Clinical)
* Online Delivery of Instruction
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Name
Selliken, Jan
Title
Associate
Professor of
Nursing
(Tenured)
Semester 3
Coordinator (Fall
2013)
Schiebler, Mindy
Integrated
Experiential
Learning III
Coordinator
with Carmen
Ingulli (Peds/OB,
Fall 2013)
Clinical
Associate
Education
Credentials
BSN;
ND – Doctor of
Naturopathic
Medicine
(Exception from
OSBN)
Education Focus
• Maternal-Child
• Chronic Health
• Oncology
• Hospice
•
•
•
•
MN-Advanced
Population
Health Nursing;
Post Master’s
Graduate
Certificate in
Nurse Education
• Population
Health
• Education
•
•
•
•
Relevant
Certifications
Oregon State
Board of
Naturopathic
Physician
Harvard
University
Palliative and
Hospice Care
Certification
Comprehensive
Certification in
Medical
Simulations
ELNEC Death
Education
Certification
Board Certified
Medical-Surgical
Nurse
Trauma Nursing
Certification
Certified
Advanced
Cardiovascular
Life Support
Certified
Pediatric
Advanced Life
Support
Practice
Background and
Years of Practice
• Maternal-Child
• Hospice
• Oncology
(20 year of
clinical practice)
Teaching Responsibility
• Transitions and
Decisions: Pregnancy,
Birth, and End of Life
• Integrated Experiential
Learning III (Peds/OB
Clinical)
(Sabbatical Spring 2014:
0.50 FTE)
• MedicalSurgical
• Corrections
(3 years of
clinical practice)
• Professional
Communication in
Diverse Communities
• Integrated Experiential
Learning III (Acute Adult
Health Clinical)
* Online Delivery of Instruction
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Name
Taylor, Jana
Tong, Vivian
Title
Professor of
Nursing
(Tenured)
Professor of
Nursing
(Tenured)
Semester 3
Coordinator
(Spring 2014)
Integrated
Experiential
Learning III
Coordinator
with Carmen
Ingulli (Acute
Adult Health,
Spring 2014)
Education
Credentials
MSN –
Gerontological
Nursing
MN – Clinical
Nurse Specialist,
Cardiology;
MPH – Health
Administration
Policy;
PhD – Public
Administration
and Policy:
Health Policy
and Health Care
Organizations
Education Focus
• Gerontology
• Management
• Adult Health
• Cardiology
• Health
Administration
and Policy
Relevant
Certifications
• Certified
Medical-Surgical
Nurse
• Certified
Advanced
Cardiac Life
Support
Practice
Background and
Years of Practice
• Community
Health
• Geriatrics
(23 years of
clinical practice)
• MedicalSurgical
• Intensive Care
• Coronary Care
(9 years of
clinical practice)
Teaching Responsibility
• Leading and Managing
in Nursing
• Integrated Experiential
Learning IV
(Stewardship for Health
Clinical)
• Nursing Care of
Children, Adults, and
Older Adults with Acute
Conditions
• Clinical Pathophysiology
and Pharmacology for
Nursing Practice
• Orientation to
International Study
• Traditional and
Nontraditional Healing
Practices in Thailand
(Sabbatical Fall 2013:
0.50 FTE)
* Online Delivery of Instruction
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Name
Volpin, Miriam
Webb,
Jacqueline
Education
Title
Credentials
Assistant
BSN;
Professor of
PhD –
Nursing (Tenure- Gerontology
track)
Integrated
Experiential
Learning II
Coordinator
with Jeannette
O’Brien (Fall
2013) and with
Nancy Hodges
(Spring 2014)
Assistant
Professor of
Nursing (TenureTrack)
Semester 2
Coordinator
MS – Family
Nurse
Practitioner;
(Enrolled in
doctoral
program)
Education Focus
• Gerontology
• Family Health
Relevant
Certifications
• Certified
Hospice and
Palliative Care
Nurse
• Certificate in
Health Care
Interpreting
• Certified Family
Nurse
Practitioner
• Board Certified
Advance
Practice Nurse
in Family Health
Practice
Background and
Years of Practice
• Gerontology
• Hospice
(5 years of
clinical practice)
• Family Health
(27 years of
clinical practice)
Teaching Responsibility
• Nursing Care of
Children, Adults, and
Older Adults with
Chronic Conditions
• Clinical Ethics
• Integrated Experiential
Learning II (Psychiatric
and Mental Health
Clinical)
• Nursing Care of
Children, Adults, and
Older Adults with
Chronic Conditions
• Clinical Pathophysiology
and Pharmacology for
Nursing Practice
• Spanish Healthcare
Terminology
* Online Delivery of Instruction
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Name
Wheeler, Pamela
Title
Associate
Professor of
Nursing
(Tenured)
Semester 4
Coordinator
with Beverly
Epeneter (Spring
2014)
Yimmee,
Suchawadee
Education
Credentials
MSN – Nursing;
Post-MN –
Psychiatric
Mental Health
Nursing;
PhD – Urban
Studies
Integrated
Experiential
Learning IV
Coordinator
with Christine
Pierce (Fall 2013
and Spring
2014)
Assistant
MSN – Nursing
Professor of
Administration;
Nursing (Tenure- PhD – Nursing
Track)
Education Focus
• PsychiatricMental Health
• Gerontology
• Urban Studies
• Administration
• Administration
Relevant
Certifications
• Certificate in
Gerontology
Practice
Background and
Years of Practice
• PsychiatricMental Health
• Leadership
(27 years of
clinical practice)
• Advanced
Cardiac Life
Support
Certification
• Intensive Care
• Staff
Development
Teaching Responsibility
• Professional
Communication in
Diverse Communities
• Leading and Managing
in Nursing
• Foundations of
Community-Based
Nursing Practice
• Scholarship of Nursing
(7 years of
clinical practice)
* Online Delivery of Instruction
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Linfield-Good Samaritan School Of Nursing Request For Clinical Adjunct Faculty
(Nurse Educator Associate) Teaching Contract
Revised: 06/21/12
Today’s Date
Course/Integrated Experiential Learning Coordinator Name
Clinical Adjunct Faculty Name
(Include contact information if this person has not taught with Linfield before)
Semester and Year (i.e. Fall 2013)
Course Name, Course Number, Section, and Number of Load Units
Special considerations, i.e.: 1st or 2nd half semester course, partial semester contract, later or earlier
start date, missing days due to requested time off. Please give details and specific dates the contract
should cover:
Has this nurse worked as an adjunct at Linfield before? (circle one)
Yes
No*
*If no, please contact Jennifer Keltner at ext. 38480 to be sure a complete application is on file, and
to assure all interviews and paperwork are completed.
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2013-2014 BSN Generic Program Nurse Educator Associate (Adjunct Faculty) Salary Formulas
Courses
Semester Credits and Hourly Wage
Courses
Formula: semester credits in the course x 3
(1 semester credit equals 3 hours) x weeks in the
semester x hourly rate
Semester Credits and Hourly Wage
Formula: semester credits in the course x 3 (1 semester
credit equals 3 hours) x weeks in the semester x hourly
rate
NURS 335
Integrated
Experiential
Learning I
5 semester credit
lab
BSN: 5 cr x 3 x 15 wks x $33.37/hr = $7508
FICA: $574 SIAC: $36 ($610)
TOTAL= $8118
Master’s: 5 cr x 3 x 15 wks x $36.00/hr = $8100
FICA: $620 SIAC: $39 ($659)
TOTAL= $8759
Doctorate: 5 cr x 3 x 15 wks x $37.86/hr = $8519
FICA: $652 SIAC: $41 ($693)
TOTAL= $9212
NURS 435
Integrated
Experiential Learning
III (Maternal-Child)
One 12-hour
shift/week
BSN: 12 hrs x 15 wks x $33.37/hr = $6007
FICA: $460 SIAC: $29 ($489)
TOTAL= $6496
Master’s: 12 hrs x 15 wks x $36.00/hr = $6480
FICA: $496 SIAC: $31 ($527)
TOTAL= $7007
Doctorate: 12 hrs x 15 wks x $37.86/hr = $6815
FICA: $521 SIAC: $33 ($554)
TOTAL= $7369
NURS 375
Integrated
Experiential
Learning II
And
NURS 435
Integrated
Experiential
Learning III
(Acute Adult)
6 semester credit
lab
BSN: 6 cr x 3 x 15 wks x $33.37/hr = $9010
FICA: $689 SIAC: $43 ($732)
TOTAL= $9742
Master’s: 6 cr x 3 x 15 wks x $36.00/hr = $9720
FICA: $744 SIAC: $47 ($791)
TOTAL= $10511
Doctorate: 6 cr x 3 x 15 wks x $37.86/hr = $10222
FICA: $782 SIAC: $49 ($831)
TOTAL= $11053
NURS 475
Integrated
Experiential Learning
IV
8 semester credit lab
BSN: 8 cr x 3 x 15 wks x $33.37/hr = $12013
FICA: $919 SIAC: $58 ($977)
TOTAL= $12990
Master’s: 8 cr x 3 x 15 wks x $36.00/hr = $12960
FICA: $991 SIAC: $62 ($1053) TOTAL= $14013
Doctorate: 8 cr x 3 x 15 wks x $37.86/hr = $13630
FICA: $1043 SIAC: $65 ($1108) TOTAL= $14738
For an adjunct instructor teaching a theory course,
the pay rate is:
Salary Account: 01-18085-21110
Benefits Account: 01-18085-21790
Summer Salary Account: 01-18040-21110
Summer Benefits Account: 01-18040-21790
$920 per course semester credit with a terminal degree
$850 per course semester credit without the terminal
degree
Percentages to use for benefits: FICA: 0.0765
SIAC: 0.0048
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2013-2014 RN-BSN Program Nurse Educator Associate (Adjunct Faculty) Salary Formulas
Courses
NURS 309
Transition to
Professional
Practice
Semester Credits and Hourly Wage
Courses
Formula: hourly rate x semester credits in the course x 24
students
Master’s: $77.25 x 6 cr x 24 students = $11124
FICA: $851 SIAC: $53 ($904)
TOTAL= $12028


If the number of students is less than 18, subtract $464 from the base
salary of $11124 for each student below 18.
If the number of students is more than 24, add $464 to the base salary
of $11124 for each student above 24.
Doctorate: $82.40 x 6 cr x 24 students = $11866
FICA: $908 SIAC: $57 ($965)
TOTAL= $12831


NURS 315
Professional
Communication
in Diverse
Communities
and
NURS 460
PopulationBased Nursing
in a
Multicultural
and Global
Society
If the number of students is less than 18, subtract $494 from the base
salary of $11866 for each student below 18.
If the number of students is more than 24, add $494 to the base salary
of $11866 for each student above 24.
Master’s: $77.25 x 2 cr x 24 students = $3708
FICA: $284 SIAC: $18 ($302)
TOTAL= $4010


If the number of students is less than 18, subtract $155 from the base
salary of $3708 for each student below 18.
If the number of students is more than 24, add $155 to the base salary
of $3708 for each student above 24.
Doctorate: $82.40 x 2 cr x 24 students = $3955
FICA: $303 SIAC: $19 ($322)
TOTAL= $4277


NURS 320
Scholarship
of Nursing
and
NURS 470
Leading and
Managing in
Nursing
If the number of students is less than 18, subtract $165 from the base
salary of $3955 for each student below 18.
If the number of students is more than 24, add $165 to the base salary
of $3955 for each student above 24.
Semester Credits and Hourly Wage
Formula: hourly rate x semester credits in the course x 24
students
Master’s: $77.25 x 3 cr x 24 students = $5562
FICA: $425 SIAC: $27 ($452)
TOTAL= $6014


Doctorate: $82.40 x 3 cr x 24 students = $5933
FICA: $454 SIAC: $28 ($482)
TOTAL= $6415


NURS 475
Integrated
Experiential
Learning IV
If the number of students is less than 18, subtract $232 from the base
salary of $5562 for each student below 18.
If the number of students is more than 24, add $232 to the base salary
of $5562 for each student above 24.
If the number of students is less than 18, subtract $247 from the base
salary of $5933 for each student below 18.
If the number of students is more than 24, add $247 to the base salary
of $5933 for each student above 24.
Master’s: $77.25 x 8 cr x 24 students = $14832
FICA: $1135 SIAC: $71 ($1206) TOTAL= $16038


If the number of students is less than 18, subtract $618 from the base
salary of $14832 for each student below 18.
If the number of students is more than 24, add $618 to the base salary
of $14832 for each student above 24.
Doctorate: $82.40 x 8 cr x 24 students = $15821
FICA: $1210 SIAC: $76 ($1286) TOTAL= $17107


If the number of students is less than 18, subtract $659 from the base
salary of $15821 for each student below 18.
If the number of students is more than 24, add $659 to the base salary
of $15821 for each student above 24.
Percentages to use for benefits: FICA: 0.0765
SIAC: 0.0048
Salary Account: 01-18085-21110
Benefits Account: 01-18085-21790
Summer Salary Account: 01-18040-21110
Summer Benefits Account: 01-18040-21790
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Chapter XI: Faculty Professional Development Sources
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Faculty Professional Development Sources
Listed below are Professional Development sources for nursing faculty. Each source, purpose,
process and deadline are detailed in the pages that follow.
Source: Linfield College
Faculty Professional Development Grants
Student-Faculty Collaborative Research Grants
Travel Stipend for Trips Relevant for January Term Course Development
Sabbatical Leaves
New Faculty Learning Community
Source: Linfield-Good Samaritan School of Nursing
Dean of Nursing’s Fund
General Faculty Professional Development Travel Program
Doctoral Study Awards
Nursing Departmental Funds
Nursing Faculty Development Retreat
Nursing Faculty Orientation and Mentorship Program
Monthly Nursing Faculty Development Program (First Friday Presentations)
Nurse Educator Associates (Adjunct Faculty) Development Programs
Purpose, Process, and Deadline of Professional Development Sources
Linfield College Faculty Professional Development Grants
Purpose:
These grants to faculty members are awarded to support (a) research or creative
work, (b) course improvement, or (c) enhancement of professional capabilities.
Process:
See, Linfield College Faculty Handbook, chapter V for more detail and
Appendix H (X-39) for the Faculty Professional Development Grant Application
form.
Deadline:
There are two funding rounds. The deadline for the Fall round is announced in
September, and the deadline for the Spring round is announced in March.
Linfield College Student-Faculty Collaborative Research Grants
Purpose:
These grants support a collaborative research project or creative work involving at
least one Linfield faculty member and at least one student.
Process:
See, Linfield College Faculty Handbook, chapter V for more detail and
Appendix I (X-40) for the Faculty-Student Summer Collaboration Research Grant
Application form.
Deadline:
A request for proposals occurs early in March. Activities may be funded for the
Summer or academic year.
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Linfield College Travel Stipend for Trips Relevant for January Term Course Development
Purpose:
Modest funds are available to travel domestically or abroad to facilitate
preparation for a January Term travel course.
Process:
See, Linfield College Faculty Handbook, chapter V for more detail.
Deadline:
There is no specific deadline for this travel stipend.
Linfield College Sabbatical Leaves
Purpose:
Sabbatical leaves are granted to enhance the programs of Linfield College through
improving the professional qualifications and preparation for teaching of
members of the faculty.
Process:
See, Linfield College Faculty Handbook, chapter IV.8 for more details, and
Appendix G (X-36) for the Application for Sabbatical Leave form. Sabbatical
leaves are granted at the discretion of the college. To be eligible for a sabbatical
leave, a faculty member must have given six years of service to the college.
Deadline:
Requests for sabbatical leave must be approved by the Dean of Nursing and
forwarded to the Vice President for Academic Affairs/Vice President for
Academic Affairs/Dean of Faculty office prior to the announced deadline.
Linfield College New Faculty Learning Community
Purpose:
Newly hired faculty participate in meetings that focus on such topics as
institutional goals, faculty governance, the American Association of University
Professors, the Linfield Curriculum, advising, insight resumes for admission
consideration in the nursing major, syllabi, teaching writing skills, and faculty
development opportunities.
Process:
New full-time faculty are invited to attend meetings.
Deadline:
Throughout academic year.
Dean of Nursing’s Fund
Purpose:
Dean of Nursing‘s Fund is used for the benefit and professional enrichment of
nursing faculty. The Dean of Nursing administers awards. Priority is given to:
 Podium presentations, serving as discussants or organizers at
local/national/international conferences, and poster presentations.
 Persons acting as representatives of the School of Nursing or professional
groups at local/national/international conferences.
 Persons attending conferences that most benefit the School of Nursing and the
College.
 Persons who did not receive funding the previous year.
Process:
Apply to the Dean of Nursing.
Deadline:
As opportunities arise; funds must be expended in the fiscal year the presentation
occurs.
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General Faculty Professional Development Travel Program
Purpose:
General Faculty Professional Development Travel Program Funds are used for the
benefit and professional enrichment of nursing faculty and Clinical Associates.
This fund provides support for attending conferences and engaging in other
activities contributing to professional development as teachers and scholars. This
fund is given to individuals even if they are not presenting a paper or playing an
organizing role at a workshop/conference.
2013-2014 Awardees
2014-2015 Projected Awardees
Henny Breen
Sue Butell
Carmen Ingulli
Noreen Johansson
Melissa Jones
Susan Juedes
Kathy Kinderman
Barbara Limandri
Linda Luce
Neal Rosenburg
Jana Taylor
Vivian Tong
Miriam Volpin
Pam Wheeler
Suchawadee Yimmee
Process:
Deadline:
Fred Calixtro
Corrina Emch
Beverly Epeneter
Kandys Greenlund
Katherine Hammond
Nancy Hodges
Kim Kintz
Cheryl Langford
Karen Maxwell
Jeannette O’Brien
Christine Pierce
Shelly Quint
Carol Roberts
Laura Rodgers
Joanna Rowe
Mindy Schiebler
Jan Selliken
Jackie Webb
Apply to the Dean of Nursing.
As opportunities arise, funds must be expended in the fiscal year the presentation
occurs. Allowable expenses are coach airfare (with an expected attempt in each
case to obtain the lowest rate whenever possible), registration fee, ground
transportation to and from airports, lodging and meals per diem. (Use the Linfield
College Portland Campus Travel Authorization Request form in Appendix X-2.)
Doctoral Study Awards
Purpose:
Doctoral Study Awards are used for the benefit of nursing faculty pursuing
doctoral study.
Process:
See, the policy on doctoral support described later in this section.
Deadline:
One semester preceding desired funding.
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Nursing Departmental Funds
Purpose:
Nursing Departmental Funds are awarded at approximately $150.00 per nursing
faculty member. These funds can:
 Supplement other sources of funding (Dean of Nursing’s Fund and General
Faculty Professional Development Travel Program) for more expensive trips.
 Be used for registration and travel expenses at local workshops/conferences.
 Be used for reimbursement of personal expenses such as textbooks or
software, which then become the property of the College. (Use the Linfield
College Portland Campus Expense Report form in Appendix X-1 to report
these expenses.)
 Be used for other expenses related to professional development. Prior
approval by the Dean of Nursing required.
Process:
Discuss with the Dean of Nursing.
Deadline:
Before June 1.
Nursing Faculty Development Retreat
Purpose:
The two-day Nursing Faculty Retreat occurs annually. The retreat focuses on
topics that the nursing faculty deem appropriate. The purpose of the retreat is to
provide knowledge and build a sense of esprit de corps.
Process:
The Faculty Development Committee oversees the planning of the Annual Retreat
by:
 Assessing needs and interests of faculty, as well as input from the Dean of
Nursing.
 Working with the Dean of Nursing in budgeting for the retreat during Fall
semester for the following academic year.
 Designing the program, contacting speakers, and arranging accommodations.
Deadline:
Each academic year.
Nursing Faculty Orientation and Mentorship Program
Purpose:
The program focuses on orienting and mentoring new full-time nursing faculty.
Process:
New full-time nursing faculty and Clinical Associates attend the McMinnville and
Portland Campus Orientation Program. (See, Appendix Z-1 and Z-3 for the
Portland Campus Faculty and Staff Orientation Checklist and the Portland
Campus Faculty and Staff Orientation Effectiveness and Improvement Feedback
form). The School of Nursing Faculty Development Committee oversees the
Nursing Faculty Mentorship Program designed to assist new faculty.
Deadline:
Throughout academic year.
Monthly Nursing Faculty Development Program (First Friday Presentations)
Purpose:
The Monthly Nursing Faculty Development Program responds to the educational
needs of the faculty.
Process:
The School of Nursing Faculty Development Committee prepares a monthly
program in response to expressed faculty needs, as well as input from the Dean of
Nursing. Speakers are offered an honorarium.
Deadline:
Monthly during Fall and Spring semesters.
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Nurse Educator Associates (Adjunct Faculty) Development Program
Purpose:
A one-day workshop enhances the ability of Nurse Educators (Adjunct Faculty) to
assume their role as instructors. Information from the workshop is posted
electronically on Blackboard under Adjunct Resources.
The School of Nursing Faculty Development Committee prepares the Nurse
Process:
Educator Associates (Adjunct Faculty) Development Program based on needs.
Deadline:
Before Spring semester.
Online Teaching Support Policy For Full-Time Faculty Teaching In RN-BSN
Distance Education Program
Rational
To enhance the ability of faculty members to teach in the RN-BSN distance education program
and mentor Nurse Educator Associates (Adjunct Faculty) teaching in the RN-BSN program.
Policy
Full-time faculty, who teach in the RN-BSN program, must complete a certificate program in
online education or comparable university course approved by the Dean of Nursing and the
Associate Dean of Nursing for Faculty and Program Development.
Funds
Funds are provided to complete an approved certificate program.
Doctoral Support Policy For Full-Time Tenured Faculty, Tenure-Track
Faculty And Visiting Assistant Professors
Approved: 04/05/04; Revised: 06/17/10
Rational
To ensure fair and equitable disbursement of funds and workload relief for those nursing faculty
members pursuing doctoral education at an accredited institution.
Policy
Funds may be requested by tenured faculty, tenure-track faculty or visiting assistant professors
who do not have a doctorate. A minimum grade of “B” must be attained to receive funding.
Dollar amounts will be fairly distributed among faculty undertaking graduate work based on
credit load taken in the doctoral program, tuition charged, and available funds. The faculty
members receiving financial support are expected to continue employment at Linfield College
after completing doctoral work.
Procedure
Faculty will submit a request for funding after discussing educational plans with the Dean of
Nursing. Regular progress reports (grade reports, etc.) are to be submitted to the Dean of
Nursing after each term or semester in order to receive reimbursement. While enrolled in
doctoral courses, faculty will receive a reduced advising load, but are expected to assume
committee assignments.
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Funds
This policy pertains only to funds from the nursing budget.
School Of Nursing Professional Development Awards Application And
Funding Process
Dean of Nursing’s Fund, General Faculty Professional Development Travel Program, and
Nursing Departmental Funds process:
•
•
•
•
•
•
•
Fill in the Linfield College-Portland Campus Linfield College-Portland Campus Travel
Authorization Request form and submit it to the Dean of Nursing. (A copy of the request
form can be found in Appendix X-2.)
Attach the completed registration form to the Linfield College-Portland Campus Travel
Authorization Request form. The college will issue a check to the agency providing the
workshop/conference if requested and time allows.
The Dean of Nursing will forward authorization of the award to the Business and Finance
Office.
The Business and Finance Office will send the faculty member a check for expenses (less
the registration fee) after the trip. The check covers expenses for mileage, plane fare,
lodging, and meals per diem.
The faculty member is responsible for making his/her own airplane and hotel
reservations. Air fare can be charged to the Linfield College-Portland Campus VISA if
desired (contact the Business and Finance Office).
Receipts for all expenses must be submitted to the Business and Finance Office after the
trip.
If the award did not cover all expenses, the faculty member may request additional
reimbursement in May if excess funds remain.
Trip Reports
For all funded trips, the faculty member will provide the Dean of Nursing with a one-page
narrative report at the end of the trip for the faculty member’s evaluation file. This narrative
should identify the nature of the trip and describe outcomes (ideas, insights, developments,
contacts, etc.), that contribute to the individual's work at Linfield College and the School of
Nursing. A copy of this report should also be submitted to the nursing faculty.
Coverage Of Teaching Responsibilities While Attending A Conference
Faculty members must arrange for coverage of responsibilities while they attend conferences
through arrangements or trades with other regular full-time faculty (not Nurse Educator
Associates/adjuncts), rescheduling of lecture or other appropriate arrangements. There are no
funds available to pay for coverage. The faculty member must decline the presentation or
conference attendance if the primary teaching responsibility is not covered. Faculty members are
expected to notify Integrated Experiential Learning Coordinators and the Dean of Nursing
regarding coverage during their absence and also provide emergency contact information. This
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information should be submitted using the Linfield-Good Samaritan School of Nursing Faculty
Notification of Planned Absence form in Appendix Y-1.
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Chapter XII: Appendices
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Appendix A
Toward Inclusive Excellence: Guidelines For Faculty, Administrator, And
Staff Searches
These guidelines are supplemental to the Linfield College Faculty Handbook section VI.1
regarding filling faculty vacancies and section VI.2 regarding filling adjunct faculty (Nurse
Educator Associate) vacancies; the Linfield College Handbook for Administrators, section IV
regarding hiring procedures for administrative positions; and the Linfield College Employees
Association Agreement, section VII regarding hiring of nonexempt employees (staff). After
interviews, the search committee fills out rating forms. The search committee rating forms for
full-time faculty (including Visiting Assistant Professors), Clinical Associates, Nurse Educator
Associates (classroom and clinical adjunct faculty) are included in this Appendix.
Consistent with our mission of inclusive excellence, Linfield-Good Samaritan School of Nursing
is committed to diversity among nursing administrators, faculty, and staff. In order to expand the
pool of candidates for position searches to include broader diversity, the following approaches
are recommended.
Search Committee
The composition of the search committee should include members of the campus community
who have different points of view and are diverse in a variety of dimensions, including age,
gender, and ethnicity.
Search Process
1.
In the search committee, review the Linfield College Mission Statement as well as
institutional hiring practices, policies, and goals.
2.
The position description and job announcement should express the School of Nursing’s
commitment to inclusive excellence and encourage minorities (including men) to apply.
3.
Expand the search network beyond the primary or usual network to include established
contacts within communities of color, minority interest groups or organizations, colleges
or universities that educate greater numbers of graduate students of color, and
journals/publications more likely to be read by prospective candidates of color.
4.
Contact prospective candidates identified through the network by phone, email, or
personal letter inviting them to apply.
Interview and Decision-Making Process
1.
The candidate rating form should be expanded to include criteria that evaluate the
applicant’s experiences with communities of color and/or cultures other than their own,
academic experiences with culturally diverse students, and interest in developing
multicultural curricula or programs.
In the interview, ask the applicants to describe their experience with diversity issues,
2.
diverse students, and working in multicultural environments.
Reference
Turner, C.S.V. (2002). Diversifying the faculty: A guidebook for search committees.
Washington, D.C.: AAC&U.
Faculty Manual
Page A-1
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Appendix A
Guide To The Search Process For Nursing Faculty And Nursing Clinical
Associates
Approved by Vice President for Academic Affairs/ Dean of Faculty and Chairperson of College
Personnel Committee: 12/07/11
Approval to Fill a Tenure Track Full-time Faculty Positions
1.
Dean of Nursing submits a completed Staffing Request form and required supporting
documents, per the procedure outlined in the Linfield Faculty Handbook.
Prior to starting a search process, the approval to fill a tenure track faculty position must
2.
be given by the College Staffing subcommittee of the Personnel Committee. This applies
to positions that are vacated or new.
Approval to Fill a Visiting Assistant Professor or Clinical Associate Position
1.
Dean of Nursing requests administrative approval from the Vice President for Academic
Affairs/Dean of Faculty. The urgency of the need and available funds are among the
considerations in granting such requests.
Forming a Search Committee
1.
Vice President for Academic Affairs/Dean of Faculty, in consultation with Dean of
Nursing, forms search committee.
2.
Vice President for Academic Affairs/Dean of Faculty may serve on search committee at
his or her discretion.
3.
Department selects 25 percent of the nursing faculty members to serve on the search
committee.
Vice President for Academic Affairs/Dean of Faculty, in consultation with Dean of
4.
Nursing, selects one or two additional faculty members from outside the department.
5.
Department selects two students from student government recommendations.
6.
Dean of Nursing selects a nursing faculty member to chair the search committee.
Completing the Search Plan
1.
Dean of Nursing completes a draft search plan, which includes a position description and
an ad copy to submit to the Vice President for Academic Affairs/Dean of Faculty.
2.
Dean of Nursing presents final draft to search committee.
3.
Search committee reviews the plan and provides input to the Dean of Nursing and Vice
President for Academic Affairs/Dean of Faculty.
4.
Vice President for Academic Affairs/Dean of Faculty presents search plan to President
for approval.
5.
After President’s written approval, position vacancy is announced.
6.
Review “Toward Inclusive Excellence: Guidelines for Faculty, Administrators and Staff
Searches” for ideas on expanding the search pool for more diverse candidates.
7.
Search committee chairperson forwards position description to Human Resources
Department.
Generating Applications
1.
Vice President for Academic Affairs/Dean of Faculty works with the search committee
and Dean of Nursing to stimulate applications.
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Appendix A
2.
3.
4.
Chairperson of search committee handles all correspondence, with secretarial support as
needed. All inquiries and submitted materials will be acknowledged promptly by the
chairperson of the search committee.
All candidates must submit a letter of application, curriculum vitae, three current
reference letters, and their official transcripts (for all degrees) in order to be considered
by the search committee.
Recruiting cost for faculty will be paid by the Office of Academic Affairs.
Evaluating Candidates by Application Materials
1.
Members of the search committee independently rate candidate(s) qualifications in
column one of the candidate rating form developed by the Nursing department.
2.
Search committee determines qualified candidates based on highest rating scores, and
discusses these with the Dean of Nursing to assist in determining which ones to
interview.
3.
Vice President for Academic Affairs/Dean of Faculty and Dean of Nursing discuss the
short list of candidates for the purpose of reaching a decision about whom to bring to the
campus.
Evaluating Candidates through On-Campus Interactions
Each applicant is assessed by members of the search committee according to the same
1.
job-related criteria and using the same procedure.
Search committee chairperson, with assistance from the Administrative Assistant of the
2.
School of Nursing, makes arrangements for campus visit, which may include housing,
meals, transportation, etc. The Linfield College mission and School of Nursing vision,
mission, philosophy, program outcomes, and curriculum model will be emailed to the
candidates.
3.
Search committee chairperson arranges group interview of candidate(s) by search
committee. The same questions and scenarios shall be used for all candidates.
a.
Introduction and Opening Remarks
Search committee chairperson and/or member(s):
Asks members to introduce themselves.
1.
2.
Gives the overview of the interview process, which typically lasts
about 50 minutes.
b.
Candidate Education and Experience
Search committee chairperson and/or member(s):
1.
Ask candidate to describe how his/her education and experience
would qualify them for the position.
2.
Ask additional questions about the candidate’s qualifications, as
appropriate.
3.
Ask candidate to describe his/her experiences with diversity issues,
diverse students, and working in multicultural environments.
c.
Scenarios
Committee members should relate challenging stories from their own
experiences as faculty members, and then ask the candidate, “How would
you handle this or a similar situation?” The candidate’s responses give the
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Appendix A
4.
5.
6.
7.
8.
9.
10.
11.
12.
search committee a sense of his/her attitude toward students, problem
solving skills, and approaches to conflict.
d.
Candidate’s Questions
Provide an opportunity for the candidate to ask questions.
e.
Closure
Thank the candidate for coming. Give the candidate an approximate time
frame for a decision. Encourage him or her to call the search committee
chairperson to see how the search is progressing if desired.
Dean of Nursing interviews the candidate(s). During the interview, the Dean of Nursing
shares with the candidate(s) information provided by the Director of Human Resources.
Vice President for Academic Affairs/Dean of Faculty or the President interviews the
candidate(s) for Visiting Professor and tenure-track positions.
Candidate(s) meet with the Portland Campus Library Director or designee.
Administrative Assistant arranges to have lunch with candidate(s).
Candidate(s) gives a 50 minute presentation to Portland Campus community on the
candidate’s scholarly or creative work as if teaching undergraduate nursing students in a
classroom setting.
Prior to the presentation the Administrative Assistant of the School of Nursing sends an
email invitation to all faculty, administrators, staff, and students inviting them to attend
the event. The Information Technology Department will be notified in advance of any
technology needs the presenter may have.
Search committee chairperson solicits evaluation of the presentation from faculty,
administrators, staff and students, using the presentation rating form; and solicits verbal
feedback from others who had contact with the candidate(s) during the campus visit.
Search committee chairperson makes this information available to the committee.
Search committee members independently rate candidate(s) in column two of the
candidate rating form developed by the Nursing department. This process involves a reevaluation of candidate(s) based on group interview with committee, presentation
evaluations, input from others who had contact with the candidate during the campus
visit, references, and curriculum vitae.
Search committee chairperson averages the scores from all committee members, and
search committee discusses candidates’ suitability for position. Column three of the
candidate rating form may be used by search committee members when comparing
candidates.
Recommending a Candidate for Hire
Search committee will recommend the hiring of a particular candidate, based on highest
1.
rating score, to the Dean of Nursing.
2.
If approved by the Dean of Nursing, he Dean of Nursing will present the
recommendation to the Vice President for Academic Affairs/Dean of Faculty for Visiting
Professor and tenure-track positions or Human Resources for Clinical Associate
positions.
3.
If approved by the Vice President for Academic Affairs/Dean of Faculty, the Vice
President for Academic Affairs/Dean of Faculty will present the recommendation to the
President for Visiting Professor and tenure-track positions.
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Appendix A
4.
5.
If the President approves the hire of the recommended candidate, the Vice President for
Academic Affairs/Dean of Faculty will extend an offer to the candidate. For Clinical
Associate positions, Human Resources extends the offer.
When the candidate orally accepts the offer, the Vice President for Academic
Affairs/Dean of Faculty drafts an official letter of appointment for Visiting Professor and
tenure-track positions that is sent by the President to the candidate for their signature and
return. Human Resources drafts an official letter of appointment for Clinical Associate
positions that is sent to the candidate for their signature and return.
Search Conclusion
1.
Following formal acceptance of the offer, the search committee chairperson notifies all
unsuccessful candidates. Notification may be given via email.
2.
Chairperson of search committee prepares a summary of the search process and
outcomes.
The files of those candidates who were interviewed, including completed evaluation
3.
forms and correspondence, the search plan, copies of advertisements, and the search
committee summary report shall be kept on file by the School of Nursing for two (2)
years, at which point materials other than the search committee summary support shall be
discarded in a manner which protects the identity of the candidates (i.e. shredding).
Faculty Manual
Page A-5
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Appendix A
Linfield–Good Samaritan School Of Nursing Search Committee Candidate
Presentation Evaluation For Faculty Or Clinical Associate Position
Last Revised: 11/28/11
Name of Candidate:
Date:
Topic:
Please circle if you are: faculty, student, administrator or staff.
On the following evaluation, 5 is the highest score and 1 is the lowest. Please provide a rank
score for each category. Additional comments are particularly helpful to the committee. Hand
in the evaluation to the search committee chair or designee at the end of the presentation.
1.
Preparation: Was there evidence of preparation of the material (clear, understandable,
appropriate for level of undergraduate student, organization, emphasis on high points,
wise use of time, etc.).
1
2
3
4
5
Comments:
2.
Expertise in the content: Demonstrated a depth of knowledge in the topic, able to answer
questions or provide resources.
1
2
3
4
5
Comments:
3.
Creativity (effective use of teaching modalities: discussion, use of visual aids; unique
approaches to the topic, etc.):
1
2
3
4
5
Comments:
4.
Delivery of content (professional comportment, projection of voice, clarity of speaking,
ease of listening, connection with the audience).
1
2
3
4
5
Comments:
5.
Overall impression of the presentation.
1
2
3
4
5
Comments:
Total Score:
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Page A-6
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Appendix A
Linfield–Good Samaritan School Of Nursing Search Committee Rating Form:
Full-Time Faculty (Including Visiting Assistant Professor In Nursing)
Approved: 05/13/08; Last Revised: 04/30/12
Name of Candidate:
Vacancy:
Specialty Area(s) of Nursing Practice:
Position Requirements:
_____ Master’s Degree in Nursing
_____ Licensure or Eligibility for Licensure in Oregon
_____ Minimum 3 years in nursing practice
_____ Minimum 2 years experience in specialty of open position
Preferred Requirement:
_____ Doctoral Degree in Nursing or related field
Rate the following criteria on a scale of 0 (lowest) to 10 (highest): “Uk” if unknown
Qualifications
Evaluation 1:
By Application
Materials
Date:
Ability to relate positively and congenially
with students, colleagues, and constituents
Flexibility to teach a variety of courses in
a community-based curriculum
Evidence of teaching excellence
applicable to a liberal arts environment
Teaching experience with a variety of
teaching methods
Experience with culturally diverse
students and multicultural curriculum
Scholarly and professional engagement
Service to the community and the nursing
profession
TOTAL SCORE
Evaluation 2:
By Application
Materials,
Presentation,
and Interviews
Date:
Evaluation 3:
By Application
Materials,
Presentation,
and Interviews
Date:
Comments:
Evaluator’s Signature:
Faculty Manual
Page A-7
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Appendix A
Linfield–Good Samaritan School Of Nursing Search Committee Rating Form:
Clinical Associate
Approved: 08/08/08; Last Revised: 11/16/11
Name of Candidate:
Vacancy:
Specialty Area(s) of Nursing Practice:
Position Requirements:
_____ Master’s Degree in Nursing
_____ Licensure or Eligibility for Licensure in Oregon
_____ Minimum 3 years in nursing practice
_____ Minimum 2 years experience in specialty of open position
Rate the following criteria on a scale of 0 (lowest) to 10 (highest): “Uk” if unknown
Qualifications
Evaluation 1:
By Application
Materials
Date:
Ability to relate positively and
congenially with students,
colleagues, and constituents
Previous teaching in a
baccalaureate nursing program
Flexibility to teach a variety of
courses in a community-based
curriculum
Evidence of clinical teaching
excellence, including laboratory
activities
Experience teaching in a liberal
arts environment
Experience with culturally
diverse students and
multicultural education
TOTAL SCORE
Evaluation 2:
By Application
Materials,
Presentation and
Interview
Date:
Evaluation 3:
By Application
Materials,
Presentation and
Interview
Date:
Comments:
Evaluator’s Signature:
Faculty Manual
Page A-8
2013-2014 Edition
Appendix A
Guide To The Search Process For Nurse Educator Associate (Adjunct
Faculty)
Approved: 01/16/12
Preparation





The Associate Dean of Nursing for Instructional Programs confirms that the Nurse
Educator Associate (Adjunct Faculty) is needed based on enrollment.
Review “Toward Inclusive Excellence: Guidelines for Faculty, Administrators and Staff
Searches” for ideas on expanding the search pool for more diverse candidates.
Arrangements for advertising are made with the Administrative Assistant of the School of
Nursing after the Dean of Nursing approves.
The search committee for Nurse Educator Associates (Classroom Adjunct Faculty)
should consist of the Associate Dean of Nursing for Faculty and Program Development
(search committee chairperson) and at least one full-time faculty member. The search
committee for Nurse Educator Associates (Clinical Adjunct Faculty) should consist of the
Integrated Experiential Learning Coordinator (search committee chairperson) and at least
one full-time faculty member teaching in the course.
The search committee reviews candidates’ application materials using the specified rating
form, and selects qualified applicants to interview.
Candidate Interview with the Faculty Search Committee
Introduction and Opening Remarks

Ask the committee to introduce themselves. The search committee chairperson gives an
overview of the interview process, which typically lasts about 45 minutes to one hour.
Overview of Course and Nurse Educator Associate (Adjunct Faculty) Responsibilities

Search committee members describe the course outcomes and assignments as well as the
Nurse Educator Associate’s (adjunct faculty’s) responsibilities.

Briefly discuss the course in the context of the Linfield College mission and School of
Nursing vision, mission, philosophy, program outcomes, and curriculum model.
Candidate Education and Experience

Ask the candidate to describe how his/her education and experience would qualify the
candidate to teach the course.

Ask additional questions about qualifications if indicated.
Ask the candidate to describe his/her experience with diversity issues, diverse students,

and working in multicultural environments.
Faculty Manual
Page A-9
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Appendix A
Scenarios

Tell challenging stories from your own experience as a faculty member, and then ask the
applicant “How would you handle this, or a similar situation?” The candidate’s responses
give the search committee a sense of the applicant’s attitude toward students, problem
solving skills, and approaches to conflicts.
Candidate’s Questions
Provide an opportunity for the candidate to ask questions.

Candidate’s Application Completion File

Confirm that all documents have been received. Let the candidate know if anything is
missing. The search cannot proceed to the next level without the following documents:
o Curriculum vitae
o Official transcripts (for all degrees).
o Three current letters of reference. If references are missing, ask the candidate to
request that his/her references be sent by email or fax, followed by a mailed original,
signed copy.
Salary
Quote the salary for the course based on the candidate’s highest degree (see, Chapter XI).

Closure

Thank the candidate. Inform the candidate that the search committee chairperson will
contact him/her concerning an offer for the position, and give the candidate an
approximate time frame. Encourage the candidate to contact the search committee
chairperson to see how the search is progressing if desired.
Rating Forms

After the interview, the search committee members stay and independently fill out rating
forms in ink; make sure to date columns and sign the form. There should not be
discussion until after the first column is filled out. Calculate the average score from all of
the committee members, then discuss the candidate’s suitability for the position. If
needed after the discussion, fill in column two to re-score the applicant. Column three is
used when comparing candidates. Refer to the Search Committee Rating form: Nurse
Educator Associate (Classroom Adjunct Faculty) and the Search Committee Rating form:
Nurse Educator Associate (Clinical Adjunct Faculty) in this Appendix.
Notification of the Candidate

The search committee chairperson (Integrated Experiential Learning Coordinator)
notifies the Associate Dean of Nursing for Faculty and Program Development with the
recommendation for hiring a Nurse Educator Associate (Clinical Adjunct Faculty). The
Associate Dean of Nursing for Faculty and Program Development requests an
administrative interview, and must approve the hire. The Associate Dean of Nursing for
Faculty and Program Development must also approve the hire of Nurse Educator
Associates (Classroom Adjunct Faculty).
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Page A-10
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Appendix A


The search committee chairperson notifies the candidate for the position of Nurse
Educator Associate (Adjunct Faculty) as to the decision concerning hire.
If the Nurse Educator Associate (Adjunct Faculty) is to be hired, the search committee
chairperson submits the request for hire to the Administrative Assistant of the School of
Nursing. The Request for Clinical Adjunct Faculty (Nurse Educator Associate) Teaching
Contract form is available on Blackboard under the link “Adjuncts” or in Chapter XI.
Orientation of the New Nurse Educator Associate (Adjunct Faculty)






The Administrative Assistant to the School of Nursing assists the new Nurse Educator
Associate (Adjunct Faculty) with completing paperwork for Human Resources.
The Administrative Assistant to the School of Nursing informs the Nurse Educator
Associate (Adjunct Faculty) that the: Linfield College Faculty Handbook, Portland
Campus Student Handbook, Linfield-Good Samaritan School of Nursing Nurse Educator
Associate (Adjunct Faculty) Manual, Linfield-Good Samaritan School of Nursing Faculty
Manual, and Linfield-Good Samaritan School of Nursing Student Manual are available
on the college website.
The Integrated Experiential Learning Coordinator informs the Nurse Educator Associate
(Clinical Adjunct Faculty) about health passport and clinical agency requirements. If the
Nurse Educator Associate is teaching in NURS 475 Integrated Experiential Learning IV,
he/she is told about the role of faculty, students and Clinical Teaching
Associates/Preceptors in the course.
The Associate Dean of Nursing for Faculty and Program Development works with the
Nurse Educator Associate (Classroom Adjunct Faculty) as needed in preparation of the
syllabus and other course related matters.
The Associate Dean of Nursing for Faculty and Program Development explains to the
Nurse Educator Associate (Classroom Adjunct Faculty) the evaluation procedures (e.g.,
evaluation of faculty, courses, and student performance in meeting course outcomes), and
the important role of evaluation data in improving the quality of the course. The
Integrated Experiential Learning Coordinator explains to the Nurse Educator Associate
(Clinical Adjunct Faculty) the evaluation procedures (e.g., evaluation of faculty, courses,
clinical agencies, Clinical Teaching Associates/preceptors, and student performance in
meeting course outcomes), and the important role of evaluation data in improving the
quality of the students’ clinical learning experience. Nurse Educator Associates (Adjunct
Faculty) will also be informed about the evaluation process concerning their performance
as instructors and the evaluation of support they receive from the School of Nursing.
Nurse Educator Associates (Adjunct Faculty) are invited to the Portland Campus New
Employee Orientation in August, at which time break-out sessions are provided for fulltime faculty and Nurse Educator Associates (Adjunct Faculty). The Associate Dean of
Nursing for Faculty and Program Development will provide electronically, a required
online education orientation workshop for new Nurse Educator Associates (Adjunct
Faculty) teaching in the RN-BSN program. Nurse Educator Associates (Adjunct Faculty)
will be informed about the role of the Nurse Educator Associate (Adjunct Faculty)
Liaison, and the opportunities for professional development.
Faculty Manual
Page A-11
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Appendix A
Note: A person, who has taught as a Nurse Educator Associate (Adjunct Faculty) in essentially
the same position within the last two years, may be appointed without undergoing the
search process described above. The Nurse Educator Associate’s (adjunct faculty’s) prior
teaching evaluations must be positive, and the Associate Dean of Nursing for Faculty and
Program Development must approve the rehire. In the case of a Nurse Educator
Associate (Clinical Adjunct Faculty), the Integrated Experiential Learning Coordinator in
the concerned course must also support the rehire.
Faculty Manual
Page A-12
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Appendix A
Linfield–Good Samaritan School Of Nursing Search Committee Rating Form:
Nurse Educator Associate (Classroom Adjunct Faculty)
Approved: 08/09/06; Last Revised: 11/16/11
Name of Candidate:
Vacancy:
Specialty Area(s) of Nursing Practice:
Position Requirements:
_____ Master’s Degree in Nursing
_____ Licensure or Eligibility for Licensure in Oregon
_____ Minimum 3 years in nursing practice
_____ Minimum 2 years experience in specialty of open position
Rate the following criteria on a scale of 0 (lowest) to 10 (highest): “Uk” if unknown
Qualifications
Evaluation 1:
By Application
Materials
Date:
Ability to relate positively and
congenially with students,
colleagues, and constituents
Previous teaching in a
baccalaureate nursing program
Evidence of teaching
excellence
Evidence of commitment to
undergraduate education
Experience with culturally
diverse students and
multicultural education
TOTAL SCORE
Evaluation 2:
By Application
Materials,
Presentation and
Interview
Date:
Evaluation 3:
By Application
Materials,
Presentation and
Interview
Date:
Comments:
Evaluator’s Signature:
Faculty Manual
Page A-13
2013-2014 Edition
Appendix A
Linfield–Good Samaritan School Of Nursing Search Committee Rating Form:
Nurse Educator Associate (Clinical Adjunct Faculty)
Approved: 08/09/06; Last Revised: 11/16/11
Name of Candidate:
Vacancy:
Specialty Area(s) of Nursing Practice:
Position Requirements:
_____ Bachelor’s Degree in Nursing
_____ Licensure or Eligibility for Licensure in Oregon
_____ Minimum 2 years in nursing practice
_____ Minimum 2 years experience in specialty of open position
Rate the following criteria on a scale of 0 (lowest) to 10 (highest): “Uk” if unknown
Qualifications
Evaluation 1:
By Application
Materials
Date:
Ability to relate positively and
congenially with students,
colleagues, and constituents
Previous teaching in a
baccalaureate nursing program
Evidence of teaching excellence
Evidence of commitment to
undergraduate education
Experience with culturally
diverse clients and/or students
Experience with culturally
diverse students and
multicultural education
TOTAL SCORE
Evaluation 2:
By Application
Materials,
Presentation and
Interview
Date:
Evaluation 3:
By Application
Materials,
Presentation and
Interview
Date:
Comments:
Evaluator’s Signature:
Faculty Manual
Page A-14
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Appendix B
Linfield College: Student Appraisal Of Instruction
Faculty Manual
B-1
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Appendix B
Faculty Manual
B-2
2013-2014 Edition
Appendix B
Linfield College: Student Appraisal Of Clinical Instruction In Nursing
Faculty Manual
B-3
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Appendix B
Faculty Manual
B-4
2013-2014 Edition
Appendix C
Linfield-Good Samaritan School Of Nursing Guidelines For Professional
Development And Linfield College Guidelines For Promotion And Tenure
Approved: 05/02/11, Professional Development Guidelines by the Nursing Faculty Assembly;
Revised: 05/10/99, Linfield College Faculty Evaluation Process for Promotion and Tenure
The faculty of Linfield College provide instructional programs for the academic and cultural
development of Linfield students. In order to maintain excellence in these programs, it is crucial
that excellent faculty be hired, retained, and advanced and that the atmosphere within the college
foster continued faculty growth and development. These requirements in turn require a fair and
systematic procedure for faculty evaluation.
Although faculty evaluation operates as a continuous process, in fact there are two distinct
strands: professional development, which provides formative information to the individual
faculty member and to the college; and promotion and tenure, which results in summative
decisions concerning e faulty member’s rank and tenure.
The above goals require that the process by which faculty members are evaluated be
accompanied by provisions for improvement, allow full participation in the process by the
faculty member concerned, and be responsive to the instructional and professional requirements
of the college and its departments and programs.
Evaluation is based on teaching effectiveness, professional achievement within the field(s), and
service to Linfield, their profession, and the community. Of the three evaluation categories,
teaching effectiveness is the most important. Excellence in professional achievement and/or
service will not make up for inadequate performance in the teaching area; advancement at
Linfield will depend on excellent teaching. At the same time, performance in the other two areas
must not be slighted. Accomplishment in these areas must be present for advancement, with
professional achievement being more important than service.” (Linfield College Faculty
Handbook)
Teaching Effectiveness
The following nine areas for teaching effectiveness are noted in the Linfield College Faculty
Handbook as important for promotion and tenure consideration:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Knowledge of and enthusiasm for the subject matter.
Attention to the organization of courses as it relates to the level and preparation of the
students.
Organization and effective use of class time.
High expectation for each student.
Respect for students’ viewpoints.
Use of effective and fair grading methods.
What students take from their courses.
Availability for consultation with students.
Consistent and effective attention to the needs of advisees.
Faculty Manual
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Appendix C
The School of Nursing encourages faculty to also use the following criteria for professional
development: command of one’s area of teaching and its ongoing development as related to
curricular needs; integration of effective learning-centered pedagogies and course materials to
promote student learning; ability to help students relate nursing to other areas of knowledge and
to the liberal arts tradition; and, an ongoing pattern of effort to improve one’s teaching
effectiveness. The School of Nursing recognizes that classroom teaching includes a variety of
settings in venues including but not exclusive of the following: on-campus classrooms, clinical
settings in the community, simulation laboratories, and long distance education (on-line).
Nursing faculty may teach in one or a combination of these teaching settings and teaching
effectiveness evaluations will include them.
Professional Achievement
Five types of evidence for professional achievement identified in the Linfield College Faculty
Handbook for promotion and tenure consideration include:
1.
2.
3.
4.
5.
Research or creative work.
Publications and artistic or professional presentations.
Peer recognition by professional societies/organizations.
Study at other institutions for additional professional credential or toward an advanced
degree beyond the terminal degree Linfield requires for the discipline. (As of 2005-2006,
the terminal degree in nursing is a doctorate in nursing or related field. The doctorate is
required for tenure and promotion except in cases involving exceptional merit.)
Professional practice and/or development necessary to maintain competency and
credentials
The School of Nursing developed specific criteria and documentation examples to guide faculty
development that are appropriate to the nursing profession, delineate the scope of recognized
scholarly activities, and guide individual faculty career planning and development. The
guidelines for scholarship in nursing were developed and accepted by the American Association
of Colleges of Nursing and are utilized by the Commission on Collegiate Nursing Education (an
autonomous accrediting agency within the American Association of Colleges of Nursing) to
ensure the quality and integrity of nursing programs in the United States. These guidelines are
commensurate with national standards and recommendations for accreditation.
Scholarship in nursing has been defined by the American Association of Colleges of Nursing
following the guidelines established by Boyer (1990). Boyer proposed that all academic
disciplines include the entire range of academic work to include not just traditional research as
the means to obtain recognition for professorial performance, but expand it to include four
critical areas essential to academic work. These areas include: discovery, teaching, application,
and integration. “Scholarship in nursing can be defined as those activities that systematically
advance the teaching, research, and practice of nursing through rigorous inquiry that: Is
significant to the profession, is creative, can be documented, can be replicated or elaborated, and
can be peer-reviewed through various methods” (Boyer, 1990).
Faculty Manual
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Appendix C
The tables below reflect examples of scholarly and professional achievement in nursing and the
means to document them. These are not intended as an all-inclusive list.
Scholarship of Discovery: Inquiry that produces disciplinary/professional knowledge. Nursing
reflects a unique perspective “emphasizing health promotion, restoration, and rehabilitation, as
well as a commitment to caring and comfort” (American Association of Colleges of Nursing,
1998, p. 1).
Examples
 Primary empirical research (e.g.,
experimental, quasi-experimental,
qualitative)
 Historical research
 Theory development including
andragogy and pedagogy
 Methodological studies
 Philosophical inquiry
Methods to Document Achievement
 Peer-reviewed publications of
research, theory or philosophical
essays
 Grant awards in support of research or
scholarship
 Presentations of research, theory, or
philosophical essays
 Mentorship of junior faculty in
research or scholarship
 Public recognition as scholar (state,
regional, national, or international
recognition as a scholar in an identified
area)
 Positive peer evaluations of work
Scholarship of Teaching and Learning: Inquiry that produces knowledge to support the transfer
of science and art of nursing from expert to novice, building the bridges between the teacher’s
understanding and the student’s learning (Boyer, 1990). Increases the effectiveness of transfer of
discipline-specific knowledge, increasing understanding of both the discipline, andragogy, and
pedagogy.
Examples
Methods to Document Achievement
 Innovations that demonstrate
 Authorship of textbooks, book chapters
knowledge relative to teaching,
or other learning aids
technology applications and theory Developing/testing educational models
building in the learning assessment
or theories
context
 Accreditation or other program reports
 Development of innovative teaching
 Grant proposals and awards
or evaluation methods and learning
 Public recognition as master teacher
environments
 Peer-reviewed publication related to
 Program development and learning
teaching methodology or learning
outcomes evaluation
outcomes, case studies related to
 Professional role modeling (mentoring
teaching-learning, learning theory
students and new faculty, leadership
development, and development or testing
roles in curriculum and instruction)
of educational models or theories
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2013-2014 Edition
Appendix C



Positive peer assessment of innovations
Design of outcome studies or assessment
programs
Presentations related to teaching and
learning
Scholarship of Practice (Application): Encompasses all aspects of delivery of nursing services
and multiple practice roles such as the following: direct provider of care, nurse educator,
consultant, leadership in transforming practice and public policies, and other advance practice
roles within professional nursing, evidence of direct impact in solving health care problems or in
defining problems of a community. Professional development of nursing faculty includes selfdevelopment and life-long learning to improve competency beyond the basic practice of
professional nursing and research in specialty practice arrangement and faculty role concepts.
Example
 Practice conducted through application
of nursing knowledge to clinical care
 Measurement of quality of life
indicators
 Develop, refinement of practice
protocols/strategies
 Evaluation of systems of care
Methods to Document Achievement
 Peer-reviewed publications of research,
case studies, technical applications, or
other practice issues
 Peer-reviewed presentation related to
practice
 Consultation reports
 Peer reviews or supervisory evaluation
of practice
 Reports compiling and analyzing
patient/health service outcomes
 Grant awards
 Clinical practice awards
 Products, patents, or license copyrights
 Professional certification, degrees, and
other specialty credentials
 State, regional, national, or
international recognition as a master
practitioner
 Reports of clinical demonstration
projects or meta-analyses related to
practice problems
 Policy papers related to practice
Scholarship of Integration: Interdisciplinary inquiry that creates or combines knowledge into
new paradigms and insights.
Examples
 Critical analysis and interpretation
Faculty Manual
Methods to Document Achievement
 Peer-reviewed publications related to
policy analysis, case studies, integrative
C-4
2013-2014 Edition
Appendix C






reviews of the literature and others
Positive peer evaluations of contributions
to integrative scholarship
Interdisciplinary program reports
Interdisciplinary grant awards
Peer-reviewed presentations
Policy papers
Published books, articles, book reviews
Service
Seven sources of evidence for service identified in the Linfield College Faculty Handbook for
promotion and tenure consideration include:
1.
2.
3.
4.
5.
6.
7.
Regular and effective participation on college-wide standing committees of the faculty.
Effective participation in departmental and divisional affairs (including service as chair
where applicable).
Work with student activities and organizations.
Direct assistance with the external relations work of the college (e.g., recruiting students,
speaking to alumni groups).
Service to the external community using professional knowledge and skills.
Service to a professional society/organization.
Service to the Division of Continue Education.
The School of Nursing has unique department responsibilities for service due to committee work
required to meet state and national accreditation requirements. Faculty members are expected to
participate in a School of Nursing Committee with two- year rotating terms and/or ad hoc
nursing committees. Chairing a nursing committee is considered equivalent to serving on, or
chairing a College faculty committee. In some instances, faculty are excused from departmental
committee work (e.g. doctoral studies, other college related service). Nursing faculty are
expected to be engaged in faculty shared governance, including Portland Division work and
serving on college committees. However, due to the large number of nursing faculty, it is
possible that some nursing faculty can provide sufficient service to the college through Portland
Campus or Nursing Department committee work. Discussions related to the weighting of
departmental and college service should occur in the regularly scheduled faculty development
meetings.
References
American Association of Colleges of Nursing (1998). Position statement on nursing research.
Washington, DC.
Boyer, E. (1990). Scholarship reconsidered: Priorities for the professoriate. Princeton, NJ:
The Carnegie Foundation for the Advancement of Teaching
Faculty Manual
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2013-2014 Edition
Appendix C
Faculty Self-Appraisal, Including Professional Plan
Period included in this report: from
Date submitted:
A.
to
Personnel Information
Name:
Rank:
Date of Linfield appointment:
Years in present rank at all institutions:
B.
Department(s):
Date of present rank at Linfield:
Tenure status:
Report and Appraisal
Your narrative account of and reflection on your goals and accomplishments for the period since
your last report is an important part of your evaluation file. Please provide this material for each
of the three categories below. In addition to a broad overview, include specific illustrations in
each case, referring to particular courses or advising context in the case of teaching, to specific
projects in the case of professional achievements, and particular tasks or assignments in the case
of service. (Make the significance of your work clear to the reader of your file.)
1.
Teaching (including advising)
Please refer to section IV.6.1.1 Teaching Effectiveness in the College Faculty
Handbook for more information on teaching effectiveness in the context of
faculty evaluation.
IV.6.1.1 Teaching Effectiveness will be evaluated by students, colleagues, and the
department head (in the case of the school of nursing, the Dean of Nursing). Self
appraisals by the faculty member concerned will also be used in the process. The
faculty member should be aware that teaching effectiveness involves attention to
several important areas, including:
1) Knowledge of and enthusiasm for the subject matter.
2) Attention to the organization of courses as this relates to the level and
preparation of the students.
3) Organization and effective use of class time.
4) High expectations for each student.
5) Respect for students' viewpoints.
6) Use of effective and fair grading methods.
7) What students take from their courses.
8) Availability for consultation with students.
9) Consistent and effective attention to the needs of advisees.
2.
Professional Achievement
Please refer to section IV.6.1.2 Professional Achievement in the College Faculty
Handbook for more information on professional achievement in the context of
faculty evaluation.
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Appendix C
IV.6.1.2 Professional Achievements will be evaluated by colleagues and by the
department head (in the case of the school of nursing, the Dean of Nursing). Self
appraisals in the form of written descriptions of professional activity will also be
used in the process. Evidence of professional achievement may include:
1) Research or creative work.
2) Publications and artistic or professional presentations.
3) Peer recognition by professional societies / organizations.
4) Study at other institutions for additional professional credential or toward
an advanced degree beyond the terminal degree Linfield requires for the
discipline (see the College Faculty Handbook IV.II).
5) Professional practice and/or development necessary to maintain
competency and/or credentials.
3.
Service to Linfield
Please refer to section IV.6.1.3 Service in the College Faculty Manual for more
information on service in the context of faculty evaluation.
IV.6.1.3 Service to Linfield, one’s profession, and the community will be
evaluated by colleagues and by the department head (in the case of the school of
nursing, the Dean of Nursing). Self appraisals by the faculty member will also be
used in the process. Evidence of service may include:
1) Regular and effective participation on college wide standing committees
of the faculty.
2) Effective participation in departmental and divisional affairs (including
service as chairperson where applicable).
3) Work with student activities and organizations.
4) Direct assistance with the external relations work of the college (e.g.,
recruiting students, speaking to alumni groups).
5) Service to the external community using professional knowledge and
skills.
6) Service to a professional society / organization.
7) Service to the Division of Continuing Education.
C.
Professional Plan
For the period between now and the next scheduled review and beyond, please discuss your
goals and expectations in the areas of teaching, professional achievements and service to
Linfield. Indicate how you hope to pursue your goals.
PLEASE STAPLE THIS AS A COVER SHEET TO YOUR NARRATIVE SELFAPPRAISAL
Faculty Manual
C-7
2013-2014 Edition
Appendix C
Colleague Appraisal
Faculty Member to be Evaluated:
Colleague Evaluator:
Time Period to be Covered:
Date:
Please provide in narrative form an evaluation of your colleague's work over the period indicated
above in each of the college's three evaluation categories: teaching effectiveness, professional
achievements, and service to Linfield.
It would be helpful if you would type your three evaluations, putting each on a separate page,
and stapling them together with this page as a cover sheet. Please state reasons for your views
and what evidence you used. For teaching, are your evaluation comments based on visiting
classes, and if so how many visits? Have you inspected syllabi, examination questions, talked
with students, etc. For professional achievement, have you heard a professional presentation,
read a research report, seen a public performance, etc. For service, have you served on a
committee with the person being evaluated, seen a report s/he wrote, etc. For all categories,
characterize the reference group you are using (liberal arts college faculties, Linfield faculty,
etc.).
Please submit these three evaluations by: ______________________________.
Thank you for your help.
PLEASE USE THIS PAGE AS YOUR COVER SHEET.
Faculty Manual
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2013-2014 Edition
Appendix C
3A.
Colleague Appraisal of Teaching Effectiveness (including advising)
Please consider the general advice about reasons and evidence provided on the cover sheet.
Please refer to section IV.6.1.1 Teaching Effectiveness in the College Faculty Handbook for
more information on teaching effectiveness in the context of faculty evaluation.
IV.6.1.1 Teaching Effectiveness will be evaluated by students, colleagues, and the department
head (in the case of the school of nursing, the Dean of Nursing). Self appraisals by the faculty
member concerned will also be used in the process. The faculty member should be aware that
teaching effectiveness involves attention to several important areas, including:
1) Knowledge of and enthusiasm for the subject matter.
2) Attention to the organization of courses as this relates to the level and preparation of
the students.
3) Organization and effective use of class time.
4) High expectations for each student.
5) Respect for students' viewpoints.
6) Use of effective and fair grading methods.
7) What students take from their courses.
8) Availability for consultation with students.
9) Consistent and effective attention to the needs of advisees.
With the above as guides, please provide your appraisal of the teaching effectiveness of:
Signature
Faculty Manual
Date
C-9
2013-2014 Edition
Appendix C
3B.
Colleague Appraisal of Professional Achievements
Please consider the general advice about reasons and evidence provided on the cover sheet.
Please refer to section IV.6.1.2 Professional Achievement in the College Faculty Handbook for
more information on professional achievement in the context of faculty evaluation.
IV.6.1.2 Professional Achievements will be evaluated by colleagues and by the department head
(in the case of the school of nursing, the Dean of Nursing). Self appraisals in the form of written
descriptions of professional activity will also be used in the process. Evidence of professional
achievement may include:
1)
2)
3)
4)
Research or creative work.
Publications and artistic or professional presentation.
Peer recognition by professional societies / organizations.
Study at other institutions for additional professional credential or toward an
advanced degree beyond the terminal degree Linfield requires for the discipline (see
the College Faculty Handbook IV.II).
5) Professional practice and/or development necessary to maintain competency and
credentials.
With the above as guides, please provide your appraisal of the professional achievements of:
Signature
Faculty Manual
Date
C-10
2013-2014 Edition
Appendix C
3C.
Colleague Appraisal of Service to Linfield
Please consider the general advice about reasons and evidence provided on the cover sheet.
Please refer to section IV.6.1.3 Service in the College Faculty Manual for more information on
service in the context of faculty evaluation.
IV.6.1.3 Service to Linfield, one’s profession, and the community will be evaluated by
colleagues and by the department head (in the case of the school of nursing, the Dean of
Nursing). Self appraisals by the faculty member will also be used in the process. Evidence of
service may include:
1) Regular and effective participation on college wide standing committees of the
faculty.
2) Effective participation in departmental and divisional affairs (including service as
chairperson where applicable).
3) Work with student activities and organizations.
4) Direct assistance with the external relations work of the college (e.g., recruiting
students, speaking to alumni groups).
5) Service to the external community using professional knowledge and skills.
6) Service to a professional society / organization.
7) Service to the Division of Continuing Education.
With the above as guides, please provide your appraisal of service to Linfield by:
Signature
Faculty Manual
Date
C-11
2013-2014 Edition
Appendix D
Linfield College Employee Self-Evaluation Form
Found on the Linfield Human Resources Website in the section on Performance Management
and Recognition Forms and Tools
06/13
Faculty Manual
D-1
2013-2014 Edition
Appendix D
Faculty Manual
D-2
2013-2014 Edition
Appendix D
Faculty Manual
D-3
2013-2014 Edition
Appendix D
Faculty Manual
D-4
2013-2014 Edition
Appendix D
Linfield College Annual Employee Performance Review Instructions
Found on the Linfield Human Resources Website in the section on Performance Management
and Recognition Forms and Tools
06/13
Faculty Manual
D-5
2013-2014 Edition
Appendix D
Linfield College Annual Employee Performance Review Form
Found on the Linfield Human Resources Website in the section on Performance Management
and Recognition Forms and Tools
06/13
Faculty Manual
D-6
2013-2014 Edition
Appendix D
Faculty Manual
D-7
2013-2014 Edition
Appendix D
Faculty Manual
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Appendix D
Faculty Manual
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Appendix D
Faculty Manual
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Appendix D
Faculty Manual
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2013-2014 Edition
Appendix E
Evaluation Of Clinical Associate In Nursing: Self-Appraisal
Approved: 05/02/12
Employee Name:
Last
First
Appraisal Period – From:
To:
Self-appraisal of teaching effectiveness:
Self-appraisal of participation in, and contributions to, department and course team meetings:
Self-appraisal of involvement in lab activities to support student learning:
Self-appraisal of attention to students outside of scheduled clinical time:
Goals and strategies for strengthening teaching during next academic year:
Goals and strategies to contribute to teaching team during next academic year:
Signature:
Clinical Associate in Nursing
Date
Signature:
Associate Dean of Nursing
For Faculty and Program Development
Date
Faculty Manual
E-1
2013-2014 Edition
Appendix E
Evaluation Of Clinical Associate In Nursing By The Associate Dean Of
Nursing For Faculty And Program Development
Last Revised: 07/17/12
Employee Name:
Evaluator:
Last
Date:
Appraisal Period – From:
First
To:
Teaching effectiveness:
Participation in, and contributions to, department and course team meetings:
Involvement in lab activities to support student learning:
Attention to students outside of scheduled clinical time:
Goals and strategies for strengthening teaching during next academic year:
Goals and strategies to contribute to teaching team during next academic year:
Signature:
Associate Dean of Nursing for
Faculty and Program Development
Date
Signature:
Clinical Associate in Nursing
Date
Faculty Manual
E-2
2013-2014 Edition
Appendix F
Linfield-Good Samaritan School Of Nursing Evaluation Of Nurse Educator
Associate (Adjunct Faculty): Self-Appraisal
Approved: 04/30/12
Instructor:
Course Number
Title:
Semester / Term / Year:
Self-appraisal of teaching effectiveness:
Goals and strategies for strengthening teaching effectiveness:
Signature:
Nurse Educator Associate
(Adjunct Faculty)
Date
Signature:
Associate Dean of Nursing for
Faculty and Program Development; or
Integrated Experiential Learning
Coordinator
Date
Faculty Manual
F-1
2013-2014 Edition
Appendix F
Evaluation Of Nurse Educator Associate (Clinical Adjunct Faculty) By
Integrated Experiential Learning Coordinator
Approved: 10/04/04; Last Revised: 04/30/12
Instructor’s Name:
Course Number and Title:
Semester/Term/Year:
Rating Scale: 5=strongly agree; 4=agree; 3=disagree; 2=strongly disagree; 1= not
observed; not applicable
CRITERIA
5
4 3
2
Collaborates effectively with full time faculty (i.e., team player)
and the Dean of Nursing
Communicates effectively with Integrated Experiential Learning
Coordinator regarding students' performance (especially when
there is a problem)
Communicates effectively with clinical staff, administrators and
Clinical Teaching Associates (Preceptors) (if used) at site
Communicates effectively (verbally and in writing) with students
Follows through with any remediation (i.e., if a student has to redo an assignment or takes an incomplete or is having difficulty in
the course)
Is flexible (adapt to change; variability in students)
Is fair and accurate in grading (based on School of Nursing
grading policy, grading criteria, and meeting course outcomes)
Turns grades and student clinical performance evaluation
instruments in to Integrated Experiential Learning Coordinator
on time
Shows evidence of current clinical expertise
Is dependable and accountable
Is able to teach effectively in the clinical setting
Is non-threatening but still professional in setting expectations
and follow-through with consequences
Is knowledgeable in the course subject matter
Able to interact with students, site personnel and faculty in a
positive, productive and non-judgmental manner
Able to problem solve effectively
Documents interactions (anecdotal notes)
Writes academic alerts when appropriate
Works with students in a caring way
Uses praxis in clinical seminars
Gives frequent and timely feedback to students concerning their
clinical performance
Faculty Manual
F-2
1
2013-2014 Edition
Appendix F
Summary of student feedback on Nurse Educator Associate (Clinical Adjunct Faculty) (“Linfield
College: Student Appraisal of Clinical Instruction in Nursing” form):
Strengths:
Areas to Improve:
Action Plan for Improvement:
Other Comments:
Recommendation:
______Would recommend for re-hire
______Would recommend with conditions (specify):
______Would not recommend for re-hire
Signature:
Integrated Experiential Learning Coordinator
Date
Signature:
Nurse Educator Associate (Clinical Adjunct)
Date
(Signature not required if not recommended for re-hire)
This evaluation will be kept in the Nurse Educator Associate (clinical adjunct faculty) personnel
file. The Dean of Nursing, Associate Dean of Nursing for Faculty and Program Development,
Nurse Educator Associate (Adjunct Faculty) Liaison, and Integrated Experiential Learning
Coordinators may access this information when searching for potential Nurse Educator
Associates (clinical adjunct faculty) for nursing courses.
Faculty Manual
F-3
2013-2014 Edition
Appendix F
Evaluation Of Nurse Educator Associate (Classroom Adjunct Faculty) By The
Associate Dean Of Nursing For Faculty And Program Development
Approved: 10/04/04; Last Revised: 07/17/12
Instructor’s Name:
Course Number and Title:
Semester / Term / Year:
Rating Scale
5=strongly agree
4=agree
3=disagree
2=strongly disagree
NA=not observed; not applicable
CRITERIA
Collaborates effectively with full time faculty (i.e., team
player) and the Dean of Nursing
Communicates effectively (verbally and in writing) with
students
Follows through with any remediation (i.e., if a student has
to re-do an assignment or takes an incomplete or is having
difficulty in the course)
Is flexible (adapt to change; variability in students)
Is fair and accurate in grading (based on School of Nursing
grading policy, grading criteria, and meeting course
outcomes)
Turns grades in on time
Is dependable and accountable
Is able to teach effectively
Is nonthreatening but still professional in setting
expectations and follow-through with consequences
Is knowledgeable in the course subject matter
Able to interact with students and faculty in positive,
productive and non-judgmental manner
Able to problem solve effectively
Documents interactions (anecdotal notes)
Writes academic alerts when appropriate
Works with students in a caring way
Gives frequent and timely feedback to students concerning
their course performance
Faculty Manual
F-4
5
4
3
2
1
2013-2014 Edition
Appendix F
Summary of student feedback on Nurse Educator Associate (Classroom Adjunct Faculty)
("Linfield College: Student Appraisal of Instruction" form):
Strengths:
Areas to Improve:
Action Plan for Improvement::
Other Comments:
Recommendation:
______Would recommend for re-hire
______Would recommend with conditions (specify):
______Would not recommend for re-hire
Signature:
Associate Dean of Nursing for
Faculty and Program Development
Date
Signature:
Nurse Educator Associate (Classroom Adjunct)
Date
(Signature not required if not recommended for rehire)
This evaluation will be kept in the Nurse Educator Associate (classroom adjunct faculty)
personnel file. The Dean of Nursing, Associate Dean of Nursing for Faculty and Program
Development, and Nurse Educator Associate (Adjunct Faculty) Liaison may access this
information when searching for potential Nurse Educator Associates (classroom adjunct faculty)
for nursing courses.
Faculty Manual
F-5
2013-2014 Edition
Appendix F
Evaluation Of Visiting Assistant Professor In Nursing: Self-Appraisal
Approved: 04/30/12
Instructor Name:
Last
First
Appraisal Period – From:
To:
Self-appraisal of teaching effectiveness:
Self-appraisal of service to Linfield and the community:
Goals and strategies for strengthening teaching during the next academic year:
Goals and strategies for service to Linfield and the community during the next academic year:
Signature:
Visiting Assistant Profession in Nursing
Date
Signature:
Dean of Nursing
Date
Faculty Manual
F-6
2013-2014 Edition
Appendix F
Evaluation Of Visiting Assistant Professor In Nursing By The Dean Of
Nursing
Approved: 01/16/12; Last Revised: 04/30/12
Instructor Name:
Last
First
Appraisal Period – From:
To:
Appraisal of teaching effectiveness:
Appraisal of service to Linfield and the community:
Goals and strategies for strengthening teaching during the next academic year:
Goals and strategies for service to Linfield and the community during the next academic year:
Signature:
Dean of Nursing
Date
Signature:
Visiting Assistant Professor in Nursing
Date
Faculty Manual
F-7
2013-2014 Edition
Appendix G
Linfield-Good Samaritan School Of Nursing Procedure For Evaluating
Clinical Teaching Associates (Preceptors)
Approved: 04/20/11
1.
Clinical Facilities Administrator notifies Integrated Experiential Learning Coordinators
that clinical faculty, in the course they coordinate, must complete Clinical Teaching
Associate (Preceptor) Evaluation by Faculty form and students should complete Clinical
Teaching Associate (Preceptor) Evaluation by Students form.
2.
Integrated Experiential Learning Coordinators request that clinical faculty, in the course
they coordinate, complete the Clinical Teaching Associate (Preceptor) Evaluation by
Faculty form at the end of the clinical rotation.
3.
Integrated Experiential Learning Coordinators request that students, in the course they
coordinate, complete the Clinical Teaching Associate (Preceptor) Evaluation by Students
form at the end of the clinical rotation.
4.
Clinical faculty and students complete appropriate Clinical Teaching Associate
(Preceptor) Evaluation forms that are then accessed by Clinical Facilities Administrator.
5.
Clinical Facilities Administrator notifies Integrated Experiential Learning Coordinator if
a Clinical Teaching Associate (Preceptor) Evaluation is not positive. A copy of the
completed Clinical Teaching Associate (Preceptor) Evaluation by Faculty and Clinical
Teaching Associate (Preceptor) Evaluation by Students forms are forwarded to Integrated
Experiential Learning Coordinator along with a Decision to Retain or Terminate a
Clinical Teaching Associate (Preceptor) form.
6.
Integrated Experiential Learning Coordinator, in consultation with course faculty, review
the Clinical Teaching Associate (Preceptor) Evaluation forms and Criteria for Retaining
or Terminating Clinical Teaching Associate (Preceptor) document; and forwards
completed Decision to Retain or Terminate a Clinical Teaching Associate (Preceptor)
form to Clinical Facilities Administrator.
7.
Clinical Facilities Administrator stores completed Clinical Teaching Associate
(Preceptor) Evaluation by Faculty, Clinical Teaching Associate (Preceptor) Evaluation by
Students, and Decision to Retain or Terminate a Clinical Teaching Associate (Preceptor)
forms in a locked filing cabinet. This data is used by course faculty to plan future clinical
experiences with Clinical Teaching Associates (Preceptors).
8.
Clinical Facilities Administrator summarizes data from Clinical Teaching Associate
(Preceptor) Evaluation by Faculty, Clinical Teaching Associate (Preceptor) Evaluation by
Students, and Decision to Retain or Terminate a Clinical Teaching Associate (Preceptor)
forms; and forwards the summary to the School of Nursing Quality Improvement
Committee.
Faculty Manual
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2013-2014 Edition
Appendix G
9.
School of Nursing Quality Improvement Committee reviews the data to determine the
quality of the clinical experiences with Clinical Teaching Associates (Preceptors), and
makes appropriate recommendations to the Faculty Assembly of the School of Nursing.
Faculty Manual
G-2
2013-2014 Edition
Appendix G
Linfield-Good Samaritan School Of Nursing Clinical Teaching Associate
(Preceptor) Evaluation By Faculty
Approved: 04/04/11; Last Revised: 01/26/12
Please complete this survey to evaluate the effectiveness of a Clinical Teaching Associate
(Preceptor). If you have more than one Clinical Teaching Associate (Preceptor), complete this
survey again for each individual. This survey should take no more than 3-4 minutes. The data
will be used for internal review. (Evaluation form available on Survey Monkey.)
Name of Clinical Teaching Associate (Preceptor):
Name of Clinical Faculty Completing Survey:
Course Number and Course Title:
Clinical Agency:
Semester/Year:
Rate Clinical Teaching Associate (Preceptor) on the following scale:
Criteria
1. Provided faculty and student with a copy of
the Clinical Teaching Associate’ s
(Preceptor’s) work schedule to assist in
scheduling student clinical days.
2. Coordinated student’s orientation to facility,
including staff roles and client expectations.
3. Ensured student identified as a student while
in clinical area and not regarded as staff.
4. Fostered student’s integration into
workplace culture and health care team by
involving student in meetings related to
client care and other appropriate
professional matters.
5. Arranged for substitute Clinical Teaching
Associate (Preceptor) when absent.
Faculty Manual
G-3
Met
Not Met
N/A
2013-2014 Edition
Appendix G
Criteria
6. Facilitated learner centered education
through collaborative identification of
student learning needs, open
communication, informing student about
learning resources, and mutual assessment
of student learning outcomes.
7. Served as role model for student,
demonstrating professional values and
behaviors such as caring, integrity, effective
interpersonal communication, critical
thinking, and conflict management.
8. Provided appropriate support and
encouragement to assist student to cope with
stress and reduce anxiety associated with
clinical practice.
9. Assisted student in learning process of
prioritization that ensures safe and effective
nursing care.
10. Discussed, facilitated and supervised student
learning activities and outcomes.
11. Monitored student provision of nursing care
to ensure client safety, and provided a safe
learning environment for student.
12. Recommended appropriate clients for
student to provide nursing care, and assisted
with accessing agency information.
13. Provided instruction to student concerning
realities of professional world of nursing
practice.
14. Stimulated development of student clinical
judgment and critical thinking ability
through reflective practice and application
of evidence based practice.
15. Provided regular constructive feedback to
student regarding progress toward meeting
clinical outcomes.
16. Collaborated with faculty to determine
student readiness to perform skills
independently.
17. Consulted with faculty regularly regarding
student progress toward meeting clinical
outcomes, including suggestions, problems,
and concerns.
Faculty Manual
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Met
Not Met
N/A
2013-2014 Edition
Appendix G
Criteria
18. Completed written clinical performance
evaluation of student assessing attainment of
clinical outcomes (as requested).
Met
Not Met
N/A
Would you recommend this professional nurse continue in the role of Clinical Teaching
Associate (Preceptor) for this course?
Yes
No
Questionable
Please make any additional comments about the Clinical Teaching Associate (Preceptor).
Faculty Manual
G-5
2013-2014 Edition
Appendix G
Linfield-Good Samaritan School Of Nursing Clinical Teaching Associate
(Preceptor) Evaluation By Student
Approved: 04/04/11
Please use this form to evaluate your Clinical Teaching Associate (Preceptor). This should take
less than 4 minutes to complete. Results of these evaluations will be reviewed to determine
future Clinical Teaching Associate (Preceptor) assignments. Thank you for taking the time to
complete this. Your course grade will not be affected by any of your answers. Completion of
this evaluation is required for all students. (Evaluation form available on Survey Monkey.)
Name of Clinical Teaching Associate (Preceptor):
Course Number and Course Title:
Clinical Agency:
Semester/Year:
Number of times worked with Clinical Teaching Associate (Preceptor):
05 times
05-10 times
10 times
Rate Clinical Teaching Associate (Preceptor) on the following scale:
Strongly
Criteria
Agree
Agree
Neutral
Disagree
1. Assists me to apply
theoretical base to
clinical practice.
2. Contributes to my
ability to problem
solve.
3. Demonstrates
enthusiasm for
clinical practice.
4. Shows respect
towards me in my
viewpoints.
5. Facilitates critical,
analytical &
creative thinking.
Faculty Manual
G-6
Strongly
Disagree
N/A
2013-2014 Edition
Appendix G
Criteria
6. Demonstrates
flexibility in
working with me.
7. Inspires me to do
my best in clinical.
8. Encourages me to
seek help when
needed.
9. Provides ongoing
feedback about my
nursing practice.
10. Maintains high
standards for my
performance in the
clinical setting.
11. Is available to
provide assistance.
12. Provides learning
opportunities when
available.
13. Overall, this
Clinical Teaching
Associate
(Preceptor) taught
well.
14. Overall this clinical
was a valuable
learning experience.
Strongly
Agree
Agree
Neutral
Disagree
Strongly
Disagree
N/A
Would you recommend this professional nurse continue in the role of Clinical Teaching
Associate (Preceptor) for this course?
Yes
No
Questionable
Please make any additional comments about your Clinical Teaching Associate (Preceptor).
Faculty Manual
G-7
2013-2014 Edition
Appendix G
Linfield-Good Samaritan School Of Nursing Decision To Retain Or
Terminate Clinical Teaching Associate (Preceptor)
Revised: 04/20/11
Data from the attached Clinical Teaching Associate (Preceptor) Evaluation by Faculty and
Clinical Teaching Associate (Preceptor) Evaluation by Student forms question the retention of a
Clinical Teaching Associate (Preceptor) in the course you coordinate. After consulting with
course faculty; complete this form indicating the decision to retain or terminate the Clinical
Teaching Associate (Preceptor) and state rationale for the decision. Please refer to the Criteria
for Retaining or Terminating Clinical Teaching Associate (Preceptor) document.
Please email or return to the mailbox of School of Nursing Clinical Facilities Administrator
when completed.
Clinical Teaching Associate (Preceptor):
Clinical Agency:
Unit or Location:
Integrated Experiential Learning Coordinator:
Course Number and Title:
Semester/Term and Year:
What decision has the course faculty made concerning retention or termination of the Clinical
Teaching Associate (Preceptor)?
Retention
Termination
Please explain the reason(s) for retention or termination of the Clinical Teaching Associate
(Preceptor):
Faculty Manual
G-8
2013-2014 Edition
Appendix G
Linfield-Good Samaritan School Of Nursing Criteria For Retaining Or
Terminating Clinical Teaching Associate (Preceptor)
Revised: 04/04/11
Code
Explanation
Status
1
Rated high by both faculty and student(s)
Retain
2
Mixed ratings by faculty and/or students but
still have good rationale for retaining
Low ratings by faculty and/or students
Low ratings by both faculty and student(s)
with no good rationale for retaining
Retain
3
4
Re-evaluate
Terminate
(Based on data from Clinical Teaching Associate (Preceptor) Evaluation by Faculty form and
Clinical Teaching Associate (Preceptor) Evaluation by Student form.)
Faculty Manual
G-9
2013-2014 Edition
Appendix H
Request By Faculty For New Clinical Agency Affiliation
Revised: 06/09/10
Date: ___________ Academic Year: __________
Name of Agency:
Address:
City/State/Zip:
Contact Person:
Title:
Phone Number:
Email Address:
Semester/Term:
Dates:
Course Number and Title (Course Outcomes Attached):
Faculty Responsible for Clinical Supervision:
Phone:
Pager:
Number of Students:
Days/Hours:
Clinical Units:
Type of Care:
(e.g., long term, oncology, hospice, med-surg, senior service, etc.)
Description of Educational Experiences Requested:
Complete this form and return to the Clinical Facilities Administrator.
Faculty Manual
H-1
2013-2014 Edition
Appendix H
Linfield College Clinical Affiliation Agreement
Last Revised: 07/10/13
MEMORANDUM OF UNDERSTANDING:
BETWEEN LINFIELD COLLEGE, HEREINAFTER CALLED THE COLLEGE, AND
<<Agency>> HEREINAFTER CALLED THE AGENCY, FOR PROVISION OF NURSING
EDUCATIONAL EXPERIENCES FOR STUDENTS FOR THE PERIOD
___________THROUGH _____________.
I. GENERAL POLICIES
A. The parties agree to cooperate in the provision of clinical experiences for students
seeking a bachelor’s degree from the College.
B. There will be a mutual agreement between the AGENCY and the COLLEGE concerning
the number of students and the amount of clinical supervision to be exercised by faculty
of the COLLEGE during each semester/session of the school year.
C. It is mutually understood that circumstances might arise on the part of either party which
would prevent placement of students in the AGENCY during any particular semester of
the school year.
D. Clinical placement of a student who is an existing employee of the AGENCY requires
prior approval by the AGENCY (see Appendix B). If a Clinical Teaching Associate
(Preceptor) is supervising the student, the Clinical Teaching Associate (Preceptor) may
have no line of authority to the student related to his/her employment. Students may not
receive compensation from the AGENCY for their clinical practice experience.
E. This agreement will be in effect for two years from the date hereof, and will automatically
be extended from year to year for a period of five (5) years unless one of the parties
notifies the other party in writing sixty (60) days prior to the end of any early period that
the contract is not to be renewed for the following year.
F. This agreement may be terminated at any time by mutual agreement of the parties. Either
party may terminate this agreement at any time upon giving ninety (90) days written
notice. The AGENCY may request the COLLEGE to withdraw from the clinical
experience program any student who, in AGENCY’S judgment, is not performing
satisfactorily, or who refuses to follow AGENCY’S administrative and patient care
policies, procedures, rules and regulations, including those involving behavior, dress and
hygiene. Such requests must be in writing and must include a statement of the reason or
reasons why AGENCY desires COLLEGE to withdraw the student.
Faculty Manual
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2013-2014 Edition
Appendix H
II. COLLEGE’S RESPONSIBILITIES
A. The COLLEGE will assign nursing faculty to be responsible for the students’ nursing
educational experiences in the AGENCY and for appropriate orientation of faculty and
students.
B. The COLLEGE will plan for the learning experiences of each of its students; this will
include case selection, hours for class and laboratory practice, course content, methods of
teaching, and evaluation of students’ program in meeting course outcomes.
C. The COLLEGE faculty members responsible for the clinical supervision of students will
meet with appropriate AGENCY personnel and interpret the student programs. They will
also be responsible for obtaining an understanding of current AGENCY practices
sufficient to direct the students in AGENCY setting.
D. In courses where COLLEGE faculty members provide indirect supervision and
AGENCY registered nurse Clinical Teaching Associates (Preceptors) provide direct
supervision of students, such Clinical Teaching Associates (Preceptors) will be selected
according to the COLLEGE’S selection process and Clinical Teaching Associate
(Preceptor) Selection Criteria. Clinical Teaching Associates (Preceptors) will be
informed of the roles of the Clinical Teaching Associate (Preceptor), student, and
supervising faculty (see, Appendix A).
E. The COLLEGE will assume responsibility of ascertaining that the students involved are
in satisfactory health. COLLEGE faculty and students will comply with all AGENCY
policies, standards, procedures, rules and regulations, including all health requirements.
Faculty and students have received criminal background checks, and complete
StudentMax orientation training annually. Every two years faculty and students renew
CPR training.
F. The COLLEGE acknowledges the existence of the Health Insurance Portability and
Accountability Act of 1996 (HIPAA), and agrees that COLLEGE faculty members and
students will comply with all applicable requirements of HIPAA related to the
confidentiality of client records or other client identifying information.
G. The COLLEGE will provide comprehensive liability and malpractice insurance for the
nursing practice by its students and instructors in connection with its educational
program. The COLLEGE will secure and maintain in full force and effect during the full
term of the agreement Worker’s Compensation coverage for any injury, illness or disease
to any faculty participating in the program. Students will be required to carry their own
(or the College’s) health insurance.
H. Each student and faculty member is responsible for the cost for his or her own medical
care incurred as a result of accident or illness during the clinical experience all or part of
which is not covered by Workmen’s Compensation or health insurance.
Faculty Manual
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2013-2014 Edition
Appendix H
I. The COLLEGE, faculty and students shall indemnify and hold the AGENCY harmless
from any and all claims made against the AGENCY which arise out of any act, error,
omission or negligence of faculty or students of the COLLEGE. The AGENCY shall
indemnify and hold the COLLEGE, faculty and students harmless from any and all
claims made against the COLLEGE which arise out of any act, error, omission or
negligence of the AGENCY.
J. The COLLEGE shall provide comprehensive and professional liability insurance in the
amount of at least $1,000,000 covering both students and faculty for any and all liability
that may arise out of a student or faculty member’s participation in the clinical or
educational experience. The COLLEGE shall provide the AGENCY a certificate of
insurance for same.
K. The COLLEGE shall provide the AGENCY with thirty (30) days written notice prior to
reduction or cancellation of the policy.
L. The COLLEGE will provide, without cost to the AGENCY, the faculty resources and
clinical supervision necessary for direction of the students covered by this agreement.
III. AGENCY RESPONSIBILITIES
A. The AGENCY will provide, without cost to the COLLEGE and its students, clinical
resources and facilities for use in their educational experiences.
B. AGENCY nursing staff will maintain responsibility for the patient and the quality of
nursing care.
B. It is understood between the parties that under no circumstance is any assigned student or
faculty member of the COLLEGE to be considered an agent or employee of the
AGENCY. It is further understood that assigned students shall be considered learners
and shall not be utilized by the AGENCY to replace or supplement members of
AGENCY staff.
Date:
Signed:
Administrative Officer or
Director of Nursing
Title:
Date:
Faculty Manual
Signed:
H-4
Dean of Nursing Linfield College
2013-2014 Edition
Appendix H
Appendix A: Clinical Teaching Associate (Preceptor)
Selection Process
ADDENDUM: In the NURS 475 Integrated Experiential Learning IV course where Linfield
College faculty members provide indirect supervision and AGENCY registered nurse Clinical
Teaching Associates (Preceptors) provide direct supervision of students, such Clinical Teaching
Associates (Preceptors) will be selected according to the college’s Clinical Teaching Associate
(Preceptor) Selection Criteria.
Purpose
To provide guidelines for coordinating the Clinical Teaching Associate (Preceptors) studentfaculty relationship.
Definition Of A Clinical Teaching Associate
A Clinical Teaching Associate (Preceptor) is a registered nurse who has undergone specific
education/training to serve as a role model, resource, and coach for nursing students. The
Clinical Teaching Associate (Preceptor) functions under the direction of the Nurse Educator or
Nurse Educator Associate (Adjunct Faculty). (From Oregon State Board of Nursing, Oregon
Administrative Rules, Division 21 Standards for the Approval of Education Programs in Nursing
Preparing Candidates for Licensure as Practical or Registered Nurses, 2010).
The NURS 475 Integrated Experiential Learning IV course, which requires the use of Clinical
Teaching Associates (Preceptors), will follow procedures developed by faculty:
1.
The Nurse Manager/Designee of the unit/agency will recommend appropriate Clinical
Teaching Associates (Preceptors) for students placed in that unit/agency based on the
Clinical Teaching Associate (Preceptor) selection criteria.
2.
The supervising faculty will discuss with the Clinical Teaching Associate (Preceptor) the
Clinical Teaching Associate (Preceptor) selection criteria and the roles of the Clinical
Teaching Associate (Preceptor), student and supervising faculty.
3.
The supervising faculty will return the signed Clinical Teaching Associate (Preceptor)
Selection Criteria form in the Clinical Teaching Associate (Preceptor) Manual to the
School of Nursing Clinical Facilities Administrator for filing and inclusion in the Clinical
Teaching Associate (Preceptor) database.
4.
The Integrated Experiential Learning Coordinator will provide a copy of the course
syllabus and the Linfield-Good Samaritan School of Nursing Clinical Teaching Associate
(Preceptor) Manual to the Clinical Teaching Associate (Preceptor).
Faculty Manual
H-5
2013-2014 Edition
Appendix H
Clinical Teaching Associate (Preceptor) Selection Criteria
Clinical Teaching Associate (Preceptor) selection will be based on the recommendation of the
Nurse Manager/Designee regarding professionalism and organizational/leadership skills based
on competencies listed below:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Current unencumbered registered nurse license in the state where the clinical agency is
located.
Has the equivalent of at least two years of full-time experience as a registered nurse.
Bachelor’s Degree in Nursing preferred.
Demonstrates knowledge and expertise in providing nursing care to diverse populations,
implementing standards of conduct, performance, and ethics.
Demonstrates effective communication skills in written and verbal forms, and is
comfortable delivering constructive feedback.
Demonstrates an interest in sharing knowledge with students and staff through role
modeling and teaching. Is proficient in clinical teaching, and provides support without
rescuing, finds the “teachable moment,” and believes in the individual’s potential.
Demonstrates effective interpersonal skills and aids in the professional socialization of
others.
Demonstrates strong organizational skills and ability to prioritize patient care.
Demonstrates commitment to own professional development and to the role of Clinical
Teaching Associate (Preceptor).
Demonstrates knowledge of leadership principles such as coaching, reinforcing and
encouraging initiative.
Demonstrates knowledge of the use of evidence-based practice in the clinical area.
Demonstrates sensitivity to individuals and teams, and skill in conflict resolution.
Perceives and is aware of needs, feelings and concerns of others and reacts appropriately.
Adapted From: Kramer, N. (1993). Preceptorship policy: A tool for success. Journal of
Continuing Education in Nursing, 24(6), 274-276, and SW Washington Medical Center RN
Preceptor Selection Criteria.
Approved: 08/25/03; Last Revised: 06/18/13
Faculty Manual
H-6
2013-2014 Edition
Appendix H
Appendix A: Clinical Teaching Associate (Preceptor),
Student And Faculty Roles
Clinical Teaching Associate (Preceptor) Role
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Provides faculty and the student with a copy of the Clinical Teaching Associate’s
(Preceptor’s) work schedule to assist in scheduling the student’s clinical days.
Coordinates the student’s orientation to the facility, including staff roles and client
expectations.
Ensures the student is identified as a student while in the clinical area and is not regarded
as staff for the clinical site.
Fosters the student’s integration into the workplace culture and the health care team by
involving the student in meetings related to client care and other appropriate professional
matters.
Arranges for a substitute Clinical Teaching Associate (Preceptor) when absent.
Facilitates learner centered education through collaborative identification of the student’s
learning needs, open communication, informing the student about learning resources, and
mutual assessment of the student’s learning outcomes.
Serves as a role model for the student, demonstrating professional values and behaviors
such as caring, integrity, effective interpersonal communication, critical thinking, and
conflict management.
Provides appropriate support and encouragement to assist the student to cope with stress
and reduce anxiety associated with clinical practice.
Assists the student in learning the process of prioritization that ensures safe and effective
nursing care.
Discusses, facilitates and supervises student learning activities and outcomes.
Monitors the student’s provision of nursing care to ensure client safety, and provides a
safe learning environment for the student.
Recommends appropriate clients for the student to provide nursing care, and assists with
accessing agency information.
Provides instruction to the student concerning the realities of the professional world of
nursing practice.
Stimulates development of the student’s clinical judgment and critical thinking ability
through reflective practice and the application of evidence based practice.
Provides regular constructive feedback to the student regarding progress toward meeting
clinical outcomes.
Collaborates with faculty to determine the student’s readiness to perform skills
independently.
Consults with faculty regularly regarding the student’s progress toward meeting the
clinical outcomes, including suggestions, problems, and concerns.
Completes a written clinical performance evaluation of the student assessing the
attainment of clinical outcomes (as requested).
Faculty Manual
H-7
2013-2014 Edition
Appendix H
Student Role
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Negotiates with the Clinical Teaching Associate (Preceptor) and faculty to schedule
clinical days.
Participates in orientation per agency policy/ Clinical Teaching Associate (Preceptor)
instructions, and complies with agency policies, standards, procedures, rules and
regulations.
Notifies Clinical Teaching Associate (Preceptor) and faculty of absences per course
syllabus and negotiates makeup hours.
Provides written learning outcomes to the Clinical Teaching Associate (Preceptor) and
faculty, and discusses strategies for meeting clinical outcomes.
Demonstrates motivation, initiative, and a willingness to learn in the clinical setting.
Assumes responsibility for learning by asking pertinent questions and being prepared for
clinical experiences.
Demonstrates stewardship by acting with integrity in an accountable and responsible way
to ensure professional nursing care is provided to clients.
Keeps faculty informed about clinical experiences, including any concerns regarding the
student’s role, client or student safety, or standards of conduct, performance and ethics.
Requests appropriate assistance when doing a new skill or if uncertain about how to
perform a skill.
Only provides nursing care to the level taught and determined competent by the Clinical
Teaching Associate (Preceptor) and faculty.
When administering medications, the student reviews information about the drugs and
knows the contraindications, actions, interactions, side effects, and age specific
considerations of the drugs. The student knows why the clients are receiving the
medications, and performs any indicated assessment.
Assesses own progress toward meeting clinical outcomes, and communicates learning
needs to faculty and the Clinical Teaching Associate (Preceptor).
Is open to constructive criticism from faculty and the Clinical Teaching Associate
(Preceptor), and uses feedback to improve nursing practice.
Meets clinical outcomes as stated in the course syllabus.
Completes a written clinical performance self-evaluation assessing the attainment of
clinical outcomes.
Faculty Role
1.
2.
3.
4.
Notifies the student of the Clinical Teaching Associate’s (Preceptor’s) name and phone
number, and facilitates scheduling of the student’s clinical days.
Orients the student to the course; including clinical outcomes and requirements of the
course, as well as role expectations of the student, faculty, and the Clinical Teaching
Associate (Preceptor).
Orients the Clinical Teaching Associate (Preceptor) to the nursing curriculum; the course,
including clinical outcomes, requirements of the course, and evaluation methods; and role
expectations of the Clinical Teaching Associate (Preceptor), faculty and the student.
Ensures the student has completed the School of Nursing Health Passport requirements
and additional clinical site requirements.
Faculty Manual
H-8
2013-2014 Edition
Appendix H
5.
6.
7.
8.
9.
10.
11.
12.
Complies with agency policies, standards, procedures, rules and regulations.
If the student is employed by the clinical agency, faculty coaches the student about the
differences between the student’s role as employee and as student. Faculty ensures that
the student wears the student name badge. The Clinical Teaching Associate (Preceptor)
must not have any line of authority to the student related to the student’s employment.
Communicates weekly with the student on an individual basis or in group praxis seminars
to monitor progress toward meeting clinical outcomes.
Demonstrates commitment to the partnership between faculty and the Clinical Teaching
Associate (Preceptor) in facilitating the student’s application of theoretical knowledge to
practice and socialization into nursing practice.
Ongoing communication with the Clinical Teaching Associate (Preceptor) in the clinical
area or by telephone/email contact for information about student progress in meeting
clinical outcomes, and the Clinical Teaching Associate’s (Preceptor’s) experience with
teaching and evaluating the student.
Provides constructive feedback to Clinical Teaching Associate (Preceptor) to facilitate
development of the Clinical Teaching Associate’s (Preceptor’s) teaching and evaluation
skills with students.
Available by telephone/email to the student and the Clinical Teaching Associate
(Preceptor) for problem solving or other relevant matters during all clinical hours.
Assists the student and the Clinical Teaching Associate (Preceptor) with the evaluation
process; and is responsible for the final clinical evaluation of the student.
References
Altmann, T. (2006). Preceptor selection, orientation, and evaluation in baccalaureate nursing
education. International Journal of Nursing Scholarship, 3 (1), 1-16.
Boyer, S. (2008). Competence and innovation in preceptor development: Updating our
program. Journal for Nurses in Staff Development, 24 (2), E1-E6.
Luhanga, F., Yonge, O., & Myrick, F. (2008). Failure to assign failing grades: Issues with
grading the unsafe student. International Journal of Nursing Education Scholarship, 5 (1),
article 8, 1-14.
Myrick, F., & Yonge, O. (2002). Preceptor behaviors integral to the promotion of student
critical thinking. Journal for Nurses in Staff Development, 18 (3), 127-133.
Myrick, F., & Yonge, O. (2002), Preceptor questioning and student critical thinking. Journal for
Professional Nursing, 18 (3), 176-181.
Seldomridge, L., & Walsh, C. (2006). Evaluating student performance in undergraduate
preceptorships. Journal of Nursing Education, 45 (5), 169-176.
Yonge, O., Billay, D., Myrick, F., & Luhanga, F. (2007). Preceptorship and mentorship: Not
merely a matter of semantics. International Journal of Nursing Education Scholarship, 4 (1),
article 19, 1-13.
Faculty Manual
H-9
2013-2014 Edition
Appendix H
Yonge, O., Ferguson, L., Myrick, F., & Haase, M. (2003). Faculty preparation for the
preceptorship experience: The forgotten link. Nurse Educator, 28 (5), 210-211.
Yonge, O., Hagler, P., Cox, C., & Drefs, S. (2008). Listening to preceptors. Journal of Nurses
in Staff Development, 24 (1), 21-26.
Yonge, O., Myrick, F., & Haase, M. (2002). Student nurse stress in the preceptor experience.
Nurse Educator, 27 (2), 84-88.
Approved: 08/25/03; Last Revised: 06/18/13
Faculty Manual
H-10
2013-2014 Edition
Appendix H
Appendix B: Approval Of Student Clinical Placement
At Place Of Employment
Process
Students will not be placed at a clinical site where they are employed without prior agency
approval. To document clinical agency approval, the Integrated Experiential Learning
Coordinator will communicate with the clinical agency manager to receive approval. The
Integrated Experiential Learning Coordinator will complete the Approval of Student Clinical
Placement at Place of Employment form and return it to the School of Nursing Clinical Facilities
Administrator for filing.
Students in NURS 475 Integrated Experiential Learning IV may contact the Integrated
Experiential Learning Coordinator and request clinical placement at their place of employment.
The Integrated Experiential Learning Coordinator will:
1.
Contact the manager of the clinical site, communicate the student’s wishes to have a
clinical experience at the site, and provide information about the course, including the
course outcomes.
2.
Discuss the expectations for the clinical experience and determine that role clarity will be
maintained.
3.
Determine if the clinical agency demonstrates and sustains accreditation or licensing by
an appropriate evaluating body and provides:
a.
b.
c.
d.
e.
a written statement of the philosophy and objectives of the agency;
an environment in which course outcomes may be met;
a staff sufficient in preparation, experience and stability to provide safe and
effective client care;
a sufficient number and variety of clients to meet the learning needs of the
student; and
physical facilities, instructional resources, supplies and equipment adequate for
use in the learning experience.
4.
Ensure that the clinical placement abides by the placement regulations from the State
Board of Nursing with jurisdiction over the particular clinical site.
5.
If the preceptor model of clinical teaching is used, ensure that the Clinical Teaching
Associate (Preceptor) does not have any line of authority to the student related to the
student’s employment.
6.
Confirm that no compensation will be received by the student while in the student role.
Approved: 05/23/12; Last Revised: 06/18/13
Faculty Manual
H-11
2013-2014 Edition
Appendix H
Appendix B: Approval Of Student Clinical Placement
At Place Of Employment Form
Directions
Without prior approval, students will not be placed at a clinical agency where they are
employees. After communicating with the clinical agency Manager, the Integrated Experiential
Learning Coordinator completes this form to indicate if the agency has approved the placement
of a student that is employed by the agency. The completed form is to be submitted to the
School of Nursing Clinical Facilities Administrator for filing.
Student’s Name:
Semester and Year:
Course:
Integrated Experiential Learning Coordinator’s Name:
Agency:
Clinical Agency Manager’s Name:
Please indicate with a check if the clinical agency manager approved the clinical placement of
the student at the agency where the student is employed.
Approved
Did Not Approve
Please indicate with a check if the clinical agency manager approved the clinical placement of
the student on the unit where the student works.
Approved
Did Not Approve
Comments:
Approved: 05/23/12; Last Revised: 06/18/13
Faculty Manual
H-12
2013-2014 Edition
Appendix H
Linfield College
Agency Profile
Name of Agency:
Please place a check mark “X” in front of each of the following criteria met by your clinical
agency. At the bottom of this form please specify the approval body of the agency.
The Agency:
Provides a written statement of the philosophy and objectives (please obtain and
forward to the Clinical Facilities Administrator).
Provides a staff sufficient in preparation, experience, and stability to provide safe and
effective client care.
Provides a sufficient number and variety of clients/patients to meet the learning needs
of the student.
Provides physical facilities, instructional resources, supplies and equipment adequate
for use in the learning experience.
Demonstrates and sustains accreditation or licensing by an appropriate evaluating
body (e.g., Joint Commission for Accreditation of Health Organization, Oregon State
Health Division, Mental Health Division)
Specify Approval Body
Expiration of Accreditation/ Licensure
Additional Comments
Signature:
Date:
Title:
Please complete this form and return with contract to Linfield College
Faculty Manual
H-13
2013-2014 Edition
Appendix H
Clinical Teaching Associate (Preceptor) Selection Criteria
Approved: 08/25/03; Last Revised: 11/12/12
Clinical Teaching Associate (Preceptor) selection will be based on the recommendation of the Nurse
Manager/Designee regarding professionalism and organizational/leadership skills based on competencies
listed below:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Current unencumbered registered nurse license in the state where the clinical agency is located.
Has the equivalent of at least two years of full-time experience as a registered nurse.
Bachelor’s Degree in Nursing preferred.
Demonstrates knowledge and expertise in providing nursing care to diverse populations,
implementing standards of conduct, performance and ethics.
Demonstrates effective communication skills in written and verbal forms, and is comfortable
delivering constructive feedback.
Demonstrates an interest in sharing knowledge with students and staff through role modeling and
teaching. Is proficient in clinical teaching, and provides support without rescuing, finds the
"teachable moment," and believes in the individual's potential.
Demonstrates effective interpersonal skills and aids in the professional socialization of others.
Demonstrates strong organizational skills and ability to prioritize patient care.
Demonstrates commitment to own professional development and to the role of Clinical Teaching
Associate (preceptor).
Demonstrates knowledge of leadership principles such as coaching, reinforcing and encouraging
initiative.
Demonstrates knowledge of the use of evidence based practice in the clinical area.
Demonstrates sensitivity to individuals and teams, and skill in conflict resolution. Perceives and
is aware of needs, feelings and concerns of others and reacts appropriately.
Agency
Academic Year
Clinical Teaching Associate (Preceptor)
Signature
Faculty Signature
Print Name
Print Name
Highest Nursing Degree Earned
Number of Years in Clinical Practice
Date
Date
Unit
Course
Faculty Manual
H-14
2013-2014 Edition
Appendix H
Linfield-Good Samaritan School Of Nursing Procedure For Placement Of
Student Nurses In Local Clinical Agencies
Approved: 02/10/11; Last Revised: 07/17/13
Eight weeks prior to the start of the clinical rotation:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Integrated Experiential Learning Coordinator notifies Clinical Facilities Administrator of
the number of students enrolled in course at that time.
Integrated Experiential Learning Coordinator and Clinical Facilities Administrator review
list of approved placements for the clinical rotation (both StudentMax grid approved
placements and those that are not on the StudentMax system).
If approved sites are less than the number of enrolled students, Integrated Experiential
Learning Coordinator brainstorms possible new placements.
Clinical Facilities Administrator makes request for new placements on StudentMax
system or via facility placement coordinator.
Clinical Facilities Administrator notifies Integrated Experiential Learning Coordinator of
approval or denial of new placement requests.
Clinical Facilities Administrator ensures a current clinical affiliation agreement is on file
for each clinical placement. A clinical affiliation agreement is required for each clinical
site. If there is no clinical affiliation agreement, Integrated Experiential Learning
Coordinator will complete the “Request by Faculty for New Clinical Agency Affiliation”
form and submit to Clinical Facilities Administrator for processing.
Integrated Experiential Learning Coordinator places student at appropriate facility.
Integrated Experiential Learning Coordinator sends completed placement list to Clinical
Facilities Administrator.
Clinical Facilities Administrator sends email requests for confirmation of clinical
placements including:
a.
Brief course overview
Clinical dates/times
b.
c.
Integrated Experiential Learning Coordinator contact information
d.
Clinical instructor contact information
e.
Student nurse name(s)
f.
Deadline for confirmation
Clinical Facilities Administrator answers general questions from clinical site
representatives, referring in-depth questions to Integrated Experiential Learning
Coordinator.
Clinical Facilities Administrator tracks confirmations and gives Integrated Experiential
Learning Coordinator weekly status reports via email.
Clinical Facilities Administrator submits the list of confirmed placements to the
Integrated Experiential Learning Coordinator via email attachment as soon as completed.
Clinical Facilities Administrator will arrange electronic documentation, medication,
Glucometer and Security access for clinicals as indicated.
Integrated Experiential Learning Coordinator and clinical faculty make certain that
student completes the necessary education and legal requirements for facility.
Faculty Manual
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2013-2014 Edition
Appendix H
15.
Upon completion of the clinical placement, Clinical Facilities Administrator will initiate
evaluation process of clinical agency (and preceptor, if appropriate) by students and
clinical instructor.
Faculty Manual
H-16
2013-2014 Edition
Appendix H
Linfield-Good Samaritan School Of Nursing Procedure For Placement Of
Student Nurses In National Clinical Agencies
Approved: 02/10/11; Last Revised: 07/17/03
Twelve weeks prior to the start of the clinical rotation:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Student notifies Integrated Experiential Learning Coordinator that he/she would like to
participate in a clinical experience outside of the Portland-Vancouver metropolitan area.
Student completes application/paperwork for this item and returns it to the appropriate,
Integrated Experiential Learning Coordinator.
Integrated Experiential Learning Coordinator reviews application and either approves or
denies the placement.
If denied, student will be placed in a clinical area within the Portland-Vancouver
metropolitan area.
If approved, the student will make initial contact with the facility of their choice and
advocate for clinical placement at this site. Student and Integrated Experiential Learning
Coordinator must abide by the placement regulations from the State Board of Nursing
with jurisdiction over the particular clinical site.
If fees are associated with a clinical placement, Integrated Experiential Learning
Coordinator will confirm with the Dean of Nursing prior to going forward with the
placement.
A clinical affiliation agreement is required for each clinical site. Integrated Experiential
Learning Coordinator completes the “Request by Faculty for New Clinical Agency
Affiliation” form for each new clinical affiliation agreement that is requested.
Completed Linfield-Good Samaritan School of Nursing “Request by Faculty for New
Clinical Agency Affiliation” form is given to Clinical Facilities Administrator who will
send clinical affiliation agreement to site along with “Linfield-Good Samaritan School of
Nursing Agency Profile” document.
When signed clinical affiliation agreement is returned to Linfield College, Clinical
Facilities Administrator will have the Dean of Nursing sign two copies. One copy will be
retained by the college and the second copy will be returned to the clinical agency.
After signed clinical affiliation agreement has been returned, Clinical Facilities
Administrator will send information to the Linfield College Human Resources
Department at the McMinnville Campus. The Human Resources Department will have a
certificate of liability insurance issued for the clinical site.
Integrated Experiential Learning Coordinator makes certain that student completes the
necessary education and legal requirements for facility.
Clinical Facilities Administrator confirms student placement with manager/designee.
Upon completion of the clinical placement, Clinical Facilities Administrator will initiate
evaluation process of preceptor and clinical agency by students and clinical instructor.
Faculty Manual
H-17
2013-2014 Edition
Appendix H
Linfield-Good Samaritan School Of Nursing Procedure For Placement Of
RN-BSN Students In International Clinical Agencies
Approved: 12/03/10; Last Revised: 07/17/13
Twelve weeks prior to the start of the clinical rotation:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Student notifies Integrated Experiential Learning Coordinator that he/she would like to
participate in an international clinical experience.
Student completes application for this option.
Integrated Experiential Learning Coordinator reviews applications and either approves or
denies the placement.
If denied, student will be placed in a local clinical setting.
If approved, the Integrated Experiential Learning Coordinator will make official contact with
the facility. Student and/or Integrated Experiential Learning Coordinator must abide by the
placement regulations for the particular clinical site.
If fees are associated with a clinical placement, Integrated Experiential Learning Coordinator
will receive pre-approval from the Dean of Nursing prior to going forward with the
placement.
A clinical affiliation agreement is required for each clinical site. Integrated Experiential
Learning Coordinator completes the “Request By Faculty for New Clinical Agency
Affiliation” form for each new clinical affiliation agreement that is requested.
Completed “Request By Faculty for New Clinical Agency Affiliation” form is given to
Clinical Facilities Administrator who will send a clinical affiliation agreement to the site
along with the “Linfield-Good Samaritan School of Nursing Agency Profile” document.
When signed clinical affiliation agreement is returned to Linfield College, Clinical Facilities
Administrator will have the Dean of Nursing sign two copies. One copy will be retained by
the college and the second copy will be returned to the clinical agency.
After signed clinical affiliation agreement has been returned, Clinical Facilities Administrator
will send information to the Linfield College Human Resources Department at the
McMinnville Campus. The Human Resources Department will have a certificate of liability
insurance issued for the clinical site.
Integrated Experiential Learning Coordinator makes certain that student completes the
necessary education and legal requirements for the facility.
Clinical Facilities Administrator confirms student placement with clinical site
manager/designee.
Upon completion of the clinical placement, Clinical Facilities Administrator will initiate
evaluation process of preceptor and clinical agency by student and clinical instructor.
Faculty Manual
H-18
2013-2014 Edition
Appendix H
Linfield-Good Samaritan School Of Nursing Application Checklist For
NURS 475 Integrated Experiential Learning IV International Placement In
RN-BSN Program
Approved: 11/09/09; Last Revised: 01/10/13
Submit all forms to Alex Asbury (aasbury@linfield.edu).
Required Documents for International RN-BSN NURS 475 Integrated Experiential Learning IV
Clinical Experience:
Completed application form
A one page typed essay
A signed Student Agreement form
Retain one copy with your personal records as a reference
Return the signed original with your completed application
One required recommendation form
Must be provided by a full-time Linfield College nursing faculty member, who was
your instructor in a course(s)
A copy of your most recent Linfield College transcript (WebAdvisor copy is
acceptable)
A minimum 2.75 cumulative GPA is required at the time your application is
submitted.
Consent for Release of Information form
Faculty Manual
H-19
2013-2014 Edition
Appendix H
Linfield-Good Samaritan School Of Nursing Application For NURS 475
Integrated Experiential Learning IV International Placement In RN-BSN
Program
Approved: 11/09/09; Last Revised: 01/10/13
Please type or print clearly in ink.
GENERAL INFORMATION
Student Name (as it appears on your passport):
Last
First
Middle Initial
Term/Year:
Linfield ID Number:
Student Contact Information:
Street Address:
City:
Student Phone:
Linfield E-mail:
State:
Cell Phone:
Zip:
Gender (circle): Male Female
Citizenship:
Passport No:
Date of Birth:
Expiration Date:
EMERGENCY CONTACT INFORMATION
Name:
Relationship:
Street:
City:
State:
Zip:
Home Phone:
Work Phone:
Cell Phone:
E-mail:
Name:
Relationship:
Street:
City:
Zip:
Home Phone:
Work Phone:
Cell Phone:
E-mail:
ACADEMIC INFORMATION
When did you enroll at Linfield?
 Spring
 Fall
Anticipated Graduation Date (Month/Year):
Previous Foreign Language Training (Please list all foreign languages studied)
Course:
Course:
Course:
Course:
Faculty Manual
State:
Year
GPA
Institution:
Institution:
Institution:
Institution:
H-20
2013-2014 Edition
Appendix H
Essay
Please type a one page, double spaced essay on a separate sheet of paper. Include your name,
planned term of travel, and any extensive period(s) of time spent outside of the United States.
Tell us what it means to you to earn the privilege to represent Linfield-Good Samaritan School of
Nursing in this NURS 475 Integrated Experiential Learning IV RN-BSN international clinical
experience and how it applies to your future goals. What specific outcomes do you expect to
achieve from this international clinical experience? How will your activities lead to achievement
of NURS 475 Integrated Experiential Learning IV course outcomes? How will you prepare
yourself for international travel, for knowledge of the health policies, health issues, and worldview of the host country? How will you prepare yourself to be culturally responsive to the host
country? How do you plan to debrief following the international clinical experience?
Program Commitment
These programs require extensive academic and logistical planning and preparation on the part
of the faculty and the administration, as well as on the part of participating students. By signing
this form, you are indicating that YOU ARE COMMITTED TO SUCCESSFULLY COMPLETE
the course/program requirements and to fully participate in all activities required of you before,
during and after the program.
The information provided in this application is true and complete to the best of my knowledge.
Student Signature:
Date:
Approved: 11/09/09; Last Revised: 01/10/13
Faculty Manual
H-21
2013-2014 Edition
Appendix H
Linfield-Good Samaritan School Of Nursing Description Of Student
Responsibilities For NURS 475 Integrated Experiential Learning IV
International Placement In RN-BSN Program
Approved: 11/09/09; Last Revised: 01/10/13
Student Agreement Form
(Please make two copies; one copy for Student and one copy to Alex Asbury (aasbury@linfield.edu)
PLEASE READ CAREFULLY
Along with the opportunities and privileges offered in this NURS 475 Integrated Experiential
Learning IV RN-BSN International Clinical Experience, participation carries certain
responsibilities. Please read this document carefully to inform yourself of the obligations and
responsibilities as a candidate. Keep one copy with your personal records for future reference
and return the other signed copy with your application to Alex Asbury (aasbury@linfield.edu).
1.
Be knowledgeable about the Linfield College International Program and policies
(http://www.linfield.edu/ipo.html).
2.
Passport and visa fees are the responsibility of each student. Submit a copy of your
passport and visa to Alex Asbury.
3.
Application fees, travel expenses, transportation, lodging and food are the responsibility
of the student or may be covered by the international agency.
4.
The student will purchase international travel insurance as required by the Linfield
College Office of International Programs. Proof of appropriate international insurance
coverage documentation must be submitted one month prior to your travel. Please send
the documentation to Alex Asbury.
5.
Obtaining and paying for travel immunizations are the responsibility of the student.
6.
If you opt to withdraw from the course, you must do so in accordance with the policy of
Linfield College. Please refer to the College Schedule per semester.
7.
All course requirements for NURS 475 Integrated Experiential Learning IV must be met
satisfactorily to pass the course.
Final Acceptance
Final acceptance into the program is contingent upon:
1.
2.
3.
4.
Completed application submitted to Alex Asbury.
Completion of and acceptance by Mission/Organization/Agency, with signed contract in
place prior to travel.
Successful academic performance in the semester(s) and terms prior to departure.
Completed Health Passport form, with up-to-date requirements. Met specific health
requirements for entry into host country.
Faculty Manual
H-22
2013-2014 Edition
Appendix H
5.
6.
Your signature at the bottom of this form gives permission to the Dean of Nursing and
the Associate Dean of Nursing for Faculty and Program Development to have access to
your Linfield record in order to assess your eligibility to participate in an off-campus
course experience.
Must be approved by a faculty panel
Questionnaires/Evaluations
In the interest of improving the program from year to year on the basis of student feedback, the
college requires each participant in off-campus study to fill out a detailed
questionnaire/evaluation upon his/her return.
Behavioral Responsibilities
I am aware of expected behavioral responsibilities while participating in an international clinical
experience as part of NURS 475 Integrated Experiential Learning IV. As a guest in a foreign
country, I agree to conduct myself at all times in a manner that does not infringe upon the
customs and mores of the country in which the clinical experience is being conducted. I further
agree to conduct myself at all times in a demeanor that does not infringe upon the rights and
safety of other participants in the program. I agree to adhere to all policies and procedures
outlined in the Linfield College Student Handbook. I acknowledge that any inappropriate
behavior that could lead to possible disruption of the program, is cause for dismissal from the
program without monetary refund of any kind and without academic credit for this course.
Changes To Academic And Social Standing After Being Accepted
The offer of an international clinical placement will be rescinded if there are changes to the
academic or social standing of the candidate that violate minimum requirements.
Release Agreement And Assumption Of Risk
I am aware that the above-named international clinical placement in which I wish to enroll and
the activities related thereto involve certain risks and hazards, including without limitation, the
risks and hazards of travel, including travel in foreign countries and lands; subjection to the
rules, laws and procedures, legal or otherwise, of such other countries and lands; and the risks
and hazards inherent in unstable political, economic or military climates; therefore, in
consideration of my acceptance and enrollment in the above-named program, I agree as follows:
1.
I do hereby ASSUME ALL RISKS associated with said course and related activities, and I
do hereby RELEASE, INDEMNIFY, and HOLD HARMLESS LINFIELD COLLEGE and
its agents, contractors, employees, volunteers, officers, directors and Trustees (hereinafter
collectively called "Releasees") from any and all losses, damages, claims, demands, actions
or suits of any nature whatsoever, whether for personal injury, death or property damage,
expressly including any and all civil, regulatory or administrative claims, which may arise
out of my participation in said program and related activities, including injury or damage
which may result in whole or in part from the negligence of Releasees.
2.
I do hereby certify that I have fully acquainted myself with and understand the nature and
requirements of this international clinical placement and related activities and that I am
fully capable, physically and otherwise, of participating therein without any restrictions,
Faculty Manual
H-23
2013-2014 Edition
Appendix H
reservations or limitations whatsoever.
3.
This agreement shall be construed in accordance with the laws of the State of Oregon, and
venue for any dispute related hereto shall lie exclusively in the Circuit Court for the State
of Oregon in McMinnville, Yamhill County, Oregon.
4.
I have carefully read this Agreement and have signed it of my own free will. I am aware
that THIS IS A RELEASE OF LIABILITY AND IS A BINDING CONTRACT between
Linfield College and myself, and agree that it shall likewise be binding upon my heirs,
executors, administrators and assigns.
I have read and understood the above and agree to the conditions and responsibilities related to
participation in the NURS 475 Integrated Experiential Learning IV clinical experience.
Full Name (Printed)
Date:
Signature
Faculty Manual
H-24
2013-2014 Edition
Appendix H
Linfield-Good Samaritan School Of Nursing Recommendation For NURS 475
Integrated Experiential Learning IV International Placement In RN-BSN
Program
Approved: 11/09/09; Last Revised: 01/10/13
Student: Please complete this section.
Student Name (printed):
Student Signature:
(By signing this form, I have waived my right to see or be given a copy of this recommendation.)
NURS 475 Integrated Experiential Learning IV RN-BSN Clinical Experience Preference
[country]:
Full-time Linfield College Nursing Faculty Member: Please complete this section.
The student named above is applying for NURS 475 Integrated Experiential Learning IV clinical
placement at an international site. We appreciate a candid and confidential appraisal of the
candidate’s suitability. The candidate has waived her/his right to a copy of this recommendation.
How long have you known the applicant?
In what capacity?
On a scale of 1-5 (five being the highest; N/A if you are not able to judge), how would you rate
this candidate compared to other Linfield students at similar stages in their education.
Shows maturity and readiness to undertake this program of study.
Has a positive attitude and demonstrates motivation and interest in this program.
Will represent Linfield and herself/himself well while abroad.
Demonstrates a high sense of responsibility in meeting deadlines, completing
assignments, attending class and being punctual.
Shows ability to work and interact well with others; shows and receives respect.
Is well-mannered, cooperative, flexible in her/his dealings with me.
Demonstrates proficient skill in critical thinking and cultural competence.
Faculty Manual
H-25
2013-2014 Edition
Appendix H
Are there any areas of concern in which the candidate needs to demonstrate improvement?
Other comments you wish to share with the selection faculty panel:
(Use additional pages if needed.)
Overall recommendation (same scale as above): ______
Your name (please print):
Department (please print):
Signature:
Date:
Please return this form confidentially to Alex Asbury (aasbury@linfield.edu).
Faculty Manual
H-26
2013-2014 Edition
Appendix H
Linfield-Good Samaritan School Of Nursing Consent For Release Of
Information For NURS 475 Integrated Experiential Learning IV International
Placement In RN-BSN Program
Approved: 11/09/09; Last Revised: 01/10/13
Student Identification
Last Name
(as it appears on your
passport)
First Name
(as it appears on your
passport)
Middle Name
(as it appears on your
passport)
Linfield Identity Number
Passport Number
Date of Birth
Telephone Number
In accordance with the Family Rights and Privacy Act (FERPA) of 1974, Linfield College must have
written consent to release a student's records to any source outside the college, the exception being
directory information. If you have any questions regarding this form or FERPA, please contact the
Registrar's Office.
1. I give my permission to the Dean of Nursing, Associate Dean of Nursing for Faculty and Program
Development, and Assistant Dean of Students/Director of Student Life to communicate with
emergency contacts regarding my health, safety, wellbeing, travel plans, and academic status during
the period of my NURS 475 Integrated Experiential Learning IV clinical course experience,
beginning with the application process.
2. I further give my consent for the Dean of Nursing, Associate Dean of Nursing for Faculty and
Program Development, and Assistant Dean of Students/Director of Student Life to release relevant
information to other persons in the case of an emergency during the period of my NURS 475
Integrated Experiential Learning IV clinical course experience.
Emergency Contact Information
Name:
Relationship:
Street:
City:
State:
Zip:
Home Phone:
Work Phone:
Cell Phone:
E-mail:
Name:
Relationship:
Street:
City:
Zip:
Home Phone:
Work Phone:
Cell Phone:
E-mail:
State:
This consent for release will remain in effect from the date indicated below until I submit
written notification rescinding it.
Student's Signature:
Faculty Manual
Date:
H-27
2013-2014 Edition
Appendix H
Linfield-Good Samaritan School Of Nursing Procedure For Evaluating
Clinical Sites
Approved: 05/16/11
1. Clinical Facilities Administrator notifies Integrated Experiential Learning Coordinators that
clinical faculty, in the course they coordinate, must complete Clinical Site Evaluation by
Faculty form and students should complete Clinical Site Evaluation by Student form.
2. Integrated Experiential Learning Coordinators request that clinical faculty, in the course they
coordinate, complete Clinical Site Evaluation by Faculty form at the end of the clinical
rotation.
3. Integrated Experiential Learning Coordinators request that students, in the course they
coordinate, complete Clinical Site Evaluation by Student form at the end of the clinical
rotation.
4. Clinical faculty and students complete appropriate Clinical Site Evaluation forms that are
then accessed by Clinical Facilities Administrator.
5. Clinical Facilities Administrator notifies Integrated Experiential Learning Coordinator if a
Clinical Site Evaluation is not positive. A copy of the completed Clinical Site Evaluation by
Faculty and Clinical Site Evaluation by Student forms are forwarded to Integrated
Experiential Learning Coordinator along with a Decision to Retain or Terminate a Clinical
Site form.
6. Integrated Experiential Learning Coordinator, in consultation with course faculty, review the
Clinical Site Evaluation forms and Criteria for Retaining or Terminating Clinical Site
document; and forwards completed Decision to Retain or Terminate a Clinical Site form to
Clinical Facilities Administrator.
7. Clinical Facilities Administrator stores completed Clinical Site Evaluation by Faculty,
Clinical Site Evaluation by Student, and Decision to Retain or Terminate a Clinical Site
forms in a locked filing cabinet. This data is used by course faculty to plan future clinical
experiences at clinical sites.
8. Clinical Facilities Administrator summarizes data from Clinical Site Evaluation by Faculty,
Clinical Site Evaluation by Student, and Decision to Retain or Terminate a Clinical Site
forms; and forwards the summary to the School of Nursing Quality Improvement Committee.
9. School of Nursing Quality Improvement Committee reviews the data to determine the quality
of clinical experiences at the clinical sites, and make appropriate recommendations to the
Faculty Assembly of the School of Nursing.
Faculty Manual
H-28
2013-2014 Edition
Appendix H
Linfield-Good Samaritan School Of Nursing Clinical Site Evaluation By
Faculty
Revised: 05/16/11
Name of Faculty:
Clinical Agency:
Course Number:
Unit or Location:
Semester:
Year:
Days______ Evenings
Special Considerations When Assigning
Students:
Clinical Agency
Contact Person:
Nights ______
Please fill out a separate form for EACH agency and/or unit used.
1.
Would you recommend continued use of this site?
Yes____
2.
No_____
Questionable_____
If you answered “no” or “questionable” to question 1, please circle reason(s):
a. Limited opportunity for students to meet course outcomes.
b. Staff was unable to facilitate students learning experience.
c. Limited opportunity to work with nurses or other health care staff.
d. Personnel issues
e. Low census
f. Other reasons (explain):
Please email or return to mailbox of School of Nursing Clinical Facilities Administrator
when completed.
Faculty Manual
H-29
2013-2014 Edition
Appendix H
Linfield-Good Samaritan School Of Nursing Clinical Site Evaluation By
Student
Revised: 05/16/11
Name of Faculty:
Clinical Agency:
Course Number:
Unit or Location:
Semester:
Year:
Days______ Evenings
Special Considerations When Assigning
Students:
Clinical Agency
Contact Person:
Nights ______
Please fill out a separate form for EACH agency and/or unit used.
1.
Would you recommend continued use of this site?
Yes____
2.
No_____
Questionable_____
If you answered “no” or “questionable” to question 1, please circle reason(s):
g. Limited opportunity for students to meet course outcomes.
h. Staff was unable to facilitate students learning experience.
i. Limited opportunity to work with nurses or other health care staff.
j. Personnel issues
k. Low census
l. Other reasons (explain):
Please email or return to mailbox of School of Nursing Clinical Facilities Administrator
when completed.
Faculty Manual
H-30
2013-2014 Edition
Appendix H
Linfield-Good Samaritan School Of Nursing Decision To Retain Or
Terminate A Clinical Site
Revised: 04/20/11
Data from the attached Clinical Site Evaluation by Faculty and Clinical Site Evaluation by
Student forms question the retention of a clinical site in the course you coordinate. After
consulting with course faculty; complete this form indicating the decision to retain or terminate
the clinical site, and state rationale for the decision. Please refer to the Criteria for Retaining or
Terminating Clinical Sites document.
Please email or return to mailbox of School of Nursing Clinical Facilities Administrator when
completed.
Clinical Agency:
Unit or Location:
Integrated Experiential Learning Coordinator:
Course Number and Title:
Semester/Term and Year:
What decision has the course faculty made concerning retention or termination of the clinical
site?
Retention
Termination
Please explain the reason(s) for retention or termination of the clinical site:
Faculty Manual
H-31
2013-2014 Edition
Appendix H
Linfield-Good Samaritan School Of Nursing Criteria For Retaining Or
Terminating Clinical Sites
Revised: 04/20/11
(Based on data from Clinical Site Evaluation by Faculty form and Clinical Site Evaluation by
Student form)
Code
Explanation
Status
1
Rated high by both faculty and student(s)
Retain
2
Mixed ratings by faculty and/or student(s) but still good
rationale for retaining
Retain
3
Low ratings by faculty and/or student(s)
Re-evaluate
4
Low ratings by both faculty and student(s) with no good
rationale for retaining
Terminate
Faculty Manual
H-32
2013-2014 Edition
Appendix I
Linfield-Good Samaritan School Of Nursing Experiential Learning Center
Evaluation Form
Approved: 07/06/11
Course:
Please circle:
Date of Lab:
Student
Faculty
Integrated Experiential Learning Coordinator
Semester Coordinator
Lab Topic(s):
Please respond to the following statements.
5=Strongly Agree 4=Agree 3=Neither Agree nor Disagree 2=Disagree 1=Strongly Disagree
1.
The lab equipment was set up and ready for student learning.
5
4
3 2
1
2.
The lab supplies included in the kit facilitated learning.
5
4
3
2
1
3.
There was sufficient time to practice the skills.
5
4
3
2
1
4.
There were sufficient resources available for answering questions.
5
4
3 2
1
5.
I was able to accomplish my goal(s) in a timely manner.
5
4
3
2
1
6.
The Experiential Learning Center is a valuable resource for learning.
5
4
3 2
1
Comments:
Faculty Manual
I-1
2013-2014 Edition
Appendix I
Linfield-Good Samaritan School Of Nursing High Fidelity Simulation Evaluation By Student
Title of Course: NURS ________ Integrated Experiential Learning ____
Semester: ____________________ Year: _____________
For the purpose of this evaluation, “simulation” includes the pre-brief set-up, personal work at bedside, observation of bedside
work done by others, and the formal debriefing (from the time you walked into high fidelity simulation today until now).
Evaluation Item
1. The Student Preparation Guide
provided the information needed
to prepare for the simulation.
1
2. This simulation helped in
meeting learning objective #1,
which states:
Not at all
3. This simulation helped in
meeting student learning objective
#2, which states:
Not at all
4. This simulation helped in
meeting student learning objective
#3, which states:
Not at all
5. This simulation helped in
meeting student learning objective
#4, which states:
Not at all
6. This simulation helped in
meeting student learning objective
#5, which states:
Not at all
Faculty Manual
Rating Scale
Not at all
1
1
1
1
1
2
3
Very much so
4
Comments
5
Very much so
2
3
4
5
Very much so
2
3
4
5
Very much so
2
3
4
5
Very much so
2
3
4
5
Very much so
2
3
4
I-2
5
2013-2014 Edition
Appendix I
Two things that went well during this simulation were:
#1.
#2.
8. The two most important things that I learned during this simulation experience were:
#1
#2
9. As a result of this simulation, I will improve/do differently, the following two things (be
specific):
#1
#2
10. The following things were missing from the Student Preparation Guide and need to be
included:
11. The following things were included in the Student Preparation Guide and need to be
removed:
12. Any other thoughts, comments about improving this simulation experience?
Thank you for completing this evaluation!
04/16/13
Faculty Manual
I-3
2013-2014 Edition
Appendix J
Faculty Evaluation Of Student Clinical Performance In Courses
Approved: 10/03/11
Linfield-Good Samaritan School of Nursing
Integrated Experiential Learning Clinical Evaluation
FACULTY EVALUATION OF STUDENT
(Word Processing Required)
Student:
Year:
Semester:
Fall
Spring
Summer
IEL Course Number:
Grade:
(All course outcomes must be met to pass clinical performance)
Clinical Agency Site:
Clinical Faculty:
Directions:
Indicate below if the student met each course outcome by placing a checkmark or
“x” in the appropriate box.
Course Outcomes:
Met Not*
Met
1. Integrates theoretical concepts of professional communication into clinical
experiences. (Example from NURS 335)
2.
3.
4.
5.
6.
7.
*
If any outcome is marked not met, include descriptive documentation in a narrative on the
reverse side of this form.
Faculty Manual
J-1
2013-2014 Edition
Appendix J
Integrated Experiential Learning Clinical Evaluation
FACULTY EVALUATION OF STUDENT (continued)
Narrative Reflection
(Word Processing Required)
What strengths have you observed in this student’s nursing practice?
What area(s) of nursing practice does the student need to improve?
What are your recommendations to facilitate the student’s growth in nursing practice?
Student Signature:
Date:
Faculty Signature:
Date:
Note: Clinical evaluations will be filed for six years after graduation, at which time they will be
shredded. The nursing faculty recommends that students keep a copy of all clinical
evaluations in their individual professional file.
Faculty Manual
J-2
2013-2014 Edition
Appendix J
Student Self-Evaluation Of Clinical Performance In Courses
Linfield-Good Samaritan School of Nursing
Integrated Experiential Learning Clinical Evaluation
STUDENT SELF EVALUATION
(Word Processing Required)
Student:
Year:
Semester:
Fall
Spring
Summer
IEL Course Number:
Clinical Agency Site:
Clinical Faculty:
Directions
Indicate below if you, the student, met each course outcome by placing a checkmark or “x” in
the appropriate box. For each course outcome, include a persuasive, descriptive example of how
you met it.
Note
All course outcomes must be met to pass clinical performance.
Course Outcomes:
1.
Met Not
Met
Integrates theoretical concepts of professional communication into clinical
experiences. (Example from NURS 335)
2.
3.
4.
5.
Faculty Manual
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Appendix J
Course Outcomes:
Met Not
Met
6.
7.
Faculty Manual
J-4
2013-2014 Edition
Appendix J
Integrated Experiential Learning Clinical Evaluation
STUDENT SELF EVALUATION (continued)
Narrative Self Evaluation
(Word Processing Required)
Based on your clinical performance this semester, what are your outstanding nursing practice
strengths?
What major areas of nursing practice have you identified that need improvement?
Describe a plan for improving your nursing practice in the next clinical course. Be specific and
realistic about next steps for developing your nursing practice.
Student Signature:
Date:
Faculty Signature:
Date:
Note: Clinical evaluations will be filed for six years after graduation, at which time they will be
shredded. The nursing faculty recommends that students keep a copy of all clinical
evaluations in their individual professional file.
Approved: 10/03/11
Faculty Manual
J-5
2013-2014 Edition
Appendix K
Linfield-Good Samaritan School Of Nursing Student Appraisal Of Course
Revised: 05/16/11
Semester:
Today’s Date/Year:
Course Title:
Course Number:
Directions:
Please circle the ranking for each statement that reflects your experience in this
course. Please do not include comments about faculty, as you are evaluating only
the course on this form.
Key:
Strongly Agree ...................................SA (4)
Agree .................................................. A (3)
Disagree ............................................. D (2)
Strongly Disagree...............................SD (1)
Item
SA
A
D
SD
1. Course content facilitated attainment of course
outcomes.
4
3
2
1
2. Course design encouraged active learning.
4
3
2
1
3. Course activities stimulated critical thinking.
4
3
2
1
4. Course content and experiences increased
(expanded) my understanding of the
professional nurse role.
4
3
2
1
5. Course concepts and experiences increased
(expanded) my understanding of the needs of
specific client populations.
4
3
2
1
6. Course content built on previous knowledge.
4
3
2
1
7. Course assignments were consistent with the
number of credits for the course.
4
3
2
1
8. Course readings and/or text(s) aided learning.
4
3
2
1
Comments and suggestions regarding this course:
Faculty Manual
K-1
2013-2014 Edition
Appendix K
Linfield-Good Samaritan School Of Nursing Faculty Evaluation Of Course
Approved: 05/20/13
Purpose Statement
The purpose of this evaluation process and instruments is assessment of the quality and efficacy
of courses in the nursing curriculum from a faculty perspective.
Method: Course faculty will complete a course evaluation of each course taught. The initial
evaluation tool will be completed for a course that is new to the faculty member. Subsequent
course evaluations (of the same course) will require a less comprehensive tool. Course
evaluations are to be submitted within 1 month of the end of the semester or term.
Rationale:
1. Continued quality improvement of the nursing program depends on various forms of
ongoing assessment from multiple perspectives: student, faculty and administration.
2. Reflection by faculty who have completed teaching a course is valuable to those
individuals themselves and to others who will follow/join them. Faculty course
evaluations are a primary means of obtaining feedback on the quality of the course as it
was designed and taught, and a critical means of improvement for future iterations of the
course.
3. A standard set of questions applied to all courses allows comparison of courses delivered
within a semester or within the entire curriculum, as well as between and across
semesters. In courses with more than one section, course evaluations can assist Semester
Coordinators and administrators to address inequities and/or deviations, and to provide
suggestions for improvement and greater standardization.
4. This information is critical to evaluate the quality and integrity of the present program,
and to plan for future needs by helping to determine allocation of resources (human,
physical and financial).
5. Course evaluations will be housed on Blackboard in a course evaluation folder by
semester and year and available to both faculty and administration.
Faculty Manual
K-2
2013-2014 Edition
Appendix K
New Course Summary and Evaluation Template
Approved 05/20/13
Course: NURS XXX
Semester, Year
Faculty of record: List all course faculty, including Integrated Experiential Learning
Coordinator, other theory faculty, Semester Coordinator, and clinical faculty (if applicable)
1. Course Description: Reflect on if the course title and description accurately describe the
purpose of the course and the information that should be in the course.
a. Do you recommend any changes in the title/description for the course to reflect
current practice and knowledge?
b. Is the course sequenced appropriately in the nursing curriculum? If not, what do
you recommend, and why?
c. Is the right amount of credit assigned for this course? If not, what do you
recommend, and why?
d. How many sections were taught this semester, how many did you teach?
e. What percentage of instructors in this course are adjuncts?
2. Course Outcomes:
a. Reflect on whether or not the course outcomes describe what you expected the
student to learn/do in this course.
b. Are there clear criteria for how course outcomes were measured/evaluated?
Summarize how this was accomplished.
c. Is this level of work appropriate for this course/semester (Bloom’s Taxonomy)?
d. What changes would you like to make? (Write new course outcomes, if necessary,
to be presented to Semester Coordinators and Curriculum Committee.)
e. Integrated Experiential Learning courses: Are core clinical skills, appropriate for
the semester level of the course, identified? And are evaluation criteria clear?
3. Pedagogical Approach:
a. What teaching strategies were utilized? Describe the teaching strategies used, and
make a judgment about if these were successful or not.
b. Are the teaching methods used for each outcome/objective appropriate for the
type and level of that outcome/objective? If not, what will you change?
c. What steps have been taken to assure that each course instructor’s (including
adjuncts) teaching strategies are consistent with course expectations? (e.g. site
visits, direct supervision, peer evaluation, team meetings)
d. Include in this section students’ commentary about what was most helpful/useful
to them in the course, and what suggested changes they made to course content or
assignments.
e. Summarize student course evaluations and address what you will do to manage
student concerns, including proposed changes.
Faculty Manual
K-3
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Appendix K
4. Instructional resources:
a. Indicate if you are planning to use the same instructional resources the next time
the course is taught. Were all resources used? Include a summary of students’
comments about the required resources.
b. If known, include new resources you plan to use the next time the course is
taught.
c. Are there technological concerns or needs related to this course? What is the
status/plan for web enhancement of this course?
d. What (if any) additional resources are needed to improve the teaching and
learning experience in this course for both students and faculty?
5. Evaluation Methods:
a. Assess each evaluation method, including: if you believe it worked well and plan
to use it again, or if it was not as successful as you hoped and plans to change it in
the future.
b. Are there clear evaluation criteria for each assignment? Do they match the level
and type of outcome/objective (e.g. are grading rubrics congruent with the level
and type of objectives for each assignment)?
c. Include plans to alter the amount of percent for each evaluation method.
d. How were test questions selected/developed? Are they matched /leveled
according to outcomes and content taught?
e. Include the summary of student course grades (the number of A’s, A-, B+, etc,) as
this will automatically identify the number of students who were not successful in
this course. List all sections of the course.
Grade
Distribution
Enrollment A
A- B+ B
B- C+ C C- F
Section XX
f. What steps have been taken to assure that each course instructor’s (including
adjuncts) grading practices are consistent with course/semester expectations?
What steps have been taken to assure inter-rater reliability (in courses with
multiple sections and instructors)? Do you or the Semester Coordinator have any
concerns about this?
6. If not covered in the above areas please address the following questions:
a. What you believe went well with the course?
b. What you believe did not go well with the course?
c. Recommendations for the course when taught again.
Faculty Manual
K-4
2013-2014 Edition
Appendix K
Existing Course Summary and Evaluation Template
Approved 05/20/13
[To be used at the end of each semester for all courses except New Courses, or
Courses with Major Changes in Faculty, Course Descriptions and/or Outcomes]
Course: NURS XXX
Semester (Fall, Spring, Summer): Year
Faculty of record: List all course faculty, including Integrated Experiential Learning
Coordinator, other theory faculty, Semester Coordinator and clinical faculty (if applicable).
Reflect on the following and write a summary report:
1.
What went well with the course?
2.
What did not go well with the course?
If applicable: Report on how the changes you made this semester worked or didn’t work
3.
and why.
4.
List recommendations for changes for the course when taught again.
5.
(For Integrated Experiential Learning Courses only) Provide a summary of clinical site
evaluations, clinical faculty evaluations and your recommendations.
Provide enrollment and grade distribution for the course by section and instructor using
6.
the following template
Grade
Distribution
Enrollment A
A- B+ B
B- C+ C C- F
Section
7.
Post course summary report on Blackboard within one month of the end of the semester.
Faculty Manual
K-5
2013-2014 Edition
Appendix L
Linfield-Good Samaritan School Of Nursing Employer Satisfaction Of
Linfield College BSN Graduates Survey (Spring 2014)
Approved: 05/09/11
Please complete this survey for nursing graduates from Linfield College who were hired at your organization
within the last calendar year. To assure confidentiality, no individual will be identified, as only aggregate data
will be reported to accreditors. Thank you in advance for your participation.
Please indicate if you are satisfied that the Linfield graduate has met the outcomes below by placing a
checkmark or “x” in the appropriate box.
Yes = Met
No = Not Met
NA = Not Applicable/Observed
Yes

No

NA

School of Nursing Program Outcomes
1. Builds a professional practice informed by the mission of Linfield College and the
vision, mission, and philosophy of the School of Nursing as well as the standards and
values of the nursing profession.
Comments:



2. Applies sound clinical reasoning, reflective practice, and evidence-based practice in
the provision of holistic nursing care.
Comments:



3. Communicates effectively and collaboratively in a professional practice.
Comments:



4. Uses a range of information and clinical technologies to achieve health care outcomes
for clients.
Comments:



5. Provides effective nursing care that incorporates diverse values, cultures, perspectives
and health practices.
Comments:



6. Engages in ethical reasoning and actions that demonstrate caring and commitment to
social justice in the delivery of healthcare to clients in the community.
Comments:



7. Applies principles of stewardship and leadership skills to support quality and safety
within complex organizational systems.
Comments:



8. Integrates knowledge of healthcare policy, populations, finance and regulatory
environments that influence system level change within professional nursing practice.
Comments:



9. Incorporates a liberal arts based understanding of local and global healthcare issues to
health promotion, risk reduction, disease and illness prevention and disease and health
care management.
Comments:
Faculty Manual
L-1
2013-2014 Edition
Appendix L
For the two items below please circle the response that best describes your satisfaction:
VS = Very Satisfied
VS S
D VD
VS
S
D
VD
S = Satisfied
D = Dissatisfied
VD = Very Dissatisfied
How satisfied are you with the reliability and accountability of Linfield nursing
graduates?
How satisfied are you that your organization made a good decision hiring nursing
graduates from Linfield?
Would you recommend that your organization hire more graduates from Linfield’s School of Nursing?
 Yes, Definitely
 Yes
 Yes, With Reservations
 Not Sure
 No
Comments:
Please write in the number of graduates that you are including in your responses:
Human Resources Director/Designee:
Organization:
Faculty Manual
Date:
L-2
2013-2014 Edition
Appendix M
Linfield-Good Samaritan School Of Nursing
Nurse Educator Associate (Adjunct Faculty) Evaluation Of School Of
Nursing Support
05/02/12
Evaluation Form Is Available On Survey Monkey
Please complete this survey to evaluate the effectiveness of support from Linfield-Good
Samaritan School of Nursing, in the performance of your role as a Nurse Educator
Associate (Adjunct Faculty). Your feedback is greatly appreciated.
Name of Nurse Educator Associate (Adjunct Faculty)
Date
Number of times you have taught as a Nurse Educator Associate (Adjunct Faculty) for
Linfield-Good Samaritan School of Nursing:
Title of the course you taught as a Nurse Educator Associate (Adjunct Faculty) this
semester, NURS:
Did you teach clinical or theory this semester? (Check the appropriate response.)
Clinical
Theory
Did you teach in the generic BSN program or the RN-BSN distance education program
this semester? (Check the appropriate response.)
Generic BSN Program
RN-BSN Distance Education Program
Faculty Manual
M-1
2013-2014 Edition
Appendix M
On the following evaluation, 5 is the highest score and 1 is the lowest. Please circle a rank score
for each category as it relates to the course you taught this semester for Linfield-Good Samaritan
School of Nursing. It would be particularly helpful, if you could note any suggestions you might
have for improvement.
1.
Overall, how satisfied were you with the information you received from
faculty/administration concerning the nursing curriculum?
1
2
3
4
5
Suggestions for Improvement:
2.
Overall, how satisfied were you with the information you received from
faculty/administration concerning the course, including course outcomes, requirements of
the course, and evaluation methods?
1
2
3
4
5
Suggestions for Improvement:
3.
Overall, how satisfied were you with the information you received from
faculty/administration concerning the expectations of your role as Nurse Educator
Associate (Adjunct Faculty)?
1
2
3
4
5
Suggestions for Improvement:
Faculty Manual
M-2
2013-2014 Edition
Appendix M
4.
Was the School of Nursing “Nurse Educator Associate (Adjunct) Manual” helpful to you
in your role as Nurse Educator Associate (Adjunct Faculty)?
1
2
3
4
5
Suggestions for Improvement of Information in the Manual:
5.
Did you find the information posted electronically on Blackboard, under Adjunct
Resources, helpful to your role as Nurse Educator Associate (Adjunct Faculty)?
1
2
3
4
5
Suggestions for Improvement:
6.
Skip this question, if you did not teach clinical this semester.
How satisfied were you with the guidance you received from the Integrated Experiential
Learning Coordinator with regard to clinical teaching and student evaluation issues?
1
2
3
4
5
Suggestions for Improvement:
Faculty Manual
M-3
2013-2014 Edition
Appendix M
7.
Skip this question, if you did not teach clinical this semester in NURS 475 Integrated
Experiential Learning IV.
How satisfied were you with the information you received as to the expectations of your
role as faculty, as well as, the role expectations of the Clinical Teaching Associate
(Preceptors) and the students?
1
2
3
4
5
Suggestions for Improvement:
8.
Skip this question, if you did not teach a theory course this semester in the RN-BSN
Distance Education Program.
How satisfied were you with the guidance provided by the Lead Instructor of the course?
1
2
3
4
5
Suggestions for Improvement:
9.
Skip this question, if you did not attend the Nurse Educator Associate (Adjunct Faculty)
Development Program Workshop.
Did the Nurse Educator Associate (Adjunct Faculty) Development Program Workshop
enhance your ability to assume the role of instructor?
1
2
3
4
5
Suggestions for Improvement:
Faculty Manual
M-4
2013-2014 Edition
Appendix M
10.
Skip this question, if you did not complete the RN-BSN Distance Education Program
online orientation.
How helpful was the online Nurse Educator Associate (Adjunct) orientation?
1
2
3
4
5
Suggestions for Improvement:
11.
Please share any final comments that you feel would be beneficial in enhancing the
support Linfield-Good Samaritan School of Nursing is providing Nurse Educator
Associates (Adjunct Faculty).
--Thank You For Completing This Evaluation Survey--
Faculty Manual
M-5
2013-2014 Edition
Appendix M
Linfield-Good Samaritan School of Nursing
Clinical Teaching Associate (Preceptor) Evaluation Of School Of Nursing
Support
05/02/12
Evaluation Form Is Available On Survey Monkey
Please complete this survey to evaluate the effectiveness of support from Linfield-Good
Samaritan School of Nursing, in the performance of your role as a Clinical Teaching Associate
(Preceptor). Your feedback is greatly appreciated.
Name of Clinical Teaching Associate (Preceptor) and Credentials
Clinical Agency
Dates of Clinical Experience
Number of times you have served as a Clinical Teaching Associate (Preceptor) either for LinfieldGood Samaritan School of Nursing or another institution:
On the following evaluation, 5 is the highest score and 1 is the lowest. Please circle a rank score
for each category. It would be particularly helpful, if you could note any suggestions you might
have for improvement.
1.
Overall, how satisfied were you with the orientation you received from faculty concerning
the nursing curriculum?
1
2
3
4
5
Suggestions for Improvement:
Faculty Manual
M-6
2013-2014 Edition
Appendix M
2.
Overall, how satisfied were you with the orientation you received from faculty concerning
the course, including course outcomes, requirements of the course, and evaluation
methods?
1
2
3
4
5
Suggestions for Improvement:
3.
Overall, how satisfied were you with the orientation you received from faculty concerning the
expectations of your role as Clinical Teaching Associate (Preceptor), as well as, the role
expectations of faculty and the student?
1
2
3
4
5
Suggestions for Improvement:
4.
Was the School of Nursing “Clinical Teaching Associate (Preceptor) Manual” helpful to you
in your role as Clinical Teaching Associate (Preceptor)?
1
2
3
4
5
Suggestions for Improvement of Information in the Manual:
5.
Did the faculty demonstrate a commitment to the partnership with you in facilitating the student’s
application of theoretical knowledge to practice and socialization into the nursing practice?
1
2
3
4
5
Suggestions for Improvement of the Relationship Between Faculty and You as the Clinical
Teaching Associate (Preceptor):
Faculty Manual
M-7
2013-2014 Edition
Appendix M
6.
How often did the faculty member contact you?
Was the contact between you and the faculty member sufficient to share information about
student progress in meeting clinical outcomes, as well as, to discuss other relevant matters?
1
2
3
4
5
Suggestions for Improvement:
7.
Did the faculty member provide you with adequate guidance in teaching and evaluating the
student?
1
2
3
4
5
Suggestions for Improvement:
8.
Please share any final comments that you feel would be beneficial in enhancing the support
Linfield-Good Samaritan School of Nursing is providing Clinical Teaching Associates
(Preceptors).
--Thank You For Completing This Evaluation Survey--
Faculty Manual
M-8
2013-2014 Edition
Appendix N
Linfield-Good Samaritan School Of Nursing
Evaluation Of Articulation Process With Associate Degree Nursing Programs
Approved: 05/01/12
Please complete this survey to evaluate the Linfield-Good Samaritan School of Nursing
Articulation Agreement process with your Associate Degree Nursing program. Your responses
will facilitate evaluation of educational partnering available to ADN to BSN students. We
greatly appreciate your feedback. (Evaluation form is available on Survey Monkey.)
Name and Credentials:
Academic Site:
Date:
On the following evaluation, 5 is the highest score and 1 is the lowest. Please circle a rank score
for each category. It would be particularly helpful, if you could note any suggestions you might
have to improve the articulation process.
1.
Was the initial process in which the articulation agreement was shared with you and/or
your nursing program adequate?
1
2
3
4
5
Suggestions for Improvement:
2.
Was the timeframe from articulation agreement introduction to signature and
implementation of the agreement acceptable to you and your administration?
1
2
3
4
5
Suggestions for Improvement:
Faculty Manual
N-1
2013-2014 Edition
Appendix N
3.
Was the timeframe from articulation agreement with your faculty, students, and your
nursing program advisors adequate?
1
2
3
4
5
Suggestions for Improvement:
4.
Did the Linfield team presentation demonstrate knowledge related to the specific
curricular needs of your nursing program?
1
2
3
4
5
Suggestions for Improvement:
5.
How effective was the follow-up process with your nursing students by the Linfield
Academic Advisors?
1
2
3
4
5
Suggestions for Improvement:
Faculty Manual
N-2
2013-2014 Edition
Appendix N
6.
Are we adequately preparing the ADN student for entry into the LinfieldGood Samaritan School of Nursing RN-BSN program?
1
2
3
4
5
Suggestions for Improvement:
7.
What feedback have you experienced from your nursing students regarding the LinfieldGood Samaritan RN-BSN program as outlined through the articulation agreement
between your nursing program and the Linfield-Good Samaritan School of Nursing?
1
2
3
4
5
Suggestions for Improvement:
8.
Please share any final comments that you feel would enhance and strengthen
the collaboration between your nursing program and Linfield-Good Samaritan School of
Nursing.
--Thank You For Completing This Evaluation Survey--
Faculty Manual
N-3
2013-2014 Edition
Appendix O
Linfield College Foundational Education Principles
“Linfield College seeks to prepare students to be thoughtfully engaged in a world that demands
ever more flexible, creative, and critical thinkers and communicators. Toward that end, its
educational mission centers upon developing students’ abilities to solve problems, adapt to
changing circumstances, and synthesize various streams of information.
Three Principles, all defined from the College’s mission statement, distinguish a Linfield
education. These three Foundational Education Principles foster critical thinking suited for the
complexities of the 21st century. They encourage intersections among the wide-ranging
curricular and co-curricular opportunities available to Linfield students. They clarify the goals of
a Linfield education as the cultivation of good citizens, the encouragement of lifelong learning,
and the formation of intellectual and aesthetic sensibilities. A Linfield education thus assists
students in finding their calling – the vocation or passion that will shape and enrich their lives.
Principle One: Integrated Learning
Linfield will offer an educational program characterized by extensive and intentional integrated
learning. Through opportunities embedded at key points in the curriculum, students
systematically discover and practice making meaningful connections across the various
components of their undergraduate experience.
Principle Two: Global and Multicultural Awareness
Linfield will offer a comprehensive approach to global and multicultural awareness that prepares
students to embrace and understand the challenges posed for educated people in the 21st century
by the web of cultural differences characterizing the planet, the nation, and the region. Such
awareness helps students answer the question, ‛How will my time at Linfield enable me to make
a difference in the world?’
Principle Three: Experiential Learning
Linfield will offer a comprehensive program of experiential learning. In this way the college
fosters critical thinking opportunities where students apply academic investigation to lived
experience as a means of testing and refining their understanding of a subject. Through this
intersection of theory and praxis, investigations of issues and ideas prompt field analysis and
assessment that continues to inform the initiating academic discourse.” (See, Linfield College
Course Catalog for further details.)
Faculty Manual
O-1
2013-2014 Edition
Appendix O
Linfield Curriculum (General Education Requirements)
“The purpose of general education requirements, referred to as the Linfield Curriculum, is to
foster the development of wholly-educated persons by providing a coherent experience spanning
the arts and humanities, natural sciences, and social-behavioral sciences. The Linfield
Curriculum seeks to enable students to communicate effectively; appreciate literary, artistic, and
historical works; be conversant with various philosophical and religious conceptions of
humanity; understand the role of diversity both globally and nationally; analyze how human
beings behave individually and socially; understand, formulate, and critique quantitative
arguments; and comprehend the methods and accomplishments of modern science.
Grounded in the multidisciplinary spirit of the liberal arts, the Linfield Curriculum stresses wide
exposure to the ways that educated individuals; be they scientists, artists, entrepreneurs, teachers
or ethicists; engage ideas, articulate choices, and assert opinions. It encourages students to
cultivate intellectual and personal flexibility, pursue independent action, and engage in
responsible decision-making. The Linfield Curriculum emphasizes communication and
facilitates self-discovery in personal, cultural, and academic contexts. It affirms the need to
understand people and societies both nationally and internationally. In short, the Linfield
Curriculum encourages inquiry, analysis, and imagination which are habits of mind that provide
the foundation for reasoned action, wonder, and continued learning in all aspects of life.” (See,
Linfield College Course Catalog for further details.)
Courses contributing to the Linfield Curriculum are normally a minimum of three semester
credits. The Linfield Curriculum consists of four major components:
I.
Inquiry Seminar (INQS 125)
The Inquiry Seminar is a collaborative investigation of a compelling subject that builds
upon and deepens the relationship between thinking and communication, both oral and
written.
II.
The Six Modes Of Inquiry
Each student must complete at least seven approved courses, one in each of the six
Modes of Inquiry and one upper division course. The upper division course must be from
one of the Modes of Inquiry and outside of the student’s major department.
1.
Creative Studies (CS)
Courses with this designation are dedicated to the study of theory and practice in
music, theatre, literature, and the visual and plastic arts.
Faculty Manual
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2013-2014 Edition
Appendix O
2.
Individual, Systems, & Societies (IS)
Courses in this area examine how members of societies organize themselves to
satisfy individual and collective goals.
3.
Natural World (NW)
Courses in this area explore science as a way of knowing about the natural world,
highlighting the process of scientific inquiry and the interplay between theoretical
and experiential analysis.
4.
Quantitative Reasoning (QR)
Courses in this category explore contextual problems involving quantitative
relationships by means of numerical, symbolic, and visual representations.
NURS 320 Scholarship of Nursing satisfies this requirement.
5.
Ultimate Questions (UQ)
Courses with this designation encourage students to articulate and evaluate
unexamined assumptions and paradigmatic ways of acquiring knowledge through
a critical analysis of fundamental beliefs, cultural practices, and competing truth
claims.
6.
Vital Past (VP)
Courses in this mode of inquiry explore the human past and offer an opportunity
to reflect on the continuities, change, and diversity in human experiences across
time.
III.
Diversity Studies
1.
Global Pluralism (GP)
Courses with this designation challenge students to address and understand the
social, political, ethical, cultural, an/or policy discourses of other countries from a
global perspective.
2.
U.S. Pluralism (US)
Courses with this designation encourage students to pursue inquiry into the varied
dimensions of human diversity in the United States.
Faculty Manual
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2013-2014 Edition
Appendix O
IV.
Writing-Intensive Course(s) in the Major (MWI)
In addition to the Inquiry Seminar, all students must complete the approved upperdivision Writing-Intensive class, or sequence of classes, designated for their respective
majors. This requirement enhances students’ mastery of formats, conventions, and habits
of mind appropriate to the major’s disciplinary investigation. NURS 470 Leading and
Managing in Nursing satisfies this requirement.
Faculty Manual
O-4
2013-2014 Edition
Appendix O
Linfield Curriculum (LC) Catalog Descriptions, Learning Outcomes, And
Rubrics
Creative Studies (CS) Mode of Inquiry
Catalog Description
Courses with this designation are dedicated to the study of theory and practice in music, theatre,
literature, and the visual and plastic arts. They foreground creative theory, or creative practice,
or integrate the two. These courses study the making of art and how meaning—sometimes tense
or contradictory—rises out of the interaction between artists, artworks, and audiences. Thus,
they ask students to inquire into the ambiguities, contradictions and tensions fundamental to artmaking and its aesthetic effects. Art is a primary way that human beings reflect upon their
experiences and perceptions. Therefore, these courses encourage students to value lifelong
engagement with the arts. Creative Studies courses are designated CS in this catalog and each
semester’s registration materials.
Learning Outcomes
In courses with CS designation, students will do the following:
1.
Explore the media, genre, craft and presentation of art.
2.
Investigate the complexity of defining and interpreting art.
3.
Examine the contexts and influences of art.
4.
Practice the improvisational and technical processes of art.
Courses with CS designation address the first learning outcome. In addition, they address at
least one of the remaining three.
Faculty Manual
O-5
2013-2014 Edition
Appendix O
Individuals, Systems, and Societies (IS) Mode of Inquiry
Catalog Description
Courses in this area examine how members of societies organize themselves to satisfy individual
and collective goals. They foster an understanding of the complexity and interconnectedness of
individuals, systems, and societies across local, national, and/or global contexts. They also
encourage students to think critically about themselves and their relationships to other
individuals, institutions, and/or social systems. Individuals, Systems, and Societies courses are
designated IS in this catalog and each semester’s registration materials.
Learning Outcomes
Courses with IS designation are intended to provide students with opportunities to do the
following:
1.
Understand individual, systemic, and/or social processes.
2.
Analyze individuals, systems, and/or societies through multiple frames of reference.
3.
Think critically about the ways that society affects individual behavior and/or individual
behavior affects society.
4.
Articulate how key theoretical principles can be used to explain individual and social
processes, inform public policy and/or develop practical approaches to human problems
across local, regional, and/or global contexts.
Courses with IS designation address one or more of the above learning outcomes. Those courses
meeting only one address the learning outcome in greater depth.
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Appendix O
Natural World (NW) Mode of Inquiry
Catalog Description
Courses in this area explore science as a way of knowing about the natural world, highlighting
the process of scientific inquiry and the interplay between theoretical and experimental analysis.
They focus on fundamental principles that illuminate the study of our surroundings, including
matter, energy, and living things. Emphasis is placed on students making connections between
science and their daily lives. Natural World courses are designated NW in this catalog and each
semester’s registration materials.
Learning Outcomes
Courses with NW designation are intended to provide students with opportunities to learn the
following:
1. Demonstrate an understanding of the theoretical and/or experimental background of a
particular topic or model, sufficient to form a hypothesis.
2. Demonstrate an ability to critically analyze results of scientific inquiry in light of
assumptions.
3. Demonstrate an understanding of how scientific results can be extended to more general
situations in contemporary society.
Courses with NW designation address all of the above learning outcomes.
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Appendix O
Natural World Rubric – (2013)
Learning Outcome
Unsatisfactory
1. Demonstrate the
theoretical and/or
experimental
background of a
given topic,
sufficient to form
a hypothesis.
Example fails to
provide a scientific
foundation for model
or hypotheses—or
uses model
incorrectly.
Example presents a
scientific model or
hypothesis, but does
not thoroughly
explain evidence.
Example presents a
scientific model or
hypothesis,
connecting it to
experimental results
or historical
interpretations.
2. Critically analyze
results in light of
assumptions.
Example fails to
acknowledge any
strengths or
weaknesses with
respect to results
Example addresses
the results and
considers alternate
interpretations, but
does not provide
adequate detail on
inherent assumptions.
Example recognizes
the assumptions
within a model then
analyzes results
directly from
evidence.
3. Demonstrate how
results from
discoveries can be
extended to more
general situations
in contemporary
society.
Example fails to
coherently convey
how discoveries can
be applied more
broadly.
Example attempts to
extend results more
broadly, but is unclear
or is lacking depth.
Example clearly
conveys how a given
technology or
discovery can impact
other similar
situations or
discoveries.
Faculty Manual
Satisfactory
O-8
Exemplary
2013-2014 Edition
Appendix O
Quantitative Reasoning (QR) Mode of Inquiry
Catalog Description
Courses in this category explore contextual problems involving quantitative relationships by
means of numerical, symbolic, and visual representations. These courses foster critical analysis
of the uses and constraints of quantitative information and its representations. Finally, they focus
on discussing models; making appropriate assumptions; and deducing consequences or making
predictions. Quantitative Reasoning courses are designated QR in this catalog and each
semester’s registration materials.
Learning Outcomes
Courses with QR designation are designed to develop the student’s ability to do the following:
1.
Frame contextual questions using mathematical representation.
2.
Apply models to deduce consequences or make predictions.
3.
Communicate quantitative arguments using clear prose.
4.
Critique quantitative arguments with respect to assumptions, constraints, and logical
coherence.
Courses with QR designation address all of the above learning outcomes.
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Appendix O
Quantitative Reasoning Rubric—(2012)
Learning Outcome
Unsatisfactory
Satisfactory
Exemplary
1. Frame contextual questions
using mathematical
representation.
Example fails to provide a
contextual question, or fails to use
recognized mathematical
representations to translate the
relevant question.
Example uses recognized
mathematical representations to
translate contextual questions.
Example uses recognized
mathematical representations to
pose questions (student generated)
that are relevant and
unambiguous.
2. Apply models to deduce
consequences or make
predictions.
Model is unclear or absent, or no
clear conclusions or predictions
are articulated.
Example indicates a model, and
the model is applied to make
conclusions, however some of the
terms or supporting work are
absent.
All of the terms are clearly
defined, the supporting work is
evident, and the model is applied
appropriately to make
conclusions.
3. Communicate quantitative
arguments using clear prose.
Example fails to coherently
convey a complete argument.
Example adequately conveys a
verbal interpretation of a
mathematical argument. The
example suffers from minor
omissions or errors.
Example completely and clearly
conveys a verbal interpretation of
a mathematical argument.
4. Critique quantitative
arguments with respect to
assumptions, constraints, and
logical coherence.
Example acknowledges neither the
appropriate assumptions and
constraints of the model, nor the
strengths and weaknesses of the
argument.
Example considers the appropriate
assumptions and constraints of the
model, or the strengths and
weaknesses of the argument, but
not both.
Exemplar considers the
appropriate assumptions and
constraints of the model, and the
strengths and weaknesses of the
argument.
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Appendix O
Ultimate Questions (UQ) Mode of Inquiry
Catalog Description
Courses with this designation are designed to encourage students to articulate and evaluate
unexamined assumptions and paradigmatic ways of acquiring knowledge through a critical
analysis of fundamental beliefs, cultural practices, and competing truth claims with the aim to
develop greater self-knowledge and wisdom, the ability for meaningful dialogue, social
responsibility and understanding, and an appreciation for questions that lead to deeper insights
into our actions and the reasons for them. While this mode of inquiry strongly emphasizes an
assessment of cognitive systems and symbols, such courses also explore metaphors and language
that penetrate to pre-cognitive or post-cognitive levels of people’s action (ethics) and ways of
belonging (sociology) often associated with the sacred. Ultimate Questions courses are
designated UQ in this catalog and each semester’s registration materials.
Learning Outcomes
In courses with UQ designation, students will learn and demonstrate growth from among the
following:
1.
Articulating and evaluating unexamined assumptions and paradigmatic ways of acquiring
knowledge.
2.
Analyzing critically fundamental beliefs, cultural practices, and competing truth claims.
3.
Developing greater self-knowledge and wisdom, the ability for meaningful dialogue,
social responsibility and understanding.
4.
Appreciating questions that lead to deeper insights into our actions and the reasons for
them.
5.
Exploring pre-cognitive and post-cognitive levels of people’s action (ethics) and ways of
belonging (sociology) often associated with the sacred.
Recognizing that other modes of inquiry engage many of these issues, in an Ultimate Questions
course, these topics and method lie at the center of the inquiry rather than arising as implications
drawn from work in other modes of inquiry.
All courses with UQ designation address the first learning outcome. In addition, they address at
least one of the remaining four.
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Appendix O
Vital Past (VP) Mode of Inquiry
Catalog Description
Courses in this mode of inquiry explore the human past and offer an opportunity to reflect on the
continuities, change, and diversity in human experience across time. They investigate social,
cultural, political, and other dimensions of human historical experience. They introduce students
to various methods that scholars in different disciplines have developed to study the human past.
These courses also encourage students to think critically about the interconnections between past
and present. Vital Past courses are designated VP in this catalog and each semester’s registration
materials.
Learning Outcomes
Students who complete a course with VP designation should do the following:
1.
Identify, analyze, and contextualize primary sources.
2.
Identify and critique secondary, scholarly arguments about the past.
3.
Develop and defend an analytical or interpretive argument about the past.
4.
Recognize that differences separate people, past and present, though all people share a
common humanity.
5.
Evaluate the reliability of evidence about the past.
Courses with VP designation will fulfill many, but not necessarily all, of the learning outcomes.
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Appendix O
Vital Past Rubric—(2012)
Learning Outcome
1. Identify, analyze, and
contextualize primary sources
Unsatisfactory
Sample is unsatisfactory if either
of the following is true:


2. Identify and critique
secondary, scholarly
arguments about the past

student does not understand
what a secondary source is
student is unable to articulate
the strengths and weaknesses
of a secondary source
Writing sample is unsatisfactory if
either of the following is true:


Faculty Manual
student does not understand
what a primary source is
student cannot place the
primary source into larger
context
Writing sample is unsatisfactory if
either of the following is true:

3. Develop and defend an
analytical or interpretive
argument about the past
Satisfactory
student cannot make an
analytical or interpretive
argument about the past
student is unable to marshal
evidence to support an
analytical or interpretive
argument.
Exemplary
Writing sample illustrates that the
student recognizes the relationship
between primary source materials
and interpretations of the past in a
broader context.
Writing sample illustrates that
student can use primary source
material(s) to develop
interpretations of the past in a
broader context.
Writing sample illustrates that
student understands what a
secondary scholarly argument
about the past is and that some
scholarly arguments about the past
are better grounded in evidence
than others.
Writing sample illustrates that
student can recognize a secondary
scholarly argument about the past
and discuss its strengths and
weaknesses.
Writing sample illustrates that
student is able to make an
analytical or interpretive argument
about the past that requires more
evidence.
Writing sample illustrates that
student can make a convincing
analytical or interpretive argument
about the past that is grounded in
evidence.
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Appendix O
Learning Outcome
4. Recognize that differences
separate people past and
present, though all people
share a common humanity
Unsatisfactory
Writing sample is unsatisfactory if
either of the following is true:


5. Evaluate the reliability of
evidence about the past
Faculty Manual
Satisfactory
student does not understand
that particular cultural
practices, assumption, or
ideas (etc.) are historically
situated
student believes that current
cultural practices,
assumptions, or ideas (etc.)
are universally true and
applicable for all times
Writing sample is unsatisfactory if
the student believes that all
evidence is created equal
Exemplary
Writing sample illustrates that
student recognizes the historic
specificity of a particular cultural
practice, assumption, or idea
(etc.).
Writing sample illustrates that
student understands the historic
specificity of a particular cultural
practice, assumption, or idea (etc.)
and is able to explain why these
prevailed in the time period in
question.
Writing sample illustrates student
recognizes that some historical
evidence is stronger than others.
Writing sample illustrates student
understands how to weigh the
merits of historical evidence and
that evidence about the past is
limited in scope.
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Appendix O
Global Pluralisms (GP) Designation
Catalog Description
Courses with this designation focus students’ attention beyond their own national boundaries.
The use of analytical frameworks challenges students to address and understand the social,
political, ethical, cultural, and/or policy discourses of other countries from a global perspective.
These courses also include a consideration of multicultural perspectives within other countries.
Curricular offerings focusing on the history or culture of a given nation, group, or region may
meet this requirement by including a comparative component for the course. This focus may
include comparisons between or among countries, as well as comparisons of different time
periods. Through the process of examining Global Pluralisms, students prepare for their
participation and citizenship in an increasingly diverse world. Global Pluralisms courses are
designated GP in this catalog and in each semester’s registration materials.
Learning Outcomes
In courses with GP designation, students will have opportunities to do the following:
1.
Develop a better understanding of the issues of identity, politics, culture, history, health
care, and/or economics in a context of a culture other than that of the United States.
2.
Interrogate issues of colonialism, dominance, hegemony, and control by examining the
social, economic, business, and/or political relationships that formerly colonized
countries share with their imperial sites.
3.
Reflect upon the relationship that two or more countries share with each other through a
comparative analysis of literature, the arts, politics, and/or social movements.
4.
Examine the impact of globalization and interdependence of cultures and economies on
the lives of individuals.
Courses with GP designation address at least one of the above learning outcomes.
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Appendix O
U.S. Pluralisms (US) Designation
Catalog Description
Courses with this designation explore the diverse experiences among those living in the United
States. Students pursue inquiry into the varied dimensions of human diversity such as age,
disability, ethnicity, gender, language, politics, race, religion, sexual orientation, and/or social
class. These courses examine how the dominant traditions of American culture have
marginalized the voices of those who have typically fallen outside those traditions, using
analytical frameworks, or discussion that addresses the social, political, ethical, cultural,
philosophical, and/or policy discourses among those groups. Through the process of examining
U.S. Pluralisms, students prepare for their participation and citizenship in an increasingly
diverse society. U.S. Pluralism courses are designated US in this catalog and each semester’s
registration materials.
Learning Outcomes
In courses with US designation, students will have opportunities to do the following:
1.
Identify and articulate the context of pluralism within the United States, including but not
limited to race, ethnicity, sex, gender, sexual orientation, identity, language, age, ability,
religion, and/or social class.
2.
Analyze the historical, cultural, and/or aesthetic construction of marginality through a
theoretical lens appropriate to the course content and discipline.
3.
Develop and defend an analytical or interpretive argument about social, cultural, political,
and/or economic injustices, including but not limited to issues of power, social justice,
privilege, and citizenship.
Courses with US designation address at least one of the above learning outcomes.
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Appendix O
U.S. Pluralism Rubric – (2013)
Learning Outcome
Unsatisfactory
Satisfactory
Exemplary
1. Identify and articulate the Exemplar is unsatisfactory if
context of pluralism
the following is true:
within the United States,
 Student has not articulated
including but not limited
the context of at least one
to race, ethnicity, sex,
issue related to U.S.
gender, sexual orientation,
pluralism.
identity, language, age,
ability, religion, and/or
social class.
Exemplar illustrates that the
student has articulated at least
one issue related to U.S.
pluralism.
Exemplar illustrates that the
student has articulated the
context of one issue in-depth
or has articulated context(s)
of a cross-section of issues
related to U.S. pluralism.
2. Analyze discourses
related to the historical,
cultural, and/or aesthetic
grounding of marginality
through a theoretical lens
appropriate to the course
content and discipline.
Exemplar illustrates that the
student
Exemplar illustrates that the
student
Exemplar is unsatisfactory if
either of the following is true:


student has not analyzed

the historical, cultural,
and/or aesthetic grounding
of marginality.
student has not applied an
appropriate theoretical
lens.

3. Develop and defend an
Exemplar is unsatisfactory if
analytical or interpretive
either of the following is true:
argument about social,
political, and/or economic  student has not developed
an analytical or
injustices, including but
Faculty Manual
O-17
has analyzed the
historical, cultural, and/or
aesthetic grounding of
marginality although the
analysis would benefit
from more evidence.
has applied an appropriate
theoretical lens.
Exemplar illustrates that the
student

has developed an
analytical or interpretive
has analyzed the
historical, cultural, and/or
aesthetic grounding of
marginality using
substantial evidence.
 has applied an appropriate
theoretical lens in multiple
contexts.
Exemplar illustrates that the
student


has developed a
convincing in-depth
2013-2014 Edition
Appendix O
Learning Outcome
Unsatisfactory
not limited to issues of
power, social justice,
privilege, and citizenship.

Faculty Manual
Satisfactory
interpretive argument
about social, political,
and/or economic injustices
related to the identified
issues.

student has not defended
an analytical or
interpretive argument
about social, political,
and/or economic injustices
related to the identified
issues.
O-18
argument about social,
political, and/or economic
injustices related to the
identified issues.
has defended an analytical
or interpretive argument

about social, political,
and/or economic
injustices related to the
identified issues.
Exemplary
analytical or interpretive
argument about social,
political, and/or economic
injustices related to the
identified issues.
has defended an analytical
or interpretive argument
about social, political,
and/or economic
injustices related to the
identified issues using
substantial evidence.
2013-2014 Edition
Appendix O
Paracurriculum Courses (Requirement)
To graduate, students must complete three credits in paracurricular courses, one of which is in
physical education or dance. Paracurricular courses focus on acquiring certain skills or
participating in activities such as service or leadership. These courses are identified by course
numbers below 100 and they are one or two credits. Paracurricular courses are graded
satisfactory/unsatisfactory. The nursing department offers several paracurricular courses, such as
NURS 009 Assistants in Research Activities, NURS 040 Community Service Activities and
NURS 050 Experiential Learning Center Student Mentor. (See, Linfield College Course Catalog
for more details.)
January Term International Travel Courses
The nursing department, as well as other Linfield College departments, offer four credit January
term international travel courses. These four-week long study abroad courses foster global
awareness and develop insights into major issues of our time. The courses offer students unique
opportunities for innovative learning experiences beyond the standard curriculum.
Nursing international travel courses are identified by the course number NURS 398. These
courses may also require the prerequisite course IDST 031 Intercultural Communication:
Departure and Reentry (1 credit), which examines global issues related to the topic of the travel
course.
To be eligible to apply for a January term international travel course, students must have
completed at least one semester at Linfield College, be in good academic and social standing,
and have a minimum GPA of 2.75 at the time of application. Twelve students are chosen for
each course through a competitive selection process that includes a completed application,
personal interview with the faculty, and other selection criteria deemed appropriate for particular
courses. (Refer to the College International Programs website for more details at:
www.linfield.edu/ipo/study-abroad-info/janterm.html.)
Nursing Elective Courses
Students have the opportunity to take nursing elective courses in an area of interest to them.
Examples of these courses include:
NURS 241
NURS 343
NURS 347
NURS 358
NURS 461
Brain, Mind, and Society
Health Disparities Among Vulnerable Populations and Healthcare Practice
Palliative Care of Children
HIV Nursing: Caring and Concepts
Clinical Ethics
See, Linfield College Course Catalog for further details.
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Appendix P
Medication Administration Profile
Approved Spring 2007
Directions For Completing Medication Administration For NURS _____
You may cut and paste from Davis’s Drug Guide, but customize the information to make it
appropriate for your individual client. For example, for a particular course, you may not be
giving IV medications, so you do not need to include information about IV doses.
Limit the information on any one drug to a two page maximum. Students often say they do not
know enough to know what information is relevant and what is not. One goal of this worksheet
is to help you identify the most relevant information you need to give the medication safely.
Your clinical instructor will give you feedback about whether or not you have included the right
information.
Column 1: Medication Name
In addition to prescription medications, include over-the-counter medications (OTC), vitamins,
minerals, and herbal preparations. Include both the generic name and the brand name of the
specific medication you are administering. In some facilities, only generic preparations are
administered. If no trade name is provided, note at least one trade name from the drug guide.
The therapeutic classification refers to the disease state or what the drug treats (hormone
replacement), and the pharmacologic classification refers to the mechanism of action (thyroid
preparations). Indicate the route of administration for this particular client. Record the dose
prescribed for this client and the recommended dosage range for this medication (via this route)
specific to this patient (i.e., geriatric). Record the pregnancy category, if the client is pregnant or
in child bearing years.
Column 2: Indication, Contraindications & Action
Indication: Why is this medication prescribed for this client? In other words, what diagnosis
(e.g., CHF, hypertension), problem (e.g., hypokalemia from diuretic therapy) or symptom (e.g.,
pain) is this medication intended to address?
Contraindications: We will assume you know a drug is contraindicated if a person is allergic to
it, so you do not need to repeat this for every drug. Are there other diagnoses or situations for
which this medication should not be given? Are there related drugs that would make this drug
contraindicated or used with caution?
Action: What is the pharmacologic action of this drug as it relates to the diagnosis or condition?
How does it work for this client? (e.g., Colace: promotes incorporation of water into the stool,
resulting in softer fecal mass for an individual with constipation). If you do not know, record
your educated guess and discuss it with the faculty when you are passing medications.
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Appendix P
Column 3: Interactions
You do not need to include all potential interactions, but those most likely in this client given the
other medications, supplements, herbals, foods, etc., the client is taking. For instance, if it is a
blood pressure medication, is the client taking other blood pressure medications? You may refer
to something in Column 2 on contraindications if there is an issue you have already addressed.
Column 4: Adverse Reactions & Side Effects Of Drug
Many drugs have mild reactions like nausea, vomiting, constipation, diarrhea, etc., listed as side
effects. Address these very briefly, unless they are present, and then you should have some
information about what could/should be done to address the side effects (e.g., if orthostatic
hypotension is a side effect, you would teach the patient to rise slowly and sit for a time before
standing, etc.). Record the side effects or toxic effects that are most significant, dangerous or
unique for this medication and any identified as “high alert” (e.g., no grapefruit with the statins).
Address how you would monitor for them in Column 5.
Column 5: Nursing Implications
What assessment and monitoring will you do before or after administering the medication.
What should you teach the client/family (i.e., if nausea is a side effect, taking the medication
with food may be indicated). What should be reported to the physician or other members of the
care team? What information should you share with nursing assistants? Include data (e.g.,
recent vital signs or results of laboratory tests). Do not just cut and paste this. Include the most
relevant or essential information for this client. For example, if they are unconscious, then
instructions regarding orthostatic hypotension is unnecessary.
Column 6: Effectiveness Of Drug For Client
Include both subjective and objective information you gather to tell you how the drug is working.
For example:
If the medication is prescribed to manage hypertension, you would want to look at recent
blood pressure readings.
If the medication is potassium, in addition to noting potential side effects, you would look
at lab work.
If the medication is prescribed for pain relief, ask the client on a scale of 0 to 10 (0 being no
pain and 10 being severe pain) how much pain is he/she experiencing.
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Appendix P
Sample Medication Administration Profile
Student Name:
Clinical Instructor:
Date:
Provide client specific information below:
Medication Name
(include over-the-counter
medications (OTC), vitamins,
minerals and herbs).
Medication Name
generic:
brand:
Classifications:
Therapeutic:
Indication,
Contraindications &
Action
Client’s Initials:
Age:
Wt:
Allergies:
Race/Ethnicity:
Code Status:
Interactions
Indication:
Medical Diagnosis
Adverse Reactions &
Side Effects of
Medication
DSMIV-TR DX
Axis I
Axis IV
Axis II
Axis V
Axis III
Nursing Implications
Effectiveness of
Medication for
Client
Monitoring/Assessment:
Contraindications:
Client/Family Teaching:
Action:
Conditions to Report to
MD and or Staff:
Pharmacologic:
Route for Client:
Rx Dose for Client:
Recommended Dose Range
for this Client:
Pregnancy Category if
Pregnant:
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Appendix Q
Praxis Orientation
Approved: 2003; Revised: 06/10/10
Developed By
The Linfield-Good Samaritan School Of Nursing Faculty Development Committee
Praxis as a concept has been adopted by the Linfield-Good Samaritan School of Nursing because
it is consistent with the teaching-learning philosophy of the curriculum. In essence, praxis is
"thoughtful action"—the kind of action that brings elements of intention, mindfulness, and
critical thinking into nursing practice. This is distinguished from task oriented "doing." While
the latter is an important part of nursing practice, it is not praxis. The purpose of this document
is to define the concepts of praxis, critical thinking and nursing practice; describe qualities of a
praxis facilitator/educator, and provide examples of how praxis is used in nursing courses.
Ultimately, the purpose is to provide the reader with usable information. The term "educator"
could be anyone working with nursing students where "teachable moments" occur.
Praxis Defined
Praxis refers to a relationship between theory and practice in which students create/construct
knowledge and meaning from their experiences. Within a praxis framework, students assess a
situation, understand it through reflection and discussion, and make sound judgments that lead to
justifiable actions. They are able to perceive situations within their larger context, make
generalizations from their experiences, and take action as a responsible professional to
modify/develop all levels of practice.
Praxis is an active learning experience. Active learning as defined by Weimer (Personal
Communication, OHSU Summer Education Institute, August 3, 1999) occurs when: “Students
are involved, engaged, participating, and otherwise doing the hard work of learning.”
Critical Thinking and Nursing Practice
Nursing faculty adopted a model of nursing practice that reflects the complex thinking process
involved in nurses’ clinical decision-making. As the nurse and client form a relationship, regard
is given to the backgrounds of both the nurse and the client and what each brings to the
relationship. This regard honors the uniqueness of each nurse-client relationship because there is
a different combination of background variables and contexts with each nurse-client relationship.
As messages are exchanged and processed, the nurse gets an “initial grasp” of the contextual
situation. What the nurse takes in with this initial grasp depends upon what Benner (1984) refers
to as the nurse’s expertise, which ranges from novice to expert. The actual processing of
messages is simultaneous and continuous (picture a pinwheel blowing in the wind) and involves
considerations of different ways of knowing and organization of the data. As understanding of
the client and the situation becomes clearer, the process moves toward a more linear one of
identification of problems and strengths, prioritization and planning, and evaluation of outcomes
and interventions. If some outcomes are not met, the pinwheel process, which may have slowed
but not stopped, speeds up further until additional understanding is achieved and the plan is
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Appendix Q
revised. This model of nursing practice is the framework to be used to guide the process in
praxis seminars.
Praxis Facilitator Qualities
The educator's role during a praxis seminar becomes one of a coach and a facilitator of
discussions about nursing practice experiences that emerge "in the moment." These "teachable
moments" can occur one-on-one or in a group. The role requires knowledge and skill in
interpersonal dynamics (one-on-one or group). The facilitator needs to have clinical expertise
and knowledge of the course and curriculum so that opportunities are used to help students
synthesize theory and practice and make meaning out of the larger context. The ability to
tolerate ambiguity and flexibility is necessary since content of seminars may be unplanned and
variable. Willingness to "let go" of control over the learning experience is also required. It is
particularly challenging to resist talking too much and thus "taking over" the group when
discussion becomes active. To avoid this, the facilitator needs to be alert to conflicting values.
So, where does one begin? Praxis is not without some sort of structure, as the following
examples will illustrate:
One might begin by using a mode of inquiry that engenders discussion about practice
relevant events that are drawn from the larger context. According to Lex Runciman, an
active learning expert at Linfield College, inquiry directs students toward activities
designed to answer their questions; whereas, topics “just sit there being themselves”
(Personal Communication, Nursing Faculty Retreat, June 8, 1999).
Framing thoughts in a question format helps students limit and focus the discussion. An
example of a question that might be asked to direct students is: "What did you find out
about the actual experience of people who have mental illness?" Follow-up questions
might be: "Who else learned about that illness (schizophrenia or whatever the student
may have introduced) and how was it similar to or different from what the student just
shared?"
The educator can begin to integrate formal knowledge by asking how textbook knowledge
compares/contrasts with what they have learned about a particular illness. Students may take
different directions in exploring the illness and how nurses respond. This will stimulate
application of theory to practice as well as put ideas into a larger context. What may evolve is a
dynamic unfolding case study that is consistent with the larger context of which the student has
been a part. At the end, students may be asked to write down one or more new discoveries they
have made when integrating knowledge with action. These responses can be used to evaluate
"where they are at" and serve as a warm-up for the next praxis seminar. Students may also be
asked to raise another question to be explored and discussed the following week. A reflective
journal could complement the praxis discussion to encourage the student to explore theory and
practice further.
The educator/facilitator may best prepare for a praxis seminar by anticipating the context of the
setting, the population served, the issues/concerns/fears of students, and the theory learned in
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class during formal knowledge acquisition. As an example, a nursing practice experience may
involve a target group of homeless people in one of Portland’s urban, high-risk health areas.
Praxis questions related to this setting might be: “What would be the nurse's role with this
population? What would be the prevalent health problems?” This latter question would identify
students' understanding of bio-statistics as indicators of the community's health. The educator
could also integrate issues such as domestic violence and substance abuse. Another question is:
“What is the larger community's response to the homeless population?” This question gets at
identification of some of the community action elements students need to be aware of and learn
to use in practice.
The challenge for the educator is to stay current clinically, be familiar with the course content,
and have an understanding of the nursing curriculum. The opportunities that come from the
praxis seminar experience are exciting and well worth the responsibilities required in the
educator/facilitator role.
Examples of Possible Praxis Seminar Activities
a.
As a way to engage students in thoughtful action about ethical decision-making, ask
students to view a video clip of the life-terminating choices interaction between the nurse
and the patient in the movie, The English Patient. The clip specifically focuses on the
wordless interaction between the nurse and the patient when the nurse draws up a syringe
of morphine for the patient’s pain. He rolls the additional morphine ampoules toward her
with the implication of wanting an overdose. Ask students to identify what the ethical
dilemma was for the nurse and how they would resolve this dilemma. Having read about
valuing and ethics theory, the students apply theory to practice. During analysis, the
shortcomings of principlism (i.e., context-free ethical decision making based on ethical
principles such as beneficence, malfeasance, etc.) become more clear when discovered
that unless a relational ethic of caring is also applied, the larger context of the situation is
not considered.
Example contributed by Barbara May, PhD, RN.
b.
Require students to read Life Support by Suzanne Gordon. This book depicts the day-today experiences of three nurses who practice in different settings, including hospital and
non-hospital locations. The readings are assigned to coincide with praxis seminars, and
ask students to complete a reading prep sheet that serves as a basis for discussion. The
questions on the prep sheets emphasize topics covered in class so students can "connect"
theory with practice.
Prep Sheet No. 1 covers book chapters 1, 2, 5, and 8. Questions are as follows:
i.
Identify as many "ways of knowing" from your text and lecture as you can in the
stories about Nancy Rumpkin. Using the language from the text and lecture,
elaborate on the rationale you used to identify the various ways of knowing.
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ii.
Nancy Rumpkin's statements and behaviors are reflections of her values. Identify
two to three beliefs/values from her stories and your impressions of how she came
to hold those values. Your responses should reflect theory discussed in class and
readings.
iii.
Identify and elaborate on evidence of holistic nursing care that Nancy Rumpkin
used with her patients. Additionally, are there clues that she cares for herself in a
holistic manner?
Prep Sheet No. 2 covers book chapters 3, 6, and 10. Questions are as follows:
a.
Identify what you believe Jeannie Chaisson's philosophy of nursing is.
b.
Can you identify one or more of the concepts of caring from Morse, et al in her
practice? Give examples.
c.
What evidence of professional comportment do you see in Jeannie's practice? Be
specific and refer to your readings and class discussion on this topic.
d.
Do you see evidence that Jeannie practices within the nursing standards of
practice presented in your texts and class? Provide examples.
e.
Identify one ethical dilemma Jeannie faced and briefly describe how she reached
resolution.
Prep Sheet No. 3 covered chapters 4, 7, 9, and 11. Questions are as follows:
a.
How culturally diverse did you find Ellen Kitchen? Give examples.
b.
Identify specific principles/techniques for client teaching Ellen Kitchen
incorporated into interactions with her clients. Give examples.
c.
Identify changes in health care impacting Ellen's practice. How consistent (or
inconsistent) do you find these changes with what we have talked and read about
in class?
d.
How is Ellen Kitchen involved (or not) in formulating, directing, and/or
responding to health care policy? What does Gordon have to say about nursing's
involvement in health care policy?
e.
What does Gordon say about the concept of "stewardship" (as we have discussed
it) in the chapters involving Ellen, in Chapter 11 and in conclusion? Give specific
examples.
Example contributed by Diane Welch, MSN, RN.
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c.
Ask students to identify something learned in clinical practice that day that would be
applicable in any setting or nursing role. Then have them teach each other about it and
include what they would do differently in their future practice based on what they
learned. An example is: "If you did not document it, you did not do it."
Example submitted by Linda Eddy, PhD, RN.
d.
Have students work both individually and in small groups to make decisions about
nutrition for a simulated family. Prior to watching a five-minute video clip, students
identify what background experiences they brought to the situation. After viewing the
clip, students identify their initial grasp of the client and the situation. The facilitator
asks the students to share their responses in a general group discussion for about five
minutes. Students realize that the data they captured in their initial grasp of the client and
the situation was very much related to their backgrounds which include their
values/beliefs. For example, a student might notice that she had a belief about the need to
control weight, and her initial grasp focuses mainly on "how fat and out of control with
eating everyone in the family was." This is a powerful connection for student groups to
process the data, plan, prioritize, set outcomes, and revise accordingly.
Example submitted by Barbara May, PHD, RN.
e.
Use the following case study concerning a patient with wound care problems that
coincides with lecture and readings on this subject. During the evening shift, a 32-yearold African American male, Mr. Jones, is admitted to the surgical unit after surgery for a
ruptured appendix. The surgeon performed an emergency appendectomy and left the
wound open to heal by secondary intention. On his arrival, the nurse notes Mr. Jones has
a large dressing covered with an abdominal pad (ABD). The surgeon ordered wet-to-dry
dressing changes every four hours while awake and cephalosporin 1g intravenous
piggyback every eight hours. The health history is remarkable due to Mr. Jones’ threeyear history of insulin dependent diabetes mellitus, alcohol abuse, and smoking a pack of
cigarettes per day for 15 years. Physical exam reveals: HT= 5'10", WT= 250 lbs., Blood
Sugar 156 (N= 60-110), and dressing is dry and intact. Ask students the following
questions:







How would you classify the wound?
What additional subjective and objective information would you want to get?
What tools might you use to do an analysis of the wound?
Given the information you have, can you identify the condition and its causes or
contributing factors? (Point out the web of causation concept.)
Based on the Stage of Disease handout, what stage in tissue change is present?
What is the level of prevention? What is the mode of intervention?
Based on your assessment what would be the best plan of care?
What would you teach the client, family or other caregivers about this condition,
its treatment and prevention?
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Apply the same questions used in the case study above to wound care in a different age
group (child recovering from a laceration wound suffered in a motor vehicle accident)
and a different setting (young adult in a rehab center recovering from a football injury).
Divide students into three groups each group working on one of the above cases. During
general discussion, the praxis facilitator compares and contrasts the responses to these
questions across contexts. (Note: The cases were drawn and adapted from: Metzler, D.
(1998). Study Guide for Leahy and Kizilay: Foundations Of Nursing Practice, A
Nursing Process Approach. Philadelphia, PA: W. B. Saunders Company.)
Example submitted by Diane Welch, MSN, RN.
f.
Sit with a student in a setting where there are clients with psychiatric diagnoses. Have
the student observe client behaviors for a specified time and describe those behaviors in
writing. Then have the student go to assigned resources to define the particular diagnoses
of the client(s) based on observed behaviors.
Example contributed by Rod Galyen, PhD, RN.
g.
During the praxis seminar following the students’ nursing care experience, the facilitator
begins with a brief discussion on the meaning of praxis and the aim of the seminar.
Students are asked to jot down three things that come to mind when recalling their first
day on-site. They are given a 3 x 5 index card and a few minutes to reflect and write.
Prior to sharing with the group, students are told that the facilitator would be listening for
themes and taking a few notes. Each student shares three things. Examples of possible
comments might be as follows: "It was not as scary as I thought it would be"; "The
community-type atmosphere was positive"; "My values and biases really came up that
first day"; and "It makes a difference when you genuinely care and it’s not just a job.
The facilitator summarizes the themes based on what students share. Discussion follows
about milieu and therapeutic use of self, values, and feelings. Formal knowledge is
integrated where relevant and comparisons are made across the various clinical sites. The
facilitator asks them to reflect further on these themes in their journals.
Example contributed by Barbara May, PhD, RN.
h.
During on-site supervision, ask each student to identify a client with a DSM diagnosis
that they are interested in. Students are asked to present a client case briefly with an
emphasis on the diagnosis. They are to review diagnostic criteria from text, manual, etc.
and incorporate textbook information in their verbal presentation. They are asked to
address similarities and differences in their client versus the DSM diagnostic criteria and
compare and contrast the diagnosis with similar ones. For example, if working primarily
with adolescents, students differentiate conduct disorder versus oppositional defiant
disorder and talk about why the client would not be identified as having antisocial
personality disorder.
Example contributed by Linda Eddy, PhD, RN.
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i.
An objective of a praxis would be to heighten students’ awareness of the importance of
self-care in relation to remaining calm under pressure and to provide a visual reminder to
breathe. Ask students the following questions: What happens when anxiety increases?
What happens to breathing? What happens to pulse? Voice? Muscles? Gestures? The
ability to think?
Ask the students to develop a plan for self-control based on their responses:
Breathe slowly and deeply
Relax muscles
Keep voice calm
Relax muscles
Limit gestures
Think one step ahead
Next, implement an imagery exercise that focuses on breathing, relaxing, and then
pretending to be in a favorite place in nature feeling calm. After the imagery exercise,
make a “breathe” sticker using colored pens and stick-on nametags. Each person then
shares with the group a favorite place in nature. Give homework of practicing imagery
and reporting back in future praxis seminars.
Example contributed by Ann Chamberlain, MSN, RN.
j.
Assign students to prenatal visits with clients. Include in a prenatal evaluation student
responses to the following questions and statements:














How did you decide which nursing diagnoses to address at each visit?
How did you determine the priorities for nursing care?
If you discovered that you identified a nursing diagnosis that the client did not see
as a problem, how did you determine which diagnosis to address?
Describe positive health behaviors exhibited by the client and/or family.
Discuss the strategies you used to reinforce these behaviors.
Describe how you used nursing literature. Identify the specific article(s). How
did the article(s) increase your knowledge and understanding and how did you use
it in your work with this family?
Discuss how you used pamphlets, books or videos with the family.
Describe community resources you used in your work with the family. Include
agencies that you called to the attention of the family.
What was surprising about the visit?
What did you find puzzling?
What was affirming about the visit?
What stood out to you about this visit? In other words, what did you really learn
from this visit?
If you could change one thing about this visit, what would it be and why would
you like to change it?
Describe your roles at this visit.
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

Describe the family's response to your visit.
Identify your feelings or intuitions regarding the family.
Students could be asked to share their evaluations in praxis seminar. Commonalties
could be identified and compared to what they have learned in class or readings.
Example contributed by Kathy Sims, PhD, RN and Cheryl Langford, PhD, RN.
k.
At the initial praxis conference, ask students to draw a representation of their new client
and diagram their initial understanding of the client’s resources in the community. The
purpose is to help students identify their own knowledge gaps and anticipate the needs of
their clinical population. At the end of the clinical experience, students create another
visual record of the client’s resources and linkages in the community.
Artistic ability is not required as the focus of the exercise is on the linkages students can
identify. Students share their drawings and thoughts identifying similarities, concerns,
and gaps in knowledge. After sharing, they record thoughts about the challenges their
clients face and the areas of nursing care they anticipate will be most difficult for them.
Students share one or two of their challenges with the group. This activity encourages
students to utilize community assessment tools, focus on client needs and resources, and
to be alert for ways to link their clients with local resources.
At the final praxis conference, students draw their client and links to community support
without looking at their first drawing. After five minutes, they look back on the first
drawing and their list of client challenges. The drawings reveal how much they have
discovered about their client and community resources. Ask students to identify their
three most intense clinical learning experiences and record what they learned.
Example contributed by Karen Hubbard, MSN, RN.
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l.
Ask students to think about the sickest patient they cared for today, having them list all
the problems they can think of for that patient, including the patient's concerns. Then ask
students to select the priority patient problem and write everything they did to assist the
patient with that problem. Finally have them identify if they documented the status of the
problem and all the interventions that were done in the medical record. Also, have each
student share the problem and interventions that they did with the group. Have the group
talk about other interventions that might have been done or anything that could be done
differently when caring for a patient with the same problem in the future.
m.
Have students discuss patients they have cared for who were taking anticoagulant
medications (heparin, lovenox, Coumadin) and describe why the patients required
anticoagulation. Then have students discuss what was done to determine or regulate
dosage of the medication, what diagnostic studies were used (PTT, PT, INR). Ask the
group to compare patients and discuss the common effects and reasons for
anticoagulation and related nursing management including patient teaching. This
approach could be used to learn about other drug classifications, such as
antihypertensives, antiarrhythmics, antiseizure or antibiotic medications.
n.
Ask students to describe patients with similar problems or in similar situations, for
example, patients with chronic neurological problems or patients experiencing surgery.
Have them identify common problems or patterns of response by the patients to their
situations. Also, have students discuss differences based on the specific disease or type
of surgery. Continue with discussion of nursing management of the problems including
what was done and what could be done in addition or differently.
o.
Ask students to tell stories about patients in which specific themes or concepts might be
embedded. For example, to teach about nursing roles, have the students tell stories about
caring for patients. Then have them identify nursing roles carried out in each story such
as advocacy, teaching, coordination of care, symptom management, and so forth.
p.
Ask students to identify their main concern for one of their patients for the day/week.
Then ask them to consider what they think that same patient's main concern was. Ask
them if the concerns are the same or different and why. Have the group identify what
patterns occurred across situations. Ask if the concerns were usually the same or
different and what are the implications for practice.
Examples 12-16 contributed by Joan Radke, MSN, RN, Jana Taylor, MSN, RN, and
Peggy Wros, PhD, RN.
q.
At the beginning of the clinical rotation, review the Linfield-Good Samaritan School of
Nursing “Model of Nursing Practice.” Draw particular attention to the Data Gathering
section of the model. Advise students that for the following three weeks some praxis
time will be spent on sharpening data gathering skills, including performing physical
exams (head to toe and focused assessments) and obtaining data from health care records.
Use a series of praxis times to come back to the same topic, each time aiming at an
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Appendix Q
improved level of understanding. The following examples deal with lab values and
performing physical exams.
First Praxis
Give the students a simple pretest. Ask them to match selected lab tests with a typical
normal range of values. Labs at this level might include the following: RBC, HCT, Hg,
WBC, absolute neutrophils, FBS, PT, INR, BUN, Creatinine, K+, Ca++, Na+,
cholesterol. Other labs may be used depending on the clinical setting. The students
might not know many of the values and may not know the symbol for each test. The
pretest will highlight for them what they need to work on. Discuss the nurse’s role in
recognizing abnormal values, review issues regarding safe handling of specimens,
collection techniques, and fasting versus non-fasting specimens, etc.
Assign the students to smaller groups of two or three and ask each group to return to the
next praxis with information on hematology (RBC, WBC, HCT, Hg, etc.); chemistries
(K+, Ca++, Na+, BUN, Cr, etc.), and coagulation studies (PT, PTT, INR). Ask each
student to bring an example of lab results from the health care records of patients they
have actually cared for and to be prepared to discuss their cases at the next praxis.
Second Praxis
During the second praxis, have each smaller group of two or three students explain what
they have learned about hematology, chemistry, and/or coagulation studies and have
students compare and contrast their patient care examples. Help students link abnormal
results to patient diagnoses or treatment goals. Students can be guided to learn the basic
differences in collection tubes (purple top, blue top, etc.), techniques for obtaining
specimens, and how to differentiate abnormal results that are marginally out of line
versus abnormal results that signal a high alert. Tie together lab results with patient
diagnoses, procedures, and/or medications.
Third Praxis
A third praxis can be accomplished with a post-test. Occasionally, announce contests
awarding simple, funny prizes to the students with best scores or divide students into
teams and have teams compete for most correct answers. Point out how much progress
they have been able to make over the three-week time period comparing their pretest
results with post-test answers.
Examples contributed by Linda Budan, PhD, RN.
r.
Refer students to the Linfield-Good Samaritan School of Nursing Model of Nursing
Practice to reinforce how the data gathering pieces fit together creating the clinical
picture. Advise students that a series of three praxis seminars will be devoted to:
1) identifying areas for development in relation to doing physical assessments; and
2) developing their documentation skills. Since many clinical sites use checklists or
charting by exception, students do not have equal exposure to the narrative
documentation format. During the first in a series of three praxis seminars, give the
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Appendix Q
students an example of a head-to-toe narrative documentation of a hypothetical postoperative patient.
If the praxis group voices a need to review the head-to-toe physical exam, find an empty
patient room and take the group through the head-to-toe demonstration with questions
and answers.
First Praxis
Give students a narrative documentation example to use during praxis time, asking them
to document the actual findings they have uncovered on their assigned patient for the day
or week. Students share their narrative documentation with the entire group. Discussion
focuses on comparing findings and linking specific findings with patient diagnoses or
problems.
Second Praxis
During the second praxis, ask students to document a narrative head-to-toe assessment of
their assigned patient. This time, they are only provided with an outline of the major
categories to be addressed in the narrative documentation. They must come up with the
appropriate terminology. Read each narrative and give feedback. Eliminate all
unnecessary verbiage and avoid first person sentences. Again, review medical
terminology and definitions as needed and link assessments with patient problems.
Third Praxis
During the third follow-up praxis, ask students to document their head-to-toe assessment
findings on a blank sheet of paper, using no guidelines whatsoever for the categories to
be included. Have students exchange their documentation and provide feedback to one
another. Throughout the three-week period, encourage students to read as many histories
and physicals as they can find in the medical records.
Example contributed by Linda Budan, PhD, RN.
s.
Provide “mini journals” to students at the beginning of the clinical rotation. Use these
mini journals to encourage students to practice “writing to learn.” The use of the mini
journal is based on the idea that writing clarifies thinking and can actually sharpen one’s
powers of observation. Ask each student to write for 5 to 10 minutes at the beginning of
praxis answering questions such as: “Compare your patient’s status today with what you
observed yesterday or last week. What differences, if any, do you observe?” “Evaluate
your patient’s progress toward meeting at least one goal.” “If you have cared for two
patients with the same diagnosis, list things that are similar and things that are different
between the two patient situations.”
At other times, use the mini journal as simply a “free writing” time or direct students to
address a specific situation demonstrating how they have met one or more of the clinical
outcomes. Review the “mini journals.” Students share their written observations with
the group.
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Examples contributed by Linda Budan, PhD, RN.
t.
Have the students work in small groups of three to four students exploring clinical
scenarios in which delegation is the focus. They have to decide what can be delegated, to
whom, and their rationales. They record this information on a flip chart or grease board
and then present their situations to the collective clinical group. Discussion around issues
and concerns may also come forth from the students.
Example contributed by Pam Wheeler, PhD, RN.
u.
Have a course assignment to develop a research question based on what students
experience in their practice site and what they read in the literature. To facilitate an
inquiry process that can lead students to their question, students can use concept mapping
as in the following sample. This can be done individually, in pairs or in small groups.
Whichever approach is used, after the students have time to flesh out their questions and
ideas, have them discuss their maps in the larger group, soliciting more questions and
ideas from their peers. To begin:
a.
b.
c.
d.
Decide how the map will be started (individual, pairs, small groups).
Have students identify the topic or theme, asking them to place that at the center
of the paper.
Have students identify questions they need to ask to obtain more information to
build their knowledge base about the topic (see, sample).
Have students start answering the questions. This part will be incomplete as,
hopefully, students will need to explore further for the answers.
This can then be a tool the faculty uses with the students when they meet weekly to
discuss the assignment’s progress. When working with the students, ask them to identify
themes in their answers, unanswered questions, conflicting information, additional
questions to ask, what sparks their interest and why? Will the research question students
are asking inform nursing and improve practice?
Example contributed by Jana Taylor, MSN, RN.
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What do you
want to learn
about this type of
pain
management?
What does the
literature tell
you? Hip
surgeries? Knee
surgeries?
What do clients
say about
epidurals?
Epidurals for
post-op pain
management
What do other
nurses say about
post-op pain
management
with epidurals?
What are the
teaching issues
for clients with
epidurals?
What have you
observed in
clients with
epidurals
v.
During senior practicum rounds, ask students to do case presentations for the next praxis
seminar. Select students who have a particularly interesting or challenging situation.
They are expected to present all the relevant information on the patient from diagnosis to
discharge instructions, detail any consults or resources, anatomy and physiology of the
illness, family involvement, etc. They can bring any books or AV aids they need to
present the case. Keep an easel in the room for students to diagram. Other students are
expected to bring resource books as well. Bring a variety of books, so as a group,
students can look up labs, implications, etc. Each of the students presents a case study
and others ask questions, comment, offer suggestions, etc. Selected themes to pursue
such as family involvement, interpretation of lab values, and others to discuss.
Example contributed by Diane Welch, MSN, RN.
w.
Discuss time management and organization of care with multiple clients or a client with
multiple critical needs. Encourage students to express thoughts, feelings (frustration,
anxiety, anger), and concerns. Ask students to discuss what they observed in their
Clinical Teaching Associates (preceptors) as role models of time management/
organization of care. List “organizational tips” and review agency flow charts.
Example contributed by Sue Butell, MSN, RN.
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Appendix R
AACN Guidelines For Accommodating Students With Disabilities In Schools
Of Nursing
Approved By: AACN Board of Directors, 10/21/00
Background
Nursing as a profession has a value of enabling individuals to achieve their highest level of
healthy functioning. There is also interest in attracting the widest possible group of talented
individuals who can successfully enter the profession if appropriately supported. These values
are balanced by the responsibility to the public to prepare only those professional nurses who
will provide safe and effective care. The Americans with Disabilities Act provides the legal
framework to guide these responsibilities.
The Americans with Disabilities Act, enacted into law by Congress in 1990, is the most
comprehensive of the federal civil rights laws designed to ensure equal opportunity for people
with disabilities. It prohibits discrimination on the basis of disability in employment, state and
local government, public accommodations (including schools and colleges), commercial
facilities, transportation, and telecommunications. Although it makes provision for the treatment
of individuals in a wide variety of situations, it is necessarily broad in many of its definitions.
Post-secondary educational institutions are directed to have written policies regarding referral,
accommodations and due process, but no general guidelines are provided, nor are there
guidelines specific to faculty and students in schools of nursing.
In December 1999, 145 of 540 AACN-member schools responded to an email survey concerning
the Americans with Disabilities Act. Of those responding, 91 percent indicated the school or
parent institution has policies and support systems in place addressing Americans with
Disabilities Act issues. Of those responding, 87 percent had experience with students having
either a physical or mental disability or both. Seventeen schools reported having experiences
with a lawsuit involving the Americans with Disabilities Act. Only 12 percent indicated they
have had no experience with such students. If this sample is representative of schools of
nursing, it is clear this is an issue of concern to the vast majority. In fact, all but eight schools
responded that some materials specific to schools of nursing would be helpful to them. It is in
recognition of this expressed need that the American Association of Colleges of Nursing
(AACN) has prepared this discussion paper.
History and Summary of the Americans with Disabilities Act
The Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 are federal
statutes that guarantee protections to individuals with disabilities.
Section 504 of the Rehabilitation Act provides protection to individuals with disabilities in eight
areas of service provided by colleges and universities that receive federal financial assistance:
employment, admission and recruitment, student programs, academics, housing, financial
assistance, nonacademic services, and health and social services. The Americans with
Disabilities Act ensures that many of the requirements set forth in Section 504 of the
Rehabilitation Act and its implementing regulations are required in both public and private
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Appendix R
sectors. The general purposes of the Americans with Disabilities Act are to eliminate
discriminatory practices against disabled individuals and to provide clear standards that are
enforceable against such discriminatory processes. The Americans with Disabilities Act of
1990, coupled with Section 504 of the Rehabilitation Act of 1973 and the Civil Rights
Regulation Act of 1987, provide legal resources for disabled individuals to seek amends for
inequities in employment, transportation, and other aspects of everyday life. Case law and
judicial rulings center on the main premise that "public entities are prohibited from denying a
qualified individual with a disability the opportunity to participate in or benefit from any service
or to limit a qualified individual with a disability in the enjoyment of any right or privilege"
(NCSBN, 1999, p. 101).
Definitions
Before discussing the Americans with Disabilities Act with specific reference to a School of
Nursing, it may be useful to review the definition of several terms used in the legislation.
"Disability": An individual with a disability is any person who:



has a physical or mental impairment that substantially limits one or more major life
activity (e.g., breathing, caring for oneself, working,);
has a record of such an impairment; or
is regarded as having such an impairment.
A physical impairment is "any physiological disorder, condition, cosmetic disfigurement or
anatomical loss affecting one or more of the following body systems: neurological,
musculoskeletal, special sense organs, respiratory (including speech organs), cardiovascular,
reproductive, digestive, genitourinary, hemic and lymphatic, skin and endocrine."
A mental impairment is defined as "any mental or psychological disorder, such as mental
retardation, organic brain syndrome, emotional or mental illness and specific learning
disabilities."
In determining whether or not an impairment "Substantially Limits a Major Life Activity," three
factors are considered:



the nature and severity of the impairment;
the expected duration of the impairment; and
the permanency or long-term impact of the impairment.
"A Record of Impairment" is said to exist when an individual has a history of a disability,
whether or not s/he is currently substantially limited in a major life activity. Such disabilities
could include a history of heart disease, cancer or mental illness.
The Americans with Disabilities Act also protects individuals from discrimination even when an
individual is regarded as having an impairment, although no impairment exists. For example, an
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Appendix R
individual who speaks slowly may be regarded as having a mental impairment, although no
impairment exists.
A qualified individual with a disability is protected from discrimination on the basis of his or her
disability. A qualified individual with a disability is an individual who both has a substantial
impairment and meets the skills, experience, and education requirements of the position held or
desired and who can perform the essential functions of the job with or without reasonable
accommodation.
Individuals with contagious or infectious diseases (such as AIDS or HIV infection) are covered
under both the Americans with Disabilities Act and the Rehabilitation Act, but to be otherwise
qualified the individual must not pose a direct threat to the health or safety of others.
The Rehabilitation Act, §504 does not protect those whose abuse of alcohol or other drugs
prevents them from performing the job duties or who are a direct threat to others. Although this
refers to employment, the same standard probably applies to students. The Americans with
Disabilities Act applies a similar definition and clarifies that one currently engaging in the use of
illegal drugs is not protected. The Americans with Disabilities Act and §504 also specifically
exempt several categories of individuals, including: transvestites, homosexuals, bisexuals,
transsexuals, pedophiles, exhibitionists, voyeurists, those with gender identity disorders not
resulting from physical impairments, compulsive gamblers, kleptomaniacs, and pyromaniacs.
Regardless of disability, the individual must be able to perform the "Essential Functions of the
Job." Functions are considered essential if:





the employees in the position are required to perform these functions;
they are functions that would fundamentally change the job if removed;
the position exists to perform these functions;
a limited number of other employees are available to perform the functions; or
the functions are highly specialized, and the person in the position is hired for his
or her special expertise or ability to perform the function.
A reasonable accommodation is any modification or accommodation to a job, practice, policy or
the work/education environment that allows a qualified individual with a disability to participate
equally in an employment or educational opportunity. Employers/Educational institutions must
provide reasonable accommodations to the known physical or mental limitations of a qualified
applicant, student, or employee with a disability unless the employer/educator can demonstrate
that the accommodation would pose an undue hardship. It is the responsibility of the individual
with a disability to request an accommodation.
An undue hardship is an action requested of an employer/educational institutions that requires
significant difficulty or expense in relation to the size of the employer/educational institution, the
resources available, and the nature of the action. Each proposed accommodation must be
evaluated on a case-by-case basis to determine whether it is an undue hardship. It is important to
bear in mind that it is the overall institution that is responsible. Thus, the nursing budget may
not be able to manage the expense but the parent institution's budget could be deemed adequate.
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Appendix R
In the case of a public institution, it may be the state budget that is the final standard for
evaluating the reasonableness of the accommodation. However, even if a particular
accommodation is determined to be an undue hardship, the employer/educational institution
must consider alternatives. For example, structural adjustments to an historic building may be
prohibitively expensive but a temporary wooden ramp could be utilized.
Aspects Related to Nursing Education
Virtually all post-secondary institutions rely on federal financial assistance in some form and
thus have taken steps to insure that their campuses and educational programs are accessible to
persons with disabilities. Case law and judicial rulings have identified five major areas of
concern involving nursing education programs. These areas include: 1) admission decisions,
2) retention and dismissal policies for admitted students, 3) provisions of auxiliary aids,
4) accessibility of continuing education programs, and 5) employment policies. The first three
areas of concern most clearly pertain to nursing students and will be discussed in this paper.
The policies and procedures of the parent institution frame the strategies that nursing education
programs use to respond to the requirements of the Americans with Disabilities Act. Therefore,
nursing faculty should be aware of the policies of their college or university together with any
services that are offered to the institution as a whole. Any policies adopted by the School of
Nursing must be in conformance with those of the parent institution although they may differ
with respect to the unique requirements of the nursing curriculum. The Americans with
Disabilities Act clearly stipulates that information pertaining to accommodations and provisions
for disabled individuals under the act must be publicly accessible. For this reason, all policies
and procedures should be clearly written and published in easily accessible form in bulletins,
student handbooks, Web pages, and so forth.
Admission Policies
The clear delineation and publication of criteria for admission may be the most important action
a School of Nursing takes with regard to the Americans with Disabilities Act. It is these criteria
that allow applicants to understand what functions, standards, and competencies will be required
of them during their course of study and whether or not some accommodations will be necessary
in order for them to be successful. These criteria should be fairly applied fairly to all applicants.
No quotas may be set for students with disabilities.
Each school will select criteria reflecting the functions, standards and competencies that
correspond to its particular mission. However, the National Council of State Boards of Nursing
(NCSBN) has defined a thorough list of competencies necessary for the professional practice of
nursing that can be used as a useful reference. These competencies were derived from an
extensive study of practicing nurses and can be defined in general terms as:




Ability to see, hear and touch, smell and distinguish colors.
Oral and writing ability with accuracy, clarity, and efficiency.
Manual dexterity, gross and fine movements.
Ability to learn, think critically, analyze, assess, solve problems, reach judgment.
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Appendix R

Emotional stability and ability to accept responsibility and accountability.
The functional abilities or performance standards required to be successful in a particular
school's nursing curriculum should be made available to applicants, faculty and students in
catalogs, application materials, brochures and other descriptions of the program as well as
reflected in course objectives. In defining these functions, standards, and competencies for a
school, it may be desirable to identify and define the competency and then provide examples of
specific activities or functions that would be necessary for the student or nurse to perform in
demonstrating that competency. For example, for the competency of critical thinking the faculty
may list such activities as identifying cause and effect relationships or being able to establish
priorities among several tasks or pieces of data. Similarly, for the ability to hear they might list
hearing monitor alarms or ausculatory sounds; for the ability to communicate the examples
might be explaining treatments, doing health teaching or giving a report to a colleague. For
more examples, See, Watson, 1995, p. 150.
A school may request information about disabilities on the application form or on a separate
form, provided the form states that the provision of such information is optional. For example,
the application may list an office and telephone number for the applicant to contact if he or she
believes there are any circumstances that may require special accommodations or services. It is
also permissible to provide a space for applicants to provide any information that they believe
would help the institution to meet their learning needs. The NCSBN recommends that questions
on applications regarding disability should focus upon an individual's ability to practice a
profession rather than a history of disability. The Association of Academic Medical Centers
suggests schools judge applicants on their ability to perform all essential functions and complete
the program successfully. If an applicant discloses information about a disability, that
information may be taken into account in the admission decision. It is advisable that every
decision about admission be made on a case-by-case basis since a part of the decision rests on
the nature of the "reasonable accommodations" which will need to be made in order for the
student to be successful once admitted.
Reasonable Accommodations
In most colleges and universities a central office has the responsibility for the identification,
assessment, and validation of disabilities as well as the determination of necessary
accommodations. A common practice is the requirement that students with disabilities must
identify themselves to this central office which then will facilitate the notification of individual
departments and/or professors. Many schools of nursing have adopted the practice of including
a discussion of this process in their orientation programs for new students as well as in written
materials. Other schools print a notice in each course syllabus alerting students to the need to
discuss their special needs with the instructor, usually by some specified time early in the course.
Once s/he is made aware of the issue, the faculty member can then consult with the office on
campus that deals with disabilities for assistance in making accommodations for the student.
Students with learning disabilities may require accommodations related to instructional method
(note takers, taped lectures, large print text); assessment and testing (extended time, separate
location, alternate form); and/or institutional accommodations (extended time to degree, course
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Appendix R
requirement substitutions or waivers, priority registration). In addition, counseling about the
organization and budgeting of time is often needed. The application of learner-centered
pedagogy to all students will usually meet the needs of these students as well. Students with
physical disabilities may require, the use of assistive devices or equipment adjustments.
Modifications specific to clinical experiences may be necessary in addition to classroom
adjustments. The most common types include equipment modifications such as amplified
stethoscopes for the hearing impaired. However, it is important to bear in mind that there are
some impairments that may preclude participation in the profession of nursing. An individual
may be able to master content and pass classroom examinations, but possess certain limitations
or conditions that cannot be surmounted with present day technology. For example, it is unlikely
that an individual who has no use of her arms and hands or who is completely blind could be
successful in a nursing curriculum.
Accommodations that would substantially alter the curriculum are not required. For this reason,
it would be prudent for the faculty to identify clearly the essential components of the nursing
program. For example, experiences in direct patient care are essential but clinical assignments
may be arranged so that a student with a chronic back problem would not be in a situation
requiring lifting.
Procedures for obtaining special accommodations should be written and available to all
applicants and students. Such procedures will usually include the appropriate office or
individual to be contacted, conditions under which accommodations are made and an appeal
process. Students have the responsibility to identify themselves as needing accommodations and
the school may require documentation of the disability. Students who are not satisfied with the
accommodations that have been made may request that they be changed to better meet their
needs.
Retention and Dismissal
Once admitted to the School of Nursing, all students must be measured by the same academic
standards. Regardless of disability and reasonable accommodation, a student must pass all
courses at an acceptable level and master all essential clinical competencies. Several court cases
have held that schools have not discriminated against persons with disabilities by dismissing
them for academic failure. Promotion and retention policies should be published and an appeal
process articulated for all students.
Summary
Facilitating successful accomplishments for persons with disabilities is consistent with nursing's
professional values. To meet this goal, as well as to comply with the provisions of the
Americans with Disabilities Act, faculties of nursing should be well informed about the law and
the policies and procedures of their parent institution with regard to the law. In addition,
admission policies should articulate the competencies that students must achieve in order to be
successful in the academic program and the faculty should identify the areas of the curriculum
that are essential. Creativity and imagination should be used in defining reasonable
accommodations for individuals who identify themselves as needing them. All policies and
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Appendix R
procedures, together with the appeal process, should be written and published in documents that
are readily accessible to all students.
Resources
Agency for Healthcare Research and Quality (AHRQ). (2000). [On-line]. Available:
http://www.ahrq.gov/news/
American Association of Legal Nurse Consultants. (2000). [On-line]. Available: http://www.aaln.org.
Association of American Medical Colleges. (1993). The disabled student in medical school: An
overview of legal requirements. Washington, DC: Author
Gephart, D. (1999). Disability compliance for higher education year book. Horsham, PA: LRP
Publications.
Gephart, D. (1999). The admission process: Guidance for Section 504 and ADA compliance.
Horsham, PA: LRP Publications.
Helms, L.B., & Weiler, K. (1993). Disability discrimination in nursing education: An evaluation of
legislation and litigation. Journal of Professional Nursing, 9(6), 358-366.
Heyward, S. (1998). Disability and higher education.: Guidance for Section -504 and ADA
compliance. Horsham, PA: LRP Publications.
Ijiri, L.& Kudzma, E. (2000). Supporting Nursing Students with Learning Disabilities: A
Metacognitive Approach. Journal of Professional Nursing, 16 (3), 1-10.
LNCNURSE (Legal). (2000). [On-line]. Available: www.legalnurseconsultants.com/ Incnurse.htm.
Mancuso, L.L. (1991). Questions frequently asked about the ADA by workers with psychiatric
disabilities. Community Support New York News, 8 (2), 4-5.
Marks, B. (2000). Commentary: Jumping through hoops and walking on egg shells or discrimination,
hazing, and abuse of students with disabilities. Journal of Nursing Education, 39 (5), 205 - 210.
National Council of State Boards of Nursing. (1999, July). Uniform core licensure requirements - A
supporting paper. [On-line]. Available: www.ncsbn.org/files/publications/positions/uniformcorepaper.
asp.
National Council on Disability. (2000). [On-line]. Available: http://www.ncd.gov.
Simunek, L. (1999). Legal issues regarding the American with Disabilities Act (ADA) from an
educator's perspective. Presented at the American Association of Colleges of Nursing Second Annual
Baccalaureate Education Conference, November 4-6, 1999, San Antonio, Texas.
Faculty Manual
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Appendix R
The University of Texas at Arlington. (1999). Students with disabilities: A guide for students and staff.
[On-line]. Available: http://ais.uta.edu/policy/disabilities I/disabilities.htm.
U.S. Department of Education National Center for Education Statistics (1999). An institutional
perspective on students with disabilities in postsecondary education. August 1999 statistical analysis
report.
Watson, P (1995). Nursing students with disabilities: A survey of baccalaureate nursing programs.
Journal of Professional Nursing, 11 (3), 147-153.
Yocom, C. (1996). Validation study: Functional abilities essential for nursing practice, i-ii, 2. National
Council of State Boards of Nursing, Inc.
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Appendix S
Application For Learning Support Services Courtesy Testing Accommodations
Learning Support Services
Courtesy Testing Accommodations
PLEASE PRINT LEGIBLY
Date
First Name
EMALE
Student ID
Gender
Preferred Name (if different)
MI
Your College Address (hall & room no. or off-campus address)
ALE
Last Name
@linfield.edu email
Year in School:
Course Name:
Course:
Professor’s Name:
Time Allowed:
______ How will the exam be returned:
Materials Allowed:
Proctored Test For Whom:
Professor’s Signature:
Picked Up By:
Date Returned:
Time:
LSS Initials:
Student Information and Disclosure Form
Please read & sign the disclosure statement indicating that you
understand your rights and the limits of confidentiality the staff will
observe.
Acknowledgment: I have read and understand this
information governing the courtesy exam service and
agree to abide by the directions given. I accept the
responsibility for keeping scheduled appointments and
for notifying Learning Support Services in advance when
I cannot keep an appointment.
Please leave all cell phones, iPods, MP3 players, earphones, radios,
tape recorders, handheld computers (PDA’s), backpacks and any hats,
coats or purses in the space provided in the reception area.
You may not ask for or receive any help (other than by prior
arrangement) on an exam. It is your responsibility to bring materials
needed for testing: bluebook, Scantron form, paper, writing
instruments, etc.
Signature
Date
Please arrive at least 10 minutes before the exam is scheduled.
Services may be changed or rescinded at any time for disregarding
stated rules or for suspected cheating.
Staff accountability: Staff members are accountable for the quality of
their work with you. If you have concerns about the services you
receive, discuss these with the person you are seeing. If you are still
not satisfied or have reason to believe the staff member is practicing
unethically or unprofessionally, you may discuss this with the Director
or Vice President for Academic Affairs/Dean of Faculty.
06/08/12
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Appendix T
Incomplete Grade Contract
This form is available on the Registration and Records website in the Forms section: Incomplete
Grade Contract.
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Appendix U
Communication Process For Experiential Learning Center (Nursing Lab)
Set-Ups
Regularly Scheduled Experiential Learning Center (Nursing Lab) Classes
1.
Integrated Experiential Learning Coordinators will submit an up-to-date lab
manual/syllabus to the Experiential Learning Center Director a minimum of two weeks
prior to the first day of the term.
2.
Integrated Experiential Learning Coordinators will identify and note significant changes
from the previous class and term on a separate document or email to the Experiential
Learning Center Director a minimum of two weeks prior to the first day of the term.
Significant changes include:
a.
b.
c.
d.
Change in skill
Change in lab format, such as station rotation to whole group demonstration, etc.
Change in equipment or supplies needed. Please note: changes to the student lab
kits must be submitted by September 1 for the Spring term and by February 1 for
the Summer and Fall terms.
Change in scenario, especially:
i.
Client name
ii.
Date of birth
iii.
Medication
iv.
Problem(s)
3.
Integrated Experiential Learning Coordinators will review with the Experiential Learning
Center staff the lab plan-for-the-day a minimum of one week prior to the lab exercise or
performance evaluation. No changes will be made to the plan after this review.
4.
Integrated Experiential Learning Coordinators, Semester Coordinators, faculty, and
students are encouraged to evaluate the lab experience with the Experiential Learning
Center Evaluation form in Appendix I, as well as communicate with Experiential
Learning Center staff via email or a written document to include what went well and
what could be refined.
Experiential Learning Center (Nursing Lab) Classes Without Regularly Scheduled Lab
Time Or Out-Of-Lab Projects
1.
2.
Faculty or students needing lab supplies for out-of-lab projects or for scheduling the use
of lab space outside of the published Course Schedule will submit the Experiential
Learning Center Request form for Experiential Learning Center Rooms, Equipment, and
Supplies to the Experiential Learning Center staff a minimum of two weeks prior to the
date needed. The form can be located on the Experiential Learning Center webpage
under “Equipment” and in the wall pocket outside the lab office door. This can be
submitted via email or in person.
Lab space, equipment, and supplies will be available on a first-come, first-serve basis.
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Appendix U
3.
4.
The Experiential Learning Center Director will email a confirmation and any needed
changes to the requestor.
The requestor is responsible to return the equipment promptly and in good condition.
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Appendix U
Request Form For Experiential Learning Center Rooms, Equipment, And
Supplies
* Please submit requests two weeks before the date(s) needed.*
Date(s) Needed:
Time Needed:
Date Request Submitted:
Name of Person Requesting Reservation:
Organization or Department:
Course Description:
Purpose:
Lab Requested :
ifor assistance with
Personnel Needs:
List Equipment/Supplies Below
To be taken off-campus?
Items
Quantity
Official Use Only
Core Stakeholder:
Requested lab available:
Secondary Stakeholder:
External User:
Main lab . . . . . . yes
no
Rm 107 . . . . . . . yes
no
Sim lab . . . . .. . . yes
no
Requested Personnel Available: yes
no
List names:
Requested equipment/supplies available:
yes
no
List changes from request, if any:
Request approved:
yes
no
Charge amount, if any:
Requestor notified by:
Date:
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Appendix U
Faculty Orientation To The Experiential Learning Center
Hours

Calendar / Schedule

Phone

Keys


Work Space

Resource Material



Dress Code


Latex Allergy

Food and Beverage



Faculty Manual
The Experiential Learning Center office is generally open
8 am – 4 pm, Monday through Friday. Lab staff are
scheduled to meet the needs of the classes in labs, often from
6:30 am – 9:30 pm.
To schedule use of the Low-Mid-Fidelity Labs (Rooms 101,
107, and 111), contact Joyce Betita, Experiential Learning
Center Director. To schedule activities for the High-Fidelity
Simulation Lab, contact the Simulations Operations Manager.
Joyce Betita, RN, MSN/Ed, 503-413-8415; Celia Grachico
RN, BSN, 503-413-7878; Kristine Rethlake, RN, BSN, 503413-7877; Tamyca Lucas, CNA-2, 503-413-7876.
Joyce Betita, Kristine Rethlake, and Kandys Greenlund, have
keys to the labs.
If none of the above are available, call Louise Gillette 503413-7163 or Legacy Security.
The long counter in room 101 (Main Lab) is available for
faculty.
There is a phone on the counter for your use.
Textbooks and resource literature can be found in the
bookcase in the main Experiential Learning Center lab.
Textbooks related to each course with a significant lab
component are located on the shelves next to the door in the
main lab office area.
The Experiential Learning Center labs are considered a
formal clinical site.
Model the dress code for students. Wear a lab coat, business
casual dress and shoes, and nametag.
Some manikins and other items may contain latex.
Only water in a screw-capped container is allowed in the
Experiential Learning Center labs. Food is never allowed in
the labs except during scheduled faculty meetings during the
lunch hour, and must be thoroughly cleaned up before
students have access to the lab.
Faculty are expected to monitor and enforce food and drink
limits. Students may have water containers as described
above and only in the bleacher area.
If you would like to bring a lunch, there is a small refrigerator
in the director’s office area.
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Appendix U
Audio/Visual
Supplies & Equipment
Borrowing
Disposal of Waste and
Recycling
Care and Handling of
Manikins
Operating Mid-Fidelity
Manikins
Photocopy
Faculty Manual
There is a touch pad on the counter to control the projector.
Remember to select the appropriate source (computer,
DVD/VCR or Document Camera).
 Volume control is also located on this panel.
 Experiential Learning Center lab staff will have equipment
and supplies for specific labs ready for your use. If you find
you need something, Experiential Learning Center lab staff
will assist you.
 PLEASE DO NOT MOVE MANIKINS.
 Please do not move to different pods or change set-ups
without consulting with Experiential Learning Center lab
staff first.
 To borrow equipment or supplies, please complete an
Experiential Learning Center Request form, available on the
Experiential Learning Center Website or in the wall pocket
by the Experiential Learning Center office door, and submit
to Experiential Learning Center staff two weeks before
needed. Be sure to get a confirmation that the items are
available.
 When picking up the requested item, you will also need to
complete a check-out form verifying receipt of the items.
 Please return items on time so others can use them.
In an effort to save money and the environment, we ask the
following:
 Only sharps are to be discarded into the sharps containers.
 Do not discard any IV equipment. If in doubt, place it by
the large sink along the west wall of the main Experiential
Learning Center lab.
 Please do not move the manikins because without proper
handling, they will sustain considerable damage. Ask
Experiential Learning Center staff for assistance.
 Treat the manikins as a client to model optimum care and
respect for clients and equipment.
 The Experiential Learning Center staff will instruct you on
the operation and adjustment of the mid-fidelity (Vital-Sim)
manikin controls.
 There is a copy machine in the Experiential Learning Center
office for staff and faculty use. It is temperamental and jams
often, especially from the feeder. It works best when only
one page is copied at a time from the glass panel. Please plan
ahead and use the large copier in Peterson Hall.


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Appendix U
Computer/Printer
Cell Phones/Pagers
Work-Study Students
Lost and Found
Maintaining and
Improving the Lab
Experience
Office computers are set up as work stations for Experiential
Learning Center staff; however, if a computer is not being
used by staff, you are welcome to use it. All Experiential
Learning Center lab computers have access to the Internet
and print to the laser printer in the Experiential Learning
Center lab office.
 Turn cell phones and pagers off or set them on vibrate during
Experiential Learning Center lab.
 Work-study students are regularly scheduled to assist in the
Experiential Learning Center lab. They are also used as
mentors during open lab time, if available.
 Currently the “lost and found” is on the counter next to the
main Experiential Learning Center lab phone near the door.
 Papers left in the lab or Experiential Learning Center lab
office by faculty will be placed in a file folder in the lost and
found area.
The Experiential Learning Center lab staff is responsible for
stocking, set-up, staging, take-down, cleaning, and maintaining
of the lab and equipment.

Faculty responsibilities include setting the example and directing
students as follows:
 Put disposable trash in the receptacle, make the beds neatly,
and place any furniture/equipment back where it was
originally found.
 Ensure “client dignity,” by appropriately covering the
manikin; and ensure “client safety,” by putting the side rails
up and the bed down.
 Leave the lab as clean and tidy or better than you found it,
ready for the next class.
 If you find that certain supplies are running low or equipment
is not in top operating condition, please bring it to the
attention of the Experiential Learning Center lab staff.
 Please let us know your suggestions for improvements.
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Appendix V
Linfield-Good Samaritan School Of Nursing Health Passport Process For
Students, Faculty Members, Clinical Associates, And Nurse Educator
Associates (Clinical Adjunct Faculty)
Last Revised: 07/17/13
All full-time faculty and Clinical Associates are to complete the health passport by August 29.
All Nurse Educator Associates (Clinical Adjunct Faculty) and students are to complete the health
passport prior to the start of each semester.
Faculty and Students Assigned to Local or Student Max-Affiliated Clinical Agency
1.
Students will submit documentation for the health passport to the Immunization Tracker
account. Faculty, Clinical Associates, and Nurse Educator Associates (Clinical Adjunct
Faculty) will submit documentation for the health passport to either the Immunization
Tracker account or the Clinical Facilities and Project Coordinator.
2.
Integrated Experiential Learning Coordinators will direct clinical faculty and students to
access information on clinical site-specific requirements through TaskStream or the
StudentMax Connections website.
3.
Students will submit clinical site-specific requirement documents per their clinical faculty
or Integrated Experiential Learning Coordinator instructions.
4.
Clinical faculty will review the expiration date of student health passports, assuring the
health passports will be valid the entire semester, and sign the appropriate space on the
health passports indicating the expiration date has not passed and the clinical site
requirements were completed by the students. Clinical Teaching Associates (preceptors)
will sign RN-BSN students’ health passports indicating health passport and clinical site
requirements are met, and RN-BSN students will email the signed health passports to the
Clinical Facilities and Project Coordinator.
5.
The Clinical Facilities and Project Coordinator will review the expiration date of the
clinical faculty’s health passport, assuring the health passport will be valid the entire
semester. Integrated Experiential Learning Coordinators sign the appropriate space on the
health passport for the class after the clinical site requirements, as specified by the
agency, have been completed for that class.
6.
Health Passport documentation is accessed by the Clinical Facilities and Project
Coordinator.
7.
Clinical faculty will not allow students to start clinical hours prior to completing health
passport and clinical site requirements. If a student’s health passport is incomplete, he/she
may fail the course because clinical cannot be completed.
8.
Clinical faculty will follow-up with clinical expectations as outlined in the syllabus, etc.
Faculty Manual
V-1
2013-2014 Edition
Appendix V
9.
Integrated Experiential Learning Coordinators will not allow clinical faculty to start
clinical hours prior to completing the health passport and clinical site requirements.
Faculty and Students Assigned to Distant or Non-StudentMax-Affiliated Clinical Agency
1.
Clinical Facilities Administrator will request a list of clinical site-specific requirements
from the distant and non-StudentMax-affiliated clinical agencies.
2.
Distant and non-StudentMax-affiliated clinical agencies will inform the Clinical Facilities
Administrator of clinical site-specific requirements.
3.
Clinical Facilities Administrator will notify the Integrated Experiential Learning
Coordinators of the clinical site-specific requirements.
4.
Integrated Experiential Learning Coordinators will notify clinical faculty and students of
the clinical site-specific requirements.
5.
Generic BSN students will complete clinical site-specific requirements; and show
evidence to clinical faculty of completion of requirements, such as signed paperwork, etc.
RN-BSN students will show evidence to Clinical Teaching Associates (preceptors) of
completion of clinical site-specific requirements.
6.
Students will submit documentation for the health passport to the Immunization Tracker
account. Faculty, Clinical Associates, and Nurse Educator Associates (Clinical Adjunct
Faculty) will submit documentation for the health passport to either the Immunization
Tracker account or the Administrative Coordinator.
7.
Clinical faculty will review the expiration date of student health passports, assuring the
health passports will be valid the entire semester, and sign the appropriate space on the
health passports indicating the expiration date has not passed and the clinical site
requirements were completed by the students. Clinical Teaching Associates (preceptors)
will sign RN-BSN students’ health passports indicating health passport and clinical site
requirements are met, and RN-BSN students will email the signed health passports to the
Clinical Facilities and Project Coordinator.
8.
The Clinical Facilities and Project Coordinator will review the expiration date of the
clinical faculty’s health passport, assuring the health passport will be valid the entire
semester. Integrated Experiential Learning Coordinators sign the appropriate space on the
health passport for the class after the clinical site requirements, as specified by the
agency, have been completed for that class.
9.
The Clinical Facilities and Project Coordinator accesses Health Passport documentation.
10.
Clinical faculty will not allow students to start clinical hours prior to completing the
health passport and clinical site requirements. If a student’s health passport is incomplete,
he/she may fail the course because clinical cannot be completed.
Faculty Manual
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Appendix V
11.
Clinical faculty will follow-up with clinical expectations as outlined in the syllabus, etc.
12.
Integrated Experiential Learning Coordinators will not allow clinical faculty to start
clinical hours prior to completing the health passport and clinical site requirements.
Faculty Manual
V-3
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Appendix V
Faculty Members, Clinical Associates, And Nurse Educator Associates
(Clinical Adjunct Faculty) Health Passport Requirements
Fall 2013 Deadline Date: 08/29/13
Spring 2014 Deadline Date: 02/10/14
Health Passport Requirements must be supported with official documentation, including
dates/signature, and are a condition of hire.
1. Criminal Background Check through CertifiedBackground.com
a. Package Code: IN96
b. Pin: Last 4 Digits of your SSN or Linfield Employee ID
c. Submit all documents/requirements listed to Alex Asbury (contact information
below)
2. Proof of Nursing License
a. Current unencumbered RN license in the state where clinical experience will
occur
b. Upload report from NURSYS OR similar proof of RN license
3. Proof of Health Insurance (Adjuncts Only)
a. Copy of Health Insurance Card
4. Measles (Rubeola), Mumps, and Rubella (MMR): Complete either “a” OR “b” below:
a. 2 MMR Immunizations, at least one month apart.
i. Date of First;
ii. Date of Second
OR
b. Positive titer (blood test) for each: Date of positive titer for
Measles/Mumps/Rubella
5. Varicella (Chicken Pox): Complete either “a” OR “b” below:
a. 2 Varicella Immunizations at least one month apart.
i. Date of First;
ii. Date of Second
OR
b. Positive titer (blood test): i) Date of positive titer
6. Hepatitis B: Complete either “a” OR “b” below:
a. Positive titer (blood test) after receiving 3 immunizations:
i. Date of First Immunization;
ii. Date of Second, 1 month after first shot;
iii. Date of Third, 5 months after second shot;
iv. Date of Positive Titer, 4-6 weeks after third shot
OR
b. Sign Hepatitis B Waiver: signing a waiver may limit clinical site options
Faculty Manual
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Appendix V
7. Tetanus, Diptheria, and Pertussis (TDAP): within past 9 years (booster required every 10
years)
a. Date of last TDAP
8. Tuberculosis (TB) Screening, must be valid entire semester: Complete either “a” OR “b”
OR “c”
a. 2-Step TB Test: second TB skin test must be no earlier than 1 week after the first
test was planted and no later than 3 weeks after the first test was planted. (If you
have documentation of a 2-Step Test within the past year, you will only need an
annual 1-Step TB Test).
i. Date of First;
ii. Date of Second
OR
b. Quantiferon Gold (QG) Test (blood test):
i. Date of QG Test
OR
c. Chest X-Ray: within past 6 months of hire date and an Annual TB Review of
Symptoms Form
i. Date of Chest X-Ray;
ii. Date of Review of Symptoms Form
9. CPR: must be valid entire semester:
a. Full-Time Faculty: BLS for Healthcare Providers Card: Basic Life Support (BLS)
for Healthcare Providers through the American Heart Association
b. Adjunct Faculty: Health Professional CPR through the American Red Cross OR
“a”
10. Annual Influenza Vaccination
a. Complete the Annual Influenza Vaccination: sign the Attestation/Declination
Form OR provide official documentation
11. Annual StudentMax Orientation Quiz
Complete the StudentMax Orientation Quiz with Instructions below
Instructions (General) & Navigation Instructions (Detailed)
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
Faculty Manual
Access StudentMax Orientation
Select “Go To Orientation”
Faculty: Select “Nurses: RN & Graduate Nursing Students”
User Name: orient2012, Password: clinicalsmc
Step 1: Review Orientation Modules
Omit Steps 2 + 3
Select “Take The Quiz”
Request A New Account
Select “Quiz Catalog”
V-5
2013-2014 Edition
Appendix V
x.
xi.
xii.
Enroll into “1-FERPA Release” and “3-General Orientation Quiz for
Nurses”
Print and Save Certificate as a PDF
Send Certificate to Alex Asbury
Contact Alex Asbury, Clinical Facilities and Project Coordinator, for questions.
Submit Documents:
Scan/Email: aasbury@linfield.edu (Preferred)
Fax:
503-413-7280
Mail:
2255 NW Northrup, Portland, OR 97210
Faculty Manual
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Appendix V
Linfield-Good Samaritan School Of Nursing Tuberculosis Screening: Review
Of Symptoms
This document is used as a TB screening tool for those faculty who have had a previous
positive skin test. Completion of the form is required annually.
Last:
1.
Date
1.
Risk
Factors:
Do you have any of the following risk factors?
] YES [ ] NO
Diabetes Mellitus (poorly controlled)
Excessive alcohol intake
HIV +
Immunosuppressive therapy
Silicosis
Gastrectomy
Low body weight
Infected with M. tuberculosis within the past 2 years
Close contact to case of active pulmonary TB within the past 2 years
2.
Were
3.
Have
you born in the United States? (Persons born in Puerto Rico, Guam, or the
Virgin Islands, check “No.”
[ ] YES [ ] NO; If NO, country of birth:
Year you entered the United States:
[
you ever received the BCG (Bacille calmette-guerin Vaccine)?
] YES; If YES, year you received the BCG vaccine:
] NO
]
]
]
]
New positive skin
Previous positive
Previous positive
Previous positive
test
skin
skin
skin
[
] NO
reactor
test reactor, history of treatment
test reactor without history of treatment
test reactor currently taking therapy
Have
[
6.
[
Status:
[
[
[
[
5.
DOB:
of last Tuberculin Skin Test:__ __/__ __/__ __ Facility tested at:
Result: [ ] Negative ______mm induration [ ] Positive ______mm induration
[
*
*
*
*
*
*
*
*
*
4.
MI:
First:
you ever been diagnosed with active Tuberculosis (TB) disease?
] YES; If YES, year you were diagnosed:
History
of Treatment:
health file
A
chest x-ray report is required to be included in the
Chest x-ray date: __________
Results:
[ ] Normal [ ] Abnormal
History of preventive therapy for TB infection:
[ ] YES
[ ] NO
Where treated:
_____________________________
Medication:
_____________________________
Length of treatment:
_____________________________
History of treatment for active TB disease:
[ ] YES
[ ] NO
Where treated:
_____________________________
Medication:
_____________________________
Length of treatment:
_____________________________
7. TB Symptom Review:
Productive cough of three or more weeks?
Night sweats?
Unexplained fatigue?
Fever (often occurs in the afternoon)?
[
[
[
[
]
]
]
]
YES
YES
YES
YES
[
[
[
[
]
]
]
]
NO
NO
NO
NO
Signature: _________________________________________ Date:
Faculty Manual
V-7
2013-2014 Edition
Appendix V
Linfield-Good Samaritan School Of Nursing Hepatitis Immunization And
Waiver Form For Faculty
Hepatitis B Immunization
Part A - Consent
I understand that due to my reasonably anticipated occupational exposure to blood or other
potentially infectious materials, I may be at risk of acquiring Hepatitis B (HBV) infection. I
understand that a series of three injections of Hepatitis B vaccine are needed for protection to
occur, additional doses may be needed if the first series does not result in immunity. I understand
that I will need a post-exposure evaluation if I have an exposure incident, even if I have received
the Hepatitis B vaccination series. (For women only: I understand that if I am pregnant, I am
advised to consult with my private practitioner regarding the administration of Hepatitis B
vaccine.)
Signature:
Date:
Documentation of three doses (Month & Year)
No. 1
No. 2
No. 3
Post vaccination titer
Part B - Refusal
I understand that due to my exposure to blood or other potentially infectious materials, I may be at
risk of acquiring Hepatitis B virus (HBV) infection. If in the future I continue to have exposure to
blood or other potentially infectious materials and I want to be vaccinated with Hepatitis B
vaccine, I can receive the vaccine series at no cost.
Signature:
Date:
Part C - Consent After Initial Waiver Or Refusal
I have now decided to receive the Hepatitis B vaccination series (three doses) due to my exposure
risk to blood and other potentially infectious materials. I have completed Part A of this form as a
condition of understanding.
Signature:
Faculty Manual
Date:
V-8
2013-2014 Edition
Appendix V
Linfield-Good Samaritan School Of Nursing Criminal Background Check
Review
Last Revised: 03/27/12
Student / Faculty Name:
Date Criminal Background
Check Completed:
Date Information Submitted
To Dean of Nursing:
Date Dean Of Nursing
Met with Student / Faculty:
Outcome
_____
Criminal conviction does not: (1) pose a risk to public safety, (2) preclude the ability to
complete required clinical practica (or in the case of faculty, preclude the ability to supervise
students in clinical practica), or (3) result in Notice to Deny Licensure on application for initial
licensure in Oregon. Therefore, no further action is needed and the student/faculty may
participate in all aspects of Linfield–Good Samaritan School of Nursing activities.
_____
Dean of Nursing consulted with the Oregon State Board of Nursing, because there was reason
to believe that criminal conviction might: (1) pose a risk to public safety, (2) preclude the
ability to complete required clinical practica (or in the case of faculty, preclude the ability to
supervise students in clinical practica), or (3) result in Notice to Deny Licensure on
application for initial licensure in Oregon.
Name of Oregon State Board of Nursing Consultant
Date of Consultation
Recommendation of Oregon State Board of Nursing Consultant:
Faculty Manual
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Appendix V
Summary of Action Taken by Dean of Nursing:
Signature of Dean of Nursing
Date
File with Health Passport documents
Faculty Manual
V-10
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Appendix V
Position Statement On AIDS/HIV, HBV, And HCV Infection And Nursing
Students
Revised: 01/24/12
Linfield-Good Samaritan School of Nursing supports comprehensive education regarding
AIDS/HIV and Hepatitis B and C infection for all nursing students. The nursing curriculum will
include AIDS/HIV and Hepatitis B and C infection content on patient treatment, transmission,
and mechanisms for protection while delivering care to persons with AIDS/HIV infection and
Hepatitis B (HBV) and Hepatitis C (HCV) infection. This will include instruction in universal
precautions, infection control policies and programs, availability of hepatitis B vaccine, postexposure policies, occupational health and safety issues and engineering controls/equipment.
This information will be provided to students at the onset of their academic careers, as well as,
throughout the course of their studies. The School of Nursing recommends:
•
•
•
HBV vaccine as a component of each nursing student's pre-clinical evaluation;
Post-exposure follow-up for students who sustain exposure to AIDS/HIV, HBV or HCV
infection in the clinical setting; and
A mechanism for students to access health care services.
Nursing students will be assured clinical setting protection consistent with those of employees
covered under the Occupational Health and Safety Act. The School of Nursing requires the strict
use of universal precautions and availability of proven safety measures for students in the health
care workplace consistent with the practice and standards for the nurses who are employed by
the facility. The continued evaluation, monitoring, and modification of the student's work
practices by qualified nursing supervision will be provided to ensure optimum safety in the
workplace. Personal protective equipment will be readily available to the student nurse as
mandated by the Occupational Exposure to Blood borne Pathogens Standard 1991.
The policy of Linfield-Good Samaritan School of Nursing concerning AIDS/HIV, HBV, and
HCV infection and nursing students is as follows:
•
•
•
•
•
•
•
The nursing curriculum will include current AIDS/HIV, HBV, and HCV content at the
onset of the academic program and as applicable throughout the program of study.
The established mechanism to prevent hepatitis B infection, hepatitis B vaccine, will be a
recommended component of each nursing student's pre-clinical evaluation.
Nursing students, who sustain exposure to blood and certain body fluids in the clinical
practice setting, will be encouraged to seek post-exposure follow-up.
Nursing students will be assured workplace/clinical setting protection (excluding any
payment for AIDS/HIV, HBV, and HCV health care) consistent with those of employees
according to the OSHA standards.
Nursing students or applicants to the nursing program will not be deprived of access to
the School of Nursing, nor dismissed from the program based solely on HIV status.
All AIDS/HIV, HBV, and HCV related information will be kept confidential to safeguard
nursing students' rights to privacy.
Since nursing students are not involved in invasive procedures, no restrictions on practice
will be imposed for students found HBV positive.
Faculty Manual
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Appendix V
Note: This position statement is a modification of the 1992 American Nurses Association
position statement on HIV/HBV infection and nursing students.
Faculty Manual
V-12
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Appendix V
Occupational Safety And Health Division (OR-OSHA) Blood Borne
Pathogens Exposure Control Plan
Background
The Occupational Safety and Health Division at the federal level adopted the Blood Borne
Pathogens Standard on December 6, 1991. The Oregon OSHA adopted this federal standard,
effective July 1, 1992. This standard is part of OAR 437, Division 2/Z, "Toxic and Hazardous
Substances". On November 6, 2000 the Needle Stick Safety and Prevention Act was signed that
required OSHA to revise the Blood borne Pathogen Standard. This standard recognizes the fact
that injuries from contaminated needles and other sharps are associated with an increased risk of
disease from more than twenty infectious agents, and by implementing needleless systems and
sharps with engineered sharps injury protection, these injuries can be prevented and perhaps
eliminated. Occupational Safety and Health Administration. Federal Register, Occupational
Exposure to Blood borne Pathogens; Needle Stick and Other Sharps Injuries; Final Rule.66:55317-5325. (01/18/01). This amended Blood borne Pathogens Standard requires the
consideration and use, whenever possible, of safety-engineered sharp devices and needleless
systems. The standard provides requirements for employers to follow in order to ensure
employee safety with regard to occupational exposure to blood and/or other infectious materials
since any exposure could result in transmission of blood borne pathogens that could lead to
disease or death. Blood borne pathogens are disease-causing microorganisms. Two significant
pathogens are Hepatitis B (HBV) and Human Immunodeficiency Virus (HIV). The standard
covers all employees who could be reasonably expected to come into contact with human blood
and other potentially infectious materials in the course of their work. The following Exposure
Control Plan applies to Linfield College employees and is recommended for all nursing students.
Exposure Determination
The following faculty/students are considered to be at risk for potential exposure to blood and
other potentially infectious body fluids.
•
Faculty: Faculty in nursing courses that involve clinical experiences.
•
Students: Students enrolled in nursing courses that involve clinical practicum or
experiences.
The tasks and procedures or groups of related tasks and procedures performed by
faculty/students in which occupational exposure occurs:
Nursing Faculty


In the Experiential Learning Center where there may be the potential for exposure
to blood.
In clinical experiences when supervising students in the provision of direct care to
clients, in the performance of direct care to clients, and in the performance of
invasive procedures such as injections and intravenous lines.
Faculty Manual
V-13
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Appendix V
Nursing Students

In the Experiential Learning Center, where there may be potential for exposure to
blood.

In the clinical facility, in providing direct care to clients in acute care, long-term
care, community health, community mental health and home care settings.
Performing procedures such as administering parenteral medications, initiating an
intravenous line, changing dressings, inserting nasogastric tubes or catheters,
irrigating wounds, assuring airway patency and performing Cardio-Pulmonary
Resuscitation.
Methods Of Compliance
General:

Universal precautions are taught to students and observed by faculty in the
nursing program.

Universal precautions are a part of professional practice by nursing faculty.
Engineering And Work Practice Controls:

Engineering Controls are structural or mechanical devices Linfield College
provides, such as, and washing facilities, sharps containers, and biohazard labels.

Work Practice Controls are the behaviors necessary to use engineering controls
effectively, such as, washing hands after removing personal protective equipment,
using sharps containers and applying biohazard labels.

Hand Washing Facilities:
o
Hand washing facilities are readily available and accessible to faculty and
students throughout campus facilities. Any contact of skin or mucous
membrane with blood or potentially infectious body fluid by students or
faculty will be thoroughly cleansed with soap and water or water only as
appropriate.
o
The Experiential Learning Center has a sink with a soap dispenser
available for use by students and faculty.
o
Students in clinical experiences in acute, long term care, community
health, community-mental health, and home health have ready access to
hand washing facilities.
Faculty Manual
V-14
2013-2014 Edition
Appendix V

Sharps:
o


Students and faculty do not recap needles under any circumstances in
either the classroom or clinical settings. All contaminated sharps are
disposed of in containers, which are puncture resistant, labeled, leak proof,
and appropriately sealed prior to disposal. Legacy Good Samaritan
Hospital and Medical Center handles disposal of sealed containers using
approved handling and disposal methods for medical waste.
Eating, Smoking, Applying Cosmetics or Lip Balm, and Handling Contact
Lenses:
o
Are prohibited in the Experiential Learning Center. Drinking is permitted
only when activities/skills involve no risk of exposure to blood.
o
Are restricted in the clinical facilities to areas in which there is no risk of
exposure to contaminated blood or body fluids.
o
Procedures involving blood or other potentially infectious materials are
taught and performed to minimize splashing, spraying, splattering, and
droplet generation.
o
Appropriate cleaning procedures are observed for any spills or
contamination.
Provision of Protective Equipment/Supplies
o
Located in the Experiential Learning Center are disposable, single use
gloves that are worn by students and faculty when the risk of blood
contact is present. Disposable gowns and masks are also available to
students and faculty for use in the lab, but no procedures are performed
there which would necessitate their use.
o
Clinical facilities provide protective equipment/supplies for use by
employees, students, and faculty.
o
Faculty and students wear disposable, single use gloves when there is
reasonable expectation of contact with blood or other potentially
infectious body fluids. This includes, but is not limited to, brushing teeth,
contact with wounds or dressings, intravenous injections or initiation of IV
therapy.
Protective devices for face and eyes are available to students and faculty in
clinical facilities. No exposure risk requiring these precautions exists on
campus.
o
Faculty Manual
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Appendix V
In the event of exposure to blood and body fluids, immediate follow-up with a medical provider
is recommended.
Faculty Manual
V-16
2013-2014 Edition
Appendix W
Accident Reporting Procedure For Linfield College, Portland Campus
Last Updated: 05/17/12
The following procedure is to be followed for accidents resulting in injury to a Linfield student,
Linfield employee, or visitor who is engaged in any activity on campus. It also applies to
students and employees who are injured while engaged in any college sponsored activity off
campus such as a clinical, field trip, or a January term travel course. After making an assessment
of the injury, and calling 911 if necessary, the injury should be reported immediately to the
supervisor or faculty member, no matter how minor. A Linfield College Incident Investigation
and Analysis Report should be obtained from the Administrative Assistant for the Director of
Portland Campus Operations (PH 304) and filled out. The completed form is then submitted to
the Administrative Assistant for the Director of Portland Campus Operations (PH 304). This
form is the one used by all of Linfield College.
The Administrative Assistant for the Director of Portland Campus Operations will distribute the
Accident report to the following individuals:

Director of Human Resources for Linfield College who will share the information with
the Director of Environmental Health and Safety for Linfield College and the Director of
Linfield College Public Safety

Director of Operations for Linfield College, Portland Campus

Dean of Nursing
The Administrative Assistant for the Director of the Portland Campus Operations will bring
accident reports to meetings of the Portland Campus Safety Committee for review. The safety
committee will review the portions of the accident report that pertain to the circumstances
surrounding the accident. The safety committee should not see confidential information
regarding the person or persons involved in the accident. The Portland Campus Safety
Committee may make recommendations to the Director of Portland Campus Operations for
changes to help reduce the risk of a similar accident happening again. The Director of
Operations for the Portland Campus will oversee any changes that need to be made to reduce the
risk of a similar accident happening again.
The master copy of the accident reporting procedure will be maintained in the Linfield College
Operations Handbook. Accident reporting procedures appearing in other manuals and
handbooks should be obtained from that master copy.
The above procedure is summarized in the graphic below.
The procedure to report an accident that occurred at a clinical site where a patient is injured as a
result of an action by a Linfield student or Linfield employee is documented in the Nursing
Faculty Manual. The Portland Campus Safety Committee does not need to review these
accidents. (Note: Human Resources needs to see a copy of these accident reports.)
Faculty Manual
W-1
2013-2014 Edition
Appendix W
Addendum
The School of Nursing Quality Improvement Committee will review any accident occurring in a
clinical site resulting in an injury to a nursing student or faculty member, as well as, an injury to
a client as a result of an action by a nursing student or faculty member. The procedure to report
an accident occurring in a clinical site is documented in the Linfield-Good Samaritan School of
Nursing Faculty Manual and the Linfield-Good Samaritan School of Nursing Student Manual.
The School of Nursing Quality Improvement Committee makes recommendations to the Faculty
Assembly of the School of Nursing based on the review of clinical accidents.
Faculty Manual
W-2
2013-2014 Edition
Appendix W
Accident Reporting Procedure
For Linfield students and employees (on and off campus) and visitors to campus
Accident
Notify
• Student, employee, or visitor injured on campus
• Student or employee injured off campus in a college sponsored activity
• Assess injury
• Call 911 if necessary
• Report the injury immediately to supervisor or faculty member
• Accident report form obtained from the Administrative Assistant for the Director of Portland Campus Operations
Report
File
Distribute
• Accident report filled out and returned to the Administrative Assistant for the Director of Portland Campus
Operations
• Administrative Assistant for the Director of Portland Campus Operations distributes the report to:
• Director of Human Resources for Linfield College who will share the information with the Director of
Environmental Health and Safety for Linfield College
• Director of Operations for Linfield College, Portland Campus
• Dean of Nursing
• Administrative Assisistant for the Director of Portland Campus Operations will bring the accident report to the
next meeting of the Portland Campus Safety Committee for review.
• Recommendations may be made by the Portland Campus Safety Committee to help reduce the risk of a similar
Recommend accident happening again. These recommendations are forwarded to the Director of Portland Campus
Operation
Action
• Director of Operations for the Portland Campus oversees any changes that need to be made to help reduce the
risk of a similar accident happening again.
Faculty Manual
W-3
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Appendix W
Linfield College Incident Investigation & Analysis Report
Faculty Manual
W-4
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Appendix W
Faculty Manual
W-5
2013-2014 Edition
Appendix W
Linfield-Good Samaritan School of Nursing Clinical Incident Report
Complete immediately for every clinical incident and send to the Dean of Nursing (PH 301)
within 24 hours.
Confidential Report Of Clinical Incident
(Not a part of agency record)
Date of Report:
Student Name:
Student Address:
Faculty Name:
Home Phone:
Course Number:
Course Title:
*Agency: ___________________________
*Address:
Site Where Clinical Incident Occurred:
Who Is Familiar With Clinical Incident:
Date and Time of Clinical Incident:
*Client’s Chart No. _______________________ *Date of Admission:
*Person(s) Notified of Clinical Incident:
*Date:
Physician:
Nurse:
Other:
*Time:
Describe Clinical Incident (Include exact location, nature of injuries, and emergency treatment
instituted by whom. Please add extra sheet of paper if more space is needed.)
Student Signature:
Date:
Action Taken by Faculty:
Faculty Signature:
Date:
*If applicable
Copies To:
Director of Portland Campus Operations, Dean of Nursing, clinical instructor, and
student.
Faculty Manual
W-6
2013-2014 Edition
Appendix W
Linfield-Good Samaritan School Of Nursing Blood Borne Pathogens
Exposure Incident Reporting Form
Complete immediately and send to the Dean of Nursing (PH 301) within 24 hours.
Student:
Date:
Course Number And Title:
Source Individual:
Note: DO NOT identify source by name if a health care client. Identify only by health care
institution, medical record number, date, and time of incident.
Date, Route, and Circumstances of Exposure:
Recommendation Made To Student:
Copies To:
Director of Portland Campus Operations, Dean of Nursing, clinical instructor, and
student
Faculty Manual
W-7
2013-2014 Edition
Appendix W
Worker’s Compensation Claim: Report Of Job Injury or Illness
Worker’s Compensation Carrier
Oregon Educational Employers Worker’s Compensation Trust
Policy Number
Self-Insurer
Claims Processor Contact Information
Empire Pacific
5300 SW Meadows, Suite 220
Lake Oswego, OR 97035
T: 503-968-6300
F: 503-968-6305
W: www.empirepac.com
Injured Worker’s Responsibilities
1.
2.
3.
4.
5.
6.
7.
Immediately report your injury to your supervisor, no matter how minor. Complete an
Incident Investigation & Analysis Report; signatures are required by the person
completing the report and the injured party.
If this is an Emergency please go to the Emergency Room.
The following locations provide first aid treatment:
McMinnville Immediate Health Care
Willamette Valley Medical Center
207 NE 19th Street
Occupational Health
McMinnville, OR 97128
2700 Three Mile Lane
T: 503-435-1077
McMinnville, OR 97128
Mon–Fri 9:00 am-7:00 pm
T: 503-472-6131 (prefer you call first)
Sat-Sun 9:00 am-4:00 pm
Mon-Fri 8:00 am-5:00 pm
Bring photo I.D.
Closed 11:30 am-1:00 pm for lunch
Take this packet to the doctor. Please be sure your doctor’s office bills Empire Pacific
for all your work-related injury treatment.
To make a claim for a work-related injury or illness, you must fill out the Report of Job
Injury or Illness; the worker portion of the 801. This form should be turned in within
5 business days of the incident.
Please have the doctor complete the Work Tolerance Report and return it to your
supervisor.
All follow-up documentation must be sent to the Office of Human Resources.
Please fax to confidential fax: 503-883-2644.
Faculty Manual
W-8
2013-2014 Edition
Oregon Employers Trust (OET)
C/O Empire Pacfic Risk Management Inc
5300 Meadows Rd, Suite 200, Lake Oswego, OR 97035
Ph (503) 968-6300 Fx (503) 968-6305
Appendix W
Report of Job Injury or Illness
Workers’ compensation claim
Worker
To make a claim for a work-related injury or illness, fill out the worker portion of this form and give it to your employer. If you do not intend to file a workers’ compensation
claim with the insurance company, do not sign the signature line. Your employer will give you a copy.
Date of
injury or illness:
Date you
left work:
Time of injury
or illness:
a.m.
p.m.
Time you began work
on day of injury:
Time you
left work:
a.m.
p.m.
What is your illness or injury? What part of the body? Which side? (Example:
a.m.
p.m.
Check here if you have more than one job:
sprained right foot)
Left
Regularly scheduled
days off:
DEPT USE:
Emp
M T WT F S S
Ins
Occ
Right
Nat
What caused it? What were you doing? Include vehicle, machinery, or tool used. (Example : Fell 10 feet when climbing an extension ladder
carrying a 40-pound box of roofing materials)
Part
Ev
Src
2src
Information ABOVE this line; date of death, if death occurred; and Oregon OSHA case log number must be released to an authorized worker representative upon request.
Your legal name:
Language preference:
Birthdate:
Your mailing address:
Gender: M
F
Home phone:
Social Security no. (see Form 3283):
Occupation:
Names of witnesses:
Name and phone number of health insurance company:
Were you hospitalized overnight?
Name and address of health care provider who treated you for the injury or
illness you are now reporting:
Yes
Were you treated in the emergency room?
Yes
Work phone:
No
No
By my signature, I am making a claim for workers’ compensation benefits. The above information is true to the best of my knowledge and belief. I authorize health care
providers and other custodians of claim records to release relevant medical records to the workers’ compensation insurer, self-insured employer, claim administrator, and the
Oregon Department of Consumer and Business Services. Notice: Relevant medical records include records of prior treatment for the same conditions or of injuries to the
same area of the body. A HIPAA authorization is not required (45 CFR 164.512(I)). Release of HIV/AIDS records, certain drug and alcohol treatment records, and other
records protected by state and federal law requires separate authorization.
Worker
signature:
Completed by
(please print):
Date:
Employer
Complete the rest of this form and give a copy of the form to the worker. Notify your workers’ compensation insurance company within five days of knowledge of
the claim. Even if the worker does not wish to file a claim, maintain a copy of this form.
Employer legal
business name:
Phone:
FEIN:
Client
FEIN:
If worker leasing company,
list client business name:
Address of principal place
of business (not P.O.
Insurance
policy no.:
Box):
Street address from which
worker is/was supervised:
Nature of business in which worker
is/was supervised:
ZIP:
Address where
event occurred:
Was injury caused by failure of a machine or product, or by a person other than the injured worker?
Were other workers injured?
Date employer
knew of claim:
Employer
signature:
440-801
(01/10/DCBS/WCD/WEB)
Yes
No
Yes
No
OSHA 300 log case no:
Worker’s
Date worker
If fatal, date
weekly wage: $
hired:
of death:
Name and title
(please print):
Date:
OSHA Requirements: On-the-job fatalities and catastrophes must be reported to Oregon OSHA within eight hours.
Report any accident that results in overnight hospitalization within 24 hours to Oregon OSHA. Call 800-922-2689, 503801
378-3272, or Oregon Emergency Response, 800-452-0311, on nights and weekends.
Faculty Manual
Date worker
returned to work:
W-9
2013-2014 Edition
Appendix W
Work Tolerance Report
Employee Name:
Date:
TO BE COMPLETED BY TREATING PHYSICIAN:
Body Part/Type of Disability:
Treatment:
Diagnosis:
Please indicate if restrictions are  Physical  Mental  Both


Employee is able to return to full duty (no restrictions) on:
Employee is able to return to modified work on: ____________
# days/week:
Anticipated duration of modified status ________________
Restrictions in effect until ____/____/____

# hours/day:
Physical Restrictions:
Lift/Carry/Push/Pull:

Up to 10 pounds

11 - 25 pounds

26 - 50 pounds

51 - 75 pounds
Sit
Stand/Walk
Drive
Climb ladders/stairs
Bend
Kneel/Squat
Reach – Shoulder level
Reach – Overhead
Use of hands
Comments:
Mental Restrictions:













Concentration:
Interacting with others:
Stressful situations:
Phone conversations:
Solitary Desk work:
Intellectual Research:
Working from home:
Complicated formulas
Mathematical equations:
Updating Curriculum:
Dangerous situations:
Anxiety situations:
Decision making:
Faculty Manual
Not at
All
Rare 15 perce
ntage
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_____
Not at
All
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
______
Rare 15 perce
ntage
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
______
W-10
Occas 633 percenta
ge
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
__
Occ.
633 perc
entage
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
Freq 3466 percen
tage
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
____
Freq 3466 percen
tage
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
___
No
Restrictions
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
__________
__________
____
No Restrictions
______________
______________
______________
______________
______________
______________
______________
______________
______________
______________
______________
__
2013-2014 Edition
Appendix W
Comments:
_______________________________________________________________________________
Date of next exam:
_______/________/_______Physician: _____________________ Phone #:
Address:
Fax
Physician’s Signature:
Please return to the Office of Human Resources @ Linfield College or confidential fax 503-883-2644.
Faculty Manual
W-11
2013-2014 Edition
Appendix X
Linfield College-Portland Campus Expense Report Form
NAME (PRINT) : __________________________________________________
SEMESTER _____________________________________
DATE(S): from _______________ to ____________________
DATE
(MO/DY/YR)
TRIP
FROM
TOTAL
TO
MILES
=TOTAL AMT
x.51/mile
MILEAGE
PARKING CHARGES
REASON
(ATTACH RECEIPTS)
(COURSE NO. &/0R ACTIVITY)
x.51/mile
$
$
x.51/mile
$
$
x.51/mile
$
$
x.51/mile
$
$
x.51/mile
$
$
x.51/mile
$
$
x.51/mile
$
$
x.51/mile
$
$
x.51/mile
$
$
x.51/mile
$
$
x.51/mile
$
$
x.51/mile
$
$
x.51/mile
$
$
x.51/mile
$
$
x.51/mile
$
$
x.51/mile
$
$
(if additional space is needed, continue on a second form)
TOTAL: $_________
$_________________
Signatures:
Employee: _____________________________________________________
Date: ____________
TOTALS (FROM LEFT):
TOTAL MILEAGE:
$ _____________
TOTAL PARKING:
$_____________
TOTAL AMOUNT REQUESTED: $_____________
Dean of Nursing: ______________________________________
Date: _______________
THIS FORM MUST BE SUBMITTED TO DEAN of NURSING or DIRECTOR AT THE END OF EACH MONTH CLAIMED
DO NOT WRITE BELOW; to be filled in by Dean of Nursing or Director
FUND NAME
Faculty Manual
ACCOUNT #
AMOUNT FUNDED
X-1
2013-2014 Edition
Appendix X
Linfield College-Portland Campus Travel Authorization Request
DATE: _________________
NAME:
DATE
DEPARTURE/
ARRIVAL
TIME
DEPARTMENT: _______________________________________
ACADEMIC YEAR: ______________________________________
ITINERARY
PRIVATE AUTO*
MEAL CHARGES**
MILES
BREAKFAST
AMOUNT
LUNCH
DINNER
LODGING***
TOTAL
*Auto mileage is paid at $.50/mile.
**Meal charges as follows:
In State Out-of State
Bkfst
$ 7.50 $ 8.00
Lunch
$ 7.50
$ 8.00
Dinner $15.00
$16.00
TOTAL $30.00
$32.00
Other Expenses:
Total (from above):
Registration Fee (Attach Forms): ________________
$_____________
( with or
without lunch) (Pd by LC-PC? ____ yes _____ no)
Plane Fare (Attach Receipts): _________
Total Other (from left): $
(charged to LC-PC VISA?
yes
no)
____________
Airport Limo: _______________________
Other
______________________________________________________________
(Describe:
_____________________________________________________________
______________________________________________________________)
Name of Conference/Workshop: _______________________________________________________
TOTAL AMOUNT REQUESTED: $____________
Purpose of the Trip: __________________________________________________________________
Presenting a Paper? ___ yes ____ no
BUSINESS OFFICE USE
Representing School or Professional Group? ____ yes ____ no
Amt. Advance: $_____________
Check #
Specify:___________________________________________________
_____________
Benefit to Linfield: ___________________________________________
Reimbursement Claim _______
To be accompanied by: _____________________________________
Due Employee: $____________
Check
Last time funded? _________________________________________
#______________
Due LC-PC: _______________
Receipt #
_____________
Signatures:
Account Number to Charge
Amount
Employee:
Date:
Dean of Nursing or Director of Portland Campus Operations:
Faculty Manual
Date:
X-2
2013-2014 Edition
Appendix Y
Linfield-Good Samaritan School Of Nursing Faculty Notification Of Planned
Absence
To:
Dean of Nursing
From:
Date:
I will be out of town/unavailable from:
to:
Reason(s) for absence:
My classes/clinicals will be covered by:
Course
Date(s)
Responsible Faculty Member
NURS
NURS
NURS
NURS
NURS
NURS
In the event of an emergency, I can be reached at:
Address:
Telephone:
Integrated Experiential Learning Coordinator, ______________________, is aware of my
absence.
Comments/Pertinent information:
Dean of Nursing Signature (or designee/representative)
Faculty Manual
Y-1
Date
2013-2014 Edition
Appendix Z
Portland Campus Faculty And Staff Orientation Checklist
Initiated: 06/10; Revised: 09/13/13
Employee Name:
Position:
Reports to:
Start Date:
Date
Completed
Complete
Read
Activity
Resource
Obtain PDX campus photo ID form – have badge created at Legacy
Obtain keys & parking permit
Oregon State Board of Nursing faculty appointment form, if applicable
Complete Health Passport requirements, if applicable
Campus tour
Operations, ext 37163/37189
Operations, ext 37163/37189
Jennifer Keltner, ext 38480
Alex Asbury, ext 37267
Read applicable handbook:
 Linfield College Handbook for Administrators
http://www.linfield.edu/assets/files/policy/adminhndbook.pdf
 Linfield College Faculty Handbook:
http://www.linfield.edu/assets/files/academic-affairs/faculty-handbookcurrent.pdf
 Linfield-Good Samaritan School of Nursing Faculty Manual:
http://www.linfield.edu/portland/assets/files/nursing/NursingFacultyManua
l.pdf
 Linfield Employee Association Agreement (non-exempt staff)
http://www.linfield.edu/assets/files/policy/lea.pdf
Read:
 Student Manual, http://www.linfield.edu/portland/assets/files/nursing/20132014_Student_Manual_FINAL_09.05.13_web.pdf
 Personnel Policies & Procedures:
http://www.linfield.edu/assets/files/policy/common.pdf
All are accessible on-line. Ask your supervisor to address any questions you
may have.
Review (with your supervisor or other designated staff)
Hours of work, phone & email etiquette, attire, & other expectations applicable
to all staff
Mileage and expense reimbursement
RN-BSN program (nursing faculty)
Clinical site requirements & placements (nursing faculty)
Linfield College mission & philosophy. Education in a liberal arts college
Faculty Manual
Z-1
Freddie Chew, ext 38102
Neal Rosenburg, ext 37176
Deb Henry, ext 37816
2013-2014 Edition
Appendix Z
Date
Completed
Observe
Attend
Activity
Resource
Applicable regulatory requirements (i.e.: faculty should become familiar with
AACN and OSBN rules, regulations and guidelines.)
The Essentials of Baccalaureate Education for Professional Nursing Practice:
http://www.aacn.nche.edu/education/pdf/BaccEssentials08.pdf
Faculty Toolkit for Implementing Baccalaureate Essentials
http://www.aacn.nche.edu/education/pdf/BacEssToolkit.pdf
OSBN Division 21 rules re: nursing education:
http://www.oregon.gov/OSBN/pages/adminrules.aspx
Office supply ordering
Operating photo copy/fax/scan machines
Voicemail operation
Operating AV equipment
Introduction to PDX Nursing Faculty Blackboard page
IT Department services
Scheduling classrooms and conference rooms
Student curriculum and progression
Services for Students
Multi-Cultural Programs
Learning resources for students
FERPA regulations
Library resources
OHSA Material Safety Data Sheets for specific area
It is ideal for all new employees, faculty or otherwise, to observe nursing
students learning in a classroom, laboratory and/or clinical setting.
Louise Gillette Ext 37163
Louise Gillette Ext 37163
Operations, ext 37163/37189
Leitha Heine, ext 36382
Jennifer Keltner, ext 38480
Leitha Heine, ext 36382
Operations, ext 37163/37189
Todd McCollum, ext 37830
Lisa Burch, ext 37561
Mike Reyes, ext 37273
Cheri White, ext 38219
Todd McCollum, ext 37830
Patrice O’Donovan, ext 37820
Louise Gillette, ext 37163
Observation can be arranged
through the applicable
Associate Dean of Nursing or
faculty instructor
Regularly scheduled meeting(s) dates and purpose
UNIT SPECIFIC ORIENTATION TOPICS




Employee Signature
Date
Supervisor Signature
Date
EMPLOYEE:
Faculty Manual
WHEN COMPLETE PLEASE SIGN AND RETURN FORM TO YOUR SUPERVISOR,
WHO WILL ROUTE IT TO ADMISTRATIVE ASSISTANT FOR FILING.
Z-2
2013-2014 Edition
Appendix Z
Portland Campus Faculty And Staff Orientation Effectiveness And
Improvement Feedback Form
Nursing August 25, 2011
Please rate the topics/experiences on a scale of what you agree with least to most
1.
Today’s orientation (August 25, 2011) provided me with a good overview of programs
and services on the Linfield - Portland Campus.
Disagree
Disagree somewhat
Agree somewhat
Agree
Comments/Areas for Improvement:
2.
I received information on resources (people, web-based, program-based, etc.) that will be
useful to me in my teaching role.
Disagree
Disagree somewhat
Agree somewhat
Agree
Comments/ Areas for Improvement:
3.
There is other important information that would be helpful to receive during orientation.
Disagree
Disagree somewhat
Agree somewhat
Agree
The additional information I would like to have at orientation relates to these
topics/areas:
4.
The format for the day flowed well.
Disagree
Disagree somewhat
Agree somewhat
Agree
Comments/ Areas for Improvement:
Faculty Manual
Z-3
2013-2014 Edition
Appendix Z
5.
The physical environment was an acceptable learning environment.
Disagree
Disagree somewhat
Agree somewhat
Agree
Agree somewhat
Agree
Comments/Areas for Improvement:
6.
Overall, this orientation was time well spent.
Disagree
Disagree somewhat
Comments/Areas for Improvement:
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
Question 7 is for persons who also attended the College Faculty Orientation
7.
The material presented at the Portland Orientation was a repetition of what was presented
in McMinnville.
Disagree
Disagree somewhat
Agree somewhat
Agree
Comments/Areas for Improvement:
Faculty Manual
Z-4
2013-2014 Edition
Appendix A-1
Academic Advising
BSN Generic Program
Every student has a nursing faculty advisor who serves as a guide and mentor. Consultation with
or approval by the faculty advisor is required for a variety of academic program decisions that
students make.
Students are assigned to faculty advisors by the Registrar in consultation with the Dean of
Nursing. Students may request a change of advisor because of shared academic interests with
another faculty member, difficulty connecting with the assigned advisor, etc.
Change of advisor forms are available online in the advising resources under “Forms.”
RN-BSN Program
Every student is assigned a nursing faculty advisor and a designated Division of Continuing
Education academic advisor upon admission to the School of Nursing. The nursing faculty
advisor serves as a guide and mentor, and the Division of Continuing Education advisor assists
students with registration.
Students may request a change of nursing faculty advisor because of shared academic interests
with another faculty member, difficulty connecting with the assigned advisor, etc.
Faculty Manual
A-1-i
2013-2014 Edition
Appendix A-1
Advisor/Advisee Relationship And Responsibilities
The relationship between advisor and advisee is one of shared responsibility. Though students
are ultimately responsible for their own choices during college, in order to make informed
decisions faculty advisors and others in the Linfield community provide mentoring, advice, and
information. A student’s faculty advisor is the student’s primary resource regarding academic
issues, opportunities, and programs.
The student’s responsibilities in the academic advising relationship are to:

Take the initiative to contact and get know your faculty advisor, and help your faculty
advisor get to know you. Be mindful of the need to work with your faculty advisor
during posted office hours or make other arrangements in advance.

Consult with your faculty advisor about changes in your academic progress, course
selection, and academic, career, and life goals.

Notify your faculty advisor immediately whenever a serious problem (medical, financial,
personal) disrupts your ability to attend classes or interferes with your ability to focus on
your education and to perform your best work.

Prepare for meetings with your faculty advisor by gathering relevant decision-making
information, creating a list of questions and drafting a course schedule (if the meeting is
focused on course selection for the coming semester).

Keep a personal record of your progress toward your degree. Organize official college
documents (catalog, Linfield Curriculum Worksheet, etc.) and bring them with you to
advising meetings.

Be familiar with the Linfield Curriculum, GPA, and major(s) and minor(s) requirements.
Schedule courses each semester in accordance with those requirements.

Follow Linfield procedures when registering for courses and making adjustments in your
class schedule.

Observe academic deadlines. Know when to register and when to drop or add classes.
Schedule an appointment with your advisor well in advance of these deadlines.

Take the initiative to investigate options for changing advisors if you no longer have an
interest in the advisor’s area and/or a positive relationship is not developing.
Faculty Manual
A-1-ii
2013-2014 Edition
Appendix A-1
The faculty advisor’s responsibilities in the academic advising relationship are to:
Be accessible to advisees through posted office hours, scheduled appointments, telephone calls,
and emails.
Assist advisees in developing long-range academic goals and plans and to address immediate
problems or issues.
Assist advisees in making choices that will lead to the development of a successful academic
plan and educational experience.
Provide advisees with up-to-date and accurate information about selecting courses and
developing an academic plan that satisfies degree requirements.
Clarify Linfield policies, requirements, programs, and procedures.
Be a responsive listener and refer advisees to a support office or person when appropriate.
Discuss with advisees their academic performance and the implications of their performance for
their academic and career goals.
Discuss career opportunities with advisees and make referrals to the Career Center when
appropriate.
Empower advisees to explore their interests and make their own decisions regarding academic,
career, and life goals.
Encourage advisees to change advisors if they no longer have an interest in the advisor’s area
and/or a positive relationship is not developing.
Understand and comply with the mandates of the Family Education Rights and Privacy Act of
1974 as amended (FERPA).
Faculty Manual
A-1-iii
2013-2014 Edition
Appendix A-1
Recommendations For Academic Faculty Advisor
1. Establish/maintain regular contact with all advisees:
o Email advisees
o Schedule regular meetings with all advisees (once a semester, minimum)
o Schedule more frequent meetings with advisees who are struggling academically
or receive academic alerts
2. Establish positive relationships with all advisees:
o Recognize advisees and be able to call them by name
o Educate students about advisor and advisee roles and responsibilities
o Maintain up-to-date advising notes
o Show an interest in students' lives
3. Provide accurate and timely information about the college and its programs:
o Know departmental and college requirements
o Refer to Registrar for information on transfer equivalencies
o Know guidelines for Financial Aid limitations or refer to Financial Aid office
o Know department and college deadlines and communicate pertinent information
to advisees
o Know and be able to refer students to the appropriate resources and services
o Note: Access these resources in front of your advisees, demonstrating to them
how to locate pertinent information. Refer students as needed to the proper place,
person, or resource on campus as needed.
4. Adopt a developmental approach to help advisees become independent learners and
self-reliant problem solvers:
o Foster development of advisees' decision-making skills
o Coach students on appropriate ways to advocate for themselves
5. Enhance advisees' Linfield experience:
o Encourage appreciation for diversity at Linfield
o Promote study abroad opportunities
o Promote involvement in experiential learning and professional organizations
6. Maintain a high degree of professionalism:
o Maintain posted office hours
o Keep advising appointments
o Keep up to date on changing departmental and university requirements
o Prepare for advising appointments and document advising sessions
o Support college requirements and programs
o Maintain a positive attitude regarding departments, colleagues, and programs
o Conform to FERPA (Family Educational Rights and Privacy Act) by sharing a
student's records only with those individuals with a legitimate need to know.
A legitimate need to know is defined as needing information in order to fulfill
one’s professional responsibility. Take care not to share confidential information
verbally or otherwise.
Faculty Manual
A-1-iv
2013-2014 Edition
Appendix B-1
Linfield-Good Samaritan School Of Nursing Summary Of Faculty And Program Grants Since 2008
Grant Title
Funder
New Careers in Nursing
Scholarship Grant
New Careers in Nursing
Scholarship Grant
Renovation to Convert Science
Laboratory to Low-Mid
Fidelity Simulation Laboratory
New Careers in Nursing
Scholarship Grant
Electronic Health Records
Project
Robert Wood Johnson
Foundation
Robert Wood Johnson
Foundation
Ann and Bill Swindells
Charitable Trust
Electronic Health Records
Initiative
Ann and Bill Swindells
Charitable Trust
Nursing Scholarship for
Students from Populations
Underrepresented in Nursing
Nursing Scholarship for
Students from Populations
Underrepresented in Nursing
Immunization Project with
Nursing Students
New Careers in Nursing
Scholarship Grant
Rubric Evaluation
William G. Gilmore
Foundation
Nursing Scholarship for
Students from Populations
Underrepresented in Nursing
Nursing Scholarship for
Students from Populations
Underrepresented in Nursing
Ann and Bill Swindells
Charitable Trust
Faculty Manual
Robert Wood Johnson
Foundation
The Johnson Foundation
Project Director &
Nursing Department Staff
Funded
Date
Bev Epeneter
Michael Reyes Andrillon
Bev Epeneter
$60,000.00
05/31/14
$80,000.00
05/31/13
Joyce Betita
Dave Hecox
$25,000
02/21/13
$50,000.00
05/31/12
$4,500.00
01/09/12
Spring 2014
$25,000.00
08/31/11
Spring 2014
$100,000.00
06/30/11
$100,000.00
06/23/10
$1,435.00
06/22/10
$50,000.00
05/06/10
$6,250.00
01/22/10
$50,000.00
08/24/09
$100,000.00
06/19/09
Karen Maxwell, PD
Joyce Betita
Chris Kahle
Karen Maxwell, PD
Joyce Betita
Chris Kahle
William G. Gilmore
Foundation
Oregon Adult Immunization
Coalition
Robert Wood Johnson
Foundation
Oregon Center for Nursing
Completion
Date
Amount
Barbara Limandri, PD
Linda Eddy, PD
Barbara May
Peggy Wros
William G. Gilmore
Foundation
B-1-i
01/12/11
2013-2014 Edition
Appendix B-1
Grant Title
New Careers in Nursing
Scholarship Grant
Development of Research
Based Cultural Competence
Rubrics in Undergraduate and
Graduate Nursing Students
Increasing the Nursing
Workforce in Oregon
(building fund)
New Careers in Nursing
Scholarship Grant
Increasing the Nursing
Workforce in Oregon
(building fund)
Increasing the Nursing
Workforce in Oregon
(building fund)
Increasing the Nursing
Workforce in Oregon
(building fund)
Expanding a High Fidelity
Simulation Program at
LGSSON
Nurse Preceptor Education and
Support Program
Funded
Date
$120,000.00
05/12/09
$19,940.00
02/02/09
Co-grantee: Washington State
University
David Groff, PD
$300,000.00
08/08/08
Robert Wood Johnson
Foundation
Collins Foundation
Peggy Wros, PD
$120,000.00
08/01/08
David Groff, PD
$200,000.00
06/30/08
William G. Gilmore
Foundation
David Groff, PD
$100,000.00
06/30/08
Wessinger Foundation
David Groff, PD
$12,500.00
04/20/08
M. J. Murdock Charitable
Trust
Jana Taylor, PD
Aaron DeClerck
Peggy Wros
Deb Henry, PD
Karen Maxwell
$148,000.00
03/00/08
06/00/10
$24,839.00
02/00/08
12/00/09
Robert Wood Johnson
Foundation
Oregon Center for Nursing
and Oregon Community
Foundation
James F. and Marian L.
Miller Foundation
Foundation of the National
Student Nurses Association
Project Director &
Nursing Department Staff
Completion
Date
Amount
Funder
Barbara May, PD
02/28/10
07/31/09
Co-grantee: Legacy Health
Systems
Faculty Manual
B-1-ii
2013-2014 Edition
Appendix C-1
Process For Student Communication Of Academic Integrity Grievance
08/08/13
Faculty Manual
C-1-i
2013-2014 Edition
Appendix C-1
Process For Student Communication If Unsuccessful In Passing A Nursing
Course
08/08/13
Faculty Manual
C-1-ii
2013-2014 Edition
Appendix C-1
Process For Generic BSN Student Communication Of Academic Grievance
Revised: 08/08/13
Faculty Manual
C-1-iii
2013-2014 Edition
Appendix C-1
Process For RN-BSN Student Communication Of Academic Grievance
Revised: 08/08/13
Faculty Manual
C-1-iv
2013-2014 Edition