Catalog - Sentara College of Health Sciences

Transcription

Main Campus
Crossways I, Suite 105
1441 Crossways Blvd.
Chesapeake, VA 23320
757.388.2900 / 877.609.8870
Registered Nursing Learning Site
ODU Peninsula Higher Education Center
600 Butler Farm Road
Hampton, VA 23666
Catalog
2012 – 2013
www.sentara.edu
Sentara College of Health Sciences is owned and operated by Sentara Norfolk
General Hospital and is approved by State Council of Higher Education in Virginia
(SCHEV).
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TABLE OF CONTENTS
SCOHS Non-Discrimination Policy
Introduction
Sentara Healthcare and College Mission Statement
Accreditations and Memberships
Overview of Programs Offered and Degrees Awarded
Overview of Short Term Courses Offered
General Admission Requirements
General Admission Process
Advanced Placement
Resident and Non-Resident Aliens
Tuition and Fees
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CARDIOVASCULAR TECHNOLOGY PROGRAM
CVT Program Overview
Credit Analysis and Curriculum Plans
Technical Standards
Tuition and Fees
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36
NURSING PROGRAM
Nursing Program Overview
Distance Learning Experiences
General Admission Requirements
Credit Hour, Curriculum Plan, and Tuition for Nursing
Technical Standards for Registered Nurses
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46
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SURGICAL TECHNOLOGY PROGRAM, ASSOCIATE OF OCCUPATIONAL
SCIENCE
Surgical Technology Overview
Credit Analysis and Curriculum Plans
Technical Standards
Tuition and Fees
Surgical Case Requirements
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ST TO CST ACCELERATED ALTERNATE DELIVERY BRIDGE PROGRAM
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CARE PARTNER COURSE
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CENTRAL STERILE SUPPLY TECHNICIAN COURSE
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MONITOR SURVEILLANCE COURSE
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NURSE AIDE COURSE
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CONGRATULATION! YOU’VE BEEN ACCEPTED
Contingency Requirements for Acceptance
Financial Aid and Financing Your Education
Academic Advisement, Department of Allied Health
Academic Advising, Department of Nursing
Academic Environment/Facilities and Library
Campus Security Report
Career and Employment Services
Counseling
Credit Hour Definition and Status
Drug Free Environment
Family Educational Rights and Privacy Act (FERPA)
Student Governance
Student Services Committee
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STUDENT POLICIES
Academic Load and Credit Hour Definition
Academic Probation
Access to Secure Data Websites
Auditing
Administration and Student Support
Appeal and Complaint Process
ATI Curriculum Plan Policy
Attendance, Department of Allied Health
Attendance, Department of Nursing
Clinical Evaluation, Department of Allied Health
Clinical Evaluation Policy, Department of Nursing
Code of Conduct
Communication to Students
Copyright Policy
Disabilities
Dress Code Policy, Students
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Employment, Student
145
Grading
Graduation
Health
Inclement Weather
Leave of Absence – Involuntary
Leave of Absence – Voluntary
Readmission
Records
Recruitment
Reporting of Alleged or Suspected Abuse, Neglect, or Exploitation of Children and Adults
Safety and Security
Satisfactory Academic Progress and Retention
Sexual Violence
Sexual Harassment
Social Media and Internet Use
Status
Tuition, Fees, Refunds
Transfer Credit Policy
Withdrawal and Dismissal
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GENERAL INFORMATION
2012-2013 Academic Calendar
Academic Integrity and Honor Council
Administration, Staff, Faculty and Officers and Board Members
Consumer Disclosure/Student Achievement
Course Descriptions
Faculty Accessibility
Graduate Awards
Professional Organizations
Student Bill of Rights and Responsibilities
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SCOHS NON-DISCRIMINATION POLICY
Sentara College of Health Sciences does not discriminate against employees, students, or applicants on
the basis of race, color, gender, sexual orientation, sex discrimination which includes sexual harassment
and sexual violence, disability, age, veteran status, national origin, religion, or political affiliation in
accordance with the requirements of Title VI of the Civil Rights Act, Title IX of the Educational
Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of
1990, and all other applicable rules and regulations. Any questions concerning any of these regulations,
should be directed to:
David Kidd, BS, BFA
Human Resources Manager
Title IX Coordinator
Sentara CarePlex Hospital
4000 Coliseum Dr, Suite 405
Hampton, VA 23666
Phone: (757) 827-2303
Catalog Policy/Rights Reserved
The catalog for the term in which a student enters Sentara College of Health Sciences is the governing
document for requirements for graduation. However, if the application of regulations in a later catalog
would be to the student’s advantage, such regulations may be applied at the discretion of the Dean of the
Program or the Program Director.
If a student leaves Sentara College of Health Sciences and subsequently is readmitted, the governing
catalog for the student will be that for the term of re-enrollment. All College publications contain current
pertinent information.
Information in this catalog is subject to change without notice and does not constitute a contract between
Sentara College of Health Sciences and a student or applicant. While every effort is made to ensure the
accuracy of published information, the College reserves the right, to make necessary changes in any or
all of the regulatory policies and procedures, requirements, personnel, curriculum offerings, general
information, and tuition and fees contained herein, and to apply revisions to current and new students
alike.
Sentara College of Health Sciences reserves the right to deny admission to any applicant when it is
determined to be in the best interest of the College. Prospective applicants and applicants must
demonstrate appropriate, responsible, respectful, and professional behavior/conduct throughout the entire
admissions process and in all interactions and communications with the College. The College reserves the
right to deny admission or rescind acceptance to anyone who does not conduct themselves in this manner.
No academic information, grade reports, transcripts or diplomas will be issued for any student who has
not met their responsibilities and financial obligations to the College prior to graduation date.
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INTRODUCTION
S
tudents who graduate from our healthcare and health technology Programs/Courses feel
confident and competent in the performance of skills and pride in the quality of care they are able
to give clients. They believe they will make a difference in the lives they will touch and trust that
they will continue to grow as they advance in clinical experience.
Choosing a College can be the most important decision a student will ever make. What a student learns
in the classroom and experiences in clinical settings can determine future career opportunities. This is
the primary reason for considering the Sentara College of Health Sciences. Through instruction by the
Sentara College of Health Sciences’ superb faculty and exceptional hands-on clinical experiences, each
student receives the knowledge and skills necessary to lay a solid foundation for employment and
growth in his/her chosen field of study.
R
ich In History And Experience - The Sentara College of Health Sciences originated with a Nursing
Program over one hundred years ago; it was Norfolk’s first nursing Program. Created in 1892 by
the 24-bed “Retreat for the Sick,” the two-year Program was originally taught by physicians. The
training was free, but the students had to supply their own books and uniforms. Educational
opportunities continued to grow over the years as the “Retreat for the Sick” underwent changes to
eventually become Sentara Norfolk General Hospital. Changes brought about the need for additional
healthcare technology Programs and Courses. The Surgical Technology Program began in the early 1950s
in response to the need for qualified individuals to work in the hospital’s operating rooms. The
Cardiovascular Technology Program admitted its first class in 1982 in response to the need for qualified
individuals to work in Sentara Norfolk General Hospital’s cardiac catheterization, cardiac ultrasound, and
vascular ultrasound labs. The Monitor Surveillance Technician Course began in 1987 to prepare qualified
technicians to observe patient telemetry monitors and interpret basic cardiac rhythms and report
findings to the nurse and/or physician. In 1992 these Programs and Courses merged to form Sentara
School of Health Professions. The Care Partner Course was added in 1994 in response to the need for
consistent and formal training for multi-skilled patient caregivers in Sentara acute care hospitals. The
Nurse Aide Education Course began in January 2005 in response to the need for aides in the long-term
care setting. The Central Sterile Supply Technician program began in 2012 in response to the need for
these certified individuals in the sterile processing departments.
In 2009, Sentara School of Health Professions became Sentara College of Health Sciences after
converting the diploma nursing program to a Bachelor of Science in Nursing Degree for Traditional,
LPN’s, and RNs, seeking a bachelor degree. Additionally, in 2010, the Cardiovascular Technology
Program became an Associate of Occupational Science Degree and added a new specialty, Cardiac
Electrophysiology. The Surgical Technology program becomes an Associate of Occupational Science
degree program in January 2013.
T
oday, the Sentara College of Health Sciences has a faculty of 40 and an annual student body of
approximately 350 men and women. Most graduates go on to become members of the highly
motivated and progressive Sentara staff. As such, they have access to the broadest range of
professional opportunities available.
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R
ich In Leisure Activities - It is important for students to balance their studies with a healthy mix of
relaxation and recreation. Bounded by the Atlantic Ocean, the Chesapeake Bay, and crossed by
many rivers, Hampton Roads is a prime area for water sports, such as fishing, surfing, sail boarding
and water skiing. There are even more activities on land. A favorite spot for bicycles, runners, and hikers
is Seashore State Park, a 2,000-acre forest close to the bay and ocean. City parks, recreation centers,
and private clubs offer facilities for court and team sports. In addition, Hampton Roads offers a wide
range of cultural arts, such as opera, stage theaters, symphonies, museums and historical tours.
R
ich In Opportunities - Like the area in which it is set, the Sentara College of Health Sciences offers
its students a broad range of experiences and opportunities. It is a part of Sentara Healthcare, a
not-for-profit healthcare organization of multiple hospitals, long-term care facilities, and
ambulatory care facilities, committed to bringing the best in healthcare to Virginia and northeastern
North Carolina. Sentara Norfolk General Hospital, a 555-bed acute care hospital, serves as a primary
teaching facility for the Eastern Virginia Medical School and has earned international recognition for its
medical firsts, such as the conception and birth of the nation’s first in-vitro baby and the use of
revolutionary procedures in reconstructive surgery. Sentara Norfolk General Hospital is also regionally
and nationally known for many of its highly specialized services such as cancer, high-risk pregnancy
center, trauma services, transplant and microsurgery. The hospital is recognized as the
area’s only Level I Trauma Center.
In addition to Sentara Norfolk General Hospital, students in the Sentara College of Health Sciences use
hospital units and facilities throughout Sentara Healthcare for clinical experiences. Other Sentara acute
care hospitals include Sentara Virginia Beach General Hospital, Sentara Bayside Hospital, Sentara Heart
Hospital, Sentara Leigh Hospital, Sentara CarePlex Hospital, Sentara Williamsburg Regional Medical
Center, Sentara Obici Hospital, Martha Jefferson Hospital, Sentara Rockingham Memorial Hospital and
Sentara Northern Regional Medical Center.
Other Sentara facilities include outpatient and diagnostic centers, physician practices, urgent care
centers, nursing and assisted living centers, adult day care centers, and a home healthcare agency.
Professional partnerships or affiliations exist with other healthcare organizations, such as Children’s
Hospital of the King’s Daughters and Virginia Beach Psychiatric Center. This wide diversity provides
students with excellent clinical opportunities. These facilities also employ graduates of the Sentara
College of Health Sciences — graduates who are prepared with insight and sensitivity that set them
apart from all others.
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SENTARA HEALTHCARE AND COLLEGE MISSION STATEMENT
“We improve health every day.”
SENTARA HEALTHCARE VISION STATEMENT
“Be the healthcare choice of the communities we serve.”
Strategic Imperatives:
1. Be the regional choice and aspire to national top 10% results in all we do.
2. Transform care through innovative solutions and the adoption of the
Institute of Medicine Six Aims of Care (Safety, Patient Centered, Efficient,
Effective, Equitable and Timely).
3. Pursue growth and add tangible value to the communities we serve.
SENTARA COLLEGE OF HEALTH SCIENCES MISSION, VISION, AND GOALS
The Mission of the College is:
To improve health everyday by graduating competent nursing and allied health care professionals to
meet the human resource need primarily of Sentara Healthcare as well as the community. The College
offers innovation and excellence in the delivery of a baccalaureate program in nursing, associate of
occupational science degree programs in Cardiovascular Technology and Surgical Technology, and
various other short term courses that are offered to meet the needs of the system.
The Vision of the College is to:
Be among the top healthcare educational choices of the communities we serve.
The Goals of the College are to:
1. Provide excellence in education through:
• Developing and deploying innovative and comprehensive curricula that reflect the ever changing
needs of the practice setting.
• Delivering creative/innovative teaching strategies in a dynamic and culturally sensitive learning
environment and comprehensive clinical experiences in a variety of settings.
• Promoting a collaborative learning partnership between students and faculty
• Providing a dedicated, committed, qualified and credentialed faculty.
2. Provide opportunities to apply knowledge/scholarship obtained through general education courses
previously taken and or apply experiential learning, to meet educational and vocational goals,
leading to a viable career in healthcare.
3. Graduate health care professionals who:
• Provide the highest quality of healthcare services to a culturally diverse community.
• Use critical thinking and analytical decision-making skills in the delivery of client-centered care.
• Become lifelong learners and ethical, compassionate citizens who are committed to making
contributions to the community.
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•
•
•
Promote the maintenance of health and management of illness and disease for clients within
the healthcare delivery system.
Use effective communication and interpersonal skills in interacting with clients, families,
members of the health care team and the community.
Are accountable and responsible for their initial competence and for their ongoing development
of professional competence consistent with the evolving changes in health care and society.
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ACCREDITATIONS AND MEMBERSHIPS
SENTARA HOSPITALS
Hospitals Accredited by:
Sentara Williamsburg Regional
Medical Center:
The Joint Commission One
Renaissance Blvd., Oakbrook
Terrace, IL., 60181.
(630) 792-5000
Det Norske Veritas Healthcare, Inc.
400 Ravello Dr.
Katy, TX 77449
(281)396-1000.
SENTARA COLLEGE OF HEALTH SCIENCES
Accredited by:
Accrediting Council for Independent Colleges and Schools (ACICS),
750 North St. NE, Suite 980
Washington, D.C. 20002-4241, (202) 336-6780.
The Sentara College of Health Sciences is institutionally accredited by ACICS to award a Bachelor of Science Degree
in Nursing, an Associate of Occupational Science Degree in Cardiovascular Technology and an Associate of
Occupational Science Degree in Surgical Technology.
ACICS is a national accrediting agency and is recognized by both the United States Department of Education (USDE)
and the Council for Higher Education Accreditation. All accrediting agencies recognized USDE are deemed to be
reliable authorities on institutional quality and integrity. The USDE makes no distinction between national or
regional accreditors regarding their reliability in ensuring institutional quality. Additional information can be found
by visiting ACICS at www.acics.org: click on “students” and “transfer of credit”.
Certified by:
State Council of Higher Education for Virginia (SCHEV)
101 N. 14th St.
James Monroe Building
Richmond, VA. 23219 (804) 225-2600
CARDIOVASCULAR TECHNOLOGY PROGRAM : Invasive Cardiovascular Technology, Adult Echocardiography, and NonInvasive Vascular Study tracts are accredited. The Electrophysiology tract is not accredited at this time.
Programmatic Accreditation:
The Commission on Accreditation of
Allied Health Education Programs (CAAHEP)
1361 Park Street
Clearwater, FL. 33756
(727) 210-2350
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NURSING PROGRAM
Approved by:
The Virginia Board of Nursing, (conditional approval until summer
2013)
9960 Mayland Dr.
Suite 300, Perimeter Center
Henrico, VA 23233-1463 (804) 367-4515
Commission on Collegiate Nursing Education
American Association of Colleges of Nursing
One Dupont Circle, NW Suite 530
Washington, DC 20036
Phone: (202) 463-6930
Fax: (202) 887-6791
Institutional Member of:
The National League for Nursing
61 Broadway, 33rd Floor,
New York, NY 10006
(800) 669-1656
Member# 253115
Institutional Member of:
National Student Nurses’ Association, Inc.
45 Main Street, Ste 606
Brooklyn, NY 11201
(718) 210-0705
The bachelor’s program is based upon professional nursing standards and guidelines as set forth by the Virginia
Board of Nursing, the Commission on Collegiate Nursing Education (CCNE) and The Essentials of Baccalaureate
Education for Professional Nursing Practice (AACN, 2008). Graduates with a Bachelor of Science in Nursing degree
from a CCNE accredited program are eligible applicants for graduate nursing programs.
SURGICAL TECHNOLOGY PROGRAM
NURSE AIDE EDUCATION COURSE
Approved by:
The Commission on Accreditation of
Allied Health Education Programs (CAAHEP),
1361 Park Street
Clearwater, FL. 33756 (727) 210-2350
Inactive at present
The Virginia Board of Nursing
9960 Mayland Dr. Suite 300, Perimeter Center
Richmond, VA. 23233-1463 (804)367-4515
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OVERVIEW OF PROGRAMS OFFERED AND DEGREES AWARDED
Associate of Occupational Science (AOS) Degree in Cardiovascular Technology Program- this program is offered in the
following tracks:
• Cardiac Electrophysiology
• Invasive Cardiovascular Technology
• Adult Echocardiography
• Non-invasive Vascular Study
These programs are 18-month competency based programs offered in January of each year. The Invasive
Cardiovascular Technologist works in the cardiac catheterization laboratory assisting the physician in performing
pediatric and adult diagnostic and interventional procedures. He or she may also perform certain functions in
other cardiac surgical settings. The Electrophysiology Technologist works in the electrophysiology laboratory
assisting physicians performing diagnostic and therapeutic electrophysiology procedures. The Non-invasive
Cardiovascular Technologist (also called an Echocardiographer) performs ultrasound imaging services for patients
with cardiac disease. The Peripheral Vascular Technologist performs ultrasound imaging services for patients with
peripheral vascular disease.
Cardiovascular Technologists are employed in hospitals, clinics, physician offices, imaging centers, operating rooms
and clinical research laboratories. In the first semester, all students begin with foundation courses in medical
terminology, patient care concepts, cardiac hemodynamics and anatomy, physiology and pathophysiology of the cardiac
and vascular systems. In the second semester students begin the first of three semesters of classroom and clinical
experiences in their chosen specialty. Applicants should possess basic computer skills and be familiar with word
processing, e-mail, presentation software (PowerPoint), and use of internet-based applications.
Graduates of the program receive an Associate of Occupational Science Degree (AOS) with a concentration in
Cardiovascular Technology. Graduates are eligible to take a national registry examination offered by Cardiovascular
Credentialing International (CCI) or the American Registry of Diagnostic Medical Sonography (ARDMS) upon
completion. Licensure and certification for entry into practice is not required for this health profession. However,
many employers require staff to become credentialed after a pre-determined period of employment. The College
submits applications for exams for each graduate who then has one year to sit for the exam or risk losing the
application fee.
Bachelor of Science Degree in Nursing Program is offered in the following tracks:
• Traditional Track & Early Admission for High School Seniors (pre-licensure)
• LPN to BSN Track for licensed Practical Nurses
• RN to BSN Track for licensed Registered Nurses
The Traditional, Early Admission, and LPN to BSN Tracks are offered once a year in January. The RN to BSN Track is
currently offered three times a year beginning in January, May and August.
The first one and one-half (1.5) years of general education requirements can be taken at any accredited college–
see the section on Transfer Credit. The nursing courses are taken at Sentara College of Health Sciences (SCOHS)
following admission to the nursing program. The curriculum is composed of lecture (live or on-line), skills
laboratory experiences, clinical simulation, and clinical experiences in all major nursing specialty areas including
medical surgical, psychiatric, and maternal newborn. Students begin in the 200 level courses with foundational
courses such as pathophysiology, professional nursing, and health assessment. They enter the 300 level courses
and take fundamentals of nursing practice theory and clinical, pharmacology, medication calculation and dosage,
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gerontology and therapeutic diets I. Students progress to Adult Nursing I theory and clinical, therapeutic diets II,
nursing theory and community nursing. The 400 level courses begin with Adult Nursing II theory and clinical,
research in nursing and therapeutic diets III. The final semester covers maternal newborn nursing and nursing
leadership.
Nurses are employed in a wide variety of agencies including hospitals, nursing homes, physician offices,
ambulatory clinics, outpatient surgical centers, home health care, to name a few.
Nursing courses are offered in various modalities, including, online, hybrid and in-seat. Skills lab experiences are
offered at both Chesapeake and Hampton; simulation experiences take place on site in Chesapeake. SCOHS,
through collaboration with Old Dominion University, currently offers the traditional nursing courses at ODU’s
Peninsula Higher Education Center (PHEC) in Hampton, Virginia. Clinical experiences are offered at Sentara and
non-Sentara hospitals and various health care agencies in the greater Hampton Roads area. The RN to BSN
program is offered as a completely on line program.
Graduates are awarded a Bachelor of Science in Nursing Degree from SCOHS and are eligible to sit for the state
board exam, NCLEX-RN. Licensure is required to work in the profession as a nurse.
AOS Degree in Surgical Technology Program is offered once a year in January on the Main campus in
Chesapeake. The first Associate Degree Program will be held January 2013. It is a full time, daytime program.
Didactic instruction includes anatomy and physiology review, surgical technology, surgical procedures,
microbiology, patient care and concepts, technological sciences, and instrumentation. Clinical instruction
includes fundamental procedures, surgical technique, basic surgical skills development and individualized care. It
is recommended that applicants to the program possess basic computer skills, have excellent eye-hand
coordination, and sharp memory skills.
The Surgical Technologist is a crucial member of the operating room team. He/she is responsible for working with
the circulating nurse to prepare the operating room with equipment, instruments, and supplies for any operative
procedure, anticipating and providing for the needs of the surgeon, maintain aseptic technique during the
procedure, and preparing instruments for reprocessing. The Surgical Technologist must be accurate and set high
standards of practice. He/she must be adaptable to changing technology in a fast-paced environment. Individuals
who choose a career in surgical technology are deeply committed to quality patient-focused care and working as a
team member in a highly specialized area.
Graduates of the program receive an Associate of Occupational Science degree (AOS) with a concentration in Surgical
Technology and are expected to take the National Certification Exam administered by the National Board of Surgical
Technology and Surgical Assisting (NBSTSA) as a requirement for graduation from the Program. Certification may be
required to work in the field.
Surgical Technologist to Certified Surgical Technologist Accelerated Alternate Delivery Bridge Program is a
program designed for on-the-job trained surgical technologists or graduates of non-accredited surgical technology
programs and offers an accelerated route in which to become eligible to sit for the national certification exam for
surgical technology administered by the National Board of Surgical Technology and Surgical Assisting (NBSTSA). It is
structured for the Surgical Technologist who otherwise would not meet eligibility requirements for certification.
This program is currently offered for Sentara employees only.
This 100% online, distance education diploma program is offered twice a year, in January and August. This
program is asynchronous and allows the student to progress at an individual pace. Online didactic instruction
includes anatomy and physiology review, medical terminology, surgical procedures, microbiology, patient care and
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concepts, biotechnological sciences, death and dying, anesthesia and pharmacology, and instrumentation.
Clinical competency is validated through portfolio review and includes evaluation of fundamental procedures,
surgical technique, basic surgical skills development and individualized care. It is mandatory that applicants to the
Program possess basic computer skills.
Graduates of the program receive a diploma in Surgical Technology and are eligible to sit for the NBSTA exam.
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OVERVIEW OF SHORT TERM COURSES OFFERED
Care Partner Course is a 9 week certificate course offered multiple times per year. It is a full-time, daytime
course. Applicants to the course should possess basic computer skills and previous medical experience is helpful,
but not required. Care Partners are an important part of the healthcare team in the hospitals within Sentara
Healthcare. Working under the direction of a nurse, Care Partners assist hospitalized patients with daily activities,
such as hygiene, walking, eating, and dressing. Care Partners also take vital signs, draw blood specimens, perform
wound care and dressing changes, insert urinary catheters, perform EKGs, and other selected medical
tests/procedures. This Course was developed to provide qualified applicants for Care Partner positions within
Sentara Healthcare hospitals. Graduates of the Course receive a certificate of completion.
Certification is not available and is not needed to practice as a Care Partner in Sentara facilities. Care Partners
are not eligible to sit for the Nurse Aide Certification exam.
Central Sterile Supply Technician Course is a 16-week full time day time certificate course and is offered once
every September. Didactic instruction includes anatomy and physiology review, infection control techniques,
decontamination, packaging and storing, high and low temperature sterilization techniques, quality assurance,
inventory control, surgical instrumentation, regulations and standards of sterile processing, and care of patient
centered equipment.
The Central Sterile Supply Technician is a crucial member of the operating room and facilities service through the
care and preparation of client care equipment and supplies. He/she is responsible for working with team members
to receive, prepare, and monitor sterilization parameters of client equipment and supplies. He/she must be
accurate, set high standards of practice, and must be adaptable to changing technology in a fast-paced
environment. Individuals who choose a career in central service must be deeply committed to quality patientfocus care and working as a team member in a highly specialized area. Graduates of the course receive a
certificate in Central Service Supply and are expected to take the National Certification Exam administered through
the International Association of Healthcare Central Service and Material Management (IAHCSMM) professional
society.
Certification is required to practice in Sentara facilities.
Monitor Surveillance Course is a 12-week certificate course offered twice a year in January and August. The
Course consists of two courses. MS 100 is the didactic portion and must be successfully completed before taking
MS 200, which includes clinical rotations at area hospitals. Applicants should possess basic computer skills and be
familiar with word processing, e-mail, and use of internet-based applications.
Monitor Surveillance Technicians observe patient telemetry monitors that graphically record the electrical activity of
the heart. They must be able to interpret basic EKG rhythms and report the results to the physician and/or nurse.
Monitor Surveillance Technicians are employed primarily in hospitals, although they may also work in clinics, doctors’
offices or other healthcare settings where EKG monitoring is required. Registry, certification or licensure is not
required for employment.
Graduates of the course receive a certificate of completion in Monitor Surveillance. Students in MS 200 will take the
Certified Rhythm Analysis Technician (CRAT) exam offered by CCI. Certification is not required to practice as a
Monitor Surveillance Technician in Sentara facilities; however, the College requires students sit for the CRAT exam.
Nurse Aide Education Course is a 7-week daytime course offered as the need within the Sentara system dictates.
Applicants to the course should possess basic computer skills and previous medical experience is helpful,
but not required. Nurse Aides, working under the direction of a nurse, are prepared to work collaboratively with the
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healthcare team to provide hands-on personal care to patients in a variety of clinical settings. These include long-term
care, assisted living, and home care clients.
Graduates of the course receive a certificate of completion and are required to take the National Nurse Aide
Assessment Program (NNAAP) Examination given by the Virginia Board of Nursing, to become certified as a Nursing
Assistant (CNA). Certification is required to practice as a Nurse Aide.
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GENERAL ADMISSION REQUIREMENTS
Each of the programs and courses offered by the college has certain general admission requirements. Those
requirements are stipulated below. Please see the individual section for each program or course of interest for
additional requirements specific to that program or course.
(NOTE: Please see the admission requirements for Early Admission Registered Nursing Program in the EARN
section).
Applicants to any program or short term course must:
• Have graduated from a high school or equivalent; High school transcripts may be required;
• Be 18 years of age or older by first day of class;
• Be U.S. citizen or permanent resident of USA; applicants must self certify citizenship or show permanent
residency.
In addition, applicants to any program must:
• Have completed Program Specific Prerequisite Courses with a “C” or better prior to application and/or
prior to starting the program. (Please refer to general education requirements section and to the program
of interest for specifics regarding prerequisite courses.) Foreign transcripts must be evaluated by
National Association of Credential Evaluation Services (NACES) approved agency;
• Have taken Test of English as a Foreign Language (TOEFL) if required. Candidates who speak English as a
second language will follow the language screening guidelines (which may include the TOEFL exam).
In order to apply for admission to Sentara College of Health Sciences (SCOHS), students must have
attended an accredited institution following graduation from high school or receipt of a GED or home
school verification. Official transcripts from all colleges attended must be submitted to the Recruitment
Office for credits to be considered for official transfer into SCOHS. The institution from which courses
may be transferred must be accredited by an agency recognized by the Secretary of Education of the US
Department of Education. Applicants requesting approval for prerequisite credits from institutions outside
of the United States must obtain a foreign transcript evaluation by an approved NACES agency. See
Transfer of Credit policy.
DECISIONS
Admission decisions are made on the basis of any required preadmission testing, prerequisite grades that may be
required for a specific program, interview, if required, and space availability.
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GENERAL ADMISSION PROCESS
The table below delineates the general admission process for the college. An explanation of each step is provided
below the chart. Please see the section for each program or course of interest for additional requirements specific
to that program or course.
RN to
ST AOS
BSN
ST to
CST*
CP
CSST
MS
NA
X
X
X
X
X
X
X
X
X
n/a
HOBET
n/a
n/a
Wonderlic*
*
STEPS IN THE PROCESS
CVT
RN
1. Submit a completed
application for admission and a nonrefundable administrative
processing fee. Applications
submitted without the
administrative processing fee
will be returned. The cost of the
administrative fee for application is
$85.00.
X
X
X
2. Submit official college transcripts.
X
X
3. Take the applicable preadmission
test.
HOBET
TEAS
4. Attend a personal interview.
X
X
5. Submit eligibility forms
Legend
CVT:
RN:
RN to BSN:
ST AOS:
ST to CST:
CP:
CSST:
MS:
NA:
*
**
***
Wonderlic* Wonderlic*
*
*
X***
Cardiovascular Technology AOS degree
Nursing – BSN: Applicants who have no license or who are Licensed Practical Nurses
Nursing track for applicants who are already Registered Nurses
Surgical Technology Associate of Occupational Science degree
Surgical Technology - diploma awarded and will qualify to test to become certified
Care Partner Course - certificate
Certified Sterile Supply Technician Course - certificate
Monitor Surveillance Course - certificate
Nurse Aide Course - certificate
Please see ST to CST program specific section for further details required for admission
Wonderlic preadmission testing for the Care Partner course is not required for a Traditional or Early
Admission Nursing Student entering in to the Bachelor of Science in Nursing Degree at the SCOHS . An
accepted application for the nursing program must be on file.
Eligibility forms are located within the application.
NOTE: The applicant must provide accurate and truthful information. Applicants who falsify an application or
communicate any false information during the admission process will result in acceptance being rescinded and or the
student will be dismissed. Application can be made for the next available class. (Exception-Criminal History
Falsification-refer to policy on Criminal History in the Student Handbook.)
A detailed explanation of each general admission process step follows.
18
Step 1: Applications
Applications may be obtained by downloading from the website, www.sentara.edu, attending an academic planning
and information session or contacting the College. Applicants are encouraged to submit their application early
and include transcripts for the required prerequisites at the time of application. Applications received after a
Program or Short Term Course has been filled will be considered for the next admission cycle. Applications are
processed on a space available basis. An administrative fee of $85 must accompany the application or the application
cannot be accepted.
Transfer of application to subsequent class:
• Allied Health applicants who have been accepted for admission may request to have their acceptance “rolled
over” once without reapplication if space is available. If the application has been rolled to a new admission
cycle once, the applicant must reapply and submit a new administrative processing fee to be considered.
• Nursing applicants who have been admitted to one class and are unable to start with that class, must reapply
and will be considered with the pool of applicants for the following years’ consideration.
Completed applications should be mailed or delivered to:
Sentara College of Health Sciences
Attention: Student Services
Crossways I, Suite 105
1441 Crossways Boulevard
Chesapeake, Virginia 23320
Phone: 757-388-2666
Step 2: Transcripts for Prerequisite Courses
Transcripts are required (from all colleges/universities attended) for programs requiring college prerequisites. All
transcripts must be official transcripts, sent directly from the sending institution (with embossed seal or signatures),
and be received by this College unopened prior to the start of the first course. The College follows the numbering
convention as used by the local community colleges: 100 level courses is reflective of the first year of study, a 200
level course is reflective of the second year or sophomore year; a 300 level course is reflective of a junior level
course and a 400 level course is reflective of a senior level course.
The college-level general education courses required must be taken at an institution accredited by an accrediting agency
recognized by the Secretary of Education of the US Department of Education. In addition to official transcripts, course
descriptions, and/or syllabi may be requested by the Admissions Committee to evaluate prerequisite
courses. Applicants requesting approval for prerequisite credits from institutions outside of the United States must
obtain a foreign transcript evaluation by an approved NACES agency. See additional information in the Transfer of
Credit policy.
Transfer credits will be evaluated and will be accepted only on evidence that the course content and instruction meets
the requirements as required by ACICS. See program sections for required college prerequisites for each program.
Step 3: Preadmission Testing
HOBET AND TEAS
The HOBET and the TEAS tests may be taken twice in an admission cycle. Tests are administered at the
PSI Exam Center and cost of each testing is $110, which is not included in the administrative fee. The
information for scheduling the exam is available on www.sentara.edu or through SCOHS Student Services.
WONDERLIC
The Wonderlic test may be taken twice and the cost of the first testing is included in the admission
processing fee. If the applicant is unsuccessful, the test may be repeated within thirty days of the first
19
test. The cost of repeating the Wonderlic test is $20. Testing dates are scheduled after the application is
received and the administrative fee has been paid. Applicants who are unsuccessful on both testing
attempts must reapply to be considered.
HOBET
The HOBET V test (Health Occupations Basic Entrance Test) measures essential math, reading
comprehension, English and language usage, and science skills. The HOBET is required for the CVT and the
ST programs. Specific skills content in each category include:
• Math: numbers and operations, algebraic applications, data interpretations, and measurement;
• Reading comprehension: paragraph and passage comprehension and informational source
comprehension;
• English and language usage: grammar and word meanings in context, spelling and punctuation,
and structure;
• Science: human body science, life science, earth and physical science, and scientific reasoning.
The test takes 3.5 hours to complete and is a timed test. It is highly recommended applicants prepare for
the HOBET by studying the materials at www.atialliedhealth.com or it may be reviewed in the library
located at the College main campus.
For Surgical Technology applicants, the HOBET test is no longer considered pass/fail. The HOBET test,
along with grades from prerequisites, is used in determining eligibility for interview. Final admission
decision is based off HOBET scores, prerequisite grades and interview. For Cardiovascular Technology,
applicants must reach the Adjusted Individual Subtest Mean Score in all four categories: reading (70.3%),
math (67.9%), science (47.4%), and English (58.5%), set forth by ATI Testing for the HOBET V in order to be
considered for interview. Final admission decision is based off HOBET scores, prerequisite grades and
interview.
TEAS
The Test of Essential Academic Skills (TEAS) - covers reading, mathematics, science, English and language
usage and takes 3.5 hours to complete. The TEAS test is required for the Traditional, LPN to RN, and EARN
tracks of the nursing program. It is strongly recommended that applicants study for this test and
complete the student preparation package which may be purchased at www.atitesting.com/onlinestore
or it may be reviewed in the library located at the College main campus. The applicant’s goal is to meet or
exceed the program average; however, the test is not a pass/fail. Scores from the TEAS and grades from
the general education requirements determine final acceptance.
WONDERLIC
The Wonderlic Personnel Test is a timed, 12-minute test which assesses general aptitude. The Wonderlic test
is required for the Care Partner, Central Sterile Supply Technician, and Nurse Aide program. A minimum
passing score of 14 is required to be considered for admission. There are no deadlines to take the Wonderlic
preadmission test. Courses requiring the Wonderlic test are filled on an ongoing basis so it is suggested that
applicants test as early as possible.
Step 4: Personal Interview
Personal interviews are required for both the CVT and the ST programs. These interviews are scheduled by the
admissions office and applicants will be notified during the appropriate time in the admission process.
Step 5: Eligibility Forms
Eligibility forms are only required for the ST to CST program. These forms are available in the application packet for
that program.
20
ADVANCED PLACEMENT
Before consideration for advanced placement, applicants must meet program admission requirements
and be admitted into the respective program. The Program Director or Dean for that program will
review the applicant file to determine best course of action for the applicant. All required paperwork
must be submitted prior to the review.
For all programs, admission to a particular course/semester is contingent upon available space in the
course for which the student is requesting to enter. Placement availability will be determined by the
program official. Prerequisite courses can be waived on a case-by-case evaluation. Please see the
section on the program of interest for further information on advanced placement.
ADVANCED PLACEMENT FOR RNs AND LPNs:
Advanced placement is defined as: exemption from a particular nursing course (within the Department
of Nursing) by virtue of being licensed to practice nursing as either a registered nurse or a licensed
practical nursing. Only students in the RN to BSN track and LPN to BSN track will be advance placed.
The specific courses in which RNs and LPNs are not required to take and receive as advance placement
credit are identified on the Curriculum Plan.
Credit for the advanced placement course(s) is reflected by a grade of “AP” on the transcript. No
quality points are awarded for AP courses.
21
RESIDENT/NON-RESIDENT ALIENS
According to 8 CFR 214.3 the SCOHS is not an approved College for enrollment of J1, F1, and M1 nonimmigrants. (Definition of a non-immigrant-an alien who seeks temporary entry into the US for a specific
purpose)
Applicants to the Cardiovascular or Surgical Technology and Nursing Program who speak English as a
second language are required to take the Test of English as a Foreign Language (TOEFL) examination,
unless the applicant meets the waiver criteria. This requirement applies to all international candidates
who are nonnative speakers of English including applicants from countries in which English is one of the
official languages but not necessarily the first language of the majority of the population or the language
of instruction at all levels of education. (Example-British Commonwealth countries and US territories and
possessions; applicants from countries where English is not the native language even though there may
be schools or universities in which English is the language of instruction.)
Individuals who take the TOEFL examination will be required to demonstrate their ability to speak and
comprehend English by obtaining a score of 79 on the internet based test (this is equivalent to 213 on
computer based testing or a score of 550 on paper based test). Information can be obtained through
Educational Testing Services at 1-609-771-7100 or 1-877-863-3546 and http://www.ets.org/toefl .
Information may also be obtained through the SCOHS Student Services (757-388-2666). An official copy
of the TOEFL score report must be sent to the College using the institutional code for Sentara College as
5504.
The TOEFL exam can be waived for persons who meet BOTH of the following residencies AND
education criteria:
• Residency – lived in the US for a minimum of 24 months OR
• Education – graduated from an accredited high school in the US OR successfully complete the
equivalent of 24 semester hour’s college work applicable to a bachelor’s degree at an accredited
college or university in the United States.
The Nursing or Allied Health Admissions Committee reserves the right to review applicants with
extenuating circumstances on an individual basis.
Applicants who have attended foreign universities/colleges may have their course work considered for
college prerequisites. In order to have these courses considered, applicants must apply for a transcript
evaluation by an approved member of the NACES agency. Acceptable member agencies are listed at
www.naces.org .
Applicants who have attended colleges/universities in the US Territories that have been approved by the
US Department of Education do not need to have a transcript evaluation. The student must provide
proof of approval and the transcript must show all course information as outlined below:
The transcript evaluation must show the following:
• US Course equivalent for each course
• US semester hour equivalent for each course
• US grade equivalence for each course
• Calculated grade point average (if available)
The applicant should note that:
• The transcript evaluation neither guarantees program acceptance nor eligibility for
licensure/certification exams upon completion of the program.
22
•
•
•
The grade point average on the transcript evaluation must be a 2.0 (C) or better in each course in
order to be considered for admission.
The applicant will be advised regarding additional prerequisite coursework needed to be admitted to
the desired program.
International applicants must take all the pre-entrance exams given to all applicants and meet all
other admission criteria.
23
TUITION AND FEES
CLASS DEPOSITS
Class deposits are due within thirty days of acceptance and are applied to the cost of tuition. The class deposit for the
Cardiovascular Technology, Surgical Technology, and Nursing Programs is $100. The class deposit for the Care Partner
Course, the Central Sterile Supply Technician Course, the Monitor Surveillance Course, and the Nurse Aide Course is $50.
Failure to pay the deposit on time may result in forfeiting a class seat. A student who pays the class deposit and
does not enter the Program or Course as planned will be considered as a “no show”, subsequently forfeiting the
class deposit. This student is eligible to reapply to a future class.
Tuition and Fees are payable by the semester. Uniforms and books are not included in the tuition and fees.
(Booklists will be published at least 30 days in advance of each semester. Students should order books with
caution earlier than 30 days prior to the start of any semester, as they are subject to change until this time.)
Tuition is charged at $285 per credit hour. Please see the program specific sections for tuition exceptions to the
$285 per credit hour policy for the RN to BSN (non Sentara employee) and ST to CST Bridge programs as well as the
Care Partner Course, the Central Sterile Supply Technician Course, and the Monitor Surveillance Course. Due to
the short nature of the Care Partner Course, the Central Sterile Supply Technician Course, the Monitor Surveillance
Course, and the Nurse Aide Course don’t qualify for federal aid but a payment plan is available. Please see the
course of interest for more information.
Tuition and fees are subject to change without notice. A $25.00 late charge fee will be assessed if tuition is
received after the scheduled due date.
24
CARDIOVASCULAR TECHNOLOGY
PROGRAM OVERVIEW
Philosophy:
The faculty believes that Cardiovascular Technology is a profession in which its practitioners integrate caring with the
competencies of assessment, technical interventions, communication, critical thinking, management, leadership,
teaching and knowledge integration to provide diagnostic services to clients in the cardiac catheterization lab and
ultrasound clinics. Cardiovascular Technology incorporates the implementation and evaluation of cardiac procedures
to clients across the life span with diverse healthcare needs, from diverse cultural, racial and ethnic backgrounds and
in various healthcare settings. The profession, through the cooperative efforts of its members, continues to evolve
and implement effective standards of practice and fiscal stewardship to promote cardiovascular health for
consumers. Cardiovascular Technology is an essential discipline that functions collaboratively with other disciplines to
promote preferred cardiovascular outcomes using approved protocols.
We believe that Cardiovascular Technology education is most effectively implemented through a competency-based,
interactive, dynamic and collaborative process of shared responsibility for teaching and learning. Teaching is a
facilitative process of selecting and structuring learning experiences designed to promote the achievement of
competency outcomes essential for contemporary practice. Learning is an interactive process of acquiring the
knowledge, skills, and values needed to achieve the required competency outcomes and is most effectively
accomplished through focused individual and group activities. Faculty guides students to incorporate the principles of
ethical behavior, to respect the rights, dignity, and cultural diversity of others, and to demonstrate responsibility and
accountability for professional practice and personal growth. The curriculum is most effective when it promotes
flexibility for learners with diverse circumstances and needs and holds them responsible for ongoing and progressive
achievement of competence for practice.
We further believe that graduates of the Cardiovascular Technology Program are prepared at the beginning level to
be competent, caring, self-directed, and accountable members of the profession and the healthcare team.
Cardiovascular Technologists function effectively in the roles of caregiver, advocate, teacher and team member to
deliver technical services to clients in the cardiac catheterization lab or ultrasound clinics. They are prepared to work
collaboratively with clients and the healthcare team and to provide essential information and assistance to achieve
preferred cardiovascular outcomes. Graduates are responsible for ongoing professional development through
continuing education to increase competency in the ever-changing healthcare environment.
Competency Outcomes:
At the completion of the Cardiovascular Technology Program, the graduate in cardiovascular and peripheral vascular
technology will be able to:
1.
2.
Implement competently the skills required to: support the client and cardiologist in the cardiac catheterization
lab (invasive), electrophysiology lab (EP) or in the delivery of cardiovascular diagnostic services (adult
echocardiography); perform ultrasound studies and non-invasive testing of peripheral vessels for clients (noninvasive vascular study) (Assessment and Intervention).
Use effective communication skills to interact with or on behalf of clients undergoing cardiac catheterization,
diagnostic and therapeutic electrophysiology procedures, echocardiography and non-invasive procedures, or
ultrasound and non-invasive peripheral vascular procedures and to engage in collaborative working
relationships with members of the healthcare team (Communication).
25
3.
4.
5.
6.
7.
8.
Integrate basic critical thinking skills to plan, implement and evaluate technical procedures and to work
effectively with other healthcare providers (Critical Thinking).
Promote dignity and respect for clients and members of the healthcare team from diverse backgrounds by
implementing ethical, legal and culturally sensitive interactions (Human Caring and Relationship Behaviors).
Organize assignments using problem-solving techniques effectively and efficiently to meet the technical needs
of clients undergoing cardiovascular or peripheral vascular diagnostic procedures (Management).
Implement a work ethic that promotes on-going achievement of competence, teamwork, and professional
standards required for practice by both self and coworkers (Leadership).
Integrate basic teaching and learning methods and technologies to promote client care, team performance and
continued development of personal technical competence (Teaching).
Integrate basic knowledge of healthcare technologies and relevant sciences to promote delivery of competent
care in the cardiac catheterization lab, cardiovascular services, or peripheral vascular diagnostic services
(Knowledge Integration).
Program Specific Prerequisites:
COLLEGE LEVEL:
COURSE NAME
Anatomy and Physiology I
II with Lab
College Algebra
Chemistry w/lab
Physics w/lab
CREDITS
&
5-8
3
4
4
Applicants must have at least 10 credit hours of the required pre-requisites completed before application.
Program Specific Advanced Placement:
1.
Registered Sonographers:
Registered Sonographers (RDMS, RDCS/RCS or RVT/RVS) are eligible for advanced placement status in
either of the ultrasound curriculums of the School of Cardiovascular Technology.
To be considered for admission, the sonographer must:
• Provide evidence of current registration with the American Registry of Diagnostic Medical
Sonographers (ARDMS) or Cardiovascular Credentialing International (CCI).
• Have one or more years of experience in the field of diagnostic sonography in which the
applicant is registered (abdominal, fetal, cardiac or vascular ultrasound)
• Submit name and contact information of current supervisor to verify employment and be used as
a reference.
• Submit an official transcript from the School at which education in ultrasound was received. This
transcript must document a grade of “C" or better in Anatomy and Physiology. If the
sonographer learned ultrasound through job training and self-study, a course in college A & P is
required.
• Comply with all other College admission requirements.
2.
Registered Radiologic Technologists:
A.
Registered Radiologic Technologists (R.T.R.) who are certified in cardiovascular
technology (CV) are eligible for advanced placement status in the invasive curriculum of
the School of Cardiovascular Technology.
26
B.
3.
To be considered for admission, the radiologic technologist must:
• Provide evidence of current registration with the American Registry of
Radiologic Technologists (ARRT) as an R.T. (R) as well as certified as a
cardiovascular technologist (CV) by the advanced level registry given by the
ARRT.
• Have one or more years of experience in the field of special vascular
angiography.
• Submit name and contact information of current supervisor to verify
employment and be used as a reference.
• Submit an official transcript from the School at which education in radiology
was received. This transcript must document a grade of “C" or better in
Anatomy & Physiology.
• Comply with all other College admission requirements.
SCOHS Cardiovascular Technology Graduates Seeking a Second Specialty:
Students who wish to seek an additional specialty track after graduating from a Cardiovascular
Technology Program may apply for admission with advanced standing if they have been actively working
in their field or have graduated within the past 5 years. Challenge exams with or without audit of repeat
classes will be required.
To be considered for admission, the graduate of the CVT School must:
• Submit an application prior to the current application deadline.
• Make a formal request to waive the classes already taken.
• Comply with all current admission requirements.
CVT Program Start Dates: January of each year
27
CREDIT ANALYSIS AND CURRICULUM PLANS
INVASIVE CARDIOVASCULAR TECHNOLOGY
18-Month Program (6-8 hours/day, 3.5 – days a week, 50 minute class hours)
SEMESTER I (16 weeks)
Course Number
Course Name
Credit
Hours
Class
Hours
Skills Lab
Hours
Clinical
Hours
HCT 100 (hybrid)
Introduction to Healthcare
4
60
0
0
CVT 103
Foundations in Cardiovascular
Science
11
165
0
0
CVT 106
Clinical Applications of Mathematics
1
15
0
0
16
240
0
0
Total
SEMESTER II (13 weeks)
Course Number
Course Name
Credit
Hours
Class
Hours
Skills Lab
Hours
Clinical
Hours
INV 101
Invasive Cardiovascular Technology I
5
60
45
0
INV 110
Cath Lab Clinical Rotation I
8
0
0
364
13
60
45
364
Total
SEMESTER III (15 weeks)
Course Number
Course Name
Credit
Hours
Class
Hours
Skills Lab
Hours
Clinical
Hours
CVT 200 (hybrid)
Cardiovascular Pharmacology & ACLS
1
15
0
0
INV 201
Invasive Cardiovascular Technology II
7
90
45
0
INV 210
Cath Lab Clinical Rotation II
10
0
0
450
18
105
45
450
Total
SEMESTER IV (16 weeks)
Course Number
Course Name
Credit
Hours
Class
Hours
Skills Lab
Hours
Clinical
Hours
INV 301
Invasive Cardiovascular Technology
III
4
60
0
0
INV 310
Cath Lab Clinical Rotation I
9
0
0
405
13
60
0
405
60
465
90
1219
Total
TOTAL FOR INVASIVE CARDIOVASCULAR PROGRAM:
Program hours are calculated based on Credit Hours as follows:
Class: 15 class hours (lecture/theory) equals one (1) credit.
Clinical: 45 clinical (clinical/skills lab) hours equals one (1) credit.
28
CARDIAC ELECTROPHYSIOLOGY TECHNOLOGY
18-Month Program (6-8 hours/day, 3.5-4 days a week, 50 minute class hours)
Course Number
Course Name
Credit
Hours
Lecture
Hours
Skills Lab
Hours
Clinical
Hours
HCT 100 (hybrid)
4
60
0
0
CVT 103
Foundations in Cardiovascular
Science
11
165
0
0
CVT 106
1
15
0
0
16
240
0
0
Total
Course Number
Course Name
Credit
Hours
Lecture
Hours
Skills Lab
Hours
Clinical
Hours
EP 101
Electrophysiology I
8
90
90
0
EP 110
Electrophysiology Lab Clinical
Rotation I
5
0
0
229
13
90
90
229
Total
Course Number
Course Name
Credit
Hours
Lecture
Hours
Skills Lab
Hours
Clinical
Hours
CVT 200 (hybrid)
Cardiovascular Pharmacology & ACLS
1
15
0
0
EP 201
Electrophysiology Technology II
7
90
45
0
EP 210
Rotation II
10
0
0
450
18
105
45
450
Total
Course Number
Course Name
Credit
Hours
Lecture
Hours
Skills Lab
Hours
Clinical
Hours
EP 301
Electrophysiology Technology III
4
60
0
0
EP 310
Rotation I
9
0
0
405
13
60
0
405
60
495
135
1084
Total
TOTAL FOR CARDIAC ELECTROPHYSIOLOGY PROGRAM:
Class: 15 class hours (lecture/theory) equals one (1) credit.
Clinical: 45 clinical (clinical/skills lab) hours equals one (1) credit,
29
ADULT ECHOCARDIOGRAPHY
Course Number
Course Name
Credit
Hours
HCT 100 (hybrid)
4
60
0
0
CVT 103
Foundations in Cardiovascular Science
11
165
0
0
CVT 106
1
15
0
0
16
240
0
0
Total
Lecture
Hours
Skills Lab
Hours
Clinical
Hours
Course Number
Course Name
Credit
Hours
Lecture
Hours
Skills Lab
Hours
Clinical
Hours
ECH 101
Echocardiography I
7
75
90
0
ECH 110
Echocardiography Clinical Rotation I
5
0
0
225
12
75
90
225
Lecture
Hours
Skills Lab
Hours
Clinical
Hours
Total
Course Number
Course Name
Credit
Hours
DMS 208
Ultrasound Instrumentation*
3
45
0
0
ECH 201
Echocardiography II
4
60
0
0
ECH 210 (hybrid)
Echocardiography Clinical Rotation II
10
0
0
450
17
105
0
450
Total
Course Number
Course Name
Credit
Hours
Lecture
Hours
Skills Lab
Hours
Clinical
Hours
DMS 209
3
45
0
0
ECH 301
Echocardiography III
4
60
0
0
ECH 310
Echocardiography Clinical Rotation III
10
0
0
450
17
105
0
450
62
525
90
1125
Total
TOTAL FOR ADULT ECHOCARDIOGRAPHY PROGRAM:
*Ultrasound Instrumentation is taught by Tidewater Community College to students in the Cardiovascular Technology
Program
Program hours are calculated based on Credit Hours as follows: Class: 15 class hours (lecture/theory) equals one (1)
credit. Clinical: 45 clinical (clinical/skills lab) hours equals one (1) credit.
30
NON-INVASIVE VASCULAR STUDY
Course Number
Course Name
Credit
Hours
Lecture
Hours
Skills Lab
Hours
Clinical
Hours
HCT 100 (hybrid)
4
60
0
0
CVT 103
Foundations in Cardiovascular Science
11
165
0
0
CVT 106
1
15
0
0
16
240
0
0
Lecture
Hours
Skills Lab
Hours
Clinical
Hours
Total
SEMESTER II
(13 weeks)
Course Number
Course Name
Credit
Hours
PVT 101
Peripheral Vascular Technology I
5
60
45
0
PVT 110
Peripheral Vascular Technology Clinical
Rotation I
6
0
0
270
11
60
45
270
Total
Course Number
Course Name
Credit
Hours
Lecture
Hours
Skills Lab
Hours
Clinical
Hours
DMS 208
3
45
0
0
PVT 201
Peripheral Vascular Technology II
6
75
45
0
PVT 210
Peripheral Vascular Technology Clinical
Rotation II
9
0
0
405
18
120
45
405
Lecture
Hours
Skills Lab
Hours
Clinical
Hours
Total
Course Number
Course Name
Credit
Hours
DMS 209
3
45
0
0
PVT 301
Peripheral Vascular Technology III
5
75
0
0
PVT 310
Peripheral Vascular Lab Clinical Rotation III
9
0
0
405
17
120
0
405
62
540
90
1080
Total
TOTAL FOR VASCULAR STUDY PROGRAM:
*Ultrasound Instrumentation is taught by Tidewater Community College to students in the Cardiovascular Technology
Program
31
Essential
PHYSICAL & MENTAL REQUIREMENTS
Job Title:
Cardiac Electrophysiology
Job Code:
Physical Demands
1812 AC
Continuous
Over 70 %
Standing
X
Walking
X
Frequent
40%-69%
Climbing
Rarely
Up to 15%
X
Bending
X
Crouching
X
Pushing/Pulling
X
Carrying
X
Lifting/Lowering
Occasional
15%-39%
1-15 lbs.
15-30 lbs.
30-50 lbs.
Over 50 lbs.
X
Fine Hand/Eye Coordination
X
v
X
Hearing Acuity
X
Mental Demands
Continuous
Over 70 %
Concentration on Detail
X
Attention Span of 1+ hours on a task
X
Ability to Remember multiple tasks
X
Oral Communication
X
Written Communication
Working Conditions
Frequent
40%-69%
Occasional
15%-39%
Rarely
Up to 15%
Frequent
40%-69%
Occasional
15%-39%
Rarely
Up to 15%
X
Continuous
Over 70 %
Exposure to blood and body fluids
X
Exposure to toxins, cytoxins, poisons
X
Exposure to extreme heat, cold, temp fluctuations
X
Exposure to radiation
X
Other
32
33
34
35
CVT PROGRAM TUITION and FEES
ADULT ECHOCARDIOGRAPHY
Semester I
Description
Credits
Tuition
Supplemental
Fees
Semester II
16
$4,560
12
$3,420
Semester III
14*(+3 credits at
TCC)
$3,990*
$375
$240
$425
Semester IV
14*(+3 credits at
TCC)
$3990*
$825
TOTAL
$4,935
$3,660
$4,415
$4,815*
*Semester II and IV tuition does not include 3 credits each semester to be taken at TCC
INVASIVE CARDIOVASCULAR TECHNOLOGY & CARDIAC ELECTROPHYSIOLOGY
Semester I
Semester II
Semester III
Semester IV
Description
Credits
16
13
18
13
Tuition
$4,560
$3,705
$5,130
$3,705
Supplemental
Fees
$375
$240
$425
$775
TOTAL
$4,935
$3,945
$5,555
$4,480
NON-INVASIVE VASCULAR STUDY
Semester I
Semester II
Description
Semester III
15*(+3 credits at
TCC)
$4,275*
Semester IV
14*(+3 credits at
TCC)
$3,990*
Credits
16
11
Tuition
$4,560
$3,135
Supplemental
Fees
$375
$240
$425
$825
TOTAL
$4,935
$3,375
$4,700*
$4,815*
*Semester II and IV tuition does not include 3 credits each semester to be taken at TCC
Tuition Includes fee for Registry Exam.
CCI & CS (Invasive and Electrophysiology) or ARDMS (Echocardiography and Vascular Study)
36
Total Program*
62 (56 + 6
credits at TCC)
$17,825* (plus
tuition for 6
credits at TCC)
Total Program*
60
$18,915
Total Program*
62 (56 + 6
credits at TCC)
$17,825*
NURSING PROGRAM OVERVIEW
Note: The nursing program has 4 different tracks: Traditional BSN, Early Admission for High School Seniors (EARN),
LPN to BSN, and RN to BSN.
Philosophy and Conceptual Framework
Philosophy
The faculty is dedicated to providing students with the opportunity to acquire the requisite knowledge, skills,
attitudes, and values to become professional nurses and nurse leaders who are capable practitioners prepared to
respond to changing healthcare needs and patterns of healthcare delivery. The faculty uses the following beliefs to
inform and guide its mission.
Client
The client is considered to be an individual, family, population group, or community with identifiable health and
illness behaviors. The client is conceptualized from a holistic and developmental perspective. Each individual is
endowed with unique qualities, yet holds in common with other individuals the basic need for dignity, respect, and
recognition of worth. Each person exists as a unified whole whose behavior reflects a synthesis of physiological,
psychological, socio-cultural, developmental, and spiritual attributes. Clients have a right to determine and
participate actively in the pursuit of their own health goals and deserve the opportunity to achieve and maintain the
highest possible level of health.
Environment
The environment includes the internal and external context of individuals, families, population groups and
communities. The internal environment may include physiological, psychological variables as well as the client’s
unique interpersonal, spiritual, social and cultural factors.
The external environment consists of the physical, biological, socio-psychological and chemical factors that may
impinge upon clients and their health. In addition, the external environment can include the collective social,
economical, political, cultural, and technological values and conditions that influence clients, their health behaviors
and goals.
Health
Health is a dynamic phenomenon experienced by human beings in different dimensions and degrees throughout the
life span. Health is a dynamic process that reflects the interaction between clients and their internal and external
environments. Individuals vary in their ability to understand and cope with the complexities of the interactions
which affect their health. People have a responsibility for their own health and the right to participate in decisions
affecting it. Optimal wellness is the highest state of health and is the ideal toward which the client moves at varying
rates and in various ways. Optimal wellness results from successful, positive interactions between client and
environment. Illness is a state of health in which negative or unsuccessful interaction between the client and
environment has occurred. The goal of nursing is to promote and restore wellness and acts in concert with other
health disciplines to enhance the health and quality of life of all individuals.
37
Nursing
Nursing is a humanistic discipline that is both art and science. The purpose of nursing is to promote wellness and to
care for those who are ill. The discipline of nursing encompasses science, humanities, ethics, and nursing practice to
promote, restore, and maintain the health of human beings and is defined by the relationships and interactions
among the concepts of client, environment, and health. The aim of professional nursing practice is to enhance the
quality of life for clients. Nursing practice is based on the understanding of the interactions of client and
environment in relation to health. Nursing’s holistic perspective necessitates involvement in a broad range of
scholarly inquiries and professional nursing actions. The nature and extent of care and caring that nursing provides
to individuals is unique and defines the central position of nursing in the health care system. The profession is a
leader in anticipating the changing needs of society and related concomitant changes in professional education and
practice. Nurses use critical thinking and the decision making process to support human beings in their response to
actual or potential health problems.
Education
Education for the discipline and profession of nursing occurs in institutions of higher learning and includes both
undergraduate and graduate preparation as well as continuing education. Each level of preparation provides a
particular focus and builds upon and expands the knowledge and skills of the previous level. The baccalaureate
program, incorporating the arts and sciences, prepares a beginning practitioner as a generalist with an appreciation
of the profession, its ethical conduct and is the base for graduate education.
Teaching-Learning
Teaching-learning is an active process through which knowledge, understanding, changes in attitude and
competencies are developed through study and experience. Teaching involves the creation of learning environments
in which multiple approaches are used depending on the nature of the learner, learning and program goals. Central to
this process is the development and use of critical thinking and clinical decision making on the basis of knowledge.
Since learners vary in their ability and learning styles, teaching reflects an understanding of these differences and
provides alternatives. As adult learners, students are expected to be involved in developing, planning, implementing,
and evaluating their educational program. Complex societal changes necessitate the preparation of students for the
future as well as for the present.
Nursing Research
Nursing research is essential for the advancement of practice and science. In meeting this obligation, professional
nursing prepares its practitioners for participation in research at every level of study by promoting an environment
of inquiry. At the undergraduate level, preparation focuses on critical use of research.
The Faculty
The faculty is a society of scholars committed to excellence in teaching and to advancing the profession of nursing.
Through participation in research, educational endeavors, including continuing education, and community service,
faculty discover and disseminate knowledge. Through participation in local, state, national, and international
activities, faculty provides leadership for social change, health care policies and betterment of health care for all
people.
Mission and Goals of The Department Of Nursing:
The mission of Sentara College of Health Sciences Department of Nursing is to:
1. Educate student nurses at the baccalaureate level using a learner-centered, life-long learning approach
to provide the highest quality of healthcare to individuals, groups, and communities as well as to
effectively respond to the changing healthcare needs of society.
38
2.
Educate student nurses to provide high quality healthcare services to the community through a range
of nursing activities with diverse populations in a variety of settings.
3. Educate student nurses to provide the highest quality of care within the context of the diverse,
dynamic and challenging health care environment.
The goals of the Nursing Program are to provide the foundation base, environments, and experiences to:
1.
Ensure that students:
a. Utilize systematic assessment and critical analysis of the care situation, the technology available, best
evidence, best practice, cultural considerations, and ethical tenets to deliver client-centered care that
is ethical, safe, effective, timely, and equitable;
b. Employ communication, relationship-building, quality improvement, management, and leadership skills
to promote healthcare teamwork to affect the highest quality, client-centered care;
c. Constantly seek to identify, develop, implement, and maintain best health care practices with other
health care team members to optimize client health;
d. Develop self-analysis and lifelong learning skills to identify and maximize personal and professional
opportunities for growth;
e. Improve the quality of health care delivery through participation in political, regulatory, and
organizational processes;
2.
Ensure that faculty:
a. Prepare professional nurses to practice in a complex and changing healthcare environment to meet the
needs of diverse populations through innovative and flexible programs; and
b. Integrate teaching, practice, and research throughout the curriculum.
Program Outcomes:
Upon completion of the Sentara College of Health Sciences Nursing Program, graduates will be able to:
• Combine theoretical knowledge from the sciences, humanities, and nursing as a base for clinical reasoning
in professional nursing practice, incorporating concepts of the client, health, environment, and nursing;
• Provide safe, competent, and effective nursing care to clients throughout the lifespan utilizing principlebased communication; psychomotor, teaching, management, and therapeutic skills; and ethical tenets;
• Design comprehensive therapeutic nursing care in partnership with individuals, families, groups, and
communities, including those who are culturally diverse or vulnerable and at risk for health disparities;
• Collaborate within interprofessional healthcare teams to effect the highest quality, client-centered care
through the use of communication, relationship-building, quality improvement, management, and
leadership skills;
• Generate own professional practice that focuses on health promotion, risk reduction, disease prevention,
and illness and disease management from a holistic perspective;
• Analyze and apply research findings to promote evidence-based practice and identify future healthcare
needs;
• Demonstrate values, integrity, and behaviors consistent with the culture of professional nursing, including
responsibility and accountability for professional nursing practice; and
39
•
Participate in political, regulatory, and healthcare organizational processes to promote improvements in
healthcare delivery systems and practices.
40
DISTANCE LEARNING EXPERIENCES - DON
Traditional/in-classroom and online courses with the same course description and learning objectives
have the same content. The only difference in the two types of courses is how the content is taught, i.e.,
the teaching strategies, and the amount of studying/homework the students are expected to complete in
order to be successful. For example, in a traditional/in-classroom three (3) credit hour course a student is
expected to complete six (6) hours of homework a week. In an online course the student’s homework
consists of the three (3) hours of content plus the six (6) hours of homework for a total of nine (9) hours
of homework a week.
Sentara College of Health Sciences will now be offering three types of classroom instruction:
•
•
•
Traditional Live Lecture/DL – These classes will be held on specific days and times. Students will
report to classroom for these classes. Distance Learning students will report to the PHEC and live
classes will be broadcast to PHEC. Each live class will be video-streamed and videotaped (for
viewing at a later date) and originates from a classroom at the College Campus in Chesapeake.
Online – these classes are delivered through Blackboard and web based applications.
Hybrid – a hybrid class combines classroom learning with online learning. In a hybrid course, a
significant portion of the class learning activities are online, which reduces the amount of time
spent in a traditional, face-to-face classroom. Students benefit from the quality instruction and
flexibility of both the online classroom learning environments. For Distance Learning students,
class meetings for Hybrid courses are facilitated by a faculty member either on the Southside or
on the Peninsula. Distance learning students may have to report to the Chesapeake Campus for
the class meetings in a hybrid course.
Further information re: Distance Learning
Skills Laboratory – Practice in the skills laboratory for the distance learning students is facilitated by a
faculty member at a Sentara facility either on the Southside or on the Peninsula. Simulation experiences
are located at the main campus in Chesapeake for both the Chesapeake and Distance Learning student.
Clinical Rotations – clinical experiences will be primarily provided in Sentara facilities and some
community agencies. Nursing students may be assigned in any Sentara or other community facility in the
greater Hampton Roads area.
Changes to Distance Learning
The College is currently investigating alternatives to the current mode of Distance Learning. The College
will continue to provide instruction for students via Distance Learning, however, the method of delivery
may change while the student is enrolled in the program. If a change is made to the Distance Learning
delivery mode, students will be informed.
41
GENERAL ADMISSION REQUIREMENTS, DEPARTMENT OF NURSING
These guidelines outline the requirements for all tracts in nursing:
• Traditional
• LPN to BSN
• RN to BSN
• Early Admission for High School Seniors (EARN)
• Second degree seekers
I.
General Education Requirements – for all tracks
The following chart identifies all of the required general education courses required for the program.
Some are due prior to application and some are due before students begin the program.
General Education
Requirements
Chemistry with lab
Anatomy and
Physiology I
Anatomy and
Physiology II
Statistics
Developmental
Psychology
English Composition I*
English Composition
II*
Microbiology with lab
Credit
Hours
4
4
4
X
Oral Communication
Ethics
Introduction to
Sociology
Introduction to
Psychology
Fine Arts elective
History Elective
Humanities elective
3
3
3
X
X
X
X
X
X
3
X
X
3
3
3
X
X
X
X
X
X
TOTAL
49
Required prior
to application
x
X
Required prior to
program start date
4
Waived for Second
Degree Program
X
3
3
X
X
3
3
X
X
*RN to BSN Track beginning May 2013
Note: RN to BSN Track beginning January 2013 may complete these general education courses prior to graduation.
After January 2013 all students must have all courses completed prior to starting the program.
42
II.
Traditional , LPN to BSN, RN to BSN tracks
In order to be considered the applicant must:
• Complete all required general education courses above
• Submit all official transcripts
• Take required pre-admission test – RNs are exempted from this requirement
• For LPN – submit a valid LPN license in the Commonwealth of Virginia
• For RN - submit an unencumbered valid license from the state in which he/she practices
• Obtain a satisfactory score on Test of English as a Foreign Language (TOEFL), if applicable
III. Early Admissions for High School Seniors (EARN):
In order to apply the high school senior must:
(Please see the application and admission requirement table for general requirements)
• Be a senior in high school;
• Have a high school GPA of 3.3 or better at time of application and at the of acceptance;
• Apply between January 1 and March 31 of their senior year;
• Have SAT composite score of 1500 with a minimum of 500 in reading and 500 in math OR an ACT
score of 21.
Upon meeting the above criteria he or she will receive conditional acceptance to the BSN program. This
will guarantee the candidate a seat in the BSN program if he/she meets ALL of the program’s criteria as
outlined below:
• Complete all required general education courses;
• Maintain a cumulative GPA of 3.5 on all college transcripts OR;
• Maintain a GPA of 3.5 on required general education courses and a “C” or better on all general
education courses;
• While completing general education courses, candidate must meet with the recruiter of SCOHS
at the end of each semester and provide unofficial transcripts for coursework completed and
proof of the following semester enrollments. It is the responsibility of the candidate to contact
the recruiter at SCOHS for confirmation of acceptable general education courses and guidance
as needed;
• Pass the TEAS test by meeting National Averages on each section.
The Decision: The EARN applicant will receive a letter granting full admission to the Department of
Nursing upon successful completion of the above requirements.
NOTE: If the candidate does not complete the above criteria successfully, his/her application will be
withdrawn from the EARN program but will be considered with the pool of regular applicants for the next
available class.
43
IV.
The Second Degree Applicant
Consideration is given to applicants who can provide proof of one of the following degrees:
1. Associate of Arts;
2. Associate of Science;
3. Any Bachelor’s degree
All other application and admission requirements apply as stated. Please see the following table for
details. See courses waived in the general education requirements section above.
Application Deadlines:
Admission Decisions:
Traditional, LPN to BSN, and Second Degree
Applicants: June 15 for start the following January
June 30
EARN: March 31 of Senior year in high school
June 15 (If applicant did not meet criteria of EARN
and will be considered in the general pool of
candidates)
RN to BSN:
Applications are accepted on a rolling basis. Once a
session is full, the application will be considered for
the next available session.
Decisions will be made on a rolling basis as
applications are received.
Program Start Dates:
Traditional, LPN, EARN - January of each year
RN to BSN - January, May and August of each year
V.
Transfer from another Nursing School:
Applicants requesting to transfer from another nursing program are required to:
a. Meet all admission requirements and provide all required documentation;
b. Submit an official transcript from all previously attended schools of nursing. The cumulative GPA
from the previous program must be a 3.0 on a 4.0 scale.
For a nursing course to be considered for transfer credit, the applicant must:
a. Have attended an NLNAC or CCNE accredited nursing program;
b. Submit copies of course descriptions and syllabi;
c. Have a grade of ‘C’ or better.
A minimum of 30 credit hours must be taken at SCOHS in order to receive the Bachelor of Science
Degree in Nursing for the Traditional, LPN to BSN, and EARN students. A minimum of 15 credit hours
must be taken at SCOHS in order to receive a Bachelor of Science in Nursing degree for the RN to BSN
program.
44
NOTE: The hours for class and clinical experiences must be similar to the corresponding course in this
Program and the nursing courses must be no more than two (2) years old. Traditional Track applicants
who have been unsuccessful in a nursing course at another school will not be considered for admission.
LPN to BSN Track. Applicants who have been unsuccessful in a nursing course (RN) at another school will
not be considered for admission.
Nursing Program Academic Advising
Upon acceptance, each student will be assigned a Faculty Advisor, who will be responsible for working in
partnership with the student and assisting in the planning and registration of courses as he/she
progresses through the nursing curriculum. Nursing faculty also provide advising and development for
students who must take the NUR 001 course if it is required.
45
CREDIT ANALYSIS AND CURRICULUM PLANS AND TUITION FOR ALL TRACKS
TRADITIONAL BSN PROGRAM/EARN
(50 minute class hours)
Course Number
Course Name
Credit
hours
Lecture
hours
Skills lab
Clinical
hours
Simulation
Hours
Sophomore Year - Spring
NUR 200
Professional Nursing in a
Culturally Diverse Healthcare
Environment
3
45
0
0
0
NUR201
Fundamentals Skills Lab
2
15
45
0
0
NUR 214
Health Assessment
4
45
43
0
2
NUR 215
Pathophysiology
4
60
0
0
0
13
165
88
0
2
TOTAL
Junior Year - Fall
NUR 311
Concepts of Pharmacology
3
45
0
0
0
NUR 312
Medication Calculation &
Administration
1
15
0
0
0
NUR 313
Therapeutic Diets I
1
15
0
0
0
NUR 314
Gerontology Nursing
2
30
0
0
0
NUR 315
Fundamentals of Nursing
Practice
3
45
0
0
0
NUR 316
Fundamentals of Nursing
Practice Practicum
3
0
22
97
16
13
150
22
97
16
TOTAL
Junior Year - Spring
NUR 317
Adult Nursing I
5
75
0
0
0
NUR318
Clinical Management of the
Adults I
5
0
20
181
24
NUR 319
Therapeutic Diets II
1
15
0
0
0
NUR 324
Nursing Theory
3
45
0
0
0
14
135
20
181
24
TOTAL
Junior Year - Summer
NUR 321
Community Nursing
3
45
0
0
0
NUR 322
Community Nursing
Practicum
3
0
0
135
0
6
45
0
135
0
3
45
0
0
0
TOTAL
Senior Year – Fall
NUR 409
Nursing Research: Design
and Methodology
46
NUR 410
Adult Nursing II
5
75
0
0
0
NUR 411
Adult II
Course Name
5
0
10
185
30
Credit
hours
1
Lecture
hours
15
Skills lab
0
Clinical
hours
0
Simulation
Hours
0
14
135
10
185
30
Course Number
NUR 412
TOTAL
Senior Year - Spring
NUR 413
Maternal/Child Nursing
4
60
0
0
0
NUR 414
Clinical Management of
Maternal/Child
4
0
18
136
26
NUR 415
Nursing
Leadership/Management
2
30
0
0
0
NUR 416
Senior Clinical Preceptor
3
0
0
127
8
13
90
18
263
34
Credit
hours
Lecture
hours
Skills lab
Clinical
hours
Simulation
Hours
73
720
158
861
106
TOTAL
TOTAL FOR BSN PROGRAM:
Traditional BSN Track and Early Admission for High School Seniors: Cost of books is approximately $2,175.00 and
cost of uniforms is approximately $200. NCLEX fees of $300.00 are not included in the cost of tuition and fees. The
tuition rate per credit hour is $285. Fees are assigned based on semester in the course.
Students entering at sophomore level in Spring semester:
Spring
Fall
Spring
(Semester 1)
(Semester 2)
(Semester 3)
Credits =
13
Credits =
13
Credits =
Tuition =
$3,705.00
Tuition =
$3,705.00
Tuition =
Fees =
$615.00
Fees =
$745.00
Fees =
Total =
$4,320.00
Total =
$4,450.00
Total =
14
$3,990.00
$325.00
$4,315.00
Summer
(Semester 4)
Credits =
Tuition =
Fees =
Total =
13
$3,705.00
$955.00
$4,660.00
6
$1,710.00
$0.00
$1,710.00
Fall
(Semester 5)
Credits =
Tuition =
Fees =
Total =
14
$3,990.00
$715.00
$4,705.00
Spring
(Semester 6)
Credits =
Tuition =
Fees =
Total =
Total Tuition and Fees is $24,160.00 for 73 credits.
47
RN TO BSN PROGRAM (50 minute class hours)
Summer
NUR 214
Health Assessment
TOTAL
4
45
43
0
2
4
45
43
0
2
Senior Year - Fall
NUR 100
Nursing Informatics
2
30
0
0
0
NUR200
Environment
3
45
0
0
0
NUR 215
Pathophysiology
4
60
0
0
0
NUR310
Orientation
1
15
0
0
0
NUR 324
Nursing Theory
3
45
0
0
0
13
195
0
0
0
TOTAL
NUR 321
Community Nursing
3
45
0
0
0
NUR325
Community Nursing
Practicum
1
0
0
45
0
NUR 409
Nursing Research
3
45
0
0
0
NUR 415
Nursing
2
30
0
0
0
9
120
0
45
0
Credit
hours
Lecture
hours
Skills lab
Clinical
hours
Simulation
Hours
26
360
43
45
2
TOTAL
TOTAL FOR RN TO BSN PROGRAM:
RN to BSN Track Estimated cost of new books $1443, not included.
The cost of the RN to BSN program for non Sentara employees is $437 per credit hour. Fees are $45 per credit hour
for a total of $1,170 for the entire program.
48
Summer (Semester 1)
Credits – 4
Tuition = $1,748
Fees = $180
Total = $1,928
Fall (Semester 2)
Credits = 13
Tuition = $5,681
Fees = $585
Total = $6,266
Spring (Semester 3)
Credits = 9
Tuition = $3,933
Fees = $405
Total = $4,338
1
Credits 26
Tuition and Fees total =
$12,532.00
For Sentara employees only the cost of the RN to BSN program will be $285 per credit hour. Fees are $45 per credit
hour for a total of $1,170 for the entire program. The tuition and fees for the program are $8,490.
Summer
(Semester 1)
Credits – 4
Tuition = $1,140
Fees = $180
Total = $1,320
Fall
(Semester 2)
Credits = 13
Tuition = $3,705
Fees = $585
Total = $4,200
Spring
(Semester 3)
Credits = 9
Tuition = $2,565
Fees = $405
Total = $2,970
Credits 26
Tuition and Fees total =
$8,490
RN to BSN Track for Sentara employees only: Tuition and Fees is $8,490.
49
LPN to BSN PROGRAM (50 minute class hours)
Course Number
Course Name
Credit
hours
Lecture
hours
Skills lab
Clinical
hours
Simulation
Hours
Sophomore Year - Spring
NUR 200
Environment
3
45
0
0
0
NUR 214
Health Assessment
4
45
43
0
2
NUR 215
Pathophysiology
4
60
0
0
0
NUR 323
Transition Course
1
15
0
0
0
12
165
43
0
2
TOTAL
Junior Year - Fall
NUR 311
Concepts of Pharmacology
3
45
0
0
0
NUR 312
Medication Calculation &
Administration
1
15
0
0
0
NUR 313
Therapeutic Diets I
1
15
0
0
0
NUR 314
Gerontology Nursing
2
30
0
0
0
7
105
0
0
0
TOTAL
Junior Year - Spring
NUR 317
Adult Nursing I
5
75
0
0
0
NUR318
Adults I
5
0
20
181
24
NUR 319
1
15
0
0
0
NUR 324
Nursing Theory Online
3
45
0
0
0
14
135
20
181
24
TOTAL
Junior Year - Summer
NUR 321
Community Nursing
3
45
0
0
0
NUR 322
Community Nursing
Practicum
3
0
0
135
0
6
45
0
135
0
TOTAL
Senior Year – Fall
NUR 409
Nursing Research: Design
and Methodology
3
45
0
0
0
NUR 410
Adult Nursing II
5
75
0
0
0
NUR 411
Adult II
5
0
10
185
30
NUR 412
1
15
0
0
0
14
135
10
185
30
TOTAL
50
NUR 413
Maternal/Child Nursing
4
60
0
0
0
NUR 414
Clinical Management of
Maternal/Child
4
0
18
136
26
NUR 415
Nursing
2
30
0
0
0
NUR 416
Senior Clinical Preceptor
3
0
0
127
8
13
90
18
263
34
Credit
hours
Lecture
hours
Skills lab
Clinical
hours
Simulation
Hours
66
675
91
764
90
TOTAL
TOTAL FOR BSN PROGRAM:
Note: LPN to BSN Students are awarded 8 credit hours for advanced placement in lieu of NUR201, NUR315, and NUR
316.
LPN to BSN Track
Students entering at sophomore level in spring semester. Cost of books is approximately $2,175.00 and cost of
uniforms is approximately $200. NCLEX fees of $300.00 are not included in the cost of tuition and fees. The tuition
rate per credit hour is $285. Fees are based on semester in the course.
Spring
(Semester 1)
Credits =
Tuition =
Fees =
Total =
Summer
(Semester 4)
Credits =
Tuition =
Fees =
Total =
12
$3,420.00
$615.00
$4,035.00
Fall
(Semester 2)
Credits =
Tuition =
Fees =
Total =
6
$1,710.00
$0.00
$1,710.00
Fall
(Semester 5)
Credits =
Tuition =
Fees =
Total =
7
$1,995.00
$745.00
$2,740.00
Spring
(Semester 3)
Credits =
Tuition =
Fees =
Total =
14
$3,990.00
$325.00
$4,315.00
14
$3,990.00
$715.00
$4,705.00
Spring
(Semester 6)
Credits =
Tuition =
Fees =
Total =
13
$3,705.00
$955.00
$4,660.00
Total Tuition and Fees is $22,165.00 for 66 credits
51
52
SURGICAL TECHNOLOGY OVERVIEW
Philosophy:
The faculty believes that Surgical Technology is a profession in which its practitioners integrate caring with
the competencies of assessment, technical interventions, communication, critical thinking, management,
leadership, teaching and knowledge integration to provide peri-operative care to the surgical client.
Surgical Technology integrates the use of highly technical surgical instrumentation, equipment, and
procedures to promote optimal health outcomes to clients across the life span from diverse cultural, racial
and ethnic backgrounds and with diverse surgical needs in various healthcare settings. The profession,
through the cooperative efforts of its members, continues to evolve and promote effective standards of
practice and fiscal stewardship to promote health for clients. Surgical Technology is an essential discipline
that functions collaboratively with other disciplines to promote preferred health-related outcomes using
approved surgical protocols.
We believe that Surgical Technology education is most effectively implemented through a competencybased, interactive, dynamic and collaborative process of shared responsibility for teaching and learning.
Teaching is a facilitative process of selecting and structuring learning experiences designed to promote the
achievement of competency outcomes essential for contemporary practice. Learning is an interactive
process of acquiring the knowledge, skills, and values needed to achieve the required competency
outcomes and is most effectively accomplished through focused individual and group activities. Faculty
guides students to incorporate the principles of ethical behavior, to respect the rights, dignity, and cultural
diversity of others, and to demonstrate responsibility and accountability for professional practice and
personal growth. The curriculum is most effective when it promotes flexibility for learners with diverse
circumstances and needs, and holds them responsible for ongoing and progressive achievement of
competence for practice.
We further believe that graduates of the Surgical Technology Program are prepared at the beginning level to
be competent, self-directed, and accountable members of the profession and the healthcare team. Surgical
Technologists function effectively in the roles of caregiver, advocate, teacher and team member for clients
in the operating room. They are prepared to work collaboratively with clients and the healthcare team and
to provide essential information and assistance to achieve preferred health-related outcomes. Graduates
are responsible for ongoing professional development through continuing education to increase
competency in the ever-changing healthcare environment.
Program Goal:
To prepare competent entry-level surgical technologists in the cognitive (knowledge), psychomotor (skills),
and affective (behavior) learning domains.
Program Objectives:
At the completion of the Surgical Technology Program, the graduate will be able to:
53
1. Correlate the knowledge of the sciences to their role as a surgical technologist
2. Demonstrate safe practice and knowledge in the role of surgical technologist
3. Gain an understanding of the ethical, legal, moral and medial values related to the perioperative patient.
4. Correlate the elements and uses of medications, anesthetic agents used for the perioperative patient
during the surgical experience.
5. Demonstrate safe practice techniques in regards to perioperative routines, patient transport, transfer,
and positioning.
6. Demonstrate skill and knowledge during emergencies events in the perioperative setting.
7. Demonstrate and integrate principles of surgical asepsis
8. Apply knowledge of the biophysical and biopsychosocial care required of the perioperative patient.
9. Perform as a competent entry-level surgical technologist in the cognitive, psychomotor, and affective
learning domains.
Program Specific Prerequisites:
COLLEGE LEVEL:
COURSE NAME
Anatomy & Physiology I & II w/lab
Medical Terminology*
English Composition
Microbiology w/lab
Psychology
Math for Allied Health
CREDITS
5-8
3
3
4
3
3
(*Medical Terminology may be replaced with successfully completing a college level nursing course.)
PRIOR TO APPLICATION, APPLICANTS MUST:
Complete 14 credits to include two sciences and two other pre-requisites with a “C” or better.
Program Specific Advanced Placement - Credit by Transfer-External Transfer Students- Surgical Technology
Program (ABHES or CAAHEP Accredited Schools only)
This option is available to candidates who attended an accredited program but did not complete.
Candidates are required to:
• Meet all admissions requirements (including prerequisites) and complete admission
documentation;
• Submit a transcript from all previously attended Schools of Surgical Technology ;
• Submit a letter (at the discretion of the Admissions Committee/Program Official) from the
Director(s) of the previously attended Schools of Surgical Technology;
• Submit course descriptions, outlines and syllabi for evaluation of transfer of credit.
For a Surgical Technology course to be considered for credit:
• A grade of “C” or better must be obtained;
54
•
•
•
•
•
•
•
•
•
The hours for class and clinical experience must be similar to the corresponding course in our
Program;
It is recommended that the total class and clinical time be no less than ¾ of the time in the
corresponding course in our Program;
The course must be no older than 2 years for individuals who did not complete their previous
Program; cases will be evaluated on an individual basis for extenuating circumstances;
Students will be required to validate knowledge through competency exams to determine
placement;
Auditing of surgical technology courses may be required and placement in the Program will be
determined by the Admissions Committee and Program Official for Surgical Technology;
Transfer students may be required to complete an orientation to the College and the Hospital;
content for this orientation will be determined by the College/Hospital requirements and course
faculty; this orientation is done prior to the course being entered;
Students will be required to complete a program assessment exam as a condition of Program
completion;
Students who transfer into the College are required to sign an enrollment agreement;
Transfer students must attend a minimum of ST 201, ST 210, ST 301, and ST 310.
Program Start Dates: January of each year
55
CREDIT ANALYSIS AND CURRICULUM PLANS
ST 100
Total
Fundamentals of Surgical Practice
Course Number
Course Name
ST 101
ST 110
Foundations of Surgical
Technology
Foundations of Surgical
Technology Practicum
Total
12
12
Credit
Hours
105
105
Lecture
Hours
105
105
Skills Lab
Hours
120
120
5
105
0
0
7
0
48
177
12
Credit
Hours
105
Lecture
Hours
48
Skills Lab
Hours
177
Clinical Hours
Course Number
Course Name
ST201
Surgical Specialties I
4
60
0
0
ST210
Surgical Specialties I Practicum
8
0
0
360
12
60
0
360
Total
Clinical Hours
Course Number
Course Name
Credit
Hours
Lecture
Hours
Skills Lab
Hours
Clinical Hours
ST 301
Surgical Specialties II
5
75
0
0
ST 310
Surgical Specialties II Practicum
7
0
0
315
Total
12
75
0
315
Total for Program
48
345
153
972
15 class hours (lecture/theory) equals (1) credit
Clinical: 45 clinical (clinical/skills lab) hours equals one (1) credit
56
57
TUITION, FEES
Uniform costs are approximately $150. Books are approximately $288-393. Tuition is based on $285 per
credit hour. Fees are as stated below.
ST PROGRAM TUITION
Description
Semester I
Credits 12
Semester II
Credits 12
Semester III
Credits 12
Semester IV
Credits 12
Tuition
$3,420
$3,420
$3,420
$3,420
Supplemental Fees
$530
$230
$355
$750
Total
$3950
$3,650
$3,775
$4,170
$15,545
** Includes Registry
58
** Total
Program
48
Credits
SURGICAL CASE REQUIREMENTS
The following cases are required for program completion.
Surgical Specialty
General Surgery
Surgical Specialties:
Cardiac
Thoracic
ENT
Eye GU
Neuro
OB-GYN
Oral/Maxillofacial
Orthopedics
Peripheral vascular
Plastics
Procurement/Transplantation
Total # of
Cases
Required
Minimum # of
First Scrub Cases
Required
Maximum # of Second Scrub Cases
That Can be Applied Towards 140
Cases
50
30
20
90
60
30
Diagnostic Endoscopy:
Bronchoscopy
Colonoscopy
Cystoscopy
EGD ERCP
Esophagoscopy
Laryngoscopy
Panendoscopy
Sinuscopy
Ureteroscopy
10 diagnostic endoscopy cases may
be applied toward the second scrub
cases
Labor & Delivery
5 vaginal delivery cases may be
applied toward the second scrub
cases
Totals
140
90
59
50
ST TO CST ACCELERATED ALTERNATE
DELIVERY BRIDGE PROGRAM
(This program is available to Sentara employees only.)
Program Goal:
To expand the competency of surgical technologists in the cognitive (knowledge), psychomotor (skills), and
affective (behavior) learning domains.
Program Objectives:
At the completion of the Surgical Technology Program, the graduate will be able to:
1. Correlate the knowledge of the sciences to their role as a surgical technologist
2. Demonstrate safe practice and knowledge in the role of surgical technologist
3. Gain an understanding of the ethical, legal, moral and medial values related to the perioperative
patient.
4. Correlate the elements and uses of medications, anesthetic agents used for the perioperative
patient during the surgical experience.
5. Demonstrate safe practice techniques in regards to perioperative routines, patient transport,
transfer, and positioning.
6. Demonstrate skill and knowledge during emergencies events in the perioperative setting.
7. Demonstrate and integrate principles of surgical asepsis
8. Apply knowledge of the biophysical and biopsychosocial care required of the perioperative patient.
9. Perform as a competent entry-level surgical technologist in the cognitive, psychomotor, and
affective learning domains.
Program Specific Prerequisites
Anatomy & Physiology (no lab) 3-5 semester credits
Criteria For Acceptance:
All applicants must be Sentara employees.
Students eligible for acceptance into this Program must submit eligibility forms that document:
•
On the job training prior to March 1, 2000; OR
•
Education in surgical technology from a military program; OR
•
Graduated from a non- Commission on Accreditation of Allied Health Education Programs
(CAAHEP) or Accreditation of Health Education Schools (ABHES) program; AND
•
Document 120 surgical cases within the last two years.
Preadmission Testing:
None required.
•
ST to CST students are not required to obtain a drug screening or have a criminal history
screening.
Program Completion Criteria - in addition to the College graduation requirements, all students in the
60
Surgical Technology AAD Bridge Program must meet the following additional criteria:
•
•
•
•
Maintain a minimum course average of 78.
Receive approval of clinical portfolio.
Successfully complete each course, STB-121, STB-221, and STB-321 consecutively and each
must be completed within four months, in order to complete the program within the one year
required period of time.
Sit for the National Board of Surgical Technology and Surgical Assisting (NBSTSA) national
certification exam leading to the Certified Surgical Technologist (CST) credential, in order to
receive a transcript. Prior to program completion, the student will be requested to submit a
completed NBSTSA application to the program director. The cost of the exam is covered in
tuition and fees.
Session Start Dates: January and July
12-Month Program
Course Number
ST 101
Total
Course Name
Fundamentals of Surgery
Lecture
Hours
Skills Lab
Hours
Clinical Hours
Semester Credits
165
165
195
195
0
0
15
15
Lecture
Hours
60
60
Skills Lab
Hours
0
0
Clinical Hours
0
0
Semester Credits
4
4
Lecture
Hours
90
90
465
Skills Lab
Hours
0
0
195
Clinical Hours
630
630
630
Semester Credits
Course Number
Course Name
ST 201
Surgical Procedures I
Total
Course Number
Course Name
ST 301
Surgical Procedures II
Total
Total for Program
18
18
37
Program hours are calculated based on semester credits as follows:
Class:
15 class hours (lecture/theory) equals one (1) credit.
Clinical:
45 clinical (clinical/skills lab) hours equals one (1) credit.
Tuition, Fees, and Expenses:
STB-121
STB-221
STB-321
15
4
18
ST AAD
(Sentara
Employees only)
TOTAL
37 Credits
$2,590
Tuition = $600
Tuition =$ 600
Fees = $300
Tuition = $600
Fees = $490
61
(Includes Registry
Exam Fee)
CARE PARTNER COURSE
Philosophy:
The faculty believes that Care Partners are members of a discipline that combines the quality of caring with
technical interventions, communication, and knowledge integration to support the nurse in the delivery of
quality client care in an acute care setting. The discipline promotes assistance to nursing by direct,
delegated care to clients, with diverse healthcare needs, from diverse cultures and racial/ethnic
backgrounds, and by feedback that is used to evaluate interventions, make decisions, and manage care for
these clients. It is an essential discipline that functions collaboratively with other disciplines to promote
preferred health-related outcomes based on designated plans of care.
We believe that Care Partner education is most effectively implemented through a competency-based,
interactive, dynamic and collaborative process of shared responsibility for teaching and learning. Teaching
is a facilitative process of selecting and structuring learning experiences designed to promote the
achievement of competency outcomes essential to assist contemporary nursing practice. Learning is an
interactive process of acquiring the knowledge, skills, and values needed to achieve the required
competency outcomes and is most effectively accomplished through focused individual and group
activities. Faculty guides students to incorporate the principles of ethical behavior, to respect the rights,
dignity, and cultural diversity of others, and to demonstrate responsibility and accountability for practice
and personal growth.
We further believe that graduates of the Care Partner Course are prepared at the beginning level to be
competent, self-directed, and accountable members of the healthcare team consistent with the job
description. Care Partners implement selected functions delegated to them by a licensed nurse. They are
prepared to work collaboratively with clients and the healthcare team and to provide essential information
and assistance to achieve preferred health-related outcomes. Graduates are accountable and responsible
for initial competence and for their ongoing development of competence consistent with the evolving
changes in healthcare.
At the completion of the Care Partner Course, the graduate will be able to:
1.
Perform safe, competent, assistive care to clients in the acute care setting, under the supervision of a
nurse (Assessment and Intervention).
2.
Use effective communication skills to interact with or on behalf of clients and members of the
healthcare team and to report essential data to designated staff (Communication).
3.
Integrate basic critical thinking skills to plan, implement and evaluate technical procedures and to
work effectively with other healthcare providers (Critical Thinking).
4.
Promote dignity and respect for clients and members of the healthcare team from diverse
backgrounds by implementing ethical, legal and culturally sensitive interactions (Human Caring and
Relationship Behaviors).
62
.
5.
Organize assignments using problem-solving skills to effectively and efficiently meet the needs of the
clients (Management).
6.
Work responsibly with others to promote teamwork and continued competence to meet the needs of
hospitalized clients (Leadership).
7.
Integrate basic teaching learning methods and technologies to promote client care, team
performance and continued development of own technical competence (Teaching).
8.
Integrate basic knowledge of healthcare technologies, relevant sciences and technical skills into care
provided to hospitalized clients (Knowledge Integration).
Care Partner Course Start Dates: August and October 2012 and January, March and May 2013
Tuition, Fees & Expenses:
•
•
•
Tuition is $1,050.00 and a payment plan is available.
Uniform costs are approximately $125.
Book costs are approximately $75.
CP CURRICULUM PLAN
8- 10 Week Course (6-8 hours/day, 4-5 days/week)
Course
Lecture
Number
Hours
Course
Course Name
Care Partners and
Care
the Healthcare
CP 100
60
Partner
Setting
63
Skills Lab
Hours
Clinical
Hours
Semester
Credits
45
90
7
64
CENTRAL STERILE SUPPLY TECHNICIAN
COURSE
Philosophy:
The faculty believes that Central Sterile Supply Technician is a profession in which its practitioners
integrate caring with the competencies of technical interventions, communication, critical thinking,
management, leadership, teaching, and knowledge integration to provide the client and facilities end-user
with equipment prepared with the highest degree of quality. Central Sterile Supply Technicians integrate
the use of highly technical surgical instrumentation, equipment, supplies, and quality control measures to
promote optimal health outcomes to clients across the life span. The profession, through the cooperative
efforts of its members, continues to evolve and promote effective standards of practice and fiscal
stewardship to promote health for client and facilities end-users. Central Sterile Supply Technician is an
essential discipline that functions collaboratively with other disciplines to promote preferred healthrelated outcomes using approved and federally regulated protocols.
We believe that Central Sterile Supply education is most effectively implemented through a competencybased interactive, dynamic and collaborative process of shared responsibility for teaching and learning.
Teaching is a facilitative process of selecting and structuring learning experiences designed to promote
the achievement of competency outcomes essential for contemporary practice. Learning is an interactive
process of acquiring the knowledge, skills, and values needed to achieve the required competently
outcomes and is most effectively accomplished through focused individual and group activities. Faculty
guides students to incorporate the principles of ethical behavior, to respect the rights, dignity, and
cultural diversity of others, and to demonstrate responsibility and accountability for professional practice
and personal growth. The curriculum is most effective when it promotes flexibility for learners with
diverse circumstances and needs, and holds them responsible for ongoing and progressive achievement
of competence for practice.
We further believe that graduates of the Central Sterile Supply Technician course are prepared as entrylevel technicians to be competent, self-directed, and accountable members of the profession and the
healthcare team. Central Sterile Supply Technicians function effectively in the roles of advocate and team
member for clients throughout their hospital experience.
Graduates are responsible for ongoing
professional development through continuing education to increase competency in the ever-changing
healthcare environment.
At the completion of the Central Sterile Supply Technician Course, the graduate will be able to:
1. Implement competent technical skills to support the client and facilities end-user in providing
equipment and supplies prepared and selected with a high degree of competency. (Assessment and
Intervention)
2. Use effective communication skills to interact with or on behalf of clients and members of the
healthcare team. (Communication)
3. Integrate basic critical thinking skills to plan and implement processes to ensure a quality end
product, and to work effectively with other healthcare providers. (Critical Thinking)
65
4. Provide dignity and respect for all clients and members of the healthcare team from diverse
backgrounds by implementing ethical, legal, and culturally sensitive interactions (Human Caring and
Relationship Behaviors)
5. Organize assignments using fine motor skills and problem-solving techniques effectively and
efficiently, to meet the technical needs of clients and facilities end-users. (Management)
6. Implement a work ethic that promotes teamwork, professional standards and ongoing achievement
of competence required for the practice of self and coworkers (Leadership)
7. Integrate basic teaching and learning methods and technologies to provide team performance and
continued development of own technical competence. (Teaching)
8. Integrate basic knowledge of healthcare technologies and relevant sciences to provide delivery of
high quality end product. (Knowledge Integration)
Course dates and seats are determined by employment needs in Sentara Healthcare.
Central Sterile Supply Technician Course Start Dates: September 4, 2012 and September 3, 2013 – subject to
change
Tuition, Fees & Expenses:
•
Tuition is $1,905.00 and a payment plan is available.
•
Initial membership fees to IAHCSMM are included in the tuition and paid directly to the society by
SCOHS.
•
Uniform costs are approximately $125.00
•
Book costs are approximately $105.00.
CSST CURRICULUM PLAN
16-Week Course (6-8 hours/day, 5 days/week)
Course
Course
Course Name
Number
Central Service
CS-100
CSST
Supply Technician
Lecture
Hours
60
66
Skills Lab
Hours
Clinical
Hours
Semester
Credits
360
12
Essential
PHYSICAL & MENTAL REQUIREMENTS
Job Title: Sterile Processing Tech I
Job Code: 8100AC
Physical Demands
Continuous
Over 70 %
Standing
Frequent
40%-69%
Occasional
15%-39%
X
Walking
X
Climbing
X
Bending
X
Crouching
X
Pushing/Pulling
X
Carrying
X
Lifting/Lowering
Rarely
Up to 15%
1-15 lbs
15-30 lbs
X
30-50 lbs.
Over 50 lbs
Fine Hand/Eye Coordination
X
Color Discrimination
X
Hearing Acuity
X
Mental Demands
Continuous
Over 70 %
Concentration on Detail
X
Attention Span of 1+ hours on a task
X
Ability to Remember multiple tasks
X
Oral Communication
X
Written Communication
X
67
Frequent
40%-69%
Occasional
15%-39%
Rarely
Up to 15%
Continuous
Over 70 %
Working Conditions
Exposure to blood and body fluids
Frequent
40%-69%
Occasional
15%-39%
Rarely
Up to 15%
X
Exposure to toxins, cytoxins, poisons
X
Exposure to extreme heat, cold, temp fluctuations
X
Exposure to radiation
X
68
MONITOR SURVEILLANCE COURSE
Philosophy:
The faculty believes that Monitor Surveillance is a healthcare discipline in which its members integrate
caring, basic problem solving skills, and teamwork with the competencies of assessment, technical
intervention, communication, critical thinking, and knowledge integration needed to provide telemetry
support to hospitalized clients with cardiac dysrhythmias. Monitor Surveillance incorporates
electrocardiographic observation of clients, across the lifespan and with diverse cardiovascular healthcare
needs. It is an essential discipline that collaborates with nurses and persons in other disciplines to promote
preferred cardiac outcomes.
We believe that education of the Monitor Surveillance Technician is most effectively implemented through
a competency-based, interactive, dynamic, and collaborative process of shared responsibility for teaching
and learning. Teaching is a facilitative process of selecting and structuring learning experiences designed to
promote the achievement of competency outcomes essential for contemporary practice. Learning is an
interactive process of acquiring the knowledge, skills, and values needed to achieve the required
competency outcomes and is most effectively accomplished through focused individual and group
activities. Faculty guides students to incorporate the principles of ethical behavior, to respect the rights,
dignity, and cultural diversity of others, and to demonstrate responsibility and accountability for practice
and personal growth. The curriculum is most effective when it promotes flexibility for learners with diverse
circumstances and needs and holds them responsible for ongoing and progressive achievement of
competence for practice.
We further believe that graduates of the Monitor Surveillance Course are prepared at the beginning level
to be competent, caring, self-directed members of the healthcare team. They function in the roles of
consumer advocate, teacher and team member. They are prepared to work collaboratively with the
healthcare team to provide essential information and assistance to achieve preferred cardiac outcomes.
They are accountable and responsible for their initial competence as technicians and for their ongoing and
focused development of competence consistent with the evolving changes in healthcare and society.
At the completion of the Monitor Surveillance Course, the graduate will be able to:
1. Interpret various common heart rhythms (Assessment and Intervention).
2. Use effective communication skills to report and document changes in the client’s rhythm to other
members of the healthcare team (Communication).
3. Use basic problem solving skills to prioritize the notification of the nurse for a dysrhythmia (Critical
Thinking).
4. Respect the client’s privacy and maintain strict client confidentiality while monitoring the heart rhythm
(Humanistic Caring and Relationship Behaviors).
5. Organize assignments using problem-solving skills to effectively and efficiently meet the needs of clients
on telemetry (Management).
6. Collaborate with other members of the healthcare team regarding pertinent client-related data that
may affect rhythm changes (Leadership).
69
7. Participate in continuing education to maintain a level of knowledge required for monitoring the rhythm
of the client (Teaching).
8. Integrate knowledge of the effect of dysrhythmias on the client and of cardiac monitoring technology to
provide competent monitor surveillance (Knowledge Integration).
Course dates and seats are determined by employment needs in Sentara Healthcare.
COURSE START DATES: August 27, 2012 and January 14, 2013
TUITION, FEES & EXPENSES:
•
•
Total Tuition for 2012-2013 is $1,160.00 which includes the CRAT exam.
Book costs are approximately $100.
MS COURSE TUITION-2012-2013
Description
MS 100
Tuition for 2012
and 2013
MS 200
Total Course
$860
Tuition ($700.00)
Exam ($160.00)
$300
$1,160
MS CURRICULUM PLAN
12-Week Course
Course
Number
MS 100
MS 200
Course Name
Basic Rhythm
Analysis
Monitor
Surveillance
(6 weeks)
Lecture Hours
Skills Lab
Hours
Clinical Hours
Semester
Credits
36
90
0
4.4
36
0
144
5.6
70
71
NURSE AIDE COURSE
Philosophy
The faculty believes that Nurse Aides are members of a discipline that combines the quality of caring with
technical skills and communication to support nursing in the delivery of patient care in a long-term care
setting. Nurse Aides work under the supervision of nurses and provide hands-on care to clients such as
providing for activities of daily living, assisting with feeding and ambulating and performing various
procedures. They care for a variety of clients with varying healthcare needs, from various cultures and
racial/ethnic backgrounds. It is an essential role that functions to meet the needs of the elderly, chronically
ill and/or home-bound clients.
We believe that Nurse Aide Education is most effectively implemented through a competency-based,
interactive, dynamic and collaborative process of shared responsibility for teaching and learning. Teaching is
a facilitative process of selecting and structuring learning experiences designed to promote the achievement
of competency outcomes essential for contemporary nursing practice. Learning is an interactive process of
acquiring the knowledge, skills, and values needed to achieve the required competency outcomes and is
most effectively accomplished through focused individual and group activities. Faculty guides students to
incorporate the principles of ethical behavior, to respect the rights, dignity, and cultural diversity of others,
and to demonstrate responsibility and accountability for practice and personal growth.
We further believe that graduates of the Nurse Aide Education Course are prepared at the beginning level
to be competent, self-directed, and accountable members of the healthcare team consistent with the job
description. Nurse Aides implement selected functions delegated to them by a nurse. They are prepared to
work collaboratively with clients and the healthcare team. Graduates are accountable and responsible for
their own actions and initial competence.
At the completion of the Nurse Aide Education Course, the graduate will be able to:
1. Perform safe, competent, assistive care to residents in the long-term care setting under the supervision
of a nurse (Assessment and Intervention).
2. Use effective communication skills to provide information and interact with residents, staff, peers and
faculty (Communication).
3. Use basic reasoning and decision-making skills to promote the highest possible level of health for
residents (Critical Thinking).
4. Promote respect for residents based on caring, cooperative, ethical, legal and culturally sensitive
interactions (Humanistic Caring and Relationship Behaviors).
5. Organize care through efficient use of time (Management).
6. Participate as a productive member of the healthcare team (Leadership).
7. Explain procedures while performing care consistent with the clinical situation (Knowledge Integration).
Course dates and seats are determined by employment needs in Sentara Healthcare
72
NURSE AIDE COURSE START DATES: Start dates may be subject to change and are dependent upon the
need of Sentara Healthcare.
TUITION AND FEES:
• Tuition is $1050 and a payment plan is available.
• Uniform costs are approximately $125.
• Book costs are approximately $75.
NA CURRICULUM PLAN
7-Week Course (8 hours/day, 4-5 days/week)
Lecture
Hours
45
Course Name
NA 100: Nurse Aide Education
73
Skills Lab
Hours
47.5
Clinical
Hours
64.75
Total Clock
Hours
157.5
74
Congratulations! You’ve been accepted!
Now what?
CONTINGENCY REQUIREMENTS FOR ACCEPTANCE
Enrollment in the Sentara College of Health Sciences is contingent upon acceptable completion of the
following requirements:
Class Deposit:
A class deposit is due thirty days after notification of acceptance, for all Programs and Courses. This fee is
applied to the first semester’s tuition and is non-refundable. The amount of the class deposit is $50 for the
CP, CSST, MS, and NA Courses and $100 for the RN, CVT, and ST programs. Failure to pay the deposit on
time may result in forfeiting class seat. A student who pays the class deposit and does not enter the
Program or Course as planned will be considered as a “no show”, subsequently forfeiting the class deposit.
This student is eligible to reapply to a future class. An accepted student may rollover to the next
enrollment cycle one time without forfeiting the class deposit. The request to roll over must be made prior
to the last registration sessions for the accepted term.
Basic Life Support (BLS) Certification:
All applicants selected for admission must have current certification in BLS prior to the first day of class.
Classes to obtain this certification are offered by the Life Support Training Center, located at the Sentara
College of Health Sciences. Call 757-388-2656 for information on class schedules and fees. BLS training
may also be completed at any American Heart Association training facility. Documentation of current
certification in American Heart Association Basic Life Support (BLS) for Health Care Providers or American
Red Cross is required by the first day of class.
Care Partners are required to take AHA Heartsaver AED (BLS for Health Care Providers will be accepted as
well). Recertification is the student’s responsibility and must be through AHA. Students are not permitted
to attend clinical without documentation of current CPR certification.
Criminal History:
The Sentara College of Health Sciences requires that all applicants provide consent for a criminal history
check when signing the application and again on Registration day. The cost of these reports is included in
the administrative fees at time of application. The application form for Sentara College of Health Sciences
requires an applicant to disclose if he or she has been convicted of a crime other than a traffic violation in
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any state in the United States. The Sentara College of Health Sciences retains the right to revoke admission
to students who falsify their application by failing to disclose criminal convictions. A waiting period of one
year, from the date of application, is required before re-applying to a program in SCOHS. Sentara College
of Health Sciences reserves the right to deny or revoke admission based on criminal history, which may
include pending criminal charges. All applicants selected for admission must submit to a criminal history
and National Sex Offender background check. All acceptances are contingent upon the results of this
check.
Candidates with criminal records (other than traffic violations) should contact the Student Services
Department for more information prior to applying. Any applicant who discloses that they were convicted
of a crime other than traffic (ex: felony) on the application will immediately have a Criminal History
processed. The Assistant Dean of Student Services or designee will have the completed Criminal History
report reviewed by Human Resources. If after review, the applicant is deemed not hirable by Sentara
Healthcare or the applicant may not be able to receive a licensure or certification, the applicant may be
force withdrawn by the College.
The applicant will be provided with written notification that the criminal history/sex offender report may
prevent them from hire or from sitting for the State Board or Certification Exams. The hiring and/or
license/certification agency determines eligibility.
Note for students with a criminal history: graduation from Sentara College of Health Sciences does not
guarantee eligibility for hire, licensure or certification. The hiring and or licensure/certification agency
determines eligibility related to criminal histories.
The College reserves the right to obtain a criminal history on admitted students any time during the
duration of the Program or Course.
Drug Screening:
All applicants accepted for admission must submit to a urine drug screen except ST-AAD applicants.
Accepted students will be notified prior to the start of classes to report for this screening at a Lab Corp
facility. Sentara College of Health Sciences retains the right to immediately revoke admission to students if
the drug screen is positive (unsatisfactory drug screen) or if the applicant misses the deadline for screening.
Drug Screenings may be performed at any time during enrollment.
Health Screening:
All applicants selected for admission must complete an Initial Health Assessment form and provide
documentation that they have received all required immunizations by the first day of class. The student is
responsible for all costs associated with these requirements. Hepatitis B Vaccine or Signed Waiver:
Documentation of the first dose of Hepatitis B vaccine or a signed waiver is required prior to starting
classes. Hepatitis B vaccine is strongly recommended in all direct patient care areas.
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Effective 12-1-2012, all individuals who attend clinical in Sentara Healthcare facilities will be required to
obtain a flu shot-the only exemptions will be for documented medical or religious reasons. If the
exemption is accepted, then the individual will have to wear a mask the entire time they are in clinical. If
the student has a clinical requirement outside of Sentara Healthcare, the SCOHS cannot guarantee the
above allowances will be made.
The health and well-being of students are of vital importance to the Sentara College of Health Sciences.
Students are responsible for maintaining a current health file, which includes a completed health
assessment form and documentation of required immunization records. Students are not allowed on the
clinical unit until this file is complete. Sentara Healthcare and Sentara College of Health Sciences reserves
the right to require additional vaccinations /immunizations based upon clinical facility requirements. All
healthcare costs are the student’s responsibility and immunizations should be budgeted into the student’s
academic expenses.
Technical Standards:
Applicants must be able to perform all tasks necessary to meet the requirements of the Program or Course
for which they have applied. Mental and physical requirements are available in this catalog for review and
must be signed before the start of class. The College is committed to ensuring that all qualified individual
with disabilities have the opportunity to take part in the educational programs and services offered on an
equal basis. The goal is to provide this opportunity in a setting that fosters independence and meets the
guidelines of the Americans with Disabilities Act (ADA) and the Rehabilitation Act of 1973.
Registration and Orientation:
Mandatory registration and orientation for all programs and courses except for RN to BSN and ST AAD will
be held two months and one month, respectively, prior to the Program or Course start date. Orientation,
book requirements, uniforms and related paperwork are provided to all students prior to or at the
beginning of classes. Course orientation and hospital required training are incorporated into the Program
curriculum. All Distance Learning students are provided an additional orientation outlining course
expectations, technology concerns, etc. Orientation is required of all admitted students, including those
returning from Leave of Absence (LOA) and is conducted on or prior to the first day of class. Orientation is
offered at the Main and Distance Learning Site locations. Students in the Distance Learning Program will
receive the usual mandatory orientation that all other nursing students receive. In addition, they will
receive extra information that will provide them with an insight into the unique characteristics,
requirements and expectations for students at the distance learning site. On-line orientation to
Blackboard is also an additional orientation requirement that is offered directly before nursing online
courses.
Computer and Printer Requirements & Accessibility:
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All Programs and Courses require a computer and printer. High-speed Internet is strongly
recommended. Computer access is available on campus. Students are recommended to have access
from home. Printing services are available at the Chesapeake Campus and Distance Learning Site.
Hardware:
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A PC running a currently supported Microsoft Windows® Operating System or Mac OS X with the
operating system’s minimum requirements for processor, memory, and hard drive. See the Microsoft
Support Life Cycle (http://support.microsoft.com/gp/lifeselect) or Apple website (www.apple.com)
for minimum requirements.
At least 10.0 GB of free hard-drive space (additional space may be needed for multimedia files)
Recommended equipment: CD/DVD-RW drive, external storage (either hard drive or flash drive),
speakers and microphone. Wireless connectivity is recommended for mobile devices.
A Webcam is required.
Software:
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A Microsoft Windows® Operating System (XP, Vista, or Windows 7) or Mac OS 10.5 or more recent
version.
Microsoft Office 2007, Office for Mac 2008 or a more recent version
A current antivirus and antispyware application that is updated regularly
Internet Explorer 7.0, Safari 3.2, or Firefox 3.5 or a more recent version.
Adobe® Reader® 8.0 or a more recent version (free download)
Adobe® Flash Player 9.0 or a more recent version (free download)
Java JRE (Java 1.5) or a more recent version for PC (free download)
Java (J2SE 5.0) or a more recent version for Mac (free download)
NOTE: Sentara College of Health Sciences uses Blackboard Learn version 9.1. Students will need to
maintain personal computer systems to comply with Blackboard technical requirements.
Internet/Email:
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An Internet service provider (ISP)
An email address and account. NOTE: For all programs except the ST Bridge program will be issued a
Sentara WaveNet account for use within their courses
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FINANCIAL AID AND FINANCING YOUR EDUCATION
Policy Category Reference: Students
Approved by: Academic Affairs Council and Assistant Dean for Student Services
Origination Date: May 2009
Revision Dates: August 2010, June 2011, July 2012
1. The Sentara College of Health Sciences, owned and operated by Sentara Norfolk General
Hospital, offers a Financial Aid Program to assist students with limited financial resources in
obtaining an education.
2. The primary responsibility for meeting a student’s educational costs rests with the student
and his/her family.
3. Federal financial assistance is offered to eligible students in the Registered Nursing,
Cardiovascular Technology, and Surgical Technology Programs, and may consist of grants,
scholarships, federal and private loans. Applications and further information may be obtained
by contacting the Financial Aid Office. Federal Title IV funding is available to students at SCOHS
(that file a FAFSA). Funding may include Federal Pell Grant, Federal Subsidized Stafford Loans,
Federal Unsubsidized Stafford Loans, and Parent Plus Loans.
4. The College is approved to provide education and training to eligible Veterans and their
dependents through Veterans Administration.
5. Students who qualify for financial assistance must be in good standing with the College to
receive financial aid. Students are in good standing if they are not on any type of probation
resulting from a critical violation from the Code of Conduct policy. At the time a student is
given this violation, he/she becomes ineligible to receive aid for the succeeding semester.
Once the student is removed from this violation, his/her eligibility for financial aid is reinstated at the beginning of the next semester.
6. Federal Financial Aid payments are disbursed by the semester. All new SCOHS students
receiving direct loans are subject to a 30 day hold on disbursements. Financial aid
disbursements to students may be delayed if a student has any outstanding obligations to the
College (i.e. transcripts, health records, etc.).
7. First time SCOHS student loan recipients must complete Entrance Counseling before the
first disbursement of their loan can be released. Additionally, when a student loan
recipient graduates, withdraws, or ceases to be enrolled at least half-time, Exit
Counseling is required. The College will maintain records documenting notification to
students of Exit Counseling requirements.
8. A student who audits a course is not eligible to receive financial aid.
9. Students must report all scholarship awards to the Financial Aid Department and all funds
(Federal Loan and Scholarship) received must not exceed the student’s cost of attendance for
the award period.
10. A student attending less than half time status is not eligible to receive direct loans.
FINANCING YOUR EDUCATION
First Steps
The responsibility for meeting a student’s educational costs rests with the student and his/her family. The
Financial Aid Office at the Sentara College of Health Sciences exists to help students and their families
access other means to supplement their resources. The first step for students interested in applying for
financial aid should be to file the Free Application for Federal Student Aid (FAFSA). Our school code for
the FAFSA is 031065. Once the FAFSA has been filed and a need has been established financial aid may be
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offered, for those who qualify, through grants, scholarships and/or loans. The following benefits/aid
sources are available:
Veterans Administration Benefits: Available for all Programs and Courses.
If students served on Active Duty, they might be eligible for education benefits offered by the Department of
Veterans Affairs. For example, the Post-9/11 GI Bill provides financial support for educational and housing
expenses to individuals with at least 90 days of aggregate servicer after September 10,2001, or individuals
discharged with a service connected disability after 30 days. These persons must have received an honorable
discharge to be eligible for the Post-9/11 GI Bill.
If these persons are currently serving in the military, they may be eligible for funding offered through the
Department of Defense Tuition Assistance program. They are encouraged to check their eligibility status and
the amount for which they qualify with their Service prior to enrolling.
If they are the spouse or child of a service member who is serving on active duty Title 10 orders in the pay
grades of E1-E5, or W1-W2, they may be eligible for financial assistance from the Department of Defense for
education, training, and/or the occupational license and credentials necessary for a portable career.
If they are the spouse or child of a service member, they may be eligible for transfer of the service member’s
Post-9/11 GI Bill benefits to them.
Federal Financial Aid (Pell Grants, Stafford Loans): Available for CVT, BSN and ST Programs.
Scholarships: Available for any Program or Course (depends on source and criteria). The scholarships listed
in this catalog vary in their procedures, criteria and availability. Please contact the college’s financial Aid
office at 757.388.3015 or e-mail [email protected] or [email protected] for additional
information. Award amounts listed below are subject to change without notice. All scholarships are posted
through the Blackboard Learning System as soon as applications become available.
Alfred & Bessie James Trust Scholarship- A scholarship awarded to a junior or senior nursing student who
has completed at least one semester at Sentara College of Health Sciences and maintains a GPA of at least
2.5. One or more awards of $400.00 each will be made annually. Application dates and deadlines vary
throughout the academic year.
Ethel Hudgens Howren Scholarship - A non-need based scholarship established in 1987 by a family in
honor of their mother, a patient who had been cared for by several nursing students. The $850
scholarship is awarded annually to one junior or senior nursing student as chosen from by the Scholarship
Committee. Applications are posted in the fall semester and the recipient is notified in the spring.
Lettie Pate Whitehead Foundation – This Foundation is a charity dedicated to the support of Christian
women in need. The award amounts vary depending on the number of students applying and amount
received annually for this scholarship. Applications are offered periodically throughout the school year.
Margarette Hanes Old Nurse and Nurse Educational Fund Scholarship – A scholarship started in 1960 for
nursing students who have been long-time Hampton Roads residents and demonstrate financial need.
Awards vary depending on number of applicants and amount received annually. Applications are offered
during the fall semester only. Awards are announced no later than mid November.
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Mary Marshall Nursing Scholarship – Offered by Virginia Department of Health - VDH promotes and
protects the health of all Virginians. “Healthy People in Healthy Communities” is their mission statement
and they achieve this by demonstrating a range of public health programs to include scholarships. Awards
vary and applications are made available through Blackboard when open to new students.
Mary Peed Baker Scholarship – Mrs. Baker graduated from Norfolk Protestant Hospital School of
Nursing (now Sentara College of Health Sciences). She graduated in 1897, worked at SNGH, and then
served as an Army Nurse during the Spanish-American War. The scholarship is merit based. It is awarded
to one nursing student in the spring of their junior year and will cover the entire cost of tuition and fees for
the recipient’s senior fall and spring semesters.
Robert C. Ward, Sr. Scholarship – A scholarship started to remember the late Robert C. Ward, Sr., a
twenty-five year heart patient of Sentara Norfolk General Hospital. The scholarship is given yearly to one
nursing student who is a permanent resident of either Virginia or North Carolina and has a minimum GPA
of 3.0. The $2000 scholarship is usually awarded to a junior level nursing student and is renewable for the
senior year provided the minimum GPA is maintained. Applications are available early in the spring
semester unless the scholarship will be renewed for the upcoming year.
Sentara Employees only – RN to BSN Program - If a student becomes a Sentara employee, it is the
student’s responsibility to notify the college. The Sentara discount for the RN to BSN program will begin
the semester after notification. No adjustments will be made to tuition or fees charged to the student
prior to the time that the discount begins. The exact amount of the award will vary with any changes in
tuition and/or fees.
Virginia Beach Auxiliary Scholarships – The volunteer association at Sentara Virginia Beach General
Hospital offer 2 scholarships – one for nursing students and one for Allied Health students. The award is
$1,000 and applications are made available when open to new students.
Financial Aid applications and further information may be obtained by checking announcements on
Blackboard, contacting the Financial Aid Office via e-mail at [email protected] or (757) 388-3015 or
visit http://www.sentara.edu/students/financial_aid.shtml.
Student Accounts- [email protected]
For information regarding refunds in the case of withdrawal, dismissal, or LOA please refer to the Tuition,
Fees and Refund Policy.
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ACADEMIC ADVISEMENT –Revised 07/2012
Department of Allied Health
Academic advising is a joint relationship between the student and faculty. Program and Course Faculty in
the Department of Allied Health provide students with the information, counsel and support needed to
assist students in achieving their educational goals. The faculty will:
• Assist students in understanding course requirements, academic standards and clinical
requirements for the courses and programs in which they are enrolled.
• Answer questions related to College and Program/Course policies. Provide referral to appropriate
support services.
• Provide career counseling as appropriate.
The student will:
• Comply with course requirements, calendar deadlines and all policies and procedures.
• Observe all academic and clinical deadlines.
• Maintain an open line of communication with Faculty and Preceptors. Accept responsibility for
learning.
Students often have opportunity to consult with faculty to discuss academic issues on both a formal and
informal basis.
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ACADE MI C ADV I S I NG, DEPARTMENT OF NURSING
Policy category reference:
Approved by:
Origination date:
Revision/Review Dates:
Faculty
Academic Affairs Council, Department of Nursing
April 2011
Department of Nursing
The primary purpose of academic advising is to assist students in the development of meaningful educational plans.
Academic advising is a significant part of the College’s role in the total process of educating students. Advising is a
process that encompasses development and delivery of accurate, up-to-date information regarding career options,
educational programs, courses of instruction, resources and policies and procedures to aid students in pursuing their
educational goals. A key element of the advising process is the faculty advisor-student relationship. In this
relationship, a faculty member helps a student to select, plan and complete his/her educational goals in a helpful and
professional atmosphere.
Academic advising is an important part of Sentara College of Health Sciences (SCOHS), Department of Nursing (DON)
commitment to helping students attain their education goals. The advisor (faculty member) helps the student
coordinate his/her academic plan and can assist in helping the student to solve academically related concerns, either
through providing advice and direction or through referral to other individuals and campus resources. Both the
advisee and the advisor share the responsibility of being active participants in the advisement process. In an advising
relationship it is important to know where the responsibility of certain issues and decisions lie. At SCOHS, DON, the
ultimate responsibility for advising rests with the student. However, not all students will take the initiative nor do
they realize what their responsibilities are. Academic advising is a collaborative relationship between a student and
an academic advisor. The intent of this collaboration is to assist the student in developing meaningful educational
goals. Although many individuals on campus, including academic advisors, may assist the student in making decisions
and accomplishing goals, the academic advisor is granted formal authority by the College to approve the student’s
academic program of study and assist the student in progressing toward completing his/her degree. All faculty
involved in the delivery of the academic advising must adhere to the highest principles of ethical behavior. All faculty
must also ensure that privacy and confidentiality are maintained with respect to all communications and records are
protected under the law and appropriate statements of ethical practice. Information contained in the students’ education
records must not be disclosed without written consent except as allowed by relevant laws and college policies.
Academic advising is an integral part of undergraduate education. The goal of all academic advising is to help
students make responsible decisions as they develop educational plans compatible with their potential and with
their career and life goals. Advising is more than the sharing of information about academic courses and programs; it
includes encouraging students to formulate important questions about the nature and direction of their education
and working with them to find answers to those questions. Advisors confer with students about alternative course
schedules and other educational experiences, but students themselves are responsible for selecting their academic
program and making progress toward an academic degree. Although the academic advisor may assist the student
with decisions throughout his/her academic career, the student is responsible for making final decisions regarding
personal and educational goals. Students are ultimately responsible for satisfying all graduation requirements, so it is
vital that they take an active role in their academic planning. Faculty advisors are willing and able to facilitate that
planning, but completing the necessary steps is up to the student. All full time faculty assignments include
responsibility for academic advising.
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Note: A student must have written permission from the Program Director to register for 18 credits or more in a
given semester.
ACADEMIC ADVISING GOALS
• Promote student growth and development;
• Assist students in assessing their interests and abilities, examining their educational goals, making decisions
and developing short-term and long-term plans to meet their objectives;
• Discuss and clarify educational, career and life goals;
• Provide accurate and timely information and interpret institutional, general education and nursing degree
program requirements;
• Assist students to understand the educational context within which they are enrolled; Advise on the
selection of appropriate courses and other educational experiences;
• Clarify College and DON policies and procedures;
• Evaluate and monitor student academic progress and the impact on achievement of goals;
• Reinforce student self-direction and self-sufficiency;
• Direct students with educational, career or personal concerns, or skill/learning deficiencies to other
resources and programs on campus when necessary;
• Collect and distribute data about student needs, preferences and performance for use in DON decisions and
policy.
ADVISOR RESPONSIBILITIES
• Maintain regularly scheduled office hours for academic advising as needed throughout the semester;
• Use assessment information, high school course records, academic transcripts and other student data as a
means of identifying student’s strengths, potential problem areas, etc.;
• Know each student well enough to be aware of individual academic or educational needs and know how
these needs affect the student’s educational goals;
• Assist the student in the development of a course of study;
• Provide the student with information about alternatives, limitations and possible consequences of academic
decisions;
• Refer students to available college resources to meet individual needs;
• Maintain a record of adviser information. This information needs to include dates of appointments, any
academic difficulties, appropriate comments, etc.;
• Keep resource materials such as Student Handbook, academic and non-academic policies and procedures,
academic calendar and class schedules;
• Monitor and accurately document student’s progress toward meeting their goal;
• Assist students in working closely with their professors; Review degree requirements;
• Review transfer credit issues;
• Discuss courses for upcoming semester;
• Assist the student with determining practical and manageable academic loads;
• Document approved exceptions to the student’s academic program;
• It is important to map out an academic plan in an early meeting to determine what courses need to be
taken in sequence, as well as which courses are only offered once a year so the student does not miss the
opportunity to take a needed course;
• Monitor advisees’ academic progress and initiate contact with advisees who are failing to progress satisfactorily;
• Respect students’ individual needs and diversity;
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Inform students of the roles and responsibilities of the advisor/student relationship; Assist students to
independently monitor their progress toward achieving their educational goals;
Maintain professional integrity, confidentiality, respect and sensitivity in advising; Assist students with
transfer to other institutions.
STUDENT RESPONSIBILITIES
Advisors can help students understand fully all of their options and avoid needless mistakes, but only if they take the
initiative to seek their advice. The relationship between a student and his/her advisor is one of shared responsibility.
Though the student has ultimately responsible for the choices he/she make in college, the DON
realizes that in order to make informed decisions, he/she need the mentoring and advice of academic advisors.
His/her advisor is their primary resource regarding academic issues. If the students keeps him/her informed about
his/her concern, decisions, the advisor can assist in making decisions and helping students to successfully reaching
their academic goals.
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Be prepared for all scheduled advising sessions;
Be knowledgeable about college and Department of Nursing (DON) requirements, academic regulations,
calendar deadlines, schedule of classes and policies and procedures;
Consult with the advisor whenever appropriate and in a timely manner;
Maintain personal records of academic progress, including documentation of approved exceptions to stated
program requirements;
Present and candidly discuss factors such as employment, commuting distance and other circumstances
that might influence selection of classes and other academic planning;
Schedule and attend regular appointments with the advisor each semester; be an active participant in the
advising process;
Come prepared to each appointment with questions and appropriate materials; Keep a personal record of
your progress in meeting your academic goals;
Be knowledgeable about college and DON policies and procedures; Accept responsibility for decisions;
Keep advisor informed about things like needed change in schedule, academic problems;
Prepare in advance for academic meetings. Map out courses desired and need to take for the degree and
present this to the advisor;
Be aware of the prerequisites for each course that the students includes in the semester schedule and
prepared to discuss with the advisor how prerequisites will affect the sequencing of his/her courses;
Observe academic deadlines;
Understand academic performance standards, academic probation, academic dismissal and know GPA
requirements;
Inform advisor immediately whenever a serious problem (medical, financial, personal) disrupts the
students’ ability to attend classes or interferes with ability to focus on education and to perform his/her
best work.
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ACADEMIC ENVIRONMENT/ FACILITIES AND LIBRARY
Instructional
The Sentara College of Health Sciences offers a variety of classrooms, skills laboratories for simulated
clinical or client care activities, conference areas, and a lounge to meet educational needs. Classrooms are
equipped with audiovisual and teaching aids. The facility is accessible to students with disabilities.
As part of Sentara Healthcare, students are assured broad and varied clinical experiences. Students in all
Programs may participate in clinical activities at Sentara Norfolk General Hospital, Sentara Leigh Hospital,
Sentara Bayside Hospital, Sentara CarePlex Hospital, Sentara Virginia Beach General Hospital, Sentara Obici
Hospital, and Sentara Williamsburg Regional Medical Center.
In addition, the following facilities are utilized by the Programs:
• Cardiovascular Technology: Children’s Hospital of The King’s Daughters (CHKD); Hampton Roads area
hospitals.
• Nursing: CHKD; mental/public health facilities, Sentara long-term care facilities and a variety of other
community facilities.
• Surgical Technology: CHKD
Learning Resource Center
The Learning Resource Center (LRC) was established through the generosity of Mr. & Mrs. I.M. Baker, Jr. It
is equipped with computers, a copier/printer, and many educational software programs for computer-aided
instruction. Computer training is available for operation of the computers and word processing software,
MS Office 2007. A computer lab is also available at the Peninsula Higher Education Center.
Skills Labs
The Cardiovascular Technology Program has a lab, complete with equipment and supplies for practicing
invasive and hemodynamic monitoring and cardiac or vascular ultrasound throughout the Program. The
Surgical Technology Program has a simulated operating room lab, complete with prep area, trays and
selected equipment where students practice throughout the Program. The Care Partner and Nurse Aide
Education Courses and the Registered Nursing Program use skills labs, with simulated client care beds, for
practice and demonstration of competency in nursing skills. Bedside computers and TV/VCRs aid students
in practice throughout the Programs. Skills labs are available for Distance Learning Site students at Sentara
CarePlex Hospital.
LIBRARY SERVICES
Sentara Healthcare Library is located at Sentara College of Health Sciences Campus in Chesapeake. The
online catalog provides access to e-books (full-text books online) and e-journals. Assistance is available
for instruction on how to search using the Internet or databases available or at Sentara Libraries on
Wavenet. The librarian or library tech will be on site at designated hours each week.
Contact for Library: Suzanne Duncan, MSLS, pager 757.475.2057.
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Library e-Mail: [email protected]
Hours of operation: M-Th: 0800-2000. Fri: 0800-1200. Saturdays, Sundays and Holidays closed.
Materials: Materials follow the National Library of Medicine classification scheme. The library contains
approximately 4,000 books snd receives over 200 print journals, covering clinical and non-clinical specialty
areas. The library has over 100 multimedia materials and houses the Sentara history collection.
Reference Services: (Available in the library or via Health Sciences Library homepage on Wavenet)
Internet Databases: Available on any computer with Internet access. Include but not limited to:
PUBMED, MedlinePlus, ClinicalTrials.gov Toxnet, LocatorPlus, Clinical Alerts.
EBSCO Databases: (Available onsite, SCH, SBH, SLH, and SNGH or via Wavenet)
SmartImage, ATLA Religion Database, PsycEXTRA, Health Business, Biomedical Reference Collection,
DynaMed, Cochrane database of Systematic Reviews, Cochrane Controlled Trials Register, Psychology and
Behavioral Sciences, and Nursing and Allied Health Collection.
Ready Reference: provides assistance with short/quick health-related information needs.
Literature Searches: the Library Staff provides subject specific bibliographics using National Library of
Medicine databases and EBSCO Databases (see above).
Loansome Doc: is the document ordering capability of PUBMED. It allows the user to order articles from
a search through this library. SNGH offers different levels of this service depending upon your location.
Contact the library for more information.
Healthcare Circulation Policy: All employees and students of Sentara, EVMS, and CHKD may borrow
materials from the Health Sciences Library provided they have a library card.
Books: circulate 4 weeks, 1 renewal
Journals: limited circulation
Multimedia Materials: 2 weeks, 1 renewal
Overdue materials will incur fines.
Interlibrary Loans: Materials that the library does not own may be requested from other libraries. There
may be an associate cost.
Photocopying: A copier is available to make copies of library materials. Patrons are expected to follow
copyright guidelines. The cost is five cents ($.05) per copy.
Accessing the Library Via Wavenet: https://portal.sentara.com
Directions: Log onto Wavenet; Select Education link; Then click on Sentara Libraries under the Education
Sites bar in the right column; You can request materials, look at the online catalog, or search the libraries
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paid databases from here.
User Education: Tours and Orientations are available upon request and can be designed to meet your
specific needs
Cafeteria
There are only vending machines available at the college. However, when in the clinical environment,
meals may be purchased at Sentara Hospitals’ cafeterias at a 30% discount for employees and students. ID
badges must be worn to receive this discount. Vending machines are available in the hospitals and in the
Sentara College of Health Sciences student lounges on the Chesapeake Campus and Distance Learning Site.
The student lounges also have microwaves and refrigerators.
PARKING
Students assume all responsibility for transportation to and from the Sentara College of Health Sciences
and clinical sites. There is ample and free parking at the College. Students may purchase a parking card to
park at Sentara Norfolk General Hospital and parking at other Sentara facilities is free.
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CAMPUS SECURITY REPORT
The U.S. Department of Education requires that institutions of postsecondary education that participate in
the Federal student financial assistance Programs provide, as required by Section 485 (a) and (f) of the
Higher Education Act, the Secretary with campus crime statistics. This report covers crimes reported in or
around the College. See report at www.ope.ed.gov/security/
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CAREER AND EMPLOYMENT SERVICES
The College has a Placement Coordinator who will assist students with career advising and obtaining
employment as both a student and a graduate. This individual will coordinate hiring events and promote
relationships with local employers. The Sentara College of Health Sciences does not guarantee employment;
however, the College will assist students in obtaining employment in their field of study.
Prior to graduation students at the Chesapeake Campus and the Distance Learning Site are guided through
the Sentara Healthcare employment application process. Graduates are actively recruited for positions
within Sentara Healthcare; however, there is no obligation to work for Sentara. While most graduates
readily obtain positions, employment with Sentara is not guaranteed. Current job postings can be viewed
on the Internet at www.sentara.com/employment.
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COUNSELING
While each faculty provides academic counseling regarding theory and clinical achievement to students in
his/her courses, the Sentara College of Health Sciences also offers the services of a Student Assistance
Counselor to address personal or academic counseling issues. Strict confidentiality is maintained
throughout all counseling sessions unless permission to the contrary is authorized by the student. If
services are required outside the scope of the counselor’s practice area, the student is referred to other
appropriate agencies. Counseling is offered at the Chesapeake Campus and the Distance Learning Site.
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CREDIT HOUR DEFINITION AND STATUS
Credit Hour (the following does not apply to clinical, practicum, or skills labs)
All college degree granting programs at the Sentara College of Health Sciences (SCOHS) use the credit
hour as the basic unit of measure for college credit. SCOHS defines the credit hour as the amount of work
represented by a course’s learning outcomes and verified by evidence of student achievement. The credit
hour is equivalent to no less than one hour (60 minutes) of classroom or direct faculty instruction and a
minimum of two hours of out-of-class student work each week for approximately fifteen weeks per
semester. Courses at SCOHS can be anywhere from one (1) to five (5) credit hours in length. This means
that for a one (1) credit hour course the student should invest the equivalent of one (1) hour per week in
formal instruction and two (2) hours of out-of-class work each week for approximately fifteen (15) weeks
in order to be successful in that course. A student taking a five (5) credit hour course would invest the
equivalent of five (5) hours per week in formal instruction and ten (10) hours of out-of-class work each
week for approximately fifteen (15) weeks in order to be successful in that course.
Academic Load
A normal course load for a full-time student at SCOHS during the spring or fall semester can be from
twelve (12) to fourteen (14) credit hours. Any load exceeding eighteen (18) credit hours must be
approved by the dean of the program in which the student has declared a major. A student taking twelve
(12) hours in one semester would be investing in twelve (12) hours of formal instruction and 24 hours of
out-of-class work for a total of 36 hours of work per week which is almost equivalent to a full time job.
Determination Of Credit Hours For A Course
Determining the number of credit hours for a course is done by the course faculty and approved by the
curriculum committee. The number of credit hours assigned to a course reflects the outcomes expected,
the amount of time spent in class, and the amount of out-of-class work expected for the class. When
determining the credit hours the faculty use a conversion factor of 60 minutes per credit hour.
Full-Time: A student is considered a full-time student if he/she is carrying twelve (12) or more credit
hours in one term/semester.
Three Quarter -Time: A student is considered a three quarter-time student if he/she is carrying nine to
eleven (9-11) credit hours in one term/semester.
Half-Time: A student is considered a half-time student if he/she is carrying six to eight (6-8) credit hours in
one term/semester.
Less Than Half Time: A student is considered a less than half-time student if he/she is carrying one to five
(1-5) credit hours in one term/semester.
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DRUG FREE ENVIRONMENT
The U.S. Department of Education's Drug Free Colleges and Communities Act requires that as a condition
of receiving any form of financial assistance under any Federal Program, an institution of higher education
must adopt and implement a program to prevent the unlawful possession, use or distribution of illicit
drugs and alcohol by students and employees. This policy includes the required components of that
program.
POLICY
Sentara Healthcare/Sentara College of Health Sciences students and employees are not to be involved
with the unlawful use, possession, sale, or transfer of illegal drugs or controlled substances, including
alcohol, in any manner which may impair their ability to perform assigned duties or otherwise adversely
impact the organization's business.
Sentara Healthcare/Sentara College of Health Sciences is committed to maintaining an environment that
is free of the influence of drugs. This policy covers all applicants, employees, students in College and
independent contractors who provide services for or through SHC.
All applicants accepted for admission must submit to a urine drug screen. Accepted students will be
notified prior to the start of classes to report for this screening at a Sentara facility. Sentara College of
Health Sciences retains the right to immediately revoke admission to students if the drug screen is
positive (unsatisfactory drug screen) or if the applicant misses the deadline for screening. Applicants who
have an unsatisfactory drug screen must wait one year to be considered for readmission. Drug Screenings
may be performed at any time during enrollment.
PROHIBITED ACTIVITIES
Any of the following constitutes a violation of the Drug-Free Environment policy and shall subject a
student to disciplinary action up to and including dismissal from the College.
• Using, selling, purchasing, transferring, possessing, manufacturing or storing an illegal drug or
drug paraphernalia or controlled substance;
• Attempting or assisting another to do so while engaged in an SHC sponsored activity on SHC
premises, in organization-owned, leased or rented vehicles or on SHC business, or while outside
of College if SHC determines that the activity adversely affects SHC regard or, reputation in the
business or local community;
• Reporting to work under the influence of an illegal drug or controlled substance or with such
present in the employee's system, improper use of a prescribed drug or in an impaired condition
as a result of being under the influence;
• Switching, adulterating or attempting to tamper with any sample submitted for testing or
otherwise interfering or attempting to interfere with the testing process;
• Failing to report for a drug test at an SHC designated collection site or when directed;
• Being arrested or convicted under any criminal drug statute under circumstances which SHC
determines adversely affect SHC regard or reputation in the community.
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ADMINISTRATION
Any student or employee who is convicted of violating any criminal drug statute in the College or
workplace must notify the Assistant Dean of Student Services and/or Dean within five (5) days of the
conviction. Within ten (10) days of receiving this notice from the student or employee or otherwise
learning of the conviction, the College will give notice of the conviction to the federal agency involved in
any applicable grant program.
Within 30 days after receiving such notice from a student or employee or otherwise learning of such a
conviction, the College will take the corrective action the College deems appropriate, up to and including
dismissal or termination. Such corrective action will be consistent with federal, state and local laws. As a
part of the action the College deems appropriate, the College may at its discretion, put the student or
employee on probation or suspension and or require them to successfully complete a chemical substance
abuse assistance or rehabilitation program at the student's or employee's own expense, or through the
College’s Student Assistance Program if eligible or through a health insurance program. The College may
take corrective action, up to and including dismissal, for failure to successfully complete such a program.
The College will cooperate in any process by which students may be required to certify, as a condition of
participating in the Pell Grant program, that they have not been convicted of drug-related offenses or that
they will not engage in unlawful activities involving controlled substances.
As set out more fully in the Drug Free Colleges and Communities Act and the Drug Free Workplace Act
and implementation regulations, if a student is convicted of violating a criminal drug statute, the court
may suspend the student's eligibility for Title IV financial aid. If the student is convicted three or more
times for drug distribution, he/she may become permanently ineligible to receive Title IV financial aid.
The College will notify the Financial Aid Representative if any student receiving Title IV financial aid is
determined to have violated a criminal drug statute. If the student is unsure as to whether he or she is
receiving financial aid, the College may directly verify financial aid information with the Financial Aid
Representative. The College will comply with all laws governing licensed medical personnel that may
require the College to report to the licensing authorities when licensed personnel may be involved in
substance abuse. Virginia Code Title 54.1 generally governs the licensing of medical personnel in Virginia.
In addition, the College will report any actual or suspected criminal activity to law enforcement officials
for possible prosecution.
INVESTIGATION AND CORRECTIVE ACTION
If students and employees exhibit behaviors that indicate the possibility of illegal or unauthorized
involvement with drugs or alcohol, the College will conduct the investigation, they deem appropriate to
determine whether corrective action is needed. The College maintains the discretion to take corrective
action they find appropriate under the particular circumstances. The investigative and corrective steps the
College may take are outlined in the Student handbook code of conduct policy.
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DRUG-FREE AWARENESS PROGRAM
The College's Drug - Free Awareness Program includes the following:
The College provides a review, at orientation and on an annual basis, to inform and remind students and
employees about the dangers of illegal and unauthorized involvement with drugs and alcohol in the
College. Students sign an acknowledgement form during orientation. Employees attend SHC corporate
orientation program and are provided a SCH Employee Handbook with all corporate policies.
The topics discussed are the categories of drugs, the health risks associated with particular drugs, and the
applicable legal sanctions under local, state and federal law for illegal involvement with drugs and alcohol.
These are summarized later in this handbook.
This annual review ensures that students and employees are informed and reminded regularly of the
College's policy, the expected standards of behavior, and the potential for corrective action for violations
of the policy.
The College makes every effort to inform and remind students about the availability of rehabilitation and
counseling services.
POLICY REVIEW
Students are provided the Drug Free Awareness program on entry into the program. The specific
information regarding drugs and alcohol is found later in this handbook as well. Students must sign and
submit a form that they have received the education and agree to abide by the policy. This form is
maintained in the student's active record.
Students and employees receive this information on a yearly basis and must acknowledge receipt of the
information. At least once a year, each student and employee at the College will be given a copy of this
policy (as it may be modified from time to time) during an educational session as indicated in the Drug
Free Awareness program.
The College will perform an annual review of this program for the purpose of determining its
effectiveness and implementing changes to ensure adherence and compliance to the policy and
consistent enforcement of sanctions.
The following is the drug policy for Sentara Healthcare and includes students within the College of Health
Sciences and can be found on Wavenet.
TESTING FOR REASONABLE SUSPICION:
• Urinalysis or other drug/alcohol screenings will be conducted on all covered by this policy whose
actions give rise to "reasonable suspicion" of being under the influence of a drug or alcohol or of
being a user of an illegal or controlled substance. Some examples of "reasonable suspicion" for
testing include, but are not limited to:
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o Observation of inappropriate behavior (i.e., slurred speech, poor coordination, irrational
behavior, hyperactivity, etc.) or performance and/or other problems in the College or
clinical site that might be caused by substance abuse.
o Credible information of illegal drug activity from a reliable source.
o Serious incident resulting in property damage or personal injury or where the supervisor
has reason to question the physical, mental, and emotional condition of the employee
involved.
o Instances where controlled substances are reported missing and the employee is a
suspect, or where illegal drugs are found in the possession of the employee, or in or on
personal property brought onto Sentara premises by the employee or otherwise while at
work. Testing may include an entire Department, Unit or Operating Center.
LEGAL DRUGS
It is the responsibility of the student who is taking legal drugs which may influence class/clinical
performance to notify his/her instructor/course coordinator. The student must ask the physician whether
use of a prescribed drug will affect College/clinical performance upon receiving a prescription. It is the
student's responsibility to obtain a written release prior to returning to College.
STUDENT ASSISTANCE PROGRAM
Sentara College of Health Sciences provides a Student Assistance Program (SAP) for the benefit of its
students. Students are encouraged to seek assistance from the SAP for substance abuse problems. The
SAP is a benefit providing short-term counseling at no cost to students. The College offers the service of a
full time Student Assistance Program Counselor to address personal counseling issues. Private sessions
are scheduled directly with the counselor, and are available in Chesapeake and Hampton locations. Strict
confidentiality is maintained throughout counseling sessions unless the student authorizes permission to
the contrary.
HEALTH RISKS
The Health Risks associated with the use of illicit drugs and alcohol are many. The following is just a
sampling of some of the health risks that are associated with the most commonly used drugs.
DRUG
Marijuana
(Pot, grass, weed, reefer, dope, Mary Jane,
Acapulco Gold)
Hashish (Hash)
EFFECT
Use of cannabis may impair or reduce shortterm memory and comprehension, altered
sense of time, and reduce ability to perform
tasks requiring concentration and
coordination, such as driving a car. Research
also shows that student do not retain
knowledge when they are ―high. Motivation
and cognition may be altered, making the
acquisition of new information difficult.
Marijuana can also produce paranoia and
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Nitrous oxide, amyl nitrate,
hlorohydrocarbons, hydrocarbons
Cocaine, Crack
psychosis. Because users often inhale the
unfiltered smoke deeply and then hold it in
their lungs as long as possible, marijuana is
damaging to the lungs and pulmonary system.
Marijuana smoke contains more cancercausing agents than tobacco.
Immediate negative effects of inhalants
include nausea, sneezing, coughing,
nosebleeds, fatigue, lack of coordination, and
loss of appetite. Solvents and aerosol sprays
also decrease the heart and respiratory rates,
and impair judgment.
Amyl and Butyl Nitrate cause rapid pulse,
headaches, and involuntary passing of urine
and feces. Long-term use may result in
hepatitis or brain hemorrhage. Deeply
inhaling the vapors, or using large amounts
over a short period of time, may result in
disorientation violent behavior,
unconsciousness, or death.
High concentration of inhalants can cause
suffocation by displacing the oxygen in the
lungs or by depressing the central nervous
system to the point that breathing stops.
Long-term use can cause weight loss, fatigue,
electrolyte imbalance, and muscle fatigue.
Repeated sniffing of concentrated vapors over
time can permanently damage the nervous
system.
Cocaine stimulates the central nervous
system. Its immediate effects include dilated
pupils and elevated blood pressure, heart
rate, respiratory rate, and body temperature.
Occasional use can cause a stuff or runny
nose, while chronic use can ulcerate the
mucus membrane of the nose. Injecting
cocaine with unsterile equipment can cause
AIDS, hepatitis, and other diseases.
Preparation of free-base, which involves the
use of volatile solvents, can result in death or
injury from fire or explosion. Cocaine can
produce psychological and physical
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Amphetamines
(Speed, uppers)
Methamphetamines
Barbiturates
(Nembutal, seconal, amytal tuinal)
Methaqualone
(Quaaludes, ludes, spoors)
Tranquilizers
(Valium, Librium, equanil, taking miltown,
serax, tranxene)
Hallucinogens
Phencyclidine (PCP)
Lysergic Acid Diethylamide (LSD), Mescaline,
Peyote, Psilocybin
dependence, a feeling that the user cannot
function without the drug. In addition,
tolerance develops rapidly.
Crack or free-base rock is extremely addictive,
and its effects are felt within 10 seconds.
Stimulants can cause increased heart and
respiratory rates, elevated blood pressure,
dilated pupils, and decreased appetite. In
addition, users may experience sweating,
headache, blurred vision, dizziness,
sleeplessness, and anxiety. Extremely high
doses can cause a rapid or irregular heartbeat,
tremors, loss of coordination, and even
physical collapse. In addition to the physical
effects, users report feeling restless. Higher
doses intensify the effects.
The effects of depressants are similar to those
of alcohol in many ways. Small amounts can
produce calmness and relaxed muscles, but
larger doses can cause slurred speech,
staggering gait, and altered perception. Very
large doses can cause respiratory depression,
coma, and death.
The use of depressants can cause both
physical and psychological dependence.
Regular use over time may result in tolerance
to the drug, leading the user to increase the
quantity consumed.
When regular users suddenly stop large doses,
they may develop withdrawal symptoms
ranging from restlessness, insomnia, and
anxiety to convulsions and death.
PCP produces behavioral alterations that are
multiple and dramatic. Because the drug
blocks pain receptors, violent PCP episodes
may result in self-inflected injuries. The
effects of PCP vary, but users frequently
report a sense of distance and estrangement.
Time and body movements are slowed down.
Muscular coordination worsens and senses
are dulled. Speech is clocked and incoherent.
Chronic users of PCP report persistent
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Narcotics
Heroin, Methadone, Codeine
Morphine, Meperidine, Opium
Designer Drugs
Phencyclidine (PCP)
Analogs of Amphetamines and
Methamphetamines (Ecxtasy, XTC, Adam
Essence)
Analogs of Phencyclidine (PCP, PCE, TCP)
memory problems and speech difficulties.
Some of these effects may last 6 months to a
year following a prolonged daily use. Mood
disorders - depression, anxiety, and violent
behavior - also occur. In later stages of chronic
use, users often exhibit paranoid and violent
behavior and experience hallucinations.
Lysergic Acid (LSD), mescaline, and Psilocybin
cause illusions and hallucinations. The physical
effects may include dilated pupils, elevated
body temperature, increased heart rate and
blood pressure, loss of appetite,
sleeplessness, and tremors.
Narcotics initially produce a euphoria that
often is followed by drowsiness, nausea, and
vomiting. Users also may experience
constricted pupils, watery eyes, and itching.
An overdose may produce slow and shallow
breathing, clammy skin, convulsions, coma,
and possibly death. Tolerance to narcotics
develops rapidly and dependence is likely.
The use of contaminated syringes may result
in diseases such as AIDS, endocarditis, and
hepatitis.
Addiction in pregnant women can lead to
premature, stillborn, or addicted infants who
experience severe withdrawal symptoms.
Illegal drugs are defined in terms of their
chemical formulas. To circumvent these legal
restrictions, underground chemists modify the
molecular structure of certain illegal drugs to
produce analogs known as designer drugs.
These drugs can be several hundred times
stronger than the drug they were designed to
imitate. The narcotic analogs can cause
symptoms as those seen in Parkinson’s
disease - uncontrollable tremors, drooling.
impaired speech, paralysis, and irreversible
brain damage.
Analogs of amphetamines and
Methamphetamines cause nausea, blurred
vision, chills or sweating, and faintness.
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Alcohol
Psychological effects include anxiety,
depression, and paranoia. As little as one dose
can cause brain damage.
The analogs of phencyclidine cause illusions,
hallucinations, and impaired perception.
Small amounts can produce calmness and
relaxed muscles, but somewhat larger doses
can cause slurred speech, staggering gait, and
altered perception.
Very large doses can cause respiratory
depression, coma, and death. The
combination of depressants and alcohol can
multiply the effects of the drug, thereby
multiplying the risks.
STATE AND FEDERAL PENALTIES FOR DRUG-RELATED CRIMES
Under state and federal law it is a crime to manufacture, sell, give, distribute, or even possess any
"controlled substance" with the intent to distribute or manufacture, except as may be legally dispensed
by pharmacists and prescribed by an M.D. The Virginia State Law penalties for this crime include terms of
imprisonment between one (1) and five (5) years and fines of up to $100,000. If the person has previous
drug convictions, he or she may be sentenced to a term in prison between five (5) years and life with fines
up to $100,000.
Federal law penalties for convictions involving hard drugs including heroin, cocaine, phencyclidine (PCP),
lysergic acid diethylamide (LSD), or large amounts of marijuana may subject the offender to a prison term
of between ten (10) years and life. If the controlled substance results in a death or serious bodily injury to
someone, the prison term is between twenty (20) years and life with fines of up to $4,000,000. If the
offender has a prior conviction, the prison term is between twenty (20) years and life. If death or serious
bodily injury results from the use of the controlled substance the term of imprisonment is life with a fine
of up to $8,000,000. If the offender has two or more prior convictions for felony drug offenses, this may
result in a mandatory term of life imprisonment without release and fines up to $8,000,000.
In addition, an offender with no prior convictions must submit to a minimum of five (5) years of
supervised release. If the offender has previously been convicted of drug related offenses, a minimum of
ten (10) years of supervised release will be imposed. Also, some federal offense convictions may result in
a sentence without probation and no parole eligibility during the entire term of imprisonment.
For convictions involving smaller amounts of drugs, a federal conviction may result in a prison term of
between five (5) and forty (40) years. This term will be increased to twenty (20) years to life if death or
serious bodily injury resulted in the use of the drug. Also, the court may impose a fine of up to
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$2,000,000. If the person has been previously convicted, the prison term will be between ten (10) years
and life. In certain circumstances, the prison term will be a minimum of life with fines up to $4,000,000.
Under federal law, a conviction involving a controlled substance in the least serious category will involve a
prison term of up to one (1) year and fines of up to $100,000. If a person has prior convictions, the prison
term will be up to two (2) years with fines of up to $200,000.
Under the Virginia State Law, a person who is convicted with respect to a controlled substance may
receive a jail term from twelve (12) months up to life imprisonment. The maximum fines will run between
$250,000 and $100,000.
Both the state and federal penalty for merely unlawfully possessing a controlled substance are not quite as
severe. Under federal law, depending on the classification of the controlled substance, fines may run from
a minimum of $1,000 up to $5,000. The federal term of prison, depending on the classification of the
controlled substance, will run from one (1) year to five (5) years.
Also under federal law, a person convicted may also be fined the reasonable costs of the investigation and
prosecution of the offense, including the cost of the prosecution of other offenses under federal law.
Under the Virginia State Law, the penalties for the possession of a controlled substance involve fines of up
to $2,500 to $5,000 with jail terms between thirty (30) days and twelve (12) months.
Any person convicted of selling or possessing drug paraphernalia with the intent to sell may be subject to
a jail term of up to twelve (12) months and a fine of up to $2,500, under Virginia State Law. In addition to
prison, fine, and supervised release, the law also provides for confiscation of the entire offender's
property bought with money earned in drug dealing.
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FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA)
Revised July 2012
FERPA is a Federal law that protects the privacy of student education records. Once a student reaches 18
years of age or attends a postsecondary institution, the student becomes an ―eligible student‖ and all
rights formerly given to the parents under FERPA transfer to the student.
Students have the following rights under this law:
•
•
•
•
•
Inspect and review education records within 45 days of the request
Request an amendment to their education records when they believe the records are inaccurate
or misleading. While the school is not required to amend the records, the school is required to
consider the request. If the school does not amend the records, then the student has the right to
a hearing. If the school still decides not to amend the record, the student has the right to insert a
statement in the record setting forth his or her views. Under FERPA, the amendment procedure
may not be used to challenge a grade, an opinion or a substantive decision made by the school
about an eligible student. If FERPA’s amendment procedures are not applicable to an eligible
student’s request for amendment of educational records, the school is not required under
FERPA to hold a hearing on the matter.
Under FERPA, the school may not generally disclose personally identifiable information from an
eligible student’s education record to a third party unless the eligible student has provided
written consent. There are a number of exceptions to this statement including:
o FERPA allows school officials to access personally identifiable information provided the
individual has a legitimate educational interest
o FERPA allows a school to disclose to another school personally identifiable
information if the student is seeking to enroll in the school requesting the
information
o FERPA permits disclosure of personally identifiable information when the
disclosure is in connection with financial aid for which the student has applied
or received.
FERPA allows for disclosure in connection with an audit or evaluation from a federal, state,
accreditation agencies, in connection with a crime of violence or to comply with a judicial order
or subpoena.
File complaints with the United States Department of Education concerning alleged failures by
the College to comply with FERPA.
Sentara College of Health Sciences defines school officials as Deans, Assistant Deans, Team
Coordinators, Program Directors/Coordinators, Faculty, Instructors, Administrative Staff , Health
Records Nurse, and Counselor. These individuals are allowed to review a student’s education record as
needed in order to fulfill his or her professional responsibility.
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FERPA allows disclosure of personally identifiable information without consent under certain
circumstances –examples include:
•
•
•
Disclosure to parents if a student violates federal, state or local law;
Disclosure to parents if a student under 21 year old (regardless of dependency status)
violates any rule related to use or possession of alcohol or a controlled substance;
The College may disclose personally identifiable information without consent to appropriate
parties in connection with a health or safety emergency.
FERPA also allows for disclosure of directory information, without consent, including student name,
address, email address, telephone listing, photograph, date and place of birth, field of study, dates of
attendance, degrees/awards and enrollment status. SCOHS student data such as student name,
program and email address are housed in the Sentara Corporate Directory. In Blackboard, students have
control over the personal information entered with the exception of name, email address and
program/course. Students wishing to restrict information released in the directory must notify college
administration by the end of the first week of class.
Annual notification of student rights under FERPA is accomplished by the annual update of the Student
Handbook. Students have continuous access to the Student Handbook through Blackboard and may
print one at any time for their own reference.
At registration, students will sign a release from as follows:
NOTIFICATION OF RELEASE OF INFORMATION
Sentara College of Health Sciences is a member of Sentara Healthcare. The College reserves the right to
forward pertinent information to Sentara managers and/or Sentara Human Resources as required or
requested which may include but is not limited to grades, GPAs, transcripts and student evaluations. This
information may affect the student’s employment with Sentara Healthcare. The College also reserves the
right to receive information from Sentara managers and/or Sentara Human Resources regarding conduct
if the student is also employed by Sentara Healthcare. This information may affect the student’s status in
the program.
Print Name Legibly
Date
Signature
Questions related to FERPA can be addressed by SCOHS administration or by
writing: Family Policy Compliance Office
U.S. Department of Education
400 Maryland Ave, SW Washington, DC 20202-8520
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STUDENT GOVERNANCE
Each department within the Sentara College of Health Sciences will have its own student
government. Program specific concerns will be addressed by the student government of the
associated program.
CVT: Each discipline of the Cardiovascular Technology programs elects a president, vice president, and
secretary. The elected representatives are expected to participate in the Student Services Committee
meetings, coordinate fund raisers, and serve as liaisons for the class.
ST: The Surgical Technology Program elects a President, Vice President and Secretary. The elected
representatives are expected to participate in the Student Services Committee meetings, coordinate
fund raisers, and serve as liaisons for the class.
In an effort to ensure that students have a voice and input into the program and services, volunteers
from each nursing class are solicited for the following committees: Nursing Faculty, Student Services,
Curriculum, Honor Council, and Admissions/Retention. In addition, student volunteers are solicited to
attend monthly faculty meetings for the purpose of giving and receiving information and for issue
resolution. The role of the student who serves on these committees is to solicit input from their peers on
student concerns/issues and bring those concerns, with possible suggestions, to the committee for
resolution or referral. After the meeting the representatives are expected to share the feedback with
their peers, either verbally, in writing or through discussion groups/chat.
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STUDENT SERVICES COMMITTEE
The College has a Student Services Committee as outlined below:
1.
Membership – includes the Team Coordinator for Student Services, Librarian, one faculty
member who serves as a class sponsor from DON and one student from every nursing level; at
least one faculty member from DOAH, class reps from CVT and ST and any students wishing to
attend.
2.
Functions –
a. Serve as liaison between students, faculty, and College administration for the purpose of:
i. providing input into the evaluation of student services.
ii. communicating ideas, issues, and concerns for resolution in relation to Student Services.
iii. provide input into the evaluation of the educational facilities available to students and
faculty (classrooms, skills lab, lounges, learning resource center etc.) and make
recommendations.
iv. provide input into the evaluation of library resources, services and facilities
b. Meetings will be scheduled during each semester
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STUDENT POLICIES
ACADEMIC LOAD AND CREDIT HOUR DEFINITION
Approved by: Academic Affairs
Origination Date: April 2012
All college degree granting programs at the Sentara College of Health Sciences (SCOHS) use the credit
hour as the basic unit of measure for college credit. SCOHS defines the credit hour as the amount of work
represented by a course’s learning outcomes and verified by evidence of student achievement. The credit
hour is equivalent to no less than one hour (50 minutes) of classroom or direct faculty instruction and a
minimum of two hours of out-of-class student work each week for approximately fifteen weeks per
semester. This means that for a one (1) credit hour course the student should invest the equivalent of
one (1) hour per week in formal instruction and two (2) hours of out-of-class work each week for
approximately fifteen (15) weeks in order to be successful in that course. A student taking a three (3)
credit hour course would invest the equivalent of three (3) hours per week in formal instruction and six
(6) hours of out-of-class work each week for approximately fifteen (15) weeks in order to be successful in
that course.
Determining the number of credit hours for a course is done by the course faculty and approved by the
respective curriculum committee. The number of credit hours assigned to a course reflects the outcomes
expected, the amount of time spent in class, and the amount of out-of-class work expected for the class.
When determining the credit hours the faculty use a conversion factor of 50 minutes per credit hour.
A normal course load for a full-time student at SCOHS during the spring or fall semester can be from
twelve (12) to seventeen (17) credit hours. For example, a student taking twelve (12) hours in one
semester would be investing in twelve (12) hours of formal instruction and 24 hours of out-of-class work
for a total of 36 hours of work per week which is almost equivalent to a full time job.
Any load exceeding eighteen (18) credit hours must be approved by the dean of the program in which the
student has declared a major. However, in order to be successful, a student must be able to attend all
classes and finish all homework, if that is not possible a student should not take a full time load.
Resources are available at the school to help the student achieve academic goals including: help with
time management, study techniques, tutoring, and counseling.
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ACADEMIC PROBATION
Approved by: Approved by: Academic Affairs Council, Department of Allied Health and Nursing
Revision Dates: Aug 2010, May 2011, February 2012, July 2012
Academic Probation is defined as having a GPA of less than 2.0 or not attaining a “C” in every course.
Students will remain on Academic Probation while they are repeating the course in which they failed.
Students on academic probation are ineligible for the Dean’s list regardless of GPA at the time of the
probation. The student cannot progress in any nursing or allied health program until the course is
repeated and successfully passed.
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AC CE S S TO SE CURE D AT A W E BS ITE S
Policy Category Reference:
Approved by:
Origination date:
Review/Revision date:
Student Services, Financial Aid
Academic Affairs Council
09/2011
This policy applies to all outside services requiring secure access in addition to Sentara’s
Statement of Responsibility and Confidentiality, Sentara’s Policy 105 – Employee’s Responsibility for
Compliance, and Sentara’s IT Security Policy. Such services may include, but are not limited to, the
National Student Loan Data System (NSLDS), the US Department of Education Common
Origination and Disbursement web site (COD), FAA Access to CPS online, and VAOnce.
The Dean/Assistant Dean of Student Services of Sentara College of Health Sciences will assign a
Primary Destination Point Administrator (PDPA) for the college. The PDPA will determine the
individual users whose jobs require access to the various secure websites (i.e. NSLDS). The PDPA will
then request a separate user ID for each of those employees who require access to a particular
system(s) in order to perform their jobs. Every employee will not necessarily have access to all
systems.
A separate user ID must be requested for each employee. The Dean/Assistant Dean is responsible for
ensuring that sufficient security policies and procedures are in place to safeguard all Federal Student
Aid Systems as well as other secure systems and the data contained within. The Dean/Assistant Dean
is responsible for ensuring that all employees are complying with all policies and procedures.
The PDPA will be responsible for applying for new individual access and for determining users who
are no longer employed or those whose jobs have changed such that access to the various secure
site(s) is no longer required. When access for a user is no longer required, the PDPA will request that
such access be terminated immediately.
The PDPA will monitor users’ access for any unauthorized activity. The PDPA will recertify the necessity
of online access for individuals on at least an annual basis.
At no time should access be granted to any user who is not an employee of the institution or to
an employee whose job does not require access to the secure site(s). Should this occur, the
employee who granted the unlawful access will be subject to disciplinary action as a Critical
Violation per the Employee Conduct Procedure Policy #301a.
The sharing of any user ID or passwords is a violation of the security policy and will subject the
violator(s) to disciplinary action. Such a violation is considered a Critical Violation per the Employee
Conduct Procedure Policy #301a and may result in termination. This violation will result in the
individual(s) involved losing access to the secure website indefinitely. Only the individual to whom a
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user ID and password are assigned can use that user ID to access the secure site. Each individual is
responsible for protecting his or her access data and the data within the secure site.
At no time should an individual be asked to provide their secure user ID and/or password to anyone.
This includes the employee’s supervisor or management. Individuals who are asked to provide their user ID
and/or password to anyone should report the violation to both the secure website and to the
appropriate authority within the college.
All users with access to any secure system of information will abide by the Rules of Behavior for that
secure system. All Rules of Behavior for each individual secure system supersede any rules of
behavior of the institution along with consequences for violations of such rules.
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AUDITING
Origination Date: July 2012
Students desiring to return to a program may request to audit a particular course. Auditing is a
registration status allowing students to attend a course without receiving academic credit. Audit credits
do not count toward full-time status, nor do audited courses count toward the determination of
continuous enrollment for catalog purposes. Registration for audit is at the course instructor/program
director/advisor’s discretion. At the time of approval for audit registration, the instructor and student will
agree upon the student’s level of participation in the class. Audited classes are not eligible for financial
aid. The fee for auditing the class is one-half of the tuition for the class and all of the supplemental fees.
The time for auditing a course does not count toward the maximum timeframe allotted to complete any
program in which the student may be enrolled.
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ADMINISTRATION AND STUDENT SUPPORT
Council Origination Date: May 2009
Revision Dates: July 2010, May 2011, July 2012
Student Support Services
Students are encouraged to use their advisors/faculty member/program director throughout the
program. Individual conferences are encouraged and scheduled directly with the advisors/faculty
member/program director. Students are encouraged to utilize them for support, guidance and direction
throughout the program.
Facilities and services concerns will be addressed by the Student Services Committee.
Student Services Committee
Student Services Committee:
1. Membership – includes the Team Coordinator for Student Services, Librarian, one faculty
member who serves as a class sponsor from DON and one student from every nursing level; at
least one faculty member from DOAH, class reps from CVT and ST and any students wishing to
attend.
2. Functions –
a. Serve as liaison between students, faculty, and College administration for the
purpose of:
i.
Providing input into the evaluation of student services.
ii.
Communicating ideas, issues, and concerns for resolution in relation to
Student Services.
iii.
Providing input into the evaluation of the educational facilities
available to students and faculty (classrooms, skills lab, lounges,
learning resource center etc.) and make recommendations.
iv.
provide input into the evaluation of library resources, services
and facilities
b. Meetings will be scheduled during each semester.
Student Support Personnel:
A. Recruiter - Recruits, interviews and counsels for all programs and courses.
B. Staff Assistants - Receive all incoming calls, mail brochures/catalogs and application packets to
prospective students; process applications; handle student records, grade reports and
transcripts; support for the Learning Resource Center.
C. Deans and Assistant Deans – Dean, College of Health Sciences; Dean, Registered Nursing Program;
Assistant Dean, Allied Health Programs; Assistant Dean, Student Services; – available to all
students.
D. Financial Aid Coordinators – Assists students with Financial Aid, scholarships and Veterans
Benefits.
E. Program Coordinator/Director - Available to students within a particular program. Conducts
exit interviews regarding withdrawal from class/school and leave-of-absence. These persons
work with employers and coordinate employment opportunities for students as well.
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F. Assistant Bursar - Works with the Sentara Finance Department and Financial Aid Coordinator on
student accounts, billing and collections.
G. Marketing Consultant – represents the College at community college and health care
career events and coordinates revision of all published materials such as brochures,
catalogs, etc.
H. College Counselor - The SCOHS offers a Student Assistance Program. Private sessions are
scheduled directly with the counselor. Strict confidentiality is maintained throughout all
counseling sessions unless the student authorizes permission. This person is available for
appointments at both Crossways and at the PHEC, by appointment
I. Faculty – Faculty are available as follows:
• On site for classes, skills labs and clinical experiences for which they are responsible
• By pager and/or cell phone for students who are assigned to a preceptor
• Posted weekly office hours either on site or on line
• By pager, voice mail and email when not on site
• By pager through student services. It is critical for students to page, voicemail or email
faculty when they need to meet with them
J. Assistant Dean, Institutional Effectiveness – ensures compliance with regulatory/accreditation
standards and manages institutional data.
K. Assistant Dean, Technology – oversees all college wide technologies and technical support
analyst.
L. Technical Support Analyst – provides IT technical support to students and faculty
M. Placement Coordinator– manages Student Services staff and serves as placement coordinator
for graduates, and coordinates on boarding of new students.
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APPEAL AND COMPLAINT PROCESS
Approved by: Approved by: Academic Affairs Council
Revision Dates: August 2010, January 2011, May 2011, July 2011
Purpose:
The appeal process is available to students to assist them in resolving problems or complaints. It may be
used by students to appeal a probation, suspension, or dismissal from the Program; or any perceived
infraction of the Student Bill of Rights. This may include the appeal of a final course grade only if the
student has reason to believe that the grade was unjustly awarded due to faculty prejudice or caprice.
Students who are a “no show” for any conference or hearing at any step in the process lose their right to
continue the appeal. Since this is a process between the student and the College, the student may not
bring parents, spouses, relatives, friends, legal representation or any other individuals to any conference
or hearing. The only exception to this is the committee hearing (see section on Committee Hearing)
where individuals with direct knowledge of the issues may be requested to attend.
The appeal process is not available to:
1. Challenge stated policies or procedures of the College or the clinical facility.
2. Appeal issues related to employment. Students who are employed within Sentara Healthcare
System (SHC) while enrolled in the College must use the SHC Employee Grievance Procedure for
employment issues.
3. Appeal clinical failure. Clinical evaluations and grades are NOT eligible for the appeal process.
Steps in the Appeal Process
1.
Informal Conference
Students are encouraged to discuss problems as they arise with their faculty and/or Program
Official. Students must try to resolve issues, including probation, suspension, and dismissal, in an
informal conference before they may proceed with the additional steps in the appeal process.
Students must make an appointment for an informal conference within five (5) working days of the
incident to meet with the faculty member/program official involved. The student must submit a
statement of appeal at least 2 days prior to the informal conference. The appeal statement must
be no more than one page and should address the basis for the appeal, additional information to
be considered and desired outcome. The informal conference is the only step in the appeal
process available to a student suspended or dismissed from the Program during or at the end of
the initial probationary period. It is also the only step available to students on initial probation.
The informal conference is the only step in the appeal process for students enrolled in CP, CSST,
NA and MS.
2.
Formal Conference
In the event the issues cannot be resolved in an informal conference, the student may ask for a
formal conference. The student must present a written request for a formal conference to the
Dean, College of Health Sciences, within five (5) working days from the date of the informal
conference. The Dean will make the decision on which member of the Academic Affairs Council
will hear the formal conference. That individual will hold a formal conference with the student
within five (5) working days of receiving the student's written request. During the formal
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conference the student and the faculty member or other individuals with knowledge of the issues
will have an opportunity to state their views. The student will be given or sent written notification
of the decision on the issues raised within five (5) working days of the formal conference. The
written notification will state the reasons for decision. The person hearing the formal conference
may also give the student oral notification at the same
time or before written notice is given or sent.
3.
Committee Hearing
In the event the issues cannot be resolved in the informal and formal conferences the
student may ask for a Committee hearing. The student must present a written request for a
Committee hearing to the Dean, College of Health Sciences within five (5) working days from
the notification of the outcome of the formal conference.
The Dean will designate the members of the committee (odd number), which at the Dean ’s
discretion may include representatives from hospital Administration, the Program's Advisory
Committee, a community representative, a Program Official from another College, students, and a
representative from SHC Human Resources. The Committee will hold its hearing within ten (10)
working days of the Dean’s receipt of the student's written request for a Committee hearing. At the
committee hearing the student and the faculty member or other individuals with direct knowledge
of the issues will have an opportunity to state their views.
The student does not have the right to have legal or other representation at the hearing, and does not
have the right to have the hearing recorded. After the hearing, the Committee will convene in private
and discuss the issues. The decision of this Committee is one of recommendation to the Dean. The
student will be given or sent written notification of the Dean’s decision on the issues raised within five (5)
working days of the hearing. The decision of the Dean will be final, binding, and not subject to any
further appeal.
The following outlines the Committee Hearing Procedures:
a. The Chair of the Committee (appointed by the Dean) presents the issue to the Committee for
discussion. No other persons are permitted to attend during this time.
b. All persons (instructors, students, staff, etc.) who have direct knowledge of the issue will be
invited to state his/her views before this Committee.
c. The Committee will then convene in private and discuss the issues.
d. A recommendation from this Committee is made by voting with every member having
one vote.
e. The recommendation will be shared with the Dean immediately.
f. The Dean will review all information and make a final decision. The decision of the Dean is
final, binding, and not subject to any further appeal.
The discussions of this Committee are confidential and will not be discussed with students,
faculty, staff, or administration other than as outlined above.
As a final step to the Appeals Policy, students may contact either of the following agencies to file a
complaint once the student has exhausted all of the steps in the College's appeals process.
State Council of Higher Education for Virginia (SCHEV)
101 N. 14th St.
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James Monroe Building
Richmond, VA 23219
1-866-5100746
OR
Accrediting Council for Independent Colleges and Schools (ACICS)
750 First Street NE, Suite 980
Washington, DC 20002-4223
1-804-2252600
In addition, students from the nursing program may file with:
CCNE Complaints Administrator‖
CCNE
One Dupont Circle, NW
Suite 530
Washington, DC 20036
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ATI CURRICULUM PLAN POLICY – DEPARTMENT OF NURSING
Approved by:
Origination Date:
Student
August 2010
April 2012
Definitions
ATI’s Comprehensive Assessment and Review Program (CARP) is a focused remediation resource that is threaded
throughout the nursing program. This comprehensive learning solution offers remediation on each test and ties
directly back to the NCLEX®. To address diverse learning styles, this program offers multiple remediation tools,
including traditional and reading materials, videos, practice assessments and Internet resources. The Comprehensive
Assessment and Review Program is also an academic measuring tool which identifies potential problems for early
student intervention. It also saves time for the student by offering individual remediation only where needed.
Program benefits include focused remediation and customized testing.
Policy Statement
1. ATI Practice Assessments, Proctored Assessments, Learning System tests and other review
materials will be scheduled throughout the BSN curriculum. See ATI Curriculum Alignment Plan for BSN
Program.
2. Practice Assessments may or may not be graded. That decision is up to the Faculty of the courses they
are assigned.
3. Proctored Assessments will be graded. Earned values on the Proctored Assessments will be based on
ATI’s ratings of 3, 2, 1, 0.
a. If a student receives a 3 or 2 on a Proctored Assessment, Form B, points will be applied to the
student’s final exam score. A score of 3 will result in a maximum of 3 points being added to
the final exam score; a score of 2 will result in a maximum of 2 points being added to the final
exam score.
b. A score of 1 or 0 will result in 0 points being added.
c. The student who receives a 1 or 0 will:
i. meet with his/her advisor
ii. remediate for a minimum of 30 minutes
4. Faculty will have the freedom to schedule Review Modules and Learning system Tests within their
courses as they fit within the curriculum. Use of these valuable resources is strongly suggested.
Students will be required to take the non-proctored course assessment no later than two weeks before
the end of the course in which it is scheduled, for the course it corresponds with. Students will take the
proctored assessment at a time determined by the faculty member, following 80% completion of the
course content. Students who do not meet proficiency level II on the proctored assessment have the
option to participate in another non-proctored assessment and focused review once prior to the end of
the semester. The student will receive course credit based on our current practice of adding a point to
their final exams for a level of 2 or 3 proficiency score.
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ATTENDANCE – DEPARTMENT OF ALLIED HEALTH
Approved by: Approved by: Academic Affairs Council, Department of Allied Health
Origination Date: June 2010
Revision Dates: May 2011, April 2012, July 2012
Overview
Students shall attend and be on time for all scheduled course-related activities. All occurrences of
absence and
tardiness are tracked and documented for classroom, skills lab and clinical. Students must contact the
Program Coordinator/Faculty in the event of absence and/or tardiness. There may be additional
requirements for this in the syllabus (ie.contacting the unit or department to which the student is
assigned).
Students shall complete 90% of the total course and program hours. Time missed is cumulative
throughout a course or program. Serious unanticipated events that interfere with meeting any course
requirement must be documented and submitted to the Program Coordinator/Faculty who will evaluate
course-related consequences on an individual basis. Excessive classroom and clinical tardiness or
absenteeism, as defined below, will be handled according to the Student Conduct Policy and may result
in failure/dismissal when class and/or course requirements are not met.
Definitions
Absence is defined as not present for scheduled class, skills lab or clinical activities or assignments and/or
leaving the assigned class, skills lab or clinical area without prior approval of the instructor, preceptor,
supervisor, and/or Program Coordinator/Director.
Online absence: The instructor sets the guidelines for attendance in the syllabus including nonattendance for tests. If the student does not follow the instructor’s attendance guidelines, then the
student is absent. The consequence of that absence is up to the individual instructor of the course,
however, when a student is absent for a test or final exam, a zero will be awarded unless other
arrangements have been made with the instructor.
Tardiness in the clinical unit or skills lab or in any assigned clinical experience is defined as not being
ready to perform assignment when the clinical experience is scheduled to begin.
Class tardiness is defined as not being in class when class
commences. Students will lose class or clinical time for any
episode of tardiness.
Class Absence:
1. The student is responsible for missed content and must makeup all missed assignments,
exercises and other activities on the first day of returning to class (or as scheduled by the
Program Coordinator/Faculty).
Any student absent on the day of a test, quiz, oral presentation or any other assignment must
make it up on the day of return unless other arrangements have been made with the instructor
prior to the scheduled activity.
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The student may be required to take alternate makeup tests, Competency Performance
Examinations
(CPEs), etc. if absent on the day of a scheduled evaluation.
2. Written work must be submitted on the due date. A penalty of five (5) points for each day late
(including weekends) will be deducted from the grade. Written work will not be accepted after
three (3) days (including weekends) from due date and will be given a grade of zero (0).
Clinical Absence:
1 Students shall attend ALL clinical experiences. This includes all clinical assignments, patient
care experiences, orientations, skills labs, field trips, standardized testing, observational
experiences, and other related learning experiences deemed "clinical" by the instructor(s) or
preceptor(s). Students are held accountable for meeting with the instructors of the course to
discuss options for remediation in order to ensure that they meet course requirements.
2. Students shall assume that there is no makeup time unless allowed by the Program
Coordinator/Faculty.
3. Any student who is not prepared for the clinical experience may be sent off the clinical
unit/area by the instructor/preceptor and will be considered as absent.
4. Written clinical assignments are to be submitted on the due date.
Graded clinical assignments - a penalty of five (5) points for each day late (including weekends)
will be deducted. Written work will not be accepted after three (3) days from due date and will
be given a grade of zero (0).
Ungraded clinical assignments – must be completed by the deadline or the assignment
will not be accepted. Consequences are outlined in the course syllabus.
5. At the end of the course, students who demonstrate weaknesses or inconsistencies in
their clinical performance may fail the course.
6. Students shall notify the designated person and clinical units of a scheduled or unscheduled
absence or tardiness from the assigned clinical area or course-related activity as soon as
possible, but not later than 30 minutes prior to the scheduled arrival time. This is required to
avoid unnecessary negative effects for patients, clinical staff, peers or classmates and the
program.
7. In the event of an emergency or unanticipated personal crisis, the student must notify the
designated person as soon as possible. The designated person may be the Program Director,
clinical instructor, preceptor or clinical unit staff. Care Partner and Nurse Aide students are
required to notify the instructor but should
NOT call the clinical unit.
8. Prolonged Absence: When an illness necessitates three (3) or more consecutive days of absence
or if the student is sent home with a communicable disease, that student is required to submit
to the instructor a note of explanation or verification from the Primary Care Provider upon
return to school. The Primary Care Provider must document any restrictions, if applicable. Also
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the Assistant Dean for Student Services must be notified by faculty of an absence 3 days or more
to determine if there are any financial aid implications.
Steps in the Disciplinary Process for Attendance
1. When the student is at or near 5% absence the student will receive a counseling.
2. Any subsequent absence or tardiness will result in progression through the disciplinary process.
3. If a student exceeds 10% absence, the student may be dismissed from the program/course.
Tardiness – Care Partner Course (Class, Clinical, Skills Labs)
Three episodes of tardiness will result in a written warning. Time will be recorded and will count towards
10%. Any additional episodes of absence or tardiness will result in progression through the disciplinary
process.
This policy is subject to change at the discretion of the Program Official.
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ATTENDANCE DEPARTMENT OF NURSING
Approved by: Approved by: Academic Affairs Council, Department of Nursing
Revision Dates: November 2009, February 2010, July 2010, August 2011, January 2012, April 2012
Overview
Students are expected to attend and be on time for all scheduled course-related activities and are
responsible for the consequences of absence. All occurrences of absence and tardiness are tracked and
documented for classroom and clinical. Excessive classroom and clinical tardiness or absenteeism, as
defined below, will be handled according to the Student Conduct Policy and may result in failure of the
course when course requirements are not met.
Definitions
Absence is defined as not present for scheduled class or clinical activities Occurrence is defined as a single
day or any uninterrupted period of absence, regardless of the number of days Tardiness is defined as not
being present when the class or clinical begins
Class/Clinical/Online
1. Class Absence
a. Any student absent on the day of a test, quiz, oral presentation, project, etc. must notify the
instructor prior to the absence and must make up the test, quiz, oral presentation, project, etc. on
the day of return unless other arrangements have been made with the instructor. Failure to do so
will result in the student receiving a grade of zero.
2. Clinical Absence
a. Absence: Because all scheduled clinical experiences are required and necessary in order to
achieve designated course objectives, students must provide evidence that course objectives are
met by the end of the semester. The student who misses any clinical experience will be given an
assignment that will afford them the equivalent experience they would have had if they had
attended clinical, in order to facilitate meeting of course objectives. The Clinical Instructor, in
collaboration with the Course Coordinator, will determine the appropriate assignment based on
the student’s needs. All clinical absences, even when alternate assignments are provided to meet
course objectives, will be tracked for trending purposes.
b. Excessive absence from the clinical experiences is defined as a maximum of two clinical days
per semester. Only one of the two clinical absences can be in alternate clinical experiences (ie.
Psychiatric nursing, simulation, gerontology). Excessive absence from the clinical experiences is
considered to be a serious violation of the Code of Conduct, which can lead to written warning,
probation, suspension, or dismissal from the program.
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c. Three (3) occurrences of clinical tardiness will result in a written warning. Any additional
occurrences of tardiness may result in probation and/or dismissal.
3. Online absence:
a. In an online course, the instructor sets the guidelines for attendance in the syllabus, including
non-attendance for tests. If the student does not follow the instructor’s attendance guidelines,
then the student is absent. The consequence of that absence is up to the individual instructor of
the online course; however, when a student is absent for a test or final exam, a zero will be
awarded unless other arrangements have been made with the instructor prior to the absence.
4. Notification of Absences or Tardiness from Class and/or Clinical
a. Students who encounter a serious event that prevents them from successfully meeting course
requirements must submit written explanation to the instructor who will determine course
related consequences on an individual basis.
b. If an absence extends beyond one scheduled day, the student is required to request an
extension (as necessary).
c. When an illness necessitates three (3) or more consecutive days of absence or if the student is
sent home with a communicable disease, that student is required to submit to the instructor a
note of explanation or verification from the Primary Care Provider upon return to school. The
Primary Care Provider must document any restrictions, if applicable.
d. In addition to the clinical instructor, the student is responsible for notifying, as soon as possible,
the designated clinical staff person on the assigned unit and/or the preceptor of any absence,
scheduled or unscheduled, or tardiness.
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CLINICAL EVALUATION POLICY – DEPARTMENT OF ALLIED HEALTH
Policy Category Reference: Allied Health Students, Allied Health Faculty
Approved by: Academic Affairs, Department of Allied Health
Origination date: 2009 (as part of
Grading Policy) Revision date: April
2012, July 2012
Each course and program has expected clinical outcomes. Evaluation methods are specific to the
course/program. Methods of clinical evaluation include clinical outcomes and/or CPEs.
Clinical Outcomes
•
•
•
Students are responsible for identifying their strengths and learning needs in the clinical setting
and working with an instructor/preceptor to meet learning needs. Self-evaluation and clinical
feedback are shared between student and instructor/preceptor, both verbally and in writing, on a
regular basis. The purpose of clinical feedback is to validate identified strengths and learning
needs and build self confidence by affirming satisfactory progress toward achieving clinical
requirements.
In each clinical course, the student will receive evaluations/feedback which identifies the degree to
which that student is meeting the course outcomes and summarizes student strengths and learning
needs. Students are expected to demonstrate improvement based upon the feedback. Failure to
show improvement will be handled according to the Student Conduct policy. Failure to meet course
outcomes will result in failure of the course.
Students in ST and CVT have mid-semester evaluations as follows:
CVT – mid-semester evaluations occur in 110, 210 and 310
ST – mid-semester evaluations occur in 210.
Competency Performance Examinations (CPE)
•
•
•
A CPE is comprised of a number of critical elements, which define the level of performance to be
competent in that skill. 100% of the critical elements must be met to pass the CPE. The student
must meet the program/course standards and pass the CPE. Failure to meet the standard of one
CPE will result in an Incomplete for the course (see policy on progression). Failure to meet the
standard of additional CPEs will result in failure of the course;
The standard for CVT and ST is a total of 2 attempts;
The standard for CP and NA is a total of 2 attempts with an opportunity to test a 3rd time at the
discretion of the Clinical Faculty and Program Coordinator if the student’s performance has been
consistently strong. The student will NOT be granted a 3rd CPE opportunity if a pattern of
•
inconsistent performance has been identified throughout the course and the student has not
demonstrated improvement in the areas of weakness;
Once a student has successfully met the standard for a given CPE in a course, he/she is expected
to sustain that competency throughout succeeding courses in the program. If, at any time, the
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student fails to sustain the competency, he/she will be redirected to a practice setting for
remediation in order to validate the competency again. If, during a CPE, the student fails to
sustain the requirements previously tested in a CPE (and their critical elements), he/she fails
the CPE. Repeated failure to maintain competency will be handled according to the Student
Conduct policy.
The CSST course has the following requirements:
• Pass the instrument test
• Successful final clinical evaluation
• Complete total course hours as required by IAHCSMM
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CL I NI CAL EVALUAT ION PO L I CY, DEPARTMENT OF NURSING
Policy category reference: Nursing Faculty
Origination date: July 2009
Revision/Review Dates: March 2012
The Sentara College of Health Sciences BSN program has five clinical courses: NUR316: Fundamentals of Nursing
Practice, NUR318: Clinical Management of the Adult I, NUR411: Clinical Management of the Adult II, NUR414: Clinical
Management of Maternal/Child and NUR416: Senior Clinical Preceptor. The following describes the evaluation of
the student in NUR316, NUR318, NUR411, and NUR414. Student evaluation in NUR416: Senior Clinical Preceptor
will follow at the end of this policy.
Students are graded on four components in the clinical courses: Pre-conference participation, post-conference
participation, assignments, and clinical performance (60-70%). Clinical performance is graded using the following
rating code:
4 = Functions independently without supporting cues.
3 = Functions with supervision, requiring occasional supporting cues.
2 = Functions with assistance, requiring minimal verbal and minimal physical directive cues.
1 = Functions dependently, requiring continuous verbal and physical cues.
0 = Does not meet objective, even after continuous verbal and physical cues.
PASS: Rating of C or above in each behavior in each category by mid-clinical and final evaluation
NO PASS: Rating of less than C in any behavior in each category by mid-clinical and final evaluation
A satisfactory (or Pass) nursing clinical evaluation must be achieved in each clinical nursing course in order to
progress. Clinical experience will be graded.
If the student receives an unsatisfactory (or No Pass) for the mid-term evaluation, appropriate interventions as
outlined in the Student Handbook are initiated.
All students receive the above information through the clinical course syllabus and are also given a paper copy of the
evaluation form by their clinical instructor.
Clinical evaluation of students consists of informal weekly evaluations and formal mid-clinical and final evaluations.
The faculty provide informal feedback, guiding and mentoring the student addressing strengths and weaknesses. At
mid-term and the end of the clinical course, the student is given a grade based on the rating code above.
NUR416: Senior Clinical Preceptor : In NUR416, the student is assigned to a clinical preceptor. The preceptor
evaluates the student the same as the faculty member has done throughout the program
with informal weekly evaluations. The clinical instructor is responsible, with input from the preceptor, to complete
the formal mid-clinical and final evaluations discussing strengths and areas for improvement. Students are graded on
weekly journals with evidence-based references and clinical performance.
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CODE OF CONDUCT
Approved by: Approved by: Academic Affairs Council, Department of Allied Health and Nursing
Revision Dates: August 2010, May 2011, August 2011
All conduct violations will be thoroughly investigated by faculty and program officials. The Student
Counseling Form will be used to document an incident and outcome.
The College reserves the right to forward pertinent information to Sentara managers and/or
Sentara Human Resources as required or requested without permission from the student. This
information may affect the student’s employment with Sentara Healthcare.
The College also reserves the right to receive information from Sentara managers and/or Sentara
Human Resources regarding conduct if the student is also employed by Sentara Healthcare. This
information may affect the student’s status in the College.
INITIAL PROBATION: (first 8 weeks of the program)
1.
At any time during the initial probationary period, a student can be terminated by the
Program Official after consultation with the program faculty and/or the Dean of the College
of Health Sciences for infractions of this policy. The student will be provided with written
notification of the termination within five (5) working days of the Program Official’s
decision. The written notification will state the reasons for the termination and the effective
date, which may be immediately.
2.
Students terminated during the initial probationary period may appeal by Informal
Conference only and are not eligible to progress to the other levels of the Appeal Process.
3.
Students will automatically continue in the Program after the initial probationary period
unless they have been provided with written notification of dismissal.
4.
Refunds are addressed in the Tuition and Fees Policy.
PROBATION:
1.
After the initial probationary period, students may be placed on probation at any time.
Probation may become effective immediately whether or not the student has received
notification of the probation.
2.
The student will be provided with written notification of the probation within five (5)
working days of the decision. The written notification will state the reasons for the
probation and the effective date, which may be immediately. The written notification may,
if appropriate, state the date on which the probation will end.
3.
Probation will be active for an amount of time determined by the event. Conditions of
probation may include regular meetings with faculty, College counselors, tutor or other
program officials. On or before the ending date of the probationary period the student will
be provided with written notification that the probation has been lifted, extended, or that
the student has been dismissed from the program. If the designated time period expires,
the probation remains in effect until notification is provided to the student. If the student is
dismissed, the written notification will state the reasons for the dismissal and the effective
date which may be immediately.
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4.
Students on probation are expected to continue their class and clinical responsibilities.
5.
After initial probation, students may appeal probation through the full appeals process.
SUSPENSION:
1.
Students may be placed on suspension at any time, even while on probation. The
suspension may become effective immediately whether or not the student has received
notification of the suspension.
2.
The student will be provided with written notification of the suspension within five (5)
working days of the decision. The written notification will state the reasons for the
suspension and the effective date, which may be immediately. The written notification
may, if appropriate, state the date on which the suspension will end.
3.
On or before the ending date of the suspension period, the student will be provided with
written notification that the suspension has been lifted or the student has been dismissed
from the program. If the designated time period expires, the suspension remains in effect
until notification is provided to the student. If the student is dismissed, the written
notification will state the reasons for the dismissal and the effective date, which may be
immediately.
4.
Students on suspension are not permitted to attend class or clinical experiences but must
remain available for meetings or hearings regarding their suspension. During the
suspension period, the student will not be allowed to make up missed work and will
receive zeros for any work graded. If the incident is unfounded, the student will be allowed
to make up all class and clinical assignments.
5.
After initial probation, students may appeal suspension through the full appeals process.
DISMISSAL:
1.
Students may be dismissed at any time and the dismissal may become effective
immediately whether or not the student has received written or oral notification of the
dismissal.
2.
The student will be provided with written notification of the dismissal within five (5) working
days of the decision. The written notification will state the reasons for the dismissal and
the effective date, which may be immediately.
3.
After initial probation, students may appeal dismissal through the full appeals process.
GROUNDS FOR PROBATION, SUSPENSION AND DISMISSAL:
Critical Offenses
The following offenses are considered critical and may result in immediate dismissal from the
program. Students dismissed for critical offenses are not eligible for readmission to the College.
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1.
Subjecting clients, visitors, or clinical facility/program staff to physical or verbal abuse
2.
Unethical, immoral or unprofessional conduct
3.
Unauthorized disclosure of confidential client, clinical facility or program information
4.
Violation of the honor code – to include but not limited to any form of cheating, including
digital cheating, use of technology to cheat, any act of copying another's work,
collaborating during quizzes, tests, take home assignments, CPEs or furnishing any
information concerning quizzes or tests or CPEs or CPAs (see note #2 for the nursing
courses/program).
5.
Unauthorized possession, use or distribution of drugs and/or alcohol on the college’s
property, at the clinical facility or clinical facility property, as part of the college’s activities,
or reporting to college under the influence of intoxicants or drugs, legal or illegal
6.
Committing an act of violence, inappropriate sexual conduct, or sexual harassment
7.
Possession of explosives, firearms or other dangerous weapons at college, college
property clinical facility or clinical facility property
8.
Theft, removal, unauthorized possession/use or intentional damage to the property of the
college, clinical facility, staff, clients or visitors
9.
Gambling on college or clinical facility premises
10.
Sleeping or the appearance of sleeping in the clinical area while involved in direct/indirect
client care activities
11.
Failure to comply with Sentara integrity and compliance standards
12.
Falsification of clinical facility or college records
13.
Conviction of a felony or crime involving moral turpitude or admission of guilt or an entry
of a plea of no contest in such a crime
14.
Unauthorized absence of a clinical day when the student failed to notify the faculty and
designated clinical staff person on their assigned unit and/or the preceptor
15.
Unauthorized use of identification badge to access secure areas
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Serious Offenses
The student may be put on probation, suspended or dismissed from the program for any of the
following reasons:
1.
Violation of organizational, facility or College policy, procedure or practice
2.
Inability to cope with the stress of the clinical area in a professional manner or to accept
responsibility for own actions
3.
Insubordination or refusal to follow the reasonable requests of faculty, preceptors and
management
4.
Failure to use prescribed safety measures or behavior that endangers the safety of
clients, visitors, College/clinical facility staff
5.
Making false or malicious statements concerning other students, employees, visitors or
clients in the clinical facility
6.
Failure to maintain confidentiality of computer access codes
7.
Inability to work cooperatively or to take direction from preceptors/supervisors, faculty,
physicians, peers or clinical facility staff
8.
Failure to maintain current or accurate clinical facility or College records
9.
Failure to meet financial responsibilities of the Program in a timely fashion
10.
Failure to maintain a valid and current professional license/certification as may be
required by the Program
11.
Excessive absenteeism or tardiness as defined by the individual Program
12.
Sleeping or appearance of sleeping in class
13.
Repeated violation of the dress standard
14.
Acts which interfere with the "right to learn" of others such as being disruptive in class
15.
Soliciting or distribution of unauthorized materials
16.
Failure to comply with procedures in the Learning Resource Center regarding computer
usage to include but not limited to downloading material from the Internet, adding
software, and changing computer settings
17.
Failure to notify the clinical unit/department and instructor of absence or tardiness
18.
Use of profane or abusive language
19.
Engaging in heated arguments
NOTE #1: The severity of the action taken will be determined by the Program Official (s) and/or
committee within the College of Health Sciences.
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NOTE #2: For any student enrolled in a nursing course – the infractions noted above of
academic integrity and honesty including but not limited to lying, cheating or collaborating with
others on assignments/tests, plagiarism, stealing, falsifying academic and or clinical records or
failing to report someone who violates any of the above, will be handled by the Honor Council.
Steps in the Disciplinary Process
Written Warning
Probation
Suspension
Dismissal
1.
Upon identifying a violation of the conduct of code, the instructor(s), course coordinator
and/or program coordinator in conjunction with the Program Head will decide where to
start the student in the disciplinary process and the length of the discipline. It is ideal that
the student start at the least punitive level, however, the seriousness of the violation can
place the student at any level.
2.
Once a student is placed in the disciplinary process, each subsequent violation
progresses the student to the next level.
3.
The instructor(s), Course Coordinator/Program Coordinator in conjunction with the
Program Head will determine progression or release from the disciplinary process.
For clinical deficiency issues for nursing students:
A student may enter the disciplinary process for clinical deficiencies. Students who are unsatisfactory in at
least three (3) behaviors at mid-term are placed on Probation (Serious Offense #7) for failing to meet
course requirements. The faculty member and student will create a developmental plan for success. The
student has until the end of the course to demonstrate sustained consistent improvement. If
improvement is not seen in all areas of deficiency in the evaluation of clinical performance, the student
will receive a failing grade for the clinical course and will not progress to the next semester, even if the
student has a passing grade in the course overall.
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COMMUNICATION TO STUDENTS
Approved by: Approved by: Academic Affairs Council
Revision Dates: Aug 2010, May 2011, July 2012, August 2012
TELEPHONE COMMUNICATION: Personal calls are to be limited to emergencies only while in the clinical facility and
in the College. In the event of an emergency, contact can be made with the Student Services Office at (757) 3882666, and staff will make every attempt to contact the student and/or instructor.
CELL PHONES/HANDHELD DEVICES
• All personal cell phones/handheld devices shall not be visible and shall be turned off or set to silent/vibrate
mode during class/clinical hours. Personal calls/text messages during class/clinical shall be restricted to
emergencies;
• Students shall not make or receive personal calls during class/clinical time;
• Non-emergent personal calls/text messages must be made or received outside the classroom and outside
the clinical facility building during scheduled breaks;
• Use of these devices in the restrooms of the clinical facilities is prohibited;
• Call/texting shall not disrupt any aspect of college operations or clinical care and shall never interfere with
clinical responsibilities or customer assistance;
• The use of headsets or earpieces is prohibited;
• Cell phones/handheld electronic devices shall not be used to record images of patients, patient/customer
information, Sentara employee images or Sentara proprietary information;
• Students are authorized to use cell phones/handheld devices to access clinical information such as drug
references or other approved reference material that benefits a clinical experience.
E-MAIL COMMUNICATION: All students are issued a sentara.com e-mail address upon enrollment at the College.
The College will regularly communicate information to students through this e-mail address. Students are
responsible for checking their Sentara e-mail account daily. Students are responsible for all information sent to the
Sentara e-mail account, regardless of whether or not they have read the messages received. Assistance with the
Sentara e-mail account should be addressed to the College Help Desk, including accounts that have been disabled
due to inactivity or separation with the College. Passwords will need to be reset by calling the Sentara Information
Technology Help Desk at (757) 857-8190. Students will be removed from the Sentara e-mail account system at the
time of graduation, withdrawal, dismissal, or
Leave of Absence (LOA).
BLACKBOARD ANNOUNCEMENTS: This is the College’s primary method of communicating academic related
information to students. Students are responsible for reading all announcements on Blackboard including those for
individual courses and those for all students College-wide on a daily basis.
CAMPUS WIDE MASS COMMUNICATION: Blackboard Connect™ is the service the College uses for emergency
notification and community outreach. This service sends mass communication via phone, fax, email and text messages.
Students register for this service during orientation and are responsible for managing their accounts while attending
the College.
Failure to adhere to this policy will be handled in accordance with the Conduct Policy.
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COPYRIGHT COMPLIANCE POLICY
Approved by:
Origination Date:
Student Services, Faculty
Academic Affairs
July 2009
August 2012
The purpose of the Sentara College of Health Sciences Copyright Compliance Policy is to provide a summary of U.S.
Copyright Act (Title 17 of the United States Code) and the Higher Education Opportunity Act (HEOA) of 2008 as it
relates to the unauthorized use of text-based copyright-protected works in the classroom and library; and the
unauthorized distribution of copyrighted material such as songs, videos, games, textbooks, or other type of creative
content, including through peer-to-peer file sharing at Sentara College of Health Sciences.
It is important for students, faculty, and staff to understand copyright law. Penalties for copyright infringement
include civil and criminal penalties. In general, anyone found liable for civil copyright infringement may be ordered
to pay either actual damages or "statutory" damages affixed at not less than $750 and not more than $30,000 per
work infringed. For "willful" infringement, a court may award up to $150,000 per work infringed. A court can, in its
discretion, also assess costs and attorneys' fees. Willful copyright infringement can also result in criminal penalties,
including imprisonment of up to five years and fines of up to $250,000 per offense. For details, see Title 17, United
States Code, Sections 504, 505.
Penalties for copyright infringement also include SCOHS penalties. All complaints of copyright infringement will be
thoroughly investigated by faculty and program officials. Any student found guilty of engaging in illegal downloading
or unauthorized distribution of copyrighted materials using Sentara owned computers and/or via the College network
would be subject to penalties as listed in the SCOHS Conduct Policy which may include probation, suspension, or
dismissal from the program and college.
WHAT IS COPYRIGHT?
Copyright is an area of law that provides creators and distributors of creative works with an incentive to share their
works by granting them the right to be compensated when others use those works in certain ways. Specific rights are
granted to the creators of creative works in the U.S. Copyright Act (title 17, U.S. Code). If you are not a copyright
holder for a particular work, as determined by the law, you must ordinarily obtain copyright permission prior to
reusing or reproducing that work. However, there are some specific exceptions in the Copyright Act for certain
academic uses, and permission is never required for certain other actions, such as reading or borrowing original
literary works or photographs from a library collection.
WHAT IS PROTECTED BY COPYRIGHT?
The rights granted by the Copyright Act are intended to benefit "authors" of "original works of authorship", including
literary, dramatic, musical, architectural, cartographic, choreographic, pantomimic, pictorial, graphic, sculptural and
audiovisual creations. This means that virtually any creative work that you may come across—including books,
magazines, journals, newsletters, maps, charts, photographs, graphic materials, and other printed materials;
unpublished materials, such as analysts' and consultants' reports; and non-print materials, including electronic
content, computer programs and other software, sound recordings, motion pictures, video files, sculptures, and
other artistic works—is almost certainly protected by copyright. Among the exclusive rights granted to those
"authors" are the rights to reproduce, distribute, publicly perform and publicly display their works.
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These rights provide copyright holders control over the use of their creations and an ability to benefit, monetarily
and otherwise, from the use of their works. Copyright also protects the right to "make a derivative work," such as a
movie from a book; the right to include a work in a collective work, such as publishing an article in a book or journal;
and the rights of attribution and integrity for "authors" of certain works of visual art. Copyright law does not protect
ideas, data or facts.
In the U.S., the general rule of copyright duration for a work created on or after January 1, 1978 is the author's life
plus 70 years after the author's death. This is often referred to as "life-plus-70". Works created by companies or
other types of organizations generally have a copyright term of 95 years. For more information on copyright
duration, visit http://www.copyright.gov/circs/circ1.html#hlc.
FAIR USE
A provision for fair use is found in the Copyright Act at Section 107. Under the fair use provision, a reproduction of
someone else's copyright-protected work is likely to be considered fair if it is used for one of the following purposes:
criticism, comment, news reporting, teaching, scholarship and research. If the reproduction is for one of these
purposes, a determination as to whether the reproduction is fair use must be made based upon four factors:
1. The purpose and character of use (principally, whether for commercial or nonprofit educational use);
2.
The nature of the copyright-protected work;
3.
The amount and substantiality of the portion used; and
4.
The effect of the use being evaluated upon the potential market for or value of the copyright-protected work.
Fair use is an ambiguous concept and the law does not state exactly what uses of a copyrighted work will be
considered fair uses under the law and may therefore be used without obtaining permission. As such, individuals who
are not lawyers may often need to be interpreters of the law in everyday circumstances, and answers as to how
much reproduction may be considered fair use often remain unclear. The bottom line is that fair use requires a very
circumstance-specific analysis as to whether a particular use or reuse of a work may indeed be considered fair use.
To avoid confusion and minimize the risk of copyright infringement, SCOHS interprets the following situations as fair
use:
• Quotation of short passages in a scholarly or technical work for illustration or clarification of the author's
observations.
•
Reproduction of material for classroom use where the reproduction is unexpected and spontaneous – for
example, where an article in the morning's paper is directly relevant to that day's class topic. This would
generally cover one time use in only one semester.
•
Use in a parody of short portions of the work itself.
•
A summary of an address or article, which may include quotations of short passages of the copyrightprotected work.
If your use does not meet the above criteria and the work is protected by copyright, you probably need to obtain
permission to use the work from the copyright holder or its agent. An example of non-protected work would be the
faculty or staff member who copies a magazine or journal article to shares with colleagues or students.
TYPES OF USE
Classroom Handouts
Based on SCOHS's fair use analysis, classroom handouts fall into two categories; one that requires permission and
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one that does not. If the handout is a new work for which you could not reasonably be expected to obtain
permission in a timely manner and the decision to use the work was spontaneous, you may use that work without
obtaining permission. However, if the handout is planned in advance, repeated from semester to semester, or
involves works that have existed long enough that one could reasonably be expected to obtain copyright permission
in advance, you must obtain copyright permission to use the work.
Use of Student-Created Materials
The use of student-created materials by the college or its faculty requires permission from the copyright holder—the
student. Usage requiring consent includes the posting of student materials in a public location such as the Internet
or the college. Public posting of this nature may also be subject to state and/or federal privacy laws, such as the
Family Educational Rights and Privacy Act, FERPA, as well as the academic institution's own studentprotection policies.
Course packs
All articles, chapters and other individual works in any print or electronic course pack require copyright permission.
Copyright permission for course packs is usually granted by the academic period. To reuse a course pack in
subsequent academic periods (e.g.: semester, quarter, trimester, etc.), the publisher may require you to obtain
permission again. Many copyright holders provide time-sensitive permission because their own rights may be timesensitive and could be transferred to different copyright holders at any time.
Distance Education and Course Management Systems
In 2002, the Technology, Education and Copyright Harmonization (TEACH) Act became law and expanded the
latitude colleges, including SCOHS, have for the performance and display of copyright-protected materials in a
distance education environment, including through the use of Course Management Systems (CMS).
The copyright requirements for TEACH and CMS postings are similar to those of classroom handouts, but extend the
traditional rules for those handouts to the digital transmission of materials to distance education students. If the use
is spontaneous and will not be repeated, copyright permission is not required; however, the content may not remain
posted for extended periods of time. If the use is planned, repeated or involves works that have existed long enough
that one could reasonably expect to receive a response to a request for copyright permission, you must obtain
copyright permission.
Reserves
If the SCOHS library owns a copy of a publication, the library may place that copy on reserve without obtaining
copyright permission. If the library wishes to reproduce additional copies of a work and place them on reserve for
students to review, in either paper or electronic format, the library must obtain copyright permission.
Photocopying In the library
It is permissible to photocopy copyright-protected works in the SCOHS library without obtaining permission from the
copyright owner, under the following circumstances:
• Library user requests for articles and short excerpts. At the request of a library user or another library on
behalf of a library user, the SCOHS library may make one reproduction of an article from a periodical or a
small part of any other work. The reproduction must become the property of the library user, and the library
must have no reason to believe that the reproduction will be used for purposes other than private study,
scholarship and research. As recommended by Section 108 of the Copyright Act, the library must display the
register's notice at the place library users make their reproduction requests to the library.
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•
Archival reproductions of unpublished works. Up to three reproductions of any unpublished work may be
made for preservation or security or for deposit for research use in another library or archive. This may be a
photocopy or digital reproduction. If it is a digital reproduction, the reproduction may not be made available
to the public outside the library or archive premises. Prior to receiving any of the three reproductions
permitted under this provision from another library or archive, the SCOHS library or archive must make a
reasonable effort to purchase a new replacement at a fair price. The reproducing library or archive must also
own the work in its collection.
•
Replacement of lost, damaged or obsolete copies. The SCOHS library may make up to three reproductions,
including digital reproductions, of a published work that is lost, stolen, damaged, deteriorating or stored in an
obsolete format. Any digital reproductions must be kept within the confines of the library (that is, available
on its computer but not placed on a public network.)
•
Library user requests for entire works. One reproduction of an entire book or periodical may be made by
your library at a library user's request, or by another library on behalf of a library user upon certain conditions
being met. These conditions include the library determining after reasonable investigation that an authorized
reproduction cannot be obtained at a reasonable price. Once made, the reproduction must become the
property of the library user. The library must have no reason to believe that the reproduction will be used by
the user for purposes other than private study, scholarship and research, and the library must display the
register's notice at the place library users make their reproduction requests to the library.
Peer-to-Peer (P2P) File Sharing
P2P file sharing is not itself illegal. However, it is often used for unauthorized downloading and uploading of
copyright-protected material such as music, movies, video games, computer software and photographs. Several
courts have determined that substantial P2P file sharing of copyright-protected works generally does not fall
within the fair use defense.
Students who engage in substantial P2P file sharing of copyright-protected materials may be subject to serious
liability. Colleges are under no obligation to accept responsibility for, or to help defend, the activities of students
in illegal file sharing. The college blocks P2P file sharing on It’s network; SCOHS does not claim responsibility for
illegal P2P file sharing. For more information on copyright and peer-to-peer file sharing, please visit the Recording
Industry Association of America.
PHOTOCOPYING FOR STUDENTS
SCOHS library may make reproductions for library users (students, faculty, etc.), provided the following criteria are
met:
• The library makes one reproduction of an article from a periodical or a small part of any other work.
•
The reproduction becomes the property of the library user.
•
The library has no reason to believe that the reproduction will be used for purposes other than private study,
scholarship and research.
•
The library displays the register's notice at the place library users make their reproduction requests to the
library.
PHOTOCOPYING BY STUDENTS
Photocopying by students is subject to a fair use analysis as well. A single photocopy of a portion of a copyrightprotected work, such as a copy of an article from a scientific journal made for research, may be made without
permission. Photocopying all the assignments from a book recommended for purchase by the instructor, making
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multiple copies of articles or book chapters for distribution to classmates, or copying material from consumable
workbooks, all require permission.
Document Delivery Services
It is important to maintain a distinction between interlibrary loans (ILL) and document delivery services (DDS).
Photocopying for DDS requires copyright permission.
Interlibrary Loans (ILL)
The SCOHS library may participate in interlibrary loans without obtaining permission provided that the "aggregate
quantities" of articles or items received by the patron do not substitute for a periodical subscription or purchase of a
work. SCOHS follows the CONTU guidelines for defining "aggregate quantities." The CONTU guidelines state that
requesting and receiving more than five articles from a single periodical within a calendar year or a total of six or
more copies of articles published within five years prior to the date of request would be too many under CONTU.
If the articles or items being copied have been obtained through a digital license, you must check the license to see
under what terms and conditions, if any, interlibrary loan is permitted.
Copyright and Foreign Works
The U.S. is a member of the leading international copyright treaty, the Berne Convention. As such, when SCOHS uses
a copyright-protected work from another country, the protections provided to works by U.S. copyright law
automatically apply to the use of that work as well (assuming the use takes place in the U.S.). Copyright Clearance
Center has many reciprocal licenses to allow use of materials from other countries.
HOW TO OBTAIN COPYRIGHT PERMISSION
Permission to use copyright-protected materials, when required, should be obtained prior to using those materials.
It is best to obtain permission in writing (including e-mail) and to ensure that the SCOHS Copyright Officer, Suzanne
Duncan, has a copy of each permission form or letter. Her email address is [email protected].
The time to obtain permission may vary and, where possible, it is recommended to start the permissions procedure
at least six months prior to the time that you wish to use the materials. If you need a quicker permission, let the
copyright owner know this and he/she may be able to get back to you more quickly. Often, Copyright Clearance
Center is your quickest one-stop resource for obtaining copyright permission.
Fact Finding Questions
Once you have identified the materials you want to use and determined that copyright permission is required, you
must locate the copyright holder. If the copyright holder is not listed on the work, locating the appropriate person or
entity to grant permission may take some investigative and creative work.
The Copyright Office of the Library of Congress (www.loc.gov) may be of assistance in locating a copyright owner
if the work is registered. Note, however, that copyright is automatically granted to all works upon their being written
down and that registration with the Copyright Office is not required.
There are two primary options for obtaining permission to use the work. You may contact the copyright holder
directly or you may contact Copyright Clearance Center. Check with your department manager to determine if your
institution already has an established process for obtaining copyright permission through Copyright Clearance
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Center. If your department or campus does not have a centralized location or process for obtaining copyright
permission, you may create an account with Copyright Clearance Center at www.copyright.com.
Information in your Permission Request
The copyright holder or its agent will require the following information in order to provide you with permission:
• Title of the material
•
Creator/author of the material
•
Publisher of the material
•
Description of material
•
ISBN or ISSN, if applicable
•
Date of publication, if applicable
•
Purpose for which you wish to reproduce the item (research, commercial, educational, etc.)
•
How the material is to be reproduced (e.g., photocopied, digitized)
•
Where the reproduced material will be used or will appear and for how long
REPORTING SUSPECTED INFRINGEMENTS AND HANDLING COMPLAINTS OF COPYRIGHT INFRINGEMENT
If any SCOHS faculty, staff, or student is suspected of copyright infringement including using any copyrightprotected material or engaging in Peer-to-Peer file sharing, immediately report this to Suzanne Duncan, Copyright
Officer at 757-388-2528 or via e-mail at [email protected]. The appropriate authorities will be notified, an
investigation will ensue, and if the offender is found guilty will be subject to disciplinary action as appropriate
according to the College’s Code of Conduct Policy.
EDUCATION OF FACULTY, STAFF, AND STUDENTS
Faculty, staff, and students are required to review the SCOHS Copyright Compliance Policy tutorial online during
their initial orientation to SCOHS and annually thereafter.
ANNUAL DISCLOSURE
Faculty, staff, and students will be required to review the SCOHS Copyright Compliance Policy on an annual basis at
the beginning of each academic year. The online review requires an e-signature that indicates that the reviewer has
read and understands the policy.
PLAN TO COMBAT UNAUTHORIZED DISTRIBUTION OF COPYRIGHT MATERIAL
The SCOHS plan to combat unauthorized distribution of copyright material includes:
•
Monitoring the number of Digital Millennium Copyright Act (DMCA) notices received and reacting
vigorously to reports of infraction.
•
New student Orientation which includes:
o Sentara College of Health Sciences Copyright Compliance Policy
o Copyright law
o SCOHS plan to combat Copyright Compliance
o Alternatives to illegal downloading
•
New faculty and staff orientation which includes:
o Sentara College of Health Sciences Copyright Compliance Policy
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o
o
o
•
Copyright law
SCOHS plan to combat Copyright Compliance
Alternatives to illegal downloading
Annual reviews and updates to the Sentara College of Health Sciences Copyright Compliance Policy
LEGAL ALTERNATIVES
The Higher Education Opportunity Act of 2008 requires that all institutions of higher education offer legal
alternatives to unauthorized downloading. The link at the end of the paragraph includes all of the legitimate online
services that are approved by the Record Industry Association of America (RIAA) or the Motion Picture Association of
America (MPAA). http://www.educause.edu/legalcontent
REVIEW AND INTERPRETATION OF POLICY
This Policy will be reviewed annually for effectiveness and updated if necessary. For interpretation of this Policy,
contact Suzanne Duncan, Copyright Officer at 757-388-2528 or via e-mail at [email protected].
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DISABILITIES
Approved by: Academic Affairs Council
Revision Dates: August 2010, May 2011
Sentara College of Health Sciences is committed to ensuring that all qualified individuals with
disabilities have the opportunity to take part in the educational programs and services offered on
an equal basis. The goal is to provide this opportunity in a setting that fosters independence and
meets the guidelines of the Americans with Disabilities Act (ADA) and the Rehabilitation Act of
1973.
Reasonable accommodations are made on an individual basis. Appropriate services may include:
1) support, counseling and information; 2) academic assistance services; and 3) referral services.
It is the responsibility of the individual with a disability to make his/her needs known to the
Assistant Dean of Student Services. The Student Assistance Counselor serves as the 504
Compliance Officer.
Definition of Disability:
Applicants and students must have disabilities defined by the Americans with Disabilities Act as:
•
•
•
A person who has a physical or mental impairment which substantially limits one or more
major life activities.
A person who has a record of such impairment.
A person who is regarded as having such impairment.
Procedure:
Students/applicants requesting accommodations must:
1.
Provide professional documentation of the disability to the Assistant Dean of Student
Services or 504 Compliance Officer.
a.
The documentation must be prepared by a professional qualified to evaluate the
specific disability. It must include this individual’s credentials if not clear from the
letterhead.
b.
The documentation must be current - within the past three (3) years.
c.
The documentation must be comprehensive. Reports should include:
i. Clear statement of the diagnosis and the relevant DSM code if applicable.
ii. Description of the diagnostic tests, methods and criteria used including specific
test results (including standardized testing score), functional impact of the disability
and the examiner’s narrative. For learning disabilities, current documentation is
defined using adult norm.
iii. Statement indicating treatments, medications, or assistive devices/services
currently prescribed or in use, with a description of the mediating effects and
potential side effects from such treatments.
iv. Description of the expected progression or stability of the impact of the disability
over time, particularly the next 3 years.
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v. History of previous accommodations and their impact.
vi. Recommendations for accommodations that relate to the student’s current
functional limitations. ADA guidelines will also be used.
d.
If there are multiple disabilities, documentation must be submitted for each
disability.
e.
The student may be asked for additional documentation before making decisions
regarding accommodations. The cost of any additional information is borne by the
student. Reasonable and appropriate accommodations will be determined based
on the documentation provided by the Student. Human Resources will be
consulted as needed. It is the responsibility of SCOHS personnel to comply with
the approved accommodation requests.
A letter will be prepared, listing the appropriate accommodations, for the student to deliver to and
discuss with instructor(s).
After the initial appointment, if the accommodations remain the same, the student will
communicate the accommodation needs to each instructor at the beginning of each new
semester/course. Students MUST present their accommodation letters to their instructors in a
timely manner in order to receive exam accommodations. Instructors need sufficient notice to
arrange alternate testing space, if needed. Late requests for accommodations may cause a delay
in the requested service.
Students should schedule an appointment with the Assistant Dean of Student Services/504
Compliance Officer or SAC if they need to modify their accommodation requests, are
experiencing academic difficulties, or have questions or need advice.
Confidentiality:
Disability information is treated as medical information and is thus confidential. Disability information is
exempted from FERPA (The Family Educational Rights and Privacy Act of 1974, also known as ―the
Buckley Amendment). Thus, this information will not be released to anyone else (Students Services,
instructors, parents) without a signed ―Release of Information from the student.
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DRESS CODE POLICY, STUDENT
Approved by: Academic Affairs Council, Departments of Allied Health and Nursing
Revision Dates: August 2010, July 2012
Dress Standards for Students
Sentara College of Health Sciences has established dress and grooming standards for students. There are
two separate standards for the classroom and the hospital/clinical setting.
Identification
Sentara identification badges are to be worn with picture visible – preferred location is left upper-chest at
all times while in the college and in all clinical agencies. Badges need to be in good condition and
unobstructed – no pins on badges. Metal lanyards (chains) for holding badges are prohibited.
CLASSROOM-ALL STUDENTS
Students are expected to attend class dressed neatly and well groomed. Clothes must be clean, nonstained, in good repair, tucked in as appropriate, pressed and free of wrinkles. Clothing must be nonseductive, and not exotic or extreme in style. Clothing should fit properly, proportionately correct for
body size (not too tight, oversized, too short, too long, etc). All students are expected to wear
appropriate undergarments that are not visible (for example: colors, prints, thongs, etc.) and must be
worn under the exterior garment. A bra must be worn by females including under a camisole. Caps and
sunglasses (unless accompanied by a doctor’s note) will be removed in the classroom. Clothing must not
reveal the navel, breast or bottom.
Students in the Cardiovascular Technology and Surgical Technology Programs are required to wear
approved scrubs while in the College.
The following are examples of dress items considered inappropriate. A student so attired will be asked to
leave the classroom:
• Short shorts (Bermuda length acceptable – 2 inches above the knee)
• Micro-mini skirts (over 3 inches above the knee)
• Sheer fabrics revealing undergarments or lack of
• Tight clothing
• Printed T-shirts which are suggestive or lewd
• Baggy pants revealing underwear
• Halter tops
• Spaghetti straps
• Tank tops
• Tube tops
• Muscle shirts
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•
•
Bare midriff
Unlaced sneakers
HOSPITAL/CLINICAL SETTING - DEPARTMENT OF ALLIED HEALTH
Uniforms:
The following is the approved uniform for each program:
CarePartner/Nurse Aide/CSST
Cardiovascular Technology:
Monitor Surveillance:
Surgical Technology:
Uniform purchased through College-designated vendor.
White lab jacket over appropriate street clothes.
Shoes:
Students must follow guidelines of clinical area. In absence of guidelines, white professional shoes, tennis
shoes and clogs that are clean, polished, in good condition, well-maintained and not in need of repair;
leather or vinyl material; no canvas or sandals; Logos or lights are not permitted as well no stripes,
designs, exposed color interiors other than white; clean with clean, white laces; professional clogs may be
worn without straps must be white. If the clogs are loose fitting, then a heel strap shall be worn. Clogs
with holes are not allowed in the clinical facilities.
Hosiery/Socks:
These must be worn, clean and in good condition; undecorated and seamless; socks may be worn to
match the color of scrubs; solid white uniform length socks with slacks, solid white hose with dresses.
Underclothing:
This must be present but not visible (for example: colors, prints, etc.) and must be worn under the
exterior garment; a bra should be worn by each female employee including under a camisole.
Jewelry:
Earrings limited to ear lobe only, no more than two per ear, no moving parts, no hoops larger than the size
of a dime; rings should number no more than three total and must be smooth, without settings,
projections, i.e. plain wedding band. (This is specific to students delivering direct patient care only.) MedAlert bracelets are the only bracelets allowed; a small conservative ankle bracelet may be worn under
hosiery; no body piercing jewelry, except ear lobes, or tattoos to be visible at any time
Sweaters/Warming Jackets/Turtlenecks/Uniforms:
Approved lab coats are preferred; warming jacket, sweaters are solid, non-hooded cardigan of a color
coordinating with the uniform or scrub; white turtlenecks or matching turtlenecks may be worn under
uniforms; warming jackets are solid or prints of any color that are coordinated with scrubs; neon colors
are not acceptable; skirt/dress length for uniforms to be no more than three inches above the knee-cap
when standing
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Fingernails:
• Must be neat and clean
• Nails may not be any longer than ¼ inch past the tip of the finger.
• None of the following are allowed: Artificial Nails, Fake Nails, False Nails, Acrylic Nails, Acrylic
Cover Coats, Nail Tips; Nail Extenders, Glued On Nails, or Appliqués.
• Nail polish of a conservative nature is required; pinks, reds and neutral colors only. No
appliqués, designs, or accessories.
Hair:
• A clean, neat conservative style must be maintained at all times
• Hair coloring must look like a natural color. (No purple, blue, glitter, bold, etc.);
• Braids are permitted under the following constraints:
o Hair is clean, neat, close to the head, pulled back neatly so that it is out of the face; and
has no beads, feathers, or designs.
o No weaved objects other than hair (natural or synthetic hair extensions are acceptable).
•
•
•
Dread locks are not allowed.
Hair accessories - no designs etched into the hair style
Beards, mustaches, and side burns must be neatly and properly groomed. Side burns can be no
longer than the bottom of the ear lobe.
Make-Up:
• Make-up to be applied so that colors blend with natural skin tone and enhance natural features
(no exaggerated or artificial appearances).
Personal Cleanliness:
• Students must practice personal hygiene to prevent body odor, dirt accumulation on body, nails
or hair.
• Perfume not allowed in any clinical setting.
Miscellaneous:
• No visible tattoos except in clinical areas in which requirements for attire do not allow for
appropriate coverage (i.e. long sleeves in OR).
Note: A student failing to adhere to the uniform policy will not be allowed to participate in clinical
experiences and will receive a zero for the day’s clinical experience.
HOSPITAL/CLINICAL SETTING - DEPARTMENT OF NURSING
Pre-clinical: For any pre-clinical experience or prep time where students must go to the hospital for
research, they are to wear professional clothing and closed toe shoes (dress slacks, blouses/shirts, skirts,
dresses, etc.) lab coat and ID badge. No shorts, no jeans, no mini-skirts, no clogs, no sneakers, etc.
(Follow clinical guidelines for jewelry, etc.) Therefore, students must be professionally dressed in class at
Sentara College of Health Sciences, if they are planning to visit one of the clinical facilities for research
after class.
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Uniforms:
All nursing students must wear the approved nursing uniform and lab jacket. In addition, the following
apply:
• Solid white hose if skirt/dress uniform, solid white hose or socks with slacks. Clean and in good
condition.
• White professional shoes (leather or vinyl) no canvas, no sandals, no clogs, no Crocs. Shoes must
be clean, polished, in good repair and with clean white laces. Logos not permitted, no stripes,
design, or exposed colors other than white.
• Watch with second hand. No bangle bracelets are allowed.
• Bandage scissors.
• Stethoscope (no neon, sparkle, or fabric covers).
• Earrings limited to ear lobe only, no more then two per ear, no moving parts, hoops or dangles
allowed.
• No more than 2 rings. Rings must be smooth, without settings or projections, i.e., plain wedding
band.
• Med-alert bracelets are the only bracelets allowed.
• No hooded sweater or jacket allowed. White or navy non-hooded cardigan sweater allowed.
Must be same length as uniform top.
• Skirt/dress length for uniforms to be no more than three inches above the kneecap when
standing.
• Tattoos must be covered.
• No body piercing jewelry, except earlobes as noted above, is to be visible at any time.
Fingernails:
• Must be neat and clean
• Nails may not be any longer than ¼ inch past the tip of the finger.
• None of the following are allowed: Artificial Nails, Fake Nails, False Nails, Acrylic Nails, Acrylic
Cover Coats, Nail Tips; Nail Extenders, Glued On Nails, or Appliqués.
• Nail polish of a conservative nature is required; pinks, reds and neutral colors only. No
appliqués, designs, or accessories.
Hair:
• A clean, neat conservative style must be maintained at all times
• Hair coloring must look like a natural color. (No purple, blue, glitter, bold, etc.);
• Braids are permitted under the following constraints:
o Hair is clean, neat, close to the head, pulled back neatly so that it is out of the face; and
has no beads, feathers, or designs.
o No weaved objects other than hair (natural or synthetic hair extensions are acceptable).
•
•
•
Dread locks are not allowed.
Hair accessories - no designs etched into the hair style
Beards, mustaches, and side burns must be neatly and properly groomed. Side burns can be no
longer than the bottom of the ear lobe.
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Make-Up:
• Make-up to be applied so that colors blend with natural skin tone and enhance natural features
(no exaggerated or artificial appearances).
Personal Cleanliness:
• Students must practice personal hygiene to prevent body odor, dirt accumulation on body, nails
or hair.
• Perfume not allowed in any clinical setting.
Miscellaneous:
• No visible tattoos except in clinical areas in which requirements for attire do not allow for
appropriate coverage (i.e. long sleeves in OR).
Psychiatric Nursing Clinical Experiences:
• Students will wear professional clothing and closed toe shoes (dress slacks, blouses/shirts, skirts,
dresses, etc.) with ID badge.
o No shorts, no jeans, no mini-skirts, no clogs, no sneakers, etc. (Follow clinical guidelines
for jewelry, etc.)
o Children’s Harbor: Students will wear professional clothing and closed toe shoes (dress
slacks, blouses/shirts, skirts, dresses, etc.)with ID badge.
Note: A student failing to adhere to the uniform policy will not be allowed to participate in clinical
experiences and will receive a zero for the day’s clinical experience.
144
EMPLOYMENT, STUDENT
Approved by: Academic Affairs Council
Revision Dates: August 2010
While there are no formal restrictions placed on the number of hours or the place of employment
that a student chooses to work, each student is advised that College responsibilities take up a
significant amount of the work week. Students accept responsibility for maintaining satisfactory
performance in class and clinical.
There are opportunities for student employment in the clinical facilities. Students are reminded
that they are to function within the specific job description for which they are working and not in
their particular student role.
Students working for the clinical facilities must adhere to all personnel policies and procedures.
At no time, during any clinical rotation in the CP, NA, RN and ST programs, will a student be a
substitute for a paid staff member.
Any student employed by the hospital may not use employee privileges (i.e., clinical computer
systems, ID badge, parking, etc.) while functioning in a student role.
The College reserves the right to forward pertinent information to Sentara managers and/or
Sentara Human Resources as required or requested without permission from the student. This
information may affect the student’s employment with Sentara Healthcare.
The College also reserves the right to receive information from Sentara managers and/or Sentara
Human Resources regarding conduct if the student is also employed by Sentara Healthcare. This
information may affect the student’s status in the program
NOTE: Students may be eligible for entry level positions in Sentara after partial completion of a Program.
Program Directors/Faculty may have knowledge of the type of position for which the student may be
qualified.
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GRADING
Revision Dates: August 2010, December 2010, May 2011, July 2012
GRADES/PERFORMANCE
Grades for course work and final grades for courses are awarded using the following scale:
A - 93 - 100
B - 85 – 92
C - 78 - 84
D - 70-77
F - < 69
I – Incomplete
Grade
X
TR
AP
CH
LOA
I
P
W
WP
WF
F
Quality
Points
4
3
2
1
0
Description
Audit
Transfer Credit
Credit by experience/
licensure/certification
Credit by exam/competency
Withdrawal from a program per
LOA policy
Incomplete ***
Pass
Student drops after 10% but
before
Withdrawal after 60% with a
passing average
Withdrawal after 60% with a
failing
Dismissal due to
behavioral/conduct issues
Quality Points
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
***Students may be granted an incomplete, at the discretion of the Program Official, after 90% of the
Course has been completed and the student is unable to complete the course requirements. When a
student fails to meet the requirements of an incomplete course by the end of the next semester, the
grade will be converted from an “I” to a “F”.
Grade point averages (GPA) are determined by dividing the total grade points earned by the number
of credit hours of completed course work. Courses with a (W) withdraw notation and Pass/Fail grade
in required courses are NOT included in the GPA calculation.
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GPA calculation:
Calculate total number of quality points and divide by the total number of hours attempted.
Grade scale: A – multiply by 4 B – multiply by 3 C – multiply by 2 D – multiply by 1 F – multiply by 0
As for any +/- grades, B+ or B- is both equal to a B (3 quality points). Calculate Grade Point Average
(GPA) using grades from all college courses attempted at any college or university attended.
Example:
Grade
A
A
B
B
C
C
Credit Quality
Points
3
12
4
16
3
9
4
12
3
6
4
8
GRADING/EVALUATION PROCEDURES
Class
•
Methods of evaluation are determined for each course by the instructors of that course.
When tests or assignments are graded, grades will be posted on Blackboard in a timely
fashion.
•
Grades are rounded to whole numbers only once in a course when the final grades are
calculated. Grades are reported with two (2) decimal places until the final grade. For
example, a grade on an assignment or exam is reported as 89.23. A final grade of 89.23 is
reported as 89. Assignment or exam grades where the
o value of the hundredth’s position is ―0‖ will be reported to the nearest tenth, i.e.
91.50 are reported as a
o 91.5. If the final grade for a course is XX.5 or above, the grade rounds to the next
highest whole number. For example, a final course grade of 79.5 is reported as an
80.
•
A failure (D or F) will be reflected in the cumulative GPA. If the course is repeated, the GPA
will reflect the higher grade.
o
o
Courses transferred into the program are not computed into the GPA.
Students enrolled in at least 12 credit hours in a particular semester who receive a
3.5 or better GPA will be awarded Dean's List for that semester.
o
Honor designations will be awarded to graduates based on the following scale: Suma
Cum Laude—3.864.0; Magna Cum Laude—3.66-3.85; Cum Laude—3.5-3.65. Students will be
required to meet the credit residency requirement for each program in order to
graduate with honors.
o
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Clinical
Clinical evaluations are addressed in separate policies for the Department of Nursing and Allied
Health
Student Conduct
All behavioral issues (such as unprofessional conduct, tardiness, excessive absenteeism, etc.) identified
in the clinical setting will be addressed via the Student Conduct Policy. Evaluations are part of the
student record five (5) years after completion of the Program. At that time, they are destroyed.
Department of Nursing Late papers/assignments:
Ten percent (10%) will be deducted per day up to three days following the deadline for submission
A zero (0) will be awarded on the fourth day following the deadline for submission
ATI Assessment - Department of Nursing
There is a separate policy on ATI
148
GRADUATION
Revision Dates: August 2010, June 2011, August 2012
Graduation occurs in May for RN, ST and CVT Programs. There is an additional December graduation for
the ST program.
In order to graduate, students must:
• Complete all required standardized tests.
• Have all official documents on file.
• Meet all financial obligations to the College.
• Return all borrowed books, articles, etc. to the library and or College.
• Return photo ID badge.
• Complete End of Course and End of Program evaluations.
• Complete the identified credit hours on the curriculum plan.
FAILURE TO COMPLETE ALL OF THE ABOVE WILL PREVENT THE STUDENT FROM GRADUATING.
149
HEALTH
Revision Dates: August 2010, May 2011, July 2012
Students are considered ―non-employees and must meet Occupational Health requirements of all
clinical facilities upon enrollment and annually. The Occupational Health Office will conduct audits of
student health records periodically during the year. The Occupational Health Office serves as a
resource for the Health Records Nurse, COHS.
Initial (Enrollment) Health Requirements
BSN, CVT and ST Programs Initial Health Requirements
• CPR (Basic Life Support for Healthcare Providers course or higher – American Heart Association) copy of a current CPR card is required or copy of a course checklist or official document
reflecting successful completion must be submitted if waiting for card. A copy of the card is
required to complete your record. The Red Cross course is accepted on admission but renewal
during the program must be AHA. No other level of CPR is acceptable.
• Completed Health Assessment form (document provided at Registration, completed by student,
no physician visit required
• 2 negative PPD (tuberculosis) skin test readings within 12 months prior to admission (see
important information below)
• Tuberculosis Surveillance form - (document provided at Registration, completed by student)
• 2 MMR immunizations (Mumps, Rubeola, Rubella) or an IGG titer positive for immunity (see
• Influenza vaccine as required by the clinical facilities (for the current flu season).
• 2 Varicella (Chicken Pox) or an IGG titer positive for immunity (history of disease does not meet
requirement for these programs) (see important information below)
• Hepatitis B Vaccine (series of 3) highly recommended or a signed waiver is required (see
Care Partner, Central Service Supply Technician, Monitor Surveillance, Nurse Aide Programs Initial
Health Requirements
• CPR (Basic Life Support for Healthcare Providers course or higher – American Heart Association) copy of a current CPR card is required or copy of a course checklist or official document reflecting
successful completion must be submitted if waiting for card. A copy of the card is required to
complete your record. The Red Cross course is accepted on admission but renewal during the
program must be AHA. If you have a current card for another CPR course, submit to the Health
Records coordinator for review. (CPR is not required for CSST)
• Completed Health Assessment form (document provided at Registration, completed by student,
no physician visit required)
• 2 negative PPD (tuberculosis) skin test readings within 12 months prior to admission (see
• TB Surveillance form - (document provided at Registration, completed by student)
150
•
2 MMR immunizations (Mumps, Rubeola, Rubella) or an IGG titer positive for immunity (see
• Influenza vaccine as required by the clinical facilities (current flu season).
• Month and year of Chicken Pox (Varicella) disease recorded on Health Assessment form is
acceptable for these programs.
• If no history of chicken pox or the date of disease is unknown, two documented Varicella
immunizations or an IGG
titer positive for immunity is required. (see important information below)
• Hepatitis B Vaccine (series of 3) highly recommended or a signed waiver is required (see
Important Information Regarding Initial Health Requirements
• Immunizations/titers (MMR, Varicella) – immunizations must be documented by the
health care provider administering the injection or institution recording the
administration, showing type and actual date of immunization. A titer must clearly
indicate test result.
• MMR (Mumps, Rubeola, Rubella) is a combination vaccine, separate vaccination for each disease
is not acceptable.
• A titer result must exist for each individual disease. You should request a titer instead of the
vaccination if you meet one or more the following criteria: (1) born before 1957; (2) had the
disease(s) and not the immunization(s); (3) either MMR was given as individual shots
• PPD –At least 1 week waiting period is mandatory between tests for reliable results. The
document must reflect date and result of test. One skin test and a completed TB Surveillance
form are required annually thereafter while enrolled in the school (test is due 12 months from
date of the last PPD on record).
Note – a chest x-ray is required if a PPD test result is positive (10mm or greater). Submit a copy
of the chest x-ray report (not the film) and a follow up form completed by your physician.
CONTACT THE COLLEGE TO OBTAIN THE REQUIRED DOCUMENT FOR PHYSICIAN COMPLETION.
• Hepatitis B Vaccine - The school strongly encourages students to obtain the series of three
vaccinations over a minimum of 6 months. Students who choose not to obtain the
Hepatitis B vaccinations or who have not completed the series are required to sign a waiver
acknowledging risk of infection and accepting full responsibility for that risk.
• Influenza Vaccine – The College follows the requirements of the clinical facilities. Students
will be required to meet these requirements in order to participate in clinical training.
Yearly Health Requirements
It is the student's responsibility to annually update PPD test and complete the Student Tuberculosis
Surveillance form. BLS (CPR) for Healthcare providers must be current while enrolled in the College.
The student is responsible for submitting all documentation the Health Records Nurse. Students may
also be required to obtain other vaccines as required by the clinical facilities and must submit
documentation to the Health Records Nurse.
Annual Influenza Vaccine Requirements (Current Flu Season usually mid fall to mid spring)
Sentara College of Health Sciences is required to follow Sentara’s policy on influenza immunization. All
Sentara College of Health Sciences students who go to a clinical facility or whose course takes them to a
clinical facility or who have responsibilities involving patient contact shall be required to participate in
the annual influenza vaccination campaign.
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Students shall provide evidence of influenza vaccination to the Health Records Nurse prior to the due
date. Those who decline vaccination may be required to wear a surgical mask while working in any
facility (clinical or non-clinical) or while interacting with patients during the influenza season if
deemed necessary should a serious influenza outbreak occur. Failure to wear the mask if deemed
necessary may be subject to corrective action.
At some facilities, students may be denied clinical experience if they do not get the vaccine.
Expired PPD’s
Students 3 months beyond the expiration of their PPD are required to have a 2-step PPD
performed and must submit documentation of BOTH tests results to the Health Records Nurse.
Clinical Experience Guidelines
During clinical experiences, a student may be assigned to clients with an infectious and/or
communicable disease. Students will be oriented to and must maintain knowledge of infection control
guidelines, isolation requirements and all precautions related to blood borne and air borne pathogens in
order to provide care to clients.
Health Care Professionals have a fundamental responsibility to provide care to all clients assigned to
them. Refusal to care for a patient is contrary to professional ethics. Faculty counseling will be provided
to students who refuse to care for any assigned client. Such cases will be handled as individual
instances in which students have not met course requirements.
Students with known or suspected immune deficiencies must consult with their faculty prior to caring for
clients. The student may be required to have the primary care provider treating the condition complete a
Fit for Duty Form. Infection with a blood borne pathogen does not automatically preclude student
participation in clinical experiences but will be considered on an individual basis dependent upon the
program and the nature of the infection. The College will consult with Sentara Occupational Health to
determine a course of action that protects the student and client.
Student Exposures
Students exposed to blood or body fluids during a clinical rotation must:
a. Immediately notify the instructor/program official. During clinical OR experiences, ST
students must also notify their preceptor and Circulator. Instructions will be provided by the
Circulator.
b. Contact the charge person at the work site and have source patient tested for HIV 1 Antibody
(STAT), Hepatitis B Surface Antigen, and Hepatitis C Surface Antibody. The lab tubes to be
drawn: (1) 6 ml PINK top tube, (1) 10 ml RED SST tube, and (1) 10 ml PLAIN RED top tube. For
ST students, the patient’s blood will be drawn by the
Anesthesia Care Provider and given to the Circulator for disposition. The ST student must
contact the charge nurse for any further instructions.
c. Obtain Source Patient Lab Requisition form from SCOHS instructor. (n/a for ST)
d. Transport the source patient's blood to the nearest Sentara hospital laboratory (except Bayside).
Tell the receiving clerk that this is an "exposure" and the HIV test needs to be run STAT. (n/a for
ST)
e. During normal business hours, notify and report to Sentara Occupational Health Services (at the
hospital where the blood has been delivered). Test results will be called to Occupational Health
152
f.
g.
h.
i.
j.
Services. After 4 PM or on weekends/holidays, notify the hospital Patient Care Supervisor as the
test results will be called to the Patient Care Supervisor.
Complete an Employee Occurrence Report and report to the Occupational Health Services office
(located in Sentara Hospitals) where the exposure occurred to have baseline studies drawn.
If source patient is known or determined positive for HIV, immediate additional treatment is
indicated. Prophylactic medications will be most effective immediately following exposure
to HIV. In this case, report immediately to the hospital emergency department for
treatment.
If source patient is positive for Hepatitis B and/or Hepatitis C additional treatment may be
indicated. Students should consult their primary healthcare provider for follow-up
recommendations.
If the source patient is positive for Hepatitis B, Hepatitis C or HIV, the student should consult
with their primary provider regarding the CDC Guidelines.
All documentation must be submitted to the Health Records Nurse and will be kept in the
student’s health record file. Faculty are required to notify the Health Records Nurse on
exposures or injuries.
Absences
Students absent from class and or clinical three consecutive days must bring a note from the primary
care provider stating that they may return to school. The Faculty/Program Official will ensure that the
note is forwarded to the Health Records Nurse.
Infectious Diseases/Communicable Disease
Students with an infectious disease exposure must notify the instructor/program official. If the
exposure occurs during class or clinical rotation the student must complete the required
documentation according to agency policy. The student will be advised regarding the follow up
protocol. The Infection Control Coordinator will be notified by the faculty if any student has a hospital
associated infection or communicable disease.
Students exhibiting one or more of the following signs or symptoms of illness while attending the
program must inform their faculty/program official and be seen by their Primary Care Provider.
a. Jaundice
b. Rash
c. Infectious skin lesions
d. Open draining wounds or skin lesions and weeping dermatitis
e. Prolonged upper respiratory infection (more than 3 weeks duration)
f. Conjunctivitis
g. Nausea and vomiting (more than one episode)
h. Acute diarrhea (more than one episode)
i. Fever of unknown etiology
j. Flu like symptoms as defined by the CDC
Faculty/Program official will inform the student that they must stay out of College until cleared by the
primary care provider treating the infectious disease. In order to return to College (class or clinical) from
an infectious disease, the primary care provider treating the infectious disease must complete the Fit for
Duty Form. The Faculty/Program Official will review the completed Fit for Duty form, determine if the
153
student can return to class/clinical and communicate student status to the Health Records Nurse. The
form must be forwarded to the Health Records Nurse for inclusion in the student’s record.
Hospitalization and Medical LOA
In order to return to College courses which have a clinical component following hospitalization or
medical LOA the primary care provider (treating the student for the hospitalization or medical LOA)
must complete the Fit for Duty Form. This form must be completed no more than 30 days prior to
return to the College. The Faculty/Program Official will review the completed Fit for Duty form,
determine if the student can return to clinical and communicate student status to the Health Records
Nurse. If possible, clinical rotations may be adjusted to reasonably accommodate a medical condition. If
the student cannot maintain the Program’s Physical and Mental Requirements, the student may be
eligible for an LOA (see policy) or may have to withdraw from the program.
Maternity
Students will be allowed to continue their clinical rotation schedules during pregnancy. If there are
limitations placed on the student by the primary healthcare provider, these limitations will be
reviewed on an individual basis. The student is responsible for having the primary care provider notify
the College of the limitations by completion of the Fit for Duty Form. The Faculty/Program Official will
review the completed limitations, determine if the student can return to clinical and communicate
student status to the Health Records Nurse. If the limitations are such that the student is unable to
meet the clinical objectives during pregnancy, she may be required to take a Leave of Absence (LOA)
or withdraw from the program. If the student is required to wear a radiation monitoring device during
clinical rotations, the student must comply with radiation safety requirements.
Students taking LOA for uncomplicated deliveries may have their LOA form completed at the time the
physician releases them from care.
Incidents/Accidents
Students who become ill or is injured while in class or clinical, must notify the instructor/program official
and a report must be completed and sent to Risk Management. To return to College following an injury
or accident while in class or clinical, the primary care provider (treating the student for the
hospitalization or medical LOA) must complete the Fit for Duty Form. The Faculty/Program Official will
review the completed Fit for Duty form, determine if the student can return to class/clinical and
communicate student status to the Health Records Nurse. If the student cannot maintain the Program’s
Physical and Mental Requirements, the student may be eligible for an LOA (see policy) or may have to
withdraw from the program.
STUDENTS ARE RESPONSIBLE FOR ANY COSTS GENERATED BY EMERGENCY ROOM VISITS
Latex Allergies
Students with latex allergies must contact the College’s Health Records Nurse at (7 57) 388-3511.
Student Benefits:
1. Discount: Sentara has a discount program through Financial Services that is available to
individuals who do not have health insurance. Contact Student Services for more
information on the uninsured patient discount.
2. Mental Health Services: Students are free to use the services of the Student Assistance Program
for personal issues such as family non-support, stress reduction, test anxiety and for academic
issues such as college adjustment, assistance with note taking, etc. If services are required
154
outside the scope of the counselor’s practice, the student will be referred to the appropriate
agencies.
Radiation Safety
1. All students receive basic radiation safety education.
2. Students in the CVT and ST Programs receive additional orientation on radiation safety prior to
going to a clinical site. The students are informed of the potential risks of harm from radiation
to the student and the fetus. The student is also provided with the Nuclear Regulatory website
address to access required reading.
3. All students who require radiation monitoring will be provided a radiation monitoring badge at
no cost. In the event that the student loses/mishandles the badge, the student must purchase a
replacement badge from Student Services for the cost of $5.00
4. Students who require monitoring must wear and store their badge as directed. The badges
must be turned in to their program official quarterly and the student will be issued a new
badge. Violation of this requirement will result in disciplinary action.
5. The exposure reports will become a part of the student’s health record.
6. Students will not be excluded from clinical rotations due to pregnancy. The program official
will review the student’s clinical schedule and occupational radiation dose to determine the
course of action for the student’s schedule. The student may defer clinical training or
rotations in areas that would increase the risk of radiation exposure to the fetus. The
student may also request a leave of absence if desired.
7. It is the student’s responsibility to request the deferment or LOA. No action will be taken
until the student officially becomes a ―declared pregnant‖ individual.
8. Students who want to defer clinical training or rotations must "declare" their pregnancy to the
Program Official in writing (the student may later revoke this declaration).
9. The student will complete and sign ―Student Declaration of Pregnancy‖ form and be provided a
copy of the Nuclear Regulatory Commission Regulatory Guide 8.13. The plan for the student’s
program rotations during the "declared pregnancy" will be written and signed by all parties.
10. Contact information for the Radiation Safety Officer will be provided to the student should
the student have further questions.
11. The student will receive a fetal badge.
12. All clinical rotations not deferred will be completed as usual. Daily classroom and clinical
assignments will be carried out as usual.
13. All didactic courses missed while the student is on leave of absence must be satisfactorily
completed by the student prior to the scheduled graduation date, or as agreed to in the
student plan devised above.
14. All deferred training and rotations must be satisfactorily completed by the student prior
to the scheduled graduation date, or as agreed to in the student plan devised above.
Any questions concerning the above must be addressed to the Program Official.
All pregnant students are required to read the Regulatory Guide, published by the U.S. Nuclear
Regulatory Commission (NPC) before continuing to work in radiation areas. A written signature from
the student is required stating that this document has been read and explained.
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Supporting Forms/Documents
• Student Tuberculosis Surveillance Record (available on Blackboard)
• Positive PPD – Chest X-ray follow-up letter
• Latex Sensitivity Questionnaire
• Fit for Duty
• Communicable Disease Prevention (Policy on Wavenet)
• Healthcare Worker with Potentially Communicable Disease (Policy on Wavenet)
• Bloodborne Exposure/Sharps Injury Follow-up - (Policy on Wavenet)
• Tuberculosis Screening and Immunization Requirements for Non-Employed Clinical Personnel –
(Policy on Wavenet)
• Work Restrictions – (Policy on Wavenet)
• Student Declaration of Pregnancy
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INCLEMENT WEATHER
Students Approved by:
Academic Affairs Council
Origination Date: May
2009
Revision Dates: August 2010, January 2011, August 2012
When the College is open during inclement weather, students are encouraged to use their own
judgment related to attending class/clinical.
On each day of inclement weather, the Dean , College of Health Sciences, or designee will notify the local
network channel of NBC (Wavy 10/Fox 14) by 5am for morning classes/clinicals and by 12 noon for
afternoon/evening classes/clinicals to notify whether the College is open, delayed, or closed due to the
weather. Closing/delay notices will air on Wavy 10 and Fox 43, and will be posted on www.wavy.com
and www.fox43tv.com.
Method of communication:
1.
Blackboard announcement
2.
Blackboard Connect emergency notification service (phone, email, text) (students must
register for this free service; standard text messaging rates may apply).
Since there is universal access to courses – all courses will remain active even if the building is closed due
to inclement weather, disaster etc. This means that course deadlines are in effect for all courses
regardless of the delivery mode. Faculty will notify students if any deadlines are extended. Program
Officials will also determine the need for make up days.
Students who do not attend classes when the College remains open will be subject to the attendance
policy.
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LEAVE OF ABSENCE - INVOLUNTARY
Origination Date: July 2012 (originated in Leave of Absence Policy)
Revision Dates:
The College may place a student on involuntary medical LOA if any student, because of apparent medical
or psychological condition poses a threat to the physical well-being of him/herself or any other member
of the College, or a threat of serious destruction of property. The student does not have to be in good
academic standing to be placed on involuntary LOA. This applies to medical and psychological problems
only. The procedure for implementing involuntary leave is as follows:
a. When evidence is brought to the attention of any College or Program Official that the
behavior manifested by a student poses a threat to the physical or psychological well being
of him/herself or another individual, or a threat of serious damage to property, the student
may be placed on an involuntary medical LOA for up to a period of one year. The student
will be notified by phone and in writing by certified mail of this action.
b. If the student agrees, no further action is necessary. The student will receive a letter confirming
the LOA.
c. If the student believes that there has been an error in judgment in issuing the leave, the
student may request a hearing to discuss the issue in writing within 3 business days following
notification. A hearing must be held by the Dean, College of Health Sciences within 5 working
days of receipt of the student’s request to appeal. The purpose is to allow the student an
opportu nity to present evidence indicating that a leave is unwarranted. Evidence to the
contrary may also be presented by any College official. The Dean must notify the student in
writing of his/her final decision with 3 days of the hearing. The decision of the Dean is final. The
student will receive a letter confirming the LOA.
d. Students must comply with all conditions related to LOA in this policy.
e. In order to return from an involuntary medical leave of absence the student must provide
documentation from a mental health provider and or primary care provider (depending on the
reason for the leave) that he/she has been assessed, received appropriate treatment and is able
to successfully re-enter the program without limitations. The report will be reviewed by the
Student Assistance Program Counselor or Health Records Nurse who will provide a summary of
the report to the College Administration. The student will need to sign a release with the
provider allowing this Counselor to communicate with the mental health or primary care
provider about the case.
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The following applies to students on voluntary and involuntary LOA:
a. The student will surrender their badge and will have Wavenet and Blackboard accounts
deactivated. Students should provide the Student Services Office with a personal e-mail address
if one is available.
b. The maximum length of time allowed for an LOA is one calendar year, after which, the student is
considered withdrawn and must reapply. Only one LOA will be granted while the student is in
the program. Students must complete the program and graduate within 150% of the program
length. Situations exceeding this time frame will be evaluated on a case by case basis at the
discretion of the College. Acceptable conditions under which the time may be extended may
include (but may not be limited to) taking some of the program on a part time basis, failure and
re-enrollment, or other extenuating circumstances. If students are receiving federal student aid,
the LOA cannot exceed 180 days in any 12 month period. Students are responsible for knowing
their Financial Aid obligations before taking a leave of greater than 180 days.
c. If a leave of absence generates a balance on a student account due to the return of Title IV
funds, the student has two (2) weeks to pay the balance or make acceptable payment
arrangements or the account will be sent to collections. Any student with a balance on their
account may not return from LOA until the balance is paid in full.
d. When the student is ready to return from the LOA, he/she must contact the Assistant Dean for
Student Services to arrange for re-entry. The Assistant Dean will notify the Program
Coordinator. It is the responsibility of the student who is on LOA to meet with his/her advisor
during the semester prior to returning to the program to develop a strategic plan for
maximizing their success upon return and to facilitate registration for the upcoming semester.
e. The student must notify the College in writing of intent to return as soon as it is anticipated or
at least 30 days prior to the anticipated re-entry date. There is no guarantee that a seat will be
available in the class in which the student wants to return. The program official will determine
the specific class and return date based upon available space. Upon return from LOA, students
are required to complete an orientation to include all yearly updates (if expired), complete all
admission documentation and review the current handbook.
f. Students on leave are considered students in the College during that year or until they formally
withdraw. If they do not return from the LOA at the designated time, the last known date of
attendance will be considered as the date of withdrawal.
g. All students returning from LOA must:
return in a time frame designated by the Program
Official have a zero (0) balance on their account
enter into the beginning of the first sequential course as designated by the Program
Official validate competencies achieved in last successfully completed course.
Scheduling clinical experiences is based upon available sites and personnel. There is
no charge for this validation.
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Validation of competencies shall occur as follows:
CVT
•
•
successfully complete all course related CPEs within 2 attempts
successfully complete clinical time as designated by the Program Official
•
•
•
achieve 90% or better on an instrument test (minimum of 50 instruments to identify)
ST
RN
•
•
successfully achieve course objectives of last nursing clinical course
completed
validate clinical competency as determined by the faculty of previous
clinical course
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LEAVE OF ABSENCE – VOLUNTARY
Revision Dates: August 2010, May 2011, July 2012
1.
Voluntary LOA is granted for students enrolled in the RN, CVT and ST programs only. Students enrolled in ST
to CST Bridge Program, CP, CSST, MS and NA courses are not eligible for voluntary LOA.
2.
Voluntary LOA is granted only when the student is in good academic standing (with passing average) and good
clinical standing (meeting the standard for any course and/or CPEs already taken). In order to obtain an LOA,
the student must submit a written request for a leave of absence to the Assistant Dean for Student Services.
The Assistant Dean for Student Services completes a Change in Student Status Form (available in the Student
Services Office). The student will receive a letter confirming the LOA.
3. The following applies to students on voluntary and involuntary LOA:
a.
The student will surrender their badge and will have Wavenet and Blackboard accounts deactivated.
Students should provide the Student Services Office with a personal e-mail address if one is available.
b. The maximum length of time allowed for an LOA is one calendar year, after which, the student is
considered withdrawn and must reapply. Only one LOA will be granted while the student is in the
program. Students must complete the program and graduate within 150% of the program length.
Situations exceeding this time frame will be evaluated on a case by case basis at the discretion of the
College. Acceptable conditions under which the time may be extended may include (but may not be
limited to) taking some of the program on a part time basis, failure and re-enrollment, or other
extenuating circumstances. If students are receiving federal student aid, the LOA cannot exceed 180 days
in any 12 month period. Students are responsible for knowing their Financial Aid obligations before taking
a leave of greater than 180 days. The LOA may impact the student’s financial aid package. It is the
student’s responsibility to contact the Financial Aid office to determine the impact and any options that
may be open to the student regarding his/her financial aid.
c. If a leave of absence generates a balance on a student account due to the return of Title IV funds, the
student has two (2) weeks to pay the balance or make acceptable payment arrangements or the account
will be sent to collections. Any student with a balance on their account may not return from LOA until the
balance is paid in full.
d. When the student is ready to return from the LOA, he/she must contact the Assistant Dean for Student
Services to arrange for re-entry. The Assistant Dean will notify the Program Coordinator. It is the
responsibility of the student who is on LOA to meet with his/her advisor during the semester pr ior to
returning to the program to develop a strategic plan for maximizing their success upon return and to
facilitate registration for the upcoming semester.
e. The student must notify the College in writing of intent to return as soon as it is anticipated or at least 30
days prior to the anticipated re-entry date. There is no guarantee that a seat will be available in the class
in which the student wants to return. The program official will determine the specific class and return
date based upon available space. Upon return from LOA, students are required to complete an
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f.
orientation to include all yearly updates (if expired), complete all admission documentation and review
the current handbook.
Students on leave are considered students in the College during that year or until they formally withdraw.
If they do not return from the LOA at the designated time, the last known date of attendance will be
considered as the date of withdrawal.
g.
All students returning from LOA must:
return in a time frame designated by the Program Official
have a zero (0) balance on their account
enter into the beginning of the first sequential course as designated by the Program Official
validate competencies achieved in last successfully completed course. Scheduling clinical
experiences is based upon available sites and personnel. There is no charge for this validation.
h. Nursing: It is the responsibility of the student who is on LOA to meet with his/her advisor during the
semester prior to returning to the program to develop a strategic plan for maximizing their success
upon return and to facilitate registration for the upcoming semester.
4. Validation of competencies shall occur as follows:
CVT
•
•
ST
•
•
•
achieve 90% or better on an instrument test (minimum of 50 instruments to identify)
•
successfully achieve course objectives of last nursing clinical course completed validate clinical
competency as determined by the faculty of previous clinical course
RN
6. Active Duty Military LOA
Students presenting with documentation of being placed on active duty for 2 weeks or more will be placed on
military LOA and receive a grade of ―W‖ in all courses. Students placed on military LOA will receive a full refund
for all courses in which they are enrolled.
The student will surrender their badge and will have Wavenet and Blackboard accounts deactivated. Students
should provide the Student Services Office with a personal e-mail address if one is available.
When the student is ready to return from leave, he/she must contact the Assistant Dean for Student Services to
arrange for re-entry. The Assistant Dean will notify the Program Coordinator.
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The student is eligible for reinstatement to the college without requalification for admission if:
The student returns to the college after a cumulative absence of not more than 5 years AND
The student provides a letter of intent to return to the institution no later than 3 years after
the completion of the period of service.
Prior to reinstatement into the program of study, the student must meet with the Program Official to determine the
impact of absence, ability to resume study and placement into the program. The student will be required to
demonstrate competency as stated in #5 above. If the student is required to repeat courses previously taken, there
will be no tuition charged for these courses.
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READMISSION
Revision Dates: August 2010, May 2011, February 2012, March 2012, June 2012
Readmission Requirements
Students meeting eligibility requirements may be readmitted only once to each program in the College
of Health Sciences. (NOTE: Students requesting transfer to another program, and are not in good
standing, must apply for admission to the program). Readmission is not automatic and must be
approved. Placement is at the discretion of the Program Director/Course Coordinator and available seats
in a course. All decisions of the Admissions Committee are final.
Eligibility:
A student is eligible for readmission under the following conditions:
1.
They withdrew on their own accord (for any reason including significant life events) with no
issues identified below to make them ineligible for readmission.
2.
They were dismissed for academic or clinical failure and are not ―ineligible for readmission –
see below.
A student is ineligible for readmission if:
1.
They were dismissed for a critical violation of the Code of Conduct Policy
2.
There was a pattern of formal counseling sessions throughout the program.
3.
Nursing Program only – failure of any 2 courses (different courses or the same course failed 2
times)
4.
They chose not to complete the Developmental Plan course (NUR 001) and/or auditing
requirements after failing one nursing course.
Readmission process:
If accepted the applicant must comply with current admission requirements/criteria and:
1. For the nursing program : Applicants must reapply to the program by June 1st to be considered
for admission with the following January session.
2. For Allied Health: applicants must reapply by the designated deadline. Students are to contact
Student Services for more information.
a. receive recommendation for readmission from Program Coordinator. The applicant’s
request for readmission may be submitted to the Admission’s Committee if requested
by the Program Coordinator. The applicant may be required to complete a
developmental plan at time of exit and provide proof of completion prior to application.
After the decision is made by the Program Coordinator (and Admission Committee as
needed), the candidate will receive a notification letter.
b. Sign a readmission contract at the discretion of the program director.
3. Sign a new enrollment agreement, consistent with the class into which he/she is being
readmitted.
4. Understand that any previous Code of Conduct violations will remain in the student’s record,
continue upon re-entry into the college and may be progressive in nature. The code of conduct
will be lifted at a time determined by faculty.
5. Meet Satisfactory Academic Progress – see policy.
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Program specific requirements:
Cardiovascular Technology, Surgical Technology, and Monitor Surveillance Students readmitted to the
program/course must return at a point designated by the Program Official. Entry into the first sequential
course not previously completed is required. Prior to readmission, returning students must prove clinical
competencies achieved in the last successfully completed clinical course. Validation of competency
includes completing all course related CPEs (2 attempts allowed) and successfully completing clinical
time as designated by the Program Official. Scheduling clinical experience is based on availability of a
site and personnel.
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RECORDS
Revision Dates: August 2010, June 2011, July 2012
This policy addresses record content, storage, viewing and release of records. The policy is intended to
conform with all state and federal laws dealing with access to information maintained and held by the
College for both present and former students.
CONTENT OF RECORDS
1. Applicant Records Applicant records are kept confidential and secured in the Student Services
Records Room. The applicant record contains the following:
a. Applicant Processing Sheet
b. Application
c. Verification of high school graduation (as needed), GED completion or home school
completion
d. College transcripts for pre requisite course(s)
e. Preadmission testing results
f. Letter of admission decision
g. Correspondence to/from applicant that is not documented in the student database as an
activity.
2. Withdrawn Applicant Records
Withdrawn applicant records are those of applicants who never enrolled in the
College. The records are maintained two (2) years for programs and one (1) year for
courses from the application date.
3. Student Records
An applicant record becomes a student record at the time of enrollment. Student records
are kept confidential and locked in fire-proof file cabinets in the Student Services Records
Room. The student record contains the following:
a.
b.
c.
d.
e.
f.
Enrollment Agreement
Mental and Physical Requirements Acknowledgement
Statement of Confidentiality & Responsibility
Health Insurance Statement
Photo/Video Consent
Correspondence to/from a student that is not documented in the student database as
an activity.
The Orientation Course in Blackboard serves as documentation for Handbook
Acknowledgement, Sentara Commitments and Orientation to Sentara Healthcare. All
students are required to complete this course prior to enrollment in the College.
166
Items verified and documented electronically in the student database are demographics
(required by The
Department of Education), satisfactory criminal history report, and satisfactory drug screen
results.
4. Academic/Clinical Records
Academic and clinical records are maintained by program/course faculty.
5. Health Records
Health records are maintained in a locked file in the Health Records Nurse’s office. Only copies
of health records are retained. Health record requirements are outlined in the Health section
of the Student Handbook. At the time of graduation/withdrawal from the College, the records
are scanned and maintained indefinitely on a shared student database.
6. Financial Aid Records
The financial aid records of current students are kept in fire proof cabinets located in the
Financial Aid Office. These records are kept for 3 years from the end of the award year for
which the aid was awarded. The financial aid record may contain the following (based upon
requirements by The Department of Education) or these items may be on file in the Financial
Aid computer system.
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
Financial Aid Request Form
ISIR
Award letters
Loan request forms
Verification of entrance/exit counseling
Loan certifications
Professional judgments
Packaging information, including cost of attendance documentation
Verification forms and supporting documents
Return of Title IV funds/overpayments NSLDS reports Pell/Certification/Origination
Documentation of scholarships
k. Veterans Administration documentation
l. Communication to/from student that is not documented in student database as an
activity
7. Graduate/Withdrawn/Dismissed Records
At time of separation from the College, the academic/clinical record is merged with the
student record and maintained intact for five (5) years from the last date of attendance. These
records are stored in the fire-proof Main Records Room. After five (5) years, only the
transcript and medical health records are retained electronically on the shared network
database (with electronic backup). The remainder of the record is shredded.
167
ACCESS TO RECORDS
Sentara College of Health Sciences defines school officials as Deans, Assistant Deans, Team
Coordinators, Program Directors/Coordinators, Faculty, Administrative Staff , Health Records Nurse,
and Counselor. These individuals are allowed to review a student’s education record as needed in
order to fulfill his or her professional responsibility.
VIEWING RECORDS
Only students enrolled in the College of Health Sciences have the right to view their individual
College records and the right to challenge any information contained here-in. If the school does
not amend the records, then the student has the right to a hearing. The student has the right to
insert a statement in the record setting forth his or her views if the school still decides not to
amend the record. Under FERPA, the amendment procedure may not be used to challenge a
grade, an opinion or a substantive decision made by the school about an eligible student. If
FERPA’s amendment procedures are not applicable to an eligible student’s request for
amendment of educational records, the school is not required under FERPA to hold a hearing on
the matter.
Students must make an appointment with a Student Services Assistant at least one (1) week prior to
viewing. A member of the staff will sit with the student during the viewing. Copies of any item (except
transcripts from previous Colleges attended and preadmission test results) will be granted at a cost of
$0.15 cents per copy.
RELEASE OF RECORDS
A transcript is a copy of the student's permanent academic record and is released only upon written
request from student or graduate with the exception of requests within Sentara Healthcare. The
College reserves the right to forward pertinent student information to Sentara Employment Center
and managers within Sentara Healthcare. Each transcript request will take five (5) business days to
complete and will cost $7.50 per copy. Transcripts from other institutions and pre-admission test
results are not released. Grade reports, unofficial transcripts, and official transcripts are available to
current students upon request at no charge. Itemized grade reports from Blackboard’s grade book are
accessible to current students online, but will not be verified by the Student Services Office.
Official Transcripts
An official transcript includes the student's complete academic record at Sentara College of
Health Sciences and carries the College seal, is contained in a sealed envelope, and will be
stamped ―Official.‖
Unofficial Transcripts
An unofficial transcript includes the student’s complete academic record at Sentara College of
Health Sciences,
But will not bear the College seal and will be stamped "Unofficial." Students can also access
unofficial transcripts in the student database.
Release of Records upon Graduation
168
Each graduate will receive one (1) official transcript, one (1) unofficial transcript, and a copy
of all health records upon graduation. Additional transcripts or copies of health records will
cost $7.50 per requested item.
Release of Records upon Withdrawal or Dismissal
Each student may request one official transcript at the time of withdrawal or dismissal
from the College at no charge. Any additional records will cost $7.50 per requested item.
Requests for Course-Related Materials
Requests for syllabi and other course-related materials from a former students’ record will be
released if available and will be assessed a fee of $7.50 per request.
***NOTE: Records will not be released if an outstanding debt is owed to the College or if
the individual is in default on federal financial aid loans that were obtained during
enrollment at the SCOHS.
169
RECRUITMENT
Approved by:
Origination Date:
Revision Dates:
Student Services
Academic Affairs Council, Departments of Allied Health and Nursing
May 2011
The College of Health Sciences seeks to admit qualified applicants without regard to race, color, religion,
sex, age, national origin, or disability provided the applicant is qualified to perform the tasks necessary
to meet the requirements of the Program/course with or without reasonable accommodation. The
College provides multiple programs and courses as organized professional offerings. Each offering
requires completion of specific curricula awarding a certificate, diploma or degree.
Recruitment materials and exhibiting activities accurately represent the academic programs.
Additionally, all academic programs follow the guidelines of the institutional accrediting agency as well
as all programmatic accrediting agencies as outlined in the catalog. These guidelines direct all
advertising, publications, promotional literature, student recruitment activities for admissions and
enrollment.
All College recruiting efforts are performed by qualified personnel as selected by the Assistant Dean, for
Student Services in collaboration with the Dean for the College. The following bulleted list provides
detail regarding recruiting procedures:
•
•
•
•
•
•
Individuals involved with advertising, publications, promotional literature, and exhibiting activities
follow above guidelines and ensure advertising and promotional publications are reviewed/revised
at least annually.
All recruitment materials and exhibiting activities are reviewed annually for accurate reflection of
content contained in the on-line catalog, website, and other handbooks, and for consistency of all
publications and exhibiting activities.
All advertising and student recruitment publications/exhibiting activities follow accreditation
standards and guidelines.
Review and revision of recruitment activities, advertising, publications, and promotional literature
are approved by the Marketing Consultant, Assistant Dean for Student Services, Assistant Dean for
Allied Health, Dean for the Department of Nursing and Dean for the College.
The recruitment processes for all programs and courses involve participation in a variety of
recruiting events and use of a variety of recruitment methods throughout the academic year. For
example, during recruiting/exhibiting activities, potential students may receive brochures regarding
the various academic programs, visit with qualified admissions advisors and faculty advisors
regarding the programs, and/or view Power Point presentations about the individual disciplines at
monthly Information Sessions and Open Houses.
Recruiting efforts include obtaining quality applicants from the local geographic region and from
diverse populations.
170
Reporting of Alleged or Suspected Abuse, Neglect, or Exploitation of Children and Adults
Faculty, Staff, and Students
Approved by:
Academic Affairs
Origination Date:
August 2012
Virginia’s Child Abuse and Neglect Mandated Reporting Law § 63.2-1509 effective July 1, 2012, requires faculty,
staff, and students to report suspected abuse and neglect of children and adults as soon as possible, but no longer
than 24 hour after having a suspicion of a reportable offense. Failure to report is punishable by law.
Definitions:
Abuse – the willful infliction of pain or injury which includes, but is not limited to, assault, battery, sexual assault,
assault with a weapon, physical or chemical restraint, use of psychotropic drugs without authorization or
caregiver convenience, verbal assaults, threats, harassment and intimidation.
Abused or neglected child – any child under the age of 18, whose parent or caregiver causes or threatens to cause a
non-accidental physical or mental injury, neglects or refuses to provide adequate food, clothing, shelter,
emotional nurturing or health care, abandons the child, neglects or refuses to provide adequate supervision
in relation to a child’s age and level of development, commits or allows to be committed, any illegal sexual
act upon the child, including incest, rape, indecent exposure, prostitution or allows a child to be used in any
sexually explicit visual material.
Adult –means any person 65 years of age or older, or any person 18 years of age or older who is incapacitated and
who resides in the Commonwealth; provided, however, "adult" may include qualifying nonresidents who are
temporarily in the Commonwealth and who are in need of temporary or emergency protective services.
Adult neglect and abuse – includes, but is not limited to, inflicting pain or injury, mismanaging of funds, misusing
medications, causing psychological distress, withholding food or care, sexual abuse or exploitation,
confinement, abandonment, or the threat to commit any of these acts.
AMA – against medical advice
Domestic violence – a pattern of coercive behaviors, including physical abuse, emotional / verbal abuse, sexual
abuse, as well as social isolation, deprivation and intimidation used to control a spouse or partner.
Elderly and disabled adult – any person eighteen years or older who is impaired by reason of mental illness,
mental retardation, physical illness or disability, advanced age or other causes to the extent that the adult
lacks sufficient understanding or capacity to make, communicate or carry out reasonable decisions concerning
his/her well-being.
Emergency – for the purpose of this procedure, means that an adult is living in conditions that present a clear and
substantial risk of death or immediate and serious physical harm to the adult or others.
Emotional abuse – a means of control through fear and degradation, which often include threats of harm, social
isolation, rejection, intimidation, and repeated attacks against self-esteem.With children, emotional
abuse/neglect can be seen with the consistent failure of caregiver to provide appropriate support, attention
and affections. This may also include destruction of personal property and abuse of pets.
Financial or material abuse – Theft of money or property; misappropriation of funds, and using a patient’s
property without permission or obtaining permission fraudulently.
Incapacitated person – any adult who is impaired by reason of mental illness, mental retardation, physical illness
or disability, advanced age or other causes to the extent that the adult lacks sufficient understanding or
capacity to make, communicate or carry out responsible decisions concerning his or her well-being.
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Physical abuse – involves the infliction of physical pain or injury with the intent to cause harm, which may include,
slaps, punches, biting and hair pulling, but in frequency or occurrence generally involves more serious assaults
including strangling, kicking, braking bones, using weapons, or using objects as weapons.
Physical or psychological neglect – failure to provide such services as are necessary to maintain one’s physical
and mental health and the failure to receive such necessary services impairs or threatens to impair well being.
This includes, but is not limited to, self-neglect, failure to assist with personal hygiene or to provide food,
clothing, or shelter; failure to provide medical care for physical and mental health needs; failure to protect
from health or safety hazards; failure to prevent malnutrition; or inadequate supervision by a caregiver.
Sexual abuse – an act committed with the intent to sexually molest, arouse, or gratify any person, where:
a. The accused intentionally touches the complaining witness's intimate parts or material directly covering
such intimate parts;
b. The accused forces the complaining witness to touch the accused's, the witness's own, or another
person's intimate parts or material directly covering such intimate parts;
c. If the complaining witness is under the age of 13, the accused causes or assists the complaining witness
to touch the accused's, the witness's own, or another person's intimate parts or material directly
covering such intimate parts; or
d. The accused forces another person to touch the complaining witness's intimate parts or material
directly covering such intimate parts.
Verbal abuse – the most difficult form to recognize; may include jealously, intense anger, coldness,
unpredictability, blaming, refusing to communicate, name-calling, belittling, cursing and/or degrading the
victim in front of others.
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PROCEDURE
Reporter
Notify your instructor, director, or supervisor
immediately.
Instructor, Director, or Supervisor
Notify the local Protective Service Bureau or local police
if after hours or on a weekend.
Protective Services Bureaus
24 Hour Hot Line for reporting child abuse: 1-800-552-7096
24 Hour Hot Line for adult / family / domestic / sexual: 1-800-838-8238
24 Hour Hot Line for elderly / mentally challenged: 1-888-83ADULT
CHESAPEAKE
Child Abuse: 382-2020 (8AM-5PM)
Adult Abuse: 382-2008 (8AM-5PM)
1-800-552-7096 (after hours)
FRANKLIN
757-562-8520
PORTSMOUTH
Child Abuse: 393-9500
Adult Abuse: 405-1800, ext. 8135
SOUTHAMPTON
757-653-3080, press 12
HAMPTON
Child Abuse: 727-1885 (8am –5pm)
Adult Abuse: 728-2120
SUFFOLK
Child / Adult Protective Services: 514-7450, option
3 (8:30am-5:00pm)
1-800-552-7096 (after 5:00pm)
ISLE OF WIGHT
757-365-0880
SURRY
757-294-5240
JAMES CITY COUNTY
Child Abuse: 757-259-3201
Adult Abuse: 757-259-3115
SUSSEX
434-246-1083, press 1
NEWPORT NEWS
Adult Abuse: 962-6300 select option #3 then option
#2
NORFOLK
Child Abuse: 664-6022 (24hr/day)
Elder (Adult) Abuse: 664-6123 (24hr/day)
HotLine: 1-888-83ADULT
VIRGINIA BEACH
Adult Abuse: 437-3550 (24hr/day)
WILLIAMSBURG
Adult Abuse: 757-220-6161
YORK COUNTY
Adult Abuse: 888-83-ADULT (888-832-3858)
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S AFE TY & S ECURITY
Approved by:
Origination Date:
Revision Dates:
Students
Academic Affairs Council and Assistant Dean for Student Services
May 2009
August 2010, September 2011, August 2012
Sentara College of Health Sciences is located in Chesapeake, VA; however, the Sentara Norfolk General
Security Department has the ultimate responsibility for overseeing the security at the College. The
Safety and Security Department is available 24/7 and can be reached at 757-388-3510. The College does
not have campus police/security on site.
In the event of an emergency Chesapeake police can be reached by calling 911. The non-emergency
number for Chesapeake police assistance is 382-6161. Non-emergencies can also be reported online at
www.cityofchesapeake.net.
At the College, all suspicious activity shall be reported immediately to College Administration (Dean,
Assistant Dean, Team Coordinator, Program Coordinator and Faculty). If students wish to report
suspicious activities confidentially, they are to make that fact known to the individual who is taking the
report.
At the clinical facilities, suspicious activities should be reported immediately to Security. Ask the clinical
facility operator to connect you with the Security Department. Security officers routinely patrol the
buildings and grounds and the clinical facilities.
Security Awareness and Crime Prevention
The College has several activities that address awareness and prevention such as:
•
•
•
Fire drills twice during the academic year. These drills include a building evacuation
procedure.
Mandatory completion of required training such as fire safety, electrical safety, emergency
preparedness, infection control, hazardous materials, body mechanics, diversity, workplace
harassment, and workplace violence.
All incoming students view the video called “Shots Fired on Campus: When Lightening Strikes”.
Clinical Facility Requirements
Facility mandated training (i.e., infection control, fire safety etc.) is integrated into the
student’s College orientation and initial coursework. Students are required to obtain and
maintain AHA Basic Life Support (CPR).
Students are expected to comply with all safety, security and infection control procedures at the clinical
facilities.
In the event of an exposure, students must follow the process outlined in the Health policy. This
information can also be accessed on Wavenet.
Reporting Crimes
Any employee or student observing a crime in progress, who is the victim of a crime/assault/sexual
assault or has fear for his/her life or the lives of others should try to get to a place of safety first, then
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call the Police at 911. Also, if needed, obtain the necessary medical treatment. If notification is first
made to the College or the student requests assistance in contacting the police, the College official will
contact the police department. Tell the operator that the College is located in Chesapeake at 1441
Crossways Blvd. Inform the College Dean and/or College Administration to ensure proper follow-up.
The Student Assistance Program is available to any student in the College who has been a victim of
crime. The Employee Assistance is available to employees of the College. The college has a professional
full time counselor on staff. Our counselor follows the Virginia statues regarding reportable crimes. We
do not have a policy for reporting crimes voluntarily and confidentially for purpose of inclusion in the
crime statistics report.
The College will, upon written request, disclose to the alleged victim of a crime of violence or a nonforcible sex offense, the results of any disciplinary hearing conducted by the College against the alleged
student who is a perpetrator of the crime or offense. If the alleged victim is deceased, these results will
be provided to the victim’s next of kin.
There is a list of registered sex offenders in the state of Virginia available through the State Police
Department at http://sex-offender.vsp.virginia.gov.
The College is required to report safety statistics to the U.S. Department of Education Office of
Postsecondary Education. The data can be accessed at http://ope.ed.gov/security/search.asp. This data
is obtained from the Chesapeake Police Department on an annual basis.
Security Alerts
Administration will notify students and faculty of security and weather alerts via Blackboard and campus
wide text paging.
Harassment
Sentara Healthcare has a zero tolerance policy for harassment, including sexual harassment. All
employees and students have a right work and learn in an environment that is free from all unlawful
discrimination and conduct which can be intimidating, hostile or offensive. Employees should report
incidences of harassment according to the Sentara Human Resources Policy 404. Students should report
incidences to the Student Assistance Program counselor.
Drugs and Alcohol
All Sentara Facilities are "Drug Free Environments.” The student handbook contains detailed information
and education drugs and substance abuse. We comply with the Virginia ABC laws and any issues related
to alcohol. Infractions to policy related to drugs and alcohol are handled through the Code of Conduct
policy which is in the student handbook.
Tobacco Free Environment
Tobacco use in any building owned or leased by Sentara and on the grounds and adjacent areas is
prohibited. Use of tobacco and smokeless tobacco product is not permitted anywhere on the property,
including sidewalks and parking areas.
Building Security
During regular business hours, entrance and exit is through the front door only. Students and employees
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are required to wear Sentara Identification badges AT ALL TIMES while in the building and at all Sentara
sites. Students will be subject to disciplinary action if they do not comply with this requirement. All
visitors entering the building, who are not wearing a Sentara ID badge, must sign in at the front desk and
obtain a visitor’s badge.
The back doors of the building are not to be used for entrance/exit. In case of emergency, the back
doors may be used to exit. Do not prop open any door.
Door alarms and motion detectors are activated when the last authorized person leaves building.
If alarms/motion detectors are set off after regular business hours, the security company will notify the
Chesapeake Police Department (who dispatches a police car) and call the Dean (or designee) to notify of
the security breech. The Dean or designee will meet the Police on campus when needed.
Building hours – Students and employees are allowed in the building during regular business hours. The
following individuals have access to the building at any time:
Dean/College Administration, Clinical Education Managers and trainers, Program Coordinators and
faculty who have made previous arrangements for a special function or session.
The College does not have residence buildings or student organizations (fraternities/sororities etc.) off
site.
Routine Safety Measures
A safe and secure environment is of paramount importance to the College and is the responsibility of
every employee and student. All are encouraged to follow routine safety practices such as:
•
•
•
•
•
•
Leave all valuables in locked cars – trunk or out of site. Travel in twos when leaving the
building after dark.
Walk to car with keys in hand and a level of awareness of the surroundings.
If in the building after the doors have been locked, never open the door for anyone without a
Sentara badge. Validate an appointment with the College before opening the door.
Clean up a spill observed on tile floors. Spills are potential accidents.
Follow stated procedures in the event of a fire, bomb threat or weather emergency.
Follow all infection control practices.
Fire Safety Plan
The fire assignment plan and maps are posted in the hallways of the College for review. In case of a fire,
activate nearest box fire alarm pull box and dial 911.
If fire is in your area, general responsibilities are:
•
•
•
•
Remove personnel from immediate danger to a safe area.
Activate nearest fire alarm pull box.
Close all doors and windows.
Leave lights on.
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•
•
•
•
•
•
•
•
•
•
Obtain proper fire extinguisher/equipment and use on fire (until help arrives).
Remove items from hallway/corridors.
If a door is warm to touch, do not open it unless someone is inside and must be rescued.
Standby for instructions from senior personnel.
Keep telephone lines open.
Evacuate to the outside grounds as necessary. Students/instructors are to stay with their class
when evacuating the building to the nearest safe exit (students may not go to their cars). If
possible, the roster of class participants should be taken out of the building upon evacuation.
For those evacuating through the front door, move to the second row of parked cars in the front
of the building. DO NOT stand in any of the Fire Lanes which are marked with yellow striping on
the asphalt.
For those evacuating through the back door, move across the parking lot to the edge of the
wooded area. DO NOT stand in any of the Fire Lanes which are marked with yellow striping on
the asphalt.
For employees who are in their office - close the door, leave lights on and go to the nearest exit.
An all clear will be given by the Fire Department when it is safe to return to the building.
If fire is not in your area (or during a drill), general responsibilities are:
•
•
•
•
•
•
•
•
•
Close all doors and windows.
Leave lights on.
Remove items from hallway/corridors.
Keep telephone lines open.
Evacuate to the outside grounds as necessary. Students/instructors are to stay with their class
when evacuating the building to the nearest safe exit (students may not go to their cars). If
possible, the roster of class participants should be taken out of the building upon evacuation.
For those evacuating through the front door, move to the second row of parked cars in the
front of the building. DO NOT stand in any of the Fire Lanes which are marked with yellow
striping on the asphalt.
For those evacuating through the back door, move across the parking lot to the edge of the
wooded area. DO NOT stand in any of the Fire Lanes which are marked with yellow striping on
the asphalt.
For employees who are in their office, close the door, leave lights on and go to the nearest exit.
An all clear will be given by the Fire Department when it is safe to return to the building.
Disaster Policy – Bomb Threat
In case of a bomb threat within the College, the person receiving the call or notification must
communicate this to the College Administration who will call 911. All persons will be evacuated through
either the front or back door. No one will be allowed to remain in the College until it has been
designated as safe by the police.
Electrical Safety Policy
College of Health Sciences employees shall comply with all local and federal codes regarding the use of
electrical devices.
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Specific Safety and Security Issues
•
•
•
•
•
•
•
Accidents: Employees & Students: Accidents are to be reported on the Employee Incident
Report Form and STARS Report (on Wavenet). This requirement is valid regardless of the extent
of the injury whether or not treatment was received. The College’s responsibility in these cases
is to determine if there is an actual or potential immediate hazard associated with the incident
and to ensure corrective action is taken as dictated by the situation.
Accidents - Vehicles: All vehicle accidents occurring on the College’s grounds are to be reported
to the College and to the Chesapeake Police. If a Sentara vehicle is involved, Sentara Risk
Management shall be notified.
Accidents -Visitors: The Dean is to be notified immediately by employees or students observing
or having knowledge of a visitor accident. A STARS Report must be completed.
Facility Maintenance: Property managers are responsible for checking the building lighting,
general overall building safety and any other items that may impact facility safety.
Lost and Found Items: The College Administration is designated as the receiving and control for
all items (regardless of size, shape, condition, apparent value, etc.) found in the College. Found
items will be returned to the owner, if ownership can be determined.
Theft or Loss: If the loss involves an employee or College property, a STARS Report must be
submitted immediately by the person who first becomes aware of the loss. In all cases of theft
or loss, the College Administration must be notified immediately. Timely reporting is essential
for appropriate action to be initiated and be effective.
Visitor Control: Employees are to notify the College Administration immediately of any
concerns with visitor behavior. If necessary, the College will contact the Police Department if
assistance is required.
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SATISFACTORY ACADEMIC PROGRESS AND RETENTION
Approved by:
Origination Date:
Revision Dates:
Students
May 2009
August 2010, May 2011, February 2012, March 2012, June 2012
Satisfactory Progress must be maintained while receiving federal and institutional financial aid at
Sentara College of Health Sciences.
ELIGIBILITY:
Only students in the cardiovascular, nursing and surgical technology programs are eligible for Title IV
funds.
MEASURES USED:
There are three measures for Satisfactory Academic Progress: cumulative grade point average (GPA),
percentage of attempted courses completed, and maximum allowable time frame for Program/Course
completion. These measures are cumulative and cover all periods of the student’s enrollment
regardless of whether or not they are receiving federal financial aid. Students must meet all 3
requirements.
1. Cumulative grade point average
Students must maintain a GPA of 2.0(see exceptions below) or a minimum grade of C in all
courses. A student’s academic standing is reviewed at the end of each course/semester.
Students who do not meet the above are dismissed and may be eligible to reapply to return to
the course/program.
See exceptions to the GPA and grade requirement below:
All Students
An exception to the 2.0 GPA requirement is students who are being readmitted and
have a GPA of less than 2.0 while they repeat a course. They must bring the GPA up to
at least 2.0 by the end of the first semester in which they return. During this time they
are considered to be on Academic Probation.
Nursing students
i. If a student fails one nursing course in the Sophomore year this person will be
withdrawn from the program but is eligible for readmission. If they return, they
must bring the GPA up to at least 2.0 by the end of the first semester in which
they return. During this time they are considered to be on Academic
Probation.
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ii. If a student fails one nursing course at the junior or senior level, the student will
remain in the nursing program, but will not progress until he/she successfully
completes a development plan executed through a non-credit nursing
development course (NUR001). This plan must be initiated by the student with
his/her faculty advisor within one week of the end of the semester in which
he/she failed. Otherwise, the student is dismissed.
In order to complete the developmental plan, the student will enroll in NUR 001
the following semester. While enrolled in NUR 001, the student may be required,
as part of the developmental plan, to audit another nursing course as well. Once
the developmental plan is successfully completed, the advisor will submit the plan
to the dean of nursing, and she will make the decision about the student’s
progression in the program. He/she must bring the GPA up to at least 2.0 by the
end of the first semester upon return. During this time they are considered to be
on Academic Probation.
(See Readmisson policy for additional information.).
If a student is not successful in ALL elements of the nursing developmental plan
noted above, he/she will be dismissed from the college and is not eligible for
readmission.
If a student fails two nursing courses, whether taken in the same semester or in
different semesters, he/she is not eligible for the plan noted above nor
readmission.
Students on academic probation are eligible to continue to receive
financial aid for the one semester unless this is the end of the second
year. In which case they are dismissed, no longer eligible for financial
aid and cannot be placed on probation unless the student wishes to
continue without financial aid.. However, a student not meeting the
GPA of 2.0 at the end of the second year may readmit and is eligible
for federal financial aid if there are documented mitigating
circumstances ( i.e. death in the family, sickness of the student, etc.)
Students who fail to obtain a C or better in a theory course with a companion
clinical course must repeat both the theory course and related clinical course.
Likewise, failure of the clinical course requires repeat of both the clinical and
theory courses. In the repetition of a course, all course requirements must be met
for both the theory and the clinical component.
2. Percentage of attempted courses completed – the student must successfully complete 67.6% of
the credits attempted each year for one specific program. Students who are not successful and
who return to the program have one semester in which to repeat that course (s) in order to
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progress.
3. Students must complete and graduate within 150% of the Program length. Situations that
exceed this time frame will be evaluated on a case by case basis in terms of satisfactory progress
in the program and eligibility to receive financial aid. This determination is made at the
discretion of the College. Acceptable conditions under which the time may be extended may
include, but may not be limited to, taking some of the Program on a part time basis,
withdrawing/failing and re-enrolling, leave of absence, or other extenuating circumstances.
Length of Programs - 150%
Cardiovascular Technology 18 months to 27 months
Registered Nursing 29 months to 44 months
RN to BSN – FT = 12 month program to 18 months; PT = 20 months to 30 months.
Surgical Technology 12 months to 18 months
This time frame may be evaluated on a case by case basis and acceptable conditions for
time extension may include attending the program on a part time basis, failure and reenrollment, leave of absence or other extenuating circumstances.
Students must meet each of the criteria identified above in order to satisfactorily progress in
their respective programs.
HOW SAP AFFECTS OR IS AFFECTED BY THE FOLLOWING:
A. Changing Programs/Courses within the College:
For any student wishing to change Programs/Courses within the College-any credits and grades
earned that count towards the new Program/Course will be included in determination of GPA
and SAP.
Students may transfer to another program in the College if they are in good standing and have a
positive recommendation from the Course Coordinator/Program Director. Students who do not
receive a positive recommendation must be reviewed and approved by the Admissions
Committee to transfer to another Program. Students are required to meet all admissions
requirements (pre-requisites, GPA, interview) and complete all admission documentation.
b. Incomplete Courses:
A student must successfully complete an incomplete course prior to progressing.
c. Non-Academic Probation:
Students who qualify for financial assistance must also be in good standing with the College to
receive financial aid. Students are in good standing if they are not on any type of critical
violation from the Code of Conduct policy. At the time a student is given this violation, he/she
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becomes ineligible to receive aid for the succeeding semester. Once the student is removed
from this violation, his/her eligibility for financial aid is re-instated at the beginning of the next
semester.
d. Repeat Courses
When a course is repeated, it will be counted as hours attempted and the new grade will be
used in the GPA calculation.
e. Sequence of Courses:
The courses in each program must be taken according to the identified sequence and time
frame designated in the respective curriculum plans.
f. Transfer Courses:
The only courses that can be transferred into a Program are courses where a grade of “C” or
higher has been achieved and they are not included in the determination of SAP for SCOHS.
These credits are not considered as part of the maximum time frame at SCOHS.
g. Withdrawal:
If a student withdraws from the Program/Course either voluntarily or involuntarily, the time
period in which he/she is not enrolled is not included in calculating the maximum time for
program/course completion.
Withdrawals do not count towards determining SAP for GPA or time period calculations but do
count towards completion percentages.
APPEAL PROCESS AND FINANCIAL AID PROBATION:
The institution recognizes that unusual circumstances may exist such as medical emergencies,
work conflicts, death in the family, or other crises. Should a student fail to meet SAP and have
mitigating circumstances, the student can submit a letter of appeal within one week from the
notification of “failing to meet SAP”. The letter must explain why the student was unable to
meet the minimum standards and outline a plan for achieving those standards in the future.
The institution is under no obligation to grant any appeal.
If the institution grants the appeal, the student will be placed on probation (for financial aid
purposes) and the student’s eligibility for financial aid will be reinstated. A student on probation
may receive federal financial aid funds for one payment period. While a student is on
probation, the institution may require the student to fulfill specific terms and conditions such as
taking a reduced course load. At the end of one payment period on probation, the student must
meet the institution’s SAP standards or meet the requirements of the academic plan developed
by the institution and the student to qualify for further federal financial aid funds.
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DEFAULT ON PAYMENT:
All financial obligations are met prior to the end of each semester. A student who defaults on
payment is not eligible to progress to the next course.
FINANCIAL AID CANCELLATION:
A student will not be eligible for financial aid if they do not meet SAP requirements.
.
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SEXUAL VIOLENCE
Approved by:
Origination Date:
Revision Date:
Students
Academic Affairs Council; Reviewed by Sentara Human Resources
August 2012
Sentara College of Health Sciences believes that students and all college employees have the right to a safe
environment.
If a student is a victim of a sexual assault, the student should get to safety and seek medical attention as needed.
Also, the crime should be reported to the appropriate law enforcement authorities.
Students shall be free to report sexual assault without fear of retaliation. Prior to the College investigating any
events of sexual violence, the student must provide consent for the investigation to occur.
Once the College is aware of a possible sexual violence, steps will be taken immediately to investigate and
determine what occurred. The College may finalize decision making processes prior to the completion of any
investigations by law enforcement or actions by the court system. After completion of the investigation, both the
accuser and accused will be informed of the outcome. Students should be aware that the College will comply with
all required laws and law enforcement agencies related to these events.
The jurisdiction of the College is any facility that is owned, leased or otherwise operated by Sentara Healthcare. If
the assault occurred at a non-Sentara facility while a student is on a College assignment, the complaint will be
processed to the fullest extent possible.
Services provided to the victim and his/her family will be kept confidential.
Complaint Procedure
The student may request the assistance of the Student Assistance Program Counselor to assist with this process at
any stage.
The student shall file a written complaint against the accused (student or college employee) with the
Dean of the College. If the student does not consent to the investigation, the College will investigate to
the extent possible.
If the complaint is against the Dean, it should be filed in writing with the Vice President to whom the Dean reports.
Upon receiving a student’s complaint, the Dean shall obtain consent from the student to launch an investigation,
the Dean will follow the process in the Code of Conduct policy.
Decisions will be based upon the preponderance of evidence. If the decision is rendered in favor of the
complainant, the written decision shall be placed in the official record of the accused.
A complainant’s sexual history shall be excluded from the proceedings (including any prior charges of sexual
misconduct) except to the extent that history relates specifically to the accused. Further, the college shall
safeguard the identity of the complainant outside of the confidential proceedings conducted by all parties.
The student(s) may appeal the decision based upon the college’s Appeal Policy.
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SEXUAL HARRASSMENT
Approved by:
Origination Date:
Revision Date:
Students
Academic Affairs Council; Reviewed by Sentara Human Resources
August 2012
Harassment, including sexual harassment, is prohibited by Sentara Healthcare and Sentara College of Health
Sciences and will not be tolerated. All have a right to work and learn in an environment free from all unlawful
discrimination and conduct which can be considered intimidating, hostile, or offensive. Consistent with Sentara's
respect for the rights and dignity of all, harassment based on race, color, religion, sex, national origin, age,
disability, sexual orientation, veteran status, political affiliation or any classification protected by law is
prohibited. Sentara Healthcare encourages the highest professional conduct of all individuals. Sentara expects
that all persons demonstrate proper respect and consideration for each other.
To assist in maintaining the required professional environment, Sentara has provided the following guidance. This
guidance is designed to help students understand their responsibility to avoid, and their responsibility to report,
such unlawful and intolerable conduct. While much of the guidance below is framed generally in terms of sexual
harassment, students should understand that Sentara's prohibition also covers other forms of harassment,
including those listed above.
Generally, sexual harassment involves sexual advances, requests for sexual favors, cyber stalking or other verbal,
written or physical conduct of a sexual nature, if such conduct is unwelcome. Sexual harassment occurs when:
•
•
•
Submission to such conduct is made expressly or implicitly a term or condition of employment or student
status in a program or
Submission to or rejection of such conduct by an individual is used as a basis for decisions affecting the
individual, or
Such conduct has the purpose or effect of creating an unreasonable interference with an individual's
performance or otherwise creates an intimidating, hostile, or offensive environment.
Basically, sexually related behavior or language (or other behavior or language regarding race, national origin, age,
disability, and other classifications) that has the potential for offending another person, whether male or female, is
to be avoided. The potential for differing interpretations of one's behavior or language is the reason that we all
must govern our conduct according to common sense and professional business-like standards.
Sentara expects all individuals to conduct themselves in a professional manner, respectful of
the rights and interests of others. Acts or references of a harassing nature, sexual or otherwise, are serious
misconduct and Sentara will not tolerate such behavior.
Complaint Procedure
Students who have questions about harassment, believe they have been subjected to harassment which violates
this policy, or believe they have knowledge of such harassment, should immediately discuss the situation with the
Student Assistant Program counselor who will forward the complaint to the College’s Title IX officer in Human
Resources.
Students are assured that reports of harassment are investigated by College Administration, SAP and the College’s
Title IX Officer (in Human Resources). The investigation will be handled with appropriate confidentiality. All
parties involved shall be treated respectfully and sensitively at all times. Upon investigation, if it is determined
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that Sentara's Equal Opportunity philosophy or Harassment Policy has been violated, the offender will be subject
to disciplinary action as appropriate to the offense in the College’s Code of Conduct Policy.
Retaliation against individuals making a good faith report of harassment is strictly prohibited. Individuals who
believe they have been the subject of such retaliation, or who believe they have knowledge of such retaliation,
should immediately contact the Student Assistance Program counselor. Any person found to have retaliated
against an individual for making a good faith harassment complaint will be subject to disciplinary action, up to and
including dismissal.
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SOCIAL MEDIA AND INTERNET USE
Approved by:
Academic Affairs Council, Departments of Allied Health and
Nursing
Origination Date:
April 2011
Revision Dates:
Sentara College of Health Sciences recognizes that social media sites, blogs, and other sites
and tools can be effective for sharing information, collaboration and communication with each
other and that online forms of expression are as important to student development as traditional
oral and written expression. However, it is also recognized that some online interactions can be
inappropriate. It is expected that students will be respectful, careful, responsible and
accountable with their internet activity. Any behavior that violates this policy will be handled
according to the College’s Code of Conduct. Infractions may be considered either a serious or
critical violation and may end in dismissal from the program/course.
Sentara College of Health Sciences students are expected to portray a positive image of
Sentara, refrain from spreading rumors and gossip and not share confidential or proprietary
information. Sentara students will be held accountable for any internet inappropriate activity as it
relates to Sentara as outlined in the Statement of Student Responsibility & Confidentiality and
HIPAA regulations.
Prohibited Activities:
At no time should internet activity interfere with, or distract from, performance of assigned duties
or customer service.
Students shall refrain from posting to social media sites or other internet sites during class or
clinical.
Internet activity must not be represented as an official Sentara-sponsored site/page, nor can the
internet posting claim to speak on the company’s behalf.
The Sentara logo must not be used in any internet activity not managed by Sentara Healthcare.
Photographs and video taken on Sentara property or at a Sentara sponsored event must not be
shared on an internet posting without receiving permission from the Sentara PR department.
Any questions related to this shall be directed to College Administration. There are exceptions
such as graduation ceremonies. Under no circumstances should anything/anybody be
photographed that violates HIPAA, FERPA or any other privacy regulations. Unapproved activity
that includes patient information and/or patient photographs will be considered a breech of
patient confidentiality.
Internet activity related to Sentara, its employees, students, physicians, customers, vendors,
partners, or competitors and must not be defamatory, harassing, discriminatory, or in violation of
any applicable law.
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Intellectual property rights, copyright, fair use and financial disclosure laws must not be violated
in internet activity related to Sentara.
Students are personally responsible for their internet activity, and must portray any opinion as
their personal opinion and not that of Sentara Healthcare. Students must be mindful of the
possibility that the posting may not be used as intended, nor can the posting be ―erased.
Students must be very conservative with what they post related to Sentara. When in doubt,
students should not discuss Sentara-related matters.
Technical postings that may benefit other students or add to the ―industry conversation may be
permitted. However, confidential information must never be revealed. Questions on what is
acceptable to include in an internet posting should be directed to College Administration.
Students who have concerns of inappropriate internet activity should consult their advisor/faculty or
Program Coordinator. Any questions regarding this policy or acceptable social media usage should be
directed to College Administration.
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STATUS
Revision Dates: July 2010
FULL-TIME:
THREE QUARTER-TIME:
HALF-TIME:
LESS THAN HALF TIME:
A student is considered a fulltime student if he/she is
carrying twelve (12) or more
credit hours in one
term/semester.
A student is considered a three
quarter-time student if he/she is
carrying nine to eleven (9-11)
credit hours in one
term/semester.
A student is considered a halftime student if he/she is
carrying six to eight (6-8) credit
hours in one term/semester.
A student is considered a less
than half-time student if he/she
is carrying one to five (1-5)
credit hours in one
term/semester.
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TUITION, FEES & REFUNDS
Approved by:
Origination Date:
Revision Dates:
Students
Academic Affairs Council and Assistant Dean for Student Services
May 2009
July 2010, June 2011, July 2012, August 2012
1. ENROLLMENT AGREEMENT
All students must sign an Enrollment Agreement upon entry into a Program. This agreement includes
significant program policies and serves as a contract between the College and the student. If the
student’s status changes for any reason, that agreement is void and a new one must be signed.
2. TUITION/FEES:
Tuition and fees are due on the first day of class but are accepted no later than Friday of the first
week of class. Students who have not paid tuition by Friday of the first week will not be allowed to
continue. There may be financial aid exceptions. Late payments will be assessed an additional
$25.00 fee per incident.
A payment plan is available for the Care Partner, Central Service Supply Technician, Monitor Surveillance
and Nurse Aide courses.
The first half of the Care Partner and Nurse Aide course is classroom and skills lab only. If a student is
unsuccessful in this part of the course, the student will only be responsible for one-half of the course
tuition.
Students in the, RN, CVT and ST programs may pay tuition by check, money order, VISA or MasterCard.
Students in the Monitor Surveillance, Nurse Aide and Care Partner courses may pay tuition by cash,
cashier’s check, money order or credit card. All payments are accepted at the College.
A $50.00 charge will be assessed for returned checks. After one returned check, checks will no longer
be accepted from that student.
3.
AUDITING:
The charge for auditing a course is half tuition and the entire supplemental fee.
4.
NUR 001- STEPS FOR SUCCESS – this is a developmental non-credit course in the nursing
program and students will be charged a one-time fee of $100.
5.
DROP/ADD:
The drop/add period will be the first 10% of a course. Students must have approval from the
program official to add a course in the drop/add period.
RETURN OF TITLE IV FUNDS:
If a student withdraws, is dismissed, or takes a leave of absence after the second week and prior to the
end of the semester, the College will calculate the percentage of unearned Title IV funds that must be
returned to the federal financial aid programs. (Please refer to the Withdrawal Policy, the Dismissal Policy
and the Leave of Absence Policy for information as to how these terms are defined.) The College will use
the U.S. Department of Education’s guidelines to calculate any amount to be returned. The College will
use the student's last known date of attendance as the separation date. If a student completes 60% of
the semester, all financial aid funds are considered earned and no return of funds is necessary. If a
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student separates from the College in the first two weeks of a semester, 100% of the financial aid is
returned.
Federal Return of Title IV Funds (R2T4) Formula:
The percentage of aid earned = number of days
completed total days
in the semester
(any break of 5 days or more is not counted as part of the days in the
semester) The percentage of aid unearned = 100% - percentage of aid
earned
The refund amount due to the federal financial aid programs =
total federal aid accepted by student ($) x percentage of aid unearned
After determining the total unearned aid amount, the refund is applied first to financial aid programs
and then any remaining funds are refunded to the student. Aid programs are reimbursed, up to the full
amount disbursed to the student’s account from each, in the following order:
1. Unsubsidized Federal Stafford Loans
2. Subsidized Federal Stafford Loans
3. Federal PLUS Loans
4. Federal Pell Grants
The student’s account is adjusted as necessary, according to the tuition and refunds policy. If the
return of federal student aid results in a balance on the student’s account, the balance becomes
the student’s financial obligation to the College. This refund does not apply to students who
withdraw from some classes, but continue to be enrolled in other classes; this policy applies when
the student separates entirely from the College.
RETURN OF SCHOLARSHIP FUNDS:
Some scholarship dollars awarded may be revoked if a student withdraws or takes a Leave of Absence
before the end of the semester. Students should consult with the scholarship foundation or
organization on specific requirements of that fund.
If a student partially completes a course, then withdraws or is dismissed, scholarship funds will be
returned based upon the requirements of the scholarship foundation.
Cancellation
Written notification of cancellation prior to the first day of class will result in a full refund minus the
non-refundable class deposit.
Withdrawal
Withdrawal from a course in CVT, ST, or Nursing, will result in a tuition refund as noted in the table
below, minus the class deposit. Supplemental fees are non-refundable.
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Refund by Week of Withdrawal
full refund
50% refund
25% refund
no refund
(1-15%)
(16-25%)
(26-50%)
(>50%)
6wks
week 1
week 2
week 3
weeks 4-6
8wks
week 1
week 2
weeks 3 - 4
weeks 5-8
10 wks
week 1
weeks 2 or 3
weeks 4 - 5
weeks 6 - 10
12 wks
weeks 1 or 2
week 3
weeks 4 - 6
weeks 7 - 12
13 wks
weeks 1 or 2
week 3
weeks 4 - 6
weeks 7 - 13
15 wks
weeks 1 or 2
weeks 3 or 4
weeks 5 - 7
weeks 8-15
16 wks
weeks 1 or 2
weeks 3 or 4
weeks 5 - 7
weeks 8-16
Care Partner, Monitor Surveillance and Nurse Aide are not qualified to receive Title IV funds. Students
enrolled in these courses are refunded based on length of attendance.
Course Length
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TRANSFER CREDIT POLICY
Approved by:
Origination Date:
Revision Dates:
Students
May 2009
August 2010, May 2011, February 2012, March 2012, June 2012
The Programs at Sentara College of Health Sciences meet the requirements of the above accrediting and
approval agencies. It is up to the receiving institution to determine acceptability of course work as
transferable to that institution. Sentara College of Health Sciences makes no guarantee of transferability
of credits.
In order to apply for admission to Sentara College of Health Sciences (SCOHS), students must have attended an
accredited institution following graduation from high school or receipt of a GED or home school verification.
Official transcripts from all colleges attended must be submitted to the Recruitment Office for credits to be
considered for official transfer into SCOHS. The institution from which courses may be transferred must be
accredited by an agency recognized by the Secretary of Education of the US Department of Education. Applicants
requesting approval for prerequisite credits from institutions outside of the United States must obtain a foreign
transcript evaluation by an approved NACES agency.
Transfer credits will be accepted only on evidence that the course content and instruction meets the
requirements for the programs required by the accrediting agencies. The credits must be earned while
the applicant was enrolled in a four-year program leading to a baccalaureate degree or in a two-year
program designed by the sending institution as a transfer program designed to be carried to a four-year
program. Courses that may be transferred for credit are those that either:
• Are taken to meet the general education pre-requisite requirements of the program, or
• Meet the requirements of one or more of the courses in the department.
Credit is awarded by review of course description, outline, and syllabus and is reflected with a grade of
‘TR’ on the transcript. No quality points are awarded for transfer courses on the SCOHS transcript.
Credit for courses taken at accredited institutions will be reviewed by a recruitment officer for level and
content. In order to be considered for transfer, courses must be minimally at a 100-level, and the
student must have received a minimum grade of C. Courses that meet these criteria will be reviewed
using a standardized process, including the Approved List of Transfer Courses and course descriptions
from the respective institutions. Decisions regarding the awarding of credits are made by qualified
SCOHS faculty members and by department dean or program director.
Courses are considered on a course-by-course basis instead of an hour-by-hour basis, with regard to the
content of the course. For courses taken in quarter hours, the credits will be converted to semester
hours, with one quarter hour being equal to two-thirds of one semester hour. (For example, a 3.0
quarter hour course will transfer as 2.0 semester hours.)
International students must submit official transcript evaluations from an approved member agency of
the National Association of Credentialing Education Services (NACES). Courses are evaluated on an
individual basis for transferability.
SCOHS awards academic credit for work completed in an International Baccalaureate program to
students on an individual basis. Students who have achieved a score of 3, 4, or 5 on AP courses are
awarded academic credit based on the scores achieved (3 = C, 4 = B, 5 = A). For students who have taken
examinations through the College Level Examination Program (CLEP) or Defense Activity for NonTraditional Education Support (DANTES) are awarded a grade based on score achieved (50-59 = C, 60193
69= B, 70+ = A). Grade equivalents are entered into the transcript based on the official scores reported
on the transcript. Courses taken within military programs and submitted via Sailor/Marine American
Council on Education Registry Transcript (SMART) or Army/ACE Registry Transcript System (AARTS) will
be evaluated individually, based on review and recommendations from the American Council on
Education (ACE). Students who have achieved a minimum grade of C on the Excelsior College
Examination (ECE) for Anatomy & Physiology are awarded academic credit based on the official reported
grade.
Students requesting Advanced Placement in the nursing program must submit nursing course
description, outline, and syllabus for any course to be considered for credit award (see Advanced
Placement policy).
Course Substitutions/Waivers/Transfer Credit Process: Students wishing to receive approval for course
substitution, waiver, or transfer credit within the major must complete the appropriate form and submit
to the recruitment office for evaluation.
• Course Substitution: used when there is a determination that a related academic course meets
the requirement, but is not a direct match.
• Waiver: used when the credit hours do not match directly from one course to another, but
content is determined to be equivalent. If approved, the credit hours for the course will be
waived; however, the student must still successfully complete the minimum semester hours in
order to graduate. Additional general education courses can be used to attain the required
credit hours for graduation.
• Transfer Credit: used when a course was taken within the major at an accredited institution, and
the student is seeking transfer credit and advance placement in the major.
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WITHDRAWAL AND DISMISSAL
Revision Dates: July 2010
WITHDRAWAL
1. Withdrawal is defined as when ever a student initiates separation with the College
2. The withdrawal date is determined to be the:
•
The last recorded date of attendance by the student (as documented by the institution);
•
In the case where the student withdraws from one course in a semester, but remains enrolled in
other course, the withdrawal date is the last date of the semester. If withdrawal of the course
occurs before 60% of the course is completed and reduces the student’s credit load to less than
six (6) credits, the student must contact the financial aid department as this may have an impact
on their financial aid status;
•
Students should be encouraged to seek assistance from the Student Assistance Program
Counselor, Faculty, Program Official or Asst. Dean for Student Services prior to withdrawing. A
student who intends to withdraw should submit a written letter of resignation to the Program
Official and/or Asst. Dean for Student Services and meet with that person for an exit interview.
A Change of Student Status form, available in the Student Services Office, must be completed
and is processed by the Asst. Dean for Student Services. The student will receive a letter by mail
confirming withdrawal.
3. Students receive a “W”, “WP”, or “WF” on their transcript if they withdraw as per the grading policy.
The running weighted total in Blackboard will be used to determine the student’s academic standing at
the time of separation from the college.
W
WP
WF
Student drops after 10%
but before 60% of
Course
Withdrawal after 60%
with a passing average
Withdrawal after 60%
with a failing average
DISMISSAL
1. Failure to meet Satisfactory Academic Progress
2. Students may also be dismissed for behavioral or conduct issues and they will receive an “F” in
the course
3. Dismissal may also be failing to return from a leave of absence within 12 months or whenever
the College initiates separation with the student.
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Dismissal Dates are recorded as the following: In the case where a student fails the course at the end of
the semester, the last day of the semester is the dismissal date. In the case where the student drops out
or fails before the end of the course, the last recorded date of attendance is the dismissal date. In the
case of not returning from an LOA, the last date of attendance is the dismissal date. In the case where a
student fails one course in a semester but remains enrolled in other courses, the dismissal date is the
last date of the semester.
The student will receive a letter by mail confirming dismissal.
FOR BOTH WITHDRAW AND DISMISSAL:
1. The following obligations must be completed at the time of withdrawal/dismissal:
a. federal financial aid recipients must complete exit counseling.
b. payment arrangements must be made for students with outstanding balances
c. return library materials and pay all library fines.
d. return College/hospital ID Badge.
2. A final transcript will not be available until all obligations are satisfied.
3. The Enrollment Agreement signed by the student when he/she began the classes becomes void
on the date of withdrawal/dismissal.
4. The Assistant Dean for Student Services will notify the appropriate departments within the
system of the student’s withdrawal/dismissal.
5. Should a student decide to reapply, he/she must meet the admission requirements for the class
into which he/she is being readmitted.
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GENERAL INFORMATION
2012/2013 Academic Calendar*
Fall Semester (16 weeks)
Fall Semester Begins
August 27, Mon
Labor Day Observance
Sept 3, Mon
Fall Break
Oct 8 & 9, Mon and Tues
Thanksgiving Break
Nov 21 – 23, Wed – Fri
Fall Semester Ends
Dec 14, Fri
Spring Semester (17 weeks)
Spring Semester Begins
Jan 14, Mon
Martin Luther King, Jr Holiday
Jan 21, Mon
Spring Break
Mar 11 – 15, Mon – Fri
Spring Semester Ends
May 10, Fri
Graduation
May 23, 2013
Summer Semester (13 weeks)
Summer Semester Begins
May 20, Mon
Memorial Day Observance
May 27, Mon
Independence Day Observance
July 4, Thurs
Summer Semester Ends
Aug 16, Fri
*Please note: All online courses always begin on Tuesday of the starting week.
Please note, registration days are not designated as students are automatically registered for the appropriate
courses upon acceptance and progression.
This publication is not intended to be a contract either expressed or implied between the College and the
student. The College reserves the right to make changes in the substance and procedures without notice.
197
ACADEMIC INTEGRITY AND HONOR COUNCIL
(Academic integrity, misconduct, copyright, plagiarism and Honor System, Honor Pledge, Honor Council)
Academic integrity means honesty and responsibility in everything done as a student. Here are the basic
assumptions about academic work at Sentara College of Health Sciences:
1. Students attend this College in order to learn and grow;
2. Academic assignments exist for the sake of this goal;
3. Grades exist to show how fully the goal is attained;
4. Thus, all work and all grades should result from the student's own effort to learn and grow. Academic
work completed any other way is pointless, and grades obtained any other way are fraudulent.
Academic integrity means understanding and respecting these basic truths, without which no college can exist.
Academic misconduct -- "cheating" -- is not just "against the rules." It violates the assumptions at the heart of all
learning. It destroys the mutual trust and respect that should exist between student and teacher. Finally, it is unfair
to students who earn their grades honestly.
Academic misconduct - is any improper act that seriously deviates from accepted ethical standards in scholarship.
Just as professionals are expected to know the rules of their profession, students have to know what counts as
misconduct. Claiming ignorance of the rules is not a defense. So when in doubt, ask the teacher! The following are
several examples of academic misconduct:
Cheating and unauthorized use material on examination: Tests assess how well the student has learned. Unless
otherwise specified , all examinations are to be completed by the student alone, without extraneous assistance of
any kind. That means no help is to be given to or received from other persons during the test; no books, notes,
calculators, or other materials (in any format) of any kind are to be consulted. If a calculator or other hand-held
electronic device is permitted to be used for mathematical calculations, no other information may be programmed
into or retrieved from the device. Whenever the teacher permits an exception to any part of these rules, the
exception applies only as far as specified by the teacher. Such exceptions must be expressly permitted and cannot
be presumed from prior exceptions on other tests.
Improper collaboration: Collaboration means working together. Many classes emphasize working with a partner or
in groups. Permission from the teacher to "work together" on a homework, project or paper is not permission to
violate the rules of integrity by presenting another student's work as your own. Unless otherwise specified, it is
assumed that all work submitted for a grade will be the product of the student's own understanding, and thus
expressed in the student's own words, calculations, computer code, etc. When a student's work is identical or very
similar to someone else's at points where individual variations in expression would be expected, it is reasonable for
the teacher to conclude that academic misconduct has occurred.
Submitting the same assignment for different classes: Submitting the same assignment for a second class violates
the assumption that every assignment advances a student's learning and growth. Unless the second instructor
expressly allows it, submitting an assignment already submitted for another class is a form of academic
misconduct.
Academic misconduct can also mean violation of copyright, plagiarism, and honor code violations, all of which are
described below.
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PLAGARISM
Plagiarism is considered a form of academic cheating. It is defined as the process by which a student hands in
written work that contains direct quotes, ideas or phrases that are not his or her own. This also includes group
activities in which the student has not participated and an attempt has been made to use the work of others.
The student who turns in either formal or informal written work for review by the faculty and who has used
outside references shall be held accountable for work that is not cited whenever: 1) direct quotations are used; 2)
an idea of the author is represented; 3) an author's work is paraphrased; 4) a table or other diagram is borrowed.
The grade on the individual/group work will be reduced (commensurate with the degree of infraction) and may be
a ―zero or other deduction as determined by the Faculty and Program Official.
Words, ideas, or phrases that are considered common knowledge and can be found in several references do not
need to be cited.
Taken from:
Mawdsley, Ralph D. (1985). Legal aspects of plagiarism. National
organization on legal problems of education, Topeka, Kansas.
(ERIC Document Reproduction Service No. ED 268624).
Examples of Plagiarism:
The following example is based on:
Boyne, W. (1987). The Smithsonian book of flight. Orion Books, New York.
"In effect, balloonists had cast themselves adrift in the ocean of air in ungovernable cockleshells (Boyne,
1987).
If this were rewritten to be:
In effect, balloonists had placed themselves floating in the sea of air in ungovernable cockleshells….
This would be considered plagiarism because it lacks quotation marks or citation. Simple word changes to
the original work have been made, however the author's idea remains in tact.
If this were rewritten to be:
Walter Boyne interprets early balloonists as being adrift in the ocean of air in "ungovernable
cockleshells….”
This would also be considered plagiarism as it lacks full quotation marks and the citation of the author's
book.
HONOR SYSTEM – ALL PROGRAMS AND COURSES
The Honor System of Sentara College of Health Sciences represents the ideas and thoughts of the student body,
and is approved by the Deans and Faculty. The privilege of an Honor System is based on the integrity of the
individual, respect for self and for others, and the assumption that the individual is capable of self-government.
Enrollment in the College carries with it obligations in regards to conduct inside the classroom and clinical facility
as well as at College functions. As members of the various health-related professions, students are expected to
conduct themselves in such a manner as to be a credit to themselves, the College, and the community.
The essence of the honor system is that the student's word, as a member of the College, can be accepted without
question as a truth and that any violation of a student's work is an offense against the entire student body.
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Students who enforce the Honor System are not spying. They are performing a solemn duty and protecting both
individual liberties and the reputation of the student body. If they should fail to investigate suspicious
circumstances, they would themselves be guilty of a breach of responsibility and, consequently, of honor.
The Honor System cannot and will not be effective unless it is unanimously supported by the student body for
whom and by whom it was created. All students in the College publicly pledge their honor and their submission to
the Honor System of the College by signing the Honor Pledge.
Definitions for Honor Code Violations:
Cheating: Giving or receiving unauthorized aid on any type of individual or group assignment. Cheating shall also
include using the same paper in more than one class without authorization to do so.
Lying: Presenting false information with the intent of deceiving, including false identification; uttering a falsehood
or conveying a false image or impression for a fraudulent purpose.
Theft: The attempt or actual theft and or damage to other’s personal property.
Theft includes, but is not limited to the following:
• The removal of material, supplies, or equipment from the lab, clinical facility, the faculty office or the
classroom or any other area in the College;
• The taking of material processions, ideas, or work of another;
• The inappropriate use of identification badge, security badges and computer codes;
• The fraudulent use of credit cards, checks or other sources of payments to the College.
Plagiarism: Stealing and passing off the ideas or words of another as one’s own, including the use of another’s
productions without the proper crediting of the source or to present an existing idea as new or original.
Failing to report a breach: Awareness that an Honor Code offense may have been committed and failing to report
that offense.
Attempts: Attempting to commit one of the foregoing infractions of the Honor Code will be regarded as
commission of the infraction.
Participation: Participating in the commission or attempted commission of an infraction will be regarded as a
commission of the infraction.
HONOR PLEDGE ALL PROGRAMS AND COURSES
I have not given or received aid on this work, and I shall immediately report any
breach of the Honor Code.
This is posted in every classroom and each student must sign this statement on his/her test.
Ensuring compliance with the Honor Code
The method of insuring compliance with the Honor System is through the Conduct Policy for the Department of
Allied Health (DOAH -described later in this handbook) and through the Honor Council for the Department of
Nursing (DON-below).
HONOR COUNCIL – Department of Nursing
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A.
Definition: The Honor Council for the Department of Nursing (DON) is a council composed of faculty and
students that is charged with promoting the academic integrity of the DON. The faculty members of the
Honor Council will serve for a minimum of 24 months and will evaluate, investigate and conduct student
hearings for any violation or infraction of the Honor code.
The Honor Council serves the DON in several areas including but not limited to the following:
• Provides active participation and formal classroom presentation of the activities of the Honor Council
as it serves the faculty and students;
• Protects the rights of the student who may be accused of violating an infraction by leading them
through the hearing process;
• Promotes the Honor Pledge and encourages students to commit to the values of personal honor and
respect for the rights of others.
B.
Statement of Values: Academic honesty is highly valued throughout Sentara College of Health Sciences. A
student must always submit work that represents his or her original words or ideas. If any words or ideas
are used that do not represent the student’s original words or ideas, the students must cite all relevant
sources. The students should also make clear the extent to which the sources were used. Words or ideas
that require citations include, but are not limited to:
• All hardcopy or electronic publications, whether copyrighted or not
• All verbal or visual communication when the content of such communication clearly originates from
an identifiable source.
The following is a list of possible infractions, but is not inclusive:
• Having a tutor or friend complete a portion of an assignment.
• Having a reviewer make extensive revisions to an assignment.
• Using information from an online information service without proper citation.
C. Honor Council membership and terms: Faculty members included are: Honor Council Chair, Senior
Faculty Representative, Clinical Faculty Representative, and Junior Faculty Representative. Each faculty
member will serve 24 months.
Student representatives: There will be a student representative from each level of the nursing program
(Junior and Senior levels).
The Honor Council Chair is a non-voting member, however will vote in the case of a tie.
D. Operating Procedures for Implementation of the Honor Council
1. Reports of possible violations
• Initial report: A faculty member or student who suspects that a student has committed a
violation of the Honor Code relating to academic dishonesty must refer the relevant information
to the Course Coordinator or Dean. The violation will not be discussed within the workgroup
meeting to protect the privacy of the student(s). The Course Coordinator or Dean will be the
individual who will recommend an investigation by the Honor Council.
• Notice, Review and Investigation. The Honor Council Chair will validate the need for the
investigation and will notify the accused student promptly of the suspected infraction.
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2. Initiation of Charges:
• Charge and Notice to appear: Having found a valid charge of an honor code infraction, the student
will be informed verbally and in writing by certified mail of the impending investigation and the
possible Honor Council hearing within a period of 3-5 business days. The accused student will be
given the following information: charges in detail, the character of the evidence, alternatives in
responding to the charges including the acknowledgement of responsibility and implications,
possible sanctions, and procedural rights.
• Conference and Hearing Date: The council will convene within 10 business days from notification
(verbal or written) of the accused student. In addition to the review of charges the council will
review the results of the investigation and hear any rebuttal from the accused student. The
Council will convene, in private, for a judgment. The student will be informed of the Honor
Council decision and the recommendation for further action which can result in disciplinary
action including but not limited to expulsion from the College.
• Recommendation and referral for student who accepts responsibility: The accused student who
takes the responsibility for the infraction will be given a judgment and the related consequences
of the infraction, ranging from academic and or behavioral probation to suspension or expulsion.
• Academic Progression During the time of the accusation and until the Honor Council convenes,
the student may not graduate or advance to the next course until the outcome of the Honor
Council is determined.
E.
Authority of the Honor Council
Composition of the hearing panel: The faculty members and the students serving on the Honor
Council will be appointed prior to the beginning of the College year and will meet initially for
orientation and as needed for referrals from the faculty/student at large. The Council will meet at
least once per semester (bi-annually).
Presiding officer: The Honor Council Chair will act as presiding officer and will be notified of
possible infractions by the Course Coordinator or Dean and will track the notifications to the
student and conduct the hearings and render the judgments in a verbal/written format.
Responsibilities of the members: The members of the Honor Council will be present for all
scheduled hearings and adhere to strict confidentiality to protect the rights of the accused
student. The members are to be fair and impartial and render a fair judgment in a timely manner.
Maintenance of confidentiality: Students have the right to:
a.
b.
c.
d.
have all aspects of the process remain confidential;
a fair and impartial Honor Council hearing ;
a separate hearing if more than one individual is accused;
attend classes until hearing and proceedings are completed – but may not progress to the
next course;
e. a private reading of the results without the complainant or witnesses present;
f. ask for, and have appointed to them, a member of the Honor Council as an advisor prior to
the hearing;
g. present evidence on his or her behalf;
h.
be presumed innocent until factual evidence proves otherwise;
i. a closed hearing
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The student does not have the right to have legal or other representation at the proceedings and
does not have the right to have the hearing recorded.
F.
Conduct of the Hearing
There may be a need to record the proceeding either audio or video. The same confidentiality
applies. These recordings and transcripts notes from investigations and the judgments will be
kept in a secure and locked area for a period of 5 years.
G.
Deliberations and Judgments
Immediately upon completion of the hearing the members of the Honor Council will convene
privately to render a finding based on beyond a reasonable doubt to have violated an Honor
Code sanction. Only under extenuating circumstances will the council postpone/reschedule the
decision making to a later date. The expectation is that a decision will be forthcoming.
a.
b.
c.
Outcomes: After careful and impartial review (beyond all reasonable doubt) of all the
evidence, the council will render their decision, in private, by the use of secret ballot.
The results of this private hearing can be (a) not guilty, (b) guilty, or (c) guilty of portion
of the charges stated. In order to find guilt there must be a majority of the vote;
Announcement and transmission of judgment: The judgment will be announced and
transmitted to the student and Assistant Dean, Student Services as soon as possible. The
Honor Council Chair will be responsible for the written summation of the hearing and
the ultimate outcome in not later than 5 business days. The student will be notified
verbally and in writing, of the decision;
Final decision of the Honor Council: The decision that is made by the Honor Council will
be final and the student will not be able to appeal this decision. The outcome and
recommendation set forth by the Honor Council will be upheld.
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ADMINISTRATION, FACULTY, STAFF AND OFFICERS AND
BOARD OF DIRECTORS:
Administration of Sentara College of Health Sciences:
cohen, Shelly, MS, MS, BS, RN
Elliott, Sally, BS, CRAT, RCIS, CCT
Program Director of Cardiovascular Education
Old Dominion University
Dean, Sentara College of Health Sciences – Full
Time
Virginia Commonwealth University
Stallings, Sue, AAS, RN, CNOR, CST
Program Education Director and Instructor
Surgical Technology Program – Full Time
Johnston Community College
Gulf Coast Community College
Taylor, Angela, PhD, RN
Dean, Department of Nursing – Full Time
University of Virginia
Sentara Norfolk General Hospital School of Nursing
Moore, Sandra, MSHA, RN
Assistant Dean, Department of Student Services –
Full Time
St. Joseph’s College
Carroll, Sue, MSN, BSN, RN, CNE
Assistant Dean for Institutional Effectiveness - Full
Time
University of Texas Health Science Center
St Olaf College
Nelson, Christopher, BSPS, FSICP
Assistant Dean, Information Technology
Duquesne University
St. Joseph’s Hospital School of Nursing
Leonard, Nora, MA, BS, MT (ASCP) SBB
Assistant Dean, Department of Allied Health – Full
Time
George Washington University
Kidd, David, HR Consultant and
Title IX Coordinator
Officers of Sentara Healthcare:
Board of Directors of Sentara Healthcare
Marc Sharp, Chairman
David L. Bernd, Chief Executive Officer
Howard P. Kern, President and Chief Operating Officer
Robert Broermann, Senior Vice President
and Treasurer/Chief Financial Officer
Mary Blunt, Vice President
Michael M. Dudley, Senior Vice President
Mike Gentry, Corporate Vice President
Robert Graves, Vice President
Vicky Gray, Vice President
Jeffry King, Vice President/Secretary/General Counsel
Kenneth Krakaur, Senior Vice President
David Maizel, corporate Vice President
GeneMarie McGree, Chief Nursing Officer
Megan Perry, Corporate Vice President
Bert Reese, Vice President and Chief Information Officer
Michael V. Taylor, Senior Vice President
Douglas Thompson, Vice President
Gary Yates, MD, Vice President and Chief Medical Officer
Ashley K. Williams, Secretary
John F. Malbon, Chairman
Marc Sharp, Vice Chairman
David L. Bernd, Chief Executive Officer
William L. Achenbach
Jerry Bridges
Joan Brock
Frederick Coble
Lawrence Cumming
Andrew Dickinson, M.D.
Deborah M. DiCroce
Jack Ezzell
Robert C. Fort
Alvin Garrison
Henry Harris, III
Ann E. C. Homan
Charles Lovell, Jr., M.D., F.A.C.P.
Peter D. Pruden
Marion Wall
Thomas L. Woodward, Jr.
204
Department Of Nursing Faculty
Amundson, Nancy, MBA, BS, RN
Associate Clinical Professor
Nursing Program – Part Time- Medical Surgical
Avila College
Central Missouri State University
Jackson, Janet, MSN, BSN, RN
Adjunct Assistant Professor
Nursing Program – Adjunct - Medical Surgical
University of North Florida
Banks, Cynthia, PhD, MS, RN, CNE
Professor
Nursing Program-Full Time – Mental Health Nursing
Norfolk General Hospital School of Nursing
Christopher Newport University
Johnson, Judith, MSN, BSN, RN, CNE
Associate Professor
Nursing Program – Full Time- Medical Surgical
University of Puerto Rico
King, Patricia, PhD, MA, BS, RN
Professor and Education and Development
Coordinator
Nursing Program – Full Time – Mental Health
Regent University
College of New Jersey
Brenner, Mila, MPH, BA, ADN, RN
Assistant Professor
Nursing Program-Part Time- Maternal Newborn and
Medical Surgical
University of Alabama at Birmingham
Duke University
Tidewater Community College
Long, Patricia R., MEd, BSN, RN
Assistant Clinical Professor
Nursing Program – Full Time- Maternal Newborn
and Fundamentals
Regent University
Linfield Good Samaritan
Brioso-Ang, Victoria, MSN, BS, AAS, RN, CNE
Associate Professor
Hunter College
Pace University
Philips-Beth Israel School of Nursing
Cripe, Tareylyn, MSN, BSN, ADN, RN
Assistant Professor
Nursing Program – Full Time – Pediatrics and Medical
Surgical
Regis University
Florida State College
Drummond, Llewellyn, MSN, AAS, RN
Assistant Professor
Nursing Program – Full Time – Medical Surgical
Mawyer, Ruth, MSN, BSN, RN, PMHCNS, BC
Assistant Professor
The University of Virginia
Norfolk State University
Neary, Karen, MSN, BSN, RN
Assistant Professor
Nursing Program – Full Time-Maternal Newborn
and Fundamentals
University of Phoenix
Sentara Norfolk General Hospital School of
Nursing
Poole, Georganne, MSN, BA, RN
Assistant Professor
Liberty University
Etchill-Ewald, Linda MS, BSN,RN, PMHCNS-BC
Associate Clinical Professor
Nursing Program – Part Time – Mental Health
University of Illinois
University of Arizona
Radford, Barbera, MS, RN
Assistant Professor
Registered Nursing Program – Full Time Medical
Surgical
Creighton University
Ferguson, Ruth, MS, BSN, RN, CNE
Associate Professor
Nursing Program – Full Time – Pediatrics and
Fundamentals
University of Michigan
205
Reifel, Leslie, MSN, BS, AAS, RN, CPNP, CNE
Associate Professor
Nursing Program – Full Time - Pediatrics
Niagara County Community College
Roberts, Margaret, MSN, RN
Adjunct Assistant Professor
Nursing Program – Adjunct- Medical Surgical
American Sentinel University
University of Toronto
Misericordia School of Nursing
Sevigny, Denise, MSN, RN, CNE
Associate Professor
Thompson, Beth, MSN, BSN, RN
Associate Professor
Nursing Program – Full Time- Simulation Coordinator
Riverside Hospital School of Nursing
Wheeler, Dana, MSN, BSN, ADN, RN
Assistant Professor
Nursing Program-Full Time- Medical Surgical and Fundamentals
Bluefield State College
South University
Wyche, Sabrina, MSN, BSN, RN, CNE
Associate Professor
Carlow University
Zimbro, Kathie, PhD, MS, BSN, ADN, RN
Adjunct Associate Professor
Nursing Program – Adjunct-Research and Informatics
College of the Albemarle
206
Department Of Allied Health Faculty
Butler, Cindy, RN
Program Coordinator for Nurse Aide &
Care Partner Courses – Full Time
Sentara Norfolk General Hospital School of
Nursing
Macon, Elizabeth, BS, RCIS
Program Faculty
Invasive Cardiovascular Technology – Full Time
Medical University of South Carolina
Campbell, Robert, AAS, CST
Program Faculty
Surgical Technology Instructor –Full Time
Peterson, Elfriede, RVT, RDCS
Program Coordinator
Peripheral Vascular Study – Part Time
Rhode Island School of Practical Nursing
Copeland Rodney, AST, CRAT
Course Faculty
Monitor Surveillance Course – Part Time
Art Institute of Pittsburgh
Poland, Amy, RDCS, AAS
Program Coordinator
Adult Echocardiography – Full Time
Hatfield, Stacy, MSN, RN
Course Faculty
Care Partner, Nurse Aide – Full Time
Southern and West Virginia Community College
Marshall University
Rosenwald, Linda, AAS, RCIS
Program Coordinator
Invasive Cardiovascular Technology – Full Time
Hunsinger, Megan, MS, BS, RCIS, RCES
Program Coordinator
Cardiac Electrophysiology – Full Time
East Stroudsburg University
Bloomsburg University
Tuvell, Nancy, RVT
Program Faculty
Peripheral Vascular Study – Part Time
Matthews, Rebecca, RN, MSA, CNOR, CST
Program Faculty
Surgical Technology Instructor-Full Time
Central Michigan University
DePaul School of Nursing
207
Staff
McCaffity, Greg, MSIS, BSIT
Senior Application Support Analyst
Strayer University
Kaplan University
Balbarino, Leizel, AAS
Assistant Bursar
ECPI
Brown-Mott, Merry, MS, BS, RN
Program Support
University of Minnesota
Ellis Hospital School of Nursing
Nealy, Gloria
Library Assistant
Pond, Jennie, BS, AS
Admission Recruiter
Regent University
Crawford, Jean, Ed.D., MA, BA
Student Assistance Program Counselor
University of Northern Colorado
Appalachian State University
Stratford College
Rivera, Mary Ann, AA, AAS
Financial Aid Representative
Crockett, Sharon, BS
Financial Aid Representative
Sandloop, Donna, RN
Health Records Coordinator
Duncan, Suzanne, MSLS, BA
Librarian
Catholic University of America
Sandloop, Len
Building Maintenance
Smithson, Cherry Anne
Staff Assistant
Grasso, Sharon
Staff Assistant
Waterfield, Lisa
Marketing/PR Consultant
Haworth, Deborah
Library Assistant
Johnson, Tracie, BS, AAS, RN
Placement Coordinator & Research – Full Time
(Team Coordinator , Student Services)
Kidd, Nancy, MSN, BSN, RN
Nursing Instructor II
Skills Lab Tutor – Part Time
Seton Hall University
Ann May Hospital School of Nursing
Lamb, Sue, BS
Admission Recruiter
Lee, Tina
Staff Assistant
Lusk, Patty
Assistant to the Dean
208
CONSUMER DISCLOSURE/STUDENT ACHIEVEMENT
Student Achievement for All Programs
from July 1, 2011 - June 30, 2012
On-Time
Graduation
Rate (1)
Placement
Rate (2)
Retention Rate
(3)
Pass Rates (4)
Echocardiography
66.7%
80%
100%
100%
Vascular Study
87.5%
100%
100%
100%
Invasive
100%
71.43%
88.89%
100%
Electrophysiology
66.7%
100%
85.71%
50%
88%
90.59%
96.3%
100%
97.37%
NA*
Program
Cardiovascular
Nursing
BSN
78.8%
RN to BSN
Surgical Technology
ST-Diploma
100%
90.91%
75.86%
100%
ST-AAD
NA**
42.31%
68.75%
100%
KEY
1. The percent of graduates who complete the program in the normal program length.
2. The percent of graduates (who graduated between July 1, 2011 and June 30, 2012) who
are placed in the related field of study by September 15th of the year following graduation.
This rate is calculated by taking the total number of graduates placed divided by the total
number of graduates minus number of graduates unavailable for placement due to medical
issues, active duty military service or continuing education.
3. The percent of students who are retained in the program during the identified academic
year. This rate is calculated by the enrollment (as of June 30) plus graduates divided by
beginning enrollment (as of July 1) plus new starts and readmits.
4. The percentage of graduates who pass the licensure or certification exam on the first
attempt by September 15th of the year following graduation.
*RN to BSN students are already licensed.
**ST-AAD is self paced.
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COURSE DESCRIPTIONS
Cardiovascular Technology
HCT 100: Introduction to Healthcare
Credit hours - 4 (60 lecture hours, 8 homework hours/week)
In this course students will learn about the healthcare environment, hospital administration and organization,
communication and teamwork, law and ethics, basic medical techniques, universal precautions and infection control,
behavior based expectations, patient care and assessment, and patient comfort, safety and transport.
HCT 100 is an on-line course with limited classroom time.
CVT 103: Foundations of Cardiovascular Science
This course will review cardiovascular embryology, cardiac and vascular anatomy and physiology, ECG rhythm analysis and
basic ECG interpretation. Students will be introduced to various specialties in the cardiac and vascular technology fields
including invasive, non-invasive cardiac, electrophysiology, vascular diagnostics, cardiothoracic surgery and cardiovascular
research. Students will learn physical assessment of the cardiac and vascular patient along with pre-procedural and postprocedural assessment of patients undergoing cardiac and peripheral vascular procedures. Students will also study the
disturbance of normal mechanical, physical, and biochemical functions of the cardiac, pulmonary, and vascular systems.
CVT 106: Clinical Applications of Mathematics
This course will review clinical applications of mathematics specifically as it relates to Cardiac and Vascular Technology.
Selected topics include a review of manipulation of the units of math and the measurement systems, number relations and
serial dilution, application of formulas and calculations, and drawing conclusions from manipulation of numerical values
(statistics).
DMS 208 and 209: Ultrasound Physics and Instrumentation I & II
Credit hours - 3 (45 lecture hours each, 6 hours/week each homework)
These courses, provided by Tidewater Community College, will discuss various aspects of ultrasound physics and
instrumentation including interaction of sound and tissue, equipment instrumentation, bioeffects, quality assurance,
transducer construction and function and artifact recognition. These courses are considered transfer courses and are corequisites in the CVT Program. Upon successful completion of these courses the final grade on the College of Health
Sciences transcript will be recorded as TR.
ECH 101: Echocardiography I
Credit hours - 7 (75 lecture hours, 90 skills lab hours, 10 homework hours/week)
Prerequisites: HCT 100, CVT 103, CVT 106. Co-requisite: ECH 110.
This course introduces the basic concepts of cardiac anatomy and physiology, instrumentation, techniques and calculations
required to image the heart by ultrasound. Also introduced are various cardiac disease states requiring imaging. Students
are afforded the opportunity to practice and develop these skills / techniques in the skills lab setting.
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ECH 110: Echocardiography Clinical Rotation I
Credit hours – 5 (225 clinical hours)
Prerequisites: HCT 100, CVT 103, CVT 106. Co-requisite: ECH 101.
This course is the clinical component of ECH 101. The Course provides an opportunity for the student to engage in actual
performance of duties in the clinical setting.
ECH 201: Echocardiography II
Credit hours – 4 (60 lecture hours, 8 homework hours/week)
Prerequisites: ECH 101, ECH 110. Co-requisites: DMS 208, ECH 210.
This course will explore further evaluation of cardiac disease by ultrasound. The student will learn the skills necessary to
complete an adult echocardiography study, specifically focusing on developing scanning skills in the parasternal, apical,
subxiphoid and suprasternal windows.
ECH 210: Echocardiography Clinical Rotation II
Prerequisites: ECH 101, ECH 110. Co-requisites: DMS 208, ECH 201.
This course is the clinical component of ECH 201. The course provides an opportunity for the student to engage in actual
ECH 301: Echocardiography III
Prerequisites: DMS 208, ECH 201, ECH 210. Co-requisites: DMS 209, ECH 310.
This course will provide the student with the concepts and technical skills required to perform stress echocardiography and
provide the opportunity to develop these skills. Emphasis is placed on the beginning competence to achieve an optimum
study within the required time frame. The knowledge and skills for assisting the transesophageal echocardiographic study
will be discussed and interpretation of recorded transesophageal echo study will be reviewed. Intracardiac echo and 3-D
echo techniques and recent advances will be reviewed and discussed. Cardiac embryology and congenital heart disease of
the adult patient will be covered in detail. The students will have an opportunity to observe and participate at the pediatric
cardiology echo lab. A comprehensive Adult Echo Registry review and Cardiovascular Principles and Instrumentation
Registry review will be provided to the students in preparation for their registry exams.
ECH 310: Echocardiography Clinical Rotation III
Prerequisites: DMS 208, ECH 201, ECH 210. Co-requisites: DMS 209, ECH 301.
This course is the clinical component of ECH 301 and will explore further evaluation of cardiac disease by ultrasound. The
student will learn the skills necessary to complete an adult echocardiography study, specifically focusing on developing
scanning skills in the parasternal, apical, subxiphoid and suprasternal windows. This course provides an opportunity for the
student to engage in actual performance of duties in the clinical setting.
CVT 200: Cardiovascular Pharmacology
Credit hours – 1 (15 lecture hours, 2 hours homework/week)
Prerequisites: INV 101, INV 110. Co-requisites: INV 201, INV 210.
In this course, students will have the opportunity to learn concepts of pharmacological management of clients undergoing
invasive and non-invasive cardiac and vascular procedures. Students will learn to correlate drug therapies with interventional
procedures and disease states, including advance cardiac life support. Students use computer programs, drug information
resources, and group activities to gain knowledge about pharmacology and their use in clinical settings. CVT 200 is an on-line
course with limited classroom time.
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EP 101: Electrophysiology Technology I
Credit hours – 8 (90 lecture hours, 90 skills lab hour, 11 homework hours/week)
Prerequisites: HCT 100, CVT 103, CVT 106. Co-requisite: EP 110.
This course will introduce the student to the principles of diagnostic cardiac catheterization and electrophysiology. The
course will provide the student with the skills necessary to assist the cardiologist in both a diagnostic catheterization and
electrophysiologic (EP) study. Radiographic projections for coronary angiography and electrophysiology and pacemaker
insertions will be discussed. Students will be given the concepts of x-ray imaging and learn to apply the principles of radiation
protection.
EP 110: Electrophysiology Lab Clinical Rotation I
Prerequisites: HCT 100, CVT 103, CVT 106. Co-requisite: EP 101.
This course is the clinical component of EP 101. The course provides an opportunity for the student to engage in actual
EP 201: Electrophysiology Technology II
Credit hours – 7 (90 lecture hours, 45 skills lab hours, 12 homework hours/week)
Prerequisites: EP 101, EP 110. Co-requisites: CVT 200, EP 210.
This course provides the student with the background necessary to understand the science of electrophysiologic testing.
Students will learn basic intervals and measurement, programmed stimulation and EP Study protocols. The student will
correlate the etiology of disease states with presenting clinical signs and symptoms in order to discuss preventative and
therapeutic measures. This course will introduce the student to the principles of moderate sedation, Implantable
cardioverter-defibrillators (ICDs), trans-septal catheterization and principles of cardiac mapping.
EP 210: Electrophysiology Lab Clinical Rotation II
Prerequisites: EP 101, EP 110. Co-requisites: CVT 200, EP 201.
EP 301: Electrophysiology Technology III
Prerequisites: EP 201, EP 210. Co-requisites: EP 310.
This course will focus on advanced concepts of rhythm analysis and 12-lead ECG Interpretation. Students will learn intervals
and measurements as they relate to specific conduction abnormalities. The student will correlate the etiology of disease
states with presenting clinical signs and symptoms in order to discuss preventative and therapeutic measures. This course
will also introduce the student to: principles of intracardiac ultrasound, pacemaker lead extractions, the Hybrid OR.
EP 310: Electrophysiology Lab Clinical Rotation III
Prerequisites: EP 201, EP 210. Co-requisites: EP 301.
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INV 101: Invasive Cardiovascular Technology I
Credit hours – 5 (60 lecture hours, 45 hours skill lab, 8 homework hours/week)
Prerequisites: HCT 100, CVT 103, CVT 106. Co-requisite: INV 110.
This course will introduce the student to the principles of diagnostic cardiac catheterization. The course will provide the
student with the skills necessary to assist the cardiologist in the diagnostic catheterization study. Identification of coronary
anatomy using the interventricular and atrioventricular planes will be introduced. Coronary dominance will be defined and
collateral circulation described. Radiographic projections and coronary angulations will be discussed. Students will be given
the concepts of x-ray imaging and learn to apply the principles of radiation protection. An introduction to invasive
hemodynamic waveform analysis will be provided.
INV 110: Cath Lab Clinical Rotation I
Prerequisites: HCT 100, CVT 103, CVT 106. Co-requisite: INV 101.
This course is the clinical component of INV 101. The course provides an opportunity for the student to engage in actual
INV 201: Invasive Cardiovascular Technology II
Prerequisites: INV 101, INV 110. Co-requisites: CVT 200, INV 210.
This course provides the student with the background necessary to understand the pathophysiology of acquired and
congenital cardiovascular disease. The student will correlate the etiology of disease states with presenting clinical signs and
symptoms in order to discuss preventative and interventional measures. This course will introduce the student to the
principles of hemodynamic monitoring, waveform analysis and interventional cardiovascular procedures. The hemodynamic
and structural findings from diagnostic testing will be presented as a framework for managing the cardiovascular client.
INV 210: Cath Lab Clinical Rotation II
Prerequisites: INV 101, INV 110. Co-requisites: CVT 200, INV 201.
INV 301: Invasive Cardiovascular Technology III
Prerequisites: CVT 200, INV 201, INV 210. Co-requisite: INV 310.
This course is designed to introduce the student to advanced concepts of interventional cardiology. In addition to advanced
concepts, this course will review essential material the student has learned over the past year, providing him with the
knowledge and problem solving skills necessary to pass the Invasive Registry. Included in this course is the information the
student needs to complete their certification in Intra-aortic Balloon Pump Therapy exam.
INV 310: Cath Lab Clinical Rotation III
Prerequisites: CVT 200, INV 201, INV 210. Co-requisite: INV 301.
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PVT 101: Peripheral Vascular Technology I
Prerequisite: HCT 100, CVT 103, CVT 106. Co-requisite: PVT 110.
The student will acquire the anatomic and hemodynamic knowledge needed to perform a non-imaging exam of the arteries
of the upper and lower extremities. Pertinent anatomy, risk factors for occlusive disease, test indications and possible
sources of test error are discussed. The various components of this modality are taught which include ankle-brachial and
wrist-brachial indices as well as Doppler segmental pressures, and wave forms, plethysmography and pulse volume
recordings and great toe photoplethsymographic pressures and wave forms. Reactive hyperemia is also mentioned.
Analysis of waveforms is stressed. Testing or Raynauds’s, cold sensitivity and the thoracic outlet syndrome is also included.
The principles and techniques of the duplex ultrasound are taught. These principles and techniques will be applied to the
arteries of the extremities, the aorto-iliac arterial segments, the renal arteries, the mesenteric arteries and veins, as well as
the hepato-portal pseudoaneurysms, and arteriovenous fistulae and to scan bypass grafts will also be provided. Instruction is
given in writing an accurate, concise, preliminary report of the findings with appropriate medical terminology.
PVT 110: Peripheral Vascular Technology Clinical Rotation I
Prerequisite: HCT 100, CVT 103, CVT 106. Co-requisite: PVT 101.
This course is the clinical component of PVT 101. Students will observe all types of non-invasive studies in the peripheral
vascular laboratory. Students will be expected to achieve and demonstrate competency in the performance of
physiological testing. An introduction to arterial duplex ultrasound of the extremities will be offered as well. The course
provides an opportunity for the student to engage in actual performance of duties in the clinical setting.
PVT 201: Peripheral Vascular Technology II
Credit hours – 6 (75 lecture hours, 45 skill lab hours, 10 homework hours/week)
Prerequisites: PVT 101, PVT 110. Co-requisites: DMS 208, PVT 210.
The student will acquire the anatomic and hemodynamic knowledge needed to perform a duplex ultrasound (gray scale and
color flow) examination of the carotid and vertebral arteries, as well as the subclavian arteries and the innominate artery.
The pertinent anatomy, risk factors for occlusive disease, and test indications are emphasized. Image and flow abnormalities
are stressed, including wave form analysis. The subclavian steal phenomenon is described, and in this regard, vertebral
artery deceleration is stressed. Vessel identification by transcranial Doppler is also taught. Other diagnostic and treatment
modalities are discussed. Instruction is given in writing an accurate, concise, preliminary report of the findings with
interpretation using appropriate medical terminology.
PVT 210: Peripheral Vascular Technology Clinical Rotation II
Prerequisites: PVT 101, PVT 110. Co-requisites: DMS 208, PVT 201.
This course is the clinical component of PVT 201. Students will be expected to achieve and demonstrate competency in the
performance of the duplex ultrasound examination of the carotid, vertebral, and subclavian arteries. The student will
observe all types of non-invasive studies in the peripheral vascular laboratory. Students will be introduced to venous
duplex ultrasonography of the extremities.
PVT 301: Peripheral Vascular Technology III
Prerequisites: DMS 208, PVT 201, PVT 210. Co-requisites: DMS 209, PVT 310.
The student will acquire the anatomic and hemodynamic knowledge needed to perform a duplex ultrasound (gray scale and
color flow) examination of the lower and upper extremities including the subclavian, innominate, internal and external
jugular veins, and inferior vena cava. The pertinent anatomy, risk factors for deep and superficial venous thrombosis, and
214
test indications are presented. Image and flow abnormalities are stressed. Techniques of compression, the Valsalva
maneuver, significance of respiratory phasicity, reflux, augmentation, and continuous venous flow are all discussed in detail.
Instruction is given in writing an accurate, concise, preliminary report of the findings with interpretation using appropriate
medical terminology. A comprehensive Adult PVL Registry review and Vascular Principles and Instrumentation Registry
review will be provided to the students in preparation for their registry exams.
PVT 310: Peripheral Vascular Technology Clinical Rotation III
Prerequisites: DMS 208, PVT 201, PVT 210. Co-requisites: DMS 209, PVT 301.
This course is the clinical component of PVT 301. Students will be expected to achieve and demonstrate competency in the
performance of venous duplex ultrasound examination of the extremities. Students will learn aortic, mesenteric, and renal
artery duplex ultrasonography. The course provides an opportunity for the students to engage in actual performance of
duties in the clinical setting.
Nursing
The nursing courses are available in the classroom at both the main campus in Chesapeake and the Distance Learning
Site on the Peninsula, except those courses designated as on-line courses only. The “practicum” and “clinical”
courses are clinical in nature and those experiences are offered in the skills labs at both the main campus in
Chesapeake and Sentara Careplex Hospital and in various Sentara and other community facilities throughout the
area.
NOTE: The number for the nursing courses typically reflects the level of course that is offered. The higher number,
the more complex and comprehensive the concepts presented. One hundred level courses are typically taken in the
first year, 200-level courses in the second year, 300-level courses in the third year and 400-level courses in the fourth
year.
SOPHOMORE LEVEL COURSES
CP 100: Care Partners and the Healthcare Setting:
Credit Hours – 7 (60 lecture hours, 45 skills lab hours, 90 clinical hours, 8 homework hours/week)
In this course students have the opportunity to engage in interactive strategies to learn concepts of assessment, hygiene,
safety, nutrition, infection control, and communication, while emphasizing basic anatomy, common disorders, body systems,
growth and development of the adult/older client, and documentation. In a simulated clinical setting, students practice skills
needed to provide healthcare. The clinical component provides the student with experiences on various units in the acute
care setting.
NUR 001: Steps to Success in Nursing
Credit Hours - none
Qualified students are those that have been unsuccessful in a nursing course (once) and must successfully complete
a developmental plan in order to progress in the nursing major. This course is intended to provide one-on-one
215
counseling and advising as part of the developmental plan process. Students will meet on a regularly-scheduled basis
with the academic advisor while they are working on the developmental plan.
NUR 100: Nursing Informatics:
Credit Hours - 2 (30 lecture hours, 4 homework hours/week)
Pre-requisites - all required general education courses. This course is offered only online, RN to BSN only.
This introductory course explores the present and potential impact of healthcare informatics on the discipline of
nursing, the healthcare delivery system and the client, and addresses how technology shapes nursing practice,
nursing education, and access to health informatics as an area of nursing specialization. The student is provided the
opportunity to develop the knowledge base and skills necessary to begin utilizing information technology in
evidence-based nursing practice. A grade of “C” or better is required to pass this course.
NUR 110: Professional Nursing:
Pre-requisites - all required general education courses. This course is offered only online.
This course introduces students to essential characteristics of professional nursing practice in today’s healthcare
system and the interconnected global community. Concepts to be explored include the definition, philosophy, and
theoretical basis of nursing as a profession, and the role of the professional nurse as part of a wider healthcare
community and delivery system. The importance of political awareness, legal considerations in nursing practice, and
involvement in professional organizations is also discussed. A grade of “C” or better is required to pass this course.
NUR 210: Cultural Diversity:
Credit Hours – 3 (45 lecture hours, 6 homework hours/week)
Pre-requisites - all required general education courses. This course is offered only online.
Cultural diversity is one of the most significant issues in America today. The goal of this course is to increase the
student’s self-awareness and beliefs about diversity issues and to emphasize attitudes and competencies that are
important in effective professional relationships. Utilizing Giger and Davidhizar’s Transcultural Assessment Model,
the students will develop an awareness and knowledge of culturally diverse populations. This course focuses on
cultural diversity related to health beliefs, family systems and spirituality of various groups. Topics include
communication, space, social organization, time, environmental control and biological variations and how they affect
perspectives and life styles of selected groups. Through the use of team projects, students participate in interactive
group work to explore the effects of culture on groups within society. The course emphasizes the development of
critical thinking skills as to social science research and diversity issues that students may encounter. A grade of “C” or
better is required to pass this course.
Note: NUR200 will replace NUR110 and NUR210, effective Fall 2012
NUR 200: Professional Nursing in Today’s Culturally Diverse Healthcare Environment:
Pre-requisites - all required general education courses.
This course is offered only online.
This course introduces students to essential characteristics of professional nursing practice in today’s healthcare
environment and to diverse cultures. Concepts to be explored include the history, definition, philosophy, and
theoretical basis of nursing as a profession. Also, the role of the professional nurse will be intertwined to increase the
student’s self-awareness and beliefs about diversity issues and emphasize attitudes and competencies that are
important in effective professional relationships. Utilizing Giger and Davidhizar’s Transcultural Assessment Model,
the students will develop an awareness and knowledge of culturally diverse populations. Topics include
communication, space, social organization, time, environmental control, and biological variations and how they
affect perspectives and lifestyles of selected groups. The importance of political awareness, legal considerations in
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nursing practice, and involvement in professional organizations is discussed. A grade of “C” or better is required to
pass this course.
NUR 215: Pathophysiology:
Pre-requisites – all required general education courses.
This is a hybrid course, which combines online and in-class meetings.
This theory course introduces the student to alterations in normal physiologic functions. General pathophysiological
concepts include altered fluid and electrolytes, altered cellular and tissue biology, mechanism of self-defense and
cellular proliferation. Specific disease processes affecting cellular proliferation, neurological, endocrine, and
hematological, cardiovascular, lymphatic, pulmonary, renal and urological and digestive systems are discussed. A
grade of “C” or better is required to pass this course.
NUR 214: Health Assessment:
Credit Hours – 4 (45 lecture hours and 45 hours skills lab and simulation, 6 homework hours/week)
This is a hybrid course, which combines online, skills lab and simulation components.
This course is designed to introduce the knowledge and skills required to develop a comprehensive nursing database.
The student will use therapeutic communication techniques to perform a nursing health assessment interview using
a functional health pattern framework. Emphasis on caring is displayed through themes of assessment of the whole
person’s culture, spiritual, familial and environmental considerations. The physical assessment techniques of
inspection, palpation, percussion, and auscultation will be applied to perform a systematic examination of a healthy
adult. The student will use critical thinking concepts to integrate the exam into an organized head to toe sequence.
Emphasis will be placed on communication of specific health assessment findings and acquiring health assessment
knowledge and skills based on scientific rationale. Assessment data will be documented using appropriate medical
terminology and accepted abbreviations. A grade of “C” or better is required to pass this course.
NUR 310: Orientation:
This course addresses selected concepts of the curriculum and information specific to Sentara College of Health
Sciences, Department of Nursing academic environment. Concepts included are essential for academic and clinical
success, understanding the overview of the curriculum, the framework of the curriculum, the Academic Center for
Evidence-Based Practice (ACE) model, and clinical based PICO format. The course is designed to introduce core
concepts related to nursing as well as the philosophy and conceptual framework of Sentara College of Health
Sciences, Department of Nursing. A grade of “C” or better is required to pass this course.
JUNIOR LEVEL COURSES:
NUR 311: Concepts of Pharmacology:
Pre-requisites – all sophomore level nursing courses.
The principles of pharmacology are integrated throughout the nursing curriculum. This introductory course to
pharmacology incorporates the basic principles of pharmacokinetics and pharmacodynamics using the nursing
process. Course instructional emphasis is placed on nursing implications and client education. This course will discuss
the foundation of pharmacology essential to the development of pharmacology knowledge base in preparation of
assuming the role of a professional nurse. Nursing process will be applied to pharmacology in a broad context, issues
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and topics relevant to the professional nurse’s responsibilities in the administration of drugs will be integrated with
the assessment and evaluation of client outcomes. In addition, the student will be introduced to a system and
process for drug classification and action, drug dosage calculation, drug legislation, legal aspects of drug
administration, as a foundation for the integrated content. A grade of “C” or better is required to pass this course.
This course is offered at the Chesapeake campus and Hampton learning site.
NUR 312: Medication Calculation and Administration:
This course is designed to provide the student with the general principles of medication administration including
calculation of dosage, preparation, safe administration, and documentation of multiple forms of medications.
Emphasis is placed on the utilization of nursing process, critical thinking and evidence-based practice during the
administration process. The course will include the exploration of the major causes and prevention of medication
errors. A grade of “C” or better is required to pass this course. This course is offered at the Chesapeake campus and
Hampton learning site.
NUR 313: Therapeutic Diets I:
This course examines the essential nutrients needed by the human body including requirements at different stages
of development. Various nutrients contained in representative food categories are covered. Diets ranging from
liquid to regular will be discussed. Techniques and procedures for the application of nutritional knowledge are
discussed in the context of socio-economical factors and consumer concerns. A grade of “C” or better is required to
pass this course.
NUR 314: Gerontology Nursing:
This course uses concepts of evidence-based practice to introduce the students to the basic principles and practices
for care of elderly individuals. The course will explore the age related changes and needs of the older population
including health promotion, coping with chronic illness, acute illness and end of life issues. Psychiatric nursing topics
discussed are complex health issues such as elder abuse and psychosocial needs. It will address the needs of older
adults across the spectrum of living arrangements from the independent home dweller through long term care. A
NUR 315: Fundamentals of Nursing Practice:
Pre-requisites - all sophomore level nursing courses.
This course introduces the student to nursing as a profession and the role of the nurse as a provider of care,
coordinator of care and member of the profession. Emphasis is placed on utilizing foundational nursing principles
and skills. The nursing process is introduced within the context of evidence-based practice as a method whereby
nurses use critical thinking skills to assess, plan and implement nursing intervention and evaluate outcomes.
Concepts of nursing, legal, ethical, cultural, communication, spirituality and teaching/learning are introduced.
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Psychiatric nursing topics are incorporated as well as the role of the psychiatric nurse. A grade of “C” or better is
required to pass this course. This course is offered at the Chesapeake campus and Hampton learning site.
NUR 316: Fundamentals of Nursing Practice Practicum:
Credit Hours – 3 (25 skills lab hours; 20 simulation hours; 90 clinical hours)
This beginning clinical nursing course introduces students to concepts that form the foundation for the practice of
nursing. It provides students the opportunity to learn fundamental skills in the campus learning lab and to provide
direct nursing care to individuals in selected healthcare settings. The focus is assessment of the client’s basic human
needs and development of nursing skills from simple to complex. By using the nursing process, students begin to
prioritize client care and observe therapeutic communication skills in various settings, including a psychiatric facility.
Pre- and post-conferences are designed to assist beginning students to correlate nursing theory and general
education principles to clinical practice and incorporate evidence-based findings and standards of care in the
collection and analysis of data. A grade of “C” or better is required to pass this course.
NUR 317: Adult Nursing I:
Pre-requisites - all required first semester junior level courses.
This course focuses on the concepts and principles underlying the nursing care of clients with acute and chronic
health problems. Concepts of assessment, pharmacology, nutrition, health, culture, holism, community,
teaching/learning strategies, change theory and leadership are integrated as they relate to specific
pathophysiological and psychological processes. The course content extends and refines the knowledge and skills
acquired in NUR 315 and human anatomy and physiology classes. Using an evidence-based plan of care approach,
medical surgical content is presented within specific body systems. Psychiatric nursing topics are incorporated as
well, thus caring for the bio/psycho/social needs of the adult client. The specific body systems to be discussed
include cardiovascular, respiratory, renal, musculoskeletal, endocrine, and neurological. Psychiatric nursing topics
include nursing assessment, pharmacology, group, mood, chemical dependency and eating disorders. A grade of “C”
or better is required to pass this course. This course is offered at the Chesapeake campus and Hampton learning site.
NUR 318: Clinical Management of the Adult I:
Credit Hours – 5 (16 skills lab hours; 24 simulation hours; 185 clinical hours)
Pre-requisites – all required first semester junior level courses.
This course prepares the student to provide client and family centered, evidence-based nursing care using concepts
related to the physiological and psychological aspects of adults afflicted with acute and chronic health problems. The
student will be provided opportunities to utilize knowledge, psychomotor skills and critical thinking skills while
providing holistic nursing care in a variety of settings including a psychiatric rotation. Focus is on health promotion
and illness prevention concepts in the care of clients. Assessment, pharmacology, nutrition, teaching/learning,
change theory and leadership will be incorporated into clinical activities meeting the bio/psycho/social needs of the
adult using the ACE model as a foundation. The course also presents the knowledge translation process and offers the
student guided experience in formulating PICO questions, performing literature searches, evaluating research
statistics and systematic reviews, and assessing clinical guidelines for applicability in clinical nursing practice.
Continued emphasis is placed on critical thinking, problem solving, clinical judgment and evidence-based practice. A
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NUR 319: Therapeutic Diets II:
Pre-requisites – all required first semester junior level courses.
This course builds upon NUR 313 and introduces the student to selected therapeutic diets. Emphasis is placed on
restrictive diets associated with selected medical-surgical processes. Focus will be on diets for clients with
cardiovascular, renal, musculoskeletal, endocrine and neurological conditions. A grade of “C” or better is required
to pass this course.
NUR 321: Community Nursing:
Pre-requisites – Traditional: all required first semester junior level courses; RN to BSN: all required general
education courses.
This course is designed to prepare students for contemporary community health nursing practice in a changing
healthcare system. Concepts focus on the care of a variety of populations in varied community settings including
mental health. Factors influencing the primary healthcare of communities and the impact of globalization, politics,
socioeconomics, and environmental factors on the health vulnerability and resiliency of communities are examined
and issues influencing psychiatric mental health nursing. A grade of “C” or better is required to past this course.
NUR 322: Community Nursing Practicum:
Credit Hours- 3 (135 clinical hours)
Pre-requisites – all required general education courses and successful completion of first and second semester
junior level courses (Traditional students only).
This service learning course is a synthesis of nursing and Public Health practice with the goal of promoting and
preserving the health of populations. Students learn and develop through active participation in organized clinical
experiences that include service that is conducted in and meets the needs of communities including mental health.
Students will apply the nursing process and concepts to diverse individuals, families and communities in homes,
community agencies and schools to facilitate the movement toward achievement of maximum potential for daily
living. A grade of “C” or greater is required to pass this course.
NUR 323: Transition Course (LPN to RN):
This course assists the student in making the transition from the role of a Licensed Practical Nurse (LPN) to a
professional Registered Nurse (RN) with a baccalaureate degree. The student is introduced to the knowledge, skills,
values and meanings associated with health promotion, individual’s responses to lived experiences associated with
professional nursing. Emphasis is placed on the nursing process, critical thinking and professionalism. This course
introduces the role of the registered nurse through concepts and skill development in the discipline of professional
nursing. A grade of “C” or better is required to pass this course.
NUR 324: Nursing Theory
Pre-requisites - all required first semester junior level courses.
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This course will concentrate on nursing models and theories that support professional nursing practice. The student
will analyze and synthesize various theoretical frameworks, developed by numerous nurse theorists. Application of
the various theories will be explored. The development and application of nursing theory to both clinical nursing
practice and nursing research effects will be incorporated into the student’s learning. A grade of “C” or better is
required to pass this course.
NUR 325: RN Community Practicum (RN to BSN)
Credit Hours – 1 (45 clinical hours)
Co-requisites – NUR 321 (RN to BSN students only).
This service learning course is a synthesis of nursing and Public Health practice with the goal of promoting and
preserving the health of populations. Students learn and develop through active participation in a community health
project that is conducted in and meets the needs of communities. Students will apply the nursing process and
concepts to diverse individuals, families, or communities in settings that may include homes, community agencies
and schools to facilitate the movement toward achievement of maximum potential for daily living. A grade of “C” or
greater is required to pass this course.
SENIOR LEVEL COURSES
NUR 409: Nursing Research: Design and Methodology:
Pre-requisites – all required general education courses, nursing pre-requisite courses, and all junior level courses
(Traditional BSN students); all required general education courses (RN to BSN students
This non-clinical course focuses on application of nursing research to promote evidence-based nursing practice.
Introductory searching and critiquing skills are used to examine
ne each step of the nursing research process,
determine the usefulness of research in clinical decisions related to practice, and correlate findings with evidence of
best practice in the care of individuals, families and population. Students learn how to ask a clinical question using
the PICO format, and translate evidence into practice using the ACE Model. Students identify a clinical problem,
review sources of evidence and develop plans of care which integrate the strongest evidence to enhance well-being
and quality of life. A grade of “C” or better is required to pass this course.
NUR 410: Adult Nursing II:
Credit Hours –5 (75 lecture hours, 10 homework hours/week)
Pre-requisites – all junior level courses.
This course is designed to enable senior students to extend and refine the medical/surgical content and skills
acquired in NUR 317 and human anatomy and physiology. This course focuses on the unique healthcare needs of the
psychiatric client, the client with acute and critical illness and the impact of illness on the family. Students correlate
pathophysiology with assessment and evaluate responses to intervention for clients requiring intensive nursing care.
The specific boy systems in 410 include cardiac, renal, respiratory, endocrine, hematologic, immune, and
gastrointestinal. Principles of genetics knowledge and emergency preparedness are presented. The psychiatric
conditions include eating disorders, anxiety, psychosis, and personality disorders. Concepts of assessment,
pharmacology, nutrition, health, holism, community and teaching/learning strategies are integrated as they relate to
specific pathophysiologic processes. Emphasis is placed specifically on developing skills in organization, critical
thinking, problem solving and clinical judgment. Prevention and appropriate response to bioterrorism situations are
discussed. Students will incorporate bio/psycho/social, and cultural factors in the planning of and providing care of
clients with complex, multi-system health problems, and will apply nursing concepts and skills according to their
needs. Students further develop the roles of educator, collaborator, and advocate to care for clients and families in
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crisis. This course expands on basic preparation in evidence-based practice, providing advanced skills needed to
implement and evaluate information available from research findings and professional consensus statements. A
grade of “C” or better is required to pass this course. This course is offered at the Chesapeake campus and Hampton
learning site.
NUR 411: Clinical Management of the Adult II
Credit Hours –5 (10 skills lab hours; 30 simulation hours; 185 clinical hours)
Utilizing the nursing process, students will provide care to clients and families in a variety of healthcare settings. This
course provides students with planned clinical experiences to meet the physical and psychological needs of clients
with multidimensional health problems. Students are challenged to use the nursing process, therapeutic
communication, pharmacology, critical and creative thinking while providing nursing care to complex and mental
health clients in a variety of settings. Emphasis is placed on refining organizational skills, clinical judgment and group
dynamics in the healthcare environment as well as the professional socialization process for successful entry into the
practice domain. In this course, the student will provide and manage restorative care for adults with complex needs
and their families in an acute and critical care setting using the ACE model as a foundation. The course also presents
the knowledge translation process and offers the student guided experience in formulating PICO questions,
performing literature searches, evaluating research statistics and systematic reviews, and assessing clinical guidelines
for applicability in clinical nursing practice. A grade of “C” or better is required to pass this course.
NUR 412: Therapeutic Diets III
Credit Hours –1 (15 lecture hours, 2 homework hours/week)
This course prepares the student to apply the principles of nutrition to persons in a hospital or other healthcare
setting who require a modified diet for the treatment or prevention of disease. Modification of the principles of
normal nutrition for therapeutic purposes is studied. Focus will be on therapeutic diets associated with selected
medical-surgical disease processes. A grade of “C” or better is required to pass this course.
NUR 413: Maternal/Child Nursing:
Pre-requisites – all first semester senior level courses.
This course provides the student with the knowledge necessary to interact holistically with children and child bearing
families in a variety of settings. It is a family-centered, evidence-based nursing course in which students examine
health promotion concepts with a special focus on concerns of the childbearing and childbearing family. Concepts of
assessment, pharmacology, nutrition, growth and development, teaching/learning, community and health are
integrated into course content. The causes, treatment, and prevention of childhood conditions are explored.
Psychiatric nursing topics included are childhood psychiatric disorders, family theory and family violence. There is a
focus on domestic violence, child abuse recognition and intervention. Continual emphasis is placed on the
development of skills in organization, critical thinking, problem solving and clinical judgment. A grade of “C” or
better is required to pass this course. This course is offered at the Chesapeake campus and Hampton learning site.
NUR 414: Clinical Management of Maternal/Child:
Credit Hours - 4 (18 skills lab hours; 26 simulation hours; 136 clinical hours)
Pre-requisites – all first semester senior level courses.
This clinical application course focuses on the scientific concepts and principles (evidence-based practice) related to
monitoring and caring for human responses common to childbearing women, their infants, children, and their
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families. In the obstetrics portion of the course, there is an emphasis on the nursing care essential to meeting the
physical, emotional, psychological and social needs of women experiencing healthy and complicated pregnancies. In
the pediatric portion, there is an emphasis on use of the nursing process in the care of children and adolescents
experiencing alterations in wellness. A grade of “C” or better is required to pass this course.
NUR 415: Nursing Leadership/Management:
Pre-requisites – all first semester senior level courses
(Traditional BSN students); all required general education courses (RN to BSN students).
This course is an introduction to the theory and practice of nursing leadership and management. The emphasis is on
understanding the key skills of successful nurse leaders/managers such as thinking critically, communicating
effectively, handling conflict, delegating successfully, building teams, controlling resources, improving quality,
managing stress and leading change. In addition there is a unit dedicated to multiple aspects of managing human
resources. A grade of “C” or better is required to pass this course.
NUR 416: Senior Clinical Preceptor:
Credit Hours – 3 (127 clinical hours, including 8 simulation hours)
Pre-requisites – all first semester senior level courses and NUR 413/414.
This course prepares the student in becoming a competent, knowledgeable, self-directed professional nurse who has
the ability to critically think. Using the ACE Model as a foundation for evidence-based practice, students are
expected to integrate PICO questions with the purpose of guiding their nursing care. Nursing concepts and skills
related to development and application of leadership/management theory are the focus as the student experiences
professional role immersion as a beginning staff nurse. The student applies these leadership and management skills
in collaboration with clients, families and members of the healthcare team in clinical settings using the preceptorship
model. Students will collaborate with faculty and a preceptor in choosing a care setting, planning and organizing a
learning experience and practicing professional nursing in a safe and effective manner. The focus is on gaining an indepth of understanding of the registered nurse role as well as strengthening nursing skills in the clinical setting.
Students will be precepted by nurses and mentored by nursing faculty whereby focused knowledge and skills will be
developed in the student’s specified practice area of interest. A grade of “C” or better is required to pass this course.
Surgical Technology – AOS
ST 100: Foundations of Surgical Practice
Credit Hours – 12 (105 lecture hours, 105 skills lab hours, 120 clinical hours, 14 homework hours/week)
In this course, the student will learn: work place safety, patient care and risk management, infection prevention and
control, decontamination, sterilization, and disinfection, surgical instrument identification, care and use,
environmental hazards within the operating room, surgical modalities, care of the periOperative patient to include:
the patient in surgery, death and dying, operating room environment and control, patient transportation and
positioning in the operating room, diagnostic and assessment methods, skin preparation, and urinary catheterization.
The student will learn the differences in planning care of special populations. Also during this course the student will
participate in lab and a clinical setting for hands on learning.
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ST 101: Fundamentals of Surgical Technology
Prerequisite ST 100.
In this course, the student will learn: basic medical techniques, intraoperative case management, behavior based
expectations, and perioperative patient care. The student will recall medical terminology and anatomy and
physiology concepts learned previously and apply them to the perioperative setting. The student will develop an
understanding in the principles of asepsis, infection control, wound management, safety, and introductory general
surgical procedures to provide care to the perioperative client. The focus will be on the surgical case management,
instrumentation, surgical pharmacology, anesthesia, and care of the perioperative client during the surgical
experience. Testing is accomplishing within class hours.
ST 110: Fundamentals of Surgical Technology Lab
Credit Hours – 5 (48 skills lab hours, 177 clinical hours)
Prerequisite ST 101.
This course requires the learner to actively participate in all lab, and clinical activities and to take responsibility for his
or her learning and professional growth. The lab and clinical experience promotes the opportunity to apply learned
principles of surgical case management and perioperative patient care. Testing is accomplishing within class hours.
Successful completion of the course requires at least 77.5% average, passage of the instrument test with 90%
accuracy and passage of the Competency Performance Exam by meeting 100% of the critical elements.
ST 201: Surgical Procedures I
Prerequisites: ST 101, ST 110. Co-requisite: ST 210.
This course will explore anatomy, procedural considerations, complications and instrumentation relative to
procedures involving General Orthopedics, Ophthalmology, Genito-urinary, Otorhinolaryngeal, and Plastic/
Reconstruction. The student will learn to integrate basic concepts with technical skills.
ST 210: Surgical Procedures I-Clinical Credit
Hours – 8 (360 Clinical hours)
Prerequisites: ST 101. Co-requisite: ST 201.
This course is taken in conjunction with ST 201 and reflects clinically what is learned in the classroom. This course
requires the student to participate in varied learning activities in the clinical externship including observation, set-up,
st
nd
and 1 and 2 preceptor supervised scrubbing. The student will develop technical skills in General Orthopedics,
Obstetrical, Ophthalmic, Genito-urinary, Otorhinolaryngeal, and Gynecological surgical procedures needed to
provide care to the surgical client. The student will learn to integrate basic concepts with technical skills in the clinical
environment in the scrub role. The focus will be on performing in the clinical environment utilizing knowledge of
instrumentation, suture, supplies, equipment, patient preparation, procedure descriptions, and possible
complications.
ST 301: Surgical Procedures II
This course will integrate entry-level concepts of anatomy, procedural considerations, complications and
instrumentation relative to surgeries of the Cardiovascular, Thoracic, Peripheral Vascular, Neurology, Pediatrics,
Organ Procurement, Transplantation, and Oral-Maxillo Facial. The student will learn to integrate basic concepts with
technical skills.
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ST 310: Surgical Procedures II-Clinical
Credit Hours – 7 (315 clinical hours)
This course is taken in conjunction with ST 300 and reflects clinically procedure specific knowledge of what is learned
in the classroom. This course requires the student to participate in varied learning activities in the clinical externship
st
nd
including observation, set-up, and 1 and 2 preceptor supervised scrubbing. The student will develop technical
skills in Cardio-thoracic, Pediatrics, Neurology, Peripheral Vascular, Organ Procurement, Oral-Maxillo Facial and
Transplantation. The student will learn to integrate advanced concepts with advanced technical skills in the scrub
role. The focus will be performing in the clinical environment utilizing knowledge of instrumentation, suture,
supplies, equipment, patient preparation, procedural anticipation and possible complications.
ST to CST Bridge
STB-121: Fundamentals of Surgery
Credit Hours – 15 (165 lecture hours, 180 skills competency hours)
In this course, the student will learn basic technical skills in the principles of asepsis, infection control, surgical
conscience, technological sciences, and safety to provide care to the surgical client. The focus will be on the surgical
environment, instrumentation, medical terminology, surgical pharmacology, anesthesia, suture, supplies, and
equipment. The student will learn technical skills in General and Gynecological surgery needed to proved care to the
surgical client. The student will learn to integrate basic concepts with technical skills through skills competency
examination.
STB-221: Surgical Procedures I
procedures involving more complex General and Gynecological, Orthopedics, Ophthalmology, Genitourinary,
Otorhinolaryngeal, Oral Maxillofacial and Plastic/Reconstruction specialties.
STB-321: Surgical Specialties
Credit Hours – 6 (90 hours)
procedures involving Cardiovascular, Thoracic, Peripheral Vascular, Neurology, Pediatrics, Organ Procurement, and
Transplantation.
Credit is awarded for completion and approval of a clinical portfolio which shows competency in the skills and
techniques of surgical procedures. A minimum of 140 varied core and specialty procedures ranging from low to high
complexity must be demonstrated through completion of portfolio documents and supervisory validation.
Care Partner Course
CP 100: Care Partners and the Healthcare Setting
Credit Hours – 7 (60 lecture hours, 45 skill lab hours, 90 clinical hours)
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In this course students have the opportunity to engage in interactive strategies to learn concepts of assessment, hygiene,
safety, nutrition, infection control, and communication, while emphasizing basic anatomy, common disorders, body systems,
growth and development of the adult/older client, and documentation. In a simulated clinical setting, students practice skills
needed to provide healthcare. The clinical component provides the student with experiences on various units in the acute
care setting.
Central Sterile Supply Technician
CS 101:
Credit Hours - 9 (400 skills lab hours)
In this course, through didactic, lab, and clinical experience, the student will develop basic technical skills in the
fundamentals of medical terms, anatomy, and microbiology. The emphasis of this course includes regulations and
standards applicable to sterile processing, infection prevention and control, identification and use of surgical
instruments, care, cleaning, and processing of surgical instruments specific to end-uses; concepts of a variety of
sterilization techniques and methods. The student will gain an understanding of quality assurance, inventory
management, and safety. The student will participate in 400 hours of hands on learning based on the International
Association of Healthcare Central Service and Materiel Management (IAHCSMM) requirements for certification.
Monitor Surveillance
MS 100: Basic Rhythm Analysis
Credit Hours 4.4 (36 lecture hours; 90 skills lab hours)
This Course is designed to prepare the student to recognize and interpret the various features of the electrocardiogram
(ECG). Emphasis is placed on EKG patterns and components, cardiac conduction and regulation, normal values of ECG
components, SA nodal, AV nodal and ventricular arrhythmias. Practical application of ECG theory incorporated with
arrhythmia detection will prepare the student to recognize abnormal conduction patterns of patients in various clinical
settings. Content will also review normal cardiac anatomy, waveform nomenclature, and electrode placement.
MS 200: Monitor Surveillance
Lecture 36 hours; Clinical 144 hours; 5.6 credits; Prerequisite: MS 100.
Students continue to study basic rhythm analysis and advanced rhythm interpretation. This Course provides the student an
opportunity to engage in actual performance of duties in the clinical setting.
Nurse Aide
NA 100: Nurse Aide Education
Clock 157.5 hours – (45 lecture hours, 112.5 skills lab and clinical hours)
This Course is designed to provide graduates who can function safely and effectively in any healthcare setting using nursing
assistants. The focus is on training individuals to be certified and who can function competently in a long-term care facility. In
this Course students have the opportunity to engage in interactive strategies to learn concepts of long-term care, facility
structures, hygiene, safety, nutrition, infection control, communication, growth and development, communication, and
assessment. Students practice skills in a simulated skills lab and in long term-care settings.
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FACULTY ACCESSIBILITY
Faculty – Faculty are available as follows:
•
On site for classes, skills labs and clinical experiences for which they are responsible;
•
By pager and/or cell phone for students who are assigned to a preceptor;
•
Posted weekly office hours either on site or on line;
•
By pager, voice mail and email when not on site;
•
By pager through student services.
It is the student’s responsibility to page, voicemail or email faculty when a meeting is necessary.
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GRADUATE AWARDS
Revised 07/2012
For all programs:
• Students enrolled in at least 12 credit hours in a particular semester who receive a 3.5 or better
GPA will be awarded Dean's List for that semester.
• Honor designations will be awarded to graduates based on the following scale: Suma Cum
Laude—3.86-4.0; Magna Cum Laude—3.66-3.85; Cum Laude—3.5-3.65. Students will be required
to meet the residency requirement for each program in order to graduate with honors. Honor
Graduates will wear gold cords at graduation.
• Class valedictorian will receive an award and salutatorian will be recognized at graduation.
Cardiovascular Technology and Monitor Surveillance
The Faculty selects recipients for the following awards in each Program. These awards are
presented at graduation.
• Valedictorian – awarded to the student with the highest academic GPA
• Clinical Excellence – awarded to the student with the highest clinical GPA
• Melissa Carpenter Award – selected and awarded by the foundation based upon
submissions from CVT program faculty.
Surgical Technology
The Faculty selects recipients for the following awards which are presented at graduation.
• Valedictorian – awarded to the student with the highest GPA
• Clinical Excellence – awarded to the student who demonstrates professional excellence as
evidenced by their clinical skills, attendance, preceptor feedback and number/difficulty level
of cases.
Students may be nominated by the Program Director for the Honor Society of Surgical Technology.
Nominations are based upon factors such as GPA, skills, attendance and dedication to the field. These
students will wear a light blue cord at graduation.
The faculty selects recipients for the following awards, which are presented at graduation:
• Valedictorian – the graduate with the highest GPA.
• Clinical Excellence – awarded to the graduate who has consistently demonstrated
excellence in the clinical arena.
• Medical Staff Award – for the best-all-around graduate.
• Shirley G. Wharton Passion for Nursing Award – the graduate who exhibits the most passion
and leadership for the field of nursing.
• Kelly Richendollar Joie de Vivre (Joy of Life) Award – the graduate who brings humor and joy
to the workplace.
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PROFESSIONAL ORGANIZATIONS
Cardiovascular Technology
Society of Invasive Cardiovascular Professionals
From the SICP website: www.sicp.com ―The Society of Invasive Cardiovascular Professionals is a nonprofit organization that promotes and encourages participation of the invasive cardiovascular professional
in his/her professional organization. Participation and support of the SICP will serve to enhance the
perception of professionalism and high quality of care delivered to patients undergoing procedures in
Cardiac Catheterization Laboratories. The SICP is committed to providing educational and networking
opportunities to all members and cardiovascular professionals.
American Society of Echocardiography
From the ASECHO website: www.asecho.org ―The American Society of Echocardiography (ASE) is a
professional organization of physicians, cardiac sonographers, nurses and scientists involved in
echocardiography, the use of ultrasound to image the heart and cardiovascular system. The organization
was founded in 1975 and is the largest international organization for cardiac imaging. ASE is committed
to excellence in cardiovascular ultrasound and its application to patient care through education,
advocacy, research, innovation and service to our members and the public. We are the Heart and
Circulation Ultrasound Specialists dedicated to improving our patients' health and quality of life. We use
ultrasound to provide an exceptional view of the cardiovascular system to enhance patient care.
Society for Vascular Ultrasound
From the SVUNET website: www.svunet.org ―Established in 1977 in Columbus, Ohio, as the Society of
Non-Invasive Vascular Technology (SNIVT) and now known as the Society for Vascular Ultrasound (SVU),
formerly the Society of Vascular Technology (SVT), SVU is the only professional organization completely
dedicated to the advancement of noninvasive vascular technology used in the diagnosis of vascular
disease. The Society’s success for 30 years is based on the involvement of a diverse membership of
vascular ultrasound professionals, including vascular technologists, sonographers, echocardiographers,
vascular surgeons, physicians, nurses, vascular lab technical directors and other allied healthcare
professionals.
Alliance of Cardiovascular Professionals
From the ACP-Online website: www.acp-online.org ―Connecting over 3000 professionals involved in all
levels of cardiovascular service (administration, management, nursing and technology) and involved in all
specialties (invasive, noninvasive, echo, cardiopulmonary). ACVP has a 40+ year history of service leading
the way in representing professionals, supporting credentialing and providing continuing education for
advancement.
Joint Review Committee on Education in Cardiovascular Technology
From the JRCCVT website: www.jrccvt.org: ―In December 1981, the American Medical Association (AMA)
Council on Medical Education (CME) officially recognized cardiovascular technology as an allied health
profession. Subsequently, organizations that had indicated an interest in sponsoring accreditation
activities for the cardiovascular technologist were invited to appoint a representative to an ad hoc
committee to develop Essentials.
229
The following organizations initially adopted the Essentials and agreed to sponsor the JRC-CVT: American
College of Cardiology, American College of Chest Physicians, American College of Radiology, American
Institute of Ultrasound in Medicine, American Society of Echocardiography, American Society of
Cardiovascular Professionals, and Society for Vascular Ultrasound (formerly the Society of Vascular
Technology and the Society of Noninvasive Vascular Technology). Subsequently, the American Institute of
Ultrasound in Medicine withdrew as a sponsor and the Society of Invasive Cardiovascular Professionals
and The North American Society of Pacing and Electrophysiology agreed to sponsor the JRC-CVT.
Currently, there are six sponsors of the JRC-CVT.
Central Service Supply Technician
International Association of Healthcare Central Service Materiel Management (IAHCSMM)
From www.iahscmm.org: Mission Statement - The IAHCSMM mission shall be to provide the members of
the Association and healthcare facilities with organized educational opportunities, professional
development, a forum for information exchange, member services in response to member identified
needs and priorities; and to represent Central Service Materiel Management in the professional
community.
Certified Nurse Aide
Virginia Board of Health Professions (regulatory agency)
From the Board of Health Professions website: www.dhp.virginia/gov ―Our mission is to ensure safe and
competent patient care by licensing health professionals, enforcing standards of practice, and providing
information to health care practitioners and the public.
Surgical Technology
Association of Surgical Technologists
From the AST website: www.ast.org: ―The Association of Surgical Technologists was established in 1969
by members of the American College of Surgeons (ACS), the American Hospital Association (AHA), and the
Association of peri-operative Registered Nurses (AORN). As the oldest and most widely recognized
professional organization for surgical technologists and surgical assistants, AST's primary purpose is to
ensure that surgical technologists and surgical assistants have the knowledge and skills to administer
patient care of the highest quality.
Association of Peri-Operative Nurses
From the AORN website: www.aorn.org: ―The Association of peri-operative Registered Nurses (AORN) is
the national association committed to improving patient safety in the surgical setting. AORN is the premier
resource for perioperative nurses, advancing the profession and the professional with valuable guidance
as well as networking and resource-sharing opportunities. AORN promotes safe patient care and is
recognized as an authority for safe operating room practices and a definitive source for information and
guiding principles that support day-to-day perioperative nursing practice.
Virginia Co mmonwealth State Assembly of the Association of Surgical Technology
From the state assembly website: http://va.ast-master.org: ―Since 1969 the Association of Surgical
Technologists has sought to bring together surgical technologists and other healthcare professionals and
organizations to promote quality patient care by developing educational programs, promoting
professional standards and credentials, providing a forum for the exchange of ideas, monitoring the
230
changing healthcare environment, and fostering other opportunities for the personal and professional
growth of all surgical technologists and surgical assistants.
Accreditation Review Committee in Surgical Technology and Surgical Assisting
From the Accreditation Review website: www.arc-stsa.org: ―The mission of the Accreditation Review
Council on Education in Surgical Technology and Surgical Assisting is to provide recognition for the quality
of the education programs in its system to the public. The ARC/STSA is the only CAAHEP-recognized
Committee on Accreditation for education programs in surgical technology and surgical assisting.”
National Board of Surgical Technology and Surgical Assisting
From the website: www.nbstsa.org: “The National Board of Surgical Technology and Surgical Assisting
(NBSTSA), formerly the LCC-ST was established in 1974 as the certifying agency for surgical
technologists. NBSTSA is solely responsible for all decisions regarding certification; from determining
eligibility to maintaining, denying, granting and renewing the designation.
Nursing
American Association of Colleges of Nursing
From the AACN website: www. aacn. nche. edu: “The American Association of Colleges of Nursing
(AACN), a unique asset for the nation, serves the p ublic interest by setting sta ndards, providing
resources, and developing the leadership capacity of member schools to advance nursing
educatio n, research, and practice ” (Mission). “In all of AACN's programs and services, co ntinuo us
attention is directed to core principles: Respecting and including diversity of opinion, experien ce,
and culture; open and responsive communication; quality, efficiency a nd accountability in the
implementation and evaluation of activities; and p ositioning through integrity” ( Values).
American Nursing Association
From the ANA website: www.ana.org: ―The American Nurses Association (ANA) is the only full-service
professional organization representing the interests of the nation's 2.9 million registered nurses (RNs)
through its 51 constituent member nurses associations, its 24 specialty nursing and workforce
advocacy affiliate organizations that currently connect to ANA as affiliates. The ANA advances the
nursing profession by fostering high standards of nursing practice, promoting the rights of nurses in the
workplace, projecting a positive and realistic view of nursing, and by lobbying the Congress and
regulatory agencies on healthcare issues affecting nurses and the public.
National League for Nursing
From the NLN website: www.nln.org: ―Dedicated to excellence in nursing education, the National League
for Nursing is the preferred membership organization for nurse faculty and leaders in nursing education.
NLN members include nurse educators, education agencies, health care agencies, and interested members
of the public. The NLN offers faculty development programs, networking opportunities, testing and
assessment, nursing research grants, and public policy initiatives to its 28,000 individual and 1,200
institutional members. Founded in 1893 as the American Society of Superintendents of Training Schools
for Nurses, the National League for Nursing was the first nursing organization in the United States. Today
the NLN is a renewed and relevant professional association for the twenty-first century. Cited by the
American Society of Association Executives for the ―will to govern well,‖ the NLN is committed to
231
delivering improved, enhanced, and expanded services to its members and championing the pursuit of
quality nursing education for all types of nursing education programs.
National Student Nursing Association (NSNA)
The National Student Nurse’s Association is a pre-professional branch of the American Nursing Association.
Full membership to NSNA is provided by the College at the start of the BSN program. The NSNA strives
to increase professionalism in nursing and to support professional nursing. Membership in NSNA offers
numerous benefits to students as well as the opportunity to develop leadership skills.
The Sentara Chapter of the Nursing Student’s Association of Virginia is open to all interested nursing
students. T he Sentara Nursing Students’ Association (SNSA) officer elections are held in the spring for the
following academic year.
Sigma Theta Tau, International (STTI)
Founded in 1922, it is the honor society for nursing. The Department of Nursing has established a
Nursing Honor Society, with the intent to become a chartered STTI chapter in the future. The mission
of the Honor Society of Nursing, Sigma Theta Tau International, is to support the learning, knowledge,
and professional development of nurses committed to making a difference in health worldwide.
Membership is available by invitation through active Chapters and assumes acceptance of the
purposes of the society and responsibility to participate in achieving the goals consistent with
professional and scholastic character of Sigma Theta Tau, International. Inductions are held in the fall.
Criteria for undergraduate membership (junior/senior) include:
• Completed at least 40 semester hours of the required nursing component of the BSN
curriculum.
• Grade point average of at least 3.0 on a 4.0 scale as indicated by the
official record of grades.
• Top one-third of class (senior year).
232
STUDENT BILL OF RIGHTS AND RESPONSIBILITIES
These are the expressed rights of all SCOHS students (adaption from National Student Nurses’ Association):
1. Students should be encouraged to develop the capacity for critical judgment and engage in sustained and
independent search for truth.
2. The freedom to teach and the freedom to learn are inseparable facets of academic freedom; students
should exercise their freedom with responsibility.
3. Each institution has a duty to develop policies and procedures that provide and safeguard the student's
freedom to learn.
4. Under no circumstances should a student be barred from admission to a particular institution on the basis
of race, creed, sex, marital status, age, color, national origin or handicap.
5. Students should be free to take reasoned exception to the data or view offered in any course of study and
to reserve judgment about matters of opinion, but they are responsible for learning the content of any
course of study for which they are enrolled.
6. Students should have protection through orderly procedures against prejudiced or capricious academic
evaluation, but they are responsible for maintaining standards of academic performance established for
each course in which they are enrolled.
7. Information about student views, beliefs and political associations, which instructors acquire in the course
of their work, should be considered confidential and not released without the knowledge or consent of the
student.
8. The student should have the right to have a responsible voice in the determination of his/her curriculum.
9. Institutions should have a carefully considered policy as to the information that should be a part of a
student's permanent educational record and as to the conditions of this disclosure.
10. Students and student organizations should be free to examine and discuss all questions of interest to them
and to express opinions publicly and privately.
11. Student should be allowed to invite and to hear any person of their own choosing, thereby taking the
responsibility of furthering their education.
12. The student body should have clearly defined means to participate in the formulation and application of
institutional policy affecting academic and student affairs.
13. The institution has an obligation to clarify those standards of behavior that it considers essential to its
educational mission and its community life.
14. Disciplinary proceedings should be instituted only for violations of standards of conduct formulated with
significant student participation and published in advance through such means as a student handbook or a
generally available body of institutional regulations. It is the responsibility of the student to know these
regulations. Grievance/appeal procedures are available for every student.
15. As citizens and members of an academic community, students are subject to the obligations that accrue by
virtue of this membership and enjoy the same freedoms of citizenship.
16. Students have the right to belong or refuse to belong to any organization of their choice.
17. Dress code, if present in College, should be established with student input in conjunction with the College
Dean and faculty, so the highest professional standards are maintained, but also taking into consideration
points of comfort and practicality for the student.
18. Grading systems should be carefully reviewed periodically with students and faculty for clarification and
better student-faculty understanding.
19. Students should have a clear mechanism for input into the evaluation of faculty.
233

Catalog - Sentara College of Health Sciences

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