NURSING PROGRAMS
Curriculum Plan:
• Generic Program
• Mobility Program
Course Descriptions
• Generic Program
• Mobility Program
• End of Program Student Learning
Outcomes/Graduate Competencies
OVERVIEW OF HEALTH SCIENCE
The Health Science Nursing Programs at Wallace Community College Selma offers educational opportunities that allow individuals to complete their goals of becoming a licensed practical nurse or registered nurse prepared to practice safe, ethical, noncomplex bedside nursing in a structured care environment under the direct supervision of the registered nurse and/or the physician or dentist. The programs prepare men and women to practice as licensed practical nurses or registered nurses within the guidelines established by the Alabama Board of Nursing after completing the program and successfully passing the National Council Licensure Examination for Practical Nurses (NCLEX-PN) or National Council Licensure Examination for Registered Nurses (NCLEX-RN).
MISSION AND PHILOSOPHY
THE ALABAMA COMMUNITY COLLEGE SYSTEM
Mission - The mission of the nursing programs of the Alabama Community College System is to prepare graduates to practice safe, competent, patient-centered care in an increasingly complex and rapidly changing health care system. We seek to provide full and equal access to opportunities for educational success to meet the community needs.
Philosophy - We believe that nursing is a dynamic profession, blending science with the use of evidence-based practice and clinical reasoning and the art of caring and compassion to provide quality, patient-centered cared.
We believe learning is an interactive process in which faculty and students share responsibility to meet program outcomes. We believe in using educational methods that are current and supportive of students in the teaching and learning environment, with the presentation of information from simple to complex.
Nursing is guided by standards of practice and standards of professional performance. Standards reflect the values and priorities of the nursing profession. Therefore, we have integrated competencies from the Quality and Safety Education for Nurses (QSEN) and National League of Nursing (NLN) into our philosophy as part of our core values.
Competencies – NLN competencies for nursing are central to the conceptual framework. The related QSEN competencies for graduate nurses define the knowledge, skills and attitudes that the graduate nurse should possess to continuously improve the quality and safety of the healthcare systems within which they work. (QSEN)
Human Flourishing- Advocate for patients and families in ways that promote their self-determination, integrity, and ongoing growth as human beings. (NLN def)
Patient-Centered Care – Recognize the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patient’s preferences, values, and needs. (QSEN def)
Nursing Judgment- Make judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and that promote the health of patient within the family and community context. (NLN def)
Safety – Minimizes risk of harm to patients and providers through both system effectiveness and individual performance. (QSEN def)
Informatics – Use information and technology to communicate, manage knowledge, mitigate error, and support decision making. (QSEN def)
Professional Identity- Implement one’s role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving identity as a nurse committed to evidence-based practice, caring, advocacy, and safe, quality care for diverse patients within a family and community context. (NLN def)
Teamwork and Collaboration – Function effectively within nursing and inter-professional teams, fostering open communication, mutual respect, and shared decision-making to achieve quality patient care. (QSEN def)
Spirit of Inquiry- Examine the evidence that underlies clinical nursing practice to challenge the status quo, questions underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities. (NLN def)
Evidence-based practice – Integrate best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care. (QSEN def)
Quality Improvement – Use data to monitor the outcomes of care processes and use improvement methods to design and test changes to continuously improve the quality and safety of health care systems. (QSEN def)
CONCEPTUAL FRAMEWORK
THE CONCEPTUAL FRAMEWORKOF NURSING PROGRAMS
THE ALABAMA COMMUNITY COLLEGE SYSTEM
The conceptual framework derived from the philosophy forms a basis for the organization and structure of the nursing curriculum. This framework serves as a guide for nursing instruction in the attainment of student learning outcomes.
The framework consists of concepts that encompass the qualities of a successful graduate nurse. NLN competencies were chosen because they specifically define the competencies of the graduate Practical Nurse. QSEN competencies reflect current contemporary practice. Concepts interlace NLN and QSEN competencies to achieve the goal of providing graduate nurses with the tools needed to provide holistic care to in an ever-changing health care delivery system. Each competency includes knowledge, skills and attitudes to serve as a basis for consistent performance expectations across academic and practice settings.
END OF THE PROGRAM STUDENT OUTCOMES/GRADUATE COMPETENCIES
Practical Nursing End-Of-Program Student Learning Outcomes/Graduate Competencies | Associate Degree Nursing End-Of-Program Student Learning Outcomes/Graduate Competencies |
Human Flourishing Promote the human dignity, integrity, self-determination, and personal growth of patients, oneself, and members of the health care team (NLN, 2010). | Human Flourishing Advocate for patients and families in ways that promote their self-determination, integrity, and ongoing growth as human beings (NLN, 2010). |
Patient-Centered Care Advocate for the patient and family in the provision of compassionate and coordinated care to support the health, safety, and well-being of patients and families (QSEN, 2012). | Patient-Centered Care Recognize the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patient’s preferences, values, and needs (QSEN, 2012). |
Nursing Judgement Provide a rationale for judgments used in the provision of safe, quality care and for decisions that promote the health of patients within a family context (NLN, 2010). | Nursing Judgement Make judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and that promote the health of patient within the family and community context (NLN, 2010). |
Informatics Incorporate information and technology within own scope of practice to support safe processes of care (QSEN, 2012). | Informatics Formulate information and technology to communicate, manage knowledge, mitigate error, and support decision making (QSEN, 2012). |
Safety Demonstrate the effective use of strategies to reduce risk of harm to self or others (QSEN, 2012). | Safety Minimizes risk of harm to patients and providers through both system effectiveness and individual performance (QSEN, 2012). |
Professional Identity Demonstrate awareness of good practice, boundaries of practice, and professional identity formation including knowledge and attitudes derived from self-understanding and empathy, ethical questions and choices that are gleaned from a situation, awareness of patient needs, and other contextual knowing (NLN, 2014). | Professional identity Implement one’s role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving identity as a nurse committed to evidence-based practice, caring advocacy, and safe, quality care for diverse patients within a family and community context (NLN, 2010). |
Teamwork and Collaboration Function competently within own scope of practice as a member of the health care team (QSEN, 2012).
| Teamwork and Collaboration Function effectively within nursing and inter-professional teams, fostering open communication, mutual respect, ad shared decision-making to achieve quality patient care (QSEN, 2012). |
Spirit of Inquiry By collaborating with health care team members, utilize evidence, tradition, and patient preferences in predictable patient care situations to promote optimal health status (NLN, 2014).
| Spirit of Inquiry Examine the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patients, families and communities (NLN, 2010). |
Quality Improvement Utilize various sources of information to review outcomes of care identifying potential areas for improvement of the quality and safety of care (QSEN, 2012). | Quality Improvement Use data to monitor the outcomes of care processes and use improvement methods to design and test changes to continuously improve the quality and safety of health care systems (QSEN, 2012). |
Evidence-Based Practice Integrate best evidence-based practice with clinical expertise, patient/family preferences, and values for delivery of optimal health care (QSEN, 2012). | Evidence-Based Practice Integrate best evidence-based practice with clinical expertise, patient/family preferences, and values for delivery of optimal health care (QSEN, 2012). |
STUDENT ACHIEVEMENT OUTCOMES
THE ALABAMA COMMUNITY COLLEGE SYSTEM PROGRAM OUTCOMES
The following criteria have been identified for measuring program effectiveness:
1. Performance on Licensure Exam: The licensure exam pass rate will be at or above 80% for first-time writers and above the
national mean.
2. Program Completion: 70% of the students admitted will graduate within 150% of the time of the stated program length beginning
with the first required nursing course as delineated: Practical Nursing 5 Semesters; Associate degree nursing-seven semesters;
LPN-RN mobility option with NUR 209-four semesters; LPN-RN mobility option without NUR-209 three semesters.
3. Program Satisfaction: 90% of graduates responding to the graduate survey distributed within one year after graduation will
indicate satisfaction with the program.
4. Job Placement: 90% of the graduates seeking employment will be employed one year after graduation in a position for which
the program prepared them.
REINSTATEMENT/TRANSITION
Definitions
Reinstatement: Students who have a withdrawal or failure in a nursing course and are eligible to return to that course will be considered for reinstatement to the program.
Readmission: Students not eligible for reinstatement may apply for program admission as a new student and must submit all application criteria. If accepted as a new student the student must take, or retake, all nursing program courses.
Process for Reinstatement
1. Students should first schedule an appointment with a nursing faculty/advisor to discuss eligibility for reinstatement.
2. Students must apply for reinstatement to the nursing program and submit the application with TEAS/ACT test results and Letter
of Intent by published deadlines.
3. Students must apply for readmission to the college if not currently enrolled. College readmission must be accomplished by
published deadlines.
4. Update immunizations, CPR, drug testing, and background screening according to program policy.
5. Demonstrate competency in previous course(s) as required by the College’s nursing program.
CURRICULUM PLANS
ADN Program Totals | PN Program Totals | ||||
Total Credit Hours: | 66 |
| Total Credit Hours: | 45 | 88.57% |
Total Contact Hours: | 1590 |
| Total Contact Hours: | 1050 | 81.48% |
General Education | 27 | (40.9%) | General Education: | 21 | 67.86% |
Nursing Hours: | 39 | (59.0%) | Nursing Hours: | 25 | 79.30% |
COURSE DESCRIPTIONS
NUR 112 Fundamental Concepts of Nursing
This course teaches foundational knowledge of nursing concepts and clinical decision making to provide evidence-based nursing care. Content includes but is not limited to: healthcare delivery systems, professionalism, health promotion, psychosocial well-being, functional ability, gas exchange, safety, pharmacology, and coordinator/manager of care.
NUR 113 Nursing Concepts I
This course teaches foundational knowledge of nursing concepts and clinical decision making to provide evidence-based nursing care. Content includes but is not limited to: coordinator/manager of care, perfusion, oxygenation, infection, inflammation, tissue integrity, nutrition, elimination, mobility/immobility, cellular regulation, acid/base balance, and fluid/electrolyte balance.
NUR 114 Nursing Concepts II
This course teaches foundational knowledge of nursing concepts and clinical decision making to provide evidence-based nursing care. Content includes but is not limited to: coordinator/manager of care, sexuality, reproduction and childbearing, infection, inflammation, sensory perception, perfusion, cellular regulation, mood disorders and affect, renal fluid/electrolyte balance, and medical emergencies.
NUR 115 Evidence Based Clinical Reasoning
This course provides students with opportunities to collaborate with various members of the health care team in a family and community context. Students utilize clinical reasoning to assimilate concepts within the individual, health, and nursing domains.
NUR 209 Concepts for Healthcare Transition Students
This course focuses on application of nursing concepts to assist health care professionals to transition into the role of the registered nurse. Emphasis in this course is placed on evidenced based clinical decision making and nursing concepts provided in a family and community context for a variety of health alterations across the lifespan.
NUR 211 Advanced Nursing Concepts
This course provides opportunities for students to integrate advanced nursing care concepts within a family and community context. Content includes but is not limited to: manager of care for advanced concepts in safety, fluid/electrolyte balance, cellular regulation, gas exchange, psychosocial well-being, growth and development, perfusion, and medical emergencies.
NUR 221 Advanced Evidence Based Clinical Reasoning
This course provides students with opportunities to demonstrate graduate competencies through didactic and preceptorship experiences necessary to transition to the profession of nursing. Content in nursing and health care domains includes management of care, professionalism, and healthcare delivery systems.
"Click program to view Degree Curriculum by Semester"
ACCREDITATION INFORMATION
Accreditation Commission for Education in Nursing
3390 Peachtree Road NE, Suite 1400
Atlanta, Georgia 30326
404-975-5000
Alabama Board of Nursing NCLEX Passage Rates
YEAR | NCLEX PASS RATE (RN) | YEAR | NCLEX PASS RATE (PN) |
2019 | 89.47% | 2019 | 81.48% |
2020 | 57.89% | 2020 | 67.86% |
2021 | 51.11% | 2021 | 82.61% |
Three Year Average (RN) | 66.16% | Three Year Average (PN) | 77.32% |
APPLICATION PACKET
If you have any questions regarding any of the above-listed programs, please contact the Health Science Department at
334-876-9275 and Ms. Beverly Lee, the secretary will direct your call accordingly. The office hours are Monday through Thursday
7:30 am - 5:00 pm and Friday 7:30 am - 12:00 noon.
If you are a pre-nursing student, the Advisor in the Office of Admissions and Records, Mr. Lonzy Clifton may be contacted at 334-876-9251 or lonzy.clifton@wccs.edu and is available to answer questions regarding general coursework and admission requirements.