Associate Degree Nursing Program

The following information and policies are applicable to Associate Degree Nursing students (in addition to all general policies applicable to all GCC nursing students).

The above graphic represents the Associate Degree Nursing pin. Given to students upon graduation in gold or gold-plate, it indicates that the graduate is an RN (registered nurse). On the pin the lamp of knowledge—which Florence Nightingale chose as the symbol of nursing—is represented in red. This symbol was selected to inspire energy and enthusiasm for learning. The inscription on the pin read “The Right to Think, The Will to Learn.” This inscription was selected to inspire the graduates of the program to be caring, thinking nurses who have a strong will to learn and make a difference in the world of nursing. The graduate makes the pledge to continually fulfill the essential demands inherent in the profession of nursing and to promote the highest standards of patient care.

Program Philosophy

The philosophy of the Associate Degree Nursing program supports the mission of GCC. The following statements indicate the beliefs of the nursing faculty. Nursing faculty are committed to:

• Academic excellence in entry level nursing education for the 21st century by providing an education which students will acquire the knowledge, skills and attitudes to provide safe and quality patient centered care
• Support of students to be successful in their pursuit is essential in this process
• Support of student academic progression to continuing formal higher education to the baccalaureate level and beyond

The GCC Associate Degree in Nursing program aspires to be an agent for a more equitable, just, vibrant, and resilient world through education and development of a diverse and inclusive workforce.

Program History

Greenfield Community college’s Associate Degree Nursing program was the first associate degree program for nursing established in a Massachusetts community college in 1963. Upon the closing of the Diploma School at Franklin Medical Center in Greenfield, the ADN program has enjoyed a close association with Baystate Franklin Medical Center and the greater community throughout the 60 year history of the program. The degree program earned National League for Nursing Accreditation in 1982 and was reaccredited in 1991, 1999 and 2007. The program’s current accreditation was awarded by the Accreditation Commission for Education in Nursing (ACEN) in 2015. This accreditation has been continued through 2023.

Concept of Nursing

1. Nursing — The faculty views nursing as an art and a science. The art of nursing is the expression of nurturing, caring, and comforting. Science is the application of relevant theory, practice, and principles. The nurse uses professional communication to integrate the application of knowledge and the maintenance of individuality and culture in providing services to individuals and families.
2. Humanity — Persons are physical, intellectual, emotional, and spiritual beings. The faculty teaches this holistic approach to the person throughout the curriculum. Nursing courses emphasize assessment of individuals and their potential for growth. Liberal arts courses and the biological sciences provide the student with a foundation to understand the dimensions of the individual.
3. Environment — Environment includes internal and external elements that affect the individual. Nursing focuses on the person(s) in relation to their total environment. There is constant interaction between internal and external environments; it is impossible to separate the person from the environment.
4. Health/Illness — Health and illness are dynamic and ever changing throughout the lifespan. They are separate but may co-exist as is represented by a continuous line called the health-illness continuum. This continuum spans high-level wellness, common health problems, and severe illness and death.

Concept of Nursing Education

We support the GCC Principles of Education in that we value the process of learning as much as the knowledge gained. Nursing education is a life-long learning process which continually provides for the acquisition and application of knowledge, skills, and attitudes. The faculty affirms the individuality of each student, the complexity of their life experiences, and their ability to actively participate in the learning process. We believe that each encounter with students in the learning environment should engage compassion and concern.

Rationale of the Teaching/Learning Process

The following learning principles are primarily utilized by the faculty:

• Content is presented from the simple to the complex
• Learning occurs best when frequent and appropriate feedback is provided
• Learning from reading, lectures, and clinical conferences is best retained when clinical application occurs while theory is presented
• Skills are best developed through repetitive practice
• Individual learner’s needs must be taken into consideration
• Critical reasoning skills are essential

The faculty is responsible for providing a learning environment in which there is a free exchange of ideas within a framework of clearly defined learning objectives and a specific body of knowledge essential to nursing practice. Students have frequent opportunities to evaluate course management, teaching strategies, and clinical resources. Students are expected to participate actively in the learning process. The college provides support services and referrals so that students may adapt to changes at school or at home to reach their objectives, whether professional, educational, personal, social, or economic.

Role of the Graduate

The faculty believes that Associate Degree Nursing (ADN) education combines general and technical educational courses to prepare nurses to provide high-quality and evidence-based patient/client care in various health care and community settings and to be an effective member of a multidisciplinary team. AD nurses deal with common responses to changes in health status. The nursing curriculum prepares AD nurses to utilize the nursing process through assessment, planning, implementation and evaluation of the individual responses to changes in health status within their scope of practice. The ADN graduate is eligible to become a 9 licensed registered nurse whose scope of practice includes roles such as care provider, manager of care, educator and advocate. The AD nurse is accountable for their own professional practice and assigning, delegating, and supervising care to peers, licensed practical nurses, and ancillary nursing personnel. In settings where there are baccalaureate and graduate degree nurses practicing, ADN graduates should recognize the wider scope of practice and deeper breadth of knowledge commensurate with that educational preparation. The Greenfield Community college graduate understands that completion of the program represents the beginning of an ongoing process of continuing education, professional growth and personal development.

Program Outcomes

Expected Level of Achievement for Approval and Accreditation

1. A minimum of 80 percent of students who enroll in clinical nursing courses will complete the degree within six (6) semesters.
2. A minimum of 80 percent of students enrolled in all AD options will complete the program in four (4) semesters
3. 85 percent of GCC Nursing graduate respondents to the Post-Graduation Survey will report employment in a nursing setting at least 16 hours/week by six months after graduation.
4. 80 percent of GCC Nursing graduates will pass the NCLEX-RN exam on the first try within three (3) months of graduation.

100 percent of all students enrolled in the ADN program in all options on the first day of nursing classes are qualified applicants who meet the admission requirements.The students at Greenfield Community college and those in the ADN program are an ethnically, economically and socially diverse group of individuals of all ages united for one overall purpose: to pursue excellence in nursing. In addition, our student population reflects a variety of prior educational levels including earned GEDs, high school diplomas and college degrees in other fields.

As stated in the college’s Principles of Education, “Members of the GCC community have the opportunity to acquire the knowledge, skills, and attitudes that empower them to clarify values, express ideas, solve problems and embrace learning as a life-long process.” The specific nursing curriculum is organized and based on concepts and principles aspired to by GCC’s Principles of Education and Massachusetts Department of Higher Education Nursing Competencies. The curriculum design flows from these principles below:

• Diversity/Community
  • Person-Centered Care
  • Systems-Based Practice
  • Population Health
• Literacy/Communication
  • Informatics and Healthcare Technologies
  • Interprofessional Partnerships
  • Personal, Professional and Leadership Development
• Knowledge/Learning
  • Scholarship for the Nursing Discipline
  • Quality and Safety
  • Knowledge for Nursing Practice

End of Program Student Learning Outcomes

Students completing the Associate Degree Nursing program at GCC will demonstrate the ability to:

• Tailor nursing care with consideration for individual needs, values, preferences, and circumstances
• Employ clinical judgment to solve problems and provide care within diverse, complex systems
• Synthesize information using evidence, data, and patient care technology to make optimal decisions
• Analyze risk and create a plan to minimize harm through system effectiveness and individual performance
• Collaborate effectively within an interdisciplinary team while demonstrating the capacity for leadership
• Act with integrity, accountability, and perspective within the nursing scope of practice

Course Outcomes Progression

Curriculum

The sequence of courses in the ADN program is carefully planned to maximize integration of non-nursing courses with nursing courses. Some students elect to take all or most of the non-nursing courses before starting the nursing program or in summer school thus lessening the course load during the two-year sequence of the program. This option is highly recommended for students who plan to be employed during their studies at GCC. However, once admitted to the program, all required courses must be completed by the end of the semester that they are listed in.

Course descriptions can be found in the academic catalog. Credits and hours listed below are per semester.

Admission

In additional to general admission and enrollment requirements for all nursing programs, the following apply to Associate Degree Nursing applicants.

General Admission Requirements

Applicants to this program must:

• Be 18 years old at the time of program enrollment
• Be a current or new GCC student
  • New students — Submit a general GCC admission application and select Nursing as your intended major; once accepted, you will be placed into Allied Health Degree/RN intent (ALH)
  • Current students — Submit a change of major form to Allied Health/ADN Intent (ALH)
• Have a minimum GPA of 2.0 (current students)
• Submit official high school transcript or HiSET^®/GED^® transcript with graduation date
• Submit official college transcripts from any previously attended schools
  • Transcript Deadline: [events_list blog=”376″ category=”90053″ limit=”1″]#_EVENTDATES[/events_list]
• Meet math requirements by completing one (1) of the following with a C+ or better within seven (7) years prior to entering the program:
  • MAT 120 Math Problem Solving in STEM (or equivalent at another college)
  • MAT 096 Intermediate Algebra (or equivalent at another college)
  • MAT 014 Preparatory Course for Statistics (or equivalent at another college)
  • ACCUPLACER placement out of MAT 120 or MAT 096
• Complete English Composition I (or equivalent at another college) with a grade of C or better
• Complete ten credits from the list below including one four-credit biology course:
  

  BIO 215	Anatomy & Physiology I	4 cr.	C+ required within 7 years*†
  BIO 216	Anatomy & Physiology II	4 cr.	C+ required within 7 years*†
  BIO 205	Microbiology	4 cr.	C+ required within 7 years*
  ENG 112, 114 or 116	English Comp II	3 cr.	C required
  SOC 101	Principles of Sociology	3 cr.	C required
  PSY 101	Principles of Psychology	3 cr.	C required
  PSY 217	Human Growth & Development	3 cr.	C required within 7 years‡
  Humanities elective Any course coded AHS, ART, ASL, DAN, ENG (excluding ENG 090, ENG 094 and English Comp I and II), FLK, FRE, GGY, HIS, HUM, LAT, MUS, PHI, PCS, SPA or THE		3 cr.	C required
  * Applicants may take a currency exam to satisfy this requirement if the course was successfully completed more than seven years prior to beginning the program † Biology I (BIO 126) is a pre-requisite for Human Anatomy and Physiology I and II (BIO 215 and BIO 216), but it is not required to apply to the program; students who feel that they have a strong science background from high school or college may choose to take a challenge exam for Biology I to meet the BIO 215/216 pre-requisite (all accepted ADN students who do not have BIO 215 before entering the program must take BIO 126 prior to enrollment) ‡ College Board CLEP test required if course was successfully completed more than seven years ago

• Successfully complete the Test for Essential Academic Skills (TEAS) with a composite score of 60% within two years prior to beginning the program. Refer to atitesting.com for more information about the exam, to purchase study materials and to register for a testing date. Students may attempt the test more than once, but no more than three times per application cycle. You will be required to submit a full set of TEAS scores with individual scores for each section with your application (GCC does not download scores sent from ATI).
• Complete the Associate Degree Nursing Program Application

Admission Criteria

Applications are evaluated based on the following criteria, with a total maximum of 26 points awarded:

• Completion of A & P I (A = 6 points; A- = 5 points; B+ = 4 points; B = 3 points; B- = 2 points; C+ = 1 point)
• Completion of A & P II (A = 6 points; A- = 5 points; B+ = 4 points; B = 3 points; B- = 2 points; C+ = 1 point)
• Completion of Microbiology (A = 6 points; A- = 5 points; B+ = 4 points; B = 3 points; B- = 2 points; C+ = 1 point)
• Number of support course credits completed (27 = 4 points; 21-26 = 3 points; 16-20 = 2 points; 10-15 = 1 point)
• Experience in healthcare (2 points for licensure; 1 point for certifications)
• Prior college degree (1 point)
• Successful completion of one or more GCC courses (1 point)

Academic & Clinical Policies

Assessment Technologies Institute (ATI) Proctored Exams

Students will be required to take nationally normed tests (ATI) throughout the curriculum. Each course has assigned ATI practice assessments and proctored assessments. Additional points can be obtained towards the final grade depending on the proficiency level achieved on proctored assessments. See grid. Students are required to perform a focused review on their exams for each exam.

Remediation procedure will include:

1. Assigned focused review on any ATI product (Practice and /or Proctored Assessments). Time spent according to the grid above must be documented.
2. Proctored assessment retake is required as noted above.
3. Must be completed by the due date indicated in the course syllabus/calendar. Instructor-designed NCLEX-focused exams will adhere to predetermined criteria as outlined in the Testing Plan.

Students will be required to take nationally normed tests (ATI) throughout the curriculum. In the last semester of the curriculum, students will be required to take a comprehensive predictor exam. The comprehensive predictor uses a different grading grid that is made available to students in the NUR 205 syllabus.

Attendance & Participation

Participation in all scheduled nursing program activities—including classes, skills labs, clinical experiences, conferences, and service learning—is essential for academic and professional success. Students are expected to arrive on time, actively participate and remain for the full duration of each activity.

General Attendance Guidelines

• Students are responsible for all material covered during any missed activities, including classes or assignments referred to as “class tickets.”
• Additional attendance information specific to each course can be found in the respective course syllabus.

Skills/Simulation Lab/Clinical Attendance Policy

• Expectations: Clinical attendance is mandatory for meeting course objectives. Clinical attendance includes the patient care setting, lab, simulation, and Service Learning. Missing more than 12% of required clinical hours due to absence will jeopardize a student’s ability to successfully complete the course.
• Students are expected to arrive at clinical, lab, and simulation fit for duty. Any student deemed unfit for duty (out of uniform, sick, having had worked within the last 12 hours, or otherwise impaired) will be sent home and receive an absence.
• Activities that are tied to program outcomes are required to be made up to successfully graduate.
• Students missing more than 12% or missing an activity tied to a program outcome will be required to make up that time if available.
• It cannot be assumed that clinical make up time will be available due to course time allotment and constraints, clinical contract agreements, and personnel availability. Students missing more than the allowed hours can fail the course.
• Make up of hours will be accomplished by written assignment, virtual or live simulation, or actual clinical hours appropriate to the course and missed hours and with approval of the course coordinator.
• Any clinical/lab cancellation due to faculty absence during a clinical/lab rotation will be required to be made up prior to the end of the semester.
• Notification: Students must notify their clinical instructor of any planned absence or tardiness before the simulation lab, skills lab or clinical day begins. Failure to notify the instructor in advance will result in a written progress note.

Clinical Performance & Evaluation

Evaluation of clinical course outcomes will occur at the clinical site, lab, simulation and service learning. Service learning commitments must also be fulfilled, as they are a part of clinical. Each clinical evaluation tool describes the required course outcomes. They are maintained on file and may be reviewed with the appropriate faculty members.

Clinical evaluations are completed at mid-term and the end of each course. Students are expected to achieve a minimum of “Developing” by midterm and “Accomplished” by the end of the clinical course. If performance is documented as “Beginning” or “Not Demonstrated” at midterm the student must demonstrate satisfactory and consistent improvement in this area in order to pass the clinical rotation. A Clinical Improvement Plan must be submitted to the clinical instructor within one week of the evaluation if a “Beginning” or “Not Demonstrated” is identified. The instructor will perform an additional evaluation specifically targeting the areas needing improvement to determine satisfactory progress towards outcomes prior to the final clinical evaluation. If an outcome(s) is/are not met by the end of the course, the student will receive a clinical failure and cannot continue in the program.

Rating Scale

100% – Exemplary —  Consistently demonstrates this competency at a high level with independence and expertise
80% – Accomplished —  Frequently demonstrates this competency with minimal guidance
60% – Developing —  Demonstrates this competency inconsistently and requires moderate guidance
40% – Beginning —  Struggles to demonstrate this competency and requires significant support
20% – Not Demonstrated —  Does not demonstrate this competency

Clinical failure can occur at any time during or at the end of the rotation in the event of lack of progress toward course outcome attainment.

College Closings & Delayed Openings

All students are encouraged to sign up for the ALERT GCC system for timely updates regarding weather and other emergencies. The decision to cancel classes due to adverse weather conditions or other emergencies rests solely with the President of GCC or their designee. Please refer to the Inclement Weather Policy.

When the college announces a delayed opening, please follow these guidelines for classes and clinical rotations:

On-Campus Classes

• Partial Class Attendance: If a scheduled class is disrupted by the delay but its regular end time extends beyond the college opening time, you may be expected to attend the remaining portion of that class.
• Course Specifics: Check your course syllabus. Faculty members will provide explicit instructions for how delayed openings affect their specific classes

Clinical/Lab Rotations

• Partial Clinical Attendance: If you have a clinical rotation, you will still be required to attend the remainder of your clinical day at the time the college opens.
• Who Decides: Clinical attendance policies are determined by your course coordinator and faculty.
• Communication: Your specific instructors will contact your student groups directly to confirm expectations for the day.

Nursing classes and labs which normally begin their meeting after the delayed opening time will meet as scheduled. Students must notify their clinical instructor before the scheduled clinical assignment time if they must be absent. There will be mandatory make up hours or assignments (if appropriate) to preserve the integrity of course outcomes.

Dress Code

You may purchase uniforms anywhere you would like but they must meet the program and policy guidelines. All students will be expected to appear in the designated uniform appropriate to the setting. In patient/client and public areas, students will maintain a professional appearance. This includes periods outside of class and clinical times.

The students’ appearance must be neat and clean at all times. Students not properly attired will be asked to leave the clinical area and will be accountable for this clinical absence.

The school uniform code for clinical and lab settings is:

• Selected hunter green scrub top
• Selected hunter green uniform pants or skirt
• Uniforms should be properly fitted- not too loose or too tight
• All-white or all-black closed-toe, closed back non-slip shoes
• Official school nursing photo ID badge
• White scrub coat (optional)
• White long or short sleeve tee shirt under scrub top, if chosen
• Facility-issue photo ID as required
• Long hair must be pulled back so that does not fall over you face or come into contact with patients or equipment
• Nails must be kept short
• You are required to carry a stethoscope, bandage scissors, pen and watch with a second hand

Clinical sites supply requirements will be communicated in advance.

The entire GCC uniform must be worn for every lab session. While in uniform the following are considered unacceptable:

• Strong odors that could irritate chemical sensitivity reactions, according to the GCC chemical sensitivity policy
• Undergarments must be completely unnoticeable through outer clothing
• Uniforms must cover torso, midriff and low back at all times
• Hoodies are not allowed in patient areas
• Perforated shoes (like Crocs), canvas, open toe/open back shoes are prohibited due to safety and infection control concerns
• Dangling earrings, necklaces or bracelets (safety concern)
• Nail polish or artificial nails (infection control concern)

Students may be required to remove piercings, cover tattoos, or adhere to additional standards per clinical facility policies.

When in community settings or when visiting a cooperating agency on school-related matters, students must wear school and facility issued name tags and professional dress. Some facilities will have a specific dress code policy.

Exam Policies & Procedures

The purpose of this policy is to demonstrate to students the established standardized procedures for test question development, analysis, evaluation, and testing procedures to ensure reliability, validity, and fairness in assessing student knowledge and performance in nursing courses.

Policy Objective

1. To provide consistent testing procedures to students throughout the nursing program on all examinations.
2. To provide a graduated progression in assessing student learning throughout the program on all examinations.
3. To identify the use of NCLEX test plan on questions administered in each course.
4. To analyze, evaluate, and revise exam items as needed in order to meet standards set forth by the NCLEX test plan.
5. To identify alignment with and achievement of Course and Program Outcomes.

General Guidelines

• A critical thinking test assesses a student’s ability to apply current nursing knowledge and evaluate current best practices in patient care.
• Exam questions should evaluate the current course content.
• A 20 question dosage calculation exam will be administered in the first, second, and third semesters.
  • Students must receive a 90% to pass medications in clinical and progress in the ADN program.
  • Students have 3 chances to pass this exam before the designated date on the course calendar.
  • If a student does not pass the first and second dosage calculation exam, remediation is designated by the course coordinator and mandated before the second or third attempt.
• Each exam should cover aspects of Clinical Judgement: Recognizing/Assessing, Analyzing/Diagnosis, Prioritizing/Planning, Taking Action/Implementing, and Evaluating.
• All questions should relate to the course student learning outcomes.
• Questions should be leveled to demonstrate a progression of difficulty, from simple to complex, utilizing Bloom’s taxonomy to assess student learning across the curriculum.
• Questions should be scrambled within the exam and responses should be scrambled.

Types of Questions

• Multiple choice item types will contain the following parts: stem, options, distractors (wrong answers), and one correct answer.
• “Select all that apply” item types will have the following parts: stem (includes the words “Select all that apply” bolded, in italics, and in parentheses), options, distractors, and correct answers (can range from 1-7 choices).
• Fill in the blank/value item types – these may be math calculation questions.
• Alternative Style item types will include best practices as outlined in the Next generation NCLEX Guidebook.

Exam Construction

• The faculty select items and create exams based on data gathered over multiple semesters.
• Items and exams are aligned to learning outcomes and the NCLEX blueprint.
• Questions are scaffolded based on Bloom’s Taxonomy from lower to higher difficulty (Appendix II)

Testing Blueprint: Instructor Access Only

• Each exam will use the program blueprint form and will include
  • Course-level student learning outcome, which is directly related to an end-of-program learning outcome
  • NCLEX Category
  • Bloom’s Taxonomy Level
  • Clinical judgment/nursing process category
• After the test is administered, complete analysis data will be added, including:
  • Exam KR-20
  • Item difficulty level
  • Item discrimination index or point biserial

Exam Administration

• Students are to assure that their phones are silenced. All phones, smart watches, backpacks, keys, coats, and drinks are to be left at the sides of the room or in the storage area if in the Testing Center .
• Screenshots or pictures of test information is strictly prohibited.
• Earplugs are permitted but listening devices are not.
• Students will be provided scrap paper or white board and dry eraser. They will be required to return it to the proctor at the same time they submit their exam for disposal.
• Students requesting the restroom during an exam will be required to sign out and in.
• Students are required to leave the room immediately after completing and submitting their exam.
• Students who are late are not permitted to take the exam and will have to make an appointment for a make-up exam.
• If an exam is missed, the student must contact the faculty as soon as possible to make a plan regarding exam make-up.
• Communicating about test items is prohibited and a violation of academic integrity.
• Makeup exams will be written at the same level and assess the same SLOs as the original.
• Students with documented learning accommodations will have all exams monitored and proctored by the Testing Center. Students are responsible for making their own appointments with the Testing Center. Testing times cannot interfere with other program requirements (i.e., do not make an appointment for an exam during a clinical time).
• All written work, service learning, commitments, borrowed books and course evaluations must be submitted before sitting for the final exam in all nursing courses.

Collaborative Testing

• Collaborative testing will be offered based on course, for unit exams, dependent on the following criteria:
  • Student compliance with academic integrity policies.
  • Schedule availability
• Students who did not take the exam on the original date are not eligible to take the collaborative exam.
• Student participation is optional.
• Any student who wishes to participate in collaborative testing must be present and seated in their assigned group at the start time.
• Faculty will choose questions from the Unit Exam for the collaborative testing, based on the exam item analysis.
• Students will work in small groups designated by faculty.
• Students will be allotted 30 minutes to complete the test.
• Students must be present for the entire 30 minutes, or until the group agrees to turn in the test, in order to earn additional points.
• Additional points will be assigned as follows:
  • 9 or 10 correct answers will equal 2 points added to the prior Unit Exam.
  • 8 correct answers will equal 1 point being added to the prior Unit Exam.

Posting Grades

The posting of official grades will not occur until faculty have completed exam analysis. Exam analysis may require additional hours/days. Students are expected to remain patient as the faculty determine exam results.

Exam Review

An exam review may be conducted after the exam at the course faculty’s discretion. This review may take any form the faculty choose.

Leave of Absence/Part-Time Status

The Associate Degree Nursing program cannot be taken in its entirety as a part-time program. Students in good standing will be granted a leave of absence from the nursing program for up to one year with the understanding that the student cannot progress to the next nursing semester until all courses designated in the previous semester have been successfully completed.

The student must make a formal written request and meet with the Dean of Nursing and appropriate faculty to discuss the request. The student will agree in writing to any additional recommendations established as a condition of re-entry.

Progression (Grading & Academic Progression)

In order to continue progression within the program, students must:

1. Achieve credit for NUR courses with a minimum grade of C+ (77%) and a P (Pass) for all clinical courses
2. No grades, including final course grades, are rounded for NUR courses
3. Demonstrate achievement of all course-level Student Learning Outcomes
4. Achieve the required grades for prerequisite and corequisite courses in the nursing curriculum sequence of course requirements
5. Maintain an overall GPA of 2.0 to continue in the program

Readmission

A student who is seeking readmission to the nursing program must meet the admission policies as published and current at the time the student seeks to return. Please refer to the nursing admission policy and requirements at the time of application.

Eligibility

• Readmission is contingent upon space availability
• Readmission is limited to students who have officially withdrawn from or failed one nursing semester
• Application for readmission is accepted if no more than two admission cycles have passed since last enrollment
• Students will be considered for one readmission to the program
• Students must maintain an overall GCC GPA of 2.0.
• If a student repeats a course with a clinical component, they must enroll in both the lecture and clinical sections (e.g., repeating NUR 101C requires taking both 101A and 101C)
• Students dismissed for academic integrity or code of conduct violations will not be eligible for readmission

Readmission Application Process

• Students must reapply to Greenfield Community College if needed and meet all college- and program-specific admission requirements
• A student who is seeking readmission to the program must meet the admission policies as published and current at the time the student seeks to retur.
• Students who have left the program for any reason and are requesting readmission into the program must submit a letter electronically to the Dean of Nursing that addresses the following:
  • The semester you are petitioning to re-enter
  • The reasons and conditions which led to your withdrawal from the program
  • Specific nursing education activities and courses that you intend to complete before re-entering the program
  • A plan that outlines exactly how you intend to ensure your success in the program this time.
• The student must be up-to-date on program requirements (see program curriculum)

Deadlines

• Applications for readmission must be submitted to the Office of Admission by
  • March 1 for readmission in the fall semester
  • October 1 for readmission in the spring semester

Service Learning

Service Learning has been a part of the Associate Degree Nursing Program for more than 35 years. Greenfield Community College recognizes and supports service learning under the umbrella of civic engagement.

Students are required to complete four (4) hours in the fall semester and six (6) hours in the spring semester for the academic year. Community health concepts are woven into all of the nursing courses. Nursing students engage in meaningful community-based projects that benefit both the student (learning) and the community (service). Students are required to reflect on the nature of their service within the community and how their service might contribute to a more permanent resolution of community health concerns.

Student learning outcomes related to Service Learning in the ADN program are:

• Recognizes a need and commitment to improving health outcomes in local communities. (1)
• Uses the clinical judgement model to identify and meet population health needs (2)
• Implements evidence based care interventions to local community (3)
• Demonstrates safe care practices (4)
• Practices and enhance leadership skills that contribute to the betterment of the community (5)
• Expresses social and civic responsibility through participation in community activities (6)

Written Assignments

All written assignments are subject to academic integrity policies. All written work submitted by students enrolled in nursing courses must follow the updated guidelines of the American
Psychological Association. Students should also refer to individual course syllabi and assignment rubrics for written assignment evaluation guidelines.

Rewrite Policy

Rewrites are eligible to earn up to a maximum grade of 77 percent.

• Failing assignments must be submitted with revisions within the timeline specified by the faculty, generally within one week.
• Written assignments violating academic integrity policies are not eligible for re-write.

Late Paper Policy

It is the responsibility of the student to communicate with the course coordinator before the due date
via email to prevent loss of assignment credit.

• No papers will be accepted after the due date without penalty, except with prior approval of the course faculty.
• Graded written assignments that have been submitted late without prior approval will lose 10 points on the first day and one point each day thereafter up to seven days. No written
  assignments will be accepted more than seven days past the due date; after seven days, the assignment will receive a grade of zero.
• Non-submission of written assignments required by course or clinical objectives may result in failure.

NOTE: It is the student’s responsibility to back-up copies of their written work, submit documents in the correct format as specified, and double check submissions for accuracy

Licensure

Graduates from the program are qualified to work in the state of Massachusetts upon the successful attainment of the appropriate licensure. Not all states accept a Massachusetts license. If you intend to practice outside of Massachusetts and will need to obtain a license in another state, you are encouraged to review the NCSBN website for eligibility. As an applicant to the program, you are encouraged to discuss your ability for licensure and work in another state other than Massachusetts with the Dean of Nursing.

Applicants for initial Massachusetts licensure by examination must comply with the “good moral character” (GMC) requirement specified by Massachusetts General Laws Chapter 112, sections 74, 74A and 76. The Board requires all applicants for licensure to answer specific questions related to criminal convictions or disciplinary actions when applying for nurse licensure authorization to ensure that the conduct of each applicant to whom it grants a license, authorization, or both, does not pose an unacceptable risk to the public health, safety and welfare. For the purpose of GMC evaluation, “conviction” means the final judgment on a verdict or finding of guilty, a plea of guilty, a plea of nolo contendere (no contest) or a plea treated by the court as a guilty plea, regardless of the jurisdiction in which the conviction was entered.

Program Expenses

Students should be prepared to budget for additional costs inherent in the nursing program, beyond tuition and usual fees. Additional costs and fees are approximate only and subject to change; some may be covered by financial aid, including scholarships.

Faculty & Staff

Greenfield Community College Nursing Department
1 College Drive
Greenfield, MA 01301

• Melanie Ames Zamojski, MSN, RN, CHSE
  Dean of Nursing
  East 120C • (413) 775-1763
• Melissa Davis, Nursing Programs Administrative Assistant
  East 120B • (413) 775-1753
• Alicia Ferreira, Coordinator of Health Occupations Advising
  East 123B • (413) 775-1202

Please note—for urgent questions during the summer please email zamojskim@gcc.mass.edu OR davism@gcc.mass.edu.

Full-Time Faculty

• Karen Bayne, MSN
  Associate Professor
• Lauren Bell, MSN, RN
  Professor
• Rebecca Bench, MSN, RN, CEN, SANE
  Associate Professor
• Lauren Grypko, MSN, RN, NPD-BC
  Assistant Professor
• Jamie Koscinski MSN, RN
  Assistant Professor
• Laurie Meunier, MSN, RN, CNE-r
  Professor
• Willow Sirum MSN, RN, OCN, CHSE
  Assistant Professor

Professor Emeriti

• Cheri Ducharme, MS, RN
• Ginny Wahl MS, RN

Practical Nursing Certificate Program

The following information and policies are applicable to Practical Nursing Certificate students (in addition to all general policies applicable to all GCC nursing students).

The origins of the above nursing pin are unknown, however it is probable that the distinctive caps and pins were adopted by early nurses to confirm that they had been trained. The use of pins was not without controversy because during the 19th century, nurses were rebuked for wearing any ornamentation on their uniforms. It has been suggested by E. Krohn-Hermann, nurse historian that the precedent began when Queen Victoria presented a brooch to Florence Nightingale in 1855. As nurse training schools developed in the late 1800’s, administrators began to award graduates an official pin to distinguish their graduates from others. The earliest known United States school of nursing pin which was presented to graduates from the Bellevue Hospital Training School in New York, was said to “preserve the identity and uphold the standing of the school … and to be a mark of character as well as achievement” (Bellevue, 1923, n.p.).

The practical nursing certificate pin was designed in 1992. In order to maintain a connection with the original pin, the blue enameled Florence Nightingale lamp set on a book remains in the center. The book symbolizes knowledge while the lamp has come to represent the light that Miss Nightingale brought to the profession of nursing. On the edge of our pin are the words: “The right to think, the will to learn” which are adapted from Greenfield Community College’s legacy school seal. These words are surrounded by laurel leaves, also symbolizing learning and knowledge, and reflecting the college’s commitment to our principles of education.

Program Philsophy

The GCC practical nursing program aspires to be an agent for a more equitable, just, vibrant and resilient world through education and development of a diverse and inclusive workforce.

Our vision is to prepare practical nurses who are capable of meeting the basic psychosocial and physical needs of all individuals and their families with common, well-defined health problems in a manner in which personal preferences and beliefs are honored.

The GCC practical nursing certificate program is committed to providing individuals the education necessary to become an integral part of the health-care team and assume positions as practical nurses in structured 7 health-care settings. Practical nursing education is a planned sequence of teaching-learning activities utilizing the nursing process and clinical judgment as clinical reasoning and problem-solving techniques. A graduate of the practical nursing certificate program will be prepared to practice basic therapeutic, restorative, and preventive nursing in a safe, caring and competent manner.

We believe that nursing is an art and science that assists, guides and supports individuals and their families in adaptive responses that promote well-being. Individuals and their families are by nature whole, complex, multidimensional systems. Holistic health is the state of well being of the whole person. Adaptive responses between the individual and their internal and external environment promotes health, improves the quality of life and allows for dignity in death.

Our faculty appreciates the diversity and individuality of our students. We encourage them to actively participate in their own learning which we view as a life-long process in an ever-changing health-care environment.

Concept of Nursing Education

1. Nursing: The faculty views nursing as an art and a science. The art of nursing is the expression of nurturing, caring, and comforting. Science is the application of relevant theory, practice, and principles. The nurse uses professional communication to integrate the application of knowledge and the maintenance of individuality and culture in providing services to individuals and families.
2. Humanity: Persons are physical, intellectual, emotional, and spiritual beings. The faculty teaches this holistic approach to the person throughout the curriculum. Nursing courses emphasize assessment of individuals and their potential for growth. Liberal arts courses and the biological sciences provide the student with a foundation to understand the dimensions of the individual.
3. Environment: Environment includes internal and external elements that affect the individual. Nursing focuses on the person(s) in relation to their total environment. There is constant interaction between internal and external environments; it is impossible to separate the person from the environment.
4. Health/Illness: Health and illness are dynamic and ever changing throughout the lifespan. They are separate but may co-exist as is represented by a continuous line called the health-illness continuum. This continuum spans high level wellness, common health problems, and severe illness and death.

We support the GCC Principles of Education in that we value the process of learning as much as the knowledge gained. Nursing education is a life-long learning process which continually provides for the acquisition and application of knowledge, skills, and attitudes. The faculty affirms the individuality of each student, the complexity of their life experiences, and their ability to actively participate in the learning process.

We believe that each encounter with students in the learning environment should engage compassion and concern.

Program Outcomes

The PNC graduate is prepared for:

Patient-Centered Care
Provides holistic care that recognizes an individual’s and family’s preferences, values, and needs, and respects the client or designee as a full partner in providing compassionate, coordinated, age and culturally appropriate, safe and effective care.

Professionalism
Deliver standard-based care that is consistent with moral, altruistic, legal, ethical, regulatory and humanistic principles.

Leadership
Guide the behavior of individuals or groups within their environment in order to facilitate the establishment and achievement of shared goals.

Systems Based-Practice
Demonstrate the ability to effectively apply work unit resources to provide care that is of optimal quality and value while maintaining awareness of and responsiveness to the larger context of the healthcare system.

Informatics and Technology
Use technology and information to analyze as well as synthesize information to make decisions that optimize patient outcomes.

Communication
Interact effectively with patients, families, and colleagues, fostering mutual respect and shared decision making, to enhance patient satisfaction and health outcomes.

Teamwork and Collaboration
Function effectively within nursing and interprofessional teams, fostering open communication, mutual respect, shared decision-making, team development.

Safety
Minimize risk of harm to patients and providers through individual performance within health care systems.

Quality Improvement
Uses data to monitor the outcomes of care processes, and recommend improvement methods to design changes to continuously improve the quality and safety of the health care systems.

Evidenced Based Practice
Integrate the best current evidence coupled with clinical expertise for the delivery of optimal health care.

Expected Level of Achievement for Approval

1. Nursing: The faculty views nursing as an art and a science. The art of nursing is the expression of nurturing, caring, and comforting. Science is the application of relevant theory, practice, and principles. The nurse uses professional communication to integrate the application of knowledge and the maintenance of individuality and culture in providing services to individuals and families.
2. Humanity: Persons are physical, intellectual, emotional, and spiritual beings. The faculty teaches this holistic approach to the person throughout the curriculum. Nursing courses emphasize assessment of individuals and their potential for growth. Liberal arts courses and the biological sciences provide the student with a foundation to understand the dimensions of the individual.
3. Environment: Environment includes internal and external elements that affect the individual. Nursing focuses on the person(s) in relation to their total environment. There is constant interaction between internal and external environments; it is impossible to separate the person from the environment.
4. Health/Illness: Health and illness are dynamic and ever changing throughout the lifespan. They are separate but may co-exist as is represented by a continuous line called the health-illness continuum. This continuum spans high level wellness, common health problems, and severe illness and death.

We support the GCC Principles of Education in that we value the process of learning as much as the knowledge gained. Nursing education is a life-long learning process which continually provides for the acquisition and application of knowledge, skills, and attitudes. The faculty affirms the individuality of each student, the complexity of their life experiences, and their ability to actively participate in the learning process.

We believe that each encounter with students in the learning environment should engage compassion and concern.

Admission

In additional to general admission and enrollment requirements for all nursing programs, the following apply to Practical Nursing applicants.

General Admission Requirements

Applicants to this program must:

• Be 18 years old at the time of program enrollment
• Be a current or new GCC student
  • New students — Submit a general GCC admission application and select Practical Nursing as your intended major; if accepted, you will be placed into the Allied Health/PN Intent major (ALH)
  • Current students — Submit a change of major form to Allied Health/PN Intent (ALH)
• Have a minimum GPA of 2.0 (current students)
• Submit official high school transcript or HiSET^®/GED^® transcript with graduation date
• Submit official college transcripts from any previously attended schools
  • Transcript Deadline: [events_list blog=”376″ category=”90054″ limit=”1″]#_EVENTDATES[/events_list]
• Meet math requirements by completing one (1) of the following with a C+ or better within seven (7) years prior to entering the program:
  • HUD 138 Algebra & College Success (or equivalent at another college)
  • MAT 095 Introductory Algebra (or equivalent at another college)
  • ACCUPLACER placement into MAT 120
• Complete English Composition I (or equivalent at another college) with a grade of C or better
• Complete one (1) course from the list below within seven (7) years with a grade of C or better
  • BIO 194 Comprehensive Anatomy and Physiology
  • BIO 215 Human Anatomy and Physiology I *
  • BIO 216 Human Anatomy and Physiology II *
• Complete written essay – includes a 750-word essay on personal learning habits, coping strategies and professional and personal growth in relation to the field of nursing (prompt will be provided on the application)
• Complete the Practical Nursing Program Application

* Both BIO 215 and BIO 216 are needed to meet the curriculum requirement in the fall semester, but only one is needed to apply to the program.

Admission Criteria

Applications are evaluated based on the following criteria, with a total maximum of 51 points awarded:

• Completion of BIO 194 or BIO 215 (A = 10 points; A- = 9 points; B+ = 8 points; B = 7 points; B- = 6 points; C+ = 5 points; C = 4 points)
• Completion of PSY 101 (A = 10 points; A- = 6 points; B+ = 5 points; B = 4 points; B- = 3 points; C+ = 2 points; C = 1 point)
• Completion of PSY 217 (A = 10 points; A- = 6 points; B+ = 5 points; B = 4 points; B- = 3 points; C+ = 2 points; C = 1 point)
• Experience in healthcare (2 points for licensure; 1 point for certifications)
• Prior college degree (1 point)
• Successful completion of one or more GCC courses (1 point)
• Essay (max 15 points)

Curriculum

Nursing curriculum is organized and based on concepts and principles aspired to by GCC’s Principles of Education. The curriculum design flows from these principles as seen below.

Course descriptions can be found in the academic catalog.

Academic & Clinical Policies

Attendance & Participation

Participation in all scheduled nursing program activities—including classes, skills labs, clinical experiences, conferences, and service learning—is essential for academic and professional success. Students are expected to arrive on time, actively participate and remain for the full duration of each activity.

General Attendance Guidelines

• Students are responsible for all material covered during any missed activities, including classes or assignments referred to as “class tickets.”
• A lecture prep assignment will be due at the start of EVERY lecture day as noted in the module outlines. This will generally consist of Inquiry Worksheets that must be hand-written in the student’s own writing. The assignments will be credit/no credit and dependent upon attendance in lecture. Students need to bring the assigned worksheet to class, be present in lecture by 9:30 a.m., and be present at the end of lecture to receive credit for that day. Students who are not in attendance for lecture by 9:30 a.m. or leave prior to dismissal will not receive prep and attendance points for that day regardless of whether they completed the assigned worksheet. Faculty reserve the right to reject submissions that lack sufficient detail, evidence of integration of lesson material, or suspicion of AI use. Should this occur, credit will NOT be given for the submission. The lecture prep assignments are exempt from the Rewrite Policy and Late Papers Policy as they are not graded. However, the Academic Honesty Policy will be enforced for the lecture prep assignments.
• Additional attendance information specific to each course can be found in the respective course syllabus.

Skills/Simulation Lab/Clinical Attendance Policy

• Expectations: Clinical attendance is mandatory for meeting course objectives. Clinical attendance includes the patient care setting, lab, and simulation. Missing any clinical hours will jeopardize a student’s ability to successfully complete the course.
• Students are expected to arrive at clinical, lab, and simulation fit for duty. Any student deemed unfit for duty (out of uniform, sick, having had worked within the last 12 hours, or otherwise impaired) will be sent home and receive an absence.
• Activities that are tied to program outcomes must be completed and passed in order to graduate.
• All clinical absences must be made up. If a student misses more than one clinical day they are required to meet with the Dean of Nursing to determine next steps. Failure to make up clinical absences will result in an Incomplete for the course, preventing progression in the program.
• Make up of hours will be determined by the faculty and include written assignment, virtual or live simulation, or actual clinical hours appropriate to the course and missed hours and with approval of the Dean of Nursing.
• Clinical, lab and simulation activities must begin on time. Students should arrive at their clinical, lab, or simulation location 15 minutes prior to the start of the activity. A student who arrives after the start time is considered tardy.
• It cannot be assumed that clinical make up time will be available due to course time allotment and constraints, clinical contract agreements and personnel availability. Students missing more than the allowed hours can fail the course.
• Any clinical/lab cancellation due to faculty absence during a clinical/lab rotation will be required to be made up prior to the end of the semester,
• Notification: Students must notify their instructor of any planned absence or tardiness before the simulation lab, skills lab, or clinical day begins.

Clinical Simulation

Simulation is a clinical component of NUR 105, NUR 107 and NUR 109. Students are expected to treat the simulation experience as a traditional clinical experience and will be evaluated in the same manner. In addition, students may be recorded during the simulation experience for the purposes of evaluating and analyzing their performance. Confidentiality is essential to the learning process with simulations; therefore students must not discuss any element of the simulation process outside of the individuals involved in their specific simulation. It is expected that all students will attend all simulations and labs. If necessary, students will attend a make-up session in order to comply with attendance standards. Full student uniform with necessary equipment is required in the lab/simulation setting.

Introduction/Philosophy

The goal of the simulation lab is to provide a safe learning experience that promotes successful understanding to the nurse’s role in health care. Simulations and case scenarios are designed to help the student develop problem-solving and clinical reasoning skills. For enhanced learning, all students are given assignments prior to the experience to prepare them for simulation. The faculty will provide students with feedback through debriefing after the simulation has completed, while students will reflect on their performance and use critical thinking to evaluate their successes and challenges during the experience. Simulation is an attempt at replicating reality. In healthcare education, simulation replicates some or all of the essential aspects of a clinical situation so that they may be more readily understood and managed when it occurs in an actual clinical experience. The simulation lab environment allows students to participate in life-like situations. Simulating real-life experiences for students in a safe environment promotes the development of critical thinking, clinical reasoning, and clinical judgment skills. Practicing in such an environment will increase the probability that those skills will be used in the real-world setting.

General Simulation Lab Guidelines

It is expected that all involved will adhere to the following guidelines.

Conduct/Behavior

1. All users of the lab spaces must act in a manner that does not disturb the academic activities occurring in the lab.
2. Lab users shall not infringe upon the privacy, rights, privileges, health or safety of other lab users.
3. Food/drink is not allowed in the simulation or skills labs.
4. Equipment may not be used for any purpose other than specified; anyone who fails to comply with this request will be asked to leave the lab.
5. Any equipment malfunction or misuse must be reported to the lab coordinator immediately.
6. Students must adhere to the clinical uniform policy while in simulation.
7. All beds should be placed in the lowest position with the bottom side rails down after each use.
8. Linens should be properly placed back on the manikin after each use as if caring for a real patient.
9. Manikin must remain in the beds unless instructed to do so.
10. Cell phone use with lab coordinator and faculty consent only.
11. Students must sign Confidentiality/Audio-Video Agreement prior to the first use of the sim/skills lab.

Confidentiality

In order to preserve the realism of the scenarios used in simulation, and to provide an equitable learning experience for each student, students are agreeing to the Confidentiality Agreement and Audio-Visual Consent. Students are expected to uphold all requirements of the HIPAA and any other federal or state laws requiring confidentiality. Students agree to report any violations to the lab coordinator, a faculty member, or the dean of nursing.

Equipment Use

1. All students and faculty must have proper orientation to the equipment prior to use.
2. Prior to working with the manikins, students must wash their hands.
3. Supplies and equipment must not be taken out of the lab unless authorized by the faculty.
4. Equipment should be disposed of appropriately (i.e. sharps in sharps containers).
5. Computers and video equipment are for class purposes only.

Inventory & Supplies

The nursing program has supplied a lab tote with supplies that you will need in the clinical and lab setting. It is the student’s responsibility to bring the lab tote to lab/simulation classes. Personal clinical supplies such as stethoscopes and penlight are the responsibility of the student and may not be provided. All supplies should be returned to the same storage area in which they were found. Unless soiled, all linens should be refolded and placed back in the cabinet. All soiled linens should be placed in the linen hamper for cleaning. Needles/Sharps are to never be reused under any circumstance and should be disposed of in the sharps container. Always leave the rooms neat, clean and tidy.

Clean-Up

Students are accountable to clean up after the use of the simulation lab. The labs should be left in the manner in which they were found, so that other users may enjoy the lab experience. Any bedpans, urinals, or basins need to be washed, dried and placed in the bedside drawers.

Safety Guidelines

Infection Control

Participants in simulated scenarios need to be mindful of all standard precautions and transmission specific precautions (contact, droplet, airborne). Any piece of equipment that comes in contact with simulated patient body fluids are considered contaminated and need to be handled appropriately. If a sharps container is full, please inform the lab coordinator so that it may be replaced.

Latex Warning

Students and faculty need to know that some of the equipment in the lab contains latex. Those with a known sensitivity/allergy to latex need to contact the lab coordinator. Every effort will be made to replace equipment with latex-free substitutions. All users who suffer from latex allergies should take precautions while using or handling the latex parts by wearing non-latex gloves.

“Clean” Needle Stick Guidelines

In accordance with the Center for Disease Control (CDC) all sharps are to be handled safely and disposed of properly. In the event of a “clean” needle stick, the Lab Faculty should be notified immediately so first aid can be provided. The lab coordinator should be notified so that an incident report form can be filled out and reported to college public safety. Complications from a “clean’ needle stick may include: tenderness, minor bleeding or bruising, and infection.

Physical Safety

All students should be instructed on safe handling techniques prior to practice and demonstration. Any person should use caution when practicing lifting skills and should not lift a manikin or heavy object without assistance. The wheels of all equipment (beds, wheelchairs, stretchers, etc.) are to be locked during practice and after use. There should be no running in the halls, and any accident or injury needs to be reported immediately to the faculty.

Confidentiality Agreement and Audio Visual Consent

Confidentiality is essential to the learning process with simulations. All participants must therefore agree not to discuss the events of the simulations or the debriefings with anyone other than the students and faculty who participated in the simulations. Students must also agree not to disclose the events, skills performed, scenarios, discussions and materials used to anyone else outside of those that participated in the scenario with them.

Simulation training is to help students develop the skills, knowledge, and attitudes required to become safe beginning nurses. This includes clinical judgment and reasoning skills for the care of real patients. The realism of simulated environments and interactions have certain limitations in their ability to exactly mirror real life. When participating in the simulations, the student understands that their role is to try and understand the goals of the learning experience and “suspend disbelief” regarding the realism (or lack thereof) in exchange for the ability to learn new knowledge and skills even if it seems difficult to do so.

In the course of the simulation there will occasionally be times when video recordings may be used. The purpose of these is to help the student validate clinical competency. These recordings will only be viewed by the students and faculty in the group and will not be kept beyond the end of the program or shared with anyone else.

College Closings & Delayed Openings

All students are encouraged to sign up for the ALERT GCC system for timely updates regarding weather and other emergencies. The decision to cancel classes due to adverse weather conditions or other emergencies rests solely with the President of GCC or their designee. Please refer to the Inclement Weather Policy.

When the college has a delayed opening, ALL nursing classes and labs beginning before the delayed opening time will be canceled. Students with clinical rotations may be expected to attend part of the clinical day if there is a delayed opening of the college. This decision is made by the course coordinator and faculty. They will communicate with their student groups.

Nursing classes and labs which normally begin their meeting after the delayed opening time will meet as scheduled. Students must notify their clinical instructor before the scheduled clinical assignment time if they must be absent. There will be mandatory make up hours or assignments (if appropriate) to preserve the integrity of course outcomes.

Exams & Grading

Computerized exams will be given on the date and time scheduled on the course calendar via ATI testing software. Exceptions must be arranged with faculty prior to testing. Prompt arrival on the day of the exam is required; it is recommended that students arrive 15 minutes prior to the start of the exam. Once the exam begins and the doors to the testing room are closed, no students will be allowed entry. This will result in a student needing to make the exam up a. Ear plugs are permitted but listening devices are not. Cell phones, smart watches, backpacks, coats, hats, keys,and all items unrelated to testing are not allowed in close proximity to the test taker. During the exam, the student’s face and hands must be easily visible to the test proctor at all times.

Students may have an opportunity to review tests after grading.

Missed Exam

Make up exams must be taken at the Testing Center at GCC. Arrangements for missed exams are the student’s responsibility and are at the instructor’s discretion. STUDENTS WILL BE PERMITTED ONE MAKE-UP EXAM OR QUIZ PER PROGRAM YEAR WITHOUT PENALTY.

If a student exceeds this limit, then five points will be deducted from the grade per academic day until the test is completed up to seven days; if not completed within this timeframe, the student will receive a zero for the exam. Make up exams may be a different version of the original exam. In extenuating circumstances, exceptions to this policy may be made at the determination of the faculty.

Graded Assignments

All course materials, due dates, and exam dates will be posted on Moodle including class presentations, activities, faculty notes, assignments and if available, videos and links to case studies or other required activities.

Grading & Evaluation of Clinical Performance

Students should be prepared to budget for additional costs inherent in the nursing program, beyond tuition and usual fees. Additional costs and fees are approximate only and subject to change; some may be covered by financial aid, including scholarships.

Clinical is pass/fail and based on the satisfactory performance as documented using the Clinical Evaluation Tool and the “5 Ps”—Professional Appearance, Professional Behavior, Preparedness, Punctuality and Performance. Clinical performance is based on the Clinical Judgment Model and course specific student learning outcomes and rated using a five (5) point Likert-type scale ranging from “Exceeds Expectations” to “Unsatisfactory.”

Defined categories: each course-specific criteria is measured based on the following:

Evaluation occurs at the clinical site and in simulation. Each Clinical Evaluation Tool describes the required course outcomes which are used as guidelines by all clinical instructors. These are reviewed with students at the beginning of a clinical course. If it is determined that a student “Needs Improvement” or performance is “Unsatisfactory” on the Clinical Evaluation Tool, or has repeated “Unsatisfactory” evaluations on the 5 Ps, they will be asked to complete a Clinical Improvement Plan outlining the steps that they will take to meet the indicated learning objectives to the instructor for approval. Evaluation tools are kept on file and may be reviewed by faculty, administration, or accrediting bodies. If the student does not meet expectations by the end of the clinical course, they cannot progress in the program.

Criteria for Evaluation

• To pass the clinical rotation, a student must meet ALL essential course outcomes with minimum of “Meets Expectations” and maintain competencies achieved in all prior nursing courses.
• Students MUST successfully demonstrate safety in medication administration including accurate dosage calculations in NUR 103 Skills Lab in order to participate in medication administration in NUR 103 clinical. Failure to pass the dosage calculation requirement will prevent the student from engaging in medication administration in NUR 103 and lead to clinical failure for that course.
• Meeting a competency requires demonstration of steady and progressive improvement towards its attainment.
• Clinical failure can occur at any time during or at the end of the rotation in the event of lack of progress toward course outcome attainment.
• Regardless of any previous evaluation, if a student makes a critical error in the care of a patient, jeopardizes patient safety, violates HIPPA/confidentiality/facility policy, or appears impaired they shall be dismissed from the clinical agency immediately and will not be allowed to return unless cleared by the Dean Nursing and the Coordinator of the Practical Nursing Program

Progression (Grading & Academic Progression)

In order to continue progression within the program, students must:

1. Achieve credit for NUR courses with a minimum grade of C (74%) and a P (Pass) for all clinical courses
2. No grades, including final course grades, are rounded for NUR courses
3. Demonstrate achievement of all course-level Student Learning Outcomes
4. Achieve the required grades for prerequisite and corequisite courses in the nursing curriculum sequence of course requirements
5. Maintain an overall GPA of 2.0 to continue in the program

Readmission

A student who is seeking readmission to the nursing program must meet the admission policies as published and current at the time the student seeks to return. Please refer to the nursing admission policy and requirements at the time of application.

Eligibility

• Readmission is contingent upon space availability.
• Readmission is limited to students who have officially withdrawn from or failed one nursing course.
• Application for readmission is accepted if no more than two (2) admission cycles have passed since last enrollment.
• Students will be considered for one readmission to the program.
• Students must have an overall GCC GPA of 2.0.
• If a student repeats a course with a clinical component, they must enroll in both the lecture and clinical sections (e.g., repeating NUR 103C requires taking both 103A and 103C).
• Students dismissed for academic integrity or code of conduct violations will not be eligible for re-admission.

Readmission Application Process

• Students must reapply to Greenfield Community college if needed and meet all college- and program-specific admission requirements.
• A student who is seeking readmission to the nursing program must meet the admission policies as published and current at the time the student seeks to return.

Deadlines

• Applications for readmission must be to the Office of Admission must be submitted by
  • April 1 for readmission in the fall semester
  • October 1 for readmission in the spring semester

Uniform Policy

You may purchase uniforms anywhere you would like but they must meet the program and policy guidelines. Students can use their financial aid to purchase their uniform through the GCC bookstore eCampus. All students will be expected to appear in the designated uniform appropriate to the setting. In patient/client and public areas, students will maintain a professional appearance. This includes periods outside of class and clinical times.

The student’s appearance must be neat and clean at all times. Students not properly attired will be asked to leave the clinical area and will be accountable for this clinical absence.

• The Standard Attire
  • Selected hunter green scrub top, properly fitted (not too loose or too tight)
  • Selected hunter green uniform pants, properly fitted (not too loose or too tight)
  • All-white or all-black closed-toe, closed back non-slip shoes
  • A hunter green scrub coat may also be worn
  • Official school identification visible at all times
  • Facility-issue photo ID as required
  • A plain white, black, or hunter green long-sleeve shirt is permitted under the scrub top.
  • You are required to carry a stethoscope, blood pressure cuff, pulse oximeter, thermometer, bandage scissors, Kelly clamp, penlight, a black or blue ink pen and a watch with a second hand
  • Undergarments must be completely unnoticeable through outer clothing
  • Uniforms must cover the torso, midriff, and low back at all times (while seated, bent over a patient etc.)
  • Hoodies and regular jackets are prohibited in patient care areas
• Footwear
  • Shoes must be white or black, clean, non-slip, and entirely closed-toe and closed-heel
  • Restrictions: Perforated shoes (Crocs), canvas shoes, or open-back/open-toe sandals are strictly prohibited due to safety and biohazard risks
  • Students who must visit a cooperating agency on school related matters, i.e., research or obtaining an assignment, must wear name tags and attire as determined by the agency (uniform vs. business casual)
• Grooming & Hygiene
  • Fingernails must be kept short (no longer than a 1/4 inch). Regular nail polish is limited to clear, nude, or pale pink color and must remain intact and unchipped
    • Prohibited: Artificial nails or extensions, acrylics, and gel polishes are prohibited due to infection control standards.
  • Hair must be clean, neat, and tied securely back so it does not fall over your face, or come in contact with patients and/or equipment—long hair must be in a bun or similar fashion so that it does not drape over the shoulder.
    • Prohibited: Large hair accessories
  • Facial hair must be clean-shaven or kept short and neatly trimmed
    • Prohibited: False facial hair, such as adhesive eyelashes, eye lash extensions, mustaches, beards or eyebrows, due to safety risks and infection control concerns.
    • Heavy makeup is not permitted in clinical settings.
• Jewelry
  • Limited to a watch with a second hand, a wedding band, and small stud earrings.
    • Prohibited: Dangling earrings, necklaces, and bracelets pose safety and infection risks.
  • Piercings: A small, plain stud or ring is acceptable for facial or visible body piercings; gauges or large holes in the ear lobes are not permitted without a flat plug earring to fill the hole
  • Tattoos: You may be required to cover them with a skin-colored or solid-color sleeve depending on facility policy
• Fragrances
  • Perfumes, lotions, and aftershaves are strictly prohibited because they can trigger allergic reactions or severe respiratory issues in vulnerable patients and staff
  • Strong odors such as, but not limited to, body odor or smoke are prohibited
• Consequences
  • Enforcement: If you arrive at a clinical or lab setting in violation of the dress code, instructors are required to send you home. This will result in a clinical absence, which will require make-up and could lead to an incomplete for the semester.

Written Assignments

Many written assignments are tied to course and/or end of program student learning outcomes. These assignments must be completed with a passing grade of 74% in order for a student to progress in the program. Failure to complete and pass written assignments will result in a failure for the course, regardless of academic standing.

All written work submitted by students shall be graded for composition, spelling, and grammatical errors, as well as essential content. This work must be handwritten unless specified by the instructor. Assignments must use correct American Psychological Association (APA) for formatting, references and citations as detailed in specific assignment instructions. All written assignments submitted shall represent the student’s own work. Plagiarism, including the unauthorized/undisclosed use of AI, is prohibited and will be viewed as cheating and will be reported. This includes violation of copyright regulations.

Rewrite Policy

• Rewrites are eligible to earn up to a maximum grade of 74%
• Revisions must be submitted within one week of receiving instructor feedback/failing grade
• Late papers are not eligible for rewrite without prior faculty approval
• Written assignments violating academic integrity policies are not eligible for rewrite

Late Paper Policy

All written assignments include written directions and a time and date they are due. It is the responsibility of the student to request an extension via email a minimum of 24 hours before the assignment due date and time to prevent loss of assignment credit.

Assignments will NOT be accepted after the due date without penalty.

Five (5) points will be deducted each day an assignment is late, beginning the day after the due date, up to seven (7) days. After seven (7) business/academic days, a zero will be entered for the assignment.

Licensure

Graduates of the Practical Nursing program are qualified to work in the state of Massachusetts and Vermont once licensed. However, other states (such as Connecticut) may require additional requirements. If you intend to obtain a license in another state you are encouraged to review the NCSBN website for eligibility. As a practical nursing student, if you are considering licensure in a state other than Massachusetts or Vermont you are encouraged to consult with the Dean of Nursing and/or the nursing faculty about your options.

Applicants for initial Massachusetts licensure by examination must comply with the “good moral character” (GMC) requirement specified by Massachusetts General Laws Chapter 112, sections 74, 74A and 76. The Board requires all applicants for licensure to answer specific questions related to criminal convictions or disciplinary actions when applying for nurse licensure authorization to ensure that the conduct of each applicant to whom it grants a license, authorization, or both, does not pose an unacceptable risk to the public health, safety and welfare. For the purpose of GMC evaluation, “conviction” means the final judgment on a verdict or finding of guilty, a plea of guilty, a plea of nolo contendere (no contest) or a plea treated by the court as a guilty plea, regardless of the jurisdiction in which the conviction was entered.

Program Expenses

Students should be prepared to budget for additional costs inherent in the nursing program, beyond tuition and usual fees. Additional costs and fees are approximate only and subject to change; some may be covered by financial aid, including scholarships.

Faculty & Staff

Greenfield Community College Nursing Department
1 College Drive
Greenfield, MA 01301

• Melanie Ames Zamojski, MSN, RN, CHSE
  Dean of Nursing
  East 120C • (413) 775-1763
• Melissa Davis, Nursing Programs Administrative Assistant
  East 120B • (413) 775-1753
• Alicia Ferreira, Coordinator of Health Occupations Advising
  East 123B • (413) 775-1202

Please note—for urgent questions during the summer please email zamojskim@gcc.mass.edu OR davism@gcc.mass.edu.

Full-Time Faculty

• Karen Bayne, MSN
  Associate Professor
• Lauren Bell, MSN, RN
  Professor
• Rebecca Bench, MSN, RN, CEN, SANE
  Associate Professor
• Lauren Grypko, MSN, RN, NPD-BC
  Assistant Professor
• Jamie Koscinski MSN, RN
  Assistant Professor
• Laurie Meunier, MSN, RN, CNE-r
  Professor
• Willow Sirum MSN, RN, OCN, CHSE
  Assistant Professor

Professor Emeriti

• Cheri Ducharme, MS, RN
• Ginny Wahl MS, RN