Programs handbooks

Nursing: Academic overview

Learning outcomes

Nursing AAS Degree Outcomes

Curriculum

A total of 90 credit hours of Nursing program coursework is required. The course sequence can be found on the PCC Catalog Nursing AAS Degree page. Course descriptions can be found in the catalog and the Course Content and Outcome Guides (CCOGs) provide details of the particular course outcomes and content for each course. Each course has a syllabus which describes the assessment components of the course.

Refer to the Associate of Applied Science Degree (AAS) Requirements page for more information. Refer to the Accreditation section regarding the Oregon Consortium for Nursing Education (OCNE) curriculum.

Learning environments

In the PCC Nursing program learning environments, professionalism is expected. The faculty have both the right and the responsibility to ensure the learning environment attends to the learning needs of the class as a whole.

Classroom theory

The classroom environment focuses on learning experiences designed to facilitate active learning. These learning experiences are organized around the learning outcomes in the course syllabus and can revolve around an identified case study. Any required class preparation activities must be submitted before the start of the scheduled class time.

Case study

The use of case studies is a teaching strategy that promotes deep learning by students through its emphasis on students’ active involvement in solving complex problems found in actual clinical practice. Case teaching, a long honored strategy for professional education, also fosters the integration of knowledge and skills in complex learning situations.

Several Mega Cases have been developed by the OCNE Curriculum Committee for use in the curriculum. Each term there will be identified cases for use in the classroom setting, as well as in other program settings (lab, simulation).

Clinical skills lab

The clinical skills lab is a learning environment organized around the concept of critical thinking and problem solving. During the lab, students act as the patient as well as the nurse, so that the patient’s feelings and insights can be incorporated into each skill. PCC Nursing students must review and sign the Consent to Participate in Clinical Skills Lab form, which is handed out in a lab session. This consent form will allow students to participate in selected clinical procedures if they choose to do so. Some nursing lab skills are formally evaluated and others are not. Students are evaluated on application of principles and technical performance of skills. Skills are sequenced in a manner that requires the student to use knowledge from prior skills when learning a new skill.

Students are expected to come to the PCC clinical skills lab prepared to do the assigned skill(s), and may be asked to leave the lab skills class if they have not completed the required preparation. Students must complete all lab requirements by the last scheduled day of the lab for the term or they will receive an F grade for the nursing course and will not be able to progress in the program.

The student registration system is used to ensure that all students have equal access to the PCC clinical skills lab. Students must follow this system, which considers the needs and schedules of the entire class.

Clinical simulation lab

The clinical simulation lab (SIM lab) provides students an opportunity to practice clinical judgment using simulation scenarios. Simulation scenarios not only mimic physiologic events, they also incorporate key concepts that are critical to safe and effective health care. The methodology is an effective tool for reinforcing not only nursing skills, but also providing an environment for students to practice non-discipline specific concepts such as teamwork, communication, resource management, assessment, judgment, critical thinking, and professionalism within a patient care experience.

This practice occurs in a controlled “clinical” environment with a human simulator and/or standardized patient. There may be simulated scenarios in each term of the PCC Nursing program. Students will receive information about the simulation lab and preparation at the beginning of each term. Clinical simulation lab is a learning process and is not graded. However, attendance and participation are required.

Clinical placements

See the Fieldwork section.

Technical standards

PCC Nursing program technical standards

Grading

See the College policies: conduct, professional standards, and ethics section for the Portland Community College academic standards and refer to the PCC Grading Guidelines.

The PCC Nursing program is based on intentional learning. Students are expected to take responsibility for their own learning and understanding. In order to evaluate student progress, there are a variety of assessment situations. Assessing knowledge of nursing content is done through a variety of methods including but not limited to multiple choice exams, projects, papers, NCLEX prep assessments, and class preparation activities. Evaluation of nursing skills is done by student demonstration in the campus lab. Clinical competency assessment incorporates information from a variety of sources (e.g., instructors, preceptors, and student self-evaluation).

The PCC Nursing program itself is assessed and evaluated through information gathered from students by way of their student representatives; clinical self-evaluations; course evaluations; feedback from instructors; graduate and employer questionnaires; preceptor evaluation; and exit interviews. In addition, community leaders also participate in an assessment and recommendation process for ongoing program improvement through an advisory board.

Grading standards

To pass the theory classroom lecture portion of a nursing course, students must first obtain a cumulative score of 75% of all exams. In addition, students must also achieve a 75% overall score, which may include papers, projects, class preparation activities, or other point-bearing requirements.

For the specific breakdown of points and assignments, students are to refer to the syllabus for each nursing course. 75% or higher is required in theory courses to progress to the next nursing course/term. In addition to achieving at least 75% on the theory exams in any nursing course, the student must pass clinical, clinical skills lab, and clinical simulation lab. An NP grade in clinical, clinical skills lab, or clinical simulation lab will result in a letter grade of F. Refer to the individual course syllabus for grading specifics.

There is no rounding up of the final course grade. For example, a final grade of 74.9% is 74% and constitutes a grade of “D” for the course.

Clinical skills lab evaluation

Students gain proficiency in nursing concepts and skills in the campus skills lab. Before coming to the lab, each student must complete required preparation as assigned in D2L for each lab module. Students must submit the required preparation/assignments for the appropriate skill and be prepared to perform the skill within the given time period. Students who are not prepared for lab may be dismissed from their scheduled lab and required to make arrangements for a make-up at the faculty’s discretion. Repeated incidences of incomplete or tardy assignment submission may result in an “NP” grade for the lab. Please review the syllabus for the individual course for more information.

  • Skills must be successfully completed in the clinical skills lab prior to being performed in the clinical setting. Each skill has “P”/“NP” criteria. Please see the lab syllabus for details.
  • By the end of the last scheduled clinical skills lab for the term, students must have completed all lab requirements, or they will receive an “NP” grade for lab.

The criteria for skill demonstrations and evaluation are as follows:

  • Satisfactory/Pass (“P”): The student is prepared for and demonstrates skill correctly according to identified criteria. The student is also able to explain major principles and points of each skill and handles the equipment safely.
  • Unsatisfactory/No Pass (“NP”): The student requires more than one prompt and/or reminders in order to demonstrate identified skill criteria. Depth of understanding for skill performance is unsatisfactory as demonstrated by student’s inability to verbalize appropriate rationale for nursing actions. If a student is unable to successfully complete and satisfactorily pass all identified skills for a term, a No Pass for skills lab will be given, which will result in a failing grade for the course.

Note: If the first testing attempt on a given skill is unsuccessful, the student must practice based upon the feedback given by the instructor. After two failed attempts on a given skill, the student must make an individualized plan with the skills lab coordinator prior to the third testing. If the student fails the third testing, they will need to meet with the dean, and it may result in failing the course.

After receiving a satisfactory evaluation for a skill, students will have met the criteria for successful demonstration of the procedure and are accountable to apply the concepts of this skill accurately in the clinical setting. The student will have their Clinical Nursing Passport available in the clinical skills lab to be initialed by faculty and updated as skills are passed and/or completed.

Clinical simulation lab evaluation

The clinical simulation lab (SIM lab) is a required learning activity. Required preparation (including paperwork) and assessment criteria are described in the course syllabus. The equipment, the environment, and the dynamic interaction make up the simulated clinical experience. In its most basic form simulation can be used to teach students skills and tasks. It can also be used to immerse students into a situation, where they genuinely believe they are caring for a patient. In this manner, clinical simulation is an approach to clinical learning. It allows students to develop and practice clinical skills, clinical judgment, and reflective practice in a safe environment.

Debriefing sessions follow the clinical simulation experience and allow students to reflect and assess themselves and their peers. Clinical simulation is a mandatory clinical experience each term that it is offered. The student must meet the requirements as outlined in the SIM expectations provided. Failure to meet these requirements at a satisfactory level will result in an “NP” and a failing grade for the course.

Clinical placement performance evaluation

Clinical performance evaluation is based upon meeting expected learning outcomes. The clinical learning outcomes are leveled, cumulative, and include critical elements. All outcomes must be satisfactorily met to progress in the program. Clinical outcomes satisfactorily achieved in prior course(s) must continue to be satisfactorily met in the current course. Documentation of student achievement of clinical outcomes occurs on the clinical evaluation tool.

During a clinical experience, faculty and students are guests in the facility, and therefore, must conform to the rules, regulations, and policies of the facility. Facility policies related to admission clinical requirements, facility orientation, patient record-keeping, nursing procedures, dress code, parking, or other requirements must be followed.

The course clinical evaluation tool is provided to the student prior to the start of clinical for each term. It is the student’s responsibility to accurately document evidence of meeting learning outcomes on the self-evaluation tool twice during the term: at mid-point and at the end of the clinical experience. The clinical instructor provides students with ongoing weekly written or verbal feedback regarding clinical performance. Formal written evaluation will occur at the mid-point and at the end of clinical rotation utilizing the Clinical Evaluation Tool.

Required written assignments, which support the clinical performance must be accurate, complete, and turned in on time. Failure to turn in written assignments on time will result in unsatisfactory grades on the designated clinical indicators. Students are expected to show evidence of preparation to safely care for the patient. If a student is not adequately prepared for the assignment, the student will be dismissed from clinical for the day. Dismissal from clinical practice may be considered an unexcused absence. Patterns of tardiness, absences, and incomplete or unsatisfactory written assignments will be recorded in the student file and may result in an “NP” in the clinical component of a course. An “NP” on the course clinical evaluation tool will result in failing the course.

Clinical Nursing Passport procedures
  • The student will be issued a Clinical Nursing Passport upon entering the PCC Nursing program. This digital document will be shared on the student’s Google Drive.
  • The student will have access to their passport to all clinical skills labs and clinical experiences.
  • Students may only be allowed in the clinical setting with a current passport that documents completion of the program and course requirements.
  • The lab faculty will edit the clinical nursing passports and update them weekly to reflect the updated skills students can practice in clinical. It is the student’s responsibility to show the document to their clinical faculty.
Academic requirements

To earn an AAS degree from the PCC Nursing program, students must complete the required nursing courses in the order outlined in the OCNE nursing curriculum. All required courses during the term of study must be completed with 75% or above to progress to the following term.

Exams

Exam administration
  • Exams will be given as scheduled. Exam administration times will be strictly adhered to. Students arriving late will turn in their exam when time is called. If a student arrives after another student leaves the exam, the arriving student must report to the faculty exam proctor to determine exam taking opportunities.
  • Any scheduling conflicts regarding exam times should be communicated to the course faculty for resolution prior to the day of the exam.
  • If a student is unable to take an exam due to illness or other emergency, the student must notify the course faculty prior to the exam.
  • After prior notification of absence, the student must contact the course lead within 24 hours of missing the exam for assistance with rescheduling the exam.
  • During an exam, students may wear earplugs and have a water bottle. Radios, headphones, CDs, cell phones, smart watches, etc. are not allowed during exam time and should remain in the “off” position. Calculators and paper will be provided during the exam as necessary. All bags and personal items must be kept in the back of the room during the exam.
  • Exams are administered on a computer. Students are only permitted to have the exam program and testing window open on their device during the exam. Having multiple programs or windows open during an exam may be considered cheating and will fall under the Nursing program’s critical elements policy.
  • Personal needs (for food or restroom) should be attended to prior to the exam. If it becomes necessary for a student to temporarily leave for the restroom, only one student will be allowed out of the room at a time.
  • Students with a documented disability need to communicate with Accessible Ed and Disability Resources. Accommodations for testing will then be shared with the FDC. Students are responsible for initiating testing accommodation requests.
    • Make sure to begin the process after you’ve registered for classes, and if possible, before the term begins.
  • Following scoring and faculty review of exam results, exam grades are posted on Desire2Learn.
Review of exams

The PCC Nursing program’s philosophy revolves around the acquisition of knowledge, rather than memorization of content for individual questions. The ultimate goals of exams are to assess students’ knowledge and to prepare them for safe nursing practice and the NCLEX-RN exam.

To provide consistency and clarify student and faculty responsibilities regarding examinations, the following guidelines will be followed for review of exams:

Faculty review

Each exam is analyzed by the faculty using computer scoring and statistical information. Total exam points are subject to change based on the faculty exam review process. Students will be notified of any change with the posting of exam grades on D2L. The faculty review process can be time-consuming, so exam review dates and times are determined by faculty and may vary throughout the term. The intent is to return exams for review as soon as possible. An exam will not be returned for review until all students have taken it.

Student review
  • The purpose of exam review is to clarify content so students may achieve the goals of knowledge acquisition and attainment of course outcomes. Test taking strategies may also be reviewed to assist students in working through a question to select the best answer.
  • Each student is given one opportunity to review their individual exam after each test, in either a group or individual setting, according to the process outlined for exam review in the individual course syllabus.
  • Review is done in the presence of faculty, and the exam is returned to the faculty immediately after the review is complete. To preserve the security of any exam, all test security measures used during the administration of an exam are in place during the review of any exam (see “Exam Administration” above).
  • Any question regarding specific exam items should be discussed during the review as outlined by the course syllabus/faculty.
  • Students who score less than 75% on any course exam are encouraged to meet with the course instructor for remediation to improve their grade. However, please note that remediation is not available for final exams.
Proctored standardized exam policy

The PCC Nursing program has adopted the use of digital products to evaluate, monitor, prepare, and predict student success in taking the increasingly difficult state registered nurse licensure exam (NCLEX-RN). Nursing course exams cover a variety of learning outcomes designated for courses to prepare students for practice nursing safely and well. In addition, the digital assessments provide exam items that are content specific for common nursing knowledge areas such as fundamentals, medical-surgical, pediatrics, maternal-child, pharmacology, critical thinking, and community nursing.

Specific designated digital assessments must be completed each term for the student to progress to the next term. The student must take the assessments within a designated time period. If a student is unable to take an assessment due to illness or other emergency, the student must notify the course lead prior to the scheduled time and determine the makeup time. If a student’s score in the assessment is below the average, that student is encouraged to study the review material provided by the digital assessment company and take the non-proctored assessment provided for the specific test area to determine if the student’s knowledge has increased.

Students also may take the RN Comprehensive Predictor Assessment in the last term of second year. (This exam is comprehensive and specifically designed as a predictor for passing the NCLEX-RN exam.) If a student’s score is low, students will be advised of resources available. The non-proctored assessments will be available to students after graduation for a period of one year.

Transfer credits and prior learning

Transferring to another institution

The OCNE consortium allows for the potential for a student to transfer to another OCNE institution after successful completion of the first year. Students interested in this option should contact the Nursing program of the receiving institution for details regarding the transfer process.

Competencies for graduation

Review the Oregon Consortium for Nursing Education (OCNE) Curriculum page to learn the core competencies for program completion. These competencies are provided and reviewed with Nursing students as part of the course curriculum.

Advising and counseling

The program is committed to students’ success. All full-time program faculty dedicate weekly hours to office hours and student advising. Please reach out to the course instructors for individual advising.

Stay connected and meet regularly with one of the program advisors listed in the program Contacts section. Refer to the PCC Advising webpage for more information.

Learning support

The PCC Nursing program recognizes that the nursing curriculum is rigorous and that some students may benefit from additional resources when there is a risk of failure in a nursing course. The expectation is that students will use the feedback given to them from faculty about their academic standing to access resources available in the nursing department as well as in the larger college community. See the Support services section for additional resources outside of the PCC Nursing program.

On any nursing course exam where a student achieves less than 75% on the exam points, the student is encouraged to make an appointment with the course faculty to review study skills and discuss strategies for success prior to the next exam.

Unsatisfactory performance process

Students who need to make satisfactory academic progress and who have not violated a Critical Element can access resources to maximize their opportunity to benefit from their learning experience in the PCC Nursing program. This does not apply to unsatisfactory performance in any of the critical elements (see the Professional standards and conduct requirements section) of safety, integrity, and accountability – which may result in a failing grade for the course. If student performance has been unsatisfactory and has not resulted in an immediate failing grade, the steps described in the Due process for violations will be followed.

Final course grade <75%
  • The student meets with their course faculty for a final conference. During this meeting, the final conference form is completed. The student may also first meet with the course faculty to review course grade as needed.
  • The student meets with the PCC Nursing program dean for an exit interview.
  • If the student is eligible to return to the program, the student is referred to the re-entry procedure below.
  • Students who receive a failing grade due to unsatisfactory performance in any of the critical elements (see Professional standards and conduct requirements) will not be eligible for re-entry.
  • The student is referred to other services within the college and greater community to assist with their learning needs, student services, and personal and professional goals.
  • The PCC Term Final Grade Dispute Appeal Procedure provides the student with a process for appealing a final course grade when they believe that an improper evaluation has occurred.
Learning intervention

It is the goal of the faculty to create conditions that will allow the student an opportunity to succeed in the clinical area. A learning intervention, typically skill-based, is designed to allow a student experiencing difficulties to address the difficulty in a campus-based simulated clinical situation in the lab setting. With this additional instruction, the student is given the opportunity to improve clinical performance outside of the clinical setting. It should be noted that not all clinical issues can be addressed in a simulated clinical situation.

In a circumstance where the instructor determines an individual learning need is best addressed in a simulated clinical situation, the instructor will initiate a learning intervention. The lab or SIM coordinator, clinical faculty, course lead, and student will participate in creating a learning intervention plan. The student will be removed from the evaluated clinical setting for this non-graded learning experience and will return to the same clinical setting afterward. If clinical behaviors identified prior to the learning intervention are not performed satisfactorily upon return to the clinical setting, the student will receive a failing grade for the nursing course. A student is allowed a maximum of one learning intervention while in the PCC Nursing program.

* A support person may be invited by the student and/or the faculty. If there is to be a support person all parties must be notified who will be attending prior to the final conference.

Withdrawal and re-entry

  • All nursing students are required to attend a final conference with their faculty instructor when leaving the program for any reason prior to program completion (graduation). The student is responsible to notify the faculty instructor within two weeks of withdrawal in order to be eligible to re-enter the Nursing program. This final conference will provide written documentation of any requirements the student must complete prior to re-entering the program.
  • Additionally, all students are required to attend an exit interview with the Nursing program dean. During this meeting, the student consults with the program dean regarding requirements or recommendations necessary for their re-entry. The program dean will provide written documentation for the student, summarizing areas of the program that were satisfactorily completed, areas which were not successfully completed, and areas to be repeated upon re-entry. Information about the re-entry process is provided. The program dean has the right to establish individual requirements for students requesting re-entry.
Re-entry and readmission procedures
Re-entry
  • In the case of a withdrawal, for any reason (personal or academic), and/or an “NP” for NRS 110, students may re-apply for admission one time to PCC’s Nursing program.
  • For all other courses in the PCC Nursing program, students who withdraw (for any reason) or have an “NP” in any nursing (NRS) course will have one opportunity to repeat within a year of the “NP” or withdrawal.
  • All requests for re-entry are evaluated on the basis of resources available. In cases of limited spots, enrolled Nursing students have priority over re-entry students.
  • Applicants who have received a failing grade for inability to meet one of the Critical Elements are ineligible for re-entry/admission into the PCC Nursing program.
Priorities for re-entry

Priorities for re-entry are used to determine a ranking order for re-entry students who have successfully completed an Independent Study Plan (ISP).

  1. Students who have withdrawn in good standing in didactic clinical and lab performance. Good Standing is defined as leaving due to personal, family, or health reasons and when current performance is satisfactory in completing program requirements.
    1. The student has received a cumulative 75% or more on all exams completed for the current term.
    2. The student has received evaluative feedback regarding clinical and campus lab performance that reflects satisfactory performance.
    3. The student has remained current with performance expectations – i.e., met course requirements and deadlines, and is current with nursing lab skills up to the time of withdrawal.
    4. If, at the time of withdrawal, the student has any specific requirement for improvement that must be met in order for the student to successfully meet the requirements of the program, the student does not qualify for leaving the program in good standing.
  2. Students who have failed courses in Pathophysiology or Pharmacology (nonclinical).
  3. Students who have withdrawn and were not in good standing in nursing theory but were satisfactory in clinical and lab performance.
  4. Students who pass clinical, but who receive a failing grade in nursing theory.
  5. Students who receive a failing grade due to unsatisfactory performance in the nursing lab.
  6. Students who receive a failing grade due to unsatisfactory clinical performance (not in a critical element).
Re-entry procedure
  • Students who have followed the withdrawal process above may be eligible for re-entry.
  • The student is required to write a letter to the Nursing program dean requesting re-entry into the PCC Nursing program. This letter must include a description of a plan that includes how the student will meet the requirements and recommendations as outlined in the final interview. This letter must be received in the PCC Nursing program office within four weeks of leaving the PCC Nursing program. Students are counseled about this deadline during the exit interview with the program dean. If a letter is not received within this time period, the student forfeits the ability to return to the PCC Nursing program.
  • An Independent Study Plan (ISP) course (see below) must be successfully completed the term before a student returns to the PCC Nursing program after time away. Prior to the term established for the ISP requirement, the program dean will provide the student with information about registration and orientation for the ISP course.
  • All requirements and recommendations stipulated in writing by the faculty instructor, the Independent Study Plan (ISP) faculty, the program dean, and the PCC Nursing Admissions Guide must be met before the re-entry request will be considered.
  • A committee made up of the ISP faculty, and the Nursing program dean will use the re-entry ranking criteria to determine a ranking order of applicants applying for re-entry. All requests are evaluated on the basis of resources available. If there are more applicants for re-entry than space available, the ranking order will determine admission, from highest ranking to lowest. PCC students will have priority.
  • After the ISP is successfully completed, the program dean will notify the student of his/her status for re-entry.
Independent Study Plan (ISP)

Independent Study Plan (ISP) course (NRS 298) is a variable credit course that is required anytime a student has been away from the PCC Nursing program for any length of time due to a withdrawal or “NP.” The course is designed to meet the individual learning objectives, refresh and solidify individual and leveled nursing knowledge, and prepare the student to apply knowledge in order to enter into the clinical setting. The student is expected to carry forth the knowledge and skills of nursing courses that have been successfully completed.

The ISP course has measurable evaluation criteria with flexibility for individual needs. The course is graded as a “P”/”NP” based on whether the student completes their individualized learning objectives and course requirements. A student is allowed to take the ISP course one time.

Students must successfully complete the following NRS 298 requirements:

  • Attend and fully participate in the identified clinical skills labs. The ISP faculty and clinical skills lab coordinator, with input from course faculty, will maintain a current list indicating high-risk skills requiring review.
  • Take all associated exams, math assignments, and math testing in the NRS course of the term leveled to the student. A passing grade is not required.
  • Attend evolving case scenario sessions as assigned by individualized and leveled learning objectives.
  • Prepare and participate in a clinical simulation. The ISP faculty, with input from the simulation lab coordinator and course faculty, is responsible to develop, prepare, run, and evaluate the SIM. The student will demonstrate the nursing process applied to the care of the simulated patient(s). Clinical simulations will be leveled with the last successfully completed clinical nursing course using the most recent course materials. SIM requirement is met by the student preparation, active participation, and a dialogue between the faculty evaluator and the student about the student’s strengths and challenges.
  • Complete any additional course criteria identified in the individual ISP by the student and the ISP faculty.

If the student does not complete any part of the ISP, the student is deemed unsuccessful and the student is ineligible to reenter the program. The student will meet with the ISP faculty, and then the Nursing program dean.

Academic resources

The following are commonly used links that are helpful for the academic journey.

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Standards and procedures