Nursing Overview

Since 1962, the Evergreen Valley College Nursing Program has been highly regarded in the community for the outstanding preparation and competence of its graduates. Evergreen Valley College Nursing Department is a 2 year Registered Nurse Program. Upon completion of the program the student receives an Associate in Science Degree in Nursing and is eligible to take the NCLEX exam for RN Licensure. EVC's philosophy and beliefs about learning stress the integration/application of theory and practice, active involvement of the adult learner, and the teacher-facilitator role to promote critical thinking.

Program Updates

  1. Beginning October 2014, the Model Prerequisites for Enrollment in ADN Program formula (Chancellor's Formula) cut score will be 75%
  2. Beginning October 2014, there is no recency requirement for any of the nursing prerequisites (which include Anatomy, Microbiology, Physiology)
  3. The Board of Registered Nursing is enforcing the Social Security Number requirement at the point of application for the RN licensing exam (NCLEX).
  4. Effective October 2011, Test for Essential Academic Skills (TEAS) CHANGES - ATI completed a norming study on the new TEAS exam (Version V.). Due to student success data, the recommended cut score of version V is 62%. Based on the recommendation from the State Chancellor's office, the EVC Nursing program will no longer accept TEAS test version 3.0 or 4.0 with cut scores of 72% or higher.
  5. Do you have a Baccalaureate degree from another school in the US?  SB 1393: students who have earned a Baccalaureate or higher degree from an accredited college are only required to complete the coursework required for the registered nursing program, including prerequisites and nursing coursework. These students are not required to complete any other courses to meet graduation requirements for the associate degree. However, to apply for licensure through the CA Board of Registered Nursing (BRN), EVC nursing program graduates are required to complete 3.0 units of each of the following courses or equivalent courses: General Psychology (Psych 001), Oral (verbal) communications (COMS 010, 020, 035, 040, 045) and Societal/Cultural Pattern (ETH 010, 011, 030, 035, 040, 042, SOC 010, 011, SSCI 020, 050, ANTH 063). 

 

Nursing Policies:

Students Returning to the Program

Purpose: To establish guidelines for students requesting to return to the EVC Nursing Program

Policy Statement:

The policy is intended to clarify the number of times a student can return to the EVC Nursing program. Students can request to return to the nursing program one (1) time within two years of program separation due to a course failure or course withdrawal from any nursing major course.

  1. Definition of Returning Student
    A "returning student" is defined as a student who has at any time been enrolled in one (1) or more courses in the Evergreen Valley College Nursing Program. All students who have enrolled in an EVC nursing major course and attended class at least one (1) day will be considered an "enrolled" student.
  2. Exceptions
    Please note the following exceptions.
    1. Students who leave the program because of being called to active military duty are able to return to the program.
  3. Procedure
    1. Students eligible to return to the program must complete the "Request to Return to the Nursing Program" form.
    2. Requests must be submitted by the posted due dates.
    3. Students eligible to return must demonstrate written evidence of compliance with faculty recommendations for remediation. Faculty and Dean will evaluate each student's request to return on an individual basis.
    4. Students eligible to return will be selected on a space available basis according to the following priority:
      • Students continuing in the program
      • Students returning from active military duty
      • Students granted a medical or personal leave if the reasons for their medical or personal leave have been resolved
      • Students who request to return to the nursing program one (1) time following program separation with evidence of following through on the recommended plan for academic remediation (if applicable).
      • LVNs entering the LVN to RN Bridge Program
      • Students requesting to transfer from another nursing program who have a "C" or higher grade in every nursing major course and meet all eligibility requirements of the EVC Nursing Program (Transfer students who have been previously enrolled in the EVC Nursing Program and have two (2) course failures in the EVC Nursing Program are not eligible to apply for transfer back to the program.)
      • Foreign educated nurses needing CA BRN remediation
      • Students requesting to transfer from another nursing program who leave that program with a failing grade in a nursing major course and meet all eligibility requirements of the EVC Nursing Program (Transfer students who have been previously enrolled in the EVC Nursing Program and have two (2) course failures in the EVC Nursing Program are not eligible to apply for transfer back to the program.)

        Americans With Disabilities Act Compliance Statement

        The nursing program does not discriminate against qualified individuals with disabilities and complies with the 1990 Americans with Disabilities Act (ADA).

        Disability is defined in the Act as:
  1. Physical or mental impairment that substantially limits one or more of the major life activities of such individuals.
  2. A record of such impairment.
  3. Being regarded as having such an impairment.


    For the purpose of Nursing Program compliance, a qualified individual with a disability is one who, with or without reasonable accommodation or modification, meets the essential requirements of Evergreen Valley College Nursing Program. These requirements are described in the following: Essential Capabilities and Functional Requirements.
  1. Essential Capabilities
    Evergreen Valley College Nursing Program students must have abilities and skills of five (5) varieties: Cognitive-Conceptual, Behavioral and Social Attributes, Communication, Sensory, and Motor. A student should be able to perform in a reasonably independent manner without the use of a surrogate. To function effectively and safely the student must be able to do the following:
    COGNITIVE-CONCEPTUAL: Critical thinking and clinical judgment are essential abilities of the professional nurse. These abilities include measurement, calculation, reasoning, analysis and synthesis.
    BEHAVIORAL AND SOCIAL ATTRIBUTES: Students must possess the emotional stability required for full utilization of their intellectual abilities. The prompt completion of all responsibilities inherent to the diagnosis and care of patients and the development of mature, sensitive and effective relationships with patients are essential. Students must be able to tolerate physically taxing workloads and to multitask effectively and efficiently under stress. They must be able to adapt to changing environments; to display flexibility and learn to function effectively, despite the uncertainties inherent in the clinical situations; to interact and establish rapport with individuals, families, and groups from a variety of social, emotional, cultural, and intellectual backgrounds. Compassion, integrity, honesty, concern for others, interpersonal skills, interest and motivation are all personal qualities that should be demonstrated throughout the education process.
    COMMMUNICATION: Students must be able to speak, to hear and to observe patients in order to elicit information, describe changes in mood, activity and posture, and perceive nonverbal communications. Students must be able to communicate effectively and sensitively with patients, colleagues, and other personnel. Communication includes not only speech but also reading and writing. Students must be able to communicate in English effectively and efficiently in oral and written form with all members of the health care team, patients, and families. (See specific Functional Requirements.)
    SENSORY: Students must be able to observe a patient accurately. Observation necessitates the functional use of the senses of vision, smell, touch, hearing and somatic sensation. (See specific Functional Requirements.)
    MOTOR: Students should have sufficient motor function to elicit information from patients by palpation, auscultation, percussion and other assessment techniques. Students should be able to execute gross and fine motor movements required to provide general care and emergency treatment of patients. Many actions require coordination of both gross and fine muscular movements, equilibrium and functional use of the senses of touch and vision. (See specific Functional Requirements which are based on community standards of health care agencies.)
    These capabilities must be demonstrated in the clinical, laboratory, and theory (classroom) interactions and evaluations.
  2. Functional Requirements
    The Functional Requirements described below are representative, but not limited, to those that must be met by an individual to successfully perform the essential functions of a professional nurse.
    Communication Ability:
    Communicate effectively and efficiently in English with patients, families, and other health care providers, both verbally and in writing. (Example: explain treatment procedures, teach patients and families, and document in charts.)
    Effectively adapt communication for intended audience.
    Interact, establish rapport with individuals, families, and groups from a variety of social emotional, cultural and intellectual backgrounds.
    Assume the role of a health care team member.
    Function effectively under supervision.
    Sensory Capability:
    Coordinate verbal and manual instruction.
    Assess a patient from 10 feet away to observe posture and response to treatment.
    Respond to a timer, alarm or cries for help.
    Auditory, visual, and tactile ability sufficient to assess a patient status and perform treatments. (Example: color changes in skin, hear heart and lung sounds.)
    Motor Capability:
    Move from room to room and maneuver in small spaces.
    Transfer patients who may require physical assistance.
    Guard and assist patients with ambulation.
    Perform exercise techniques, including applying resistance during exercise.
    Lift and carry up to 50 pounds, and exert up to 100 pounds force or push/pull.
    Squat, crawl, bend/stoop, reach above shoulder level, use standing balance, and climb stairs
    Use hands repetitively; use manual dexterity.
    Perform CPR.
    Travel to and from academic and clinical sites.
    Able to spend 75.0% to 90.0% of clinical time standing/walking.

    Policy For Student Criminal Background Checks And Urine Drug Screening
  1. Policy Statement
    All students entering the nursing program are required to obtain a criminal background check and urine drug screen.
  2. Purpose
    The 2004 Manual for Hospitals published by the Joint Commission on Accreditation of hospitals and Healthcare Organizations (JCAHO), the major accreditation body for hospitals, requires that all staff members, student, faculty and volunteers meet standards relating to criminal background checks and freedom from drugs.
  3. Policy
    Overview: Students are responsible for costs associated with the criminal background check and drug screen. Students must further agree that all results are available to the nursing program and the clinical sites associated with the program. The program is responsible for ensuring that students comply with individual hospital policy regarding disclosure of results. Should a clinical agency refuse to place a student based on the outcome of either the background check or drug screen, the program has no responsibility for arranging an alternative clinical placement.
  1. Criminal Background Check:
    Upon acceptance in the nursing program, students must clear a criminal background check. Failure to complete this process will result in dismissal from the program. If the background check indicates criminal behavior, the student may be dismissed from the program.
  2. Urine Drug Screen:
    The nursing program maintains a no tolerance policy regarding substance abuse. All students must clear a urine drug test. Failure to undergo or pass this test will result in dismissal from the program. If the drug screen comes back diluted the student will be allowed one (1) retest. If the student fails the second test, the student will be dismissed from the program.

Nursing Program Outcomes and Frame work

Program Outcomes

At the completion of the Nursing Program, the graduate competently performs in the following areas.

  1. Safe and Effective Care Environment
    The graduate will:
    • Implement nursing care based on the nursing process to meet client needs throughout the life span in a variety of settings.
    • Facilitate achievement of optimal client outcomes, through advocacy and delegation, by directing client care throughout the life span in a variety of settings.
  2. Health Promotion and Maintenance
    The graduate will:
    • Act as a client advocate to promote access and enhance quality of care throughout the life span in a variety of settings.
    • Utilize teaching/learning principles to promote optimal health throughout the life span in a variety of settings.
  3. Psychosocial Integrity
    The graduate will:
    • Utilize therapeutic communication when providing client care throughout the life span in a variety of settings.
    • Incorporate cultural sensitivity when providing client care throughout the life span in a variety of settings.
    • Implement caring behaviors that support mental, emotional and social well-being of the client throughout the life span in a variety of settings.
  4. Physiological Integrity
    The graduate will:
    • Prioritize nursing care utilizing critical thinking skills based upon knowledge of biological sciences, pathophysiology, nutrition, pharmacology and growth and development to achieve maximum physiological integrity and reduce the risk potential for the client.
  5. Professional Role of the Nurse
    The graduate will:
    • Utilize leadership and management principles, as a member of the health care team, in providing and delegating the delivery of client care.
    • Demonstrate accountability for providing and evaluating nursing care that adheres to professional standards and incorporates legal and ethical responsibilities of the nurse.
    • Demonstrate autonomy in recognizing one's own need for life-long learning, personal transformation and professional growth.

      Summary Statement

      Graduates of the Evergreen Valley College Associate of Science Degree Nursing Program function in the common domain of nursing practice after licensure. Completing program outcomes will enable graduates, following registered nurse licensure, to give direct patient care in collaboration with other health care professionals, and to perform independent, dependent and interdependent nursing interventions. Graduates are prepared and empowered to practice successfully within the rapidly changing health care systems of a multicultural society. Faculty recognize the role of the nurse is changing due to influences internal and external to the nursing profession. Therefore, graduates will continue learning through the process of experience and ongoing continuing education.

      Conceptual Framework

      The unifying curriculum theme is an adaptation of the "Client Needs Model," a comprehensive framework for identifying nursing actions and competencies necessary for client care in a variety of settings and throughout the life span. This model relies on meta-paradigm beliefs about the person, environment, health and nursing as outlined in the program's philosophy. The client, defined as an individual, family, group or community, is the primary focus of care. Client needs for care are organized around five (5) key concepts: a) Safe and Effective Care Environment; b) Health Promotion and Maintenance; c) Physiological Integrity; d) Psychosocial Integrity and, e) Professional Role of the Nurse. These five (5) concepts form the foundation for the program's student learning outcomes that culminate in the achievement of program outcomes. Critical thinking, nursing process, cultural sensitivity and caring are the processes that integrate the key concepts throughout the curriculum.

 

 

RN Program Purpose and Philosophy

Program Purpose

The Evergreen Valley College Nursing Program provides an optimal learning environment that will enable the culturally diverse learner to begin the process of life-long learning as a registered nurse. By earning an associate of science degree in nursing, program graduates are eligible to apply to take the NCLEX-RN, and are prepared for entry-level practice into the profession of nursing.

Program Philosophy

Nursing faculty concur with the mission, vision and values of Evergreen Valley College and share in the responsibility of the total educational program. Within this framework, nursing faculty have defined a unique program philosophy.

Faculty value each person as distinct individuals with rich cultural experiences and a unique potential for growth.

Faculty believe that the environment is a dynamic state where multi-faceted life experiences occur.

Faculty believe that health is an individual's perception of his/her well being and their ability to engage in life experiences. They believe that health is an evolving state that occurs on a health-illness continuum.

Faculty define nursing according to Nursing's Social Policy Statement as: "The protection, promotion, and optimization of health and abilities, prevention of illness and injury, alleviation of suffering through the diagnosis and treatment of human response, and advocacy in the care of individuals, families, communities and populations" (American Nurses Association, 2003). In addition, faculty believe that nursing is a dynamic, collaborative process based on principles from the biological, physical and behavioral sciences which focuses on the diagnosis and treatment of actual or potential health problems.

Faculty believe that nursing supports human responses to health and illness by providing caring interventions that facilitate the client's ability to achieve optimal quality of life or to die in comfort with dignity. Nurses engage in lifelong learning that utilizes critical thinking to support and advocate for culturally sensitive care within a community.

Faculty define learning as an interactive, meaningful process that integrates visual, auditory and kinesthetic learning styles. The goal of learning is to become a faster, independent, creative, critical thinker. This is best achieved when the reflective learner develops reasoning abilities through self-assessment and self-awareness. Faculty believe in the capacity of the individual to learn, grow and change in a culturally diverse environment.

Support for student success in learning starts at the college level with a strong foundation in liberal arts and sciences. Faculty enhance student success by building on general education principles and empowering students in an environment where faculty function as teachers, mentors and supervisors.

References

American Nurses Association. (2003). Nursing's social policy statement, 2nd ed., American Nurses Publishing, Washington, D.C.

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Nursing Faculty and Staff

Dean of Nursing and Allied Health
Dr. Antoinette Herrera, EdD, MSN, RN
MS, Azusa Pacific University, Southern California
EdD, University of the Pacific, Stockton
(408)-270-6448
Faculty
Maureen Adamski, MS, RN
San Jose State University
(408) 274 -7900
Extension 6606
Elaine Kafle, RN, MS, PHN
BSN, University of San Francisco
MS, University of California, San Francisco
(408) 274 -7900
Extension 6056
Jackie Keane, MS, RN
San Jose State University
(408) 274 -7900
Extension 6265
Nancy Lin, MS, RN
San Jose State University
(408) 274 -7900
Extension 6264
Rozanne Lopez, M.S., R.N.
San Jose State University
(408) 274-7900
Extension 6604
Susana Machado M.S., R.N.(408) 274-7900
San Jose State UniversityExtension 6603
Felicia Mesa M.S., R.N.
University of California, San Francisco
(408)-274-7900
Extension 6265
Kara Potter MS, RN, FNP.
San Jose State University
(408)-274-7900
Extension 6280
Barbara Tisdale MS, RN.
University of California, San Francisco
(408)-274-7900
Extension 6606
Susan Wetzel MS, RN.
California State University
(408)-274-7900
Extension 6597
Program Coordinator
Adrienne Burns (408)-270-6448

 

ADN to BSN at San Jose State University

Road Map to RN to BSN program

SJSU has a 3 Semester RN to BSN program. Currently, RNs are admitted every Fall. Program admission is contingent upon meeting minimum requirements, admission to SJSU, and passing a drug screen and background check. Students are encouraged to complete any needed general education courses prior to enrollment, but only the following pre-requisites courses are required for admission to the program Oral Communication/Speech

  • Humanities/Literature (Eng 1B)
  • Critical Thinking/Logic
  • Statistics – Math 63

The nursing applications to the RN to BSN program are due March 15th (school of nursing office) each year. Applications will be processed and acceptance letters emailed to RNs in mid-May. It is strongly recommended that RNs attend an on campus RN to BSN advising session. These sessions are held throughout the Semester during the academic year. Dates/times for each session during the semester are posted on the School of Nursing website (see Advising) http://www.sjsu.edu/nursing

How do I apply?

Step 1: Mail your nursing application (on SON website) and all official transcripts to the RN to BSN Coordinator:
Dr. Deepika Goyal
The Valley Foundation School of Nursing
Health Building, Room 420
San Jose State University
One, Washington Square
San Jose, CA 95192-0057

Step 2: Attend an advising session (strongly encourage)

Step 3: Apply for admission to SJSU http://www.csumentor.edu by November 30th the year before you plan to attend

 

 

 

 

 

 

 

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