- The PN and ADN programs are full-time programs with classroom, lab, and clinical components.
- Enrollment for the PN and ADN programs occurs 4 times per year (January, April, July, and October).
- The PN and ADN programs require a specific number of hours of clinical practice per week, depending on the course.
Clinical shifts are usually 6-12 hours in length, and may be scheduled during the day, evening, or weekends. The College has clinical agreements with long term care facilities, MRDD facilities, daycares, hospitals, hospice, surgery clinics, and government agencies to provide students with a thorough, hands-on learning experience.
Diploma in Practical Nursing
- Arranged to be completed in 4 quarters.
- Students who graduate from the PN program will be eligible to apply for the NCLEX®-PN exam.
- After graduation from the PN program and passing the NCLEX®-PN exam, students may choose to begin their career as a Licensed Practical Nurse, and/or they may choose to apply to the Associate Degree in Nursing program.
Associate Degree in Nursing
- Arranged to be completed in 5 quarters.
- Students who graduate from the ADN program will be eligible to apply for the NCLEX®-RN exam.
- After graduation from the ADN program and passing the NCLEX®-RN exam, students may choose to begin their career as a Registered Nurse, and/or they may choose to apply to an RN-BSN completion program.
Nursing Program Curriculum
Effective January 2016 (Winter 2016 term), the College substantially revised all nursing programs. Community and professional input were important factors in revising the programs. Feedback from community partners, including clinical sites and employers, indicated a strong need to enhance critical thinking among graduates. In addition, the programs were revised to reflect more contemporary nursing education and educational delivery models to meet the demands of today’s healthcare environment and, more specifically, the increased needs and complexity of the modern patient. The revisions also enhance the teaching and learning experience through the use of interactive and effective teaching strategies across all modalities.
Nursing Mission and Framework
Hondros College of Nursing strives to serve society and the community. Our Practical Nursing, Associate Degree in Nursing, and RN-BSN completion programs respond to society’s healthcare needs and specifically to the nursing shortage. These nursing programs will stress the highest standards and values as they provide an educational ladder for Licensed Practical Nurses to become Associate to Baccalaureate-degreed Registered Nurses.
The curricular design of the programs promotes the opportunity for students to continue their nursing education. The nursing faculty is committed to providing high quality nursing education.
There are four (4) major concepts supporting the framework for education in the nursing programs. They are:
Nursing Conceptual Framework
An organizing framework for the Program was chosen to reflect not only a contemporary high-quality curriculum, but also a curriculum that is innovative in teaching and learning opportunities, and relevant to the practice of nursing at the practical nurse and registered nurse levels. To that end, the organizing framework of a concept-based curriculum has been adopted. The evolution from a content-based, medical model curriculum to a concept-based curriculum reflects the need for nurses to be critical thinkers and continuous learners.
The organizing framework is based on Giddens’s Concepts for Nursing Practice. The Concepts for Nursing Practice framework is organized into 1) specific overarching units; 2) themes; and 3) concepts. Each overarching unit has specific themes. The themes have concepts to further organize knowledge. Concepts are integrated throughout the curriculum in order to meet specific course objectives and student learning outcomes. The progression of knowledge occurs as concepts and exemplars (examples) are leveled from basic to complex throughout the curriculum.
The faculty of Hondros College of Nursing has identified a multitude of concepts that are woven throughout the program offering structure as a conceptual framework for the curriculum. The conceptual framework is built upon the major components of the philosophy: human beings, nursing, environment, and health. The supporting concepts of nursing roles, teaching-learning, therapeutic interventions, culture, standards of practice, ethical and legal principles, nursing process, critical thinking, therapeutic communication, caring and client advocacy, professional accountability, and leadership and management help students develop and expand in their role as a nurse.
Nurses practice within three (3) specific roles: provider of care, manager of care, and member of the discipline of nursing.
Provider of Care
- Participates collaboratively in the nursing process by contributing to data collection for assessment, implementation, and evaluation of individualized plans of care.
- Uses critical thinking, standards of practice and organizational skills in providing individualized nursing care to clients based on developmental, physiological, sociocultural, religious, and spiritual variations in clients.
- Performs basic therapeutic nursing interventions using nursing knowledge, skills, and current technologies in a competent and safe manner.
- Acts as a client advocate showing caring, empathy, and respect for the rights, beliefs, property and dignity of the individual.
- Manages assignment of clients and delegates within the scope of practice to trained unlicensed personnel.
- Practices the principles of effective and therapeutic communication with clients and their families.
- Communicates pertinent observations related to the client to appropriate members of the health team.
- Documents observations and care appropriately.
Member of the Discipline of Nursing Practices
- Within the profession’s ethical and legal framework, being accountable for one’s own nursing practice and professional growth.
Provider of Care
- Uses the nursing process (assessment, diagnosis, planning, implementation and evaluation) and standards of practice as a basis for clinical decision making in developing individualized plans of care.
- Performs complex therapeutic interventions using nursing knowledge, advanced skills, and current technology in a competent and safe manner.
Manager of Care
- Demonstrates leadership and accountability.
- Delegates tasks appropriately.
- Supervises assistive and unlicensed personnel and PNs.
- Manages client care within a multi-disciplinary health care system.
- Collaborates and communicates effectively with clients, families, and health team members.
Member of the Discipline of Nursing
- Demonstrates an awareness of community and world health issues and their impact on individuals and health care.
Provider of Care
- Provides advanced clinical reasoning and problem solving skills when working with clients with more complex needs.
- Manages advanced technology and applies scientific reasoning skills when applying evidence-based research findings in the clinical setting.
- Ability to read and utilize appropriate research findings in the practice arena.
- Develop strong humanistic and communication skills when caring for clients who have complex, multiple organ dysfunction, complicated family dynamics, and a need for collaboration with physicians and other departments for referral.
Manager of Care
- Provides leadership in both structured and non-structured settings.
- Ability to practice in community sites, such as health maintenance organizations, home health, community clinics, and managed care firms.
- Applies advanced critical thinking skills to clinical decisions which enhance the quality of care of clients.
Member of the Discipline of Nursing
- BSN level nurses are prepared to assume leadership roles in the community, join professional organizations, become an advocate at a legislative level, and complete specialty certification in their area of expertise.
Teaching - Learning
Teaching – learning is a dynamic process by which the teacher promotes active student involvement in the learning process by acting as a facilitator, focusing on individual student learning styles and diverse needs. Effective teachers empower learners to think critically, communicate effectively in speaking, writing, and interaction with others, as well as reflect on their own learning to make it more meaningful.
Learning is a life-long process. Due to the generation of new knowledge that keeps health care content ever changing, learning experiences must focus on developing student abilities to be self-directed in gathering, analyzing and integrating new knowledge into their existing knowledge base. This will enable them to develop creative and innovative solutions to intellectual and clinical problems.
Nursing process is a specific problem solving method nurses use for decision making. It is comprised of five (5) specific steps:
- Implementation using therapeutic interventions
Graduates of the Practical Nursing and the Associate Degree in Nursing programs must have the essential skills and knowledge to function in a broad variety of healthcare settings and demonstrate a commitment to life-long learning.
Essential functions are those processes, procedures, or behaviors that nursing professionals must perform in the ordinary course of their duties. Essential job functions are non-academic qualities that employees must possess in order to be successful in the field. Students in the Practical Nursing and Associate Degree in Nursing programs must carry out several essential functions in order to safeguard patients, fellow students, instructors, and the general public. These essential functions are also necessary in order for the student to successfully complete the Practical Nursing or Associate Degree in Nursing program.
If a student or applicant has a disability and thinks that they may require a reasonable accommodation to meet these essential functions, then the student or applicant should refer to the process outlined in the Americans with Disabilities Act (ADA) policy in this Catalog.
Practical Nursing and Associate Degree in Nursing students understand and acknowledge that these essential functions include, but are not limited to:
Critical Thinking: Students must demonstrate the ability to have clinical judgment to provide safe, quality patient care; and the ability to acquire, assimilate, integrate, and apply information, and problem solve.
• Students must be able to recognize and accept responsibility for his or her own mistakes and behavior, without making excuses or blaming others.
• Students must demonstrate acceptance of differences of race and culture.
• Students must be able to engage in actions that support team workmanship and respond to corrections and criticism without being quarrelsome or defensive.
• Student must be able to communicate fluently in English by written and oral and/or alternate means, including the ability to successfully receive and transmit information.
• Student must be able to read and follow instructions and ask for clarification, if necessary.
• Student must be able to perform close and distance visual activities involving objects, persons, and paperwork as well as discriminate depth and color perception.
• Student must be able to perform a patient assessment through visualization, direct and indirect auscultation, and detection of odors, palpation, and percussion.
• Student must be able to discriminate between sharp/dull and hot/cold when using hands.
• Student must be able to respond and react immediately to auditory requests, instructions, monitor equipment, and perform auditory auscultation without auditory impediments.
Motor: Student must demonstrate dexterity and range of motion conducive to assisting patients and manipulating equipment without threatening harm or violating safety protocols.
• Student must be able to engage in and sustain physical activity that may require sitting, standing, or walking for extended periods of time.
• Student must be able to lift and transfer patients up to six inches from a stooped position, then push or pull the patient up to three feet. In addition, the student must be able to lift and transfer patients from a stooped to an upright position to accomplish bed-to-chair and chair-to-bed transfers.
• Student must be able to physically apply up to 10 pounds of pressure to bleeding sites or in performing CPR.
• Student must be able to physically perform up to a 12-hour clinical experience.
Behavioral: Student must be able to accurately perform duties in a stressful environment. This includes, but is not limited to, identifying and responding to emergency and non-routine situations.
Cognitive: Student must be able to use previous theory content/skills to enhance learning; comprehend written and verbal information; apply previous content/skills in new situations; and organize and synthesize facts and concepts.
Ethical: Student must uphold honesty and personal integrity in all campus/clinical activities, and must be able to function as a patient advocate when planning and implementing nursing care.