House Bill 2504

Spring 2011 Course Syllabus

VNSG-1500-01 (Nurs Hlth-Illness I)

Faculty Information
SemesterSpring 2011
InstructorHatchel, Ralph Leon
Phone(409) 984-6373
E-mailhatchelrl@lamarpa.edu
Department
Allied Health
Chair:Janet Hamilton
Telephone:(409) 984-6354
E-mail:hamiljr@lamarpa.edu
Office
Hours:Wed. 8-11, 12-3. All other hours by appointment.
Building:Allied Health (AH)
Room #:107-L
Course Information
Course ID #10356
Course Subject-Number-SectionVNSG-1500-01
Course TitleNurs Hlth-Illness I
Course Description Introduction to general principles of growth and development, primary health care

needs of the client across the life span and therapeutic nursing interventions.

Course Prerequisites Pre-requisites: Credit Hours

NURA 1301 Nurse Aide for Healthcare Organizations I 3

NURA 1160 Clinical Nursing Assistant/Aide 1

BIOL 2401 Human Anatomy and Physiology 4

BIOL 2402 Human Anatomy and Physiology 4

HECO 1322 Principles of Nutrition 3

Mandatory Co-requisite: VNSG 1261

Required Textbooks Textbooks and Required Materials:

Delmar/Cengage Learning (2009). Medical terminology student theater: an interactive

video program. NY: Delmar.

deWit, C. S. (2009) Fundamental Concepts and Skills for Nursing (3rd ed.). Louis: Sanders.

Eby, L. & Brown, N. J. (2009). Mental health nursing care (2nd ed.). Upper Saddle River, NJ.: Prentice Hall.

Hodgson, B.B & Kizor, R.J (2010). Saunders nursing drug handbook 2010. St. Louis: Saunders.

Hill, S. S. & Howlett, H. S., Success in practical/ vocational nursing (6th ed.). St.

        Louis: Mosby.

Langford, R.W. & Thompson, J.M. (2005). Mosby’s handbook of diseases (3rded.).St. Louis: Mosby.

Langford, R.W (2008). Mosby’s PDQ for LPN: nursing facts at hand (2nd ed.). St. Louis: Mosby

Pagana, K.D. & Pagana, T.S. (2009). Mosby’s manual of diagnostic and laboratory test (4th ed.). St. Louis: Mosby

Swearingen P.L (2009). All-in-one care planning resource (2nd ed.). St. Louis: Mosby.

Taber’s cyclopedic medical dictionary (21st ed.).(2009) Philadelphia: F. A. Davis

Recommended:

Evolve Reach comprehensive review for the NCLEX-PN Examination (2nd ed.). (2009).

St. Louis: Mosby.

Silvestri, L. (2009). Comprehensive review for NCLEX-PN (4th ed.). St Louis: Saunders.

Learning Objectives 1. Function within the legal, ethical and regulatory standards of the nursing profession.

2. Use a systematic problem-solving process in the care of multiple patients who have predictable health care needs to provide safe, individualized, goal-directed nursing care.

3. Adopt an approach to nursing practice that promotes safety for patients, significant others, self, and members of the healthcare team.

4. Cooperate with members of the interdisciplinary health care team to provide optimum, evidence-based, safe care to patients.

Major Assignments As dictated by course curriculum requirements.
Discussion Topics 1. Topic: Orientation to the Vocational Nursing Program.

Objective: Upon completion of this learning experience, the student should be able to:

a. List sources of college and program policies.

b. Discuss content of the course syllabus.

c. Seek opportunities to ask questions concerning class content and/or assignments.

d. Distinguish how the philosophy of Lamar State College - Port Arthur Vocational Nursing Program addresses beliefs regarding individuals, health, society, and nursing.

e.        Explain the purpose of the Academic Code of Honor

2. Topic: Strategies used by the vocational nurse in obtaining and identifying vital signs of patients of various cultures and ethnicities.

Objective: Upon completion of this learning experience, the student should be able to

a.        Identify the variations in normal body temperature, pulse, respirations which occur from infancy to old age.

b.        Describe factors influencing the body’s heat production.

c.        Identify ways the body loses heat.

d.        Discuss methods of assessing body temperature, advantages and disadvantages of methods, and any appropriate safety precautions.

e.        Describe clinical signs of and appropriate nursing care for alterations in body temperature.

f.        Describe nursing interventions which promote heat loss and heat conservation.

g.        Identify the most commonly used sites to assess the pulse and the reason for their use.

h.        Identify the characteristics which should be included when assessing pulses.

i.        Explain how to measure apical pulse and apical-radial pulse.

j.        Identify the characteristics which should be included in a respiratory assessment.

k.        Describe various methods and sites used to measure blood pressure.

l.        Identify initial Blood Pressure measurements for adults and follow-up recommendations.

m.        Discuss factors which may cause variations in vital signs.

n.        Explain variations in technique used to assess vital signs across the life span.

o.        Discuss appropriate documentation terms for variations in vital signs.

p.        Demonstrate proper assessment of vital signs.

3. Topic: Strategies used by the vocational nurse in prevention, and caring for patients of various cultures and ethnicities who have various infectious diseases.

Objective: Upon completion of this learning experience, the student should be able to

        

a.        Explain the concepts of medical and surgical asepsis.

b.        Discuss nosocomial infections, contributing factors, and common organisms.

c.        Identify signs of localized and systemic infections and the events in an inflammatory process.

d.        Discuss the chain of infection and the characteristics of each link in the chain of infection.

e.        Identify factors influencing a microorganism’s capability to produce an infectious process.

f.        Discuss the body defenses against infection including the anatomic and physiologic barriers which protect the body against microorganisms.

g.        Differentiate active from passive immunity.

h.        Discuss factors increasing susceptibility for acquiring an infection.

i.        Identify relevant nursing diagnoses and contributing factors for patients at risk for infection and who have an infection.

j.        Discuss the use of the nursing process to reduce risk for infections.

k.        Identify measures that break each link in the chain of infection.

l.        Compare and contrast isolation precaution systems.

m.        Discuss isolation practices and describe the steps to take in the event of a blood-borne pathogen exposure.

n.        Discuss sterile technique including the principles and practices of surgical asepsis.

o.        Correctly implement aseptic practices, including hand hygiene, donning and removing a face mask, gowning, donning and removing sterile gloves, bagging articles, managing equipment used for patients in isolation, and establishing and maintaining a sterile field.

4. Topic: Strategies used by the vocational nurse in caring for patients of various cultures and ethnicities who have different sensory deficits.

Objective: Upon completion of this learning experience, the student should be able to

a.        Differentiate among the processes of reception, perception, and reaction to sensory stimuli.

b.        Discuss common causes and effects of sensory alterations.

c.        Discuss common sensory changes which occur with aging.

d.        Describe behaviors indicating sensory alterations.

e.        Discuss the nursing process in providing care for patients who have sensory alterations.

f.        Discuss ways to maintain a safe environment for patients who have sensory alterations.

5. Topic: Strategies used by the vocational nurse in keeping patients of various cultures and ethnicities safe in different aspects of home and hospital care.

Objective: Upon completion of this learning experience, the student should be able to

a.        Describe how unmet basic physiological needs can threaten safety.

b.        Discuss factors which affect people’s ability to protect themselves from injury and safety measures across the lifespan.

c.        Identify common potential hazards in the home.

d.        Discuss strategies to maintain safety in the health care setting, home, and community.

e.        Describe categories of safety risks in a health care agency.

f.        Describe the use and legal implications of restraints.

g.        Discuss the use of the nursing process in providing safe care to patients in a variety of healthcare settings.

6. Topic: Strategies used by the vocational nurse to assess patients of various cultures and ethnicities.

Objective: Upon completion of this learning experience, the student should be able to

a.        Identify the purposes of the physical health examination.

b.        Discuss preparation of the patient, physically and psychologically, before and during the examination.

c.        Describe environmental preparations prior to the examination.

d.        Explain various methods used during a physical assessment.

e.        Discuss normal and abnormal findings for each body system and explain the significance of selected physical findings.

f.        Discuss appropriate documentation of normal and abnormal findings of physical assessment.

g.        Identify expected outcomes of health assessment.

h.        Explain the steps in assessment procedures.

i.        Describe the suggested sequence in conducting an orderly physical health assessment.

j.        Discuss assessment techniques appropriate for patients of different ages.

k.        Identify data to collect from the nursing history prior to an examination.

l.        Demonstrate correct technique of a head to toe physical assessment.

m.        Demonstrate interview techniques used to enhance communication during health assessment.

n.        Discuss self-screening exams commonly performed by patients.

7. Topic: Strategies used by the vocational nurse in caring for patients of various cultures and ethnicities who have upper and lower respiratory diseases.

Objective: Upon completion of this learning experience, the student should be able to

a.        Discuss common responses to alterations in respiratory and circulatory status.

b.        Describe safe nursing interventions to promote measures to promote cardiopulmonary function and oxygenation.

c.        Explain the use of therapeutic measures such as artificial airways, oxygen therapy, inhalation therapy, and chest percussion and drainage to promote cardiopulmonary function.

d.        Describe different types of oxygen delivery systems and related nursing interventions.

e.        Discuss the steps of the nursing process in relation to a patient’s oxygenation status.

8. Topic: Strategies used by the vocational nurse in preparation, education and assessment of patients of various cultures and ethnicities scheduled for diagnostic tests and procedures

Objective: Upon completion of this learning experience, the student should be able to

a.        Describe nursing responsibilities when assisting with diverse types of patient examinations.

b.        Explain the nursing interventions for patients before and after diagnostic procedures.

c.        Discuss learning needs of patients undergoing various diagnostic tests or procedures.

d.        Identify the appropriate positions for examinations, tests, and procedures.

e.        List common types of instruments and supplies which are used during specific diagnostic testing.

9. Topic: Strategies used by the vocational nurse to assist in admission, discharge and transfer of patients of various cultures and ethnicities.

Objective: Upon completion of this learning experience, the student should be able to

a.        Describe various types of admissions.

b.        Discuss the Vocational Nurse’s role in discharge planning.

c.        Explain appropriate information to orient a patient upon admission to a health care facility.

d.        Describe the different types of transfers and give examples of each.

e.        Describe the various types of discharges and give examples of each.

10. Topic: Strategies used by the vocational nurse in documenting safe nursing care provided to patients of various cultures and ethnicities.

Objective: Upon completion of this learning experience, the student should be able to

a.        Discuss reasons for keeping patient records.

b.        Explain how different forms in the patient record are used to document steps of the nursing process.

c.        Discuss the different methods used in documentation.

d.        Compare documentation needed for patients in a variety of health care settings.

e.        Identify guidelines for documentation which meet legal and ethical standards.

f.        Identify abbreviations and symbols used in documentation.

g.        Discuss approved measures used to maintain compliance with the Health Insurance Portability and Accountability Act (HIPPA).

h.        Demonstrate proper documentation for physical assessment, physician orders, nursing interventions, discharge information, and other forms of written communication.

11. Topic: Strategies used by the Vocational Nurse related to the assignment and delegation process.

Objective: Upon completion of this learning experience, the student should be able to

a. Describe the assignment of tasks versus the delegation of duties according to the Texas Nursing Practice Act.

b.        Identify the five rights of the delegation process

c.        Relate the nursing process as a guide for assigning and delegation.

d.        Identify the conditions required by the Nursing Practice Act prior to a Vocational Nurse assuming the charge nurse role.

e.        Identify specific institutional policies, regulations and routines that the Vocational Nurse needs to understand before assuming a charge nurse position.

12. Topic: Strategies used by the vocational nurse to facilitate appropriate diet therapy for patients of various cultures and ethnicities.

Objective: Upon completion of this learning experience, the student should be able to

a.        Identify essential nutrients and dietary sources of each.

b.        Explain essential aspects of energy balance.

c.        Discuss factors influencing nutrition.

d.        Identify developmental nutritional considerations.

e.        Discuss essential components and purposes of nutritional screening and nutritional assessment.

f.        Identify risk factors and clinical signs of malnutrition.

g.        Discuss the nursing process related to the promotion of optimal nutrition for patients who have nutritional problems.

h.        Discuss reasons that an ill patient needs good nutrition.

i.        Describe the nursing care related to a patient who has or needs a nasogastric tube.

13. Topic: Strategies used by the vocational nurse in caring for patients of various cultures and ethnicities who have fluid and electrolyte deficiencies.

Objective: Upon completion of this learning experience, the student should be able to

a.        Identify factors affecting normal body fluids.

b.        Discuss ways to measure and document patient’s intake and output.

c.        Discuss the regulation of acid-base balance in the body.

d.        Explain factors affecting normal fluid, electrolyte, and acid-base balance.

e.        Discuss the causes and effects of fluid, electrolyte, and acid-base imbalances.

f.        Identify assessment data related to a patient’s fluid, electrolyte, and acid-base imbalance.

g.        Relate the nursing process to providing safe care to patients who have fluid, electrolyte, and acid-base imbalances.

h.        Describe procedures for initiating and maintaining fluid balance.

i.        Discuss the procedure for initiating a blood transfusion and the complications of blood therapy.

14. Topic: Strategies used by the vocational nurse in caring for patients of various cultures and ethnicities who have gastrointestinal problems and various ostomies.

Objective: Upon completion of this learning experience, the student should be able to

a.        Describe the functions of the lower intestinal tract.

b.        Identify factors which influence fecal elimination and patterns of defecation.

c.        Distinguish normal from abnormal characteristics of feces.

d.        Describe methods used to assess the gastrointestinal tract.

e.        Discuss common fecal elimination problems and the causes and effects of each.

f.        Identify measures which maintain normal fecal elimination patterns.

g.        Discuss bowel diversion ostomies and describe nursing responsibilities and essentials of stoma care.

h.        Discuss the nursing process related to caring for patients who have bowel elimination problems.

i.        Explain techniques for stool collection and occult blood testing.

j.        Describe diagnostic measures to assess bowel function and abnormalities.

k.        Discuss common medications used for bowel elimination and appropriate patient instructions.

l.        Describe the different types of enemas, proper administration, and measures for bowel training.

m.        Discuss the nursing process related to caring for patients who have ostomies.

15. Topic: Strategies used by the vocational nurse in caring for patients of various cultures and ethnicities who have skin diseases and/or need wound care.

Objective: Upon completion of this learning experience, the student should be able to

a.        Describe factors affecting skin integrity.

b.        Discuss types of wounds.

c.        Identify patients at risk for developing pressure ulcers.

d.        Describe the stages of pressure ulcer development.

e.        Differentiate primary, secondary, and tertiary wound healing.

f.        Describe the phases of wound healing.

g.        Identify the major types of wound exudate.

h.        Discuss complications of wound healing.

i.        Describe factors which impair or promote wound healing.

j.        Identify assessment data pertinent to skin integrity, pressure sites, and wounds.

k.        Discuss measures to prevent pressure ulcer formation.

l.        Describe nursing strategies to treat pressure ulcers, promote wound healing, and prevent complications of wound healing.

m.        Identify purposes and precautions taken with commonly used dressing materials and binders.

n.        Demonstrate essential steps for obtaining wound specimens, cleaning and irrigating a wound, caring for various drains, applying packing and various types of dressings, securing dressings, removing sutures and staples, and various wrapping techniques.

o.        Explain the use of heat and cold therapies

p.        Demonstrate interventions to support and immobilize wounds.

q.        Discuss the nursing process related to care for patients who have impaired skin integrity.

16. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic groups utilizing basic principles of gerontological nursing.

Objective: Upon completion of this learning experience, the student should be able to:

a.        Explain life expectancy, life span, and longevity.

b.        Identify mortality data according to race, gender and age.

c.        Describe common accidental injuries, causes of disability and safety concerns in the older population.

d.        Discuss major needs, including financial concerns for older adults.

e.        Identify common myths of aging.

f.        Discuss the major problems older adults have in accessing and paying for adequate health care.

g.        Discuss the various insurances or benefits which may be available for older adults.

h.        Discuss how health care is changing for older adults and providers and use or benefit of changes.

j.        Discuss the need for increasing emphasis on wellness and health promotion for older adults.

k.        Differentiate the types of prevention.

l. Identify health screenings that are recommended for older adults and where they may be obtained.

m.        Discuss the difference between screening tests and diagnostic tests.

n.        Discuss immunizations recommended for older adults.

17. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic groups considering the issues of violence and elder mistreatment.

Objective: Upon completion of this learning experience, the student should be able to:

a. Discuss current trends in elder mistreatment.

b. Identify key reasons why elder mistreatment occurs.

c. Explain the clinical assessment for screening and detection of elder mistreatment.

d. Implement a nursing care plan for the ongoing well-being of older patients.

18. Topic: Strategies used by the vocational nurse to assist the registered nurse in educating patients of various cultures and ethnicities in the health care setting.

Objective: Upon completion of this learning experience, the student should be able to

a.        Discuss the major attributes of learning theories.

b.        Describe learning and the domains of learning.

c. Discuss factors which facilitate learning throughout the life span.

d.        Identify factors which interfere with learning.

e. Contrast the nursing process and the teaching process.

f. Discuss assessment of learning needs of patients and the characteristics of a good learning environment.

g.         Identify appropriate topics for a patient’s health education needs.

h. Identify nursing diagnoses which reflect the learning needs of various patients.

i. Describe the essential aspects of a teaching plan.

a.        j. Relate the nursing process to providing patient education.

b.        k. Discuss guidelines for effective teaching.

i.        m. Discuss the challenges of teaching patients of different cultures.

c.        o. Discuss ways to incorporate teaching with routine nursing care.

p. Demonstrate effective documentation of teaching-learning activities.

19. Topic: Strategies used by the vocational nurse in administering end of life care to patients of various cultures and ethnicities.

Objective: Upon completion of this learning experience, the student should be able to

a. Describe types and sources of loss and grief.

b. Identify stages of grieving.

c. Identify clinical signs of grief.

d. Discuss factors affecting a grief response.

e. Identify measures which facilitate the grieving process.

f. Discuss the nurse’s role in assisting patient’s with problems related to loss, death, and grief.

g.        Discuss the purpose of hospice.

h.        Identify admission criteria for hospice care.

i.        Identify the resources available within hospice

j.        Discuss the role of the transplant organization and coordinator.

k.        Discuss the criteria for donating organs and tissues for transplant.

l.        Discuss the financial aspects of transplanting organs.

m.        Discuss the nursing role related to organ donation and transplants.

n. Describe essential aspects of the Patient Self-Determination Act.

o. Identify the nurse’s legal responsibilities regarding patient death and death issues.

p. Describe guidelines for meeting the needs of the dying patient.

q.        Describe nursing measures for care of a body after death.

r.        Describe the role of the nurse in working with families or caregivers of dying patients.

s.        Discuss death-related religious and cultural practices.

20. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic groups in the promotion of comfort.

Objective: Upon completion of this learning experience, the student should be able to:

a.        Discuss common misconceptions about pain.

b.        Identify components of the pain experience.

d.        Discuss the three phases of behavioral responses to pain.

e.        Apply the nursing process to patients experiencing pain.

f.        Describe guidelines for selecting and individualizing pain therapies.

g.        Describe applications for use of nonpharmacological pain therapies.

h.        Discuss nursing implications for administering analgesics.

i.        Describe interventions for the relief of acute pain versus chronic pain.

j.        Describe the sequence of treatments recommended in pain management.

21. Topic: Strategies used by the vocational nurse in promoting mobility in patients of various cultures and ethnicities.

Objective: Upon completion of this learning experience, the student should be able to

a.        Describe the basic elements of normal movement.

b.        Differentiate isotonic, isometric, isokinetic, aerobic, and anaerobic exercise.

c.        Discuss the benefits of exercise on body systems.

d.        Identify factors influencing a person’s body alignment, joint mobility, and activity.

e.        Discuss the nursing process related to providing care to patients who have activity and exercise problems.

f.        Discuss the benefits and hazards of bed rest.

g.        Identify changes in metabolic rate associated with immobility.

h.        Describe physical changes associated with immobility.

22. Topic: Strategies used by the vocational nurse in caring for and promoting sleep and rest for patients of various cultures and ethnicities.

Objective: Upon completion of this learning experience, the student should be able to

a.        Explain the functions, physiology, and regulation of mechanisms of sleep.

b.        Discuss the normal stages and characteristics of sleep across the lifespan.

c.        Describe variations in sleep patterns throughout the life span.

d.        Discuss factors which promote and disrupt normal sleep.

e.        Discuss common sleep disorders.

f.        Identify the components of a sleep pattern assessment.

g.        Discuss the nursing related to patients who have sleep problems.

23. Topic: Strategies used by the Vocational Nurse in addressing self                          concept and sexuality in caring for clients of various cultural                          and ethnic groups.

Objective: Upon completion of this learning experience, the student                                 should be able to:

a. Discuss factors which influence identity, body image and role performance in relationship to self-concept.

b. Identify stressors which affect self-concept, self-esteem, and sexuality.

c. Describe the components of self concepts as each relates to Erickson’s          developmental stages.

d. Discuss ways in which a nurse’s self-concept and nursing actions affect a                  client’s self-concept and self esteem.

e. Discuss a nurse’s role in maintaining or enhancing a patient’s sexual health.

f. Apply the nursing process to promote a client’s self concept and sexual health.

24. Topic: Strategies used by the Vocational Nurse in reporting safe nursing care provided to patients of various cultures and ethnicities.

Objective: Upon completion of this learning experience, the student should be able to

a.        Explain the information a nurse should include when giving a report to another health care provider.

b.        Describe guidelines for reporting nursing care and patient status in a variety of health care settings.

c.        Describe methods for multi disciplinary communication within the health care team.

d.        Identify data needed prior to reporting the change of condition of a patient to the primary health care provider.

Attendance Policy Attendance:

1.        Attendance at all scheduled classes is expected.

2.        A student who is absent from class for (3) days may be withdrawn from the program by the program director.

3.        Students on campus but not in class are considered absent.

4.        Late arrival to class is disruptive. Students who consistently arrive after the beginning of class (2 or more times) will be counseled and a plan of corrective action determined. Class will begin promptly at the scheduled time. Students who arrive fifteen (15) minutes after the beginning of class should not enter the classroom and should wait until break to enter.

5.        It is the student’s responsibility to notify the instructor of any absence. If the student is unable to contact the instructor(s) the student should call 409-984-6356 or 1-800-477-5872 ext. 6356. The student should also email the faculty or call the faculty office and leave a voice mail.

6.        Students who arrive after an exam starts but before it ends, may take the

exam without penalty. They are given no additional time.

7.        Lab jackets must be worn at all times while in the skills lab.

Determination of Final Grade System of Grading:

1.        Examinations are based on course objectives.

2.        Course content from the biological and behavioral sciences as well as previous nursing knowledge may be included on exams, as appropriate.

3.        Evaluation of Examinations: After each exam, the faculty uses psychometric principles to evaluate the examination. Items missed by 50% or more of the class are reviewed. If an item is found to be flawed, the faculty may give credit for more than one answer or nullify the item. When an item is nullified, the key is changed so that all answers are credited as correct. That is, if a student answered the item as originally keyed, the student will retain the credit for the item. If a student’s answer differs from the one originally keyed, the student is credited for the nullified item. In other words, everyone gets credit for the item and no one loses credit.

4.        The Comprehensive Final Exam must be taken.

5.        Students are strongly encouraged to take exams as scheduled. The test will be set up for 80 seconds per question. No questions may be asked during exams. Students who arrive after the exam starts, but before it ends may take the exam without penalty, however, they will not be allowed additional time. If a student must miss an exam, the student must contact the instructor prior to the exam or within twenty-four (24) hours of the exam.

6.        No make-up unit exams are given. The numerical grade attained on the Comprehensive Final exam is substituted for any missed unit exam(s).

7.                If a student scores less than a “75” on a unit examination, the student is required         to make an appointment with an instructor prior to the next examination. At         that time, the student and instructor will review the examination and, with the         assistance of the instructor, identify strategies to improve performance on         subsequent examinations.

8.                Any challenge to exam questions must be presented in writing within one (1)         week of the review of the exam. Disputed test items must be submitted by the        student along with proposed answer supported by documentation from the         current textbook, handouts, and/or lecture reference material.

9.                The Final exam grade will be weighted equivalent to two (2) unit exams.

10.                The following method will be used to determine each student’s grade in the                 course:

Exam I                                Grade

Exam II                                Grade

Exam III                                Grade

Exam IV                                Grade

HESI Exam                                Grade

Final                                Grade

Final                                Grade

Total/7=Grade

11. Students must have a 70% average or greater on exams in VNSG 1500 to

participate in VNSG 1261 clinical.

12. A minimum average of 75% in VNSG 1500 independent of all other

requirements, is necessary to pass the course.

13. A mandatory comprehensive standardized examination (REACH) is

administered at the end of the semester prior to the final exam and is

weighted equivalent to one unit exam. The cost of the exam is $24.00 and it is

the students responsibility to pay at the business office at least 24

hours prior to the test.

14. Letter grades are assigned as follows:

A        

90-100

B        

80– 89

C        

75 – 79

D        

60 – 74

F        

0-59

Final Exam Date May 16, 2011 - 8:00 AM
Campus Policies
Lamar State College - Port Arthur

Mission Statement

Lamar State College-Port Arthur is an open-access, comprehensive public two-year college offering quality instruction leading to associate degrees and a variety of certificates. The college, a member of The Texas State University System, has provided affordable, quality educational opportunities to residents of the Southeast Texas area since 1909.Lamar State College-Port Arthur embraces the premise that education is an ongoing process that enhances career potential, broadens intellectual horizons, and enriches life. The faculty, staff, and administration share a commitment to a mission characterized by student learning, diversity, and community service. The foundations for student success include compensatory education programs designed to fulfill our commitment to accommodate students with diverse goals and backgrounds, technical education programs that provide for the acquisition of the skills and demeanor necessary for initial and continued employment, and a core curriculum that develops the values and concepts that allow the student to make a meaningful contribution in the workplace or community. Student achievement is measured by the completion of courses and programs of study, successful performance following transfer to a baccalaureate program, and the attainment of individual goals.

Lamar State College-Port Arthur operates in the belief that all individuals should be:

* Treated with dignity and respect;

* Afforded equal opportunity to acquire a complete educational experience;

* Given an opportunity to discover and develop their special aptitudes and insights;

* Provided and opportunity to equip themselves for a fulfilling life and responsible citizenship in a world characterized by change.

 College Grading Scale

90-100A
80-89B
70-79C
60-69D
Below 59F

(Some specialized programs may have different grading scales)

 

 Academic Dishonesty

Academic dishonesty in any form will not be tolerated.  Please consult the student handbook for consequences of academic dishonesty.  These policies will be strictly enforced.

 

 Facility  Policies

        No food, drinks, or tobacco products are allowed in the classroom.

        Only students enrolled in the course are allowed in the classroom.

        Cell phones and/or pagers are allowed ONLY on vibrate mode. Leaving the classroom to answer a page or phone call may constitute an absence or a tardy.

 

 Special Considerations

         The American with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Special Populations Coordinator, Room 231, in the Madison Monroe Building. The phone number is (409) 984-6251.

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