524 Ron and Kathy Assaf College of Nursing Intellectual, Conceptual, Integrative, and Qualitative Abilities These abilities include measurement, calculation, reasoning, analysis, and synthesis. Problem-solving—a critical skill—requires all of these intellectual abilities. Candidates and students must have critical thinking ability sufficient for good clinical judgment. This is necessary to identify cause/effect relationships in clinical situations and to develop plans of care. In addition, candidates and students should be able to comprehend three-dimensional relationships and to understand the spatial relationships of structures. An individual is expected to be able to perform multiple tasks in a diverse, dynamic, highly competitive, and challenging learning environment. All individuals are expected to meet their program requirements on a level as determined by HPD administration or the applicable college/program administration. A student must have sufficient proficiency with English to retrieve information from texts and lectures and communicate concepts on written exams and patient charts; elicit patient backgrounds; describe patient changes in mood, activity, and posture; and coordinate patient care with all members of the health care team. A student must be able to communicate or provide communication in lay language so that patients and their families can understand the patient’s conditions, treatment options, and instructions. The student must be able to accurately enter information in the patient’s electronic health record, according to each program’s requirements. Motor Skills Candidates and students should have sufficient motor function to execute movements reasonably required to provide general care and emergency treatment to patients. Examples of emergency treatment reasonably required to some health care professionals are cardiopulmonary resuscitation (CPR), administration of intravenous medication, the application of pressure to stop bleeding, the opening of obstructed airways, and the ability to calibrate and use various pieces of equipment. Such actions require coordination of both gross and fine muscular movements, equilibrium, and functional use of the senses of touch and vision. Strength and Mobility Candidates and students must have sufficient mobility to attend to emergency codes and to perform such maneuvers as CPR when required. They must have the physical ability to move sufficiently from room to room and to maneuver in small places. Ron and Kathy Assaf College of Nursing students must have the ability to position and move patients. Hearing Candidates and students should have sufficient auditory ability to monitor and assess health needs. They must be able to hear information given by the patient in answer to inquiries; to hear cries for help; to hear features in an examination, such as the auscultatory sounds; and to monitor equipment. Vision Candidates and students must have visual ability sufficient for observation and assessment necessary in patient care. It must be consistent in many cases with being able to assess asymmetry, range of motion, and tissue texture changes. Ron and Kathy Assaf College of Nursing students must have adequate visual capabilities for proper evaluation and treatment integration. Students must be able to observe the patient and the patient’s responses, including body language and features of the examination and treatment, as well as interpret prescriptions and medical orders. Tactile/Sensory Students must have sufficient tactile ability for physical assessment. They must be able to perform palpation, functions of physical examination, and/or functions related to therapeutic intervention, including medication administration. Behavioral and Social Attributes Students must possess the emotional health required for full use of their intellectual abilities; the exercise of good judgment; the ability to take responsibility for their own actions—with respect to policies, protocols, and processes—with faculty and staff members, students, patients, patient surrogates, and administration during the student’s educational program; the prompt completion of all responsibilities attendant to the diagnosis and care of patients; and the development of mature, sensitive, and effective relationships with the patients. Students must be able to physically tolerate taxing workloads, adapt to changing environments, display flexibility, and learn to function in the face of uncertainties inherent in the clinical problems of many patients. Compassion, integrity, concern for others, interpersonal skills, interest, and motivation are all personal qualities that will be assessed during the education process.
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