Added 8/24/2020

The Department of Health Sciences has two Divisions; Allied Health and Arts and Sciences. The degrees offered within The Department are an Associate of Science in General Studies, Associate of Applied Science in Medical Assisting, a Medical Assisting Clinical Certificate, an Associate of Science in Cardiovascular and Diagnostic Medical Sonography, and a Bachelor of Science in Health Care Administration.

Purpose

The purpose of the Health Sciences is to support the mission, vision, and values of The Christ College by providing a course of study with a foundation in the liberal arts and sciences. Students will acquire a fundamental understanding of the relationship between the person, environment, and health. The Health Science graduate will be a life-long learner who models ethical behavior, integrity, and excellence. Earning a Health Science degree from The Christ College, graduates will be equipped to participate in the healthcare arena as caring professionals engaging in critical decision making, intellectual inquiry, and collaboration.

Philosophy

A person is a unique individual having intrinsic value. Each individual has diverse physical, emotional, social, developmental, and spiritual needs in varying degrees of fulfillment and deserves caring interventions. The person and environment are constantly interacting.

The environment includes all internal and external factors affecting and affected by the individual. A part of this dynamic environment is society, which consists of individuals, families, communities, and institutions. Any change in the environment may require varying degrees of adaptation. Health Sciences graduates engage in assessment of both the environment and people to identify opportunities to promote, maintain, or restore health.

Health is the dynamic process of balance and harmony within the person, including physical, mental, and social well-being. A person’s state of health is influenced by personal, societal, and cultural variables and may be affected by prevention and treatment strategies.

Framework

Horizontal Threads for Health Sciences

For the Health Sciences, person, environment, and health constitute horizontal threads, which are those integrated concepts presented early, strengthened through repeated exposure and application, and woven throughout the curriculum for Health Science programs.

Vertical Threads for Health Sciences

Caring, intellectual inquiry, ethical behavior, critical decision making, and collaboration comprise the vertical threads. These concepts and skills are arranged to build upon one another in alignment with a general sequence of learning. Scaffolded through the curriculum for Health Science programs, vertical threads guide the student’s progression toward proficiency.

Caring behaviors are nurturing, protective, compassionate, and person-centered. Caring creates an environment of hope and trust, where individual choices related to cultural values, beliefs, and lifestyle are respected.

Intellectual Inquiry is a persistent sense of curiosity that informs both learning and practice, which stimulates visionary thinking. Intellectual inquiry invites the exploration of possibilities, allowing for creativity and innovation.

Ethical Behaviors are characterized by conduct within legal, ethical, and regulatory frameworks; commitment to standards of professional practice; and accountability for one’s own actions.

Critical Decision Making encompasses the performance of accurate assessments, the use of multiple methods to access information, and the analysis and integration of knowledge and information to formulate evidence-based conclusions.

Collaboration is working together with open professional communication to plan, make decisions, set goals, and implement strategies. Collaboration requires consideration of need, priorities and preferences, available resources, shared accountability, and mutual respect.

Division of Allied Health Programs

The Division of Allied Health serves to educate health care professionals in the Bachelor of Science in Health Care Administration (HCA) program. Specific concentration tracks have been developed to assist a student with degree completion utilizing prior education. The concentration tracks for degree completion include Medical Assistant to HCA; Paramedic to HCA; Community Paramedic to HCA; Registered Nurse to HCA; Licensed Practical Nurse to HCA; BSN and BS in HCA dual degree, and Diagnostic Medical Sonography to HCA

The requirements for each degree program listed below are effective for those starting this degree program in fall 2022 through summer 2023. These requirements will remain in effect for students who do not break enrollment or who do not change degree programs.

Bachelor of Science in Health Care Administration

The Bachelor of Science in Healthcare Administration degree program provides a course of study that integrates concepts from liberal arts and sciences with a healthcare curriculum emphasizing academic excellence with opportunities for specialization. The promotion of critical decision-making skills, ethical behaviors, and intellectual inquiry along with a business focus prepares graduates with the foundational knowledge needed to enter a dynamic healthcare environment as collaborative, caring leaders. To assist in advocating for patients to achieve positive outcomes, graduates will possess a knowledge base of regulatory environments. The completion of the Bachelor of Science in Healthcare Administration degree program makes it possible for graduates to lead and manage healthcare staff and facilities.

Program Outcomes

1. Apply theoretical and empirical knowledge from the liberal arts and sciences and health sciences to collaborative, caring management approaches based on evidence.
2. Build collaborative teams that successfully address complex challenges to healthcare.
3. Demonstrate effective professional, ethical communication, utilizing a variety of modalities, to improve healthcare delivery.
4. Assess organizational processes to determine opportunities and methods for improvement.
5. Analyze the impact of health care policy and regulatory mandates on health care management.
6. Demonstrate leadership roles to manage healthcare organizations.

Graduation Requirements

• 120 Total credits
• 30 Hours of upper-division (300-400 level) courses
• 50% of major taken through TCC
• 30 Credits must be completed through TCC
• 2.0 Grade point average
• Grades of C or higher in all courses
• Submission of Graduation Application at beginning of final semester

Major Requirements

General Education Requirements

Required if student does not transfer at least 15 college credit hours

_Electives Natural Sciences, Technology, & Innovation* 12_

_Elective Arts, Humanities, Culture & Diversity* 6_

_Electives Social & Behavioral Sciences* 6_

_Concentration/Unrestricted Electives* 18-20_

*Choose from a list of approved courses on degree audit

Bachelor of Science in Health Care Administration Concentration Tracks

Students who hold certificates or degrees in the health care fields listed below are eligible to transfer a specific number of credits hours based upon their specific certificate/degree. Other certificates or degrees may also qualify. Please call the Admission Office at 513-585-2394 if your certificate or degree is not listed.

* In addition, General Education Requirements and Major Requirements may transfer based on prior courses completed at an accredited institution. A minimum of 30 Major Requirement credits must be completed at The College.

Bachelor of Science in Nursing and Health Care Administration Dual Degree

Edited 5/9/2017

BSN Major Requirements

HCA Major Requirements

HCA Internship

General Education Requirements

*Required if student does not transfer at least 24 college credit hours

Graduation Requirements

• 168 Total credits
• 50% of each major taken through TCC
• 2.0 Grade point average
• Grades of C or higher in all courses
• NCLEX Review Course Determined by The College
• Submission of Graduation Application at beginning of final semester

Medical Assisting Clinical Certificate (MACC)

The Medical Assisting Clinical Certificate provides a course of study with a foundation in biological science and back office clinical competencies, emphasizing academic excellence, professionalism, and clinical competence. The curriculum and competencies promote critical thinking skills used to support health care providers in an ambulatory setting, within a diverse workforce. Completion of the certification provides an opportunity to further educational aspirations as an Associate of Applied Science in Medical Assisting, Bachelors in Health Care Administration, or an Associates in General Studies. Completion of this program prepares the graduate to sit for national certification as a Medical Assistant.

Associate of Applied Science (AAS) in Medical Assisting

The Associate of Applied Science in Medical Assisting Degree program provides a course of study with a foundation in the Arts and Sciences emphasizing academic excellence, professionalism, and clinical competence. The promotion of critical thinking skills, professional behaviors, and self-directed learning prepares graduates as Medical Assistants to work collaboratively in dynamic ambulatory health care settings with a diversity of cultures. The completion of the Associate of Applied Science in Medical Assisting Degree makes it possible for graduates to take the Medical Assisting Certification examination and to pursue more advanced educational pathways.

Program Goals and Outcomes for AAS in Medical Assisting and MACC

Program Goals

1. To prepare competent entry-level Medical Assistant professionals in the cognitive (knowledge), psychomotor (skills), and affective (behavior) learning domains.
2. To maintain a Medical Assisting program consistent with the guidelines and standards of the Commission for Accreditation of Allied Health Education Programs (CAAHEP), with Ohio statutes and regulations for The Christ College. (Associates of Applied Science in Medical Assisting only)
3. To remain up-to-date and current with the changing healthcare industry.
4. To provide programs and resources for students, The College, and community to provide a program that meets the needs of healthcare and the communities that we serve.

Program Outcomes

1. Perform at competent entry-level medical assistants in the cognitive (knowledge), psychomotor (skills), and affective (behavior) learning domains.
2. Demonstrate professional communication while interacting with providers, staff, and patients.
3. Perform professional administrative and clinical skills in the delivery of quality patient care.
4. Maintain ethical and legal behavior within the scope of practice for Medical Assistants.
5. Discuss the value of lifelong learning and continuing education.

Graduation Requirements for AAS in Medical Assisting and MACC

Associate of Applied Science in Medical Assisting

• 60 Total credits
• 2.0 Grade point average
• Submission of Graduation Application at beginning of final semester
• Grades of C or higher in all courses
• 30 Credits must be completed through TCC

Major Requirements

General Education Requirements

*FS 102 required if the student does not transfer at least 15 college credit hours.

*Choose electives to lead to the minimum total of 60 hours required for graduation. Choose from a list of approved courses on the degree audit

Medical Assisting Clinical Certificate (MACC)

• 16 Total credits
• 2.0 Grade point average
• Submission of Graduation Application at beginning of final semester
• Grades of C or higher in all courses
• 16 Credits must be completed through TCC

Major Requirements

Associate of Science in Cardiovascular Sonography & Diagnostic Medical Sonography

Diagnostic Medical Sonography (DMS) is a multi-specialty profession comprised of abdominal sonography, breast sonography, cardiac sonography, obstetrics/gynecology sonography, pediatric sonography, phlebology sonography, vascular technology/sonography, and other emerging clinical areas. These diverse areas all use ultrasound as a primary technology in their daily work.

The Diagnostic Medical Sonographer is an individual who provides patient care services using ultrasound and related diagnostic procedures. The Diagnostic Medical Sonographer must be educationally prepared and clinically competent as a prerequisite to professional practice. Demonstration and maintenance of competency through certification by a nationally recognized sonography credentialing organization is the standard of practice in sonography, and maintenance of certification in all areas of practice is endorsed.

The Diagnostic Medical Sonographer:

• Functions as a delegated agent of the physician; and

• does not practice independently.

Diagnostic Medical Sonographers are committed to enhanced patient care and continuous quality improvement that increases knowledge and technical competence. Diagnostic Medical Sonographers use independent, professional, ethical judgment, and critical thinking to safely perform diagnostic sonographic procedures.

Diagnostic Medical Sonographer Credentialing

A Diagnostic Medical Sonographer must be competent in any sonographic procedure they perform. Certification by a sonography credentialing organization that is accredited by National Commission of Certifying Agencies (NCCA) or the American National Standards Institute - International Organization for Standardization (ANSI – ISO) represents “standard of practice” in diagnostic sonography.

Despite the commonality of ultrasound technology across the field of sonography, the bodies of knowledge, technical skills, and competencies of sonographers in different areas of sonography specialization are markedly different. If performing procedures in any of the following primary areas of sonography specialization, a Diagnostic Medical Sonographer must demonstrate competence in the specialty area(s) through appropriate education, training, and certification:

1. Abdominal Sonography

2. Obstetrical/Gynecological Sonography

3. Cardiac Sonography

4. Vascular Technology/Sonography

If the Diagnostic Medical Sonographer specializes or regularly performs procedures in secondary area(s) of specialization (e.g., breast sonography, fetal cardiac sonography, musculoskeletal sonography, pediatric sonography, phlebology sonography, etc.), the Diagnostic Medical Sonographer should demonstrate competence through certification in the area(s) of practice by a nationally recognized sonography credentialing organization. Employers and accrediting organizations should require maintenance of Diagnostic Medical Sonographer certification in all areas of practice.

Graduates of the DMSC program at The Christ College are eligible to become certified in Cardiac Sonography and Vascular Technology/Sonography.

Major Requirements

Division of Arts and Sciences

Updated 4/16/2018

Through engaging students in the Arts and Sciences, the purpose of the Division of Arts and Sciences is to build upon the intellectual, social, and emotional foundation of students by developing a commitment to life-long learning, increasing their social and global consciousness, and their academic and professional competencies, and building on their understanding of what it means to be a knowledgeable and responsible citizen.

The Division of Arts and Sciences delivers the core general education requirements for college and academic programs.

Students completing the Arts and Sciences experience will be able to:

• Apply an expanded knowledge base within one’s chosen profession with the disposition to engage in life-long learning.
• Demonstrate responsible engagement with social-political-cultural issues of local, regional, or global significance.
• Demonstrate academic and professional competency in written and oral communication.
• Demonstrate academic and professional competency within the sciences.
• Engage in intellectual inquiry and critical thinking by identifying assumptions, making inferences, marshaling evidence, and giving a coherent account of reasoning.

Philosophy

The Arts and Sciences curriculum at The Christ College serves to develop within students certain intellectual and cognitive capacities, habits of mind and character, values, moral awareness, integrative abilities in connecting bodies of knowledge, and qualities necessary for productive citizenship in an open and vibrant democracy.

Intellectual and Cognitive Capacities

The Arts and Sciences curriculum is geared to develop in students the capacities for critical thinking, productive and open dialogue, the ability to proactively solve problems and embrace the challenges of the world around them, and a strong internal focus of control so they are creators, not victims of circumstance or fortune.

Habits

The Arts and Sciences curriculum aims to develop habits of diligence, working smart, seeking knowledge, asking and answering questions, and life-long learning. The Arts and Sciences faculty strive to foster study skills, analytical tools for engaging technology in learning, an appreciation for a variety of learning environments and teaching styles, responsibility for students’ own education, habits of collaborative learning and action, and habits of self-reflection and assessment.

Connecting and Integrating

The Arts and Sciences curriculum is designed to enable students to connect and integrate knowledge among the arts and sciences and the health sciences, in the belief that together the arts and sciences provide comprehensive insight into our world and the human condition.

Values and Moral Development

The Arts and Sciences faculty believe education entails moral development and the examination of values, including the development of integrity, the ability to work with others, and to both generously consider and critically examine the thoughts, goals, and values of others as well as one’s own.

Citizenship

The Arts and Sciences faculty believe that becoming keenly aware of and exercising their own intellectual capacities and developing their interests in the subject matter of the arts and sciences enables individuals to live fuller and more fulfilled human lives. Moreover, the development of these capacities and habits are also crucial to producing well-informed and capable citizens who can participate productively in a liberal democracy, with openness and awareness of others outside one’s own world, with an understanding of the past in order to build a fair, opportune, and sustainable future, and with an appreciation of how small our world is and how, through its interconnections, local action affects the global environment.

Program of Study

The requirements for each degree program listed below are effective for those starting this degree program in fall 2022. These requirements will remain in effect for students who do not break enrollment or who do not change degree programs.

Associate of Science General Studies

Added 11/15/2016

The Associate of Science degree is intended for students planning to attend a college or university to obtain a bachelor’s degree in a science major or who wish to obtain a 2-year associate degree. The Associate of Science Degree requires a minimum of 60 credits. Students may transfer in general education courses or select Arts and Sciences courses at The College to meet the criteria. Students must complete a minimum of 30 credits at TCC.

Program Outcomes

Updated 4/16/2018

1. Apply an expanded knowledge base within one’s chosen profession with the disposition to engage in life-long learning.
2. Demonstrate responsible engagement with social-political-cultural issues of local, regional, or global significance.
3. Demonstrate academic and professional competency in written and oral communication.
4. Demonstrate academic and professional competency within the sciences.
5. Engage in intellectual inquiry and critical thinking by identifying assumptions, making inferences, marshaling evidence, and giving a coherent account of reasoning.

Graduation Requirements

General Education Requirements

Oral & Written Communication (9 credit hours)

• ENG 101 English Composition (3 credits)
• Oral & Written Communication Electives* (6 credits)

Math & Data Analysis (6 credit hours)

• MAT 105 College Algebra (3 credits)
• STAT 201 Statistics (3 credits)

Natural Sciences, Technology, & Innovation (12 credit hours)

• Natural Science, Technology, & Innovation Electives* (12 credits)

Arts, Humanities, Culture & Diversity (3 credit hours)

• Arts, Humanities, Culture & Diversity Elective* (3 credits)

Social & Behavioral Sciences (6 credit hours)

• Social & Behavioral Sciences Electives* (6 credits)

First Year Experience (2 credit hours)

• FS 102 Foundations for Success (2 credits)

Required if student does not transfer at least 15 college credit hours

Unrestricted/Free Elective (22-24 credit hours)*

Choose electives to lead to the minimum total of 60 hours required for graduation. *Choose from approved courses listed on degree audit

• 60 Total credits
• 2.0 Grade point average
• Submission of Graduation Application at beginning of final semester
• Grades of C or higher in all courses
• 30 Credits must be completed through TCC

The purpose of the Department of Nursing is to support the mission, vision, and values of The Christ College by providing a course of study with a foundation in the Arts and Sciences. Graduates who earn a nursing degree from The Christ College will be caring, professional nurses engaging in critical thinking, intellectual inquiry, and collaboration. Leadership provided by the graduate will promote high quality care for a dynamic, diverse society in any setting. To assist in advocating for patients to achieve positive outcomes, graduates will possess a knowledge base of regulatory environments and healthcare informatics. The nursing graduate from The Christ College will be a life-long learner who models integrity and excellence in professional nursing practice.

Philosophy

The faculty within the nursing department at The Christ College believe that:

1. A person is a unique individual having intrinsic value. Each individual has diverse physical, emotional, social, developmental, and spiritual needs in varying degrees of fulfillment and deserves caring interventions. The person and environment are constantly interacting.
2. The environment includes all internal and external factors affecting and affected by the individual. A part of this dynamic environment is society, which consists of individuals, families, communities. Any change in the environment may require varying degrees of adaptation. Ongoing assessment by the nurse identifies a person’s adaptive efforts to promote, maintain, or restore health.
3. Health is the dynamic process of balance and harmony within the person. A person’s state of health may be influenced by personal, societal, and cultural variables and altered by primary, secondary, or tertiary prevention strategies. A person’s position on the health continuum may require nursing intervention.
4. Nursing is a caring profession concerned with the patient’s responses to health and illness. Nursing is an integral component of the healthcare system. Nurses function collaboratively to address the diverse healthcare needs of patients. Nurses are providers and managers of care and members within the discipline of nursing.
5. Nursing practice integrates knowledge from the biological, social, and behavioral sciences with nursing theories, research/evidence, and clinical experience. The application of knowledge, as well as the therapeutic use of self through effective communication and intervention is fundamental to nursing.
6. The nursing process is a comprehensive clinical decision-making strategy. It serves as a framework for providing and managing competent evidence-based care to promote, maintain, or restore the patient’s optimal level of health. This includes support of a dignified death.
7. Accountability and responsibility are hallmarks of a wide range of professional behaviors requisite to the discipline of nursing. Nurses are accountable to patients, society, and the nursing profession for providing high standards of care and upholding legal and ethical principles. Nurses are responsible for continuing professional development.
8. In nursing, the collaborative processes of teaching and learning take place between the teacher and student. Learning is a goal-oriented, integrative process enhanced by individual inquiry, motivation, and self-direction. Learning is facilitated when faculty creates a cooperative, supportive learning environment, encourages knowledge and skill expansion, and guides students in developing competencies. The achievement of desired changes in knowledge, attitudes, skill and behaviors determines the effectiveness of this collaborative effort.

Framework

Horizontal Threads

Integrated concepts presented at various stages in the curriculum, strengthened through repeated exposure and application and woven throughout the curriculum. For the Department of Nursing, person, environment, health, and nursing constitute the horizontal threads of the nursing curriculum and are defined in the Philosophy of the Nursing Programs.

Vertical Threads (with Curricular Concepts in Italics)

Sequential concepts spanning the nursing program, progressive in complexity and increasing in depth throughout the program. For the Department of Nursing, the following concepts and definitions constitute the vertical threads of the nursing curriculum. The vertical threads are not intended to be viewed as solitary concepts. Rather, the concepts are intended to reflect the progressive educational development of the student in acquiring the knowledge, skills, behaviors, and clinical reasoning requisite to the profession.

1. Caring Interventions: Caring interventions are those nursing behaviors and actions that assist patients in meeting their needs. Caring interventions are based on a knowledge and understanding of the natural sciences, behavioral sciences, nursing theory, nursing research, and past nursing experiences. Caring is the “being with” and “doing for” that assist patients to achieve the desired results. Caring behaviors are nurturing, protective, compassionate, and person-centered. Caring creates an environment of hope and trust, where patient choices related to cultural values, beliefs, and lifestyle are respected. Caring interventions imply implementation of prevention strategies. (Caring, Quality)
2. Assessment: Assessment is the collection, analysis, and synthesis of relevant data for the purpose of appraising the patient’s health status. Comprehensive assessment provides a holistic view of the patient which includes dimensions of physical, developmental, emotional, psychosocial, cultural, spiritual, and functional status. Assessment involves the orderly collection of information from multiple sources to establish a foundation for provision of nursing care and includes identification of available resources to meet patient needs. Initial assessment provides a baseline for future comparisons that can be made in order to individualize patient care. Ongoing assessment and reassessment are required to ensure quality and safety in patient care while meeting the patient’s changing needs. (Nursing Process, Evidence-based Practice, Informatics, Communication, NCLEX Success)
3. Clinical Decision Making: Clinical decision-making encompasses the performance of accurate assessments, the use of multiple methods to access information, and the analysis and integration of knowledge and information to formulate clinical judgments. Effective clinical decision-making results in finding solutions, individualizing care, and assuring the delivery of accurate, safe care that moves the patient and support person(s) toward positive outcomes. Evidence-based practice and the use of critical thinking/clinical reasoning provide the foundation for appropriate clinical decision making. (Nursing Process, NCLEX Success, Clinical Judgment, Quality, Evidence-based Practice)
4. Managing Care: Managing care is the efficient, effective use of human, physical, financial, and technological resources to meet patient needs and support organizational outcomes. Effective management is accomplished through the processes of planning, organizing, directing, and controlling. The nurse, in collaboration with the healthcare team, uses these processes to assist the patient to move toward positive outcomes in a cost-efficient manner, to transition within and across healthcare settings, and to access resources. (Nursing Process, NCLEX Success, Quality, Evidence-based Practice, Informatics, Leadership, Collaboration, Healthcare Economics)
5. Collaboration: Collaboration is the shared planning, decision making, problem solving, goal setting, and assumption of responsibilities by those who work together cooperatively, with open professional communication. Collaboration occurs with the patient, significant support person(s), peers, other members of the healthcare team, and community agencies. The nurse participates in the team approach to holistic, patient-centered care across healthcare settings. The nurse functions as advocate, liaison, coordinator, and colleague as participants work together to meet patient needs and move the patient toward positive outcomes. Collaboration requires consideration of patient needs, priorities and preferences, available resources and services, shared accountability, and mutual respect. (Collaboration, Care Coordination, Nursing Process, Professionalism, Quality, Leadership, Healthcare Economics)
6. Communication: Communication in nursing is an interactive process through which there is an exchange of information that may occur verbally, non-verbally, in writing, or through information technology. Those who may be included in this process are the nurse, patient, significant support person(s), other members of the healthcare team, and community agencies. Effective communication demonstrates caring, compassion, and cultural awareness, and is directed toward promoting positive outcomes and establishing a trusting relationship. Therapeutic communication is an interactive verbal and non-verbal process between the nurse and patient that assists the patient to cope with change, develop more satisfying interpersonal relationships, and integrate new knowledge and skills. (Communication, Collaboration, Caring, Nursing Process, Professionalism, Evidence-based Practice, Informatics)
7. Professional Behaviors: Professional behaviors within nursing practice are characterized by a commitment to the profession of nursing. The graduate of a nursing program adheres to standards of professional practice, is accountable for their own actions and behaviors, and practices nursing within legal, ethical, and regulatory frameworks. Professional behaviors also include a concern for others, as demonstrated by caring, valuing the profession of nursing, and participating in ongoing professional development. (Ethics, Professionalism, Quality, Evidence-based Practice, Informatics, Healthcare Policy, Healthcare Law)
8. Teaching and Learning: Teaching and learning processes are used to promote and maintain health and reduce risks, and are implemented in collaboration with the patient, significant support person(s) and other members of the healthcare team. Teaching encompasses the provision of health education to promote and facilitate informed decision making, achieve positive outcomes, and support self-care activities. Integral components of the teaching process include the transmission of information, evaluation of the response to teaching, and modification of teaching based on identified responses. Learning involves the assimilation of information to expand knowledge and change behavior. (Patient Education, Health Promotion, Nursing Process, Professionalism, Quality, Evidence-based Practice, Informatics)

Human Needs (with Curricular Concepts in Italics)

1.Biological

Oxygenation: Ability to transport air to the lungs and provide life-sustaining oxygen to cells (Acid/Base Balance, Cellular Respiration, Gas Exchange. Perfusion)

Circulation: Ability to transport oxygen and nutrients to cells (Fluid and Electrolyte Balance, Immunity, Inflammation, Clotting, Homeostasis, Metabolism, Perfusion)

Nutrition: All the processes involved in taking in and utilization of nutrients (Nutrition, Metabolism, Functional Ability, Sensory Perception, Glucose Regulation, Caregiving, Palliation, Aging)

Fluid and Electrolyte Balance: Ability to maintain the volume and distribution of body fluids and solutes (Fluid and Electrolyte Balance, Acid/Base Balance)

Elimination: Ability to excrete waste products (Elimination, Functional Ability, Aging)

Hygiene/Skin Integrity: Practices that are conducive to preservation of health and maintenance of unbroken and healthy skin (Mobility, Tissue Integrity, Sensory Perception, Glucose Regulation, Elimination)

Sensory/Comfort and Regulation: Ability to perceive, integrate, control, and respond to internal and external cues (Sensory Perception, Pain, Thermoregulation, Intracranial Regulation, Cellular Regulation, Stress, Infection, Safety, Functional Ability)

Cognition: Mental processes needed for knowing, learning, and understanding (Cognition, Motivation, Adherence)

Activity: Ability to engage in body movement (Functional Ability, Mobility, Aging)

Safety/Protection: Ability to be protected from actual or potential harm (Safety)

Biophysical Development: Orderly and predictable process of growth and differentiation (Development, Culture, Sexuality, Reproduction)

2. Psychosocial/Spiritual

Mental Health: Ability to cope with or make the best of changing stresses or stimuli (Anxiety, Coping, Mood & Affect. Addiction, Interpersonal Violence, Psychosis, Aging; Caregiving, Palliation)

Sexuality: The sum of physical, functional, and psychological attributes that are expressed by one’s gender identity and sexual behavior (Sexuality, Reproduction, Development, Aging)

Developmental Tasks: Ability to achieve psychosocial or cognitive skills at certain periods in life (Development, Cognition, Motivation, Adherence)

Social/Cultural Interaction: Ability to engage in shared values, beliefs, and practices of a particular group of people (Culture, Ethics, Caring, Family Dynamics)

Spirituality/Religion: Essence of a person’s being and beliefs about the meaning of life (Spirituality; Palliation)

Programs of Study

The requirements for each degree program listed below are effective for those starting the program’s core courses in 2019. These requirements will remain in effect for students who do not break enrollment or who do not change degree programs.

Bachelor of Science in Nursing Programs (BSN, ABSN, RN-BSN)

Program Outcomes:

1. Apply appropriate evidence to improve healthcare outcomes.
2. Utilize healthcare informatics safely and accurately in the delivery of quality care.
3. Employ critical thinking and clinical reasoning to care for diverse populations.
4. Lead the healthcare team in solving contemporary issues to improve patient outcomes.
5. Collaborate with the inter-professional healthcare team to ensure quality and safety.
6. Demonstrate professionalism in the nursing role.
7. Apply an understanding of health policy and regulatory environments in patient care.
8. Pursue life-long learning and service to meet the needs of a dynamic society.

Pre-licensure Bachelor of Science in Nursing Program Description (BSN & ABSN)

The Bachelor of Science in Nursing programs provide a course of study that has its foundation in the Arts and Sciences and is an innovative nursing curriculum emphasizing academic excellence and professional leadership through clinical immersion. A distinctive concept-based curriculum integrating service learning prepares students to address the healthcare needs of diverse global communities by promoting population health. Graduates of this program will utilize evidence to promote health and wellness through caring and collaborative strategies incorporating knowledge of regulatory environments, healthcare informatics, and quality improvement. A culture of robust intellectual inquiry will prepare graduates to take the NCLEX-RN licensing examination and to pursue life-long learning.

Traditional Bachelor of Science in Nursing

BSN Graduation Requirements

Updated 5/3/2018

• 121 Total credits
• 50% of coursework taken through TCC
• 2.0 Grade point average
• Grades of C or higher in all courses
• NCLEX Review Course Determined by The College
• Submission of Graduation Application at beginning of final semester

General Education Requirements

*Choose from a list of approved courses on degree audit

Accelerated Bachelor of Science in Nursing

ABSN Graduation Requirements

Updated 5/3/2018

• 70 Total credits
• 100% of nursing coursework taken through TCC
• 2.0 Grade point average
• Grades of C or higher in all courses
• NCLEX Review Course Determined by The College
• Submission of Graduation Application at beginning of final semester

Major Requirements

General Education Pre-Requisites Completed Prior to Starting Nursing Coursework:

Updated 12/9/2021

*The listed pre-requisites are effective for individuals entering the 16-month clinical ABSN program in the Fall of 2022 or after. Spring 2022 or prior clinical starts will fall under the previous admissions criteria, which also required Lifespan (PSY 110) and Nutrition (BIO 180) as prerequisite courses.

Registered Nurse to Bachelor of Science in Nursing

Updated 9/20/2019

The RN-BSN Program is a completion degree program which builds on a foundation of previous nursing education at the associate degree and diploma levels. The RN-BSN course of study integrates Arts and Sciences with nursing science and theory to promote the advancement of professional nursing practice. The program provides a quality contemporary curriculum emphasizing academic excellence related to current trends and issues in healthcare. Graduates of the RN-BSN program are prepared for leadership roles, career enhancement, and life-long learning to improve healthcare outcomes in a dynamic healthcare environment.

Program Outcomes:

A graduate of the RN-Bachelor of Science in Nursing Degree program at TCC will be able to:

1. Apply appropriate evidence to improve healthcare outcomes.
2. Utilize healthcare informatics safely and accurately in the delivery of quality care.
3. Employ critical thinking and clinical reasoning to care for diverse populations.
4. Lead the healthcare team in solving contemporary issues to improve patient outcomes.
5. Collaborate with the interprofessional healthcare team to ensure quality and safety.
6. Demonstrate professionalism in the nursing role.
7. Apply an understanding of health policy and regulatory environments in patient care.
8. Pursue life-long learning and service to meet the needs of a dynamic society.

Graduation Requirements

• 120 Total credits
• Grades of C or higher in all courses
• Minimum 36 General Education credits Submission of Graduation Application at beginning of final semester
• Major Requirements
• General Education Requirements

*A student may complete approved courses listed on degree audit at TCC if the student does not have transfer credit meeting the requirement.

Major Requirements

41 credit hours awarded for RN licensure

General Education Requirements

*A student may complete approved courses listed on degree audit at TCC if the student does not have transfer credit meeting the requirement.

General Notice

The Christ College reserves the right to alter or discontinue any of its programs, fees, policies, or services, and to change any provision or policy in the interest of The College or its students at any point in time. The College also reserves the right to cancel courses and course sections, even after registration has taken place, if there is low enrollment, a qualified faculty person or clinical site is unavailable, , or if other extenuating circumstances occur. Every effort will be made to place students in other sections of the same course, if possible.

As a matter of policy, students at The Christ College are bound by the curriculum in effect. Once accepted, all students without transfer credit exemption status for previously completed college courses must follow the pre-arranged College course schedules. The Christ College may terminate at any time the enrollment of a student whose scholastic standing, performance, health, aptitude, or social conduct does not meet the requirements of The Christ College.

Curricular changes are to be expected in response to rapidly changing regulatory, educational, and/or healthcare environmental factors.

Academic Integrity and Honesty

Updated 3/29/2016In an effort to remain faithful to The College’s core values, especially those of integrity and excellence, it is the expectation that all members of The College community make ongoing efforts to be people of integrity in all learning modalities including classroom, clinical, laboratory, simulation, and online learning so that a culture of integrity can pervade the institution. Academic integrity can be understood as the consistency between the promises that we make and the words that we speak and the actions that we perform.

For more information, please click here to visit the Compliance Bridge Policy Portal and search Academic Integrity and Honesty.

Academic Freedom and Responsibility

Updated 9/18/2017

Academic freedom provides extensive protection for inquiry and speech while recognizing the correlative responsibility to adhere to standards of professional conduct and performance, duty to the institution, and respect for the dignity of colleagues, students and other members of The College’s community are met.

For more information, please click here to visit the Compliance Bridge Policy Portal and search Academic Freedom and Responsibility.

Distance Education

Updated 5/22/2017; 10/15/2016

Online learning or distance education supports the mission of The Christ College to expand the offerings of courses and programs that prepare individuals for the delivery of healthcare and opportunities for life-long learning. Distance education maximizes student access to courses through an electronic-based delivery system, Blackboard Learning Management System.

For more information, please click here to visit the Compliance Bridge Policy Portal and search Verification of Student Identity in Distance Education.

Definitions for Delivery Modalities

Edited 10/5/2016

Based on best practices in higher education, and in compliance with federal law and the policies of accrediting agencies, the following definitions are offered to provide clarity about the various delivery modalities used in The College.

Face-to-face: The majority of instructional time is in the classroom but may include up to 50% of online instructional time.

Hybrid: Between 50% and 75% of the instructional time for this course will be online.

Online: Between 75% and 100% of the instructional time for this course will be online. Some face-to-face instruction might be required.

NOTE: Faculty members are permitted to use a variety of delivery modalities and learning activities, including, but not limited to, online delivery, field work, off-site activities, and clinical work. Students should always refer to the syllabus for each course for an explanation of the manner in which a course will be delivered. All syllabi are posted on Blackboard one week prior to the beginning of the semester.

Reference: Ohio Department of Higher Education, Supplement (March 2010). Online Delivery.

Obtained by contacting http://www.ohiohighered.org/academic-program-approval.

Placement Assessments

Placement assessments may be used by The College to determine a student’s academic readiness to engage in coursework necessary for completion of their chosen academic program.

Detailed information pertaining to placement assessments will be provided to students. Students will be required to complete those placement tests that are consistent with the policies in effect at the time of admission to The College. Such placement tests might vary from program to program. Previous placement test results from other schools will not be accepted.

A fee for administering examinations may be assessed.

Based on placement assessment results, students may be required to enroll in identified coursework or other defined remediation.

Placement assessment results and remediation procedures (coursework or tutorials) will be discussed with the student prior to enrollment in their first semester at The College.

Prerequisite Course General Statement

Updated 10/20/2022

1. Students are expected to take College courses no later than the term they are prescribed. Students are strongly encouraged to refer to program curriculum plans as well as consult with their Academic Advisor.
2. Students should work with their Advisor to determine when courses are offered so as to properly plan their academic curriculum. It is the student’s responsibility to ensure they understand the course of study once they begin their studies. The College does not assume responsibility for a student who fails to properly register for required courses.
3. Program-specific policies may require prerequisites for progression. See Program specific handbook.
4. IMPORTANT: The Chief Academic Officer or designee must approve any deviations from the schedule.
5. For additional information on prerequisites and co-requisites, refer to curriculum and course descriptions in this Catalog, in the Course Catalog, and in Program Handbooks.

Course Cancellation Notification

The College values quality education while maintaining fiscal responsibility. In order to be financially accountable, course sections with low enrollment will be cancelled and course sections that are not at enrollment capacity will be combined.

Time to Degree for Matriculated Students

Refer to specific Program Handbooks for “Time to Degree” timelines.

Dual Degrees

Added 8/17/2017

Students may earn more than one undergraduate degree concurrently from The College. A student who completes all requirements for two or more different degrees will be awarded multiple degrees and will receive multiple diplomas. Students pursuing multiple degrees must follow the stipulations described below:

Second Associate Degree Concurrently

• Earn a minimum of 15 credit hours in residence unique to each program.
• Meet all degree requirements for both degree programs.
• Associate and Bachelor’s Degree Concurrently
• Earn a minimum of 136 credit hours, including a minimum of 76 credit hours in residence.
• Meet all degree requirements for both degree programs.

Second Bachelor’s Degree Concurrently

• Earn a minimum of 164 credit hours, including a minimum of 50% of credit hours for each major in residence.
• Meet all degree requirements for both degree programs.

In order to declare a second major, a student should meet with his/her Advisor and complete the Dual Degree Declaration Form. The Advisor will then send the form to the Registrar.

Classroom Grading

Updated 2/10/2017; 8/29/2022

To successfully complete any course at The Christ College, a grade of at least a “C” (2.0) or higher must be achieved. Please note a grade of “D” or lower constitutes a failing grade in either nursing or general education coursework, as does a WF. Assignment of a letter grade constitutes completion of the course and enrollment in the course for the entire period. Students should refer to syllabi for course grading scales.

For more information about letter grades, grade point average, term and cumulative averages, incomplete courses, and non-attendance failures, please click here to visit the Compliance Bridge Policy Portal and search Assignment of Grades.

For more information about the assignment and definition of credit hours, please click here to visit the Compliance Bridge Policy Portal and search Credit Hour.

Academic Standing

Edited 8/29/2022

Academic standing indicates the student’s current progress toward completion of their program.
The purpose of specifying the student’s academic standing is to alert them and their program as early as possible to any problem that may negatively impact their academic progress.

For more information about academic standing, including information about probation and dismissal, please click here to visit the Compliance Bridge Policy Portal and search Academic Standing.

Dean’s List of Honors

1. All full-time students (12 semester credit hours) are eligible for Dean’s List of Honors.
2. At the end of each semester, both the semester and cumulative GPA will be calculated.
3. Students with a semester average of 3.50-4.00 receive Deans List of Honors.
4. The Dean’s List of Honors designation is separate from Latin honors at graduation.

Dean’s List of Honors will be noted on official transcripts for the semester the honor was awarded.

Course Progress Notification

Updated 10/20/2022

Course Progress Notifications are designed to alert students if they are in danger of failing a course. The system provides the opportunity for the student and professor to collaborate in order to determine appropriate interventions for the student, engaging the student’s Advisor as a resource.

Students in danger of failing a course by week three of a 7.5-week semester or week seven of a 15-week semester will receive an email from their Professor requesting to identify challenges and discuss actions for moving forward. The student’s Academic Advisor will also be notified and can serve as a resource for non-academic related obstacles that may be preventing success. Students should communicate with their Professor and Advisor following the CPN so these support persons can help identifyneeded resources

Attendance Expectations

Updated 7/26/2017; Edited 8/29/2022

A primary objective of The College is the demonstration of student accountability through responsible self-directed behaviors. Consistent attendance offers the most effective opportunity for students to gain command of the concepts and material. Daily attendance, prompt arrival, demonstration of a positive attitude of respect, and cooperation are expected. Classroom attendance is also expected. Individual course faculty may establish course policies that consider attendance as a factor in determining course grades. Please refer to Program Handbooks and course syllabi for specific attendance policies.

Any student who does not participate in at least one academic activity by the first Friday of the course by 11:59pm will be reported as a ‘no-show’ to the Registrar’s Office. The student will be dropped from the course. Academic activities in a hybrid nursing course include face-to-face class meetings, posting in a graded discussion board or blog. Emails to course faculty to ask questions are not considered academic activities for attendance purposes.

For more information about dropping a course of being dropped as a “no show”, please click here to visit the Compliance Bridge Policy Portal and search Withdraw, Drop Refund Policy.

Non-Continuous Enrollment

Updated 1/15/2016; 5/8/2017; 8/29/2022

A student who needs to take one (1) semester off from the scheduled coursework outlined in his/her education plan will be considered on Non-Continuous Enrollment (NCE). Non-continuously enrolled students may take no more than one (1) semester off from scheduled coursework unless approved by the Dean of Student Affairs, and return to classes will be contingent upon the space available.

Notes: A student must have had at least one grade issued at The College to be eligible for non-continuous enrollment. If a student withdraws from coursework after the drop/add date (and has therefore been assigned a grade), non-continuous enrollment will begin in the following semester of scheduled coursework. If a student needs to take an extended period of time off for medical or catastrophic reasons, s/he should reference the Leave of Absence Policy.

Process:

1. Any student who seeks non-continuous enrollment status must first speak with her/her Academic Advisor by booking an appointment here.
2. If a student is eligible for non-continuous enrollment, the Academic Advisor must complete the following:
   1. Send Registration Activity form from DocuSign to drop classes if student is already registered

i. Please (1) indicate in notes that student seeks non-continuous enrollment status and (2) include the reason (from list of reasons)

ii. If a student is not currently registered for classes, (1) send an email to Registrar@thechristcollege.edu to request NCE and (2) include the reason (from list of reasons)

2. Update student’s education plan
3. Discuss with the student a plan to return and discuss what can be done in preparation for return

i. Book Tutoring appointments

ii. Utilize Impact Student Life Assistance

iii. Remind students to continue to check college email account

2. Update student’s Anticipated Graduation Date
3. A non-continuously enrolled student will be contacted by his/her Academic Advisor no later than eight (8) weeks prior to the start of the semester in which s/he plans to return to classes.
4. A student on non-continuous enrollment will be connected to the Student Clinical Placement Coordinator by Academic Advisor eight (8) weeks prior to his/her return to complete any outstanding health or enrollment requirements.
5. Any student who fails to return from non-continuous enrollment or communicate with his/her Academic Advisor will be automatically withdrawn from the College on the first day of the semester in which s/he is scheduled to return, and s/he must reapply to return to the College in a future semester.
6. Non-Continuous Enrollment extensions beyond one semester must be approved by the Dean of Student Affairs.
   1. Students who request an extension should be made aware of the Returning from Leave of Absence or Non-Continuous Enrollment guidance in the program handbooks

i. TCCNHS Nursing Program Handbook (thechristcollege.edu) – ABSN

ii. TCCNHS Nursing Program Handbook (thechristcollege.edu) – BSN

iii. TCCNHS Nursing Program Handbook (thechristcollege.edu) – RN-BSN

iv. Note: HCA, Sonography and MA programs don’t have Returning from Leave of Absence or Non-continuous Enrollment guidance. In these programs, students should be made aware of course offerings, where possible.

Illness in the Classroom, Lab and Clinical Settings

Medical Emergency Situation

A. For an emergency health need during scheduled nursing classes or in a clinical facility without emergency department services, the faculty/clinical instructor, or designee (i.e., preceptor) will either contact the Emergency Medical System (911) to summon emergency assistance for the student, or follow policy for emergencies as outlined in the College Catalog.

B. For an emergency health need during scheduled clinical time in a clinical facility with emergency department services, the faculty/clinical instructor, or designee will assist in transporting the student to the emergency department.

C. The student is responsible for payment of emergency services and any treatment incurred.

Medical Nonemergency Situation in the Classroom, Lab Setting and Clinical Setting

A. Students with a nonemergency health need during class, lab or clinical time must self-identify to the faculty, clinical instructor or designee the nature of the health need. The faculty, clinical instructor, or designee (i.e., preceptor) will determine if the student can continue with learning activities.

B. When the student is released from class, lab or clinical, the faculty, clinical instructor, or designee (i.e. preceptor) will assist the student in arranging transportation from the facility if needed.

C. This may count as an absence according to the classroom and clinical attendance policies.

Cadaver and Dissection Guidelines

Added 3/17/2016; Edited 8/29/2022

The following guidelines are established for the safe dissection of animal hearts and animal tissues along with fresh and embalmed human cadavers. Proper handling, cleaning and disinfection practices are necessary to reduce risks of transmission. The dissection and examination of the tissues are for educational and training purposes only.

A donated human cadaver represents one of the most valuable teaching tools for the study of human anatomy.

• Students are required to treat the cadavers with the respect and consideration due to a living person. The cadavers are to be referred to by their sex or tag number ONLY.

• No signs of disrespect for the cadaver will be tolerated by any of the faculty.

• Disrespectful behavior could result in dismissal from the course and/or the college.

• NO outside visitors or guests are allowed into the lab at any time under any circumstances to view the cadaver.

• Students will gain access to the cadaver only in the presence of, or through the direction of, faculty members.

• NO photography of any kind is allowed.

• Because of this, **no photography or video equipment **– including cell phones – of any kind are allowed in the laboratory. Cell phones should be turned off and stored in a bag as students enter the laboratory. Failure to comply with this rule can create legal problems for both the student and The College and will not be tolerated. Failure to comply may result in dismissal from the course and/or The College.

• Although the cadavers have been dissected prior to the laboratory session, it is the student’s responsibility to maintain the condition of the cadaver during the lab sessions. This includes handling labels with care and using the wetting solution provided to keep the cadavers moist.

• Students should wear gloves at all times when handling the cadavers and dispose of gloves properly. Hands are to be washed/disinfected after gloves are removed. Other personal protective equipment, such as impervious gowns and face protection, is available for use.

• Cadaveric material should NOT leave the lab under any circumstance. This includes both solid tissue and fluid waste. All sharps and other contaminated disposable equipment is to be discarded in sharps containers.

• Waste material should NEVER be placed down drains or thrown into common trash.

• If a student is pregnant or intends to become pregnant during the semester, the student must contact either the professor of the course or the Dean of Student Affairs for general education and instructional support services as soon as possible.

• Environmental Services (513-585-3031) is to be contacted to both deliver and pick-up the biohazard container for proper disposal of tissues.

Final Exams

Added 3/13/2017; Updated 10/20/2022

All final exams will be administered during the specified final exam week on the College Calendar. 7.5-week courses will administer the final examination during the last class meeting at the regular class time and in the usual classroom. The College is required to provide the calculated number of instructional contact hours as stated in the syllabus. Contact hours are determined based on the definition 1 credit hour = 750 minutes.

1. If a final examination, comprehensive or not, is part of a class requirements, it must be given only during the final examination week according to the final exam schedule. Final examinations administered earlier than the appointed time, either during the prior week or during the final examination week, are not permitted.
2. The examination schedule does not apply to 7.5-week courses. Final examinations in these classes are to be given during the last class meeting at the regular class time and in the usual classroom.
3. Examinations will be held in the regular classroom unless students are otherwise notified.
4. When students have three or more final examinations on the same day, they are entitled to arrange an alternative examination time for the last exam or exams scheduled on that day. When students have two final exams scheduled to meet at the same time, they are entitled to arrange an alternative examination time for the later course offered that day or week. Such arrangements must be made by the in the tenth week of the semester. Students should make arrangements with the instructor of the affected course and are expected to provide evidence of these situations to qualify for exceptions.
5. Rationale must be provided to the appropriate Associate Dean if a final examination is not being administered.

The Registrar is responsible for scheduling all final examination dates, times, and rooms. Final Exam information will be communicated to students by their course instructors.

Grade Appeal Process

Updated 6/24/16; Edited 8/29/2022

Grade Appeal provides students with an opportunity to address a final course grade in question that does not coincide with the published grading policy in the course syllabus. Grade appeals are made on final grades and not based on faculty teaching, assessment, or judgment. If a student’s failing grade will result in dismissal from the program or College, the student may make a final appeal to the appropriate Academic Dean.

For more information about grade and dismissal, please click here to visit the Compliance Bridge Policy Portal and search Grade Appeal Procedure and Dismissal Appeal Procedure.