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safarirn 3,427 Views

Joined: Aug 2, '09; Posts: 157 (24% Liked) ; Likes: 63

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  • Oct 22 '12

    I am currently in WGU’s RN-MSN program with the BSN option. I did tons of research and found this school to be the best choice for me. I applied and had been accepted with transcripts evaluated within 1 week. Tuition was discussed up front but I was also informed it wouldn’t be due until 30 days after start of program. I was very pleased with the enrollment counselor. Then came my personal mentor and I couldn’t be more happy! I started October 1st and haven’t slowed down yet. I also wanted to know "how" it worked before I signed up, so I will try to help-
    To answer a few questions from the previous post they do require all essays to be in APA format but give us many resources on how to do so. (webinars, websites, sample papers)
    They also give a huge transfer policy for pre-reqs basically all RN’s get a requirement met and are only required to complete the nursing portions of the RN-BSN or RN-MSN program.
    All BSN courses can be completed from your own computer. I know one class “organizational systems” says it is an objective exam but it is not I just turned it in November 2nd and it consisted of 2 essays. Only 2 or 3 MSN program classes have to be taken at a center, (local college or sylvan learning center) If you can't go to a center they send you a free webcam so it can be completed from home.
    All tasks consist of essays, power points, graphs, different projects to show you understand, once completed you submit them for evaluation and they come back within 3 days either labeled as “meets requirement” or “needs revision” (with an explanation of what needs revised)
    Each COS (course of study=class) Comes with a list of required learning resources (textbooks) that can be purchased anywhere to aide in completion of the required tasks for that COS. Each COS also has extra material available at no cost, FYI; I didn’t purchase text books for my first 2 classes and passed without any problems.
    The mandatory EWB class has to be taken by all students (it’s a review of how the college works) and they give 20 days to complete it. I did it in 2 days and started my first real class on day 3.
    For undergrad status (BSN) they place 12 credits on your list at a time and when you have completed those; then they add more. For the graduate(MSN) they place 8 credits at a time. For instance I started 10/1/2010 and it said;
    EWB required completion date 10/20/2010
    class #1 required completion 11/26
    class #2 require completion 12/30 and so on.
    Each class has a standard timeframe to complete it, BUT you move as fast as you want I certainly have!
    So since October 1st I have completed 3 courses and working on 4th (Yes, that’s a total of 13 credits so far!!) I will have my BSN in less than 6 months and working on my master’s
    Don't get me wrong it's hard work and takes devotion but anything worth having is worth working for!
    Good Luck! Please feel free to email me privately for any other WGU related questions.

  • Oct 14 '12

    There are two types of assessments: objective assessments and performance assessments. Objective assessments are actual exams, and they can be done either at an official testing site, or in your home with the aid of a webcam (there is a proctor watching you via webcam as you take the exam).

    The vast majority of assessments in the program are performance assessments, and they consist of research papers, essays and powerpoint presentations. You are given as much time as you need - the program is all self-directed and work-at-your-own pace. Each class takes anywhere from 2-6 weeks, and they usually have 2-4 performance assessments for each class. You read the instructions, look at the rubric, and then write your paper, taking however long you need to do it.

    Hope that helps answer your questions.

  • Oct 14 '12

    Yes, that is correct, for the performance assessments (papers).

    For the objective assessments, you schedule a time to take the exam and you sit down and take it.

  • Nov 21 '11

    Pancuronium, rocuronium, and vecuronium are all pretty readily available in our ICUs, and often there is a multi-use vial at the bedside of patient's requiring intermittent paralysis. This seems to be a case of shortchanging your five rights, unless the medication was mislabeled. I would venture that any patient who has any paralytic available on their MAR should already be sick enough to be on monitor.

    What I think is interesting is how this article highlights pancuronium only as the drug used for lethal injections. At least twice. Couldn't they have described it as a medication commonly used in the ICU? They sort of make it sound like something that shouldn't even be in the hospital....unless the hospital is in the business of euthanasia. Just kind of weird.

  • Nov 21 '11

    The story probably has the ordered drug wrong. It was probably protonix (pantoprazole), which can come in IV form. So then you would have sound a like drugs. If you are getting a drug out of the pyxis and start writing in the name and got to "pan" then both drugs would come up in a section of the hospital that uses it. If the nurse was then distracted, overworked, etc then it would be easy to pick the wrong drug. Once you think you have the correct drug people have the tendancy to keep seeing the wrong name as the correct one. That is why you can't proof read your own work. If he was in the ER or ICU then I would expect it or something similar to be available.

    It's a lot of "if's and maybe's" for what happened, but I actually like that for once the system for correcting a problem once known seems to have worked. The nurse was not fired in a knee jerk reaction, the reason for the wrong med given was worked out and corrected so that it can't happen again. Good for that hospital.

  • Nov 21 '11

    I agree that there is a LOT of information missing from this article. Where did this medication even come from? Was it mislabeled when it came from the pharmacy (I have found many errors that would have snuck by medication scanning and all that because they were labeled incorrectly by the pharmacy.) The article isn't even clear as to WHERE it was given to him... he was SOB at dialysis so he was admitted to this hospital. Was he in the ER? The ICU? On a medical floor? I can't imagine any of these places just have pancuronium lying around. It does sound like a ridiculous error... pepcid (famotidine) doesn't even come in IV formulation as far as I am aware. I could *maybe* believe that it was confused with pantoprazole but I cannot imagine that those medications would be kept in the same place.

  • Nov 21 '11

    There is so much information missing in that article. It leaves me with a lot of unanswered questions.

    One can reasonably conclude the patient was a hospital inpatient, and on dialysis at the time of the error, as there is no way that drug would be in-house in an outpatient dialysis setting.

    So, how did that drug, of all drugs, ever make it to the pt's bedside? Was it obtained out of an Accudose system? Was it sent directly to the patient from pharmacy?

    Obviously, the nurse did not follow protocol in checking patient and drug identifiers.

    That the nurse "left the patient alone" while on dialysis for half an hour, is what the plaintiff atty. says, but not necessarily true.

    As RN's this is the stuff of our nightmares.

    Tell me why again I picked this profession?

  • Nov 14 '11

    I would definitely set some boundaries with the teachers and students. I don't expect teachers to assess illness or injuries, but I expect them to use common sense. An invisible paper cut does not need a bandaid. You can also give them interventions to try first for things like headaches or stomachaches, ie have the student put their head on their desk for 10 minutes, go to the bathroom, drink some water. If these fail, then they may send them down.

    With the students, you are going to have to get strict. Quickly assess, and if there is no medical intervention needed, they go straight back to class. If you are seeing the same students over and over again with no medical issues noted, a phone call to the parents explaining the situation and that you are concerned about the amount of class time their child is missing can work wonders. There have been a few students that I have had to sit down and strictly explain to them that they are wasting their time and mine and if I see them in my office again, it better be because they are truly sick or injured. I do not do this often, and I make sure there are no underlying issues first (like trying to avoid a bully or a class that is too hard for them), but if no such issues are found and it is truly a case of school-itis, they get a lecture from me.

    My kids see me as tough but tender when needed. If someone comes to me ill or in pain they know I will bend over backwards for them. If they abuse the privilege of my office, they know I will come down hard. I overheard a conversation once where one student said he was going to ask the teacher to go to the nurse. Another student said "You aren't sick. If you don't have fever, she is just going to send you back to class!"

    My first few months of my first year I averaged over 40 visits per day. Now I am closer to 20 on average and I have some really slow days, like yesterday. I saw 4 students for illness/injury! I had time to screen two classrooms! Once they know they are not going to get a ticket home for crying wolf, the visits will slow down.

  • Nov 14 '11

    WOW. i would institute a policy where students are not allowed to use the bathroom unless they are 1. sick in the office or 2. have a legitimate medical reason. for the students who use the bathroom 8 times in one day, i would place a call home to the parents stating that i am concerned that their child has an overactive bladder and/or dumping syndrome and should be seen by their physician immediately. that may be enough to deter the student from abusing your bathroom just from the sheer embarrassment of the conversation with the parents. it sounds like there are some boundary issues at your school with teachers and students not having limits set when it comes to you and your office. maybe try going to a faculty meeting and letting them know that this is unacceptable and it is impeding the care you need to give to the students that actually have legitimate medical issues. anyway, that is what i would do. best of luck to you!!

  • Nov 12 '11

    Quote from Stefani10
    I would never condone this type of inaction but sometimes we are so quick to judge, when we really don't know the full story. That article was brief and could have been taken out of context. I know as a nurse in a LTC facility that once a person is admitted, depending on the situation, they can lose their house and all the assetts with it, also with home care. It's possible the son did not have a job or maybe lived off his mother his wholelife (yes this happens) and if the house and all equity was dissolved he would end up homeless. Maybe the mother would rather pass away in her chair regardless of the situation, than to let her living son be left with nothing. As nurses we need to evaluate a situation as a whole, part of this job involves being somewhat of a social worker, talking to families, and trying to get past the "stories". There is usually more to a story, and nurses are expected and should be compassionate to all sides in delicate situations where the facts are still shrouded. We will never know the conversation those two had, so it doesnt' seem right to assume.
    I'm sorry... but as an above poster said... not helped to the bathroom for 5 days? That is clearly neglect. Regardless of house/assests/homeless etc you can't just leave a person there. I understand if she wants to stay at home or in her chair, but at least the compassion to change a brief, or have a commode.

  • Oct 25 '11

    I have the student hold firm steady pressure with a tissue for 5 minutes. I have never needed further intervention than that.

  • Oct 23 '11

    Back in 1987, North Dakota passed a law which mandated that all RNs licensed in the state be educated at the baccalaureate (BSN) level or higher. However, North Dakota had to repeal this law back in 2003 because a staggering number of nurses had fled the state over the years and relocated to other states where their diplomas, associate degrees, and experiences would be welcomed.

    Many nurses are attracted to the NYC metro area, want to live there, and consequently look for jobs there, so the city has a surplus of too many nurses right now. However, the remainder of the state of New York has plenty of rural areas, villages, and small towns that would be badly hurt if a BSN law were to be passed because these places are very heavily dependent on LPNs, diploma RNs, and RNs with associates degrees.

    If New York passes a BSN-only law, they are also going to have to spend a massive amount of money to entice the BSNs to live and work in parts of the state where relatively few people desire to live and work.

  • Oct 23 '11

    Most of the parents of special needs children, whether its physical, congnitive or medical, are the best and most helpful parents I've ever delt with.

  • Oct 23 '11

    About half of my career has been in early childhood special needs. I agree - the parents are amazing and it always reminded me I have NOTHING to complain about compared to the burdens and caregiving they face 24-7.

  • Oct 23 '11

    I have been a school nurse for five years, I serve five schools. So as you can imagine I have had almost all types of conversations with families about head lice. Responses vary; denial, anger, frustration, flat out abuse! This week was interesting: I had a head lice outbreak in a self-contained special education room. I was concerned because in this room there were modes of transmission and it was obviously an outbreak! So I treaded cautiously as I made the calls. To my surprise the parents that I spoke with were the most accepting of the situation and my help/information of any I have ever come across. This despite in one case, having to secure a sedative from the pediatrician for a student with autism so that they could be treated. I am constantly amazed at special needs families. I would have understood if they had yelled at me or vented frustration (the typical parent response). Yet, they were the best and offered an attitude that is impossible not to learn from. That is one reason I love this job (and some weeks I must remind myself)!