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Tulsa Community College-Nursing DivisionSYLLABUS-NURS 2221 Pediatric Nursing Clinical

Spring 2016 (Owasso)/Fall 2016 (Tulsa)

I. Placement: Semester 2- Career Mobility Track Curriculum

Course: NURS 2221 Pediatric Nursing Clinical

Total Credit Hours: One (1). The credit hour is allocated as follows:

Clinical= 1 credit hours (2:1 ratio) = 32 contact (clock) hours

Clinical Time AllocationClinical Rotation/Area Clock Hours

Acute Care/Medical Surgical 9Acute Care/Medical Surgical 9Acute Care/Medical Surgical 8

Community/Little Lighthouse (LLH) 6Total 32

II. Faculty:

Full Time FacultyName Phone Numbers Email Office Location/HoursJoo-Hee Han 918-595-7322 [email protected] MC350/by appointmentGayle Cude (918) 595-8907 [email protected] MP 212/by appointmentKatherine Moore 918-595-7139 [email protected] MC 337/By appointment

Part Time FacultyName Phone Numbers Email Other Contact

Nursing Division Contact InformationName Office Location Phone Email

Nursing Division Office Admin AssistantsNOTE: contact info for all nursing students from all campuses

Deb BrownDebbie Johnston

Metro-MP 256SEC-8199

918-595-7198918-595-8646

[email protected]@tulsacc.edu

Assoc Dean of Nursing Rick Hollingsworth Metro-MP 256 918-595-7190 [email protected] of Health Sciences Midge Elliott Metro-MC 605 918-595-8920 [email protected] Assist Dean of Health Sciences Sarah Plunkett Metro- MC 601 918-595-7203 [email protected]

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Updated: -1 of 14- Course Name & Section

mailto:[email protected]








III. Prerequisite: Completion of all previous Nursing courses with a grade of “C” or better.

IV. Corequisites: NURS 2222.

V. Course Catalog Description: Application of nursing process with assigned pediatric patients in acute care and community settings. Focus on assessment, health coaching; and, nursing judgment (critical thinking, patient preferences, and best practice).

VI. General Education Goal Statement: The six (6) General TCC Education Goals are designed to ensure that graduates of Tulsa Community College have the skills, knowledge, and attitudes to carry them successfully through their work and their personal lives. General Education Goals relevant to this course include: Communication Skills; Critical Thinking; Empirical Skills; Teamwork; Personal Responsibility; and Social Responsibility.

VII. Nursing Division Program Learning Outcomes: The six (6) Nursing Division Program Learning Outcomes include: Patient Centered Care; Teamwork and Collaboration; Best Practices; Quality Improvement; Safety; and Nursing Informatics.

VIII. Student Learning Outcomes (Course Objectives): The six (6) Nursing Division Program Outcomes are customized for each course, with focus on a given population, using Knowledge, Skills, Attitudes (KSA’s) specific to each set of individual course concepts/exemplars.

1. Patient Centered Care: The student will recognize the patient as the source of control and full partner in providing compassionate and coordinated care, among the pediatric population, based on respect for the patients’ preferences, values and needs.2. Teamwork and Collaboration: The student will function effectively within nursing and interprofessional teams, fostering open communication, mutual respect and shared decision making to achieve quality patient care among the pediatric population.3. Best Practices: The student will integrate best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal healthcare to the pediatric population.4. Quality Improvement: The student will use data to identify errors and hazards in care and monitor the outcomes of care processes and use improvement methods to design and test changes to continuously improve the quality and safety of healthcare systems among the pediatric population.5. Safety: The student will minimize risk of harm to patients and providers through both system effectiveness and individual performance in care of the pediatric population.6. Nursing Informatics: The student will use information and technology to communicate, manage knowledge, mitigate error and support decision-making in care of the pediatric population.

NOTE: Specific student knowledge, skills, and attitudes are noted in unit learning maps.

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TEXTBOOKS, SOFTWARE, & SUPPLEMENTAL MATERIAL Required Textbooks:

Hockenberry, M.J. & Wilson, D. (2013). Wong’s essentials of pediatric nursing, (9th

Ed.) St. Louis, MO: Mosby/ Elsevier. ISBN# 978-323-83430

Jarvis, C. Physical Examination and Health Assessment Video Series Online (User Guide and

Access Code). St. Louis, MO: Mosby/Saunders, 2006. ISBN: 9781416054207.

Other Required Purchases 1. SimChart Access Code

Clinical Required Equipment1. Stethoscope2. Penlight3. Black ink pen4. Bandage scissors5. Watch with a second hand6. Issued student ID badge

Required Software: Microsoft Office (Word, Excel, PowerPoint)If you do not have Office, you can download it from Blackboard free. -- Go to the Organization tab -- Search for: software -- Enroll in the organization -- Follow the on-screen instructions

Required email Address: All TCC students receive a designated college email address (ex: [email protected]). All communications to you about TCC and course assignments will be sent to your college email address; and you must use college email to send email to, and receive email from, the instructor regarding this course. Students may access their TCC email at http://www.outlook.com/tulsacc.edu.

Supplemental Resources: Ackley, B. J., & Ladwig, G. B. (2014). Nursing diagnosis handbook (10th ed.). St Louis, MO:

Elsevier. ISBN: 9780323085496

Boyer, M. (2013). Math for nurses: A pocket guide to dosage calculation and drug preparation

(8th ed.). Philadelphia, PA: Lippincott Williams & Wilkins. ISBN: 978-1-60913-680-2

Jarvis, C. (2012) Pocket companion for physical examination and health assessment, (6th ed.). St.

Louis, MO: Elsevier. ISBN: 9781437714425.

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Kizior, R., Hodgson, B. (2015) Saunders nursing drug handbook. St. Louis, MO: Elsevier. ISBN:

978-323-28013-6

Lewis, S., Dirksen, S., Heitkemper, M., & Bucher, M. (2014). Medical-surgical nursing clinical

companion, (9th ed.). St. Louis, MO: Elsevier. ISBN-13: 9780323091435.

Potter, P., Perry, A. (2013). Fundamentals of nursing, (8th ed.). St. Louis, MO: Elsevier. ISBN-13:

9780323079334.

COMPUTER ACCESSThis course can be completed using public computers at TCC or other public access areas. However, be aware that using public computers may require advance planning. It is highly recommended that you have regular (daily) computer access, preferably a home computer with broadband internet access. Please note that some course assignments may require internet speed connection capable of streaming online videos. All course requirements remain the same whether your computer access is public or private (home).

Please dial “Call 2000” (918-595-2000) for IT support and/or assistance with student services at TCC. TECHNICAL SKILL REQUIREMENTSYou should be comfortable with the following technical skills to view content and complete assignments in this class:

using a word processor (changing font, spell check) using email for communication sending an email attachment navigating TCC Blackboard (online learning management system)

Blackboard's accessibility information can be found at http://www.blackboard.com/Platforms/Learn/Resources/Accessibility.aspx

navigating the Internet downloading appropriate plugins using an Internet search engine

TEACHING METHODSThis course consists of clinical experiences in Pediatrics. Each clinical site will be facilitated by a nursing faculty member. Each clinical faculty member will make assignments specific for that individual clinical experience. Some assignments may include, but are not limited to, reading, brief reports, project and process-oriented individual or collaborative projects, discussion, use of the internet, use of email among students and between individual students and the clinical faculty, review of video material, and other assignments determined by clinical faculty. Each clinical faculty member is available to students and students are encouraged to utilize this invaluable clinical resource. Students are responsible for completing all assigned work.

ATTENDANCE – TIME COMMITMENT – STUDENT EXPECTATIONSPreparation for clinical experiences is essential for success in this course. Preparation includes following the clinical learning maps, and completing assigned readings or other assignments as instructed before clinical meetings. Announcements, notifications of changes in course activities or other necessary _______________________________________________________________________________________________________________________________________________________________________________________________________


http://www.blackboard.com/Platforms/Learn/Resources/Accessibility.aspx

correspondence with students will be placed on Blackboard. Students are responsible for accessing new information daily.

The TCC Nursing Program expects that its students will recognize that they have entered a profession in which commitment to full participation in the learning environment is an essential component of what will become a style of life-long learning. Attendance is required for clinical. Attendance is required for clinical as students are considered to be part of the nursing team. The student must achieve all objectives in order to be successful in a given course. If a student must miss clinical time due to illness or personal emergency he or she must call the instructor and nursing office prior to the start of the scheduled clinical. Make-up clinicals will be determined and scheduled by course faculty. Students are responsible for communicating with faculty so that all course objectives are completed for the clinical portion of any course by the end of the semester. If a student does not meet these objectives, the course must be repeated.

Student absences for professional, personal, or family events may be granted at the discretion of the course faculty. The requests will be reviewed by the associate dean if necessary. This policy is designed for special circumstances and it should not be considered a guarantee that a student will be granted the permission.

a) Excessive absence is defined as more than 1 clinical day per course allowing the students to petition course faculty to continue in the program if more than 1 day of clinical has been missed.

b) If extenuating circumstances apply, students may request an exception by submitting their request in writing to the Course Facilitator. Details of the extenuating circumstances should be included in the request.

A student missing clinical due to non-compliance with regulatory requirements such as CPR, flu vaccination, and immunizations will receive a “U”. Clinical make-up will only be allowed based on faculty and space availability. Refer to the TCC Nursing Student Handbook, Section 1, for information regarding Clinical Agency requirements and Ongoing Expectations.

ADMINISTRATIVE WITHDRAWAL FOR NON-PARTICIPATIONStudents who fail to participate in the course during the first week or fail to complete the first essay by the late work due date will be Administratively Withdrawn from the course.

EVALUATION TECHNIQUESEach student’s clinical performance will be evaluated throughout the Nursing Program using the Student Performance Evaluation Profile (SPEP), see Appendix A. Semester-specific clinical objectives have been identified for each clinical course that reflects increasing complexity in delivery of nursing care. To successfully pass the clinical course each semester, the student must: 1) earn a grade of “Satisfactory” by meeting all clinical objectives (as specified in the SPEP) and, 2) earn a passing average for required clinical assignments.

Each clinical experience, faculty will document in the students’ SPEP describing the student’s performance for that clinical experience as either “Satisfactory” (S), “Needs Improvement” (NI), or “Unsatisfactory” (U). The faculty will add optional comments regarding performance as needed. The student will sign and add additional comments as needed. This daily evaluation provides the student with on-going feedback regarding clinical performance and allows the student an opportunity to modify performance if necessary. Students must complete NURS 1211, Career Mobility I Clinical, with an

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overall SPEP rating of “S”. No student shall be deemed passing this course with either an overall SPEP rating of “NI” or “U”.

In the event the clinical faculty determines the student needs further feedback regarding clinical performance, a meeting will be schedule with the student to discuss areas of concern, performance goals, and plans/resources to meet clinical objectives. That meeting will be documented on the SPEP and on a Nursing Program Counseling Form which will be signed and dated by the faculty, students and Associate Dean and placed in the student’s permanent file. If at the end of any clinical rotation the student has not met all clinical objectives, the student will receive a clinical grade of “unsatisfactory” (Fail), and will not be allowed to progress to the next clinical and/or semester.

Worksheet for Tracking Course Grades Assessment/Evaluation Measure

(Activities/Assignments to be customized for each course)

Satisfactory Unsatisfactory

Clinical Day 1Clinical Day 2Clinical Day 3LLH Day

Points Possible (passing score) Points EarnedCare Plan Grade 1 100 (74.45)Clinical Presentation 100 (74.45)Little Lighthouse Paper 50 (37.22)Verbal Report 1 10 (7.44)Verbal Report 2 10 (7.44)Journal 1 15 (11.16)Journal 2 15 (11.16)Journal 3 15(11.16)SimChart 1 10 (7.44)SimChart 2 10 (7.44)Total 335 (249.40)

Assignment GradingThe Nursing Program adheres to the following grading scale for all courses listed on the Nursing Program curriculum plan with the NURS prefix:

89.45 – 100% = 79.45 – 89.44% = 74.45 – 79.44% =59.45 – 74.44% = 0 – 59.44% =

A 299.65 – 335B 266.15 – 299.62C 249.40 – 266.12 D 199.15 – 249.37 F 0 – 199.12

All grades earned in this course will be posted in the TCC Blackboard gradebook. The following policies are used in assigning grades and determining if a student has achieved stated objective. Students are directed to refer to each course syllabus for detailed information related to grade requirements and calculations.

A minimum passing grade of 74.45% (249.40 points) or “C” average on all course work in order to pass this clinical course.

Students also earn an “S” average on their SPEP The NURS 2221 Clinical is a pass/fail course.

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A student must earn a “C” or better for each nursing course and a grade of “Satisfactory” for each clinical course in order to successfully complete the course and continue in the program.

TENTATIVE SCHEDULE OF ACTIVITIES: (Please see Unit Learning Maps)Please see Tentative Course Calendar.

COURSE TOPICSDomain & Concepts Exemplars Week T L CConcepts R/T PERSONAcid-Base Balance/Fluids and Electrolytes

Pathology of pediatric fluid & electrolytes

X

Addiction Behavior School-age & adolescent substance abuse (alcohol, tobacco, drugs)

X

Client Parent, child, family as client in contemporary pediatric care

X X X

Cognition Pediatric neuro assessment X XComfort Pediatric pain assessment &

managementX X

Development Health promotion of infant, toddler, pre-school, school-age, adolescent.

X X X

Diversity/Culture Social, cultural, & religious influences on child health

X X X

Elimination Gastrointestinal (dys)function Obstructive disorders (pyloric

stenosis, intussusception) GER Intestinal parasites Inflammatory disorders

(appendicitis, IBS, Crohn’s) Structural defects (Cleft lip/ cleft

palate) Malabsorption syndromes

(celiac) Appendicitis UTI Acute glomerulonephritis

X

Grief & Loss Death of child Impact of parental loss (divorce,

separation, death) Impact of loss on siblings Chronic illness Disability (abilities)

X

Health, Wellness, & Illness Health values & beliefs of pediatric families

Obesity (fitness/ health of

X X X

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pediatric client) Immunizations Nutrition (My Plate) Oral health Sleep/rest Sexual education for

developmental ageImmunity/Cellular Regulation Rheumatoid arthritis (JRA)

Anemias (sickle cell, iron deficiency)

Hemophilia Idiopathic thrombocytopenia

purpura (ITP) Neoplastic disorders (leukemia,

hodgkins, non-hodgkin’s, Wilm’s tumor)

Epistaxis

X

Infection/Inflammation URI: (Conjunctivitis, Otitis media, Pharyngitis, Tonsillitis, Infectious mononucleosis, Influenza Croup syndromes: LTB, pharyngitis, epiglottitis)

LRI: (Pertussis)

X

Intracranial Regulation Increased intracranial pressure Head injury Seizure Intracranial infections Shaken

baby syndrome

X X

Metabolism Diabetes in pediatric population (diabetes insipidus, Type I & Type II DM).

Pituitary disease (growth hormone, precocious puberty)

X

Mobility Fractures MD CP Hip Dysplasia Myelomeningocele Tetanus

X

Mood & Affect Childhood depression ADHD/ ADD Bipolar disorder Oppositional defiance disorder Suicide

X

Nutrition/Malnutrition Healthy nutrition (infancy-adolescence)

Breast feeding support for older infant.

X X

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Lactose intolerance Food allergies Failure to thrive (FTT) Vitamin deficiency

Oxygenation Pediatric respiratory assessment (Asthma, Pneumonia, Bronchitis, RSV, Foreign body, Smoke inhalation injury, Cystic fibrosis, Near drowning)

X X

Perfusion Pediatric cardiovascular dysfunction/assessment

Congenital heart disease Acquired heart disease Hyperlipidemia Systemic hypertension Kawasaki disease

X

Reproduction/Sexuality Sexual Growth and Development (Tanner stages)

STI’s in pediatric client (child abuse)

X

Self-Perception/Self Concept/Self Image

Peer pressure Erikson’s stages

X X X

Sensory Perception Hearing impairment Visual impairment Trauma to hearing & vision Autism Spectrum Disorder

X

Spirituality Kohlberg’s stages of morality development

Fowler’s stages of spiritual growth & dev

X

Stress & Coping School phobia Anxiety disorder Separation anxiety Reactive attachment disorder PTSD-children Enuresis Encopresis Limit setting Discipline

X

Thermoregulation Hyperthermia (febrile, afebrile) Hypothermia Set point

X

Tissue Integrity Skin disorder r/t physical contact (diaper dermatitis, poison ivy, chemical exposure, sunburn)

Skin disorder r/t insect/ animal contact (ticks, scabies, animal bites)

X

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Frostbite, chilblain Viral infections of skin Bacterial infections of skin

Violence Child Abuse & Neglect (infancy- adolescent) (maltreatment)

Bullying Sibling Rivalry/ Abuse Internet/Social Media Safety

X

Concepts R/T NURSINGCaring Interventions Atraumatic Care X X XCollaboration Mobilization of resources for

care in the community X X X

Communication Therapeutic parent/child communication

X X X

Health Assessment (physical, mental, and spiritual, across the lifespan)

Focused assessment for the pediatric client

Developmental surveillance & screening

X X X

Life-Long Teaching & Learning

Health literacy/Health coaching for child & family

X X X

Nursing Judgment (Nursing process & Nursing Judgment integrated across program)

X X X

Professional Behavior Boundaries Standards of Pediatric Practice

(ANA)

X X X

Concepts R/T HEALTHAccountability HIPAA

ANA Scope & Standards of Pediatric Nursing

X X X

Advocacy Advocacy interventions for child & family

X X X

Ethics Values & beliefs of child & family

Ethical dilemmas of medically fragile child

Ethical issues r/t genetic testing Caring for families with non-

traditional structure

X X X

Evidence-Based Practice Best practices in care of the child & family

X X X

Health Care Systems Settings of care for the child & family (home, school, clinics, hospital, community center)

X X X

Health Policy Scope & Standards of Pediatric Nursing (ANA)

Family Medical Leave Act Quality & Safety in Pediatric

X X X

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Healthcare Initiatives (ie. SafeKids)

IEP accommodationInformatics EMR (Sim Chart SLE)

Online resources for health coaching of child & family (application in respiratory SLE)

Medication safety (SLE)

X X X

Legal Issues Consent for treatment & Legal guardianship

Adjudicated minor Emancipated minor DNR Reporting suspected child abuse Involuntary commitment

X

Quality Improvement Facilitate compliance of state & federal regulations (Educare)

Quality & Safety Pediatric Healthcare Initiatives

X X X

Safety Standard precautions (illness prevention)

Child abduction Amber alert, Prevention protocol Environmental safety (injury

prevention) Therapeutic holding Pediatric restraints

(Physical/Procedural, Chemical) Developmental safety practices

X X X

MAKE-UP AND LATE ASSIGNMENT/EXAM POLICYLate AssignmentsLate work will be accepted up to seven (7) days after the due date. Five (5) points for each day late will be deducted from the overall grade earned. Assignments turned in eight (8) days or more after the due date will receive zero (0) points.

SUMMITTING ASSIGNMENTSAll assignments are to be submitted though the assignment item in its weekly folder in the Assignment section of the Blackboard classroom. Your corrected (graded) assignments will be returned to this same location.

Please do not wait until the last minute to submit assignments. You are submitting items over the Internet. There are many things that can go wrong in the path between your computer and the Blackboard course site. Your personal computer/Internet Service Provider issues are not acceptable explanations of late work.

Assignments are only accepted by email during emergency situations when connection problems are the result of equipment or Internet failure at TCC. In addition, if TCC problems create a significant hardship to

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the submission your assignment by the due date, the due date will be adjusted. This information will be relayed by email and through an announcement.

COMMUNICATING WITH THE INSTRUCTORThis course will primarily utilize two methods of whole class communication. During the week, announcements will be placed in the Announcement section of the Blackboard course site highlighting certain aspects of assignments or alerting students to important issues.

Email is the preferred method of individual communication. Email is typically checked in the early mornings. Please allow for a 24-hour response time. Emails sent over the weekend will be answered on Monday before 5:00 p.m.

CLINICAL ETIQUETTEOpen and mutually respectful communication of varied opinions, beliefs, and perspectives during clinical or online discussion encourages the free exchange of ideas that is essential to higher learning and to the ability to learn from each other.

Electronic Devices: Use of any electronic device is at the discretion of the instructor.

Social Media: Please refer to student handbook for Social Media Policy.

TCC Nursing Civility Statement:Because nursing as a profession is charged with providing care for patients in a respectful, kind, and focused manner, it is of utmost importance that we also extend that way of being to one another as students and as faculty members who are members of this profession. In this course, respectful and kind treatment of one another in this learning community is highly valued. We honor and build one another’s dignity as fellow human beings by speaking respectfully, by coming to all activities on time, turning in and grading assignments in a timely manner, and by communicating foreseen disruptions to one another’s schedules in a timely and professional way. We see ourselves as caring professionals and conduct ourselves as caring professionals in all aspects of this educational journey. When posting on the discussion board or sending email you are expected to:

1. Be respectful. 2. Use acceptable grammar and spelling. There are now spell check features in both email

and discussion board functions. 3. Use color and font that are easily readable. 4. Use sentence case. Email or discussions posts type in all UPPERCASE is unacceptable. It

can be perceived as the equivalent of shouting. You may format your text for emphasis. 5. Use TCC email or the email features available inside of Bb as this will clearly identify you

and the class you are enrolled. If these resources are not available, and you must send from an outside account, clearly identify yourself and the class you are enrolled.

6. Keep communication on the discussion board relative to the topic. 7. Converse with others the same way you would in a traditional classroom. Harassment will

not be tolerated. Refer to the Student Policies and Resources Handbook for general classroom expectations.

8. If an assignment requires you to critique a peer’s work, be positive and respectful. Take your responsibilities seriously and offer meaningful feedback.

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I NSTITUTIONAL STATEMENT Each student is responsible for being aware of the information contained in the TCC Catalog, the TCC Student Policies & Resources Handbook, and semester information listed in the class schedule. All applicable information may be viewed on the TCC website: www.tulsacc.edu, the TCC Nursing Student Handbook; and, Nursing Connections via Blackboard

COURSE WITHDRAWAL:The deadline to withdraw from a course shall not exceed 3/4 the duration of any class. Contact the Counseling Office at any TCC campus to initiate withdrawal from a course (“W” grade) or to change from Credit to Audit. Check the TCC Academic Calendar for deadlines. Students who stop participating in the course and fail to withdraw will receive a course grade of “F,” which may have financial aid consequences for the student. Please see the TCC Academic Calendar for withdrawal dates at www.tulsacc.edu.

Students who are earning a failing grade should consider withdrawing from the course by the official drop date. Failure to withdraw will result in the student receiving a regular grade of “F” at the end of the semester. Administrative Withdrawals "AWs" will not be awarded to students who earn failing grades in the course.

ACADEMIC INTEGRITY – PLAGIARISMAcademic dishonesty (cheating) is defined as the deception of others about one’s own work or about the work of another. Academic dishonesty or misconduct is not condoned or tolerated at campuses within the Tulsa Community College system. Tulsa Community College adopts a policy delegating certain forms of authority for disciplinary action to the faculty. Such disciplinary actions delegated to the faculty include, but are not limited to, the dismissal of disrespectful or disorderly students from classes. In the case of academic dishonesty, a faculty member may:

Require the student to redo an assignment, or require the student to complete a substitute assignment;

Record a "zero" for the assignment in question;

Recommend to the student that the student withdraw from the class, or administratively withdraw the student from the class;

Record a grade of "F" for the student at the end of the semester. Faculty may request that disciplinary action be taken against a student at the administrative level by submitting such a request to the Dean of Student Services.

Course Drop or Withdrawal: A student who has been found responsible for academic dishonesty in a course may not drop or withdraw from the course. If the student processes a drop or withdrawal from the course, the action will be reversed and the appropriate grade will be recorded on the student's transcript.

Due Process:Students of the TCC Nursing Program retain the right to have grievances addressed in a fair and timely manner, and will be accorded full due process by the faculty and administration of the program and college. In a similar manner, the TCC Nursing Program also has the right to address unprofessional behaviors (according to the “Uniform Health Sciences Academic Standards, Probation, Temporary

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http://www.tulsacc.edu/

http://www.tulsacc.edu/

Exclusions, Dismissals, and Readmission Procedures”) and inadequate academic progress (according to the “Academic Grievance Procedure and Due Process Guidelines”) as outlined in the TCC Nursing Program Student Handbook and posted on Nursing Connections. This statement serves as notification of these policies and of the student’s responsibility to follow these guidelines in respect to these events.

SYLLABUS CHANGES: Occasionally, changes to the syllabus may be necessary. Students will be notified of any changes to the syllabus in writing.

DISABILITY RESOURCES: It is the policy and practice of Tulsa Community College to create inclusive learning environments. Accommodations for qualifying students in compliance with the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act are available. To request accommodations, contact the Education Access Center (EAC) at [email protected] or call (918) 595-7115 (Voice). Deaf and hard of hearing students may text (918) 809-1864.

Blackboard is an accessible learning management system. Blackboard's accessibility information can be found at http://www.blackboard.com/Platforms/Learn/Resources/Accessibility.aspx

Academic accommodations will not be provided unless appropriate documentations is provided to the Education Access Center (EAC) office to support the need. It is the student’s responsibility to make arrangements EVERY semester for all accommodations at the EAC for the specific campus where accommodations are needed. Students must schedule their own appointments for taking exams in the EAC and notify the course faculty in a timely manner (minimum 24 hour notice prior to scheduled exam).

STUDENT SUPPORT SERVICESSupport information is located on the Bb Welcome page under ‘Hot Links’ module, ‘Student Support Information’ Here is a link to the page https://bb.tulsacc.edu/bbcswebdav/institution/DL/student_support.htmTECHNICAL SUPPORTFor IT support or student services support, please contact “Call 2000” at 918-595-2000 or email [email protected]

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https://bb.tulsacc.edu/bbcswebdav/institution/DL/student_support.htm

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