School of Health Sciences Standards of Professional Practice Policy

Demonstrates ethical behavior as defined by the profession. See code of ethics in Student Handbook for program of study.
Demonstrates professional behaviors as defined by each program in the School of Health Sciences (SoHS). See SoHS Student Handbook and Policy Manual, Student Handbook/Clinical Manual in program of study, and SoHS Professionalism Rubric.
Adheres to college, class, and clinical policies. Classroom examples include punctuality, adhering to schedules, and observing the classroom structure as outlined in the course syllabi.
- Clinical examples include adhering to policies of the Student Handbook/Clinical Manual in program of study, adhering to workplace policies of various clinical sites, punctuality, and meeting the expectations of clinical sites.
Exhibits appropriate and professional interactions with faculty, staff, preceptors, and peers.
- Examples include demonstrating the ability to work with diverse individuals, demonstrating courtesy and respect for all, commitment to diversity, unbiased support of others, and willingness to accept constructive feedback from preceptors and faculty of the program of study.
Maintains a professional appearance, communication, and mannerisms.
- Examples include dressing appropriately for the situation and learning environment; exhibiting competence and professionalism in oral, written, social media, and electronic communications; exhibiting fair and equitable treatment of all; maintaining confidentiality of client records, correspondences, and conversations; demonstrating truthfulness as well as honesty; and working collaboratively with peers, faculty, and staff.
Exhibits an appropriate level of preparedness in the classroom and clinical settings.
- Examples include communicating with faculty regarding absences; being prepared to contribute to class discussions on the selected topic; being respectful and attentive in class and at clinical sites; fulfilling course and clinical obligations; completing assignments on time; exhibiting critical thinking skills; providing ongoing and competent client/patient care; willingness to approach tasks in an organized and skillful manner; demonstrating self-reflection and the ability to make improvements based on preceptor and faculty feedback.
Demonstrates a collaborative approach with peers, faculty, patients, patients’ parents/guardians, clinical preceptors, and administration when seeking solutions to problems. Demonstrates problem-solving skills in the classroom, among peers, and at clinical sites.
- Examples include: asking questions when unsure about content material or ongoing client/patient care; sharing thoughts and ideas to better problem solve; and interacting positively with others to create a team-driven, client/patient-centered approach to problem-solving.
Displays qualities of lifelong learning through engagement in completion of course requirements, continuous professional development, and academic preparedness. Lifelong learning is a term that applies to continuing one’s education through college, community-based, or profession-based programs.
Demonstrates responsibility and accountability as health care professionals, with the ultimate goal being health promotion and prevention of harm to others. The SoHS and the programs of study believe that this goal will be attained if each student’s daily on-campus or clinical behaviors are guided by the Standards of Professional Practice and the Professionalism Rubric.
Through interpretation of the Standards or Professional Practice and the Professionalism Rubric, SoHS faculty and administration shall observe the professional behaviors of students to ensure compliance with the provisions of this policy directive and rubric. Lack of conformity with the provision of this policy directive and rubric shall be promptly and appropriately addressed by counseling, remediation, and/or disciplinary action.

In summary, the student must conform to the policy of Standards of Professional Practice and the Professionalism Rubric when on campus, in class, lab, clinical, or representing SoHS programs in any environment. Every effort has been made to create a clear/concise/comprehensive rubric and examples. Any behaviors that are not addressed by this rubric will be evaluated by the professional judgment of the SoHS faculty and administration and will be subject to their interpretation of the behavior and the expected consequences.

EXAMPLES OF ACTIONS NECESSITATING REPORTING

EXAMPLES OF ACTIONS NECESSITATING COMPLETION OF STANDARDS OF PROFESSIONAL PRACTICE DISPOSITION REPORT AND RUBRIC (INCLUDING, BUT NOT LIMITED TO):

Excessive absences or tardiness for class or clinical assignments (see college policy and course syllabus).
Lack of professional dress or demeanor when interacting with other students, clients/patients, preceptors, or faculty as defined by program of study, SoHS, or the college.
Disruptive behavior toward faculty, staff, preceptors, peers, or guest speakers. This includes disruptive classroom behavior. It also extends to clients/patients and preceptors when in a clinical area.
Inability to contribute effectively in a group setting.
Lack of proficiency and/or professionalism in written and/or oral language skills, including electronic forms of communications (i.e., email, text, social media, etc.).
Lack of professionalism, responsibility, respect for others, confidentiality, and accountability on social media.
Lack of content/clinical knowledge, including appropriate skill progression, in any content area at the student’s current level. Appropriate content knowledge and skill progression are important when working with clients/patients.
Any action that jeopardizes patient safety or compromises the well-being of a client/patient or colleague.
Any action in which a student functions outside the scope of student practice.
Any action warranting removal from a clinical experience.
Any action or behavior violating agency policies and procedures.
Plagiarism, cheating, or falsifying any graded or ungraded activity/course assignment, including clinical preparation activities or clinical documentation (see college and program of study’s Academic Integrity policy).
Any act of dishonesty.
Breach of confidentiality (Any action that compromises patient confidentiality under the Health Insurance Portability and Accountability Act, including confidential information of peers discovered during course activities and/or simulations that are part of the student learning process).
Harassment of clients, preceptors, peers, faculty, or staff.
Any action that does not uphold standards of the profession of study or GTC policies.
Any other disposition issues outlined by the student’s major/field of study.

PROCEDURES FOR ASSESSING STANDARDS AND DISPOSITIONS

A student's professional dispositions will be assessed in class, clinical, and community settings utilizing the GTC Student Handbook and Student Code, SoHS Student Handbook and Policy Manual, SoHS Standards of Professional Practice Policy, Program of Study Handbook, and Clinical Manuals, and the SoHS Student Professionalism Rubric. The faculty or preceptor who identifies a deficiency or behavior inconsistent with established Standards of Professional Practice and dispositions will follow these procedures:

Upon a student's action which necessitates the completion of a Standards of Professional Practice Disposition Report and the Student Professionalism Rubric, the faculty or preceptor will schedule an informal meeting. The purpose of the meeting with the student is to discuss the area of concern and offer possible solutions and remedies.
1. On the date of the meeting, the faculty-specific concerns and potential solutions will be documented in the Standards of Professional Practice Disposition Report.
2. The student will be rated on the Student Professionalism Rubric, and this will be attached to the Standards of Professional Practice Disposition Report and placed in the student's academic file.
3. A remediation plan will be assigned to the student with dates for completion.
4. Any single incident considered a significant or egregious violation of ethical or professional behavior may result in the student’s removal from their program of study. Ethical and professional behaviors are referenced above and are defined by the SoHS and each profession in the SoHS.
5. Both faculty and student will receive a copy of the completed forms.
6. If applicable, the faculty will complete an Academic Misconduct Referral Form.
7. The Dean of Students’ office will be notified if behavior poses risks to the student, peers, patients, faculty, administration, or the public.
Any unsatisfactory infraction occurring in any setting may be assigned a violation that will be documented in the student's academic file. A violation of Professional Practice Standards always includes but is not limited to the following behaviors:
1. Any action that jeopardizes patient safety.
2. Any action that compromises patient confidentiality.
3. Any action in which a student functions outside the scope of student practice.
4. Any action or behavior violating agency policies and procedures.
5. Any action that does not uphold standards of the health profession or GTC policies.
If the behavior and/or disposition being addressed results in an “unsatisfactory” performance on the Professionalism Rubric, it will result in a violation of Standards of Professional Practice. SoHS faculty will review the documented circumstance and the remediation plan with the student. The documentation outlined above will then be referred to the Department Head for review. The student will be required to meet with the Department Head to discuss the violation. The severity of a violation may warrant dismissal from the program at any time, at the discretion of the Department Head and/or clinical facility. Due to affiliation agreements and clinical policies, students removed from the program based on clinical facility decisions will have no further appeal process.
There will be no appeals for the assignment of a violation of Standards of Professional Practice (first offense) unless the violation results in dismissal from the program of study. The remediation assigned to the student must be completed in the specified time frame for the student to continue in the program of study.
Students receiving more than one violation will be allowed to appeal this decision using the program of study’s chain of command, including meeting personally with faculty members, the Academic Program Director(s), and the Department Head. This meeting must occur within 5 college business days of the second violation's reported deficiency or behavior and assignment. If the assignment of a second violation of the Standards of Professional Practice is upheld by the Department Head, the student will be presented to the Admission & Progression Committee for determination if the second offense warrants removal from the program of study. Typically repeat offenses for behaviors that have already been identified, addressed, and remediated are grounds for program dismissal.
The Admission & Progression Committee is a multi-disciplinary committee that will utilize its professional expertise to make judgments regarding violations of Standards of Professional Practice. If a student desires to be considered for review by the Admission & Progression Committee after receiving two violations, they must have completed the internal process for informal resolution of a grievance/chain of command for the program of study.
A review of violations by the Admission & Progression Committee is the last step of the Departmental (program of study) grievance procedure. The Committee has the authority to remove a student from their program of study based on violations of Standards of Professional Practice.
This Admission & Progression Committee’s review of the violation of Standards of Professional Behavior must occur at the first committee meeting following the reported deficiency or behavior and assignment of the violation. The Committee meets every seven (7) weeks.
The student will have the opportunity to explain their position and provide additional relevant information by professional letter of appeal only. Students are not allowed to appeal to the Committee in person. The student must submit the written appeal to the Department Head by the deadline provided in order to be placed on the committee’s agenda.
The result of this Admission and Progression Committee meeting may be a recommendation that the student is allowed to continue their program, develop a remediation plan (with required completion while in the program of study or before return to the program of study), or a determination to remove the student from the program of study.
The Admission and Progression Committee chair will notify the student of the final recommendation from the Committee and ensure the decision is delivered to the student within 5 college business days of the meeting occurring.
Documentation of the meeting’s content will be recorded in the committee minutes. Any written agreements or action plans will be included in the notification. Agreements and action plans may be placed in the student’s academic file if applicable.
The student has a right to appeal the Committee’s decision within 5 college business days of the student being notified of the decision. They must submit the appeal in writing to the SoHS Assistant Dean of Compliance.
The Assistant Dean will review the request and all related documents in the student’s file. The Assistant Dean will meet with the student, the faculty, and the department head as needed to review the appeal and will render a decision in writing to the student’s GTC-issued e-mail account.
If a satisfactory resolution is not reached, the student may appeal to the SoHS Dean.
The student has a right to appeal the Assistant Dean’s decision within 5 college business days of the student being notified of the decision. They must submit the appeal in writing to the SoHS Dean using the GTC assigned e-mail account issued to the student.
The Dean will review the request and all related documents in the student’s file. The Dean will meet with the student, the faculty, and the department chair as needed to review the appeal and render a decision in writing to the student's GTC-issued e-mail account.
The student has a right to appeal the Dean’s decision within 5 college business days of the student being notified of the decision. They must submit the appeal in writing to the Vice President of Learning & Workforce Development using the GTC assigned e-mail account issued to the student.
The decision of the Vice President of Learning & Workforce Development is final and may not be appealed.
If a student that has received two violations of Standards of Professional Behavior is successful in the grievance process, they will be allowed to remain in the program of study. Upon receiving the third violation, the student will be removed from their program of study. There will be no appeals process for this decision. Ethical and professional behaviors are referenced above and are defined by the SoHS and each profession in the SoHS.
Students may be allowed to stay in progression while appealing. If the infraction is clinical-related, the student will not be allowed to attend clinical during the appeal but will be allowed to attend the didactic portion of the course until there is a final decision. Attendance policies will apply.

APPEAL STEPS

Appeal Steps Outline

Violation 1
- First violation "v" assigned to student.
- Student can appeal only if this first "v" results in removal from program of study.
- Appeal based on chain of command: Faculty -> Program Director -> Dept Head -> Assistant Dean of Compliance -> Dean, School of Health Sciences -> Vice President of Learning and Workforce Development (final).
Violation 2
- Second violation "v" assigned to student resulting in removal from program of study.
- Student appeal: Faculty -> Program Director -> Dept Head -> Admission & Progression Committee -> Assistant Dean of Compliance -> Dean, School of Health Sciences -> Vice President of Learning and Workforce Development (final).

Note: Any appeal must be in writing, and student must use GTC issued g-mail account (______@my.gvltec.edu).

STUDENT PROFESSIONALISM RUBRIC

Rating
S: Satisfactory Achievement of Competency
M: Marginal Achievement of Competency (One M requires remediation. Two or more M’s also may result in a violation of the Standards of Professional Behavior Policy.)
U: Unsatisfactory Achievement of Competency (Requires remediation. May result in a violation of the Standards of Professional Behavior Policy.)

**Greenville Technical College School of Health Sciences (SoHS) Student Professionalism Rubric**
	Satisfactory/Consistently	Marginal/Inconsistently (One or more elements)	Unsatisfactory/Flagrant Violation (One or more elements)
Teamwork The GTC SoHS Student…	Treats team members respectfully by being polite and constructive in communication. Motivates teammates by expressing confidence about the importance of the task and the team’s ability to accomplish it. Provides assistance and or encouragement to team members.	Requires reminders to treat team members respectfully, motivate teammates, provide assistance to teammates, or exhibit a negative attitude within the team atmosphere.	Consistently does not participate, treat team members respectfully, provide assistance to teammates, or exhibit negative attitudes within the team atmosphere.
*Examples include, but are not limited to:*	Recognizes negative attitudes and offers alternative solutions that build on ideas of others and fosters teamwork. Invites team members to join in. Uses positive vocal or written tone, facial expressions, and or body language when interacting. Proactively helps other team members complete their assigned tasks.	Requires prompting to work with team members or to correct vocal, written, or facial expressions on no more than two occasions.	Does not help others complete tasks, and exhibits a negative attitude toward others or tasks. Does not participate in group work assignments. Does not seek out opportunities to help others in clinical settings.
Professional Appearance The GTC SoHS Student…	Maintains professional appearance and dresses according to the Student Handbooks for GTC, SoHS, and program of study, the Code of Conduct, and/or Standards of Professional Practice. Consistently maintains a neat appearance and appropriate personal hygiene.	Requires reminders regarding professional appearance and dress according to the Student Handbooks for GTC, SoHS, and program of study, the Code of Conduct, and/or Standards of Professional Practice. Inconsistently maintains neat appearance and appropriate personal hygiene.	Consistently does not adhere to the Student Handbooks for GTC, SoHS, and program of study, the Code of Conduct, and/or Standards of Professional Practice. Does not maintain a neat appearance and lacks personal hygiene.
*Examples include, but are not limited to:*	Follows GTC and clinical facilities’ dress codes. Student is without body odor, has clean, tidy, natural-colored hair, and adheres to the policy regarding tattoos and jewelry.	Wears clothing and/or accessories that advertise drugs, alcohol, weapons, anything suggestively profane, obscene, racially or culturally insensitive; pants that sag below the waist, tops or dresses which expose the midriff and/or cleavage; see-through clothing, or pajamas. Strong odors such as perfume, cigarette smoke, and “unclean” body odors.	Fails to correct any violations of professional appearance after coaching.
Time Management The GTC SoHS Student…	Is prompt and punctual. Plans, prioritizes, and completes tasks without reminders.	Requires reminders for planning, prioritizing, and completing tasks/skills or projects to meet the designated timeline. Exceeds attendance and punctuality as designated by policy from course syllabi and Testing Policy.	Consistently does not plan, prioritize, or complete tasks/skills in the designated timeline. Consistently exceeds attendance and punctuality policy from course syllabi and Testing Policy.
*Examples include, but are not limited to:*	Follows the established timeline for assignments, projects, and patient care. Arrives before the designated start time and stays for the entire class. Is prepared for class, lab, and clinical.	No more than twice during a course session: Requires redirection from faculty to complete a task and work on time. Arrives late to class, lab, clinical, or testing center. Leaves early, or is late with assignments	Late or leaves early more than twice during a course session. Turns in work after the due date or only partially completes work by the due date. Arrives at assigned testing location after scheduled testing time more than once.
Communication The GTC SoHS Student…	Consistently demonstrates knowledge of therapeutic communication with patients and families. Communicates with staff, faculty, and other team members in a manner that conveys respect, courtesy, honesty, and sincerity through face-to-face encounters, written communication, or social media.	Requires reminders to engage in therapeutic and professional communication with patients, staff, peers, instructors, and others. Communicates with staff, faculty, or other team members in a manner that does not convey respect, courtesy, honesty, and sincerity in face-to-face encounters, written communication, or through social media.	Consistently requires redirection by an instructor to engage therapeutically with patients and families or needs frequent redirection in respectfully dealing with others. Engages in behaviors that threaten the psychological and/or physical safety of others through face-to-face encounters, written communication, or social media.
*Examples include, but are not limited to:*	Uses appropriate volume, tone, and eye contact. Maintains physical boundaries. Written communication sent using appropriate salutations, spelling, identification, and grammar. The use of social media is consistent with the Social Media Policy outlined in handbooks for SoHS and the program of study.	Requires reminders at least twice to use proper tone, volume, eye contact, or personal space. Written communication or paperwork only partially follows recommended guidelines. Engages in rude sighing, eye-rolling, gossiping, and/or requires redirection by faculty. The use of social media violates guidelines in the Social Media Policy outlined in handbooks for SoHS and the program of study.	Requires reminders more than twice to use proper tone, volume, and eye contact or about personal space. Written communication does not follow guidelines. Refusal to sign documents for professional feedback, constructive criticism, and/or coaching. Uses inappropriate body language. Use of social media or behavior that is disrespectful, threatening, bullying, or negative with team members. Use of cameras in the clinical area or other violation of the Social Media Policy outlined in handbooks for SoHS and the program of study.
Integrity and Honesty The GTC SoHS Student…	Is truthful in verbal and written communications and maintains confidentiality of the client. Engages in ethical behavior.	Requires reminders in displaying acceptable ethical behaviors.	Represents/falsifies information and or actions.
*Examples include, but are not limited to:*	Abides by moral, legal, and ethical standards in school, clinical, and community with behavior and work. Takes responsibility for own actions.	Complaints of patient assignment or inequality in workload. Discusses peers, staff, faculty, or patients/families in a negative context. Blames others for behavior or makes excuses for behavior or work.	Student misrepresents, falsifies information, or engages in actions such as cheating, plagiarism, HIPPA violation, falsification of records, etc.
Attitude The GTC SoHS Student…	Consistently demonstrates a positive attitude; is cooperative and respectful of others; demonstrates an overall sense of awareness of what’s appropriate; accepts responsibilities and constructive criticism without becoming defensive. Follows student handbooks for GTC, SoHS, and program of study, Code of Conduct, and Standards of Professional Practice.	Requires reminders to demonstrate a positive attitude, be cooperative and respectful of others. Lacks awareness of what is appropriate; engages in a violation of the student handbooks for GTC, SoHS, and program of study, Code of Conduct, and Standards of Professional Practice. Unable to demonstrate corrective behavior.	Engages in a violation of the student handbooks for GTC, SoHS, and program of study, Code of Conduct, and Standards of Professional Practice, and/or is unable to engage in corrective behavior.
*Examples include, but are not limited to:*	Maintains a positive attitude, is cooperative and respectful of others in school, clinical, and community. Willingly accepts responsibility and constructive criticism.	Violates personal space, rolls eyes, or communicates verbally or in writing with disrespect or hostility. Demonstrates hostile body language (arm on hip, head rolling, etc.) or raises voice.	Exhibits arrogance or is disrespectful; publicly critical of other students, faculty members, or college staff; tends to reject or not follow constructive criticism and is resistant and/or defensive. Intentional acts of violence, harassment, incivility. Failure to correct any violations of attitude after coaching.

ENFORCEMENT

School of Health Sciences (SoHS) faculty and administration, through their interpretation of the Standards of Professional Practice and the SoHS Student Professionalism Rubric, shall observe the professional behaviors of SoHS students to ensure compliance with the provisions of this policy directive and rubric. Lack of conformity with the provision of this policy directive and rubric shall be promptly and appropriately addressed by counseling and/or disciplinary action as outlined in the Standards of Professional Practice Policy. In summary, the student must conform to the policy of Standards of Professional Practice and the SoHS Student Professionalism Rubric when on campus, in class, in lab, in clinical, or representing GTC SoHS in any environment. Every effort has been made by faculty/students to create a clear/concise/comprehensive rubric and examples. Any behaviors that are not addressed by this rubric will be evaluated by the professional judgment of the SoHS faculty and administration and will be subject to their interpretation of the behavior and the expected consequences.