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SCHOOL of NURSING - MCPHS University
SCHOOL of NURSING UNDERGRADUATE STUDENT HANDBOOK Revised and Approved by the Nursing Faculty Organization March 2016 Boston 179 Longwood Avenue Boston, MA 02115 617.732.2800 Worcester 19 Foster Street Worcester, MA 01608 508.890.8855 Manchester 1260 Elm Street Manchester, NH 03101 603.314.0210 MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Table of Contents Message from the Dean .................................................................................................................. 4 Faculty and Staff Directory............................................................................................................. 5 Approval and Accreditation ............................................................................................................ 7 School of Nursing Guiding Statements........................................................................................... 8 Philosophy ................................................................................................................................... 8 Mission ........................................................................................................................................ 9 Vision .......................................................................................................................................... 9 Core Values ................................................................................................................................. 9 BSN Program Goals .................................................................................................................. 10 BSN Program Expected Outcomes ........................................................................................... 10 American Nurses’ Association (ANA) Code of Ethics for Nurses............................................... 12 General Policies ............................................................................................................................ 13 Health Insurance Portability and Accountability Act of 1996 (HIPAA) .................................. 13 Immunization Requirements ..................................................................................................... 13 CPR Certification ...................................................................................................................... 14 Technical and Professional Standards ....................................................................................... 14 Physical Requirements in Clinical Setting ................................................................................ 15 Criminal Offender Record Information (CORI) ....................................................................... 15 Inclement Weather .................................................................................................................... 16 Academic Policies ......................................................................................................................... 16 SON Grading Policy.................................................................................................................. 16 Course Work ............................................................................................................................. 16 Quiz/Exam Reviews .................................................................................................................. 17 APA Style .................................................................................................................................. 17 Progression and Retention Policies ........................................................................................... 17 General Progression Guidelines ................................................................................................ 18 Out of Sequence Status ............................................................................................................. 19 Out of Sequence Transfer Policy .............................................................................................. 18 Policy for Content Validation after Non-Progression or Leave of Absence ............................. 20 Policy on Medication Calculation Testing ................................................................................ 20 Online Standardized Testing ………………………………………………………………… 20 NCLEX Review & HESI Exit Examination…………………………………………………..20 Remediation .............................................................................................................................. 21 Attendance/Absence Policy....................................................................................................... 23 Punctuality ................................................................................................................................. 24 Absence from Examinations ..................................................................................................... 26 Food and Drink in Classrooms and Clinical Learning Center .................................................. 26 Clinical Rotation / Clinical Preceptor Placement ...................................................................... 26 Notice on Clinical Rotations and Background Screenings ....................................................... 25 MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 2 Clinical Shift Hours. .................................................................................................................. 26 Clinical Evaluations/Grades .................................................................................................... 266 Clinical Failure ........................................................................................................................ 276 Clinical Warning ....................................................................................................................... 26 Clinical Uniform/Dress Code .................................................................................................. 287 Additional Campus-Specific Dress Requirements .................................................................... 28 Patient Assessment and Clinical Learning Center .................................................................... 28 Professional Comportment ........................................................................................................ 29 The Use of Social Media: .......................................................................................................... 30 Use of Cell Phones in the Clinical Setting ................................................................................ 30 Academic Honesty .................................................................................................................... 30 Communication ............................................................................................................................. 31 Faculty Availability ................................................................................................................... 31 Chain of Command ................................................................................................................... 31 Cell Phones, Texting, and Pagers .............................................................................................. 32 Tape Recorders and Cameras .................................................................................................... 32 Visitors in the Classroom .......................................................................................................... 32 Attendance at Professional Meetings ........................................................................................ 32 Student Representation in Committee Meetings ....................................................................... 32 Program of Study .......................................................................................................................... 33 32-Month BSN Curriculum - Boston ........................................................................................ 33 16-Month Post-Baccalaureate BSN Curriculum – Worcester/Manchester, Spring Admission 36 16-Month Post-Baccalaureate BSN Curriculum – Worcester/Manchester, Fall Admission .... 38 Nursing Course Descriptions and Learning Outcomes ................................................................. 40 NUR 205 ................................................................................................................................... 40 NUR 208 ................................................................................................................................... 42 NUR 215/215L .......................................................................................................................... 43 NUR 226 ................................................................................................................................... 43 NUR 245/245L .......................................................................................................................... 44 NUR 300 ................................................................................................................................... 42 NUR 325/325L .......................................................................................................................... 44 NUR 330 ................................................................................................................................... 44 NUR 335/335L .......................................................................................................................... 44 NUR 345/345L .......................................................................................................................... 44 NUR 350 ................................................................................................................................... 45 NUR 425/425L .......................................................................................................................... 49 NUR 445/445L .......................................................................................................................... 47 NUR 450 ................................................................................................................................... 50 International Council of Nurses’ Pledge ....................................................................................... 51 APPENDIX 1 ............................................................................................................................. 52 MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 3 Message from the Dean Dear Nursing Student: Welcome to the School of Nursing at MCPHS University! Founded in 1823 as the oldest University in Boston, MCPHS is a private co-educational institution with an unbroken record of academic excellence and distinguished tradition of innovation in teaching and learning. The School of Nursing, in response to the national shortage of professional nurses, offers accelerated Bachelor of Science degree in Nursing (BSN) programs that educate students for professional practice in an ever-changing healthcare environment. The School of Nursing: Is uniquely designed as one School, two accelerated Programs (32-month BSN program in Boston, and 16-month 2nd-degree BSN program in Worcester and Manchester), and three Campuses: Boston, Worcester, and Manchester, New Hampshire; Is committed to a learner-centered education in which students are immersed in rigorous, relevant, and creative learning experiences; Builds clinical partnerships in which resources, knowledge, and experiences are reciprocated and connected through professional relationships and collaborations; Uses state-of-the-art simulation technology that promotes knowledge retention, critical and spontaneous thinking, clinical competence, and self-confidence needed for safe, effective, high quality practice; Promotes an interdisciplinary learning environment where faculty and students actively engage in intellectual dialogues and scientific inquiry; Fosters an academic process that is reflective, pluralistic, and participatory; and Embraces humanity, quality, scholarship, and diversity. Our vision of academic excellence is achieved through an intellectually energetic environment that challenges, yet supports bright, curious students. Using a clinical immersion model, students, faculty and staff, and clinical partners form a dynamic triad whereby nursing practice informs nursing education and nursing education influences the practice of nursing and the delivery of healthcare. The future of nursing rests with those entering the profession. We are dedicated to the advancement of all engaged in the endeavor of educating students to become professional nurses and leaders, and we foresee significant personal and professional growth as outcomes for students, faculty and staff, and clinical partners. Carol A. Eliadi, EdD, JD, NP-BC Dean and Chief Nursing Officer School of Nursing MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 4 Faculty and Staff Directory Name and Title Phone E-mail Dean School of Nursing Carol Eliadi, EdD, JD, NP-BC Dean, Chief Nursing Officer, and Professor Boston Campus 617-274-3389 [email protected] Associate Dean - Boston Paula James, DNP, RN, CCNS Associate Dean & Associate Professor 617-274-3331 [email protected] Assistant Dean - Boston Edith Claros, PhD, MSN, RN, APHN-BC Assistant Dean & Associate Professor 617-274-3347 [email protected] Anthony Camarota, MFA Administrative Assistant 617-732-2841 [email protected] Teresa Dean, MS, RN Assistant Professor 617-274-3382 [email protected] Cindy Heden, DNP, MSN, RN Assistant Professor 617-274-3353 [email protected] Anthony Lacina, MPH, MEd Clinical Coordinator (Graduate Programs) 617-274-3315 [email protected] Fabiola Lalande, MSN, RN Assistant Professor 617-274-3329 [email protected] Kuntheary Macdiarmid, BS Clinical Placement Coordinator (BSN) 617-879-5922 [email protected] Kleona Mihal, BA Admin/Clinical Placement Assistant Undergraduate and Graduate Programs 617-274-3358 [email protected] Cassandra Mombrun, MSN, RN, CPNP Assistant Professor 617-274-3375 [email protected] Olga Van Dyke, MSN, CAGS, RN Assistant Professor 617-274-3393 [email protected] Meaghan Whitfield, MSN RN-BC Assistant Professor and Laboratory Manager 617-274-3328 [email protected] MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 5 Worcester Campus Interim Assistant Dean of Curriculum & Worcester Campus BSN Tammy Gravel, EdD (c), MS, RN Assistant Professor 508-373-5682 [email protected] Joanna Bachour, MSN, RN Assistant Professor & Laboratory Manager 508-373-5661 [email protected] Paula Bylaska-Davies, PhD, MSN, RN Associate Professor 508-373-5689 [email protected] Bonnie Laurent, MSN, RN, CPNP Assistant Professor & Laboratory Manager 508-373-5681 [email protected] Doreen Luciani, BS Clinical Placement Coordinator 508-373-5713 [email protected] Lorraine MacDonald, MSN, RN Assistant Professor 508-373-5704 [email protected] Gayle McGinty, MSN, RN Assistant Professor 508-373-5709 [email protected] Administrative Assistant, Graduate Programs 508-373-5712 (vacant) Patricia Murray, MSN, FNP-BC 508-373-5855 FNP Track Coordinator Assistant Professor [email protected] Nicole Nelson Administrative Assistant 508-373-5685 [email protected] Terri Reed, PhD, ANP-BC Assistant Professor 508-373-5848 [email protected] Assistant Dean - Graduate Nursing Maria Rosen, PhD, APRN-BC Assistant Dean Graduate Nursing Studies Associate Professor 508-373-5735 [email protected] Bonnie White, MSN, RN, CCM Assistant Professor 508-373-5768 [email protected] Danielle Yocom, MSN, FNP-BC Assistant Professor 508-373-5715 [email protected] MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 6 Manchester Campus Associate Dean – Graduate Nursing and 603-314-1748 Manchester Campus BSN Gerard Tobin, PhD, RN, RMN, RNT Associate Professor [email protected] Abbie Briscoe Administrative Assistant 603-314-1746 [email protected] Karen Britt, MS, RN-BC, CNE Assistant Professor 603-314-1741 [email protected] Jennifer Johnson, DNP, CNM, RN Associate Professor 603-314-1764 [email protected] Deborah Leveille, PhDc RN Associate Professor 603-314-1768 [email protected] Dorothy Normile, MSN, RN Assistant Professor & Laboratory Manager 603-314-1739 [email protected] Roberta Rayno, BM, BA Clinical Placement Coordinator 603-314-1782 [email protected] John Rowe, PhD, RN Associate Professor 603-314-1736 [email protected] Marion Taylor, MSN, RN, FNP-BC Assistant Professor 603-314-1749 [email protected] MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 7 Approval and Accreditation MCPHS University is accredited by the New England Association of Schools and Colleges, Inc. (NEASC) through its Commission on Institutions of Higher Education. Accreditation of an institution of higher education by NEASC indicates that it meets or exceeds criteria for the assessment of institutional quality periodically applied through a peer review process. An accredited college or university is one that has available the necessary resources to achieve its stated purposes through appropriate educational programs, is substantially doing so, and gives reasonable evidence that it will continue to do so in the foreseeable future. Institutional integrity is also addressed through accreditation. The Bachelor of Science in Nursing degree program has received Full Approval by the Massachusetts Board of Registration in Nursing and the New Hampshire Board of Nursing and ten-year accreditation by the Collegiate Commission on Nursing Education (CCNE) in April 2011. CCNE ensures the quality and integrity of baccalaureate and graduate nursing programs. Accreditation by CCNE serves as a statement of good educational practice in the field of nursing. School of Nursing Guiding Statements The School of Nursing at MCPHS University (hereafter the School of Nursing) offers Bachelor of Science in Nursing (BSN) and Master of Science in Nursing (MSN) degree programs that prepare competent, caring, and ethical nursing professionals and leaders to meet the everchanging needs of the healthcare environment. The philosophy, mission, vision, core values, goals, and outcome statements of the School of Nursing provide a guiding framework for its faculty, staff, students, and clinical partners. Philosophy Congruent with the philosophy and core values of MCPHS University, the School of Nursing philosophy reflects our beliefs in a set of core values that are fundamental to nursing education and shared and upheld by the nursing students, faculty and staff, and our clinical partners. Education is a self-actualizing, creative, and lifetime endeavor involving systematic inquiry and progression from novice to expert. The educational process must be learner-centered to foster intellectual vitality, critical thinking, and the responsibility of ongoing professional development. Nursing education must be academically rigorous and socially relevant, embracing multiple ways of knowing and integrating the liberal arts and sciences with professional nursing study. The nursing curriculum is organized around a clear appreciation of the domain of nursing science: person/people, health/illness, society/environment, and nursing. The program cohesiveness is evidenced by weaving scholarly, professional, and practice-related activities throughout the education process. Nursing is deeply rooted in the science of caring and connection to others. Individuals have unique qualities and basic needs for respect and recognition of personal dignity. The universality of human rights and needs transcend the boundaries of age, gender, race, ethnicity, class, culture, language, spirituality, and religion. Human diversity and psychosocial-cultural factors influence and are influenced by the experience of individuals, communities, and society. Incorporation of humanity and respect is vital to the process of healing and the quality of nursing care. MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 8 The primary goals of nursing are to promote, restore, and maintain health, prevent disease, and provide care and comfort throughout life, during illness, and at the end of life. The patient is the center of nursing care and may be an individual, family, group, or community in varying states of health. The patient is recognized as having distinct and unique needs that continuously change and are redefined as the patient interacts with the nurse, healthcare providers, and the environment. It is critical that a nurse anticipates and adapts to the changing needs of the patient. Identification of patient needs, provision of nursing care, the healthcare experience, and environment are fundamentally connected. The nurse helps create a healing environment for each patient by collaborating with the patient to establish mutual goals that enable the patient to attain optimal health. The core competencies necessary to meet the primary goals of nursing are communication, assessment, critical thinking, and technical skill. The core competencies allow the nurse to assess, plan, design, provide, and manage culturally competent, cost-effective, high quality, and direct and indirect nursing care across the lifespan with diverse populations. Competence in nursing practice is best achieved through a thoughtful blending of theory, knowledge, and experience. Clinical partnerships foster associations in which resources, knowledge, and experiences are reciprocated and connected through professional relationships and collaborations. Students, faculty and staff, and clinical partners form a dynamic triad whereby nursing practice informs nursing education and nursing education influences the practice of nursing and the delivery of healthcare. The goal of our clinical partnerships is to provide a solid, functional, and rigorous foundation for evidence-based nursing practice. The future of nursing rests with those entering the profession. The beliefs and values that sustain nursing education are expressed at every level of the educational experience. We are dedicated to the advancement of all engaged in this endeavor, and we foresee significant personal and professional growth as outcomes for students, faculty and staff, and clinical partners. Mission The Mission of the School of Nursing is to provide students with a high quality and innovative education and to foster scientific inquiry and professional service. To fulfill the mission, we are committed to: Developing an innovative, dynamic, and socio-politically relevant model of nursing education based on theoretically-sound curricula, evidence-based practice, clinical immersion, and scholarly inquiry Developing a curricular foundation that promotes reflective, ethical, compassionate, innovative, and intellectually rigorous nursing practice Establishing a community of learners inclusive of students, faculty, and clinical partners who embrace a spirit of inquiry and a commitment to continuous professional growth Promoting resiliency and integrity in nursing graduates for practice in dynamic, diverse, and complex healthcare environments Fostering a community of scholars that advance nursing through excellence in the discovery, application, integration, and dissemination of knowledge Providing service to the School, the University, the profession, and the community MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 9 Vision Our vision is to create a center of excellence in nursing education where an environment of partnership is created and nursing practice, education, and scholarship connect for the advancement of healthcare and the profession of nursing. Core Values As members of the School of Nursing and a broader community, we are committed to the following core values: Respect Value and appreciate self and others across the boundaries of age, race, culture, gender, language, ideology, religion, and class. Seek to know, understand, acknowledge, and appreciate the uniqueness and contribution of self and others Treat self and others in a caring and considerate manner Recognize that the patient is the center of nursing care Literacy Examine and process information in a critical and reflective manner Appreciate and judiciously use literature from nursing science, liberal arts, and other health sciences Cultivate a sense of intellectual inquiry and engage in the process of lifelong learning and development Embrace continual knowledge development as central to professional excellence and the advancement of nursing practice Practice Develop competence and advance acquisition of nursing knowledge, skills, attributes, and abilities Communicate and collaborate as an integral member of the health care team Apply nursing knowledge and skill in diverse practice settings Provide care in accordance with professional standards, practice within the legal and ethical scope of nursing, and engage in continuous quality improvement of nursing care Integration Draw on existing knowledge and develop new knowledge in order to establish a nursing practice that is critically reflective and dynamic Connect theory and multiple ways of knowing in the practice of nursing Behave and present self in a manner that projects confidence and inspires trust Act with integrity, responsibility, and accountability in the practice of nursing BSN Program Goals The School of Nursing provides excellent education that aims to prepare students as liberallyeducated persons and baccalaureate-prepared professional nurses. We are committed to: Incorporate the values of respect, literacy, practice, and integration Build on a solid foundation of liberal arts and sciences Connect education to practice through partnerships and clinical immersion Cultivate a learner-centered environment where individuals are empowered to think, conceptualize, reason, and make sense of the lived worlds MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 10 Provide opportunities for personal and professional development of students, faculty, staff, and clinical partners Use knowledge and evidence based teaching practice Prepare nursing graduates who are globally aware and informed for practice in a diverse and rapidly changing healthcare environment BSN Program Expected Outcomes Upon the completion of the BSN program, graduates will be able to: Provide safe, effective, culturally-competent nursing care to individuals and families across the lifespan as a member of an interdisciplinary team and in the context of community Integrate the core competencies of critical thinking, communication, assessment, and technical skills in nursing practice Behave in a manner consistent with professional nursing standards of practice Engage in continuous professional development activities, and Pass the National Council of State Boards of Nursing Licensure Examination for Registered Nurses (NCLEX-RN) and qualify for licensure. The nursing faculty is committed to delivering an innovative nursing curriculum that combines active teaching-learning strategies, real-world clinical immersion, and an environment of respect, collaboration, and professionalism to students and prepares students for competent, resilient, compassionate, and skilled professional practice and leadership in healthcare. MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 11 AMERICAN NURSES ASSOCIATION (ANA) CODE OF ETHICS FOR NURSES Provision 1 Provision 2 Provision 3 Provision 4 Provision 5 Provision 6 Provision 7 Provision 8 Provision 9 The nurse practices with compassion and respect for the inherent dignity, worth, and unique attributes of every person The nurse’s primary commitment is to the patient, whether an individual, family group, community, or population. The nurse promotes, advocates for, and protects the rights, health, and safety of the patient The nurse has authority, accountability, and responsibility for nursing practice; makes decisions; and takes action consistent with the obligation to promote health and to provide optimal care. The nurse owes the same duties to self as to others, including the responsibility to promote health and safety, preserve wholeness of character and integrity, maintain competence, and to continue personal and professional growth. The nurse, through individual and collective efforts, establishes, maintains, and improves the ethical environment of work setting and conditions of employment that are conducive to safe, quality health care. The nurse, in all roles and settings, advances the profession through research and scholarly inquiry, professional standards development, and the generation of both nursing and health policy. The nurse collaborates with other health professionals and the public to protect human rights, promote health diplomacy, and reduce health disparities. The profession of nursing, collectively through its professional organizations, must articulate nursing values, maintain the integrity of the profession, and integrate principles of social justice into nursing and health policy. It is an expectation that all students read and refer to the American Nurses Association (ANA) Code of Ethics (2015) located on the ANA website: http://www.nursingworld.org/codeofethics The Code of Ethics is one of several professional nursing standards that frame the curriculum of the BSN and MSN programs. The Code provides a standard of practice to guide nursing professionals toward thoughtful, ethical, and high quality nursing care. The Code of Ethics provides a guiding framework of ethical expectations for students enrolled in the MCPHS School of Nursing. All nursing students are expected to not only know the Code of Ethics but also adhere to its guiding principles of ethical behavior. MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 12 General Policies Health Insurance Portability and Accountability Act of 1996 (HIPAA) In 1996 Congress passed federal regulations to provide portability of health insurance when an employee leaves a job as a way to be able to change insurance carriers without a break in coverage. The act contains other provisions that have a major impact on the practice of healthcare providers. The Administrative Simplification Clause of HIPAA Title II addresses Electronic Transaction Standards, Unique Identifiers, Privacy Standards, and Security Standards concerning all data pertaining to the care of each individual patient in any healthcare facility. The provisions under the privacy and security standards impose strict compliance with confidentiality on the part of all who have access to patient records. All healthcare providers are required to have documented training regarding these patient privacy regulations. All School of Nursing students are required to attend a formalized training session on HIPAA regulations provided by the University and/or by the clinical agency. Students are expected to adhere to all HIPAA provisions and standards related to patient privacy. Failure to do so may subject the student to disciplinary action under the MCPHS University Student Code of Conduct. Immunization Requirements In accordance with Massachusetts state law, University policy, and clinical agency requirements, all students must show proof of the following immunizations prior to the start of clinical immersion, unless they qualify for one of the exemptions allowed by the law. Please refer to the MCPHS University Catalog for exemptions allowed by law. (http://www.mcphs.edu/Academics/College%20Catalog ) Required immunizations include: Two doses of measles, mumps, and rubella vaccine(s) (MMR#1 and MMR #2) given at least one month apart at or after 12 months of age, or laboratory evidence of immunity. A booster dose of tetanus-diphtheria (Td) within the past ten years. Varicella (chickenpox) positive titer result or two doses of varicella vaccine given with a one month interval between vaccinations. Hepatitis B positive titer or vaccine (3 doses, or 2 doses given between the ages of 11-15 with a four-week interval between vaccinations). Hepatitis B positive surface antibody. Meningococcal vaccine (within the last 5 years) at least 2 weeks prior to the beginning of classes. Annual two-step Tuberculosis skin test (two tests within the last 12 months, completed 13 weeks apart). If results are positive, a clear chest x-ray (with laboratory report of physician verification of results) or a physician letter verifying the student is symptom free is required each year. Rubella positive titer. Influenza vaccine recommended annually.* Health Insurance is required for all students in order to attend classes/lab/clinical. Some healthcare agencies and clinical education sites may have additional immunization requirements. In order to be eligible for clinical placements, students must meet ALL University immunization requirements and any additional requirements imposed by the clinical agency to which the student is assigned. In cases where the clinical site does not pay for the completion of MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 13 any additional immunization requirements, the student is responsible for paying any associated fees. Without full clearance of immunization requirements, students may not be eligible to begin clinical learning experiences, and consequently may be unable to meet program requirements. Immunization information and clearances are provided through the University’s contracted vendor. *Any student wishing to be excluded from the Influenza vaccine requirement must have a signed Influenza Declination Form on file CPR Certification All students must complete CPR training prior to beginning clinical experiences in NUR 325 Provider of Care I: Adult and Elder Health. Students must be certified in Basic Cardiac Life Support (BCLS) at the Healthcare Provider Level by the American Heart Association (AHA). Students must provide a copy of the American Heart Association Healthcare Provider Level Card indicating active certification (AHA requires recertification every two years). It is recommended that the student verify the course in advance to ensure that the course is appropriate. NOTE: It is the responsibility of the student to submit evidence of all required annual updates of immunizations and certification renewals. Students will not be permitted to participate in clinical learning experiences until all information is received, and consequently may be unable to meet program requirements or experience a delay in graduation. Technical and Professional Standards A pre-licensure candidate for the BSN degree must have abilities and skills in the following four areas: communication, observation, motor function and endurance, and behavioral. Reasonable accommodations may be made for some disabilities. However, pre-licensure BSN students must be able to perform in a reasonably independent manner, with or without accommodations. Communication Must be able to communicate effectively with patients, families, and members of the healthcare team through oral, written, and interpersonal means. Must be able to obtain information, describe patient situations, and perceive both oral and non-verbal communication (including ability to understand normal speech without seeing the speaker’s face). Must be able to speak, comprehend, read, and write in English at a level that meets the need for accurate, clear, and effective communication. Examples include but are not limited to: giving clear oral reports, reading watches or clocks with second hands, reading graphs, reading and understanding documents printed in English, writing legibly in English, discriminating subtle differences in medical terminology. Observation Must be able to observe a patient accurately. Examples include but are not limited to: listening to heart and breath sounds; visualizing the appearance of a surgical wound; detecting bleeding, unresponsiveness or other changes in patient status; detecting the presence of foul odor; and palpating an abdomen. Must be able to detect and respond to emergency situations, including audible alarms (e.g., monitors, call bells, fire alarms). MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 14 Motor Function and Endurance Must have sufficient strength and mobility to work effectively and safely with patients and carry out related nursing care. Examples include but are not limited to: lifting and positioning patients (lifting up to 50 pounds, carrying up to 25 pounds), transferring patients in and out of bed, cardiopulmonary resuscitation (AHA Health Care Provider), preparation and administration of medications (oral, injection, intravenous, including hanging IV bags at shoulder height), reading and emptying body fluid collection devices below bed level, application of pressure to stop bleeding, clearing/opening an obstructed airway, provision of daily hygiene care. Must be able to complete assigned periods of clinical practice, including up to 12 hour shifts (including days, evenings, nights, weekends). Must be able to respond at a speed sufficient to carry out patient assignments within the allotted time. Behavioral Must possess mental and emotional health required for total utilization of intellectual abilities. Must be able to tolerate physically taxing workloads. Must be able to respond and function effectively during stressful situations. Must be capable of adapting to rapidly-changing environments, and respond with flexibility in uncertain situations. Must be able to interact appropriately with others (patients, families, members of healthcare team) in various healthcare contexts. Physical Requirements in Clinical Setting Students must be able to meet all technical and professional standards in order to attend classes/lab/clinical. Clinical agencies may have additional or agency-specific technical standards, which take precedence over MCPHS University technical standards. In such instances, the program will attempt to provide a comparable alternative learning experience but if that is not possible, students may not be able to progress in the program or complete program requirements. Criminal Offender Record Information (CORI) Certain laws and accreditation standards require health care agencies to request criminal offender record information (CORI) about candidates for employment, volunteer, or training positions to determine if the candidate is eligible to be hired or on rotation in the agency. The majority of the clinical training sites at which the University places students for educational experiences must comply with these laws. In order to be eligible for clinical placements, students must be cleared through a CORI check. In addition, clinical sites may require their own CORI checks, and students may be asked to complete several release forms. In cases where the facility does not pay the charge for the CORI check, the student is responsible for paying the fee. If a site requires, but does not provide for obtaining CORI checks, the student can obtain them through the campus site’s Clinical Placement Coordinator and will be responsible for any associated fees. The CORI must be performed by the University designated vendor due to clinical site/agency contractual requirements. In compliance with the policy of the Massachusetts Board of Registration in Nursing and the New Hampshire Board of Nursing, students are hereby notified that completion of the MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 15 baccalaureate degree does not guarantee admittance to the National Council Licensure Examination for Registered Nurses (NCLEX-RN). According to Board Licensure Policy 00-11, “any individual convicted of a felony or misdemeanor, and/or who has been disciplined by a licensure/certification body must be evaluated by the Board to determine a licensure applicant’s compliance with the good moral character licensure requirement established by Massachusetts General Laws, Chapter 112, sections 74 and 74A.” The good moral character language states that “Any individual who has been convicted of a felony or misdemeanor, and/or who has been disciplined by a licensure/certification body, or whose ability to practice professional nursing is adversely affected by physical or mental disability/illness that may endanger the health and/or safety of a person, should seek special advising prior to enrolling in any professional nursing program in Massachusetts.” Individuals convicted of certain crimes may be permanently excluded from nurse licensure in Massachusetts and/or New Hampshire. Students should be aware that a court record might prevent them from admittance to the NCLEX-RN. Students who have questions about their eligibility should contact the appropriate State Board of Nursing directly (www.ncsbn.org). Inclement Weather Please refer to the MCPHS University catalog regarding University closure for inclement weather. In the case of inclement weather on a clinical day when the University does not close, students are expected to report to clinical as scheduled. However, at the discretion of the course coordinator/designee, scheduled clinical experiences may be delayed, cancelled, or dismissed early if travel conditions or weather forecasts pose significant concern for student safety. Academic Policies SON Grading Policy A 4.0 100-94 A3.7 93-90 B+ 3.3 89-87 B 3.0 86-83 B2.7 82-80 C+ 2.3 79-78 (minimum passing grade) C 2.0 77-73 C1.7 72-70 D 1.0 69-60 F 0.0 <60 The overall GPA for the SON is 2.7. The MCPHS University School of Nursing grading practice is to eliminate decimal points and to assign whole numbers as to final course grades. The “rounding up” of a final grade is based on 0.50 or above, not 0.49, 0.48, etc. For example, if the student grade is 77.49 or less, his/her final grade of record is a 77. Conversely, if the student grade is 77.50 or above, his/her final grade of record is 78. The minimum passing grade in any professional nursing course (NUR) is 78. The overall required professional GPA remains 2.7. Boston BSN students must achieve a minimum passing grade of 78 in each professional nursing (NUR) course and must achieve a minimum professional GPA of 2.5 in the first three sequential MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 16 nursing courses (NUR 205, NUR 208 and NUR 215) in order to progress. A professional GPA of 2.7 is then required for all subsequent professional (NUR) nursing courses in order to progress in the nursing major and to fulfill University requirements for graduation. Students who wish to appeal a final grade must follow the University’s grade appeal process as detailed in the University catalog. Course Work All assignments are due at the times specified in the course syllabus. Faculty, at their discretion, may allow for a time extension up to a maximum of 7 days. Unless additional time has been granted by the course coordinator for completion of an assignment, or unless otherwise stipulated in the course syllabus, a maximum achievable grade will be calculated upon receipt of the late assignment. The maximum achievable grade will be based upon a loss of 5 points per day for each calendar day that a paper is late. For example, a paper that is four (4) days late can receive a maximum achievable grade of eighty (80) points. The assignment is then graded and points are subtracted from a total of eighty (80), as opposed to one hundred (100). All assigned work must be submitted, regardless of how late, to successfully complete the course and receive a course grade. Issues/concerns regarding the completion and or submission of the assignment must be brought to the attention of the course faculty prior to the due date of the assignment. Grades will not be re-considered after submission of the assignment and subsequent posting of the grade. Quiz/Exam Reviews All students will have the opportunity to review and analyze completed exams. This process enables students to perform better on exams by analyzing their strengths and weaknesses as a test-taker. It is used to help students determine how to improve the way they prepare for and take tests. After the exam is taken and the grade is posted by the respective faculty member, there will be a designated time to allow students to review the exam. The format of the Exam Review is at the discretion of course faculty in order to provide the best learning opportunity for each particular course. Formats may include but are not limited to; silent reviews, open forums, group work, etc. Students have 48 hours from the time of exam to contact course faculty with challenges to the exam. After 48 hours, no challenges will be accepted. Once the review has taken place, students will have no further access to their quizzes/exams for security reasons. School of Nursing Courses with Sections For security and/or other reasons, quizzes/exams administered in those courses scheduled in sections may not be the same. Course faculty has the right to modify quiz/exam format/type based upon their judgment. APA Style All formal papers must conform to guidelines of the Publication Manual of the American Psychological Association, 6th edition (2009), with the exception that page numbers must be included on all pages. In addition to the Manual, students may find the following references helpful: APA Research Style Crib Sheet: http://owl.english.perdue.edu/owl/resource/560/01/ APA Citation Style: http://www.liu.edu/cwis/cwp/library/workshop/citapa.htm APA Style.Org: http://www.apastyle.org/ MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 17 Progression and Retention Policies Students must complete the requirements for the Bachelor of Science in Nursing degree within five years (32-month track) or three years (16-month track). If this time limit from the date of admission into the major has elapsed and the student has not completed degree requirements, the student must request an extension in writing and meet with the Dean of the School of Nursing, who may approve or deny the extension request. The School Dean’s decision is final and not subject to further appeal. General Progression Guidelines 1. A minimum grade of C+ (78) is required for the following pre-professional/pre-requisite courses: Anatomy and Physiology, Chemistry, Microbiology, Human Development, and Statistics. 2. Progression in the nursing major is dependent upon the student maintaining a cumulative professional grade point average (GPA) of 2.7 in all nursing courses (those with an “NUR” prefix). 3. Professional courses may not be taken on a Pass/Fail basis, with the exception of NUR 300 in Boston. 4. The minimum passing grade for all professional courses is C+ (78) 5. All nursing courses are taken in the specified sequences. An individual nursing course may be repeated only once. A second failed attempt (C, C-, D, F) will result in dismissal from the nursing program. Throughout the nursing program, a student may repeat no more than two separate nursing courses. A third failed attempt (C, C-, D, F) in any nursing course will also result in dismissal from the nursing program. 6. Clinical and laboratory components of nursing courses are graded on a Pass/Fail basis. A failing grade in clinical or laboratory will result in course failure, regardless of didactic grade. 7. All MCPHS University academic policies apply to the BSN degree program, including but not limited to those pertaining to leave of absence, academic probation, academic dismissal, re-admission, progression, and graduation. All students are encouraged to utilize Academic Support Services to maximize efficiency, effectiveness, and independent learning. Details regarding Academic Support Services can be found in University Catalog. MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 18 Out of Sequence Status If a student fails any nursing course, he/she will be designated as “out of sequence” and will be encouraged to meet with the designated course faculty to discuss his/her situation after receiving the final course grade. Students who wish to return to the School of Nursing must notify the Dean in writing of his/her intent to return to the nursing program no later than thirty days from the start of the desired semester return date. Returning to the School of Nursing is subject to space availability. Students who are anticipating returning to the School of Nursing must arrange to meet with their academic adviser during the out of sequence semester and draw up a learning contract to address their remediation and learning plans. Remediation must be completed and evidence of this provided to the academic adviser prior to the student returning to the program. Failure to do so will result in student not being offered a place in the subsequent semester. Out of Sequence Transfer Policy 1. Students falling out of sequence for any reason may petition the School Dean to request taking courses at a different campus within the School of Nursing to meet their academic needs. The Dean, in consultation with the campus program director or faculty if needed, honors or denies the petitioner’s request. 2. With the approval, the Dean will notify the program director of both the home and hosting campus. The student will notify the Dean and the Assistant Dean/program director on the hosting campus in writing, about his/her anticipated start date no later than thirty days from the start of the desired semester date. All appropriate documents related to the student will be forwarded to the hosting campus. These documents may include: a. Math exams b. Skills/Clinical Evaluations c. Other relevant documents d. Student’s unofficial transcript e. Other if relevant 3. The hosting site program director will designate a nursing faculty advisor who has access to all relevant documents of the student as noted above. 4. The faculty advisor will contact and meet with the student prior to the first day of class. At this time, the faculty will review the student’s prior progress, reason for the request to take course(s) at another campus, and strategies for success, and communicate with the home campus program director and/or course faculty if deemed necessary. 5. As noted above, the student may be requested to validate clinical skills, medication administration, health assessment, and/or other identified needs at the discretion of the faculty. 6. In the event the student would return to his/her home campus for admission, all appropriate documentation/records will be forwarded/returned to the home campus. The student would again meet with his/her faculty advisor or designee to ensure smooth transition. 7. Students who take courses on another campus may follow the sequence to complete the BSN course of study on the hosting campus but the student’s official diploma is issued from his/her original or home campus. However, the student can participate in graduation ceremonies/events on the hosting campus. MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 19 Home campus – the original enrolled campus of the BSN program Hosting campus – the campus that receives a BSN program student enrolled at another campus Policy for Content Validation after Non-Progression or Leave of Absence A student who fails or withdraws from an undergraduate nursing professional course, or who withdraws from a nursing program via leave of absence, must validate previous knowledge and skills held prior to program exit before he/she may reenroll in nursing clinical professional courses. Reenrollment is subject to clinical placement availability. (Note: There is no guarantee that space will be available at the student’s desired return date. It may take up to two years for reentry due to lack of clinical placement availability). This policy applies to all undergraduate nursing programs. The validation will occur via the student’s demonstration of knowledge and skills, i.e., meeting established program clinical competencies, in a selected clinical facility or simulation laboratory. The student must notify the Assistant Dean / Program Director of desired date of return a minimum of 30 days prior to the anticipated return date to make arrangements for preparing for and performing validation testing. Program faculty will provide guidance as to what content and skills (competencies) need to be reviewed by the student prior to the testing, but it is student’s responsibility to prepare for the validation testing. The student must pass the validation testing as per the outcome measures determined by the faculty. Students will have two attempts to be successful with validation content. Failure to meet the required outcome(s) will result in dismissal from the Nursing program and/or the need to repeat identified courses. A student attempting to return from a leave of absence must also have been cleared to return to classes by designated staff in the Academic Resource Center (Boston) or Academic Support Services (Worcester/Manchester) and/or the Assistant Dean of Students (Boston and Worcester) or Associate Dean of Students (Manchester) (if a medical leave of absence) prior to performing validation testing. The Academic Resource Center/Academic Support Services/Dean or Associate Dean of Students and Nursing faculty will coordinate communication regarding student clearance for leave of absence return and subsequent eligibility to schedule validation testing. Policy on Medication Calculation Testing Medication administration is an integral component of nursing care. In order to administer medications safely, students must demonstrate the competency to calculate medication doses accurately. Medication calculation proficiency is tested in NUR 215 Nursing Skills and Technologies, and also at the beginning of each Provider of Care course. Students must achieve a minimum grade of 95% in order to successfully pass NUR 215 and/or participate in clinical experiences. The results of the first math test in NUR 215 and in the Provider courses will represent the grade of record for that course. Individual course syllabi will reflect such practice. (Note: Students are not permitted to use a calculator for math testing in NUR 215, but may use a calculator during subsequent medication calculation testing). Three opportunities are provided in each course to achieve a passing grade. Students who do not pass the first attempt are strongly encouraged to participate in remedial math practice prior to MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 20 taking the second or third tests. Students are responsible for seeking guidance from course faculty regarding his/her self-directed study that can include such things as: MCPHS University Library resources Online sources Referral to textbook websites Nursing laboratory resources (handouts, books, software, etc.) Math remediation with Academic Support Services Should a student fail the second math competency exam in any course, the School of Nursing Math Competency Committee/designee will review his/her exam and exam answer sheet prior to administering the third exam. Students who do not achieve a passing grade of 95% after three attempts will receive a course grade of F, and will be ineligible to continue in the course and will be out of sequence in the program. Students also participate in a medication practicum as a component of NUR 215 Skills and Technologies. Students will demonstrate the safe preparation of a variety of (laboratory) medications and the administration of the medication via various routes. Students will have three opportunities to successfully demonstrate the safe preparation and administration of medication. Students who cannot demonstrate medication preparation and administration after three attempts will receive a course grade of F, and will be ineligible to continue in the course and will be out of sequence in the program. Online Standardized Testing Students in the nursing program are required to take online standardized tests (HESI exams) throughout the curriculum. These standardized tests have been found to be accurate predictors of success on the NCLEX-RN examination. Valuable feedback concerning the student’s strengths and weaknesses can assist the student in examining learning outcomes and preparation for the NCLEX-RN, while providing important information to the faculty who are responsible for ensuring that program goals and learning experiences are leading to expected program outcomes. Each course that utilizes a standardized online test may incorporate the grade earned on the standardized test as a percentage of the final course grade, which will be specific in the course syllabus. Students must achieve a minimal score of 850 on each HESI examination. NCLEX Review and HESI Exit Examination All students are required to complete the NCLEX review course provided by the University. Students may be required to assume 50% of the total cost of the program. Attendance at the NCLEX review is mandatory. All students must complete the standardized exit examination at the completion of the NCLEX review course. Failure to attend the NCLEX review or to sit for the exit examination will preclude the student from graduation and subsequent eligibility to take the NCLEX examination. MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 21 End of Course Remediation N1 All N1 (200 level) students will complete the respective course HESI final exams Boston-NUR 208 and NUR 215; Worcester/Manchester-NUR 208, 215, 226). Students are required to meet a benchmark score on the final exam of 850 or better. If this benchmark is not reached the following steps are to be completed; a. If the student does not meet the benchmark of 850 and has an overall end of course grade of less than 78 (B/W/M), the student cannot progress (SON Progression Policy) and will be referred to the School of Nursing Academic Standing Committee. The custom remediation package provided to the student is still recommended to be completed by the student in order for him/her to gain a better understanding of course content. b. If the student does not meet the benchmark of 850 and has an overall course grade of 78 (B/W/M), or better, students will receive an Incomplete (I) for the final course grade and be required to complete the HESI remediation package for the respective course prior to the earned course grade being reported to the registrar. Students will have 2 weeks following the end of the course to complete their custom remediation package. The student’s faculty advisor will validate the student has completed the remediation and notify the course faculty. The student grade will then, be amended to their final earned course grade. The final grade will not change as a result of completing the remediation package. Remediation constitutes reviewing all content areas and completing any and all quizzes associated with the content. c. If students do not complete the remediation package for the assigned course within the specified period (2 weeks following the completion of the course), the incomplete will be converted to an F (MCPHS University Catalog), and the student will not be able to progress within the SON BSN program. (As per the MCPHS University Handbook and the SON Student Handbook). N2 All N2 (300 level) students will complete respective HESI final exams (NUR 335, 345). Students are also required to complete the HESI final exam in NUR 350; however, HESI Remediation in the 350 course is optional and is not part of the following plan; Students are required to meet a benchmark score of 850 or better on the NUR 335 and NUR 345 final examinations. a. If the student does not meet the benchmark of 850 and has an overall course grade of less than 78 (W/M) or 73(B), the student cannot progress (SON Progression Policy) and will be referred to the School of Nursing Academic Standing Committee. The remediation package provided to the student by HESI is still recommended to be completed by the student in order for him/her to gain a better understanding of course content. MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 22 b. If the student does not meet the benchmark of 850 and has an overall course grade of 78 (W/M) or 73(B) better, students will receive an Incomplete (I) for the final course grade and will be required to complete the HESI remediation package for the respective course prior to the earned course grade being reported to the registrar. Students will have 2 weeks following the end of the course to complete their custom remediation package. The student’s faculty advisor will validate that the student has completed the remediation and notify the course faculty of completion. The student grade will then be amended to the final earned course grade. The final grade will not change as a result of completing the remediation package. Remediation constitutes reviewing all content areas and completing any and all quizzes associated with the content. c. If the student does not complete the remediation package for the assigned course within the specified period (2 weeks following the completion of the course) the incomplete will convert to an F (MCPHS University Catalog), and the student will not be able to progress within the SON BSN program (MCPHS University SON Student Handbook). N3 Students entering the final semester will complete a HESI Custom Exam. The content from all previous professional nursing courses will be tested. NUR 400 level content will not be included in this comprehensive benchmarking exam. Students are expected to prepare for this exam prior to the start of their final semester. All students not achieving the 850 benchmark are required to subsequently meet with their assigned faculty advisor or designee and to complete their custom remediation package provided by HESI as to address identified learning needs. Clinical and Classroom Policies Attendance/Absence Policy MCPHS University supports a learner-centered environment. Attendance and participation in classroom, lab, and clinical learning experiences directly correlate with successful course completion and represents a basic professional behavior. Therefore, students of the School of Nursing are responsible to engage in their own learning and professional comportment. Regular class attendance is mandatory. Unexcused absences of more than six (6) didactic hours will result in a final grade reduction of one full letter grade (e.g. B to C). Unexcused absences of more than nine (9) didactic hours will result in a failing grade for the course. In the case of illness or prolonged absence, it is the student’s responsibility to notify the Dean of Students (Boston), the Office for Student Affairs (Worcester), or Associate Dean of Students (Manchester) and his/her course faculty within 5 days from the first date of absence. With acceptable documentation from a student, an official memorandum will be issued notifying faculty of an excused absence. In the case of an approved, excused absence, the course faculty will make reasonable attempts to assist the student to satisfy requirements of the course (e.g., make up classes and exams). Students are expected to abide by instructions in each course syllabus regarding student responsibilities related to class absences. With respect to completion of work missed, if an acceptable agreement between the student and professor(s) cannot be reached, the School Dean will serve as arbitrator (reference MCPHS University Catalog). MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 23 Students are responsible for all class materials, content and assignments. Students are required to attend all scheduled lab and clinical learning experiences. Students may only make up missed class assignments, quizzes, and exams if a valid excuse has been granted. Graded work that is missed due to an unexcused/unapproved absence will be assigned a grade of 0. Students must notify (by telephone) the clinical faculty and the clinical unit of any tardiness and/or absences in ADVANCE of the start of the clinical shift to ensure patient safety. The student must also inform (by email or phone call) the respective course coordinator and the Dean of Students (Worcester)/Associate Dean of Students (Manchester) within 24 hours of the occurrence in consideration of the need to schedule a clinical make-up. If the absence is approved by the Dean/Assistant Dean, it is the responsibility of the student to contact the course coordinator to schedule a clinical makeup. Notification of the course coordinator can be done through email. All lab and clinical absences must be made up. Lab makeup must be scheduled with the lab instructor/lab manager. Clinical make-up may be in actual clinical hours or a comparable assignment, at the discretion of the course coordinator, in collaboration with course faculty and Associate/Assistant Dean of SON. (See NOTE below). The maximum number of absences from lab experiences (excused or unexcused) and clinical absences (excused only) are two (across the curriculum, during the student’s tenure in the program). Students who must miss more than two scheduled lab or clinical sessions will be required to withdraw from the course, and step out of sequence in the BSN program. Students are advised to contact the Academic Resource Center (Boston), Assistant Dean of Students (Worcester), or Associate Dean of Students (Manchester) to discuss his/her out of sequence status. In the event of an unexcused absence from a scheduled lab experience, the student must make up the missed lab and the following penalty shall be applied: o 1st offense: the student will lose one half of a full final letter grade (e.g. A to A-). o 2nd offense: the student will lose an additional one full final letter grade (e.g. to B-). o 3rd offense: the student will receive a grade of F for the course. A single unexcused clinical absence will result in failure of the course. NOTE: The opportunity to make up excused absences from clinical day(s) will be determined by the availability of a clinical site and a qualified clinical faculty to supervise the experience(s). Make -up days may be scheduled on weekends or on days when classes are not formally in session, such as the week after final exams, the week before the next semester classes begin, or spring break. In such instances, and provided the student is in good academic standing in the course, the student will receive a grade of Incomplete (I) until the missed days are made up. Details regarding incomplete grades can be found in the MCPHS University Catalog. MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 24 Punctuality Punctuality is expected of students for all classes, clinical learning center, and clinical experiences. Neither tardiness nor leaving early will be tolerated, as it impacts adversely upon the student’s learning experience and is disruptive to fellow students and faculty. The School of Nursing faculty has adopted a standard practice to minimize disruption to the classroom learning environment by closing the classroom or lab door(s) at the start of the class session. Students who arrive for a class session after the door is closed must wait to enter the classroom at the first break. Students who arrive late for a lab session may be denied the opportunity to participate and will need to make up that laboratory assignment at a time to be determined by the lab manager/course faculty. Students will be held accountable for all missed material. Students are expected be on time and to stay for the duration of the class, lab or clinical experience. If a student must be late or leave early, it is expected that the student will present an approved excused reason for leaving early approved by the appropriate Dean/Assistant Dean in advance). If a student reports to lab late or leaves lab early without a prior excused reason for doing so, the final course grade will be dropped by one half letter grade. More than one unexcused tardiness or early departure may result in failure of the course. Other policies pertaining to punctuality are as follows: Students who are late to class or lab without an approved excused absence may be denied the opportunity to take a scheduled examination, at the responsible faculty member’s discretion. If the tardiness is subsequently determined to be excused, students will be given an opportunity to make up the exam, which may be given in an alternative format (e.g., oral exam, essay exam, etc.) at the discretion of the faculty member. Students with an excused absence, tardiness, or early departure are expected to complete the required work and obtain handouts, etc., from classmates, and are responsible for learning the missed material. Students are expected to report to clinical experiences on time. Students should plan appropriately to allow adequate time for commuting, parking, and getting to the designated clinical unit in time to be ready to begin the clinical experience no later than the start of the appointed time (i.e., 7:00 a.m. means 7:00 a.m., not 7:01 a.m.). It is strongly advised that student plan to be on their clinical units at least 15 minutes prior to the start of the clinical rotation each day. Students who are tardy to clinical must report immediately to their clinical instructor on arrival to the clinical rotation. Students must not commence delivery of care or any nursing activities on the unit without the permission and allocation of instructions by the clinical faculty. Students who are late for clinical experiences may be sent home and will be required to complete a clinical make-up day at the discretion of the faculty. Faculty may need to make changes to the clinical schedule based upon facility issues or identified student learning needs. Faculty will provide as much lead time as possible and students will be expected to report as scheduled. Clinical experiences include, but are not limited to, participation in lab practicum, simulation, community-run free clinics, and flu clinics. Clinical hours which need to be made up as a result of an absence due to unforeseen circumstances beyond the control of the students (i.e. faculty illness or agency issue) will be fulfilled at the discretion of the course coordinator in agreement with the Associate/Assistant Dean of the School of Nursing MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 25 Any unexcused departure or tardiness from a scheduled clinical experience may result in failure of the course; however, a lesser penalty may be applied at the discretion of the course coordinator. Absence from Examinations Students are expected to take all quizzes and examinations at the scheduled time, unless an excused absence is granted by the office of Academic Support Services (Boston), Assistant Dean of Students (Worcester), or Associate Dean of Students (Manchester). If an emergency or illness occurs, the student must contact the Dean of Students (Worcester) or Associate Dean of Students (Manchester) and the respective course faculty member/administrative assistant before the examination is given, if possible, or no later than 3:00 p.m. on the day of the scheduled examination. Once an excused absence is approved, students must make arrangements to make up the missed exam within 24 hours. Failure to notify faculty may result in a grade of 0 for the examination. Opportunity for a make-up examination is at the discretion of the course coordinator/course faculty. A make-up examination may be given in a different format, at the discretion of the course coordinator/course faculty. Food and Drink in Classrooms and Clinical Learning Center Food is not allowed in any classroom. Clear capped bottles containing clear liquid may be brought into the classroom. Food and drink of any kind is not allowed in any lab area. Clinical Rotation / Clinical Preceptor Placement Students’ clinical placements are assigned by the School of Nursing in consideration of learning objectives, site and faculty availability, and quality of clinical sites. The School of Nursing will make every effort to accommodate requests regarding assignments to experiential education sites, but students generally can expect to be assigned to clinical sites some distance from the campus for at least a portion of their required clinical rotations. In such instances, students are responsible for transportation and other related travel expenses. Notice on Clinical Rotations and Background Screenings For some of MCPHS University’s programs placements in clinical rotations at health care providers are a required part of the MCPHS University curriculum. Some of those health care providers require background screenings and a conviction for a criminal offense might present an issue. It is possible that certain types of criminal convictions, whether prior to being a student at MCPHS University or while attending MCPHS University, could preclude a student from being able to complete a required clinical rotation. If you have any questions, please contact the MCPHS University Chief Compliance Officer. Clinical Shift Hours The student is expected to remain at the clinical agency/organization/facility for the entire time period assigned. Students should not expect to run personal errands or otherwise leave the clinical site during scheduled meal times or breaks. Emergency requests may be granted at the discretion of the course faculty/instructor and no student shall leave the clinical site without instructor notification and approval prior to leaving. MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 26 Clinical Evaluations/Grades Clinical performance will be evaluated on a Pass/Fail basis. The stated clinical objectives for a course shall establish the criteria for evaluation. Evaluation is an ongoing process throughout the clinical experience, reflecting both written and verbal performance, as well as clinical practice. Criteria utilized in the evaluation consist of specific learning objectives that the student must achieve in order to receive a passing grade. Clinical failure will result in overall course failure, regardless of course theory grade. Should a student fail clinical at any point in the course, the student will not be permitted to attend any subsequent classes or clinical experiences in that particular course. The student may continue to attend other previously enrolled courses for the duration of the semester, but will be unable to progress in the nursing program upon receipt of the course failure grade. The student does have the opportunity to appeal the clinical failure (as per the MCPHS University Catalog) but must do so within 48 hours of being notified of the clinical failure due to the timing/flow of the nursing curriculum. It is not possible to extend the appeal to the end of the official university semester for those half-semester courses. Students should otherwise follow the appeals process as delineated in the MCPHS University Catalog. This language is related to courses that are scheduled for half of the semester only. It will preclude a student from advancing until the end of the semester when the official failing grade is received. Clinical Failure Students are expected to know both the legal and ethical parameters of professional nursing practice and to demonstrate accountability and responsibility for professional practice standards throughout their course of study. If a student’s performance in a clinical nursing course or in any class is determined at any time to be unsafe or unprofessional in the judgment of the faculty, immediate action will be taken by the clinical/course faculty. The student may be immediately dismissed (sent home) from the clinical agency/class and a grade of F will be recorded for the course. The student will fail clinical and the overall course and may not attend any subsequent clinical experience during an appeal process (if appeal is opted by the student). Please note that the student, who chooses to appeal the clinical failure, must do so within 48 hours of being notified by course faculty. Students should follow the appeal procedure as noted in the MCPHS University Catalog. Clinical Warning When a concern about clinical competency or a breach of professional conduct arises, faculty may place a student on clinical warning status and initiate a clinical learning contract. Examples of incidents which may lead to a clinical warning and a clinical learning contract include, but are not limited to: Failure to demonstrate competence consistent with the clinical objectives of the course. Behavior deemed by the faculty member to be unsafe (behavior that places the student, the patient, or another staff member at risk of injury, or causes the student, the patient, or another staff member to be harmed). Failure to successfully complete an assigned laboratory skill, an assigned clinical paper, care plan, or other designated clinical assignment. Absence or tardiness that precludes an effective learning experience (see attendance policy). Behavior that does not demonstrate professionalism at all times. MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 27 The clinical warning and/or clinical contract will be documented in the student’s record. The information will indicate the date, time, place, and circumstances of the relevant incident(s). The information will be signed by the initiating clinical faculty and the student, and forwarded to the School Dean. A copy of the clinical warning and/or clinical contract will be given to the student. The contract will clearly specify the objectives and means to achieve the objectives, evaluation criteria, and a timeframe by which the student must meet the objectives of the contract. The evaluating faculty member will provide progress reports to the student during the period of the contract. Outcomes of the clinical warning and/or contract can be successful or unsuccessful. Should the outcome be favorable for the student, documentation of the improvement will be placed in the student’s record and the contract may be discontinued. If the warning represents a critical element such as, but not limited to attendance/tardiness, medication administration, organizational skills, documentation, etc., the student will remain on warning status during subsequent courses and/or for the duration of their tenure in the nursing program. Patterns of inappropriate behavior and/or weak clinical performance may result in a clinical failure. All information will be retained in the student’s file for subsequent access by faculty. Should the student fail to meet the prescribed objectives and timeframes noted in the learning contract or if the identified behaviors persist, the result will be a clinical failure, and therefore, failure of the course and an inability to progress in the nursing program. Clinical Uniform/Dress Code Students are expected to maintain a clean, neat and well-groomed appearance. Students are expected to report to clinical experiences including the Patient Assessment and Clinical Learning Center wearing the designated school uniform, individual name tag, and appropriate footwear. Footwear includes white or black (non-canvas) rubber soled closed toe and heel shoes. All white or all black sneakers are allowed as long as they are leather and the logo is either white or black. Lab/Clinical Shoe Options Suggestions (any questions regarding appropriate footwear or dress code should be directed to the campus laboratory manager) Men’s Lace-Up: http://www.allheart.com/walden-by-dansko-mens-wyatt-shoe/p/dswyatt/ Men’s Dansko: http://www.allheart.com/walden-by-dansko-mens-wynn-shoe/p/dswynn/ Women’s Dansko Patent Leather: http://scrubs.workngear.com/p-3872-dansko-406020202-womens-professional-black-patent-leather-clog.aspx Women’s Dansko Oiled Leather: http://scrubs.workngear.com/p-57-dansko-206-020202womens-professional-black-oiled-leather-clog.aspx White Lace-Up: http://scrubs.workngear.com/p-3937-nurse-mates-230004-angel-whitelace-up.aspx White Lace-Up #2: http://scrubs.workngear.com/p-70-nurse-mates-238404-louisenursing-shoes.aspx The following additional rules apply in all clinical settings: No perfumes or scented products Nails must be short and trimmed (no artificial press-on nails allowed) No nail polish No visible tattoos or body piercings (one pair of small stud or earrings may be worn) No facial piercings, including the tongue No non-traditional hair colors or styles (pink, blue, two-tone, etc.) Facial hair (beard and moustache) neatly trimmed MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 28 Long hair pulled back and off the collar No jewelry except wedding band and wrist watch No gum or tobacco chewing No children/visitors are allowed in the clinical learning center Jewelry worn for religious / cultural reasons should be worn under clothing due to safety and infection control whenever possible No hoodies or sweatshirts are to be worn over scrubs. A long sleeve shirt or V-neck shirt either solid black or solid white may be worn under the scrubs in cold weather ** Non-adherence to proper dress code will result in immediate dismissal from the lab/clinical. The student will need to meet with the lab manager to schedule a lab makeup. Second offense will result in dismissal from the lab and the missed lab will be considered an unexcused lab absence. Nursing students at MCPHS University must follow Standard Precautions to minimize the risks of disease transmission during the administration of all parenteral medications at designated clinical / clinic facilities. Although OSHA regulations do not require gloves to be worn when administering injections such as vaccines, MCPHS University SON policy requires students to wear gloves and change them between patients. Hand hygiene must be practiced whenever the gloves are removed. Gloves do not prevent needle stick injuries. In the event of a needle stick injury, the student must notify the clinical instructor and/or course faculty immediately in order to receive appropriate and timely care and follow up as per facility protocol. An incident report must also be completed and one copy returned to the MCPHS University SON. In the case of a medication error or student nurse care intervention which places the patient at risk and/or is against the agency or university policy, the student must notify the clinical instructor and/or course faculty immediately. An incident form must be completed as required by the host agency. Any requests to wear cultural/religious attire in the clinical/lab setting that impacts safety or infection control must be addressed on an individual basis. The student is responsible for discussing any requests for deviations from the approved MCPHS SON dress code with the Assistant Dean/program director of the campus. The Assistant Dean/program director will notify appropriate course coordinators if any deviations in the uniform have been approved. The course coordinator will share the information with appropriate clinical faculty. While the SON will work with the student to support cultural practices, the segregation of women and men in the Clinical Leaning Center (Lab) and within any assigned clinical group cannot be guaranteed. In addition, all students are expected to care for assigned patients regardless of medical diagnosis, race, creed, religion, color, age, gender, sexual orientation, disability, veteran status, marital status, or national origin. Additional Campus-Specific Dress Requirements Boston: Nursing students are expected to dress in clothing and footwear that reflect a professional appearance while on campus. Clothing should be clean and neat, and provide adequate coverage (no bare midriffs or visible undergarments/lingerie, reasonable hem length). Certain attire is inappropriate to wear to class or lab sessions, including sleepwear, slippers, torn garments, shirts or sweatshirts/jackets with pictures, commercial logos, or sayings, etc. White lab coats with name tags are required for all lab sessions. Students are required to wear the MCPHS lanyard and ID at all times when on the campus or in clinical rotations. MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 29 Worcester/Manchester: In addition to the above, white lab coats and lanyards with University ID are required on the Worcester/Manchester campuses in all areas, including classrooms and clinical learning center, except the Student Lounge. Lab coats with name tags are to be worn over appropriate clothing that is consistent with the Worcester/Manchester campus dress code. Failure to comply will result in class dismissal (unexcused absence). All campuses: Professional dress for formal classroom or project presentations is required and may be considered in grading criteria (see individual course syllabi). Patient Assessment and the Clinical Learning Center Proficiency in performing clinical skills is an integral part of the nursing curriculum. The clinical learning center environment provides an opportunity to attain the essential skills necessary to care for patients in hospital and other care settings. Various techniques will be utilized to support student learning, including video and audiotapes, computer-based instruction, demonstration, performance practice, and simulation. Students are expected to handle all lab equipment with care and to return all equipment to the designated area after use. Students are also required to dispose of all papers and other disposable supplies and to place used linen in the dedicated hampers. The Clinical Learning Center should always be left neat and orderly. Guidelines for the Patient Assessment and Clinical Learning Center: No eating, drinking or gum chewing White lab coats and name tags must be worn at all times Neat, clean, and comfortable clothing is required No open-toed shoes or flip flops Use of sharps must be under faculty supervision All equipment must be left in the condition in which it was found Any broken or malfunctioning equipment should be reported immediately to the Lab Manager No children or visitors are allowed in the clinical learning center. Professional Comportment Professional comportment (the manner in which one behaves or conducts oneself) is expected of all nursing students in the School of Nursing at MCPHS University. Professional comportment embodies the core values of the University and is defined as behaving in a way that exemplifies respect for individuals including those in the academic setting, healthcare setting, and community of practice. Communication is an important element of professional comportment and as such should be practiced throughout the nursing program. Policies set forth in this handbook provide a framework to socialize students to behave in an ethical, responsible, and professional manner. Students are expected to display professional demeanor, interactions and boundaries with patients and their families, clinical staff, peers, faculty, and the public at all times in consideration of their representation of the profession of nursing and MCPHS University (See the ANA Code of Ethics for Nurses pg. 11 of the Handbook). Essential expected behaviors include, but are not limited to: MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 30 Consistent display of professional demeanor and appropriate interpersonal interactions and boundaries with patients, staff, and peers. Adherence to the profession’s Code of Ethics. Timeliness and adherence to preparation, attendance, policies, and deadlines. Prompt notification of absence or tardiness according to the established absence policies. Adherence to School of Nursing professional dress guidelines. Exhibit professional and responsible behavior when representing MCPHS University in any manner or venue while wearing the white coat, clinical uniform, lanyard, or any MCPHS University logo Display professional conduct in using cyberspace (examples include, but are not limited to Blackboard, Email, Twitter, Pinterest, Tumblr, Facebook, YouTube, etc.). The Use of Social Media: MCPHS University SON has adopted the NCSBN’s policy for social media. It is the student’s responsibility to review and comply with the content contained in the NCSBN White Paper on Social Media. https://www.ncsbn.org/Social_Media.pdf Use of Cell Phones in the Clinical Setting To ensure the safety and security of patient treatment environment and to ensure patient and employee privacy and confidentiality, in accordance with HIPAA, the use of personal cell phones/electronic communication devices by MCPHS University nursing students during clinical hours is prohibited. Students may only use cell phones/electronic communication devices during lunch or break periods in private spaces away from all patients, common patient care areas, and/or common clinical work areas. Personal cell phones/electronic communication devices are to be turned OFF and stored away and are NOT to be kept on the person. Academic Honesty The MCPHS University School of Nursing’s primary purpose is the pursuit of academic excellence. Teaching and learning must occur in an atmosphere of mutual trust and respect. Such trust and respect can be developed and maintained only if honesty prevails in the academic community. Moreover, it is the shared responsibility of all members of the MCPHS University community to maintain this climate of honesty. Administrators, faculty, and students all benefit from the pursuit of academic excellence in an environment characterized by integrity, honesty, and mutual respect. Such integrity is fundamental to and represents an integral component of professional nursing education. In keeping with academic integrity, students are expected to be honest in their academic work such as submission of coursework and materials that are their own. Examples of dishonest conduct include but are not limited to: Cheating, i.e., copying examination answers. Collusion, i.e., working with another person or persons when independent work is prescribed. Falsification or fabrication of an assigned project, data, results, or sources. Giving, receiving, offering, or soliciting information included on examinations. Utilization of work previously submitted by another student who has progressed to a higher level. Destruction or alteration of the work of another student. MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 31 The multiple submission of the same paper or report for assignments in more than one course without the prior written permission of each instructor. Signing another student’s name. Plagiarism, the appropriation of information, ideas, or the language of other persons or writers and the submission of them as one's own to satisfy the requirements of a course. Plagiarism thus constitutes both theft and deceit. Assignments (compositions, term papers, computer programs, etc.) acquired either in part or in whole from commercial sources or from other students and submitted as one's own original work will be considered plagiarism. (See MCPHS University Handbook). The unauthorized recording, sale, or use of lectures and other instructional materials. In the case of such dishonesty, the professor may give a grade of zero for the project, paper, and/or examination and may record an "F" for the course itself. When appropriate, dismissal from the School of Nursing may be recommended. Any faculty member encountering an academic offense such as, but not limited to, those listed above will meet with the student involved to identify the allegation and file a written report to the Dean of Students (Worcester)/Associate Dean of Students (Manchester) and the Dean of the School of Nursing, indicating reasons for believing the student has committed academic dishonesty. The Dean of Students/designee may conduct a formal hearing to investigate the alleged violation according to the Student Code of Conduct. For additional specific information, please refer to the Academic Honesty Policy and Academic Conduct of the MCPHS University Student Handbook. Communication Faculty Availability Faculty makes every effort to be available to students. Office hours with sign-up sheets to meet with faculty are posted each semester. If a student cannot meet with faculty during these times, they should communicate this with the faculty via email so that another mutually convenient time may be arranged. Student emails to faculty will be answered within 48 business hours. To ensure timely communication, students are expected use the official faculty email addresses as listed in the University Faculty Directory. Faculty may not respond on weekends, vacations or other school closings. Chain of Command In the event a student in the School of Nursing needs to communicate a concern, need, or issue relating to courses/clinical expectations/experiences, the student needs to follow the designated chain of command as follows: Step 1: the student needs to discuss his/her concern/need/issue with the faculty member of the course/clinical that s/he is having an issue with. Step 2: if the concern/need/issue is not resolved, the student may bring the concern to the course coordinator for the course/clinical the student is in. Step 3: if the concern/need/issue is not resolved, the student may bring the concern/need/issue to the Assistant Dean (Worcester), Associate Dean (Boston &, Manchester). Step 4: if the concern/need/issue still is not resolved, the student may bring the concern to the Dean of the School of Nursing. In order to meet all students’ needs timely and appropriately, the student is asked to follow the appropriate chain of command as outlined. The student has a concern/need/issue. MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 32 Step 1: Brings it to the course/clinical professor/instructor; if unresolved, Step 2: Brings it to the course coordinator/faculty; if unresolved, Step 3: Brings it to the Assistant Dean (Worcester) or Associate Dean (Boston & Manchester); if unresolved, Step 4: Brings it to the Dean of the School of Nursing. Cell Phones, Texting, and Pagers Cell phones and pagers must be kept off or in the vibrate mode during class. Talking on a cell phone is not allowed in class. Texting or photographing is not permitted during class. Students talking on a cell phone and/or texting during class will be asked to leave the class and this will result in an unexcused absence. (See page 21 for penalties related to unexcused tardiness/departure/absence). Cell phones and pagers are not allowed in the lab or in the clinical agencies due to potential interference with medical equipment. Tape Recorders and Cameras The use of cameras and/or tape recorders during class is at the discretion of the course faculty and must be approved prior to class Visitors in the Classroom The course faculty member, prior to the class, must approve any request for visitors in the classroom. Attendance at Professional Meetings Students who are interested in attending professional meetings, for example, the National Student Nurses Association annual meeting, must obtain prior approval from the Dean of the School of Nursing/designee and secure an excused absence from the appropriate Dean/Associate Dean of Students. Only students who are in good standing academically and clinically are eligible to request approval for such an absence. Attendance at a professional meeting may substitute for no more than one clinical day per semester. Additional missed days must be made up according to the policy for excused absences from clinical days as outlined above. Governance: Student Representative for the Student Affairs Committee/Curriculum Committee The Student Representative of the Student Affairs (SA) Committee/Undergraduate Curriculum Committee (CC) hold full membership on the committee. This is an invited position that allows the student to participate in the meetings that occur up to 2 times a semester. Meetings occur during the lunch break on a Thursday. Meetings are held at a designated faculty office or meeting room determined by each of the campuses. Students are voting members of the committee per the bylaws. Students may be asked to exit the meeting if the committee must hold an executive session and discuss matters of confidentiality. MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 33 The Student Representative is strongly encouraged to email any student concerns or topics for discussion to the chair of SA or CC faculty prior to the scheduled meeting so that the topics can be added to the agenda. The student representative would also be the person to share information from the committee with the student body. Attendance at all meetings is not mandatory. MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 34 Program of Study Note: Please refer to MCPHS University Catalog with regard to pre-requisite and co-requisite requirements. 32-Month BSN Curriculum - Boston Year I – Fall Course Title BIO 110 CHE 110 FYS 101 LIB 111 MAT 142 Total Semester Anatomy & Physiology I Basic Chemistry First Year Seminar Expository Writing I Mathematics for Nurses Year I – Spring Course Title LIB 120 BIO 210 CHE 210 LIB 112 LIB 133 Introduction to Psychology Anatomy & Physiology II Basic Chemistry II* Expository Writing II American Culture, Identify & Public Life Total Semester NUR 205 Total Semester Credits Contact Hours/Week (Semeste Clas Lab/ Total r s Clinical NUR Hours) Lab/ Clinical 3 3 4 2 3 4 3 3 3 3 3 3 - - - 17 Year I – Summer Course Title BEH 352 MAT 261 Credits Contact Hours/Week (Semeste Clas Lab/ Total r s Clinical NUR Hours) Lab/ Clinical 4 2 3 4 3 3 1 1 3 3 3 3 15 Human Development Statistics Distribution Elective Nursing History, Knowledge & Narrative Credits Contact Hours/Week (Semeste Clas Lab/ Total r s Clinical NUR Hours) Lab/ Clinical 3 3 3 3 3 3 12 MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 35 Year II – Fall Course Title BIO 255 NUR 208 NUR 215 Microbiology (with lab) Essential Concepts of Nursing Nursing Skills & Technologies LIB 420 Humanities Elective Interpersonal Communication in the Health Professions Total Semester NUR 245 Health Care Ethics Pathophysiologic and Pharmacologic Approach to Nursing Practice Health Assessment & Promotion Distribution Elective Total Semester Year II – Summer Course Title NUR 300 NUR 325 NUR 330 Total Semester 3 3 - - 17 Year II – Spring Course Title LIB 512 NUR 226 Credits Contact Hours/Week (Semeste Clas Lab/ Total r s Clinical NUR Hours) Lab/ Clinical 4 3 3 3 3 4 3 3 42 Service Learning within the Profession of Nursing Provider of Care I: Adult and Elder Health Nursing Informatics & Health Care Technologies 42 Credits Contact Hours/Week (Semeste Clas Lab/ Total r s Clinical NUR Hours) Lab/ Clinical 3 3 6 6 - 4 3 16 3 3 3 - 42 42 Credits Contact Hours/Week (Semester Class Lab/ Total Hours) Clinical NUR Lab/ Clinical 1 8 4 12 168 3 3 - - 12 MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 168 Page 36 Year III – Fall Course NUR 335 NUR 345 NUR 350 Total Semester Credits Contact Hours/Week (Semeste Clas Lab/ Total r s Clinical NUR Hours) Lab/ Clinical Provider of Care II: Child-Bearing 6 3 9 126 and Child-Rearing Family Health Provider of Care III: Mental & 6 3 9 126 Social Health Scholarly Inquiry 3 3 15 252 Title Year III – Spring Course Title NUR 425 NUR 445 NUR 450 Total Semester Total Credits (all years) Provider of Care IV: Community & Public Health Nursing Provider of Care V/Coordinator of Care Member of a Profession and Capstone Leadership Project Credits (Semeste r Hours) Contact Hours/Week Clas Lab/ Total s Clinical NUR Lab/ Clinical 7 3 9 126 8 5 3 3 3 2 seminar/ project 120-160 28 18 314 122 818 Majority of Provider Courses are front-loaded with two weeks of intense didactic components followed by clinical immersion. Contact hours reflect the number for a standard 14-week calendar. For half-semester courses, total contact time equals total for a full semester course (e.g., 14 weeks x 3 class hours = 42 contact hours for 3 semester hour credits; a 7-week, 3 credit course would entail 6 class hours per week). MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 37 16-Month Post-Baccalaureate BSN Curriculum – Worcester/Manchester, Spring Admission Year I – Spring Course Title NUR 205 NUR 208 NUR 215 NUR 226 Nursing History, Knowledge & Narrative Essential Concepts of Nursing Nursing Skills and Technologies Pathophysiologic and Pharmacologic Approach to Nursing Practice Total Semester NUR 330 Health Assessment and Promotion Provider of Care I: Adult and Elder Health Nursing Informatics and Health Care Technologies Total Semester Year II – Fall Course NUR 335 NUR 345 NUR 350 Total Semester Contact Hours/Week Clas Lab/ Total s Clinical NUR Lab/ Clinical 3 3 3 4 6 3 3 6 3 - 16 Year I – Summer Course Title NUR 245 NUR 325 Credits (Semeste r Hours) 42 Credits (Semeste r Hours) Contact Hours/Week Clas Lab/ Total s Clinical NUR Lab/ Clinical 4 3 3 42 8 4 12 168 3 3 - 15 Title Provider of Care II: Child-Bearing and Child-Rearing Family Health Provider of Care III: Mental and Social Health Scholarly Inquiry 42 - 210 Credits (Semeste r Hours) Contact Hours/Week Clas Lab/ Total s Clinical NUR Lab/ Clinical 6 3 9 126 6 3 9 126 3 18 3 - 252 MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 38 Year II – Spring Course Title NUR 425 NUR 445 NUR 450 Total Semester Total Credits (all years) Provider of Care IV: Community and Public Health Nursing Provider of Care V/Coordinator of Care Member of a Profession and Capstone Leadership Project Credits (Semeste r Hours) Contact Hours/Week Clas Lab/ Total s Clinical NUR Lab/ Clinical 7 5 9 126 8 5 3 3 3 2 seminar/ project 120-160 28 18 314 64 818 Majority of Provider courses are front-loaded with two weeks of intense didactic components followed by clinical immersion. Contact hours reflect the number for a standard 14-week calendar. For half-semester courses, total contact time equals total for a full semester course (e.g., 14 weeks x 3 class hours = 42 contact hours for 3 semester hour credits; a 7-week, 3 credit course would entail 6 class hours per week). MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 39 16-Month Post-Baccalaureate BSN Curriculum – Worcester/Manchester, Fall Admission Year I – Fall Course NUR 205 NUR 208 NUR 215 NUR 226 Title Nursing History, Knowledge & Narrative Essential Concepts of Nursing Nursing Skills and Technologies Pathophysiologic and Pharmacologic Approach to Nursing Practice Total Semester Health Assessment and Promotion Provider of Care I: Adult and Elder Health Scholarly Inquiry Year I – Summer Course Title NUR 335/335L NUR 345/345L NUR 330 Total Semester Contact Hours/Week Clas Lab/ Total s Clinical NUR Lab/ Clinical 3 3 3 4 6 3 3 6 3 - 16 Year I – Spring Course Title NUR 245/245L NUR 325/325L NUR 350 Total Semester Credits (Semeste r Hours) Provider of Care II: Child-Bearing and Child-Rearing Family Health Provider of Care III: Mental and Social Health Nursing Informatics & Health Care Technologies 42 - 42 Credits Contact Hours/Week (Semester Class Lab/ Total Hours) Clinical NUR Lab/ Clinical 4 3 3 42 8 4 3 15 3 12 168 210 Credits Contact Hours/Week (Semester Class Lab/ Total Hours) Clinical NUR Lab/ Clinical 6 3 9 126 6 3 3 3 15 MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 9 126 252 Page 40 Year II – Fall Course NUR 425/425L NUR 445/445L NUR 450 Total Semester Total Credits (all years) Title Provider of Care IV: Community and Public Health Nursing Provider of Care V: Coordinator of Care Member of a Profession & Capstone Leadership Project Credits Contact Hours/Week (Semester Class Lab/ Total Hours) Clinical NUR Lab/ Clinical 7 5 9 126 8 5 3 3 3 2 seminar/ project 18 64 120 -160 28 314 818 Majority of Provider courses are front-loaded with two weeks of didactic components followed by clinical immersion. Contact hours reflect the number for a standard 14-week calendar. For half-semester courses, total contact time equals total for a full semester course (e.g., 14 weeks x 3 class hours = 42 contact hours for 3 semester hour credits; a 7-week, 3 credit course MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 41 Nursing Course Descriptions and Learning Outcomes NUR 205 Nursing History, Knowledge and Narrative Students learn the vision, mission, core values, and philosophy of the MCPHS University nursing program, as well as the history of nursing as it has relevance for contemporary nursing practice. They explore knowledge and values including the theoretical underpinnings of nursing knowledge, and the professional behaviors expected of nursing students. Students gain a broad perspective of contemporary nursing practice through the use of narrative. Course Objectives Upon completion of this course the student will be able to: 1. Examine knowledge from the natural and social sciences and the humanities for application to the study and practice of professional nursing. 2. Examine the history and tradition of nursing as it shapes (and is shaped by) contemporary practice. 3. Describe the nature of theory, how theory shapes perception and is distinct from knowledge. 4. Examine selected theories from nursing and other disciplines (for example, gerontology) that contribute to the unique body of nursing knowledge. 5. Explicate the mission, philosophy, and core values of the MCPHS University nursing program. 6. Describe the use of narrative as a means to gain perspective about contemporary nursing practice. 7. Describe the MCPHS University School of Nursing core competencies. NUR 208 Essential Concepts of Nursing Students gain foundational knowledge about essential concepts of nursing for the beginning nursing student. Students link the history and knowledge of nursing to the student’s own emerging practice. Students examine essential concepts of nursing practice and nursing science and relate them to existing beliefs and attitudes. Students examine the MCPHS University core competencies of critical thinking, communication, assessment, and technical skills, and begin to apply systematic thinking and problem solving to the practice of nursing. Course Objectives Upon completion of this course the student will be able to: 1. Clarify personal values, beliefs, and attitudes about the health and illness experience for self, patients, and families. 2. Recognize the impact of values, beliefs and attitudes in the development of professional nursing practice. 3. Demonstrate therapeutic communication skills in simulation exercises. 4. Discuss the role of the professional nurse with concepts of death, dying, grief and loss. 5. Demonstrate systematic thinking and problem solving in nursing through use of the nursing process. 6. Describe the research process and its impact on nursing care. 7. Describe selected roles in nursing (Provider of Care, Coordinator/Manager of Care, Member of a Profession). 8. Describe safe, effective, culturally-competent nursing care across the lifespan. MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 42 9. Identify the health-related lifespan considerations of young and middle-aged adults across the lifespan. NUR 215/215L Nursing Skills and Technologies Students gain foundational knowledge and skills, recognizing skill acquisition as an ongoing component of safe and effective nursing practice. Students begin to utilize skills and technologies required for delivery of safe and competent nursing care. Students learn to approach skill acquisition as a theoretical and analytical process that involves understanding the relevant scientific principles underlying development of skill mastery. Students actively participate in clinical simulation labs within the Clinical Learning Center and engage in cooperative learning with guidance from faculty. Course Objectives Upon completion of this course the student will be able to: 1. Articulate why maintaining and updating nursing skill(s) is a lifelong process. 2. Articulate the underlying theory and principles related to the skill(s). 3. Describe the safety and infection control issues related to caring for patients in diverse clinical settings across the lifespan. 4. Utilize medical and nursing terminology associated with body systems and nursing skills. Clinical Learning Center Objectives 1. Demonstrate proficiency in basic mathematical calculations and conversions and the accurate methods of medication dosage calculation. 2. Demonstrate basic competency in the performance of nursing skills and technologies. 3. Demonstrate ability to adapt performance of skills to meet the developmental stage of the patient. 4. Engage in active and cooperative learning with peers and faculty. 5. Demonstrate competence in providing culturally sensitive care in simulated experiences. NUR 226 Pathophysiologic and Pharmacologic Approach to Nursing Practice Students build on prerequisite biological science courses and gain foundational knowledge regarding normal and abnormal pathophysiological and pharmaceutical principles. Students learn the etiology, pathogenesis, and clinical manifestations of selected health problems across the lifespan in diverse populations, and the efficacious use of pharmaceutical agents, including the nurse’s role in safe medication administration. Students learn the pharmacodynamics and pharmacokinetics of pharmaceutical agents and their use in health promotion, treatment and symptom management across the lifespan. Course Objectives Upon completion of this course the student will be able to: 1. Use the nursing process to describe the association between pathophysiology and pharmacology for selected health problems across the lifespan. 2. Describe the pathophysiology, genetic relationship, clinical manifestations, and cultural and ethnic considerations of relevant health problems across the lifespan. 3. Differentiate between selected normal and pathophysiologic changes across the lifespan. MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 43 4. Describe principles of pharmacodynamics and pharmacokinetics, and genetic influence, as appropriate, for selected pharmaceutical agents. 5. Identify the manifestation of pharmaceutical (e.g., adverse drug reactions) absorption, distribution, and pharmacokinetics for selected pharmaceutical agents. 6. Explain the use of selected pharmaceutical agents in selected health problems (for example, polypharmacy in the elderly) across the lifespan. 7. Explain the complications associated with selected health problems. 8. Explain the use of selected pharmaceutical agents to promote health with relevant health disorders. NUR 245/245L Health Assessment & Promotion Students acquire foundational knowledge of health assessment and health promotion, and their relationship to comprehensive nursing care. Students learn to perform a comprehensive and holistic assessment of the patient across the lifespan, including systematic collection, analysis, and synthesis of health data from patients and secondary sources. Students develop the organizational and critical-thinking skills necessary for the planning and delivery of nursing care; and integrate the essential nursing core competencies and concepts of health promotion, risk reduction, and disease prevention in the clinical laboratory setting. Course Objectives Upon completion of this course the student will be able to: 1. Demonstrate organizational and critical-thinking skills necessary for the development of judgment in the planning and delivery of culturally sensitive patient care across the lifespan. 2. Integrate the principles of health promotion, risk reduction, and disease prevention in the development of a holistic plan of care across the lifespan. 3. Recognize the unique differences in assessment data across the lifespan. Clinical Learning Center Objectives Upon completion of the laboratory component of this course the student will be able to: 1. Determine the appropriate approach to health assessment and promotion consistent with the patient’s developmental stage. 2. Demonstrate ability to systematically collect, analyze, and synthesize patient related health data across the lifespan while tailoring examination techniques to meet the developmental stage of the patient. 3. Demonstrate ability to complete a detailed health history and a comprehensive head-totoe physical assessment. 4. Demonstrate cultural competence in collecting and interpreting patient health data. NUR 300 Service Learning Within the Profession of Nursing – Boston Campus Only Service –learning is an educational experience in which students participate in an organized service activity that meets identified community needs and fosters social responsibility. Students will complete at least 10 hours of pre-approved, unpaid service experience. The service must be performed in the same semester in which the student is registered for the course. Students will reflect upon their experience, its current and future impact, and the implications for life-long learning through the reflective journaling and seminar discussion. MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 44 Course Objectives Upon completion of this course the student will be able to: 1. Develop an enhanced awareness of community needs, problems and interventions 2. Develop a sense of caring, social responsibility, global awareness and civic responsibility 3. Discuss citizenship and its relationship to community service 4. Describe how the values of nursing including integrity, empathy, teamwork, respect and client advocacy and demonstrated within the service learning experience NUR 325/325L Provider of Care I: Adult & Elder Health Students apply concepts and principles acquired in all prior nursing courses to the provision of holistic nursing care for adults and elders with health problems in diverse clinical settings. Students actively participate in the clinical setting and engage in cooperative learning with guidance from faculty and clinical partners. Students begin to apply foundational knowledge of nursing to the development of the essential nursing competencies in the clinical setting. Through immersion in the clinical practice environment, students begin to examine and enact the professional nursing role, as well as begin to develop professional relationships with patients, clinical partners, and members of the interdisciplinary healthcare team. NOTE: The majority of class sessions are front-loaded, followed by clinical immersion (3036 hours/week). Course Objectives Upon completion of this course the student will be able to: 1. Describe major health problems and disease states affecting diverse adults and elders. 2. Explain major considerations in planning and performing nursing care for adults and elders with simple to complex health problems. 3. Explain the nurse’s role in the provision of nursing care to adults and elders. 4. Analyze anticipated patient needs associated with selected health problems and disease states. 5. Develop a holistic plan of care for patients with selected health problems and disease states. 6. Formulate anticipated nursing interventions associated with selected health problems and disease states. Clinical Objectives Upon completion of this course the student will be able to: 1. Assume responsibility and accountability for clinical practice with guidance from faculty and clinical partners. 2. Apply a holistic nursing approach to illness and disease management in the acute and chronically ill adult and elder patient. 3. Perform systematic head-to-toe and focused nursing assessments appropriate to patient condition and need. 4. Prioritize nursing care of adults and elders in a manner that ensures patient safety. 5. Demonstrate organizational skill in the provision of nursing care for adults and elders. 6. Perform therapeutic nursing interventions for adults and elders in a safe manner. 7. Demonstrate technical skill in the delivery of nursing care for adults and elders MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 45 8. Evaluate nursing care and patient outcomes. 9. Document nursing care in accordance with clinical agency standards. 10. Interact with patients, peers, faculty, and members of the interdisciplinary team in a professional manner. 11. Communicate with patients, peers, faculty and members of the interdisciplinary team in a professional manner. 12. Provide culturally competent nursing care to adults and elders. NUR 330 Nursing Informatics and Health Care Technologies Students acquire foundational knowledge of nursing and health care informatics, gaining an understanding of the theories and social and economic forces influencing the development and application of information and health care technologies. Students begin to use these technologies in the delivery of nursing care, and learn to adapt emerging technologies to clinical nursing practice. Students also explore the legal and ethical ramifications of using information and health care technologies to improve patient safety and the quality of health care, and protect patient privacy. Course Objectives Upon completion of this course the student will be able to: 1. Demonstrate knowledge of aspects of nursing informatics. 2. Relate underlying theories to the development and use of healthcare information systems. 3. Correlate the use of healthcare informatics to the delivery of nursing care. 4. Adapt emerging technologies to clinical nursing practice. 5. Examine the legal and ethical considerations surrounding the use of informatics and computer-assisted technology to healthcare delivery. 6. The student will examine the role of informatics and healthcare technologies in improving patient safety and quality outcomes. NUR 335/335L Provider of Care II: Child-Bearing & Child-Rearing Family Health Students apply concepts and principles acquired in all prerequisite and concurrent nursing courses to the provision of care for child-bearing and child-rearing families in diverse clinical settings. Students develop and apply a holistic approach to the assessment, care, and management of women of child-bearing age, children of all ages, and families. Students also learn the use of anticipatory guidance as a therapeutic tool to optimize health and wellness. NOTE: The majority of class sessions are front-loaded, followed by clinical immersion (3032 hours/week). Course Objectives Upon completion of this course the student will be able to: 1. Demonstrate knowledge of selected health problems, disease states, and health needs for child-bearing women, children, and child-rearing families. 2. Examine anticipatory guidance as a therapeutic tool to the provision of nursing care. 3. Evaluate the nurse’s role in the provision of nursing care of child-bearing women, children, and the variety of child-rearing families. 4. Develop a holistic plan of care for patients with selected health problems and disease states. MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 46 5. Analyze anticipated patient needs related to states of health, wellness, and illness. 6. Distinguish anticipated nursing interventions associated with selected states of health, wellness, and disease states. Clinical Objectives Upon completion of this course the student will be able to: 1. Assume responsibility and accountability for clinical practice with guidance from faculty and clinical partners. 2. Apply a holistic nursing approach to health problems, disease states, and health needs for child-bearing women, children, and child-rearing families. 3. Perform systematic head-to-toe and focused nursing assessments appropriate to patient condition and need. 4. Prioritize nursing care of child-bearing women, children, and child-rearing families in a manner that ensures patient safety. 5. Demonstrate organizational skill in the provision of nursing care for child-bearing women, children, and child-rearing families. 6. Perform therapeutic nursing interventions for child-bearing women, children, and childrearing families in a safe manner. 7. Demonstrate technical skill in the delivery of nursing care for child-bearing women, children, and child-rearing families. 8. Evaluate nursing care and patient outcomes. 9. Document nursing care in accordance with clinical agency standards. 10. Interact with patients, peers, faculty, and members of the interdisciplinary team in a professional manner. 11. Communicate with patients, peers, faculty and members of the interdisciplinary team in a professional manner. 12. Provide culturally competent nursing care to childbearing women, children, and childrearing families. NUR 345/345L Provider of Care III: Mental & Social Health Students apply concepts and principles acquired in all prerequisite and concurrent nursing courses to the provision of care for patients with psychosocial needs and psychiatric disorders in diverse clinical settings, within the context of family and societal forces. Students develop their use of self as a therapeutic tool, and focus on a holistic approach to assessment, care, and management of persons with psychosocial issues and selected psychiatric disorders and conditions. Students learn to incorporate contemporary and emerging social issues as they relate to the mental and social health of patients and their families. Students have opportunities to develop relationships with patients, families, clinical partners, and members of the interdisciplinary health care team. NOTE: The majority of class sessions are front-loaded, followed by clinical immersion (3032 hours/week). Course Objectives Upon completion of this course the student will be able to: 1. Demonstrate appropriate knowledge of psychosocial issues and selected psychiatric disorders. 2. Demonstrate the therapeutic use of self as a tool in the provision of nursing care. MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 47 3. Analyze the impact of psychosocial stressors across the lifespan in individuals and families. 4. Evaluate the nurse’s role in the provision of nursing care of persons and families with psychosocial issues and selected psychiatric disorders and conditions. 5. Develop a holistic plan of care for persons and families with psychosocial issues and selected psychiatric disorders and conditions across the lifespan. 6. Analyze anticipated needs of persons with psychosocial issues and selected psychiatric disorders and conditions. 7. Distinguish anticipated nursing interventions associated with selected states of health, wellness, and disease states. Clinical Objectives Upon completion of this course the student will be able to: 1. Assume responsibility and accountability for clinical practice with guidance from faculty and clinical partners. 2. Apply a holistic nursing approach to health problems, disease states, and health needs for persons with psychosocial issues and selected psychiatric disorders and conditions. 3. Perform systematic and focused nursing assessments appropriate to patient condition and need. 4. Prioritize nursing care of persons with psychosocial issues and selected psychiatric disorders and conditions in a manner that ensures patient safety. 5. Demonstrate organizational skill in the provision of nursing care for persons with psychosocial issues and selected psychiatric disorders and conditions. 6. Perform therapeutic nursing interventions for persons with psychosocial issues and selected psychiatric disorders and conditions in a safe manner. 7. Demonstrate technical skill in the delivery of nursing care for persons with psychosocial issues and selected psychiatric disorders and conditions. 8. Evaluate nursing care and patient outcomes. 9. Document nursing care in accordance with clinical agency standards. 10. Interact with patients, peers, faculty, and members of the interdisciplinary team in a professional manner. 11. Communicate with patients, peers, faculty and members of the interdisciplinary team in a professional manner. 12. Provide culturally competent nursing care to persons with psychosocial and psychiatric disorders. MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 48 NUR 350 Scholarly Inquiry Students acquire an understanding of the historical development of nursing as a scholarly discipline, and appraise its contemporary standing in the scientific community. Students learn the research process, methods of qualitative and quantitative research, and the legal and ethical considerations of engaging in nursing research. Students learn to apply critical thinking to the evaluation of professional and popular literature and other sources of information, apply research-based knowledge from nursing and the sciences as the evidence base for nursing practice, and participate in the research process. Course Objectives Upon completion of this course the student will be able to: 1. Trace the historical development of nursing as a scholarly discipline, and appraise its contemporary standing in the scientific community. 2. Examine steps of the research process. 3. Differentiate between quantitative and qualitative research methods. 4. Evaluate and critique research findings from professional and popular literature and other information sources for application to nursing practice across the lifespan. 5. Identify how research-based knowledge informs the evidence base for nursing practice. 6. Participate in the process of scholarly inquiry. NUR 425/425L Provider of Care IV: Community & Public Health Nursing Students synthesize and apply concepts and principles acquired in all prerequisite and concurrent nursing courses to the provision of care for patients, groups, and populations in community and home-care settings across the lifespan. Students learn community assessment processes and identification of resources to optimize health and wellness in selected populations. Students gain an understanding of population health and epidemiology of disease and examine the process by which health policy is created. Students trace the evolution of the public health system including public health nursing. Students develop and expand their professional roles and relationships to provide care to individuals and families in their homes and to the community in a variety of settings. NOTE: The majority of class sessions are front-loaded, followed by clinical immersion (3032 hours/week). Course Objectives Upon completion of this course the student will be able to: 1. Assess major health needs including principles of epidemiology for patients, groups, and populations in community settings across the lifespan. 2. Analyze major considerations in planning and performing nursing care for patients, groups and populations in community and home settings. 3. Examine the nurse’s role in the provision of nursing care for patients, groups, and populations in community and home settings. 4. Utilize the assessment process to determine the health status, health strengths, and health hazards of a community. 5. Analyze anticipated nursing problems associated with selected health needs, problems, or disease states in community and home settings. MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 49 6. Develop a holistic plan of care for patients with selected health needs, problems or disease states using the nursing process. 7. Compare anticipated nursing interventions and community resources associated with selected health needs, problems, or disease states for patients, groups and diverse populations in community and home settings. 8. Analyze the effects of local, state and global initiatives on populations, including diverse and underserved populations. 9. Examine the historical and contemporary role of the public health system including public health nursing. 10. Enhance the awareness of global healthcare, including disease transmission, health policy, and healthcare economics. 11. Analyze the evolution of the healthcare system in the United States. Clinical Objectives Upon completion of this course the student will be able to: 1. Assume responsibility and accountability for clinical practice with guidance from faculty and clinical partners. 2. Apply a holistic nursing approach to health problems, disease states, and health needs for patients, groups, and diverse populations in community and home settings across the lifespan. 3. Perform systematic and focused nursing assessments appropriate to patients or situations and need. 4. Prioritize nursing care of patients, groups, and diverse populations in community and home settings in a manner that ensures patient safety. 5. Demonstrate organizational skill in the provision of nursing care in community and home settings. 6. Perform therapeutic nursing interventions for patients, groups, and diverse populations in community and home settings in a safe manner. 7. Demonstrate technical skill in the delivery of nursing care for patients, groups, and diverse populations in community and home settings. 8. Evaluate nursing care and patient outcomes. 9. Document nursing care in accordance with clinical agency standards. 10. Interact with patients, peers, faculty, and members of the interdisciplinary team in a professional manner. 11. Communicate with patients, peers, faculty and members of the interdisciplinary team in a professional manner. 12. Provide culturally competent nursing care for individuals, groups, families, and communities. NUR 445/445L Provider of Care V: Coordinator of Care Students integrate concepts and principles acquired in all prerequisite and concurrent nursing courses. Students expand their knowledge and skills to care for patients with complex health problems, including cancer, infectious disease, trauma, and end-of-life care. Students have opportunities to demonstrate principles of coordination of care in acute and chronic settings. NOTE: The majority of class sessions are front-loaded, followed by clinical immersion (3236 hours/week). MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 50 Course Objectives: Upon completion of this course the student will be able to: 1. Demonstrate management behaviors in relation to coordination of complex patient care as they apply to selected areas of nursing practice. 2. Analyze nursing care delivery systems and how they impact cost, quality, and patient outcomes. 3. Utilize research that focuses on improving the efficacy and effectiveness of nursing interventions. 4. Provide safe, comprehensive nursing care to patients with complex health problems. 5. Analyze best evidence-based practices in nursing care delivery. 6. Integrate knowledge and skills related to care, health informatics, quality improvement, and interprofessional collaboration to the delivery of safe and competent nursing care. Clinical Objectives: Upon completion of this course the student will be able to: 1. Coordinate, design, and manage nursing care for patients with complex health problems across the lifespan. 2. Manage and supervise delegated nursing interventions safely and competently. 3. Integrate best research with clinical judgment and patient values for safe and optimal care. 4. Manage the communication of information within an interdisciplinary team and among diverse/vulnerable patient populations. 5. Evaluate complex information from multiple sources. 6. Evaluate and intervene in the prevention of, and response to, errors and hazards in patient care. 7. Synthesize nursing knowledge and skills acquired throughout the nursing curriculum in preparation for entry-level practice. 8. Collaborate with members of the healthcare team to provide holistic care for patients and families with complex health problems, including the impact of acute and chronic illness across the lifespan. 9. Analyze cultural competence in the delivery of nursing care to patients with complex health problems. MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 51 NUR 450 Member of a Profession and Capstone Leadership Project The nursing student begins to transition into the role of graduate nurse. Students explore issues relevant to contemporary and emerging nursing practice, including the regulation and ethics of practice. Students gain a foundation for understanding local, state, national, and international initiatives and policies and their impact on health across populations. Students prepare to become responsible and integral members of the local, national, and global nursing community. Students develop beginning leadership skills through the creation and implementation of an approved capstone leadership project, which is undertaken with the guidance of faculty and clinical partners, and which reflects and integrates synthesis of knowledge, skills, and values gained across the curriculum. Course Objectives Upon completion of this course the student will be able to: 1. Distinguish contemporary leadership and management theories in relation to current and future nursing and healthcare issues. 2. Formulate a plan for transition to the role of graduate nurse. 3. Analyze issues relevant to contemporary nursing practice across the lifespan, including the ethics and regulation of nursing practice. 4. Analyze the professional role of the nurse as a responsible, accountable, and integral member of the local, national, and global nursing community. 5. Examine sociopolitical influences on the development, implementation, and evaluation of selected health policy in the United States. 6. Explain the professional nurse’s role in patient and healthcare advocacy. 7. Integrate political awareness, critical thinking, social activism, and participation in the policy process with professional role behavior. 8. Formulate leadership project goals and objectives with guidance from assigned faculty and clinical partners. 9. Demonstrate leadership and professional role expansion through completion of an approved capstone leadership project relevant to a selected clinical setting. 10. Reflect on the meaning and outcome(s) of the capstone leadership project. MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 52 International Council of Nurses’ Pledge In full knowledge of the obligations I am undertaking, I promise to care for the sick with all the skill and understanding I possess, without regard to race, creed, color, politics, or social status, sparing no effort to conserve life, alleviate suffering, and promote health. I will respect at all times the dignity and religious beliefs of the patients entrusted to my care, holding in confidence all personal information entrusted to me and refraining from any action which might endanger life or health. I will endeavor to keep my professional knowledge and skill at the highest level and give loyal support and cooperation to all members of the healthcare team. I will do my utmost to honor the international code of ethics applied to nursing and uphold the integrity of the nurse. MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 53 APPENDIX 1 MCPHS University SCHOOL of NURSING NUR 445: PROVIDER OF CARE V/COORDINATOR OF CARE CLINICAL GUIDELINES MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 54 TABLE OF CONTENTS INTRODUCTION ........................................................................................................................ 50 Responsibilities of Clinical Faculty/Preceptor .......................................................................... 50 Determining Student Clinical Assignments .............................................................................. 51 Traditional Clinical Option Determinants ................................................................................. 52 Preceptorship Clinical Option Determinants ......................................................................... 58 Student Responsibilities .......................................................................................................... 59 Clinical Experience Time Sheet/Experience Documentation ....................................................... 60 Preceptor Evaluation ..................................................................................................................... 55 Adjunct Faculty Clinical Evaluation ............................................................................................ 56 Clinical Facility Evaluation .......................................................................................................... 63 REFERENCES ............................................................................................................................. 58 Student Handbook Verification Form 59 MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 55 INTRODUCTION The NUR 445 Provider V/ Coordinator of Care course builds on the foundation of prior Provider of Care courses with the integration of knowledge and skills of advanced medical/surgical nursing care for the complex patient with knowledge of contemporary professional issues necessary to facilitate patient care through a multifaceted, health care system within an interdisciplinary team. The student will meet course and clinical objectives while integrating the core competencies of assessment, critical thinking, communication and technical skills. The clinical component for the Provider of Care V/Coordinator of Care has two separate clinical tracks to facilitate successful transition from student to novice professional nurse. The tracks include a traditional clinical model facilitated by a clinical faculty member and a preceptorship model which the student is mentored by an experienced professional nurse at a designated clinical facility. In either track, student knowledge and skills are advanced as deemed appropriate to meet clinical course and student objectives in collaboration with core course faculty. In the traditional clinical track, clinical faculty provides onsite supervision to a designated group of students. The clinical faculty identifies appropriate patient assignments and facilitates pre and post conference content focused on enhancing student learning and core competency assimilation. The clinical faculty works collaboratively with the facility, department staff and student to meet clinical course objectives and support the transition of the student to novice entry level professional nurse. Clinical faculty and core faculty provide student evaluation at designated points throughout the clinical experience. The core faculty has final responsibility for completing all student clinical evaluations. The preceptor clinical track provides the student with a professional nurse preceptor (s) who will serve as clinical faculty. The preceptor is designated by the clinical facility and the student is assigned as per the criteria discussed later in this document. The student partners with the designated preceptor (s) and follows his/her work schedule in order to satisfy the designated clinical hours. As with the clinical faculty in the traditional model, the nurse preceptor works collaboratively with the core course faculty to facilitate student integration of clinical course objectives, competencies and in the completion of the student evaluation. The assigned core course faculty will make periodic visits to meet with the student and the clinical faculty/ preceptor in the clinical area in order to monitor and assess student performance. The assigned core course faculty, in collaboration with the clinical faculty/ preceptor and the student, will evaluate the student’s clinical performance. All clinical faculty/preceptors are oriented to the School of Nursing’s guiding documents, the respective course and clinical objectives, the clinical evaluation tool, the Student Nurse Handbook and relevant policies prior to the start of the clinical experience. MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 56 Responsibilities of Clinical Faculty/Preceptor Clinical faculty and/ or preceptors in collaboration with the core faculty are responsible for the following: A. Orienting student to the clinical practice setting including identification of facility policies and procedures. These may include general guidelines, expectations for documentation, dress code, parking, negotiating a clinical schedule etc. B. Setting clear expectations and providing constructive feedback C. Planning and assigning direct patient care activities to the student D. Supervising the student in the clinical practice setting E. Providing suggestions that will assist and improve student performance to achieve course and clinical objectives/outcomes F. Contacting core course faculty as soon as possible concerning any issues that may arise G. Providing ongoing written documentation of student progress in meeting designated course outcomes for the purpose of evaluation H. Completing the formal evaluation of the student’s progress at mid-point and at the end of the clinical experience in collaboration with the core course faculty and the student I. Assuring the safe/appropriate supervision of the student J. Understanding that the student may: 1. administer medications (all routes) according to agency policy (students must be familiar with all medications and perform correct calculations)* 2. perform all required nursing care procedures (new skills or skills not yet performed outside of the nursing laboratory may need to be supervised by an RN) 3. Document as per agency standard. *The student does NOT work “off the license” of the preceptor or assigned faculty facilitator. The student’s liability is addressed via affiliation agreements between the agency and the MCPHS University SON. These expectations are accomplished by the preceptor: A. Working closely with the student; demonstrating and explaining their nursing role B. Allowing the student to assume responsibilities at a mutual agreeably upon pace C. Serving as a resource person; sharing nursing expertise and knowledge with a student while working together as part of a healthcare team D. Demonstrating technical and managerial skills necessary to coordinate care for a group of patients E. Communicating freely the successes, suggested improvements, and/or problems related to the student’s clinical performance to the student and faculty F. Facilitating the student’s role transition by deferring assistive personnel to the student, as appropriate, so the student will develop management of care abilities, and delegation competencies MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 57 Determining Student Clinical Assignments The MCPHS University SON values professional comportment in the classroom and clinical settings. The SON gives high priority to patient safety as well as to the designated core competencies discussed within the guiding statements. Student clinical assignment to either clinical option is based upon several criteria with the focus being on student learning and the knowledge and skill acquisition necessary for the successful transition from student to novice entry level professional nurse. Once the clinical assignment has been determined, students are required to identify measureable personal professional objectives which they feel will enhance their clinical success and to provide subsequent clinical reflections of their experiences. Students must minimally meet the MCPHS University SON/MCPHS University academic progression criteria for placement in either clinical option. In addition, GPA is considered in all cases. This it is important to note, the availability of qualified preceptors and appropriate clinical sites ultimately determines the mix of clinical options for this senior experience. Traditional Clinical Option Determinants 1. Students who have been identified by prior clinical/core faculty evaluations as likely to benefit from the traditional clinical model due to the onsite faculty support or who have been identified as needing improvement in any of the core competencies (assessment, communication, critical thinking, technical skills) will be assigned to the traditional option. 2. Students who have been placed on clinical warning in any Provider of Care course that addresses any patient safety concern or warning related to professional comportment will be assigned to the traditional option. 3. Students who have demonstrated unprofessional behavior in the classroom during their tenure will be assigned to the traditional option. 4. Students who feel that they could significantly benefit from onsite faculty guidance/mentoring will be assigned to the traditional option. 5. A faculty recommendation, in the absence of a clinical warning or documented clinical need that a student would significantly benefit from onsite supervision will result in the student being assigned to the traditional option. Preceptorship Clinical Option Determinants 1. Students recommended for assignment to the preceptorship model must have documented positive clinical performance evaluations for all Provider courses. 2. Students recommended for assignment to the preceptorship must not have any clinical warnings on file.* 3. Students recommended for the preceptorship must have strong critical thinking, communication, assessment and technical skills as reflected in formal clinical evaluations. 4. Students recommended for the preceptorship model must be self-directed as evidenced by laboratory and clinical evaluations. 5. Students recommended for the preceptorship model must have consistently demonstrated professional behaviors/comportment throughout their tenure in the SON. *At faculty discretion: A student, who has received a clinical warning at any time prior to the Provider V course, may still be selected for a preceptorship if he/she has demonstrated MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 58 satisfactory performance in all subsequent courses and has fulfilled or achieved the outcomes described in his/her remediation plan. Student Responsibilities (for both clinical options) Students are expected to abide by the MPCHS SON policies as described in the Student Handbook. Additional responsibilities include: A. Developing specific individualized learning objectives that correlate with the planned clinical experience and that are congruent with the objectives of the course. These objectives must be reviewed with the course faculty and discussed with the clinical faculty/nurse preceptor at the onset of the clinical experience. B. Following all MCPHS University SON and clinical agency policies and procedures. C. Understanding individual strengths and weaknesses and not exceeding the scope of nursing practice or the limitations of one’s own practice as a student. D. Accepting guidance, mentoring and supervision form the clinical faculty/preceptor and that of the respective course faculty. E. Assuming an increasing level of responsibility and independence for patient care as negotiated with the clinical faculty/preceptor and as the clinical experience progresses. F. Taking responsibility for being an active learner by pursuing learning opportunities and taking initiative in achieving educational goals. G. Accepting accountability and responsibility for determining competency in a given situation and seeking clinical faculty/preceptor assistance when situations are encountered which are new and/or in which the student does not feel prepared to perform. H. Accepting responsibility and accountability for actions, and promptly report any errors, mistakes, or variances. Students are expected to take appropriate action if errors, mistakes, or variances occur including the immediate reporting of the incident/situation to the clinical faculty/preceptor and core course faculty. MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 59 Clinical Experience Time Sheet/Experience Documentation Student record of the clinical experience hours. DATE CLINICAL HOURS NURSE PRECEPTOR INITIALS STUDENT INITIALS TOTAL HOURS I verify that _____________________________________has completed the above clinical experience hours under my supervision. ___________________________________________________ Nurse preceptor signature Date ___________________________________________________ Student signature Date MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 60 MCPHS University School of Nursing Preceptor Evaluation Directions: Please read the statement and circle the response that best describes your experience. Preceptor Site:____________________________ 1 My preceptor was open to questions. Always Mostly Sometimes Rarely Never 5 4 3 2 1 2 My preceptor was friendly and welcoming. 5 4 3 2 1 My preceptor facilitated a variety of new clinical 3 experiences for me. 5 4 3 2 1 My preceptor challenged me to think critically 4 during clinical experiences. 5 4 3 2 1 My preceptor provided constructive feedback 5 when needed. 5 4 3 2 1 6 My preceptor was knowledgeable. 5 4 3 2 1 My preceptor challenged me to demonstrate 7 competence in clinical experiences. 5 4 3 2 1 My preceptor is a role model of the professional 8 nurse. 5 4 3 2 1 My preceptor inspired my enthusiasm for the 9 profession of nursing. 5 4 3 2 1 I have gained skill and confidence as a graduating 10 professional nurse in this preceptorship 5 4 3 2 1 Comment: MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 61 MCPHS University School of Nursing Adjunct Faculty Clinical Evaluation Directions: Please read the statement and circle the response that best describes your experience. Faculty Name: 1 Always Mostly Sometimes Rarely Never My clinical faculty demonstrated a positive, professional attitude. 5 4 3 2 1 My clinical faculty demonstrated knowledge relevant to the clinical experience. 5 4 3 2 1 My clinical faculty explained concepts clearly/answered questions effectively. 5 4 3 2 1 My clinical faculty used a variety of teaching strategies to facilitate learning (such as case studies, role play, demonstration, and pre/post conference). 5 4 3 2 1 5 My clinical faculty fostered my critical thinking 5 4 3 2 1 6 My clinical faculty helped me identify priorities in the clinical setting. 5 4 3 2 1 7 My clinical faculty was organized. 5 4 3 2 1 8 My clinical assignments were appropriate to my level of ability. 5 4 3 2 1 My clinical faculty provided constructive feedback in a timely manner. 5 4 3 2 1 10 My clinical faculty presented himself/herself as a professional role model. 5 4 3 2 1 11 My clinical faculty helped me integrate theory into clinical practice. 5 4 3 2 1 12 My clinical faculty was readily available to me. 5 4 3 2 1 13 My clinical faculty challenged me to provide safe and effective, individualized care. 5 4 3 2 1 2 3 4 9 Comment: MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 62 MCPHS University School of Nursing Clinical Facility Evaluation Directions: Please read the statement and circle the response that best describes your experience. Facility Name/Unit:__________________________________ 1 The clinical facility provided adequate opportunities for learning. 2 The clinical facility was welcoming to nursing students. 3 The nursing staff was receptive to nursing students 4 A basic orientation was provided to me in the facility/unit 5 The facility provided learning resources as necessary (books, etc.) 6 Facility policy and procedure manuals were readily available 7 The facility's physical environment was conducive to my learning 8 The facility provided space for my coat and personal belongings 9 The facility provided appropriate space for pre and post conference 10 The clinical facility provided opportunities to meet the clinical objectives of the Provider course. 11 The nursing staff assisted in identifying learning opportunities for students 12 Would you recommend using this facility for this course in the future? 13 What have you especially liked about this clinical facility? Always Mostly Sometimes Rarely Never 5 4 3 2 1 5 4 3 2 1 1 5 4 3 2 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 14 What suggestions could you make to improve this clinical experience for students? MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 63 REFERENCES Baxter, P. (2007). The CCARE model of clinical supervision: Bridging the theory practice gap. Nurse Educator in Practice, 7(2), 103-111. Letizia, M., & Jennrich, J. (1998). A review of preceptorship in undergraduate nursing education: Implications for staff development. The Journal of Continuing Education in Nursing, 29(5), 211-216. Lockwood-Rayermann. S. (2003). Preceptorship leadership style and the nursing practicum. Journal of Professional Nursing, 19(1), Pages 32-37. Massachusetts Board of Registration in Nursing. (2004). 244 CMR 6.04. Guidelines for clinical educational experiences. Boston, MA: Author. MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 64 Responsibility for Content of Student Handbook Verification Form The MCPHS University School of Nursing Student Handbook is a resource to assist you in becoming acquainted with the academic; and clinical policies of the School of Nursing. It contains information that is important for your academic and clinical success and progression in the School of Nursing. My signature below indicates that I have access to the MCPHS University School of Nursing Undergraduate Student Handbook either in hard copy or online; and that I acknowledge my responsibility for knowledge of the contents and adherence to the policies, protocols, and guidelines contained therein. My signature below also indicates that I have accessed and read the NCSBN policy online on the use of Social Media within Nursing and Healthcare. Print Name: __________________________________________________________ Signature: ____________________________________________________________ Date: _____________ MCPHS University School of Nursing Handbook 2016 Revised 4/21/16 Page 65
