graduate program handbook 2018-2019 academic year · the clinical nurse leader. master’s in...
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CON Graduate Handbook AY2018-19
GRADUATE PROGRAM
HANDBOOK
2018-2019 Academic Year
Reviewed and Approved August, 2018
Associate Dean for Graduate Education
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CON Graduate Handbook AY2018-19
Table of Contents
1. Introduction……………………………………………………………………………………3
a. College of Nursing Philosophy
2. Degree Requirements………………………………………………………………………….5
a. Master’s in Nursing Degree Requirements and Program Objectives
b. Doctor of Nursing Practice Degree Requirement and Program Objectives
c. Certificate in Nursing Education
3. Progress Toward Degree………………………………………………………………………8
4. Advising and Committee Formation ………………………………………………………...11
5. Qualifying / Comprehensive / Candidacy Exams ……….…………………………………..14
6. Scholarly Project Overview …………………………………………………………………14
7. Graduate Teaching Assistants / Graduate Research Assistant Opportunities ……………….22
8. Graduate Student Resources ………………………………………………………………...23
9. Appendices
a. Programs of Study …………………………………………………………….……26
b. Sample Project Design ……………………………………………………………..34
c. Scholarly Project Defense Rubric ………………………………………………….36
d. Sequence of Required Forms ………………………………………………………..39
e. Mental Health Resources ……………………………………………………………40
Important reminder:
It is a student responsibility to read the MSU College of Nursing (CON) Graduate Program
Handbook and respective Clinical Manual that applies to your degree and option. Each contain
policies and procedures that govern your education while in the College of Nursing graduate
program. Information contained in this handbook are considered policy in addition to those listed
on the CON and Graduate School websites and are subject to change.
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1. Introduction
The MSU College of Nursing offers Master of Nursing (MN) and Doctor of Nursing Practice
(DNP) degrees. The MN degree was first offered at MSU in 1957 and the inaugural class seeking
the DNP degree matriculated in 2013. The MN degree focuses on the Clinical Nurse Leader
(CNL) role and the DNP degree focuses on advanced practice nursing for Family/Individual or
Psych/Mental Health populations. A Certificate in Nursing Education can be earned while
working on either the MN or DNP degrees, but is separate from degree requirements.
Vision of the College of Nursing
MSU College of Nursing will be internationally recognized for innovation, discovery, excellence,
and leadership in education, research, and practice.
Mission of the College of Nursing
Our mission is to enhance the health of the people of Montana, our nation, and the global
community by providing leadership for professional nursing through excellence in education,
research, practice, and service.
The graduate program is recognized nationally for leadership in rural nursing and the MN and
DNP degree programs are fully accredited by the Commission on Collegiate Nursing Education
(CCNE). The College of Nursing has an enrollment of approximately 120 graduate students who
reside in and outside of Montana.
The main campus of Montana State University (MSU) is located in Bozeman and includes
extensive library facilities and access to the full array of courses and research opportunities
available through all departments at MSU. The administrative offices (Kate Hallowell, Program
Assistant) of the College of Nursing are located in Bozeman. The Associate Dean for Graduate
Education, Dr. Susan Raph, has general responsibility for the graduate program and is located in
Great Falls.
Students access all graduate courses through Brightspace by D2L (MSU’s computer software used
for distance delivery of courses). Graduate courses may be enhanced with teleconference and/or
interactive video at the instructor’s discretion and a four-day (including face to face intensive
courses) orientation for new graduate students is held in the fall in Bozeman. Students must travel
to Bozeman at the beginning of each fall semester for face-to-face classes.
Students should bear in mind that each lecture credit requires one hour of class time per week and
each clinical credit requires three hours of practicum per week. Students should plan time for class
preparation and assignments, library work, and clinical experiences including preparation and
travel to rural sites. Clinical sites are arranged on an individual basis in collaboration with clinical
course faculty for the MN degree (CNL) and with the Clinical Coordinators, Family/Individual or
Psych/Mental Health, for the DNP degree. The DNP and Master’s Program Coordinators are
responsible for overall management of the clinical components of the programs and provide
programmatic expertise.
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We are proud of our graduate program and we welcome strong, enthusiastic, and hard-working
graduate students to join us each year. Graduates from the MSU College of Nursing are readily
employable in a variety of nursing and health care settings.
College of Nursing Philosophy
Introduction
We believe in excellence in nursing education through a teaching-learning process that is the
responsibility of both faculty and student. We promote the development of lifelong self-directed
learning that fosters leadership in education, research, practice, and service. We believe in a
learning environment that supports diversity of people and ideas. Our efforts are directed toward
achieving higher levels of education for all nurses and transforming healthcare in the United States
and the world. We believe that nursing education is framed within the context of nursing’s
metaparadigm: person, environment, health, and nursing.
Person
A person is any individual, family, group, community, or population. Each person is unique and
is entitled to treatment with dignity and respect.
Environment
Environment includes all factors influencing a person’s health perceptions, behaviors and
responses. The human experience is defined contextually by the interrelationship of spiritual,
cultural, developmental, physical, psycho-social, political, and economic subsystems. The
appropriate arena for nursing action extends beyond the person and includes promotion of healthy
environments through social action.
Health
Health is a state of physical, mental, social, and spiritual well-being defined by the person. It is not
merely the absence of disease or disability. Health is multi-factorial and is influenced by many
factors such as behaviors, environments, genetics, and resources. There are diverse cultural
definitions of health. Health activities include those directed at maintenance, enhancement,
prevention, and promotion.
Nursing
Nursing is a discipline of science and art requiring synthesis of evidence based knowledge,
professional skills, ethical values, and human caring. Nurses assist persons to achieve optimal
health. Nurses generate a unique body of knowledge to meet the complex needs of persons in a
variety of health care settings from rural to urban.
Nursing education
Nursing education focuses on the knowledge, skills, and attitudes needed by nurses to practice
effectively within a complex and changing environment. It “intentionally fosters use of multiple
fields of study, use of wide-ranging knowledge of science, cultures, and society; high level
intellectual and practical skills; an active commitment to personal and social responsibility;
demonstrated ability to apply learning to complex problems and challenges; and personal
engagement as a responsible citizen in a global society” (Association of American Colleges and
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Universities, College Learning for the New Global Century, 2007, p. 4). The education of nursing
students is based on professional, regulatory, and organizational standards.
2. Degree Requirements
Master’s Degree Requirements
The Master of Nursing (MN) graduate degree prepares graduates with advanced leadership skills
to be applied in the healthcare delivery system across a wide range of settings. Functions include
client advocacy, team manager, information manager, outcomes manager, systems analyst, risk
anticipator, educator, and active professional. After successful completion of the Master’s in
Nursing – Clinical Nurse Leader (CNL) program, which includes 405 practice hours with 315 hours
of immersion in CNL practice, students will be eligible to sit for the CNL Certification Examination
offered by the Commission on Nurse Certification (CNC). Students are encouraged to sit for the
CNL certification exam as soon after graduation as possible. The Clinical Nurse Leader (CNL)
graduate who has earned a MN degree is an advanced generalist prepared in theory and practice to
assume leadership positions in meeting the health care needs of individuals, families and
communities.
Master’s in Nursing Program Objectives
The graduate who earns the MN degree from Montana State University is prepared to:
1. Effect change through advocacy for the client, interdisciplinary health care team and the
profession.
2. Communicate effectively to achieve quality client outcomes and lateral integration of care for
a cohort of clients.
3. Pursue knowledge and skills as the CNL role, needs of clients, and the health care delivery
system evolve.
4. Delegate and utilize the nursing team resources (human and fiscal) and serve as a leader and
partner in the interdisciplinary health care team.
5. Identify clinical and cost outcomes that improve safety, effectiveness, timeliness, efficiency,
quality, and the degree to which they are client-centered.
6. Use information systems and technology at the point of care to improve health care outcomes.
7. Participate in systems review to critically evaluate and anticipate risks to client safety to
improve quality of client care delivery.
8. Assume accountability for healthcare outcomes for a specific group of clients within a unit or
setting recognizing the influence of the meso-system and macro-system on the microsystem.
9. Assimilate and apply research-based information to design, implement and evaluate clients’
plans of care.
10. Synthesize data, information and knowledge to evaluate and achieve optimal client and care
environment outcomes.
11. Use appropriate teaching-learning principles and strategies as well as current information,
materials and technologies to facilitate the learning for clients, groups, and other health care
professionals.
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12. Complete and successfully defend a professional project appropriate to the role and scope of
the Clinical Nurse Leader.
Master’s in Nursing Degree Curriculum
The Master’s in Nursing degree program of study is based on the Essentials of Master’s
Education in Nursing (AACN, 2013) and the Competencies and Curricular Expectations for
Clinical Nurse Leader Education and Practice (AACN, 2013). The faculty approved MN
program of study is comprised of 34 credits offered over 5 semesters (See Appendix A) and
consists of 7 credits of core master’s level nursing content (NRSG 601 Advanced Health
Assessment and NRSG 511 Pathophysiology/Pharmacology), 15 credits of graduate level
nursing leadership content (NRSG 604 Evidence-based Practice I, NRSG 608 Design of
Healthcare Delivery Systems, NRSG 611 Program Planning and Evaluation, Outcomes &
Quality Improvement, NRSG 612 Ethics, Law and Policy, and NRSG 613 Financing and
Budgeting of Healthcare Systems), 9 credits of clinical leadership lab and practicum, and 4
credits of Professional Scholarly Project. An elective course in statistical applications for
graduate nursing (NRSG 606) is available. All graduate students are eligible for the Certificate
in Nursing Education (see section XXX). Individual course descriptions are located on the CON
website.
All MN students are required to complete a scholarly professional project (NRSG 575) as
outlined in section 6. Student should be aware of Graduate School Policy 5.1.1 Age of Courses
which outlines the age of courses at the time of graduation may not exceed 6 years. Students
should review familiarize themselves with the resources, degree requirements, and policies of
The Graduate School.
Doctor of Nursing Practice Degree Requirements
The Doctor of Nursing Practice degree, established in 2013, focuses on educating advanced
practice registered nurses to the highest standards of the profession to care for people living in
Montana and beyond and to lead change in health care systems. Graduates of the DNP program
are prepared to demonstrate clinical expertise, judgment, scholarship, and leadership to provide
the highest level of nursing practice in the primary healthcare setting. The DNP degree is based
on The Essentials of Doctoral Education for Advanced Practice (AACN, 2006), Population-
focused Nurse Practitioner Competencies (NONPF, 2013), Standards of Practice for Nurse
Practitioners (AANP, 2013), the Standards of Practice for Nurse Practitioners, (AANP, 2015)
and Criteria for Evaluation of Nurse Practitioner Programs, 5th edition (NTF, 2016). The DNP
program has two advanced nursing practice population-focused tracks leading to national
certification as a Family/Individual Nurse Practitioner or the Psychiatric-Mental Health Nurse
Practitioner. After successful completion of the DNP program, which includes 1125 clinical
hours inclusive of 675 hours of direct patient care, students will be eligible to sit for the either the
Family Nurse Practitioner Certification Examination offered by the American Nurse
Credentialing Center (ANCC) or the American Academy of Nurse Practitioners (AANP) or the
Family Psychiatric Mental Health Nurse Practitioner Examination offered by the American Nurse
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Credentialing Center (ANCC). Students are encouraged to sit for the national certification exam
as soon after graduation as possible.
Doctor of Nursing Practice Program Objectives
The graduate who earns the DNP degree from Montana State University is prepared to:
1. Integrate nursing science and theory, biophysical, psychosocial, ethical, analytical, and
organizational sciences as the foundation for the highest level of nursing practice.
2. Analyze complex health care systems to assess strengths and weaknesses to facilitate
organization-wide changes in practice delivery.
3. Synthesize, interpret, and apply knowledge from nursing practice, research, theory, and
informatics to evaluate outcomes and sustain evidence-based advanced nursing practice.
4. Advocate for health care policy addressing issues of social justice and equality in the delivery
of advanced practice nursing services.
5. Enact leadership and effective communication in inter- and intra-professional collaborator
relationships to facilitate and improve outcomes for individuals, populations, and health care
systems.
6. Assess epidemiological, financial, sociopolitical, occupational, and organizational forces in
the development, implementation, and evaluation of clinical prevention and population health.
7. Integrate professional standards, values, accountability, and ongoing self-reflection into role
acquisition as an advanced practice nurse.
8. Influence health outcomes by providing advanced independent comprehensive health care
services including health promotion and counseling, health assessment and diagnosis, and disease
prevention and management of health and illness of individuals and families throughout the
lifespan.
9. Complete and successfully defend a scholarly project appropriate to the role and scope of the
doctorally prepared advanced practice registered nurse.
Doctor of Nursing Practice Degree Curriculum
The Doctor of Nursing Practice (DNP) degree program of study is based on The Essentials of
Doctoral Education for Advanced Practice (AACN, 2006), Population-focused Nurse
Practitioner Competencies (NONPF, 2013), Standards of Practice for Nurse Practitioners
(AANP, 2013), the Standards of Practice for Nurse Practitioners, (AANP, 2015) and Criteria
for Evaluation of Nurse Practitioner Programs, 5th edition (NTF, 2016). The faculty approved
full time DNP Plan of Study is comprised of 83 credits offered over 8 semesters for full time
students and 11 semesters for part-time students (See Appendices B - E) and consists of 9 credits
of APRN core level nursing content (NRSG 601 Advanced Health Assessment and NRSG 602
Advanced Physiology/Pathophysiology, and NRSG 603 Advanced Pharmacology I), 32 credits
of DNP content (NRSG 604 Evidence-based Practice I, NRSG 605 Evidence-based Practice II,
NRSG 606 Statistical Applications for Graduate Nursing, NRSG 608 Design of Healthcare
Delivery Systems, NRSG 609 Advanced Practice Nursing Leadership, NRSG 610 Health Care
Informatics, NRSG 611 Program Planning and Evaluation, Outcomes & Quality Improvement,
NRSG 612 Ethics, Law and Policy, and NRSG 613 Financing and Budgeting of Healthcare
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Systems, NRSG 614 Vulnerability and Healthcare in Diverse Communities, and NRSG 615
Translational Research for Advanced Practice), 31 credits of DNP specialty (population-focused)
clinical lab and 11 credits of Professional Scholarly Project. All graduate students are eligible
for the Certificate in Nursing Education (see section XXX). Individual course descriptions are
located on the CON website.
All DNP students are required to complete a scholarly professional project (NRSG 675) as
outlined in section 6. Student should be aware of Graduate School Policy 5.1.1 Age of Courses
which outlines the age of courses at the time of graduation may not exceed 10 years. Students
should review and familiarize themselves with the resources, degree requirements, and policies
of The Graduate School.
Certificate in Nursing Education
The Certificate in Nursing Education prepares registered nurses for teaching in academic settings
or practice environments. The curriculum consists of 10 credits of graduate level teaching courses
that focus on didactic and clinical teaching and learning and curriculum development, assessment
and evaluation. An optional practicum with variable clinical hours is available for students
interesting in working with a faculty mentor in a variety of settings. Program outcomes are
consistent with the competencies for certified nurse educators described by the National League
for Nursing. See Appendix xx for course descriptions and sequencing.
Certificate in Nursing Education Program Objectives:
The student who completes the Certificate in Nursing Education from Montana State University
is prepared to:
1. Use assessment strategies to evaluate educational needs.
2. Facilitate learning in cognitive, affective, and psychomotor domains.
3. Implement teaching strategies in classroom, clinical, or online situations.
4. Evaluate course or program outcomes.
5. Participate in curriculum development.
6. Function within an educational environment.
3. Progress toward a Graduate Degree
To earn a graduate degree from MSU, a student must have a cumulative grade point average (GPA)
of B (3.0 on a 4.0 scale) or higher in the major and elective areas in order to graduate. Any course
listed on the Program of Study in which a grade lower than C (a C- is not acceptable) must be
repeated.
Incomplete ("I") grades must be made up no later than the end of the next semester that the student
is in attendance (other than summer semester). "I" grades not made up within the prescribed time
will lapse into "F" grades. Once a course listed on the Program of Study has been taken it may not
be removed from the Program of Study.
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All required nursing courses, nursing education elective courses, and NRSG 575 or NRSG 675
credits receive a letter grade. This information is important to know as it can impact one’s
cumulative GPA.
Good Standing
The student is in good standing when he/she has a cumulative and semester GPA of 3.0 or higher
and has met the provisions of admission as stated in The Graduate School admission letter.
College Probation http://www.montana.edu/gradschool/policy/cat_academic_prob.html
A student will be placed on College Probation by the Graduate School if the semester GPA falls
below a 3.0, even if the cumulative GPA remains above a 3.0.
University Probation http://www.montana.edu/gradschool/policy/cat_academic_prob.html
A student may be placed on University Probation by the Graduate School if:
• The semester GPA and cumulative GPA or graduate program GPA falls below 3.0.
• The student fails to successfully complete a majority of the courses each semester with a
grade of B or better.
• The student does not meet the Graduate School or college provisions of admission (e.g.
statistics requirement).
Suspension
A student with a cumulative or program GPA below a 3.0 after University Probation status, who
did not meet the provisions of admission, who has failed to make satisfactory progress toward their
degree, or who did not maintain a cumulative or program GPA for two (not necessarily
consecutive) semesters may be suspended from the College of Nursing graduate degree program
and the Graduate School. Students admitted on a provisional basis may be suspended without a
probationary period if the provision of admission has not been met.
Graduate Student Academic Appeals
Graduate students may seeking exceptions from established University academic policies such as
admission, retention, or graduation requirements through an established Graduate School Appeal
Process. Appeals must include a letter from the student and approvals (signature and/or letter)
from the major advisor/chair and Associate Dean for Graduate Education prior to submission to
the Graduate School. In instances where the advisor and/or Associate Dean choose not to
endorse the request, this must be noted and the student may then forward the appeal directly to
the Graduate School.
Appeal letters should include the following:
1. State in writing, the policy or decision that is being appealed
2. Note the reasons you believe the decision should be changed or policy be waived
3. Include your major advisor/chair’s and Associate Dean's approval statements or signatures
with the appeal.
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Graduate Student Academic Grievance Procedure
A copy of the current academic grievance procedures is available upon request from the
Graduate School, 9 Montana Hall.
www2.montana.edu/policy/student_conduct/student_conduct_code.htm
University Withdrawal
If a graduate student wishes to leave the university or drop all credits during any term, the
student must contact the office of the Associate Dean for Graduate Education and initiate a
university withdrawal by contacting the Office of Student Services at The Graduate School.
Failure to properly withdraw from the university may result in a failing grade in the course.
Tuition reimbursement is not determined by the College of Nursing.
Guidelines for Tracking Unsatisfactory Academic Progress In The Graduate Nursing Program
1. The individual course instructor notifies the Associate Dean for Graduate Education, in
writing, in the event of problems, concerns, or issues relevant to graduate student progression.
These concerns may include, but are not limited to, such things as health issues, scheduling
problems (including excessive working outside of school), deficits in progress, and writing
and/or verbal skill difficulties. Concerns related to Master’s CNL, Family/Individual or
Psych/Mental Health clinical course progress will be referred to the Master’s Program
Coordinator or the appropriate DNP Clinical Coordinator as well as to the Associate Dean.
2. The Associate Dean and/or the Master’s Program Coordinator/DNP Clinical Coordinators will
maintain tracking records and follow progress in the noted areas.
3. The Associate Dean will contact the faculty major advisor/chairperson and/or others as
necessary (for example, Dean, Clinical Coordinator) to share the profile (from any or all
courses) that best represents the faculty concerns about the individual student and to determine
a plan for resolution with the student.
For further information, refer to College of Nursing Policy D-6 Clinical Site Visits and
Performance in Required Graduate Clinical Nursing Courses and Policy D-8 Denial of
Graduate Student Access to Clinical Experiences.
Annual Performance Review
Faculty chair/advisors will meet with students to complete an Annual Review of Academic
Progress form for all graduate students in the spring semester of each year. The form documents
overall progress in the graduate program and the current state of progress towards scheduled
degree requirements.
Professional Conduct Expectations
Graduate students are expected to conform to behaviors that are consistent with the Montana
State Board of Nursing Rules and Regulations for Professional Conduct of Nurses, the ANA
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Code of Ethics (2015) and the MSU Student Code of Conduct (2018). The integrity of the
academic process requires that credit be given where credit is due. Accordingly, it is academic
misconduct to present the ideas or works of another as one's own work, or to permit another to
present one's work without customary and proper acknowledgment of authorship. Students may
collaborate with other students only as expressly permitted by the instructor. Students are
responsible for the honest completion and representation of their work, the appropriate citation of
sources and the respect and recognition of others' academic endeavors.
Academic Misconduct is defined by the university as cheating, plagiarism, forgery, falsification,
facilitation or aiding academic dishonesty; multiple submission, theft of instructional materials or
tests; unauthorized access to, manipulation of or tampering with laboratory equipment,
experiments, computer programs, or animals without proper authorization; alteration of grades or
files; misuse of research data in reporting results; use of personal relationships to gain grades or
favors, or otherwise attempting to obtain grades or credit through fraudulent means. As per
Policy D-8, failure to conform to reasonable standards of performance or behaviors may result in
denial of access to clinical experiences or removal from the program. Students have the right to
appeal conduct and academic decisions through the Dean of Students Office as outline in the
Conduct Guidelines and Grievance Procedures for Students.
4. Advising and Committee Formation
The Associate Dean for Graduate Education serves as temporary academic advisor for all newly
admitted MN and DNP degree-seeking graduate students until a major advisor/chairperson is
identified by each student by the end of their first semester (end of first fall semester). If a major
advisor/chairperson is not identified by the end of the first semester, the Associate Dean will assign
an advisor to guide the student until a major advisor/chairperson is selected.
All graduate students at Montana State University are required by the Graduate School to
demonstrate scholarship and mastery of course content. The chairperson and committee members
have oversight and ultimate responsibility for assessing the scholarship and content mastery
components of your degree.
Chairperson
Your major advisor serves as the chairperson of your committee and acts as a channel of
communication for you within the college. You are responsible for staying in contact with your
major advisor/chairperson during your time in the graduate program. The chairperson is
responsible for contracting with you each semester regarding the specific aspects of your MN or
DNP Project. A negotiated time frame for your timely progression with project should be
constructed and a written contract or plan is recommended. The contract can be altered by mutual
consent. The chairperson will submit a letter grade each semester that you are registered for Project
work (course # NSRG 575 (MN degree) or NRSG 675 (DNP degree)).
Committee Members You and your major advisor/chair negotiate selection of committee members. All faculty members
in the College of Nursing who have earned masters or doctoral degrees are available to participate
on project committees whether or not they teach a course in the graduate program. Committee
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membership should reflect knowledge in project methodology, knowledge/expertise in the specific
content area of your project, and/or expertise in writing.
Non-tenure track faculty members may participate as chairs or committee members by following
an approval process. The chair obtains an Activity Insight vitae or non-MSU resume and verifies
the individual’s credentials. The chair then writes two or three sentences describing the proposed
committee chair/member’s general qualifications, one or two sentences describing the student’s
proposed project topic, and one or two sentences describing how the proposed committee
chair/member’s expertise matches the proposed topic. All of this information is sent electronically
by the chair as one package to the Associate Dean for Graduate Education. The Associate Dean
reviews all materials, approves committee qualifications, and writes a letter of recommendation for
each non-tenure track and/or community member on the committee (see also section VIII). Table
1 summarizes requirements for committee membership and documentation.
Student Responsibilities
As a MN or DNP degree-seeking student, you must be responsive to the direction of your chairperson and committee members regarding all matters of content and quality of your project and formal paper. Ultimately, it is your responsibility to know what is required by the College of Nursing and Graduate School and to follow the established deadlines.
Table 1. Summary of Committee Requirements and Documentation
Committee membership MN
3 total
one (1) chairperson and at least two (2) members
2 committee members, including chairperson, must be
from the College of Nursing
DNP
4 total
one (1) chairperson and at least three (3) members
3 committee members, including chairperson, must be
from the College of Nursing
Chairperson qualifications
(for both MN and DNP degrees) faculty member in the College of Nursing.
doctorate (PhD, EdD, and/or DNP).
tenure/tenure track status not required.
Committee member faculty member in the College of Nursing.
faculty from outside the college
qualified professional from outside MSU
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Documentation for non-tenure track
committee chairs, non-tenure track
committee members, and
professional/community committee
members
information is gathered by chair and sent electronically
as one package to Associate Dean
for non-tenure track committee chairs and members:
- current curriculum vitae (generated from Activity
Insight)
- two or three sentences describing the proposed
member’s general qualifications
- one or two sentences describing the student’s
proposed project
- one or two sentences describing how the proposed
chair and/or member’s expertise matches the topic
of the proposed project
for professional members from outside MSU:
- non-MSU vitae/resume (Form 2, Appendix D)
- two or three sentences describing the proposed
professional member’s general qualifications
- one or two sentences describing the student’s
proposed project
- one or two sentences describing how the proposed
professional member’s expertise matches the topic
of the proposed project
Formalizing Graduate Program of Study, Chairperson, and Committee
The Graduate Program of Study & Committee form (Form 1, Appendix D) makes you “official”
as a degree-seeking graduate student at Montana State University. Form 1 must be on file with the
Graduate School by the end of the second (MN degree) or third (DNP degree) active semester.
Form 1 formalizes the coursework that your committee approves as necessary to meet the minimum
requirements for the MN or DNP degree at Montana State University. Form 1 signifies all
requirements for the MN or DNP degree and serves to establish officially your chairperson and
committee members. The information on Form 1 will be compared to your transcript at the end of
your program. Satisfactory completion of all requirements will result in conferring of the degree.
Form 1 must be digitally signed by the committee chair, all members of the committee, and you
(the student). The committee chair must initial at the bottom of pages 2 and 3, assure that subtotals
and total credits are indicated and accurate, and mark College of Nursing degree requirements
(MN degree –defense of thesis/project); DNP degree –defense of dissertation/project. Once
everything is in order (letters of recommendation are written, current cv/resume forms included,
see section VII), the Associate Dean will sign Form 1 and forward the entire packet to the Graduate
School for review and final approval by the Dean of the Graduate School.
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Committee Changes
Students have the right to change members of their committee. In the event that changes occur in committee membership, revisions are submitted to the College of Nursing using the Graduate Committee Revision form. Both the original and revised committee sections must be filled out with the person(s) being removed and the one(s) being added to the committee. Documentation listed in Table 1 must be followed for any new non-tenure track or community members added to the committee. Members being added and removed must initial next to their name to indicate their concurrence. An explanation for the revision(s) must be included. Once complete the Revision form and supporting documents (if applicable) are sent to the college’s Associate Dean for Graduate Education for letter/s of recommendation, signature of approval, and delivery to the Graduate School for final approval.
5. Qualifying / Comprehensive / Candidacy Exams
The College of Nursing does not require a qualifying exam for the MN or DNP degrees.
6. Scholarly Project Overview
All graduate students at Montana State University are required to demonstrate scholarship.
Students seeking the MN degree are required to complete a Professional Project (course #:
NRSG 575, Graduate School Plan B, 4 credits maximum).
MN Professional Paper/Project
The professional paper/project provides a means for students to demonstrate mastery of graduate
level competencies through application of course content. The topic is mutually agreed upon by
the student, major advisor, and committee. The professional paper or project in nursing
addresses a relevant health care issue and results in a meaningful or substantive contribution to
nursing practice. The professional paper reflects the student’s ability to analyze and synthesize
information and data that has significance to nursing, and generate ideas for nursing practice,
education or evidence-based practice.
Examples of Professional Paper/Project
Clinical Project
A clinical project is an in-depth analysis of a clinical nursing problem. The project may focus on
policies and procedures, systems of care, or nursing practice that influence patient care or the
health care delivery system directly. The clinical project commonly includes a needs assessment
and statement of how the project will improve health care.
Examples of a clinical project include:
• Development of an informational brochure or pamphlet
• Development of an evidence-based nursing practice policy
• Presentation to professionals about an area of clinical practice
• Development of a specialty clinic (for example, congestive heart failure, diabetes, pain
management)
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Teaching Project
A teaching project reflects mastery of graduate level competencies as well as knowledge of
current, best evidence in teaching and learning. It may focus on clients or professional colleagues
and includes an evaluation component. The target audience may be a specific nurse population,
patient population, or an individual patient/family with very complex teaching needs. A graduate
level teaching project will be developed in greater breadth (comprehensive, broad audience) or
depth (focus, complexity, longitudinal) than an undergraduate level teaching project. The
graduate student’s committee determines whether a proposed teaching project has sufficient
depth and breadth. The project may or may not include a needs assessment. The student is
expected to articulate the rationale for all aspects of the project in the professional paper
describing the project.
Examples of teaching projects include:
• Create an online or written self-instruction module
• Plan, fund, and coordinate a workshop (may or may not teach part of the
workshop)
• Conduct monthly continuing education programs for staff development
• Address teaching needs for a complicated patient or family situation
Essential components for a teaching project include:
• A teaching plan for a specified audience
• Rationale and evidence for the teaching plan including the mode of delivery,
selected content, and method of evaluation
• Implementation of the teaching plan
• Evaluation of learning
• Evaluation of the project overall
Integrative Literature Review of an Important Nursing or Health Care Topic
• defining concepts
• reviewing theories
• reviewing evidence
• analyzing research methods
An integrative literature review is a specific method that summarizes past empirical and
theoretical literature. Although there are many types of literature reviews that contribute to
nursing science (for example, meta-analyses, systematic reviews, qualitative reviews),
integrative reviews use the broadest types of literature allowing simultaneous inclusion of
experimental and non-experimental research. Students considering this activity are encouraged to
read the following article:
Whitehorse, R., & Knafl, K. (2005). The integrative review: Updated methodology. Journal of
Advanced Nursing, 52(5), 546-553.
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Professional Paper Format
Students preparing a professional paper will be guided by two sources with respect to issues of
format. They are:
• ETD Style and Composition Guide - for the mechanics of publishing the professional
paper (for example, font, margins, spacing, specific types of pages, required order of assembly,
headings) and
• Publication Manual of the APA, 6th edition - for general format and editorial style
(Introduction, Review of Literature, paragraphs and indentation, spacing with punctuation,
quotations, etc.).
Some additional notes: The title page should say “... submitted in partial fulfillment of the
requirements for the degree of Master of Nursing” (not a Master of Science in Nursing or Master
in Nursing). Do not include CNL on the title page. In terms of general appearance, the main
body of the document will resemble a published journal more closely than a manuscript. The
sequence of material at the end of the document should be as follows: reference notes come
before the reference section. Footnotes should be avoided if at all possible. All appendices are
placed at the very end of the document.
Directions on how to construct and label figures, graphs, or illustrations are referred to in the
ETD Style and Composition Guide and Publication Manual of the APA, 6th edition. Figures,
tables, and/or illustrations prepared for the professional paper should be of professional quality.
Those who are not graphic artists are advised to have any needed art work done by a
professional.
DNP Scholarly Project
Students seeking a DNP degree are required to complete a DNP Scholarly Project (course #:
NRSG 675, Graduate School Plan B, 9 credits maximum). As a graduate nursing student
enrolled in the Doctor of Nursing Practice degree program, you are required to complete and
defend an evidence-based practice Scholarly Project (course #s: NRSG 674 – 2 credits; NRSG
675 – maximum 9 credits) as a requirement for graduation. The formal paper and project defense
will be evaluated by your chairperson and committee of faculty experts.
The purpose of the DNP Scholarly Project is to provide you with the opportunity to acquire
expertise in clinical practice knowledge development to enhance quality of care and patient
outcomes. You will do this through a process of identifying a clinical concern, developing a
clinical question, and answering the clinical question through appraisal of the evidence;
evaluation of the clinical environment; implementation of evidence-based practice
recommendations, policy, or leadership strategies; evaluation of outcomes; and dissemination of
findings. Through this process you will have the opportunity to examine how nursing and related
relevant theories can guide interventions, practice changes, policy development, and/or
leadership strategies. You will examine relevant evidence and propose practice recommendations
based upon feasibility of answering your clinical question within the clinical environment.
The DNP Scholarly Project exemplifies the discovery, application, and synthesis of advanced
nursing knowledge to improve health outcomes for individuals, families, communities, or
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systems. The project represents the use of analytical methods, translation of existing research to
practice, and recognition of cross-disciplinary integration of new knowledge at both the micro
and macro system levels. The DNP project will allow you to demonstrate the ability “to lead and
manage collaborative efforts with physicians and other members of the health care team to
redesign and improve practice environments and health systems” (Initiative for the Future of
Nursing, 2010, p. 2)
A scholarly project is not intended to test new models, develop new theory, or test hypotheses;
however, these projects might “generate new knowledge through innovation of practice change,
the translation of evidence, and the implementation of quality improvement processes in specific
practice settings, systems, or with specific populations to improve health or health outcomes”
(AACN, 2015). Depending upon your area of emphasis or interest, the Scholarly Project might
include analyzing a health care policy, evaluating a program or intervention, formulating an in-
depth case study, improving quality of care or practice, conducting a comprehensive systematic
review to determine best practice, or developing a strategic plan for the delivery of healthcare
clinical practice.
DNP Projects should:
a. Focus on a change that impacts healthcare outcomes either through direct or indirect care.
b. Have a systems (micro-, meso-, or macro- level) or population/aggregate focus.
c. Demonstrate implementation in the appropriate arena or area of practice.
d. Include a plan for sustainability (e.g. financial, systems or political realities, not only
theoretical abstractions).
e. Include an evaluation of processes and/or outcomes (formative or summative). DNP Projects
should be designed so that processes and/or outcomes will be evaluated to guide practice and
policy. Clinical significance is as important in guiding practice as statistical significance is in
evaluating research.
f. Provide a foundation for future practice scholarship (AACN, 2015).
Examples of DNP Scholarly Projects
The sky is almost the limit in the types of projects you can complete. Some types of projects might
include:
Practice change initiative
A quality improvement/performance management project
An evidence based practice model change
Policy/practice case report and analysis
Implementation and evaluation of an innovative use for technology to enhance or
evaluate care
Collaboration with researchers to answer a clinical question
Collaboration with stakeholders to initiate legislative change using evidence
Design and evaluate programs
Conduct financial analysis to compare care models and potential savings
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Design and use databases to retrieve information for decision making, planning, and
evaluation
Work with lay or professional coalitions to develop, implement, or evaluate health
programs, such as health promotion, and disease prevention programs for vulnerable
patients, groups or communities
You will involve your chair throughout all phases of your project, for example, at the beginning
when selecting your project and defining the direction, while you are progressing, and during the
writing of the project. Ultimately, your chair and your committee are the ones who determine if
your project meets the rigor required for a Doctor of Nursing Practice degree.
Institutional Review Board (IRB)
Projects conducted at MSU are subject to a wide range of federal and state policies established to
ensure ethical conduct of research. The IRB ensures respect, fairness and safety in human
subjects’ research. All DNP Scholarly Projects should be submitted to the IRB at the clinical site
(if applicable) as well as to the Montana State University IRB for review and approval prior to
beginning any project. This should be done during semester 4 (see Timeline above) after
approval of your project proposal. Be sure to work closely with your chair during the IRB
submission process. Specific instructions for this can be found at: http://www2.montana.edu/irb/
Clinical Residency Hours
You are required to spend a minimum of 270 clinical residency hours (6 clinical lab credits)
completing your DNP Scholarly Project. These hours are in addition to the time you spend on 5
lecture credits associated with NRSG 674 and NRSG 675. Students will complete these clinical
residency hours in NRSG 674 and NRSG 675 (refer to your Program of Study). According to
NONPF, residency provides additional hours in autonomous practice, leadership, practice
inquiry, and policy as part of the fabric of professional preparation for the NP with a practice
doctorate (NONPF, 2010). The clinical residency hours for the DNP Scholarly Project seminar
courses (NRSG 674) should focus on experiences that combine clinical practicum with scholarly
activities to provide in-depth learning for students. These clinical hours provide an opportunity
for meaningful engagement with experts from nursing, as well as other disciplines. During
residency the students integrate and synthesize knowledge by demonstrating competency in an
area of nursing practice, completing a scholarly project, and writing a publishable paper based on
their project. The clinical residency hours reflect the Nurse Practitioner Core Competencies (NP
Core Competencies). The NP Core Competencies are acquired through mentored patient care
experiences with emphasis on independent and inter-professional practice; analytic skills for
evaluating and providing evidence-based, patient centered care across settings; and advanced
knowledge of the health care delivery system (NONPF, 2012). The following areas should be the
focus of the clinical residency hours for the DNP project courses:
Scholarly activities, healthcare leadership skills, and professional development.
Identifying a problem, population, and identifying project sponsors and key stakeholders.
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Completing a needs assessment and determining resources needed/available to complete
the project.
Identifying tools and desired outcomes.
Demonstrating understanding of the interdependence of policy and practice.
Using best available evidence to enhance quality of care in clinical practice.
Developing plans for comprehensive care management that address the multi-
dimensional needs of patients presenting for advanced practice nursing care.
Translating research and other forms of knowledge to improve practice processes and
patient outcomes.
Providing leadership to foster collaboration with multiple stakeholders (e.g. patients,
community, integrated health care teams, and policy makers) to improve health care.
Applying knowledge of organizational practices and complex systems to improve health
care delivery.
Critically analyzing data and evidence for improving advanced nursing practice.
Assuming complex and advanced leadership roles to initiate and guide change.
Communicating practice knowledge effectively both orally and in writing.
Contributing to the design of clinical information systems that promote safe, quality and
cost effective care.
Leading and advancing quality improvement of direct care for individuals and
populations and health systems.
The following activities are some examples of time that can be applied toward residency hours:
1. Time spent in a clinical agency to evaluate a practice protocol, clinical guidelines, or
process improvement.
2. Time spent participating in a health initiative at the local, state, regional level.
3. Time spent in formal skill building to develop, implement, or evaluate your scholarly
project (such as tutorials, meetings, conferences, consultation with experts)
4. Evaluating how organizational, structural, financial, marketing, and policy decisions
impact cost outcomes, quality, and accessibility of health care.
5. Applying clinical investigative skills for evaluation of health outcomes at the patient,
family, population, clinical unit, systems, and/or community levels.
6. Reflective practice and inquiry for identifying a problem.
7. Completing a needs assessment, implementing a change initiative, or disseminating
evidence from inquiry to diverse audiences using multiple modalities.
8. Time spent researching your area of specialization.
Clinical hours do not include:
1. Time spent in seminars/conferences that are counted toward a course in which you
receive credit.
2. Time spent traveling to and from seminars/conferences.
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Tracking DNP Clinical Residency Hours
An electronic spreadsheet for tracking clinical hours will be provided in the online course:
NRSG 674 DNP Scholarly Project Seminar. This tracking sheet should be used to document all
clinical hours spent completing the Scholarly Project Proposal and Scholarly Project. You should
submit tracking sheets to the course instructor for NRSG 674 and to your DNP Scholarly Project
Faculty Chair (for NRSG 675) by the end of each semester. Any time spent doing project work is
considered clinical project hours and should be documented on the clinical hour log. NRSG 674
has 1 credit of clinical lab that translates to 45 clock hours. So the minimum expectation is that
you would spend 45 hours working on your project. You will record these hours in your clinical
log. For subsequent semesters when you are working on your DNP project (NRSG 675), each 1
credit of clinical lab equates to 45 clock hours. So you should plan on spending a minimum of 45
hours per credit on your project during these courses. Please note that some semesters will have
2 or 3 credits of clinical lab, which would be 90 or 135 hours, respectively.
Scholarship – MN and DNP Project Proposal
The College of Nursing requires you to propose, present, and explain the details of your
Professional Project (MN degree) or Scholarly Project (DNP degree) to your committee before it
is submitted to the IRB and implemented in a clinical setting.
The project proposal informs committee members about your project and allows them to make
suggestions to strengthen the project. Your chairperson will guide the project proposal, format,
and timeline for presentation to the committee. When satisfied, the chairperson and committee
members sign the Professional (MN) and Scholarly (DNP) Project Proposal Approval Form (Form
3, Appendix D), which may include modifications to the project. The signed form is forwarded to
the Associate Dean for Graduate Education for signature and filing. The project proposal is
attended by student and committee only – video conference is not required.
Scholarship - Project Defense
According to Graduate School policy, two-thirds (2/3) of the course work required for the MN or
DNP degree must be completed prior to defending the Professional Project (MN degree) or
Scholarly Project (DNP degree). Students must be registered for at least 3 credits during the
semester of the defense.
The chairperson decides when your project is ready for the defense. The defense is conducted
only when the final draft of the project paper is complete (as determined by the chair). MN degree-
seeking students should be ready to defend their Professional Project during their last fall semester
in the graduate program. DNP students should be ready to defend their DNP Scholarly Project
during their last fall semester in the graduate program.
The project defense is an exam and is defended by you in front of your committee. It is a formal
presentation that is open to all faculty and graduate students. Your formal presentation should
describe key components of your project. You should consult with the committee chairperson to
determine format and stylistic issues of the presentation. The use of visual aids is encouraged. The
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time allotted for the defense is 2 hours: 30 minutes for the presentation followed by 30 minutes for
audience questions. The remaining time will include committee questions without audience as well
as committee deliberation. The committee may formulate specific questions to ask the student or
may choose a more spontaneous format for questions.
Per Graduate School policy,
(http://www.montana.edu/gradschool/policy/degreq_general.html#degreq_general_video), the
student (including out-of-state students), committee chairperson, and all committee members
(including community members) must attend the project defense in person or via videoconference
from a College of Nursing campus site (Billings, Bozeman, Great Fall, Kalispell, Missoula). The
Graduate School does not allow other connection methods for defenses (e.g. teleconference).
Scheduling
The committee chairperson, committee, and student decide on a date that is at least 10
business days in advance of the defense to assure scheduling efficiency and to accommodate
IT staff workflow. Once a mutually acceptable date is determined, the chairperson schedules
the defense using the CON Graduate Program Video Conference Event Request Form found
on the Resources for Faculty & Staff page of the college website.
The Associate Dean’s office announces the defense presentation date, time, locations, title of
the MN Professional Project or DNP Scholarly Project, chairperson’s name, and graduate
student’s name to all college graduate students and faculty. The defense also is posted on the
Graduate School and MSU calendars by the Associate Dean’s office. All are welcome to attend.
Grading
The student is excused from the room while the committee determines adequacy of the student’s
paper, presentation, and responses to questions. A majority of the committee members must
deem the paper, presentation, and responses to be adequate for a judgment of “pass.”
At the time of the examination/defense, the Report on Qualifying Exam/Comprehensive
Exam/Thesis Defense **Masters Students Only** (Form 4, Appendix D) or Report on
Qualifying Exam/Comprehensive Exam/Dissertation Defense **Doctoral Students Only**
(Form 4, Appendix D) must be completed and signed by all committee members. The completed
form will be sent to the Associate Dean for Graduate Education for signature and forwarded to
the Graduate School. The Graduate School allows 5 business days after the project defense is
held to receive the signed form (for more details: www.montana.edu/gradschool/).
Please refer to the Graduate School policy for Defense of Thesis (which applies to MN
Professional Projects) or Dissertation (which applies to DNP Scholarly Projects).
Final Approval of Project
The chairperson is responsible for the final review of the scholarly paper before it is submitted to
the Graduate School. Final acceptance or rejection of the scholarly paper is the responsibility of
the Dean of the Graduate School.
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CON Graduate Handbook AY2018-19
Scholarly papers from the College of Nursing graduate students are subjected to rigorous standards
and must be submitted electronically to the Graduate School by the published deadline before
graduation. Refer to the Electronic Thesis/Dissertation (ETD) website for further information. The
Certificate of Approval (Form 5, Appendix D) is used for archiving the ETD with the MSU library.
The Graduate School prefers that this form be typed prior to committee signatures. Note: The ETD Certificate of Approval Form (Form 5, Appendix D) requires original or digital
signatures. The Graduate School will accept more than one copy of the ETD Certificate of
Approval form if more than one copy is needed to obtain original signatures in a timely manner.
Students must factor in the extra time needed to circulate this document prior to the deadline,
which is published on the Graduate School website. For detailed information regarding ETD
preparation, formatting, submissions, including a checklist and template.
Graduation and MSU Commencement
The Master of Nursing (MN) degree or Doctor of Nursing Practice (DNP) degree will be conferred
at the completion of all requirements indicated on each student’s Program of Study including
passing the Project Defense.
The chairperson signs the student’s Graduation Application form near the beginning of the
semester in which the student expects to complete the degree requirements. The deadline for filing
the application plus other important Graduate School dates are provided on the Dates & Deadlines
page.
The date on the diploma will coincide with the end of the semester in which the MN or DNP degree
is granted. Students who have completed the degree requirements and who have confirmation from
their chairperson that they will complete all degree requirements may attend the University
Commencement (held in May or December). Graduates who attend the MSU Commencement
must purchase academic robes, hoods, and caps through the MSU Bookstore. It is the student's
responsibility to contact the MSU Bookstore for information on ordering academic regalia (usually
available the first week of February for spring commencement or the first week of September for
fall commencement). Students must complete all financial obligations to the University prior to
the degree award.
7. Graduate Teaching Assistants / Graduate Research Assistant Opportunities
A limited number of Graduate Teaching Assistant positions are available in the College of Nursing
each year. Interested students may respond to an annual announcement of available positions from
CON Campus Directors. This appointment is a union-represented position and students will be a
member of the Graduate Employee Organization (GEO) bargaining unit represented by MEA-MFT
and are bound by the terms and conditions in the Collective Bargaining Agreement, applicable
policies of the Univeristy and Board of Regents, and applicable state and federal laws. All students
must be in good academic standing to be eligible for an appointment. Non-degree graduate
students are ineligible for graduate assistantships or graduate tuition waivers. Please see the
Graduate School website for GTA details. GTAs are evaluated annually for their teaching and
overall performance.
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8. Graduate Student Resources
The MSU home page includes an A-Z Index tab to quickly find information and resources such
as Renne Library Information Technology Center (computer assistance), residency information,
academic calendar and University Health Partners (student health service). Other universities and
MSU campuses (University of Montana, MSU Billings) may have similar resources available
(student health clinic, library facilities). Keep in mind; however, you are a student at Montana
State University regardless of your geographical location.
MSU strives to create a culture of support and recognizes that your mental health and well-being
are equally as important as your physical health. We want you to know that it’s OK if you
experience difficulty, and there are several resources on each campus to assist you in succeeding
emotionally, personally, and academically. See the resource lists included in Appendix E.
Students are encouraged to become familiar with the Graduate School’s website for masters and
doctoral degree requirements, graduation requirements, dates and deadlines, procedures and forms.
Individual course descriptions are accessible online at
http://www.montana.edu/wwwcat/courses/courses2.html.
Teleconference Use and Etiquette
Course instructors may elect to use teleconference for graduate intensives. To make the
teleconference learning environment effective and pleasant, a few “rules of etiquette” are
suggested:
• Call in on time – when people arrive late, it disrupts the class and the learning environment.
• Mute your microphone unless you are ready to speak and contribute to class discussion –
it is disruptive to the class to hear papers shuffling, dogs barking, children crying, etc. If your
phone does not have a “mute” function, make sure you are on the phone in a quiet location.
• Identify yourself when you are ready to participate in a discussion so that everyone knows
who is speaking – remember that the teleconference system will only allow one person to
speak at a time.
• Be sure to “unmute” the microphone when speaking.
• Do not leave before class ends unless the class is on a break – it is disruptive to the class
for students to be leaving and returning in the middle of class. If the class is on a break, be
sure to come back on time to avoid disruption.
Your courtesy in teleconference classes is much appreciated by faculty and classmates.
Fax and Photocopy Use
The following guidelines have been established:
• College of Nursing faxes may be sent in response to a faculty member's specific request.
• Faxes should be no more than five pages.
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CON Graduate Handbook AY2018-19
• Faxes must be sent through local campus Administrative Assistants
• Students are not allowed access to the College’s photocopy machines.
NOTE: Faxes that do not meet the guidelines listed above should be sent through an outside source
(for example, Kinko’s).
References
AACN. (2018). CNL certification FAQ. Washington, DC; Author Retrieved from
http://www.aacnnursing.org/Portals/42/CNL/faq.pdf
AACN. (2018) CNL certification Guide. Washington, DC; Author Retrieved from
http://www.aacnnursing.org/Portals/42/CNL/CNL-Certification-Guide.pdf?ver=2017-07-
17-112119-890
AACN. (2017) Common advanced practice registered nurse doctoral level competencies.
Washington, DC; Author Retrieved from
http://www.aacnnursing.org/Portals/42/AcademicNursing/pdf/Common-APRN-Doctoral-
Competencies.pdf?ver=2018-01-25-133127-767
AACN. (2013). Competencies and curricular expectations for clinical nurse leader education
and practice. Washington, DC; Author Retrieved from
http://www.aacnnursing.org/Portals/42/AcademicNursing/CurriculumGuidelines/CNL-
Competencies-October-2013.pdf?ver=2017-05-18-144336-663
AACN. (2013). Standards for accreditation of baccalaureate and graduate degree nursing
programs. Washington, DC; Author Retrieved from
http://www.aacnnursing.org/Portals/42/CCNE/PDF/Standards-Amended-2013.pdf
AACN. (2015). The doctor of nursing practice: Current issues and clarifying recommendations.
Retrieved from http://www.aacnnursing.org/Portals/42/DNP/DNP-Implementation.pdf
AACN. (2008). The Essentials of baccalaureate education for professional nursing practice.
Washington, DC; Author. Retrieved from
http://www.aacnnursing.org/Portals/42/Publications/BaccEssentials08.pdf
AACN. (2006). The essentials of doctoral education for advanced nursing practice.
Washington, DC; Author. Retrieved from
http://www.aacnnursing.org/Portals/42/Publications/DNPEssentials.pdf
AACN. (2011). The essentials of master's education in nursing. Washington, DC: Author.
Retrieved from
http://www.aacnnursing.org/Portals/42/Publications/MastersEssentials11.pdf
American Academy of Nurse Practitioners. (2013). Standards of practice for nurse
practitioners. Government Affairs, Washington, DC: Author. Retrieved from
https://www.aanp.org/images/documents/publications/standardsofpractice.pdf
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CON Graduate Handbook AY2018-19
American Academy of Nurse Practitioners. (2015). Scope of practice for nurse practitioners.
Government Affairs, Washington, DC: Author. Retrieved from
https://www.aanp.org/images/documents/publications/scopeofpractice.pdf
American Nurses Association. (2015) Nursing scope and standards of practice. Silver Springs,
MD Retrieved from http://www.ananursepracticepackage.org/Content/Documents/ANA-
Nursing-Scope-and-Standards-of-Practice-2015-Review-Copy.pdf
American Nurses Association. (2016). ANA’s principles for advanced practice registered nurse
(APRN) full practice authority. Silver Spring, MD. Retrieved from
https://www.nursingworld.org/~4af5d1/globalassets/docs/ana/ethics/principles-
aprnfullpracticeauthority.pdf
American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards
of practice. Silver Spring, MD: Nursesbooks.org.
Montana State University. (2012). Conduct guidelines and grievance procedures for students.
Retrieved from: http://www.montana.edu/policy/student_conduct/
National League for Nursing Task Force on Nurse Educator Competencies. (2005). Core
competencies of nurse educators with task statements. Washington, DC: author.
Retrieved from http://www.wgec.org/resources/art/nursing-core-competencies.pdf
National Organization of Nurse Practitioner Faculties (2017). Nurse Practitioner Core
Competencies with curriculum content. NP Core Competencies Content Work Group.
Retrieved from
http://c.ymcdn.com/sites/www.nonpf.org/resource/resmgr/competencies/2017_NPCoreC
omps_with_Curric.pdf
National Organization of Nurse Practitioner Faculties. (2013). Population-focused nurse
practitioner competencies: family/across the lifespan, neonatal, pediatric acute care,
pediatric primary care, psychiatric/mental health, women’s health/gender-related.
Washington, DC: author. Retrieved from
http://c.ymcdn.com/sites/www.nonpf.org/resource/resmgr/Competencies/CompilationPop
FocusComps2013.pdf
National Panel for Psychiatric Mental Health NP Competencies. (2003). Psychiatric-mental
health nurse practitioner competencies. Washington, DC: Author. Retrieved from
http://c.ymcdn.com/sites/www.nonpf.org/resource/resmgr/imported/PMHNPcomps03.pdf
National Task Force on Quality Nurse Practitioner Education. (2016). Criteria for evaluation of
nurse practitioner programs. Washington, DC: Author. Retrieved from
http://c.ymcdn.com/sites/www.nonpf.org/resource/resmgr/Docs/EvalCriteria2016Final.pd
f
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Appendix A – Programs of Study
Montana State University College of Nursing
ADRN to Master’s in Nursing - Clinical Nurse Leader
Year 1 – BSN Bridge **
Fall Semester Credits Spring Semester Credits
NRSG 489R Research and Statistics to Support
EBP
6 (1 lab) NRSG 479 Population Health and Leadership 6 (2 lab)
Fall (Semester 1) Credits Spring (Semester 2) Credits
NRSG 601 Advanced Health Assessment 3 (2 lec; 1 lab) NRSG 608 Design of Healthcare Delivery Systems 3
NRSG 604 Evidence-based Practice I 4 NRSG 612 Ethics, Law and Policy 3
NRSG 606 Statistical Applications for Graduate
Nursing (optional)
2 NRSG 613 Finance and Budget 2
Total Credits 7 (9) Total Credits 8
Year 2
Fall (Semester 3) Credits Spring (Semester 4) Credits
NRSG 509 Clinical Nurse Leader Lab I 2 lab NRSG 611 Program Planning and Evaluation, Outcomes &
Quality Improvement
3
NRSG 511 Pathophysiology/Pharmacology 3 NRSG 575 Professional Paper/Project 3
NRSG 575 Professional Paper/Project 1
Total Credits 6 Total Credits 6
Year 3
Fall (Semester 5) Credits
NRSG 508 Clinical Leadership Practicum 7 lab
Total Credits 7 Total Credits for Program 46
** Must obtain an overall GPA of 3.0 or greater to matriculate into the MN Program
Core Masters: N601, N511, N575
CNL Core: N604, N608, N611, N612, N613,
CNL Clinical: N508, N509.
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Montana State University College of Nursing
Master’s in Nursing - Clinical Nurse Leader
Template Program of Study
Year 1
Fall (Semester 1) Credits Spring (Semester 2) Credits
NRSG 601 Advanced Health Assessment 3 (2 lec; 1 lab) NRSG 608 Design of Healthcare Delivery Systems 3
NRSG 604 Evidence-based Practice I 4 NRSG 612 Ethics, Law and Policy 3
NRSG 606 Statistical Applications for Graduate
Nursing (optional)
2 NRSG 613 Finance and Budget 2
Total Credits 7 (9) Total Credits 8
Year 2
Fall (Semester 3) Credits Spring (Semester 4) Credits
NRSG 509 Clinical Nurse Leader Lab I 2 lab NRSG 611 Program Planning and Evaluation, Outcomes &
Quality Improvement
3
NRSG 511 Pathophysiology/Pharmacology 3 NRSG 575 Professional Paper/Project 3
NRSG 575 Professional Paper/Project 1
Total Credits 6 Total Credits 6
Year 3
Fall (Semester 5) Credits
NRSG 508 Clinical Leadership Practicum 7 lab
Total Credits 7 Total Credits for Program 34
Core Masters: N601, N511, N575
CNL Core: N604, N608, N611, N612, N613,
CNL Clinical: N508, N509.
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Montana State University College of Nursing
DNP Family Individual Full Time Program of Study
Year 1
Fall (Semester 1) CR Spring (Semester 2) CR Summer (Semester 3) CR NRSG 601 Advanced Health
Assessment
3 (1 lab) NRSG 603 Advanced Pharmacology I 2 NRSG 609 Advanced Practice
Nursing Leadership
2
NRSG 602 Advanced
Physiology/Pathophysiology
4 NRSG 605 Evidence-based Practice II 3 NRSG 620 Advanced
Pharmacology II
3
NRSG 604 Evidence-based
Practice I
4 NRSG 607 Diagnostic Reasoning 3 (1 lab) NRSG 621 Advanced Clinical I 6 (3 lab)
NRSG 606 Statistical Applications
for Graduate Nursing
2 NRSG 608 Design of Healthcare Delivery
Systems
3
NRSG 674 DNP Scholarly Project Seminar 2(1 lab)
Total Credits 13 Total Credits 13 Total Credits 11
Year 2
Fall (Semester 4) CR Spring (Semester 5) CR Summer (Semester 6) CR
NRSG 610 Health Care
Informatics
3 NRSG 611 Program Planning & Evaluation,
Outcomes & Quality Improvement
3 NRSG 623 Advanced Clinical III 6 (3 lab)
NRSG 622 Advanced Clinical II 6 (3 lab) NRSG 612 Ethics Law and Policy 3
NRSG 675 Scholarly Project 3 (2 lab) NRSG 613 Finance and Budget 2
NRGS 675 DNP Scholarly Project 3 (2 lab)
Total Credits 12 Total Credits 11 Total Credits 6
Year 3
Fall (Semester 7) CR Spring (Semester 8) CR
NRSG 614 Vulnerability and HealthCare in Diverse Communities 4 (2lab) NRSG 624 Advanced Clinical IV 7 (6 lab)
NRSG 615 Translational Research for Advanced Practice 3
NRSG 675 DNP Scholarly Project 3 (1 lab) Total Credits 7
Total Credits 10 Total Credits for Program 83
APRN Core: N601, N602, N603
DNP Core: N604, N605, N606, N608, N609, N610, N611, N612, N613, N614, N615, N675
DNP F/I Specialty Courses: N607, N620, N621, N622, N623, N624
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CON Graduate Handbook AY2018-19
Montana State University College of Nursing
DNP 4 yr Part-time [Family/Individual] Program of Study
Year 1
Fall (Semester 1) CR Spring (Semester 2) CR Summer (Semester 3) CR NRSG 602 Advanced
Physiology/Pathophysiology
4 NRSG 603 Advanced Pharmacology I 2 NRSG 609 Advanced Practice
Nursing Leadership
2
NRSG 604 Evidence-based Practice
I
4 NRSG 605 Evidence-based Practice II 3 NRSG 620 Advanced Pharmacology
II
3
NRSG 606 Statistical Applications
for Graduate Nursing
2 NRSG 612 Ethics Law and Policy 3
NRSG 674 DNP Scholarly Project Seminar 2(1 lab)
Total Credits 10 Total Credits 10 Total Credits 5
Year 2
Fall (Semester 4) CR Spring (Semester 5) CR Summer (Semester 6) CR
NRSG 601 Advanced Health
Assessment
3 (1 lab) NRSG 607 Diagnostic Reasoning 3 (1 lab) NRSG 621 Advanced Clinical I 6 (3 lab)
NRSG 610 Health Care Informatics 3 NRSG 608 Design of Healthcare Delivery
Systems
3
NRSG 675 Scholarly Project 1 (lab) NRGS 675 DNP Scholarly Project 2 (1 lab)
Total Credits 7 Total Credits 8 Total Credits 6
Year 3
Fall (Semester 7) CR Spring (Semester 8) CR Summer (Semester 9)
NRSG 615 Translational Research
for Advanced Practice
3 NRSG 611 Program Planning and Evaluation,
Outcomes & Quality Improvement
3 NRSG 623 Advanced Clinical III 6 (3 lab)
NRSG 622 Advanced Clinical II 6 (3 lab) NRSG 613 Finance and Budget 2
NRSG 675 DNP Scholarly Project 2 (1 lab) NRSG 675 DNP Scholarly Project 2 (1 lab)
Total Credits 10 Total Credits 7 Total Credits 6
Year 4
Fall (Semester 10) CR Spring (Semester 11)
NRSG 614 Vulnerability and Healthcare in Diverse Communities 4 (2 lab) NRSG 624 Advanced Clinical IV 7 (6 lab)
NRSG 675 DNP Scholarly Project Defense 2 (1 lab) Total credits 7
Total Credits 6 Total Credits for Program 83
APRN Core: N601, N602, N603
DNP Core: N604, N605, N606, N608, N609, N610, N611, N612, N613, N614, N615, N675
DNP F/I Specialty Courses: N607, N630, N631, N632, N633, N634
Page | 30
CON Graduate Handbook AY2018-19
Montana State University College of Nursing
DNP Psych/Mental Health Full Time Program of Study
Year 1
Fall (Semester 1) CR Spring (Semester 2) CR Summer (Semester 3) CR NRSG 601 Advanced Health
Assessment
3 (1 lab) NRSG 603 Advanced Pharmacology I 2 NRSG 609 Advanced Practice
Nursing Leadership
2
NRSG 602 Advanced
Physiology/Pathophysiology
4 NRSG 605 Evidence-based Practice II 3 NRSG 620 Advanced
Pharmacology II
3
NRSG 604 Evidence-based
Practice I
4 NRSG 607 Diagnostic Reasoning 3 (1 lab) NRSG 631 Advanced Clinical I 6 (3 lab)
NRSG 606 Statistical Applications
for Graduate Nursing
2 NRSG 608 Design of Healthcare Delivery
Systems
3
NRSG 674 DNP Scholarly Project Seminar 2(1 lab)
Total Credits 13 Total Credits 13 Total Credits 11
Year 2
Fall (Semester 4) CR Spring (Semester 5) CR Summer (Semester 6) CR
NRSG 610 Health Care
Informatics
3 NRSG 611 Program Planning & Evaluation,
Outcomes & Quality Improvement
3 NRSG 633 Advanced Clinical III 6 (3 lab)
NRSG 632 Advanced Clinical II 6 (3 lab) NRSG 612 Ethics Law and Policy 3
NRSG 675 Scholarly Project 3 (2 lab) NRSG 613 Finance and Budget 2
NRGS 675 DNP Scholarly Project 3 (2 lab)
Total Credits 12 Total Credits 11 Total credits 6
Year 3
Fall (Semester 7) CR Spring (Semester 8) CR
NRSG 614 Vulnerability and HealthCare in Diverse Communities 4 (2lab) NRSG 634 Advanced Clinical IV 7 (6 lab)
NRSG 615 Translational Research for Advanced Practice 3
NRSG 675 DNP Scholarly Project Defense 3 (1 lab) Total Credits 7
Total Credits 10 Total Credits for Program 83
APRN Core: N601, N602, N603
DNP Core: N604, N605, N606, N608, N609, N610, N611, N612, N613, N614, N615, N675
DNP PMH Specialty Courses: N607, N630, N631, N632, N633, N634
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CON Graduate Handbook AY2018-19
Montana State University College of Nursing
DNP 4 yr Part-time [Psych/Mental Health] Program of Study
Year 1
Fall (Semester 1) CR Spring (Semester 2) CR Summer (Semester 3) CR NRSG 602 Advanced
Physiology/Pathophysiology
4 NRSG 603 Advanced Pharmacology I 2 NRSG 609 Advanced Practice
Nursing Leadership
2
NRSG 604 Evidence-based Practice
I
4 NRSG 605 Evidence-based Practice II 3 NRSG 630 Advanced Pharmacology
II
3
NRSG 606 Statistical Applications
for Graduate Nursing (optional)
2 NRSG 612 Ethics Law and Policy 3
NRSG 674 DNP Scholarly Project Seminar 2(1 lab)
Total Credits 10 Total Credits 10 Total Credits 5
Year 2
Fall (Semester 4) CR Spring (Semester 5) CR Summer (Semester 6) CR
NRSG 601 Advanced Health
Assessment
3 (1 lab) NRSG 607 Diagnostic Reasoning 3 (1 lab) NRSG 631 Advanced Clinical I 6 (3 lab)
NRSG 610 Health Care Informatics 3 NRSG 608 Design of Healthcare Delivery
Systems
3
NRSG 675 Scholarly Project 1 (lab) NRGS 675 DNP Scholarly Project 2 (1 lab)
Total Credits 7 Total Credits 8 Total Credits 6
Year 3
Fall (Semester 7) CR Spring (Semester 8) CR Summer (Semester 9)
NRSG 615 Translational Research
for Advanced Practice
3 NRSG 611 Program Planning and Evaluation,
Outcomes & Quality Improvement
3 NRSG 633 Advanced Clinical III 6 (3 lab)
NRSG 632 Advanced Clinical II 6 (3 lab) NRSG 613 Finance and Budget 2
NRSG 675 DNP Scholarly Project 2 (1 lab) NRSG 675 DNP Scholarly Project 2 (1 lab)
Total Credits 10 Total Credits 7 Total Credits 6
Year 4
Fall (Semester 10) CR Spring (Semester 11)
NRSG 614 Vulnerability and Healthcare in Diverse Communities 4 (2 lab) NRSG 634 Advanced Clinical IV 7 (6 lab)
NRSG 675 DNP Scholarly Project Defense 2 (1 lab) Total credits 7
Total Credits 6 Total Credits for Program 83
APRN Core: N601, N602, N603
DNP Core: N604, N605, N606, N608, N609, N610, N611, N612, N613, N614, N615, N675
DNP PMH Specialty Courses: N607, N630, N631, N632, N633, N634
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CON Graduate Handbook AY2018-19
Montana State University College of Nursing
MN to DNP Program of Study
Year 1
Fall (Semester 1) CR Spring (Semester 2) CR Summer (Semester 3) CR
NRSG 610 Health Care
Informatics
3 NRSG 605 Evidence-based Practice
II
3 NRSG 609 Advanced
Practice Nursing Leadership
2
NRSG 604 Evidence-based
Practice I
4 NRSG 608 Design of Healthcare
Delivery Systems
3
NRSG 606 Statistical
Applications for Graduate
Nursing
2 NRSG 674 DNP Scholarly Project
Seminar
2 (1 lab)
Total Credits 9 Total Credits 8 Total Credits 2
Year 2
Fall (Semester 4) CR Spring (Semester 5) CR Summer (Semester 6) CR
NRSG 615 Translational
Research for Advanced
Practice
3 NRSG 611 Program Planning &
Evaluation, Outcomes & Quality
Improvement
3
NRSG 675 Scholarly Project 3 (2 lab) NRGS 675 DNP Scholarly Project 3 (2 lab)
Total Credits 6 Total Credits 6
Year 3
Fall (Semester 7) CR Spring (Semester 8) CR
NRSG 614 Vulnerability and HealthCare in Diverse
Communities
4 (2lab) NRSG 612 Ethics Law and Policy 3
NRSG 675 DNP Scholarly Project 3 (1 lab) Total Credits 3
Total Credits 7 Total Credits for Program 41
Gap Analysis: All applicants to the MN to DNP program will be analyzed for gaps in the education and certification criteria as outlined in
by the National Task Force (NTF) on Quality Nurse Practitioner Education (NONPF, 2016). See Policy D-3.
DNP Core: N604, N605, N606, N609, N609, N610, N611, N612, N614, N615, N675
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CON Graduate Handbook AY2018-19
Montana State University College of Nursing
Certificate in Nursing Education
Template Program of Study
Year 1
Fall Credits Spring Credits
NRSG 501 Teaching Concepts for Nursing
Educators
2 NRSG 502 Effective Clinical Teaching 2
Year 2
Summer – Even Years Credits Summer – Odd Years Credits
NRSG 503 Curriculum Development 3 NRSG 504 Assessment and Evaluation of Education 3
NRSG 574 Teaching Practicum (elective) 1-4 variable
Total Credits for Program 10-14
NRSG 503 and NRSG 504 are offered in alternate summer semesters: NRSG 504 is offered in odd years and
NRSG 503 is offered in even years.
♦ *NRSG 574 Teaching Practicum is a 1-4 variable credit elective clinical practicum that can be taken any semester.
Prerequisites are NRSG 504 or Consent of Instructor.
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CON Graduate Handbook AY2018-19
Appendix B
Sample Project Design
This is to serve as a rough guide for the DNP project design. All of the numbered (1-9)
components should be present in your paper/project. Several explanations are given under each
number, but these serve as examples and can vary depending on the type of project you are
doing. Please review these guidelines with your chair and make sure you are both very clear as to
the extent and detail needed under each topic. Your chairperson may require you to write using
chapters or might prefer a manuscript or using Squire Guidelines for final paper format. Please
clarify this early with your chairperson. Use these guidelines in several ways: 1) as a guide for
successfully writing a summative paper of your project, 2) developing your final Power Point
defense, and 3) converting your paper into a manuscript for publication. Your paper must
conform to APA format. Your paper also needs to conform to the MSU Electronic Theses and
Dissertation (ETD) formatting Guides found here:
http://www.montana.edu/etd/format_standard.html. Be sure to review the formatting guides
before submitting a draft to the Graduate School’s ETD Formatting Advisor. Please discuss
paper length expectations with your chair.
1. Title
2. Abstract (approximately 150-250 words)
a. Single-spaced and usually no more than 350 words.
b. The abstract must contain the following elements: (1) statement of the problem,
(2) procedure or methods, (3) results, and (4) conclusions. Mathematical
formulas, abbreviations, diagrams, and other illustrative materials should not be
included. It should be written to be understood by a person who does not have
expertise in the field.
3. Introduction
a. Includes brief background, needs assessment/statement, and provide some eye-
catching information.
b. Should include a problem statement or project question.
4. Review of the Literature
a. Describes the nature of the issue, who is involved and who it affects.
b. Extensive background of the issue.
c. Summary of the current knowledge.
d. Extensive review of the literature with an evidence table in Appendix
5. Theoretical Underpinning
a. An explanation of the nursing theory or theories used to guide this project.
6. Methods
a. Ethical issues
i. What did you do?
ii. Describe the ethical issues, IRB review or exemption.
iii. Describe the ethical aspects of the project that might affect participants’
physical well-being.
iv. Include any HIPPA protection statements as appropriate.
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CON Graduate Handbook AY2018-19
b. Sample and setting
i. Describe the sample (patient population if any) and those involved in the
project (#, ages, gender, etc.).
ii. Describe the specifics of where this project is taking place (rural clinic,
hospital, acute care setting, inpatient unit, legislature).
iii. What are the relevant elements of the setting (geography, physical
resources, organizational culture, staffing or leadership issues)?
c. Intervention
i. What is/are your interventions/actions that will be taken and why were
these chosen (rationale)?
ii. What outcomes are expected and why (rationale)?
iii. What factors contributed to your choice of the intervention?
iv. What are the steps of the intervention (what was to be done and by
whom)?
v. You might include a timeline of your project that includes the
baseline/pre-intervention data, interventions, post-intervention data using a
time-line diagram or flow chart.
vi. What instruments or procedures were used in the intervention? What is the
reliability or validity of this instrument?
vii. What methods are used to assure data quality and adequacy (i.e. blinding,
repeating measurements and data extraction, collection of sufficient
baseline measurements/data).
d. Analysis
i. Provide detail of qualitative or quantitative methods used to draw
inferences from the data.
ii. Explain ability of project design to detect effect (effect size).
iii. Describe analytic methods used to demonstrate effects of time as a
variable (i.e., statistical process control).
7. Outcomes/Results
a. What did you find in your project?
b. Consider benefit, harm, unexpected results, problems, failures.
8. Discussion
a. Summarize the most important successes and difficulties in implementing
intervention components.
b. Highlight the project’s strengths.
c. Compare and contrast your outcomes with the literature.
d. Were there any differences between observed outcomes and expected outcomes?
e. Draw inferences about causal mechanisms.
f. Review issues of financial cost.
g. Suggest steps to help improve future projects.
h. Limitations
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CON Graduate Handbook AY2018-19
i. Consider sources of confounding bias or imprecision of project design,
measurement, and analysis that might have affected project outcome
(internal validity).
ii. Explore factors that could affect generalizability (external validity).
iii. Review efforts made to minimize and adjust for expected limitations.
9. Conclusion
a. Consider overall practical application and usefulness of the project.
b. How useful was the intervention?
c. Suggest implications for future studies.
Appendix C
Scholarly Project Defense Rubric
Project Title:____________________________________________________________
Student: _______________________________________________________________
Scholarly Title/Introduction 1. Includes brief background, needs
assessment/statement, and provides
some eye-catching information
2. Includes a problem statement or
question
Failed Met Exceeded Comments
Abstract 1. Single-spaced and no more than 350
words.
2. Contains the following elements: (1)
statement of the problem, (2) procedure
or methods, (3) results, and (4)
conclusions. Mathematical formulas,
abbreviations, diagrams, and other
illustrative materials should not be
included.
It should be written to be understood by a person who does not have expertise in the field.
Review of the Literature/Background 1. Describes the nature of the issue, who is
involved and who it affects.
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CON Graduate Handbook AY2018-19
2. A thorough review of the literature with
synthesis of the evidence supporting the
clinical question and project.
3. Summary of the current knowledge
4. Literature search strategy and databases
used.
5. Is there an evidence table in Appendix?
Failed
Met
Exceeded
Comments
Theoretical Underpinnings There is an explanation of the nursing theory
or theories used as the conceptual
framework for this project. It is integrated
throughout the implementation and
evaluation.
Methods
1. Ethical Issues a. Describe the ethical issues, IRB
review or exemption
b. Describe the ethical aspects of
the project that might affect
participants’ physical well-being.
c. Include any HIPPA protection
statements as appropriate
2. Sample and Setting
a. Describe the sample (patient
population if any) and those
involved in the project (#, ages,
gender, etc.)
b. Describe the specifics of where
this project is taking place.
c. What are the relevant elements
of the setting (geography,
physical resources,
organizational culture, staffing or
leadership issues).
3. Intervention
a. What is/are the
interventions/actions that will be
taken and why were these
chosen (rationale)?
b. What outcomes are expected
and why (rationale)?
Failed
Met
Exceeded
Comments
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CON Graduate Handbook AY2018-19
c. What are the steps of the
intervention? (what was to be
done and by whom)
d. What instruments or procedures
were used in the intervention?
What is the reliability or validity
of this instrument?
4. Analysis
a. Provide detail of qualitative or
quantitative methods used to
draw inferences from the data
b. Explain ability of project design
to detect effect (effect size)
c. Describe analytic methods used
to demonstrate effects of time as
a variable (i.e. statistical process
control)
d. What methods are used to
assure data quality and adequacy
(i.e. blinding, repeating
measurements and data
extraction, collection of
sufficient baseline
measurements/data)
Outcomes/Results
1. Consider benefit, harm, unexpected
results, problems, failures
Failed
Met
Exceeded
Comments
Discussion 1. Summarize the most important
successes and difficulties in
implementing intervention components.
2. Highlight the project’s particular
strengths
3. Compare and contrast your outcomes
with the literature
4. Note any differences between observed
outcomes and expected outcomes?
5. Draw inferences about causal
mechanisms
6. Review issues of financial cost
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CON Graduate Handbook AY2018-19
7. Suggest steps to help improve future
projects
8. Limitations
a. Consider sources of confounding
bias or imprecision of project
design, measurement, and
analysis that might have affected
project outcome (internal
validity)
b. Explore factors that could affect
generalizability (external validity)
c. Review efforts made to minimize
and adjust for expected
limitations
Conclusion 1. Consider overall practical application and
usefulness of the project
2. How useful was the intervention?
3. Suggest implications for future projects
Failed Met
Exceeded Comments
References and Resources References are extensive, recent, and relevant to the problem.
Paper Conforms to APA Format
Overall Paper/Defense Comments:
Appendix D
Sequence of Required Forms
• Form 1: Graduate Program of Study & Committee Form and Instructions
This form must be on file at the Graduate School by the end of the second (MN degree) or
third (DNP degree) semester that you have registered for classes.
• Form 2: Non-MSU Committee Membership CV/Resume (College of Nursing form -
http://www.montana.edu/nursing/student/graduate.html)
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CON Graduate Handbook AY2018-19
• Form 3: Professional (MN) and Scholarly (DNP) Project Proposal Approval Form (College
of Nursing form – http://www.montana.edu/nursing/student/graduate.html). This form is to
be completed and signed by your committee at your proposal meeting and submitted before
you submit to IRB and actually begin your project.
• Form 4: Report on Qualifying Exam/Comprehensive Exam/Dissertation Defense **Masters
Students Only** or **Doctoral Students Only** (Graduate School form –
http://www.montana.edu/gradschool/forms.html). Must be received by the Graduate School
within 5 business days of the exam or defense.
• Form 5: Certificate of Approval Form for Theses and Dissertations - (Graduate School
form – http://www.montana.edu/gradschool/forms.html) - electronic submission/ETDs
of project papers is required by the College of Nursing.
Appendix E
Mental Health Services
MSU strives to create a culture of support within our campus community. Students face many stressors
and taking care of your mental health is an important aspect of student well-being. On the MSU-Bozeman
campus, we see 1,700 students each year for counseling. Students seek counseling for an array of
concerns including depression, anxiety, stress, relationships, past trauma, and substance use.
CON students on the Bozeman campus pay the student health fee which allows them to access services
through University Health Partners Counseling and Psychological Services in Bozeman. Students on the
distant campuses DO NOT pay the Bozeman fee. For those of you on distant campuses, there are still
resources available for you to access counseling—please see information below for campus-specific
services.
BOZEMAN CAMPUS
Counseling
Services
MSU students taking at
least 7 credits have
access to services at
University Health
Partners Medical
Services and Counseling
and Psychological
Services
CPS: http://www.montana.edu/counseling 406-994-4531
UHP: http://www.montana.edu/health/ 406-994-2311
Community
Referrals
If students are interested
in using their insurance
and seeing a provider in
the community, they can
contact Counseling and
Psychological Services
CPS: 406-994-4531
Page | 41
CON Graduate Handbook AY2018-19
for assistance locating a
community provider.
Crisis Resources
Bozeman Help Center 406-586-3333
National Lifeline 1-800-273-8255
Crisis Text Line Text “MT” to 741741
For imminent crisis
situations
911
Online Resources
Mental Health
Screening-This free,
anonymous, confidential
service provides
screening for depression,
anxiety, PTSD,
substance use, and
eating disorders.
www.screening.mentalhealthscreening.org/montanastateuniv
Kognito Online Suicide
Prevention Training-
This one-hour, online
training helps explain
warning signs of suicide
and how to help a friend
who may be at-risk.
www.kognitocampus.com/login Access Key: msuboze16
WellTrack- online
modules to assist with
Depression, Anxiety,
Public Speaking; mood
tracking and relaxation
exercises.
https://montana.welltrack.com/register
Suicide Prevention Info www.montana.edu/suicide-prevention
Insurance
All MSU students are
required to have health
insurance. If students
need assistance signing
up for the MSU Student
Health Insurance plan,
they can contact Robin
Kuntzelman.
Robin Kuntzelman
University Health Partners
406-994-3199
Medicaid may also be an
option for many
students.
For assistance determining eligibility, please contact Robin
Kuntzelman (above), or visit [email protected]
BILLINGS CAMPUS
Counseling
Services
MSU CON students in
Billings have access to
mental health services at
the MSU-Billings
Student Health Services.
www.msubillings.edu/studenthealth/mentalhealth.htm
406-657-2153
Fees
MSU CON students can
pay the MSU-Billings
health fee
($80.75/semester) to
access mental health
Students can pay the fee at the Cashier’s window in
McMullen Hall basement, or at the cashier’s window at City
College. Students then bring the receipt as documentation to
the Student Health Services office and have access to
services through the semester.
Page | 42
CON Graduate Handbook AY2018-19
services through their
Student Health Services
Community
Referrals
If students are interested
in using their insurance
and seeing a provider in
the community, they can
contact the MSU-
Billings Student Health
Services for referrals in
the Billings area.
MSU-Billings Student Health Services: 406-657-2153
Additional support for community referrals can also be
obtained at MSU’s Counseling & Psychological Services:
406-994-4531.
Crisis Resources
National Lifeline 1-800-273-8255
Crisis Text Line Text “MT” to 741741
For imminent crisis
situations
911
Online Resources
Mental Health
Screening-This free,
anonymous, confidential
service provides
screening for depression,
anxiety, PTSD,
substance use, and eating
disorders.
www.screening.mentalhealthscreening.org/montanastateuniv
Kognito Online Suicide
Prevention Training-
This one-hour, online
training helps explain
warning signs of suicide
and how to help a friend
who may be at-risk.
www.kognitocampus.com/login
Access Key: msuboze16
WellTrack- online
modules to assist with
Depression, Anxiety,
Public Speaking; mood
tracking and relaxation
exercises.
https://montana.welltrack.com/register
Suicide Prevention Info www.montana.edu/suicide-prevention
Insurance
All MSU students are
required to have health
insurance. If students
need assistance signing
up for the MSU Student
Health Insurance plan,
they can contact Robin
Kuntzelman.
Robin Kuntzelman
University Health Partners
406-994-3199
Medicaid may also be an
option for many
students.
For assistance determining eligibility, please contact Robin
Kuntzelman (above), or visit [email protected]
MISSOULA CAMPUS
Counseling
Services
MSU students in
Missoula can access
mental health services
www.umt.edu/curry-health-center/Counseling/default.php
406-243-4711
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CON Graduate Handbook AY2018-19
at the U of M Curry
Health Center.
Fees
MSU CON students
can pay the U of M
health fee ($271.59) to
access mental health
counseling services
through their Student
Health Services. The
fee also covers
medical, dental, and
health coaching
services. There is no
charge for the first
counseling visit, but
additional sessions are
$25/session. For
psychiatry visits at the
Curry Health Center,
students pay $35 for
that visit.
www.umt.edu/curry-health-center/Counseling/default.php
Community
Referrals
If students are
interested in using
their insurance and
seeing a provider in the
community, they can
access a database of
providers in the
Missoula area.
www.winapps.umt.edu/winapps/adminfin/counselnet/index.asp
Additional support for community referrals can also be
obtained at MSU’s Counseling & Psychological Services:
406-994-4531.
Crisis Resources
National Lifeline 1-800-273-8255
Crisis Text Line Text “MT” to 741741
For imminent crisis
situations
911
Online Resources
Mental Health
Screening-This free,
anonymous,
confidential service
provides screening for
depression, anxiety,
PTSD, substance use,
and eating disorders.
www.screening.mentalhealthscreening.org/montanastateuniv
Kognito Online
Suicide Prevention
Training-
This one-hour, online
training helps explain
warning signs of
suicide and how to
help a friend who may
be at-risk.
www.kognitocampus.com/login
Access Key: msuboze16
WellTrack- online
modules to assist with
Depression, Anxiety,
Public Speaking; mood
https://montana.welltrack.com/register
Page | 44
CON Graduate Handbook AY2018-19
tracking and relaxation
exercises.
Suicide Prevention
Info
www.montana.edu/suicide-prevention
Insurance
All MSU students are
required to have health
insurance. If students
need assistance signing
up for the MSU
Student Health
Insurance plan, they
can contact Robin
Kuntzelman.
Robin Kuntzelman
University Health Partners
406-994-3199
Medicaid may also be
an option for many
students.
For assistance determining eligibility, please contact Robin
Kuntzelman (above), or visit [email protected]
KALISPELL CAMPUS
Counseling
Services and
Community
Referrals
MSU students in
Kalispell can reach out to
these providers who have
agreed to be available to
see MSU CON students.
You can contact them
directly at the numbers
listed. If they do not have
availability in their
counseling practices,
they will provide
referrals to other
providers in the Kalispell
area.
Leah Dahlin 406-399-0003
Kari Greenberg 406-862-0337
Megan Keenan 406-249-9017
Carrie Thiel 406-212-2016
Additional support for community referrals can also be
obtained at MSU’s Counseling & Psychological Services:
406-994-4531.
Fees
Kalispell students do not
pay any university health
fees.
Crisis Resources
National Lifeline 1-800-273-8255
Crisis Text Line Text “MT” to 741741
For imminent crisis
situations
911
Online Resources
Mental Health
Screening-This free,
anonymous, confidential
service provides
screening for depression,
anxiety, PTSD,
substance use, and eating
disorders.
www.screening.mentalhealthscreening.org/montanastateuniv
Kognito Online Suicide
Prevention Training-
This one-hour, online
training helps explain
warning signs of suicide
www.kognitocampus.com/login
Access Key: msuboze16
Page | 45
CON Graduate Handbook AY2018-19
and how to help a friend
who may be at-risk.
WellTrack- online
modules to assist with
Depression, Anxiety,
Public Speaking; mood
tracking and relaxation
exercises.
https://montana.welltrack.com/register
Suicide Prevention Info www.montana.edu/suicide-prevention
Insurance
All MSU students are
required to have health
insurance. If students
need assistance signing
up for the MSU Student
Health Insurance plan,
they can contact Robin
Kuntzelman.
Robin Kuntzelman
University Health Partners
406-994-3199
Medicaid may also be an
option for many students.
For assistance determining eligibility, please contact Robin
Kuntzelman (above), or visit [email protected]
GREAT FALLS CAMPUS
Counseling
Services and
Community
Referrals
MSU students in Great
Falls can reach out to the
Great Falls Mental
Health Triage Services
which is a group of
mental health providers
who are available to
make appointments with
students within 24 hours.
Great Falls Mental Health Triage Services – 406-272-1086
Additional support for community referrals can also be
obtained at MSU’s Counseling & Psychological Services:
406-994-4531.
Fees
Great Falls students do
not pay any university
health fees.
Crisis Resources
National Lifeline 1-800-273-8255
Crisis Text Line Text “MT” to 741741
For imminent crisis
situations
911
Online Resources
Mental Health
Screening-This free,
anonymous, confidential
service provides
screening for depression,
anxiety, PTSD,
substance use, and eating
disorders.
www.screening.mentalhealthscreening.org/montanastateuniv
Kognito Online Suicide
Prevention Training-
This one-hour, online
training helps explain
warning signs of suicide
and how to help a friend
who may be at-risk.
www.kognitocampus.com/login
Access Key: msuboze16
Page | 46
CON Graduate Handbook AY2018-19
WellTrack- online
modules to assist with
Depression, Anxiety,
Public Speaking; mood
tracking and relaxation
exercises.
https://montana.welltrack.com/register
Suicide Prevention Info www.montana.edu/suicide-prevention
Insurance
All MSU students are
required to have health
insurance. If students
need assistance signing
up for the MSU Student
Health Insurance plan,
they can contact Robin
Kuntzelman.
Robin Kuntzelman
University Health Partners
406-994-3199
Medicaid may also be an
option for many students.
For assistance determining eligibility, please contact Robin
Kuntzelman (above), or visit [email protected]