undergraduate clinical faculty handbook (2-6-2014)

MCPHS University School of Nursing Clinical Faculty Handbook 2011 Prepared by Faculty Affairs Committee � Revised 2/6/2014 1/77

Clinical Faculty Handbook

School of Nursing

© August 2011

Boston 179 Longwood Avenue

Boston, MA 02115 617.732.2841

Worcester 19 Foster Street

Worcester, MA 01608 508.890.8855

Manchester 1260 Elm Street

Manchester, NH 03101 603.314.0210


TABLE OF CONTENTS Faculty and Staff Directory ............................................................................................................................................... 4 Message from the Dean ..................................................................................................................................................... 6 Guiding Statements ............................................................................................................................................................ 7 Mission .................................................................................................................................................................................. 8 Vision .................................................................................................................................................................................... 8 Core Values ......................................................................................................................................................................... 8 BSN Program Goals/Expected Outcomes .................................................................................................................... 9 MSN Program Goals/Expected Outcomes ................................................................................................................. 10 BSN Program Levels ........................................................................................................................................................ 11 32-Month BSN Program of Study (Boston) ................................................................................................................. 12 16-month BSN Program of Study (Worcester)............................................................................................................ 15 16-month BSN Program of Study (Manchester) ......................................................................................................... 17 ADN to MSN Program of Study ................................................................................................................................... 19 MSN Program of Study ................................................................................................................................................... 20 BSN Course Descriptions & Learning Objectives ...................................................................................................... 22 ADN to MSN Bridge Course Descriptions ................................................................................................................ 31 MSN Course Descriptions ............................................................................................................................................. 33 General Information and College Resources ............................................................................................................... 36 Phones, Mailboxes, E-Mail ...................................................................................................................................... 36 Human Resources ..................................................................................................................................................... 36 Tax Forms and Payroll ...................................................................................................................................... 36 T-Pass Subsidy .................................................................................................................................................... 36

HR Forms ........................................................................................................................................................... 37 Employee Conduct.................................................................................................................................................... 37 ID Cards and Keys .................................................................................................................................................... 37 Course Cancellations ................................................................................................................................................. 38 Academic Honesty Statement ................................................................................................................................. 38 Academic Support Services...................................................................................................................................... 38 Photocopying Protocols ........................................................................................................................................... 38 Information Services (IS) ......................................................................................................................................... 38 Instructional Design (ID) ......................................................................................................................................... 38 Blackboard .......................................................................................................................................................... 38 Library Resources ...................................................................................................................................................... 39 Policies & Procedures ...................................................................................................................................................... 41 Academic Policies ...................................................................................................................................................... 41 Grading Policy .................................................................................................................................................... 41 Progression and Retention Policies ................................................................................................................. 41 General Progression Guidelines ...................................................................................................................... 41 Class Time ........................................................................................................................................................... 42 Student Discipline .............................................................................................................................................. 42 Examinations and Grading ............................................................................................................................... 42 Instructor Absences ........................................................................................................................................... 42 Course Evaluations ............................................................................................................................................ 42 Academic Procedures ............................................................................................................................................... 43 At the Beginning of the Semester ................................................................................................................... 43 After the Add/Drop Period ............................................................................................................................. 43 At the End of the Semester .............................................................................................................................. 43 Off-Campus Emergency Procedure ....................................................................................................................... 45 Clinical Policies .......................................................................................................................................................... 46 Clinical Rotation ................................................................................................................................................. 46


Clinical Evaluations/Grades ............................................................................................................................ 44 Clinical Failure .................................................................................................................................................... 44 Clinical Warning ................................................................................................................................................. 44 Clinical Uniform/Dress Code ......................................................................................................................... 47 Patient Assessment and Clinical Simulation Laboratories .......................................................................... 47 Professional Comportment ...................................................................................................................................... 49 Academic Honesty ............................................................................................................................................. 49 Chain of Command/Communication ............................................................................................................ 51 Attendance Policy .............................................................................................................................................. 52 Punctuality ........................................................................................................................................................... 52

Appendices Appendix 1: Syllabus Guidelines ............................................................................................................................. 54 Appendix 2: Clinical Warning Form ...................................................................................................................... 57 Learning Contract ............................................................................................................................... 58 Clinical Weekly Evaluation Form .................................................................................................... 59 Appendix 3: Clinical Evaluation ............................................................................................................................. 60

Appendix 4: Clinical Experience: First Day Suggestions/Guide ..................................................................... 61 Clinical Reflection Form .................................................................................................................... 63 Practical Advice for Clinical Instruction ......................................................................................... 64 Pre- and Post-Conferences ................................................................................................................ 66 Appendix 5: Nursing Skills Tracking: Clinical Immersion ................................................................................ 67


FACULTY AND STAFF DIRECTORY

Name and Title Phone E-mail Carol Eliadi, EdD, JD, APRN Dean, Chief Nursing Officer, and Professor

617-274-3389 [email protected]

Boston Campus Edith Claros, PhD, MSN, RN Assistant Dean & Associate Professor


Teresa Dean, MS, RN Assistant Professor


Kimberly Foisy, MSN, RN Assistant Professor


Mahmoud Kaddoura, PhD, MSN, MEd, RN Associate Professor


Anthony Lacina V, MEd, BS Operations Coordinator


Kuntheary Macdiarmid, BS Clinical Placement Coordinator


Megan Schmitt, MSN, CCRN Assistant Professor


Olga Van Dyke, MSN, CAGS, RN Assistant Professor


Worcester Campus Jeffrey Abbott, BA Clinical Placement Coordinator, GSON


Joanna Bachour, MSN, RN Assistant Professor, Lab Manager


Paula Bylaska-Davies, PhD, MSN, RN Associate Professor


Karen Camargo, MSN, RN Assistant Professor


Tammy Gravel, MSN, RN Director of Curriculum and Instruction


mailto:[email protected]















Name and Title Phone E-mail

Worcester Campus, cont. Bonnie Laurent, MSN, PNP Simulation Coordinator, Lab Manager Assistant Professor


Doreen Luciani, BS Clinical Placement Coordinator


Lorraine MacDonald, MSN, RN Assistant Professor


Patricia Murray, MSN, FNP-BC Assistant Professor


Nicole Nelson Administrative Assistant


Maria Rosen, PhD, APRN-BC Director of Graduate Core Curriculum, Bridge/Generalist Track & Associate Professor


Bonnie White, MSN, RN, CCM Assistant Professor


Danielle Yocom, MSN, FNP-BC Assistant professor


Manchester Campus Karen Britt, MS, RN-BC Assistant Professor


Cindy Heden, DNP, RN Assistant Professor


Dorothy Normile, MSN, RN Lab Manager and Assistant Professor


Roberta Rayno, BM, BA Clinical Placement Coordinator


John Rowe, PhD, RN Associate Professor


Gerard Tobin, PhD, RN, RMN, RNT Assistant Dean & Associate Professor


Van Anh Vu Administrative Assistant


















MESSAGE FROM THE DEAN

Welcome to the School of Nursing at Massachusetts College of Pharmacy and Health Sciences (MCPHS)!

MCPHS, founded in 1825 as the oldest College in Boston, is a private co-educational institution with an unbroken record of academic excellence and distinguished tradition of innovation in teaching and learning. To educate students for professional practice in an ever changing healthcare environment, the School of Nursing

offers excellent accelerated Bachelor of Science degree in Nursing (BSN) programs, an ADN to MSN completion program, and a Master of Science in Nursing program;1

is uniquely designed as one School, three Campuses: Boston and Worcester, Massachusetts; and Manchester, New Hampshire;

is committed to a learner-centered education that enables students to be immersed in rigorous, relevant, and creative learning experiences;

builds clinical partnerships in which resources, knowledge, and experiences are reciprocated and connected through professional relationships and collaborations;

uses state-of-the-art simulation technology that promotes critical thinking, critical acting, and critical caring needed for safe, effective, and high quality nursing practice;

promotes an interdisciplinary learning environment where faculty and students actively engage in intellectual dialogues and scientific inquiry;

fosters an academic process that is reflective, pluralistic, and participatory; and embraces humanity, diversity, quality, and scholarship.

Our vision of academic excellence is achieved through an intellectually energetic environment that challenges, yet supports bright, curious students. Using a clinical immersion model, students, faculty and staff, and clinical partners form a dynamic triad whereby nursing practice informs nursing education and nursing education influences the practice of nursing and the delivery of healthcare.

The future of nursing rests with those entering the profession. We deeply appreciate your dedication to the advancement of all engaged in the endeavor of educating students to become professional nurses and leaders. As well, we foresee significant personal and professional growth as outcomes for students, faculty and staff, and clinical partners.

Carol A. Eliadi Carol A. Eliadi, EdD, JD, APRN Dean and Chief Nursing Officer School of Nursing

1 The ADN-BSN and MSN Programs will be initially offered in fall 2009 on the Worcester Campus.


SCHOOL OF NURSING GUIDING STATEMENTS

The School of Nursing at MCPHS University (hereafter the School of Nursing) offers Bachelor of Science in Nursing (BSN) and Master of Science in Nursing (MSN) degree programs that prepare competent, caring, and ethical nursing professionals and leaders to meet the ever-changing needs of the healthcare environment.

The philosophy, mission, vision, core values, goals, and outcome statements of the School of Nursing provide a guiding framework for its faculty, staff, students, and clinical partners.

Philosophy Congruent with the philosophy and core values of MCPHS University, the School of Nursing philosophy reflects our beliefs in a set of core values that are fundamental to nursing education and shared and upheld by the nursing students, faculty and staff, and our clinical partners.

Education is a self-actualizing, creative, and lifetime endeavor involving systematic inquiry and progression from novice to expert. The educational process must be learner-centered to foster intellectual vitality, critical thinking, and the responsibility of ongoing professional development. Nursing education must be academically rigorous and socially relevant which embraces multiple ways of knowing and integrates the liberal arts and sciences with professional nursing study. The nursing curriculum is organized around a clear appreciation of the domain of nursing science: person/people, health/illness, society/environment, and nursing. The program cohesiveness is evidenced by weaving scholarly, professional, and practice-related activities throughout the education process.

Nursing is deeply rooted in the science of caring and connection to others. Individuals have unique qualities and basic needs for respect and recognition of personal dignity. The universality of human rights and needs transcend the boundaries of age, gender, race, ethnicity, class, culture, language, spirituality, and religion. Human diversity and psychosocial-cultural factors influence and are influenced by the experience of individuals, communities, and society. Incorporation of humanity and respect is vital to the process of healing and the quality of nursing care.

The primary goals of nursing are to promote, restore, and maintain health, prevent disease, and provide care and comfort throughout life, during illness, and at the end-of-life. The patient is the center of nursing care and may be an individual, family, group, or community in varying states of health. The patient is recognized as having distinct and unique needs that continuously change and are redefined as the patient interacts with the nurse, health care providers, and the environment. It is critical that a nurse anticipates and adapts to the changing needs of the patient. Identification of patient needs, provision of nursing care, the healthcare experience, and environment are fundamentally connected. The nurse helps create a healing environment for each patient by collaborating with the patient to establish mutual goals that enable the patient to attain optimal health.

The core competencies necessary to meet the primary goals of nursing are communication, assessment, critical thinking, and technical skill. The core competencies allow the nurse to assess, plan, design, provide, and manage culturally competent, cost-effective, high quality, and direct and indirect nursing care across the lifespan with diverse populations. Competence in nursing practice is best achieved through a thoughtful blending of theory, knowledge, and experience.

Clinical partnerships foster associations in which resources, knowledge, and experiences are reciprocated and connected through professional relationships and collaborations. Students, faculty and staff, and clinical partners form a dynamic triad whereby nursing practice informs nursing education and nursing education influences the practice of nursing and the delivery of healthcare. The goal of our clinical partnerships is to provide a solid, functional, and rigorous foundation for evidence-based nursing practice.


The future of nursing rests with those entering the profession. The beliefs and values that sustain nursing education are expressed at every level of the educational experience. We are dedicated to the advancement of all engaged in this endeavor, and we foresee significant personal and professional growth as outcomes for students, faculty and staff, and clinical partners.

Mission The Mission of the School of Nursing is to provide students with a high quality and innovative education and to foster scientific inquiry and professional services.

To fulfill the mission, we are committed to: developing an innovative, dynamic, and socio-politically relevant model of nursing education based

on theoretically-sound curricula, evidence-based practice, clinical immersion, and scholarly inquiry. developing a curricular foundation that promotes reflective, ethical, compassionate, innovative, and

intellectually rigorous nursing practice. establishing a community of learners inclusive of students, faculty, and clinical partners who embrace

a spirit of inquiry and a commitment to continuous professional growth. promoting resiliency and integrity in nursing graduates for practice in dynamic, diverse, and complex

healthcare environments. fostering a community of scholars that advance nursing through excellence in the discovery,

application, integration, and dissemination of knowledge. providing service to the School, the College, the profession, and the community.

Vision Our vision is to create a center of excellence in nursing education where an environment of partnership is created and nursing practice, education, and scholarship connect for the advancement of healthcare and the profession of nursing.

Core Values As members of the School of Nursing and a broader community, we are committed to the following core values:

Respect Value and appreciate self and others across the boundaries of age, race, culture, gender, language,

ideology, religion, and class. Seek to know, understand, acknowledge, and appreciate the uniqueness and contribution of self and others

Treat self and others in a caring and considerate manner Recognize that the patient is the center of nursing care

Literacy Examine and process information in a critical and reflective manner Appreciate and judiciously use literature from nursing science, liberal arts, and other health sciences Cultivate a sense of intellectual inquiry and engage in the process of life-long learning and

development Embrace continual knowledge development as central to professional excellence and the

advancement of nursing practice

Practice Develop competence and advance acquisition of nursing knowledge, skills, attributes, and abilities Communicate and collaborate as an integral member of the health care team Apply nursing knowledge and skill in diverse practice settings


Provide care in accordance with professional standards, practice within the legal and ethical scope of nursing, and engage in continuous quality improvement of nursing care

Integration Draw on existing knowledge and develop new knowledge in order to establish a nursing practice that

is critically reflective and dynamic Connect theory and multiple ways of knowing in the practice of nursing Behave and present self in a manner that projects confidence and inspires trust Act with integrity, responsibility, and accountability in the practice of nursing

BSN Program Goals The School of Nursing provides excellent education that aims to prepare students as liberally-educated persons and baccalaureate-prepared professional nurses. We are committed to:

Incorporate the values of respect, literacy, practice, and integration Build on a solid foundation of liberal arts and sciences Connect education to practice through partnerships and clinical immersion Cultivate a learner-centered environment where individuals are empowered to think, conceptualize,

reason, and make sense of the lived worlds Provide opportunities for personal and professional development of students, faculty, staff, and

clinical partners Use knowledge and evidence based teaching practice Prepare nursing graduates who are globally aware and informed for practice in a diverse and rapidly

changing healthcare environment.

BSN Program Expected Outcomes Upon the completion of the BSN program, graduates will be able to:

Provide safe, effective, culturally-competent nursing care to individuals and families across the lifespan as a member of an interdisciplinary team and in the context of community.

Integrate the core competencies of critical thinking, communication, assessment, and technical skills in nursing practice.

Behave in a manner consistent with professional nursing standards of practice. Engage in continuous professional development activities, and Pass the National Council of State Board of Nursing Licensure Examination for Registered Nurses

(NCLEX-RN) and qualify for licensure.

MSN Program Goals The Master�s Program prepares advanced practice nurses to provide advanced health care to diverse populations and to demonstrate professional leadership roles in practice. American Association of Colleges of Nursing�s Essentials for Advanced Practice Nursing (AACN, 1996) is used as the framework for the development of the MSN Program. According to AACN (1996), the Core Curriculum for MSN Programs includes:

Health Promotion and Disease Prevention Human diversity and Social issues Theoretical foundation of nursing practice Professional role development Research Ethics Policy, organization, and financing of health care


MSN Program Expected Outcomes Upon the completion of the MSN program students will be able to:

Provide safe, effective, culturally-competent, and advanced nursing care to individuals and families across the lifespan as a member of an interdisciplinary team and in the context of community.

Integrate the core competencies of research, diversity, health care policy, ethics, health promotion and disease prevention, and theoretical foundation of nursing in advanced nursing practice.

Demonstrate a leadership role in the profession of nursing. Engage in ongoing nursing knowledge development to guide practice

The nursing faculty is committed to delivering an innovative nursing curriculum that combines active teaching-learning strategies, real-world clinical immersion, and an environment of respect, collaboration, and professionalism to students and prepares students for competent, resilient, compassionate, and skilled professional practice and leadership in healthcare.


BSN PROGRAM LEVELS

Level Course Title Course Number

I All nursing prerequisite courses including general education core course requirements Introduction to Nursing Profession*

As outlined NUR105

II

Nursing History, Knowledge & Narrative Essential Concepts of Nursing Nursing Skills & Technologies Pathophysiologic and Pharmacologic Approach to Nursing Practice Health Assessment & Promotion

NUR205 NUR208 NUR215 NUR226 NUR245

III

Provider of Care I: Adult & Elder Health Nursing Information & Healthcare Technologies Provider of Care II: Child-Bearing & Child-Rearing Health Provider of Care III: Mental & Social Health Scholarly Inquiry

NUR325 NUR330 NUR335 NUR345 NUR350

IV Provider of Care IV: Community & Public Health Nursing Provider V: Coordinator/Manager of Care Member of a Profession: Capstone Leadership Project

NUR425 NUR445 NUR450

*Required only in the 32-month program Approved: August 25, 2005

Revised: November 14, 2005 Revised: March 21, 2007


PROGRAM OF STUDY

32-MONTH BSN CURRICULUM � BOSTON

Year I � Fall Credits Contact Hours/Week Course Title (Semester

Hours) Class Lab/

Clinical Total NUR Lab/ Clinical

BIO 110 Anatomy & Physiology I 4 2 3 - CHE 110 Basic Chemistry 4 3 3 - FYS 101 First Year Seminar 1 1 - - LIB 111 Expository Writing I 3 3 - - MAT 141 Algebra and Trigonometry 3 3 - - Total Semester 15

Year I � Spring Credits Contact Hours/Week

Course Title (Semester Hours)

Class Lab/ Clinical

Total NUR Lab/ Clinical

LIB 120 Introduction to Psychology 3 3 - - BIO 210 Anatomy & Physiology II 4 2 3 - CHE 210 Basic Chemistry II* 4 3 3 - LIB 112 Expository Writing II 3 3 - - LIB 133 American Culture, Identify &

Public Life 3 3 - -

NUR 105 Introduction to the Nursing Profession

1 1 - -

Total Semester 18 Year I � Summer Credits Contact Hours/Week


Class Lab/ Clinical


BEH 352 Human Development 3 3 - - MAT 261 Statistics 3 - - - Distribution Elective 3 NUR 205 Nursing History, Knowledge &

Narrative 3 3 - -

Total Semester 12


Year II � Fall Credits Contact Hours/Week Course Title (Semester

Hours) Class Lab/


BIO 255 Microbiology (with lab) 4 3 3 - NUR 208 Essential Concepts of Nursing 3 3 - - NUR215 Nursing Skills & Technologies 4 3 3 42 Humanities Elective 3 - - - LIB 420 Interpersonal Communication in the

Health Professions 3 - - -

Total Semester 17 42 Year II � Spring Credits Contact Hours/Week


Class Lab/ Clinical


LIB 512 Health Care Ethics 3 3 - - NUR 226 Pathophysiologic and

Pharmacologic Approach to Nursing Practice

6 6 - -

NUR 245 Health Assessment and Promotion 4 3 3 42 Distribution Elective 3 3 - - Total Semester 16 42

Year II � Summer Credits Contact Hours/Week


Class Lab/ Clinical


NUR 325 Provider of Care I: Adult and Elder Health

8 4 12 168

NUR 330 Nursing Informatics & Health Care Technologies

3 3 - -

Total Semester 11 168


Year III � Fall Credits Contact Hours/Week Course Title (Semester

Hours) Class Lab/


NUR 335 Provider of Care II: Child-Bearing and Child-Rearing Family Health

6 3 9 126

NUR 345 Provider of Care III: Mental & Social Health

6 3 9 126

NUR 350 Scholarly Inquiry 3 3 - - Total Semester 15 252

Year III � Spring Credits Contact Hours/Week


Class Lab/ Clinical


NUR 425 Provider of Care IV: Community & Public Health Nursing

8 3 9 126

NUR 445 Provider of Care V/Coordinator of Care

6 1 2 lab/ seminar 16 clinical

252

NUR 450 Member of a Profession and Capstone Leadership Project

4 5 2 seminar/project

28

Total Semester 18 406 Total Credits (all years)

122

910

Majority of Provider Courses are front-loaded with two weeks of intense didactic components

followed by clinical immersion (30-36 hours/week for five weeks). Contact hours reflect the number for a standard 14-week calendar. For half-semester courses, total

contact time equals total for a full semester course (e.g., 14 weeks x 3 class hours = 42 contact hours for 3 semester hour credits; a 7-week, 3 credit course would entail 6 class hours per week).


16-MONTH POST-BACCALAUREATE BSN CURRICULUM - WORCESTER

Year I � Spring Credits Contact Hours/Week Course Title (Semester

Hours) Class Lab/


NUR 205 Nursing History, Knowledge & Narrative

3 3 - -

NUR 208 Essential Concepts of Nursing 3 3 - - NUR 215 Nursing Skills and Technologies 4 3 3 42 NUR 226 Pathophysiologic and


6 6 - -


Year I � Summer Credits Contact Hours/Week Course Title (Semester

Hours) Class Lab/


NUR 245 Health Assessment and Promotion 4 3 3 42 NUR 325 Provider of Care I: Adult and Elder

Health 8 4 12 168



Hours) Class Lab/



3 3 - -

NUR 335 Provider of Care II: Child-Bearing and Child-Rearing Family Health

6 3 9 126

NUR 345 Provider of Care III: Mental and Social Health

6 3 9 126

NUR 350 Scholarly Inquiry 3 3 - - Total Semester 18 252


Year II � Spring Credits Contact Hours/Week Course Title (Semester

Hours) Class Lab/


NUR 425 Provider of Care IV: Community & Public Health Nursing

8 5 9 126

NUR 445 Provider of Care V/Coordinator of Care


252


4 3 2 seminar/ project

28


64

910

Majority of Provider courses are front-loaded with two weeks of intense didactic components

followed by clinical immersion (30-36 hours/week for five weeks). Contact hours reflect the number for a standard 14-week calendar. For half-semester courses, total



16-MONTH POST-BACCALAUREATE BSN CURRICULUM � MANCHESTER


Hours) Class Lab/


NUR 205 Nursing History, Knowledge & Narrative

3 3 - -

NUR 208 Essential Concepts of Nursing 3 3 - - NUR 215 Nursing Skills and Technologies 4 3 3 42 NUR 226 Pathophysiologic and


6 6 - -

Total Semester 16 42 Year I � Spring Credits Contact Hours/Week


Class Lab/ Clinical


NUR 245/245L

Health Assessment and Promotion 4 3 3 42

NUR 325/325L

Provider of Care I: Adult and Elder Health

8 4 12 168

NUR 350 Scholarly Inquiry 3 3 Total Semester 15 210

Year I � Summer Credits Contact Hours/Week


Class Lab/ Clinical


NUR 335/335L

Provider of Care II: Child-Bearing and Child-Rearing Family Health

6 3 9 126

NUR 345/345L

Provider of Care III: Mental and Social Health

6 3 9 126


3 3




Hours) Class Lab/


NUR 425/425L

Provider of Care IV: Community & Public Health Nursing

8 5 9 126

NUR 445/445L

Provider of Care V: Coordinator of Care


252

NUR 450 Member of a Profession & Capstone Leadership Project

4 3 2 seminar/ project

28


64 910

Majority of Provider courses are front-loaded with two weeks of didactic components followed by

clinical immersion (30-36 hours/week for five weeks). Contact hours reflect the number for a standard 14-week calendar. For half-semester courses, total



ADN TO MSN PROGRAM OF STUDY

Prerequisite Courses Credits Contact Hours/Week Title (Semester

Hours) Class Lab/


Human Anatomy & Physiology I 4 3 3 - Human Anatomy & Physiology II 4 3 3 - General or Medical Microbiology 4 3 3 - Human Growth & Development 3 3 - - Statistics 3 3 - - Algebra & Trigonometry 3 3 - - Introduction to Psychology 3 3 - - Introduction to Sociology 3 3 - - English Composition I 3 3 - - English Composition II 3 3 - - Healthcare or Biomedical Ethics 3 3 - - History Elective 3 3 - - Humanities Elective 3 3 - -

Bridge Courses - Year I* Credits Contact Hours/Week Course Title (Semester

Hours) Class Lab/


NUR 245 Health Assessment and Promotion 4 3 3 - NUR 250 Chemistry of Nutrition 3 3 - - NUR 330 Nursing Informatics & Health Care

Technologies 3 3 - -

NUR 350 Scholarly Inquiry 3 3 - - NUR 410 Professional Role Development 3 3 - - NUR 426 Community Health Nursing 4 3 3 Total Bridge Curriculum

20

Graduate FNP Courses (Years II and III)*

*Taking two courses per semester (year-round), the ADN to MSN Bridge program can be completed in three years.


MSN PROGRAM CURRICULUM

FNP TRACK


Hours) Class Lab/


NUR 701 Professional Role Development in Nursing

3 3 - -

NUR 704 Theoretical Foundations of Nursing Practice

3 3 - -

NUR 706 Advanced Pathophysiology 3 3 - - Total Semester 9

Year I � Spring Credits Contact Hours/Week


Class Lab/ Clinical


NUR 702 Diversity, Ethics, and Social Issues 3 3 - - NUR 703 Advanced Health Assessment

across the Lifespan 4 3 3 42

NUR 707 Advanced Pharmacology 3 3 - - Total Semester 10 42

Year I � Summer Credits Contact Hours/Week


Class Lab/ Clinical


NUR 705 Policy, Organization, and Financing of Health Care

3 3 - -

NUR 708 Evaluation, Research, and Statistical Analysis

3 3 - -

NUR 709 Education: Theory, Research, and Assessment

3 3 - -

Total Semester 9



Hours) Class Lab/


NUR 801 Family Health Nursing: Theoretical Foundation

3 3 - -

NUR 811 Family Health Nursing: Intervention

3 3 - -

NUR 812 Family Health Nursing Practicum 3 3 - - NUR 820 Master�s Thesis in Nursing 3 3 - - Total Semester 12 Total Credits (all years)

40 42


NURSING COURSE DESCRIPTIONS & LEARNING OBJECTIVES

NUR 105 Introduction to Professional Nursing

Students acquire foundational knowledge about the characteristics of the nursing profession and the roles and responsibilities of the baccalaureate-prepared nurse. Students are assisted in the affirmation of his/her choice of a career in nursing. Boston only; Seminar, 1 hr.; credit, 1 s.h.

Course Objectives Upon completion of this course the student will:

1. Describe the characteristics of the nursing profession. 2. Explore the roles and responsibilities of the professional nurse. 3. Explain the role of the nurse as an integrated member of the community.

NUR 205 Nursing History, Knowledge and Narrative

Students learn the vision, mission, core values, and philosophy of the MCPHS University nursing program, as well as the history of nursing as it has relevance for contemporary nursing practice. They explore knowledge and values including the theoretical underpinnings of nursing knowledge, and the professional behaviors expected of nursing students. Students gain a broad perspective about contemporary nursing practice through the use of narrative. Class, 3 hrs.; credit, 3 s.h.

Course Objectives: Upon completion of this course the student will:

1. Examine knowledge from the natural and social sciences and the humanities for application to the study and practice of professional nursing.

2. Examine the history and tradition of nursing as it shapes (and is shaped by) contemporary practice. 3. Describe the nature of theory, how theory shapes perception and is distinct from knowledge. 4. Examine selected theories from nursing and other disciplines (for example, gerontology) that

contribute to the unique body of emerging nursing knowledge. 5. Explicate the mission, philosophy, and core values of the MCPHS University nursing program. 6. Describe the use of narrative as a means to gain perspective about contemporary nursing practice. 7. Describe the MCPHS University School of Nursing core competencies.

NUR 208 Essential Concepts of Nursing

Students gain foundational knowledge about essential concepts of nursing for the beginning nursing student. Students link the history and knowledge of nursing to the student�s own emerging practice. Students examine essential concepts of nursing practice and nursing science and relate them to existing beliefs and attitudes. Students examine the MCPHS University core competencies of critical thinking, communication, assessment, and technical skills, and begin to apply systematic thinking and problem solving to the practice of nursing. Class, 3 hrs.; credit, 3 s.h. Prerequisite or co- requisite: NUR 205

Course Objectives Upon completion of this course the student will be able to:

1. Clarify personal values, beliefs, and attitudes about the health and illness experience for self, patients, and families.

2. Recognize the impact of values, beliefs and attitudes in the development of professional nursing practice.

3. Demonstrate therapeutic communication skills in simulation exercises.


4. Discuss the role of the professional nurse with concepts of death, dying, grief and loss. 5. Demonstrate systematic thinking and problem solving in nursing through use of the nursing process. 6. Describe the research process and its impact on nursing care. 7. Describe selected roles in nursing (Provider of Care, Coordinator/Manager of Care, Member of a

Profession). 8. Describe safe, effective, culturally-competent nursing care across the lifespan. 9. Identify the health-related lifespan considerations of young and middle-aged adults across the

lifespan.

NUR 215/215L Nursing Skills and Technologies

Students gain foundational knowledge and skills, recognizing skill acquisition as an ongoing component of safe and effective nursing practice. Students begin to utilize skills and technologies required for delivery of safe and competent nursing care. Students learn to approach skill acquisition as a theoretical and analytical process that involves understanding the relevant scientific principles underlying development of skill mastery. Students actively participate in clinical simulation labs and engage in cooperative learning with guidance from faculty. Class, 3 hrs; lab, 3 hrs.; credits, 4 s.h. Co-requisite: NUR 208.


1. Articulate why maintaining and updating nursing skills is a lifelong process. 2. Articulate the underlying theory and principles related to the skill(s). 3. Describe the safety and infection control issues related to caring for patients in diverse clinical

settings across the lifespan. 4. Utilize medical and nursing terminology associated with body systems and nursing skills.

Lab Objectives 1. Demonstrate proficiency in basic mathematical calculations and conversions and the accurate methods

of medication dosage calculation. 2. Demonstrate basic competency in the performance of nursing skills and technologies. 3. Demonstrate ability to adapt performance of skills to meet the developmental stage of the patient. 4. Engage in active and cooperative learning with peers and faculty.

5. Demonstrate competence in providing culturally sensitive care in simulated experiences.

NUR 226 Pathophysiologic and Pharmacologic Approach to Nursing Practice

Students build on prerequisite biological sciences courses and gain foundational knowledge regarding normal and abnormal pathophysiological and pharmaceutical principles. Students learn the etiology, pathogenesis and clinical manifestations of selected health problems across the lifespan in diverse populations, and the efficacious use of pharmaceutical agents, including the nurse�s role in safe medication administration. Students learn the pharmacodynamics and pharmacokinetics of pharmaceutical agents and their use in health promotion, treatment and symptom management across the lifespan. Class, 6 hrs.; credit, 6 s.h.


1. Use the nursing process to describe the association between pathophysiology and pharmacology for selected health problems across the lifespan.

2. Describe the pathophysiology, genetic relationship, clinical manifestations, and cultural and ethnic considerations of relevant health problems across the lifespan.

3. Differentiate between selected normal and pathophysiologic changes across the lifespan.


4. Describe principles of pharmacodynamics and pharmacokinetics, and genetic influence, as appropriate, for selected pharmaceutical agents.

5. Identify the manifestation of pharmaceutical (e.g., adverse drug reactions) absorption, distribution, and pharmacokinetics for selected pharmaceutical agents.

6. Explain the use of selected pharmaceutical agents in selected health problems (for example, polypharmacy in the elderly) across the lifespan.

7. Explain the complications associated with selected health problems. 8. Explain the use of selected pharmaceutical agents to promote health with relevant health disorders.

NUR 245/245L Health Assessment & Promotion

Students acquire foundational knowledge of health assessment and health promotion, and their relationship to comprehensive nursing care. Students learn to perform a comprehensive and holistic assessment of the patient across the lifespan, including systematic collection, analysis, and synthesis of health data from patients and secondary sources. Students develop the organizational and critical-thinking skills necessary for the planning and delivery of nursing care; and integrate the essential nursing core competencies and concepts of health promotion, risk reduction, and disease prevention in the clinical laboratory setting. Class, 3 hrs.; lab, 3 hrs.; credit, 4 s.h. Prerequisites: NUR 208, NUR 215 and BIO 255. Prerequisites or co-requisites: NUR 225 and NUR 235.


1. Demonstrate organizational and critical-thinking skills necessary for the development of judgment in the planning and delivery of culturally sensitive patient care across the lifespan.

2. Integrate the principles of health promotion, risk reduction, and disease prevention in the development of a holistic plan of care across the lifespan.

3. Recognize the unique differences in assessment data across the lifespan.

Lab Objectives Upon completion of the laboratory component of this course the student will be able to:

1. Determine the appropriate approach to health assessment and promotion consistent with the patient�s developmental stage.

2. Demonstrate ability to systematically collect, analyze, and synthesize patient- related health data across the lifespan while tailoring examination techniques to meet the developmental stage of the patient.

3. Demonstrate ability to complete a detailed health history and a comprehensive head-to-toe physical assessment.

4. Demonstrate cultural competence in collecting and interpreting patient health data.

NUR 325/325L Provider of Care I: Adult & Elder Health

Students apply concepts and principles acquired in all prior nursing courses to the provision of holistic nursing care for adults and elders with health problems in diverse clinical settings. Students actively participate in the clinical setting and engage in cooperative learning with guidance from faculty and clinical partners. Students begin to apply foundational knowledge of nursing to the development of the essential nursing competencies in the clinical setting. Through immersion in the clinical practice environment, students begin to examine and enact the professional nursing role, as well as begin to develop professional relationships with patients, clinical partners, and members of the interdisciplinary healthcare team. Class, 4 hrs.; lab/clinical, 12 hrs.; credit, 8 s.h.; Prerequisite: NUR 245. NOTE: The majority of class sessions are front-loaded, followed by clinical immersion (30-36 hours/week).



1. Describe major health problems and disease states affecting diverse adults and elders. 2. Explain major considerations in planning and performing nursing care for adults and elders with

simple to complex health problems. 3. Explain the nurse�s role in the provision of nursing care to adults and elders. 4. Analyze anticipated patient needs associated with selected health problems and disease states. 5. Develop a holistic plan of care for patients with selected health problems and disease states. 6. Formulate anticipated nursing interventions associated with selected health problems and disease

states.

Clinical Objectives Upon completion of this course the student will:

1. Assume responsibility and accountability for clinical practice with guidance from faculty and clinical partners.

2. Apply a holistic nursing approach to illness and disease management in the acute and chronically ill adult and elder patient.

3. Perform systematic head-to-toe and focused nursing assessments appropriate to patient condition and need.

4. Prioritize nursing care of adults and elders in a manner that ensures patient safety. 5. Demonstrate organizational skill in the provision of nursing care for adults and elders. 6. Perform therapeutic nursing interventions for adults and elders in a safe manner. 7. Demonstrate technical skill in the delivery of nursing care for adults and elders. 8. Evaluate nursing care and patient outcomes. 9. Document nursing care in accordance with clinical agency standards. 10. Interact with patients, peers, faculty, and members of the interdisciplinary team in a professional

manner. 11. Communicate with patients, peers, faculty and members of the interdisciplinary team in a

professional manner. 12. Provide culturally competent nursing care to adults and elders.


Students acquire foundational knowledge of nursing and health care informatics, gaining an understanding of the theories and social and economic forces influencing the development and application of information and health care technologies. Students begin to use these technologies in the delivery of nursing care, and learn to adapt emerging technologies to clinical nursing practice. Students also explore the legal and ethical ramifications of using information and health care technologies to improve patient safety and the quality of health care, and protect patient privacy. Class, 3 hrs.; credit, 3 s.h. Prerequisite or Co-requisite: NUR 325/325L.


1. Demonstrate knowledge of aspects of nursing informatics. 2. Relate underlying theories to the development and use of healthcare information systems. 3. Correlate the use of healthcare informatics to the delivery of nursing care. 4. Adapt emerging technologies to clinical nursing practice. 5. Examine the legal and ethical considerations surrounding the use of informatics and computer-

assisted technology to healthcare delivery. 6. The student will examine the role of informatics and healthcare technologies in improving patient

safety and quality outcomes.


NUR 335/335L Provider of Care II: Child-Bearing & Child-Rearing Family

Students apply concepts and principles acquired in all prerequisite and concurrent nursing courses to the provision of care for child-bearing and child-rearing families in diverse clinical settings. Students develop and apply a holistic approach to the assessment, care, and management of women of child-bearing age, children of all ages, and families. Students also learn the use of anticipatory guidance as a therapeutic tool to optimize health and wellness. Class, 3 hrs.; lab/clinical 9 hrs.; credit, 6 s.h.; Prerequisite: NUR 325/325L. NOTE: The majority of class sessions are front-loaded, followed by clinical immersion (30-32 hours/week).


1. Demonstrate knowledge of selected health problems, disease states, and health needs for child-bearing women, children, and child-rearing families.

2. Examine anticipatory guidance as a therapeutic tool to the provision of nursing care. 3. Evaluate the nurse�s role in the provision of nursing care of child-bearing women, children, and the

variety of child-rearing families. 4. Develop a holistic plan of care for patients with selected health problems and disease states. 5. Analyze anticipated patient needs related to states of health, wellness, and illness. 6. Distinguish anticipated nursing interventions associated with selected states of health, wellness, and

disease states.



2. Apply a holistic nursing approach to health problems, disease states, and health needs for child-bearing women, children, and child-rearing families.

3. Perform systematic head-to-toe and focused nursing assessments appropriate to patient condition and need.

4. Prioritize nursing care of child-bearing women, children, and child-rearing families in a manner that ensures patient safety.

5. Demonstrate organizational skill in the provision of nursing care for child-bearing women, children, and child-rearing families.

6. Perform therapeutic nursing interventions for child-bearing women, children, and child-rearing families in a safe manner.

7. Demonstrate technical skill in the delivery of nursing care for child-bearing women, children, and child-rearing families.

8. Evaluate nursing care and patient outcomes 9. Document nursing care in accordance with clinical agency standards. 10. Interact with patients, peers, faculty, and members of the interdisciplinary team in a professional


professional manner. 12. Provide culturally-competent nursing care to childbearing women, children, and child-rearing

families.

NUR 345/345L Provider of Care III: Mental & Social Health

Students apply concepts and principles acquired in all prerequisite and concurrent nursing courses to the provision of care for patients with psychosocial needs and psychiatric disorders in diverse clinical settings, within the context of family and societal forces. Students develop their use of self as a therapeutic tool, and focus on a holistic approach to assessment, care, and management of persons with


psychosocial issues and selected psychiatric disorders and conditions. Students learn to incorporate contemporary and emerging social issues as they relate to the mental and social health of patients and their families. Students have opportunities to develop relationships with patients, families, clinical partners, and members of the interdisciplinary health care team. Class, 3 hrs.; lab/clinical, 9 hrs.; credit, 6 s.h.; Prerequisite: NUR 325/325L. NOTE: The majority of class sessions are front-loaded, followed by clinical immersion (30-32 hours/week).


1. Demonstrate appropriate knowledge of psychosocial issues and selected psychiatric disorders. 2. Demonstrate the therapeutic use of self as a tool in the provision of nursing care. 3. Analyze the impact of psychosocial stressors across the lifespan in individuals and families. 4. Evaluate the nurse�s role in the provision of nursing care of persons and families with psychosocial

issues and selected psychiatric disorders and conditions. 5. Develop a holistic plan of care for persons and families with psychosocial issues and selected

psychiatric disorders and conditions across the lifespan. 6. Analyze anticipated needs of persons with psychosocial issues and selected psychiatric disorders and

conditions. 7. Distinguish anticipated nursing interventions associated with selected states of health, wellness, and

disease states.



2. Apply a holistic nursing approach to health problems, disease states, and health needs for persons with psychosocial issues and selected psychiatric disorders and conditions.

3. Perform systematic and focused nursing assessments appropriate to patient condition and need. 4. Prioritize nursing care of persons with psychosocial issues and selected psychiatric disorders and

conditions in a manner that ensures patient safety. 5. Demonstrate organizational skill in the provision of nursing care for persons with psychosocial issues

and selected psychiatric disorders and conditions. 6. Perform therapeutic nursing interventions for persons with psychosocial issues and selected

psychiatric disorders and conditions in a safe manner. 7. Demonstrate technical skill in the delivery of nursing care for persons with psychosocial issues and

selected psychiatric disorders and conditions. 8. Evaluate nursing care and patient outcomes. 9. Document nursing care in accordance with clinical agency standards. 10. Interact with patients, peers, faculty, and members of the interdisciplinary team in a professional


professional manner. 12. Provide culturally-competent nursing care to persons with psychosocial and psychiatric disorders.

NUR 350 Scholarly Inquiry

Students acquire an understanding of the historical development of nursing as a scholarly discipline, and appraise its contemporary standing in the scientific community. Students learn the research process, methods of qualitative and quantitative research, and the legal and ethical considerations of engaging in nursing research. Students learn to apply critical thinking to the evaluation of professional and popular literature and other sources of information, apply research-based knowledge from nursing and the


sciences as the evidence base for nursing practice across the lifespan, and participate in the research process. Class, 3 hrs.; credit, 3 s.h. Prerequisite: NUR 330.


1. Trace the historical development of nursing as a scholarly discipline, and appraise its contemporary standing in the scientific community.

2. Examine steps of the research process. 3. Differentiate between quantitative and qualitative research methods. 4. Evaluate and critique research findings from professional and popular literature and other

information sources for application to nursing practice across the lifespan. 5. Apply research-based knowledge from nursing and the sciences as the evidence base for nursing

practice. 6. Participate in the process of scholarly inquiry.

NUR 425/425L Provider of Care IV: Community & Public Health Nursing

Students synthesize and apply concepts and principles acquired in all prerequisite and concurrent nursing courses to the provision of care for patients, groups and populations in community and home-care settings across the lifespan. Students learn community assessment processes and identification of resources to optimize health and wellness in selected populations. Students gain an understanding of population health and epidemiology of disease and examine the process by which health policy is created. Students trace the evolution of the public health system including public health nursing. Students develop and expand their professional roles and relationships to provide care to individuals and families in their homes and to the community in a variety of settings. Class, 5 hrs., clinical, 9 hrs.; 8 s.h.

Course Objectives Upon completion of the course the student will be able to:

1. Assess major health needs including principles of epidemiology for patients, groups, and populations in community settings across the lifespan.

2. Analyze major considerations in planning and performing nursing care for patients, groups, and populations in community and home settings.

3. Examine the nurse�s role in the provision of nursing care for patients, groups, and populations in community and home settings.

4. Utilize the assessment process to determine the health status, health strengths, and health hazards of a community.

5. Analyze anticipated nursing problems associated with selected health needs, problems, or disease states in community and home settings.

6. Develop a holistic plan of care for patients with selected health needs, problems, or disease states using the nursing process.

7. Compare anticipated nursing interventions and community resources associated with selected health needs, problems, or disease states for patients, groups, and diverse populations in community and home settings.

8. Analyze the effects of local, state, and global initiatives on populations, including diverse and underserved populations.

9. Examine the historical and contemporary role of the Public Health System including Public Health Nursing.

10. Enhance the awareness of global healthcare, including disease transmission, health policy, and healthcare economics.

11. Analyze the evolution of the healthcare system in the United States.


Clinical Objectives: Upon completion of the course the student will be able to:


2. Apply a holistic nursing approach to health problems, disease states, and health needs for patients, groups, and diverse populations in community and home settings across the lifespan.

3. Perform systematic and focused nursing assessments appropriate to patient or situation and need. 4. Prioritize nursing care of patients, groups, and diverse populations in community and home settings

in a manner that ensures patient safety. 5. Demonstrate organizational skill in the provision of nursing care in community and home settings. 6. Perform therapeutic nursing interventions for patients, groups, and diverse populations in

community and home settings in a safe manner. 7. Demonstrate technical skill in the delivery of nursing care for patients, groups, and diverse

populations in community and home settings. 8. Evaluate nursing care and patient outcomes. 9. Document nursing care in accordance with clinical agency standards. 10. Interact with patients, peers, faculty, and members of the interdisciplinary team in a professional


professional manner. 12. Provide culturally-competent nursing care for individuals, groups, families, and communities.

NUR 445/445L Provider of Care V: Coordinator of Care

Students integrate concepts and principles acquired in all prerequisite and concurrent nursing courses. Students expand their knowledge and skills to care for patients with complex health problems, including cancer, infectious disease, trauma, and end-of-life care. Students have opportunities to learn and apply theories and principles of leadership and management in coordinating care for groups or populations. Class, 1 hr., seminar/lab, 2 hrs., clinical, 16 hrs.; Credit, 6 s.h. Prerequisite or co-requisite: NUR 425/425L and NUR 450. NOTE: The majority of class sessions are front-loaded, followed by clinical immersion (32-36 hours/week).

Course Objectives: Upon completion of this course the student will be able to:

1. Differentiate theories and principles of leadership and management as they apply to selected areas of nursing practice.

2. Analyze nursing care delivery systems and how they impact cost, quality, and patient outcomes. 3. Utilize research that focuses to improve the efficacy and effectiveness of nursing interventions. 4. Provide safe, comprehensive nursing care to patients with complex health problems. 5. Analyze best evidence-based practices in nursing care delivery. 6. Integrate knowledge and skills related to care, health informatics, quality improvement and inter-

professional collaboration to the delivery of safe and competent nursing care.

Clinical Objectives: Upon completion of this course the student will be able to:

1. Coordinate, design, and manage nursing care for patients with complex health problems across the lifespan.

2. Manage and supervise delegated nursing interventions safely and competently. 3. Integrate best research with clinical judgment and patient values for safe and optimal care. 4. Manage the communication of information within an interdisciplinary team and among

diverse/vulnerable patient populations. 5. Evaluate complex information from multiple sources.


6. Evaluate and intervene in the prevention of, and response to, errors and hazards in patient care. 7. Synthesize nursing knowledge and skills acquired throughout the nursing curriculum in preparation

for entry-level practice. 8. Collaborate with members of the healthcare team to provide holistic care for patients and families

with complex health problems, including the impact of acute and chronic illness across the lifespan. 9. Analyze cultural competence in the delivery of nursing care to patients with complex health

problems.


The nursing student begins to transition into the role of graduate nurse. Students explore issues relevant to contemporary and emerging nursing practice across the lifespan. Students gain a foundation for understanding local, state, national, and international initiatives and policies and their impact on health across populations. Students prepare to become a responsible and integral member of the local, national, and global nursing community. Students develop beginning leadership skills through the creation and implementation of an approved capstone leadership project, which is undertaken with the guidance of faculty and clinical partners, and which reflects and integrates synthesis of knowledge, skills, and values gained across the curriculum. Class, 3 hrs; seminar/leadership project, 2 hrs.; credit, 4 s.h. Prerequisite or co-requisite: All 400-level courses.


1. Formulate a plan for transition to the role of graduate nurse. 2. Analyze issues relevant to contemporary nursing practice, including the ethics and regulation of

nursing practice across the lifespan. 3. Demonstrate the professional role of the nurse as a responsible, accountable, and integral member of

the local, national, and global nursing community. 4. Examine the sociopolitical influences on the development, implementation, and evaluation of

selected health policy in the United States. 5. Explain the professional nurse�s role in patient and healthcare advocacy. 6. Integrate political awareness, critical thinking, social activism, and participation in the policy process

with professional role behavior. 7. Formulate leadership project goals and objectives with guidance from faculty and clinical partners. 8. Demonstrate leadership and professional role expansion through completion of an approved

capstone leadership project relevant to a selected clinical setting. 9. Reflect on the meaning and outcome(s) of the capstone leadership project.


ADN TO MSN BRIDGE COURSE DESCRIPTIONS

NUR 245/245L Health Assessment & Promotion

Students acquire foundational knowledge of health assessment and health promotion, and their relationship to comprehensive nursing care. Students learn to perform a comprehensive and holistic assessment of the patient across the lifespan, including systematic collection, analysis, and synthesis of health data from patients and secondary sources. Students develop the organizational and critical-thinking skills necessary for the planning and delivery of nursing care; and integrate the essential nursing core competencies and concepts of health promotion, risk reduction, and disease prevention in the clinical laboratory setting. Class, 3 hrs; lab, 3 hrs; credit, 4 s.h. Prerequisites: NUR 208, NUR 215 and BIO 255. Prerequisites or co-requisites: NUR 225 and NUR 235.

NUR 250 Chemistry of Nutrition

Students will analyze the basic chemical principles of the science of nutrition and discuss their influence on the promotion of good health and disease prevention. Topics will include a study of chemical components of food (natural and synthetic), the biochemical breakdown of food and how nutrients and vitamins function in human metabolism. Prerequisite: RN licensure Class, 3 hrs; credit, 3 s.h.; varies


Students acquire foundational knowledge of nursing and health care informatics, gaining an understanding of the theories and social and economic forces influencing the development and application of information and health care technologies. Students begin to use these technologies in the delivery of nursing care, and learn to adapt emerging technologies to clinical nursing practice. Students also explore the legal and ethical ramifications of using information and health care technologies to improve patient safety and the quality of health care, and protect patient privacy. Class, 3 hrs.; credit, 3 s.h. Prerequisite or Co-requisite: NUR 325/325L.

NUR 350 Scholarly Inquiry

Students acquire an understanding of the historical development of nursing as a scholarly discipline, and appraise its contemporary standing in the scientific community. Students learn the research process, methods of qualitative and quantitative research, and the legal and ethical considerations of engaging in nursing research. Students learn to apply critical thinking to the evaluation of professional and popular literature and other sources of information, apply research-based knowledge from nursing and the sciences as the evidence base for nursing practice across the lifespan, and participate in the research process. Class, 3 hrs; credit, 3 s.h. Prerequisite: NUR 330.


NUR 410 Professional Role Development

Students will examine historical, philosophical, ethical and legal aspects of nursing practice, contemporary issues facing nursing and the influence of societal trends on nursing practice and on today�s health care delivery system. Prerequisite: RN licensure Class, 3 hrs; credit, 3 s.h.; first semester

NUR 426 Community Health Nursing

This bridge course for registered nurses provides a theoretical background for the study of community health nursing emphasizing the assessment of interrelationships between individuals, families, aggregates, and communities in determining the health status of each. Students gain understanding of health promotion, health maintenance and disease prevention among populations. The socio-political, economic, environmental, and cultural impact on population health is examined. Class, 3 hrs; lab, 3 hrs; credit, 4 s.h.


MSN COURSE DESCRIPTIONS

NUR 701 Professional Role Development for Nurses

In this course, students will compare and analyze theories and conceptual models relevant to advanced roles in nursing profession. Students will examine historical and contemporary professional issues related to various advanced roles in nursing. Role differentiation, role transition, and role development will be analyzed in the context of social and healthcare environments. Students will integrate knowledge in role transition and development into advanced nursing practice as clinician, practitioner, leader, and/or educator Class, 3 hrs; credit, 3 s.h.; fall

NUR 702 Human Diversity, Ethical and Social Issues

The student will learn to examine social, ethno-cultural, and demographic barriers in seeking and receiving health care in the United States and will recommend interventions for assuring the delivery of appropriate and individualized health care to diverse populations. The student will also learn about health care systems and strategies to assume a leadership role in the management of clinical practice. Class, 3 hrs; credit, 3 s.h.; fall

NUR 703 Advanced Health Assessment Across the Life Span

The student will learn to conduct an advanced comprehensive history, physical and psychological assessment of signs and symptoms, pathophysiologic changes, and psychosocial variations of the client across the lifespan. The student will apply diagnostic reasoning in physical diagnosis and develop a differential diagnosis based on the health history and identified signs and symptoms. Class, 3 hrs; lab, 1 hr; credit, 4 s.h.; summer

NUR 704 Theoretical Foundations of Nursing Practice

In this course, students will critically examine conceptual frameworks and theoretical foundations and their development in the field of nursing. The focus of the course is derived from multiple disciplinary perspectives. The students will critique, evaluate, and utilize appropriate theory relevant to nursing practice. Knowledge gained from this course provides a firm foundation to guide advance nursing practice. Class, 3 hrs; credit, 3 s.h.; spring

NUR 705 Policy, Organization, and Financing of Health Care

This course prepares the student with an understanding of health care policy, organization, and financing of health care. Students are provided with knowledge that enables them to provide quality cost effective health care, to participate in the design and implementation of care in a variety of health care systems, and to assume a leadership role in the managing of human, fiscal, and physical healthcare resources. Students will develop a comprehensive knowledge of how health policy is formulated, how to affect this process, and how it impacts clinical practice and health care delivery. The content related to the organization of the healthcare delivery system serves to develop an understanding of the ways that health care is organized and delivered in order for the student to function effectively and assume a leadership role in the health care system. Health care financing content will assist the student to develop an understanding and familiarity with health care financing as an essential foundation for the delivery of high quality and cost effective health care services. Class, 3 hrs; credit, 3 s.h.; summer.


NUR 706 Advanced Pathophysiology

In this course, students will critically examine advanced physiologic and pathologic mechanisms of diseases. The focus of the course is to provide students with advanced concepts and theories related to pathophysiological processes that occur across the lifespan. Knowledge gained from this course provides a firm foundation for the advanced practice nurse to interpret changes in normal and abnormal function and assess individuals� responses to the pharmacologic management of diseases processes. Class, 3 hrs; credit, 3 s.h.; spring.

NUR 707 Advanced Pharmacology

In this course the Family Nurse Practitioner students will primarily learn the knowledge needed for safe medication prescription and monitoring to clients across the lifespan. Students will apply basic knowledge and skills of pharmacology and therapeutics used in the treatment of selected health conditions. Students will explore pharmacotherapeutics and drug interactions in relation to common body system illnesses and diseases. Class, 3 hrs; credit, 3 s.h.; summer

NUR 708 Evaluation Research and Statistical Analysis

The student will learn to utilize new knowledge to provide high quality healthcare, initiate change, and improve nursing practice. Students will learn advanced nursing research concepts and skills necessary to utilize, analyze and design basic research within the clinical practice setting. Students will learn key concepts in statistics and the practical use of statistical methods and software necessary for data storage, retrieval, and analysis. Class, 3 hrs; credit, 3 s.h.; fall

NUR 709 Education, Theory, Research and Assessment

Students will focus on the health care management of pregnant women and children. The student will provide primary health care services to pregnant women or primary care to women with needs related to the reproductive system. During the pediatric section, the student will focus on performing comprehensive health assessments of children and their families. Health promotion and disease/injury prevention will be an integral component of the course. The student will also learn the diagnosis and treatment of common pediatric illnesses and injuries. Prerequisite: NUR 701, 703, 706, 707 Class, 3 hrs; credit, 3 s.h.; fall

NUR 810 Family Health Nursing Theoretical Foundations

Students will focus on the health care management of adults. The student will provide comprehensive primary health care services that are evidence-based, personalized, and cost effective to adults with acute and chronic health conditions. The student will learn course content that includes developmental, physiological, and psychosocial changes relative to health maintenance and disease prevention. Prerequisite: NUR 709 Class, 3 hrs; credit, 3 s.h.; spring

NUR 811 Family Health Nursing Intervention

Students will focus on the health care management of older adults. The student will provide comprehensive primary health care services that are evidence-based, personalized, and cost effective to older adults with acute and chronic health conditions. The student will learn course content that includes


developmental, physiological, and psychosocial changes relative to health maintenance and disease prevention. Prerequisite: NUR 709, 810 Class, 3 hrs; credit, 3 s.h.; summer


GENERAL INFORMATION AND COLLEGE RESOURCES

Phones Students should be instructed to use the Administrative Assistant for the program (see numbers above) as a contact number. Messages left with the administrative assistant will be left in your mail box or emailed to you.

Mailboxes All faculty have mailboxes in their departmental/school office.

Email Your e-mail address will be: your first name.your last name @mcphs.edu. Your user name for the

computer login is: your first name.your last name. Your password will be provided by Clinical Placement Coordinator. Your first login must be from a campus computer. Once it is operational, you may access your email from the computers on-campus or from off-campus through the MCPHS University website (www.mcphs.edu).

Your account also provides access to the internet, College INTRANET, and to the research databases available through the Library.

Human Resources (HR)

Tax Forms and Payroll First time faculty at MCPHS University must fill out I-9, W-4, and M-4 forms at the beginning of the semester. Returning faculty who have filed an I-9 within the past 3 years but have not completed the forms for the current year need to complete only the W-4 and M-4. To obtain forms regarding your employment, and to enable us to place you into our payroll system without delay, please insert the following link into your internet browser window to access the MCPHS University New Employee Information web page:

www.mcphs.edu/about_mcphs/offices_and_services/human_resources/

Click on the �For New Employees� link located in the column on the right hand side of the page. Please enter the following login ID in the login field that is indicated: MCPHS1823 After you log in to the main new employee forms page, please click on the �New Employee

Forms� link located in the column on the right hand side of the page. Please follow the instructions as indicated to download and complete the forms.

After you download the employment forms, click on the �Important Polices� link located in the column on the right hand side of the page, immediately following the �New Employee Forms� link.

Please review each policy statement that is indicated. Upon completion of the policy review, please download and sign the Receipt of Policies Acknowledgement Form. Return this form along with the other new employee forms to Human Resources as instructed.

Manchester and Worcester adjuncts will have their paychecks mailed to the address provided. Boston adjuncts, unless you request otherwise, your paycheck will be held for pick up at the Longwood Ave. Security Desk, located in the new building.

If you want your checks mailed or wish to arrange for direct deposit please contact Christina Navarro, Senior Payroll Administrator, at 617-879-5954 or [email protected]. Please contact Cynthia Mercer, Human Resources Administrator, at(617) 732-2820 or [email protected] if you have any questions or require assistance.

T-Pass Subsidy MCPHS University-Boston Adjuncts: MCPHS University offers a 30% subsidy on a monthly T-pass for those months in which adjunct faculty are teaching. Faculty must sign up and purchase the monthly pass through

mailto:@mcphs.edu.

http://www.mcphs.edu/about_mcphs/offices_and_services/human_resources/

mailto:[email protected].



the payroll deduction process to be eligible. Individual reimbursements cannot be made for those who use the T but do not wish to purchase the monthly pass.

HR Forms HR forms relating to MCPHS University policies and procedures may be found on the College�s Intranet. Use your username and password to gain access to this information.

Employee Conduct Professional Dress Guidelines Professional appearance is an important factor influencing how students, parents, practice partners, the community, and others view MCPHS University. As an institution engaged in the preparation of students for professional careers, it is important that faculty and staff serve as appropriate role models in appearance and attire. Employees are expected to arrive at work neat, clean, and presentably dressed in clothing appropriate to the position each day they are scheduled to work or when representing MCPHS University at off- campus events. While more casual attire may be acceptable in some departments, leisure attire is never appropriate. Deans, department heads, and supervisors have the responsibility to enforce professional dress standards in their respective areas.

Professional attire reflects garments in good repair, clean, neat, and pressed; appropriate hosiery and/or socks; well-maintained footwear; clean, neat hair and good personal hygiene. Please use the guidelines below when choosing appropriate work attire.

For female employees: Blouses; sweaters; slacks; suits, including pants suits; knit outfits For male employees: Shirts (polo, oxford, dress) with collars, ties are optional; blazer/sports/suit

coats are optional; casual slacks (cotton blends, wool) with belt, shoes with socks. Radical departures from conventional dress or personal grooming are not permitted. This includes

jeans, shorts, tee shirts, sweatshirts, and other leisure/beach wear.

Protection from Harassment Policy MCPHS University is committed to providing a working and learning environment where all members of the community may pursue careers and studies free from sexual and other types of harassment. Harassment on the basis of race, religion, color, sex, sexual orientation, age, national origin, ethnicity, or disability status of any faculty, staff member, or student undermines the basic principles of the community and is not acceptable behavior within the College. Please refer to the MCPHS University policy regarding this issue in the HR section of the College Intranet.

Consensual Relationships The professor-student relationship is properly regarded as a professional-client relationship. Professional codes of ethics forbid professional-client relationships of a personal, romantic, or sexual nature. Therefore, personal, romantic, or sexual relationships between unrelated faculty and students are strictly prohibited. Please refer to the MCPHS University policy regarding this issue in the HR section of the College Intranet.

Drug Free Workplace Policy MCPHS University employees must comply with the Federal law that prohibits the unlawful manufacture, distribution, dispensing, possession, and use of illegal drugs in the workplace. MCPHS University maintains a drug-free awareness program. Please refer to the MCPHS University policy regarding this issue in the HR section of the College Intranet.

ID cards and Keys Once all payroll forms have been completed and processed, ID cards may be obtained from the Help Desk in Boston. In Worcester, contact David Woodland, Remote Site Manager at 508-373-5629 or [email protected]. In Manchester, contact Allen Basey, Senior Security Analyst at 603.314.1759 or [email protected].




Course Cancellations Due to enrollment fluctuations, it is possible that a scheduled class may have to be cancelled for lack of enrollment. College policy requires a minimum of 8 students in an elective course and 5 students in a required course for the course to be offered. The decision to cancel a class will be made by the end of the first week of the semester.

Academic Honesty Statement Each in-class and take-home exam should include the following academic honesty statement that all students must sign. The pledge may be placed at the top of the exam�s first page or distributed separately:

I, _____________ (student), hereby pledge that the material I submit is my own work. I further pledge that I understand and am in compliance with the Academic Honesty Policy of the College. I understand that I will be held accountable for any violations of the Academic Honesty Statement and/or the Student Code of Conduct (found in full detail in the Student Handbook).

Student Signature________________________________ ID#___________________

Academic Support Services Deborah Orozco, M.A., Assistant Dean for the Academic Resource Center, directs these services on the Boston campus. She can be reached at 617-732-2185 or [email protected]. For services on the Worcester or Manchester campuses, please contact Elizabeth Smith-Freedman, Assistant Dean for Academic Support Services, at 508-373-5608 in Worcester and 603-314-1780 in Manchester or email [email protected].

This office provides academic counseling, arranges peer tutoring, and oversees ADA (disabilities) accommodations and compliance. Academic warning forms identifying students in danger of course failure should be returned to Support Services by the established deadline (at or shortly after mid-semester). Faculty who receive notification from Academic Support Services that an enrolled student has been granted authorized accommodations must provide the specified accommodations. Faculty may not provide such accommodations based on a direct student request. In such instances, the student should be referred to Academic Support Services. Faculty should not request disabilities documentation from the student. To ensure confidentiality, Academic Support Services is responsible for reviewing documentation and meeting with students regarding all ADA issues.

Photocopying Protocols The copier in your department may be used for incidental copying and small jobs. See your departmental/school administrative assistant for the access code. Please ask your departmental/school administrative assistant for assistance if you are copying on transparencies as these require special handling.

Information Services (I.S.) I.S. is your resource for computer and software help. They provide web and media services and

maintain the College�s data and phone networks. Contact information:

o E-mail: [email protected] or call 617-732-2170 o Worcester IS: David Woodland 508-373-5629 o Manchester IS: Allen Basey 603-314-1759

Instructional Design (I.D.) Services Instructional Design Services is part of the Division of Library and Learning Resources. The purpose of Instructional Design (ID) Services is to provide faculty with in-house consultation on course design issues related to the integration of educational technology. ID Services also supports faculty and learning programs seeking a focus on student-centered learning methods and interactive techniques for either classroom or





online learning. Workshops and coaching are available for all stages of course planning and development, from the construction of performance-based, higher-level learning objectives to the integration of assessment within all areas of course design and delivery.

Additional information: http://www.mcphs.edu/libraries/about/learning_resources.html

Blackboard (BB) To access the Blackboard online learning system at MCPHS University, instructors must establish a personal Blackboard account with Information Services.

The Procedure for Setting up a Course on Blackboard Establish a Blackboard Account:

1. All courses registered via the Registrar�s Office and listed in the College Course Catalog have Blackboard course sites automatically generated each semester.

2. Your Windows username and password will be your login for Blackboard. 3. Blackboard may be accessed at http://blackboard.mcphs.edu.

Library Resources MCPHS University Libraries are comprised of the main Henrietta DeBenedictis Library in Boston, and two branch libraries: Blais Family Library on the Worcester campus and the Manchester Campus Library. The main library, located on the second floor of the Ronald A. Matricaria Academic and Student Center, contains the majority of the libraries' books and print journals. The branch libraries own core collections of print reference books and materials placed on reserve for courses. All libraries share electronic resources, most of which are accessible via the Library web site on- and off- campus with a current College username and password. In addition, each campus library is a member of a local library consortium providing access to collections beyond MCPHS University.

Refer to the MCPHS University Libraries website at www.mcphs.edu/libraries to access the numerous resources that are available at the College Libraries.

General Contact Information Reference Desk Boston: 617-732-2813 Worcester: 508-373-5631 Manchester: 603-314-1717 Circulation Desk Boston: 617-732-2252 Worcester: 508-373-5618 Manchester: 603-314-1717

Copyright Joanne Doucette 617-732-2805 or [email protected]

Interlibrary Loan Susan Mahnken 617-732-2807 or [email protected]

Administration/Management Rich Kaplan 617-732-2808 or [email protected]

Library Liaisons - Personalized information assistance

MCPHS University-Boston

http://www.mcphs.edu/libraries/about/learning_resources.html

http://blackboard.mcphs.edu.

http://www.mcphs.edu/libraries





Dental Hygiene Pat McNary x2810 Health Sciences Pat McNary x2810 Physician Assistant Studies Sam King x1717 Nursing Pat McNary x2810 Radiologic Sciences Joanne Doucette x2805 MCPHS University-Manchester All programs

Sam King

x1717

MCPHS University-Worcester All programs

Irena Bond

x5631


POLICIES AND PROCEDURES

SCHOOL OF NURSING2

Grading Policy A 4.0 100-94 A- 3.7 93-90 B+ 3.3 89-87 B 3.0 86-83 B- 2.7 82-80 C+ 2.3 79-78 C 2.0 77-73 (minimum passing grade) C- 1.7 72-70 D 1.0 69-60 F 0.0 <60

The required overall professional GPA for the SON is 2.7 (Effective beginning with Boston and Manchester Fall 08 and Worcester Spring 09 incoming students)

Progression and Retention Policies Students must complete the requirements for the Bachelor of Science in Nursing degree within five years (32-month track) or three years (16-month track). If this time limit from the date of admission into the major has elapsed and the student has not completed degree requirements, the student must request an extension in writing and meet with the Dean of the School of Nursing, who may approve or deny the extension request. The School Dean�s decision is final and not subject to further appeal.

MCPHS University General Progression Guidelines

1. A minimum grade of C is required for the following pre-professional/pre-requisite courses: Anatomy and Physiology, Chemistry, Microbiology, Human Development, and Statistics.

2. Progression in the nursing major is dependent upon the student maintaining a cumulative professional grade point average (GPA) of 2.73 in all nursing courses (those with an �NUR� prefix). The professional grade point average for the BSN program is calculated after 11 semester hours of Nursing coursework.

3. Professional courses may not be taken on a Pass/Fail basis. 4. The minimum passing grade for all professional courses is C (not C-). 5. All nursing courses are taken in the specified sequences. An individual nursing course may be

repeated only once. A second failed attempt (C-, D, F) will result in dismissal from the nursing program. Throughout the nursing program, a student may repeat no more than two separate nursing courses. A third failed attempt (C-, D, F) in any nursing course will also result in dismissal from the nursing program.

6. Clinical and laboratory components of nursing courses are graded on a Pass/Fail basis. Further, a passing grade in the clinical or lab portion of the course is required in order to receive a passing grade for the course.

7. All MCPHS University academic policies apply to the BSN degree program, including but not limited to those pertaining to leave of absence, academic probation, academic dismissal, readmission, progression, and graduation. All students are encouraged to utilize Academic Support Services to

2 School of nursing grading and progression policies are operational terms of MCPHS general academic policies. 3 The policy is applicable to fall 2008 Boston and Manchester and spring 2009 Worcester incoming students and thereafter.


maximize efficiency, effectiveness, and independent learning. Details regarding Academic Support Services can be found in the 2008 � 2009 College Catalog (pp. 30 � 32).

Class Time A lecture period of fifty (50) minutes per week, extending over one (1) academic term, will constitute

one (1) academic credit hour. Faculty members are expected not to continue any class beyond the scheduled ending time. Unless students have been informed that the faculty member will be late, class is cancelled if a faculty

member has not arrived within ten (10) minutes of the scheduled starting time of class.

Student Discipline An instructor shall have the right to require a student who is disruptive during a class, laboratory, or experiential rotation to leave for the remainder of the session and shall report the incident to the Dean of Students (Boston), the Associate Dean of Students (Worcester), or Assistant Dean of Students (Manchester) for further appropriate action in accordance with the Student Code (available in the Student Handbook).

Examinations and Grading All tests and examinations, other than final examinations, are scheduled by the instructor. Final

examinations are scheduled by the Registrar and must be given only during final exam week. Faculty members are expected to adhere to the examination schedules.

College policy prohibits the scheduling of final exams or major course exams or assignments (any exam/assignment worth 15% or more of the final grade) during the last week of classes.

Faculty should plan on administering at least one exam or assignment before mid-term, so that students may be aware of their progress.

Grading System Grade Quality Points A 4.0 A- 3.7 B+ 3.3 B 3.0 B- 2.7 C+ 2.3 C 2.0 C- 1.7 D 1.0 F 0.0 I Not applicable, incomplete W Not applicable, withdrawal from course S Satisfactory (NMT, RTT, and Graduate Program only) U Unsatisfactory (Graduate Program only)

Grades may NOT be publicly posted with student names or ID numbers. Each student has been assigned a Personal Identification Number (PIN). Faculty who intend to post grades should request a special class list with PINs from information Services. New students should obtain a PIN from the Office of the Registrar. Many quiz, exam, and assignment grades are posted on BlackboardTM via the use of student-specific log-ons and confidential passwords. Please remember that the PIN and passwords should be kept confidential and may be disclosed only to the student directly.

Instructor Absences If a faculty member is unable to conduct classes as scheduled, every effort should be made to offer substitute instruction for the students. Any planned class absences (e.g., for conference attendance) must be approved


in advance with the Program Director; any emergency absence should be reported to the Program Director and Administrative Assistant so that notices can be posted at classrooms.

Snow and Emergency Cancellation Hotline: call 617-732-2844; cancellations will also be broadcast through the MCPHS University web site (www.mcphs.edu), WBZ, and other television and radio stations.

Note: All MCPHS University community members may voluntarily register for the MCPHS University Emergency Notification System to receive text messages via cell phones and e-mail regarding major campus emergencies and campus closings. Contact [email protected] for more information.

Course Evaluations Online course evaluations are scheduled and conducted each semester. Access to the site is granted to

faculty at the end of the semester. Course evaluations are given for all courses, didactic and laboratory. Clinical evaluations are sent out at the discretion of the Dean. A standard set of questions that was previously approved by the faculty must be included in all evaluations. Any additional questions must be approved by the Dean. The Administrative Assistant for each department coordinates and maintains course evaluations with the Course Evaluation Administrator.

Academic Procedures

At the beginning of the semester: Submit the following to the School of Health Sciences Departmental Administrative Assistant:

A current address and telephone number Your office hours A syllabus for each course you are teaching Faculty must follow the standard syllabus format (see Appendix 1). A Word template file is available

from the department/school Administrative Assistant. The syllabus includes: - course title and number - contact information (office hours, email address, phone number) - catalog description (or new course description if not in catalog) - lecture/topic outline - course requirements and grading procedure (e.g., 30% for midterm, etc.) - attendance policy: attendance may not be included in the grade calculation unless specific

attendance requirements and penalties are explicitly stated in the syllabus - course objectives, stated in the form of student outcomes (e.g., �At the successful conclusion of

this course, students will be able to: define � describe � demonstrate��) - Statement for the full list of goal statements - Plagiarism; �turn-it-in.com� (refer to the syllabus template that describes this College plagiarism

prevention service); disabilities and e-mail statements - see the syllabus template for details

After Add/Drop Period Faculty can access their rosters online using WebAdvisor. After add/drop is complete you will receive an email from the Registrar asking you to review your roster for accuracy. At this time you should report to the Registrar any students not attending and/or students attending who are not registered.

At the End of the Semester Final grades must be submitted online using WebAdvisor. Complete instructions can be accessed via

the intranet.



Incomplete grades must be completed within three weeks of the new semester following the academic term (including summer sessions) in which the incomplete grade was assigned, or the grade automatically becomes an F.

Students who fall significantly behind schedule during the semester should be encouraged to withdraw from the class by the withdrawal deadline.

During the Mid-Semester point (6-7 weeks into the semester), Academic Support Services will contact faculty to assess students� progress in their classes. Based on information provided, a student may receive a warning for courses in which they are currently earning an unsatisfactory grade (at or below the �C-� level). Students who received one warning will receive a letter from Academic Support Services and students who received two or more warnings will receive a letter from the Dean of their school, placing them on official Academic Warning. Students who are placed on Academic Warning are offered special programs and the opportunity to meet with an Academic Counselor.

A student who has too many unmet requirements, and has not withdrawn from the course, is not in a position to receive an incomplete. If a student is failing the course and chooses not to withdraw, that student should receive a failing grade at the end of the semester.


OFF-CAMPUS EMERGENCY PROCEDURE

In the event of an off-campus medical emergency involving a student, please take the following steps: 1) Ensure that the student�s medical emergency is attended to at the respective clinical agency 2) Call MCPHS University Public Safety and provide the student�s name and phone number, if available

Boston Public Safety: 617-732-2222 Manchester Public Safety: 603-314-1771 Worcester Public Safety: 508-373-5800

3) Contact Student Affairs and provide the student�s name and phone number, if available Jean Joyce-Brady, Dean of Students (Boston): 617-732-2929 Shuli Xu, Associate Dean of Students (Worcester): 508-373-5640 Linda Brown-Connors, Associate Dean of Students (Manchester): 603-314-1779

Roles and Responsibilities (a) Public Safety Department The authority for emergency situations rests with the Public Safety Director or Senior Security Officer on site or with the Director of Environmental Health and Safety on site. He or she will coordinate and/or summon additional personnel and equipment to meet the immediate need or special circumstances and provide all necessary assistance required for the implementation of medical care. The Director will conduct or coordinate training for all security officers in basic first aid and the procedures of this policy. Public Safety will immediately inform the Director of Environmental Health and Safety of all emergencies. The Dean of Students will also be contacted immediately by Public Safety when students are involved.

(b) Director of Environmental Health and Safety The Director of Environmental Health and Safety is responsible for any investigative work involved in order to avoid or minimize future occurrences. He or she will implement appropriate changes to the Medical Emergency Policy.

(c) Dean of Students The Dean of Students is responsible for the student population and coordinates with Public Safety to ensure students� medical needs are met. The Dean is notified of a medical condition for possible follow-up measures or assistance.

(d) Faculty and Staff Members of the Faculty and Staff should initiate a Medical Emergency Response when necessary. They must remain with the victim until Public Safety arrives to take over. If an incident occurs during a class session and Faculty assistance is not needed, the Faculty member, upon arrival of Public Safety, should return to his/her class. Faculty and Staff should provide limited assistance to victims such as: helping a student to an eyewash, fire blanket or emergency shower. Faculty are not to provide any medical care beyond first aid.


SCHOOL OF NURSING CLINICAL POLICIES

Clinical Rotation A number of clinical rotations in the required curriculum may be scheduled at some distance from the campus. This is necessary to provide a range of diverse learning experiences and ensure availability and quality of clinical rotation sites. The College will make every effort to accommodate requests regarding assignments to experiential education sites, but students generally can expect to be assigned to clinical sites some distance from the campus for at least a portion of their required clinical rotations. In such instances, students are responsible for transportation and other related travel expenses.

Clinical Evaluations/Grades Clinical performance will be evaluated on a Pass/Fail basis. The stated clinical objectives for a course shall establish the criteria for evaluation. Evaluation is an ongoing process throughout the clinical experience, reflecting both written and verbal performance, as well as clinical practice. Criteria utilized in the evaluation consist of specific learning objectives that the student must achieve in order to receive a passing grade. Clinical failure will result in overall course failure, regardless of course theory grade. Should a student fail clinical at any point in the course, the student will not be permitted to attend any subsequent classes or clinical experiences in that particular course. The student may continue to attend other previously enrolled courses for the duration of the semester, but will be unable to progress in the nursing major upon receipt of the course failure grade. The student does have the opportunity to appeal the clinical failure (as per the MCPHS University handbook) but must do so within 48 hours of being notified of the clinical failure due to the timing/flow of the nursing curriculum. It is not possible to extend the appeal to the end of the official college semester for those ½-semester courses. Students should otherwise follow the appeals process as delineated in the MCPHS University handbook. This language is related to courses that are scheduled for ½ of the semester only. It will preclude a student from advancing until the end of the semester when the official failing grade is received.

Clinical Failure Students are expected to know both the legal and ethical parameters of professional nursing practice and to demonstrate accountability and responsibility for professional practice standards throughout their course of study. If a student�s performance in a clinical nursing course or in any class is determined at any time to be unsafe or unprofessional in the judgment of the faculty, immediate action will be taken by the clinical/course faculty. The student may be immediately dismissed (sent home) from the clinical agency/class and a grade of F will be recorded for the course. The student will fail clinical and the overall course and may not attend any subsequent clinical experience during an appeal process (if appeal is opted by the student). Please note that the student who chooses to appeal the clinical failure must do so within 48 hours of being notified by course faculty. Students should follow the appeal procedure as noted in the MCPHS University handbook.

Clinical Warning When a concern about clinical competency or a breach of professional conduct arises, faculty may place a student on clinical warning status and initiate a clinical learning contract. Examples of incidents which may lead to a clinical warning and a clinical learning contract include, but are not limited to:

Failure to demonstrate competence consistent with the clinical objectives of the course Behavior deemed by the faculty member to be unsafe (behavior that places the student, the patient,

or another staff member at risk of injury, or causes the student, the patient, or another staff member to be harmed)

Failure to successfully complete an assigned laboratory skill, an assigned clinical paper, care plan, or other designated clinical assignment

Absence or tardiness that precludes an effective learning experience (See Attendance Policy) Behavior that does not demonstrate professionalism at all times


The clinical warning and/or clinical contract will be documented in the student�s record. The information will indicate the date, time, place, and circumstances of the relevant incident(s). The information will be signed by the initiating clinical faculty and the student, and forwarded to the School Dean. A copy of the clinical warning and/or clinical contract will be given to the student. The contract will clearly specify the objectives and means to achieve the objectives, evaluation criteria, and a timeframe by which the student must meet the objectives of the contract. The evaluating faculty member will provide progress reports to the student during the period of the contract. Outcomes of the clinical warning and/or contract can be successful or unsuccessful. Should the outcome be favorable for the student, documentation of the improvement will be placed in the student�s record and the contract may be discontinued. If the warning represents a critical element such as, but not limited to, attendance/tardiness, medication administration, organizational skills, documentation, etc., the student will remain on warning status during subsequent courses and/or for the duration of his/her tenure in the nursing program. Patterns of inappropriate behavior and/or weak clinical performance may result in a clinical failure. All information will be retained in the student�s file for subsequent access by faculty. Should the student fail to meet the prescribed objectives and timeframes noted in the learning contract or if the identified behaviors persist, the result will be a clinical failure, and therefore, failure of the course and an inability to progress in the nursing major.

Clinical Uniform/Dress Code Students are expected to maintain a clean, neat, and well-groomed appearance. Students are expected to report to clinical experiences wearing the designated school uniform, with official patch and individual name tag, and appropriate footwear. Footwear includes white (non-canvas) rubber-soled closed-toe and closed-heel shoes. No logo should be visible.

The following additional rules apply in all clinical settings: No perfumes or scented products Nails must be short and trimmed (no artificial press-on nails allowed) No dark colored nail polish, no chipped nail polish No visible tattoos or body piercings (one pair of small stud or loop earrings may be worn) No facial piercings, including the tongue No non-traditional hair colors (pink, blue, two-tone, etc.) Facial hair (beard and moustache) neatly trimmed Long hair pulled back and off the collar No jewelry except wedding band and wrist watch No gum or tobacco chewing No children/visitors are allowed in the labs No hoodies or sweatshirts are to be worn over scrubs

Patient Assessment and Clinical Simulation Laboratories Proficiency in performing clinical skills is an integral part of the nursing curriculum. The clinical laboratory environment provides an opportunity to attain the essential skills necessary to care for patients in hospital and other care settings. Various techniques will be utilized to support student learning, including video and audiotapes, computer-based instruction, demonstration, performance practice, and simulation. Some courses may have learning components that will be completed in the Patient Assessment or Clinical Simulation laboratories. Students are expected to handle all lab equipment with care and to return all equipment to the designated area after use. Students are also required to dispose of all papers and other disposable supplies and to place used linen in the dedicated hampers. The labs should always be left neat and orderly.

Guidelines for the Patient Assessment and Clinical Simulation Laboratories: No eating, drinking, or gum chewing


White lab coats and name pins must be worn at all times Neat, clean, and comfortable clothing is required No open-toed shoes or flip flops Use of sharps must be under faculty supervision All equipment must be left in the condition in which it was found Any broken or malfunctioning equipment should be reported immediately to the Lab Manager No children or visitors are allowed in the labs


PROFESSIONAL COMPORTMENT

Professional comportment (the manner in which one behaves or conducts oneself) is expected of all nursing students in the School of Nursing at Massachusetts College of Pharmacy and Health Sciences. Professional comportment embodies the core values of the college and is defined as behaving in a way that exemplifies respect for individuals including those in the academic setting, healthcare setting, and community of practice. Communication is an important element of professional comportment and as such should be practiced throughout the nursing program. Policies set forth in this handbook provide a framework to socialize students to behave in an ethical, responsible, and professional manner.

Students are expected to display professional demeanor, interactions and boundaries with patients and their families, clinical staff, peers, faculty, and the public at all times in consideration of their representation of the profession of nursing and Massachusetts College of Pharmacy and Health Sciences (See the ANA Code of Ethics for Nurses pg. 11 of the Handbook). Essential expected behaviors include, but are not limited to:

Consistent display of professional demeanor and appropriate interpersonal interactions and boundaries with patients, staff, and peers.

Adherence to the profession�s Code of Ethics. Timeliness and adherence to preparation, attendance, policies, and deadlines. Prompt notification of absence or tardiness according to the established absence policies. Adherence to School of Nursing professional dress guidelines. Display professional conduct in using cyberspace (examples include, but are not limited to

Blackboard, Email, MySpace, Facebook, You-Tube, etc.).

Academic Honesty The MCPHS University School of Nursing�s primary purpose is the pursuit of academic excellence. Teaching and learning must occur in an atmosphere of mutual trust and respect. Such trust and respect can be developed and maintained only if honesty prevails in the academic community. Moreover, it is the shared responsibility of all members of the MCPHS University community to maintain this climate of honesty. Administrators, faculty, and students all benefit from the pursuit of academic excellence in an environment characterized by integrity, honesty, and mutual respect. Such integrity is fundamental to and represents an integral component of professional nursing education. In keeping with academic integrity, students are expected to be honest in their academic work such as submission of coursework and materials that are their own. Examples of dishonest conduct include but are not limited to:

Cheating, i.e., copying examination answers. Collusion, i.e., working with another person or persons when independent work is prescribed. Falsification or fabrication of an assigned project, data, results, or sources. Giving, receiving, offering, or soliciting information included on examinations. Utilization of work previously submitted by another student who has progressed to a higher level. Destruction or alteration of the work of another student. The multiple submission of the same paper or report for assignments in more than one course

without the prior written permission of each instructor. Plagiarism, the appropriation of information, ideas, or the language of other persons or writers and

the submission of them as one's own to satisfy the requirements of a course. Plagiarism thus constitutes both theft and deceit. Assignments (compositions, term papers, computer programs, etc.) acquired either in part or in whole from commercial sources or from other students and submitted as one's own original work will be considered plagiarism. (See MCPHS University 2010-2011 College Handbook).

The unauthorized recording, sale, or use of lectures and other instructional materials.


In the case of such dishonesty, the professor may give a grade of zero for the project, paper, and/or examination and may record an "F" for the course itself. When appropriate, dismissal from the School of Nursing may be recommended. Any faculty member encountering an academic offense such as, but not limited to, those listed above will meet with the student involved to identify the allegation and file a written report to the Dean of Students (Worcester)/Assistant Dean of Students (Manchester) and the Dean of the School of Nursing, indicating reasons for believing the student has committed academic dishonesty.

The Dean of Students/designee may conduct a formal hearing to investigate the alleged violation according to the Student Code of Conduct. For additional specific information, please refer to the Academic Honesty Policy on page 61 and Academic Conduct on page 82 of the MCPHS University Student Handbook.


Chain of Command/Communication In the event a student in the School of Nursing needs to communicate a concern, need, or issue relating to courses/clinical expectations/experiences, the student needs to follow the designated chain of command as follows: Step 1: the student needs to discuss his/her concern/need/issue with the faculty member of the course/clinical that s/he is having an issue with. Step 2: if the concern/need/issue is not resolved, the student may bring the concern to the student representative. The role of the student representative is to offer peer perspectives with respect to the student concern. Step 3: if the concern/need/issue is not resolved, the student may bring the concern to the course coordinator for the course/clinical the student is in. Step 4: if the concern/need/issue is not resolved, the student may bring the concern/need/issue to the Director of the BSN Program (Worcester and Manchester) or Assistant Dean (Boston). Step 5: if the concern/need /issue is not resolved, the student may bring the concern to the Student Affairs Committee. Step 6: if the concern/need/issue still is not resolved, the student may bring the concern to the Dean of the School of Nursing. In order to meet all students� needs timely and appropriately, the student is asked to follow the appropriate chain of command as outlined. If the concern/need/issue comes from the second third of the class, the student representative may present the issue for resolution by following Steps 1, 3, 4, 5, and 6.

The student has a concern/need/issue.

Step 1: Brings it to the course/clinical professor/instructor; if unresolved,

Step 2: Brings it to the student representative as deemed necessary; if unresolved,

Step 3: Brings it to the course/clinical coordinator; if unresolved,

Step 4: Brings it to the Director (Worcester and Manchester) or Assistant Dean (Boston); if unresolved,

Step 5: Brings it to the Student Affairs Committee; if unresolved,

Step 6: Brings it to the Dean of the School of Nursing.


Attendance Policy MCPHS University supports a learner-centered environment. Attendance and participation in classroom, lab, and clinical learning experiences directly correlates to successful course completion and represents a basic professional behavior. Therefore, students of the School of Nursing are responsible for engaging in their own learning and professional comportment.

Students are expected to attend all classes. Regardless of whether they attend all classes or not, students are responsible for all class materials, content, and assignments.

Under no circumstances may lectures be recorded. Students are required to attend all scheduled lab and clinical learning experiences. All absences from lab or clinical must be granted an �excused absence� by the Associate Dean of

Academic Support Services in Boston or the Assistant Dean of Students in Worcester and Manchester in order to avoid penalties.

Students may only make up missed class assignments, quizzes, and exams if an �excused absence� has been granted. Graded work that is missed due to an �unexcused absence� will be assigned a grade of �0�. The appropriate Associate/Assistant Dean of Academic Support Services and the responsible course faculty/school Administrative Assistant must be notified of an absence as soon as possible the morning of the day of the absence. If reasons prevent the student from providing prior notice, the student must inform the Associate/Assistant Dean of Academic Support Services and responsible faculty member/Administrative Assistant of the absence by 3:00 pm of the same day. Students should not leave a telephone voice mail message as the message may not be received until after the lab or clinical experience.

All lab and clinical absences must be made up. Lab makeup must be scheduled with the lab instructor/lab manager. Clinical make up may be in actual clinical hours or a comparable assignment, at the discretion of the course coordinator, in collaboration with course faculty and the site coordinator (see Note below).

The maximum number of absences from lab experiences (excused or unexcused) and clinical absences (excused only) is two. Students who must miss more than two scheduled lab or clinical sessions will be required to withdraw from the course, and step out of sequence in the BSN program.

In the event of an unexcused absence from a scheduled lab experience, the student must make up the missed lab and the following penalty shall be applied: o 1st offense: the student will lose one half of a full final letter grade (e.g. A to A-). o 2nd offense: the student will lose an additional one full final letter grade (e.g. A- to B-). o 3rd offense: the student will receive a grade of F for the course.

A single unexcused clinical absence will result in failure of the course.

NOTE: The opportunity to make up excused absences from clinical day(s) will be determined by the

availability of a clinical site and a qualified clinical faculty member to supervise the experience(s). Make up days may be scheduled on weekends or on days when classes are not formally in session,

such as the week after final exams, the week before the next semester classes begin, or spring break. In such instances, and provided the student is in good academic standing in the course, the student will receive a grade of Incomplete (�I�) until the missed days are made up.

Punctuality Punctuality is expected of students for all classes, labs, and clinical experiences. Neither tardiness nor leaving early will be tolerated, as it adversely impacts the student�s learning experience and is disruptive to fellow students and faculty. The School of Nursing faculty has adopted a standard practice to minimize disruption to the classroom learning environment by closing the classroom or lab door(s) at the start of the class session. Students who arrive for a class session after the door is closed must wait to enter the classroom at the first break. Students who arrive late for a lab session may be denied the


opportunity to participate and will need to make up that laboratory assignment at a time to be determined by the lab manager/course faculty. Students will be held accountable for all missed material.

Students are expected be on time and to stay for the duration of the class, lab or clinical experience. If a student must be late or leave early, it is expected that the student will present an approved excused reason for leaving early (approved by the appropriate Associate/Assistant Dean in advance). If a student reports to lab late or leaves lab early without a prior excused reason for doing so, the final course grade will be dropped by a half letter grade. More than one unexcused tardiness or early departure may result in failure of the course.

Other policies pertaining to punctuality: Students who are late to class or lab without an approved excused absence may be denied the

opportunity to take a scheduled examination, at the responsible faculty member�s discretion. If the tardiness is subsequently determined to be excused, students will be given an opportunity to make up the exam, which may be given in an alternative format (e.g., oral exam, essay exam, etc.) at the discretion of the faculty member. Students with an excused absence, tardiness, or early departure are expected to complete the required work and obtain handouts, etc., from classmates, and are responsible for learning the missed material.

Students are expected to report to clinical experiences on time. Students should plan appropriately to allow adequate time for commuting, parking, and getting to the designated clinical unit in time to be ready to begin the clinical experience no later than the start of the appointed time [i.e., 7:00 a.m. means 7:00 a.m., not 7:01 a.m.!]. Students who are late for clinical experiences may be sent home and will be required to complete a clinical make-up day at the discretion of the faculty. Faculty may need to make changes to the clinical schedule based upon facility issues or identified student learning needs. Faculty will provide as much lead time as possible and students will be expected to report as scheduled.

Any unexcused departure or tardiness from a scheduled clinical experience may result in failure of the course. A lesser penalty may be applied at the discretion of the course coordinator, but in no instance will more than one unexcused early departure from clinical be tolerated, i.e., more than one will result in failure of the course.


Syllabus Guidelines

The course syllabus constitutes a contract between the student and faculty member. Syllabi are maintained in conformity with accreditation standards and for a variety of administrative purposes. Syllabi are collected and filed each semester for all courses offered by the School of Arts and Sciences. Faculty should submit their syllabi at the beginning of the semester to the School administrative assistant. The following template should be consulted when composing the course syllabus. Variations in content are permitted in the presentation of course expectations, with regard to additional information, or for inclusion of special instructions. Style of presentation may be modified. Asterisked items*, however, must be included in all syllabi. Once distributed to students, modifications to grading methods and course requirements should not be made without approval from the School Dean.

1. Course and Contact information Course number and title Room location Semester and Year Instructor name and contact information (phone number and/or email) Office hours and office location (if applicable)

2. Course Description: The course description appearing in the catalog is limited to 60 words but this may be expanded for the syllabus. If preparing a new, �Selected Topics� course, a brief course description must be developed for the syllabus.

3. Course Objectives: Stated in the form of student outcomes: �After successful completion of this course, students will be able to ��

4. Course Requirements: Include: an itemized list of required quizzes, exams, papers, presentations, and other assignments and the % each of these will count toward the final grade.

If attendance is included in the final grade, an explicit statement must indicate penalties (including course failure) for non-attendance. The following is a sample statement: �Regular class attendance is expected. More than five absences will result in a final average deduction of one full grade. More than eight absences will result in a failing grade.�

Recommended: Where appropriate, a brief description of the assignment and assessment criteria or rubrics

(this can be separately distributed with the assignment). A list of prerequisites, for example: �Prerequisites and instructor expectations: LIB 111 and

LIB 112 or their equivalents are prerequisites for this course. Students should: 1) understand the nature of thematic composition and be able to write coherent, analytical essays using summary, synthesis and critical analysis skills; and 2) have a basic knowledge of the elements of literature and literary analysis.�

Other instructions, for example: �Students are responsible for making backup copies of essay assignments. If a paper is lost, stolen or otherwise unaccounted for, it is the student's obligation to provide the instructor with a replacement copy.�


5. Plagiarism and �Turn-it-in� statement � use the following: Academic Honesty: �Students are expected to abide by the College's Academic Honesty Policy as explained in the Student Handbook. Plagiarism is considered a violation of this policy. Plagiarism is defined as submitting another person's work as one's own without proper acknowledgement or using the words or ideas of others without crediting the source of those words or ideas. In order to deter plagiarism and ensure appropriate use of resources in student research and learning, the College subscribes to a plagiarism prevention service, www.turnitin.com. Faculty may request students to submit their written work electronically in order to verify that when ideas of others are used they are cited appropriately. The course syllabus identifies student work that must be submitted electronically for such review, and provides directions for doing so."

6. Academic Honesty Pledge � Optional for the syllabus, but use the following pledge with exams and assignments:

Academic Honesty Statement

I pledge that I have neither given nor received, and will not give or receive, unauthorized aid on this examination, paper and/or assignment. Student Signature ______________________________ ID Number______________

7. Disabilities statement � use the following in all course syllabi: Students with Disabilities: Students with documented disabilities who wish to request accommodations under Section 504 of the Rehabilitation Act and the Americans with Disabilities Act should contact the Director of Disability Support Services in the Academic Resource Center (Boston students � 617-732-2860) or the Director of Academic Support Services (Worcester/Manchester students� 508-373-5608) to discuss the accommodations process.

8. E-mail statement. Use the following: E-mail communication: �All MCPHS University students are required to open, utilize, and maintain (i.e., keep storage within the maximum set by the Department of Information Services) an MCPHS University e-mail account. Official college communications and notices are sent via MCPHS University e-mail accounts. All students are responsible for regularly checking their MCPHS University e-mail and for the information contained therein. ONLY MCPHS University accounts will be used in all matters related to academics, student life, and college notifications. The college does not forward MCPHS University e-mail to personal e-mail accounts.�

9. Excused Absences. Use the following: Excused Absences: In the case of illness or prolonged absence, it is the student�s responsibility to notify the office of Academic Support Services (Boston), Associate Dean of Students�Worcester or Assistant Dean of Students�Manchester and his/her course faculty within five days of the first date of absence. Exceptions to the five day notification period are rare and can only be approved by professional Academic Support Services staff (Boston) or by the Associate/Assistant Dean of Students (Worcester or Manchester). With acceptable documentation from a student, an official memorandum will be issued notifying faculty of an excused absence. In the case of a legitimate excused absence, course instructors will make all reasonable attempts to assist the student to satisfy requirements of the course. NOTE: Students are expected to abide by instructions in each course syllabus regarding responsibilities related to class absences. Students who fail to do so may be ineligible to receive an excused absence, regardless of the reason for the absence. With respect to completion of work missed, if an acceptable agreement between the student and the professor(s) cannot be reached, the school dean will serve as arbitrator.

http://www.turnitin.com.


10. Course Outline: a listing of covered topics Recommended: a week by week outline; inclusion of exam days and assignment due dates

11. Required course texts Provide citations in format students will be required to use.


CLINICAL WARNING

Student�s Name_________________________ Date_____________________

Course________________________________ Semester__________________

The assessment of your clinical performance is based upon the clinical criteria established for this course and level.

Student is presently deficient in meeting the following clinical outcome(s):

Problem behavior(s) is/are identified and characteristics of acceptable corrected behavior(s) are described on attached learning contract. One copy of learning contract to be given to the student and one copy filed in the student record.

Date of incident(s)___________________ Time of incident(s)___________________

Clinical Location_________________________________________________________

Placed on clinical warning: Yes _________ Math warning only ___________________

________________________________________________________________________

Signature of clinical instructor: ___________________________________

I have read the above comments and understand what area of improvement is required to be considered satisfactory in clinical practice.

Signature of student: ________________________________ Date: ___________ Comments:


LEARNING CONTRACT

The following behaviors will demonstrate progression towards meeting deficient clinical outcomes:

Evaluation criteria are based on the clinical evaluation tool.

Warning status will remain in effect until the final week of the semester. Progress towards meeting the objectives will be reviewed by student and evaluating faculty no less than every three weeks, at the discretion of the course coordinator.

I understand that the above behaviors will demonstrate progression towards meeting the deficient objective. These are not the only behaviors needed to satisfactorily complete this clinical course. All skills demonstration and objectives must be satisfactorily met to progress to the next course. ________________________________________________________________________

Signature of clinical instructor: ___________________________Date: ______________

I have read the above comments and understand what area of improvement is required to be considered satisfactory in clinical practice.

Signature of student: ____________________________________Date: _____________

Comments:


Massachusetts College of Pharmacy and Health Sciences

Clinical weekly evaluation

NAME________________________________________ DATE___________

Satisfactory Needs improvement

Unsatisfactory

Professional Comportment Clinical knowledge

Safe clinical practice

Interpersonal Communication skills Organizational skills Assessment skills Evaluation and analysis of data Documentation

Comments:

Instructor initials_________ Student initials_________


MCPHS University School of Nursing Clinical Evaluation

[Sample Page]

Guidelines: 1. Overall clinical performance must be evaluated at a pass or fail rating at the end of the clinical

experience in order to successfully complete the clinical portion of this course. 2. All elements of clinical performance must be evaluated at a pass rating at the end of the clinical

experience in order to successfully complete the clinical portion of this course. 3. Students will meet with their assigned clinical partner on a weekly basis to review progress

(weekly evaluation forms), receive feedback, and establish clinical goals. 4. Clinical partners will collaborate on a weekly basis with the assigned MCPHS University core

faculty member in order to review student progress and determine student-centered teaching/learning needs.

5. Formal clinical evaluations will be completed at midterm and at the end of the semester. The midterm evaluation will serve as a guide for establishing student specific learning goals and the final evaluation will be used to measure overall clinical performance.

Rating Scale

Mid-Semester Satisfactory Needs Improvement

Unsatisfactory

Performance demonstrates satisfactory understanding of the underlying concepts at this present time.

Performance demonstrates less than satisfactory understanding of the underlying concepts.

Performance demonstrates inferior understanding of the underlying concepts and/or lack of ability.

End of Semester

PASS

FAIL Performance demonstrates substantial understanding of the underlying concepts and/or above average ability.

Performance demonstrates inferior understanding of the underlying concepts and/or lack of ability.

Needs improvement or Unsatisfactory at mid-semester necessitates that a clinical warning and learning contract be instituted. A learning contract may be instituted without a clinical warning if student consistently needs improvement before mid-semester.


Clinical Experience First Day Suggestions/Guide

1. Establish meeting place and time 2. Review attendance expectation 3. Review behavioral expectations (dress code, ID, professional interactions, etc) 4. Provide clinical faculty contact # and unit # in case of tardiness or absence 5. Complete telephone tree 6. Breaks (morning coffee (15 min.) and lunch (30 min.) 7. Review �clinical unit routine� (assignment, greet patient, VS, assessment, record review, report, med

kardex, pre-conference, breakfast, am care, med admin, treatments, documentation, accu check, lunch, afternoon meds, documentation, afternoon treatments, report, post-conference)

8. Review pre- and post- conference expectations 9. Review weekly conference with College faculty 10. Review journaling expectation 11. Review clinical skills booklet 12. Review daily patient record/assignment sheet for use at pre-/post- conference 13. Review student assignment sheet 14. Cafeteria location 15. Hospital tour (optional) 16. Tour unit

Break room Utility room Clean supply room Dirty utility room Patient call system Linen Med room Assignment sheet Nurse�s Station Medical charts Forms Code numbers to utility room and med room

17. Scavenger Hunt (add equipment supplies specific to your unit) Accucheck Infusion pump Vital sign equipment Portable oxygen Code cart IV pole Wheelchairs Supplemental feeds Gingerale/soda/juice Towels/face cloths/bedding Gloves Needle boxes Tube system Dressing supplies Kardex Oxygen/Suction


18. Instruction/Demonstration Pyxis Machine SMS (test student numbers, review HIPAA expectations, navigate electronic medical record,

explain medication kardex retrieval, explain routine (2 copies; when to print; looking up medications; process of identifying patient; when to document; difference between prn, routine, stat and OTO; proof of documentation report)

Arrange for Nurse Manager/designee to review nursing documentation forms and processes Policy and Procedure manual

19. Student Assignment Post assignment daily; note name of RN and PCA Buddy students up with nurse or PCA to observe role; may consider reversing next clinical

day Clarify with individual staff nurse each day what activities students will perform; (i.e.

morning care, vital signs, assessments, medication administration clarifying which meds (oral all except IV or all)

Method for student to receive patient report; method for student to give end of shift report Students should be assigned a medical record to navigate (report at post conference). Hard

Copy and Electronic File Admitting diagnosis/current diagnosis Front sheet Where did patient come from What are the discharge plans DNR status History and physical examination FH, is it related to HPI PMH and it�s relevance to HPI Co-morbidities MD orders Medications and why is the patient receiving these Progress notes Significant labs/radiology studies What treatments/procedures have been done and/or what is being planned for

the patient


Clinical Reflection Form Clinical Faculty Use

Students are expected to reflect on their experience. Reflection-in-action (while doing) and reflection-on-action (thinking back on the experience and evaluating) promotes deeper learning. These reflective journals should depict an in-depth analysis of students� clinical experience. Each journal should be increasingly more insightful than the previous one(s). Many students need help with reflection. You will need to prompt them to explain themselves more clearly, provide examples, ask what other experiences or beliefs may have affected their interpretation or response in a given situation. Think of student journaling as being an interactive process between faculty and students. Coaching, mentoring, and providing scaffolded support (more feedback up front, less as the rotation progresses) will help students to learn more and will help faculty to understand what the student is thinking.

The following directions are provided for students (see form on Blackboard site).

Directions: Record the following and submit to your clinical faculty instructor. Keep these reflection forms throughout your clinical and incorporate them into your final clinical self-evaluation.

1. Significant Clinical Experience: Select one nursing intervention, communication technique, or interaction with a patient/family, staff member, student, physician, or other health care employee and describe it in detail below.

2. Reflection: Reflect on the experience you had and answer the following questions: What have I learned from this experience? What could I have done better in this situation? How did I recognize, interpret, and integrate significant patient data in my nursing care?

3. Summarize Experience: describe your feelings about the experience you described above as you cared for your patient(s). List your strengths and areas needing improvement specific to this experience and overall.

4. Goals: List your next clinical goals.

Significant Clinical Experience: Reflection: Summary: Goals:


Practical Advice for Clinical Instruction

Expectations: Use MCPHS University curriculum materials, clinical evaluation tools, and Blackboard site to determine expectations.

Coaching, mentoring, role modeling, and scaffolding support will facilitate instruction in clinical skills, interpersonal communication, and clinical judgment.

Use cognitive apprenticeship model as a way to emphasize relationships between the content knowledge and the thought processes experts employ to perform complex tasks. This gives you an opportunity to share your gifts and expertise with students. You are molding the next generation of nurses.

Cognitive Apprenticeship: 1. Modeling � think aloud/narratives

Pre-conference activity � select one patient to present to group. Describe how you would analyze the information from the chart including the critical thinking analysis and �what ifs� that you might consider in planning to care for this patient.

2. Coaching Coach students in their thinking processes when having them present in pre- or post- conference

3. Scaffolding support/Fading Provide more support in the beginning, not just with their first time carrying a skill but also with

their thinking/reasoning process. Be encouraging and supportive. 4. Articulation

Have students articulate/report what they plan to do or consider in a given clinical situation. 5. Reflection

Have students reflect-in-action and on-action. Reflection in action can be accomplished by asking the student to perform a new skill or interact with a client while simultaneously evaluating their actions and thinking of how they might improve their performance next time. Reflection-on-action is accomplished by way of reflective journal assignments and in post- conference discussions.

6. Exploration Students explore what they know and what they can do in successive clinical experiences.

Repeating like experiences will help students to expand their perspective, consider individual variations, and give them more opportunities to succeed.

Other tips: Encourage/coach students to apply fundamental principles from their earlier coursework like nursing

process, teaching and learning, spirituality, sexuality, and ethics in the clinical setting. Help students identify one patient on the unit who is experiencing a problem with a system that has

recently been covered in class. Begin each clinical day with a narrative or brief story illustrating an ethical principle or personal story

within the affective domain of learning.

What to do with a problem student: Reflect on whether the problem is an isolated instance or a pattern of problems.

Critical incidents should be reported to the course coordinator as soon as possible.

If you believe the student is unsafe, unprepared or unprofessional, institute a clinical warning and develop a learning contract. This form is available in Blackboard. Contact the course coordinator for assistance if necessary.


Objectively describe the incident on the clinical warning form identifying which clinical objectives are not being met as a result of the observed problem.

Provide a list of observable behaviors that the student must demonstrate to show that s/he is progressing toward meeting the deficient clinical objectives.

Use the learning contract to provide direction in the hopes that once the deficient behavior/incident has been identified to the student then s/he will actively work to overcome deficiency and improve performance.

Clinical warnings and learning contracts should be viewed as a teaching tool. Lack of notification/documentation of problems does not afford students due process. It�s always better to institute a warning and contract early enough to provide students an opportunity to improve and succeed.

In accordance with HIPAA guidelines, conference should be done in a private conference room or class room. Patient initials should be used on student paperwork.


Pre- and Post-conferences Pre- and post-conferences are essential to learning because they give students an opportunity to reflect-on-action, analyze actions and responses, and promote deeper levels of understanding. Conference topics or activities may be planned in advance but always allow time to address spontaneous teachable moments. These conferences are also a great place to deal with difficult topics like death and dying and substance abuse. Teamwork and group dynamics are also important topics. Ensure that all students have an opportunity to share during conference. Seek to actively engage all students, especially the quiet ones who often have important observations to share.

Ideas for Pre-conference Day 1:

See First clinical day suggestions for first day On subsequent weeks ask or tell students about their assignments, i.e., describe admitting medical

diagnosis, chronic illness, abnormal lab values and relevance, nursing considerations � assessments, interventions, and goals.

Day 2 and subsequent days of the week: Ask students to identify their learning goals for the day. What do they plan to do better than on the previous day? What concerns do they have? Tell a story of caring in nursing, or provide students an opportunity to share moving moments

during patient care. Describe a situation where you used critical thinking to assess and plan care, or invite students to

share their stories. Begin with a clinical focus � what is your goal for the students for the day? Use the syllabus for ideas

or use events from the previous day to plan your focus.

Ideas for Post-conference Provide a goal for the day�s conference Invite a clinical nurse expert in to share their narratives Invite experts from ancillary departments to present on a subject recently covered in class, e.g.,

respiratory therapist to discuss oxygen delivery and technologies used to promote oxygenation. Ask students to

o Report on whether their goal for care was met o Report on whether the patient goal differed greatly from student�s goal for the patient o Describe a patient/family interaction o Describe any conflicts encountered and have the group problem-solve o Discuss how socioeconomic or cultural factors were address in nurse-client interactions

Give students case studies to analyze or discuss Assign topics asking students to find an article on nursing research and how findings affect evidence-

based practice, or bring in a research article for students to critically analyze Give students a problem encountered in practice to discuss and analyze Summarize key points from conference

MCPHS School of Nursing Clinical Faculty Handbook 2011 Prepared by Faculty Affairs Committee � Revised 2/6/2014 67/77

MCPHS University School of Nursing Nursing Skills Tracking: Clinical Immersion

Purpose: This document will be used by students, clinical partners, and nursing faculty to document and guide completion of nursing

skills throughout the nursing students� clinical immersion experiences. Using this document and working together, students, clinical partners, and nursing faculty will be able to guide the students� clinical experiences in order to provide a well-rounded nursing education. While documentation of nursing skills completed during clinical immersion will provide an overview of the nursing students� experience, it does not imply or express a warranty by the MCPHS University School of Nursing for the students� competency or skill.

Process: Students will be responsible for maintaining this document. The document will be provided to students when they begin

their clinical immersion experiences. After completion of identified nursing skills, students will complete a self-evaluation of their level of comfort with their performance of the skill. Students will keep the document as a general record of clinical experiences and clinical partners/nursing faculty will review the document with students on a regular basis, in order to facilitate, guide, and direct clinical experiences for the nursing student. This document is an overview of skill performance and it is not intended that students maintain a record of every time a skill is performed.

Evaluation: 0=Not Comfortable 1=Somewhat Comfortable 2=Comfortable

Skill Date(s) Eval Date(s) Eval Date(s) Eval Date(s) Eval Comments Personal Hygiene

Oral Care Dental Care Total Bed Bath Peri-Care Shaving Hair Washing Bed-making (occupied) Bed-making (unoccupied) Assisted Feeding


Skill Date(s) Eval Date(s) Eval Date(s) Eval Date(s) Eval Comments

Mobility/Activity Positioning (wheelchair) ROM (active) ROM (passive) Gurney Transfer One-person Transfer Transfer Board Ambulation: hemiplegia Ambulation: safety belt Ambulation: gait training Ambulation: walker/cane Ambulation: crutches Body Mechanics (self) Restraints: wrists Restraints: chest Restraints: four-point Traction: skin Traction: skeletal

Elimination Use of Bedpan/Urinal Enema(s) Foley Catheter: female Foley Catheter: male Foley Catheter: d/c Catheter Care


Skill Date(s) Eval Date(s) Eval Date(s) Eval Date(s) Eval Comments Bladder Irrigation Urometer (hourly outputs) 24-hour Urine Collection Leg Bag Care Straight Catheterization Medication Administration Dosage Calculation Oral Medications NG Tube Medications Transdermal Medications Intramuscular Injections Z-Track Injections Subcutaneous Injections Intradermal Injections IV Push Medications IV Rate Calculation Piggy-Back Medications Bolus Dosing Patient Controlled Analgesia

Oxygenation Pulse Oximetery Oxygen: nasal cannula Oxygen: face mask Oxygen: portable Nebulizer


Skill Date(s) Eval Date(s) Eval Date(s) Eval Date(s) Eval Comments Oral Suctioning Endotracheal Tube Care Tracheostomy Care Chest Tube Management CPAP/BYPAP

Nasogastric Tubes NG Insertion NG Irrigation NG Residual Checks NG Suction NG Troubleshooting NG Discontinuation NG/J/G Tube Feedings

Parenteral Lines IV Insertion (peripheral) IV Care/Maintenance (site) IV Discontinuation IV Troubleshooting IV Maintenance Fluids Blood Administration Central Line Care: dressings Central Line Care: tubing Central Line Care: flushing Central Line Care: blood draw

Central Line Care: discontinue

Total Parenteral Nutrition


Skill Date(s) Eval Date(s) Eval Date(s) Eval Date(s) Eval Comments Lipid Administration IV Pumps: set-up IV Pumps: maintaining IV Pumps: troubleshooting Drains/Wounds/Stomas

Penrose Drain Jackson-Pratt Hemovac Cell-Saver Chest Tubes Colostomy Ileostomy Sterile Dressings Wet-Dry Dressings Pressure Dressings

Bedside Monitoring/Treatments

Glucose Monitoring Urine Testing Occult Blood/Guiac


Skill Date(s) Eval Date(s) Eval Date(s) Eval Date(s) Eval Comments Cooling Blankets Heating Pads Cold Packs Hot Packs Sitz Bath

Patient Teaching Disease Management: Home Care:


Skill Date(s) Eval Date(s) Eval Date(s) Eval Date(s) Eval Comments Health Promotion:

Complementary Interventions

Progressive Relaxation Guided Imagery Contracting Music Therapy Biofeedback



Specialty Care/Nursing Management

Critical Care: Internal Monitoring: Telemetry/Rhythm Strips: Labor and Delivery: Fetal Monitoring: internal


Skill Date(s) Eval Date(s) Eval Date(s) Eval Date(s) Eval Comments Fetal Monitoring: external Fetal Monitoring: interpretation

Mental Health: Infant/Child: Community:



Miscellaneous Skills

undergraduate clinical faculty handbook (2-6-2014)

Documents