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1 Revised and Approved by the Nursing Faculty Organization February 2016 Worcester 19 Foster Street Worcester, MA Manchester 1260 Elm Street Manchester, NH MCPHS Online 19 Foster Street Worcester, MA

2 Contents Message from the Dean... 6 Graduate Nursing Studies Faculty and Staff Directory... 7 Approval and Accreditation... 8 School of Nursing Guiding Statements... 8 Philosophy... 8 Mission... 9 Vision Statement Core Values Respect Literacy Practice Integration MSN Program Goals MSN Program Expected Outcomes Characteristics and Competencies of the MCPHS Family Nurse Practitioner Graduate Characteristics and Competencies of the MCPHS Nurse Educator Graduate American Nurses Association (ANA) Code of Ethics for Nurses Admission Policies and Procedures Admission Requirements for the MSN program Mandatory Residency Requirements Admission Procedures Transfer Credits Financial Aid School Activities and Resources Student Representation on the Graduate Committee and Graduate Curriculum Committee Computer Laboratory Library & Learning Resources Additional Resources Academic Support Services Counseling Services Library Services NetTutor SON Writing Center Other Resources

3 General Policies Health Insurance Portability and Accountability Act of 1996 (HIPAA) Immunization Requirements CPR Certification Criminal Offender Record Information (CORI) Technical and Professional Standards Communication Observation Motor Function and Endurance Behavioral Physical Requirements in Setting Academic Honesty Chain of Command Academic and Progression Policies and Procedures Student Responsibility for Contents of Graduate Student Handbook Grading Policy APA Writing Style Class Attendance Attendance Policy for Online Courses General Statement Absence from Examinations Punctuality Policy Course Work Quiz/Exam Reviews School of Nursing Courses with Sections Inclement Weather Withdrawal & Re-entry Progression Probation/Dismissal Incomplete Work Out of Sequence Status Remediation Change in Status (Online/On Campus Progression) Leave of Absence Grade Appeals

4 HESI Examination of the Three P s HESI Comprehensive APRN/FNP Exit Exam Portfolio Certification Examination Graduation Programs of Study Master of Science in Nursing: Family Nurse Practitioner Master of Science in Nursing: Nurse Educator Course Descriptions NUR 505: Policy, Organizational Management, and Leadership in Health Care NUR 509: Educational Theories and Curriculum Design NUR 510: Curriculum Design, Outcomes Assessment, and Evaluation NUR 511: Teaching & Learning for Nurse Educators Practicum NUR 701: Professional Role Development for Advanced Practice Nursing NUR 702: Human Diversity, Social, and Policy Issues NUR 703: Advanced Health Assessment Across the Lifespan NUR 706: Advanced Pathophysiology NUR 707: Advanced Pharmacology NUR 708: Scholarship for Advanced Nursing: Building an Evidence-Based Practice NUR 809: Family Primary Care I (OB/GYN/Pedi) NUR 810: Family Primary Care II (Adult) NUR 811: Family Primary Care III (Geri) NUR 820: Translating and Integrating Scholarship Practicum Policies Hours Evaluations/Grades Uniform/Dress Code Additional Campus-Specific Dress Requirements Professional Comportment The Use of Social Media Use of Cell Phones in the Setting Onboarding Requirements Graduate Program Warning Graduate Program Documentation of Warning/Remediation

5 Preceptorships Preceptorship Requirements Overview of the Primary Care Family Nurse Practitioner (FNP) Establishing a Site for Preceptorship Identify a Potential Preceptor and Site Procedures for site agreements and preceptor credentialing Preceptorship Placements Student, Preceptor, and Faculty Responsibilities Student Responsibilities Preceptor Responsibilities Faculty Responsibilities Course Faculty Responsibilities Course Site Settings NUR 703 Advanced Health Assessment Across the Lifespan NUR 809 Family Primary Care I (OB/GYN/Pedi) NUR 810 Family Primary Care II (Adult) NUR 811 Family Primary Care III (Geri) Protocol for Evaluations Practicum for Nurse Educator Students Practicum Requirements Verification Form

6 Message from the Dean Dear Graduate Nursing Student, Welcome to the MCPHS University Graduate Nursing Studies! We hope that the pursuit of a graduate nursing degree/certificate from MCPHS University will be an exciting and challenging venture for you. As you pursue a graduate degree/certificate, please know that the faculty and staff are committed to your success. We are enthusiastic about our facilitative role in the learning process and welcome you as advanced nursing students and as adult learners. Your coursework is just a small fraction of the knowledge you will need to excel within your chosen specialty. It is up to you to go beyond that individual course by immersing yourself in the professional literature, seeking out new and challenging learning experiences, applying yourself to the full extent of planned clinical experiences, and involving yourself in available opportunities within your student and professional organizations and also within your respective communities. This handbook contains information about the graduate nursing program tracks and the overall nursing program at MCPHS University. Important School of Nursing policies are presented and are to be used in conjunction with all published University requirements and policies. Please review this handbook and retain it for future reference. I am very happy to again welcome you to the MCPHS School of Nursing and am delighted that you chose us for your graduate education. I wish you the very best of success in your studies. Dean Eliadi EdD, JD, NP-BC Dean, Chief Nursing Officer, and Professor of Nursing School of Nursing 6

7 Graduate Nursing Studies Faculty and Staff Directory Leadership Team Carol Eliadi, EdD, JD, NP-BC (617) Dean, Chief Nursing Officer, and Professor Gerard Tobin, PhD, RN (603) Associate Dean of Graduate Nursing Studies & Associate Professor Maria Rosen, PhD, PNP-BC (508) Assistant Dean of Graduate Nursing Studies & Associate Professor Tammy Gravel, MS, RN (508) Interim Assistant Dean of Curriculum & Assistant Professor Patricia Murray, MSN, FNP-BC (508) FNP Track Coordinator & Assistant Professor Anthony Lacina, MPH, MEd (617) Coordinator Faculty & Staff Paula Bylaska-Davies, PhD, MSN, RN (508) Associate Professor Edith Claros, PhD, MSN, RN, APHN-BC (617) Associate Professor Jennifer Johnson, DNP, CNM, RNC-OB (603) Associate Professor Deborah Leveille, PhD, MSN, RN, CNL (603) Associate Professor Terri Reed, PhD, NP-BC (508) Assistant Professor Marion Taylor, MSN, FNP-BC (603) Assistant Professor Bonnie White, MSN, RN, CNE, CCM (508) Assistant Professor Danielle Yocom, MSN, FNP-BC (508) Assistant Professor 7

8 Kleona Mihal, BA (617) Administrative & Placement Assistant Christopher Miller (508) Administrative Assistant MCPHS Online Liaison Julie George (617) Director of Online Student Services and Program Management A full University directory can be found at Approval and Accreditation The New England Association of Schools and Colleges, Inc. (NEASC), through its Commission on Institutions of Higher Education, accredit MCPHS University (formally known as Massachusetts College of Pharmacy and Health Sciences). Accreditation of an institution of higher education by NEASC indicates that it meets or exceeds criteria for the assessment of institutional quality periodically applied through a peer review process. An accredited college or university is one that has available the necessary resources to achieve its stated purposes through appropriate educational programs, is substantially doing so, and gives reasonable evidence that it will continue to do so in the foreseeable future. Institutional integrity is also addressed through accreditation. The Master of Science in Nursing degree program has received initial five-year accreditation by the Collegiate Commission on Nursing Education (CCNE) in March of 2011 after review of the program. CCNE ensures the quality and integrity of baccalaureate and graduate nursing programs. Accreditation by CCNE serves as a statement of good educational practice in the field of nursing. School of Nursing Guiding Statements The School of Nursing at MCPHS University (Thereafter the School of Nursing) offers the Bachelor of Science degree in Nursing (BSN) and the Master of Science degree in Nursing (MSN) programs that prepares competent, caring, and ethical nursing professionals to meet the ever changing needs of 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, and students, and the 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, 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 responsibility of ongoing professional development. Nursing 8

9 education must be academically rigorous and socially relevant, embracing multiple ways of knowing and integrating the liberal arts and sciences with professional nursing study. The nursing curriculum is organized around a clear appreciation of the domain of nursing science: person/people; health/illness; society/environment; and nursing. The program cohesiveness is evidenced by weaving scholarly, professional, and practice-related activities throughout the education process. Nursing is deeply rooted in the science of caring and connection to others. Individuals have unique qualities and basic needs for respect and recognition of personal dignity. The universality of human rights and needs transcend the boundaries of age, gender, race, ethnicity, class, culture, language, spirituality, and religion. Human diversity and psychosocial-cultural factors influence, and are influenced, by the experience of individuals, communities, and society. Incorporation of humanity and respect is vital to the process of healing and the quality of nursing care. The primary goals of nursing are to promote, restore and maintain health, prevent disease, and provide care and comfort throughout life, during illness, and at the end of life. The patient is the center of nursing care and may be an individual, family, group, or community in varying states of health. The patient is recognized as having distinct and unique needs that continuously change and are redefined as the patient interacts with the nurse, healthcare providers, and the environment. It is critical that a nurse anticipates and adapts to the changing needs of the patient. Identification of patient needs, provision of nursing care, the healthcare experience, and environment are fundamentally connected. The nurse helps create a healing environment for each patient by collaborating with the patient to establish mutual goals that enable the patient to attain optimal health. The core competencies necessary to meet the primary goals of nursing are communication, assessment, critical thinking, and technical skill. The core competencies allow the nurse to assess, plan, design, provide, and manage culturally competent, cost-effective, high quality, and direct and indirect nursing care across the lifespan with diverse populations. Competence in nursing practice is best achieved through a thoughtful blend of theory, knowledge, and experience. 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, the School of Nursing is committed to: 9

10 Developing an innovative, dynamic and socio-politically relevant model of nursing education based on theoretically sound curricula, evidence based practice, clinical immersion, and scholarly inquiry; Developing a curricular foundation that promotes reflective, ethical, compassionate, innovative, and intellectually rigorous nursing practice; Establishing a community of learners inclusive of students, faculty, and clinical partners who embrace a spirit of inquiry and a commitment to continuous professional growth; Promoting resiliency and integrity in nursing graduates for practice in dynamic, diverse, and complex healthcare environments; Fostering a community of scholars that advance nursing through excellence in the discovery, application, integration, and dissemination of knowledge; Providing service to the School, the University, the profession of nursing, and the community. Vision Statement The vision of the School of Nursing 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 healthcare team Apply nursing knowledge and skill in diverse practice settings 10

11 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 MSN Program Goals The School of Nursing provides excellent education that aims to prepare students as liberally-educated persons and master s-prepared professional nurses. We are committed to: Incorporate the values of respect, literacy, practice, and integration; Build on a foundation comparable to baccalaureate level nursing knowledge; Connect education to practice through partnerships, preceptorships and/or mentorships; 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 or for teaching/learning, in a diverse and rapidly changing healthcare environment The Master s Program encompasses a range of advanced practice options leading to the preparation for advanced practice role. Reflecting the rapidly changing healthcare environment and national priorities, the focus of the graduate program is directed towards primary care nurse practitioner preparation. The School of Nursing offers a traditional face-to-face (F2F) classroom format and a fully-online platform FNP program through MCPHS Online. Additional School of Nursing and MCPHS Online programs include a Nurse Educator track. The MSN Program prepares advanced practice nurses to provide primary health care to diverse populations, and to demonstrate professional leadership roles in practice, and is consistent with the standards of the American Association of Colleges of Nursing (AACN) The Essentials of Master s Education for Advanced Practice Nursing (1996); The Essentials of Master s Education in Nursing (2011); Scope and Standards for Practice (2010); Code of Ethics for Nurses with Interpretive Statements (2015); Consensus Model for APRN Regulation: Licensure, Accreditation, Certification and Education (2008); and NONPF Core Competencies (2012). According to the 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 Healthcare 11

12 MSN Program Expected Outcomes Graduates of the MSN program will be able to demonstrate the essential competencies for an entry level to advanced professional nursing practice that demonstrate the following outcomes at the advanced professional practice level of nursing: 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 the 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; Successfully pass the Family Nurse Practitioner (FNP) certification examination or demonstrate competency and requisite skill set as a novice nurse educator (MSN). Characteristics and Competencies of the MCPHS Family Nurse Practitioner Graduate A graduate of the MCPHS FNP program will display: Knowledge base that is sound with foundational skill in providing primary care to individuals and families across the lifespan; Insight and understanding of the role of the advanced practice nurse, and the professional & political issues related to the role; Recognize and understand the scope of advanced practice nurse as a family primary care provider; Recognize the responsibility of the advanced practice role, and to practice within an interprofessional healthcare team. Adopted from NONPF Characteristics and Competencies of the MCPHS Nurse Educator Graduate A graduate of MCPHS s Nurse Educator program will display: Responsibility for creating an environment in classroom, laboratory, and clinical settings that facilitates student learning and the achievement of desired cognitive, affective, and psychomotor outcomes; Recognition of responsibility for helping students develop as nurses and integrate the values and behaviors expected to those who fulfill that role; A variety of strategies to assess and evaluate student learning in classroom, laboratory, and clinical settings, as well as in domains of learning; Responsibility for formulating program outcomes and designing curricula that reflect contemporary health care trends and prepare graduates to function effectively in the health care environment; Functionality as change agents and leaders to create a preferred future for nursing education and nursing practice; Recognition that their role is multidimensional and that ongoing commitment to develop and maintain competencies in the role is essential; 12

13 Acknowledgement that scholarship is an integral component of the faculty role, and that teaching itself is a scholarship activity; Knowledge about the educational environment within which they practice and recognize how political, institutional, social, and economic forces impact their role. Adopted from NLN American Nurses Association (ANA) Code of Ethics for Nurses Provision 1 Provision 2 Provision 3 Provision 4 Provision 5 Provision 6 Provision 7 Provision 8 Provision 9 The nurse practices with compassion and respect for the inherent dignity, worth, and unique attributes of every person. The nurse s primary commitment is to the patient, whether an individual, family group, community, or population. The nurse promotes, advocates for, and protects the rights, health, and safety of the patient. The nurse has authority, accountability, and responsibility for nursing practice; makes decisions; and takes action consistent with the obligation to promote health and to provide optimal care. The nurse owes the same duties to self as to others, including the responsibility to promote health and safety, preserve wholeness of character and integrity, maintain competence, and to continue personal and professional growth. The nurse, through individual and collective efforts, establishes, maintains, and improves the ethical environment of work setting and conditions of employment that are conducive to safe, quality health care. The nurse, in all roles and settings, advances the profession through research and scholarly inquiry, professional standards development, and the generation of both nursing and health policy. The nurse collaborates with other health professionals and the public to protect human rights, promote health diplomacy, and reduce health disparities. The profession of nursing, collectively through its professional organizations, must articulate nursing values, maintain the integrity of the profession, and integrate principles of social justice into nursing and health policy. It is an expectation that all students read and refer to the American Nurses Association (ANA) Code of Ethics (2015) located on the ANA website: The Code of Ethics is one of several professional nursing standards that frame the curriculum of the BSN and MSN programs. The Code provides a standard of practice to guide nursing professionals toward thoughtful, ethical, and high-quality nursing care. 13

14 The Code of Ethics provides a guiding framework of ethical expectations for students enrolled in the MCPHS School of Nursing. All nursing students are expected to not only know the Code of Ethics but also adhere to its guiding principles of ethical behavior. Admission Policies and Procedures Admission Requirements for the MSN program The Master of Science in Nursing (MSN) Family Nurse Practitioner or Nurse Educator program is open to applicants who have earned, or will earn prior to enrollment, a bachelor s degree in nursing (BSN) and have or will have met the following prerequisite requirements: An earned (BSN) from an accredited college or university or successful completion of the MCPHS ADN (Associate Degree in Nursing) to MSN Bridge program; A minimum cumulative GPA of 3.0 on a 4.0 scale. If the GPA is lower than 2.7, GRE scores of 1100 total (Verbal and Quantitative) and 3.5 in the analytical writing section may be considered An unencumbered Registered Nurse (RN) License (or eligibility prior to enrollment) in the jurisdiction of residency; A minimum of one-year clinical experience as an RN in a full time position; Interview (on campus or Skype); A minimum TOEFL score of 79 (IBT) or a score of 6.5 on the IELTS is required of all candidates for whom English is not the native language; All foreign college transcripts must be evaluated by one of the following foreign credential evaluation services: The Center for Educational Documentation, Inc. (CED) (617) or Educational Credential Evaluators, Inc. (ECE) (414) or or World Education Services (WES) (212) or Mandatory Residency Requirements There are three required residencies that the student must complete in order to satisfy matriculation and graduation requirements. These include: First residency for orientation that will include a program overview and select workshops to support student success; Second residency prior to enrolling into any of the three family primary care clinical courses/or nurse educator practicum; Graduation residency to present portfolio and/or translational research project to the faculty and attend graduation; Certificate of Advanced Graduate Study (CAGS) students are expected to attend the mandatory residencies. Admission Procedures Information regarding the admission process can be found at the following website Applications can be submitted online to the Admission Department at admission@mcphs.edu 14

15 Transfer Credits A maximum of nine semester hours of graduate credit may be transferred to the MCPHS graduate nursing program. A minimum grade of B is required for transfer credit. Relevant documentation will need to be submitted to the Admission office when requesting transfer credits. Decisions on transfer credits will be made by the Associate Dean of Graduate Nursing Studies with the Dean of the School of Nursing having the final decision. Financial Aid Students can arrange financial assistance through the Student Financial Services department at MCPHS University at the following website or by calling Lynn Berry at (508) School Activities and Resources Student Representation on the Graduate Committee and Graduate Curriculum Committee This is a voluntary commitment. If more than one-student volunteers, a vote will be taken to select the representative. The student representative will bring any concerns/issues experienced by students to the committee. As per the nursing department bylaws, students have voting privileges. Computer Laboratory Worcester Campus: Desktop computers are located on the 3 rd floor of 25 Foster Street and in the Library. Printing is available at both locations. Manchester Campus: Desktop computers are located in the computer lab within the Library on the 2 nd floor of BASC building. Printing is available at this location. Boston Campus: Desktop computers are located on the 3 rd floor of the Matricaria Building (179 Longwood Avenue). Printing is available at this location. Online students may use any campus that is convenient to them. Library & Learning Resources Worcester: The Blais Family Library is located on the 2 nd floor of 19 Foster Street Manchester: The Manchester Campus Library is located on the 2 nd floor of BASC Building (1260 Elm St) Boston: The Henrietta DeBenedictis Library is located on the 2 nd floor of the Matricaria building (179 Longwood Avenue) The three sites offer a comfortable and quiet environment that fosters research, learning, and study. There are study carrels and computer terminals providing access to electronic resources. There are over 11,655 volumes of books, journals, and multi-media; 700 serial subscriptions; around 41,500 electronic books; and 145 databases. Once a student accesses the system, the connection is to all resources throughout the three campuses. 15

16 Additional Resources Academic Support Services Contact Academic Support Services for help with studying and writing skills. Web: Contact: Assistant Dean for Academic Support Services Worcester / Manchester o Phone: (508) Counseling Services Worcester/Manchester Counseling Services Worcester Web: Worcester: (508) Manchester Web: Manchester: (603) counseling.worc@mcphs.edu Library Services Web: Contact: Karen Lamson, Librarian Nursing, P.T., Optometry; Assistant Professor o karen.lamson@mcphs.edu o Phone: (508) NetTutor NetTutor is available 24-hours a day, 7-days a week, and can be accessed through your Blackboard account (click Tools then NetTutor ). This free online tutoring is available in anatomy & physiology, basic chemistry, mathematics (all levels), English & writing, biology, psychology, and physics. SON Writing Center The SON Writing Center was developed by representatives of the SON faculty, Student Affairs, and Library and Learning Resources to assist students with scholarly writing needs. The Writing Center is hosted on Blackboard under Organizations and provides resources related to scholarly writing and use of APA format. If you are not enrolled in the Writing Center Organization, please contact the Administrative Assistant. Other Resources Students who wish to commute to the Boston campus are welcome to participate in supplemental services via University Learning Network. To schedule an appointment, please visit Math and Physics Center (White Building, B17): The Math and Physics Center is available for tutoring for all levels of mathematics and physics. Writing Center (Boston Campus, White Building, 400): The Writing Center assists in giving feedback and advice about how writing can be improved. The Writing Center will coach you through the process of drafting and revising essays, reports, presentations, etc. The Writing Center accepts some walk-ins when possible but generally prefer appointments (typically twoweeks in advance). English Language Services (Fennel Building, 313): ESL Faculty are available to meet one-on-one with students whose first language is not English to offer tutoring support in the following areas: 16

17 writing (organizing ideas, grammar, etc); understanding readings; pronunciation; preparing for oral presentations; TOEFL test prep; and other areas of need. General Policies Health Insurance Portability and Accountability Act of 1996 (HIPAA) In 1996, Congress passed federal regulations to provide portability of health insurance when an employee leaves a job as a way to be able to change insurance carriers without a break in coverage. The act contains other provisions that have a major impact on the practice of healthcare providers. The Administrative Simplification Clause of HIPAA Title II addresses Electronic Transaction Standards, Unique Identifiers, Privacy Standards and Security Standards concerning all data pertaining to the care of each individual patient in any healthcare facility. The provisions under the privacy and security standards impose strict compliance with confidentiality on the part of all who have access to patient records. All healthcare providers are required to have documented training regarding these patient privacy regulations. All School of Nursing students are required to attend a formalized training session on HIPAA regulations provided by the University and/or by the clinical agency. Students are expected to adhere to all HIPAA provisions and standards related to patient privacy. Failure to do so may subject the student to disciplinary action under the MCPHS Student Code of Conduct. Immunization Requirements In accordance with state law, University policy, and clinical agency requirements, students must show proof of required immunizations, unless they qualify for one of the exemptions allowed by law. Noncompliance with University immunization requirements will result in administrative withdrawal from the University or might negatively impact progression. Required immunizations include: Measles vaccinations (two immunizations at least four-weeks apart) or laboratory evidence of immunity Mumps vaccine (two immunizations at least four-weeks apart) or laboratory evidence of immunity Rubella vaccinations (two immunizations at least four-weeks apart) followed by laboratory evidence of immunity; or laboratory evidence of immunity Tetanus-diphtheria-pertussis vaccination (one dose of Tdap within last 10-years). Please note that a Tdap is required. When a Tdap vaccination expires after 10-years, a Td booster is required Hepatitis B immunization series (three doses) followed by laboratory evidence of immunity; or laboratory evidence of immunity Varicella vaccinations (two immunizations at least four-weeks apart) or laboratory evidence of immunity Annual two-step tuberculosis skin test (two tests within the last 12-months, completed one-tothree weeks apart). If results are positive, a clear chest x-ray (with laboratory report or physician verification of results) or a physician letter verifying the student is symptom free is required each year Annual influenza vaccine (must be obtained as soon as the vaccine for the annual flu season becomes available each fall)* 17

18 Some healthcare agencies and clinical education sites may have additional immunization requirements. In order to be eligible for clinical placements, students must meet ALL University immunization requirements and any additional requirements imposed by the clinical agency to which the student is assigned. In cases where the clinical site does not pay for the completion of any additional immunization requirements, the student is responsible for paying any associated fees. Without full clearance of immunization requirements, students may not be eligible to begin clinical learning experiences, and consequently, may be unable to meet program requirements. Immunization information and clearances are provided through the University s contracted vendor. *Any student wishing to be excluded from the Influenza vaccine requirement must have a signed Influenza Declination Form on file. CPR Certification All students must show evidence of CPR training prior to beginning clinical experiences in NUR 703 Advanced Health Assessment. Students must be certified in Basic Cardiac Life Support (BCLS) at the Healthcare Provider Level by the American Heart Association (AHA). NOTE: It is the responsibility of the student to submit evidence of all required annual updates of immunizations and certification renewals. Students will not be permitted to participate in clinical learning experiences until all information is received, and consequently, may be unable to meet program requirements or experience a delay in graduation. Criminal Offender Record Information (CORI) Certain laws and accreditation standards require health care agencies to request Criminal Offender Record Information (CORI) about candidates for employment, volunteer, or training positions to determine if the candidate is eligible to be hired or on rotation in the agency. The majority of the clinical training sites at which the University places students for educational experiences must comply with these laws. In order to be eligible for clinical placements, students must be cleared through a CORI check. In addition, clinical sites may require their own CORI checks, and students may be asked to complete several release forms. In cases where the facility does not pay the charge for the CORI check, the student is responsible for paying the fee. If a site requires, but does not provide for obtaining CORI checks, the student can obtain them through the campus site s Coordinator and will be responsible for any associated fees. Technical and Professional Standards All graduate students must have abilities and skills in the following four areas: communication; observation; motor function and endurance; and behavioral. Reasonable accommodations may be made for some disabilities. However, students must be able to perform in a reasonably independent manner, with or without accommodations. Communication Must be able to communicate effectively with patients, families, and members of the healthcare team through oral, written, and interpersonal means. Must be able to obtain information, describe patient situations, and perceive both oral and nonverbal communication (including ability to understand normal speech without seeing the speaker s face). 18

19 Must be able to speak, comprehend, read, and write in English at a level that meets the need for accurate, clear, and effective communication. Examples include, but are not limited to: giving clear oral reports; reading watches or clocks with second hands; reading graphs; reading and understanding documents printed in English; writing legibly in English; discriminating subtle differences in medical terminology. Observation Must be able to observe a patient accurately. Examples include, but are not limited to: listening to heart and breath sounds; visualizing the appearance of a surgical wound; detecting bleeding, unresponsiveness or other changes in patient status; detecting the presence of foul odor; and palpating an abdomen. Must be able to detect and respond to emergency situations, including audible alarms (e.g., monitors, call bells, fire alarms). Motor Function and Endurance Behavioral Must have sufficient strength and mobility to work effectively and safely with patients, and carry out related nursing care. Must be able to complete assigned periods of clinical practice, including up to 12-hour shifts, including days, evenings, nights, and weekends. Must be able to respond at a speed sufficient to carry out patient assignments within the allotted time. Must possess mental and emotional health required for total utilization of intellectual abilities. Must be able to tolerate physically taxing workloads. Must be able to respond and function effectively during stressful situations. Must be capable of adapting to rapidly changing environments, and respond with flexibility in uncertain situations. Must be able to interact appropriately with others (patients, families, members of healthcare team) in various healthcare contexts. Physical Requirements in Setting Students must be able to meet all technical and professional standards in order to attend classes/lab/clinical. agencies may have additional, or agency-specific technical standards, which take precedence over MCPHS University technical standards. In such instances, the program will attempt to provide a comparable alternative learning experience but if that is not possible, students may not be able to progress in the program, or complete program requirements. 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. 19

20 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: 1. Cheating, i.e., copying examination answers; 2. Collusion, i.e., working with another person or persons when independent work is prescribed; 3. Falsification or fabrication of an assigned project, data, results, or sources; 4. Giving, receiving, offering, or soliciting information included on examinations; 5. Utilization of work previously submitted by another student who has progressed to a higher level; 6. Destruction or alteration of the work of another student; 7. The multiple submission of the same paper or report for assignments in more than one course without the prior written permission of each instructor; 8. Signing another student s name; 9. Plagiarism, the appropriation of information, ideas, or the language of other persons or writers and the submission of them as one's own to satisfy the requirements of a course. Plagiarism thus constitutes both theft and deceit. Assignments (compositions, term papers, computer programs, etc.) acquired either in part or in whole from commercial sources or from other students and submitted, as one's own original work will be considered plagiarism. (See MCPHS University Handbook); 10. The unauthorized recording, sale, or use of lectures and other instructional materials. In the case of such dishonesty, faculty may give a grade of zero (0) 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 file a written report to the Dean of Students and the Dean of the School of Nursing, indicating reasons for believing the student has committed academic dishonesty. The Dean of Students (or designee) will conduct formal hearings to investigate the alleged violation according to the Student Code of Conduct and will issue a written determination (including any sanctions) within seven (7) class days after the hearing. Written determination will be made and copies will be given to the student(s) and to the faculty, if the student requests an appeal. MCPHS appeal policies and procedures must be followed. Chain of Command In the event a student in the School of Nursing needs to communicate a concern, need, or issue relating to courses/clinical expectations/experiences, the student needs to follow the designated chain of command as follows: Step 1: The student needs to discuss his/her concern/need/issue with the faculty member of the course/clinical that s/he is having an issue with. Step 2: If the concern/need/issue is not resolved, the student may bring the concern to the course coordinator for the course/clinical the student is in. Step 3: If the concern/need/issue is not resolved, the student may bring the concern/need/issue to the Associate Dean of Graduate Nursing Studies. Step 4: If the concern/need/issue still is not resolved, the student may bring the concern to the Dean of the School of Nursing. In order to meet all students needs timely and appropriately, the student is asked to follow the appropriate chain of command as outlined. The decision of the Dean is final. 20

21 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 course coordinator/faculty -- if unresolved, Step 3: Brings it to the Associate Dean of Graduate Nursing Studies -- if unresolved, Step 4: Brings it to the Dean of the School of Nursing. Academic and Progression Policies and Procedures Student Responsibility for Contents of Graduate Student Handbook Upon admission to the MSN program, students are required to read the Graduate Nursing Student Handbook. Students are required to verify by signature that they have read and will abide by the policies, protocols, and guidelines described in this document. At the beginning of each academic year, the Graduate Nursing Student Handbook is revised as needed. The student body will be informed of any major revisions via . Grading Policy A A B B (minimum passing grade) B C F 0 <69 APA Writing Style All formal papers must conform to guidelines of the Publication Manual of the American Psychological Association, 6 th edition (2010). In addition to the Manual, students may find additional resources in the Writing Center under the heading Mastering APA. Class Attendance MCPHS University supports a learner-centered environment. Attendance and participation in classroom, lab, and clinical learning experiences directly correlates with successful course completion and represents a basic professional behavior. Therefore, students of the School of Nursing are responsible to engage in their own learning and professional comportment. Regular class attendance is mandatory. Unexcused absences of more than six (6) didactic hours will result in a final grade reduction of one (1) full letter 21

22 grade (e.g., B to C). Unexcused absences of more than nine (9) didactic hours will result in a failing grade for the course. In the case of illness or prolonged absence, it is the student s responsibility to notify the Dean of Students Worcester, or Assistant Dean of Students Manchester and his/her course faculty within five (5) days from the first date of absence. With acceptable documentation from a student, an official memorandum will be issued notifying faculty of an excused absence. In the case of an approved, excused absence, the course faculty will make reasonable attempts to assist the student to satisfy requirements of the course (e.g., make-up classes and exams). Students are expected to abide by instructions in each course syllabus regarding student responsibilities related to class absences. 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 professor(s) cannot be reached, the Dean of the School of Nursing will serve as arbitrator. Students are responsible for all class materials, content, and assignments. Students may only make up missed class assignments, quizzes, and exams if a valid excuse has been granted. Graded work that is missed due to an unexcused or unapproved absence will be assigned a grade of zero (0). Attendance Policy for Online Courses General Statement Regular online class attendance is mandatory as evident by active participation in online discussion and timely submission of online postings, responses, case studies, and assignments. Just as in the F2F part of this course, attending your online component is important. In an F2F course, sometimes a student is physically there, but mentally "somewhere else." In an online course, there is little social pressure to be there or pretend to be there. Logging into the Blackboard course site is essential to your learning and success in the course. As a general rule of thumb, it is assumed that you will attend online for as many hours as listed in the credit hours, then do homework and prepare for an equivalent number of hours as you would normally do each week. In an online course, the distinction between attendance and study hours is removed, but the same amount of time is necessary. Absence from Examinations Students are expected to take all quizzes and examinations at scheduled times, unless an excused absence is granted by the Dean of Students (Worcester) or Associate Dean of Students (Manchester). If an emergency or illness occurs, the student must contact the Dean of Students (Worcester) or Associate Dean of Students (Manchester) and the respective course faculty member/administrative assistant before the examination is given, if possible, or no later than 3:00 p.m. on the day of the scheduled examination. Once an excused absence is approved, students must make arrangements to make up the mixed exam within 24 hours. Failure to notify faculty may result in a grade of zero (0) for the examination. Opportunity for a make-up examination is at the discretion of the course coordinator/course faculty. A make-up examination may be given in a different format, at the discretion of the course coordinator/course faculty. Punctuality Punctuality is expected of students for all classes, labs, and clinical experiences. Neither tardiness nor leaving early will be tolerated, as it impacts adversely upon the student s learning experience and is 22

23 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 to a class session after the door is closed must wait to enter the classroom at the first break. Students who arrive late to a lab session must join another lab group to complete the day s lab experiences/assignments. Students will be held accountable for all missed material. Other policies pertaining to punctuality are as follows: Students who are late to class or lab without an approved excused absence may be denied the opportunity to take a scheduled examination, at the responsible faculty member s discretion. If the tardiness is subsequently determined to be excused, students will be given an opportunity to make up the exam, which may be given in an alternative format (e.g., oral exam, essay exam, etc.) at the discretion of the faculty member. Students with an excused absence, tardiness, or early departure are expected to complete the required work and obtain handouts, etc., from classmates, and are responsible for learning the missed material. Policy 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 account. Official University communications and notices are sent via MCPHS accounts. All students are responsible for regularly checking their MCPHS University and for the information contained therein. Only MCPHS University accounts will be used in all matters related to academics, student life, and University notifications. The University does not forward MCPHS University to personal accounts. Course Work All assignments are due at the times specified in the course syllabus. Faculty, at their discretion, may allow for a time extension up to a maximum of seven (7) days. Unless additional time has been granted by the course coordinator for completion of an assignment or unless otherwise stipulated in the course syllabus a maximum achievable grade will be calculated upon receipt of the late assignment. The maximum achievable grade will be based upon a loss of five (5) points per day for each calendar day that a paper is late. For example, a paper that is four (4) days late can receive a maximum achievable grade of eighty (80) points. The assignment is then graded and points are subtracted from a total of eighty (80), as opposed to one hundred (100). All assigned work must be submitted regardless of how late to successfully complete the course and receive a course grade. Issues/concerns regarding the completion and or submission of the assignment must be brought to the attention of the course faculty prior to the due date of the assignment. Grades will not be re-considered after submission of the assignment and subsequent posting of the grade. Quiz/Exam Reviews All students will have the opportunity to review and analyze completed exams. This process enables students to perform better on exams by analyzing their strengths and weaknesses as a test-taker. It is used to help students determine how to improve the way they prepare for, and take, tests. After the exam is taken and the grade is posted by the respective faculty member, there will be a designated time to allow students to review the exam. The format of the Exam Review is at the discretion of course faculty in order to provide the best learning opportunity for each particular course. Formats may include, but are not limited to; silent reviews, open forums, group work, etc. Students have 48 hours from the time of exam to contact course faculty with challenges to the exam. After 48 hours, no challenges will be 23