Department of Nursing MSN-Nurse Educator and MSN-Nurse Educator Certificate Programs Student Handbook

Transcription

1 Department of Nursing MSN-Nurse Educator and MSN-Nurse Educator Certificate Programs Student Handbook Missouri State University Department of Nursing 901 S. National Avenue Springfield, MO (417) phone (417) fax

2 MISSOURI STATE UNIVERSITY DEPARTMENT OF NURSING MSN GRADUATE STUDENT HANDBOOK This handbook is designed to assist you by centralizing important information about the University and the MSN Nurse Educator and MSN-Nurse Educator Certificate program at Missouri State University. Important policies, guidelines, and resources are presented. You are responsible for the information contained in this handbook. You are encouraged to read it at your earliest convenience and keep it as a reference while you are a student at Missouri State University. This information is an adjunct to, not a replacement for, the Missouri State University Graduate Catalog. Additional information about the University s policies and procedures may be found in the Graduate Catalog at or on Missouri State University s web page at The Master of Science in Nursing -Nurse Educator program at Missouri State University is accredited by the Commission on Collegiate Nursing Education, One Dupont Circle, NW, Suite 530, Washington, DC 20036, (202) or (202) Toll Free

3 MSN GRADUATE STUDENT HANDBOOK TABLE OF CONTENTS Section 1 Page Introduction... 1 Mission of the Department of Nursing... 1 Education... 1 Scholarship... 1 Service... 2 Philosophy of the Department of Nursing... 2 Glossary... 3 Department Goals... 6 BSN Program Outcomes... 7 MSN Program Outcomes... 7 Section 2 Academic Policies and Procedures... 7 Admission Requirements... 7 Admission to the MSN Program... 7 Admission to the MSN Specialization... 8 Nurse Educator Specialization... 8 Additional Requirements of the Program... 9 Probational Admission to the MSN Program... 9 Retention Requirements... 9 Technology Requirements... 9 Course Study for the MSN MSN Core Courses Nurse Educator Role Specialization Courses Other Courses Post Masters Nurse Educator Certificate Program Admission Requirements Required Courses Sample Academic Plan Accelerated RN to Master of Science Nurse Educator (RN to MSN Option) RN to MSN Degree requirements Admission Requirements for the accelerated RN to MSN Option Retention and Progression Courses Meeting RN-BSN Requirements And MSN Prerequisite Requirements Examples for Full-Time Study Nurse Educator Plan of Study (based on full-time study)... 17

4 TABLE OF CONTENTS CONTINUED Progression in the MSN Program Prerequisites Clinical Course Policies Withdrawal and Leave of Absence Readmission Policy Transfer of Credit Policy Incomplete Grade Policy Drop/Add Policy Auditing a Course Encumbrances MSN Program Advising Thesis/Project Advising* Advisor Approved Program of Study* Graduation Requirements Research Experience Comprehensive Examination MSN Student Orientation Section 3 Student Rights and Responsibilities Student Rights Student Bill of Rights Student Representation Student Responsibilities Academic Honesty Ethical Behavior Professionalism & Professional Conduct Substance Abuse Policy Student Grievance and Appeal Policy and Procedure Student Notification Appeal Policy The Letter of Appeal Attendance Related Grade Changes Missouri State Board of Nursing Position Statement On HIV or HBV Infection Clinical Probation Clinical Failure Health Insurance Portability and Accountability Act (HIPAA) Section 4 Faculty Rights and Responsibilities... 31

5 TABLE OF CONTENTS CONTINUED Faculty Rights and Responsibilities Online Course Participation Policy Course Management Department of Nursing Faculty and Staff The Department Head The Faculty The Staff Section 5 Student Resources Writing Resources Financial Aid National Scholarships Other Useful Scholarship Websites MSU Campus Resources Student ID (Bear Pass Card Office) Parking Computer Services MSU Services Nursing Resources... 40

6 1 MSN STUDENT HANDBOOK SECTION 1: INTRODUCTION Mission of the Department of Nursing The Department of Nursing is an integral part of Missouri State University and the College of Health and Human Services. The Department of Nursing embraces the values of the University s public affairs mission and is dedicated to excellence in: (1) Undergraduate and graduate nursing education, (2) Scholarship, and (3) Service using a community-based perspective. Education The Department of Nursing promotes the general mission of the University and the College, developing educated persons, by providing students the opportunity to think critically, solve problems, communicate effectively, develop self-responsibility, and grow personally as engaged citizens within a pluralistic global society. The Department offers community-based programs leading to professional nursing practice that is culturally competent, safe, and evidence-based. The undergraduate baccalaureate degree in nursing is based on knowledge from the arts, sciences, and humanities, and clinical experience in a variety of settings with diverse populations. The BSN-Completion program builds upon technical nursing education and is enriched by courses in the liberal arts and diverse clinical experiences. Building upon baccalaureate nursing education, the graduate programs prepare nurses for advanced practice and teaching roles. The RN to MSN-Nurse Educator program provides an opportunity for exceptional students to progress from entry level nursing to graduate study in an accelerated format. The BSN to DNP prepares Family Nurse Practitioners to be community leaders in addressing health disparities. The Post-masters DNP builds on the students previous advanced practice degree and prepares them as community leaders in addressing health disparities. The Department promotes an educational environment that develops ethical nursing leadership, cultural competence, community engagement, and encourages lifelong learning and the spirit of inquiry. Access to professional nursing education is facilitated through innovative educational technology. Scholarship The scholarly mission of the University, College, and Department is accomplished through the promotion of faculty and student scholarship. The Faculty Scholarship of integration, application, discovery, and teaching address health and health care delivery from the individual to the system level. In all types of scholarship, faculty encourage the direct and indirect involvement of students.

7 2 Service Consistent with the University Public Affairs Mission, service is accomplished through the involvement of faculty and students in academic, professional, and community service, with an emphasis on underserved, vulnerable populations and health disparities. The Department faculty provide leadership by serving as experts and role models in nursing education, practice, and scholarship. The Department faculty and students participate in the shared governance structure of the University by serving on university, college, and departmental committees. Philosophy of the Department of Nursing The Department of Nursing values the continual professional development of its faculty and students through education, scholarship, and service. This development builds upon theories, principles, and the concepts of professional nursing, client, environment, health, and learning. The Department of Nursing believes that Professional Nursing is a science and an art with core values that include caring, altruism, autonomy, human dignity, integrity, social justice, respect, and acceptance of diversity. Nursing s unique body of knowledge incorporates life experiences and builds upon theories and principles from the liberal arts and sciences, as well as from nursing science, practice, and scholarship. The faculty believes that nursing is an autonomous and collaborative discipline that practices within a framework of ethical and professional standards. As members of a practice discipline, nurses provide care in a variety of roles to clients in diverse settings, such as in the role of care provider, designer, manager, and coordinator of care to clients. As members of a profession, nurses have a commitment to professional development and lifelong learning. At the master s level, nurses are prepared for advanced roles as nurse educator, leader, and clinician. At the doctorate level, nurses implement advanced roles as clinicians, scholars, leaders, consultants, and policy makers as system level change agents. Nurses use systematic approaches, critical thinking, therapeutic communication, and technical skills to assist clients in meeting healthcare needs. Undergraduate students are prepared as professional nurses to assess health care needs, design nursing care, and provide, manage, and evaluate health care. Licensed registered nurses are prepared to expand their leadership roles by completing their BSN. Building upon undergraduate bachelor s level education, the master s program prepares professional nurses for the advanced nurse educator role. MSN educators facilitate the teaching-learning process of individuals and groups in a variety of settings. At the doctoral level, family nurse practitioners assess and intervene in individual health concerns, in addition to diverse population groups and systems. They promote improved health outcomes and provide primary care across the life span. The BSN to DNP program prepares professional nurses to function as family nurse practitioners in leadership roles. The Post-Masters DNP

8 3 prepares advanced practice nurses to expand their leadership role to promote systemslevel change in healthcare. Clients, as living systems, are unique holistic beings composed of physiological, psychological, spiritual, social, and cultural dimensions in continuous interaction with the environment. Individuals have inherent dignity and self-worth, and are in a continuous state of growth and development across the life span. Individuals are selfdetermining, however, each individual functions interdependently with other individuals, within families, and in communities. Although vulnerable to illness and disease, clients have the potential capacity to achieve health literacy and to manage their internal and external environments to reduce risk, prevent disease, and promote health. The environment includes everything that impacts the client. The environment has physiological, psychological, spiritual, social, and cultural dimensions that interact with the client and can have individual, as well as global implications for health and health care. Nurses engage in therapeutic nursing interventions to manage, modify, and manipulate the internal and external environmental dimensions to promote optimal health and prevent illness and disease. The professional nurse has an understanding of health care systems and policies that impact the client s environments, including information technology. Health is a description of the holistic, dynamic, multidimensional, optimal state of the client. Health is composed of interacting genetic, physiological, psychological, spiritual, social, and cultural dimensions and is a result of the individual s constant interaction with the environment. Disease, as a component of health, is a manifestation of these client-environment interactions. Nurses assist clients to restore, maintain, and promote health; to prevent and treat illness and disease; and when death is imminent, to support dying with dignity Learning is a dynamic interactive process involving communication and critical thinking that builds upon previous experiences and knowledge. Learning occurs at different rates for individuals and implies a shared responsibility between the learner and the educator. Faculty recognizes the unique needs of the learner. Acting as facilitator and catalyst in the learning process, faculty fosters the development of professional and technological skills, critical thinking, lifelong learning, and the internalization of professional values. Glossary Client Refers to individuals, families, groups, communities, and populations. Communication A dynamic process that involves sending and receiving information using verbal, written, and nonverbal techniques. Community

9 4 Any of a variety of settings in which individuals, families, or groups live, work, or interact. Communities can be comprised of small groups or global societies. Community-based Nursing Program Community-based programs work to enable families to build on their own strengths and capacities to promote the healthy development of children. While these programs come in different forms, they have a common goal of increasing the level of family functioning and reducing involvement in the child protective services and juvenile justice systems. Programs are embedded in their communities and contribute to the community-building process. Critical Thinking A skill that involves reflective thinking and the ability to apply, analyze, evaluate, and/or synthesize information in a creative manner. Environment Everything that impacts the client and forms the physical, psychological, spiritual, social, and cultural climate or setting(s) in which the client lives, works, plays, and interacts. The environment and the client are in continuous interaction. Health A description of the holistic, dynamic, multidimensional state of the client. Health of the client has both subjective and objective components. Health is composed of interacting physiological, psychological, spiritual, social, and cultural dimensions and is a result of the individual s constant interaction with the environment. Health implies the continuous adjustment to stressors in the environment through the optimal use of one s physical, psychological, spiritual, social, or cultural resources. Illness and disease, as components of health, are a manifestation of these client-environment interactions. Nurses assist clients to restore, maintain, and promote optimal health; to prevent and treat illness and disease; and when death is imminent, to support dying with dignity. Holistic Refers to a way of perceiving the client that is concerned with the interrelationships between physical, psychological, spiritual, social, and cultural dimensions or aspects of the client and the client s environment. Individual A unique, holistic being composed of physical, psychological, spiritual, social, and cultural dimensions in continuous interaction with the environment. Learning A dynamic, interactive process that utilizes communication and critical thinking skills, builds upon previous knowledge and past experiences, and results in personal and/or professional growth and development. Nursing Is an autonomous and collaborative practice discipline that uses a framework of ethical and professional standards. Nursing provides health care services through a variety of roles to clients in diverse settings. Nursing Roles

10 5 At the undergraduate level, nurses are providers of care; designers, managers, and coordinators of care; and members of a profession. At the graduate level, the nurse adds roles consistent with his or her nursing specialty. Personal Growth A positive and relatively permanent change in the individual acquired through the learning process. Professional Development The process of engaging in activities that maintain or enhance knowledge and skills used in professional nursing. Professional Nurse A graduate of a BSN nursing program, practicing in a variety of nursing roles, providing direct or indirect care in diverse settings to clients with complex needs. Professional Nursing A science and an art, which builds upon theories and principles from the liberal arts and sciences, nursing science, practice, and scholarship. Professional Legal and Ethical Standards Legal: Established laws, rules, regulations, guidelines, and evidence used generally as a model or comparative method to measure the quality, safety, or performance for a practice or procedure. Includes the evaluation of factors related to safety, effectiveness, quality, availability, and cost. These standards are a guide to the knowledge, skills, judgment, and attitudes to practice safely. Federal and state laws, rules, and regulations and other professional agencies and organizations help define standards of practice. Ethical: A standard of care holds a person of exceptional skills or knowledge to a duty of acting as would a reasonable and ethical person possessing the same or similar skills or knowledge under the same or similar circumstances. (McMahon & Associates, 2012, Nursing standards of practice. Retrieved from Professional Values Values are beliefs or ideals that provide the foundation for practice and guide interactions with clients, colleagues, other professionals, and the public (AACN). These values include altruism, autonomy, human dignity, integrity, and social justice. Scholarship Activities that encompass the knowledge, discovery, integration, application, and teaching that will ultimately enhance personal and professional growth and development and the delivery of quality nursing care. Scholarship of Application Activities that involve applying or using current knowledge or new innovations to teaching and to clinical practice. Scholarship of Discovery Activities that contribute to human knowledge and its dissemination, including research and creative works. Scholarship of Integration Activities that seek to interpret, draw together, or bring new insight to bear on original research.

11 6 Scholarship of Teaching Activities that engage learners in the process of inquiry, discovery, and learning. Systematic Approach A logical process utilizing problem-solving and critical thinking skills. The nursing process is one example. Technical Nurses Graduates of associate or diploma nursing programs who provide direct care to individuals in structured health care settings. Therapeutic Nursing Interventions Strategies engaged in by the nurse that assist the client to restore, maintain, or promote health; prevent disease; treat injury, illness, and disability; or when death is imminent, to support dying with dignity. Underserved Populations The underserved population refers to those who have little to no payer source for health care needs. The cost of health care is not dependent upon the payment of services at the time of service, but would also include the economic impact of health upon the client. For example: Type I diabetic with possible loss of income due to uncontrolled conditions, cost of supplies and drugs, normal healthy visits to provider of care, and emergent care visits. Most of the underserved population falls within the normal poverty guidelines of the area in which they live. Vulnerable Populations Vulnerable populations refers to either an individual or an aggregate of the general population at risk of poor health. Physical, psychological, or social implications may contribute to the at-risk population, putting them at greater risk than the general population. Vulnerable populations can have reference to women and children, HIVinfected individuals, those living in poverty, or the immune suppressed individual suffering from the effects of a chronic disease like lupus. Vulnerability is not related specifically to economic resources, social standings, or ethnicity. However, vulnerable populations are those at greater risk of developing health problems because of their compromised health status. DEPARTMENT GOALS 1) To provide students the opportunity to a. Obtain a baccalaureate education in nursing. b. Obtain a graduate education in nursing. c. Increase knowledge of issues in health care to non-nursing majors. d. Obtain a minor in health care management. 2) To provide an educational environment that promotes lifelong learning and professional development. 3) To offer education programs that provide sound foundations for advanced education and skills. 4) To enhance the health care of the region through teaching, scholarship, and service using a community-based perspective.

12 7 BSN PROGRAM OUTCOMES 1. Utilize a systematic, deliberative approach in providing health care to clients in diverse settings. 2. Implement professional nursing roles for practice in a variety of health care settings. 3. Demonstrate beginning competence in communication, critical thinking, and therapeutic nursing intervention skills as a generalist in professional nursing practice. 4. Evaluate professional nursing practice based on professional, legal, and ethical standards. 5. Demonstrate professional development and preparation for lifelong learning. 6. Utilize knowledge from the arts and sciences in professional nursing practice. MSN PROGRAM OUTCOMES 1. Utilize a systematic, deliberative approach in implementation of advanced nursing roles. 2. Demonstrate competence in advanced communication, critical thinking, research and therapeutic nursing intervention skills in areas of role specialization. 3. Integrate legal, ethical and professional guidelines as standards for nursing practice into area of specialization. 4. Develop advanced nursing roles in area of role specialization, integrating knowledge and theory from the arts, sciences, and nursing. 5. Develop strategies to influence nursing, healthcare, and health care policy. 6. Demonstrate professional development and preparation for life-long learning in areas of role specialization. SECTION 2: ACADEMIC POLICIES AND PROCEDURES Admission Requirements Admission to the MSN Program 1. Acceptance into the Graduate College at Missouri State University. 2. Submit an application to the MSN Program. 3. A cumulative GPA of 3.00, on a 4.00 scale, in the last 60 hours of college course work attempted. 4. If the student s cumulative GPA is less than 3.00, on a 4.00 scale, submission of Graduate Record Examination (GRE) is reviewed. The analytical section of the GRE will be evaluated on an individual basis. 5. Completion of a baccalaureate degree with a major in nursing from a program accredited by the Commission on Collegiate Nursing Education (CCNE) or the Accreditation Commission for Education in Nursing (ACEN) formerly the National League for Nursing Accrediting Commission (NLNAC) accreditation agency. 6. Successful completion, with a grade of C or higher, in undergraduate statistics, nursing research, and health assessment courses. Students who have not successfully completed these courses must take them prior to submitting

13 8 an application. 7. Licensure as a registered nurse (RN) without disqualifications and eligible for licensure in Missouri. 8. Applicants who: (a) Have a bachelor s degree in nursing from a non-accredited program, or (b) Have a bachelor s degree in nursing from a foreign country, will be considered on an individual basis. 9. Applicants who are RNs and have a non-nursing degree, or a degree without upper division nursing courses will be evaluated on an individual basis prior to applying to the MSN program. Admission to the MSN Specializations Evidence of: 1. Admission to the MSN program. 2. A one-page essay that addresses the applicant s professional career goals and how the MSN program will help accomplish these goals. 3. Current immunizations (MMR, Tetanus, Varicella or documented self-report of having the disease, complete Hepatitis B series), and a PPD (or evidence of appropriate medical follow-up for PPD positive individuals). 4. Current health insurance, and nursing liability insurance for nurse educators. 5. Successful completion of prerequisites with a grade of C or higher, to include a graduate course in statistics, and courses in nursing or healthcare informatics. 6. Current American Heart Association (AHA) Basic Life Support (BLS) for Healthcare Providers certification. Students taking CPR for the first time must take a 4 hours face-to-face American Heart Association BLS Healthcare for Provider s CPR course. Online didactic course and written test are available OnlineAHA.org for a fee for those students who need to recertify. No online practice and skills testing will be accepted. 7. Drug screening test and a criminal record check* provided by the Department of Nursing and receive response that the applicant has not been convicted of any crime pursuant to Section RSMO or other disqualifications that would prohibit licensure as a registered nurse. * Students who fail these checks or procedures will be subject to further review by the Department of Nursing Graduate Admission, Progression, and Graduation Committee. This may result in dismissal from the MSN program and specialization. * Students with complete application materials for full admission will be reviewed by a departmental selection committee. Selection of students for the MSN program is on a competitive basis. Nurse Educator Specialization Students accepted into the MSN Program and with a completed application to the Nurse Educator specialization will be considered for admission. Acceptance into the Nurse Educator specialization is ongoing and applications will be taken until the class is filled.

14 9 Additional Requirements of the Program Students will be required to initiate and pay for any additional security checks and drug screenings required for clinical agencies. Probational Admission to the MSN Program 1. Probational admission may be granted to the applicant with a GPA below 3.00, or academic deficiencies. 2. During the probationary period, the student shall receive no course grade lower than a B- for the first nine hours of graduate course work attempted. 3. Students on probationary status will be evaluated each semester by the Nursing Admission, Progression, and Graduation Committee (APG), and a decision will be made on the student s status and a letter will be sent to the student regarding dismissal or continuation in the program. Retention Requirements After admission into the MSN program and continuing through full admission into the specializations, the students must achieve the following for retention in the program: 1. Maintain a GPA of 3.00, with no more than 3 semester hours of graduate work below a grade of B-, and no hours of graduate work below a grade of C. Receive a pass in all clinical evaluations. 2. No more than one course may be repeated. 3. Nurse Educator students must complete all requirements for the degree by their 5th academic year after admission into the specialization. 4. Demonstrate acceptable levels of maturity and integrity, as well as behaviors and attitudes normally expected of professional nurses in advanced nursing roles. 5. Demonstrate acceptable professional progression in application of skills and knowledge in the area of specialization. Technological Requirements The Missouri State University MSN Program uses a combination of online and oncampus modalities. Didactic online content is delivered using asynchronous and synchronous formats. Applicants to the MSN program must be proficient using Blackboard (or other course platform systems), word processing, spreadsheet management, and presentation graphics software. Students are expected to be able to manage files, navigate the internet, access resources, to locate scholarly references from the library, use a headset/microphone, computer camera, scanner and fax machine. Students who have deficiencies in these areas must seek training before the start of the program.

15 10 The Department of Nursing uses a Blackboard course management system for all courses. Additionally, the Adobe Connect software is used for synchronous course offerings and other experiences. Videoconferencing may be used with Adobe Connect or Skype software. Access to a personal computer with broadband (Cable or DSL) connections, a web camera, microphone with headset, and a laptop computer with wireless capabilities that meet the minimal hardware is required. Our multimedia content is optimized for Internet Explorer and Firefox. Course of Study for the MSN The MSN program provides an educational opportunity for BSN-prepared nurses to obtain a degree in the Nurse Educator (NE) role. Graduates of the Nurse Educator program are prepared for teaching roles in academic, staff development, and community education settings. Specific courses offered for the MSN program are described below. MSN Core Courses The Nurse Educator program is built on a foundation of core courses, including research, nursing science, advanced health assessment, health policy and issues, and thesis or non-thesis course work. A description of the core MSN courses are provided below. Credit hours for each course are indicated after the course title followed by the weekly clock hours for classroom and clinical or laboratory experience in parenthesis. Clinical credit hours are calculated on a 1 to 3 ratio, with one credit hour equal to 3 clock hours. Laboratory credit hours are calculated on a 1 to 2 ratio, with one credit hour equal to 2 clock hours of laboratory time. NUR 701 NUR 707 NUR 772 Nursing Science. 3(3-0), F Prerequisite: Admission to the FNP or NE specialization or instructor permission. This course is designed to address how nursing science has evolved and the state of the art of nursing science. Emphasis will be placed on analysis and critique of existing nursing models and theories. Advanced Health Assessment and Health Promotion Throughout the Lifespan. 2 (2-0), Su Prerequisite: Admission to the graduate programs in nursing. Exploration of advanced health assessment and health promotion strategies for individuals, families, and communities. Includes consideration of diverse populations, cultural competence for providers, exploration of the meanings of health and illness, the use of complementary and alternative therapies, and the impact of spirituality. Advanced Research Methods in Nursing. 3(3-0), S Prerequisite: Admission to the FNP or NE specialization or instructor permission. Critical analysis of the researcher role, the research process,

16 11 and research ethics within a nursing framework. Application of learned principles will result in the development of the research proposal. NUR 788 NUR 797 NUR 799 Health Policies and Issues. 3(3-0), F, S Prerequisite: Admission to the FNP or NE specialization or instructor permission. Exploration of current issues in health care, such as access to health care, reimbursement, health care reform, case management, and health policy development. Health care trends related to special populations and ethical issues will be emphasized. Non-thesis Project. 1-3, F, S, Su Prerequisite: Admission to the FNP or NE specialization. Active participation in the on-going research and/or nursing evaluation activities of nursing faculty. Culminates in a presentation of an extensive scholarly paper. Must be repeated for a minimum of 3 credit hours. Thesis. 1-6, F, S, Su Prerequisite: Admission to the FNP or NE specialization. Demonstration of the capacity for research and independent thought culminating in a thesis. Must be repeated for a minimum of 6 credit hours. Nurse Educator Role Specialization Courses Masters preparation as a nurse educator builds on the MSN core nursing courses described earlier. In addition, nurse educator students complete courses which provide an emphasis on health promotion and health restoration in a specific clinical area and courses to develop advanced teaching skills including teaching/learning theory, curriculum design, issues in healthcare education, practicums in academic, community, and/or staff development settings. Specific courses for the Nurse Educator specialization are identified below. NUR 700 Epidemiology. 3(3-0), F, S Prerequisite: Admission to the MSN program. This course is an introduction to the epidemiological methods and procedures utilized in the study of the origin, distribution, and control of disease. It will include the study of infectious and non-infectious disease etiology, including vector control, host defenses and resistance, and investigation of disease outbreaks. Students will learn to use basic epidemiological concepts and methods for program planning, evaluation, and research. Basic statistical measures used in the analysis of clinical and epidemiological evaluations, including measures of disease frequency and measures of absolute and relative effects, will be covered. Identical with PBH 720. Cannot receive credit for both NUR 700 and PBH 720.

17 12 NUR 703 NUR 780 NUR 781 NUR 782 NUR 783 NUR 784 NUR 786 Population Health, 3(3-0), S Prerequisite: admission to the Family Nurse Practitioner or Nurse Educator specialization or instructor permission. Fosters development of advanced knowledge of health concepts from a local, state, national, and global perspective. The phenomena of cultural competence, health disparities, and vulnerable/underserved populations will be explored. The course is a pre/corequisite for NUR 704, a cultural immersion course required for family nurse practitioner students. Teaching/Learning for Health Care Educators. 3(3-0), F, S Prerequisite: Admission to the NE specialization. Designed to examine works of major learning theorists and investigate research related to teaching methods and learning. Identification of teaching/learning strategies used in health care education and practice. Nursing Education Practicum. 2(0-6), F, S Prerequisite: Admission to the NE specialization. Clinical experience in a nurse educator role in a basic nurse education program. Application of educational theories and principles in a clinical teaching setting. Includes clinical teaching experiences of not less than 96 hours. Curriculum Design and Program Development. 3(3-0), F, S Prerequisite: Admission to the NE specialization. Basic components and processes of curriculum development. Various perspectives of curriculum design will be discussed. Curriculums for formal educational programs, staff development, and continuing education will be compared. Nurse Education Practicum II. 2(0-6), F, S Prerequisite: Admission to the NE specialization. Clinical experience in a nurse educator role in a healthcare or community setting with emphasis on the application of educational theories and principles. Includes clinical experiences of not less than 96 hours. Technology in Healthcare Education. 2(2-0), F Pre-requisite: Permission. This course explores various technology-bases health education resources, such as blogs, wikis, YouTube/SchoolTube, podcasts, webinars, and social networking tools utilized to support the teaching and learning process. Strategies to assess learners, to develop learner evaluation plans, and to measure learning outcomes will be discussed. Issues in Healthcare Education. 2(2-0), D

18 13 Other Courses Prerequisite: Admission to the NE specialization. Exploration of current issues in academic and healthcare education. Issues occurring in the university, community college, acute care, and community education settings will be included. NUR 515/635 Healthcare Informatics. 3(3-0), F, S, Su Integration of health, computer and information sciences in managing information to support healthcare and research. Development of skill in managing information and using information systems relevant to health care. Cannot receive credit for both NUR 515 and NUR 635. NUR 695 NUR 696 NUR 798 Independent Study in Nursing (1-6) D Prerequisite: Permission of instructor. Special topics for individual students may be offered as specific topics of interest or as needs arise which are not covered by courses or content in the program. May be repeated for credit for a maximum of 6 credit hours as topics change. May be taught concurrently with NUR 596. Cannot receive credit for both NUR 596 and NUR 695. Special Topics in Nursing 1-3 (1-3), D Prerequisite: Permission of instructor. Special topics for groups of students may be offered as specific topics of interest or as needs arise which are not covered by courses or content in the program. Maybe repeated for credit for a maximum of 6 credit hours as topics change. May be taught concurrently with NUR 597. Cannot receive credit for both NUR 597 and NUR 696. Research (1-6) F, S Prerequisite: Permission of research advisor. Application of the research process in the supervised study of a selected problem. May be repeated for a maximum of 6 hours. Post-Masters Nurse Educator Certificate Program The Post-Masters Nurse Educator Certificate Program prepares nurses who have a master s degree in nursing in another specialty to function as educators within a variety of clinical, academic, and community settings. The Nurse Educator Certificate Program is a series of courses totaling a minimum of 12 credit hours and 192 clinical hours that can be completed in two semesters.

19 14 Admission Requirements: 1) Admission to the Graduate College at Missouri State University. 2) Master s degree in nursing from an accredited nursing graduate program that includes, at a minimum, graduate courses in nursing theory and research. 3) Completion of a graduate clinical course with a grade of B or higher. Students with no graduate clinical courses may satisfy this requirement by enrolling in NUR 620 and NUR 621 during their Certificate Program. 4) Completion of a graduate health assessment course with a grade of B or higher. Students with no graduate health assessment course may satisfy this requirement by enrolling in NUR 707 Advanced Health Assessment and Health Promotion Throughout the Life Span. 5) Graduate GPA of 3.0 or higher. 6) Hold a current unencumbered RN license from a state within the United States, and any state in which clinical practicums will occur. 7) Evidence of current liability insurance. 8) Evidence of current health insurance. 9) Admission interview. 10) Submit evidence of current immunizations: MMR, Tetanus, Varicella [either (a) 2 doses of vaccine, (b) lab evidence of positive titer, or (c) selfdocumented history of chickenpox or shingles], a complete Hepatitis B series, and a negative PPD (or evidence of appropriate medical follow-up for PPD positive individuals). 11) Current American Heart Association (AHA) Basic Life Support (BLS) for Healthcare Providers certification. Students taking CPR for the first time must take a 4 hours face-to-face American Heart Association BLS Healthcare for Provider s CPR course. Online didactic course and written test are available OnlineAHA.org for a fee for those students who need to recertify. No online practice and skills testing will be accepted. 12) Drug screening test and a criminal record check. *Provided through the Department of Nursing and must receive response that the applicant has not been convicted of any crime pursuant to Section RSMO nor other disqualifications that would prohibit licensure as a registered nurse. 13) Meet technical standards of the program in order to successfully undertake the course of study. These standards are available upon request from the program. 14) Applicants must demonstrate academic potential to successfully complete the program. *Students who fail these checks or procedures will be subject to further review by the Department of Nursing Graduate Admission, Promotion and Graduation. This may result in dismissal from the MSN program.

20 15 Because of course constraints, only a limited number of students will be admitted to the Post-Masters Nurse Educator Certificate Program. Complete applications are reviewed on an ongoing basis. Admission is on a space available basis. Students may pursue either part-time or full-time study; however, all course work in the Post-Masters Nurse Educator Certificate Program must be completed within 5 years. Required Courses Credit Hours NUR 780 Teaching/Learning for Healthcare Educators 3 (3-0) NUR 781 Nursing Education Practicum I 2 (0-6) NUR 782 Curriculum Design and Program Development 3 (0-6) NUR 783 Nursing Education Practicum II 2 (0-6) NUR 786 Issues in Healthcare Education 2 (2-0) Total Hours 12 hours Sample Academic Plan Spring NUR 780 Teaching/Learning for Health care Educators 3 (3-0) NUR 782 Curriculum Design and Program Development 3(3-0) TOTAL = 6 credit hours Fall NUR 786 Issues in Healthcare Education 2 (0-2) NUR 781 Nursing Education Practicum I 2 (0-2) NUR 783 Nursing Education Practicum II 2 (0-2) TOTAL = 6 credit hours Accelerated RN to Masters of Science in Nursing Nurse Educator (RN to MSN) Option This option is only available to the Nurse Educator Program. The Accelerated RN to Masters in Nursing option is designed to enable academically outstanding registered nurses who have an associate degree or diploma in nursing to receive a baccalaureate and master s degree in nursing in less time than it would take to complete each degree separately. If accepted to the accelerated option, students may take courses that will meet elective requirements for the BSN degree and meet the prerequisite requirement for the MSN degree. Students may take an examination and perform an in-depth physical assessment to meet NUR 342: Health Assessment course requirements and receive credit for this course. Completing NUR 515 Healthcare Informatics, Graduate Statistics and testing out of NUR 342 Health Assessment will allow the student to save 10 credit hours. The time it will take to complete the program depends on the number of general education courses required to graduate.