University of South Carolina Upstate Mary Black School of Nursing Master of Science in Nursing Program

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1 University of South Carolina Upstate Mary Black School of Nursing Master of Science in Nursing Program GRADUATE STUDENT HANDBOOK The University of South Carolina Upstate provides equal opportunity and affirmative action in education and employment for qualified persons regardless of race, color, religion, sex, national origin, age, disability or veteran status.

2 UNIVERSITY OF SOUTH CAROLINA UPSTATE MARY BLACK SCHOOL OF NURSING MASTER OF SCIENCE IN NURSING PROGRAM 2 Main Nursing Office (864) Toll Free (888) Graduate Office (864) FAX (864) Dean...Katharine M. Gibb, Ed.D, MSN, RN Associate Dean, Spartanburg Campus.....Deborah Charnley, PhD, MN, RN Associate Dean, Greenville Campus...Sonya Blevins, DNP, MS, CE, CMSRM Director of Graduate Program Mary Alice Hodge, PhD, MSN, CNL, RN Director of Research in Nursing...Lynette Gibson, PhD, RN Program Coordinator & Academic Advisor...Tracey Bourgoin, MA Executive Assistant to Dean...Tracey Bourgoin, MA The University of South Carolina Upstate reserves the right to make changes in curricula, degree requirements, course offerings, and all regulations when in the judgment of the faculty, the Chancellor, the President or the Board of Trustees such changes are in the best interest of the students and the University. The Graduate Nursing Faculty reserve the right to review and make recommendations to revise this handbook annually. Should there be significant changes in policies and guidelines, students will be given copies of the changes. Please note: Registration at the university assumes the student s acceptance of all published regulations, including those which appear in this and all other publications.

3 Table of Contents 3 WELCOME HISTORY OF USC UPSTATE MARY BLACK SCHOOL OF NURSING HISTORY MARY BLACK SCHOOL OF NURSING VISION USC UPSTATE MISSION MARY BLACK SCHOOL OF NURSING MISSION... 6 MARY BLACK SCHOOL OF NURSING PHILOSOPHY MISSION OF THE MSN PROGRAM PROGRAM OBJECTIVES MSN CURRICULUM COURSE DESCRIPTIONS COURSE EXPECTATIONS PRACTICUM PRECEPTOR GUIDELINES EVIDENCE-BASED PROJECT GUIDELINES ADVISORS GRADING SCALE GENERAL INFORMATION UNIVERSITY CATALOG AMERICAN NURSES ASSOCIATION MU RHO CHAPTER OF SIGMA THETA TAU FINANCIAL ASSISTANCE LIBRARY RESOURCES ACADEMIC DISHONESTY DISMISSAL & READMISSION PROGRESSION ACADEMIC STANDARDS CRIMINAL BACKGROUND CHECK LICENSURE ACADEMIC POLICIES & PROCEDURES RESOURCES DISABILITY SERVICES CORE PERFORMANCE STANDARDS USC UPSTATE STUDENT HANDBOOK HONOR CODE POLICY STUDENT APPEALS PROCEDURES

4 4 WELCOME We are delighted to welcome you to the Master of Science (M SN) program in the Mary Black School of Nursing at the University of South Carolina Upstate. We are pleased that you have selected this university to pursue your education and are confident that you will find the program of study both challenging and rewarding. One of the strong points of this program i s the cadre of committed faculty. We believe that you will find the faculty to be caring, competent, and empathetic individuals willing to assist you in every way possible. Please feel free to call on me at any time. We aim to serve you for the best educational experience thus far in your careers, and we welcome your input and suggestions concerning the program. As you know the Clinical Nurse Leader (CNL) is an exciting and new role for the professional nurse. You will be educationally and experientially prepared to lead your hospital into the future and assist in the leadership teams to bring excellence in our hospital and patient care outcomes. Many will ask you what this role is all about and we intend to prepare you to answer those questions with confidence and professionalism. Prepare yourselves for the journey of your lifetime as you expand your expertise as a viable member of the health care team. This handbook has been developed to provide university and school information concerning various policies and guidelines. Please seek clarification from your faculty as needed. Katharine M. Gibb, EdD, MSN, RN Dean, Mary Black Endowed Chair for Nursing Wharton Executive Fellow

5 HISTORY OF USC UPSTATE 5 The history of the University of South Carolina Upstate is a chronicle of remarkable development. In 1967, the university was founded in response to efforts undertaken by G.B. Hodge, M.D., together with fellow members of the Spartanburg County Commission for Higher Education, and a remarkably strong founding faculty primarily to avert serious health care labor shortage crisis when Spartanburg General Hospital announced plans to eliminate its diploma program for registered nurses. A citizen s committee investigated the situation and ultimately requested that Spartanburg be included in the University of South Carolina system. The Spartanburg Regional Campus, as it was first known, opened its doors in the fall of 1967 to 177 students on the first floor of the Spartanburg General Hospital nursing residence. Enrollment continued to increase, which resulted in the school becoming a four-year university in 1975 and being renamed the University of South Carolina Spartanburg. Since its founding, USC Upstate has grown from a small, two-year campus into one of the leading metropolitan universities in the Southeast. This growth has been a direct response to the needs of the Upstate a tradition that began with the University s creation. The University has expanded well beyond nursing to include 40 bachelor s programs in the liberal arts, sciences, business, information management and systems, teacher education and nursing. In 1994, the University moved to the graduate level, with master s degree programs in elementary education and early childhood education. The University s numerous partnerships with public and private corporations and other educational institutions, coupled with the mission to offer baccalaureate education to the citizens of the Upstate of South Carolina, led to a name change. On June 30, 2004, with USC Board of Trustees approval, USCS changed its name to the University of South Carolina Upstate. MARY BLACK SCHOOL OF NURSING HISTORY The Mary Black School of Nursing is named in honor of Mrs. Mary Black Phillips and the late Miss Rosa Black in appreciation for the generosity of the Black Family for their role in securing funds for the building that houses the School of Nursing. The School began offering the Associate Degree in Technical Nursing in 1967 with the beginning of the University. This program closed in The Bachelor of Science in Nursing program began in 1977 as an upper division program for registered nurses. In 1986, the first generic four year track began. In 2003 the University of South Carolina Upstate opened an additional campus for the University in Greenville, South Carolina at the University Center (UCG). Classrooms, computer laboratories, a learning resource center and faculty offices support the undergraduate program at the Greenville site. In 2008, the Mary Black School of Nursing, Spartanburg campus, moved its offices and classrooms to the new Health Education Complex on North Campus Boulevard. In Spring 2013, the Mary Black School of Nursing received approval from the South Carolina Commission on Higher Education for a Master in Science degree with an emphasis on the Clinical Nurse Leader with classes beginning in fall MARY BLACK SCHOOL OF NURSING VISION Mary Black School of Nursing (MBSON) will become one of the Southeast s leading schools of nursing in a metropolitan university. Students, graduates and faculty of MBSON will be recognized at local, state, national and international levels as having a positive effect on the health of diverse individuals, families and communities of Upstate South Carolina through excellence in teaching, scholarship and professional service UNIVERSITY OF SOUTH CAROLINA UPSTATE MISSION University of South Carolina Upstate aims to become one of the Southeast s leading metropolitan universities a university that acknowledges as its fundamental reason for being its relationship to expanding populations along the I-85 corridor. It aims to be recognized nationally among its peer metropolitan institutions for its excellence in education and commitment to its students, for its involvement in the Upstate, and for the clarity and integrity of its metropolitan mission. As a senior public institution of the University of South Carolina with a comprehensive residential campus in Spartanburg and commuting and degree completion operations at the University Center of Greenville, the University s primary responsibilities are to offer baccalaureate education to the citizens of the Upstate of South Carolina and to offer selected master s degrees in response to regional demand.

6 6 USC Upstate strives to prepare its students to participate as responsible citizens in a diverse, global and knowledge based society, to pursue excellence in their chosen careers and to continue learning throughout life. Curricula and services are designed for the University s students, four to seven thousand in headcount, who are diverse in background, age, race, ethnicity, educational experience and academic goals. Students are drawn in large proportion from the Upstate where many choose to remain for their careers. A broad range of major curricula are provided in arts and sciences and in professional fields of study required by the regional economy, including business, education, and nursing. Through onsite instruction, distance learning, continuing education and inter-institutional articulation agreements, both traditional students and working professionals are served across the region. Consistent with the international character of the Upstate, the University promotes global perspectives across its programs. Supporting the regional employment objectives of most of its students, it provides extensive experiential learning opportunities. The University s metropolitan mission rests upon a foundation of partnerships with the education, corporate and service organizations of the Upstate. The faculty provides leadership in promoting the Upstate s economic, social and cultural development. This is achieved through its teaching, professional and public service, basic and applied scholarship and research, and creative endeavors. Core Values: The University s core values not only serve as the philosophical underpinnings of the institution s mission, but they serve to govern attitudes, behaviors, and decisions in daily activities among stakeholders. As such, the University of South Carolina Upstate affirms that People come first. We are committed to creating an inclusive environment wherein we respect our differences as we pursue our common academic purposes. Our employees, students, parents and partners are the University s most valuable assets. We aim to work hard, work smart and always do the right thing. We cooperate and collaborate with colleagues and constituents, aiming to be responsive, flexible, accessible and friendly in our service. We strive to be good will ambassadors for the University, and to advance its reputation and its metropolitan mission. Stewardship of resources is critical to accomplishing the University s mission. We understand the importance of evaluating and reflecting on our daily activities in order to gain the highest value in return for the University s and our own professional investments. As employees, we aim to apply principles of honesty and fiscal responsibility in order to conserve student, partner, and University resources as though they were our own. Integrity as an academic institution drives our daily activities. That integrity includes a passion for teaching and learning, and a belief that every employee and student has a right to learn and progress as far as he or she is able. We seek, therefore, to provide a distinctive learning environment that supports and encourages employee growth and personal and professional development. MARY BLACK SCHOOL OF NURSING MISSION Nursing as part of the University of South Carolina Upstate, aims to serve the citizens of the Upstate South Carolina by providing educational programs in nursing that are of the highest quality. Programs offered at the Mary Black School of Nursing use a variety of teaching modalities and foster inter-institutional articulation for students who are diverse in background, age, race, ethnicity, gender, educational experiences and needs. Programs are founded upon strong partnerships with the community, including health care organizations and health care providers in Upstate South Carolina. The faculty of the Mary Black School of Nursing are committed to excellence in teaching, advising and in providing experiential learning opportunities that empower students to become competent professionals who give high quality nursing care to diverse populations. The faculty provides leadership in addressing nursing educational needs and in promoting the health and welfare of the citizens of Upstate South Carolina through educational outreach, scholarship and professional service. Revised 7/2009; 5/2011; 8/2012; 8/2014

7 MARY BLACK SCHOOL OF NURSING PHILOSOPHY 7 Baccalaureate nursing education at the Mary Black School of Nursing prepares individuals for professional nursing practice to serve the people of Upstate South Carolina and beyond. The Baccalaureate Nursing Program's philosophy reflects the vision, mission and goals of the University of South Carolina Upstate and the Mary Black School of Nursing. This philosophy includes the faculty's beliefs about human beings, the environment, health, nursing, baccalaureate nursing education, the teaching-learning process, and characteristics of the professional nurse. The faculty believes that human beings (individuals, families, groups, aggregates, and communities) are complex, interrelated, and interdependent open systems composed of multiple subsystems. Humans are integral with and cannot be separated from their environment. They continuously receive and process inputs from their environment and provide outputs to that environment. Outputs are the result of the transformation of inputs and are influenced by a human's biological, cognitive, psychological, social, cultural, and spiritual subsystems. Human beings strive to achieve higher levels of functioning and complexity through developmental processes. Human beings are greater than and different from the sum of their parts. This holistic view of human beings focuses on the dynamic interaction, pattern, organization, and relationship of subsystems and supra-systems. The faculty believes that environmental concerns are global in nature. The environment includes but is not limited to the political, social, economic, technologic, genetic, and ecological systems that influence or are influenced by human beings. The environment is the context in which nursing occurs. The faculty believes that health is a dynamic process constantly changing and existing on a continuum of wellness to illness from birth to end-of-life. The mutual interaction of biological, cognitive, psychological, social, cultural, and spiritual subsystems results in health. Culturally based beliefs, values and lifestyles, natural and social environments, genetic background, and developmental level all affect the client s experience and definition of health. Optimal wellness is achieved through self-care behaviors, partnerships with families and communities, and interventions with health care providers. The faculty believes that nursing, a subsystem of the health care delivery system, is an open system. The scope of professional nursing practice includes health promotion, maintenance, restoration, rehabilitation, as well as the prevention and detection of health alterations. Caring is integral to professional nursing practice and extends to self and others in the provision of humanistic health care. Professional nursing practice is both a caring art and an applied science based upon synthesis of knowledge from nursing and the liberal arts and sciences. Through partnerships, nursing creates a sociopolitical force that promotes and enhances health and health care. The faculty believes that teaching-learning occurs from interactions and transactions between and among students, faculty, and clients. Learners are diverse in their biological, cognitive, psychological, social, cultural, and spiritual characteristics. Learning is a continuous process facilitated by self-assessment, technology, and a variety of teaching methods that accommodate diverse learning styles and individual learning needs. The faculty believes that baccalaureate nursing education is broad-based and consists of professional nursing, liberal arts, and science courses. The baccalaureate program prepares the student to synthesize, think critically, and make clinical judgments within ethical, moral, and legal frameworks. The program provides opportunities for students to assume responsibility for the total scope of nursing practice for diverse individuals, families, groups, aggregates, and community clients in structured and unstructured settings. Students learn to function in a variety of roles such as: providers of care, consumers of research, collaborators, advocates, educators, leaders, and managers. The goal of baccalaureate nursing education is to prepare innovative leaders in nursing practice. It prepares students to integrate cutting-edge knowledge such as genetics, environmental health, and community-focused health care. Baccalaureate nursing education prepares students to access, critique, and examine research for its implications and utilization in evidence-based nursing practice and provides the foundation for graduate education in nursing. The faculty believes that the baccalaureate graduate synthesizes and applies broad knowledge from the liberal arts, sciences, and nursing to provide theoretical and evidence -based nursing care. Drawing upon cognitive, affective, and psychomotor domains of learning, the professional nurse uses critical thinking strategies to provide holistic care to diverse clients with simple and/or complex health needs. The professional nurse is accountable for nursing care and acts in independent, interdependent, and dependent roles to provide and coordinate health care. The use of complex

8 8 communication skills by the baccalaureate graduate facilitates interpersonal relationships and enhances therapeutic nursing interventions to effect change. Through life-long learning, the professional nurse incorporates new knowledge and technologies to improve care and advance nursing practice. The baccalaureate graduate, as a leader and responsible citizen, creates the social, economic, and political systems that impact global health. Adopted by faculty 2/15/02 Revised 10/2002; 4/2003; 7/2009; 5/2011; 8/2012; 8/2014 MISSION OF THE MSN PROGRAM USC Upstate is a thriving metropolitan university with strong relationship with the surrounding cities, their connecting corridors and expanding populations. The university is recognized for its e x p e r i e n t i a l l e a r n i n g, r e gi o n a l a n d global partnerships, employment opportunities, cultural diversity, and dynamic community activity. Graduates of the master s program will be prepared with a comprehensive knowledge base and practice expertise that magnifies the baccalaureate entry level of practice. The CNL, with a broad-based graduate nursing education, assesses risk, designs and implements plans of care, and provides oversight of the care delivery and outcomes for individuals, families and/or populations. CNLs do not fill the traditional role of nurse managers or other master s prepared nurses but rather are expert bedside and/or community practitioners who provide leadership and problem-solving skills in addressing client health care outcomes. Other master s in nursing programs do not focus on bedside nursing care and outcomes, but on specialty areas or advanced practice. The CNL uses evidence-based information to improve clinical and environmental care outcomes and effect change in health care organizations. The CNL functions as part of an interdisciplinary team by communicating, planning, and implementing care directly with other health care professionals, such as physicians, pharmacists, social workers, clinical nurse specialists, and nurse practitioners. The diversity of South Carolina s population requires health care providers to be knowledgeable and competent in caring for this disparate population and to understand the impact that global health has on the health of South Carolinians. The Clinical Nurse Leader will have the skill to recognize the challenges of working with a multinational population and will have the knowledge to address the issues related to cultural competence and ethical dilemmas that may be derived from cultural differences. The CNL realizes that disease and illness have no borders and will be attuned to global health issues that can impact everyone. Purpose a. This professional program prepares graduates to assume Clinical Nurse Leader positions in a variety of health care settings. The program is designed for RNs who hold the BSN degree. b. Program Objectives Graduates of this program will be able to: 1. Integrate best current evidence with clinical expertise and patient/family preferences and values for the delivery of optimal health care across diverse settings. 2. Use data to monitor the outcomes of care processes and use improvement methods to design and test changes to continuously improve the quality and safety of healthcare systems and minimize risk of harm to patients. 3. Apply research outcomes within the patient care setting to resolve practice problems, work as change agent and disseminate results. 4. Use information and technology to communicate, manage knowledge, mitigate errors and support decision making. 5. Intervene at the system level through policy development process and employ advocacy strategies to influence health and health care.

9 9 6. Function effectively within nursing and inter-professional teams - Fostering open communication, mutual respect and shared decision-making to achieve quality patient care. 7. Recognize the patient or designee as source of control and full partner in providing compassionate and coordinated care based on respect for patient s preferences, values and needs. 8. Influence healthcare outcomes at an advanced level of understanding of nursing and relevant sciences and integrate this knowledge into practice.

10 MSN CURRICULUM SCHOOL OF NURSING MASTER OF SCIENCE IN NURSING PROGRAM CLINICAL NURSE LEADER - DEGREE PLAN 10 Course Number Course Name Hours Full Time Four Semester Plan (38 Hours) Course Number Course Name Hours NURS700 Fall Semester I (11 Hours) Theoretical and Conceptual Foundations for Nursing Spring Semester II (9 Hours) 3 NURS710 Nursing Research Methods 3 NURS701 Health Promotion and Advanced Health Assessment 3 NURS711 Healthcare Delivery Systems 2 NURS702 Advanced Pathophysiology 3 NURS712 Role of the Nurse as Leader 3 NURS703 Cultural Perspectives in Healthcare* 2 NURS713 CNL Practicum I 1 NURS 715 Summer Semester (2 Hours) Global Experience (optional substitute for NURS 703) 2 Fall Semester III (9 Hours) Spring Semester IV (9 Hours) NURS720 Advanced Applied Pharmacology 3 NURS730 Outcomes Evaluation in Healthcare Systems Leadership 3 NURS721 Quality and Risk Management in Health Systems Leadership 2 NURS731 Evidence Based Practice Project II 2 NURS722 Data Analysis in the Healthcare System 2 NURS732 CNL Practicum III 4 NURS723 Evidence Based Practice Project I 1 NURS724 CNL Practicum II 1 *NURS715 optional instead of NURS 703 A description of each of the above courses can be found in the USC Upstate Graduate Catalog.

11 Course Descriptions 11 NURS 700. Theoretical and Conceptual Foundations for Nursing (3) Exploration of various nursing theories and the utilization of nursing theory to health care delivery and to the role of the advanced practice nurse. Nursing theory and its relationship to providing comprehensive and holistic nursing care is investigated. Prerequisites: Admission to graduate program. NURS 701. Health Promotion and Advanced Health Assessment (3) Comprehensive advanced holistic health assessment skills based on the integration of advanced theoretical and empirical knowledge necessary to identify health needs and risks. Emphasis will be placed on the differentiation between normal and abnormal findings, integration of laboratory findings and diagnostic reasoning analyses for clinical decision making, incorporating the principles of health promotion. Prerequisite: Admission to the graduate program. NURS 702. Advanced Pathophysiology (3) Examination of the pathophysiological basis of disease processes. Core pathophysiological concepts for all body systems as a foundation for clinical decision making and nursing management is included. Prerequisite: Admission to the graduate program. NURS 703. Cultural Perspectives in Healthcare (2) Emphasis on understanding the ways cultural, ethnic, socioeconomic, linguistic, religious and lifestyle variations are expressed. Attention is directed at increasing the capacity of health care professionals to develop culturally sensitive health care systems. Prerequisite: Admission to the graduate program NURS 710. Nursing Research Methods (3). Prepares advanced practice nurses with skills and knowledge needed to use nursing research to provide high quality nursing care, initiate change and promote evidence based practice. Evidence based practice models will be used for the evaluation and application of scientific knowledge surrounding practice issues. Prerequisite: NURS 700. NURS 711. Health Care Delivery Systems (2). Examination of health care policy organization and finance. Explores the role of the advanced practice nurse in providing high quality, cost effective care and addresses issues related to the delivery of healthcare. Prerequisite: NURS 700. NURS 712 Role of the Nurse as Leader (3) Leadership in the healthcare delivery system across all settings. The definition and role of the transformational nurse leader will be explored as well as implementation across various settings. Fundamental aspects of nurse leadership will be expanded upon to prepare the graduate for this multifaceted responsibility. Prerequisite: NURS 700 NURS 713 CNL Practicum I (1) Introduces the CNL role as clinician, outcomes manager, client advocate, educator, information manager, systems analysis, team member and lifelong learner. CNL portfolio is initiated. Involves 75 clinical hours. Prerequisite 700; Pre or co-requisite 712. NURS 715. Global Healthcare (2) Immersion experience in an international or national setting. Exploration of the interplay of culture, public health, ethics, social justice, policy, and models of health care delivery in a global perspective. Course will require travel and related expenses. Prerequisite: Admission to the graduate program NURS 720. Advanced Applied Pharmacology (3) Comprehensive review of pharmacological concepts and principles. Focuses on use of pharmacotherapeutics in the treatment of disease and health promotion. Prerequisite: Admission to the graduate program NURS 721 Quality and Risk Management in Health Systems Leadership (2) Application of leadership principles to clinical quality and risk management. Emphasis is placed on clinical judgment and decision making skills in illness management, health restoration and risk reduction in prototypic health care problems. Prerequisite NURS 711 & NURS 712.

12 NURS 722 Data Analysis in the Healthcare System (2) Examination of appropriate data analysis techniques to various research designs. An overview of health information systems that are utilized to develop patient data sets and safeguard privacy is provided. Prerequisite: Admission to the graduate program. Pre requisite: NURS 710; Co requisite NURS 721 NURS 723 Evidence Based Practice Project I (1) Provides an opportunity for students to address problems in health systems leadership education using evidence based approaches. Pre or co requisite NURS 722 NURS 724 CNL Practicum II (1) Transition of students into the CNL role as clinician, outcomes manager, client advocate, educator, information manager, systems analysis, team member and lifelong learner. The student functions under the guidance of a faculty member and clinical preceptor with emphasis on microsystem assessment. Continuing documentation for the CNL portfolio. Involves 75 clinical hours. Prerequisite 711, 713 NURS 730 Outcomes Evaluation in Healthcare Systems Leadership (3) Accountability for health care outcomes for specific groups of clients within a unit or setting. Application of research is utilized to implement and evaluate plans of care. Relevant factors are synthesized to evaluate and achieve optimal patient and outcomes. Prerequisite: NURS 711, 712, 721,722 NURS 731 Evidence Based Practice Project II (2) Culmination of evidence based practice project initiated in previous semester. A final portfolio document that verifies the development and competency of the student in the CNL role. The portfolio records the student s achievements. Prerequisites: NURS 723; Co Requisite 732. NURS 732 CNL Practicum III (4) Immersion experiences in the role of the CNL. Involves 300 clinical hours. Prerequisite: NURS 724. Co-requisite NURS COURSE EXPECTATIONS Through regular participation each student has an opportunity to acquire and share knowledge, communicate with faculty and other students, and take the intellectual initiative. Students are expected to display respect for self and others in their online environment and manage their time to meet specific course deadlines and requirements. PRACTICUM PRECEPTOR GUIDELINES Requirements for Students Enrolled in Practicum Courses: Preceptors may be selected by students with approval of course faculty. Develop a learning contract with the preceptor(s) o The learning contract should include objectives, planned activities, and expected outcomes mutually agreed upon by the preceptor, the student, and the faculty. Practicum activities o With prior approval of course faculty, MSN students who are currently employed in a professional role that is the same as their practicum focus may apply selected employment activities to fulfill practicum requirements. Faculty approval may be granted for those activities that meet course goals and promote development in the specific role. Students must collaborate with faculty in advance to determine which activities are appropriate. Complete clinical hours as stated on the course syllabus with planned practicum activities of which no more than 24 hours are allotted for continuing education. Complete a portfolio as defined by the faculty that contains a critical analysis and synthesis of practicum activities, completion of project, and a written self-evaluation of the practicum experience. Achieve a satisfactory evaluation from the course instructor and the preceptor.