1 VANGUARD UNIVERSITY OF SOUTHERN CALIFORNIA COSTA MESA, CALIFORNIA RN to BSN Degree & Master of Science in Nursing (MSN) Degree Student Handbook Second Edition Nov. 2013
2 TABLE OF CONTENTS Introduction to Vanguard University 2 Institutional Values 2 Educational Targets and Goals 3 Nursing Program Goals, Mission and Philosophy 5 Vanguard University Nursing Conceptual Framework 6 University Resources 7 University Policies 9 RN to BSN Degree Program 11 RN to BSN Program Goals 11 RN to BSN Student Learning Outcomes 11 AACN Essentials of Baccalaureate Education for Professional Nursing 12 CCNE Accreditation 13 Curriculum 13 Community Health 13 RN to BSN Curriculum Plan 14 RN to BSN Course Descriptions 14 RN to BSN Admission Requirements 16 RN to BSN Degree Requirements 17 Saddleback College and Vanguard University RN to BSN Affiliation 18 RN to BSN Program Policies 19 Master of Science in Nursing (MSN) 25 MSN Program Goals 25 MSN Student Learning Outcomes 25
3 Appendices AACN Essentials of Master s Education in Nursing 25 Application Process and Checklist 26 Admission Requirements for MSN Program 26 Transfer of Credits 27 MSN Program Policies 27 MSN Class Schedule 32 MSN Course Descriptions 33 A. Conceptual Framework 37 B. Program Evaluation Plan 39 C. Sample Program Student Learning Outcomes Matrix (Advanced) 42 D. RN to BSN Educational Effectiveness Plan 44 E. Community Health Policy and Requirements 48 F. Background Check Policy 50 G. Nursing Program Physical Exam Form 52 H. Attendance Policy & Drop Policy 57 I. Vanguard Nursing Program Dress Code 59 J. Student Governance 61 K. Curricular Map of MSN Courses 63 L. Inventory of Educational Effectiveness Indicators related to MSN Program Learning Outcomes 66
4 2 Introduction to Vanguard University Vanguard University (VU) of Southern California is a private, co-educational, comprehensive, Christian university of liberal arts and professional studies. VU believes that it is essential to offer educational opportunity and academic excellence within an environment that encourages the examination of Christian heritage and faith. Vanguard University is situated on a 38-acre site located in the city of Costa Mesa which is adjacent to Newport Beach in Orange County, California (CA). The campus is 40 miles southeast of the city of Los Angeles. VU was founded in 1920 as Southern California Bible School and was originally established to prepare Christian workers that were concerned with diverse ministries. In 1939, it was chartered by the State of California as a college eligible to grant degrees and was renamed Southern California Bible College. The college moved to its current campus in The name was again renamed to Southern California College in 1959 when additional majors in liberal arts and sciences were added to the curriculum. Regional accreditation and membership in the Western Association of Schools and Colleges (WASC) were granted in In 1967, the College received recognition and approval of its teaching credential program from the California State Board of Education and has continued the renewal of the credential programs with the California Commission on Teacher Credentialing. In 1983, the Graduate Studies program received approval from WASC. A degree completion program was started in 1994 for adult learners. On July 1, 1999, Southern California College registered with the Secretary of State s office as Vanguard University of Southern California. VU offers 21 undergraduate majors housed in the 15 departments of the Undergraduate College. The School for Graduate and Professional Studies (SGPS) houses four graduate programs (Clinical Psychology, Education, Religion, and Nursing) and six adult degree completion programs (Business, Early Childhood Education, General Education, Nursing, Psychology, and Religion). Institutional Values The vision that guides the VU community is rooted in the University s heritage as an institution of the Pentecostal tradition which was birthed out of the Azusa Street Revival in Los Angeles, California, at the turn of the twentieth century. From its inception, the movement generated a multicultural, multiracial, and gender-inclusive community of Spirit-empowered Christian believers who were committed to peacemaking and reconciliation. With global consciousness, these foremothers and forefathers of a renewed Christian faith carried the good news of the gospel around the world. A strong commitment to cultural diversity, racial reconciliation, and gender equality is a consequence of VU being deeply grounded in the faith tradition that brought the University into existence. Moreover, these core values continue to define the institutional vision that pulls the VU community forward toward its mission and educational targets and goals. Within this Christian context of inclusiveness, the University aims to provide a quality educational
5 3 experience marked by the pursuit of truth, the cultivation of virtue, and the desire for service. These three values inherent in the VU educational experience truth, virtue, and service are enshrined in the University motto and embossed on its official seal. 1. Truth As members of the VU community we strive to a. pursue truth by understanding the Word of God and by knowing Christ, who is Truth; b. develop critical and creative thinking skills for careful, reasoned, and independent analysis of competing ideas; c. engage in scholarship with integrity and excellence; and d. explore, participate in, and contribute to our cultural, intellectual, and spiritual heritage. 2. Virtue As members of the VU community we endeavor to a. honor God and commit ourselves to the person and model of Jesus Christ; b. develop personal integrity and character by applying biblical values to our lives; c. understand and accept the responsibilities of living in a free society; and d. transcend the limitations and errors of the prevailing culture, and through a wholeness of vision, choose and hold to the path for a righteous life. 3. Service As members of the VU community we work to a. develop our talents to their potential and discern God s purpose for our lives; b. strengthen the skills necessary for effective communication of ideas and for a productive place in society; c. prepare students for diverse vocations, graduate programs, and leadership roles; and d. exercise civic responsibility, respect cultural and individual differences, and care for others. Educational Targets and Goals (Vanguard Catalog , p. 11): 1. Intellectual Engagement Students will... learn to think critically and evaluate evidence rationally, acquire and continue to use skills for learning, utilize research methods for the expansion of knowledge and problem solving, integrate learning with Christian faith and living, and develop the ability to communicate the fruits of learning and research clearly and effectively. 2. Spiritual Formation Students will understand Christian existence as a journey that integrates human experience with personal faith, gain an appreciation for the value of participation in communities of believers, and develop and maintain a biblically based and theologically sound Christian lifestyle of personal and social responsibility.
6 4 3. Professional Excellence Students will... understand current theories and practices in their respective academic disciplines in the context of the liberal arts and sciences, develop lifelong skills for communicating and performing professionally, achieve technological competence in acquiring and processing information, acquire interpersonal ability to work harmoniously with others, and internalize a strong sense of professional ethics. 4. Aesthetic Expression Students will... understand various sources of aesthetic sensitivity and expression as inherent human endowments and part of God s creation, gain an awareness, understanding, appreciation, and expression of the fine and performing arts, and develop interpretive frameworks of aesthetic truths and values for personal wholeness and community enrichment. 5. Responsible Stewardship Students will... adopt a lifestyle of personal health and well-being, appreciate the value of family and other meaningful relationships, exhibit the responsibilities of citizenship in society, gain a global outlook in caring for the environment, in promoting social justice and economic empowerment, and promote the church s mission through community service. 6. Sociocultural Responsiveness Students will demonstrate a capacity to challenge personal prejudices, appreciate cultural diversity, and learn from other cultures, develop a commitment to pursue peace, justice, and reconciliation in a pluralistic society; and celebrate the differences of race, ethnicity, gender, and age within the biblical vision of inclusiveness and the equal value of all people.
7 5 Nursing Program Goals, Mission, and Philosophy Nursing Program Goals 1. To provide quality nursing programs which equip students for a spirit-empowered life of Christ-centered leadership and service. 2. To prepare graduates who can provide age appropriate, culturally sensitive, and competent care within a framework of scientific and professional accountability and function independently in a variety of healthcare settings. 3. To prepare graduates with the necessary foundation for further education and specialization within their chosen career path and who demonstrate commitment to lifelong learning and personal, spiritual, and professional growth. 4. To establish innovative educational and community partnerships that better prepare graduates to meet the complex needs of the population they serve. 5. To be recognized as a center of Christian nursing education that demonstrates spiritual vitality and academic excellence. Nursing Program Mission The Vanguard Nursing Program is committed to providing quality undergraduate and graduate nursing programs that promote academic excellence while integrating the values of truth, virtue, and service. In doing so, we strive to be a center of excellence in Christian nursing education. Program Philosophy Vanguard University gathers a community of learners committed to blend the pursuit of academic excellence with growth as authentic Christians. The educational experience at Vanguard, therefore, promotes the integration of faith, learning, and living. The university believes that scholarship in the arts, sciences, and professional studies illuminated by Christian truth fosters the intellectual development, moral maturity, and spiritual vitality of students. The university motto Truth, Virtue, and Service expresses our conviction that learning involves the whole person: head, heart, and hands. The philosophy of the Nursing Program is consistent with that of the University as it seeks to equip students for a life of compassionate nursing leadership and service through a values-based nursing education. Nursing is both a profession and a discipline that provides professional nursing skills and services and is responsive to changing health needs within an increasingly complex health care system. The nurse practices with ultimate compassion and respect for the inherent dignity, worth, and uniqueness of every patient, regardless of socioeconomic status, personal attributes, or health problems (ANA, 2001) 1. Nurses, in collaboration with other health care professionals, promote optimal health care, quality and safety, and comfort of individuals, families, groups and communities through the systematic application of knowledge from nursing and related disciplines. 1 American Nurses Association (2001) Code of Ethics for Nurses Retrieved from:
8 6 The faculty believes that a liberal arts education that integrates faith and life should be based on humanistic approaches that foster critical thinking and promote awareness of social, cultural, and spiritual similarities and differences among individuals. The faculty views each student as a unique person with special talents, abilities, needs, and goals. Cultural diversity, unique life experiences, and changing socioeconomic factors affect each student differently. To this end, faculty endeavor to be professor-mentors in a dynamic community environment that assists each student to realize their full potential and to discern God s purpose for their lives. The acquisition of professional knowledge and the promotion of academic excellence occur through active involvement of the student in the learning process. As adult learners, students assume primary responsibility for learning, while faculty provides and facilitates educational opportunities for knowledge acquisition and professional role development. We believe that an atmosphere of shared growth and inquiry within a dynamic community environment offers the maximum potential for development of the whole person. The Essentials of Baccalaureate Education for Professional Nursing Practice (2008) 2 and The Essentials of Master s Education in Nursing (2011) 3 provide the foundation for the curriculum for both the baccalaureate and masters programs and are essential for the practice of professional nursing. This education provides the foundation for the development of professional knowledge, critical thinking, clinical reasoning, clinical judgment, ethical decision-making, leadership skills, and the independent and interdisciplinary pursuit of high standards of health care. Implicit in the practice of professional nursing is accountability for professional growth and practice, demonstration of advocacy and leadership, and commitment to the development and application of nursing theory, evidence-based practice, and research. Life-long learning leads to the optimal development of the individual nurse personally, spiritually, and professionally as well as the profession of nursing. Vanguard University Nursing Conceptual Framework The Vanguard University Nursing Conceptual Framework is based on both the University and Nursing Program mission statements and includes the following components (Appendix A): Critical thinking through a value-based nursing education. The Nursing Program seeks to enhance critical thinking skills through analysis of nursing and healthcare issues and practices in an environment that encourages consideration of a Christian worldview and ethical principles. Life of compassionate nursing leadership. The University and Nursing Program seek to equip students for a life of compassionate leadership and service through a values-based education. Aspects of compassionate nursing leadership include: Being an effective change agent, motivating staff towards interprofessional team work, promoting evidence- 2 American Association of Colleges of Nursing (2008) The Essentials of Baccalaureate Education for Professional Nursing Practice. Retrieved from: 3 American Association of Colleges of Nursing (2011). The Essentials of Master s Education in Nursing. Retrieved from:
9 7 based practice implementation, role modeling of compassionate leadership, and patient advocacy. Cultivation of character and deepening of faith. Within a Christian context of inclusiveness, the University aims to provide a quality educational experience marked by the pursuit of truth, the cultivation of character, and the desire for service. Students develop an appreciation of the arts, sciences, and humanities through a liberal arts education that they apply to nursing and to the expansion of a personal worldview. Professional nursing skills and services. Vanguard University provides a unique contribution to higher education by promoting academic excellence that integrates faith and life. Education impacts the knowledge, skills, and attitudes of the professional nurse. In nursing courses, students are encouraged to integrate learning, their work as a professional nurse, and Christian faith. Students develop a personal world view that encourages involvement in service and/or leadership activities. Enhancement of patient health status in a complex health-care system. Central to all components of the model is the patient and the enhancement of the health status of the client, family, or aggregate in an increasingly complex and evolving health-care system. Through participation in nursing activities in agencies and the community, students develop cultural appreciation and care competence with diverse patients, social groups, and aggregates. University Resources Bookstore Founders Bookstore is located by the cafeteria. Students can purchase textbooks, some school supplies and articles of clothing with the university logo. Hours of operation are Monday- Thursday: 8:00am to 6:30pm and Friday: 8:00am to 4:00pm. Summer hours vary. Bookstore link Financial Aid Sources of financial aid, application process and procedures are stated in the University Catalog (http://registrar.vanguard.edu/catalog/). Students can visit the nursing website (http://nursing.vanguard.edu/) for current tuition costs and fees or they can contact their Nursing Program Coordinator. Nursing students are eligible to receive FAFSA loans. Forms for FAFSA can be completed on-line by visiting This is a convenient option for students. In addition, several of the agencies, where students are employed, reimburse the nursing students once each has completed course work. A 25% tuition reduction is awarded to any four students from the same agency or any four friends that begin the program together for the RN to BSN program. In the MSN program, anytime one student recruits two other students from the same healthcare organization who begin the program in the same semester, each will be eligible for the 10% professional discount throughout the program.
10 8 Parking and Security A security force is present on campus. Students can park on campus provided they obtain and display a parking permit from Campus Public Safety. Registration for this free parking permit is available online at: For further information you may contact the Campus Public Safety office at Disability Services The Disability Services Office offers resources and coordinates reasonable accommodations for students with disabilities. Reasonable accommodations are established through an interactive process between you, your professor(s), and the Disability Services Office (DSO). If you have not yet established services through the DSO, but have a temporary or permanent disability that impacts your learning, attention, mental health, vision, hearing, physical health, or other disabilities that may require accommodations, you are welcome to contact the DSO, located in the Scott Academic Center, Office 244, , Students with a documented learning disability who would like to request appropriate accommodations should contact Barbi Rouse, Director of Learning Skills, Scott Academic Center second floor, , Food Services There are two different options for meals and snacks on campus, the Cafeteria and Outtakes at the Cove. For more information, including hours of service, please visit their website at: Library The O. Cope Budge Library houses a large collection of education resources literature. Currently, the collection includes 178,000 volumes and includes 1,200 periodicals. The library houses: a. a specialized Pentecostal Collection b. a Rare Books Collection c. a Spanish Collection d. the Morris Pike Drama Collection e. the Helenclair Lowe Collection of choral music f. a large collection of CDs, cassette tapes, microfilms, DVDs, albums and videos. Databases: Can be found at Vanguard University Library website: including Health Source: Nursing Edition, CINAHL with Full Text and EBSCO. Students also have access to 15 local public libraries and those libraries located at community colleges and in their own agencies. The University faculty librarians also teach about 90 classes
11 9 annually. They teach students about setting up effective searches and design some classes based on course requirements. Writing Center The Writing Center provides knowledge of current writing instruction methodology. and endeavors to develop technology-enhanced learning structures that reflect various pedagogical sources in the fields of writing and writing instruction, located on the second floor of the Heath Academic Center. For further information, you may contact them at ext or by at: For more information, please visit their website: University Policies Academic Dishonesty Work submitted for assessment purposes must be the independent work of the student concerned. Plagiarism, or copying and use of another s work without proper acknowledgment, is not permitted. Nor is it permissible for any former or present student to allow another student to refer to, use as a sample, or in any way copy or review their work. If a student needs guidance, he or she must seek the Professor s assistance. Please refer to page of the Vanguard University Catalog for definitions and consequences of plagiarism, cheating, and falsification: Classroom Diversity Statement As students and faculty at Vanguard University, and foremost as Christian believers, we endeavor to communicate with honesty and confidentiality, to speak with encouraging and edifying words, and to create a safe environment where we shelter one another with love when vulnerabilities arise. This classroom intends to foster a Christ-centered community that promotes appreciation and respect for individuals, enhances the potential of its members, and values differences in gender, ethnicity, race, abilities, and generation. Communication with Vanguard Any communication from Vanguard will be sent to the student s Vanguard address (i.e., It is the student s responsibility to check their Vanguard address on a regular basis to ensure they are up to date with all important correspondence from their professors and the university. If students have another address they prefer to use as their primary address, students may also forward their Vanguard address to another address. Directions on how to forward your can be obtained from the Information Technology website or by contacting
12 10 Course Repeat Policy Academic courses offered at Vanguard University are not repeatable unless specifically noted in the catalog. Those students who wish to retake a course due to a low or failing grade are permitted to register again for the same course during any given semester. All grades will appear on the student s permanent academic record (transcript). When a course is repeated, all grades will remain on the transcript, but only the higher grade is computed in the grade point average. In the case that grades are the same, only the most recent grade will be included in the G.P.A. Grade Change Policy Grades submitted by faculty to the Office of the Registrar are considered final. Students who believe a grade was assigned in error must contact the instructor of the course to review their records. Submission of a grade change to the Office of the Registrar can be made by the faculty member no later than two semesters following the term in which the grade was originally assigned. Requests for exceptions to this policy must be made to the Provost. Instructors are under no obligation to accept late or additional work. Grade Dispute Procedure Students who wish to dispute a grade assigned by an instructor must file a petition with the Director. Both the student and instructor will have opportunity to present their case. The decision made by the Director is considered final, however, either the student or the instructor may appeal their decision to the Provost.
13 11 RN to BSN Degree Program RN TO BSN PROGRAM GOALS 1. Enhance critical thinking through a value-based Nursing education; 2. Cultivate character through integration of faith and learning; 3. Develop professional nursing skills and service (responsible stewardship, leadership, professional excellence); 4. Promote a life of compassionate nursing leadership, responsible stewardship, and lifelong learning; and 5. Enhance patient health in complex healthcare systems across a variety of settings. RN to BSN Student Learning Outcomes (revised and based on University s Core Student Learning Outcomes). 1. Critical Thinking/Clinical Reasoning/Clinical Judgment: Use a systematic approach in assessing, planning, testing, and evaluating innovative and evidencebased solutions to patient care problems across a variety of healthcare settings. 2. Integration of Faith and Learning: Develop and articulate an understanding of a Biblical worldview in integrating values of truth, virtue, and service in personal and professional life and in providing Christ-centered leadership and service. 3. Holistic Learning: Demonstrate responsibility and accountability for self and nursing practice, including engagement in life-long learning and ongoing professional growth. 4. Communication: Use communication theories and techniques to promote communication and collaborative relationships with intraprofessional healthcare team members, individuals, families, groups, and communities. 5. Professional Excellence: Use a problem solving approach in evaluating patient health status and in advocating for the patient and family, anticipating and reducing risk, and improving health outcomes. 6. Cultural Competency and Citizenship: Employ culturally sensitive nursing care and communication strategies while collaborating in community service programs that promote the health of diverse populations. 7. Information and Technology: Demonstrate technology skills in locating, retrieving, applying, and evaluating the integrity of information while using information responsibly and ethically. In order to support the quality of the nursing program, the Department has designed a Program Evaluation Plan (Appendix B). The goal of the evaluation plan is to provide input from various communities of interest in order to review, revise, and restructure elements of the Program to maintain and improve quality. Program outcomes are progressively met through course objectives and learning outcomes (Appendix C). A BSN educational effectiveness plan is in place whereby class assignments are assessed as a measure of learning outcome achievement (Appendix D.)
14 12 AACN Essentials of Baccalaureate Education for Professional Nursing Practice (2008) The RN to BSN Program incorporates the essentials established by the American Association of Colleges of Nursing (AACN). The Essentials of Baccalaureate Education for Professional Nursing Practice (9) are: Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice o A solid base in liberal education provides the cornerstone for the practice and education of nurses. Essential II: Basic Organizational and Systems Leadership for Quality Care and Patient Safety o Knowledge and skills in leadership, quality improvement, and patient safety are necessary to provide high quality health care. Essential III: Scholarship for Evidence Based Practice o Professional nursing practice is grounded in the translation of current evidence into one s practice. Essential IV: Information Management and Application of Patient Care Technology o Knowledge and skills in information management and patient care technology are critical in the delivery of quality patient care. Essential V: Health Care Policy, Finance, and Regulatory Environments o Healthcare policies, including financial and regulatory, directly and indirectly influence the nature and functioning of the healthcare system and thereby are important considerations in professional nursing practice. Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health Outcomes o Communication and collaboration among healthcare professionals are critical to delivering high quality and safe patient care. Essential VII: Clinical Prevention and Population Health o Health promotion and disease prevention at the individual and population level are necessary to improve population health and are important components of baccalaureate generalist nursing practice. Essential VIII: Professionalism and Professional Values o Professionalism and the inherent values of altruism, autonomy, human dignity, integrity, and social justice are fundamental to the discipline of nursing. Essential IX: Baccalaureate Generalist Nursing Practice o The baccalaureate graduate nurse is prepared to practice with patients, including individuals, families, groups, communities, and populations across the lifespan and across the continuum of healthcare environments. o The baccalaureate graduate understands and respects the variations of care, the increased complexity, and the increased use of healthcare resources inherent in caring for patients.
15 13 CCNE Accreditation The Vanguard University RN to BSN Program is accredited by the Commission on Collegiate Nursing Education (CCNE). For more information on CCNE accreditation, you may access the CCNE website at or at the following contact address and telephone number: Commission on Collegiate Nursing Education One Dupont Circle, NW, Suite 530 Washington, DC Phone: The RN to BSN and the MSN program are scheduled for a CCNE accreditation visit in fall CCNE accreditation supports and encourages the process of ongoing selfassessment, growth, and improvement of collegiate professional education and postbaccalaureate nurse residency programs. Students are an essential part of the self-study process and we value and look forward to your input and support as we go through accreditation review. The Baccalaureate Core Curricular Values identified by CCNE (professional values, core competencies, core knowledge, and role development) are critical to an effective program of nursing education. These values are integrated in the RN to BSN curriculum and AACN Essentials of Baccalaureate Education are indicated in individual course syllabi. AACN Essentials of Master s Education are systematically integrated into the MSN curriculum and individual course syllabi. Curriculum The nursing curriculum is designed for the working professional. Students attend a four hour class one evening each week for seven (7) sessions and an eight (8) week session during the course of each semester. Thus, the student completes two courses during each 15 week semester. The Program is designed to be completed in six (6) semesters. Classes are offered continuously during the year. Students are admitted into a particular cohort. Students are guaranteed a seat as long as they remain with the assigned cohort that is intended to graduate in six (6) semesters. Each cohort meets on the same day of the week (Tuesdays, Wednesdays, or Thursdays), and generally remains in the same classroom throughout the program. Students must earn a C or better in all Nursing courses as stated in the catalog. If a student fails a course, he/she will be reassigned to another cohort and must repeat the course. Community Health The NURS 420 Community Health Nursing course has a clinical component of 90 hours, which is the required number of hours by the California Board of Registered Nursing needed to apply for the Public Health Nurse Certificate (PHN) after graduation. The details of this clinical and also the required paperwork will be discussed in class; however the student may wish to review the list of documentation necessary to participate so as to be prepared. This list of items is in Appendix E and is required per the contracts between Vanguard University and our clinical sites.
16 14 RN to BSN Curriculum Plan Year Course Number Course Title NURS 305 Nursing Theory & Practice NURS 310 Information Technology in Nursing One NURS 315 Writing & Critical Analysis NURS 320 Ethical Issues and Legal Aspects NURS 335 Approaches to Health Promotion & Disease Prevention for Older Adults & their Families NURS 405 Nursing Research and Seminar NURS 410 Principles of Pathophysiology Two NURS 325 Multi-Dimensional Assessment with lab NURS 415 Sociocultural Context of Diversity NURS 425 Education Theory & Process of Teaching in Nursing NURS 420 Community Health Nursing & Clinical Studies NURS 430 Leadership/Management in Professional Nursing RN to BSN Course Descriptions NURS 305 Nursing Theory and Professional Practice (4 units) This course assists students with their transition into the role of a professional BSN prepared nurse. Special emphasis will be placed on the philosophy of Baccalaureate nursing education and critical thinking skills. Discussion and comparison of concepts will be applied to the practice of professional nursing. Integration of theory into subsequent course work and professional practice will be explored. NURS 310 Information Technology in Nursing (4 units) Students will be introduced to computer applications in nursing and health care. They will develop computer literacy skills in the areas of information processing, computer technology, and issues related to privacy and confidentiality. Students are expected to share their findings with class members in presentation format. Computer laboratory experience will include an investigation of computer applications within nursing, focusing specifically on their use in nursing administration, research, clinical practice and education. NURS 315 Writing and Critical Analysis of Health Related Issues (4 units) This course focuses on critical thinking and research writing relevant to learning and practice in nursing. Includes self-assessment, collaborative learning, problem solving approaches, and clinical decision making. Applies critical analysis to health-related issues. Proper APA format will be emphasized and required for all written work. NURS 320 Ethical Issues and Legal Aspects for Nursing and Health Care (4 units) This course introduces students to the analysis of ethical issues and dilemmas arising in nursing practice and health care systems. Emphasis is placed on values clarification, models for ethical
17 15 decision making, consideration of relevant legal aspects, and related documents such as the Nursing Code of Ethics that guide professional practice. Woven throughout the ethical discussions is reference to the importance of Christian values and a Christian worldview in identifying and solving ethical issues that arise out of the practice of nursing. NURS 325 Multi-Dimensional Assessment (4 units) The purpose of this course is to provide the student with the opportunity to be equipped with skills necessary to do a multi-dimensional health assessment of their identified client. Emphasis is placed on the concepts of bio-psycho social, spiritual, cultural, and community health care needs in performing the holistic examination of the individual. Additional emphasis will include the client s health care needs, levels of prevention and growth and development of the individual across the lifespan. Two hours of the required Child Abuse content for the Public Health Nurse certificate (PHN) will be included in this course. NURS 335 Approaches to Health Promotion and Disease Prevention for Older Adults and their Families (4 units) This course will assist students to develop the skills necessary to provide patient-centered care to older adults and their families. Discussions will focus on increasing respect and understanding about the complexities and variations of care in the geriatric population. Emphasis will be placed on both health promotion and disease prevention. NURS 405 Nursing Research and Seminar (4 units) Prerequisite: Statistics. This course explores the historical, philosophical, and ethical aspects of nursing research. The relationship between nursing research and professional accountability is explored. An emphasis is placed on the principles and methods of research process with emphasis on evaluating research to determine significance and applicability to nursing practice. Students will apply concepts to a research project. NURS 410 Principles of Pathophysiology (4 units) This course presents knowledge of pathophysiology, using a systems approach, as applied to current nursing practice. Selected major health problems, their pathophysiology and medical treatment are discussed. Topics from various scientific and clinical areas will be explored and coordinated with other courses in the nursing program. NURS 415 Sociocultural Contexts of Diversity (4 units) This course examines how cultural, socioeconomic, religious, racial, generational, and lifestyle differences are experienced by members of society, and how these variables are related to health and disease. Also included is a concerted understanding of how cultural and social practices impact health both positively and negatively. This course is designed to help the student integrate diversity knowledge within the community health setting. NURS 425 Education Theory & Process of Teaching in Nursing (4 units) This course explores education theory and skills in clinical teaching situations with emphasis on individuals, families, and groups. Content includes theories and principles of learning, teaching strategies and methodologies, teaching resources, assessment and evaluation of instruction.
18 16 NURS 420 Community Health Nursing and Clinical Studies (5 units) * This course, through both classroom and clinical experience in community settings, will help the student develop skills in providing nursing care to individuals, families, and/or communities. Issues such as Child Abuse and family violence will be discussed. Ninety hours of clinical practice in public/community health settings are required to successfully complete this course. The remainder of the required Child Abuse content for the Public Health Nurse certificate (PHN) is included (5 hours). Two additional hours of Child Abuse content is covered in NURS 325 Multi-dimensional Assessment. *Note there are additional requirements before beginning this course (see Appendix E) NURS 430 Leadership/Management in Professional Nursing (4 units) This course explores theories of leadership/management, concepts of power, motivation, decision-making, change, budgeting and management skills related to the professional nursing role in the health care system. The total units required to graduate with a BSN from Vanguard University is 124 units. These units include the following: Categories of Units Number of Units General Education 43 Elective units 32 Nursing major units 49 RN to BSN Admission Requirements Preferred overall GPA 3.0 (on a 4.0 scale). official transcripts required for verification. Minimum grade of C (2.0) on all degree requirements course work Minimum grade of C (2.0) on all nursing coursework, preferred GPA of 3.0 Three letters of reference, at least one professional and one personal. One professional reference must be from a manager or supervisor. Letters of reference from family members are not accepted. Applicant s typed Statement of Purpose Personal Interview Verification of valid California RN License. License must be current and clear Verification of current certification in CPR One year work experience recommended Background Check (contracted by Vanguard University). See Appendix F ** Prior to beginning NURS 420 Community Health Nursing and Clinical Studies, each student MUST provide documentation of the following: 1. Copies of the following: * TB Test within last year (if TB Test is positive, will need documentation of a negative chest x-ray) * Tdap vaccine (booster) in last 10 years * MMR Vaccination record or titers * Hepatitis B Vaccination record or titers * Varicella (Chicken Pox) Vaccine record or titers
19 17 * Influenza Vaccine record (or Declination Form) 2. Verification of RN Malpractice Insurance ($1,000,000/$3,000,000) 3. Verification of personal Health Insurance 4. Copy of Driver s License 5. Health clearance by MD, NP or PA stating that the student may participate in clinical (see Appendix G) RN to BSN Degree Requirements (University Catalog) 1. English Composition (6 units) 2. Humanities /Fine Arts (6 units) Communications (3) Humanities (3) 3. Science with lab (16 units) Human Anatomy (4) Physiology/Human biology (4) Microbiology (4) Chemistry (4) 4. Statistics (3 units) 5. Philosophy/Religion (3 units) 6. Social Sciences (9 units) Psychology (3) Sociology (3) Life Span/Development (3) Total General Education Units (43 units) Total Nursing Major Units (49 units) Total Elective Units (32 units) Total units needed for BSN Degree (124 units)
20 18 Saddleback College and Vanguard University RN to BSN Affiliation An agreement has been established between Saddleback College and Vanguard University whereby a cohort of the Vanguard RN to BSN program will be partially offered at Saddleback Community College with a start date of January, Saddleback College is a Community College in South Orange County and is located at Marguerite Parkway, in Mission Viejo, California, which is 20 miles from the Vanguard University campus. This program will target a cohort of students who desire to complete a baccalaureate degree (BSN) through Vanguard University at an off campus site. Applicants include students in the last year of the nursing program at Saddleback Community College and other local community colleges, Saddleback College alumni, and nurses with an Associate Degree in Nursing (ADN) who are employed by South Orange County Hospitals and are pursuing a BSN degree. Hospitals are preferentially hiring new graduate nurses who have a BSN or a BSN in progress and this is a major driving force behind the conception of this off campus program. Students will be able to begin their BSN while still enrolled in a community college and therefore will be able to have a degree in progress when applying for their first job as a Registered Nurse (RN). Other local programs who have implemented a similar dual enrollment model include Concordia University in Irvine and California State University, Fullerton. The Vanguard RN to BSN program curriculum will be provided in the same format as the on campus curriculum. Classes will offered one night a week from 6-10 pm on Thursday evenings in a fully mediated Saddleback College classroom in the Health Sciences Building or on the Vanguard University campus. In order for students to be eligible for full federal financial aid, the majority of classes for this cohort will be held at the Vanguard campus. Faculty and nursing program administration will be the same faculty that teach at the Vanguard campus or new adjunct faculty hired by Vanguard University. Student Services coordination will be provided by a Vanguard Student Services Coordinator, Paris Clark. Advisement to students will occur on site prior to their Thursday night class, on campus at Vanguard University, and through regular communication with students. All program policies will be the same for this cohort except for a certain portion of students who may in the last year of their ADN program and therefore have not have taken NCLEX-RN. For this cohort, successful completion of NCLEX-RN will be a pre-requisite for NURS 420: Community Health Nursing which is in the last year of the RN to BSN program. This cohort is considered a pilot; ongoing program offering will be evaluated by Vanguard nursing program administration and faculty and Saddleback Community College administration. If successful and Saddleback College is still willing to continue providing classroom space to support this program, an ongoing agreement will be established to continue offering this program. Students will have access to all Vanguard student support services at Vanguard University. For example, an orientation to the Vanguard library will occur the first week of the program and students will be shown how to access Vanguard databases and conduct a literature search online. The Vanguard University writing center can be accessed online through electronic appointments for this off campus cohort. Students will need to come to the Vanguard campus for their admission interview, orientation to the campus, and to access other Vanguard services such as the bookstore, Chapel services, the Nursing Program office, and for designated on campus
21 19 classes. Students who are not enrolled at Saddleback Community College will need to purchase Daily Parking Permits at parking kiosk for $2 a day; there is not a fee for Vanguard University parking, however, students need to submit an application for a Vanguard University parking permit.. RN to BSN Program Policies Commencement Participation Students desiring to participate in commencement ceremonies in May should be aware that they will be approved to walk only if they have no more than 9 upper division major units remaining to be completed in the summer immediately following the ceremony OR have no more than 3-4 units of general education/elective remaining to be completed in the summer immediately following the ceremony. Attendance and Tardy Policy You must be at class on time and remain present until dismissed. Class attendance is necessary in order to complete the course. The School for Graduate and Professional Studies (SGPS) relies on the dynamics of class interaction and group processing in order to integrate and apply the learning of academic content. This model also emphasizes the development and practice of interpersonal communication skills and teamwork (e.g., group problem solving and negotiation). The format therefore necessitates class attendance. In practical terms, one course session is equivalent to three weeks of traditional semester course work. Due to the concentrated scheduling and the emphasis upon participatory learning, students need to be in attendance every week. Students who miss more than one class meeting (or more than five class hours) in any given course will automatically receive a failing grade and need to retake the course to obtain a passing grade. If an instructor deems that a student s second absence was under extremely unavoidable and unusual circumstances (i.e., an auto accident), the professor may file an academic petition on behalf of the student to the Dean of SGPS. If the academic petition is approved, the instructor may give the student a W (Withdrawal) grade in place of a failing grade. The student will still be required to retake the course. Students who arrive late disturb the class. Students who arrive late will not receive participation points for the unit covered. Students who are habitually late may be asked to withdraw from the course. For more information regarding this policy, please refer to Appendix H.
22 20 Course Repetition Students enrolled in the RN to BSN Program cannot repeat any more than 2 nursing major courses related to course failure or withdrawal. Any deviation from this policy requires Program Committee approval with a petition submitted to the Director of the Nursing Program. Graduation Requirements To graduate with a Bachelor s Degree, students must: 1. Complete all coursework in prescribed major. 2. Complete 124 semester hours accepted by Vanguard University. a) At least one-half of the major units must be completed at Vanguard. b) At least 40 units of coursework must be upper division. 3. Have a cumulative grade point average of 2.0 (4.0 system) or above for work taken at VU. 4. Complete the General Education Requirements (or transfer equivalents) as stated in the Official Evaluation provided by the Office of the Registrar. 5. Submit an application for graduation to the Office of the Registrar no later than the beginning of the term in which graduation is anticipated. Incompletes in Coursework Faculty may assign a grade of I (Incomplete) to students when they warrant additional time to complete coursework due to situations beyond their control (i.e. serious illness, accident, or death of a family member). They may only be awarded when the student s grade would have otherwise been an F. Incomplete work must be made up no later than 30 days following the last day of class. If the work is not made up by this time a grade of F will automatically be assigned. Extensions to the 30 day limitation are made only with the approval of the Chair of the Program. Instructors are under no obligation to assign an Incomplete grade or to administer a make-up exam. Cell Phones and Electronic Equipment Out of consideration for others, please turn your cell phone to the silent mode. If it does not have a silent or vibrate mode, please turn it off. Please do not use computers (including Facebook), cell phones, electronic games etc. for personal use during class. These items tend to distract the other students during class discussions or study group activities and detract from your own learning experience. Nursing Program Professional Behaviors Vanguard University supports and maintains a Christian standard of proper behaviors in the classroom, on campus, and in interactions with administration, faculty, and staff. In order to facilitate compliance with this standard, the following guidelines have been established that define both appropriate and inappropriate/unprofessional classroom behaviors. Any student who willfully ignores the appropriate behavioral guidelines indicated below will be dismissed from class/clinical. If a pattern of disruptive behavior continues in or out of the
23 21 classroom, the student will be excused from the Program. In this case, the student forfeits his/her opportunity to continue as a student in the Nursing Program because of inappropriate or unprofessional behaviors. Classroom Professional Behavior Guidelines for Students Appropriate Classroom Behaviors a. Prepares for class participation via the completion of assigned readings and discussions (online or in class). b. Participates in assignments and activities as an equal partner and demonstrates interest in classroom discussions and in the topic at hand. c. Respects fellow students by exhibiting compassion, support or alternatives for ideas in a non-threatening manner. d. Responds to faculty in a professional and respectful manner both orally and in written communications. e. Participates in classroom discussions and one-on-one interactions in a manner that is collegial and professional. Inappropriate or Unprofessional Behaviors a. Attends class unprepared; does not participate in discussions either in an online format or in the classroom. b. Displays inattentiveness by sleeping in class; by distracting classmates through chattering or other disruptive actions (e.g. snacking without faculty permission, making loud sounds, or other disruptive behaviors). c. Uses computers, cell phones, electronic games etc. for personal use during class. d. Displays disrespect toward faculty, classmates, and staff through tone of voice, comments or actions in both oral and written communications. e. Challenges faculty and other students in a threatening manner via negative comments or actions.
24 22 Clinical Professional Behavior Guidelines for Students Appropriate Behaviors at Clinical 1. Prepares for clinical placement by completing all required orientation paperwork (orientation, security clearances, etc.) prior to beginning clinical. Provides the preceptor or representative with any required paperwork on the first day of the clinical experience. 2. Participates in assignments and activities in clinical. Demonstrates interest by actively seeking out new experiences, asking questions, and preparing for clinical by doing research of clinical site and/or preceptor role. 3. Shows respect for all members of community without regard to background, ethnicity, or other differences. Shows compassion and support towards patients, families, and communities, and demonstrates advocacy in a respectful manner. Seeks out direction by preceptor when appropriate. 4. Maintains regular communication with faculty member on clinical activities. Reports problems or issues that occur to both preceptor and faculty member in a timely manner. Inappropriate or Unprofessional Behaviors 1. Attends clinical without required paperwork completed, or does not provide copies of required paperwork to the preceptor or representative by the first day of the clinical experience. 2. Displays inattentiveness or is disengaged from activities and role of the preceptor. Does not seek out new experiences and does not take initiative in own learning. 3. Displays disrespect or lack of care towards any member of the community or clinical site representatives. Does not advocate appropriately for patients or their families. Does not seek out direction by preceptor when appropriate. 4. Does not communicate regularly with faculty member on clinical activities. Does not report problems or issues that occur to preceptor and faculty member in a timely manner. 5. Arrives at the clinical site on 5. Does not show up at the clinical site on prearranged date and on time. Any pre-arranged dates. Is repeatedly tardy absence is reported to preceptor and for clinical, and/or does not faculty member in a timely manner, and communicate absences to preceptor and communication is maintained. faculty member in a timely manner. 6. Safe clinical performance at all times. 6. Unsafe clinical performance that puts 7. Completes all required practicum hours, and all hours are validated by the preceptor. patients and/or self at risk. 7. Does not complete required practicum hours for the course or reports hours that are not validated by the preceptor.
25 23 Vanguard Nursing Program Dress Code For offsite clinical experiences, please refer to Appendix I for explanation of professional dress code. Students as Part of Program Governance Students are chosen to act as class or cohort representatives. They have various duties that include helping faculty to prepare the classroom for classes, take attendance and act as messengers to other students about changes or new information that needs to be shared with their respective classes or cohorts. These class representatives are also provided with a stipend of a bookstore certificate given at the end of each semester while they serve in this role. Student representatives also plan the Nursing Pinning Ceremony for graduating nurses. BSN student representatives will be invited to attend the Nursing Accreditation, Admission, Curriculum, and Evaluation (NAACE) meetings. They will also receive the meeting minutes and can share and discuss with classmates. For more information see Appendix J. APA Policy The Nursing Program requires students to use APA guidelines in submitting all written assignments. The Publication Manual of the American Psychological Association (6th ed., 2010) and the APA Style web site (http://www.apastyle.org/) provide a comprehensive reference guide to writing using APA style, organization, and content. APA Essentials, a shortened version of APA guidelines, is available at the following Vanguard University website: Students should be aware that APA software may have inconsistencies/errors and that points will be subtracted for any software related errors that do not meet current APA guidelines. Availability of Grades Typically grades are available for viewing two weeks after the last day of class of the course, except at the end of the fall and spring semesters, then grades are not viewable until all of the professors (both traditional and SGPS) have posted grades. You may check and print your grades on your student web portal, MyVU. For official transcripts, please utilize the following Registrar s link: Social Media Vanguard University has a Nursing Facebook page. If you are interested in following what is happening in the other cohorts, with graduates of our program, and read articles on current issues in nursing, please "like" our Facebook page at: https://www.facebook.com/vunursing.
26 24 Technology Requirements The computer requirements for online learning are as follows: Platforms: Mac OS X 10.2 or higher or Windows 2000 or higher; Hardware: 256 Mb RAM, CD-ROM, and 1 Gb free disk space; Software: Word processing, Presentations, and Spreadsheets; Adobe Reader 8.0 or higher; Web Browser: Firefox 3.0 or higher (recommended with Moodle), Internet Explorer 7.0 or higher, Safari 3.0 or higher.
27 25 MASTER OF SCIENCE IN NURSING (MSN) PROGRAM EDUCATIONAL LEADERSHIP TRACK WASC ACCREDITATION - FINAL APPROVAL RECEIVED IN MSN Description The purpose of the Master of Science in Nursing Degree is to offer a dual track program for the working, baccalaureate prepared nurse. Emphasis will focus on the development of both theoretical knowledge and practical skills in the areas of nursing/patient/staff education and leadership. In lieu of a thesis, the student will complete a faith-based thesis project that addresses a geographical health need. The Program consists of units that can be completed in a minimum of six semesters PROGRAM GOALS 1. Critical thinking 2. Cultivation of character 3. Development of professional skills 4. Life of compassionate nursing leadership 5. Enhancement of patient health in complex healthcare systems. STUDENT LEARNING OUTCOMES 1. Plan and manage budgets for a health care unit or agency. 2. Direct diverse groups of health care workers toward agency goal attainment. 3. Efficiently assess the health care needs of elderly clients. 4. Plan community-based projects. 5. Effectively use technology to provide and present health information to clients and students. 6. Conduct a health needs assessment for a given and specific population. 7. Develop, implement, and evaluate a health care program or course. 8. Maintain legal and ethical guidelines in all aspects of nursing practice. 9. Assume senior leadership/management position in a health care setting. 10. Assume the role of educator in a variety of health care agencies or college settings. (See Appendix K and Appendix L.) AACN ESSENTIALS OF MASTER S EDUCATION IN NURSING 4 The MSN Program also incorporates the Essentials established by the American Association of Colleges of Nursing (AACN) 4 American Association of Colleges of Nursing (2011). The Essentials of Master s Education in Nursing. Retrieved from:
28 26 Essential I: Background for Practice from Science and Humanities Essential II: Organizational and Systems Leadership Essential III: Quality Improvement and Safety Essential IV: Translating and Integrating Scholarship into Practice Essential V: Informatics and Healthcare Technologies Essential VI: Health Policy and Advocacy Essential VII: Inter-professional Collaboration for Improving Patient and Population Health Outcomes Essential VIII: Clinical Prevention and Population Health for Improving Health Essential IX: Master s-level Nursing Practice APPLICATION PROCESS To apply on line, please go to You may also contact the Graduate Admissions Office at APPLICATION CHECKLIST All application documents must be submitted in one envelope and sent to the Graduate Admission Office at 55 Fair Drive, Costa Mesa, CA You may also apply online and send the documents under separate cover: 1. $45 application fee 2. Completed admission application 3. Photograph of Applicant (passport size or larger) 4. Two professional reference forms and letters 5. Official transcripts from all colleges and universities including nursing program 6. Copy of CA RN license. License must be current and clear. 7. Evidence of all required immunization and physical exam report (see Appendix G) 8. Copy of Basic Life Support (BLS) certificate. 9. Statement of Purpose (250 words) 10. Professional resume 11. Background check ADMISSION REQUIREMENTS FOR MSN PROGRAM 1. A clear and current license to practice as a Registered Nurse in the State of California. A copy of the RN license must be submitted in the admission packet. 2. An earned baccalaureate degree from an accredited college or university. The baccalaureate degree can be in nursing or in another discipline. 3. One year of experience as a Registered Nurse in the last 5 years. 4. A minimum Grade Point Average (GPA) of 3.0 on a 4.0 scale in all baccalaureate course work. 5. Completion of a college level elementary statistics course. 6. Completion of the Vanguard University application to Graduate education. 7. Official transcripts from each college / university, school of nursing attended.
29 27 8. Two professional letters of recommendation. No personal letters of recommendation will be accepted. 9. A copy of the candidate s professional resume. 10. A 250 word typed Purpose Statement. 11. Background check (for enrollment). 12. Malpractice insurance ($1,000,000/$3,000,000) prior to the onset of the first practicum. 13. Evidence of all required immunizations and report of a current physical exam (within one year of program application). 14. A copy of a basic life support certification (BLS). 15. An interview with the MSN Coordinator or Director of Nursing. 16. All documents must be submitted in one envelope and sent to the Graduate Admission Office prior to scheduling an admission interview. NOTE: Graduates of foreign schools must have their transcripts evaluated prior to the beginning of the admission process. A list of acceptable agencies can be obtained from the Vanguard University Registrar s office. Candidates for whom English is a second language, must also be evaluated via TOEFL. Transfer of Credits Students transferring from an accredited graduate program may transfer a maximum of six (6) semester unit hours when the courses transferred are equivalent and have direct applicability to the student s program design. A transfer request must be approved by the Director of the Nursing Program prior to admission. Attendance and Tardy Policy MSN Program Policies The MSN program relies on the dynamics of class interaction and group processing in order to integrate and apply the learning of academic content. This model also emphasizes the development and practice of interpersonal communication skills and teamwork (e.g. group problem-solving and negotiation). The format, therefore, necessitates class attendance. In practical terms, one course session is equivalent to three weeks of traditional semester course work. Class attendance is therefore necessary in order to complete the course. Students who miss more than one class meeting (or more than four class hours) in this course will automatically receive a failing grade and need to retake the course in order to obtain a passing grade. Students who arrive late disturb the class. Students who arrive late will not receive participation points for the unit covered. Students who are habitually late may be asked to withdraw from the course. For online courses (NURS 506,NURS 526 and NURS 615), regular participation in asynchronous discussions is necessary in order to complete the courses successfully. There is at least one in-class session for the online courses and it is mandatory that all students attend the inclass session(s). Nonparticipation in discussion and failure to submit class assignments on time
30 28 will result in a failing grade for the course. Any student who misses more than one week of participation will receive a failing grade and will need to retake the course. Professional /Clinical Probation Students admitted to the graduate program with Regular Standing, who later do not maintain satisfactory clinical or professional performance in departmental or practicum related activities may be placed on Probationary Standing. The student must meet with their advisor to discuss the requirements necessary to achieve satisfactory clinical performance and to regain Regular Standing. Grading System The Grading System is outlined in each MSN syllabus. The student is responsible for reviewing this information. Academic Probation Students admitted to the graduate program with Regular Standing who later receive a cumulative or current grade point average below 3.0 will be changed to Probationary Standing. Students with such standing must obtain both a cumulative and current grade point average of 3.0 or greater the following semester. If after one semester of Probationary Standing the student is not able to obtain a grade point average of a B (3.0) they [sic] may be dismissed from the graduate program. The likelihood of dismissal significantly increases if the student has received one or more grades of C or below. Incomplete Work The student initiates a request for a grade of Incomplete. If approved, faculty specifies the requirements and the student and faculty sign a petition. The document is turned in with the course grade. An incomplete grade is granted only for such circumstances as major personal or family crisis. Unacceptable reasons include: course load too heavy, previous incompletes, regular job or ministry responsibilities, English problems, computer problems, vacations etc. The faculty will decide the date when the incomplete assignments must be turned in. Otherwise, the student will receive a failing grade. Leaves of Absence If the student is required to take a Leave of Absence for any reason, he/she must obtain an Application for Withdrawal form from the Program Office; complete the form and submit it to the Director of Nursing and Provost for approval. Time spent on leave of absence is included in the five-year limit for graduate course work. Medical Leave of Absence, Withdrawal from Program and Re-admission (see Vanguard University Catalog Graduate programs).
31 29 Nursing Program Professional Behaviors Vanguard University supports and maintains a Christian standard of proper behaviors in the classroom, on campus, and in interactions with administration, faculty, and staff. In order to facilitate compliance with this standard, the following guidelines have been established that define both appropriate and inappropriate/unprofessional classroom behaviors. Any student who willfully ignores the appropriate behavioral guidelines indicated below will be dismissed from class/clinical. If a pattern of disruptive behavior continues in or out of the classroom, the student will be excused from the Program. In this case, the student forfeits his/her opportunity to continue as a student in the Nursing Program because of inappropriate or unprofessional behaviors. Classroom Professional Behavior Guidelines for Students Appropriate Classroom Behaviors a. Prepares for class participation via the completion of assigned readings and discussions (online or in class). b. Participates in assignments and activities as an equal partner and demonstrates interest in classroom discussions and in the topic at hand. c. Respects fellow students by exhibiting compassion, support or alternatives for ideas in a non-threatening manner. d. Responds to faculty in a professional and respectful manner both orally and in written communications. e. Participates in classroom discussions and one-on-one interactions in a manner that is collegial and professional. Inappropriate or Unprofessional Behaviors a. Attends class unprepared; does not participate in discussions either in an online format or in the classroom. b. Displays inattentiveness by sleeping in class; by distracting classmates through chattering or other disruptive actions (e.g. snacking without faculty permission, making loud sounds, or other disruptive behaviors). c. Uses computers, cell phones, electronic games etc. for personal use during class. d. Displays disrespect toward faculty, classmates, and staff through tone of voice, comments or actions in both oral and written communications. e. Challenges faculty and other students in a threatening manner via negative comments or actions.
32 30 Clinical Professional Behavior Guidelines for Students Appropriate Behaviors at Clinical 1. Prepares for clinical placement by completing all required orientation paperwork (orientation, security clearances, etc.) prior to beginning clinical. Provides the preceptor or representative with any required paperwork on the first day of the clinical experience. 2. Participates in assignments and activities in clinical. Demonstrates interest by actively seeking out new experiences, asking questions, and preparing for clinical by doing research of clinical site and/or preceptor role. 3. Shows respect for all members of community without regard to background, ethnicity, or other differences. Shows compassion and support towards patients, families, and communities, and demonstrates advocacy in a respectful manner. Seeks out direction by preceptor when appropriate. 4. Maintains regular communication with faculty member on clinical activities. Reports problems or issues that occur to both preceptor and faculty member in a timely manner. Inappropriate or Unprofessional Behaviors 1. Attends clinical without required paperwork completed, or does not provide copies of required paperwork to the preceptor or representative by the first day of the clinical experience. 2. Displays inattentiveness or is disengaged from activities and role of the preceptor. Does not seek out new experiences and does not take initiative in own learning. 3. Displays disrespect or lack of care towards any member of the community or clinical site representatives. Does not advocate appropriately for patients or their families. Does not seek out direction by preceptor when appropriate. 4. Does not communicate regularly with faculty member on clinical activities. Does not report problems or issues that occur to preceptor and faculty member in a timely manner. 5. Arrives at the clinical site on 5. Does not show up at the clinical site on prearranged date and on time. Any pre-arranged dates. Is repeatedly tardy absence is reported to preceptor and for clinical, and/or does not faculty member in a timely manner, and communicate absences to preceptor and communication is maintained. faculty member in a timely manner. 6. Safe clinical performance at all times. 6. Unsafe clinical performance that puts 7. Completes all required practicum hours, and all hours are validated by the preceptor. patients and/or self at risk. 7. Does not complete required practicum hours for the course or reports hours that are not validated by the preceptor.
33 31 Student Load A full time academic load at the graduate level is nine (9) unit hours or more per semester, pending specific program requirements. Although MSN students maintain a lower unit load per semester (6-8 units), they are still eligible for federal loans. Time Limit for Program Completion All academic work for the Master of Science degree must be completed within five (5) years from the date of official admission into the Graduate program. Time spent on leave is calculated into that five (5) year limit. Any exceptions to the limit must be approved by the Director of the Program. Students as Part of Program Governance Students are chosen to act as class or cohort representatives. They have various duties that include helping faculty to prepare the classroom for classes, take attendance and act as messengers to other students about changes or new information that needs to be shared with their respective classes or cohorts. These class representatives are also provided with a stipend of a bookstore certificate given at the end of each semester while they serve in this role. MSN student representatives will be invited to attend the Nursing Accreditation, Admission, Curriculum, and Evaluation (NAACE) meetings. They will also receive the meeting minutes and can share and discuss with classmates. For more information see Appendix K. APA Policy The Nursing Program requires students to use APA guidelines in submitting all written assignments. The Publication Manual of the American Psychological Association (6th ed., 2010) and the APA Style web site (http://www.apastyle.org/) provide a comprehensive reference guide to writing using APA style, organization, and content. APA Essentials, a shortened version of APA guidelines, is available at the following Vanguard University website: Students should be aware that APA software may have inconsistencies/errors and that points will be subtracted for any software related errors that do not meet current APA guidelines. Technology Requirements The computer requirements for online learning are as follows: Platforms: Mac OS X 10.2 or higher or Windows 2000 or higher; Hardware: 256 Mb RAM, CD-ROM, and 1 Gb free disk space; Software: Word processing, Presentations, and Spreadsheets; Adobe Reader 8.0 or higher; Web Browser: Firefox 3.0 or higher (recommended with Moodle), Internet Explorer 7.0 or higher, Safari 3.0 or higher.
34 32 Graduation Requirements Students pursuing the Master of Science degree in Nursing from Vanguard University are required to satisfy the following graduation requirements: Successful completion of the units of course work included in the MSN program with a minimum grade of B (3.0) GPA in all required course work, and within the allowed five (5) years limit. Completion of the Community Thesis Project. Submission of the bound thesis project report and project defense. Settlement of all financial obligations to Vanguard University. Completion of all VU forms necessary for graduation. Application for Graduation An application for graduation must be obtained from and filed with the Registrar s Office during the first week of the student s final semester in which the degree will be granted. Students who have filed an application for graduation and do not complete their requirements by the projected date of completion are required to file again in a later semester. MSN Class Schedule First Year First Semester 6 Units NURS 501 Theoretical Frameworks of Leadership 2 NURS 506 Diversity, Social & Global Issues in Health Promotion & Disease Prevention (online) 2 NURS 511 Legal & Ethical Considerations in Education & Leadership Management 2 Second Semester 7 Units NURS 516 Research Methodologies & Community Project Development I 3 NURS 521 Foundations of Health Care Delivery & Systems for Managers 2 NURS 526 Policies Effecting Health Delivery & Fiscal Systems (online) 2 Third Semester 8 Units NURS 531 Assessing, Planning & Managing Budgets & Resources 2 NURS 536 Gerontology Care for Today & the Future 2 NURS 541 Management Practicum 4 (55 hrs. practice & 5 hours seminar)
35 33 Second Year Fourth Semester 6 Units NURS 610 Theoretical Frameworks of Education 2 NURS 615 Use of Technology in Patient and Student Education 2 NURS 620 Strategies for Effective Instructions 2 Fifth Semester 6 Units NURS 625 Project Development II & Report 2 NURS 630 Curriculum & Program Development 2 NURS 635 Class / Course Preparation, Planning, & Competency Evaluations 2 Sixth Semester 7-9 Units NURS 640 Project Implementation, Final Written Report & Defense (online except for campus seminars) 1-3 NURS 645 Group Dynamics & Conflict Resolution in Management & Education 2 NURS 650 Education Practicum (55 hrs. of practicum & 5 hrs. seminar) 4 Total units MSN Course Descriptions NURS 501 Theoretical Frameworks of Leadership (2 units) This course explores the theoretical underpinnings of leadership and management in nursing. Content includes leadership styles and attributes, interpersonal communications in effectively leading and collaborating with diverse populations, as well as, an explanation of the concept of emotional intelligence. Building a dynamic team to improve optimal quality care will also be articulated. Responsibilities of managers, such as, organizational management, appropriate delegation of responsibilities, the art of supervision, coaching for success and collaboration will be analyzed. NURS 506 Diversity, Social and Global issues in Health Promotion and Disease Prevention (2 units-online Students will have the opportunity to synthesize and analyze the impact of social and global issues on the perceptions of health, view of disease prevention and health promotion among culturally and socially diverse patient/client and aggregate populations. Health issues that affect populations across the globe will be explored in order for nurses to effectively advocate for change.
36 34 NURS 511 Legal and Ethical Considerations in Education and Leadership/Management (2 units) Being a member of a profession assumes that graduate students will be able to analyze and apply legal parameters in practice as well as understand the ethical principles associated with health care providers. This course will offer a forum to synthesize relevant and timely information from research, practice, and education that is associated with the current and legal parameters of the profession, as well as, the ethical principles that guide critical decision-making in the care and education of clients. Legal issues will encompass risk management, advocacy, legal conduct, and responsibilities to clients/ students. NURS 516 Research Methodologies and Community Development I (3 units) This course is an exploration of both the research process and methodologies. The content includes both quantitative and qualitative designs. Emphasis will be placed on the first phase of the thesis project design and development. Students will have the opportunity to prepare the first three chapters of the project report. NURS 521 Foundations of Health Care Delivery and Systems for Managers (2 units) Content will first focus on the dynamics that influence individual and aggregate population health. Emphasis will focus on identifying factors, such as, technology, federal and local policies that influence development of and changes in health care systems. NURS 526 Policies Effecting Health Delivery and Fiscal Systems (2 units-online) The impact that policies exert on health care delivery will be analyzed in addition to how regulatory processes are developed and impact nursing practice. Students will have the opportunity to interpret various health policies and articulate how nurses can advocate for changes that enhance health. How policy-making proceeds will also be explored. NURS 531 Assessing, Planning, and Managing Budgets and Resources (2 units) Utilizing methods to assess fiscal and resource requirements, planning budgets, and managing systems will be reviewed and analyzed. Methods and instruments available to efficiently allocate resources will be discussed as well as the design of plans that decrease duplication of ineffective strategies and services. Business principles will be identified as potential guidelines in managing nursing units and agencies. NURS 536 Gerontology Care for Today and the Future (2 units) This course is designed to provide the graduate nursing student with a framework necessary to assess the health status of a growing gerontology population. Theories of aging, political, legal, and ethical dimensions effecting seniors, influences on disease prevention /health promotion, and care management will be explored and synthesized. Students will present the latest research data and the application to nursing practice. NURS 541 Management Practicum (4 units) Prerequisite: NURS 501. During this course, each student will choose a setting in which he/she will complete 55 hours in a management /leadership position. Each student will work with a preceptor who occupies either a formal leadership or management position. During this
37 35 practicum, students will apply knowledge that was learned in earlier coursework. Seminars (5 hours) will also be scheduled by the faculty of record in order to direct and support students in achieving personal as well as course objectives. NURS 610 Theoretical Frameworks of Education (2 units) The goal of this course is to explore the theories of education, how a theoretical framework becomes the foundation for an effective teaching process, how to focus the educational offering on an aggregate (e.g. students, patients/families, staff, or other health care providers). There will be a review about how learning proceeds, and how educators successfully apply principles of andragogy in the teaching / learning setting. NURS 615 Use of Technology in Patient and Student Education (2 units Online) The students will learn how to apply the most effective use of technological methods in order to effectively educate a defined aggregate. Students will be able to apply these skills by preparing a presentation. The use of various forms of technology will also be presented, including the preparation of audio-visuals (Power points, YouTube, videos, databases, etc.). NURS 620 Strategies for Effective Instruction (2 units) In this course, effective teaching/learning modalities will be discussed and analyzed. Experiences with the patient simulators will provide opportunities to complete hands- on practice related to patient care. The course will assist students in assessing, planning, and implementing instructional sessions geared toward a particular aggregate while considering the learners age group, culture, readiness to learn, and barriers to learning. NURS 625 Project Development II and Report (2 units) Prerequisite: NURS 516. This course constitutes the second phase of the thesis project preparation. The student will continue to develop the project and refine the project report. In addition, Phase II will prepare the student to implement the project. NURS 630 Curriculum and Program Development (2 units) This course will provide guidelines in planning a patient teaching offering, an in-service, a course, or a complete curriculum. Discussion will surround the issues of planning a teaching event that focuses on the development of a presentation, description of the learning event, course objectives, content, resources/ audiovisuals, and evaluation plan. NURS 635 Class/ Course Preparation, Planning, and Competency Evaluation (2 units) This course will assist the student to further refine the skills introduced in NURS 630. The students will articulate the process by which the learning needs and styles of an aggregate are assessed. Each student will then prepare and prepare a presentation with a chosen aggregate. In addition, the student will develop a brief evaluation instrument to analyze whether or not learning has occurred based on the stated objectives. The in-service or presentation will also be measured, via this evaluation, in terms of instructor effectiveness, content clarity, and relevance.
38 36 NURS 640 Project Implementation, Final Written Report and Defense (1-3 units) Pre-requisites: NURS 516 and NURS 625. Project implementation, the completed written report and the defense make up the final phase of this thesis project. The students will have the opportunity to present a synopsis of the project to faculty and classmates. The on-line portion of the course will provide on-going support and assistance from the faculty of record. The seminars will serve as a format for debriefing and project defense presentations. The project must be completed during this course. NURS 645 Group Dynamics and Conflict Resolution in Management and Education Settings (2 units) Because conflicts arise in both the workplace and in educational settings, the ability to recognize that a conflict exists is imperative. Methods of identifying the components of the conflict and its positive resolutions will be analyzed. The role of the nursing leaders will be explored. Group dynamics will be presented as the concept of team-building in both education and health care settings. The leader and participant s attributes and characteristics will be explored as well as how leaders can develop these attributes. NURS 650 Education Practicum (4 units) Pre-requisite: NURS 610. This course provides the graduate students with practical application of education theories in college settings. Each student will have the opportunity to choose a preceptor and a setting in which to complete the course successfully. Students will be able to build educator skills by collaborating with a master teacher in order to assess the learning needs of a group, prepare a lesson plan, or assist with syllabi revisions, and teach a portion of a course to nursing students. Seminars (5 Hours) will also be scheduled by the faculty of record in order to direct and support students in achieving personal as well as course objectives.
39 37 APPENDIX A Conceptual Framework
40 38 VANGUARD UNIVERSITY NURSING CONCEPTUAL FRAMEWORK Critical Thinking through a Value-based Nursing Education Professional Nursing Skills and Service Enhancement of Patient Health Status in a Complex HealthCare System Life of Compassionate Nursing Leadership Cultivation of Character & Deepening of Faith Note: This schematic is based on both the University s and the Nursing Department s mission statements.
41 39 APPENDIX B Program Evaluation Plan
42 40 Nursing Program Evaluation Plan Timetable EVALUATION INSTRUMENT FALL SPRING SUMMER RESPONSIBLE INDIVIDUALS // GOALS 1. Alumni X: one and three years after graduation 2. Evaluation of faculty by Director/Asst. Director Alumni 80% of alumni indicate that the Vanguard Nursing Program helped them achieve learning outcomes New faculty 100% of faculty will receive an overall and individual rating of very effective or effective 3. Evaluation of faculty/course by students 4. Evaluation (student) of practicum/clinical agency 5. Employer survey of graduates 6. Faculty evaluation of course/program 7. Graduate survey of program effectiveness (Graduate Exit Survey) X X X Students SIR II Short form 4.41 SIR II Long form 100% of nursing faculty will score above the national mean in: course organization; communication; faculty student interaction; assignments, exams & grading; course outcomes; and student effort & involvement X X X RN to BSN Students 80% of students will indicate satisfaction with clinical experience MSN students 80% of students will indicate that preceptors helped them achieve practicum objectives X : one year Employers 80% of after graduation employers verbalize satisfaction with graduates X X X Faculty 80% of faculty indicate satisfaction with the course they are teaching time of graduation time of graduation time of graduation Students 80% of graduates indicate satisfaction with program effectiveness
43 41 (Cont d)evaluation INSTRUMENT 8. Student Evaluation of Campus Services (component of Graduate Exit Survey) 9. Preceptor Evaluation of Student Performance FALL SPRING SUMMER RESPONSIBLE INDIVIDUALS // GOALS time of graduation time of graduation time of graduation Students 80% of students indicate satisfaction with campus services X X X RN to BSN Preceptor 100% of preceptors will evaluate preceptees as progressing satisfactorily or not observed) **goal achievement changed effective fall 2013** 10. Student Learning Outcomes 11. Student Retention /attrition 12. Mission, goals, and expected student outcomes 13. Review/ revisions of nursing policies/procedures MSN Preceptor 100% of preceptors will evaluate preceptees as meeting practicum objectives at 80% or above X X X Faculty annual SLO report and educational effectiveness plan will demonstrate student achievement of learning outcomes X NAACE Committee 90% retention rate X: Q 3 years NAACE Committee Mission, goals, and expected student outcomes reviewed every 3 years (last reviewed/revised fall 2011) X: every 2 Administration, NAACE Committee years 14. Syllabi Evaluation X X X NAACE Committee All syllabi use program template, contain required policies and course description, objectives, and total points in RN to BSN program.
44 42 APPENDIX C Sample Program Student Learning Outcomes Matrix (Advanced)
45 43 RN to BSN Student Learning Outcome Matrix I = Introduced; P = Practiced; D = Demonstrated COURSES NURS 305 Nursing Theory & Practice NURS 310 Information Technology in Nursing NURS 315 Writing & Critical Analysis of Health Issues NURS 320 Ethical Issues & Legal Aspects NURS 325 Multi-Dimensional Assessment NURS 335 Approaches to Health Promotion & Disease Prevention for Older Adults & Their Families NURS 405 Nursing Research & Seminar NURS 410 Principles of Pathophysiology NURS 415 Socio-cultural Contexts of Diversity NURS 420 Community Health Nursing NURS 425 Education Theory & Process of Teaching NURS 430 Leadership Management in Professional Nursing Program SLO #1 Critical Thinking/ Clinical Reasoning/ Clinical Judgment Program SLO #2 Integration of Faith and Learning Program SLO #3 Holistic Learning Program SLO #4 Communication Program SLO #5 Professional Excellence Program SLO #6 Cultural Competency and Citizenship Program SLO#7 Information and Technology I I I I I I I,P P P P P P P P P p P P P P P p I, P P P I, P P P P P P p p P P P P p P D P P P P P P P P, D P P, D P, D P,D P, D P, D P,D P,D D D D D P, D D D D D D D D D D
46 44 APPENDIX D RN to BSN Educational Effectiveness Plan
47 45 RN to BSN Educational Effectiveness Plan The program designed a RN to BSN Educational Plan to evaluate educational effectiveness. This plan was developed in spring 2012 and was implemented in fall Designated elements of the plan are on a 3 year cycle and are indicated below. Process: All faculty members teaching courses identified in the Educational Effectiveness Plan (EEP) will submit required data to the Administrative Assistant at the end of each course when grades are due. Timeline: All Learning Outcomes will be measured within a 3 year cycle as follows: Year 1 Outcomes 1, 6 Year 2 Outcomes 2, 5, 7 Year 3 Outcomes 3, 4 End of Program BSN Student Learning Outcomes are evaluated through the following process. Outcome 1. Critical Thinking/Clinical Reasoning/Clinical Judgment Use a systematic approach in assessing, planning, implementing, and evaluating innovative and evidence-based solutions to patient care problems across a variety of healthcare settings. Measure % of students enrolled in NURS 420 Community Health will demonstrate the ability to engage in critical thinking as evidenced by scoring 85% or higher on the presentation, Violence and Abuse related to One Aggregate, using designated grading criteria. Faculty teaching NURS 420 will submit the assignment grading rubrics and a summary of the results of the assignment. Measure % of students enrolled in NURS 325 Multidimensional Assessment will demonstrate the ability to engage in critical thinking as evidenced by scoring 85% or higher on the Case Study, using designated grading criteria. Faculty teaching NURS 420 will submit the assignment grading rubrics and a summary of the results of the assignment. Outcome 2: Integration of Faith and Learning Develop and articulate an understanding of a Biblical worldview in integrating values of truth, virtue, and service in personal and professional life and in providing Christ-centered leadership and service. Measure % of students in NURS 305 Nursing Theory & Practice will identify spirituality as a key concept in a poster presentation assignment that applies spirituality and nursing theory in practice settings. Faculty will submit the assignment grading rubrics and a summary of the results of the assignment at the end of the course. Measure % of the students in NURS 420 Community Health will demonstrate the ability to integrate truth, virtue, and service in their personal mission statement as evidenced by scoring 85% or higher on the NURS 420 Personal Mission Statement using a grading rubric with defined criteria. Faculty teaching NURS 420 will submit the assignment grading rubrics and a summary of the results of the assignment at the end of the course. Outcome 3: Holistic Learning Demonstrate responsibility and accountability for self and nursing practice, including engagement in life-long learning and ongoing professional growth.
48 46 Measure % of the students in NURS 430 Leadership/Management will demonstrate responsibility and accountability for self and nursing practice as evidenced by scoring 85% or higher on the Professional Meeting Attendance assignment. Faculty will submit the assignment grading rubrics and a summary of the results of the assignment at the end of the course. Outcome 4: Communication Use communication theories/techniques and demonstrate communication/collaboration with colleagues, transdisciplinary groups, including the use of informatics, to promote relationships with individuals, families, and communities. Measure % of the students in NURS 310 Information Technology in Nursing with demonstrate oral communication and PowerPoint presentation competency at a healthcare information night where students make a full presentation of their healthcare issue to other class members and invited guests. Faculty will submit the assignment grading rubrics and a summary of the results of the assignment at the end of the course. Measure % of the RN-BSN students enrolled in NURS 425 Educational Theory and Process of Teaching will demonstrate application of communication theories/techniques as evidenced by scoring 85% or higher of the possible points on their teaching project grading rubrics. Faculty teaching NURS 425 will submit a summary of the scores on the graded teaching projects at the end of the course. Outcome 5: Professional Excellence Use a problem solving approach in evaluating patient health status and in advocating for the patient and family, anticipating and reducing risk, and improving health outcomes. Measure % of the RN to BSN students in NURS 420 Community Health will demonstrate accountability and responsibility with preceptor, patients, health care team, and supervising faculty as evidenced by satisfactory achievement of competencies on the clinical progress report. Faculty teaching NURS 420 will submit a written summary of student performance across clinical competencies (assessment, planning/intervention, communication, and professionalism). Outcome 6: Cultural Competency and Citizenship Employ culturally sensitive nursing care and communication strategies while collaborating in community service programs that promote the health of diverse populations. Measure % of students enrolled in NURS 420 Community Health will demonstrate the ability to employ cultural competency and citizenship as evidenced by scoring 85% or higher on the Windshield Survey and Ecomap, using designated grading criteria. Faculty teaching NURS 420 will submit the assignment grading rubrics and a summary of the results of the assignment. Measure % of students enrolled in NURS 415: Sociocultural Contexts of Nursing Care, will achieve a score of 85% or higher on the final class assignment titled Construction of an Action Plan and Implementation for Continuous Quality Improvement of Culturally Competent Care, using designated grading criteria. Faculty teaching NURS 415 will submit the assignment grading rubrics and a summary of the results of the assignment.
49 47 Outcome 7: Information and Technology Demonstrate technology skills in locating, retrieving, applying, and evaluating the integrity of information while using information responsibly and ethically. Measure % of the RN to BSN students enrolled in NURS 405 Nursing Research will demonstrate knowledge of application of technology skills in locating evidence and applying information to improve health outcomes as indicated by scoring 85% or higher on the portfolio using selected grading criteria. Faculty teaching NURS 405 will submit portfolio rubric at the end of the course.
50 48 APPENDIX E Community Health Policy & Requirements
51 49 NURS 420 Community Health NSG Initials of Instructor Verifying Name of Student: Student Requirements (copies required) BLS card (Date of Expiration: ) TB Test: Positive or Negative (circle one) Date completed: If TB Test positive, need CXR within 1 yr. (check with office as some facilities allow CXR reports to be within 4 years, not one) AND annual health questionnaire completed Driver s License Personal Health Care Insurance Malpractice Insurance Carrier: Dates of Coverage: Must have coverage of $1,000,000/$3,000,000 California RN License Health Physical Clearance by MD/NP/PA MMR vaccination record or titers Hepatitis B vaccination record or titer Varicella (Chicken Pox) Vaccine record or titer Influenza Vaccine record (or Declination Form) (Seasonal: October 1 through April 1) If decline, must wear mask on Hospital Campus T dap Vaccine record Clear background check (for SAL students) Please provide proof or copies of above items.
CALIFORNIA UNIVERSITY OF PENNSYLVANIA DEPARTMENT OF NURSING RN-BSN STUDENT HANDBOOK Faculty Advisor: Phone: Email: Revised: Fall 2014 i TABLE OF CONTENTS Introduction... 1 Faculty and Staff... 1 Faculty
1 COLLEGE OF NURSING Guide for Baccalaureate Students THE UNIVERSITY OF TEXAS AT TYLER FALL 2011/SPRING 2012 2 TABLE OF CONTENTS I. Disclaimer... 4 II. History... 5 III. Conceptual Foundations... 7 Purposes...
BACHELOR OF SCIENCE IN NURSING PROGRAM NURSING STUDENT HANDBOOK 2009-2010 Law Dept. review completed (December 4, 2009) TABLE OF CONTENTS Preface i South University Non-discrimination Policy..i Overview
BSN STUDENT HANDBOOK Revised March 2009 INTRODUCTION The Bachelor of Science in Nursing Program is designed for registered nurses who desire a baccalaureate degree in nursing. It provides career mobility
Capital University Student Handbook Post Licensure Program Graduate 2014-2015 Student Handbook Website Location: http://www.capital.edu/nursing-accepted/ Revised: 8/07; 6/10; 5/13 Preface Capital University
Department of Nursing Master of Science in Nursing Student Handbook 2014-2015 WELCOME FROM THE DEPARTMENT OF NURSING CHAIR On behalf of the faculty and staff of the University of North Carolina at Pembroke
LOCK HAVEN UNIVERSITY CLEARFIELD CAMPUS DEPARTMENT OF NURSING RN to BSN STUDENT PROGRAM GUIDE 2012-2013 Lock Haven University Department of Nursing 201 University Drive Clearfield, PA 16830 814-768-3450
Rev 8/14 1 Elmira College Nurse Education Program Student Handbook 2014-2015 2 The Nurse Education Program (NEP) is guided by the overall policies of Elmira College. Policies specific to the Nurse Education
RN-BSN Student Handbook 2014-2015 Goodwin College One Riverside Drive East Hartford, CT 06118 860.528.4111 www.goodwin.edu 1 WELCOME Dear Registered Nurse Student: Welcome to Goodwin College and the Bachelor
RN to BSN Student Handbook Liberty University Department of Nursing 2010-2011 Academic Year Table of Contents General Information... 2 Liberty University Mission Statement... 3 Overview of Baccalaureate
Marian University School of Nursing and Health Professions Nursing Student Handbook 2014-2015 School of Nursing and Health Professions Marian University 45 South National Avenue Fond du Lac, WI 54935 (920)
Associate Degree Nursing Mobility and Practical Nursing Student Handbook 2014-2015 Pine Technical & Community College 900 Fourth St. SE Pine City MN 55063 Tel: 800.521.7463 Fax: 320.629.5101 Web: www.pine.edu
College of Health and Human Services School of Nursing MSN Program Student Orientation Manual (revised 8/14/14) August 014 July 015 MSN Orientation Manual MSN Student Orientation Manual Table of Contents
SCHOOL OF SOCIAL WORK University of Wisconsin-Madison Part-Time Master of Social Work Field Program Field Education Handbook 2015-2016 Part-Time MSW Program Field Education Office School of Social Work
Student Handbook For the Practical Nursing Program Paul D. Camp Community College 2014-2015 1 Dear Nursing Student: We are pleased that you have accepted admission into the Nursing Program at Paul D. Camp
Undergraduate Nursing Program Student Handbook 2011-2012 Table of Contents Introduction.. 4 Policy on Non-discrimination 5 Statement Regarding Student Responsibilities and Rights... 5 Mission and Goals
W. Cary Edwards School of Nursing RN-BSN/MSN Student Handbook 2015-2016 Michelle Mijares BSN 14 Gary Fassler BSN 08, MSN 11 Contents ~~~ 1 Message from the Dean 2 W. Cary Edwards School of Nursing 2 Mission
Washburn University School of Nursing Washburn University School of Nursing Online RN to BSN Curriculum Revision Program Proposal Table of Contents Program Proposal Introduction... 3 Mission of the School
Professional Program in Nursing Nursing Program BSN Handbook September 2015 2 Table of Contents Table of Contents... 2 Nursing Program Description... 4 Overview of the Program... 4 Three Tracks, One Destination...
Table of Contents THE UNIVERSITY OF TEXAS AT EL PASO MSW PROGRAM FACULTY... 4 THE UNIVERSITY OF TEXAS AT EL PASO MSW PROGRAM... 6 Introduction to the Handbook... 6 The University of Texas at El Paso MSW
School of Nursing MSN Program Handbook 2015-2016 2 TABLE OF CONTENTS School of Nursing Accreditation/Professional Membership... 4 College Deans... 5 School of Nursing Mission Statement and Goals... 5 Philosophy
Rider University RN-BSN Nursing Major Nursing Student Handbook www.rider.edu/academics/colleges-schools/ccs/programs-offerings/rn-bsn Revised: August 2014 1 TABLE OF CONTENTS Content Page Welcome Letter