BACHELOR OF SCIENCE IN NURSING RN-BSN Degree Completion Program STUDENT HANDBOOK

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1 BACHELOR OF SCIENCE IN NURSING RN-BSN Degree Completion Program STUDENT HANDBOOK Updated 8 January 2015

2 Dear Student: Welcome to the Bachelor of Science Degree Completion Program for Registered Nurses. I congratulate you on your decision to continue your education at Drexel University, College of Nursing & Health Professions (CNHP). I have no doubt that your experiences will promote personal growth as well as provide professional challenges and opportunities. This booklet contains policies specific to the baccalaureate nursing program. We recognize that most of you are busy adult learners, trying to balance multiple demands in your work and personal lives. The faculty at CNHP respects the knowledge and experience that you bring as registered nurses to your educational experience. The faculty and I are committed to an education that is relevant, rigorous, and learner-friendly. Please let us know how we might further assist you as you progress through your academic program. Sincerely, Karen Goldschmidt, MSN, RN Chair, RN-BSN Degree Completion Program The RN-BSN Student Handbook is updated on a continual basis. It is the student s responsibility to check for updates to the on-line issue posted on a regular basis, and to comply with any and all updates to program policies and procedures throughout the academic year. The RN-BSN hand book can be located at This booklet is supplementary to the University Student Handbook. University Student Handbook can be found online at the following address: The data contained within reflects current policies and, in some rare instances, may be subject to modification. The provisions of this publication are not to be regarded as a contract between Drexel University and any student. The University reserves the right to change any of the policies, rules, regulations, and standards at any time as may be necessary in the interest of the University. The University also reserves the right to modify or discontinue any of the services, programs, or activities described in this publication [2] Updated 8 January 2015

3 TABLE OF CONTENTS Administration Directory... 6 Staff Directory... 7 Nursing Faculty Directory History and Overview Mission Statements... University mission Statement CNHP Mission Statement Nursing Program Mission and Values Conceptual Framework Curriculum... Drexel Student Learning Priorities BSN Program Outcomes BSN Program Curriculum Technical Standards for Admission, Academic Progression, and Graduation CNHP Information... Academic Year Religious Holidays Accounts Change of Personal Information Accommodations for Disabilities Sigma Theta Tau International Honor Society for Nurses Academic and Personal Counseling Class Attendance and Punctuality Change of Course: Drop/Add Withdrawal from a Course Withdrawal from the University Incomplete Grades Change of Grade (Statute of Limitations) Leave of Absence (LOA) Application for Degree Program Evaluation Methods Grading Scale Grade Reports Financial Obligations and Course Grading Grade Not Reported (NGR) Learner Assessment and Final Grade Appeal Policy Academic Honesty and Integrity Cheating and Plagiarism Examinations and Quizzes Term Papers Drexel Writing Center Student Health Insurance [3] Updated 8 January 2015

4 Dismissal of Students Who Present Physical or Emotional Problems That Do Not Respond To or Refuse Treatment Center for Interdisciplinary Clinical Simulation and Practice Harold D. Steinbright Career Development Center (SCDC) Unprofessional Conduct Ethical Conduct Disciplinary Action of Regulatory Body Anti-Discrimination Sexual Harassment Complaints of Harassment Nursing Student Code of Conduct... Purpose Rationale Student Civility - Civility and Incivility Defined Clinical and/or Practicum Conduct Academic Integrity Communication RN-BSN Program Policies... Academic Policies... Licensure Advisement Course Grading RN-BSN-MSN Opportunities Admission to Graduate Nurse Track BSN Fee Undergraduate Academic Standing and Probation Policy Honors Academic Standing Progression in Program Computer Competency Online Courses Registration Courses Taken Outside the University CLEP Examination Excelsior College Examinations Transfer Credit Policy Adherence to Curriculum FERPA Authorization Course Descriptions Clinical Guidelines... Clinical Compliance Clinical Communicable Disease Policy Clinical Exposure Policy Clinical Injury and Illness Clinical Placements Clinical Attire [4] Updated 8 January 2015

5 Clinical Conduct Medical Clearance Pregnancy Policy on Unsafe Practice Appendices [5] Updated 8 January 2015

6 ADMINISTRATION DEAN, COLLEGE OF NURSING & HEALTH PROFESSIONS Gloria F. Donnelly, PhD, RN, FAAN (215) or ASSOCIATE DEAN FOR POST LICENSE NURSING PROGRAMS (RN-BSN, MSN, NURSE ANESTHESIA, THE DNP AND CNE) Al Rundio, PhD, DNP, APRN, NEA-BC, DPNAP (215) or ASSOCIATE DEAN FOR PRE LICENSE NURSING PROGRAMS (ACE AND BSN CO-OP) Faye Meloy, PhD, RN, MSN, MBA (215) or ASSISTANT DEAN OF ACCREDITATION/REGULATORY AFFAIRS & ONLINE INNOVATION Katherine Anselmi, PhD, JD, FNP, WHNP (215) or DEPARTMENT CHAIR, RN-BSN ONLINE COMPLETION PROGRAM Karen Goldschmidt, MSN, RN (267) or RN-BSN COMMUNITY CLINICAL COORDINATOR Thea Eckman MSN, RN-BC, CCRN (215) or ASSISTANT DEAN, STUDENT AND TECHNOLOGY OPERATIONS Mary Gallagher Gordon, PhD, RN, CNE (215) or Sr. Director of Nursing Faculty Affairs & Clinical Education Alecia Schneider Fox, MSN, FNP, BC (215) or Director of Online Quality Karyn Holt, CNM, PhD (215) or [6]

7 STAFF DIRECTOR OF OPERATIONS, NURSING PROGRAMS Lora Furman, MS (215) or PROGRAM COORDINATOR, RN-BSN ONLINE PROGRAM Melissa Garcia (267) or ACADEMIC ADVISORS (RN-BSN Department) Joyce Lazzaro, MSN, RN, (Director) Leslie Calimer (Lead) Colleen Graham Carli Metzler Brian Anderson Sam Price ACADEMIC ADVISORS (MSN Department) Kirsten Brinkman-Hansen Gladys Clapano-Mozdzonek (NP Tracks) Redian Furxhiu (APR Tracks) Amanda Pauker (NP Tracks) Amy Pelak (APR Track) (267) or (267) or (267) or (267) or (267) or (267) or (267) or (267) or (267) or (267) or (267) or PROGRAM MANAGER: CNHP UNDERGRADUATE TRANSFER CREDIT EVALUATOR Christine Wilson (215) or TRANSFER CREDIT EVALUATORS Alisha Balkum Chanel Young (215) or (215) or BLACKBOARD/INSTRUCTIONAL SYSTEMS ADMINISTRATOR Caroline Feenan (215) or [7]

8 NURSING FACULTY Lisa Aiello, RN, MSN, AOCNS, APN-C (267) or Scott Alcott, Sr., MSN, RN (267) or Kristen Altdoerffer, RN, MSN, CRNP (267) or Erin Barbara Amendolia, DrNP, NNP, APN-BC (215) or Katherine Anselmi, JD, PhD, FNP-BC, WHNP-BC (215) or Ann Thiel Barrett, MSN, RN, FNP-C (215) or Lewis Bennett, CRNA, MSN (215) or Suzan Blacher, MSN, RN, CARN, CCIT (305) or Joan Bloch, PhD, CRNP (215) or Susan Burke, PhD, RN, CPNP (267) or Barbara Celia, BSN, MSN, EdD (267) or Amira Clemens RN, MSN (267) or Paul Clements, PhD, APRN-BC, CGS, DF-IAFN (215) or Jennifer Coates, MSN, MBA, CRNP, BC (267) or Ferne Cohen, MS, CRNA (215) or John Cornele, BSN, RN, EMT-P (215) or Frances Cornelius, PhD, MSN, RN-BC, CNE (267) or Linda Dayer-Berenson, MSN, CRNP, CNE (267) or Diane DePew, DSN, RN-BC (215) or Jill Derstine, EdD, RN, FAAN (267) or Rose Ann DiMaria-Ghalili, PhD, RN, CNSN (215) or Gloria Donnelly, PhD, RN, FAAN (215) or Jane Donovan MSN, RNC (267) or Brenda Douglass, DNP, APRN, FNP-C, CDE, CTTS (267) or Thea Eckman, MSN, RN-BC, CCRN (215) or Renata Estes, MSN, WHNP-BC (267) or Brian Fasolka, MSN, RN, CEN (267) or Theresa Fay-Hillier, MSN, PMHCNS-BC (267) or Kathleen Fisher, PhD, CRNP (215) or Alecia Fox, MSN, FNP-BC (215) or Sandra Friedman, CNM, MSN (267) or Mary Gallagher-Gordon, MSN, RN, CNE (215) or Patricia Gerrity, PhD, RN, FAAN (215) or Ellen Giarelli, EdD, RN, CRNP (215) or Maryann Godshall, RN, PhD, CCRN, CPN, CNE (215) or Karen Goldschmidt, MSN, RNC (267) or Elizabeth Gonzalez, PhD, APRN, BC (215) or Mary Green, RN, MSN, BC (267) or Donna Gribbin RN, DNP, CNE (267) or Cindy Hambach MSN, RN, CCRN (267) or Elizabeth Hammond-Ritschard MSN, RN (267) or Margaret Harkins, MSN, RN, CRNP (267) or Angela Hawes, MSN, RN (215) or [8]

9 Karyn Holt, CNM, PhD (215) or Erin Johnson, RN, MSN, MPH (267) or Dana Kemery, RN, MSN, CEN, CPEN (267) or Michelle Kensey, RN, MSN (267) or Penny Killian, RN, MSN, PMHNP (267) or Cynthia Little, PhD, WHNP-BC, CNS (215) or William Lorman PhD, MSN, CRNP (215) or Jean MacFadyen, PhD, RN (215) or MaryKay Maley, RN, MSN, APN C (267) or Kimberly McClellan, MSN, WHNP-BC, CRNP (267) or Kristen McColligan, MSN, CRNA (215) or Pamela McGee, MSN, CRNP, FNP-BC (267) or Marylou McHugh, RN, EdD (267) or Kristen McLaughlin, RN, MSN, CPNP (267) or Ann McQueen, MSN, CRNP (267) or Cheryl Mele, RN, MSN, PNP-BC, NNP-BC (267) or Faye Meloy, PhD, RN, MSN, MBA (215) or Sally Miller, PhD, APN, FAANP (215) or Jennifer Mondillo, CRNP, MSN, MBA (267) or Kym Montgomery, DrNP, WHNP-BC (267) or Catherine Morse, RN, MSN, CRNP-BC, CCRN (267) or Dana Murphy-Parker, MS, PMHNP-BC (267) or Maura Nitka, MSN, RN, CPN (267) or Carol Okupniak, MSN, RN (267) or Jennifer Olszewski, MSN, CRNP (267) or Alis Kotler Panzera, DrNP, APN-C, RN (267) or Carol Patton, DrPH, FNP-BC, CRNP, CNE (215) or Cheryl Portwood, MSN, RN, NEA (267) or Bobbie Posmontier, PhD, CNM (215) or Alicemarie Poyss, PhD, RN, CS, APRN-BC (267) or Brenda Reap-Thompson, MSN, RN, CNE (267) or Mary Jane Ricci, MSN, RNBC (215) or Pat Riccio, PhD, RN (215) or Leland Rockstraw, PhD, RN (215) or Al Rundio, PhD, DNP, RN, APRN, NEA-BC (215) or Jane Greene Ryan, PhD, CNM (267) or Donna Sabella, PMH-CNS, MEd, MSN, PhD, RN (215) or Deanna Schaffer, MSN, RN (267) or Joanne Schwartz, PhD, MSN, CRNP, CNE (215) or Joanne Serembus, EdD, RN, CCRN, CNE (215) or Jaime Slaughter, PhD, MPH (215) or Susan Solecki, MSN, FNP-BC, PNP-BC (267) or Tori Thiel-Barrett, DNP, RN, FNP-BC, CNE (267) or Beth Tomaszewski, DNP, CCRN, CRNP, ACNP-BC, ACNPC (267) or Donna Trinkaus, MSN, RN (267) or [9]

10 AtNena Tucker, DNP, MBA, FNP-BC (267) or Roberta Waite, EdD, APRN, CNS-BC, FAAN (215) or Lori Wheeler, MSN, RN (267) or Linda Wilson, RN, PhD, CPAN, CAPA, BC, CNE (215) or Virginia Wilson, MSN, RN, NEA-BC, NE-BC (267) or Mary Yost, RN, MSN (267) or Mary Ann Zimmer, MSN, CPN (267) or Janet Zimmerman, MS, RN (267) or Patti Zuzelo, EdD, RN, ACNS-BC, ANP-BC, FAAN (215) or [10]

11 RN-BSN Course NURS 324: Introduction to Online Learning: Tools for Success NURS 325: Critical Issues Shaping Professional Nursing NURS 330: Research Basis of Nursing NURS 337: Genetics in Nursing and Health NURS 370: Issues in Aging and Longevity NURS 340: Transformational Leadership/Management in Nursing NURS 346: Health Assessment and Promotion for Diverse and Vulnerable Populations NURS 375: Nurses Building a Healthy Community Theory and Practice NURS 460: Global Health & Policy Issues NURS 462 Science, Technology, & Health: A Nursing Perspective NURS 465: Senior Concentration in Nursing Course Chair Dana Kemery, RN, MSN, CEN, CPEN (267) or Co-Chair MaryKay Maley DNP, APN, FNP-C (267) or Cynthia Little, PhD, WHNP-BC, CNS (215) or Co-Chair MaryKay Maley DNP, APN, FNP-C (267) or Donna Gribbin, RN, DNP, CNE (267) or Lisa Aiello- Laws, MSN, AOCNS, RN (267) or Pamela McGee, MSN, CRNP, FNP-BC (267) or Diane DePew, DSN, RN-BC (215) or Sandra Friedman, CNM, MSN (267) or Thea Eckman, MSN, RN-BC, CCRN (215) or Penny Killian, RN, MSN,PMHNP (267) or Brenda Reap-Thompson (267) or Suzan Blacher, MSN, RN, CARN (305) or HISTORY AND OVERVIEW The Health Sciences Campuses of Drexel University represent the union of two distinguished and historic health care institutions whose origins date back to the mid 19th century: Hahnemann University, established in 1848 as the Homeopathic Medical College of Pennsylvania to provide training in what was then an emerging system of medicine called homeopathy, and The Medical College of Pennsylvania, established in 1850 as the Women s Medical College of Pennsylvania, to provide the first formal medical training in the nation to women. In the ensuing years, both schools evolved into major and respected education institutions with expanded missions incorporating training in a wide range of health professions. As the institutions missions expanded and diversified, so too did their organizational structures. In the 19th century, both institutions established education programs in nursing. Today s Nursing Programs, offering both [11]

12 undergraduate and graduate programs, builds primarily on Hahnemann s nursing program, which was established in 1890 as a three-year diploma program. The current Health Professions Programs, offering undergraduate and graduate professional programs as well as programs in the liberal arts and sciences, had its origins in the College of Allied Health Professions, created in 1968 at Hahnemann to consolidate its various professional training programs. The School of Public Health, Drexel University s most recent addition, was chartered in 1996 as the only such school in Philadelphia and the second in the Commonwealth. Much of the School s problem-based learning methodology is adapted from teaching techniques used first at the Medical College of Pennsylvania. In 1988, the Medical College of Pennsylvania joined the Allegheny Health, Education and Research Foundation system, followed five years later by Hahnemann University. The two universities then began a several year process of consolidation and reorganization, becoming Allegheny University of the Health Sciences in In 1998, following the bankruptcy of AHERF, the California-based Tenet Healthcare Corporation acquired Allegheny University s facilities as part of a larger acquisition of Philadelphia-area hospitals, clinics and other properties belonging to AHERF. Soon after, the assets of the University were transferred to a newly created nonprofit entity, Philadelphia Health and Education Corporation (PHEC), doing business as Drexel University. In July of 2002, MCP Hahnemann merged into Drexel University. With the addition of the nation s largest private medical school, an outstanding college of nursing and health professions, and one of only two schools of public health in Pennsylvania, Drexel University will now comprise 12 colleges and schools. The Center City Hahnemann Campus and the Queen Lane Medical Campus enroll approximately 3,000 students and comprise three schools: the College of Nursing and Health Professions, the School of Public Health, and the College of Medicine. Combining our expertise in advanced technology and co-operative education with academic programs in medicine and health-related fields allows us to offer our students a unique set of skills with which to succeed in today's ever-changing world. MISSION STATEMENTS UNIVERSITY MISSION STATEMENT Drexel University Mission Statement Drexel University fulfills our founder's vision of preparing each new generation of students for productive professional and civic lives while also focusing our collective expertise on solving society's greatest problems. Drexel is an academically comprehensive and globally engaged urban research university, dedicated to advancing knowledge and society and to providing every student with a valuable, rigorous, experiential, technology-infused education, enriched by the nation's premier cooperative education program. [12]

13 CNHP MISSION STATEMENT Drexel University College of Nursing & Health Professions prepares competent and compassionate health professionals through technology-infused and evidence-based programs. The College is committed to leading the way in improving health and reducing health disparities through innovative education, interdisciplinary research, and community-based practice initiatives. NURSING PROGRAM MISSION AND VALUES Nursing program faculty and staff are committed to educating nurses to embrace both the Art and Science of nursing, to integrate caring into practice, to think critically, and practice competently, compassionately and safely in complex rapidly changing practice environments. The Nursing Program supports administrators, faculty, staff, and students in developing holistic evidence-based programs which create healing and caring environments at all levels that reflect innovative education, interdisciplinary practice and research. The highest goals of the program include demonstrating efficacy, quality, and cost effectiveness of evidence-based nursing interventions in promoting health, preventing disease, preserving human dignity, reducing health disparities, and caring for the sick and injured. All efforts in the Nursing Program are designed to build nursing knowledge, enhance nursing practice, foster professional integrity, promote innovation, engage in interdisciplinary collaboration, and ultimately improve the health outcomes of patients and families from diverse communities across the continuum of care. The Nursing Program is committed to excellence in nursing education through educational programs that are: Authentic: We value a deep connection to others, appreciation of diverse opinions, and respect for other s frame of reference. We value going beyond objective assessment to understand the context of the other, creative use of self, and engagement in the artistry of the caring-healing process the essence of Nursing. Complex: We value Complexity Science by recognizing that our Nursing Program is a complex, dynamic, unpredictable, emerging, self-organizing, and adaptive system that cannot be reduced to the sum of its members. As such, we seek the administrators, faculty, staff, and students to develop skills to improvise, build on the innovations of others, develop positive interpersonal interactions, appreciate the reciprocity that our actions have on the larger system and ourselves, and embrace surprise as an opportunity to learn, make sense of our dynamic reality, and make a positive impact on the health of our clients. Rigorous: We continuously review and redesign programs, courses, technology-infused learning systems, and educational products for depth and quality with the learners experience and background in mind. Relevant: We continuously examine changing market forces, the progression of nursing knowledge and the best practices in health care and education to redesign educational programs. There is a strong commitment to population focused care practice in diverse communities; therefore we strive to ensure clinically relevant education and simulation experiences. Our faculty serves as excellent role models for developing clinicians. State of the Art: We value the use of technological innovation and patient simulation scenarios which foster advanced and evidence based interdisciplinary communication and teamwork, multiple patient management and crisis resource management skills, provision of [13]

14 culturally relevant care, decreased prevalence of errors and adverse events, and a higher intellectual standard in both undergraduate and graduate nursing education. Learner Friendly: In consideration of demanding, fast-paced lives of our students and nurse consumers, we offer high quality educational programs in convenient and contemporary formats, including access to academic online courses with attention to user-friendly interfaces as well as resources to enhance academic success. In addition, the College of Nursing is committed to being a challenging and rewarding work environment for faculty, staff, and administrators. Information and data on all aspects of the College s operations are widely shared with faculty, staff and students and all are encouraged to participate in its decisions and activities. I. CONCEPTUAL FRAMEWORK In the academic year 2012, the BSN program began the process of incorporating Marie Manthey s model of Relationship-Based Care into the curriculum. Transitioning to a new model and curriculum is a process that continues to evolve. A. Relationship-Based Care is a culture, model and way of being, where nursing students are committed to building four critical interpersonal relationships: with self, colleagues, faculty, and patients in order to achieve the best outcomes. B. Relationship-Based care values nursing behaviors that preserve human dignity, demonstrate clinical competence, place the patient and family at the center of care, view the patient as a participant in care, encourage self-reflection and self-knowing, balance physical and emotional health, demonstrate a fundamental capacity to empathize, encourage managing one s own stress and articulating needs, respect others, affirm others unique contributions, encourage responsibility for creating a culture for mutual support and problem solving, and promote caring and healing in each other and patients. C. The model is built on seven core dimensions including: 1) Caring and healing environment: creating a healthy learning and clinical work environment for body, mind and spirit, creating a caring/healing environment for patients and their families, being clinically competent, and asking patients what the nurse can do to give them the very best care. 2) Leadership: Articulating clear expectations for nursing roles, team behaviors and interpersonal communication; establishing an environment where everyone accepts clear responsibility, authority and accountability; learning the art of delegation; building healthy interpersonal relationships and caring behaviors; and developing an appreciative culture where everyone maximizes their capacity, tries new things, and learns from their mistakes and successes. 3) Teamwork: Relying on collective contributions, coming together to solve problems and make decisions to improve the team s work and group performance and outcomes, sharing common purpose and goals and hold self mutually accountable for results, and following the 10 principles of Commitment to my Co-workers. [14]

15 4) Professional nursing practice: Understanding the role of the nurse as guide, sentry, teacher, leader, collaborator, and healer, who understands the human condition, professional scope of practice, social responsibility, the art of delegation, clinical competence, and caring behaviors as the essence of professional nursing practice. 5) Patient care delivery model: An infrastructure for organizing and providing care, which moves students away from bureaucratic (fixing, task/policy driven) to professional practice (evidence based, holistic, healing, critical thinking, innovative). The student practices primary nursing and learns to coordinate care for a patient from admission to discharge and feel ownership for knowing the patient, planning care that meets their unique needs, and communicating / collaborating with others on the healthcare team. 6) Resource driven practice: Learning to prioritize based on critical thinking skills about what must be done and what can be left undone for each patient, fostering continuity of patient relationships to improve quality and safety of care, providing quality and costeffective care, ensuring workplace design and safety, and learning efficient use of time supplies, equipment and socially responsible waste management. 7) Outcome measurement: Measuring and monitoring the growth of caring and clinically competent behaviors through regular assessments from faculty, self, and peers, and celebrating success and exemplary caring nursing behaviors. II. CURRICULUM The faculty uses a variety of teaching and learning methods in each course to facilitate the achievement of a student s personal objectives. Many courses incorporate the World Wide Web as well as a variety of innovative, active learning assignments. Please visit the web site at A. DREXEL STUDENT LEARNING PRIORITIES Students graduating from Drexel University should achieve competency in a field of study evidenced by achievement of a set of program-specific learning outcomes. In addition to demonstrating competency in their fields of study, students graduating from Drexel University should also demonstrate meaningful progress in what we have identified as six core intellectual and practical skill areas (Communication, Creative and Critical Thinking, Ethics, Information Literacy, Self-Directed Learning, and Technology Use) and five experiential and applied learning areas (Global Competence; Leadership; Professional Practice; Research, Scholarship, and Creative Expression; and Responsible Citizenship), achieving levels of competency in each core area appropriate to their program of study, individual interests, and abilities. Learning in these core areas supports, and is integrated with, learning in your discipline and provides the foundation for a broad education across disciplines. More information is available at Below is a diagram of the Drexel Student Learning Priorities. [15]

16 B. BSN PROGRAM OUTCOMES The graduate of the Bachelor of Science in Nursing Program of Drexel University: 1. Apply concepts from liberal arts to nursing practice. 2. Demonstrate leadership behaviors that enhance patient safety and quality care. 3. Apply research based evidence to nursing practice 4. Integrate technology to support clinical decision making in patient-centered care. 5. Examine health care policy and financial/regulatory environments that influence the delivery of health care. 6. Foster caring and collaborative relationships with self, patient, and the health care community that provide positive outcomes. 7. Practice culturally congruent care that addresses health promotion and disease prevention. 8. Assimilate ethical principles and professional standards into practice using evidence based clinical judgment 9. Applies age specific knowledge to provide safe, competent care across the life span. 10. Pursue life-long learning as a means to enhance practice. C. BSN PROGRAM CURRICULUM Drexel Nursing offers the RN-BSN Completion Program via both distance and hybrid (blended) learning options. Our courses are delivered primarily online and are accessible through a standard computer with an Internet connection; no special software is required. The majority of the online instruction is delivered asynchronously; students can access all course material anytime, anywhere. This provides students with the convenience and quality of a Drexel education without the career interruption or time commitment necessary for on-campus programs. Our online programs provide for consistency in education by allowing the use of same online learning platform to deliver the curriculum to nurses both nationally and internationally. The course offerings are organized into three levels, all offered throughout the academic year. Classes include classical content such as research, community health, health assessment, transformational leadership, and additionally newer offerings such as genetics, global health, informatics, and issues in aging. The community health, health assessment, and issues and aging courses all require a mandatory clinical practicum. This curriculum of twelve courses has been accredited by the Commission on Collegiate Nursing Education. [16]

17 The BSN programs at Drexel University utilize the following guidelines for development and periodic revisions of curriculum: 1. AACN (2008). The Essentials of Baccalaureate Education for Professional Nursing Practice. 2. American Nurses Association. (2001). Code of ethics for nurses. Silver Springs, MD: American Nurses Publishing. 3. American Nurses Association. (2004). Scope and Standards of Practice. Silver Springs, MD: American Nurses Publishing. 4. Industry trends, policy, and changing population healthcare needs. D. TECHNICAL STANDARDS FOR ADMISSION, ACADEMIC PROGRESSION, AND GRADUATION The goal of the College s nursing programs is to prepare every student to think critically, and practice nursing competently and compassionately in rapidly changing practice environments. All efforts are designed to build nursing knowledge, enhance nursing practice and patient safety, foster professional integrity, and ultimately improve the health outcomes of patients, families, and communities across the continuum of care. In addition, certain functional abilities are essential for the delivery of safe, effective nursing care during clinical training activities. Therefore, the faculty has determined that certain technical standards are requisite for admission, progression, and graduation from the nursing programs. In addition to classroom learning, clinical learning occurs throughout the program and involves considerations (such as patient safety and clinical facilities) that are not present for classroom accommodations. For this reason, any applicant or student who seeks accommodations prior to or immediately after enrolling in the nursing programs must also request an assessment of the types of reasonable accommodations needed for the clinical training component of the program. An individual must be able to independently, with or without reasonable accommodation, meet the following technical standards of general abilities and those specifically of (1) observation; (2) communication; (3) motor; (4) intellectual, conceptual, and quantitative abilities; (5) essential behavioral and social attributes; and (6) ability to manage stressful situations. Individuals unable to meet these technical standards, with or without reasonable accommodation, will not be able to complete the program and are counseled to pursue alternate careers. 1. General Abilities: The student is expected to possess functional use of the senses of vision, touch, hearing, and smell so that data received by the senses may be integrated, analyzed, and synthesized in a consistent and accurate manner. A student must also possess the ability to perceive pain, pressure, temperature, position, vibration, and movement that are important to the student s ability to gather significant information needed to effectively evaluate patients. A student must be able to respond promptly to urgent situations that may occur during clinical training activities and must not hinder the ability of other members of the health care team to provide prompt treatment and care to patients. [17]

18 2. Observational Ability: The student must have sufficient capacity to make accurate visual observations and interpret them in the context of laboratory studies, medication administration, and patient care activities. In addition, the student must be able to document these observations and maintain accurate records. 3. Communication Ability: The student must communicate effectively both verbally and non-verbally to elicit information and to translate that information to others. Each student must have the ability to read, write, comprehend, and speak the English language to facilitate communication with patients, their family members, and other professionals in health care settings. In addition, the student must be able to maintain accurate patient records, present information in a professional, logical manner and provide patient counseling and instruction to effectively care for patients and their families. The student must possess verbal and written communication skills that permit effective communication with instructors and students in both the classroom and clinical settings. 4. Motor Ability: The student must be able to perform gross and fine motor movements with sufficient coordination needed to perform complete physical examinations utilizing the techniques of inspection, palpation, percussion, auscultation, and other diagnostic maneuvers. A student must develop the psychomotor skills reasonably needed to perform or assist with procedures, treatments, administration of medication, management and operation of diagnostic and therapeutic medical equipment, and such maneuvers to assist with patient care activities such as lifting, wheel chair guidance, and mobility. The student must have sufficient levels of neuromuscular control and eye-to-hand coordination as well as possess the physical and mental stamina to meet the demands associated with extended periods of sitting, standing, moving, and physical exertion required for satisfactory and safe performance in the clinical and classroom settings including performing CPR, if necessary. The student must possess the ability of manual dexterity that would be required for certain activities, such as drawing up solutions in a syringe. 5. Intellectual, Conceptual, and Quantitative Abilities: The student must be able to develop and refine problem-solving skills that are crucial to practice as a nurse. Problemsolving involves the abilities to measure, calculate, reason, analyze, and synthesize objective and subjective data, and to make decisions, often in a time urgent environment, that reflect consistent and thoughtful deliberation and sound clinical judgment. Each student must demonstrate mastery of these skills and possess the ability to incorporate new information from peers, teachers, and the nursing and medical literature to formulate sound judgment in patient assessment, intervention, evaluation, teaching, and setting short and long term goals. 6. Behavioral and Social Attributes: Compassion, integrity, motivation, effective interpersonal skills, and concern for others are personal attributes required of those in the nursing programs. Personal comfort and acceptance of the role of a nurse functioning under supervision of a clinical instructor or preceptor is essential for a nursing student. The student must possess the skills required for full utilization of the student s intellectual abilities; the exercise of good judgment; the prompt completion of all responsibilities in the classroom and clinical settings; and the development of mature, sensitive, and effective relationships with patients and other members of the health care team. Each student must be able to exercise stable, sound judgment and to complete assessment and [18]

19 interventional activities. The ability to establish rapport and maintain sensitive, interpersonal relationships with individuals, families, and groups from a variety of social, emotional, cultural and intellectual backgrounds is critical for practice as a nurse. The student must be able to adapt to changing environments; display flexibility; accept and integrate constructive criticism given in the classroom and clinical settings; effectively interact in the clinical setting with other members of the healthcare team; and learn to function cooperatively and efficiently in the face of uncertainties inherent in clinical practice. 7. Ability to Manage Stressful Situations: The student must be able to adapt to and function effectively to stressful situations in both the classroom and clinical settings, including emergency situations. The student will encounter multiple stressors while in the nursing programs. These stressors may be (but are not limited to) personal, patient care/family, faculty/peer, and or program-related. 8. Examinations: Certain courses in the nursing programs require students to take timed and/or online examinations. Students may be required to take timed, online and/or other types of examinations in a proctored, secure setting that is acceptable to the program. III. CNHP INFORMATION A. ACADEMIC YEAR The academic year at Drexel is based on four 10 week quarters, which run approximately as follows: 1. Fall quarter runs from late September to mid-december. 2. Winter quarter runs from early January to mid-march. 3. Spring quarter runs from early April to mid-june. 4. Summer quarter runs from late June to mid-september. The Drexel University Academic calendar can be found at: B. RELIGIOUS HOLIDAYS Embodying a culturally and spiritually diverse community, Drexel University recognizes that on the occasion of important or solemn religious days, certain of its members will observe practices that preclude them from attending to their regular duties whether as faculty members or students. On the occasion of such days, it is equally important for all who do not share in these same practices to accommodate their colleagues and peers. Drexel University supports an environment that respects the religious observances of others and is committed to make every reasonable effort to accommodate the religious observances of instructors, students, and staff. Faculty members are asked to reasonably accommodate students religious observances in course scheduling. Faculty members should provide a syllabus at the beginning of the term that specifies the examination schedule for their course and due dates for any written or oral assignments. With that information, students can then inform their instructor(s) of any absences or conflicts with the examination/assignment schedule due to religious observances at the beginning of the quarter and well in advance of the anticipated absence. Students may [19]

20 be asked to provide information about their religious obligations. The College of Nursing & Health Professions encourages students and their faculty to develop mutually agreed upon and reasonable accommodations for religious obligations. In the event that such accommodations cannot be developed, the student can appeal to the RN-BSN Department Chair. Drexel s interfaith calendar is posted at C. ACCOUNTS Students are required to have a Drexel account. The student will need this account for registration information, grades, the computer help desk ( ), and for access to the University Library. The student may still use a personal account, but the Drexel account is required. It is recommended that the student forward the Drexel account to his or her personal home account in order to receive all messages sent to students. Once the account is created, forwarding can be done at To obtain the Drexel account, go to and follow the directions for account activation for new students. Students are to check their Drexel for announcements relating to class, course and registration information. A student who does not do this is in danger of not receiving important information, as this is a major mode of communication for the College of Nursing. Students are forbidden to engage in spamming i.e., widespread distribution of unsolicited multiple mailings to individuals not related to a course requirement. Courteous communication should characterize communications. D. CHANGE OF PERSONAL INFORMATION Students are responsible for keeping their personal information current in DrexelOne through the DrexelConnect Portal at https://one.drexel.edu/. E. ACCOMMODATIONS FOR DISABILITIES In accordance with law and Drexel University policy, no qualified individual with a disability shall, on the basis of that disability, be excluded from participation in Drexel University programs or activities. Drexel University will provide reasonable accommodation to a qualified individual with a disability. Students who have disabilities and who believe that they may need academic adjustments in this course are encouraged to contact the Office of Disability Resources. Student with disabilities requesting accommodations and services at Drexel University need to present a current accommodation verification letter (AVL) to faculty before accommodations can be made. AVL's are issued by the Office of Disability Resources (ODR). For additional information, contact ODR at Arch St., Street, Suite 210, Philadelphia, PA 19104, (V), or (TTY) For additional information, contact ODR at [20]

21 F. SIGMA THETA TAU INTERNATIONAL HONOR SOCIETY FOR NURSES Sigma Theta Tau International is the honor society of nursing committed to fostering excellence, scholarship and leadership in nursing to improve health care worldwide. The Society promotes the use of nursing research in health care delivery and makes its resources available to all people and institutions interested in the latest knowledge in nursing care. Sigma Theta Tau International was founded in 1922 and has a membership of more than 280,000 members active in more than 90 countries. It has chapters located at 503 college and university schools of nursing worldwide. Forty four percent of the Society's members are clinicians, 27% are administrators or supervisors, and 21% are educators. Sixty percent of its members hold masters and/or doctoral degrees. Becoming a Member Membership is by invitation from a chapter of Sigma Theta Tau International Students who meet chapter eligibility requirements will be invited for membership after completing more than half of the plan of study. Membership Criteria The student must: 1. Attain a GPA of at least 3.0 (based on a 4.0 grading scale) 2. Complete more than 171 credits half of the program of study. 3. Meet the expectation of academic integrity. G. ACADEMIC AND PERSONAL COUNSELING A wide range of counseling services are available to students. These include academic counseling (identification of educational difficulties with individualized learning plans, assistance with test taking skills and note taking) and personal counseling (coping with college, stress, and family issues). The Center for Student Academic Resources at Drexel University, Center City Campus at (215) provides free comprehensive academic support services for all students. The Student Counseling Center is an integral part of the services provided by Drexel University. There is no charge for these services. All contacts are confidential. For inquiries about services, call H. CLASS ATTENDANCE AND PUNCTUALITY Faculty will inform students about attendance and lateness policies and make-up requirements in written form at the beginning of every course. Students having an illness, injury or any other condition that will temporarily affect their ability to function effectively in didactic and/or clinical areas must contact their Department Chair and course faculty in writing as soon as any of these conditions is confirmed. Timely notification may permit the design of a modified, acceptable educational experience that may be put into practice, if feasible. Punctuality is expected of students. Lateness impacts adversely upon the student's educational experiences and is disruptive to other students and faculty. [21]

22 Absence from and lateness to class does not release a student from the responsibility for any work missed as a result of the absence or lateness. Excessive absences or lateness from regularly scheduled classes may jeopardize the student's grade and/or continuance in a course or in the program. All students are required to notify course faculty of pending absence by or phone prior to the start of the respective class. Notification of absence must include the date and time of the message, the date and time of the absence and the emergency circumstances requiring absence from the class. Faculty members are not obligated to provide opportunities for students to make-up missed work. Course policies may specify additional requirements for absence from required classes. Students are expected to submit assignments as scheduled. Absences that are not excused by the course faculty may affect the student s final course grade. Vacations and social events do not constitute excused absences. Students may be required to complete additional coursework due to absence from class. I. CHANGE OF COURSE: DROP/ADD Once you are registered in this course, it is your responsibility to attend the course, drop the course, or withdraw from the course. Dropping and withdrawing are distinct actions that affect your course enrollment status. In either case, a form from the Registrar s Office, with signatures, is required to change course enrollment status. There are billing, financial aid, and academic record affects for changes to your enrollment status in this course; therefore, you must attend to the proper procedure when dropping or withdrawing from a course. Please refer to the University s drop/add/withdrawal policies and timelines on the Registrar s website or contact your academic advisor. J. WITHDRAWAL FROM A COURSE A course withdrawal form must be completed as outlined in the University Student Handbook. A student may not withdraw from a required non-nursing course that is co-requisite of the nursing course the student is taking. Before withdrawing from a course, a student must consult with both the course faculty and their academic advisor. The Course Withdrawal deadline has changed from week 6 of the term to week 7 of the term. Please visit the Course Withdrawal policy for more information. Only one withdrawal from a required course is permitted. Students who withdraw from the same course more than once will not be permitted to register for the course again. If a student chooses to withdraw from a course a second time, the student will be dismissed from the program as progression within the program is no longer possible. K. WITHDRAWAL FROM THE UNIVERSITY A student wishing to withdraw from the University must complete the Withdrawal Form and submit it to the Academic Advisor. A Withdrawal form can be found on the Student Resource Center s website at Please refer to the Provost s website for the University Withdrawal policy: [22]

23 L. INCOMPLETE GRADES If a student has completed MOST of the course requirements but is not finished all required course assignments or tests by the end of the term due to circumstances beyond their control (illness or other acceptable extenuating circumstances), a grade of Incomplete may be assigned with the approval of the Department Chair. The student must request consideration for an incomplete from the course faculty member in writing. Once the student and faculty meet and agree that an incomplete is justified an Incomplete Contract is signed establishing a plan to make up the outstanding work. The contract should be maintained by the faculty, student and department. Please visit the Grade of Incomplete Guidelines for more information. For online students, the faculty will complete the form and then the form to the student for signature. Student will return the signed form and return it via conventional mail or fax to faculty for signature. Faculty will then forward the completed form to the Department Chair for signature. A grade of I is temporary and must be converted to a passing letter grade by the date negotiated by the faculty member and student. An I not converted by the end of that period will be changed to an F or U automatically. 1. Students may not have more than two incomplete grades at any time. 2. Students with more than two incomplete grades will not be permitted to progress in the program until the incomplete grades have been resolved. M. CHANGE OF GRADE (Statute of Limitations) Grades appearing on a student's academic record may not be changed after one calendar year from the end of the quarter in which the grade was received unless approval to change is given by the Provost's Office. Final grades appearing on a student's academic transcript cannot be changed after his/her graduation date. N. LEAVE OF ABSENCE (LOA) The policy for leave of absence is outlined in the Drexel University Student Handbook. If there is a need for a leave of absence, the student must complete the Leave of Absence Form and indicate the reason for the LOA, length of the leave; quarter or academic year, the effective date and the date of return to school. A LOA is generally limited to one year. A written LOA request must be submitted to the Academic Advisor. A copy of the LOA request will be sent to the other appropriate offices. O. APPLICATION FOR DEGREE Students who expect to graduate must file an Application for Degree form no later than the specified deadlines (found on the form). The form is available online from the Office of the Provost via the Student Resource Center at who are unable to graduate must submit a new Application for Degree form in the next term they anticipate graduating. Degrees earned during any term will be awarded at the end of that term after all grades have been submitted. Commencement is held once a year, in June. [23]

24 P. PROGRAM EVALUATION METHODS Each quarter, students are strongly encouraged to complete surveys for all courses, faculty and clinical sites. These evaluations are used by the Department Chair and Course Chair to assess program outcomes, faculty teaching-learning practices, and to collect qualitative data focusing on specific issues students may have. In addition, students will receive alumni surveys one year post graduation that will be used for continued quality improvement of programs and curricula. Q. GRADING SCALE The grading scale described below will be used in evaluating the theory components of all nursing courses. The method of grade assignment will be determined by the course faculty members. Letter Grade Numerical Grade A A A B B B C C C D D F <69 **Rounding: Per program policy, only final grades will be rounded. Final grades of 0.50 or greater will be rounded up to the next whole numeric value. Therefore, a is the minimum grade needed to pass this course, as this is rounded to a 77. Exam and quiz scores will not be rounded and will be entered in the grade book to the nearest hundredth of a percent. ** R. GRADE REPORTS Grade reports are obtained via DrexelOne which is accessed through DrexelConnect at: https://one.drexel.edu/. S. FINANCIAL OBLIGATIONS AND COURSE GRADING Students who do not satisfy financial obligations to the University and have been placed on financial hold are not entitled to a final and official course grade by the instructor. Official course grades are submitted by faculty through Drexel s Banner academic information management system. T. GRADE NOT REPORTED (NGR) [24]

25 If an instructor fails to report a grade for a student, an automatic notation of "NGR" is recorded. This is not a grade, but a temporary indicator that requires prompt resolution leading either to the removal of the course from the student's record or to the assignment of a grade. If a Final grade is not reported by the end of the next calendar term, an administrative grade of F will be recorded on the student's transcript. It will be calculated as a failure in the student's GPA and is considered a permanent grade. Students are urged to check their records each term and follow up when required. Note: Evidence of satisfactory progress includes maintenance of a minimum 2.0 cumulative grade point average each term. The progress of each student is reviewed each term. Failure to maintain the minimum 2.0 cumulative GPA will result in placement on academic probation. U. Learner Assessment and Final Grade Appeal Policy An appeal by a student about an assessment made of his/her academic performance by a faculty member or clinical supervisor is a formal and serious matter. Assessment of the quality of a student s work rests with the faculty member assigned to the course and he/she has the responsibility to assess the learner activity and assign a grade in a fair and reasonable manner. For this reason, students who challenge a grade on an assessment or final grade need to first formally make this appeal to the faculty member assigned to the course. The appeal should be made in writing and should clearly state the basis on which the student is appealing the faculty assessment and the student should present the evidence to support the appeal. 1. Allowable Bases for Grade Appeals Grades on individual assignment assessments and final course grades are only appealable if there was an arithmetic error made in calculating the grade on an individual assessment or the final grade; the student can prove that the assessment or final grade was given in an arbitrary or capricious manner (i.e., the grade was based on factors other than the student s performance on the learning assessment activities in the course); the student can prove that the faculty member failed to invoke the use of a predetermined communicated rubric/scoring system or failed to communicate expectations for the assignment. Students may not appeal grades based on their belief that a faculty member judged a work improperly. The faculty member is in the best position to judge the quality of a student s work when entrusted to teach the course as a subject matter expert. In addition, a grade appeal cannot be viewed as a request to lower the passing standard in a course. The only allowable bases for grade appeals are those presented above. 2. Timelines for Grade Appeals Assessments of Learner Activities in a Course: Students have (7) seven calendar days from the date they are notified about the grade to appeal to the instructor the score or grade given in a select learner activity in a course, e.g. quiz, test, presentation, research paper, clinical skills [25]

26 evaluation, etc. After seven days the assessment given by the instructor is not appealable. 3. Final Course Grades: The final letter grade given in a course must be formally appealed to the Instructor before the start of the term immediately following that in which the course was taken. After the first day of classes of the next term, the final course grade is no longer appealable. Courses that use a single learner activity that serves as the final grade will use this final course grade policy and procedure to handle all appeals. In keeping with University policy, a student has the right to formally appeal the decision made by a faculty member regarding a grade appeal within five (5) calendar days of the decision made by the faculty member on the appeal the decision to the appropriate department chair or Assistant Dean in the college/school. Such appeals must be based on one of the three bases for appeal presented above. If a student is not satisfied with the decision of the department chair or Assistant Dean and wishes to pursue the matter further, he/she must appeal the decision to the Dean of the College, in writing, within five (5) calendar days of receipt of notification of the department chair s/assistant dean s decision. The student s written appeal should clearly state the basis on which he/she is appealing the department chair s decision and the reasons why the decision should be amended. The decision of the college dean on appeals of class grades and evaluations is final and not subject to further appeal. V. ACADEMIC HONESTY AND INTEGRITY Students in the Nursing Programs at Drexel University are engaged in professional practice. This requires action, responsibility, and accountability of the highest standards. Nursing practice is guided by the ANA Code of Ethics and the ANA Scope and Standards of Practice, which highlight the essential nature of honesty and integrity in all facets of professional life. Students in a professional program are held to these standards, which are mirrored in the standards of honesty and integrity in Drexel University s academic integrity code. There is no tolerance for academic dishonesty in the education of professional nurses. Academic dishonesty, as defined by the university and the nursing programs, involves any act of cheating or plagiarism. All students are expected to act in a manner consistent with these standards. In addition, students are expected to adhere to the American Nurses Association Code of Ethics for Nurses and the appropriate Standards of Practice. Cheating, plagiarism, forgery, or other forms of academic misconduct are not tolerated at this institution. It is the responsibility of each student to ensure that his/her study and participation in the academic process are conducted that there can be no question concerning his/her integrity. Drexel University is committed to a learning environment that embraces honesty. Faculty, students, and administrators share responsibility for maintaining this environment of academic honesty and integrity, accepting responsibility for all actions, personal and academic. Each member of our community is expected to read, understand, and uphold the values identified [26]

27 and described for academic integrity. An explanation of what constitutes academic dishonesty can be found on the Provost s website on Policies at: 1. Definitions a. Cheating is defined as actions including, but not limited to: i. Copying from another student s examination paper or other exam instrument (i.e. computer) ii. Allowing another student to copy from an examination paper or other exam instrument. iii. Unauthorized use of books, notes, or other materials to complete an examination, quiz, project or other academic assignment iv. Unauthorized collaboration with others on a test, quiz, assignment, or other academic project v. Using or processing unauthorized or concealed materials (such as notes, formula lists, cheat sheets, web sites) during an examination vi. Receiving communications ( such as, but not limited to notes, text messages, phone messages, computer-based messages, non-verbal signs) during examinations vii. Disclosing examination questions or topics to other students; receiving information about examination questions or topics from other students viii. Submission or use of falsified data ix. Theft of, or unauthorized access to an examination x. Submission of the same work for credit in more than one course, without obtaining permission of all faculty beforehand b. Plagiarism is defined as the inclusion of someone else s words, ideas, or data as one s own work. When a student submits work for credit that includes the words, ideas, or data of others, the source of that information must be acknowledged through complete, accurate, and specific references, and if verbatim statements are used, through the use of quotation marks as well. By placing his/her name on work submitted for credit, the student certifies the originality of all work not otherwise identified by appropriate acknowledgements. The definition of plagiarism extends to the use of both published and unpublished sources. Examples of plagiarism include, but are not limited to: i. Quoting another person s actual words, sentences, phrases, paragraphs, or entire piece of written work without acknowledgement of the source ii. Using another person s ideas, opinions, or theory, even if it is completely paraphrased in one s own words, without acknowledgement of the source iii. Borrowing facts, statistics, illustrations, or other materials that are not clearly common knowledge without acknowledgement of the source iv. Copying another student s written work, computer file, or other academic assignment v. Allowing a student to copy written work, computer file, or other academic assignment [27]

28 vi. vii. Collaboration on, or sharing of an assignment, in any form (written or computer file) which is then submitted as individual work of each student Submission of the same work or parts of previously developed work for credit in more than one course, without obtaining permission of all faculty beforehand. c. Unintentional acts of plagiarism are defined as those involving acknowledgement of sources but incorrect use of citations or citation format. d. Self-plagiarism is defined as presenting one s own previously written or published work as new scholarship (APA, 2010). 2. Process When faculty has reason to believe that a student has committed an act of academic dishonesty, the following process will be followed: a. Department Chair will be notified. b. Student will be advised of the allegation of academic dishonesty by the faculty member via a meeting or phone appointment (if distance-learning student). c. If, as a result of this meeting, the faculty member believes the student s response is insufficient to offset the charge of academic dishonesty, the instructor will inform the student of the sanctions to be imposed. If the student does not respond to the request for a meeting, faculty members have the discretion to impose a penalty. The student s right to appeal is preserved. d. The charge of academic dishonesty will be communicated to the Nursing Student Conduct Committee, the CNHP Assistant Dean for Academic and Student Affairs, the Office of Student Conduct and Community Standards/Judicial Officer, and Dean of Student Life. e. Any threats made against faculty applying this policy will be reported to the Dean of the CNHP, Dean of Student Life, and Student Judicial Officer, which may result in penalties to the student. The student conduct policy can be viewed via the Drexel University Student Handbook, found at 3. Sanctions Students will be sanctioned by the nursing programs for acts of academic dishonesty. In addition, all acts of this nature will be reported to the Nursing Student Conduct Committee and to the Drexel University Office of Student Conduct and Community Standards/Student Office of Judicial Affairs, which may impose further penalties, depending upon the context and severity of the act. Sanctioning is outlined below. [28]

29 Unintentional Plagiarism Incorrect citation or format First Offense 1. Report to Department Chair, Conduct Committee, Assistant Dean for Student Affairs, and Office of Judicial Affairs. 2. Redo assignment with grade penalty. 3. Remediation and referral to Writing center. Second Offense 1. Report to Department Chair, Conduct Committee, Assistant Dean for Student Affairs and Office of Judicial Affairs. 2. Zero for assignment. 3. Remediation and referral to Writing Center. Future Offenses 1. Report to Department Chair, Conduct committee and Office of Judicial Affairs. 2. Program Dismissal. Cheating Co-op Freshman, Sophomore, or 1 st Quarter ACE, or 1 st quarter RN-BSN student 1. Report to Department Chair, Conduct Committee, Assistant Dean for Student Affairs and Office of Judicial Affairs 2. Zero for exam or assignment 3. Ethics assignment Second Offense 1. Report to Department Chair, Conduct Committee, and Office of Judicial Affairs 2. Program Dismissal Plagiarism Pre-Junior, Junior, Senior, 2 nd, 3 rd, 4 th Quarter ACE, or Graduate Student 1. Report to Department Chair, Conduct Committee, Assistant Dean for Student Affairs and Office of Judicial Affairs 2. Possible Program Dismissal Second Offense 1. Report to Department Chair, Conduct Committee, and Office of Judicial Affairs 2. Program Dismissal First Offense 1. Report to Department Chair, Conduct Committee, Assistant Dean for Student Affairs and Office of Judicial Affairs 2. Zero for exam or assignment 3. Ethics assignment 4. Program dismissal if cheating occurs on any program completion exam (e.g. HESI) Second Offense 1. Report to Department Chair, Conduct Committee, Assistant Dean for Student Affairs and Office of Judicial Affairs 2. Program Dismissal W. CHEATING AND PLAGIARISM Cheating, plagiarism, forgery, or other forms of academic misconduct are not tolerated at Drexel University. It is the responsibility of all students to ensure that their study and participation in the academic process is so conducted that there can be no question concerning their integrity. Faculty members have the responsibility of conducting their courses in a manner to foster academic integrity. Unless specifically exempted, examinations, quizzes, laboratory practicums, case studies, research, papers, projects and other assignments are expected to be the work of the individual student. Any use of ideas, data, or wording of another person must include explicit acknowledgment of the source. Failure to give such credit is plagiarism. Any alteration/fabrication of clinical data, falsification of student logs or otherwise in accurately reporting actual participation in an assignment is examples of academic misconduct in the clinical area. Any alteration or fabrication of experimental data would be considered academic misconduct in research. In addition, intentionally aiding another student in such activities is also a violation of the Code of Academic Integrity. Examinations, quizzes and laboratory practicums are proctored or otherwise administered in a secure manner. Each instructor specifies, as appropriate, what materials students may use during a written or practical exam, where students sit, or any other instructions. If the exam is [29]

30 an open book or take home exam, the instructor will clearly define the rules that apply. Unauthorized communication or use of unauthorized materials during the examination constitutes academic misconduct and is a violation of the code. Students are encouraged to cooperate and assist in the prevention of cheating and plagiarism. Cheating and/or plagiarism will result in disciplinary action as deemed appropriate, including suspension and /or expulsion from the School and the University. All CNHP students will be enrolled in the Recognizing Plagiarism training courses set up within their majors, which will enable department chairs to track student compliance. All students will be expected to complete the training within the first 2 weeks of classes of their first enrolled term. Students must include the Intellectual Honesty Certification statement with every paper submitted for any coursework. This statement can be found below, as well as in the Blackboard course shell and/or syllabus. Intellectual Honesty Certification All students in the College of Nursing and Health Professions must complete an online tutorial Recognizing Plagiarism. New students need to complete this by the midterm of their first quarter attending Drexel. This tutorial is available via our Blackboard online learning suite. If you are not sure how to access this tutorial contact your academic advisors. All students in the College of Nursing and Health Professions at Drexel University are required to attach an intellectual honesty statement to every assignment they submit for their courses. Assignments that do not have this signed statement attached will not be assessed and graded. The statement is as follows. I certify that this assignment is presented as entirely my own intellectual work. Any words and/or ideas from other sources (e.g. printed publications, Internet sites, electronic media, other individuals, groups, or organizations) have been properly indicated using the appropriate scholarly citation style required by the department or College. I have not submitted this assignment in its entirety to satisfy the requirements of any other course. Any parts of this assignment from other courses have been discussed thoroughly with the faculty member before this submission so that there is an understanding that I have used some of this work in a prior assignment. Student s Signature Term Course Submitted Date X. EXAMINATIONS AND QUIZZES Students taking examinations will be subject to secure testing conditions as outlined by course faculty. 1. Students are required to take all examinations and quizzes on the scheduled date. 2. If extenuating circumstances prevent the student from taking the exam or quiz on the scheduled date, the following must be done: [30]

31 a. Notify the faculty member prior to the scheduled exam, giving the circumstances of the absence and the expected date of return. b. Make-up exams will only be offered for the following reasons: a documented sudden illness, death in family, hospitalization or family emergency. c. Students may be given a make-up examination in an alternative format, i.e. essay or short answer, at the discretion of the course faculty. 3. Missed final exams without permission of the faculty member or Department Chair/Assistant Dean will result in a grade of zero for a final examination grade. Y. TERM PAPERS The latest edition of the Publication Manual of the American Psychological Association is to be used for all papers. Papers must adhere to citation, format and other guidelines specified by the APA manual. Papers must be submitted on time. Late papers may incur a grade penalty. The APA manual outlines the expected paper format, citation and reference style, and approach to writing. Grade penalties may be assessed when incorrect citation, format, and/or writing style is used. Students should be careful to correctly cite sources, quote appropriately, and give appropriate credit to original authors when writing papers. For help with writing skills, students are referred to the following: 1. The Drexel Writing Center s website at 2. Resources available in Blackboard courses. Z. DREXEL WRITING CENTER Meeting with a faculty tutor from the Drexel Writing Center can help students think about, evaluate, and improve their writing projects. All students are welcome to schedule one-on-one appointments with tutors, and the Writing Center offers synchronous online meetings for distance learners. For more information about Writing Center services or to schedule appointments, visit the web site at AA. STUDENT HEALTH INSURANCE All students, enrolled in clinical courses, must carry comprehensive health care insurance through either an indemnity medical insurance policy or enrollment in a health maintenance organization. To satisfy this requirement, students must enroll in one of the Universitysponsored student group plans or provide documentation that they are carrying equivalent health coverage through a plan or policy administered elsewhere. Students can look into the University insurance options by contacting Students must have proof of medical insurance on hand during clinical hours. Failure to provide such documentation will result in the inability to continue in the clinical coursework as students will be required to leave the clinical site. BB. DISMISSAL OF STUDENTS WHO PRESENT PHYSICAL OR EMOTIONAL PROBLEMS THAT DO NOT RESPOND TO OR REFUSE TREATMENT [31]

32 A student may be dismissed from the Nursing Program for physical and/or emotional problems that do not respond to appropriate treatment and/or counseling within a reasonable period of time. When faculty members identify a student who presents with physical and/or emotional problems that do not respond to appropriate treatment and/or counseling, they will immediately suspend the student from the course. Faculty will then notify the Department Chair, If the physical and/or emotional problems warrant dismissal from the Nursing Program, the Department Chair, will make a decision, regarding dismissal of the student from the Nursing Program. The Department Chair will send written notification of the decision to the student. Should the student wish to appeal the decision the student will submit a written request to the College of Nursing and Health Professions Department Chair. The Department Chair will also notify the Dean of Students. Note: Dismissal from the Nursing Program for physical or emotional problems does not constitute dismissal from the University. DD. HAROLD D. STEINBRIGHT CAREER DEVELOPMENT CENTER (SCDC) The following services will be offered to all Drexel University students and alumni: Career Services Career Fairs Career Resource Library Career Planning Workshops Direct Apply Classified (full and part-time job openings, internships, externships) Employer Directed Resume Search (EDRS) Individual Career Advising On-Campus Recruiting Career and Educational Counseling The Steinbright Career Development Center is located at 1505 Race Street, Bellet Building, 2 nd floor. The center's hours are 8:00AM to 5:00PM with evening hours by appointment. EE. UNPROFESSIONAL CONDUCT Drexel University expects all students to conduct themselves responsibly and in a manner that reflects favorably upon themselves and the University. When a student does not act responsibly and violates the University or academic program policies, rules, regulations, or standards of conduct, formal disciplinary action may result. The Conduct process reflects the University s concern that students maintain high standards. The Conduct process attempts to foster personal learning and growth, while at the same time holding individuals and groups accountable for inappropriate behavior. Likewise, Drexel University College of Nursing and Health Professions holds a shared philosophy and purpose as the University. In addition, the programs in this College have heightened standards of conduct given that the health professions are bound by standards of practice, codes of ethics, as well as licensure and certification boards. [32]

33 FF. ETHICAL CONDUCT Students are expected to adhere to the ANA Code of Ethics for Nurses. Failure to exhibit integrity and ethical conduct may warrant dismissal from the program. See the Nursing Student Code of Conduct, which is outlined in this handbook. GG. DISCIPLINARY ACTION OF REGULATORY BODY Disciplinary action by a State Board of Nursing may result in expulsion from the program. HH. ANTI-DISCRIMINATION Drexel University, in compliance with all local, state and federal laws and regulations, does not discriminate on the basis of race, religion, color, gender, age, national origin, handicap, sexual preference, disability, Vietnam-era veteran status or financial status, in admission or access to or treatment or employment in, its programs, activities or facilities. For more information, contact the Office of University Student Life, Students who would like help or advice may also contact the Dean of their respective School. Students may speak to the Affirmative Action officer or their Dean without filing a complaint. II. SEXUAL HARASSMENT The University prohibits the sexual harassment of a student by any member of the University community, including students. Sexual harassment consists of unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature when submission to or rejection of such conduct: Is made explicitly or implicitly a term or condition of instruction or participating in University activities; Is used as a basis for a student s academic evaluation; Has the purpose or effect of either unreasonably interfering with a student s performance at the University, or of creating an intimidating, hostile, or offensive learning or living environment for a student. Examples of conduct that may constitute sexual harassment include, but are not limited to, the following: Unwelcome sexually suggestive looks, gestures, comments, or questions; Remarks that stigmatize or ridicule on the basis of gender; Unwanted pressure for dates or sexual favors; Unwelcome letters or phone calls discussing sexual matters; Inappropriate display of offensive, sexually-oriented visual materials (e.g., slides, photographs); Unnecessary or inappropriate touching, pinching, or other physical contact. JJ. COMPLAINTS OF HARASSMENT [33]

34 Any student who believes that he or she has been a victim of any type of discrimination or harassment is encouraged to register a complaint. Formal complaints of discrimination or harassment against University employees must be processed through the University s Office of Affirmative Action, Staff Relations, and Training. Formal complaints of harassment and discrimination against students should be referred to the Office of University Student Life. For more information, go to: IV. NURSING STUDENT CODE OF CONDUCT A. PURPOSE Drexel University expects that all students as well as student organizations will conduct themselves responsibly and in a manner that reflects favorably upon themselves and the University. When a student or organization does not act responsibly and violates the University policies, rules, regulations, or standards of conduct, formal disciplinary action may result. The Conduct process reflects the University s concern that students and organizations maintain high standards. The Conduct process attempts to foster personal learning and growth, while at the same time holding individuals and groups accountable for inappropriate behavior. (Drexel University Office of Student Conduct and Community Standards Statement of Philosophy and Purpose, 2008). Likewise, Drexel University College of Nursing and Health Professions holds a shared philosophy and purpose as the University. In addition, the Nursing Program has heightened standards of conduct because Nursing is a professional program bound by the American Nurses Association Standards of Practice, Code of Ethics as well as the Pennsylvania Board of Nursing Standards of Practice. The purpose of this document, The Nursing Student Code of Conduct, is to provide student and faculty of the College of Nursing and Health Professions guidelines for professional conduct in the classroom, clinical setting, and online classes and communications. This document is express notice to those for whom it is intended as to the minimum standard of conduct that is expected of Drexel University nursing students. This document explicates the civil, ethical, and respectful behavior expected of all nursing professionals. B. RATIONALE The rationale for this Nursing Student Code of Conduct is to provide nursing students and nursing faculty a centralized and unifying policy of conduct that will foster professional accountability and patient safety. C. STATEMENT ON CIVILITY AND STUDENT CODE OF CONDUCT Drexel University expects all students to conduct themselves responsibly and in a manner that reflects favorably upon themselves and the University. When a student does not act responsibly and violates the University or academic program policies, rules, regulations, or standards of conduct, formal disciplinary action may result. The Conduct process reflects the [34]

35 University s concern that students maintain high standards. The Conduct process attempts to foster personal learning and growth, while at the same time holding individuals and groups accountable for inappropriate behavior. Likewise, Drexel University College of Nursing and Health Professions holds a shared philosophy and purpose as the University. In addition, the programs in this College have heightened standards of conduct given that the health professions are bound by standards of practice, codes of ethics, as well as licensure and certification boards. Civility has to do with courtesy, politeness, and good manners. Civility is the awareness and recognition of others in all interactions and demonstration of a high level of respect and consideration. In civility, we recognize that no action of ours is without consequence to others or ourselves. We need to anticipate what these consequences will be and choose to act in a responsible and caring way. Uncivil behaviors are acts of rudeness, disrespect, and other breaches of common rules of courtesy. These acts of incivility range from disrespectful verbal and non-verbal behaviors to physical threats to another s well-being. Uncivility is a lack of awareness and recognition (intended or unintended) of others in our interactions when we fail to give them a high level of respect and consideration. Uncivility usually results when one does not anticipate how actions will affect others. Drexel students need to know the Code of Conduct. To learn about the Code and Community Standards at Drexel go to the Office of Student Conduct and Community Standards at D. CLINICAL AND/OR PRACTICUM CONDUCT 1. Clinical refers to the learning experiences outside of the classroom setting that include but are not limited to: community agencies, organizations, and health care facilities, Students are expected to maintain professional conduct while in the clinical area. It is imperative that students show respect when interacting with all members of the health care team. 2. The following are expected behaviors that support the clinical and/or practicum teaching/learning environment: a. Arrive on time. b. Be prepared as required per each course. c. The Drexel University student is the only person permitted at the approved clinical facility.family members, children or friends may not attend a clinical with you. d. Ensure patient safety. e. Fulfill required number of hours. f. Students must make up missed hours. g. Students must call clinical faculty AND clinical site and leave a voice mail message in the event of tardiness or absence prior to the start of clinical. h. Failure to contact the faculty or clinical site of tardiness or absence in advance of the start of clinical is considered patient abandonment (no call, no show) and may be sanctioned. [35]

36 i. Students must have knowledge of and adhere to the clinical dress code set forth by the Drexel nursing programs. j. Cell phones, beepers, and cameras are not permitted in the clinical area. k. Students shall adhere and conform to the ANA Nursing Scope and Standards of Practice. l. Students shall adhere to all HIPAA regulations and guidelines. 3. Drug and alcohol use. Students must know that the nursing programs have a zero tolerance policy for the use or the possession or dissemination of narcotics or other mind-altering drugs and alcohol. Students must be aware of their program s policies and procedures for drug screening, especially as it relates to clinical experiences, and consequent sanctions if found in violation of this policy. Failure to carry out institutional policies and procedures or follow the ANA Scope & Standards of Practice and ANA Code of Ethics at the clinical site will be considered clinical misconduct. American Nurses Association. (2010). Nursing: Scope and standards of practice (2nd ed.). Silver Spring, MD: Author. ISBN: American Nurses Association. (2001). Code of ethics for nurses. Silver Springs, MD: American Nurses Publishing. E. ACADEMIC INTEGRITY 1. Drexel University is committed to a learning environment that embraces honesty. Faculty, students, and administrators share responsibility for maintaining this environment of academic honesty and integrity, accepting responsibility for all actions, personal and academic. Each member of our community is expected to read, understand, and uphold the values identified and described in the University s statement of academic integrity, as outlined in the University Student Handbook, available at: /code_of_conduct/ Refer also to the Drexel Nursing Student Handbook for expectations on academic integrity. 2. Any misrepresentation of academic work (exams, assignments or related communications) shall be treated as misconduct and may result in sanctions to the student. American Nurses Association. (2001). Code of ethics for nurses. Silver Springs, MD: American Nurses Publishing. F. COMMUNICATION Communication is the process by which an individual (agent communicator) transmits stimuli (verbal and non-verbal) to modify the behavior of other individuals (intended audience or receiver). Holand, C.J., Janis, I.L., & Kelley, H.H. (1953). Communication and persuasion. New Haven CT: Yale University Press. [36]

37 Thus, communication is the exchange of words or actions through speech, writing, or non-verbal expression. It occurs verbally in face-to-face, live or recorded audio, or in phone encounters. Communication can occur by notes, , delivery of letters or other mail, and through social which include, but are not limited to: Facebook, MySpace, Twitter, LinkedIn, Flickr, YouTube, etc. The majority of communication occurs non-verbally. The majority of communication occurs non-verbally. The following are expected behaviors that support the teaching/learning environment: 1. All communication and encounters must be respectful and adhere to the standards of professional nursing. 2. Face-to-face and phone communication must be civil and use the highest, most professional level of courtesy, politeness, and good manners. 3. is a rapid and efficient form of communication. Those receiving an cannot always understand the sender s frame of mind or the context of the communication. Care should be taken to avoid unintended interpretations. s should be responded to promptly; this can be accomplished by checking your official Drexel account daily. Accounts must be maintained to ensure functionality. For most accounts, this requires routine actions such as archiving and deleting unnecessary s. 4. The content of communication must be respectful and courteous and in a writing style appropriate for the business and/or educational environment. (See Appendix B for further guidance on communication.) 5. Use proper spelling, punctuation, grammar and salutation. 6. Communication on social network sites such as Facebook, MySpace, Twitter, LinkedIn, Flickr, YouTube, etc., is subject to legal and professional standards of conduct. Students are responsible and liable for any content they write. American Nurses Association. (2010). Nursing: Scope and standards of practice (2nd ed.). Silver Spring, MD: Author. ISBN: American Nurses Association. (2001). Code of ethics for nurses. Silver Springs, MD: American Nurses Publishing. [37]

38 RN-BSN PROGRAM POLICIES [38]

39 I. ACADEMIC POLICIES A. LICENSURE All RN-BSN students must possess an active, unrestricted, current RN license as a requirement for admission as well as a condition of continued enrollment. Students must immediately report any restrictions or limitations on their license to the Department Chair. Failure to report any change in licensure status may result in immediate dismissal. The Department Chair is obligated to report unprofessional conduct to a student s respective State Board of Nursing. Disciplinary action by a State Board of Nursing may result in immediate dismissal. B. ADVISEMENT The Academic Advisor is a student s first point of contact in the RN-BSN Program. The advisor is here to help students navigate through the systems of Drexel in order to achieve a BSN degree. If there is a question that an advisor cannot field, the student will be referred to the appropriate contact person. The Academic Advisor will be in communication with students frequently as pertinent information becomes available. Please do not hesitate to contact an advisor to ask questions or to get clarification on an issue. All advisors strive to be responsive and most messages are returned within hours. The advisor role includes the following responsibilities: 1. Helping students register for classes. 2. Keeping students informed of all graduation requirements. 3. Tracking a student s progress in moving through those requirements 4. Troubleshooting student issues. 5. Providing information about upcoming course offerings as well as information a student may need to make informed decisions about his/her academic career. An academic advisor also can provide assistance to students in the following tasks: 1. Checking bills. 2. Setting a plan of study in the 1 st term. 3. Web-registering (2 nd term and onward only). 4. Applying for graduation. C. COURSE GRADING The method of grade assignment will be determined by the course faculty members. A passing grade for all nursing courses is C or CR or Pass. If a student fails either the theoretical or the clinical component, he/she will fail the entire course regardless of performance in other course components. Students are expected to attend all classes and clinical experiences. The specific attendance policy may vary with courses. CR- Credit NCR- No Credit Satisfactory - Students will receive the theory grade. Unsatisfactory/F (Failure) Failure in clinical will result in a grade of F for the course. [39]

40 NI (Needs Improvement) The theory grade will apply, but only up to the midterm point (NI can only be used at midterm). NI that is not improved by the end of the course will result in clinical failure D. RN-BSN-MSN OPPORTUNITIES For the following Advanced Role MSN tracks, students may submit an application to the MSN program in the final term of BSN study: 1. Clinical Nurse Leader 2. Clinical Trials Research 3. Innovation & Intra/Entrepreneurship for Advanced Practice 4. Nursing Leadership in Health Systems Management 5. Nursing Education and Faculty Role Admission to the Advance Role tracks is rolling so students may start the program during at any quarter during the academic year. Students interested in the Nurse Anesthesia (NA) Program or the Nurse Practitioner (NP) Programs may opt for an accelerated option. Students submit an application to the NA or NP programs when close to completing the BSN degree. BSN students must meet the admission requirements for the MSN program. Specific admission criteria are outlined on the CNHP website: Once accepted to the NA or NP program, students may take graduate courses in lieu of NURS 460 Global Health or NURS 462 Science, Technology & Health. A maximum of 3 graduate courses (9 credits) are permitted during the BSN sequence. Students must complete the remaining course requirements and are required to take NURS 465: Senior Capstone. Students may not register for graduate courses until accepted. The following NP tracks are available: Nurse Practitioner M.S.N. Tracks Track Acute Care Pediatrics / MSN Pediatric Primary Care Dual Option Nurse Practitioner Track Adult-Gerontology Acute Care Nurse Practitioner Track Family Nurse Practitioner Track MSN Pediatric Acute Care Nurse Practitioner Track [40]

41 Pediatric Primary Care Nurse Practitioner Track Psychiatric/Mental Health Nurse Practitioner Track Women s Health/Gender Related Nurse Practitioner Track Admissions to the NP tracks only occur annually in the Spring term. Students must be licensed in Pennsylvania and in the regional state where clinical practicums will occur. If a student opts not to finish the MSN program, after completing two or more MSN courses, the University will award the BSN provided the required 180 credits have been completed. Students applying to the RN-BSN-MSN program work closely with the BSN and MSN academic advisors to ensure proper progression. E. ADMISSION TO GRADUATE NURSING TRACKS Criteria Drexel MSN Drexel Post-Masters Certificate Drexel Post- Baccalaureate Certificate Baccalaureate Degree BSN from a program fully accredited by NLN and or CCNE. BSN from a program fully accredited by NLN and or CCNE. BSN from a program fully accredited by NLN and or CCNE. * Post-Baccalaureate Certificate in Leadership may accept candidates from any accredited baccalaureate program. GPA 3.0 Or above on all previous coursework or the last 60 credits completed. Applications from RN s with GPA < 3.0 to be considered on an individual basis. 3.0 Or above on all previous coursework or the last 60 credits completed. Applications from RN s with GPA < 3.0 to be considered on an individual basis. 2.0 Or above on all previous coursework or the last 60 credits completed. In addition, students must also have the majority of Tier I credits completed (only missing 3 courses).applications from RN s with GPA < 3.0 to be considered on an individual basis. Transcripts Official transcripts from all previous educational institutions are required. Two professional references required from either a previous or immediate supervisor OR a former nursing faculty member who can attest to the applicant s clinical knowledge, skill, and potential aptitude for graduate study. References will not be accepted from colleagues or family members. Official transcripts from all previous educational institutions are required. Two professional references required from either a previous or immediate supervisor OR a former nursing faculty member who can attest to the applicant s clinical knowledge, skill, and potential aptitude for graduate study. References will not be accepted from colleagues or family members. Official transcripts from all previous educational institutions are required. References Not required. Personal Statement Personal Statement describing why the student is interested in the MSN Degree and particular specialty. Personal Statement describing why the student is interested in the Certificate Program and particular specialty. Personal Statement describing why the student is interested in the Certificate Program and particular specialty. [41]

42 Curriculum Vitae or Resume RN License Previous Work Experience TOEFL (Test of English as a Foreign Language) Required Required Required Copy of Current U.S. RN license required. Copies of any Advanced Practice Nursing Licensure and Certification Documents. While specific experience is not required for applicants to the NP tracks, previous related work experience may make an applicant more competitive. International graduates must have satisfactory scores. * (see below) Copy of Current U.S. RN license required. Copies of any Advanced Practice Nursing Licensure and Certification Documents. While specific experience is not required for applicants to the NP tracks, previous related work experience may make an applicant more competitive. International graduates must have satisfactory scores. * (see below) Copy of Current U.S. RN license required. Specific work experience is not required. International graduates must have satisfactory scores. * (see below) International Applicants (as well as Immigrants to the U.S. and U.S. Permanent Residents whose native language is not English, and who have not received a Bachelor's degree or higher in the U.S., Australia, Canada, Ireland, New Zealand or the United Kingdom) must submit the results of the TOEFLiBT and must meet university standards F. BSN FEE A mandatory clinical processing fee assessed during the first term of enrollment. G. UNDERGRADUATE ACADEMIC STANDING AND PROBATION POLICY All students must read and abide by the Drexel University policies on academic standing and probation. These policies can be found on the following web site: H. HONORS The GPA used to determine honors is based upon the student's entire academic career at Drexel University. Transfer students must have a minimum of 75 credits at Drexel University. Since the RN- BSN program is a degree completion program, and most students acquire less than 75 credits, RN- BSN students do not meet the requirements for honors by graduation. Please see the University honors policy at RN-BSN students achieving a 4.0 are recognized at a separate celebration hosted by the College of Nursing and Health Professions. I. ACADEMIC STANDING To progress toward the Bachelor Degree, students must earn a grade of C or better in all nursing courses. A grade of C- or below in a nursing course constitutes failure. The following regulations are applicable: Only two nursing courses can be failed in the curriculum. The third nursing course failure results in dismissal from the program. [42]

43 A course may be repeated only once. Students receiving a failing grade (below C) after repeating a nursing course will be dismissed from the program. A student needs to achieve a passing grade in a pre-requisite course in order to progress to the next nursing course. An overall GPA of 2.0 is required to graduate. A student will be placed on academic probation when the GPA is below 2.0 in any given quarter. A student is permitted two quarters of probationary status prior to dismissal from the program. A grade of I (Incomplete) is temporary and must be converted to letter grade by the date negotiated by the faculty member of the next consecutive quarter. An incomplete that is not converted by the end of that period will be changed to an F or U automatically. A student who receives a U (Unsatisfactory) or an F (Failure) for a clinical course will receive an F for that course. J. PROGRESSION IN PROGRAM Students must maintain a 2.0 GPA and C or better in all nursing courses in order to progress to the next quarter. Progression through the curriculum is delayed if a student fails a course or withdraws from a course. A student cannot progress into a nursing course with an Incomplete or failure in a prerequisite or co-requisite nursing course. All clinical nursing courses require students to have a current registered nurse license, and to submit required documentation (see p.47 for details). K. COMPUTER COMPETENCY All students are expected to have basic word processing skills and competency with electronic mail, database searches, and web navigation. Classes are offered by the University Library on electronic mail, database searches, and web navigation. Note that library classes are not mandatory. However, these basic competencies are an expectation for all BSN students enrolled in upper division nursing courses. L. ONLINE COURSES The basic requirements for the RN-BSN online courses regarding technology are as follows: 1. An account and access to the Internet. Drexel s websites can be accessed through any Internet Service Provider (ISP). However, it is recommended not to use AOL, CompuServe or Prodigy, as these providers do not seem to be consistently compatible with the online learning shell that used by Drexel. These companies hold their users captive making it difficult to stay in the course materials, especially during the virtual classrooms and the tests. 2. Students must go to the website and take their computers through the Interactive Browser Test. Even before students have been enrolled in classes, they can login to Blackboard Learn using the Username: cnhpguest and the password: cnhpguest and go through the Blackboard Tutorial. A link to the Interactive Browser Test is listed in the Announcement area of this course. [43]

44 3. In order to access any DREXEL Electronic Journals located in the Library, students must register with the Library and configure their computers for this. Through the on-line Blackboard delivery system, students will have the opportunity to use both the synchronous (virtual classroom) and asynchronous discussion group features, built in lists, the opportunity to create their own web page within the course, and other exciting features. The course will be available on the day when the quarter begins. 1. Courses can be accessed by going directly to the Blackboard server at https://learn.dcollege.net a. Click Login. Type in the username and your password, which is based on the formula as follows: i. Username: first initial first name and full last name (i.e. - Mary Doe = mdoe); [no dots, no spaces, no apostrophes, no hyphens, all one word, all lower case] ii. Password: full last name (i.e.-doe). (Same criteria) b. Please click on the individual toolbars to the left of the screen to begin the course. The first button will be Announcements and the list ends with Student Tools. The syllabus is located in the Course Information area. Please check the announcements from time to time during the course, as this is the way the class communicates. M. REGISTRATION All students in the Bachelor of Science Nursing Program are encouraged to pre-register as faculty assignments and clinical affiliations are based upon pre-registration enrollment. Students will be notified about pre-registration dates by . Students electing to register after pre-registration will be admitted to courses on a space available basis. Course sections may be canceled if there is evidence of insufficient enrollment. Course Request forms are completed under the direction of the Academic Advisor and signed by the Academic Advisor or Department Chair. N. COURSES TAKEN OUTSIDE THE UNIVERSITY Once a student is matriculated in the RN-BSN program, he/she is expected to take all remaining courses at Drexel University. To graduate with a BSN, students must take all upper level nursing courses at DREXEL [TIER III]. A student may request permission from the Academic Advisor to take non-nursing courses outside Drexel. The student must submit a course description to the Academic Advisor. A course outside the University must receive a grade of C or better in order to be transferred in. All courses taken outside DREXEL must be completed prior to the student s last quarter in attendance. O. CLEP EXAMINATION The CLEP Subject Examination measures achievement in specific subject areas. A suggested resource when preparing for the CLEP examination is The Official Handbook for the CLEP Examination, available at most bookstores. A free booklet, CLEP Colleges, list all CLEP test centers, which a student can contact about testing schedules. This publication is available via at or by calling: [44]

45 CLEP P.O. Box 6601 Princeton, NJ DREXEL CNHP Code 2306 P. EXCELSIOR COLLEGE EXAMINATIONS The Excelsior College Examinations program offers a series of College-level examinations at Prometric Testing Centers throughout the country. Study guides are available for each Excelsior College Examination. Each study guide contains a content outline, sample questions and suggested readings. To obtain a guide, registration materials and a list of fees, call EXAMS or visit on the web at Q. TRANSFER CREDIT POLICY The RN-BSN Online Completion Program permits students to transfer in as many general education and electives courses as possible (up to 135 quarter credits) to count toward credit for classes in Tier One and Tier Two of the curriculum. All transcripts should be submitted at the time of application and will be evaluated and credits posted for equivalent Drexel courses. Any Tier One or Tier Two coursework not completed prior to acceptance, may be completed either online at Drexel or taken at an accredited college or university and transferred back to Drexel at any time prior to the student's last quarter at Drexel. Students should work closely with their advisor to ensure that classes meet requirements for transfer. 1. Application of Transfer Credit for Courses completed prior to Application to Drexel: All Official Transcripts submitted at the time of application are evaluated for equivalency to Drexel courses. All courses that meet transfer criteria are applied to the corresponding Drexel courses. a. Semester credits are converted to quarter credits (a 3 credit class converts to 4.5 quarter credits) and then the credits are applied to the Drexel required credits. b. If any credits are left over, those surplus credits are applied toward the 180 total quarter credits needed to graduate. 2. Transfer Credit Guidelines: a. Tier One classes (90 credits) are expected to be completed prior to application; if one or two courses are not completed, they may be taken either online at Drexel or transferred to Drexel. b. Tier Two courses (45 credits) may be transferred to Drexel either before the student begins Drexel coursework or at any time prior to the student's last quarter at Drexel. All students should work closely with their advisor to ensure transfer credit will apply for coursework taken outside of Drexel. c. Tier Three Upper Division Nursing courses (45 credits) are completed at Drexel. [45]

46 In order to graduate with a BSN degree from Drexel, students need to complete every required course listed on the curriculum either at Drexel or through transfer credits, complete 45 credits at Drexel, meet the 180 credit minimum and maintain a GPA of 2.0 or higher. 1. Steps to have recent transfer credits applied to Drexel Total Credits: a. Once a student has completed coursework, the student should submit an Official Transcript showing a grade of "C" (2.0) or higher. b. Students should submit an official transcript to the following address: Drexel University Drexel e-learning 3001 Market Street, Suite 18 Philadelphia, PA c. Students should also alert their advisor that he/she has completed coursework and submitted an official transcript. d. The advisor will review the transcripts and apply credit for transfer coursework. R. ADHERENCE TO CURRICULUM Students in the BSN Completion Program must follow the curriculum and adhere to prerequisite requirements. NURS 324 must be the first course taken in the student s plan of study. NURS 324 and NURS 325 must be taken within two (2) quarters of entering the program. NURS 324 & NURS 325 are prerequisite courses for all other nursing courses. In addition, Level I, Level II and Level III Writing Intensive (WI) courses must be taken in sequence. NURS 324 Introduction to Online Learning: Tools for Success NURS 325 Critical Issues Shaping Professional Nursing (WI) NURS 340 Transformational Leadership/Management in Nursing NURS 346 Health Assessment & Promotion (Virtual Clinical Experience) NURS 337 Genetics and Genomics: Application to Nursing Practice NURS 330 Nursing Research (WI) in TN in 2014 NURS 480 Complex Systems of Care: Technology, Patient Safety & Quality NURS 375 Nurses Building a Healthy Community: Theory and Practice (Clinical in TN in 2014 Learning Experience) NURS 370 Issues in Aging & Longevity (Field Experience) NURS 460 Global Health & Policy Issues (Field Trip) NURS 480 NURS 465 Senior Thesis S. FERPA AUTHORIZATION The Family Educational Rights and Privacy Act ( FERPA ) is a Federal law that protects the privacy of student education records. Under this law, Drexel University cannot generally disclose educational records about a student to a person or entity outside of Drexel University without the student s prior authorization; unless the students sign the Student Authorization to Discuss and Disclose an Education Record form (see Appendix). Please take a moment to review the FERPA policy. [46]

47 II. COURSE DESCRIPTIONS NURS 324: Introduction to Online Learning: Tools for Success (3) This course provides a guided, hands-on introduction to the skill sets necessary to support on line learning, communication, and the production of scholarship. Students will be introduced to technologies and resources that are fundamental to success in the RN-BSN program. NURS 325: Critical Issues Shaping Professional Nursing (3) the health care system has undergone dramatic shifts, driven by changing economic, demographic, and technological forces. This course explores the impact of these forces on health care delivery, and the concerns relating to ethical, legal, and social issues that influence nursing practice. NURS 330: Research Basis of Nursing (4) Writing Intensive Course This course will introduce the student to the theoretical and research bases on which practice is built. Students will examine the knowledge that guides nursing interventions and critique published research reports. The importance of reviewing the nursing literature in order to maintain currency in practice will be addressed. Ethical issues as they relate to research, theory and practice will be discussed. This is a writing intensive class. NURS 337: Genetics and Genomics: Application to Nursing Practice (3) This course focuses on current issues in genetics, genomics, and pharmacogenomics and healthcare. Genetic and genomic influences across the healthcare continuum (health prevention, health promotion, disease management, and personalized medicine) are addressed. NURS 370: Issues in Aging and Longevity (4) This course focuses on current issues in promoting longevity with healthy aging. Current biopsychosocial theories on aging are explored. The multidisciplinary needs of older adults, including relationship challenges, are addressed. NURS 340: Transformational Leadership/Management in Nursing (3) This course will focus on the professional nurse s role in applying the principles of leadership, management and ethics in health care organizations across the continuum of care. The course will provide opportunities in problem solving, critical thinking, and constructive communication as well as teaching/learning strategies that emphasize the leadership/management roles of the nurse. NURS 346: Health Assessment and Promotion for Diverse and Vulnerable Populations (6) This course is designed to assist professional nurses in developing history taking skills, physical assessment techniques, and preventive health interventions when working diverse and vulnerable populations. NURS 375: Nurses Building a Healthy Community: Theory & Practice (6) This course focuses on the professional role of the community public health nurse working collaboratively to build a healthy community. The role of nurses is explored by their actions with aggregates, populations, community partners, and other health providers NURS 410: Pharmacology for Practicing Nurses (5) This course builds upon the practicing nurses educational and experiential foundation in pharmacotherapeutics. Course emphasis includes the pharmacokinetics and pharmacodynamics of drug classes commonly encountered by the professional nurse. The interaction between [47]

48 pharmacodynamics and pathophysiology of disease states is analyzed. Critical evaluation of complex safety and interaction issues is developed. NURS 460: Global Health & Policy Issues (6) This course is an intensive overview of global health issues. Emphasis will be placed on understanding of health policy development related to global health issues, health care systems and its effects on selected populations. Other dimensions include the role of the World Health Organization, women s rights across the globe, emerging infections, violence, export of pharmaceuticals and tobacco to other countries and the state of health care in other nations. Student interest and faculty expertise will determine the specific project foci for each quarter. NURS 480 Complex Systems of Care: Technology, Patient Safety & Quality (4) The course is designed to provide students with the opportunity to explore advances in technology, how information systems are developed, validated, and endorsed. Students will create linkages between technology, cost effectiveness, safety, quality outcomes and the delivery of care. The course is further designed so that students will build critical reflection and communication skills to become an active, effective, and safe member of a transdisciplinary care team. In addition, students will explore potential and actual ethical implications of advances in science and technology and the importance of creating a culture of safety within the healthcare environment. NURS 465: Senior Capstone (3) The student, with faculty supervision, plans a project that will be implemented this quarter. This project will integrate the academic and practical knowledge the student has acquired in the RN-BSN curriculum. Examples of projects include the following: developing/implementing a teaching tool or a teaching plan, evaluating data specific to management patterns that promote effective nursing care, synthesizing the literature related to a particular topic, or gaining new knowledge and skill in a clinical area. Students will develop objectives relevant to the project, critique the literature, and present a plan for implementation. NURS 480, NURS 370, and all 300-level courses must be successfully completed prior to taking NURS 465. III. RN-BSN CLINICAL LEARNING EXPERIENCE GUIDELINES In order to be compliant for clinical learning experience, students must have the required documents submitted by the due date. If this is not met, the student will not be permitted to progress through the Community Health Course CLINICAL LEARNING EXPERIENCE COMPLIANCE All students must submit the following documents in order to be fully compliant for the clinical learning experience. The requirements are: 1. Drexel HIPAA Certificate of Completion 2. Copy of current RN licensure 3. Signed Visitation Agreement Form *****Students are required to have current comprehensive medical insurance and carry the card with them to each clinical learning experience. ***** [48]

49 A1. SUBSTANCE ABUSE POLICY 1. Drexel University has established policies, rules, and regulations that proscribe the standards of conduct expected of students and members of the University community. This standard of conduct includes the prohibition of the use or the possession or dissemination of narcotics or other mind-altering drugs, other than those medically prescribed, properly used, and in the original container, by students or staff on University property or while on University business. 2. The University has established disciplinary proceedings for when a student is charged or violates the drug and alcohol control policies. However, when a student violates the drug and alcohol policies and is enrolled in a major that includes a health care component in the curriculum, it is incumbent upon the officers and faculty of the College of Nursing and Health Professions to provide oversight and remedial action for such a serious act by the student. 3. All students must comply with Drexel University policies on alcohol and illicit drug use. These policies can be found in the Student Handbook online at: under Student Conduct and Community Standards Code of Conduct. 4. Any unlawful possession, use, manufacture or distribution of controlled or illegal substances or alcohol by any student in the College enrolled in a program that includes a clinical learning experience health care component in its curriculum while on campus or at a clinical learning experience site shall be considered substance abuse or possible dependency and will constitute cause for termination from the program. 5. Reporting to class or clinical learning experience assignments under the influence of controlled substances or alcohol is also prohibited and will result in dismissal from the program. Students must also comply with all local, state or federal laws and regulations controlling the possession, manufacture, use or distribution of controlled or illegal substances and alcohol. A positive drug screen of an illegal substance (illegal substance or controlled substance without a prescription) or intoxication from alcohol will result in dismissal from the student s program of study. A2. SUBSTANCE TESTING 1. A student may be required to undergo drug or alcohol testing if there is reasonable suspicion that the student is impaired due to illegal drug or alcohol use, the use or misuse of prescribed or over the counter medications based upon, but not limited to: a. Unusual or aberrant behavior b. Physical symptoms c. Patterns of abnormal or erratic behavior d. Conviction for drug-related offenses e. Being identified as the subject of a drug-related criminal investigation f. Reliable information from independent sources g. Evidence of drug tampering or misappropriation h. Consistently discrepant daily drug counts i. Accidents or illnesses caused by substance abuse j. Impairment or intoxication in the clinical learning experience and/or didactic setting [49]

50 k. Patterns of absenteeism and/or lateness l. Alterations in student clinical learning experience and/or didactic performance that may not be attributed to other causes m. Following a clinical learning experience-related injury or illness. Observation of poor judgment or careless acts which caused or had the potential to cause patient injury, jeopardize the safety of self or others or resulted in damage to equipment 2. If didactic, or a clinical site supervisor suspects possible substance abuse by a student, they will report the suspicious behavior to the Department Chair. Once notification occurs that a student is suspected of violating the substance abuse policy, the student will be instructed to report to the designated testing laboratory in accordance with instructions from the Department Chair. The student s program will assume the cost of any drug or alcohol testing. The Department Chair has the authority to temporarily suspend the student from the clinical learning experience pending the final results of any tests. 3. If a student has a diluted specimen result, the student will be contacted to submit a random drug screen and may be responsible for all costs associated with additional screenings. 4. A student convicted of violating any federal, state or local law or regulation pertaining to the manufacture, possession, sale, use or distribution of a drug or alcohol or misuse of prescribed or over the counter medications must report this conviction to the Program Chair and the Department Chair within five days of the conviction. Failure or refusal to comply with any aspect of the substance abuse policy is grounds for disciplinary sanction, including dismissal from the program. Examples of noncompliance include, but are not limited to, refusal to submit to immediate drug and alcohol testing, tampering or alteration of specimens, attempts to submit the samples of another person as the student s own, and failure to appropriately complete associated program or testing laboratory documents. 5. The requirement that a student be tested as well as the test results will remain confidential and disclosed only to those individuals within Drexel University or an affiliated clinical learning experience site with a need to know or as required by law or regulation. Upon written request, students will be provided a copy of test results. 6. Documentation: Appropriate documentation will commence at the time of the initial suspicion that a student may have a substance abuse problem and will include the rationale for such suspicion. All documentation regarding drug testing results and a student s medical condition will remain in a secure location in the custody of the Department Chair or the designee. Such records will be maintained separately from the student s permanent program file. 7. Sanctions: The Department chair will report an enrolled student with a positive test result to the University s Office of Student Conduct and Community Standards ( SCCS ) for possible disciplinary action in accordance with the Student Judicial Policy and Student Code of Conduct. The Department Chair has the authority to temporarily suspend the student from the clinical learning experience pending the conclusion of any student judicial process. [50]

51 If as a result of a positive test, a student is required to submit to subsequent testing as a condition of remaining in or returning to the program, then the student will bear the expense of all subsequent testing required by the program. Failure or refusal to comply with any aspect of the substance abuse policy will be reported to the SCCS for possible disciplinary action in accordance with the Student Judicial Policy and Student Code of Conduct. Students will be informed of counseling and other treatment resources that are available to the student. 8. Treatment and Counseling Resources: Students who are concerned that they may have a substance or alcohol abuse problem are encouraged to seek professional assessment, treatment, and counseling from qualified health care professionals. The following websites list some local treatment and counseling services that are available to students: s_and_communities_act/substance_abuse_assistance/ Alcoholics Anonymous Narcotic Anonymous 9. National Directory of Drug and Alcohol Abuse Treatment Programs 10. Student Assistance Program, organized and directed by students for students, offers a variety of confidential services including advising, support groups for recovering students, referrals, recovering student networking and workshops. Call (215) Please see the full policy at B. CLINICAL LEARNING EXPERIENCE EXPOSURE POLICY This policy is to be followed when a student has been exposed to an occupational hazard in the clinical learning experience setting. 1. A significant exposure is defined as: a. A needle stick or cut caused by a needle or sharp that was actually or potentially contaminated with blood or body fluids; b. A mucous membrane (i.e., splash to the eye or mouth) exposure to blood or body fluids; or c. A cutaneous exposure involving large amounts of blood or prolonged contact with blood - especially when the exposed skin was chapped abraded or affected with dermatitis. 2. Once the student incurs an exposure: a. The student should immediately notify the site supervisor and his/her incident. b. The student and instructor should follow the healthcare agencies Blood borne Pathogen Exposure Control Policy (this includes washing the area of exposure, informing patient, obtaining consents for blood draw of the source patient, etc.). [51]

52 c. An incident report should be completed and submitted per clinical learning experience site policy. The Clinical learning experience Coordinator should submit a copy of the incident report to the Assistant Dean, Student and Technology Operations. d. If the student is at Hahnemann University Hospital (HUH), he/she should be sent to HUH s Occupational Health Center to be seen (if it is after hours, the student should be sent to the ER). e. If the student is at a remote clinical learning experience site, he/she should be seen immediately at that facility s Occupational Health Unit or ER of the clinical learning experience site where the incident occurred. The occupational health site where the student is seen should be the liaison for information about laboratory work obtained from the source patient. f. The student is to present his/her insurance card to be billed for the initial work-up. Any costs (co-pays or deductibles) incurred from this initial visit should be forwarded to the Drexel University Department of Safety and Health (400 N. 31 st, Philadelphia PA fax ) for reimbursement. g. All follow-up care should occur with the student s primary care provider (PCP). The PCP should be instructed by the student to contact the appropriate Occupational Health Center for information about the incident, the student and the source patient. h. Post exposure follow-up care (deductibles and co-pays) will be covered by Drexel University for blood drawn at 6 weeks and 6 months. i. If initial plan includes prophylactic therapy, the student s co-pay will be reimbursed by Drexel University to cover the cost. The University will only cover co-payment costs associated with initial prophylaxis. C. CLINICAL LEARNING EXPERIENCE COMMUNICABLE DISEASE POLICY 1. The faculty believes that students provide services with respect for human dignity and the uniqueness of the client unrestricted by considerations of social or economic status, personal attributes or the nature of health problems. 2. Students with a communicable disease may not pose a health risk to other students in an academic setting, but the CDC guidelines must be followed in the clinical learning experience setting. Students and faculty should follow the rules of confidentiality related to communicable diseases. 3. NOTE: Due to possible exposure to infectious diseases in the clinical learning experience areas, it is important for the student to notify the course faculty of any chronic illnesses or if health status has changed recently (i.e. pregnancy) that may require further consideration when making clinical learning experience assignments. 4. If an accidental exposure occurs, faculty and students should follow the Clinical Learning Experience Exposure Policy. [52]

53 5. An incident report should be completed and submitted per clinical learning experience site policy. The student and course faculty should submit documentation of the injury or illness to the Department Chair. D. MEDICAL CLEARANCE TO ATTEND CLINICAL LEARNING EXPERIENCE 1. Students who are ill, hospitalized, or incapacitated in some way that affects their ability to safely and satisfactorily perform their duties in a clinical learning experience setting need to provide official medical clearance which clearly states their ability to return to clinical learning experience without restrictions. A hard copy of the medical clearance must be submitted to the Department Chair. 2. Any student having an illness or physical disability that affects his/her ability to function satisfactorily in the clinical learning experience areas must contact the Office of Disability Resources (ODR). For additional information, contact ODR at Arch St., Street, Suite 210, Philadelphia, PA 19104, (V), or (TTY). 3. Students taking prescribed medications should be aware of the effects of these medications on alertness, judgment, and the ability to meet all technical standards. Students should not attend clinical learning experience if there is impairment of ability to safely provide care to assigned patients. This clearance needs to be made prior to returning to the clinical learning experience site. E. PREGNANCY Exposure to certain pathogens, toxic chemicals, drugs, radiation and physical activity during clinical learning experience rotations may endanger a pregnant student or her baby s health. If a student is pregnant, or becomes pregnant anytime during the program, she must notify the course faculty. For the student s safety and the safety of her baby, the student will notify the clinical site coordinator of the pregnancy. The student is advised to consult with her health care provider about any precautions or limitations that are appropriate for her. The student must be examined by her health care provider and cleared medically without restrictions for each quarter during her pregnancy as well as for the period following delivery. The student will not be able to participate in clinical learning experience without medical clearance. Any restrictions or limitations and the expected date of delivery must be included in the medical clearance. If any restrictions or limitations are recommended by the health care provider, the student must meet with the Program Chair to review options for completing the clinical learning experience rotation. A student still must meet all student curriculum requirements and responsibilities during the period of the pregnancy. Any applicable policies at the clinical learning experience site must also be followed. The student should immediately notify her course faculty if the student at any time believes she is unable to perform her clinical learning experience in which case the pregnant student may apply for a leave of absence from the program. [53]

54 F. POLICY FOR USE OF MOBILE DEVICES IN CLINICAL LEARNING EXPERIENCE 1. Students must utilize a password protected mobile device to ensure that personal information is not accessible in the event that the device is lost or stolen. 2. No identifiable patient information may be placed on the mobile device. Safe Harbor method for De-identification: The following identifiers of the individual or of relatives, employers, or household members of the individual, are removed: (A) Names (B) All geographic subdivisions smaller than a state, including street address, city, county, precinct, ZIP code, and their equivalent geocodes, except for the initial three digits of the ZIP code if, according to the current publicly available data from the Bureau of the Census: (1) The geographic unit formed by combining all ZIP codes with the same three initial digits contains more than 20,000 people; and (2) The initial three digits of a ZIP code for all such geographic units containing 20,000 or fewer people is changed to 000 (C) All elements of dates (except year) for dates that are directly related to an individual, including birth date, admission date, discharge date, death date, and all ages over 89 and all elements of dates (including year) indicative of such age, except that such ages and elements may be aggregated into a single category of age 90 or older (L) Vehicle identifiers and serial numbers, including (D) Telephone numbers license plate numbers (E) Fax numbers (M) Device identifiers and serial numbers (F) addresses (N) Web Universal Resource Locators (URLs) (G) Social security numbers (O) Internet Protocol (IP) addresses (P) Biometric identifiers, including finger and voice (H) Medical record numbers prints (Q) Full-face photographs and any comparable (I) Health plan beneficiary numbers images (J) Account numbers (R) Any other unique identifying number, characteristic, or code, except as permitted by paragraph (c) of this section [Paragraph (c) is (K) Certificate/license numbers presented below in the section Re-identification ]; and (ii) The covered entity does not have actual knowledge that the information could be used alone or in combination with other information to identify an individual who is a subject of the information. 3. No texting while on the clinical unit. 4. No photos may be taken while in clinical learning site. 5. Accessing the Internet is only permitted to obtain information related to clinical for the purpose of supporting clinical learning and patient teaching. [54]

55 6. Faculty has the authority to examine the student s mobile device and the programs being utilized in the clinical area. 7. As with all clinical equipment, the mobile device may act as a means to transfer germs. Please keep your device clean. 8. If the student has a mobile device that is also a phone, phones must be on vibrate or silent mode. No personal calls should be made or received while in clinical on the unit. Exceptions can be made with faculty approval in extreme extenuating circumstances. [55]

56 APPENDIX [56]

57 Appendix A: Behaviors of Incivility Though the list below is not all inclusive, it contains many of the behaviors listed in the literature on incivility. 1. Inattentiveness in class 2. Absenteeism or arriving late, leaving early 3. Yelling at professor in classroom or in clinical setting 4. Touching professor in objectionable physical contact 5. Dishonesty/lack of integrity 6. Disrespectful retorts 7. Righteous anger 8. Threats to well-being 9. Intimidating behaviors such pointing finger in face of professor 10. Monopolizing the interactions with faculty or other students (not permitting others to have a turn) 11. Persistent argumentation or refusal to comply with a direct request 12. Nonverbal disrespectful behavior such as eye rolling, groaning or using inappropriate gestures, etc. 13. Attire that may be perceived as offensive to other students or faculty 14. Gross and/or inappropriate behavior such as foul and/or inappropriate language 15. Using cell phones or pagers during class 16. Holding distracting conversations in class 17. Making sarcastic remarks 18. Demanding make-up exams, extensions or other favors 19. Falsely accusing faculty of misplacing academic work (assignments or exams) Appendix B: 1. The official Drexel address is the only appropriate method by which to send Universityrelated information. s sent to CNHP faculty, staff, and administrators from personal accounts such as Gmail, Yahoo, and Hotmail may not be answered. 2. Please address s to faculty members, staff, administration, and fellow students with Dear [Name] or Hello [Name]. s are professional pieces of correspondence, and informal language is not appropriate. 3. All s should be responded to within 24 hours. If this is not possible, an automatic response should be created letting the sender know that his/her will be answered at the earliest opportunity. 4. s are not private property. The content within an is discoverable by law, and as such, correspondence should remain both professional and pertinent to the topic at hand, this also includes information shared on social network sites. A social network site is a public forum. 5. CAPS LOCK = INFLAMMATORY LANGUAGE. It is considered rude to send a message in all capital letters. Please do not use this in an to anyone. 6. Review s before sending them. Check for grammar, spelling, punctuation and tone. Remember that messages can be misperceived in many ways. 7. Do not use the Reply All function unless necessary to do so. Using it sparingly will import more meaning to the message when it is implemented. [57]

58 8. Emoticons and text speak are not appropriate items in an message to faculty, staff, administrators or fellow students. The usage of these devalues the correspondence and makes it look unprofessional. Please visit these websites for further information on etiquette: HA aspx Any threats made against faculty or disrespectful conduct may be reported to the Dean of the CNHP, Dean of Student Life, and Student Judicial Officer, which may result in penalties to the student. The student conduct policy is available through the Drexel University website [58]

59 [59]

60 [60]

61 [61]

62 [62]

63 [63]

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