DNP STUDENT HANDBOOK Academic Year*

Transcription

1 DNP STUDENT HANDBOOK Academic Year* *Any policies in this handbook may be revised at any time, and the latest version will supersede any previous versions. 1

2 TABLE OF CONTENTS TOPIC PAGE Academic Appeal Academic Integrity Academic Policies Advising American Nurses Association Code of Ethics... 5 Attendance and Participation Communication Continuous Enrollment Courses... 8 DNP Curriculum... 7 DNP Program... 6 Drug Testing and Background Check Graduation Requirements Grievance Health Insurance Health Requirements History of SON... 4 Immunizations Introduction... 4 Leave of Absence

3 Letters of Reference Mission, Objectives, Goals... 4 Professional Conduct Professional Liability Insurance Program Evaluation Progression in the Program School Schedule Student Evaluation Technology Transfer Credit and Credit by Examination Tuition Refund and Withdrawal Dates Withdrawing from a Course

4 INTRODUCTION This handbook is a reference to provide information to students and others regarding the Touro University Nevada School of Nursing Doctor of Nursing Practice (DNP) degree program. It contains information about the University, DNP degree program, academic matters, policies and regulations, student services and student activities. This handbook supplements the Touro University Nevada Catalog. In areas of question, the TUN Catalog will be the deciding reference. The provisions of the handbook are subject to changes as a result of official actions of the administration. Such changes may be without notice and will apply to all enrolled students. The student should not consider this handbook to represent a contract between Touro University Nevada and the student. The university disclaims any misrepresentations or omissions that may have occurred as a result of error in preparation or typing. Each student is responsible for knowing current academic regulations, policies and procedures of the program, school, College of Health and Human Services and TUN and other official announcements and published documents of the University, College, School of Nursing, or DNP program. THE SCHOOL OF NURSING AT TOURO UNIVERSITY NEVADA A History of the School of Nursing A regional needs assessment indicated a looming crisis in the availability of nurses to provide care in Southern Nevada for the burgeoning population, many of whom were of retirement age. A strategic plan was implemented to provide Clark County with a nursing school that would provide graduate level education for students who hold a baccalaureate degree in another discipline or for registered nurses seeking to further their education in the functional areas of nursing administration or nursing education. Efforts were begun in January 2005 to initiate the School of Nursing by hiring the school s director and by beginning the accreditation process by the Western Association of Schools and Colleges (WASC), as well as the Nevada State Board of Nursing approval process. Space designated for the School of Nursing included a 3600 sq. ft. skills lab, classrooms, seminar rooms, physical assessment rooms, faculty offices, and workstations. This project was completed in November of MISSION, OBJECTIVES, AND GOALS Mission Statement Characterized by scholarship and community service, the School of Nursing prepares competent and caring nurses who meet the health care needs and expectations of individuals, families, communities, and the profession. Philosophy The School of Nursing, as a constituent of Touro University Nevada, accepts responsibility for promoting the University's general purposes of teaching, research, and service. The School s philosophy builds upon concepts regarding humans, society, health, nursing, and learning. The faculty believes that: 4

5 1. The human is a holistic being who develops through continuous interaction with the environment. 2. Society is composed of individuals, families, groups, communities, and other population aggregates. Society possesses structure, values, and beliefs that influence human responses. 3. Health is a dynamic, multidimensional, measurable state of being that is influenced by the internal and external environment. 4. Nursing is a profession and an academic discipline possessing a scientific body of knowledge. 5. Learning is a dynamic, lifelong, interactive process involving sensory perception, conceptualization, and critical thinking. 6. Nursing education guides the learner to attain competencies required to practice professional nursing. 7. Nursing education at the baccalaureate level is the basis for professional practice as a nurse generalist, and should be accessible to individuals with diverse cultural, experiential, and academic backgrounds. 8. Nursing education at the master s level focuses on preparation for advanced practice through the integration of selected theoretical formulations and the expansion of knowledge and skills through critical inquiry. 9. Nursing education at the doctoral level focuses on synthesis of data and translation of research into complex practice situations. 10. Nurses prepared at each of the three academic levels are responsible for continuing their professional development to promote constructive, effective, ethical, and societal relevant modifications within the discipline of nursing. American Nurses Association Code of Ethics: The School of Nursing subscribes to the tenets identified in The Code for Nurses published by the American Nurses Association as revised in The nurse in all professional relationships, practices with compassion and respect for the inherent dignity, worth, and uniqueness of every individual, unrestricted by considerations of social or economic status, personal attributes, or the nature of health problems. 2. The nurse s primary commitment is to the patient, whether an individual, family, group or community. 3. The nurse promotes, advocates for, and strives to protect the health, safety and rights of the patient. 4. The nurse is responsible and accountable for individual nursing practice and determines the appropriate delegation of tasks consistent with the nurse s obligation to provide optimum patient care. 5. The nurse owes the same duties to self as others, including the responsibility to preserve integrity and safety, to maintain competence, and to continue personal and professional growth. 6. The nurse participates in establishing, maintaining, and improving health care environments and conditions of employment conducive to the provision of quality 5

6 health care and consistent with the values of the profession through individual and collective action. 7. The nurse participates in the advancement of the profession through contribution to practice, education, administration, and knowledge development. 8. The nurse collaborates with other health professionals and the public in promoting community, national, and international efforts to meet health needs. 9. The profession of nursing, as represented by associations and their members, is responsible for articulating nursing values, for maintaining the integrity of the profession and its practice, and for shaping social policy. DOCTOR OF NURSING PRACTICE PROGRAM The Doctor of Nursing Practice (DNP) is a terminal advanced practice professional doctorate degree for those individuals holding licensure as registered nurses (RN). This degree is intended to respond to the demands associated with increasing complexity in the health care system, expansion of scientific knowledge, and growing concerns regarding the quality of patient care delivery and outcomes in the United States. The Doctor of Nursing Practice (DNP) program at Touro University Nevada enhances the preparation and abilities of graduate nurses, while providing a non-research intensive option for obtaining a terminal nursing degree. The program requires completion of six integrated nursing courses that comprise a total of 33 semester credits. Each 5-6 semester-credit course is completed over eight weeks and includes a practicum component, which is devoted to completion of the scholarly project and nursing education practice. Each course focuses on knowledge, skills, and attitudes necessary to fully implement the role of the Doctor of Nursing Practice. Graduates are prepared to function as expert nurse educators and to provide leadership within academic settings. All courses are provided on-line and require reliable access to highspeed internet. In addition web conferencing and teleconferencing are used throughout the program to supplement content and communication among faculty and students. Each student is admitted with a general idea of a topic focus which is used as a foundation and point of comparison for studies in the leadership and education curriculum. This practice focus is expected to be enhanced throughout the curriculum in the readings, projects, and assignments. The DNP project for the DNP program is an integrated evidence-based project that demonstrates a practice (as opposed to research) focus. Students will choose a topic of interest for this project and then, with faculty guidance, design, implement, and evaluate the impact or change within the specialty practice of Doctor of Nursing Practice with a nursing education leadership focus. An academic practicum of 1000 hours experience must be documented in the practice focus. Students may count up to 520 practicum hours completed during their MSN education toward this requirement. A format for completion of 480 hours is built into the 12 month program. If additional hours are needed they may be added to courses during the program or the program may be extended an extra semester, depending on the agreement made between the student and 6

7 the program coordinator. All practicum experiences are completed in the student s geographical area and travel to the campus is not required. The TUN SON has adopted the following DNP program outcomes to reflect the learning included in the curriculum. These outcomes are adapted from the American Association of Colleges of Nursing (AACN) document, The Essentials of Doctoral Education for Advanced Nursing Practice (2006). A graduate of the TUN DNP program is expected to demonstrate the following competencies through knowledge, behaviors, or skills: 1. Integrate nursing science, theories, and concepts with knowledge from ethics, the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of nursing practice. 2. Select appropriate organizational and systems leadership models and theories to promote quality improvement and systems thinking. 3. Use analytic methods to critically appraise existing literature and other evidence to determine and implement the best evidence for practice. 4. Design, implement, and evaluate quality improvement methodologies to promote safe, timely, effective, efficient, and equitable nursing and health care services. 5. Synthesize information systems/technology and patient care technology concepts to improve and transform nursing practice. 6. Critically analyze policy/laws/ethics to develop, evaluate, and advocate for, change that shapes financing, regulation, and delivery of nursing and health care services. 7. Employ effective communication and collaborative skills in the development and implementation of evidence-based nursing practice. 8. Analyze epidemiological, biostatistical, environmental, cultural, and other appropriate scientific data related to individual, aggregate, and population health. 9. Design evidence based practice that integrates nursing science with the science of other applicable disciplines to improve healthcare delivery and outcomes. 10. Perform, competently and effectively, all responsibilities of the chosen specialty nursing role. DNP CURRICULUM Leadership in Nursing Education The Leadership in Nursing Education curriculum includes content related to a variety of concepts that include: Organizational Systems Leadership and Management Financial Legal 7

8 Ethical Collaborative Communication Healthcare Policy Environmental and Epidemiological Informatics and Healthcare Technology Professionalism Research and Biostatistics Evidence-based Practice Academics The integrated approach to DNP education included in this curriculum allows students to see the interconnectedness of concepts as they are presented, in a simple-to-complex approach across the curriculum. Assignments and projects are designed to incorporate the concepts into practice, bridging the gap between theory and practice and improving understanding and retention of critical knowledge, skills, and attitudes. THE DNP PROJECT The major assessment of student learning in this program is the DNP project. This is a scholarly project that is an integrated evidence-based project that demonstrates a practice (as opposed to a research) focus. A DNP project is not intended to test new models, develop new theory, or test hypotheses. Students will choose a topic of interest for this project and then, with faculty guidance, design, implement, and evaluate the impact or change within the specialty practice of Doctor of Nursing Practice with a nursing education leadership focus. Depending on the DNP student s topic of interest they will choose either a change project, quality improvement project, practice improvement project, in-depth case study, or program evaluation. The phases of the DNP project correspond to the required DNP courses designed to guide, instruct, and keep the DNP student moving forward with progress. COURSES The courses required to be completed in the curriculum follow. All courses must be completed in sequence as shown. NUR 750-DNP I (6 Credits-4.5 Didactic, 1.5 Practicum) This course provides the foundations for success within doctoral nursing education and guides DNP students in identifying their DNP project topics. An academic mentor is assigned. Methods by which nursing knowledge is generated and levels of evidence informing nursing practice will be investigated. Concepts related to the roles of both the DNP prepared nurse and the nurse educator are explored, with an emphasis on applied research, biostatistical applications, leadership, and systems. A practice mentor is established in an approved practice setting and 72 hours of documented practicum, that includes scholarly exploration of an approved topic, are completed. Development of a portfolio to demonstrate successful completion of course and program outcomes begins. 8

9 By the end of this course, the learner will be able to: 1. Demonstrate knowledge, skills, and attitudes required for successful completion of online doctoral education at Touro University Nevada School of Nursing (Program Outcome (PO) #, 3, 5, 7). 2. Compare and contrast various roles of the doctorate-prepared nurse (PO # 1, 10). 3. Apply research concepts to promote evidence based practice within nursing and healthcare delivery (PO # 4, 9). 4. Analyze evidence to promote best practices in nursing and healthcare delivery (PO # 3). 5. Critique statistical data generated from health science research (PO # 8). 6. Select theories from nursing and related disciplines to identify factors that improve healthcare delivery (PO # 2). 7. Support communication strategies that promote effective communication within and across disciplines (PO # 7). 8. Deconstruct organizational and systems theories/models to formulate an individualized foundation for advanced nursing practice (PO # 2). 9. Synthesize topics from previous practice, life-experience, education, and current coursework to identify a topic for scholarly inquiry (PO # 1, 9). NUR 751-DNP II (5 Credits-3.5 Didactic, 1.5 Practicum) This course builds upon DNP I and continues to explore the roles of the DNP prepared nurse as an evidence-based practitioner, a change agent, and a practitioner within the Doctor of Nursing Practice with a nursing education leadership focus specialty. Emphasis is placed on concepts related to finance, legal and ethical considerations, interprofessional collaboration, and the Doctor of Nursing Practice with a nursing education leadership focus specialty. Students collect, organize, and analyze the best evidence to support an approved DNP project topic and begin to develop a DNP project proposal. Students complete 72 hours of documented practicum that include leveling and grading of evidence, interviews with experts, and work with a practice mentor in an approved practice setting. Development of a portfolio to demonstrate successful completion of course and program outcomes continues. By the end of this course, the learner will be able to: 1. Advocate the responsibilities of the doctorate-prepared nurse as a leader of quality, safe, and effective healthcare practice (PO #1, 2, 6, 7, 10). 2. Analyze the body of knowledge and synthesize all evidence to improve healthcare practice and outcomes (PO # 1, 3, 4, 7, 9). 3. Evaluate nursing practice and healthcare outcomes based on pertinent financial, legal, ethical, cultural, policy, and safety considerations (PO #1, 3, 4, 6). 4. Develop strategies to promote effective evidence-based practice change across healthcare disciplines and within healthcare systems/organizations (PO # 2, 6, 7, 9). 5. [Leadership in Nursing Education Track] Design evidence-based nursing curricula that reflect current education and healthcare practice standards (PO # 1, 10). 9

10 NUR 752-DNP III (5 Credits-3.5 Didactic, 1.5 Practicum) By the end of this course, the learner will be able to: This course builds upon DNP II and further develops the roles of the DNP as an evidence-based practitioner, a change agent, and a practitioner within the Doctor of Nursing Practice with a nursing education leadership focus specialty. Emphasis is placed on concepts related to systems, healthcare policy and reform, leadership, and the Doctor of Nursing Practice with a nursing education leadership focus specialty. The DNP project proposal started in DNP II is completed and successfully defended. Students complete 72 hours of documented practicum that include development of a scholarly DNP project and work with a practice mentor in an approved practice setting. Development of a portfolio to demonstrate successful completion of course and program outcomes continues. 1. Defend the role of the DNP prepared nurse as a leader and a scholar (PO # 1, 2, 6, 7 10). 2. Develop evidence-based practice change projects supported by biostatistical, research, cultural, healthcare policy, and other appropriate concepts (PO # 2, 6, 8, 9). 3. Construct healthcare policy to improve outcomes for individuals, aggregates, and populations that reflect expertise with financial, legal, ethical, cultural, and other pertinent considerations (PO # 1, 2, 4, 6, 7, 8). 4. Evaluate effective strategies for managing and leading change in healthcare systems and organizations (PO # 4, 6). 5. Compare/contrast the roles, responsibilities, and approaches of governmental, public, and private sectors in developing and implementing ethical and fiscally responsible change in the U.S. health care system (PO # 9). 6. [Leadership in Nursing Education Track] Create nursing courses that reflect best practices and expertise (PO # 1, 10). NUR 753-DNP IV (5 Credits-3.5 Didactic, 1.5 Practicum) By the end of this course, the learner will be able to: This course builds upon DNP III and continues to develop the roles of the DNP as an evidencebased practitioner, a change agent, and a practitioner within the Doctor of Nursing Practice with a nursing education leadership focus specialty. Emphasis is placed on concepts related to advancing nursing practice, leadership, informatics, and the Doctor of Nursing Practice with a nursing education leadership focus specialty. Plans for the approved DNP project are finalized and implementation begins. Students complete 72 hours of documented practicum that include implementation of the approved DNP project and work with a practice mentor in an approved practice setting. Development of a portfolio to demonstrate successful completion of course and program outcomes continues. 1. Evaluate the effectiveness of various informatics systems and components/technologies in relation to advancing evidence-based nursing practice and to improving safety and 10

11 healthcare outcomes for individuals, aggregates, populations, and systems/organizations (PO # 1, 5, 6). 2. Create quality improvement strategies that demonstrate leadership strategies, promote effective communication, improve nursing practice, and reflect concepts related to the chosen specialty, advanced nursing practice, and other applicable disciplines (PO # 1, 2, 4, 6, 7, 8, 9). 3. Argue ethical, legal, and cultural issues that advance nursing practice and support informatics principles (PO # 5, 6, 7). 4. [Leadership in Nursing Education Track] Construct lesson plans using teaching/learning strategies that promote effective outcomes in didactic, laboratory, and practicum settings and that reflect a theoretical basis to practice as a nurse educator (PO # 1, 10). NUR 754-DNP V (6 Credits-4 Didactic, 2 Practicum) By the end of this course, the learner will be able to: This course builds upon DNP IV and continues to develop the role of the DNP as an evidencebased practitioner, a change agent, and a practitioner within the Doctor of Nursing Practice with a nursing education leadership focus specialty. Emphasis is placed on concepts related to leadership, epidemiology, environmental health, populations based care, and the Doctor of Nursing Practice with a nursing education leadership focus specialty. Implementation of an approved DNP project is completed. Students complete 96 hours of documented practicum that include DNP project implementation and work with a practice mentor in an approved practice setting. Development of a portfolio to demonstrate successful completion of course and program outcomes continues. 1. Analyze the effects of globalization on local, state, national, and global health policy to improve the health of individuals, aggregates, and populations, and the functioning of systems/organizations (PO # 5, 8). 2. Apply modern epidemiological concepts and quantitative techniques to advanced nursing practice (PO # 1, 8). 3. Construct advanced nursing practice/opinions and decisions based on identified professional, cultural, ethical, legal, and regulatory concepts (PO # 1, 2, 6, 7). 4. Appraise the burden of disease on society at the individual, family, community, regional, national, and global levels (PO # 1, 8). 5. Propose health policies based on primary, secondary, and tertiary prevention strategies that reflect trends in policy formation and environmental risks for communities and populations (PO # 5, 6, 8). 6. [Leadership in Nursing Education Track] Design effective assessment and evaluation strategies for nursing students in didactic, laboratory, and practicum settings that reflect current and sound educational practice and a theoretical basis (PO # 1, 10). NUR 755-DNP VI (6 Credits-4 Didactic, 2 Practicum) This course builds upon DNP V and finalizes the development of the role of the DNP as an evidence-based practitioner, a change agent, and a practitioner within the Doctor of Nursing 11

12 Practice with a nursing education leadership focus specialty. Emphasis is placed on concepts related to professional practice, scholarship, systems change, evaluation, and the Doctor of Nursing Practice with a nursing education leadership focus specialty. The DNP project implemented in DNP V is evaluated, final DNP project requirements are completed, and the final DNP project is successfully defended. Students complete 96 hours of documented practicum that include evaluation of the completed DNP project and work with a practice mentor in an approved practice setting. A portfolio to demonstrate successful completion of course and program outcomes is required. By the end of this course, the learner will be able to: 1. Develop and evaluate new professional and specialty focus practice approaches based on nursing theories, theories from other disciplines, and relevant evidence (1, 2, 3, 4, 5, 6, 7, 9, 10). 2. Design and implement processes to evaluate outcomes of practice against local, state, and national benchmarks to determine strategies for improvement and systems change (PO # 1, 3, 4, 6, 7, 10). 3. Demonstrate conceptual ability and technical skills to develop and execute an evaluation plan involving informatics, legal, ethical, theoretical, advanced nursing practice, and specialty focus concepts (PO # 1, 4, 5, 6, 7, 9, 10). 4. Create a plan for continued competency and scholarship that incorporates advanced nursing practice and the chosen specialty focus (PO # 1, 3, 4, 7, 9, 10). 5. [Leadership in Nursing Education Track] Construct program evaluation plans and strategies that reflect pertinent regulatory and accreditation standards (PO # 1, 10). Additional Time Option Students who require more than 480 practicum hours must complete a Curriculum Revision Plan with the program coordinator before enrollment in the last required course. Students may complete additional hours by registering for DNP Practicum (1-6 Credits) during the program or may choose to extend the program an additional semester to complete required hours. Each credit hour equals 48 hours of practicum. NUR 756-DNP Practicum (1-6 Credits) This course builds upon the development of the portfolio. Students requiring additional practicum hours should register for this course. Development of a portfolio to demonstrate successful completion of course and program outcomes is required. With the academic mentor s (AM) guidance, the student is responsible for identifying and participating in learning activities that address the DNP competencies within the course. Registration requires permission of the program coordinator. Each credit hour equals 48 hours of practicum. By the end of this course, the learner will be able to: 1. Write individualized learning outcomes for the practicum experience. 2. Create learning experiences that successfully meet established learning outcomes. 3. Document required number of practicum hours (48 hours per course credit). 12

13 ACADEMIC POLICIES This information is a reference intended to provide accurate information. Each student is responsible for adhering to current academic regulations. Graduation Requirements A student will be recommended for degree conferral under the following conditions: 1. Satisfactory completion of all academic requirements, 2. Has earned a cumulative GPA of 3.15 or higher. 3. Has fulfilled all legal and financial obligations to Touro University Nevada. Communication Students and faculty will interact and communicate using a variety of techniques, including . Faculty members maintain office hours by appointment by phone or Adobe Connect. All correspondence between faculty and students should occur using the TUN assigned address. Faculty attempt to respond to s and phone calls within 24 hours Monday-Friday and 72 hours on weekends, except during times that TUN does not operate. Please refer to the official TUN calendar for the holiday schedule. Students will be informed of planned faculty absences. Advising Upon admission to the program each student is assigned an Academic Mentor (AM), who is traditionally referred to as a faculty advisor. The assigned AM will work with the student throughout the program. Students are required to meet in-person or telephonically with the AM at during the first session and as requested by the AM or as deemed necessary by the student in future sessions. It is the student s responsibility to keep the AM informed of any issues that might impact their ability to succeed or progress in the program of study. The AM maintains written documentation of mentoring activities in the student s academic file. During NUR 750 DNP I, students will choose a Practice Mentor (PM), who must meet specific guidelines and be approved by the Academic Mentor (AM). The student is to submit their prospective PM s CV to the AM for review to determine whether the individual meets the requirements, as specified in the PM Guidelines form, for the PM role. Upon approval of the PM by the AM, the student will complete the practice mentor agreement form and send it to the AM. Once the student s PM has been approved by the AM, the student will consult with their PM and provide potential times for an online meeting with the AM to review an overview of the program, roles of the student, PM, and AM, and discuss progress regarding the student s DNP Scholarly Project topic. School Schedule The DNP program follows the SON schedule, which is published on the TUN website. A schedule for each course will be included in the course information for the individual course in the Blackboard Learning Management System. 13

14 Student Evaluation The faculty of the Touro University Nevada School of Nursing is charged with the responsibility of educating students and evaluating their knowledge, skills, and attitudes (KSAs) throughout the program. The faculty reserves the right, and has the responsibility, to recommend the academic or disciplinary dismissal of a student when appropriate. Faculty members maintain the academic freedom to assign course grades that reflect student s performance within the confines of established evaluation criteria. Grades are given in percentage form using the following grading system: Grade Grade Point Equivalent % A 90-92% A % B % B 80-82% B % C % C 70 72% C- 69% or 0.00 below U A cumulative GPA of 83% is required to progress in the program and to graduate. A grade of B (83%) or higher is required to complete a course successfully. PROGRESSION IN THE PROGRAM Progression in the DNP program requires the student to maintain a Grade Point Average of 83%. If a student earns a grade below 83% as the final course grade for any course, the student may be dismissed from the program. If the student applies and is accepted for readmission, they will be readmitted on academic probation and must earn a cumulative GPA of 83% or higher by the end of the first session following readmission. Failure to earn a cumulative GPA of 83% or higher by the end of the first session following readmission will result in permanent dismissal from the program. As graduate students and advanced practice nurses, students are responsible for monitoring their progress in the academic program. Any graded product below the 83% level should be interpreted as poor performance and initiate communication between the student and faculty member and/or academic mentor to implement a plan to improve performance. Students who do not take the initiative to seek corrective guidance accept full responsibility for the final academic performance. 14

15 Continuous Enrollment Student s must maintain continuous enrollment, unless on an approved LOA, throughout the entire program. Failure to maintain continuous enrollment results in program dismissal. Reapplication is required. Withdrawing from a Course Withdraw from a course or the program is governed by TUN policies. Please refer to the TUN Catalog for the current information or contact the Registrar s Office. Note that withdrawal from a course also constitutes withdrawal from the DNP program. Students wishing to reenter the program must reapply. Leave of Absence A leave of absence (LOA) may be granted, at the student s request, according to TUN policy. Students must request the LOA in writing from the Registrar and the Graduate Coordinator. Restrictions on LOA are published in the TUN Catalog. Program Evaluation The School of Nursing and the DNP Program support a continuous self-evaluation process. It is the expectation of multiple accreditation agencies that a process to gather information is in place. Students complete a course and faculty evaluation at the end of each course throughout the program. Student responses are aggregated and anonymous. The data obtained is used to guide course and curriculum change. Letters of Reference Requests for Letters of Reference from the SON Director or an individual faculty must be made in writing ( is acceptable). Completion of a reference request is at the discretion of the individual faculty member. Academic Integrity Academic standards must be maintained to support the integrity of the program and the profession. Academic Integrity assumes faculty and students will maintain and demonstrate the values of, honesty, trust, fairness, respect, responsibility and courage. Violations of academic integrity will be adjudicated according to the Academic Code of Conduct published in the TUN Catalog for students and the TUN Faculty Handbook for faculty. Academic Appeal Students must follow the academic appeals process included in the TUN Catalog if they disagree with a decision or action by faculty. Grievance If a student has a grievance against the School of Nursing, the student is to confer with the Director. Should this prove to be unbeneficial or the student does not feel comfortable in doing so, the student should present the grievance to the Dean of College of Health and Human Services. 15

16 Should a student have a grievance against the administration (School Director, College Dean, Bursar, Registrar, Financial Aid and Admissions) the student should attempt to discuss the problem directly with the individual and if unsatisfactory, the supervisor of the person. The student is encouraged to resolve the problem at the lowest level. Appeal of a decision is always to the next level. If the grievance is elevated beyond the local institution, an appeal would be made to the CEO and Sr. Provost of Touro University Western Division. Drug Testing & Criminal Background Check Policy The School of Nursing adheres to the stipulations and guidelines of the Drug Testing Policy and Criminal Background Check Policy of TUN. See TUN Catalog for details. Tuition Refund and Withdrawal Dates Refer to the TUN Catalog and the Financial Aid office. Transfer Credit & Credit by Examination Transfer credit or credit by examination is not accepted. Health Insurance See TUN Catalog. Immunizations See TUN Catalog for minimum requirements. The student is required to adhere to any specific guidelines required by a facility in which the practicum experience is completed. Health Requirements See TUN Catalog. Professional Liability Insurance Students enrolled in practice required within a course and supervised by faculty are covered by a blanket professional liability insurance policy provided by Touro University Nevada. Student insurance does not cover the RN in unsupervised practice. Professional Conduct It is the policy of the School of Nursing that students will observe confidentiality, personal integrity, and demeanor appropriate to the nursing profession. Students must comply with all HIPAA and FERPA guidelines throughout their education. Students will also be expected to behave in a way that is truthful and honest, accept responsibility for their actions, and work diligently to correct identified deficiencies. Any action that calls into question the student's behavior or potential capabilities as a student and nursing professional will be reviewed an acted upon. The SON abides by the ethical and professional standards and practices as described in the ANA standards. Attendance & Participation 16

17 Students must meet attendance requirements in all DNP courses and active participation is required. Failure to meet participation requirements will impact the course grade. Specific information is located in each course syllabus. Technology Students will be given an identification number upon enrollment at Touro University Nevada. Students will be given an official University address which will be used to transmit official information from faculty and administration to the students. Students are required to check this account daily. Students utilize the Blackboard learning platform to access class materials, syllabi, and to participate in discussions/communications, as required. Library academic resources are accessible online. Library staff and personnel are available to assist students, however, students are expected to possess advanced library utilization skills. Reliable broadband Internet access is required at all times. At the time of publication, MAC computers are not supported by the TUN IT Department or the HelpDesk. 17