Request for Undergraduate Course Addition

Transcription

1 See for information on chair Request for Undergraduate Course Addition 1. Prepare one paper copy and obtain signatures from the Department Chair/Division Head, Registrar and College Dean. 2. Submit the form to your College Curriculum Committee. 3. After obtaining the signature of the College Curriculum Chair, send the paper copy to the current University Curriculum Committee Chair 4. Send an identical (sans signatures) ELECTRONIC COPY and all supporting documentation in a single PDF file (PDF Portfolio recommended) to UCC chair. College: Department/Division: Alpha Designator/Number: Contact Person: Phone: NEW COURSE DATA: Course Title: (Limit of 30 characters & spaces.) Alpha Designator/Number: General Education Designator(s) (check all that apply): CT INTL MC Core II (Core II type: ) Note: Applications for Gen Ed attributes must be attached. ii courses info/ Catalog Description (Limit of 30 words): Co requisite(s): First Term to be Offered: Prerequisite(s): Credit Hours: Grading Mode: Graded: Credit/No Credit: Course(s) being deleted in place of this addition (must submit course deletion form): CHECKLIST/REQUIREMENTS 1. After completing this two page form in its entirety, include a complete syllabus and route through the departments/committees below. 2. A complete syllabus can be from when this course was previously taught as a special topics course or by creating a new, intended syllabus to use with the course. The sample syllabus must at a minimum address the following areas: a. COURSE OBJECTIVES, COURSE OUTLINE, SAMPLE TEXT(S) WITH AUTHOR(S) AND PUBLICATION DATE, INSTRUCTIONAL METHODS (Lecture, Lab, Internship, Practicum, etc.), and EVALUATION METHODS (Unit/Chapter, Midterm, Final, Projects, etc.) 3. If this course will replace a course that is required by another department, please send a memo to the affected department and include it with this packet, as well as, the response received from the affected department. 4. If this course will be similar in title or content to another department s courses, please send a memo to the affected department and include it with this packet, as well as, the response received from the affected department. SIGNATURES: (If disapproved at any level, do not sign. Return to previous signer.) Department Chair/Division Head: Registrar: College Dean: College Curriculum Chair: General Education Council Chair *: University Curriculum Committee Chair: Faculty Senate Chair: VP Academic Affairs/VP Health Science * Signature necessary only if course is to be Core Curriculum Course Date: Date: Date: Date: Date: Date: Date: Date: University Curriculum Committee Course Addition Form Revised 04/6/2012

2 See for information on chair Request for Undergraduate Course Addition Page 2 Additional Information Required for Undergraduate Course Addition College: Department/Division: Alpha Designator/Number: Provide complete information regarding the new course addition for each topic listed below. Before routing this form, a complete syllabus also must be attached addressing the items listed on the first page of this form. 1. Identify by name the faculty in your department/division who may teach this course. 2. If your department/division requires additional faculty, equipment, or specialized materials, attach an estimation of money and time required to secure these items. 3. If this course will be required by a department/division other than your own, identify by name. 4. If there are any agreements required to provide clinical experience, attach details and signed agreements. 5. If library resources are deemed inadequate, attach a plan to overcome this. The plan must include the cost as stated by the Dean of Libraries. 6. EQUIPMENT/SUPPLIES NEEDED TO TEACH THIS COURSE (this does not refer to additional equipment/supplies that need to be purchased; simply what materials are needed in order to teach this course successfully.): 7. ADDITIONAL GRADUATE REQUIREMENTS IF LISTED AS AN UNDERGRADUATE OR GRADUATE COURSE (please also submit to Graduate Council course addition for 5xx graduate component): 8. PROVIDE A COMPLETE BIBLIOGRAPHY INCLUDING ALL PUBLICATIONS RESEARCHED TO CREATE THIS COURSE AND WHAT PUBLICATIONS MAY BE BENEFICIAL TO STUDENTS TAKING THIS COURSE (separate page). University Curriculum Committee Course Addition Form Revised 04/6/2012

3 NUR200 BIBLIOGRAPHY: American Association of Colleges of Nursing [AACN] (2014). Nursing shortage fact sheets. Retrieved from Baker, S. (2010). Nurse educator orientation: professional development that promotes retention. Journal of Continuing Education in Nursing, 41(9), doi: / Bureau of Labor Statistics (2015). BLS releases employment predictions. Bureau of Labor Statistics. Retrieved from Catalano, J. T. (2015). Nursing now! Today's issues, tomorrow's trends. (7th ed.). Philadelphia, PA: F.A. Davis Jeffreys, M. R. (2012). Nursing student retention: Understanding the process and making a difference. (2 nd ed., pp ). New York, NY: Springer Publishing Company. Nugent, P. M. & Vitale, B. A. (2011). Test success: Test-taking techniques for beginning nursing students. (6th ed.). Philadelphia, PA: F.A. Davis Potter, P. A., Perry, A. G., Stackert, P. A. & Hall, A. M. (2013). Fundamentals of nursing. (8th ed.). St. Louis, MO: Elsevier Mosby Silvestri, L. A. & Silvestri, A. (2014). Strategies for test success: Passing nursing school and the NCLEX exam. St. Louis, MO: Saunders Elsevier Watson, Jean (2012). Human caring science: A theory of nursing. (2nd ed.). Sudbury, MA: Jones and Bartlett Learning

4 NUR 200 Introduction to Professional Nursing Fall 2017 Marshall University School of Nursing College of Health Professions 1

5 Marshall University Syllabus Course Title/Number NUR 200: INTRODUCTION TO PROFESSIONAL NURSING Semester/Year Fall Semester/ 2017 CREDIT HOURS: 2 PREREQUISITES: NONE COPREQUESITES: NONE Days/Time Location CLASS HOURS: Monday 9:00 AM-10:50 AM, Corbly Hall & MOVC CLASSROOM SITES: Corbly Hall & MOVC Course Coordinator Nancy Elkins, EdD, MSN, RN Office Prichard Hall, Room 413B Phone Phone: elkinsn@marshall.edu Office/Hours Office Hours: TBA Course Description: From Catalog Introduction to the concepts and processes basic to the nursing profession, including historical and legal aspects, career roles, medical terminology, and practical techniques to prepare for the baccalaureate nursing program. BSN PROGRAM OUTCOMES: The graduate is a nurse generalist with competence to: Use the nursing process to provide nursing care to individuals, families, groups, and communities in multiple settings, considering cultural diversity. Synthesize theoretical and empirical knowledge from nursing, natural and social sciences, and the humanities to promote, maintain, and restore health throughout the life span. Promote health care through communication and collaboration with clients and other health care 2

6 providers. Coordinate comprehensive nursing care through the application of management and leadership skills, including prioritizing and delegation of care. Use clinical and critical reasoning to address simple and complex situations. Integrate evidence-based practice into nursing care. Perform as a responsible and accountable member of the profession who practices nursing legally and ethically. Examine professional activities that help define the scope of nursing practice, set health policies and improve the health of the public. The table below shows the each of the student learning outcomes will be practiced and assessed in this course. Course Student Learning Outcomes Students will discuss the historical development of the discipline of nursing. Students will describe the professional nurse's current roles, functions, and practices within the framework of the current health care system. Students will discuss the foundational components of the discipline of nursing and identify ways in which the nursing process relates to critical thinking as well as problem solving in nursing practice. How students will practice each outcome in this Course Students will practice this outcome in this course by discussing in the classroom setting the early historical development of the discipline of nursing. Students will practice this outcome in this course by describing in the classroom discussion the roles, functions, and practices of the nurse in various health care settings. Students will practice this outcome in this course by utilizing classroom discussion and through assigned readings on the functional components of the discipline of nursing. How student achievement of each outcome will be assessed in this Course Class discussions, exam questions Class discussions, exam questions Class discussions, exam questions 3

7 Students will discuss the ethical and legal concerns regarding interventions used in comprehensive nursing care, and the need for documentation and communicating the client's condition. Students will describe the value of research in nursing and how utilizing research findings can help provide evidence-based nursing practice to the client. Students will discuss the use of American Psychological Associatin (APA) guidelines in writing papers. Students will identify individual learning style, discuss time management techniques and other activities to promote success. Students will demonstrate knowledge of medical and health care terminology. Students will practice this outcome in this course by utilizing classroom discussion and through assigned readings on the need for ethical and legal considerations in nursing. Students will practice this outcome in this course by utilizing classroom discussion, paper assignment, and assigned readings on research in nursing. Students will practice this outcome in this course by utilizing classroom discussion, assigned readings, and paper assignment on the use of the APA guidelines for writing papers. Students will practice this outcome by identifying individual learning style and through classroom activities, discussion, assigned readings. Students will practice this outcome by utilizing classroom discussions, assigned readings. Class discussions, exam questions Class discussions, exam questions, paper assignment Class discussions, exam questions, paper assignment Class activities, class discussions, exam questions Class discussions, exam questions Required Texts, Additional Reading, and Other Materials REQUIRED TEXTBOOK: American Psychological Association. (2010). Publication manual of APA. (6 th ed.). Washington, D.C.: APA. (Update: Black, B. P. (2014). Professional nursing: Concepts and challenges (7 th ed.). St. Louis, MO: Saunders Doenges, M. E., & Moorhouse, M. F. (2013). Application of nursing process and nursing diagnosis: An interactive test for diagnostic reasoning. (6 th ed.). Philadelpia: Davis 4

8 Ehrlich, A., & Schroeder, C. L. (2013). Medical Terminology for Health Professions (7 th ed.). Clifton Park, NY: Cengage Learning. Nugent, P. M., & Vitale, B. A. (2012). Test success: Test-taking techniques for beginning nursing students. (6 th ed.). Philadelphia: Davis NOTE: Editions will be updated to most current editions as available. CONTENT OUTLINE: UNIT I. Professional Nursing Historical Perspectives of Nursing Professional Nurse Roles, Functions, and Practices Nurse on the Interdisciplinary Health Team Ethical, Legal, Cultural, & Spiritual Considerations Certifications and Continuing Education Requirements UNIT II. Process for Professional Nursing Practice ANA Standards Applying the Nursing Process and Nursing Theory Communication in Nursing Teaching and Learning Process Research in Nursing APA Guidelines for Writing Papers UNIT III. Strategies for Success in Nursing Identifying Individual Learning Styles Positive Mental Attitudes Improving Critical Thinking Skills Time Management Techniques Test-Taking Strategies Medical and Health Care Terminology 5

9 METHODS OF TEACHING-LEARNING: 1. Lecture 2. Reading as assigned 3. Discussion 4. Audio-visual aids 5. Individual and small group exercises 6. Test review opportunities 7. Evaluation of reading & lectures. COURSE REQUIREMENTS: 1. Minimum of "C" average for all course work. 2. Participation in class, small group discussions and activities. METHOD OF EVALUATION: 1. Three tests- 30% each (total of 90%) 2. Written paper assignment - 10% Grading Scale: = A = B = C = D 64 and below = F 6

10 WRITTEN PAPER ASSIGNMENT: Paper due: 12 Criteria: 1. Content: 50 points Material should support topic chosen. 2. Grammatical usage and principles of composition: 20 points Correct punctuation, verb form, spelling, proper sentence construction, and balance is essential. 3. Reference: 10 points. Use appropriate references as to quality and quantity. 4. Format: 10 points. Must follow APA writing style. 5. Appearance: 10 points. Must be neat, typewritten, double spaced. All unit tests will be 50 questions with each question worth 2 points. All test grades will be posted on Blackboard Online Grade Book. Students must obtain a C average (75%) on course exams in order to pass the course. The average will be calculated based on the weight of each exam. If students obtain less than a C average (75%) on exams, the final grade (D or F) will be derived solely from exam averages. Tests and final scores will NOT be rounded up. Test review sessions will be offered, by appointment, after each unit test. LATE ASSIGNMENTS AND LATE EXAMINATION POLICY: Late Assignments: It is the prerogative of the instructor to accept or reject late assignments. If a late assignment is accepted, the instructor may cut the grade for that assignment by one letter grade for each day it is late, and result in a zero if more than three days late. Late Examination: All late examinations will be cut one letter grade unless the coordinator is notified ahead of time of the serious reason for missing the examination. 7

11 INDIVIDUAL CONFERENCES: Students are expected to initiate conferences with the course coordinator concerning any questions or problems related to the classroom, i.e., reading assignments, course requirements, grades, etc. ATTENDANCE POLICY: Classroom Attendance: It is expected that students will attend classes on time and regularly to achieve the expected educational objectives for the course. Students are responsible for all material, exams and assignments for any missed class. Students are expected to initial the attendance sheet each week. 8

12 NUR 200 IMPORTANT DATES: First Day of Class Review syllabus & course requirements. Introduction lecture. History of Nursing Practice lecture Legal and Ethical Issues in Nursing Practice lecture Foundational Nursing Principles & Theories Test I Process for Professional Nursing Practice lecture Role of the Nurse in Various Health Care Settings lecture Evidence Based Research & Nursing Practice lecture APA Guidelines for Writing Papers Test II Identifying Individual Learning Styles lecture Positive Mental Attitudes lecture Improving Critical Thinking Skills Time Management Techniques Test-Taking Strategies lecture Medical and Health Care Terminology Medical and Health Care Terminology lecture Written Paper Assignment Due Medical and Health Care Terminology lecture Medical and Health Care Terminology lecture Medical and Health Care Terminology lecture Test III 9

13 CONTENT OUTLINE AND CLASS SCHEDULE: Dates Class Hours Content Unit I Professional Nursing Assignment OBJECTIVES 1. Describe the historical perspectives of nursing. 2. Describe the professional nurse roles, functions, and practices. 3. Compare roles of members on multidisciplinary health team. 4. Explore potential ethical, legal, cultural, & spiritual considerations in nursing. 5. Identify the major modern definitions, philosophies, conceptual models, frameworks, and theories of nursing practice. 6. Identify certifications and continuing education requirements in nursing. 1 2 First Day of Class Review syllabus & course requirements. Introduction lecture on historical perspectives of nursing. Black Ch1,2,3,4,5 6, History of Nursing Practice lecture 2 Legal and Ethical Issues in Nursing Practice lecture 2 Foundational Nursing Principles & Theories lecture 1 1 TEST I COVERS UNITS I OBJECTIVES Process for Professional Nursing Practice Black Ch 8,9,10,12, 13 Doenges & Moorhouse Ch 1,2,3 Nugent & Vitale Ch.6 Unit II. Process for Professional Nursing Practice OBJECTIVES 10

14 6 Dates Describe the ANA Standards of nursing care. 2. Define nursing terms used during patient assessments. 3. Describe steps in applying the nursing process. 4. Identify nursing theories utilized. 5. Describe therapeutic communication in nursing. 6. Describe the teaching and learning process. 8. Identify evidence-based research in nursing. 9. Describe how research is utilized in nursing care. 10. Discuss the use of American Psychological Association (APA) guidelines in writing papers. 2 Process for Professional Nursing Practice lecture Class Content Hours 2 Evidence Based Research & Nursing Practice lecture 2 APA Guidelines for Writing Papers Doenges & Moorhouse Ch 4,5,6,7,8 Assignment Black, Ch.11 APA 6th ed TEST II- COVERS UNIT II OBJECTIVES NURSING CARE PLAN ASSIGNMENT DUE Identifying Individual Learning Styles lecture Unit III. Strategies for Success in Nursing OBJECTIVES 1. Identify individual learning styles. 2. Identify strategies utilized to increase positive mental attitudes. 3. Identify strategies to manage stress. 4. Describe activities to improve critical thinking skills used in the decision making process. 5. Demonstrate test-taking strategies. 7. Apply various stress reduction techniques to cope with stress. 8. Demonstrate knowledge of medical and health care terminology Positive Mental Attitudes lecture & Improving Critical Thinking Skills Time Management Techniques Test-Taking Strategies lecture & Medical and Health Care Terminology Nugent &Vitale Ch.1,2,3,4,5, 7,8 Ehrlich & Schroeder Ch. 1,2,3 11

15 12 2 Medical and Health Care Terminology lecture Written Paper Assignment Due Ehrlich & Schroeder Ch. 4, 5, Medical and Health Care Terminology lecture Medical and Health Care Terminology lecture Medical and Health Care Terminology lecture Ehrlich & Schroeder Ch.7, 8, 9 Ehrlich & Schroeder Ch.10,11, 12 Ehrlich & Schroeder Ch.13, 14, TEST III- COVERS UNIT III OBJECTIVES 12

16 REFERENCES American Association of Colleges of Nursing [AACN] (2014). Nursing shortage fact sheets. Retrieved from Baker, S. (2010). Nurse educator orientation: professional development that promotes retention. Journal of Continuing Education in Nursing, 41(9), doi: / Bureau of Labor Statistics (2015). BLS releases employment predictions. Bureau of Labor Statistics. Retrieved from Catalano, J. T. (2015). Nursing now! Today's issues, tomorrow's trends. (7th ed.). Philadelphia, PA: F.A. Davis Jeffreys, M. R. (2012). Nursing student retention: Understanding the process and making a difference. (2 nd ed., pp ). New York, NY: Springer Publishing Company. Nugent, P. M. & Vitale, B. A. (2011). Test success: Test-taking techniques for beginning nursing students. (6th ed.). Philadelphia, PA: F.A. Davis Potter, P. A., Perry, A. G., Stackert, P. A. & Hall, A. M. (2013). Fundamentals of nursing. (8th ed.). St. Louis, MO: Elsevier Mosby Silvestri, L. A. & Silvestri, A. (2014). Strategies for test success: Passing nursing school and the NCLEX exam. St. Louis, MO: Saunders Elsevier Watson, Jean (2012). Human caring science: A theory of nursing. (2nd ed.). Sudbury, MA: Jones and Bartlett Learning

17 14. This syllabus is not to be construed as a contract with the student and may be subject to change. UNIVERSITY POLICIES Rather than listing all of the University policies, I encourage all students to read the University-Wide Policies by accessing it at this link Alternatively, students can access the policies on the Academic Affairs website at this link and then click on the link to Marshall University Policies on the right side of the page. Policies at this link include: 1. Academic Dishonesty 2. Excused Absence Policy for Undergraduates 3. University Computing Service Acceptable Use 4. Inclement Weather 5. Dead 6. Students with Disabilities 7. Academic Dismissal 8. Academic Forgiveness 9. Academic Probation and Suspension 10. Academic Rights and Responsibilities of Students 11. Affirmative Action 12. Sexual Harassment Academic Dishonesty All students should be familiar with the university s policy concerning academic dishonesty. This policy can be found on pp of the undergraduate catalog (Faculty are encouraged to add any additional information specific to their expectations and/or rules regarding academic dishonesty in their class). Policy for Students with Disabilities Marshall University is committed to equal opportunity in education for all students, including those with physical, learning and psychological disabilities. University policy states that it is the responsibility of students with disabilities to contact the Office of Disabled Student Services (DSS) in Prichard Hall 117, phone to provide documentation of their disability. Following this, the DSS Coordinator will send a letter to each of the student s instructors outlining the academic accommodation he/she will need to ensure equality in classroom experiences, outside assignment, testing and grading. The instructor and student will meet to discuss how the accommodation(s) requested will be provided. For more information, please visit or contact Disabled Student Services Office at Prichard Hall 11, phone University Computing Services Acceptable Use Policy: All students are responsible for knowing this policy, which can be found on the web at 14

18 15 Affirmative Action Policy: This course will follow Marshall University s policy on Affirmative Action, which can be found on p. 63 of the undergraduate catalog. Specifically, all students will be afforded equal opportunity without regard to race, color, sex, religion, age, disability, national origin, or sexual orientation. Fair Use of Copyrighted Works: Please note that the instructor may use some works that are copyrighted by the publisher or original author. These works are provided to students under the Educational Fair Use provision of Title 17 of the US Code and are not to be shared with individuals who are not enrolled in this course. School of Nursing Policies INCLEMENT Weather In the event of inclement weather students may call the School of Nursing or general campus or South Charleston Listen to the radio/tv for University closing. SOCIAL JUSTICE POLICY STATEMENT Marshall University is committed to bringing about mutual understanding and respect among all individuals and groups at the University. As part of Marshall University, the College of Health Professions, School of Nursing has made a commitment to social justice. Therefore, no one will be discriminated against on the basis of race, gender, ethnicity, age, sexual orientation, religion, social class, or differing viewpoints. Each student will be viewed as a valuable member of this class and as the faculty for the course I will strive to facilitate an atmosphere/learning environment where mutual understanding and respect are actualized. Approved SON 02/27/06 PROFESSIONAL CONDUCT: Students shall adhere to the standards for professional conduct as stated in 19CSR10, Standards for Professional Nursing practice, and are subject to disciplinary action by the Board (West Virginia Legislative Rule in State of West Virginia, Code and Legislative Rules, Registered Professional Nurses, April, 1995, p.28). Policy on Academic Dishonesty College of Health Professions Marshall University College of Nursing will not tolerate academic dishonesty of any kind. Academic dishonesty is defined as: I. CHEATING A. Unauthorized use of any materials, notes, sources of information, study aids or tools during an academic exercise. No cell phones, calculators, palm computers or hats allowed during exams. Calculators will be provided, if necessary. 15

19 16 B. Unauthorized assistance of a person, other than the course instructor during an academic exercise. This includes text messaging, PDA s, etc. during exams. C. Unauthorized viewing of another person s work during an academic exercise. D. Unauthorized securing of all or any part of assignments or examinations in advance of the submission by the instructor. II. FABRICATION / FALSIFICATION: The unauthorized invention or alteration of any information, citation, data or means of verification in an academic exercise, official correspondence of a university record. III. PLAGIARISM: Submitting as one s own work or creation any material or an idea wholly or in Part created by another. This includes, but is not limited to: A. Oral, written and graphical material B. Both published and unpublished work C. Any material(s) downloaded from the Internet It is the student s responsibility to clearly distinguish their own work from that created by others. This includes proper use of quotation marks, paraphrase and the citation of the original source. Students are responsible for both intentional and unintentional acts of plagiarism. IV. BRIBES / FAVORS / THREATS Attempting to unfairly influence a course grade or the satisfaction of degree requirements through any of these actions is prohibited. V. COMPLICITY Helping or attempting to help someone commit an act of academic dishonesty. SANCTIONS: The instructor will impose one or more of the following: 1. A lower or failing project / paper / test grade. 2. A lower final grade. 3. Failure of the course. 4. Exclusion from further participation in the class (including laboratories or clinical experiences). Please refer to the university Student Handbook, Code of Conduct for the process of charges made and the process for subsequent sanctions imposed, and the process of appeal. Please refer to the university Student Handbook, Code of Conduct for the process of charges made and the process for subsequent sanctions imposed, and the process of appeal. Approved BSN Faculty Approved Nursing Faculty

20 17 Marshall University College of Health Professions Test Security Policy In order to ensure the security of all examinations, the School of Nursing has adopted the following policies: 1. Test Administration Students may not access any electronic equipment during the exam that has not been provided by the faculty, including but not limited to calculators, cell phones, laptops and PDAs. 2. Test Review A. Students will not be allowed to view any exam without direct supervision of course faculty or site facilitator B. Students must review tests within time specified by the course faculty. C. Limited numbers of students may be allowed to view the exam at one time depending on office size, space, and faculty preference. D. Students will be allowed to review the exam only one time, and time limits may be placed on review as specified by course faculty. E. NO notes can be taken by the student while reviewing the test, and students are not allowed to access any electronics while reviewing the tests. NO copies electronic or written! F. Individual student printouts for exams are to be retained by the faculty. G. Faculty have the right to place further restrictions on test review as deemed necessary. Adopted SON faculty 2/07 Marshall University School of Nursing Distance Education Policy Marshall University School of Nursing (SON) offers individuals the opportunity to participate in classroom instruction for specified nursing courses at the graduate and undergraduate level from multiple distant sites. While the SON strives to ensure that distance education meets the needs of students, it must be noted that technical difficulties do occur on occasion. In the instance where a specific class session is unable to be delivered to a distant site, course faculty will make every effort to make class content available to the distant site faculty/facilitator. Students, however, are ultimately responsible for the course content, and 17

21 18 as with any missed class, it is the student s responsibility to get the missed material. Should a student have any specific problem, these should be brought to the attention of the site faculty/facilitator and the on-campus faculty immediately. If students at any of the distant sites find that this method of instruction delivery is not meeting their educational needs, then the student(s) are welcome to attend classroom instruction on-campus at any time. Approved SON 08/16/07 School of Nursing Withdrawal Policy The decision to withdraw from any class, nursing or non-nursing, is one that requires great thought. Students who want to withdraw from any class must meet with their academic advisor to discuss the issues and potential consequences related to that withdrawal. The issues and consequences are as follows: -Withdrawal from high-demand classes may result in the student not being able to preregister for that class the following semester for which the course is offered. Instead, that student will have to wait until the first week of classes to see if there is space available in the class. -Some nursing courses are prerequisites or co-requisites of other nursing courses. Therefore, the student may have to withdraw from more than one nursing course which may make the student have part-time status. Part-time status could affect financial aid and the ability to be covered by the parent s insurance policy. -Withdrawal from certain non-nursing and nursing courses may delay completion of the nursing program by as much as one (1) year. -A student has 5 years from enrollment in the first nursing course to complete the program. Repeated withdrawal from nursing courses may result in the student not being able to meet this requirement. A student who cannot complete the nursing program within 5 years will be dismissed. A student may withdraw from an individual class during the first ten (10) weeks of a semester and receive a W. The student must also drop any co-requisite classes at that time. After the tenth week, the student cannot drop an individual class but must completely withdraw from the university. The university calendar lists specific dates for withdrawal. A student who withdraws from a nursing course(s) must complete a Request to Repeat a Course form and submit it to the Chair of the Admissions, Progression and Graduation (APG) Committee of the School of Nursing. The APG Committee must receive the form within 3 weeks of withdrawal from the nursing course(s). Members of the APG Committee consult with faculty of the dropped courses regarding the student s status at the time of the withdrawal. The committee also seeks the faculty member s recommendation about the student repeating the nursing course. Repeating a nursing course is contingent on available space. Students enrolling in any nursing course for the first time receive priority. A student cannot repeat a nursing course without permission of the APG committee. 18

22 19 A student who withdraws from NUR 219 and NUR 221 during the first 10 weeks of a semester or who withdraws totally from the university during the first semester of the sophomore level of nursing must reapply for admission. A student may reapply to the nursing program only once following withdrawal from the first semester of the sophomore level. Readmission is not guaranteed and is dependent upon the applicant pool for that particular year. A student who is re-admitted will have 5 years from the date of readmission to complete the nursing program. Revised 4/27/10 19