CHICAGO STATE UNIVERSITY GRADUATE STUDENT HANDBOOK

Transcription

1 CHICAGO STATE UNIVERSITY College of Health Sciences Department of Nursing GRADUATE STUDENT HANDBOOK Department of Nursing Office Business & Health Sciences Building 200A Telephone: 773/ Fax: 773/

2 TABLE OF CONTENTS Introduction...4 a. Greetings from the Dean...4 b. Greetings from the Chairperson...6 c. Evidence that I Have Received the Handbook...7 General Information...8 a. History of the Nursing Program...8 b. Professional Accreditation...10 c. University Accreditation...10 University, College, Department Mission...11 a. Chicago State University...11 b. College of Health Sciences...12 c. Department of Nursing...12 College of Health Sciences Organizational Chart...14 Department of Nursing Organizational Chart...15 Educational Philosophy of the Department of Nursing...16 Student Learning Outcomes...17 Curriculum Outline...18 a. Community Health Nursing Specialty...19 b. Nursing Administration Specialty...20 c. Nursing Education Specialty...22 Curriculum Pattern...24 Course Descriptions...26 Admission Requirements...33 Academic Policies and Procedures...34 a. Progression and Probation Policy...34 b. Graduation Requirements

3 Comprehensive Examination...36 Capstone/Thesis Projects...39 a. Criteria for Selecting the Non-Thesis Capstone Project...40 b. Project Supervision Process and Evaluation...40 c. Practicum Grading...43 d. Criteria for Selecting the Thesis Option...44 e. Criteria for Evaluation of the Thesis Option...44 f. Composition of the Thesis Committee...46 g. Final Thesis Defense, Public Presentation and Publication...46 Professional Certification Examination...47 Practicum Rotation Policies and Procedures...48 a. Health Screening...48 b. Pregnancy Policy...49 c. Health Insurance...51 d. Clinical Transportation and Dress Code...52 Program Evaluation and Assessment of Student Learning...52 Graduation Process/Procedures...56 a. Applying for Graduation...56 b. Graduation Fees...57 c. Commencement...57 d. Transcripts and Diploma...57 Department of Nursing Resources. 57 a. Nursing Learning Resource Center (NLRC) 57 University Resources...58 a. The Academic Library...58 b. Academic Computing Center...59 c. Research Lab (DH 120 E and BHS 218)...59 d. Academic Support Program...60 Ethics and Professional Behavior

4 Grievance Policy and Procedure...65 a. College Level Student Grievance Procedures...67 Scholarship and Financial Aid...68 a. Scholarship/Financial Assistance Sources...68 American Nurses Association Code of Ethics...72 a. Standards of Professional Conduct for Registered Professional Nurses...74 b. National and State Nursing Organizations...75 Faculty Profile...77 Appendices...87 Appendix 1: Comprehensive Examination Grading Rubric...88 Appendix 2: Practicum Registration Form...90 Appendix 3: Practicum Learning Agreement...91 Appendix 4: Capstone Paper/Thesis Template...93 Appendix 5: Practicum Agency Supervisor Evaluation Form...99 Appendix 6: Thesis Proposal Registration Form Appendix 7: Thesis Research and Defense Form Appendix 8: Pregnancy Form Appendix 9: Incident Report Form Appendix 10: MSN Program Evaluation Plan Appendix 11: Clinical Evaluation Survey Appendix 12: Students Exit Survey Appendix 13: Alumni Survey Appendix 14: Employer Survey Appendix 15: Grievance Process Forms

5 A Message from the Dean INTRODUCTION Dear Master of Science in Nursing (MSN) Students: On behalf of the faculty and staff of the College of Health Sciences, it is my pleasure to formally welcome you to Chicago State University (CSU). Most importantly, I would like to thank you for selecting CSU as your institution of choice to receive your graduate education. The College of Health Sciences began in 1992, as a result of the merger between the College of Nursing and the College of Allied Health. Through the years, our College has produced over two thousand health care professionals, including nurses, occupational therapists, physical therapists, dieticians, radiological technologists, health information administrators and community health educators. Our students graduate as responsible, discerning, and informed global citizens with a commitment to life-long learning and service. I am particularly proud of the many years of service that our graduates have provided to the nation and the world. Over the years, we have played a unique role in public higher education in Illinois. Our commitment to the economically disadvantaged and ethnic minority students sets us apart from other public universities in Illinois. Of all the 12 public universities in the state, CSU ranks #1 for educating African American health care professionals. Our graduates contribute significantly to the diversification of the health care workforce in Illinois. Our students, faculty members and administrators continue to engage in cutting-edge research in their disciplines and we continue to develop innovative service programs and academic curricula that emphasize interdisciplinary education. 4

6 The MSN program at CSU was approved in 2010 by the Illinois Board of Higher Education (IBHE). I would like to acknowledge the leadership provided by Dr. Patricia Prendergast, chair of the department at the time, in the development of the MSN application submitted to IBHE and the exemplary contributions of the members of the Review Committee: Dr. Bea Ade-Oshifogun, Dr. Mary Maryland. Dr. Juanita Holliman, and Ms. Monique Germain. Effective communication is an essential component to the success of any academic program. Therefore, this student handbook will provide the MSN students with the essential information and policies that govern their graduate education. This publication comes in multiple sections and students are strongly encouraged to use all sections collectively. It is meant to supplement existing sources of information at the University, and students are required to abide by the information and policies contained in all University publications, as well as, information provided through memos, and s. The University reserves the right to alter the existing policies and regulations as deemed necessary. Written notification will be provided to all students regarding any change. If you need clarification on any of the regulations and/or policies in this document, feel free to consult the Department of Nursing chairperson or the MSN Faculty Advisor. The University is committed to providing you with the world-class education that you need to be successful in your chosen career. With best regards, Joseph A. Balogun, PT, Ph.D., FACSM Distinguished University Professor and Dean, College of Health Sciences 5

7 Greetings from the Chairperson On behalf of the Department of Nursing faculty and staff we welcome our new and returning students. We are happy that you have selected Chicago State University (CSU) to pursue your graduate nursing education. You are about to embark on a challenging, exciting, and rewarding career choice. Our faculty members are committed to helping you excel academically, and are eager to assist you in achieving your personal and professional goals while at CSU. The Graduate Nursing Student Handbook contains important information regarding policies and procedures that will guide you as you progress in the program. The University catalog will also assist you in progressing through the curriculum. The Student Handbook has been prepared especially for you by the faculty and staff members of the Department of Nursing. It contains important departmental policies and procedures, which are intended to facilitate your successful progression through the nursing program. Knowledge of these policies and procedures will serve you well and help you skillfully navigate the academic waters at CSU. Out of class opportunities in professionally related organizations are listed to assist you to flourish in the program. In order to abide by the policies and procedures as outlined in this handbook, you must first be aware of them. We, therefore, strongly encourage you to read through the Handbook at your earliest convenience and refer to it as needed. Become familiar with its content. If you have questions about any of the contents, please refer to a graduate nursing faculty or the graduate program coordinator. We appreciate the opportunity to work with you in meeting your goal of becoming a master prepared, highly skilled and competent professional graduate nurse. We are pleased to have you here and will attempt to make your stay with us a pleasant and meaningful one. Welcome to the Department of Nursing! I hope the time you spend with us fills you with a sense of discovery and accomplishment, as well as personal and professional growth. Sincerely, Rosemary Ricks-Saulsby, PhD, RN Chairperson 6

8 EVIDENCE THAT I HAVE RECEIVED THE HANDBOOK The intent of this handbook is to provide a reference manual for students enrolled in the MSN program. It is essential that students review the information contained in this Handbook and follow the department policies and procedures. Students are encouraged to be familiar with the School of Graduate and Professional Studies regulations specified in the University catalog. I have received a copy of the Department of Nursing Student Handbook for the MSN Program. I understand that it is my responsibility to read, understand and abide by all the policies and procedures contained therein. The Nursing Office retains the original signed contract on file. Students are responsible for retaining their own copy of this contract. Signature of Student: Date: Print Name: 7

9 GENERAL INFORMATION History of the Nursing Program In response to the recommendation made by the Illinois Implementation Commission on nursing to increase the number of baccalaureate prepared nurses in Illinois, Chicago State University (CSU) conducted a feasibility study in 1971, which led to the creation of the Division of Nursing. Approval for a baccalaureate nursing program was obtained from the Illinois Department of Registration and Education and the Illinois Board of Governors in The Division of Nursing was changed to the College of Nursing in In 1992, the College of Nursing and College of Allied Health at CSU were merged and named the College of Nursing and Allied Health Professions. In 1993, the College of Nursing and Allied Health Professions was renamed the College of Health Sciences. The new College consists of four academic departments, including the Department of Nursing. From 1993 to date, several individuals have served as chair in the Department of Nursing: Dr. Linda B. Hureston ( ), Dr. Meryl Price ( ), Dr. Sallie Tucker-Allen ( ), Dr. Linda B. Hureston ( ), Dr. Patricia Prendergast (January ), Ms. Monique Germain (January 2010-August 2011), Dr. Lisa Young (August June 30, 2012) and Dr. Rosemary Ricks-Saulsby (July 1, to date). The Bachelor of Science in Nursing (BSN) is one of the academic programs offered in the College of Health Sciences. The Illinois Department of Financial and Professional Regulations (IDFPR) approved the BSN program in 1971 and has issued continuing approval to date. Nursing students are currently afforded the opportunity to complete the program through three options (CNA-BSN, RN-BSN and Basic BSN tracks). The three degree options provide students with diverse backgrounds and educational experiences an opportunity to meet their professional goals. The overwhelming majority of the students are enrolled in the basic nursing track. The BSN program received an initial eight-year accreditation from the National League for Nursing (NLN) in 1981 and received continuing accreditation in 1989 and In 2005, the program received conditional accreditation with a follow-up report on program effectiveness evaluation in The follow-up report was submitted to the National League for Nursing Accrediting Commission, Inc. (NLNAC) in November 2007, and on March 17, 2008, the NLNAC Board of 8

10 Commissioners affirmed full accreditation to The program was reviewed in February 2013 and again received full accreditation with the next onsite visit scheduled for spring The College of Health Sciences launched a Master of Science in Nursing (MSN) degree program at CSU, which was approved on June 6, 2011 by the Illinois Board of Higher Education (IBHE). The MSN program is designed to prepare nurses for the challenges facing the profession in the 21st century by focusing on community health nursing, nursing administration and nursing education. The MSN curriculum for the three specialties currently developed requires 45 credit hours of graduate coursework and a practicum with a capstone project or thesis option. The program incorporates value-added curricula that focus on minority health and nursing informatics. Of the 45 credits required for the MSN degree, 33 credits (11 courses) are nursing core and concentration specialty courses. The other courses (12 credits) in the MSN curriculum are electives drawn from courses in the MPH program in the College of Health Sciences or courses from the educational leadership doctoral degree program in the College of Education. The MPH courses reflected in the MSN curriculum are cross-listed with the MPH (PUBH) courses and bear the same equivalent NURS codes. The following nursing courses are cross-listed with courses offered in the MPH program and in the College of Education: pathophysiology; research methods; biostatistics and computer applications; behavioral, social and cultural aspects of human disparities; epidemiology; environmental health and safety; program design, planning, and evaluation; fundamentals of public health practice; principles, theories, and practice in behavioral change; principles of health policy and management; health economics and financial management; health issues in minority populations; health services and programming in minority populations; health education and community advocacy; community health risk assessment; executive leadership and administration in health care; health economics and financial management; curriculum development and learning theories and higher education administration and evaluation. The delivery of instruction in the MSN program is influenced by the faculty s beliefs in the interrelationship of person, society, nursing, health, and teaching/learning. These beliefs permeate the curriculum s conceptual framework that fosters interdisciplinary collaboration. The College of 9

11 Health Sciences, in which the Department of Nursing is organizationally located, is strongly committed to promoting interdisciplinary education. Through innovative teaching strategies and interdisciplinary educational experiences, the College of Health Sciences empowers its graduates to be critical thinkers, life-long learners, advocates for reducing health disparities, and providers of quality health care services. The College s conceptual framework, published at NewConceptualFramework.pdf, engages the faculty, staff and students to share values and beliefs, which provide coherence for the education of health professionals in the 21 st century. The design of the MSN curriculum fosters interdisciplinary collaboration through core and specialty courses in nursing, and shared elective courses with other departments within the College of Health Sciences, and academic departments in the College of Education. Faculty and students in the College of Health Sciences participate in collaborative research projects and guest-lecture engagement across disciplines by instructors from the different academic departments. These relationships enhance the students ability to function together as members of a health care team. The faculty in the Department of Nursing strives for interdisciplinary collaboration, and promotes innovative and flexible best practices that involve the use of simulation technology in the education of nursing students. Professional Accreditation The Department of Nursing is approved by the Illinois Department of Financial and Professional Regulations (IDFPR). The program is currently accredited by NLNAC and the Department of Nursing is seeking accreditation for the MSN program. The NLNAC is located at 3343 Peachtree Road NE, Suite 850, Atlanta, GA Phone: Program graduates of the Department of Nursing are able to sit for the National Licensure Examinations. University Accreditation Chicago State University is accredited by the Higher Learning Commission of North Central Association of Colleges and Universities. The Higher Learning Commission is located at 230 S. LaSalle St., Suite 7-500, Chicago, IL Phone: 312/

12 CHICAGO STATE UNIVERSITY Mission Chicago State University is a public, comprehensive university that provides access to higher education for students of diverse backgrounds and educational needs. The university fosters the intellectual development and success of its student population through a rigorous, positive, and transformative educational experience. Chicago State University is committed to teaching, research, service and community development including social justice, leadership and entrepreneurship. Vision Chicago State University will be recognized for innovations in teaching and research, and in promoting ethical leadership, entrepreneurship, and social and environmental justice. We will embrace, engage, educate, and empower our students and community to transform lives locally and globally. Core Values Chicago State University values: Intellectual development Creative and innovative thinking and learning Dignity and unique talents of all persons Responsible choices and actions Personal and academic excellence Personal, professional and academic integrity Diversity Leadership, service, philanthropy, social justice, and entrepreneurship Pride in self, community and the university Lifelong learning. 11

13 COLLEGE OF HEALTH SCIENCES Mission The College of Health Sciences at CSU educates a caring and competent, non-traditional student body, many of whom are underrepresented in the healthcare professions. Through innovative teaching strategies and interdisciplinary educational experiences, we empower our graduates to be critical thinkers, life-long learners, advocates for reducing health disparities, and providers of quality health care services. Vision The College of Health Sciences strives to be recognized as a national leader in interdisciplinary healthcare education and excellence in teaching, research and service. We strive to inspire and prepare our students to seek and create innovative healthcare opportunities locally, nationally and globally. Core Values Chicago State University (CSU) College of Health Sciences faculty and staff value: Student Learning and Development Life-long learning Diversity Accountability and Responsibility Community Service Critical Thinking Interdisciplinary Education Empowerment and Social Justice Transformative Leadership Professional Integrity DEPARTMENT OF NURSING The nursing faculty strives to prepare graduates who are able to function as compassionate, caring professionals. By providing a high quality program, the faculty endeavors to prepare nursing leaders to meet the changing and comprehensive health needs of the community. Both faculty and learners attempt to create and strengthen community linkages in order to develop 12

14 collaborative research and service projects that will enhance the health status of underserved communities. Mission The Department of Nursing adheres to the mission of the University and the College of Health Sciences, which is to provide access to higher education for students of diverse backgrounds and educational needs locally, nationally, and globally. The mission of the Department of Nursing is to provide educational experiences that empower learners, promote competence in the area of professional nursing, strengthen the capacity for employment in a variety of clinical practice settings within the healthcare community, and develop a sense of civic responsibility. Vision The Department of Nursing seeks to educate nurses who will be able to demonstrate excellence through practice, scholarship, leadership and service, while caring for diverse populations. Through high quality and creative instruction, the faculty strives to provide an environment that is conducive to learning, stimulates intellectual inquiry, and encourages personal and professional growth. The faculty creates an environment that fosters scholarship, and a desire for life-long learning. The nursing faculty is sensitive to the unique characteristics of learners as these relate to issues of access, retention, and graduation. Core Values Chicago State University, College of Health Sciences, Department of Nursing values: Caring Compassion Stimulate intellectual inquiry Personal and professional growth Scholarship Life-long learning 13

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17 EDUCATIONAL PHILOSOPHY OF THE DEPARTMENT OF NURSING The philosophy of the graduate education in nursing is based in the belief that clinical practice is constantly changing, as are health needs and health delivery systems. Integral to the nursing profession is the need to work effectively and cooperatively with other disciplines to promote health. The focal point of the MSN curriculum is the understanding of the nursing process, with a strong emphasis on the medical knowledge of diseases, complemented by behavioral science concepts. The courses developed are interdependent and have been structured to provide in-depth knowledge in the area of concentration of the student s choice. Acquisition of research skills and the application of nursing theory to practice are major emphases of the curriculum. The design of the MSN curriculum is in line with the recent call by the Institute of Medicine (IOM) and the Robert Wood Johnson Foundation to increase the emphasis on interdisciplinary education ( The MSN curriculum fosters interdisciplinary collaboration through shared courses in the Master of Public Health (MPH) program and the doctoral program in educational leadership. The faculty and students in the three programs engage in collaborative research projects and guest-lecture engagement by having instructors representing the three disciplines. These relationships enhance the students ability to function together as members of a health care team. The graduates of the MSN program will have the knowledge and skill to function in their chosen specialty area. The goals of the MSN program at CSU are to educate nurses who will contribute significantly to the health, education, business, political, and social structure of the nation and the world, and to enhance the knowledge of the learner to develop analytical skills, broad-based view points and the ability to link theory to practice. The faculty in the Department of Nursing believes that: Persons are self-determined, bio-psycho-social-spiritual-cultural beings who possess inherent worth and dignity, who are capable of growth, and worthy of respect. Persons have basic human needs, which are essential to survival. Families, as diverse-dynamic-social systems, are interrelated and interdependently linked with other systems. Nursing is a caring profession that provides services to society at any point along the wellness-illness continuum. 16

18 The practice of professional nursing is an art and applied science. Preparation for the practice of professional nursing occurs in a baccalaureate program that integrates liberal arts and sciences, nursing theory and evidence-based practice. Preparation for advanced professional nursing practice occurs in a Masters program that includes specialized training to function as direct care provider, case manager, consultant, educator, and researcher. Health is a dynamic state occurring along the continuum of high-level wellness to death and is a basic human right. Teaching-learning is a dynamic, collaborative, reciprocal, life-long process of growth arising from interaction between educator and learner. Student Learning Outcomes At the completion of the program the graduates of the Master of Science in Nursing (MSN) program will be able to: 1. Synthesize theories and current research findings in nursing, other health care disciplines and health care organizations. 2. Improve the delivery of nursing and health care by influencing social and health policy development. 3. Implement and evaluate health promotion and disease prevention programs. 4. Design and evaluate systems that support evidence-based standards of nursing practice in education and in a variety of health care settings. 5. Integrate problem solving and decision making skills when designing nursing care modalities. 6. Apply research and instructional skills in program evaluation and administration. 7. Demonstrate professional growth and contribute to the advancement of the nursing profession. Function as a qualified resource person using current information technology, research and available resources to best meet client needs. Orientation and Important Meetings All newly admitted graduate students are expected to attend an orientation session, which provides insights about ways to accomplish students career goals. At this meeting, the new MSN student has the opportunity to meet with the MSN faculty and staff members of the 17

19 program. All MSN students are taught the electronic mechanisms for enrolling in classes. New students may also use this opportunity to meet other graduate students. During the spring semester, MSN students have ample opportunity to meet with other graduate students and their faculty. At these meetings the faculty members are available to explain the trajectory and growth of the program. Students are required to provide their addresses to the program coordinator in order to facilitate communication with faculty. CURRICULUM OUTLINE Community Health Nursing Specialty The specialty in community health nursing is designed to prepare nurses in the care of vulnerable populations and communities by promoting their health and well-being. Improving the health of these populations and communities is addressed through community assessment, program planning and implementation, leadership strategies, health policy development, and program evaluation. Community partnerships and collaborations are emphasized throughout the curriculum. The community health specialty emphasizes the social and behavioral scientific strategies involved in understanding the causality, consequences, prevention and control of diseases, and high mortality and morbidity in minority populations. Students are educated to identify community health problems through classroom course work, field internships, and research experiences; and by working with communities to assess health needs/problems, plan and implement solutions, monitor and appraise outcomes. The courses offered in the community health nursing curriculum are presented below: 18

20 Community Health Nursing Course Requirements: 45 credits Core Courses: 21 credits Course Title Credits NURS 5000 Philosophical and Theoretical Foundations of Nursing Practice 3 NURS/PUBH 5117 Research Methods in Health Sciences 3 NURS/PUBH 5111 Biostatistics and Computer Applications 3 NURS 5145 NURS/PUBH 5115 Ethics, Policy, Organization, and Financing of Health Care Behavioral, Social and Cultural Aspects of Health Disparities 3 3 NURS 5135 Nursing Informatics 3 NURS 5146 Health Promotion and Disease Prevention 3 Concentration Specialty Courses: 15 credits NURS/PUBH 5113 Epidemiology 3 NURS 5142 Advanced Pathophysiology 3 NURS 5143 Pharmacotherapeutics 3 NURS 5144 Advanced Physical Assessment 3 NURS/PUBH 5112 Environmental Health and Safety 3 Practicum or Thesis Options: 6 credits NURS 5122 Field Practicum in Community Health Nursing 3 NURS 5123 Field Practicum in Community Health Nursing and Capstone Project 3 NURS 5124 Thesis Option 3 NURS 5125 Thesis Research and Defense 3 19

21 Elective Course Options: 3 credits NURS/PUBH 5128 Program Design, Planning, and Evaluation 3 NURS/PUBH 5110 Fundamentals of Public Health Practice 3 NURS/PUBH 5141 Application of Geographical Information Systems in Health 3 NURS/PUBH 5120 Principles, Theories and Practice in Behavioral Change 3 NURS/PUBH 5114 Principles of Health Policy and Management 3 NURS/PUBH 5131 Health Economics and Financial Management 3 NURS/PUBH 5140 Health Care Information Systems 3 NURS/PUBH 5119 Health Issues in Minority Populations 3 NURS/PUBH 5121 Health Services and Programming in Minority Populations 3 NURS/PUBH 5118 Health Education and Community Advocacy 3 NURS/PUBH 5116 Community Health Risk Assessment 3 Total Credits 45 The courses with sign are newly developed graduate nursing courses. The other courses in the MSN curriculum are existing courses in the MPH program in the College of Health Sciences or existing courses in the educational leadership doctoral program in the College of Education. The existing MPH courses reflected in the MSN curriculum are cross-listed with the MPH (PUBH) courses and bear the same equivalent NURS codes. Nursing Administration Specialty The nursing administration specialty curriculum was designed to prepare nurses who will assume leadership roles in the health care system of the 21st century with effectiveness and innovation. The curriculum blends advanced nursing practice with an understanding of organization behavior, management, leadership, complex systems theory, quality control, healthcare law and fiscal oversight. The students have the opportunity to broaden their scope outside of nursing into other vital areas of patient care. The graduates of the program are qualified to assume leadership roles such as: systems administrator, chief executive officer, chief operating officer, executive 20

22 director, departmental director or divisional director. The following courses are offered in the nursing administration curriculum: Nursing Administration Course Requirements: 45 credits Core Courses: 21 credits Course Title Credits NURS 5000 Philosophical and Theoretical Foundations of Nursing Practice 3 NURS/PUBH 5117 Research Methods in Health Sciences 3 NURS/PUBH 5111 Biostatistics and Computer Applications 3 NURS 5145 Ethics, Policy, Organization, and Financing of Health Care 3 NURS/PUBH 5115 Behavioral, Social and Cultural Aspects of Health Disparities 3 NURS 5135 Nursing Informatics 3 NURS 5146 Health Promotion and Disease Prevention 3 Concentration Specialty Courses: 15 credits NURS 5127 Executive Leadership and Administration in Health Care 3 NURS/PUBH 5139 Health Economics and Financial Management 3 NURS/PUBH 5129 Entrepreneurship in Health Care Delivery 3 NURS/PUBH 5140 Health Care Information Systems 3 NURS/PUBH 5128 Program Design, Planning, and Evaluation 3 Practicum or Thesis Options: 6 credits NURS 5122 Field Practicum in Nursing Administration 3 NURS 5123 Field Practicum in Nursing Administration and Capstone Project 3 NURS 5124 Thesis Option 3 21

23 NURS 5125 Thesis Research and Defense 3 Elective Course Options: 3 credits NURS/PUBH 5141 Application of Geographical Information Systems in Health NURS/PUBH 5120 Principles, Theories and Practice in Behavioral Change 3 3 NURS/PUBH 5134 Global Health 3 NURS/PUBH 5133 Public Health Aspect of Aging 3 NURS/PUBH 5118 Health Education and Community Advocacy 3 NURS/PUBH 5119 Health Issues in Minority Populations 3 NURS/PUBH 5121 Health Services and Programming in Minority Populations NURS/PUBH 5132 HIV/AIDS in People of Color: Evidence-based Practice 3 3 Total Credits 45 The courses with sign are newly developed graduate nursing courses. The other courses in the MSN curriculum are existing courses in the MPH program in the College of Health Sciences or existing courses in the educational leadership doctoral program in the College of Education. The existing MPH courses reflected in the MSN curriculum are cross-listed with the MPH (PUBH) courses and bear the same equivalent NURS codes. Nursing Education Specialty The specialty in nursing education prepares graduates to work as a nurse educator in bachelor and associate nursing programs, healthcare staff development, continuing education programs, or community education programs. Through specific coursework, the students learn how to create curricula, as well as plan, revise, implement and evaluate programs. Students acquire expertise in curriculum development, teaching/learning strategies, and evaluation. Emphasis is placed on tailoring content and presentation to meet the learner s need. Practicum experiences take place in a variety of academic and practice settings. The courses in the nursing education curriculum are presented below: 22

24 Nursing Education Course Requirements: 45 Credits Core Courses: 21 credits Course Title Credits NURS 5000 Philosophical and Theoretical Foundations of Nursing Practice 3 NURS/PUBH 5117 Research Methods in Health Sciences 3 NURS/PUBH 5111 Biostatistics and Computer Applications 3 NURS 5145 NURS/PUBH 5115 Ethics, Policy, Organization, and Financing of Health Care Behavioral, Social and Cultural Aspects of Health Disparities 3 3 NURS 5135 Nursing Informatics 3 NURS 5146 Health Promotion and Disease Prevention 3 Concentration Specialty Courses: 15 credits NURS 5142 Advanced Pathophysiology 3 NURS 5143 Pharmacotherapeutics 3 NURS 5144 Advanced Physical Assessment 3 ELCF 5010 Curriculum Development and Learning Theories 3 ELCF5930 Higher Education Administration and Evaluation 3 Practicum or Thesis Options: 6 credits NURS 5122 Field Practicum in Nursing Education 3 NURS 5123 Field Practicum in Nursing Education and Capstone Project 3 NURS 5124 Thesis Option 3 NURS 5125 Thesis Research and Defense 3 23

25 Elective Course Options: 3 credits ED 5312 Teaching With Technology 3 NURS/PUBH 5140 Health Care Information Systems 3 NURS/PUBH 5141 NURS/PUBH 5120 Application of Geographical Information Systems in Health Principles, Theories and Practice in Behavioral Change 3 3 NURS/PUBH 5118 Health Education and Community Advocacy 3 NURS/PUBH 5119 Health Issues in Minority Populations 3 NURS/PUBH 5121 Health Services and Programming in Minority Populations 3 NURS/PUBH 5128 Program Design, Planning, and Evaluation 3 Total Credits 45 The courses with sign are newly developed graduate nursing courses. The other courses in the MSN curriculum are existing courses in the MPH program in the College of Health Sciences or existing courses in the educational leadership doctoral program in the College of Education. The existing MPH courses reflected in the MSN curriculum are cross-listed with the MPH (PUBH) courses and bear the same equivalent NURS codes. CURRICULUM PATTERN Semester by Semester Course Offering The curriculum patterns for the three nursing specialties are presented below: Community Health Specialty Nursing Administration Specialty Nursing Education Specialty 24

26 First Year Community Health Nursing Administration Nursing Education Fall Semester NURS 5000 Philosophical and Theoretical Foundations of Nursing Practice NURS 5117 Research Methods in Health Sciences NURS 5000 Philosophical and Theoretical Foundations of Nursing Practice NURS 5117 Research Methods in Health Sciences NURS 5000 Philosophical and Theoretical Foundations of Nursing Practice NURS 5117 Research Methods in Health Sciences NURS 5145 Ethics, Policy, Organization, and Financing of Health Care NURS 5145 Ethics, Policy, Organization, and Financing of Health Care NURS 5145 Ethics, Policy, Organization, and Financing of Health Care Spring Semester NURS 5111 Biostatistics NURS 5111 Biostatistics NURS 5111 Biostatistics NURS 5115 Health Disparities NURS 5115 Health Disparities NURS 5115 Health Disparities NURS 5135 Nursing Informatics NURS 5135 Nursing Informatics NURS 5135 Nursing Informatics Summer Semester NURS 5146 Health Promotion and Disease Prevention NURS 5146 Health Promotion and Disease Prevention NURS 5146 Health Promotion and Disease Prevention NURS 5144 Advanced Physical Assessment NURS 5127 Executive Leadership and Administration in Health Care NURS 5144 Advanced Physical Assessment NURS 5142 Advanced Pathophysiology NURS 5139 Health Economics and Financial Management NURS 5142 Advanced Pathophysiology 25

27 Second Year Community Health Nursing Administration Nursing Education Fall Semester NURS 5143 Pharmacotherapeutics NURS 5129 Entrepreneurship in Health Care Delivery NURS 5143 Pharmacotherapeutics NURS 5113 Epidemiology NURS 5112 Environmental Health and Safety NURS 5140 Health Care Information Systems NURS 5128 Program Design, Planning and Evaluation ELCF 5010 Curriculum Development & Learning Theories ELCF 5930 Higher Education Administration and Evaluation Spring Semester NURS 5122/5125 Practicum I or Thesis Option NURS 5122/5125 Practicum I or Thesis Option NURS 5122/5125 Practicum I or Thesis Option Elective Elective Elective Summer Semester NURS 5122/5125 Practicum II or Thesis Research & Defense NURS 5122/5125 Practicum II or Thesis Research & Defense NURS 5122/5125 Practicum II or Thesis Research & Defense COURSE DESCRIPTIONS Course Descriptions The descriptions of the courses offered in the MSN program are presented below: NURS 5000: Philosophical and Theoretical Foundations of Nursing Practice (3) Prerequisite: Admission to the MSN Program. This course analyzes the history and philosophy of science as a basis for knowledge and academic critique of nursing theory, research, and practice through differing philosophical and ethical perspectives. 26

28 NURS 5135: Nursing Informatics (3) Prerequisite: NURS 5000, 5111, 5117 or consent of the program coordinator and the instructor. This course is designed to expand theory into practice - the nature of nursing, information, and communication technology. It provides the nurse with the tools and skills to collect, process, manage, and communicate patient care data with a collaborative-care delivery framework utilizing integrated networks. The goal is to communicate critical information to achieve health promotion and health restoration and maintenance, as well as wellness of patient, family, and community. NURS/PUBH 5140: Health Care Information Systems (3) Prerequisite: NURS 5110, 5111, and This course provides information on the fundamentals of the health care information system and how data are transformed into information, and then again transformed into knowledge through integrated computer systems. The goal of this course is to prepare students to be effective collaborators with the members of the health care team who have the specialized healthcare skills, but are lacking the technical insights. NURS/PUBH 5141: Application of Geographical Information Systems in Health (3) Prerequisite: NURS 5000, 5111, 5112, and NURS This course provides information on how to integrate geographic information system design principles into the many application areas found in the health care system. The goal of this course is to help students develop the skills needed to identify problems and develop solutions using mapping software to present findings graphically. NURS 5142: Advanced Pathophysiology (3) This course will examine the principles of physiologic function at all levels of organization from cell to organ systems as they affect human function. The course will use homeostasis as a model to account for regulatory and compensatory functions in health. Students will develop the necessary theoretical and empirical foundation for subsequent understanding of the diagnosis and management of human responses to disease and non-disease-based etiologies. 27

29 NURS 5143: Pharmacotherapeutics (3) Prerequisite: NURS 5000, 5111, 5113, 5115, 5117, 5135, 5142, 5145, This course covers both pharmacotherapeutics and pharmacokinetics of broad categories of pharmacologic agents. It covers principles of pharmacodynamics, pharmacokinetics, adverse drug reactions, and special populations considerations, in addition to the regulations relevant to prescriptive authority for advanced practice nurses. Consideration of current health status, ethnic/racial backgrounds, socioeconomic status, cultural/spiritual implications, gender, and changes that occur across the lifespan are addressed. NURS 5144: Advanced Physical Assessment (3) Prerequisite: NURS 5000, 5142, 5143, or consent of the program coordinator and the instructor. The purpose of this course is to establish differential diagnoses based on logical diagnostic reasoning for health maintenance, disease prevention, and early detection. Content builds on previously acquired knowledge and skills of advanced physiology and pathophysiology, advanced pharmacology, and the domains and competencies common to the advanced practice roles. Additional course fee. NURS 5145: Ethics, Policy, Organization, and Financing of Health Care (3) Prerequisite: NURS 5000, 5111, 5117, or consent of the department. This course will cover ethical and legal issues in research and health care, quality cost-effective care, design and implementation of care in a variety of health care systems, and the executive leadership role of a nurse in managing human fiscal and physical health care resources. The course will also present how health policy is formulated, how to affect this process, and how it impacts clinical practice and health care delivery. NURS 5146: Health Promotion and Disease Prevention (3) This course emphasizes the promotion of health, prevention of illness and identification of environmental factors that impact health status, promotion of healthy lifestyle, self-care, holism, risk reduction, maximizing quality of life and maintenance of function across the health-illness continuum with clients: the individual, family, or community. 28

30 NURS 5127: Executive Leadership and Administration in Health Care (3) Prerequisite: NURS 5000, 5111, 5115, 5117, 5135, This course covers the theories and principles of leadership/management, analysis and synthesis of the relationship of leadership/management, the health care delivery system, evidence-based practice, future trends, and professional education. NURS 5122 & 5123: Field Practicum I and II (6) Prerequisite: Completion of all course work or consent of the program coordinator and the instructor. The practicum provides an integral part of professional education that complements and supports the learning process in the classroom. The experience provides the student with opportunities to apply knowledge and skills learned in the classroom to a variety of fieldwork situations and to test new approaches and techniques in solving problems. The practicum is a meaningful learning experience that contributes positively to the student s professional development and nursing practice. A faculty member will coordinate the fieldwork experience in collaboration with the site preceptors. A minimum of 500 clinical hours is required. NURS 5124 & 5125: Thesis Proposal and Research and Defense (6) Prerequisite: Completion of all course work and consent of the program coordinator and the instructor. Students will participate in an independent research project under the supervision of a research mentor. The project will focus on individual and community health interests and problems through literature search, definition of the problem, use of theoretical and conceptual frameworks, methodology for data collection, analysis, findings, discussion implications and conclusion. A minimum of 500 clinical hours is required. NURS/PUBH 5110: Introduction to Public Health (3) Prerequisite: Admission to the MSN program or consent of the program chairperson. This course explores historical perspectives, content, and progress made in public health practice in the United States over the past 150 years. 29

31 NURS/PUBH 5111: Biostatistics and Computer Applications (3) Prerequisite: Admission to the MSN program or consent of the program chairperson. This course covers parametric, nonparametric statistics, population-based arithmetic and geometric projections, and other quantitative data analysis techniques. NURS/PUBH 5112: Environmental Health and Safety (3) Prerequisite: Admission to the MSN program or consent of the program chairperson. This course covers the link between environmental exposure and disease onset. Additional focus includes pollution control, occupational health and regulatory agencies historical perspectives, and content and progress made in public health practice in the United States over the past 150 years. NURS/PUBH 5113: Epidemiology (3) Prerequisite: Admission to the MSN program or consent of the program chairperson. This graduate-level course focuses on the principles and methods of epidemiology and the quantitative techniques for experimental design and data analysis. NURS/PUBH 5114: Principles of Health and Policy Management (3) Prerequisite: Admission to the MSN program or consent of the program chairperson. This course examines marketing principles, strategies for accomplishing marketing objectives, and human resource management. NURS/PUBH 5115: Behavioral, Social and Cultural Aspects of Health Disparities (3) Prerequisite: Admission to the MSN program or consent of the program chairperson. This course examines the behavioral, cultural, and social contexts of health disparities and their consequences and implications for minority populations. NURS/PUBH 5116: Community Health Risk Assessment (3) Prerequisite: Admission to the MSN program or consent of the program chairperson. This course explores principles of community-based risk assessment, and it also examines factors that contribute to poor health outcomes. 30

32 NURS/PUBH 5117: Research Methods in Health Sciences (3) Prerequisite: Admission to the MSN program or consent of the program chairperson. This course covers the principles and strategies of scientific research in health professions, including sample selection, data analysis, and reporting. NURS/PUBH 5118: Health Education and Community Advocacy (3) Prerequisite: Admission to the MSN program or consent of the program chairperson. This course covers the techniques of applying behavioral change theories to specific community education advocacy and policy interventions. NURS/PUBH 5119: Health Issues in Minority Health (3) Prerequisite: Admission to the MSN program or consent of the program chairperson. This course explores issues that affect the health of minorities in the United States with emphasis on their disease burden. NURS/PUBH 5120: Principles, Theories and Practice in Behavioral Change (3) Prerequisite: Admission to the MSN program or consent of the program chairperson. This course explores the fundamental concepts in social theories and the foundation of health education theory and behavioral change. NURS/PUBH 5121: Cultural, Ethical, and Social Dimensions in Public Health (3) Prerequisite: Admission to the MSN program or consent of the program chairperson. This course explores the social, behavioral, and cultural variables that affect the health of communities. NURS/PUBH 5127: Management of Health Care Organizations (3) Prerequisite: Admission to the MSN program or consent of the program chairperson. This course explores organizational structures and the delivery of health care services. 31

33 NURS/PUBH 5128: Health Program Design, Planning, and Evaluation (3) Prerequisite: Admission to the MSN program or consent of the program chairperson. This course explores theoretical foundations of program planning and practical evaluation of programs. NURS/PUBH 5129: Entrepreneurship in Healthcare Delivery (3) Prerequisite: Admission to the MSN program or consent of the program chairperson. This course explores opportunities and threats to entrepreneurial endeavors in the health care industry. NURS/PUBH 5131: Health Economics and Financial Management (3) Prerequisite: Admission to the MSN program or consent of the program chairperson. This course explores economic analysis and the use of managerial techniques. NURS/PUBH 5132: HIV/AIDS in People of Color: Evidence-based Interventions (3) Prerequisite: Admission to the MSN program or consent of the program chairperson. This course examines the racial and ethnic disparities in rates of transmission, incidence, prevalence and mortality related to the HIV/AIDS epidemic at the local, national, and global levels. It also discusses biomedical and environmental determinants of HIV infection and public policy challenges and barriers to HIV prevention among communities of color. NURS/PUBH 5133: Public Health Aspect of Aging (3) Prerequisite: Admission to the MSN program. This course covers public health gerontology. NURS/PUBH 5134: Global Health (3) Prerequisite: Admission to the MSN program or consent of the program chairperson. This course explores global health issues and the economic implications. 32

34 ELCF 5010: Curriculum Development and Learning Theories (3) This course analyzes the historical/philosophical elements that have influenced curriculum design. The social, cultural and psychological factors that affect the academic performance of students, as related to theories associated with curriculum development and the teaching/learning process are explored. Various methods for evaluating effective curricula are also examined. ELCF 5930: Higher Education Administration and Evaluation (3) This course provides in-depth analysis of administrative behavior as it applies to the decisionmaking process. Functions associated with recruitment, student policy, the community, and program/institutional evaluation are included. ED 5312: Teaching with Technology (3) Overview of the use of the microcomputer, digital camera, scanner, Smart Board, and other technologies in education. Focus will be hands-on experiences with teacher support software and educational software for children using the Windows Operating System. ADMISSION REQUIREMENTS Prospective students seeking admission to the MSN program must meet requisite standards of academic ability and work experience. The Admission Committee places emphasis on qualifications and credentials considered to be indicators for student success in graduate education - critical thinking and writing skills. Applications to the MSN program must be made through the School of Graduate and Professional Studies, including submission of original transcripts of the candidate s undergraduate coursework, and payment of the application fee. Applicants must also submit an additional application to the Department of Nursing. The Department application and recommendation forms can be downloaded from the Department of Nursing web page. The application to the School of Graduate and Professional Studies can be found on the University website. Application materials must be received by March 15 th each year for the fall semester enrollment. Early application is encouraged. Applicants may apply to the program up to 12 months prior to the desired start date. Students seeking admission into the MSN degree program must meet the following admission requirements: 33

35 1. Applicants must have a bachelor s degree in nursing (BSN) from a program accredited by a nationally recognized accrediting agency for nursing. 2. Have attained a GPA of 3.0 or better (on a 4.0 scale). 3. Proof of license as a registered nurse in the State of Illinois. 4. Official transcripts from postsecondary institutions. 5. Statement of Goals maximum of two pages describing goals and rationale for pursuing a master s degree in nursing. Include nursing experiences that have prepared you to pursue a new role following completion of the program. 6. Three letters of professional recommendation from individuals familiar with the applicant s competence in the practice of nursing and potential for successful graduate education. 7. An interview with the Department of Nursing Admission Committee. 8. International students must have their academic transcripts evaluated by the University recognized agencies, and must score 600 (paper-based) or 250 (computer-based) or higher on the Test of English as a Foreign Language (TOEFL) examination. Courses taken prior to admission to the MSN program must be approved at the time of admission if they are to be counted toward the degree. A maximum of 9 credits can be accepted as transfer credits or as a student-at-large. These courses must be completed with a grade of B or better. Approval must be granted by both the Department of Nursing and the School of Graduate and Professional Studies. To gain approval, an original transcript must accompany the application and be submitted to the School of Graduate and Professional Studies. Upon admission to the program, a faculty advisor is assigned to each student based on his/her area of concentration specialty. The faculty advisor monitors the student s performance each semester. ACADEMIC POLICIES AND PROCEDURES Progression and Probation Policy The following academic progress and probation policies will be enforced in the Master of Nursing (MSN) Program: 34

36 1. Students must maintain a minimum of 3.0 cumulative grade point average (GPA) on a scale of 4.0 to demonstrate satisfactory academic progress and good academic standing. A student is placed on probation if the cumulative GPA falls below 3.0 for any term. After being placed on probation, a student must earn or attain a cumulative GPA of 3.0 within the next two consecutive terms or be dismissed from the graduate program. 2. No more than one grade of C can be earned in any of the MSN courses. A course in which a D is obtained must be repeated to obtain a grade of C or better. Students with more than one C grade will be terminated from the MSN program. 3. Students cannot earn more than six (6) credit hours of course work with a grade of D or F whether the grade is part of the MSN program or not. Where a student has one or more incomplete (I) grade(s) outstanding, the student will be reviewed for probationary status. When a student has a grade of D or F, s/he will be placed on probation. The student must repeat the course and obtain a C grade or better. 4. Graduate at Large students can only take up to twelve (12) credit hours from CSU before applying to the program once admitted to CSU. A total of nine (9) credit hours will be accepted from an outside institution. Graduation Requirements To be awarded a MSN degree, students must successfully complete all academic work including capstone fieldwork experience or a thesis project to graduate. Specific requirements to be fulfilled by the graduating student include: Academic Performance: The MSN degree for the three specialty concentrations requires 45 credit hours of graduate coursework and practicum with a capstone project or thesis option, as well as a cumulative grade point average of 3.00 on a 4-point scale in all required and elective courses. Following completion of the seven core courses, the students will be required to take a comprehensive exam. (See details on pages 36-38) Practicum: Six credits (minimum of 500 hours) of fieldwork (practicum) to develop requisite skills and competencies through service experience in a health profession or health-related organization by practical application of concepts and theories learned in the classroom. The practicum will be arranged in two blocks spanning over two 35

37 semesters, and must be successfully completed. Prior to the practicum experience, the Student Capstone Project Faculty Advisor will discuss with each student his/her career interest, needs and geographic constraints to determine the placement site. Final Submission of Capstone Project or Thesis: Students will submit their capstone project or thesis to the faculty advisor and the chairperson two weeks before the scheduled defense date. The student must successfully defend the thesis. Presentation of Project: Each student must successfully complete their capstone fieldwork experience project or thesis and present it at the School of Graduate and Professional Studies Research Forum. Grade Format: Letter grades (A-F) will be awarded in theory courses. Satisfactory or Unsatisfactory grades will be awarded only for the capstone/thesis and practicum experiences. Full-time students are expected to complete the MSN degree requirements within 3 years and part-time students within 6 years. COMPREHENSIVE EXAMINATION The comprehensive examination is a program required written (essay type) test designed to evaluate students competency and mastery of both the core and the specialty concentration courses in the graduate nursing education curriculum. In addition to the result of the graduates performance on the certification/board examination, the results of the comprehensive examination will be used as an assessment metric to gauge the achievement of the MSN program student learning outcomes. The comprehensive examination will be administered on two occasions, with each examination lasting a maximum duration of five hours. The passing expectation for the comprehensive examination is a B grade. Students who fail the comprehensive examination will work closely with the instructor to remediate areas of weakness before retaking the examination. Students will be allowed to retake the examination three times and if not successful after the third retake, the student will be administratively withdrawn from the program. Students will not be allowed to proceed to practicum and capstone/thesis courses without passing the comprehensive examination. The following core and specialty concentration courses will be tested based on student learning outcomes: 36

38 Comprehensive Examination 1 (Based on the Information in the Core Courses)* Student Learning Outcomes Related Courses Evaluation 1. Synthesize theories and current research findings in nursing, other health care disciplines and health care organizations Improve the delivery of nursing and health care by influencing social and health policy development. NURS 5000-Philosophical and Theoretical Foundations of Nursing Practice. NURS 5122, 5123, 5124 & 5125 Field Practicum and Capstone/Thesis. NURS Ethics, Policy, Organization, and Financing of Health Care. Method Comprehensive Examination and Capstone/Thesis Presentation. Comprehensive Examination Implement and evaluate health promotion and disease prevention programs Design and evaluate systems that support evidence-based standards of nursing practice in education and in a variety of health care settings Integrate problem solving and decision making skills when designing nursing care modalities Apply research and instructional skills in program evaluation and administration Demonstrate professional growth and contribute to the advancement of the nursing profession. Function as a qualified resource person using current information technology, research and available resources to best meet client needs. NURS Health Promotion and Disease Prevention. NURS Nursing Informatics. NURS/PUBH 5117 Research Methods in Health Sciences. NURS 5135 Nursing Informatics. NURS/PUBH 5117 Research Methods. NURS/PUBH 5111 Biostatistics and Computer applications. NURS/PUBH 5117 Research Methods in Health Sciences. NURS/PUBH 5111 Biostatistics and Computer applications. NURS 5122/5123 or 5124/5125 Field Practicum and Capstone/Thesis. Comprehensive Examination. Comprehensive Examination. Comprehensive Examination. Comprehensive Examination. Comprehensive Examination, Capstone/Thesis Presentation, Exit Interview and CEUs. * See Appendix 1A and 1B for the comprehensive examination grading rubrics. 37

39 Comprehensive Examination 2 (Based on the Information in the Specialty Courses)* Student Learning Outcomes Related Courses Community Health Related Courses Nursing Administration Related Courses Nursing Education Evaluation Method Synthesize theories and current research findings in nursing, other health care disciplines and health care organizations. Improve the delivery of nursing and health care by influencing social and health policy development. Design and evaluate systems that support evidence-based standards of nursing practice in education and in a variety of health care settings. Demonstrate professional growth and contribute to the advancement of the nursing profession. Function as a qualified resource person using current information technology, research and available resources to best meet client needs. NURS 5143 Pharmacotherapeutics. NURS/PUBH 5115 Behavioral, Social and Cultural Aspects of Health Disparities. NURS/PUBH 5113 Epidemiology. NURS/PUBH 5112 Environmental Health and Safety. NURS 5144 Advanced Physical Assessment. NURS 5142 Advanced Pathophysiology. NURS/PUBH 5129 Entrepreneurship in Health Care Delivery. NURS/PUBH 5115 Behavioral, Social and Cultural Aspects of Health Disparities. NURS/PUBH 5129 Entrepreneurship in Health Care Delivery. NURS/PUBH 5128 Program Design, Planning and Evaluation. NURS/PUBH 5140 Health Care Information Systems. NURS 5127 Executive Leadership and Administration in Health Care. NURS 5143 Pharmacotherapeutics. ELCF 5010 Curriculum Development & Learning Theories. NURS/PUBH 5115 Behavioral, Social and Cultural Aspects of Health Disparities. ELCF 5930 Higher Education Administration and Evaluation. NURS 5144 Advanced Physical Assessment. NURS 5142 Advanced Pathophysiology. Comprehensive Examination. Comprehensive Examination. Comprehensive Examination. Comprehensive Examination. *See Appendix 1A and 1B for the comprehensive examination grading rubrics. 38

40 CAPSTONE/THESIS PROJECTS Nationwide, students enrolled in MSN programs often select the practicum option because it is more relevant to their work experience and future needs/goals as advanced practitioners. Students are generally excited to have their practicum (field work) experience at health service organizations, or community-based organizations and agencies. The students who will select the thesis option are those aspiring towards a doctoral degree following graduation from the MSN program, or individuals with research career interests as program evaluators or clinical trial research scientists. The Non-Thesis/Capstone Project Practicum Option is the graduation requirement selected by the majority of the students enrolled in the MSN program at CSU. The practicum provides the students with real world experience in a relevant healthcare setting and gives them the opportunity to apply the skills and knowledge acquired during the practicum to formulate a capstone project. The practicum spans two semesters requiring 500 contact hours (6 credits). Students must be in good academic standing and must have completed all MSN course requirements prior to registering for NURS 5122: Field Practicum and Capstone Project. The goal of the practicum is to enable students to acquire relevant skills in advanced nursing practice or research settings. At the end of the practicum experience, the students will be able to: 1. Integrate nursing theory, knowledge, and skills in a practice setting. 2. Experience the real world of advanced nursing practice organization, structure, and function, local and organizational politics, program planning, administration, and evaluation, community needs assessment, and community relationships and participation. 3. Develop skills and knowledge in an area of interest not covered in depth elsewhere in the students educational plan. 4. Demonstrate competence in an advanced nursing practice area. 5. Demonstrate leadership, teamwork, communication skills and creativity in the development of advanced nursing skills. 6. Complete and submit a paper summarizing the practicum experience in an area of advanced nursing practice - health education and disease prevention, health services management, program planning and evaluation. 39

41 Criteria for Selecting the Non-Thesis Capstone Project The project addresses a need and/or has direct, practical value to a community, public or private health-related agency. The project must involve an identifiable activity (or set of activities) with a clear endpoint and produce a specific product that can be described in detail and evaluated formally or through reflection. It is not sufficient to have an experience - that is, help with, work in, observe, or staff a community health project. The Capstone Project must result in a product that the student can point to as her/his own. o Examples of products include: An implementation plan for a community health program A community health intervention A curriculum An evaluation (report) A needs assessment (report) A communications campaign (advertisements, video, etc.) A training program A policy analysis Policy development Proposed legislation A community mobilization effort. Project Supervision Process and Evaluation The students capstone project faculty advisor will hold a meeting once during each semester to provide students with more information on how to plan for or create a field practicum opportunity, steps toward a successful field experience, and journaling techniques. Planning for the field practicum will begin at least three months before its projected starting date. The students will work with the faculty advisor to develop practicum objectives and obtain approval of the practicum agency and/or organization. Several practicum placement sites have been developed and preceptors in each facility have already been identified. Every effort will be made to place students at a site that matches their 40

42 capstone project interest. In addition to the available sites, students may identify a site on their own. In such cases, the Student Capstone Project Faculty Advisor will contact the site and have the organization or agency complete an affiliation/practicum agreement before the student can be assigned to the site. Before visiting any placement site, students will develop a portfolio that includes their resume, program plan of study that describes courses completed, work experiences, special skills, and practicum objectives. The portfolio will be forwarded to the preceptor who will supervise the student. A month prior to registering for NURS 5122: Field Practicum and Capstone Project, the students will be required to complete the following forms: 1) Practicum Registration Form (Appendix 2) and the Practicum Learning Agreement Form (Appendix 3). Both forms will be completed and returned to the Practicum Coordinator at least one month prior to beginning the field placement. Students will not be allowed to register for NURS 5122: Field Practicum and Capstone Project unless these forms have been submitted and approved by the faculty advisor. Reflective Journal and Summary Report: During the field placement, students will be required to keep a journal recording of their weekly experiences for self-reflection and synthesis of the practicum experience. Students will also be expected to prepare a written Summary Report. The Summary Report will include: i. Description of activities performed during placement, noting any deviations from the practicum learning agreement. ii. How well the field experience integrated what the student learned in their formal MSN course work. iii. What the student gained from the experience, identifying problems if they occurred. iv. The extent to which the student s educational objectives (identified in the Practicum Learning Agreement) were achieved. v. Overall, the extent to which practicum experience learning objectives were achieved. 41

43 The site preceptors will monitor the daily activities and performance of the students. During the field experience, there will be an ongoing communication between the Student Capstone Project Faculty Advisor and the student, and between the Student Capstone Project Faculty Advisor and the preceptor, particularly when questions or issues arise. The reflective journal and summary report will be evaluated and graded by the Student Capstone Project Faculty Advisor in consultation with the preceptor. At the mid-point of the fieldwork experience, the Student Capstone Project Faculty Advisor will contact the site preceptors to discuss the students progress. In addition, two weeks before the practicum is to be completed, the Student Capstone Project Faculty Advisor will forward the evaluation forms to both the preceptors and the students for completion. It is expected that the capstone project will be related to the field work experience. At the end of the practicum experience, the students will be required to submit a capstone paper that details their experience working with a population of interest, policy issue or a public health problem. For the Non-Thesis or Practicum Option, the students will be required to submit a detailed proposal or policy analyses paper, but they will not be required to implement (collect data) the study. The template for the cover and preface pages of the capstone project is presented in Appendix 4. The capstone paper will include the following components: Introduction: The purpose of the introduction is to supply sufficient background information for the reader to understand the problem selected, its importance, and plan for studying the problem. It is important for the reader to understand how the problem is defined and the approach for the rest of the paper. In-depth Literature Review: The student will provide sufficient background information to understand the intellectual and existing studies on the topic. This will allow the reader to evaluate the results of the study without referring to previous publications. The references should be carefully selected to provide the most salient background. The literature review is a critical analysis of pertinent literature relating to the topic or problem. The contents should be arranged in a logical sequence, using subheadings. There should be good transitions between sections. The review should lead the reader 42

44 through what is known (and not known) and evaluate the methods which have been used to date. The literature review section should conclude with a statement of the problem including capstone project objectives and hypothesis (if applicable). Theoretical Framework: This section needs to give the reader an overview of the social, behavioral, physiological, political, economic or other theory being used to guide the study, analytic review or policy analysis. The conceptual model that reflects the concepts being addressed should be discussed here. The theoretical propositions derived from the theoretical framework should be stated and explained in reference to the theory and conceptual model developed for the paper. For position or policy analysis papers and analytic literature reviews, the theoretical framework ought to reflect the concepts being discussed. Methods: In this section, the student will provide details on the procedures and steps that will be used to collect the data. The following aspects of the project should be fully described: o Sample o Research Design o Instrumentation o Procedure o Statistical Analysis References: The American Psychological Association (APA) referencing style described in the Publication Manual of the American Psychological Association will be used. Appendices: Fully completed and signed copies of the MSN Practicum Registration Form and Practicum Learning Agreement Form should be included in this section. Practicum Grading The Student Capstone Project Faculty Advisor, in consultation with the preceptor, determines the final grade for the practicum. This is based on the evaluation of the following course components: Practicum experience Reflective Journal Summary Report and 43

45 Capstone project paper. The rubric for grading the student practicum experience is presented in Appendix 5. A grade of S (Satisfactory) or NS (Not satisfactory) is assigned for NURS 5122: Field Practicum and Capstone Paper. Students with NS grades are required to complete an additional practicum experience or re-write the research proposal (capstone) project. The students are required to present their research proposal (capstone) project at a public forum arranged by the department. Criteria for Selecting the Thesis Option For the Thesis Option, the student must use quantitative or qualitative research methods to collect empirical data to answer a research question. The decision to select a thesis option (NURS Thesis Option and NURS 5125-Thesis Research and Defense) is solely that of the student. Students are required to discuss this decision with an assigned faculty advisor. The process for registering for the course is the same as the Non-Thesis or Practicum Option (See Appendix 6). A month prior to registering for NURS Thesis Option, the students are required to complete the NURS 5124 Thesis Proposal Registration Form (Appendix 6). The completed form must be submitted to the department chair at least one month prior to beginning the research proposal. Students are not allowed to register for NURS Thesis Proposal unless this form has been submitted and approved by the department chair and faculty advisor. Criteria for Evaluation of the Thesis Option The approval of a faculty advisor is required after selecting a research topic. The topic can be selected by the student or it can be based on an ongoing project that a faculty advisor approves. The student must show evidence of completion of the Institutional Review Board (IRB) Protection of Human Subjects in Research training at the time of registering for NURS Thesis Option. The template for the cover and preface pages of the thesis project is presented in Appendix 4. The student will work closely with the faculty advisor and the two Thesis Committee members to ensure that the paper contains the following components: 44

46 Title Page Abstract Table of Contents Acknowledgments (optional) Introduction (Background and Significance) Literature Review Theoretical Framework Statement of the Problem Research Objectives and Hypothesis Methodology Results Discussion Conclusions References Appendices--include any instruments/forms, consents, copies of IRB approval, etc. The same details (from the Introduction to the Methodology components) presented under the Non-Thesis or Practicum Option apply to the Thesis Option. Results: The student will present the data to reflect the findings. The data should be presented in a narrative format using tables and figures to exemplify the findings. Unanticipated findings can and should be presented. Any statistics used should be meaningful. The results should be short. The results narrative, tables or figures should be able to stand alone, but this does not mean that all the data presented in the table are described in the text. The tables and figures should be included in the text near their first citation. Discussion: This is an important component because it explains the implications of the findings and how they relate to the existing body of knowledge. Key features of the discussion section should include: (a) presentation of the principles, relationships and generalizations suggested by the results; (b) integration of the findings into the theoretical/conceptual basis for the research; (c) identification of any exceptions or lack of correlation and define unsettled points; (d) discussion of how the results and interpretations agree (or contrast) with previously published 45

47 work; (e) discussion of the theoretical implications of the findings; and (f) discussion of possible practical applications to public health practice. The discussion should also include a section on the limitations of the study or analysis. A conclusion section should present the overall significance of the findings. Be careful not to generalize the findings beyond what the data suggests. References: The style in the Publication Manual of the American Psychological Association should be used. It is not acceptable to list a reference that you have not directly consulted. Appendices: Fully completed and signed copies of the MSN Thesis Proposal Registration Form and the Thesis Research and Defense Form should be included in the Appendices section. Composition of the Thesis Committee After approval of the research topic, the student will be assigned a thesis chair by the department chairperson. The thesis chair will supervise the research project in conjunction with other faculty advisors. The topic of the research will determine the thesis chair and faculty advisors assigned. The research interest and expertise of the faculty will inform the decision. The department chair, in consultation with the thesis chair, will recommend two other faculty members within or outside the department who will form the Thesis Committee. Subsequently, the student will be approved to register for NURS Thesis Option. A copy of the IRB certificate must be submitted with the research proposal. Final Thesis Defense, Public Presentation and Publication Following the submission of the thesis, the student is required to present his/her research findings at a public forum arranged by the department. The student must complete the Thesis Research and Defense Form (Appendix 7) and obtain appropriate signatures on the day of the defense. The Thesis Committee determines the grade to be assigned for both NURS Thesis Option and NURS 5125-Thesis Research and Defense. A grade of S (Satisfactory) or NS (Not satisfactory) is assigned. Students with NS grades are given an opportunity to express their concerns to the Thesis Committee members. All theses completed at CSU will be published by ProQuest. The publication process is represented in the diagram below: 46

48 PROFESSIONAL CERTIFICATION EXAMINATION The MSN graduate education at CSU provides the students with the knowledge base and skills needed for advanced certification in their respective specialties. The National League for Nursing (NLN) does not have a certification process in public/community health nursing or the nurse executive administration certification. Upon successful completion of the MSN program, students in the community health specialty will be eligible to take the American Nurses Credentialing Center (ANCC) certification examination for the advanced role of Public/Community Health Nursing. 47

49 The nursing administration specialty graduates will be qualified to sit for the ANCC s nurse executive certification after 24 months of full-time administrative experience at the executive level or a faculty position teaching graduate nursing administration courses. The ANCC is the largest and most prestigious nurse credentialing organization in the United States. ANCC s certification and portfolio recognition programs validate nurses skills, knowledge and abilities. The contact address for ANCC is: 8515 Georgia Avenue, Suite 400, Silver Spring, MD Tel: Relevant information is available on the ANCC webpage at: The nursing education specialty graduates will be able to sit for the NLN nurse educator s certification examination after two years of full-time employment in the academic faculty role. The contact information for the NLN is: 61 Broadway, 33 rd Floor, New York, NY 10006; Phone: ; Fax: ). Additional information on certification can be obtained on their webpage at: The requirements for the above-mentioned certification examinations include completion of 500 practicum hours in graduate school; therefore, it is important that all students complete 500 documented practicum hours. The hours may be completed in more than one practicum location. PRACTICUM ROTATION POLICIES AND PROCEDURES Confidential Information All information obtained pertaining to a client is of a confidential nature and must not be discussed outside of the practicum facility, nor in the presence of others who have no connection with the client. (HIPAA). Health Screening Step I. All students participating in practicum rotations involving clients (in and out of hospitals) must have a completed medical/dental record on file in his/her student folder documenting that they 48

50 are medically approved to participate in this phase of their education. Included in this file must be documentation that they have had the following tests or immunizations completed: Step II 1. A two- step Tuberculosis Skin Test (PPD), which is required annually. If positive, a chest x-ray is required. Should a student convert or test positive at a later date, the student will be referred to his/her medical care provider and the course coordinator for follow-up. 2. Tetanus immunization (every ten [10] years). 3. Proof of polio, mumps, and immunizations at least once during enrollment. 4. Blood titers to demonstrate immunity to rubeola, measles, rubella, mumps and varicella. 5. Dental on admission to professional sequence. 6. Hepatitis B vaccinations (3 injections) or completion of declination statement. Blood titers for Hepatitis B antigen and antibodies. 7. Some agencies may require additional tests. Pregnancy Policy Students enrolled in the professional sequence of the nursing program who become pregnant, must notify the course instructor, their advisor and the chairperson of the Department of Nursing as soon as they become aware of the pregnancy. A meeting with the Student Capstone Project Faculty Advisor should be scheduled as soon as possible to discuss the student s progression in the practicum courses and to address any needs that should be addressed. The student must also submit a completed Pregnancy Statement Form to the Course Instructor and Chairperson of the Nursing Department (form may be obtained from the nursing office BHS 200A). A statement from the student s physician indicating that the student is able to continue in the practicum experience to which she is assigned is required to continue in the course. In addition, the student is required to adhere to the current policies and guidelines of the practicum agency to which she is assigned. After delivery, a physician must also sign a statement saying that the student may return to the practicum, if applicable. (See Pregnancy Form Appendix 8) 49

51 Hepatitis B/HIV Statement Nursing is a profession which has some inherent risks. Giving care to clients with potentially infectious diseases requires that the student be aware of how these diseases can be transmitted and the proper methods which must be adhered to for transmission prevention. All nursing personnel are professionally and ethically obligated to provide client care with compassion and respect for human dignity. No nursing personnel may ethically refuse to treat a client solely because the client is at risk of contracting or has an infectious disease such as HIV/AIDS or HBV. Students and faculty should understand and follow rules of confidentiality. Hepatitis B is a dangerous disease, which is preventable by vaccine. If required by the practicum agency, graduate students in the nursing program are required to be vaccinated against this disease, or sign a waiver indicating their refusal to be vaccinated. Procurement and expense of the vaccine is the responsibility of the student, and vaccinations must be completed prior to the practicum course. Three injections are necessary. Once a student receives the first injection, a second injection is required in 30 days. The third injection is given 180 days after the initial injection. Students who know they are infected with HIV are urged to voluntarily inform the Wellness Center nurse or a University Counseling Center counselor who will provide information and referral for health care and supportive counseling. A student has an ethical duty to report to the faculty member in charge any accident that exposes her/him or a client to a risk of transmission of a blood-borne disease. Proper practicum setting guidelines for accidental exposure should be followed. If an accidental exposure occurs, students should follow the CDC guidelines for occupational exposure: if needle stick, test for HIV to establish seronegativity first, then retest at six weeks, three months, six months, and one year (see Appendix 9 for Incident Report Form). A significant occupational exposure is defined as: A needle stick or cut caused by a needle or sharp object that was actually or potentially contaminated with blood or body fluid; A mucous membrane (i.e., splash to the eye or mouth) exposure to blood or body fluid; A cutaneous exposure involving large amounts of blood or prolonged contact with blood especially when the exposed skin was chapped, abraded, or afflicted with dermatitis. 50

52 Note***All graduate nursing students MUST have a completed medical/dental record on file in their Medical Records folders. Health Insurance Health insurance is mandatory for all Department of Nursing students. Students who do not have health insurance must contact the Wellness Center and make arrangements to purchase the insurance. Cardio Pulmonary Resuscitation (CPR) Certification All students are to be CPR certified from the American Heart Association with a C card prior to beginning the first practicum course. Students may not attend practicum experience until CPR certification is complete. Students must have valid CPR cards each year. Criminal Background Check Students are to comply with the requirement of criminal background check if required by the practicum agency. The College of Health Sciences has contracted the services of an outside agency, Certified Profile.com, to conduct criminal background checks, drug screens, and fingerprinting. Based on the requirement of individual clinical sites, students may be required to complete drug screenings and/or fingerprinting. The cost of the criminal background check is $ There is an additional cost of $28.00 if the clinical agency requires drug screening and another $75.00 charge if fingerprinting is required. Students will be able to go on-line and complete the necessary documents for the criminal background check and will need to sign a release form so that the information is available to the department. For confidentiality, this information is maintained in an electronic file and access is limited to the chairperson. Students must sign a release of information form if a practicum site requests a paper copy of the background check. Students are required to download a copy of their background check hours after payment. 51

53 Laboratory and Course Related Fees All students must carry personal professional liability insurance and submit a copy of the insurance to the Department of Nursing office before attending any practicum course. Clinical Transportation and Dress Code Appropriate attire is required at all times in the practicum areas. Hair should be kept clean and neatly groomed and pulled back from the face. Make-up, perfume, and other products with strong odors should be used in moderation. Fingernails should be kept short, clean, and in good repair. Body art/jewelry, other than small earrings, wedding rings, and a watch, are not permitted; this includes necklaces and chains. Rings should be worn with consideration given to possible injury to clients and the possibility of loss or damage to jewelry. Some agencies and organizations may require that a lab coat with the Department of Nursing insignia is to be worn over business attire at practicum sites. Clinical Facilities and Transportation A variety of health care facilities are used to provide practicum experiences. Students must assume responsibility for transportation in connection with clinical experiences and field trips. PROGRAM EVALUATION AND ASSESSMENT OF STUDENT LEARNING The Department of Nursing has always embraced the concept of program evaluation and consistently used assessment data in making administrative and curriculum decisions. The Department of Nursing systematic program evaluation process for the MSN program encompasses an organized flowchart for the ongoing collection, analysis and review of qualitative and quantitative data generated from a variety of sources (Appendix 10). The systematic program evaluation plan consists of five parts. The frequency and timing of the data collection, responsible personnel for administering assessment evaluation tool and summarizing the findings, follow up plans and location of reports are presented in the flowchart. Part I of the systematic program evaluation plan assesses students learning; Part II evaluates the effectiveness of the curriculum; Part III evaluates faculty and staff performance; Part IV evaluates the chairperson s performance. The department also evaluates the six NLNAC accreditation standards. 52

54 The department collects extensive data when assessing student learning. Both process and outcome assessment tools are employed. The internal process of assessment of student learning and evaluation of program effectiveness outcomes occurs during the department Faculty Organization meetings, at the monthly scheduled Curriculum Committee meetings and through the cyclical program review, which is mandated by the Illinois Board of Higher Education (IBHE). Information from the assessment of student learning, and program evaluation outcomes is shared with the students each semester at student-faculty meetings. The information is also shared with the Dean and the University administration at regular intervals. The direct measures of student learning outcomes in the MSN program are: performance on the comprehensive exam, practicum capstone/thesis project and presentation of the project, term papers in the core courses, clinical evaluation and the national certification examination. The indirect measures of student learning outcomes are the satisfaction surveys obtained from students, alumni and employers of program graduates. The measuring instrument and benchmark used to assess each of the seven MSN program student learning outcomes is presented in the table below: Table: Assessment Tool and Benchmark for Program Student Learning Objectives Student Learning Outcomes 1. Critically examine and synthesize theories, advanced knowledge, and current research findings for nursing, other health care disciplines and health care organizations. Taxonomy level 6 Assessment Instruments Certification Exams Measure Direct Benchmark 80% of first time candidates for certification exam will pass. (Accreditation requirement) Exit Survey Indirect 80% of graduates will express satisfaction with the program. (Accreditation requirement) Capstone Project / Research Direct 80% will successfully complete the Capstone project/research on time (per syllabus) (Department requirement) 53

55 2. Demonstrate competence in improving the delivery of nursing and health care by influencing social and health policy development. Term Papers Direct 80% will successfully complete the term paper on time (per syllabus) (Department requirement) Employers Survey Indirect 80% of employers of the graduates will express satisfaction with the program. (Accreditation requirement) Taxonomy level 5 3. Demonstrate the capacity to plan, merge, implement, and evaluate health promotion and disease prevention programs. Capstone Project / Research Direct 80% will successfully complete the Capstone project/research on time (per syllabus) (Department requirement) Taxonomy level 5 4. Design and evaluate systems that support evidence-based standards of nursing practice in education and in a variety of health care settings. Taxonomy level 6 5.Integrate researchbased problem solving and decision making when designing nursing care modalities. Capstone Project / Research Direct 80% will successfully complete the Capstone project/research on time (per syllabus) (Department requirement) Exit Survey Indirect 80% of graduates will express satisfaction with the program. (Accreditation requirement) Term Papers Direct 80% will successfully complete the term paper on time (per syllabus) (Department requirement) Exit Survey Indirect 80% of graduates will express satisfaction with the program. (Accreditation requirement) Taxonomy level 5 Capstone Project / Research Direct 80% will successfully complete the Capstone project/research on time (per syllabus) (Department requirement) 54

56 6. Apply research and instructional skills in program evaluation and administration. Clinical Evaluation Score Direct 80% of students will successfully complete clinical attachment. (Department requirement) Taxonomy level 3 Term Papers Direct 80% will successfully complete the term paper on time (per syllabus) (Department requirement) 7. Demonstrate professional growth that contributes to the advancement of the nursing profession. Taxonomy level 5 Alumni Survey Indirect 80% of graduates will express satisfaction with the program. (Accreditation requirement) Employers Survey Indirect 80% of employers of the graduates will express satisfaction with the program. (Accreditation requirement) Clinical Evaluation Survey This is a tool that measure students performance in the clinical setting taking into consideration the achievement of the student learning outcomes and department effectiveness outcomes. This tool will be utilized in clinical courses (Appendix 11A and 11B). Comprehensive Examination: Refer to pages Capstone /Thesis Projects: Refer to pages Exit Survey The exit survey (Appendix 12) will be administered to students after they have successfully completed their program of study. The survey includes three major areas: adequacy of the curriculum, faculty, and resources. The survey includes both rating scale and open-ended response items. The rating is based on a 5 point Likert scale. Professional Certification Examination: Refer to page 47 55

57 Alumni Survey The alumni survey (Appendix 13) will be administered to graduates of the MSN program on a regular basis. The survey includes questions related to: adequacy of the nursing curriculum, employment, professional activities, and continuing education. Employer Survey The employer survey (Appendix 14) will be administered to employers of the graduates of the MSN program. This is a short survey with 3 point Likert-type questions that measures the adequacy of the nursing program in preparing the graduates for the professional role. Faculty use formal and informal assessments in the classroom to improve their instruction. The department chair and peers evaluate the classroom teaching effectiveness of faculty. In addition, students are encouraged to complete course evaluations for each instructor at the end of the semester through the CSU s Cougar Connect portal. These evaluations are reviewed by the respective faculty, and the department chair. Results from the students, peers and chair evaluations are used to improve the faculty teaching effectiveness within the department. GRADUATION PROCESS/PROCEDURES Applying for Graduation Graduate students must file an application for graduation with the School of Graduate and Professional Studies. The student must obtain the signature of the graduate advisor or the program administrator before the deadline established for the term in which the student plans to graduate. The official deadline for filing for graduation is published each semester in the Class Schedule Bulletin. The responsibility for meeting the application deadline for graduation is the students. Students who fail to meet the application-filing deadline will automatically be processed for completion of degree requirements the following term. Students who fail to graduate in the term for which they have applied must file another application for graduation for the next term. An official transcript must be submitted to the School of Graduate and Professional Studies for any 56

58 transfer credit from another university that was accepted and used to satisfy the requirements of the degree program. Graduation Fees All graduate students are required to pay a $25.00 non-refundable processing fee. This fee covers the cost of the degree audit and the printed certificate. This fee does not cover the cost of the cap, gown, or hood. Those attending graduation must also pay an additional $40 cap and gown fee. Students who fail to graduate in the term for which they have applied, but paid their graduation fee, do not have to pay the fee again. However, they must re-file the application for graduation for the next appropriate term by the deadline for that term. Commencement The commencement exercise is held twice a year - May and December. Students who do not plan to attend commencement should arrange with the Office of Academic Evaluation and Advisement (ADM 128) to have their diploma mailed to them. Transcripts and Diploma Students who have successfully graduated from the MSN program can request their transcript from the Registrar s Office. All transcript requests must be made in writing and addressed directly to the Registrar s Office. All transcript requests must have the student s signature, accompanied with a fee of $5 for each transcript ordered. Students who have not cleared all of their financial debts and other obligations to the University could have their transcripts withheld. DEPARTMENT OF NURSING RESOURCES Nursing Learning Resource Center (NLRC) The Department of Nursing Learning Resource Center (NLRC) is located on the ground level of the BHS building. The NLRC houses the nursing computer laboratory, an instructional skill laboratory, a small conference room and a storage room. The services provided in the NLRC are 57

59 coordinated to augment classroom and clinical experiences by providing opportunities for students to see, hear and perform according to their own learning pace. The NLRC continually acquires materials and equipment for faculty, staff and students use. The NLRC has 54 Dell and 6 laptop computers, all of which are equipped with a variety of standardized testing software such as ATI, HESI, NLN Diagnostic Readiness Tests, EDGT, and the Evolve-Reach practice Tests to assist the students in their independent studies and preparation for the NCLEX-RN. The collection of instruments in the NLLRC include: simulated mannequins (SimMan, Pregnant Noel, and Vital Kid), three IV simulators, three non-interactive manikins, IV poles, injection arms and hands, a blood pressure arm, a medication cart with practice medications, weight scales, wheel chairs and portable/electronic sphygmomanometers and IV infusion pumps. The NLRC also has videos and CD-ROMS on various topics, such as pregnancy/labor/and delivery, pediatrics, mental health, geriatric care, and health assessment; as well as educational software (Word Smart, Infinite Mind (Eye Q) Program and Quiz Me on Drugs) to assist students with skills in reading and writing. The skills lab is equipped with a variety of audio-visual aids and state-of-the-art clinical and instructional equipment (television containing a DVD and VHS tape player) for students to practice their skills. Students and faculty are encouraged to utilize the various resources for teaching/learning purposes. In 2012/2013, over $360,000 of new research and instructional equipment was purchased for the NLRC. UNIVERSITY RESOURCES The Academic Library The academic library maintains a collection of over 387,000 books. A valid CSU ID card is needed to check out materials from the library and cooperating academic libraries. In addition, upon request, the Reference Department may issue info-passes, which will allow use of most libraries and other resource centers within the Chicago metropolitan area. Library staff members are available to assist students with access to CSU library facilities, computer access and resources. The College of Health Sciences library liaison is particularly helpful to students and students are encouraged to use that resource. 58

60 Academic Computing Center The Academic Computing Center is comprised of two open labs. The Computer Lab and the Media Lab are located on the main floor of the New Academic Library (NAL) near the reference desk. In addition, the Department of Health Studies has a computer lab located in Douglas Hall, Room 124. The computer research lab in Room 124 is exclusively for students and faculty of the College of Health Sciences. The academic and the media computer labs are available to all students and faculty for research or instructional use. Dial-up services are available for off campus access to electronic mail, Blackboard, and the internet. Upon request, all registered students are issued a user ID and Password to access these applications. All students are encouraged to activate their CSU accounts as the CSU address is the only official address through which general and course related communication is sent to students. Research Lab (DH 120E and BHS 218) In collaboration with the Department of Health Studies, several state-of-the-art equipment and software have been purchased to enable students and faculty to engage in research. The equipment includes: Stadiometer, scales, spirometer for doing pulmonary function tests, XRF analyzer (for the analysis of atmospheric, paint-based, and soil-based level of lead and other heavy metals and particulate matter), lead testing sticks and pallets, Geiger counter for measuring radioactivity, meters for assessment of noise pollution, BOD-POD machine for measuring of body mass index (BMI), organic vapor analyzers (standard laboratory and portable), self-contained breathing apparatus, hazardous material spill kit, ear muffs used at construction and other noisy environment assessments, microscopes, ph meters, Hazmat bags for first responders, laser Doppler module, transducer BP, MPVS-300 foundation system for monitoring cardiac function of animals (the system is highly specialized for determining left ventricular function, and the telemetric BP monitoring), Century portable toxic vapor analyzer, flame ionization and photo ionization detector, Pack eye, Gamma neutron radiation search device, carbon dioxide IAQ meter, particle counter, ERMI 36 (PCR) analyzer (component for mold test kit), Allergen Kit 2, Exstik 4-in-1 kit, lead check Aqua II, Draeger X-Plore Valve M/L, gas spectrometer, Toledo self-zeroing weight scale, wall mounted stadiometer, portable stadiometer, Holtain skin-fold caliper, midform large sliding calipers, plastic models for all body parts, Life Source quick response, digital blood pressure monitor, Life Source digital wrist blood pressure monitor, high barrier proshield coveralls, hoods and boots, Autoclave bags 25x35, 59

61 Wilson V-Maxx safety goggles, Fisher brand disposable face shields, Bilsom Viking 29 ear muff, EAR express pod plugs, Fisher brand traceable sound level meter, organic vapor monitor, Hazmat Simultest kit, 3M 6000 full-face respirator, emergency escape breathing respirator, Fendall Pureflow 1000, emergency eyewash station, universal spill response, and 3M chemical spill response. Faculty in the Department of Nursing utilize the equipment in the laboratory to prepare students for research and fieldwork experiences. The department uses local vendors or area resources to expose students to new technologies that are too costly to purchase. The University library has a collection of nursing journals, periodicals, reference text books, technical and government reports, instructional aides, and analytic software. The collection has over 100 volumes of journals, reference books, technical reports, and instructional aides. Academic Support Program (CRSU Room 158) The Academic Support Program assists students with qualifying examinations, study and learning skills, counseling and personal development. Students can contact the office directly at (773) Students may also be referred by faculty. Tutoring Programs The College of Health Sciences has resources to ensure the success of its students. Selected faculty provide individual and group tutoring to students in the most challenging courses, in addition to faculty support and peer tutoring support. Students who are struggling or require academic tutoring are encouraged to make appointments to see the individual faculty. When necessary, faculty can also arrange for peer tutoring. It is the student s responsibility to take advantage of these tutorial sessions and to schedule additional ones if necessary. Students identified by the Nursing faculty to be at risk academically may be required to attend tutorial sessions. A student who is strong in a particular subject may request to be selected as a peer tutor by contacting the program chairperson. 60

62 Counseling Center (CRSU Room 190) This center offers counseling, help in academic developmental tasks or skills, problem solving during crisis periods, group workshops on study skills, interpersonal relationships, stress management, physical and sexual abuse, human sexuality issues, self esteem development, addictions, depression management, test anxiety, and other issues and topics. Referrals for services outside of the University are initiated when long-term psychotherapy or alcohol and substance abuse treatment is indicated. Students may contact the office directly at (773) or may be referred by faculty. Learning Assistance Center (Douglas Hall Room 315) Students may come to the center for free tutoring in English, Mathematics, Accounting, Biology, Chemistry, French, Physical Science, and Spanish. Students must make appointments to receive tutoring services. The telephone number is (773) Wellness/Health Center (ADM Room 131) The Chicago State University Wellness/Health Center is a comprehensive health and educational resource for the campus community. The center provides primary health care and wellness programs, encourages students, faculty and staff to develop healthy lifestyles, serves as a health consultant and referral resource, and acts as a liaison for health issues that affect the University. Students may be seen by a primary care provider by appointment for a nominal fee with a valid Chicago State University identification card. All students must submit an official immunization record to the Wellness/Health Center as part of the registration process. The immunizations needed to comply with registration requirements and the immunization laws are also available through the Wellness/Health Center. Handicapped or physically disabled persons may receive assistance in securing parking decals by submitting the appropriate medical documents to the Wellness/Health Center. The telephone number is (773) Abilities Office (CRSU Room 192) The Abilities Office provides services to students with disabilities. Students with a verified disability can receive a variety of services to assist with their academic activities. The telephone number is (773)

63 Bookstore Chicago State University bookstore is located in the Business and Health Sciences Building in Room 102. The CSU bookstore provides students with text books and supplies. Food Service (CRSU, 1st Floor) The cafeteria is located on the first floor in the southeast corner of the Cordell Reed Student Union (CRSU) building. The cafeteria serves hot and cold meals, soft drinks, and snacks. The cafeteria is open from 7:30a.m. to 10:15a.m., 11a.m. to 2:15p.m., and 3p.m. to 8:15p.m, during the fall and spring semesters. Vending machines are located in each building except Douglas Hall. Additionally, along 95th street and within several blocks of the University, there are fast food eateries such as Wendy s, Burger King, and Popeye s Chicken. Cashier s Office (ADM Room 211) The Cashier s Office provides a variety of services such as bus passes, notary public, postage stamps, in addition to being the office where students make all payments to the University. The Cashier s Office is located on the second floor of the Cook Administration Building. For more information regarding the Department/College-wide resources and University resources not mentioned in this manual, please refer to the University Graduate Catalog. Other Relevant Resources A. Grades/Evaluation Students can access their grades in courses in which they are enrolled each semester on CSU Express ( B. Moodle To access Moodle, go to Follow the prompts for first time users. C. Computer Labs: I. Computer Lab Services, Library, Main Floor M, T, W, R, 8:00 AM 10:00 PM F 8:00 AM 5:00 PM SAT 9:00 AM 4:00 PM SUN 2:00 PM 9:00 PM 62

64 II. Media Computer Lab Services M, T, W, R 8:00 AM 9:00 PM F 8:00 AM 5:00 PM SAT 9:00 AM 5:00 PM SUN CLOSED III. Department of Nursing Computer Lab, BHS 100 M, T, W, R, F 9:00 AM 5:00 PM SAT & SUN CLOSED ETHICS AND PROFESSIONAL BEHAVIOR Professional Behavior The faculty advisor will present the faculty s evaluation of the student s academic behavior during midterm and the final week of the semester. The advisor will discuss strengths and concerns raised by the faculty with the student. All students are expected to maintain professional behavior and conduct at all times. Students found in violation of ethical practices and university policy on student conduct can be placed on probation. Repeated violations or misconduct that endangers or creates potential harm to others can be grounds for dismissal. These codes of student behavior are contained in the College of Health Sciences Student Behavior Expectations as stated below. Students enrolled in the College of Health Sciences courses are expected to: 1. Complete assigned reading prior to class. 2. Meet assignment, task and schedule deadlines. 3. Attend all classes and off campus visits and trips. 4. Be punctual to all classes and off campus visits and trips. 5. Contribute positively to classroom discussions and activities. 6. Maintain positive non-disruptive demeanor in class. 7. Interact with peers and instructors in a respectful and professional manner. 8. Turn off beepers or cell phones in class No text messaging in class. 9. Exhibit appropriate habits of self care, hygiene, and grooming. 10. Dress appropriately and decently to class. Tank tops, cut off shorts, see through tops and dresses are not permitted. 11. Dress professionally (business attire) for presentations. 63

65 12. Abide by the University s policies, procedures and code of conduct. Refer to the University catalog. Attendance In addition to the University s rules on attendance, students are required to attend each class for the entire period. Attendance is taken in each class and at all meetings. It is the responsibility of the student to communicate directly with faculty and/or the clinical instructor of the facility where the student is assigned regarding an unavoidable absence. Tardiness is not acceptable. It is the responsibility of the student to seek and obtain all course materials and other necessary information missed due to absence or any other reason. It is recommended that students have a buddy who can pick up copies of handouts. Excused absences must be substantiated with appropriate documentation. Failure to attend a minimum of 80% of all classes will result in a failing grade for the course. Students who miss fieldwork will be required to make up the time. The faculty or clinical instructor will determine the make up arrangements for fieldwork. Absences and tardiness can negatively affect grades. It is departmental policy that all assignments are due at the beginning of the class session. Two percent (2%) of the assignment points will be deducted from assignments handed in after class begins. Five percent (5%) of the assignment points will be deducted for each day assignments are late. All late assignments must be date stamped and placed in faculty mailboxes. Zero points will be given for any assignment handed in after seven days, unless an extension is given due to excused absence. NOTE: All assignments must be completed to receive feedback, fulfill course requirements and support expected student learning outcomes. Students with Disabilities Students with disabilities who require reasonable accommodations to fully participate in a course should notify the instructor within the first two weeks of the semester. Students must be registered with the Abilities Office of Student Services, Cordell Reed Student Union (CRSU), Room 190, (773)

66 GRIEVANCE POLICY AND PROCEDURE Complaints, grievances and appeals relating to admissions, academic status, financial assistance, faculty oral English proficiency, student conduct and other topics are described at appropriate places in the University Graduate Catalog at When a grade or evaluation dispute occurs, students are required to file their written petition or grievance within 60 days after the grade or evaluation has been rendered. Petitions or grievances initiated after the 60-day period will not be considered. Students should take the following steps when filing a petition or grievance: ISSUE Failing Grade for Nonattendance due to Illness Dispute of a Grade or an Evaluation Issue still not resolved PROCEDURE Students are required to submit medical evidence documenting their incapacity to complete the course during the period in question. Such petitions are forwarded to the Appeals Committee in the Registrar s Office for review. The decision of the Appeals Committee will be final. Students must first discuss with the instructor how the grade was determined. This conference should be held as soon as possible after the grade has been rendered. Many times questions about grades can best be resolved through communication with the instructor. If questions still remain following the conference with the instructor, the issue should be referred to the course director and the matter shall be discussed by the team instructing that course. At the request/discretion of the student or course director, the person against whom the complaint is made may or may not be present at the initial discussion. The course director representing the team will meet with the instructor and the student for the purpose of clarification as the matter warrants, and in an attempt to arrive at a solution. A written statement will be given to the student within one (1) calendar week regarding the decision. If no satisfaction is obtained, the student can submit a written complaint to the Department of Nursing Admission, Progression, Retention and Graduation (APRG) Committee. Channeling the Complaint/Grievance to the Admission, Progression, Retention and Graduation (APRG) Committee Step 1 Step 2 Within one (1) calendar week after the student has received written notice regarding the decision of the team, the student may present a written complaint to the APRG Committee. Upon receiving the complaint, the APRG Committee will request from the team teaching the course, a written account of the situation and the action taken. 65

67 Step 3 Within one (1) week, the APRG Committee will forward a written recommendation to the chairperson of the Department of Nursing. The chairperson will forward his/her decision to the student. If no satisfactory decision is reached, the student may submit a written account of the situation to the chairperson of the Department of Nursing. Channeling the complaint/grievance to the Department Chairperson Step 1 Step 2 Step 3 Upon receiving the complaint, the Department of Nursing chairperson will request from the course director and the APRG Committee, a written account of the actions taken. The complaint will be discussed with the student or students and all other persons involved. If appropriate, all persons involved will meet to discuss the details of the complaint. If the Department chairperson is unable to arrive at a resolution that is satisfactory to both the student and the instructor, the issue may be referred to the appropriate academic dean. Channeling the complaint/grievance to the Dean of the College of Health Sciences The dean of the College of Health Sciences will appoint a grievance committee to hear the complaint and advise. The rights of the parties at a hearing (student or instructor) shall apply, including the right to notice of hearing and decision reached; the right to be present at the hearing and the right to present and inspect evidence. Specific procedures for the hearing of each case shall be determined by members of the committee. The primary role of the grievance committee is to ascertain whether the department followed their published policies and procedures. Following the hearing, the committee will present its advice to the dean and communicate its recommendations to the department chairperson, to the instructor, and to the student. The decision of the dean will be final. 66

68 COLLEGE LEVEL STUDENT GRIEVANCE PROCEDURES The programs in the College of Health Sciences provide professional level students with a written copy of the student and instructor responsibilities, and procedures for enforcing them. Causes for grievances include the following: 1. Admission to professional course sequence 2. Admission to clinical experiences 3. Evaluation of student s performance in courses, clinical settings, or other programrelated activities. Student grievance procedures and guidelines and the Petition for Hearing form are available online and from the respective programs (See Appendix 15A and 15B). Steps Prior to Hearing Step 1 Step 2 Step 2.a Step 2.b Step 2.c To initiate a formal grievance, the student must file a completed Petition for Hearing form with the student s chairperson. Before a formal grievance can rise to the college level, it must have proceeded through the prior levels of deliberation indicated below: (Each department has detailed procedures for action at each level) Conference between instructor and student. Conference between program director/chairperson and student. Hearing before program level grievance committee. Composition of College Level Grievance Committee 1. The dean of the College of Health Sciences or his/her representative from the College of Health Sciences. 2. One faculty member from the program involved. 3. One faculty member from the other academic departments in the College. 4. One College of Health Sciences student, not from the program. 5. One student from the program involved. Resolution of the committee will be based on two-thirds (2/3) of the majority vote. The decision of the dean will be final. 67

69 SCHOLARSHIP AND FINANCIAL AID Scholarship and Financial Aid Resources MIA/POW Scholarship Tuition and activity fees for an equivalent of four calendar years are covered for any spouse, natural child, legally adopted child, or stepchild of an Illinois veteran or service person who has been declared by the U.S. Department of Defense or the U.S. Veterans Administration to be a prisoner of war or missing in action, or who has died as the result of a service-connected disability or is 100% disabled. More detailed information may be obtained from the Office of Veterans Affairs, located within the Office of Student Financial Aid, ADM-207, at extension Graduate Assistantships A limited number of graduate assistantships are available for graduate students. Students interested in applying for an assistantship should contact the chairperson of the department of their specialization. For information about applying for an assistantship, students should contact their academic department chairperson. For information pertaining to scholarships, contact academic departments and advisors. Fellowships The Diversifying Higher Education Faculty in Illinois Program (DFI) was established by the Illinois General Assembly and signed as Public Act on August 4, The purpose of the DFI Program is to increase the number of underrepresented faculty and staff in Illinois institutions of higher education and higher education governing boards. Chicago State University is a participant in the DFI Program. The program carries an annual stipend and tuition waiver for eligible students. Application materials and guidelines are available online at: 68

70 Financial Assistance Chicago State University makes every effort to extend financial assistance to qualified students who are in need of funds to complete their education. The University is a participant in the Federal Student Assistance Program, which provides financial assistance in the form of grants, loans, and employment for admitted and enrolled students. No student should be reluctant to apply for admission to the University because of lack of funds. A variety of financial assistance programs is administered by the Office of Student Financial Aid. A student who wishes to apply for financial aid must complete the Free Application for Federal Student Aid (FAFSA). This form is available in the Office of Student Financial Aid. Financial assistance available to graduate students includes tuition scholarships, employment, graduate assistantships, and loans. Financial assistance awards are made on demonstrated financial need and processed on a first-come, first-served basis. Eligibility Students must be fully admitted to a degree program. Unclassified, Graduate-At-Large, and conditionally admitted or special students are ineligible for assistance. Students must be in compliance with the Chicago State University Financial Aid Satisfactory Academic Progress Policy. Federal Family Education Loan Programs (FFELP) Subsidized Federal Stafford Loan Unsubsidized Federal Stafford Loan Under these programs low interest loans are provided to students who are enrolled at least halftime as graduate students and enrolled in a degree or certification program. Loan applications are available in the Office of Student Financial Aid. Further information about these programs can be obtained by writing to the Illinois Student Assistance Commission, 1755 Lake Cook Road, Deerfield, IL Debt Management Students who receive Federal Family Education Loans are required to participate in debt management counseling. Students are required to attend an entrance interview prior to receiving loan disbursement and an exit interview when they completely withdraw or graduate from the 69

71 institution. Students should contact the Office of Student Financial Aid to schedule an exit interview if they are graduating or anticipating complete withdrawal. Federal Perkins Loan (Formerly National Direct Student Loan) This program provides low interest loans for up to $10,000 aggregate (includes both undergraduate and graduate Perkins loans), based upon availability of funds, for all educational work. Regularly admitted students who are enrolled on at least a half-time basis are eligible for consideration. Loans carry low interest rates. Payments may be extended over a ten-year period with the stipulation that cancellation of principal and interest is authorized for those who teach in specified areas, or for borrowers who serve as members of the armed forces. Illinois Veterans Scholarship Tuition and certain fees for the equivalent of four calendar years at state colleges or universities are covered. Students who wish to be considered for military scholarships must submit a copy of their separation papers (Form DD2214) to the Office of Veterans Affairs, located within the Office of Student Financial Aid, ADM-207, extension 3549, and complete an application for the scholarship. Scholarship/Financial Assistance Sources 1. The Foundation of the National Student Nurses Association Scholarships Contact: Foundation of the Nurses Association, 45 Main St., Suite 606, Brooklyn, NY 11201, , Current enrollment and matriculation in a state-approved nursing program leading to an associate degree, baccalaureate diploma, generic pre-licensure doctorate or generic pre-licensure master s degree. 2. Mensa Education and Research Foundation Scholarship Contact: , voic 800/66-MENSA, Fax: htt:// [email protected]. 3. Asian Pacific American Institute for Congressional Studies Summer Internship Program Contact: Ruby G. Moy, APAICS Interim Executive Director, APAICS Summer Internship Program, 1001 Connecticut Ave., NW, Suite 530, Washington, DC 20036, , [email protected]. 70

72 4. CA Student Aid Commission Contact: P.O. Box , Rancho Cordova, CA 95741, , Fax: , 5. Minorities in Government Finance Scholarships Contact: Carole Colin, Manager, Scholarship Committee Government Finance Officers Association, 203 N. LaSalle St., Suite 2700, Chicago, IL , , Fax: , 6. Microsoft Scholarships Contact: Microsoft Scholarship Program, Microsoft Corporation, One Microsoft Way, Redmond, WA , 7. Ethnic Minority Bachelor s Scholarships Contact: Bonnie Revo, [email protected] Oncology Nursing Foundation, 501 Holiday Drive, Pittsburgh, PA 15220, , Fax: ASM Undergraduate Research Fellowship (ASM-URF) Contact: ASM Undergraduate Research Fellowship program, Education Board, American Society for Microbiology, 1752 N Street, NW, Washington, DC 20036, d=166,[email protected]. 9. Booker T. Washington Scholarships Contact: National FFA Organization, Attn: Scholarship Office, 6060 FFA Drive, P.O. Box 68960, Indianapolis, IN 46278, , [email protected]. 10. Lagrant Foundation Scholarship Contact: Ericka Availa, Programs Manager, THE LAGRANT FOUNDATION, 626 Wilshire, Blvd., Suite 700, Los Angeles, CA 90017, ext. 223, [email protected], The Lucille and Edward Roybal Foundation Public Health Scholarship Program Contact: The Lucille and Edward Roybal Foundation, 5253 E. Beverly Boulevard, Los Angeles, CA , , [email protected]. 12. The Asian Pacific American Institute for Congressional Studies Fellowship Programs Contact: Ruby G. Moy, APAICS Interim Executive Director, APAICS Fellowship Program, 1001 Connecticut Ave., NW, Suite 530, Washington, DC 20036, , [email protected]. 13. Louis Stokes Health Scholarship Program Contact: Janet Carter, Louis Stokes Health Scholars Program, Congressional Black Caucus Foundation, Inc., 1720 Massachusetts Ave., NW, Washington DC , [email protected]. 71

73 AMERICAN NURSES ASSOCIATION (ANA) CODE OF ETHICS Provision 1 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. 1.1 Respect for human dignity 1.2 Relationships to patients 1.3 The nature of health problems 1.4 The right to self-determination 1.5 Relationships with colleagues and others. Provision 2 The nurse s primary commitment is to the patient, whether an individual, family, group or community. 2.1 Primacy of the patient s interests 2.2 Conflict of interest for nurses 2.3 Collaboration 2.4 Professional boundaries. Provision 3 The nurse promotes, advocates for, and strives to protect the health, safety, and rights of the patient. 3.1 Privacy 3.2 Confidentiality 3.3 Protection of participants in research 3.4 Standards and review mechanisms 3.5 Acting on questionable practice 3.6 Addressing impaired practice. Provision 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. 72

74 4.1 Acceptance of accountability and responsibility 4.2 Accountability for nursing judgment and action 4.3 Responsibility for nursing judgment and action 4.4 Delegation of nursing activities. Provision 5 The nurse owes the same duties to self as to others, including the responsibility to preserve integrity and safety, to maintain competence, and to continue personal and professional growth. 5.1 Moral self-respect 5.2 Professional growth and maintenance of competence 5.3 Wholeness of character 5.4 Preservation of integrity. Provision 6 The nurse participates in establishing, maintaining, and improving health care environments and conditions of employment conducive to the provision of quality care and consistent with values of the profession through individual and collective action. 6.1 Influence of the environment on moral virtues and values 6.2 Influence of the environment on ethical obligations 6.3 Responsibility for the health care environment. Provision 7 The nurse participates in the advancement of the profession through contributions to practice, education, administration, and knowledge development. 7.1 Advancing the profession through active involvement in nursing and in health care policy 7.2 Advancing the profession by developing, maintaining, and implementing professional standards in clinical, administrative, and educational practice 7.3 Advancing the profession through knowledge development, dissemination, and participation to practice. 73

75 Provision 8 The nurse collaborates with other health professionals and the public in promoting community, national and international efforts to meet health needs. 8.1 Health needs and concerns 8.2 Responsibilities to the public. Provision 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. 9.1 Assertion of values 9.2 The profession carries out its collective responsibility through professional associations 9.3 Intraprofessional integrity 9.4 Social reform. (Interpretations of the ANA Code of Ethics for Nurses can be read at Standards of Professional Conduct for Registered Professional Nurses The Illinois Nurse Practice Act: 1. Practice in accordance with the Nurse Practice Act. 2. Uphold federal and state regulations regarding controlled substances and alcohol. 3. Be accountable for own nursing actions and competencies. 4. Practice or offer to practice only within the scope permitted by law and within the licensee s educational preparation and competencies. 5. Seek instruction and supervision from qualified individuals when implementing new or unfamiliar nursing activities. 6. Delegate tasks only to individuals whom the licensee knows or has reason to know are qualified by education or experience to perform. 74

76 7. Delegate professional responsibilities only to individuals whom the licensee knows or has reason to know are licensed to perform. 8. Be accountable for the quality of nursing care delegated to others. 9. Report unsafe, unethical, or illegal health care or conditions to appropriate authorities. 10. Assume responsibility for continued professional and personal growth and education to reflect knowledge and understanding of current nursing care practices. The Nurse Practice Act can be found online at The advanced nursing practice acts are defined by each professional organization and are usually derived from the ANA code of practice. National and State Nursing Organizations As a student in the graduate nursing program, you may want to join one or more of the following professional organizations. Membership fees for students are reasonably inexpensive for professional health organizations. These organizations provide educational publications and opportunities for meeting other professionals and becoming familiar with career guidelines at state, regional, or national meetings. National: American Nursing Association (ANA) 8515 Georgia Avenue, Suite 400, Silver Spring, MD , (fax), ana Membership includes the publication: OJIN: The Online Journal of Issues in Nursing and other Journals. Website: American Public Health Association (APHA), 1015 Fifteenth Street, NW, Washington, DC 2005, Phone: (202) Membership includes the publication American Journal of Public Health and the newsletter The Nation s Health. Meets annually in the fall - usually October or November. Website: National League for Nursing (NLN), 61 Broadway, 33rd Floor New York, NY 10006, Phone: , Fax: , Membership includes the publication Nursing Education Perspectives Journal. Website: National Center for Health Education Credentialing, Inc. Test months are April and October. 944 Marcon Blvd., Suite 310, Allentown, PA 18109, Phone Toll Free: (888) , Fax: (999) Website: 75

77 National Wellness Institute Inc., 1300 College Court, P. O. Box 827, Stevens Point, WI , Toll Free: , Phone: (715) , Fax: (715) Membership includes journal publication discounts and job bulletin. Annual conference in July at UW Stevens Point. Website: American Organization of Nurse Executives (AONE), 155 N. Wacker Drive, Suite 400 Chicago, IL 60606, Phone: , Fax: Membership includes journal publication - The Journal of Nursing Administration (JONA). Website: Association of Community Health Nursing Educators (ACHNE). The Association of Community Health Nursing Educators (ACHNE) provides a meeting ground for those committed to excellence in community and public health nursing education, research, and practice. Website: State: Illinois Public Health Association - Mission is to improve the health of Illinois residents through leadership in the advancement of the practice of public health. Website: Midwest Nursing Research Society (MNRS) Commerce Parkway, Suite C Mount Laurel, NJ 08054, Phone: , [email protected]. Membership includes monthly meetings, student board positions, professional networking and job exchange, workshops, conferences with students presentations, and professional opportunities. Website: Illinois In-Home Care Services Association for Elderly Home Care Providers, P.O. Box 5378 River Forest, IL Phone: (708) , Website: Illinois Health Care Association (IHCA), 1029 South Fourth Street Springfield, IL Website: Illinois Association of Community Care Program Homecare Providers (IACCPHP). Membership includes newsletter Update and monthly meetings. Membership applications are available at the Community Health and Nutrition Office see your advisor if you have an interest in a particular organization. Health Education Professional Resources (HEPR). Website: Involvement in Nursing Organizations In the tradition of the public health discipline, faculty encourage both graduate and undergraduate students to become involved in local, state, national and international health 76

78 organizations. With a nominal enrollment fee, a student can become a member of any of the organizations listed below: American Public Health Association (APHA) htt:// American Association for the Advancement of Health Education; International Institute for Health Promotion, Washington DC; Global Health Council, 20 Palmer Court, Vermont 05001; USA Corporation for National & Community Service American Alliance for Health; Physical Education Recreation & Dance (AAHPERD); AmeriCorps, Washington DC; Illinois Public Health Association. FACULTY PROFILE Biographical Profile of Nursing Faculty Graduate Faculty The academic credentials and expertise of the nursing faculty members who currently teach in the MSN program are presented below: Dr. Rosemary Ricks-Saulsby was appointed the Chairperson for the Department of Nursing on July 1, She obtained her B.S. and M.S. degrees in Nursing from St. Xavier University, Master of Education degree from CSU and a PhD in health services management from Walden University. Dr. Ricks-Saulsby has a wealth of experience, having worked in the nursing profession for over 35 years - 28 years in the academy as a nurse educator and 7 years in the clinical environment as a nurse. She has been a member of the Department of Nursing faculty since During her career, Dr. Ricks-Saulsby has worked both in clinical and academic settings: staff nurse/charge nurse maternity ward, Rush Presbyterian St. Luke Hospital, Chicago, ; charge nurse, maternity ward, Roseland Community Hospital, Chicago, ; charge nurse, emergency department, Roseland Community Hospital, Chicago, ; instructor, Olive Harvey City College, ; in-service educator for nursing staff, Roseland Community Hospital, ; assistant professor, CSU, 1986-present. Dr. Ricks-Saulsby s curriculum vitae will be made available in the Self Study Room. At CSU, Dr. Ricks-Saulsby has served as senior level course coordinator and taught the following nursing courses at the undergraduate level: pharmacology, health assessment, leadership/clinical, community health, bridge and enrichment, and philosophical and theoretical foundations of 77

79 nursing practice; additionally, health promotion and disease prevention at the graduate level. She has also taught and served as director for several courses: fundamentals of nursing, health care ethics, and introduction to health professions. As faculty, Dr. Ricks-Saulsby has served on several Department, College and University Committees. Dr. Ricks-Saulsby has received training grant funding from Chicago Community Trust ($100,000) in ; and from the US Department of Health and Human Services, Health Resources and Services Administration ($744,717) in She has served as a book reviewer for Delmar Cengage Learning, and Lippincott, Williams and Wilkins. Dr. Ricks-Saulsby received the Teacher of the Year award for the College of Health Sciences in 2004, 2009 and As the chief academic officer for the Department of Nursing, Dr. Ricks-Saulsby oversees the daily operations of the department, hiring and evaluation of faculty, and provides oversight for budget, course scheduling, and grant administration. The performance of the Chairperson is evaluated by the College Dean, annually. Dr. Bea Ade-Oshifogun, assistant professor of nursing, assessment and self study report coordinators, joined the Department of Nursing in January Dr. Ade-Oshifogun obtained a PhD in Nursing from the University of Chicago, Illinois. She completed a Master s degree in Nursing Education and Critical Care from Governors State University, Illinois, an MS in Nutrition from University of Ibadan, Nigeria, and a BSN from the University of Ife, Nigeria. She has 33 years of clinical experience in all aspects of bedside nursing, having worked in Africa, Europe and the United States. She is also a trained midwife. Dr. Ade-Oshifogun has held management positions in home health, as well as acute and longterm healthcare organizations. Her teaching experience has spanned three continents; she taught nursing, nutrition, anatomy, physiology and health sciences at Babcock University, Ilesha, Nigeria; Newbold College, Binfield, England, and Purdue University, Indiana. Dr. Ade- Oshifogun has also worked as a Joint Commission surveyor. She has authored four manuscripts and has presented her doctoral dissertation titled Functional performance in obese elderly people with chronic obstructive pulmonary disease at several international scientific conferences. She is a certified critical care specialist (CCRN) and a certified nurse educator (CNE). Dr. Ade-Oshifogun currently teaches several courses in the MSN program: nursing informatics, advanced pathophysiology, pharmacotherapeutics, and capstone project (field work practicum)/thesis. 78

80 Dr. Juanita Holliman, visiting assistant professor, joined the Department of Nursing in August, She obtained her Master of Science degree in Nursing from the University of California in San Francisco, a PhD in education and behavioral sciences from Colorado State University and had postdoctoral studies in qualitative and quantitative nursing research at the University of Colorado, Denver. She has held assistant professor, director, and dean positions at other institutions prior to coming to CSU. Dr. Holliman teaches health policy in the MSN curriculum. Monique Germain, assistant professor, and MSN program faculty advisor joined CSU in 1987 as instructor of nursing, was promoted to the rank of assistant professor in 1993 and served as assistant to the chairperson for the Department of Nursing from 2008 to July Ms. Germain was appointed interim chairperson for the Department of Nursing effective July 1, Prior to coming to CSU, Ms. Germain held faculty positions in the Chicago City Colleges from Ms. Germain received a BSN from Rush University in 1997 and M.S. in community health nursing from St. Xavier University in Additionally, she obtained a graduate certificate in nursing education and a graduate certificate in international health (2010) from Arizona State University. Currently, Ms. Germain is a doctoral candidate in adult and higher education at Northern Illinois University. Ms. Germain is a member of Sigma Theta Tau Nursing Honor Society, Trans-cultural Nursing Society, International AIDS Society, and Association of Nurses in AIDS Care. Ms. Germain teaches philosophical and theoretical foundations of nursing practice, and global health in the MSN curriculum. Dr. Debbie Bryant, lecturer, is an alumnus of the CSU nursing program. She obtained her MSN and DNP from Governors State University. She is a member of Sigma Theta Tau International Honor Society of Nursing, Illinois Nurses Association, Black Nurses Association, and National League of Nursing Association. She teaches adult health I & II, maternal-child health, health assessment, bridge and enrichment courses in the BSN program and teaches the ethics component of the Ethics, Policy, Organization, and Financing of Health Care course to MSN students. Dr. Patricia Prendergast, part-time associate professor, has been employed at CSU since She served as department chair from She received her Bachelor of Science in Nursing from Saint Theresa College of Nursing, Winona MN, 1971; Master of Science in 79

81 Nursing from St. Xavier College of Nursing, and Doctor of Nursing Science from Rush University. Dr. Prendergast held faculty positions at several institutions prior to coming to CSU: Research Assistant, Rush University, 1990; Instructor, Evangelical School of Nursing, ; Instructor, Daley College, ; Instructor, Michael Reese Hospital School of Nursing, ; Instructor, Little Company of Mary School of Nursing ; Instructor, St Anthony Hospital School of Nursing, Dr. Prendergast is a member of the American Diabetes Association, American Association of Diabetes Educators, Sigma Theta Tau International Honor Society of Nursing, and the Illinois Nurses Association. She is a well - respected nursing educator with several professional recognitions and awards: 2005 College of Health Sciences Teacher of the year award; 5 times recipient of CSU s Faculty Enrichment grant award, and over $1.5 million in grant support from the US Department of Health and Humans Services (USDHHS) and private foundations. Dr. Prendergast retired from CSU in 2010 after over 20 years of meritorious service, but returned to teach in the MSN program on a part-time basis. Dr. Prendergast teaches the Advances in Health Assessment course in the MSN curriculum. Undergraduate Faculty The academic credentials and expertise of nursing faculty members who teach in the BSN program are presented below: Mary Anderson, assistant professor, earned both a Bachelor and Master s degree in nursing from St. Xavier University in Chicago, IL. She is currently a doctoral student at Northern Illinois University. Prior to assuming a teaching position at CSU, Ms. Anderson spent ten years at Kennedy-King College. Four of those years she served as department chairperson. Ms. Anderson has been co-principal investigator on two grants at CSU: the National Historically Black College and University Research for Health Service and Health Disparities Diabetes Education Outcome Initiative from ; and the HRSA Service Learning Grant from Ms. Anderson worked on the HRSA Career Ladder Grant from , which lead to her role as LPN-BSN Coordinator through the 2009 summer semester. Florence Miller, lecturer, is a certified clinical nurse specialist who joined the Department of Nursing in January Ms. Miller holds a BSN from the University of Illinois at Chicago, MSN in Maternal Child Health from Wayne State University, Detroit, and a MPH in Maternal 80

82 Child Health (Community Health Sciences) from the University of Illinois at Chicago. As the Pediatric Clinical Nurse Specialist at Stroger Hospital of Cook County, she managed and coordinated care for a diverse clientele with complex health conditions. Ms. Miller provided educational programs to patients, families, and staff across the Cook County Health and Hospital System, where she was actively involved in the development of the paper and EMR nursing documentation system. She has also consulted for various private and State health-related programs and served as a reviewer for pediatric procedural texts, as well as, conference abstracts and poster presentations. Beverley Letcher, lecturer and coordinator of the RN-BSN program, obtained her Master s degree in community health nursing from Saint Xavier University and her BS in nursing from North Park University. Prior to CSU, she held a faculty appointment at Malcolm X College, Chicago, IL. Fabienne Williams, lecturer, obtained her Master's degree in nursing from the University of Illinois in 1983 and a BS degree in nursing from Milliken University in Ms. Williams is currently enrolled at Capella University, where she is pursuing her doctoral studies in education. She has held faculty positions at City Colleges of Chicago, St. Xavier University and Decatur Memorial Hospital School of Nursing. Patricia Fleming, lecturer, obtained her MSN from the University of Illinois and a BSN from CSU. Ms. Fleming is currently enrolled at Governors State University, where she is pursuing a doctorate of nursing practice degree. She has held faculty positions at City Colleges of Chicago, South Suburban College, Chamberlain College, Northwest Institute of Health and the University of Illinois. Leonard B. Gilbert, Nursing simulation lab coordinator/adjunct faculty, obtained his MSN in nursing education from Elmhurst College, Elmhurst, Illinois and his BSN from the University of Illinois, Chicago. He has over 30 years of medical education experience, which includes nursing simulation scenario and facility design and implementation. His background includes emergency medicine, cardiac and stroke care. Mr. Gilbert is the Past Chairman for the American Heart Association s Operation Stroke and Regional Advance Cardiac Life Support faculty. He is currently a 32 year veteran of the Chicago Fire Department as a fire/paramedic. Mr. Gilbert has 81

83 received over $300,000 in governmental grants. He has published his research in peer-reviewed journals and has presented at simulation conferences on the topics of simulation in nursing End of life care and safe patient identification practices. Biographical Profile of Non-nurse Instructors Who Currently Teach in the MSN Program Several non-nurse instructors within the College of Health Sciences currently teach in the MSN program. With a careful matching of the expertise of nursing and non-nurse faculty members, students in the MSN program receive a solid, world class education. The academic credentials and expertise of the non-nurse faculty members who currently teach in the MSN program are presented below: Dr. Shakirudeen Amuwo, assistant professor in the Department of Health Studies, obtained his PhD in Public Health Sciences and certificate in health informatics from the University of Illinois at Chicago School of Public Health, and a BS in Molecular and Integrative Physiology from the University of Illinois Urbana/Champaign. Dr. Amuwo was a postdoctoral fellow with the Illinois Public Health Research Fellowship Program and worked at the Chicago Department of Public Health as an epidemiologist. He is also a board member of the American Public Health Association s Black Caucus of Public Health Workers. Dr. Amuwo teaches biostatistics to MSN and MPH students. Dr. Damon Arnold, interim assistant dean of the College of Health Sciences, joined CSU in September He previously served as the 16 th Director of the Illinois Department of Public Health from October 1, August 31, 2011, where he operated an agency of 1123 employees with an annual budget of over 600 million dollars and brought millions of dollars to the State of Illinois. For 26 years, Dr. Arnold served in the Army National Guard as the Commander of the Joint Medical Command and State Surgeon General. He completed 17 overseas missions in Africa, Central America, South America, Europe, the Middle East, and Asia. He was awarded the highly coveted Military Legion of Merit Medal from President Barack Obama for his achievements. Dr. Arnold was also awarded three Army Commendation Medals for his war-time deployments to Iraq and Kuwait, where he served as the Officer in Charge of battlefield medical operations. During these deployments, he functioned as a mechanized infantry Combat Medic, as well as a qualified Flight Surgeon on over 80 field operations. In addition, he has 82

84 received two National Defense Service Medals, as well as awards upon the battle field. Dr.Arnold teaches environmental health and safety to MSN and MPH students. Dr. Patrick Bassey Williams, associate professor, obtained his PhD in public health education/ health promotion from the University of Tennessee, Knoxville. He has served in a variety of administrative roles. At the University of Cross River, Nigeria, he was responsible for the planning, development and implementation of the first BS degree program in health education at that institution. He also served as chair of the department of community health at the University of Uyo, Nigeria, where he initiated and developed the first MS degree program in community health education and health promotion. Dr. Williams also served as the chair of health education curriculum development and coordinator of the HIV Intervention projects at Morris College, South Carolina. He worked with two other faculty members in developing the DrPH degree program, the first of its kind in any Historically Black Colleges and Universities (HBCU), and the MPH degree program at Morgan State University. He served as the chair of the public health program curriculum development and review committee for 4 years. Under his leadership, the MPH/DrPH programs received accreditation in 2004 from the Council on Education for Public Health (CEPH). Between 2004 and 2006, he was an active member of the MPH/DrPH curriculum and accreditation team at Jackson State University. Dr. Williams has published eighteen manuscripts and five research abstracts in peer-reviewed journals. He has supervised eight doctoral dissertations and served as a committee member on six dissertations. Additionally, he has been the recipient of foundation and governmental grants. Dr. Williams teaches behavioral, social and cultural aspects of human disparities, and community health risk assessment to MSN and MPH students. Dr. Yashika Watkins, assistant professor in the Department of Health Studies, obtained her PhD in Public Health Sciences and MPH from the University of Illinois at Chicago (UIC) School of Public Health. She also obtained a BS in Biology, with a minor in Chemistry, from Xavier University of Louisiana. Dr. Watkins was a postdoctoral research trainee in the National Cancer Institute Cancer Education and Career Development Program and a pre-doctoral fellow in the Illinois Public Health Research Fellowship, both at UIC. She is a member of the National Caucus on Arthritis and Musculoskeletal Health Disparities Steering Committee and the Internal Advisory Committee for the Chicago South Side Cancer Disparities Initiative. Dr. Watkins has 83

85 published and presented her research in peer-reviewed journals and conferences, respectively. She teaches health policy management, health issues in minority health populations to MSN and MPH students. Dr. Emmanuel Osunkoya, assistant professor in the Department of Health Studies, obtained his Doctor of Medicine (M.D.) degree from the University of Ibadan, Nigeria and a Master of Public Health degree from Benedictine University, Lisle, Illinois. Dr. Osunkoya has served in many administrative positions at Chicago State University. He is the faculty advisor for the Master of Public Health program and also the Coordinator of the Pre-Physical Therapy program. Dr. Osunkoya co-authored a book entitled: "Epidemiology for Public Health Profession", and has co-authored manuscripts and abstracts in peer-reviewed journals. He is a member of the American Public Health Association. Dr. Osunkoya teaches epidemiology to MSN and MPH students. Dr. William Ebomoyi, professor, obtained his MS degree in community health from Western Illinois University and his PhD in community health, human ecology, and statistics from the University of Illinois. He holds a post-doctorate certificate in epidemiology from the National Institutes of Health. He has received grants from Welcome Foundation, the National Institutes of Health, the Maternal and Child Health Bureau of Public Health Service, Department of Health and Human Services and the Colorado Department of Public Health and Environment. In 1990, he was awarded the American Association for the Advancement of Science Fellowship. He is a board member of the African-American Heritage Foundation in New Orleans, the Northern Colorado AIDS Project and a pioneer member of the National Children Study Group, which was organized by the National Institute of Child Health and Human Development. He also serves on the advisory board of the Marcus Garvey Center and the Weld County Air Quality Commission ( ). Dr. Ebomoyi has published a book and over 40 articles in peer-reviewed journals. He has also supervised several Master s degree theses. He is a member of the WHO Global Environmental Epidemiology committee, American Public Health Association, and the World Bank. He was recently recognized in the Millennium edition of Who s Who in Medicine and Healthcare, and Who s Who in America. Dr. Ebomoyi teaches health education and community advocacy, and global health to MSN and MPH students. 84

86 Dr. Victor A. Ilegbodu, adjunct faculty in the College of Health Sciences, obtained his MPH in Community Health (Urban Health), PhD in Community Science (Epidemiology), and postdoctoral training in water borne infectious diseases at the School of Public Health, University of Texas Health Science Center, Houston. He earned a BS in Psychology/Biology from the University of Houston, MA in Behavioral Science at the University of Houston Clear Lake City and a Doctor of Medicine from Universidad Central del Este. He has served as medical epidemiologist in infectious disease surveillance, prevention and management at local, state and international public health agencies. Dr. Ilegbodu has published six research papers in peer-reviewed journals, including eight published research abstracts. He is an abstract reviewer for American Public Health Association (APHA) annual meeting proceedings, and the Council of State and Territorial Epidemiologists (CSTE) annual conference. He is active in state, federal and international public health associations, including holding national elective office. Dr. Ilegbodu has an extensive expertise in medical planning for public health preparedness and emergency response against man-made and natural disasters in the third largest U.S. City (Chicago). He has been recognized for his active community involvement in addressing community health problems (Houston Mayoral Community Service Recognition, 1993 and National Council on Child Abuse Prevention Network, 1996). Dr. Ilegbodu teaches biological basis of public health and components of the pharmacotherapeutic course. Dr. Thomas Lyons, assistant professor and director of the HIV/AIDS Research and Policy Institute, obtained his doctorate in anthropology from the University of Chicago and did his postdoctoral work in medical anthropology at George Washington University. Dr. Lyons has undertaken qualitative and quantitative work on HIV and AIDS among men who have sex with men, drug users, and incarcerated populations. He is currently the principal investigator of a National Institute of Drug Abuse-funded study to develop an HIV prevention intervention focused on healthy sexuality. Before coming to CSU, Dr. Lyons was a research fellow at University of Illinois at Chicago and a research associate at Treatment Alternatives for Safe Communities, a not-for-profit case management organization for people with addictions in the criminal justice system. Dr. Lyons teaches research methods to MSN and MPH students. Dr. Leslie Roundtree, associate professor and chair of the Department of Occupational Therapy, obtained her MBA with a concentration in health administration from UIC and doctorate in health sciences (occupational therapy) from the University of Indianapolis. She has 85

87 worked as a clinician and administrator for over 20 years in the areas of mental health and longterm geriatric care. Her research focus is on health promotion and community program development for ethnic minority, and at risk populations. Dr. Roundtree recently contributed a book chapter on life skills training for parenting teenagers and has presented nationally and regionally on health promotion initiatives and community programming for at risk groups. She teaches research methods, program planning, foundation theory and management in the graduate program for occupational therapy. Additionally, she has taught aging and health, and health policy in the undergraduate community health program. Dr. Roundtree has supervised graduate students research in occupational therapy, served on two thesis committees and one doctoral dissertation committee. She has co-authored over $3 million in funded training grants from USDHHS, Health Resources Service Administration (HRSA) and the US Department of Education. Dr. Roundtree teaches health care financing in the MSN program. 86

88 Appendices

89 APPENDIX 1A Chicago State University Department of Nursing Comprehensive Examination Grading Rubric Content = 90 points Items Poor ( 50 points) Marginal (51 65 points) Original Thinking Interpretation of concepts Analysis or synthesis of central concepts Supporting details or examples Use of vague generalities or clichés Demonstrates unacceptable knowledge of the subject matter. Shows lack of insight or original thinking. 10 points Exhibits numerous or substantial errors in interpreting concepts. 10 points Fails to incorporate analysis or synthesis of central concepts of the subject. 10 points Fails to provide supporting details or examples. 10 points Relies on vague generalities and clichés. 10 points Demonstrates minimal knowledge of the subject. Shows minimal evidence of insight or original thinking points Exhibits some errors in interpreting concepts points Incorporates minimal analysis or synthesis of central concepts of the subject points Provides few details and examples points Relies mostly on vague generalities and clichés points Competent (66 80 points) Demonstrates acceptable knowledge of the subject matter. Shows some insight, creativity, and original thinking points Exhibits reasonable interpretation of concepts points Incorporates some analysis and synthesis of central concepts of the subject points Provides some detailed and specific examples points Few vague generalities and clichés points TOTAL SCORE ( 90 POINTS) Exemplary (81 90 points) Demonstrates indepth knowledge of the subject matter. Shows highly original and creative thinking points Exhibits reflective interpretation of concepts points Incorporates critical analysis and synthesis of central concepts of the subject points Provides detailed and numerous specific, vivid examples points Avoids vague generalities and clichés points Student s Score 88

90 APPENDIX 1B Chicago State University Department of Nursing Comprehensive Examination Grading Rubric Organization and Writing = 10 points Items Poor ( 5 points) Marginal (6 7 points) Demonstrates unacceptable organization and writing skills. Demonstrates minimal organization and writing skills. Competent (8 9 points) Demonstrates acceptable organization and writing skills. Exemplary (10 points) Demonstrates indepth organization and writing skills. Student s Score Organization of written contents Shows lack of organization of the written contents. 1 points Shows minimal organization of the written contents. 2 points Shows some organization of the written contents. 2.5 points Written contents show professional quality. 3 points Expression of Ideas Expression of ideas is unclear. 2 points Expression of ideas is minimally clear. 3 points Expression of ideas is reasonably clear. 4 points Expression of ideas is very clear. 4 points Grammar and spelling Sentences and paragraphs are difficult to read and understand due to poor grammar and spelling errors. 2 points The essay contains numerous grammatical and spelling errors. 2 points The essay contains minimal grammatical and spelling errors. 2.5 points The essay contains no grammatical and spelling errors. 3 points TOTAL SCORE ( 10 POINTS) 89

91 APPENDIX 2 Chicago State University College of Health Sciences Master of Science in Nursing (MSN) Program Practicum Registration Form Which class? (Fill in) (Fill in) Credits 3 Contact Hours 300 Semester of Practicum (Circle one): Spring / Summer / Fall Year: Student Name: ID #: Home Address during Internship: Student s Address: Name and Address of the Agency: Agency Practicum Supervisor: Agency Address: Agency Signature: (Signature of Agency Preceptor) Agency Phone Number (where you can be reached): Legal Address of Agency: Will you be considered an employee of the agency? (Circle one): Yes No Practicum Will Start: Practicum Will End: Faculty Signature: (Signature of Faculty Internship Supervisor) 90

92 APPENDIX 3 Chicago State University College of Health Sciences Master of Science in Nursing (MSN) Program NURS 5122 Practicum Learning Agreement Semester: Year: Student s Name: UIN #: Cell Phone: Preceptor s Name: Title: Phone: Organization: Address: Beginning Date: Hours/Week on site: Hours/Semester: Provide a brief description of your overall learning goals. (What do you want to learn as a result of participating in the practicum?) Learning Objectives (Instructions for student and preceptor) Describe the learning objectives to guide the student s experience. Learning objectives are statements of what the student will LEARN as a result of their experience and activities. The learning objectives should be followed by a brief description of the activities to be performed by the student to meet the learning objective. This format allows the student, preceptor and advisor to see how the activities relate to what the student will learn as a result of performing the activity. When the learning objectives and activities have been agreed upon between the preceptor and student, the student should complete the following section. Learning Objectives: As a result of the specified activity the student will be able to: (Use verbs to demonstrate skills and knowledge to be learned) such as: analyze, synthesize, utilize, construct, develop, etc. Activities: Briefly describe the activities the student will do in order to achieve the learning objective. There ought to be clear association between the learning objective and the activities. Learning Objective 1: Activities: 91

93 Learning Objective 2: Activities: Learning Objective 3: Activities: Learning Objective 4: Activities: Approval Signatures: MSN Student Capstone Project Faculty Advisor Chicago State University Date Faculty Preceptor Date Student Date 92

94 APPENDIX 4 Chicago State University College of Health Sciences Master of Science in Nursing (MSN) Program Capstone/Thesis Template Title page Project Title An independent capstone project submitted in partial fulfillment of the requirements for the award of a Master of Science in Nursing degree from the College of Health Sciences at Chicago State University by John Doe (Name of Student) Date: Month, Year 93

95 Project Approval Page Project Title by John Doe (Name of Student) We hereby certify that the above student has successfully completed requirements for the independent capstone or thesis project on xxxx (Date, Month, Year). Approval Project Advisor: Name Signature Chairperson: Name Signature Dean (For Thesis projects only): Name Signature 94

96 Acknowledgement Page 95

97 Table of Contents Page(s) Title page Approval List of Tables, and Figures Acknowledgement Abstract i ii iii iv v INTRODUCTION Research Questions/Purpose of Study 1 Review of the Literature 1 Statement of the Problem 2 Purpose of the Study 3 Study Objectives 14 Hypotheses 15 Operational Definition 15 Assumptions 15 METHODOLOGY Sample 17 Pilot and Survey 18 Instrumentation 19 Research Design 20 Procedures 21 Data Analysis 23 RESULTS 25 DISCUSSION 27 96

98 Limitations 29 Clinical Implications/Significance 30 CONCLUSION TABLES, Figures, Illustrations Table 1: Title 17 Table 2: Title 18 Table 3: Title 19 Table 4: Title 24 Table 5: Title 24 Table 6: Title 25 Figure 1: Title 20 Figure 2: Title 24 Figure 3: Title 25 References 32 Appendices 34 97

99 Abstract Page Title: Purpose: Methodology (Description of subject/sample, research design, or conceptual framework, statistical analysis) Results (if applicable): Conclusion 98

100 Appendix 5 Chicago Sate University Department of Nursing NURS 5122 Nursing Practicum Practicum Agency Supervisor Evaluation Form For each of the following items, mark the extent to which you observed the stated characteristics during the MSN student practicum experience. Although comments are not required, they are recommended for clarification especially if the student receives a low rating. Practicum Rubric: Did the student seek opportunities for and participate in the professional community? Did the student recognize, accept and/or complete professional obligations in a timely manner? Did the student demonstrate ethical behavior? Practicum Experience Does the Student's results Student's Student used Student Practicum practicum will practicum current applied had little apply significantly replicated research general connection programmatic add to the and/or validated based professional with knowledge? knowledge base current best practice in knowledge in professional of the field. practice of the design of the practicum Student/practicum was instrumental in systemic change in the practicum site Practicum was completed with outstanding results, as planned, with exceptional feedback from supervisor(s). Student demonstrated excellent and exceptional ethical behavior. field. Student was involved in significant change activities. Practicum was completed as planned, with good feedback from on-site supervisor(s). Student demonstrated good ethical behavior. Total Score practicum Student worked with professional staff at the practicum site. Practicum was successful in accomplishing learning objectives. Student demonstrated adequate ethical behavior. Student had minimal contact with site personnel. Practicum was completed, but had changes from the original plan. Student demonstrated ethical behavior, but had minor problems. practice. Student had no contact with site personnel. Practicum was not implemented as planned. Student demonstra -ted inadequate ethical behavior. Score Agency Supervisor (print or type) Agency Student Signature Agency Supervisor (signature) Date Semester 99

101 APPENDIX 6 Chicago State University College of Health Sciences Master of Science in Nursing (MSN) Program NURS 5125 Thesis Proposal Registration Form Semester: Year: Student s Name: UIN #: Cell Phone: Project Beginning Date: Students who will be involved in research on human subjects must have completed the NIH Ethics training on the web and attended the CSU Institutional Review Board (IRB) Training*, and MUST receive IRB approval before commencement of data collection or analysis. (Human subject research include surveys, interviews, secondary analysis of data). * A copy of the IRB Training Certificate MUST accompany this registration. For activities involving human subjects research, please choose one of the following: IRB approval pending IRB approval number Describe in order of preference your research interest: Indicate your preferred faculty advisor to supervise the thesis project: Attestation: All the required prerequisites for registering for NURS 5125 have been met by: Student s Name Student s Signature and Date Thesis Advisor s Signature and Date Please return the completed and signed form to the Student Capstone Project Faculty Advisor. 100

102 APPENDIX 7 Chicago State University College of Health Sciences Master of Science in Nursing (MSN) Program NURS 5125 Thesis Research and Defense Form Semester: Year: Student s Name: UIN #: Cell Phone: Project Beginning Date: Provide a brief description of your research (Give relevant background information, statement of the problem and purpose of the research.) State the research objectives: Describe the Methodology for the Research (sample, research design, instrumentation and procedures): Approval Signatures: Thesis Chair Date Department Chair Date Thesis Committee Member 1 Thesis Committee Member 2 Student 101

103 APPENDIX 8 Chicago State University College of Health Sciences Master of Science in Nursing (MSN) Program Pregnancy Form Pregnancy Form DATE: STUDENT NAME: ADDRESS: TELEPHONE: PHYSICIAN: NAME: ADDRESS: TELEPHONE NUMBER: FAX: CURRENT STATUS: I am aware of the potential exposure to diseases and the danger to pregnant students and their unborn fetus, which may occur during clinical experiences. Date: Date: Student Signature: Faculty Signature: Date: Chairperson: 102

104 APPENDIX 9 Chicago State University College of Health Sciences Master of Science in Nursing (MSN) Program INCIDENT REPORT FORM Any student sustaining an accidental exposure (puncture wound or mucous membrane) at the clinical site must adhere to the following guidelines. 1. Immediately notify your clinical instructor and apply antiseptic intervention. Follow the guidelines of your health care agency. a. Complete their incident report. b. Receive care in their employee service department or emergency room. 2. If the above is not possible, the student should follow OSHA guidelines and receive care within 24 hours. 3. Complete the CSU Department of Nursing Incident Report form shown below. 4. Follow CDC guidelines for significant occupational exposure and receive confidential testing and counseling. Student records will be kept separate and are accessible only by written consent of the individual student. The student is responsible for the cost of testing and treatment incurred as a result of a cutaneous puncture. If a student refuses to complete testing and treatment for any reason, he/she must sign a waiver. HIV positive students must follow the guidelines of CDC regarding client contact in the clinical area. All agency policies must be adhered to. The department will consult with the personal health care provider of the student. A written plan and policy will be developed on an individual basis. Name: Address: Telephone: Course/Section: Sex: Age: Birth Date: 103

105 Date of Incident: Location of Incident: Type of Incident (Please describe completely): Action Taken: Follow-up Plan: Others Involved: Witnesses: Student Signature: 104

106 Faculty Report: Faculty Signature: Required Signatures and Dates: Staff: Date: All Parties Involved: Date: Chairperson: Date: Assistant Dean: Date: Dean: Date: 105

107 APPENDIX 10 Chicago State University College of Health Sciences MSN Program Evaluation Plan PART 1 STUDENTS DATA COLLECTION FREQUENCY and TIMING RESPONSIBLE PERSONNEL FOR ADMINISTRATION PERSONNEL RESPONSIBLE FOR SUMMARIZA- TION and WRITTEN REPORT FOLLOW UP LOCATION OF REPORTS Student Demographics Each Semester Admissions, Progressions, Retention Committee (APRG), Course Director, Chairperson APRG Committee, Course Director, Chairperson, Assessment Coordinator APRG Committee Chair of APRG Committee s Office, Chairperson s Office Main Nursing Office Term Papers for Core Courses NURS 5000 NURS/PUBH 5117 NURS/PUBH 5111 NURS 5145 Each semester of course offering. Course Director and Team Members Course Director and Assessment - Coordinator MSN Program Coordinator MSN Program Coordinator s Office Accreditation Room Main Nursing Office NURS/PUBH 5115 NURS 5135 NURS 5146 Student s Clinical Evaluation End of Clinical Rotation Preceptors Course Directors Course Directors Course Directors Assessment Coordinator Chairperson s Office Main Nursing Office Comprehensive Examination At the completion of all core courses and before practicum and capstone/thesis courses. MSN Program Coordinator MSN Program Coordinator and Assessment Coordinator Senior Level Coordinator, APRG Committee, Chairperson Chair of APRG Committee s Office NLNAC Self- Study Room Capstone Project / Thesis End of Program Course Director Course Director MSN Program Coordinator Assessment Coordinator Accreditation Room University Main Library 106

108 PART II CURRICULUM DATA COLLECTION FREQUENCY and TIMING RESPONSIBLE PERSONNEL FOR ADMINISTRATION PERSONNEL RESPONSIBLE FOR SUMMARIZATION and WRITTEN REPORT FOLLOW UP LOCATION OF REPORTS Exit Survey End of Program Chairperson Student Affairs Committee, Assessment Coordinator Chairperson Chairperson s Office Main Nursing Office Employer Survey End of spring semester- (odd years) Student Affairs Committee, Chairperson Student Affairs Committee, Assessment Coordinator Student Affairs Committee, Chairperson Chairperson s Office Main Nursing Office Student s Evaluation of Clinical Site End of Clinical Rotation Course Directors, Clinical Instructors Course Directors Course Directors Assessment Coordinator Chairperson s Office Main Nursing Office Preceptor Evaluation by the student End of spring semester Course Director Course Director Course Director Main Nursing Office Alumni Survey 1,3,5, years post graduation Chairperson Assessment Coordinator, Curriculum Committee Alumni Coordinator Main Nursing Office Graduate Certification Certified Nurse Educator (CNE) Community Health Nurse (RN-BC or APHN-BC) 1,3, 5 years post graduation Chairperson Assessment Coordinator, Curriculum Committee Assessment Coordinator Main Office Accreditation Room Nurse Executive Advanced (NEA-BC) 107

109 PART lll FACULTY and STAFF DATA COLLECTION FREQUENCY and TIMING RESPONSIBLE PERSONNEL FOR ADMINISTRATION PERSONNEL RESPONSIBLE FOR SUMMARIZATION and WRITTEN REPORT FOLLOW UP LOCATION OF REPORTS Evaluation of Credentials Upon Hire (License on Renewal) Chairperson Department Search Committee Search Committee Chairperson Dean Chairperson Faculty Files-In Chairperson s Office, Dean s Office and Human Resources. Students Evaluations of Faculty At the Completion of Each Course Online Evaluation prepared by the Center for Teaching and Research Excellence (CTRE) CTRE Chairperson, Dean Chairperson Faculty Files-In Main Nursing Office Peer Evaluations End of fall and spring semesters Faculty Chairperson Faculty Faculty Files- In Chairperson s Office, Faculty s Portfolios Chairperson s Evaluation of Faculty Annually Chairperson Chairperson Chairperson Faculty s Portfolios Faculty s Files-in the Chairperson s Office Dean s Office, Human Resources Department Evaluation of MSN Program Coordinator Annually Chairperson Chairperson Chairperson Faculty s Portfolios Faculty s Files-in the Chairperson s Office Dean s Office, Human Resources Department Chairperson s Evaluation Annually Provost s Office Provost Dean Provost s Office Human Resources Department Secretaries Evaluation by Chairperson Annual Chairperson Chairperson Chairperson Chairperson s Office Human Resources Department 108

110 Part lv Chairperson DATA COLLECTION FREQUENCY and TIMING RESPONSIBLE PERSONNEL FOR ADMINISTRATION PERSONNEL RESPONSIBLE FOR SUMMARIZATION and WRITTEN REPORT FOLLOW UP LOCATION OF REPORTS Faculty Evaluation of Chairperson Annually Provost s Office Provost Dean Provost s Office Dean s Evaluation of Chairperson Annually Dean s Office Dean Dean Dean s Office 109

111 APPENDIX 11 A Chicago State University College of Health Sciences Master of Science in Nursing (MSN) Program Clinical Evaluation Survey Student s Self-Reflective Tool Student Learning Audit Instructions: Please think back over the past semester in your life as a student in the MSN program and complete the following sentences as honestly as you can. 1. Compared with this time last semester, I now know that 2. Compared with this time last semester, I am now able to 3. Compared with this time last semester, I could now teach another student how to 4. The most important thing I have learned about my life as a student during this semester is 5. The most important thing I have learned about my learning this semester is 6. The assumptions I had about teaching and learning that have been most confirmed for me this semester are that 7. The assumptions I had about learning that have been most challenging for me this semester are that 8. The most important thing I learned about myself this semester is 110

112 As you read through the responses to these open-ended statements you can start sorting them by asking yourself a series of questions: a. How much of your learning is in an entirely new area? A Great Deal Some A Little None b. How much of the learning is a refinement, rethinking, or adaptation of something you already know or can do? A Great Deal Some A Little None c. Is the learning of no great significance or does some of it appear to have transformed your life in some way? A Great Deal Some A Little None d. How much of the learning confirms your existing practices and assumptions? A Great Deal Some A Little None e. How much of the learning challenges your typical ways of thinking? A Great Deal Some A Little None Adapted from Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. Boston: Allyn & Bacon,

113 Appendix 11B Chicago State University College of Health Sciences Master of Science in Nursing (MSN) Program Clinical Evaluation Survey Evaluation of Practicum Agency Used by MSN Students Directions: This form is to be completed by the practicum faculty and Master of Science in Nursing (MSN) students at the conclusion of each practicum experience. Name of Facility: Date: Faculty Member: Student: Course: Please rate the following issues using the following rating scale: 3 = Always 2 = Usually 1 = Seldom 0 = Never ISSUES The policy and manuals are available to student Information is provided to student regarding manuals Information is provided to student regarding policy Information is provided to student regarding educational programs Information is provided to student regarding opportunities for practicum experiences. 6 The preceptor recommends clients and experiences for student s learning The preceptor shares information with the student The preceptor presents positive role models The preceptor recognizes opportunities for learning There is a program of orientation for the student Revised 5/01/13 112

114 Appendix 12 Chicago State University College of Health Sciences Master of Science in Nursing (MSN) Program MSN Students Exit Survey Students Exit Survey Term: Year: Name: Date: Address: City, State, Zip: Telephone: (OPTIONAL): place of employment: Alternative address where you receive your mail: Name: Address: City, State, Zip: Address: Telephone: Relative Phone Number: 113

115 Student Exit Survey Please rate the adequacy of the MSN program by completing this questionnaire. ADEQUACY OF CURRICULUM Core Courses Philosophical and Theoretical Foundations of Nursing Practice Research Methods Biostatistics and Computer Applications Ethics, Policy, Organization, and Financing of Health Care Behavioral, Social and Cultural Aspects of Health Disparities Nursing Informatics Health Care Ethics Concepts Health Promotion and Disease Prevention Field Practicum Capstone Project / Thesis Practicum Clinical Agencies provided opportunities for advanced nursing practice. Preceptors provide opportunities for advanced nursing practice. Very Good Good Fair Poor Does not apply ADEQUACY OF HUMAN RESOURCES Very Good Faculty Teaching Faculty Mentoring Faculty Caring Teaching methods (i.e. lecture, discussion, use of audiovisual aids, field trips, etc.) Good Fair Poor Does not Apply ADEQUACY OF MATERIAL, PHYSICAL RESOURCES & SERVICES Availability of Computers University Library Resources MSN Program Advisor Very Good Good Fair Poor Does not Apply 114

116 Tutoring Financial Aid Career Development Services Counseling Services Please comment on what you like about the program: Please comment on what needs improvement: 115

117 Appendix 13 Chicago State University College of Health Sciences Master of Science in Nursing (MSN) Program MSN Program Alumni Survey As a graduate of the MSN program at Chicago State University, please complete this survey by answering the following questions by placing a check (x) or circling the appropriate answers. Space has been provided for your feedback. DEMOGRAPHIC DATA 1. Gender Male Female 2. Age yrs yrs yrs yrs. 3. Race/Ethnicity White African Amer. Asian/Pacific Isl. Native American Hispanic Other (specify) 4. Martial Status Married Single Widowed Divorced/ Separated 5. Current Salary Range 50,000-59,000 60,000-75,000 >75,000 The following questions pertain to the MSN degree you were awarded 6. Year/semester enrolled at CSU: 20 Fall Spring Summer 7. Year/semester you began the MSN program: 20 Fall Spring Summer 8. Year/semester graduated with the MSN degree: 20 Fall Spring Summer 9. Current level of educational attainment: a. MBA c. MA. e. EdD g. PhD b. MSN d. MS. f. DNSc h. Other (specify) 10. Do you currently hold any National Certification? 11. Are you presently enrolled in school? a. No a. No b. Yes b. Yes Area of certification Year of certification Name of School Address Major 12. Do you plan to plan to enroll in a graduate program within the next 5 years? a. No b. Yes (specify degree) (specify area of study) 13. Are you currently employed in nursing? a. No b. Yes* (specify facility) (Practice Area) *(Skip to Question 15) 14. Indicate the major reason you are unemployed in nursing. a. Family Responsibility d. Enrolled in School b. Retired e. Health Related Problems/Needs c. Employed in a field other than nursing f. Other (specify) Name the field 15. What is your current employment status? a. Employed Full-Time Nursing d. Unemployed g. Self-Employed b. Employed Part-Time Nursing e. Student h. Other (Specify) c. Employed Outside of Nursing f. Retired 116

118 16. Place of Primary Employment: a. School Health d. School of Nursing g. Occupation Health b. Hospital/Multi-Hospital System e. Home Care h. Community Public Health Agency c. Nursing Home f. Government Health i. Other (specify) 17. Number of months in current position: Number of positions worked since graduation, including current position: 18. What is your clinical specialty? a. Community Health e. Women s Health h. Administration b. Family Health f. Adult Health i. Research c. Aging g. Child Health j. Education d. Maternal Health 19. What is your current position? a. Administrative/Supervisor/Coordinator f. Midwife k. In-Service Educator b. Consultant g. Asst. Clinical Manager l. Researcher c. School Nurse h. Staff Nurse m. Public/Community Health d. Faculty-Academic i. Nurse Practitioner Nurse e. Nurse Anesthetist j. Clinical Specialist n. Other: (specify) Masters or Above 20. How long did it take you to obtain employment with your MSN degree after graduating from CSU? Number of months: 21. Did you secure the type of position/job for which you were looking? a. No (Explain) b. Yes 22. Did you believe that the position/job obtained was commensurate with your MSN degree? a. No (Explain) b. Yes 23. Which term best describe the area where you work presently? 24. Which population does your job serve? a. Rural a. Majority (White) b. Inner City b. Minority c. Suburban * Black d. Small town * Latino * Other (specify) The following questions pertain to professional activities since you graduated: 25. Circle all that apply to the professional organization of which you are a member. a. American Nurses Association d. American Public Health Assoc. b. National Black Nurses e. Other (Specify) c. Sigma Theta Tau (Honor Society) f. Other (Specify) 26. Number of CEUs obtained within the last year 27. Since graduation circle all that applies to your participation in professional nursing organizations (outside place of employment). a. I attend meetings or organizations/workshops e. I have been chair of a committee b. I hold no memberships in professional organizations f I have been member of a committee c. I am a member, but not actively involved g. I have been appointed as an officer d. I have been elected as an officer h. No Participation 28. Have you taken the national certification exam? a. No b. Yes If yes indicate which one 29. Did you pass the national certification examination the first time? a. No b. Yes 30. How many times did you take the national certificate examination?

119 31. When you prepared for the national certification examination, did you take an additional review course after graduation? a. No b. Yes 32. Did the Department of Nursing adequately prepare you for the national certification examination? a. No b. Yes 33. What could the Department of Nursing have done to better prepare you for the national certification examination? 34. What recommendations would you make to improve the Department of Nursing MSN curriculum? 35. Comments: EFFECTIVENESS OF THE MSN PROGRAM Please respond to the following questions on the MSN program using the Likert scale from 1(needs improvement) to 3(excellent): ADEQUACY OF CURRICULUM Core Courses 36. Philosophical and Theoretical Foundations of Nursing Practice 37. Research Methods in Health Sciences 38. Biostatistics and Computer Applications 39. Ethics, Policy, Organization, and Financing of Health Care 40. Behavioral, Social and Cultural Aspects of Health Disparities 41. Nursing Informatics 42. Health Care Ethics Concepts 43. Health Promotion and Disease Prevention Field Practicum 44. Clinical Agencies provided opportunities for advanced nursing practice. 45. Preceptors provide opportunities for advanced nursing practice. ADEQUACY OF FACULTY 46. Faculty Teaching 47. Faculty Mentoring 48. Faculty Caring 49. Faculty Scholarship 50. Faculty Research 51. Teaching Methods (i.e., lecture, discussion, use of audiovisual aids, field trips, etc.) 52. Enthusiasm for Nursing ADEQUACY OF MATERIAL RESOURCES 53. Availability of Computers 54. Library 55. Faculty Advisement 56. Tutoring 57. Financial Aid Needs Improvement 1 Satisfactory 2 Excellent 3 118

120 Appendix 14 Chicago State University College of Health Sciences Master of Science in Nursing (MSN) Program Employer Survey of MSN Program Graduates SURVEY OF EMPLOYERS OF CHICAGO STATE UNIVERSITY GRADUATES 1. How many Chicago State University MSN graduates do you employ in your facility? (Specify) 2. How would you describe your facility? Hospital Setting Out-Patient Clinic Nursing Home/Geriatric Public Health/Community Based School/Education Setting Hospice/Palliative Care Other (Specify) 3. How long has your facility been employing CSU MSN graduates? 1 Year or less 2 3 Years 4 4 Years 5 Years or more 119

121 4. In what areas of practice were most of our graduates hired? (Please specify numbers) Medical/Surgical Nursing ICU/CCU Maternity/Newborn Pediatrics Geriatrics Mental Health Public Health School Health Occupational Health Emergency Room Clinical Instructor/ Teaching Other (specify) 5. Compared to nurses who graduated from other MSN programs with similar years of clinical experience, how would you rate our graduates? Extremely satisfied Satisfied Not satisfied 6. Overall, how satisfied are you with the clinical competence and professionalism of Chicago State University MSN graduates? Extremely satisfied Satisfied Not satisfied 7. Please evaluate the preparation that our MSN graduates received for advanced practice in the following areas: Areas More than adequate for entry level (3) Adequate for entry level (2) Inadequate for entry level (1) Not applicable Nurse Educator Community Health Nurse 120

122 Nurse Administrator Demonstrate caring Use appropriate technology Act professionally Use research findings to improve nursing practice Seek self-improvement 8. In what areas of nursing did our graduates impress you most? 9. Are there other specific areas in which you feel our graduates needed more thorough preparation? 10. Do you have any additional comments or information? Thank you for your participation. Please return completed form to: Chicago State University Department of Nursing 9501 S. King Drive/BHS 200A Chicago, IL

123 Appendix 15A Chicago State University College of Health Sciences Master of Science in Nursing (MSN) Program Student Grievance: Petition for Hearing Form Student Grievance Form PETITION FOR HEARING This form is to be completed by the student and returned to the instructor along with any supporting documentation. Instructor: Program: Course No./Title: Term/Year: GRIEVANCE: State in specific terms your grievance(s). If you have more than one grievance, number and state each one as a separate item. Attach additional sheets, if necessary. I hereby request that a formal grievance procedure be initiated. Signature of Student Date 122

124 Appendix 15B Chicago State University College of Health Sciences Master of Science in Nursing (MSN) Program Grievance Procedure Routing Sheet GRIEVANCE PROCEDURE Routing Sheet STEP 1. Conference between student and instructor. Date of Conference: Signature of Student: Signature of Instructor: STEP 2. Hearing before program level grievance committee. Date of Hearing: Signature of Student: Signature of Instructor: STEP 3 Conference between student and program director/chair. Date of Conference: Signature of Student: Signature of Program Director/Chair STEP 4. Hearing before college level grievance committee. Date of Hearing: Signature of Instructor 123 Signature of Student: