RN-BS Nursing Program Handbook

Transcription

1 Academic Policies Professional Standards Program Curricula Student Resources RN-BS Nursing Program Handbook

2 Table of Contents Purpose.p.4 About the Program...p.4 Mission of the Program...p.5 Conceptual Framework.p.5 Transformative Learning Framework..p.6 RN-BS Program Learning Outcomes p.8 RN-BS Student learning Outcomes..p.10 SUNY Canton RN-BS Course descriptions..p.11 SUNY Canton RN-BS Curriculum Outline..p.12 Student Learning Outcomes & Related Individual Nursing Course Objectives...p.15 Course Progression/Graduation Requirement.p.40 Admission Requirement...p.40 Policy Development and Implementation p.42 Accountability..p.42 2

3 Expectations of Nursing Students and Accommodations.p.42 Integrity Policy p.43 Professional Behavior...p.43 Academic Advisement p.44 Student Financial Information/Assistance p.44 Clinical Preceptor Experience p.46 Student Activities.p.48 Frequently Asked Questions...p.50 General Education Requirements.p. 56 3

4 Introduction Purpose of the RN-BS Handbook Welcome to the SUNY Canton RN-BS School of Nursing Handbook. This Handbook has been developed as a tool to overview the program specific academic policies, procedures and resources. It is a work in progress that evolves to meet the needs of the students, curriculum changes, or to provide new information related to the program. The handbook provides program-specific information about nursing curricula, department personal, policies and procedures, and strategies for successful completion of the program. Students who are admitted for and enrolled in the academic year are subject to the policies and procedures outlined within this handbook. The University reserves the right to change any provision, offering, requirement, or fee at any time within the student s enrollment period. The SUNY Canton RN-BS School of Nursing further reserves the right to require a student to withdraw from the university, for just cause, at any time. SUNY Canton Nursing Program Our college was originally founded in 1906 with the Associate Degree Nursing Program established in 1966 by Virginia McAllister. The nursing program is recognized as the provider of caring and competent Registered Nurses. The online RN-BS program began in the fall The online RN-BS nursing program combines general education and nursing courses. Lecture content, case scenarios, discussion board activities, and clinical preceptor experiences in area hospitals, long term care facilities and other community health agencies as appropriate based on the educational needs of the students. Graduates earn a BS in Nursing. The SUNY Canton online RN-BS program is registered by the New York State Education Department, which is responsible to the Board of Regents. The board is recognized by the U.S. Department of Education as a national accrediting body for nursing education programs. The program received a five year ACEN accreditation May

5 COLLEGE MISSION AND RN-BS NURSING PROGRAM MISSION STATEMENTS College RN-BS Nursing Program Philosophy Mission A Student-Centered Philosophy by keeping students' best interests at the center of everything that we do. SUNY Canton is dedicated to providing a progression of accessible, affordable, high-quality applied programs that enable students in the North Country, New York State, and beyond to achieve their highest potential both personally and professionally. The nursing program at SUNY Canton strives to create a transformative learning environment where the individual gains greater understanding of themselves and the world around them. Critical thinking activities facilitate self-reflection which enhances the transformative process. Education is viewed as a mentoring relationship based on mutual respect and understanding that recognizes the diverse needs of the learner and empowers the learner to achieve their highest level of potential. The SUNY Canton RN-BS Nursing program believes that: Communities are comprised of unique individuals and aggregates who maintain values and beliefs originating from their life-world possess specific needs and are capable of making decisions by themselves, with others, and/or by proxy. Health and well-being are dynamic lived experiences uniquely defined by the individual and community within the context of culture and environment. Nursing is a holistic profession that provides a service to society that is culturally sensitive, evidence based, collaborative, and individualized. Utilizing the nursing process, the nurse facilitates transformation within the individuals, groups, and communities to attain desired outcomes. A transformative learning environment facilitates success of nontraditional learners. The SUNY Canton Nursing program s mission is to educate students in a safe and supportive environment that is respectful of diversity and encourages accountability to self, clients, and society. Faculty members facilitate students learning experiences in order to foster their ability to meet program outcomes and objectives. 5

6 COLLEGE AND NURSING PROGRAM VALUES STATEMENTS College A Student-Centered Philosophy... by keeping students' best interests at the center of everything that we do. Excellence... by challenging everyone to perform at a consistently high level through continuous quality improvement. Integrity... by treating others with honesty and respect during every interaction. Success... by creating an environment that encourages maximum personal and professional growth and helps students translate that growth into meaningful action. Diversity... by fostering a culture of inclusiveness that values individual differences, gives voice to all in the campus community, promotes the free exchange of ideas based on merit, and encourages a global perspective. Access... by offering affordable career- oriented public higher education to motivated, mature and disciplined students through innovative delivery methods. Sustainability... by implementing viable long-term options for resource usage, disaster management, transportation, and waste management in connection with all campus activities and weaving sustainability concepts throughout the curriculum. Flexibility... by embracing change to better address the needs of the college community and society at large. RN-BS Nursing Program The RN-BS Nursing program at SUNY Canton values and strives to create a transformative learning environment where the person s self-awareness is raised in order to move to a higher level based on the individual s reality. Education plays a key role in transformative learning. Education is viewed as a mentoring relationship based on mutual respect and understanding that recognizes the diverse needs of the learner and empowers the learner to achieve their highest level of potential. The SUNY Canton Nursing program believes that: People are unique, holistic individuals with values and beliefs that originate from their life-world, who have specific needs and are capable of making decisions by themselves, with others, and/or by proxy. Health and well-being are dynamic lived experiences uniquely defined by the individual within the context of culture and environment. Nursing is a unique profession that provides a service to society that is culturally sensitive, evidencebased, collaborative, and individualized. Utilizing the nursing process, the nurse facilitates transformation within individuals and groups to attain desired outcomes. 6

7 Nursing Program Student Learning Outcomes Derived from the NLN Standards and College Student Learning Outcomes College s Student Learning Outcomes Critical Thinking Professional Behaviors Inter/Intrapersonal Communication NLN 2010 Standards Nursing Judgments - Make judgments in practice, substantiated with evidence, that synthesize nursing science and knowledge from other disciplines in the provision of safe, quality care and that promote the health of patients, families, and communities. Professional Identity Express one s identity as a nurse through actions that reflect integrity, a commitment to evidence-based practice, caring, advocacy, and safe, quality care for diverse patients, families, and communities; and a willingness to provide leadership in improving care. Human Flourishing - Incorporate the knowledge and skills learned in didactic and clinical courses to help patients, families, and communities continually progress toward fulfillment of human capacities. Spirit of Inquiry Act as an evolving scholar who contributes to the development of the science of nursing practice by identifying questions in need of study, critiquing published research, and using available evidence as a foundation to propose creative, innovative, or evidence-based solutions to clinical practice problems. RN-BS Program Student Learning Outcomes Demonstrate critical thinking and decision making that utilizes the nursing process and evidence-based practice in the delivery of care to culturally diverse individuals, families, groups, and community. Synthesize knowledge from the liberal arts and nursing to promote the health and well-being of culturally diverse individuals, families, groups, and communities. Utilize nursing theory/conceptual frameworks, nursing research, and evidence-based practice in addressing the nursing care needs of culturally diverse individuals, families, groups and communities. Integrate legal and ethical concepts with the leadership role to advance and promote the health and well-being of culturally diverse individuals, families, groups, and communities. Participation as nurse leaders on interdisciplinary care teams to influence positive social change and health care policy. Commitment to life-long learning and the advancement of the nursing profession. Incorporate leadership theory to the nurse manage role in the collaboration, coordination, and provision of nursing care in health care settings. Apply knowledge from nursing, humanities, biological, and social sciences to plan, implement, and evaluate care for sick and well individuals, families, groups, and communities. Planning and implementing educational activities that empower individuals, families, group, and communities to manage their health care at the local, national, and global level. Collaborate with health care colleagues to promote holistic health care for individuals, families, groups, and communities. 7

8 RN BS Mission of the Nursing Program The SUNY Canton Nursing program s mission is to educate students in a safe and supportive environment that is respectful of diversity and encourages accountability to self, clients, and society. Faculty members facilitate students learning experiences in order to foster their ability to meet program outcomes and objectives. Conceptual Framework The nursing Program at SUNY Canton strives to create a transformative learning environment where the individual gains greater understanding of themselves and the world around them. Critical thinking activities facilitate self-reflection which enhances the transformative process. Education is viewed as a mentoring relationship based on mutual respect and understanding that recognizes the diverse needs of the learner and empowers the learner to achieve their highest level of potential. The SUNY Canton RN-BS Nursing program believes that: v Communities are comprised of unique individuals and aggregates who maintain values and beliefs originating from their life-world, possess specific needs, and are capable of making decisions by themselves, with others, and/or by proxy. v Health and well-being are dynamic lived experiences uniquely defined by the individual and community within the context of culture and environment. v Nursing is a holistic profession that provides a service to society that is culturally sensitive, evidence based, collaborative, and individualized. Utilizing the nursing process, the nurse facilitates transformation within the individuals, groups, and communities to attain desired outcomes. v A transformative learning environment facilitates success of nontraditional learners. Transformative Learning Framework: Humanistic, constructivist approach to learning that is an intuitive, holistic, contextually based process. Essential elements: 8

9 v Critical reflection and dialogue. Learners are: v Active questioning of beliefs, values, and assumptions. v Dramatic changes in learners perceptions and their lives. v Exploration of new ways of understanding. v Addresses cognitive, affective, spiritual, social contexts of learning. v Facilitates the development of supportive, nurturing relationships. v Encouraged to critically reflect, appropriately validate, effectively act on their (and other s) beliefs, interpretations, values, feelings, and ways of thinking. v Fully and freely engaged in discourse to facilitate a deep shift in their frame of references. v Achieving their highest level of potential while gaining better understanding of self and world around them. The learning environment: v Becomes a mentoring, collaborative community that promotes life-long commitment to critical reflection, expanding self-awareness, and new ways of thinking. v Is a zone of safety that engages the learner in critical reflection and questioning v Acknowledges learners reality and reawakens intellectual curiosity. v Facilitates internal and external changes in the learners. v Encourages learners to critically evaluate diverse perspectives and to synthesize personal understandings. Faculty: v Create mentoring relationships to facilitate the learning process. 9

10 v Guide learners in their personal and academic journeys. v Maintain open minds; listen carefully and empathetically to the voices of the learners. v Respect the rights, beliefs, values, and decisions of the learners. v Validate learners life histories and lived experiences to enhance development of self. v Promote reflective practices, collaborative inquiry, and active dialogue. v Acknowledge the complexity and diversity of the learner and the learning process. v Demonstrate awareness of the psychological, physiological, sociocultural, and emotional dimensions of the learning. v Recognize and support developmental transitions. v Engage learners in goal-setting behaviors as a basis for self-directed learning. v Involve learners in decision-making strategies such as participatory planning, curriculum revision, and the evaluation process. v Utilize diverse, interactive learning strategies to fully engage learners v Utilize consciousness raising learning experiences: case studies, clinical scenarios, simulations, active debate, reflective journaling, experiential learning, critical incident examination, and portfolio development. 10

11 Transformative A Transformative learning environment facilitates the development of a supportive, nurturing relationship between faculty and learners. The environment incorporates the elements of critical reflection and dialogue to encourage students to actively question beliefs, values and assumptions. A transformative learning environment facilitates dramatic changes in learners perceptions and in their lives. This environment utilizes the cognitive, affective, spiritual, and social contexts of learning, to explore new ways of understanding. 11

12 ******************************************* SUNY Canton RN-BS Program Course Descriptions ******************************************** NURS 300 CONCEPTUAL FRAMEWORKS IN NURSING This course examines the holistic development and evolution of nursing theory and its interrelationship to research and professional nursing practice. The course includes critical thinking activities used to conceptualize, apply, analyze, and synthesize knowledge related to specific nursing theories and their importance in nursing education, practice, and research. A group project that incorporates the students knowledge of nursing theory and nursing theorists will be used to demonstrate and understanding of the relevance of theory to practice. 3 hours lecture per week. PRE-REQUISITES: Students must be enrolled in the RN-BS program. NURS 301 PUBLIC HEALTH ISSUES The course presents and overview of the history and development of public health. The student is provided with the opportunity to examine the current public health care system and its relevance to their practice. The fundamentals of epidemiology are covered. Applications to the students practice setting are explored. Health planning, health promotion, and global health issues are included. 3 hours lecture per week. PRE-REQUISITES: BIOL 209 Microbiology Co-requisite: Math 111, Survey of Math or Math 141 Statistics. NURS 302 LEGAL AND ETHICAL ISSUES IN HEALTH CARE The student will examine the legal and ethical issues related to health care as they impact the health services and health care decision making. A variety of commonly experienced legal situations and ethical dilemmas will be discussed, including professional liability, patients rights, abortion, AIDS care, informed consent, organ transplantation, health care delivery and resource allocation and issues related to death and dying. 3 hours lecture per week. PRE-REQUISITES: NURS 301 NURS 303 HEALTH ASSESSMENT IN NURSING This course will provide the student with knowledge and skills basic to health assessment in nursing. The course emphasizes critical thinking skills required for accurate collection and analysis of client health information and provides opportunities for enhancement of physical assessment skills. Students 12

13 will be responsible for finding a qualified preceptor(with the approval of the course instructor) in order to successfully complete the clinical portion of this course. 2 hours lecture per week and 45 hour preceptorship. PRE-REQUISITES/CO-COURSES: Students must be enrolled in the RN-BS program. NURS 304 HEALTH PROMOTION AND RESTORATION This course provides the student with knowledge of the major individual and community models and theories that guide health-promotion interventions across the life span. This course presents information that enhances the students ability to provide holistic health promotion and preventive care. The planning, implementing and evaluating of health promotion, prevention, and restoration activities for individuals, families, and communities is stressed. Case scenarios, discussion board forums, and reflective activities are integrated in the course to provide opportunities for the student to apply evidence-based health promotion strategies in diverse settings. PRE-REQUISITES/: NURS 300 Conceptual Frameworks in Nursing CO-COURSES: NURS 303 Health Assessment in Nursing NURS 370 RESEARCH METHODS IN THE HEALTH SCIENCES This course provides an intense comprehensive study of the scientific research process utilized in the health sciences. Students will be trained to be critical consumers of published research and will be expected to complete a research project. Topics that will be covered include the underlying theory of research; critically evaluating research; measurement; sampling techniques, establishing causation, surveys, qualitative approaches, field research, and data management and presentation. Pre-Requisites- Enrolled in RN-BS or BS in Dental Hygiene programs MATH 141 (Statistics) or equivalent coursework is a Prerequisite/Co-course. NURS 400 NURSING MANAGEMENT AND LEADERSHIP CLINICAL This course introduces the student to the conceptual basis for the application of leadership and management principles. The student gains a better understanding of the application of these principles in the management and coordination of health care delivery systems. Exploration of the critical components of leadership and management in diverse health care settings and application of course content enhances the coordination of quality client care and the role of the nurse as a leader and manager. PRE-REQUISITES: NURS 300 Conceptual Frameworks in Nursing, Nursing 301 Public Health 13

14 Issues, NURS 302 Legal and Ethical Issues in Health Care, Nursing 303 Health Assessment in Nursing, NURS 304 Health Promotion and Restoration in Nursing. NURS 402 COMMUNITY HEALTH NURSING COURSE DESCRIPTION: This course provides the student with a comprehensive introduction to the conceptual frameworks underpinning community health nursing. This course explores and promotes the caring frameworks and integrated health care concepts utilized to practice professional nursing in the community setting. Public health principles, nursing theory and skills, the impact of global health status, and our continuing national health agendas are themes interwoven throughout the course. The clinical component provides an opportunity to apply theoretical content in the community setting. 2 hours lecture per week and 45 hour preceptorship experience. PRE-REQS: NURS 300, NURS 301, NURS 303 PRE/CO REQ: NURS 304 Senior level standing or permission of instructor. NURS 403 TRANSCULTURAL NURSING This course provides the student with an overview of the influence of culture on health care practices and in the delivery of nursing care for individuals, groups, and communities. Increased awareness of culturally diverse nursing care and a sound understanding of the impact of cultural beliefs, values, and practices upon health and health care delivery is a direct outcome of this course. The student explores and reflects upon their own cultural beliefs related to health and health care delivery and examines client behaviors, cultural perspectives, and barriers to transcultural communication. PRE- REQUISITES: NURS 370 Research Methods in the Health Sciences and Senior level standing or permission of instructor. 14

15 SUNY Canton RN-BS Program Curriculum Outline Fall 2013 Bachelor of Science, Nursing Curriculum No. 291 Fifth Semester Course Credit Term NURS 300 Conceptual Frameworks in Nursing 3 NURS 303 Health Assessment in Nursing 4 MATH 111 Survey of Mathematics (GER 1) or Liberal Arts Elective* 3 Liberal Arts Elective* 3 Upper Level Liberal Arts Elective 3 15 Sixth Semester NURS 302 Legal and Ethical Issues in Healthcare 3 NURS 304 Health Promotion and Restoration 3 BIOL 310 The Genome (GER 2) 3 MATH 141 Statistics 3 Liberal Arts Elective (GER 4, 5, 6, 7, 8) *** 3 15 Seventh Semester NURS 301 Public Health Issues 3 NURS 370 Research Methods in the Social and Health Sciences 3 15

16 NURS 400 Nursing Management and Leadership** 3 Liberal Arts Elective (GER 4, 5, 6, 7, 8) *** 3 Upper Level Liberal Arts Elective (GER) 3 15 Eighth Semester NURS 402 Community Health Nursing 3 NURS 403 Transcultural Nursing 2 **Writing Intensive Upper Level Liberal Arts Elective (GER) 3 Upper Level Liberal Arts Elective 3 Upper Level Liberal Arts Elective 3 Program must meet seven out of ten General Education Requirements including 1 and 10. *Students who have not met the pre- requisite for MATH 141 (statistics) take MATH 111; students who have already taken Statistics or have met the pre- requisite for MATH 141 take a Liberal Arts elective 15 Graduation Requirements: Total Semester Credit Hours: 60 G.P.A.: 2.0 Minimum 16

17 SUNY Canton Nursing Student Learning Outcomes And Related Course Objectives SUNY Canton Nursing RN-BS Learning Outcomes and Related Course Objectives Nursing Judgment Make judgments in practice, substantiated with evidence, that synthesize nursing science and knowledge from other disciplines in the provision of safe, quality care and that promote the health of patients, families, and communities. Demonstrate critical thinking and decision making that utilizes the nursing process and evidence-based practice in the delivery of care to culturally diverse individuals, families, groups, and community. Synthesize knowledge from the liberal arts and nursing to promote the health and well-being of culturally diverse individuals, families, groups and communities. Utilize nursing theory/conceptual frameworks, nursing research, and evidence-based practice in addressing the nursing care needs of culturally diverse individuals, families, groups and communities. Course Course SLO Instructional Method Learning Activities Evaluation Method NURS 300 Analyze the relevance of Nursing theory/conceptual frameworks in education, research, and practice. Compare and contrast the major ideas of various theorists/conceptual Environment: Reflective Discourse Critical Analysis Reflective discourse and critical thinking discussion board activities Reflective and critical thinking drop box activities Responses Drop Box Essays Group Project 17

18 models of nursing. Active Debate Collaborative inquiry Apply selected nursing theory/conceptual frameworks into nursing research, education, and practice. Authentic Learning Group Project Active Debate Critical Analysis Comparing and Contrasting Authentic learning activities NURS 301 Define public health and its origins. Examine the current public health system in the context of the total US health care system. Define epidemiology and analyze an epidemiological case study relevant to his/her workplace. Environment: Reflective Discourse Case Scenarios Reflective discourse and critical thinking discussion board activities Comparing and Contrasting Responses Drop Box Essays Quizzes Apply basic epidemiological and statistical tools to define, observe, and measure disease patterns in a population. Design a program of disease prevention or health promotion relevant to his/her career field. NURS 302 Distinguish law from ethics. Compare and contrast Environment: Reflective Discourse Chapter Review Chapter Review 18

19 different ethical theories that underlie ethical nursing practice. Critical Analysis Case Studies Questions Case Study Questions Identify legal/ethical issues which commonly arise in health care organizations. PowerPoint presentations Examine professional codes of ethics and define a personal code of ethics to enhance the ethical decision-making process. Analyze the commonly occurring legal and ethical situations. Compare and contrast the nurse s legal/ethical responsibilities in diverse health/care NURS 303 Describe the role of the professional nurse in health assessment. Integrate communication and physical assessment techniques to conduct and document comprehensive nursing assessments across the life-span. Use the nursing process with an emphasis on assessment and planning to collect, analyze, and interpret physical, psychological, sociocultural, and spiritual data gathered from clients Environment: Reflective Discourse Active Debate Preceptor Clinical Experience Reflective Journals Physical Assessment Case Studies Reflective Discourse and Critical Thinking Activities Reflective Journals Physical Assessment Documentation Board Activities Critical Analysis Drop Box Activities Case Scenarios Activities Drop Box Activities: documentation of physical assessments. Drop Box Activities: Reflective Journals Satisfactory clinical experience. 19

20 of all ages. Active Debate Apply history taking, physical examination, and clinical reasoning skills in the assessment of client problems and clinical scenarios. Authentic Learning in a clinical setting NURS 304 Identify the biological, ecological, psychological, emotional, sociocultural, and spiritual dimensions and characteristics of clients across the lifespan. Compare and contrast conceptual foundations and theoretical approaches to health. Articulate the critical role of the nurse in health promotion across the lifespan. Online learning: Reflective Discourse Active Debate Case Scenarios Reflective Journals Discussion Question Activities Case studies and Critical thinking focused Reflective Journaling Teaching learning presentation proposal Teaching learning presentation power point Discussion activities, reflective journaling and teaching learning project assignments have rubrics provided in the syllabus. Grade is based on 100 percent. Describe the expected outcomes of nursing health assessment and promotion across the health span. Teaching learning presentation final power point Critically examine the multi-dimensional factors influencing health promotion. Implement health promotion strategies and interventions in case scenarios utilizing evidence-based findings. 20

21 NURS 370 Describe basic research methods commonly used in the health sciences. Identify the mechanisms underlying scientific research techniques. Environment Mentorship Critical thinking discussion forums on use of research in practice, research questions and conceptual frameworks Discussion board responses Weekly review questions Examine and interpret the application of evidencebased findings in the health science disciplines. Evaluate and apply research in the health science disciplines using evidence-based practices. Read, Reflect, and Synthesize Read, Discuss and Apply Weekly quizzes/questions on reading material Research question and data base search Assignment #1 Summary of interested research topics, research question and literature search in APA format Apply research methods toward the development of a research proposal. Collaborative Learning Project Research question, retrieved research publications & references page in APA citations Assignment #2 Retrieve 8 research publications r/t research question in APA format Research question, literature search, and significance of research Research Proposal with significance, research purpose, research question, hypothesis, identification of dependent and independent variables, and research design Assignment #3: Literature search, process of search, retrieve research articles, research question with significance to practice in APA format Assignment #4: Research proposal Group Critique of Research Article Assignment #5 Group critique of a research 21

22 study NURS 400 Compare and contrast leadership and management theories and styles. Analyze strengths and weaknesses of his/her own leadership behaviors and traits. Discuss and describe the role of the professional nurse in the change and decision-making processes in the health care system. Analyze critical issues and factors influencing the delivery of quality client care in health care delivery systems. Environment: Reflective Discourse Active Debate Preceptor Clinical Experience Organizational Analysis Reflective Journaling Reflective Discourse and Critical Thinking Activities Reflective and Critical Thinking Drop Box Essays Case Scenarios Critical Analysis Comparing and Contrasting Authentic Learning Activities Drop Box Essays Organizational Analysis Satisfactory Preceptor Experience Identify nursing strategies and key interventions implemented to overcome barriers to collaboration, coordination, and conflict in health care organizations. Analyze the influence of organizational structure on the nursing process and in the administration of client care NURS 402 Compare and contrast community health nursing and public health nursing and identify the core Environment: Reflective Discourse Community Health Assessment Case study Community Health Assessment Project Writing Assignments 22

23 public health functions essential to community health nursing. Active Debate Preceptorship PowerPoint Presentation Preceptorship Describe the conceptual frameworks and theories underpinning community health nursing practice. Reflective Journaling Preceptor Clinical Experience Analyze the impact of societal influences on the development and practice of community health nursing. Analyze the structure and function of community health services. Compare and contrast sources of health care financing including political action strategies, policy-making, and retrospective and prospective payment systems. Apply the systematic nursing process to environmental issues and concerns. NURS 403 Identify relevant factors that influence cultural diversity. Discuss the relevance and meaning of cultural understanding and culturally appropriate nursing care in health care delivery systems. Environment: Reflective Discourse Critical Analysis Ethnofamily Interview Reflective Discourse and Critical Thinking Activities Reflective and Critical Thinking Drop Box Activities Case Scenarios Activities Drop Box Essays EthnoFamily Interview 23

24 Compare and contrast the major beliefs and value systems of diverse cultural groups. Discuss personal responses to transcultural nursing situations. Explore the influence of cultural diversity on the development of therapeutic relationships and communication with clients from diverse cultures. Identify personal guidelines for developing cultural competency. Critical Analysis Comparing and Contrasting Professional Identity Express one s identity as a nurse through actions that reflect integrity, a commitment to evidence-based practice, caring, advocacy, and safe, quality care for diverse patients, families, and communities; and a willingness to provide leadership in improving care. Integrate legal and ethical concepts with the leadership role to advance and promote the health and well-being of culturally diverse individuals, families, groups, and communities. Participation as nurse leaders on interdisciplinary care teams to influence positive social change and health care policy. Commitment to life-long learning and the advancement of the nursing profession. Course Course SLO Instructional Method Learning Activities Evaluation Method NURS 300 Analyze the relevance of Nursing theory/conceptual frameworks in education, research, and practice. Apply selected nursing theory/conceptual Environment Reflective Discourse Critical Analysis Reflective and critical Analysis discussion board activities Reflective and critical Analysis drop box essays Activities Drop Box Activities Group Project 24

25 frameworks into nursing research, education, and practice. Active Debate Group Project Authentic Learning Activities Comparing and Contrasting Group Project NURS 301 Examine the current public health system in the context of the total US health care system Environment Reflective Discourse Reflective Discourse and Critical Thinking discussion board activities Responses Drop Box Essays Apply basic epidemiological and statistical tools to define, observe, and measure disease patterns in a population. Case Scenarios Case Scenarios Comparing and Contrasting Quizzes Design a program of disease prevention or health promotion relevant to his/her career field NURS 302 -Address legal problems directly or effectively define legal issues to support utilization of legal counsel. -Define a personal code of ethics to enhance the ethical decision making process. Environment Reflective Discourse Critical Analysis Case Studies Chapter Review Questions Case Study PowerPoint presentations Chapter Review Questions Analyze the commonly occurring legal and ethical situations 25

26 including identification of the problem, options for solving the problems and defending his/herchoice of solution. NURS 303 Describe the role of the professional nurse in health assessment. Integrate communication and physical assessment techniques to conduct and document comprehensive nursing assessments across the life-span. Use the nursing process with an emphasis on assessment and planning to collect, analyze, and interpret physical, psychological, sociocultural, and spiritual data gathered from clients of all ages. Environment Reflective Discourse Active Debate Preceptor Clinical Experience Reflective Journaling Reflective and Critical Analysis discussion board activities Case Scenarios Authentic Learning preceptor experiences Physical assessments Reflective Journals Discussion board activities Drop Box Activities Physical Assessments Reflective Journals Apply history taking, physical examination, and clinical reasoning skills in the assessment of client problems and clinical scenarios. NURS 304 Compare and Contrast conceptual foundations and theoretical approaches to health. Environment Reflective Discourse Discussion Question Activities Reflective Journaling Activities Reflective Journals Articulate the critical role of the nurse in health promotion across the life- Active Debate Case Scenarios 26 Teaching/learning presentation proposal Teaching/learning Teaching/Learning Project

27 span. power-point presentation Reflective Journaling NURS 370 Describe basic research methods commonly used in the health sciences. Identify the mechanisms underlying scientific research techniques. Environment Mentorship Research question and data base search Research question, retrieved research publications & references page in APA citations Discussion board responses Weekly review questions Examine and interpret the application of evidencebased findings in the health science disciplines. Evaluate and apply research in the health science disciplines using evidence-based practices. Apply research methods toward the development of a research proposal. Read, Reflect, and Synthesize Read, Discuss and Apply Collaborative Learning Project Research question, literature search, and significance of research Research Proposal with significance, research purpose, research question, hypothesis, identification of dependent and independent variables, and research design Group Critique of Research Article Assignment #1 Summary of interested research topics, research question and literature search in APA format Assignment #2 Retrieve 8 research publications r/t research question in APA format Assignment #3: Literature search, process of search, retrieve research articles, research question with significance to practice in APA format Assignment #4: Research proposal Assignment #5 Group 27

28 critique of a research study NURS 400 Compare and contrast leadership and management theories and styles. Analyze strengths and weaknesses of his/her own leadership behaviors and traits. Discuss and describe the role of the professional nurse in the change and decision-making processes in the health care system. Environment Reflective Discourse Active Debate Preceptor Clinical Experience Organizational Analysis Reflective Journaling Reflective and Critical Analysis Discussion board activities Reflective and Critical Analysis Drop Box Essays Case Scenarios Authentic Learning: Organizational Analysis Preceptor Experience Activities Drop Box Essays Organizational Analysis Reflective Journals Analyze critical issues and factors influencing the delivery of quality client care in health care delivery systems. Identify nursing strategies and key interventions implemented to overcome barriers to collaboration, coordination, and conflict in health care organizations. NURS 402 -Compare and contrast community health nursing and public health nursing. -Describe the conceptual frameworks and theories Environment Reflective Discourse Reflective Journaling Preceptor Clinical Community Health Assessment Case study Preceptorship Community Health Assessment Project Writing Assignments Preceptorship 28

29 underpinning communityhealth nursing practice. -Analyze the impact of societal influences on the development and practice of community health nursing. Identify the core public health functions essential to community health nursing. Discuss the concept of populationfocused health care. Describe the roles of the community health nurse. Analyze the structure and function of community health services. Discuss the meaning and influence of cultural diversity and its significance in community health. Compare and contrast sources of health care financing including political action strategies, policy-making, and retrospective and prospective payment systems. Experience PowerPoint Presentation Discuss the concept of population-focused 29

30 health care. NURS 403 Discuss personal responses to transcultural nursing situations. Explore the influence of cultural diversity on the development of therapeutic relationships and communication with clients from diverse cultures. Environment Reflective Discourse Critical Analysis Reflective and Critical Analysis Discussion Board Activities Reflective and Critical Analysis Drop Box Essays Case Scenarios Ethno- Family Interview Activities Drop Box Essays Ethno- Family Interview Identify personal guidelines for developing cultural competency. Human Flourishing - Incorporate the knowledge and skills learned in didactic and clinical courses to help patients, families, and communities continually progress toward fulfillment of human capacities. Incorporate leadership theory to the nurse manager role in the collaboration, coordination, and provision of nursing care in health care settings. Apply knowledge from nursing, humanities, biological, and social sciences to plan implement, and evaluate care for sick and well individuals, families, groups, and communities. Course Course SLO Instructional Method Learning Activities Evaluation Method NURS 300 Analyze the relevance of Nursing heory/conceptual frameworks in education, research, and practice. Compare and contrast the major ideas of various theorists/conceptual models of nursing. Apply selected nursing theory/conceptual frameworks into nursing Environment Reflective Discourse Critical Analysis Authentic Learning Group Project Reflective and Critical Analysis Discussion Board Activities Reflective and Critical Analysis Drop Box Essays Group Project Activities Drop Box Activities Group Project 30

31 research, education, and practice NURS 301 Examine the current public health system in the context of the total US health care system Environment Reflective Discourse Reflective Discourse and critical thinking discussion board activities. Responses Drop Box Essays Define epidemiology and analyze an epidemiological case study relevant to his/her workplace. Critical Analysis Authentic Learning Comparing and contrasting Quizzes Apply basic epidemiological and statistical tools to define, observe, and measure disease patterns in a population. Case Studies NURS 302 -Define a personal code of ethics to enhance the ethical decision making process. Environment Reflective Discourse Chapter Review Questions Chapter Review Questions Critical Analysis Case Study Case Studies PowerPoint presentations NURS 303 Integrate communication and physical assessment techniques to conduct and document comprehensive nursing assessments across the life-span. Use the nursing process with an emphasis on assessment and planning to collect, analyze, and interpret physical, psychological, sociocultural, and Environment Reflective Discourse Case Studies Reflective Journaling Clinical Preceptor Experience 31 Reflective and Critical Analysis Discussion Board Activities Case Scenarios Authentic Learning: clinical preceptor experience Reflective Journals Activities Documentation of Assessments Reflective Journals

32 spiritual data gathered from clients of all ages. Apply history taking, physical examination, and clinical reasoning skills in the assessment of client problems and clinical scenarios. NURS 304 Critically examine the multidimensional factors influencing health promotion. Environment Reflective discourse Discussion Question Activities Case Studies Activities Reflective Journaling Implement health promotion strategies and interventions in case scenarios utilizing evidence-based findings. Active Debate Case Studies Reflective Journaling Teaching/learning project Teaching/learning project Reflective Journaling Teaching Project NURS 370 Examine and interpret the application of evidencebased findings in the health science disciplines. Evaluate and apply research in the health science disciplines using evidence-based practices. Apply research methods toward the development of a research proposal. Environment Mentorship Read, Reflect, and Synthesize Read, Discuss and Apply Discussion board Research question and data base search Research question, retrieved research publications & references page in APA citations Research question, Discussion board responses Weekly review questions Assignment #1 Summary of interested research topics, research question and literature search in APA format 32

33 Collaborative Learning Project literature search, and significance of research Research Proposal with significance, research purpose, research question, hypothesis, identification of dependent and independent variables, and research design Assignment #2 Retrieve 8 research publications r/t research question in APA format Assignment #3: Literature search, process of search, retrieve research articles, research question with significance to practice in APA format Assignment #4: Research proposal Assignment #5 Group critique of a research study NURS 400 Analyze strengths and weaknesses of his/her own leadership behaviors and traits. Discuss and describe the role of the professional nurse in the change and decision-making processes in the health care system. Analyze critical issues and factors influencing the delivery of quality client care in health care delivery systems. Environment Reflective Discourse Active Debate Case Scenarios Reflective Journaling Clinical Preceptor Experience Reflective and Critical Analysis Discussion Board Activities Reflective and Critical Analysis Drop Box Essays Organizational Analysis Clinical Preceptor Experience Reflective Journaling Activities Drop Box Essays Organizational Analysis Reflective Journals 33

34 Identify nursing strategies and key interventions implemented to overcome barriers to collaboration, coordination, and conflict in health care organizations. Analyze the influence of organizational structure on the nursing process and in the administration of client care NURS 402 Compare and contrast community health nursing and public health. Describe the conceptual frameworks and theories underpinning community health nursing practice. Environment Reflective Discourse Reflective Journaling Case Scenarios Community Health Assessment Case study Preceptorship PowerPoint Presentation Community Health Assessment Project Writing Assignments Preceptorship Analyze the impact of societal influences on the development and practice of community health nursing. Preceptor Clinical Experience Identify the core public health functions essential to community health nursing. Describe the roles of the community health nurse. Discuss the meaning and influence of cultural diversity and its significance in community health. Apply the systematic 34

35 nursing process to environmental issues and concerns. Discuss the concept of population-focused health care. Identify relevant factors that influence cultural diversity. Discuss the relevance and meaning of cultural understanding and culturally appropriate nursing care in health care delivery services. Compare and contrast the major beliefs and value systems of diverse cultural groups. Discuss personal responses to transcultural nursing situations. Establish therapeutic relationships and communication with clients from diverse cultures. Identify personal guidelines for developing cultural competency. NURS 403 Identify relevant factors that influence cultural diversity. Discuss the relevance and meaning of cultural Environment Reflective Discourse Reflective and Critical Analysis Discussion Board Activities Reflective and Critical Analysis Drop Box Activities Drop Box Activities 35

36 understanding and culturally appropriate nursing care in health care delivery systems. Compare and contrast the major beliefs and value systems of diverse cultural groups. Case Scenarios Critical Analysis Ethnofamily Interview Essays Ethno-family Interview Ethno-Family Interview Discuss personal responses to transcultural nursing situations. Explore the influence of cultural diversity on the development of therapeutic relationships and communication with clients from diverse cultures. Identify personal guidelines for developing cultural competency. Spirit of Inquiry Act as an evolving scholar who contributes to the development of the science of nursing practice by identifying questions in need of study, critiquing published research, and using available evidence as a foundation to propose creative, innovative, or evidence-based solutions to clinical practice problems. Planning and implementing educational activities that empower individuals, families, group, and communities to manage their health care at the local, national, and global level. Collaborate with health care colleagues to promote holistic health care for individuals, families, groups, and communities. Course Course SLO Instructional Method Learning Activities Evaluation Method NURS 300 Analyze the relevance of nursing theory/conceptual frameworks in education, research, and practice. Environment Reflective Discourse Reflective discourse and critical thinking discussion board activities Discussion board responses Drop Box essays 36

37 Compare and contrast the major ideas of various theorists/conceptual models of nursing. Apply selected nursing theory/conceptual frameworks into nursing research, education, and practice. Critical Analysis Active Debate Group Project Reflective and critical thinking drop box activities Active Debate Comparing and contrasting Authentic learning activities Group Project NURS 301 Examine the current public health system in the context of the total US health care system. Define epidemiology and analyze an epidemiological case study relevant to his/her workplace. Environment Reflective Discourse Case Scenarios Reflective Discourse Critical Analysis Case Scenarios Responses Drop Box Essays Quizzes Apply basic epidemiological and statistical tools to define, observe, and measure disease patterns in a population. Design a program of disease prevention or health promotion relevant to his/her career field. NURS 302 Recognize potential legal issues during situations which commonly arise in health care organizations. Analyze the commonly occurring legal and ethical situations Environment Reflective Discourse Critical Analysis Case Studies Chapter Review Questions Case Study PowerPoint presentations Chapter Review Questions 37

38 including identification of the problem, options for solving the problems and defending his/her choice of the solution. Integrate communication skills and physical assessment techniques needed to conduct and document comprehensive nursing assessments in clients across the lifespan. NURS 303 Use the nursing process with an emphasis on assessment and planning to collect, analyze, and interpret physical, psychological, sociocultural, and spiritual data gathered from clients of all ages. Apply history taking, physical examination, and clinical reasoning skills in the assessment of client problems and clinical scenarios. Online learning environment Reflective Discourse Critical Analysis Case Studies Reflective Journaling Clinical Preceptor Experience Reflective Discourse and Critical thinking discussion board activities Reflective Journals Physical assessments Case Scenarios Activities Drop Box documentation of physical assessments Reflective journals NURS 304 Compare and contrast conceptual foundations and theoretical approaches to health. Environment Reflective Discourse Discussion Question Activities Case Studies Activities Reflective Journals Describe the expected outcomes of nursing health assessment and promotion across the lifespan. Active Debate Case scenarios Reflective Journaling Teaching/learning project Teaching/learning power-point presentation Teaching/learning project 38

39 Critically examine the multidimensional factors influencing health promotion. Reflective Journaling NURS 370 Describe basic research methods commonly used in the health sciences. Environment Critical thinking discussion forums Discussion board responses Identify the mechanisms underlying scientific research techniques. Mentorship Weekly quizzes Weekly review questions Examine and interpret the application of evidencebased findings in the health science disciplines. Evaluate and apply research in the health science disciplines using evidence-based practices. Apply research methods toward the development of a research proposal. Read, Reflect, and Synthesize Read, Discuss and Apply Collaborative Learning Project Research question and data base search Research question, retrieved research publications & references page in APA citations Research question, literature search, and significance of research Research Proposal with significance, research purpose, research question, hypothesis, identification of dependent and independent variables, and research design Assignment #1 Summary of interested research topics, research question and literature search in APA format Assignment #2 Retrieve 8 research publications r/t research question in APA format Assignment #3: Literature search, process of search, retrieve research articles, research question with significance to practice in APA format Assignment #4: Research proposal Group Critique of 39

40 Research Article Assignment #5 Group critique of a research study NURS 400 Analyze strengths and weaknesses of his/her own leadership behaviors and traits. Environment Reflective discourse and critical thinking discussion board activities Activities Drop Box Essays Discuss and describe the role of the professional nurse in the change and decision-making processes in the health care system. Analyze critical issues and factors influencing the delivery of quality client care in health care delivery systems. Identify nursing strategies and key interventions implemented to overcome barriers to collaboration, coordination, and conflict in health care organizations. Reflective Discourse Critical Analysis Case Scenarios Active Debate Reflective Journaling Organizational Analysis Clinical Preceptor Experience Case scenarios Reflective and critical thinking drop box essays Comparing and Contrasting Authentic Learning Organizational Analysis Reflective Journals Analyze the influence of organizational structure on the nursing process and in the administration of client care NURS 402 Compare and contrast community health nursing and public health. Describe the conceptual frameworks and theories underpinning community Environment Reflective Discourse Community Health Assessment Case study Preceptorship Community Health Assessment Project Writing Assignments Preceptorship 40

41 health nursing practice. Authentic Learning PowerPoint Presentation Analyze the impact of societal influences on the development and practice of community health nursing. Identify the core public health functions essential to community health nursing. Case Studies Reflective Journaling Preceptor Clinical Experience Discuss the concept of population-focused health care. Analyze the structure and function of community health services. Compare and contrast sources of health care financing including political action strategies, policy making, and retrospective and prospective payment systems. Discuss the concept of population-focused health care. NURS 403 Identify relevant factors that influence cultural diversity. Discuss the relevance and meaning of cultural understanding and culturally appropriate nursing care in health care Environment Reflective Discourse Ethnofamily Interview Reflective discourse and critical thinking discussion board activities Reflective and critical thinking drop box essays Case Scenarios Activities Drop Box essays Ethnofamily Interview 41

42 delivery systems. Compare and contrast the major beliefs and value systems of diverse cultural groups. Discuss personal responses to transcultural nursing situations. Explore the influence of cultural diversity on the development of therapeutic relationships and communication with clients situations. Explore the influence of cultural diversity on the development of therapeutic relationships and communication with clients from diverse cultures. Identify personal guidelines for developing cultural competency. Critical Analysis Ethnofamily Interview Course Progression/Graduation Requirements In order for a student enrolled in the RN-BS program to progress to the next nursing course and to meet the requirements for graduation the following must be met: Students must pass all courses with a grade of C or better prior to graduating with the BS degree. 42

43 Admission Requirements: There is no discrimination in the educational program or activities of the Nursing Program on the basis of race, age, color, creed, religion, national or ethnic origin, gender, sexual orientation, marital status or handicap. This practice is in compliance with Title IX of the Educational Acts of 1972, the Americans with Disabilities Act of 1992 and other federal and state laws and regulations. Admission Requirements: RN-BS in Nursing (Bachelor of Science Degree in Nursing) Candidates must have earned the following to be considered for admission: 1. Proof of United States citizenship or legal residence or United States work visa. 2. Completion of an associate degree from a registered nursing program. Prior to admission, each student is required to transfer in 36 lower-level nursing credits and have a minimum of 27 lower division semester hours in arts and sciences, or equivalent, in English composition, anatomy and physiology, microbiology, introductory psychology so that they can earn a Bachelor of Science degree in nursing consisting of 120 credits. 3. Courses transferred in must have a minimum of C. 4. Proof of a United States Registered Nurse License must be submitted with their application prior to acceptance into the program. 5. Transfer Students Transfer students from other programs may be accepted on a space available basis. Candidates must have earned the following to be considered for transfer into the RN-BS program: 1. Satisfy the criteria stated in the Admission Requirements: RN-BS Nursing 2. Students must complete a minimum of 30 credits at SUNY Canton s RN-BS program in order to receive a Bachelor of Science degree from SUNY Canton. Required courses include: Health Assessment in Nursing (NURS 303), Nursing Management and Leadership (NURS 400), and Community Health Nursing (NURS 402). 3. Students requesting transfer from another nursing program must: a. Satisfy the criteria stated in the admission requirements: RN-BS b. Satisfy the co-requisite criteria if seeking advanced placement. 43

44 Nursing faculty members participate in various recruitment activities including, but not limited to: Student open-houses Student orientations Health fairs Policy Development and Implementation Development of nursing policies evolves from identification of issues/concerns via: Program review Those identified by faculty members and/or the advisory board Student evaluations Policy changes are implemented when they are published in the Nursing Program Student Handbook. This handbook is distributed to each student each semester. In the event a policy must be implemented immediately, a copy of the policy is distributed to each student and all faculty members. Each semester students are required to read the program handbook and sign a statement that they have obtained, read and understand the program handbook. All faculty members are provided a copy of the handbook. 44

45 Accountability Each Canton nursing student is expected to function professionally and be accountable for his/her own action(s). Students are expected to be assertive and to follow appropriate chain of command in both clinical and campus settings. Failure to submit assigned work may result in a written contract being established between the instructor and student. Failure to continue to submit assigned work may result in dismissal from the course. A written request for an extension may be submitted to the instructor prior to the due date. The instructor may or may not, at his/her discretion, grant an extension. Failure to submit assigned work by 12:00pm on the last day of instruction for the semester will result in an F course grade. ACADEMIC CONDUCT Students are expected to comply with all academic and behavioral standards established in the SUNY Canton Code of Student, Rights, and Responsibilities (Code). The Code is published in the Student Handbook and is accessible from the SUNY Canton homepage ( Print copies can be obtained in the Dean of Student s Office (Campus Center, room 225). Expectations of Nursing Students and Accommodations Policy Physical expectations of students admitted in the nursing program include being able to ambulate and function in a safe manner and not placing patients in jeopardy. Students should be able to perform motor skills safely. The student must be able to move efficiently enough to meet the needs of several patients in a timely manner. The student must be able to perform skills involving manual dexterity and operate a variety of equipment in emergency and non-emergency situations. Students admitted to and progressing through SUNY Canton Nursing Program, should be able to observe, assess, and provide patient care, have full manual dexterity, have unrestricted movement, have the ability to bend, be able to sit, walk and stand during the course of the lecture/lab/clinical day, and adequate corrected hearing and sight in order to be successful in the program and be able to provide safe patient care. Communication expectations of students admitted to the nursing program include proficiency in reading, writing, and speaking the English language. Students should possess the ability to receive and issue instruction concerning the care of patients without the risk of misunderstanding. Students who may have difficulty in meeting the previous expectations or who may have or have a 45

46 learning disability are encouraged to meet with staff from the Accommodative Services Office (refer to SUNY Canton Home Page) on campus to receive assistance. The department is committed to ensuring compliance with the Americans with Disabilities Act and will provide accommodations whenever possible. In addition students meeting the criteria for special accommodations are to consult with the course instructor as soon as possible (but prior to the first examination) so that arrangements to meet the students need may be made. All students completing the nursing program must be able to successfully demonstrate the ability to perform all program competencies. Students who take lecture examinations through accommodative services are asked to speak with the nursing faculty member when returning his/her exam to the regular classroom from the accommodative testing site regarding any announcements, corrections, changes, etc. that may have been made by the instructor during the examination session. It is the student s responsibility to check with the instructor and to receive these announcements when returning to the classroom. The college provides tutoring services in math, science, writing, psychology, and nursing. Refer to SUNY Canton Home Page for these services. Go to Academics, scroll down, click on more, on right hand side scroll down to Academic Services, scroll down, click on Accomodative Services. Integrity Policy It is expected that students will be honest in all academic and clinical situations and perform independently on all tests, skill tests, and written assignments. Any form of cheating or attempting to cheat will result in F course grade. The college policy for Deviant Academic Conduct found in the college s student handbook will be adhered to. Students who knowingly collaborate in cheating by assisting others will also be held equally responsible. Learning assistance materials, supplies, videos, software and equipment in the lab are for use by all nursing students and are not to be removed unless permission from a nursing faculty member is granted. Removal of such items without permission jeopardizes the learning of all other students and is considered to be a breach of integrity. Removal of such equipment without permission may result in criminal charges. ACADEMIC CONDUCT: Students are expected to comply with all academic and behavioral standards established in the SUNY Canton Code of Student, Rights, and Responsibilities (Code). The Code is published in the Student Handbook and is 46

47 accessible from the SUNY Canton homepage ( Print copies can be obtained in the Dean of Student s Office (Campus Center, room 225). Professional Behavior Nursing students and faculty members are expected to demonstrate professional behaviors in all settings. Professional behaviors should be demonstrated through interactions with peers, students, faculty members, other professional staff, patients, and their families. For students, appropriate professional behaviors will be evaluated by nursing faculty members. For faculty members, appropriate behaviors will be evaluated by peers and nursing students. Students who witness unprofessional behaviors being demonstrated by their peers, faculty members, or other healthcare professionals are encouraged to report their observations to the appropriate faculty member following the chain of command. Online etiquette is discussed in each of the Nursing course shells. Academic Advisement Each nursing student is assigned a nursing faculty member as his/her academic advisor. The advisor works to facilitate students success in the nursing program and with academic/professional aspirations. Students are assigned an advisor by the dean s office. Advisors have posted office hours and are available to meet with the students requesting an appointment in person, via , by telephone or webkam. The advisor will assist the student with referrals to other college services as indicated. Student Financial Information/Assistance Student financial information, including both billing and financial aid may be found in the Student Service Center located in French Hall. Refer to SUNY Canton Home Page for links to services. One expectation of nursing graduates, as professionals, is that loan commitments and obligations should be honored. Students in need of small loans for emergency purposes may apply for the Rebecca Spooner or James Donnelly loan. Please see a nursing faculty member for more details. MINIMUM TECHNOLOGY REQUIREMENTS: Minimum Technical Requirements for ANGEL Users NOTE: Mozilla Firefox is the recommended browser for ANGEL. If you experience technical difficulties with ANGEL and are using Internet Explorer, please try Firefox instead. Firefox is a free browser and can be downloaded from To install Firefox, save the installation file to your PC desktop. Then double-click the saved file to begin installation. Follow the on-screen instructions. 47

48 Please check the following system requirements to ensure accessibility to your ANGEL courses: Operating System: Microsoft Windows XP, Windows Vista, Windows 7 or Macintosh OS X Browser: Internet Explorer 7 or higher or Mozilla Firefox 2 or higher Hardware: 256 MB of RAM, 1GB free hard disk space Connection to the Internet: (broadband connection, such as RoadRunner or DSL, is preferred). Broadband connections are recommended for assessments (tests/quizzes). Dial- up connections may not be as reliable when taking exams or quizzes online. Software: Microsoft Word, Microsoft PowerPoint (or PowerPoint Viewer), Adobe Acrobat Reader. Some course content may require additional software. For technical questions, please contact the Help Desk at: [email protected] or phone (315) Note: Cookies must be enabled for ANGEL to function correctly. Some people do not permit cookies on their computer, but ANGEL needs to set what's called a "Session" cookie in order to work. You will not be able to log onto the system until you permit ANGEL to set that cookie. Setting for Internet Explorer: Go to the Tools menu and select Internet Options. Click on the Privacy Tab. The privacy must be set to "Medium" or lower in order for ANGEL to work. Click on OK to save the changes. Quit Internet Explorer Pop up blockers: ANGEL is able to launch new browser windows for certain interactive tools or to display course content. If your pop-up-blocker is on, it can prevent course-related tools and/or content from being displayed properly. Subsequently, you may need to turn-off your pop-up-blocker temporarily while doing coursework. Firewalls: Company firewalls such as those found at banks or military bases can prevent ANGEL content from getting through to your computer. Network technicians will rarely if ever allow this content through. Personal firewalls such as those found within the Windows XP operating system can be configured to disallow content such as ANGEL material. If you are having trouble accessing ANGEL you should check your personal firewall settings. FERPA POLICY Student academic work progress will remain confidential as outlined by FERPA regulations. 48

49 The FERPA policy is easily accessible on the college s website: Student Resources SUNY Canton student handbook available at: Refer to SUNY Canton Home Page for the following resources: SUNY Learning Network (SLN) SLN Student Orientation SLN Knowledge Base SLN Network SUNY Canton Help Desk: [email protected]. Phone# Program Information packet available on request Preceptorship Experiences The preceptorship experiences in NURS 303, NURS 400, and NURS 402 involve online work related to course content, a clinical mentoring experience with a seasoned, credentialed RN, clinical projects, and reflective journals. A preceptorship manual was developed to help both preceptor and student prepare for and understand the clinical preceptor experience. It is available in the week 1 folder of the 3 clinical ANGEL course shells: NURS 303, 400, and 402. NURS 303: includes weekly case scenarios, assessments, submission of documentation of the assessments with an analysis validated with evidence-based information. Reflective journals are submitted 3 times during the semester, weeks 5, 10, and 15. A preceptorship affiliation agreement for the clinical mentoring experience and/or contract based on agency needs, are in place for each student. The ANGEL course shell stores the preceptorship affiliation agreements. 49

50 Physical Assessment Clinical Experience Students work with a clinical preceptor to facilitate the enhancement of their physical assessment skills. Objectives for the Clinical Preceptor Experience include: Identification of strengths and weaknesses related to physical assessment skills. Identification and evaluation of learning goals for physical assessment activities. Analysis of specific clinical mentoring activities. Use of critical thinking to connect evidence-based theory to analysis of physical assessment data. Enhancement of physical assessment skills and analysis and validation of client data. NURS 400: includes weekly case scenarios, reflective evidence-based drop box essays with evidence-based information to validate statements, reflective journals, and a clinical project. The clinical project is a clinical mentoring experience with an RN with at least a BS degree. During the leadership/management experience, the student completes an organizational analysis. A description of this experience follows. Leadership/Management Experience: You will be working in a healthcare organization. This clinical component of Nursing 400 revolves around an organizational analysis of a specific health care organization which might include your work environment, an acute care setting, a long-term care setting, a community health agency, or an educational arena. Objectives for the clinical experience closely follow the course objectives. Guidelines for the assessment provide a rough framework to assist you with the organizational analysis. Your assessment of the healthcare organization will include a number of strategies including: a series of interviews (CEO, Vice-President of Patient Care Services, Nurse Managers, etc. or the President, Dean, Chair of the Nursing Department, etc.), observational experiences in the work setting, and discussions with key players in the work environment. Your instructor and clinical preceptor will assist you with this process. The clinical experience is graded as Pass/Fail. You must pass the clinical portion to pass Nursing 400. The organizational analysis is a component of the clinical experience. The objectives for the clinical experience follow: 1. Demonstrates the development of leadership and management skills: Compares and contrasts leadership and management theories and styles in the work environment. 50

51 Analyzes strengths and weaknesses of own leadership/management skills. Applies leadership/management skills in the clinical setting. 2. Collaborates with nurse leaders and managers to enhance professional role development: Discusses the role of the nurse in change and the decision-making process. Analyzes critical issues and factors impacting the quality of health care delivery. Identifies key nursing strategies and interventions used to promote collaboration, coordination, and conflict resolution in the workplace. 3. Utilizes the nursing process to assess and analyze the climate and culture of the healthcare organization: Compares and contrasts organizational theories with key nursing models. Analyzes the influence of organizational structure on the nursing process and in the administration of client care. Compares and contrasts organizational cultures, diverse healthcare systems, and the climate of the work environment. Analyzes the influence of clinical-pathways, practice guidelines, and evidence-based practices in the management client care and on the profession of nursing. 4. Integrates leadership/management principles into professional nursing practice: Identifies and analyzes critical issues related to change and decision-making in the workplace. Compares and contrasts internal and external trends influencing nursing practices in the work environment. Utilizes strategies to enhance effective communication in the clinical setting. Gains an increased understanding of how nursing influences the healthcare of individuals in a variety of settings. Utilizes leadership/management principles in decision-making processes. Clinical Experience: Organizational Analysis (Finkleman, 2012, pp ). 51

52 The clinical component of Nursing 400 revolves around an organizational analysis. Chapter 4 in Finkelman (2012) reviews some of the critical aspects related to organizations (p. 116) and helps you gain a better understanding how they influence the functioning of health care delivery. You need to identify a specific health care organization and connect with a clinical preceptor in the facility in order to begin the clinical experience. The course instructor will help you with this process. Once you identify the agency and the preceptor, complete the preceptorship affiliation agreement and submit it to the drop box by week 5. The framework introduced by Finkelman (2012) on pp will guide your organizational analysis and clinical experience. Choose 10 of the 14 items based on priorities you identify in your clinical setting. The 10 items will be the basis of the organizational analysis, the formal paper, and the power-point presentation. Your course instructor and clinical preceptor/mentor will assist you with this process. Clinical assessments, observations, interview data, and problem-identification activities will lead to a final analysis of how well the agency functions. The reflective journaling process, discussion board activities, data from the organizational analysis, and the course instructor will help to clarify the information you will use to write the formal paper and to design a power-point presentation. The formal paper submitted week 15 will be a synopsis of the organizational analysis and your leadership/management clinical experience. It will be submitted to the drop box Week 15. You will also complete a self-evaluation of your own leadership and management skills based upon what you have learned in the course throughout the semester. The self-evaluation will be part of the third and final reflective journal. The leadership/management clinical experience must be satisfactory in order to pass Nursing 400. The course grade will be determined by the organizational analysis, the 3 reflective journals, and the discussion board and drop box activities. NURS 402: includes weekly case scenarios, reflective drop box essays with evidence-based information to validate statements, reflective journals, and a clinical project. The clinical project is part of a preceptorship experience with an RN with at least a BS degree in a community setting to complete a population focused health assessment. The preceptorship affiliation agreement and/or contract are in place for the clinical preceptor experience. Clinical Objectives 1. Demonstrates an understanding of the role of the community health nurse: 52

53 Compares and contrasts conceptual frameworks and theories utilized within the community health setting. Analyzes strengths and weaknesses of own community health assessment skills. Applies community health assessment skills in the clinical setting. 2. Collaborates with community health nurses to enhance professional role development: Analyzes the impact of societal influences on the practice of community health nursing in the clinical setting. Analyzes critical issues and factors impacting the quality of population-focused health care. Identifies key nursing strategies and interventions used to promote high quality population-focused health care. 3. Utilizes the nursing process to assess and analyze a population/community: Compares and contrasts population/community-focused health care with key nursing frameworks/models. Analyzes the influence of organizational structure on the nursing process and in the delivery of population-focused health care. Compares and contrasts sources of health care financing including political action strategies, policymaking, and retrospective and prospective payment systems within the clinical agency. Analyzes the influence of clinical-pathways, practice guidelines, and evidence-based practices in the delivery of quality population-focused health care. 4. Integrates community/population-focused health care principles into professional nursing practice: Identifies and analyzes critical health care issues in the clinical setting. Compares and contrasts internal and external trends influencing nursing practices in the populationfocused health care. Utilizes strategies to enhance effective communication in population-focused health care. 53

54 Gains an increased understanding of how nursing influences the population-focused healthcare in a variety of clinical settings. Utilizes advocacy principles in assessment and development of nursing interventions within diverse populations. Preceptorship Experience: Roles of the Instructor, Preceptor, and Student Clinical Preceptor Experience Purpose Clinical preceptor experiences are one-to-one relationships created between more experienced nurses who have achieved a Master s Degree in nursing (NURS 303) or a BS in nursing (NURS 400 and NURS 402), and RN students enrolled in nursing 303, 400, and 402. Under close, expert supervision, the student gains advanced expertise and receives feedback to facilitate synthesis and integration of new knowledge with the students existing knowledge base and level of skill. This experience promotes increased functioning and expertise in physical assessment, leadership/management theory, and population-focused health assessment. This clinical experience that achieves the following outcomes: v Development of individualized, personalized clinical activities that lead to higher levels of functioning and competency of the student within their current scope of practice. v Increased student involvement in innovative clinical physical assessment and problem-solving activities related to client care, leadership, prioritization, delegation, time management, and documentation skills. v Opportunity to assess and analyze the leadership role of the clinical mentor and its relationship to client outcomes and in the delivery of quality health care. v Enhance ability of SUNY Canton RN-BS nursing program to provide adequate, meaningful clinical and leadership content that introduces students to, and prepares them to provide advanced level physical assessment skills in a broad variety of health care settings. v Provides clinical mentoring support, encouragement, and role modeling that maximize the students engagement in authentic clinical learning experiences to advance their physical assessment skills. 54

55 v Clinical Preceptor v Supports, encourages, and assists students to apply new knowledge in diverse clinical settings related to physical assessment skills, leadership/management strategies, and public and community health care settings. v Guides and directs students in utilizing a variety of teaching strategies. v Commits time, talent, sensitivity, and experience to meet the individual needs of students. v Facilitates the students transition from RN to baccalaureate level nurse. v Collaborates with course instructor to ensure that clinical preceptorship learning goals are achieved. v Continuously strives to provide relevant individualized feedback to ensure the clinical learning objectives are met. v Connects with clinical course instructor via and/or phone when the need arises. v Never compromises client safety. v Course Instructor v Assesses student s experiences in diverse clinical settings via case study responses, critical analysis essays, reflective journals, and documentation of assessment skills. v Provides feedback to assist student and clinical mentor if needed to enhance success in the clinical preceptor experience. v Develops, utilizes, and assesses data from feedback tools such as students reflective journals, documentation of assessments, and student evaluations. v Identifies problematic situations based on assessment and feedback data early to minimize problems from arising and determines how unanticipated issues will be addressed related to student performance. v Mediates between clinical preceptor and student. v Students 55

56 v Possess a current, valid license to practice as a registered nurse. v Practices in the clinical setting directly under the supervision and guidance of the clinical. v Follow all policies, procedures, and regulations of both the clinical agency and SUNY Canton s RN- BS nursing program. v Provides feedback via electronic reflective journaling, documentation forms (physical assessment), discussion board activities, responses to case scenarios, via and/or phone. v Continuously assesses clinical learning environment to determine whether they believe their learning needs are being met and to identify their individual strengths and weaknesses. Plans strategies to improve areas of weakness. v Identifies barriers to learning and then utilizes active problem-solving and critical thinking to remove barriers. Student Activities There are a wide range of activities for students to participate in, please see the SUNY Canton Handbook for a detailed listing. Located online at: Some activities that are particular interest to the nursing students may be: Golden Key International Honor Society Webinars, online chats with other students. Nursing Honor Society Students have an opportunity to join Golden Key International Honor Society. The Golden Key mission is to enable members to realize their potential through the advancement of academics, leadership, and service. The top 2 reasons noted consistently by students for joining the honor society were recognition and scholarship opportunities. Golden Key International Honor Society, founded on 29 November 1977, is an academic honor society which recognizes and encourages scholastic achievement and excellence among college and university students from all academic disciplines. Golden Key is the world's largest collegiate honor society. Membership into the Society is by invitation only, to the top 15% of college/university sophomores, juniors and seniors, 2 nd and 3 rd year students (depending on your program) and top performing US graduate students in all fields of study, based solely on the objective criteria of 56

57 their academic achievements. Golden Key has chapters at over 375 colleges and universities in Australia, Canada, Malaysia, New Zealand, South Africa, The Bahamas and the United States. The Society offers its members over $600,000 (USD) annually through numerous scholarship and award programs. Members are also connected to exclusive career opportunities and assistance through Golden Key's partnerships with major corporations and graduate programs. The Society provides campus and community service opportunities enabling personal growth and leadership development as well as collaborating with university faculty and administrators to develop and maintain high standards of education. Listed below are other prestigious institutions who are members from New York State: Baruch College, The City University of New York Brooklyn College, The City University of New York Columbia University in the City of New York Cornell University Farmingdale State College Hofstra University Hunter College, The City University of New York Iona College Lehman College, The City University of New York New York Institute of Technology Pace University - Pleasantville Campus Queens College, The City University of New York Rochester Institute of Technology State University of New York at Canton State University of New York at Fredonia State University of New York at Geneseo Stony Brook University Syracuse University The City College of New York, The City University of New York United States Military Academy, West Point University at Buffalo, The State University of New York University of Rochester Frequently Asked Questions 1. How do I apply? 57

58 You go to the SUNY Canton homepage Click on Admissions Scroll down to apply online Pay the application fee Send all official transcripts to SUNY Canton Office of Admissions 2. How often do you admit students? Students can begin the program in the fall or spring semester. 3. Are courses offered during the winter and spring semester? Numerous liberal arts courses are offered during these semesters The courses offered can fulfill many of the general education requirements Sometimes the NURS courses are offered during the summer semester 4. Do I have to go full-time? No Many students find it too challenging to go full-time to school, work full-time, and successfully fulfill other life roles and responsibilities. You can go full-time, part-time, or take one course at a time. Many students have commented the best approach is starting with 2 courses, NURS 300 and NURS 303. Several students have successfully attended full-time and completed the program in 2 years. 5. Is financial aid available for full-time (12 credits and over) and part-time (6-11 credits)? Yes, it is available. 58

59 You can go to the SUNY Canton home page and click on financial aid under current students. The financial aid office can respond more fully to your questions and even help you apply. 6. How do I register for courses? When you first begin the program, semester 1, the Dean s office along with your advisor help assist with this process. The second semester, you will connect with your advisor via , webcam, or in person during the pre-registration period. This period is in November for fall semester and April for spring semester. Your transcript evaluation is available on UCANWEB. This is used to help guide your registration selections. Your advisor will you the curriculum plan, available on the RN-BS web page and in the information packet you received prior to starting the program. You will also receive a list of general education courses at SUNY Canton. This list is updated frequently and can be accessed under current students, scroll down to course listings, scroll down to General Education Approved Courses. The second semester your advisor will you the curriculum plan and general education course list whenever you request it. Once you have discussed your course plans, your advisor will give you a registration code which allows you to register online. 7. Are courses available during the winter and summer terms. Yes, there are many courses offered in the summer and winter terms. 8. How do you add or drop a course? Go to the Registrar s site on the SUNY Canton home page. Click on the add/drop form. Print the form and complete it. Then fax the form to

60 Your advisor will sign it and send it to the registrar. 9. How do I withdraw from college? If for some reason you need to withdraw, your advisor and explain why. There is also a withdrawl form online from the registrar s office which can be completed and faxed to the Dean s office at The form and/or will be reviewed by the Dean and sent to the Registrar s office. When you are ready to come back, reapply online and your advisor. 10. When is payment due each semester? Payment for courses must be received the day before classes begin However, if you are planning on using a credit card, it takes 3-5 days to process and needs to be submitted at least 5 days before the start of classes. 11. What are the general education requirements? General Education Requirements If you enter SUNY in Fall 2010 or later, to earn a SUNY bachelor s degree, you must: 1. Earn 30 SUNY-General Education Requirement (SUNY-GER) credits, which requires you to complete one or more courses in the following areas: 2 required areas* Basic Communication Mathematics Any 5 of these 8 areas* American History Foreign Language Other World Civilizations Social Sciences Humanities The Arts Natural Sciences Western Civilization 60

61 2. Demonstrate competency in: 2 required areas Critical Thinking Information Management *If you entered SUNY between fall 1998 and fall 2009, you may need to earn SUNY-GER credit in each of the ten areas, but check with your advisor because you may have other options. If you entered SUNY before 1998, the SUNY-GER may not apply.» Courses that Satisfy General Education Requirements» Online Courses that Satisfy General Education Requirements» Academic Majors with General Education Requirements Course grades required If you earn a grade of C or higher in a SUNY-GER course, the course is guaranteed to satisfy the SUNY-GER and degree credit requirements. If you are transferring, check with your transfer campus to find out which grades are needed for that campus and your transfer program, because some bachelor s degree majors require a grade higher than a C in specific courses, and some campuses and programs may accept grades below a C. Effective Date Policy is effective Fall If you entered SUNY between fall 1998 and fall 2009, you may need to earn SUNY-GER credit in each of the ten areas, but check with your advisor because you may have other options. If you entered SUNY before 1998, the SUNY-GER may not apply. NOTES: If you are entering SUNY Canton in an Associate Degree program and plan to transfer to another SUNY college, complete as many SUNY-GER courses as possible before you transfer. Try to complete at least 7 SUNY-GER knowledge and skills areas (Natural Science, Social Sciences, American History, Western Civilization, Other World Civilizations, Humanities, The Arts, and Foreign Language), including the 2 required areas (Mathematics and Basic Communication). If you complete all 30 credits in 7 or more SUNY-GER knowledge and skills areas (including the 2 required areas), you will have met the SUNY-General Education Requirements at every SUNY campus. If you complete the right SUNY-GER courses for your transfer campus and program, you will be making good progress toward your bachelor s degree. Plan for transfer with your academic advisor. If you are planning to transfer to a SUNY college, you must work closely with your academic advisor to select the right SUNY-GER courses to ensure you will meet the necessary general education requirements at SUNY Canton and to meet your transfer goals. You should also aim to earn a grade of C or higher in these courses. For each SUNY transfer campus and major you are considering, ask your advisor about: The specific SUNY-GER courses required. Every SUNY-GER course counts toward meeting the SUNY-GER at every SUNY campus. However, there may be a difference between meeting the SUNY-GER and meeting specific degree requirements. 61

62 Following is the latest list of approved general education courses. SUBJECT AREA COURSES APPROVED GER 1. Mathematics MATH 111 Survey of Math MATH 115 Mathematics for Elementary Teachers I MATH 121 College Algebra MATH 123 Pre- Calculus Algebra MATH 131 College Trigonometry MATH 135 Technical Math I MATH 141 Statistics MATH 150 Business Calculus MATH 161 Calculus I High school New York State Regents Math B exam or the Regents Algebra 2 and Trigonometry exam with a score of 85 or above. (GER credit only) GER 2. Natural Sciences ASTR 101 & 102 Astronomy of the Solar System and Lab ASTR 103 & 104 Stellar Astronomy and Lab BIOL 101 Introduction to Biology BIOL 117 Human Reproduction BIOL 150 College Biology I BIOL 209 Microbiology BIOL 217 Anatomy & Physiology I BIOL 310 The Genome BIOL 325 Biology in Society CHEM 100 & 101 Introduction to Chemistry and Lab 62

63 CHEM 107 & 108 Investigative Chemistry and Lab CHEM 120 & 121 General, Organic & Biochemistry and Lab CHEM 150 College Chemistry I ESCI 101 Introduction to Environmental Science ESCI 105 & 106 Energy Resources and Lab ESCI 107 Earth Science GEOL 101 Physical Geology PHSC 101 Physical Science PHYS 115 Basic Physics PHYS 121 & 125 College Physics I and Lab PHYS 131 & 125 University Physics I and Lab GER 3. Social Sciences ABAP 245 Introduction to the Science and Technology of Behavior ANTH 102 Introduction to Cultural Anthropology ECON 101 Principles of Macroeconomics ECON 103 Principles of Microeconomics ECON 201 Economics and Social Issues ECON 314 Managerial Economics GEOG 101 Introduction to Geography HLTH 104/SOCI 1014 Introduction to Gerontology POLS 101 Introduction to Political Science POLS 105 Introduction to American Government and Politics POLS 200 International Political Economy PSYC 101 Introductory Psychology PSYC 111 Applied Psychology SOCI 101 Introduction to Sociology SOCI 105 American Social Problems SSCI 181 Alcohol, Drugs and Society 63

64 GER 4. American History ECON 105 Survey of American Economic History HIST 103 Early American History HIST 105 Modern United States History HIST 204 U.S. Immigration History Through Race, Class, and Gender HIST 304 United States Women s History HIST 305 History of the Vietnam War HIST 307 American Thought Since 1865 GER 5. Western Civilization ENGL 395 Special Topics: Women of Wisdom: Exploring the Biblical Feminine HIST 101 History of the Western Heritage HIST 102 Modern Europe HUMA 393 Special Topics: Romanian Short Stories SSCI 275 Introduction to Ukrainian Culture and History GER 6. Other World Civilizations ANTH 102 Introduction to Cultural Anthropology ECON 301 Regional Economic Development in Africa ECON 315 Global Economy ENGL 224 Survey of Native American Literature ENGL 266 The Modern Islamic World Through Film and Literature ENGL 317 World Poetry ENGL 320 Native American Autobiography HIST 217 World History from 1300 to the Present HUMA 292 Special Topics: Introduction to Modern Latin American Civilization SSCI 221 Introduction to Chinese History and Culture SSCI 271 Contemporary Global Issues 64

65 SUBJECT AREA COURSES APPROVED GER 7. Humanities ARTS 201 Art History: B.C. to 16 th Century ARTS 202 Art History: 16 th to 20 th Century ENGL 203 World Literature: B.C. to 16 th Century ENGL 204 World Literature: The 17 th to 20 th Centuries ENGL 205 Survey of English Literature I ENGL 206 Survey of English Literature II ENGL 207 Literature of the Early American Republic:Colonization and Revolution, ENGL 208 American Literature Comes of Age: ENGL 209 Approaches to Literature ENGL 211 The American Novel of the Twentieth Century ENGL 213 War and Literature ENGL 214 Contemporary American Fiction ENGL 215 Multiculturalism in American Literature ENGL 216 Children s Literature ENGL 217 Comic Books as Literature ENGL 218 Science Fiction Workshop ENGL 220 American Literature in the Modern Era, Present ENGL 225 African American Literature ENGL 264 Living Writers Series ENGL 265 Writing in the Humanities Through Thematic Inquiry ENGL 291 Special Topics: River and Sea Adventures ENGL 295 Special Topics: African American Literature ENGL 306 Irish Prison Literature GMMD 101 Introduction to Media Studies 65

66 HUMA 204 Survey of American Folklore HUMA 291 Special Topics: Introduction to Film GER 8. The Arts ARTS 101 Introductory Drawing (Not a Liberal Arts Course) ARTS 201 Art History: B.C. to 16 th Century ARTS 202 Art History: 16 th to 20 th Century ARTS 203 Art and Society ARTS 204 Introduction to Painting (Not a Liberal Arts Course) ENGL 217 Comic Books as Literature ENGL 218 Science Fiction Workshop ENGL 221 Creative Writing ENGL 310 Writing Your Life: Form & Function in Memoirs ENGL 315 Short Fiction: The Art of the Tale ENGL 350 Flash Fiction ENGL 393 Special Topics: Classical Theater Lab GMMD 102 Introduction to Design GMMD 201 Digital Photography (Not a Liberal Arts Course) GMMD 211 Film Analysis (Not a Liberal Arts Course) GMMD 313 Studies in Genre Film (Not a Liberal Arts Course) 66

67 HUMA 189 Introduction to Acting HUMA 291 Special Topics: Introduction to Film GER 9. Foreign Language FREN 101 Contemporary French I SPAN 101 Contemporary Spanish SPAN 102 Contemporary Spanish II High School Foreign Language coursework AND a score of 85 or above on the Regents Examination for New York State. (GER credit only) GER 10. Basic Communication ENGL 101 Expository Writing ENGL 102 Oral and Written Expression GER 11. Critical Thinking Infusion GER 12. Information Management Infusion Contact information for questions about general education: Office of the Provost SUNY Canton 34 Cornell Drive Canton, NY Phone: 315/ Fax: 315/ [email protected] Please review the following statement. If you agree, sign your name and date. I have read the program handbook and understand the information included in it. Name: Date: 67