Bachelor of Science with a Major in Nursing Academic Manual 2015 2016 BS
ACADEMICS TABLE OF CONTENTS Accreditation 1 Summer Start Accelerated Option 1 Admission to the Masters of Nursing Program for BS to MSN Candidates 10 Guidelines for Grading and Grade Reporting 10 Baccalaureate Progressions 12 Guidelines for Delayed Completion of Course Requirements 13 Format for Written Assignments 13 Late Assignments 13 Guidelines Regarding Students Who Miss Exams 13 The Incomplete Grade 13 Clinical Placements 14 Policy on Students Missing Clinical Time 14 Independent Study/Research/Internships 15 Involuntary Leave of Absence and Condition of Enrollment (COE) Policy 16 Student Leave of Absence/Withdrawal Policy 17 SCHOOL OF NURSING POLICIES Statement of Students Rights 19 Statement of Students Responsibilities 19 Professional Expectations 19 Professional Conduct 19 Unsafe Clinical (Off Campus)/Simulation (On Campus) Performance 19 Ethics Policies 20 Professional Code of Ethics 21 Ethics Procedures: Responsibilities of Students and Faculty 23 Academic Ethics Board Selection and Academic Ethics Panel Hearings 23 Ethics Board Appeals Process 24 Academic Appeals Process 25 Course Withdrawal Policy 26 Course Refund Policy 26 Requests for Letters of Recommendation 27 Confidentiality Policy 27 Statement Regarding the Privacy Rights of Students (FERPA) 27 Compliance Requirements 27 Health Insurance/Health Benefits and Financial Aid 29 Health Insurance Portability and Accountability Act (HIPAA) 30 Religious Observance and Holidays 30 Uniform Policy 30 Student Exposure to Blood or Other Potentially Infectious Materials 32
International Clinical Experience - Policy Regarding Prevention and Treatment for Student Exposure to Blood or Other Potentially Infectious Materials 34 Weather Policy 35 Student Laptop Policy 35 UNIVERSITY POLICIES Statement on Equal Opportunity/Title IX 37 Student Responsibility 37 Drug, Alcohol, and Firearm Policies for Students 37 Sexual Harassment Policy 38 Sexual Violence Policy 39 Campus Violence Policy 41 Student Use of Shared Information Technology 42 APPENDIX Independent Study/Research Form Transcript Request Request for Leave of Absence or Withdrawal Confidentiality Agreement for Students Bloodborne Pathogen Worksheet Post Exposure Prophylaxis (PEP) Consent International Clinical Placement Participant Agreement Form Religious Observance Notification Form A B C D E F G H
ACADEMICS ACCREDITATION The Baccalaureate Program is accredited by the Commission on Collegiate Nursing Education (CCNE) and the American Academy of Colleges of Nursing Commission on Collegiate Nursing Education. The Johns Hopkins University (JHU) is accredited by Middle States Commission of Higher Education. The nursing program prepares graduates for entry-level professional nursing practice in a variety of health care settings. SUMMER START ACCELERATED OPTION The Summer Start Accelerated BS in nursing option is a 13.5 month, which begins in June and ends in July of the following year. The Accelerated student must be able to devote a significant amount of time to academics due to the intensity. The program outcomes are listed in Table 5. Upon successful completion, the student will be qualified to take the National Council Licensure Examination (NCLEX) to obtain licensure as a registered nurse. Course Number TABLE 2: SUMMER START ACCELERATED CURRICULUM Courses Clinical / Lab Hours Credits (Summer 2015) 1 st Semester Credits Total 14 110.306 Professional Role Development in Nursing 3 Theory 110.303 Health Assessment 56 2 Theory /1 Lab 110.304 Principles & Applications of Nursing Technology 56 2 Theory/1 Lab 110.313 Principles of Pathophysiology 3 Theory 110.307 Patient Centered Care* 56 / 56 1Lab /1 Clinical (Fall 2015) 2 nd Semester Credits Total 16 110.305 Nursing Care for Older Adults across the Continuum 2 Theory 110.315 Adult Health I* 112 2 Theory/2 Clinical 110.312 Psychiatric Mental Health Nursing* 112 2 Theory/2 Clinical 110.403 The Research Process in Nursing 3 Theory 110.314 Principles of Pharmacology 3 Theory (Spring 2016) 3 rd Semester Credits Total 14 110.401 Adult Health II* 112 2 Theory/2 Clinical 110.402 Nursing for Child Health* 112 2 Theory/2 Clinical 110.411 Nursing the Childbearing Family* 112 2 Theory/2 Clinical 110.404 Information Technologies in Nursing 2 Theory (Summer 2016) 4 th Semester Credits Total 12 110.405 Public Health Nursing* 112 3 Theory/2 Clinical 110.407 Transitions into Professional Practice 2 Theory 110.408 Transitions Practicum 168 3 Clinical 110.410 Seminars in Nursing 2 Theory 1
Course Number Courses Clinical / Lab Hours Credits Clinical Hours: 896 Lab Hours: 168 Total Hours: 1,064 Credit Hours: 56 * Denotes Clinical Component TABLE 4: PRE AND CO REQUISITE COURSES FOR BACCALAUREATE CORE COURSES Level Course Course Name Pre- Requisite Co- Requisite Pre/Co- Requisite LEVEL ONE NR.110.303 * Health Assessment None None NR.110.304* NR.110.306 Principles & Applications of Nursing Technologies None None Professional Role Development in Nursing None None None NR.110.307 Patient-Centered Care None None NR.110.303 NR.110.304 NR.110.306 NR.110.313 NR.110.313 * Principles of Pathophysiology None None LEVEL TWO NR.110.305 Nursing Care for Older Adults across the Continuum NR.110.303 NR.110.304 NR.110.306 NR 110.307 NR.110.313 NR.110.312 NR 110.314 NR.110.315 NR.110.303 NR.110.304 NR.110.312 NR 110.314 NR.110.315 NR.110.312 NR.110.312P Psychiatric Mental Health Nursing NR.110.303 NR.110.304 NR.110.306 NR 110.307 NR.110.313 NR.110.314 NR.110.403 NR.110.314 ** Principles of Pharmacology NR.110.304 NR.110.313 NR.110.315 NR. 110.315P Adult Health I NR.110.303 NR.110.304 NR.110.306 NR.110.307 NR.110.313 NR.110.314 NR.110.403 NR.110.403 Research Process in Nursing None None LEVEL THREE NR.110.401 NR.110.401P Adult Health II NR.110.303 through NR.110.315 NR.110.403 NR.110.402 NR.110.402P Nursing and Child Health NR.110.303 through NR.110.315 NR.110.403 2
Level Course Course Name Pre- Requisite Co- Requisite Pre/Co- Requisite NR.110.404 Information Technologies in Nursing Online course NR.110.303 through NR.110.315 NR.110.403 NR.110.411 NR.110.411P Nursing the Childbearing Family NR.110.303 through NR.110.315 NR.110.403 LEVEL FOUR NR.110.405 NR.110.405P Public Health Nursing NR.110.303 through 110.404 & 110.411 NR.110.407 Transitions into Professional Practice NR.110.303 through NR.110.404 & NR.110.411 NR110.405 NR.110.405P NR.110.408 Transitions into Practice - Practicum NR.110.303 through NR.110.411 NR.110.410A Seminars in Nursing: Care of the Pregnant Woman and Newborn NR.110.303 through NR.110.404 & NR.110.411 NR.110.410B Seminars in Nursing: Intro to Critical Care Nursing NR.110.303 through NR.110.404 & NR.110.411 NR.110.410C Seminars in Nursing: Around the World: Preparing for Global Nursing NR.110.303 through NR.110.404 & NR.110.411 NR.110.410E Seminars in Nursing: Acute Care of Children NR.110.303 through NR.110.404 & NR.110.411 NR.110.410H Seminars in Nursing: Emergency Nursing NR.110.303 through NR.110.404 & NR.110.411 NR.110.410J Seminars in Nursing: Quality and Safety in Clinical Practice NR.110.303 through NR.110.404 & NR.110.411 Definition of terms: Prerequisite: must be completed before taking course for which it is a prerequisite Co requisite: must be taken in same term with course for which it is listed as a co-requisite 3
Pre/Co requisite: may be completed prior to course, otherwise must be taken with course * NOTE: If you drop one of these courses, you must drop NR.110.307 **NOTE: If Pharm is dropped, all clinical courses must be dropped 4
TABLE 5: BACCALAUREATE PROGRAM OUTCOMES 1. Synthesize knowledge drawn from the natural and behavioral sciences, the humanities and nursing in making professional practice decisions. 2. Integrate knowledge and skills in leadership, quality improvement and patient safety to improve health and the healthcare system. 3. Use leadership skills to enhance the quality of nursing care, collaborate with other healthcare providers and encourage other professionals and the public to promote the health and well-being of society. 4. Use the research process through translation of evidence based findings to advance professional nursing and the delivery of healthcare. 5. Apply knowledge and skills in information management and patient care technology in delivery of quality patient care. 6. Apply knowledge of healthcare policies, financing, and regulations to influence political/policy making systems and the healthcare delivery system. 7. Function as a contributory member of the interdisciplinary healthcare team, recognizing the scope of nursing practice in interrelated roles assumed by members of other disciplines for the delivery of high quality and safe patient care. 8. Demonstrate the ability to effectively communicate and skillfully use the interpersonal process in nursing activities involving individuals, families, groups, communities, systems, population and other healthcare team members. 9. Articulate a global perspective regarding the responsibility the nurse assumes for affecting the health of individuals, families, groups, communities, systems, and populations. 10. Use a systematic approach to identify and manipulate environmental forces that affect the health of individuals, families, groups, communities and populations. 11. Demonstrate professional commitment to nursing by being responsible and accountable for practice decisions, interventions and outcomes; maintaining standards of practice, adhering to professional values; and assuming responsibility for continued personal and professional growth. 12. Provide care based on professional values of fairness and non-discrimination, altruism, autonomy, human dignity, integrity, and social justice to individuals, families, groups, communities, and populations. 13. Use the nursing process independently and/or collaboratively to guide patient-centered care for individuals from diverse and multicultural populations in varying states of health. 14. Facilitate attainment of optimal levels of wellness on the health continuum. 5
TABLE 6: BACCALAUREATE PROGRAM LEVEL OUTCOMES Outcome 1 2 3 4 Level I Level II Level III Level IV 1. Describe principles of critical thinking and ethical decision making from liberal education applicable to building knowledge and skills in nursing. 2. Use written, verbal, and nonverbal, communication skills and emerging technology to communicate effectively. 1. Demonstrate a basic understanding of organizational structure, mission, vision, philosophy, and values. 2. Identify factors affecting safety and quality care 1. Develop personal leadership skills, including values clarification. 1. Identify models that are used to evaluate scientific evidence surrounding practice issues. 2. Identify critical elements in application of evidence-based practice, including individual preferences, values, ethical and legal issues. 1. Adapt knowledge, skills and attitudes drawn from previous academic and experiential background to the practice of nursing. 1. Use principles of the science of patient safety and quality improvement to guide nursing actions for individuals with diverse conditions and their families. 1. Develop leadership skills in small groups to enhance the quality of health care for individuals and their families. 2. Apply leadership concepts, skills, and decision-making to providing high quality care to individuals with diverse conditions 1. Collaborate in the collection, documentation, and dissemination of evidence related to discrepancies in practice. 2. Describe how scientific knowledge and clinical expertise informs evidence-based nursing practice. 3. Critique research reports to identify best evidence based practices to apply to nursing care. 1. Value a broad understanding of human problems for decisionmaking in nursing practice with individuals, families, and groups. 1. Apply concepts of quality and safety to provide safe, high quality care to diverse individuals, families, and groups. 1. Develop leadership skills working with diverse individuals, families, and groups. 2. Apply leadership concepts, skills, and decision-making to the provision of high quality care to individuals, families, and groups. 1. Use principles of evidencebased practice to identify best practices in the care of individuals, families, and groups. 1. Integrate previously acquired knowledge in the practice of professional nursing and actively search for new knowledge when faced with unfamiliar situations. 1. Use understanding of organizational structure, mission, vision, philosophy and values to improve health care and the healthcare system. 2. Assume leadership responsibilities in providing safe and high quality care tor groups, communities and populations. 1. Use principles of the science of patient safety and quality improvement to provide leadership in improving care of individuals, families, groups, communities, and populations to initiate improvements in complex systems. 1. Integrate evidence-based findings relevant to nursing practice for purposes of research translation to improve nursing care for individuals, families, groups, communities, and populations. 6
Outcome 5 6 7 8 Level I Level II Level III Level IV 1. Identify patient care technologies and information systems used in specified patient care areas. 2. Demonstrate skills in using patient care technologies, information systems, and communication devices that support safe and effective care. 1. Describe the impact of insurance practices, health care policy and financing, regulatory bodies, and professional organizations on healthcare practice. 1. Demonstrate an understanding of the professional role of the nurse within the interdisciplinary team. 1. Use effective communication techniques when working as a member of the health care team in delivering patient care. 1. Demonstrate skills in using patient care technologies, information systems, and communication devices that support safe and effective care of individuals with diverse conditions. 2. Apply patient care technologies and health information technologies in use in specified patient care areas. 1. Recognize the importance of health policy, financing, regulation and the political process to the delivery of nursing care and to the profession as a whole. 1. Participate as a member of an interdisciplinary healthcare team in developing a collaborative plan of care. 1. Develop communication skills using the interpersonal process when providing nursing care. 1. Evaluate health information technologies and patient care technologies in diverse settings in relation to health information technology standards. 1. Incorporate effective communication and teambuilding techniques to produce positive professional working relationships 1. Adapt communication skills to meet needs of individuals in diverse groups. 1. Integrate information management and nationally recognized health informatics standards when performing and evaluating health care outcomes for individuals, families, groups, communities, and populations. 1. Use knowledge of health policy, financing, regulation, health care delivery systems, and the political process to advocate for the safe and effective care of communities and populations. 2. Advocate for vulnerable communities and populations based on ethical principles, health care policies and knowledge of health care access, affordability, equity, and disparities. 3. Evaluate appropriate health policy, financing, regulation, health care delivery systems and the political process to further the development of the profession of nursing. 1. Initiate and maintain collaboration with colleagues, other interdisciplinary healthcare team members and consumers for the improvement of healthcare. 1. Demonstrate an attitude of respect and collegiality in interprofessional teams when working with individuals, families, groups, communities, and populations. 7
Outcome 9 Level I Level II Level III Level IV 1. Describe a global health perspective and relevance to nursing practice and healthcare. 1. Recognize the individual responsibility nurses must assume in being contributing members of a profession with a global perspective. 10 1. Assess protective and predictive factors, which influence the current and future health of individuals and families. 1. Identify health promotion strategies to reduce individual health risks. 1. Use health promotion strategies in the care of individuals and families. 1. Design health promotion and disease prevention strategies that assure the health of communities and populations. 11 12 1. Demonstrate a professional standard in regard to personal appearance, communication, behaviors, and respect for others. 2. Assume accountability for personal and professional behaviors. 3. Recognize the relationship between personal health and the ability to deliver sustained quality care. 1. Demonstrate a caring, professional attitude, based on the values of altruism, autonomy, human dignity, integrity, and social justice. 1. Demonstrate responsible and accountable behavior and professional integrity in the practice of nursing. 2. Practice and discuss healthy behaviors with peers, individuals and faculty. 1. Explain the impact of the history of professional nursing on contemporary issues in nursing and healthcare 1. Recognize the individual responsibility nurses must assume in being contributing members of a profession with a global perspective. 2. Articulate the values of pursuing excellence, lifelong learning and engagement in the profession of nursing. 3. Recognize the relationship between personal health, selfrenewal, and the ability to deliver sustained quality care. 1. Incorporate ethical principles in the provision of nursing care to individuals, families, groups. 1. Demonstrate accountability for comprehensive nursing practice, and accountability for ethical and legal standards of practice. 2. Demonstrate accountability for ongoing professional development. 1. Integrate ethical and professional values into provision of care to individuals, families, groups, communities and populations 2. Advocate for the health of communities and populations. 13 1. Provide patient-centered care informed by a scientific base of knowledge to individuals experiencing need for health care services. 1. Use the nursing process to provide patient centered care to individuals and their families. 2. Analyze communication processes to maximize the nurse s therapeutic effectiveness. 1. Recognize the unique and relevant role that characterizes the contribution of nurses to the health of individuals, families, and groups. 2. Adapt the nursing process to individuals, families, groups who are at risk and/or experiencing complex health needs. 1. Provide compassionate patientcentered care informed by a scientific base of knowledge to individuals, families, and groups. 2. Use nursing process framework to collaborate with communities and populations for optimal health outcomes. 8
Outcome 14 Level I Level II Level III Level IV 1. Define nurse and individual contributions to achieving optimal levels of wellness 1. Implement the care needed to influence positive movement along the health continuum. 1. Facilitate achievement of a maximum level of health for individuals, groups through application of health promotion and disease prevention strategies. 1. Provide comprehensive care across the health continuum. 9
ADMISSION TO THE MASTERS OF NURSING PROGRAM FOR BS TO MSN CANDIDATES In order to proceed into master s study, the student accepted into the BS to MSN option must adhere to the following guidelines: Completion of the Baccalaureate program with a GPA of 3.0 or higher. Any grade below B- will be reviewed by the Master s Admissions Committee for a decision about progressions into the Master s program. Any student placed on academic probation for academic reasons or for Ethics Code violations in the Baccalaureate program will be reviewed by the Master s Admissions Committee for a decision about progressions into the master s program. Satisfactory completion of the NCLEX (National Council Licensure Examination) prior to participation in any clinical course at the master s level. Students will be asked to confirm their planned enrollment in the master s program by the Director of Admissions during Level III in advance of their completion of the accelerated BS program. SUGGESTIONS/RECOMMENDATIONS/REQUIREMENTS TO IMPROVE SUCCESSFUL TRANSITION TO THE MSN PROGRAM Specific Options: 1. Primary Care, NP options: a. Relevant, hands on health care experience is very desirable. b. Participation in the community outreach options is encouraged. 2. Clinical Nurse Specialist: a. While an undergraduate, a student s participation in a clinical practice opportunity in a site appropriate to their field of master s study is encouraged; for example, oncology unit experience for students interested in becoming an oncology clinical specialist. b. A minimum of one year full time nursing experience (post graduation from the BSN part of the program) is required. 3. Public Health Nursing/Nurse Midwifery: a. While an undergraduate, student participation in NR110.460 Community Perspectives in Childbearing family and Transitions Practicum in maternal child health placement are required and enrollment in NR110422 Breastfeeding is strongly recommended. 4. Public Health Nursing options: a. Participation in community outreach options is recommended. 5. Acute Care NP options: a. A minimum of one year full time (at least 75%) nursing experience delivering direct care in a critical care setting( post-graduation from the BSN part of the program) is required. b. Will not begin NP clinical courses until second year. 6. Management: a. No additional requirements. Prior management experience is desirable. GUIDELINES FOR GRADING AND GRADE REPORTING GRADING All courses will have some measure of evaluation done by mid-term. Theory courses will have one or more quizzes, mid-term and final examination or paper. Students in clinical courses will receive ongoing performance evaluations. Each student s clinical instructor will write a mid-course evaluation. A conference for the purpose of evaluation may be called by either the instructor or the student at any time. GRADE REPORTING Final grades are submitted in person by the course faculty to the Registrar on the Official Roster signed by the course coordinator. All theory and clinical final course grades are recorded on the transcript. The following grading scale is used to determine conversion of percent score to letter grade: 100 97 A+ 4.0 (Grade Point) 96-93 A 4.0 92-90 A- 3.7 89-87 B+ 3.3 10
86-83 B 3.0 82-80 B- 2.7 79-77 C+ 2.3 76-73 C 2.0 72-70 C- 1.7 69-67 D+ 1.3 66-63 D 1.0 62-60 D- 0.7 < - 60 F 0 ROUNDING OF GRADES The final grade of a Baccalaureate course will be rounded up at the hundredth. THEORY GRADES A student must achieve at least a 70% average in the exams and quizzes in order to pass the theory course. If papers, projects or homework are included in the theory grade, they will be factored into the theory grade only if a student s average on exams and quizzes is at least 70%. Faculty will notify the assigned advisor when a student earns a 72% or below on any exam. Theory courses also have measures of evaluation noted in course syllabus, (e.g., examination, paper). If the grade in theory is less than 70%, the final grade is recorded as a D +/- or F as appropriate. PASS/FAIL OPTION Some nursing electives are taken on a pass/fail basis. A student may take a non-nursing elective on a pass/fail basis concurrently with the nursing elective as long as the total number of pass/fail credits is not more than 12. Students may not change a pass/fail course to a letter grade after 4 weeks of the semester have elapsed. CLINICAL COURSES Core clinical courses include: 1. NR 110.307- Patient Centered Care 2. NR 110.303- Health Assessment 3. NR 110.304- Principles and Applications of Nursing Technology 4. NR 110.315- Adult Health I 5. NR 110.312- Psychiatric Mental Health Nursing 6. NR 110.401- Adult Health II 7. NR 110.411- Nursing the Childbearing Family 8. NR 110.312- Psychiatric Mental Health Nursing 9. NR 110.402- Nursing for Child Health 10. NR 110.405- Public Health Nursing 11. NR 110.408- Transitions Practicum is a 3 credit clinical capstone course: it is graded Pass/Fail. CLINICAL EVALUATION TOOL (CET) GRADING All clinical nursing courses use a pass/fail rating scale on the clinical evaluation tool (CET). CLINICAL GRADES Clinical experiences are defined as on campus (simulation) or off campus (designated clinical unit). Students in clinical courses will receive ongoing performance evaluations. Each student s primary clinical/sim instructor will write a mid-course evaluation and a final evaluation which clearly describe areas of growth and improvement. A conference may be called either by the instructor, the student, or the course coordinator at any time. All clinical courses are graded Pass/Fail. If the clinical grade is Fail the final grade is recorded as F. 11
BACCALAUREATE PROGRESSIONS Students earning a course grade of > 66.5% and <70% will be offered remediation as determined by the course faculty. These cases will be reviewed by the Progressions Committee. These students may register for and begin courses in the next level while completing remediation. Students receiving < 66.5% in any course will be dismissed from the program. Students who do not successfully complete remediation will be dismissed from the program. REFERRAL OF STUDENT FAILING A COURSE TO PROGRESSIONS COMMITTEE Faculty is responsible for notifying the student of a failing grade as soon as possible and ideally in person. In the event that a student fails a course, the student will be referred to the Baccalaureate Progressions Committee. 1. The student will be notified of the date of the Progressions Committee meeting. 2. The student will meet with his/her Academic Advisor regarding the failing grade. 3. The Progressions Committee Chair will meet with the student prior to the meeting. 4. The student is advised to write a letter of explanation addressed to the Chair of the Progressions Committee, to be taken to the Progressions Committee by the Academic Advisor. 5. The Academic Advisor represents the student at the Progressions Committee meeting. 6. The student has the option to attend a scheduled portion of the meeting. 7. If the Course Coordinator also serves on the Progressions Committee, the faculty member will recues themselves as member of Progressions Committee and only present information as Course Coordinator. 8. The Progressions Committee will make a determination about the student s status in the program. 9. The Academic Advisor communicates the decision of the Committee to the student a soon as possible after the meeting s conclusion. The student will also receive a letter from the Chair of the Progressions Committee. ACADEMIC PROBATION A notation is made on the student s official transcript when a student is placed on, or removed from, academic probation. When a student is working as a clinical nursing student, it is the responsibility of the student to inform the employing institution when s/he is placed on or removed from academic probation. Students who fail a course while on academic probation may be at risk for dismissal from the nursing program. COURSE WARNINGS The purpose of a course warning is to inform students of specific areas of deficiency, to outline specific action to correct the deficiency, and to prevent possible failure in the course. A course warning is given when, in the judgment of the faculty responsible for the course, the student is performing at or below a 72% in the course, or is having difficulty in some segment of the course and is in jeopardy of receiving less than a 70% in the course. Generally, course warnings are given by mid-course. Warnings may be given earlier if warranted, or later, if problems do not arise until the latter half of the course. A clinical warning may be issued to students who miss a clinical day, exhibit unprofessional behavior (e.g. tardiness, cell phone usage, out of uniform, etc.) and/or for HIPPA and ethical violations. The course or clinical warning is in writing and prepared by the faculty member who is responsible for the course. A copy of the course or clinical warning is sent to the student, the student s Academic Advisor, and the Director of the Baccalaureate Program. Students who receive a course warning should meet with their Academic Advisor or others as mentioned in the letter. A course warning is not part of the student s permanent transcript. 12
GUIDELINES FOR DELAYED COMPLETION OF COURSE REQUIREMENTS Students are expected to complete all requirements on the date specified in the course syllabus. Late completion will be accepted only when extreme extenuating circumstances arise. If a student is unable to complete a requirement on the date specified in the syllabus, s/he must: 1. As soon as possible, contact the clinical instructor and/or course coordinator prior to or on the date the course requirements are scheduled to be completed. 2. On the first day that the student returns to school following resolution of the problem that caused the delay, the student must contact the appropriate faculty member. 3. The faculty member and the student will set a specific alternative date and time for completion of the requirement. The student s academic advisor will be given a copy of the plan for completion. 4. Students should contact their academic advisors as early in this process as possible in order to obtain whatever assistance may be needed to meet all curriculum requirements promptly. FORMAT FOR WRITTEN ASSIGNMENTS Students should follow the most recent edition of the Publication Manual of the American Psychological Association (5 th Ed). Further guidelines can be found at http://psychology.vanguard.edu/faculty/douglas-degelman/apa-style/ LATE ASSIGNMENTS All written assignments must be turned in by the specified due date and time. Written assignments refer to anything other than an exam that is turned in for evaluation. Once the due date and time have passed, 10% of the total points of the assignment will be deducted per day (per 24 hour period). Under extreme circumstances, students may request an extension from the course, lab, or clinical coordinator. The student is also required to inform their academic advisor. GUIDELINES REGARDING STUDENTS WHO MISS EXAMS Students are expected to take exams during the scheduled times. If a student is unable to take an exam as scheduled, it is the student s responsibility to contact his/her course coordinator prior to the administration of the exam to avoid receiving a zero. Within one week of the missed exam, the student must also contact the course coordinator to make arrangements for the makeup exam. If arrangements are not made in this time frame, a grade of zero will automatically be entered. Students may be given a different make-up exam and/or different format from the original exam. All make up exams will be administered one (1) day a week at a time that is approved by the Registrar as available to all students that semester. This date will change each semester. THE INCOMPLETE GRADE An Incomplete (I) is assigned when a student fails to complete a course on time for valid reasons, generally very unusual circumstances beyond the student s control. In the typical case, the student consults with the instructor beforehand, discusses the reasons for requesting the Incomplete and plans for resolving it. A Notification of Incomplete Course work form is completed and signed by the student and the instructor http://nursing.jhu.edu/academics/documents/masters/incomplete-coursework.pdf. Conditions for resolving an Incomplete, including a date of completion, are established by the student and the instructor. An Incomplete in the clinical prerequisites to a clinical course must be resolved and a grade submitted to the Registrar before the student starts clinical experiences in the subsequent clinical course. For courses that are prerequisite to a clinical course but are non-clinical, Incompletes must be resolved within 4 weeks after the start of the semester. When an Incomplete is not resolved by the agreed-upon date, all work yet to be completed may be assigned a grade of zero (0) and the student may receive the grade based solely on the work actually completed. An Incomplete does not enter into the computation of the grade point average. A student who has two or more Incompletes without extenuating circumstances may have permission to register withheld for the next semester. When two or more Incompletes are on the student s record, permission to register for the next semester must be 13
obtained from the Director of the Baccalaureate Program. CLINICAL PLACEMENTS JHSON values its relationship with its preceptors and carefully evaluates each site and preceptor to maintain high quality clinical experiences for all students. Clinical placements for all Baccalaureate students are always formally negotiated by SON s Clinical Placement Specialist. Students must be aware that specific criteria must be met to provide a quality learning experience. Relevant criteria include: course requirements, national accrediting organization requirements, student learning and/or skill needs, preceptor expertise, and site specific resources. JHSON establishes a formal contract with each clinical agency for all clinical experiences. Part of this process includes verification of liability insurance coverage and an explicit statement of the conditions of the student's clinical experience. A signed contract between JHSON and the clinical site must be on file for every placement experience. This legal process may take up to 3 months. POLICY ON STUDENTS MISSING CLINICAL TIME INTRODUCTION Clinical practice is an essential component of a nursing education. During clinical practice, nursing students apply the knowledge and skills obtained from the didactic portion of courses to actual patient care. Successful completion of the clinical component of the curriculum is a mandatory requirement for graduation. To ensure students successfully complete this requirement, clinical faculty supervises and evaluates students during clinical practice. Failure to complete the required clinical hours may seriously hamper the student s ability to meet course objectives and may result in failure of the course. Therefore, students are expected to attend all clinical hours. Absences from clinical practice are closely monitored by faculty and should occur only in rare circumstances (extreme emergency or illness). Clinical time may not be missed for family weddings, personal travel or job interviews. INABILITY TO PROVIDE CARE If a clinical instructor determines that a student is unable to provide appropriate care for any reason (e.g., lack of preparation, a physical illness, emotional distress, etc.) during clinical practice, the clinical instructor, in consultation with the course coordinator: 1. May remove the student from the clinical area if deemed appropriate. 2. May refer the student for treatment or assistance, if deemed appropriate. 3. Documents the situation and copies the course coordinator. 4. Follows up with the student to ensure safe return to the clinical area. 5. Uses the Associate Dean for Enrollment Management and Student Affairs as a resource as needed. LATENESS If a student is late for an assigned clinical practicum, the student: Notifies the clinical instructor as soon as possible prior to the start of clinical by phone Explains the reason for lateness to the clinical instructor upon arrival at the clinical site, and Completes any assignments deemed necessary by the clinical instructor or course coordinator to ensure that course objectives are fulfilled. CLINICAL ABSENCE If a student misses a clinical day due to illness or emergency, the student: 1. Notifies the clinical instructor as soon as possible prior to the start of clinical by phone. 2. Submits a letter of explanation for the absence to the clinical instructor and the course coordinator before the next clinical day or within 24 hours of return to JHSON. The letter may be accompanied by documentation (e.g. letter from Student Health Services or a physician), if applicable, including any restrictions on returning to clinical practice. 3. Completes any assignments deemed necessary by the clinical coordinator to ensure that course objectives are fulfilled. 14
RETURN TO CLINICAL PRACTICE A student may return to clinical practice after an absence when, in the judgment of the clinical instructor or course coordinator, the student is able to provide appropriate care without jeopardizing anyone s safety. The course coordinator/clinical instructor may require a medical release in situations of illness. MAKE UP OF MISSED CLINICAL PRACTICE Faculty reserve the right to impose penalties for missed clinical time, including, but not limited to: clinical warning, clinical failure or the need to make up clinical time. All clinical time must be made up with either an appropriate assignment (e.g. micro sim or case study), experience in the simulation lab, or a clinical make up day. The cost of the clinical make up day may be accessed to the student for up to $400 per day. Payment for clinical or simulation make ups is to be made by check and should be made out to JHSON and paid to the Baccalaureate Program Administrator in Academic Affairs. This is the only accepted form of payment. Clinical hours missed when the JHU is closed do not need to be made up. INDEPENDENT STUDY/RESEARCH/INTERNSHIPS (Form for Independent Study can be found in the back of this manual - Appendix A) INDEPENDENT WORK Independent work is a significant feature of the JHSON Baccalaureate program. Research or study of material or clinical practice not included in a regularly offered course, when supervised by an appropriate full-time faculty member, may be included as part of a student s program and granted academic credit. APPROVAL A student wishing to do independent study/research/internship for academic credit should begin the process by contacting a faculty member of JHSON to supervise the work. Approval must also be obtained from the student s academic advisor. The student and the faculty supervisor develop the description, objectives, learning activities, and the method for evaluating the work. If the work includes clinical practice, the student and faculty supervisor together consider appropriate individual(s) to serve as preceptor(s). REGISTRATION Students must register for independent study within the first four weeks of the semester, or the first four days of the intersession, to receive credit in that semester. A registration form (see Appendix A) must be completed and submitted to the Registrar s Office for processing. A brief description of the project is included on the form. The signatures of the faculty advisor and the faculty supervisor are required on the Independent Student form. SUPERVISION The supervisor must be a full-time member of the faculty of JHSON. It is suggested that the faculty supervisor anticipate spending at least ten contact hours with the student in a typical three credit independent study, although the amount of time may be less in special cases. The faculty supervisor evaluates the work of the student and determines grades and credits. It is the faculty s responsibility to communicate with the preceptor(s) to obtain clinical evaluation information to include as part of the evaluation of the student s total performance. INDEPENDENT STUDY PROJECT The subject for an independent study project should fall within the faculty supervisor s academic discipline or area of specialization. Independent study is viewed as individual activity rather than group activity, although this should not preclude students working together on a common project. Organized projects for groups of students should be offered as courses rather than as an independent study, and should be appropriately identified by course number, title, and description. 15
GRADING The method of grading an independent study project or research should be established jointly by the faculty supervisor and student, and may be either pass/fail or a letter grade. This decision should be made before the work is begun. Internships are pass-fail only. The decision to grade pass/fail must be made before the end of the fourth week of a semester. CREDIT(S) A maximum of 12 independent study/research/internship credits can be counted toward the degree, with no more than six credits earned in one academic year, and no more than three credits in one semester. These credits also may be earned either during the normal academic term, intersession, or in the summer. Credits received for independent study/research/internship cannot be used in place of a required nursing course. Independent study/ research/internship may be used as nursing elective credit if the objectives for a nursing elective in this curriculum are met. In determining credit to be awarded for an independent study/research/internship, the faculty supervisor should determine the time to be spent by the student on the project, as compared with the assignment of credit for Baccalaureate courses, e.g. one credit represents one class hour, or four lab hours, per week for a term of 14 weeks. As a rule, a class hour represents two to three hours of preparation outside the classroom. Therefore, one credit represents about 40 hours, three credits about 115 hours. It is not unusual for a student to spend more than 115 hours for three credits of independent study/research/internship. Independent study for the summer semester should be arranged and registration accomplished before the end of the spring semester. Some examples of past projects include: 1. Comprehensive patient case study 2. Daily journal or weekly log of progress toward individualized objectives 3. Scholarly paper on nursing care issue, e.g. Nursing Care Needs of Patients Awaiting Transplant 4. Review of Literature on Informed Consent 5. Teaching plan 6. In-service presentation to nursing staff INVOLUNTARY LEAVE OF ABSENCE AND CONDITION OF ENROLLMENT (COE) POLICY * For purpose of this policy, the term Associate Dean means the Associate Dean for Enrollment Management and Student Affairs or his/her designee. INTRODUCTION The university is committed to fostering a learning environment that enables students to thrive and participate fully in academic life. There are, however, occasions when a student s health interferes with his or her ability to take part in the academic community, and at such times the school provides the opportunity for the student to initiate a leave of absence. For instance, a student s mental or emotional health, medical condition, or inappropriate behavior or communication may necessitate a leave of absence or placement of conditions on continuing enrollment. The guidelines and procedures described herein are not intended to address such instances, for which long-standing policy exists. Rather, these guidelines and procedures shall apply in those extraordinary circumstances when a student has not or cannot voluntarily address the issues of concern. GUIDELINES FOR USE In situations when a leave of absence is indicated due to circumstances as described below, the Associate Dean* will encourage the student to initiate a voluntary leave of absence. If the student declines to do so, the Associate Dean* may require an involuntary leave of absence. This step will be taken when necessary to protect the safety of the student or other individuals or to preserve the integrity of the University s learning environment. Such a decision may be based on behavior and/or communication that: 1. Harms or threatens harm to the health or safety of the student or others 2. Causes or threatens to cause significant damage to the property or resources of the university 3. Evidences chronic and/or serious drug or alcohol abuse 4. Significantly disrupts the functioning of the university community 16
A fitness for return assessment will be required as a condition of returning from the leave of absence arising from any of the above circumstances. (See the RE-ENTRY section of this policy). CONDITION OF ENROLLMENT (COE) When circumstances indicate that a leave of absence is not appropriate, the Associate Dean* may nevertheless impose certain conditions as a requirement of continued enrollment. This step will be taken only after consultation with those responsible for oversight of the student s program of study. PROCEDURE When the Associate Dean*, becomes aware, by whatever means, of the potential need for action, the following procedures will be initiated: A. The Associate Dean* will contact the student and describe the issues of concern. If this discussion alleviates all concerns, no further action is needed. Alternatively, procedures outlined below may also be initiated. B. The Associate Dean* may mandate a mental health or physical evaluation of the student. The Associate Dean* may also specify conditions under which the student is allowed to remain at the university. Such conditions will be developed in consultation with others charged with oversight of the student s academic program and the Director of the Student Assistance Program. The Associate Dean* will provide written notice to the student when such conditions are mandated. If a leave of absence is indicated pursuant to this policy, re-entry procedures outlined in the RE-ENTRY section of this policy shall apply. A. When a leave of absence is indicated and the student declines to accept a voluntary leave, the Associate Dean* will discuss the implications of an involuntary leave of absence. If the student continues to decline, the Associate Dean* will initiate an involuntary leave of absence after consultation with those charged with oversight of the student s academic program and the Director of the Student Assistance Program. In urgent situations, the Associate Dean* may initiate an involuntary leave of absence immediately. Under these circumstances, such consultation will be undertaken promptly thereafter. B. When an involuntary leave is imposed or in situations where the student accepts a voluntary leave per the recommendation from the Associate Dean*, the Associate Dean* will provide the student with written notification to this effect. This notification will outline the steps required for re-entry into the academic program and also note other pertinent information regarding the student s status while on leave. RE-ENTRY A student seeking re-entry to the curriculum after a voluntary or involuntary leave as described under this policy will undergo a fitness for return evaluation by the Student Assistance Program and/or the appropriate health service (University or Occupational Health Services). Upon re-entry, the Associate Dean* may impose conditions under which the student will be allowed to remain at the university (as described in Section Procedure, item B). The Associate Dean* will provide written notice to the student when such conditions are instituted. CONFIDENTIALITY All records related to student leaves of absence and conditions placed on continuing enrollment will be maintained in accordance with applicable law and policy. STUDENT LEAVE OF ABSENCE/WITHDRAWAL POLICY POLICY OVERVIEW Students must sometimes interrupt their studies for a variety of reasons (financial, academic, or personal). A student may leave JHSON by either taking a leave of absence (leaving the school temporarily with the firm and stated intention of returning) or by withdrawing from the school (leaving the school with no intention of returning). Before a student selects to leave the JHSON it is expected that the student will consult with his/her academic/faculty advisor and/or other academic resources available to assist with such a decision (Johns Hopkins University Student Assistance Program, other faculty, Program Director, etc.). The student requesting to leave the JHSON must complete a Leave of Absence/Withdrawal Form. This form can be found in the back of this manual as Appendix C or online at: http://nursing.jhu.edu/academics/resources/policies/index.html#af0b7e4973a65df82bd8cd2eb119b7 6F. 17