Department of Nursing

Undergraduate & Graduate Student Handbook Department of Nursing Southern New Hampshire University College of Online & Continuing Education As of 10/27/2014 Handbook Under Revision 2013/2014 This handbook is not meant to be a contract. Policies and procedures may change over the course of the year. Please consult the nursing website for any policy changes or clarifications. The handbook is revised annually in July in preparation for the new academic year which starts each September.

Table of Contents Welcome Letter...3 Department of Nursing and Health Professions at SNHU COCE...4 Mission...4 Philosophy...4 Nursing Curriculum Conceptual Framework...5 Educational Framework for RN-BS Program...5 RN-BS Program Competencies...6 RN-BS Program Outcomes...7 Undergraduate Nursing Program Curriculum...8 Graduate Nursing Programs...9 MSN Program Competencies...9 Graduate Program Outcomes...11 Graduate Nursing Programs Curriculum...13 Academic Progression Policies for Undergraduate and Graduate Students...14 Grading System for the Nursing Programs...14 Guidelines for Papers...15 Late Policy...15 Academic Warnings...15 Guidelines for Appealing a Warning, Paper, Examination and/or Course Code...15 Standards for Academic Progression...16 Academic Probation Procedures...17 Dismissal from Nursing and Readmission Process...17 Student Concern and Complaint Policy... 18 Student Evaluation of Faculty and Ongoing Assessment...19 General Academic Requirements: Admission and Transfer Policies...19 RN-BS Admission Criteria...19 Graduate Program Admission Criteria... 20 Rules of Conduct...21 Policies for Academic Standards and Regulation... 22 Procedures in Cases of Academic Dishonesty... 22 Student Advising Support... 22 Library Services...24 Department of Nursing Undergraduate & Graduate Student Handbook 2

Dear Nursing Student, Congratulations on taking the first step toward becoming a baccalaureate-prepared and/or master s-prepared professional nurse. We understand that there are many options and choices of schools to continue your education. Thank you for choosing Southern New Hampshire University. We will strive to provide you with the highest quality education in an accepting and supportive environment. The Undergraduate and Graduate Nursing Program Student Handbook is designed to provide specific information for online RN to Bachelor of Science and Master of Science in Nursing students. This handbook serves to supplement the Southern New Hampshire University Student Handbook http://www.snhu.edu/files/pdfs/student_handbook. pdf, which applies to all enrolled undergraduate, graduate, full- and part-time students in both the traditional and online environments. The SNHU Student Handbook contains information related to student rights, academic policies, registration, financial aid, campus facilities and course descriptions. Please take the time to familiarize yourself with the contents of both the University and Department of Nursing Student Handbooks. The Department of Nursing is here to help you acquire new knowledge, skills and attitudes of professional nursing practice today. The curriculum plan is an interrelated and integrated educational program of study. We recognize the personal investment you are making in your future. Certain student behaviors are associated with academic success; therefore, we strongly recommend that you: Invest in yourself. Take advantage of the academic support systems for online students. Schedule a minimum of 3 hours per credit per course for study time and assignments (i.e., 18 hours per week for a 6-credit course for undergraduate students; graduate students should plan on 6-8 hours of engagement with content per graduate credit hour). Build a relationship with your academic advisor. He/she can facilitate access to university support services should you have an academic or personal concern, an issue that needs to be addressed or a desire to learn how to improve your academic performance. Participate in meetings with your faculty advisor as they are offered. Read all email, course websites and bulletin board messages (www.mysnhu.edu) twice a week. Commit, persevere and stay strong. We look forward to beginning our nursing educational journey! Sherrie Palmieri, DNP, MBA, RN, CPHQ Executive Director for Nursing and Health Professions s.palmieri@snhu.edu Judith Paré, PhD, RN Associate Dean/Chief Nursing Administrator j.pare@snhu.edu Carol Allen, MSN, RN Assistant Dean, Undergraduate Nursing c.allen3@snhu.edu Laura Beaudoin M.Ed. Clinical Placement Coordinator l.beaudoin1@snhu.edu Department of Nursing Undergraduate & Graduate Student Handbook 3

Department of Nursing and Health Professions at SNHU COCE Mission The mission of the nursing department flows from the mission and vision of the University and the College of Online and Continuing Education. Our mission is to be a leader in providing quality undergraduate and graduate nursing education with distinction in scholarship, service and practice for registered nurses seeking to maximize their personal and professional potential. This mission is fulfilled through innovative programs responsive to the needs of adult learners in an online environment. The program provides the nursing professional with the knowledge, attitude, skills and behaviors that lead to patient-centered collaborative healthcare. Graduates are prepared to apply theoryguided, culturally competent, evidence-based professional nursing practices to improve the well-being of diverse populations in varied healthcare settings, nationally and internationally. Philosophy The Department of Nursing subscribes to the nursing metaparadigm as described by Fawcett (1984). Human beings are multidimensional, dynamic, open systems in continual interaction with the environment. They are complex wholes who seek to achieve balance through their unique abilities and understanding of the world. In nursing, human beings may be viewed as individuals, families and communities. Health is a dynamic process, which involves complex responses between internal and external interactions. The concept of health is based upon an individual s perception of one s state of wellness and quality of life. The individual s health perceptions are influenced by their history, culture, heritage, family, social roles and environment. Healthcare behaviors are influenced by relationships with family, significant others, healthcare professionals, an assimilation of cultural values, expectations and the reality of available resources. Healthcare is approached through concepts such as patient-centered care, evidence-based practices, quality, safety, informatics, teamwork and collaboration to promote, maintain and restore health. Environment is viewed as an accumulation of constantly changing physical, psychosocial and cultural conditions. Environment comprises external and internal domains. External domains consist of physical, geographical, biological, chemical, socio-cultural, economic, political, legal, ethical and organizational elements. Internal domains consist of bio-psycho-social-spiritual processes. There is a dynamic reciprocal relationship between human beings and the environment. Nursing is an art and a science concerned with all aspects of the human environment. Human beings and their response to the internal and external environment is the focus of nursing practice. Nursing responds to the needs of society by delivering culturally sensitive, evidence-based nursing practice. Evidence for nursing practice is accumulated through empirical, ethical, aesthetic, sociopolitical and personal ways of knowing, guided by nursing theory. Nurses strive to be self-aware, highly developed individuals who possess emotional intelligence and empathy. Nursing faculty members bring to the university a wealth of experience as registered nurses and educational leaders. They embrace a comprehensive, seamless approach to learning that values the experiences our students bring to their learning. They foster the belief that as nurse educators, we must hold high learner expectations for all. The faculty continuously considers ways to extend and enhance learning experiences in order to enable students to make the most of their learning time and to become fully prepared for nursing in the 21st century. Student feedback on Department of Nursing Undergraduate & Graduate Student Handbook 4

effective learning experiences is critical to ensure that we are delivering high-quality content in a supportive and effective environment. The nursing leadership has extensive experience educating registered nurses in an online environment. Curriculum, as well as student and academic support services, are designed and developed with the adult learner in mind. The unique opportunities we have to foster community for remote students and faculty has been a high priority in the development and design of this program. The knowledge, attitudes and skills of the SNHU COCE nursing faculty are enhanced by inclusion of the Community College System of New Hampshire s nursing leadership and nursing faculty. The students within the Department of Nursing are registered nurses. The students are viewed as respected colleagues who come to the learning environment with their own unique view of the world and nursing. Students are valued for the unique contributions they bring to the learning environment and appreciated for their diverse values and beliefs. Students are viewed as both a learner and a resource. Nursing Curriculum Conceptual Framework The Nursing Programs: Build upon prior nursing knowledge to provide a broad knowledge base for evidence-based, clinically competent, professional practice in the care of individuals, groups, families, communities and populations Prepare nursing leaders in professional roles and attributes Extend development of nurses for successful integration into the dynamic complex healthcare system, within a global context, as empowered change agents Educational Framework for RN-BS Program The transformational model applied to the Nursing Program maintains that a person cannot effectively manage in a complex environment until he or she can first manage him/herself. In a developmental manner, students will progress from awareness to knowledge through proficiency in 11 AACN competencies for baccalaureate nursing. These competencies are applied and developed in one of the following four stages of personal development in complex systems: personal effectiveness, interpersonal effectiveness, effectiveness in human health outcomes and effectiveness in complex health systems. Four stages of personal development: Personal Effectiveness is defined as assumption of responsibility and accountability for self, lifelong learning and professional development. Interpersonal Effectiveness is defined as the ability to collaborate using various channels of communication to function with an interdisciplinary team as an advocate for safe, patient-centered care. Effectiveness in Human Health Outcomes is defined as the ability to function in the healthcare community by providing evidence-based care and evaluating patient care outcomes in a variety of settings. Effectiveness within Complex Health Systems is defined as the ability to function as an empowered change agent in the global health community. Department of Nursing Undergraduate & Graduate Student Handbook 5

RN-BS Program Competencies The following competencies are threaded throughout the undergraduate nursing curriculum progressing from awareness to knowledge to proficiency and are used to guide program goals, educational framework, course objectives and evaluation. Thus, each competency is not necessarily addressed in each course. Clinical/Professional Judgment Clinical/professional judgment is the outcome of critical thinking and clinical reasoning in nursing practice and comes with the development of personal and professional effectiveness. Clinical/professional judgment incorporates decision-making processes that involve evidence and reasoning to facilitate the evaluation of outcomes and goals. Communication Communication is a complex, ongoing, interactive process and forms the basis for building interpersonal relationships. Communication includes listening, as well as verbal, nonverbal, written and electronic communication skills. The professional nurse appropriately adapts the communication style to the audience, considering such elements as culture, education and environment. He/she uses effective communication skills with other healthcare professionals to improve patient outcomes. Evidence-Based Care The professional nurse generalist utilizes multiple ways of knowing, including personal, ethical, empiric and aesthetic, in the delivery of care to individuals, families, communities or populations to address their health needs. The provision of care may be direct or indirect in partnership with the patient and the interdisciplinary healthcare team to affect a positive health outcome. Health Promotion and Disease Prevention Health promotion is aimed at high-level wellness through processes that encourage alteration of personal habits, health beliefs or the interaction between people and their environments. It occurs after health stability is present and assumes disease prevention and health maintenance as prerequisites or byproducts. Leadership/Management The leader/manager is responsible for human, fiscal and material resources and exhibits specific behaviors and strategies, such as delegation, collaboration, negotiation and coordination to influence individuals and groups toward goal setting and achievement. Technology Utilization Technology utilization includes current and developing methods and equipment that lead to discovery, retrieval and utilization of information to enhance nursing practice. These technologies may include, but are not limited to, equipment that may provide assessment data, support anatomic and physiologic function, utilize data from an electronic health record and provide access to most current evidence to support practice standards. Department of Nursing Undergraduate & Graduate Student Handbook 6

Professional Valuing/Caring Values are defined as beliefs or ideas to which an individual is committed and which guide behavior. Values include advocacy, altruism, ethical reasoning, equality, autonomy, human dignity, diversity, morality, social justice and integrity. Caring encompasses both the nurse s empathy for and connection with the patient, and the nurse s ability to translate these affective characteristics into compassionate, culturally sensitive care for each patient s diverse needs. Professional Role Development Role development is the process of acquiring knowledge and experiences that will encourage graduates to embrace lifelong learning, incorporate professionalism and accountability into their practices, and identify with the values of the profession. Global Perspectives Global health care knowledge includes an understanding of the effects of the culturally diverse community from individual to global perspectives on such areas as disease transmission, violence, health policy and healthcare economics. Healthcare Systems and Policy The professional nurse generalist understands the organization and environment in which nursing and health care is provided. This content and practice includes the dynamic relationships among institutions and organizations, public policy, economic and political factors, legal and regulatory processes, and funding mechanisms. Teaching/Learning Teaching/learning is a dynamic, lifelong interactive process that has formal and informal elements. Formal teaching/ learning occurs between two or more people, including a teacher and a learner. It consists of a set of planned, purposeful activities that assist the learner(s) in the acquisition of knowledge, attitudes and/or the performance of new skills. Informal teaching/learning process may involve one or more persons who may or may not be identified as a teacher or a learner. It consists of unplanned, spontaneous activities that enable a person to acquire new knowledge, attitudes or skills. RN-BS Program Outcomes: 1. Conduct comprehensive and focused assessments of health and illness parameters in individuals, groups and vulnerable populations. 2. Incorporate concepts of patient safety, clinical management and quality improvement to improve patient outcomes. 3. Incorporate evidence-based practice interventions (e.g., information systems, patient care technologies) as appropriate for managing the acute and chronic care of patients, promoting health across the lifespan. 4. Understand the scope and role of policy, finance and regulatory environments in relationship to individual and population outcomes. 5. Communicate effectively with all members of the healthcare team, including interdepartmental and interdisciplinary collaboration for quality outcomes. 6. Apply knowledge of organizational behavior, nursing theory and systems as appropriate for the scope and role of one s own practice. Department of Nursing Undergraduate & Graduate Student Handbook 7

7. Apply and incorporate a basic understanding of the concepts of health promotion and disease as a means of improving health at the individual, population, and community levels. 8. Incorporate a holistic, caring, culturally appropriate nursing approach that contributes to the wellness and health of individuals, groups and vulnerable populations. 9. Incorporate the qualities, skills, behaviors and knowledge required to function as a patient advocate, practice high-quality care, assess and evaluate patient outcomes, and provide leadership in improving care. 10. Integrate a holistic approach to local, regional, national and global dynamics in nursing and healthcare system delivery. Undergraduate Nursing Program Curriculum The five nursing courses needed to complete the RN-BSN Program are: NUR 310 Nursing Leadership and Management, NUR 320 Patient-Centered Assessments, NUR330 Nursing Research and Evidence-Based Practice, NUR 410 Community and Global Health, and NUR 480 Policy, Law, Ethics and Regulation, which includes the capstone experience. Course Sequence (including prerequisites, capstones, electives, etc.): Human Anatomy and Physiology I (BIO 210)...4 Human Anatomy and Physiology II...4 English Composition I (ENG 120)...3 English Composition II (ENG 200)...3 Human Growth and Development (PSY 211)...3 Introduction to Psychology (PSY 108)...3 Math ELE...3 Probability and Statistics (MAT 240)...3 Fine Arts and Humanities ELE (FAS; HIS; LIT; PHL)...3 Fine Arts and Humanities ELE (FAS; HIS; LIT; PHL)...3 Social and Behavioral ELE...3 Microbiology...4 Therapeutic Nutrition...3 Nursing...36 Free Electives...12 Courses listed ABOVE are courses that can be completed at the community colleges or other four-year accredited colleges/universities. The 36 credits awarded for Nursing are credits for the clinical nursing courses completed during the Associate Degree or Diploma Program. Courses listed BELOW are courses to be completed at SNHU. Students Department of Nursing Undergraduate & Graduate Student Handbook 8

wishing to continue their nursing education on a full-time basis may take two 6-credit nursing courses per semester. NUR 310 Nursing Leadership and Management...6 NUR 320 Patient-Centered Assessment...6 NUR 330 Research and Evidence-Based Practice...6 NUR 410 Community and Global Health...6 NUR 480 Policy, Law, Ethics and Regulation...6 Total Credits...120 Students may transfer a maximum of 90 credits into the nursing program. Students must complete 30 credits of coursework at SNHU to be awarded a degree from SNHU. Graduate Nursing Programs The graduate program follows the transformational educational foundation. Its design builds upon the liberal baccalaureate educational foundation and incorporates dimensions of personal development. Designed with specific attention to Effectiveness in Human Health Outcomes and Effectiveness in Complex Health Systems, graduate courses also include greater reflection and refinement of the dimensions of Personal Effectiveness and Interpersonal Effectiveness and expand on these principles to include effectiveness with groups and greater development of the IOM competencies of inter-professional communication and collaboration. The graduate nursing program addresses the recommendations of the Institute of Medicine (IOM) that nurses engage in lifelong learning and that nurses have the authority to work to their educational capacity. The Master of Science in Nursing program expands the partnership between the Community Colleges of Southern New Hampshire and SNHU to offer a seamless transition from an ADN to BSN with continuation of a graduate program that meets the competencies for the Clinical Leader and Nursing Leadership in Patient Safety and Quality. The Institute of Medicine s report, The Future of Nursing, explores how nurses roles, responsibilities and education should change significantly to meet the increased demand for care that will be created by healthcare reform and to advance improvements in America s increasingly complex health system. The Institute for Healthcare Improvement has set a five-year goal of focusing patient safety on patient-centered care. Nurses are uniquely positioned to contribute to the development of systems and processes to achieve that goal. Recommendations included in the IOM text for the redesign of nursing education include: competencies necessary for continuous improvement of the quality and safety of healthcare systems and patient-centered care, teamwork and collaboration, and evidence-based practice, along with the skills and methods for leadership and management for continual process improvement. The proposed graduate curriculum speaks to the above competencies.. MSN Program Competencies The following competencies are threaded progressing from awareness to knowledge to proficiency throughout the graduate nursing curriculum and guided by program goals, educational framework and course objectives. Thus, each competency is not necessarily addressed in each course. These competencies are utilized in the evaluation mechanisms for each course. Department of Nursing Undergraduate & Graduate Student Handbook 9

Critical Thinking/Critical Decision-Making Critical thinking involves the identification and evaluation of complex adaptive systems to make clinical judgments about individuals, families, communities and the healthcare system. The Master s prepared nurse synthesizes information and knowledge through the analysis of evidence from multiple sources to lead to effective clinical decision-making in designing, coordinating, implementing and evaluating patient-focused care. Communication Communication is a complex interactive process, forming the basis for interpersonal and professional relationships. Communication includes critical listening, as well as verbal, nonverbal, written and electronic communication skills. Through effective communication skills, the CNL communicates confidently and effectively to develop and maintain therapeutic relationships, collaborate with other healthcare professionals, manage group process and demonstrate sensitivity to diverse cultures to improve patient outcomes. Ethics Ethical principles are based on a core set of professional values and standards, including the Nursing Code of Ethics. Ethical principles are embedded in every aspect of the CNL role. Through the application of professional values and standards and self-assessment of one s ethical principles, the CNL identifies and analyzes, evaluates and applies ethical methods of decision making from both a personal and organizational perspective. Human Diversity/Cultural Humility The CNL articulates differences in responses to illness and therapies and customizes patient care while considering the individual s cultural, ethnic, socioeconomic, linguistic, religious and lifestyle preferences. The CNL delivers and coordinates care across settings throughout the lifespan to meet the needs of diverse individuals, groups and communities. The CNL practices in collaboration with a multicultural workforce to address health promotion, disease and injury prevention needs of client populations, and to implement strategies that address health disparities. Global Healthcare Global healthcare addresses health problems that transcend national borders and focuses on improving health and achieving equity in health for all people worldwide. In the CNL role, the practitioner applies how understanding ethnicity, age, gender, cultural background, health literacy and linguistics influence health and responses to treatments. The CNL uses knowledge from epidemiology, economics, politics and sociology to isolate and describe clinical populations and, working with and leading multidisciplinary groups, ensures that clients, families and communities are well-informed and included in care planning. Professional Development Professional development evolves from a strong theoretical background to explore functions of the CNL role as a role model, delegate, evaluator, manager of group processes, leader and advocate for patients, families and communities. As an advocate for the professional development of the nursing profession, the CNL integrates standards of practice using organizational and political processes to present self as a leader in healthcare systems/organizations to manage positive changes. Department of Nursing Undergraduate & Graduate Student Handbook 10

Accountability The CNL assumes responsibility for one s own professional identity and practice in the delivery of high-quality healthcare and for the creation of processes for improvement of patient outcomes. On a broader scale, the CNL considers the most cost-effective and efficient use of human, environmental and national resources. Assessment Assessment is an integral part of the CNL role and is applied to holistic assessment of individual, families and communities across the lifespan. As part of assessment, the CNL evaluates the environmental impact of outcomes and the appropriate use of products. Nursing Technology and Resource Management Technology is used in the healthcare setting as clinical information systems, interdisciplinary communications, consumer informatics and data analysis. Proficiency in use of technology can enhance nursing practice, support evaluation of patient outcomes, and facilitate evaluation of resource management. Professional Values/Social Justice Leadership behaviors of the CNL are the outward expression of core professional values. The CNL designs, coordinates, delegates, supervises and evaluates care in a timely manner while participating as a member of an interdisciplinary workforce to competently deliver high-quality healthcare. As a steward of human, material and environmental resources, the CNL practices within the context of an organization s mission, vision, values and philosophy of care by incorporating standards of care and scope of practice for continuous quality improvement. The CNL s professional values include social justice, recognition and understanding of the influences of healthcare policy on health promotion/risk reduction and disease and injury prevention in vulnerable populations. The CNL evaluates the effectiveness of health teaching by self and others and models a core set of professional values. Graduate Program Outcomes All graduate students will demonstrate the following core outcomes 1. Synthesize and apply theories and conceptual models from nursing and other related disciplines to facilitate clinical practice decision-making. 2. Integrate the use of communication skills, information systems and standardized language in relation to clinical outcomes and continuous performance measures. 3. Develop collaborative interdisciplinary relationships and partnerships to improve the healthcare of the cohort population. 4. Interpret and apply evidence-based data to assess cohort risk, implement interventional strategies and evaluate outcomes as part of an interdisciplinary healthcare team. Department of Nursing Undergraduate & Graduate Student Handbook 11

Graduates of the MSN Patient Quality and Safety program will demonstrate a mastery of the following program outcomes: 1. Develop continuous improvement of the patient care process through analysis and measured change to current clinical programs in the inpatient and outpatient environments. 2. Integrate the use of communication skills, information systems and standardized language in relation to clinical outcomes and continuous performance measures. 3. Develop the research and education programs necessary to advance the national patient safety agenda. 4. Create patient safety and patient care outcomes through educational programs. 5. Evaluate the effectiveness of continuous improvement processes. 6. Create a capstone project for oral and written presentation on a patient safety issue. Graduates of the Certificate Program in Patient Quality and Safety will demonstrate a mastery of the following program outcomes: 1. Develop continuous improvement of the patient care process through analysis and measured change to current clinical programs in the inpatient and outpatient environments. 2. Integrate the use of communication skills, information systems and standardized language in relation to clinical outcomes and continuous performance measures. 3. Develop the research and education programs necessary to advance the national patient safety agenda. 4. Create patient safety and patient care outcomes through educational programs. 5. Evaluate the effectiveness of continuous improvement processes. Graduates of the CNL-MSN program will demonstrate a mastery of the additional outcomes: 1. Design, implement and evaluate innovative, population-based programs of care to achieve quality outcomes. 2. Pursue continuous quality improvement through the clinical nurse leader role. 3. Serve as an advanced practice generalist for a cohort population within the selected healthcare subsystem. 4. Create a capstone research project for oral and written presentation on a nursing practice topic. All graduates of the CNL concentration will meet the AACN CNL master s degree outcome competencies and practice standards and be eligible for certification by the national American Nurses Credentialing Center (ANCC) as a Clinical Nurse Leader (CNL). It is important to note that students in the Clinical Nurse Leader concentration may elect to take Advanced Health Assessment or Epidemiology. NUR 601 Advanced Pathophysiology and NUR 602 Advanced Pharmacology integrate concepts from health assessment into the course. Department of Nursing Undergraduate & Graduate Student Handbook 12

Graduate Nursing Programs Curriculum The 10 nursing courses needed to complete the graduate program are categorized into core courses and specialization courses. The course sequence for the core courses is: 1. NUR 500 Advanced Nursing Concepts...3 credits 2. IHP 501 Global Health and Diversity...3 credits 3. NUR 502 Teaching and Learning in Nursing...3 credits 4. HCM 500 Nursing Informatics...3 credits 5. IHP 504 Healthcare Policy and Financing...3 credits 6. IHP 505 Leadership in Clinical Microsystems...3 credits 7. NUR506 Evidence-based Practice...3 credits 8. QSO 640 Project Management*...3 credits 9. NUR 680 Nursing Capstone Seminar...3 credits 10. NUR 681 Nursing Capstone Project...3 credits Subtotal...30 credits MSN students who do not choose a concentration should select three (3) electives from the courses outlined below. Clinical Nurse Leader Concentration 1. NUR 601 Advanced Pathophysiology...3 credits 2. NUR 602 Advanced Pharmacology...3 credits 3. Select one option: NUR 603 Epidemiology...3 credits NUR 607 Advanced Health Assessment (optional)...3 credits Grand Total...39 credits Patient Quality & Safety Concentration 1. NUR 604 Healthcare Quality and Improvement...3 credits 2. IHP 605 Error Science, Risk Assessment and Disclosures...3 credits 3. NUR 606 Communications and Collaboration...3 credits Grand Total...39 credits * QSO 640 Project Management requires students take the MBA 501 Mathematics and Statistics for Business foundation course. Students with relevant business experience may be able to waive this foundation. Patient Safety and Quality Graduate Certificate Credits earned in the Patient Safety and Quality Graduate Certificate may be applied toward the MSN Patent Quality and Safety concentration for students who want to continue their studies. 1. HCN 500 Healthcare Informatics...3 credits 2. NUR 604 Quality and Improvement...3 credits 3. IHP 605 Error Science, Risk Management and Disclosure...3 credits 4. NUR 606 Communication and Collaboration...3 credits Grand Total...12 credits Department of Nursing Undergraduate & Graduate Student Handbook 13

Academic Progression Policies for Undergraduate and Graduate Students Grading System for the Nursing Programs The passing grade for all undergraduate Nursing courses is B- or higher. The passing grade for all graduate Nursing courses is B- or higher. A GPA of 2.67 or higher is required for progression and continuation. The following scales are used for grading in all nursing courses at the undergraduate and graduate levels, respectively. Undergraduate Scale UC-COCE Undergraduate Grading System: Grade Numerical Equivalent Points A 93-100 4.00 A- 90-92 3.67 B+ 87-89 3.33 B 83-86 3.00 B- 80-82 2.67 Grades below this level are considered non-passing for RN-BSN courses. C+ 77-79 2.33 C 73-76 2.00 C- 70-72 1.67 D+ 67-69 1.33 D 60-66 1.00 F 0-69 0.00 Graduate Scale UC-COCE Graduate Grading System: Grade Numerical Equivalent Points A 93-100 4.00 A- 90-92 3.67 B+ 87-89 3.33 B 83-86 3.00 B- 80-82 2.67 Grades below this level are considered non-passing for MSN courses. C+ 77-79 2.33 C 73-76 2.00 F 70-72 1.67 Department of Nursing Undergraduate & Graduate Student Handbook 14

Guidelines for Papers 1 The profession of nursing has adopted the American Psychological Association guidelines. The Publication Manual of the American Psychological Association, 6th edition is available at many bookstores, including the SNHU bookstore and at the Shapiro Library. All students within the Department of Nursing and Health Professions are expected to submit all written work in properly formatted APA 6th edition style. 2. Please note that individual faculty will have specific guidelines to be followed in the preparation and submission of papers. If you have any questions, consult the course syllabus and make an appointment to discuss your paper with the course professor. 3. Please refer to university policy regarding plagiarism, other related policies and related consequences. Late Policy It is important to submit assignments on time. The faculty tries to pace assignments so that you do not become overwhelmed. All assignments are due before 11:59 pm each Sunday night, unless a different time is specified in the course. If you feel that you will not be able to submit an assignment on time, please contact the faculty member by e-mail before noon on Saturday to request an extension. In your request, please include the following: a. Write assignment as part of the subject line; b. Provide a brief explanation as to why the assignment will be late; c. Indicate when you expect to have the assignment submitted (if the assignment will be more than 24 hours late, explain why the extra time will be needed); and d. Sign your name and provide contact information for the faculty member in case he/she needs to contact you. Failure to notify the faculty that the assignment will be late may result in a zero for the assignment. Assignments with an extension that are submitted after the agreed upon new due date are subjected to a 5% decrease in the final grade for every day the assignment is late. Academic Warnings Both Undergraduate and Graduate Nursing Courses are delivered over an 11-week semester. Students academic progress is monitored on a weekly basis; at week five, students will be assessed for satisfactory academic achievement in courses for which they are enrolled. If a student is at risk for failure, the student will receive an academic warning. The student should then schedule a time to meet with their academic advisor and the course faculty to seek strategies for successful course completion. Guidelines for Appealing a Warning, Paper, Examination and/or Course Grade Students who have questions about a grade received on a course assignment should first meet with the involved faculty. This meeting should take place within one week of receiving the warning, paper, examination or course grade. Discussion should focus on understanding the faculty s rationale for the grade. Most often, this meeting results in an understanding of each party s perspective. If, in either party s opinion, such an understanding is not reached, either party may ask to meet with the Assistant Dean of Nursing (ADN) for undergraduate students and the Graduate Program Director for Graduate Students. The ADN, or Graduate Program Director, will make an effort to Department of Nursing Undergraduate & Graduate Student Handbook 15

help parties involved to reach an understanding. If a satisfactory understanding is not reached, either party may ask to meet with the Nursing Department Associate Dean-Chief Nurse Administrator who will convene a meeting of the Department of Nursing Student Affairs committee. Members of this committee include: Assistant Dean for Nursing, Graduate Program Director, Student Advisor, and an Assistant Dean from another COCE department. They will then review the issue at hand and advise the Associate Dean-Chief Nursing Administrator. The Associate Dean of Nursing will then render a decision. If the student is still not satisfied, they may file a formal written complaint. Please view the University Handbook for the formal complaint policy. Also see related university policies for instances where the student is still not satisfied with the decision. Standards for Academic Progression RN-BS Students A student enrolled in the RN-BS Program must achieve a course grade of 2.67 (B-) for academic progression. Students who do not achieve a 2.67 or better in a course will not be allowed to progress. A student who is unable to progress in the program will be placed on academic probation and will be eligible to retake the course. A plan for academic success will be created in coordination with the Nursing Academic Affairs Committee and the faculty and student advisors to provide the additional support services to maximize the student s opportunity for success. If a student does not achieve a 2.67 or better after repeating the course, the student will be dismissed from the nursing program. Students who are dismissed from nursing will be offered the opportunity to enroll in an alternative degree-granting program offered by SNHU should they wish to choose that option. Students who have been dismissed from nursing and wish to be readmitted to the nursing program should review the process for readmission. Graduate Students Students enrolled into the MSN courses must achieve a 2.67 (B-) or better for academic progression. Course credit cannot be applied to the MSN degree if the grade is less than 2.67 and the student cannot progress in the program. Students who are unable to progress will be placed on academic probation and may be eligible to retake the course. A plan for success will be created in coordination with the Nursing Academic Affairs Committee, the student s academic advisor and the student to maximize the student s opportunity for success. If a student does not achieve a 2.67 or better after repeating the course, the student will be dismissed from the nursing program. Students who are dismissed from nursing will be offered the opportunity to enroll in an alternative degree-granting program offered by SNHU should they wish to choose that option. Students who have been dismissed from nursing and wish to be readmitted to the nursing program should review the process for readmission. Progression and Students Receiving Federal Financial Aid To comply with the distribution for federal student aid, students must have successfully completed at least 67 percent of all the credits he or she has attempted at SNHU during the entire period of enrollment. Total credits earned divided by total credits attempted equals the percent of all credits. Refer to the following web link for academic progression and satisfactory academic progress (SAP) for financial aid: https://my.snhu.edu/offices/onestop/policies/sap/policy/pages/default.aspx Department of Nursing Undergraduate & Graduate Student Handbook 16

Academic Probation Procedures RN-BS Students Students who receive less than 2.67 in a nursing course will not progress and will be placed on academic probation. The request for a student to repeat the course should include the student s statement of what strategies will be used to be successful. The request is sent to the Nursing Academic Affairs Committee, which coordinates with the student s faculty and student advisors, to develop a plan for academic success. The plan for academic success must be in place before the student repeats the course. When a student on academic probation registers to repeat the course, the student will meet with the Course Coordinator and the student s advisor to review and agree to the plan for academic success. The plan for academic success will be a contract between the student and the Department of Nursing and Health Professions. A copy of the plan for success should be sent to the Assistant Dean to ensure no disruption in communication between the student and the Department. Academic probation will continue until the student reaches the end of the term in which he/she repeats the failing nursing class. Graduate Students Students who receive less than 2.67 in a nursing course will not progress and will be placed on academic probation. The request for a student to repeat the course should include the student s statement of what strategies will be used to be successful. The request is sent to the Nursing Academic Affairs Committee, which coordinates with the student s faculty and student advisors, to develop a plan for academic success. The plan for academic success must be in place before the student repeats the course. When a student registers to repeat the course, the student will meet with the Graduate Program Director and the student s advisor to review and agree to the plan for academic success. The plan for success will be a contract between the student and the Department of Nursing and Health Professions. A copy of the plan for success should be sent to the Graduate Program Director to ensure no disruption in communication between the student and the Department. Academic probation will continue until the student reaches the end of the term that he/she repeats the failing nursing class. Dismissal from Nursing and Readmission Process Students in the undergraduate or graduate programs who fail a second nursing course after a plan for academic success has been attempted will be dismissed from the nursing program. Students who are dismissed from a nursing program may be eligible for other undergraduate or graduate programs offered by COCE. Students should speak with their academic advisor. Students who wish to petition for readmission should review the process for readmission. Process for Readmission to the Nursing Program RN-BS students seeking readmission to the nursing program may reapply to the nursing program. The policy and process for readmission is as follows: 1. Students are eligible for readmission two semesters after the term in which they were dismissed. 2. Students wishing to be considered for readmission must submit a request in writing three weeks prior to the term start for which they are seeking enrollment to allow time for review of the request. 3. Submit a letter to the Assistant Dean of Nursing and Health Professions, requesting readmission to the nursing program. Department of Nursing Undergraduate & Graduate Student Handbook 17

4. In the letter, please include what circumstances you believe contributed to your challenges with successfully completing the program when first enrolled. Describe what strategies are in place now to improve your chances for success. 5. Please include your name and student number in your letter as well. 6 Students may want to contact their academic advisor for assistance with this process. If you have been away from the program for more than a year, please consult the COCE Undergraduate Student Catalog for processes and procedures related to readmission. Graduate Students seeking readmission to the nursing program may reapply to the nursing program. The policy and process for readmission is as follows: 1. Students are eligible to apply for readmission two semesters after the term in which they were dismissed. 2. Students wishing to be considered for readmission must submit a request three weeks prior to the term start for which they are seeking enrollment to allow time for review of the request. 3. Submit a letter to the Graduate Program Director of Nursing and Health Professions, requesting readmission to the graduate nursing program. 4. In the letter, please include what circumstances you believe contributed to your challenges with successfully completing the program when first enrolled. Describe what strategies are in place now to improve your chances for success. 5. Please include your name and student number in your letter as well. 6. Students may want to contact their academic advisor for assistance with this process. If you have been away from the program for more than a year, please consult the COCE Graduate Student Catalog for processes and procedures related to readmission. Student Concern and Complaint Policy Student concerns and complaints as statements of dissatisfaction may involve course-, program- or college-level experiences. For course-related concerns or complaints, the course faculty member is to be the first resource and primary contact for communication. For program-level concerns, the contact person is the Assistant Dean of Nursing and Health Professions for undergraduate students or the Graduate Program Director of Nursing and Health Professions for graduate students. For college-level concerns, the contact person is the Associate Dean-Chief Nursing Officer for the Department of Nursing and Health Professionals. The college encourages such direct communication for informal resolution of the concern or complaint. However, students also have the option to submit a formal request for review of the complaint or concern if it does not appear to receive adequate attention or resolution. Please see the University Student Handbook for policy related to the formal complaint policy. This policy and procedure provides the opportunity for students to formally address and document complaints and concerns about the Department of Nursing and Health Professions at SNHU COCE. Complaints and concerns may relate to, but are not limited to, the course expectations, the overall program of study, faculty, classmates, college staff or other college activities. Department of Nursing Undergraduate & Graduate Student Handbook 18

All complaints will be handled in accordance with written policies of SNHU COCE and the Department of Nursing and Health Professions. For violations of the Code of Student Conduct, refer to the Southern New Hampshire University Student Handbook by visiting: https://my.snhu.edu/resources/studenthandbooks/documents/student%20handbook. pdf This student complaint policy has been written in accordance with standards set forth by the Commission on Collegiate Nursing Education. See http://www.aacn.nche.edu/accreditation/pdf/standards09.pdf Student Evaluation of Faculty and Ongoing Assessment Nursing students evaluate faculty members at the end of each semester. Formative evaluations are also requested at the completion of week four. Student evaluations are anonymous, provide feedback to faculty and administration, and are used as part of the faculty evaluation process. Faculty does not have access to the faculty evaluations until after course grades are submitted. Students are encouraged to value and treat evaluations seriously, to be honest and specific with praise and criticism, and to offer ideas for improvement. Additionally, students are encouraged to utilize faculty office hours for providing faculty with ongoing feedback throughout the semester. General Academic Requirements: Admission and Transfer Policies RN-BS Admission Criteria 1. Graduated from an accredited ADN or Diploma School of Nursing 2. Hold an unencumbered registered nursing license by the end of the first nursing course 3. Have a GPA of 2.5 or better from their nursing program 4. Have daily internet access SNHU COCE has partnered with the Community College System of New Hampshire to offer both a baccalaureate and master s in nursing. Students who have graduated from the Community College System of New Hampshire after January 2012 are eligible to apply under the conditions of the partnership agreement. Please contact the advisor at the community college for specific information for students eligible for the partnership agreement. Transfer Credits Up to 90 transfer credits may be accepted. Credits will be awarded in recognition of having completed a registered nurse program and passing the National Licensure Examination for Registered Nurses (NCLEX-RN). There is no time limit for accepting science courses. Transfer Credit for Nursing Courses The RN-BSN program at SNHU has a unique curriculum that can make transfer credit for nursing courses difficult. All requests for transfer of credit for nursing courses go to the Department of Nursing and Health Professions for review. Students seeking transfer of nursing courses must submit a course syllabus for the nursing course for which they wish to receive credit. The course under consideration must have been completed at an accredited school of nursing. Unless otherwise stated, courses considered for transfer must be discrete courses. For example, Health Assessment content integrated in a Medical-Surgical course will not be considered for transfer credit. The Associate Dean of Nursing and Health Professions will review the course description, assessments and credit Department of Nursing Undergraduate & Graduate Student Handbook 19

hours to determine if nursing transfer credits can be awarded. In the case where nursing transfer credits are granted, the student will still need to complete the 30 residency hours required for degree conferral at SNHU. Competency Credit Students registered in NUR-320 Patient-Centered Assessment who feel they have the competency to meet the objectives for Health Assessment and/or Health Promotion may petition to submit a competency sample to the Associate Dean of Nursing and Health Professions for full or partial course credit. The competency for the Health Assessment portion of the course includes a video demonstration of the head-to-toe exam, according to the standards set in the course. The competency for the Health Promotion portion of the course includes the submission of a Health Promotion Teaching Project, according to the standards in the course. The final decision of credit lies with the Associate Dean of the department. In the case where nursing competency credits are awarded, the student will still need to complete the 30 residency hours required for degree conferral at SNHU. Graduate Program Admission Criteria 1. An active unencumbered license to practice as a registered nurse 2. An earned GPA of 3.0 from their BSN program 3. Provisional acceptance: Students who have achieved a 2.67 GPA, but less than a 3.0 GPA, may be admitted to the first graduate course on a conditional basis. Students on a provisional acceptance to the graduate program must achieve a B+ or better in their first graduate class. With achievement of B+ or better in their first graduate class, students may be offered matriculation into the program. SNHU does not require GREs for admission to the graduate program. Transfer Credit for Graduate-Level Courses Students who wish to be considered for graduate nursing transfer evaluation must submit a course syllabus for the courses they wish to be considered for transfer. The Associate Dean of Nursing and Health Professions will review all requests for transfer of nursing graduate courses to ensure that students will have the requisite knowledge needed to meet the degree requirements for graduation. The Department of Nursing and Health Professions may accept a maximum of six graduate credits at time of admission. Once students are matriculated at SNHU, students are expected to complete their coursework at SNHU. Credits from Advanced Pathway at SNHU Students who have graduated from SNHU s RN-BSN program and have successfully completed the graduate-level coursework in NUR 410 Community and Global Health and/or the graduate-level work in NUR 330 Research and Evidence-Based Practice may be waived out of the Graduate Courses IHP 501 Global Health and Diversity and NUR 506 Evidence-based Practice, respectively. Department of Nursing Undergraduate & Graduate Student Handbook 20