Graduate Nursing Student Handbook

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2013-2014

Graduate Nursing Student

Handbook

S e a tt l e P ac i f i c Un iv er s i t y

School of Health Sciences

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The MSN program at Seattle Pacific University is accredited by the Commission on Collegiate Nursing Education, One Dupont Circle, NW, Suite 530, Washington DC 20036 (202)887-6791. For more

information regarding disclosure, please review pages 15-16 of the CCNE Procedures for Accreditation of Baccalaureate and Graduate Degree Nursing Programs (amended December 2011) at

http://www.aacn.nche.edu/ccne-accreditation/Procedures.pdf.

The School of Health Sciences, based on our commitment to Christian values, seeks to partner with the community, develop graduates who engage the culture, change the world, and:

♦ Serve all people with the highest level of professional care; ♦ Demonstrate competence in a diverse and changing environment; ♦ Act with wisdom, character, and caring;

♦ Demonstrate leadership in all aspects of nursing; and ♦ Promote optimum health of the body, mind, and spirit.

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Table of Contents Dean’s Welcome Letter

1.0 Preface 7

2.0 Overview of Graduate Nursing Curriculum 9

2.1 SHS Mission Statement 9

2.2 SHS Vision 9

2.3 SHS Philosohphy Statement 9

2.4 Purpose of SHS and the Graduate Program 10

2.5 Civility in Nursing Education 10

2.6 Accreditation 12

2.7 Program Description and Curricular Outcomes 12

2.7.1 Curriculum Pathways 2013-14 13

2.7.2 Sample MSN Curriculum Agreements 14

2.7.3 Certificate Curriculum Pathways 2013-14 21

2.7.3.1 Post-Graduate Nurse Practitioner Curriculum 2.7.3.2 Nurse Educator Certificate Curriculum

2.8 Nursing Organizational Framework 25

3.0 Academic Policies and Procedures 26

3.1 Admission 26

3.1.1 Application & Admission 26

3.1.2 Requirements for Admission 26

3.1.2.1 Admission Requirements for the Nurse Educator Certificate Program 3.1.2.2 Admission Requirements for the Nurse Practitioner Certificate Program 3.1.2.3 Admission Requirements for the RN-MSN Program

3.1.2.4 Admission Requirements for the MSN Program

3.1.3 Admission Process 28

3.1.4 Criminal History and Background Checks 29

3.1.4.1 Criminal History Questionnaire 3.1.4.2 Background Checks

3.1.5 Transfer Coursework 29

3.2 Progression in the Program 29

3.2.1 Students of Concern 30

3.2.2 Meeting Minimum Standards 32

3.3 Withdrawl or Dismissal from the Graduate Nursing Program 33

3.3.1 Withdrawl from the Graduate Program 33

3.3.2 Dismissal from a course and the Graduate Program 34 3.3.3 Student Status Changes in the Graduate Program 35

3.3.3.1 Request for Change of Pathways 3.3.3.2 Leave of Absence from the Program

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3.4 Graduation 37

3.4.1 Master’s Degree Requirements 37

3.4.2 Graduation Completion 37

3.5 Grading Scale for Nursing Coursework 38

3.5.1 Graduate Program Grading Requirements 39

3.5.2 Graduate Program Progression Requirements 40

3.6 Changes in Current address, Phone, or Name 41

3.7 Class Attendance 41

3.8 SHS Communication 41

3.9 Academic Integrity 42

3.10 Nondiscrimination Policy 42

3.11 Student Academic Appeals Process 42

3.11.1 Filling an Appeal 43

3.11.2 Procedures 43

3.11.3 SHS Appeals Committee 45

4.0 Practicum/Internship 46

4.1 Internship Requirements 46

4.2 Practicum Site Placement Process 47

4.2.1 Changing Practicum Placements 49

4.2.2 Mandatory Site Orientation 49

4.2.3 Clinical/ Practicum Absences 49

4.2.4 Drug Screening 49

4.2.5 Standard precautions 50

4.2.6 Illness 50

4.2.7 Communicable Disease 50

4.2.8 Safe Practice 50

4.3 Protocol for Practicum experiences 50

4.3.1 Information 50

4.3.2 Practicum Agency Policies and Procedures 50

4.3.3 Patient Confidentiality 50

4.3.4 Leaving the Practicum Site 51

4.3.5 Guest Status 51

4.3.6 Compliance with Rules, Protocol, and Procedures 51 4.4 Protocol for Illness/Accidents/Critical Incidents Related to Practicum 52

4.4.1 Illness/Accidents 52

4.4.2 Procedure for Illness Occurring During Practicum 52 4.4.2.1 Illness Procedures

4.4.2.2 Clinical agency/site forms for illness

4.4.2.3 Student accident in travel to practicum internship

4.4.3 Return to Practicum 53

4.4.4 Injury or Potential Injury Incident at Practicum Site 53 4.4.5 Percutaneous, Non-Intact Skin, and Eye-Splash Exposures 53

4.5 On-Campus Skills Lab Policies and Procedure 54

4.5.1 Supplies/Equipment for SHS Labs 54

4.5.2 Skills Lab Use and Clean Up 55

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4.7 Documentation Signature 56

4.8 Employment Issues during the Academic Year 56

4.8.1 Hours of Employment 56

4.8.2 Work before Practicum 56

4.8.3 Recommended Maximum Employment 56

4.8.4 Leisure 56

5.0 General Information and Other Policies 57

5.1 Policy for Writing Papers 57

5.1.1 Graduate Competency Level & Graduate Writing Criteria for Graduate

Assignments/Papers in SHS 57

5.2 Policy Guidelines for Arranging an Independent Study 59

5.3 Thesis Option 59

5.4 Transcultural Experiences 60

5.5 Resources 60

5.5.1 Nursing Program Advising 60

5.5.2 Counseling 60

5.5.3 Center for Learning Disability Support Services 60

5.5.4 Instructional Resources 60 5.5.5 Communication 60 5.5.6 Scholarship Webpage 60 5.5.7 Living Well 61 5.6 Participation on SHS Committees 61 5.6.1 Committee Opportunities 61 5.6.2 Membership of GPSC 61

5.6.3 Policy on Student Responsibilities as Committee Members 62

5.7 Nurses’ Christian Fellowship (NCF) 62

5.8 Celebrations and Awards 62

5.8.1 Achievement (Graduation) Celebration 62

5.8.1.1 President’s Graduate Student Citation 63

5.8.1.2 Graduate Student of the Year Award 63

5.8.2 Sigma Theta Tau International 63

5.9 References for Employment in Health Care 63

Appendix A SPU Policies and Procedures 64

Appendix B Law related to Nursing Professions 65

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Dear Graduate Student,

Welcome to the School of Health Sciences and the Graduate Nursing program! Congratulations on taking the next step to advance your knowledge and your practice.

Demand for advanced practice nurses has never been greater. Key messages from the Institute of Medicine report, The Future of Nursing, released in 2010 include a call for nurses to achieve higher levels of education and training and to practice to the full extent of their license. In addition, early experiences with health care reform demonstrate clearly that as more individuals gain access to health care, especially preventive care, the need for advanced practice nurses also increases. Your decision to pursue graduate nursing education is an important step to help us achieve not only professional goals but also to improve the health of the public.

We are committed to working with you to build a strong foundation in nursing theory, practice and leadership that will position you now and into the future. Each element of the curriculum, whether didactic or clinical, is

designed to help you develop the advanced knowledge, skills and characteristics you will need to succeed in your advanced practice and leadership role. You will work closely with faculty and classmates to apply your newly attained knowledge and skills to challenges facing nursing and healthcare today.

Excellence, competence, and character matter at Seattle Pacific University. Our standards are high. Your SHS faculty and staff are here to support you in your learning and professional growth. You can expect to find answers to many of your questions here in the MSN Student Handbook. We expect that you will use the

handbook as your guide for policies and procedures. I encourage you to explore this and other resources, created to make your experience as unique and fulfilling as possible and to assist you to achieve the highest levels of thinking, knowing, and practice.

Again, welcome to the School of Health Sciences! You’ve already accomplished a great deal simply by getting to this point in your career. No matter what doubts creep in as you resume status as “student” and “learner”, you are meant to be here. You can and will succeed! We are excited to work and learn together during the coming quarters and as you graduate and enter new career paths.

Sincerely,

Lorie Wild, Ph.D., RN, NEA-BC Dean, School of Health Sciences

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1.0

PREFACE

The Graduate Nursing Student Handbook has been written to provide the student with general

information specific to the curriculum, student policies, campus facilities, and resources. Every effort has been made to ensure its accuracy. However, its contents do not constitute an expressed or implied contract between the School of Health Sciences and its students. The handbook may be amended or changed at the discretion of the university. Policies and procedures are changed through administrative and committee processes within the school. Notice of such changes will be distributed to the graduate nursing students through the established communication processes of the school.

This handbook is intended to be complementary to the current Seattle Pacific University Graduate Catalog and Student Handbook. If regulations, program requirements, or services described herein conflict with current practice, the latter (current practice) will prevail. The University reserves the right to amend, supplement, or revise this handbook at any time without prior notice.

It is important that individuals read the handbook and refer to the material that is provided as they progress through the program.

The following terms are used throughout the Handbook: Associate Dean: Associate Dean for Graduate Nursing

Clinical: Practicum experience at an SHS and faculty pre-approved agency, clinic, or hospital setting Dismissed Student: Students are designated as “Dismissed” by the Program and University if they have

been dismissed from the Program or from University for administrative or academic reasons. Graduate: Students are designated as “Graduate” by the Program and University when a degree or

certificate has been conferred on their academic transcript.

Graduate Post-graduate Studies Committee: The Graduate Program academic policy and curriculum committee (GPSC)

Graduate Center: Seattle Pacific University Graduate Center coordinates application materials for all individual graduate programs at SPU.

Leave of Absence (LOA): Students are designated as “LOA” by the Program and University if they are not enrolled for a specific quarter but have a planned date of return designated on their signed

curriculum plan.

Nursing Program: Lydia Green Nursing Program, Graduate Program

Practicum: Clinical experience in an SHS and faculty pre-approved agency, clinic, or hospital setting Program: Lydia Green Nursing Program, Graduate Program

School: School of Health Sciences SHS: School of Health Sciences SPU: Seattle Pacific University

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Standards: All professional standards of safety, practice, and behavior as cited in course syllabus/handouts, course evaluation forms, and the American Nurses Association or other professional nursing organizations of specialty practice

University: Seattle Pacific University

Withdrawn: Students are designated as “Withdrawn” by the Graduate Nursing Program and Seattle Pacific University if they choose to withdraw from the Program or University.

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2.0

OVERVIEW OF GRADUATE NURSING CURRICULUM

2.1 SHS Mission Statement

The School of Health Sciences, based on our commitment to Christian values, seeks to partner with the community, develop graduates who engage the culture, change the world, and:

♦ Serve all people with the highest level of professional care; ♦ Demonstrate competence in a diverse and changing environment; ♦ Act with wisdom, character, and caring;

♦ Demonstrate leadership in all aspects of nursing; and ♦ Promote optimum health of the body, mind, and spirit.

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2.2 SHS Vision

We strive to create a community that functions within a culturally safe, creative, innovative and healthy environment with our internal and external practice partners, and prepares students to practice the nursing profession with competence, character and grace.

2.3 SHS Philosophy Statement

Within a Christ-centered environment, the School of Health Sciences faculty and staff commit themselves to mentoring students in both the art and science of nursing. These mentoring

relationships help foster a passionate spirit of inquiry within the student that becomes the foundation for a practice grounded in competence, caring, and compassion. Collaboration is at the heart of our pedagogy. Students and faculty work together to deliver holistic care that reflects grace and beauty to individuals, families, and communities. Within a grace-filled and reflective practice, students and faculty seek to find beauty in all of humanity through a process of self-awareness and reflective practice. We see and honor both suffering and healing as fundamental human experiences. The School of Health Science’s climate of learning supports students in developing character, accountability, responsibility, and honesty. A sense of greater calling through engagement is achieved as students learn to work collaboratively with communities of interest to promote health and wellness, as well as advocating for social justice. A commitment to social justice helps to create a foundation where individual and group diversity is appreciated and everyone works to create an

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environment that is culturally safe for all. As the health needs of society and the health care delivery system continue to change, it is essential that nurses demonstrate leadership in advocating for

individuals, families, and communities. Graduates of the School of Health Sciences are engaged in, and take initiative in, that leadership role.

Philosophy of Nursing Education

The best environment for learning is one in which learners can feel challenged, accepted, respected, and supported, and in which they can relate new learning to prior knowledge and life experiences. The learning environment embodies a commitment to collaboration, creativity and leadership. The faculty and students share responsibility for the development of each individual’s potential. A variety of teaching and learning strategies are used. Teachers as role models demonstrate ethical decision making, love and concern for students, and their faith and commitment to the Christian goals of the institution.

2.4 Purpose of SHS and the Graduate Program

The purpose of the School of Health Sciences is to prepare graduates to meet the health needs of a community through promoting wellness and providing illness care for its members.

The purposes of the Graduate Nursing Program are to provide post-baccalaureate and graduate level nursing education that will prepare graduates to assume nursing practice positions, advanced

practice, and leadership roles in a variety of settings keeping with the University model of scholar-servant. Our aim is to foster the development of graduates who will demonstrate increased personal, intellectual, spiritual, and professional maturity. Therefore, the goal for all graduates is to promote continued self-understanding, ethical behavior, critical thinking, evidenced based judgment, and scholarship in the true caring of others with integration of Christian faith with clinical expertise. In specific, to:

1. Provide advanced professional education that integrates the humanities, sciences, nursing theory, and nursing research with personal faith and values.

2. Foster an appreciation of the nursing profession's historical and future commitment to facilitate change in the service of health promotion.

3. Provide advanced theory and practice base for implementing the nursing process to provide primary, secondary, and tertiary preventive care.

4. Foster collaboration with other members of the health care team to provide holistic health care. 5. Provide a basis for post-graduate nursing study and doctoral education.

2.5 Civility in Nursing Education

The School of Health Sciences is a community of staff, faculty and students that is committed to a respectful, safe, and protected environment, founded in civility, in which all can work and learn. The School of Health Sciences requires that all members of our community value and recognize the

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worth of each person. As a community, all members will make every effort to discourage incivility and protect its individual members from all forms of unacceptable interpersonal aggression

including, but not limited to, verbal, written, and physical aggression. All members of the School of Health Sciences will strive to maintain an environment that is free from violence, threats of violence, harassment, intimidation, and other disruptive behavior from each other or from outside persons. All incidents will be taken seriously and will be dealt with promptly and appropriately. The School of Health Sciences will strive to ensure a safe and respectful environment is maintained.

Therefore:

• Students are expected to be on time for each class and practicum. The University is preparing students to relate to the professional world with new skills and knowledge. Lateness is unacceptable within the academic and the health care setting in which colleagues and patients depend on the student’s care.

• Students are expected to remain in class, labs, and practicum for the entire designated period and leave when the professor indicates the session is finished. Leaving class, lab, or practicum prior to dismissal by faculty demonstrates disrespect, is extremely distracting to others in the class, and may be unsafe for patients. All students deserve to have the best environment in which to learn. Packing up books before the professor has finished is also a distraction and communicates a lack of respect. This behavior is unacceptable in large as well as in small classes, lab, or workshops. • Students are expected to turn off cell phones and pagers during class and practicum. Electronic

devices should also be muted to prevent noise disruption and distraction in the learning environment.

• Disruptive students may be removed from class or practicum at the discretion of the instructor. There may be consequences to the course grade or to the ability of the student to progress in the planned curriculum if removal occurs.

• If the student needs to miss class or leave early, it is mandatory to contact the professor beforehand to inform the professor about the need to leave and to make arrangements to leave as unobtrusively as possible. At the discretion of the instructor, there may be consequences to the course grade for class absence.

• Students are expected to refrain from talking during videos, lectures, guest lectures, or PowerPoint presentations. Active listening aids in retention and increases learning potential. At the discretion of the instructor, there may be consequences to the course grade for disruptive behavior.

• Electronic devices being operated within the classroom must be used for direct classroom learning activities only and fall under the discretion of the instructor.

• Students are expected to engage in assignments, study, and class activities as active participants. Cooperative and collaborative learning is expected of graduate students. Students are to become skilled in using the Blackboard on-line teaching platform. Faculty will place useful information on the site as well as post readings, assignments, or discussion questions on the course site. The discussion board often functions to supplement class seminar discussions. Participation is required and failure to engage in using Blackboard may result in a failing grade for the course. Students are

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expected to enlist the assistance of campus resources as needed to engage in SPU resources as expected, such as:

• Educational Technology and Media (ETM) (http://blog.spu.edu/etm/)

• Computer and Information Systems (CIS) (http://www.spu.edu/cishelpdesk/)

Use of the SPU Library (http://spu.edu/library) and diverse scholarly electronic resources are highly encouraged. Students are strongly encouraged to become familiar with library resources and consult with the SHS Library Liaison to further their understanding of library resources available.

These expectations are in addition to requirements listed in the SPU Graduate Catalog.

2.6 Accreditation

The School of Health Sciences Nursing Program is approved by the Washington State Nursing Care Quality Assurance Commission and accredited by the Commission on Collegiate Nursing Education.

2.7 Program Description and Curricular Outcomes

The Seattle Pacific University faculty shares a conviction that the ultimate purpose of a university education is the formation of Christian character. Specifically, education at SPU seeks to build these qualities of heart, mind and action:

• Love of God and neighbor • Love of God’s creation • Love of learning • Moral judgment

• Intellectual, moral and spiritual discernment • Critical thinking

• Aesthetic awareness • Self-understanding • Discipline of habits

• Active service in the wider world • Responsiveness to human diversity • Responsiveness to change

The Graduate Nursing Program prepares graduates to assume advanced practice and leadership roles in a variety of settings, in keeping with the University model of competence, character, and

becoming people of wisdom. The aim is to foster the development of self-understanding, caring, collaboration, ethical thought and action, intellectual curiosity, critical thinking, and judgment, as well as the integration of Christian faith with scientific knowledge and clinical expertise.

Upon completion of the Graduate Nursing Program at SPU, the graduate should have developed proficiency in:

Critical Thinking: Demonstrate reflective thinking that is directed, disciplined, and self-corrective and includes in-depth analysis.

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Communication: Demonstrate complex, ongoing, interactive processes using a variety of methods and tools: oral, written, nonverbal, and technological.

Assessment: Demonstrate an ability to gather complex information about the health status of the client and/or community, analyze multiple sources of data, make judgments about nursing

interventions and evaluate outcomes across interdisciplinary teams.

Nursing Skills: Demonstrate advanced technical skills required for the delivery of complex care and the ability to teach, delegate, and supervise skilled tasks by others within a multifaceted health care delivery system or educational setting.

Role Development: Demonstrate professional behaviors and an integration of faith, spiritual values, and ethics in practice and foster advancement of the profession and healthcare delivery systems.

The School of Health Sciences has adopted Facione’s Model of Critical Thinking and Core Skills as the main framework for developing critical thinking skills. An article detailing Facione’s Model of Critical Thinking and Core Skills can be found under Quick Links on the Graduate Nursing website.

2.7.1 MSN Curriculum Pathways 2013-14

The graduate program has variable credits depending upon the selected curriculum pathway. The various specialty pathways are a Nurse Educator, Clinical Nurse Specialist, and Nurse Practitioner (either Family Nurse Practitioner or Adult Nurse Practitioner). A Generalist MSN will be opened in spring of 2014. Full-time study at the graduate level is a minimum of 6 credits per quarter in the academic calendar year. Students must complete their MSN degree within six years and follow the guidelines set forth by the university.

The graduate program has a foundation in nursing leadership with application to the student’s selected clinical focus and specialty role (Nurse Practitioner, Nurse Educator, or Clinical Nurse Specialist). Matriculated students begin study in a core series of classes as a cohort group (see the SPU Graduate Catalog for specific course offerings at: http://www.spu.edu/acad/catalog.asp. Students in the graduate program sign a Curriculum Agreement that outlines the program of study. This Curriculum Agreement is the tailored plan for the student’s course of study quarter by quarter until graduation. A copy of this agreement is provided to the student. It is the responsibility of the student to adhere to the agreement. The Graduate Program Administrative Assistant and the Associate Dean for Graduate Nursing or designee assist students’ to follow their plan of study. Changes to the Curriculum Agreement must be petitioned in writing to GPSC before a change can be implemented. Students are expected to complete their course of study as outlined unless a petition has been granted approval by GPSC and the Associate Dean for Graduate Nursing.

Note: Students in all curriculum pathways have the option of completing elective coursework from within SHS or other programs at SPU to support the development of the students’

professional role function or personal learning goals. Courses may be selected from a variety of disciplines, including nursing, education, information science, psychology, marriage and family

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therapy, business, theology, and physical education. The Graduate Program Assistant will facilitate students to enroll in non-major elective coursework.

2.7.2 Sample MSN Curriculum Agreements

Sample Nurse Educator Curriculum-2013 Entry-Full Time Study

Summer 2013 Autumn 2013 Winter 2014 Spring 2014

NUR 6301: (3 cr)

Values, Faith, and Ethics

NUR 6101: (3cr) Leadership & Financial Management in

Healthcare

NUR 6970: ( 3cr) Research in Nurse: Methods & App NUR 6103: (3cr)

Professional Leadership: Health Policy

NUR 6209: (3 cr)

Parameters of Health and Health Promotion NUR 6211 (3 cr) Advanced Health Assessment I NUR 6958: (3 cr) Advanced Pharmacology I

Credit Total: 6 Credit Total: 6 Credit Total: 9

Summer 2014 Autumn 2014 Winter 2015 Spring 2015

NUR 6951: (3 cr) Advanced Clinical Pathophysiology

*NUR 6964: (3 cr) Course Development & Teaching

NUR 6510: (3 cr)

Healthcare & Patient Care Technology NUR 6898: (3 cr) Clinical Systems Leadership Capstone I NUR 6941: (3 cr) Internship Practicum NUR 6899: (3 cr) Clinical Systems Leadership Capstone II NUR 6941: (3 cr) Internship Practicum

Credit Total: 3 Credit Total: 6 Credit Total: 6 Credit Total: 6 *6964 Course Development & Teaching is offered every other year (usually even years).

Please note: This curriculum plan is contingent upon requirements for minimum competencies to practice and is a contract between the student and the School of Health Sciences. Quarterly progression should follow this plan as course sequencing is a vital component within each pathway. Deviation from this agreement must be granted by the Graduate/Post-graduate Studies Committee in written form. Courses that include lab and/or internship hours are based upon pathway specific criteria for safe practice (minimum competency requirements) and may also include a specified number of hours. Please see the current SHS Graduate Student Handbook for specific policies.

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Sample Nurse Educator Curriculum-2013 Entry-Part Time Study

Summer 2013 Autumn 2013 Winter 2014 Spring 2014

NUR 6101: (3cr) Leadership & Financial Management in Healthcare NUR 6103: (3cr) Professional Leadership: Health Policy NUR 6209: (3 cr)

Parameters of Health and Health Promotion

Credit Total: 3 Credit Total: 3 Credit Total: 3

Summer 2014 Autumn 2014 Winter 2015 Spring 2015

No required NUR coursework to be taken

Summer 2014. See Graduate Nursing

Office for electives.

NUR 6301: (3 cr)

Values, Faith, and Ethics *NUR 6964: (3 cr) Course Development & Teaching

NUR 6970: ( 3cr) Research in Nurse: Methods & App

NUR 6320: (4cr) Holistic Assessment, Pathophysiology, and Pharmacology for the Nurse Generalist

Credit Total: 6 Credit Total: 3 Credit Total: 4

Summer 2015 Autumn 2015 Winter 2016 Spring 2016

NUR 6310: (3 cr) Quality Improvement & Patient Safety

NUR 6020 (3cr)

Healthcare Coordination

NUR 6510: (3 cr)

Healthcare & Patient Care Technology NUR 6898: (3 cr) Clinical Systems Leadership Capstone I NUR 6972: (3 cr) Professional Role Coalescence NUR 6899: (3 cr) Clinical Systems Leadership Capstone II Credit Total: 6 Credit Total: 3 Credit Total: 3 Credit Total: 6 *6964 Course Development & Teaching is offered every other year (usually even years)

Please note: This curriculum plan is contingent upon requirements for minimum competencies to practice and is a contract between the student and the School of Health Sciences. Quarterly progression should follow this plan as course sequencing is a vital component within each pathway. Deviation from this agreement must be granted by the Graduate/Post-graduate Studies Committee in written form. Courses that include lab and/or internship hours are based upon pathway specific criteria for safe practice (minimum competency requirements) and may also include a specified number of hours. Please see the current SHS Graduate Student Handbook for specific policies.

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Sample Clinical Nurse Specialist Curriculum- 2013 Entry-Full Time Study

Summer 2013 Autumn 2013 Winter 2014 Spring 2014

NUR 6301: (3 cr)

Values, Faith, and Ethics

NUR 6101: (3cr) Leadership & Financial Management in

Healthcare

NUR 6970: ( 3cr) Research in Nursing: Methods & App NUR 6103: (3cr)

Professional Leadership: Health Policy

NUR 6209: (3 cr)

Parameters of Health and Health Promotion NUR 6211 (3 cr) Advanced Health Assessment I NUR 6958: (3 cr) Advanced Pharmacology I

Credit Total: 6 Credit Total: 6 Credit Total: 9

Summer 2014 Autumn 2014 Winter 2015 Spring 2015

NUR 6951: (3 cr) Advanced Clinical Pathophysiology NUR 6310: (3 cr)

Quality Improvement and Patient Safety NUR 6510: (3 cr) Healthcare/Patient Care Technology NUR 6941: (3 cr) Internship Practicum NUR 6898: (3 cr) Clinical Systems Leadership Capstone I NUR 6941: (3 cr) Internship Practicum NUR 6972: (3cr) Professional Role NUR 6899: (3 cr) Clinical Systems Leadership Capstone II

Credit Total: 6 Credit Total: 6 Credit Total: 6 Credit Total: 6 Please note: This curriculum plan is contingent upon requirements for minimum competencies to practice and is a contract between the student and the School of Health Sciences. Quarterly progression should follow this plan as course sequencing is a vital component within each pathway. Deviation from this agreement must be granted by the Graduate/Post-graduate Studies Committee in written form. Courses that include lab and/or internship hours are based upon pathway specific criteria for safe practice (minimum competency requirements) and may also include a specified number of hours. Please see the current SHS Graduate Student Handbook for specific policies.

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Sample Adult/Gerontology Nurse Practitioner Curriculum-2013 Entry-Full Time Study

Summer 2013 Autumn 2013 Winter 2014 Spring 2014

NUR 6301: (3 cr)

Values, Faith, and Ethics

NUR 6101: (3cr) Leadership & Financial Management in

Healthcare

NUR 6260: (3 cr)

Legal & Entrepreneurial NUR 6970: ( 3cr) Research in Nurse: Methods & App NUR 6103: (3cr)

Professional Leadership: Health Policy

NUR 6209: (3 cr)

Parameters of Health and Health Promotion NUR 6211 (3 cr) Advanced Health Assessment I NUR 6958: (3 cr) Advanced Pharmacology I

Credit Total: 6 Credit Total: 9 Credit Total: 9

Summer 2014 Autumn 2014 Winter 2015 Spring 2015

NUR 6212: (3 cr ) Advanced Health Assessment II NUR 6959: (3 cr) Advanced Pharmacology II NUR 6951: (3 cr) Advanced Clinical Pathophysiology NUR 6910: (3 cr) Advanced Practice Seminar I: Evidence based & therapeutic reasoning of selected health conditions NUR 6940: (4 cr) Advanced Practice Internship I NUR 6911: (3 cr) Advanced Practice Seminar II: Evidence based & therapeutic management of multi-system health conditions NUR 6940: (4 cr) Advanced Practice Internship II

NUR 6912: (3 cr) Advanced Practice Seminar III: Evidence based & therapeutic management of complex health conditions

NUR 6940: (4 cr) Advanced Practice Internship III

Credit Total: 9 Credit Total: 7 Credit Total: 7 Credit Total: 7 Please note: This curriculum plan is contingent upon requirements for minimum competencies to practice and is a contract between the student and the School of Health Sciences. Quarterly progression should follow this plan as course sequencing is a vital component within each pathway. Deviation from this agreement must be granted by the Graduate/Post-graduate Studies Committee in written form. Courses that include lab and/or internship hours are based upon pathway specific criteria for safe practice (minimum competency requirements) and may also include a specified number of hours. Please see the current SHS Graduate Student Handbook for specific policies.

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Sample Adult/Gerontology Nurse Practitioner Curriculum-2013 Entry-Part Time Study

Summer 2013 Autumn 2013 Winter 2014 Spring 2014

NUR 6101: (3cr) Leadership & Financial Management in

Healthcare

NUR 6970: ( 3cr) Research: Methods & Applications

NUR 6103: (3cr)

Professional Leadership: Health Policy

NUR 6209: (3 cr)

Parameters of Health and Health Promotion

Credit Total: 3 Credit Total: 6 Credit Total: 3

Summer 2014 Autumn 2014 Winter 2015 Spring 2015

NUR 6951: (3 cr) Advanced Clinical Pathophysiology

NUR 6301: (3 cr)

Values, Faith, and Ethics

NUR 6260: (3 cr)

Legal & Entrepreneurial

NUR 6211 (3 cr) Advanced Health Assessment I NUR 6958: (3 cr) Advanced Pharmacology I

Credit Total: 3 Credit Total: 3 Credit Total: 3 Credit Total: 6

Summer 2015 Autumn 2015 Winter 2016 Spring 2016

NUR 6212: (3 cr ) Advanced Health Assessment II NUR 6959: (3 cr) Advanced Pharmacology II NUR 6910: (3 cr) Advanced Practice Seminar I: Evidence based & therapeutic reasoning of selected health conditions NUR 6940: (4 cr) Advanced Practice Internship I NUR 6911: (3 cr) Advanced Practice Seminar II: Evidence based & therapeutic management of multi-system health conditions NUR 6940: (4 cr) Advanced Practice Internship II

NUR 6912: (3 cr) Advanced Practice Seminar III: Evidence based & therapeutic management of complex health conditions

NUR 6940: (4 cr) Advanced Practice Internship III

Credit Total: 6 Credit Total: 7 Credit Total: 7 Credit Total: 7 Please note: This curriculum plan is contingent upon requirements for minimum competencies to practice and is a contract between the student and the School of Health Sciences. Quarterly progression should follow this plan as course sequencing is a vital component within each pathway. Deviation from this agreement must be granted by the Graduate/Post-graduate Studies Committee in written form. Courses that include lab and/or internship hours are based upon pathway specific criteria for safe practice (minimum competency requirements) and may also include a specified number of hours. Please see the current SHS Graduate Student Handbook for specific policies.

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SHS Graduate Handbook 2013-14 Page 19 of 67

Sample Family Nurse Practitioner Curriculum-2013 Entry-Full Time Study

Summer 2013 Autumn 2013 Winter 2014 Spring 2014

NUR 6301: (3 cr)

Values, Faith, and Ethics

NUR 6101: (3cr) Leadership & Financial Management in

Healthcare

NUR 6260: (3 cr)

Legal & Entrepreneurial NUR 6970: ( 3cr) Research in Nurse: Methods & App NUR 6103: (3cr)

Professional Leadership: Health Policy

NUR 6209: (3 cr)

Parameters of Health and Health Promotion NUR 6211 (3 cr) Advanced Health Assessment I NUR 6958: (3 cr) Advanced Pharmacology I

Credit Total: 6 Credit Total: 9 Credit Total: 9

Summer 2014 Autumn 2014 Winter 2015 Spring 2015

NUR 6212: (3 cr ) Advanced Health Assessment II NUR 6959: (3 cr) Advanced Pharmacology II NUR 6951: (3 cr) Advanced Clinical Pathophysiology NUR 6910: (3 cr) Advanced Practice Seminar I: Evidence based & therapeutic reasoning of selected health conditions NUR 6940: (4 cr) Advanced Practice Internship I NUR 6710: (3 cr)

Advance Practice Nursing in Pediatric Primary Care

NUR 6911: (3 cr) Advanced Practice Seminar II: Evidence based & therapeutic management of multi-system health conditions NUR 6940: (4 cr) Advanced Practice Internship II

NUR 6912: (3 cr) Advanced Practice Seminar III: Evidence based & therapeutic management of complex health conditions

NUR 6940: (4 cr) Advanced Practice Internship III

Credit Total: 9 Credit Total: 10 Credit Total: 7 Credit Total: 7 Please note: This curriculum plan is contingent upon requirements for minimum competencies to practice and is a contract between the student and the School of Health Sciences. Quarterly progression should follow this plan as course sequencing is a vital component within each pathway. Deviation from this agreement must be granted by the Graduate/Post-graduate Studies Committee in written form. Courses that include lab and/or internship hours are based upon pathway specific criteria for safe practice (minimum competency requirements) and may also include a specified number of hours. Please see the current SHS Graduate Student Handbook for specific policies.

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SHS Graduate Handbook 2013-14 Page 20 of 67

Sample Family Nurse Practitioner Curriculum-2013 Entry-Part Time Study

Summer 2013 Autumn 2013 Winter 2014 Spring 2014

NUR 6101: (3cr) Leadership & Financial Management in

Healthcare

NUR 6970: ( 3cr) Research in Nurse: Methods & App NUR 6103: (3cr)

Professional Leadership: Health Policy

NUR 6209: (3 cr)

Parameters of Health and Health Promotion

Credit Total: 3 Credit Total: 6 Credit Total: 3

Summer 2014 Autumn 2014 Winter 2015 Spring 2015

NUR 6951: (3 cr) Advanced Clinical Pathophysiology

NUR 6301: (3 cr)

Values, Faith, and Ethics

NUR 6260: (3 cr)

Legal & Entrepreneurial

NUR 6211 (3 cr) Advanced Health Assessment I NUR 6958: (3 cr) Advanced Pharmacology I

Credit Total: 3 Credit Total: 3 Credit Total: 3 Credit Total: 6

Summer 2015 Autumn 2015 Winter 2016 Spring 2016

NUR 6212: (3 cr ) Advanced Health Assessment II NUR 6959: (3 cr) Advanced Pharmacology II NUR 6910: (3 cr) Advanced Practice Seminar I: Evidence based & therapeutic reasoning of selected health conditions NUR 6940: (4 cr) Advanced Practice Internship I NUR 6710: (3 cr)

Advance Practice Nursing in Pediatric Primary Care

NUR 6911: (3 cr) Advanced Practice Seminar II: Evidence based & therapeutic management of multi-system health conditions NUR 6940: (4 cr) Advanced Practice Internship II

NUR 6912: (3 cr) Advanced Practice Seminar III: Evidence based & therapeutic management of complex health conditions

NUR 6940: (4 cr) Advanced Practice Internship III

Credit Total: 6 Credit Total: 10 Credit Total: 7 Credit Total: 7 Please note: This curriculum plan is contingent upon requirements for minimum competencies to practice and is a contract between the student and the School of Health Sciences. Quarterly progression should follow this plan as course sequencing is a vital component within each pathway. Deviation from this agreement must be granted by the Graduate/Post-graduate Studies Committee in written form. Courses that include lab and/or internship hours are based upon pathway specific criteria for safe practice (minimum competency requirements) and may also include a specified number of hours. Please see the current SHS Graduate Student Handbook for specific policies.

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SHS Graduate Handbook 2013-14 Page 21 of 67

2.7.3 Certificate Curriculum Pathways 2013-14

2.7.3.1 Post-Graduate Nurse Practitioner Curriculum

Post-master and post-doctoral NP Certificates are available as a program of study. All entry requirements of MSN NP applicants apply to post-graduate NP certificate applicants; however curriculum plans are tailored to the individual pending accepted credit transfer from official transcripts completed at an accredited university.

Sample Adult Nurse Practitioner Certificate Curriculum-2013 Entry-Part Time Study

Summer 2013 Autumn 2013 Winter 2014 Spring 2014

NUR 6951: (3 cr) Advanced Clinical Pathophysiology

NUR 6301: (3 cr)

Values, Faith, and Ethics

NUR 6260: (3 cr) Legal & Entrepreneurial

NUR 6211 (3 cr) AdvancedHealth Assessment I NUR 6958: (3 cr) Advanced Pharmacology I

Credit Total: 3 Credit Total: 3 Credit Total: 3 Credit Total: 6

Summer 2014 Autumn 2014 Winter 2015 Spring 2015

NUR 6212: (3 cr ) Advanced Health Assessment II NUR 6959: (3 cr) Advanced Pharmacology II NUR 6910:(3 cr) Advanced Practice Seminar I:

Evidence based & therapeutic reasoning of selected health conditions

NUR 6940: (4 cr) Advanced Practice Internship I

NUR 6911: (3 cr)

Advanced Practice Seminar II: Evidence based & therapeutic management of multi-system health conditions NUR 6940: (4 cr) Advanced Practice Internship II NUR 6912: (3 cr)

Advanced Practice Seminar III: Evidence based & therapeutic management of complex health conditions

NUR 6940: (4 cr) Advanced Practice Internship III

Credit Total: 6 Credit Total: 7 Credit Total: 7 Credit Total: 7 Credit total pending accepted credit transfer from official transcripts completed at an accredited university Please note: This curriculum plan is contingent upon requirements for minimum competencies to practice and is a contract between the student and the School of Health Sciences. Quarterly progression should follow this plan as course sequencing is a vital component within each pathway. Deviation from this agreement must be granted by the Graduate/Post-graduate Studies Committee in written form. Courses that include lab and/or internship hours are based upon pathway specific criteria for safe practice (minimum competency requirements) and may also include a specified number of hours. Please see the current SHS Graduate Student Handbook for specific policies.

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SHS Graduate Student Handbook Page 22 of 67

Sample Family Nurse Practitioner Certificate Curriculum- 2013 Entry

Summer 2013 Autumn 2013 Winter 2014 Spring 2014

NUR 6951: (3 cr) Advanced Clinical Pathophysiology

NUR 6301: (3 cr)

Values, Faith, and Ethics

NUR 6260: (3 cr) Legal & Entrepreneurial

NUR 6211 (3 cr) AdvancedHealth Assessment I NUR 6958: (3 cr) Advanced Pharmacology I

Credit Total: 3 Credit Total: 3 Credit Total: 3 Credit Total: 6

Summer 2014 Autumn 2014 Winter 2015 Spring 2015

NUR 6212: (3 cr ) Advanced Health Assessment II NUR 6959: (3 cr) Advanced Pharmacology II NUR 6910:(3 cr) Advanced Practice Seminar I:

Evidence based & therapeutic reasoning of selected health conditions

NUR 6940: (4 cr) Advanced Practice Internship I

NUR 6710: (3 cr)

Advance Practice Nursing in Pediatric Primary Care

NUR 6911: (3 cr)

Advanced Practice Seminar II: Evidence based & therapeutic management of multi-system health conditions NUR 6940: (4 cr) Advanced Practice Internship II NUR 6912: (3 cr)

Advanced Practice Seminar III: Evidence based & therapeutic management of complex health conditions

NUR 6940: (4 cr) Advanced Practice Internship III

Credit Total: 6 Credit Total: 10 Credit Total: 7 Credit Total: 7 Credit total pending accepted credit transfer from official transcripts completed at an accredited university Please note: This curriculum plan is contingent upon requirements for minimum competencies to practice and is a contract between the student and the School of Health Sciences. Quarterly progression should follow this plan as course sequencing is a vital component within each pathway. Deviation from this agreement must be granted by the Graduate/Post-graduate Studies Committee in written form. Courses that include lab and/or internship hours are based upon pathway specific criteria for safe practice (minimum competency requirements) and may also include a specified number of hours. Please see the current SHS Graduate Student Handbook for specific policies.

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SHS Graduate Student Handbook Page 23 of 67 2.7.3.2 Nurse Educator Certificate Curriculum

Post-master and post-doctoral NP Certificates are available as a program of study. All entry requirements of MSN NP applicants apply to post-graduate NP certificate applicants; however curriculum plans are tailored to the individual pending accepted credit transfer from official transcripts completed at an accredited university.

Sample Post-Baccalaureate Nurse Educator Certificate Curriculum- 2013 Entry

Autumn 2013 Winter 2014 Spring 2014

NUR 6301: (3 cr)

Values, Faith, and Ethics *NUR 6964: (3 cr) Course Development & Teaching Strategies NUR 6970: ( 3cr) Research: Evidenced Based Practice NUR 6xxx: (4 cr) Patho/Pharm/Assessment for Generalist

Credit Total: 6 Credit Total: 3 Credit Total: 4

Summer 2014 Autumn 2014 Winter 2015 Spring 2015

No Courses Required this quarter. See Graduate Nursing Office for electives.

NUR 6xxx: (2 cr) Writing for Healthcare Professionals NUR 6961: (3 cr) Nurse Educator Certificate Internship NUR 6961: (3 cr) Nurse Educator Certificate Internship NUR 6xxx: (3 cr) Professional Role Development

Credit Total: 0 Credit Total: 5 Credit Total: 3 Credit Total: 3 *6964 Course Development & Teaching is offered every other year (usually even years).

Please note: This curriculum plan is contingent upon requirements for minimum competencies to practice and is a contract between the student and the School of Health Sciences. Quarterly progression should follow this plan as course sequencing is a vital component within each pathway. Deviation from this agreement must be granted by the Graduate/Post-graduate Studies Committee in written form. Courses that include lab and/or internship hours are based upon pathway specific criteria for safe practice (minimum competency requirements) and may also include a specified number of hours. Please see the current SHS Graduate Student Handbook for specific policies.

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SHS Graduate Student Handbook Page 24 of 67 Post-Graduate Nurse Educator Certificate Curriculum- 2013 Entry

Autumn 2013 Winter 2014 Spring 2014

*NUR 6964: (3 cr) Course Development & Teaching

NUR 6301: (3 cr)

Values, Faith, and Ethics

No required NUR courses See Graduate Nursing

Office for electives.

NUR 6320: (4cr)

Patho/Pharm/Assessment for Generalist

NUR 6972: (3 cr) Professional Role

Credit Total: 6 Credit Total: 0 Credit Total: 7

Summer 2014 Autumn 2014 Winter 2015 Spring 2015

May elect to complete if faculty agree:

NUR 6961: (3 cr) Nurse Educator Certificate Internship

See Graduate Nursing Office for electives.

NUR 6961: (3 cr) Nurse Educator Certificate Internship NUR 6961: (3 cr) Nurse Educator Certificate Internship

Credit Total: 0 or 3 Credit Total: 3 Credit Total: 0 or 3 *6964 Course Development & Teaching is offered every other year (usually even year).

Please note: This curriculum plan is contingent upon requirements for minimum competencies to practice and is a contract between the student and the School of Health Sciences. Quarterly progression should follow this plan as course sequencing is a vital component within each pathway. Deviation from this agreement must be granted by the Graduate/Post-graduate Studies Committee in written form. Courses that include lab and/or internship hours are based upon pathway specific criteria for safe practice (minimum competency requirements) and may also include a specified number of hours and faculty permission. Please see the current SHS Graduate Student Handbook for specific policies.

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SHS Graduate Student Handbook Page 25 of 67 2.8 Nursing Organizational Framework

Figure 1: The Model of Nursing Action

For any setting, patients/clients, the immediate environment, the health goal, and the nursing role can be described and used as context for the nursing process. The Model of Nursing Action can be used with any nursing theory, to show how that theory would influence the view of the patient/client, health, the environment, and the role of nursing. This model can also be embedded in a larger environment. For instance, nursing care of a client at home would include the client's condition, the client's interaction with caregivers and the physical environment, the definition of health held by the client and caregivers (thus defining the goal that they would work toward), and the role of the home health nurse, all embedded in the larger health care system and the outside environment that is available to the client and caregivers for support or that increases the difficulty of care. Assessments and interventions would use nursing diagnosis and the six holistic parameters and would work with integrated content as appropriate.

References: Fawcett, J. (1989). Analysis and evaluation of conceptual models of Nursing (2nd ed.). Philadelphia: McGraw-Hill. Gordon, M. (1987). Nursing diagnosis: Process and application (2nd ed.). New York: McGraw-Hill.

Environment Health

Client

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SHS Graduate Handbook 2013-14 Page 26 of 67

3.0 ACADEMIC POLICIES AND PROCEDURES

3.1 Admission

3.1.1 Application & Admission

The School of Health Sciences offers four (4) specialty pathways under the MSN degree and two (2) Certificate Programs available. The four specialty pathways under the MSN degree are: Nurse Educator, Generalist, Clinical Nurse Specialist, and Nurse Practitioner (AGNP or FNP). Each pathway has specific admission requirements and is described below.

Post baccalaureate and non-nursing graduate students must request permission from the Associate Dean for Graduate Nursing in order to be eligible to enroll in a graduate nursing course. Consideration is based on space availability and ability to maintain nursing core content delivery. All courses are designed for graduate nursing majors and with rare exceptions for students not licensed as a RN but who are matriculated in another SPU graduate program. The Associate Dean Graduate Nursing may refer the decision to GPSC for a recommendation and/or consultation with the Dean or Director of the Nurse Practitioner Program. (See the Graduate Catalog for more details.)

To be considered for admission into SHS master's program, prospective students must apply online. For more information about the application process, contact The Graduate Center at gradadmissions@spu.edu. Seattle Pacific University School of Health Sciences welcomes students with all abilities. We are committed to making reasonable accommodations for students with disabilities, giving primary consideration to patient and student safety. Students with disabilities are encouraged to contact the Disability Support Services office 206-281-2475 once admission to the nursing program is finalized.

3.1.2 Requirements for Admission

3.1.2.1 Admission Requirements for the Nurse Educator Certificate Program For admission to the Nurse Educator Certificate Program the following are required: a) A baccalaureate degree in nursing or a masters or doctoral degree in nursing.

b) At the time of the due date for application submission, qualified applicants must be able to document a minimum of 18 months active RN experience. The SHS Graduate Program defines active nursing practice to include those activities that require RN licensure, employment, and utilize the nursing process to deliver or direct care. c) Active, unencumbered Washington State RN License

3.1.2.2 Admission Requirements for the Nurse Practitioner Certificate Program For the Nurse Practitioner Certificate Program the following are required:

a) A masters or doctoral degree in nursing.

b) At the time of the due date for application submission, qualified applicants must be able to document a minimum of 24 months active RN experience*. The SHS Graduate

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SHS Graduate Handbook 2013-14 Page 27 of 67

Program defines active nursing practice to include those activities that require RN licensure, employment, and utilize the nursing process to deliver or direct care.

*It is preferred that FNP applicants demonstrate nursing experience as a licensed RN in the care of patients across the lifespan (pediatric and adult populations).

*It is preferred that AGNP applicants demonstrate nursing experience as a licensed RN in the care of adult populations.

c) Satisfactory completion of a 5 quarter credit statistics course with a grade of 2.0 or better d) Active, unencumbered Washington State RN License

3.1.2.3 Admission Requirements for the RN-MSN Program

For admission to the RN-MSN Program (Generalist Pathways) the following are required: a) An associate or a baccalaureate degree (in nursing or a related field). Baccalaureate

degree holders in a field other than nursing may be required to complete additional coursework (pending approved transfer of credits).

b) At the time of the due date for application submission, qualified applicants must be able to document a minimum of 18 months active RN experience

c) Prerequisite Coursework is required with a cumulative GPA at minimum 3.0 and a minimum of 2.0 in any pre-requisite course

• Statistics

• English Composition • Anatomy & Physiology • Microbiology

• Lifespan Psychology • Chemistry

NOTE: if the student has transcripted courses in Arts and Humanities, these courses will be reviewed for potential substitution for courses included in the SPU curriculum

d) Active, unencumbered Washington State RN License 3.1.2.4 Admission Requirements for the MSN Program For admission to the MSN Program the following are required:

a) A baccalaureate degree in nursing or a related field. Baccalaureate degree holders in a field other than nursing may be required to complete additional coursework (pending approved transfer of credits).

b) At the time of the due date for application submission, qualified applicants must be able to document a minimum of 24 monthsactive RN experience*. The SHS Graduate Program defines active nursing practice to include those activities that require RN licensure, employment, and utilize the nursing process to deliver or direct care.

*CNS applicants must demonstrate a population focus or specialty practice in their active clinical practice. Please refer to the American Nurse Credentialing Center for CNS national certification specialties.

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SHS Graduate Handbook 2013-14 Page 28 of 67

*It is preferred that FNP applicants demonstrate nursing experience as a licensed RN in the care of patients across the lifespan (pediatric and adult populations).

*It is preferred that AGNP applicants demonstrate nursing experience as a licensed RN in the care of adult populations.

c) Satisfactory completion of a 5 quarter credit statistics course with a grade of 2.0 or better d) Active, unencumbered Washington State RN License

3.1.3 Admission Process

Applicants who meet minimum requirements are not guaranteed admission. Completed applications are screened and reviewed by the Graduate Center and the Graduate Admissions Committee. The Graduate Admissions Committee consists of members of the Graduate Studies and Post Graduate Studies Committee (GPSC) and other key SHS faculty.

1. Online application including $50.00 application fee (facilitated by the Graduate Center) including:

a) A professional resume with a cover letter that does not exceed one page. Cover letters must succinctly describe how pursing a graduate education has been influenced by past nursing experiences.

b) Official transcripts from all colleges and universities attended

c) Two letters of professional recommendation (one must be from current supervisor) d) Applicants are asked to submit a personal reflection in response to the following:

Section A: SPU & SHS Mission Statements

Please review the SPU Mission Statement and the SHS Mission Statement and provide a description of how your clinical leadership (past and future) might address these tenets.

Section B: Professional and Academic Interaction within our Culture of Learning Graduate school requires dedication, organization and directed (often autonomous) learning in a robust environment. Include a description of your preparedness for graduate study and how you will engage in a robust academic environment to achieve advanced practice skills. Highlight examples from your professional practice that describe your contribution and dedication to learning and academic growth. 2. Thesis Driven Essay (facilitated by Graduate Program Assistant, reviewed by SHS

Admissions Committee)

3. Interview (facilitated by Graduate Program Assistant, reviewed by SHS Admissions Committee). All applicants will be reviewed by faculty from the program for which they have applied.

All applicants receive a decision letter from Associate Dean Graduate Nursing on behalf of the Graduate Admissions Committee indicating status of admission. Students are denied admission or are accepted in accordance with the Graduate Catalog. Student offered a letter of admission must provide a response in writing to accept or decline his/her intentions to accept admission and

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SHS Graduate Handbook 2013-14 Page 29 of 67

begin graduate studies within a specified timeframe designated in the admission acceptance letter. A technology assessment will be conducted after admission and appropriate remediation may be recommended for student success.

3.1.4 Criminal History and Background Checks

It is the policy of the School of Health Sciences to request a criminal history and perform a background check on each student who is admitted to the Graduate Nursing Program.

3.1.4.1 Criminal History Questionnaire

All students must complete, sign, and return to the Graduate Program Assistant the Criminal History Questionnaire when requested (admission & entry to internship year). Students must return and include date of signing. Answering “yes” to any question on the questionnaire will not necessarily disqualify the student. However, the University or clinical agency reserves the right to bar students from participating in the not allowed to participate in a practicum experience may not be able to complete the Nursing Program. If answering “yes” to any criminal history question, the student must provide a written explanation, along with a copy of the signed and completed questionnaire.

3.1.4.2 Background Checks

Students receive instructions on how to complete a national background check on-line through American DataBank. The results are sent via email to School of Health Sciences. Students have access to their results through the American DataBank website.

3.1.5 Transfer Coursework

All transfer courses must be directly transferrable to the equivalent SPU course. It is the discretion of the Associate Dean and/or GPSC to determine transferability and credit

equivalency. Catalog descriptions and course syllabi may be required to determine equivalency. Students must attain written validation of transfer credits’ acceptance from the Associate Dean or GPSC before transfer credits can be applied toward degree or program requirements.

3.2 Progression in the Program

The progression of a student in the graduate program is dependent on satisfactory completion of course assignments that may include theoretical, lab, and clinical performance. The University may consider factors in addition to academic performance when determining whether or not a student may continue in the program. These factors include, but are not limited to class and clinical attendance, respect for others, safety concerns, and unprofessional behavior.

The faculty member has the right and responsibility to determine whether or not the student should be allowed to attend class or practicum based on generally accepted standards of nursing practice, practicum agency policies, standards of safe practice, and the well-being of others in the classroom or practicum setting.

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SHS Graduate Handbook 2013-14 Page 30 of 67

On occasion, students are faced with major health problems or changes in personal circumstances that impede progression in the graduate program. Students are encouraged to seek counsel or advice from the course instructor or a faculty advisor as soon as possible so that there is opportunity to plan how to best meet their educational goals.

3.2.1 Students of Concern (see sample provided)

The School of Health Sciences is committed to providing opportunities for the success of all its students. Students who are of concern are at risk for not successfully completing a course and therefore the Nursing Program, will be notified by their instructor of the behaviors that place them at risk. Graduate faculty will complete a “Letter of Concern” form and provide a copy in writing to the student that describes the concern. Examples of behaviors that place students at risk include (but are not limited to) lateness to class or clinical, low grades, absences, low scores on exams, quizzes, or assignments, poor writing skills, or inadequate use of technology to engage in graduate coursework.

The instructor and student should meet to discuss the issues and to develop a plan to promote student success. Certain student characteristics (e.g., cumulative graduate GPA of less than 3.0; late assignment, failure to complete assignment using assignment guidelines/rubric, a failing score on more than one quiz or assignment; the need to rewrite papers; absences, whether excused or not) increase the risk of a student failing a nursing course. Written documentation of concern becomes a part of the student’s file until graduation. A letter of concern may be the basis for dismissal from a course and therefore, from the program. If a student receives a letter of concern, he or she may be required to meet with the instructor and the Associate Dean of the graduate program before allowing to progress.

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SHS Graduate Handbook 2013-14 Page 31 of 67

Sample Letter of Concern

SPU

SHS

GRADUATE PROGRAM CONCERN FORM

Name of Student: Date of Concern:

Course Number(s): Date of Interview:

Primary Course Instructor:

Faculty Assessment of Issues of Concern:

This letter is to serve as a warning and notification that current grade and standing in the course NUR 6xxx places you at risk. Specifically, ___ (faculty will complete and send via email to student/AD).

Please note: This issue may put you at risk for not successfully completing your program (current quarter or future quarter coursework). Faculty are committed to work with you towards the successful completion of your program. Please take time to reflect on how you can facilitate your success in this course. You must identify specific strategies that you will work toward achieving success (attach additional pages if necessary).

Student Plan: (student will complete and send via email to faculty/AD)

Faculty Recommendations: (faculty will complete and share with student as recommendations)

I understand that signing this form indicates that I have read the form and that I am aware of the potential consequences that may result if this issue continues.

Student Signature: Date:

Faculty Signature: Date

Assoc. Dean Signature:

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SHS Graduate Handbook 2013-14 Page 32 of 67

3.2.2 Meeting Minimum Standards

The program of study leading to a graduate degree has been designed to facilitate professional growth and development of nurses who will lead nursing practice. Students assume

responsibility for their own progress as well as to respect and support their colleagues learning environment. Attendance and supportive participation at all classes and related activities are required to maintain good standing in the graduate program. Graduate student progression is dependent upon meeting the course requirements as outlined in the course syllabi, maintaining a cumulative graduate GPA of 3.0 or higher on a 4.0 scale, and maintaining high standards of professional behavior. Professional behavior is defined by American Nurses Association Professional Standards, in addition to specific specialty organization’s standards.

Any student not meeting the required course requirements described in the course syllabus will be required to satisfactorily repeat that required course and this action will require a new

curriculum agreement and invalidate the existing signed curriculum agreement. Because certain courses must be taken in sequence, failing a course may delay the student by one year or more, depending on the agreed curriculum plan and the necessary space accommodations for

continuing students.

Students who do not follow the signed curriculum agreement void the current agreement and must meet with the Associate Dean or Dean’s designee to revise the curriculum agreement or follow the exit interview process. Revising the curriculum agreement for a student is based on many factors (course availability, prerequisites, or course sequencing) but most importantly, adjusting the curriculum agreement is based on space availability in the clinical setting. The student must meet with the Associate Dean or Dean’s designee to plan the revised curriculum agreement and is not eligible for re-enrollment until meeting with the Associate Dean or Dean’s designee has occurred. The student may elect to withdraw from study and must follow the SHS exit interview process. The student is not eligible to re-enroll or register for any classes until satisfactorily completing all conditions for re-enrollment. See also sections on withdrawal and re-enrollment for additional information.

Professional Behavior

While engaged in SHS activities, students are expected to maintain high standards of professional performance and behavior. Students must become familiar with the American Nurses Association (ANA) Professional Standards in addition to their own specialty national organization’s standards. Regular feedback is provided to the faculty in regards to a student’s behavior. If the behavior of the student is not in keeping with the standards of the profession and the SHS, a student may be dismissed from the program. SHS faculty may consider factors in addition to academic performance when determining whether a student may continue in the program, such as professional behavior, academic integrity, and safe clinical competence.

Figure

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References

Related subjects : MNSU Graduate Student Handbook