CALIFORNIA SCHOOL OF HEALTH SCIENCES. Student Handbook: Nursing Education in U.S.A

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C

ALIFORNIA

S

CHOOL

OF

H

EALTH

S

CIENCES

Student Handbook: Nursing

Education in U.S.A

(2)

1 2 1 4 1 B R O O K H U R S T S T , S U I T E 2 0 1 • G A R D E N G R O V E • C A 9 2 8 4 0 - 5 2 0 0 P H O N E : 7 1 4 - 5 3 9 - 7 0 8 1 • F A X : 7 1 4 - 5 3 9 - 3 9 8 2

w w w . c s h s . e d u • e - m a i l : i n f o @ c s h s . e d u

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California School of Health Sciences

The following document was prepared by Dr. Rafat Qahoush RN, PhD. and President of the

California School of Health Sciences (CSHS). Dr. Qahoush is an expert in the field of nursing and

international nursing programs. President of the

United Arab American Nurses Association, Dr.

Qahoush also serves on numerous boards such as United Doctors. Contact info:

rqahoush@cshs.edu or (866) 539-7081 or CSHS website www.cshs.edu

Introduction

This package was prepared by the California

School of Health Sciences (www.cshs.edu)

mainly for Saudi students who are planning to

continue their education toward a higher

degree in nursing. If you are looking for more

information or have any questions, feel free

to send an email to

info@cshs.edu

. Please

make sure to go through this catalogue

before contacting CSHS. CSHS has extensive

experience in the college application process

and has helped many international students

with their admission to U.S. universities.

Furthermore, CSHS helps students in their

application process for the Board of Nursing

(NCLEX), thus avoiding numerous application

delays. Likewise, CSHS assists students in

communicating with the actual Board of

Nursing. CSHS is also a leader in NCLEX Board

reviews. We offer in-class NCLEX and nursing

lectures, proctor NCLEX exams, on-line testing

and preparation. Our materials and exams are

the same as those used in U.S. universities

and cannot be purchase on the market. CSHS

also offers an Intensive English Program that

can help students attain the required TOEFL

or IELTS scores.

Many international nursing students lack

adequate knowledge and understanding of

U.S. academic regulations. Furthermore,

many students are unfamiliar with the

application process, and do not possess the

experience required to be in excellent

standing and secure admission to a reputable

nursing program. This document will provide

incoming students with the appropriate

resources, plans, and links, in order to be able

to secure admission to the right program or

area of specialization of their choice.

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Nursing Degrees in the U.S.A

1. Associate Degree in Nursing:

This is a two-year degree program which allows graduates to

become Registered Nurses after passing the Nursing Board Exam

2. RN to BSN Program:

This is a program for students who have completed two years of

college and have already passed the exam and want to progress from an associate degree to

a bachelor's degree. This is an issue for Saudi students who hold this particular diploma and

are looking to bridge to BSN.

a.

The diploma from Saudi Arabia is not comparable to the U.S. Associate degree

because the curriculum does not contain basic academic courses such as math,

history, physics, chemistry, English, psychology, sociology, etc. The system existing

in Saudi, Jordan, Egypt is considered to provide a technical diploma and not an

education degree.

b.

Students who already hold a Saudi diploma have two options: to start from the

beginning and the university might accept a few courses taken in KSA, or pass the

RN exam and do the bridging.

c.

Some of the old nursing curriculums do not follow the correct standards that are

required by the U.S. Board of Nursing, and at this point students need assistance to

establish proper communication

between their respective college

in KSA and the Board of Nursing

in the US.

3. Bachelor of Science:

This is a four year

program that leads to B.S. degree in

Nursing (BSN). Upon completion of this

degree, students will also become

Registered Nurses after passing the

Board Exam.

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4. Master Degree in Nursing:

Most of the programs in the U.S. require a RN license. Also,

some programs require the GRE. The most common Master's programs are:

a.

Clinical Care Specialist:

Acute Care, Psychiatry, Pediatrics, Women's Health, etc.

b.

Nurse Practitioner:

Family, Midwifery, Acute Care, Psychiatry, Pediatrics, etc.

c.

Nurse Educator

d.

Nurse Leader/Management

5. Doctorate of Nursing (PhD):

Most of the programs waive the RN License. If the student is

from the U.S., England, or Australia, the graduate English requirement is waived. The GRE is

required for most programs.

NCLEX RN Exam Application

1. Learn about eligibility and then apply for licensure with a Board of Nursing. This a crucial

point, and it is imperative to understand the requirements of the board before applying. For

example:

a.

The Board of California requires students to have a social security number that was

issued from Social Security Services (not your university). The Board will not accept

the application if the Social Security Number (SSN) is missing from the application.

b.

The Board of Ohio requires high TOEFL Scores.

c.

Some boards require gerontology courses.

d.

If you need help in choosing which board to apply to, please email CSHS at

info@cshs.edu

2. When you pass the RN exam (NCLEX) in one state, you will be able to transfer it to other

states without sitting for the exam again.

3. CSHS advises all students to apply for one of the Compact States (24 states accept same

license). Our Board of choice is the

Board of New Mexico

.

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4. The application process is tricky and lengthy and any mistakes might delay your application

for several months. The most common mistakes are:

a.

The nursing college in Saudi Arabia failed to complete the form correctly.

b.

Failure to send the transcript directly from your Saudi University to the Board or the

evaluation agency.

c.

The Board of New Mexico requires the transcript evaluation to be received by the

board before sending your application form.

d.

Errors in fulfilling the Fingerprinting Form

e.

Payment methods errors.

5. When you receive the Eligibility Letter from the

Board of Nursing

, you have to register and

pay $200 with PearsonVue at

http://www.pearsonvue.com/nclex/capva/

6. From Pearson VUE: Authorization to Test (ATT) will be sent to your email

7. Schedule your exam with Pearson VUE.

8. Starting January 1, 2014, you will no longer need to bring a paper copy of the ATT for

admittance to the NCLEX examination.

9. Bring your passport as an ID. Make sure you passport is signed by you before going to the

exam

10. Incase if you fail the test, you have to take the following steps:

a.

Contact your Board of Nursing and notify them that you plan to retake the

examination. Determine what

fees or materials you need to

submit to the board.

b.

Reregister with Pearson VUE and

pay the $200 fee.

c.

Wait to receive your new ATT.

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Why the California School of Health Sciences

1. Experts in English and Nursing preparation

2. Extensive experience with international students and mainly Saudi students

3. Help you get Social Security # if needed for the board application

4. Our NCLEX courses are taught in a classroom, with one-on-one tutoring at no extra cost

5. Long computer lab hours: 8 am to 9 pm as well as on weekends

6. Help you apply for the Board of Nursing

7. Assist you with college selection and college application process

8. Our Intensive English Program is taught by native speakers who hold undergraduate and

graduate degrees from prestigious institutions such as Georgetown University, American

University, and UC Irvine.

9. Our Nursing faculty is composed of U.S. graduates. Most of our faculty members teach in

Master's and PhD programs in U.S. universities.

10. Safe area, nice weather, nearby beaches, numerous fun attractions, and most important: many

excellent local universities.

11. Strong professional relationship with local hospitals and clinics

12. One-on-one TO EFL and IELTS preparation before the test date.

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اينروفيلاك ةسرده

ةيحصلا مولعلل

نيلعت :بلاطلا ليلد

اكيرهأ يف ضيروتلا

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1 2 1 4 1 B R O O K H U R S T S T , S U I T E 2 0 1 • G A R D E N G R O V E • C A 9 2 8 4 0 - 5 2 0 0 P H O N E : 7 1 4 - 5 3 9 - 7 0 8 1 • F A X : 7 1 4 - 5 3 9 - 3 9 8 2 w w w . c s h s . e d u • e - m a i l : i n f o @ c s h s . e d u

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تيحصلا مولعلل ايوروفيلاك تسردم

ذفأض ض٘زمسىا سػا

ٕ٘ٗ حاض٘زمز حزبٖش ؾ٘حبق ذفأض ض٘زمسىا وَحٝ .خقٞص٘ىا ٓصٕ ؾ٘حبق

RN

ػٞئضٗ

( خٞحظىا ً٘يؼيى بّٞض٘فٞىبم خؼضسٍ

CSHS

طٞجذ ّٔ٘م ٚىا خفبػلابث .)

غٝطَزىا ظٍاطثٗ غٝطَزىا هبغٍ ٜف

ػىبغَىا ٍِ سٝسؼىا ٜف ٘ؼػ ٕ٘ٗ ِٞنٝطٍلاا ِٞػطََيى حسحزَىا خٞثطؼىا خٞؼَغىا ػٞئض ُبؼٝا ٕ٘ٗ .خٞىٗسىا

.ُٗسحزَىا ءبجؽلاا ػيغٍ وضٍ

:هبظرلاا دبٍ٘يؼٍ

rqahoush@cshs.edu

ٗأ

539 -7081

(

866 ٗأ )

خٞحظىا ً٘يؼيى بّٞض٘فٞىبم خؼضسٍ غقٍ٘

www.cshs.edu

تمدقملا

ًسقر

غٝطَزىا ِػ داطػبحٍ خؼضسَىا

( داطػبحٍٗ

NCLEX

،)

NCLEX

proctor

،

خفطؼَى ذّطزّلاا طجػ داضبجزذلاا ٍِ خػَ٘غٍٗ

ػفّ ًاسرزؼا ٌزٝ .ٌٖزٝعٕبع ٙسٍ ةلاطىا ٙ٘زؽٍ

دبٞينىا بٍٖسرزؽر ٜزىا دبّبحزٍلااٗ زاَ٘ىا

ٗا بٕؤاطش ِنَٝ لا ٜزىاٗ ،خٞمطٍٞلأا دبؼٍبغىاٗ

.ٛزطف ونشث بٖٞيػ ه٘ظحىا

خؼضسَىا ًسقر بَم

حسػبؽَى فضنٍ ونشث خٝعٞيغّلإا خغيىا ظٍبّطث

ٜف خث٘يطَىا دبٍلاؼىا ٚيػ ه٘ظحىا ٜف ةلاطىا

دبّبحزٍا

TOEFL

ٗأ

IELTS

.

خفطؼَىا ٚىإ غٝطَزىا ةلاؽ ٍِ سٝسؼىاطقزفٝ

ٜف خَٞٝزبملأا خَظّلأا ٌٖفى ٍِٞظلاىا ٌٖفىاٗ

ُإف لىش وم ٚىا خفبػلإبث .حسحزَىا دبٝلا٘ىا

سٝسؼىا

ػٞىٗ ،دبجيطىا ٌٝسقر خٞفٞم ُ٘يٖغٝ ةلاطىا ٍِ

ظٍبّطث ٜف ٌٖى٘جق اَْ٘ؼٞى خٞفبنىا حطجرىا ٌٖٝسى

.حظبزََىا خؼَؽىا داش غٝطَزىا

ؾطرىاٗ زاَ٘ىا ٍِٞزبقىا ةلاطيى خقٞص٘ىا ٓصٕ طف٘ر

ٜف ٔى٘جق تىبطىا َِؼٞى خٍظلاىا ؾثاٗطىاٗ

ٛصىا ضظرزىا هبغٍ ٜف ٗأ تؼبَْىا ظٍبّطجىا

غطٝ

.ٔث ت

خٞحظىا ً٘يؼيى بّٞض٘فٞىبم خؼضسٍ دسػأ

(

www.cshs.edu

غبؼلابث ، خقٞص٘ىا ٓصٕ )

خيطاَ٘ى ُ٘ططرٝ ِٝصىا ِٞٝز٘ؼؽىا ةلاطيى

اشإ .غٝطَزىا هبغٍ ٜف ٚيػأ حزبٖش وّٞٗ ٌَٖٞيؼر

ٛأ لٝسى ٗأ دبٍ٘يؼَىا ٍِ سٝعٍ ِػ شحجر ذْم

ٚىإ ّٜٗطزنىإ سٝطث هبؼضإ ٜف ززطزر لا ،خيئؼأ

info@cshs.edu

.

هبظرلاا وجق ط٘ىبزنىا اصٕ حءاطق ٍِ سمأزىا ٚعطٝ

خؼضسٍ ٙسى . خٞحظىا ً٘يؼيى بّٞض٘فٞىبم خؼضسَث

خٞيَػ ٜف خؼؼاٗ حطجذ خٞحظىا ً٘يؼيى بّٞض٘فٞىبم

سقٗ ،دبؼٍبغىاٗ دبٞينيى ه٘جقىا دبجيؽ خئجؼر

ٜف ٌٖى٘جق ٜف ِٞٞىٗسىا ةلاطىا ٍِ سٝسؼىا دسػبؼ

.خٞنٝطٍلأا دبؼٍبغىا

ػبؽر بَم

خٞحظىا ً٘يؼيى بّٞض٘فٞىبم خؼضسٍ س

غٝطَزىا ػيغَى دبجيطىا ٌٝسقر خٞيَػ ٜف ةلاطىا

(

NCLEX

خينشٍ ةلاطىا تْغزٝ ٜىبزىبثٗ ،)

ٜف ةلاطىا سػبؽر لىصم ٗ، دبجيطىا ٌٝسقر طٞذأر

خفبػلابث .ٜيؼفىا غٝطَزىا ػيغٍ غٍ وطا٘زىا

خؼعاطٍ خٞيَػ ٜف حسئاض خؼضسَىا ُإف لىش ٚىا

غٍ ٜف دبجيطىا

.غٝطَزىا ػي

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تيكيرملاا ةدحتملا ثايلاولا يف ضيرمتلا ثاداهش

1 .

Associate Degree in Nursing

ا٘حجظٞى ِٞغٝطريى حَؽٝ ٍِٞبػ حسَى ظٍبّطث ٕ٘ٗ

.غٝطَزىا ػيغٍ ُبحزٍا ٌٕظبٞزعا سؼث ِٞيغؽٍ دبػطٍَٗ ِٞػطٍَ

2 .

ةداهش هم ريسجتلا جماورب

RN

ةداهش ىلا

BSN

ا٘يَمأ ِٝصىا ةلاطىا ِنَٝ ظٍبّطجىا اصٕ :

ونشر ٓصٕ .غ٘ٝض٘ىبنث خعضز ٚيػ ه٘ظحىا ٜف ُ٘جغطٝٗ ، ُبحزٍلابث ا٘حغّٗ خٞيم ِٞزْؼ خؼاضز

حزبٖش ٚيػ ه٘ظحيى طٞؽغزىا ٜف ُ٘جغطٝٗ ً٘يثسىا اصٕ ُ٘يَحٝ ِٝصىا ِٞٝز٘ؼؽىا ةلاطيى خينشٍ

BSN

.

أ .

ِنَٝ لا خٝز٘ؼؽىا خٞثطؼىا خنيََىا ً٘يثز

ُلأ خٞنٝطٍلاا خٞؼٍبغىا غٝطَزىا حزبٖشث بٖزّضبقٍ

وضٍ خٞنٝطٍلاا دبؼٍبغىا بٕسَزؼر ٜزىا خٞؼبؼلأا خٞؼاضسىا داضطقَىا ٚيػ ٛ٘زحر لا ظٕبَْىا

. بٕطٞغٗ عبَزعلاا ٌيػٗ ػفْىا ٌيػ ٗ خٝعٞيغّلإا خغيىاٗ ءبَٞٞنىاٗ ءبٝعٞفىاٗ دٝضبزىاٗ دبٞػبٝطىا

ٗ خٝز٘ؼؽىا ٜف غجزَىا ًبظْىا ُا شا

.خَٞيػ حزبٖش هزبؼٝ لاٗ خْٞف ً٘يثز هزبؼٝ طظٍٗ ُزضلأا

ة

.

خٝاسجىا ٍِ اؤسجٝ ُا بٍا هٗلاا ضبٞرىا :ُاضبٞذ ً٘يثسىا خعضز ُ٘يَحٝ ِٝصىا ِٞٝز٘ؼؽىا ةلاطىا ٙسى

خٞثطؼىا خنيََىا ٜف دصذا ٜزىا داضطقَىا غؼث خؼٍبغىا هزبؼر / وجقر ُأث خٞىبَزحا كبْٕٗ

عا ٕ٘ ّٜبضىا ضبٞرىاٗ ،خٝز٘ؼؽىا

ُبحزٍا ظبٞز

RN

.طٞؽغزىا ٌص

د

.

ٜنٝطٍلأا ػيغَىا وجق ٍِ خث٘يطَىا خحٞحظىا طٞٝبؼَىا غجزر لا خَٝسقىا غٝطَزىا ظٕبَْىا غؼث

ٜف ٌٖربٞيم ِٞث هبظرلاا خقٝطؽ ءبشّلا حسػبؽٍ ٚىإ ةلاطىا طبزحٝ خيحطَىا ٓصٕ ٜفٗ ،غٝطَزيى

حسحزَىا دبٝلا٘ىا ٜف غٝطَزىا ػيغٍٗ خٝز٘ؼؽىا خٞثطؼىا خنيََىا

.

3 .

سويرولاكب

( ضيرمتلا يف

BSN

)

حزبٖش ٔٞف تىبطىا هبْٝ داْ٘ؼ غثضأ ظٍبّطجىا اصٕ حسٍ :

( غٝطَزىا ٜف غ٘ٝض٘ىبنث

BSN

.ِٞيغؽٍ ِٞػطٍَ ةلاطىا حجظٝ ػيغَىا ُبحزٍا ٌٕظبٞزعا سؼثٗ )

4 .

ريتسجاملا تجرد

( ضيرمتلا يف

MSN

)

:

ضٞذطر ٚىإ طبزحر حسحزَىا دبٝلا٘ىا ٜف ظٍاطجىا ٌظؼٍ

RN

حزبٖش ظٍاطجىا غؼث تيطزر بؼٝأ ٗ

GRE

.

:ٜٕ بػ٘ٞش طٞزؽعبَىا ظٍاطث طضما

أ .

،خقئبفىا خٝبْػ :خٝطٝطؽىا خٝبْؼىا ٜئبظذأ

خحط ،هبفؽلأا تؽ ،ٜؽفْىا تطىا

دىا ،حأطَىا

ة

.

، حطؼلاا تؽ :هٗاعَىا عطََىا

،ٜؽفْىا تطىا ،خقئبفىا خٝبْؼىا ،سٞى٘زىا

دىا ،هبفؽلأا تؽ

د

.

ةضسَىا عطََىا

س

.

ا خػطََىا

حضازإ / فطشَى

(10)

Page 3

5 .

خظٞذض ٚيػ ه٘ظحىبؽطزشر لا ظٍاطجىا ٌظؼٍ : غٝطَزىا ٜف ٓاض٘زمسىا

RN

تىبطىا ُبم هبح ٜف

خغيىا تيطزٍ ِػ دبٞينىا هظبْزر ًبؼٝا خىبحىا ٓصٕ ٜفٗ بٞىاطزؼا ٗأ اطزينّاٗأ حسحزَىا دبٝلا٘ىا ٍِ

خجؽْىبث بٍا .خٝعٞيغّلإا

GRE

.ظٍاطجىا ٌظؼٍ ٜف ز٘عٍ٘ تيطزٍ ٖ٘ف

.

ناحتما ثابلط

NCLEX RN

1 .

ٙسٍ خفطؼٍٗ ػيغَىا دبجيطزٍ ٌٖف تىبطىا ٚيػ ٛضٗطؼىا ٍِ

ٌزٝ لىش سؼث ،تيطىا ٌٝسقر وجق ٔزٝعٕبع

بٍ ػيغَىا دبجيطزٍ ٚيػ خيضٍلأا ٍِٗ ، غٝطَزىا ػيغٍ ٍِ ضٞذطر ٚيػ ه٘ظحيى تيطىا ٌٝسقر

:ٜيٝ

أ .

ٜػبَزعا ُبَػ ٌقض تىبطيى ُ٘نٝ ُا بّٞض٘فٞىبم ػيغٍ دبجيطزٍ ٍِ

(

SSN

)

دبٍسذ ٍِ ضزبط

ُإف .)لزؼٍبغث صبرىا ُبَؼىا ٌقض ػٞىٗ( ٜػبَزعلاا ُبَؼىا

سع٘ٝ لا تيؽ ٛا وجقٝ لا ػيغَىا

. ٜػبَزعا ُبَػ ٌقض ٔٞيػ

ة

.

ُبحزٍا ٜف خٞىبػ دبٍلاػ ٚيػ تىبطىا وظحٝ ُا ٘ٝبٕٗأ ػيغٍ دبجيطزٍ ٍِ

TOEFL

.

د

.

.خ٘ٞشىا تؽ ٜف داضٗز تىبطىا هبْٝ ُا ػىبغَىا غؼث دبجيطزٍ ٍِ

س

.

سٝطث هبؼضإ ٚعطٝ ،ٔى لجيؽ ٌٝسقزى سٝطزؽيغٍ ٛأ سٝسحرٗ ضبٞزذا ٜف لرسػبؽَى

خؼضسَى ّٜٗطزنىإ

سٝطجىا ٚيػ خٞحظىا ً٘يؼيى بّٞض٘فٞىبم

info@cshs.edu

.

2 .

ُبحزٍا كظبٞزعا سْػ

(

NCLEX

RN)

ٙطذأ خٝلاٗ ٚىإ ٔيقّ ٚيػ اضزبق ُ٘نزؼ ،دبٝلا٘ىا ٙسحإ ٜف

.ٙطذا حطٍ ُبحزٍلاا ٌٝسقر ٚىإ خعبحىا ُٗز

3 .

ى بّٞض٘فٞىبم خؼضسٍ حظْر

شٞحث حسحَ٘ىا دبٝلا٘يى ٙسحلا تيؽ ٌٝسقزث ةلاطىا غَٞع خٞحظىا ً٘يؼي

ُا

24 .٘نٞؽنٍ ّ٘ٞ ػيغٍ ٕ٘ ٓضبزرّ ٛصىا ػيغَىاٗ، ضٞذطزىا ػفّ وجقر خٝلاٗ

4 .

حسؼى لث صبرىا تيطىا طذأـزٝ سق أطذ ٛأ ةبنرضا هبح ٜفٗ ، خيٝ٘ؽٗ خجؼط دبجيطىا ٌٝسقر خٞيَػ

:ٜٕ بػ٘ٞش طضملأا ءبطذلأا .طٖشأ

أ .

.حٞحط ونشث طشَْ٘ىا خئجؼزث خٝز٘ؼؽىا خٞثطؼىا خنيََىا ٜف غٝطَزىا خٞيم قبفذا

ة

.

.ٌٞٞقزىا خىبمٗ ٚىا ٗأ ػيغَىا ٚىا خٝز٘ؼؽىا ٜف لث خطبرىا خؼٍبغىا ٍِ حطشبجٍ خرؽّ هبؼضإ ًسػ

د

.

.لث صبرىا تيطىا طشَّ٘ هبؼضا وجق ٌٞٞقزىا خرؽّ ػيغَىا ًلازؼا ٘نٞؽنٍ ّ٘ٞ ػيغٍ تيطزٝ

س

.

ر ٜف ءبطذأ

.دبَظجىا طشَّ٘ خئجؼ

ط

.

.غفسىا قطؽ ٜف ءبطذأ

(11)

Page 4

5 غفزٗ وٞغؽزىا لٞيػ ،غٝطَزىا ػيغٍ ٍِ وٕٞأزىا خىبؼض ٚقيزر بٍسْػ .

200 ٚيػ ضلاٗز

PearsonVue

http://www.pearsonvue.com/nclex/capva

/

6 ٍِ .

PearsonVue

( ضبجزذلاى حٝطظر هبؼضا ٌزٞؼ :

(

ATT

.ّٜٗطزنىلإا كسٝطث ٚىا

7 ٚيػ لّبحزٍا سػٍ٘ زسح .

PearsonVue

.

8 ٍِ ٌءاسزثا .

1 طٝبْٝ

2014

ه٘ذز لى حَؽٞى ضبجزذلاا حٝطظر ٍِ خٞقضٗ خرؽّ ضبؼحا ٚىإ خعبحث ذؽى

ُبحزٍا

NCLEX

.

9 ٚىإ ةبٕصىا وجق طفؼ ظا٘ع ذؼقٗ لّأ ٍِ سمأرٗ خٖٝ٘ىا سٝسحزى خيٞؼ٘م كطفؼ ظا٘ع ضبؼحا لٞيػ .

.ُبحزٍلاا

10 ٌى لّا هبح ٜف .

:خٞىبزىا دا٘طرىا شبررا لٞيػ ،ضبجزذلاا ٜف حغْر

أ .

لٞيػ ٗ ،ُبحزٍلاا ٌٝسقر حزبػا ْٛ٘ر لّأث ٌٕضبطذإٗ ٔى ذٍسق ٛصىا غٝطَزىا ػيغَث هبظرلاا

.ػيغَيى بَٖٝسقزى طبزحر ٜزىا قاضٗلااٗ ً٘ؼطىا خفطؼٍ ٌبؼٝا

ة

.

ٜف وٞغؽر حزبػإ

PearsonVue

غفزٗ

200 . ً٘ؼض ضلاٗز

د

.

ٝطظر ٜقيزى ضبظزّلاا

ضبجزذا ح

ATT

)

.سٝسع )

س

.

.ُبحزٍلاى سٝسع سػٍ٘ سٝسحر

(12)

Page 5

تيحصلا مولعلل ايوروفيلاك تسردم اذامل

1 .غٝطَزىا هبغٍٗ خٝعٞيغّلاا خغيىا خٞحبّ ٍِ ةلاطىا طٞؼحر ٜف حطجرىا.

2 .صبذ ونشث ِٞٝز٘ؼؽىا ةلاطىا غٍٗ ِٞٞىٗسىا ةلاطىا غٍ خؼؼاٗ حطجذ .

3 داضٗزٗ غٗضز ًسقزر .

NCLEX

ٚيػ تىبؽ ونى خٞط٘ظذ غٗضز طف٘زٝٗ، خٞؼاضسىا ه٘ظفىا غَٞع ٜف

.خٞفبػإ خفينر ٛأ ُٗز ٙسح

4 خٝبّٖ خيطػ ٜف ضظح سع٘ٝٗ ،ًءبؽٍ خؼؼبزىا ٚزح بحبجط خٍْبضىا ٍِ :خيٝ٘ؽ دبػبؽى ة٘ؼبح داطجزرٍ .

.ًبؼٝا ع٘جؼلأا

5 ٜف كسػبؽر .

ا ٌقطىا ٜيػ ه٘ظحىا

كسػبؽر لىصمٗ ٜنٝطٍلاا ْٜؽ٘ى

ٜف

ٌٝسقر

.غٝطَزىا ػيغَى لجيؽ

6 ٜف لرسػبؽٍ .

ضبٞزذا

.قبحزىلاى دبجيؽ ٌٝسقر خٞيَػ ٜف سػبؽر بَم خؼٍبع ٗأ خٞيم

7 خعضز ُ٘يَحٝ ًلاا ٌٖزغى ٜٕ خٝعٞيغّلاا ،ُ٘ٞيحٍ صبرشا فضنَىا خٝعٞيغّلإا خغيىا ظٍبّطث غضسٝ .

،ُٗبر طض٘ع خؼٍبع وضٍ خقٍ٘طٍ دبؼٍبع ٍِ بٞيػ دازبٖشٗ غ٘ٝض٘ىبنجىا

خؼٍبعٗ ،خٞنٝطٍلأا خؼٍبغىاٗ

.ِٝبفطٝا ٜف بّٞض٘فٞىبم

8 ػٝضسزىا خئٕٞ ءبؼػأ ٌظؼٍ ، حسحزَىا دبٝلا٘ىا ٍِ غٝطَزىا ٜغٝطذ ٍِ ػٝضسزىا خئٕٞ ءبؼػأ ُ٘نزر .

.حسحزَىا دبٝلا٘ىا دبؼٍبع ٜف طٞزؽعبَىاٗ ٓاض٘زمسىا ظٍاطث غضسر

9 بؽبشْىا ٍِ سٝسؼىاٗ خجٝطق ئؽا٘شٗ فٞطى ػقؽٗ خٍْآ خقطٍْ .

سٝسؼىا لىبْٕ ُا ٌٕلاا طظْؼىاٗ خٞيؽَىا د

.حظبزََىا خٞيحَىا دبؼٍبغىا ٍِ

10 .خٞيحَىا دازبٞؼىاٗ دبٞفشزؽَىا غٍ خٝ٘ق خٍْٖٞ خقلاػ سع٘ٝ .

11 ضبجزذا سػٍ٘ وجق ٙسح ٚيػ تىبؽ وم طٞؼحر .

TOEFL

ٗ

IELTS

.

(13)

The Eight Steps of the NCLEX

®

1. Apply for licensure with one board of nursing.

2. Register and pay $200 to Pearson VUE via the

Internet or telephone.

§

Payment via MasterCard, Visa or American

Express will be accepted.

§

You must be made eligible by the board of

nursing (see Step 4) within 365 days of your

registration and payment.

3. Receive Acknowledgement of Receipt of

Registration from Pearson VUE by email.

§

Your username and password for the

Pearson VUE website is located in this email.

4. Board of nursing makes you eligible in the

Pearson VUE system.

5. Receive Authorization to Test (ATT) email from

Pearson VUE.

§

You must test within the validity dates (an

average of 90 days) on the ATT. There are

no extensions.

§

You no longer have to present the

ATT email at your exam appointment.

6. Schedule your exam appointment via the

Internet (by accessing your online account)

or by telephone (international scheduling may

only be done by phone).

7. Arrive for the exam appointment and present

your acceptable identification.

8. Receive your official results from your board of

nursing up to six weeks after your exam (this time

period varies amongst boards of nursing).

No Refunds

There are no refunds of NCLEX fees for any reason.

Acceptable Identification

§

Use the exact name that is on your ID when

registering for the NCLEX with Pearson VUE. At the

test center, the name on the ID you present must

match the name in the Pearson VUE system. If it

does not match you will be required to reregister

and pay another exam fee.

§

In the U.S., American Samoa, Guam, Northern

Mariana Islands and U.S. Virgin Islands test centers,

the only acceptable forms of ID are:

U.S. drivers license (Department of Motor

Vehicle-issued) (if expired, a renewal slip that

includes a photograph and a signature must

also be presented);

U.S. state identification (Department of Motor

Vehicle-issued);

U.S. military identification; or

Passport.

§

At international test centers, only a passport is

acceptable.

§

All IDs listed above must be written in English,

signed in English, valid (not expired) and include a

photograph.

§

IDs from a U.S. sanctioned (embargoed) country

must follow the proof of residence policy.

§

Driver’s/Learner’s permits, temporary identification

(e.g., limited term IDs and any ID reading “temp”

or “temporary”) and passport cards are not

accepted for admittance to the NCLEX.

§

If you cannot provide an acceptable ID at your

appointment, you will have to reregister and pay

another exam fee for the NCLEX.

(14)

Rules for Scheduling/Rescheduling/Unscheduling

If you need to reschedule your appointment:

§

Tuesday, Wednesday, Thursday or Friday appointments

must be changed 24 hours in advance of the original

date and time. For example, if your appointment is on

Wednesday at 2:00 pm, then you must call to reschedule

by Tuesday at 2:00 pm.

§

Saturday, Sunday or Monday appointments must be

changed no later than the Friday before the original date

and time. For example, if your appointment is on Monday

at 2:00 pm, then you must call to reschedule by Friday at

2:00 pm.

2014 NCLEX®_{Examination Candidate Bulletin}

The NCLEX® candidate bulletin contains information for all registrations and scheduling of NCLEX appointments beginning January 1, 2014. Additional information is available at www.ncsbn.org

Do not discard before receiving your exam results.

Know all the policies and rules

before you start the NCLEX process

by accessing the NCLEX Candidate

Bulletin.

Don’t Forget!

§

You may not access or bring any educational,

test preparation or study materials to the

testing center at any time during your

examination.

§

Cell/mobile/smart phones, tablets, pagers or

other electronic devices may not be accessed

at all during your examination appointment

(including breaks). Candidates will be required

to store electronic devices in sealable, plastic

bags at the test center. Candidates who refuse

to store their electronic devices in the Pearson

VUE provided plastic bag upon check-in will

not be allowed to test and will be required to

reregister and pay another exam fee.

FAQs

Have questions? Check out the Frequently Asked

Questions page of ncsbn.org.

Online www.ncsbn.org/nclex.htm

Email nclexinfo@ncsbn.org

Write National Council of State Boards of Nursing, Inc. Examinations Department

111 E. Wacker Drive, Suite 2900 Chicago, Illinois 60601-4277

By Phone 866.293.9600

Contact Pearson VUE about registering, methods of payment, Authorization to Test emails, scheduling/rescheduling, acceptable identification and comments about the test center:

Online www.pearsonvue.com/nclex

Email pvamericascustomerservice@pearson.com Write NCLEX Examination Program

Pearson Professional Testing 5601 Green Valley Drive Bloomington, MN 55437-1099 By Phone

U.S.: Call NCLEX Candidate Services (toll-free) 1.866.49NCLEX (1.866.496.2539), Monday – Friday, 7:00 am – 7:00 pm, Central Standard Time.

Asia Pacific Region: Call NCLEX Candidate Services at (pay number) +603.8314.9605, Monday – Friday, 9:00 am – 6:00 pm, Malaysia Time.

Europe, Middle East, Africa: Call NCLEX Candidate Services at (pay number) +44.161.855.7445, Monday – Friday, 9:00 am – 6:00 pm, Central European Time.

India: Call NCLEX Candidate Services at (pay number) 91.120.439.7837, Monday – Friday, 9:00 am – 6:00 pm, Indian Standard Time.

All other countries not listed above: Call (pay number) 1.952.905.7403, Monday – Friday, 7:00 am to 7:00 pm, Central Standard Time.

Candidates with hearing impairments who use a Telecommunications Device for the Deaf (TDD):

Call the U.S.A. Relay Service at (toll-free) 1.800.627.3529 or the Canada & International Inbound relay service at (pay number) 605.224.1837. These services are available 24 hours a day, seven days a week.

Contact your board of nursing about licensure, name or address

changes and endorsement. Contact information for all boards

of nursing is available at

www.ncsbn.org/contactbon.htm.

Contact NCSBN about NCLEX development, general

NCLEX information and general questions/inquiries relating to exam administration:

(15)

Your Guide to

Nursing Programs

(16)

Your Guide to

Nursing Programs

Graduate

More education

brings more

opportunity, and

many doors are

open to nurses

with master’s and

doctoral degrees.

Your Guide toGR ADUATENursing Programs 1

Your Graduate Nursing Education

N

ursing is a dynamic profession that brings many rewards and career advancement opportunities to those committed to lifelong learning. Today’s nurses are expected to master an increasingly complex body of knowledge and attain clinical skills to effectively provide lifesaving and life-sustaining services. Though completing an entry-level registered nursing (RN) program and passing the NCLEX are important milestones in anyone’s career, these are only the first steps in your preparation as a nursing professional. Throughout your career you will continue to expand your knowledge base due to advances in technology and cutting edge nursing research. For those wishing to play a part in developing new skills, research, and practice innovations, now is the time for you to consider graduate-level nursing education.

More education brings more opportunity, and many doors are open to nurses with master’s and doctoral degrees. Nurses with graduate preparation provide direct patient care at an advanced level, conduct research, teach online and in the classroom, impact public policy, lead health systems, consult with corporations, and implement evidence-based solutions that revolutionize health care. These highly skilled providers are in great demand to fill established and emerging roles that allow nurses to focus on a variety of practice areas, such as adult and family health, geriatrics, pediatrics, public health, administration, informatics, forensics, systems improvement, and genetics/genomics.

The national movement toward healthcare reform is ushering in new models of care delivery that will place nurses in the driver’s seat. As leaders of health/

(18)

2 American Association of Colleges of Nursing

medical homes, nurse-managed health clinics, community health centers, and other settings, nurses are moving to become full partners in driving change in the healthcare arena. As more patients enter the system and an aging population creates the demand for transformation in healthcare, many more nurses will be needed to serve in primary care and specialty roles, as well as to lead independent practices.

Beyond the professional opportunities nurses gain through graduate education, there are some very tangible benefits to one’s quality of life. Nurses with advanced preparation typically enjoy more opportunities to impact the overall design and implementation of care. As education increases, salaries follow suit. Nurses with doctoral preparation typically earn six-figure salaries and often rise to the top of healthcare’s leadership ranks. With new practice opportunities emerging, and the demand for highly specialized nursing skills rising, the time is right for you to begin your graduate-level nursing education. The earlier in your career you complete your formal education, the longer your professional life and the higher your lifetime earnings will be.

The American Association of Colleges of Nursing (AACN) encourages all nurses to strive for higher levels of education to advance their capacity to enhance the quality of care available to our nation’s varied patient populations. Calls for more nurses with graduate level preparation are coming from both inside and outside of the profession from authorities as diverse as the Institute of Medicine, the Robert Wood Johnson Foundation, Tri-Council for Nursing, and the Carnegie Foundation for the Advancement of Teaching. Now is the time for you to invest in your future and begin your journey into graduate nursing education.

The American

Association of

Colleges of Nursing

(AACN)

encourages all nurses

to strive for higher

levels of education

to advance their

capacity to enhance

the quality

of care available to

our nation’s varied

patient populations.

(19)

Know Your Nursing

Education Options

A

s you consider how best to continue your education, it’s important to keep your career trajectory in mind and know your options. Today’s health system needs nurses prepared at both the master’s and doctoral levels, yet you do not need to take a “stepped” approach to your education if your ultimate goal is the doctorate. Progressing seamlessly from baccalaureate to doctoral preparation is often more efficient, requiring less time in class and lower educational expenses. Of course, many students do choose to complete a master’s degree followed by a doctorate later in their career. This well-established educational pathway provides additional career options and may be necessary when family, work demands, and finances are considered.

Once you determine your degree of choice, you must select the program type that is right for you. More than 500 nursing schools nationwide offer a menu of more than 2,000 graduate programs tailored to the needs of nurses with varying levels of education as well as non-nurses looking to enter the profession at an advanced level. Below is a snap - shot of commonly available graduate nursing programs.

Master’s Nursing Programs

Master’s nursing programs prepare individuals for a variety of advanced roles in administration, teaching, research, informatics, and direct patient care. Nurses at this level are in high demand as Clinical Nurse Leaders, nurse managers, clinical educators, health policy consultants, research assistants, public health nurses, and in many other capacities. Individuals looking to earn a master’s degree may choose from these options:

❚

❚ Entry-Level Master’s Degree: Developed for those with a bachelor’s or graduate degree in a discipline other than nursing, entry-level master’s degrees are also referred to as generic or accelerated programs. These offerings generally take about 2 to 3 years to finish with baccalaureate-level content and initial RN licensure

Master’s nursing

programs prepare

individuals for

a variety of

advanced roles in

administration,

teaching, research,

informatics, and

direct patient care.

(20)

completed during the first year. These programs, many of which prepare Clinical Nurse Leaders, are paced for students who have proven their ability to succeed at a four-year college or university. More than 60 entry-level master’s programs are available at schools nationwide.

❚

❚ RN to Master’s Degree:

Designed for nurses with associate degrees, RN to master’s programs take about 2 to 3 years to complete with specific requirements varying by institution and based on the student’s previous course work. Though most programs are offered in classroom settings, many are delivered largely online or in a blended classroom/online format. The baccalaureate-level content missing from associate degree curricula is built into the front-end of these degree completion programs. The number of RN to master’s programs has more than doubled in the past 20 years with more than 170 programs available today.

❚

❚ _{Baccalaureate to Master’s Degree:} The traditional post-baccalaureate master’s is the most prevalent option offered to those seeking graduate preparation. Course work builds on undergraduate competencies and allows students to concentrate their learning on a focus area. Program requirements and credit load vary by institution, though most programs may be completed in 18-24 months of full-time study. Though the majority of schools grant the Master of Science in Nursing (MSN) degree, some offer the Master of Nursing (MN) or MS in nursing in keeping with university policy. The MSN, MN, and MS in nursing are comparable degrees and prepare students at the same level of competency.

❚

❚ Dual Master’s Degree Programs: Nurses seeking a graduate degree with an in-depth concentration in a

(21)

related field of study often choose a dual MSN program. Nationwide, more than 120 dual master’s degrees are available that combine nursing course work with business (MSN/MBA), public health (MSN/MPH), health administration (MSN/MHA), public administration (MSN/ MPA), and other content areas.

❚

❚ Post Master’s Certificate Programs: Certificate programs also are available to master’s program graduates looking to sharpen their clinical skills and nursing knowledge in a number of focus areas, including nursing education, leadership, informatics, and specialty practice among many others.

Doctoral and Post-Doctoral

Nursing Programs

For nurses looking to assume leadership positions, advanced faculty appointments, and specialist roles, a doctorate is the appropriate credential. Today’s nursing student can choose from doctoral programs focused on either research (PhD, DNS) or practice (Doctor of Nursing Practice or DNP). Given the need for more nurses to serve as Advanced Practice Registered Nurses (APRN), assume faculty positions, embark on careers as research scientists, and pursue leadership roles, nursing schools are moving quickly to increase the number of students entering both practice-focused and research-focused doctoral programs. Those seeking a terminal nursing degree should consider these offerings:

❚

❚ _{Fast-Track Baccalaureate to Doctoral Programs:}

This accelerated option provides an efficient educational pathway for motivated baccalaureate program graduates seeking an early-career doctorate. Strong clinical experiences are embedded throughout the entire 3-4 year program of study. These programs are available to both nurses in practice and new graduates, with the option to focus on either research or practice. Given the rigorous nature of these programs, full-time study is strongly recommended.

❚

❚ Doctor of Nursing Practice (DNP): The DNP is designed for nurses seeking the highest level of preparation in nursing practice. In 2004, nursing

Today’s nursing

student can choose

from doctoral

programs focused

on either research

(PhD, DNS) or

practice (DNP).

(22)

schools affiliated with AACN voted to move the level of education necessary for advanced nursing practice from the master’s degree to the doctorate by the target year of 2015. This move calls for doctoral preparation for the four APRN roles — Nurse Practitioners, Clinical Nurse Specialists, Nurse Anesthetists, and Nurse-Midwives — as well as other nurses engaged in advanced specialty practice. Both post-baccalaureate and post-master’s DNP programs are available with more than 150 nursing schools currently offering this degree and more than 100 new programs under development. DNP graduates are leaders in the health system and work collaboratively with nurse researchers to implement new nursing science and practice innovations.

❚

❚ Research-Focused Doctorate: The Doctor of Philosophy (PhD) represents the highest level of formal education for a career in research and the scholarship of discovery. Program graduates develop new nursing science, serve as leaders of the profession, and educate the next generation of nurses. In the academic setting, the PhD is required for success as a researcher in any discipline, not just nursing. In the scientific arena, the PhD is the beginning preparation for the development of independence in scientific pursuit. Attainment of the PhD (or the DNS degree at some institutions) requires a strong scientific emphasis within the discipline; an understanding of the science of related disciplines and translational science; dissemination of innovations; and interprofessional collaboration. Currently more than 120 nursing schools offer a research-focused doctorate.

❚

❚ _{Post-Doctoral Programs:} Post-doctoral programs provide a bridge for new scientists to become

independent, productive researchers who will generate and communicate knowledge fundamental to clinical nursing practice. New scientists embarking on post-doctoral study are expected to develop more depth in an area of science and enhance their expertise and skills for communicating within the scientific community and for securing funding for future research. These programs are available at almost 40 research-intensive schools nationwide.

Post-doctoral

programs provide

a bridge for new

scientists to

become independent,

productive researchers

who will generate

and communicate

knowledge

fundamental to

clinical nursing

practice.

(23)

Preparation for Specific

Nursing Roles

N

urses with graduate degrees serve in a variety of direct and indirect care roles in a wide range of practice arenas. Below is a sampling of career options for master’s and doctoral program graduates based on data collected by AACN on the most common majors available at U.S. nursing schools. This is by no means an exhaustive list, and there on no limits on where your graduate nursing education can take you.

Advanced Practice Registered Nurses (APRNs)

APRNs provide primary, preventive, and specialty care in a variety of roles in acute and ambulatory care settings. According to the Health Resources and Services Administration (HRSA), “APRNs are RNs who have received advanced education to develop knowledge and skills in areas not usual for RNs, such as diagnosing and managing common acute and chronic diseases, ordering diagnostic tests, prescribing medications, and performing minor procedures.” Those considering a career as an APRN may choose from one of four recognized roles:

❚

❚ _{Nurse Practitioners (NP)}, the largest segment of the APRN workforce, are essential providers of primary and acute care, and are particularly important to providing access to quality health care in underserved areas. NPs provide initial, ongoing, and comprehensive care, which includes taking health histories; providing physical examinations and other health assessment; and

diagnosing, treating, and managing patients with acute and chronic conditions. This care encompasses health promotion, disease prevention, health education, and counseling as well as disease management. NPs practice autonomously in areas as diverse as family practice,

(24)

pediatrics, geriatrics, psychiatric/mental health, and women’s health care.

❚

❚ Clinical Nurse Specialists (CNS) focus their nursing practice on areas that are often defined by a population, setting, or disease type. The CNS is responsible and accountable for diagnosis and treatment of health/ illness states, disease management, health promotion, and prevention of illness and risk behaviors among individuals, families, groups, and communities. With an emphasis on continuous, evidence-based improvement of patient outcomes and nursing care, CNSs clearly demonstrate that their practice reduces healthcare costs among other quality factors. These providers specialize in a number of areas, such as adult health, acute and critical care, and community health among others.

❚

❚ _{Certified Registered Nurse Anesthetists (CRNAs)}

provide the full spectrum of anesthesia care for individuals across the lifespan. CRNAs provide more than 30 million anesthetics in the U.S. annually and are the sole anesthesia providers in nearly all rural hospitals, affording patients access to trauma stabilization, pain care, and surgical services.

❚

❚ Certified Nurse-Midwives

(CNMs) provide a full range of primary healthcare services, including gynecologic and obstetric care, childbirth, and care of the newborn. Ninety percent of visits to CNMs are for primary and preventive care, which may include addressing reproductive health issues and treating sexually transmitted diseases. This care is provided in diverse settings, including private homes, hospitals, birthing centers, and ambulatory care settings (e.g., private offices, community and public health clinics).

(25)

APRN Preparation

To become an APRN, students must complete an accredited graduate program, pass a national certification examination, and obtain a license to practice in one of the four APRN roles. Programs focus heavily on advanced clinical

knowledge and skills that prepare nurses to provide expert patient care in a number of specialty areas. While master’s level programs are still available, the doctoral degree (DNP) is quickly becoming the standard for preparing APRNs for contemporary nursing practice. To date, more than two-thirds of nursing schools offering APRN programs either offer or are planning to offer the post-baccalaureate DNP program, while most currently have a post-master’s degree DNP option.

Nurse Researchers

are scientists who investigate ways to improve healthcare services and patient outcomes. Nurses in this field enhance patient care by translating research findings into practice innovations at the bedside. These specialists are responsible for identifying research questions, conducting studies, analyzing data, solving clinical problems, writing grants, and sharing their findings with the larger healthcare community. According to the National Institute of Nursing Research, a branch of the National Institutes of Health, the work conducted by nurse researchers is essential to building the scientific foundation for clinical nursing practice; preventing disease and disability; managing and eliminating symptoms caused by illness; and enhancing end-of-life and palliative care. Nurse researchers often begin their careers as research assistants, clinical data coordinators, and in other assistive capacities that usually require a master’s degree. Doctoral preparation is expected for principal investigators and other senior research roles.

Nurse Educators

combine clinical expertise with a passion for teaching. Responsible for preparing new nurses and advancing the development of practicing clinicians, nurse educators possess a solid clinical background, strong communication skills, and a high level of cultural competence. Educators must be flexible enough to adapt curriculum and teaching methods in response to

To date, more than

two-thirds of nursing

schools offering

APRN programs

either offer or are

planning to offer the

post-baccalaureate

DNP program,

while most currently

have a post-master’s

degree DNP option.

(26)

innovations in nursing science and ongoing changes in the practice environment. Within this role, nursing professionals enjoy opportunities to conduct research, publish articles in scholarly journals, speak at nursing conferences, serve as consultants to education and healthcare institutions, write grant proposals, shape public policy, and engage in community service. Given the ongoing shortage of nurse faculty, the job outlook for those seeking careers in nursing education is bright with a growing demand for individuals needed to teach in schools of nursing, hospitals, public health agencies, and other settings.

Preparation for the nurse educator role varies by role and teaching site. Nurses with master’s preparation are needed to serve as instructors in the practice setting, clinical preceptors, staff development educators, and faculty in associate degree and allied nursing programs. Nurses seeking full-time faculty positions in four-year colleges and universities should pursue doctoral preparation. Future faculty pursuing a master’s or doctoral degree are advised to specialize in a clinical area or research within the discipline, not the process of teaching. Individuals pursuing full-time faculty roles should have additional preparation in the art and science of teaching (i.e., pedagogy, curriculum development, student assessment) to better convey

(27)

their clinical mastery to nursing students. This additional preparation may occur in formal course work as part of a clinically focused doctoral or master’s program, or be completed separately from the graduate degree.

Clinical Nurse Leaders (CNLs)

are prepared in master’s degree programs to oversee the care coordination for patients, assess risks, develop quality improvement strategies, facilitate team communication, and implement evidence-based solutions at the unit level. Nurses looking to provide direct care services while exercising clinical judgment, systems improvement, patient advocacy, and communication skills often flourish in this role. CNLs by definition are leaders, but this leadership occurs at the point of care. This role is not focused on nursing administration or management. CNLs are typically found at the bedside or providing direct patient care in other settings where they collaborate with all members of the healthcare team to provide a safe environment for patients where needs are prioritized and individualized. Students graduating from CNL programs are encouraged to complete their role preparation by pursuing certification through the Commission on Nurse Certification. CNL® certification is a mark of excellence that lets employers, patients, and colleagues know that the CNL possesses the requisite knowledge and skills to practice in this unique capacity.

Nurse Administrators

serve in a variety of managerial and leadership capacities in all practice environments. These nursing professionals facilitate and deliver quality patient care while coordinating workflow and managing nursing care. A nurse administrator may run a small team of nurses, several nursing units, an entire department, or an entire health system. These nurses are well-versed in nursing practice as well as in administrative procedures. Nurses drawn to this specialty typically aspire to be leaders in health care and often seek executive and policy-making roles. Certification programs are available for graduates of nursing administration programs from the American Nurses Credentialing Center and the American Organization of Nurse Executives.

Given the ongoing

shortage of nurse

faculty, the job

outlook for those

seeking careers in

nursing education is

bright with a growing

demand for

individuals needed to

teach in schools of

nursing, hospitals,

public health

agencies, and other

settings.

(28)

Public Health Nurses

focus on preserving the health and well-being of the public. These specialists are licensed professional nurses who participate in activities related to population health, health promotion, disease prevention and control, and community education. Though their responsibilities vary by role and location, master’s- and doctorally-prepared public health nurses often manage clinics in various state and community settings (e.g., immunizations, well-child, health screenings), investigate communicable disease cases to determine sources and implement action necessary to curtail the spread of disease; analyze data to identify needs and service gaps for individuals, families, and communities; provide education regarding disease control and prevention as well as general preventive health care to individuals and groups; and implement programs that address environmental and population health risks. These nurses work collaboratively with community leaders, government officials, teachers, parents, and other providers in areas related to community and population health.

Nurse Informaticists

seek to improve information management and communications in nursing to maximize efficiency, reduce costs, and enhance the quality of patient care. The American Nurses Association defines nursing

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informatics as “a specialty that integrates nursing science, computer science, and information science to manage and communicate data, information, and knowledge in nursing practice. Nursing informatics facilitates the integration of data, information and knowledge to support patients, nurses, and other providers in their decision-making in all roles and settings.” Informatics specialists must understand the nursing process, so they can design systems that will solve problems facing patient care. After completing a bachelor’s degree in nursing, many nurse informaticists obtain a master’s or doctoral degree in nursing depending on their career aspirations.

Public Policy:

Nurses in this arena work to shape public policy at the federal, state, and local levels. These professionals use their nursing knowledge to advise legislators on healthcare policy, develop legislation, and consult on nursing-related issues. Policy nurses provide expert analysis of the potential and current impact of government policies on healthcare concerns. These specialists work with government policy-making bodies, think tanks, nursing schools, national associations, special interest groups, and with other stakeholder organizations.

Other Roles:

Nursing is a dynamic, evolving profession that presents limitless career opportunities for nurses with graduate degrees. Beyond the roles mentioned above, nurses are breaking fresh ground as specialists in forensics, case management, school nursing, genetics/genomics, and others emerging practice areas. Today’s nurse experts are working as entrepreneurs, authors, consultants, attorneys, legislators, communicators, military officers, and in numerous other capacities. For an extensive list of nursing specialties, including an overview of academic requirements, see the Web site ExploreHealthCareers.org.

Nursing is a

dynamic, evolving

profession that

presents limitless

career opportunities

for nurses with

graduate degrees.

(30)

Insider Tips for Choosing

the Right Graduate Program

N

ow that you’ve decided to advance your nursing education, it’s important for you to do your research to make sure you choose the right program that fits your individual needs. Here are some important questions to ask and have answered before making your final decision:

Q

What is required in terms of undergraduate grade point average, entrance testing (e.g., GRE), and prerequisites?

These basic questions will help you determine if your academic background is a good match with the institutions you are considering.

Q

How long is the program, what is the credit load, and are full- and part-time study options available?

Understanding the program structure and completion-time requirements up front is important to setting your expectations. Keep in mind that shorter programs are often more rigorous and may not always fit your needs.

Q

Are education programs offered online, face-to-face, and/or in a hybrid format?

Be sure to assess your own learning style preferences when selecting a course delivery option.

Q

Is financial aid available for graduate students and in what form (e.g., loans, scholarships, traineeships)?

Do not assume that a graduate nursing degree is beyond your means. Hundreds of scholarships, grants, and loan programs are available to nursing students pursuing advanced education. See pages 16-18.

The strong majority

of graduate nursing

programs are

CCNE-accredited.

PhD programs in

nursing, as in

other fields, are

not accredited.

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Q

Are master’s and DNP programs accredited by one of the two nationally recognized accrediting bodies for nursing education — the Commission on Collegiate Nursing Education (CCNE) or

National League for Nursing Accrediting Commission?

The strong majority of graduate nursing programs are CCNE-accredited. PhD programs in nursing, as in other fields, are not accredited.

Q

Does the faculty possess expertise that matches your academic, practice, and research interests?

A good match will help to guarantee strong clinical and/or research experiences in your primary interest areas.

Q

Are clinical and/or research learning opportunities or preceptorships available in your chosen specialty area?

Having relevant clinical experiences is critical to your educational development.

Q

If you are considering a master’s degree, is the program structured to transition students seamlessly into a doctoral nursing program?

Though maybe not a current goal, ensuring easy articulation may facilitate and inspire future doctoral level study.

Q

If you are considering an APRN program, are faculty actively practicing?

Faculty with one foot in the practice environment may be better equipped to understand the expectations of contemporary nursing practice.

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Q

Are APRN program graduates eligible for certification from one of the national certifying bodies for APRNs?

This is a fundamentally important requirement for licensure to practice as an APRN.

Q

Where are graduates finding jobs and what percentage have job offers at the completion of their studies?

Knowing these answers will help to determine employer satisfaction with program graduates as well as future job prospects.

Q

Does the institution offer support in finding positions after completing your program of study?

Many schools have career centers that assist students with resume writing, practice interviews, job fairs, and alumni networking to help them secure new jobs after graduation. Prospective graduate students are strongly encouraged to contact nursing schools early in their decision-making process to determine specific program entry requirements, as they vary from school to school. Feel free to visit, call, or email faculty and admissions staff to discover more about particular specialties as well as career horizons in nursing.

Financing Your Graduate Education

N

ow that you have selected the right program, how are you going to pay for nursing school? Fortunately, a variety of financial aid options are available to those new to nursing as well as RNs looking to advance their education to the master’s or doctoral level. The first place to go when seeking funding is the financial aid office at your chosen school of nursing. Most grant and loan programs administered by the U.S. Department of Education, such as Perkins Loans, PLUS Loans, and Stafford Loans, are managed through the nursing school’s financial aid office. Eligibility for some programs, including Perkins Loans, is based on financial need. In order to receive any assistance through these programs, you must complete a

Free Application for Federal Student Aid or FAFSA online at http://www.fafsa.ed.gov.