undergraduate nursing student handbook (4/21/2016)

MCPHS University School of Nursing Handbook 2016 Revised 4/21/16

SCHOOL of NURSING

UNDERGRADUATE STUDENT HANDBOOK

Revised and Approved by the Nursing Faculty Organization

March 2016

Boston

179 Longwood Avenue

Boston, MA 02115

617.732.2800

Worcester 19 Foster Street

Worcester, MA 01608

508.890.8855

Manchester

1260 Elm Street

Manchester, NH 03101

603.314.0210


Table of Contents

Message from the Dean .................................................................................................................. 4

Faculty and Staff Directory ............................................................................................................. 5

Approval and Accreditation ............................................................................................................ 7

School of Nursing Guiding Statements........................................................................................... 8

Philosophy ................................................................................................................................... 8

Mission ........................................................................................................................................ 9

Vision .......................................................................................................................................... 9

Core Values ................................................................................................................................. 9

BSN Program Goals .................................................................................................................. 10

BSN Program Expected Outcomes ........................................................................................... 10

American Nurses’ Association (ANA) Code of Ethics for Nurses ............................................... 12

General Policies ............................................................................................................................ 13

Health Insurance Portability and Accountability Act of 1996 (HIPAA) .................................. 13

Immunization Requirements ..................................................................................................... 13

CPR Certification ...................................................................................................................... 14

Technical and Professional Standards ....................................................................................... 14

Physical Requirements in Clinical Setting ................................................................................ 15

Criminal Offender Record Information (CORI) ....................................................................... 15

Inclement Weather .................................................................................................................... 16

Academic Policies ......................................................................................................................... 16

SON Grading Policy .................................................................................................................. 16

Course Work ............................................................................................................................. 16

Quiz/Exam Reviews .................................................................................................................. 17

APA Style .................................................................................................................................. 17

Progression and Retention Policies ........................................................................................... 17

General Progression Guidelines ................................................................................................ 18

Out of Sequence Status ............................................................................................................. 19

Out of Sequence Transfer Policy .............................................................................................. 18

Policy for Content Validation after Non-Progression or Leave of Absence ............................. 20

Policy on Medication Calculation Testing ................................................................................ 20

Online Standardized Testing ………………………………………………………………… 20

NCLEX Review & HESI Exit Examination…………………………………………………..20

Remediation .............................................................................................................................. 21

Attendance/Absence Policy ....................................................................................................... 23

Punctuality ................................................................................................................................. 24

Absence from Examinations ..................................................................................................... 26

Food and Drink in Classrooms and Clinical Learning Center .................................................. 26

Clinical Rotation / Clinical Preceptor Placement ...................................................................... 26

Notice on Clinical Rotations and Background Screenings ....................................................... 25


Clinical Shift Hours. .................................................................................................................. 26

Clinical Evaluations/Grades .................................................................................................... 266

Clinical Failure ........................................................................................................................ 276

Clinical Warning ....................................................................................................................... 26

Clinical Uniform/Dress Code .................................................................................................. 287

Additional Campus-Specific Dress Requirements .................................................................... 28

Patient Assessment and Clinical Learning Center .................................................................... 28

Professional Comportment ........................................................................................................ 29

The Use of Social Media: .......................................................................................................... 30

Use of Cell Phones in the Clinical Setting ................................................................................ 30

Academic Honesty .................................................................................................................... 30

Communication ............................................................................................................................. 31

Faculty Availability ................................................................................................................... 31

Chain of Command ................................................................................................................... 31

Cell Phones, Texting, and Pagers .............................................................................................. 32

Tape Recorders and Cameras .................................................................................................... 32

Visitors in the Classroom .......................................................................................................... 32

Attendance at Professional Meetings ........................................................................................ 32

Student Representation in Committee Meetings ....................................................................... 32

Program of Study .......................................................................................................................... 33

32-Month BSN Curriculum - Boston ........................................................................................ 33

16-Month Post-Baccalaureate BSN Curriculum – Worcester/Manchester, Spring Admission 36

16-Month Post-Baccalaureate BSN Curriculum – Worcester/Manchester, Fall Admission .... 38

Nursing Course Descriptions and Learning Outcomes ................................................................. 40

NUR 205 ................................................................................................................................... 40

NUR 208 ................................................................................................................................... 42

NUR 215/215L .......................................................................................................................... 43

NUR 226 ................................................................................................................................... 43

NUR 245/245L .......................................................................................................................... 44

NUR 300 ................................................................................................................................... 42

NUR 325/325L .......................................................................................................................... 44

NUR 330 ................................................................................................................................... 44

NUR 335/335L .......................................................................................................................... 44

NUR 345/345L .......................................................................................................................... 44

NUR 350 ................................................................................................................................... 45

NUR 425/425L .......................................................................................................................... 49

NUR 445/445L .......................................................................................................................... 47

NUR 450 ................................................................................................................................... 50

International Council of Nurses’ Pledge ....................................................................................... 51

APPENDIX 1 ............................................................................................................................. 52


Message from the Dean

Dear Nursing Student:

Welcome to the School of Nursing at MCPHS University! Founded in 1823 as the oldest

University in Boston, MCPHS is a private co-educational institution with an unbroken record of

academic excellence and distinguished tradition of innovation in teaching and learning. The

School of Nursing, in response to the national shortage of professional nurses, offers accelerated

Bachelor of Science degree in Nursing (BSN) programs that educate students for professional

practice in an ever-changing healthcare environment.

The School of Nursing:

Is uniquely designed as one School, two accelerated Programs (32-month BSN program

in Boston, and 16-month 2nd-degree BSN program in Worcester and Manchester), and

three Campuses: Boston, Worcester, and Manchester, New Hampshire;

Is committed to a learner-centered education in which students are immersed in rigorous,

relevant, and creative learning experiences;

Builds clinical partnerships in which resources, knowledge, and experiences are

reciprocated and connected through professional relationships and collaborations;

Uses state-of-the-art simulation technology that promotes knowledge retention, critical

and spontaneous thinking, clinical competence, and self-confidence needed for safe,

effective, high quality practice;

Promotes an interdisciplinary learning environment where faculty and students actively

engage in intellectual dialogues and scientific inquiry;

Fosters an academic process that is reflective, pluralistic, and participatory; and

Embraces humanity, quality, scholarship, and diversity.

Our vision of academic excellence is achieved through an intellectually energetic environment

that challenges, yet supports bright, curious students. Using a clinical immersion model,

students, faculty and staff, and clinical partners form a dynamic triad whereby nursing practice

informs nursing education and nursing education influences the practice of nursing and the

delivery of healthcare.

The future of nursing rests with those entering the profession. We are dedicated to the

advancement of all engaged in the endeavor of educating students to become professional nurses

and leaders, and we foresee significant personal and professional growth as outcomes for

students, faculty and staff, and clinical partners.

Carol A. Eliadi, EdD, JD, NP-BC

Dean and Chief Nursing Officer

School of Nursing


Faculty and Staff Directory

Name and Title

Phone E-mail

Dean School of Nursing

Carol Eliadi, EdD, JD, NP-BC

Dean, Chief Nursing Officer, and Professor

617-274-3389 [email protected]

Boston Campus

Associate Dean - Boston

Paula James, DNP, RN, CCNS

Associate Dean & Associate Professor


Assistant Dean - Boston

Edith Claros, PhD, MSN, RN, APHN-BC

Assistant Dean & Associate Professor


Anthony Camarota, MFA

Administrative Assistant

617-732-2841

[email protected]

Teresa Dean, MS, RN

Assistant Professor


Cindy Heden, DNP, MSN, RN

Assistant Professor


Anthony Lacina, MPH, MEd

Clinical Coordinator (Graduate Programs)


Fabiola Lalande, MSN, RN

Assistant Professor


Kuntheary Macdiarmid, BS

Clinical Placement Coordinator (BSN)


Kleona Mihal, BA

Admin/Clinical Placement Assistant

Undergraduate and Graduate Programs


Cassandra Mombrun, MSN, RN, CPNP

Assistant Professor


Olga Van Dyke, MSN, CAGS, RN

Assistant Professor


Meaghan Whitfield, MSN RN-BC

Assistant Professor and Laboratory Manager


mailto:[email protected]














Worcester Campus

Interim Assistant Dean of Curriculum &

Worcester Campus BSN

Tammy Gravel, EdD (c), MS, RN

Assistant Professor


Joanna Bachour, MSN, RN

Assistant Professor & Laboratory Manager


Paula Bylaska-Davies, PhD, MSN, RN

Associate Professor


Bonnie Laurent, MSN, RN, CPNP



Doreen Luciani, BS

Clinical Placement Coordinator


Lorraine MacDonald, MSN, RN

Assistant Professor


Gayle McGinty, MSN, RN

Assistant Professor


Administrative Assistant, Graduate Programs

(vacant)

508-373-5712

Patricia Murray, MSN, FNP-BC

FNP Track Coordinator

Assistant Professor


Nicole Nelson



Terri Reed, PhD, ANP-BC

Assistant Professor


Assistant Dean - Graduate Nursing

Maria Rosen, PhD, APRN-BC

Assistant Dean Graduate Nursing Studies

Associate Professor


Bonnie White, MSN, RN, CCM

Assistant Professor


Danielle Yocom, MSN, FNP-BC

Assistant Professor
















Manchester Campus

Associate Dean – Graduate Nursing and

Manchester Campus BSN

Gerard Tobin, PhD, RN, RMN, RNT

Associate Professor


Abbie Briscoe



Karen Britt, MS, RN-BC, CNE

Assistant Professor


Jennifer Johnson, DNP, CNM, RN

Associate Professor


Deborah Leveille, PhDc RN

Associate Professor


Dorothy Normile, MSN, RN



Roberta Rayno, BM, BA

Clinical Placement Coordinator


John Rowe, PhD, RN

Associate Professor


Marion Taylor, MSN, RN, FNP-BC

Assistant Professor












Approval and Accreditation

MCPHS University is accredited by the New England Association of Schools and Colleges, Inc.

(NEASC) through its Commission on Institutions of Higher Education. Accreditation of an

institution of higher education by NEASC indicates that it meets or exceeds criteria for the

assessment of institutional quality periodically applied through a peer review process. An

accredited college or university is one that has available the necessary resources to achieve its

stated purposes through appropriate educational programs, is substantially doing so, and gives

reasonable evidence that it will continue to do so in the foreseeable future. Institutional integrity

is also addressed through accreditation.

The Bachelor of Science in Nursing degree program has received Full Approval by the

Massachusetts Board of Registration in Nursing and the New Hampshire Board of Nursing and

ten-year accreditation by the Collegiate Commission on Nursing Education (CCNE) in April

2011. CCNE ensures the quality and integrity of baccalaureate and graduate nursing programs.

Accreditation by CCNE serves as a statement of good educational practice in the field of nursing.

School of Nursing Guiding Statements

The School of Nursing at MCPHS University (hereafter the School of Nursing) offers Bachelor

of Science in Nursing (BSN) and Master of Science in Nursing (MSN) degree programs that

prepare competent, caring, and ethical nursing professionals and leaders to meet the ever-

changing needs of the healthcare environment. The philosophy, mission, vision, core values,

goals, and outcome statements of the School of Nursing provide a guiding framework for its

faculty, staff, students, and clinical partners.

Philosophy

Congruent with the philosophy and core values of MCPHS University, the School of Nursing

philosophy reflects our beliefs in a set of core values that are fundamental to nursing education

and shared and upheld by the nursing students, faculty and staff, and our clinical partners.

Education is a self-actualizing, creative, and lifetime endeavor involving systematic inquiry and

progression from novice to expert. The educational process must be learner-centered to foster

intellectual vitality, critical thinking, and the responsibility of ongoing professional development.

Nursing education must be academically rigorous and socially relevant, embracing multiple ways

of knowing and integrating the liberal arts and sciences with professional nursing study. The

nursing curriculum is organized around a clear appreciation of the domain of nursing science:

person/people, health/illness, society/environment, and nursing. The program cohesiveness is

evidenced by weaving scholarly, professional, and practice-related activities throughout the

education process.

Nursing is deeply rooted in the science of caring and connection to others. Individuals have

unique qualities and basic needs for respect and recognition of personal dignity. The universality

of human rights and needs transcend the boundaries of age, gender, race, ethnicity, class, culture,

language, spirituality, and religion. Human diversity and psychosocial-cultural factors influence

and are influenced by the experience of individuals, communities, and society. Incorporation of

humanity and respect is vital to the process of healing and the quality of nursing care.


The primary goals of nursing are to promote, restore, and maintain health, prevent disease, and

provide care and comfort throughout life, during illness, and at the end of life. The patient is the

center of nursing care and may be an individual, family, group, or community in varying states

of health. The patient is recognized as having distinct and unique needs that continuously change

and are redefined as the patient interacts with the nurse, healthcare providers, and the

environment. It is critical that a nurse anticipates and adapts to the changing needs of the patient.

Identification of patient needs, provision of nursing care, the healthcare experience, and

environment are fundamentally connected. The nurse helps create a healing environment for

each patient by collaborating with the patient to establish mutual goals that enable the patient to

attain optimal health.

The core competencies necessary to meet the primary goals of nursing are communication,

assessment, critical thinking, and technical skill. The core competencies allow the nurse to

assess, plan, design, provide, and manage culturally competent, cost-effective, high quality, and

direct and indirect nursing care across the lifespan with diverse populations. Competence in

nursing practice is best achieved through a thoughtful blending of theory, knowledge, and

experience.

Clinical partnerships foster associations in which resources, knowledge, and experiences are

reciprocated and connected through professional relationships and collaborations. Students,

faculty and staff, and clinical partners form a dynamic triad whereby nursing practice informs

nursing education and nursing education influences the practice of nursing and the delivery of

healthcare. The goal of our clinical partnerships is to provide a solid, functional, and rigorous

foundation for evidence-based nursing practice.

The future of nursing rests with those entering the profession. The beliefs and values that sustain

nursing education are expressed at every level of the educational experience. We are dedicated to

the advancement of all engaged in this endeavor, and we foresee significant personal and

professional growth as outcomes for students, faculty and staff, and clinical partners.

Mission

The Mission of the School of Nursing is to provide students with a high quality and innovative

education and to foster scientific inquiry and professional service.

To fulfill the mission, we are committed to:

Developing an innovative, dynamic, and socio-politically relevant model of nursing

education based on theoretically-sound curricula, evidence-based practice, clinical

immersion, and scholarly inquiry

Developing a curricular foundation that promotes reflective, ethical, compassionate,

innovative, and intellectually rigorous nursing practice

Establishing a community of learners inclusive of students, faculty, and clinical partners

who embrace a spirit of inquiry and a commitment to continuous professional growth

Promoting resiliency and integrity in nursing graduates for practice in dynamic, diverse,

and complex healthcare environments

Fostering a community of scholars that advance nursing through excellence in the

discovery, application, integration, and dissemination of knowledge

Providing service to the School, the University, the profession, and the community


Vision

Our vision is to create a center of excellence in nursing education where an environment of

partnership is created and nursing practice, education, and scholarship connect for the

advancement of healthcare and the profession of nursing.

Core Values

As members of the School of Nursing and a broader community, we are committed to the

following core values:

Respect

Value and appreciate self and others across the boundaries of age, race, culture, gender,

language, ideology, religion, and class. Seek to know, understand, acknowledge, and

appreciate the uniqueness and contribution of self and others

Treat self and others in a caring and considerate manner

Recognize that the patient is the center of nursing care

Literacy

Examine and process information in a critical and reflective manner

Appreciate and judiciously use literature from nursing science, liberal arts, and other

health sciences

Cultivate a sense of intellectual inquiry and engage in the process of lifelong learning and

development

Embrace continual knowledge development as central to professional excellence and the

advancement of nursing practice

Practice

Develop competence and advance acquisition of nursing knowledge, skills, attributes,

and abilities

Communicate and collaborate as an integral member of the health care team

Apply nursing knowledge and skill in diverse practice settings

Provide care in accordance with professional standards, practice within the legal and

ethical scope of nursing, and engage in continuous quality improvement of nursing care

Integration

Draw on existing knowledge and develop new knowledge in order to establish a nursing

practice that is critically reflective and dynamic

Connect theory and multiple ways of knowing in the practice of nursing

Behave and present self in a manner that projects confidence and inspires trust

Act with integrity, responsibility, and accountability in the practice of nursing

BSN Program Goals

The School of Nursing provides excellent education that aims to prepare students as liberally-

educated persons and baccalaureate-prepared professional nurses. We are committed to:

Incorporate the values of respect, literacy, practice, and integration

Build on a solid foundation of liberal arts and sciences

Connect education to practice through partnerships and clinical immersion

Cultivate a learner-centered environment where individuals are empowered to think,

conceptualize, reason, and make sense of the lived worlds


Provide opportunities for personal and professional development of students, faculty,

staff, and clinical partners

Use knowledge and evidence based teaching practice

Prepare nursing graduates who are globally aware and informed for practice in a diverse

and rapidly changing healthcare environment

BSN Program Expected Outcomes

Upon the completion of the BSN program, graduates will be able to:

Provide safe, effective, culturally-competent nursing care to individuals and families

across the lifespan as a member of an interdisciplinary team and in the context of

community

Integrate the core competencies of critical thinking, communication, assessment, and

technical skills in nursing practice

Behave in a manner consistent with professional nursing standards of practice

Engage in continuous professional development activities, and

Pass the National Council of State Boards of Nursing Licensure Examination for

Registered Nurses (NCLEX-RN) and qualify for licensure.

The nursing faculty is committed to delivering an innovative nursing curriculum that combines

active teaching-learning strategies, real-world clinical immersion, and an environment of respect,

collaboration, and professionalism to students and prepares students for competent, resilient,

compassionate, and skilled professional practice and leadership in healthcare.


AMERICAN NURSES ASSOCIATION (ANA) CODE OF ETHICS FOR NURSES

Provision 1 The nurse practices with compassion and respect for the inherent dignity,

worth, and unique attributes of every person

Provision 2 The nurse’s primary commitment is to the patient, whether an individual,

family group, community, or population.

Provision 3 The nurse promotes, advocates for, and protects the rights, health, and

safety of the patient

Provision 4 The nurse has authority, accountability, and responsibility for nursing

practice; makes decisions; and takes action consistent with the obligation

to promote health and to provide optimal care.

Provision 5 The nurse owes the same duties to self as to others, including the

responsibility to promote health and safety, preserve wholeness of

character and integrity, maintain competence, and to continue personal

and professional growth.

Provision 6 The nurse, through individual and collective efforts, establishes,

maintains, and improves the ethical environment of work setting and

conditions of employment that are conducive to safe, quality health care.

Provision 7 The nurse, in all roles and settings, advances the profession through

research and scholarly inquiry, professional standards development, and

the generation of both nursing and health policy.

Provision 8 The nurse collaborates with other health professionals and the public to

protect human rights, promote health diplomacy, and reduce health

disparities.

Provision 9 The profession of nursing, collectively through its professional

organizations, must articulate nursing values, maintain the integrity of the

profession, and integrate principles of social justice into nursing and

health policy.

It is an expectation that all students read and refer to the American Nurses Association (ANA)

Code of Ethics (2015) located on the ANA website: http://www.nursingworld.org/codeofethics

The Code of Ethics is one of several professional nursing standards that frame the curriculum of

the BSN and MSN programs. The Code provides a standard of practice to guide nursing

professionals toward thoughtful, ethical, and high quality nursing care.

The Code of Ethics provides a guiding framework of ethical expectations for students enrolled in

the MCPHS School of Nursing. All nursing students are expected to not only know the Code of

Ethics but also adhere to its guiding principles of ethical behavior.

http://www.nursingworld.org/codeofethics


General Policies

Health Insurance Portability and Accountability Act of 1996 (HIPAA)

In 1996 Congress passed federal regulations to provide portability of health insurance when an

employee leaves a job as a way to be able to change insurance carriers without a break in

coverage. The act contains other provisions that have a major impact on the practice of

healthcare providers.

The Administrative Simplification Clause of HIPAA Title II addresses Electronic Transaction

Standards, Unique Identifiers, Privacy Standards, and Security Standards concerning all data

pertaining to the care of each individual patient in any healthcare facility. The provisions under

the privacy and security standards impose strict compliance with confidentiality on the part of all

who have access to patient records. All healthcare providers are required to have documented

training regarding these patient privacy regulations. All School of Nursing students are required

to attend a formalized training session on HIPAA regulations provided by the University and/or

by the clinical agency. Students are expected to adhere to all HIPAA provisions and standards

related to patient privacy. Failure to do so may subject the student to disciplinary action under

the MCPHS University Student Code of Conduct.

Immunization Requirements

In accordance with Massachusetts state law, University policy, and clinical agency requirements,

all students must show proof of the following immunizations prior to the start of clinical

immersion, unless they qualify for one of the exemptions allowed by the law. Please refer to the

MCPHS University Catalog for exemptions allowed by law.

(http://www.mcphs.edu/Academics/College%20Catalog )

Required immunizations include:

Two doses of measles, mumps, and rubella vaccine(s) (MMR#1 and MMR #2) given at

least one month apart at or after 12 months of age, or laboratory evidence of immunity.

A booster dose of tetanus-diphtheria (Td) within the past ten years.

Varicella (chickenpox) positive titer result or two doses of varicella vaccine given with a

one month interval between vaccinations.

Hepatitis B positive titer or vaccine (3 doses, or 2 doses given between the ages of 11-15

with a four-week interval between vaccinations). Hepatitis B positive surface antibody.

Meningococcal vaccine (within the last 5 years) at least 2 weeks prior to the beginning of

classes.

Annual two-step Tuberculosis skin test (two tests within the last 12 months, completed 1-

3 weeks apart). If results are positive, a clear chest x-ray (with laboratory report of

physician verification of results) or a physician letter verifying the student is symptom

free is required each year.

Rubella positive titer.

Influenza vaccine recommended annually.*

Health Insurance is required for all students in order to attend classes/lab/clinical.

Some healthcare agencies and clinical education sites may have additional immunization

requirements. In order to be eligible for clinical placements, students must meet ALL University

immunization requirements and any additional requirements imposed by the clinical agency to

which the student is assigned. In cases where the clinical site does not pay for the completion of

http://www.mcphs.edu/Academics/College%20Catalog


any additional immunization requirements, the student is responsible for paying any associated

fees. Without full clearance of immunization requirements, students may not be eligible to begin

clinical learning experiences, and consequently may be unable to meet program requirements.

Immunization information and clearances are provided through the University’s contracted

vendor.

*Any student wishing to be excluded from the Influenza vaccine requirement must have a

signed Influenza Declination Form on file

CPR Certification

All students must complete CPR training prior to beginning clinical experiences in NUR 325

Provider of Care I: Adult and Elder Health. Students must be certified in Basic Cardiac Life

Support (BCLS) at the Healthcare Provider Level by the American Heart Association (AHA).

Students must provide a copy of the American Heart Association Healthcare Provider Level

Card indicating active certification (AHA requires recertification every two years). It is

recommended that the student verify the course in advance to ensure that the course is

appropriate.

NOTE: It is the responsibility of the student to submit evidence of all required annual updates of

immunizations and certification renewals. Students will not be permitted to participate in clinical

learning experiences until all information is received, and consequently may be unable to meet

program requirements or experience a delay in graduation.

Technical and Professional Standards

A pre-licensure candidate for the BSN degree must have abilities and skills in the following four

areas: communication, observation, motor function and endurance, and behavioral. Reasonable

accommodations may be made for some disabilities. However, pre-licensure BSN students must

be able to perform in a reasonably independent manner, with or without accommodations.

Communication

Must be able to communicate effectively with patients, families, and members of the

healthcare team through oral, written, and interpersonal means.

Must be able to obtain information, describe patient situations, and perceive both oral and

non-verbal communication (including ability to understand normal speech without seeing

the speaker’s face).

Must be able to speak, comprehend, read, and write in English at a level that meets the

need for accurate, clear, and effective communication. Examples include but are not

limited to: giving clear oral reports, reading watches or clocks with second hands,

reading graphs, reading and understanding documents printed in English, writing legibly

in English, discriminating subtle differences in medical terminology.

Observation

Must be able to observe a patient accurately. Examples include but are not limited to:

listening to heart and breath sounds; visualizing the appearance of a surgical wound;

detecting bleeding, unresponsiveness or other changes in patient status; detecting the

presence of foul odor; and palpating an abdomen.

Must be able to detect and respond to emergency situations, including audible alarms

(e.g., monitors, call bells, fire alarms).


Motor Function and Endurance

Must have sufficient strength and mobility to work effectively and safely with patients

and carry out related nursing care. Examples include but are not limited to: lifting and

positioning patients (lifting up to 50 pounds, carrying up to 25 pounds), transferring

patients in and out of bed, cardiopulmonary resuscitation (AHA Health Care Provider),

preparation and administration of medications (oral, injection, intravenous, including

hanging IV bags at shoulder height), reading and emptying body fluid collection devices

below bed level, application of pressure to stop bleeding, clearing/opening an obstructed

airway, provision of daily hygiene care.

Must be able to complete assigned periods of clinical practice, including up to 12 hour

shifts (including days, evenings, nights, weekends).

Must be able to respond at a speed sufficient to carry out patient assignments within the

allotted time.

Behavioral

Must possess mental and emotional health required for total utilization of intellectual

abilities.

Must be able to tolerate physically taxing workloads.

Must be able to respond and function effectively during stressful situations.

Must be capable of adapting to rapidly-changing environments, and respond with

flexibility in uncertain situations.

Must be able to interact appropriately with others (patients, families, members of

healthcare team) in various healthcare contexts.

Physical Requirements in Clinical Setting

Students must be able to meet all technical and professional standards in order to attend

classes/lab/clinical. Clinical agencies may have additional or agency-specific technical standards,

which take precedence over MCPHS University technical standards. In such instances, the

program will attempt to provide a comparable alternative learning experience but if that is not

possible, students may not be able to progress in the program or complete program

requirements.

Criminal Offender Record Information (CORI)

Certain laws and accreditation standards require health care agencies to request criminal offender

record information (CORI) about candidates for employment, volunteer, or training positions to

determine if the candidate is eligible to be hired or on rotation in the agency. The majority of the

clinical training sites at which the University places students for educational experiences must

comply with these laws. In order to be eligible for clinical placements, students must be cleared

through a CORI check. In addition, clinical sites may require their own CORI checks, and

students may be asked to complete several release forms. In cases where the facility does not pay

the charge for the CORI check, the student is responsible for paying the fee. If a site requires, but

does not provide for obtaining CORI checks, the student can obtain them through the campus

site’s Clinical Placement Coordinator and will be responsible for any associated fees. The CORI

must be performed by the University designated vendor due to clinical site/agency contractual

requirements.

In compliance with the policy of the Massachusetts Board of Registration in Nursing and the

New Hampshire Board of Nursing, students are hereby notified that completion of the


baccalaureate degree does not guarantee admittance to the National Council Licensure

Examination for Registered Nurses (NCLEX-RN). According to Board Licensure Policy 00-11,

“any individual convicted of a felony or misdemeanor, and/or who has been disciplined by a

licensure/certification body must be evaluated by the Board to determine a licensure applicant’s

compliance with the good moral character licensure requirement established by Massachusetts

General Laws, Chapter 112, sections 74 and 74A.” The good moral character language states

that “Any individual who has been convicted of a felony or misdemeanor, and/or who has been

disciplined by a licensure/certification body, or whose ability to practice professional nursing is

adversely affected by physical or mental disability/illness that may endanger the health and/or

safety of a person, should seek special advising prior to enrolling in any professional nursing

program in Massachusetts.” Individuals convicted of certain crimes may be permanently

excluded from nurse licensure in Massachusetts and/or New Hampshire. Students should be

aware that a court record might prevent them from admittance to the NCLEX-RN. Students who

have questions about their eligibility should contact the appropriate State Board of Nursing

directly (www.ncsbn.org).

Inclement Weather

Please refer to the MCPHS University catalog regarding University closure for inclement

weather. In the case of inclement weather on a clinical day when the University does not close,

students are expected to report to clinical as scheduled. However, at the discretion of the course

coordinator/designee, scheduled clinical experiences may be delayed, cancelled, or dismissed

early if travel conditions or weather forecasts pose significant concern for student safety.

Academic Policies

SON Grading Policy

A 4.0 100-94

A- 3.7 93-90

B+ 3.3 89-87

B 3.0 86-83

B- 2.7 82-80

C+ 2.3 79-78 (minimum passing grade)

C 2.0 77-73

C- 1.7 72-70

D 1.0 69-60

F 0.0 <60

The overall GPA for the SON is 2.7. The MCPHS University School of Nursing grading practice

is to eliminate decimal points and to assign whole numbers as to final course grades. The

“rounding up” of a final grade is based on 0.50 or above, not 0.49, 0.48, etc. For example, if the

student grade is 77.49 or less, his/her final grade of record is a 77. Conversely, if the student

grade is 77.50 or above, his/her final grade of record is 78.

The minimum passing grade in any professional nursing course (NUR) is 78. The overall

required professional GPA remains 2.7.

Boston BSN students must achieve a minimum passing grade of 78 in each professional nursing

(NUR) course and must achieve a minimum professional GPA of 2.5 in the first three sequential

http://www.ncsbn.org/


nursing courses (NUR 205, NUR 208 and NUR 215) in order to progress. A professional GPA

of 2.7 is then required for all subsequent professional (NUR) nursing courses in order to progress

in the nursing major and to fulfill University requirements for graduation.

Students who wish to appeal a final grade must follow the University’s grade appeal process as

detailed in the University catalog.

Course Work

All assignments are due at the times specified in the course syllabus. Faculty, at their

discretion, may allow for a time extension up to a maximum of 7 days. Unless additional time

has been granted by the course coordinator for completion of an assignment, or unless otherwise

stipulated in the course syllabus, a maximum achievable grade will be calculated upon receipt of

the late assignment. The maximum achievable grade will be based upon a loss of 5 points per

day for each calendar day that a paper is late. For example, a paper that is four (4) days late can

receive a maximum achievable grade of eighty (80) points. The assignment is then graded and

points are subtracted from a total of eighty (80), as opposed to one hundred (100). All assigned

work must be submitted, regardless of how late, to successfully complete the course and receive

a course grade. Issues/concerns regarding the completion and or submission of the assignment

must be brought to the attention of the course faculty prior to the due date of the assignment.

Grades will not be re-considered after submission of the assignment and subsequent posting of

the grade.

Quiz/Exam Reviews

All students will have the opportunity to review and analyze completed exams. This process

enables students to perform better on exams by analyzing their strengths and weaknesses as a

test-taker. It is used to help students determine how to improve the way they prepare for and

take tests. After the exam is taken and the grade is posted by the respective faculty member,

there will be a designated time to allow students to review the exam. The format of the Exam

Review is at the discretion of course faculty in order to provide the best learning opportunity for

each particular course. Formats may include but are not limited to; silent reviews, open forums,

group work, etc. Students have 48 hours from the time of exam to contact course faculty with

challenges to the exam. After 48 hours, no challenges will be accepted. Once the review has

taken place, students will have no further access to their quizzes/exams for security reasons.

School of Nursing Courses with Sections

For security and/or other reasons, quizzes/exams administered in those courses scheduled in

sections may not be the same. Course faculty has the right to modify quiz/exam format/type

based upon their judgment.

APA Style

All formal papers must conform to guidelines of the Publication Manual of the American

Psychological Association, 6th edition (2009), with the exception that page numbers must be

included on all pages. In addition to the Manual, students may find the following references

helpful:

APA Research Style Crib Sheet: http://owl.english.perdue.edu/owl/resource/560/01/

APA Citation Style: http://www.liu.edu/cwis/cwp/library/workshop/citapa.htm

APA Style.Org: http://www.apastyle.org/

http://owl.english.perdue.edu/owl/resource/560/01/

http://www.liu.edu/cwis/cwp/library/workshop/citapa.htm

http://www.apastyle.org/


Progression and Retention Policies

Students must complete the requirements for the Bachelor of Science in Nursing degree within

five years (32-month track) or three years (16-month track). If this time limit from the date of

admission into the major has elapsed and the student has not completed degree requirements, the

student must request an extension in writing and meet with the Dean of the School of Nursing,

who may approve or deny the extension request. The School Dean’s decision is final and not

subject to further appeal.

General Progression Guidelines 1. A minimum grade of C+ (78) is required for the following pre-professional/pre-requisite

courses: Anatomy and Physiology, Chemistry, Microbiology, Human Development, and

Statistics.

2. Progression in the nursing major is dependent upon the student maintaining a cumulative

professional grade point average (GPA) of 2.7 in all nursing courses (those with an

“NUR” prefix).

3. Professional courses may not be taken on a Pass/Fail basis, with the exception of NUR

300 in Boston.

4. The minimum passing grade for all professional courses is C+ (78)

5. All nursing courses are taken in the specified sequences. An individual nursing course

may be repeated only once. A second failed attempt (C, C-, D, F) will result in dismissal

from the nursing program. Throughout the nursing program, a student may repeat no

more than two separate nursing courses. A third failed attempt (C, C-, D, F) in any

nursing course will also result in dismissal from the nursing program.

6. Clinical and laboratory components of nursing courses are graded on a Pass/Fail basis. A

failing grade in clinical or laboratory will result in course failure, regardless of didactic

grade.

7. All MCPHS University academic policies apply to the BSN degree program, including

but not limited to those pertaining to leave of absence, academic probation, academic

dismissal, re-admission, progression, and graduation. All students are encouraged to

utilize Academic Support Services to maximize efficiency, effectiveness, and

independent learning. Details regarding Academic Support Services can be found in

University Catalog.


Out of Sequence Status

If a student fails any nursing course, he/she will be designated as “out of sequence” and will be

encouraged to meet with the designated course faculty to discuss his/her situation after receiving

the final course grade.

Students who wish to return to the School of Nursing must notify the Dean in writing of his/her

intent to return to the nursing program no later than thirty days from the start of the desired

semester return date. Returning to the School of Nursing is subject to space availability.

Students who are anticipating returning to the School of Nursing must arrange to meet with their

academic adviser during the out of sequence semester and draw up a learning contract to address

their remediation and learning plans. Remediation must be completed and evidence of this

provided to the academic adviser prior to the student returning to the program. Failure to do so

will result in student not being offered a place in the subsequent semester.

Out of Sequence Transfer Policy

1. Students falling out of sequence for any reason may petition the School Dean to request

taking courses at a different campus within the School of Nursing to meet their academic

needs. The Dean, in consultation with the campus program director or faculty if needed,

honors or denies the petitioner’s request.

2. With the approval, the Dean will notify the program director of both the home and

hosting campus. The student will notify the Dean and the Assistant Dean/program

director on the hosting campus in writing, about his/her anticipated start date no later than

thirty days from the start of the desired semester date. All appropriate documents related

to the student will be forwarded to the hosting campus. These documents may include:

a. Math exams

b. Skills/Clinical Evaluations

c. Other relevant documents

d. Student’s unofficial transcript

e. Other if relevant

3. The hosting site program director will designate a nursing faculty advisor who has access

to all relevant documents of the student as noted above.

4. The faculty advisor will contact and meet with the student prior to the first day of class.

At this time, the faculty will review the student’s prior progress, reason for the request to

take course(s) at another campus, and strategies for success, and communicate with the

home campus program director and/or course faculty if deemed necessary.

5. As noted above, the student may be requested to validate clinical skills, medication

administration, health assessment, and/or other identified needs at the discretion of the

faculty.

6. In the event the student would return to his/her home campus for admission, all

appropriate documentation/records will be forwarded/returned to the home campus. The

student would again meet with his/her faculty advisor or designee to ensure smooth

transition.

7. Students who take courses on another campus may follow the sequence to complete the

BSN course of study on the hosting campus but the student’s official diploma is issued

from his/her original or home campus. However, the student can participate in graduation

ceremonies/events on the hosting campus.


Home campus – the original enrolled campus of the BSN program

Hosting campus – the campus that receives a BSN program student enrolled at another

campus

Policy for Content Validation after Non-Progression or Leave of Absence

A student who fails or withdraws from an undergraduate nursing professional course, or who

withdraws from a nursing program via leave of absence, must validate previous knowledge and

skills held prior to program exit before he/she may reenroll in nursing clinical professional

courses. Reenrollment is subject to clinical placement availability. (Note: There is no guarantee

that space will be available at the student’s desired return date. It may take up to two years for

reentry due to lack of clinical placement availability). This policy applies to all undergraduate

nursing programs.

The validation will occur via the student’s demonstration of knowledge and skills, i.e., meeting

established program clinical competencies, in a selected clinical facility or simulation laboratory.

The student must notify the Assistant Dean / Program Director of desired date of return a

minimum of 30 days prior to the anticipated return date to make arrangements for preparing for

and performing validation testing. Program faculty will provide guidance as to what content and

skills (competencies) need to be reviewed by the student prior to the testing, but it is student’s

responsibility to prepare for the validation testing. The student must pass the validation testing as

per the outcome measures determined by the faculty. Students will have two attempts to be

successful with validation content.

Failure to meet the required outcome(s) will result in dismissal from the Nursing program and/or

the need to repeat identified courses.

A student attempting to return from a leave of absence must also have been cleared to return to

classes by designated staff in the Academic Resource Center (Boston) or Academic Support

Services (Worcester/Manchester) and/or the Assistant Dean of Students (Boston and Worcester)

or Associate Dean of Students (Manchester) (if a medical leave of absence) prior to performing

validation testing. The Academic Resource Center/Academic Support Services/Dean or

Associate Dean of Students and Nursing faculty will coordinate communication regarding

student clearance for leave of absence return and subsequent eligibility to schedule validation

testing.

Policy on Medication Calculation Testing

Medication administration is an integral component of nursing care. In order to administer

medications safely, students must demonstrate the competency to calculate medication doses

accurately. Medication calculation proficiency is tested in NUR 215 Nursing Skills and

Technologies, and also at the beginning of each Provider of Care course. Students must achieve a

minimum grade of 95% in order to successfully pass NUR 215 and/or participate in clinical

experiences. The results of the first math test in NUR 215 and in the Provider courses will

represent the grade of record for that course. Individual course syllabi will reflect such practice.

(Note: Students are not permitted to use a calculator for math testing in NUR 215, but may use a

calculator during subsequent medication calculation testing).

Three opportunities are provided in each course to achieve a passing grade. Students who do not

pass the first attempt are strongly encouraged to participate in remedial math practice prior to


taking the second or third tests. Students are responsible for seeking guidance from course

faculty regarding his/her self-directed study that can include such things as:

MCPHS University Library resources

Online sources

Referral to textbook websites

Nursing laboratory resources (handouts, books, software, etc.)

Math remediation with Academic Support Services

Should a student fail the second math competency exam in any course, the School of Nursing

Math Competency Committee/designee will review his/her exam and exam answer sheet prior to

administering the third exam.

Students who do not achieve a passing grade of 95% after three attempts will receive a course

grade of F, and will be ineligible to continue in the course and will be out of sequence in the

program.

Students also participate in a medication practicum as a component of NUR 215 Skills and

Technologies. Students will demonstrate the safe preparation of a variety of (laboratory)

medications and the administration of the medication via various routes. Students will have three

opportunities to successfully demonstrate the safe preparation and administration of medication.

Students who cannot demonstrate medication preparation and administration after three attempts

will receive a course grade of F, and will be ineligible to continue in the course and will be out of

sequence in the program.

Online Standardized Testing

Students in the nursing program are required to take online standardized tests (HESI exams)

throughout the curriculum. These standardized tests have been found to be accurate predictors of

success on the NCLEX-RN examination. Valuable feedback concerning the student’s strengths

and weaknesses can assist the student in examining learning outcomes and preparation for the

NCLEX-RN, while providing important information to the faculty who are responsible for

ensuring that program goals and learning experiences are leading to expected program outcomes.

Each course that utilizes a standardized online test may incorporate the grade earned on the

standardized test as a percentage of the final course grade, which will be specific in the course

syllabus. Students must achieve a minimal score of 850 on each HESI examination.

NCLEX Review and HESI Exit Examination

All students are required to complete the NCLEX review course provided by the University.

Students may be required to assume 50% of the total cost of the program. Attendance at the

NCLEX review is mandatory. All students must complete the standardized exit examination at

the completion of the NCLEX review course. Failure to attend the NCLEX review or to sit for

the exit examination will preclude the student from graduation and subsequent eligibility to

take the NCLEX examination.


End of Course Remediation

N1

All N1 (200 level) students will complete the respective course HESI final exams Boston-NUR

208 and NUR 215; Worcester/Manchester-NUR 208, 215, 226).

Students are required to meet a benchmark score on the final exam of 850 or better. If this

benchmark is not reached the following steps are to be completed;

a. If the student does not meet the benchmark of 850 and has an overall end of course

grade of less than 78 (B/W/M), the student cannot progress (SON Progression Policy)

and will be referred to the School of Nursing Academic Standing Committee. The

custom remediation package provided to the student is still recommended to be

completed by the student in order for him/her to gain a better understanding of course

content.

b. If the student does not meet the benchmark of 850 and has an overall course grade of

78 (B/W/M), or better, students will receive an Incomplete (I) for the final course

grade and be required to complete the HESI remediation package for the respective

course prior to the earned course grade being reported to the registrar. Students will

have 2 weeks following the end of the course to complete their custom remediation

package. The student’s faculty advisor will validate the student has completed the

remediation and notify the course faculty. The student grade will then, be amended to

their final earned course grade. The final grade will not change as a result of

completing the remediation package. Remediation constitutes reviewing all content

areas and completing any and all quizzes associated with the content.

c. If students do not complete the remediation package for the assigned course within

the specified period (2 weeks following the completion of the course), the incomplete

will be converted to an F (MCPHS University Catalog), and the student will not be

able to progress within the SON BSN program. (As per the MCPHS University

Handbook and the SON Student Handbook).

N2

All N2 (300 level) students will complete respective HESI final exams (NUR 335, 345). Students

are also required to complete the HESI final exam in NUR 350; however, HESI Remediation in

the 350 course is optional and is not part of the following plan;

Students are required to meet a benchmark score of 850 or better on the NUR 335 and NUR 345

final examinations.

a. If the student does not meet the benchmark of 850 and has an overall course grade of

less than 78 (W/M) or 73(B), the student cannot progress (SON Progression Policy)

and will be referred to the School of Nursing Academic Standing Committee. The

remediation package provided to the student by HESI is still recommended to be

completed by the student in order for him/her to gain a better understanding of course

content.


b. If the student does not meet the benchmark of 850 and has an overall course grade of

78 (W/M) or 73(B) better, students will receive an Incomplete (I) for the final course

grade and will be required to complete the HESI remediation package for the

respective course prior to the earned course grade being reported to the registrar.

Students will have 2 weeks following the end of the course to complete their custom

remediation package. The student’s faculty advisor will validate that the student has

completed the remediation and notify the course faculty of completion. The student

grade will then be amended to the final earned course grade. The final grade will not

change as a result of completing the remediation package. Remediation constitutes

reviewing all content areas and completing any and all quizzes associated with the

content.

c. If the student does not complete the remediation package for the assigned course

within the specified period (2 weeks following the completion of the course) the

incomplete will convert to an F (MCPHS University Catalog), and the student will

not be able to progress within the SON BSN program (MCPHS University SON

Student Handbook).

N3

Students entering the final semester will complete a HESI Custom Exam. The content from all

previous professional nursing courses will be tested. NUR 400 level content will not be included

in this comprehensive benchmarking exam. Students are expected to prepare for this exam prior

to the start of their final semester. All students not achieving the 850 benchmark are required to

subsequently meet with their assigned faculty advisor or designee and to complete their custom

remediation package provided by HESI as to address identified learning needs.

Clinical and Classroom Policies

Attendance/Absence Policy

MCPHS University supports a learner-centered environment. Attendance and participation in

classroom, lab, and clinical learning experiences directly correlate with successful course

completion and represents a basic professional behavior. Therefore, students of the School of

Nursing are responsible to engage in their own learning and professional comportment. Regular

class attendance is mandatory. Unexcused absences of more than six (6) didactic hours will

result in a final grade reduction of one full letter grade (e.g. B to C). Unexcused absences of

more than nine (9) didactic hours will result in a failing grade for the course.

In the case of illness or prolonged absence, it is the student’s responsibility to notify the Dean of

Students (Boston), the Office for Student Affairs (Worcester), or Associate Dean of Students

(Manchester) and his/her course faculty within 5 days from the first date of absence. With

acceptable documentation from a student, an official memorandum will be issued notifying

faculty of an excused absence. In the case of an approved, excused absence, the course faculty

will make reasonable attempts to assist the student to satisfy requirements of the course (e.g.,

make up classes and exams).

Students are expected to abide by instructions in each course syllabus regarding student

responsibilities related to class absences. With respect to completion of work missed, if an

acceptable agreement between the student and professor(s) cannot be reached, the School Dean

will serve as arbitrator (reference MCPHS University Catalog).


Students are responsible for all class materials, content and assignments.

Students are required to attend all scheduled lab and clinical learning experiences.

Students may only make up missed class assignments, quizzes, and exams if a valid

excuse has been granted. Graded work that is missed due to an unexcused/unapproved

absence will be assigned a grade of 0.

Students must notify (by telephone) the clinical faculty and the clinical unit of any

tardiness and/or absences in ADVANCE of the start of the clinical shift to ensure patient

safety. The student must also inform (by email or phone call) the respective course

coordinator and the Dean of Students (Worcester)/Associate Dean of Students

(Manchester) within 24 hours of the occurrence in consideration of the need to schedule a

clinical make-up. If the absence is approved by the Dean/Assistant Dean, it is the

responsibility of the student to contact the course coordinator to schedule a clinical make-

up. Notification of the course coordinator can be done through email.

All lab and clinical absences must be made up. Lab makeup must be scheduled with the

lab instructor/lab manager. Clinical make-up may be in actual clinical hours or a

comparable assignment, at the discretion of the course coordinator, in collaboration with

course faculty and Associate/Assistant Dean of SON. (See NOTE below).

The maximum number of absences from lab experiences (excused or unexcused) and

clinical absences (excused only) are two (across the curriculum, during the student’s

tenure in the program). Students who must miss more than two scheduled lab or

clinical sessions will be required to withdraw from the course, and step out of sequence in

the BSN program. Students are advised to contact the Academic Resource Center

(Boston), Assistant Dean of Students (Worcester), or Associate Dean of Students

(Manchester) to discuss his/her out of sequence status.

In the event of an unexcused absence from a scheduled lab experience, the student must

make up the missed lab and the following penalty shall be applied:

o 1st offense: the student will lose one half of a full final letter grade (e.g. A to A-).

o 2nd offense: the student will lose an additional one full final letter grade (e.g. to

B-).

o 3rd offense: the student will receive a grade of F for the course.

A single unexcused clinical absence will result in failure of the course.

NOTE:

The opportunity to make up excused absences from clinical day(s) will be determined by

the availability of a clinical site and a qualified clinical faculty to supervise the

experience(s).

Make -up days may be scheduled on weekends or on days when classes are not formally

in session, such as the week after final exams, the week before the next semester classes

begin, or spring break. In such instances, and provided the student is in good academic

standing in the course, the student will receive a grade of Incomplete (I) until the missed

days are made up. Details regarding incomplete grades can be found in the MCPHS

University Catalog.


Punctuality

Punctuality is expected of students for all classes, clinical learning center, and clinical

experiences. Neither tardiness nor leaving early will be tolerated, as it impacts adversely upon

the student’s learning experience and is disruptive to fellow students and faculty. The School of

Nursing faculty has adopted a standard practice to minimize disruption to the classroom learning

environment by closing the classroom or lab door(s) at the start of the class session.

Students who arrive for a class session after the door is closed must wait to enter the classroom at

the first break. Students who arrive late for a lab session may be denied the opportunity to

participate and will need to make up that laboratory assignment at a time to be determined by the

lab manager/course faculty. Students will be held accountable for all missed material. Students

are expected be on time and to stay for the duration of the class, lab or clinical experience. If a

student must be late or leave early, it is expected that the student will present an approved

excused reason for leaving early approved by the appropriate Dean/Assistant Dean in advance).

If a student reports to lab late or leaves lab early without a prior excused reason for doing so, the

final course grade will be dropped by one half letter grade. More than one unexcused tardiness or

early departure may result in failure of the course.

Other policies pertaining to punctuality are as follows:

Students who are late to class or lab without an approved excused absence may be denied

the opportunity to take a scheduled examination, at the responsible faculty member’s

discretion. If the tardiness is subsequently determined to be excused, students will be

given an opportunity to make up the exam, which may be given in an alternative format

(e.g., oral exam, essay exam, etc.) at the discretion of the faculty member. Students with

an excused absence, tardiness, or early departure are expected to complete the required

work and obtain handouts, etc., from classmates, and are responsible for learning the

missed material.

Students are expected to report to clinical experiences on time. Students should plan

appropriately to allow adequate time for commuting, parking, and getting to the

designated clinical unit in time to be ready to begin the clinical experience no later than

the start of the appointed time (i.e., 7:00 a.m. means 7:00 a.m., not 7:01 a.m.). It is

strongly advised that student plan to be on their clinical units at least 15 minutes prior to

the start of the clinical rotation each day.

Students who are tardy to clinical must report immediately to their clinical instructor on

arrival to the clinical rotation. Students must not commence delivery of care or any

nursing activities on the unit without the permission and allocation of instructions by the

clinical faculty.

Students who are late for clinical experiences may be sent home and will be required to

complete a clinical make-up day at the discretion of the faculty. Faculty may need to

make changes to the clinical schedule based upon facility issues or identified student

learning needs. Faculty will provide as much lead time as possible and students will be

expected to report as scheduled.

Clinical experiences include, but are not limited to, participation in lab practicum,

simulation, community-run free clinics, and flu clinics.

Clinical hours which need to be made up as a result of an absence due to unforeseen

circumstances beyond the control of the students (i.e. faculty illness or agency issue) will

be fulfilled at the discretion of the course coordinator in agreement with the

Associate/Assistant Dean of the School of Nursing


Any unexcused departure or tardiness from a scheduled clinical experience may result in

failure of the course; however, a lesser penalty may be applied at the discretion of the

course coordinator.

Absence from Examinations

Students are expected to take all quizzes and examinations at the scheduled time, unless an

excused absence is granted by the office of Academic Support Services (Boston), Assistant Dean

of Students (Worcester), or Associate Dean of Students (Manchester). If an emergency or illness

occurs, the student must contact the Dean of Students (Worcester) or Associate Dean of Students

(Manchester) and the respective course faculty member/administrative assistant before the

examination is given, if possible, or no later than 3:00 p.m. on the day of the scheduled

examination. Once an excused absence is approved, students must make arrangements to make

up the missed exam within 24 hours. Failure to notify faculty may result in a grade of 0 for the

examination. Opportunity for a make-up examination is at the discretion of the course

coordinator/course faculty. A make-up examination may be given in a different format, at the

discretion of the course coordinator/course faculty.

Food and Drink in Classrooms and Clinical Learning Center

Food is not allowed in any classroom. Clear capped bottles containing clear liquid may be

brought into the classroom. Food and drink of any kind is not allowed in any lab area.

Clinical Rotation / Clinical Preceptor Placement

Students’ clinical placements are assigned by the School of Nursing in consideration of learning

objectives, site and faculty availability, and quality of clinical sites. The School of Nursing will

make every effort to accommodate requests regarding assignments to experiential education

sites, but students generally can expect to be assigned to clinical sites some distance from the

campus for at least a portion of their required clinical rotations. In such instances, students are

responsible for transportation and other related travel expenses.

Notice on Clinical Rotations and Background Screenings

For some of MCPHS University’s programs placements in clinical rotations at health care

providers are a required part of the MCPHS University curriculum. Some of those health care

providers require background screenings and a conviction for a criminal offense might present an

issue. It is possible that certain types of criminal convictions, whether prior to being a student at

MCPHS University or while attending MCPHS University, could preclude a student from being

able to complete a required clinical rotation. If you have any questions, please contact the

MCPHS University Chief Compliance Officer.

Clinical Shift Hours The student is expected to remain at the clinical agency/organization/facility for the entire time

period assigned. Students should not expect to run personal errands or otherwise leave the

clinical site during scheduled meal times or breaks. Emergency requests may be granted at the

discretion of the course faculty/instructor and no student shall leave the clinical site without

instructor notification and approval prior to leaving.


Clinical Evaluations/Grades

Clinical performance will be evaluated on a Pass/Fail basis. The stated clinical objectives for a

course shall establish the criteria for evaluation. Evaluation is an ongoing process throughout the

clinical experience, reflecting both written and verbal performance, as well as clinical practice.

Criteria utilized in the evaluation consist of specific learning objectives that the student must

achieve in order to receive a passing grade. Clinical failure will result in overall course

failure, regardless of course theory grade. Should a student fail clinical at any point in the

course, the student will not be permitted to attend any subsequent classes or clinical experiences

in that particular course. The student may continue to attend other previously enrolled courses

for the duration of the semester, but will be unable to progress in the nursing program upon

receipt of the course failure grade. The student does have the opportunity to appeal the clinical

failure (as per the MCPHS University Catalog) but must do so within 48 hours of being notified

of the clinical failure due to the timing/flow of the nursing curriculum. It is not possible to extend

the appeal to the end of the official university semester for those half-semester courses. Students

should otherwise follow the appeals process as delineated in the MCPHS University Catalog.

This language is related to courses that are scheduled for half of the semester only. It will

preclude a student from advancing until the end of the semester when the official failing grade is

received.

Clinical Failure

Students are expected to know both the legal and ethical parameters of professional nursing

practice and to demonstrate accountability and responsibility for professional practice standards

throughout their course of study. If a student’s performance in a clinical nursing course or in any

class is determined at any time to be unsafe or unprofessional in the judgment of the faculty,

immediate action will be taken by the clinical/course faculty. The student may be immediately

dismissed (sent home) from the clinical agency/class and a grade of F will be recorded for the

course. The student will fail clinical and the overall course and may not attend any subsequent

clinical experience during an appeal process (if appeal is opted by the student). Please note that

the student, who chooses to appeal the clinical failure, must do so within 48 hours of being

notified by course faculty. Students should follow the appeal procedure as noted in the MCPHS

University Catalog.

Clinical Warning

When a concern about clinical competency or a breach of professional conduct arises, faculty

may place a student on clinical warning status and initiate a clinical learning contract. Examples

of incidents which may lead to a clinical warning and a clinical learning contract include, but are

not limited to:

Failure to demonstrate competence consistent with the clinical objectives of the course.

Behavior deemed by the faculty member to be unsafe (behavior that places the student,

the patient, or another staff member at risk of injury, or causes the student, the patient, or

another staff member to be harmed).

Failure to successfully complete an assigned laboratory skill, an assigned clinical paper,

care plan, or other designated clinical assignment.

Absence or tardiness that precludes an effective learning experience (see attendance

policy).

Behavior that does not demonstrate professionalism at all times.


The clinical warning and/or clinical contract will be documented in the student’s record. The

information will indicate the date, time, place, and circumstances of the relevant incident(s). The

information will be signed by the initiating clinical faculty and the student, and forwarded to the

School Dean. A copy of the clinical warning and/or clinical contract will be given to the student.

The contract will clearly specify the objectives and means to achieve the objectives, evaluation

criteria, and a timeframe by which the student must meet the objectives of the contract. The

evaluating faculty member will provide progress reports to the student during the period of the

contract. Outcomes of the clinical warning and/or contract can be successful or unsuccessful.

Should the outcome be favorable for the student, documentation of the improvement will be

placed in the student’s record and the contract may be discontinued. If the warning represents a

critical element such as, but not limited to attendance/tardiness, medication administration,

organizational skills, documentation, etc., the student will remain on warning status during

subsequent courses and/or for the duration of their tenure in the nursing program. Patterns of

inappropriate behavior and/or weak clinical performance may result in a clinical failure. All

information will be retained in the student’s file for subsequent access by faculty. Should the

student fail to meet the prescribed objectives and timeframes noted in the learning contract or if

the identified behaviors persist, the result will be a clinical failure, and therefore, failure of the

course and an inability to progress in the nursing program.

Clinical Uniform/Dress Code

Students are expected to maintain a clean, neat and well-groomed appearance. Students are

expected to report to clinical experiences including the Patient Assessment and Clinical Learning

Center wearing the designated school uniform, individual name tag, and appropriate footwear.

Footwear includes white or black (non-canvas) rubber soled closed toe and heel shoes. All white

or all black sneakers are allowed as long as they are leather and the logo is either white or black.

Lab/Clinical Shoe Options Suggestions (any questions regarding appropriate footwear or dress

code should be directed to the campus laboratory manager)

Men’s Lace-Up: http://www.allheart.com/walden-by-dansko-mens-wyatt-shoe/p/dswyatt/

Men’s Dansko: http://www.allheart.com/walden-by-dansko-mens-wynn-shoe/p/dswynn/

Women’s Dansko Patent Leather: http://scrubs.workngear.com/p-3872-dansko-406-

020202-womens-professional-black-patent-leather-clog.aspx

Women’s Dansko Oiled Leather: http://scrubs.workngear.com/p-57-dansko-206-020202-

womens-professional-black-oiled-leather-clog.aspx

White Lace-Up: http://scrubs.workngear.com/p-3937-nurse-mates-230004-angel-white-

lace-up.aspx

White Lace-Up #2: http://scrubs.workngear.com/p-70-nurse-mates-238404-louise-

nursing-shoes.aspx

The following additional rules apply in all clinical settings:

No perfumes or scented products

Nails must be short and trimmed (no artificial press-on nails allowed)

No nail polish

No visible tattoos or body piercings (one pair of small stud or earrings may be worn)

No facial piercings, including the tongue

No non-traditional hair colors or styles (pink, blue, two-tone, etc.)

Facial hair (beard and moustache) neatly trimmed

http://www.allheart.com/walden-by-dansko-mens-wyatt-shoe/p/dswyatt/

http://www.allheart.com/walden-by-dansko-mens-wynn-shoe/p/dswynn/

http://scrubs.workngear.com/p-3872-dansko-406-020202-womens-professional-black-patent-leather-clog.aspx

http://scrubs.workngear.com/p-3872-dansko-406-020202-womens-professional-black-patent-leather-clog.aspx

http://scrubs.workngear.com/p-57-dansko-206-020202-womens-professional-black-oiled-leather-clog.aspx

http://scrubs.workngear.com/p-57-dansko-206-020202-womens-professional-black-oiled-leather-clog.aspx

http://scrubs.workngear.com/p-3937-nurse-mates-230004-angel-white-lace-up.aspx

http://scrubs.workngear.com/p-3937-nurse-mates-230004-angel-white-lace-up.aspx

http://scrubs.workngear.com/p-70-nurse-mates-238404-louise-nursing-shoes.aspx

http://scrubs.workngear.com/p-70-nurse-mates-238404-louise-nursing-shoes.aspx


Long hair pulled back and off the collar

No jewelry except wedding band and wrist watch

No gum or tobacco chewing

No children/visitors are allowed in the clinical learning center

Jewelry worn for religious / cultural reasons should be worn under clothing due to safety

and infection control whenever possible

No hoodies or sweatshirts are to be worn over scrubs. A long sleeve shirt or V-neck shirt

either solid black or solid white may be worn under the scrubs in cold weather

** Non-adherence to proper dress code will result in immediate dismissal from the

lab/clinical. The student will need to meet with the lab manager to schedule a lab make-

up. Second offense will result in dismissal from the lab and the missed lab will be

considered an unexcused lab absence.

Nursing students at MCPHS University must follow Standard Precautions to minimize the risks

of disease transmission during the administration of all parenteral medications at designated

clinical / clinic facilities. Although OSHA regulations do not require gloves to be worn when

administering injections such as vaccines, MCPHS University SON policy requires students to

wear gloves and change them between patients. Hand hygiene must be practiced whenever the

gloves are removed. Gloves do not prevent needle stick injuries. In the event of a needle stick

injury, the student must notify the clinical instructor and/or course faculty immediately in order

to receive appropriate and timely care and follow up as per facility protocol. An incident report

must also be completed and one copy returned to the MCPHS University SON. In the case of a

medication error or student nurse care intervention which places the patient at risk and/or is

against the agency or university policy, the student must notify the clinical instructor and/or

course faculty immediately. An incident form must be completed as required by the host agency.

Any requests to wear cultural/religious attire in the clinical/lab setting that impacts safety or

infection control must be addressed on an individual basis. The student is responsible for

discussing any requests for deviations from the approved MCPHS SON dress code with the

Assistant Dean/program director of the campus. The Assistant Dean/program director will notify

appropriate course coordinators if any deviations in the uniform have been approved. The course

coordinator will share the information with appropriate clinical faculty. While the SON will

work with the student to support cultural practices, the segregation of women and men in the

Clinical Leaning Center (Lab) and within any assigned clinical group cannot be guaranteed. In

addition, all students are expected to care for assigned patients regardless of medical diagnosis,

race, creed, religion, color, age, gender, sexual orientation, disability, veteran status, marital

status, or national origin.

Additional Campus-Specific Dress Requirements

Boston: Nursing students are expected to dress in clothing and footwear that reflect a

professional appearance while on campus. Clothing should be clean and neat, and provide

adequate coverage (no bare midriffs or visible undergarments/lingerie, reasonable hem length).

Certain attire is inappropriate to wear to class or lab sessions, including sleepwear, slippers, torn

garments, shirts or sweatshirts/jackets with pictures, commercial logos, or sayings, etc. White lab

coats with name tags are required for all lab sessions. Students are required to wear the MCPHS

lanyard and ID at all times when on the campus or in clinical rotations.


Worcester/Manchester: In addition to the above, white lab coats and lanyards with University ID

are required on the Worcester/Manchester campuses in all areas, including classrooms and

clinical learning center, except the Student Lounge. Lab coats with name tags are to be worn

over appropriate clothing that is consistent with the Worcester/Manchester campus dress code.

Failure to comply will result in class dismissal (unexcused absence).

All campuses: Professional dress for formal classroom or project presentations is required and

may be considered in grading criteria (see individual course syllabi).

Patient Assessment and the Clinical Learning Center

Proficiency in performing clinical skills is an integral part of the nursing curriculum. The clinical

learning center environment provides an opportunity to attain the essential skills necessary to

care for patients in hospital and other care settings. Various techniques will be utilized to support

student learning, including video and audiotapes, computer-based instruction, demonstration,

performance practice, and simulation.

Students are expected to handle all lab equipment with care and to return all equipment to the

designated area after use. Students are also required to dispose of all papers and other disposable

supplies and to place used linen in the dedicated hampers. The Clinical Learning Center should

always be left neat and orderly.

Guidelines for the Patient Assessment and Clinical Learning Center:

No eating, drinking or gum chewing

White lab coats and name tags must be worn at all times

Neat, clean, and comfortable clothing is required

No open-toed shoes or flip flops

Use of sharps must be under faculty supervision

All equipment must be left in the condition in which it was found

Any broken or malfunctioning equipment should be reported immediately to the Lab

Manager

No children or visitors are allowed in the clinical learning center.

Professional Comportment

Professional comportment (the manner in which one behaves or conducts oneself) is expected of

all nursing students in the School of Nursing at MCPHS University. Professional comportment

embodies the core values of the University and is defined as behaving in a way that exemplifies

respect for individuals including those in the academic setting, healthcare setting, and

community of practice. Communication is an important element of professional comportment

and as such should be practiced throughout the nursing program. Policies set forth in this

handbook provide a framework to socialize students to behave in an ethical, responsible, and

professional manner.

Students are expected to display professional demeanor, interactions and boundaries with

patients and their families, clinical staff, peers, faculty, and the public at all times in

consideration of their representation of the profession of nursing and MCPHS University (See

the ANA Code of Ethics for Nurses pg. 11 of the Handbook). Essential expected behaviors

include, but are not limited to:


Consistent display of professional demeanor and appropriate interpersonal interactions

and boundaries with patients, staff, and peers.

Adherence to the profession’s Code of Ethics.

Timeliness and adherence to preparation, attendance, policies, and deadlines.

Prompt notification of absence or tardiness according to the established absence policies.

Adherence to School of Nursing professional dress guidelines.

Exhibit professional and responsible behavior when representing MCPHS University in

any manner or venue while wearing the white coat, clinical uniform, lanyard, or any

MCPHS University logo

Display professional conduct in using cyberspace (examples include, but are not limited

to Blackboard, Email, Twitter, Pinterest, Tumblr, Facebook, YouTube, etc.).

The Use of Social Media:

MCPHS University SON has adopted the NCSBN’s policy for social media. It is the student’s

responsibility to review and comply with the content contained in the NCSBN White Paper on

Social Media. https://www.ncsbn.org/Social_Media.pdf

Use of Cell Phones in the Clinical Setting

To ensure the safety and security of patient treatment environment and to ensure patient and

employee privacy and confidentiality, in accordance with HIPAA, the use of personal cell

phones/electronic communication devices by MCPHS University nursing students during clinical

hours is prohibited. Students may only use cell phones/electronic communication devices during

lunch or break periods in private spaces away from all patients, common patient care areas,

and/or common clinical work areas. Personal cell phones/electronic communication devices are

to be turned OFF and stored away and are NOT to be kept on the person.

Academic Honesty

The MCPHS University School of Nursing’s primary purpose is the pursuit of academic

excellence. Teaching and learning must occur in an atmosphere of mutual trust and respect. Such

trust and respect can be developed and maintained only if honesty prevails in the academic

community. Moreover, it is the shared responsibility of all members of the MCPHS University

community to maintain this climate of honesty. Administrators, faculty, and students all benefit

from the pursuit of academic excellence in an environment characterized by integrity, honesty,

and mutual respect. Such integrity is fundamental to and represents an integral component of

professional nursing education.

In keeping with academic integrity, students are expected to be honest in their academic work

such as submission of coursework and materials that are their own. Examples of dishonest

conduct include but are not limited to:

Cheating, i.e., copying examination answers.

Collusion, i.e., working with another person or persons when independent work is

prescribed.

Falsification or fabrication of an assigned project, data, results, or sources.

Giving, receiving, offering, or soliciting information included on examinations.

Utilization of work previously submitted by another student who has progressed to a

higher level.

Destruction or alteration of the work of another student.

https://www.ncsbn.org/Social_Media.pdf


The multiple submission of the same paper or report for assignments in more than one

course without the prior written permission of each instructor.

Signing another student’s name.

Plagiarism, the appropriation of information, ideas, or the language of other persons or

writers and the submission of them as one's own to satisfy the requirements of a course.

Plagiarism thus constitutes both theft and deceit. Assignments (compositions, term

papers, computer programs, etc.) acquired either in part or in whole from commercial

sources or from other students and submitted as one's own original work will be

considered plagiarism. (See MCPHS University Handbook).

The unauthorized recording, sale, or use of lectures and other instructional materials.

In the case of such dishonesty, the professor may give a grade of zero for the project, paper,

and/or examination and may record an "F" for the course itself. When appropriate, dismissal

from the School of Nursing may be recommended. Any faculty member encountering an

academic offense such as, but not limited to, those listed above will meet with the student

involved to identify the allegation and file a written report to the Dean of Students

(Worcester)/Associate Dean of Students (Manchester) and the Dean of the School of Nursing,

indicating reasons for believing the student has committed academic dishonesty.

The Dean of Students/designee may conduct a formal hearing to investigate the alleged violation

according to the Student Code of Conduct. For additional specific information, please refer to the

Academic Honesty Policy and Academic Conduct of the MCPHS University Student Handbook.

Communication

Faculty Availability

Faculty makes every effort to be available to students. Office hours with sign-up sheets to meet

with faculty are posted each semester. If a student cannot meet with faculty during these times,

they should communicate this with the faculty via email so that another mutually convenient

time may be arranged. Student emails to faculty will be answered within 48 business hours. To

ensure timely communication, students are expected use the official faculty email addresses as

listed in the University Faculty Directory. Faculty may not respond on weekends, vacations or

other school closings.

Chain of Command

In the event a student in the School of Nursing needs to communicate a concern, need, or issue

relating to courses/clinical expectations/experiences, the student needs to follow the designated

chain of command as follows: Step 1: the student needs to discuss his/her concern/need/issue

with the faculty member of the course/clinical that s/he is having an issue with. Step 2: if the

concern/need/issue is not resolved, the student may bring the concern to the course coordinator

for the course/clinical the student is in. Step 3: if the concern/need/issue is not resolved, the

student may bring the concern/need/issue to the Assistant Dean (Worcester), Associate Dean

(Boston &, Manchester). Step 4: if the concern/need/issue still is not resolved, the student may

bring the concern to the Dean of the School of Nursing. In order to meet all students’ needs

timely and appropriately, the student is asked to follow the appropriate chain of command as

outlined.

The student has a concern/need/issue.


Step 1: Brings it to the course/clinical professor/instructor; if unresolved,

Step 2: Brings it to the course coordinator/faculty; if unresolved,

Step 3: Brings it to the Assistant Dean (Worcester) or Associate Dean (Boston & Manchester); if

unresolved,

Step 4: Brings it to the Dean of the School of Nursing.

Cell Phones, Texting, and Pagers

Cell phones and pagers must be kept off or in the vibrate mode during class. Talking on a cell

phone is not allowed in class. Texting or photographing is not permitted during class. Students

talking on a cell phone and/or texting during class will be asked to leave the class and this will

result in an unexcused absence. (See page 21 for penalties related to unexcused

tardiness/departure/absence). Cell phones and pagers are not allowed in the lab or in the clinical

agencies due to potential interference with medical equipment.

Tape Recorders and Cameras

The use of cameras and/or tape recorders during class is at the discretion of the course faculty

and must be approved prior to class

Visitors in the Classroom

The course faculty member, prior to the class, must approve any request for visitors in the

classroom.

Attendance at Professional Meetings

Students who are interested in attending professional meetings, for example, the National

Student Nurses Association annual meeting, must obtain prior approval from the Dean of the

School of Nursing/designee and secure an excused absence from the appropriate Dean/Associate

Dean of Students. Only students who are in good standing academically and clinically are

eligible to request approval for such an absence. Attendance at a professional meeting may

substitute for no more than one clinical day per semester. Additional missed days must be made

up according to the policy for excused absences from clinical days as outlined above.

Governance:

Student Representative for the Student Affairs Committee/Curriculum Committee The

Student Representative of the Student Affairs (SA) Committee/Undergraduate Curriculum

Committee (CC) hold full membership on the committee. This is an invited position that allows

the student to participate in the meetings that occur up to 2 times a semester. Meetings occur

during the lunch break on a Thursday. Meetings are held at a designated faculty office or

meeting room determined by each of the campuses. Students are voting members of the

committee per the bylaws. Students may be asked to exit the meeting if the committee must hold

an executive session and discuss matters of confidentiality.


The Student Representative is strongly encouraged to email any student concerns or topics for

discussion to the chair of SA or CC faculty prior to the scheduled meeting so that the topics can

be added to the agenda. The student representative would also be the person to share

information from the committee with the student body. Attendance at all meetings is not

mandatory.


Program of Study

Note: Please refer to MCPHS University Catalog with regard to pre-requisite and co-requisite

requirements.

32-Month BSN Curriculum - Boston

Year I – Fall Credits Contact Hours/Week

Course Title (Semeste

r

Hours)

Clas

s

Lab/

Clinical

Total

NUR

Lab/

Clinical

BIO 110 Anatomy & Physiology I 4 2 3 -

CHE 110 Basic Chemistry 4 3 3 -

FYS 101 First Year Seminar 1 1 - -

LIB 111 Expository Writing I 3 3 - -

MAT 142 Mathematics for Nurses 3 3 - -

Total Semester 15

Year I – Spring Credits Contact Hours/Week


r

Hours)

Clas

s

Lab/

Clinical

Total

NUR

Lab/

Clinical

LIB 120 Introduction to Psychology 3 3 - -

BIO 210 Anatomy & Physiology II 4 2 3 -

CHE 210 Basic Chemistry II* 4 3 3 -

LIB 112 Expository Writing II 3 3 - -

LIB 133 American Culture, Identify &

Public Life

3 3 - -

Total Semester 17

Year I – Summer Credits Contact Hours/Week


r

Hours)

Clas

s

Lab/

Clinical

Total

NUR

Lab/

Clinical

BEH 352 Human Development 3 3 - -

MAT 261 Statistics 3 - - -

Distribution Elective 3

NUR 205 Nursing History, Knowledge &

Narrative

3 3 - -

Total Semester 12


Year II – Fall Credits Contact Hours/Week


r

Hours)

Clas

s

Lab/

Clinical

Total

NUR

Lab/

Clinical

BIO 255 Microbiology (with lab) 4 3 3 -

NUR 208 Essential Concepts of Nursing 3 3 - -

NUR 215 Nursing Skills & Technologies 4 3 3 42

Humanities Elective 3 - - -

LIB 420 Interpersonal Communication in

the Health Professions

3 - - -

Total Semester 17 42

Year II – Spring Credits Contact Hours/Week


r

Hours)

Clas

s

Lab/

Clinical

Total

NUR

Lab/

Clinical

LIB 512 Health Care Ethics 3 3 - -

NUR 226 Pathophysiologic and

Pharmacologic Approach to

Nursing Practice

6 6 - -

NUR 245 Health Assessment & Promotion 4 3 3 42

Distribution Elective 3 3 - -


Year II – Summer Credits Contact Hours/Week

Course Title (Semester

Hours)

Class Lab/

Clinical

Total

NUR

Lab/

Clinical

NUR 300 Service Learning within the

Profession of Nursing

1

NUR 325 Provider of Care I: Adult and

Elder Health

8 4 12 168

NUR 330 Nursing Informatics & Health

Care Technologies

3 3 - -



Year III – Fall Credits Contact Hours/Week


r

Hours)

Clas

s

Lab/

Clinical

Total

NUR

Lab/

Clinical

NUR 335 Provider of Care II: Child-Bearing

and Child-Rearing Family Health

6 3 9 126

NUR 345 Provider of Care III: Mental &

Social Health

6 3 9 126

NUR 350 Scholarly Inquiry 3 3 - -


Year III – Spring Credits Contact Hours/Week


r

Hours)

Clas

s

Lab/

Clinical

Total

NUR

Lab/

Clinical

NUR 425 Provider of Care IV: Community

& Public Health Nursing

7 3 9 126

NUR 445 Provider of Care V/Coordinator of

Care

8 5 3 120-160

NUR 450 Member of a Profession and

Capstone Leadership Project

3 3 2

seminar/

project

28


Total Credits

(all years)

122

818

Majority of Provider Courses are front-loaded with two weeks of intense didactic

components followed by clinical immersion.

Contact hours reflect the number for a standard 14-week calendar. For half-semester

courses, total contact time equals total for a full semester course (e.g., 14 weeks x 3 class

hours = 42 contact hours for 3 semester hour credits; a 7-week, 3 credit course would

entail 6 class hours per week).


16-Month Post-Baccalaureate BSN Curriculum – Worcester/Manchester, Spring

Admission



r

Hours)

Clas

s

Lab/

Clinical

Total

NUR

Lab/

Clinical


Narrative

3 3 - -


NUR 215 Nursing Skills and Technologies 4 3 3 42



Nursing Practice

6 6 - -




r

Hours)

Clas

s

Lab/

Clinical

Total

NUR

Lab/

Clinical

NUR 245 Health Assessment and Promotion 4 3 3 42

NUR 325 Provider of Care I: Adult and

Elder Health

8 4 12 168

NUR 330 Nursing Informatics and Health

Care Technologies

3 3 - -




r

Hours)

Clas

s

Lab/

Clinical

Total

NUR

Lab/

Clinical

NUR 335 Provider of Care II: Child-Bearing


6 3 9 126

NUR 345 Provider of Care III: Mental and

Social Health

6 3 9 126

NUR 350 Scholarly Inquiry 3 3 - -



Year II – Spring Credits Contact Hours/Week


r

Hours)

Clas

s

Lab/

Clinical

Total

NUR

Lab/

Clinical

NUR 425 Provider of Care IV: Community

and Public Health Nursing

7 5 9 126

NUR 445 Provider of Care V/Coordinator of

Care

8 5 3 120-160

NUR 450 Member of a Profession and


3 3 2

seminar/

project

28


Total Credits

(all years)

64

818

Majority of Provider courses are front-loaded with two weeks of intense didactic

components followed by clinical immersion.



hours = 42 contact hours for 3 semester hour credits; a 7-week, 3 credit course would

entail 6 class hours per week).


16-Month Post-Baccalaureate BSN Curriculum – Worcester/Manchester, Fall Admission

Year I – Fall Credits Contact Hours/Week


r

Hours)

Clas

s

Lab/

Clinical

Total

NUR

Lab/

Clinical


Narrative

3 3 - -


NUR 215 Nursing Skills and Technologies 4 3 3 42



Nursing Practice

6 6 - -




Hours)

Class Lab/

Clinical

Total

NUR

Lab/

Clinical

NUR

245/245L

Health Assessment and Promotion 4 3 3 42

NUR

325/325L

Provider of Care I: Adult and

Elder Health

8 4 12 168

NUR 350 Scholarly Inquiry 3 3




Hours)

Class Lab/

Clinical

Total

NUR

Lab/

Clinical

NUR

335/335L

Provider of Care II: Child-Bearing


6 3 9 126

NUR

345/345L

Provider of Care III: Mental and

Social Health

6 3 9 126

NUR 330 Nursing Informatics & Health

Care Technologies

3 3





Hours)

Class Lab/

Clinical

Total

NUR

Lab/

Clinical

NUR

425/425L

Provider of Care IV: Community

and Public Health Nursing

7 5 9 126

NUR

445/445L

Provider of Care V: Coordinator

of Care

8 5 3 120 -160

NUR 450 Member of a Profession &


3 3 2

seminar/

project

28


Total Credits

(all years)

64 818

Majority of Provider courses are front-loaded with two weeks of didactic components

followed by clinical immersion.



hours = 42 contact hours for 3 semester hour credits; a 7-week, 3 credit course


Nursing Course Descriptions and Learning Outcomes

NUR 205

Nursing History, Knowledge and Narrative

Students learn the vision, mission, core values, and philosophy of the MCPHS University

nursing program, as well as the history of nursing as it has relevance for contemporary

nursing practice. They explore knowledge and values including the theoretical underpinnings

of nursing knowledge, and the professional behaviors expected of nursing students. Students

gain a broad perspective of contemporary nursing practice through the use of narrative.

Course Objectives

Upon completion of this course the student will be able to:

1. Examine knowledge from the natural and social sciences and the humanities for

application to the study and practice of professional nursing.

2. Examine the history and tradition of nursing as it shapes (and is shaped by) contemporary

practice.

3. Describe the nature of theory, how theory shapes perception and is distinct from

knowledge.

4. Examine selected theories from nursing and other disciplines (for example, gerontology)

that contribute to the unique body of nursing knowledge.

5. Explicate the mission, philosophy, and core values of the MCPHS University nursing

program.

6. Describe the use of narrative as a means to gain perspective about contemporary nursing

practice.

7. Describe the MCPHS University School of Nursing core competencies.

NUR 208

Essential Concepts of Nursing

Students gain foundational knowledge about essential concepts of nursing for the beginning

nursing student. Students link the history and knowledge of nursing to the student’s own

emerging practice. Students examine essential concepts of nursing practice and nursing

science and relate them to existing beliefs and attitudes. Students examine the MCPHS

University core competencies of critical thinking, communication, assessment, and technical

skills, and begin to apply systematic thinking and problem solving to the practice of nursing.

Course Objectives


1. Clarify personal values, beliefs, and attitudes about the health and illness experience for

self, patients, and families.

2. Recognize the impact of values, beliefs and attitudes in the development of professional

nursing practice.

3. Demonstrate therapeutic communication skills in simulation exercises.

4. Discuss the role of the professional nurse with concepts of death, dying, grief and loss.

5. Demonstrate systematic thinking and problem solving in nursing through use of the

nursing process.

6. Describe the research process and its impact on nursing care.

7. Describe selected roles in nursing (Provider of Care, Coordinator/Manager of Care,

Member of a Profession).

8. Describe safe, effective, culturally-competent nursing care across the lifespan.


9. Identify the health-related lifespan considerations of young and middle-aged adults across

the lifespan.

NUR 215/215L

Nursing Skills and Technologies

Students gain foundational knowledge and skills, recognizing skill acquisition as an ongoing

component of safe and effective nursing practice. Students begin to utilize skills and

technologies required for delivery of safe and competent nursing care. Students learn to

approach skill acquisition as a theoretical and analytical process that involves understanding

the relevant scientific principles underlying development of skill mastery. Students actively

participate in clinical simulation labs within the Clinical Learning Center and engage in

cooperative learning with guidance from faculty.

Course Objectives


1. Articulate why maintaining and updating nursing skill(s) is a lifelong process.

2. Articulate the underlying theory and principles related to the skill(s).

3. Describe the safety and infection control issues related to caring for patients in diverse

clinical settings across the lifespan.

4. Utilize medical and nursing terminology associated with body systems and nursing skills.

Clinical Learning Center Objectives

1. Demonstrate proficiency in basic mathematical calculations and conversions and the

accurate methods of medication dosage calculation.

2. Demonstrate basic competency in the performance of nursing skills and technologies.

3. Demonstrate ability to adapt performance of skills to meet the developmental stage of the

patient.

4. Engage in active and cooperative learning with peers and faculty.

5. Demonstrate competence in providing culturally sensitive care in simulated experiences.

NUR 226

Pathophysiologic and Pharmacologic Approach to Nursing Practice

Students build on prerequisite biological science courses and gain foundational knowledge

regarding normal and abnormal pathophysiological and pharmaceutical principles. Students

learn the etiology, pathogenesis, and clinical manifestations of selected health problems

across the lifespan in diverse populations, and the efficacious use of pharmaceutical agents,

including the nurse’s role in safe medication administration. Students learn the

pharmacodynamics and pharmacokinetics of pharmaceutical agents and their use in health

promotion, treatment and symptom management across the lifespan.

Course Objectives


1. Use the nursing process to describe the association between pathophysiology and

pharmacology for selected health problems across the lifespan.

2. Describe the pathophysiology, genetic relationship, clinical manifestations, and cultural

and ethnic considerations of relevant health problems across the lifespan.

3. Differentiate between selected normal and pathophysiologic changes across the lifespan.


4. Describe principles of pharmacodynamics and pharmacokinetics, and genetic influence,

as appropriate, for selected pharmaceutical agents.

5. Identify the manifestation of pharmaceutical (e.g., adverse drug reactions) absorption,

distribution, and pharmacokinetics for selected pharmaceutical agents.

6. Explain the use of selected pharmaceutical agents in selected health problems (for

example, polypharmacy in the elderly) across the lifespan.

7. Explain the complications associated with selected health problems.

8. Explain the use of selected pharmaceutical agents to promote health with relevant health

disorders.

NUR 245/245L

Health Assessment & Promotion

Students acquire foundational knowledge of health assessment and health promotion, and

their relationship to comprehensive nursing care. Students learn to perform a comprehensive

and holistic assessment of the patient across the lifespan, including systematic collection,

analysis, and synthesis of health data from patients and secondary sources. Students develop

the organizational and critical-thinking skills necessary for the planning and delivery of

nursing care; and integrate the essential nursing core competencies and concepts of health

promotion, risk reduction, and disease prevention in the clinical laboratory setting.

Course Objectives


1. Demonstrate organizational and critical-thinking skills necessary for the development of

judgment in the planning and delivery of culturally sensitive patient care across the

lifespan.

2. Integrate the principles of health promotion, risk reduction, and disease prevention in the

development of a holistic plan of care across the lifespan.

3. Recognize the unique differences in assessment data across the lifespan.

Clinical Learning Center Objectives

Upon completion of the laboratory component of this course the student will be able to:

1. Determine the appropriate approach to health assessment and promotion consistent with

the patient’s developmental stage.

2. Demonstrate ability to systematically collect, analyze, and synthesize patient related

health data across the lifespan while tailoring examination techniques to meet the

developmental stage of the patient.

3. Demonstrate ability to complete a detailed health history and a comprehensive head-to-

toe physical assessment.

4. Demonstrate cultural competence in collecting and interpreting patient health data.

NUR 300

Service Learning Within the Profession of Nursing – Boston Campus Only

Service –learning is an educational experience in which students participate in an

organized service activity that meets identified community needs and fosters social

responsibility. Students will complete at least 10 hours of pre-approved, unpaid service

experience. The service must be performed in the same semester in which the student is

registered for the course. Students will reflect upon their experience, its current and

future impact, and the implications for life-long learning through the reflective journaling

and seminar discussion.


Course Objectives


1. Develop an enhanced awareness of community needs, problems and interventions

2. Develop a sense of caring, social responsibility, global awareness and civic responsibility

3. Discuss citizenship and its relationship to community service

4. Describe how the values of nursing including integrity, empathy, teamwork, respect and

client advocacy and demonstrated within the service learning experience

NUR 325/325L

Provider of Care I: Adult & Elder Health Students apply concepts and principles acquired in all prior nursing courses to the provision

of holistic nursing care for adults and elders with health problems in diverse clinical settings.

Students actively participate in the clinical setting and engage in cooperative learning with

guidance from faculty and clinical partners. Students begin to apply foundational knowledge

of nursing to the development of the essential nursing competencies in the clinical setting.

Through immersion in the clinical practice environment, students begin to examine and enact

the professional nursing role, as well as begin to develop professional relationships with

patients, clinical partners, and members of the interdisciplinary healthcare team.

NOTE: The majority of class sessions are front-loaded, followed by clinical immersion (30-

36 hours/week).

Course Objectives


1. Describe major health problems and disease states affecting diverse adults and elders.

2. Explain major considerations in planning and performing nursing care for adults and

elders with simple to complex health problems.

3. Explain the nurse’s role in the provision of nursing care to adults and elders.

4. Analyze anticipated patient needs associated with selected health problems and disease

states.

5. Develop a holistic plan of care for patients with selected health problems and disease

states.

6. Formulate anticipated nursing interventions associated with selected health problems and

disease states.

Clinical Objectives


1. Assume responsibility and accountability for clinical practice with guidance from faculty

and clinical partners.

2. Apply a holistic nursing approach to illness and disease management in the acute and

chronically ill adult and elder patient.

3. Perform systematic head-to-toe and focused nursing assessments appropriate to patient

condition and need.

4. Prioritize nursing care of adults and elders in a manner that ensures patient safety.

5. Demonstrate organizational skill in the provision of nursing care for adults and elders.

6. Perform therapeutic nursing interventions for adults and elders in a safe manner.

7. Demonstrate technical skill in the delivery of nursing care for adults and elders


8. Evaluate nursing care and patient outcomes.

9. Document nursing care in accordance with clinical agency standards.

10. Interact with patients, peers, faculty, and members of the interdisciplinary team in a


11. Communicate with patients, peers, faculty and members of the interdisciplinary team in a


12. Provide culturally competent nursing care to adults and elders.

NUR 330

Nursing Informatics and Health Care Technologies

Students acquire foundational knowledge of nursing and health care informatics, gaining an

understanding of the theories and social and economic forces influencing the development

and application of information and health care technologies. Students begin to use these

technologies in the delivery of nursing care, and learn to adapt emerging technologies to

clinical nursing practice. Students also explore the legal and ethical ramifications of using

information and health care technologies to improve patient safety and the quality of health

care, and protect patient privacy.

Course Objectives


1. Demonstrate knowledge of aspects of nursing informatics.

2. Relate underlying theories to the development and use of healthcare information systems.

3. Correlate the use of healthcare informatics to the delivery of nursing care.

4. Adapt emerging technologies to clinical nursing practice.

5. Examine the legal and ethical considerations surrounding the use of informatics and

computer-assisted technology to healthcare delivery.

6. The student will examine the role of informatics and healthcare technologies in

improving patient safety and quality outcomes.

NUR 335/335L

Provider of Care II: Child-Bearing & Child-Rearing Family Health

Students apply concepts and principles acquired in all prerequisite and concurrent nursing

courses to the provision of care for child-bearing and child-rearing families in diverse clinical

settings. Students develop and apply a holistic approach to the assessment, care, and

management of women of child-bearing age, children of all ages, and families. Students also

learn the use of anticipatory guidance as a therapeutic tool to optimize health and wellness.


32 hours/week).

Course Objectives


1. Demonstrate knowledge of selected health problems, disease states, and health needs for

child-bearing women, children, and child-rearing families.

2. Examine anticipatory guidance as a therapeutic tool to the provision of nursing care.

3. Evaluate the nurse’s role in the provision of nursing care of child-bearing women,

children, and the variety of child-rearing families.

4. Develop a holistic plan of care for patients with selected health problems and disease

states.


5. Analyze anticipated patient needs related to states of health, wellness, and illness.

6. Distinguish anticipated nursing interventions associated with selected states of health,

wellness, and disease states.

Clinical Objectives




2. Apply a holistic nursing approach to health problems, disease states, and health needs for

child-bearing women, children, and child-rearing families.

3. Perform systematic head-to-toe and focused nursing assessments appropriate to patient

condition and need.

4. Prioritize nursing care of child-bearing women, children, and child-rearing families in a

manner that ensures patient safety.

5. Demonstrate organizational skill in the provision of nursing care for child-bearing

women, children, and child-rearing families.

6. Perform therapeutic nursing interventions for child-bearing women, children, and child-

rearing families in a safe manner.

7. Demonstrate technical skill in the delivery of nursing care for child-bearing women,

children, and child-rearing families.







12. Provide culturally competent nursing care to childbearing women, children, and child-

rearing families.

NUR 345/345L

Provider of Care III: Mental & Social Health

Students apply concepts and principles acquired in all prerequisite and concurrent nursing

courses to the provision of care for patients with psychosocial needs and psychiatric

disorders in diverse clinical settings, within the context of family and societal forces.

Students develop their use of self as a therapeutic tool, and focus on a holistic approach to

assessment, care, and management of persons with psychosocial issues and selected

psychiatric disorders and conditions. Students learn to incorporate contemporary and

emerging social issues as they relate to the mental and social health of patients and their

families. Students have opportunities to develop relationships with patients, families, clinical

partners, and members of the interdisciplinary health care team.


32 hours/week).

Course Objectives


1. Demonstrate appropriate knowledge of psychosocial issues and selected psychiatric

disorders.

2. Demonstrate the therapeutic use of self as a tool in the provision of nursing care.


3. Analyze the impact of psychosocial stressors across the lifespan in individuals and

families.

4. Evaluate the nurse’s role in the provision of nursing care of persons and families with

psychosocial issues and selected psychiatric disorders and conditions.

5. Develop a holistic plan of care for persons and families with psychosocial issues and

selected psychiatric disorders and conditions across the lifespan.

6. Analyze anticipated needs of persons with psychosocial issues and selected psychiatric

disorders and conditions.

7. Distinguish anticipated nursing interventions associated with selected states of health,

wellness, and disease states.

Clinical Objectives





persons with psychosocial issues and selected psychiatric disorders and conditions.

3. Perform systematic and focused nursing assessments appropriate to patient condition and

need.

4. Prioritize nursing care of persons with psychosocial issues and selected psychiatric

disorders and conditions in a manner that ensures patient safety.

5. Demonstrate organizational skill in the provision of nursing care for persons with

psychosocial issues and selected psychiatric disorders and conditions.

6. Perform therapeutic nursing interventions for persons with psychosocial issues and

selected psychiatric disorders and conditions in a safe manner.

7. Demonstrate technical skill in the delivery of nursing care for persons with psychosocial

issues and selected psychiatric disorders and conditions.







12. Provide culturally competent nursing care to persons with psychosocial and psychiatric

disorders.


NUR 350

Scholarly Inquiry

Students acquire an understanding of the historical development of nursing as a scholarly

discipline, and appraise its contemporary standing in the scientific community. Students learn

the research process, methods of qualitative and quantitative research, and the legal and

ethical considerations of engaging in nursing research. Students learn to apply critical

thinking to the evaluation of professional and popular literature and other sources of

information, apply research-based knowledge from nursing and the sciences as the evidence

base for nursing practice, and participate in the research process.

Course Objectives


1. Trace the historical development of nursing as a scholarly discipline, and appraise its

contemporary standing in the scientific community.

2. Examine steps of the research process.

3. Differentiate between quantitative and qualitative research methods.

4. Evaluate and critique research findings from professional and popular literature and other

information sources for application to nursing practice across the lifespan.

5. Identify how research-based knowledge informs the evidence base for nursing

practice.

6. Participate in the process of scholarly inquiry.

NUR 425/425L

Provider of Care IV: Community & Public Health Nursing

Students synthesize and apply concepts and principles acquired in all prerequisite and

concurrent nursing courses to the provision of care for patients, groups, and populations in

community and home-care settings across the lifespan. Students learn community assessment

processes and identification of resources to optimize health and wellness in selected

populations. Students gain an understanding of population health and epidemiology of

disease and examine the process by which health policy is created. Students trace the

evolution of the public health system including public health nursing. Students develop and

expand their professional roles and relationships to provide care to individuals and families

in their homes and to the community in a variety of settings.


32 hours/week).

Course Objectives


1. Assess major health needs including principles of epidemiology for patients, groups, and

populations in community settings across the lifespan.

2. Analyze major considerations in planning and performing nursing care for patients,

groups and populations in community and home settings.

3. Examine the nurse’s role in the provision of nursing care for patients, groups, and

populations in community and home settings.

4. Utilize the assessment process to determine the health status, health strengths, and health

hazards of a community.

5. Analyze anticipated nursing problems associated with selected health needs, problems, or

disease states in community and home settings.


6. Develop a holistic plan of care for patients with selected health needs, problems or

disease states using the nursing process.

7. Compare anticipated nursing interventions and community resources associated with

selected health needs, problems, or disease states for patients, groups and diverse

populations in community and home settings.

8. Analyze the effects of local, state and global initiatives on populations, including diverse

and underserved populations.

9. Examine the historical and contemporary role of the public health system including

public health nursing.

10. Enhance the awareness of global healthcare, including disease transmission, health

policy, and healthcare economics.

11. Analyze the evolution of the healthcare system in the United States.

Clinical Objectives





patients, groups, and diverse populations in community and home settings across the

lifespan.

3. Perform systematic and focused nursing assessments appropriate to patients or situations

and need.

4. Prioritize nursing care of patients, groups, and diverse populations in community and

home settings in a manner that ensures patient safety.

5. Demonstrate organizational skill in the provision of nursing care in community and home

settings.

6. Perform therapeutic nursing interventions for patients, groups, and diverse populations in

community and home settings in a safe manner.

7. Demonstrate technical skill in the delivery of nursing care for patients, groups, and

diverse populations in community and home settings.







12. Provide culturally competent nursing care for individuals, groups, families, and

communities.

NUR 445/445L

Provider of Care V: Coordinator of Care

Students integrate concepts and principles acquired in all prerequisite and concurrent nursing

courses. Students expand their knowledge and skills to care for patients with complex health

problems, including cancer, infectious disease, trauma, and end-of-life care. Students have

opportunities to demonstrate principles of coordination of care in acute and chronic settings.


36 hours/week).


Course Objectives:


1. Demonstrate management behaviors in relation to coordination of complex patient care

as they apply to selected areas of nursing practice.

2. Analyze nursing care delivery systems and how they impact cost, quality, and patient

outcomes.

3. Utilize research that focuses on improving the efficacy and effectiveness of nursing

interventions.

4. Provide safe, comprehensive nursing care to patients with complex health problems.

5. Analyze best evidence-based practices in nursing care delivery.

6. Integrate knowledge and skills related to care, health informatics, quality improvement,

and interprofessional collaboration to the delivery of safe and competent nursing care.

Clinical Objectives:


1. Coordinate, design, and manage nursing care for patients with complex health problems

across the lifespan.

2. Manage and supervise delegated nursing interventions safely and competently.

3. Integrate best research with clinical judgment and patient values for safe and optimal

care.

4. Manage the communication of information within an interdisciplinary team and among

diverse/vulnerable patient populations.

5. Evaluate complex information from multiple sources.

6. Evaluate and intervene in the prevention of, and response to, errors and hazards in patient

care.

7. Synthesize nursing knowledge and skills acquired throughout the nursing curriculum in

preparation for entry-level practice.

8. Collaborate with members of the healthcare team to provide holistic care for patients and

families with complex health problems, including the impact of acute and chronic illness

across the lifespan.

9. Analyze cultural competence in the delivery of nursing care to patients with complex

health problems.


NUR 450

Member of a Profession and Capstone Leadership Project

The nursing student begins to transition into the role of graduate nurse. Students explore

issues relevant to contemporary and emerging nursing practice, including the regulation and

ethics of practice. Students gain a foundation for understanding local, state, national, and

international initiatives and policies and their impact on health across populations. Students

prepare to become responsible and integral members of the local, national, and global

nursing community. Students develop beginning leadership skills through the creation and

implementation of an approved capstone leadership project, which is undertaken with the

guidance of faculty and clinical partners, and which reflects and integrates synthesis of

knowledge, skills, and values gained across the curriculum.

Course Objectives


1. Distinguish contemporary leadership and management theories in relation to current and

future nursing and healthcare issues.

2. Formulate a plan for transition to the role of graduate nurse.

3. Analyze issues relevant to contemporary nursing practice across the lifespan, including

the ethics and regulation of nursing practice.

4. Analyze the professional role of the nurse as a responsible, accountable, and integral

member of the local, national, and global nursing community.

5. Examine sociopolitical influences on the development, implementation, and evaluation of

selected health policy in the United States.

6. Explain the professional nurse’s role in patient and healthcare advocacy.

7. Integrate political awareness, critical thinking, social activism, and participation in the

policy process with professional role behavior.

8. Formulate leadership project goals and objectives with guidance from assigned faculty


9. Demonstrate leadership and professional role expansion through completion of an

approved capstone leadership project relevant to a selected clinical setting.

10. Reflect on the meaning and outcome(s) of the capstone leadership project.


International Council of Nurses’ Pledge

In full knowledge of the obligations I am undertaking, I promise to care for the sick with all the

skill and understanding I possess, without regard to race, creed, color, politics, or social status,

sparing no effort to conserve life, alleviate suffering, and promote health.

I will respect at all times the dignity and religious beliefs of the patients entrusted to my care,

holding in confidence all personal information entrusted to me and refraining from any action

which might endanger life or health.

I will endeavor to keep my professional knowledge and skill at the highest level and give loyal

support and cooperation to all members of the healthcare team.

I will do my utmost to honor the international code of ethics applied to nursing and uphold the

integrity of the nurse.


APPENDIX 1

MCPHS University SCHOOL of NURSING

NUR 445: PROVIDER OF CARE V/COORDINATOR OF CARE

CLINICAL GUIDELINES


TABLE OF CONTENTS

INTRODUCTION ........................................................................................................................ 50

Responsibilities of Clinical Faculty/Preceptor .......................................................................... 50

Determining Student Clinical Assignments .............................................................................. 51

Traditional Clinical Option Determinants ................................................................................. 52

Preceptorship Clinical Option Determinants ......................................................................... 58

Student Responsibilities .......................................................................................................... 59

Clinical Experience Time Sheet/Experience Documentation ....................................................... 60

Preceptor Evaluation ..................................................................................................................... 55

Adjunct Faculty Clinical Evaluation ............................................................................................ 56

Clinical Facility Evaluation .......................................................................................................... 63

REFERENCES ............................................................................................................................. 58

Student Handbook Verification Form

59


INTRODUCTION

The NUR 445 Provider V/ Coordinator of Care course builds on the foundation of prior Provider

of Care courses with the integration of knowledge and skills of advanced medical/surgical

nursing care for the complex patient with knowledge of contemporary professional issues

necessary to facilitate patient care through a multifaceted, health care system within an

interdisciplinary team. The student will meet course and clinical objectives while integrating the

core competencies of assessment, critical thinking, communication and technical skills. The

clinical component for the Provider of Care V/Coordinator of Care has two separate clinical

tracks to facilitate successful transition from student to novice professional nurse. The tracks

include a traditional clinical model facilitated by a clinical faculty member and a preceptorship

model which the student is mentored by an experienced professional nurse at a designated

clinical facility. In either track, student knowledge and skills are advanced as deemed appropriate

to meet clinical course and student objectives in collaboration with core course faculty.

In the traditional clinical track, clinical faculty provides onsite supervision to a designated group

of students. The clinical faculty identifies appropriate patient assignments and facilitates pre and

post conference content focused on enhancing student learning and core competency

assimilation. The clinical faculty works collaboratively with the facility, department staff and

student to meet clinical course objectives and support the transition of the student to novice entry

level professional nurse. Clinical faculty and core faculty provide student evaluation at

designated points throughout the clinical experience. The core faculty has final responsibility for

completing all student clinical evaluations.

The preceptor clinical track provides the student with a professional nurse preceptor (s) who will

serve as clinical faculty. The preceptor is designated by the clinical facility and the student is

assigned as per the criteria discussed later in this document. The student partners with the

designated preceptor (s) and follows his/her work schedule in order to satisfy the designated

clinical hours. As with the clinical faculty in the traditional model, the nurse preceptor works

collaboratively with the core course faculty to facilitate student integration of clinical course

objectives, competencies and in the completion of the student evaluation.

The assigned core course faculty will make periodic visits to meet with the student and the

clinical faculty/ preceptor in the clinical area in order to monitor and assess student performance.

The assigned core course faculty, in collaboration with the clinical faculty/ preceptor and the

student, will evaluate the student’s clinical performance. All clinical faculty/preceptors are

oriented to the School of Nursing’s guiding documents, the respective course and clinical

objectives, the clinical evaluation tool, the Student Nurse Handbook and relevant policies prior

to the start of the clinical experience.


Responsibilities of Clinical Faculty/Preceptor

Clinical faculty and/ or preceptors in collaboration with the core faculty are responsible for the

following:

A. Orienting student to the clinical practice setting including identification of facility

policies and procedures. These may include general guidelines, expectations for

documentation, dress code, parking, negotiating a clinical schedule etc.

B. Setting clear expectations and providing constructive feedback

C. Planning and assigning direct patient care activities to the student

D. Supervising the student in the clinical practice setting

E. Providing suggestions that will assist and improve student performance to achieve course

and clinical objectives/outcomes

F. Contacting core course faculty as soon as possible concerning any issues that may arise

G. Providing ongoing written documentation of student progress in meeting designated

course outcomes for the purpose of evaluation

H. Completing the formal evaluation of the student’s progress at mid-point and at the end of

the clinical experience in collaboration with the core course faculty and the student

I. Assuring the safe/appropriate supervision of the student

J. Understanding that the student may:

1. administer medications (all routes) according to agency policy (students must be

familiar with all medications and perform correct calculations)*

2. perform all required nursing care procedures (new skills or skills not yet

performed outside of the nursing laboratory may need to be supervised by an RN)

3. Document as per agency standard.

*The student does NOT work “off the license” of the preceptor or assigned

faculty facilitator. The student’s liability is addressed via affiliation agreements

between the agency and the MCPHS University SON.

These expectations are accomplished by the preceptor:

A. Working closely with the student; demonstrating and explaining their nursing role

B. Allowing the student to assume responsibilities at a mutual agreeably upon pace

C. Serving as a resource person; sharing nursing expertise and knowledge with a student

while working together as part of a healthcare team

D. Demonstrating technical and managerial skills necessary to coordinate care for a

group of patients

E. Communicating freely the successes, suggested improvements, and/or problems

related to the student’s clinical performance to the student and faculty

F. Facilitating the student’s role transition by deferring assistive personnel to the

student, as appropriate, so the student will develop management of care abilities, and

delegation competencies


Determining Student Clinical Assignments

The MCPHS University SON values professional comportment in the classroom and clinical

settings. The SON gives high priority to patient safety as well as to the designated core

competencies discussed within the guiding statements. Student clinical assignment to either

clinical option is based upon several criteria with the focus being on student learning and the

knowledge and skill acquisition necessary for the successful transition from student to novice

entry level professional nurse. Once the clinical assignment has been determined, students are

required to identify measureable personal professional objectives which they feel will enhance

their clinical success and to provide subsequent clinical reflections of their experiences. Students

must minimally meet the MCPHS University SON/MCPHS University academic progression

criteria for placement in either clinical option. In addition, GPA is considered in all cases. This it

is important to note, the availability of qualified preceptors and appropriate clinical sites

ultimately determines the mix of clinical options for this senior experience.

Traditional Clinical Option Determinants

1. Students who have been identified by prior clinical/core faculty evaluations as likely to

benefit from the traditional clinical model due to the onsite faculty support or who have

been identified as needing improvement in any of the core competencies (assessment,

communication, critical thinking, technical skills) will be assigned to the traditional

option.

2. Students who have been placed on clinical warning in any Provider of Care course that

addresses any patient safety concern or warning related to professional comportment will

be assigned to the traditional option.

3. Students who have demonstrated unprofessional behavior in the classroom during their

tenure will be assigned to the traditional option.

4. Students who feel that they could significantly benefit from onsite faculty

guidance/mentoring will be assigned to the traditional option.

5. A faculty recommendation, in the absence of a clinical warning or documented clinical

need that a student would significantly benefit from onsite supervision will result in the

student being assigned to the traditional option.

Preceptorship Clinical Option Determinants

1. Students recommended for assignment to the preceptorship model must have documented

positive clinical performance evaluations for all Provider courses.

2. Students recommended for assignment to the preceptorship must not have any clinical

warnings on file.*

3. Students recommended for the preceptorship must have strong critical thinking,

communication, assessment and technical skills as reflected in formal clinical

evaluations.

4. Students recommended for the preceptorship model must be self-directed as evidenced by

laboratory and clinical evaluations.

5. Students recommended for the preceptorship model must have consistently demonstrated

professional behaviors/comportment throughout their tenure in the SON.

*At faculty discretion: A student, who has received a clinical warning at any time prior to the

Provider V course, may still be selected for a preceptorship if he/she has demonstrated


satisfactory performance in all subsequent courses and has fulfilled or achieved the outcomes

described in his/her remediation plan.

Student Responsibilities (for both clinical options)

Students are expected to abide by the MPCHS SON policies as described in the Student

Handbook. Additional responsibilities include:

A. Developing specific individualized learning objectives that correlate with the planned

clinical experience and that are congruent with the objectives of the course. These

objectives must be reviewed with the course faculty and discussed with the clinical

faculty/nurse preceptor at the onset of the clinical experience.

B. Following all MCPHS University SON and clinical agency policies and procedures.

C. Understanding individual strengths and weaknesses and not exceeding the scope of

nursing practice or the limitations of one’s own practice as a student.

D. Accepting guidance, mentoring and supervision form the clinical faculty/preceptor and

that of the respective course faculty.

E. Assuming an increasing level of responsibility and independence for patient care as

negotiated with the clinical faculty/preceptor and as the clinical experience progresses.

F. Taking responsibility for being an active learner by pursuing learning opportunities and

taking initiative in achieving educational goals.

G. Accepting accountability and responsibility for determining competency in a given

situation and seeking clinical faculty/preceptor assistance when situations are

encountered which are new and/or in which the student does not feel prepared to

perform.

H. Accepting responsibility and accountability for actions, and promptly report any errors,

mistakes, or variances. Students are expected to take appropriate action if errors,

mistakes, or variances occur including the immediate reporting of the incident/situation

to the clinical faculty/preceptor and core course faculty.


Clinical Experience Time Sheet/Experience Documentation

Student record of the clinical experience hours.

DATE CLINICAL HOURS NURSE PRECEPTOR

INITIALS

STUDENT

INITIALS

TOTAL HOURS

I verify that _____________________________________has completed the above clinical

experience hours under my supervision.

___________________________________________________

Nurse preceptor signature Date

___________________________________________________

Student signature Date


MCPHS University School of Nursing

Preceptor Evaluation

Directions: Please read the statement and circle

the response that best describes your experience. Always Mostly Sometimes Rarely Never

Preceptor Site:____________________________

1 My preceptor was open to questions. 5 4 3 2 1

2 My preceptor was friendly and welcoming. 5 4 3 2 1

3

My preceptor facilitated a variety of new clinical

experiences for me. 5 4 3 2 1

4

My preceptor challenged me to think critically

during clinical experiences. 5 4 3 2 1

5

My preceptor provided constructive feedback

when needed. 5 4 3 2 1

6 My preceptor was knowledgeable. 5 4 3 2 1

7

My preceptor challenged me to demonstrate

competence in clinical experiences. 5 4 3 2 1

8

My preceptor is a role model of the professional

nurse. 5 4 3 2 1

9

My preceptor inspired my enthusiasm for the

profession of nursing. 5 4 3 2 1

10

I have gained skill and confidence as a graduating

professional nurse in this preceptorship 5 4 3 2 1

Comment:



Adjunct Faculty Clinical Evaluation

Directions: Please read the statement and circle the response that best describes your experience.

Faculty Name: Always Mostly Sometimes Rarely Never

1 My clinical faculty demonstrated a positive,

professional attitude. 5 4 3 2 1

2 My clinical faculty demonstrated knowledge

relevant to the clinical experience. 5 4 3 2 1

3 My clinical faculty explained concepts

clearly/answered questions effectively. 5 4 3 2 1

4 My clinical faculty used a variety of teaching

strategies to facilitate learning (such as case studies,

role play, demonstration, and pre/post conference). 5 4 3 2 1

5 My clinical faculty fostered my critical thinking 5 4 3 2 1

6 My clinical faculty helped me identify priorities in

the clinical setting. 5 4 3 2 1

7 My clinical faculty was organized. 5 4 3 2 1

8 My clinical assignments were appropriate to my

level of ability. 5 4 3 2 1

9 My clinical faculty provided constructive feedback

in a timely manner. 5 4 3 2 1

10 My clinical faculty presented himself/herself as a

professional role model. 5 4 3 2 1

11 My clinical faculty helped me integrate theory into

clinical practice. 5 4 3 2 1

12 My clinical faculty was readily available to me. 5 4 3 2 1

13 My clinical faculty challenged me to provide safe

and effective, individualized care. 5 4 3 2 1

Comment:



Clinical Facility Evaluation

Directions: Please read the statement and circle the response that best describes your experience.

Facility

Name/Unit:__________________________________ Always Mostly Sometimes Rarely Never

1 The clinical facility provided adequate

opportunities for learning. 5 4 3 2 1

2 The clinical facility was welcoming to nursing

students. 5 4 3 2 1

3

The nursing staff was receptive to nursing students 5 4 3 2

1

4 A basic orientation was provided to me in the

facility/unit 5 4 3 2 1

5 The facility provided learning resources as

necessary (books, etc.) 5 4 3 2 1

6 Facility policy and procedure manuals were readily

available 5 4 3 2 1

7 The facility's physical environment was conducive

to my learning 5 4 3 2 1

8 The facility provided space for my coat and

personal belongings 5 4 3 2 1

9 The facility provided appropriate space for pre and

post conference 5 4 3 2 1

10 The clinical facility provided opportunities to meet

the clinical objectives of the Provider course. 5 4 3 2 1

11 The nursing staff assisted in identifying learning

opportunities for students 5 4 3 2 1

12 Would you recommend using this facility for this

course in the future? 5 4 3 2 1

13 What have you especially liked about this clinical

facility?

14 What suggestions could you make to improve this

clinical experience for students?


REFERENCES

Baxter, P. (2007). The CCARE model of clinical supervision: Bridging the theory practice gap.

Nurse Educator in Practice, 7(2), 103-111.

Letizia, M., & Jennrich, J. (1998). A review of preceptorship in undergraduate nursing

education: Implications for staff development. The Journal of Continuing Education in

Nursing, 29(5), 211-216.

Lockwood-Rayermann. S. (2003). Preceptorship leadership style and the nursing practicum.

Journal of Professional Nursing, 19(1), Pages 32-37.

Massachusetts Board of Registration in Nursing. (2004). 244 CMR 6.04. Guidelines for clinical

educational experiences. Boston, MA: Author.


Responsibility for Content of Student Handbook

Verification Form

The MCPHS University School of Nursing Student Handbook is a resource to assist you in

becoming acquainted with the academic; and clinical policies of the School of Nursing. It

contains information that is important for your academic and clinical success and

progression in the School of Nursing.

My signature below indicates that I have access to the MCPHS University School of

Nursing Undergraduate Student Handbook either in hard copy or online; and that I

acknowledge my responsibility for knowledge of the contents and adherence to the policies,

protocols, and guidelines contained therein.

My signature below also indicates that I have accessed and read the NCSBN policy online

on the use of Social Media within Nursing and Healthcare.

Print Name: __________________________________________________________

Signature: ____________________________________________________________

Date: _____________

undergraduate nursing student handbook (4/21/2016)

Documents