2
About this handbook:
This handbook is designed to be a ready resource for you during the course of your DNP studies at the
Duke University School of Nursing, and as such is designed for currently enrolled Doctor of Nursing
Practice students. Other degree programs within the School of Nursing have separate handbooks. For
information about those other degree programs, please consult either the Bulletin of the Duke
University School of Nursing or the School of Nursing’s website. Changes will be made to the electronic
version of the handbook as they occur. Consult the electronic copy for the most current information.
Note :
The information contained in this handbook is for individuals who are post-Master’s DNP students and
for those post-BSN DNP students who are taking 900-level DNP courses. Post-BSN DNP students and
those students enrolled in a Post-Graduate Certificate to DNP course of study taking 500-800 level
course work should consult the MSN Student Handbook.
3
Contents
SPECIAL NOTICE FOR ACADEMIC YEAR 2022-2023 ......................................... Error! Bookmark not defined.
About this handbook: .................................................................................................................................... 2
Note : ............................................................................................................................................................. 2
DEAN’S WELCOME ........................................................................................................................................ 6
Assistant Dean’s Welcome ............................................................................................................................ 7
ACADEMIC CALENDAR ................................................................................................................................... 8
Academic Programs ....................................................................................................................................... 8
DUKE UNIVERSITY SCHOOL OF NURSING ...................................................................................................... 9
Mission .......................................................................................................................................................... 9
Philosophy ..................................................................................................................................................... 9
Statement of Diversity and Inclusion .......................................................................................................... 10
Core Values ................................................................................................................................................. 11
ACADEMIC INTEGRITY ................................................................................................................................. 11
The Duke Community Standard .................................................................................................................. 11
Personal Integrity Policy and Guidelines for DUSON Students ................................................................... 11
Civility and Professional Conduct ................................................................................................................ 12
Dispute Resolution ...................................................................................................................................... 12
ACADEMIC PROGRAMS ............................................................................................................................... 12
Doctor of Nursing Practice Program ........................................................................................................... 12
Curriculum ................................................................................................................................................... 13
Translation ................................................................................................................................................... 13
Transformation ............................................................................................................................................ 13
Leadership ................................................................................................................................................... 13
Electives ....................................................................................................................................................... 13
Courses ........................................................................................................................................................ 13
Minimum Number of Credits Required for DNP Degree for Those with an Earned Master’s Degree ....... 14
Minimum Number of Credits Required for DNP Degree for Those with an Earned BSN Degree ............... 14
DNP Projects ................................................................................................................................................ 14
Overview ..................................................................................................................................................... 14
DNP Project Committee .............................................................................................................................. 14
Sites for the DNP Project ............................................................................................................................. 14
DNP Project Progress and Associated Academic Credit .............................................................................. 14
Deliverables ................................................................................................................................................. 15
Publication of DNP Project Outcomes......................................................................................................... 15
Authorship ................................................................................................................................................... 15
After Your Article Is Submitted ................................................................................................................... 15
DNP Outcome Objectives ............................................................................................................................ 16
Student Admission Pathways ...................................................................................................................... 16
Post BSN Degree (minimum of 71-84 credits) ............................................................................................ 17
Currently Enrolled MSN Students at DUSON (minimum of 35 credits beyond the Master’s degree) ........ 17
Post Master’s Degree (minimum of 35 credits) .......................................................................................... 17
Post / Concurrent PhD (minimum of 35 credits) ......................................................................................... 17
ACADEMIC POLICIES AND PROCEDURES ..................................................................................................... 17
Overview ..................................................................................................................................................... 17
Organization of this Section ........................................................................................................................ 18
Confidentiality and Release of Student Records ......................................................................................... 18
4
Student Progression with Course of Study.................................................................................................. 18
Academic Advisement ................................................................................................................................. 18
Academic Warning and Academic Probation .............................................................................................. 18
Definition of Full-Time Enrollment Status ................................................................................................... 18
Attendance .................................................................................................................................................. 18
Religious Observance and Holidays ............................................................................................................ 19
Procedure .................................................................................................................................................... 19
Course Format Definitions .......................................................................................................................... 19
Grades ......................................................................................................................................................... 20
Incomplete Course Work (“I” Grade) .......................................................................................................... 20
Adding, Dropping, or Withdrawing from a Course ..................................................................................... 20
Transfer of Credits ....................................................................................................................................... 21
Interinstitutional Agreements ..................................................................................................................... 21
Time for Completion of a Degree ................................................................................................................ 21
Separation from the School of Nursing ....................................................................................................... 22
Leave of Absence ......................................................................................................................................... 22
Student Parental Leave ............................................................................................................................... 22
Returning from a Leave of Absence ............................................................................................................ 22
Withdrawal from the School of Nursing ..................................................................................................... 22
Student Request for Voluntary Withdrawal from the School of Nursing ................................................... 22
Involuntary Withdrawal from the School of Nursing .................................................................................. 23
Administrative Withdrawal for Reasons of Conduct ................................................................................... 23
Administrative Withdrawal for Academic Performance ............................................................................. 23
Degree Completion and Graduation ........................................................................................................... 24
Intent to Graduate ...................................................................................................................................... 24
Technical Standards for Degree Completion .............................................................................................. 24
Graduate Recognition and Commencement .............................................................................................. 24
School of Nursing Hooding and Recognition Ceremonies .......................................................................... 24
Duke University Commencement Exercises ................................................................................................ 24
Diplomas ...................................................................................................................................................... 25
NON-ACADEMIC POLICIES AND PROCEDURES ............................................................................................ 25
Duke University – Tobacco Free Campus Policy ......................................................................................... 25
Alcohol / Drug Policy ................................................................................................................................... 25
Student Disability Access Office: Reasonable Accommodation Process .................................................... 26
Duke University Office for Institutional Equity ........................................................................................... 26
Duke University Non-Discrimination Statement ......................................................................................... 26
Communication between Duke University and Students ........................................................................... 27
Use of Social Media Policy ........................................................................................................................... 27
Social Media Defined................................................................................................................................... 27
Consequences: ............................................................................................................................................ 28
Additional Resources: .................................................................................................................................. 28
Policy: .......................................................................................................................................................... 29
Procedure: ................................................................................................................................................... 29
RESOURCES (DUKE UNIVERSITY) ................................................................................................................. 30
Duke Student Health Services ..................................................................................................................... 30
Student Mental Health Services .................................................................................................................. 30
Safety ........................................................................................................................................................... 31
Duke University Police ................................................................................................................................. 31
5
Sexual Assault Support Services .................................................................................................................. 31
For crisis support: ........................................................................................................................................ 31
Duke University Student Affairs .................................................................................................................. 31
Graduates and Professional Student Council (GPSC) .................................................................................. 32
The Libraries ................................................................................................................................................ 32
The Duke University Medical Center Library (DUMCL) ............................................................................... 33
DUSON GENERAL INFORMATION ................................................................................................................ 33
Student Identification Badges / Cards ......................................................................................................... 34
Parking ......................................................................................................................................................... 34
ePrint ........................................................................................................................................................... 34
Name and Address Changes ........................................................................................................................ 34
Technology Support .................................................................................................................................... 34
DUSON RESOURCES TO SUPPORT STUDENTS ................................................. Error! Bookmark not defined.
DUSON STUDENT ORGANIZATIONS ............................................................................................................ 35
APPENDIX A.1 .............................................................................................................................................. 38
Personal Integrity Policy .............................................................................................................................. 38
APPENDIX A.2 .............................................................................................................................................. 41
Personal Integrity Guidelines ...................................................................................................................... 41
APPENDIX B ................................................................................................................................................. 45
Student Complaint and Dispute Resolution Process For Academic Issues ................................................. 45
REQUEST FOR FORMAL RESOLUTION OF STUDENT COMPLAINT RELATED TO ACADEMIC ISSUES ............ 47
Appendix C .................................................................................................................................................. 48
Violation of Duke Community Standard or ................................................................................................. 48
School of Nursing Personal Integrity Policy ................................................................................................ 48
Duke University School of Nursing .............................................................................................................. 48
6
DEAN’S WELCOME
Welcome to Duke University School of Nursing (DUSON), a top nursing school in the nation. We are
proud of the work our community is doing to transform health care and we are so glad you are joining
us!
Here at DUSON, our mission is to advance health and social equity by preparing nurse leaders and
innovators with a commitment to improving health outcomes through excellence in education and
clinical practice, and transformative nursing science.
Nurses—the country’s largest and most trusted segment of frontline health care providers—are uniquely
poised to challenge and shift paradigms. Throughout your matriculation, you will learn, if you are not
already aware, of how DUSON is leading the way in transformed models of health care, and driving
meaningful and impactful change in our health care and public health systems.
As a student here, you will have the opportunity to work with and learn from faculty who are preparing
the next generation of nurses to bring clinical, scientific and relational expertise to health care, and are
preparing community health and policy leaders committed to the reduction of health inequities.
I and our School’s leaders are committed to your success and well-being so as you embark on this new
journey, we encourage you to take the time to familiarize yourself with our student handbook. In this
handbook, you will find information on our philosophy, academic policies and procedures, clinical
requirements, course information and the many resources we provide to assist you in being a successful
student.
We are here for you and we want to ensure that you have everything you need to be a top nursing
leader. If you have a problem or have ideas, please contact your faculty advisor, program faculty and
staff, the Office of Student Services, or the Student Success Center.
In becoming a Duke University School of Nursing student, you now join a large, collaborative community
including more than 7,000 alumni. Keep up with all that our community is doing in news and events and
through our Facebook, Twitter, Instagram, LinkedIn, and YouTube.
Now is the time for change! Now is the time for nursing and I’m looking forward to you joining us as we
boldly claim the mantle to advance new thinking and new actions to end health and social inequities.
On behalf of the DUSON administration, faculty and staff, welcome to Duke!
With warmest regards,
Vincent Guilamo-Ramos
Dean, Duke University School of Nursing
Vice Chancellor, Nursing Affairs, Duke University
7
Assistant Dean’s Welcome
Let me add my welcome to that of the dean. We are delighted you made the decision to attend Duke to
earn your doctor of nursing practice degree. The admission process was a rigorous one, but you rose to
the top and are now ready to embark on a new educational journey. Whether you are just beginning
your journey in advanced nursing practice as a BSN-DNP student or you come to us as an expert nurse in
your area of practice as an MSN-DNP student, our focus is to provide you with knowledge and skills you
need to enhance your chosen role. We believe that what you learn in the program will have a
transformative effect on your professional practice. The hallmark of your DNP program is Translation,
Transformation and Leadership. That is translation of evidence to practice, transformation of health care
systems and delivery methods, and leadership within and across health care professions and
organizations.
I look forward to this academic year and to working with you as you begin this new journey!
Julee B. Waldrop, DNP, PNP, FNP, CNE, SANE-A, FAANP, FAAN
Assistant Dean Director, DNP Program
8
ACADEMIC CALENDAR
For the 2022-2023 Academic Year, the School of Nursing has four Academic Calendars: one for the ABSN
Program; one for Graduate Programs (MSN and DNP, excluding Nurse Anesthesia students); one for Nurse
Anesthesia DNP students and one for PhD students. Consult the appropriate Academic Calendar for
information regarding the academic year (i.e., semester beginning and ending dates, registration windows,
holidays, etc.) The Graduate School Academic Calendar is available here.
Offices
Dean’s Office
Vincent Guilamo-Ramos
Dean of the School of Nursing;
Vice Chancellor for Nursing Affairs, Duke University
(919) 684-9444
Office of Academic Affairs
Valerie K. Sabol
Interim Vice Dean for Academic Affairs
(919) 613-6010
Office of Global and Community Health Initiatives
Michael V. Relf
Associate Dean for Global and Community
Health Initiatives
(919) 684-9219
email: [email protected]
Office of Diversity, Equity & Inclusion
Brigit M. Carter
Associate Dean for Diversity and Inclusion
(919) 668-5103
Office of Research Affairs
Sharron Docherty
Interim Vice Dean Research
(919) 613-6038
Office of Financial Aid
Jill C. Cordell
Senior Director, Financial Aid and Institutional
Research
(919) 684-9663
Office of Admissions
Nora Harrington
Director of Admissions and Recruiting
(919) 668-6274
Office of Student Services
Bebe T. Mills
Director of Student Services and Registrar
(919) 684-9151
Academic Programs
Accelerated Bachelor of Science in Nursing Program
Michelle Hartman, Assistant Dean
(919) 684-2693
Master of Science in Nursing Program
Anne Derouin, Assistant Dean
Phone: (919) 668-5375
Doctor of Philosophy in Nursing Program
Rosa Gonzalez-Guarda, Assistant Dean
(919) 613-2634
Doctor of Nursing Practice Program
Julee B. Waldrop, Assistant Dean
(919) 684-4244
9
DUKE UNIVERSITY SCHOOL OF NURSING
Mission
The mission of the Duke University School of Nursing is to create a center of excellence for the advancement
of nursing science, the promotion of clinical scholarship, and the education of clinical leaders, advanced
practitioners and researchers. Through nursing research, education, and practice, students and faculty seek
to enhance the quality of life for people of all cultures, economic levels and geographic locations.
Philosophy
Duke University School of Nursing is committed to achieving distinction in research, education and patient
care predicated on our beliefs regarding human beings, society and the environment, health and health care
delivery, nursing, and teaching and learning.
Human Beings
We believe that the dignity of each human being is to be respected and nurtured, and embracing our
diversity affirms, respects, and celebrates the uniqueness of each person. We believe that each human being
is a unique expression of attributes, behaviors and values which are influenced by his or her environment,
social norms, cultural values, physical characteristics, experiences, religious beliefs and practices. We also
believe that human beings exist in relation to one another, including families, communities, and populations.
Society/Environment
As socio-cultural beings, humans are affected by and, in turn, influence the environments in which they exist,
environments that are both internal (i.e., physiological, psychological, ethical) and external (i.e., cultural,
political, social, economic, professional, global). Such environments influence the health of individuals and
groups, and also influence health care delivery systems, access to care, and health disparities. We believe
that society has a responsibility for providing environments that are conducive to maximizing the potential of
its individual members and of society as a whole, for eliminating long-term inequities that contribute to
health disparities, and for creating systems and roles that protect its members.
Health
We believe that optimal health does not preclude the existence of illness; health and illness exist on parallel
continuums such that even people with chronic or debilitating illness may experience optimal levels of health
through adaptation. We believe that all humans, from infants to the oldest of age, have a capacity to adapt to
health and illness challenges whether they arise from environmental or genetic origins. Nursing’s role is to
assess, support adaptation, or intervene when the appropriate ability does not exist within the individual or
group. Because health is an innate characteristic of humans, we believe that high quality health care is a
human right.
Health Care Delivery
Maintaining optimal health and preventing disease for individuals, families, communities and populations
depend on collaborative partnerships between patients/families/communities and teams of
interprofessional providers of care. We believe that health care must be patient-centered and that mutual
trust between patients and providers is created by relationships that reflect respect for dignity, diversity,
integrity, self-determination, empathy, and a capacity for grace and empowerment.
Patients/Families/Communities must be supported and encouraged in making care decisions and in engaging
in the adaptive work needed for responding to health or illness challenges as they transition through all levels
of the care system.
10
Nursing
Nursing exists as a function of society for the protection of its members through legally sanctioned roles,
responsibilities, and scopes of practice. We believe that nursing is a scholarly discipline centered on assisting
people to protect, promote, and optimize their health and abilities, prevent illness and injury, and alleviate
suffering. Nursing achieves this through the diagnosis and treatment of human responses to health
threatening conditions, advocacy in the care of individuals and groups, and the generation and translation of
research findings for nursing practice. Nursing is committed to a holistic and evidence-based approach to
human caring and compassion; respecting the dignity, self-determination, and worth of all human beings. It is
our belief that Nursing focuses on the uniqueness of each human being, guided by the systematic process
of assessment, planning, implementation, and evaluation; the goal of which is to optimize the quality of
adaptation in human beings.
We believe that nursing has a moral responsibility to the common good and an obligation to social justice
and equitable access to culturally sensitive, high-quality care for all human beings. Nurses also are
responsible for helping to reduce health disparities and reaching out to those, locally or abroad, who are
vulnerable.
We believe that nurses begin as novices and progress to experts, with increasing complexities of knowledge,
skills and values needed to promote, maintain, restore, support, and maximize adaptation of humans as they
fluctuate along the wellness and illness continuums. We affirm our commitment to scientific inquiry, the
advancement of knowledge and understanding, and the transfer of that knowledge to others for the good of
society through innovation and the novel application of technology. We believe that all nurses must practice
to the full scope of their education and training in environments where laws, standards of practice, and
reimbursement regulations are commensurate with education and experience.
Teaching/Learning
We believe that our purpose is to develop nurse leaders in practice, education, administration and research
by focusing on students’ intellectual growth and development as adults committed to high ethical standards
and full participation in their communities. We recognize that it is the responsibility of all individuals to
assume ownership of and responsibility for ongoing learning, as well as to continually refine the skills that
facilitate critical inquiry for lifelong learning.
The Duke University School of Nursing promotes an intellectual environment that is built on a commitment to
free and open inquiry and is a center of excellence for the promotion of scholarship and advancement of
nursing science, practice and education. We affirm that it is the responsibility of faculty to create and nurture
academic initiatives that strengthen our engagement of real world issues by anticipating new models of
knowledge formation and applying knowledge to societal issues. This, we believe, equips students with the
necessary cognitive skills, clinical reasoning, clinical imagination, professional identity and commitment to the
values of the profession, that are necessary to function as effective and ethical nurse leaders in situations
that are underdetermined, contingent, and changing over time.
Statement of Diversity and Inclusion
Duke University School of Nursing is committed to increasing diversity and inclusiveness in our community.
Diversity is more than broadly representative demographic differences. Rather, diversity embodies cultural
sensitivity and openness, collaboration, and inclusion. Diversity fosters learning by reflecting experiences
from life, classroom, and practice, as well as social beliefs. Individually and together, we encourage
opportunities to think and behave equitably by acknowledging and respecting different beliefs, practices, and
cultural norms. We honor pluralism and encourage each other to explore, engage in, and embrace one’s
11
uniqueness while we uphold academic excellence, celebrate strategic change, and honor traditions. By
embracing diversity and inclusion in all that we do and strive for, we strengthen our community, our
pedagogy, our research, and the future design, development, and delivery of a health care system that
eliminates disparities both locally and globally. Moving forward, we will continue to acknowledge and
celebrate our differences and promote community values that reflect our diversity and multiple ways of
knowing in an intercultural world.
Core Values
Excellence
We are entrusted to provide the highest quality education for our students and lead in the discovery of
advances that improve the health of others.
Integrity
We are committed to honesty, transparency, and accountability for our actions and outcomes.
Collaboration
Through collaboration and teamwork, we multiply the impact of our work for the greatest possible benefit.
Respect
We treat others with civility, kindness and as equals in all interactions, and recognize that all members of our
community offer valuable contributions.
Innovation
We thrive on bold creativity and ingenuity, finding solutions that define the future.
Diversity and Inclusiveness
Celebrate our diversity, eliminate barriers that prevent full participation of all, and strive for institutional
equity.
ACADEMIC INTEGRITY
The Duke Community Standard
Duke University is a community dedicated to scholarship, leadership, and service and to the principles of
honesty, fairness, respect and accountability. Citizens of this community commit to reflect upon and uphold
these principles in all academic and non-academic endeavors, and to protect and promote a culture of
integrity.
To uphold the Duke Community Standard:
I will not lie, cheat, or steal in my academic endeavors;
I will conduct myself honorably in all my endeavors; and
I will act if the Standard is compromised.
Personal Integrity Policy and Guidelines for DUSON Students
In all educational, clinical, and professional situations, Duke University School of Nursing students are
expected to conduct themselves in accordance with these principles:
Academic integrity,
Professional integrity, and
Respect for others
as set forth in the Duke University School of Nursing Personal Integrity Guidelines.
Appendix A.1 contains the full text of the Personal Integrity Policy, and Appendix A.2 contains the full text of
the Personal Integrity Guidelines. Students are expected to review and be familiar with the Duke Community
Standard and the Personal Integrity Policy.
12
Civility and Professional Conduct
In an effort to articulate and cultivate habits for being a member of the DUSON community, the DNP program
has adopted the following statement and community norms to help guide its community members in their
interactions.
The Duke University School of Nursing community is dedicated to creating and maintaining a civil
community of success that supports respectful discourse, openness to opposing points of view, and
passionate dialogue with an intention to secure common ground.
To achieve civility within the community and facilitate a culture of success, it essential for its members to
uphold the following community norms:
Assume goodwill – approaching situations positively;
Communicate respectfully – listening actively and being timely; and
Send the mail to the right address – taking the problem to the person involved and not going around
or behind the involved person or up the chain of command without first attempting resolution with
the involved person.
We are all responsible for creating a civil and inclusive learning environment.
Dispute Resolution
In recognition of the fact that disputes or concerns will arise, DUSON has developed a process to address
these issues. This process is built on a basic guideline of the DUSON community that any dispute should be
resolved at the lowest level possible. Your course instructors, faculty advisor and Assistant Dean are
resources available to you.
Another resource to assist with dispute resolution is the Ombudsperson services available through the Office
of Institutional Equity. The full dispute resolution process is in Appendix B of this handbook.
ACADEMIC PROGRAMS
Doctor of Nursing Practice Program
The DNP curriculum is based on the Essentials of the Doctor of Nursing Practice issued by the American
Association of Colleges of Nursing in 2006 and is in accord with the guidelines issued by nursing specialty
practice organizations. The curriculum has four main foci: translation, transformation, leadership, and
specialty practice. The DNP curriculum foci (excluding 6 credits of electives) are shown in the figure
below. The common thread throughout the curriculum is data-driven, evidence-based work that leads
to quality care and patient safety.
Leadership
Agents of Influence and Change
Transformation
Practice Models, Programs of Care, From the Individual to Global
Translation
Analyzing Evidence, Applying Evidence to Create Change, Safety, Quality
13
Curriculum
The DNP program is a rigorous course of study in which information in each course builds upon
knowledge from previous coursework. It is therefore expected that students will progress through the
program using the published matriculation plan. Deviations from this plan will result in a significant
delay in program completion.
Translation
Content in this area prepares students to evaluate research to determine the credibility of the evidence
presented; use research findings to inform practice, improve patient safety and initiate process
improvements; and use existing and developing databases to guide decisions for groups of patients or
health systems.
Transformation
Content in this area prepares students to move individuals and organizations from current reality to a
new, desired state using collective group processes. This content includes innovation, planned and
managed change, visionary leadership and strategic (program) planning, policy, inter-professional
teamwork, community involvement, new practice models, quality (and outcome) metrics and measures,
interoperable user-centric information systems, data driven decision-making and informed, involved,
and health literate consumers.
Leadership
This content area prepares students to assume leadership positions in a specialty area through
attainment and use of knowledge and skills in work across disciplines, negotiation, professional values,
leadership concepts, professional and business ethics, and innovation in health care settings.
Electives
The number of electives is a minimum of 6 credit hours. Students may pursue electives to add breadth
and depth to their content area, or they may elect to pursue courses to support an education,
management, or health policy focus. Students who completed their MSN at DUSON within the past five
years have already completed 6 credit hours that may be applied to the electives in the DNP degree.
Courses
The required DNP courses are distance-based with on campus sessions typically once a semester. Due
to the highly collaborative and interactive group work that takes place during these on campus sessions,
participation in the on-campus sessions is expected. Students unable to attend an on-campus session or
who are not able to participate in the group work/learning conducted during the session may have
points deducted from their grade at the discretion of the course faculty.
Advanced Specialty Practice
14
Minimum Number of Credits Required for DNP Degree for Those with an Earned
Master’s Degree
The minimum number of credits required for the DNP degree is 35.
Minimum Number of Credits Required for DNP Degree for Those with an Earned
BSN Degree
The minimum number of credits required for the DNP degree is 65 .
DNP Projects
Overview
The DNP Project course is the integrating course that brings together the practice and scholarship
elements of the Doctor of Nursing Practice degree. The DNP Scholarly Project is a 4-5 semester scholarly
project designed to address a practice issue affecting groups of patients, health care organizations,
health care systems or professional organizations. Students work with clinics, inpatient units, hospitals,
health care systems, or professional organizations to assess, plan, implement, and evaluate an initiative
jointly agreed upon by the setting, the student, and the student’s Advisory Committee. For example,
students can partner with faculty in the Duke Center for Community Research (DCCR) to identify and
implement projects that benefit the Durham community.
DNP Project Committee
The DNP Project is directed by a Project Committee; chaired by a doctorally prepared regular rank
member of the Duke University School of Nursing faculty. The committee members are nominated by
the student and selected by the chairperson based on the qualifications and expertise of the committee
members. The committee is composed of a chairperson and two others, one of whom must be
doctorally prepared (in any discipline). Whenever possible, the three members of the committee should
possess complementary areas of expertise to guide the content and methods of the scholarly project.
Sites for the DNP Project
Students may propose to use their current site of employment or another site for the DNP scholarly
project. Once a potential site is identified and approved by the student’s advisory committee, the
student will have the clinical site sign a letter of agreement. Thus, students in the first semester of the
program are encouraged to identify and propose a potential site.
DNP Project Progress and Associated Academic Credit
The DNP scholarly project is a minimum of 4 (5 if the student matriculated prior to Fall 2020) credits
over 4 semesters. The project requires a minimum of 400 hours; typically students spend over 500
hours on their project. The student is required to keep track of the project hours in the Typhon platform
(or on a Scholarly Project Hours Tracking Form located in DNP Commons for students who matriculated
prior to Spring 2022) and submit to the DNP program administrator prior to graduation.
Suggested milestones for the scholarly project and associated credits are noted below:
Semester 1: determine project topic
Semester 2: 1 credit – select and secure committee members, draft summary
Semester 3: 1 credits – summary approval, defend proposal, submit to IRB (if needed)
15
Semester 4: 1 credit – implement project
Semester 5: 1 credit – evaluate project, write manuscript, defend project, submit manuscript for
publication
Students who have not completed the project in its entirety and have registered for all 4 project credits
are required to register for a minimum of 1 additional scholarly project credit for each succeeding
semester until the scholarly project is completed.
Deliverables
At the completion of the project, the student will present the findings via an oral presentation in a public
forum. A minimum of one manuscript will be prepared and submitted to a professional journal.
Publication of DNP Project Outcomes
In compliance with DNP graduation requirements, DNP students must submit a committee- approved
manuscript to a professional journal. Authorship of the article is as follows:
the DNP student is the first author, and
The DNP Scholarly Project Chair will help the student determine listing of authors. The
following guidelines of the International Committee of Medical Journal Editors (ICMJE)
1
apply:
Authorship
According to the ICMJE1 guidelines, “Authorship credit should be based on
1) substantial contributions to the conception or design of the work, or acquisition, analysis or
interpretation of data for the work; and
2) drafting the work or revising it critically for important intellectual content; and
3) final approval of the version to be published and
4) agreement to be accountable for all aspects of the work in ensuring that questions related
to the accuracy or integrity of any part of the work are appropriately investigated and
resolved.
Each person listed as an author should meet all four criteria, and all persons who so qualify should be
listed as authors. The corresponding author should be prepared to explain the inclusion of all coauthors
and their order in the byline. (Some journals require the submission of specific information about the
contributions of each author, and include this information in the published article.) The order of authors
should be a joint decision. It is not the role of editors to make authorship/contributorship decisions or to
arbitrate conflicts related to authorship.
After Your Article Is Submitted
The journal review process for articles is time-consuming; you need to exhibit patience while your
submission is in review. Most journals use online submission systems that allow authors to track the
progress of their manuscripts through this process, which typically takes several months. If there is no
electronic process, and you have not heard from the journal after several months, you may contact the
editor.
1
Uniform requirements for manuscripts submitted to biomedical journals: Writing and editing for biomedical publications.
16
If the manuscript is accepted by the journal with or without revisions, the student should consult the
DNP Project Chair to discuss the editor’s response, and if revisions are recommended, changes must be
made prior to final submission of the article. This needs to be done in a timely fashion.
If a manuscript is rejected by the journal to which it was initially submitted, the student should consult
with the DNP Project Chair to identify other journals for article submission. The article should then be
revised as needed and submitted to the next journal that is selected as most relevant, and if this is not
successful to a third or even a fourth journal. Although we hope that your first journal submission is
successful, it is not unusual for an article rejected by one journal to be accepted after subsequent
submission to another journal.
If the article submitted to the first journal or subsequent journals is not accepted, and the student
declines to re-submit to another journal within three months, the right to the manuscript will be
transferred to the DNP Project Chair, who will be the first author on the article if it is resubmitted and
accepted for publication. The student will become the second author and in this capacity will be
notified whenever the manuscript is submitted to a new journal.
Faculty believe that dissemination of results is an integral part of scholarly work. We encourage you to
work with your DNP Project Chair to publish your results.
Finally, in addition to publishing your DNP scholarly project, we encourage you to submit abstracts for
oral presentations and poster presentations at professional meetings. Consult your DNP Project Chair
for guidance on submitting your work and preparing presentations.
DNP Outcome Objectives
The outcome objectives of the DNP program reflect integration and application of the knowledge and
skills obtained in the program. Thus, at the completion of the program the DNP graduate will be able to:
Use translational science and analytic methods to develop, identify, implement and evaluate
best practices to improve health care and health care systems.
Act as a practice scholar to design, direct and evaluate system changes to promote safe,
timely, effective, efficient, equitable and patient-centered care.
Engage in complex, evidence-based advanced-nursing practice and evaluate innovative
approaches to care delivery for individuals, communities and populations.
Partner with others to develop interactive interprofessional teams that communicate
effectively, promote health, reduce risk, enhance patient outcomes and improve complex
health care delivery systems.
Employ strategic leadership skills to influence health policy; implement ethical, cost
effective and evidence-based changes in care systems; and advance the profession.
Translate knowledge into practice and policy to reduce health disparities, encourage cultural
sensitivity and promote access to quality care while advocating for social justice and equity
locally, nationally and globally.
Use data analytic methods, information systems and technology to evaluate, integrate and
apply knowledge that will improve programs of care, outcomes of care and care systems.
Student Admission Pathways
Students will enter the DNP Program through one of four pathways:
17
Post BSN Degree (minimum of 71-84 credits)
Nurses with an earned BSN who are registered nurses will be eligible to enter the DNP program directly
after completion of the BSN. At the time of application to the DNP program, they will be required to
declare their advanced practice major, since at DUSON some majors are more competitive than others
based on available student slots in the specialty. Additionally, some majors have required clinical
experiences prior to matriculation. Note: Education majors are not eligible for Post BSN to DNP.
Currently Enrolled MSN Students at DUSON (minimum of 35 credits beyond the
Master’s degree)
Students currently enrolled in one of the Master’s advanced practice majors can apply for entry to the
DNP program.
Post Master’s Degree (minimum of 35 credits)
Students with an earned Master’s in nursing will be eligible to apply for the DNP if their Master’s degree
is in an advanced practice major or in a health-related field. Advanced practice is defined as direct care
specialization (e.g., nurse practitioner, clinical nurse specialist, nurse anesthetist, nurse midwife) or
indirect care specialization (e.g., nursing administration, nursing and healthcare leadership, nursing
informatics). The curriculum for these students will recognize their attainment of the advanced
specialty practice Master’s degree. Depending on their advanced practice major, students may or may
not have prerequisites to meet prior to or concurrent with admission to the program. Note: Education
majors, Clinical Nurse Leader (CNL) majors and General Master’s degrees are not eligible for Post
Master’s Degree to DNP Students who completed their MSN at DUSON within the past 5 years are not
required to take 6 credit hours of electives in the DNP degree.
Post / Concurrent PhD (minimum of 35 credits)
A very small number of students may desire to have terminal degrees in both practice and research
(DNP/PhD). For these students, an earned Master’s degree in an advanced practice major will be
required prior to admission. Depending on their advanced practice majors, students may or may not
have prerequisites to meet prior to or concurrent with admission to the program.
ACADEMIC POLICIES AND PROCEDURES
Overview
The students, faculty, administration, and staff of the Duke University School of Nursing are part of the
academic community of Duke University and as such are subject to the policies, rules and regulations of
the University as a whole. Additionally, the School and its respective programs may, as deemed
necessary, develop its own policies and procedures to augment those of the University. The following
includes information from and addenda to the Bulletin of the Duke University School of Nursing. The
handbook should not be viewed as a replacement for the Bulletin or policies of the University as a
whole. Additional information can be obtained by contacting the Duke University School of Nursing
Office of Admissions and Student Services at (919) 684-4248 or (877) 415-3853, or at the School of
Nursing website.
18
Organization of this Section
Each academic program of the Duke University School of Nursing has developed its own Student
Handbook. Information relevant to all programs is included in all handbooks, supplemented by program-
specific information. Wherever possible, students are referred also to electronic references via the use
of hyperlinks.
Confidentiality and Release of Student Records
A full explanation of the Duke Student Records Policy is available on the Office of the University
Registrar website.
Student Progression with Course of Study
Academic Advisement
Every student is assigned an academic advisor at the time of matriculation. The initial advisor for all
students will be the DNP Program Assistant Dean. The advisor will guide the student’s academic
activities and course of study, in accordance with the student’s clinical, professional, and scholarly
interest. The student, in collaboration with the student’s academic advisor, will develop a matriculation
plan (long range plan) that charts progression from matriculation to graduation. Some courses must be
taken in a specific sequence so it is critical to recognize pre-requisites in developing the matriculation
plan. When a student wishes to change or deviate from an accepted matriculation plan, the student
must promptly communicate with the academic advisor to plan and document when and how the
student will return to the matriculation plan or develop a new revised matriculation plan.
The School of Nursing reserves the right to change a student’s advisor as needed. Likewise, the student
may request a change of advisor by submitting the Change of Advisor Form.
Academic Warning and Academic Probation
A student whose cumulative GPA falls between 2.7 and 3.0 at any time will receive a letter of academic
warning and will be encouraged to meet with her or his academic advisor. Students whose cumulative
GPA falls below 2.7, or who have a “C” in a required DNP course 900-level nursing course, will be placed
on academic probation and must meet with their academic advisor to develop a personal plan for
improvement.
Definition of Full-Time Enrollment Status
Full-time status is defined as follows:
Full credit load for fall and spring semesters: 6 credit hours/semester
Full credit load for summer semester: 4 credit hours
Full credit load for international students: 6 credit hours for fall/spring semesters and 4
credit hours for summer semester; no more than 3 credit hours per semester may be taken
in online format
Attendance
Students are expected to attend and participate in all classes, clinical rotations and on campus intensive
sessions unless excused by the course faculty prior to being absent.
19
Religious Observance and Holidays
The Duke University School of Nursing has established procedures for students to notify their instructors
of an absence in order to observe a religious holiday. These procedures reflect the School’s commitment
to our increasing diversity and to enabling students’ spiritual development. Students desiring to miss
classroom or clinical sessions to observe a religious holiday are expected to make prior arrangements
with their instructor(s) to make up any work missed. As a courtesy and in order to allow ample planning
time for making up work, students should notify each of their instructors at the beginning of the
semester of any religious holiday(s) that will necessitate their absence from classes that semester.
Procedure
The religious observance notification procedure is based on the operating principle that students
will act in accordance with the Duke Community Standard. This procedure can be used only to notify
an instructor of an absence necessitated by observance of a religious holiday.
No later than four weeks prior to the date of the holiday, students are expected to notify their
instructor(s) that they will miss classroom or clinical sessions in order to observe a religious holiday by
completing and submitting to the instructor the Notification of Absence Due to Observance of a
Religious Holiday form.
Because religious holidays are scheduled in advance, instructors have the right to insist that course work
to be missed should be completed prior to an anticipated absence in accordance with the course
attendance policy. The student’s signature on the form affirms compliance with the Duke Community
Standard.
Given the time limitations inherent in completing end-of-semester assignments or making up a
missed final exam, this procedure cannot be used during the final exam period. Students are
expected to take final examinations at the scheduled times and to complete end-of-semester work by
the deadlines set by the instructor.
Course Format Definitions
The School of Nursing offers courses in three delivery formats: campus courses, distance-based courses,
and online courses. Course formats are defined as follows:
Campus Courses. Campus courses include regular class sessions on campus throughout the
semester. Courses may be totally campus-based or include some online activities.
Distance-Based Courses. Distance-based courses blend mostly online instruction with some
on campus sessions typically required (from one to three per semester).
Online Courses. Online courses consist of instructor-designed, student driven, interactive
modules of instruction delivered via the Internet. Online courses may have a synchronous
component (planned activities at specific times when students and/or faculty interact – for
example, in an online chat or through a teleconference).
Expectations for online and distance-based students can be found on the School of Nursing website.
20
Grades
Most courses in the School of Nursing counting towards the DNP degree must be taken for a grade.
Grades will be assigned as follows:
Letter Grade
Final Course Percentage
GPA Calculation
A
93 – 100
4.0
A –
90 – 92
3.7
B +
87 – 89
3.3
B
83 – 86
3.0
B –
80 – 82
2.7
C +
77 – 79
2.3
C
73 – 76
2.0
C –
70 – 72
1.7
F
69 and below
0.0
Certain courses have a designation of “credit.” These courses include, but are not limited to, directed scholarship,
independent study, MSN clinical and synthesis courses, and the DNP Project. These courses are graded “Cr” or
“NCr.” The designation “Cr” indicates that the student has successfully completed all the requirements for those
credits registered. The designation “NCr” indicates that the student has failed the course and “NCr” is the
equivalent of an F grade.
Incomplete Course Work (“I” Grade)
In case of illness or other situations where coursework cannot be completed on schedule, it is the
student’s responsibility to negotiate with the instructor for an “I”, (incomplete grade) and adjustment of
the deadline for completion of work. All coursework must be submitted on or before the adjusted due
date. At most, students have one calendar year from the date the course ended to remove the “I”, and if
it is not removed in one calendar year, the grade will be converted to an “F”. Students may not graduate
with any incomplete on their transcript.
Adding, Dropping, or Withdrawing from a Course
Using DukeHub (Duke’s online student registration system), students are able to drop a course or add a
course during the designated Drop/Add period at the beginning of each semester.
The decision to withdraw from a course after the scheduled Drop/Add period requires the student to
meet with their faculty advisor and the faculty of the respective course(s). If the faculty advisor and
faculty of the respective course(s) agree to the withdrawal, the student completes the Course
Withdrawal Form and
obtains the signature of the faculty advisor,
obtains the signature of the faculty member teaching the course.
The faculty member teaching the course then forwards the signed form to the appropriate Assistant
Dean for approval. The withdrawal will be indicated on the student’s transcript as a Withdrew (W). If
the withdrawal is denied, the student must complete the course and will receive the final earned grade
on the official academic transcript.
When a withdrawal is approved, the student should be aware that the Duke University School of Nursing
cannot guarantee registration in the course the next time it is offered. Consequently, the student may
be delayed in completing the respective program for which he or she is matriculated. The student may
be required to take a leave of absence from the respective program since required courses are not
taught each semester. Students who find it necessary to interrupt their program of study should
21
formally request in writing a leave of absence following the procedures outlined in the Student
Handbook and utilizing the form available online through the Office of Student Services. A maximum of
one calendar year’s leave may be granted. Please refer to the section below on Leaves of Absence for
further details.
Refunds of tuition and fees will not be made except as applicable within the established parameter of a
total withdrawal from the program after the Drop/Add period. The Course Withdrawal Form may be
obtained via the School of Nursing website, or in the Office of Admissions and Student Services.
Transfer of Credits
A maximum of six units (6) of graduate credit may be transferred for graduate courses completed after
the earned master’s degree at other accredited institutions (or in other graduate programs at Duke).
Such units are transferable only if the student has received a grade of at least B (3.0 on a 4.0 scale or its
equivalent) and after the student has earned a minimum of six (6) units of graduate credit at Duke
University School of Nursing. The student’s advisor and the program director or Assistant Dean must
approve all requests for transfer credit.
Students wishing to transfer course work must make a written request to their academic advisors, and
must provide a transcript and a syllabus or other description of the course they wishto have considered
for transfer credit.
The Request for Transfer of Graduate Credits form is available electronically or from the Office of
Admissions and Student Services.
Interinstitutional Agreements
Under a plan of cooperation between Duke University and the University of North Carolina at Chapel
Hill, University of North Carolina at Greensboro, University of North Carolina at Charlotte, North
Carolina Central University in Durham, and North Carolina State University in Raleigh, students properly
enrolled in a graduate or professional school of Duke University during the regular academic year, and
paying full fees to this institution, may be admitted to a maximum of two courses at one of the other
institutions in the cooperative plan. Credit so earned is not considered transfer credit.
All interinstitutional registrations involving extra-fee courses or special fees required of all students will
be made at the expense of the student and will not be considered a part of the Duke tuition coverage.
Additional information regarding interinstitutional study may be found on the Duke University
Registrar’s website.
Time for Completion of a Degree
Post-BSN students have seven calendar years from the date of matriculation to complete the DNP
degree. Post-Master’s DNP students have five calendar years from the date of initial matriculation to
complete the DNP degree. No full-time residence is required; however, all students enrolled in the
school who have not been granted a leave of absence by the Director of the Academic Program, must
register for fall, spring, and summer semesters until all degree requirements are completed. For
students who find it necessary to take a leave of absence (LOA), time in LOA status counts toward the
seven (post-BSN) or five (post-MSN) years for degree completion.
22
Separation from the School of Nursing
Students may discontinue their studies at the Duke University School of Nursing through a formal Leave
of Absence or by withdrawal from the School as defined below.
Leave of Absence
All students enrolled in the School of Nursing must register for fall, spring and summer semesters until
all degree requirements are completed, unless registration is waived via an approved leave of
absence. Leaves of absence can be either student-initiated or administratively initiated.
Students who find it necessary to interrupt their program of study because of medical necessity or other
emergency reasons must make the request in writing to the Director of the DNP Program using the
appropriate form. The request must be made prior to the beginning of the semester in which the leave
is intended. The leave of absence may be granted for up to one year and can only be granted to
students who are in good academic standing.
Student Parental Leave
Child-bearing or adoption should not jeopardize a student’s experience in the School or the completion
of a program of study. A student (whether male or female) may have up to (6) weeks of leave for the
birth or adoption of a child. The student and the faculty advisor and/or the Assistant Dean of the DNP
Program will determine modifications to clinical scheduling or course work deadlines to accommodate
the leave period. A record of this plan will be placed in the student’s educational record. Should
additional time beyond six weeks be needed, the student may convert to a medical or personal leave,
depending on the circumstances, as outlined in the policies described above.
Returning from a Leave of Absence
Students returning from a leave of absence should notify, in writing, their faculty advisor and the
Assistant Dean of the DNP Program at least ninety days prior to the beginning of the semester in which
they intend to return. The purpose of this contact is to make sure that registration and re-entry into
courses will proceed smoothly.
Return from a leave of absence for medical or psychological reasons requires written notification from a
physician / health care provider / therapist to the Assistant Dean of the DNP Program stating that the
student is cleared to resume the course of study including participation in clinical activities. This
notification must be made at least ninety days prior to the beginning of the semester in which the
student plans to return.
Withdrawal from the School of Nursing
Withdrawal from the School of Nursing may be either voluntary or involuntary.
Student Request for Voluntary Withdrawal from the School of Nursing
If a student for any reason wishes to withdraw from the school, written notification must be made to
the Office of Admissions and Student Services before the expected date of withdrawal and no later than
the last day of classes for that semester. Forms for students requesting withdrawal from the School are
available online through the School of Nursing website or from the Office of Admissions and Student
Services.
23
Information regarding refunds of tuition and fees may be found in the section on Tuition and Fees in the
School of Nursing Bulletin. Students who have been granted a withdrawal from the school and wish to
return must apply for re-admission according to regular admission policies.
Involuntary Withdrawal from the School of Nursing
Involuntary withdrawal (dismissal) from the School of Nursing can occur due to reasons of personal
misconduct, professional misconduct, and/or poor academic performance. Prior to any dismissal, the
School of Nursing will follow due process procedures to investigate the issue and determine the course
of action. The details regarding jurisdiction of dismissal and due process are covered as an appendix to
this document.
Administrative Withdrawal for Reasons of Conduct
School of Nursing students who exhibit harmful, potentially harmful, or disruptive behavior due to
apparent medical or psychological distress and who do not voluntarily request a leave of absence, may
be subject to involuntary administrative withdrawal from the School of Nursing if their behavior renders
them unable to effectively function in the University community. Such behavior includes, but is not
limited to, that which:
poses a significant threat of danger and/or harm to members of the University community;
and/or
interferes with the lawful activities or basic rights of other students, University employees,
or visitors; and/or
poses a threat or suspicion of threat to patient safety.
The School of Nursing will also address all reports of impaired or possibly impaired performance of
students in order to assure the safety of patients, coworkers, and other students. In the presence of
reasonable suspicion, students may be required to undergo drug testing or other professional
evaluations. Health difficulties impairing performance can result from physical and/or mental/behavioral
problems, including but not limited to issues such as illegal drug use, misuse of legal drugs, or alcohol
abuse. Investigations, assessments and evaluations shall be confidential under the Family Educational
Rights and Privacy Act (also known as FERPA or the Buckley Amendment) except as limited by
regulation, ethical obligation, and/or threat to patient safety.
Additional behaviors warranting potential involuntary administrative withdrawal include, but are not
limited to unethical behaviors, personal misconduct, or professional misconduct such as violating the
Duke Community Standard, the School of Nursing’s Personal Integrity Policy, professional standards of
care, the Code of Ethics for Nurses, and regulations governing nursing practice through the individual
state/ district Nurse Practice Acts.
Administrative Withdrawal for Academic Performance
Students are encouraged to reflect critically on their academic performance each semester and to
maintain a satisfactory grade point average (GPA).
DNP students who have completed at least three (3) courses and have a cumulative GPA less than 2.5,
two C grades or an F or NCr in any DNP course will be withdrawn from the School of Nursing. A DNP
student whose cumulative GPA falls between 2.7 and 3.0 at any time will receive a letter of academic
warning and will be encouraged to meet with her or his academic advisor. A student whose cumulative
GPA falls below 2.7, or who has a “C” in a DNP-required course, will be placed on academic probation
and must meet with her or his academic advisor to develop a personal plan for improvement.
24
Nurse Anesthesia students who have a GPA less than 3.0 at any time during the program will be
administratively withdrawn. A grade of B- (80.0-82.9) in any graduate level course will result in
administrative withdrawal from the Nurse Anesthesia Program at the end of the semester in which the
grade is received. Students are required to successfully complete all credit/no credit courses, and failure
to do so will result in administrative withdrawal from the program
Degree Completion and Graduation
Intent to Graduate
All students eligible to graduate will be notified by email that they must file an online application to
graduate through DukeHub. The notification email includes instructions on how to access DukeHub and
complete the application form electronically.
Students expecting to graduate must complete and submit electronically via DukeHub the Intent to
Graduate form within the time window appropriate for their graduation date.
January 1 – January 31 for May graduation
June 15 – July 15 for September graduation
October 1 – October 31 for December graduation
Technical Standards for Degree Completion
To successfully complete the DNP programs, students must possess the technical abilities listed below:
1) Effectively speak, write, and read English.
2) Effectively use computer software outlined during admission process.
Graduate Recognition and Commencement
School of Nursing Hooding and Recognition Ceremonies
Each May and December, the School of Nursing hosts a Hooding and Recognition Ceremony for its
graduates to recognize and celebrate their accomplishments. All graduates are expected to attend this
ceremony. Doctor of Nursing Practice graduates will receive their academic hoods at the May or
December ceremony. All faculty are also expected to attend and participate in the School of Nursing
Hooding and Recognition Ceremonies.
School of Nursing graduates can find additional information about the School of Nursing Hooding and
Recognition Ceremony on the School of Nursing graduation website.
Duke University Commencement Exercises
Duke University conducts one commencement ceremony annually. The Duke University
Commencement Exercises for all graduates are held at Wallace Wade Stadium on a Sunday in May.
Information about the Duke University Commencement Exercises and a full list of graduation weekend
events are posted each year at the Duke University Commencement website.
The Duke University Commencement Exercises represent the only opportunity for degree candidates to
march in an official University graduation ceremony. Particularly among students who are studying for
professional or graduate degrees, the actual completion date of the required curriculum does not
always correspond with the completion of the spring semester. The following criteria apply to
graduating students:
25
Graduates may participate in only one University graduation ceremony.
Students who complete all program requirements by the conclusion of the spring semester
(May graduates) are eligible to participate in the University Commencement Exercises.
Students who have not completed all program requirements by the conclusion of the spring
semester may participate in the University Commencement Exercises only if they complete
all program requirements by the conclusion of the summer semester. The names of these
September graduates will be printed in the program of the Duke University School of
Nursing May Hooding and Recognition Ceremony but will not be included in the program of
the main Duke University Commencement Exercises. (The names of September graduates
will be printed in the program of the Duke University Commencement Exercises for the
following May.)
Students whose degree requirements will be completed following the summer semester will
not be eligible to participate in the University Commencement Exercises until the following
year.
Diplomas
Students who complete degree requirements at the end of the spring term receive degrees dated May
(diplomas mailed in mid-May). Students who complete degree requirements at the end of the summer
term receive degrees dated September (diplomas mailed in mid- to late September), and those who
complete degree requirements at the end of the fall term receive degrees dated December (diplomas
mailed in mid- to late January. Diplomas are mailed to all graduates.
NON-ACADEMIC POLICIES AND PROCEDURES
Duke University – Tobacco Free Campus Policy
Duke University is a tobacco free campus. Use of all tobacco products, including smokeless products
and e-cigarettes, is prohibited on all property and grounds owned and leased by Duke University.
Alcohol / Drug Policy
Duke University’s alcohol policy encourages students to make responsible decisions about the use of
alcoholic beverages and promotes safe, legal, and healthy patterns of social interaction. Duke recognizes
its students to be responsible adults and believes that students should behave in a manner that is not
disruptive or endangering to themselves or others and is in compliance with state and local laws
regarding the possession, consumption, sale, and delivery of alcohol.
Duke University prohibits members of its community to manufacture, sell, deliver, possess, use, or be
under the influence of a controlled substance without legal authorization. A controlled substance
includes any drug, substance or immediate precursor covered under the North Carolina Controlled
Substances Act, including but not limited to opiates, barbiturates, amphetamines, marijuana, and
hallucinogens. The possession of drug paraphernalia is also prohibited under North Carolina state law
and university policy. Drug paraphernalia includes all equipment, products and material of any kind that
are used to facilitate, or intended or designed to facilitate, violations of the North Carolina Controlled
Substances Act.
26
In addition to current matriculation processes, i.e., criminal background checks, satisfactory completion
of all academic requirements as documented by final official transcripts, Duke University School of
Nursing requires drug testing of all entering nursing school students at the time of matriculation.
Consistent with existing state and federal laws and University and Health System or other training site
policies and procedures, diversion of controlled substances, record falsification, theft of controlled
substances, and drug substitution are prohibited and shall result in corrective action up to and including
academic dismissal. Cases of confirmed diversion will be reported to appropriate agencies, including but
not limited to state boards of nursing and the Drug Enforcement Agency (DEA).
Student Disability Access Office: Reasonable Accommodation Process
Students who wish to be considered for reasonable accommodations at Duke University must self-
identify to the Disability Management System–Student Disability Access Office (SDAO).
Students who are entering Duke University for the first time will receive a letter from the Graduate or
Professional School to which they have applied containing procedures for receiving consideration for
reasonable accommodations at Duke University and a Request for Consideration for Reasonable
Accommodations form. The letter also contains information regarding documentation requirements and
documentation guidelines.
Students currently enrolled at Duke University who want information about receiving consideration for
reasonable accommodations should contact the Student Disability Access Office at (919) 668-6213 for
information.
Information about reasonable accommodation is available at the Duke Disability Management System
website, which serves as a central source for disability-related information, procedures, resources, and
services.
Duke University Office for Institutional Equity
Under the auspices of the President, the Office for Institutional Equity provides institutional leadership
in enhancing respectful, diverse and inclusive work and learning environments for the Duke Community.
The office provides a range of services that uphold values of equity and diversity, as well as support
compliance efforts in the areas of equal opportunity, affirmative action and harassment prevention.
Duke University Non-Discrimination Statement
Duke University is committed to encouraging and sustaining a learning and work community that is free
from prohibited discrimination and harassment. The university prohibits discrimination on the basis of
race, color, religion, national origin, disability, veteran status, sexual orientation, gender identity, sex,
genetic information, or age in the administration of its educational policies, admission policies, financial
aid, employment, or any other university program or activity. The university also makes good faith
efforts to recruit, employ and promote qualified minorities, women, individuals with disabilities, and
veterans. It admits qualified students to all the rights, privileges, programs, and activities generally
accorded or made available to students.
Duke University does not tolerate discrimination or harassment of any kind. Duke University has
designated the Vice President for Institutional Equity as the individual responsible for the coordination
and administration of its nondiscrimination and harassment policies generally. The Office for
27
Institutional Equity is located in Smith Warehouse, 114 S. Buchanan Blvd., Bay 8, Durham, NC 27708,
(919) 684-8222, [email protected]du. Sexual harassment and sexual misconduct are forms of sex
discrimination and prohibited by the university. Duke University has a designated director of Title IX
compliance and Age Discrimination Act coordinator. This individual is also with the Office for
Institutional Equity and can be contacted at (919) 660-5766.
Questions or comments about discrimination, harassment, domestic violence, dating violence, and
stalking can be directed to the Office for Institutional Equity, (919) 684-8222. Additional information,
including the complete text of the discrimination grievance procedure and the harassment policy and
appropriate complaint procedures, may be found by contacting the Office for Institutional Equity or
visiting its website at https://oie.duke.edu/. Questions or comments about sex-based and sexual
harassment and misconduct, domestic violence, dating violence, and stalking committed by a student
may also be directed to the Associate Dean of Students in the Office of Student Conduct, at (919) 684-
7336. Additional information, including the complete text of the policy and complaint procedure for
such misconduct, are available on the Student Affairs website.
Communication between Duke University and Students
Electronic mail (e-mail) is the official medium by which Duke University communicates policies,
procedures, and items related to course work or degree requirements to students enrolled at the
university. All students matriculated at the School of Nursing are assigned a Duke University e-mail
account upon acceptance of an offer of admission. It is the student’s responsibility to check this e-mail
account regularly and to respond promptly to requests made by e-mail. No other e-mail account may be
used for official communication with the school.
Use of Social Media Policy
The Duke University School of Nursing (DUSON) recognizes and supports the professional use of social
media by students and employees. In using social media, users have an obligation to conduct
themselves in accordance with all clinical institutional social media policies, Duke University Community
Standards and the DUSON Personal Integrity Policy and Guidelines.
Social Media Defined
Social media is broadly defined and consists of any online platform used as a mechanism for
communication. Social media is most often an Internet-based application that allows for the creation
and exchange of user- generated content. Examples of social media include but are not limited to social
networking sites (e.g., Facebook, LinkedIn, Instagram, Snapchat, Pinterest, Flickr), microblogs (e.g.,
Twitter, Tumblr), user-created webpages (e.g., Wiki, Wikipedia), company and personal blogs (e.g.,
Wordpress), forums and discussion boards (e.g., Google Groups, Yahoo! Groups, ALLnurses.com),
content communities (e.g., YouTube), and audio- sharing (e.g., podcasts).
While new technologies create new opportunities for communication and collaboration, they also
create vulnerabilities for individuals and institutions, especially those involved in the healthcare
environment. The purpose of this policy is to promote the safety and privacy of students, faculty, staff,
patients and their families, and visitors through the protection of sensitive and confidential information.
DUSON recognizes and supports professional use of social media and recognizes that the workforce
participates in social media for personal use. This policy covers the use of social media and internet
activities that associate the DUSON community with all institutions who support DUSON through clinical
placements. Since social media often spans traditional boundaries between professional and personal
28
relationships, additional vigilance is required to ensure that one is protecting personal, professional, and
university reputations.
All members of the DUSON community are expected to observe professional standards for
communication in all interactions and exercise wisdom and caution in using social media. Once posted
online, the content leaves the contributing individual’s control forever and may be traced back to the
individual in perpetuity. Bear in mind that people have been denied employment because of
information posted on social networking sites. The following guidelines apply to the DUSON community
who identify themselves as part of DUSON on professional and personal social media sites:
Protect confidential and sensitive information. Do not post confidential information
about the university, staff, students, clinical facilities, patients or others with whom one
has contact in the role as affiliated with DUSON.
Students and faculty/clinical instructors in clinical settings should familiarize themselves
with the social media policies of those agencies.
Students will not initiate or accept friend requests (or the like) from patients or patient
families except in unusual circumstances except when there is as established
relationship prior to the date of treatment.
Students will not participate in online conversations with patients, patients’ families,
and others regarding patient information.
Activities that occur during clinical experiences will not be shared through social media.
Sharing information includes, but is not limited, to posting pictures of patients, families,
patient records, healthcare workers, interiors of clinical sites, faculty, fellow students,
etc.
Adhere to copyright laws and intellectual property rights of others and of the university.
DUSON or Duke logos or graphics/images are not to be used on personal social media
sites or to promote/endorse a product, cause, political party or candidate.
Personal phone conversations, texting, or use of social media is not allowed at any time
while in patient/client areas or in the classroom.
Recording or videotaping of professors, students, staff, or educational activities for
personal or social media use is prohibited unless the individual(s) involved grant
permission for such taping.
Consequences:
DUSON will investigate and adjudicate potential violations of this policy under DUSON complaint
resolution procedures. Consequences for failure to abide by any component of this policy may result in
disciplinary action, including but not limited to formal reprimand, suspension, course and/or clinical
failure, or dismissal from the program based on the type and seriousness of the violation.
DUSON may have mandatory reporting obligations to licensing and credentialing bodies. Breaches of the
social media policy may be submitted to the North Carolina Board of Nursing, which may affect licensure
or eligibility for licensure.
Students should also be aware of the social media policies of non-Duke facilities and adhere to these.
Breach of these policies may result in additional penalties from the facility. Duke Health System’s Social
Media Policy and Glossary is available here.
Additional Resources:
29
The American Nurses Association’s Social Networking Principles Toolkit (consult the ANA website)
5.8 DUSON Student Flu Policy
DUSON Student Flu Policy
Purpose:
Duke Health - which includes Duke University Health System (DUHS) and the Schools of Nursing and
Medicine—is committed to reducing the prevalence of the influenza virus within our community.
Students enrolled in all programs at the Duke University School of Nursing must abide by the Healthcare
Worker Flu Vaccination Policy and Procedure. Per the policy, healthcare workers include health
profession learners and associated faculty/instructors. Receiving an annual flu vaccine is mandatory and
is a condition of enrollment for all Duke University School of Nursing (DUSON) students.
Student’s failure to comply with requirements of the School of Nursing may result in administrative
withdrawal from the School of Nursing. Annual influenza vaccination or documentation and approval of
medical or religious exemption is required by all students.
Policy:
All currently enrolled DUSON students (on campus, online/distance based) are required to comply with
the Healthcare Worker Flu Vaccination Policy and Procedure and must provide documentation of the
vaccine by the established DUSON deadline. Students, who begin their program in the spring semester,
must submit initial documentation in accordance with the established pre-enrollment compliance
deadline.
Procedure:
The Vice Dean for Academic Affairs will notify all currently enrolled DUSON students (on campus,
online/distance based) via their Duke email account in September directing them to comply with the
mandatory flu vaccination requirement.
Duke Student Health offers free flu vaccines to currently enrolled students who pay the Duke Student
Health Fee. New and current students can also get a flu vaccine from their healthcare provider, or any
immunization provider. For those who obtain the vaccine from a health care provider outside of the
Duke network and some Duke-affiliated practices, please send documentation
to [email protected] or fax to 919-681-0715. Students should also upload
documentation of the flu vaccine to the online compliance portal specific to their program. Students
enrolled in the Accelerated BSN and Nurse Anesthesia Programs should submit documentation via the
CastleBranch system. All other students should submit documentation online via the Qualified First
system.
Exemption to influenza vaccination may be granted for documented medical contraindications as
established by the CDC or documented religious beliefs. Note that egg allergy will no longer be
approved for medical exemption, due to the availability of egg-free vaccine. Exemptions must be
applied no later than the established deadline for the current flu season. Medical and Religious
exemptions must be applied for annually.
Students who have a medical or religious reason to request an exemption may do so by completing the
religious exemption or medical exemption request form and submitting it to Student Services for the
Assistant Dean of each program to review. The School of Nursing has final approval of all exemptions.
30
Students required to attend a clinical maybe required to submit additional documentation to that
clinical site and exemption approval may be up to that site. Medical or religious exemptions may
preclude students from completing their clinical experiences at certain sites.
Please send this request to [email protected] or fax to 919-681-0715. All requests
for exemptions will be reviewed and all decisions will be communicated directly to the requestor.
RESOURCES (DUKE UNIVERSITY)
(see also the Duke University Student Affairs website)
Duke Student Health Services
Duke Student Health provides a variety of student healthcare services (including general medical care,
allergy and travel clinics, some laboratory services, basic nutrition counseling, and physical therapy) at
the Duke Student Health Center. Medical Services are provided by board-certified faculty physicians,
physician assistants, nurse practitioners, and resident physicians under faculty supervision.
The Duke Student Health Center is located in the Student Wellness Center, 305 Towerview Drive. Hours
of operation are listed online. The Duke Student Health Center is not a "walk-in clinic"; students are seen
by appointment. Appointments may be scheduled via phone at 919-681-9355 or online through the
Duke MyChart patient portal.
Many but not all services provided by the Duke Student Health Center are covered by the Student
Health Fee. Information about covered and non-covered services is available online; this information
may be subject to change over time. Students who are not sure whether a service is covered should ask
the staff at the Duke Student Health Center before receiving the service.
Student Mental Health Services
The Duke University School of Nursing is committed to assisting in the care and well-being of our
students at all points of their educational careers. As part of the University community, the School of
Nursing works closely with Duke Counseling and Psychological Services (CAPS) to ensure that assistance
can be provided to any student with personal or emotional concerns. CAPS provides a confidential,
coordinated, and comprehensive range of counseling and psychological services to meet the unique
needs of individual students.
Services include confidential assessment and brief counseling/psychotherapy regarding personal
concerns abet family, social, academic, and sexual matters. The professional staff is composed of
psychologists, clinical social workers, and psychiatrists. Individual, couples, and group counseling may be
utilized in helping students resolve their concerns once the student and staff member have identified
together the most helpful alternative. CAPS services are available to all undergraduate, graduate,
professional, and allied health students who pay the Student Health fee. There are no additional costs
for these services. Students can make an appointment by calling (919) 660-1000.
Blue Devils Care
Building upon remote offerings from CAPS and Student Health, Blue Devils Care provides mental
telehealth support to all students at no cost. Round the clock services are designed to assist students
31
with issues that can be safely addressed remotely. Other offerings include scheduled counseling
appointments and digital self-care designed to support and promote students well-being.
DukeReach helps individuals to identify support services from among the variety of resources across
campus for on campus students or in one’s local community for distance-based students. It is also a
place to report non-crisis concerns about a student’s health or behavior Contact DukeReach at 919-681-
2455 or by emailing [email protected].
Safety
Duke University has a continuing commitment to provide a safe environment for all members of the
University community. The University’s lighting system, including special blue lights to identify
emergency telephones, police patrols, the Security Alert Network on the campus and medical center,
van services, and automatic door locking devices are some of the measures taken to ensure safety. Duke
University alone cannot guarantee the personal safety of each person who works or studies on campus.
Safety is a community issue that can be addressed only through the active participation of every
member of the Duke community. Each person must help achieve this objective by taking all appropriate
precautions. Safety-related information and services are listed below.
Duke University Police
The Duke University Police Department (located at 502 Oregon St.) provides 24-hour law enforcement
and security services to Duke’s academic campus and health system, as well as off-campus areas.
If a crime is in progress or if you have an emergency to report, dial 911.
For non-emergencies, call (919) 684-2444.
Sexual Assault Support Services
For students (male or female) who have experienced sexual assault or gender violence, sexual assault
support services including one-on-one counseling and advocacy are available through the Women’s
Center.
For crisis support:
During working hours (Monday-Friday, 9:00 to 5:00), call (919) 684-3897.
After hours or on weekends, call (919) 970-2108.
In an emergency situation, any student who feels that she or he is in danger should dial 911 or Duke
Police at (919)-684-2444.
Duke University Student Affairs
The Duke University Division of Student Affairs includes a number of departments which support
and enrich the educational experience of students at Duke University:
The Center for Sexual and Gender Diversity provides education, advocacy, support, and space
for lesbian, gay, bisexual, pansexual, transgender, transsexual, intersex, questioning, queer, and
allied students, staff, and faculty at Duke. The Center for Sexual and Gender Diversity also serves
and supports Duke alumni/ae and the greater LGBTQ community.
The Center for Multicultural Affairs empowers students and their organizations to create a
vibrant and inclusive multicultural student community. CMA promotes community engagement,
multicultural education, and leadership development through its programs and services.
32
The International House (IHouse) mission is to provide educational services and advocacy to the
international population at Duke as well as outreach to the Durham community. The
International House offers extensive cross-cultural programming and information to enhance
the global mission of the university.
Jewish Life at Duke is comprised of the Freeman Center for Jewish Life and the Rubenstein-
Silvers Hillel. The Freeman Center provides a home for Jewish life on campus while the
Rubenstein-Silvers Hillel provides exciting and innovative programming throughout the Duke
community. The combination works to foster and enrich Jewish life through social, educational,
religious, and cultural activities.
Muslim Life at Duke is committed to enriching the lives of Muslim students and the whole
campus through events and activities that cater to the spiritual, social, and intellectual needs of
Duke students.
The Mary Lou Williams Center for Black Culture strives to promote racial understanding, build
community, and foster an appreciation for and increase knowledge of black people, black
history, black culture, and the vast contributions of people of the African Diaspora.
The Duke University Women’s Center works to improve the status of women in higher
education at Duke. By educating the university community about gender-related issues,
addressing matters of particular concern to women, and promoting a campus climate that is
safe, healthy, and respectful of all people, the Women’s Center enhances all students' academic
experiences. In collaboration with student groups and faculty and staff colleagues, the Women's
Center offers information, advocacy, technical assistance, referrals, and programming on a
variety of gender-related issues, including safety, health, personal and professional
development, sexuality, discrimination, harassment, and sexual assault support services.
Graduates and Professional Student Council (GPSC)
The Graduate and Professional Student Council is the umbrella student government organization for
Duke’s nine graduate and professional schools. GPSC represents and advocates on behalf of graduate
and professional students; serves as a liaison between graduate and professional students and the
University Administration; serves as a liaison among the student governments of the graduate and
professional schools; nominates graduate and professional student representatives to University
committees; programs events of interest to the graduate and professional student community; and
provides financial support for programming of graduate and professional student groups. GPSC
functions are accomplished mainly through the General Assembly, in which representation is allotted to
each degree-granting program according to the number of enrolled students. Representatives of each
program and officers of the council are selected annually. School of Nursing students participate actively
in this organization.
Information about the GPSC is available from the Graduate and Professional Student Council website.
Students interested in representing the School of Nursing should inquire through the DUSON Student
Government (Student Council) regarding election to GPSC.
The Libraries
The Duke University Library system, with more than seven million volumes, ranks among the top ten
private research libraries in the United States. Its collections also include extensive holdings of serials,
electronic resources, digital collections, and media, and more than fifteen million manuscripts. The
system includes the Perkins/Bostock main library and the David M. Rubenstein Rare Book and
Manuscript Library/University Archives on West Campus; Lilly Library (fine arts, philosophy, film and
33
video, performing arts) and the Music Library on East Campus; and the Pearse Memorial Library at the
Duke Marine Laboratory in Beaufort, North Carolina. The Duke University Library system also includes
four independently administered libraries: the Divinity School Library, the Ford Library at The Fuqua
School of Business, the Goodson Law School Library, and the Duke University Medical Center Library. For
more information about the resources and hours of operation of each of the libraries, visit the Duke
University Libraries website.
The Duke University Medical Center Library (DUMCL)
Located adjacent to Duke Hospital in the Seeley G. Mud Building, DUMCL supports patient care,
teaching, and research activities of the Duke University Medical Center by providing its users with
consistent and efficient access to timely, relevant biomedical information. The DUMCL collection has
approximately 183,500 volumes. Users have access to more than 4,300 biomedical electronic journal
subscriptions, including more than 375 full-text online nursing journals.
DUMCL maintains a robust online presence, thereby extending access to library resources and services
beyond its physical location. The library also offers reference and educational services (consultations
and training in database searching and information management), as well as a wide variety of tutorials
and Internet subject guides on its website. The Duke University Medical Center Library website provides
access to licensed and locally created databases, electronic books and journals, and online learning and
reference tools. Databases include PubMed, Ovid MEDLINE, CINAHL Plus with Full Text, Cochrane Library
and the Cochrane Database of Systematic Reviews, EMBASE, PsycINFO, Web of Science, Nursing Consult,
and many others. The library website also includes hundreds of free Internet resources organized into
subject guides that are searchable by keyword. Electronic resource guides such as Nursing Tools provide
quick and easy access to important tools and evidence-based practice information as well as other
library services. Interlibrary loan services fill requests for materials not available in the Duke Libraries or
online, and books and journal articles can be requested from libraries across the state and the country.
A desktop delivery service provides digital copies of materials directly to the requester’s workstation.
Medical Center Librarians provide in-depth consultations to faculty, staff, and students. These
consultations can include individualized training in resources, identification of the best resources to
meet the user’s need, development of effective search strategies, assistance with bibliographic
software, and advice on other information management skills and resources. The Library staff also
provides educational sessions customized to the needs of School of Nursing users.
Checking Out Books: You need a Duke ID card/badge or DukeCard with a valid bar code in order to
check out books. Books in the Medical Center Library circulating collection may be borrowed for a four-
week period and renewed twice, unless someone else has placed a hold on the item. Materials may be
renewed online, by phone, or in person at the Library. Refer to the Duke University Libraries website for
additional information about borrowing privileges and other services.
DUSON GENERAL INFORMATION
(Students should consult the School of Nursing website for the most up to date information regarding
services, resources, and policies. Below are a few of the noteworthy items for students to keep in mind
throughout the academic year).
34
Student Identification Badges / Cards
Students enrolling for the first time are issued identification badges (Duke Card) that they should wear at all
times. The card is a means of identification in clinical sites as well as for library privileges, athletic events, and
other University functions or services open to graduate students. The first card is issued free; replacement
cards cost $10 each. The Medical Center Duke Card Office is located at 04230 Duke Clinics Building (adjacent
to the Medical Center Bookstore). For more information, call the Medical Center Duke Card Office at (919)
684-2273 Monday-Friday between 7:30 am-5:00 pm or consult the Duke Card website.
ID badges must not be transferred or loaned to non-Duke students. Lost or stolen badges should be reported
immediately to the Office of Admissions and Student Services. A replacement fee of $10.00 will be assessed if
a badge is lost or stolen.
Parking
Students who are not Duke employees must use designated parking at the fee determined by the University.
Students register for parking permits (and renew permits annually) online through the Permits web page of
the Duke University Parking and Transportation Services web site. Additional information is available through
the Parking and Transportation Services web site or by calling the Parking and Transportation Services Office
at (919) 684-7275. Office hours are Monday‒Friday 7:30 a.m.‒3 p.m.
ePrint
Duke’s ePrint print management system allows DUSON students to print directly from their own computers
to print stations in the Pearson Building and elsewhere on campus. In order to use this system, students must
download ePrint software (free from OIT) and install it on their computers. (For details, consult the OIT ePrint
webpage.) Students receive a printing allocation each semester which supports black-and-white laser printing
through the ePrint quota system.
Name and Address Changes
To make name and other biographical information changes, follow the instructions from the Office of the
Duke University Registrar. It is the student’s responsibility to assure that home and mailing addresses as well
as phone numbers are updated as changes occur. This can be done in DukeHub. After graduation, submit
name and address changes to the Graduate School and also to the Duke Alumni Association.
Technology Support
Computer and other technology support is provided for the School of Nursing by SON-IT. A full description of
the services available and how to access them is provided on the SON-IT webpage.
DUSON RESOURCES TO SUPPORT STUDENTS
The School of Nursing has a wide array of resources to support students in the academic careers. These
services are presented in great detail on the DUSON website. Students should familiarize themselves with
the website information and consult it often for updates and changes. These include but are not limited
to:
Career Resource Center
Student Success Center
Stress First Aid
Student Technology Resources
35
DUSON STUDENT ORGANIZATIONS
(see also: https://nursing.duke.edu/student-resources/student-life/student-organizations)
Sigma - Duke Beta Epsilon Chapter
The Sigma is the only international honor society for nursing and is a member of the Association of College
Honor Societies. The society recognizes achievement of superior quality, fosters high professional standards,
encourages creative work, recognizes the development of leadership qualities, and strengthens the
individual’s commitment to the ideals and purposes of professional nursing. Sigma Theta Tau is a scholarly
professional organization that promotes the best in nursing.
The first chapter was established in 1922. By six nursing students at Indiana University. The founders chose
the name from the initials of the Greek words “Storge”, “Tharsos,” and “Time” meaning, “love”, “courage,”
and “honor.” The society recognizes achievement of superior quality, fosters high professional standards,
encourages creative work, recognizes the development of leadership qualities, and strengthens the
individual’s commitment to the ideals and purposes of professional nursing. Sigma Theta Tau is a scholarly
professional organization that promotes the best in nursing. DUSON students meeting Sigma Theta Tau
membership criteria are eligible for induction into the Duke Beta Epsilon Chapter. Eligible students receive
invitations to join the chapter. A formal induction ceremony is held twice a year.
Duke University School of Nursing Student Ambassadors
The Student Ambassador program is a leadership opportunity for students who are dedicated to serving and
representing the School of Nursing. Student Ambassadors provide campus tours, peer guidance and
mentoring to prospective students, serve as orientation leaders and perform duties at various campus
events. Student Ambassadors demonstrate a high level of School pride and exceptional service at all times.
Students who are interested in participating are encouraged to contact Student Services at
[email protected] or 919-684-4248.
Duke University School of Nursing Student Council
The Duke University School of Nursing Student Council is the governing body for all students in the school,
and is composed of elected officers and class representatives. Its sole purpose is to serve the students’
educational and professional needs and provide a formal structure for student participation in a wide variety
of events within the school. Activities include submitting information to the student listserv covering local
events and opportunities of interest to students, cosponsoring events at Duke with other organizations, (i.e.,
Duke University and Duke Medicine organizations, the local chapter of Sigma Theta Tau, and the Duke
University School of Nursing Alumni Association). The Student Council enhances students’ educational
experience by increasing awareness of resources and student services, encouraging student involvement in
DUSON activities, and sponsoring events throughout the school year, including alumni and student socials,
service projects, and career planning events.
American Assembly for Men in Nursing ‒ Duke Chapter
The Duke Chapter of the American Assembly for Men in Nursing (DAAMN) is an assembly of nurses and
affiliates within the Duke University Health System (DUHS) who are interested in increasing the visibility and
inclusion of men in nursing. DAAMN supports the mission of the American Assembly for Men in Nursing
(AAMN) to influence policy, research and education about men in nursing. Objectives include creating a
network of people who desire to further the participation of men in all aspects of professional nursing
practice within and beyond DUHS; providing formal and informal networking, mentorship and leadership
opportunities, and supporting professional growth of men who are nursing students and licensed nurses; and
serving as role models of professional nursing through community outreach and service. Membership is open
36
to Registered Nurses, Licensed Practical/Vocational Nurses, entry-level nursing students, and affiliates.
Membership is unrestricted by consideration of age, color, creed, handicap, sexual orientation, lifestyle,
nationality, race, religion, or gender.
Duke Emergency Nursing Students
The mission of Duke Emergency Nursing Students (DENS) is to function as a specialty nursing club for
professional nursing students committed to advancing their knowledge of emergency nursing to best
advocate for safety, philanthropy and education for the community of Durham in preparation to provide
emergency nursing care.
Duke Nursing Students without Borders
The mission of the Duke Nursing Students without Borders (NSWB) organization is to promote health
empowerment through volunteer efforts in education, hands-on patient care, building networks to access
health care resources as well as distributing collected materials to local, regional and international
communities. In addition, by creating opportunities to give, learn and connect, Nursing Students without
Borders aims to expand the perspectives and experiences of current nursing students and alumni.
DUSON Spectrum
The mission of Spectrum is to assist the Duke University School of Nursing in enhancing the quality of life for
people of all cultures, economic levels and geographic locations. This organization is committed to the
advancement of the health of lesbian, gay, bisexual, transgender and other individuals of minority status
through the practice of nursing advocacy. DUSON Spectrum will encourage its members to be socially-aware,
active, and responsible Duke citizens who reflect the DUSON Spectrum mission proudly in their nursing
practice.
Fusion: Multicultural Nursing Student Association
The mission of Fusion: Multicultural Nursing Student Association is to represent diversity within DUSON for
students from diverse, ethnic and racial backgrounds to come together as learners and leaders towards a
more multicultural and rich nursing workforce. Fusion will encourage its members to be socially-aware,
active, and responsible Duke citizens who reflect the Fusion mission proudly in their nursing practice.
National Student Nurses Association ‒Duke Chapter
The Duke University School of Nursing Student Nurses Association (DUSON SNA) is the Duke chapter of the
National Student Nurses Association and the North Carolina Association of Nursing Students. The
organization serves several purposes: assumes responsibility for contributing to nursing education in order to
provide for the highest quality of health care; provides programs representative of fundamental interests and
concerns to nursing students; and aids in the development of the whole person, his/her professional role,
and his/her responsibility for health care of people in all walks of life. The functions of the DUSON SNA
include: providing direct input into standards of nursing education and influencing the education process;
influencing health care, nursing education and practice through legislative activities as appropriate; and
representing nursing students to the consumer, to institutions, and other organizations. The organization also
promotes and encourages student participation in community affairs and activities towards health care and
the resolution of related social issues and in interdisciplinary activities; recruitment efforts, participation in
student activities, and educational opportunities regardless of a person’s race, color, creed, sex, lifestyle,
national origin, age, or economic status; and collaborative relationships with nursing and health related
organizations.
37
Nightingales
DUSON's student-directed a cappella group, the Nightingales, includes students, faculty, and staff who love
to sing and have fun together. Music is great self-care for those singing and hearing it, so we love to be able
to use our gifts outside the classroom / lab / clinic / office to bring joy to ourselves and others.
Nurses Christian Fellowship
Nurses Christian Fellowship is intended to be an interdenominational Christian fellowship organization for
nursing students at all levels. We intend to meet regularly for Bible study, fellowship, and prayer, as well as
hold monthly events, such as service-oriented activities in the community, on-campus guest speakers, social
gatherings, church events, etc. Our general aim is to create a Christian community of nurses, develop ongoing
friendships, and to share ideas about how our Christian values impact our role as developing nurses.
Active Minds: Nurses for Mental Health Awareness
Active Minds is an organization leading change within the world at large, and now within the medical world,
by pushing forward a movement that reaches more than 400 schools serving more than 5.1 million students
in 50 states and 17 countries with suicide prevention training and mental health education.
Nature vs. Nurses
The mission of Nature vs. Nurses is to promote self-care and environmental awareness within the DUSON
community by participating in organized outdoor activities, fostering a sense of connection to the
surrounding community.
Women's Health Organization
A specialty-nursing club for professional nursing students committed to advancing their knowledge of
women's health, believing that preventative and educational care is essential to lifelong health and that all
women deserve excellent care.
Neonatal and Pediatric Students
The Neonatal and Pediatric Students are a group of ABSN students interested in pursuing and learning about
the nursing field of pediatrics. We provide educational sessions, community outreach, and cross-cohort
support to students wanting to precept and/or work as a nurse in pediatrics.
38
APPENDIX A.1
Personal Integrity Policy
for Duke University School of Nursing Students
Purpose:
The objective of the Personal Integrity Policy is to promote an environment in the Duke
University School of Nursing of intellectual honesty, professionalism, trust, and integrity. It is
intended to guide the professional behavior of School of Nursing students and applies to all
endeavors and conduct pertaining to nursing education and the nursing role. All students of the
Duke University School of Nursing are representatives of both the School and of the nursing
profession and are expected throughout their student careers to engage in appropriate
interpersonal conduct, act ethically, take responsibility for their own actions, respect authority
while taking appropriate instruction, comport themselves with civility, and be self-aware of
their impact on all others in the DUSON community.
Policy:
By accepting admission into the Duke University School of Nursing, the student affirms the
commitment to uphold the values of:
the Duke Community Standard, and
the Duke University School of Nursing Personal Integrity Policy and Guidelines
Matriculation in the Duke University School of Nursing constitutes de facto acceptance of the
Duke Community Standard and this Personal Integrity Policy and Guidelines and of the policies
and procedures involved in administering them.
The Duke Community Standard
All members of the Duke University community are expected to uphold the Duke Community
Standard, which is stated below:
Duke University is a community dedicated to scholarship, leadership, and service and to the
principles of honesty, fairness, respect, and accountability. Citizens of this community commit
to reflect upon and uphold these principles in all academic and nonacademic endeavors, and to
protect and promote a culture of integrity.
To uphold the Duke Community Standard:
I will not lie, cheat, or steal in my academic endeavors;
I will conduct myself honorably in all my endeavors; and
I will act if the Standard is compromised.
Terms* used in the Duke Community Standard are defined as follows:
Lying
39
Lying is communicating untruths or misrepresentations. in order to gain an unfair academic or
employment advantage.
Cheating
Cheating is the act of wrongfully using or attempting to use unauthorized materials,
information, study aids, or the ideas or work of another in order to gain an unfair advantage. It
includes, but is not limited to:
giving unauthorized aid to another student or receiving unauthorized aid from another
person on tests, quizzes, assignments or examinations;
using or consulting unauthorized materials or using unauthorized equipment or devices
on tests, quizzes, assignments or examinations;
altering or falsifying any information on tests, quizzes, assignments or examinations;
using any material portion of a paper or project to fulfill the requirements of more than
one course unless the student has received prior faculty permission to do so;
working on any examination, test, quiz or assignment outside of the time constraints
imposed;
submitting an altered examination or assignment to an instructor for regrading; or
failing to adhere to an instructor’s specific directions with respect to the terms of
academic integrity or academic honesty.
Plagiarism §
Plagiarism occurs when a student, with intent to deceive or with reckless disregard for proper
scholarly procedures, presents any information, ideas or phrasing of another as if they were
his/her own and/or does not give appropriate credit to the original source. Proper scholarly
procedures require that all quoted material be identified by quotation marks or indentation on
the page, and the source of information and ideas, if from another, must be identified and be
attributed to that source. Students are responsible for learning proper scholarly procedures.
Stealing
Stealing is the act of intentionally taking or appropriating the property of another, including
academic work, without consent or permission and with the intent to keep or use the property
without the permission of the owner or the rightful possessor.
* Adapted from The Duke Community Standard in Practice: A Guide for Undergraduates
(Bulletin of Duke University 2008-2009), pp. 15-16.
§ Students should be aware that any assignment they submit for a course at DUSON may be
subject to review by plagiarism detection software.
Personal Integrity Policy for Duke University School of Nursing Students
In all educational, clinical, and professional situations, Duke University School of Nursing
students are expected to conduct themselves in accordance with these principles:
40
Academic integrity,
Professional integrity, and
Respect for others
as set forth in the Duke University School of Nursing Personal Integrity Guidelines (see
Appendix A.2).
Every new student enrolling in the Duke University School of Nursing will be provided a
Personal Integrity Policy Package that includes copies of:
the Duke Community Standard and Definitions, and
the Duke University School of Nursing Personal Integrity Policy and Guidelines.
All students will be expected to:
Read and review all documents included in the Personal Integrity Policy Package
Sign a pledge stating that they:
Have received and reviewed the Personal Integrity Policy Package, and
Agree to conduct themselves in accordance with the Duke Community Standard and
the Personal Integrity Policy and Guidelines for Duke University School of Nursing
Students throughout their careers as students at the Duke University School of
Nursing.
Obligation to Report Violations of Academic Integrity
Students as well as faculty are expected to bring all cases of suspected academic dishonesty to
the attention of the appropriate School of Nursing authority. Because students should not
accept the actions of fellow students who lie, cheat, or steal, a student who has direct
knowledge of a potential case of academic dishonesty is required to:
Provide a signed written statement of the observed behavior to the appropriate
faculty member, faculty advisor, or Vice Dean for Academic Affairs as close to the
event as possible, and
Provide the name or identity of the person(s) alleged to have committed the
violation(s).
The observing student is encouraged first to confront the person(s) alleged to have committed
the violation(s), for at least two reasons:
To correct any misassumption about the alleged act(s), and
To let the accused student(s) know that the situation is being reported, so that the
accused student(s) might choose to self-report as well.
41
APPENDIX A.2
Personal Integrity Guidelines
Duke University School of Nursing
As a citizen of the DUSON community, each student is responsible for abiding by the principles
of academic integrity, professional integrity, and respect for others throughout his/her tenure
in the School of Nursing.
The Duke University School of Nursing Personal Integrity Guidelines set forth specific standards
of conduct that provide a framework for applying each principle in the context of nursing
education and the nursing role. These Guidelines state the expectations of the School of
Nursing with respect to some specific integrity issues that may arise in the course of nursing
education.
All DUSON students are expected to conduct themselves in accordance with these guidelines.
However, because no set of guidelines can anticipate all potential challenges to personal
integrity students are also expected to adhere to the principles of academic integrity,
professional integrity, and respect for others in all endeavors pertaining to nursing education
and the nursing role.
Academic Integrity
Every School of Nursing student is expected to demonstrate academic integrity, including (but
not limited to) the standards listed below:
Follow the specific directions of course instructors with respect to academic integrity
and academic honesty.
Understand and comply with correct procedures for citation and documentation of
references and assignment of credit in all written submissions (papers, research
reports, or clinical reports), always avoiding plagiarism.
Submit only one’s own work for course credit, and not the work of any other.
Complete all academic work independently unless the faculty member or other
responsible authority has expressly authorized collaboration with others, refraining
from unauthorized collaboration on work that is claimed to be one’s own.
Ask instructors for clarification if there is any question concerning the degree of
collaboration permissible on an assignment.
Give full credit and acknowledgement to all collaborators on projects and reports in
which collaboration is permitted.
Do not use a significant portion of any paper or project to fulfill the requirements of
more than one course, unless the student has received prior faculty permission to
do so.
Observe the time constraints imposed on tests, quizzes, examinations, and
42
assignments, and take them when scheduled unless appropriately excused.
Do not use or consult unauthorized materials, equipment, or devices when taking
tests, quizzes, examinations, or other evaluative procedures.
Refuse to give unauthorized aid to other students or to receive unauthorized aid
from other students on tests, quizzes, examinations, or assignments. (Note: The
term "assignment" is used for any work, required or volunteered, submitted to a
faculty member for review and/or academic credit.)
Refuse to take examinations or to complete assignments for any other person.
Respect the intellectual property and educational and research materials of others,
recognizing that depriving them of such property (by improperly denying access,
damaging, or destroying such property or materials) would result in unfair academic
advantage.
Respect the intellectual property of course instructors and all creators of course
content by complying with principles of fair use and copyright law, and by avoiding
unauthorized appropriation, reproduction, or dissemination of course materials in
any medium (print, audio, visual, multi-media, and online).
Use only one’s own access codes, passwords, login codes, keys, and facility access
cards.
Never attempt to access academic or administrative files, research documents, or
patient medical records without authorization.
Never alter, falsify, or fabricate academic, research, clinical, or patient documents.
Be truthful in all applications for admission to academic programs, employment, and
financial support for education or research.
Honestly represent one’s own academic, clinical, and work credentials under all
circumstances.
Refrain from all other behaviors that clearly compromise intellectual integrity and
honesty.
Promptly report any suspected violations of academic integrity to the appropriate
School of Nursing authorities.
Professional Integrity
Every School of Nursing student is expected to demonstrate professional integrity,
including (but not limited to) the standards listed below:
Treat patients, research participants, and family members with respect and dignity
at all times, both in their presence and in discussions about them with professional
colleagues.
Protect the confidentiality of all personal health information, whether it is
transmitted electronically, on paper, or through verbal communication.
Always identify oneself as a student in clinical situations and avoid
misrepresentation of licensure and certification status.
43
Limit all clinical activities to the proper scope of nursing student practice, consulting
with instructors if there are any questions on this issue.
Recognize the limitations of one’s knowledge and skills in clinical situations,
requesting supervision or advice as needed.
Rigorously observe best practices in hygiene and safety in clinical practice.
Practice behaviors in the clinical setting that optimize the quality of patient care.
Recognize when one’s ability to function effectively and safely in a clinical or
research environment is or could be impaired (by exhaustion, illness, or any other
factor), and notify a responsible person if assistance is needed.
Do not compromise patient care or personal/professional interactions with
members of the Duke community or other professional colleagues through the use
of alcohol or illegal substances.
Refrain from engaging in romantic, sexual, or other nonprofessional relationships
with patients under any circumstances.
Respect for Others
Every School of Nursing student is expected to demonstrate respect for others, including (but
not limited to) the standards listed below:
Treat all persons with respect in accordance with Duke University policies of
nondiscrimination and non- harassment.
Demonstrate respect for patients with cultural backgrounds different from one's
own.
Respect the rights of patients and research participants and their families to be
informed about and to participate in decision-making concerning their health care.
Communicate truthfully with patients and colleagues in all clinical situations and
carefully avoid misrepresentation.
Respect the modesty and privacy of all patients and research participants.
Maintain a neat and professional appearance consistent with clinical site
requirements and School policy.
Respect the value of the time of patients, research participants, families, and
professional colleagues in clinical situations, avoiding late arrivals and early
departures.
Treat all colleagues and peers in health care endeavors with consideration, courtesy,
and cooperation.
Maintain civility and professional behavior at all times in classroom, laboratory,
clinic, hospital, and all health care settings; avoiding disruptive and aggressive
behavior.
Acknowledgements
44
The development of the Personal Integrity Policy for Duke University School of Nursing
Students was based on a comprehensive review of integrity policies and honor codes of many
U.S. nursing schools, and of the undergraduate, graduate, and professional schools of Duke
University. Following this review, the integrity policy of the Duke University School of Medicine,
which is in accord with the core values of both Duke University and Duke Medicine, was chosen
as the model for the Personal Integrity Policy of the School of Nursing. The structure, content,
and language of these Guidelines have been adapted from portions of the Statement of the
Honor Code of Professional Conduct of the Duke University School of Medicine.
45
APPENDIX B
Student Complaint and Dispute Resolution Process For Academic Issues
Duke University School of Nursing
From time-to-time disagreements may occur between a student and a faculty member. It is the
practice of the Duke University School of Nursing that these occurrences be addressed at the
lowest appropriate organizational level. The purpose of this document is to articulate the
process by which student complaints related to Academic Affairs (i.e., admission, progression
and graduation) may be brought to resolution.
As an instructor's evaluation of the quality of a student's work is final, this procedure does not
apply in any dispute about a grade assigned to a student by a faculty member, unless it is
alleged that the determination of the grade resulted due to a failure to follow published policies
or procedures. Issues of sexual or other types of harassment or discrimination fall under the
auspices of the Duke University Office for Institutional Equity.
This procedure does not apply to any matter inherent in the academic freedom of an instructor,
for example, in regard to the syllabus or contents of a course of instruction. It is also not a
procedure that may be used when there is a complaint about the quality of a course or the
quality of instruction in a course. These issues are addressed through the course and instructor
evaluation process.
Examples of actions which may be subject to student complaint include, but are not necessarily
limited to, the following:
Change of the grading scale from that set forth in the syllabus (that officially used by
the school)
Changing weights or percentage allocations of grades
Moving assignment due dates or examinations to an earlier time without unanimous
agreement by the class members.
There are two types of processes available to students in resolving a complaint or dispute:
Informal and Formal. The formal process can be used only if resolution cannot be reached
using the informal process.
Informal Resolution Process
The student must initiate resolution of the issue with the faculty member (or other individual –
for example, a preceptor) against whom the complaint is directed by requesting a meeting with
that person. The request for a meeting should be made within 5 business days of the issue*
about which the student has a complaint. In the meeting the student should be specific as to
the complaint being made and the resolution being sought. If the student and faculty member
agree to a solution, the faculty member will document the decision to the student in an email
and proceed with the resolution.
46
If the student and faculty member cannot come to a resolution via the informal resolution
process, the student may request consideration of the matter by the Assistant Dean or
designee. If the issue is not resolved, the student may follow the Formal Resolution Process
Formal Resolution Process
1. The complaint must be made in writing to the Vice Dean for Academic Affairs (ADAA) or
designee within five (5) business days of the informal resolution process meeting.*
* If the complaint is against the faculty member of a course in which a student is currently
enrolled, the student may request that the hearing of the complaint be postponed until the
semester has concluded.
The written request should be submitted on the designated form (below), and must include the
following:
a. A succinct statement of the reason for the complaint including specific information
as to the grounds for the complaint
b. Identification of who was involved
c. Resolution sought
d. Supporting documentation may be attached as appendices to the complaint
e. Signature of the student and date
2. Within ten (10) business days of receiving the complaint, the ADAA or designee will review
the complaint and schedule a meeting to hear and discuss the complaint with the student and
other party.
3. The ADAA or designee will make a written summary to the parties involved as to the
resolution of the issue and the time frames for actions to be taken and by whom.
4. A copy of the signed acceptance will be retained in the student’s file.
If a student believes that he or she has been retaliated against as a result of the
dispute/complaint under this Procedure, a separate complaint charging retaliation can be
pursued by means of this Procedure. Another resource available to assist students with dispute
resolution is the Duke University Ombudsperson in the Office of Institutional Equity.
47
REQUEST FOR FORMAL RESOLUTION OF STUDENT COMPLAINT
RELATED TO ACADEMIC ISSUES
Duke University School of Nursing
1. Date of Occurrence:
2. Description of issue and steps taken for resolution: (Include dates, times and meeting
participants)
Individual(s) directly involved:
Resolution sought:
Student Name:
Student Signature:
Date:
This form must be submitted to the Vice Dean for Academic Affairs no later than five business
days after the informal dispute resolution meeting.
48
Appendix C
Violation of Duke Community Standard or
School of Nursing Personal Integrity Policy
Duke University School of Nursing
A student upon accepting admission to the Duke University School of Nursing indicates his/her
willingness to be governed by the rules and regulations of the School of Nursing and the
University, as well as his/her willingness to accept disciplinary action if and when the rules and
regulations of the school and/or university are breached. This includes those rules in effect at
the time of admission, as well as those which may be put into effect during the student’s
enrollment at the school.
Chief among the rules and regulations to which the student agrees are the Duke University
Community Standard and the Duke University School of Nursing’s Personal Integrity Policy. All
members of the DUSON community (faculty, students and staff) have the responsibility for
reporting suspected violations of either the Community Standard or the Personal Integrity
Policy and Guidelines.
Reporting and Initial Disposition of a Suspected Violation
There are multiple situations in which violating a community standard or the personal integrity
policy may be observed or suspected:
1. A faculty member suspects that a student has committed a violation.
2. A student believes he/she has witnessed another student violating policy.
3. A staff member, for example, serving as an exam proctor, observes a student violating
policy.
In all these situations, if they have occurred within a course, the course faculty member is
responsible for an initial discussion with the student(s) suspected of the violation. Depending
on the faculty member’s investigation, the faculty member will determine the consequences in
consultation with the Assistant Dean and/or appropriate Vice Dean (i.e., Academic Affairs,
Research).
In situations that occur outside of a course, the report of a suspected violation should be
submitted to the ADAA who will conduct an investigation and determine any consequences if
warranted.
Sanctions
Sanctions levied in response to a student being found in violation of the Duke Community
Standard or School of Nursing Personal Integrity Policy in the academic setting should be
commensurate with the violation. The severity of the sanction is determined by the type of
offense as well as the number of times a student has been found in violation of these policies.
Sanctions may be levied in cases in which a student is complicit in an action or when a student
49
chooses to remain silent and not report violations of academic integrity, as required by both
the Duke Community Standard and the DUSON Personal Integrity Policy.
Beginning with the Fall 2015 semester, a uniform method of sanctioning violations of the Duke
University Community Standard or School of Nursing Personal Integrity Policy will be used, as
set forth in the table below. This listing is not meant to be all inclusive. Sanctions for other
offenses will be determined using a similar formula of seriousness and frequency of offense.
Faculty members may also choose to consult with their respective Assistant Dean or the Vice
Dean for Academic Affairs.
Violations and Sanctions
Offense
Occurrence
Sanction
Plagiarism
1st offense
Documentation of reprimand; score of “0” on assignment
2nd offense
Fail the course (may have other consequences due to other
policies)
3rd offense
Dismissal from the program with no option to reapply
Cheating
1st offense
Documentation of reprimand; score of “0” on assignment;
maximum course grade is a “C”
2nd offense
Dismissal from the program with no option to reapply
Misrepresentation (i.e.,
falsification of
credentials/records; buying a
paper and submitting as one’s
own work, etc.)
1st offense
Dismissal from the school with no option to reapply
Complicity with another
student’s violation or failure to
report
1st offense
Documentation of reprimand
2nd offense
One semester suspension
3rd offense
Dismissal from program with no option to reapply
Student Wishes to Dispute the Violation Penalty and Requests a Judicial Board
Hearing
To dispute the adequacy of the investigation and/or the penalty for violating a community
standard or the personal integrity policy, a student must provide in writing to the Chair, Faculty
Governance Association (FGA), a statement that includes the following:
What he/she is specifically disputing, the charge or the penalty
His/her account of what occurred – or –
Why the judgment/sanction is unwarranted.
Determination of Constituting a Judicial Board
50
Within ten (10) business days of receipt of the student’s request for hearing, the Chair of the
Faculty Governance Association, in consultation with the FGA Executive Committee, will
determine if a hearing is warranted. If convening a judicial board is not determined to be
warranted, the Chair will notify the student, in writing, that no further action will be taken. If
convening a judicial board is determined to be warranted, the Chair will notify the student, in
writing, that a Judicial Board hearing will occur and provide the student with the procedure for
the hearing.
Convening of Judicial Board
The student and faculty member will be notified of the date, time and location that a Judicial
Board will be convened in response to the student’s request.
Members of the judicial board will be selected from the committee appointed for this purpose
and will include three (3) faculty members; two (2) students, as recommended by the Student
Government Association will also serve on the Board. Faculty and student representatives will
be drawn from the programs other than that in which the student is enrolled. The Board will
elect one of its faculty members as Chairperson. An administrative staff member will be
appointed to take confidential minutes of the hearings and the Board’s actions, and these
minutes will be retained in the office of the Executive Vice Dean (EVD).
The student accused of the violation will be given the opportunity to challenge the participation
of any Judicial Board member provided that he/she can provide ample reason to substantiate
the removal of the individual.
Conduct of Hearing
Unless the student specifically requests an open hearing, the judicial board will meet in private
with only the student, the faculty member and witnesses for each side. The student may be
accompanied by one member of the school community (student, faculty member,
administrator, or other employee) as an advisor. The advisor may not have legal training and
may not be a participant in the proceedings.
The judicial board hearing will begin by the chairperson reading (or stating) the reason for the
hearing.
The board will hear statements from the student, faculty and any witnesses. The student and
faculty will be given the opportunity to question the witnesses. Members of the Judicial Board
may ask questions of any and all parties. When all the witnesses have been heard, the judicial
board will meet in private to deliberate and to uphold, amend, or overturn the disciplinary
action.
Pending the decision of the judicial board, the student’s status shall not be changed. The
student may attend classes except when the individual’s behavior constitutes an immediate
threat to others or the property or orderly functioning of the University. In cases in which
51
patient safety is an issue, the student will be withdrawn from the clinical setting until the
appeal is resolved.
Notification of Decision
Within ten (10) business days of the hearing, the chair of the judicial board will prepare and
deliver a report to the student, the course faculty member (where applicable), and the
appropriate Vice Dean or designee as to its decision. The report must be approved by the
majority of the judicial board. The Vice Dean or designee, in turn, will notify the Executive Vice
Dean and the Dean of the School of Nursing.
The decision of the judicial board is final, except when:
New information/evidence is discovered subsequent to the hearing.
There has been a perceived violation of Judicial Board procedure.
Actions of the judicial board do not supersede or preclude, where appropriate, actions by civil
law enforcement and judicial system.
Note: In the event of a perceived violation of the Judicial Board procedures, the Executive Vice
Dean, in concert with the FGA chair will determine if there are grounds for a Judicial Board
hearing. If so, the FGA chair will convene a new Judicial Board comprised of individuals who did
not serve on the Judicial Board for which there was a perceived procedural violation.
Record of Hearing and Decision
A confidential record of the judicial board hearing, decision, and penalties shall be retained by
the Executive Vice Dean. The purpose of this record is two-fold:
To provide a record of the students who have a previous history of violations of the
Duke Community Standard and/or DUSON Personal Integrity Policy;
To help assure equity across decisions and sanctions of various judicial boards.
