DEPARTMENT OF NURSING
BSN
Student Handbook
2022-2023
ii
TABLE OF CONTENTS
I. INTRODUCTION ............................................................................................................................... 1
A. WELCOME TO THE DEPARTMENT OF NURSING ........................................................... 1
B. STATEMENT OF NONDISCRIMINATION ........................................................................... 1
C. POLICY REVIEW PROCEDURE ............................................................................................ 1
D. STATEMENT OF RECEIPT AND COMPLIANCE ............................................................... 2
II. ORGANIZATION & ADMINISTRATION ..................................................................................... 3
A. FACULTY: ................................................................................................................................... 3
B. STAFF ........................................................................................................................................... 3
C. SAINT FRANCIS UNIVERSITY ORGANIZATIONAL CHART ......................................... 4
D. DEPARTMENT OF NURSING ORGANIZATIONAL CHART ........................................... 5
III. CURRICULUM .................................................................................................................................. 6
A. THE NURSING PROGRAM ...................................................................................................... 6
1. MISSION ................................................................................................................................ 6
2. VISION ................................................................................................................................... 6
3. HISTORY OF THE NURSING DEPARTMENT .............................................................. 6
4. NURSING DEPARTMENT PHILOSOPHY ...................................................................... 8
B. ORGANIZING FRAMEWORK................................................................................................. 8
C. BSN NURSING PROGRAM and CURRICULUM ................................................................ 12
1. PURPOSE OF THE BSN NURSING PROGRAM........................................................... 12
2. PURPOSE OF THE RN-BSN PROGRAM ....................................................................... 13
3. PURPOSE OF THE SECOND DEGREE/ACCELERATED BSN PROGRAM ........... 13
4. BSN NURSING PROGRAM GOALS ............................................................................... 13
5. BSN STUDENT LEARNING OUTCOMES ..................................................................... 14
6. CURRICULUM CARING STRAND ................................................................................. 14
7. THE CARING DOCUMENT ............................................................................................. 16
8. LEVEL COMPETENCIES ................................................................................................ 18
9. SUGGESTED PROGRAMS OF STUDY (See Appendix A) ........................................... 20
10. GENERAL EDUCATION PROGRAM PARADIGM (See Appendix B) ...................... 20
IV. POLICIES AND PROCEDURES ................................................................................................... 20
A. ABSENCE FROM CLASS – CLINICAL EXPERIENCE POLICY .................................... 20
1. Clinical / Preceptorship Policy............................................................................................ 20
2. Classroom Policy (refers to class, laboratory, and clinical on campus) .......................... 21
3. Cancellation of On-Campus Classes .................................................................................. 22
4. Excused Absence Policy ...................................................................................................... 22
B. GRIEVANCE POLICY ............................................................................................................. 23
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1. Grievance and Appeal Process ........................................................................................... 23
2. Resolution of Formal Complaint ........................................................................................ 24
C. ADVISING POLICY: FACULTY/STUDENT ........................................................................ 24
D. AMERICANS WITH DISABILITIES ACT ........................................................................... 24
1. Office of Disability Services ................................................................................................ 24
2. Accommodations Process .................................................................................................... 25
E. DRUG AND ALCOHOL POLICY – Refer to School of Health Science and Education
Drug and Alcohol Policy Appendix D....................................................................................... 25
F. ATTIRE POLICIES .................................................................................................................. 25
1. Classroom, Nursing Laboratories, and Clinical Sites .................................................. 25
2. Uniform Policy for Clinical Practice ............................................................................ 25
G. SYSTEM OF GRADING ........................................................................................................... 26
1. Clinical Performance ........................................................................................................... 27
2. Clinical Failures ................................................................................................................... 27
3. Final Course Grade Computation – Clinical Courses ...................................................... 27
4. Clinical Warning for Dismissal .......................................................................................... 28
5. Program Dismissal Policy ................................................................................................... 28
H. CPR CERTIFICATION ............................................................................................................ 29
I. EXAMINATION POLICY ........................................................................................................ 29
J. INCIDENT POLICY ................................................................................................................. 29
K. MALPRACTICE INSURANCE ............................................................................................... 30
L. MATHEMATICS PROFIENCY EXAM POLICY ................................................................ 30
M. MINIMUM FUNCTIONAL REQUIREMENTS/TECHNICAL STANDARDS POLICY . 30
1. Observation .......................................................................................................................... 31
2. Communication .................................................................................................................... 31
3. Motor .................................................................................................................................... 31
4. Conceptual-Integrative ........................................................................................................ 32
5. Behavioral-Social ................................................................................................................. 32
N. Placement and Progression Policy ............................................................................................ 32
1. Academic Progression ................................................................................................. 32
2. Health Maintenance .................................................................................................... 35
3. Professional Integrity .................................................................................................. 35
O. PROFESSIONAL BEHAVIOR POLICY................................................................................ 36
1. Academic and Campus Conduct ........................................................................................ 36
2. Professional Nursing Conduct ............................................................................................ 36
P. Civility Policy .............................................................................................................................. 39
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Q. RATIO OF LAB HOURS TO CREDIT HOURS POLICY ................................................... 40
1. Definition of Terms .............................................................................................................. 40
R. SKILLS LAB and SIMULATION POLICY ........................................................................... 40
1. Simulation/Skills Lab Activities ......................................................................................... 40
S. SOCIAL MEDIA POLICY ....................................................................................................... 42
1. Acceptable Use of Email, Network, and Internet Resources ........................................... 42
2. Social Media Policy .............................................................................................................. 42
3. Prudent Use of Social Media ............................................................................................... 43
T. STANDARDIZED COMPREHENSIVE ASSESSMENT ...................................................... 43
U. STUDENT EMPLOYMENT POLICY .................................................................................... 51
V. STUDENT HEALTH REQUIREMENTS POLICY ............................................................... 51
W. STUDENT HEALTH INSURANCE POLICY ........................................................................ 52
X. STUDENT RECORDS POLICY .............................................................................................. 52
Y. STUDENT REPRESENTATIVE GUIDELINES ................................................................... 53
1. Procedure.............................................................................................................................. 53
Z. TRANSPORTATION POLICY ................................................................................................ 54
V. PENNSYLVANIA STATE BOARD OF NURSING ..................................................................... 55
VI. STUDENT NURSES ORGANIZATION BYLAWS ...................................................................... 59
VII. STUDENT RIGHTS AND RESPONSIBILITIES ......................................................................... 64
APPENDIX
APPENDIX A
SUGGESTED PROGRAMS OF STUDY ....................................................................................... 66
APPENDIX B
General Education Requirement ..................................................................................................... 72
APPENDIX C
School of Health Sciences and Education Student Appeal Policy ................................................ 76
APPENDIX D
SHS Drug and Alcohol Policy .......................................................................................................... 79
APPENDIX E
Incident Report Form ....................................................................................................................... 90
APPENDIX F
Referral of Concern Form ............................................................................................................... 91
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I. INTRODUCTION
A. WELCOME TO THE DEPARTMENT OF NURSING
As a student in the Nursing Program, you have a need for special knowledge relating to the
Departmental philosophy, curriculum, policies, and procedures. In order to meet this need, we
have assembled the information in this Student Handbook. We hope it will answer your
questions about the department. Your advisor can help you in answering any questions you
may have. We hope you enjoy your studies with us as you earn your nursing degree. Have a
good year!
B. STATEMENT OF NONDISCRIMINATION
Saint Francis University does not discriminate on the basis of gender, gender identity, age,
race, color, ethnicity, religion, sexual orientation, marital status, disability, pregnancy status,
veteran status, predisposing genetic characteristic or any protected classification. This policy
applies to all programs and activities of the University, including, but not limited to,
admission and employment practices, educational policies, scholarship and loan programs
and athletic or other University sponsored programs.
The following person has been designated to handle inquiries regarding the University’s
nondiscrimination policy: Jeffrey Savino, Vice President for Finance and Administration
(814) 472-3261, jsavino@francis.edu.
If you have been the victim of sexual harassment/misconduct/assault you are encouraged to
report this. If you report this to a faculty member, he/she must notify the Saint Francis
University Title IX coordinator about the basic facts of the incident. The following person has
been designated to address inquiries about harassment, sexual misconduct, stalking and
relationship violence and to assist the student in connecting with resources both on and off
campus: Lynne Banks, Associate Dean of Students/Title IX Coordinator, (814) 472-3002,
[email protected]
Read our full Equal Opportunity, Nondiscrimination, Harassment, Sexual Misconduct,
Stalking and Relationship Violence Policy.
C. POLICY REVIEW PROCEDURE
All student policy and procedures are annually reviewed and revised as necessary during
Nursing Faculty Organization meetings. The students are invited to present student concerns,
questions, and recommendations regarding the policies and procedures through their
designated/elected student representative. Revised and new policies and procedures are
distributed to all nursing students. If there are revisions of old policies/procedures or new
policies and procedures during the academic year, those will be emailed to every student and
posted on the Nursing Department Bulletin Board. Students are required to sign the Statement
of Receipt and Compliance form annually. All students are expected to read each policy and
procedure, clarify any questions or concerns, and adhere to the policies and procedures for
the current academic year.
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D. STATEMENT OF RECEIPT AND COMPLIANCE
I have reviewed the current 2022-2023 Department of Nursing (DoN) Student Policies and
Procedures and clarified any questions or concerns. I feel that each policy and procedure is
fair and equitable. I agree to adhere to the requirements as stated in each of the policies and
procedures as indicated by my signature in the appropriate space below.
The Pennsylvania State Board of Nursing and the Council on Collegiate Nursing Education
(CCNE) periodically reviews nursing programs. A portion of this process is the review of
nursing student’s educational records for validating the process of faculty/student evaluation
and the student’s health and criminal record for compliance to admission standards. Clinical
agencies may request review of student health and criminal records to assure compliance with
the contractual obligation and accreditation standards.
I give my consent for the visitors for the State Board of Nursing and the CCNE to review my
education and criminal record. I also extend the privilege to review my health and criminal
records to a clinical agency that I may be affiliated with as a student.
Media / Photography/Video Implied Consent:
There is implied consent to the University to use news media as well as use of photos and
video on the web and in promotional materials. Photograph(s) and video footage may be
obtained from both informal and formal settings. All negatives, positives, prints, and raw
footage are the property of Saint Francis University. If anyone wishes to withdraw consent to
the University for photography or videography usage, he or she may contact the Marketing
and Communications Office (market[email protected]). It is the student's responsibility to
contact the Marketing and Communication Department to withdraw consent for photography
and videography and the student must also notify the Nursing Department. It is also the
student's responsibility to exclude him/herself from any situation involving photography or
videography.
Please Print Name:
Signature:
Date:
3
II. ORGANIZATION & ADMINISTRATION
A. FACULTY:
Name
Title
Office
Phone #
Office
Room#
Email Address
Regina Barr,
MSN, RN
Clinical Associate
Professor
Sim Lab
Coordinator
814-472-3146
211B
[email protected]
Kara Coleman,
MSN, RN
Nursing Instructor
814-472-3610
211C
kcoleman@francis.edu
Kim Forst,
DNP, RN
Clinical Associate
Professor
BSN Program
Director
814-472-3314
208A
[email protected]
Anthony Good,
DNP, MSN,
MBA, APRN,
FNP-BC, GNP-
BC, RN
Associate
Professor
MSN FNP
Program Director
PMC Program
Director
814-472-2833
116
agood@francis.edu
Jessica Gregg,
DNP, MSN, RN
Assistant
Professor
814-472-3182
206
[email protected]du
Corlyn Hinson,
MSN, APRN,
FNP-C
Nursing Instructor
814-472-3184
208B
chinson@francis.edu
Kathryn Parkins,
MSN, CRNP
Assistant
Professor
814-471-1123
211D
kparkins@francis.edu
Rita Trofino,
DNP, MNEd, RN
Associate Dean-
SHS, Nursing
Dept. Chairperson,
Professor
814-472-3185
208C
rtrofino@francis.edu
Camille
Wendekier, PhD,
CRRN, CSN, RN
Associate
Professor
MSN L/E Program
Director
814-472-2843
114
cwendekier@francis.edu
B. STAFF
Veronica
Fleming, BS
Administrative
Coordinator
814-427-3027
208
vfleming@francis.edu
Brenda Guzic,
MHSc, MA, BSW,
CHSE, RN
Director, SHS
Interprofessional
Experiential
Learning
Commons
814-472-3273
ELC
G15
[email protected]u
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D. DEPARTMENT OF NURSING ORGANIZATIONAL CHART
Saint Francis University
Nursing Department
Organizational Structure
Nursing
Department
Chair
Nursing
Operational
Specialist
BSN
Program
Director
MSN L/E
Program
Director
MSN FNP
Program
Director
MSN
Faculty
BSN
Level
Coordinators
BSN
Faculty
MSN
Programs
BSN
Programs
PMC FNP
Program
Director
Vice Chair
Nursing
Simulation Lab
Coordinator
RN-BSN
Program
Director
RN-BSN-MSN
Program
Director
Accelerated/2
nd
Degree BSN
Program Director
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III. CURRICULUM
A. THE NURSING PROGRAM
1. MISSION
The DoN inspires students to dedicate themselves to service, leadership, critical self-
reflection and life-long learning in the Spirit of Franciscan values. The Nursing Programs
challenge students in the application of clinical reasoning, cultural competence, patient
care technologies and interprofessional collaborative practice within an evidence-based
approach while providing safe and quality care to individuals, families, groups,
communities, and populations across both the lifespan and the continuum of complex,
changing healthcare environments. Through graduate education, the Nursing Program
provides its students with advanced knowledge and higher-level leadership skills for
improving health outcomes and elevating patient care in various roles and settings.
2. VISION
The DoN utilizes exceptional learning opportunities, to strengthen and develop
educational programs that are current and encourage students to develop critical thinking,
cultural competence, and evidence-based approach to practice.
3. HISTORY OF THE NURSING DEPARTMENT
Saint Francis University is a Catholic, Franciscan, co-educational, liberal arts institution
founded in 1847. The need for a baccalaureate program leading to a Bachelor of Science
in Nursing degree was evidenced through a feasibility study conducted by the University
administration in 1978 and 1979. The Faculty Senate gave its support for the
development of a Nursing Program on May 7, 1979. On May 24, 1979, the Board of
Trustees gave full approval for the program.
In July 1980, the Pennsylvania State Board of Nurse Examiners gave full initial approval
to the nursing curriculum, and the first class of nursing students was admitted in the fall
of 1980. Following the graduation of the first class of 1984 and a visit by the Educational
Advisor from the State Board of Nurse Examiners, full approval was obtained in the fall
of 1984. The most recent State Board compliance report was the spring of 2015.
Graduates of the Nursing Program are eligible to sit for the National Council Licensure
Examination – RN (NCLEX – RN).
On March 8, 1986, the National League for Nursing granted full accreditation to the
Nursing Program. The National League for Nursing granted continuing full accreditation
to the program on October 19, 1993, and this continued through the fall of 2001. The
NLN transitioned to the National League for Nursing Accrediting Commission (NLNAC)
and is now known as The Accreditation Commission for Education in Nursing.
In March 1987, the Board of Trustees approved a track within the BSN program to be
offered to Registered Nurses. This track was announced to the public on June 12, 1987,
and enrollments began as of that date. The RN Track was fully accredited by the National
League of Nursing. On May 7, 1989, the first RN-BSN student graduated from this
program. On June 14, 1996, the DoN announced the initiation of the RN to BSN
Articulation Plan.
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The School Nurse Certification Program was approved by the University and the
Pennsylvania Department of Education in April of 1997. The first group of students
completed the School Nurse Certification Program in December of 1998. During the fall
of 2003, the Pennsylvania Department of Education did a program review and found the
program in full compliance. During the fall of 2011, notification was provided from the
University to the PA Department of Education to end this program. Due to changes in
rules and regulations in the Department of Education related to schools, the School Nurse
Certification Program is no longer offered at Saint Francis as an educational option.
Initially, the Nursing Program used Chrisman/Fowler's system-in-change theory to guide
the curriculum. The Pennsylvania State Board of Nursing approved the revised caring
nursing curriculum on January 15, 1992. This curriculum implementation was completed
with the graduation of the Class of 1995.
The baccalaureate Nursing Program was granted preliminary approval by the
Commission on Collegiate Nursing Education (CCNE) in February 1998. The evaluator
visit was April 2001, and the 10-year CCNE accreditation was initiated on September 29,
2001, and continued through December 2011. The most recent CCNE visit was in March
2011. No deficiencies were cited at the time of that review. In November 2011, the
CCNE voted to continue the 10-year CCNE accreditation through December 2021.
In Fall 2016, the first cohort of graduate students started in the newly developed Masters
of Science in Nursing- Leadership/Education (MSN L/E) program. This cohort graduated
in May 2018. The graduate nursing program had an initial site visit by the CCNE in March
2018 and was granted accreditation by the Board of Commissioners of the Commission on
Collegiate Nursing Education (CCNE) on October 2-4, 2018. The program received full
approval. Maximum initial approval for a new program is 5 years.
In spring 2021 the nursing program hosted a CCNE Accreditation site visit for
Baccalaureate and Master’s programs. In November, 2021, the Board of Commissioners
of the Commission on Collegiate Nursing Education (CCNE) granted full approval, with
no compliance issues, for all baccalaureate and master’s nursing programs, for the
maximum of 10 years.
On March 1, 2019 the PA SBON approved the MSN Family (Individual Across the
Lifespan) Nurse Practitioner Program and the Post-Master’s Certificate Family
(Individual Across the Lifespan) Nurse Practitioner Program. In fall 2019 the first cohort
of students began classes.
In late Spring of 2020, the RN-BSN Program and RN-BSN-MSN Program were
approved by the University. In fall 2020 the PA SBON accepted the sustentative change
for the Second Degree/Accelerated BSN program. This program received full approval
in Fall 2020. In Spring of 2020, the RN-BSN Program and RN-BSN-MSN Program were
approved by the University In fall of 2020, the PA SBON accepted the substantive
change for the Second Degree/Accelerated BSN Program. The Second
Degree/Accelerated BSN received full approval from the University in Fall 2020. In
December 2021, CCNE approved the substantive change of the Second
Degree/Accelerated BSN Program.
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4. NURSING DEPARTMENT PHILOSOPHY
The Nursing Programs at Saint Francis University are designed to provide the study of
professional nursing within the framework of a Catholic liberal arts program. The faculty
of the DoN endorses the Mission, Core Values, and Goals of Franciscan Higher
Education and the educational philosophy statements of the University. We believe the
liberal arts component fosters the personal and professional development of the student
and enhances the student's ability to reason critically and to communicate effectively with
the interprofessional healthcare team.
We acknowledge nursing's religious heritage and service to the poor and needy, and
reaffirm the relevance of Christian altruistic values for contemporary nursing practice.
We believe an environment where Christian love is expressed through the Franciscan
tradition, as exemplified in the Prayer of Saint Francis, nurtures a spirit of respect and
caring in a community of teachers and learners.
Professional nursing is a discipline; it is an art and a science which involves a
commitment to human caring and special regard to underserved populations. Nursing is
an interpersonal process that promotes health and wellness for the body, mind, and spirit
across the lifespan. Nursing provides a service to humanity and exerts an ethical
influence on society. Professional nursing requires knowledge of professional and
personal ethics, and value-based decision making. Professional nursing requires an
understanding of the person, sensitivity to the human condition, a global perspective and
cultural consciousness, a concern for human life and well-being, a scientific knowledge
base, and clinical competencies.
The nursing faculty views the person as a unique being, created in the image of God,
possessing a sacred unity of mind, body, and spirit with inherent value. Endowed with
self-determination, the person seeks to meet needs, to realize intrinsic potential, and to
find meaning in life; thus, each person is ultimately accountable for their choices in life.
Health is subjectively interpreted and reflects the person's perception of well-being.
Changes in health are the result of the dynamic interaction of the internal and external
elements which constitute the person's environment. Well-being is living a personally
defined meaningful and fulfilling life accomplished by self-determination.
The nursing faculty emphasizes that learning is a life-long process. The learner is an
active, engaged participant in the teaching-learning process. We believe that a helping-
trusting-caring relationship enhances learning. In an interpersonal teaching-learning
process, the faculty serves as facilitators, role models, resources, change agents, and co-
learners. Faculty engages students to know and practice quality and safe nursing care.
B. ORGANIZING FRAMEWORK
The interrelated concepts in the Organizing Framework are derived from the DoN Philosophy
and consist of Catholic Liberal Arts and Christian Altruistic Values, Client-Centeredness,
Health, Environment, Professional Nursing, and Professional Nursing Education.
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1. Catholic Liberal Arts and Christian Altruistic Values
The Nursing Programs at Saint Francis University are designed to provide the study of
undergraduate and graduate nursing within the framework of a Catholic liberal arts
program. The DoN incorporates Christian altruistic values of humility, generosity,
reverence for life, dignity, respect, caring, service, and social justice, by embracing the
Franciscan values.
In the baccalaureate program, the life-giving mode exemplified by the Prayer of Saint
Francis of Assisi, is portrayed in the Caring Document. The trait of caring is intrinsic to
all humans, and is the underlying concept that forms the basis of what nurses do. As an
essential component of the human mode of caring, the DoN has adopted the 7 Cs of
Caring (Roach 1992), which encompasses the elements of compassion, competence,
confidence, conscience, commitment, comportment and creativity. The Franciscan
Values and the 7 Cs of Caring are linked to the student learning outcomes in each
program and human caring is incorporated throughout the curriculum. (crosswalks FV,
7Cs, SLO, content map, course maps)
A solid base in Catholic liberal education provides the foundation for the study and
practice of professional nursing. In addition, students acquire knowledge through the
sciences, arts and humanities, mathematics and social sciences to gain diverse
perspectives for integration in the nursing curriculum.
The foundation for Christian altruistic values in the Franciscan tradition is evident in the
humanities courses and is an underlying theme throughout the program. The development
of personal values and the ability to make ethical judgments and promote social justice
are desired outcomes in preparation for the integration in the nursing curriculum. The
study of the social sciences, history, fine arts, literature and languages are important
aspects for developing cultural competence, communication, interprofessional
collaboration and civic engagement. The integration of concepts from mathematics and
the natural sciences, assist in promoting safe, quality care and form the basis for
evidence-based practice and clinical reasoning. Application of sciences that have clinical
relevance, ensure that graduates have the ability to drive changes through research and
new technologies.
The master’s program builds on the competencies gained in the baccalaureate program
and integrates concepts from the sciences, arts and humanities and social sciences for the
continual improvement of nursing care and education. Students preparing for direct care
roles have courses that build upon the undergraduate foundation in health assessment,
pharmacology and pathophysiology. Continued application of principles from the natural
and social sciences, and arts and humanities, enhance the student’s ability to provide care
coordination, care management, research, and clinical leadership to individuals, families,
significant others and communities. Knowledge from information sciences and health
literacy enable students to address care and cultural issues. Master’s prepared graduates
are able to apply scientific principles for improvement and evaluation of quality care
processes, monitor trends in data and understand the changing trends in healthcare and
education.
2. Client-Centeredness/Health/Environment
A person (client), includes the individual, family, community or population, which is
interconnected within the global environment. As healthcare professionals in the global
10
community, we embrace all classes of people and respect all cultures, all races, and all
religions. Therefore, client-centeredness incorporates and reflects the uniqueness of
background, personal preferences, culture, values, and traditions and supports the
respectful, efficient, safe, and well-coordinated transition through all levels of healthcare.
Healthcare encapsulates the essence of physical, psychosocial, cultural, and spiritual
well-being that reflects a sense of wholeness and integrity on the wellness-illness
spectrum. Students are able to engage in a partnership with the client to plan, advocate
for, and provide care that is consistent with the client’s culture, values, beliefs and needs.
In the baccalaureate program, degrees of wellness reflect changes along the continuum
where health can be promoted, maintained or regained within the range of one’s total
health. Nursing care includes the provision of services in which clients across the
lifespan, are recipients in the categories of health promotion, health maintenance, and
health restoration. Health promotion includes the prevention of illness and education
regarding lifestyle practice in order to prevent illness. Health maintenance includes the
preservation of the health status and situations in this category include ongoing
healthcare, rehabilitative services or chronic illness. Health restoration includes those
clients who have acute health alterations, complications, or those situations where acute
illnesses is compounded by chronic illness. The concepts of health promotion, health
maintenance and health restoration are taught with particular emphasis on the individual,
family, community and populations. Identification of determinants of health and health
disparities are central to improving the health status in every category. Beginning
nursing courses focus on assessment, health promotion and promoting health for clients
with common problems. Students progress to medical/surgical, pediatric, intensive care,
mental health, chronic complex care units and outpatient areas where concepts of health
maintenance and health restoration become the focus. The community course
encompasses all three areas within the realm of population health. In population-focused
nursing, the community is the recipient of health promotion and disease prevention.
Students are able to identify determinants of health and health disparities in vulnerable
populations, prioritize primary prevention and identify those who may benefit from
services. Students recognize that the health continuum is constantly changing in relation
to the client’s needs, and with multiple ranges between the spectrum.
Integral to the promotion, maintenance and restoration of client health in any setting, is
the ability to utilize information management systems and patient care technologies in an
ever-changing and diverse healthcare system.
In the graduate program, students acquire the knowledge and skill to apply and
implement clinical prevention and population health activities to achieve the goal of
improving the health status of the population. Students gain knowledge of the services
that are equitable and responsive to the unique cultural and ethnic identity, socio-
economic condition, emotional and spirituals needs and values of clients and populations.
Graduate students learn to provide leadership within health and education systems to
design and/or ensure the delivery of clinical prevention interventions and population-
based care that promotes health, reduces the risk of chronic illness, and prevents disease.
The graduate student applies organizational, client-centered and culturally responsive
concepts to practice. Mastery of these concepts is essential in the design and delivery of
evidence-based clinical prevention and population care and services to individuals,
families, communities and populations. Incorporation of health literacy is inherent in
health promotion, disease prevention, management of chronic illness and quality of life.
The graduate student gains the knowledge and skill to serve as information managers,
client advocates, and educators by assisting others in accessing, evaluating and applying
health related information.
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3. Professional Nursing
The DoN utilizes the AACN Essentials of Baccalaureate Education for Professional
Nursing Practice, the AACN Essentials of Master’s Education in Nursing, and the AACN
Criteria for Evaluation of Nurse Practitioner Programs to provide the framework for the
educational process.
The baccalaureate nursing program utilizes the AACN Essentials of Baccalaureate
Education for Professional Nursing, as the framework for the nursing curriculum. The
Essentials are linked to the student learning outcomes and are threaded through all course
maps and content map concepts, along with the QSEN competencies. (ref: crosswalks,
course maps, content map) The Core Competencies for Interprofessional Practice (IPEC),
ANA Standards and the INACSL simulation standards are integrated in specific
curricular areas. The nursing program prepares a baccalaureate generalist who integrates
knowledge and skills essential to practice, which includes clinical reasoning,
interprofessional communication and collaboration, leadership, evidence-based practice,
population health, ethical/legal principles information management and application of
patient care technology. Critical to preparing a baccalaureate generalist, is the
demonstration of professionalism and professional values, and an attention to diversity in
order to provide safe quality care management. Students progress in complexity
beginning with the assessment and health promotion content to areas related to
fundamentals and increasingly complex care courses.
By the end of the program, students assume the roles of the baccalaureate generalist nurse
which include provider of care, designer/manager, coordinator of care, and member of a
profession. In the practicum course, these roles are incorporated in student progress
reports in preparation for the transition into professional nursing practice. (crosswalks
with roles)
The graduate nursing programs prepare registered nurses for advanced roles that require
increased accountability, expertise, and leadership. The graduate programs utilize the
AACN Essentials of Master’s Education (ref. course syllabi, curriculum map, and
crosswalks) in Nursing and the AACN Criteria for Evaluation of Nurse Practitioner
Programs as the framework for the graduate programs. The Master’s program builds and
expands from the baccalaureate program in order to engage in higher level practice in
leadership, education and advanced practice as a Family Nurse Practitioner. The student
gains knowledge in the nine Essential core areas, but also has additional coursework in
the area of Leadership, Education and Advanced Practice (FNP).
The master’s curriculum includes core classes that develop leadership skills and prepare
MSN students to act as an advocate at the systems level. These core courses introduce
graduate students to QSEN competencies (ref course syllabi, curriculum map, and
crosswalks) and IPEC, as they relate to leadership roles in advocacy and health
promotion (ref. curriculum map and crosswalks).
Family (Individual Across the Lifespan) Nurse Practitioner (FNP) students’ coursework
continues to build on the AACN Essentials of Master’s Education, QSEN competencies,
and IPEC. However, the FNP specialty coursework also is organized and delivered
according to the NP Core Competencies and the Family Across the Lifespan NP
Competencies (ref. curriculum map). Course content increases in difficulty as it prepares
students to assess, diagnose, and treat disease processes. Students also obtain the
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knowledge and skills to act as advocates in health promotion of the individual,
community, and aggregates in society.
Coursework in the Leadership/Education MSN track also builds on the AACN Essentials
of Master’s Education, QSEN competencies, and IPEC. However, the coursework in this
track also uses the AONE Nurse Manager Competencies and the National League for
Nursing Nurse Educator Competencies as frameworks for delivering the
leadership/education coursework (ref. crosswalks). Students learn how to become leaders
through educating others in management and nurse faculty roles.
4. Professional Nursing Education
To promote effective student learning, nursing faculty engage in evidence-based practice
teaching methodologies which create an environment conducive to learning. Teaching
strategies are grounded in educational theory, specifically Kolb’s Experiential Theory
and Knowles’ Adult Learning Theory. Knowles emphasizes that adults are self-directed
and expect to take responsibility for decisions. A core principle of the adult learning
theory is that learners must be actively involved in the process so that they're empowered
and motivated. In Kolb’s Experiential Theory, effective learning is seen when a person
progresses through a cycle of four stages: of (1) having a concrete experience (2)
reviewing and reflecting on that experience (3) learning from the experience (4) planning
for a new experiences.
Faculty serve as facilitators and support the adoption of innovative and learner-centered
teaching methods with collaborative efforts between faculty and learners. Faculty create
cultures of learning that support student-centered education and self-directed learning in
both classroom and online learning. The curricula provide opportunities for learning
experiences that supports diverse, evidence-based practice methods, interprofessional
collaboration and teamwork, achievement of clinical competence, and lifelong learning
skills.
Faculty encourage discussion and reflection of learning, and also incorporate various
virtual and actual simulations in the learning process. Students may participate in
simulations, review and reflect on the outcome of their actions, and plan for
improvements with the goal of transference to practice. The International Nursing
Association for Clinical Simulation and Learning (INACSL) simulation standards are
utilized by faculty to guide the simulation experience.
Students engage in service learning activities as an essential component of the
baccalaureate curriculum, in which service learning combines community service with
academic instruction. Service learning enables the student to connect theory to practice,
use communication and interpersonal skills, and engage in self-directed learning, logical
thinking and reflection.
C. BSN NURSING PROGRAM and CURRICULUM
1. PURPOSE OF THE BSN NURSING PROGRAM
The BSN Program prepares generalists in nursing to assist persons, families, and
communities toward the goal of health throughout life. A baccalaureate education in
nursing provides each student with the knowledge base for practicing professional
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nursing. The curriculum is based on a liberal arts foundation in the Judeo-Christian
tradition and utilizes the AACN Essentials of Baccalaureate Education for Professional
Nursing Practice within an integrated caring curriculum.
The faculty of the DoN has embraced the concept of the learner as an individual who has
acquired the self-concept of being responsible for one's self and of being self-directed.
We view learning as a self-motivated and voluntary endeavor on the part of our nursing
students. We also have, in response to our caring curriculum, moved away from the
traditional role of teacher to that of facilitator of learning. Upon completion of the
curriculum, the graduate possesses a foundation for graduate study.
The baccalaureate nursing program at Saint Francis University has full approval by the
Pennsylvania State Board of Nursing. The baccalaureate degree program in nursing and
the master's degree programs in nursing at Saint Francis University are accredited by the
Commission on Collegiate Nursing Education (http://www.ccneaccreditation.org). A
graduate is eligible to sit for the R.N. licensure exam, NCLEX-RN®.
2. PURPOSE OF THE RN-BSN PROGRAM
The RN-BSN fully online program is a Bachelor of Science in Nursing program for
nurses who already hold the RN licensure. The BSN Program prepares generalists in
nursing to assist persons, families, and communities toward the goal of health throughout
life. A baccalaureate education in nursing provides each student with the knowledge base
for practicing professional nursing. The curriculum is based on a liberal arts foundation in
the Judeo-Christian tradition and utilizes the AACN Essentials of Baccalaureate
Education for Professional Nursing Practice within an integrated caring curriculum.
3. PURPOSE OF THE SECOND DEGREE/ACCELERATED BSN
PROGRAM
The Second Degree/Accelerated Bachelor of Science in Nursing (BSN) program enables
a non-nurse with a baccalaureate degree (BA/BS), the ability to earn a BSN in a 15-
month accelerated program. The Second Degree/Accelerated BSN Program prepares
generalists in nursing to assist persons, families, and communities toward the goal of
health throughout life. A baccalaureate education in nursing provides each student with
the knowledge base for practicing professional nursing. The curriculum is based on a
liberal arts foundation in the Judeo-Christian tradition and utilizes the AACN Essentials
of Baccalaureate Education for Professional Nursing Practice within an integrated caring
curriculum.
4. BSN NURSING PROGRAM GOALS
a. Provide a liberal educational program of academic excellence which emphasizes
critical reflection and cultivates professional caring attributes.
b. Provide an education program based on the Essentials of Baccalaureate Education
for Professional Nursing Practice (2008) whereby care is given using a mind-body-
spirit perspective within the scope of nursing practice (American Nurses Association,
Nursing: Scope and standards of practice [3rd edition.], 2015).
c. Provide dynamic educational opportunities to develop the caring attributes in
preparation for professional nursing practice.
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d. Prepare the graduate for ethical leadership and management roles including health
policies, finances, and regulatory environments in order to promote safe, quality,
patient-centered healthcare environments.
e. Prepare individuals at the baccalaureate level to assume interprofessional leadership
roles across the continuum of healthcare environments.
f. Provide a foundation for graduate study.
g. Foster life-long learning and stimulate personal and professional growth.
h. Increase the number of nurses prepared at the baccalaureate level that are educated
within a caring paradigm.
5. BSN STUDENT LEARNING OUTCOMES
a. Synthesize knowledge from the humanities and sciences, advanced nursing concepts,
and applicable evidenced-based practice to enhance the art and science of nursing
care.
b. Espouse a life-giving mode of being derived from The Prayer of Saint Francis for
use in interprofessional communication and collaboration to establish therapeutic and
human caring relationships with individuals, families, and communities.
c. Utilize technology and informatics to improve the delivery of nursing care, quality of
care, healthcare outcomes, and the delivery of health education to multiple
populations.
d. Employ the caring-nursing process to maximize wellness in the delivery of culturally
competent professional nursing care for individuals, families, groups, communities,
and populations across the lifespan and across the continuum of healthcare
environments.
e. Affirm professionalism in the art and science of nursing care by understanding the
ramifications of healthcare policy, finance, and regulatory environments on nursing
care.
f. Assume the professional nursing roles of caregiver, teacher, advocate, and care
manager by utilizing basic organizational and systems leadership skills to promote
quality patient-centered care and patient safety.
6. CURRICULUM CARING STRAND
The"7 C's" of Caring
The C’s of Caring are utilized by the nurse in all areas of the practice of nursing. The first
“6 C’s of Caring” (Roach, 1984, 1992, 2002) are attributed to Sr. S. Roach who
describes the attributes of Caring. These C’s of Caring are not mutually exclusive and are
a basis for identification of certain CARE behaviors. The “7
th
C” was developed from
Boykin and Schoenhofer (1993).
a. Compassion: Showing empathy; responding in kindness; recognizing patient/family
needs and taking appropriate action. Compassion is the essential component of the
nurse/patient relationship. Experience with others, seeing them with worth, and
experiencing health problems. Humanizing ingredient, to allow one to share and
make room for others. Is a relationship where patient/family is able to share sorrows,
pain, accomplishments. Means to be with another in their suffering. Is empathy and
sensitivity to human pain and joy that allows one to enter into the experience of
another. Is the understanding of whom the patient/family truly is for whom the nurse
is caring.
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b. Competence: Skillful; properly qualified. Knowledge, judgment, skills, energy,
experience and motivation. Required to respond to the demands of professional
responsibilities. Without it would have harm to patients/families. Knowledge of the
health condition, the treatment, what is available. Understand illness, symptom
treatment: physical, emotional, etc. High degree of cognitive, affective, technical, and
administrative skills. Works with compassion, so not to be harsh or inhumane.
Responsibility requires preparation and practice. Disciplined effort. Is acquiring and
using evidenced-based scientific and humanistic knowledge and skill in therapeutic
interventions. It is the knowledge of the role of the nurse in the healthcare delivery
systems. Is related to conscience, including with relationships that are difficult as
well as enjoyable and gratifying.
c. Confidence: Hope; feeling of assurance. A quality that communicates and fosters
trusting relationships. Necessary to effectively implement nursing roles. One’s ability
to create a caring environment.
Empowers the nurse and others for accomplishing goals. Developed through
successful utilization of knowledge and experience. To instill in patient/family
feeling of confidence of caregivers. Patient trusts the nurse when the nurse gives
good information and advice. Information is based on sound knowledge and
experience. A negative is deception which destroys confidence, and is the exact
opposite (antithesis) of caring. Confidence in one’s ability to create CARING
environments, which serves as empowerment (catalyst) for change. Is developed
through successful utilization of knowledge and experience.
d. Conscience: A state of moral awareness; ethical and legal obligations. Grows out of
valuing self and others. Directs moral, ethical, and legal decision-making. Motivates
the nurse to increase knowledge and skills needed to respond morally, ethically, and
legally. It directs the nurse to know and adhere to the standards of professional
nursing practice. Directs response to social injustices; increases awareness of local,
state, national, and global health concerns of all populations. Is the accountability,
responsibility, and leadership for patient care. Involves spiritual power of influencing
others (affectivity). Grows out of valuing self and others.
e. Commitment: Being present and attentive to patient’s state of being and bound to
his/her emotional, intellectual, spiritual, and physical needs. It is staying with the
patient that conveys commitment. It is the coming together (convergence) of the
nurse’s desires and obligations, and making the deliberate choice. It becomes what
one prefers to do. It becomes second nature (internalized). It is deliberate reflection
and choice. It is the conscious effort to grow with continuing education, life-long
learning, increasing all skills. It is internalizing accountability with responsibility. Is
maintaining and elevating standards and obligations of the nursing profession.
f. Comportment: In harmony with a caring stance with dress, appearance, language
and attitude to communicate a caring presence. Includes self-awareness and impact of
the self on others, and accepting responsibility of one’s own actions and inactions.
These are symbols of communication. This extends to responsibility for the
healthcare environment, patient safety, and the behavior of others who contribute to
it.
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g. Creativity: Explores ways to use nursing knowledge and knowledge from other
disciplines. Use of research, evidence based practice, and new possibilities for
practice, teaching, administration, and inquiry.
7. THE CARING DOCUMENT
A Life-giving mode of being as exemplified by the Prayer of Saint Francis:
Lord, make me an instrument of Your peace
a. Affirms the commitment to be used for the peace and well-being of another.
b. Acknowledges health as peace and harmony within the body-mind-spirit of the
person.
c. Provides safe and quality nursing care using a holistic perspective.
d. Expresses humility:
1) in the recognition of one's strengths
2) in the recognition of one's areas for improvement
3) by seeking appropriate assistance
4) by accepting assistance and constructive criticism graciously
Where there is hatred, let me sow love;
a. Accepts the person as a unique being made in the image of God with inherent value
and dignity regardless of circumstances as evidenced by respectful verbal and
nonverbal interaction.
b. Possesses traits of life-giving behaviors such as compassion, openness, gentleness,
kindness, and patience.
Where there is injury, pardon;
a. Allows the person to express positive and negative feelings without feeling defensive
and while offering understanding and support.
b. Adheres to standards of professional competence while acknowledging the role of
learner.
c. Identifies spiritual needs of forgiveness and reconciliation, understanding and
support.
Where there is doubt, faith; where there is despair, hope;
a. Is honest and genuine in interactions.
b. Is calm and confident in interactions with others.
c. Acknowledges the healing power of belief.
d. Displays professional comportment in demeanor and presence
Where there is darkness, light;
a. Identifies, accepts, and explores one's own feelings.
b. Expresses sensitivity and feeling towards others.
c. Enlightens others on health promotion and disease and injury prevention.
d. Uses the professional nursing code of ethics (American Nurses Association, Code of
Ethics for Nurses with Interpretive Statements, 2015).
e. Uses values-based clarification/consciousness and moral inquiry to attain a mature
conscience.
f. Identifies services, using an interdisciplinary approach, to benefit the poor and
vulnerable populations.
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Where there is sadness, joy;
a. Acknowledges the healing properties of appropriate humor.
b. Exhibits an appropriate cheerfulness.
c. Is able to laugh at oneself.
O Divine Master, grant that I may not so much seek to be consoled as to console;
a. Is available and present for others.
b. Accepts expression of other's feelings.
To be understood as to understand;
a. Demonstrates empathy.
b. Identifies and utilizes research in evidence-based practice to create new possibilities
for practice, including Evidenced-Based Research (EBR).
c. Uses principles of critical thinking and clinical reasoning to identify client needs and
promote positive care outcomes.
For it is in giving that we receive;
a. Ascribes to an altruistic philosophy.
b. Expresses that life is lived in accordance with a value system.
c. Identifies how caring for another can assist one in the process of and self-
actualization.
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9. SUGGESTED PROGRAMS OF STUDY (See Appendix A)
a. Traditional BSN
b. RN-BSN
c. Second Degree/Accelerated BSN Program
10. GENERAL EDUCATION PROGRAM PARADIGM (See Appendix B)
IV. POLICIES AND PROCEDURES
A. ABSENCE FROM CLASS – CLINICAL EXPERIENCE POLICY
1. Clinical / Preceptorship Policy
The DoN at Saint Francis University believes that clinical experiences are essential to the
education of our students. Our curriculum is designed to give the students clinical
experiences that are increasing in intensity, acuity, and time spent in the clinical arena. It
is the expectation that each student attends all scheduled clinical experiences, but we
recognize that situations may arise that necessitate the student be absent from one or
more of these experiences. For this reason, the DoN has instituted a clinical absence
policy that will afford the student the opportunity to makeup excused missed clinical
time, thereby not jeopardizing their clinical learning experiences due to absences. This
policy covers all clinical experiences including the preceptorship immersion experience
in the spring semester of the senior year. Note: Although Clinical on Campus/Lab time is
part of the clinical experience, it falls under the Classroom Policy. Simulations days (3
or 4 hour scheduled “Sim days”) are clinical days and will fall under this policy.
Unexcused clinical absences are monitored across all clinical courses in each semester
and are cumulative within that semester. Refer to the Professional Behavior Policy
regarding any and each unexcused absence from a clinical day within the semester. Two
Letters of Concern will result in the theory grade being lowered by one step in the course
where the second Letter of Concern was generated. See Excused Absence Policy.
Preceptorship hours are scheduled between the student and preceptor. All clinical
policies, including absence and tardiness, are applicable to the preceptorship immersion
experience as well.
a. If a clinical day is cancelled due to University class cancellation, those days/hours
need to be made up. Makeup days will be determined by the instructor.
b. If the clinical day is cancelled due to inclement weather, the clinical day will be made
up on one of the regularly scheduled “clinical makeup days” or as a makeup
assignment as determined by the faculty.
c. If the clinical day is cancelled by the faculty due to his/her personal illness, the
clinical day will be made up according to a day and time determined by the faculty;
ideally this will be on a “clinical makeup day.”
d. If a student misses a clinical day due to an excused absence (see Excused Absence
Policy) the student may be offered a clinical makeup assignment that is equivalent in
time, effort, and experience to the missed clinical day. Completion of this alternate
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assignment will be due as per the clinical instructor. If the complete assignment is not
submitted by the deadline, the course grade may be lowered one step. The student is
responsible to ensure that electronic submissions are properly submitted and received
by the instructor. At the discretion of the clinical faculty, the student may be asked to
makeup this clinical day on a day and time as determined by the clinical faculty
instead of being offered an alternate assignment.
e. The clinical instructor/preceptor must receive notification of excusable absences at
least 1 hour prior to the start of the clinical experience. Failure to communicate to
the instructor prior to this time will result in an “unexcused absence.” An “excused”
absence is defined under the Excused Absence Policy.
f. If a student misses more than one clinical day, the clinical day(s) will be made up on
the clinical unit (or a unit that is comparable) on a day(s) to be determined by the
clinical faculty. If any “clinical makeup days” are available, these may serve as the
days that the clinical experience can be made up. Any days that need to be made up
beyond these “clinical makeup days” may necessitate the student having the clinical
experience(s) on a weekend or after the semester has ended. If, at the end of the
semester, the student still needs to makeup clinical days, a “continuing” grade will be
issued in the respective course until which time the student successfully completes
the clinical experience. Additionally, there may be a cost incurred to the student if
faculty needs to be hired to oversee the student on the clinical site beyond the
predetermined clinical makeup days.
g. Students with absences secondary to extenuating circumstances needing to makeup
clinical time will be addressed on a case-by-case basis to ensure students are able to
meet course objectives.
h. Faculty have the option to exclude students from clinical if tardy or unprepared; this
would be considered an unexcused absence.
i. Repeated tardiness and/or absences may result in a Letter of Concern for the course.
1) Two tardy episodes are equal to one unexcused absence. “Tardy” for clinical is
defined as not being on the clinical unit and ready for report by the start of the
clinical experience (this time may be different for preceptorship and for different
clinical experiences; refer to your course clinical schedule.
2) IF A STUDENT DOES NOT NOTIFY THE APPROPRIATE
INSTRUCTOR OR PRECEPTOR AT LEAST ONE HOUR PRIOR TO AN
ABSENCE OR TARDINESS PRIOR TO CLINICAL, IT IS AN
AUTOMATIC UNEXCUSED ABSENCE.
j. Two letters of concern for unexcused clinical absences across the semester will result
in the lowering of the theory grade where the second Letter of Concern was
generated by one step. Three letters of concern for unexcused clinical absences
across the semester will result in failure of the clinical course where the majority of
the letters of concern were generated and a warning for dismissal from the program.
k. Failure of the clinical component of the course will result in failing the entire course.
Refer to the Excused Absence Policy for additional information.
2. Classroom Policy (refers to class, laboratory, and clinical on campus)
a. Students are required to attend and be on time for class, laboratories, and clinical
experiences and not leave assigned work undone.
b. Faculty have the option of excluding students from class/clinical if tardy and/or
unprepared.
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c. If unable to attend class, laboratory, or clinical on campus, the student is required to
notify the appropriate faculty person 1 hour prior to the start time. Additional
classroom, lab, and on campus clinical policies may be outlined in the syllabi
(absence from a scheduled simulation day is treated just as a clinical absence; see
clinical absence policy for details).
d. Repeated tardiness and/or unexcused absences will result in actions being taken.
Absences and tardy episodes will be monitored across all courses for the semester.
“Tardy” is defined as not being present in the classroom/laboratory when the class
starts.
1) All absences and tardy episodes will be reported to the level committee.
2) Two tardy episodes in one course is equal to one unexcused absence.
3) IF A STUDENT DOES NOT NOTIFY A FACULTY MEMBER OF AN
ABSENCE ONE HOUR PRIOR TO A CLASS OR CLINICAL, IT IS AN
AUTOMATIC UNEXCUSED ABSENCE.
4) Each unexcused absence across all courses in the semester may result in the
generation of a Letter of Concern. See Excused Absence Policy.
5) Two unexcused absences will result in the student’s grade being lowered by one
step and the generation of a Letter of Concern.
6) Two Letters of Concern for unexcused absences will result in a lowering of the
theory grade where the second Letter of Concern was generated by one step;
three letters of concern regarding unexcused absences will result in failing the
course and a warning for dismissal. Letters of Concern are stored in the student’s
file. This is information employers request with recommendations. See Excused
Absence Policy.
e. Faculty will monitor patterns of tardiness across all courses. Two tardy episodes
within the semester equals an unexcused absence and may generate a Letter of
Concern. Tardiness patterns will be reviewed by the level committee for possible
action. Possible actions may include additional letters of concern, warning of
dismissal from the program, or dismissal from the program
f. Students with absences secondary to extenuating circumstances will be addressed on
a case-by-case basis to ensure students are able to meet course objectives.
3. Cancellation of On-Campus Classes
The faculty is committed to the education of students. Classes will only be canceled in
cases of extreme emergency. The faculty responsible for the class will post a policy for
notification of cancellation of class in their course syllabus. Please see the University
Faculty Handbook for University cancellation policies. Faculty will offer makeup time
for any missed classes.
4. Excused Absence Policy
Students are expected to attend all classes, labs, and clinical/clinical on campus as
scheduled. The safety of our patients and the health of our students are of utmost
importance. In the rare instance that a student is unable to attend class or clinical, the
absence will only be considered “excused” for the following reasons:
a. Serious illness or injury requiring evaluation by a licensed healthcare provider
(Physician, Nurse Practitioner, or PA). In order for an absence for illness or injury to
be “excused”, the student may be asked to provide documentation that the student
was evaluated for illness or injury and may not attend class/clinical for that day and
or subsequent days. Walk-in appointments at the Student Health Office are available
at no charge.
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b. University sponsored Athletic Event (game, match, etc.).
c. Military obligation (with advanced notice being given to the instructor).
d. Other serious reason as deemed by the faculty. It is expected that the student submits
formally, in writing, what the serious matter is and request a review by the faculty to
determine if the absence will be counted as “excused” prior to the class/clinical day.
Each unexcused absence across the entire class, lab, and clinical experiences for the
semester may result in a Letter of Concern. Refer to the Professional Behavior Policy.
Two Letters of Concern for unexcused absences will result in the theory grade in the
course where the student received the second Letter of Concern being lowered by one
step, three Letters of Concern for unexcused absences in a semester will result in failure
in the course where the majority of absences were occurred and a warning for dismissal.
Subsequent Letters of Concern for unexcused absences throughout the entire curriculum
will be grounds for dismissal from the program. Note that excessive tardiness will
warrant an unexcused absence and a Letter of Concern, please refer to the clinical and
classroom policies. Absences due to outside work, sleeping in, interviews, etc. are
considered “unexcused”
B. GRIEVANCE POLICY
The DoN defines a Grievance as a formal written complaint. A formal written complaint is a
statement of dissatisfaction that is presented according to the Nursing Department’s
established policies and procedures. The student must file the formal complaint in writing
using step 1 in the process below.
1. Grievance and Appeal Process
Students appealing a grade will follow the procedure outlined in the University Catalog
and the academic grievance procedure. This grievance procedure must be initiated within
two weeks of receiving the grade. Please refer to the current University Catalog for the
University policies and procedure regarding grade appeal.
If a student has cause for a formal complaint in the nursing program the student must
adhere to the following process to the following process:
a. Discuss and present in writing the grade or academic concern in question with the
course instructor. Subsequently, the instructor will address the formal complaint in a
letter to the student.
b. If the student feels that the formal complaint is not resolved in step one, the student
will then discuss the grievance with the Level Coordinator. The Level Coordinator
will provide a written recommendation to the Program Director and the Department
Chair.
c. After this discussion, the Program Director and the Department Chair will provide a
recommendation to the Dean of the School of Health Sciences and Education. The
student then needs to follow the School of Health Sciences and Education Student
Appeal Policy and complete the School of Health Science and Education Student
Appeal to Dean Form (Refer to Appendix C).
d. The Dean of the School of Health Sciences and Education will provide his
recommendation.
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e. Should there still be no resolution to the grievance, the student may then present the
grievance as outlined in the University Policies and Procedures. Copies should be
placed in the department’s file on grievances.
2. Resolution of Formal Complaint
Copies of all documentation should be placed in the department file on grievances
documenting the outcomes or resolution of the complaint.
C. ADVISING POLICY: FACULTY/STUDENT
In addition to the counseling and advising services provided to all Saint Francis University
students as outlined in the current University Catalog, students enrolled in the Nursing
Program are provided with academic advising services through the DoN.
The purpose of the DoN Advising Program is to assist each nursing student in planning,
implementing, and evaluating his/her academic goals in accordance with Saint Francis
University and specific nursing curriculum goals. Academic advising is available to all
freshmen, sophomore, junior, and senior nursing students; advising sessions can be initiated
by either the faculty member or the student. Faculty members also utilize referral resources
available at Saint Francis University for additional counseling and advising as the need arises.
Full-time faculty members are assigned specific nursing students by the Department Chair at
the beginning of each academic year for the purpose of academic advising. Student advisees
and faculty are responsible for meeting each semester to evaluate the student's present status
in the Nursing Program and to establish specific plans for progression through the Saint
Francis University nursing curriculum.
Faculty advisors may schedule additional meetings with each assigned student throughout the
semester as necessary. A schedule of the faculty office hours is posted on individual office
doors. A student may also arrange for an appointment with his/her faculty advisor during
scheduled office hours. If this is not possible, other arrangements will be made by the advisor
and student. A summary of each meeting will be documented by the faculty advisor and
maintained in the student's file in the DoN.
D. AMERICANS WITH DISABILITIES ACT
1. Office of Disability Services
Saint Francis University is a community that welcomes and embraces students with
disabilities. Each disability is unique and for this reason, services are individually tailored
to the needs of each student.
d. ADA Accommodation Statement
Persons requesting accommodations in accordance with ADA should contact the
University's Accessibility Services Coordinator at least 48 hours before the event.
Additional information is available from the Accessibility Services Coordinator, 111
Saint Francis Hall, (814) 472-3176.
Ms. April Fry can be reached at af[email protected] before the semester begins or as
soon as possible after the semester begins. After the proper documentation is
approved by that office, students must then schedule individual meetings with
individual faculty in their offices to discuss the specific needs for courses.
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2. Accommodations Process
Accessibility Services will facilitate reasonable accommodations for students with
disabilities. A disability, as defined by federal law, is a physical or mental impairment
that substantially limits one or more major life activities such as walking, hearing, seeing
or learning. A student requesting accommodations must self-identify and provide recent
documentation of his or her disability to Accessibility Services. This documentation is
used to establish the student as an individual with a disability and provides rationale for
reasonable accommodations.
If accommodations are needed, the student with a documented disability will receive an
accommodation letter from Accessibility Services, which will be emailed to each
instructor. It is the student's responsibility to ensure the instructor was notified and
received the letter. Instructors should expect to receive notification early in each
semester.
E. DRUG AND ALCOHOL POLICY – Refer to School of Health Science and
Education Drug and Alcohol Policy Appendix D
F. ATTIRE POLICIES
1. Classroom, Nursing Laboratories, and Clinical Sites
The student is to be dressed neatly and well groomed, with clothing clean, pressed, and in
good repair. The student must maintain proper hygiene with respect to body odors,
perfume, after shave, secondhand smoke, and scented hand cleaners. Male students are
expected to be clean shaven or with neatly groomed facial hair. All students are expected
to wear appropriate undergarments. The following examples of dress items are
considered inappropriate and a student so attired will be asked to leave the classroom or
lab:
a. Bare mid-drifts
b. Baggy pants revealing underwear
c. Low cut or tight-fitting clothing
When formal simulations and clinical on campus are scheduled, the students must present
themselves in full uniform with name tags. Students are required to wear red polo,
khakis, and lab coats during on campus labs, clinical out-rotations and designated
University events.
2. Uniform Policy for Clinical Practice
The student uniform consists of black scrub pants and red scrub top. Particulars of the
dress code include:
a. Unless otherwise stipulated, full uniform is required at all times on the clinical unit.
Full uniform is defined as follows:
1) Scrubs:
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a) The top may be worn with a white or black turtleneck or tee shirt underneath.
The turtleneck or tee shirt may be long or short sleeved and may not have
any printing or design on the shirt.
b) The pants may have an elastic or draw string waist.
2) White or black socks.
3) White, black, or red athletic shoes which must be all leather and waterproof,
no sandals, no clogs or backless shoes.
4) White cotton lab/warm-up jacket with SFU logo. Hoodies are not permissible
5) Clinical site ID policy must be followed; this is specific to each clinical. You will
be informed of the clinical site policy prior to clinical.
6) Watch with a second hand must be worn at clinical.
b. The clinical uniform may be worn to class if it immediately precedes or follows the
clinical experience.
c. Hair should be clean and styled neatly. Hair that is shoulder length or longer must be
tied back and off the collar of the uniform. Unnatural hair colors (purple, green, blue,
pink, orange, etc.) are not permitted.
d. Jewelry that is worn must be conservative.
1) Only small earrings may be worn-ONE EARRING PER EAR (earrings are
limited to - earlobe only - post only - no DANGLING EARRINGS) and NO
NECKLACES FOR SAFETY PURPOSES. This policy protects student nurses
from injury.
2) Wedding band may be worn; no other rings.
3) Professional appearance is conservative. Body jewelry should be concealed.
Tongue piercings are not permissible. Tattoos must be covered.
e. Nails are to be short and neatly trimmed. No nail polish. A clear coat is acceptable
but must not be cracked or chipped. No acrylic or other false nails.
The dress code may vary in adherence to the clinical institution's dress code with the
permission of the Clinical Instructor, Level Coordinator, and Department Chairperson.
Students will be notified accordingly. Any DoN faculty member may dismiss a student
from the clinical unit for infraction of any part of this policy.
G. SYSTEM OF GRADING
All nursing courses will be graded according to the following system:
A
=
92 – 100%
C+
=
78 – 79%
A-
=
90 – 91%
C
=
70 – 77%
B+
=
88 – 89%
D
=
60 – 69%
B
=
82 – 87%
F
=
59% and below
B-
=
80 – 81%
Students must earn a minimum grade of 80% in all required nursing courses in order to
meet progression requirements.
Grades are rounded to whole numbers only once in a course when the final grades are
calculated. Grades are reported with two (2) decimal places until the final grade. For
example, a grade on an assignment is reported as 89.2. A final course grade of 89.25 is
reported as 89. If the final grade for a course is xx.5 or above, the grade rounds to the next
highest whole number.
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1. Clinical Performance
Clinical performance will be evaluated weekly and reviewed with the student at least
twice during the clinical rotation on a satisfactory/unsatisfactory/needs improvement
basis. However, it may be done more frequently if a student is having difficulty. At the
completion of the clinical experience, the evaluative scores for each clinical behavior will
be compiled into a final score. A minimum of 80% of the objectives must be
satisfactorily completed to achieve a satisfactory score. A student must also have a
100% score on all contributory objectives. If a student’s level of clinical practice is
unsafe or unsatisfactory, the student may fail before the end of the semester.
Clinical is graded on a pass/fail basis. The grading criteria is outlined on the clinical
evaluation tool.
2. Clinical Failures
A clinical failure will occur if the student demonstrates unsafe, negligent, incompetent, or
unethical clinical performance. Unsafe practice is anything that places the patient in
jeopardy for injury or causes injury, and it includes, but is not limited to, the following
examples:
a. Not following specific directions
b. Not consulting faculty before doing a procedure or giving a medication
c. Consistently not being prepared or being late for clinical
d. Jeopardizing client safety:
1) Not paying attention to alarms
2) Performing skills without supervision or permission by the faculty member
3) Failure to follow Universal Precautions, including failure to follow isolation
precautions
4) Failure to follow hospital policies and procedures
e. Failure to follow through with instructions of RN or faculty member
f. Failure to report changes in assessment of patient status to faculty or assigned RN in
a timely manner
g. Failure to maintain confidentiality
h. Failure to accept responsibility for personal actions or inactions
Failure to practice in a safe manner may result in the student being removed from clinical
and may result in the failure of the course. Failure to adhere to the Professional Behavior
and Integrity Policy is grounds for dismissal.
3. Final Course Grade Computation – Clinical Courses
a. Final satisfactory clinical performance and final theory grade of 80% or better equals
the grade for the course. Clinical grading is derived from the clinical evaluation tool.
b. If the final Unsatisfactorys are in contributory areas, this will constitute an automatic
clinical and course failure. Failure of either the clinical or theory component will
result in an overall failure of the entire course. This will necessitate the student to
repeat both the clinical and theory components on a space available basis provided the
student has not exhausted the allotted number of repeats.
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4. Clinical Warning for Dismissal
A student may be placed on clinical warning for dismissal based upon unsatisfactory
performance. This is a method to identify behaviors that interfere with the attainment of
clinical objectives. A student on clinical warning must correct the deficiencies in order to
pass the clinical course. The student will meet clinical faculty member(s) and/or the
course coordinator to complete an individualized clinical contract. The individualized
clinical contract will define the goals that need to be met for the student to pass with
satisfactory performance.
5. Program Dismissal Policy
A student may be dismissed from the DoN for the following reasons:
a. Dismissal for Unsafe Clinical Practice: Dismissal for unsafe clinical practice may
occur at any time during the academic semester. Dismissal is based on unsafe
behavior demonstrated by the student as determined by the faculty of the DoN.
Dismissal may be based on:
1) One potentially life-threatening incident; or
2) One incident contributing to the injury or death of another; or
3) Two or more incidents of unsafe practice identified at any time during the length
or enrollment in the DoN.
b. Dismissal for Unprofessional Behavior: In addition to the list found in the
Professional Behavior Policy, the following provides examples of behaviors in three
areas as basis for dismissal from the DoN:
1) Regulatory – examples include, but are not limited to the student’s failure to
practice within the guidelines of:
a) The Professional Nursing Law of Pennsylvania
b) The Policies and Procedures of Saint Francis University and the DoN
c) Policies and procedures of the clinical agencies
d) Patient’s Bill of Rights
2) Accountability – examples include, but are not limited to:
a) Failure to adequately prepare for clinical learning experiences
b) Failure to communicate accurate and complete information verbally and/or in
writing
c) Failure to report unsafe or incompetent practice of peers or other healthcare
team members to nursing faculty
d) Failure to practice within limitations of the student nurse role
e) Failure to accept responsibility for own behavior
f) Failure to accept responsibility for client care
g) Failure to seek appropriate guidance from the faculty
h) Excessive absence or tardiness as per the absence from class/clinical policy
i) All forms of dishonesty, including cheating, falsification, or plagiarism of
information on assignments
3) Clinical Nursing Performance – examples include, but are not limited to:
a) Medication administration errors
b) Misinterpretation of medical orders
c) Improper implementation of nursing care plans
d) Improper implementation of procedures according to the Department and/or
agency guidelines
e) HIPAA violations
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Any student who is dismissed from the program has the right to follow the School of
Health Sciences and Education Appeal of Dismissal Procedure (Refer to Appendix C).
H. CPR CERTIFICATION
Prior to entering the clinical areas at the 300 level, all students must have successfully
completed and be currently certified in the Healthcare Provider Basic Life Support Course,
sponsored by the American Heart Association.
A copy of the student's current course certification shall be maintained in the student's file in
the DoN while the student is enrolled in the junior and senior level clinical nursing courses.
This certification must be current for the entire academic year for the junior and senior year.
Any student who cannot provide evidence of current certification for the required CPR
content (as identified above) will not be permitted to perform in the clinical area.
I. EXAMINATION POLICY
Students are expected to take examinations as scheduled. Make-up exams will be available
according to the instructor’s policies on the course syllabi. Individual course policies will be
evident in the course syllabi.
Arrangements for make-up exams must be completed within one business week of the return
to the program following an absence. Failure to follow this procedure will result in a "0" for
the exam. Students need to be aware that they can expect make-up exams to be a different
format which could include essay-question exams.
During exam time, all materials, including cell phones, smart watches, books, water bottles,
baseball caps and book-bags, are to be in an area of the room designated by faculty.
Students will be limited to one week following an examination to schedule a review with the
instructor if they choose to do so.
Students are required to attend final examinations as scheduled. Please refer to the University
Policy:
https://my.francis.edu/ICS/Campus_Services/Ethics_and_Compliance/University_Policies.jnz
The link takes you to an alphabetical link of policies and the policy is titled Final Exam
Policy.
J. INCIDENT POLICY
During a clinical experience, if a student becomes ill or injured, a DoN Incident Report form
will be completed (Refer to Appendix D). This form may also be used to document unusual
events that occur in campus classrooms or laboratories. All occurrences should be
documented. The DoN Incident Report form makes it possible to recall the nature of the
incident, action taken, witnesses, and the follow-up.
30
If possible, the form should be completed by the student with the assistance of the clinical
instructor. This form should be completed within three business days after the incident
occurred. The completed form should then be submitted to the Course Coordinator. After
review, the original form will be placed in the incident report file and a copy in the student’s
file in the DoN office unless additional action is determined to be necessary.
If the event occurs during a clinical experience, it may be necessary to complete the
agency/hospital’s incident report per the agency/hospital’s policy.
If a student becomes ill or injured while on campus and requires medical attention, Campus
Police should be notified for incident management. Campus police will follow up with a report
using the University online system for reporting.
K. MALPRACTICE INSURANCE
Saint Francis University covers all nursing faculty and student malpractice insurance. This
only covers the faculty or student when they are performing University clinical experiences.
L. MATHEMATICS PROFIENCY EXAM POLICY
The professional nurse requires logical thinking ability and proficiency in arithmetic
operations in order to calculate medication dosages. All students who take NURS 200 must
successfully demonstrate mathematics proficiency. Evidence of proficiency is described in
the course syllabus. ATI Drug Calculation and Medication Administration standardized
examinations will be given in all clinical courses as designated. Refer to the Standardized
Testing Policy.
Math proficiency exams administered to the students will include the following:
1. Adding, subtracting, multiplying, and dividing fractions and decimals
2. Reducing fractions
3. Reading decimals
4. Using percentage
5. Ratio-proportion
Students with difficulty in the math competencies may be referred for tutoring services and
given remediation. Students may repeat the math exam twice. Failure of the third math
exam constitutes course failure.
M. MINIMUM FUNCTIONAL REQUIREMENTS/TECHNICAL STANDARDS
POLICY
Nursing education requires that the accumulation of scientific knowledge be accompanied by
the simultaneous acquisition of skills and professional attitudes and behaviors. The nursing
degrees awarded by Saint Francis University at the completion of the educational process
certifies that the individual has acquired a base of knowledge and skills requisite for the
practice of nursing at the respective undergraduate or graduate level.
31
To this end, all courses in the curriculum must be completed successfully. In order to acquire
the knowledge and skills to function in a variety of clinical situations and to render a wide
spectrum of patient care, candidates for the undergraduate and graduate degrees in nursing
must have abilities and skills in five areas:
1. Observation
2. Communication
3. Motor
4. Conceptual Integrative
5. Behavioral- Social
Technological compensation can be made for some disabilities in certain areas, but a candidate
should be able to perform in a reasonably independent manner and exercise independent
judgment.
1. Observation
The candidate must be able to observe demonstrations and participate in didactic courses
and simulated learning opportunities. A candidate must be able to observe a patient
accurately at a distance and close at hand. Observation requires the use of common sense,
as well as the functional use of the senses of vision, audition, olfaction, and palpation.
2. Communication
Candidates must communicate effectively using English in clinical and classroom
settings. A candidate must be able to elicit information from patients, describe changes in
mood, activity and posture, and perceive nonverbal communications. A candidate must
have sufficient speaking and listening skills to take a medical history, respond to monitor
alarms, emergency signals, call bells from patients, and orders in a rapid and effective
manner. Additionally, candidate must possess adequate hearing to accurately assess
blood pressure, heart, lung, vascular, and abdominal sounds. Candidates must be able to
communicate effectively and sensitively with patients, faculty, preceptors, and all
members of the healthcare team during learning experiences and practicum experiences.
Communication includes not only speech but reading and writing. The candidate must be
able to use, interpret, and verbally report and/or document information from assessment
techniques/maneuvers such as those involved in a head-to-toe assessment, vital signs,
blood sugar monitoring, laboratory values, etc. to appropriate members of the healthcare
team and/or the patient.
3. Motor
Candidates should have sufficient motor function to elicit information from patients by
palpation, auscultation, percussion, and other assessment techniques. A candidate should
be able to perform nursing skills requiring the use of gross and fine motor skills (e.g. IV
insertion, venous blood draw, urinary catheter insertion). A candidate should be able to
execute motor movements reasonably required to provide nursing care and emergency
response to patients.
Examples of emergency responses reasonably required of nurses are cardiopulmonary
resuscitation, medication administration, and application of pressure to stop bleeding.
Candidates must perform actions which require the use of both gross and fine muscular
movements, equilibrium, and functional use of the senses of touch and vision. Candidates
should also be able to assist and/or participate in various lifting activities.
32
4. Conceptual-Integrative
These abilities include measurement, calculation, reasoning, analysis, synthesis, and
retention of complex information. The candidate must possess the ability to calculate
medication dosages and program intravenous infusion pumps in a rapid and safe manner
as in emergency situations. Critical thinking requires all of these intellectual abilities in
order to provide optimal nursing care. In addition, the candidate should be able to
comprehend three-dimensional relationships and to understand the spatial relationships of
structures.
5. Behavioral-Social
Candidates must possess the emotional health required for the full use of their intellectual
abilities, the exercise of good judgment, the prompt completion of all responsibilities
pertaining to the care of patients, and the development of mature, sensitive, and effective
relationships with patients. Candidates must be able to tolerate physically taxing
workloads and to function effectively under stress in the classroom and clinical area.
They must be able to adapt to changing environments, display flexibility and learn to
function in the face of uncertainties inherent in the clinical environment. Compassion,
integrity, concern for others, interpersonal skills, interest, and motivation are all personal
qualities that are assessed during the admissions and educational process.
Reasonable accommodations will be considered on a case-by-case basis for individuals
who meet eligibility under applicable statutes. Any person expecting to need
accommodations should request them prior to beginning the program, as some
accommodations may not be considered reasonable and may impact an applicant’s ability
to complete all components of the program.
Reference:
https://www.aacnnursing.org/Education-Resources/Tool-Kits/Accommodating-Students-
with-Disabilities
N. Placement and Progression Policy
1. Academic Progression
Progression and continuance in the Nursing Program is based upon academic
performance and successful achievement of nursing prerequisites, health maintenance,
and adherence to Saint Francis University policies in the current University Catalog and
DoN policies as stated in the current Student Handbook. The faculty of the DoN has the
right and the responsibility for judging and evaluating the quality of the student’s
achievement, both in the mastery of the theoretical content and in clinical competence.
a. Traditional BSN Program
1) Students must earn a minimum grade of “C” in the following prerequisite
Natural Science and Social Science courses and math course. A “C-” grade is not
acceptable.
33
Natural Science Courses:
Social Sciences Courses:
BIOL 111 Biology I
PSYCH 101 Introduction to Psychology
CHEM 113 Human Chemistry I
SOC 101 General Sociology
BIOL 214 Microbiology
BIOL 205 Anatomy and Physiology I
Mathematics Course:
BIOL 206 Anatomy and Physiology II
MATH 107 or higher
2) BIOL 205 Anatomy and Physiology I and BIOL 206 Anatomy and Physiology II
must be taken at Saint Francis University.
3) Students must earn a cumulative minimum GPA of 2.6 or better in the Natural
Science courses of BIOL 111, CHEM 113, BIOL 214, BIOL 205 and BIOL 206
prior to entry into the professional phase of nursing in the junior year (300 Level)
4) All Natural Science courses required by the Nursing Program that are taken at
another institution and transferred into Saint Francis University will be used in
the Natural Science GPA calculation, although they are not calculated into the
student’s overall cumulative GPA. If a student has AP earned credits on one of
the required natural science courses, these credits will not be calculated into the
students’ natural science GPA.
5) Students must earn a minimum overall cumulative GPA of 2.75 prior to entry
into the professional phase of nursing in the junior year (300 Level).
6) The only nursing courses that may be taken prior to entry into the professional
phase of the nursing program (300 Level) are: NURS 100, NURS 200, NURS
201, and NURS 311. However, the student must successfully complete the pre-
requisites required.
7) Prior to the junior year, it is recommended that the maximum number of liberal
arts courses the student should have left to complete is three (3) courses (nine
credits maximum). When scheduling classes, it is the student’s responsibility to
schedule classes so that the classes do not interfere with the clinical experiences.
8) All students must pass a math proficiency exam with an 80% in the following
courses: NURS 200, NURS 300, NURS 301, NURS 302, NURS 303 and NURS
401. The purpose of the examination is to determine the student’s ability to
correctly calculate medication dosages in the clinical setting. Please refer to the
policy on the Math Proficiency Exam found in the Student Handbook.
9) A maximum of three (3) repeated courses are permitted in the total curriculum of
the Nursing Program which includes only one nursing course, math course, and
any prerequisite Social Science or Natural Science lecture/lab course. This
includes any courses recorded on prior transcripts.
10) Nursing majors MUST earn a minimum grade of “B-” (80%) in each nursing
course in order to progress to the next course that requires a clinical laboratory
component.
a) A grade of less than a “B-“ grade will constitute a failing grade in any
required nursing course.
b) A student may repeat a nursing course only once. Dismissal occurs when a
student fails any nursing course the second time. If a student’s level of
clinical practice is unsafe or unsatisfactory, the student will fail the course
BEFORE the end of the semester.
c) Any withdrawal from a nursing course with less than a B- grade is
considered a course failure and counts as a course to be repeated.
d) Any student who needs to repeat a nursing course beyond one year of
withdrawal or failure of that course must repeat all prerequisite and co-
34
requisite nursing courses for that course. Exceptions are NURS 100, NURS
201, NURS 311, NURS 316, NURS 416, NURS 403, and nursing electives
11) Nursing majors must maintain at least a GPA of 2.6 in the pre-requisite Natural
Science courses (BIOL 111, CHEM 113, BIOL 214, BIOL 205 and BIOL 206)
and minimum “C” grade in the Social Science courses (SOC 101, PSYC 101)
and MATH 107 or higher.
a) Any withdrawal failing from a core curriculum math course, or prerequisite
social or natural science course with less than a “C” grade is considered a
course failure and counts as a course to be repeated.
b) If a science course has a separate laboratory grade, and the student earns a
“D” or “F” in the lab component, this is considered a failing grade and counts
as a course to be repeated.
c) Courses in which “D” or “F” grades are earned can only be repeated at Saint
Francis University.
d) Students who need to repeat a course are subject to the restrictions specified
below. Both the original course and grade, and the repeated course and grade,
appear on the academic record, but only the higher grade is used in the
computation of the GPA. A course which is a prerequisite course for a more
advanced course in the same discipline may not be repeated after a more
advanced course has been successfully completed.
e) If a student passes the math course or prerequisite social science, natural
science course with a “C” grade and elects to repeat the course to increase
their GPA, the repeated course will count toward total repeated courses. The
repeated courses must be taken at Saint Francis University.
12) Nursing students enrolled in the program of studies will be the first to fill the
limited spaces available in the nursing courses. Students who must repeat a
nursing clinical course will then be given preference over those students
reactivating their status in the program or transferring into the program.
13) A student who requests and receives a continuance or readmission is responsible
for curricular changes in the program of nursing study which occur during his or
her absence. A student follows the curriculum guide for the class which he or she
joins upon returning to the program.
14) Nursing students who leave the program for a year or more will be evaluated on
an individual basis for a progression plan in the curriculum.
b. Second Degree/Accelerated BSN Program
1) The student must have a Bachelor’s Degree from an accredited
College/University in a major other than nursing and 3.0 Cumulative Transfer
GPA.
2) A total of 68 credits may be transferred, which includes 32 credits of non-nursing
prerequisite courses:
a) BIOL 111 Biology - 4 cr
b) CHEM 113 Human Chemistry - 4 cr
c) BIOL 214 Microbiology - 4 cr
d) BIOL 205 Anatomy & Physiology I - 4 cr
e) BIOL 206 Anatomy & Physiology II - 4 cr
f) PSYC 101 Psychology - 3 cr
g) SOC 101 Sociology - 3 cr
h) MATH 107 College Algebra or higher - 3 cr
i) STATS 205 Statistics - 3 cr
35
3) Students must complete 60 credits of nursing courses, which includes 7
prerequisite nursing courses:
a) NURS 100 Introduction to Professional Nursing - 1 cr
b) NURS 200 Nursing Assessment - 3 cr
c) NURS 201 Human Development - 3 cr
4) All non-nursing and nursing prerequisite courses must be completed prior to the
professional phase of nursing which begins with NURS 300.
5) Cumulative GPA in the Natural Science courses is required.
6) Nursing courses require at least a B- grade
7) BIOL 205, 206, and 214 courses must be taken within the last 7 years.
8) BIOL 111 and CHEM 113 will be waived if BIOL 214, BIOL 205 and BIOL 206
have been completed and accepted for transfer.
9) Students who have been dismissed from a previous BSN program will not be
admitted to the Second Degree BSN program at Saint Francis University.
10) Student will follow the BSN progression policy as detailed above.
c. RN-BSN Program
1) The BSN program requires 128 credits for graduation.
a) A total of 98 credits may be transferred into Saint Francis University, and
thirty (30) credits must be completed at the University.
b) The RN nursing program advanced-standing credits will be evaluated for
transfer credit and may vary among schools.
c) The RN-BSN nursing courses will comprise 25 credits, and the student will
be required to take RLST 105 and CORE 407 to complete the required 30
credits for the RN-BSN completion program.
2) Non-Nursing Collateral Pre-Requisite course requirements:
a) PSYCH 101: Introduction to Psychology
b) SOC 101: General Sociology
c) MATH 107: College Algebra or higher
d) STATS 205: Essentials of Statistics
3) Natural Science Collateral Pre-requisite course requirements must be completed
within the last 7 years:
a) BIOL 214: Microbiology with Lab (4 credits)
b) BIOL 205: Anatomy and Physiology I with Lab (4 credits)
c) BIOL 206: Anatomy and Physiology II with Lab (4 credits)
4) All RN-BSN nursing courses must be completed with a B- grade or higher.
5) Must maintain current RN licensure.
2. Health Maintenance
Students must adhere to the health policies or other policies of Saint Francis University
DoN or they will not be able to progress in the nursing program.
Refer to the Student Health Requirements Policy in the DoN Student Handbook.
3. Professional Integrity
Refer to the Professional Behavior Policy and the Professional Integrity Policy in the
DoN Student Handbook.
36
O. PROFESSIONAL BEHAVIOR POLICY
As representatives of Saint Francis University and as future members of the profession of
nursing, and as students in the DoN’s BSN program must demonstrate professional behavior
at all times in the classrooms, clinical sites, and nursing labs. Students must adhere to the
policies, responsibilities and rules and regulations as outlined in the Saint Francis University
Student Handbook, DoN’s BSN Student Handbook, as well as those of the clinical agencies.
1. Academic and Campus Conduct
The DoN – BSN Program follows the Code of Student Conduct as detailed in the Saint
Francis University Student Handbook. At the University, student members are to uphold
and abide by the Academic Honesty Policy and the Standards of Conduct, which are
embodied within a set of core values that include justice awareness, peacemaking, self-
respect and respect for others. Any student found to have committed or to have attempted
to commit misconduct is subject to the procedures and sanctions as outlined in the
Student Conduct Review Process.
2. Professional Nursing Conduct
Nursing students are held to the same standard of behavior as a professional nurse, and
these standards apply to the classroom, lab or clinical setting. The standards of
professional nursing conduct are as follows:
a. The student practices with compassion and respect for the inherent dignity, worth and
unique attributes of every person.
1) Respects the worth, dignity, needs, values and human rights of every individual
in all professional relationships.
2) Delivers caring and compassionate nursing care with respect for human needs
and values irrespective of the nature of the health problem. Does not discriminate
while providing nursing services, on the basis of age, marital status, sex, sexual
preference, race, religion, diagnosis, socioeconomic status or disability.
3) Delivers nursing care directed toward meeting the comprehensive needs of
clients across the lifespan.
4) Recognizes the right for self-determination as a basis for informed consent.
5) Maintains a respectful relationship with patients, peers, faculty, staff and
members of the healthcare team and commits to the fair treatment of all while
preserving integrity and resolving conflict in a professional manner.
6) Maintains respect of individuals by addressing the client, significant other(s),
faculty, staff and all members of the healthcare team by title and last name.
7) Values the contribution of individuals and/or groups in the classroom, lab and
clinical area.
8) Contributes to a healthy educational experience on campus and in the clinical
environment by exhibiting respectful behaviors and positive conflict resolution
when encountered with situations that may be incompatible with the student’s
ideas and values.
9) Adheres to the University policies regarding honesty
(cheating/plagiarism/falsification), acceptable use of Network and Internet
Resources, and the DoN Social Media Policy.
10) Refrains from the unnecessary use of cell phones, pagers or other electronic
equipment on the clinical areas and in the classroom.
11) Practices a standard of conduct that precludes (or excludes) all prejudicial
actions, any form of incivility, bullying, cyber-bullying, harassment or
37
threatening behavior, vulgar, abusive or offensive language, anger and hostility,
or disregard for the effect of one’s action on others.
b. The student’s primary commitment is to the patient, whether an individual, family,
group, community, or population.
1) Uses effective communication and collaboration for shared decision making in
providing quality and safe care.
2) Maintains accurate and thorough documentation in all healthcare and educational
documents.
3) Maintains professional boundaries that establish limits to the student-client,
student-faculty and/or student-employee relationship. In all encounters, students
are responsible for retaining professional boundaries with clients, faculty and
employees by refraining from socialization outside the academic and/or clinical
setting or in social networking sites.
4) Refrains from conduct defined as sexual violation or sexual impropriety in the
course of a professional relationship.
5) Does not falsify or knowingly make incorrect entries into the client’s record or
other documents.
6) Does not use deceit, dishonest behavior or distort the truth in regards to client or
healthcare information and implementation of nursing care.
7) Does not leave a nursing assignment prior to the proper reporting and notification
to the appropriate person(s).
8) Does not knowingly abandon a client in need of nursing care, or refuse to provide
nursing care to a client in need.
c. The student promotes, advocates for, and protects the rights, health and safety of the
patient.
1) Safeguards the patient’s right to dignity, the right to privacy and the
confidentiality of patient information.
2) Advocates for an environment that provides for sufficient physical and auditory
privacy which protects the confidentiality of information. No conversations
regarding patient and/or patient information should be overheard or accessible to
others.
3) Maintains the confidentiality of all protected patient information whether oral,
written or electronic. All patient information must be strictly confidential
according to the Health Insurance Portability and Accountability Act of 1996
(HIPAA) standards and basic ethical principles.
4) Refers the patient and/or family members’ request for information to the
appropriate nursing staff or clinical faculty member.
5) Maintains data security while on the clinical unit, by closing desktops and
computer screens when not in use and does not share computer log-in
information. Patient information should not be visible to others.
6) Demonstrates the knowledge, skill, attitudes, commitment and integrity that is
essential in providing safe and competent nursing care.
7) Takes appropriate action regarding any instances of incompetent, unethical,
illegal or impaired practice by any member of the healthcare team and/or peer
group.
8) Respects the clients right to freedom from psychological and physical abuse
9) Does not solicit, borrow or misappropriate money, property, drugs or money
from the client or any member of the healthcare team.
38
d. The student has accountability and responsibility for nursing practice; makes
decisions; and takes action consistent with the obligation to promote health and to
provide optimal care.
1) The student is individually responsible in their role and accountable for nursing
care that their clients receive. Nursing care includes direct care activities, acts of
delegation and other responsibilities. In each instance, the student retains
accountability and responsibility for the quality of care and conformity with
standards of care.
2) The student is accountable for one’s own actions and for judgments made and
actions taken in the course of nursing care.
3) The student is responsible for adequately preparing for the clinical experience.
4) The student is expected to seek learning experiences as appropriate.
5) The student is responsible for documenting accurate nursing assessments or
observations and the client’s response to that care.
6) The student is responsible for practicing within the student role
7) The student is responsible for seeking assistance from faculty as needed,
following through with faculty directives, and taking corrective action as
recommended.
e. The student owes the same duties to self as to others; including responsibility to
promote health and safety, preserve wholeness of character and integrity, maintain
competence, and continue personal and professional growth.
1) The student remains consistent with both personal and professional values to
ensure the well-being of self and others.
2) The student is expected to attend classes, be punctual for class, lab, and clinical
experiences, complete assignments on time and complete work.
3) The student is expected to maintain appropriate attire in the classroom and
clinical setting.
4) The student does not present to the classroom or clinical area under the influence
of illegal or non-prescribed drugs, including alcohol.
5) The student adheres to the policies of the Nursing Department and the clinical
agencies policies including parking restrictions.
6) The student does not intentionally remove property from the clinical sites or from
the University.
7) The student maintains competence in the knowledge, skills and attitudes required
in the student role. The following includes, but is not limited to the following:
a) Medication Administration
b) Utilization of the nursing process
c) Making effective clinical judgments
d) Effective Communication
e) Proper implementation of medical orders
f) Infection Control
g) Patient Safety
h) Recognition and report of significant changes in client condition
i) Application of theoretical knowledge into the clinical component
j) Preparation for clinical assignments
k) Competence in skill performance
l) Implementation of nursing skills with instructor supervision
8) The student evaluates one’s own professional growth toward meeting the student
learning outcomes.
9) The student notifies the Program Director immediately of any changes to their
required health and regulatory clearances.
39
Any student suspected of or, observed to be in the practice of unprofessional or unethical
behavior as indicated in the Professional Behavior policy will be asked to meet with the
nursing faculty assigned to the clinical or classroom area where the suspected or observed
behavior is to have occurred. If it is determined that the student has been involved in
unprofessional or unethical behavior, the charge will be taken to the course and level
coordinator.
If the student is found guilty, the consequences of any violation of the Professional
Behavior Policy (Professional Nursing Conduct) will be followed. Students are only
permitted to receive three Referrals of Concern over the professional phase of the nursing
program. After three referrals of concern, the student will be dismissed from the program.
Consequences of any violation may include, but not be limited to:
1. Written warning
2. Receiving an Unsatisfactory (U) for the clinical day
3. Receiving a “F” grade or zero points for the assignment or exam
4. Referral of Concern (Refer to Appendix F)
5. Referral to Counseling
6. Suspension from class/clinical
7. Dismissal from the nursing program
Any student suspected of being under the influence of non-prescribed drugs and/or
alcohol in the classroom or clinical area will be required to follow the SHS Drug and
Alcohol Policy.
Disruptive behavior in the classroom or clinical area will not be tolerated. Consequences
of disruptive behavior will be as follows:
1. First Offense: The student may be separated from the class (seating assignments
may be initiated)
2. Second Offense: The student will be asked to leave the classroom or clinical area
and will not be permitted to return for the remainder of the class or clinical. This will
result in an unexcused absence from class or an unsatisfactory for the clinical day.
3. Third Offense: The student may not return to class or clinical until the issue is
resolved.
A notification of any action as result of unprofessional or unethical behavior will be
submitted to the Dean of the School of Health Sciences and Education.
References:
ANA Code of Ethics 2015
PA Code Title 49: Professional and Vocational Standards 21.18 Standards of Nursing
Conduct
PA Nursing Law
P. Civility Policy
In a University learning community critical thinking and diverging opinions are embraced to
the extent that they are expressed with civility and respect. It is expected that issues and
conflicts are addressed promptly and openly using respectful dialogue and proper channels of
communication.
40
Saint Francis University professes values of humility, peace, and justice with respect to all. In
that spirit, it is the expectation that all faculty, staff, and students in the DoN will choose
civility in the spirit of Saint Francis of Assisi.
The DoN will not tolerate demeaning, intimidating, threatening, or rude behavior as these
expressions weaken the learning community. Violations should be reported using proper
University Channels of communication.
Q. RATIO OF LAB HOURS TO CREDIT HOURS POLICY
1. Definition of Terms
a. Credit hour – one semester credit hour is equal to fifty (50) minutes of classroom
instruction per week.
b. Clinical and Laboratory – that unit of time which is used for the application of
theoretical content and includes laboratory experiences and clinical on and off-
campus. It does not include travel time to or from such experiences.
As the student progresses through the curriculum, there shall be more clinical experience
within cooperating agencies and less in an on-campus laboratory environment. Because
of the importance of the clinical experience to the curriculum, the DoN allocates one
credit hour to every four 50-minute clinical hours, which is equivalent to a 1:4 ratio of
credit to clinical hours.
A course with a two (2) credit clinical component has a minimum of 93 clock hours of
clinical over the semester.
*The fall and spring terms at Saint Francis University are 14 weeks plus the final exam
week.
R. SKILLS LAB and SIMULATION POLICY
1. Simulation/Skills Lab Activities
Simulation replicates some or nearly all of the essential aspects of a clinical situation so
the student can practice in a safe environment prior to participation in clinical
experiences. Simulation activities can range from basic skill acquisition to participating
in complex simulated patient scenarios. Simulating real-life situations are conducive for
developing clinical reasoning and clinical judgement skills, which will increase the
probability of transference to the clinical practice areas. Simulation also enhances the
theoretical component of the courses by providing opportunities for the application of
theory content to case scenario exercises.
Simulation labs for usage include the Experiential Learning Commons (ELC) comprised
of 5 simulation rooms, a 5-bed skills lab, a simulated apartment, and the Nursing
Department skills/sim lab in Sullivan 204. Both areas are fully equipped to practice all
clinical skills.
Simulated case scenarios relevant to the theoretical content will be scheduled per course
learning activities. As a focus of student-centered learning, students are expected to be
active and self-directed participants.
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Students are also encouraged to use the Nursing Department simulation/skills labs in
Sullivan 204 and in the ELC for independent learning and practice of presented skills in
preparation for clinical experiences. Open lab hours will be posted for the semester.
Should a student request access to the lab in Sullivan 204, at a time other than open lab
time, or after University hours, arrangements should be made with the Nursing
Simulation Coordinator or a faculty member. Should a student request access to the
Simulation/Skills Lab in the ELC at a time other than open lab time, or after University
hours arrangements should be made with the ELC Director or the ELC Simulation
Technician.
Students are required to follow the Policy and Procedure Manual for the ELC and
Nursing Department’s Professional Behavior and Clinical Attire Policies, and specific
guidelines when participating in Simulation/Lab activities.
Professionalism
a. Students are to wear the nursing uniform or khakis with red polo and lab coat.
b. The student’s actions and communication will be professional, as if it were a real
patient care experience.
c. Students will support and guide peers in a positive and professional manner.
d. Confidentiality will be maintained regarding the simulation experience, team member
actions, and debriefing discussions.
Safety
a. It is imperative that anyone with a latex allergy or other lab substance allergy, notify
the Faculty member who is conducting the sim/lab experience.
b. Any unusual event, including accident, injury or illness that occurs in the ELC or
Sullivan 204 Sim/Skills Lab should be reported immediately to the ELC Director,
Simulation/Lab Coordinator, or Faculty member.
c. Safety guidelines must be practiced while performing skills.
d. Students should refrain from sitting on beds, stretchers, or wheelchairs unless using
them for skills practice.
e. For safety and security reasons, the labs will be locked. Contact the ELC Director or
ELC Simulation Technician for access to the ELC, and a faculty member,
Administrative Coordinator, or Sim/Lab Coordinator for access to Sullivan 204.
f. Universal Precautions will be used at all times in the ELC and Lab areas.
Supplies and Equipment
a. The student’s nurse pack supplies are to be used while practicing or demonstrating
skill performance.
b. Equipment can be signed out by the student for practice. The sign-out and sign-in
books are located in the labs. When signing out or returning equipment in Sullivan
204 contact a faculty member or the Sim/Lab Coordinator to sign. When signing out
or returning equipment in the ELC, contact the ELC Director or ELC Technician to
sign.
c. Only manikin approved lubricant should be used for skills requiring lubricant. No
pens, markers, liquids or staining substances (betadine) are permitted near the
manikins.
d. Assist in cleaning up the sim/lab areas and equipment/supplies after completion of
activities.
e. Anyone caught vandalizing lab property will be subject to disciplinary action,
including dismissal from the Nursing Program.
42
f. The phones in the simulation/skills labs may not be used for personal calls.
g. Questions about working the equipment, or problems with equipment usage, should
be directed to the ELC Director, the ELC Simulation Technician, or the Nursing
Simulation Coordinator.
S. SOCIAL MEDIA POLICY
1. Acceptable Use of Email, Network, and Internet Resources
Please see the SFU Student Handbook for specific guidelines regarding the use of
University e-mail, network, and Internet resources. It is available at
https://my.francis.edu/ICS/Campus_Services/Ethics_and_Compliance/University_Policies.jnz
2. Social Media Policy
Social Media encompasses websites and applications that enable users to create and share
content or to participate in social networking. Prominent examples of social media
include Facebook, Instagram, Twitter, Google+, LinkedIn, Reddit, and Pinterest. Social
media is an effective and accepted form of communication that warrants a safeguard to
prevent misuse and abuse.
The Social Media policy is developed to provide guidance for the use of social media
technologies, both internal and external to Saint Francis University and the DoN. It is the
intent that through this policy, these systems are used appropriately and lawfully in
accordance with all other Saint Francis University Social Media policies and procedures.
As a nursing student, you agree that you will not:
a. Violate any local, state, federal, and international laws and regulations, including, but
not limited to copyright and intellectual property rights laws regarding any content
that you send or receive. Plagiarism applies online as well.
b. Transmit any material (by uploading, posting, email, or otherwise) that is unlawful,
disruptive, threatening, profane, abusive, harassing, embarrassing, tortuous,
defamatory, obscene, libelous, or is an invasion of another’s privacy, is hateful, or
racially, ethnically, or otherwise objectionable as solely determined by the DoN
and/or administration of Saint Francis University.
c. Impersonate any person or entity or falsely state or otherwise misrepresent your
affiliation with a person or entity.
d. Transmit any material (by uploading, posting, email, or otherwise) that infringes any
patent, trademark, trade secret, copyright, or other proprietary rights of any party.
e. Transmit any unsolicited or unauthorized advertising (by uploading, posting, email,
or otherwise) promotional material, “junk mail,” “ spam,” “chain letters,” “pyramid
schemes,” or any other form of solicitation.
f. Transmit any materials (by uploading, posting, email, or otherwise) that contains
software viruses, worms, disabling code, or any other computer code, files, or
programs designed to interrupt, destroy, or limit the functionality of any computer
software or hardware or telecommunications equipment; harass another, or collect or
store, or attempt to collect or store personal data about third parties without their
knowledge or consent.
g. Transmit (by uploading, posting, email, or otherwise) any patient information, names
of clinical agencies, clinical preceptors, Saint Francis University faculty photos, or
43
engage in any clinical discussions. HIPAA laws apply to social media applications
and shall not be violated.
h. Violate confidentiality of system accounts, passwords, personal identification
numbers (PINS) and other types of authentication assigned to individual users. These
must be maintained, protected, and not shared with others.
i. Utilize SFU logos and trademarks without written consent form the SFU Marketing
Department.
3. Prudent Use of Social Media
The following guidelines on the use of social media by nursing students are meant to
clarify and not to supersede those of Saint Francis University. Many forms of social
media exist in society today. While there are distinct advantages to staying connected and
informed, it is essential that the use of this media does not bring harm.
a. Harm to self – All students in the Nursing Program share the same goal, to continue
to become a respected member of the profession. Posting inappropriate content in an
open forum can negatively impact every student’s progress toward this goal. In recent
years, it has become commonplace for employers to conduct a web search in an
attempt to learn more about prospective employees. Inappropriate photos or
comments posted for all to see can mean the difference between finding a secure and
satisfying work and unemployment.
b. Harm to the Department – Saint Francis University Nursing Program has maintained
an excellent relationship with the surrounding community for many years. There are
many medical professionals in the surrounding area who go to great lengths to offer
their expertise and skills in real and virtual classroom as well as clinical practice
settings. Posting of derogatory or defamatory comments about these individuals, their
staffs, or their facilities as well as any Program faculty and staff, could potentially
cause great damage to the strong relationship that has been forged over the years.
This, in turn, could deter future involvement with the Nursing Program by them as
well as their colleagues. Should a student have a negative experience with any guest
lecturer, clinical preceptor, Department faculty or staff member, it should be brought
to the immediate attention of the Department Chair.
c. Harm to Patients – While it is human nature to want to share interesting experiences,
a patient’s right to privacy must be protected at all times. In accordance with the
Health Insurance Portability and Accountability Act (HIPPA), patient information
such as name and/or address must NOT be shared. Do NOT post any patient
information (including photos or medical information) or experiences you have
had with patients on social media such as Face Book, Twitter, etc.
T. STANDARDIZED COMPREHENSIVE ASSESSMENT
The DoN BSN Program utilizes Standardized Testing throughout the curriculum to prepare
students to take the NCLEX-RN assessment. The products utilized throughout the
professional phase of the nursing program consist of Practice Assessments, Specialty
Assessments, Comprehensive Exit Assessments and Adaptive Testing.
The DoN will utilize the ATI Comprehensive Assessment and Review Program with the
added Skills Modules, Health Assess, Pharmacology Made Easy, Dosage Calculations & Safe
Med Administration, and Virtual ATI. www.ATITesting.com Customer support 1-800-667-
7531
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1. ATI Current Products and Resources:
Comprehensive Assessment and Review Program (CARP + Supreme)
a. The ATI eBooks are comprised of the RN Review Module book content. This same
content is also found in the ATI hardcover books and in the Focused Review
remediation engine. The eBook platform is designed to give the user a digital reading
experience. The platform includes interactive features such as student annotations,
highlighting capabilities, bookmark placement, and digital quizzing formats with
results feedback. The ATI eBook platform can be used in standard online browsers
and “ATI Reader” mobile app formats. Students receive all of the RN Review
Module books in NURS 300. Assigned readings will be included on the course maps
and discussed in class. They are also utilized to assist with remediation after the
practice and specialty assessments.
b. Proctored and Practice Assessments for students with in-depth analysis related to the
NCLEX Test Plan and AACN Essentials, and other areas of the assessment. These
assessments include: Fundamental, Maternal Newborn, Nursing Care of
Children, Med/Surg, Pharmacology, Nutrition, Mental Health, Leadership, and
Community.
c. ATI Pulse 2.0 predicts a student’s NCLEX probability level each time he/she takes a
Proctored assessment. Based on benchmarks during nursing school, Pulse reliably
predicts the likelihood of passing the NCLEX and provides insight into student and
cohort performance
d. Targeted Med/Surg Assessments are available in each Med/Surg content area.
e. Student View ability which enables the faculty to review products and take the
practice assessments.
f. Learning System RN 3.0– includes an extensive quiz bank with preset and
customized quizzes based on students’ specific needs, along with adaptive quizzing.
g. Nurse Logic – an interactive, media-rich, online tutorial designed to introduce
students to the new ATI Helix of Success. This model illustrates how knowledge and
clinical judgment, supported by concepts derived from the QSEN competencies and
IOM recommendations for nursing education, can prepare the student for academic
and NCLEX success. This robust and interactive tutorial introduces nursing students
to core concepts relevant to nursing practice, arms students with study and test taking
skills, and introduces them to the NCLEX examination process.
h. The NCLEX Experience 3.0 which acclimates the student to the Next Generation
Item Types are incorporated into each course.
i. BOARDVITALS – students can build customized quizzes focusing on specific
content areas or assess their comprehensive knowledge through adaptive quizzes. The
question bank consists of 3000+ NCLEX-style questions.
j. Student orientation video, learning style assessment inventory.
45
k. Video Case Studies 2.0 – Video Case Studies offer an easier way for students to
grasp difficult concepts. Live-actor video scenarios help students visualize what to
expect in clinicals, ending with a prompt. Students exercise clinical judgment skills
to form and articulate their own plan of care then hear an expert response, which they
consider before completing a self-reflection. These 50 video cases cover a broad
range of concepts and can improve your classroom efficiency by allowing students to
build a solid foundational understanding of those concepts before class. Our video
cases are directly aligned to the Content Mastery Series® and are assigned a primary
concept so you can best determine how to use the cases within your curriculum.
Video Case Studies can be paired with the RN Virtual Clinical Replacement Lesson
Plans (Educator Implementation Guide: Video Case Studies RN 2.0 and Instructions
for Virtual Clinical Replacement Lesson Plans)
l. Civility Mentor – educates learners about the consequences of incivility and helps
them develop essential skills to foster civility, communicate more assertively and
effectively, and address incivility in academic and health care environments.
(Educator Implementation Guide: Civility Mentor)
m. Virtual Online Clinical Replacement Guidance – Facilities integration of simulation-
based learning experiences and activities for clinical supplement or clinical
replacement throughout the curriculum. Includes expected student competencies, best
practices, and customizable lesson plans to meet clinical outcomes. (Educator
Implementation Guide: Virtual Online Clinical Replacement Guidance)
Dosage Calculations 3.0 - Dosage Calculation and Safe Medication Administration
Dosage Calculations 3.0 - Dosage Calculation and Safe Medication Administration is an
online study program that includes in-depth tutorials, interactive drills, assessments and
case studies, allowing students to master pharmaceutical math skills.
Mathematical equations are simplified through step-by-step animations that demonstrate
the dosage calculation process. Three different calculation methods are covered, which
include Ratio and Proportion, Dimensional Analysis, and Desired Over Have.
Skills Modules 3.0
The skills modules are an assessment-driven, online tutorial which includes 30 modules
covering more than 180 skills, including “how-to” videos on nursing skills, practice
challenges, evidence-based research summaries and more. Additionally, the program
covers situations that may not arise during clinical hours, so nursing students are prepared
for the unexpected as well as the expected.
Each module contains the following:
• Step-by-step video instruction
• Scripts shot in High Definition (HD) and compressed for efficient online delivery
as Windows Media Video (WMV)
• Accepted practice guidelines
• Equipment needed for effective performance
• Current practice guidelines
• Evidence-based research
46
• Practice challenges
• Terminology and enunciation
• Frequently asked questions
• Documentation – review of important information to document after the skill is
completed
• Individual skill performance reporting
• Pre-and-post-testing with rationales
• Certificate of completion to submit to instructors
• Performance checklist per skill topic
Health Assess 2.0 (NURS 200)
Health Assess focuses on the development of assessment skills that are relevant to current
nursing practice. It can be easily integrated into existing health assessment courses to
facilitate teaching and learning, including examples to address various cultures and health
alterations. This product offers repeated opportunities for learners to practice health
assessment techniques as well as document findings in a safe, non-intimidating simulated
environment.
Pharmacology Made Easy 4.0
Pharmacology Made Easy 4.0 is an interactive, media-rich online tutorial designed to
help students learn about pharmacology and drugs given in practice. The tutorial contains
13 modules with about 200 prototype drugs addressed. Each module focuses on drugs
that relate to a body system and contains detailed drug information related to the drugs’
use in the management of alterations in health.
Engage Fundamentals
Engage Fundamentals is a first-of-its-kind, fully-interactive solution that truly engages
students and enhances learning. This 40-lesson alternative to students’ dusty, dull, heavy
fundamentals textbooks equips students with modules that are broken into easy-to-digest
segments of content and interwoven with rich multimedia graphics, videos, and engaging
activities that help students apply their learning. Plus, students find clarity in consistent
skills techniques with embedded videos from ATI’s Skills Modules 3.0
Comprehensive Live NCLEX-RN Review
The Comprehensive Live NCLEX-RN Review is an all-inclusive live session covering
content which aligns with the NCLEX Test Blueprint. Information included consists of
test-taking strategies, critical thinking exercises, and practice questions. Upon completion
of the review, students receive an individual study plan to continue exam preparation.
2. Assessment and Review Guidelines
The Assessment and Review program provides focused and comprehensive Assessment
and Review of nursing concepts.
47
a) Practice Assessments are pre-built, non-proctored tests that will help the student to
assess knowledge of concepts learned while practicing NCLEX-style questions
written at the application level. These practice assessments will also help you prepare
for the Specialty Assessments and Dosage Calculations.
b) Specialty Content Area Assessments and Dosage Calculations and Safe
Medication Administration – These proctored assessments are given in specific
courses and measure the student’s ability to apply concepts related to specific nursing
content areas throughout the curriculum. Each Specialty Content Area Assessment
and Dosage Calculation Exam is repeated at various points in the curriculum after
appropriate review and remediation. Remediation assignments may consist of
focused review and completion of Active Learning Templates. (Resource:
Assessment and Focused Review)
c) Preparation for taking the Specialty Content Area Assessments:
In preparation for the proctored Specialty Assessment Form A, the student must:
1) Complete Practice Form A Assessment and review and remediate the concepts
missed with rationales. Remediation consists of completing a focus review.
2) Complete Practice Form B Assessment with a minimum 95% (without
rationales).
3) Failure to complete practice exams by the due date listed on the syllabi will result
in a 3% reduction of total course points.
d) Grade Calculation for the Proctored Specialty Content Area Assessments:
Proctored Specialty Assessment grades will comprise 5% of total course points and
will be calculated using the first administered Proctored assessment. Course syllabi
will reflect the total allocated points for the specialty assessments.
The benchmark performance level for all ATI Specialty Assessments is a Level 2
proficiency.
1) A student earning a score greater than or equal to the percentage score equivalent
to a Level 2 proficiency will receive 100% of the points allocated to the ATI
Specialty Assessment Form A.
2) For a score less than a Level 2 Proficiency, awarded points will be calculated
using the Level 2 percentage scores / total points = Student’s percentage score / x
points.
e) Preparation and Grade Calculation for the Dosage Calculations and Safe Med
Administration Exams
Review the ATI Dosage Calculations & Safe Medication Administration assigned
modules and complete the practice questions.
In preparation for taking the ATI proctored Dosage Calculations exam, students must
complete the Dosage Calculation RN Fundamentals online practice with a minimum
of 95% (without rationales) prior to the date of the Proctored Exam. You are allowed
multiple attempts to achieve the 95%. Failure to complete practice exam by the due
date listed on the syllabi will result in a reduction of 5 points.
48
Students must obtain an 80% or better on the proctored ATI Dosage Calculations and
Safe Medication Administration Exam. If a student does not obtain an 80% on the
1
st
attempt, the student must set up an appointment to take the 2
nd
and/or 3
rd
exam to
obtain the needed 80%. The ATI Proctored Dosage Calculation Exam will comprise
5 total course points and students can only obtain the 5 points if an 80% is achieved
on the first attempt. If a student does not pass the ATI Proctored Dosage Calculations
exam on the 2
nd
attempt, 5 points will be deducted from the course points and
subsequently, another 5 points will be deducted from the course points if an 80% is
not achieved on the third attempt.
f) Comprehensive Exit Assessment – The ATI RN Comprehensive Predictor Exit
Assessment assesses the student’s readiness to take the NCLEX Exam with question
formats and an assessment blueprint that matches the latest NCLEX-RN Test Plan.
The Assessment helps to identify a student’s strengths and weaknesses and provides
remediation to address knowledge deficits prior to taking the NCLEX-RN
assessment.
The ATI RN Comprehensive Predictor Exit Assessment is given in the last semester
of the senior year. The expectation is for students to receive a 95% probability of
passing the NCLEX Exam.
g) Adaptive Testing– Just like the actual NCLEX-RN assessment, the Adaptive
Assessments provide a tailored-item selection based on the student’s performance on
the previous item, creating an assessment realistic to the NCLEX-RN assessment.
The following is the list of ATI Resources and Assessments that are available and administered in the
identified courses. The Proctored Assessments may be administered at designated times outside of the
regularly scheduled classroom time.
Course
ATI Resources and Assessments
Assessment
Administration
NURS 200:
Nursing Assessment of
the Person
Health Assess 2.0 Program
Week 2-11
NURS 300:
Fundamentals of Human
Care Nursing
(Fall)
ATI Plan Orientation
Nurse Logic
Self -Assessment Inventory
All ATI print RN Review Module Books are distributed in
NURS 300
Students have access to the entire CARP package in NURS 300
Fundamentals Print and e-Books requirements included on course
maps
Skills Modules 3.0
Dosage Calculations 3.0
Practice Assessments – custom Learning System 3.0
Proctored Assessments (3)-Drug Calcs Fundamentals
Week 5-14
NURS 301: Care of
Childbearing Families
(Fall)
Proctored and Practice Assessments – Maternal Newborn
Proctored Assessments (3)-Dosage Calculations Maternal/Newborn
Dosage Calculations 3.0
Skill Modules 3.0
Learning System RN 3.0
Maternal Newborn, Nutrition and Pharmacology Print and e-Books
requirements included on course maps
Week 14
Weeks 5-13
49
Course
ATI Resources and Assessments
Assessment
Administration
Active Learning Templates
NURS 316/416
Pathophysiology and
Pharmacology I & II
Pharmacology Made Easy 4.0
Pharmacology Print and e-Books requirements included on course
maps
Active Learning Templates
NURS 311
Human Nutrition
Nutrition Print and e-Books requirements included on course maps
NURS 302: Acute
Alterations in Health
(Spring)
Proctored and Practice Assessments – Fundamentals
Proctored Assessments (3)-Dosage Calculations Med/Surg
Dosage Calculations 3.0
Skill Modules 3.0
Learning System RN 3.0
Med/Surg, Nutrition, Fundamentals and Pharmacology Print and e-
Books requirements included on course maps
Active Learning Templates
Week 13
NURS 303: Care of
Children
(Spring)
Proctored and Practice Assessments –Nursing Care of Children
Proctored Assessments (3)-Dosage Calculations-Nsg Care of
Children
Dosage Calculations 3.0
Skill Modules 3.0
Learning System RN 3.0
Nsg of Children, Nutrition and Pharmacology Print and e-Books
requirements included on course maps
Active Learning Templates
Week 14
NURS 401: Care of
Individuals with Life-
Threatening Alterations
(Fall)
Learning Systems 3.0 Custom Assessments
Practice Assessments: Targeted Med/Surg
Proctored Assessments (3)-Dosage Calculations-Critical Care
Dosage Calculations 3.0
Skill Modules 3.0
Med/Surg, Nutrition and Pharmacology Print and e-Books
requirements included on course maps
Active Learning Templates
NURS 402: Care of
Individuals with
Alterations in Mental
Health (Spring)
Secured and Practice Assessments – Mental Health
Proctored Assessments (3)-Dosage Calculations-Mental Health
Dosage Calculations 3.0
Mental Health and Pharmacology Print and e-Books requirements
included on course maps
Active Learning Templates
Week 14
Week 12
NURS 404: Care of Inds
with Chronic
Alterations in Health
(Spring)
Proctored and Practice Assessments –Med/Surg and Pharmacology
Practice Targeted Assessments – Med/Surg
Learning System RN 3.0
Med/Surg, Nutrition and Pharmacology Print and e-Books
requirements included on course maps
Active Learning Templates
Week 10, 13
NURS 405: Care of
Human Communities
(Fall)
Proctored and Practice Assessments – Community
Community Print and e-Books requirements included on course
maps
Week 13
50
Course
ATI Resources and Assessments
Assessment
Administration
NURS 410: Nursing
Management/Leadership
(Fall)
Leadership Print and e-Books requirements included on course
maps
X
NURS 413:
Management/Leadership
Practicum (Spring)
Proctored and Practice Assessments – Leadership
Proctored and Practice Assessments – Nutrition
Week 13
Week 5
NCLEX Review Course
Version 2 of Proctored Assessments as scheduled
NCLEX Review Course
Comprehensive Live NCLEX-RN Review
NCLEX Review Course
RN Comprehensive Predictor Exit Assessment
Spring Semester
Week 2, 14
Exam 401 Senior Comprehensive Exam Policy
As per University policy, all students must pass a comprehensive examination in their
major field of study as a requirement for graduation. The purpose of the assessment will
be to assess the student's command of the material and methodology used in his or her
major.
Students who meet the requirements for Exam 401, will automatically be registered for
Exam 401 and a grade of "P" will be recorded. The non-credit requirement will not affect
the students' cumulative quality point averages, and there will be no additional fees
charged to the students.
A passing score for Exam 401 is contingent on the completion of the following
requirements:
▪ All students are required to take the NCLEX Review Course (0 credits) during the Fall
and Spring semesters of the Senior year.
▪ Students must complete the requirements as outlined in the Standardized Testing
policy.
▪ Students must complete an assign number of NCLEX-type questions by April 1
st
of the
spring semester. The number of questions will be obtained by completing NCLEX –
style mastery level questions and other individual assignments in resources as indicated
by the course faculty member. A designated score percentage may be required.
▪ Form A of the Comprehensive Exit assessment will be given the second week of the
spring semester and Form B will be administered at the end of the semester. The
benchmark for the ATI Comprehensive Assessment is achieving the 95% Probability
level for passing the NCLEX.
▪ Prior to taking Form B of the RN Comprehensive Predictor Assessment, the student
must meet with the NCLEX Review Course faculty member to review areas that have
not met the benchmarks on the Specialty Assessments and Comprehensive Predictor.
Students will be required to complete remediation on the Specialty and Comprehensive
Assessments. Remediation activities may include completing a focused review on the
assessments and completing assigned activities in the Client Needs areas (or others
specified), that do not meet the benchmarks.
▪ Students will be given individualized assignments related to the identified deficiencies
in either the NCLEX Client Needs Categories, Content Areas, and Nursing Process,
and complete other remediation activities as appropriate.
▪ Students must attend the entire three-day Comprehensive Live NCLEX-RN Review
course. Obtaining clearance to take the NCLEX-RN is dependent on completion of this
review course.
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▪ Students must adhere to the Exam Policy outlined in the Student Handbook for all
practice and Proctored exams. A student will receive zero points if he/she does not
notify the Instructor prior to missing an exam.
U. STUDENT EMPLOYMENT POLICY
Students are urged to give careful consideration to their ability to engage in part-time
employment during the academic year because of the considerable demands of the nursing
program. Students will not be excused from theory, lab, or clinical experience due to conflicts
with an employment schedule. Employment schedules should be taken into consideration
before enrolling in classes.
V. STUDENT HEALTH REQUIREMENTS POLICY
The health objectives, policies, and services identified in the current Student Handbook apply
to all Saint Francis University students. The Health Program is planned and implemented to
assist in maintaining the physical and mental health of students. Students must adhere to
agency guidelines regarding ChildLine clearances and Criminal checks in order to complete
clinical requirements.
In addition to the health policies of Saint Francis University, students enrolled in Nursing
courses (NURS 200 level and above) will be responsible for meeting the following additional
requirements. Students are responsible for costs incurred for these requirements. These costs
are not included in student fees:
Requirement
(Note: this may be altered due to change
in clinical site requirements)
Junior
(Prior to
NURS 300)
Senior
(Prior to
NURS 401)
Health Physical Exam
X
Immunizations
X
X
Titers (MMR, Hepatitis B, Varicella)
X
PPD
X 2-step
X 1-step
Urine Drug Screen (Completed Fall Semesters at SFU)
X
X
PA Child Welfare – PA Child Abuse History Certification
Department of Humans Services
X
PA State Police Criminal Background Check
X
FBI Fingerprinting – Department of Human Services
X
FBI Fingerprinting – Department of Education Clearance
X
Health Insurance Card
X
X
Flu Vaccine (due by October 1
st
)
X
X
COVID-19 Vaccine
X
CPR (AHA for Healthcare Providers)
X
Signed Release of Confidential Information form
X
X
Act 31 Recognizing and Reporting Child Abuse—online
training, School of Social Work, University of Pittsburgh
X
X
Detailed information related to the above and the appropriate health forms will be distributed
to students in the spring prior to entry into junior and senior years. This required information
must be completed and submitted to the appropriate departments at Saint Francis University
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as indicated on the cover sheet that the student will receive in the spring. All health services
will be offered at Saint Francis University in the Student Health Center. Urine drug screens
must be completed on campus. The physical exam may be completed at the Student Health
Center or by the student’s family medical provider. The student will incur the cost of these
services. Saint Francis University’s Student Health Center determines the cost of these
services, immunization titers, urine drug screen, and PPD.
As the examination results are submitted, they will be reviewed by the nurse in the Student
Health Center (Phone 814-472-3008). All health records will be maintained confidentially at
the Student Health Center office.
All information must be complete and submitted prior to the date designated by the DoN.
Otherwise, the student will not be permitted to start the clinical rotation.
Any absence due to failure to obtain clearances for clinical will be considered an
unexcused absence and will not be eligible for clinical makeup. Any changes in these
clearances must be immediately communicated to the BSN Program Director (i.e. recent
changes to criminal and FBI clearances and health related issues).
A student will not be permitted to participate in the clinical component of the nursing
courses until the completed examination forms and immunization records are returned
and reviewed.
A student may be asked to withdraw from the Nursing Program if there is evidence to suggest
that the health of the student or the safety of the patients/clients in the clinical area may be
threatened by the continuation of the student in the program. Falsification or omission of
information required for the Student's health record is also a condition for requesting the
withdrawal of a student from the Nursing Program.
Students, who develop any health issues during the semester, must abide by hospital/clinical
policy.
To return to clinical or be re-admitted into the Nursing Program, the health provider must
submit documentation directly to the Student Health Center that the student's health problem
has been or is currently being treated, and that the student can return to clinical practice.
If there is any change to the student’s criminal background clearances, the student must
notify the DoN within two weeks of the offense.
W. STUDENT HEALTH INSURANCE POLICY
The student is responsible for his/her own health insurance coverage, healthcare, and all
health bills incurred. The student is to give health insurance coverage information to the DoN
prior to entering the junior and senior years. This is a requirement of the affiliating agencies.
Most clinical agencies will provide emergency medical care to students, and the expenses of
that care are the responsibility of the student.
X. STUDENT RECORDS POLICY
All permanent Saint Francis University student records are kept locked in filing cabinets in
the Office of the Registrar.
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The following information for each nursing student is maintained in locked filing cabinets in
the DoN office:
1. Student evaluations related to theoretical and clinical experiences.
2. A summary of student/advisor conferences.
3. Copy of official communications sent to and received by student.
4. Student information form and program of studies form.
5. Copy of the math proficiency exam contract.
6. Copies of clearances (child abuse, criminal background check, and FBI fingerprinting),
CPR card, and health insurance verification card.
7. Drug screening, immunization titers, physical exam, and PPD results will be kept in the
Student Health Center with the student’s health record.
Following graduation, the student’s files are retained for three years by the DoN.
Health records are maintained by the University for five (5) years at the Student Health
Center located at the DiSepio Institute for Rural Health and Wellness.
Content of the student's record is confidential. The Department Chairperson, nursing faculty,
the Dean of School of Health Sciences and Education, the Associate Dean of the School of
Health Sciences and Education, the President of the University, the Provost of the University,
the Associate Provost of the University, and the Registrar have access to the records in the
DoN office. The student has access to his/her records under the policy of the University as
stated in the current Student Catalog.
Information will be released from a student's record only with the student's written
permission.
Y. STUDENT REPRESENTATIVE GUIDELINES
Student level representation provides a means for students to participate in the evaluation of
the Nursing Program. The faculty welcomes open dialogue with students to enhance the
quality of the educational program.
1. Procedure
a. At the beginning of the fall semester, one student representative and one alternate in
good academic standing will be elected for each Level. Additionally, one student
representative for the Curriculum Committee will be elected from the senior class.
b. Student representatives will be notified at least one (1) week prior to a scheduled
meeting. Student representatives may present items in writing for inclusion on the
agenda to the Chairperson of the Nursing Department, or any faculty member, at
least one (1) week prior to the scheduled meeting.
c. Student reports/concerns will be the first order of business at the respective
meetings.
d. Student comments should be a reflection of the Level as a whole. Concerns relating
to an individual student should be discussed with the instructor.
e. Student representatives are responsible to report the outcomes of the meetings to
fellow students.
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Z. TRANSPORTATION POLICY
Travel to and from all assigned clinical facilities and field trips, and other expenses,
such as lodging, as incurred are the responsibility of the student. Although on occasions,
it may be possible to share transportation with other students, this cannot be guaranteed.
Therefore, students should be prepared for this expense. It is expected that students will abide
by parking regulations at each of the institutions and agencies where clinical experiences are
planned.
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V. PENNSYLVANIA STATE BOARD OF NURSING
1. Requirements For RN-Licensure
The Bachelor of Science in Nursing Program is approved by the Pennsylvania State Board of
Nursing and accredited by the Commission on Collegiate Education (CCNE).
Students enrolled in the Saint Francis University Nursing Program must comply with the
requirements of Pennsylvania’s PROFESSIONAL NURSING LAW, THE. Cl. 63. Act of May. 22,
1951, P.L. 317, No. 69. AN ACT, as amended.
A copy of the Professional Nursing Law of PA is maintained in the following area for students to
review: the Nursing Office and is available on line at:
https://www.dos.pa.gov/ProfessionalLicensing/BoardsCommissions/Nursing/Pages/Boar
d-Laws-and-Regulations.aspx
…Section 6 Fees; Qualifications for Licensure
(a) No application for licensure as a registered nurse shall be considered unless accompanied by
a fee determined by the Board by regulation. Every applicant, to be eligible for examination
for licensure as a registered nurse, shall furnish evidence satisfactory to the Board that he or
she is of good moral character, has completed work equal to a standard high school course as
evaluated by the Board and has satisfactorily completed an approved program of professional
nursing. Approved programs shall include baccalaureate degree, associate degree, diploma
Nursing Programs and programs in transition from approved diploma- to degree-granting
programs when all other requirements of the Board have been met….
…(c) The Board shall not issue a license or certificate to an applicant who has been convicted
of a felonious act prohibited by the act of April 14, 1972 (P.L.233, No.64), known as “The
Controlled Substance, Drug, Device and Cosmetic Act,” or convicted of a felony relating
to a controlled substance in a court of law of the United States or any other state, territory or
country unless:
(1) At least ten (10) years have elapsed from the date of conviction;
(2) The applicant satisfactorily demonstrates to the Board that he has made significant
progress in personal rehabilitation since the conviction such that licensure of the
applicant should not be expected to create a substantial risk of harm to the health and
safety of patients or the public or a substantial risk of further criminal violations; and
(3) The applicant otherwise satisfies the qualifications contained in or authorized by this act.
As used in this subsection the term “convicted” shall include a judgment, an admission of
guilt or a plea of nolo contendere. An applicant’s statement on the application declaring the
absence of a conviction shall be deemed satisfactory evidence of the absence of a conviction,
unless the Board has some evidence to the contrary.
(6 amended June 29, 2002, P.L.651, No.99)…
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…Section 12.1 Continuing Nursing Education
(a) The Board shall adopt, promulgate and enforce rules and regulations consistent with the
provisions of this act establishing requirements of continuing nursing education to be met
by individuals licensed as registered nurses under this act as a condition for renewal of their
licenses. The regulations shall include any fees necessary for the Board to carry out its
responsibilities under this section.
(b) Beginning with the license period designated by regulation, licensees shall be required to
attend and complete thirty (30) hours of mandatory continuing education during each two-
year license period. Nationally certified education courses shall be considered as
creditable, in addition to any other courses the Board deems creditable toward meeting the
requirements for continuing education.
(c) An individual applying for the first time for licensure in this Commonwealth shall be
exempted from the continuing education requirement for the biennial renewal period
following initial licensure.
(d) (1) The Board may waive all or a portion of the continuing education requirement for
biennial renewal for a licensee who shows to the satisfaction of the Board that the
licensee was unable to complete the requirements due to serious illness, military service
or other demonstrated hardship.
(2) The request shall be made in writing with appropriate documentation and shall include a
description of circumstances sufficient to show why the licensee is unable to comply with
the continuing education requirement.
(e) A licensee seeking to reinstate an inactive or lapsed license shall show proof of compliance
with the continuing education requirement for the preceding biennium.
(f) All courses, locations, instructors and providers shall be approved by the Board. No credit
shall be given for any course in office management.
(g) In lieu of meeting the requirements of this section:
(1) Certified registered nurse practitioners and dietetics-nutrition licensees shall fulfill the
requirements for continuing education in accordance with sections 8.1 and 11,
respectively.
(2) School nurses who as certified education specialists are required to obtain continuing
professional education under section 1205.2 of the act of March 10, 1949 (P.L.30, No.
14) known as the “Public School Code of 1949,” and under this act shall be permitted
to submit evidence of the completion of education courses approved for their
certification by the school district.
(h) The board shall initiate the promulgation of regulations to carry out the provisions this
section within one (1) year of the effective date of this section.
(12.1 added June 29, 2006, P.L.275, No.58)
Section 14 Refusal, Suspension or Revocation of Licenses
(a) The Board may refuse, suspend or revoke any license in any case where the Board shall
find that:
(1) The licensee is on repeated occasions negligent or incompetent in the practice of
professional nursing or dietetics-nutrition.
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(2) The licensee is unable to practice professional nursing with reasonable skill and
safety to patients by reason of mental or physical illness or condition or physiological
or psychological dependence upon alcohol, hallucinogenic or narcotic drugs or other
drugs which tend to impair judgment or coordination, so long as such dependence
shall continue. In enforcing this clause (2), the Board shall, upon probable cause,
have authority to compel a licensee to submit to a mental or physical examination as
designated by it. After notice, hearing, adjudication and appeal as provided for in
section 15, failure of a licensee to submit to such examination when directed shall
constitute an admission of the allegations against him or her unless failure is due to
circumstances beyond his or her control, consequent upon which a default and final
order may be entered without the taking of testimony or presentation of evidence. A
licensee affected under this paragraph shall at reasonable intervals be afforded an
opportunity to demonstrate that he or she can resume a competent practice of
professional nursing with reasonable skill and safety to patients.
(3) The licensee has willfully or repeatedly violated any of the provisions of this act or of
the regulations of the Board.
(4) The licensee has committed fraud or deceit in:
(1) The practice of nursing, or in securing his or her admission to such practice or
nursing school; or
(2) The practice of dietetics-nutrition or in securing his or her license as a dietitian-
nutritionist.
(5) The licensee has been convicted, or has pleaded guilty, or entered a plea of nolo
contendere, or has been found guilty by a judge or jury, of a felony or a crime of
moral turpitude, or has received probation without verdict, disposition in lieu of trial
or an Accelerated Rehabilitative Disposition in the disposition of felony charges, in
the courts of this Commonwealth, the United States or any other state, territory,
possession or country.
(6) The licensee has his or her license suspended or revoked or has received other
disciplinary action by the proper licensing authority in another state, territory,
possession or country.
(7) The licensee has acted in such a manner as to present an immediate and clear danger
to the public health or safety.
(8) The licensee possessed, used, acquired or distributed a controlled substance or
caution legend drug for other than an acceptable medical purpose.
(9) The licensee has been guilty of immoral or unprofessional conduct. Unprofessional
conduct shall include departure from or failing to conform to an ethical or quality
standard of the profession. The ethical and quality standards of the profession are
those embraced by the professional community in this Commonwealth. In
proceedings based on this clause, actual injury to a patient or individual or group
need not be established.
(b) When the Board finds that the license of any nurse or dietitian-nutritionist may be refused,
revoked or suspended under the terms of subsection (a), the Board may:
(1) Deny the application for a license.
(2) Administer a public reprimand.
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(3) Revoke, suspend, limit or otherwise restrict a license as determined by the Board.
(4) Require a licensee to submit to the care, counseling or treatment of a physician or a
psychologist designated by the Board.
(5) Suspend enforcement of its finding thereof and place a licensee on probation with the
right to vacate the probationary order for noncompliance.
(6) Restore or reissue, in its discretion, a suspended license to practice professional or
practical nursing or dietetics-nutrition and impose any disciplinary or corrective
measure which it might originally have imposed.
(14 amended June 29, 2002, P.L.651, No.99)
Section 14.1 Impaired Professionals Program
(a) The Board, with the approval of the Commissioner of Professional and Occupational
Affairs, shall appoint and fix the compensation of a professional consultant who is a
licensee of the Board with education and experience in the identification, treatment and
rehabilitation of persons with physical or mental impairments. Such consultant shall be
accountable to the Board and shall act as a liaison between the Board and treatment
programs, such as alcohol and drug treatment programs licensed by the Department of
Health, psychological counseling and impaired professionals support groups approved by
the Board and which provide services to licensees under this act.
(b) The Board may defer and ultimately dismiss any of the types of corrective action set forth
in this act for an impaired professional so long as the licensee is progressing satisfactorily
in an approved treatment program, provided that the provisions of this subsection shall not
apply to a licensee who has been convicted of, pleaded guilty to or entered a plea of nolo
contendere to a felonious act prohibited by the act of April 14, 1972 (P.L.233, No.64),
known as “The Controlled Substance, Drug, Device and Cosmetic Act,” or the conviction
of a felony relating to a controlled substance in a court of law of the United States or any
other state, territory or country. An approved program provider shall, upon request, disclose
to the consultant such information in its possession regarding an impaired professional in
treatment which the program provider is not prohibited from disclosing by an act of this
Commonwealth, another state or the United States. Such requirement of disclosure by an
approved program provider shall apply in the case of impaired professionals who enter an
agreement in accordance with this section, impaired professionals who are the subject of a
Board investigation or disciplinary proceeding and impaired professionals who voluntarily
enter a treatment program other than under the provisions of this section but who fail to
complete the program successfully or to adhere to an after-care plan developed by the
program provider.
(c) An impaired professional who enrolls in an approved treatment program shall enter into an
agreement with the Board under which the professional’s license shall be suspended or
revoked but enforcement of that suspension or revocation may be stayed for the length of
time the professional remains in the program and makes satisfactory progress, complies
with the terms of the agreement, and adheres to any limitations on his practice imposed by
the Board to protect the public. Failure to enter into such an agreement shall disqualify the
professional from the impaired professional program and shall activate an immediate
investigation and disciplinary proceeding by the Board.
(d) If, in the opinion of such consultant after consultation with the provider, an impaired
professional who is enrolled in an approved treatment program has not progressed
satisfactorily, the consultant shall disclose to the Board all information in his or her
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possession regarding such professional, and the Board shall institute proceedings to
determine if the stay of the enforcement of the suspension or revocation of the impaired
professional’s license shall be vacated.
(e) An approved program provider who makes a disclosure pursuant to this section shall not be
subject civil liability for such disclosure or its consequences.
(f) Any hospital or healthcare facility, peer or colleague who has substantial evidence that a
professional has an active addictive disease for which the professional is not receiving
treatment, is diverting a controlled substance or is mentally or physically incompetent to
carry out the duties of his license shall make or cause to be made a report to the Board.
Provided, that any person or facility who acts in a treatment capacity to impaired
professionals in an approved treatment program is exempt from the mandatory reporting
requirement of this subsection. Any person or facility who reports pursuant to this section
in good faith and without malice shall be immune from any civil or criminal liability arising
from such report. Failure to provide such report within a reasonable time from receipt of
knowledge of impairment shall subject the person or facility to a fine not to exceed one
thousand dollars ($1,000). The Board shall levy this penalty only after affording the
accused party the opportunity for a hearing, as provided in Title 2 of the Pennsylvania
Consolidated Statutes (relating to administrative law and procedure).
(14.1 amended June 29, 2002, P.L.651, No.99)
VI. STUDENT NURSES ORGANIZATION BYLAWS
Article I
Name
The name of this organization shall be the Student Nursing Organization of Saint Francis University.
Article II
Purpose
The purpose of the Student Nursing Organization shall be:
A. To represent the student body at Saint Francis University activities and functions through
participation and cooperation.
B. To provide an opportunity for participation in the formulation and application of policies affecting
nursing, academic and student affairs.
C. To provide an opportunity for discussion of student concerns within the DoN.
D. To promote opportunities for academic growth at Saint Francis University.
E. To participate as a group in social and community activities within and outside of Saint Francis
University.
F. To participate in the orientation of new students enrolled in the Nursing Program at Saint Francis
University.
G. To introduce members of the organization to the existence of pre-professional and professional
nursing organizations by exploring current trends and legislative issues related to the profession
of nursing.
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Article III
Membership
The eligible members of the organization shall be any student enrolled at Saint Francis University who is
interested in professional nursing.
Article IV
Officers
Section 1:
The officers of the Student Nursing Organization shall be the President, Vice President, Secretary,
Treasurer, and Public Relations Chair.
Section 2: Election of Officers
A. Nominations will begin at the October meeting and will be open until the election meeting in
November.
B. The officers shall be elected by ballot and their term of office shall begin at the close of the annual
meeting in December.
C. In the event of a vacancy of the Office of President, the Vice President will automatically assume
the Presidency.
D. No member shall hold more than one office at a time.
E. In the event of a vacancy in any other elected office prior to a regular election, an interim
nomination and vote will be held to elect a member to serve in the vacated position until the next
regular election.
F. Any member shall run for more than one office at a time, but in the event that both offices are
obtained, a choice would have to be made, and the second person on the ballot would obtain the
other office.
G. Officers must be in good standing in the Nursing Department.
Article V
Duties of Officers
Section 1:
The President shall:
A. Preside at all Student Nursing Organization meetings.
B. Represent the Student Nursing Organization as its official spokesperson at Saint Francis
University.
C. Serve as Chairperson of the Student Nursing Organization Executive Committee.
D. Sign all necessary documents in the name of the Student Nursing Organization when directed by
the membership.
E. Serve as ex officio member of all committees within the Student Nursing Organization.
F. Perform additional duties assigned by the Executive Committee.
Section 2:
The Vice President shall:
A. Preside in the absence of the president and when so acting have full authority of the president.
B. Serve as Assistant to the President.
C. Serve as Chairperson of the Program Committee for Academic Growth.
D. Perform all other duties assigned by the President of the Executive Committee.
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Section 3:
The Secretary shall:
A. Record the minutes of all the meetings and be responsible for copying all minutes necessary to
hand out. Will also post meeting times, dates, places on nursing bulletin board.
B. Keep a record of all minutes.
C. Receive, write, and distribute all correspondence related to or of interest to the Student Nursing
Organization.
D. Perform all other duties assigned by the President or as usual to this office.
Section 4:
The Treasurer shall:
A. Collect, receive, and record all monetary transactions for the organization.
B. Be custodian of the Student Nursing Organization's monies and deposit them in a bank designated
by the Executive Committee.
C. Disperse the organization's funds as directed by the Membership.
D. Deliver a report of all transactions and current financial status of the organization at all regular
meetings, as well as an annual report at the April meeting.
E. Perform all other duties assigned by the President or as usual to this office.
Section 5:
The Public Relations Chair shall:
A. Organize and keep a scrapbook of Student Nursing Organization functions and activities.
B. Assist the Secretary as necessary.
C. Perform all other duties assigned by the President or as usual to this office.
Section 6:
Class Representatives shall:
A. Consist of one member from each class (Freshman, Sophomore, Junior and Senior).
B. Communicate the needs of their respective classes to the Executive Committee.
C. Communicate activities of the Executive Committee to their respective classes.
D. Perform all other duties assigned by the Student Nursing Organization President or as usual to this
office.
Article VI
Meetings
Section 1:
The regular meetings of the Student Nursing Organization shall be held each month from September to
April. The date and time for the regular meetings will be established by the Student Nursing Organization
Membership during its initial meeting at the beginning of the semester.
Section 2:
The regular meeting in April shall be known as the annual meeting and shall be for the purpose of
receiving annual reports from officers and committee chairpersons and reviewing bylaws.
Section 3:
Additional meetings can be called by the President or by the Executive Committee.
Section 4:
A majority of the membership of the Student Nursing Organization shall constitute a majority of the
members present.
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Article VII
Executive Committee
Section 1:
Members of the Executive Committee shall include the officers of the Student Nursing Organization, one
representative from each class (Freshman, Sophomore, Junior and Senior) all committee chairpersons,
and the faculty advisors to the Student Nursing Organization.
Section 2:
The Executive Committee shall:
A. Enforce the Bylaws of the Student Nursing Organization.
B. Act as liaison and medium for communication exchange between the Student Nursing
Organization and University faculty and administration.
C. Supervise the affairs of the Student Nursing Organization between regular meetings and make
recommendations to the Organization.
D. Propose to the general membership the expenditure of funds for activities.
E. Be accountable to the nursing student body by making available fiscal reports, voting results,
council agenda, and minutes.
Section 3:
The President of the Student Nursing Organization will preside as Chairperson of the Executive
Committee.
Section 4:
One to two full-time members of the nursing faculty, selected by the Department Chairperson, shall serve
as advisors and non-voting members to the Executive Committee.
Faculty Advisors shall:
A. Serve as liaisons between the Student Nursing Organization and the DoN.
B. Interpret the policies of the University and the DoN to the students.
C. Attend Student Nursing Organization meetings and Committee meetings upon the request of the
specific committee chair- persons.
Section 5:
The Executive Committee shall meet regularly (once a month) on a day and a time set by the Executive
Committee at its first regular meeting each semester. Additional meetings can be called by the President
or upon the written request of three members of the Executive Committee.
Section 6:
The majority of the voting members of the Executive Committee present shall constitute a quorum. Each
member of the Executive Committee shall have one vote.
Section 7: Dismissal Procedure
A. The Executive Committee shall have the privilege to ask for the dismissal of any Executive
Committee member who:
1. Is absent from two consecutive meetings with no reasonable excuse.
2. Fails to carry out the designated duties of his/her office.
B. Action will be taken after two written warnings are given to the offending member from the
Student Nursing Organization Chairperson.
C. A two-thirds vote by all Executive Committee members will decide upon the outcome of an
offending member.
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D. The offending member will be notified of the Executive Committee's action through a formal letter
from the Executive Committee's Chairperson within one week of vote.
E. The offending member retains the right to come before the Executive Committee to appeal the
decision. If he/she decides to do so, the Executive Committee must be informed one week after
notification is received.
Article VIII
Committees
Section 1:
The Committees and their respective duties are as follows:
A. The Program Committee for Academic Growth shall:
1. Be chaired by the Vice President of the Student Nursing Organization.
2. Organize and conduct at least two programs per year for the Student Nursing Organization
such as lectures, seminars, job fairs, etc.
3. Carry out duties delegated by the Student Nursing Organization President with respect to
committee or class functions.
B. The Publications and Bylaws Committee shall:
1. Contribute articles related to the Student Nursing Organization to the Loretto.
2. Publicize all Student Nursing Organization activities in advance.
3. Edit, publish and distribute the monthly SNO Bulletin.
4. Make recommendations for Bylaw revisions as necessary to the Student Nursing
Organization.
5. Post a list of proposed changes in Bylaws for all students to review and comment on prior
to presentation to the Executive Committee.
6. Present revised Bylaws to the Executive Committee at the regular meeting in March for
approval.
7. Post approved Bylaws for all nursing students.
8. Carry out duties delegated by the Student Nursing Organization present with respect to
Committee functions.
C. The Social Committee shall:
1. Coordinate all social activities of the Student Nursing Organization with the University.
2. Coordinate the Student Nursing Organization's involvement in University activities.
3. Organize a freshman orientation for new students in the Nursing Program at the beginning
of each academic year.
4. Organize fund-raising activities for the Student Nursing Organization.
5. Submit a report of Student Nursing Organization social activities at the end of each school
year.
6. Carry out duties delegated by the Student Nursing Organization President with respect to
Committee's functions.
D. The Service Committee shall:
1. Plan and coordinate at least one service project of the Student Nursing Organization with
the University and surrounding communities.
2. Coordinate the Student Nursing Organization's involvement in service projects sponsored
by the University and/or community organizations.
3. Carry out duties delegated by the Student Nursing Organization President with respect to
Committee’s functions.
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E. Special Committees shall be appointed as necessary by the Student Nursing Organization President
and shall be disbanded when the task is accomplished.
Section 2:
Any member of the Student Nursing Organization shall serve on the Committees of their choice.
Committee members are responsible for:
A. Attending meetings, or in the event of an absence, relay any pertinent information to the
Committee Chairperson.
B. Participating in organizing and implementing Committee activities related to the Student Nursing
Organization.
C. Providing members of the Student Nursing Organization and the Executive Committee with
essential information regarding Committee activities.
D. Soliciting ideas and suggestions from the nursing student body.
E. Meeting deadlines set by respective Committee or Executive Committee.
Section 3:
Committee Chairpersons shall be determined at the beginning of the fall semester.
Article IX
Amendments
These Bylaws can be amended at any regular meeting of the SNO by a majority of members present. The
amendment shall be submitted in writing to the members at the next regular meeting.
VII. STUDENT RIGHTS AND RESPONSIBILITIES
“As per the Saint Francis University Student Handbook, all students at Saint Francis University
are expected to conduct themselves according to Judeo-Christian values that reflect their
commitment to the University community and develop the personal character and social
attributes that reflect maturity. To practice nursing as a student also requires upholding the trust
society has placed in the profession of nursing. Nursing students are to adhere to the ethical
principles and professional standards set forth by the profession while in both the clinical and
academic environment…”
A. Student Rights and Responsibilities
1. Students should be encouraged to develop the capacity for critical judgment and engage
in a sustained and independent search for truth.
2. The freedom to teach and the freedom to learn are inseparable facets of academic
freedom: students should exercise their freedom in a responsible manner.
3. Each institution has a duty to develop policies and procedures, which provide and
safeguard the students’ freedom to learn.
4. Under no circumstances should a student be barred from admission to a particular
institution on the basis of race, color, creed, national origin, ethnicity, age, gender,
marital status, life style, disability, or economic status.
5. Students should be free to take reasoned exception to the data or views offered in any
course of study and to reserve judgment about matters of opinion, but they are
responsible for learning the content of any course of study for which they are enrolled.
65
6. Students should have protection through orderly procedures against prejudiced or
capricious academic evaluation, but they are responsible for maintaining standards of
academic performance established for each course in which they are enrolled.
7. Information about student views, beliefs, political ideation, or sexual orientation, which
instructors acquire in the course of their work or otherwise, should be considered
confidential and not released without the knowledge or consent of the student, and should
not be used as a basis of evaluation.
8. The student should have the right to have a responsible voice in the determination of
his/her curriculum.
9. Institutions should have a carefully considered policy as to the information, which should
be a part of a student's permanent educational record and as to the conditions of this
disclosure.
10. Students and student organizations should be free to examine and discuss all questions of
interest to them, and to express opinions publicly and privately.
11. Students should be allowed to invite and to hear any person of their own choosing within
the institution's acceptable realm, thereby taking the responsibility of furthering their
education.
12. The student body should have clearly defined means to participate in the formulation and
application of institutional policy affecting academic and student affairs, e.g., through a
faculty-student council, student membership or representation on faculty committees.
13. The institution has an obligation to clarify those standards of behavior, which it considers
essential to its educational mission, its community life, or its objectives and philosophy.
14. Disciplinary proceedings should be instituted only for violations of standards of conduct
formulated with significant student participation and published in advance through such
means as a student handbook or a generally available set of institutional regulations. It is
the responsibility of the student to know these regulations. Grievance procedures should
be available for every student.
15. As citizens and members of an academic community, students are subject to the
obligations, which accrue to them by virtue of this membership and should enjoy the
same freedoms of citizenship.
16. Students have the right to belong or refuse to belong to any organization of their choice.
17. Students have the right to personal privacy in their living space to the extent that the
welfare and property of others are respected.
18. Adequate safety precautions should be provided by nursing programs, for example,
adequate street lighting, locks, and other safety measures deemed necessary by the
environment.
19. Dress code, if present in school, should be established with student input in conjunction
with the school director and faculty, so the highest professional standards are maintained,
but also taking into consideration points of comfort and practicality for the student.
20. Grading systems should be carefully reviewed periodically with students and faculty for
clarification and better student-faculty understanding.
21. Students should have a clear mechanism for input into the evaluation of nursing faculty.
The NSNA Student Bill of Rights and Responsibilities was initially adopted in 1975. The document
was updated by the NSNA House of Delegates in San Antonio, Texas (1991); and item #4 was revised
by the NSNA House of Delegates in Baltimore, Maryland (2006).
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APPENDIX A
SUGGESTED PROGRAMS OF STUDY
Traditional Bachelor of Science in Nursing (BSN) 128 credits
For Students Entering Program Fall Semester 2022
FRESHMAN (FALL)
FRESHMAN (SPRING)
CORE 113
First Year Seminar
3cr
CHEM 113
Human Chemistry
4cr*
PSYC 101
Intro to Psychology
3cr*^
FINE ARTS
Fine Arts Elective
(100 or higher)
3cr
BIOL 111
Biology I
4cr*
SOC 101
General Sociology
3cr *^
MATH
Math 107 or higher
3cr *
HIST
History 100-200 Level
3cr
FTAE 105
Franciscan Goals
3cr
WRIT 102
Research Writing
3cr
CORE 103
Comm. Enrichment Series
0cr
CORE 104
Comm. Enrichment Series
0cr
NURS 100
Intro to Professional Nsg
1cr
TOTAL = 16 Credits
TOTAL = 17 Credits
SOPHOMORE (FALL)
SOPHOMORE (SPRING)
BIOL 205
Anatomy & Physiology I
4cr *
BIOL 206
Anatomy & Physiology II
4cr *
BIOL 214
Microbiology
4cr *^^
LANG
Language (102 or higher)
3cr
STAT 205
Statistics
3cr
PHIL 312
PHIL or any RLST Course
3cr
LIT 104***
Intro to Literature
3cr
NURS 200
Assessment of the Person
3cr**
PHIL 205
Discovering Philosophy
3cr
NURS 201
Health & Development
3cr
TOTAL = 17 credits
TOTAL = 16 credits
JUNIOR (FALL)
JUNIOR (SPRING)
NURS 300
Fundamentals-Human
4cr
NURS 302
Care of Adults – Acute
4cr
NURS 301
Care/Childbearing Family
4cr
NURS 303
Care of Children
4cr
NURS 311
Human Nutrition
3cr
NURS 403
Nursing Research
3cr
NURS 316
Patho/Pharm I
4cr
NURS 416
Patho/Pharm II
3cr
EXAM 301
Writing Comp Exam
0cr
Elective
ECON/PLSC/PSYC/SOC
3cr^^^
TOTAL = 15 credits
TOTAL = 17 credits
SENIOR (FALL)
SENIOR (SPRING)
NURS 401
Care/Life Threatening
4cr
NURS 402
Care/Psych-Mental Hlth
4cr
NURS 405
Care/Human Community
4cr
NURS 404
Care of Adults – Chronic
4cr
NURS 410
Mgt/Leadership Theory
3cr
NURS 413
Mgt/Leadership Practicum
3cr
Elective
Free Elective
3cr
NURS Elect
Nursing Elective
2cr
CORE 407
Senior Capstone
3cr
EXAM 401
Senior Comprehensive
0cr
NCLEX
NCLEX Review Course
0cr
NCLEX
NCLEX Review Course
0cr
TOTAL = 17 credits
TOTAL = 13 credits
* Students must pass these courses with a grade of C or better
^ Pre-requisite for NURS 201
** Sophomore students need to take and pass a Math Proficiency Exam
^^ Students can consider taking BIO 214 in the summer.
***LIT 104 or LIT 201, 202, 204, 207, 222, 270
^^^ Must be from two different social science disciplines
ie. ECON, PLSC, PSYC, SOC
For entrance into the Professional Phase of Nursing, NURS 300 Level courses, students must have a 2.75 minimum overall GPA and a
minimum overall Natural Science GPA of 2.6 or higher.
67
Online RN-BSN Program
(Full time)
Semester 1
Semester 2
Semester 3
Course
Credits
Course
Credits
Course
Credits
7 weeks
NURS 471
Professional Nursing
Concepts for RNs
3-Lecture
7 Weeks
NURS 474
Health Care Policy &
Ethics for RNs
3-Lecture
7 Weeks
NURS 476
Information
Management and
Application of Patient
Care Technologies
3-Lecture
7 weeks
NURS 472
Information Literacy
and Writing Skills
for RNs
1-Lecture
7 weeks
NURS 473
Community Heath
and Population
Focused Health Care
for RNs
3-Lecture
1-Clinical
7 Weeks
NURS 478
Management,
Leadership, and Quality
Care for RNs
3-Lecture
1-Clinical
7 weeks
NURS 475
Research and
Evidenced-Based
Practice for RNs
3-Lecture
7 Week
NURS 477 Practice-
Focused Nursing Care
for the Professional
RN
3-Lecture
1-Clinical
CORE 407
3-Lecture
Total Number of
Credits
7
Credits
11
Credits
13
Credits
*30 credits must be taken at Saint Francis University
68
Online RN-BSN Program
(Part time)
Semester 1
Semester 2
Semester 3
Course
Credits
Course
Credits
Course
Credits
7 weeks
NURS 471
Professional Nursing
Concepts for RNs
3-Lecture
7 weeks
NURS 475
Research and
Evidenced-Based
Practice for RNs
3-Lecture
7 Week
NURS 477 Practice-
Focused Nursing Care
for the Professional RN
3-Lecture
1-Clinical
7 weeks
NURS 472
Information Literacy
and Writing Skills for
RNs
1-Lecture
7 weeks
NURS 473
Community Heath
and Population
Focused Health Care
for RNs
3-Lecture
1-Clinical
7 Weeks
NURS 474
Health Care Policy &
Ethics for RNs
3-Lecture
Total Number of
Credits
4 Credits
7
Credits
7 Credits
Semester 4
Course
Credits
7 Weeks
NURS 476
Information
Management and
Application of Patient
Care Technologies
3-Lecture
7 Weeks
NURS 478
Management,
Leadership, and
Quality Care for RNs
3-Lecture
1-Clinical
CORE 407
3-Lecture
Total Number of
Credits
10 Credits
*30 credits must be taken at Saint Francis University
69
Saint Francis University Department of Nursing
RN-BSN Online Program
Advanced-Standing Nursing Credits from previous Nursing Program
Credits:
Required General Education and Pre-Requisite Courses: (Students may transfer up to 98 credits)
Course
Title
Credits
PSYC 101
Introduction to Psychology
3
MATH 107
College Algebra or higher
3
FTAE 105*
Franciscan Goals
3
FNAR
Fine Arts Elective
3
SOC 101
General Sociology
3
HIST
History 100-200 level
3
WRIT 102
Research Writing
3
LIT 104
Introduction to Literature or LIT 201, 202, 204, 207, 222, 270
3
STATS 205
Essentials of Statistics
3
PHIL 205
Discovering Philosophy
3
LANG
Language 102 or higher
3
PHIL/FTAE
Philosophy or Religion
3
BIOL 214
Microbiology
4
BIOL 205
Anatomy & Physiology I
4
BIOL 206
Anatomy & Physiology II
4
Elective
Economics, Political Science, Psychology or Sociology
3
Elective
Free
3
CORE 407
Senior Capstone
3
EXAM 401*
Senior Comprehensive
0
RN-BSN Courses (25 credits)
Course
Title
Credits
NURS 471
Professional Nursing Concepts for RNs
3
NURS 472
Information Literacy and Writing Skills for RNs
1
NURS 473
Community Health And Population Focused Health Care for RNs
4
NURS 474
Health Care Policy and Ethics for RNs
3
NURS 475
Research and Scholarship for Evidenced-Based Practice for RNs
3
NURS 476
Information Management and Application of Patient Care Technologies
3
NURS 477
Practice-Focused Nursing Car for the Professional RN
4
NURS 478
Management, Leadership, and Quality Care for RNs
4
Thirty (30) credits must be completed at Saint Francis University. *FTAE 105 and CORE 407 is included
in the required thirty credits.
Credits needed for graduation: 128 credits
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Second Degree/Accelerated BSN Program
(60 Nursing Credits)
Spring or Summer Semester
(Prerequisites)
Fall Semester
Spring Semester
Course
Credits
Course
Credits
Course
Credits
NURS 100
Introduction to
Professional Nursing
1-Lecture
NURS 300
Fundamentals of
Human Care Nursing
3-Lecture
NURS 302
Care of Adults with
Acute Alterations in
Health
3-Lecture
1-Clinical
NURS 200
Nursing Assessment of
the Person
3-Lecture
1-Clinical
NURS 301
Care of Childbearing
Families
3-Lecture
1-Clinical
NURS 303
Care of Children
3-Lecture
1-Clinical
NURS 201
Health and the
Developing Person
3-Lecture
NURS 311
Human Nutrition
3-Lecture
NURS 403
Nursing Research
3-Lecture
NURS 316
Pathophysiology and
Pharmacology I
3-Lecture
1-Clinical
NURS 416
Pathophysiology and
Pharmacology II
3-Lecture
1-Clinical
Total Number of
Credits
7
Credits
15
Credits
14
Credits
Summer Semester
Fall Semester
Course
Credits
Course
Credits
NURS 402
Care Individuals with
Alterations in
Psychiatric/Mental
Health
3-Lecture
1-Clinical
NURS 401
Care of Individuals with
Life-Threatening
Alterations in Health
3-Lecture
1-Clinical
NURS 404
Care of Individuals with
Alterations in Health
3-Lecture
1-Clinical
NURS 405
Care of Human
Communities
3-Lecture
1-Clinical
NURS 410
Nursing Management/
Leadership Theory
3-Lecture
NURS 413
Professional Nursing
Leadership/Management
3-Lecture
NURS 336
Palliative Care
2-Lecture
NCLEX
NCLEX Review Course
0-Lecture
NCLEX
NCLEX Review Course
0-Lecture
Total Number of
Credits
13
Credits
11
Credits
71
Saint Francis University Department of Nursing
Second-Degree/Accelerated BSN Course Requirements
University/College Transfer Credits (A total of 68 credits may transfer)
Credits:
Required Courses:
Course
Title
Credits
PSYC 101
Introduction to Psychology
3
MATH 107
College Algebra or higher
3
SOC 101
General Sociology
3
STATS 205
Essentials of Statistics
3
BIOL 111
Biology I
4
CHEM 113
Human Chemistry
4
BIOL 214
Microbiology
4
BIOL 205
Anatomy & Physiology I
4
BIOL 206
Anatomy & Physiology II
4
*BIOL 111 and CHEM 113 waived if Microbiology and A&P I and II have been completed or
accepted as transfer credit.
Required Nursing Courses:
Summer or Spring
(Pre-Reqs)
Credits
NURS 200
Assessment
3
NURS 201
Human Development
3
NURS 100
Intro to Professional Nursing
1
Total
7
Fall
NURS 300
Fundamentals of Nursing
4
NURS 301
Maternal Child Nursing
4
NURS 311
Nutrition
3
NURS 316
Patho/Pharm I
4
Total
15
Spring
NURS 302
Care of Adults -Acute
4
NURS 303
Nursing of Children
4
NURS 403
Nursing Research
3
NURS 416
Patho/Pharm II
3
Total
14
Summer
NURS 404
Nursing Care - Chronic
4
NURS 402
Nursing Care – Mental Health
4
NURS 410
Leadership/Management
3
NURS 336
Palliative Care
2
NCLEX Review
0
Total
13
Fall
NURS 401
Nursing Care – Life-Threatening Illness
4
NURS 405
Community
4
NURS 413
Practicum
3
NCLEX Review
0
Total
11
72
APPENDIX B
General Education Requirement
73
74
75
76
APPENDIX C
School of Health Sciences and Education Student Appeal Policy
Students in the School of Health Sciences and Education must have the opportunity to raise matters of
concern without fear of disadvantage and in the knowledge that their privacy and confidentiality will be
respected as well as that of members of faculty and staff.
Procedures: The aim of these procedures is to ensure rigorous quality assurance of the academic decision-
making processes by providing students with a fair, transparent and just formal process which makes sure
that academic decisions have fully taken into account all required procedures and processes, and the
consideration of any valid extenuating circumstances. Common appeals include: grade changes, lack of
progression, academic probation/dismissal, assertion of policy not being followed, etc.
a. Student initiating an appeal must begin and complete the process identified by the respective
department, within the specified timeframe.
b. If the appeal is not granted by the Department, the student may opt to appeal to the Dean of the
School of Health Sciences and Education, using the appropriate form. This appeal must be made and
received in the Dean’s Office within 5 business days of notification of the appeal being denied by the
department.
c. The Dean of the School of Health Sciences and Education will notify the appropriate Department
Chair of the student’s appeal and request the student’s educational record and/or any pertinent
documentation related to the appeal.
d. The Dean of the School of Health Sciences and Education will also alert the School of Health
Sciences and Education Appeals Board* of the appeal and schedule a meeting to review the appeal
with the Appeals Board.
e. Following thorough review of this documentation, the School of Health Sciences and Education
Appeals Board may meet with the involved Department Chair and an additional departmental faculty
member as deemed appropriate by the Chair (may include faculty member involved in the appeal,
student advisor, etc.) to ask clarifying questions and to fully understand the reasons for the denial of
the appeal.
f. The School of Health Sciences and Education Appeals Board may contact the student within 5
business days to schedule a meeting with the student, either face-to-face, via conference call or other
electronic meeting mechanisms to review the student’s appeal and seek clarification. Emphasis of this
meeting will include:
a) Adherence to established policies
b) Consideration of any extenuating circumstances
g. The School of Health Sciences and Education Appeals Board will deliberate and come to a decision
(simple majority vote) based on the above meetings.
h. The School of Health Sciences and Education Appeals Board will notify the involved Department
Chair and the additional departmental faculty member (see #4 above) of the final appeal decision via
e-mail.
i. The Dean of the School of Health Sciences and Education will then notify the student of the final
appeal decision via e-mail, utilizing the official appeal form.
*The School of Health Sciences and Education Appeals Board will consist of: The Dean of the School of
Health Sciences and Education; the Associate Dean of the School of Health Sciences and Education; An
additional Chair from one of the Health Sciences Departments who is appointed on an annual rotating basis.
An alternate member will also be appointed in an annual rotating basis. In the event that the appeal originates
from the Department from which the Associate Dean or other appointed member, the Appeals Board will
consist of the Dean, the alternate member and an additional chair from Health Science Departments not
involved in the appeal. Refer to the Appeals Board document for a list of current Appeals Board members.
77
School of Health Sciences and Education Student Appeal to Dean Form
78
https://my.francis.edu/ICS/Current_Students/Student_Academic_Forms_and_Policies.jnz?portlet=Student
_Academic_Forms_and_Policies
79
APPENDIX D
SAINT FRANCIS UNIVERSITY
SCHOOL OF HEALTH SCIENCES (SHS)
SHS Drug and Alcohol Policy
Rationale
Those employed in the field of healthcare are entrusted with the safety, health, and welfare of patients and
work in settings which require that sound ethical behavior and good judgement be exercised. Some
majors within the School of Health Sciences will even have the ability to prescribe and / or have access to
controlled substances within their chosen profession therefore requiring an absolute commitment to these
principles.
The use of illicit drugs, non-prescribed drugs or impairment due to alcohol consumption can diminish the
student’s ability to learn in the classroom as well as their ability to provide adequate and appropriate care
in the clinical setting. Therefore, the use of illicit drugs, non-prescribed drugs and / or being under the
influence of alcohol in the classroom or clinical setting will not be tolerated.
Clinical facilities that serve as educational and training sites for students require that every department
verifies that each student has a negative drug and / or alcohol screen prior to scheduling students at their
facility. Additionally, many licensing agencies require individuals to pass a drug screen as a condition of
licensure and / or employment. Clinical rotations / field experiences / internships are a required element
of all programs within the School of Health Sciences. It is thus in the interest of both the students and the
School of Health Sciences to identify any barriers to a student completing the clinical education
requirements to allow the student to graduate with a degree within the School of Health Sciences.
In keeping with the Safe Harbor policy found in the Alcohol and Other Drugs Policy in the University’s
Student Handbook, any currently enrolled School of Health Sciences student who brings their own use,
addiction or dependency to University officials or academic department / program personnel at least three
days prior to student notification of any drug / alcohol testing or prior to any conduct sanctions and seeks
assistance will not be immediately dismissed from the health science major. A written action plan
between the academic department / program and student will be created. This plan may include, but not
be limited to a mandated leave of absence to complete a certified drug treatment program, conditions of
readmission / continuation in the health science major, and additional drug screenings performed at cost
to the student. Failure to follow the action plan will nullify the Safe Harbor protection and lead to
dismissal of the student from the health science major except for the B.S. in Health Care Studies major,
which does not require clinical experiences.
SHS Drug and Alcohol Policy and Procedures
1. Any student within the School of Health Sciences who violates the Alcohol and Other Drugs Policy
in the University’s Student Handbook for example, by possessing an illicit drug substance in
University housing, will be required to submit to appropriate drug or alcohol testing.
a. Students who are involved with any violation of the University’s Illegal Drug Policy will be
required to submit to drug testing as soon as possible, but no later than three days following the
incident. The student will be responsible for the cost of testing in this incident.
b. Students exhibiting signs of excessive alcohol consumption will undergo a field sobriety test
performed by the University Police Officers or other appropriate law enforcement personnel.
Any student that does not pass the field sobriety test will be required to be transported via
Emergency Medical Services (EMS) at the student’s expense for medical attention, including a
blood alcohol content level.
80
2. Depending on their academic major, students may be required to submit to drug screens prior to
admission to and / or progression into the professional portion of the academic major and / or prior to
or during clinical experiences. Students should be prepared for drug or alcohol testing at any point in
their education and must comply when a test is scheduled.
3. Drug screens will be scheduled by the academic department / program as needed and / or required by
clinical sites or when use is suspected.
a. If the student is taking a prescribed substance, they are required to disclose the prescription
information to the testing site personnel prior to the testing.
b. Students subsequently must provide written documentation from their licensed health care
provider to the testing site that performed the screen within two business days that there is a
medical necessity for the medication.
c. Failure to submit appropriate documentation to the testing site from a licensed health care
provider for medical necessity for the medication will result in the test being considered a
“positive” result.
d. Despite a medical necessity for taking this medication, the student may not be able to attend
clinical experiences if this medication impairs the student’s ability to appropriately function and
meet the physical and cognitive functioning required for the safety of the student and patients. A
decision regarding the student’s ability to participate in clinical experiences will be made at the
academic department / program level utilizing each department’s / program’s current student
review processes.
e. Students are able to request a medical leave of absence if they believe that a medical condition
and its subsequent treatment would prohibit them from appropriately functioning in their role as a
student health care provider.
4. Drug testing may be performed through any of the following methods:
a. Urine drug testing
b. Hair follicle testing
c. Clinical facility policy, if applicable
5. Students will be notified about associated fees for required drug screens from their respective
academic department / program. Students will be responsible for the cost of all screens, either
individually or through an academic department / program designated budget line that includes
student fees for that purpose.
6. If screening for alcohol use is warranted, screens will be performed by obtaining a blood alcohol
content level. The student will be responsible for the cost of any testing related to suspected alcohol
use or abuse.
7. The program director, program or any School of Health Sciences faculty and clinical preceptors /
facility reserve the right to request a drug or alcohol screen when use is suspected.
a. If a student appears to be impaired, they will be removed from the clinical experience, class, or
activity immediately.
b. Any faculty member or clinical preceptor / facility who suspects alcohol impairment or use of
illicit or non-prescribed drugs may require that the student submit to an alcohol or drug screen.
This testing could be scheduled on the same day as the suspected incident, especially if alcohol
use is suspected. The student will be responsible for the cost of testing in this incident.
c. If an incident occurs on campus with suspected excessive alcohol consumption, the University
Policy will be contacted to perform a field sobriety test. Any student that does not pass the field
sobriety test will be required to be transported via EMS at the student’s expense for medical
attention, including a blood alcohol content level.
81
d. If the clinical preceptor / facility suspects any impairment due to drugs and / or alcohol, the
academic department / program is to be notified immediately. The scent of alcohol on the breath
while at a clinical site will also not be tolerated. Testing may occur according to the School of
Health Sciences Drug and Alcohol policy or the clinical facility’s policy, if appropriate.
8. Failure to complete a drug or alcohol screen which has been scheduled by University personnel and /
or the student’s department faculty or clinical preceptor / facility will be considered as a positive
result.
9. Students within the School of Health Sciences will sign a Department / Academic Program Drug and
Alcohol Policy Contract and Consent form with a waiver of liability releasing the results of any drug
or alcohol testing information to the academic department / program and any clinical site that may
require the reported results.
a. Failure to sign this form will result in automatic dismissal of the student from the School of
Health Sciences major except for the B.S. in Health Care Studies major, which does not require
clinical experiences.
b. Students who are licensed professional nurses will also be directed to the Volunteer Recovery
Program (Commonwealth of Pennsylvania Bureau of Professional and Occupational Affairs
Professional Health Monitoring Programs) which offers the eligible professional an alternative to
board disciplinary action from becoming a permanent part of their professional licensing record.
10. If the result of the drug or alcohol screen is positive as determined by the appropriate Medical Review
Officer at the testing site, the Department Chair / Program Director or an appointed designee will be
notified in writing of the results of the drug screen, typically within two business days. The results of
any testing completed off campus will be sent to the University MyHealth@School and then
forwarded to the Department Chair / Program Director or an appointed designee as outlined.
11. Students who do not pass a drug or alcohol screen and / or fail to get a drug or alcohol screen when
scheduled by University personnel and / or the student’s department faculty or clinical preceptor /
facility will be dismissed from their major within the School of Health Sciences and are prohibited
from changing majors to any other School of Health Science major except for the B.S. in Health Care
Studies major, which does not require clinical experiences. Students who are licensed professional
nurses will also be directed to the Volunteer Recovery Program which offers the eligible professional
an alternative to board disciplinary action from becoming a permanent part of their professional
licensing record.
12. Any student that has a positive drug or alcohol screen will be referred for evaluation and treatment to
an appropriate chemical dependency program. The University MyHealth@School will provide a
referral list of programs in the regional area, if needed. The student is responsible for any costs
associated with the counseling and treatment in the chemical dependency program.
13. In addition to University or School of Health Sciences sanctions, students are subject to all legal
sanctions under federal, state and local law for any offenses involving under-age drinking, driving
while under the influence/driving while intoxicated or with the sale, manufacture, distribution,
possession or use of illicit/non-prescribed drugs.
SHS Drug and Alcohol Testing Process
1. Testing times for academic department / program screens will not be announced in advance.
2. The School of Health Sciences utilizes a strict chain-of-custody system to ensure minimal possibility
of tampering with the specimen from the time of announcement of the testing through its collection to
the time of testing in the laboratory. To that end, if the testing takes place at a site on the Saint
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Francis University campus, the student will be escorted to the testing area by department / program
personnel and will remain at the testing area until the appropriate specimen is obtained.
3. MyHealth@School Process
The following drug and alcohol testing process will be utilized for any testing completed through
MyHealth@School Saint Francis. MyHealth@School Saint Francis recognizes that the School of
Health Sciences students are required to have drug screens performed as outlined by the academic
department / program. There may also be times as outlined in the School of Health Sciences Drug
and Alcohol Policy that testing be completed for suspected drug and / or alcohol use. To that end, the
following procedures and policies for testing completed by MyHealth@School will be in effect:
MyHealth@School Saint Francis Scheduling of Testing
a. The School of Health Sciences academic department / program will contact MyHealth@School at
least two (2) weeks prior to schedule the timing of drug testing that includes testing the entire
class cohort.
b. The School of Health Sciences academic department / program will schedule drug screenings as a
class, whenever possible. Individual testing for drugs and / or alcohol will be completed based on
extenuating circumstances and / or when requested due to suspected use.
c. The School of Health Sciences academic department / program will inform their students of the
need and timing of any drug and / or alcohol testing.
d. The School of Health Sciences academic department / program will provide a copy of this drug
and alcohol testing process to student donors to include notification of the following:
1) Student donors must present photo identification at the time of testing
2) Student donors should be instructed by the academic department / program not to over-
hydrate once the testing time is announced to avoid a “dilute” testing result. Student donors
should be instructed not to drink more than 8 ounces of water every 30 minutes up to 5 times
(40 oz.)
3) Student donors will be required to provide a list of prescribed medications the student is
taking as part of the intake process prior to drug testing
4) Student donors will need to review and sign the MyHealth@School Drug / Alcohol Screen
Consent form the day of testing (See Appendix A)
5) If an observed urine drug screen is scheduled, the process includes the need to monitor the
urine specimen collection. This process will include the presence of a MyHealth@School
designee that will serve as a monitor based on the gender of choice as chosen by the student
donor on the day of testing to be present in the bathroom during specimen collection.
MyHealth@School Procedures
a. Urine sample collection
1) Preparation for urine sample collection
a) Ensure supplies are present (test collection kit with cup, color chart, and specimen transport
bag)
b) Place bluing agent in toilet
c) Affix tamper evident tape to soap dispenser and faucet
d) Remove garbage can and any other supplies from restroom
e) Shut off water valve to restroom
2) Urine sample collection
a) Upon the student donor’s arrival to the health center, they will be escorted to a waiting
area inside the health center to complete pre-testing paper work
• The student donor will provide a list of current medications to the medical staff as
part of the consent form
• The student donor will then sign the consent to be tested form
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b) The student donor will remain in this area until their turn and when they feel they are able
to give at least a 30 mL urine sample
c) The student donor will be escorted to the lab and asked to remove any outer clothing
which would include hats, jackets, hoodies etc.
d) The student donor will be asked to empty all pockets and place articles on lab counter
e) The student donor will be required to present a photo identification card that may be
either the student’s University identification card and/or another photo identification
card, such as a driver’s license
f) The certified MyHealth@School collector will put on gloves
g) The student donor will be asked to wash and dry their hands
h) The student donor will be asked to pick a test collection kit and examine it to see if it is
securely sealed
i) Once the student donor agrees the test collection kit is sealed, it is given to the certified
MyHealth@School collector to be examined for proper seal and expiration date
j) The test collection kit will be opened and the bag and test container will be emptied onto
the counter by the certified MyHealth@School collector and the collection cup will be
given to the student donor
k) The student donor will be escorted to the bathroom where a MyHealth@School designee
that will serve as a monitor based on the gender of choice as chosen by the student donor
on the day of testing will enter the bathroom with the student donor. The monitor must
have completed the MyHealth@School’s training process.
l) Once the sample is obtained, the student donor will hand it directly to the certified
MyHealth@School collector
m) The sample is kept in view of the student donor at all times
n) Should the student donor be unable to give at least a 30 mL urine sample, they will be
considered to have a “shy bladder”
• The student donor will then be escorted to a designated waiting area within the health
center
• The student donor will be offered 8 ounces of water every 30 minutes up to 5 times
(40 oz.)
• The student donor may be required to wait up to three hours with periodic attempts to
provide an adequate 30 mL urine sample
• The certified MyHealth@School collector will document in the remarks section of
the custody form the time each attempt was made and whether any specimen was
provided
• If the student donor leaves before the end of the three-hour period, it is considered a
refusal to test and is subject to disciplinary action as outlined in the School of Health
Sciences Drug and Alcohol Policy
• When the student donor states they are able to potentially supply a urine sample,
another specimen using a new collection kit will be attempted
o If the volume is adequate (30 mL), the sample will be utilized to complete the
testing process
o If the volume remains insufficient (less than 30 mL), a note of “shy bladder” will
be made in the “remarks” section of the custody and control form by the certified
MyHealth@School collector
• If any student, including a student with a noted “shy bladder,” is not able to provide a
urine sample on the scheduled day of testing, a hair follicle sample will automatically
be obtained to complete the testing process
o) The student donor is then escorted back to the lab to wash and dry their hands
p) The volume, temperature, odor and color are checked by the certified MyHealth@School
collector, which is documented on the designated section of the chain of custody form
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q) The 30 mL sample is transferred to the test container and security seal is placed over the
lid
• The student donor initials and dates the seal
• The remainder of the urine sample is discarded down the sink by the certified
MyHealth@School collector
r) The chain of custody form is completed by the MyHealth@School designated monitor,
the student donor and the certified MyHealth@School collector
• The MyHealth@School designated monitor completes and signs the appropriate
portion of the custody form
• The student donor completes and signs their appropriate portion of the custody form
• The certified MyHealth@School collector ensures that all areas of the chain of
custody form is completed appropriately and signs the designated portion of the
custody form
• A copy of the chain of custody form is given to the student donor
s) The student donor may leave the health center
t) The sample will be sent to an offsite certified testing facility
u) The results will be kept in the student donor’s confidential medical record at the
MyHealth@School and also released to the designated academic department / program
personnel as outlined on the School of Health Sciences Drug and Alcohol Policy Contract
and Consent form
b. Hair follicle sample collection
1) Preparation for hair follicle sample collection: ensure supplies are present (scissors, alcohol
pads, hair clip, security seals, hair specimen collection envelope and specimen transportation
bags)
2) Hair follicle sample collection
a) Upon the student donor’s arrival to the health center, they will be escorted to a waiting
area inside the health center to complete pre-testing paper work unless it is a student with
a noted “shy bladder” who is already in the waiting area
• The student donor will provide a list of current medications to the medical staff as
part of the consent form
• The student donor will then sign the consent to be tested form
b) The student donor will be required to present a photo identification card that may be
either the student’s University identification card and/or another photo identification
card, such as a driver’s license
c) The certified MyHealth@School collector will put on gloves and clean the scissors and
hair clip with an alcohol pad in front of the student donor
d) The certified MyHealth@School collector will prepare the foil for the specimen
• Remove foil from specimen collection envelope
• Fold the foil lengthwise
e) If the student donor has hair in a ponytail or braid have the student donor undo it
f) The certified MyHealth@School collector will obtain the hair follicle sample by
• Using a hair clip to separate and cleanly part the student donor’s hair
• Moving the top layer of hair out of the way
• Sliding the scissors under a single row of hair one strand deep and ½ inch wide
• Pulling the row over the certified MyHealth@School collector’s index finger and
holding it with their thumb
• Sliding the scissors down the student donor’s hair to the scalp and cut the hair
• Pinching the root ends together and keeping them aligned
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• Making an appropriate cut of hair to collect a specimen with the following
characteristics:
o The specimen is small – about 120 strands of hair
o The correct amount of hair will measure about one-centimeter-wide when it is
wrapped in foil
o The hair specimen should resemble the thickness of a pencil
o The specimen is collected from the crown of the head, where the hair is thickest
o If the student donor has sparse hair, a few strands are taken from different spots,
so it is cosmetically undetectable
o If the student donor has short, curly hair: cut from different spots on the head,
repeat until specimen is the size of a small cotton ball, or about two centimeters
in diameter
o If the student donor has hair that is shorter than 1 inch: body hair may be used
with possible sites in order of preference:
▪ Head
▪ Nape
▪ Beard/mustache
▪ Underarms
▪ Chest
▪ Arms
▪ Legs
▪ Back
o The hair sample will NOT combine body hair with head hair
g) The certified MyHealth@School collector will finalize the hair follicle specimen to be
sent to an offsite certified testing facility
• Place the hair specimen in the prepared foil
• Press the sides of foil together while keeping the root ends of the hair sample aligned
o Root ends should extend ¼ inch beyond the edge of the foil
o Wrap ends around the foil, do not cut
• Remove the security seal from the specimen collection envelope
• Place the seal on the front of the envelope with the bar code facing up
• Flip the envelope over and wrap the seal around the bottom with the area of initials
and date visible
• Seal the specimen collection envelope
• Date and initial the security seal making sure the initials run over onto the envelope
o Sign and date the area marked “Sample Collector”
o The student donor initials the security seal and the specimen collection envelope
to certify the hair specimen in the envelope is theirs, that it was cut close to the
scalp, and that they witnessed the certified MyHealth@School collector seal their
hair in the envelope
h) The chain of custody form is completed by the student donor and the certified
MyHealth@School collector
• The student donor will read, sign and date the Donor Certification on Copy-1
• The student donor must provide date of birth, as well as day and evening contact
information
• The certified MyHealth@School collector will make sure the student donor’s
signature matches the photo identification card and return it to the student donor
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• The certified MyHealth@School collector will complete the Collector’s Certification
on Copy-1 with name and signature (printed and signed), time of collection, and
name of delivery service and then will:
o Fold Copy 1 of the form in half and place it in the large pouch of the specimen
transportation bag collection and name of delivery service
o Place the specimen collection envelope in the small pouch and remove the
release liner folding over both openings and seal it
o Give the student donor the Copy-5
o Put the sealed specimen transportation bag in the mail for transport to the offsite
certified testing facility
SHS Drug and Alcohol Testing Results
1. A negative or “clean” drug screen result is needed to participate in clinical experiences and remain
within the School of Health Science majors except for the B.S. in Health Care Studies major, which
does not require clinical experiences.
2. The results of the urine drug screening will be forwarded to the Department Chair/Program Director,
at the department’s request, with a valid release signed by the student.
3. A “negative dilute” result on a urine drug screen means that the urine was not concentrated enough to
determine accurate test results. This result and any result that is reported as “invalid” as determined
by the testing site will need to be repeated. Since accurate test results were not initially able to be
determined, repeat drug testing will automatically occur as outlined:
a. Once the academic department / program is made aware of the test results, an observed repeat
urine drug screen will be performed within 24-72 hours. The student may be responsible for the
cost of testing in this incident.
b. If the repeated urine drug screen is again reported as “negative dilute,” the student will be
scheduled to have a drug screen performed through hair follicle analysis. The student may be
responsible for the cost of testing in this incident.
4. Positive Results
a. All positive drug screen results will be reviewed by MyHealth@School’s certified Medical
Review Officer.
b. A positive drug test, including a “positive dilute” result, which is not related to a legally
prescribed drug therapy, will result in immediate dismissal from any health science major except
for the B.S. in Health Care Studies major, which does not require clinical experiences.
c. If the student has a valid prescription to justify the positive result, the result will be determined as
“negative” by the Medical Review Officer and documented such on the chain of custody. The
student is responsible for providing the necessary documentation including, but not limited to;
written prescription, label, and/or physical prescription bottle for medication.
d. The current federal testing cutoff levels of 2,000 ng/mL for opiate metabolites essentially
eliminate casual poppy seed ingestion. Levels > to 2,000 ng/mL will be considered a positive
drug screen for opiates not due to poppy seed consumption.
e. The student’s academic department and/or MyHealth@School will assist the student in getting a
meeting set up with the on campus Drug and Alcohol Educator and/or evaluation by an off
campus chemical dependency agency.
f. The student is responsible for any costs associated with the counseling and treatment in the
chemical dependency program.
g. The results of the urine drug screening will be forwarded to the Department Chair/Program
Director, at the department’s request, with a valid release signed by the student.
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5. A blood alcohol content that is 0.08% or greater that occurs during any scheduled class, lab or clinical
rotation / field experience / internship is considered a positive alcohol testing result. If a clinical site
has a more restrictive requirement of acceptable blood alcohol content level (less than 0.08%),
students will be notified and the site’s policy will be followed. A positive blood alcohol content in
either of these situations will also result in immediate dismissal from any health science major except
for the B.S. in Health Care Studies major, which does not require clinical experiences.
SHS Appeals Process
All students have the right to appeal any dismissal due to a positive drug test to the School of Health
Sciences Appeal Board. An appeal must be submitted in writing to the Dean of the School of Health
Sciences’ office within five business days of student notification of dismissal from the School of Health
Sciences major. All decisions rendered by the School of Health Science Appeal Board are final.
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SAINT FRANCIS UNIVERSITY
SCHOOL OF HEALTH SCIENCE
DEPARTMENT / ACADEMIC PROGRAM FORM
DRUG AND ALCOHOL POLICY CONTRACT AND CONSENT FORM
By signing below, I acknowledge the following:
1. I have received a copy of the Saint Francis University School of Health Sciences Drug and Alcohol
Policy that explains the rationale for testing, testing policies, testing procedures and testing results, as
well as an appeal process regarding dismissal based on a positive test result.
2. I agree to abide by all policies and procedures outlined in the School of Health Sciences Drug and
Alcohol Policy, including being tested for drugs and / or alcohol as outlined.
3. Depending on my academic major, I may be required to submit to drug screens prior to admission to
and / or progression into the professional portion of the academic major and / or prior to or during
clinical experiences. Test results must be negative to remain in any School of Health Sciences major
except for the B.S. in Health Care Studies major, which does not require clinical experiences.
4. I agree to provide the testing site with a list of current medications, including prescribed and over-the-
counter (herbals, vitamins, etc.) drugs as part of the intake information on the day of testing.
5. I hereby give my consent for any authorized testing site to release the results of any drug and / or
alcohol testing to the Saint Francis University MyHealth@School. The MyHealth@School will
release the results to my Department Chair / Program Director or an appointed designee and any
clinical site that may require the reported results.
6. I am aware that any positive test for drugs and / or alcohol will dismiss me from the School of Health
Sciences and all of its majors except for the B.S. in Health Care Studies major, which does not require
clinical experiences.
STUDENT:
Print Name: ____________________________
Signature: ____________________________ Date: ___________________
WITNESS:
Print Name: ____________________________
Signature: ____________________________ Date: ___________________
cc: MyHealth@School Updated 1-10-2020
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APPENDIX A
MyHEALTH@SCHOOL SAINT FRANCIS FORM
DRUG / ALCOHOL SCREEN CONSENT FORM
I hereby consent to submit to a drug and / or alcohol test and to furnish an appropriate sample for analysis
in order to meet the School of Health Sciences Drug and Alcohol Policy.
I understand that refusing to provide or tampering with a collection specimen, or providing false
information on a specimen’s chain of custody form, may constitute disciplinary action from my academic
department / program according to the policies outlined in the School of Health Sciences Drug and
Alcohol Policy. I understand that failure to pass the drug test will lead to my immediate dismissal from
the School of Health Science majors.
I further authorize and give full permission to have the MyHealth@School send the specimen or
specimens collected to a certified laboratory for a screening test for the presence of any prohibited
substances under the policy, and for the laboratory or other testing facility to release any and all
documentation relating to such test to the Saint Francis University MyHealth@School. As per the School
of Health Sciences Drug and Alcohol Policy, all tests results will also be released to the designated
academic department / program personnel.
The following is a list of current medications, including prescribed and over-the counter (herbals,
vitamins, etc.) drugs that I am currently taking:
1.___________________________________ 6.___________________________________
2.___________________________________ 7.___________________________________
3.___________________________________ 8.___________________________________
4. ___________________________________ 9.___________________________________
5.___________________________________ 10.___________________________________
STUDENT DONOR:
Print Name: ____________________________
Signature: _____________________________ Date: ___________________
WITNESS:
Print Name: ____________________________
Signature: ____________________________ Date: __________________
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APPENDIX E
Incident Report Form
Student Name: Date: Time:
Address (where incident occurred)
Street: City: State: Zip Code:
Site: Instructor:
Nature of Incident:
Action Taken:
Refused Treatment:
Referral:
Follow-up:
Location/Circumstances of Incident:
Witnesses:
Permission to call emergency contact: Yes: No: N/A:
Signature of Involved Student Date
Signature of University Representative Date
Signature of Involved Student Date
Copy to student file
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APPENDIX F
Referral of Concern Form
Name of Student: Course:
I. Identify current theory grade average:
II. Identify the problem: State learning objective or program requirement or policy not being met.
(cite page numbers):
III. Note student strength and weakness regarding the situation.
IV. Identify measures used to offer student assistance in improving performance.
V. Course Coordinator/Level Coordinator Recommendation:
VI. Program Director Recommendations
VII. Chair Recommendation:
Signature of Instructor Date
Signature of Course Coordinator/Level Coordinator Date
Signature of Program Director Date
Signature of Chair Date
Signature of Student Date
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