Handbooks School of Nursing Undergraduate Student Handbook 2026-2027 Arkansas State University   School of Nursing       Undergraduate   Student Handbook       2026-2027     School of Nursing   P.O. Box 910   State University, AR 72467     (870)972-3074     The student handbook for nursing majors was developed by a student-faculty committee from nursing, incorporating suggestions received from A-State students, faculty and administrators. It is designed to inform nursing majors regarding nursing policy, and to assist the students in their educational planning.       It is the student’s responsibility to review this handbook annually.     Arkansas State University is an equal opportunity institution and will not discriminate on the basis of race, color, religion, sex, national origin, age, handicap, or other unlawful factors in employment practices or admission and treatment of students.        The School of Nursing at Arkansas State University is approved by the Arkansas State Board of Nursing.     The Associate, Baccalaureate, Master's, master's/post-master's certificate, clinical doctorate programs at Arkansas State University located in State University, AR and West Memphis, AR are accredited by the: Accreditation Commission for Education in Nursing (ACEN).    3390 Peachtree Road NE, Suite 1400 Atlanta, GA 30326    (404) 975-5000   The most recent accreditation decision made by the ACEN Board of Commissioners for the Associate, Baccalaureate, Master's, master's/post-master's certificate, clinical doctorate programs is continuing accreditation.    View the public information disclosed by the ACEN regarding this program on the ACEN website.         INTRODUCTION   Programs   The nursing faculty is committed to the concept of educational mobility and provides a variety of options for nurses at the following levels: Licensed Practical Nurses (LPNs), and Registered Nurses (RNs) prepared at the associate degree, diploma, and baccalaureate degree levels. Arkansas State University School of Nursing offers an associate degree (AASN) and a baccalaureate Degree in nursing (BSN). Upon completion of the prescribed undergraduate curriculum the graduate is eligible to sit for the National Council Licensure Examination to become a registered nurse (NCLEX-RN). The school of nursing also offers a master’s degree in nursing (MSN), Doctor of Nursing Practice (DNP), and Doctor of Nursing Practice in nurse anesthesia (DNP). Upon completion of the respective program of study, the graduate is eligible to take the appropriate certification examination. The nursing courses for the Traditional AASN program and Paramedic to AASN program options are planned within the framework of four semesters, with general education and science courses as prerequisites. Courses for the LPN-AASN program option along with the LPN-AASN online option are planned within the framework of three traditional semesters, with general education and science courses as prerequisites. Courses for the traditional BSN program are planned within the framework of eight semesters with the first year consisting of general education and science courses as prerequisites. A second-degree accelerated BSN is offered in fourteen months for students holding a bachelor’s degree in another field. Courses for the online RN-BSN option are offered on part-time and full-time tracks and can be completed in as few as twelve months. The nursing programs at Arkansas State University are accredited by the Accreditation Commission for Education in Nursing, Inc. (ACEN), 3390 Peachtree Road NE, Suite 1400, Atlanta, Georgia 30326, (404)975-5000. Revised 5/2019; 4/2023; 5/2026 History   When St. Bernard’s Hospital closed its diploma school of nursing in the early 1950’s, northeastern Arkansas was left with no program preparing candidates for the Registered Nurse licensure examination. With the emergence of Jonesboro as a regional medical center, it was imperative that the community be assured that nurses necessary for this changing role be provided. Initially, hospitals provided scholarships at schools in other communities, but all too frequently the recipients of those scholarships remained in the area in which their education was received rather than coming to this area. During the mid-sixties, a group of concerned citizens, including a number of nurses, approached the University regarding the establishment of a nursing program and after a great deal of study, it was decided that the Associate Degree program in nursing would be initiated. In January 1969, the first class was admitted. The desirability of establishing a baccalaureate program in nursing was discussed, and these discussions resulted in the establishment of a generic baccalaureate nursing program in 1974. Both programs continued to expand, thus providing northeast Arkansas with a source of competent nursing graduates. In 1978, plans were formulated which would enable the graduates of both associate degree and diploma programs to move more readily into the baccalaureate program. Several options are now available to allow for educational mobility for licensed nurses and paramedics including the LPN-AASN, Paramedic to AASN, and RN-BSN options. As the need for nurses continued to rise after the year 2000, the Second-Degree Accelerated BSN program was developed and admitted its first students in 2007. Joint planning between A-STATE/AHEC-NE/UAMS in 1990 led to funding of the Master of Science in Nursing program. Courses were scheduled in a manner that allowed the currently employed nurse to attend classes without interrupting employment status. Now courses are offered online allowing even more flexibility for working nurses to advance their education and career as family nurse practitioner (FNP), Nurse Educator, Nurse Administrator, Adult Gerontology Acute Care Nurse Practitioner (AGACNP), or Psychiatric Mental Health Nurse Practitioner (PMHNP). In 2014 the School of Nursing added the Doctor of Nursing Practice (DNP) Program, a post-master’s degree which is practice focused. Program graduates are prepared for roles in direct care or indirect, systems-focused care with emphasis in general DNP, education, or leadership. In 2003 the School of Nursing began preparing BSN nurses with critical care experience for roles as Certified Registered Nurse Anesthetists (CRNA). Initially this program was offered as a master’s degree (MSN) program. However, as requirements for licensure changed, the program transformed to the Nurse Anesthesia Doctor of Nursing Practice (DNP) in 2021. The future focus of the nursing programs will be on continued improvement and the development of plans which will assist in meeting the health care needs of the citizens of Arkansas. The School of Nursing is committed to upgrading degrees of licensed nurses and increasing accessibility to current programs. The School of Nursing provides nursing courses to one campus via distance learning compressed video network (CVN) and on site at ASU Mid-South (West Memphis). Revised 5/2015; 5/2023; 5/2026   Mission and Philosophy     School of Nursing Mission Statement   The mission of the School of Nursing is to educate nurse leaders for ever-evolving professional practice by enhancing intellectual development and enriching lives.   Core Values:   The School of Nursing faculty adheres to the following core values in fulfilling its mission. These values are reflective of the values of Arkansas State University, the National Council of State Boards of Nursing (NCSBN), the American Association of Colleges of Nursing (AACN), and the National League for Nurses (NLN) and of Quality and Safety Education for Nurses (QSEN) Competencies and are reflected in the work of faculty, students, and graduates.   Integrity   We hold high standards of character and integrity as the foundations upon which the school of nursing is built and define integrity as a purposeful decision to consistently demonstrate truth and honesty in all circumstances.   Excellence     We pursue excellence within the campus community through opportunities for achievement in teaching, research, quality improvement, scholarship, creative activity, and service by providing the highest quality of nursing education through evidence-based, safety-focused, client-centered care opportunities.   Access and Engagement   We prioritize access and engagement in all aspects, recognizing that mutual respect for individuality and the active participation of everyone are essential for both personal and institutional success.   Service   We support and recognize service at all levels of the university and strive to contribute to the benefit of the university, the Delta, the state, the nation and the world through development of professional experiences in response to identified societal needs.   Learning-Centered Education   We strive to nurture the development of knowledge, critical thinking, and clinical judgment through intellectual flexibility, teaching, research, assessment and learning. We promote continuous improvement of our scholarly community through innovation, collaboration, and informatics.   Student-Centered Education   We are committed to education, inquiry and service in order to meet students’ changing needs. We foster the development of skills essential for lifelong learning, civic and social responsibility, leadership, and individual and career growth.     School of Nursing Philosophy for Nursing Education   Central to our philosophy for nursing education are four widely accepted metaparadigms of the nursing profession: person, environment, health, and nursing. Each may be defined in many ways. The works of Virginia Henderson (1972), Callista Roy (1991), Betty Neuman (1993), and Madeleine Leininger (1991) among others drive our understanding of these concepts.    A  person   may be defined as an individual, family, group, or community (Leininger, 1991) comprised of biological, psychological, sociological, cultural, and spiritual constituents (Henderson, 1972; Neuman, 1993). Each person has innate worth, and though each is unique, all possess characteristics of shared basic human needs. We believe that a person’s individual experiences, genetics, culture and existence are dependent on perception of and reaction to change. Inherent in this process is the capacity to make decisions, consider alternatives, and predict and accept possible outcomes.    Environment   may be defined as internal, external, and created (Henderson, 1972; Neuman, 1993) conditions, circumstances, influences, events, situations, or experiences (Leininger, 1991; Roy, 1991) that surround the person or are within the person and affect development, behavior, and resources. The environment affects the ability of the person to pursue and achieve a high quality of life. Society and culture drive the need for order, meaning, and affiliations with other humans. These, along with physical and biological forces stimulate a need for adaptation and, potentially, interactions with others in order to survive, develop, grow, and mature.    We understand  health   to be a continuum of wholeness and integrity defined by culture, values, and practices (Leininger, 1991; Neuman, 1993). Often expressed in terms of wellness and illness or absence of disease or injury, health is based largely upon the person’s ability to function independently in their environment (Henderson, 1972; The Nurse of the Future: Nursing Core Competencies, 2016). The ability of a person to achieve an optimal level of wellness depends on motivation, knowledge, ability to cope, and developmental status. The primary responsibility for one’s health rests on the individual and/or those upon whom the individual is dependent.   We believe each person has the right to receive quality healthcare with a goal of promotion, maintenance, or restoration of optimal health. Nurses are advocates, integral in assisting persons to gain access to and secure maximum benefit from use of the healthcare system. Complexity of healthcare systems and client needs require nurses to advocate for clients and collaborate with other healthcare professionals to provide optimal healthcare.    Nursing   is both an art and science and can be defined as activities aimed to assist, support, and promote adaptation of individuals and groups (Leininger, 1991; Roy, 1991) in performance of activities (Henderson, 1972) by assessing behaviors and factors that alter the ability to adapt (Roy, 1991). Nursing is an altruistic discipline evolved from the study and application of its own interventions as well as application of knowledge from other disciplines. Nursing is focused on provision of care across the health continuum using systematic processes, and practice is refined based on societal needs. Thus, nursing enhances the environment and contributes to health, quality of life, and dying with dignity (Roy, 1991).    Nursing education  must prepare professional nurses for traditional and evolving roles. The faculty recognizes the obligation of the nursing curriculum to include leadership, strategies that promote change, professionalism and service. A wide variety of types of nurses are needed to fulfill the needs of our communities. These types include, but are not limited to, registered nurses (RN), RNs certified in their specialty, Nurse Practitioners, Nurse Educators, Nurse Administrators, Nurse Leaders, and Nurse Anesthetists. Therefore, nursing education must be provided at various levels. To acquire the knowledge and judgement necessary for practice, nursing education focuses on critical thinking, decision-making, analysis, inquiry, and research. The faculty also believes that learning is a life-long process, often conducted independently of formal educational settings. Formal educational settings provide opportunities for teacher-student interaction in setting goals, selecting and evaluating learning experiences, and appraising learners’ progress. All levels of nursing education share certain rights, duties, and characteristics, such as the scientific basis of nursing care. Accordingly, we actively support the endeavors of the profession to assist nurses in pursuing professional education from beginning to advanced levels.   The school of nursing provides education at four levels: the Associate of Applied Science in Nursing (AASN); the Bachelor of Science in Nursing (BSN); the Master of Science in Nursing (MSN); and the Doctor of Nursing Practice (DNP).    The purpose of the AASN is to prepare graduates capable of applying the nursing process to provision of direct nursing care for clients with common, well-defined problems. Therefore, the associate curriculum is grounded in the liberal arts and includes professional values, core competencies, core knowledge, and role development. An associate degree graduate is prepared to function as a member of the profession and a manager of care in acute and community-based settings.    The nurse prepared with a BSN is a professional who has acquired a broad, yet well-delineated knowledge base for practice. We believe that the role of a baccalaureate graduate is multifaceted and developed through extensive study in the areas of liberal education, professional values, core competencies, core knowledge, and role development. These prepare the baccalaureate graduate to function as a provider of direct and indirect care to individuals, families, groups, communities and populations. A graduate of the baccalaureate program is a member of the profession and a designer, manager, and coordinator of care.    Master’s level (MSN) education prepares nurses who have already achieved their baccalaureate degree for advanced nursing practice. Preparation for advanced practice emphasizes strategies to intervene in multidimensional situations. The knowledge base is expanded in scope and depth through scientific, theoretical and research components of nursing. Various theories inherent in advanced practice roles and strategies are analyzed and explored to synthesize the interdependence of theory, practice, and scientific inquiry in nursing. This synthesis of knowledge and experience provides the basis for creating, testing, predicting, and utilizing varied and complex interventions for problems of healthcare and healthcare delivery. A graduate of the master’s program is a leader in the profession and is prepared as an independent coordinator of care.   The DNP prepares master’s level nurses with advanced leadership skills, increased knowledge of health policy, and increased clinical skills and expertise with which to provide care, especially in rural and underserved areas. They are prepared to initiate and to lead implementation of changes required by the evolving healthcare system. They are prepared to analyze and expand boundaries in order to become transformational leaders driving innovation and excellence in healthcare for their communities, region, nation, and the world.   The DNP in Nurse Anesthesia prepares baccalaureate nurses with critical care experience and a working knowledge of pathophysiology, pharmacology, and anatomy/physiology to become Certified Registered Nurse Anesthetists (CRNA). They are educated in the roles of advanced leadership, health policy, clinical skills, and expertise to provide care in the full scope of practice in anesthesia care throughout the lifespan. They are prepared to initiate and to lead implementation of changes required by the evolving healthcare system. They are prepared to analyze and expand boundaries in order to become transformational leaders driving innovation and excellence in healthcare for their communities, region, nation, and the world.   Revised 11/2024   Arkansas State University   College of Nursing and Health Professions   School of Nursing   Organizing Framework     School of Nursing Organizing Framework   The organizing framework of the nursing department is derived from the philosophy and has four major components. The four components are role, process, values and knowledge. These components are taught at each level of education and provide a construct for the development of objectives and outcomes. The framework model shows how each of the components increases in complexity at the four levels of education. Role The first major component is role. The faculty believe provider of care, manager of care and member of the profession are key elements of this component (National League for Nursing, 2012). To clearly explain how these roles develop, each will be examined at all four levels. At the AASN level, emphasis is placed on providing and managing direct care to individuals with common well-defined problems. Graduates function as a team member using nursing diagnoses and established protocols for individuals in acute care and community-based settings. Additionally, graduates participate as members of the profession in appropriate specialty and politically focused nursing organizations. The BSN prepared nurse provides direct and indirect nursing care to individuals, families, groups, and populations. Graduates individualize nursing diagnoses and protocols to enhance the design and coordination of preventative, complex and restorative care. As a member of professional organizations, the BSN graduates have the capacity to assume leadership and advocacy roles. The MSN graduate is able to function independently to provide direct and indirect care. Practice settings for MSN graduates are multi-dimensional. Inherent to the role is the ability to design, facilitate and coordinate care for individuals in a variety of healthcare settings. Graduates have the skills necessary to lead, affect policy, and mentor as members of specialty and politically focused nursing organizations. DNP graduates function independently in the provision of direct and indirect, systems-focused care. Additionally, they are active in evaluating existing healthcare systems and initiating change to meet the needs of individuals, families, groups and populations. Practice settings for DNP prepared graduates are multi-dimensional and are not limited to existing or prescribed healthcare settings. Graduates have the skills to initiate change as well as to lead and mentor other healthcare team members at the local, regional, state, national, and international levels. DNP in Nurse Anesthesia graduates function independently in the provision of direct patient-centered care with emphasis in providing anesthesia care to clients throughout the lifespan. Graduates of the Certified Registered Nurse Anesthetist (CRNA) program are skilled in evaluation of client safety, communication, and provision of culturally competent care in perioperative settings and seek to advance the profession through leadership, research, and evidence-based practice. Practice settings for CRNA graduates are multi-dimensional and are not limited to traditional healthcare settings. Graduates have the skills to initiate change as well as to lead and mentor other healthcare team members at the local, regional, state, national, and international levels. Knowledge The second major component is knowledge. The general education curriculum provides a foundation of liberal arts and sciences for AASN and BSN students. These courses help provide basic psychosocial, spiritual, humanistic, and legal components which assist students in developing an appreciation of each person’s interaction with the environment. The knowledge gained enhances the graduates’ ability to think critically, reason logically, and communicate effectively. General education courses for AASN students focus on liberal arts and sciences, which include courses in English, college mathematics, basic biological science, history and psychology. Nursing core content for AASN students provides basic nursing knowledge that is applied to common well-defined problems. The BSN students’ general education core is expanded to provide a more in-depth science base and global view of society and includes physical sciences, sociology, world civilization and humanities. Pathophysiology, pharmacology, and statistics are incorporated into the nursing curriculum as the student progresses into complex nursing theory and application. The MSN program builds on the baccalaureate curriculum. Core graduate courses include theory, research, role, and health policy. These courses prepare the master’s graduate to integrate the other components of role, process and values. The key support courses for all options include advanced pathophysiology, advanced pharmacology, and advanced health assessment/physical diagnosis. Content in specialty courses reinforces concepts in the core courses and prepares the graduate for advanced nursing practice. The DNP curriculum builds on traditional master’s programs with advanced education in evidence based practice and advanced clinical, organizational, economic, and leadership skills to design and implement programs of care delivery. Translation of research into practice will significantly impact healthcare outcomes and have the potential to transform healthcare delivery. The DNP in Nurse Anesthesia curriculum is designed for BSN prepared registered nurses with critical care experience and a working knowledge of pathophysiology, pharmacology, and anatomy/physiology.   The curriculum prepares these nurses for entry level practice as a Certified Registered Nurse Anesthetist (CRNA). The program is designed to cultivate advanced nursing knowledge, provide a scientific basis for management of complex client care situations, and develop skills to promote safety and quality of care in dynamic, rapidly changing healthcare systems. Values The third component is values—the system of beliefs that guide behaviors, attitudes and moral judgment. Personal values reflect cultural and social influences, relationships and individual needs. Professional values guide nurses’ behavior to act in a manner consistent with responsibility and standards of practice. We believe professional values can be formed through reasoning, observation and experience. AASN graduates possess an awareness of personal values and how these values may influence care delivery. Additionally, graduates incorporate professional values in assisting individuals with the process of value clarification that may impact healthcare decisions. BSN graduates have a global perspective and are able to help individuals clarify or re-prioritize personal values, minimize conflict and achieve consistency between values and behaviors related to health. MSN graduates apply professional values when designing healthcare systems in response to societal need and engage in activities that influence policies and service delivery to diverse populations in a variety of settings. The DNP is the nursing terminal degree that encompasses all professional role expectations in nursing. DNP graduates (including CRNA graduates) apply personal values when evaluating and designing healthcare systems and lead in implementation of change within the healthcare systems in response to research translation, population health, and policy development. Process The profession of nursing utilizes a systematic process, “The Nursing Process”, that incorporates the other three components (role, knowledge, and values) to evaluate the needs of individuals, groups, and communities. The nursing process involves assessment, planning, implementation, and evaluation on a continual basis. All nurses are prepared to use this process but as one acquires additional knowledge, the individual components are used in unique and creative ways. As one advances their education, elements such as communication, education, provision of support, coaching and monitoring are incorporated. Additionally, problem solving, planning, inquiry, and appraisal are used to derive and evaluate the interventions developed. In addition to the nursing process, graduates are prepared to apply concepts of the National Council of State Boards of Nursing (NCSBN) Clinical Judgment Model.   The components of this model include “recognize cues, analyze cues, prioritize hypotheses, generate solutions, take actions, and evaluate outcomes” (NCSBN, 2024).   These concepts closely align with the nursing process and assist graduates in derision of inferences about clients and in decision-making (NCSBN, 2024). AASN graduates use a systematic process in nursing care to implement and modify known nursing interventions. BSN prepared graduates have the capability of anticipating, individualizing, implementing and evaluating various interventions according to unique situations and cultural responses. MSN graduates generate and design nursing interventions and recognize the interdependence of theory, practice and scientific inquiry when creating, predicting, and evaluating complex, variable interventions. DNP graduates (including CRNA graduates) lead and collaborate in change for improved healthcare systems and design systems for improved population health based on research translation. At all levels, relevant, research-based literature is utilized in the application of the nursing process and the clinical judgment model.   Revised 11/2024; 5/2026 GENERAL POLICIES AND REGULATIONS     Advisors & Registration   Nursing students are assigned to a nursing academic advisor who will work with the student in planning for orderly transition through the program.  Advisee3s should consult with the advisor when planning course registration.  Additional meetings may be held if deemed necessary by advisee, advisor, or both.  Students are responsible for their own education.  Plans of study for each program option are available in the undergraduate bulletin.  The plan of study outlines the requirements of the program.  it is the responsibility of the student to know and to follow the requirements, policies, and procedures contained in this handbook.  The handbook is updated annually, and students are responsible for annual review. Changes deemed necessary between handbook updates will be communicated to students via email and/or through the Learning Management System (LMS). Revised 05/2026  Major and Minor Fields of Study   Students pursuing a baccalaureate degree in nursing shall be permitted to declare a minor outside of the nursing program. Any student who chooses to pursue a minor must have an academic advisor from nursing as their primary advisor.   Revised 5/2025   Attendance Policy   Regular class and clinical attendance are expected of all students in accordance with the policy set forth in both the current academic year  Undergraduate Bulletin  and  University Student Handbook .  Additionally, nursing students are responsible for making arrangements that are satisfactory to the faculty member regarding all absences. Such arrangements should be made prior to the absence if possible. Make up policies are course specific. Normally the student who presents the faculty member with an adequate and documented reason for an absence will be given a chance to make up the work missed if make-up is feasible. Adequate reasons are circumstances beyond the student’s control, such as personal illness, critical illness or death in the immediate family, or participation in an approved University activity. Not every activity on campus is considered university sanctioned, and students should communicate with faculty in advance to determine if event attendance will be considered excused.    Students are expected to be present and on time for each clinical and classroom learning experience. If it is necessary to be absent for adequate reasons (see definition above) the student should follow the specific policies outlined in the course syllabus.   Absences and tardiness interfere with meeting course objectives and attaining classroom and clinical competence. Consequently, absences and tardiness will be reflected in the evaluation of the student’s ability to meet course objectives and may be cause for the student’s record to be reviewed by the Admissions, Progressions, and Credits Committee. In the event of the inability to complete required course work, the student may contract with the instructor to receive a grade of incomplete (refer to the  Arkansas State University Undergraduate Bulletin ).   Revised 4/2023; Reviewed 5/2025   Nursing Special Problems Courses   A student may not audit a nursing course. Alternatively, when necessary students will enroll in a Special Problems course as determined by the learning contract provided by faculty. Content will reflect previously learned material. The student must register for these courses when required. Additionally, the same grading policies apply to special problems courses as all other nursing courses.  When a Special Problems Course is required, students must achieve a passing grade in the course to progress in the program. Revised 05/2026 Clinical Calculations—BSN Students   Students admitted to the traditional BSN program option are required to take NRS 2342 Nursing Calculations and Terminology. Policies regarding exam average apply to this course the same as other required nursing courses.    Revised 5/2025   Credit Hours   The ratio of clock hours to undergraduate credit hours is as follows:   Classroom: 1:12.5 hours Laboratory: 1:28 for 7-week courses and 1:30 for semester courses Clinical: 1:28 for 7-week courses and 1:30 for semester courses *All laboratory and clinical courses are calculated based on a 1:28 or 1:30 ratio, as all experiences require moderate out-of-class preparation either before or after the experience. The experiences are not self-paced, and times are assigned by faculty according to course objectives.  Grading Scales   Each undergraduate program within the School of Nursing has a descriptive course syllabus with information concerning content and specific determination of course grade. It is the student’s responsibility to be familiar with and meet the requirements of each course.      AASN & BSN Grading Scale   A 90-100 B 80-89.99 C 78-79.99 D 60-77.99 F < 59.99 Tobacco Policy   See University Student Handbook and Appendix A   Substance Abuse Screening   In the event the School of Nursing or any affiliated institution requests drug testing prior to, during, and/or throughout clinical placement, students will be responsible for the cost. Specifics regarding this procedure may be found in specific course syllabi and/or the Substance Abuse Policy for the College of Nursing and Health Professions found in this document.   Cell Phones and Electronic Devices   Cell phones and other electronic devices may be used as a student resource at the discretion of the faculty member and/or clinical site. Taking unauthorized photographs in clinical settings is strictly prohibited, as use of any personal electronic device to store/enter any type of patient information is a violation of the Healthcare Information Portability Accessibility Act of 1996 (HIPAA).   Cell phones and other electronic devices may not be audible in the classroom. If your phone rings during class, you will be asked to leave and not return. Family emergency calls can be routed through the departmental office. Personal texting in class is prohibited. Using devices to screen capture or cheat on tests and papers is a violation of the Academic Misconduct Policy.   Violation of any of these policies may lead to a grade of F and/or dismissal from the program. Students violating the policy will be referred to the department chair. Students are expected to conduct themselves in a manner which promotes a collegiate learning environment. Behaviors and attitudes which disrupt the learning environment will not be tolerated.   Revised 8/2019   *In addition to the guidelines for electronic devices set forth by the College of Nursing and Health Professions (above), students enrolled in programs within the School of Nursing may not wear any device capable of any of the following during quizzes or exams or while in the clinical setting (including labs and while picking up patient information): · connecting to the internet · sending or receiving messages · initiating or receiving phone calls · taking pictures · recording sound or videos Use of such devices in a clinical setting presents the risk of violating HIPAA.  Such instances, at minimum will result in a professionalism write-up, but may result in dismissal from the program. Use of such devices on quizzes or exams is an act of academic dishonesty.  Students who engage in this behavior will be reported to academic misconduct and are subject to dismissal from the program. Revised 05/2026 Social Media   Social media can be a way to share life experiences and opinions with others. Use of social media presents risks and carries with it certain responsibilities.   Social media includes all means of communicating or posting information or content of any sort via the internet or other electronic communication method. Social media includes both your personal or someone else’s personal web log/blog, journal, website, or chat room, and group interchanges such as Facebook, Twitter, Instagram, Snap Chat, or YouTube and social media anonymous sites. These applications are subject to having content transmitted to others, with or without consent from the original author. Additionally, per the Health Insurance Portability and Accountability Act of 1996 (HIPAA) regulations, no information, pictures, videos or descriptions of clients/families can be posted on social media sites.   You are solely responsible for what you post online. Inappropriate postings specific to patients, classmates, or faculty that include discriminatory remarks, harassment or threats, or violations of professional codes of conduct are subject to disciplinary action. Your actions could adversely affect your standing in your health professions program which could include program dismissal.   You should be aware that future employers may view potential candidate’s websites. Students are advised to review their site(s) for any unprofessional images or language which could adversely affect successful employment upon graduation. Please make responsible decisions about your use of social media.   Revised 8/2019; Reviewed 5/2025   Student Rights & Grievance (Grievance Procedure)   Students should carefully read the Arkansas State University Student Handbook sections on “Student Rights” and “Grievance Procedure”. These sections will assist you in being more informed regarding the student’s role and options.   CPR Certification   Students entering the Nursing Programs are required to have completed BLS Cardiopulmonary Resuscitation course (i.e. adult, infant, and child with AED) that is authorized by the  American Heart Association . A card or letter demonstrating completion of the course must be presented to the School of Nursing. This letter or card is required of all nursing students. Proof of continued certification as required by academic program is the responsibility of the student. If appropriate documentation is not provided, the student will not be allowed to attend clinical.   Revised 5/2019; Reviewed 4/2025   Dress Code   The School of Nursing expects students to reflect professionalism and maintain high standards of appearances and grooming, especially in the clinical setting.   The uniform will consist of a black scrub uniform top and black scrub uniform pants or skirt (hemline not above the knee). White or black socks may be worn with scrub pants. White or black hose or leggings must be worn with a skirt.    Uniforms must fit appropriately (e.g. no “baggy” or low riding pants, no low-cut tops; no tightly fitting uniforms). All uniform pants need to be hemmed so they are not touching the floor. Uniforms must be clean and wrinkle free. Appropriate undergarments are necessary.    Students are permitted to wear either a plain white or black t-shirt or sweater under the uniform.   If a student wishes to purchase a lab jacket to wear with their uniform, it must be all black or all white. If a student wishes to wear business casual attire to pick up patient information, a lab jacket is required.    The A-State Nursing Patch is to be worn on the left sleeve of the uniform and lab coat (if purchased) where the top of the patch is 1.5 inches from the shoulder seam. In the event the shirt/lab coat does not have an actual shoulder/sleeve seam, the patch should be placed 1.5 inches from the shoulder joint.    Regulation name pin, identification badge, and a watch with a second hand must be worn with the uniform.   Shoes must be closed-toed, leather or synthetic leather shoes (may be tennis shoes but CANNOT be canvas or cloth). Clog type shoes are permissible as long as they have a lip to cover the heel. Shoes should appear clean.   During specific rotations, there may be variations in the dress code policy. Students rotating through pediatrics and mental health clinical experiences, for instance, should consult the course instructor for appropriate uniform.   When obtaining assignments and viewing patient records, students should wear uniform scrubs OR business casual attire with lab coat (i.e. no capris, shorts, sweats, jeans, spaghetti straps, tank tops, flip-flops, or sandals). Regulation name pin, nursing patch and identification badge should also be worn.   Hair must be neat, clean, away from the face, and of a naturally occurring color. Long hair must be pulled back off shoulders. Ponytails should not hang below shoulder length in the front. Beards should be clean shaven or closely trimmed. If headbands or surgical caps are worn, they must be solid black or solid white.   Fingernails must be clean and not extend beyond the fingertip. Solid color polish is acceptable. Clinical placement/rotation may require additional restrictions.   Any student with visible tattoos is required to follow the clinical facility’s guidelines regarding coverage of tattoos. It is the student’s responsibility to know the facility policy, and if policy is not known, the student is expected to cover the tattoo(s). Facility personnel reserve the right to ask a student to leave the clinical setting if policies are not followed.    Jewelry should be minimal and appropriate to the clinical setting. For safety reasons, no hoop or dangling earrings are allowed and ear gauges, facial piercings and tongue piercings must be replaced with flesh-colored plugs that are flat to the surface of the body. Religious/culturally significant jewelry may be exempt; please speak with the program chair if this applies to you.  Good personal hygiene (including attention to body odor and mouth odor), must be maintained at all times. If a student’s level of personal hygiene constitutes an unprofessional image or interferes with the ability to provide safe nursing care, the student may be requested, at the discretion of the clinical instructor, to leave the clinical area and correct the identified deficiency. The student will receive no credit for the time missed to correct such deficiencies. No scented personal hygiene products should be worn in the clinical setting.   Revised 05/2025; 05/2026 Clinical   The nursing student is required to spend a predetermined number of hours in the clinical setting. This may consist of rotations in various hospitals, laboratories, simulations, physician’s offices, mental health agencies, nursing homes, community health settings, etc.   As basic nursing skills and experiences are acquired, more time is spent in the clinical setting. In the clinical setting nursing principles and scientific rationale learned in class are applied to patient care. The student is responsible for all skills previously learned.   The student should maintain a professional attitude as well as a professional standard of patient care at all times during clinical hours.  While in the clinical setting, students are expected to seek the assistance of their instructors for any nursing procedure that they have not been authorized to perform or for any procedure that they feel insecure about performing. All medications are to be checked by an instructor or their designee prior to administration.   The nursing student is required to dress according to the A-State School of Nursing Student Dress Code while in the clinical setting. Additionally, the nursing student is expected to have a watch, stethoscope, bandage scissors, penlight, and black ink pen for clinical experiences.   The AASN and BSN programs use clinical simulation to meet a portion of the clinical hours required for the programs. The use of simulation for the program will not exceed 50% of the total clinical rotation time for the program.   Student Employment   It is recommended that a student’s combined employment  AND  classroom/clinical load not exceed 40 hours per week. Hours in excess of 40 hours per week are very likely to be detrimental to the performance of the individual, both as a student and as an employee. Professional behavior regarding patient safety is important.    Students are not permitted to work or take call within the 8 hours preceding a clinical shift to ensure safety.    Students employed as health care personnel must adhere to the following:   Students are  not  to wear any identifiable part of the school uniform while on the job. Students should wear the uniform and identification of the employing agency.   Students are  never  to use the AASNS or BSNS designation outside of their faculty-supervised clinical experiences.   Students may not assume any position that requires the skills, knowledge, and/or judgment of a licensed registered nurse or licensed practical nurse in any employment situation (unless the student is an RN or an LPN).   Students may function  only  within the written job description of the position for which they were hired. This means performing only skills within the job description.   Students are fully accountable and liable for their own actions while in an employment situation and the employing agency assumes the legal responsibility in that situation.   Revised 5/2023   Fees & Expenses   The anticipated costs of the nursing program include, but are not limited to the following:   Medical expenses required for clinical (These may be obtained through personal physician, student health center, or public health center): Cost may vary based on insurance and provider   Hepatitis B series (3) or titer   TB testing: PPD skin test or T-SPOT is required upon admission. A chest x-ray is required if PPD or T-SPOT is positive. Additional screening and/or testing may be required dependent upon clinical guidelines.   Proof of annual physical (see appendix I for required form)   *This is not required for RN-BSN online students   Annual drug screen (Verified Credentials)   Varicella series (2) or titer   MMR (2) or titer   Tetanus (within the last 10 years)   Annual influenza vaccine (due mid-fall)   *This is not required for RN-BSN online students   COVID-19 testing and or vaccination may be required   American Heart Association BLS CPR certification- $30-$50 biannually   Standardized achievement tests are required at intervals throughout the program. The cost is dependent on the program option.   Students are required to maintain electronic device accessibility sufficient to program and university standards (Chromebooks do not meet minimum requirements for nursing programs).   Graduation expenses during final semester:   Graduation fee—approximately $45-$125 (includes diploma fee, cap and gown)   Announcements (optional)   Arkansas State Board of Nursing application approximately $100   Criminal background check (for nursing license) approximately $90   NCLEX-RN exam approximately $200   School pin approximately $40 (optional)   Additional NCLEX-RN review course approximately $425 (optional)   Student professional uniforms  (prices vary) :    Black scrub top; black scrub pants/skirt $40-$80   Shoes $50-$100   School name pin approximately $10 (Ordered from the A-State Bookstore)   A-State School of Nursing patch for uniform and lab coat $10 each (Ordered from the A-State Bookstore)   ID badge cover or badge clip $5   Black or white lab coat $25-$35   Additional costs for clinical experiences:   Clinical sites may request drug screening prior to rotation. Drug screening is required prior to rotation to Arkansas Children’s Hospital and Le Bonheur Children’s Hospital. Approximate cost is $40.   Students will be expected to provide their own transportation.   Students are required obtain a criminal background check at a cost of approximately $100   Students are required to purchase malpractice (professional liability) insurance from Nurses Service Organization or other insurance provider for approximately $40 for all AASN and BSN program options; if the student is already a CNA, EMT-P, LPN, or RN the cost is higher at approximately $55-$100.   Course materials, including textbooks, should be kept throughout the program of study and are used in multiple courses. Costs will vary depending on semester and program option. Course materials in the AASN program options (Elsevier 360) area total cost of approximately $3500 and are divided into equal payments over the total number of semesters the student is enrolled. Textbooks for BSN program options may represent a sizeable investment, often more than $900 in the first semesters of the nursing programs. Book costs in subsequent semesters will generally be much less. Recommended textbooks listed on syllabi may cost up to an additional $500.   Students are required to have access to the following equipment.  Costs are estimated  and prices may vary.   *Watch (with a second hand) ………………………………...…. $25-$50   *Stethoscope (must have adult and pediatric bell and diaphragm) …………..……………………………………………………….$20-$150   *Bandage Scissors…………………………………………...……..$3-$10   *Pen light…………………………………………………..…….…..$3-$5   * Required Early in the first semester for Traditional AASN and BSN students and early in the second semester for ALL AASN students   Revised 5/2023; 05/2026 Malpractice Insurance   Prelicensure students are required to carry their own RN student malpractice insurance and provide proof of insurance coverage each semester, prior to beginning clinical courses. Coverage must be for a minimum of $1,000,000/$6,000,000. A copy of the certificate of insurance containing the student’s name, policy limits and effective dates must be submitted as instructed by the individual program.   AASN and BSN students may purchase insurance through Nurses Service Organization or another professional liability insurance provider. The cost is approximately $50 per year. If a student is already a CNA or LPN, the cost is higher at approximately $55-$100. If a student has a CNA or LPN license they must purchase the required minimum coverage for their certificate/license then contact the professional liability insurance provider to request coverage as an “RN student” so both roles appear on the insurance paperwork.   Revised 7/2022; 05/2026 Criminal Background Check   Based on recent legislation in Arkansas (§17-87-312 Criminal Background Check and ACA §17-3-102 Licensing Restrictions Based on Criminal Records), students admitted to professional programs that require licensure in the state upon graduation, are required to have a successful background check to complete formal admission to a program.   Students may be subject to additional criminal background checks if required by the clinical agency for placement. Costs are to be borne by the student. If a student is denied placement at a specific clinical facility, alternative placement will be sought by the clinical coordinator. If no appropriate placement is available, the student will not be able to meet course outcomes and will be withdrawn from the program.   All persons seeking initial licensure as a nurse in Arkansas are required to undergo a criminal background check. The approximate cost of these background checks is approximately $50 and is the responsibility of the student.    Anyone seeking licensure will need to contact the respective State Board of Nursing for specific information regarding application and background check completion.  The Arkansas State Board of Nursing (ASBN) requires a criminal background check for all graduates applying for licensure. Graduating from a nursing program does not assure ASBN’s approval to take the licensure examination. Eligibility to take the licensure examination is dependent on meeting standards in the ASBN Nurse Practice Act and Rules. You will be required to sign a statement, before beginning the nursing program that states you have read and understand ACA §17-87-312 and the specific offences which, if pleaded, no contest, or found guilty of will make an individual ineligible to receive or hold a license in Arkansas. You can access the information online and in the Appendix B below.    The Nurse Practice Act may be viewed at the Arkansas State Board of Nursing website in its entirety. For a complete list of criminal acts that prevent licensure as a registered nurse see the ASBN website. If students have any reason to believe that they may be ineligible to write the NCLEX-RN, they should discuss this matter with someone knowledgeable about nursing laws. Students who have ever been convicted of any crime (except speeding or parking tickets) should contact the Arkansas State Board of Nursing and a copy of the conviction order must accompany the application.   Reviewed 4/2020; 5/2023   In-State Tuition (check with financial aid/admissions for most recent information)   Students should check with financial aid and admissions for the most recent information regarding in-state tuition   Abilities and Skills for the Undergraduate Nursing Major   The professional nurse must possess the knowledge and ability to effectively assess clients’ biophysical, psychological, social, cultural, and intellectual domains. Further, the professional nurse must competently analyze the assessment data through intellectual processing to arrive at a definition of the client’s status or problem, plan independently or collaboratively for full range of therapeutic interventions, execute all or part of the plans through nursing acts, and evaluate the care delivered and the client’s responses to it. A candidate for professional nursing must have the abilities and skills necessary for use of the nursing process. These skills and abilities include observations; communication, motor ability, conceptualization, integration and quantification, and behavioral/social acceptability.   Standards and Functional Abilities for the Undergraduate Nursing Major   The School of Nursing affirms that all students enrolled in a nursing program must possess those intellectual, ethical, physical, and emotional capabilities required to undertake the full curriculum and to achieve the levels of competence required by the faculty for safe professional practice.   Technological compensation can be made for some handicaps in certain areas, but a candidate should be able to perform in a reasonably independent manner. The use of a trained intermediary is not acceptable, in that a candidate’s judgment must be mediated by someone else’s power of observation and selection.   Standards   Functional Abilities   Critical Thinking : ability sufficient for clinical judgment   Identify cause-effect relationship; problem-solve; predict/evaluate outcomes; sequence information.   Reading:  ability sufficient to comprehend the written word.   Read written documents, graphs, policies, protocols, etc.   Mathematics:  ability sufficient to perform computations at least at the tenth-grade level.   Measure time; compute medication dosage; count rates; use measuring tools; add, subtract, multiply, divide whole numbers; compute fractions.   Hearing:  ability sufficient for physical and environmental monitoring   Auscultate faint body sounds, voices; hear monitor alarms, emergency signals.   Visual:  ability sufficient for accurate observation and assessment   Observe patient response/condition: distinguish color and color intensity; prepare medication; see graphs, and computer screens.   Smell:  ability sufficient to detect environmental and client odors.   Detect foul-smelling odors; detect smoke/gases.   Physical strength/endurance:  ability sufficient to perform full range of patient care activities.   Stand for long periods of time at bedside; perform nursing care duties for entire shift; push/pull/support light and heavy objects; carry equipment; support patients in ambulation, turning, standing.   Motor Skills:  ability sufficient to provide safe and effective nursing care.   Position patients; obtain specimens; calibrate instruments/ equipment; prepare and administer medication; reach and bend with ease; grasp small objects, write, fine motor skills.    Mobility:  ability sufficient to move from room to room and within confined space.   Move about in populated areas; twist, stoop, squat; move quickly, administer repetitive movements (CPR).    Tactile:  ability sufficient for physical monitoring and assessment.   Perform palpation; detect hot/cold; detect differences in skin surface; shapes and sizes.    Communication:  ability sufficient for interaction with others, in both the verbal and written English language.   Teach; explain procedures; give oral report; speak on the telephone; document and interpret nursing actions and patient responses and convey information through writing.    Interpersonal skills:  ability sufficient to interact with others.   Establish rapport with patient, family and coworkers; respect differences, negotiate interpersonal conflict, remain calm in crisis situations.    Behavioral and Social Attributes:  ability sufficient to possess emotional health required for full utilization of his/her intellectual abilities.   Compassion, integrity, concern for others, interpersonal skills, interests, and motivations are all personal qualities necessary for professional nursing.   The following abilities and skills are necessary to meet the requirements of the curriculum:   Observations:  The candidate must be able to observe a patient accurately at a distance and close at hand. Observation necessitates the functional use of the sense of vision and tactile sensation. It is enhanced by the functional sense of smell.   Communication:  The candidate must be able to speak, hear, and to observe patients in order to elicit information; describe changes in mood, activity, and posture; and perceive nonverbal communications. A candidate must be able to communicate effectively and sensitively with patients. Communication includes not only speech but reading and writing. The candidate must be able to communicate effectively and efficiently in oral and written form with all members of the health care team.   Motor:  Candidates should have sufficient motor function to elicit information from patients by palpation, auscultation, percussion, and other assessment maneuvers. A candidate must have sufficient motor skills to gain access to clients in a variety of care settings and to manipulate the equipment central to the treatment of patients receiving professional nursing care. Such actions require coordination of both gross and fine muscular movements, equilibrium, and functional use of the senses of touch and vision. Examples of required fine motor skills would include, but are not limited to, preparation and administration of oral and injectable medications, assessment of vital signs, application of dressings, and insertion of drainage catheters. Examples of required gross motor skills would include, but are not limited to, positioning clients in bed, assisting with ambulation, transferring clients and maneuvering in confined spaces. In addition, the candidate should be able to lift and carry a minimum of 35% of his or her own body weight. Also, the candidate should be able to sit, bend, reach and/or walk and stand for most of the day.   Intellectual-Conceptual, Integrative, and Quantitative Abilities:  These abilities include measurement, calculation, reasoning, analysis, and synthesis. Problem solving, the critical skill demanded of nurses, requires all of these intellectual abilities. In addition, the candidate should be able to comprehend three-dimensional relationships and to understand the spatial relationships of structures.   Behavioral and Social Attributes:  A candidate must possess the emotional health required for full utilization of his or her intellectual abilities, the exercise of good judgment, the prompt completion of all responsibilities attendant 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 function effectively under stress for extended periods of time during a clinical day. The candidate must be able to adapt to noisy, stressful situations and rapidly changing environments, to display flexibility, and to learn to function in the face of uncertainties inherent in the clinical problems of many patients.    The citations for these guidelines are as follows:   Section 504 of the 1973 Vocational Rehabilitation Act and 42 U.S.C. 12101 et seq., the American with Disabilities Act (ADA)   Bower, D., Line, L., & Denega, D. (1988). Evaluation instruments in nursing (pp. 71). New York: National League for Nursing   Revised 5/2023   ADA Statement   Please see the university handbook for policy and procedure regarding Access and Accommodations.   Admission, Readmission, Probation, Retention Policies   For admission, readmission, probation, and retention policies, please see the most current Arkansas State University Undergraduate Bulletin. The bulletin contains policies for the University, the College of Nursing and Health Professions, and the individual program/program option. *Due to clinical site requirements, all undergraduate nursing students must be 18 years of age by the first day of on-site clinical rotations. Revised 05/2025; 05/2026   A-State School of Nursing-Student Confidentiality Guidelines   The confidentiality of patients admitted to contracted clinical agencies of the School of Nursing at Arkansas State University is protected by state and federal laws as well as treatment center policy and ethical consideration. Any student who breeches this confidentiality will be subject to immediate termination from the clinical rotation. Such disclosure is also subject to applicable laws and regulations. All information in regard to patients is considered confidential. This includes the following:   The fact that the individual is a patient at a contracted clinical agency.   The patient’s name, address, employer, etc.   The nature of the patient’s illness or reason for admission to the treatment center.     Students are not allowed to discuss patients with individuals in the community and are not allowed to discuss patients in patient/public areas, including online/electronic settings. Prior to the start of the clinical rotation, each student will receive a briefing regarding confidentiality from the clinical instructor.   By signing the Required Signature Form (Appendix J), the student agrees to abide by these guidelines.   A-State School of Nursing Artificial Intelligence Policy   The College of Nursing and Health Professions values academic integrity. An Honor Code is utilized within the college and all students are bound by this code. Information regarding the consequences of cheating is listed in the University Student Handbook, School of Nursing Undergraduate Handbook, and the Graduate Information Guide (GIG). Should an individual choose to participate in academic dishonesty, plagiarism, or cheating, that individual will be held accountable.     As faculty, we acknowledge the permanence of Artificial Intelligence (AI). AI serves various purposes, but it is the student's duty to use it judiciously. AI can provide data, but it may not always be accurate. It is the student's responsibility to cross-check all information for its factual and clinical correctness. Students should view AI as a tool, not a substitute for their own knowledge.     Faculty will actively employ AI checkers, ensuring assignments are closely monitored. The faculty of each course will decide on the permissibility of AI use for that course. If AI use is approved and a student chooses to utilize it, they must adhere to APA standards for citation. However, if a student’s use of AI is not approved and the checker detects a significant reliance on AI, the student will be reported via an Academic Misconduct Report, ensuring the integrity of our educational process.   Academic Misconduct   Each student admitted to a professional nursing program is charged with the responsibility of honorable academic conduct. A student is assumed honorable until his/her actions prove otherwise. An academic honor offense is defined as an act of lying/willful misrepresentation, cheating/unauthorized collaboration, plagiarism or facilitating academic dishonesty of others. The University Student Handbook outlines the procedure for violations.   As a student in a nursing program, it is fundamental that you act in an honorable and virtuous way so that a community of trust is established among members of the college and your clients. Honor is a practiced ideal that will positively impact your relationship with fellow students, faculty, administrators, patients and other members of the community.    All students are bound by this policy, and all are needed to make it work. The atmosphere of trust and integrity that is created by an honor system enables the student to know his/her word will be taken as true, to compete fairly in the classroom and to keep what is rightfully his/hers. The system functions best when all not only take responsibility for their own actions but hold their peers to the same standards.   As a student admitted to a nursing program, you must agree to live by and support the basic principles of honesty – no lying, cheating or stealing; be accountable for your actions; and share information about honor offenses. If you are not prepared to accept these responsibilities, you should select a program outside of the School of Nursing.   Procedures and additional information related to academic misconduct can be found in the University Student Handbook.    Revised 5/12/25   AASN Document of Concern The Document of Concern form (Appendix D) for AASN students will be completed and filed in the student’s record for a student failing to uphold academic integrity or engaging in activities deemed unsafe or unprofessional.   Dismissal   A student may be asked to leave the nursing program regardless of academic grade if any of the following conditions exist:   Demonstrated lack of aptitude for nursing   Failure to exhibit behavior of:   Integrity   Dependability and accountability   Concern for human and societal needs   Clinical nursing performance that jeopardizes safety of patient(s)   Physical or emotional condition of a nature that affects, or is affected by, one’s performance in nursing   Failure to conform to the legal and ethical standards of the nursing profession   Excessive absences (see attendance policy)   BSN Discipline Policy Consistent with standards of nursing practice, the A-State BSN nursing program holds its students to the highest level of integrity, safety, and professional conduct. This policy outlines the process for addressing conduct that is incongruent with these expectations and potential program dismissal. Non-Exclusivity Clause This policy specifically addresses unsafe or unprofessional conduct and does not replace other program requirements. Students remain subject to dismissal for course failure and/or other criteria outlined in the University and School of Nursing Handbooks. Disciplinary Procedure The disciplinary procedure is a cumulative process that continues throughout a student’s enrollment in the BSN program. A comprehensive record of all conduct reports and related documentation will be maintained in the student’s file housed in the nursing administrative office. Faculty will consult with the nursing administrative office to determine the student’s   history of conduct reports before finalizing any disciplinary plan. 1. First Conduct Report: Review by Supervising Faculty The supervising faculty will document the event using the BSN Conduct Report Form (Appendix E). The student will be required to meet with the faculty member to discuss the occurrence and expectations for improvement. The completed Conduct Report will be placed in the student’s file. 2. Second Conduct Report: Formal Warning and Program Direct Review The event will be documented using the BSN Conduct Report Form. The student must meet with both the supervising faculty and the Program Option Coordinator or BSN Chair. This meeting will serve as the student’s official warning that they may be dismissed if they do not comply with the formal improvement plan or if another event requires a Conduct Report. 3. Third Conduct Report: Conduct Review Panel A third Conduct Report, regardless of severity, will result in automatic referral to a Conduct Review Panel. The supervising faculty will provide the completed Conduct Report Form, a narrative of the event and circumstances, and any additional relevant information. The student will be notified of the date of this review and may provide a narrative summary of the event in their own words, as well as any other relevant information. Conduct Review Panel The Conduct Review Panel serves as an objective body to review serious or repeat student occurrences. The panel functions to ensure any student facing program dismissal receives a fair and unbiased evaluation of their conduct. Panel Composition The panel will be assembled on a case-by-case basis and will consist of three faculty members. To maintain neutrality, the supervising faculty will not serve on the panel. Panel Review Once the panel convenes, a comprehensive review will be completed. This will include, but is not limited to:  The current Conduct Report and supporting evidence The student’s cumulative history of Conduct Reports since admission to the program   Any performance improvement plan(s) previously established, and documentation of completion The student’s narrative summary and other submitted evidence, if provided Once the panel completes its review, a formal recommendation will be issued to either allow the student to continue in the program or to dismiss the student from the program. Recommendation for Dismissal If the Conduct Review Panel recommends dismissal from the program, the case will be referred to the full BSN faculty for a vote. All evidence, as well as a formal statement of dismissal recommendation by the panel, will be made available for review. The faculty will complete a formal vote to either recommend dismissal or continuation in the program. Recommendation for Continuation If either the Conduct Review Panel or the full faculty vote results in a recommendation for the student to continue in the program, the student will be required to complete a performance improvement plan. To ensure the student is informed of the requirements for success in the program, the student will attend a formal meeting with a member of the panel and the Program Option Coordinator or BSN Chair, to discuss the required actions. The student will be presented with the formal plan outlining required actions for success. Failure to adhere to this plan or future Conduct Reports will automatically trigger a review for dismissal by the Conduct Review Panel. Transfer Credit Policy   Students who present transcripts of college level credit from other accredited institutions may receive credit toward a degree in accordance with the policy as set forth in the current academic year Undergraduate Bulletin. Students must submit their transcripts to the A-State-Jonesboro Registrar’s office for evaluation of all General Education. Transferring international students must submit an official copy of all university transcripts in native language with translation in English. Minimum required grade point average (GPA) is 2.00/4.0 on total transferrable hours to Arkansas State University.   A transfer student must apply to the School of Nursing, submit the documents requested on the application and meet the entry criteria. Acceptance of transfer courses in nursing is the responsibility of the School of Nursing and such transfer courses are approved by the faculty of the appropriate program.   Students applying to the online RN-BSN option must submit official transcripts from all schools attended to astateonline@astate.edu or A-State Online Services at P.O. Box 2520, State University, Arkansas 72467.     Health Regulations   Students are required to provide documentation of malpractice insurance; a negative PPD skin test, negative T-SPOT or negative chest x-ray; CPR certification; required vaccines; proof of annual physical; proof of annual drug test; and, dependent on program, a TB mask fitting may be required.   Students are required to submit documentation of health records as described in the table below. Traditional and Second Degree Accelerated BSN students will submit this documentation via Verified Credentials. More information will be provided during general orientation. These requirements are not applicable to RN-BSN online students.  CPR Certification   Continuous American Heart Association BLS CPR Certification   Admission and Annual TB Mask Fitting   In accordance with OSHA recommendations, students may be required to be fitted for a TB mask annually   TB testing    Every student must present evidence of negative PPD Skin Test or TSPOT upon admission and as required throughout the program.   Chest X-ray is required with positive PPD Skin test or TSPOT   Admission and Annual Proof of Physical Examination   Must provide form attached in Appendix I    Admission and Annual Proof of Urine Drug Screen   Must provide proof that a drug screen was performed through Verified Credentials   Flu Vaccine   Clinical sites may require a Flu vaccine prior to rotation. Announcements will be made in the fall semester by local Health Departments on the availability of the vaccine. Written verification of the administration of the vaccine is required. Annual proof of vaccinations may be required by clinical sites. If the student has not received the vaccine the hospital has the right to 1) Prohibit the student from facility access for clinical practice, 2) require student to wear a mask at all times or 3) other modification according to their policy. If you chose not to be vaccinated for Influenza at this time you must provide documentation from your care provider and/or sign and submit an Influenza Vaccine Declamation form provided by the clinical facility.   Hepatitis B   Prior to entry into any clinical course students must present a Hepatitis B virus (HBV) immunization record to include either a documented history of HBV infection, antibody status positive titer showing previous antigen response to HBV or documentation of the first (in a series of three) HBV immunization. The series must be completed within seven months (second immunization one month after first, followed by third immunization six months after second)   MMR Immunization   Need documentation of 2 MMR Vaccinations in lifetime OR a titer   Varicella Immunization   Need documentation of 2 Varicella vaccinations OR a titer   Tetanus Immunization   Verification of a Tetanus Booster within the last ten years   COVID-19 Testing and/or Vaccination   COVID-19 testing and/or proof of vaccination may be requested by our clinical facilities. ***Due dates and requirements of documentation may vary by program and program option.   ***Clinical facilities may require additional vaccinations. Students must provide appropriate documentation. If a student fails to comply with facility requirements, clinical placement may not be possible.   Reviewed 4/2025; 05/2026 Standard Precautions   All college of Nursing and Health Professions students and faculty will employ Standard Precautions while in the clinical setting. Protocols for Standard Precautions (previously referred to as Universal Precautions) can be found in  OSHA Standard 1910.1030 Bloodborne Pathogens . This document is updated by OSHA. It is your responsibility to review this information as part of your review of the handbook.   Latex Allergy   The student must notify the faculty member supervising the learning experience immediately upon awareness of a known or suspected latex allergy. Latex allergy exposure, treatment, and medical prophylaxis is the student’s responsibility and must be provided at the student’s expense.   Insurance   Health Insurance : The College of Nursing and Health Professions strongly recommends that students obtain their own health insurance. Injuries that occur in a clinical setting are not covered and/or paid by the agency or the university.   Bloodborne Pathogens   Any potential or actual exposure to a bloodborne pathogen will be handled on a case-by-case basis in conjunction with the facility at which the exposure or potential exposure occurred, the faculty or supervisor present, and the program administrator.    Arkansas State University   College of Nursing and Health Professions   Substance Abuse Policy   The College of Nursing and Health Professions recognizes its responsibility to provide a healthy environment within which students may learn and prepare themselves to become members of a health occupation. Within each profession there are codes and standards for conduct by which all members of the profession are expected to function. Thus, when engaged in educational activities whether on campus or in the clinical setting health professionals are expected to be free from the abusive influence of chemical substances/drugs 1 . When students are under the influence of drugs and alcohol, they present a threat to patients, other students and the employees and visitors of clinical facilities.  It is the responsibility of the student to report any medication/s taken which would adversely affect her/his ability to perform safely in class or clinic. Written documentation will be required for verification of medications taken and will be placed in the student’s file.  As a condition of admittance and retention in any professional program in the Arkansas State University College of Nursing and Health Professions all students must sign a SUBSTANCE ABUSE COMPLIANCE CONTRACT agreeing to adhere to the  Substance Abuse Policy & Procedures  when conducting any activity associated with their educational program. As the contract notes, it is inclusive of testing for substances and appropriate release of that information.     1  The generic meaning of the term “drug” is broadly defined as any chemical substance which affects living systems. For the purposes of this policy, substance and/or drug abuse are used interchangeably and defined as socially unacceptable use of drugs or other chemical substances for non-therapeutic purposes. The substance alcohol (ethanol), by its properties and actions, is a drug and is used as such in this policy. Drugs prescribed by a physician licensed to practice medicine and surgery, as long as the drug is taken in accordance with the provider’s instructions and does not impair the student’s ability to perform his/her duties, are exempt from this policy.     Reference:    Reiss, B. & Melick M. (1987)  Pharmacological Aspects of Nursing Care  (2 nd  Ed.). Albany, NY: Delmar Publishers, pp. 2, 627, 631-633.     Procedures   If a faculty member or supervisor observes a student demonstrating behavioral changes giving probable cause to believe the student is under the influence of drugs or alcohol while performing course activities  the student will immediately be asked to submit to a body fluid testing for substances at a lab designated by the College of Nursing and Health Professions who have identified procedures for collection (see attached).  The cost of the test will be borne by the student.  Refusal to submit for testing warrants immediate program dismissal.   At the time the specimen is released to the testing lab, the student will sign a release statement requesting that the test results be sent to the Dean’s Office, College of Nursing and Health Professions, and to the student. If the results are negative, no further action will be taken and the student will only be allowed to make up work missed. If the results are positive (and substantiated by a second or confirmation test), the student will be dismissed from the professional program. Laboratory results will be disclosed to individuals whose duties necessitate review of the test results and confidentiality will be adhered to as stringently as possible.   This policy applies only to a student exhibiting behavior creating probable cause to believe drug or alcohol abuse is present. A student may be removed from the clinical environment or educational program for any prohibited behaviors as set out in the university or program handbooks, rules and regulations, whether or not related to substance abuse.   Readmission of the student to the program is contingent upon the following conditions:   Formal application for readmission to the program   Meeting specific program admission criteria as noted in the Undergraduate/Graduate Bulletin   Clinical space availability   Documentation that a prescribed treatment program has been completed by the student related to the drug/alcohol condition. The documentation is to be submitted to the Dean’s Office, College of Nursing and Health Professions by the designated treatment facility.   Follow-up program as suggested by the treatment facility which may include, but is not limited to, one or more relapse prevention procedures. The follow-up program will be individual, specific, and written as part of a contractual agreement with the student.   Arkansas State University may be required by state or national regulatory boards to submit information regarding a student’s substance abuse history when he/she applies to take the examination for licensure. There is no guarantee that these boards will allow individuals with a substance abuse history to take the examination. Each case is judged individually by each board.   Students will be required to abide by individual institutional policies relating to substance abuse in clinical agencies to which they are assigned.     Behavioral Changes Associated with Substance Abuse   The college of Nursing and Health Professions has developed the following list of behaviors that are not all inclusive but, when observed, can be used as indices to identify an individual who  at the moment of observation  could be under the influence of a “drug” (see the  Substance Abuse Policy  for definition of the term “drug” and for the mechanisms to operationalize the policy). The College of Nursing and Health Professions is guided by behavioral descriptors that are stated in the latest edition of  Diagnostic & Statistical Manual of Mental Disorders .   *Observation of  any  of these behaviors will result in dismissal from the learning environment (clinical or classroom).   Attention Deficit/Cognitive Impairment   Ataxia   Tremors, especially of the hands   Slowed response time in a familiar skill   Diminished from the usual in coordination/dexterity   Social Impairment   Inappropriate verbal remarks (subjects/words/expletives)   Inappropriate behaviors or those beyond the societal norm such as:   Angry outbursts/unrestrained agitation   Crying that cannot be explained   Euphoria   Paranoia   Hallucinations   Behaviors that are markedly changed from that individual such as:   Introversion   Extroversion   Sullen/irritable   Giddy   Defensiveness   Somatic Manifestations/Discomforts   Odor of alcohol on breath   Nausea/vomiting/thirst   Frequent trips to the bathroom/complaints of urinary frequency or diarrhea   Hiccoughs   Reddened sclera (bloodshot eyes)   Pupil changes/drooping eyelids   Complaints of blurred vision or inability to focus   Speech/Communication Impairment   Slurred (thick tongue)   Rapid/choppy communication pattern   Incoherent speech     Behavioral Patterns Associated with Substance Abuse   The following is a list of behavioral patterns that  may  surface when drugs have been abused. While these patterns have many causes, thorough assessment and detailed documentation is needed over a period of time to determine if there is any relationship to drug abuse. Patterns of behavior to observe and validate are:   Repeated tardiness   Frequent absenteeism   Numerous and chronic somatic complaints (colds/GI problems/lack of sleep/weight loss/sluggishness/low energy)   Untidy personal appearance or deterioration in quality of grooming   Lack of attention to hygiene (hair, nails, skin, oral)   Multiple crises in personal life   Avoidance/lack of eye contact   Isolation/lack of peer support   Repeated excuses for below standard performance   Forgetfulness with appointments/assignments   Slowed response time in familiar activities   Behavior shifts/mood swings   Lack of trust and suspicious of the motives of others   Needle tracks on body surface   Behaviors surrounding the administration of narcotics:   Frequent need to waste “unused” medications   Recording the administration of larger doses than ordered   Unauthorized possession of the narcotic key   Unsupervised entry into narcotic cabinet   Volunteering to be in situations to gain greater access to narcotics   Taking frequent breaks/numerous occasions when whereabouts unknown     CRITERIA FOR URINE DRUG SCREENS   NOTICE: PROVIDE LAB WITH THIS CRITERIA   ANY DRUG SCREENS SUBMITTED TO ARKANSAS STATE UNIVERSITY, COLLEGE OF NURSING AND HEALTH PROFESSIONS SHALL HAVE MET THE FOLLOWING CRITERIA:   Specimen collection is witnessed   BASIC 10-PANEL* DRUG SCREEN INCLUDING ALCOHOL, MEPEERIDINE AND DRUG OF CHOICE ( SEE #7 ).   Laboratory must be CLIA 1  approved.   Confirmation of positive results is done by GCMS 2 . If specimen must be sent to another laboratory for confirmation, the chain of custody is maintained.   Report, in addition to results, will include:   Chain of custody   Drug history   List of drugs screened   Confirmation of method used   Specific gravity   The laboratory will retain negative specimens for a minimum of two (2) weeks and positive specimens for a minimum of one (1) year.   10-Panel Includes:   Amphetamines Benzodiazepines   Cannabinoids Cocaine   Opiates PCP   Barbiturates Methadone   Methaqualone Propoxyphene   THE DRUG SCREEN  SHALL  TEST FOR THE FOLLOWING:   Amphetamines Methaqualone   Barbiturates Phencyclidine   Benzodiazepines Propoxyphene   Cannabinoids Alcohol   Cocaine Meperidine   Opiates Drug of Choice   Methadone     DRUG SCREENS WHICH DO NOT TEST FOR THE ABOVE WILL BE CONSIDERED NON-COMPLIANT WITH THE ORDER.     1 Clinical Laboratory Improvement Act: Set of Federal Regulations which clinical labs must meet for certification.   2 Gas Chromatography Mass Spectrometry   Adopted from Arkansas State Board of Nursing, January 1997     Northeast Arkansas Drug Screen Locations   Jonesboro   National Medtest Inc.   601 Southwest Dr.   Jonesboro, AR 72401   Tel: (870)931-1993   NEA Baptist—Hilltop Clinic   4901 E Johnson   Jonesboro, AR   Tel: (870)932-8222   Occupational Health Partners   4334 East Highland Dr. Suite A   Jonesboro, AR 72401   Tel: (870)802-0012   On Site Drug Screening LLC   717 County Rd 407   Jonesboro, AR 72401   Tel: (870)933-8797   Quest Diagnostics   901 Osler Drive, Suite D   Jonesboro, AR 72401   Tel: (870)932-7430   Trumann   Justice Network   106 East Main St.    Trumann, AR 72472   Tel: (870)418-0080   Paragould   Mid-South Drug Testing   1906 Mockingbird Lane, Suite C   Paragould, AR 72450   Tel: (870)215-0025   Fax: (870)215-0026   Justice Network   1207 W. Court St   Paragould, AR 72450   Tel: (870)240-8090   Reviewed 4/2025 (CNHP policy)   ARKANSAS STATE UNIVERSITY   COLLEGE OF NURSING AND HEALTH PROFESSIONS   WAIVER OF RELEASE OF MEDICAL INFORMATION   SUBSTANCE ABUSE POLICY AND PROCEDURES     I, _____________________________, am a professional health student at Arkansas State University and have previously received, read and understand the College of Nursing and Health Professions’  Substance Abuse Policy & Procedures .   I hereby consent to having a sample of my body fluid collected on this _______ day of _______, 20____, according to the terms set forth in the policy for the purpose of testing for identified substances at my own expense.   I understand that a positive test result will require a subsequent confirmation test. If that remains positive, it will affect my status in the professional program. I understand that if I am taking any medications which would adversely affect the results of the test, that I should disclose those immediately. Written medical documentation from my physician will be required by me for verification of those medication(s) taken.   I authorize the release of test results related to the screening or testing of my blood/urine specimen to the Dean of the College of Nursing and Health Professions at Arkansas State University and to myself. I understand that my body fluid specimen will be sent to _____________________________________________ for actual testing.   I hereby release Arkansas State University, its Board of Trustees, officers, employees, and agents from legal responsibility or liability arising from such a test, including but not limited to, the testing procedure, analysis, the accuracy of the analysis, or the disclosure of the results.   _____________________________ _________________ ________________   Student’s Signature Date Time   _____________________________ _________________ ________________   Witness’s Signature Date Time   For Student File   STUDENT SERVICES   Financial Aid   The Financial Aid Office coordinates all financial assistance available to students at Arkansas State University, with the exception of Veteran and Social Security benefits. For distant sites financial aid is coordinated with the local Financial Aid Office and the A-State Financial Aid Office.   The federal government is the primary source for student aid funds. Other sources include the state, the institution, and private donors.   Eligibility for most of the financial aid programs is based on financial need. However, there are several scholarships and grants in aid that are based on academic ability and/or special skills in certain areas. In addition, there are scholarships for nursing and health professions students which have been made possible by private organizations. Each student should check with the Chairperson of the Scholarship Committee (CNHP) for availability of these scholarships.     Library Resources   Nursing books and journals are available at A-State 's Dean B. Ellis Library. At ASU Mid-South, nursing books and journals are available in the campus libraries. Additionally, the Dean B. Ellis Library can be accessed online. Many professional journals have full-text articles available online through the library.     Clinical Learning Center (CLC)   The Clinical Learning Center (CLC) labs are equipped with mannequins, equipment and supplies that may be used to practice procedures and skills and are available at all sites. Practice times for the CLC will be at the discretion of the CLC coordinator and clinical faculty. Contact site faculty for rules and regulations.   Revised 05/2026 Simulated Equipment Waiver   Simulated equipment is not intended for human or animal use, injection, application, and/or ingestion. To use them otherwise is outside the scope and intended purpose for which they are designed. Products/equipment obtained for a laboratory course are to be used for educational/instructional use only and are not for patient, personal, family, medical, and/or household use. Signature is required on Handbook Signature Form in Appendix J.    Established 6/19/20; Reviewed 5/2023   Computer Lab and Usage Policy   All Arkansas State University computing facilities, equipment, software, and reference manuals are for class use only. No use of a commercial nature or use for personal gain or profit will be allowed. Copying computer software or related reference manuals for commercial or personal use is a violation of federal copyright laws and will not be allowed.   Playing games on the computers will not be allowed.   Using computers and printers will not be allowed unless it is for an A-State class assignment.   Revised 5/2023; Reviewed 5/2025   Counseling Center   Counseling is provided to students free of charge at the Wilson Counseling Center. Additional information can be found on the A-State website. To enroll in counseling, please contact the office at 870-972-2318, drop by the office, or email counseling@astate.edu to schedule an initial intake.  The Counseling Center is located at 107 North Caraway Road.  ASU Mid-South campus policies outline utilization of local off-campus services at local health care agencies and/or contact campus security and 911 services.    Revised 5/2025; 05/2026 Student Health Center   The A-State Student Health Center (SHC) is now operated by NYIT College of Osteopathic Medicine at A-State and is known as the “The NYITCOM at Arkansas State Medical Clinic”. It continues to offer provides an array of medical services to A-State students including: treatment of minor illness and injury, physical exams, immunizations, female and male exams, PAP smears, STI testing, pregnancy testing, pregnancy prevention (birth control, condoms, etc.)   Students may be referred to other facilities for additional laboratory tests, x-rays, diagnostic imaging, counseling, or specialized services as deemed necessary by the staff.   Call for an appointment, (870)972-2054 and/or see the website for more information.   Clinic Hours are Monday-Friday 8:00am-5:00pm   *Contact distant site faculty for additional resources in your immediate area.   Revised 5/2025   Parking   All students who park a vehicle on the A-State campus are required to register the vehicle and display a sticker. Students can order their parking permit online through my.AState using the Parking eBiz icon. The fee for students is $70 and is charged to your account at the Finance Office. For additional information call Parking Services at (870)972-2945 or visit the Parking Services Website.   All distant sites should adhere to the parking policies for their campuses.   Revised 5/2025   STUDENT ORGANIZATIONS   Student Nurses Association   The National Student Nurses Association (NSNA) is the largest independent professional student organization in the country, and it is run by nursing students, for nursing students. Being a member of the NSNA makes you eligible for a host of benefits, including career planning assistance, financial assistance, low-cost malpractice insurance, and much more.   You are eligible to become a member of NSNA if you are a nursing student or pre-nursing student in any state-approved program preparing for registered nurse licensure (including direct entry masters). In addition, registered nurses in a program leading to a baccalaureate in nursing are eligible for membership. For more information, please visit the NSNA website or contact any A-State Student Nurses Association member.   Your participation and support are encouraged and welcomed.   Alpha Delta Nu Nursing Honor Society (Kappa Alpha Chapter) The OADN Alpha Delta Nu Nursing Honor Society is a national honor society dedicated exclusively to students earning an Associate Degree in Nursing (ADN).  The Kappa Alpha Chapter was chartered in 2026 and provides an accelerated pathway to Sigma when pursuing a Bachelor of Science in Nursing (BSN).  Members of Alpha Delta Nu exhibit leadership skills while in the program, participate in community service projects, and exhibit a desire for life-longer learning through professional development. Members are provided an honor cord and pin at graduation.   Eligible students must complete an application and meet the following requirements: Current enrollment in the second semester or later of the ADN/AASN program Overall or cumulative GPA of 3.0 or above Earned grade of B or better in all nursing courses No previous nursing course failures Sigma   Sigma is the international honor society of nursing. The A-State chapter is the Eta Theta Chapter. The purposes of this society are as follows:    1) to recognize superior achievement and scholarship   2) to recognize the development of leadership qualities   3) to foster high professional standards   4) to encourage creative work   5) to strengthen commitment to the ideals and purposes of the profession   Membership Criteria:    Candidates for membership include BSN students, MSN students, and community members.    Each undergraduate candidate for membership is required to meet the following criteria for the category of membership:   must have completed at least 12 credit hours in their current program   must have completed ½ of their nursing curriculum   have at least a 3.0 on a four-point scale   rank in the upper 35% of the graduating class   meet the expectation of academic integrity   Each graduate candidate for membership (master's and doctorate) is required to meet the following criteria:   must have completed at least ¼ of the nursing curriculum   have a least a 3.5 on a four-point scale   meet the expectation of academic integrity   For more information visit Sigma's Website.   Revised 5/2023     PROGRAMS     Arkansas State University School of Nursing   Associate of Applied Science in Nursing (AASN)   End of Program Student Learning Outcomes   Effective May 2025    I. Create a culture of safety in all aspects of professional practice. II. Prioritize nursing judgment based on evidence-based practice. III. Utilize effective communication techniques to build trust and support collaborative care. IV. Facilitate collaboration with the healthcare team to achieve quality patient care. V. Exemplify the professional standards and ethics as a member of the nursing profession. Revised 5/2025 Plans of study are located in the A-State Knowledge Base   *Students MUST repeat all nursing courses (NRS, NRSP prefixes) if it has been greater than two (2) calendar years since completion.   **Students enrolled in the LPN-AASN program option must prove completion of the PN certificate and hold an unencumbered license.   Students who meet the requirements of the program will receive credit by articulation for NRS 1214 Introduction to Nursing and NRSP 1222 Fundamentals of Nursing Practicum.    Arkansas State University School of Nursing   Bachelor of Science in Nursing (BSN)   End of Program Student Learning Outcomes   Create a culture of safety in all aspects of professional practice.   Integrate the nursing process and concepts from sciences, liberal arts, research, and evidence-based practice into patient centered care.   Formulate verbal, nonverbal, and written communication with emerging technologies while teaching and collaborating with the patient, their support system, and the health care team.   Integrate principles of leadership and management into professional nursing practice to deliver patient-centered healthcare.   Exemplify professional standards and ethics at all times.   Revised 1/2019; Reviewed 5/2026   See the Arkansas State University Undergraduate Bulletin for prerequisites, course descriptions, course sequencing and graduation requirements.   Plans of study are located in the A-State Knowledge Base. Graduation It is the student’s responsibility to be certain that all graduation requirements are met. Graduation requirements should be checked  prior to the last day to add a class in the semester before the semester of graduation.  Intent to Graduate The Undergraduate online intent to graduate form can be submitted through Banner Self Service. Instructions for the process can be found on the Registrar's Website. Please visit Pack Portal to access the graduation tracker. The graduation tracker provides personal data on  your graduation status. Students will have access to the tracker after their intent form is coded in the system. Once the intent form is coded, students will receive an automated email acknowledging receipt. Revised 4/2020; Reviewed 4/2025; Revised 05/2026 Licensure as a Registered Nurse The Arkansas State Board of Nursing (ASBN) grants licensure to practice nursing in the state of Arkansas. Application for licensure is made upon graduation from the AASN or BSN program. The ASBN authorizes the applicant to take the National Council Licensure Examination (NCLEX-RN). For those who plan on obtaining licensure in a state other than Arkansas, you are encouraged to write early during your last semester to the Board of Nursing in the state in which you desire to be licensed, requesting the necessary forms. The addresses of the Boards may be found on the NCSBN website. For those who wish to be licensed in Arkansas, applications will be provided with instructions, such as eligibility, requirements, cost, transcripts, etc. The NCLEX-RN is given to graduates of state-approved nursing programs. The NCLEX-RN is designed to test knowledge, skills, and abilities essential to the safe and effective practice of nursing at the entry level.    One must pass the NCLEX-RN in order to obtain a license to practice as a registered nurse.   Only boards of nursing can release NCLEX-RN examination results to candidates. The student may take the test in any state, providing that test stations are open to out-of-state students. Appendices Appendix A: A-State Governing Principles: Smoke Free Environment P UR P O S E T h e purpo s e o f this pr i n c i p le is to pro v i d e g uid e li n e s f or t he i mp le m e n t a t ion of the proh i b i tion of s moking on the A rk a n s a s S t a t e U ni ve r s ity ca mpu s . T his pr i n c i p le s up e r s e d e s e xi s ting poli c y numb e r 0 3 -05 d a te d 07/01/94. II . B AC KG R O UN D T h e A r k a ns a s C l e an A ir on C a m p u s A c t of 2009 p r o h i b its s m o k i n g on e a c h c a m pu s of s tat e - supp o r t e d i ns t i t u t i o n s of h ig h e r e du c at i on b e gi nn i n g Au g us t 1, 2010. III . P R O C E DUR ES A . S moking on a l l A rk a n s a s S t a te U n i v e r s ity prop e r t i e s i s proh i bi t e d. B. E ff ec ti v e A u g u s t 1, 2010, s moking ( i n c l uding c ig a r e tt e s , c i g a rs a nd pi p e s ) is proh i b i t e d a t a ll ti m e s : 1. I n a ll i n t e r ior s p a c e on t he A rk a n s a s S t a te U n i v e r s ity ca mpu s ; on a ll out s ide prop e r t y or g rounds o f the U ni v e r s ity ca mpu s , i n c luding p a r ti a lly e n c l o s e d a r ea s s u c h a s w a lk w a y s , b r ee z e w a y s a nd bus s h e lt e r s ; 2. I n A rk a n s a s S t a te U n i v e r s ity v e hi c l e s , in c l uding bu s e s , v a ns a nd a ll o th e r u ni v e r s ity v e hi c l e s ; 3. I n a ll in d oor a nd o utd o or a th l e t ic f a c il i t i e s , a s w e ll a s t h e g r a nd s t a nds of o u tdoor f ac i l i t i e s . C. T he uni v e r s ity proh i bi t s the c a mpu s - c ontr o ll e d s a le or f r e e s a mp l ing of s m o king m a t e r i a ls on ca m p u s . D . L itt e r i ng the c a mpus w ith t h e r e m a ins of s moking m a t e r i a ls is pro h ib i t e d. E . O r g a ni z e rs a nd a t t e nd e e s a t pu b l i c e v e nt s , s u c h a s c on f e r e n c e s , m e e tin g s , public l e c tu r e s , s o c i a l e v e nt s , c u l tur a l e v e nts a nd s por t ing e v e nts u s ing A r k a n s a s S t a t e U ni v e r s ity f ac i lit i e s w i l l be r e qui r e d to a bi d e by A-State G o v e rn i ng P r i n c ipl e s . O r g a ni z e rs of s u c h e v e nts a re r e s pon s ible f or c o mmu n i c a ting th e s e pr o ce d u r e s to the a t t e nd e e s . I V . C O M M UNICA T I ON S i g ns b ea r i ng the m e s s a g e “ S mok e - F r e e C a mpu s ” w ill be po s t e d a t e ac h v e hi c ul a r a nd p e d e s t r i a n e ntr a n c e to A rk a n s a s S t a te U ni v e r s i t y ( a s a ppl i ca b l e ), a nd e ac h b u il d ing w ill di s pl a y a d ec a l th a t s t a t e s “ S mok e - F r e e C a mpu s .” H o w e v e r, s mok e - f r e e z on e s a pply on the g rounds a round a ll A r k a n s a s S t a t e U ni v e r s i t y f ac ilit i e s , w h e t h e r or not s i g ns a re po s t e d . N o a s htr a y s or s moking s h e lt e rs w i ll b e p ro v id e d on s mok e - f r e e c a mpus g rounds V . S M OK IN G C E SSA T I ON P R O G RA M S A rk a n s a s S t a t e U ni v e r s ity is c o m mi t t e d to s upport A-State s tud e nts a nd e mplo y ee s w ho w i s h to s top s mokin g . Ass i s t a n c e t o s t u d e nt s , f ac u l ty a nd s t a ff to s top s moking is a v a il a ble t hrou g h the D e p a r t m e n t of W e lln e s s a nd H ea l th P ro m o tion, E m plo y e e Ass i s t a n c e P ro g r a m a nd the A-State Coun s e ling C e n t e r. R e f e rr a ls to ce ss a t ion s e r v i ce s a r e e n c our a g e d. V I . C O M P L IANC E I t is e xp e c t e d t h a t a l l s tu d e nt s , f ac u l t y , s t a ff a nd v i s itors to c a mpus c omply w ith th e s e pr o ce d ur e s . M e mb e rs of our c a mpus c ommu n ity a re e mpo w e r e d to r e s p e c t f ully in f orm oth e rs a bout th e s e pro ce du r e s in a n on g oing e ff ort to e nh a n c e a w a r e ne s s a nd e n c ou r a g e c om p l ia n ce . V II . E N F O RC E M E N T A n y p e r s on w ho v iol a t e s a n y pro v i s ion o f this p r oh i b i t i on is g uilty of a v iol a ti o n a nd upon c on v i c ti o n s h a ll b e puni s h e d by a f ine of not l e s s t h a n o n e hun d r e d do l l a rs ($100) n o r m o re th a n f i v e hundr e d doll a rs ($ 5 00 ) . T h is pr i n c iple s h a l l be e n f or ce d by the U ni v e r s ity P oli c e D e p a r t m e n t.   Appendix B: Arkansas State Board of Nursing Practice Act §17-87-312 Criminal Background Check ACA §17-3-102 Licensing Restrictions Based on Criminal Records 17-87-312. Criminal background checks. (a) (1) Each first-time applicant for a license issued by the Arkansas State Board of Nursing shall apply to the Identification Bureau of the Division of Arkansas State Police for a state and national criminal background check, to be conducted by the Federal Bureau of Investigation. (2) At the time a person applies to an Arkansas nursing educational program, the program shall notify the applicant in writing of the provisions and requirements of this section. (b) The check shall conform to the applicable federal standards and shall include the taking of fingerprints. (c) The applicant shall sign a release of information to the board and shall be responsible to the Division of Arkansas State Police for the payment of any fee associated with the criminal background check. (d) Upon completion of the criminal background check, the Identification Bureau of the Division of Arkansas State Police shall forward to the board all releasable information obtained concerning the applicant. (e) For purposes of this section, the board shall follow the licensing restrictions based on criminal records under § 17-3-102. (f) (1) The board may issue a nonrenewable temporary permit for licensure to a first-time applicant pending the results of the criminal background check. (2) The permit shall be valid for no more than six (6) months. (g) (1) Any information received by the board from the Identification Bureau of the Division of Arkansas State Police under this section shall not be available for examination except by: (A) The affected applicant for licensure or his or her authorized representative; or (B) The person whose license is subject to revocation or his or her authorized representative. (2) No record, file, or document shall be removed from the custody of the Division of Arkansas State Police. (h) Any information made available to the affected applicant for licensure or the person whose license is subject to revocation shall be information pertaining to that person only. (i) Rights of privilege and confidentiality established in this section shall not extend to any document created for purposes other than this background check. (j) The board shall adopt the necessary rules to fully implement the provisions of this section. (k) (1) The board may participate at the state and federal level in programs that provide notification of an arrest subsequent to an initial background check that is conducted through available governmental systems. (2) The board may submit an applicant's fingerprints to the federal Next Generation Identification system. (3) The fingerprints may be searched by future submissions to the Next Generation Identification system, including latent fingerprint searches. (4) An applicant enrolled in the Next Generation Identification system is not required to re-fingerprint when a subsequent request for a state or federal criminal history background check is required if: (A) A legible set of the applicant's fingerprints is obtained when the applicant enrolls in the Next Generation Identification system; and (B) The applicant is subject to the Rap Back service of the Next Generation Identification system. (l) The Identification Bureau of the Division of Arkansas State Police and the Federal Bureau of Investigation may maintain fingerprints in the Integrated Automated Fingerprint Identification System. History Acts 1999, No. 1208, § 4; 2001, No. 303, §§ 2-4; 2003, No. 103, §§ 1, 2; 2003, No. 1087, § 15; 2003, No. 1386, § 1; 2003, No. 1449, § 1; 2005, No. 1923, § 2; 2011, No. 570, § 121; 2013, No. 302, § 1; 2015, No. 1047, § 1; 2017, No. 367, §§ 17, 18; 2017, No. 492, § 1; 2017, No. 664, §§ 11, 12; 2019, No. 315, § 1542; 2019, No. 626, § 1; 2019, Act 315, No. 990, § 76. 17-3-102. Licensing restrictions based on criminal records. (a) An individual is not eligible to receive or hold a license issued by a licensing entity if that individual has pleaded guilty or nolo contendere to or been found guilty of any of the following offenses by any court in the State of Arkansas or of any similar offense by a court in another state or of any similar offense by a federal court, unless the conviction was lawfully sealed under the Comprehensive Criminal Record Sealing Act of 2013, § 16-90-1401 et seq., or otherwise previously sealed, pardoned or expunged under prior law: (1) Capital murder as prohibited in§ 5-10-101; (2) Murder in the first degree and second degree as prohibited in§§ 5-10-102 and 5-10-103; (3) Manslaughter as prohibited in§ 5-10-104; (4) Negligent homicide as prohibited in§ 5-10-105; (5) Kidnapping as prohibited in§ 5-11-102; (6) False imprisonment in the first degree as prohibited in § 5-11-103; (7) Permanent detention or restraint as prohibited in § 5-11-106; (8) Robbery as prohibited in§ 5-12-102; (9) Aggravated robbery as prohibited in § 5-12-103; (10) Battery in the first degree as prohibited in § 5-13-201; (11) Aggravated assault as prohibited in§ 5-13-204; (12) Introduction of a controlled substance into the body of another person as prohibited in§ 5-13-210; (13) Aggravated assault upon a law enforcement officer or an employee of a correctional facility as prohibited in § 5-13-211, if a Class Y felony; (14) Terroristic threatening in the first degree as prohibited in§ 5-13-301; (15) Rape as prohibited in§ 5-14-103; (16) Sexual indecency with a child as prohibited in§ 5-14-110; (17) Sexual extortion as prohibited in§ 5-14-113; (18) Sexual assault in the first degree, second degree, third degree, and fourth degree as prohibited in §§ 5-14-124 - 5-14-127; (19) Incest as prohibited in§ 5-26-202; (20) Offenses against the family as prohibited in §§ 5-26-303 -   5-26-306; (21) Endangering the welfare of an incompetent person in the first degree as prohibited in § 5-27-201; (22) Endangering the welfare of a minor in the first degree as prohibited in§ 5-27-205; (23) Permitting the abuse of a minor as prohibited in§ 5-27-221; (24) Engaging children in sexually explicit conduct for use in visual or print media, transportation of minors for prohibited sexual conduct, pandering or possessing visual or print media depicting sexually explicit conduct involving a child, or use of a child or consent to use of a child in a sexual performance by producing, directing, or promoting a sexual performance by a child, as prohibited in §§ 5-27-303 -   5 27-305, 5-27- 402, and 5-27-403; (25) Computer child pornography as prohibited in § 5-27-603; (26) Computer exploitation of a child in the first degree as prohibited in § 5-27-605; (27) Felony adult abuse as prohibited in § 5-28-103; (28) Theft of property as prohibited in § 5-36-103; (29) Theft by receiving as prohibited in § 5-36-106; (30) Arson as prohibited in§ 5-38-301; (31) Burglary as prohibited in§ 5-39-201; (32) Felony violation of the Uniform Controlled Substances Act,§ 5-64-101 et seq., as prohibited in the former§ 5 64-401, and§§ 5-64-419 - 5-64-442;   (33) Promotion of prostitution in the first degree as prohibited in § 5-70-104; (34) Stalking as prohibited in§ 5-71-229; (35) Criminal attempt, criminal complicity, criminal solicitation, or criminal conspiracy, as prohibited in §§ 5-3-201, 5-3-202, 5-3-301, and 5-3- 401, to commit any of the offenses listed in this subsection; and (36) All other crimes referenced in this title. (b) (1) If an individual has been convicted of a crime listed in subsection (a) or subsection (e) of this section, a licensing entity may waive disqualification or revocation of a license based on the conviction if a request for a waiver is made by: (A) An affected applicant for a license; or (B) The individual holding a license subject to revocation. (2) A basis upon which a waiver may be granted includes without limitation: (A) The age at which the offense was committed; (B) The circumstances surrounding the offense; (C) The length of time since the offense was committed; (D) Subsequent work history since the offense was committed; (E) Employment references since the offense was committed; (F) Character references since the offense was committed; (G) Relevance of the offense to the occupational license; and (H) Other evidence demonstrating that licensure of the applicant does not pose a threat to the health or safety of the public. (3) The waiver requirements of this section are not required for a renewal of a license if an individual has been convicted of a crime listed in subsection (a) of this section and has either: (A) Completed the waiver requirements of this section at his or her initial licensure; (B) Been licensed in this state before the enactment of subsection (a) of this section; or (C) Attended a professional or occupational school, program, or training in pursuit of an occupational license before the enactment of subsection (a) of this section and would have been qualified to hold an occupational license on or before July 24, 2019. ( c) If an individual has a valid criminal conviction for an offense that could disqualify the individual from receiving a license, the disqualification shall not be considered for more than five (5) years from the date of conviction or incarceration or on which probation ends, whichever date is the latest, if the individual: (A) Was not convicted for committing a violent or sexual offense; and (B) Has not been convicted of any other offense during the five-year disqualification period. (d) A licensing entity shall not, as a basis upon which a license may be granted or denied: ( 1) Use vague or generic terms, including without limitation the phrases "moral turpitude" and "good character"; or (2) Consider arrests without a subsequent conviction. (e) Due to the serious nature of the offenses, the following shall result in disqualification for licensure, regardless of the date of conviction or the date on which probation or incarceration ends unless a waiver is granted under subsection (b) of this section: (1) Capital murder as prohibited in§ 5-10-101; (2) Murder in the first degree as prohibited in § 5-10-102 and murder in the second degree as prohibited in§ 5-10-103; (3) Kidnapping as prohibited in§ 5-11-102; (4) Aggravated assault upon a law enforcement officer or an employee of a correctional facility as prohibited in§ 5-13-211, if a Class Y felony; (5) Rape as prohibited in§ 5-14-103; (6) Sexual extortion as prohibited in§ 5-14-113; (7) Sexual assault in the first degree as prohibited in § 5-14-124 and sexual assault in the second degree as prohibited in § 5-14-125; (8) Incest as prohibited in § 5-26-202; (9) Endangering the welfare of an incompetent person in the first degree as prohibited in § 5-27-201; (10) Endangering the welfare of a minor in the first degree as prohibited in§ 5-27-205; (11) Adult abuse that constitutes a felony as prohibited in§ 5-28-103; (12) Arson as prohibited in§ 5-38-301; and ( 13) Engaging children in sexually explicit conduct for use in visual or print media, transportation of minors for prohibited sexual conduct, pandering or possessing visual or print media depicting sexually explicit conduct involving a child, or use of a child or consent to use of a child in a sexual performance by producing, directing, or promoting a sexual performance by a child, as prohibited in §§ 5-27-303 -   5-27-305, 5-27- 402, and 5-27-403. (f) This chapter does not preclude a licensing entity from taking emergency action against a licensee as authorized under § 25-15-211 for the sake of public health, safety, or welfare. (g) The disqualification for an offense listed in subsection (a) of this section and the disqualification for an offense listed in subsection (e) of this section do not apply to: (1) An individual who holds a valid license on July 24, 2019; (2) An individual who holds a valid license on or before July 24, 2019, but failed to renew his or her license for any reason; or (3) An individual who was a student on or before July 24, 2019, in a professional or occupational school, program, or training in pursuit of an occupational license and would have been qualified to hold an occupational license on or before July 24, 2019. (h) This section does not apply to Iicensure or certification: ( 1) Of professions not governed by this title; (2) Of polygraph examiners and voice stress analysis examiners under§ 17-39-101 et seq.; (3) Of private investigators and private security agencies under the Private Security Agency, Private Investigator, and School Security Licensing and Credentialing Act,§ 17-40-101 et seq.; or (4) Of body artists under§ 17-26-601 et seq. who hold a valid license on or before July 1, 2024; or (5)   Of cosmetologists licensed under Title 17, Chapter 26, Subchapter 3. History Acts 2019, No. 990, § 2; 2021, No. 748, §§ 1-3; 2021, No. 762, §§ 1, 2; 2021, No. 826, § 1; 2021, No. 900, § 1; 2023, No. 21, § 10; 2023, No. 516, § 1; 2023, No. 619, § 21; 2023, No. 688, § 1; 2025, No. 662, §§ 69, 70.  Arkansas Code of 1987 Annotated Official Edition Copyright © 2026 by the State of Arkansas All rights reserved Appendix C: Criminal Background Checks and Drug Screens: Students The state of Arkansas now requires all students admitted into college programs that have state licensure requirements upon graduation, to have a successful background check before entering school. Arkansas State University Searches and Verifications approximately $92.80 ID Trace ID Trace Search, also called an address trace, reveals current/former residences and aliases. Unlimited matches can be returned from a vast database government and private sources. Reported addresses and aliases are often used to perform other background searches, such as county and statewide criminal history checks. County Criminal Record Search Includes all names and addresses outside Arkansas. This search provides the most current, complete criminal information directly from county courthouses. Results include number of years searched, case number, charges, disposition, dates, sentencing details and more. ID Trace, National Criminal Database and other searches can provide additional jurisdictions for county criminal history searches. The standard scope for the county criminal search is seven years, with extended searches available in some jurisdictions. Arkansas Statewide Search Includes all names. The Arkansas Statewide criminal search provides an overview of criminal history. Federal District Court Search Includes all names. Searches are District by District and are based on a candidate’s residential history. This is not a nationwide search or multiple jurisdictions and sources. Federal crimes include cases involved with capital punishments, fraud, high-level drug offenses, healthcare fraud, embezzlement and white-collar crimes. National Sex Offender Public Registry Search Includes all names. This registry includes sex offender information from the federal government and agencies from all 50 individual states. Maintained by the U.S. Department of Justice, the public registry search returns sex offender profiles, including up to level 3 offenders. Results and details available vary by state. National Criminal Database Includes all names. The nationwide scope of this search provides a broad view of your student’s criminal history. A National Criminal Database search draws from over 505 million records from thousands of jurisdictions, including databases with terrorist and sex offender information. Some results from the National Criminal Database search must be verified with primary sources (e.g. county criminal history, statewide criminal history, etc.) and could result in additional searches. FACIS Level 1 Includes all names. A FACIS search identifies any wrong actions of individuals and entities in the health care field. This includes information on disciplinary actions ranging from exclusions and debarments to letters of reprimand and probation. We search the Office of the Inspector General (OIG) and General Services Administration (GSA) and other federal sources. This search meets the government’s minimum requirements as outlined in the OIG’s Compliance Program Guidance. New students should use the link and code found on the letter provided. If after reviewing these instructions you continue to have questions or experience difficulty, please contact the Verified Credentials Client Services team at clientservices@verifiedcredentials.com or 1.800.938.6090. **If you already have a QualifiedFirst (QF) account and need to use an additional code, log into your QF account and enter the code where it says “have a code” and click Go. If you forgot your password, click Forgot Password? at the login page and follow the instructions. Contact Client Services if you need further assistance. Appendix D: AASN Document of Concern Nursing students are expected to retain behaviors, knowledge and skills learned in the current and previous semesters. Behaviors identified as being unsafe or unprofessional require a plan for remediation or disciplinary action. These plans are identified in the Document of Concern. Concerning behaviors to be addressed in this document are “Red Rules.” “Red Rules” are student behaviors that require adherence and are categorized as safety, asepsis, medication administration and professionalism. If a “Red Rule” breech occurs in the classroom or clinical setting, the Document of Concern form is used to outline steps to be completed by the student.   In the event of a subsequent violation, faculty will review prior Document of Concern forms to determine if a pattern of “at risk” or “reckless” behavior exists. If the violation is identified as “at risk behavior” or “reckless behavior” this may constitute grounds for dismissal from the course and/or program. Red Rules Rules that must be followed to the letter “stop the line” Relate to important and risky behavior At-risk behavior > reckless behavior Simple, easy to remember Red rules are supported by all faculty Behaviors Human error - inadvertent action; inadvertently doing other than what should have been done; slip, lapse, mistake At-risk behavior - increased where risk is not recognized, or is mistakenly believed to be justified Reckless behavior - behavioral choice to consciously disregard a substantial and unjustifiable risk Managing At-Risk/Reckless Behavior Document of Concern · Remediation Plan · Disciplinary Action AASN Program Document of Concern: Remediation Plan/Disciplinary Action “At Risk” behavior §   This is an error made that requires additional education. The student requires guidance toward available resources and possibly will need to complete a return demonstration of the skill. §   If unprofessional behavior is identified the student may be directed toward available resources and possibly assigned a written paper. The process is initiated with faculty informing student of behavior breach. §   The remediation needed will be identified, the student will be notified, and a remediation plan will be completed by the student. “Reckless” behavior §   This is a behavior that jeopardizes safety or reflects continued unprofessionalism. §   This is deemed to be present if prior remediation has occurred and the behavior continues. The student has failed to apply the correct knowledge/behavior and is now performing recklessly. §   The student will be notified. The student will be dismissed or sent home immediately from the classroom or clinical area at the discretion of the faculty. Review of all prior remediation/disciplinary action(s) will be completed by faculty. §   The student’s case will be evaluated within three school days by a minimum of three (3) faculty with the student present. In the event of a subsequent violation, the student will meet with faculty from all AASN campuses via the compressed video network (CVN). §   Disposition will either be retention with stipulations for additional remediation or dismissal from the course and/or program and assignment of a grade of “F”   Violation Date: Student:   Faculty  First Violation  Second Violation Brief Description of the problem(s): Attachments _____yes _____no         Nature of the Problem  Absenteeism  Tardiness  Unprepared for Clinical:  Unsatisfactory Plan of Client Care  Did not research client problems/diagnoses, lab values, medications, potential complications, etc.  Unsafe Clinical Practice:  Did not demonstrate mastery of basic skills  Unable to calculate medication dosages, IV rates, heparin drips, etc.  Unable to communicate clearly or comprehend the English language  Other:    Noncompliance with dress code  Did not follow through on faculty recommendations for remediation  Lacking in professional demeanor:  Does not relate effectively with faculty, staff, clients, and peers  Violated client confidentiality  Does not communicate truthfully/honestly with faculty and staff  Demonstrates irresponsible behavior by:_______________  Does not follow faculty directions/instructions  Breach of A-State School of Nursing/University Policy___________  Other:    Written Work Deficit  Did not follow through on faculty recommendations AND/OR remediation  Other:   Recommendations: (check all that apply)  Improve academic/clinical preparation  Seek counseling for personal and/or academic concerns  Reduce outside work hours if possible  Improve written communication skills  Improve verbal communication skills  Improve psychomotor skills  Must practice in nursing skills lab with faculty/lab staff (specific arrangements documented below)  Other:   Remediation (check all that apply)  May not be late for or absent from clinical  Must complete a satisfactory return demonstration of:   by (date)  Must review assigned content of: by (date)  Must meet with faculty on a (frequency) basis  Must be present in proper attire with appropriate equipment  Must produce a satisfactory written assignment   by (date)    Other:         Signatures: After the Remediation Plan/Disciplinary Action meeting, the Faculty and student will sign below: Signed (Student)   Date Signed (Faculty)   Date Signed (Faculty)   Date         Copy to: student and student file Approved June 2019 Appendix E: BSN Program Conduct Report Form Arkansas State University College of Nursing and Health Professions BSN Program Conduct Report Form Consistent with standards of nursing practice, the A-State BSN nursing program holds its students to the highest level of integrity, safety, and professional conduct. Professionalism is expected to be displayed at all times in the classroom and clinical. These behaviors, intentional or not, may require intervention. If faculty determine that a violation has occurred, a written report and corrective plan of action will be completed using this form in compliance with the discipline policy in the student handbook.   Student: Course: Conduct Form #:   Instructor: Semester/Year: Indicate the nature of the occurrence(s): Unsafe clinical practice: ¨   Did not demonstrate mastery of basic skills ¨   Unable to perform necessary calculations ¨   Unable to communicate clearly or comprehend the English language ¨   Failure to comply with clinical facility policies and procedures ¨   Medication Error (commission or omission) ¨   Failure to report errors ¨   Falsification of clinical documentation ¨   Violation of client privacy (HIPAA) Lack of preparation for clinical: ¨   Inadequate knowledge of treatment, medications, or plan of care in clinical setting ¨   Did not complete client research activities ¨   Did not provide necessary clinical documents in allotted time frame Tardiness/absenteeism: ¨   Tardiness to clinical or lab without proper notification as outlined in the syllabus ¨   Absent from clinical or lab without proper notification as outlined in the syllabus ¨   Excessive absence from clinical or repeated tardiness to clinical Lack of Professionalism: ¨   Unprofessional or untruthful communication with peers, faculty, clients, and/or staff ¨   Participates in harassment/bullying of peers, faculty, staff or others (this includes written, verbal, and electronic) ¨   Does not follow faculty directions/instructions ¨   Does not adhere to policies and standards as stated by School of Nursing/University policy ¨   Noncompliance with dress code in clinical or lab Written work deficit: ¨   Did not provide pre-class assignments as designated by the instructor ¨   Did not complete assignments within allotted time without prior authorization from instructor Lack of adherence to remediation plan: ¨   Failure to follow recommendations and adjust actions as described on a Conduct Report Form ¨   Other (please describe):     Description of the Occurrence(s):         Related Course/Program Objectives and/or Handbook/Course Policies:       Performance Improvement Plan Recommendations/ Plan for Improvement (include date for achievement):                       Student Signature   Date   Faculty Signature   Date                 Witness Signature   Date   Course Coordinator   Date         Program Director/Chair   Date                   Revised 12/2024; 05/2026 Appendix F: Student Record Procedure Arkansas State University will comply with the Family Educational Rights and Privacy Act (FERPA). Student Record Procedures can be located in the Arkansas State University Handbook. Appendix G: Release and License to Use Image, Name, and Voice I, the undersigned student, hereby grant to Arkansas State University permission to use my image, name, and voice contained or displayed in any educational session which is recorded by sound, video, or other media. I understand that by participating in educational sessions which are recorded, my image, name, or voice may be captured and reproduced when the recording of the educational session is rebroadcast.   By signing this Release and License to use Image, Name, and Voice, I hereby assign, transfer, and convey all my rights, titles, and interests, including all copyrights and other intellectual property rights, contained in the recording of the educational sessions in which I participate to Arkansas State University. I further consent to the editing and reproduction of the educational session or sessions by Arkansas State University without any additional consent and without any payment for the use of my image, name, or voice.   I understand that the use of my image, name and voice will be primarily for the purposes of education or promotion of Arkansas State University. I hereby waive any right that I may have to inspect or approve the final audio, video, or media product that may contain my image, name, or voice.   I understand and agree that Arkansas State University is and shall be the exclusive owner of all rights, titles, and interests, including copyrights, in any recorded educational session containing my image, name, or voice. I certify that I am of legal age and have full authority to execute this Release and License to use Image, Name, and Voice. If I am not of age, my parent or legal guardian hereby consents on my behalf.     *Signature mandatory on Required Signature Form (Appendix K)   Appendix H: Title IX Statement Please refer to Arkansas State University’s Student Handbook to review the university’s Title IX policy. It is the responsibility of the student to review this information annually. Appendix I: Physical Exam Form Arkansas State University School of Nursing Physical Exam Form   _________ _____________________________ _____________________ ____________ Date   Student First and Last Name (Print)   Student ID#   DOB Documentation confirming that you have had a physical examination by a licensed medical provider within the last 12 months indicating that you are medically cleared to participate in clinical practicum courses must be submitted by the Friday of the first week of class each fall semester. Please take this form with you when you have your physical and have a primary healthcare provider confirm that you are medically cleared to participate in clinical practicum courses by completing the section below and submit to the specific Program Portfolio.   Healthcare Provider Instructions: Healthcare provider must complete the below physical examination clearance for students who will be participating in Arkansas State University clinical practicum courses. Please place a checkmark on the line beside the appropriate statement, and on the date line please indicate the day the physical was performed. The healthcare provider’s signature, date, facility name/location, and phone number are required for authentication of the performed physical exam.   _____ I performed a physical exam on this student on __________ and he/she is medically cleared to participate in clinical practicum courses. (Date) _____ I performed a physical exam on this student on __________ and he/she is NOT medically cleared to participate in clinical practicum courses. (Date)   _____________________________     ______________     Healthcare Provider Signature     Date _____________________________     ______________   Facility Name/Location           Phone Number   Appendix J: Student Awards Grace Whitis Masters in Nursing Student Service Award Eligibility: Graduate Students currently enrolled in the Masters in Nursing program in the College of Nursing and Health Professions Criteria for Selection: The awardee will be chosen based on the EXTENT and NATURE of one’s service participation and activities, including, but not limited to, service to the program, college, university, community, student organizations, and professional associations. Deadline: The student should submit a resume highlighting the aforementioned criteria to the Dean’s Office by the first Monday in March. Beverly Bartels (Undergraduate) Nursing Student Service Award Eligibility: Undergraduate students admitted to an Undergraduate Nursing program in the College of Nursing and Health Professions. Criteria for Selection: The awardee will be chosen based on the EXTENT and NATURE of one’s service participation and activities, including, but not limited to, service to the program, college, university, community, student organizations, and professional associations. Deadline: The student should submit a resume highlighting the aforementioned criteria to the School of Nursing Office by the first Monday in March. Presentation of the award will occur at the Pinning Ceremony. Appendix K: Handbook Signature Form Arkansas State University College of Nursing and Health Professions School of Nursing Required Signature Form This attestation form must be signed, verifying that you have read and understand the stated policies or procedures. After initialing and dating beside each listed document, sign this document and return it to the School of Nursing office prior to Nursing Orientation. This form will be placed in your permanent student file. Document Statement (Student is responsible for reading each document in its entirety.) Initial Date Nursing Student Handbook I understand that I am responsible for the information contained in the Nursing Student Handbook and agree to abide by the policies contained therein. It is my responsibility to review the handbook for updates annually.     Disabilities Statement In accordance with the Americans with Disabilities Act, I (check one item below) ______ Require no special accommodations to complete the program in which I am enrolled, or ______ Require the following special accommodations to complete the program in which I am enrolled. You must register with the Office of Access and Accommodations annually and ensure faculty are notified each semester of your disability needs for class/clinical.     Cell Phone and Electronic Device Policy I have read and understand the CNHP Cell Phone and Electronic Device Policy.     Social Media Guidelines I have read and understand the CNHP Social Media Guidelines.     Student Confidentiality Contract I understand the information presented to me regarding patient confidentiality and acknowledge that I will assume legal responsibility for any breech I may make. I also understand that if I breech confidentiality in any way I will be immediately terminated from my clinical course at Arkansas State University.     Artificial Intelligence Policy I have read and understand the School of Nursing Artificial Intelligence Policy.   I understand that as a student admitted to a program in School of Nursing I am responsible for knowing and following the policy.     Academic Misconduct I have read the explanation of the Academic Misconduct Policy. I understand that as a student admitted to a nursing program, I have accepted a pledge of honesty and will be expected to meet the standards as set forward.     Simulated Equipment Waiver I have read the Simulated Equipment Waiver. I agree to abide by the standard set forth in the waiver.     Substance Abuse Compliance Policy I have read the Board of Trustee approved Substance Abuse Policy and Procedures of Arkansas State University College of Nursing and Health Professions and agree, as a student in the professional health program, to comply with all aspects of the policy as written, including testing for substance abuse and appropriate release of that information. I understand that it is my responsibility to report any medication taken which would adversely affect my ability to perform safely in class or clinic. I also understand that any cost involved in drug testing will be my responsibility. Furthermore, I agree to abide by the provisions for determining dismissal and to follow the conditions of readmission as outlined.     Technical Skills and Abilities The essential requirements identify the minimum technical abilities and skills required for admission, retention, and graduation of students. Graduates are expected to be qualified to enter the profession of nursing. It is, therefore, the responsibility of the student with disabilities to request those accommodations that he/she feels are reasonable and are needed to execute the essential requirements. Requirements for accommodations must be fully documented.   I certify that I have read and understand the Arkansas State University School of Nursing’s Technical Abilities and Skills requirements for admission, retention, and graduation.     Student Criminal Background Check I have been provided copies of ACA § 17-3-102 and ACA § 17-87-312. I understand criminal background checks will occur as part of my professional education at A-State. Evidence of a previous charge or conviction of a felony/misdemeanor on my record may affect my progress in this program. Upon completion of a nursing program, the student is eligible to apply for licensure. I also understand a first-time applicant for any license by the Arkansas State Board of Nursing will have a state and national criminal background check. Any offenses identified in ACA § 17-3-102 and/or ACA § 17-87-312 of the Nurse Practice Act may prohibit a graduate from obtaining a license to practice as a Licensed Practical Nurse, Registered Nurse or Advance Practice Nurse in the state of Arkansas. Furthermore, although an appeal may be possible there are offenses that permanently disqualify an applicant from a license issued by the Arkansas State Board of Nursing.     Information to Students via email I give permission for faculty of the School of Nursing to use A-State student email to provide or exchange non-directory information such as grades, assignments, and other course related information with me during my enrollment in the nursing program. I understand that there is no guarantee of confidentiality on the internet and it is possible for a third party to gain access to this information.     Release and License to use Image, Name and Voice I have read, understood, and agree to the terms outline in the RELEASE AND LICENSE TO USE IMAGE, NAME AND VOICE document. I, the undersigned student, hereby grant to Arkansas State University permission to use my image, name, and voice contained or displayed in an educational session which is recorded by sound, video, or other media. I certify that I am of legal age and have full authority to execute this Release and License to use Image, Name, and Voice. If I am not of age, my parent or legal guardian hereby consents on my behalf.     Clinical Site Requirements As part of the professional degree program, I will be required to enroll in clinical/field courses at various sites and locations prior to my graduation. My signature on this form acknowledges that I understand I will not be financially compensated for these field or clinical courses by either Arkansas State University or the entity who operates the site and location where these field or clinical courses will take place.       ________________________________ ____________________________________ Student Signature Date _______________________________ ____________________________________ Student Printed Name A-State Student ID Number Revised 5/2025 Doctor of Nursing Practice Graduate Information Guide ARKANSAS STATE UNIVERSITY COLLEGE OF NURSING AND HEALTH PROFESSIONS SCHOOL OF NURSING DNP POST-MASTER'S PROGRAM OPTION STUDENT HANDBOOK ACADEMIC YEAR 2026-2027 A-State University Doctor of Nursing Program   910 N. Caraway Rd. Nursing Building State University, AR 72467                 WELCOME   Welcome to the Doctor of Nursing Practice (DNP) program. You bring a wealth of academic preparation and experience to serve as a launching board for this advanced level of education and nursing practice. We look forward to helping you achieve your goals and congratulate you on recognizing the opportunities the DNP study will bring you.     This Post Masters DNP Student Handbook has been compiled to provide you with information and the policies relevant to your studies as a DNP student. You are responsible for knowing and understanding the policies and procedures in the Handbook, the University Student Handbook, and the Graduate Information Guide (GIG). Please ask for clarification if you have any questions about the information in this Handbook; we welcome your suggestions for additional information.   The Student Handbook is available online at th e School of Nursing Website . The faculty reserves the right to revise policies and procedures found herein at any time deemed advisable and will communicate with you if changes are made. We look forward to working with you during your program of study as you complete the requirements for the DNP degree and assume a leadership role in nursing. We are glad that you are here!     Dr. Lisa Drake   DNP Program Director School of Nursing, College of Nursing and Health Professions   Arkansas State University                             School of Nursing Mission and Philosophy   The Core Values:   The School of Nursing values the following as;   •   Access and Engagement: Respect for varied dimensions of individuality among populations. We embrace diversity in all of its dimensions realizing that mutual respect for individuality and the inclusion of all are vital for both personal and institutional success. •   Service: Professional experience in response to the needs of society. •   Learning: Acquisition of knowledge and skills in critical thinking, practical reasoning, and decision making. •   Student Centered: Development of essential skills for lifelong learning, leadership. School of Nursing Philosophy for Nursing Education Central to our philosophy for nursing education are four widely accepted metaparadigms of the nursing profession: person, environment, health, and nursing. Each may be defined in many ways. The works of Virginia Henderson (1972), Callista Roy (1991), Betty Neuman (1993), and Madeleine Leininger (1991) among others drive our understanding of these concepts.   A person may be defined as an individual, family, group, or community (Leininger, 1991) comprised of biological, psychological, sociological, cultural, and spiritual constituents (Henderson, 1972; Neuman, 1993). Each person has innate worth, and though each is unique, all possess characteristics of shared basic human needs. We believe that a person’s individual experiences, genetics, culture and existence are dependent on perception of and reaction to change. Inherent in this process is the capacity to make decisions, consider alternatives, and predict and accept possible outcomes.   Environment may be defined as internal, external, and created (Henderson, 1972; Neuman, 1993) conditions, circumstances, influences, events, situations, or experiences (Leininger, 1991; Roy, 1991) that surround the person or are within the person and affect development, behavior, and resources. The environment affects the ability of the person to pursue and achieve a high quality of life. Society and culture drive the need for order, meaning, and affiliations with other humans. These, along with physical and biological forces stimulate a need for adaptation and, potentially, interactions with others in order to survive, develop, grow, and mature.       We understand health to be a continuum of wholeness and integrity defined by culture, values, and practices (Leininger, 1991; Neuman, 1993). Often expressed in terms of wellness and illness or absence of disease or injury, health is based largely upon the person’s ability to function independently in their environment (Henderson, 1972; The Nurse of the Future: Nursing Core Competencies, 2016). The ability of a person to achieve an optimal level of wellness depends on motivation, knowledge, ability to cope, and developmental status. The primary responsibility for one’s health rests on the individual and/or those upon whom the individual is dependent.     Nursing is both an art and science and can be defined as activities aimed to assist, support, and promote adaptation of individuals and groups (Leininger, 1991; Roy, 1991) in performance of activities (Henderson, 1972) by assessing behaviors and factors that alter the ability to adapt (Roy, 1991). Nursing is an altruistic discipline evolved from the study and application of its own interventions as well as application of knowledge from other disciplines. Nursing is focused on provision of care across the health continuum using systematic processes, and practice is refined based on societal needs. Thus, nursing enhances the environment and contributes to health, quality of life, and dying with dignity (Roy, 1991).   Nursing education must prepare professional nurses for traditional and evolving roles. The faculty recognizes the obligation of the nursing curriculum to include leadership, strategies that promote change, professionalism and service. A wide variety of types of nurses are needed to fulfill the needs of our communities. These types include, but are not limited to, registered nurses (RN), RNs certified in their specialty, Nurse Practitioners, Nurse Educators, Nurse Administrators, Nurse Leaders, and Nurse Anesthetists. Therefore, nursing education must be provided at various levels. To acquire the knowledge and judgement necessary for practice, nursing education focuses on critical thinking, decision-making, analysis, inquiry, and research. The faculty also believes that learning is a life-long process, often conducted independently of formal educational settings. Formal educational settings provide opportunities for teacher- student interaction in setting goals, selecting and evaluating learning experiences, and appraising learners’ progress. All levels of nursing education share certain rights, duties, and characteristics, such as the scientific basis of nursing care. Accordingly, we actively support the endeavors of the profession to assist nurses in pursuing professional education from beginning to advanced levels.   The school of nursing provides education at four levels: the Associate of Applied Science in Nursing (AASN); the Bachelor of Science in Nursing (BSN); the Master of Science in Nursing (MSN); and the Doctor of Nursing Practice (DNP).   The purpose of the AASN is to prepare graduates capable of applying the nursing process to provision of direct nursing care for clients with common, well-defined problems. Therefore, the associate curriculum is grounded in the liberal arts and includes professional values, core competencies, core knowledge, and role development. An associate degree graduate is prepared to function as a member of the profession and a manager of care in acute and community-based settings.   The nurse prepared with a BSN is a professional who has acquired a broad, yet well- delineated knowledge base for practice. We believe that the role of a baccalaureate graduate is multifaceted and developed through extensive study in the areas of liberal education, professional values, core competencies, core knowledge, and role development. These prepare the baccalaureate graduate to function as a provider of direct and indirect care to individuals, families, groups, communities and populations. A graduate of the baccalaureate program is a member of the profession and a designer, manager, and coordinator of care.   Master’s level (MSN) education prepares nurses who have already achieved their baccalaureate degree for advanced nursing practice. Preparation for advanced practice emphasizes strategies to intervene in multidimensional situations. The knowledge base is expanded in scope and depth through scientific, theoretical and research components of nursing. Various theories inherent in advanced practice roles and strategies are analyzed and explored to synthesize the interdependence of theory, practice, and scientific inquiry in nursing. This synthesis of knowledge and experience provides the basis for creating, testing, predicting, and utilizing varied and complex interventions for problems of healthcare and healthcare delivery. A graduate of the master’s program is a leader in the profession and is prepared as an independent coordinator of care.     The DNP prepares master’s level nurses with advanced leadership skills, increased knowledge of health policy, and increased clinical skills and expertise with which to provide care, especially in rural and underserved areas. They are prepared to initiate and to lead implementation of changes required by the evolving healthcare system. They are prepared to analyze and expand boundaries in order to become transformational leaders driving innovation and excellence in healthcare for their communities, region, nation, and the world.   The DNP in Nurse Anesthesia prepares baccalaureate nurses with critical care experience and a working knowledge of pathophysiology, pharmacology, and anatomy/physiology to become Certified Registered Nurse Anesthetists (CRNA). They are educated in the roles of advanced leadership, health policy, clinical skills, and expertise to provide care in the full scope of practice in anesthesia care throughout the lifespan. They are prepared to initiate and to lead implementation of changes required by the evolving healthcare system. They are prepared to analyze and expand boundaries in order to become transformational leaders driving innovation and excellence in healthcare for their communities, region, nation, and the world.   Revised 11/2024   SCHOOL OF NURSING ORGANIZING FRAMEWORK The organizing framework of the nursing department is derived from the philosophy and has four major components. The four components are role, process, values and knowledge. These components are taught at each level of education and provide a construct for development of objectives and outcomes. The framework model clearly shows how each of the components increases in complexity at the three levels of education.   ROLE The first major component is role. The faculty believe provider of care, manager of care and member of the profession (NLN) are key elements of this component. To clearly explain how these roles develop, each will be examined at all three levels.   At the associate degree level, emphasis is placed on providing and managing direct care to individuals with common well-defined problems. The associate degree graduate functions as a team member using nursing diagnoses and established protocols for individuals in acute care and community-based settings.   Additionally, the graduate participates as a member of the profession in appropriate specialty and politically focused nursing organizations.   The baccalaureate degree nurse provides direct and indirect nursing care to individuals, families, groups and populations. The baccalaureate graduate has the ability to individualize nursing diagnoses and protocols to enhance the design and coordination of preventative, complex and restorative care. As a member of professional organizations, the graduate has the capacity to assume leadership and advocacy roles.   The master’s graduate can function independently in the provision for direct and indirect care. Practice settings for the master’s prepared graduate are multi-dimensional. Inherent is the ability to design, facilitate and coordinate care for individuals in a variety of health care settings.   Graduates have the skills necessary to lead effect policy and mentor as members of specialty and politically focused nursing organizations.   The Post Masters Doctor of Nursing Practice graduate functions independently in the provision of direct and indirect, systems-focused care. The DNP graduate is active in evaluating existing health care systems and initiating changes to meet the needs of individuals, families, groups, and populations. Practice settings for the DNP prepared graduate are multi-dimensional and are not limited to existing or prescribed health care settings. Graduates have the skills to initiate change, lead and serve as mentors for other health care team members at the local, regional, state, national and world levels.   KNOWLEDGE The second major component is knowledge. The general education curriculum provides a foundation of liberal arts and sciences for the associate and baccalaureate students. These courses help provide the basic psychosocial, spiritual, humanistic, and legal components which assist students in developing an appreciation of each person’s interaction with the environment. The knowledge gained enhances the nurse’s ability to think critically, reason logically, and communicate effectively.   The associate degree core focuses on liberal arts and sciences, which include courses in English, college mathematics, basic biological science, history, and psychology. Content for the associate degree student provides basic nursing knowledge that is applied to common well-defined problems.   The baccalaureate student’s general education core is expanded to provide a more in-depth science basis and global view of society. These courses include physical sciences, sociology, world civilization and humanities. Pathophysiology and statistics are incorporated into the nursing curriculum as the student progresses into complex nursing theory and application.   The master’s program builds on the baccalaureate curriculum. Core graduate courses include theory, research, role, and health policy. These courses prepare the master’s graduate to integrate the other components of role, process, and values. The key support courses for all options include advanced pathophysiology, advanced pharmacology, and advanced health assessment/physical diagnosis. Content in specialty courses reinforces concepts in the core courses as well as preparing the graduate for advanced nursing.   The Post Masters Doctor of Nursing Practice curricula builds on traditional master’s programs with education in evidenced based practice, advanced clinical, organizational, economic, and leadership skills to design and implement programs of care delivery. Translation of research into practice will significantly impact health care outcomes and have the potential to transform health care delivery.   VALUES Faculty defines the third component, values, as the system of beliefs that guide behaviors, attitudes and moral judgment. Personal values reflect cultural and social influences, relationships and individual needs. Professional values guide nurses’ behavior to act in a manner consistent with nursing responsibilities and standards of practice. We believe professional values can be formed through reasoning, observation and experience. The associate graduate possesses an awareness of personal values and how these values may influence care delivery.   Additionally, the associate graduate incorporates professional values in assisting individuals with the process of value clarification that may impact health care decisions. The baccalaureate graduate has a global perspective and is able to help individuals clarify or re-prioritize personal values, minimize conflict and achieve consistency between values and behaviors related to health. The masters’ prepared graduate applies professional values when designing health care systems in response to societal need. The master’s graduate is able to engage in activities that influence policies and service delivery to diverse populations in a variety of settings. The Doctor graduate is prepared as the nursing terminal degree that encompasses all professional role expectations in nursing. Personal values are applied when evaluating and designing health care systems, as well as leading the change of health care systems in response to research translation, population health, and needed policy development.   The profession of nursing utilizes a systematic process that incorporates the other three components, role, knowledge and values to evaluate the needs of individuals, groups and/or communities. The process involves assessment, planning, implementation, and evaluation on a continual basis. All nurses are prepared to use this process but as one acquires additional knowledge, the nurse begins to use the components of the process in unique and creative ways. As one moves through the educational program, elements such as communicating, educating, supporting, coaching and monitoring are incorporated into the process.   Additionally, problem solving, planning, inquiry, and appraisal are used to derive and evaluate the interventions developed.   The associate degree graduate uses a systematic process in nursing care to implement and modify known nursing interventions. The baccalaureate prepared graduate has the capability of anticipating, individualizing, implementing, and evaluating various interventions according to unique situations and cultural responses. The master’s graduate generates and designs nursing interventions. The master’s graduate recognizes interdependence of theory, practice and scientific inquiry when creating, predicting, and evaluating interventions that are complex and varied. The Doctor graduate leads and collaborates change for improved healthcare systems and designs systems for improved population health based on research translation. At all levels relevant research literature is utilized in the application of the nursing process.                                                                       DNP Program Outcomes The following are the DNP Program Outcomes:   1. Incorporate theories and concepts from nursing, the arts, humanities, sciences, and evidence-based practice to guide clinical and professional judgment in nursing practice. (Domain 1 AACN) 2. Enhance person-centered care while respecting diversity and the unique determinants of individuals and populations. (Domain 2,3 AACN) 3. Integrate leadership and collaborative roles in the planning, provision, and management of services to influence policy for individuals, families, and populations. (Domain 3,6 AACN) 4. Facilitate authentic leadership within complex health systems for the improvement of safe, cost-effective, quality health care for diverse populations. (Domain 5 AACN) 5. Model professionalism in nursing practice through accountability to ethical and legal standards. (Domain 9,10 AACN) 6. Cultivate critical inquiry to advance the discipline and profession of nursing. (Domain 4 AACN) 7. Revise programs of care, outcomes of care, and care systems through information systems and technology. (Domain 7,8 AACN) DNP Essentials The DNP program outcomes (AACN’s Essentials of Doctoral Education for Advanced Nursing Practice, 2021), constitute the foundation of the program and run throughout all courses. Assessment includes DNP Essentials (AACN, Program and Course Learning Outcomes).   Upon completion of the study for the Doctor of Nursing Practice, the student learner/graduate is expected to be   prepared in The Essentials: Core Competencies :   Domain 1: Knowledge for Nursing Practice   Domain 2: Person-Centered Care   Domain 3: Population Health   Domain 4: Scholarship for Nursing Discipline   Domain 5: Quality and Safety   Domain 6: Interprofessional Partnerships   Domain 7: Systems-Based Practice   Domain 8: Informatics and Healthcare Technologies   Domain 9: Professionalism   Domain 10: Personal. Professional and Leadership Development.   DNP Curriculum The curriculum of 36-43 credit hours is completed in a program of study that is as few as 14 months in length. These credit hours include 27 credits, with 9 of those courses identified as specialty courses. The total clinical hours required for a DNP degree is 1000 hours. However, a gap analysis evaluating the student’s MSN clinical hours may provide credit for up to 460 of these hours. Students will be required to complete an additional clinical course, NURS 881V (8887V)*, if the gap analysis calculation indicates additional clinical hours are needed to complete the 1000-hour requirement.   NURS 881V is a variable credit course so students can earn up to 7 credit hours or 60 clinical hours per module and fulfill the clinical hours requirement. *See th e A - Stat e Graduate Bulletin for the current plan of study and course descriptions.       Course Delivery       The DNP courses will be offered online with distance education delivery using the learning management system. Students must have a computer with Internet access that supports video streaming.   Please review the additional online student electronic requirements provided on the A-State website, your course syllabus, and the General Orientation tab under the Getting Started Module in each course.       Clinical Attire & Name Tags       ● Students may not begin their clinical hours until they are cleared to start by the faculty.   ● All students are required to dress professionally. A white lab coat will be worn, which is freshly laundered and ironed. The lab coat may be worn over scrubs, depending on the clinical needs of the day, wear it over business clothing. The appropriate length of the lab coat is   not longer than mid-thigh length. A name tag will be worn identifying the student as an A-State DNP student. Name tags can be ordered through the Textbook Brokers .         Order form for name tag:   Examples for an appropriate format for a name include:   Line 1: (If you want, Mr./Mrs./Miss/Ms.) “Your Name, MSN, APRN, (certification: CNP, CNM, CNS, CRNA)” Line 2: “A-State DNP Student”             Clinical Documentation   Students must submit the following clinical documents to their Verified Credential account and obtain approval before enrolling in NURS 8313 (88303) DNP Internship I . Failure to complete these approvals before the NURS 8313 DNP Internship I will result in denied entry. Additional information will be provided in the DNP Orientation.       1. Active license to practice as a registered nurse in the state in which they will complete clinical hours. May use report from https://www.nursys.com/ . Expires on the expiration date noted.   2. Professional liability insurance indicating role as a DNP student with a policy limit of   ($1,000,000/$3,000,000) . Expires on date provided on malpractice and should be updated accordingly.     3. TB skin test, QuantiFERON, or T-spot, or evidence of negative findings from chest x-ray (one time on admission, and test dates should be within one year of admission to the program; 1-step).   Does not expire.   4. CPR certification (AHA BLS). Expiration date applies.   5. Hepatitis B full immunization; titer must have positive result.   6. MMR; full immunization; titer must be positive for all three (3) diseases 7. Influenza-yearly; must include date. 1 dose.   8. TDAP- within 10 years. Booster required every 10 years.       DNP Project Documentation     Before enrolling in NURS 8213 (88203)Translational Research I, students must submit the following DNP project documents for review and approval. This is a crucial step for the DNP Project and a necessary component for obtaining IRB approval. Failure to submit and obtain approval will put the student at risk of course failure, as IRB approval is required for the course.   ** Once project documentation has been approved, any changes to the project site or practice partner will require the student to resubmit documentation with the new change for approval. This may also require students to resubmit a new feasibility document for the project and IRB approval. Students are to notify the course faculty of any changes throughout the program. Failure to do so can prevent students from moving to the project courses: NURS 8213 (88203)Translational Research I, NURS 8223 (88233)Translational Research II, or NURS 8263 (88263) DNP Project. Site Permission letter: Document 1 if completing project at workplace or affiliation agreement secured. 1. Affiliation Agreement: Document 2 if completing project outside of workplace. Once the contract is approved and signed, Document 1 must be completed and signed by the project site. 2. Practice Partner Agreement: Document 3 if completing project outside of workplace. 3. Practice Partner Agreement: Document 4 if completing project at workplace.   The DNP (Scholarly Improvement) Project The DNP Project is a culmination of the knowledge gained in the DNP courses and applied in a specific area of the student's choice (based on needs assessment). The Project provides:   1.   An opportunity to demonstrate an analytical approach to clinical problems, programmatic, administrative, or policy issues in a format that supports the synthesis, transfer, and utilization of knowledge. 2. The ability to demonstrate the identification and resolution of a practice problem through the scholarship of application, integration, and translation. 3.   A broad and holistic approach to systematic problem-solving. 4.   A contribution from DNP expertise in the workplace or the community, and in the academic area. 5.   Experiences that are characterized by strategic interactions between and among faculty, students, and the community in which the DNP is enacted. Criteria for the DNP Project Manuscript     The DNP project is completed during NURS 8263 (88263) DNP Project. The project represents an opportunity for the student to investigate healthcare issues in a clinical situation that needs improvement. The focus is broad, encompassing not only direct care issues but also interventions and programs that indirectly impact clinical outcomes for a defined population or group of professionals.   Indirect clinical care, interventions designed to improve clinical outcomes for a population, administrative interventions to improve clinical outcomes, and policy interventions to improve health conditions and outcomes for populations are included in this definition. The project focuses on the scholarship of practice, with an emphasis on internal (local value) validity rather than external generalizability. The report of the DNP project consists of one scholarly manuscript that describes the nature of the DNP project and a presentation to a learned forum. Student final products are shared in an online repository.   Policy DNP Manuscript-Final Version (all required components) must be submitted by the student to include all final edits discussed in oral or written format by the project chair and course faculty. This version is graded per the manuscript rubric.   A second attempt for submission of the DNP Manuscript- Through References is what is submitted to the DNP Repository. This manuscript must be approved by the DNP Faculty with a grade of 80% or higher. Failure to do so will result in an F for the course. The faculty has the right not to submit the manuscript to the DNP Repository if the student does not meet the scholarly work requirements.     Types of translational scholarly DNP projects include but are not limited to: • Quality Improvement-focus on the structure, process, and outcomes of health outcomes. Quality improvement is a continuous monitoring process with its own validated methods and tools for analysis. Interventions should be evidence-based, with input from the local stakeholders, to have the most meaningful impact in this setting. • Action Research (Translational Research) - directly impacts practice and builds capacity. Translational action research involves a cycle of data gathering, reflection, and problem redefinition. The student takes research already completed and modifies it for use in the local setting. •   A variety of methods may be used to collect data.   Ideas that may fall into one of the above categories: • Translation of research into practice • Design and evaluation of new care delivery models • Design and evaluation of programs for patient or community-based populations • Implementation and evaluation of evidence-based practice guidelines • Implementation and evaluation of innovative uses of technology in clinical practice to improve outcomes • System modification for quality improvement processes ** Substantive deviations from the suggested scholarly projects will require discussion and approval with the Program Director, the project committee, and the project chair.   ** All projects should address the purpose, needs for the project, change theory, policy issues, literature review, leadership and change management role competencies, role-specific certification competencies, DNP Essentials, organization/systems implications, educational needs of staff/providers/patients, technological elements, strategic planning, interdisciplinary teamwork, guidelines for data management, IRB review, and financial aspects for implementing the project.   Roles of DNP Project Team The DNP Project is produced with the advice and guidance of a team. Role of the DNP Project Chair 1. Support and enhance DNP students in developing inter-professional and intra-professional skills, doctoral writing skills, and leadership skills in conducting the DNP project and its associated project paper.   These attributes will be done within the construct of the course guidelines. 2. Maintain rigor of the DNP project by assuring scholarly and doctoral writing, appropriate literature references, and reviews. Ensure the project is multi-dimensional, is education, and/or quality improvement, or safety oriented, all while using APA standards. 3. Mentor the student in developing and applying the principles of business, informatics, finance, evidence-based practices, QI, and/or policy initiatives as they relate to their DNP project topic. 4. Mentor students in developing the critical thinking skills of a doctoral student while they are developing and advancing their skills in translational research and scholarly writing. 5. Mentor student on how to professionally disseminate DNP project results in different venues. 6. Ensure all DNP projects remain evidence-based, incorporating appropriate evidence-based references for support. 7. Mentors in the DNP project process include the critical and systematic method of the AACN Essentials of Doctoral Education for Advanced Nursing Practice. 8. Review and provide feedback on sections of their DNP papers before submission of required coursework. 9. Maintains a Project Chair Workroom. 10. Reviews the feasibility document and project approval. Mentors students through project development. 11. Review and provide feedback on the student’s IRB study before the student’s submission for a grade and submission to the IRB. The Project Chair serves as the Faculty Advisor for the IRB study. 12. The project chair mentors the DNP student throughout the dissemination process. 13. The Project Chair is present during the assigned student’s DNP final presentation (this is the comprehensive final for the project).   14. Maintains open communication with the course instructor and the program director regarding the progress of the students being mentored. Concerns should be addressed in a timely manner.   15. Attend virtual or recorded faculty meetings.   16. Completes required university and/or program training and continued education.   17. Holds a terminal degree in Nursing and maintains an unencumbered nursing license.       Roles of DNP Practice Partner (Outside the department)     1. Provide expertise in the selected area of study for the student.   2. Assist students in the selection and project design most appropriate for their area of expertise.   3. Mentors the DNP student through the Quality Improvement or Policy project at the project site.   4. Communicate concerns to students and the DNP Director as needed.   5. Review the practice partner handbook.   6. The Practice Partner does not grade assignments and does not precept.         Role of the DNP Student     1. Maintain consistent and effective communication with the Project Chair and all team members, using only school email.   2. Collaborate with the DNP Project Chair to schedule team meetings.   3. Generate and submit all required forms (ie, Site permission letters, practice partner agreement, clinical documentation, feasibility document, and IRB study).   4. Submit work to the DNP Project Team that demonstrates a high level of scholarship and interventions.   5. File Certificate of Completion of CITI training, IRB proposal, IRB notification of approval, and final manuscript (Sections I, II, and III as per the template).   6. It is an expectation to make all edits in response to the course faculty's and/or project chair comments in a timely manner. 7. Disseminate the DNP Project and complete the final manuscript in the NURS 8263 DNP Project course.       DNP Project Process     1. Complete DNP Orientation and required tasks.   2. DNP Project proposal is an essential component; however, non-graded. Students will receive faculty feedback during DNP Orientation, providing direction with potential project topics.   3. Project approval is based on previous feedback and the completion of a feasibility document and is approved by the faculty project committee during the NURS 8123 Leadership course (88173).   4. Failure to secure a project site and practice partner can delay entrance to NURS 8213 Translational Research I (TRI). Students must have an approved DNP Project before entry to NURS 8213 TRI.   5. The student will complete Section I in NURS 8213 TRI.   6. Before the start of NURS 8213 Translational Research I, a Project Chair will be assigned to each student by the DNP Program Director.   7. The DNP student will contact the assigned DNP Project Chair to discuss the project that was approved.   If the Project Chair leaves A-State, the DNP Director, in consultation with the remaining team members and the student, will either appoint another project chair or assume the position.   8. The student completes CITI training appropriate to the project and uploads the certification to the DNP Workroom, as well as in any courses required through an assignment. 9. The student completes the IRB application appropriate to their project and uploads it to the DNP Workroom as well as in any courses requiring this through an assignment.   Students will contact the Project Chair for assistance with filing IRB application forms (See section on IRB below).   10. Students will complete and certify the IRB study for faculty review, allowing 2-3 weeks for a response. It is common for multiple attempts at editing and approval to occur. Failure to submit the IRB study and receive IRB approval in NURS 8213 TRI will put the student at risk of failing the course.   11. Any changes to the project site or practice partner must be communicated to the project chair, the course faculty, and the DNP Director. This will require a change in topic and approval of the project. 12. Notify the Project Chair of IRB status and maintain IRB notification of approval for filing/ portfolio, etc.   13. Once IRB requirements are satisfied, the student, CO-PI, and Faculty Advisor will certify, and the IRB study will enter into Pre-Review status. 14. Project implementation or data collection may not begin until IRB approval is formally obtained.   15. The next project course is NURS 8223 Translational Research II(TRII), in which you will implement your project. The student will be denied entry into NURS 8223 TRII without IRB approval. The student will complete Section II of the DNP Project paper in NURS TRII. You can begin implementation, data collection, and analysis once the course faculty receives confirmation of IRB approval. 16. In the NURS 8263 DNP Project course, students will complete Section III and disseminate the project through a completed manuscript and an oral/ PowerPoint presentation (comprehensive final for the DNP program). You must pass the program requirements to be eligible to graduate. 17. The oral presentation will include all key points of Sections I, II, and III.   18. PowerPoint slides should be used. The DNP student must meet with the Project Chair to practice dissemination and to review PowerPoint slides. All team members and the students must be present for the oral presentation to the DNP Project Team.   19. Completed DNP Presentation - Students must be prepared to present the entire project in the timeframe of 20 minutes. The candidate must present the entire project and demonstrate to the team that they are qualified to receive the Doctor of Nursing Practice degree. 20. The candidate should be prepared to answer any questions from the faculty members.   21. After the public presentation, the course faculty and/or the project chair will meet to discuss the final results.   22. The Project Chair will communicate results to the students.   23. The DNP Director will forward the completed Project form to the Graduate School.   24. The student will submit a written draft of the completed DNP Project Manuscript to the Project Chair. Allow 1-2 weeks for review and to make recommended revisions.   25. The student should prepare the final electronic manuscript and submit it to the NURS 8263 DNP Project course and faculty. Once graded and approved, the manuscript will be sent to the   DNP repository. See policy for manuscript. 26. The student must pass with a minimum grade of “B” in all DNP courses, maintain a GPA of 3.25 or higher, and submit a completed and approved manuscript to be eligible for graduation. Additionally, the student must meet all required clinical hours. Lastly, the DNP Presentation must be successfully passed in two attempts.   Oral Presentation Policy DNP Comprehensive Final (Oral Presentation): Program Requirement   Live/PPT Final Defense Presentation (Comprehensive: Must pass the comprehensive final.)  Mandatory pass/fail.    If a student does not pass the oral presentation, the student will have one more attempt, which will include a Video/PPT Final Presentation. The due date is designated by the course faculty, and the student is notified. If the student does not pass the Video/PPT Comprehensive Presentation, the student is terminated from the program .   Institutional Review Board (IRB) Approval and Forms Depending on the nature of the investigation, an application for exempt or full review is submitted to the IRB at Arkansas State University. The student will work with the project chair to determine which application is appropriate for the proposed study. Students must also identify and follow the procedures for study review and approval at the site where data will be collected. The clinical site may also have its own IRB and procedures to follow. Students are kept informed about College and University matters, including the review process of the IRB application in the College, via their assigned university email address only. Information will not be sent to personal email addresses. Furthermore, the student may not implement the intervention or collect data until official written approval is obtained from the Institutional Review Board.     If changes are made in the protocol or consent form, or if problems arise in the conduct of the study, the student must report them to their project chair, course faculty, and to the IRB. It is the student’s responsibility to notify the IRB when the study is completed (if it is deemed research).     Advising and Retention   Advising An Advisor will be assigned to you upon admission to the program. You will receive a degree plan upon admission, and students are expected to follow the sequence of courses in the plan.   Retention Students must maintain a GPA of 3.25, according to the Graduate School requirements. Admission to clinical courses requires a grade of B or better in all graduate-level courses.   All policies as represented in the -State Graduate Bulletin remain in effect, including requisites and corequisites identified for each course. Effective Fall 2013, all DNP students will be required to earn a minimum grade of “B” in all courses before progression in the curriculum.     Dismissal Policies Clinical Agency Dismissal Policy Students dismissed or removed from clinical agencies at the request of the faculty mentor or contracting agency will be placed on probation for no less than one (1) month. Faculty will make every attempt to locate another suitable clinical practice site. Faculty will work with students to produce a plan of action for students to correct the behavior that led to dismissal. By the end of the probationary period students must demonstrate improvement or correction of the behavior that led to dismissal. If the student fails to improve or demonstrate correction of the behavior that led to removal, dismissal from the program can result.   *IF THE STUDENT IS REMOVED FROM A CLINICAL AGENCY A SECOND TIME, HE/ SHE WILL FAIL THE COURSE.       General Dismissal Policy   A student may be asked to leave the nursing program regardless of academic grade if any of the following conditions exist:   1. Demonstrated lack of aptitude for advanced practice in nursing.   2. Failure to exhibit behavior of:   a.) Integrity   b.) Dependability and accountability   c.) Concern for human and societal needs. (See Honor Code)   3 . Clinical nursing performance that jeopardizes the safety of patients.   4. Physical or emotional condition of a nature that affects, or is affected by, one's performance in nursing.   5 . Failure to conform to the legal and ethical standards of the nursing profession.   6 . Having excessive absences or inadequate clinical contact hours obtained throughout clinical rotation (see attendance policy).     Academic Honesty Acknowledgment Statement (found in the course Getting Started Module) All DNP Students will review and complete the quiz. The following statement is;   I acknowledge that I have received and read the Simple Syllabus. I understand that it is a violation of university academic policies to share my Canvas or BioSig-ID login credentials, disguise my location, mask my IP address, use Virtual Private Networks (VPNs), or engage in any unauthorized collaboration. I also understand that violations of these policies may result in disciplinary action, including possible dismissal from the program.   Policy 1.If PM DNP Director receives an email from IT about a violation of this policy, the Director will provide the student with a first warning email recognizing the violation. 2. If a second occurrence happens, the student will be notified by email, and the violation will be sent to Academic Misconduct, for further investigation and sanction.   Withdrawal from Courses   The option of withdrawing from a course and receiving a grade of "W" is possible within the withdrawal period listed on the academic calendar each semester. Students electing to take a "W" in a nursing course are to understand that re-enrollment in that course is subject to the review of the faculty.       Academic Rights and Appeal Policies       Arkansas State University is a community of scholars whose members include its faculty, students and administrators. It is a forum where ideas are discovered, discussed and tested. The basic purposes of the university are the enlargement, dissemination and application of knowledge. These are achieved through classroom instruction, research, special lectures, concerts, discussion groups, seminars, experimentation, out-of-class activities, and group living and leadership development.     The basic necessity for the achievement of these purposes is freedom of expression and assembly. Without this freedom, effective testing of ideas ceases, and teaching, learning, and research are rendered ineffective. Yet absolute freedom in all aspects of life leads to anarchy, just as absolute order leads to tyranny. Both anarchy and tyranny are antithetical to the purposes and necessities of the university. Therefore, the university must always strive for that balance between maximum freedom and necessary order which best promotes its basic purposes by providing an environment most conducive to many-faceted activities of teaching, learning, and research.     The student, as a member of the academic community, has both rights and responsibilities. The most essential right is the right to learn, and the university has a duty to provide for the student those privileges, opportunities and protections that best promote the learning process. The student has a responsibility to other members of the academic community, the most important being to refrain from interference with the rights of others, which are equally essential to the purposes and processes of the university.     Regulations governing the activities and conduct of student groups and individual students are not comprehensive codes of desirable conduct; rather, they are limited to meeting the practical, routine necessities of a complex community and to the prohibition or limitation of behavior, which cannot be   condoned because it interferes with the basic purposes, necessities and processes of the academic community, or with rights essential to other members of that community.     The student is not only a member of the academic community —he/she is also a citizen of the larger society. The university will use every method at its disposal to ensure that the campus environment is conducive to the learning process. It cannot condone those activities designed to disrupt and destroy the basic functions of the university. Each student has an obligation to the larger society, which is the responsibility of the legal and judicial authorities of the city, county, and state. The university cannot be expected to shelter a student from the reality of this obligation.     The university, in its relationship to each student, recognizes the constitutional rights of freedom of speech and due process when the student’s right to continue as a student is in question. A student who feels that his/her constitutional rights have been violated and who has not found satisfactory relief within the university structure has access to the judicial process of the civil courts.     In order to protect student rights, to facilitate the definition of student responsibilities, to preserve necessary order, and to provide avenues through which students may seek to effect change, the guidelines in the following pages are established.     The freedom and effectiveness of the educational process depend upon the provision of satisfactory conditions and opportunities for learning. The responsibility to secure, respect and protect such opportunities and conditions must be shared by all   members of the academic community. The faculty has the central role in the educational process and has the primary responsibility for the intellectual content and integrity of the university.     It is the faculty’s role to encourage discussion, inquiry and expression among students and to act as an intellectual guide and counselor. They should foster honest academic conduct and evaluate students fairly and accurately. They should not exploit students for private advantage, and they should respect the faculty-student fiduciary relationship. The establishment and maintenance of the proper faculty and student relationships are basic to the university’s function. This relationship should be founded on mutual respect and understanding and assumes a common dedication to the educational process. If problems arise in this relationship, both student and faculty should attempt to resolve them in informal, direct discussions as between well-intentioned and reasonable persons.       Academic Responsibilities of the Student   The student is responsible for being informed about academic requirements, both general and specific, for completing a degree program as outlined in the Undergraduate or Graduate Bulletin. • The student is responsible for learning the content of a course of study according to standards of performance established by the faculty. • The student’s behavior in the classroom shall be conducive to the learning process for all concerned.       The Academic Rights of the Student   The student shall have the right to an academic environment that is accepting of all students without regard for race, national origin, gender, disability, ethnicity, sexual orientation, age, or religion. • The student shall be free to take reasoned exception to data and views offered in the classroom, and to express differences of opinion without fear of penalty. • The student has a right to protection against improper disclosure of information concerning grades, health, or character that an instructor acquires in the course of his/her professional relationship with the student. • The student has a right to a course grade that represents the instructor’s professional judgment of the student's performance in the course. • The student has a right to be governed by educationally justifiable academic regulations. • The student has a right to competent instruction. • The student has the right to accurate and clear information in order to determine: o The general requirements for establishing and maintaining an acceptable academic standing. o His/her academic relationship with the university and any special conditions that apply. o The graduation requirements for a particular curriculum and major.     Academic Misconduct   Arkansas State University promotes academic integrity and professional ethics among all members of the AState academic community. Violations of this policy are considered as serious misconduct and may result in severe penalties, up to and including expulsion from Arkansas State University. A student deemed to have engaged in academic misconduct may not avoid academic sanctions by withdrawing from a class, a program, or the University. Students that participate in organizations such as Honors College or Athletics program(s) are subject to dismissal from those programs in addition to the penalties set forth below. The respective program(s) will be notified of any offense. Colleges and Departments may add to these prohibitions and standards applicable to all students in order to enforce academic integrity and professional ethics to meet their special needs for a specific degree program. For the purposes of these definitions, an assignment includes any task assigned as a course requirement or program requirement. Assignments include but are not limited to papers, projects, homework, and exams.   Plagiarism       Plagiarism is the act of taking, using, and/or presenting the idea(s), work(s), and/or writing(s) of another person or entity (e.g., artificial intelligence) as one's own. Plagiarism includes, but is not limited to:   Submitting as one’s own any theme, paper, report, computer program, presentation, creative work, or scholarly work of any nature belonging to, or written or created by another, including artificial intelligence, without prior permission of the instructor and proper citations.   a) To avoid plagiarism, give written credit and acknowledgment to the source of thoughts, ideas, and/or words, whether you have used direct quotation, paraphrasing, or just a reference to a general idea.   b) If you directly quote works written by another person(s) or entity (e.g., artificial intelligence), enclose the quotation with quotation marks and provide an appropriate citation (e.g., footnote, endnote, bibliographical reference). c) Research for an assignment, as well as the complete assignment, must be the work of the person seeking academic credit for the course. Permission of the instructor to use prior work completed for another course or assignment must be obtained in advance.     Discipline   Faculty members may respond to cases of plagiarism in any of the following ways:   • Return the paper or other item for rewriting; the grade may be lowered.   • Give a failing grade on the paper or other item—"F" if a letter grade is used or zero if a numerical grade is used.   • Give the student who plagiarized a failing grade in the course.   • Recommend sanctions, including disciplinary expulsion from the university.     Cheating   Cheating is an act of dishonesty with the intent of obtaining and/or using information in a fraudulent or unauthorized manner. Examples of cheating include, but are not limited to:   1) Observing and/or copying from another student's assignment. 2) Giving or receiving assistance during an examination period. This includes providing specific answers to subsequent examinees and/or dispensing or receiving information that would allow the student to have an unfair advantage in the examination over students who did not possess such information. 3) Using class notes, outlines, and/or other unauthorized information during an examination.   4) Using, buying, selling, stealing, transporting, or soliciting, in part or in whole, the contents of an assignment when such action is not authorized by the instructor of the class. 5) Using for credit in a subsequent class an assignment written for credit in a previous class without the knowledge and permission of the instructor of the subsequent class. This includes when a student is repeating a course for credit. 6) Impersonating or attempting to impersonate another person, or permitting or requesting another person to impersonate you for the purpose of taking an examination or completing other assignments. 7) Unauthorized collaborating during an examination, lab, or any course requirement with any other person by giving or receiving information without specific permission of the instructor. 8) Altering grades or official records. 9) Falsifying or signing another person’s name on any academically‐related University form or document. 10) Sabotaging or interfering with the academic progress of others. 11) Submitting altered, fraudulent, or falsified data, course, degree program requirements, including but not limited to honor’s thesis; doctoral dissertation; qualifying exam; dissertation defense, and University records/forms.       Discipline   Suspected cheating will be turned over to Academic Misconduct.     Sanctions for Academic Misconduct     Course-level sanctions may be imposed prior to a finding of responsibility with the exception of a failing grade for the class or removal from class. These sanctions may only be imposed after a finding of responsibility. Acts of behavioral misconduct are not covered by this section and should be reported to the Office of Student Conduct. Academic Misconduct that occurs in clinical, field, and internship sites is subject to sanctions established by the respective program.   These sanctions may or may not be included in the list below. Course-level sanctions for Academic Misconduct can be imposed by the faculty member or instructor who discovered the Academic Misconduct upon a finding of responsibility (see Procedure for Handling Academic Misconduct Charges).     The following course‐level sanctions may be imposed by the instructor for academic misconduct: •   Completion of Educational Modules; •   A reduction of grade for assignment;   •   An alternative assignment;   •   A failing grade on the assignment; •   Rewriting or repeat performance of assignment; and, or;   •   A failing grade for the class     In addition, the following administrative‐level sanctions may be imposed for Academic Misconduct upon a finding of responsibility based on the seriousness and/or prior acts of academic misconduct of the respective student. Administrative-level sanctions are determined by the student’s academic department in consultation with Academic Affairs: • Completion of Education Modules;   • A failing grade for the course; • Removal from the course; • Dismissal from a particular program; • Suspension from a particular program for one semester or more; • Suspension from the University for one semester; • Expulsion from the University; and/or • Other appropriate sanctions as warranted by the specific acts of the student.   PROCEDURES FOR HANDLING ACADEMIC MISCONDUCT CHARGES FOR VIOLATIONS OF THE STANDARDS OF STUDENT CONDUCT     A student disagreeing with the sanction issued based on Academic Misconduct should follow the Academic Grievance Procedure located in th e The Student Handbook .     Student Academic Grievance Procedure     Under certain circumstances, Arkansas State University students have the right to grieve alleged violations of their academic rights. A grievance is a complaint alleging that one or more of the "academic rights of students" have been violated. The Student Handbook contains the academic grievance procedure.     A-State Online Students and those residing Out-of-State     Students, including A-State Online students and those residing Out-of-State, must follow Arkansas State University's published grievance policy. If any student must report an unresolved grievance, the student may complete the student complaint form for the Arkansas Department of Higher Education (ADHE) found at: Student Complaint Form . Resolution by ADHE are final.     Students must submit a written grievance to ADHE using the form. The grievant must also provide written documentation from Arkansas State University verifying that the A-State appeal process has been followed.     Grievances regarding student grades or conduct violations are governed entirely by institutional policy and Arkansas law and will not be considered by ADHE.     College Hearing Team   The college hearing team shall be organized in the following manner:     At the beginning of each Fall semester, each college dean, independent department chair, and other academic unit supervisors shall identify a "hearing team pool," consisting of nine (9) to eighteen (18) faculty members, five (5) to ten (10) undergraduate students, or five (5) to ten (10) graduate students, depending on the rank of the student making the appeal.     When a hearing team must be convened, the dean shall appoint a college hearing team comprised, to the extent possible, of individuals knowledgeable in the area asserted in the grievance. The hearing shall take place no sooner than five (5) and not later than ten (10) working days after the hearing team is appointed, unless there is a compelling reason why another time must be selected. At a prearranged time prior to the hearing, the members of the hearing team will meet with the dean to receive all relevant background materials and to review the process to be utilized during the hearing. The individual against whom the complaint has been filed and the student may attend this meeting as observers. All non-team members will then withdraw and the hearing team will elect a chair to preside at the subsequent hearing.       The hearing will be conducted in private. Witnesses will be admitted for testimony only and then asked to leave. The testimony will be tape recorded, but the final deliberations of the team will not be recorded.     The student and the individual against whom the complaint has been filed must appear in person and answer questions from members of the hearing team. The student and the individual against whom the complaint has been filed each may have one person present during the hearing to advise them. Those persons may not address the hearing team, speak on behalf of the student or individual against whom the complaint has been filed, question witnesses, or otherwise actively participate in the hearing.     A university attorney may also attend the hearing and may advise the team on procedural issues but may not question witnesses or otherwise actively participate in the hearing. The dean shall attend as an observer only.     The student and the person against whom the complaint has been filed may make an oral statement and/or submit sworn written statements and other exhibits and witnesses on their behalf. The student and the individual against whom the complaint has been filed may hear and question all witnesses testifying before the hearing team. Neither the student nor the individual against whom the complaint has been filed may be present during the deliberations of the hearing team.     The hearing team shall conduct its deliberations based upon the evidence presented at the hearing that is relevant to the issue or issues before the team. The hearing team shall present to the dean a written report detailing its findings and its recommendations relative to the complaint within five (5) working days following the conclusion of the hearing. Member(s) of the hearing team may file a minority opinion, which shall be appended to the team report. Within ten (10) working days following receipt of the hearing team report, the dean will notify the student and individual against whom the complaint was filed whether the recommendations are accepted or rejected. The decision of the dean is final as to the student except in the case of expulsion from the university where the student shall have a final appeal to the Vice Chancellor for Academic Affairs and Research which must be filed in writing within ten (10) working days following receipt of the dean’s decision.     If the individual against whom the complaint was filed refuses to accept a remedy accepted by the dean, the individual may appeal to the Vice Chancellor for Academic Affairs and Research in writing within ten (10) working days following receipt of the dean’s decision. The decision of the Vice Chancellor for Academic Affairs and Research to accept or reject the recommended remedy is final as to the individual against whom the complaint has been filed.       Technology Proficiency   Competency in the use of the computer to access information, communicate by Email, use Excel, Word Processing and PowerPoint is a component of the program. It is to your advantage to have your own computer, modem, and access to the Internet. A detailed technology statement is located in each course in the General Orientation tab under Getting Started.       0 Writing Proficiency   Minimal level expectation for written academic assignments includes use of the 7th edition of the Publication Manual of the American Psychological Association (APA) style format, expression of a logical flow of ideas, and proper grammar, spelling and sentence structure (APA, 2020). The APA manual has information regarding content and organization of a manuscript, expression of ideas, as well as information about editorial style and manuscript preparation. All written academic assignments must be typed and properly referenced. You are encouraged to seek faculty assistance with a draft version of your work prior to the assignment due date. The American Psychological Association (APA) publication guidelines are used in the Nursing Program.         Student Assignments   Student papers/assignments may be displayed as student examples for course files and accreditation purposes. Student work used for any other purpose will require permission from the student(s) prior to faculty use.       Pregnancy and Change in Health Status   Student pregnancy or a change in health status is to be reported to the clinical instructor. A physician's consent is required for students to continue clinical agency experiences. After surgery or other hospitalization, a physician's release to return to clinical is required.       Health Insurance and Health Care Responsibility   Students are expected to have health care insurance while enrolled in the program. The student is responsible for all costs related to their health care, including any costs associated with any type of clinical exposure, while enrolled in the program.     Tuition and Financial Aid Policy Graduate Assistantships –A-State has a limited number of assistantships available to students in the nursing program. The student must have applied for admission to the graduate school to be eligible for a graduate assistantship position. Assistantships are available to qualified students in fall, spring and summer sessions. Applications are through the program director, or the Graduate School.     Scholarships –DNP students are eligible for one scholarship(s) offered by the College of Nursing and Health Professions. Notification about scholarships is done through the DNP student listserv and announcements to classes. Scholarship applications are usually filed in Spring Semester of each year.     State Scholarship/Loan Funds –A scholarship/loan fund for students residing in Arkansas who, after graduation, practice in a rural area as a NP or teach in an Arkansas school of nursing as a nurse educator. Loan forgiveness is based on fulfilling work obligations as a rural NP or nurse educator. Information and applications are available from the Graduate Chair.         General Information       School Offices   The offices of the Dean of the College of Nursing and Health Professions, the Associate Dean of the College of Nursing and Health Professions, the Student Affairs Coordinator, and Faculty are located in the College of Nursing and Health   Professions building. In locating a specific office, inquire at the Receptionist's Desk in room 203D.       Computers   To participate in required course work, you will need access to a computer, the Internet, and an email account. While many students enjoy the convenience of doing their coursework on their home computer, computer access is available on campus for students who do not own a computer. All Arkansas State University computing facilities, equipment, software and reference manuals are for class use only. No use of a commercial nature or use for personal gain or profit will be allowed. Copying of computer software or related reference manuals for commercial or personal use is a violation of federal copyright laws and will not be allowed. Playing games on the computers will not be allowed. Using computers and printers to print banners, posters, term papers, resumes, greeting cards, etc. will not be allowed unless it is for an A-STATE computer or word processing class assignment. Please review the A-State I T Policies and Procedures .     E-mail   Students get an account in the system upon being admitted to Arkansas State University. Until a student is admitted, individuals cannot be given an A-STATE account. Further information can be obtained at   AState I T service s . Y ou must have an established email account before your first class meeting. All communication must be conducted through your A-State email account.   Please include your Student ID number and a phone contact number in all correspondence.     Parking   All students, faculty and staff who park a vehicle on the A-STATE campus are required to register the vehicle and display a sticker. Students can register their vehicle at Parking Services .     University Policies   All university policies, as published in the Bulletin , e xtend to all sites where students are engaged in the role of a DNP nursing student.     Library   Extensive library services are available to students at the Dean B. Elli s Library . Services include interlibrary loans, on-line computer searches, personal computers, and photocopiers. Students should contact the library (870-972-3077) for a current listing of library hours.       Licensure   All DNP students must hold an unencumbered license as a Registered Nurse in their state of residence and the state where they will complete clinical hours.       Smoking Policy   Use of tobacco is not permitted on university property. This includes, but is not limited to, the use all lighted tobacco and plant products including cigarettes, cigars, and pipes, smokeless tobacco, and vaping devices including e-cigarettes. Possession of tobacco products by persons under the age of 21 is prohibited.   Student Organizations and Participation   Student Advisory Council   Students in all graduate programs at A-State have an organization of their own. This organization, which works with the Graduate School and the Graduate Dean, is the Graduate Student Advisory Council. A student from one of the graduate programs represents the College of Nursing and Health Professions. If you have concerns about graduate study in general or campus services to graduate students, contact your representative to the Graduate Student Advisory Council. The Constitution and By-Laws of the Graduate Student Advisory Council are on file in the Department of Nursing Office for review.     Sigma Theta Tau   Sigma Theta Tau is the international honor society of nursing with the A-State chapter, Eta Theta. The purpose of this society is: 1) to recognize superior achievement and scholarship; 2) to recognize the development of leadership qualities; 3) to foster high professional standards; 4) to encourage creative work; and 5) to strengthen commitment to the ideals and purposes of the profession. Membership Criteria: Graduate students must have a cumulative grade point average (GPA) of at least 3.5 and have completed at least ¼ of the program of study.       Graduation     STUDENT RESPONSIBILITY FOR MEETING GRADUATION REQUIREMENTS     Each student should study the Undergraduate or Graduate Bulletins and this Student Handbook thoroughly and become completely familiar with the organization, policies, and regulations of the University. Failure to do this may result in serious mistakes for which the student shall be held fully responsible.                                           Appendix     DNP Project Paper and Presentation Rubrics         Arkansas State University Post-Masters DNP Program DNP Final Project Manuscript Rubric     Criteria         Abstract and TOC 10 to >9.0 pts Full Marks The abstract (5 Points) and table of contents (5 Points) are included with all revisions completed based on DNP Project Chair and Course Instructor feedback 9 to >0.0 pts Marginal Abstract (5 Pts) and/or Table of Contents (5 pts) with minor revisions completed based on DNP Project Chair and Course Instructor feedback 0 pts Unsatisfactory The abstract and/or Table of Contents were either not included or major revisions were not completed based on feedback from the DNP Project Chair and Course Instructor. 10 Points Section I 25 to >24.0 pts Full Marks Section I final version with no editing errors (each worth points) to Introduction (2 pt); Background of Problem (3 pt); Literature Review intro and addressed topic, problem, and intervention (4 pts); Statement of Problem (2 pt); and Purpose of Project (2 pt); Change Theory(5 pt), and Theoretical Framework (5 pt) and Section I summary (2 pt) completed based on the DNP Project Chair and Course Instructor feedback. 24 to >0.0 pts Partial Completion Section I final version with minor revisions/editing errors to Introduction (2 pt); Background of Problem (3 pt); Literature Review intro and addressed topic, problem, and intervention (4 pts); Statement of Problem (2 pt); and Purpose of Project (2 pt); Change Theory(5 pt), and Theoretical Framework (5 pt) and Section I summary (2 pt) completed based on the DNP Project Chair and Course Instructor feedback. 0 pts Incomplete Section I final version was either not included or major revisions to Introduction (2 pt); Background of Problem (3 pt); Literature Review intro and addressed topic, problem, and intervention (4 pts); Statement of Problem (2 pt); and Purpose of Project (2 pt); Change Theory(5 pt), and Theoretical Framework (5 pt) and Section I summary (2 pt) completed based on the DNP Project Chair and Course Instructor feedback. 25 Points Section II 25 to >24.0 pts Full Marks Section II final version with no editing errors to include: Introduction (2 pts), Project Design (2 pts), Sample and Setting (2 pts), Instrumentation (4 pts), Data Collection (2 pts), Data Analysis (2 pts), Data Management (2 pts), Ethical Considerations (2 pts), Timeline/Budget-Cost/ Cost Analysis/Resources (4 pts), Sustainability (2 pts), and Summary (1 pts) completed based on the DNP Project Chair and Course Instructor feedback. 24 to >0.0 pts Partial Completion Section II final version with minor revisions/editing error to Introduction (2 pts), Project Design (2 pts), Sample and Setting (2 pts), Instrumentation (4 pts), Data Collection (2 pts), Data Analysis (2 pts), Data Management (2 pts), Ethical Considerations (2 pts), Timeline/Budget-Cost/ Cost Analysis/Resources (4 pts), Sustainability (2 pts), and Summary (1 pts) completed based on the DNP Project Chair and Course Instructor feedback. 0 pts Incomplete Section II was either not included, or major revisions to Introduction (2 pts), Project Design (2 pts), Sample and Setting (2 pts), Instrumentation (4 pts), Data Collection (2 pts), Data Analysis (2 pts), Data Management (2 pts), Ethical Considerations (2 pts), Timeline/Budget-Cost/ Cost Analysis/Resources (4 pts), Sustainability (2 pts), and Summary (1 pts) completed based on the DNP Project Chair and Course Instructor feedback. 25 Points Section III 25 to >24.0 pts Full Marks Section III final version with no editing errors to include: Introduction (2 pts); Summary of Methods and Procedures (4 pts); Summary of Sample and Setting Characteristics (3 pts); Major Findings (4 pts); Implications to Nursing Practice(3 pts); Recommendations (3 pts); Discussion (3 pts); and Conclusion and Contributions to Profession of Nursing (3pts), completed based on the DNP Project Chair and Course Instructor feedback. 24 to >0.0 pts Partial Completion Section III final version with minor editing to Introduction (2 pts); Summary of Methods and Procedures (4 pts); Summary of Sample and Setting Characteristics (3 pts); Major Findings (4 pts); Implications to Nursing Practice(3 pts); Recommendations (3 pts); Discussion (3 pts); and Conclusion and Contributions to Profession of Nursing (3pts), completed based on the DNP Project Chair and Course Instructor feedback. 0 pts Incomplete Section III final version was either not included or major revisions to Introduction (2 pts); Summary of Methods and Procedures (4 pts); Summary of Sample and Setting Characteristics (3 pts); Major Findings (4 pts); Implications to Nursing Practice(3 pts); Recommendations (3 pts); Discussion (3 pts); and Conclusion and Contributions to Profession of Nursing (3pts), completed based on the DNP Project Chair and Course Instructor feedback. 25 Points APA Formatting & Mechanics 15 to >14.0 pts Full Marks Free of errors in APA formatting,   including title page, table of contents, spacing, margins, font, level headings, shout-outs, in-text citations, references, tables, figures, appendices, and free of errors in grammar, indentations, punctuation, and/or spelling. All citations and references must come from real, verifiable academic sources. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment, with possible academic integrity consequences.   14 to >0.0 pts Marginal 1-9 errors in APA formatting,   title page, table of contents, spacing, margins, font, level headings, shout-outs, in-text citations, references, tables, figures, appendices, and free of errors in grammar, indentations, punctuation, and/or spelling. All citations and references must come from real, verifiable academic sources. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment, with possible academic integrity consequences.     0 pts Unsatisfactory 10 or more errors in APA formatting including title page, table of contents, spacing, margins, font, level headings, shout-outs, in-text citations, references, tables, figures, appendices, and free of errors in grammar, indentations, punctuation, and/or spelling. All citations and references must come from real, verifiable academic sources. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment, with possible academic integrity consequences.     15 Points Total Points       Total: /100 Points                                             Arkansas State University   Post-Masters DNP Program   Comprehensive Final (DNP Presentation) Rubric Criteria             Section I:   Introduction   4 points   Excellent   Introduces self (1 pt) and thoroughly introduces the topic of interest (1 pt)and title of project (1 pt).   Project type, i.e.   policy,   protocol, or process change(1 pt).   3-2 Points   Proficient   Introduces self (1 pt) and thoroughly introduces the topic of interest (1 pt)and title of project (1 pt).   Project type, i.e.   policy,   protocol, or process change(1 pt).   1point   Marginal   Introduces self (1 pt) and thoroughly introduces the topic of interest (1 pt)and title of project (1 pt). Project type, i.e. policy, protocol, or process change(1 pt).   0 pts   Unsatisfactory Does not introduce self or address the topic of interest and the title of project and Project type, i.e. policy, protocol, or process change.   4 Points   Background   10 Points   Excellent   Expertly explains a brief summary of the focused evidence related to the problem/issues (4 pts). Include the   Needs Assessment (4 pt) and results(2 pt) 9-5 points   Proficient   Efficiently explains a brief summary of the focused evidence related to the problem/issues (4 pts). Include the   Needs Assessment (4 pt) and results(2 pt) 4-1 point   Marginal   Vaguely explains a brief summary of the focused evidence related to the problem/issues (4 pts). Include the   Needs Assessment (4 pt) and results(2 pt). 0 pts   Unsatisfactory Does not address explains a brief summary of the focused evidence related to the problem/issues. Include the Needs Assessment and results. 10   Points   Purpose and Aim   6 Points   Excellent   Expertly explains the purpose statement (2 pt) and desired outcome/impact (2 pt). Discussed the aim of project (2 pts)   5-4 Points   Proficient   Efficiently explains the purpose statement (2 pt) and desired outcome/impact (2 pt). Discussed the aim of project (2 pts)   3-1 Points   Marginal Vaguely explains the purpose statement (2 pt) and desired outcome/impact (2 pt). Discussed the aim of project (2 pts)   0 pts   Unsatisfactory Does not address the purpose statement outcome or impact. Discussed the aim of project     6 Points   Review of Literature   20 Points   Excellent   Expertly addresses the significant research available (2 pts), describes peer reviewed articles to cover topic, problem, intervention (6 pts-2 each), describes similarities (2 pts) and differences (2 pts) between research articles and articulates how articles demonstrate EBP (4pts). Includes citations on slide in APA format (4 pts)   19-16 Points   Proficient   Efficiently addresses the significant research available (2 pts), describes peer reviewed articles to cover topic, problem, intervention (6 pts-2 each), describes similarities (2 pts) and differences (2 pts) between research articles and articulates how articles demonstrate EBP (4pts). Includes citations on slide in APA format (4 pts)   15-1 Points   Marginal   Vaguely addresses the significant research available (2 pts), describes peer reviewed articles to cover topic, problem, intervention (6 pts2 each), describes similarities (2 pts) and differences (2 pts) between research articles and articulates how articles demonstrate EBP (4pts). Includes citations on slide in APA format (4 pts)   0 pts   Unsatisfactory   Does not address the significant research available, describes peer reviewed articles to cover topic, problem, intervention, describes similarities and differences between research articles and articulates how articles demonstrate EBP. Includes citations on slide in   APA format   20   Points   Problem Statement   4 Points   Excellent   3 Points   Proficient   2-1 Points   Marginal   0 pts   Unsatisfactory   4 Points       Expertly explains the problem statement, issue, or challenge to be addressed (4 pts)   Efficiently explains the problem statement, issue, or challenge to be addressed.(4 pts)   Vaguely explains the purpose statement, issue, or challenge to be addressed.(4 pts)     Does not address the problem statement, issue, or challenge to be addressed.     Project Question   4 Points Excellent   Expertly explains the problem question/PICOT for their project (2 pts). PICOT is written correctly (2 pts). 3 Points   Proficient   Efficiently explains the problem question/PICOT for their project (2 pts). PICOT is written correctly (2 pts).     2-1 Points   Marginal Vaguely explains the problem   question/PICOT   for their project (2 pts). PICOT   is written correctly (2 pts). 0 pts   Unsatisfactory   Does not address the problem question/PICOT for their project. PICOT is written correctly   4 Points Change Framework   20 Points   Excellent   Expertly describes the alignment of their DNP Project with a Change framework (5 pts). Discussed how they interrelate in project (5 pts). Visual/models provided (5 pts). Key concepts clearly defined relative to project/problem (5 pts).   19-10 Points   Proficient   Efficiently describes the alignment of their DNP Project with a Change framework (5 pts). Discussed how they interrelate in project (5 pts). Visual/models provided (5 pts). Key concepts clearly defined relative to project/problem (5 pts).   9-1 Points   Marginal Vaguely describes the alignment of their DNP Project with a   Change framework (5 pts). Discussed   how they   interrelate in project (5 pts). Visual/models provided (5 pts). Key concepts clearly defined relative to project/problem (5 pts)..   0 pts   Unsatisfactory Does not address the alignment of their   DNP Project with a Change framework. Discussed how they   interrelate in project.   Visual/models provided. Key concepts clearly defined relative to project/problem.   20   Points     Conceptual/Theoretic al Framework   20 Points Excellent   Expertly describes the alignment of their DNP Project with a conceptual or theoretical framework(5pts). Discussed how they interrelate in the project (5 pts). Visual/models provided (5 pts). Key concepts clearly defined relative to project/problem (5 pts)   19-10 Points   Proficient   Efficiently describes the alignment of their DNP Project with a conceptual or theoretical framework(5pts). Discussed how they interrelate in the project (5 pts). Visual/models provided (5 pts). Key concepts clearly defined relative to project/problem (5 pts)   9-1 Points   Marginal   Vaguely describes the alignment of their DNP Project with a conceptual or theoretical framework(5pts). Discussed how   they interrelate in the project (5 pts). Visual/models provided (5 pts). Key concepts clearly defined relative to project/problem (5 pts)   0 pts   Unsatisfactory Does not address the alignment of their DNP Project with a conceptual model or   theoretical framework. How the two interrelate. Visual/models is not provided.   20   Points   Section II: Project   Design   20 Points   Excellent   Expertly describes the project design: Methodology: Research Design – such as Quantitative, non-experimental, retrospective (5   19-10 Points   Proficient   Efficiently describes the project design: Methodology: Research Design – such as Quantitative, non-experimental, retrospective (5   9-1 Points   Marginal   Vaguely describes the project design: Methodology: Research Design – such as   Quantitative, nonexperimental,   0 pts   Unsatisfactory Does not address the project design   or implementation framework or the EBP intervention   20   Points         Points). Clearly describes the implementation framework r/t the project (5 Points).   Thoroughly describes the EBP intervention (5 pts) and provides citations (5 pts).   Points). Clearly describes the implementation framework r/t the project (5 Points). Thoroughly describes the EBP intervention (5 pts) and provides citations (5 pts).   retrospective (5 Points). Clearly describes the implementation framework r/t the project (5 Points). Thoroughly describes the EBP intervention (5 pts) and provides citations (5 pts).       Sample and Setting   (Include Tables,   Figures, Appendice)   8 Points Excellent   Expertly describes the project setting (2 pts), population, inclusion and exclusion criteria in sample selection (2 pts), stakeholder impact (2 pts), and recruitment strategy and copy of flyer/email (2 pts) 7-6 Points   Proficient   Efficiently describes the project setting (2 pts), population, inclusion and exclusion criteria in sample selection (2 pts), stakeholder impact (2 pts), and recruitment strategy and copy of flyer/email (2 pts) 5-1 Points   Marginal   Vaguely describes   the project setting(2 pts), population, inclusion and exclusion criteria in sample selection (2 pts), stakeholder impact (2 pts), and recruitment strategy and copy of flyer/email (2 pts)     0 pts   Unsatisfactory Does not address the project setting, population, inclusion and exclusion criteria in sample selection, stakeholder impact, and/or recruitment strategy and copy of flyer/email   8 Points   Instrumentation   Process   10 Points   Excellent   Expertly describes the project outcome (1 pt),   describes instrument (items, levels of   measurement)(4 pts-2 pts each), and psychometric properties   (valid/reliable) (4 pts- 2 pts each),   instrument on a slide   (1 pt)   9-5 Points   Proficient   Efficiently describes the project outcome(1 pt),   describes instrument (items, levels of   measurement)(4 pts-2 pts each), and psychometric properties   (valid/reliable) (4 pts- 2 pts each),   instrument on a slide   (1 pt)   4-1 Points   Marginal   Vaguely describes the project outcome(1 pt),   describes instrument (items, levels of measurement)(4   pts-2 pts each), and psychometric properties   (valid/reliable) (4 pts-2 pts each), instrument on a slide (1 pt)   0 pts   Unsatisfactory Does not address the project   outcome, describes instrument (items,   levels of measurement), and psychometric properties   (valid/reliable) and instrument on a slide   10   Points   Data Collection   14 Points   Excellent   Expertly describes the who, what, when, and how of the data collection process (4 pts-1 pt each), justifies data elements for data retrieved (2 pts), project site permission, and protection of data addressed (4 pts). Codebook on slide (1 pt), discussed the variables and level of measurement,   13-10 Points   Proficient   Efficiently describes the who, what, when, and how of the data collection process(4 pts-1 pt each), justifies data elements for data retrieved (2 pts), project site permission, and protection of data addressed (4 pts). Codebook on slide (1 pt), discussed the variables and level of measurement,   9-1 Points   Marginal   Vaguely describes the who, what, when, and how of the data collection process, justifies data (4 pts-1 pt each), justifies data elements for data retrieved (2 pts), project site permission, and protection of data addressed (4 pts). Codebook on slide (1 pt), discussed the variables and   0 pts   Unsatisfactory Does not address the who, what, when, and how of the data collection process, justifies data elements for data retrieved, project site permission, protection of data. No Codebook on   slide, no discussion of the variables and level of measurement, addressed missing data or outliers   14   Points       addressed missing data or outliers (3 pts- 1 pt each).   addressed missing data or outliers (3 pts- 1 pt each).   level of measurement, addressed missing data or outliers (3 pts-1 pt each).       Data Analysis   Methods     10 Points Excellent   Expertly explains the level of significance used in project (2 pt), the determination of normality (4 pt), and statistical test used (4 pt)   9-5 Points   Proficient   Efficiently explains the level of significance used in project(2 pt), the determination of normality (4 pt), and statistical test used (4 pt)   4-1 Points   Marginal   Vaguely explains the level of significance used in project(2 pt), the determination of normality (4 pt), and statistical test used (4 pt)   0 pts   Unsatisfactory Does not address the level of significance used in project, the determination of normality, and statistical test used   10   Points   Data Management   6 Points   Excellent   Expertly explains how the data will be handled from data collection to data destruction (4 pts), and the method of deidentifying PHI (2 pts).   5-4 Points   Proficient   Efficiently explains how the data will be handled from data collection to data destruction (4 pts), and the method of deidentifying PHI (2 pts).   3-1 Points   Marginal Vaguely explains how the data will be handled from data collection to data destruction (4 pts), and the method of deidentifying PHI (2 pts).   0 pts   Unsatisfactory Does not address how the data will be handled from data collection to data destruction, and the method of deidentifying PHI.   6 Points   Ethical   Considerations   4 Points   Excellent   Expertly describes ethical considerations/minim al risk to participants (4 pts).   3 Points   Proficient   Efficiently describes ethical considerations/minim al risk to participants   (4 pts)   2-1 Points   Marginal   Vaguely describes ethical   considerations/mini mal risk to participants (4 pts).   0 pts   Unsatisfactory   Does not address ethical   considerations/mini mal risk to participants.   4 Points   Timeline/Budget/Reso urces (use tables and figures)   15 Points   Excellent   Expertly describes timeline (2 pts), budget (2 pts), additional resources (2 pts), financial feasibility (2 pts), and economic impact of project (2 pts). Timeline figure/table   (2.5 pts) and Budget   Table (2.5 pts) on   PPT slide 14-10 Points   Proficient   Efficiently describes timeline (2 pts), budget (2 pts), additional resources (2 pts), financial feasibility (2 pts), and economic impact of project (2 pts). Timeline figure/table   (2.5 pts) and Budget   Table (2.5 pts) on   PPT slide 9-0 Points   Marginal   Vaguely describes timeline (2 pts), budget (2 pts), additional resources(2 pts), financial feasibility   (2 pts), and economic impact of project (2 pts). Timeline figure/table (2.5 pts) and Budget Table (2.5 pts) on   PPT slide 0 pts   Unsatisfactory Does not address timeline, budget, additional resources, financial feasibility, and economic impact of project. Timeline figure/table and Budget Table on   PPT slide   15   Points   Section III: Major   Findings (Include   Tables)   25 Points   Excellent   Expertly explains interpretation of major findings (5 pts), how findings supported by literature (5 pts), how finding support or expand on theoretical framework (5 pts), and relates all   24-15 Points   Proficient   Efficiently explains interpretation of major findings, how findings supported by literature (5 pts), how finding support or expand on theoretical framework (5 pts), and relates all information to   14-1 Points   Marginal Vaguely explains the interpretation of major findings, how findings   supported by   literature (5 pts), how finding support or expand on theoretical framework (5 pts),   0 pts   Unsatisfactory Does not address the interpretation of major findings are supported by literature, how to find support or expand on the theoretical   framework, and   relate all   25   Points       information to problem statement and question (5 pts). Must include visuals of major findings such as tables, charts, graphs, etc.(5 pts), visuals must be displayed as you discuss the findings   problem statement and question (5 pts). Must include visuals of major findings such as tables, charts, graphs, etc.(5 pts), visuals must be displayed as you discuss the findings   and relates all information to problem statement and question (5 pts). Must include visuals of major findings such as tables, charts, graphs, etc.(5 pts), visuals must be displayed as you discuss the findings   information to the problem statement and question. Must include visuals of   major findings such as tables, charts, graphs, etc., visuals must be displayed as you discuss the findings       Implications for   Nursing Practice   15 Points   Excellent   Expertly describes what findings mean to the nursing profession at the project location (5 pts), defines implications, includes a plan of the project (5 pts) , how the project was designed to provide meaningful change in practice (5 pts).   14-10 Points   Proficient   Efficiently describes what findings mean to the nursing profession at the project location(5 pts), defines implications, includes a plan of the project (5 pts) , how the project was designed to provide meaningful change in practice (5 pts).   9-1 Points   Marginal   Vaguely describes what findings mean to the nursing profession at the project location, defines (5 pts), defines implications, includes a plan of the project (5 pts) , how the project was designed to provide meaningful change in practice (5 pts).   0 pts   Unsatisfactory Does not address what findings mean to the nursing profession at the project location, defines implications, includes a plan of the project, how the project was designed to provide meaningful change in practice.   15   Points   Recommendations/   Systems   10 Points Excellent   Expertly described any unexpected variables in the project (2 pts), facilitators and barriers to the project (4 pts-2 each), systems (2 pts), and   recommendations for like settings in project organization   (2 pts)   9-5 Points   Proficient   Efficiently describes any unexpected variables in the project project (2 pts), facilitators and barriers to the project (4 pts-2 each), systems (2 pts), and   recommendations for like settings in project organization   (2 pts)   4-1 Points   Marginal   Vaguely described any unexpected variables in the projectproject (2 pts), facilitators and barriers to the project (4 pts-2 each), systems (2 pts), and recommendations   for like settings in project   organization (2 pts)   0 pts   Unsatisfactory Does not describe any unexpected variables in the project, facilitators or barriers to the project, systems, and   recommendations   for like settings in project organization   10   Points   Discussion     6 Points   Excellent   Expertly expresses opinion regarding implications and   recommendations (2   pts), strengths (2 pts) and limitations of project (2 pts).   5- 4 Points   Proficient   Efficiently expresses opinion regarding implications and/or   recommendations (2   pts), strengths (2 pts) and limitations of project (2 pts).   3-1 Points   Marginal   Vaguely expresses opinion regarding implications and/or recommendations, strengths and limitations of project   0 pts   Unsatisfactory Does not address opinion regarding implications and recommendations, strengths and limitations of project   6 Points Conclusions (include   Sustainability)   10 Points   Excellent   Expertly discussed overall conclusions   (5 pts) and a   9-5 Points   Proficient   Efficiently discussed overall conclusions   (5 pts) and a   4-1 Points   Marginal   Vaguely discussed overall conclusions (5 pts) and a sustainability plan   0 pts   Unsatisfactory Does not address overall conclusions and a sustainability plan of the project   10   Points       sustainability plan of the project (5 pts).   sustainability plan of the project (5 pts).   of the project (5     pts).         Presenter   4 Points   Excellent Student with excellent oral presentation that meets all of the following: • Good Audio technology • Student articulates clearly • Student confident with project • Student engages audience.(4 pts)   3-2 Points   Proficient Student does not meet 1 of the following: • Good Audio technology • Student articulates clearly • Student confident with project • Student engages audience.(4 pts)   1 Point   Marginal   Student does not meet 2 of the following: • Good Audio technology • Student articulates clearly • Student confident with project • Student engages audience.   0 pts   Unsatisfactory Student does not meet more than 2 of   the following: • Good Audio technology • Student articulates clearly • Student confident with project   • Student engages audience.   4 Points   APA and   Mechanics   5 Points   Excellent   Slides free of errors with APA formatting (3 pts), grammar (1 pt), punctuation, and spelling (1 pt).   4-3 Points   Proficient Slides with 1-2 errors with APA formatting (3 pts), grammar (1 pt), punctuation, and spelling (1 pt) 2-1 Points   Marginal   Slides with 3-4errors   with APA formatting, grammar, punctuation, and spelling.   0 pts   Unsatisfactory   5 or more errors with APA formatting, grammar, punctuation, and spelling.   5 Points   Total           Total:   /250                           **This form is subject to change.                     DNP Clinical Log Rubric Criteria Excellent Adequate Marginal Not Met End of Program Learning Outcomes Listed (10 points) Included all course EPSLOs as written in syllabus Old Plan-9 EPSLO (1.11 points each) New Plan-7 EPSLO (1.42 points each) (10 points) Missing 1-3 EPSLO’s as written in the syllabus (6-9 points) Missing 4-8 of the Old EPSLO’s; Missing 4-6 of the New EPSLO’s (1-5 points)   Missing EPSLO’s (0 points) Role Specific Competency (10 points) Includes all Role Specific Competencies (Concentration): Leadership-5 competencies (2 points each) Education- 8 competencies (1.25 points each) General: Entered program before summer POT1 2024: AACN 2016 8 Essentials (1.25 points) Entered program after summer POT1 2024:AACN 2021- 10 domains (1 point each) (10 points) Includes Role Specific Competencies (Concentration): Leadership-5 competencies (2 points each) Education-8 competencies(1.25 points each) General- Entered program before summer POT1 2024: AACN2016 8Essentials(1.25 points) Entered program after summerPOT1 2024:AACN 2021- 10 domains (1 point each) (6-9 points) Includes Role Specific Competencies (Concentration): Leadership-5 competencies (2 points each) Education- 8 competencies (1.25 points each) General- Entered program before summer POT1 2024: AACN 2016 8 Essentials (1.25 points) Entered program after summer POT1 2024:AACN 2021- 10 domains (1 point each) (1-5 points) Missing Role Specific Competencies (0 points) DNP Practice Experience Requirements (Activities) (20 points) 1. Approved activity (from learning contract) (4 points) 2. Activity supported by documentation (ie. Webinar has certificate, article has citation and reference per APA style) (4 points) 3. Narrative explicitly explains how the activity met the stated EPSLO(4 points) 4. Narrative explicitly explains how the activity met the stated role competency. (2 points each) 5. References written per APA style in back of document (4 points) (20 points)   1. Approved activity (from learning contract) (4 points) 2. Activity supported by documentation (ie. Webinar has certificate, article has citation and reference per APA style) (4 points) 3. Narrative explicitly explains how the activity met the stated EPSLO(4 points) 4. Narrative explicitly explains how the activity met the stated role competency. (2 points each) 5. References written per APA style in back of document (4 points)   (10-19 points)   1. Approved activity (from learning contract) (4 points) 2. Activity supported by documentation (ie. Webinar has certificate, article has citation and reference per APA style) (4 points) 3. Narrative explicitly explains how the activity met the stated EPSLO(4 points) 4. Narrative explicitly explains how the activity met the stated role competency. (2 points each) 5. References written per APA style in back of document (4 points)   (1-9 points)   DNP Practice Experience Activities were not addressed or included on the clinical log. (0 points) Hours (20 points) (20 points) Internship Courses: Student addresses the 80 reasonable or assigned hours per practice requirement document, and hours are aligned with the previously approved Learning Contract.               (0 Points) Post Masters DNP students must complete a minimum of 80 clinical hours in Internship courses. Failure to meet these minimum requirements will prevent the student from achieving the required 1,000 total PM DNP clinical hours (see handbook). Failure to complete the required hours will result in failure of the Internship course. Students are responsible for accurately tracking and ensuring completion of the required minimum hours in their clinical log. There is no partial credit.   (0 points)     **This form is subject to change.       DNP Portfolio Rubric DNP Portfolio Rubric 1-7 NEW EPSLOs Introduction Fully described; (2 points each) 1. Student's initial interests and plans when entering the program. 2. How interests evolved in the program. 3.   Student Chosen Concentration. 4. Impact of chosen concentration to the new DNP Role. (8 points) Fully described; (2 points each) 1. Student's initial interests and plans when entering the program. 2. How interests evolved in the program. 3.   Student Chosen Concentration. 4. Impact of chosen concentration to the new DNP Role. (6 points) Fully described; (2 points each) 1. Student's initial interests and plans when entering the program. 2. How interests evolved in the program. 3.   Student Chosen Concentration. 4. Impact of chosen concentration to the new DNP Role. (2-4 points) Did not describe introduction.                               (0 points) DNP Role Competencies Includes all Role Specific Competencies (Concentration):   Leadership-5 competencies (2 points each)   Education- 8 competencies (1.25 points each)   General: Entered program before summer POT1 2024: AACN 2016 8 Essentials (1.25 points)   Entered program after summer POT1 2024:AACN 2021- 10 domains (1 point each) 1. Identified Competency based on concentration. 2. Exemplar (Assignment Name) and how it met the competency 3. Identified course number and name. (10 points) Includes Role Specific Competencies (Concentration):   Leadership-5 competencies (2 points each)   Education- 8 competencies (1.25 points each) General-   Entered program before summer POT1 2024: AACN 2016 8 Essentials (1.25 points)   Entered program after summer POT1 2024:AACN 2021- 10 domains (1 point each) 1. Identified Competency based on concentration. 2. Exemplar (Assignment Name) and how it met the competency 3. Identified course number and name. (6-9 points) Includes Role Specific Competencies (Concentration):   Leadership-5 competencies (2 points each)   Education- 8 competencies (1.25 points each)   General- Entered program before summer POT1 2024: AACN 2016 8 Essentials (1.25 points)   Entered program after summer POT1 2024:AACN 2021- 10 domains (1 point each) 1. Identified Competency based on concentration. 2. Exemplar (Assignment Name) and how it met the competency 3. Identified course number and name. (1-5 points) Did not describe Essential Components                   (0 points) EPSLO #1 Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Did not describe EPSLO and Components                     (0 Points) EPSLO #2 Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Did not describe EPSLO and Components                     (0 Points) EPSLO #3 Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Did not describe EPSLO and Components                     (0 Points) EPSLO #4 Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Did not describe EPSLO and Components                     (0 Points) EPSLO #5 Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Did not describe EPSLO and Components                     (0 Points) EPSLO #6 Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Did not describe EPSLO and Components                     (0 Points) EPSLO #7 Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Did not describe EPSLO and Components                     (0 Points) APA, Spelling, Grammar (10 points)   Free of errors in APA formatting for academic paper, including title page, spacing, margins, headings,   analysis findings are written per APA, Free of errors in grammar, punctuation, and/or spelling.   All citations and references must come from real, verifiable academic sources. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment, with possible academic integrity consequences.   The DNP faculty prohibits the use of AI (unless specified by the course faculty) in the Post-Masters DNP Program. The use of Grammarly BASIC, IntelliWriter (found on Canvas), or Microsoft Word is generally accepted in the program. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment. Greater than 80 percent of AI-generated material in the assignment may result in a zero (0) in the APA category of that assignment and may lead to possible academic integrity consequences (5-9 points)   1-4 errors in APA formatting for academic paper, including title page, spacing, margins, headings, analysis findings are written per APA, Free of errors in grammar, punctuation, and/or spelling.   All citations and references must come from real, verifiable academic sources. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment, with possible academic integrity consequences.   The DNP faculty prohibits the use of AI (unless specified by the course faculty) in the Post-Masters DNP Program. The use of Grammarly BASIC, IntelliWriter (found on Canvas), or Microsoft Word is generally accepted in the program. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment. Greater than 80 percent of AI-generated material in the assignment may result in a zero (0) in the APA category of that assignment and may lead to possible academic integrity consequences (4-1 points)   5-9 errors in APA formatting for academic paper, title page, spacing, margins, headings,   analysis findings are written per APA, Free of errors in grammar, punctuation, and/or spelling.   All citations and references must come from real, verifiable academic sources. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment, with possible academic integrity consequences.   The DNP faculty prohibits the use of AI (unless specified by the course faculty) in the Post-Masters DNP Program. The use of Grammarly BASIC, IntelliWriter (found on Canvas), or Microsoft Word is generally accepted in the program. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment. Greater than 80 percent of AI-generated material in the assignment may result in a zero (0) in the APA category of that assignment and may lead to possible academic integrity consequences.     (0 points)   10 or more errors in APA formatting for academic papers including; title page, spacing, margins, headings, analysis findings are written per APA, Free of errors in grammar, punctuation, and/or spelling.     All citations and references must come from real, verifiable academic sources. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment, with possible academic integrity consequences.   The DNP faculty prohibits the use of AI (unless specified by the course faculty) in the Post-Masters DNP Program. The use of Grammarly BASIC, IntelliWriter (found on Canvas), or Microsoft Word is generally accepted in the program. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment. Greater than 80 percent of AI-generated material in the assignment may result in a zero (0) in the APA category of that assignment and may lead to possible academic integrity consequences.     Total: 49 Points     DNP Portfolio Rubric   DNP Portfolio Rubric 1-9 OLD EPSLOs   Introduction Fully described; (0.5 points each) 5. Student's initial interests and plans when entering the program. 6. How interests evolved in the program. 7.   Student Chosen Concentration. 8. Impact of chosen concentration to the new DNP Role. (2 points) Fully described; (0.5 points each) 5. Student's initial interests and plans when entering the program. 6. How interests evolved in the program. 7.   Student Chosen Concentration. 8. Impact of chosen concentration to the new DNP Role. (1.5-1 points) Fully described; (0.5 points each) 5. Student's initial interests and plans when entering the program. 6. How interests evolved in the program. 7.   Student Chosen Concentration. 8. Impact of chosen concentration to the new DNP Role. (0.5points) Did not describe introduction.                               (0 points) DNP Role Competencies Includes all Role Specific Competencies (Concentration):   Leadership-5 competencies (2 points each)   Education- 8 competencies (1.25 points each)   General: Entered program before summer POT1 2024: AACN 2016 8 Essentials (1.25 points)   Entered program after summer POT1 2024:AACN 2021- 10 domains (1 point each) 4. Identified Competency based on concentration. 5. Exemplar (Assignment Name) and how it met the competency 6. Identified course number and name. (10 points)   Includes Role Specific Competencies (Concentration):   Leadership-5 competencies (2 points each)   Education- 8 competencies (1.25 points each) General-   Entered program before summer POT1 2024: AACN 2016 8 Essentials (1.25 points)   Entered program after summer POT1 2024:AACN 2021- 10 domains (1 point each) 1. Identified Competency based on concentration. 2. Exemplar (Assignment Name) and how it met the competency 3. Identified course number and name. (6-9 points) Includes Role Specific Competencies (Concentration):   Leadership-5 competencies (2 points each)   Education- 8 competencies (1.25 points each)   General- Entered program before summer POT1 2024: AACN 2016 8 Essentials (1.25 points)   Entered program after summer POT1 2024:AACN 2021- 10 domains (1 point each) 1. Identified Competency based on concentration. 2. Exemplar (Assignment Name) and how it met the competency 3. Identified course number and name.     (1-5 points) Did not describe Essential Components         (0 points) EPSLO #1 Fully Described; (1 point each) 4. Identified EPSLO 5. Exemplar (Assignment Name) and how it met the EPSLO. 6. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (2 points) Fully Described; (1 point each) 1.Identified EPSLO 2.Exemplar (Assignment Name) and how it met the EPSLO. 3.Identified Course Number and Name (1 points) Did not describe EPSLO and Components                     (0 Points) EPSLO #2 Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (2 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (1 points) Did not describe EPSLO and Components                     (0 Points) EPSLO #3 Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2 Exemplar (Assignment Name) and how it met the EPSLO. 3 Identified Course Number and Name (2 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (1 points) Did not describe EPSLO and Components                     (0 Points) EPSLO #4 Fully Described; (1 point each) 1.   Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (2 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (1 points) Did not describe EPSLO and Components                     (0 Points) EPSLO #5 Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (2 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (1 points) Did not describe EPSLO and Components                     (0 Points) EPSLO #6 Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (2 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (1 points) Did not describe EPSLO and Components                     (0 Points) EPSLO #7 Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (2 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (1 points) Did not describe EPSLO and Components                     (0 Points) EPSLO #8 Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (2 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (1 points) Did not describe EPSLO and Components                     (0 Points) EPSLO #9 Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (2 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (1 points) Did not describe EPSLO and Components                     (0 Points) APA, Spelling, Grammar (10 points)   Free of errors in APA formatting for academic paper, including title page, spacing, margins, headings,   analysis findings are written per APA, Free of errors in grammar, punctuation, and/or spelling.   All citations and references must come from real, verifiable academic sources. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment, with possible academic integrity consequences.   The DNP faculty prohibits the use of AI (unless specified by the course faculty) in the Post-Masters DNP Program. The use of Grammarly BASIC, IntelliWriter (found on Canvas), or Microsoft Word is generally accepted in the program. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment. Greater than 80 percent of AI-generated material in the assignment may result in a zero (0) in the APA category of that assignment and may lead to possible academic integrity consequences (5-9 points)   1-4 errors in APA formatting for academic paper, including title page, spacing, margins, headings, analysis findings are written per APA, Free of errors in grammar, punctuation, and/or spelling.   All citations and references must come from real, verifiable academic sources. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment, with possible academic integrity consequences.   The DNP faculty prohibits the use of AI (unless specified by the course faculty) in the Post-Masters DNP Program. The use of Grammarly BASIC, IntelliWriter (found on Canvas), or Microsoft Word is generally accepted in the program. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment. Greater than 80 percent of AI-generated material in the assignment may result in a zero (0) in the APA category of that assignment and may lead to possible academic integrity consequences (4-1 points)   5-9 errors in APA formatting for academic paper, title page, spacing, margins, headings,   analysis findings are written per APA, Free of errors in grammar, punctuation, and/or spelling.   All citations and references must come from real, verifiable academic sources. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment, with possible academic integrity consequences.   The DNP faculty prohibits the use of AI (unless specified by the course faculty) in the Post-Masters DNP Program. The use of Grammarly BASIC, IntelliWriter (found on Canvas), or Microsoft Word is generally accepted in the program. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment. Greater than 80 percent of AI-generated material in the assignment may result in a zero (0) in the APA category of that assignment and may lead to possible academic integrity consequences.     (0 points)   10 or more errors in APA formatting for academic papers including; title page, spacing, margins, headings, analysis findings are written per APA, Free of errors in grammar, punctuation, and/or spelling.     All citations and references must come from real, verifiable academic sources. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment, with possible academic integrity consequences.   The DNP faculty prohibits the use of AI (unless specified by the course faculty) in the Post-Masters DNP Program. The use of Grammarly BASIC, IntelliWriter (found on Canvas), or Microsoft Word is generally accepted in the program. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment. Greater than 80 percent of AI-generated material in the assignment may result in a zero (0) in the APA category of that assignment and may lead to possible academic integrity consequences.     Total= 49 Points                             Document 1 . SAMPLE SCHOOL/SITE PERMISSION LETTER Required by all students [ MUST Place on clinical site’s letterhead ]       Date     Arkansas State University – Jonesboro   Institutional Review Board   c/o Research and Technology Transfer Post Office Box 2760   State University, Arkansas 72467 To Whom It May Concern:   A Doctor of Nursing Practice student in the Arkansas State University-Jonesboro   Department of Nursing has requested permission to complete the Doctor of Nursing Practice Project named below at { Insert School/Institution/Clinic Name } during the period of { Insert Start Date } to { Insert End Date }.       This letter notifies you that I/we grant permission to { Insert Student Name }, a student of Arkansas State University-Jonesboro Doctor of Nursing Practice Program, to collect data at the location listed below.           Project Title: {insert your quality improvement project title here} Principal   Investigator(s): {insert your name here – must be student only}   Study Site Location: {insert Institution/Clinic name here}   {Street address}   {City, State, zip code}               Permission granted by:         Print Name and Title   Signature   __________________________ Date   ___________________________________   Arkansas State University Post Masters DNP Program DNP Project Completion Site (Affiliation) Request   Document 2 (If you are NOT completing the project at your place of employment)     Please immediately upload the document as directed in your DNP program. Delays in submitting this Site Request may disrupt the original plan of study and delay program completion. PLEASE TYPE INFORMATION.   Name of the desired site for DNP project completion:   ____________________________________________________________________________ Physical address of the chosen site for DNP project completion: _____________________________________________________________________________ Name and role of the person at this site authorized to sign clinical affiliation agreements:   _____________________________________________________________________________ Email address and phone number of the person authorized to sign clinical affiliation agreements:   ______________________________________________________________________________                                         Arkansas State University Post Masters DNP Program     Document 3. Clinical Practice Partner Verification Form (Use if you are NOT completing your project at your place of employment)     Directions : Identify a terminally degreed expert who is willing to coach/mentor you in your efforts to complete your project. Ask them to complete this form. Once completed, electronically upload this document along with the Practice Partner’s CV as directed in your DNP program.     Note: Illegible forms will be returned to the student.   Clinical Practice Partner’s Name & Credentials (Must have a terminal degree such as DNP, PhD, EdD, PharmD, MD): _________________________________________________________   Clinical Practice Partner’s Title/position   (Such as Administrator, Educator, Physician, CNO, Dean): _________________________________________________________   Clinical Practice Partner’s Employer:   _________________________________________________________ Clinical Practice Partner Employer’s Address:   _________________________________________________________ RN and APRN (if applicable) license number/s including state______________________________ Clinical Practice Partner’s Contact information: Email:   ________________________________________________________________   Telephone number: ______________________________________________________   Mailing Address: ________________________________________________________   Terms of Agreement   I agree to be the practice partner for the student listed above during the time needed to complete the DNP project for AState’s School of Nursing and will submit a current CV to the above-listed student. I am aware of the time and responsibility that is required to advance student learning. I understand the student is not allowed patient interaction for this project. I verify that I am employed at the facility where the DNP project will be completed.           Practice Partner Signature   Date     Please Print Name         Arkansas State University Post Masters DNP Program Document 4. Clinical Practice Partner Site Agreement Form   (Use if you ARE completing your project at your place of employment)     Directions: Please upload the completed Clinical Practice Partner Site document and the Practice Partner’s CV as directed in your DNP program. Delays in submitting this Agreement may interrupt the original plan of study and delay the completion of the program.       DNP Student Name   _____________________________ Practice Partner Name: ________ _____________ Preferred Contact: Home Phone   Cell   Phone: _____________ E-mail _____________   Title/Role: ______________________Credentials: __________________________ License #: __________________ State: ____________________ Expiration Date: Project Site (Must Match Site Permission Letter):   _____________________________________________     Project Site Address: _____________________________       Terms of Agreement   I agree to be the practice partner for the student listed above during the time needed to complete the DNP project for A- State’s School of Nursing and I will provide a current CV for the student to submit to the School of Nursing. I am aware of the time and responsibility that is required to advance student learning. I understand the student is not allowed patient   interaction for this project. I verify that I am employed at the facility where the DNP project will be completed.           Practice Partner Signature   Date         Please Print Name     The DNP student agrees to the following. Please initial each statement and sign and date below:       _______I agree to maintain professional liability insurance coverage as required by the DNP program for   the duration of the period of time needed to complete the DNP project.   _______I understand the DNP project does not involve contact with or treatment of any patient.     _______I understand that patient health information cannot be utilized in the DNP project without execution of   a clinical affiliation agreement between A-State and the clinical facility.   _______I have spoken to my employer, where I will be completing my DNP project, and they have no objection or restrictions regarding the publication of my DNP project.       Student Signature   Date     Printed Name                                                                                   MSN School of Nursing Graduate Information Guide (GIG) A Guide for Students in the Master of Science in Nursing Program Option Arkansas State University  School of Nursing College of Nursing and Health Professions   The Associate, Baccalaureate, Master's, master's/post-master's certificate, clinical doctorate programs at Arkansas State University located in State University, AR and West Memphis, AR are accredited by the: Accreditation Commission for Education in Nursing (ACEN). 3390 Peachtree Road NE, Suite 1400 Atlanta, GA 30326 (404) 975-5000  The most recent accreditation decision made by the ACEN Board of Commissioners for the Associate, Baccalaureate, Master's, master's/post-master's certificate, clinical doctorate programs is continuing accreditation. View the public information disclosed by the ACEN regarding this program on the  ACEN website.   GRADUATE INFORMATION The Graduate Information Guide (GIG) is to advise the graduate nursing student (MSN and DNP) of policies, procedures and other information unique to the graduate nursing program. For general information, students are referred to the A-State Graduate Bulletin and the A- State Student Handbook . The GIG is a supplement to and not a substitute for, the Arkansas State University Graduate Bulletin. While every effort is made to keep this document current, students are encouraged to direct any questions about the program and its requirements to their advisor, the Graduate Program Director, or the Nursing Department Chairperson at Post Office Box 910, College of Nursing and Health Professions, State University, AR 72467, (870) 972-3074. The Office of Admissions and Records can be reached at (870) 972-3024 or by writing to Post Office Box 1630, State University, AR 72467. INTRODUCTION MSN SPECIALIZATION The majors offered at the MSN level include the following options: Adult Gerontology Acute Care Nurse Practitioner (AGACNP) Family Nurse Practitioner (FNP) Nurse Educator (NE) and Graduate Certificate Nurse Administrator (NADM) and Graduate Certificate Post Master Certificate (PMC) – FNP/AGACNP/PMHNP Psychiatric Mental Health Nurse Practitioner (PMHNP) MISSION AND PHILOSOPHY   SCHOOL OF NURSING MISSION STATEMENT The mission of the School of Nursing is to educate, enhance and enrich students for evolving professional nursing practice. THE CORE VALUES The School of Nursing values the following as fundamentals: Integrity : Purposeful decision to consistently demonstrate truth and honesty. Excellence : Highest quality of nursing education, practice, service, and research. Access and Engagement: Respect for varied dimensions of individuality among populations. We embrace diversity in all of its dimensions realizing that mutual respect for individuality and the inclusion of all are vital for both personal and institutional success. Service : Professional experience in response to the needs of society. Learning : Acquisition of knowledge and skills in critical thinking, practical reasoning, and decision making. Student Centered : Development of essential skills for lifelong learning, leadership, School of Nursing Philosophy for Nursing Education   Central to our philosophy for nursing education are four widely accepted metaparadigms of the nursing profession: person, environment, health, and nursing. Each may be defined in many ways. The works of Virginia Henderson (1972), Callista Roy (1991), Betty Neuman (1993), and Madeleine Leininger (1991) among others drive our understanding of these concepts. A person may be defined as an individual, family, group, or community (Leininger, 1991) comprised of biological, psychological, sociological, cultural, and spiritual constituents (Henderson, 1972; Neuman, 1993). Each person has innate worth, and though each is unique, all possess characteristics of shared basic human needs. We believe that a person’s individual experiences, genetics, culture and existence are dependent on perception of and reaction to change. Inherent in this process is the capacity to make decisions, consider alternatives, and predict and accept possible outcomes. Environment may be defined as internal, external, and created (Henderson, 1972; Neuman, 1993) conditions, circumstances, influences, events, situations, or experiences (Leininger, 1991; Roy, 1991) that surround the person or are within the person and affect development, behavior, and resources. The environment affects the ability of the person to pursue and achieve a high quality of life. Society and culture drive the need for order, meaning, and affiliations with other humans. These, along with physical and biological forces stimulate a need for adaptation and, potentially, interactions with others in order to survive, develop, grow, and mature. We understand health to be a continuum of wholeness and integrity defined by culture, values, and practices (Leininger, 1991; Neuman, 1993). Often expressed in terms of wellness and illness or absence of disease or injury, health is based largely upon the person’s ability to function independently in their environment (Henderson, 1972; The Nurse of the Future: Nursing Core Competencies, 2016). The ability of a person to achieve an optimal level of wellness depends on motivation, knowledge, ability to cope, and developmental status. The primary responsibility for one’s health rests on the individual and/or those upon whom the individual is dependent. We believe each person has the right to receive quality healthcare with a goal of promotion, maintenance, or restoration of optimal health. Nurses are advocates, integral in assisting persons to gain access to and secure maximum benefit from use of the healthcare system. Complexity of healthcare systems and client needs require nurses to advocate for clients and collaborate with other healthcare professionals to provide optimal healthcare. Nursing is both an art and science and can be defined as activities aimed to assist, support, and promote adaptation of individuals and groups (Leininger, 1991; Roy, 1991) in performance of activities (Henderson, 1972) by assessing behaviors and factors that alter the ability to adapt (Roy, 1991). Nursing is an altruistic discipline evolved from the study and application of its own interventions as well as application of knowledge from other disciplines. Nursing is focused on provision of care across the health continuum using systematic processes, and practice is refined based on societal needs. Thus, nursing enhances the environment and contributes to health, quality of life, and dying with dignity (Roy, 1991). Nursing education must prepare professional nurses for traditional and evolving roles. The faculty recognizes the obligation of the nursing curriculum to include leadership, strategies that promote change, professionalism and service. A wide variety of types of nurses are needed to fulfill the needs of our communities.  These types include, but are not limited to, registered nurses (RN), RNs certified in their specialty, Nurse Practitioners, Nurse Educators, Nurse Administrators, Nurse Leaders, and Nurse Anesthetists. Therefore, nursing education must be provided at various levels. To acquire the knowledge and judgement necessary for practice, nursing education focuses on critical thinking, decision-making, analysis, inquiry, and research. The faculty also believes that learning is a life-long process, often conducted independently of formal educational settings. Formal educational settings provide opportunities for teacher-student interaction in setting goals, selecting and evaluating learning experiences, and appraising learners’ progress. All levels of nursing education share certain rights, duties, and characteristics, such as the scientific basis of nursing care. Accordingly, we actively support the endeavors of the profession to assist nurses in pursuing professional education from beginning to advanced levels.  The school of nursing provides education at four levels: the Associate of Applied Science in Nursing (AASN); the Bachelor of Science in Nursing (BSN); the Master of Science in Nursing (MSN); and the Doctor of Nursing Practice (DNP). The purpose of the AASN is to prepare graduates capable of applying the nursing process to provision of direct nursing care for clients with common, well-defined problems. Therefore, the associate curriculum is grounded in the liberal arts and includes professional values, core competencies, core knowledge, and role development. An associate degree graduate is prepared to function as a member of the profession and a manager of care in acute and community-based settings. The nurse prepared with a BSN is a professional who has acquired a broad, yet well-delineated knowledge base for practice. We believe that the role of a baccalaureate graduate is multifaceted and developed through extensive study in the areas of liberal education, professional values, core competencies, core knowledge, and role development. These prepare the baccalaureate graduate to function as a provider of direct and indirect care to individuals, families, groups, communities and populations. A graduate of the baccalaureate program is a member of the profession and a designer, manager, and coordinator of care. Master’s level (MSN) education prepares nurses who have already achieved their baccalaureate degree for advanced nursing practice. Preparation for advanced practice emphasizes strategies to intervene in multidimensional situations. The knowledge base is expanded in scope and depth through scientific, theoretical and research components of nursing. Various theories inherent in advanced practice roles and strategies are analyzed and explored to synthesize the interdependence of theory, practice, and scientific inquiry in nursing. This synthesis of knowledge and experience provides the basis for creating, testing, predicting, and utilizing varied and complex interventions for problems of healthcare and healthcare delivery. A graduate of the master’s program is a leader in the profession and is prepared as an independent coordinator of care.  The DNP prepares master’s level nurses with advanced leadership skills, increased knowledge of health policy, and increased clinical skills and expertise with which to provide care, especially in rural and underserved areas. They are prepared to initiate and to lead implementation of changes required by the evolving healthcare system. They are prepared to analyze and expand boundaries in order to become transformational leaders driving innovation and excellence in healthcare for their communities, region, nation, and the world.  The DNP in Nurse Anesthesia prepares baccalaureate nurses with critical care experience and a working knowledge of pathophysiology, pharmacology, and anatomy/physiology to become Certified Registered Nurse Anesthetists (CRNA). They are educated in the roles of advanced leadership, health policy, clinical skills, and expertise to provide care in the full scope of practice in anesthesia care throughout the lifespan. They are prepared to initiate and to lead implementation of changes required by the evolving healthcare system. They are prepared to analyze and expand boundaries in order to become transformational leaders driving innovation and excellence in healthcare for their communities, region, nation, and the world.  Revised 11/2024  SCHOOL OF NURSING ORGANIZING FRAMEWORK The organizing framework of the nursing department is derived from the philosophy and has four major components. The four components are role, process, values and knowledge. These components are taught at each level of education and provide a construct for development of objectives and outcomes. The framework model clearly shows how each of the components increases in complexity at the three levels of education. ROLE The first major component is role. The faculty believe provider of care, manager of care and member of the profession (NLN) are key elements of this component. To clearly explain how these roles develop, each will be examined at all three levels. At the associate degree level, emphasis is placed on providing and managing direct care to individuals with common well-defined problems. The associate degree graduate functions as a team member using nursing diagnoses and established protocols for individuals in acute care and community-based settings. Additionally, the graduate participates as a member of the profession in appropriate specialty and politically focused nursing organizations. The baccalaureate degree nurse provides direct and indirect nursing care to individuals, families, groups and populations. The baccalaureate graduate has the ability to individualize nursing diagnoses and protocols to enhance the design and coordination of preventative, complex and restorative care. As a member of professional organizations, the graduate has the capacity to assume leadership and advocacy roles. The master’s graduate can function independently in the provision for direct and indirect care. Practice settings for the master’s prepared graduate are multi-dimensional. Inherent is the ability to design, facilitate and coordinate care for individuals in a variety of health care settings. Graduates have the skills necessary to lead effect policy and mentor as members of specialty and politically focused nursing organizations. The Post Masters Doctor of Nursing Practice graduate functions independently in the provision of direct and indirect, systems-focused care. The DNP graduate is active in evaluating existing health care systems and initiating changes to meet the needs of individuals, families, groups, and populations. Practice settings for the DNP prepared graduate are multi-dimensional and are not limited to existing or prescribed health care settings. Graduates have the skills to initiate change, lead and serve as mentors for other health care team members at the local, regional, state, national and world levels. KNOWLEDGE The second major component is knowledge. The general education curriculum provides a foundation of liberal arts and sciences for the associate and baccalaureate students. These courses help provide the basic psychosocial, spiritual, humanistic, and legal components which assist students in developing an appreciation of each person’s interaction with the environment. The knowledge gained enhances the nurse’s ability to think critically, reason logically, and communicate effectively. The associate degree core focuses on liberal arts and sciences, which include courses in English, college mathematics, basic biological science, history, and psychology. Content for the associate degree student provides basic nursing knowledge that is applied to common well- defined problems. The baccalaureate student’s general education core is expanded to provide a more in-depth science basis and global view of society. These courses include physical sciences, sociology, world civilization and humanities. Pathophysiology and statistics are incorporated into the nursing curriculum as the student progresses into complex nursing theory and application. The master’s program builds on the baccalaureate curriculum. Core graduate courses include theory, research, role, and health policy. These courses prepare the master’s graduate to integrate the other components of role, process, and values. The key support courses for all options include advanced pathophysiology, advanced pharmacology, and advanced health assessment/physical diagnosis. Content in specialty courses reinforces concepts in the core courses as well as preparing the graduate for advanced nursing. The Post Masters Doctor of Nursing Practice curricula builds on traditional master’s programs with education in evidenced based practice, advanced clinical, organizational, economic, and leadership skills to design and implement programs of care delivery. Translation of research into practice will significantly impact health care outcomes and have the potential to transform health care delivery. VALUES Faculty defines the third component, values, as the system of beliefs that guide behaviors, attitudes and moral judgment. Personal values reflect cultural and social influences, relationships and individual needs. Professional values guide nurses’ behavior to act in a manner consistent with nursing responsibilities and standards of practice. We believe professional values can be formed through reasoning, observation and experience. The associate graduate possesses an awareness of personal values and how these values may influence care delivery. Additionally, the associate graduate incorporates professional values in assisting individuals with the process of value clarification that may impact health care decisions. The baccalaureate graduate has a global perspective and is able to help individuals clarify or re-prioritize personal values, minimize conflict and achieve consistency between values and behaviors related to health. The masters’ prepared graduate applies professional values when designing health care systems in response to societal need. The master’s graduate is able to engage in activities that influence policies and service delivery to diverse populations in a variety of settings. The Doctor graduate is prepared as the nursing terminal degree that encompasses all professional role expectations in nursing. Personal values are applied when evaluating and designing health care systems, as well as leading the change of health care systems in response to research translation, population health, and needed policy development. The profession of nursing utilizes a systematic process that incorporates the other three components, role, knowledge and values to evaluate the needs of individuals, groups and/or communities. The process involves assessment, planning, implementation, and evaluation on a continual basis. All nurses are prepared to use this process but as one acquires additional knowledge, the nurse begins to use the components of the process in unique and creative ways. As one moves through the educational program, elements such as communicating, educating, supporting, coaching and monitoring are incorporated into the process. Additionally, problem solving, planning, inquiry, and appraisal are used to derive and evaluate the interventions developed. The associate degree graduate uses a systematic process in nursing care to implement and modify known nursing interventions. The baccalaureate prepared graduate has the capability of anticipating, individualizing, implementing, and evaluating various interventions according to unique situations and cultural responses. The master’s graduate generates and designs nursing interventions. The master’s graduate recognizes interdependence of theory, practice and scientific inquiry when creating, predicting, and evaluating interventions that are complex and varied. The Doctor graduate leads and collaborates change for improved healthcare systems and designs systems for improved population health based on research translation. At all levels relevant research literature is utilized in the application of the nursing process. ADMISSION To establish unconditional admission at the graduate degree level, applicants must have a required GPA and an approved criminal background check. All courses attempted, including any repeated courses, are considered in the computation of the grade point average. Please refer to each program for program specific admission requirements. *ADMISSION TO THE GRADUATE ADMISSION’S OFFICE AND MEETING ELIGIBILITY REQUIREMENTS FOR GRADUATE PROGRAM OPTIONS DOES NOT GUARANTEE ADMISSION TO ALL MAJORS. **ADMISSION DECISIONS TO THE SCHOOL OF NURSING ARE NON-GRIEVABLE AND ARE BASED ON POSTED ADMISSION CRITERIA. POLICY AND PROCEDURE   Admission Requirements are found in the Graduate Bulletin: Students seeking admission into the Master of Science in Nursing programs, or the Doctor of Nursing Practice must meet the admission requirements of the Graduate School and the specific MSN or DNP program requirements. Visit A-State Graduate Admissions for admission requirements. Online Graduate Programs (FNP, AGACNP, PMHNP, Nurse Administrator, Nurse Educator, DNP PM) Arkansas State University Online Services P.O. Box 2520, State University, AR 72467 astateonline@astate.edu (870) 972-2920 Admission requirements may be found on the of Nursing website: https://www.astate.edu/college/conhp/departments/nursing/index.dot CLINICAL AGENCY DISMISSAL POLICY Students dismissed or removed from clinical agencies at the request of the preceptor or contracting agency will be placed on probation for no less than one (1) month. Faculty will make every attempt to locate another suitable clinical practice site. Faculty will work with students to produce a plan of action for students to correct the behavior that led to dismissal. By the end of the probationary period, students must demonstrate improvement or correction of the behavior that led to dismissal. If the student fails to improve or demonstrate correction of the behavior that led to removal, dismissal from the program can result. *IF THE STUDENT IS REMOVED FROM A CLINICAL AGENCY A SECOND TIME, THEY WILL FAIL THE COURSE. GENERAL DISMISSAL POLICY A student may be asked to leave the nursing program regardless of academic grade if any of the following conditions exist: Demonstrated lack of aptitude for advanced practice in nursing. Failure to exhibit behavior of: Integrity Dependability and accountability Concern for human and societal needs. (see Honor Code) Clinical nursing performance that jeopardizes safety of patients. Physical or emotional condition of a nature that affects, or is affected by, one's performance in nursing. Failure to conform to the legal and ethical standards of the nursing profession. Having excessive absences, or inadequate clinical contact hours obtained throughout clinical rotation (see attendance policy). ENGLISH PROFICIENCY REQUIREMENTS The School of Nursing requires a high level of proficiency in English so that all students will be able to fully meet academic and clinical objectives as well as meet criteria for professional licensure. All foreign-born students and nurses must take one of the following tests: Test of English as a Foreign Language (TOEFL) with a score of 83 on the preferred internet- based test (iBT), 570 on the paper-based test, or 213 on the computer-based test. International English Language Testing System (IELTS) with a score of at least 6.5 and a spoken band score of 7. Pearson Test of English Academic (PTE) with a score of 56. The TOEFL is available at the ASU Testing Center. When taking the exam off campus, the report code for ASU is 6011. Who does this apply to? The term foreign born refers to people residing in the United States who were not U.S. citizens at birth. The foreign-born population includes naturalized citizens, lawful permanent immigrants, refugees and asylees, legal non-immigrants (including those on student, work, or other temporary visas), and persons residing in the country without authorization. In contrast, the term native born refers to people residing in the United States who were. U.S. citizens in one of three categories: 1) born in one of the 50 states or the District of Columbia; 2) born in United States Insular areas such as Puerto Rico or Guam; 3) born abroad to at least one U. S. citizen parent. Exemption You may be exempt for the English proficiency testing if you are foreign born but attended school in the United States since kindergarten. For the exemption you must provide official school records showing continuous enrollment in U. S. schools since kindergarten. English as a Second Language Students who do not meet the required English language proficiency may enroll in ASU’s English as a Second Language (ESL) program in the International Center for English. Potential nursing students enrolled in the ESL program must maintain an average of 85 or higher in levels 0 through 4. In the final or 5th level of the ESL program an average of 90 or higher must be maintained. On completion of the ESL program, the potential nursing student must take the internet-based Test of English as a Foreign Language (TOEFL). Upon successfully meeting the proficiency requirement, potential students are eligible to apply to the School of Nursing. For questions or equivalencies with other tests of English language proficiency please contact the School of Nursing at 870-972-3074. STUDENT CONFIDENTIALITY CONTRACT The confidentiality of patients admitted to contracted clinical agencies of the School of Nursing at Arkansas State University is protected by state and federal laws as well as treatment center policy and ethical consideration. Any student who breaches confidentiality is subject to immediate termination from the clinical rotation. Such disclosure is also subject to applicable laws and regulations. All information regarding patients is considered confidential. This includes the following: The fact that the individual is a patient at a contracted clinical agency. The patient’s name, address, employer, etc. The nature of the patient’s illness or reason for admission to the treatment center. Students are not allowed to discuss patients with individuals in the community and are not allowed to discuss patients in patient/public areas within the treatment center. This includes any pictures made with electronic devices of patients or patient documents. Prior to the start of the clinical rotation, each student will receive a briefing regarding confidentiality from the clinical instructor and must comply with HIPAA law. CPR CERTIFICATION POLICY All students are required to show proof of professional level CPR certification (adult, children, and infants) before the first day of clinical courses. It is the student's responsibility to provide the graduate advisor/course faculty and/or MSN/DNP Office with a photocopy of the current certification. LICENSURE AND COMPACT STATES POLICY All students are required to provide a copy of a current license to practice. A copy of a current unencumbered state R.N. License must be in the student's files. An R.N. license in the state of practice or a compact state license is required of all students enrolled in clinical courses. CRIMINAL BACKGROUND CHECKS AND DRUG SCREENS Arkansas law requires that applicants for licensure, including advanced practice licensure, submit to criminal background checks. Verified Credentials is the resource that students are required to submit. Payment for Verified Credentials is the student's responsibility (prior to admission to program). Each Graduate program may utilize different companies for preclinical background checks and or drug screens as well as random drug screens throughout the program. See individual Graduate program policies for background checks and drug screens. Students graduating and planning on applying for advanced practice licensure should submit applications four (4) to six (6) months in advance of graduation to allow time for processing. The School of Nursing expects students to reflect professionalism and maintain high standards of appearance and grooming in the clinical setting. All students are required to dress professionally. A white lab coat will be worn which is freshly laundered and ironed. A name tag will be worn identifying the student as an A-State student. Name tags can be ordered through the A-State bookstore. A-State ID badges are to be worn as required by the clinical facilities. Hair must be neat; clean; away from face; men are to be clean shaven, or beards closely trimmed. Fingernails must be short and clean. Clear or light colored, non-gel nail polish is acceptable. No artificial nails permitted. Wedding rings, engagement rings and watches are the only jewelry appropriate for the clinical setting. If ears are pierced, one pair of posts or small loop earrings is allowed. No facial or tongue jewelry is allowed. Any visible tattoo must be covered and not visible to patients or providers. Personal hygiene must always be maintained. No cologne, perfume or aftershave should be worn in the clinical setting. Chewing gum is not allowed in clinical areas. If a student's level of personal hygiene or style of appearance constitutes an unprofessional image or interferes with the ability to provide safe nursing care, the student may be requested, at the discretion of the clinical preceptor, to leave the clinical area and correct the identified deficiency. The student will receive no credit for the time missed correcting such deficiencies. DRUG TESTING POLICY In the event an institution requests drug testing, students will be responsible for the cost. Immediate compliance is expected and required, and any delayed days of clinical attendance will be a violation, subject to dismissal from the program. IMMUNIZATIONS POLICY In addition to the university requirement for measles\rubella, nursing graduate students are required to have a photocopy of immunizations on file with the graduate advisor before the first clinical course. These immunizations are Hepatitis B virus (HBV) or documented history of Hepatitis infection or antibody positive titer and a tetanus booster within the past 10 years. TB testing: PPD skin test or T-SPOT is required upon admission. A chest x-ray is required if PPD or T- SPOT is positive. Additional screening and/or testing may be required depending upon clinical guidelines. Annual influenza immunizations are required by many sites. Students must adhere to the policies of the assigned clinical site in regard to the requirement of the influenza vaccination. (See appendix I for COVID statement) PROFESSIONAL LIABILITY INSURANCE POLICY All graduate students must have professional liability insurance for advanced nursing practice (MSN & DNP) prior to the first clinical nursing course. Coverage must be for a minimum of $1,000,000/$3,000,000. A copy of the policy page containing the student's name, policy limits and effective dates should be filed with the School of Nursing office. Malpractice Insurance Policy must state program option (Ex: FNP Student; AGACNHP Student; DNP Student, CRNA Student) ARKANSAS STATE UNIVERSITY ACADEMIC INTEGRITY POLICY Students should read carefully the University Student Handbook sections on "academic responsibilities of the student, the academic rights of the student," and "academic misconduct." These sections will assist you in being more informed as to the student's role and options. See Arkansas State University Student Handbook “Academic Rights and Responsibilities.” Arkansas State University enthusiastically promotes academic integrity and professional ethics among all members of the A-State academic community. Violations of this policy are considered as serious misconduct and may result in disciplinary action and severe penalties. COLLEGE CODE OF HONOR POLICY Each student admitted to a professional program in the College of Nursing and Health Professions is charged with the responsibility of honorable conduct. A student is assumed honorable until his/her actions prove otherwise. An honor offense is defined as an intentional act of lying, cheating, or stealing. Formal procedures exist for violations of the Honor Code. Lying is a false statement (written or oral) made with the deliberate intent to deceive; something intended to or serving to convey a false impression. Cheating is to practice fraud or deceit; academic fraud is a form of cheating and includes such things as plagiarism (including Internet resources), false citations, false data, and submission of the same work to fulfill academic requirements in multiple classes. Stealing is to take the property of others without permission or right; to take ideas, credits, or words without right or acknowledgement; to accept credit for another’s work. As a student in a health program, it is fundamental that you act in an honorable and virtuous way so that a community of trust is established among members of the college and your clients. Honor is a practiced ideal that will positively impact your relationship with fellow students, faculty, administrators, patients and other members of the community. All students in The College of Nursing and Health Professions are bound by the Honor Code and all are needed to make it work. The atmosphere of trust and integrity that is created by an honor system enables the student to know his/her word will be taken as true, to compete fairly in the classroom and to protect what is rightfully his/hers. The system functions best when all members of the college not only take responsibility for their own actions but hold their peers to the same standards. As a student admitted to a health professions program, you must agree to live by and support the basic principles of honesty - no lying, cheating or stealing; be accountable for your actions; and share information about honor offenses. If you are not prepared to accept these responsibilities, you should select another career choice. I have read the explanation of the College Code of Honor and I understand that, as an admitted student in any of the programs in the college, I have accepted the pledge of honor and will be expected to meet the standards as set forward. The form provided with this statement must be signed and submitted to the MSN/DNP Office to be admitted or remain in the academic programs of the College of Nursing and Health Professions. ADVISEMENT AND REGISTRATION POLICY Advising is mandatory in the College of Nursing and Health Professions. The advisor places a hold on registration each term until students have been advised after which the advisor will clear the student for registration. Students should meet with an assigned advisor to plan a program of study. Each student is assigned an advisor who will work with the student in planning for transition through the program. ADVISEES SHOULD CONSULT THEIR ADVISOR PRIOR TO REGISTRATION FOR CLASSES. Additional meetings may be held if deemed necessary by advisee, advisor or both. Meeting may be face-to-face, virtual, phone, email, or equivalent correspondence. At the time scheduled for pre-registration for the University as a whole, students should follow the registration format as outlined in the semester schedule of classes. Advisors will post hours when they will be available for student advisement. Students are responsible for their own education. Each student is given a curriculum plan (located in the A-State Graduate Bulletin) which clearly outlines the requirements of the program, semester by semester. Additional pertinent information is provided in the University Student Handbook . It is the responsibility of the student to know and to follow the requirements, policies and procedures contained in this handbook. As new policies and procedures are adopted by the faculty, students will be provided this information. Notice will be provided via courses enrolled, on Program List-Serv, or other. See CNHP and SON website for new information. AMERICAN WITH DISABILITIES (ADA) POLICY Student with Disability: Access and Accommodation Services is responsible for the coordination and provision of support services to students with disabilities. We strive to ensure access for students with disabilities and to comply with ADA, ADAAA amendments act of 2008, Section 504 and Section 508 of Rehabilitation Act. Any A-State student with a disability may utilize services through DS. More information is available at: https://www.astate.edu/disability or by calling 870-972- 3964. Any student in this program who has a disability that may prevent him/her from fully participating in this program should contact Access and Accommodation Services as soon as possible so necessary accommodations to facilitate your educational opportunities. Faculty members are required by law to provide "reasonable accommodation" to students with disabilities, so as not to discriminate on the basis of that disability. Student responsibility primarily rests with informing faculty of their need for accommodation and in providing authorized documentation through designated administrative channels. It is the student’s responsibility to register with the Disabilities Office provided on campus. APA FORMAT POLICY APA style manual will be used for all Graduate courses. A current APA Manual is required. ATTENDANCE POLICY Regular class and clinical attendance is expected of all students in accord with the policy set forth in both the current academic year Graduate Bulletin and Student Handbook of the University. Students have the responsibility for making arrangements satisfactory to the faculty member regarding all absences. Such arrangements should be made prior to the absence. Make up policy is course specific. Students are expected to be present and on time for each clinical learning experience. If it is necessary to be absent for adequate reasons, the primary clinical faculty, the clinical area, and clinical preceptor should be notified no later than one hour before the clinical experience is scheduled. Absences and tardiness interfere with meeting course objectives and attaining clinical competence. Consequently, absences and tardiness will be reflected in the evaluation of the student's ability to meet objectives and may be cause for the student's record to be reviewed by the Admissions, Progressions, and Credits Committee. In the event of the inability to complete required course work, the student may contract with the course instructor to receive a grade of incomplete. CELL PHONES AND ELECTRONIC DEVICES POLICY Cell phones and other electronic devices (includes telephone accessories) may not be visible or audible in the classroom. If your phone rings during class, you will be asked to leave and not return. Family emergency calls can be routed through the School of Nursing office. Any use of cell phones or other Personal Digital Assistants (PDAs) that could be used as a mechanism for dishonorable conduct in the classroom (cheating, plagiarism, or other) will not be tolerated and the student may be dismissed from the class and program. Cell phones are not allowed in the clinical setting for personal use, which includes calls and texting. Use of any PDAs to store/enter any type of patient information is a violation of the Healthcare Information Portability Accessibility Act of 1996 (HIPAA). PDAs’ /cell phones may be used as a student resource, essentially as a textbook or calculator ONLY with the approval of the instructor. Taking of photographs in the clinical settings is strictly prohibited. Violation of any of these policies may lead to a grade of “F” and/or dismissal from the program. Students violating the policy will be referred to the Program Chair. Students are expected to conduct themselves in a manner which promotes a collegiate learning environment. Behaviors and attitudes, which disrupt the learning environment will not be tolerated. COMPLAINT PROCEDURE POLICY Purpose : The purpose of this procedure is to provide a mechanism for resolving written complaints lodged against the nursing program or department. Procedure : All written complaints lodged against the nursing program or department will be resolved through a process listed in the procedure. A written complaint lodged against the program or department by a person(s) directly affected by nursing education or practice such as nursing students, clinical preceptors, hospital personnel, patients, employers of Arkansas State University nursing graduates, or institutions such as health care or higher education systems shall be reviewed and resolved in the following manner: Student complaints lodged against the program regarding grading, disciplinary action, probation, or continuation in the program shall follow the student grievance procedure found in the Arkansas State University Student Handbook Complaints about health care personnel shall be brought to the attention of the department chair, program director, or coordinator. The nursing education administrator will investigate, collect information, propose solutions, and notify the appropriate health care administration and the student of the findings Complaints regarding curriculum and instructional design will be reviewed by the appropriate program curriculum committee Complaints lodged against the program involving litigation or potential litigation will be referred to the Office of Academic Affairs. All other complaints will be investigated by the Program Chair. Record : The written complaint and a written report of action taken will be filed in the School of Nursing’s office. Approved 8/16/02 STUDENT RIGHTS AND GRIEVANCE Students should read carefully the University Student Handbook sections on "Student Rights" and "Grievance Procedure." These sections will assist you in being more informed as to the student's role and options. See Arkansas State University Student Handbook “Academic Rights and Responsibilities” . COMPUTER USAGE POLICY All Arkansas State University computing facilities, equipment, software and reference manuals are for class use only. No use of a commercial nature or use for personal gain or profit will be allowed. Copying of microcomputer software or related reference manuals for commercial or personal use is a violation of federal copyright laws and will not be allowed . Exceptions to this are those software programs provided by IT services with limited availability to all students enrolled. Using microcomputers for anything other than educational purposes, such as playing games, will not be allowed. Using microcomputers and printers to print banners, posters, term papers, resumes, greeting cards, etc. will not be allowed unless it is for an A-State computer or word processing class assignment. A-State is a Microsoft campus. See website for free downloads: http://www.astate.edu/a/its/software-downloads/index.dot CURRENT MAILING AND E-MAIL ADDRESS POLICY All graduate (MSN/DNP) students are required to have their current home address and telephone numbers on file in the Graduate office. All graduate students that are currently enrolled in classes ARE REQUIRED to have their own A-State E-Mail account. Due to program and Internet changes within the A-State system, instructors are not able to communicate through NON-ASTATE e-mail accounts. The student is responsible for checking the A-State E-Mail account. It is the student’s responsibility to keep their account active and memory available to accept email/communications daily. Arkansas State University has facilities for students to have their own e-mail accounts. INSTITUTIONAL REVIEW BOARD (IRB) POLICY Under federal regulation, all institutions receiving funds from any of 16 federal agencies, including USDA, NASA, NSF, EPA, Department of Education, and NIH, are required to establish institutional review boards to monitor all funded research involving humans. Human research is defined as any systematic activity involving the collection and/or analysis of data on human subjects for the purpose of advancing generalizable knowledge, unless this activity is specifically exempted by current federal regulations. It is the policy of this university to apply the regulations to all research and research related activities, funded or not, which involve humans. Copies of the Arkansas State University Institutional Review Board Information Packet are available in the Office of Research and Technology Transfer and available electronically on their website at https://www.astate.edu/a/ortt/research-compliance/cayuse-irb/ PARKING SERVICES All students, faculty and staff who park a vehicle on the ASTATE campus are required to register the vehicle and display a sticker. Students can register their vehicle at Parking Services, at 2301 E Johnson, Suite D, Jonesboro, Arkansas. A fee is charged to your account at the Finance Office. For additional information call Parking Services at 870-972- 2945. All distant sites adhere to the parking policies for their campuses. SMOKING POLICY Effective August 1, 2010 Arkansas State University became a Smoke Free Campus in response to Arkansas state law, The Arkansas Clean Air On Campus Act of 2009. Further, the School of Nursing prohibits all tobacco products including smoked and smokeless on campuses and in classrooms, computer labs and clinical sites. Please see the University policy regarding vaping and E-cigarettes. While in the clinical setting, student will comply with the organization’s specific policy. Effective October 1, 2005 Arkansas State law prohibits smoking on any grounds owned by the hospital including, but not limited to, buildings in and on which medical facilities operate together with all property owned by a medical facility that is contiguous to the buildings which medical services are provided. Any student that smokes on hospital grounds will be subject to that facility’s policy or procedure actions [removal from premises or fined] and will not be allowed to return to the clinical site. This may result in removal from the course. SOCIAL MEDIA POLICY Social media can be a way to share life experiences and opinions with others. Use of social media presents risks and carries with it certain responsibilities. Social media includes all means of communicating or posting information or content of any sort via the Internet or other electronic communication method. Social media includes both your personal or someone else’s personal web log/blog, journal, website, or chat room, and group interchanges such as Facebook, Twitter, Instagram, Snap Chat, or You Tube and social media anonymous sites. These applications are subject to having content transmitted to others, with or without consent from the original author. Additionally, per the Health Insurance Portability and Accountability Act of 1996 (HIPPA) regulations ( https://www.hhs.gov/hipaa/for-professionals/privacy/special-topics/de-identification/index.html ), no information, pictures, videos or descriptions of clients/families can be posted on social media sites. You are solely responsible for what you post online. Inappropriate postings specific to patients, classmates or faculty that include discriminatory remarks, harassment or threats, or violations of professional codes of conduct are subject to disciplinary action. Your actions could adversely affect your standing in your health professions program which could include program dismissal. You should be aware that future employers may view potential candidate’s websites. Students are advised to review their site (s) for any unprofessional images or language which could adversely affect successful employment upon graduation. Please make responsible decisions about your use of social media. Revised 8-12-19 STUDENT CODE OF ETHICS Students in the graduate program at Arkansas State are held to the ANA Code of Ethics (See Appendix C) for American Nurses Association Code of Ethics. STUDENT IDENTIFICATION TAGS Students enrolled in the graduate nursing program must obtain a student ID for DNP-CRNA privileges, admission to selected sporting events and for clinical identification. Student ID photos may be obtained during the first week of each semester and by special arrangement. Students are required to wear an A-State name tag during clinical experiences. You may order name tags at astatebookstore.com. Name tag orders may take several weeks to process. TUITION AND FINANCIAL AID POLICY Graduate Assistantships –A-State has a limited number of assistantships. Available to students in the nursing program. The student must have applied for admission to the graduate school to be eligible for a graduate assistantship position. Assistantships are available to qualified students in fall, spring, and summer sessions. Applications are through the program director, or the Graduate School. Scholarships – MSN students are eligible for one scholarship(s) offered by the College of Nursing and Health Professions. Notification about scholarships is done through the MSN student listserv and announcements to classes. Scholarship applications are usually filed in Spring Semester of each year. State Scholarship/Loan Funds – A scholarship/loan fund for students residing in Arkansas who, after graduation, practice in a rural area as a NP or teach in an Arkansas school of nursing as a nurse educator. Loan forgiveness is based on fulfilling work obligations as a rural NP or nurse educator. Information and applications are available from the Program Director. SUBSTANCE ABUSE POLICY [COLLEGE OF NURSING AND HEALTH PROFRESSIONS] The College of Nursing and Health Professions recognizes its responsibility to provide a healthy environment within which students may learn and prepare themselves to become members of a health occupation. Within each profession there are codes and standards for conduct by which all members of the profession are expected to function. Thus, when engaged in educational activities whether on campus or in the clinical setting, health professionals are expected to be free from the abusive influence of chemical substances/drugs**. When students are under the influence of drugs and alcohol, they present a threat to patients, other students and the employees and visitors of clinical facilities. It is the responsibility of the student to report any medication/s taken which would adversely affect his/her ability to perform safely in class or clinic. Written documentation will be required for verification of medications taken and will be placed in the student’s file. As a condition of admittance and retention in any professional program in the Arkansas State University College of Nursing and Health Professions all students must sign a SUBSTANCE ABUSE COMPLIANCE CONTRACT agreeing to adhere to the Substance Abuse Policy & Procedures when conducting any activity associated with their educational program. As the contract notes, it is inclusive of testing for substances and appropriate release of the information. **The generic meaning of the term “drug” is broadly defined as any chemical substance which affects living systems. For the purposes of this policy, substance and/or drug abuse are used interchangeably and defined as socially unacceptable use of drugs or other chemical substances for non-therapeutic purposes. The substance alcohol (ethanol), by its properties and actions, is a drug and is used as such in this policy. Drugs prescribed by a physician licensed to practice medicine and surgery, as long as the drug is taken in accordance with the provider’s instructions and do not impair the student’s ability to perform his/her duties, are exempt from this policy. However, drugs that do have the ability to impair a student’s ability to perform his/her duties safely are prohibited and are subject to this policy. Reference: Reiss, B. & Melick M. (1987). Pharmacological Aspects of Nursing Care (2nd Ed.). Albany, NY: Delmar Publishers, pp. 2, 627, 631-633. PROCEDURES If a faculty member or supervisor observes a student demonstrating behavioral changes giving probably cause to believe the student is under the influence of drugs or alcohol while performing course activities , the student will immediately be asked to submit to a body fluid testing for substances at a lab designated by the College of Nursing and Health Professions who have identified procedures for collection (see attached). The cost of the test will be borne by the student. Refusal to submit for testing warrants immediate program dismissal. At the time of the specimen is released to the testing lab, the student will sign a release statement requesting that the test results be sent to the Dean’s Office, College of Nursing and Health Professions, and to the student. If the results are negative, no further action will be taken and the student will only be allowed to make up work missed. If the results are positive (and substantiated by a second or confirmation test), the student will be dismissed from the professional program. Laboratory results will be disclosed to individuals whose duties necessitate review of the test results and confidentiality will be adhered to as stringently as possible. This policy applies only to a student exhibiting behavior creating probably cause to believe drug or alcohol abuse is present. A student may be removed from the clinical environment or educational program for any prohibited behaviors as set out in the university or program handbooks, rules and regulations, whether or not related to substance abuse. Readmission of the student to the program is contingent upon the following conditions: Formal application for readmission to the program Meeting specific program admission criteria as noted in the Undergraduate/Graduate Bulletin Clinical space availability Documentation that a prescribed treatment program has been completed by the student related to the drug/alcohol condition. The documentation is to be submitted to the Dean’s Office, College of Nursing and Health Professions by the designated treatment facility. Follow-up program as suggested by the treatment facility which may include, but is not limited to, one or more relapse prevention procedures. The follow-up program will be individual, specific, and written as part of a contractual agreement with the student. Arkansas State University may be required by state or national regulatory boards to submit information regarding a student’s substance abuse history when he/she applies to take the examination for licensure. There is no guarantee that these boards will allow individuals with a substance abuse history to take the examination. Each case is judged individually by each board. Students will be required to abide by individual institutional policies relating to substance abuse in clinical agencies to which they are assigned. BEHAVIORAL CHANGES ASSOCIATED WITH SUBSTANCE ABUSE The College of Nursing and Health Professions has developed the following list of behaviors that are not all inclusive but, when observed, can be used as indices to identify an individual who at the moment of observation could be under the influence of a "drug" (see the Substance Abuse Policy for definition of the term "drug" and for the mechanisms to operationalize the policy). The College of Nursing and Health Professions is guided by behavioral descriptors that are stated in the latest edition of Diagnostic & Statistical Manual of Mental Disorders . *Observation of any of these behaviors will result in dismissal from the learning environment (clinical or classroom) and mandatory drug testing. Attention Deficit/Cognitive Impairment Ataxia Tremors, especially of the hands Slowed response time in a familiar skill Diminished from the usual in coordination/dexterity Social Impairment Inappropriate verbal remarks (subjects/words/expletives) Inappropriate behaviors or those beyond the societal norm such as: Angry outbursts/unrestrained agitation Crying that cannot be explained Euphoria Paranoia Hallucinations Behaviors that are markedly changed from that individual such as: Introversion Extroversion Sullen/irritable Giddy Defensiveness Somatic Manifestations/Discomforts Odor of alcohol on breath Nausea/vomiting/thirst Frequent trips to the bathroom/complain of urinary frequency or diarrhea Hiccoughs Reddened sclera (bloodshot eyes) Pupil changes/drooping eyelids Complain of blurred vision or inability to focus Speech/Communication Impairment Slurred (thick tongue) Rapid/choppy communication pattern Incoherent speech BEHAVIORAL PATTERNS ASSOCIATED WITH SUBSTANCE ABUSE The following is a list of behavioral patterns that may surface when drugs have been abused. While these patterns have many causes, thorough assessment and detailed documentation is needed over a period of time to determine if there is any relationship to drug abuse. Patterns of behavior to observe and validate are: Repeated tardiness Frequent absenteeism Numerous and chronic somatic complaints (colds/GI problems/lack of sleep/weight loss/sluggishness/low energy) Untidy personal appearance or deterioration in quality of grooming Lack of attention to hygiene (hair, nails, skin, oral) Multiple crises in personal life Avoidance/lack of eye contact Isolation/lack of peer support Repeated excuses for below standard performance Forgetfulness with appointments/assignments Slowed response time in familiar activities Behavior shifts/mood swings Lack of trust and suspicious of the motives of others Needle tracks on body surface Behaviors surrounding the administration of narcotics: Frequent need to waste “unused” medications Recording the administration of larger doses than ordered Unauthorized possession of the narcotic key Unsupervised entry into narcotic cabinet Volunteering to be in situations to gain greater access to narcotics Taking frequent breaks/numerous occasions when whereabouts unknown CRITERIA FOR URINE DRUG SCREENS NOTICE: PROVIDE LAB WITH THIS CRITERIA ANY DRUG SCREENS SUBMITTED TO ARKANSAS STATE UNIVERSITY, COLLEGE OF NURSING AND HEALTH PROFESSIONS SHALL HAVE MET THE FOLLOWING CRITERIA: Specimen collection is witnessed BASIC 10-PANEL* DRUG SCREEN INCLUDING ALCOHOL, MEPEERIDINE AND DRUG OF CHOICE (SEE #7). Laboratory must be CLIA 1 Confirmation of positive results is done by GCMS 2 . If specimen must be sent to another laboratory for confirmation, the chain of custody is maintained. Report, in addition to results, will include: Chain of custody Drug history List of drugs screened Confirmation of method used Specific gravity The laboratory will retain negative specimens for a minimum of two (2) weeks and positive specimens for a minimum of one (1) year. *10-Panel Includes: Amphetamines Benzodiazepines Cannabinoids Cocaine Opiates PCP Barbiturates Methadone Methaqualone Propoxyphene THE DRUG SCREEN SHALL TEST FOR THE FOLLOWING: Amphetamines Methaqualone Barbiturates Phencyclidine Benzodiazepines Propoxyphene Cannabinoids Alcohol Cocaine Meperidine Opiates Drug of Choice Methadone DRUG SCREENS WHICH DO NOT TEST FOR THE ABOVE WILL BE CONSIDERED NON-COMPLIANT WITH THE ORDER. 1 Clinical Laboratory Improvement Act: Set of Federal Regulations which clinical labs must meet for certification. 2 Gas Chromatography Mass Spectrometry Adopted from Arkansas State Board of Nursing, January 1997 Reviewed by Handbook Committee 6/2018 Any student that smokes on hospital grounds will be subject to that facility’s policy or procedure actions [removal from premises or fined] and will not be allowed to return to the clinical site. This may result in removal from the course. HEALTH CLEARANCE FOR CLINICAL PARTICIPATION A new Provider Statement/Ability to Return to Clinical form should be submitted each time the student returns to clinical after having lost time from work or clinical from any incapacitation. This is to be completed by the medical provider of record. GRADUATION It is the student's responsibility to be certain that all graduation requirements are met. Graduation requirements should be checked prior to the last day to add a class in the semester before the semester of graduation. Students are advised to meet with their advisor for this purpose. COMPLETION OPTIONS COMPREHENSIVE EXAMS Students in the Nurse Educator, Nurse Administration, and DNP Post Master’s options will be required to satisfactorily complete a capstone/project in lieu of a comprehensive exam. Candidates for FNP, ACGNP, CRNA graduate degrees are required to take a comprehensive examination over course work. This examination is given during the last enrollment period of the degree program. The comprehensive exam shall be written, and students may be required to use a computer for the examination. In addition to the written exam, an oral exam may be required by the faculty. The exam will incorporate nursing science, theory, issues, role, research, and clinical physiology/pathophysiology. A student who fails a comprehensive exam is required to retake the examination in the next regularly scheduled time period. A student who incurs two failures in a comprehensive examination will no longer be eligible to receive a master’s degree. FINAL SEMESTER REQUIREMENTS The following criteria must be met during the final semester. The student’s registration will include a Graduation Fee. https://www.astate.edu/a/registrar/students/graduation/ The student must submit an “Intent to Graduate” form with the Graduate School via School of Nursing. The student must successfully complete a comprehensive exam or capstone project according to the requirements listed above. GRADING SYSTEM POLICY (see Graduate Bulletin) Grading Scale: GRADE Range A 90-100% B 80-89.99 C 75-79.99 F <74.99 Each course within the nursing programs has a descriptive course syllabus with information concerning content and determination of course grade. It is the student's responsibility to be familiar with and meet the requirements of each course. HEALTH REGULATIONS A completed health form, verification of a Tetanus Booster within the last ten years, proof of measles/rubella immunity as mandated by Arkansas law, and negative chest x-ray or PPD skin test, and a current influenza immunization as required for admission and entry into the clinical arena. Students entering a nursing program shall have on file prior to entry into clinical courses, a Hepatitis B virus (HBV) immunization record to include either a documented history of HBV infection, antibody status positive titer showing previous antigen response to HBV or documentation of the first (in a series of three) HBV immunization. The series must be completed within seven months (second immunization one month after first, followed by third immunization six months after second). Every student must present the following evidence to the School of Nursing: PPD skin test for tuberculosis or negative chest x-ray for active disease. No clinical experience will be allowed until these requirements are completed and the importance of more extensive physical examinations on a yearly basis cannot be over-emphasized. Hepatitis-B Vaccine In keeping with the American Hospital Association Advisory Committee on Infections within Hospitals, the College of Nursing and Health Professions provides the following information to advise its students as to the risk associated with their chosen occupation. Certain groups of healthcare workers are at risk of contracting Hepatitis-B through exposure to blood or accidental inoculation. A new inactivated hepatitis-B vaccine has been developed to prevent hepatitis-B virus (HBV) infection, a potentially fatal disease, in health care personnel. Studies on the safety and efficacy of the vaccine have shown it to be without serious side effects. For Hepatitis B Risk Categories for Health Care Personnel and FAQs about Hepatitis B see Appendix A. HIV/HBV GUIDELINES FOR ON-CAMPUS LABORATORY AND CLINICAL SETTINGS In accordance with sections 503 and 504 of the Rehabilitation Act of 1973, schools must provide equal treatment to persons who have contracted the HIV/HBV virus. Furthermore, schools may not discriminate against any individual based on the perception that he/she is infected.   TRANSMISSION INFORMATION All CNHP students and faculty will employ Standard Precautions while in the clinical setting. CNHP students will receive instruction and annual evaluation regarding transmission of blood-borne pathogens and the use of Standard Precautions. The Infection Control Committee will coordinate instruction on Standard Precautions for faculty on an annual basis. It will be the responsibility of faculty members to document annual instruction through the Infection Control Committee. POLICY Students, faculty, and staff with HIV/HBV, or any significant blood borne pathogen, should be allowed equal access, as long as their medical condition permits, to university facilities or campus activities, including participation in clinical experiences or other academic and social activities offered by the university. All confidential medical information is protected by statute and any unauthorized disclosure may create legal liability. The duty of the health care providers to protect this confidentiality is superseded by the necessity to protect others in very specific circumstances. An infected student/faculty who is symptomatic may be excluded from providing direct client care, determined on a CASE-BY-CASE basis by the Infection Control Committee. In addition, should an individual sero-convert and express concern regarding clinical practice, the committee will convene to review the case. EXPOSURE (Laboratory and Clinical Settings) Students and faculty in the College of Nursing and Health Professions may be exposed to blood borne pathogens such as HIV and HBV. In the clinical and classroom laboratory settings, students/faculty are expected to utilize Standard Precautions, hand washing and protective clothing/gear to prevent contact with blood and other potentially infectious materials. Exposure incident means a specific eye, mouth, other mucous membrane, non-intact skin, or parenteral contact with blood or other potentially infectious material that results from one's duties as a CNHP student or faculty member. An exposure incident involving a student/faculty member in the CNHP, while in a clinical facility or campus laboratory is treated in a similar manner to any type of accident occurring within the agency. ON-CAMPUS LABORATORY OR CLINICAL SETTING: BLOODBORNE PATHOGEN POST EXPOSURE PROTOCOL Should a student or faculty member be exposed to blood borne pathogen in an on- campus laboratory or clinical setting, the following post-exposure protocol is recommended: The student will notify the faculty member supervising the learning experience. If the exposed individual is a faculty member, he/she will notify the chairperson of the specific program in the CNHP. As soon as possible following the exposure, the college incident form will be completed by the faculty member/student. The exposed individual will be referred to the Student Health Center for evaluation if the event occurs during operating hours. If the exposure occurs when the Health Center is closed, the faculty member will determine the individual's primary care options and refer the person to those resources. It is suggested that the post-exposure protocol be managed by the individual’s primary care provider at the individual’s expense. If there is a delay in reporting an exposure incident, it is recommended that the same protocol be followed. OFF-CAMPUS LABORATORY OR CLINICAL SETTING: BLOODBORNE PATHOGEN POST EXPOSURE PROTOCOL If a student/faculty member is exposed to blood or other potentially infectious materials in the off-campus setting, this Blood Borne Pathogen protocol is to be followed. The student will notify the clinical faculty. If the exposed individual is a faculty member, s/he will notify the chairperson of the specific program at the CNHP. The student, clinical faculty or chairperson will notify the supervisor of the area where the exposure occurred. Thereafter, post-exposure protocols for the clinical institution will be followed. The infection control staff member/epidemiologist of the clinical facility will be notified of the exposure immediately by the student or if possible by the clinical faculty member. If a faculty member has been exposed, this individual will notify the infection control staff/epidemiologist. As soon as possible following a report of an exposure incident the clinical faculty and infection control staff/epidemiologist should provide the student with counseling about an immediate confidential medical evaluation and follow-up at the student's expense. In the case of a faculty member's exposure, the individual is expected to communicate directly with the clinical facility (infection control staff/epidemiologist). The medical evaluation and follow-up should include, at a minimum, the following requirements Documentation of the route(s) of exposure and the circumstances under which the exposure incident occurred. Identification and documentation of the source individual unless the clinical facility staff establishes that the identification is infeasible or prohibited by state or local law. The source individual's blood shall be tested as soon as possible after consent is obtained in order to determine HBV and HIV infectivity. If consent is not obtained, the clinical facility shall establish that the source individual's consent cannot be obtained. When the source individual's consent is not required by law, the source individual's blood shall be tested and the results documented. When the source individual is already known to be infected with HIV or HBV, testing for the source individual's HIV or HBV status need not be repeated. Results of the source individual's testing shall be made available to the exposed individual who should also be informed of applicable laws and regulations concerning disclosure of the identity and infectious status of the source individual. The exposed student/faculty member's blood should be tested as soon as possible. It is suggested that the post-exposure protocol be managed by the student/faculty member's personal healthcare provider. CNHP Infection Control Committee 9/2014 INFECTION CONTROL GUIDELINES AND PROCEDURES (9/2014) INTRODUCTION The policies herein are of a general nature and deal with HIV-related infections as well as other blood borne pathogens. They apply to all students/faculty/staff in the College of Nursing and Health Professions (CNHP). Due to differences in the various programs, individual CNHP programs may have specific rules and/or guidelines that are modifications of those in the general policy; however, the specific policies of the various programs will be consistent in their intent with the guidelines noted herein. This policy shall be reviewed annually and modified as necessary based on the current information from the CDC and other resources. ADMISSIONS The HIV/HBV (Human Immunodeficiency Virus/Hepatitis B Virus) or any significant blood borne pathogen status of an applicant should not enter into the application process. Applicants applying for healthcare programs should, however, be informed that certain diseases may necessitate either a modification of their program, or in the extreme may necessitate their dismissal from a program if they cannot perform procedures and/or tasks that are considered essential to their educational experience. RETENTION If it is determined that a student is sero-positive for HIV/HBV, or any other significant blood borne pathogen, or is clinically manifesting symptoms of a related disease process, that student should receive counseling about personal health care concerns and about interaction with others, especially clients. The student should be counseled by a designated faculty member in his/her respective program. The function of the designated faculty member is to counsel the student as to whether the program of education should be modified, another educational program considered, or in the extreme, whether the student should be dismissed from a program because of the inability to perform procedures and/or tasks crucial to the educational program. When considering the possibility of modifying clinical experiences or whether to dismiss, the designated faculty member will request that the Infection Control Committee convene to consider the specific student situation. INFECTION CONTROL COMMITTEE The Infection Control Committee will be comprised of at least one representative from each of the programs in the College of Nursing and Health Professions. The dean will be charged with appointing faculty to serve on this committee after consultation with chairs or directors of the various programs. Once the committee is established, a chair shall be elected by the members. In addition, a community member who is an expert in infectious disease will be designated as a consultant to the committee. The committee shall function to consider the specific student/faculty situations outlined in the HIV/HBV Guidelines. In addition, this committee will function to review the HIV/HBV Guidelines on an annual basis. The committee will coordinate annual instruction on Standard Precautions for the faculty. This committee will also serve the programs by making recommendations for infection control policy that may impact both the student and faculty populations. Information regarding such policy will be included in the various programs’ Student Handbook and the CNHP Faculty/Staff Handbook. When the Infection Control Committee convenes to consider specific student/faculty situations, a timely response is in order. Individuals will be provided a letter outlining the committee recommendations within a one-week period after convening. During this time period, the student/faculty person shall not engage in direct client contact. Should an individual wish to appeal the decision of the committee, the established University Grievance process should be followed (See A- State Student/Faculty Handbooks). LATEX ALLERGY The student must notify the faculty member supervising the learning experience immediately upon awareness of a known or suspected latex allergy. Latex allergy exposure treatment and medical prophylaxis is the student's responsibility and must be provided at the student’s expense. STANDARD UNIVERSAL PRECAUTIONS All College of Nursing and Health Professions students and faculty will employ Standard Precautions while in the clinical setting. College of Nursing and Health Professions students will receive instruction and annual evaluation regarding transmission of blood borne pathogens and the use of Standard Precautions. Protocols for Standard Precautions (previously referred to as Universal Precautions) can be found in the OSHA Blood borne Pathogens Standard document located in Appendix B. STUDENT SERVICES AUDIOVISUAL AND CLINICAL LEARNING CENTER The AV lab is located on the third floor of the College of Nursing and Health Professions Jonesboro campus. The AV lab is open Monday through Friday with hours posted at the beginning of each semester. The Clinical Learning Center is located in Room 325 in the Reynolds Health Science Building and is equipped with mannequins, equipment and supplies which may be used to practice procedures and skills. The CLC is available for schedule Monday through Friday. COMPUTER USAGE All Arkansas State University computing facilities, equipment, software and reference manuals are for class use only. No use of a commercial nature, or use for personal gain or profit will be allowed . Copying of computer software or related reference manuals for commercial or personal use is a violation of federal copyright laws and will not be allowed . Playing games on the computers will not be allowed . Using computers and printers to print banners, posters, term papers, resumes, greeting cards, etc. will not be allowed unless it is for an A-State computer or word processing class assignment. A-State is a Microsoft campus. Microsoft software products are ONLY available at http://www.astate.edu/a/its/software-downloads/ STUDENT HEALTH CENTER (NYIT Medical Clinic) The Student Health Center has an array of medical services from treating minor illnesses and injuries to providing physical exams, immunizations, female exams (including pap smears), health education, and pre/post-test HIV Counseling (includes blood draw). Call for an appointment, 870-972-2054 or see the website: https://www.astate.edu/a/student-health-center/ Clinic Hours of business are: Monday-Friday from 8:00 am to 5:00 pm COUNSELING CENTER The Counseling Center provides personal, career and academic counseling to A-State students. While the Center staff works with students who may be experiencing a crisis, the goal is to help students deal with their concerns before they develop into more serious problems. Counseling Center services are performed by psychologist and counselors, counseling interns and counseling practicum students. All full-time staff members are licensed mental health practitioners and services are always performed by those whose skills and training are appropriate to the task. Call 870-972-2318 or see website: https://www.astate.edu/a/counseling-services/ LIBRARY SERVICES All A-State students have access to the Dean B. Ellis Library- ASTATE/Jonesboro. Students must have a current student ID in order to utilize many of the services provided by the library. The library handbook, available at the library, offers a description of the resources and hours of operation. The website for the library (https://www.astate.edu/library) has information online. The library can be contacted at (870) 972-3077. Online services are available at the Dean B. Ellis Library (Jonesboro). Several databases are available via remote access (your home computer, for example) if you are enrolled in a web course or a Jonesboro section of a course. Selected full-text articles may be available. Databases that have some full-text articles include Academic Search Premier, UPtoDATE, CINAHL, Ovid, Lexis-Nexis (medical section), Electric Library , and the Health and Wellness Reference Center (formerly Health Trac). Medline Plus also has some full text articles. [If Medline Plus materials are not full text, you may order (without cost) from Interlibrary Loan Services.] Materials not found online are available at A-State-J Library, and some branch campus libraries as well as a number of other area libraries. Students may use inter-library loan (usually without cost; you can limit what you are willing to spend) for materials not in the AState Library collection. STUDENT ORGANIZATIONS GRADUATE STUDENT ADVISORY COUNCIL Students in all graduate programs at A-State have an organization of their own. This organization, which works with the Graduate School and Graduate Dean is The Graduate Student Advisory Council. A student from one of the graduate programs represents the College of Nursing and Health Professions. SIGMA THETA TAU Sigma Theta Tau is the international honor society of nursing with the A-State chapter, Eta Theta. The purpose of this society is: 1) to recognize superior achievement and scholarship; 2) to recognize the development of leadership qualities; 3) to foster high professional standards; 4) to encourage (creative work; and 5) to strengthen commitment to the ideals and purposes of the profession. Membership Criteria: Graduate students must have a cumulative grade point average (GPA) of at least 3.5 and have completed at least ¼ of the program of study. ADULT GERONTOLOGY ACUTE CARE NURSE PRACTITIONER (AGACNP)   AGACNP OPTION MISSION The mission of the graduate nursing program is to prepare nurses who can provide and support advanced nursing practice, integrate nursing and related theories, utilize and participate in research, engage in collaborative relationships, provide leadership in the nursing arena, and demonstrate an understanding of the political, economic, social, professional, educational, legal and ethical realities which have an impact on nursing and health care. AGACNP OPTION PROGRAM PURPOSE The purpose of the Acute Care Option is: To prepare nurses who possess theoretical knowledge, leadership, collaborative, and advanced practice skills necessary to enhance the nursing profession and improve health care. To prepare advanced clinicians whose research knowledge enables them to evaluate and utilize research findings in practice and participate in scientific investigation. To provide a basis for professional growth and a foundation for doctoral study in nursing. Graduate nursing education builds on a foundation of undergraduate nursing education and provides an opportunity for professional nurses to develop a specialty practice that is congruent with an expanding theoretical and empirical knowledge base. The graduate program in nursing is designed to assist professional nurses to prepare for advanced clinical and functional roles that demand increased accountability, expertise, and leadership. The master’s program facilitates the use of the research process through the course of study and prepares the graduate to be a critical thinker and a self-directed professional who collaborates with consumers and other health care providers. AGACNP OPTION PROGRAM OUTCOMES The program objectives emphasize study in the areas of theory, research, role, practice, and health policy. Upon completion of study for the Master of Science in nursing, the student is expected to be able to: MSN End-of-Program SLOs Interpret theories and concepts from nursing, the arts, humanities, sciences, and evidence-based practice to guide clinical and professional judgment in nursing practice. Support person-centered care while respecting diversity and the unique determinants of individuals and populations. Incorporate leadership and collaborative roles in the planning, provision, and management of services to influence policy for individuals, families, and populations. Develop authentic leadership within complex health systems for the improvement of safe, cost-effective, quality health care for diverse populations. Model professionalism in nursing practice through accountability to ethical and legal standards. Evaluate critical inquiry to advance the discipline and profession of nursing. Incorporate information systems and technology to evaluate programs of care, outcomes of care, and care systems. ROLE SPECIFIC AGACNP CORE COMPETENCIES: https://cdn.ymaws.com/www.nonpf.org/resource/resmgr/files/np_competencies_2.pdf   ADULT GERONTOLOGY ACUTE CARE NURSE PRACTITIONER (AGACNP) Program prepares nurses with the complex practice skills and theoretical knowledge necessary for roles in advanced nursing and leadership in the contemporary health care system. Graduate study in nursing is the basis for professional growth in advanced practice roles and the foundation for doctoral study in nursing. Core Courses: Sem. Hrs. NURS 66103 Research Design and Methodology 3 NURS 66203 Theory Development in Nursing 3 NURS 66303 Health Care Issues and Policy 3 NURS 66402 Professional Role Development in Advanced Nursing 2 Sub-total 11 Support Courses: Sem. Hrs. NURS 66003 Advanced Clinical Physiology 3 NURS 66033 Advanced Clinical Pharmacology 3 NURS 66043 Advanced Assessment and Diagnostic Evaluation 3 Sub-total 9 Advanced Practice Courses: Sem. Hrs. NURS 6627V AGACNP Seminar 1 1.5 NURS 6628V AGACNP Seminar 2 1.5 NURS 6623V AGACNP Seminar 3 1.5 NURS 6624V AGACNP Seminar 4 1.5 NURS 6625V AGACNP Seminar 5 1.5 NURS 6626V AGACNP Seminar 6 1.5 NURS 66672 AGACNP Practicum 1 2 NURS 66682 AGACNP Practicum 2 2 NURS 66632 AGACNP Practicum 3 2 NURS 66642 AGACNP Practicum 4 2 NURS 66652 AGACNP Practicum 5 2 NURS 6666V AGACNP Practicum 6 2.5 Sub-total 21.5 Total Required Hours: 41.5 ADULT GERONTOLOGY ACUTE CARE NURSE PRACTITIONER (AGACNP): BEGINNING SPRING 2026 Core Courses: Sem. Hrs. NURS 66103 Research Design and Methodology 3 NURS 66203 Theory Development in Nursing 3 NURS 66303 Health Care Issues and Policy 3 NURS 66402 Professional Role Development in Advanced Nursing 2 Sub-total 11 Support Courses: Sem. Hrs. NURS 66003 Advanced Clinical Physiology 3 NURS 66033 Advanced Clinical Pharmacology 3 NURS 66043 Advanced Assessment and Diagnostic Evaluation 3 Sub-total 9 Advanced Practice Courses: Sem. Hrs. NURS 62113 AGACNP Seminar I 3 NURS 62114 AGACNP Practicum I 4 NURS 63363 AGACNP Seminar II 3 NURS 63364 AGACNP Practicum II 4 NURS 64483 AGACNP Seminar III 3 NURS 64484 AGACNP Practicum III 4.5 Sub-total 21.5 Total Required Hours: 41.5 GRADUATE CERTIFICATE IN AGACNP OPTION Graduate Certificate in Adult Gerontology Acute Care Nurse Practitioner is available to RNs who have recent clinical experience and have completed an MSN with advanced preparation in another specialty area from an accredited institution. Graduates of an MSN program with a AGACNP option that did not include the required certification eligibility requirements from the American Nurses Credentialing Center (ANCC) and/or the American Associated of Critical-Care Nurses (AACN) (Advanced Physiology/ Pathophysiology; Advanced Health Assessment, including diagnostics and disease management; Advanced Pharmacology; and/or minimum of 500 faculty supervised clinical hours) are also eligible to apply. A request for a curriculum “Gap Analysis” to determine an individual Plan of Study will be requested from the Program Coordinator prior to admission. Requirements: Sem. Hrs. NURS 66003 Advanced Clinical Physiology 3 NURS 66033 Advanced Clinical Pharmacology 3 NURS 66043 Advanced Assessment and Diagnostic Evaluation 3 Sub-total 9 Advanced Practice Courses: Sem. Hrs. NURS 6627V AGACNP Seminar 1 1.5 NURS 6628V AGACNP Seminar 2 1.5 NURS 6623V AGACNP Seminar 3 1.5 NURS 6624V AGACNP Seminar 4 1.5 NURS 6625V AGACNP Seminar 5 1.5 NURS 6626V AGACNP Seminar 6 1.5 NURS 66672 AGACNP Practicum 1 2 NURS 66682 AGACNP Practicum 2 2 NURS 66632 AGACNP Practicum 3 2 NURS 66642 AGACNP Practicum 4 2 NURS 66652 AGACNP Practicum 5 2 NURS 6666V AGACNP Practicum 6 2.5 Sub-total 21.5 Total Required Hours 21.5-30.5 GRADUATE CERTIFICATE IN AGACNP OPTION: BEGINNING SPRING 2026 Support Courses: Sem. Hrs. NURS 66003 Advanced Clinical Physiology 3 NURS 66033 Advanced Clinical Pharmacology 3 NURS 66043 Advanced Assessment and Diagnostic Evaluation 3 Sub-total 9 Advanced Practice Courses: Sem. Hrs. NURS 62113 AGACNP Seminar I 3 NURS 62114 AGACNP Practicum I 4 NURS 63363 AGACNP Seminar II 3 NURS 63364 AGACNP Practicum II 4 NURS 64483 AGACNP Seminar III 3 NURS 64484 AGACNP Practicum III 4.5 Sub-total 21.5 Total Required Hours 21.5-30.5 ADDITIONAL LIABILITY INSURANCE POLICY FOR THE ACUTE CARE OPTION Students in the AGACNP option must have a current liability policy as a “AGACNP Student” before enrolling in AGACNP clinical courses. ADMISSION FOR AGACNP OPTION Students are offered admission to their selected MSN Program Option only. Should the student desire to change specialty focus, the student should notify their advisor and complete a change of option/major form for Graduate Admissions. A revised goal statement and admission to the new specialty must be accepted by the MSN Program Admissions, Progressions and Credits Committee. Approval of the MSN faculty of the School of Nursing is required for admission. All applicants for any AGACNP must first be accepted for Graduate School. All applicants for the AGACNP program apply to: Arkansas State University Online Services (870) 972-2920; P. O. Box 2520, State University, AR 72467. astateonline@astate.edu AGACNP OPTION ADMISSION REQUIREMENTS Prerequisites for all AGACNP: Computer Competency. Students enrolled in the MSN and DNP programs are required to possess specific computer competencies. These include the use of electronic mail, use of the World Wide Web, uploading and downloading of files, and access to server capability to support academic programs. TRANSFER CREDITS TO MEET MSN PROGRAM REQUIREMENTS ARE NOT ACCEPTED. Post Masters Certificates may be excluded. (Effective JAN 1, 2014) UNCONDITIONAL ADMISSION FOR THE AGACNP OPTION To establish unconditional admission at the master's degree level, applicants must have a required GPA and an approved criminal background check. All courses attempted, including any repeated courses, are considered in the computation of the grade point average. * ADMISSION TO THE GRADUATE ADMISSION’S OFFICE AND MEETING ELIGIBILITY REQUIREMENTS FOR MSN PROGRAM OPTIONS DOES NOT GUARANTEE ADMISSION TO ALL MAJORS. **ADMISSION DECISIONS TO THE SCHOOL OF NURSING ARE NON-GRIEVABLE and are based on posted ADMISSION CRITERIA. ADMISSION PROCEDURES FOR THE AGACNP OPTION STUDENTS (with the exception of DNP NA students) WHO ARE NOT ENGAGED IN CONTINUOUS STUDY ARE PLACED ON INACTIVE STATUS. Students not enrolled in Acute Care Program courses for three sequential semesters, not including summer session, will be moved to inactive status. The Graduate Admissions office will be notified by the School of Nursing Office about the status of the student. Students with an inactive status designation in the Acute Care Program must petition the MSN, Progressions, and Credits Committee for reinstatement (The petition should be directed to the MSN Program Director. The Program Director will consult with the program faculty represented by the Admissions, Progressions, and Credits Committee, student’s advisor and the Graduate Admissions Office about reinstatement of the student. A revised program of study will be filed. [Students should note that Graduate School policy states, "The time limit allowed for completion of the master's degree is six years . . ." Please refer to current edition of the A- STATE Graduate Bulletin for additional information.] (Policy approved April 12, 1999 by MSN Faculty, Admission, Progressions, and Credits Committee.)  STATUS OF NURSE LICENSURE AGACNP Students must hold a current, unencumbered license to practice as a Registered Nurse. The unencumbered RN and/or APRN license must be active in the state where clinical practice is scheduled, according to the state approval map at the School of Nursing website. The individual may reapply for admission upon successful completion of the licensing examination. Evidence will be requested throughout the program, and the student is responsible for maintaining the unencumbered license throughout the program. If the license status should change at any time, the student is responsible for notifying the faculty advisor and dismissal from the program may be necessary. RETENTION/PROGRESSION Students must maintain a GPA of 3.0, according to Graduate school requirements. All MSN students are required to earn a minimum grade of “B” in all courses. Progression in specialty courses requires a grade of “B” or better in all completed specialty courses to date. All policies as represented in the A-State Graduate Bulletin and Graduate School Policies remain in effect, including requisites and co-requisites identified for each course. DISMISSAL Students will be dismissed from the program if: The student receives a final grade lower than a “B” twice in the same graduate-level nursing course The student receives a final grade lower than a “B” in any graduate-level nursing courses in two separate parts of the term (POT) in the same program. Please see the Graduate Information Guide for general dismissal policies and program option-specific related policies.  READMISSION FOR THE MSN PROGRAM If students in other program options are not allowed to continue in a program because of the above stipulations, readmission will be considered only after the student submits a formal application for readmission to the appropriate program. Students are not eligible for readmission if: The cumulative grade point average is lower than 3.0. The student has received a final grade lower than "B" twice in the same course, or has received a grade lower than "B" in professional courses in two separate semesters in the same program. [In Nursing, withdrawal from a nursing course to avoid a failing grade is considered the same as receiving a grade lower than "B." Procedures for application for readmission: All applications for readmission must include a current and complete official transcript. Reapplication is not a guarantee of readmission. Readmission is a competitive process dependent on the applicant pool at the time and space availability. Adherence to the AGACNP Option application deadline is mandatory to be considered for readmission. See A-State AGACNP websites for the deadline for submitting applications for admission. CLINICAL ROTATION POLICIES FOR THE AGACNP OPTION Prior to beginning any clinical activities, students must have on file in the clinical tracking system the following documentation: Active license to practice as a registered nurse in the state where clinical practice is scheduled Professional liability insurance as an “AGACNP Student” (minimum $1,000,000/$3,000,000) Current TB skin test, TSPOT, or evidence of negative finding from chest x-ray CPR certification (professional level) Verified Credentials (background check) Evidence of Hepatitis B immunization, or current Hepatitis B titer, or signed declination statement MMR Tetanus within the last 10 years. Influenza vaccine Health clearance form Students will be asked to recommend a short-list of potential preceptors to the clinical coordinator upon acceptance to the AGACNP Option. The Clinical Coordinator will assure each clinical site meets the university’s criteria as a clinical affiliate facility and will arrange any necessary clinical contracts. Students may not begin their clinical rotation until they receive written acceptance of the clinical site and confirmation of an Arkansas State University contract with the precepting facility from the assigned Clinical Instructor in writing. All students are required to dress professionally. A white lab coat will be worn which is freshly laundered and ironed. A name-tag will be worn identifying the student as an A-State AGACNP student. Name tags can be ordered. Clinical preceptor packets will be distributed during the first two weeks of the semester. A link is provided to all clinical preceptors for access to the online Preceptor Manual by the assigned clinical faculty. A clinical log of all clinical practicum hours will be maintained through an electronic format throughout the clinical rotations. These logs will be reviewed throughout the course of the semester during clinical site visits, at semester end, upon completion of program, or at faculty  member’s request. Every effort should be made to obtain a preceptor initial or signature to verify clinical time at the completion of each day's clinical experience.   REVIEW COURSE & STANDARDIZED EXAMS AGACNP students will be required to attend an ANCC or similar approved Review Course as part of their program of study at the student’s expense during the last year of course work. Standardized predictor exams will be administered throughout the program of study at the student’s expense. A national normed exam will be given at or near the last semester of the program at the student’s expense. Failure of the above nationally normed exam requires formalized remediation and/or independent study at the student’s own expense and must be completed prior to graduation. This formalized remediation must be completed as assigned. Failure to complete remediation may result in student failure to progress in the program. The faculty will assist with formal remediation. FAMILY NURSE PRACTITIONER (FNP) FAMILY NURSE PRACTITIONER OPTION MISSION The mission of the graduate nursing program is to prepare nurses who can provide and support advanced nursing practice, integrate nursing and related theories, utilize and participate in research, engage in collaborative relationships, provide leadership in the nursing arena, and demonstrate an understanding of the political, economic, social, professional, educational, legal and ethical realities which have an impact on nursing and health care. FAMILY NURSE PRACTITIONER OPTION PROGRAM PURPOSE The purposes of the FNP Option: To prepare nurses who possess theoretical knowledge, leadership, collaborative, and advanced practice skills necessary to enhance the nursing profession and improve health care. To prepare advanced clinicians whose research knowledge enables them to evaluate and utilize research findings in practice and participate in scientific investigation. To provide a basis for professional growth and a foundation for doctoral study in nursing. Graduate nursing education builds on a foundation of undergraduate nursing education and provides an opportunity for professional nurses to develop a specialty practice that is congruent with an expanding theoretical and empirical knowledge base. The graduate program in nursing is designed to assist professional nurses to prepare for advanced clinical and functional roles that demand increased accountability, expertise, and leadership. The master’s program facilitates the use of the research process through the course of study and prepares the graduate to be a critical thinker and a self-directed professional who collaborates with consumers and other health care providers.  FAMILY NURSE PRACTITIONER OPTION PROGRAM OUTCOMES The program objectives emphasize study in the areas of theory, research, role, practice, and health policy. Upon completion of study for the Master of Science in nursing, the student is expected to be able to:  MSN End of Program SLOs Interpret theories and concepts from nursing, the arts, humanities, sciences, and evidence-based practice to guide clinical and professional judgment in nursing practice. Support person-centered care while respecting diversity and the unique determinants of individuals and populations. Incorporate leadership and collaborative roles in the planning, provision, and management of services to influence policy for individuals, families, and populations. Develop authentic leadership within complex health systems for the improvement of safe, cost-effective, quality health care for diverse populations. Model professionalism in nursing practice through accountability to ethical and legal standards Evaluate critical inquiry to advance the discipline and profession of nursing. Incorporate information systems and technology to evaluate programs of care, outcomes of care, and care systems. ROLES SPECIFIC NURSE PRACTITIONER COMPETENCIES https://cdn.ymaws.com/www.nonpf.org/resource/resmgr/np_competencies_%26_ntf_standards/nonpf_np_role_core_competenc.pdf   FAMILY NURSE PRACTITIONER OPTION (FNP) The Family Nurse Practitioner (FNP) Concentration prepares nurses with the complex practice skills and theoretical knowledge necessary for roles in advanced nursing and leadership in the contemporary health care system. Graduate study in nursing is the basis for professional growth in advanced practice roles and the foundation for doctoral study in nursing. Core Courses: Sem. Hrs. NURS 66103 Research Design and Methodology 3 NURS 66203 Theory Development in Nursing 3 NURS 66303 Health Care Issues and Policy 3 NURS 66402 Professional Role Development in Advanced Nursing 2 Sub-total 11 Support Courses: Sem. Hrs. NURS 66003 Advanced Clinical Physiology 3 NURS 66033 Advanced Clinical Pharmacology 3 NURS 66043 Advanced Assessment and Diagnostic Evaluation 3 Sub-total 9 Advanced Practice Courses: Sem. Hrs. NURS 6610V FNP Women’s Health 1.5 NURS 6617V FNP Pediatrics 1.5 NURS 6613V FNP Systems I 1.5 NURS 6614V FNP Systems II 1.5 NURS 6615V FNP Systems III 1.5 NURS 6616V FNP Seminar 1.5 NURS 66232 FNP Clinical Practicum 1 2 NURS 66242 FNP Clinical Practicum 2 2 NURS 66252 FNP Clinical Practicum 3 2 NURS 66262 FNP Clinical Practicum 4 2 NURS 66272 FNP Clinical Practicum 5 2 NURS 6656V FNP Clinical Practicum 6 2.5 Sub-total 21.5 Total Required Hours: 41.5 FAMILY NURSE PRACTITIONER OPTION (FNP): BEGINNING FALL 2025 Core Courses: Sem. Hrs. NURS 66103 Research Design and Methodology 3 NURS 66203 Theory Development in Nursing 3 NURS 66303 Health Care Issues and Policy 3 NURS 66402 Professional Role Development in Advanced Nursing 2 Sub-total 11 Support Courses: Sem. Hrs. NURS 66003 Advanced Clinical Physiology 3 NURS 66033 Advanced Clinical Pharmacology 3 NURS 66043 Advanced Assessment and Diagnostic Evaluation 3 Sub-total 9 Advanced Practice Courses: Sem. Hrs. NURS 65113 FNP Clinical Management I 3 NURS 65114 FNP Clinical Management I Practicum 4 NURS 66113 FNP Clinical Management II 3 NURS 66114 FNP Clinical Management II Practicum 4 NURS 67553 FNP Synthesis Seminar 3 NURS 6881V FNP Clinical Management III Practicum 4.5 Sub-total 21.5 Total Required Hours: 41.5 GRADUATE CERTIFICATE IN FAMILY NURSE PRACTITIONER OPTION Family Nurse Practitioner Certificate is available to RNs who have recent clinical experience and have completed a MSN with advanced preparation in another specialty area from an accredited institution. Graduates of a MSN program with a FNP option that did not include the required certification eligibility requirements from the American Nurses Credentialing Center (ANCC) and/or the American Academy of Nurse Practitioners (Advanced Physiology/Pathophysiology; Advanced Health Assessment, including diagnostics and disease management; Advanced Pharmacology; and/or minimum of 500 faculty super- vised clinical hours) are also eligible to apply. A request for a curriculum “Gap Analysis” to determine an individual Plan of Study will be requested from the Program Coordinator prior to admission. Requirements: Sem. Hrs. NURS 66003 Advanced Clinical Physiology 3 NURS 66033 Advanced Clinical Pharmacology 3 NURS 66043 Advanced Assessment and Diagnostic Evaluation 3 Sub-total 9 Advanced Practice Courses: Sem. Hrs. NURS 6610V FNP Women’s Health 1.5 NURS 6617V FNP Pediatrics 1.5 NURS 6613V FNP Systems I 1.5 NURS 6614V FNP Systems II 1.5 NURS 6615V FNP Systems III 1.5 NURS 6616V FNP Seminar 1.5 NURS 66232 FNP Clinical Practicum 1 2 NURS 66242 FNP Clinical Practicum 2 2 NURS 66252 FNP Clinical Practicum 3 2 NURS 66262 FNP Clinical Practicum 4 2 NURS 66272 FNP Clinical Practicum 5 2 NURS 6656V FNP Clinical Practicum 6 2.5 Sub-total 21.5 Total Required Hours 21.5-30.5 GRADUATE CERTIFICATE IN FAMILY NURSE PRACTITIONER OPTION: BEGINNING SUMMER 2026 Required Courses: Sem. Hrs. NURS 66003 Advanced Clinical Physiology 3 NURS 66033 Advanced Clinical Pharmacology 3 NURS 66043 Advanced Assessment and Diagnostic Evaluation 3 Sub-total 9 Advanced Practice Courses: Sem. Hrs. NURS 65113 FNP Clinical Management I 3 NURS 65114 FNP Clinical Management I Practicum 4 NURS 66113 FNP Clinical Management II 3 NURS 66114 FNP Clinical Management II Practicum 4 NURS 67553 FNP Synthesis Seminar 3 NURS 6881V FNP Clinical Management III Practicum 4.4 Sub-total 21.5 Total Required Hours: 21-30 ADDITIONAL LIABILITY INSURANCE POLICY Students in the FNP option must have a current liability policy as a “FNP Student” before enrolling in FNP clinical courses. Students are offered admission to their selected MSN Program Option only. Should the student desire to change specialty focus, the student should notify his/her advisor and complete a change of option/major form for Graduate Admissions. A revised goal statement and admission to the new specialty must be accepted by the MSN Program Admissions, Progressions and Credits Committee. Approval of the MSN faculty of the School of Nursing is required for admission. FNP ADMISSION REQUIREMENTS PREREQUISITES FOR THE FAMILY NURSE PRACTITIONER OPTION Computer Competency. Students enrolled in the MSN and DNP programs are required to possess specific computer competencies. These include the use of electronic mail, use of the World Wide Web, uploading and downloading of files, and access to server capability to support academic programs. TRANSFER CREDITS TO MEET MSN PROGRAM REQUIREMENTS ARE NOT ACCEPTED. Post Masters Certificates may be excluded. (Effective JAN 1, 2014) UNCONDITIONAL ADMISSION FOR THE FAMILY NURSE PRACTITIONER OPTION To establish unconditional admission at the master's degree level, applicants must have a required GPA and an approved criminal background check. All courses attempted, including any repeated courses, are considered in the computation of the grade point average. *ADMISSION TO THE GRADUATE ADMISSION’S OFFICE AND MEETING ELIGIBILITY REQUIREMENTS FOR MSN PROGRAM OPTIONS DOES NOT GUARANTEE ADMISSION TO ALL MAJORS. **ADMISSION DECISIONS TO THE SCHOOL OF NURSING ARE NON-GRIEVABLE and are based on posted ADMISSION CRITERIA.   ADMISSION PROCEDURES APPLYING TO THE GRADUATE ADMISSIONS FOR THE FAMILY NURSE PRACTITIONER OPTION All applicants for the FNP program apply to: Arkansas State University Online Services P.O. Box 2520 State University, AR 72467 (870)972- 2920; astateonline@astate.edu Admission requirements may be found on the School of Nursing website: https://www.astate.edu/colleges/nursing-and-health-professions/school-of-nursing.html APPLYING TO THE SCHOOL OF NURSING FAMILY NURSE PRACTITIONER OPTION INACTIVE STATUS FOR FNP STUDENTS (with the exception of DNP NA students) WHO ARE NOT ENGAGED IN CONTINUOUS STUDY ARE PLACED ON INACTIVE STATUS . Students not enrolled in FNP Program courses for three sequential semesters, not including summer session, will be moved to inactive status The Graduate Admissions office will be notified by the School of Nursing Office about the status of the student. Students with an inactive status designation in the FNP Program must petition the MSN, Progressions, and Credits Committee for reinstatement. The petition should be directed to the MSN Program Director. The Program Director will consult with the program faculty represented by the Admissions, Progressions, and Credits Committee, student’s advisor and the Graduate Admissions Office about reinstatement of the student. A revised program of study will be filed. [Students should note that Graduate School policy states, "The time limit allowed for completion of the master's degree is six years . . ." Please refer to the current edition of the A-STATE Graduate Bulletin for additional information.] (Policy approved April 12, 1999 by MSN Faculty, Admission, Progressions, and Credits Committee.) STATUS OF NURSE LICENSURE FNP Students must hold a current, unencumbered license to practice as a Registered Nurse. The unencumbered RN and/or APRN license must be active in the state where clinical practice is scheduled. Evidence will be requested throughout the program and the student is responsible for maintaining the unencumbered license throughout the program. If the license status should change at any time, the student is responsible for notifying the faculty advisor and dismissal from the program may be necessary. RETENTION TO THE FNP PROGRAM Students must maintain a GPA of 3.0, according to Graduate school requirements. All MSN students are required to earn a minimum grade of “B” in all courses. Progression in specialty courses requires a grade of “B” or better in all completed specialty courses to date. All policies as represented in the A-State Graduate Bulletin and Graduate School Policies remain in effect, including requisites and co-requisites identified for each course.  DISMISSAL Students will be dismissed from the program if: The student receives a final grade lower than a “B” twice in the same graduate-level nursing course The student receives a final grade lower than a “B” in any graduate-level nursing courses in two separate parts of the term (POT) in the same program. Please see the Graduate Information Guide for general dismissal policies and program option-specific related policies. READMISSION TO THE MSN PROGRAM If students in other program options are not allowed to continue in a program because of the above stipulations, readmission will be considered only after the student submits a formal application for readmission to the appropriate program. Students are not eligible for readmission if: The cumulative grade point average is lower than 3.0. The student has received a final grade lower than "B" twice in the same course, or has received a grade lower than "B" in professional courses in two separate semesters in the same program. [In Nursing, withdrawal from a nursing course to avoid a failing grade is considered the same as receiving a grade lower than "B."] Procedures for application for readmission: All applications for readmission must include a current and complete official transcript. Reapplication is not a guarantee of readmission. Readmission is a competitive process dependent on the applicant pool at the time and space availability. Adherence to the FNP Option application deadline are mandatory to be considered for readmission. See A-State FNP websites for the deadline for submitting applications for admission.  FNP CLINICAL ROTATION: POLICIES/PROCEDURES FOR THE FAMILY NURSE PRACTITIONER OPTION Prior to beginning any clinical activities, students must have on file in the clinical tracking system the following documentation: Active license to practice as a registered nurse in the state where clinical practice is scheduled Professional liability insurance as an “FNP Student” (minimum $1,000,000/$3,000,000) Current TB skin test, TSPOT, or evidence of negative finding from chest x-ray CPR certification (professional level) Verified Credentials (background check) Evidence of Hepatitis B immunization, current Hepatitis B Titer or signed declination statement MMR Tetanus Influenza vaccine Health clearance form Students will be asked to recommend a short-list of potential preceptors to the clinical coordinator upon acceptance to the FNP Program. The Clinical Coordinator will assure each clinical site meets the university’s criteria as a clinical affiliate facility and will arrange any necessary clinical contracts. Students may not begin their clinical rotation until they receive written acceptance of the clinical site and confirmation of an Arkansas State University contract with the precepting facility from the assigned Clinical Instructor in writing. All students are required to dress professionally. A white lab coat will be worn which is freshly laundered and ironed. A name-tag will be worn identifying the student as an A-State FNP student. Name tags can be ordered. Clinical preceptor packets will be distributed during the first two weeks of the semester. A link is provided to all clinical preceptors for access to the online Preceptor Manual by the assigned clinical faculty. A clinical log of all clinical practicum hours will be maintained through an electronic format throughout the clinical rotations. These logs will be reviewed throughout the course of the semester during clinical site visits, at semester end, upon completion of program, or at faculty member’s request. Every effort should be made to obtain a preceptor initial or signature to verify clinical time at the completion of each day's clinical experience. CURRENT CONTRACT WITH CLINICAL FACILITY When sites for student clinical experiences are identified, unless a special form is required, the chair or program director submits a request for preparation/ execution of the Clinical Affiliation Agreement to the dean's office. If special forms are required by the agency, the chair or program director should obtain and prepare these and submit them to the dean for review. Signed copies are maintained by the Dean and the VCRAA. *** Before sending students to a clinical site, chairs/program directors/clinical coordinators should be sure the College has a current and valid clinical agreement and note what special stipulations are required by the facility . REVIEW COURSE & STANDARDIZED EXAMS FNP students will be required to attend an ANCC or similar approved Review Course as part of their program of study at the student’s expense during the last year of course work. Standardized predictor exams will be administered throughout the program of study at the student’s expense. A national normed exam will be given at or near the last semester of the program at the student’s expense. Failure of the above nationally normed exam requires formalized remediation and/or independent study at the student’s own expense and must be completed prior to graduation. This formalized remediation must be completed as assigned. Failure to complete remediation may result in student failure to progress in the program. The faculty will assist with formal remediation.  NURSE ADMINISTRATION OPTION NURSE ADMINISTRATION OPTION MISSION The mission of the graduate nursing program is to prepare nurses who can provide and support advanced nursing practice, integrate nursing and related theories, utilize and participate in research, engage in collaborative relationships, provide leadership in the nursing arena, and demonstrate an understanding of the political, economic, social, professional, educational, legal and ethical realities which have an impact on nursing and health care. NURSE ADMINISTRATION OPTION PROGRAM PURPOSE To prepare nurses who possess theoretical knowledge, leadership, collaborative, and advanced practice skills necessary to enhance the nursing profession and improve health care. To prepare advanced clinicians whose research knowledge enables them to evaluate and utilize research findings in practice and participate in scientific investigation. To provide a basis for professional growth and a foundation for doctoral study in nursing. Graduate nursing education builds on a foundation of undergraduate nursing education and provides an opportunity for professional nurses to develop a specialty practice that is congruent with an expanding theoretical and empirical knowledge base. The graduate program in nursing is designed to assist professional nurses to prepare for advanced clinical and functional roles that demand increased accountability, expertise, and leadership. The master’s program facilitates the use of the research process through the course of study and prepares the graduate to be a critical thinker and a self-directed professional who collaborates with consumers and other health care providers. PROGRAM OUTCOMES FOR THE NURSE ADMINISTRATION OPTION The program objectives emphasize study in the areas of theory, research, role, practice, and health policy. Upon completion of study for the Master of Science in nursing, the student is expected to be able to: Proposed MSN End-of-Program SLOs Interpret theories and concepts from nursing, the arts, humanities, sciences, and evidence-based practice to guide clinical and professional judgment in nursing practice. Support person-centered care while respecting diversity and the unique determinants of individuals and populations. Incorporate leadership and collaborative roles in the planning, provision, and management of services to influence policy for individuals, families, and populations. Develop authentic leadership within complex health systems for the improvement of safe, cost-effective, quality health care for diverse populations. Model professionalism in nursing practice through accountability to ethical and legal standards Evaluate critical inquiry to advance the discipline and profession of nursing. Incorporate information systems and technology to evaluate programs of care, outcomes of care, and care systems. ROLE SPECIFIC AONE COMPETENCIES Communication and Relationship Management Knowledge of Health Care Environment Leadership Professionalism Business Skills and Principles NURSE ADMINISTRATION OPTION The Nursing Administration option is available to MSN students. Students earning a degree and completing the Nurse Administrator option must be enrolled in a MSN option. Courses: Sem. Hrs. NURS 66402 Professional Role Development in Advanced Nursing 2 NURS 66203 Theory Development in Nursing 3 NURS 66303 Health Care Issues and Policy 3     NURS 66043 Advanced Assessment and Diagnostic Evaluation 3 NURS 66033 Advanced Clinical Pharmacology 3 NURS 66003 Advanced Clinical Physiology 3     NURS 66103 Research Design and Methodology 3 NURS 66373 Healthcare Law and Quality Improvement 3     NURS 55133 Leadership in Health Professions 3 NURS 66353 Budgeting and Financial Management 3     NURS 66762 Applied Clinical Research and Role Seminar 2 NURS 66873 Practicum in Nursing Administration 3 Total Required Hours 34 GRADUATE CERTIFICATE IN NURSE ADMINISTRATION Graduate Certificate in Nurse Administration students seeking a certificate as a Nurse Administrator may complete the require 15-18 credit hours with concurrent enrollment within a Master of Science in Nursing program option or may complete after a Master of Science in Nursing degree is obtained. The Nurse Administrator Certificate will prepare nurses for Certification by American Nurses Credentialing Center (ANCC) and/or American Organization of Nurse Executives (AONE). Courses: Sem. Hrs. NURS 55133 Leadership in Health Professions 3 NURS 66373 Healthcare Law and Quality Improvement 3 NURS 66353 Budgeting and Financial Management 3 NURS 66762 Applied Clinical Research and Role Seminar 2 NURS 66873 Practicum in Nursing Administration 3 Total Required Hours 14 Students are offered admission to their selected MSN Program Option only. Should the student desire to change specialty focus, the student should notify his/her advisor and complete a change of option/major form. MSN ADMISSION REQUIREMENTS PREREQUISITES FOR NURSE ADMINISTRATION OPTION Computer Competency. Students enrolled in the MSN Nurse Administration Option is required to possess specific computer competencies. These include the use of electronic mail, use of the World Wide Web, uploading and downloading of files, and access to server capability to support academic programs. TRANSFER CREDITS TO MEET MSN PROGRAM REQUIREMENTS ARE NOT ACCEPTED. Post Masters Certificates may be excluded. (Effective JAN 1, 2014)  UNCONDITIONAL ADMISSION FOR THE NURSE ADMINISTRATION OPTION To establish unconditional admission at the master's degree level, applicants must have a required GPA and an approved criminal background check. All courses attempted, including any repeated courses, are considered in the computation of the grade point average. *ADMISSION TO THE GRADUATE ADMISSION’S OFFICE AND MEETING ELIGIBILITY REQUIREMENTS FOR MSN PROGRAM OPTIONS DOES NOT GUARANTEE ADMISSION TO ALL MAJORS. **ADMISSION DECISIONS TO THE SCHOOL OF NURSING ARE NON-GRIEVABLE and are based on posted ADMISSION CRITERIA. ADMISSION PROCEDURES FOR THE NURSE ADMINISTRATION OPTION APPLYING TO THE GRADUATE ADMISSIONS FOR THE NURSE ADMINISTRATION OPTION All applicants for the Nurse Administration program apply to: Arkansas State University Online Services P.O. Box 2520 State University, AR 72476 (870) 972-2920;  astateonline@astate.edu . Admission requirements may be found on the School of Nursing website https://www.astate.edu/colleges/nursing-and-health-professions/school-of-nursing.html INACTIVE STATUS FOR THE NURSE ADMINISTRATION OPTION STUDENTS (with the exception of MSN NA students) WHO ARE NOT ENGAGED IN CONTINUOUS STUDY ARE PLACED ON INACTIVE STATUS. Students not enrolled in FNP Program courses for three sequential semesters, not including summer session, will be moved to inactive status The Graduate Admissions office will be notified by the School of Nursing Office about the status of the student. Students with an inactive status designation in the FNP Program must petition the MSN, Progressions, and Credits Committee for reinstatement. The petition should be directed to the MSN Program Director. The Program Director will consult with the program faculty represented by the Admissions, Progressions, and Credits Committee, student’s advisor and the Graduate Admissions Office about reinstatement of the student. A revised program of study will be filed. [Students should note that Graduate School policy states, "The time limit allowed for completion of the master's degree is six years . . ." Please refer to the current edition of the A-STATE Graduate Bulletin for additional information.] (Policy approved April 12, 1999 by MSN Faculty, Admission, Progressions, and Credits Committee.) STATUS OF NURSE LICENSURE MSN Students must hold a current, unencumbered license to practice as a Registered Nurse. The unencumbered RN and/or APRN license must be active in the state where clinical practice is scheduled. Individuals admitted pending NCLEX-RN examination results are required to withdraw from the program at the end of the first semester if the examination is not passed. The individual may reapply for admission upon successful completion of the licensing examination. Evidence will be requested throughout the program and the student is responsible for maintaining the unencumbered license throughout the program. If the license status should change at any time, the student is responsible for notifying the faculty advisor and dismissal from the program may be necessary.  RETENTION/PROGRESSION TO THE NURSE ADMINISTRATION OPTION Students must maintain a GPA of 3.0, according to Graduate school requirements. All MSN students are required to earn a minimum grade of “B” in all courses. Progression in specialty courses requires a grade of “B” or better in all completed specialty courses to date. All policies as represented in the A-State Graduate Bulletin and Graduate School Policies remain in effect, including requisites and co-requisites identified for each course. DISMISSAL Students will be dismissed from the program if: The student receives a final grade lower than a “B” twice in the same graduate-level nursing course The student receives a final grade lower than a “B” in any graduate-level nursing courses in two separate parts of the term (POT) in the same program. Please see the Graduate Information Guide for general dismissal policies and program option-specific related policies. READMISSION FOR THE MSN PROGRAM If students in other program options are not allowed to continue in a program because of the above stipulations, readmission will be considered only after the student submits a formal application for readmission to the appropriate program. Students are not eligible for readmission if: The cumulative grade point average is lower than 3.0. The student has received a final grade lower than "B" twice in the same course, or has received a grade lower than "B" in professional courses in two separate semesters in the same program. Procedures for application for readmission: All applications for readmission must include a current and complete official transcript. Reapplication is not a guarantee of readmission. Readmission is a competitive process dependent on the applicant pool at the time and space availability. CLINICAL ROTATION: POLICIES/PROCEDURES FOR THE NURSE ADMINISTRATION OPTION Students will be asked to recommend a short-list of potential preceptors to the clinical coordinator upon acceptance to the program. The Faculty will assure each clinical site meets the university’s criteria as a clinical affiliate facility and will arrange any necessary clinical contracts. Students may not begin their clinical rotation until they receive written acceptance of the clinical site and confirmation of an Arkansas State University contract with the precepting facility from the assigned Clinical Coordinator in writing. All students are required to dress professionally. A white lab coat will be worn which is freshly laundered and ironed. A name-tag will be worn identifying the student as student. name tags can be ordered. Clinical preceptor packets will be distributed during the first two weeks of the semester. A link is provided to all clinical preceptors for access to the online Preceptor Manual by the assigned clinical faculty. A clinical log of all clinical practicum hours will be maintained through an electronic format throughout the clinical rotations. These logs will be reviewed throughout the course of the semester during clinical site visits, at semester end, upon completion of program, or at faculty member’s request. CURRENT CONTRACT WITH CLINICAL FACILITY When sites for student clinical experiences are identified, unless a special form is required, the chair or program director submits a request for preparation/ execution of the Clinical Affiliation Agreement to the dean's office. If special forms are required by the agency, the chair or program director should obtain and prepare these and submit them to the dean for review. Signed copies are maintained by the Dean and the VCRAA. ***Before sending students to a clinical site, chairs/program directors/clinical coordinators should be sure the College has a current and valid clinical agreement and note what special stipulations are required by the facility. NURSE EDUCATOR OPTION NURSE EDUCATOR OPTION MISSION The mission of the graduate nursing program is to prepare nurses who can provide and support advanced nursing practice, integrate nursing and related theories, utilize and participate in research, engage in collaborative relationships, provide leadership in the nursing arena, and demonstrate an understanding of the political, economic, social, professional, educational, legal and ethical realities which have an impact on nursing and health care.  NURSE EDUCATOR OPTION PROGRAM PURPOSE To prepare students for nursing faculty, clinical instructor, and staff development positions. To provide students with the foundation to teach nursing and healthcare professionals. To provide a basis for professional growth and a foundation for doctoral study in nursing. Graduate nursing education builds on a foundation of undergraduate nursing education and provides an opportunity for professional nurses to develop a specialty practice that is congruent with an expanding theoretical and empirical knowledge base. The graduate program in nursing is designed to assist professional nurses to prepare for advanced clinical and functional roles that demand increased accountability, expertise, and leadership. The master’s program facilitates the use of the research process through the course of study and prepares the graduate to be a critical thinker and a self-directed professional who collaborates with consumers and other health care providers. PROGRAM OUTCOMES FOR THE NURSE EDUCATOR OPTION The program objectives emphasize study in the areas of theory, research, role, practice, and health policy. Upon completion of study for the Master of Science in nursing, the student is expected to be able to: Role Specific Nurse Educator End-of-Program Outcomes (MSN Program Outcomes) Based on the NLN Core Competencies of Academic Nurse Educators: In addition to the MSN End-of-Program Outcomes, the graduate of the Nurse Educator Option (or post-master’s certificate program), is prepared to: Proposed MSN End-of-Program SLOs Interpret theories and concepts from nursing, the arts, humanities, sciences, and evidence-based practice to guide clinical and professional judgment in nursing practice. Support person-centered care while respecting diversity and the unique determinants of individuals and populations. Incorporate leadership and collaborative roles in the planning, provision, and management of services to influence policy for individuals, families, and populations. Develop authentic leadership within complex health systems for the improvement of safe, cost-effective, quality health care for diverse populations. Model professionalism in nursing practice through accountability to ethical and legal standards Evaluate critical inquiry to advance the discipline and profession of nursing. Incorporate information systems and technology to evaluate programs of care, outcomes of care, and care systems. NURSE EDUCATOR OPTION Minimum hours required for this option: 11 additional credit hours Courses in the Nurse Educator option are: NURS 6623: Curriculum Development in Health Professions NURS 6853: Teaching in Advanced Nursing Roles NURS 6713: Practicum in Nursing Education NURS 6043: Measurement and Evaluation in Health Sciences Nurse Educator may also be taken as an informal graduate certificate without earning the MSN degree or a post graduate certificate. Courses: Sem. Hrs. NURS 66402 Professional Role Development in Advanced Nursing 2 NURS 66203 Theory Development in Nursing 3 NURS 66303 Health Care Issues and Policy 3     NURS 66043 Advanced Assessment and Diagnostic Evaluation 3 NURS 66033 Advanced Clinical Pharmacology 3 NURS 66003 Advanced Clinical Physiology 3     NURS 66103 Research Design and Methodology 3 NURS 66053 Measurement and Evaluation in Health Sciences 3     NURS 66603 Curriculum Development in Health Professions 3 NURS 66853 Teaching in Advanced Nursing Roles 3     NURS 66703 Practicum in Nursing Education 3 Total Required Hours 32 GRADUATE CERTIFICATE IN NURSE EDUCATOR Students seeking a certificate as a Nurse Educator may complete the required 12 credit hours without being admitted to the Master of Science in Nursing program or may complete as a Post Graduate Certificate with completion of the MSN degree in another option. This Nurse Educator Certificate will prepare nurses for formal and informal teaching of nurses, patients, and students, in the healthcare or academic environment. Courses: Sem. Hrs. NURS 66053 Measurement and Evaluation in Health Sciences 3 NURS 66603 Curriculum Development in Health Professions 3 NURS 66703 Practicum in Nursing Education 3 NURS 66853 Teaching in Advanced Nursing Roles 3 Total Required Hours 12 Students are offered admission to their selected MSN Program Option only. Should the student desire to change specialty focus, the student should notify his/her advisor and complete a change of option/major form for Graduate Admissions. A revised goal statement and admission to the new specialty must be accepted by the MSN Program Admissions, Progressions and Credits Committee. Approval of the MSN faculty of the School of Nursing is required for admission. NURSE EDUCATOR OPTION ADMISSION REQUIREMENTS Prerequisites for the Nurse Educator option Computer Competency. Students enrolled in the MSN program are required to possess specific computer competencies. These include the use of electronic mail, use of the World Wide Web, uploading and downloading of files, and access to server capability to support academic programs. TRANSFER CREDITS TO MEET MSN PROGRAM REQUIREMENTS ARE NOT ACCEPTED. Post Masters Certificates may be excluded. (Effective JAN 1, 2014) UNCONDITIONAL ADMISSION FOR THE NURSE EDUCATOR OPTION To establish unconditional admission at the master's degree level, applicants must have a required GPA and an approved criminal background check. All courses attempted, including any repeated courses, are considered in the computation of the grade point average. *ADMISSION TO THE GRADUATE ADMISSION’S OFFICE AND MEETING ELIGIBILITY REQUIREMENTS FOR MSN PROGRAM OPTIONS DOES NOT GUARANTEE ADMISSION TO ALL MAJORS. **ADMISSION DECISIONS TO THE SCHOOL OF NURSING ARE NON-GRIEVABLE and are based on posted ADMISSION CRITERIA. ADMISSION PROCEDURES NURSE EDUCATOR OPTION APPLYING TO GRADUATE ADMISSIONS FOR THE NURSE EDUCATOR OPTION All applicants for the program apply to: Arkansas State University Online Services O. Box 2520 State University, AR 72467 (870) 972- 2920; astateonline@astate.edu . Admission requirements may be found on the School of Nursing website https://www.astate.edu/colleges/nursing-and-health-professions/school-of-nursing.html INACTIVE STATUS FOR THE NURSE EDUCATOR OPTION STUDENTS WHO ARE NOT ENGAGED IN CONTINUOUS STUDY ARE PLACED ON INACTIVE STATUS. Students not enrolled in Nurse Educator Option courses for three sequential semesters, not including summer session, will be moved to inactive status. The Graduate Admissions office will be notified by the School of Nursing Office about the status of the student. Students with an inactive status designation in the Nurse Educator must petition the MSN, Progressions, and Credits Committee for reinstatement. The petition should be directed to the MSN Program Director. The Program Director will consult with the program faculty represented by the Admissions, Progressions, and Credits Committee, student’s advisor and the Graduate Admissions Office about reinstatement of the student. A revised program of study will be filed. [Students should note that Graduate School policy states, "The time limit allowed for completion of the master's degree is six years . . ." Please refer to current edition of the A-STATE Graduate Bulletin for additional information.] STATUS OF NURSE LICENSURE Nurse Educator Students must hold a current, unencumbered license to practice as a Registered Nurse. The unencumbered RN and/or APRN license must be active in the state where clinical practice is scheduled. Individuals admitted pending NCLEX-RN examination results are required to withdraw from the program at the end of the first semester if the examination is not passed. The individual may reapply for admission upon successful completion of the licensing examination. Evidence will be requested throughout the program and the student is responsible for maintaining the unencumbered license throughout the program. If the license status should change at any time, the student is responsible for notifying the faculty advisor and dismissal from the program may be necessary. RETENTION FOR THE NURSE EDUCATOR OPTION Students must maintain a GPA of 3.0, according to Graduate school requirements. All MSN students are required to earn a minimum grade of “B” in all courses. Progression in specialty courses requires a grade of “B” or better in all completed specialty courses to date. All policies as represented in the A-State Graduate Bulletin and Graduate School Policies remain in effect, including requisites and co-requisites identified for each course.   DISMISSAL Students will be dismissed from the program if: The student receives a final grade lower than a “B” twice in the same graduate-level nursing course The student receives a final grade lower than a “B” in any graduate-level nursing courses in two separate parts of the term (POT) in the same program. Please see the Graduate Information Guide for general dismissal policies and program option-specific related policies. READMISSION FOR MSN If students in other program options are not allowed to continue in a program because of the above stipulations, readmission will be considered only after the student submits a formal application for readmission to the appropriate program. Students are not eligible for readmission if: The cumulative grade point average is lower than 3.0. The student has received a final grade lower than "B" twice in the same course, or has received a grade lower than "B" in professional courses in two separate semesters in the same program. Procedures for application for readmission: A student must submit to the School of Nursing MSN Program a completed Nursing application packet by the deadline date for applications. See MSN website for applications. All applications for readmission must include a current and complete official transcript. Reapplication is not a guarantee of readmission. Readmission is a competitive process dependent on the applicant pool at the time and space availability. Adherence to the Nurse Educator Options application deadlines are mandatory to be considered for readmission. See MSN Program website for the deadline for submitting applications for admission. CLINICAL ROTATION: POLICIES/PROCEDURES FOR THE NURSE EDUCATOR OPTION Students will be asked to recommend a short-list of potential preceptors to the clinical coordinator upon acceptance to the program. The Faculty will assure each clinical site meets the university’s criteria as a clinical affiliate facility and will arrange any necessary clinical contracts. Students may not begin their clinical rotation until they receive written acceptance of the clinical site and confirmation of an Arkansas State University contract with the precepting facility from the assigned Clinical Coordinator in writing. All students are required to dress professionally. A white lab coat will be worn which is freshly laundered and ironed. A name-tag will be worn identifying the student as student. name tags can be ordered. Clinical preceptor packets will be distributed during the first two weeks of the semester. A link is provided to all clinical preceptors for access to the online Preceptor Manual by the assigned clinical faculty. A clinical log of all clinical practicum hours will be maintained through an electronic format throughout the clinical rotations. These logs will be reviewed throughout the course of the semester during clinical site visits, at semester end, upon completion of program, or at faculty member’s request.  CURRENT CONTRACT WITH CLINICAL FACILITY When sites for student clinical experiences are identified, unless a special form is required, the chair or program director submits a request for preparation/ execution of the Clinical Affiliation Agreement to the dean's office. If special forms are required by the agency, the chair or program director should obtain and prepare these and submit them to the dean for review. Signed copies are maintained by the Dean and the VCRAA. ***Before sending students to a clinical site, chairs/program directors/clinical coordinators should be sure the College has a current and valid clinical agreement and note what special stipulations are required by the facility. PSYCHIATRIC MENTAL HEALTH NURSE PRACTITIONER (PMHNP) OPTION PSYCHIATRIC MENTAL HEALTH NURSE PRACTITIONER OPTION MISSION The mission of the graduate nursing program is to prepare nurses who can provide and support advanced nursing practice, integrate nursing and related theories, utilize and participate in research, engage in collaborative relationships, provide leadership in the nursing arena, and demonstrate an understanding of the political, economic, social, professional, educational, legal and ethical realities which have an impact on nursing and health care. PSYCHIATRIC MENTAL HEALTH NURSE PRACTITIONER OPTION PURPOSE The purposes of the PMHNP Option: To prepare nurses who possess theoretical knowledge, leadership, collaborative, and advanced practice skills necessary to enhance the nursing profession and improve health care. To prepare advanced clinicians whose research knowledge enables them to evaluate and utilize research findings in practice and participate in scientific investigation. To provide a basis for professional growth and a foundation for doctoral study in nursing. Graduate nursing education builds on a foundation of undergraduate nursing education and provides an opportunity for professional nurses to develop a specialty practice that is congruent with an expanding theoretical and empirical knowledge base. The graduate program in nursing is designed to assist professional nurses to prepare for advanced clinical and functional roles that demand increased accountability, expertise, and leadership. The master’s program facilitates the use of the research process through the course of study and prepares the graduate to be a critical thinker and a self-directed professional who collaborates with consumers and other health care providers. PSYCHIATRIC MENTAL HEALTH NURSE PRACTITIONER OPTION OUTCOMES The program objectives emphasize study in the areas of theory, research, role, practice, and health policy. Upon completion of study for the Master of Science in nursing, the student is expected to be able to: Proposed MSN End-of-Program SLOs: Interpret theories and concepts from nursing, the arts, humanities, sciences, and evidence-based practice to guide clinical and professional judgment in nursing practice. Support person-centered care while respecting diversity and the unique determinants of individuals and populations. Incorporate leadership and collaborative roles in the planning, provision, and management of services to influence policy for individuals, families, and populations. Develop authentic leadership within complex health systems for the improvement of safe, cost-effective, quality health care for diverse populations. Model professionalism in nursing practice through accountability to ethical and legal standards Evaluate critical inquiry to advance the discipline and profession of nursing. Incorporate information systems and technology to evaluate programs of care, outcomes of care, and care systems.  ROLES SPECIFIC NURSE PRACTITIONER COMPETENCIES https://cdn.ymaws.com/www.nonpf.org/resource/resmgr/competencies/20220825_nonpf_np_role_core_.pdf PSYCHIATRIC MENTAL HEALTH NURSE PRACTITIONER OPTION (PMHNP) The Psychiatric Mental Health Nurse Practitioner (PMHNP) option prepares nurses with the complex practice skills and theoretical knowledge necessary for roles in advanced nursing and leadership in the contemporary health care system. Graduate study in nursing is the basis for professional growth in advanced practice roles and the foundation for doctoral study in nursing. Core Courses: Sem. Hrs. NURS 66103 Research Design and Methodology 3 NURS 66203 Theory Development in Nursing 3 NURS 66303 Health Care Issues and Policy 3 NURS 66402 Professional Role Development in Advanced Nursing 2 Sub-total 11 Support Courses: Sem. Hrs. NURS 66003 Advanced Clinical Physiology 3 NURS 66033 Advanced Clinical Pharmacology 3 NURS 66043 Advanced Assessment and Diagnostic Evaluation 3 Sub-total 9 Advanced Practice Courses: Sem. Hrs. NURS 66063 Psychotherapy for Clinical Practice 3 NURS 66073 Advanced Psychopharmacology 3 NURS 6633v Child Seminar 1 1.5 NURS 6634v Adolescent Seminar 2 1.5 NURS 6635v Adult Seminar 3 1.5 NURS 6636v Older Adult Seminar 4 1.5 NURS 6637v Trauma Seminar 5 1.5 NURS 6638v Substance Abuse Seminar 6 1.5 NURS 66102 Clinical Practicum 1 2 NURS 66132 Clinical Practicum 2 2 NURS 66142 Clinical Practicum 3 2 NURS 66152 Clinical Practicum 4 2 NURS 66162 Clinical Practicum 5 2 NURS 6600v Clinical Practicum 6 2.5 Sub-total 27.5 Total Required Hours: 47.5 PSYCHIATRIC MENTAL HEALTH NURSE PRACTITIONER OPTION (PMHNP): BEGINNING SPRING 2026 Core Courses: Sem. Hrs. NURS 66103 Research Design and Methodology 3 NURS 66203 Theory Development in Nursing 3 NURS 66303 Health Care Issues and Policy 3 NURS 66402 Professional Role Development in Advanced Nursing 2 Sub-total 11 Support Courses: Sem. Hrs. NURS 66003 Advanced Clinical Physiology 3 NURS 66033 Advanced Clinical Pharmacology 3 NURS 66043 Advanced Assessment and Diagnostic Evaluation 3 Sub-total 9 Advanced Practice Courses: Sem. Hrs. NURS 66063 Psychotherapy for Clinical Practice 3 NURS 66073 Advanced Psychopharmacology 3 NURS 60313 PMHNP Seminar 1  3 NURS 60334 PMHNP Practicum 1 (240 Clinical Hours) 4 NURS 61133 PMHNP Seminar 2  3 NURS 61134 PMHNP Practicum 2 (240 Clinical Hours) 4 NURS 64433 PMHNP Seminar 3  3 NURS 6013V PMHNP Practicum 3 (270 Clinical Hours) 4.5 Sub-total 27.5 Total Required Hours: 47.5 GRADUATE CERTIFICATE IN PSYCHIATRIC MENTAL HEALTH NURSE PRACTITIONER OPTION Psychiatric Mental Health Nurse Practitioner Certificate is available to RNs who have recent clinical experience and have completed a MSN with advanced preparation in another specialty area from an accredited institution. Graduates of a MSN program with a PMHNP option that did not include the required certification eligibility requirements from the American Nurses Credentialing Center (ANCC) and/or the American Academy of Nurse Practitioners (Advanced Physiology/Pathophysiology; Advanced Health Assessment, including diagnostics and disease management; Advanced Pharmacology; and/or minimum of 500 faculty super- vised clinical hours) are also eligible to apply. A request for a curriculum “Gap Analysis” to determine an individual Plan of Study will be requested from the Program Coordinator prior to admission. Requirements: Sem. Hrs. NURS 66003 Advanced Clinical Physiology 3 NURS 66033 Advanced Clinical Pharmacology 3 NURS 66043 Advanced Assessment and Diagnostic Evaluation 3 Sub-total 9 Advanced Practice Courses: Sem. Hrs. NURS 66063 Psychotherapy for Clinical Practice 3 NURS 66073 Advanced Psychopharmacology 3 NURS 6633v Child Seminar 1 1.5 NURS 6634v Adolescent Seminar 2 1.5 NURS 6635v Adult Seminar 3 1.5 NURS 6636v Older Adult Seminar 4 1.5 NURS 6637v Trauma Seminar 5 1.5 NURS 6638v Substance Abuse Seminar 6 1.5 NURS 66102 Clinical Practicum 1 2 NURS 66132 Clinical Practicum 2 2 NURS 66142 Clinical Practicum 3 2 NURS 66152 Clinical Practicum 4 2 NURS 66162 Clinical Practicum 5 2 NURS 6600v Clinical Practicum 6 2.5 Sub-total 27.5 Total Required Hours: 27.5 - 36.5 GRADUATE CERTIFICATE IN PSYCHIATRIC MENTAL HEALTH NURSE PRACTITIONER OPTION: BEGINNING SPRING 2026 Support Courses: Sem. Hrs. NURS 66003 Advanced Clinical Physiology 3 NURS 66033 Advanced Clinical Pharmacology 3 NURS 66043 Advanced Assessment and Diagnostic Evaluation 3 Sub-total 9 Advanced Practice Courses: Sem. Hrs. NURS 66063 Psychotherapy for Clinical Practice 3 NURS 66073 Advanced Psychopharmacology 3 NURS 60313 PMHNP Seminar 1  3 NURS 60334 PMHNP Practicum 1 (240 Clinical Hours) 4 NURS 61133 PMHNP Seminar 2  3 NURS 61134 PMHNP Practicum 2 (240 Clinical Hours) 4 NURS 64433 PMHNP Seminar 3  3 NURS 6013V PMHNP Practicum 3 (270 Clinical Hours) 4.5 Sub-total 27.5 Total Required Hours: 27.5 - 36.5 ADDITIONAL LIABILITY INSURANCE POLICY Students in the PMHNP option must have a current liability policy as a “PMHNP Student” before enrolling in PMHNP clinical courses. Students are offered admission to their selected MSN option only. Should the student desire to change options, the student should notify his/her advisor and complete a change of option/major form for Graduate Admissions. A revised goal statement and admission to the new option must be accepted by the MSN Program Admissions, Progressions and Credits Committee. Approval of the MSN faculty of the School of Nursing is required for admission. Students wanting to change MSN options must be in academic good standing and be approved by the MSN faculty. PMHNP ADMISSION REQUIREMENTS PREREQUISITES FOR THE PSYCHIATRIC MENTAL HEALTH PRACTITIONER OPTION Computer Competency. Students enrolled in the MSN and DNP programs are required to possess specific computer competencies. These include the use of electronic mail, use of the World Wide Web, uploading and downloading of files, and access to server capability to support academic programs. TRANSFER CREDITS TO MEET MSN PROGRAM REQUIREMENTS ARE NOT ACCEPTED. Post Masters Certificates may be excluded. (Effective JAN 1, 2014) UNCONDITIONAL ADMISSION FOR THE PSYCHIATRIC MENTAL HEALTH NURSE PRACTITIONER OPTION To establish unconditional admission at the master's degree level, applicants must have a required GPA and an approved criminal background check. All courses attempted, including any repeated courses, are considered in the computation of the grade point average. *ADMISSION TO THE GRADUATE ADMISSION’S OFFICE AND MEETING ELIGIBILITY REQUIREMENTS FOR MSN OPTIONS DOES NOT GUARANTEE ADMISSION TO ALL MAJORS. **ADMISSION DECISIONS TO THE SCHOOL OF NURSING ARE NON-GRIEVABLE and are based on posted ADMISSION CRITERIA. ADMISSION PROCEDURES APPLYING TO THE GRADUATE ADMISSIONS FOR THE PSYCHIATRIC MENTAL HEALTH NURSE PRACTITIONER OPTION All applicants for the PMHNP program apply to: Arkansas State University Online Services O. Box 2520 State University, AR 72467 (870)972- 2920; astateonline@astate.edu Admission requirements may be found on the School of Nursing website https://www.astate.edu/colleges/nursing-and-health-professions/school-of-nursing.html INACTIVE STATUS FOR PMHNP STUDENTS (with the exception of DNP NA students) WHO ARE NOT ENGAGED IN CONTINUOUS STUDY ARE PLACED ON INACTIVE STATUS. Students not enrolled in PMHNP option courses for three sequential semesters, not including summer session, will be moved to inactive status. The Graduate Admissions office will be notified by the School of Nursing Office about the status of the student. Students with an inactive status designation in the PMHNP option must petition the MSN, Progressions, and Credits Committee for reinstatement. The petition should be directed to the MSN Program Director. The Program Director will consult with the program faculty represented by the Admissions, Progressions, and Credits Committee, student’s advisor, and the Graduate Admissions Office about reinstatement of the student. A revised program of study will be filed. [Students should note that Graduate School policy states, "The time limit allowed for completion of the master's degree is six years . . ." Please refer to the current edition of the A-STATE Graduate Bulletin for additional information.] (Policy approved April 12, 1999 by MSN Faculty, Admission, Progressions, and Credits Committee.) STATUS OF NURSE LICENSURE PMHNP Students must hold a current, unencumbered license to practice as a Registered Nurse. The unencumbered RN and/or APRN license must be active in the state where clinical practice is scheduled. Evidence will be requested throughout the program and the student is responsible for maintaining the unencumbered license throughout the program. If the license status should change at any time, the student is responsible for notifying the faculty advisor and dismissal from the program may be necessary. RETENTION/PROGRESSION TO THE PMHNP OPTION Students must maintain a GPA of 3.0, according to Graduate school requirements. All MSN students are required to earn a minimum grade of “B” in all courses. Progression in specialty courses requires a grade of “B” or better in all completed specialty courses to date. All policies as represented in the A-State Graduate Bulletin and Graduate School Policies remain in effect, including requisites and co-requisites identified for each course. DISMISSAL Students will be dismissed from the MSN program if: The student receives a final grade lower than a “B” twice in the same graduate-level nursing course The student receives a final grade lower than a “B” in any graduate-level nursing courses in two separate parts of the term (POT) in the same program. Please see the Graduate Information Guide for general dismissal policies and program option-specific related policies.  READMISSION TO THE MSN PROGRAM If students in other options are not allowed to continue in a program because of the above stipulations, readmission will be considered only after the student submits a formal application for readmission to the appropriate program. Students are not eligible for readmission to any MSN option if: The cumulative grade point average is lower than 3.0. The student has received a final grade lower than "B" twice in the same course, or has received a grade lower than "B" in professional courses in two separate semesters in the same program. [In Nursing, withdrawal from a nursing course to avoid a failing grade is considered the same as receiving a grade lower than "B."] Procedures for application for readmission: All applications for readmission must include a current and complete official transcript. Reapplication is not a guarantee of readmission. Readmission is a competitive process dependent on the applicant pool at the time and space availability. Adherence to the PMHNP Option application deadline are mandatory to be considered for readmission. See A-State websites for the deadline for submitting applications for admission. https://www.astate.edu/colleges/nursing-and-health-professions/school-of-nursing.html PMHNP CLINICAL ROTATION: POLICIES/PROCEDURES FOR THE PSYCHIATRIC MENTAL HEALTH NURSE PRACTITIONER OPTION Prior to beginning any clinical activities, students must have on file in the clinical tracking system the following documentation: Active license to practice as a registered nurse in the state where clinical practice is scheduled Professional liability insurance as an “PMHNP Student” (minimum $1,000,000/$3,000,000) Current TB skin test, TSPOT, or evidence of negative finding from chest x-ray CPR certification (professional level) Verified Credentials (background check) Evidence of Hepatitis B immunization, current Hepatitis B Titer or signed declination statement MMR Tetanus Influenza vaccine Health clearance form Students will be asked to recommend a short-list of potential preceptors to the clinical coordinator upon acceptance to the PMHNP Program. The Clinical Coordinator will assure each clinical site meets the university’s criteria as a clinical affiliate facility and will arrange any necessary clinical contracts. Students may not begin their clinical rotation until they receive written acceptance of the clinical site and confirmation of an Arkansas State University contract with the precepting facility from the assigned Clinical Instructor in writing. All students are required to dress professionally. A white lab coat will be worn which is freshly laundered and ironed (not for PMHNP students who will wear business casual). A name-tag will be worn identifying the student as an A-State PMHNP student. Name tags can be ordered. Clinical preceptor packets will be distributed during the first two weeks of the semester. A link is provided to all clinical preceptors for access to the online Preceptor Manual by the assigned clinical faculty. A clinical log of all clinical practicum hours will be maintained through an electronic format throughout the clinical rotations. These logs will be reviewed throughout the course of the semester during clinical site visits, at semester end, upon completion of program, or at faculty member’s request. Every effort should be made to obtain a preceptor initial or signature to verify clinical time at the completion of each day's clinical experience. CURRENT CONTRACT WITH CLINICAL FACILITY When sites for student clinical experiences are identified, unless a special form is required, the chair or program director submits a request for preparation/ execution of the Clinical Affiliation Agreement to the dean's office. If special forms are required by the agency, the chair or program director should obtain and prepare these and submit them to the dean for review. Signed copies are maintained by the Dean and the VCRAA. ***Before sending students to a clinical site, chairs/program directors/clinical coordinators should be sure the College has a current and valid clinical agreement and note what special stipulations are required by the facility. REVIEW COURSE & STANDARDIZED EXAMS PMHNP students will be required to attend a Fitzgerald Review Course as part of their program of study at the student’s expense during the last year of course work. Standardized predictor exams will be administered throughout the program of study at the student’s expense. A national normed exam will be given at or near the last semester of the program at the student’s expense. Failure of the above nationally normed exam requires formalized remediation and/or independent study at the student’s own expense and must be completed prior to graduation. This formalized remediation must be completed as assigned. Failure to complete remediation may result in student failure to progress in the program. The faculty will assist with formal remediation. School of Nursing Graduate Information Guide Appendices GRADUATE INFORMATION GUIDE (GIG) A Guide for Students in MASTER OF SCIENCE IN NURSING PROGRAM OPTION DOCTOR OF NURSING PRACTICE PROGRAM OPTION APPENDICES A – I ARKANSAS STATE UNIVERSITY SCHOOL OF NURSING COLLEGE OF NURSING AND HEALTH PROFESSIONS APPENDIX A Hepatitis B Risk Categories for Health Care Personnel The following categories are drawn from several studies that have delineated differential risks of hepatitis-B among groups of health care personnel. Categories 1A and 1B are regarded as high risk, Category 2 as moderate risk, and Category 3 as low or negligible risk. Category 1A: Persons who have frequent, direct, intense contact with blood or infected tissues, who are at risk of trauma, needle stick, cuts and abrasions that may result in percutaneous introduction of infectious materials, and who may have the potential of transmitting hepatitis- B infection back to patients. This group includes: 1. Surgeons and surgical house staff of all types; 2. Nonsurgical personnel who carry out invasive diagnostic and therapeutic procedures, including endoscopists, invasive cardiologists, angiographers, and other radiologists performing invasive procedures; 3. Anesthesiologists, anesthesiology house staff and nurse anesthetists; 4. Pathologists and pathology house staff who perform autopsies; 5. Blood bank personnel; AND 6. Phlebotomists and intravenous therapy nurses. Category 1B: Persons with slightly less exposure to infected blood other than Category 1A or less frequent association with trauma, who are less likely to transmit infection to patients, but are nevertheless individuals with close and direct contact with blood or infected tissues. This group includes: 1. Clinical and clinical laboratory technical staff who work directly with blood, including but not limited to chemistry and hematology technologists, clinical hematologists, respiratory therapy technicians, arterial blood gas laboratory technicians, endocrine, serology, clinical GI, clinical immunology, cardiac catheterization laboratory personnel; 2. Nurses at highest risk, including those employed in emergency wards, intensive care units, coronary care units, cardiac catheterization laboratories, dialysis care units, burn units, oncology units, operating rooms and obstetric suites. Category 2A: Persons having moderate exposure to infected blood, but only occasional, generally accidental risk of percutaneous inoculation. 1. Nonsurgical and non-invasive medical staff; 2. Housekeeping and central service personnel who may handle needles or sharp instruments. Category 3: The hepatitis risk of other physician personnel, of floor nurses in non-ICU settings, and on other categories of hospital personnel is increased only slightly over the baseline risk in the general population. *Risks. Risks among health-care professionals vary during the training and working career of each individual, but are often highest during the professional training period. For this reason, when possible, vaccination should be completed during training in schools of medicine, dentistry, nursing, laboratory technology, and other allied professions before workers have their first contact with blood. *Source: "Morbidity and Mortality Weekly Report," Centers for Disease Control, Feb. 9, 1990, Vol. 39, No 5-2, p. 14. FAQ’S ABOUT HEPATITIS B Q. What is Hepatitis B? A. Hepatitis B is a serious disease that kills 4,000 to 5,000 Americans each year and 1 million people worldwide. Persons who become infected with HBV (Hepatitis B Virus) have this virus circulating in their blood. Persons who become infected with HBV either recover from their infection in several months or they may remain chronically infected for most of their lives. Persons with chronic HBV infection are at high risk of death from cirrhosis and liver cancer. In addition, they are likely to transmit their infection to other people. In the US, 1.25 million persons are chronically infected with HBV. Although HBV is a common infection, it often goes unnoticed. Only one-third of adults will have symptoms of hepatitis when they first become infected. More than 90 percent of young children who become infected will have no symptoms. Chronic infection may go undetected for 20 to 40 years until the resulting liver disease makes the person ill. HBV is a silent, unnoticed killer destroying the liver or stimulating the development of liver cancer in those who thinks they are completely well. Q. How can HBV infection be detected? A. Although most individuals do not have symptoms of infection, blood tests can accurately identify persons with either chronic or resolved infection. National studies have shown that 5% of Americans—12.5 million people—have been infected with HBV. These studies also show that about 300,000 people have been infected with HBV each year for the two decades prior to 1990, and that the risk of infection is much higher among African-Americans that whites. At least 25,000 children have been infected with HBV each year. Q. How does one become infected with HBV? A. The virus is present in saliva and blood and is spread when these fluids come in contact with breaks in the skin or other body surfaces. Hepatitis B is approximately 100 times more contagious than HIV (Human Immunodeficiency Virus). There are certain groups of Americans who engage in activities that place them at risk, but many of the cases do not fit into these groups. Between 15 and 30 percent of cases in recent years (about 45,000 to 90,000) are newly infected persons who have no identified risk factors. Q. Can HBV infection be prevented? A. Hepatitis B vaccine provides protection against infection with HBV by producing immunity or antibodies to the surface protein or outer coat of the virus. This outer coat is called hepatitis B surface antigen or HbsAg. Currently, the vaccines used in the US since 1989 have been produced in yeast recombinant DNA technology as it is considered to be safer than plasmaderived vaccines, which are used widely throughout the world. Hepatitis B vaccine provides greater than 90 percent protection to infants, children, and adults immunized before being exposed to the virus. Many studies have provided evidence that hepatitis B immunization will prevent liver cancer and chronic liver disease. Q. Who should be vaccinated? A. Hepatitis B vaccination of health care personnel who have contact with blood and body fluids can prevent transmission of HBV and is strongly recommended. Vaccination prior to and during training or health care professionals before such blood exposure occurs will decrease any risks related to unintentional injuries or exposures while they are learning health care techniques and processes. Currently, there are recommendations that all children, at a very early age, should receive HBV vaccinations. Eventually, if this plan is carried out, almost all of the population would be protected in the future. The routine immunization of infants would significantly diminish transmission of HBV infection with its ultimate outcomes. Q. How is the vaccine administered? A. The standard recommendation for HBV is a 3-dosage procedure. The hepatitis B vaccine is inoculated intramuscularly, usually in the deltoid area. The first dose is followed by a second dosage inoculation 1 month after the initial dose. The last dose then is administered 6 months following the second dose. As stated, 90% protection is usually achieved using this procedure. Q. How long will protection last? A. A number of studies have shown that the initial 3-dose immunization series provides protection from HBV infection for years. All studies indicate that the immunity is long term and may be lifelong. While immunized people may lose antibody circulating in their blood, they still retain protection from chronic HBV infection because their immune cells remember that they were vaccinated - what is called “immune memory”. The immune cells of a person immunized with hepatitis B vaccine and who has lost antibodies in their blood will remember that they were immunized and rapidly make antibodies when they are exposed to HBV. In the case of Hepatitis B, the long incubation period for HBV infections allows enough time for the immune system to mount a protective response. Currently, booster doses of vaccine are not routinely recommended. Q. Is post-vaccination screening for antibody production necessary? A. Screening for antibody to HbsAg is advised for personnel at on-going risk for blood exposure to determine whether response to vaccinations has occurred and to aid in determining the appropriate post-exposure prophylaxis or the need for revaccination. Screening is advised but it is not mandated by CDC or by OSHA. Employers may request such testing for their employees. The cost of such testing would then generally be at the employers’ expense. If individuals wish to determine their status, then the cost of testing would revert to the individual. Q. What is the rational for post-vaccination screening? A. Individuals who do not produce antibodies or who do not complete the primary vaccination series should be revaccinated with a second three-dose vaccine series or evaluated to determine whether they are AbsAg seropositive. Revaccinated persons should be tested for anti-HBs at the completion of the second vaccine series. If they do not respond, no further vaccination series should be given and they should be evaluated for the presence of the HbsAg (possible chronic HBV infection). Q. What happens if there is an exposure? A. The need for post-exposure prophylaxis, vaccination, or both depends on the HbsAg status of the source of the exposure as well as the immunization status of the person exposed. If the person exposed is unvaccinated, vaccine should be offered; if the source is known to be HbsAg seropositive, Hepatitis B immune globulin (HBIG) should be given, preferably within 24 hours. If the person exposed is known not to have responded to a three dose vaccine series, and if the source is HbsAg seropositive, a single dose of HBIG and a dose of Hepatitis B vaccine need to be given as soon as possible after the exposure with subsequent vaccine doses given at 1 month and at 6 months after the initial dose. If the exposed person is known not to have responded to a three-dose vaccine series and to revaccination, two doses of HBIG need to be given, one dose as soon as possible after exposure and the second dose 1 month later. Appendix A to Section 1910.1030 - Hepatitis B Vaccine Declamation (Mandatory) I understand that due to my occupational exposure to blood or other potentially infectious materials I may be at risk of acquiring hepatitis B virus (HBV) infection. I have been given the opportunity to be vaccinated with hepatitis B vaccine, at no charge to myself. However, I decline hepatitis B vaccination at this time. I understand that by declining this vaccine, I continue to be at risk of acquiring hepatitis B, a serious disease. If in the future I continue to have occupational exposure to blood or other potentially infectious materials and I want to be vaccinated with hepatitis B vaccine, I can receive the vaccination series at no charge to me. [56 FR 64004, Dec. 06, 1991, as amended at 57 FR 12717, April 13, 1992; 57 FR 29206, July 1, 1992; 61 FR 5507, Feb. 13, 1996] APPENDIX B OSHA Regulations (Standards – 29 CFR) Bloodborne pathogens. – 1910.1030 Standard Number: 1910.1030 Standard Title: Bloodborne pathogens. Subpart Number: Z Subpart Title: Toxic and Hazardous Substances (a) Scope and Application. This section applies to all occupational exposure to blood or other potentially infectious materials as defined by paragraph (b) of this section. (b) Definitions. For purposes of this section, the following shall apply: "Assistant Secretary" means the Assistant Secretary of Labor for Occupational Safety and Health, or designated representative. "Blood" means human blood, human blood components, and products made from human blood. "Bloodborne Pathogens" means pathogenic microorganisms that are present in human blood and can cause disease in humans. These pathogens include, but are not limited to, hepatitis B virus (HBV) and human immunodeficiency virus (HIV). "Clinical Laboratory" means a workplace where diagnostic or other screening procedures are performed on blood or other potentially infectious materials. "Contaminated" means the presence or the reasonably anticipated presence of blood or other potentially infectious materials on an item or surface. "Contaminated Laundry" means laundry which has been soiled with blood or other potentially infectious materials or may contain sharps. "Contaminated Sharps" means any contaminated object that can penetrate the skin including, but not limited to, needles, scalpels, broken glass, broken capillary tubes, and exposed ends of dental wires. "Decontamination" means the use of physical or chemical means to remove, inactivate, or destroy bloodborne pathogens on a surface or item to the point where they are no longer capable of transmitting infectious particles and the surface or item is rendered safe for handling, use, or disposal. "Director" means the Director of the National Institute for Occupational Safety and Health, U.S. Department of Health and Human Services, or designated representative. "Engineering Controls" means controls (e.g., sharps disposal containers, self- sheathing needles) that isolate or remove the blood-borne pathogens hazard from the workplace. "Exposure Incident" means a specific eye, mouth, other mucous membrane, non- intact skin, or parenteral contact with blood or other potentially infectious materials that results from the performance of an employee's duties. "Handwashing Facilities" means a facility providing an adequate supply of running potable water, soap and single use towels or hot air drying machines. "Licensed Healthcare Professional" is a person whose legally permitted scope of practice allows him or her to independently perform the activities required by paragraph (f) Hepatitis B Vaccination and Post-exposure Evaluation and Follow-up. "HBV" means hepatitis B virus. "HIV" means human immunodeficiency virus. "Occupational Exposure" means reasonably anticipated skin, eye, mucous membrane, or parenteral contact with blood or other potentially infectious materials that may result from the performance of an employee's duties. "Other Potentially Infectious Materials" means: (1) The following human body fluids: semen, vaginal secretions, cerebrospinal fluid, synovial fluid, pleural fluid, pericardial fluid, peritoneal fluid, amniotic fluid, saliva in dental procedures, any body fluid that is visibly contaminated with blood, and all body fluids in situations where it is difficult or impossible to differentiate between body fluids; (2) Any unfixed tissue or organ (other than intact skin) from a human (living or dead); and (3) HIV-containing cell or tissue cultures, organ cultures, and HIV- or HBVcontaining culture medium or other solutions; and blood, organs, or other tissues from experimental animals infected with HIV or HBV. "Parenteral" means piercing mucous membranes or the skin barrier through such events as needlesticks, human bites, cuts, and abrasions. "Personal Protective Equipment" is specialized clothing or equipment worn by an employee for protection against a hazard. General work clothes (e.g., uniforms, pants, shirts or blouses) not intended to function as protection against a hazard are not considered to be personal protective equipment. "Production Facility" means a facility engaged in industrial-scale, large-volume or high concentration production of HIV or HBV. "Regulated Waste" means liquid or semi-liquid blood or other potentially infectious materials; contaminated items that would release blood or other potentially infectious materials in a liquid or semi-liquid state if compressed; items that are caked with dried blood or other potentially infectious materials and are capable of releasing these materials during handling; contaminated sharps; and pathological and microbiological wastes containing blood or other potentially infectious materials. "Research Laboratory" means a laboratory producing or using research-laboratoryscale amounts of HIV or HBV. Research laboratories may produce high concentrations of HIV or HBV but not in the volume found in production facilities. "Source Individual" means any individual, living or dead, whose blood or other potentially infectious materials may be a source of occupational exposure to the employee. Examples include, but are not limited to, hospital and clinic patients; clients in institutions for the developmentally disabled; trauma victims; clients of drug and alcohol treatment facilities; residents of hospices and nursing homes; human remains; and individuals who donate or sell blood or blood components. "Sterilize" means the use of a physical or chemical procedure to destroy all microbial life including highly resistant bacterial endospores. "Universal Precautions" is an approach to infection control. According to the concept of Universal Precautions, all human blood and certain human body fluids are treated as if known to be infectious for HIV, HBV, and other bloodborne pathogens. "Work Practice Controls" means controls that reduce the likelihood of exposure by altering the manner in which a task is performed (e.g., prohibiting recapping of needles by a two- handed technique). (c) Exposure Control. (1) Exposure Control Plan. (i). Each employer having an employee(s) with occupational exposure as defined by paragraph (b) of this section shall establish a written Exposure Control Plan designed to eliminate or minimize employee exposure. ii. The Exposure Control Plan shall contain at least the following elements: (A) The exposure determination required by paragraph (c)(2),1910.1030 (c)(1)(ii)(B). (B) The schedule and method of implementation for paragraphs (d) Methods of Compliance, (e) HIV and HBV Research Laboratories and Production Facilities, (f) Hepatitis B Vaccination and Post-Exposure Evaluation and Follow-up, (g) Communication of Hazards to Employees, and (h) Recordkeeping, of this standard, and (A) The procedure for the evaluation of circumstances surrounding exposure incidents as required by paragraph (f)(3)(i) of this standard. (iii) Each employer shall ensure that a copy of the Exposure Control Plan is accessible to employees in accordance with 29 CFR 1910.1020(e). (iv) The Exposure Control Plan shall be reviewed and updated at least annually and whenever necessary to reflect new or modified tasks and procedures affect occupational exposure and to reflect new or revised employee positions with occupational exposure. (v) The Exposure Control Plan shall be made available to the Assistant Secretary and the Director upon request for examination and copying. (2) Exposure Determination. (i) Each employer who has an employee(s) with occupational exposure as defined by paragraph (b) of this section shall prepare an exposure determination. This exposure determination shall contain the following: (A) A list of all job classifications in which all employees in those job classifications have occupational exposure; (B) A list of job classifications in which some employees have occupational exposure, and (C) A list of all tasks and procedures or groups of closely related task and procedures in which occupational exposure occurs and that are performed by employees in job classifications listed in accordance with the provisions of paragraph (c)(2)(i)(B) of this standard. (ii) This exposure determination shall be made without regard to the use of personal protective equipment. (d) Methods of Compliance. (1) General Universal precautions shall be observed to prevent contact with blood or other potentially infectious materials. Under circumstances in which differentiation between body fluid types is difficult or impossible, all body fluids shall be considered potentially infectious materials. (2) Engineering and Work Practice Controls. (i) Engineering and work practice controls shall be used to eliminate or minimize employee exposure. Where occupational exposure remains after institution of these controls, personal protective equipment shall also be used. (ii) Engineering controls shall be examined and maintained or replaced on a regular schedule to ensure their effectiveness. (iii) Employers shall provide handwashing facilities that are readily accessible to employees. When provision of handwashing facilities is not feasible, the employer shall provide either an appropriate antiseptic hand cleanser in conjunction with clean cloth/ paper towels or antiseptic towelettes. (iv) When antiseptic hand cleansers or towelettes are used, hands shall be washed with soap and running water as soon as feasible. (v) Employers shall ensure that employees wash their hands immediately or as soon as feasible after removal of gloves or other personal protective equipment. (vi) Employers shall ensure that employees wash hands and any other skin with soap and water, or flush mucous membranes with water immediately or as soon as feasible following contact of such body areas with blood or other potentially infectious materials. (vii) Contaminated needles and other contaminated sharps shall not be bent, recapped, or removed except as noted in paragraphs (d)(2)(vii)(A) and (d)(2)(vii)(B) below. Shearing or breaking of contaminated needles is prohibited. (A) Contaminated needles and other contaminated sharps shall not be bent, recapped or removed unless the employer can demonstrate that no alternative is feasible or that such action is required by a specific medical or dental procedure. (B) Such bending, recapping or needle removal must be accomplished through the use of a mechanical device or a onehanded technique. (viii) Immediately or as soon as possible after use, contaminated reusable sharps shall be placed in appropriate containers until properly reprocessed. These containers shall be: (A) puncture resistant; (B) labeled or color-coded in accordance with this standard; (C) leakproof on the sides and bottom; and (D) in accordance with the requirements set forth in paragraph (d)(4)(ii)(E) for reusable sharps. (ix) Eating, drinking, smoking, applying cosmetics or lip balm, and handling contact lenses are prohibited in work areas where there is a reasonable likelihood of occupational exposure. (x) Food and drink shall not be kept in refrigerators, freezers, shelves, cabinets or on countertops or benchtops where blood or other potentially infectious materials are present. (xi) All procedures involving blood or other potentially infectious materials shall be performed in such a manner as to minimize splashing, spraying, spattering, and generation of droplets of these substances. (xii) Mouth pipetting/ suctioning of blood or other potentially infectious materials is prohibited. (xiii) Specimens of blood or other potentially infectious materials shall be placed in a container that prevents leakage during collection, handling, processing, storage, transport, or shipping. (A) The container for storage, transport, or shipping shall be labeled or color-coded according to paragraph (g)(1)(i) and closed prior to being stored, transported, or shipped. When a facility utilizes Universal Precautions in the handling of all specimens, the labeling/color-coding of specimens is not necessary provided containers are recognizable as containing specimens. This exemption only applies while such specimens/containers remain within the facility. Labeling or color-coding in accordance with paragraph (g)(1)(i) is required when such specimens/containers leave the facility. (B) If outside contamination of the primary container occurs, the primary container shall be placed within a second container which prevents leakage during handling, processing, storage, transport, or shipping and is labeled or color-coded according to the requirements of this standard. (C) If the specimen could puncture the primary container, the primary container shall be placed within a secondary container that is puncture-resistant in addition to the above characteristics. (xiv) Equipment which may become contaminated with blood or other potentially infectious materials shall be examined prior to servicing or shipping and shall be decontaminated as necessary, unless the employer can demonstrate that decontamination of such equipment or portions of such equipment is not feasible. (A) A readily observable label in accordance with paragraph (g)(1)(i)(H) shall be attached to the equipment stating which portions remain contaminated. (B) The employer shall ensure that this information is conveyed to all affected employees, the servicing representative, and/or the manufacturer, as appropriate, prior to handling, servicing, or shipping so that appropriate precautions will be taken. (3) Personal Protective Equipment. (i) Provision. When there is occupational exposure, the employer shall provide, at no cost to the employee, appropriate personal protective equipment such as, but not limited to, gloves, gowns, laboratory coats, face shields or masks and eye protection, and mouthpieces, resuscitation bags, pocket masks, or other ventilation devices. Personal protective equipment will be considered "appropriate" only if it does not permit blood or other potentially infectious materials to pass through to or reach the employee's work clothes, street clothes, undergarments, skin, eyes, mouth, or other mucous membranes under normal conditions of use and for the duration of time which the protective equipment will be used. (ii) Use. The employer shall ensure that the employee uses appropriate personal protective equipment unless the employer shows that the employee temporarily and briefly declined to use personal protective equipment when, under rare and extra-ordinary circumstances, it was the employee's professional judgment that in the specific instance its use would have prevented the delivery of health care or public safety services or would have posed an increased hazard to the safety of the worker or co-worker. When the employee makes this judgment, the circumstances shall be investigated and documented in order to determine whether changes can be instituted to prevent such occurrences in the future. (iii) Accessibility. The employer shall ensure that appropriate personal protective equipment in the appropriate sizes is readily accessible at the worksite or is issued to employees. Hypoallergenic gloves, glove liners, powderless gloves, or other similar alternatives shall be readily accessible to those employees who are allergic to the gloves normally provided. (iv) Cleaning, Laundering, and Disposal. The employer shall clean, launder, and dispose of personal protective equipment required by paragraphs (d) and (e) of this standard, at no cost to the employee. (v) Repair and Replacement. The employer shall repair or replace personal protective equipment as needed to maintain its effectiveness, at no cost to the employee. (vi) If a garment(s) is penetrated by blood or other potentially infectious materials, the garment(s) shall be removed immediately or as soon as feasible. (vii) All personal protective equipment shall be removed prior to leaving the work area. (viii) When personal protective equipment is removed it shall be placed in an appropriately designated area or container for storage, washing, decontamination or disposal. (ix) Gloves. Gloves shall be worn when it can be reasonably anticipated that the employee may have hand contact with blood, other potentially infectious materials, mucous membranes, and non-intact skin; when performing vascular access procedures except as specified in paragraph (d)(3)(ix)(D); and when handling or touching contaminated items or surfaces. (A) Disposable (single use) gloves such as surgical or examination gloves, shall be replaced as soon as practical when contaminated or as soon as feasible if they are torn, punctured, or when their ability to function as a barrier is compromised. (B) Disposable (single use) gloves shall not be washed or decontaminated for re-use. (C) Utility gloves may be decontaminated for re-use if the integrity of the glove is not compromised. However, they must be discarded if they are cracked, peeling, torn, punctured, or exhibit other signs of deterioration or when their ability to function as a barrier is compromised. (D) If an employer in a volunteer blood donation center judges that routine gloving for all phlebotomies is not necessary then the employer shall: (1) Periodically reevaluate this policy; (2) Make gloves available to all employees who wish to use them for phlebotomy; (3) Not discourage the use of gloves for phlebotomy; and (4) Require that gloves be used for phlebotomy in the following circumstances: [i] When the employee has cuts, scratches, or other breaks in his or her skin; [ii] When the employee judges that hand contamination with blood may occur, for. example, when performing phlebotomy on an uncooperative source individual; and [iii] When the employee is receiving training in phlebotomy. (x) Masks, Eye Protection, and Face Shields. Masks in combination with eye protection devices, such as goggles or glasses with solid side shields, or chinlength face shields, shall be worn whenever splashes, spray, spatter, or droplets of blood or other potentially infectious materials may be generated and eye, nose, or mouth contamination can be reasonably anticipated. (xi) Gowns, Aprons, and Other Protective Body Clothing. Appropriate protective clothing such as, but not limited to, gowns, aprons, lab coats, clinic jackets, or similar outer garments shall be worn in occupational exposure situations. The type and characteristics will depend upon the task and degree of exposure anticipated. (xii) Surgical caps or hoods and/or shoe covers or boots shall be worn in instances when gross contamination can reasonably be anticipated (e.g., autopsies, orthopedic surgery). (4) Housekeeping. (i) General. Employers shall ensure that the worksite is maintained in a clean and sanitary condition. The employer shall determine and implement an appropriate written schedule for cleaning and method of decontamination based upon the location within the facility, type of surface to be cleaned, type of soil present, and tasks or procedures being performed in the area. (ii) All equipment and environmental and working surfaces shall be cleaned and decontaminated after contact with blood or other potentially infectious materials: (A) Contaminated work surfaces shall be decontaminated with an appropriate disinfectant after completion of procedures; immediately or as soon as feasible when surfaces are overtly contaminated or after any spill of blood or other potentially infectious materials; and at the end of the work shift if the surface may have become contaminated since the last cleaning. (B) Protective coverings, such as plastic wrap, aluminum foil, or imperviouslybacked absorbent paper used to cover equipment and environmental surfaces, shall be removed and replaced as soon as feasible when they become overtly contaminated or at the end of the work shift if they may have become contaminated during the shift. (C) All bins, pails, cans, and similar receptacles intended for reuse which have a reasonable likelihood for becoming contaminated with blood or other potentially infectious materials shall be inspected and decontaminated on a regularly scheduled basis and cleaned and decontaminated immediately or as soon as feasible upon visible contamination. (D) Broken glassware which may be contaminated shall not be picked up directly with the hands. It shall be cleaned up using mechanical means, such as a brush and dust pan, tongs, or forceps. (E) Reusable sharps that are contaminated with blood or other potentially infectious materials shall not be stored or processed in a manner that requires employees to reach by hand into the containers where these sharps have been placed. (iii) Regulated Waste. (A) Contaminated Sharps Discarding and Containment. (1) Contaminated sharps shall be discarded immediately or as soon as feasible in containers that are: [a] Closable; [b] Puncture resistant; [c] Leakproof on sides and bottom; and [d] Labeled or color-coded in accordance with paragraph (g)(1)(i) of this standard. (2) During use, containers for contaminated sharps shall be: [a] Easily accessible to personnel and located as close as is feasible to the immediate area where sharps are used or can be reasonably anticipated to be found (e.g., laundries); [b] Maintained upright throughout use; and [c] Replaced routinely and not be allowed to overfill. (4) When moving containers of contaminated sharps from the area of use, the containers shall be: [a] Closed immediately prior to removal or replacement to prevent spillage or protrusion of contents during handling, storage, transport, or shipping; [b] Placed in a secondary container if leakage is possible. The second container shall be: [i] Closable; [ii] Constructed to contain all contents and prevent leakage during handling, storage, transport, or shipping; and [iii] Labeled or color-coded according to paragraph (g)(1)(i) of this standard. (5) Reusable containers shall not be opened, emptied, or cleaned manually or in any other manner which would expose employees to the risk of percutaneous injury. (B) Other Regulated Waste Containment. (1) Regulated waste shall be placed in containers which are: [a] Closable; [b] Constructed to contain all con-tents and prevent leakage of fluids during handling, storage, transport or shipping; [c] Labeled or color-coded in accordance with paragraph (g)(1)(i) this standard; and [d] Closed prior to removal to prevent spillage or protrusion of contents during handling, storage, transport, or shipping. (2) If outside contamination of the regulated waste container occurs, it shall be placed in a second container. The second container shall be: [a] Closable; [b] Constructed to contain all contents and prevent leakage of fluids during handling, storage, transport or shipping; [c] Labeled or color-coded in accordance with paragraph (g)(1)(i) of this standard; and [d] Closed prior to removal to prevent spillage or protrusion of contents during handling, storage, transport, or shipping. (C) Disposal of all regulated waste shall be in accordance with applicable regulations of the United States, States and Territories, and political subdivisions of States and Territories. (iv) Laundry. (A) Contaminated laundry shall be handled as little as possible with a minimum of agitation. (1) Contaminated laundry shall be bagged or containerized at the location where it was used and shall not be sorted or rinsed in the location of use. (2) Contaminated laundry shall be placed and transported in bags or containers labeled or color-coded in accordance with paragraph (g)(1)(i) of this standard. When a facility utilizes Universal Precautions in the handling of all soiled laundry, alternative labeling or color- coding is sufficient if it permits all employees to recognize the containers as requiring compliance with Universal Precautions. (3) Whenever contaminated laundry is wet and presents a reasonable likelihood of soak- through of or leakage from the bag or container, the laundry shall be placed and transported in bags or containers which prevent soak-through and/or leakage of fluids to the exterior. (B) The employer shall ensure that employees who have contact with contaminated laundry wear protective gloves and other appropriate personal protective equipment. (C) When a facility ships contaminated laundry off-site to a second facility which does not utilize Universal Precautions in the handling of all laundry, the facility generating the contaminated laundry must place such laundry in bags or containers which are labeled or color- coded in accordance with paragraph (g)(1)(i). (e) HIV and HBV Research Laboratories and Production Facilities. (1) This paragraph applies to research laboratories and production facilities engaged in the culture, production, concentration, experimentation, and manipulation of HIV and HBV. It does not apply to clinical or diagnostic laboratories engaged solely in the analysis of blood, tissues, or organs. These requirements apply in addition to the other requirements of the standard. (2) Research laboratories and production facilities shall meet the following criteria: (i) Standard Microbiological Practices. All regulated waste shall either be incinerated or decontaminated by a method such as autoclaving known to effectively destroy bloodborne pathogens. (ii) Special Practices (A) Laboratory doors shall be kept closed when work involving HIV or HBV is in progress. (B) Contaminated materials that are to be decontaminated at a site away from the work area shall be placed in a durable, leakproof, labeled or color-coded container that is closed before being removed from the work area. (C) Access to the work area shall be limited to authorized persons. Written policies and procedures shall be established whereby only persons who have been advised of the potential biohazard, who meet any specific entry requirements, and who comply with all entry and exit procedures shall be allowed to enter the work areas and animal rooms. (D) When other potentially infectious materials or infected animals are present in the work area or containment module, a hazard warning sign incorporating the universal biohazard symbol shall be posted on all access doors. The hazard warning sign shall comply with paragraph (g)(1)(ii) of this standard. (E) All activities involving other potentially infectious materials shall be conducted in biological safety cabinets or other physicalcontainment devices within the containment module. No work with these other potentially infectious materials shall be conducted on the open bench. (F) Laboratory coats, gowns, smocks, uniforms, or other appropriate protective clothing shall be used in the work area and animal rooms. Protective clothing shall not be worn outside of the work area and shall be decontaminated before being laundered. (G) Special care shall be taken to avoid skin contact with other potentially infectious materials. Gloves shall be worn when handling infected animals and when making hand contact with other potentially infectious materials is unavoidable. (H) Before disposal all waste from work areas and from animal rooms shall either be incinerated or decontaminated by a method such as autoclaving known to effectively destroy bloodborne pathogens. (I) Vacuum lines shall be protected with liquid disinfectant traps and high-efficiency particulate air (HEPA) filters or filters of equivalent or superior efficiency and which are checked routinely and maintained or replaced as necessary. (J) Hypodermic needles and syringes shall be used only for parenteral injection and aspiration of fluids from laboratory animals and diaphragm bottles. Only needle-locking syringes or disposable syringe-needle units (i.e., the needle is integral to the syringe) shall be used for the injection or aspiration of other potentially infectious materials. Extreme caution shall be used when handling needles and syringes. A needle shall not be bent, sheared, replaced in the sheath or guard, or removed from the syringe following use. The needle and syringe shall be promptly placed in a puncture- resistant container and autoclaved or decontaminated before reuse or disposal. (K) All spills shall be immediately contained and cleaned up by appropriate professional staff or others properly trained and equipped to work with potentially concentrated infectious materials. (L) A spill or accident that results in an exposure incident shall be immediately reported to the laboratory director or other responsible person. (M) A biosafety manual shall be prepared or adopted and periodically reviewed and updated at least annually or more often if necessary. Personnel shall be advised of potential hazards, shall be required to read instructions on practices and procedures, and shall be required to follow them. (iii) Containment Equipment. (A) Certified biological safety cabinets (Class I, II, or III) or other appropriate combinations of personal protection or physical containment devices, such as special protective clothing, respirators, centrifuge safety cups, sealed centrifuge rotors, and containment caging for animals, shall be used for all activities with other potentially infectious materials that pose a threat of exposure to droplets, splashes, spills, or aerosols. (B) Biological safety cabinets shall be certified when installed, whenever they are moved and at least annually. (3) HIV and HBV research laboratories shall meet the following criteria: (i) Each laboratory shall contain a facility for hand washing and an eye wash facility which is readily available within the work area. (ii) An autoclave for decontamination of regulated waste shall be available. (4) HIV and HBV production facilities shall meet the following criteria: (i) The work areas shall be separated from areas that are open to unrestricted traffic flow within the building. Passage through two sets of doors shall be the basic requirement for entry into the work area from access corridors or other contiguous areas. Physical separation of the high-containment work area from access corridors or other areas or activities may also be provided by a double-doored clothes- change room (showers may be included), airlock, or other access facility that requires passing through two sets of doors before entering the work area. (ii) The surfaces of doors, walls, floors and ceilings in the work area shall be water resistant so that they can be easily cleaned. Penetrations in these surfaces shall be sealed or capable of being sealed to facilitate decontamination. (iii) Each work area shall contain a sink for washing hands and a readily available eye wash facility. The sink shall be foot, elbow, or automatically operated and shall be located near the exit door of the work area. (iv) Access doors to the work area or containment module shall be selfclosing. (v) An autoclave for decontamination of regulated waste shall be available within or as near as possible to the work area. (vi) A ducted exhaust-air ventilation system shall be provided. This system shall create directional airflow that draws air into the work area through the entry area. The exhaust air shall not be re-circulated to any other area of the building, shall be discharged to the outside, and shall be dispersed away from occupied areas and air intakes. The proper direction of the airflow shall be verified (i.e., into the work area). (5) Training Requirements. Additional training requirements for employees in HIV and HBV research laboratories and HIV and HBV production facilities are specified in paragraph (g)(2)(ix). (f) Hepatitis B Vaccination and Post-exposure Evaluation and Follow-up. (1) General. (i) The employer shall make available the hepatitis B vaccine and vaccination series to all employees who have occupational exposure, and post- exposure evaluation and follow-up to all employees who have had an exposure incident. (ii) The employer shall ensure that all medical evaluations and procedures including the hepatitis B vaccine and vaccination series and postexposure evaluation and follow-up, including prophylaxis, are: (A) Made available at no cost to the employee; (B) Made available to the employee at a reasonable time and place; (C) Performed by or under the supervision of a licensed physician or by or under the supervision of another licensed healthcare professional; and (D) Provided according to recommendations of the U.S. Public Health Service current at the time these evaluations and procedures take place, except as specified by this paragraph (f). (iii) The employer shall ensure that all laboratory tests are conducted by an accredited laboratory at no cost to the employee. (2) Hepatitis B Vaccination. (i) Hepatitis B vaccination shall be made available after the employee has received the training required in paragraph (g)(2) (vii)(I) and within 10 working days of initial assignment to all employees who have occupational exposure unless the employee has previously received the complete hepatitis B vaccination series, antibody testing has revealed that the employee is immune, or the vaccine is contraindicated for medical reasons. (ii) The employer shall not make participation in a prescreening program a prerequisite for receiving hepatitis B vaccination. (iii) If the employee initially declines hepatitis B vaccination but at a later date while still covered under the standard decides to accept the vaccination, the employer shall make available hepatitis B vaccination at that time. (iv) The employer shall assure that employees who decline to accept hepatitis B vaccination offered by the employer sign the statement in Appendix A. (v) If a routine booster dose(s) of hepatitis B vaccine is recommended by the U.S. Public Health Service at a future date, such booster dose(s) shall be made available in accordance with section (f)(1)(ii). (3) Post-exposure Evaluation and Follow-up. Following a report of an exposure incident, the employer shall make immediately available to the exposed employee a confidential medical evaluation and follow-up, including at least the following elements: (i) Documentation of the route(s) of exposure, and the circumstances under which the exposure incident occurred; (ii) Identification and documentation of the source individual, unless the employer can establish that identification is infeasible or prohibited by state or local law; (A) The source individual's blood shall be tested as soon as feasible and consent is obtained in order to determine HBV and HIV infectivity. If consent is not obtained, the employer shall establish that legally required consent cannot be obtained. When the source individual's consent is not required by law, the source individual's blood, if available, shall be tested and the results documented. (B) When the source individual is already known to be infected with HBV or HIV, testing for the source individual's known HBV or HIV status need not be repeated. (C) Results of the source individual's testing shall be made available to the exposed employee, and the employee shall be informed of applicable laws and regulations concerning disclosure of the identity and infectious status of the source individual. (iii) Collection and testing of blood for HBV and HIV serological status; (A) The exposed employee's blood shall be collected as soon as feasible and tested after consent is obtained. (B) If the employee consents to baseline blood collection, but does not give consent at that time for HIV serologic testing, the sample shall be preserved for at least 90 days. If, within 90 days of the exposure incident, the employee elects to have the baseline sample tested, such testing shall be done as soon as feasible. (iv) Post-exposure prophylaxis, when medically indicated, as recommended by the U.S. Public Health Service; (v) Counseling; and (vi) Evaluation of reported illnesses. (4) Information Provided to the Healthcare Professional. (i) The employer shall ensure that the healthcare professional responsible for the employee's Hepatitis B vaccination is provided a copy of this regulation. (ii) The employer shall ensure that the healthcare professional evaluating an employee after an exposure incident is provided the following information: (A) A copy of this regulation; (B) A description of the exposed employee's duties as they relate to the exposure incident; (C) Documentation of the route(s) of exposure and circumstances under which exposure occurred; (D) Results of the source individual's blood testing, if available; and (E) All medical records relevant to the appropriate treatment of the employee including vaccination status which are the employer's responsibility to maintain. (5) Healthcare Professional's Written Opinion. The employer shall obtain and provide the employee with a copy of the evaluating healthcare professional's written opinion within 15 days of the completion of the evaluation. (i) The healthcare professional's written opinion for Hepatitis B vaccination shall be limited to whether Hepatitis B vaccination is indicated for an employee, and if the employee has received such vaccination. (ii) The healthcare professional's written opinion for post-exposure evaluation and follow-up shall be limited to the following information: (A) That the employee has been in-formed of the results of the evaluation; and (B) That the employee has been told about any medical conditions resulting from exposure to blood or other potentially infectious materials which require further evaluation or treatment. (iii) All other findings or diagnoses shall remain confidential and shall not be included in the written report. (6) Medical Recordkeeping. Medical records required by this standard shall be maintained in accordance with paragraph (h)(1) of this section. (g) Communication of Hazards to Employees. (1) Labels and Signs. (i) Labels. (A) Warning labels shall be affixed to containers of regulated waste, refrigerators and freezers containing blood or other potentially infectious material; and other containers used to store, transport or ship blood or other potentially infectious materials, except as provided in paragraph (g)(1)(i)(E), (F) and (G). (B) Labels required by this section shall include the following legend: BIOHAZARD (C) These labels shall be fluorescent orange or orange-red or predominantly so, with lettering and symbols in a contrasting color. (D) Labels shall be affixed as close as feasible to the container by string, wire, adhesive, or other method that prevents their loss or unintentional removal. (E) Red bags or red containers may be substituted for labels. (F) Containers of blood, blood components, or blood products that are labeled as to their contents and have been released for transfusion or other clinical use are exempted from the labeling requirements of paragraph (g). (G) Individual containers of blood or other potentially infectious materials that are placed in a labeled container during storage, transport, shipment or disposal are exempted from the labeling requirement. (H) Labels required for contaminated equipment shall be in accordance with this paragraph and shall also state which portions of the equipment remain contaminated. (I) Regulated waste that has been decontaminated need not be labeled or color-coded. (ii) Signs. (A) The employer shall post signs at the entrance to work areas specified in paragraph (e), HIV and HBV Research Laboratory and Production Facilities, which shall bear the following legend: BIOHAZARD (Name of the Infectious Agent) (Special requirements for entering the area) (Name, telephone number of the laboratory director or other responsible person.) (B) These signs shall be fluorescent orange-red or predominantly so, with lettering and symbols in a contrasting color. (2) Information and Training. (i) Employers shall ensure that all employees with occupational exposure participate in a training program which must be provided at no cost to the employee and during working hours. (ii) Training shall be provided as follows: (A) At the time of initial assignment to tasks where occupational exposure may take place; (B) Within 90 days after the effective date of the standard; and (C) At least annually thereafter. (iii) For employees who have received training on bloodborne pathogens in the year preceding the effective date of the standard, only training with respect to the provisions of the standard which were not included need be provided. (iv) Annual training for all employees shall be provided within one year of their previous training. (v) Employers shall provide additional training when changes such as modification of tasks or procedures or institution of new tasks or procedures affect the employee's occupational exposure. The additional training may be limited to addressing the new exposures created. (vi) Material appropriate in content and vocabulary to educational level, literacy, and language of employees shall be used. (vii) The training program shall contain at a minimum the following elements: (A) An accessible copy of the regulatory text of this standard and an explanation of its contents; (B) A general explanation of the epidemiology and symptoms of bloodborne diseases; (C) An explanation of the modes of transmission of bloodborne pathogens; (D) An explanation of the employer's exposure control plan and the means by which the employee can obtain a copy of the written plan; (E) An explanation of the appropriate methods for recognizing tasks and other activities that may involve exposure to blood and other potentially infectious materials; (F) An explanation of the use and limitations of methods that will prevent or reduce exposure including appropriate engineering controls, work practices, and personal protective equipment; (G) Information on the types, proper use, location, removal, handling, decontamination and disposal of personal protective equipment; (H) An explanation of the basis for selection of personal protective equipment; (I) Information on the hepatitis B vaccine, including information on its efficacy, safety, method of administration, the benefits of being vaccinated, and that the vaccine and vaccination will be offered free of charge; (J) Information on the appropriate actions to take and persons to contact in an emergency involving blood or other potentially infectious materials; (K) An explanation of the procedure to follow if an exposure incident occurs, including the method of reporting the incident and the medical follow-up that will be made available; (L) Information on the post-exposure evaluation and follow-up that the employer is required to provide for the employee following an exposure incident; (M) An explanation of the signs and labels and/or color coding required by paragraph (g)(1); and (N) An opportunity for interactive questions and answers with the person conducting the training session. (viii) The person conducting the training shall be knowledgeable in the subject matter covered by the elements contained in the training program as it relates to the work-place that the training will address. (ix) Additional Initial Training for Employees in HIV and HBV Laboratories and Production Facilities. Employees in HIV or HBV research laboratories and HIV or HBV production facilities shall receive the following initial training in addition to the above training requirements. (A) The employer shall assure that employees demonstrate proficiency in standard microbiological practices and techniques and in the practices and operations specific to the facility before being allowed to work with HIV or HBV. (B) The employer shall assure that employees have prior experience in the handling of human pathogens or tissue cultures before working with HIV or HBV. (C) The employer shall provide a training program to employees who have no prior experience in handling human pathogens. Initial work activities shall not include the handling of infectious agents. A progression of work activities shall be assigned as techniques are learned and proficiency is developed. The employer shall assure that employees participate in work activities involving infectious agents only after proficiency has been demonstrated. (h) Recordkeeping. (1) Medical Records. (i) The employer shall establish and maintain an accurate record for each employee with occupational exposure, in accordance with 29 CFR 1910.1020. (ii) This record shall include: (A) The name and social security number of the employee; (B) A copy of the employee's hepatitis B vaccination status including the dates of all the hepatitis B vaccinations and any medical records relative to the employee's ability to receive vaccination as required by paragraph (f)(2); (C) A copy of all results of examinations, medical testing, and followup procedures as required by paragraph (f)(3); (D) The employer's copy of the healthcare professional's written opinion as required by paragraph (f)(5); and (E) A copy of the information provided to the healthcare professional as required by paragraphs (f)(4)(ii)(B)(C) and (D). (iii) Confidentiality. The employer shall ensure that employee medical records required by paragraph (h)(1) are: (A) Kept confidential; and (B) Not disclosed or reported without the employee's express written consent to any person within or outside the workplace except as required by this section or as may be required by law. (iv) The employer shall maintain the records required by paragraph (h) for at least the duration of employment plus 30 years in accordance with 29 CFR 1910.1020. (2) Training Records. (i) Training records shall include the following information: (A) The dates of the training sessions; (B) The contents or a summary of the training sessions; (C) The names and qualifications of persons conducting the training; and (D) The names and job titles of all persons attending the training sessions. (ii) Training records shall be maintained for 3 years from the date on which the training occurred. (3) Availability. (i) The employer shall ensure that all records required to be maintained by this section shall be made available upon request to the Assistant Secretary and the Director for examination and copying. (ii) Employee training records required by this paragraph shall be provided upon request for examination and copying to employees, to employee representatives, to the Director, and to the Assistant Secretary. (iii) Employee medical records required by this paragraph shall be provided upon request for examination and copying to the subject employee, to anyone having written consent of the subject employee, to the Director, and to the Assistant Secretary in accordance with 29 CFR 1910.1020. (4) Transfer of Records. (i) The employer shall comply with the requirements involving transfer of records set forth in 29 CFR 1910.1020(h). (ii) If the employer ceases to do business and there is no successor employer to receive and retain the records for the prescribed period, the employer shall notify the Director, at least three months prior to their disposal and transmit them to the Director, if required by the Director to do so, within that three-month period. (i) Dates. (1) Effective Date. The standard shall become effective on March 6, 1992. (2) The Exposure Control Plan required by paragraph (c) of this section shall be completed on or before May 5, 1992. (3) Paragraph (g)(2) Information and Training and (h) Recordkeeping shall take effect on or before June 4, 1992. (4) Paragraphs (d)(2) Engineering and Work Practice Controls, (d)(3) Personal Protective Equipment, (d)(4) Housekeeping, (e) HIV and HBV Research Laboratories and Production Facilities, (f) Hepatitis B Vaccination and Post- Exposure Evaluation and Follow-up, and (g)(1) Labels and Signs, shall take effect July 6, 1992. [56 FR 64004, Dec. 06, 1991, as amended at 57 FR 12717, April 13, 1992; 57 FR 29206, July 1, 1992; 61 FR 5507, Feb. 13, 1996] APPENDIX C American Nurses Association Code of Ethics Provision 1 The nurse practices with compassion and respect for the inherent dignity, worth, and unique attributes of every person. Provision 2 The nurse’s primary commitment is to the patient, whether an individual, family, group, community, or population. Provision 3 The nurse promotes, advocates for, and protects the rights, health, and safety of the patient. Provision 4 The nurse has authority, accountability and responsibility for nursing practice; makes decisions; and takes action consistent with the obligation to provide optimal patient care. Provision 5 The nurse owes the same duties to self as to others, including the responsibility to promote health and safety, preserve wholeness of character and integrity, maintain competence, and continue personal and professional growth. Provision 6 The nurse, through individual and collective effort, establishes, maintains, and improves the ethical environment of the work setting and conditions of employment that are conducive to safe, quality health care. Provision 7 The nurse, in all roles and settings, advances the profession through research and scholarly inquiry, professional standards development, and the generation of both nursing and health policy. Provision 8 The nurse collaborates with other health professionals and the public to protect human rights, promote health diplomacy, and reduce health disparities. Provision 9 The profession of nursing, collectively through its professional organizations, must articulate nursing values, maintain the integrity of the profession, and integrate principles of social justice into nursing and health policy. ARKANSAS STATE UNIVERSITY COLLEGE OF NURSING AND HEALTH PROFESSIONS APPENDIX D STUDENT RECORD PROCEDURE Family Educational Rights and Privacy Act of 1974 (Buckley Amendment) Arkansas State University School of Nursing publishes the following procedures in accordance with the Family Education Rights and Privacy Act of 1974 (FERPA). DEFINITIONS For the purpose of this document, the department has used the following definitions of terms. 1. Student- any person formally admitted and attends or has attended Arkansas State University nursing program 2. Educational records- any record (in handwriting, print, tapes, film or other medium) maintained by the department which is directly related to a student, except: a. A personal record kept by a faculty or staff if it is kept in the sole possession of the maker of the record and is not accessible or revealed to any other person except a temporary substitute for the maker of the record. PROCEDURE TO INSPECT EDUCATION RECORDS Students may inspect and review their education records upon request to the Department Chair. Students should submit to the Department Chair a written request, which identifies as precisely as possible the information he or she wishes to inspect. The Department Chair will need to make the needed arrangements for access as promptly as possible and notify the student of the time and place where the records may be inspected. RIGHT OF THE UNIVERSITY TO REFUSE ACCESS The department reserves the right to refuse to permit a student to inspect the following records: I. Letters and statements of recommendation for which the student has waived his or her right of access, or which were placed on file before January 1, 1975. II. Those records which are excluded from the FERPA definition of education records. REFUSAL TO PROVIDE COPIES The department reserves the right to refuse copies of the records in any of the following situations: I. The student has unpaid financial obligation to Arkansas State University II. The student has not paid for the copying expenses. TYPES, LOCATIONS AND CUSTODIANS OF EDUCATION RECORDS The following is a list of the types of records that the university maintains, their locations and their custodians. Types/Location/Custodian • Admission Records/Admissions Office/Director of Admissions • Cumulative Academic Records/Registrar’s Office/Custodian of Records (Current students and five years after graduation or withdrawal) • Cumulative Academic Records/Registrar’s Office/Custodian of Records (Former students; over five years after graduation or withdrawal) • Health Records/Wilson Student Health Center/Student Health Center Director • Financial Records/Student Account Services/Administration, Office of Finance/Student Account Advisor • Placement Records/Career Services Center/Director of Career Services • Disciplinary Records/ Student Life/ Assistant Dean of Students for Judicial Affairs (Student education records not included in the types above such as minutes of faculty committee meetings, copies of correspondence from other offices, etc.) DISCLOSURE OF EDUCATION RECORDS The department will disclose information from a student’s education records only with the written consent of the student, except: I. To school officials who have a legitimate educational interest in the records. A school official is: a. A person employed by the university in an administrative supervisory, academic or research, or support staff position. b. A person employed by or under contract to the university to perform a special task, such as the attorney or auditor. c. Performing a task that is specified in his/her position description or by a contract agreement. d. Performing a task related to a student’s education. e. Performing a task related to the discipline of a student. II. To officials of another school, upon request, in which a student seeks or intends to enroll. III. To certain officials of the U.S. Department of Education, the Comptroller General, and state and local educational authorities, in connection with certain state or federally supported education programs. IV. To appropriate parties in connection with a student’s request for or receipt of financial aid, as necessary to determine the eligibility, amount or conditions of the financial aid, or to enforce the terms and conditions of the aid. V. To appropriate parties required by a state law requiring disclosure that was adopted before November 19, 1974. VI. To organizations conducting certain studies for or on behalf of the university. VII. To accrediting organizations to carry out their functions. VIII. To comply with a judicial order or a lawfully issued subpoena. IX. To appropriate parties in a health or safety emergency. X. To an alleged victim of any crime of violence of the results of any institutional disciplinary proceeding against the alleged perpetrator of that crime. RECORDS OF REQUEST FOR DISCLOSURE The department will maintain a record of all requests for and /or disclosure of information from a student’s education records. The record will indicate the name of the party making the request, any additional party to whom it may be re-disclosed, and the legitimate interest the party had in requesting or obtaining the information. The record may be reviewed by the parents or eligible student. DIRECTORY INFORMATION The department designates the following items as Directory Information: student name, address, telephone number, class/semester, date and place of birth, major field of study, participation in officially recognized activities and sports, weight and height of members of athletic teams, dates of attendance, part/full-time enrollment, degrees and awards received, and most recent previous school attended. The department may disclose any of those items without prior written consent, unless notified in writing to the contrary. CORRECTION OF EDUCATION RECORDS Students have the right to ask to have records corrected when they believe these records are inaccurate, misleading, or in violation of their privacy rights. Following are the procedures for the correction of records: I. A student must ask the department to amend a record. In so doing, the student should identify the part of the record he/she wants changed and specify why he/she believes it is inaccurate, misleading, or in violation of his/her privacy or other rights. II. The department may comply with the request or it may decide not to comply. If it decides not to comply, the department will notify the student of the decision and advise him/her of his/her right to grieve the record believed to be inaccurate, misleading, or in violation of the student’s rights. The department will inform the student to follow the student grievance procedure found in the student handbook. III. If the department decides that the challenged information is not inaccurate, misleading, or in violation of the student’s right of privacy, it will notify the student that he/she has a right to place in the record a statement commenting on the challenged information and /or a statement setting forth reasons for disagreeing with the decision IV. The statement will be maintained as part of the student’s education records as long as the contested portion is maintained. If the department discloses the contested portion of the record, it must also disclose the statement. V. If the department decides that the information is inaccurate, misleading, or in violation of the student’s right to privacy, it will amend the record and notify the student, in writing, that the record has been amended. ARKANSAS STATE UNIVERSITY COLLEGE OF NURSING AND HEALTH PROFESSIONS APPENDIX E COMPUTER LITERACY AND COMPETENCIES Graduate study in the Master of Science in Nursing /Doctor of Nursing Practice Program at Arkansas State University requires a certain level of computer literacy. Courses in the MSN / DNP (graduate) programs may be web-based or web-enhanced. Course work may include internet assignments. Student must be able to use word processing as well as perform other computer skills. The following competencies are needed: 1. Send and Receive electronic mail including attachments 2. Use cut and paste to move between files, websites, and documents 3. Participation in a professional listserv. 4. Search the Internet for sources of health information that might be used by professionals or consumers. 5. Evaluate web sites for credibility and usefulness. 6. Write a paper with proper formatting including references. Attach paper as a file and send via electronic mail. Paper should retain correct formatting. * 7. Upload and download files. 8. Print from the computer. 9. Use a modem (or other connection to the Internet). ARKANSAS STATE UNIVERSITY COLLEGE OF NURSING AND HEALTH PROFESSIONS APPENDIX F Arkansas State University School of Nursing Verified Credentials, Inc. CNHP students: Arkansas State University College of Nursing and Health Professions now requires background checks for students admitted to professional programs if the screening is required by an affiliate requirement. This is to ensure compliance with agreements between the College and Clinical Facilities. Arkansas State University’s College of Nursing and Health Professions has worked with Verified Credentials, Inc. to establish an acceptable screening procedure. New students should use the link and code found on the letter provided. If after reviewing these instructions you continue to have questions or experience difficulty, please contact the Verified Credentials Client Services team at clientservices@verifiedcredentials.com or 1.800.938.6090. **If you already have a QualifiedFirst (QF) account and need to use an additional code, log into your QF account and enter the code where is says “Have a code” and click Go. If you forgot your password, click Forgot Password? at the login page and follow the instructions. Contact Client Services if you need further assistance. Please follow the directions below for submitting your application to Verified Credentials: • Go to www.myvci.com/asu • Select A-State- CNHP from the drop-down menu. • Complete and sign disclosure. • Complete information page. • Step 3 allows payment by credit card or bank transfer. Make selection and place order. Upon completion, the results of the background screening will be sent to you via email that will apprise you of the findings as well as your final score of: • Red—Convictions or Discrepancy found • Yellow—Possible Discrepancy found • Green—No Convictions or Discrepancies found If any information is found that would negatively affect your eligibility for clinical placement in the Program, you will be given an opportunity to challenge the information through the Adverse Action process associated with Verified Credentials. If you have any questions, please contact Verified Credentials Client Services at 800.938.6090.122 ARKANSAS STATE UNIVERSITY COLLEGE OF NURSING AND HEALTH PROFESSIONS APPENDIX G Arkansas State Board of Nursing Nurse Practice Act 17-87-312. Criminal Background Checks. a) Each first-time applicant for a license issued by the Arkansas State Board of Nursing shall apply to the Identification Bureau of the Department of Arkansas State Police for a state and national criminal background check, to be conducted by the Federal Bureau of Investigation. b) The check shall conform to the applicable federal standards and shall include the taking of fingerprints. c) The applicant shall sign a release of information to the board and shall be responsible to the Department of Arkansas State Police for the payment of any fee associated with the criminal background check. d) Upon completion of the criminal background check, the Identification Bureau of the Department of Arkansas State Police shall forward to the board all information obtained concerning the applicant in the commission of any offense listed in subsection of this section. e) have or hold a license issued by the board if that person has pleaded guilty or nolo contendere to, or been found guilty of any of the following offenses by any court in the State of Arkansas or of any similar offense by a court in another state or of any similar offense by a federal court: 1) Capital murder as prohibited in § 5-10-101; 2) Murder in the first degree as prohibited in § 5-10-102 and murder in the second degree as prohibited in § 5-10-103; 3) Manslaughter as prohibited in § 5-10-104; 4) Negligent homicide as prohibited in § 5-10-105; 5) Kidnapping as prohibited in § 5-11-102; 6) False imprisonment in the first degree as prohibited in § 5-11-103; 7) Permanent detention or restraint as prohibited in § 5-11-106; 8) Robbery as prohibited in § 5-12-102; 9) Aggravated robbery as prohibited in § 5-12-103; 10) Battery in the first degree as prohibited in § 5-13-201; 11) Aggravated assault as prohibited in § 5-13-204;123 12) Introduction of controlled substance into the body of another person as prohibited in §5-13-210; 13) Terroristic threatening in the first degree as prohibited in § 5-13-301; 14) Rape as prohibited in §§ 5-14-103; 15) Sexual indecency with a child as prohibited in § 5-14-110; 16) Sexual assault in the first degree, second degree, third degree, and fourth degree as prohibited in §§ 5-14-124 – 5-14-127; 17) Incest as prohibited in § 5-26-202; 18) Offenses against the family as prohibited in §§ 5-26-303 - 5-26-306; 19) Endangering the welfare of an incompetent person in the first degree as prohibited in § 5-27-201; 20) Endangering the welfare of a minor in the first degree as prohibited in § 5- 27- 203; 21) Permitting abuse of a child as prohibited in § 5-27-221(a)(1) and (3); Engaging children in sexually explicit conduct for use in visual or print media, transportation of minors for prohibited sexual conduct, pandering or possessing visual or print medium depicting sexually explicit conduct involving a child, or use of a child or consent to use of a child in a sexual performance by producing, directing, or promoting a sexual performance by a child as prohibited in §§ 5-27- 303 - 5-27-305, 5-27-402, and 5-27-403; 22) Felony adult abuse as prohibited in § 5-28-103; 23) Theft of property as prohibited in § 5-36-103; 24) Theft by receiving as prohibited in § 5-36-106; 25) Arson as prohibited in § 5-38-301; 26) Burglary as prohibited in § 5-39-201; 27) Felony violation of the Uniform Controlled Substances Act §§ 5-64-101 – 5- 64- 608 as prohibited in § 5-64-401; 28) Promotion of prostitution in the first degree as prohibited in § 5-70-104; 29) Stalking as prohibited in § 5-71-229; 30) Criminal attempt, criminal complicity, criminal solicitation, or criminal conspiracy as prohibited 124 in §§ 5-3-201, 5-3-202, 5-3-301, and 5-3-401, to commit any of the offenses listed in this subsection; 31) Computer child pornography as prohibited in § 5-27-603; and 32) Computer exploitation of a child in the first degree as prohibited in § 5-27- 605. f) (1) (A) The board may issue a nonrenewable temporary permit for licensure to a first-time applicant pending the results of the criminal background check (B) The permit shall be valid for no more than six (6) months. (2) Except as provided in subdivision (l) (1) of this section, upon receipt of information from the Identification Bureau of the Department of Arkansas State Police that the person holding the letter of provisional licensure has pleaded guilty or nolo contendere to, or has been found guilty of, any offense listed in subsection (e) of this section, the board shall immediately evoke the provisional license. g) (1) The provisions of subsections (e) and subdivision (f) (2) of this section may be waived by the board upon the request of: (A) An affected applicant for licensure; or (B) The person holding a license subject to revocation. (2) Circumstances for which a waiver may be granted shall include, but not be limited to, the following: (A) The age at which the crime was committed (B) The circumstances surrounding the crime; (C) The length of time since the crime; (D) Subsequent work history; (E) Employment references; (F) Character references; and (G) Other evidence demonstrating that the applicant does not pose a threat to the health or safety of the public. h) (1) Any information received by the board from the Identification Bureau of the Department of Arkansas State Police pursuant to this section shall not be available for examination except by: (A) The affected applicant for licensure, or his authorized representative; or (B) The person whose license is subject to revocation or his or her authorized representative. (2) No record, file, or document shall be removed from the custody of the Department of Arkansas State Police. i) Any information made available to the affected applicant for licensure or the person whose license is subject to revocation shall be information pertaining to that person only. j) Rights of privilege and confidentiality established in this section shall not extend to any document created for purposes other than this background check. k) The board shall adopt the necessary rules and regulations to fully implement the provisions of this section. l) (1) For purposes of this section, an expunged record of a conviction or a plea of guilty or nolo contendere to an offense listed in subsection (e) of this section shall not be considered a conviction, guilty plea, or nolo contendere plea to the offense unless the offense is also listed in subdivision (l)(2) of this section. (2) Because of the serious nature of the offenses and the close relationship to the type of work that is to be performed, the following shall result in permanent disqualification: (A) Capital murder as prohibited in § 5-10-101; (B) Murder in the first degree as prohibited in § 5-10-102 and murder in the second degree as prohibited in § 5-10-103; (C) Kidnapping as prohibited in § 5-11-102; (D) Rape as prohibited in § 5-14-103; (E) Sexual assault in the first degree as prohibited in § 5-14-124 and sexual assault in the second degree as prohibited in § 5-14-125; (F) Endangering the welfare of a minor in the first degree as prohibited in § 5-27- 203 and endangering the welfare of a minor in the second degree as prohibited in § 5-27-204; (G) Incest as prohibited in § 5-26-202 (H) Arson as prohibited in § 5-38-301; (I) Endangering the welfare of incompetent person in the first degree as prohibited in § 5-27-201; and (J) Adult abuse that constitutes a felony as prohibited in § 5-28-103. ARKANSAS STATE UNIVERSITY COLLEGE OF NURSING AND HEALTH PROFESSIONS APPENDIX H Provider Statement/Ability to Return to Clinical Student:_________________________________ The above student is enrolled in the A-State-Graduate nursing program. Program requirements include participation in a variety of clinical settings and providing direct care to patients of various age ranges. In order to participate in or return to clinical the following Essential Functions must be present. Visual ability • Read for prolonged· periods of time either hardcopy or on computer screen • Visualize small font (6 font) written words and information on paper, computer screen and medication labels • Distinguish and appropriately respond to multiple visual inputs • Prepare and administer medications including correct use of small calibrated syringes (1/2 cc), ampules etc. • Monitor and assess subtle changes in patient status (ex: signs/symptoms, drainage, wound color/appearance, wound depth, cyanosis etc.) Auditory ability • Hear monitor alarm(s), emergency signals, ringing telephones, telephone interactions, calls for assistance • Respond and react immediately to spoken instruction and/or monitor equipment • Tolerate occasional exposure to loud and unpleasant noises • Distinguish changes in tone and pitch in heart, lung, and bowel sounds using a stethoscope or modified stethoscope • Distinguish sounds and understand verbal communication in environments with multiple auditory inputs Olfactory ability • Ability to detect smoke and odors • Ability to tolerate occasional unpleasant odors Tactile ability • Palpate for pulses, temperature, texture hardness or softness, physical landmarks etc. • Discriminate subtle differences between sharp/dull and hot/cold Motor function ability • Handle small delicate equipment/objects or hand-held devices without extraneous movement, contamination or destruction • Move, position, tum, transfer, assist with lifting or lift and carry adult patients without injury to patient, self, or others • Lift, push, pull or transfer (bed-to-chair, chair-to-chair, bed-to-bed) an adult or pediatric patient • Use hands, wrists, and arms to apply up to 10 pounds of pressure to bleeding sites or when performing CPR • Coordinate eye/hand, fine and gross motor movements • Perform electronic keyboarding/documentation and/or extensive writing with a pen and/or pencil • Stand, bend, walk, stoop, squat while providing patient care Communication abilities • Effectively read, write, comprehend, and speak the English language • Communicate relevant, accurate, and complete information in a concise and clear manner both verbally and in writing to patients and health care members\ • Communicate and function effectively in environments with multiple auditory and visual inputs Cognitive abilities • Perform mathematical calculations accurately for medication preparation and administration • Make appropriate rapid decisions in stressful or emergency situations • Manage multiple priorities and function effectively in stressful situations • Remember multiple messages and information • Adapt rapidly to environmental changes and multiple task demands • Maintain concentration and focus in professional care settings My signature indicates that the above student/patient has no activity restrictions and is able to perform all of the above and may return to clinical practice on the following Date:________________________ Printed Name of Provider:_______________________________ Provider’s Signature:___________________________________ Office Telephone Number:_______________________________ ARKANSAS STATE UNIVERSITY COLLEGE OF NURSING AND HEALTH PROFESSIONS APPENDIX I COVID-19 The Graduate Nursing programs/options will follow national/state/local directives relevant to the Covid- 19 pandemic. Please refer to your individual program and or instructors for specific information each semester School of Nursing Graduate Information Guide (GIG) - Required Signature Pages         Verification of Receiving the Arkansas State University Handbook     Verification of Receiving Graduate Information Guide (GIG)   Student Confidentiality Contract   College Code of Honor     Permission to Provide/or Post Non-Directory    Permission to Write Letters of Recommendation     Disabilities Statement   Student Criminal Background Checks   Criminal Background Check for Initial Licensure-Nurse Practice Act 17-87-312   Waiver of Release of Medical Information Substance Abuse Policy and Procedures     Substance Abuse Policy and Procedures   Hepatitis B Vaccine Declination    Release and License to use Image, Name, and Voice FNP Preceptor Handbook - 7 week courses FNP Preceptor Handbook A Guide for Preceptors MASTER OF SCIENCE IN NURSING PROGRAM FAMILY NURSE PRACTITIONER         COLLEGE OF NURSING AND HEALTH PROFESSIONS Graduate School of Nursing | P.O. Box 910, State University, AR 72467 | P: 870-972-3701 | F: 870-972- 2954               Rev. 01222026         Precepetor Letter  Dear Preceptor,   We are so excited by your interest in mentoring our nurse practitioner students. The time commitment along with the energy expended during preceptorship is great. We applaud your selfless desire to improve health care in our region.   We have prepared the Preceptor Orientation Handbook to facilitate your experience with our students. Please read through the selection criteria and expectations of all team members to determine if you have a desire to be a part of our team. Next, you will need to fill out the Preceptor Qualification Sheet and Terms of Agreement. These forms keep us up to date with the uniqueness of each preceptor and assist faculty with the placement of students. Our desire is to place the right student with the right preceptor for the best possible outcomes. Thank you in advance for your help.   We are hopeful that you will find the answers to any questions you may have in the Preceptor Orientation Handbook. Please feel free to use the Directory to call any member of our faculty with any unanswered questions.   Thank you, FNP Faculty Arkansas State University School of Nursing   College of Nursing and Health Professions   Mission Statement The mission of the College of Nursing and Health Professions is to provide quality education to students, graduates, and health care providers in a variety of health disciplines. Recognizing its unique position in the lower Mississippi Delta region, the College provides educational programs that are designed to promote lifelong learning based on the expressed needs of its varied constituencies. The College assesses the attainment of this mission in terms of the contributions its graduates make to health care in the Delta region and beyond.   School of Nursing Mission   Statement and Philosophy Mission Statement   The mission of the School of Nursing is to educate, enhance and enrich students for evolving professional nursing practice.   The core values:   The School of Nursing values the following as fundamentals:   • Integrity: Purposeful decision to consistently demonstrate truth and honesty. • Excellence: Highest quality of nursing education, practice, service and research. • Diversity: Respect for varied dimensions of individuality among population.   • Service: Professional experiences in response to the needs of society. • Learning: Acquisition of knowledge and skills in critical thinking, practical reasoning, and decision making. • Student centered: Development of essential skills for lifelong learning, leadership, professionalism, and social responsibility. Philosophy (AASN/BSN/MSN/DNP) The faculty holds the following beliefs about personhood, environment, health, nursing and nursing education. We believe that each person has innate worth and individuality, which reflects integration of the bio-psycho-social-spiritual nature of one’s being. Though each is unique, all persons possess characteristics that form the bases of identifiable shared basic human needs. We believe that individual experience, heredity, and culture influence each person, and that one’s existence depends on perception of and reaction to change. Inherent in this process is the capacity to make decisions, weigh alternatives, predict and accept possible outcomes.   The faculty believes that environment profoundly influences all persons. The environment is the sum of all conditions and forces that affect a person’s ability to pursue the highest possible quality of life. The concept of environment has two major components. The first comprises society and culture, which derive from the need for order, meaning, and human affiliation. The second component consists of the physical and biological forces with which all human beings come in contact. Both of these components of environment are sources of stimuli that require personal adaptation and/or interaction in order for individuals to survive, develop, row, and mature.   The faculty believes that health is a state of wholeness and integrity. We recognize that health is not a static state for individuals, families, groups, or communities, but that it is a continuum in which the mind, body and spirit are balanced, providing a sense of well -being. Health is influenced by the ability to cope with life processes. The achievement of this potential is determined by motivation, knowledge, ability, and developmental status. The faculty also believes the primary responsibility for one’s health rests with the individual or those upon whom one is dependent.   We believe that each individual has the right to quality health care. The goal of health care is to promote, maintain, or restore an optimal level of wellness. Nurses act as advocates in assisting persons to gain access to and secure maximum benefit from the health care system. The complexity of health care requires that nurses as professionals collaborate to provide the highest level of health care possible.   The faculty believes that nursing is both art and science. This unique altruistic discipline has evolved from the study and application of its own interventions as well as applying knowledge from a variety of other disciplines. The focus of nursing is the provision of care across the health care continuum utilizing a systematic nursing process. We believe that nursing refines its practice in response to societal need, and that nursing education must prepare a professional nurse for evolving as well as traditional roles. The faculty recognizes the obligation of the nursing curriculum to include leadership, change strategies, professionalism, and community service.   We believe that the education of nurses occurs at several levels in order to prepare various categories of practitioners. To acquire the knowledge and judgment inherent in practice, nursing education focuses on critical thinking, decision-making, analysis, inquiry, and research. The faculty also believes that learning is an independent, life-long process. Learning is an opportunity for teacher-student interaction in setting goals, selecting and evaluating learning experiences and appraising learners’ progress. All levels of nursing education share certain rights, duties, and characteristics, such as the scientific basis of nursing care. Accordingly, we actively support the endeavors of the profession to assist nurses in pursuing professional education at beginning and advanced levels.   The purpose of the associate level is to prepare graduates who apply the nursing process in the provision of direct nursing care for clients with common, well-defined problems. Therefore, the associate curriculum is grounded in the liberal arts and includes professional values, core competencies, and core knowledge and role development. The associate degree graduate is prepared to function as a member of the profession and a manager of care in acute and community-based settings.   The nurse prepared at the baccalaureate level is a professional who has acquired a well- delineated and broad knowledge base for practice. We believe that the role of a baccalaureate graduate is multifaceted and developed through extensive study in the areas of liberal education, professional values, core competencies, core knowledge and role development. This knowledge base prepares the beginning baccalaureate graduate to function as, a provider of direct and indirect care to individuals, families, groups, communities and populations. The baccalaureate graduate is also a member of the profession and a designer, manager and coordinator of care.   The master’s level prepares baccalaureate nurses for advanced nursing practice roles. Preparation for advanced practice emphasizes strategies to intervene in multidimensional situations. The knowledge base is expanded in scope and depth through the scientific, theoretical and research components of nursing. Various theories inherent in advanced practice roles and strategies are analyzed and explored to synthesize the interdependence of theory, practice, and scientific inquiry in nursing. This synthesis of knowledge and experience provides the basis for creating, testing, predicting, and utilizing varied and complex interventions for problems of health care and health care delivery. The graduate of the master’s program is a leader in the profession and prepared as an intricate member of the medical home. Preceptor Selection Criteria The clinical experience of the advanced practice nurse must be carefully monitored by a qualified preceptor. Arkansas State University follows the recommendations from the National Organization for Nurse Practitioner Faculties (NONPF) by requiring the following criteria:   1.               Advanced Practice Nurses ■ Current state authorization or national certification ■ Extensive clinical experience in the role of APRN ■ Preceptor Qualification Sheet on file (Appendix B) ■ Terms of Agreement on file (Appendix C) 2. Physicians: ■ Doctor of medicine or osteopathy from an accredited university ■ Currently licensed and practicing in the role of physician ■ Preceptor Qualification Sheet on file (Appendix B) ■ Terms of Agreement on file (Appendix C) 3. Clinical practice site should include a variety of experiences regarding patient type and mix of acute and chronic                     illness. 4.           Site should allow the student to engage in clinical experiences sufficient to meet the requirements for the role of               the advanced practice nurse. 5.           Preceptor should prepare to provide applicable supervision, instruction, and evaluation of students. 6.           Preceptor should be able to facilitate active participation of students in the delivery of health care. 7. Preceptor should be committed to the role and concept of the advanced practice nurse. 8. If the preceptor is an MD/DO/APRN, they must have at least 12 months experience in his/her role. 9. Students may not rotate with preceptors whom they are related to. Plan of Study Family Nurse Practitioner Option Core Courses: NURS 66103 - Research Design and Methodology Sem. Hrs: 3 NURS 66203 - Theory Development in Nursing Sem. Hrs: 3 NURS 66303 - Health Care Issues and Policy Sem. Hrs: 3 NURS 66402 - Professional Role Development in Advanced Nursing Sem. Hrs: 2 Sub-total: 11 Support Courses: NURS 66003 - Advanced Clinical Physiology Sem. Hrs: 3 NURS 66033 - Advanced Clinical Pharmacology Sem. Hrs: 3 NURS 66043 - Advanced Assessment and Diagnostic Evaluation Sem. Hrs: 3 Sub-total: 9 Advanced Practice Courses: NURS 6610V - FNP Women’s Health Sem. Hrs: 1.5 NURS 6617V - FNP Pediatrics Sem. Hrs: 1.5 NURS 6613V - FNP Systems I Sem. Hrs: 1.5 NURS 6614V - FNP Systems II Sem. Hrs: 1.5 NURS 6615V - FNP Systems III Sem. Hrs: 1.5 NURS 6616V - FNP Seminar Sem. Hrs: 1.5 NURS 66232 - FNP Clinical Practicum I Sem. Hrs: 2 (120 hours) NURS 66242 - FNP Clinical Practicum II Sem. Hrs: 2 (120 hours) NURS 66252 - FNP Clinical Practicum III Sem. Hrs: 2 (120 hours) NURS 66262 - FNP Clinical Practicum IV Sem. Hrs: 2 (120 hours) NURS 66272 - FNP Clinical Practicum V Sem. Hrs: 2 (120 hours) NURS 6656V - FNP Clinical Practicum VI Sem. Hrs: 2.5 (150 hours)   Preceptor Expectations   Review Preceptor Orientation Handbook. Review clinical outcomes located on the syllabus along with student clinical evaluation tool appropriate for course (included in handbook). Provide the student with clinical experiences that maximize the student’s potential in meeting the clinical outcomes on the clinical evaluation tool. Prepare yourself to be a professional role model and mentor to the student. Exhibit enthusiasm that engages the student in active learning. Use both positive and negative feedback to encourage learning. A copy of the “One- Minute Preceptor: 5 Micro skills for One-On-One Teaching” (Irby, 1997) is included as Appendix A to help facilitate your preceptorship. Demonstrate current evidence based clinical skills.   Assess the student at all levels as they become more sufficient in-patient care gently prodding them to advance from assessment to diagnosis and treatment. Complete student evaluation form at the end of each semester and submit to appropriate faculty. If at any time in the semester, you have reservations that the student may not be able to meet the competencies outlined in the evaluation form, please contact the assigned clinical faculty member or any member of the administration provided in the directory. If the preceptor is an FNP, they must have at least 12 months experience Student Expectations   Review learner outcomes from the syllabus and appropriate level clinical evaluation tool.   Set clinical times and dates to meet required clinical hours with your preceptor that facilitates the needs of both participants.   Come to clinical prepared to learn. Be engaged as an active learner. Bring necessary equipment needed for practice and resources such as text and lab manuals.   Be punctual, respectful, and responsible at all times. Complete necessary clinical log information daily.   Engage in patient encounters that challenge your self-identified learning needs.   Complete and submit preceptor evaluation tool and clinical site evaluation at the close of each semester.   Faculty Expectations   Assure student compliance with standards for immunization, CPR, liability insurance, and current unencumbered nursing license before beginning clinical. Establish or verify clinical site agreements for each clinical site utilized. Provide the preceptor with a Preceptor Orientation Handbook including current syllabus and clinical evaluation tool (Appendix D). Review learner outcomes of the student with the preceptor. Facilitate active communication between the School of Nursing, faculty, student, and preceptor. Provide leadership in the role of the advanced practice nurse. Encourage the student to utilize theoretical frameworks for patient care and decision making. Make clinical site visits as scheduled and as needed. Provide verbal and written feedback to students swiftly after evaluations including submitted assignments and clinical site visits.     Progression of Courses There is a student evaluation form included in this handbook. The Preceptor will evaluate the student at the close of each semester using the Preceptor Evaluation Form (Appendix D). The tool was developed from Advanced Nursing Practice: Curriculum Guidelines and Program Standards for Nurse Practitioner Education from the National Organization of Nurse Practitioner Faculties (NONPF) and The Essentials of Master’s Education for Advanced Practice Nursing from the American Association of Colleges of Nursing (AACN). There are three clinical courses in progression that each student is expected to master. They are as follows: NURS 6610V - FNP Women’s Health Study of theoretical and clinical bases for management of women who are well or have minor health problems. Application of principles through case studies related to women’s health. Master of Science in Nursing-Family Nurse Practitioner Concentration program. NURS 6617V - FNP Pediatrics Study of theoretical and clinical bases for management of pediatric clients and families who are well or have minor health problems. Application of principles through case studies of pediatric clients. Restricted to Master of Science in Nursing-Family Nurse Practitioner Concentration program. NURS 6613V - FNP Systems I Study of theoretical and clinical bases for management of clients who have minor or chronic health problems. Areas of focus to include but not limited to: Health Promotion, Musculoskeletal, Neurologic, Mental Health, Multisystem disorders & management of office emergencies. Restricted to Master of Science in Nursing-Family Nurse Practitioner Concentration program.   NURS 6614V - FNP Systems II Study of theoretical and clinical bases for management of clients who have minor or chronic health problems across the lifespan.   Areas of focus to include but not limited to: Dermatology, HEENT, Hematologic, and GU/GI Disorders. Restricted to Master of Science in Nursing-Family Nurse Practitioner Concentration program.   NURS 6615V - FNP Systems III Study of theoretical and clinical bases for management of clients who have minor or chronic health problems. Areas of focus to include but not limited to: Cardiovascular, Pulmonary, Infectious Disease, Endocrine, Metabolic, Rheumatic, & Oncologic Disorders. Restricted to Master of Science in Nursing-Family Nurse Practitioner Concentration program. NURS 6616V - FNP Seminar Analysis of application of nursing theory and research/role concepts, and exploration of issues specific to the role implementation, in family nurse practitioner practice. Restricted to Master of Science in Nursing-Family Nurse Practitioner Concentration program.   NURS 66232 - FNP Clinical Practicum I Clinical preceptorship in primary health practice sites with opportunities to apply knowledge and concepts of advanced nursing practice. Prepare students to interview patients, build care plans, and work with clinical instructors and preceptors to apply knowledge of primary care processes. Restricted to Master of Science in Nursing-Family Nurse Practitioner Concentration program. NURS 66242 - FNP Clinical Practicum II Clinical application of theoretical bases for management of clients and families for well visits and/or minor/complex health problems. Continued clinical preceptorship with opportunities for increased clinical knowledge in selected primary health practice sites with opportunities to apply knowledge and concepts. Restricted to Master of Science in Nursing-Family Nurse Practitioner Concentration program.   NURS 66252 - FNP Clinical Practicum III Clinical application of theoretical bases for management of clients for well visits and/or minor/complex health problems. Clinical preceptorship with opportunities for increased clinical knowledge in primary health practice sites with opportunities to apply knowledge and concepts of advanced nursing practice. Restricted to Master of Science in Nursing-Family Nurse Practitioner Concentration program. NURS 66262 - FNP Clinical Practicum IV Continued clinical preceptorship with opportunities for increased clinical knowledge in primary health practice sites with opportunities to apply knowledge and concepts of advanced nursing practice.   Emphasis on patient assessment and prioritization of treatments and interventions for patients across the lifespan. Restricted to Master of Science in Nursing-Family Nurse Practitioner Concentration program. NURS 66272 - FNP Clinical Practicum V FNP Clinical preceptorships in selected health practice sites with opportunities to apply knowledge, skills and concepts in a guided, progressive context of Family Primary Care Advanced Nursing Practice in a variety of clinical settings. Restricted to Master of Science in Nursing-Family Nurse Practitioner Concentration program. NURS 6656V - FNP Clinical Practicum VI Culminating clinical course for FNP students.   Applies knowledge from previous courses to create and finalize a professional portfolio. Participate in a research project to show professional research interests and educate others on potential upcoming changes within the health care system. Restricted to Master of Science in Nursing-Family Nurse Practitioner Concentration program.       Frequently Asked Questions Q: Is there a specific set of skills that I am responsible for teaching to students?   A: Clinical experiences vary dramatically from site to site making it impossible for all students to achieve the same level of skills. However, here is a list of the skills that novice advanced practice nurses need upon entry into the field of family practice: Pap Smear Cervical Culture Stool for Occult Blood Ear Irrigation Suture Removal Simple Lesion Removal Digital Block Simple Laceration Repair Splint Application Basic 12 Lead EKG interpretation Interpretation of Chest XRAY, Common Fractures Interpretation UA, CBC, Differential, Chemistries Wet Prep with accurate identification of most common abnormalities   Q: Can my student make rounds with me in the hospital?   A: Students may from time to time precept in the role of the advanced practice nursein the acute care setting. However, the majority of clinical hours must be in the primary care setting to meet learner objectives set forth by NONPF.   Q: Can students go to a long-term facility with me to make rounds?   A: As advanced practice nurses often provide primary care for residents in long term facilities, the time spent in such facilities will count as clinical hours. However, the majority of clinical hours need to occur from the clinical experience.   Q: Can students’ chart on electronic medical records?   A: While most EMRs require a password for users, faculty strongly recommends that students be issued a temporary password in order to provide documentation for the clinical experience. Q: Can students write prescriptions or E- prescriptions?   A: Students are licensed as registered nurses and cannot write prescriptions. The credentialed provider must supply the authorization/signature on the prescription.   Q: Can students “see” the patient without my presence in the exam room?   A: Students in any level course in the FNP program are qualified to examine patients without the presence   of the preceptor. The preceptor will want to be present with all examinations until convinced of the student’s competency level. Prior to discharge all patients must also be examined by the preceptor and   the plan of care reviewed.   Q: Can students see patients in my absence of a few hours?   A: Students are not credentialed to see any patients without the preceptor being on site with the student.   Q: Can students write prescriptions for controlled substances?   A: Students may not write prescriptions for any medications or controlled substances as they do not possess prescriptive authority or a DEA number at this time. Students are eligible to apply for both upon successful graduation from the program. Students along with the preceptor may recommend controlled substances for patients with documented needs for such medications.   Administration   Dr. Stacy Walz, PhD, MS, MLS(ASCP) Dean of the College of Nursing and Health Professions Office: CNHP 201C Office #: 870-972- 3112 Email: swalz@astate.edu   Dr. Kathryn Flannigan, EdD, MSN, RN Director, School of Nursing Associate Professor Office: CNHP 203B Office #: 870-972-3074 Email: kflannigan@astate.edu   Dr. Caroline Jarrett, DNP, APRN, FNP-C, AGACNP-BC MSN Program Director; FNP Program Coordinator Assistant Professor of Nursing Office: CNHP 603 Office #: 870-972- 3270 Email: cpillow@astate.edu   Faculty   Dr. Chantell Corkern, DNP, APRN, FNP-C, ENP-C FNP Clinical Coordinator Assistant Professor of Nursing Office #: 870-972-2930 Email: ccorkern@astate.edu     Dr. Charla Bagwell, DNP, APRN, FNP-C Assistant Professor of Nursing Office: CNHP 606 Office #: 870-972-2619 Email: cbagwell@astate.edu   Dr. Chris Jordan, DNP, APRN, FNP-BC Assistant Professor of Nursing Email: chjordan@astate.edu Appendix A: The One Minute Preceptor: 5 Micro skills for One-On-One Teaching Acknowledgements This monograph was developed by the MAHEC Office of Regional Primary Care Education, Asheville, North Carolina. It was developed with support from a HRSA Family Medicine Training Grant. The monograph was provided to our Office of Faculty Development with permission to modify and use in our faculty development program. Introduction Health care providers face many challenges in the day to day pursuit of their careers, and those who choose to teach health professions students face the further challenge of efficiently and effectively providing teaching to these learners. No matter what type of learner – resident, medical student, physician’s assistant or nurse practitioner – and no matter what their level of skill or training, the challenge of integrating teaching into your day to day routine remains. Fortunately, tools and techniques have been developed to assist the preceptor. A tested and valuable approach is the One-Minute Preceptor.   Initially introduced as the “Five-Step `Micro skills' Model of Clinical Teaching” (Neher, Gordon, Meyer, & Stevens, 1992), the One Minute Preceptor strategy has been taught and tested across the nation (Irby 1997a, 1997b; STFM, 1993) and has been welcomed by busy preceptors. The dissemination of this technique has been allowed and encouraged, and we are pleased to be able to present it to you as part of our Preceptor Development Program.   At the end of this module, you will be able to: List the Steps of the One-Minute Preceptor model of clinical teaching. Explain how each step fosters effective and efficient teaching.   Demonstrate understanding of the One-Minute Preceptor on a sample student presentation. I ntegrate the One-Minute Preceptor model into your clinical teaching. Making the Most of Teaching Time Much of clinical teaching involves the learner interviewing and examining a patient, and then presenting the information to the preceptor. This strategy is common both in the office and hospital setting. Studies have indicated that on average, these interactions take approximately 10 minutes and the time is divided into several different activities. (See Figure 1.) Much of the time is taken up by the presentation of the patient by the learner. Additional time is spent in questioning and clarifying the content of the presentation. As a result, only about one minute of time is actually spent in discussion and teaching. The One-Minute Preceptor approach allows the preceptor to take full advantage of the entire encounter in order to maximize the time available for teaching. The teaching encounter will still take longer than a minute but the time spent is more efficiently used and the teaching effectiveness is optimized.     The Method The One-Minute Preceptor method consists of a number of skills that are employed in a stepwise fashion at the end of the learner's presentation. (See Table 1.) Each step is an individual teaching technique or tool, but when combined they form one integrated strategy for instruction in the health care setting.   An Example: Let us look at a sample presentation to help illustrate the steps of the One- Minute Preceptor model and their practical application.   You are working with student from a physician's assistant program who is in your office for their final six-week preceptorship before graduation. The student has just finished seeing a patient and is presenting to you in your office while the patient waits in the exam room.   Student: Hi...I just saw Mrs. Winkler. She is a 67-year-old woman who comes in today with a complaint of fever, cough and shortness of breath. As you may know, she has a 30-pack year smoking history and carries the diagnosis of mild COPD.   She began getting sick about two days ago with what she thought was a cold but by yesterday she had more chest congestion and a temperature of 101 orally. She also noted that she was more winded than usual in her usual activities at home. Yesterday her cough was productive of whitish sputum but by this AM it had become yellow to tan with streaks of blood. She noted chills this AM and her temp was 100.5 and she called to come in. She has noted some increase in her wheezing but denies chest pain, except when she coughs.   “She is on Capoten and HCTZ for high blood pressure, and uses an albuterol inhaler and has been using this about every two hours since last evening. She has no allergies, got a flu shot this year and had the Pneumovax 2 years ago.   “On physical she is working hard at breathing with wheezes heard without a stethoscope. HEENT is basically normal but her lung exam reveals diffuse wheezes expiratory wheezes and decreased breath sounds in the area of the right middle lobe..." [Student pauses here waiting for your response]   Step One: Get a Commitment At this point, there are many teaching techniques you could employ, but the One- Minute Preceptor method suggest that you get a commitment from the learner – to get them to verbally commit to an aspect of the case. The act of stating a commitment pushes the learner to move beyond their level of comfort and makes the teaching encounter more active and more personal. This can show respect for the learner and fosters an adult learning style. In this situation the learner stopped their presentation at the end of the physical exam. An appropriate question from the preceptor might be: “What do you think is going on with this patient?” This approach encourages the learner to further process the information they have gathered. You obtain important information on the learners clinical reasoning ability and the learner is given a higher sense of involvement and responsibility in the care of the patient. If the answer is correct, then there is the opportunity to reinforce a positive skill. If the response is incorrect, an important teaching opportunity has occurred and the impact of the teaching is likely to be greater since the learner has made the commitment.   Not all learners will stop at the same pointing their presentation, but the preceptor can still get a commitment. Additional examples include:   “What other diagnoses would you consider in this setting?” “What laboratory tests do you think we should get?” “How do you think we should treat this patient?” “Do you think this patient needs to be hospitalized?” “Based on the history you obtained, what parts of the physical should we focus on?” By selecting an appropriate question, the preceptor can take a learner at any stage and encourage them move them further along in their skills and to stretch beyond their current comfort level.   Notice that questions used in getting a commitment do not simply gather further data about the case. The goal is to gain insight into the learner's reasoning. Questioning by the preceptor for specific data reveals the preceptor's thought process – not the learner's. The learner in the example above needs the opportunity to tell you their assessment of the patient data they have collected.   Step Two: Probe for Supporting Evidence Now that you have a commitment from the learner, it is important to explore what the basis for their opinion was. The educational setting often rewards a lucky guess to the same degree as a well-reasoned, logical answer. In the clinical setting, it is important to determine that there is an adequate basis for the answer and to encourage an appropriate reasoning process. By the same token it is important to identify the “lucky guess” and to demonstrate the use of appropriate supporting evidence.   Once the learner has made their commitment and looks to you for confirmation, you should resist the urge to pass immediate judgement on their response. Instead, ask a question that seeks to understand the rationale for their answer. The question you ask will depend on how they have responded to your request for a commitment:   “What factors in the history and physical support your diagnosis?”   “Why would you choose that particular medication?” “Why do you feel this patient should be hospitalized?”   “Why do you feel it is important to do that part of the physical in this situation?”   There are significant benefits from using this step at this time. You are able to immediately gauge the strength of the evidence upon which the commitment was made. In addition, any faulty inferences or conclusions are apparent and can be corrected later. This step allows the preceptor to closely observe the vital skill ofclinical reasoning and to assist the learner in improving and perfecting that skill. Our learner in the role-play will get a further chance to demonstrate their ability to integrate and use clinical data.   Step Three: Reinforce What Was Done Well In order for the learner to improve they must be made aware of what they did well. The simple statement “That was a good presentation” is not sufficient. The learner is not sure if their presentation is “good” because they included current medications or because they omitted the vital signs. Comments should include specific behaviors that demonstrated knowledge skills or attitudes valued by the preceptor.   “Your diagnosis of `probable pneumonia' was well supported by your history and physical. You clearly integrated the patient's history and your physical findings in making that assessment.”   “Your presentation was well organized. You had the chief complaint followed by a detailed history of present illness. You included appropriate additional medical history and medications and finished with a focused physical exam.”   With a few sentences you have reinforced positive behaviors and skills and increased the likelihood that they will be incorporated into further clinical encounters.   Step Four: Give Guidance About Errors and Omissions Just as it is important for the learner to hear what they have done well, it is important to tell them what areas need improvement. This step also fosters continuing growth and improved performance by identifying areas of relative weakness. In framing comments, it is helpful to avoid extreme terms such as `bad' or “poor”. Expression such as “not best” or “it is preferred” may carry less of a negative value judgement while getting the point across. Comments should also be as specific as possible to the situation identifying specific behaviors that could be improved upon in thefuture.   Examples:   “In your presentation you mentioned a temperature in your history but did not tell me the vital signs when you began your physical exam. Following standard patterns in your presentations and note will help avoid omissions and will improve your communication of medical information.”   “I agree that, at some point, complete pulmonary function testing may be helpful, but right now the patient is acutely ill and the results may not reflect her baseline and may be very difficult for her. We could glean some important information with just a peak flow and a pulse oximeter.”   The comments are specific to the situation and also include guidance on alternative actions or behaviors to guide further efforts. In a few sentences an opportunity for behavior change has been identified and an alternative strategy given.   It is important to reflect here that a balance between positive and constructive criticism is important. Some preceptors may focus on the positive, shying away from what may be seen as criticism of the learner. Others may focus nearly exclusively on areas for improvement without reinforcing what is already being done well. As with many things in life, balance and variety are preferable. Step Five: Teach A General Principle One of the key but challenging tasks for the learner is to take information and data gained from an individual learning situation and to accurately and correctly generalize it to other situations. There may be a tendency to over generalize – to conclude that all patients in a similar clinical situation may behave in the same way or require the exact same treatment. On the other hand, the learner may be unable to identify an important general principle that can be applied effectively in the future. Brief teaching specifically focused to the encounter can be very effective. Even if you do not have a specific medical fact to share, information on strategies for searching for additional information or facilitating admission to the hospital can be very useful to the learner.   Examples: “Smokers are more likely than non-smokers to be infected with gram-negative organisms. This is one situation where you may need to broaden your antibiotic coverage to be sure to cover these more resistant organisms.” -   OR -   “Deciding whether someone needs to be treated in the hospital for pneumonia is challenging. Fortunately, there are some criteria that have been tested which help...”   -   OR - “In looking for information on what antibiotics to choose for a disease. I have found it more useful to use an up-to-date hand book than a textbook which may be several years out of date.”   Because of time limitations it is not practical to do a major teaching session at that moment, but a statement or two outlining a relevant and practical teaching point can have a significant impact on the learner.   Step Six: Conclusion Time management is a critical function in clinical teaching. This final step serves the very important function of ending the teaching interaction and defining what the role of the learner will be in the next events. It is sometimes easy for a teaching encounter to last much longer than anticipated with negative effects on the remainder of the patient care schedule. The preceptor must be aware of time and cannot rely on the student to limit or cut off the interaction. The roles of the learner and preceptor after the teaching encounter may need definition. In some cases, you may wish to be the observer while the learner performs the physical or reviews the treatment plan with the patient. In another instance you may wish to go in and confirm physical findings and then review the case with the patient yourself. Explaining to the learner what the next steps will be and what their role is will facilitate the care of the patient and the functioning of the learner.   Example: “OK, now we'll go back in the room and I'll repeat the lung exam and talk to the patient. After, I'd like you to help the nurse get a peak flow, a pulse ox, and a CBC. When we've gotten all those results, let me know and we can make a final decision about the need for hospitalization and our treatment plan.”   The teaching encounter is smoothly concluded and the roles and expectations for each person are made clear in a way that will facilitate further learning and optimal patient care.   Summary: You have learned and seen examples of the six steps in The One-Minute Preceptor model. Although it is useful to divide something into discrete steps, it is hard to remember several items in order, especially when you are first using them. To help you with this challenge you will note that the back cover of the book may be cut into several pocket size cards which you may carry with you to help you remember the steps.   The One-Minute Preceptor is a useful combination of proven teaching skills combined to produce a method that is very functional in the clinical setting. It provides the preceptor with a system to provide efficient and effective teaching to the learner around the single patient encounter. It is not intended that this technique should replace existing teaching skills and techniques that already work well for the preceptor or to avoid the need to learn further techniques. It is one approach that can help you in the very challenging work that you do.     References: Irby, D. (1997, February). The One-Minute Preceptor. Presented at the annual Society of Teachers of Family Medicine Predoctoral meeting, Orlando, FL.   Irby, D. (1997, June). The One-Minute Preceptor: Micro skills for Clinical Teaching. Presented at teleconference from East Carolina Univ. School of Medicine, Greenville, NC. Neher, J. O., Gordon, K. C., Meyer, B., & Stevens, N. (1992). A five-step "micro skills" model of clinical teaching. Journal of the American Board of Family Practice, 5, 419 -424. STFM. (1993, February). The One-Minute Preceptor. Presented at the annual Society for the Teachers of Family Medicine Predoctoral meeting, New Orleans, LA. AppendixB:  Preceptor Qualification Sheet   Name: E-mail address:   Preferred Contact: Home phone Cell Phone E- mail   Title: Credentials:   Discipline or Specialty: Years in role:   Number of students concurrently supervised: Type of supervision (adult, family, acute, etc.)   Type of patients seen at site (acute, chronic, age):   License #: State: Date expires:   Additional licensure and/or credentials:   Certification: ANCC ☐   or AANP ☐     Name of Clinic:   Address of clinic:     Education: Name of School Major Dates of Attendance Year Graduated Degree Earned                                           Continuing education:   Workshop/Course/Seminar Date Sponsoring Organization                     Are you currently working on a degree in nursing or other discipline? Master’s Doctoral Appendix C   Terms of Agreement   I have read the Preceptor Orientation Handbook and commit to precept students for A-State’s School of Nursing. I am aware of the time and responsibility that is required to advance student learning in the clinical arena.     Preceptor Signature Date   Please Print Name   I am willing to precept the following terms. (This information is helpful when planning for future students.)       Fall   Spring   Summer   Fall   Spring     Summer   Fall   Spring Appendix D: Preceptor Evaluation of Student   Student Name:   Please check the group of phrases which you believe best describes the student’s performance in each of the following areas. At the end, please add written comments & suggestions. Please mail completed evaluation directly to instructor. DO NOT give completed form to student.       Area to be Evaluated Outstanding Above Average Average Needs Improvement Unacceptable Not Observed Comments KNOWLEDGE:   Consistently   Differentiates   Demonstrates   Recalls   Major   Not   General evaluates understanding of understanding understanding of deficiencies in observed   therapeutic basic of basic basic concepts knowledge     interventions, Pathophysiology Pathophysiolog   base     broad based   y       KNOWLEDGE:   Synthesizes   Applies   Discusses   Defines the   Lacks   Not   Related to broad textbook expanded basic patient’s knowledge to observed individual mastery &/or differential differential problems, understand   patients directed literature diagnosis, can diagnosis of problem list patient     research, reads discuss minor active needs problems,     extensively from problems, reads problems in improvement. obvious lack of     many different a good deal own patients. Apparent lack of reading     sources   Average reader reading     DATA   Consistently   Utilizes,   Reviews   Recalls data as   Inaccurate,   Not   GATHERING: synthesis, efficient, detailed, broad- basic history, incomplete or major observed Initial History/ and appreciates based, obtains accurate, unfocused, and omissions,   Interviewing subtleties, almost all obtains most missing, inappropriate   Skills insightful, assesses relevant data relevant data & psychosocial psychosocial     all relevant data including most of the components that component     including psychical psychosocial are absent or absent     psychosocial   components sketchy     DATA   Integrates subtle   Utilizes   Identifies   Assesses   Inaccurate,   Not   GATHERING: findings of exam organized, major findings incomplete data major observed Physical Examination in practice focused, relevant findings identified from data gathered or unfocused, relevant data omissions, inappropriate   Skill   of practice exam in exam missing, psychosocial           psychosocial component           components absent           absent or             sketchy     DATA   Consistent   Assembles key   Report   Report poor   Inaccurate   Not   RECORDING/ recording of information, accurate, flow in HPI, data or major observed REPORTING: concise, thorough focuses, complete lacks listing omissions   Writing appraisal of comprehensive history and detail or     Histories & Physicals disease process & patient situation   physical incomplete problem list     DATA   Synthesizes   Precise,   Reviews on-   Records but   Missing or   Not   RECORDING: Progress Notes multidisciplinary data in notes concise organized notes going problems & team plan needs organization, inaccurate data observed         prioritizing             relevant data       Area to be Evaluated Outstanding Above Average Average Needs Improvement Unacceptable Not Observed Comments DATA RECORDING: Oral Presentations □Analyzes situation in a poised manner □Discusses data in a fluent, focused manner □Reports basic information, minimal use of notes □Verbalizes data with major omissions, often relates irrelevant facts, rambling □Repeatedly ill-prepared □Not observed   DATA INTERPRE- TATIONS: Analysis □Understands complex issues, interrelates patient problems □Consistently formulates reasonable interpretation of data □Constructs problem list, applies, reasonable differential diagnosis □Frequently reports data without analysis □Cannot interpret basic data □Not observed   DATA INTERPRE- TATION: Judgement/ Management □Manages patient soundly □Consistently discusses diagnostic decisions □Appropriately renders patient care, aware of own limitations □Frequently reports data without analysis □Cannot interpret basic data □Not observed   CLINICAL PERFORM-ANCE: Outpatient Clinic □Evaluates preventative care, good grasp of preventative health issues- development, education, anticipatory guidance □Differentiates major issues, some fine points □Recognizes major issues □Deficient recall of major issues □Inaccurate or major omissions □Not observed   CLINICAL PERFORMANCE: History & Physical □Accurate, assessment that is focused & detailed, at ease with all ages & illnesses □Collects all pertinent data, comfortable with most patient & illnesses □Reviews basic information, comfortable with most patients & illnesses □Incomplete, unfocused, ill- at-ease with some patients or illnesses □Major omissions, rude or unprofessional □Not observed   CLINICAL PERFORMANCE: Patient Triage □Accurately assesses patients’ level of acuity & prioritizes patients by degree of illness □Formulates an accurate appraisal of acuity □Can reliably distinguish between emergent and non-emergent patients □Has difficulty recognizing emergently ill patients □Unreliable or inconsistent judgement □Not observed   PROCEDURES: □Always performs proficiently & skillfully, very compassionate □Consistently performs careful, confident, compassionate □Performs reasonable skill in preparation & performance □Awkwardly performs, reluctant to try even basic procedures □No improvement even with coaching, insensitive □Not observed   PATIENT EDUCATION & CARE: Reliability/ Commitment □Initiates education & patient care, actively seeks responsibilities beyond assigned tasks □Employs patient care, welcomes responsibility beyond assigned tasks at times □Reports the time & energy required for education & patient care, fulfills responsibilities □Repeatedly unprepared, appears lackadaisical in approach to education & patient care □Unexplained absences, unreliable □Not observed       Area to be Evaluated Outstanding Above Average Average Needs Improvement Unacceptable Not Observed Comments PROFESSIONAL ATTITUDES: Self- directed learning (knowledge & skill) □Outstanding initiative, reads extensively, actively seeks education experiences beyond rounds & conferences □Good insight, sets own goals, reads a good deal, participates in a few additional educational experiences, seeks feedback □Reads appropriately, attends required rounds & conferences, appreciates feedback □Frequent prompting required, seems to have a varied response to feedback □Unwilling, lack of introspection, is not appreciative of all feedback □Not observed   PROFESSIONAL DEMEANOR: Patient Interactions □Preferred provider, consistently elicits & deals with patient’s emotional & personal problems in sensitive & skillful manner □Gains confidences & trust, frequently elicits & deals with patient’s emotional & personal problems in a sensitive & skillful manner □Empathetic, develops rapport, deals effectively with most of patient’s emotional & personal problems □Occasionally insensitive, inattentive, frequently misses patient’s emotional &/or personal problems □Avoids personal contact, tactless □Not observed   PROFESSIONAL DEMEANOR: Response to stress □Outstanding poise, selects constructive solutions □Flexible, supportive □Employs appropriate judgement □Inflexible or loses composure easily □Inappropriate response, inability to direct self or others □Not observed   PROFESSIONAL DEMEANOR: Working Relationships □Always establishes tone of mutual respect & dignity, makes a concerted effort to elicit & contribute to cooperation amongst health professionals □Consistently has good rapport with other staff, makes attempts to elicit cooperation amongst health professionals, willingly contributes to the success of the team □Cooperative, productive member of own team □Lack of consideration for others □Antagonistic or disruptive □Not observed       COMMENTS: (Please recommend specific suggestions for improvement.)               Evaluator’s Signature Date Completed   Evaluator’s Printed Name     Appendix E: Student Evaluation of Preceptor   ARKANSAS STATE UNIVERSITY COLLEGE OF NURSING AND HEALTH PROFESSIONS MSN PROGRAM EVALUATION OF PRECEPTOR Preceptor: Site:   Completed by:   Date:   Instructions: 1. Please mark an X in the most appropriate space after each statement below to provide summative feedback to the preceptor named above.. 2. Space is provided after each statement if you choose to add any written comments.   Quality Seldom Sometimes Frequently N/A Comments 1) Is available to student.           2) Demonstrates understanding of the NP Role.           3) Utilizes student’s strengths and knowledge.           4)   Role model for NP Practice.           5) Demonstrates effective rapport with clients.           6) Encourages student to assume increasing responsibility during experience.           7) Assists student in identifying goals and needs for experience.           8) Considers student’s limits according to status in program.           9) Provides immediate and adequate feedback with questions and patient presentations.           *Adapted from Advanced Practice Nursing: Curriculum Guidelines and Program Standards for Nurse Practitioner Education (NONPF, 1995) Appendix F: Student Evaluation of Clinical Site   ARKANSAS STATE UNIVERSITY COLLEGE OF NURSING AND HEALTH PROFESSIONS MSN PROGRAM Clinical Site Evaluation Name of Site: Location:       Completed by:   Date:   Instructions: 1. Please mark an X in the most appropriate space after each statement regarding the site. 2. Space is provided after each statement if you choose to add any written comments. Statement Yes No N/A Comments 1) Is adequate space provided?         2) Is adequate time given to see clients?         3) Are there sufficient number of clients?         4) Are the types of clients varied as to age, type of problem, etc.?         5) Are students allowed to select clients according to their needs?         6) Are students given the opportunity to follow-up with clients and/or problems of interest?         7) Are reports from lab and x-ray accessible to students?         8) Is support staff appropriately helpful to students?         9)   Is support staff accepting of student’s role?         10) Is philosophy of clinic to provide: a)   health promotion and disease prevention? b) disease diagnosis and management? c)   both?         11) Are instructional materials available for clients to supplement their learning (i.e., pamphlets, outside class opportunities, etc.)?         12) Are community resources, other agencies, and professional disciplines involved with client welfare?         *Adapted from Advanced Practice Nursing: Curriculum Guidelines and Program Standards for Nurse Practitioner Education (NONPF, 1995) FNP Preceptor Handbook - 14 week practicums FNP Preceptor Handbook A Guide for Preceptors MASTER OF SCIENCE IN NURSING PROGRAM FAMILY NURSE PRACTITIONER         COLLEGE OF NURSING AND HEALTH PROFESSIONS Graduate School of Nursing | P.O. Box 910, State University, AR 72467 | P: 870-972-3701 | F: 870-972- 2954   Rev. 01222026        Preceptor Letter:  Dear Preceptor,   We are so excited by your interest in mentoring our nurse practitioner students. The time commitment along with the energy expended during preceptorship is great. We applaud your selfless desire to improve health care in our region.   We have prepared the Preceptor Orientation Handbook to facilitate your experience with our students. Please read through the selection criteria and expectations of all team members to determine if you have a desire to be a part of our team. Next, you will need to fill out the Preceptor Qualification Sheet and Terms of Agreement. These forms keep us up to date with the uniqueness of each preceptor and assist faculty with the placement of students. Our desire is to place the right student with the right preceptor for the best possible outcomes. Thank you in advance for your help.   We are hopeful that you will find the answers to any questions you may have in the Preceptor Orientation Handbook. Please feel free to use the Directory to call any member of our faculty with any unanswered questions.     Thank you,   FNP Faculty Arkansas State University School of Nursing   College of Nursing and Health Professions   Mission Statement The mission of the College of Nursing and Health Professions is to provide quality education to students, graduates, and health care providers in a variety of health disciplines. Recognizing its unique position in the lower Mississippi Delta region, the College provides educational programs that are designed to promote lifelong learning based on the expressed needs of its varied constituencies. The College assesses the attainment of this mission in terms of the contributions its graduates make to health care in the Delta region and beyond.   School of Nursing Mission   Statement and Philosophy Mission Statement   The mission of the School of Nursing is to educate, enhance and enrich students for evolving professional nursing practice. The core values: The School of Nursing values the following as fundamentals: • Integrity: Purposeful decision to consistently demonstrate truth and honesty.   • Excellence: Highest quality of nursing education, practice, service and research. • Diversity: Respect for varied dimensions of individuality among populations • Service: Professional experiences in response to the needs of society. • Learning: Acquisition of knowledge and skills in critical thinking, practical reasoning, and decision making.   • Student centered: Development of essential skills for lifelong learning, leadership, professionalism, and social responsibility. Philosophy (AASN/BSN/MSN/DNP)   The faculty holds the following beliefs about personhood, environment, health, nursing and nursing education. We believe that each person has innate worth and individuality, which reflects integration of the bio-psycho-social-spiritual nature of one’s being. Though each is unique, all persons possess characteristics that form the bases of identifiable shared basic human needs. We believe that individual experience, heredity, and culture influence each person, and that one’s existence depends on perception of and reaction to change. Inherent in this process is the capacity to make decisions, weigh alternatives, predict and accept possible outcomes.   The faculty believes that environment profoundly influences all persons. The environment is the sum of all conditions and forces that affect a person’s ability to pursue the highest possible quality of life. The concept of environment has two major components. The first comprises society and culture, which derive from the need for order, meaning, and human affiliation. The second component consists of the physical and biological forces with which all human beings come in contact. Both of these components of environment are sources of stimuli that require personal adaptation and/or interaction in order for individuals to survive, develop, row, and mature. The faculty believes that health is a state of wholeness and integrity. We recognize that health is not a static state for individuals, families, groups, or communities, but that it is a continuum in which the mind, body and spirit are balanced, providing a sense of well -being. Health is influenced by the ability to cope with life processes. The achievement of this potential is determined by motivation, knowledge, ability, and developmental status. The faculty also believes the primary responsibility for one’s health rests with the individual or those upon whom one is dependent.   We believe that each individual has the right to quality health care. The goal of health care is to promote, maintain, or restore an optimal level of wellness. Nurses act as advocates in assisting persons to gain access to and secure maximum benefit from the health care system. The complexity of health care requires that nurses as professionals collaborate to provide the highest level of health care possible.   The faculty believes that nursing is both art and science. This unique altruistic discipline has evolved from the study and application of its own interventions as well as applying knowledge from a variety of other disciplines. The focus of nursing is the provision of care across the health care continuum utilizing a systematic nursing process.   We believe that nursing refines its practice in response to societal need, and that nursing education must prepare a professional nurse for evolving as well as traditional roles. The faculty recognizes the obligation of the nursing curriculum to include leadership, change strategies, professionalism, and community service.   We believe that the education of nurses occurs at several levels in order to prepare various categories of practitioners. To acquire the knowledge and judgment inherent in practice, nursing education focuses on critical thinking, decision-making, analysis, inquiry, and research. The faculty also believes that learning is an independent, life-long process. Learning is an opportunity for teacher-student interaction in setting goals, selecting and evaluating learning experiences and appraising learners’ progress. All levels of nursing education share certain rights, duties, and characteristics, such as the scientific basis of nursing care. Accordingly, we actively support the endeavors of the profession to assist nurses in pursuing professional education at beginning and advanced levels. The purpose of the associate level is to prepare graduates who apply the nursing process in the provision of direct nursing care for clients with common, well-defined problems. Therefore, the associate curriculum is grounded in the liberal arts and includes professional values, core competencies, and core knowledge and role development. The associate degree graduate is prepared to function as a member of the profession and a manager of care in acute and community-based settings. The nurse prepared at the baccalaureate level is a professional who has acquired a well- delineated and broad knowledge base for practice. We believe that the role of a baccalaureate graduate is multifaceted and developed through extensive study in the areas of liberal education, professional values, core competencies, core knowledge and role development. This knowledge base prepares the beginning baccalaureate graduate to function as, a provider of direct and indirect care to individuals, families, groups, communities and populations. The baccalaureate graduate is also a member of the profession and a designer, manager and coordinator of care.   The master’s level prepares baccalaureate nurses for advanced nursing practice roles. Preparation for advanced practice emphasizes strategies to intervene in multidimensional situations. The knowledge base is expanded in scope and depth through the scientific, theoretical and research components of nursing. Various theories inherent in advanced practice roles and strategies are analyzed and explored to synthesize the interdependence of theory, practice, and scientific inquiry in nursing. This synthesis of knowledge and experience provides the basis for creating, testing, predicting, and utilizing varied and complex interventions for problems of health care and health care delivery. The graduate of the master’s program is a leader in the profession and prepared as an intricate member of the medical home. Preceptor Selection Criteria The clinical experience of the advanced practice nurse must be carefully monitored by a qualified preceptor. Arkansas State University follows the recommendations from the National Organization for Nurse Practitioner Faculties (NONPF) by requiring the following criteria:   1. Advanced Practice Nurses ■ Current state authorization or national certification ■ Extensive clinical experience in the role of APRN ■ Preceptor Qualification Sheet on file (Appendix B) ■ Terms of Agreement on file (Appendix C) 2. Physicians: ■ Doctor of medicine or osteopathy from an accredited university ■ Currently licensed and practicing in the role of physician ■ Preceptor Qualification Sheet on file (Appendix B) ■ Terms of Agreement on file (Appendix C) 3. Clinical practice site should include a variety of experiences regarding patient type and mix of acute and chronic illness. 4. Site should allow the student to engage in clinical experiences sufficient to meet the requirements for the role of the advanced practice nurse. 5. Preceptor should prepare to provide applicable supervision, instruction, and evaluation of students. 6. Preceptor should be able to facilitate active participation of students in the delivery of health care. 7. Preceptor should be committed to the role and concept of the advanced practice nurse. 8. If the preceptor is an MD/DO/APRN, they must have at least 12 months experience in his/her role. 9. Students may not rotate with preceptors whom they are related to. Plan of Study Family Nurse Practitioner Option   Core Courses: NURS 66103 - Research Design and Methodology Sem. Hrs: 3 NURS 66203 - Theory Development in Nursing Sem. Hrs: 3 NURS 66303 - Health Care Issues and Policy Sem. Hrs: 3 NURS 66402 - Professional Role Development in Advanced Nursing Sem. Hrs: 2 Sub-total: 11 Support Courses: NURS 66003 - Advanced Clinical Physiology Sem. Hrs: 3 NURS 66033 - Advanced Clinical Pharmacology Sem. Hrs: 3 NURS 66043 - Advanced Assessment and Diagnostic Evaluation Sem. Hrs: 3 Sub-total: 9 Advanced Practice Courses: NURS 65113 - FNP Clinical Management I  Sem. Hrs:   3 NURS 65114 - FNP Clinical Management I Practicum  Sem. Hrs:   4 NURS 66113 - FNP Clinical Management II  Sem. Hrs:   3 NURS 66114 - FNP Clinical Management II Practicum  Sem. Hrs:   4 NURS 67553 - FNP Clinical Synthesis Seminar  Sem. Hrs:   3 NURS 6881V - FNP Clinical Synthesis  Sem. Hrs:   4.5     Preceptor Expectations   Review Preceptor Orientation Handbook. Review clinical outcomes located on the syllabus along with student clinical evaluation tool appropriate for course (included in handbook). Provide the student with clinical experiences that maximize the student’s potential in meeting the clinical outcomes on the clinical evaluation tool. Prepare yourself to be a professional role model and mentor to the student. Exhibit enthusiasm that engages the student in active learning. Use both positive and negative feedback to encourage learning. A copy of the “One- Minute Preceptor: 5 Micro skills for One-On-One Teaching” (Irby, 1997) is included as Appendix A to help facilitate your preceptorship. Demonstrate current evidence based clinical skills. Assess the student at all levels as they become more sufficient in-patient care gently prodding them to advance from assessment to diagnosis and treatment. Complete student evaluation form at the end of each semester and submit to appropriate faculty. If at any time in the semester, you have reservations that the student may not be able to meet the competencies outlined in the evaluation form, please contact the assigned clinical faculty member or any member of the administration provided in the directory. If the preceptor is an FNP, they must have at least 12 months experience   Student Expectations   Review learner outcomes from the syllabus and appropriate level clinical evaluation tool. Set clinical times and dates to meet required clinical hours with your preceptor that facilitates the needs of both participants. Come to clinical prepared to learn. Be engaged as an active learner. Bring necessary equipment needed for practice and resources such as text and lab manuals. Be punctual, respectful, and responsible at all times. Complete necessary clinical log information daily. Engage in patient encounters that challenge your self-identified learning needs. Complete and submit preceptor evaluation tool and clinical site evaluation at the close of each semester.   Faculty Expectations   Assure student compliance with standards for immunization, CPR, liability insurance, and current unencumbered nursing license before beginning clinical. Establish or verify clinical site agreements for each clinical site utilized. Provide the preceptor with a Preceptor Orientation Handbook including current syllabus and clinical evaluation tool (Appendix D). Review learner outcomes of the student with the preceptor. Facilitate active communication between the School of Nursing, faculty, student, and preceptor. Provide leadership in the role of the advanced practice nurse. Encourage the student to utilize theoretical frameworks for patient care and decision making. Make clinical site visits as scheduled and as needed. Provide verbal and written feedback to students swiftly after evaluations including submitted assignments and clinical site visits.     Progression of Courses There is a student evaluation form included in this handbook. The Preceptor will evaluate the student at the close of each semester using the Preceptor Evaluation Form (Appendix D). The tool was developed from Advanced Nursing Practice: Curriculum Guidelines and Program Standards for Nurse Practitioner Education from the National Organization of Nurse Practitioner Faculties (NONPF) and The Essentials of Master’s Education for Advanced Practice Nursing from the American Association of Colleges of Nursing (AACN). There are three clinical courses in progression that each student is expected to master. They are as follows: NURS 65113 – FNP Clinical Management I Study of theoretical and clinical bases for management of clients and families who are well or have minor health problems. Application of principles through case studies of clients across the lifespan.   NURS 65114 – FNP Clinical Management I Practicum The FNP Clinical Management I practicum course presents clinical application of theoretical bases for management of clients and families who are well or have minor health problems.   NURS 66113 – FNP Clinical Management II The study of theoretical and clinical bases for management of clients and families who have minor or chronic health problems. Application of principles through case studies and development of protocols for clients across the lifespan.   NURS 66114 – FNP Clinical Management II Practicum The clinical application of theoretical bases for management of clients and families who have minor or chronic health problems.   NURS 67553 – FNP Clinical Synthesis Seminar Culminating course for analysis of application of nursing theory, research/role concepts, and exploration of issues specific to the role implementation as a family nurse practitioner.   NURS 6881V – FNP Clinical Synthesis The FNP Clinical Synthesis Practicum course is the culminating clinical course for family nurse practitioner students. Includes intensive clinical practice with a preceptor. Final semester of enrollment.     Frequently Asked Questions Q: Is there a specific set of skills that I am responsible for teaching to students?   A: Clinical experiences vary dramatically from site to site making it impossible for all students to achieve the same level of skills. However, here is a list of the skills that novice advanced practice nurses need upon entry into the field of family practice:   Pap Smear Cervical Culture Stool for Occult Blood Ear Irrigation Suture Removal Simple Lesion Removal Digital Block Simple Laceration Repair Splint Application Basic 12 Lead EKG interpretation Interpretation of Chest XRAY, Common Fractures Interpretation UA, CBC, Differential, Chemistries Wet Prep with accurate identification of most common abnormalities   Q: Can my student make rounds with me in the hospital?   A: Students may from time to time precept in the role of the advanced practice nurse in the acute care setting. However, the majority of clinical hours must be in the primary care setting to meet learner objectives set forth by NONPF.   Q: Can students go to a long-term facility with me to make rounds?   A: As advanced practice nurses often provide primary care for residents in long term facilities, the time spent in such facilities will count as clinical hours. However, the majority of clinical hours need to occur from the clinical experience.   Q: Can students’ chart on electronic medical records?   A: While most EMRs require a password for users, faculty strongly recommends that students be issued a temporary password in order to provide documentation for the clinical experience.   Q: Can students write prescriptions or E- prescriptions?   A: Students are licensed as registered nurses and cannot write prescriptions. The credentialed provider must supply the authorization/signature on the prescription.   Q: Can students “see” the patient without my presence in the exam room?   A: Students in any level course in the FNP program are qualified to examine patients without the presence of the preceptor. The preceptor will want to be present with all examinations until convinced of the   student’s competency level. Prior to discharge all patients must also be examined by the preceptor and the plan of care reviewed. Q: Can students see patients in my absence of a few hours?   A: Students are not credentialed to see any patients without the preceptor being on site with the student.   Q: Can students write prescriptions for controlled substances?   A: Students may not write prescriptions for any medications or controlled substances as they do not possess prescriptive authority or a DEA number at this time. Students are eligible to apply for both upon successful graduation from the program. Students along with the preceptor may recommend controlled substances for patients with documented needs for such medications.   Administration Dr. Stacy Walz, PhD, MS, MLS(ASCP) Dean of the College of Nursing and Health Professions Office: CNHP 201C Office #: 870-972- 3112 Email: swalz@astate.edu Dr. Kathryn Flannigan, EdD, MSN, RN Director, School of Nursing Associate Professor Office: CNHP 203B Office #: 870-972-3074 Email: kflannigan@astate.edu Dr. Caroline Jarrett, DNP, APRN, FNP-C, AGACNP-BC MSN Program Director; FNP Program Coordinator Assistant Professor of Nursing Office: CNHP 603 Office #: 870-972- 3270 Email: cpillow@astate.edu   Faculty   Dr. Chantell Corkern, DNP, APRN, FNP-C, ENP-C FNP Clinical Coordinator Assistant Professor of Nursing Office #: 870-972-2930 Email: ccorkern@astate.edu   Dr. Charla Bagwell, DNP, APRN, FNP-C Assistant Professor of Nursing Office: CNHP 606 Office #: 870-972-2619 Email: cbagwell@astate.edu Dr. Chris Jordan, DNP, APRN, FNP-BC Assistant Professor of Nursing Office: CNHP 603A Office #: 870-972-3074 Email: chjordan@astate.edu Appendix A: The One Minute Preceptor: 5 Micro skills for One-On-One Teaching Acknowledgements This monograph was developed by the MAHEC Office of Regional Primary Care Education, Asheville, North Carolina. It was developed with support from a HRSA Family Medicine Training Grant. The monograph was provided to our Office of Faculty Development with permission to modify and use in our faculty development program.   Introduction Health care providers face many challenges in the day to day pursuit of their careers, and those who choose to teach health professions students face the further challenge of efficiently and effectively providing teaching to these learners. No matter what type of learner – resident, medical student, physician’s assistant or nurse practitioner – and no matter what their level of skill or training, the challenge of integrating teaching into your day to day routine remains. Fortunately, tools and techniques have been developed to assist the preceptor. A tested and valuable approach is the One-Minute Preceptor. Initially introduced as the “Five-Step `Micro skills' Model of Clinical Teaching” (Neher, Gordon, Meyer, & Stevens, 1992), the One Minute Preceptor strategy has been taught and tested across the nation (Irby 1997a, 1997b; STFM, 1993) and has been welcomed by busy preceptors. The dissemination of this technique has been allowed and encouraged, and we are pleased to be able to present it to you as part of our Preceptor Development Program. At the end of this module, you will be able to: 1.   List the Steps of the One-Minute Preceptor model of clinical teaching. 2.   Explain how each step fosters effective and efficient teaching. 3.   Demonstrate understanding of the One-Minute Preceptor on a sample student presentation. 4.   Integrate the One-Minute Preceptor model into your clinical teaching.   Making the Most of Teaching Time Much of clinical teaching involves the learner interviewing and examining a patient, and then presenting the information to the preceptor. This strategy is common both in the office and hospital setting. Studies have indicated that on average, these interactions take approximately 10 minutes and the time is divided into several different activities. (See Figure 1.) Much of the time is taken up by the presentation of the patient by the learner. Additional time is spent in questioning and clarifying the content of the presentation. As a result, only about one minute of time is actually spent in discussion and teaching.   The One-Minute Preceptor approach allows the preceptor to take full advantage of the entire encounter in order to maximize the time available for teaching. The teaching encounter will still take longer than a minute but the time spent is more efficiently used and the teaching effectiveness is optimized.   The Method The One-Minute Preceptor method consists of a number of skills that are employed in a stepwise fashion at the end of the learner's presentation. (See Table 1.) Each step is an individual teaching technique or tool, but when combined they form one integrated strategy for instruction in the health care setting.     An Example: Let us look at a sample presentation to help illustrate the steps of the One- Minute Preceptor model and their practical application.   You are working with student from a physician's assistant program who is in your office for their final six-week preceptorship before graduation. The student has just finished seeing a patient and is presenting to you in your office while the patient waits in the exam room.   Student: Hi...I just saw Mrs. Winkler. She is a 67-year-old woman who comes in today with a complaint of fever, cough and shortness of breath. As you may know, she has a 30-pack year smoking history and carries the diagnosis of mild COPD.   She began getting sick about two days ago with what she thought was a cold but by yesterday she had more chest congestion and a temperature of 101 orally. She also noted that she was more winded than usual in her usual activities at home. Yesterday her cough was productive of whitish sputum but by this AM it had become yellow to tan with streaks of blood. She noted chills this AM and her temp was 100.5 and she called to come in. She has noted some increase in her wheezing but denies chest pain, except when she coughs.   “She is on Capoten and HCTZ for high blood pressure, and uses an albuterol inhaler and has been using this about every two hours since last evening. She has no allergies, got a flu shot this year and had the Pneumovax 2 years ago.   “On physical she is working hard at breathing with wheezes heard without a stethoscope. HEENT is basically normal but her lung exam reveals diffuse wheezes expiratory wheezes and decreased breath sounds in the area of the right middle lobe..." [Student pauses here waiting for your response]   Step One: Get a Commitment At this point, there are many teaching techniques you could employ, but the One- Minute Preceptor method suggest that you get a commitment from the learner – to get them to verbally commit to an aspect of the case. The act of stating a commitment pushes the learner to move beyond their level of comfort and makes the teaching encounter more active and more personal. This can show respect for the learner and fosters an adult learning style.   In this situation the learner stopped their presentation at the end of the physical exam. An appropriate question from the preceptor might be: “What do you think is going on with this patient?” This approach encourages the learner to further process the information they have gathered. You obtain important information on the learners clinical reasoning ability and the learner is given a higher sense of involvement and responsibility in the care of the patient. If the answer is correct, then there is the opportunity to reinforce a positive skill. If the response is incorrect, an important teaching opportunity has occurred and the impact of the teaching is likely to be greater since the learner has made the commitment.   Not all learners will stop at the same pointing their presentation, but the preceptor can still get a commitment. Additional examples include:   “What other diagnoses would you consider in this setting?” “What laboratory tests do you think we should get?” “How do you think we should treat this patient?” “Do you think this patient needs to be hospitalized?” “Based on the history you obtained, what parts of the physical should we focus on?”   By selecting an appropriate question, the preceptor can take a learner at any stage and encourage them move them further along in their skills and to stretch beyond their current comfort level.   Notice that questions used in getting a commitment do not simply gather further data about the case. The goal is to gain insight into the learner's reasoning. Questioning by the preceptor for specific data reveals the preceptor's thought process – not the learner's. The learner in the example above needs the opportunity to tell you their assessment of the patient data they have collected.   Step Two: Probe for Supporting Evidence Now that you have a commitment from the learner, it is important to explore what the basis for their opinion was. The educational setting often rewards a lucky guess to the same degree as a well-reasoned, logical answer. In the clinical setting, it is important to determine that there is an adequate basis for the answer and to encourage an appropriate reasoning process. By the same token it is important to identify the “lucky guess” and to demonstrate the use of appropriate supporting evidence.   Once the learner has made their commitment and looks to you for confirmation, you should resist the urge to pass immediate judgement on their response. Instead, ask a question that seeks to understand the rationale for their answer. The question you ask will depend on how they have responded to your request for a commitment:   “What factors in the history and physical support your diagnosis?”   “Why would you choose that particular medication?” “Why do you feel this patient should be hospitalized?”   “Why do you feel it is important to do that part of the physical in this situation?”   There are significant benefits from using this step at this time. You are able to immediately gauge the strength of the evidence upon which the commitment was made. In addition, any faulty inferences or conclusions are apparent and can be corrected later. This step allows the preceptor to closely observe the vital skill ofclinical reasoning and to assist the learner in improving and perfecting that skill. Our learner in the role-play will get a further chance to demonstrate their ability to integrate and use clinical data.   Step Three: Reinforce What Was Done Well In order for the learner to improve they must be made aware of what they did well. The simple statement “That was a good presentation” is not sufficient. The learner is not sure if their presentation is “good” because they included current medications or because they omitted the vital signs. Comments should include specific behaviors that demonstrated knowledge skills or attitudes valued by the preceptor.   “Your diagnosis of `probable pneumonia' was well supported by your history and physical. You clearly integrated the patient's history and your physical findings in making that assessment.”   “Your presentation was well organized. You had the chief complaint followed by a detailed history of present illness. You included appropriate additional medical history and medications and finished with a focused physical exam.”   With a few sentences you have reinforced positive behaviors and skills and increased the likelihood that they will be incorporated into further clinical encounters.   Step Four: Give Guidance About Errors and Omissions Just as it is important for the learner to hear what they have done well, it is important to tell them what areas need improvement. This step also fosters continuing growth and improved performance by identifying areas of relative weakness. In framing comments, it is helpful to avoid extreme terms such as `bad' or “poor”. Expression such as “not best” or “it is preferred” may carry less of a negative value judgement while getting the point across. Comments should also be as specific as possible to the situation identifying specific behaviors that could be improved upon in thefuture.   Examples:   “In your presentation you mentioned a temperature in your history but did not tell me the vital signs when you began your physical exam. Following standard patterns in your presentations and note will help avoid omissions and will improve your communication of medical information.”   “I agree that, at some point, complete pulmonary function testing may be helpful, but right now the patient is acutely ill and the results may not reflect her baseline and may be very difficult for her. We could glean some important information with just a peak flow and a pulse oximeter.”   The comments are specific to the situation and also include guidance on alternative actions or behaviors to guide further efforts. In a few sentences an opportunity for behavior change has been identified and an alternative strategy given.   It is important to reflect here that a balance between positive and constructive criticism is important. Some preceptors may focus on the positive, shying away from what may be seen as criticism of the learner. Others may focus nearly exclusively on areas for improvement without reinforcing what is already being done well. As with many things in life, balance and variety are preferable. Step Five: Teach A General Principle One of the key but challenging tasks for the learner is to take information and data gained from an individual learning situation and to accurately and correctly generalize it to other situations. There may be a tendency to over generalize – to conclude that all patients in a similar clinical situation may behave in the same way or require the exact same treatment. On the other hand, the learner may be unable to identify an important general principle that can be applied effectively in the future. Brief teaching specifically focused to the encounter can be very effective. Even if you do not have a specific medical fact to share, information on strategies for searching for additional information or facilitating admission to the hospital can be very useful to the learner.   Examples:   “Smokers are more likely than non-smokers to be infected with gram-negative organisms. This is one situation where you may need to broaden your antibiotic coverage to be sure to cover these more resistant organisms.”   -   OR -   “Deciding whether someone needs to be treated in the hospital for pneumonia is challenging. Fortunately, there are some criteria that have been tested which help...”   -   OR -   “In looking for information on what antibiotics to choose for a disease. I have found it more useful to use an up-to-date hand book than a textbook which may be several years out of date.”   Because of time limitations it is not practical to do a major teaching session at that moment, but a statement or two outlining a relevant and practical teaching point can have a significant impact on the learner.   Step Six: Conclusion Time management is a critical function in clinical teaching. This final step serves the very important function of ending the teaching interaction and defining what the role of the learner will be in the next events. It is sometimes easy for a teaching encounter to last much longer than anticipated with negative effects on the remainder of the patient care schedule. The preceptor must be aware of time and cannot rely on the student to limit or cut off the interaction. The roles of the learner and preceptor after the teaching encounter may need definition. In some cases, you may wish to be the observer while the learner performs the physical or reviews the treatment plan with the patient. In another instance you may wish to go in and confirm physical findings and then review the case with the patient yourself. Explaining to the learner what the next steps will be and what their role is will facilitate the care of the patient and the functioning of the learner.   Example:   “OK, now we'll go back in the room and I'll repeat the lung exam and talk to the patient. After, I'd like you to help the nurse get a peak flow, a pulse ox, and a CBC. When we've gotten all those results, let me know and we can make a final decision about the need for hospitalization and our treatment plan.”   The teaching encounter is smoothly concluded and the roles and expectations for each person are made clear in a way that will facilitate further learning and optimal patient care.   Summary: You have learned and seen examples of the six steps in The One-Minute Preceptor model. Although it is useful to divide something into discrete steps, it is hard to remember several items in order, especially when you are first using them. To help you with this challenge you will note that the back cover of the book may be cut into several pocket size cards which you may carry with you to help you remember the steps.   The One-Minute Preceptor is a useful combination of proven teaching skills combined to produce a method that is very functional in the clinical setting. It provides the preceptor with a system to provide efficient and effective teaching to the learner around the single patient encounter. It is not intended that this technique should replace existing teaching skills and techniques that already work well for the preceptor or to avoid the need to learn further techniques. It is one approach that can help you in the very challenging work that you do.     References: Irby, D. (1997, February). The One-Minute Preceptor. Presented at the annual Society of Teachers of Family Medicine Predoctoral meeting, Orlando, FL.   Irby, D. (1997, June). The One-Minute Preceptor: Micro skills for Clinical Teaching. Presented at teleconference from East Carolina Univ. School of Medicine, Greenville, NC. Neher, J. O., Gordon, K. C., Meyer, B., & Stevens, N. (1992). A five-step "micro skills" model of clinical teaching. Journal of the American Board of Family Practice, 5, 419 -424. STFM. (1993, February). The One-Minute Preceptor. Presented at the annual Society for the Teachers of Family Medicine Predoctoral meeting, New Orleans, LA. Appendix B:  Preceptor Qualification Sheet   Name: E-mail address:   Preferred Contact: Home phone Cell Phone E- mail   Title: Credentials:   Discipline or Specialty: Years in role:   Number of students concurrently supervised: Type of supervision (adult, family, acute, etc.)   Type of patients seen at site (acute, chronic, age):   License #: State: Date expires:   Additional licensure and/or credentials:   Certification: ANCC ☐   or AANP ☐     Name of Clinic:   Address of clinic:     Education: Name of School Major Dates of Attendance Year Graduated Degree Earned                                           Continuing education:   Workshop/Course/Seminar Date Sponsoring Organization                     Are you currently working on a degree in nursing or other discipline? Master’s Doctoral Appendix C: Terms of Agreement   Terms of Agreement   I have read the Preceptor Orientation Handbook and commit to precept students for A-State’s School of Nursing. I am aware of the time and responsibility that is required to advance student learning in the clinical arena.     Preceptor Signature Date   Please Print Name I am willing to precept the following terms. (This information is helpful when planning for future students.)       Fall   Spring   Summer   Fall   Spring     Summer   Fall   Spring Appendix D: Preceptor Evaluation of Student   Student Name:   Please check the group of phrases which you believe best describes the student’s performance in each of the following areas. At the end, please add written comments & suggestions. Please mail completed evaluation directly to instructor. DO NOT give completed form to student.       Area to be Evaluated Outstanding Above Average Average Needs Improvement Unacceptable Not Observed Comments KNOWLEDGE:   Consistently   Differentiates   Demonstrates   Recalls   Major   Not   General evaluates understanding of understanding understanding of deficiencies in observed   therapeutic basic of basic basic concepts knowledge     interventions, Pathophysiology Pathophysiolog   base     broad based   y       KNOWLEDGE:   Synthesizes   Applies   Discusses   Defines the   Lacks   Not   Related to broad textbook expanded basic patient’s knowledge to observed individual mastery &/or differential differential problems, understand   patients directed literature diagnosis, can diagnosis of problem list patient     research, reads discuss minor active needs problems,     extensively from problems, reads problems in improvement. obvious lack of     many different a good deal own patients. Apparent lack of reading     sources   Average reader reading     DATA   Consistently   Utilizes,   Reviews   Recalls data as   Inaccurate,   Not   GATHERING: synthesis, efficient, detailed, broad- basic history, incomplete or major observed Initial History/ and appreciates based, obtains accurate, unfocused, and omissions,   Interviewing subtleties, almost all obtains most missing, inappropriate   Skills insightful, assesses relevant data relevant data & psychosocial psychosocial     all relevant data including most of the components that component     including psychical psychosocial are absent or absent     psychosocial   components sketchy     DATA   Integrates subtle   Utilizes   Identifies   Assesses   Inaccurate,   Not   GATHERING: findings of exam organized, major findings incomplete data major observed Physical Examination in practice focused, relevant findings identified from data gathered or unfocused, relevant data omissions, inappropriate   Skill   of practice exam in exam missing, psychosocial           psychosocial component           components absent           absent or             sketchy     DATA   Consistent   Assembles key   Report   Report poor   Inaccurate   Not   RECORDING/ recording of information, accurate, flow in HPI, data or major observed REPORTING: concise, thorough focuses, complete lacks listing omissions   Writing appraisal of comprehensive history and detail or     Histories & Physicals disease process & patient situation   physical incomplete problem list     DATA   Synthesizes   Precise,   Reviews on-   Records but   Missing or   Not   RECORDING: Progress Notes multidisciplinary data in notes concise organized notes going problems & team plan needs organization, inaccurate data observed         prioritizing             relevant data       Area to be Evaluated Outstanding Above Average Average Needs Improvement Unacceptable Not Observed Comments DATA RECORDING: Oral Presentations □ Analyzes situation in a poised manner □ Discusses data in a fluent, focused manner □ Reports basic information, minimal use of notes □ Verbalizes data with major omissions, often relates irrelevant facts, rambling □ Repeatedly ill-prepared □ Not observed   DATA INTERPRE- TATIONS: Analysis □ Understands complex issues, interrelates patient problems □ Consistently formulates reasonable interpretation of data □ Constructs problem list, applies, reasonable differential diagnosis □ Frequently reports data without analysis □ Cannot interpret basic data □ Not observed   DATA INTERPRE- TATION: Judgement/ Management □ Manages patient soundly □ Consistently discusses diagnostic decisions □ Appropriately renders patient care, aware of own limitations □ Frequently reports data without analysis □ Cannot interpret basic data □ Not observed   CLINICAL PERFORM-ANCE: Outpatient Clinic □ Evaluates preventative care, good grasp of preventative health issues- development, education, anticipatory guidance □ Differentiates major issues, some fine points □ Recognizes major issues □ Deficient recall of major issues □ Inaccurate or major omissions □ Not observed   CLINICAL PERFORMANCE: History & Physical □ Accurate, assessment that is focused & detailed, at ease with all ages & illnesses □ Collects all pertinent data, comfortable with most patient & illnesses □ Reviews basic information, comfortable with most patients & illnesses □ Incomplete, unfocused, ill- at-ease with some patients or illnesses □ Major omissions, rude or unprofessional □ Not observed   CLINICAL PERFORMANCE: Patient Triage □ Accurately assesses patients’ level of acuity & prioritizes patients by degree of illness □ Formulates an accurate appraisal of acuity □ Can reliably distinguish between emergent and non-emergent patients □ Has difficulty recognizing emergently ill patients □ Unreliable or inconsistent judgement □ Not observed   PROCEDURES: □ Always performs proficiently & skillfully, very compassionate □ Consistently performs careful, confident, compassionate □ Performs reasonable skill in preparation & performance □ Awkwardly performs, reluctant to try even basic procedures □ No improvement even with coaching, insensitive □ Not observed   PATIENT EDUCATION & CARE: Reliability/ Commitment □ Initiates education & patient care, actively seeks responsibilities beyond assigned tasks □ Employs patient care, welcomes responsibility beyond assigned tasks at times □ Reports the time & energy required for education & patient care, fulfills responsibilities □ Repeatedly unprepared, appears lackadaisical in approach to education & patient care □ Unexplained absences, unreliable □ Not observed       Area to be Evaluated Outstanding Above Average Average Needs Improvement Unacceptable Not Observed Comments PROFESSIONAL ATTITUDES: Self- directed learning (knowledge & skill) □ Outstanding initiative, reads extensively, actively seeks education experiences beyond rounds & conferences □ Good insight, sets own goals, reads a good deal, participates in a few additional educational experiences, seeks feedback □ Reads appropriately, attends required rounds & conferences, appreciates feedback □ Frequent prompting required, seems to have a varied response to feedback □ Unwilling, lack of introspection, is not appreciative of all feedback □ Not observed   PROFESSIONAL DEMEANOR: Patient Interactions □ Preferred provider, consistently elicits & deals with patient’s emotional & personal problems in sensitive & skillful manner □ Gains confidences & trust, frequently elicits & deals with patient’s emotional & personal problems in a sensitive & skillful manner □ Empathetic, develops rapport, deals effectively with most of patient’s emotional & personal problems □ Occasionally insensitive, inattentive, frequently misses patient’s emotional &/or personal problems □ Avoids personal contact, tactless □ Not observed   PROFESSIONAL DEMEANOR: Response to stress □ Outstanding poise, selects constructive solutions □ Flexible, supportive □ Employs appropriate judgement □ Inflexible or loses composure easily □ Inappropriate response, inability to direct self or others □ Not observed   PROFESSIONAL DEMEANOR: Working Relationships □ Always establishes tone of mutual respect & dignity, makes a concerted effort to elicit & contribute to cooperation amongst health professionals □ Consistently has good rapport with other staff, makes attempts to elicit cooperation amongst health professionals, willingly contributes to the success of the team □ Cooperative, productive member of own team □ Lack of consideration for others □ Antagonistic or disruptive □ Not observed       COMMENTS: (Please recommend specific suggestions for improvement.)               Evaluator’s Signature Date Completed   Evaluator’s Printed Name     Appendix E: Student Evaluation of Preceptor   ARKANSAS STATE UNIVERSITY COLLEGE OF NURSING AND HEALTH PROFESSIONS MSN PROGRAM EVALUATION OF PRECEPTOR Preceptor: Site:   Completed by:   Date:   Instructions: 1. Please mark an X in the most appropriate space after each statement below to provide summative feedback to the preceptor named above.. 2. Space is provided after each statement if you choose to add any written comments.   Quality Seldom Sometimes Frequently N/A Comments 1) Is available to student.           2) Demonstrates understanding of the NP Role.           3) Utilizes student’s strengths and knowledge.           4)   Role model for NP Practice.           5) Demonstrates effective rapport with clients.           6) Encourages student to assume increasing responsibility during experience.           7) Assists student in identifying goals and needs for experience.           8) Considers student’s limits according to status in program.           9) Provides immediate and adequate feedback with questions and patient presentations.           *Adapted from Advanced Practice Nursing: Curriculum Guidelines and Program Standards for Nurse Practitioner Education (NONPF, 1995) Appendix F: Student Evaluation of Clinical Site   ARKANSAS STATE UNIVERSITY COLLEGE OF NURSING AND HEALTH PROFESSIONS MSN PROGRAM Clinical Site Evaluation Name of Site: Location:   Completed by:   Date:   Instructions: 1. Please mark an X in the most appropriate space after each statement regarding the site. 2. Space is provided after each statement if you choose to add any written comments. Statement Yes No N/A Comments 1) Is adequate space provided?         2) Is adequate time given to see clients?         3) Are there sufficient number of clients?         4) Are the types of clients varied as to age, type of problem, etc.?         5) Are students allowed to select clients according to their needs?         6) Are students given the opportunity to follow-up with clients and/or problems of interest?         7) Are reports from lab and x-ray accessible to students?         8) Is support staff appropriately helpful to students?         9)   Is support staff accepting of student’s role?         10) Is philosophy of clinic to provide: a)   health promotion and disease prevention? b) disease diagnosis and management? c)   both?         11) Are instructional materials available for clients to supplement their learning (i.e., pamphlets, outside class opportunities, etc.)?         12) Are community resources, other agencies, and professional disciplines involved with client welfare?         *Adapted from Advanced Practice Nursing: Curriculum Guidelines and Program Standards for Nurse Practitioner Education (NONPF, 1995) AGACNP Preceptor Handbook - 7 week courses AGACNP Preceptor Handbook     A Guide for Preceptors MASTER OF SCIENCE IN NURSING PROGRAM ADULT GERONTOLOGY ACUTE CARE NURSE PRACTITIONER         COLLEGE OF NURSING AND HEALTH PROFESSIONS Graduate School of Nursing | P.O. Box 910, State University, AR 72467 | P: 870-972-3701 | F: 870-972-2954 Rev. 8/28/2025 Preceptor Letter Dear Preceptor, We are so excited by your interest in mentoring our nurse practitioner students. The time commitment along with the energy expended during preceptorship is great. We applaud your selfless desire to improve health care in our region. We have prepared the Preceptor Orientation Handbook to facilitate your experience with our students. Please read through the selection criteria and expectations of all team members to determine if you have a desire to be a part of our team. Next, you will need to fill out the Preceptor Qualification Sheet and Terms of Agreement. These forms keep us up to date with the uniqueness of each preceptor and assist faculty with the placement of students. Our desire is to place the right student with the right preceptor for the best possible outcomes. Thank you in advance for your help. We are hopeful that you will find the answers to any questions you may have in the Preceptor Orientation Handbook. Please feel free to use the Directory to call any member of our faculty with any unanswered questions. Thank you, AGACNP Faculty Arkansas State University School of Nursing College of Nursing and Health Professions Mission Statement The mission of the College of Nursing and Health Professions is to provide quality education to students, graduates, and health care providers in a variety of health disciplines. Recognizing its unique position in the lower Mississippi Delta region, the College provides educational programs that are designed to promote lifelong learning based on the expressed needs of its varied constituencies. The College assesses the attainment of this mission in terms of the contributions its graduates make to health care in the Delta region and beyond. School of Nursing Mission Statement and Philosophy Mission Statement   The mission of the School of Nursing is to educate, enhance and enrich students for evolving professional nursing practice. The core values: The School of Nursing values the following as fundamentals: Integrity: Purposeful decision to consistently demonstrate truth and Excellence: Highest quality of nursing education, practice, service and Diversity: Respect for varied dimensions of individuality among populations Service: Professional experiences in response to the needs of Learning: Acquisition of knowledge and skills in critical thinking, practical reasoning, and decision making. Student centered: Development of essential skills for lifelong learning, leadership, professionalism, and social Philosophy (AASN/BSN/MSN/DNP) The faculty holds the following beliefs about personhood, environment, health, nursing and nursing education. We believe that each person has innate worth and individuality, which reflects integration of the bio-psycho-social-spiritual nature of one’s being. Though each is unique, all persons possess characteristics that form the bases of identifiable shared basic human needs. We believe that individual experience, heredity, and culture influence each person, and that one’s existence depends on perception of and reaction to change. Inherent in this process is the capacity to make decisions, weigh alternatives, predict and accept possible outcomes. The faculty believes that environment profoundly influences all persons. The environment is the sum of all conditions and forces that affect a person’s ability to pursue the highest possible quality of life. The concept of environment has two major components. The first comprises society and culture, which derive from the need for order, meaning, and human affiliation. The second component consists of the physical and biological forces with which all human beings come in contact. Both of these components of environment are sources of stimuli that require personal adaptation and/or interaction in order for individuals to survive, develop, row, and mature. The faculty believes that health is a state of wholeness and integrity. We recognize that health is not a static state for individuals, families, groups, or communities, but that it is a continuum in which the mind, body and spirit are balanced, providing a sense of well -being. Health is influenced by the ability to cope with life processes. The achievement of this potential is determined by motivation, knowledge, ability, and developmental status. The faculty also believes the primary responsibility for one’s health rests with the individual or those upon whom one is dependent. We believe that each individual has the right to quality health care. The goal of health care is to promote, maintain, or restore an optimal level of wellness. Nurses act as advocates in assisting persons to gain access to and secure maximum benefit from the health care system. The complexity of health care requires that nurses as professionals collaborate to provide the highest level of health care possible. The faculty believes that nursing is both art and science. This unique altruistic discipline has evolved from the study and application of its own interventions as well as applying knowledge from a variety of other disciplines. The focus of nursing is the provision of care across the health care continuum utilizing a systematic nursing process. We believe that nursing refines its practice in response to societal need, and that nursing education must prepare a professional nurse for evolving as well as traditional roles. The faculty recognizes the obligation of the nursing curriculum to include leadership, change strategies, professionalism, and community service. We believe that the education of nurses occurs at several levels in order to prepare various categories of practitioners. To acquire the knowledge and judgment inherent in practice, nursing education focuses on critical thinking, decision-making, analysis, inquiry, and research. The faculty also believes that learning is an independent, life-long process. Learning is an opportunity for teacher-student interaction in setting goals, selecting and evaluating learning experiences and appraising learners’ progress. All levels of nursing education share certain rights, duties, and characteristics, such as the scientific basis of nursing care. Accordingly, we actively support the endeavors of the profession to assist nurses in pursuing professional education at beginning and advanced levels. The purpose of the associate level is to prepare graduates who apply the nursing process in the provision of direct nursing care for clients with common, well-defined problems. Therefore, the associate curriculum is grounded in the liberal arts and includes professional values, core competencies, and core knowledge and role development. The associate degree graduate is prepared to function as a member of the profession and a manager of care in acute and community-based settings. The nurse prepared at the baccalaureate level is a professional who has acquired a well- delineated and broad knowledge base for practice. We believe that the role of a baccalaureate graduate is multifaceted and developed through extensive study in the areas of liberal education, professional values, core competencies, core knowledge and role development. This knowledge base prepares the beginning baccalaureate graduate to function as, a provider of direct and indirect care to individuals, families, groups, communities and populations. The baccalaureate graduate is also a member of the profession and a designer, manager and coordinator of care. The master’s level prepares baccalaureate nurses for advanced nursing practice roles. Preparation for advanced practice emphasizes strategies to intervene in multidimensional situations. The knowledge base is expanded in scope and depth through the scientific, theoretical and research components of nursing. Various theories inherent in advanced practice roles and strategies are analyzed and explored to synthesize the interdependence of theory, practice, and scientific inquiry in nursing. This synthesis of knowledge and experience provides the basis for creating, testing, predicting, and utilizing varied and complex interventions for problems of health care and health care delivery. The graduate of the master’s program is a leader in the profession and prepared as an intricate member of the medical home. Preceptor Selection Criteria The clinical experience of the advanced practice nurse must be carefully monitored by a qualified preceptor. Arkansas State University follows the recommendations from the National Organization for Nurse Practitioner Faculties (NONPF) by requiring the following criteria: Advanced Practice Nurses Current state authorization or national certification Extensive clinical experience in the role of APRN Preceptor Qualification Sheet on file (Appendix B) Terms of Agreement on file (Appendix C) Physicians: Doctor of medicine or osteopathy from an accredited university Currently licensed and practicing in the role of physician Preceptor Qualification Sheet on file (Appendix B) Terms of Agreement on file (Appendix C) Clinical practice site should include a variety of experiences regarding patient type and mix of acute and chronic illness. Site should allow the student to engage in clinical experiences sufficient to meet the requirements for the role of the advanced practice Preceptor should prepare to provide applicable supervision, instruction, and evaluation of Preceptor should be able to facilitate active participation of students in the delivery of health Preceptor should be committed to the role and concept of the advanced practice If the preceptor is an APRN, they must have at least 12 months experience in his/her APRN role. Plan of Study Adult Gerontology Acute Care Nurse Practitioner Option Core Courses: NURS 66103 - Research Design and Methodology Hrs: 3 NURS 66203 - Theory Development in Nursing Hrs: 3 NURS 66303 - Health Care Issues and Policy Hrs: 3 NURS 66402 - Professional Role Development in Advanced Nursing Hrs: 2 Sub-total: 11 Support Courses: NURS 66003 - Advanced Clinical Physiology Hrs: 3 NURS 66033 - Advanced Clinical Pharmacology  Hrs: 3 NURS 66043 - Advanced Assessment and Diagnostic Evaluation  Hrs: 3   Sub-total: 9 Advanced Practice Courses:   NURS 6627V - AGACNP Seminar I  Hrs: 1.5 NURS 6628V - AGACNP Seminar II  Hrs: 1.5 NURS 6623V - AGACNP Seminar III Hrs: 1.5 NURS 6624V - AGACNP Seminar IV Hrs: 1.5 NURS 6625V - AGACNP Seminar V Hrs: 1.5 NURS 6626V - AGACNP Seminar VI Hrs: 1.5 NURS 66672 - AGACNP Practicum I  Hrs: 2 NURS 66682 - AGACNP Practicum II  Hrs: 2 NURS 66632 - AGACNP Practicum III Hrs: 2 NURS 66642 - AGACNP Practicum IV Hrs: 2 NURS 66652 - AGACNP Practicum V Hrs: 2 NURS 6666V - AGACNP Practicum VI Hrs: 2.5 Preceptor Expectations Review Preceptor Orientation Handbook. Review clinical outcomes located on the syllabus along with student clinical evaluation tool appropriate for course (included in handbook). Provide the student with clinical experiences that maximize the student’s potential in meeting the clinical outcomes on the clinical evaluation tool. Prepare yourself to be a professional role model and mentor to the student. Exhibit enthusiasm that engages the student in active learning. Use both positive and negative feedback to encourage learning. A copy of the “One- Minute Preceptor: 5 Micro skills for One-On-One Teaching” (Irby, 1997) is included as Appendix A to help facilitate your preceptorship. Demonstrate current evidence based clinical skills. Assess the student at all levels as they become more sufficient in-patient care gently prodding them to advance from assessment to diagnosis and treatment. Complete student evaluation form at the end of each semester and submit to appropriate faculty. If at any time in the semester, you have reservations that the student may not be able to meet the competencies outlined in the evaluation form, please contact the assigned clinical faculty member or any member of the administration provided in the directory. If the preceptors are AGACNP or work in a current acute care role, he/she must have at least 12 months experience Student Expectations Review learner outcomes from the syllabus and appropriate level clinical evaluation tool. Set clinical times and dates to meet required clinical hours with your preceptor that facilitates the needs of both participants. Come to clinical prepared to learn. Be engaged as an active learner. Bring necessary equipment needed for practice and resources such as text and lab manuals. Be punctual, respectful, and responsible at all times. Complete necessary clinical log information daily. Engage in patient encounters that challenge your self-identified learning needs. Complete and submit preceptor evaluation tool and clinical site evaluation at the close of each semester. Faculty Expectations Assure student compliance with standards for immunization, CPR, liability insurance, and current unencumbered nursing license before beginning clinical. Establish or verify clinical site agreements for each clinical site utilized. Provide the preceptor with a Preceptor Orientation Handbook including current syllabus and clinical evaluation tool (Appendix D). Review learner outcomes of the student with the preceptor. Facilitate active communication between the School of Nursing, faculty, student, and preceptor. Provide leadership in the role of the advanced practice nurse. Encourage the student to utilize theoretical frameworks for patient care and decision making. Make clinical site visits as scheduled and as needed. Provide verbal and written feedback to students swiftly after evaluations including submitted assignments and clinical site visits. Faculty review Medatrax to ensure students are on track with various experiences and progress toward completing the experience on time. Approved preceptors and clinical sites are maintained in Medatrax. Progression of Courses There is a student evaluation form included in this handbook. The Preceptor will evaluate the student at the close of each semester using the Preceptor Evaluation Form (Appendix D). The tool was developed from Advanced Nursing Practice: Curriculum Guidelines and Program Standards for Nurse Practitioner Education from the National Organization of Nurse Practitioner Faculties (NONPF) and The Essentials of Master’s Education for Advanced Practice Nursing from the American Association of Colleges of Nursing (AACN). There are three clinical courses in progression that each student is expected to master. They are as follows: NURS 6627V - AGACNP Seminar I Provides research based theoretical and clinical foundation for specialization of AG-ACNP. Content includes diagnostic reasoning and management of complex acute and chronic health problems for adult and geriatric population. Emphasis on but not limited to, EENT, Cardiovascular, & Musculoskeletal systems. 3 to 9 Fall 2022 Restricted to Master of Science in Adult Gerontology Acute Care Practitioner option/PMC program. NURS 6628V - AGACNP Seminar II Provides research based theoretical and clinical foundation for specialization of AG-ACNP. Content includes diagnostic reasoning and management of complex acute and chronic health problems for adult and geriatric population. Emphasis on but not limited to, pulmonary, integumentary, and health promotion. Restricted to Master of Science in Nursing- Adult Gerontology Acute Care Nurse Practitioner option/PMC program. NURS 6623V - AGACNP Seminar III Expansion of research based theoretical and clinical foundation for specialization of AG-ACNP. Attention given to cultural considerations, and legal and ethical standards. Focus on health promotion and maintenance, but not limited to disorders of the gastrointestinal, genitourinary, and endocrine systems. Restricted to Master of Science in Nursing-Adult Gerontology Acute Care Nurse Practitioner option/Post Master Certificate program. NURS 6624V - AGACNP Seminar IV Expansion of research based theoretical and clinical foundation for specialization of AG-ACNP. Attention given to cultural considerations, and legal and ethical standards. Focus on health promotion and maintenance, but not limited to obstetrics, hematologic, oncologic and immunologic disorders. Restricted to Master of Science in Nursing-Adult Gerontology Acute Care Nurse Practitioner option/Post Master Certificate program. NURS 6625V - AGACNP Seminar V Focuses on research based complex care for specialization of Adult/Gerontology Acute Care Nurse Practitioner. Particular attention given to neurological disorders, shock/trauma, palliative care and special procedures. 3 to 9 Fall 2022 Restricted to Master of Science in Nursing-Adult Gerontology Acute Care Nurse Practitioner option/Post Master Certificate program. NURS 6626V - AGACNP Seminar VI Focuses on research based complex care for specialization of Adult/Gerontology Acute Care Nurse Practitioner. Particular attention given to but not limited to practice issues, risk assessment, and geriatric related disorders. Restricted to Master of Science in Nursing-Adult Gerontology Acute Care Nurse Practitioner option/Post Master Certificate program. NURS 66672 - AGACNP Practicum I Clinical application of theoretical basis for management of complex adult and geriatric clients with acute critical illnesses. Prepare students to interview patients, build care plans, and work with clinical instructors and preceptors to apply knowledge of acute care processes. Restricted to Master of Science in Nursing-Adult Gerontology Acute Care Nurse Practitioner option/PMC Program. NURS 66682 - AGACNP Practicum II Execute knowledge of theoretical basis for management of complex patients. Prepare students to interpret diagnostic tests and utilize therapeutic and technologic interventions. Develop discharge summaries and apply theoretical knowledge for transitioning from various levels of acute on chronic illness. Restricted to Master of Science in Nursing-Adult Gerontology Acute Care Nurse Practitioner option/PMC Program. NURS 66632 - AGACNP Practicum III Utilize clinical application of theoretical basis for management of complex adult and geriatric clients with chronic, acute, and critical illnesses in a variety of health care settings. Prepare students to interpret and utilize diagnostic tests and develop treatment plans. Restricted to Master of Science in Nursing-Adult Gerontology Acute Care Nurse Practitioner option/PMC program. NURS 66642 - AGACNP Practicum IV Utilize clinical application of theoretical basis for management of complex adult clients with chronic, acute, and critical illnesses in a variety of health care settings. Emphasis on patient assessment and prioritization of treatments and interventions from hospital admission to discharge. Restricted to Master of Science in Nursing-Adult Gerontology Acute Care Nurse Practitioner option/PMC program. NURS 66652 - AGACNP Practicum V Further clinical application of theoretical basis for management of complex adult and geriatric clients with chronic, acute, and critical illnesses in a variety of health care settings. Practicum experience in specialized areas of advanced practice. Restricted to Master of Science in Nursing-Adult Gerontology Acute Care Nurse Practitioner option/PMC program. NURS 6666V – AGACNP Practicum VI Further clinical application of theoretical basis for management of complex adult and geriatric clients with chronic, acute, and critical illnesses in a variety of health care settings. Practicum experience in specialized areas of advanced practice. Restricted to Master of Science in Nursing-Adult Gerontology Acute Care Nurse Practitioner option/PMC program. Frequently Asked Questions Q: Is there a specific set of skills that I am responsible for teaching to students? A: Clinical experiences vary dramatically from site to site making it impossible for all students to achieve the same level of skills. However, here is a list of the skills that novice advanced practice nurses need upon entry into the field of acute care practice: Airway management: intubation, ventilator management Arterial line access Basic 12 Lead ECG interpretation Central venous access Chest tube management Incision and drainage Interpretation of: Chest x-ray, common fracture sites, laboratory tests, urinalysis interpretation, and other diagnostics that are gold standard to disease processes Joint injection/aspiration Lumbar puncture Pelvic exam/Breast exam/Digital rectal examination Simple laceration repair/suture removal Splint/cast application Suture Repair and wound closure Wet prep with accurate identification of common abnormalities Q: Can my student make rounds with me in the clinic setting? A: Students may round in specialty clinics for follow up after hospital admissions, surgeries, etc. Q: Can students go to a long-term facility with me to make rounds? A: Students may round in a nursing home facility to follow up on geriatric patients that have been recently in the hospital setting or seen in a specialty clinic. Q: Can students’ chart on electronic medical records? A: While most EMRs require a password for users, faculty strongly recommends that students be issued a temporary password in order to provide documentation for the clinical experience. Q: Can students write prescriptions or E-prescriptions? A: Students are licensed as registered nurses and cannot write prescriptions. The credentialed provider must supply the authorization/signature on the prescription. Q: Can students “see” the patient without my presence in the exam room? A: Students in any level course in the Acute Care program are qualified to examine patients without the presence of the preceptor. The preceptor will want to be present with all examinations until convinced of the student's competency level. Prior to discharge all Patients must also be examined by the preceptor and the plan of care reviewed. Q: Can students see patients in my absence of a few hours? A: Students are not credentialed to see any patients without the preceptor being on site with the student. Q: Can students write prescriptions for controlled substances? A: Students may not write prescriptions for any medications or controlled substances as they do not possess prescriptive authority or a DEA number at this time. Students are eligible to apply for both upon successful graduation from the program. Students along with the preceptor may recommend controlled substances for patients with documented needs for such medications. Administration Dr. Stacy Walz, PhD, MS, MLS(ASCP) Dean of the College of Nursing and Health Professions  Office: CNHP 201C Office #: 870-972-3112 Email: swalz@astate.edu Dr. Kathryn Flannigan, EdD, MSN, RN Director, School of Nursing Associate Professor Office: CNHP 203B Office #: 870-972-3074 Email: kflannigan@astate.edu Faculty Dr. Caroline Jarrett, DNP, APRN, FNP-BC, AGACNP -BC MSN Program Director Assistant Professor of Nursing Email: cpillow@astate.edu Dr. Shane Hagen, DNP, APRN, AGACNP-BC, FNP-BC AGACNP Clinical Coordinator Assistant Professor of Nursing Email: shagen@astate.edu Dr. Sara Damron, DNP, APRN, AG-ACNP-BC AGACNP AGACNP Program Coordinator Assistant Professor of Nursing Email: sdamron@astate.edu Appendix A: The One Minute Preceptor: 5 Micro skills for One-On-One Teaching Acknowledgements This monograph was developed by the MAHEC Office of Regional Primary Care Education, Asheville, North Carolina. It was developed with support from a HRSA Family Medicine Training Grant. The monograph was provided to our Office of Faculty Development with permission to modify and use in our faculty development program. Introduction Health care providers face many challenges in the day to day pursuit of their careers, and those who choose to teach health professions students face the further challenge of efficiently and effectively providing teaching to these learners. No matter what type of learner – resident, medical student, physician’s assistant or nurse practitioner – and no matter what their level of skill or training, the challenge of integrating teaching into your day to day routine remains. Fortunately, tools and techniques have been developed to assist the preceptor. A tested and valuable approach is the One-Minute Preceptor. Initially introduced as the “Five-Step `Micro skills' Model of Clinical Teaching” (Neher, Gordon, Meyer, & Stevens, 1992), the One Minute Preceptor strategy has been taught and tested across the nation (Irby 1997a, 1997b; STFM, 1993) and has been welcomed by busy preceptors. The dissemination of this technique has been allowed and encouraged, and we are pleased to be able to present it to you as part of our Preceptor Development Program. At the end of this module you will be able to: List the Steps of the One-Minute Preceptor model of clinical teaching. Explain how each step fosters effective and efficient teaching. Demonstrate understanding of the One-Minute Preceptor on a sample student presentation. Integrate the One-Minute Preceptor model into your clinical Making the Most of Teaching Time Much of clinical teaching involves the learner interviewing and examining a patient, and then presenting the information to the preceptor. This strategy is common both in the office and hospital setting. Studies have indicated that on average, these interactions take approximately 10 minutes and the time is divided into several different activities. (See Figure 1.) Much of the time is taken up by the presentation of the patient by the learner. Additional time is spent in questioning and clarifying the content of the presentation. As a result, only about one minute of time is actually spent in discussion and teaching. The One-Minute Preceptor approach allows the preceptor to take full advantage of the entire encounter in order to maximize the time available for teaching. The teaching encounter will still take longer than a minute but the time spent is more efficiently used and the teaching effectiveness is optimized. The Method The One-Minute Preceptor method consists of a number of skills that are employed in a stepwise fashion at the end of the learner's presentation. (See Table 1.) Each step is an individual teaching technique or tool, but when combined they form one integrated strategy for instruction in the health care setting. An Example: Let us look at a sample presentation to help illustrate the steps of the One- Minute Preceptor model and their practical application. You are working with student from a physician's assistant program who is in your office for their final six-week preceptorship before graduation. The student has just finished seeing a patient and is presenting to you in your office while the patient waits in the exam room. Student: Hi...I just saw Mrs. Winkler. She is a 67-year-old woman who comes in today with a complaint of fever, cough and shortness of breath. As you may know, she has a 30-pack year smoking history and carries the diagnosis of mild COPD. She began getting sick about two days ago with what she thought was a cold but by yesterday she had more chest congestion and a temperature of 101 orally. She also noted that she was more winded than usual in her usual activities at home. Yesterday her cough was productive of whitish sputum but by this AM it had become yellow to tan with streaks of blood. She noted chills this AM and her temp was 100.5 and she called to come in. She has noted some increase in her wheezing but denies chest pain, except when she coughs. “She is on Capoten and HCTZ for high blood pressure, and uses an albuterol inhaler and has been using this about every two hours since last evening. She has no allergies, got a flu shot this year and had the Pneumovax 2 years ago. “On physical she is working hard at breathing with wheezes heard without a stethoscope. HEENT is basically normal but her lung exam reveals diffuse wheezes expiratory wheezes and decreased breath sounds in the area of the right middle lobe..." [Student pauses here waiting for your response] Step One: Get a Commitment At this point, there are many teaching techniques you could employ, but the One-Minute Preceptor method suggest that you get a commitment from the learner – to get them to verbally commit to an aspect of the case. The act of stating a commitment pushes the learner to move beyond their level of comfort and makes the teaching encounter more active and more personal. This can show respect for the learner and fosters an adult learning style. In this situation the learner stopped their presentation at the end of the physical exam. An appropriate question from the preceptor might be: “What do you think is going on with this patient?” This approach encourages the learner to further process the information they have gathered. You obtain important information on the learners clinical reasoning ability and the learner is given a higher sense of involvement and responsibility in the care of the patient. If the answer is correct, then there is the opportunity to reinforce a positive skill. If the response is incorrect, an important teaching opportunity has occurred and the impact of the teaching is likely to be greater since the learner has made the commitment. Not all learners will stop at the same pointing their presentation, but the preceptor can still get a commitment. Additional examples include: “What other diagnoses would you consider in this setting?” “What laboratory tests do you think we should get?” “How do you think we should treat this patient?” “Do you think this patient needs to be hospitalized?” “Based on the history you obtained, what parts of the physical should we focus on?” By selecting an appropriate question, the preceptor can take a learner at any stage and encourage them move them further along in their skills and to stretch beyond their current comfort level. Notice that questions used in getting a commitment do not simply gather further data about the case. The goal is to gain insight into the learner's reasoning. Questioning by the preceptor for specific data reveals the preceptor's thought process – not the learner's. The learner in the example above needs the opportunity to tell you their assessment of the patient data they have collected. Step Two: Probe for Supporting Evidence Now that you have a commitment from the learner, it is important to explore what the basis for their opinion was. The educational setting often rewards a lucky guess to the same degree as a well-reasoned, logical answer. In the clinical setting, it is important to determine that there is an adequate basis for the answer and to encourage an appropriate reasoning process. By the same token it is important to identify the “lucky guess” and to demonstrate the use of appropriate supporting evidence. Once the learner has made their commitment and looks to you for confirmation, you should resist the urge to pass immediate judgement on their response. Instead, ask a question that seeks to understand the rationale for their answer. The question you ask will depend on how they have responded to your request for a commitment: “What factors in the history and physical support your diagnosis?” “Why would you choose that particular medication?” “Why do you feel this patient should be hospitalized?” “Why do you feel it is important to do that part of the physical in this situation?” There are significant benefits from using this step at this time. You are able to immediately gauge the strength of the evidence upon which the commitment was made. In addition, any faulty inferences or conclusions are apparent and can be corrected later. This step allows the preceptor to closely observe the vital skill of clinical reasoning and to assist the learner in improving and perfecting that skill. Our learner in the role-play will get a further chance to demonstrate their ability to integrate and use clinical data. Step Three: Reinforce What Was Done Well In order for the learner to improve they must be made aware of what they did well. The simple statement “That was a good presentation” is not sufficient. The learner is not sure if their presentation is “good” because they included current medications or because they omitted the vital signs. Comments should include specific behaviors that demonstrated knowledge skills or attitudes valued by the preceptor. “Your diagnosis of `probable pneumonia' was well supported by your history and physical. You clearly integrated the patient's history and your physical findings in making that assessment.” “Your presentation was well organized. You had the chief complaint followed by a detailed history of present illness. You included appropriate additional medical history and medications and finished with a focused physical exam.” With a few sentences you have reinforced positive behaviors and skills and increased the likelihood that they will be incorporated into further clinical encounters. Step Four: Give Guidance About Errors and Omissions Just as it is important for the learner to hear what they have done well, it is important to tell them what areas need improvement. This step also fosters continuing growth and improved performance by identifying areas of relative weakness. In framing comments, it is helpful to avoid extreme terms such as `bad' or “poor”. Expression such as “not best” or “it is preferred” may carry less of a negative value judgement while getting the point across. Comments should also be as specific as possible to the situation identifying specific behaviors that could be improved upon in the future. Examples: “In your presentation you mentioned a temperature in your history but did not tell me the vital signs when you began your physical exam. Following standard patterns in your presentations and note will help avoid omissions and will improve your communication of medical information.” “I agree that, at some point, complete pulmonary function testing may be helpful, but right now the patient is acutely ill and the results may not reflect her baseline and may be very difficult for her. We could glean some important information with just a peak flow and a pulse oximeter.” The comments are specific to the situation and also include guidance on alternative actions or behaviors to guide further efforts. In a few sentences an opportunity for behavior change has been identified and an alternative strategy given. It is important to reflect here that a balance between positive and constructive criticism is important. Some preceptors may focus on the positive, shying away from what may be seen as criticism of the learner. Others may focus nearly exclusively on areas for improvement without reinforcing what is already being done well. As with many things in life, balance and variety are preferable. Step Five: Teach A General Principle One of the key but challenging tasks for the learner is to take information and data gained from an individual learning situation and to accurately and correctly generalize it to other situations. There may be a tendency to over generalize – to conclude that all patients in a similar clinical situation may behave in the same way or require the exact same treatment. On the other hand, the learner may be unable to identify an important general principle that can be applied effectively in the future. Brief teaching specifically focused to the encounter can be very effective. Even if you do not have a specific medical fact to share, information on strategies for searching for additional information or facilitating admission to the hospital can be very useful to the learner. Examples: “Smokers are more likely than non-smokers to be infected with gram-negative organisms. This is one situation where you may need to broaden your antibiotic coverage to be sure to cover these more resistant organisms.” OR - “Deciding whether someone needs to be treated in the hospital for pneumonia is challenging. Fortunately, there are some criteria that have been tested which help...” OR - “In looking for information on what antibiotics to choose for a disease. I have found it more useful to use an up-to-date hand book than a textbook which may be several years out of date.” Because of time limitations it is not practical to do a major teaching session at that moment, but a statement or two outlining a relevant and practical teaching point can have a significant impact on the learner. Step Six: Conclusion Time management is a critical function in clinical teaching. This final step serves the very important function of ending the teaching interaction and defining what the role of the learner will be in the next events. It is sometimes easy for a teaching encounter to last much longer than anticipated with negative effects on the remainder of the patient care schedule. The preceptor must be aware of time and cannot rely on the student to limit or cut off the interaction. The roles of the learner and preceptor after the teaching encounter may need definition. In some cases, you may wish to be the observer while the learner performs the physical or reviews the treatment plan with the patient. In another instance you may wish to go in and confirm physical findings and then review the case with the patient yourself. Explaining to the learner what the next steps will be and what their role is will facilitate the care of the patient and the functioning of the learner. Example: “OK, now we'll go back in the room and I'll repeat the lung exam and talk to the patient. After, I'd like you to help the nurse get a peak flow, a pulse ox, and a CBC. When we've gotten all those results, let me know and we can make a final decision about the need for hospitalization and our treatment plan.” The teaching encounter is smoothly concluded and the roles and expectations for each person are made clear in a way that will facilitate further learning and optimal patient care. Summary: You have learned and seen examples of the six steps in The One-Minute Preceptor model. Although it is useful to divide something into discrete steps, it is hard to remember several items in order, especially when you are first using them. To help you with this challenge you will note that the back cover of the book may be cut into several pocket size cards which you may carry with you to help you remember the steps. The One-Minute Preceptor is a useful combination of proven teaching skills combined to produce a method that is very functional in the clinical setting. It provides the preceptor with a system to provide efficient and effective teaching to the learner around the single patient encounter. It is not intended that this technique should replace existing teaching skills and techniques that already work well for the preceptor or to avoid the need to learn further techniques. It is one approach that can help you in the very challenging work that you do. References: Irby, D. (1997, February). The One-Minute Preceptor. Presented at the annual Society of Teachers of Family Medicine Predoctoral meeting, Orlando, FL. Irby, D. (1997, June). The One-Minute Preceptor: Micro skills for Clinical Teaching. Presented at teleconference from East Carolina Univ. School of Medicine, Greenville, NC. Neher, J. O., Gordon, K. C., Meyer, B., & Stevens, N. (1992). A five-step "micro skills" model of clinical teaching. Journal of the American Board of Family Practice, 5, 419 -424. STFM. (1993, February). The One-Minute Preceptor. Presented at the annual Society for the Teachers of Family Medicine Predoctoral meeting, New Orleans, LA. Appendix B: Preceptor Qualification Sheet   Name: E-mail address: Preferred Contact: Home phone Cell Phone E-mail Title: Credentials: Discipline or Specialty: Years in role: Number of students concurrently supervised: Type of supervision (adult, family, acute, etc.) Type of patients seen at site (acute, chronic, age): License #: State: Date expires: Additional licensure and/or credentials: Certification: ANCC ☐ or AAP ☐ or ACC ☐ Name of Clinic: Address of clinic: Education: Name of School Major Dates of Attendance Year Graduated Degree Earned                                         Continuing education: Workshop/Course/Seminar Date Sponsoring Organization                   Are you currently working on a degree in nursing or other discipline? Master’s Doctoral Appendix C: Terms of Agreement   I have read the Preceptor Orientation Handbook and commit to precept students for A-State’s School of Nursing. I am aware of the time and responsibility that is required to advance student learning in the clinical arena. Preceptor Signature Date Please Print Name I am willing to precept the following terms. (This information is helpful when planning for future students.) Spring 2025 Summer 2025 Fall 2025 Spring 2026 Summer 2026 Fall 2026 Appendix D: Preceptor Evaluation of Student   Student Name:   Please check the group of phrases which you believe best describes the student’s performance in each of the following areas. At the end, please add written comments & suggestions. Please mail completed evaluation directly to instructor. DO NOT give completed form to student.   Area to be Evaluated Outstanding Above Average Average Needs Improvement Unacceptable Not Observed Comments KNOWLEDGE: Consistently Differentiates Demonstrates Recalls Major  Not   General evaluates understanding of understanding understanding of deficiencies in observed   therapeutic basic of basic basic concepts knowledge     interventions, Pathophysiology Pathophysiolog   base     broad based   y       KNOWLEDGE: Synthesizes Applies Discusses Defines the Lacks Not   Related to broad textbook expanded basic patient’s knowledge to observed individual mastery &/or differential differential problems, understand   patients directed literature diagnosis, can diagnosis of problem list patient     research, reads discuss minor active needs problems,     extensively from problems, reads problems in improvement. obvious lack of     many different a good deal own patients. Apparent lack of reading     sources   Average reader reading     DATA Consistently Utilizes, Reviews Recalls data as Inaccurate, Not   GATHERING: synthesis, efficient, detailed, broad- basic history, incomplete or major observed Initial History/ and appreciates based, obtains accurate, unfocused, and omissions,   Interviewing subtleties, almost all obtains most missing, inappropriate   Skills insightful, assesses relevant data relevant data & psychosocial psychosocial     all relevant data including most of the components that component     including psychical psychosocial are absent or absent     psychosocial   components sketchy     DATA Integrates subtle Utilizes Identifies Assesses Inaccurate, Not   GATHERING: findings of exam organized, major findings incomplete data major observed Physical Examination in practice focused, relevant findings identified from data gathered or unfocused, relevant data omissions, inappropriate   Skill   of practice exam in exam missing, psychosocial           psychosocial component           components absent           absent or             sketchy     DATA Consistent Assembles key Report Report poor Inaccurate Not   RECORDING/ recording of information, accurate, flow in HPI, data or major observed REPORTING: concise, thorough focuses, complete lacks listing omissions   Writing appraisal of comprehensive history and detail or     Histories & Physicals disease process & patient situation   physical incomplete problem list     DATA Synthesizes Precise, Reviews on- Records but Missing or Not   RECORDING: Progress Notes multidisciplinary data in notes concise organized notes going problems & team plan needs organization, inaccurate data observed         prioritizing             relevant data       Area to be Evaluated Outstanding Above Average Average Needs Improvement Unacceptable Not Observed Comments DATA RECORDING: Oral Presentations Analyzes situation in a poised manner Discusses data in a fluent, focused manner Reports basic information, minimal use of notes Verbalizes data with major omissions, often relates irrelevant facts, rambling Repeatedly ill-prepared Not observed   DATA INTERPRE-TATIONS: Analysis Understands complex issues, interrelates patient problems Consistently formulates reasonable interpretation of data Constructs problem list, applies, reasonable differential diagnosis Frequently reports data without analysis Cannot interpret basic data Not observed   DATA INTERPRE-TATION: Judgement/ Management Manages patient soundly Consistently discusses diagnostic decisions Appropriately renders patient care, aware of own limitations Frequently reports data without analysis Cannot interpret basic data Not observed   CLINICAL PERFORM-ANCE: Outpatient Clinic Evaluates preventative care, good grasp of preventative health issues-development, education, anticipatory guidance Differentiates major issues, some fine points Recognizes major issues Deficient recall of major issues Inaccurate or major omissions Not observed   CLINICAL PERFORMANCE: History & Physical Accurate, assessment that is focused & detailed, at ease with all ages & illnesses Collects all pertinent data, comfortable with most patient & illnesses Reviews basic information, comfortable with most patients & illnesses Incomplete, unfocused, ill-at-ease with some patients or illnesses Major omissions, rude or unprofessional Not observed   CLINICAL PERFORMANCE: Patient Triage Accurately assesses patients’ level of acuity & prioritizes patients by degree of illness Formulates an accurate appraisal of acuity Can reliably distinguish between emergent and non-emergent patients Has difficulty recognizing emergently ill patients Unreliable or inconsistent judgement Not observed   PROCEDURES: Always performs proficiently & skillfully, very compassionate Consistently performs careful, confident, compassionate Performs reasonable skill in preparation & performance Awkwardly performs, reluctant to try even basic procedures No improvement even with coaching, insensitive Not observed   PATIENT EDUCATION & CARE: Reliability/ Commitment Initiates education & patient care, actively seeks responsibilities beyond assigned tasks Employs patient care, welcomes responsibility beyond assigned tasks at times Reports the time & energy required for education & patient care, fulfills responsibilities Repeatedly unprepared, appears lackadaisical in approach to education & patient care Unexplained absences, unreliable Not observed       Area to be Evaluated Outstanding Above Average Average Needs Improvement Unacceptable Not Observed Comments PROFESSIONAL ATTITUDES: Self- directed learning (knowledge & skill) Outstanding initiative, reads extensively, actively seeks education experiences beyond rounds & conferences Good insight, sets own goals, reads a good deal, participates in a few additional educational experiences, seeks feedback Reads appropriately, attends required rounds & conferences, appreciates feedback Frequent prompting required, seems to have a varied response to feedback Unwilling, lack of introspection, is not appreciative of all feedback Not observed   PROFESSIONAL DEMEANOR: Patient Interactions Preferred provider, consistently elicits & deals with patient’s emotional & personal problems in sensitive & skillful manner Gains confidences & trust, frequently elicits & deals with patient’s emotional & personal problems in a sensitive & skillful manner Empathetic, develops rapport, deals effectively with most of patient’s emotional & personal problems Occasionally insensitive, inattentive, frequently misses patient’s emotional &/or personal problems Avoids personal contact, tactless Not observed   PROFESSIONAL DEMEANOR: Response to stress Outstanding poise, selects constructive solutions Flexible, supportive Employs appropriate judgement Inflexible or loses composure easily Inappropriate response, inability to direct self or others Not observed   PROFESSIONAL DEMEANOR: Working Relationships Always establishes tone of mutual respect & dignity, makes a concerted effort to elicit & contribute to cooperation amongst health professionals Consistently has good rapport with other staff, makes attempts to elicit cooperation amongst health professionals, willingly contributes to the success of the team Cooperative, productive member of own team Lack of consideration for others Antagonistic or disruptive Not observed       COMMENTS: (Please recommend specific suggestions for improvement.)               Evaluator’s Signature Date Completed Evaluator’s Printed Name Appendix E: Student Evaluation of Preceptor   ARKANSAS STATE UNIVERSITY COLLEGE OF NURSING AND HEALTH PROFESSIONS MSN PROGRAM EVALUATION OF PRECEPTOR Preceptor: Site: Completed by: Date: Instructions: Please mark an X in the most appropriate space after each statement below to provide summative feedback to the preceptor named above.. Space is provided after each statement if you choose to add any written   Quality Seldom Sometimes Frequently N/A Comments 1) Is available to student.           2) Demonstrates understanding of the NP Role.           3) Utilizes student’s strengths and knowledge.           4)  Role model for NP Practice.           5) Demonstrates effective rapport with clients.           6) Encourages student to assume increasing responsibility during experience.           7) Assists student in identifying goals and needs for experience.           8) Considers student’s limits according to status in program.           9) Provides immediate and adequate feedback with questions and patient presentations.           *Adapted from Advanced Practice Nursing: Curriculum Guidelines and Program Standards for Nurse Practitioner Education (NONPF, 1995) Appendix F: Student Evaluation of Clinical Site   ARKANSAS STATE UNIVERSITY COLLEGE OF NURSING AND HEALTH PROFESSIONS MSN PROGRAM Clinical Site Evaluation Name of Site: Location: Completed by: Date: Instructions: Please mark an X in the most appropriate space after each statement regarding the Space is provided after each statement if you choose to add any written Statement Yes No N/A Comments 1) Is adequate space provided?         2) Is adequate time given to see clients?         3) Are there sufficient number of clients?         4) Are the types of clients varied as to age, type of problem, etc.?         5) Are students allowed to select clients according to their needs?         6) Are students given the opportunity to follow-up with clients and/or problems of interest?         7) Are reports from lab and x-ray accessible to students?         8) Is support staff appropriately helpful to students?         9)  Is support staff accepting of student’s role?         10) Is philosophy of clinic to provide: a) health promotion and disease prevention? b)  disease diagnosis and management? c) both?         11) Are instructional materials available for clients to supplement their learning (i.e., pamphlets, outside class opportunities, etc.)?         12) Are community resources, other agencies, and professional disciplines involved with client welfare?         *Adapted from Advanced Practice Nursing: Curriculum Guidelines and Program Standards for Nurse Practitioner Education (NONPF, 1995) AGACNP Preceptor Handbook - 14 week courses AGACNP Preceptor Handbook   A Guide for Preceptors MASTER OF SCIENCE IN NURSING PROGRAM ADULT GERONTOLOGY ACUTE CARE NURSE PRACTITIONER         COLLEGE OF NURSING AND HEALTH PROFESSIONS Graduate School of Nursing | P.O. Box 910, State University, AR 72467 | P: 870-972-3701 | F: 870-972-2954 Rev. 8/28/2025 COLLEGE OF NURSING AND HEALTH PROFESSIONS School of Nursing | P.O. Box 910, State University, AR 72467 | P: 870-972-3074 | F: 870-972-2954 Preceptor Letter Dear Preceptor, We are so excited by your interest in mentoring our nurse practitioner students. The time commitment along with the energy expended during preceptorship is great. We applaud your selfless desire to improve health care in our region. We have prepared the Preceptor Orientation Handbook to facilitate your experience with our students. Please read through the selection criteria and expectations of all team members to determine if you have a desire to be a part of our team. Next, you will need to fill out the Preceptor Qualification Sheet and Terms of Agreement. These forms keep us up to date with the uniqueness of each preceptor and assist faculty with the placement of students. Our desire is to place the right student with the right preceptor for the best possible outcomes. Thank you in advance for your help. We are hopeful that you will find the answers to any questions you may have in the Preceptor Orientation Handbook. Please feel free to use the Directory to call any member of our faculty with any unanswered questions. Thank you, AGACNP Faculty Arkansas State University School of Nursing College of Nursing and Health Professions Mission Statement The mission of the College of Nursing and Health Professions is to provide quality education to students, graduates, and health care providers in a variety of health disciplines. Recognizing its unique position in the lower Mississippi Delta region, the College provides educational programs that are designed to promote lifelong learning based on the expressed needs of its varied constituencies. The College assesses the attainment of this mission in terms of the contributions its graduates make to health care in the Delta region and beyond. School of Nursing Mission Statement and Philosophy Mission Statement The mission of the School of Nursing is to educate, enhance and enrich students for evolving professional nursing practice. The core values: The School of Nursing values the following as fundamentals: Integrity: Purposeful decision to consistently demonstrate truth and Excellence: Highest quality of nursing education, practice, service and Diversity: Respect for varied dimensions of individuality among populations Service: Professional experiences in response to the needs of Learning: Acquisition of knowledge and skills in critical thinking, practical reasoning, and decision making. Student centered: Development of essential skills for lifelong learning, leadership, professionalism, and social Philosophy (AASN/BSN/MSN/DNP) The faculty holds the following beliefs about personhood, environment, health, nursing and nursing education. We believe that each person has innate worth and individuality, which reflects integration of the bio-psycho-social-spiritual nature of one’s being. Though each is unique, all persons possess characteristics that form the bases of identifiable shared basic human needs. We believe that individual experience, heredity, and culture influence each person, and that one’s existence depends on perception of and reaction to change. Inherent in this process is the capacity to make decisions, weigh alternatives, predict and accept possible outcomes. The faculty believes that environment profoundly influences all persons. The environment is the sum of all conditions and forces that affect a person’s ability to pursue the highest possible quality of life. The concept of environment has two major components. The first comprises society and culture, which derive from the need for order, meaning, and human affiliation. The second component consists of the physical and biological forces with which all human beings come in contact. Both of these components of environment are sources of stimuli that require personal adaptation and/or interaction in order for individuals to survive, develop, row, and mature. The faculty believes that health is a state of wholeness and integrity. We recognize that health is not a static state for individuals, families, groups, or communities, but that it is a continuum in which the mind, body and spirit are balanced, providing a sense of well -being. Health is influenced by the ability to cope with life processes. The achievement of this potential is determined by motivation, knowledge, ability, and developmental status. The faculty also believes the primary responsibility for one’s health rests with the individual or those upon whom one is dependent. We believe that each individual has the right to quality health care. The goal of health care is to promote, maintain, or restore an optimal level of wellness. Nurses act as advocates in assisting persons to gain access to and secure maximum benefit from the health care system. The complexity of health care requires that nurses as professionals collaborate to provide the highest level of health care possible. The faculty believes that nursing is both art and science. This unique altruistic discipline has evolved from the study and application of its own interventions as well as applying knowledge from a variety of other disciplines. The focus of nursing is the provision of care across the health care continuum utilizing a systematic nursing process. We believe that nursing refines its practice in response to societal need, and that nursing education must prepare a professional nurse for evolving as well as traditional roles. The faculty recognizes the obligation of the nursing curriculum to include leadership, change strategies, professionalism, and community service. We believe that the education of nurses occurs at several levels in order to prepare various categories of practitioners. To acquire the knowledge and judgment inherent in practice, nursing education focuses on critical thinking, decision-making, analysis, inquiry, and research. The faculty also believes that learning is an independent, life-long process. Learning is an opportunity for teacher-student interaction in setting goals, selecting and evaluating learning experiences and appraising learners’ progress. All levels of nursing education share certain rights, duties, and characteristics, such as the scientific basis of nursing care. Accordingly, we actively support the endeavors of the profession to assist nurses in pursuing professional education at beginning and advanced levels. The purpose of the associate level is to prepare graduates who apply the nursing process in the provision of direct nursing care for clients with common, well-defined problems. Therefore, the associate curriculum is grounded in the liberal arts and includes professional values, core competencies, and core knowledge and role development. The associate degree graduate is prepared to function as a member of the profession and a manager of care in acute and community-based settings. The nurse prepared at the baccalaureate level is a professional who has acquired a well- delineated and broad knowledge base for practice. We believe that the role of a baccalaureate graduate is multifaceted and developed through extensive study in the areas of liberal education, professional values, core competencies, core knowledge and role development. This knowledge base prepares the beginning baccalaureate graduate to function as, a provider of direct and indirect care to individuals, families, groups, communities and populations. The baccalaureate graduate is also a member of the profession and a designer, manager and coordinator of care. The master’s level prepares baccalaureate nurses for advanced nursing practice roles. Preparation for advanced practice emphasizes strategies to intervene in multidimensional situations. The knowledge base is expanded in scope and depth through the scientific, theoretical and research components of nursing. Various theories inherent in advanced practice roles and strategies are analyzed and explored to synthesize the interdependence of theory, practice, and scientific inquiry in nursing. This synthesis of knowledge and experience provides the basis for creating, testing, predicting, and utilizing varied and complex interventions for problems of health care and health care delivery. The graduate of the master’s program is a leader in the profession and prepared as an intricate member of the medical home. Preceptor Selection Criteria The clinical experience of the advanced practice nurse must be carefully monitored by a qualified preceptor. Arkansas State University follows the recommendations from the National Organization for Nurse Practitioner Faculties (NONPF) by requiring the following criteria: Advanced Practice Nurses Current state authorization or national certification Extensive clinical experience in the role of APRN Preceptor Qualification Sheet on file (Appendix B) Terms of Agreement on file(Appendix C) Physicians: Doctor of medicine or osteopathy from an accredited university Currently licensed and practicing in the role of physician Preceptor Qualification Sheet on file (Appendix B) Terms of Agreement on file(Appendix C) Clinical practice site should include a variety of experiences regarding patient type and mix of acute and chronic illness. Site should allow the student to engage in clinical experiences sufficient to meet the requirements for the role of the advanced practice Preceptor should prepare to provide applicable supervision, instruction, and evaluation of Preceptor should be able to facilitate active participation of students in the delivery of health Preceptor should be committed to the role and concept of the advanced practice If the preceptor is an APRN, they must have at least 12 months experience in his/her APRN role. Plan of Study Adult Gerontology Acute Care Nurse Practitioner Option Core Courses: NURS 66103 - Research Design and Methodology Hrs: 3 NURS 66203 - Theory Development in Nursing Hrs: 3 NURS 66303 - Health Care Issues and Policy Hrs: 3 NURS 66402 - Professional Role Development in Advanced Nursing Hrs: 2 Sub-total: 11 Support Courses: NURS 66003 - Advanced Clinical Physiology Hrs: 3 NURS 66033 - Advanced Clinical Pharmacology Hrs: 3 NURS 66043 - Advanced Assessment and Diagnostic Evaluation Hrs: 3 Sub-total: 9 Advanced Practice Courses: AGACNP Seminar 1 (NURS 62113) - Hrs : 3 AGACNP Seminar 2 (NURS 63363) - Hrs: 3 AGACNP Seminar 3 (NURS 64483) - Hrs: 3 AGACNP Practicum 1 (NURS 62114) - Hrs: 4 AGACNP Practicum 2 (NURS 63364) - Hrs: 4 AGACNP Practicum 3 (NURS 64484) - Hrs: 4 Preceptor Expectations Review Preceptor Orientation Handbook. Review clinical outcomes located on the syllabus along with student clinical evaluation tool appropriate for course (included in handbook). Provide the student with clinical experiences that maximize the student’s potential in meeting the clinical outcomes on the clinical evaluation tool. Prepare yourself to be a professional role model and mentor to the student. Exhibit enthusiasm that engages the student in active learning. Use both positive and negative feedback to encourage learning. A copy of the “One- Minute Preceptor: 5 Micro skills for One-On-One Teaching” (Irby, 1997) is included as Appendix A to help facilitate your preceptorship. Demonstrate current evidence based clinical skills. Assess the student at all levels as they become more sufficient in-patient care gently prodding them to advance from assessment to diagnosis and treatment. Complete student evaluation form at the end of each semester and submit to appropriate faculty. If at any time in the semester, you have reservations that the student may not be able to meet the competencies outlined in the evaluation form, please contact the assigned clinical faculty member or any member of the administration provided in the directory. If the preceptors are AGACNP or work in a current acute care role, he/she must have at least 12 months experience Student Expectations Review learner outcomes from the syllabus and appropriate level clinical evaluation tool. Set clinical times and dates to meet required clinical hours with your preceptor that facilitates the needs of both participants. Come to clinical prepared to learn. Be engaged as an active learner. Bring necessary equipment needed for practice and resources such as text and lab manuals. Be punctual, respectful, and responsible at all times. Complete necessary clinical log information daily. Engage in patient encounters that challenge your self-identified learning needs. Complete and submit preceptor evaluation tool and clinical site evaluation at the close of each semester. Faculty Expectations Assure student compliance with standards for immunization, CPR, liability insurance, and current unencumbered nursing license before beginning clinical. Establish or verify clinical site agreements for each clinical site utilized. Provide the preceptor with a Preceptor Orientation Handbook including current syllabus and clinical evaluation tool (Appendix D). Review learner outcomes of the student with the preceptor. Facilitate active communication between the School of Nursing, faculty, student, and preceptor. Provide leadership in the role of the advanced practice nurse. Encourage the student to utilize theoretical frameworks for patient care and decision making. Make clinical site visits as scheduled and as needed. Provide verbal and written feedback to students swiftly after evaluations including submitted assignments and clinical site visits. Faculty review Medatrax to ensure students are on track with various experiences and progress toward completing the experience on time. Approved preceptors and clinical sites are maintained in Medatrax. Progression of Courses There is a student evaluation form included in this handbook. The Preceptor will evaluate the student at the close of each semester using the Preceptor Evaluation Form (Appendix D). The tool was developed from Advanced Nursing Practice: Curriculum Guidelines and Program Standards for Nurse Practitioner Education from the National Organization of Nurse Practitioner Faculties (NONPF) and The Essentials of Master’s Education for Advanced Practice Nursing from the American Association of Colleges of Nursing (AACN). There are three clinical courses in progression that each student is expected to master. They are as follows: Seminar 1 Course Description Provides evidence-based clinical foundation of the AGACNP with emphasis on clinical skills and the complex management of acute and chronic cardiac, pulmonary, acid/base, electrolyte, stock, and integumentary disorders. Seminar 2 Course Description Advancement of evidence-based clinical foundation of the AGACNP with emphasis on the complex reasoning and management of gastrointestinal, genitourinary, gynecology, hematology, oncology, immunology, and endocrine disorders Seminar 3 Course Description Focuses on professional development of the adult gerontology acute care nurse practitioner with an emphasis on scope, ethics, leadership, and practice guidelines. Practicum 1 Course Description This course provides clinical experience in acute and complex care settings, allowing the application of advanced knowledge and skills while under the supervision of experienced practitioners. Practicum 2 Course Description This course provides clinical experience in acute and complex care settings, allowing the utilization of technological interventions, demonstration of clinical application, and assessment of transition of care while under the supervision of experienced practitioners. Practicum 3 Course Description This course provides clinical experience in acute and complex care settings, allowing for evidence-based clinical guideline assessment and application, interprofessional team collaboration, evaluation of quality improvement processes, and reflection of individual abilities. Frequently Asked Questions Q: Is there a specific set of skills that I am responsible for teaching to students? A: Clinical experiences vary dramatically from site to site making it impossible for all students to achieve the same level of skills. However, here is a list of the skills that novice advanced practice nurses need upon entry into the field of acute care practice: Airway management: intubation, ventilator management Arterial line access Basic 12 Lead ECG interpretation Central venous access Chest tube management Incision and drainage Interpretation of: Chest x-ray, common fracture sites, laboratory tests, urinalysis interpretation, and other diagnostics that are gold standard to disease processes Joint injection/aspiration Lumbar puncture Pelvic exam/Breast exam/Digital rectal examination Simple laceration repair/suture removal Splint/cast application Suture Repair and wound closure Wet prep with accurate identification of common abnormalities Q: Can my student make rounds with me in the clinic setting?   A: Students may round in specialty clinics for follow up after hospital admissions, surgeries, etc. Q: Can students go to a long-term facility with me to make rounds? A: Students may round in a nursing home facility to follow up on geriatric patients that have been recently in the hospital setting or seen in a specialty clinic. Q: Can students’ chart on electronic medical records?   A: While most EMRs require a password for users, faculty strongly recommends that students be issued a temporary password in order to provide documentation for the clinical experience. Q: Can students write prescriptions or E-prescriptions?   A: Students are licensed as registered nurses and cannot write prescriptions. The credentialed provider must supply the authorization/signature on the prescription. Q: Can students “see” the patient without my presence in the exam room?   A: Students in any level course in the Acute Care program are qualified to examine patients without the presence of the preceptor. The preceptor will want to be present with all examinations until convinced of the student's competency level. Prior to discharge all Patients must also be examined by the preceptor and the plan of care reviewed. Q: Can students see patients in my absence of a few hours?   A: Students are not credentialed to see any patients without the preceptor being on site with the student. Q: Can students write prescriptions for controlled substances?   A: Students may not write prescriptions for any medications or controlled substances as they do not possess prescriptive authority or a DEA number at this time. Students are eligible to apply for both upon successful graduation from the program. Students along with the preceptor may recommend controlled substances for patients with documented needs for such medications. Administration Dr. Stacy Walz, PhD, MS, MLS(ASCP) Interim Dean of the College of Nursing and Health Professions Office: CNHP 201C Office #: 870-972-3112 Email: swalz@astate.edu Dr. Kathryn Flannigan, EdD, MSN, RN Director, School of Nursing Associate Professor Office: CNHP 203B Office #: 870-972-3074 Email: kflannigan@astate.edu Faculty Dr. Caroline Jarrett, DNP, APRN, FNP-BC, AGACNP -BC MSN Program Director Assistant Professor of Nursing Email: cpillow@astate.edu Dr. Shane Hagen, DNP, APRN, AGACNP-BC, FNP-BC AGACNP Clinical Coordinator Assistant Professor of Nursing Email: shagen@astate.edu Dr. Sara Damron, DNP, APRN, AG-ACNP-BC AGACNP AGACNP Program Coordinator Assistant Professor of Nursing Email: sdamron@astate.edu Appendix A: The One Minute Preceptor: 5 Micro skills for One-On-One Teaching Acknowledgements This monograph was developed by the MAHEC Office of Regional Primary Care Education, Asheville, North Carolina. It was developed with support from a HRSA Family Medicine Training Grant. The monograph was provided to our Office of Faculty Development with permission to modify and use in our faculty development program. Introduction Health care providers face many challenges in the day to day pursuit of their careers, and those who choose to teach health professions students face the further challenge of efficiently and effectively providing teaching to these learners. No matter what type of learner – resident, medical student, physician’s assistant or nurse practitioner – and no matter what their level of skill or training, the challenge of integrating teaching into your day to day routine remains. Fortunately, tools and techniques have been developed to assist the preceptor. A tested and valuable approach is the One-Minute Preceptor. Initially introduced as the “Five-Step `Micro skills' Model of Clinical Teaching” (Neher, Gordon, Meyer, & Stevens, 1992), the One Minute Preceptor strategy has been taught and tested across the nation (Irby 1997a, 1997b; STFM, 1993) and has been welcomed by busy preceptors. The dissemination of this technique has been allowed and encouraged, and we are pleased to be able to present it to you as part of our Preceptor Development Program. At the end of this module you will be able to: List the Steps of the One-Minute Preceptor model of clinical teaching. Explain how each step fosters effective and efficient teaching. Demonstrate understanding of the One-Minute Preceptor on a sample student presentation. Integrate the One-Minute Preceptor model into your clinical Making the Most of Teaching Time Much of clinical teaching involves the learner interviewing and examining a patient, and then presenting the information to the preceptor. This strategy is common both in the office and hospital setting. Studies have indicated that on average, these interactions take approximately 10 minutes and the time is divided into several different activities. (See Figure 1.) Much of the time is taken up by the presentation of the patient by the learner. Additional time is spent in questioning and clarifying the content of the presentation. As a result, only about one minute of time is actually spent in discussion and teaching. The One-Minute Preceptor approach allows the preceptor to take full advantage of the entire encounter in order to maximize the time available for teaching. The teaching encounter will still take longer than a minute but the time spent is more efficiently used and the teaching effectiveness is optimized. The Method The One-Minute Preceptor method consists of a number of skills that are employed in a stepwise fashion at the end of the learner's presentation. (See Table 1.) Each step is an individual teaching technique or tool, but when combined they form one integrated strategy for instruction in the health care setting. An Example: Let us look at a sample presentation to help illustrate the steps of the One- Minute Preceptor model and their practical application. You are working with student from a physician's assistant program who is in your office for their final six-week preceptorship before graduation. The student has just finished seeing a patient and is presenting to you in your office while the patient waits in the exam room. Student: Hi...I just saw Mrs. Winkler. She is a 67-year-old woman who comes in today with a complaint of fever, cough and shortness of breath. As you may know, she has a 30-pack year smoking history and carries the diagnosis of mild COPD. She began getting sick about two days ago with what she thought was a cold but by yesterday she had more chest congestion and a temperature of 101 orally. She also noted that she was more winded than usual in her usual activities at home. Yesterday her cough was productive of whitish sputum but by this AM it had become yellow to tan with streaks of blood. She noted chills this AM and her temp was 100.5 and she called to come in. She has noted some increase in her wheezing but denies chest pain, except when she coughs. “She is on Capoten and HCTZ for high blood pressure, and uses an albuterol inhaler and has been using this about every two hours since last evening. She has no allergies, got a flu shot this year and had the Pneumovax 2 years ago. “On physical she is working hard at breathing with wheezes heard without a stethoscope. HEENT is basically normal but her lung exam reveals diffuse wheezes expiratory wheezes and decreased breath sounds in the area of the right middle lobe..." [Student pauses here waiting for your response] Step One: Get a Commitment At this point, there are many teaching techniques you could employ, but the One-Minute Preceptor method suggest that you get a commitment from the learner – to get them to verbally commit to an aspect of the case. The act of stating a commitment pushes the learner to move beyond their level of comfort and makes the teaching encounter more active and more personal. This can show respect for the learner and fosters an adult learning style. In this situation the learner stopped their presentation at the end of the physical exam. An appropriate question from the preceptor might be: “What do you think is going on with this patient?” This approach encourages the learner to further process the information they have gathered. You obtain important information on the learners clinical reasoning ability and the learner is given a higher sense of involvement and responsibility in the care of the patient. If the answer is correct, then there is the opportunity to reinforce a positive skill. If the response is incorrect, an important teaching opportunity has occurred and the impact of the teaching is likely to be greater since the learner has made the commitment. Not all learners will stop at the same pointing their presentation, but the preceptor can still get a commitment. Additional examples include: “What other diagnoses would you consider in this setting?” “What laboratory tests do you think we should get?” “How do you think we should treat this patient?” “Do you think this patient needs to be hospitalized?” “Based on the history you obtained, what parts of the physical should we focus on?” By selecting an appropriate question, the preceptor can take a learner at any stage and encourage them move them further along in their skills and to stretch beyond their current comfort level. Notice that questions used in getting a commitment do not simply gather further data about the case. The goal is to gain insight into the learner's reasoning. Questioning by the preceptor for specific data reveals the preceptor's thought process – not the learner's. The learner in the example above needs the opportunity to tell you their assessment of the patient data they have collected. Step Two: Probe for Supporting Evidence Now that you have a commitment from the learner, it is important to explore what the basis for their opinion was. The educational setting often rewards a lucky guess to the same degree as a well-reasoned, logical answer. In the clinical setting, it is important to determine that there is an adequate basis for the answer and to encourage an appropriate reasoning process. By the same token it is important to identify the “lucky guess” and to demonstrate the use of appropriate supporting evidence. Once the learner has made their commitment and looks to you for confirmation, you should resist the urge to pass immediate judgement on their response. Instead, ask a question that seeks to understand the rationale for their answer. The question you ask will depend on how they have responded to your request for a commitment: “What factors in the history and physical support your diagnosis?” “Why would you choose that particular medication?” “Why do you feel this patient should be hospitalized?” “Why do you feel it is important to do that part of the physical in this situation?” There are significant benefits from using this step at this time. You are able to immediately gauge the strength of the evidence upon which the commitment was made. In addition, any faulty inferences or conclusions are apparent and can be corrected later. This step allows the preceptor to closely observe the vital skill of clinical reasoning and to assist the learner in improving and perfecting that skill. Our learner in the role-play will get a further chance to demonstrate their ability to integrate and use clinical data. Step Three: Reinforce What Was Done Well In order for the learner to improve they must be made aware of what they did well. The simple statement “That was a good presentation” is not sufficient. The learner is not sure if their presentation is “good” because they included current medications or because they omitted the vital signs. Comments should include specific behaviors that demonstrated knowledge skills or attitudes valued by the preceptor. “Your diagnosis of `probable pneumonia' was well supported by your history and physical. You clearly integrated the patient's history and your physical findings in making that assessment.” “Your presentation was well organized. You had the chief complaint followed by a detailed history of present illness. You included appropriate additional medical history and medications and finished with a focused physical exam.” With a few sentences you have reinforced positive behaviors and skills and increased the likelihood that they will be incorporated into further clinical encounters. Step Four: Give Guidance About Errors and Omissions Just as it is important for the learner to hear what they have done well, it is important to tell them what areas need improvement. This step also fosters continuing growth and improved performance by identifying areas of relative weakness. In framing comments, it is helpful to avoid extreme terms such as `bad' or “poor”. Expression such as “not best” or “it is preferred” may carry less of a negative value judgement while getting the point across. Comments should also be as specific as possible to the situation identifying specific behaviors that could be improved upon in the future. Examples: “In your presentation you mentioned a temperature in your history but did not tell me the vital signs when you began your physical exam. Following standard patterns in your presentations and note will help avoid omissions and will improve your communication of medical information.” “I agree that, at some point, complete pulmonary function testing may be helpful, but right now the patient is acutely ill and the results may not reflect her baseline and may be very difficult for her. We could glean some important information with just a peak flow and a pulse oximeter.” The comments are specific to the situation and also include guidance on alternative actions or behaviors to guide further efforts. In a few sentences an opportunity for behavior change has been identified and an alternative strategy given. It is important to reflect here that a balance between positive and constructive criticism is important. Some preceptors may focus on the positive, shying away from what may be seen as criticism of the learner. Others may focus nearly exclusively on areas for improvement without reinforcing what is already being done well. As with many things in life, balance and variety are preferable. Step Five: Teach A General Principle One of the key but challenging tasks for the learner is to take information and data gained from an individual learning situation and to accurately and correctly generalize it to other situations. There may be a tendency to over generalize – to conclude that all patients in a similar clinical situation may behave in the same way or require the exact same treatment. On the other hand, the learner may be unable to identify an important general principle that can be applied effectively in the future. Brief teaching specifically focused to the encounter can be very effective. Even if you do not have a specific medical fact to share, information on strategies for searching for additional information or facilitating admission to the hospital can be very useful to the learner. Examples: “Smokers are more likely than non-smokers to be infected with gram-negative organisms. This is one situation where you may need to broaden your antibiotic coverage to be sure to cover these more resistant organisms.” OR - “Deciding whether someone needs to be treated in the hospital for pneumonia is challenging. Fortunately, there are some criteria that have been tested which help...” OR - “In looking for information on what antibiotics to choose for a disease. I have found it more useful to use an up-to-date hand book than a textbook which may be several years out of date.” Because of time limitations it is not practical to do a major teaching session at that moment, but a statement or two outlining a relevant and practical teaching point can have a significant impact on the learner. Step Six: Conclusion Time management is a critical function in clinical teaching. This final step serves the very important function of ending the teaching interaction and defining what the role of the learner will be in the next events. It is sometimes easy for a teaching encounter to last much longer than anticipated with negative effects on the remainder of the patient care schedule. The preceptor must be aware of time and cannot rely on the student to limit or cut off the interaction. The roles of the learner and preceptor after the teaching encounter may need definition. In some cases, you may wish to be the observer while the learner performs the physical or reviews the treatment plan with the patient. In another instance you may wish to go in and confirm physical findings and then review the case with the patient yourself. Explaining to the learner what the next steps will be and what their role is will facilitate the care of the patient and the functioning of the learner. Example: “OK, now we'll go back in the room and I'll repeat the lung exam and talk to the patient. After, I'd like you to help the nurse get a peak flow, a pulse ox, and a CBC. When we've gotten all those results, let me know and we can make a final decision about the need for hospitalization and our treatment plan.” The teaching encounter is smoothly concluded and the roles and expectations for each person are made clear in a way that will facilitate further learning and optimal patient care. Summary: You have learned and seen examples of the six steps in The One-Minute Preceptor model. Although it is useful to divide something into discrete steps, it is hard to remember several items in order, especially when you are first using them. To help you with this challenge you will note that the back cover of the book may be cut into several pocket size cards which you may carry with you to help you remember the steps. The One-Minute Preceptor is a useful combination of proven teaching skills combined to produce a method that is very functional in the clinical setting. It provides the preceptor with a system to provide efficient and effective teaching to the learner around the single patient encounter. It is not intended that this technique should replace existing teaching skills and techniques that already work well for the preceptor or to avoid the need to learn further techniques. It is one approach that can help you in the very challenging work that you do. References: Irby, D. (1997, February). The One-Minute Preceptor. Presented at the annual Society of Teachers of Family Medicine Predoctoral meeting, Orlando, FL. Irby, D. (1997, June). The One-Minute Preceptor: Micro skills for Clinical Teaching. Presented at teleconference from East Carolina Univ. School of Medicine, Greenville, NC. Neher, J. O., Gordon, K. C., Meyer, B., & Stevens, N. (1992). A five-step "micro skills" model of clinical teaching. Journal of the American Board of Family Practice, 5, 419 -424. STFM. (1993, February). The One-Minute Preceptor. Presented at the annual Society for the Teachers of Family Medicine Predoctoral meeting, New Orleans, LA. Appendix B: Preceptor Qualification Sheet   Name: E-mail address: Preferred Contact: Home phone Cell Phone E-mail Title: Credentials: Discipline or Specialty: Years in role: Number of students concurrently supervised: Type of supervision (adult, family, acute, etc.) Type of patients seen at site (acute, chronic, age): License #: State: Date expires: Additional licensure and/or credentials: Certification: ANCC ☐ or AAP ☐ or ACC ☐ Name of Clinic: Address of clinic: Education: Name of School Major Dates of Attendance Year Graduated Degree Earned                                         Continuing education: Workshop/Course/Seminar Date Sponsoring Organization                   Are you currently working on a degree in nursing or other discipline? Master’s Doctoral Appendix C: Terms of Agreement   I have read the Preceptor Orientation Handbook and commit to precept students for A-State’s School of Nursing. I am aware of the time and responsibility that is required to advance student learning in the clinical arena. Preceptor Signature Date Please Print Name I am willing to precept the following terms. (This information is helpful when planning for future students.) Spring 2026 Summer 2026 Fall 2026 Spring 2027 Summer 2027 Fall 2027 Appendix D: Preceptor Evaluation of Student   Student Name:   Please check the group of phrases which you believe best describes the student’s performance in each of the following areas. At the end, please add written comments & suggestions. Please mail completed evaluation directly to instructor. DO NOT give completed form to student.       Area to be Evaluated Outstanding Above Average Average Needs Improvement Unacceptable Not Observed Comments KNOWLEDGE: Consistently Differentiates Demonstrates Recalls Major  Not   General evaluates understanding of understanding understanding of deficiencies in observed   therapeutic basic of basic basic concepts knowledge     interventions, Pathophysiology Pathophysiolog   base     broad based   y       KNOWLEDGE: Synthesizes Applies Discusses Defines the Lacks Not   Related to broad textbook expanded basic patient’s knowledge to observed individual mastery &/or differential differential problems, understand   patients directed literature diagnosis, can diagnosis of problem list patient     research, reads discuss minor active needs problems,     extensively from problems, reads problems in improvement. obvious lack of     many different a good deal own patients. Apparent lack of reading     sources   Average reader reading     DATA Consistently Utilizes, Reviews Recalls data as Inaccurate, Not   GATHERING: synthesis, efficient, detailed, broad- basic history, incomplete or major observed Initial History/ and appreciates based, obtains accurate, unfocused, and omissions,   Interviewing subtleties, almost all obtains most missing, inappropriate   Skills insightful, assesses relevant data relevant data & psychosocial psychosocial     all relevant data including most of the components that component     including psychical psychosocial are absent or absent     psychosocial   components sketchy     DATA Integrates subtle Utilizes Identifies Assesses Inaccurate, Not   GATHERING: findings of exam organized, major findings incomplete data major observed Physical Examination in practice focused, relevant findings identified from data gathered or unfocused, relevant data omissions, inappropriate   Skill   of practice exam in exam missing, psychosocial           psychosocial component           components absent           absent or             sketchy     DATA Consistent Assembles key Report Report poor Inaccurate Not   RECORDING/ recording of information, accurate, flow in HPI, data or major observed REPORTING: concise, thorough focuses, complete lacks listing omissions   Writing appraisal of comprehensive history and detail or     Histories & Physicals disease process & patient situation   physical incomplete problem list     DATA Synthesizes Precise, Reviews on- Records but Missing or Not   RECORDING: Progress Notes multidisciplinary data in notes concise organized notes going problems & team plan needs organization, inaccurate data observed         prioritizing             relevant data       Area to be Evaluated Outstanding Above Average Average Needs Improvement Unacceptable Not Observed Comments DATA RECORDING: Oral Presentations Analyzes situation in a poised manner Discusses data in a fluent, focused manner Reports basic information, minimal use of notes Verbalizes data with major omissions, often relates irrelevant facts, rambling Repeatedly ill-prepared Not observed   DATA INTERPRE-TATIONS: Analysis Understands complex issues, interrelates patient problems Consistently formulates reasonable interpretation of data Constructs problem list, applies, reasonable differential diagnosis Frequently reports data without analysis Cannot interpret basic data Not observed   DATA INTERPRE-TATION: Judgement/ Management Manages patient soundly Consistently discusses diagnostic decisions Appropriately renders patient care, aware of own limitations Frequently reports data without analysis Cannot interpret basic data Not observed   CLINICAL PERFORM-ANCE: Outpatient Clinic Evaluates preventative care, good grasp of preventative health issues-development, education, anticipatory guidance Differentiates major issues, some fine points Recognizes major issues Deficient recall of major issues Inaccurate or major omissions Not observed   CLINICAL PERFORMANCE: History & Physical Accurate, assessment that is focused & detailed, at ease with all ages & illnesses Collects all pertinent data, comfortable with most patient & illnesses Reviews basic information, comfortable with most patients & illnesses Incomplete, unfocused, ill-at-ease with some patients or illnesses Major omissions, rude or unprofessional Not observed   CLINICAL PERFORMANCE: Patient Triage Accurately assesses patients’ level of acuity & prioritizes patients by degree of illness Formulates an accurate appraisal of acuity Can reliably distinguish between emergent and non-emergent patients Has difficulty recognizing emergently ill patients Unreliable or inconsistent judgement Not observed   PROCEDURES: Always performs proficiently & skillfully, very compassionate Consistently performs careful, confident, compassionate Performs reasonable skill in preparation & performance Awkwardly performs, reluctant to try even basic procedures No improvement even with coaching, insensitive Not observed   PATIENT EDUCATION & CARE: Reliability/ Commitment Initiates education & patient care, actively seeks responsibilities beyond assigned tasks Employs patient care, welcomes responsibility beyond assigned tasks at times Reports the time & energy required for education & patient care, fulfills responsibilities Repeatedly unprepared, appears lackadaisical in approach to education & patient care Unexplained absences, unreliable Not observed       Area to be Evaluated Outstanding Above Average Average Needs Improvement Unacceptable Not Observed Comments PROFESSIONAL ATTITUDES: Self- directed learning (knowledge & skill) Outstanding initiative, reads extensively, actively seeks education experiences beyond rounds & conferences Good insight, sets own goals, reads a good deal, participates in a few additional educational experiences, seeks feedback Reads appropriately, attends required rounds & conferences, appreciates feedback Frequent prompting required, seems to have a varied response to feedback Unwilling, lack of introspection, is not appreciative of all feedback Not observed   PROFESSIONAL DEMEANOR: Patient Interactions Preferred provider, consistently elicits & deals with patient’s emotional & personal problems in sensitive & skillful manner Gains confidences & trust, frequently elicits & deals with patient’s emotional & personal problems in a sensitive & skillful manner Empathetic, develops rapport, deals effectively with most of patient’s emotional & personal problems Occasionally insensitive, inattentive, frequently misses patient’s emotional &/or personal problems Avoids personal contact, tactless Not observed   PROFESSIONAL DEMEANOR: Response to stress Outstanding poise, selects constructive solutions Flexible, supportive Employs appropriate judgement Inflexible or loses composure easily Inappropriate response, inability to direct self or others Not observed   PROFESSIONAL DEMEANOR: Working Relationships Always establishes tone of mutual respect & dignity, makes a concerted effort to elicit & contribute to cooperation amongst health professionals Consistently has good rapport with other staff, makes attempts to elicit cooperation amongst health professionals, willingly contributes to the success of the team Cooperative, productive member of own team Lack of consideration for others Antagonistic or disruptive Not observed       COMMENTS: (Please recommend specific suggestions for improvement.)               Evaluator’s Signature Date Completed Evaluator’s Printed Name Appendix E: Student Evaluation of Preceptor   ARKANSAS STATE UNIVERSITY COLLEGE OF NURSING AND HEALTH PROFESSIONS MSN PROGRAM EVALUATION OF PRECEPTOR Preceptor: Site: Completed by: Date: Instructions: Please mark an X in the most appropriate space after each statement below to provide summative feedback to the preceptor named above.. Space is provided after each statement if you choose to add any written   Quality Seldom Sometimes Frequently N/A Comments 1) Is available to student.           2) Demonstrates understanding of the NP Role.           3) Utilizes student’s strengths and knowledge.           4)  Role model for NP Practice.           5) Demonstrates effective rapport with clients.           6) Encourages student to assume increasing responsibility during experience.           7) Assists student in identifying goals and needs for experience.           8) Considers student’s limits according to status in program.           9) Provides immediate and adequate feedback with questions and patient presentations.           *Adapted from Advanced Practice Nursing: Curriculum Guidelines and Program Standards for Nurse Practitioner Education (NONPF, 1995) Appendix F: Student Evaluation of Clinical Site   ARKANSAS STATE UNIVERSITY COLLEGE OF NURSING AND HEALTH PROFESSIONS MSN PROGRAM Clinical Site Evaluation Name of Site: Location: Completed by: Date: Instructions: Please mark an X in the most appropriate space after each statement regarding the Space is provided after each statement if you choose to add any written Statement Yes No N/A Comments 1) Is adequate space provided?         2) Is adequate time given to see clients?         3) Are there sufficient number of clients?         4) Are the types of clients varied as to age, type of problem, etc.?         5) Are students allowed to select clients according to their needs?         6) Are students given the opportunity to follow-up with clients and/or problems of interest?         7) Are reports from lab and x-ray accessible to students?         8) Is support staff appropriately helpful to students?         9)  Is support staff accepting of student’s role?         10) Is philosophy of clinic to provide: a) health promotion and disease prevention? b)  disease diagnosis and management? c) both?         11) Are instructional materials available for clients to supplement their learning (i.e., pamphlets, outside class opportunities, etc.)?         12) Are community resources, other agencies, and professional disciplines involved with client welfare?         *Adapted from Advanced Practice Nursing: Curriculum Guidelines and Program Standards for Nurse Practitioner Education (NONPF, 1995) MSN Nurse Educator Preceptor Handbook Arkansas State University School of Nursing Graduate Program     MSN Nurse Educator and Nurse Educator Graduate Certificate Preceptor Manual         Disclaimer Statement: These guidelines have been prepared to inform you of the selected policies, procedures, and activities within Arkansas State University’s MSN Nurse Educator option. As registered nurses, graduate students must adhere to all rules and regulations in the Nurse Practice Act in your state. Preceptor Letter COLLEGE OF NURSING AND HEALTH PROFESSIONS School of Nursing | P.O. Box 910, State University, AR 72467 | P: 870-972-3074 | F: 870-972-2954 Dear Preceptor, A nursing education student’s preceptor has a crucial role in preparing the student for a future in nursing education. Please accept our heartfelt gratitude for your willingness to share your expertise and professional time with our graduate students. The guidelines presented in this Preceptor Handbook are designed to provide you with supporting information for the course, NURS 6713 Practicum in Nursing Education. The MSN-Nurse Education program consists of four courses (NURS 6623, NURS 6853, and NURS 6053). NURS 6713 is the final course in the program. The first three have provided a foundation to apply these principles into action in the academic or professional development setting. Practicum hours focus on both pre-licensure nursing education in an academic setting and staff development in a clinical setting. Students are required to complete 180 practicum hours during the course on-site in nursing education programs and/or professional development departments in clinical settings under the guidance of preceptors in collaboration with course faculty. This course requires students to be active in both the classroom and clinical and/or simulation settings. Prior to any classroom or clinical, a preceptor agreement must be signed by both the preceptor and the student. A university/college and facility contract must also be secured and approved prior to the student beginning their Practicum experience. Your role as a preceptor is to guide the students as they learn the role of the nurse educator/faculty member. The student does not always necessarily have to be with you physically. You can identify meetings and experiences that may be beneficial to student learning and support your student’s entry into the role of nurse educator. We cannot express our appreciation enough for the time our preceptors take to mentor and guide our students. Classroom and clinical practice is such a valuable experience for students because it provides them the opportunity to learn the role of the nurse educator and apply what they have learned in coursework to prepare them for the future role. Please let us know if you have any questions, concerns, or even ideas for program improvement. Nursing is a team effort and we value your contribution to the student’s educational experience! Sincerely, Susan Snellgrove, PhD, RN, CNE MSN Education Program Coordinator ksnellgrove@astate.edu 870-972-2769 MSN Nurse Educator Option Administration Dr. Stacy Walz, PhD, MS, MLS(ASCP) Dean of the College of Nursing and Health Professions Office: CNHP 201C Office #: 870-972-3112 Email: swalz@astate.edu Dr. Kathryn Flannigan, EdD, MSN, RN Director, School of Nursing Associate Professor Office: CNHP 203B Office #: 870-972-3074 Email: kflannigan@astate.edu Dr. Caroline Jarrett, DNP, APRN, FNP-C, AGACNP-BC MSN Program Director Office: CNHP 603A Office #: 573-316-1544 Email: cpillow@astate.edu   Faculty Susan Snellgrove, PhD, RN, CNE Program Coordinator MSN Nurse Education Option Office CNHP 607 Office #: 870-972-2769 Email: ksnellgrove@astate.edu Arkansas State University School of Nursing MSN Nurse Educator Practicum Guidelines for Academic Setting   Preceptor Role Definition: A nurse educator in a pre-licensure nursing program who agrees to provide support and guidance for an MSN student completing a nurse educator teaching practicum. The preceptor must be a nurse faculty educator with an MSN or higher (ex. PhD, DNP) degree. Final grading of A-State course assignments will be completed by course faculty.   Preceptor Agreement: The Preceptor is asked to complete an A-State School of Nursing Preceptor Agreement and submit it to the A-State Graduate Clinical Coordinator. PRECEPTOR EXPECTATIONS After the preceptor agreement has been signed and the preceptor’s curriculum vitae have been sent to the Clinical Coordinator, below are the expectations of the preceptor for the beginning, during, and end of the Practicum. Preceptor Activities Prior to or at the Beginning of Practicum:   Orient student to nursing program and negotiate placement Assist in selecting a course lecture topic for student to Share text or online resources for corresponding lecture. Orient student and clarify information on key components of target course: Syllabus, description and objectives, textbook Course procedures Course assignment due dates Course student testing, feedback, and evaluation tools Tour clinical facilities and discuss clinical supervision Preceptor Activities during the Practicum: Collaborate on planning and assessment of assignments (lecture, clinical, simulation, faculty development, etc.) Monitor and evaluate teaching presentation(s). Furnish exam schedule timelines for test question submission, editing, and Consult with the student on item writing and assist in test analysis. Provide contact information on participant observation activities for role work in committees and other faculty development activities. Communicate periodically on practicum student progress and final Notify faculty if the student is not progressing clinically or there is a breach in professionalism by the student. Preceptor Activities at the end of the Practicum: Complete the Preceptor’s Evaluation of Student based on course Student Expectations for the Academic Setting Note: If you are currently in a clinical instructor or other teaching role in the academic setting of your practicum, it is important that you identify how the activities you are carrying out have objectives that are clearly differentiated from your instructor role. Please contact the A-State course faculty for any questions or concerns. A-State course faculty will assign grades to assignments and consult faculty preceptor for any questions or concerns. The student contacts Faculty Preceptor and sets up meeting to discuss clinical objectives and practicum expectations as well as course, content and requirements per the syllabus, and days/times of attendance in the academic setting. The student works with course faculty or clinical coordinator to ensure preceptor agreements are signed. The student will obtain information from the assigned preceptor and email all required clinical documents to the Clinical Coordinator. Clinical Coordinator will review documents and notify student if the clinical rotation is approved. The student will collaborate with the preceptor to develop a schedule and will work together with the faculty preceptor to determine how practicum hours will be achieved. The student is responsible for entering all practicum hours in the student portfolio and in Medatrax Software. Adhere to the A-State Professionalism Policy for the The student will always conduct him-or herself in a professional manner during the clinical preceptorship. Professional dress, including a white lab coat with the A-State School of Nursing patch and the A-State name badge, must always be worn. As part of the practicum expectations students are to: Meet course/clinical Log hours in the clinical Complete the Student Evaluation of Practicum Preceptor as well as the content and performance of the preceptorship. Complete the Practicum Facility Guidelines for Staff Development Experience Preceptor Role Definition: A nurse educator in a staff development setting who agrees to provide support and guidance for an MSN student completing a nurse educator teaching practicum. An MSN degree and 5 years of experience is preferred. Final grading of A-State course assignments will be done by course faculty.   Preceptor Agreement: The Preceptor is asked to complete an A-State School of Nursing Preceptor Agreement and submit it to the A-State Graduate Clinical Coordinator. PRECEPTOR EXPECTATIONS After the preceptor agreement has been signed and the preceptor’s curriculum vitae have been sent to the Clinical Coordinator, below are the expectations of the preceptor for the beginning, during, and end of the Practicum. Preceptor Activities Prior to or at the Beginning of Practicum: Orient student to the staff development Discuss the student’s objectives for the experience Preceptor Activities during the Practicum: Allow student to observe educational offerings and activities of the nurse educator as Assist the student in teaching portions of an educational unit as Monitor and evaluate teaching presentation(s) Provide contact information on participant observation activities for role work in committees and other staff development activities. Communicate periodically on practicum student progress and final Notify faculty if the student is not progressing clinically or there is a breach in professionalism by the student. Preceptor Activities at the end of the Practicum: Complete the Preceptor’s Evaluation of Student based on the course Student Expectations for the Staff Development Experience Note: If you are currently in a staff development or other teaching role in the clinical setting of your practicum, it is important that you identify how the activities you are carrying out have objectives that are clearly differentiated from your staff development role. Please contact the A-State course faculty for any questions or concerns. A-State course faculty will assign grades to assignments and consult faculty preceptor for any questions or concerns. The student identifies a staff development nurse Information is shared with the course faculty to determine if a legal agreement is in place for the corresponding facility. The student contacts the staff development nurse educator and sets up a meeting to discuss clinical objectives and practicum expectations. The student works with the Clinical Coordinator to ensure preceptor agreements are The student will obtain information from the assigned preceptor and email all required clinical documents to the Clinical Coordinator. Clinical Coordinator will review documents and notify student if the clinical rotation is approved. The student develops objectives appropriate for the staff development experience and discusses with the staff development nurse educator as well as submitting as an assignment for course faculty approval. The student will collaborate with the staff development nurse educator to develop a schedule and will work together with him/her to determine how practicum hours will be The student is responsible for entering all practicum hours in the Medatrax Software. Adhere to the A-State Professionalism Policy for the The student will always conduct him-or herself in a professional manner during the clinical preceptorship. Professional dress, including a white lab coat with the A-State School of Nursing patch and the A-State name badge, must always be worn. As part of the practicum expectations, students are to: Meet course/clinical Log hours in the clinical Complete the Student Evaluation of Practicum Preceptor as well as the content and performance of the preceptorship. Complete the Practicum Facility Nursing Program/Course Faculty Responsibilities   Orients student and preceptor to the precepted Provides the preceptor an orientation to the philosophy, curriculum, course, and clinical objectives of the nursing program. Discuss student expectations, skill performance, student guidelines for performance, and methods of evaluations. Assumes overall responsibility for teaching and evaluation of the Assure student compliance with standards on immunizations, screening, OSHA standards, CPR and current liability coverage. Work cooperatively with preceptor and institution to determine student learning needs and appropriate assignments. Communicate assignments and other essential information to the Communicates with preceptor and student to monitor progress and evaluate the learning Readily available by phone or email for consultation regarding student Receives feedback from the preceptor regarding student Reviews portfolio and practicum log with the student in relationship to course competencies and personal objectives and provides feedback as indicated or needed. Provide the final decision-making in the student’s evaluation process, integrating input from student and preceptor. COURSE SCHEDULE   NURS 6713 COURSE SCHEDULE     Activity Due Date Week 1 1.1 View course orientation video and complete the assignment 1.2 Discussion Board Introductions 1.3 Activity Log 1.4 Reflective Journal All assignments due by Monday at midnight except: Initial Discussion Board post due on Wednesday at midnight. Week 2 2.1 Activity Log 2.2  Reflective Journal All Week 2 assignments due Monday at midnight. Week 3 3.1 Activity Log 3.2  Reflective Journal All Week 3 assignments due Monday at midnight. Week 4 4.1 Activity Log 4.2  Reflective Journal All Week 4 assignments due Monday at midnight. Week 5 5.1 Teaching Project Paper 5.2 Teaching Project Presentation 5.3 Teaching Project Discussion Board 5.4 Activity Log 5.5  Reflective Journal All Week 5 assignments due Monday at midnight . Week 6 6.1 Activity Log 6.2  Reflective Journal All Week 6 assignments due Monday at midnight. Week 7 7.1 Activity Log 7.2  Reflective Journal 7.3  Preceptor Evaluation of Student 7.4  Student Evaluation of Preceptor 7.5  Student Evaluation of Facility All Week 7 assignments due Friday at Noon!!!     COURSE DESCRIPTION   TITLE: NURS 66703 Practicum in Nursing Education   COURSE DESCRIPTION: This is an experiential course in the role of the nurse educator. It provides opportunities to apply models of teaching in classroom and clinical situations. Practicum hours may focus on both pre-licensure nursing education in an academic setting and staff development in an acute care setting. Course Student Learning Outcomes (Course Objectives):   Upon completion of this course, the student will have been given the opportunity to: Combine theories and concepts from nursing, the arts, humanities, and evidence-based practice to guide implementation of learning experiences in the practicum setting. Implement evidence-based teaching strategies designed for the achievement of learning Utilize varied methods of evaluation to determine learners’ progress in achieving learning Analyze the various roles and expectations of nurse educators in the academic/clinical settings and their impact on the teaching/learning process. Appraise issues and trends in the education of nurses balancing patient-centered care and Model professional behavior in the teaching/learning environment through accountability to ethical and legal standards. COURSE ASSIGNMENTS:   Clinical Experience The faculty and the student will mutually negotiate objectives and site(s) for the education practicum. Objectives and clinical work must meet guidelines established by MSN faculty called student learning outcomes. The student is expected to have weekly learning activities that are to be shared with the preceptor and course faculty. Students will select or be assigned a preceptor who will assist the student to learn the role of the nurse educator in a selected educational setting. Faculty, students, and facility personnel will work together to provide learning opportunities for the student to engage in teaching/learning situations. The student will plan, implement, and evaluate instruction. Potential sites for clinical experiences include community colleges, colleges/universities, hospitals, and community health agencies. A written summary of selected aspects of the practicum experience as described in the reflective journal assignment and activity log detailed elsewhere in the course syllabus (60 clinical hours is required for each hour of semester credit. 3 semester hours = 180 clinical hours. The clinical facility chosen by the student must have a current contract with ASU College of Nursing and Health Professions and be approved by the course faculty. In some cases, the clinical affiliation agreement may be waived if the student is employed at the facility at which they plan to complete their practicum. This must be approved by the MSN Nurse Educator program coordinator and agreed upon by the clinical facility. You may NOT begin clinical activities related to this practicum course until approved by your instructor. Prior to beginning any clinical activities, students must have on file in the School of Nursing office (via Medatrax) the following documentation as discussed in the Graduate Information Guide (GIG): Active license to practice as a registered nurse in the State of Clinical or a registered nurse license in a compact state. Professional Liability Insurance (minimum $1,000,000/$3,000,000). Current CPR certification (adult, child, and infant). Documentation of compliance with TB Immunizations/ Physical Exam Verified Credentials The student is responsible for providing copies in Medatrax and keeping them updated. NO clinical hours will be awarded until this documentation is complete. All students are expected to dress professionally and wear an A-State School of Nursing patch on their lab coat. The patch is to be located 3 fingers below the shoulder seam and centered on the left arm. The patches may be purchased from the official A-State Bookstore (Textbook Brokers). In addition, students must wear an identification nametag stating your student status. Nametags may be ordered from the official A-State Bookstore (Textbook Brokers). Class Participation (Discussion)   Students are expected to prepare for class by reading literature relevant to the course topics. Each student is expected to provide thoughtful and informed responses through participation on the course Discussion Board, with faculty through online and other written communication. Portfolio Installments (Portfolio includes the Reflective Journal and the Activity Log)   Activity Log   The Activity Log is a written record of your documented practicum experiences and their alignments with the NLN Core Competencies and the AACN Essentials. Each week you will submit the Activity Log signed by your preceptor. (Examples are provided in Canvas). By the end of Week 7 you should have included all 17 sample activities in your activity log and any extra activities that might not have fit in with the required 17. The examples that I have included in Canvas are for an academic clinical site, but the same types of activities are relevant for the staff development site. The document should be built on each week and by Week 7 you will have addressed all of the NLN Core Competencies and AACN Essentials Domains. As you can see in the examples, all previous activities are included each week and the new activities are included. It must be signed each week by the preceptor and submitted. Reflective Journal   Students will develop a reflective journal of clinical activities that speak to course outcomes. Students are to focus on strategies used with their chosen clinical site (nursing students or practicing nurses). The journal encompasses the entire clinical experience but will be submitted throughout the semester for feedback/partial credit. Journals are to be submitted in Canvas each week by Monday at midnight, except for the journal to be submitted in Week 7, which will be submitted no later than noon on Friday of Week 7. This process, including all clinical documentation is the clinical portfolio. The Journal should be a written record of your clinical time and a reflection on your practice and moving toward an advanced educator role. Focus is on description of the activity, decision-making, environment, resources, collaboration, evidenced-based care, and measure/outcomes. The Journal should include your personal philosophy of teaching, learning, and evaluation. The Reflective Journal can help graduate students develop higher-order cognitive skills and critical thinking. In addition to a summary of clinical activities and analysis of teaching/learning activities, guidelines for Reflective Journaling include (but not limited to): Identify an experience, situation, or information in your clinical experience that you find confusing, difficult, challenging, or interesting. What feelings, hunches, or questions are evoked? What is the meaning of the experience? What influenced the experience? Do the feelings, hunches, or questions connect with the past or present? What are the implications? What is the significance? Are there connections between what you are describing and what is indicated in the research and theory? What are some possible solutions? What approach or solution would you choose and why? What is the effectiveness of this approach? Teaching Project and Evaluation:   The student will develop a teaching project approved by the course faculty. The intended target may be nursing students or practicing nurses/staff. Specifics for this plan must be developed in conference with the course faculty. Develop a teaching plan that includes outcome criteria, lesson plans, teaching strategies, and evaluation methods as outlined in previous texts. Template example available on Canvas. Students are encouraged to branch out into a different media than one with which they are presently comfortable. (Try developing a continuing education program, a web-based presentation, a patient education program presented to staff, etc) Presentation   Implementation of the Teaching Project at the clinical site. The student will be recording a Kaltura presentation of the teaching project and submitting the link in Canvas for the instructor to share with your classmates. Kaltura is available in the Additional Tools area of Student Tools in Canvas. Preceptor Evaluations   Preceptor evaluations will be used to reflect student performance as an educator and professionalism. The number of points awarded is 100 for this activity. The score will be determined by numeric and written feedback from preceptors. Arkansas State University School of Nursing NURS 6713 Practicum in Nursing Education Clinical Preceptor Verification Form Directions : Identify a nurse that has a minimum of an MSN or doctoral degree who is willing to coach/mentor you in your efforts to complete your Capstone project. Ask them to complete this form. Once completed, electronically submit this form saved as Lastname.FirstName.FacForm.doc. Sally Ride’s form would look like Ride.Sally.FacForm.doc . Upload this document in Blackboard in the Clinical Facilitator’s Information Sheet tab. Note: Illegible forms will be returned to the student. Clinical Preceptor’s Name & Credentials: Clinical Preceptor’s Title/position: Clinical Preceptor’s Employer:  Clinical Preceptor Employer’s Address: Brief Summary of Clinical Facilitator’s positions held as a MSN level RN (or higher): Clinical Preceptor’s Contact information: Email: Telephone number: Mailing Address: RN license number (including state): This information is required by the Arkansas State Board of Nursing. Terms of Agreement I have read the Preceptor Orientation Handbook and commit to precept students for A-State’s School of Nursing. I am aware of the time and responsibility that is required to advance student learning in the clinical arena. Preceptor Signature Date       Please Print Name I am willing to precept the following terms. (This information is helpful when planning for future students.) Summer 2025 Fall 2025 Spring 2026 Summer 2026 Fall 2026 Other Term Preceptor Evaluation of Student   Student Name: Inclusive Dates: Preceptor: Thank you for the opportunities that you provided for the student during the course of the semester. This is an opportunity for you to share your view on the student’s performance. Please share your perceptions by rating the student on the following items and adding any comments you desire. Your input is valued and appreciated. Please mail or email completed evaluation directly to the instructor. DO NOT give the completed form to the student.         Integrates advanced nursing knowledge and Fair Good Excellent organizational theory. 1 Proposes culturally appropriate solutions to foster quality improvement and safe care 1 2 3 4 5 2 3 4 5 Maintains professional relationships and timely interaction with preceptor, staff and patients/families/populations. 1 2 3 4 5 (collaborates and consults) 4. Functions as a professional role model. 1 2 3 4 5   5. Demonstrates leadership skills through           effective planning, providing, and           managing healthcare. 1 2 3 4 5   6. Demonstrates initiative in identifying           opportunities for self-development. 1 2 3 4 5   7. Serves as a resource person by assisting           with problem identification and resolution, including patient care technologies. 1 2 3 4 5 Assesses educational needs and use effective strategies when teaching patients, families, and/or staff. 1 2 3 4 5 Fair Good Excellent Utilizes ethical/legal guidelines which apply to nursing role development. 1 2 3 4 5 Participates actively in the clinical 1 2 3 4 5 Contributes to a positive work (collaborates, consults, coordinates care) 1 2 3 4 5 Maintains current knowledge in an evidence based approach in decision making. 1 2 3 4 5 Dependable, motivated, responsible, and demonstrates initiative. 1 2 3 4 5 Accepts constructive feedback and incorporates it into practice as 1 2 3 4 5 Comments: This is a valuable part of the evaluation of the student and we appreciate the time required to complete this section. Please use additional pages as necessary. Comments are especially important for any marginal or exceptional ratings. Strengths: Areas Needing Improvement or Work: Preceptor Signature: Date: ****Preceptor to complete in Medatrax Student Evaluation of Preceptor Preceptor: Site: Completed by: Date: Instructions: Please mark an X in the most appropriate space after each statement below to provide summative feedback to the preceptor named above.. Space is provided after each statement if you choose to add any written   Quality         Comments 1) Is available to student.           2) Demonstrates understanding of the Nurse Educator Role.           3) Utilizes student’s strengths and knowledge.           4) Role model for Nurse Educator Practice.           5) Demonstrates effective rapport with learners.           6) Encourages student to assume increasing responsibility during experience.           7) Assists student in identifying goals and needs for experience.           8) Considers student’s limits according to status in program.           9) Provides immediate and adequate feedback to questions           Student Evaluation of Facility     *This form is in the Medatrax software. Preceptor Name: Semester: Constructive evaluation is a valuable tool utilized by the faculty as a method for quality control of the curriculum. Student evaluations are viewed by the faculty and administration as one method for maintaining high, consistent levels of quality education in the School of Nursing. As a professional nursing student, evaluation requires maturity and objectivity. This evaluation tool is the student’s opportunity to participate in the ongoing evaluation process. Please read each item carefully, then select the category that you feel correlates with your feelings about the statement. Rating scale: 4 = Excellent 3 = Above average 2 = Average 1 = Needs improvement Practicum Applications 4 3 2 1 0 1. The practicum facility was appropriate and offered adequate learning opportunities.           2. The facility provided a diverse set of learning experiences including multi-disciplinary collaboration.           3. The facility accommodated student experiences with a wide variety of teaching/learning experiences.           4. The facility onboarding process (i.e., facility student orientation) was well-organized and easy to complete.           What are the strengths of this facility to provide practicum experiences? What suggestions do you have for enhancing experiences at this facility? Additional comments (your comments are appreciated and are used to ensure that clinical experiences are appropriate): For more information regarding the Arkansas State University School of Nursing, click on the following link: https://www.astate.edu/college/conhp/departments/nursing/index.dot For more information regarding the MSN Options, click on the following link: https://www.astate.edu/college/conhp/departments/nursing/degrees/ For more information regarding the MSN Nurse Educator option, click on the following link: https://degree.astate.edu/programs/msn-nurse-educator.aspx For questions or concerns, please contact me at: Susan Snellgrove, PhD, RN, CNE MSN Nurse Educator Program Coordinator Arkansas State University College of Nursing and Health Professions School of Nursing PO Box 910, State University, 72467 (870) 972-2954 fax; or email ksnellgrove@astate.edu DNP Post Master's Student Handbook ARKANSAS STATE UNIVERSITY COLLEGE OF NURSING AND HEALTH PROFESSIONS SCHOOL OF NURSING DNP POST-MASTER'S PROGRAM OPTION STUDENT HANDBOOK ACADEMIC YEAR 2026-2027 A-State University Doctor of Nursing Program   910 N. Caraway Rd. Nursing Building State University, AR 72467   WELCOME   Welcome to the Doctor of Nursing Practice (DNP) program. You bring a wealth of academic preparation and experience to serve as a launching board for this advanced level of education and nursing practice. We look forward to helping you achieve your goals and congratulate you on recognizing the opportunities the DNP study will bring you.     This Post Masters DNP Student Handbook has been compiled to provide you with information and the policies relevant to your studies as a DNP student. You are responsible for knowing and understanding the policies and procedures in the Handbook, the University Student Handbook, and the Graduate Information Guide (GIG). Please ask for clarification if you have any questions about the information in this Handbook; we welcome your suggestions for additional information.   The Student Handbook is available online at th e School of Nursing Website . The faculty reserves the right to revise policies and procedures found herein at any time deemed advisable and will communicate with you if changes are made. We look forward to working with you during your program of study as you complete the requirements for the DNP degree and assume a leadership role in nursing. We are glad that you are here!     Dr. Lisa Drake   DNP Program Director School of Nursing, College of Nursing and Health Professions   Arkansas State University     School of Nursing Mission and Philosophy  The Core Values:   The School of Nursing values the following as;   •   Access and Engagement: Respect for varied dimensions of individuality among populations. We embrace diversity in all of its dimensions realizing that mutual respect for individuality and the inclusion of all are vital for both personal and institutional success. •   Service: Professional experience in response to the needs of society. •   Learning: Acquisition of knowledge and skills in critical thinking, practical reasoning, and decision making. •   Student Centered: Development of essential skills for lifelong learning, leadership. School of Nursing Philosophy for Nursing Education Central to our philosophy for nursing education are four widely accepted metaparadigms of the nursing profession: person, environment, health, and nursing. Each may be defined in many ways. The works of Virginia Henderson (1972), Callista Roy (1991), Betty Neuman (1993), and Madeleine Leininger (1991) among others drive our understanding of these concepts.   A person may be defined as an individual, family, group, or community (Leininger, 1991) comprised of biological, psychological, sociological, cultural, and spiritual constituents (Henderson, 1972; Neuman, 1993). Each person has innate worth, and though each is unique, all possess characteristics of shared basic human needs. We believe that a person’s individual experiences, genetics, culture and existence are dependent on perception of and reaction to change. Inherent in this process is the capacity to make decisions, consider alternatives, and predict and accept possible outcomes.   Environment may be defined as internal, external, and created (Henderson, 1972; Neuman, 1993) conditions, circumstances, influences, events, situations, or experiences (Leininger, 1991; Roy, 1991) that surround the person or are within the person and affect development, behavior, and resources. The environment affects the ability of the person to pursue and achieve a high quality of life. Society and culture drive the need for order, meaning, and affiliations with other humans. These, along with physical and biological forces stimulate a need for adaptation and, potentially, interactions with others in order to survive, develop, grow, and mature.   We understand health to be a continuum of wholeness and integrity defined by culture, values, and practices (Leininger, 1991; Neuman, 1993). Often expressed in terms of wellness and illness or absence of disease or injury, health is based largely upon the person’s ability to function independently in their environment (Henderson, 1972; The Nurse of the Future: Nursing Core Competencies, 2016). The ability of a person to achieve an optimal level of wellness depends on motivation, knowledge, ability to cope, and developmental status. The primary responsibility for one’s health rests on the individual and/or those upon whom the individual is dependent.   Nursing is both an art and science and can be defined as activities aimed to assist, support, and promote adaptation of individuals and groups (Leininger, 1991; Roy, 1991) in performance of activities (Henderson, 1972) by assessing behaviors and factors that alter the ability to adapt (Roy, 1991). Nursing is an altruistic discipline evolved from the study and application of its own interventions as well as application of knowledge from other disciplines. Nursing is focused on provision of care across the health continuum using systematic processes, and practice is refined based on societal needs. Thus, nursing enhances the environment and contributes to health, quality of life, and dying with dignity (Roy, 1991).   Nursing education must prepare professional nurses for traditional and evolving roles. The faculty recognizes the obligation of the nursing curriculum to include leadership, strategies that promote change, professionalism and service. A wide variety of types of nurses are needed to fulfill the needs of our communities. These types include, but are not limited to, registered nurses (RN), RNs certified in their specialty, Nurse Practitioners, Nurse Educators, Nurse Administrators, Nurse Leaders, and Nurse Anesthetists. Therefore, nursing education must be provided at various levels. To acquire the knowledge and judgement necessary for practice, nursing education focuses on critical thinking, decision-making, analysis, inquiry, and research. The faculty also believes that learning is a life-long process, often conducted independently of formal educational settings. Formal educational settings provide opportunities for teacher- student interaction in setting goals, selecting and evaluating learning experiences, and appraising learners’ progress. All levels of nursing education share certain rights, duties, and characteristics, such as the scientific basis of nursing care. Accordingly, we actively support the endeavors of the profession to assist nurses in pursuing professional education from beginning to advanced levels.   The school of nursing provides education at four levels: the Associate of Applied Science in Nursing (AASN); the Bachelor of Science in Nursing (BSN); the Master of Science in Nursing (MSN); and the Doctor of Nursing Practice (DNP).   The purpose of the AASN is to prepare graduates capable of applying the nursing process to provision of direct nursing care for clients with common, well-defined problems. Therefore, the associate curriculum is grounded in the liberal arts and includes professional values, core competencies, core knowledge, and role development. An associate degree graduate is prepared to function as a member of the profession and a manager of care in acute and community-based settings.   The nurse prepared with a BSN is a professional who has acquired a broad, yet well- delineated knowledge base for practice. We believe that the role of a baccalaureate graduate is multifaceted and developed through extensive study in the areas of liberal education, professional values, core competencies, core knowledge, and role development. These prepare the baccalaureate graduate to function as a provider of direct and indirect care to individuals, families, groups, communities and populations. A graduate of the baccalaureate program is a member of the profession and a designer, manager, and coordinator of care.   Master’s level (MSN) education prepares nurses who have already achieved their baccalaureate degree for advanced nursing practice. Preparation for advanced practice emphasizes strategies to intervene in multidimensional situations. The knowledge base is expanded in scope and depth through scientific, theoretical and research components of nursing. Various theories inherent in advanced practice roles and strategies are analyzed and explored to synthesize the interdependence of theory, practice, and scientific inquiry in nursing. This synthesis of knowledge and experience provides the basis for creating, testing, predicting, and utilizing varied and complex interventions for problems of healthcare and healthcare delivery. A graduate of the master’s program is a leader in the profession and is prepared as an independent coordinator of care.   The DNP prepares master’s level nurses with advanced leadership skills, increased knowledge of health policy, and increased clinical skills and expertise with which to provide care, especially in rural and underserved areas. They are prepared to initiate and to lead implementation of changes required by the evolving healthcare system. They are prepared to analyze and expand boundaries in order to become transformational leaders driving innovation and excellence in healthcare for their communities, region, nation, and the world.   The DNP in Nurse Anesthesia prepares baccalaureate nurses with critical care experience and a working knowledge of pathophysiology, pharmacology, and anatomy/physiology to become Certified Registered Nurse Anesthetists (CRNA). They are educated in the roles of advanced leadership, health policy, clinical skills, and expertise to provide care in the full scope of practice in anesthesia care throughout the lifespan. They are prepared to initiate and to lead implementation of changes required by the evolving healthcare system. They are prepared to analyze and expand boundaries in order to become transformational leaders driving innovation and excellence in healthcare for their communities, region, nation, and the world.   Revised 11/2024   SCHOOL OF NURSING ORGANIZING FRAMEWORK The organizing framework of the nursing department is derived from the philosophy and has four major components. The four components are role, process, values and knowledge. These components are taught at each level of education and provide a construct for development of objectives and outcomes. The framework model clearly shows how each of the components increases in complexity at the three levels of education.   ROLE The first major component is role. The faculty believe provider of care, manager of care and member of the profession (NLN) are key elements of this component. To clearly explain how these roles develop, each will be examined at all three levels.   At the associate degree level, emphasis is placed on providing and managing direct care to individuals with common well-defined problems. The associate degree graduate functions as a team member using nursing diagnoses and established protocols for individuals in acute care and community-based settings.   Additionally, the graduate participates as a member of the profession in appropriate specialty and politically focused nursing organizations.   The baccalaureate degree nurse provides direct and indirect nursing care to individuals, families, groups and populations. The baccalaureate graduate has the ability to individualize nursing diagnoses and protocols to enhance the design and coordination of preventative, complex and restorative care. As a member of professional organizations, the graduate has the capacity to assume leadership and advocacy roles.   The master’s graduate can function independently in the provision for direct and indirect care. Practice settings for the master’s prepared graduate are multi-dimensional. Inherent is the ability to design, facilitate and coordinate care for individuals in a variety of health care settings.   Graduates have the skills necessary to lead effect policy and mentor as members of specialty and politically focused nursing organizations.   The Post Masters Doctor of Nursing Practice graduate functions independently in the provision of direct and indirect, systems-focused care. The DNP graduate is active in evaluating existing health care systems and initiating changes to meet the needs of individuals, families, groups, and populations. Practice settings for the DNP prepared graduate are multi-dimensional and are not limited to existing or prescribed health care settings. Graduates have the skills to initiate change, lead and serve as mentors for other health care team members at the local, regional, state, national and world levels.   KNOWLEDGE The second major component is knowledge. The general education curriculum provides a foundation of liberal arts and sciences for the associate and baccalaureate students. These courses help provide the basic psychosocial, spiritual, humanistic, and legal components which assist students in developing an appreciation of each person’s interaction with the environment. The knowledge gained enhances the nurse’s ability to think critically, reason logically, and communicate effectively.   The associate degree core focuses on liberal arts and sciences, which include courses in English, college mathematics, basic biological science, history, and psychology. Content for the associate degree student provides basic nursing knowledge that is applied to common well-defined problems.   The baccalaureate student’s general education core is expanded to provide a more in-depth science basis and global view of society. These courses include physical sciences, sociology, world civilization and humanities. Pathophysiology and statistics are incorporated into the nursing curriculum as the student progresses into complex nursing theory and application.   The master’s program builds on the baccalaureate curriculum. Core graduate courses include theory, research, role, and health policy. These courses prepare the master’s graduate to integrate the other components of role, process, and values. The key support courses for all options include advanced pathophysiology, advanced pharmacology, and advanced health assessment/physical diagnosis. Content in specialty courses reinforces concepts in the core courses as well as preparing the graduate for advanced nursing.   The Post Masters Doctor of Nursing Practice curricula builds on traditional master’s programs with education in evidenced based practice, advanced clinical, organizational, economic, and leadership skills to design and implement programs of care delivery. Translation of research into practice will significantly impact health care outcomes and have the potential to transform health care delivery.   VALUES Faculty defines the third component, values, as the system of beliefs that guide behaviors, attitudes and moral judgment. Personal values reflect cultural and social influences, relationships and individual needs. Professional values guide nurses’ behavior to act in a manner consistent with nursing responsibilities and standards of practice. We believe professional values can be formed through reasoning, observation and experience. The associate graduate possesses an awareness of personal values and how these values may influence care delivery.   Additionally, the associate graduate incorporates professional values in assisting individuals with the process of value clarification that may impact health care decisions. The baccalaureate graduate has a global perspective and is able to help individuals clarify or re-prioritize personal values, minimize conflict and achieve consistency between values and behaviors related to health. The masters’ prepared graduate applies professional values when designing health care systems in response to societal need. The master’s graduate is able to engage in activities that influence policies and service delivery to diverse populations in a variety of settings. The Doctor graduate is prepared as the nursing terminal degree that encompasses all professional role expectations in nursing. Personal values are applied when evaluating and designing health care systems, as well as leading the change of health care systems in response to research translation, population health, and needed policy development.   The profession of nursing utilizes a systematic process that incorporates the other three components, role, knowledge and values to evaluate the needs of individuals, groups and/or communities. The process involves assessment, planning, implementation, and evaluation on a continual basis. All nurses are prepared to use this process but as one acquires additional knowledge, the nurse begins to use the components of the process in unique and creative ways. As one moves through the educational program, elements such as communicating, educating, supporting, coaching and monitoring are incorporated into the process.   Additionally, problem solving, planning, inquiry, and appraisal are used to derive and evaluate the interventions developed.   The associate degree graduate uses a systematic process in nursing care to implement and modify known nursing interventions. The baccalaureate prepared graduate has the capability of anticipating, individualizing, implementing, and evaluating various interventions according to unique situations and cultural responses. The master’s graduate generates and designs nursing interventions. The master’s graduate recognizes interdependence of theory, practice and scientific inquiry when creating, predicting, and evaluating interventions that are complex and varied. The Doctor graduate leads and collaborates change for improved healthcare systems and designs systems for improved population health based on research translation. At all levels relevant research literature is utilized in the application of the nursing process.   DNP Program Outcomes The following are the DNP Program Outcomes:   1. Incorporate theories and concepts from nursing, the arts, humanities, sciences, and evidence-based practice to guide clinical and professional judgment in nursing practice. (Domain 1 AACN) 2. Enhance person-centered care while respecting diversity and the unique determinants of individuals and populations. (Domain 2,3 AACN) 3. Integrate leadership and collaborative roles in the planning, provision, and management of services to influence policy for individuals, families, and populations. (Domain 3,6 AACN) 4. Facilitate authentic leadership within complex health systems for the improvement of safe, cost-effective, quality health care for diverse populations. (Domain 5 AACN) 5. Model professionalism in nursing practice through accountability to ethical and legal standards. (Domain 9,10 AACN) 6. Cultivate critical inquiry to advance the discipline and profession of nursing. (Domain 4 AACN) 7. Revise programs of care, outcomes of care, and care systems through information systems and technology. (Domain 7,8 AACN) DNP Essentials The DNP program outcomes (AACN’s Essentials of Doctoral Education for Advanced Nursing Practice, 2021), constitute the foundation of the program and run throughout all courses. Assessment includes DNP Essentials (AACN, Program and Course Learning Outcomes).   Upon completion of the study for the Doctor of Nursing Practice, the student learner/graduate is expected to be   prepared in The Essentials: Core Competencies :   Domain 1: Knowledge for Nursing Practice   Domain 2: Person-Centered Care   Domain 3: Population Health   Domain 4: Scholarship for Nursing Discipline   Domain 5: Quality and Safety   Domain 6: Interprofessional Partnerships   Domain 7: Systems-Based Practice   Domain 8: Informatics and Healthcare Technologies   Domain 9: Professionalism   Domain 10: Personal. Professional and Leadership Development.   DNP Curriculum The curriculum of 36-43 credit hours is completed in a program of study that is as few as 14 months in length. These credit hours include 27 credits, with 9 of those courses identified as specialty courses. The total clinical hours required for a DNP degree is 1000 hours. However, a gap analysis evaluating the student’s MSN clinical hours may provide credit for up to 460 of these hours. Students will be required to complete an additional clinical course, NURS 881V (8887V)*, if the gap analysis calculation indicates additional clinical hours are needed to complete the 1000-hour requirement.   NURS 881V is a variable credit course so students can earn up to 7 credit hours or 60 clinical hours per module and fulfill the clinical hours requirement. *See th e A - Stat e Graduate Bulletin for the current plan of study and course descriptions.       Course Delivery       The DNP courses will be offered online with distance education delivery using the learning management system. Students must have a computer with Internet access that supports video streaming.   Please review the additional online student electronic requirements provided on the A-State website, your course syllabus, and the General Orientation tab under the Getting Started Module in each course.                                                 Clinical Attire & Name Tags       ● Students may not begin their clinical hours until they are cleared to start by the faculty.   ● All students are required to dress professionally. A white lab coat will be worn, which is freshly laundered and ironed. The lab coat may be worn over scrubs, depending on the clinical needs of the day, wear it over business clothing. The appropriate length of the lab coat is   not longer than mid-thigh length. A name tag will be worn identifying the student as an A-State DNP student. Name tags can be ordered through the Textbook Brokers .         Order form for name tag:   Examples for an appropriate format for a name include:   Line 1: (If you want, Mr./Mrs./Miss/Ms.) “Your Name, MSN, APRN, (certification: CNP, CNM, CNS, CRNA)” Line 2: “A-State DNP Student”             Clinical Documentation   Students must submit the following clinical documents to their Verified Credential account and obtain approval before enrolling in NURS 88303 DNP Internship I . Failure to complete these approvals before the NURS 88303 DNP Internship I will result in denied entry. Additional information will be provided in the DNP Orientation.       1. Active license to practice as a registered nurse in the state in which they will complete clinical hours. May use report from https://www.nursys.com/ . Expires on the expiration date noted.   2. Professional liability insurance indicating role as a DNP student with a policy limit of   ($1,000,000/$3,000,000) . Expires on date provided on malpractice and should be updated accordingly.     3. TB skin test, QuantiFERON, or T-spot, or evidence of negative findings from chest x-ray (one time on admission, and test dates should be within one year of admission to the program; 1-step).   Does not expire.   4. CPR certification (AHA BLS). Expiration date applies.   5. Hepatitis B full immunization; titer must have positive result.   6. MMR; full immunization; titer must be positive for all three (3) diseases 7. Influenza-yearly; must include date. 1 dose.   8. TDAP- within 10 years. Booster required every 10 years.       DNP Project Documentation     Before enrolling in NURS 88203Translational Research I, students must submit the following DNP project documents for review and approval. This is a crucial step for the DNP Project and a necessary component for obtaining IRB approval. Failure to submit and obtain approval will put the student at risk of course failure, as IRB approval is required for the course.   ** Once project documentation has been approved, any changes to the project site or practice partner will require the student to resubmit documentation with the new change for approval. This may also require students to resubmit a new feasibility document for the project and IRB approval. Students are to notify the course faculty of any changes throughout the program. Failure to do so can prevent students from moving to the project courses: NURS 88203Translational Research I, NURS 88233Translational Research II, or NURS 88263 DNP Project. Site Permission letter: Document 1 if completing project at workplace or affiliation agreement secured. 1. Affiliation Agreement: Document 2 if completing project outside of workplace. Once the contract is approved and signed, Document 1 must be completed and signed by the project site. 2. Practice Partner Agreement: Document 3 if completing project outside of workplace. 3. Practice Partner Agreement: Document 4 if completing project at workplace. The DNP (Scholarly Improvement) Project The DNP Project is a culmination of the knowledge gained in the DNP courses and applied in a specific area of the student's choice (based on needs assessment). The Project provides:   1.   An opportunity to demonstrate an analytical approach to clinical problems, programmatic, administrative, or policy issues in a format that supports the synthesis, transfer, and utilization of knowledge. 2. The ability to demonstrate the identification and resolution of a practice problem through the scholarship of application, integration, and translation. 3.   A broad and holistic approach to systematic problem-solving. 4.   A contribution from DNP expertise in the workplace or the community, and in the academic area. 5.   Experiences that are characterized by strategic interactions between and among faculty, students, and the community in which the DNP is enacted. Criteria for the DNP Project Manuscript   The DNP project is completed during NURS 88263 DNP Project. The project represents an opportunity for the student to investigate healthcare issues in a clinical situation that needs improvement. The focus is broad, encompassing not only direct care issues but also interventions and programs that indirectly impact clinical outcomes for a defined population or group of professionals.   Indirect clinical care, interventions designed to improve clinical outcomes for a population, administrative interventions to improve clinical outcomes, and policy interventions to improve health conditions and outcomes for populations are included in this definition. The project focuses on the scholarship of practice, with an emphasis on internal (local value) validity rather than external generalizability. The report of the DNP project consists of one scholarly manuscript that describes the nature of the DNP project and a presentation to a learned forum. Student final products are shared in an online repository.   Policy DNP Manuscript-Final Version (all required components) must be submitted by the student to include all final edits discussed in oral or written format by the project chair and course faculty. This version is graded per the manuscript rubric.   A second attempt for submission of the DNP Manuscript- Through References is what is submitted to the DNP Repository. This manuscript must be approved by the DNP Faculty with a grade of 80% or higher. Failure to do so will result in an F for the course. The faculty has the right not to submit the manuscript to the DNP Repository if the student does not meet the scholarly work requirements.     Types of translational scholarly DNP projects include but are not limited to: • Quality Improvement-focus on the structure, process, and outcomes of health outcomes. Quality improvement is a continuous monitoring process with its own validated methods and tools for analysis. Interventions should be evidence-based, with input from the local stakeholders, to have the most meaningful impact in this setting. • Action Research (Translational Research) - directly impacts practice and builds capacity. Translational action research involves a cycle of data gathering, reflection, and problem redefinition. The student takes research already completed and modifies it for use in the local setting. •   A variety of methods may be used to collect data. Ideas that may fall into one of the above categories: • Translation of research into practice • Design and evaluation of new care delivery models • Design and evaluation of programs for patient or community-based populations • Implementation and evaluation of evidence-based practice guidelines • Implementation and evaluation of innovative uses of technology in clinical practice to improve outcomes • System modification for quality improvement processes ** Substantive deviations from the suggested scholarly projects will require discussion and approval with the Program Director, the project committee, and the project chair.   ** All projects should address the purpose, needs for the project, change theory, policy issues, literature review, leadership and change management role competencies, role-specific certification competencies, DNP Essentials, organization/systems implications, educational needs of staff/providers/patients, technological elements, strategic planning, interdisciplinary teamwork, guidelines for data management, IRB review, and financial aspects for implementing the project.   Roles of DNP Project Team The DNP Project is produced with the advice and guidance of a team. Role of the DNP Project Chair 1. Support and enhance DNP students in developing inter-professional and intra-professional skills, doctoral writing skills, and leadership skills in conducting the DNP project and its associated project paper.   These attributes will be done within the construct of the course guidelines. 2. Maintain rigor of the DNP project by assuring scholarly and doctoral writing, appropriate literature references, and reviews. Ensure the project is multi-dimensional, is education, and/or quality improvement, or safety oriented, all while using APA standards. 3. Mentor the student in developing and applying the principles of business, informatics, finance, evidence-based practices, QI, and/or policy initiatives as they relate to their DNP project topic. 4. Mentor students in developing the critical thinking skills of a doctoral student while they are developing and advancing their skills in translational research and scholarly writing. 5. Mentor student on how to professionally disseminate DNP project results in different venues. 6. Ensure all DNP projects remain evidence-based, incorporating appropriate evidence-based references for support. 7. Mentors in the DNP project process include the critical and systematic method of the AACN Essentials of Doctoral Education for Advanced Nursing Practice. 8. Review and provide feedback on sections of their DNP papers before submission of required coursework. 9. Maintains a Project Chair Workroom. 10. Reviews the feasibility document and project approval. Mentors students through project development. 11. Review and provide feedback on the student’s IRB study before the student’s submission for a grade and submission to the IRB. The Project Chair serves as the Faculty Advisor for the IRB study. 12. The project chair mentors the DNP student throughout the dissemination process. 13. The Project Chair is present during the assigned student’s DNP final presentation (this is the comprehensive final for the project).   14. Maintains open communication with the course instructor and the program director regarding the progress of the students being mentored. Concerns should be addressed in a timely manner.   15. Attend virtual or recorded faculty meetings.   16. Completes required university and/or program training and continued education.   17. Holds a terminal degree in Nursing and maintains an unencumbered nursing license.       Roles of DNP Practice Partner (Outside the department)     1. Provide expertise in the selected area of study for the student.   2. Assist students in the selection and project design most appropriate for their area of expertise.   3. Mentors the DNP student through the Quality Improvement or Policy project at the project site.   4. Communicate concerns to students and the DNP Director as needed.   5. Review the practice partner handbook.   6. The Practice Partner does not grade assignments and does not precept.         Role of the DNP Student     1. Maintain consistent and effective communication with the Project Chair and all team members, using only school email.   2. Collaborate with the DNP Project Chair to schedule team meetings.   3. Generate and submit all required forms (ie, Site permission letters, practice partner agreement, clinical documentation, feasibility document, and IRB study).   4. Submit work to the DNP Project Team that demonstrates a high level of scholarship and interventions.   5. File Certificate of Completion of CITI training, IRB proposal, IRB notification of approval, and final manuscript (Sections I, II, and III as per the template).   6. It is an expectation to make all edits in response to the course faculty's and/or project chair comments in a timely manner. 7. Disseminate the DNP Project and complete the final manuscript in the NURS 88263 DNP Project course.       DNP Project Process     1. Complete DNP Orientation and required tasks.   2. DNP Project proposal is an essential component; however, non-graded. Students will receive faculty feedback during DNP Orientation, providing direction with potential project topics.   3. Project approval is based on previous feedback and the completion of a feasibility document and is approved by the faculty project committee during the NURS 88173 Leadership course.   4. Failure to secure a project site and practice partner can delay entrance to NURS 8213 Translational Research I (TRI). Students must have an approved DNP Project before entry to NURS 88203TRI.   5. The student will complete Section I in NURS 88203 TRI.   6. Before the start of NURS 8213 Translational Research I, a Project Chair will be assigned to each student by the DNP Program Director.   7. The DNP student will contact the assigned DNP Project Chair to discuss the project that was approved.   If the Project Chair leaves A-State, the DNP Director, in consultation with the remaining team members and the student, will either appoint another project chair or assume the position.   8. The student completes CITI training appropriate to the project and uploads the certification to the DNP Workroom, as well as in any courses required through an assignment. 9. The student completes the IRB application appropriate to their project and uploads it to the DNP Workroom as well as in any courses requiring this through an assignment.   Students will contact the Project Chair for assistance with filing IRB application forms (See section on IRB below).   10. Students will complete and certify the IRB study for faculty review, allowing 2-3 weeks for a response. It is common for multiple attempts at editing and approval to occur. Failure to submit the IRB study and receive IRB approval in NURS 88203 TRI will put the student at risk of failing the course.   11. Any changes to the project site or practice partner must be communicated to the project chair, the course faculty, and the DNP Director. This will require a change in topic and approval of the project. 12. Notify the Project Chair of IRB status and maintain IRB notification of approval for filing/ portfolio, etc.   13. Once IRB requirements are satisfied, the student, CO-PI, and Faculty Advisor will certify, and the IRB study will enter into Pre-Review status. 14. Project implementation or data collection may not begin until IRB approval is formally obtained.   15. The next project course is NURS 88233 Translational Research II(TRII), in which you will implement your project. The student will be denied entry into NURS 88233 TRII without IRB approval. The student will complete Section II of the DNP Project paper in NURS TRII. You can begin implementation, data collection, and analysis once the course faculty receives confirmation of IRB approval. 16. In the NURS 88263 DNP Project course, students will complete Section III and disseminate the project through a completed manuscript and an oral/ PowerPoint presentation (comprehensive final for the DNP program). You must pass the program requirements to be eligible to graduate. 17. The oral presentation will include all key points of Sections I, II, and III.   18. PowerPoint slides should be used. The DNP student must meet with the Project Chair to practice dissemination and to review PowerPoint slides. All team members and the students must be present for the oral presentation to the DNP Project Team.   19. Completed DNP Presentation - Students must be prepared to present the entire project in the timeframe of 20 minutes. The candidate must present the entire project and demonstrate to the team that they are qualified to receive the Doctor of Nursing Practice degree. 20. The candidate should be prepared to answer any questions from the faculty members.   21. After the public presentation, the course faculty and/or the project chair will meet to discuss the final results.   22. The Project Chair will communicate results to the students.   23. The DNP Director will forward the completed Project form to the Graduate School.   24. The student will submit a written draft of the completed DNP Project Manuscript to the Project Chair. Allow 1-2 weeks for review and to make recommended revisions.   25. The student should prepare the final electronic manuscript and submit it to the NURS 88263 DNP Project course and faculty. Once graded and approved, the manuscript will be sent to the   DNP repository. See policy for manuscript. 26. The student must pass with a minimum grade of “B” in all DNP courses, maintain a GPA of 3.25 or higher, and submit a completed and approved manuscript to be eligible for graduation. Additionally, the student must meet all required clinical hours. Lastly, the DNP Presentation must be successfully passed in two attempts.   Oral Presentation Policy DNP Comprehensive Final (Oral Presentation): Program Requirement   Live/PPT Final Defense Presentation (Comprehensive: Must pass the comprehensive final.)  Mandatory pass/fail.    If a student does not pass the oral presentation, the student will have one more attempt, which will include a Video/PPT Final Presentation. The due date is designated by the course faculty, and the student is notified. If the student does not pass the Video/PPT Comprehensive Presentation, the student is terminated from the program .   Institutional Review Board (IRB) Approval and Forms Depending on the nature of the investigation, an application for exempt or full review is submitted to the IRB at Arkansas State University. The student will work with the project chair to determine which application is appropriate for the proposed study. Students must also identify and follow the procedures for study review and approval at the site where data will be collected. The clinical site may also have its own IRB and procedures to follow. Students are kept informed about College and University matters, including the review process of the IRB application in the College, via their assigned university email address only. Information will not be sent to personal email addresses. Furthermore, the student may not implement the intervention or collect data until official written approval is obtained from the Institutional Review Board.   If changes are made in the protocol or consent form, or if problems arise in the conduct of the study, the student must report them to their project chair, course faculty, and to the IRB. It is the student’s responsibility to notify the IRB when the study is completed (if it is deemed research).   Advising and Retention   Advising An Advisor will be assigned to you upon admission to the program. You will receive a degree plan upon admission, and students are expected to follow the sequence of courses in the plan. Retention Students must maintain a GPA of 3.25, according to the Graduate School requirements. Admission to clinical courses requires a grade of B or better in all graduate-level courses.   All policies as represented in the -State Graduate Bulletin remain in effect, including requisites and corequisites identified for each course. Effective Fall 2013, all DNP students will be required to earn a minimum grade of “B” in all courses before progression in the curriculum.     Dismissal Policies Clinical Agency Dismissal Policy Students dismissed or removed from clinical agencies at the request of the faculty mentor or contracting agency will be placed on probation for no less than one (1) month. Faculty will make every attempt to locate another suitable clinical practice site. Faculty will work with students to produce a plan of action for students to correct the behavior that led to dismissal. By the end of the probationary period students must demonstrate improvement or correction of the behavior that led to dismissal. If the student fails to improve or demonstrate correction of the behavior that led to removal, dismissal from the program can result.   *IF THE STUDENT IS REMOVED FROM A CLINICAL AGENCY A SECOND TIME, HE/ SHE WILL FAIL THE COURSE.       General Dismissal Policy   A student may be asked to leave the nursing program regardless of academic grade if any of the following conditions exist:   1. Demonstrated lack of aptitude for advanced practice in nursing.   2. Failure to exhibit behavior of:   a.) Integrity   b.) Dependability and accountability   c.) Concern for human and societal needs. (See Honor Code)   3 . Clinical nursing performance that jeopardizes the safety of patients.   4. Physical or emotional condition of a nature that affects, or is affected by, one's performance in nursing.   5 . Failure to conform to the legal and ethical standards of the nursing profession.   6 . Having excessive absences or inadequate clinical contact hours obtained throughout clinical rotation (see attendance policy).   Academic Honesty Acknowledgment Statement (found in the course Getting Started Module) All DNP Students will review and complete the quiz. The following statement is;   I acknowledge that I have received and read the Simple Syllabus. I understand that it is a violation of university academic policies to share my Canvas or BioSig-ID login credentials, disguise my location, mask my IP address, use Virtual Private Networks (VPNs), or engage in any unauthorized collaboration. I also understand that violations of these policies may result in disciplinary action, including possible dismissal from the program.   Policy 1.If PM DNP Director receives an email from IT about a violation of this policy, the Director will provide the student with a first warning email recognizing the violation. 2. If a second occurrence happens, the student will be notified by email, and the violation will be sent to Academic Misconduct, for further investigation and sanction.   Withdrawal from Courses   The option of withdrawing from a course and receiving a grade of "W" is possible within the withdrawal period listed on the academic calendar each semester. Students electing to take a "W" in a nursing course are to understand that re-enrollment in that course is subject to the review of the faculty.       Academic Rights and Appeal Policies       Arkansas State University is a community of scholars whose members include its faculty, students and administrators. It is a forum where ideas are discovered, discussed and tested. The basic purposes of the university are the enlargement, dissemination and application of knowledge. These are achieved through classroom instruction, research, special lectures, concerts, discussion groups, seminars, experimentation, out-of-class activities, and group living and leadership development.     The basic necessity for the achievement of these purposes is freedom of expression and assembly. Without this freedom, effective testing of ideas ceases, and teaching, learning, and research are rendered ineffective. Yet absolute freedom in all aspects of life leads to anarchy, just as absolute order leads to tyranny. Both anarchy and tyranny are antithetical to the purposes and necessities of the university. Therefore, the university must always strive for that balance between maximum freedom and necessary order which best promotes its basic purposes by providing an environment most conducive to many-faceted activities of teaching, learning, and research.     The student, as a member of the academic community, has both rights and responsibilities. The most essential right is the right to learn, and the university has a duty to provide for the student those privileges, opportunities and protections that best promote the learning process. The student has a responsibility to other members of the academic community, the most important being to refrain from interference with the rights of others, which are equally essential to the purposes and processes of the university.     Regulations governing the activities and conduct of student groups and individual students are not comprehensive codes of desirable conduct; rather, they are limited to meeting the practical, routine necessities of a complex community and to the prohibition or limitation of behavior, which cannot be   condoned because it interferes with the basic purposes, necessities and processes of the academic community, or with rights essential to other members of that community.     The student is not only a member of the academic community —he/she is also a citizen of the larger society. The university will use every method at its disposal to ensure that the campus environment is conducive to the learning process. It cannot condone those activities designed to disrupt and destroy the basic functions of the university. Each student has an obligation to the larger society, which is the responsibility of the legal and judicial authorities of the city, county, and state. The university cannot be expected to shelter a student from the reality of this obligation.     The university, in its relationship to each student, recognizes the constitutional rights of freedom of speech and due process when the student’s right to continue as a student is in question. A student who feels that his/her constitutional rights have been violated and who has not found satisfactory relief within the university structure has access to the judicial process of the civil courts.     In order to protect student rights, to facilitate the definition of student responsibilities, to preserve necessary order, and to provide avenues through which students may seek to effect change, the guidelines in the following pages are established.     The freedom and effectiveness of the educational process depend upon the provision of satisfactory conditions and opportunities for learning. The responsibility to secure, respect and protect such opportunities and conditions must be shared by all   members of the academic community. The faculty has the central role in the educational process and has the primary responsibility for the intellectual content and integrity of the university.     It is the faculty’s role to encourage discussion, inquiry and expression among students and to act as an intellectual guide and counselor. They should foster honest academic conduct and evaluate students fairly and accurately. They should not exploit students for private advantage, and they should respect the faculty-student fiduciary relationship. The establishment and maintenance of the proper faculty and student relationships are basic to the university’s function. This relationship should be founded on mutual respect and understanding and assumes a common dedication to the educational process. If problems arise in this relationship, both student and faculty should attempt to resolve them in informal, direct discussions as between well-intentioned and reasonable persons.       Academic Responsibilities of the Student   The student is responsible for being informed about academic requirements, both general and specific, for completing a degree program as outlined in the Undergraduate or Graduate Bulletin. • The student is responsible for learning the content of a course of study according to standards of performance established by the faculty. • The student’s behavior in the classroom shall be conducive to the learning process for all concerned.       The Academic Rights of the Student   The student shall have the right to an academic environment that is accepting of all students without regard for race, national origin, gender, disability, ethnicity, sexual orientation, age, or religion. • The student shall be free to take reasoned exception to data and views offered in the classroom, and to express differences of opinion without fear of penalty. • The student has a right to protection against improper disclosure of information concerning grades, health, or character that an instructor acquires in the course of his/her professional relationship with the student. • The student has a right to a course grade that represents the instructor’s professional judgment of the student's performance in the course. • The student has a right to be governed by educationally justifiable academic regulations. • The student has a right to competent instruction. • The student has the right to accurate and clear information in order to determine: o The general requirements for establishing and maintaining an acceptable academic standing. o His/her academic relationship with the university and any special conditions that apply. o The graduation requirements for a particular curriculum and major.     Academic Misconduct   Arkansas State University promotes academic integrity and professional ethics among all members of the AState academic community. Violations of this policy are considered as serious misconduct and may result in severe penalties, up to and including expulsion from Arkansas State University. A student deemed to have engaged in academic misconduct may not avoid academic sanctions by withdrawing from a class, a program, or the University. Students that participate in organizations such as Honors College or Athletics program(s) are subject to dismissal from those programs in addition to the penalties set forth below. The respective program(s) will be notified of any offense. Colleges and Departments may add to these prohibitions and standards applicable to all students in order to enforce academic integrity and professional ethics to meet their special needs for a specific degree program. For the purposes of these definitions, an assignment includes any task assigned as a course requirement or program requirement. Assignments include but are not limited to papers, projects, homework, and exams.   Plagiarism       Plagiarism is the act of taking, using, and/or presenting the idea(s), work(s), and/or writing(s) of another person or entity (e.g., artificial intelligence) as one's own. Plagiarism includes, but is not limited to: Submitting as one’s own any theme, paper, report, computer program, presentation, creative work, or scholarly work of any nature belonging to, or written or created by another, including artificial intelligence, without prior permission of the instructor and proper citations.   a) To avoid plagiarism, give written credit and acknowledgment to the source of thoughts, ideas, and/or words, whether you have used direct quotation, paraphrasing, or just a reference to a general idea.   b) If you directly quote works written by another person(s) or entity (e.g., artificial intelligence), enclose the quotation with quotation marks and provide an appropriate citation (e.g., footnote, endnote, bibliographical reference). c) Research for an assignment, as well as the complete assignment, must be the work of the person seeking academic credit for the course. Permission of the instructor to use prior work completed for another course or assignment must be obtained in advance.     Discipline Faculty members may respond to cases of plagiarism in any of the following ways:   • Return the paper or other item for rewriting; the grade may be lowered.   • Give a failing grade on the paper or other item—"F" if a letter grade is used or zero if a numerical grade is used.   • Give the student who plagiarized a failing grade in the course.   • Recommend sanctions, including disciplinary expulsion from the university.   Cheating   Cheating is an act of dishonesty with the intent of obtaining and/or using information in a fraudulent or unauthorized manner. Examples of cheating include, but are not limited to:   1) Observing and/or copying from another student's assignment. 2) Giving or receiving assistance during an examination period. This includes providing specific answers to subsequent examinees and/or dispensing or receiving information that would allow the student to have an unfair advantage in the examination over students who did not possess such information. 3) Using class notes, outlines, and/or other unauthorized information during an examination.   4) Using, buying, selling, stealing, transporting, or soliciting, in part or in whole, the contents of an assignment when such action is not authorized by the instructor of the class. 5) Using for credit in a subsequent class an assignment written for credit in a previous class without the knowledge and permission of the instructor of the subsequent class. This includes when a student is repeating a course for credit. 6) Impersonating or attempting to impersonate another person, or permitting or requesting another person to impersonate you for the purpose of taking an examination or completing other assignments. 7) Unauthorized collaborating during an examination, lab, or any course requirement with any other person by giving or receiving information without specific permission of the instructor. 8) Altering grades or official records. 9) Falsifying or signing another person’s name on any academically‐related University form or document. 10) Sabotaging or interfering with the academic progress of others. 11) Submitting altered, fraudulent, or falsified data, course, degree program requirements, including but not limited to honor’s thesis; doctoral dissertation; qualifying exam; dissertation defense, and University records/forms.       Discipline   Suspected cheating will be turned over to Academic Misconduct.   Sanctions for Academic Misconduct     Course-level sanctions may be imposed prior to a finding of responsibility with the exception of a failing grade for the class or removal from class. These sanctions may only be imposed after a finding of responsibility. Acts of behavioral misconduct are not covered by this section and should be reported to the Office of Student Conduct. Academic Misconduct that occurs in clinical, field, and internship sites is subject to sanctions established by the respective program.   These sanctions may or may not be included in the list below. Course-level sanctions for Academic Misconduct can be imposed by the faculty member or instructor who discovered the Academic Misconduct upon a finding of responsibility (see Procedure for Handling Academic Misconduct Charges).     The following course‐level sanctions may be imposed by the instructor for academic misconduct: •   Completion of Educational Modules; •   A reduction of grade for assignment;   •   An alternative assignment;   •   A failing grade on the assignment; •   Rewriting or repeat performance of assignment; and, or;   •   A failing grade for the class     In addition, the following administrative‐level sanctions may be imposed for Academic Misconduct upon a finding of responsibility based on the seriousness and/or prior acts of academic misconduct of the respective student. Administrative-level sanctions are determined by the student’s academic department in consultation with Academic Affairs: • Completion of Education Modules;   • A failing grade for the course; • Removal from the course; • Dismissal from a particular program; • Suspension from a particular program for one semester or more; • Suspension from the University for one semester; • Expulsion from the University; and/or • Other appropriate sanctions as warranted by the specific acts of the student. PROCEDURES FOR HANDLING ACADEMIC MISCONDUCT CHARGES FOR VIOLATIONS OF THE STANDARDS OF STUDENT CONDUCT     A student disagreeing with the sanction issued based on Academic Misconduct should follow the Academic Grievance Procedure located in th e The Student Handbook .     Student Academic Grievance Procedure   Under certain circumstances, Arkansas State University students have the right to grieve alleged violations of their academic rights. A grievance is a complaint alleging that one or more of the "academic rights of students" have been violated. The Student Handbook contains the academic grievance procedure.     A-State Online Students and those residing Out-of-State   Students, including A-State Online students and those residing Out-of-State, must follow Arkansas State University's published grievance policy. If any student must report an unresolved grievance, the student may complete the student complaint form for the Arkansas Department of Higher Education (ADHE) found at: Student Complaint Form . Resolution by ADHE are final.     Students must submit a written grievance to ADHE using the form. The grievant must also provide written documentation from Arkansas State University verifying that the A-State appeal process has been followed.     Grievances regarding student grades or conduct violations are governed entirely by institutional policy and Arkansas law and will not be considered by ADHE.     College Hearing Team   The college hearing team shall be organized in the following manner:     At the beginning of each Fall semester, each college dean, independent department chair, and other academic unit supervisors shall identify a "hearing team pool," consisting of nine (9) to eighteen (18) faculty members, five (5) to ten (10) undergraduate students, or five (5) to ten (10) graduate students, depending on the rank of the student making the appeal.     When a hearing team must be convened, the dean shall appoint a college hearing team comprised, to the extent possible, of individuals knowledgeable in the area asserted in the grievance. The hearing shall take place no sooner than five (5) and not later than ten (10) working days after the hearing team is appointed, unless there is a compelling reason why another time must be selected. At a prearranged time prior to the hearing, the members of the hearing team will meet with the dean to receive all relevant background materials and to review the process to be utilized during the hearing. The individual against whom the complaint has been filed and the student may attend this meeting as observers. All non-team members will then withdraw and the hearing team will elect a chair to preside at the subsequent hearing.       The hearing will be conducted in private. Witnesses will be admitted for testimony only and then asked to leave. The testimony will be tape recorded, but the final deliberations of the team will not be recorded.     The student and the individual against whom the complaint has been filed must appear in person and answer questions from members of the hearing team. The student and the individual against whom the complaint has been filed each may have one person present during the hearing to advise them. Those persons may not address the hearing team, speak on behalf of the student or individual against whom the complaint has been filed, question witnesses, or otherwise actively participate in the hearing.     A university attorney may also attend the hearing and may advise the team on procedural issues but may not question witnesses or otherwise actively participate in the hearing. The dean shall attend as an observer only.     The student and the person against whom the complaint has been filed may make an oral statement and/or submit sworn written statements and other exhibits and witnesses on their behalf. The student and the individual against whom the complaint has been filed may hear and question all witnesses testifying before the hearing team. Neither the student nor the individual against whom the complaint has been filed may be present during the deliberations of the hearing team.     The hearing team shall conduct its deliberations based upon the evidence presented at the hearing that is relevant to the issue or issues before the team. The hearing team shall present to the dean a written report detailing its findings and its recommendations relative to the complaint within five (5) working days following the conclusion of the hearing. Member(s) of the hearing team may file a minority opinion, which shall be appended to the team report. Within ten (10) working days following receipt of the hearing team report, the dean will notify the student and individual against whom the complaint was filed whether the recommendations are accepted or rejected. The decision of the dean is final as to the student except in the case of expulsion from the university where the student shall have a final appeal to the Vice Chancellor for Academic Affairs and Research which must be filed in writing within ten (10) working days following receipt of the dean’s decision.     If the individual against whom the complaint was filed refuses to accept a remedy accepted by the dean, the individual may appeal to the Vice Chancellor for Academic Affairs and Research in writing within ten (10) working days following receipt of the dean’s decision. The decision of the Vice Chancellor for Academic Affairs and Research to accept or reject the recommended remedy is final as to the individual against whom the complaint has been filed.       Technology Proficiency   Competency in the use of the computer to access information, communicate by Email, use Excel, Word Processing and PowerPoint is a component of the program. It is to your advantage to have your own computer, modem, and access to the Internet. A detailed technology statement is located in each course in the General Orientation tab under Getting Started.       Writing Proficiency   Minimal level expectation for written academic assignments includes use of the 7th edition of the Publication Manual of the American Psychological Association (APA) style format, expression of a logical flow of ideas, and proper grammar, spelling and sentence structure (APA, 2020). The APA manual has information regarding content and organization of a manuscript, expression of ideas, as well as information about editorial style and manuscript preparation. All written academic assignments must be typed and properly referenced. You are encouraged to seek faculty assistance with a draft version of your work prior to the assignment due date. The American Psychological Association (APA) publication guidelines are used in the Nursing Program.         Student Assignments   Student papers/assignments may be displayed as student examples for course files and accreditation purposes. Student work used for any other purpose will require permission from the student(s) prior to faculty use.     Pregnancy and Change in Health Status    Student pregnancy or a change in health status is to be reported to the clinical instructor. A physician's consent is required for students to continue clinical agency experiences. After surgery or other hospitalization, a physician's release to return to clinical is required.       Health Insurance and Health Care Responsibility   Students are expected to have health care insurance while enrolled in the program. The student is responsible for all costs related to their health care, including any costs associated with any type of clinical exposure, while enrolled in the program.     Tuition and Financial Aid Policy Graduate Assistantships –A-State has a limited number of assistantships available to students in the nursing program. The student must have applied for admission to the graduate school to be eligible for a graduate assistantship position. Assistantships are available to qualified students in fall, spring and summer sessions. Applications are through the program director, or the Graduate School.     Scholarships –DNP students are eligible for one scholarship(s) offered by the College of Nursing and Health Professions. Notification about scholarships is done through the DNP student listserv and announcements to classes. Scholarship applications are usually filed in Spring Semester of each year.     State Scholarship/Loan Funds –A scholarship/loan fund for students residing in Arkansas who, after graduation, practice in a rural area as a NP or teach in an Arkansas school of nursing as a nurse educator. Loan forgiveness is based on fulfilling work obligations as a rural NP or nurse educator. Information and applications are available from the Graduate Chair.         General Information       School Offices   The offices of the Dean of the College of Nursing and Health Professions, the Associate Dean of the College of Nursing and Health Professions, the Student Affairs Coordinator, and Faculty are located in the College of Nursing and Health   Professions building. In locating a specific office, inquire at the Receptionist's Desk in room 203D.       Computers   To participate in required course work, you will need access to a computer, the Internet, and an email account. While many students enjoy the convenience of doing their coursework on their home computer, computer access is available on campus for students who do not own a computer. All Arkansas State University computing facilities, equipment, software and reference manuals are for class use only. No use of a commercial nature or use for personal gain or profit will be allowed. Copying of computer software or related reference manuals for commercial or personal use is a violation of federal copyright laws and will not be allowed. Playing games on the computers will not be allowed. Using computers and printers to print banners, posters, term papers, resumes, greeting cards, etc. will not be allowed unless it is for an A-STATE computer or word processing class assignment. Please review the A-State I T Policies and Procedures .     E-mail   Students get an account in the system upon being admitted to Arkansas State University. Until a student is admitted, individuals cannot be given an A-STATE account. Further information can be obtained at   AState I T service s . Y ou must have an established email account before your first class meeting. All communication must be conducted through your A-State email account.   Please include your Student ID number and a phone contact number in all correspondence.     Parking   All students, faculty and staff who park a vehicle on the A-STATE campus are required to register the vehicle and display a sticker. Students can register their vehicle at Parking Services .     University Policies   All university policies, as published in the Bulletin , e xtend to all sites where students are engaged in the role of a DNP nursing student.     Library   Extensive library services are available to students at the Dean B. Elli s Library . Services include interlibrary loans, on-line computer searches, personal computers, and photocopiers. Students should contact the library (870-972-3077) for a current listing of library hours.       Licensure   All DNP students must hold an unencumbered license as a Registered Nurse in their state of residence and the state where they will complete clinical hours.     Smoking Policy   Use of tobacco is not permitted on university property. This includes, but is not limited to, the use all lighted tobacco and plant products including cigarettes, cigars, and pipes, smokeless tobacco, and vaping devices including e-cigarettes. Possession of tobacco products by persons under the age of 21 is prohibited.   Student Organizations and Participation   Student Advisory Council   Students in all graduate programs at A-State have an organization of their own. This organization, which works with the Graduate School and the Graduate Dean, is the Graduate Student Advisory Council. A student from one of the graduate programs represents the College of Nursing and Health Professions. If you have concerns about graduate study in general or campus services to graduate students, contact your representative to the Graduate Student Advisory Council. The Constitution and By-Laws of the Graduate Student Advisory Council are on file in the Department of Nursing Office for review.     Sigma Theta Tau   Sigma Theta Tau is the international honor society of nursing with the A-State chapter, Eta Theta. The purpose of this society is: 1) to recognize superior achievement and scholarship; 2) to recognize the development of leadership qualities; 3) to foster high professional standards; 4) to encourage creative work; and 5) to strengthen commitment to the ideals and purposes of the profession. Membership Criteria: Graduate students must have a cumulative grade point average (GPA) of at least 3.5 and have completed at least ¼ of the program of study.       Graduation     STUDENT RESPONSIBILITY FOR MEETING GRADUATION REQUIREMENTS     Each student should study the Undergraduate or Graduate Bulletins and this Student Handbook thoroughly and become completely familiar with the organization, policies, and regulations of the University. Failure to do this may result in serious mistakes for which the student shall be held fully responsible. Appendix     DNP Project Paper and Presentation Rubrics         Arkansas State University Post-Masters DNP Program DNP Final Project Manuscript Rubric     Criteria         Abstract and TOC 10 to >9.0 pts Full Marks The abstract (5 Points) and table of contents (5 Points) are included with all revisions completed based on DNP Project Chair and Course Instructor feedback 9 to >0.0 pts Marginal Abstract (5 Pts) and/or Table of Contents (5 pts) with minor revisions completed based on DNP Project Chair and Course Instructor feedback 0 pts Unsatisfactory The abstract and/or Table of Contents were either not included or major revisions were not completed based on feedback from the DNP Project Chair and Course Instructor. 10 Points Section I 25 to >24.0 pts Full Marks Section I final version with no editing errors (each worth points) to Introduction (2 pt); Background of Problem (3 pt); Literature Review intro and addressed topic, problem, and intervention (4 pts); Statement of Problem (2 pt); and Purpose of Project (2 pt); Change Theory(5 pt), and Theoretical Framework (5 pt) and Section I summary (2 pt) completed based on the DNP Project Chair and Course Instructor feedback. 24 to >0.0 pts Partial Completion Section I final version with minor revisions/editing errors to Introduction (2 pt); Background of Problem (3 pt); Literature Review intro and addressed topic, problem, and intervention (4 pts); Statement of Problem (2 pt); and Purpose of Project (2 pt); Change Theory(5 pt), and Theoretical Framework (5 pt) and Section I summary (2 pt) completed based on the DNP Project Chair and Course Instructor feedback. 0 pts Incomplete Section I final version was either not included or major revisions to Introduction (2 pt); Background of Problem (3 pt); Literature Review intro and addressed topic, problem, and intervention (4 pts); Statement of Problem (2 pt); and Purpose of Project (2 pt); Change Theory(5 pt), and Theoretical Framework (5 pt) and Section I summary (2 pt) completed based on the DNP Project Chair and Course Instructor feedback. 25 Points Section II 25 to >24.0 pts Full Marks Section II final version with no editing errors to include: Introduction (2 pts), Project Design (2 pts), Sample and Setting (2 pts), Instrumentation (4 pts), Data Collection (2 pts), Data Analysis (2 pts), Data Management (2 pts), Ethical Considerations (2 pts), Timeline/Budget-Cost/ Cost Analysis/Resources (4 pts), Sustainability (2 pts), and Summary (1 pts) completed based on the DNP Project Chair and Course Instructor feedback. 24 to >0.0 pts Partial Completion Section II final version with minor revisions/editing error to Introduction (2 pts), Project Design (2 pts), Sample and Setting (2 pts), Instrumentation (4 pts), Data Collection (2 pts), Data Analysis (2 pts), Data Management (2 pts), Ethical Considerations (2 pts), Timeline/Budget-Cost/ Cost Analysis/Resources (4 pts), Sustainability (2 pts), and Summary (1 pts) completed based on the DNP Project Chair and Course Instructor feedback. 0 pts Incomplete Section II was either not included, or major revisions to Introduction (2 pts), Project Design (2 pts), Sample and Setting (2 pts), Instrumentation (4 pts), Data Collection (2 pts), Data Analysis (2 pts), Data Management (2 pts), Ethical Considerations (2 pts), Timeline/Budget-Cost/ Cost Analysis/Resources (4 pts), Sustainability (2 pts), and Summary (1 pts) completed based on the DNP Project Chair and Course Instructor feedback. 25 Points Section III 25 to >24.0 pts Full Marks Section III final version with no editing errors to include: Introduction (2 pts); Summary of Methods and Procedures (4 pts); Summary of Sample and Setting Characteristics (3 pts); Major Findings (4 pts); Implications to Nursing Practice(3 pts); Recommendations (3 pts); Discussion (3 pts); and Conclusion and Contributions to Profession of Nursing (3pts), completed based on the DNP Project Chair and Course Instructor feedback. 24 to >0.0 pts Partial Completion Section III final version with minor editing to Introduction (2 pts); Summary of Methods and Procedures (4 pts); Summary of Sample and Setting Characteristics (3 pts); Major Findings (4 pts); Implications to Nursing Practice(3 pts); Recommendations (3 pts); Discussion (3 pts); and Conclusion and Contributions to Profession of Nursing (3pts), completed based on the DNP Project Chair and Course Instructor feedback. 0 pts Incomplete Section III final version was either not included or major revisions to Introduction (2 pts); Summary of Methods and Procedures (4 pts); Summary of Sample and Setting Characteristics (3 pts); Major Findings (4 pts); Implications to Nursing Practice(3 pts); Recommendations (3 pts); Discussion (3 pts); and Conclusion and Contributions to Profession of Nursing (3pts), completed based on the DNP Project Chair and Course Instructor feedback. 25 Points APA Formatting & Mechanics 15 to >14.0 pts Full Marks Free of errors in APA formatting,   including title page, table of contents, spacing, margins, font, level headings, shout-outs, in-text citations, references, tables, figures, appendices, and free of errors in grammar, indentations, punctuation, and/or spelling. All citations and references must come from real, verifiable academic sources. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment, with possible academic integrity consequences.   14 to >0.0 pts Marginal 1-9 errors in APA formatting,   title page, table of contents, spacing, margins, font, level headings, shout-outs, in-text citations, references, tables, figures, appendices, and free of errors in grammar, indentations, punctuation, and/or spelling. All citations and references must come from real, verifiable academic sources. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment, with possible academic integrity consequences.     0 pts Unsatisfactory 10 or more errors in APA formatting including title page, table of contents, spacing, margins, font, level headings, shout-outs, in-text citations, references, tables, figures, appendices, and free of errors in grammar, indentations, punctuation, and/or spelling. All citations and references must come from real, verifiable academic sources. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment, with possible academic integrity consequences.     15 Points Total Points       Total: /100 Points                                             Arkansas State University   Post-Masters DNP Program   Comprehensive Final (DNP Presentation) Rubric Criteria             Section I:   Introduction   4 points   Excellent   Introduces self (1 pt) and thoroughly introduces the topic of interest (1 pt)and title of project (1 pt).   Project type, i.e.   policy,   protocol, or process change(1 pt).   3-2 Points   Proficient   Introduces self (1 pt) and thoroughly introduces the topic of interest (1 pt)and title of project (1 pt).   Project type, i.e.   policy,   protocol, or process change(1 pt).   1point   Marginal   Introduces self (1 pt) and thoroughly introduces the topic of interest (1 pt)and title of project (1 pt). Project type, i.e. policy, protocol, or process change(1 pt).   0 pts   Unsatisfactory Does not introduce self or address the topic of interest and the title of project and Project type, i.e. policy, protocol, or process change.   4 Points   Background   10 Points   Excellent   Expertly explains a brief summary of the focused evidence related to the problem/issues (4 pts). Include the   Needs Assessment (4 pt) and results(2 pt) 9-5 points   Proficient   Efficiently explains a brief summary of the focused evidence related to the problem/issues (4 pts). Include the   Needs Assessment (4 pt) and results(2 pt) 4-1 point   Marginal   Vaguely explains a brief summary of the focused evidence related to the problem/issues (4 pts). Include the   Needs Assessment (4 pt) and results(2 pt). 0 pts   Unsatisfactory Does not address explains a brief summary of the focused evidence related to the problem/issues. Include the Needs Assessment and results. 10   Points   Purpose and Aim   6 Points   Excellent   Expertly explains the purpose statement (2 pt) and desired outcome/impact (2 pt). Discussed the aim of project (2 pts)   5-4 Points   Proficient   Efficiently explains the purpose statement (2 pt) and desired outcome/impact (2 pt). Discussed the aim of project (2 pts)   3-1 Points   Marginal Vaguely explains the purpose statement (2 pt) and desired outcome/impact (2 pt). Discussed the aim of project (2 pts)   0 pts   Unsatisfactory Does not address the purpose statement outcome or impact. Discussed the aim of project     6 Points   Review of Literature   20 Points   Excellent   Expertly addresses the significant research available (2 pts), describes peer reviewed articles to cover topic, problem, intervention (6 pts-2 each), describes similarities (2 pts) and differences (2 pts) between research articles and articulates how articles demonstrate EBP (4pts). Includes citations on slide in APA format (4 pts)   19-16 Points   Proficient   Efficiently addresses the significant research available (2 pts), describes peer reviewed articles to cover topic, problem, intervention (6 pts-2 each), describes similarities (2 pts) and differences (2 pts) between research articles and articulates how articles demonstrate EBP (4pts). Includes citations on slide in APA format (4 pts)   15-1 Points   Marginal   Vaguely addresses the significant research available (2 pts), describes peer reviewed articles to cover topic, problem, intervention (6 pts2 each), describes similarities (2 pts) and differences (2 pts) between research articles and articulates how articles demonstrate EBP (4pts). Includes citations on slide in APA format (4 pts)   0 pts   Unsatisfactory   Does not address the significant research available, describes peer reviewed articles to cover topic, problem, intervention, describes similarities and differences between research articles and articulates how articles demonstrate EBP. Includes citations on slide in   APA format   20   Points   Problem Statement   4 Points   Excellent   3 Points   Proficient   2-1 Points   Marginal   0 pts   Unsatisfactory   4 Points       Expertly explains the problem statement, issue, or challenge to be addressed (4 pts)   Efficiently explains the problem statement, issue, or challenge to be addressed.(4 pts)   Vaguely explains the purpose statement, issue, or challenge to be addressed.(4 pts)     Does not address the problem statement, issue, or challenge to be addressed.     Project Question   4 Points Excellent   Expertly explains the problem question/PICOT for their project (2 pts). PICOT is written correctly (2 pts). 3 Points   Proficient   Efficiently explains the problem question/PICOT for their project (2 pts). PICOT is written correctly (2 pts).     2-1 Points   Marginal Vaguely explains the problem   question/PICOT   for their project (2 pts). PICOT   is written correctly (2 pts). 0 pts   Unsatisfactory   Does not address the problem question/PICOT for their project. PICOT is written correctly   4 Points Change Framework   20 Points   Excellent   Expertly describes the alignment of their DNP Project with a Change framework (5 pts). Discussed how they interrelate in project (5 pts). Visual/models provided (5 pts). Key concepts clearly defined relative to project/problem (5 pts).   19-10 Points   Proficient   Efficiently describes the alignment of their DNP Project with a Change framework (5 pts). Discussed how they interrelate in project (5 pts). Visual/models provided (5 pts). Key concepts clearly defined relative to project/problem (5 pts).   9-1 Points   Marginal Vaguely describes the alignment of their DNP Project with a   Change framework (5 pts). Discussed   how they   interrelate in project (5 pts). Visual/models provided (5 pts). Key concepts clearly defined relative to project/problem (5 pts)..   0 pts   Unsatisfactory Does not address the alignment of their   DNP Project with a Change framework. Discussed how they   interrelate in project.   Visual/models provided. Key concepts clearly defined relative to project/problem.   20   Points     Conceptual/Theoretic al Framework   20 Points Excellent   Expertly describes the alignment of their DNP Project with a conceptual or theoretical framework(5pts). Discussed how they interrelate in the project (5 pts). Visual/models provided (5 pts). Key concepts clearly defined relative to project/problem (5 pts)   19-10 Points   Proficient   Efficiently describes the alignment of their DNP Project with a conceptual or theoretical framework(5pts). Discussed how they interrelate in the project (5 pts). Visual/models provided (5 pts). Key concepts clearly defined relative to project/problem (5 pts)   9-1 Points   Marginal   Vaguely describes the alignment of their DNP Project with a conceptual or theoretical framework(5pts). Discussed how   they interrelate in the project (5 pts). Visual/models provided (5 pts). Key concepts clearly defined relative to project/problem (5 pts)   0 pts   Unsatisfactory Does not address the alignment of their DNP Project with a conceptual model or   theoretical framework. How the two interrelate. Visual/models is not provided.   20   Points   Section II: Project   Design   20 Points   Excellent   Expertly describes the project design: Methodology: Research Design – such as Quantitative, non-experimental, retrospective (5   19-10 Points   Proficient   Efficiently describes the project design: Methodology: Research Design – such as Quantitative, non-experimental, retrospective (5   9-1 Points   Marginal   Vaguely describes the project design: Methodology: Research Design – such as   Quantitative, nonexperimental,   0 pts   Unsatisfactory Does not address the project design   or implementation framework or the EBP intervention   20   Points       Points). Clearly describes the implementation framework r/t the project (5 Points).   Thoroughly describes the EBP intervention (5 pts) and provides citations (5 pts).   Points). Clearly describes the implementation framework r/t the project (5 Points). Thoroughly describes the EBP intervention (5 pts) and provides citations (5 pts).   retrospective (5 Points). Clearly describes the implementation framework r/t the project (5 Points). Thoroughly describes the EBP intervention (5 pts) and provides citations (5 pts).       Sample and Setting   (Include Tables,   Figures, Appendice)   8 Points Excellent   Expertly describes the project setting (2 pts), population, inclusion and exclusion criteria in sample selection (2 pts), stakeholder impact (2 pts), and recruitment strategy and copy of flyer/email (2 pts) 7-6 Points   Proficient   Efficiently describes the project setting (2 pts), population, inclusion and exclusion criteria in sample selection (2 pts), stakeholder impact (2 pts), and recruitment strategy and copy of flyer/email (2 pts) 5-1 Points   Marginal   Vaguely describes   the project setting(2 pts), population, inclusion and exclusion criteria in sample selection (2 pts), stakeholder impact (2 pts), and recruitment strategy and copy of flyer/email (2 pts)     0 pts   Unsatisfactory Does not address the project setting, population, inclusion and exclusion criteria in sample selection, stakeholder impact, and/or recruitment strategy and copy of flyer/email   8 Points   Instrumentation   Process   10 Points   Excellent   Expertly describes the project outcome (1 pt),   describes instrument (items, levels of   measurement)(4 pts-2 pts each), and psychometric properties   (valid/reliable) (4 pts- 2 pts each),   instrument on a slide   (1 pt)   9-5 Points   Proficient   Efficiently describes the project outcome(1 pt),   describes instrument (items, levels of   measurement)(4 pts-2 pts each), and psychometric properties   (valid/reliable) (4 pts- 2 pts each),   instrument on a slide   (1 pt)   4-1 Points   Marginal   Vaguely describes the project outcome(1 pt),   describes instrument (items, levels of measurement)(4   pts-2 pts each), and psychometric properties   (valid/reliable) (4 pts-2 pts each), instrument on a slide (1 pt)   0 pts   Unsatisfactory Does not address the project   outcome, describes instrument (items,   levels of measurement), and psychometric properties   (valid/reliable) and instrument on a slide   10   Points   Data Collection   14 Points   Excellent   Expertly describes the who, what, when, and how of the data collection process (4 pts-1 pt each), justifies data elements for data retrieved (2 pts), project site permission, and protection of data addressed (4 pts). Codebook on slide (1 pt), discussed the variables and level of measurement,   13-10 Points   Proficient   Efficiently describes the who, what, when, and how of the data collection process(4 pts-1 pt each), justifies data elements for data retrieved (2 pts), project site permission, and protection of data addressed (4 pts). Codebook on slide (1 pt), discussed the variables and level of measurement,   9-1 Points   Marginal   Vaguely describes the who, what, when, and how of the data collection process, justifies data (4 pts-1 pt each), justifies data elements for data retrieved (2 pts), project site permission, and protection of data addressed (4 pts). Codebook on slide (1 pt), discussed the variables and   0 pts   Unsatisfactory Does not address the who, what, when, and how of the data collection process, justifies data elements for data retrieved, project site permission, protection of data. No Codebook on   slide, no discussion of the variables and level of measurement, addressed missing data or outliers   14   Points       addressed missing data or outliers (3 pts- 1 pt each).   addressed missing data or outliers (3 pts- 1 pt each).   level of measurement, addressed missing data or outliers (3 pts-1 pt each).       Data Analysis   Methods     10 Points Excellent   Expertly explains the level of significance used in project (2 pt), the determination of normality (4 pt), and statistical test used (4 pt)   9-5 Points   Proficient   Efficiently explains the level of significance used in project(2 pt), the determination of normality (4 pt), and statistical test used (4 pt)   4-1 Points   Marginal   Vaguely explains the level of significance used in project(2 pt), the determination of normality (4 pt), and statistical test used (4 pt)   0 pts   Unsatisfactory Does not address the level of significance used in project, the determination of normality, and statistical test used   10   Points   Data Management   6 Points   Excellent   Expertly explains how the data will be handled from data collection to data destruction (4 pts), and the method of deidentifying PHI (2 pts).   5-4 Points   Proficient   Efficiently explains how the data will be handled from data collection to data destruction (4 pts), and the method of deidentifying PHI (2 pts).   3-1 Points   Marginal Vaguely explains how the data will be handled from data collection to data destruction (4 pts), and the method of deidentifying PHI (2 pts).   0 pts   Unsatisfactory Does not address how the data will be handled from data collection to data destruction, and the method of deidentifying PHI.   6 Points   Ethical   Considerations   4 Points   Excellent   Expertly describes ethical considerations/minim al risk to participants (4 pts).   3 Points   Proficient   Efficiently describes ethical considerations/minim al risk to participants   (4 pts)   2-1 Points   Marginal   Vaguely describes ethical   considerations/mini mal risk to participants (4 pts).   0 pts   Unsatisfactory   Does not address ethical   considerations/mini mal risk to participants.   4 Points   Timeline/Budget/Reso urces (use tables and figures)   15 Points   Excellent   Expertly describes timeline (2 pts), budget (2 pts), additional resources (2 pts), financial feasibility (2 pts), and economic impact of project (2 pts). Timeline figure/table   (2.5 pts) and Budget   Table (2.5 pts) on   PPT slide 14-10 Points   Proficient   Efficiently describes timeline (2 pts), budget (2 pts), additional resources (2 pts), financial feasibility (2 pts), and economic impact of project (2 pts). Timeline figure/table   (2.5 pts) and Budget   Table (2.5 pts) on   PPT slide 9-0 Points   Marginal   Vaguely describes timeline (2 pts), budget (2 pts), additional resources(2 pts), financial feasibility   (2 pts), and economic impact of project (2 pts). Timeline figure/table (2.5 pts) and Budget Table (2.5 pts) on   PPT slide 0 pts   Unsatisfactory Does not address timeline, budget, additional resources, financial feasibility, and economic impact of project. Timeline figure/table and Budget Table on   PPT slide   15   Points   Section III: Major   Findings (Include   Tables)   25 Points   Excellent   Expertly explains interpretation of major findings (5 pts), how findings supported by literature (5 pts), how finding support or expand on theoretical framework (5 pts), and relates all   24-15 Points   Proficient   Efficiently explains interpretation of major findings, how findings supported by literature (5 pts), how finding support or expand on theoretical framework (5 pts), and relates all information to   14-1 Points   Marginal Vaguely explains the interpretation of major findings, how findings   supported by   literature (5 pts), how finding support or expand on theoretical framework (5 pts),   0 pts   Unsatisfactory Does not address the interpretation of major findings are supported by literature, how to find support or expand on the theoretical   framework, and   relate all   25   Points       information to problem statement and question (5 pts). Must include visuals of major findings such as tables, charts, graphs, etc.(5 pts), visuals must be displayed as you discuss the findings   problem statement and question (5 pts). Must include visuals of major findings such as tables, charts, graphs, etc.(5 pts), visuals must be displayed as you discuss the findings   and relates all information to problem statement and question (5 pts). Must include visuals of major findings such as tables, charts, graphs, etc.(5 pts), visuals must be displayed as you discuss the findings   information to the problem statement and question. Must include visuals of   major findings such as tables, charts, graphs, etc., visuals must be displayed as you discuss the findings     Implications for   Nursing Practice   15 Points   Excellent   Expertly describes what findings mean to the nursing profession at the project location (5 pts), defines implications, includes a plan of the project (5 pts) , how the project was designed to provide meaningful change in practice (5 pts).   14-10 Points   Proficient   Efficiently describes what findings mean to the nursing profession at the project location(5 pts), defines implications, includes a plan of the project (5 pts) , how the project was designed to provide meaningful change in practice (5 pts).   9-1 Points   Marginal   Vaguely describes what findings mean to the nursing profession at the project location, defines (5 pts), defines implications, includes a plan of the project (5 pts) , how the project was designed to provide meaningful change in practice (5 pts).   0 pts   Unsatisfactory Does not address what findings mean to the nursing profession at the project location, defines implications, includes a plan of the project, how the project was designed to provide meaningful change in practice.   15   Points   Recommendations/   Systems   10 Points Excellent   Expertly described any unexpected variables in the project (2 pts), facilitators and barriers to the project (4 pts-2 each), systems (2 pts), and   recommendations for like settings in project organization   (2 pts)   9-5 Points   Proficient   Efficiently describes any unexpected variables in the project project (2 pts), facilitators and barriers to the project (4 pts-2 each), systems (2 pts), and   recommendations for like settings in project organization   (2 pts)   4-1 Points   Marginal   Vaguely described any unexpected variables in the projectproject (2 pts), facilitators and barriers to the project (4 pts-2 each), systems (2 pts), and recommendations   for like settings in project   organization (2 pts)   0 pts   Unsatisfactory Does not describe any unexpected variables in the project, facilitators or barriers to the project, systems, and   recommendations   for like settings in project organization   10   Points   Discussion     6 Points   Excellent   Expertly expresses opinion regarding implications and   recommendations (2   pts), strengths (2 pts) and limitations of project (2 pts).   5- 4 Points   Proficient   Efficiently expresses opinion regarding implications and/or   recommendations (2   pts), strengths (2 pts) and limitations of project (2 pts).   3-1 Points   Marginal   Vaguely expresses opinion regarding implications and/or recommendations, strengths and limitations of project   0 pts   Unsatisfactory Does not address opinion regarding implications and recommendations, strengths and limitations of project   6 Points Conclusions (include   Sustainability)   10 Points   Excellent   Expertly discussed overall conclusions   (5 pts) and a   9-5 Points   Proficient   Efficiently discussed overall conclusions   (5 pts) and a   4-1 Points   Marginal   Vaguely discussed overall conclusions (5 pts) and a sustainability plan   0 pts   Unsatisfactory Does not address overall conclusions and a sustainability plan of the project   10   Points       sustainability plan of the project (5 pts).   sustainability plan of the project (5 pts).   of the project (5     pts).         Presenter   4 Points   Excellent Student with excellent oral presentation that meets all of the following: • Good Audio technology • Student articulates clearly • Student confident with project • Student engages audience.(4 pts)   3-2 Points   Proficient Student does not meet 1 of the following: • Good Audio technology • Student articulates clearly • Student confident with project • Student engages audience.(4 pts)   1 Point   Marginal   Student does not meet 2 of the following: • Good Audio technology • Student articulates clearly • Student confident with project • Student engages audience.   0 pts   Unsatisfactory Student does not meet more than 2 of   the following: • Good Audio technology • Student articulates clearly • Student confident with project   • Student engages audience.   4 Points   APA and   Mechanics   5 Points   Excellent   Slides free of errors with APA formatting (3 pts), grammar (1 pt), punctuation, and spelling (1 pt).   4-3 Points   Proficient Slides with 1-2 errors with APA formatting (3 pts), grammar (1 pt), punctuation, and spelling (1 pt) 2-1 Points   Marginal   Slides with 3-4errors   with APA formatting, grammar, punctuation, and spelling.   0 pts   Unsatisfactory   5 or more errors with APA formatting, grammar, punctuation, and spelling.   5 Points   Total           Total:   /250                           **This form is subject to change.                     DNP Clinical Log Rubric Criteria Excellent Adequate Marginal Not Met End of Program Learning Outcomes Listed (10 points) Included all course EPSLOs as written in syllabus Old Plan-9 EPSLO (1.11 points each) New Plan-7 EPSLO (1.42 points each) (10 points) Missing 1-3 EPSLO’s as written in the syllabus (6-9 points) Missing 4-8 of the Old EPSLO’s; Missing 4-6 of the New EPSLO’s (1-5 points)   Missing EPSLO’s (0 points) Role Specific Competency (10 points) Includes all Role Specific Competencies (Concentration): Leadership-5 competencies (2 points each) Education- 8 competencies (1.25 points each) General: Entered program before summer POT1 2024: AACN 2016 8 Essentials (1.25 points) Entered program after summer POT1 2024:AACN 2021- 10 domains (1 point each) (10 points) Includes Role Specific Competencies (Concentration): Leadership-5 competencies (2 points each) Education-8 competencies(1.25 points each) General- Entered program before summer POT1 2024: AACN2016 8Essentials(1.25 points) Entered program after summerPOT1 2024:AACN 2021- 10 domains (1 point each) (6-9 points) Includes Role Specific Competencies (Concentration): Leadership-5 competencies (2 points each) Education- 8 competencies (1.25 points each) General- Entered program before summer POT1 2024: AACN 2016 8 Essentials (1.25 points) Entered program after summer POT1 2024:AACN 2021- 10 domains (1 point each) (1-5 points) Missing Role Specific Competencies (0 points) DNP Practice Experience Requirements (Activities) (20 points) 1. Approved activity (from learning contract) (4 points) 2. Activity supported by documentation (ie. Webinar has certificate, article has citation and reference per APA style) (4 points) 3. Narrative explicitly explains how the activity met the stated EPSLO(4 points) 4. Narrative explicitly explains how the activity met the stated role competency. (2 points each) 5. References written per APA style in back of document (4 points) (20 points)   1. Approved activity (from learning contract) (4 points) 2. Activity supported by documentation (ie. Webinar has certificate, article has citation and reference per APA style) (4 points) 3. Narrative explicitly explains how the activity met the stated EPSLO(4 points) 4. Narrative explicitly explains how the activity met the stated role competency. (2 points each) 5. References written per APA style in back of document (4 points)   (10-19 points)   1. Approved activity (from learning contract) (4 points) 2. Activity supported by documentation (ie. Webinar has certificate, article has citation and reference per APA style) (4 points) 3. Narrative explicitly explains how the activity met the stated EPSLO(4 points) 4. Narrative explicitly explains how the activity met the stated role competency. (2 points each) 5. References written per APA style in back of document (4 points)   (1-9 points)   DNP Practice Experience Activities were not addressed or included on the clinical log. (0 points) Hours (20 points) (20 points) Internship Courses: Student addresses the 80 reasonable or assigned hours per practice requirement document, and hours are aligned with the previously approved Learning Contract.               (0 Points) Post Masters DNP students must complete a minimum of 80 clinical hours in Internship courses. Failure to meet these minimum requirements will prevent the student from achieving the required 1,000 total PM DNP clinical hours (see handbook). Failure to complete the required hours will result in failure of the Internship course. Students are responsible for accurately tracking and ensuring completion of the required minimum hours in their clinical log. There is no partial credit.   (0 points)     **This form is subject to change.       DNP Portfolio Rubric DNP Portfolio Rubric 1-7 NEW EPSLOs Introduction Fully described; (2 points each) 1. Student's initial interests and plans when entering the program. 2. How interests evolved in the program. 3.   Student Chosen Concentration. 4. Impact of chosen concentration to the new DNP Role. (8 points) Fully described; (2 points each) 1. Student's initial interests and plans when entering the program. 2. How interests evolved in the program. 3.   Student Chosen Concentration. 4. Impact of chosen concentration to the new DNP Role. (6 points) Fully described; (2 points each) 1. Student's initial interests and plans when entering the program. 2. How interests evolved in the program. 3.   Student Chosen Concentration. 4. Impact of chosen concentration to the new DNP Role. (2-4 points) Did not describe introduction.                               (0 points) DNP Role Competencies Includes all Role Specific Competencies (Concentration):   Leadership-5 competencies (2 points each)   Education- 8 competencies (1.25 points each)   General: Entered program before summer POT1 2024: AACN 2016 8 Essentials (1.25 points)   Entered program after summer POT1 2024:AACN 2021- 10 domains (1 point each) 1. Identified Competency based on concentration. 2. Exemplar (Assignment Name) and how it met the competency 3. Identified course number and name. (10 points) Includes Role Specific Competencies (Concentration):   Leadership-5 competencies (2 points each)   Education- 8 competencies (1.25 points each) General-   Entered program before summer POT1 2024: AACN 2016 8 Essentials (1.25 points)   Entered program after summer POT1 2024:AACN 2021- 10 domains (1 point each) 1. Identified Competency based on concentration. 2. Exemplar (Assignment Name) and how it met the competency 3. Identified course number and name. (6-9 points) Includes Role Specific Competencies (Concentration):   Leadership-5 competencies (2 points each)   Education- 8 competencies (1.25 points each)   General- Entered program before summer POT1 2024: AACN 2016 8 Essentials (1.25 points)   Entered program after summer POT1 2024:AACN 2021- 10 domains (1 point each) 1. Identified Competency based on concentration. 2. Exemplar (Assignment Name) and how it met the competency 3. Identified course number and name. (1-5 points) Did not describe Essential Components                   (0 points) EPSLO #1 Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Did not describe EPSLO and Components                     (0 Points) EPSLO #2 Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Did not describe EPSLO and Components                     (0 Points) EPSLO #3 Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Did not describe EPSLO and Components                     (0 Points) EPSLO #4 Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Did not describe EPSLO and Components                     (0 Points) EPSLO #5 Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Did not describe EPSLO and Components                     (0 Points) EPSLO #6 Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Did not describe EPSLO and Components                     (0 Points) EPSLO #7 Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Did not describe EPSLO and Components                     (0 Points) APA, Spelling, Grammar (10 points)   Free of errors in APA formatting for academic paper, including title page, spacing, margins, headings,   analysis findings are written per APA, Free of errors in grammar, punctuation, and/or spelling.   All citations and references must come from real, verifiable academic sources. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment, with possible academic integrity consequences.   The DNP faculty prohibits the use of AI (unless specified by the course faculty) in the Post-Masters DNP Program. The use of Grammarly BASIC, IntelliWriter (found on Canvas), or Microsoft Word is generally accepted in the program. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment. Greater than 80 percent of AI-generated material in the assignment may result in a zero (0) in the APA category of that assignment and may lead to possible academic integrity consequences (5-9 points)   1-4 errors in APA formatting for academic paper, including title page, spacing, margins, headings, analysis findings are written per APA, Free of errors in grammar, punctuation, and/or spelling.   All citations and references must come from real, verifiable academic sources. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment, with possible academic integrity consequences.   The DNP faculty prohibits the use of AI (unless specified by the course faculty) in the Post-Masters DNP Program. The use of Grammarly BASIC, IntelliWriter (found on Canvas), or Microsoft Word is generally accepted in the program. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment. Greater than 80 percent of AI-generated material in the assignment may result in a zero (0) in the APA category of that assignment and may lead to possible academic integrity consequences (4-1 points)   5-9 errors in APA formatting for academic paper, title page, spacing, margins, headings,   analysis findings are written per APA, Free of errors in grammar, punctuation, and/or spelling.   All citations and references must come from real, verifiable academic sources. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment, with possible academic integrity consequences.   The DNP faculty prohibits the use of AI (unless specified by the course faculty) in the Post-Masters DNP Program. The use of Grammarly BASIC, IntelliWriter (found on Canvas), or Microsoft Word is generally accepted in the program. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment. Greater than 80 percent of AI-generated material in the assignment may result in a zero (0) in the APA category of that assignment and may lead to possible academic integrity consequences.     (0 points)   10 or more errors in APA formatting for academic papers including; title page, spacing, margins, headings, analysis findings are written per APA, Free of errors in grammar, punctuation, and/or spelling.     All citations and references must come from real, verifiable academic sources. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment, with possible academic integrity consequences.   The DNP faculty prohibits the use of AI (unless specified by the course faculty) in the Post-Masters DNP Program. The use of Grammarly BASIC, IntelliWriter (found on Canvas), or Microsoft Word is generally accepted in the program. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment. Greater than 80 percent of AI-generated material in the assignment may result in a zero (0) in the APA category of that assignment and may lead to possible academic integrity consequences.     Total: 49 Points     DNP Portfolio Rubric   DNP Portfolio Rubric 1-9 OLD EPSLOs   Introduction Fully described; (0.5 points each) 5. Student's initial interests and plans when entering the program. 6. How interests evolved in the program. 7.   Student Chosen Concentration. 8. Impact of chosen concentration to the new DNP Role. (2 points) Fully described; (0.5 points each) 5. Student's initial interests and plans when entering the program. 6. How interests evolved in the program. 7.   Student Chosen Concentration. 8. Impact of chosen concentration to the new DNP Role. (1.5-1 points) Fully described; (0.5 points each) 5. Student's initial interests and plans when entering the program. 6. How interests evolved in the program. 7.   Student Chosen Concentration. 8. Impact of chosen concentration to the new DNP Role. (0.5points) Did not describe introduction.                               (0 points) DNP Role Competencies Includes all Role Specific Competencies (Concentration):   Leadership-5 competencies (2 points each)   Education- 8 competencies (1.25 points each)   General: Entered program before summer POT1 2024: AACN 2016 8 Essentials (1.25 points)   Entered program after summer POT1 2024:AACN 2021- 10 domains (1 point each) 4. Identified Competency based on concentration. 5. Exemplar (Assignment Name) and how it met the competency 6. Identified course number and name. (10 points)   Includes Role Specific Competencies (Concentration):   Leadership-5 competencies (2 points each)   Education- 8 competencies (1.25 points each) General-   Entered program before summer POT1 2024: AACN 2016 8 Essentials (1.25 points)   Entered program after summer POT1 2024:AACN 2021- 10 domains (1 point each) 1. Identified Competency based on concentration. 2. Exemplar (Assignment Name) and how it met the competency 3. Identified course number and name. (6-9 points) Includes Role Specific Competencies (Concentration):   Leadership-5 competencies (2 points each)   Education- 8 competencies (1.25 points each)   General- Entered program before summer POT1 2024: AACN 2016 8 Essentials (1.25 points)   Entered program after summer POT1 2024:AACN 2021- 10 domains (1 point each) 1. Identified Competency based on concentration. 2. Exemplar (Assignment Name) and how it met the competency 3. Identified course number and name.     (1-5 points) Did not describe Essential Components         (0 points) EPSLO #1 Fully Described; (1 point each) 4. Identified EPSLO 5. Exemplar (Assignment Name) and how it met the EPSLO. 6. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (2 points) Fully Described; (1 point each) 1.Identified EPSLO 2.Exemplar (Assignment Name) and how it met the EPSLO. 3.Identified Course Number and Name (1 points) Did not describe EPSLO and Components                     (0 Points) EPSLO #2 Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (2 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (1 points) Did not describe EPSLO and Components                     (0 Points) EPSLO #3 Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2 Exemplar (Assignment Name) and how it met the EPSLO. 3 Identified Course Number and Name (2 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (1 points) Did not describe EPSLO and Components                     (0 Points) EPSLO #4 Fully Described; (1 point each) 1.   Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (2 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (1 points) Did not describe EPSLO and Components                     (0 Points) EPSLO #5 Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (2 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (1 points) Did not describe EPSLO and Components                     (0 Points) EPSLO #6 Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (2 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (1 points) Did not describe EPSLO and Components                     (0 Points) EPSLO #7 Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (2 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (1 points) Did not describe EPSLO and Components                     (0 Points) EPSLO #8 Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (2 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (1 points) Did not describe EPSLO and Components                     (0 Points) EPSLO #9 Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (3 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (2 points) Fully Described; (1 point each) 1. Identified EPSLO 2. Exemplar (Assignment Name) and how it met the EPSLO. 3. Identified Course Number and Name (1 points) Did not describe EPSLO and Components                     (0 Points) APA, Spelling, Grammar (10 points)   Free of errors in APA formatting for academic paper, including title page, spacing, margins, headings,   analysis findings are written per APA, Free of errors in grammar, punctuation, and/or spelling.   All citations and references must come from real, verifiable academic sources. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment, with possible academic integrity consequences.   The DNP faculty prohibits the use of AI (unless specified by the course faculty) in the Post-Masters DNP Program. The use of Grammarly BASIC, IntelliWriter (found on Canvas), or Microsoft Word is generally accepted in the program. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment. Greater than 80 percent of AI-generated material in the assignment may result in a zero (0) in the APA category of that assignment and may lead to possible academic integrity consequences (5-9 points)   1-4 errors in APA formatting for academic paper, including title page, spacing, margins, headings, analysis findings are written per APA, Free of errors in grammar, punctuation, and/or spelling.   All citations and references must come from real, verifiable academic sources. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment, with possible academic integrity consequences.   The DNP faculty prohibits the use of AI (unless specified by the course faculty) in the Post-Masters DNP Program. The use of Grammarly BASIC, IntelliWriter (found on Canvas), or Microsoft Word is generally accepted in the program. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment. Greater than 80 percent of AI-generated material in the assignment may result in a zero (0) in the APA category of that assignment and may lead to possible academic integrity consequences (4-1 points)   5-9 errors in APA formatting for academic paper, title page, spacing, margins, headings,   analysis findings are written per APA, Free of errors in grammar, punctuation, and/or spelling.   All citations and references must come from real, verifiable academic sources. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment, with possible academic integrity consequences.   The DNP faculty prohibits the use of AI (unless specified by the course faculty) in the Post-Masters DNP Program. The use of Grammarly BASIC, IntelliWriter (found on Canvas), or Microsoft Word is generally accepted in the program. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment. Greater than 80 percent of AI-generated material in the assignment may result in a zero (0) in the APA category of that assignment and may lead to possible academic integrity consequences.     (0 points)   10 or more errors in APA formatting for academic papers including; title page, spacing, margins, headings, analysis findings are written per APA, Free of errors in grammar, punctuation, and/or spelling.     All citations and references must come from real, verifiable academic sources. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment, with possible academic integrity consequences.   The DNP faculty prohibits the use of AI (unless specified by the course faculty) in the Post-Masters DNP Program. The use of Grammarly BASIC, IntelliWriter (found on Canvas), or Microsoft Word is generally accepted in the program. AI-generated or fabricated citations are not allowed and will result in a zero for the citation portion of the assignment. Greater than 80 percent of AI-generated material in the assignment may result in a zero (0) in the APA category of that assignment and may lead to possible academic integrity consequences.     Total= 49 Points                             Document 1 . SAMPLE SCHOOL/SITE PERMISSION LETTER Required by all students [ MUST Place on clinical site’s letterhead ]       Date     Arkansas State University – Jonesboro   Institutional Review Board   c/o Research and Technology Transfer Post Office Box 2760   State University, Arkansas 72467 To Whom It May Concern:   A Doctor of Nursing Practice student in the Arkansas State University-Jonesboro   Department of Nursing has requested permission to complete the Doctor of Nursing Practice Project named below at { Insert School/Institution/Clinic Name } during the period of { Insert Start Date } to { Insert End Date }.       This letter notifies you that I/we grant permission to { Insert Student Name }, a student of Arkansas State University-Jonesboro Doctor of Nursing Practice Program, to collect data at the location listed below.           Project Title: {insert your quality improvement project title here} Principal   Investigator(s): {insert your name here – must be student only}   Study Site Location: {insert Institution/Clinic name here}   {Street address}   {City, State, zip code}               Permission granted by:         Print Name and Title Signature   __________________________ Date   ___________________________________   Arkansas State University Post Masters DNP Program DNP Project Completion Site (Affiliation) Request   Document 2 (If you are NOT completing the project at your place of   employment)   Please immediately upload the document as directed in your DNP program. Delays in submitting this Site Request may disrupt the original plan of study and delay program completion. PLEASE TYPE INFORMATION.   Name of the desired site for DNP project completion:   ____________________________________________________________________________ Physical address of the chosen site for DNP project completion: _____________________________________________________________________________ Name and role of the person at this site authorized to sign clinical affiliation agreements:   _____________________________________________________________________________ Email address and phone number of the person authorized to sign clinical affiliation agreements:   ______________________________________________________________________________                                         Arkansas State University Post Masters DNP Program     Document 3. Clinical Practice Partner Verification Form (Use if you are NOT completing your project at your place of employment)     Directions : Identify a terminally degreed expert who is willing to coach/mentor you in your efforts to complete your project. Ask them to complete this form. Once completed, electronically upload this document along with the Practice Partner’s CV as directed in your DNP program.     Note: Illegible forms will be returned to the student.   Clinical Practice Partner’s Name & Credentials (Must have a terminal degree such as DNP, PhD, EdD, PharmD, MD): _________________________________________________________   Clinical Practice Partner’s Title/position   (Such as Administrator, Educator, Physician, CNO, Dean): _________________________________________________________   Clinical Practice Partner’s Employer:   _________________________________________________________ Clinical Practice Partner Employer’s Address:   _________________________________________________________ RN and APRN (if applicable) license number/s including state______________________________ Clinical Practice Partner’s Contact information: Email:   ________________________________________________________________   Telephone number: ______________________________________________________   Mailing Address: ________________________________________________________   Terms of Agreement   I agree to be the practice partner for the student listed above during the time needed to complete the DNP project for AState’s School of Nursing and will submit a current CV to the above-listed student. I am aware of the time and responsibility that is required to advance student learning. I understand the student is not allowed patient interaction for this project. I verify that I am employed at the facility where the DNP project will be completed.           Practice Partner Signature   Date     Please Print Name         Arkansas State University Post Masters DNP Program Document 4. Clinical Practice Partner Site Agreement Form   (Use if you ARE completing your project at your place of employment)     Directions: Please upload the completed Clinical Practice Partner Site document and the Practice Partner’s CV as directed in your DNP program. Delays in submitting this Agreement may interrupt the original plan of study and delay the completion of the program.       DNP Student Name   _____________________________ Practice Partner Name: ________ _____________ Preferred Contact: Home Phone   Cell   Phone: _____________ E-mail _____________   Title/Role: ______________________Credentials: __________________________ License #: __________________ State: ____________________ Expiration Date: Project Site (Must Match Site Permission Letter):   _____________________________________________     Project Site Address: _____________________________       Terms of Agreement   I agree to be the practice partner for the student listed above during the time needed to complete the DNP project for A- State’s School of Nursing and I will provide a current CV for the student to submit to the School of Nursing. I am aware of the time and responsibility that is required to advance student learning. I understand the student is not allowed patient   interaction for this project. I verify that I am employed at the facility where the DNP project will be completed.           Practice Partner Signature   Date         Please Print Name     The DNP student agrees to the following. Please initial each statement and sign and date below:       _______I agree to maintain professional liability insurance coverage as required by the DNP program for   the duration of the period of time needed to complete the DNP project.   _______I understand the DNP project does not involve contact with or treatment of any patient.     _______I understand that patient health information cannot be utilized in the DNP project without execution of   a clinical affiliation agreement between A-State and the clinical facility.   _______I have spoken to my employer, where I will be completing my DNP project, and they have no objection or restrictions regarding the publication of my DNP project.       Student Signature   Date     Printed Name                                                                                 DNP Post-Master's Degree Option Practice Partner Manual DNP Practice Partner Handbook DNP Post-Master’s Degree Option Practice Partner Manual Disclaimer Statement : These guidelines have been prepared to inform you of the selected policies, procedures, and activities within Arkansas State University’s DNP Post-master’s option. As registered nurses, graduate students must adhere to all rules and regulations in the Nurse Practice Act in your state. COLLEGE OF NURSING AND HEALTH PROFESSIONS Graduate School of Nursing | P.O. Box 910, State University, AR 72467 | P: 870-972-3701 | F: 870-972-2954 COLLEGE OF NURSING AND HEALTH PROFESSIONS School of Nursing | P.O. Box 910, State University, AR 72467 | P: 870-972-3074 | F: 870-972-2954 Rev. 11/16/2022; 7/5/23sd; 01.30.24 LL;05.23.25 LD; 07.28.25 LD 2 Letter to Practice Partner Dear Practice Partner, A Doctor of Nursing Practice student’s Practice Partner has a crucial role in preparing the student for a future in practice change. We are very grateful for your willingness to share your expertise and professional time with our graduate students. The guidelines presented in this Practice Partner Handbook are designed to provide you with supporting information for the project courses. DNP student hours focus on the DNP Project associated with the facility’s needs assessment. A university/college and facility contract must also be secured and approved prior to the student beginning implementation of their project. Your role as a Practice Partner is to mentor the students as they learn the role of the Doctor of Nursing Practice related to a Quality Improvement project. The student does not always have to be with you physically. You can identify meetings and experiences that may be beneficial to student learning and support your student’s role as a Doctor of Nursing Practice. We cannot express our appreciation enough for the time you take to mentor and guide our students. This practice partnership is a valuable experience for students because it provides them the opportunity to apply what they have learned in their project courses to prepare them for future roles. Please let us know if you have any questions, concerns, or even ideas for program improvement. Nursing is a team effort and we value your contribution to the students’ educational experience! Sincerely, Dr. Lisa Drake DNP Program Director 870-972-37013 Arkansas State University School of Nursing DNP Project Guidelines PRACTICE PARTNER ROLE DEFINITION : A terminally degreed expert who agrees to provide support and guidance for a DNP student completing a post-master's DNP practicum experience. The Practice Partner must have a minimum of 2 years of working experience in the last 5 years. Upon entry to the program, students should brainstorm about any terminally degreed expert willing to work with them in this capacity. When choosing a practice partner, please note that working with a family member/spouse is a conflict of interest and is not permitted. PRACTICE PARTNER AGREEMENTS : The Practice Partner is asked to complete an A-State School of Nursing Practice Partner Agreement with a CV, and acknowledgment statement that they received thehandbook, and return it to the DNP student for submission for approval. PRACTICE PARTNER EXPECTATIONS Practice Partner Activities Prior to or at the Beginning of Practicum : Share helpful contacts within the facility Assist with needs assessment at the facility Answer questions about Quality Improvement Projects or implementation of evidenceinto practice (sometimes called translation science) at the facility Assist with scheduling process of team meetings/committees related to the DNP QIProject (preparing and conducting) Clarify legal, policy, and ethical issues at the facility Facilitate student access to appropriate project related data The Practice Partner is not a Preceptor and are not responsible for teaching the student orgrading assignments Practice Partner Activities during the DNP Project: Assist in selecting a topic for the student’s quality improvement project (not a researchproject) Communicate periodically with the student on practicum progress and outcomes (howthings are going) Notify the faculty if there is a breach in professionalism by the student STUDENT EXPECTATIONS FOR THE PROJECT SITE Note: The DNP Practice Partner is not a preceptor, so they will not be teaching the students or grading their assignments. All assignments will be submitted to the ASTATE course in Canvas. The Practice Partner will serve as a mentor for the DNP Project. 1. The student contacts the DNP Practice Partner concerning questions they may have about the DNP Project site. 2. The student works with the Director, course faculty, and the DNP Administrative Assistant to ensure Practice Partner agreements are signed. The student will obtain information from the 4 Practice Partner and upload all required documents for approval. These documents will bereviewed, and the student will be notified if the Practice Partner is approved. The student will collaborate with the Practice Partner to develop a schedule if the student needsmentoring related to the project site. The student will adhere to the A-State Professionalism Policy for the course. The student willalways conduct him or herself in a professional manner during the Practice Partnership. • Provide the Practice Partner with the Practice Partner and Student Handbooks. • Meet course outcomes that align with the AACN Essentials and the student DNPproject. • Complete the Student Evaluation of Facility   As part of the DNP Project expectations, students are to: Nursing Program/Course Faculty Responsibilities 1. Assumes overall responsibility for teaching and evaluation of the student. 2. Assure student compliance with project and required clinical documents. 3. Readily available by phone or email for consultation as needed. 4. Review portfolio and clinical log with the student and provide feedback as indicated or needed. 5. Facilitate student progression through all facets of the DNP Project paper and presentation. Before enrolling in NURS 8213 Translational Research I, students must submit the following DNP project documents for review and approval. This is a crucial step for the DNP Project and a necessary component for obtaining IRB approval. Failure to submit and receive approval will put the student at risk of course failure as the IRB approval is a requirement for the course. 1. Site Permission letter: Document 1 if completing project at workplace or affiliation agreement secured. 2. Affiliation Agreement: Document 2 if completing project outside of workplace. Once the contract is approved and signed, Document 1 must be completed and signed by the project site. 3. Practice Partner Agreement: Document 3 if completing project outside of workplace. 4. Practice Partner Agreement: Document 4 if completing project at workplace.5 Degree Plans of Study for the Post-masters DNP Full-Time Degree Plan – Doctor of Nursing Practice General Core NURS 88173: Leadership, Policy, and Healthcare Systems NURS 88143: Healthcare Finance in Advanced Nursing NURS 88153: Healthcare Informatics in Advanced Nursing NURS 88203: Translational Research for Doctor of Nursing Practice I NURS 88223: Translational Research for Doctor of Nursing Practice II NURS 88263: DNP Project NURS 88303: DNP Internship I (180 clinical hours) NURS 88343 DNP Internship II (180 clinical hours) NURS 88333: DNP Internship III (180 clinical hours) NURS 8887V: DNP Internship IV Concentration - General Track NURS 88103: Theoretical Foundations for Doctor of Nursing Practice NURS 88133: Epidemiology for the DNP NURS 88163: Principles of Healthcare Ethics & Genetics Concentration - Education  NURS 66053: Measurement and Evaluation in Health Sciences NURS 66603: Curriculum Development in Health Professions NURS 66853: Teaching in Advanced Nursing Roles 6 Concentration - Leadership NURS 55133: Leadership in Health Professions NURS 66373: Healthcare Law and Quality Improvement NURS 66353: Budgeting and Financial Management 7 Student Evaluation of Facility Practice Partner Name: Semester: Constructive evaluation is a valuable tool utilized by the faculty as a method for quality control of the curriculum. Student evaluations are viewed by the faculty and administration as one method for maintaining high, consistent levels of quality education in the School of Nursing. As a professional nursing student, evaluation requires maturity and objectivity. This evaluation tool is the student’s opportunity to participate in the ongoing evaluation process. Please read each item carefully, then select the category that you feel correlates with your feelings about the statement. Rating scale: 4 = Excellent 3 = Above average 2 = Average 1 = Needs improvement Practicum Applications 4 3 2 1 0 1.The practicum facility was appropriate and offered adequate learningopportunities through the needs assessment. 2.The facility provided the resources needed to plan for a QualityImprovement Project including multidisciplinary collaboration. 3.The facility accommodated student experiences by providing confidentialaccess to deidentified data without interaction with patients. 4.The facility onboarding process (i.e., facility student orientation) waswellorganized and easy to complete. MSN Nurse Administrator Preceptor Handbook Arkansas State University School of Nursing Graduate Program MSN Nurse Administrator and  Nursing Administrator Graduate Certificate Preceptor Manual Disclaimer Statement:  These guidelines have been prepared to inform you of the selected policies, procedures, and activities within Arkansas State University’s MSN Administrator option. As registered nurses, graduate students must adhere to all rules and regulations in the Nurse Practice Act in your state. Preceptor Letter   COLLEGE OF NURSING AND HEALTH PROFESSIONS School of Nursing | P.O. Box 910, State University, AR 72467 | P: 870-972-3074 | F: 870-972-2954 Dear Preceptor, A nursing administrator student’s preceptor has a crucial role in preparing the student for a future in nursing administration.  We are very grateful for your willingness to share your expertise and professional time with our graduate students. The guidelines presented in this Preceptor Handbook are designed to provide you with supporting information for the course, NURS 6873 Practicum in Nursing Administration.  The MSN-Nurse Administrator program consists of five courses (NURS 6762, NURS 6323, NURS 6353, HP 5113 with NURS 6873 as the final course for the program).  This final course is a practicum course that provides the arena for the practical culmination of the other four courses. Practicum hours focus on the areas associated with nursing administration in a variety of settings.  A university/college and facility contract must also be secured and approved prior to the student beginning their Practicum experience.  Your role as a preceptor is to guide the students as they learn the role of the nurse administrator.  The student does not always have to be with you physically.  You can identify meetings and experiences that may be beneficial to student learning and support your student’s entry into the role of nurse administrator. We cannot express our appreciation enough for the time our preceptors take to mentor and guide our students.  This clinical practice is such a valuable experience for students because it provides them the opportunity to learn the role of the nurse administrator and apply what they have learned in coursework to prepare them for the future role. Please let us know if you have any questions, concerns, or even ideas for program improvement.  Nursing is a team effort and we value your contribution to the student’s educational experience! Sincerely, Dr. Cindy B. Crum, RN Cindy B. Crum, Ed.D., M.Ed., MSN, RN MSN Administrator Program Coordinator ccrum@astate.edu 870-972-3230     CONTACTS   Dr. Stacy Walz, PhD, MS, MLS(ASCP) Dean of the College of Nursing and Health  Professions Office: CNHP 201C Office #: 870-972-3112 Email:  swalz@astate.edu Dr. Kathryn Flannigan, EdD, MSN, RN Director, School of Nursing Associate Professor Office: CNHP 203B Office #: 870-972-3074 Email: kflannigan@astate.edu Dr. Caroline Jarrett, DNP, APRN, FNP-C, AGACNP-BC MSN Program Director Office: CNHP 603A  Office #: 573-316-1544 Email:  cpillow@astate.edu     Arkansas State University School of Nursing MSN Nurse Administrator Practicum   Guidelines for Academic Setting   Preceptor Role Definition:  A nurse administrator in a nursing program who agrees to provide support and guidance for an MSN student completing a nurse administrator practicum.  The preceptor must be an administrator with an MSN or higher (ex. PhD, DNP, MD, OD) degree with a minimum of 3 years’ experience with 5 years’ experience preferred.   Final grading of A-State course assignments will be completed by course faculty. Preceptor Agreement:   The Preceptor is asked to complete an A-State School of Nursing Preceptor Agreement and submit it to the A-State Graduate Clinical Coordinator. PRECEPTOR EXPECTATIONS After the preceptor agreement has been signed and the preceptor’s curriculum vitae have been sent to the Clinical Coordinator, below are the expectations of the preceptor for the beginning, during, and end of the Practicum. Preceptor Activities Prior to or at the Beginning of Practicum: Orient student to nursing administrator role and negotiate placement details Tour clinical facility and discuss clinical supervision protocols Share with student nurse administrator needs Share helpful contacts within the facility Clarify information on key components of this practicum course: Course syllabus, description and objectives with these topics in mind; Decision-making in the provision of team coordination and accountability for health care delivery Budgeting and finance Staffing (scheduling, hiring, interviewing, firing, job performance appraisals) Recruitment and retention Team meetings/committees (preparing and conducting) Quality Improvement measures Legal and ethical issues Course procedure Course assignment due dates Practicum feedback and evaluation tools Preceptor Activities during the Practicum: Collaborate on planning and assessment of assignments Assist in selecting a topic for the student’s change project. Communicate periodically with student on practicum progress and outcomes Notify faculty if the student is not progressing clinically or there is a breach in professionalism by the student Verify the student’s activity log weekly Preceptor Activities at the end of Practicum: Complete the Preceptor’s Evaluation of Student based on course objectives (See Page 9) Student Expectations for the Administrator Practicum Setting Note:  If you are currently in a nurse administrator role in the clinical setting of your practicum, it is important that you identify how the activities you are carrying out have objectives that clearly differentiated from your current administrative role. Please contact the A-State course faculty for any questions or concerns.  A-State course faculty will assign grades to assignments and consult administrator preceptor for any questions or concerns. The student contacts the Administrator Preceptor and sets up meeting to discuss clinical objectives and practicum expectations as well as course, content, and requirements per the syllabus and days/times of attendance in the clinical setting. The student works with course faculty or program coordinator to ensure preceptor agreements are signed. The student will obtain information from the assigned preceptor and email all required clinical documents to the Program Coordinator at ccrum@astate.edu and she will review documents and notify student if the clinical rotation is approved. The student will collaborate with the preceptor to develop a schedule and will work together with the faculty preceptor to determine how practicum hours will be achieved. The student is responsible for entering all practicum hours in the student portfolio. The student will adhere to the A-State Professionalism Policy for the course. The student will always conduct him or herself in a professional manner during the clinical preceptorship.  Professional dress, including a white lab coat with the A-State School of Nursing patch and the A-State name badge, must always be worn. As part of the practicum expectations students are to: Meet course/clinical objectives Document hours in the clinical log/portfolio Complete the Student Evaluation of Practicum Preceptor as well as the content and performance of the preceptorship Complete the Practicum Facility Evaluation COURSE DESCRIPTION Combine leadership concepts, skills, and decision TITLE:  NURS 66873 Practicum in Nursing Administration   COURSE DESCIPTION:   This capstone clinical course in nursing administration utilizes management and leadership skills to develop practical, successful, and innovative solutions for problems in health care.  Students focus on synthesizing theories, models, techniques, and strategies to solve multifaceted problems in nursing administration. Practicum hours focuses on nursing administration and healthcare administration. Course Student Learning Outcomes (Course Objectives): Upon successful completion of this course, the student will have been given the opportunity to: Describe the scope of practice and responsibilities of the registered nurse, nurse executive and use professional communication, collaborative skills to deliver evidence-based, patient centered care Demonstrate nurse administrator competencies Combine leadership concepts, skills, and decision making in the provision of: Team coordination Accountability for health care delivery Quality nursing care Assess how health care is organized and financed Appraise leadership, communication, team building, priority setting, and delegation skills when managing a group of patients Synthesize professional standards of conduct COURSE ASSIGNMENTS:   Clinical Experience Objectives and clinical work must meet guidelines established by MSN faculty called student learning outcomes.  The student is expected to have weekly learning activities that are to be shared with the preceptor and course faculty.  Dress Code adherence as that stated in the Nursing Student Handbook. All students are required to dress professionally. A white lab coat will be worn which is freshly laundered and ironed. The A-State picture ID will be worn identifying the student as an A-State student. Class Participation (Discussion) Students are expected to prepare for class by reading literature relevant to the course topics.  Each student is expected to provide thoughtful and informed responses through participation on the course Discussion Board, with faculty through online and other written communication. Reflective Journal/Clinical Portfolio Students will develop a reflective journal of clinical activities that speak to course outcomes. Students are to focus on strategies used with their chosen clinical site (nursing students, practicing nurses, or patients). The journal encompasses the entire clinical experience, but will be submitted throughout the semester for feedback/partial credit. Corrected journals are to be submitted in Canvas each week by Monday at night, with the exception of the journal to be submitted in Week 7, which will be submitted no later than noon on Friday of Week 7. This process, including all clinical documentation is the clinical portfolio. Students should keep a written log of clinical time (hours, minutes).  Clinical time must be validated by preceptors within Medatrax; failure to validate clinical time will result in points deducted from clinical journal grade. The Journal should be a written record of your clinical time and a reflection on your practice and moving toward an advanced educator role.  Focus is on description of the activity, decision-making, environment, resources, collaboration, evidenced-based care, and measures/outcomes. The Journal should include your personal philosophy of teaching, learning, and evaluation.  The Reflective Journal can help graduate students develop higher-order cognitive skills and critical thinking.  In addition to a summary of clinical activities and analysis of teaching/learning activities, guidelines for Reflective Journaling include (but not limited to): Identify an experience, situation, or information in your clinical experience that you find confusing, difficult, challenging, or interesting. What feelings, hunches, or questions are evoked? What is the meaning of the experience?  What influenced the experience? Do the feelings, hunches, or questions connect with the past or present? What are the implications?  What is the significance? Are there connections between what you are describing and what is indicated in the research and theory? What are some possible solutions?  What approach or solution would you choose and why?  What is the effectiveness of this approach?  Change Project: The student will identify, along with his/her preceptor, a problem/change needed to increase quality of patient care/satisfaction, staff satisfaction/productivity, or some other need in the area where the student will be conducting clinical hours.  This will include research of evidence-based practice and possible solutions.  Should there be direct human subjects research, the A-State Institution Review Board approval will need to be obtained Preceptor Evauations Preceptor evaluations will  be used to reflect student performance as an educator.  The number of points awarded is 100 for this activity. The score will be determined by numeric and written feedback from preceptors and completed at the discretion of the faculty member for this course. COURSE SCHEDULE NURS 6873 COURSE SCHEDULE     Activity Due Date Week 1 1.1 Conduct email/phone call/Zoom conference with course faculty to orient student to nursing administrator practicum 1.2 Submit SMART goals for clinical practicum experience 1.3 Submit completed Preceptor CV & Affiliation Agreement to Clinical Coordinator 1.1 First day of class before midnight     1.2 First day of class before midnight 1.3 First day of class before midnight Week 2 2.1 Submit Project Proposal 2.2 Submit Clinical Log Installment #1 2.1 Due Monday after week 2 starts 2.2 Due Monday after week 2 starts Week 3 3.1 Submit Literature Review Matrix 3.2 Submit Clinical Log Installment #2 3.1 Due Monday after week 3 starts 3.2 Due Monday after week 3 starts Week 4 4.1 Submit Clinical Log Installment #3 4.1 Due Monday after week 4 starts Week 5 5.1 Submit Nursing Administrator Interview 5.2 Submit Clinical Log Installment #4 5.1 Due Monday after week 5 starts 5.2 Due Monday after week 5 starts Week 6 6.1 Submit Change Management Paper & Presentation 6.2 Submit Clinical Log Installment #5 6.1 Due Monday after week 6 starts 6.2 Due Monday after week 6 starts Week 7 7.1 Submit Clinical Preceptor of Student Evaluation (Must be emailed by the preceptor directly to the course instructor) 7.2 Submit Clinical Site Evaluation 7.3 Submit Clinical Preceptor Evaluation 7.4 Submit Clinical Log Installment #6 7.1 Due Monday after week 7 starts 7.2 Due Monday after week 7 starts 7.3 Due Monday after week 7 starts 7.4 Due Monday after week 7  starts Activity Logs, Student Evaluation of Preceptor, and Preceptor Evaluation of Student to be submitted via Medatrax.  All other assignments submitted in Canvas.     CLINICAL PRECEPTOR VERIFICATION FORM Directions:  Identify a nurse or healthcare administrator that has a minimum of an MSN or doctoral degree who is willing to coach/mentor you in your efforts to complete your Capstone Management Change project.  Ask them to complete this form.  Once completed, electronically submit this form saved as Lastname.FirstName.FacForm.doc  (ex. Nancy Nurse’s form would look like Nurse.Sally.FacForm.doc. Upload this document in Canvas in the Clinical Facilitator’s Information Sheet tab. Note :  Illegible forms will be returned to the student. Clinical Preceptor’s Name & Credentials: _____________________________________ Clinical Preceptor’s Title/position: ___________________________________________ Clinical Preceptor’s Employer: _____________________________________________ Clinical Preceptor’s Employer’s Address: _____________________________________ ______________________________________________________________________ Brief Summary of Clinical Facilitator’s positions held as an MSN level RN or doctorate degree: _______________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Clinical Preceptor’s Contact Information: Email: __________________________________________________________ Telephone Number ________________________________________________ Mailing Address ___________________________________________________ RN or higher license number (including state) ____________________________ This information is required by the Arkansas State Board of Nursing Arkansas State University College of Nursing and Health Profession School of Nursing Master of Science in Nursing Nurse Administrator Option   Preceptor Evaluation of Student   Student Name: _____________________________ Inclusive Dates: _____________________ Preceptor: _________________________________________________ Thank you for the opportunities that you provided for the student during the course of the semester.  This is a opportunity for you to share your view on the student’s performance.  Please share your perceptions by rating the student on the following items and adding any comments you desire.  Your input is valued and appreciated.  Please mail or email completed evaluation directly to the instructor.  DO NOT give the completed form to the student. Fair Good Excellent Integrates advanced nursing knowledge and organizational theory. 1 2 3 4 5 Proposes culturally appropriate solutions to foster quality improvement and safe care 1 2 3 4 5 Maintains professional relationships and timely interaction with preceptor, staff and patients/families/populations. 1 2 3 4 5 (collaborates and consults) Functions as a professional role model 1 2 3 4 5 Demonstrates leadership skills through  effective planning, providing, and  managing healthcare 1 2 3 4 5 Demonstrates initiative in identifying  opportunities for self-development 1 2 3 4 5 Serves as a resource person by assisting  with problem identification and resolution,  including patient care technologies 1 2 3 4 5 Fair Good Excellent Assesses nursing administrative needs and  uses effective strategies when interacting  with nursing staff, healthcare administrators,  as well as, support services staff 1 2 3 4 5 Utilizes ethical/legal guidelines which apply  to nursing role development 1 2 3 4 5 Participates actively in the clinical environment 1 2 3 4 5 Contributes to a positive work environment  (collaborates, consults, coordinates care) 1 2 3 4 5 Maintains current knowledge in an evidence  based approach in decision making 1 2 3 4 5 Dependable, motivated, responsible, and  demonstrates initiative   1 2 3 4 5 Accepts constructive feedback and  incorporates it into practice as appropriate 1 2 3 4 5 Comments:   This is a valuable part of the evaluation of the student and we appreciate the time required to complete this section.  Please use additional pages as necessary.  Comments are especially important for any marginal or exceptional ratings. Strengths: Areas Needing Improvement or Work:     Preceptor will upload completed evaluation of student into Medatrax.                     Terms of Agreement   I have read the Preceptor Orientation Handbook and commit to precept students for A-State’s School of Nursing. I am aware of the time and responsibility that is required to advance student learning in the clinical arena. Preceptor Signature Date Please Print Name I am willing to precept the following terms. (This information is helpful when planning for future students.) Fall 202__ Spring 202__ Summer 202__ Student Evaluation of Preceptor Preceptor: ______________________________________________ Site: ______________________________________________ Completed by: ______________________________________________ Date: ______________________________________________ Instructions: Please mark an X in the most appropriate space after each statement below to provide summative feedback to the preceptor named above.. Space is provided after each statement if you choose to add any written comments.   Quality Seldom   Sometimes Frequently N/A Comments 1) Is available to student.               2) Demonstrates understanding of the Nurse Administrator Role.           3) Utilizes student’s strengths and knowledge.               4) Role model for Nurse Administrator Practice.               5) Demonstrates effective rapport with colleagues.             6) Encourages student to assume increasing responsibility during experience.             7) Assists student in identifying goals and needs for experience.             8) Considers student’s limits according to status in program.             9) Provides immediate and adequate feedback to questions             NURS 6873 Practicum in Nurse Administration Student Evaluation of Facility     *This form is in the Medatrax software. Preceptor Name: ____________________________ Semester: ___________________ Constructive evaluation is a valuable tool utilized by the faculty as a method for quality control of the curriculum. Student evaluations are viewed by the faculty and administration as one method for maintaining high, consistent levels of quality education in the School of Nursing/. As a professional nursing student, evaluation requires maturity and objectivity. This evaluation tool is the student’s opportunity to participate in the ongoing evaluation process. Please read each item carefully, then select the category that you feel correlates with your feelings about the statement. Rating scale: 4 = Excellent 3 = Above average 2 = Average 1 = Needs improvement Practicum Applications   4 3 2 1 0 1.  The practicum facility was appropriate and offered adequate learning opportunities.           2.  The facility provided a diverse set of learning experiences including multi- disciplinary collaboration.           3.  The facility accommodated student experiences with a wide variety of teaching/learning experiences.           4.  The facility onboarding process (i.e., facility student orientation) was well- organized and easy to complete.           What are the strengths of this facility to provide practicum experiences? What suggestions do you have for enhancing experiences at this facility? Additional comments (your comments are appreciated and are used to ensure that clinical experiences are appropriate): For more information regarding the Arkansas State University School of Nursing, click on the following link: http://www.astate.edu/college/conhp/departments/nursing/index.dot For more information regarding the MSN Options, click on the following link: https://www.astate.edu/college/conhp/departments/nursing/degrees/ For more information regarding the MSN Nurse Administrator option, click on the following link: For questions or concerns, please contact the program coordinator at: Cindy Bagwell Crum, Ed.D., M.Ed., MSN, RN MSN Nurse Administrator Program Coordinator Arkansas State University College of Nursing and Health Professions School of Nursing PO Box 910, State University, 72467 Email: ccrum@astate.edu (870) 972-3230 (office) (870) 830-9380 (cell) PMHNP Preceptor Handbook PMHNP Preceptor Handbook A Guide for Preceptors MASTER OF SCIENCE IN NURSING PROGRAM PYSCHIATRIC MENTAL HEALTH NURSE PRACTITIONER     COLLEGE OF NURSING AND HEALTH PROFESSIONS Graduate School of Nursing | P.O. Box 910, State University, AR 72467 | P: 870-972-3701 | F: 870-972-2954 1 Rev 3/3/2025 Letter to the Preceptor Dear Preceptor, We are so excited by your interest in mentoring our nurse practitioner students. The time commitment along with the energy expended during preceptorship is great. We applaud your selfless desire to improve health care in our region. We have prepared the Preceptor Orientation Handbook to facilitate your experience with our students. Please read through the selection criteria and expectations of all team members to determine if you have a desire to be a part of our team. Next, you will need to fill out the Preceptor Qualification Sheet and Terms of Agreement. These forms keep us up to date with the uniqueness of each preceptor and assist faculty with the placement of students. Our desire is to place the right student with the right preceptor for the best possible outcomes. Thank you in advance for your help. We are hopeful that you will find the answers to any questions you may have in the Preceptor Orientation Handbook. Please feel free to use the Directory to call any member of our faculty with any unanswered questions. Thank you, PMHNP Faculty Arkansas State University School of Nursing College of Nursing and Health Professions Mission Statement The mission of the College of Nursing and Health Professions is to provide quality education to students, graduates, and health care providers in a variety of health disciplines. Recognizing its unique position in the lower Mississippi Delta region, the College provides educational programs that are designed to promote lifelong learning based on the expressed needs of its varied constituencies. The College assesses the attainment of this mission in terms of the contributions its graduates make to health care in the Delta region and beyond. School of Nursing Mission Statement and Philosophy Mission Statement The mission of the School of Nursing is to educate, enhance and enrich students for evolving professional nursing practice. The core values: The School of Nursing values the following as fundamentals: Integrity: Purposeful decision to consistently demonstrate truth and Excellence: Highest quality of nursing education, practice, service and Diversity: Respect for varied dimensions of individuality among populations Service: Professional experiences in response to the needs of Learning: Acquisition of knowledge and skills in critical thinking, practical reasoning, and decision Student centered: Development of essential skills for lifelong learning, leadership, professionalism, and social Philosophy (AASN/BSN/MSN/DNP) The faculty holds the following beliefs about personhood, environment, health, nursing and nursing education. We believe that each person has innate worth and individuality, which reflects integration of the bio-psycho-social-spiritual nature of one’s being. Though each is unique, all persons possess characteristics that form the bases of identifiable shared basic human needs. We believe that individual experience, heredity, and culture influence each person, and that one’s existence depends on perception of and reaction to change. Inherent in this process is the capacity to make decisions, weigh alternatives, predict and accept possible outcomes. The faculty believes that the environment profoundly influences all persons. The environment is the sum of all conditions and forces that affect a person’s ability to pursue the highest possible quality of life. The concept of environment has two major components. The first comprises society and culture, which derive from the need for order, meaning, and human affiliation. The second component consists of the physical and biological forces with which all human beings come in contact. Both of these components of environment are sources of stimuli that require personal adaptation and/or interaction in order for individuals to survive, develop, row, and mature. The faculty believes that health is a state of wholeness and integrity. We recognize that health is not a static state for individuals, families, groups, or communities, but that it is a continuum in which the mind, body and spirit are balanced, providing a sense of well - being. Health is influenced by the ability to cope with life processes. The achievement of this potential is determined by motivation, knowledge, ability, and developmental status. The faculty also believes the primary responsibility for one’s health rests with the individual or those upon whom one is dependent. We believe that each individual has the right to quality health care. The goal of health care is to promote, maintain, or restore an optimal level of wellness. Nurses act as advocates in assisting persons to gain access to and secure maximum benefit from the health care system. The complexity of health care requires that nurses as professionals collaborate to provide the highest level of health care possible. The faculty believes that nursing is both art and science. This unique altruistic discipline has evolved from the study and application of its own interventions as well as applying knowledge from a variety of other disciplines. The focus of nursing is the provision of care across the health care continuum utilizing a systematic nursing process. We believe that nursing refines its practice in response to societal need, and that nursing education must prepare a professional nurse for evolving as well as traditional roles. The faculty recognizes the obligation of the nursing curriculum to include leadership, change strategies, professionalism, and community service. We believe that the education of nurses occurs at several levels in order to prepare various categories of practitioners. To acquire the knowledge and judgment inherent in practice, nursing education focuses on critical thinking, decision-making, analysis, inquiry, and research. The faculty also believes that learning is an independent, life-long process. Learning is an opportunity for teacher-student interaction in setting goals, selecting and evaluating learning experiences and appraising learners’ progress. All levels of nursing education share certain rights, duties, and characteristics, such as the scientific basis of nursing care. Accordingly, we actively support the endeavors of the profession to assist nurses in pursuing professional education at beginning and advanced levels. The purpose of the associate level is to prepare graduates who apply the nursing process in the provision of direct nursing care for clients with common, well-defined problems. Therefore, the associate curriculum is grounded in the liberal arts and includes professional values, core competencies, and core knowledge and role development. The associate degree graduate is prepared to function as a member of the profession and a manager of care in acute and community-based settings. The nurse prepared at the baccalaureate level is a professional who has acquired a well-delineated and broad knowledge base for practice. We believe that the role of a baccalaureate graduate is multifaceted and developed through extensive study in the areas of liberal education, professional values, core competencies, core knowledge and role development. This knowledge base prepares the beginning baccalaureate graduate to function as a provider of direct and indirect care to individuals, families, groups, communities and populations. The baccalaureate graduate is also a member of the profession and a designer, manager and coordinator of care. The master’s level prepares baccalaureate nurses for advanced nursing practice roles. Preparation for advanced practice emphasizes strategies to intervene in multidimensional situations. The knowledge base is expanded in scope and depth through the scientific, theoretical and research components of nursing. Various theories inherent in advanced practice roles and strategies are analyzed and explored to synthesize the interdependence of theory, practice, and scientific inquiry in nursing. This synthesis of knowledge and experience provides the basis for creating, testing, predicting, and utilizing varied and complex interventions for problems of health care and health care delivery. The graduate of the master’s program is a leader in the profession and prepared as an intricate member of the medical home. Preceptor Selection Criteria The clinical experience of the advanced practice nurse must be carefully monitored by a qualified preceptor. Arkansas State University follows the recommendations from the National Organization for Nurse Practitioner Faculties (NONPF) by requiring the following criteria: 1. Psychiatric Mental Health Nurse Practitioner (PMHNP) or Psychiatric Mental Health Clinical Nurse Specialist (PMHCNS): Current national AANC or AANP certification in Psychiatric Mental Health Nursing Current Licensure with prescriptive privileges Extensive clinical experience in the role of APRN Preceptor Qualification Sheet on file (Appendix B) Terms of Agreement on file (Appendix C) 2. Physician: Doctor of medicine or osteopathy from an accredited university Must be American Board of Psychiatry and Neurology (ABPN) certified Currently licensed and practicing in the role of physician Preceptor Qualification Sheet on file (Appendix B) Terms of Agreement on file (Appendix C) 3. Licensed Psychotherapist: Must be Master or Doctorate Level prepared Psychotherapy hours only LICSW, LPC, MSW, LSW, LADC, LMFT, LMHC 4. Psychologist: Psychotherapy hours only PsyD or PhD Clinical practice sites should include a variety of experiences regarding ages and mixes of acute and chronic illness. Site should allow the student to engage in clinical experiences sufficient to meet the requirements for the role of the advanced practice Preceptor should prepare to provide applicable supervision, instruction, and evaluation of Preceptor should be able to facilitate active participation of students in the delivery of health Must have at least 12 months’ experience in his/her Students may not rotate with preceptors whom they are related PMHNP Nurse Practitioner Option Specialty Prerequisites NURS 66063 Psychotherapy for Clinical Practice NURS 66073 Advanced Psychopharmacology Seminars NURS 60313 Seminar I (Child & Adolescent) NURS 61133 Seminar II (Adult & Older Adult) NURS 64433 Seminar III (Trauma & Substance Use Disorder) Practicums NURS 60334 PMHNP Practicum I NURS 61134 PMHNP Practicum II NURS 6013v PMHNP Practicum III Preceptor Expectations Review Preceptor Orientation Handbook. Review clinical outcomes located on the syllabus along with student clinical evaluation tool appropriate for course (included in handbook). Provide the student with clinical experiences that maximize the student’s potential in meeting the clinical outcomes on the clinical evaluation tool. Prepare yourself to be a professional role model and mentor to the student. Exhibit enthusiasm that engages the student in active learning. Use both positive and negative feedback to encourage learning. A copy of the “One- Minute Preceptor: 5 Micro skills for One-On-One Teaching” (Irby, 1997) is included as Appendix A to help facilitate your preceptorship. Demonstrate current evidence based clinical skills. Assess the student at all levels as they become more sufficient in-patient care gently prodding them to advance from assessment to diagnosis and treatment. Complete student evaluation form at the end of each semester and submit to appropriate faculty. If at any time in the semester, you have reservations that the student may not be able to meet the competencies outlined in the evaluation form, please contact the assigned clinical faculty member or any member of the administration provided in the directory.  Student Expectations Review learner outcomes from the syllabus and appropriate level clinical evaluation tool. Set clinical times and dates to meet required clinical hours with your preceptor that facilitates the needs of both participants. Come to clinical prepared to learn. Be engaged as an active learner. Bring necessary equipment needed for practice and resources such as text and lab manuals. Be punctual, respectful, and responsible at all times. Complete necessary clinical log information daily. Engage in patient encounters that challenge your self-identified learning needs. Complete and submit preceptor evaluation tool and clinical site evaluation at the close of each semester. Faculty Expectations Assure student compliance with standards for immunization, CPR, liability insurance, and current unencumbered nursing license before beginning clinical. Establish or verify clinical site agreements for each clinical site utilized. Provide the preceptor with a Preceptor Orientation Handbook including current syllabus and clinical evaluation tool (Appendix D). Review learner outcomes of the student with the preceptor. Facilitate active communication between the School of Nursing, faculty, student, and preceptor. Provide leadership in the role of the advanced practice nurse. Encourage the student to utilize theoretical frameworks for patient care and decision making. Make clinical site visits as scheduled and as needed. Provide verbal and written feedback to students swiftly after evaluations including submitted assignments and clinical site visits. Progression of Courses There is a student evaluation form included in this handbook. The Preceptor will evaluate the student at the close of each semester using the Preceptor Evaluation Form (Appendix D). The tool was developed from Advanced Nursing Practice: Curriculum Guidelines and Program Standards for Nurse Practitioner Education from the National Organization of Nurse Practitioner Faculties (NONPF) and The Essentials of Master’s Education for Advanced Practice Nursing from the American Association of Colleges of Nursing (AACN). There are three clinical courses in progression that each student is expected to master. They are as follows: NURS 60334 Students need close preceptor guidance in this course. This is the student’s first encounter in the role of advanced practice nurse. They are competent to perform thorough interviews, assessments, diagnostic reasoning, and proper documentation. While competent, the student will need encouragement and feedback regarding their skills with each patient encounter. At the end of each rotation the student should begin to demonstrate increasing independence, comprehensiveness, and proficiency in the management of psychiatric mental health patients. Students must complete a total of 240 clinical hours in this course. NURS 61134 Students need close preceptor guidance at the beginning of this rotation. Students have now completed clinical hours in children and adolescents but have little experience in adult and older adult practice. However, students can be expected to translate new knowledge and skills from previous clinical sites into practice. Students should advance during this course to demonstrate a progressive increased level of independence, depth, and proficiency in the management of acute and chronic illnesses. Students must complete 240 clinical hours during this course. NURS 6013V less guidance from the preceptor is required during this final semester. Students should be competent in clinical skills and the management of patient-centered illnesses. Professional behaviors, collaboration with other professionals, and follow-up care are expected. Students should emulate the role of the novice advanced practice nurse in psychiatric mental health practice with all the required responsibilities of such. Students are required to complete 270 clinical hours during this final course. Clinical Hour Requirements Complete 240 clinical hours per 14-week practicum courses (Practicums 1-2), except for the final practicum which is 270 clinical hours (Practicum 3) for a total of 750 clinical practicum hours: 120 child/adolescent medication management hours 120 older adult medication management hours 120 psychotherapy shadowing and/or group therapy hours 120 substance use disorder medication management hours 240 adult medication management hours These required lifespan hours can be completed in any Practicum course, all hours are flexible, but the requirements must be met. Max of 400 hours telehealth and 400 hours inpatient treatment. May use up to 60 hours for a specialty rotation if you choose. (i.e., corrections, pain management clinics, etc.) with faculty approval. NURS 6034: PMHNP Clinical Practicum 1 (240 hours) NURS 6134: PMHNP Clinical Practicum 2 (240 hours) NURS 603v: PMHNP Clinical Practicum 3 (270 hours) Frequently Asked Questions Q: Is there a specific set of skills that I am responsible for teaching to students? A: Clinical experiences vary dramatically from site to site making it impossible for all students to achieve the same level of skills. However, here is a list of the skills that novice advanced practice nurses need upon entry into the field of PMHNP practice: Age-appropriate psychotherapeutic techniques and psychoeducation Preforming/Interpreting a comprehensive history and physical examination (including laboratory and diagnostic studies) Perform/Interpret mental status examination Perform comprehensive risk assessment and safety planning Formulating diagnoses and differentials according to the DSM 5 TR Selecting appropriate evidence-based practice treatment plan Evaluating patient response and modify as necessary Q: Can students’ chart on electronic medical records? A: While most EMRs require a password for users, faculty strongly recommends that students be issued a temporary password to provide documentation for the clinical experience. Q: Can students write prescriptions or E-prescriptions? A: Students are licensed as registered nurses and cannot write prescriptions. The credentialed provider must supply the authorization/signature on the prescription. Q: Can students “see” the patient without my presence in the exam room? A: Students in any level course in the PMHHNP program are qualified to examine patients without the presence of the preceptor. The preceptor will want to be present with all examinations until convinced of the student’s competency level. Prior to discharge all Patients must also be examined by the preceptor and the plan of care reviewed. Q: Can students see patients in my absence of a few hours? A: Students are not credentialed to see any patients without the preceptor being on site with the student. Q: Can students write prescriptions for controlled substances? A: Students may not write prescriptions for any medications or controlled substances as they do not possess prescriptive authority or a DEA number at this time. Students are eligible to apply for both upon successful graduation from the program. Students along with the preceptor may recommend controlled substances for patients with documented needs for such medications. Q: Can my student make rounds with me in the hospital? A: Yes, observing the PMHNP consultant role is important to a well-rounded clinical experience. Q: Can students go to a long-term facility with me to make rounds? A: Yes, the time spent in LTC facilities will count as clinical hours. However, most clinical hours need to occur from clinical experiences. Q: Can students do clinical hours outside of M-F 9-5PM? A: Yes, clinical hours may be any times, hour of the week. Administration Dr. Stacy Walz, PhD, MS, MLS(ASCP) Dean of the College of Nursing and Health Professions  Office: CNHP 201C Office #: 870-972-3112 Email: swalz@astate.edu Kathryn Flannigan, EdD, MSN, RN Director, School of Nursing CNHP 203B p: (870) 972-3074 email: kflannigan@astate.edu Dr. Caroline Jarrett MSN Program Director  Email: cpillow@AState.edu Dr. Michelle Gibson, DNP, PMHNP-BC, CARN-AP, CNE PMHNP Clinical Coordinator micgibson@AState.edu Kelly Carlson, PhD, PMHNP-BC, CARN-AP, CNE PMHNP Program Coordinator Email:  kcarlson@astate.edu Appendix A: The One Minute Preceptor: 5 Micro skills for One-On-One Teaching Acknowledgements This monograph was developed by the MAHEC Office of Regional Primary Care Education, Asheville, North Carolina. It was developed with support from a HRSA Family Medicine Training Grant. The monograph was provided to our Office of Faculty Development with permission to modify and use in our faculty development program. Introduction Health care providers face many challenges in the day to day pursuit of their careers, and those who choose to teach health professions students face the further challenge of efficiently and effectively providing teaching to these learners. No matter what type of learner – resident, medical student, physician’s assistant or nurse practitioner – and no matter what their level of skill or training, the challenge of integrating teaching into your day to day routine remains. Fortunately, tools and techniques have been developed to assist the preceptor. A tested and valuable approach is the One-Minute Preceptor. Initially introduced as the “Five-Step `Micro skills' Model of Clinical Teaching” (Neher, Gordon, Meyer, & Stevens, 1992), the One Minute Preceptor strategy has been taught and tested across the nation (Irby 1997a, 1997b; STFM, 1993) and has been welcomed by busy preceptors. The dissemination of this technique has been allowed and encouraged, and we are pleased to be able to present it to you as part of our Preceptor Development Program. At the end of this module you will be able to: List the Steps of the One-Minute Preceptor model of clinical Explain how each step fosters effective and efficient Demonstrate understanding of the One-Minute Preceptor on a sample student Integrate the One-Minute Preceptor model into your clinical Making the Most of Teaching Time Much of clinical teaching involves the learner interviewing and examining a patient, and then presenting the information to the preceptor. This strategy is common both in the office and hospital setting. Studies have indicated that on average, these interactions take approximately 10 minutes, and the time is divided into several different activities. (See Figure 1.) Much of the time is taken up by the presentation of the patient by the learner. Additional time is spent questioning and clarifying the content of the presentation. As a result, only about one minute of time is actually spent in discussion and teaching. The One-Minute Preceptor approach allows the preceptor to take full advantage of the entire encounter in order to maximize the time available for teaching. The teaching encounter will still take longer than a minute, but the time spent is more efficiently used and the teaching effectiveness is optimized.       The Method The One-Minute Preceptor method consists of a number of skills that are employed in a stepwise fashion at the end of the learner's presentation. Each step is an individual teaching technique or tool, but when combined they form one integrated strategy for instruction in the health care setting.       Step One: Get a Commitment At this point, there are many teaching techniques you could employ, but the OneMinute Preceptor method suggest that you get a commitment from the learner – to get them to verbally commit to an aspect of the case. The act of stating a commitment pushes the learner to move beyond their level of comfort and makes the teaching encounter more active and more personal. This can show respect for the learner and fosters an adult learning style. In this situation the learner stopped their presentation at the end of the physical exam. An appropriate question from the preceptor might be: “What do you think is going on with this patient?” This approach encourages the learner to further process the information they have gathered. You obtain important information on the learners clinical reasoning ability and the learner is given a higher sense of involvement and responsibility in the care of the patient. If the answer is correct, then there is the opportunity to reinforce a positive skill. If the response is incorrect, an important teaching opportunity has occurred and the impact of the teaching is likely to be greater since the learner has made the commitment. Not all learners will stop at the same pointing their presentation, but the preceptor can still get a commitment. Additional examples include: “What other diagnoses would you consider in this setting?” “What laboratory tests do you think we should get?” “How do you think we should treat this patient?” “Do you think this patient needs to be hospitalized?” “Based on the history you obtained, what parts of the mental status assessment should we focus on?” By selecting an appropriate question, the preceptor can take a learner at any stage and encourage them move them further along in their skills and to stretch beyond their current comfort level. Notice that questions used in getting a commitment do not simply gather further data about the case. The goal is to gain insight into the learner's reasoning. Questioning by the preceptor for specific data reveals the preceptor's thought process – not the learner's. The learner in the example above needs the opportunity to tell you their assessment of the patient data they have collected. Step Two: Probe for Supporting Evidence Now that you have a commitment from the learner, it is important to explore what the basis for their opinion was. The educational setting often rewards a lucky guess to the same degree as a well-reasoned, logical answer. In the clinical setting, it is important to determine that there is an adequate basis for the answer and to encourage an appropriate reasoning process. By the same token it is important to identify the “lucky guess” and to demonstrate the use of appropriate supporting evidence. Once the learner has made their commitment and looks to you for confirmation, you should resist the urge to pass immediate judgement on their response. Instead, ask a question that seeks to understand the rationale for their answer. The question you ask will depend on how they have responded to your request for a commitment: “What factors in the history and physical support your diagnosis?” “Why would you choose that particular medication?” “Why do you feel this patient should be hospitalized?” “Why do you feel it is important to do that part of the physical in this situation?” There are significant benefits from using this step at this time. You are able to immediately gauge the strength of the evidence upon which the commitment was made. In addition, any faulty inferences or conclusions are apparent and can be corrected later. This step allows the preceptor to closely observe the vital skill of clinical reasoning and to assist the learner in improving and perfecting that skill. Our learner in the role-play will get a further chance to demonstrate their ability to integrate and use clinical data. Step Three: Reinforce What Was Done Well In order for the learner to improve they must be made aware of what they did well. The simple statement “That was a good presentation” is not sufficient. The learner is not sure if their presentation is “good” because they included current medications or because they omitted the vital signs. Comments should include specific behaviors that demonstrated knowledge skills or attitudes valued by the preceptor. “Your diagnosis of `probable mild neurocognitive disorder' was well supported by your history and physical. You clearly integrated the patient's history, mental status examination and your physical findings in making that 20 assessment.” “Your presentation was well organized. You had the chief complaint followed by a detailed history of present illness. You included appropriate additional medical history and medications and finished with a focused physical exam.” With a few sentences you have reinforced positive behaviors and skills and increased the likelihood that they will be incorporated into further clinical encounters. Step Four: Give Guidance About Errors and Omissions Just as it is important for the learner to hear what they have done well, it is important to tell them what areas need improvement. This step also fosters continuing growth and improved performance by identifying areas of relative weakness. In framing comments, it is helpful to avoid extreme terms such as `bad' or “poor”. Expression such as “not best” or “it is preferred” may carry less of a negative value judgement while getting the point across. Comments should also be as specific as possible to the situation identifying specific behaviors that could be improved upon in the future. Examples: “In your presentation you mentioned a temperature in your history but did not tell me the vital signs when you began your physical exam. Following standard patterns in your presentations and note will help avoid omissions and will improve your communication of medical information.” “I agree that, at some point, complete pulmonary function testing may be helpful, but right now the patient is acutely ill and the results may not reflect her baseline and may be very difficult for her. We could glean some important information with just a peak flow and a pulse oximeter.” The comments are specific to the situation and also include guidance on alternative actions or behaviors to guide further efforts. In a few sentences an opportunity for behavior change has been identified and an alternative strategy given. It is important to reflect here that a balance between positive and constructive criticism is important. Some preceptors may focus on the positive, shying away from what may be seen as criticism of the learner. Others may focus nearly exclusively on areas for improvement without reinforcing what is already being done well. As with many things in life, balance and variety are preferable. Step Five: Teach A General Principle One of the key but challenging tasks for the learner is to take information and data gained from an individual learning situation and to accurately and correctly generalize it to other situations. There may be a tendency to over generalize – to conclude that all patients in a similar clinical situation may behave in the same way or require the exact same treatment. On the other hand, the learner may be unable to identify an important general principle that can be applied effectively in the future. Brief teaching specifically focused to the encounter can be very effective. Even if you do not have a specific medical fact to share, information on strategies for searching for additional information or facilitating admission to the hospital can be very useful to the learner. Step Six: Conclusion Time management is a critical function in clinical teaching. This final step serves the very important function of ending the teaching interaction and defining what the role of the learner will be in the next events. It is sometimes easy for a teaching encounter to last much longer than anticipated with negative effects on the remainder of the patient care schedule. The preceptor must be aware of time and cannot rely on the student to limit or cut off the interaction. The roles of the learner and preceptor after the teaching encounter may need definition. In some cases, you may wish to be the observer while the learner performs the physical or reviews the treatment plan with the patient. In another instance you may wish to go in and confirm physical findings and then review the case with the patient yourself. Explaining to the learner what the next steps will be and what their role is will facilitate the care of the patient and the functioning of the learner. The teaching encounter is smoothly concluded and the roles and expectations for each person are made clear in a way that will facilitate further learning and optimal patient care. Summary: You have learned and seen examples of the six steps in The One-Minute Preceptor model. Although it is useful to divide something into discrete steps, it is hard to remember several items in order, especially when you are first using them. To help you with this challenge you will note that the back cover of the book may be cut into several pocket-sized cards which you may carry with you to help you remember the steps. The One-Minute Preceptor is a useful combination of proven teaching skills combined to produce a method that is very functional in the clinical setting. It provides the preceptor with a system to provide efficient and effective teaching to the learner around the single patient encounter. It is not intended that this technique should replace existing teaching skills and techniques that already work well for the preceptor or to avoid the need to learn further techniques. It is one approach that can help you in the very challenging work that you do. References: Irby, D. (1997, February). The One-Minute Preceptor. Presented at the annual Society of Teachers of Family Medicine Predoctoral meeting, Orlando, FL. Irby, D. (1997, June). The One-Minute Preceptor: Micro skills for Clinical Teaching. Presented at teleconference from East Carolina Univ. School of Medicine, Greenville, NC. Neher, J. O., Gordon, K. C., Meyer, B., & Stevens, N. (1992). A five-step "micro skills" model of clinical teaching. Journal of the American Board of Family Practice, 5, 419 -424. STFM. (1993, February). The One-Minute Preceptor. Presented at the annual Society for the Teachers of Family Medicine Predoctoral meeting, New Orleans, LA. Appendix B: Preceptor Qualification Sheet Name: E-mail address: Preferred Contact: Home phone Cell Phone E-mail Title: Credentials: Discipline or Specialty: Years in role: Number of students concurrently supervised: Type of patients seen at site (SUD, SMI, age): License #: State: Date expires: Additional licensure and/or credentials: Certification: ANCC ☐ AANP ☐ NCCPA ☐ ABPN ☐ Name of Clinic: Address of clinic: Education: Name of School Major Dates of Attendance Year Graduated Degree Earned                               Continuing education: Workshop/Course/Seminar Date Sponsoring Organization                   Are you currently working on a degree in nursing or other discipline? Master’s Doctoral Appendix C: Terms of Agreement I have read the Preceptor Orientation Handbook and commit to precept students for A-State’s School of Nursing. I am aware of the time and responsibility that is required to advance student learning in the clinical arena. Preceptor Signature Date Please Print Name I am willing to precept the following terms. (This information is helpful when planning for future students.) Spring (Year) Summer (Year)  Fall (Year)  Spring (Year)  Summer (Year)    Fall (Year) Appendix D: Preceptor Evaluation of Student Student Name: Please check the group of phrases which you believe best describes the student’s performance in each of the following areas. At the end, please add written comments & suggestions. Please mail completed evaluation directly to instructor. DO NOT give completed form to student.   Area to be Evaluated Outstanding Above Average Average Needs Improvement Unacceptable Not Observed Comments   KNOWLEDGE: Consistently Differentiates Demonstrates Recalls Major  Not     General evaluates understanding   understanding understanding deficiencies observed     therapeutic of basic of basic of basic in knowledge       interventions, Pathophysiology Pathophysiology concepts base       broad based             KNOWLEDGE: Synthesizes Applies Discusses Defines the Lacks Not     Related to broad textbook expanded basic patient’s knowledge to observed   individual mastery &/or differential   differential problems, understand     patients directed diagnosis, can diagnosis of problem list patient       literature discuss minor active problems needs problems,       research, reads problems, reads in own patients. improvement. obvious lack       extensively from many different a good deal Average reader Apparent lack of reading of reading       sources             DATA Consistently Utilizes, Reviews basic Recalls data Inaccurate, Not     GATHERING: synthesis, detailed, broad history, as incomplete major observed   Initial efficient, and based, obtains   accurate, or unfocused, omissions,     History/ appreciates almost all obtains most and missing, inappropriate     Interviewing subtleties, relevant data relevant data & psychosocial psychosocial     Skills insightful, including   most of the components component       assesses all relevant data psychical psychosocial components that are absent or absent       including psychosocial     sketchy       DATA Integrates Utilizes Identifies Assesses Inaccurate, Not     GATHERING: subtle findings organized,   major findings incomplete major observed   Physical of exam in focused, identified from data or omissions,     Examination Skill practice relevant findings of practice exam data gathered in exam unfocused, relevant data missing, psychosocial inappropriate psychosocial component absent             components               absent or               sketchy       DATA RECORDING/ REPORTING: Consistent recording of concise, Assembles key information, focuses, Report accurate, complete Report poor flow in HPI, lacks listing Inaccurate data or major omissions Not observed     Writing thorough comprehensive history and detail or       Histories & Physicals appraisal of disease process     physical incomplete problem list         & patient               situation             DATA Synthesizes Precise, Reviews Records but Missing or Not     RECORDING: Progress Notes multidisciplinary data in notes concise organized notes   ongoing problems & team plan needs organization, prioritizing inaccurate data observed           relevant data               Area to be Evaluated Outstanding Above Average Average Needs Improvement Unacceptable Not Observed Comments   DATA RECORDING: Analyzes situation Discusses Reports basic Verbalizes Repeatedly Not     Oral Presentations in a poised manner data in a fluent,   information, data with ill-prepared observed       focused minimal use of major           manner notes omissions,               often relates               irrelevant               facts,               rambling       DATA Understands Consistently Constructs Frequently Cannot Not     INTERPRETATIONS: Analysis complex issues, interrelates patient formulates reasonable problem list, applies, reports data without interpret basic data observed     problems interpretation of data reasonable differential analysis             diagnosis         DATA Manages patient Consistently Appropriately Frequently Cannot Not     INTERPRETATION: Judgement/ Management soundly discusses diagnostic decisions renders patient care, aware of own limitations reports data without analysis interpret basic data observed   CLINICAL Evaluates Differentiates Recognizes Deficient Inaccurate or Not     PERFORMANCE: Outpatient Clinic preventative care, good grasp of preventative health major issues, some fine points   major issues recall of major issues major omissions observed     issuesdevelopment,               education,               anticipatory               guidance             CLINICAL Accurate, Collects all Reviews Incomplete, Major Not     PERFORMANCE: History & Physical assessment that is focused & detailed, pertinent data, comfortable basic information, unfocused, ill-at-ease omissions, rude or observed     at ease with all ages & illnesses with most patient & comfortable with most with some patients or unprofessional         illnesses patients & illnesses illnesses       CLINICAL Accurately Formulates Can reliably Has Unreliable or Not     PERFORMANCE: Patient Triage assesses patients’ level of acuity & prioritizes patients by degree of illness an accurate appraisal of acuity   distinguish between emergent and non-emergent difficulty recognizing emergently ill patients inconsistent judgement observed         patients         PROCEDURES: Always performs Consistently Performs Awkwardly No Not       proficiently & performs reasonable performs, improvement observed     skillfully, very careful, skill in reluctant to even with       compassionate confident, compassionate preparation & performance try even basic coaching, insensitive             procedures       PATIENT Initiates education Employs Reports the Repeatedly Unexplained Not     EDUCATION & & patient care, patient care, time & energy unprepared, absences, observed   CARE: Reliability/ actively seeks welcomes   required for appears unreliable     Commitment responsibilities responsibility education & lackadaisical         beyond assigned beyond patient care, in approach         tasks assigned tasks at times fulfills responsibilities to education & patient care                   Area to be Evaluated Outstanding Above Average Average Needs Improvement Unacceptable Not Observed Comments   PROFESSIONAL Outstanding Good Reads Frequent Unwilling, Not     ATTITUDES: initiative,   insight, sets appropriately, prompting lack of observed   Self-directed reads   own goals, attends required, introspection,     learning extensively, reads a good required seems to have is not     (knowledge & actively deal, rounds & a varied appreciative of     skill) seeks education participates in a few conferences, appreciates response to feedback all feedback       experiences beyond additional educational feedback           rounds & experiences,             conferences seeks feedback           PROFESSIONAL Preferred Gains Empathetic, Occasionally Avoids Not     DEMEANOR: provider,   confidences develops insensitive, personal observed   Patient consistently & trust, rapport, deals inattentive, contact,     Interactions elicits & frequently   effectively frequently tactless       deals with elicits & deals with most of misses         patient’s with patient’s patient’s patient’s         emotional & emotional & emotional & emotional         personal personal personal &/or personal         problems in problems in a problems problems         sensitive & sensitive &             skillful skillful             manner manner           PROFESSIONAL Outstanding Flexible, Employs Inflexible or Inappropriate Not     DEMEANOR: poise,   supportive appropriate loses response, observed   Response to selects   judgement composure inability to     stress constructive solutions     easily direct self or others     PROFESSIONAL Always Consistently Cooperative, Lack of Antagonistic Not     DEMEANOR: Working Relationships establishes tone of mutual respect & has good rapport with other staff, makes   productive member of own team consideration for others or disruptive observed     dignity, attempts to             makes a elicit             concerted cooperation             effort to elicit amongst             & contribute health             to professionals,             cooperation willingly             amongst contributes to             health the success             professionals of the team           COMMENTS: (Please recommend specific suggestions for improvement.) Evaluator’s Signature Date Completed Evaluator’s Printed Name Appendix E: Student Evaluation of Preceptor ARKANSAS STATE UNIVERSITY COLLEGE OF NURSING AND HEALTH PROFESSIONS MSN PROGRAM EVALUATION OF PRECEPTOR Preceptor: Site: Completed by: Date: Instructions: Please mark an X in the most appropriate space after each statement below to provide summative feedback to the preceptor named above. Space is provided after each statement if you choose to add any written Quality Seldom Sometimes Frequently N/A Comments 1) Is available to student.           2) Demonstrates understanding of the NP Role.           3) Utilizes student’s strengths and knowledge.           4) Role model for NP Practice.           5) Demonstrates effective rapport with clients.           6) Encourages students to assume increasing responsibility during experience.           7) Assists students in identifying goals and needs for experience.           8) Considers student’s limits according to status in program.             9) Provides immediate and adequate feedback with questions and patient presentations.           *Adapted from Advanced Practice Nursing: Curriculum Guidelines and Program Standards for Nurse Practitioner Education (NONPF, 1995) Appendix F: Student Evaluation of Clinical Site ARKANSAS STATE UNIVERSITY COLLEGE OF NURSING AND HEALTH PROFESSIONS MSN PROGRAM Clinical Site Evaluation Name of Site: Location: Completed by: Date: Instructions: Please mark an X in the most appropriate space after each statement regarding the Space is provided after each statement if you choose to add any written Statement Yes No N/A Comments 1) Is adequate space provided?         2) Is adequate time given to see clients?         3) Are there sufficient number of clients?         4) Are the types of clients varied as to age, type of problem, etc.?         5) Are students allowed to select clients according to their needs?         6) Are students given the opportunity to follow-up with clients and/or problems of interest?         7) Are reports from lab and x-ray accessible to students?         8) Is support staff appropriately helpful to students?         9) Is support staff accepting of the student’s role?         10) Is philosophy of clinic to provide: a) health promotion and disease prevention? b) disease diagnosis and management? c) both?         11) Are instructional materials available for clients to supplement their learning (i.e., pamphlets, outside class opportunities, etc.)?         12) Are community resources, other agencies, and professional disciplines involved with client welfare?         *Adapted from Advanced Practice Nursing: Curriculum Guidelines and Program Standards for Nurse Practitioner Post Master's DNP Clinical Partners Handbook             DNP Practice Partner Handbook DNP Post-Master’s Degree Option Practice Partner Manual     Disclaimer Statement : These guidelines have been prepared to inform you of the selected policies, procedures, and activities within Arkansas State University’s DNP Post-master’s option. As registered nurses, graduate students must adhere to all rules and regulations in the Nurse Practice Act in your state.   COLLEGE OF NURSING AND HEALTH PROFESSIONS   Graduate School of Nursing | P.O. Box 910, State University, AR 72467 | P: 870-972-3701 | F: 870-972-2954   COLLEGE OF NURSING AND HEALTH PROFESSIONS School of Nursing | P.O. Box 910, State University, AR 72467 | P: 870-972-3074 | F: 870-972-2954 Rev. ; 01.30.24 LL; 07.28.25 LD; 06.19.26 Letter to Practice Partner Dear Practice Partner, A Doctor of Nursing Practice student’s Practice Partner has a crucial role in preparing the student for a future in practice change. We are very grateful for your willingness to share your expertise and professional time with our graduate students.   The guidelines presented in this Practice Partner Handbook are designed to provide you with supporting information for the project courses.   Your role as a Practice Partner is to mentor the students as they learn the role of the Doctor of Nursing Practice related to a Quality Improvement project. The student does not always have to be with you physically. You can identify meetings and experiences that may be beneficial to student learning and support your student’s role as a Doctor of Nursing Practice.   We cannot express our appreciation enough for the time you take to mentor and guide our students. This practice partnership is a valuable experience for students because it provides them with the opportunity to apply what they have learned in their project courses to prepare them for future roles.   Please let us know if you have any questions, concerns, or even ideas for program improvement. Nursing is a team effort and we value your contribution to the students’ educational experience!   Sincerely, Dr. Lisa Drake DNP Program Director 870-972-3701       The Associate, Baccalaureate, Master's, master’s/post-master's certificate, and clinical doctorate programs at Arkansas State University  located in State University, AR and West Memphis, AR are accredited by the: Accreditation Commission for Education in Nursing (ACEN). 3390 Peachtree Road NE, Suite 1400 Atlanta, GA 30326  (404) 975-5000     The most recent accreditation decision made by the ACEN Board of Commissioners for the Associate, Baccalaureate, Master's, graduate/post-master's certificate, and clinical doctorate programs is continuing accreditation.  View the public information disclosed by the ACEN regarding this program  on the ACEN website       DNP Practice Partner   Practice Partner (Preceptor): The Post-Master’s DNP program uses practice partners as preceptors. The practice partner role definition is: A terminally degreed expert (DNP, MD, EdD, PhD, and in some cases Pharm D), who agrees to provide support and guidance for a DNP student completing a post-master's DNP project experience.   The Practice Partner must have at least 2 years of work experience in the last 5 years.   The practice partner cannot be a family member or spouse due to a conflict of interest. If the practice partner is an RN or an MD, license verification must be included.   Practice Partner Agreement : The Practice Partner is asked to complete an A-State School of Nursing Practice Partner Agreement, along with a CV, an acknowledgment statement that they received the handbook, license verification, and return it to the DNP student, who will submit it to Verified Credentials for faculty approval.    If the practice partner works as an employee at the DNP Student’s workplace, where the DNP Project will be completed, the practice partner will complete Document 4: Clinical Practice Partner Site Agreement Form and include a CV, an acknowledgment statement, and a license verification form (RN or MD).   If the practice partner is not from the DNP Student’s workplace but is located at the place where the DNP Project is taking place, they will complete Document #3: Arkansas State University School of Nursing Clinical Practice Partner Verification Form and include a CV, acknowledgment statement, and license verification form (RN or MD).   Practice Partner Activities (beginning): 1. Share helpful contacts within the facility. 2. Assist with needs assessment at the facility. 3. Assist in selecting a topic for the student’s quality improvement project (not a research project). 4. Answer questions about Quality Improvement Projects or implementation of evidence into practice (sometimes called translation science) at the facility. 5. Assist with the scheduling process of team meetings/committees related to the DNP QI Project (preparing and conducting). 6. Clarify legal, policy, and ethical issues at the facility. 7. Facilitate student access to appropriate project-related data. 8. The Practice Partner is not responsible for teaching the student or grading assignments **   Practice Partners Activities (during project): 1. Communicate periodically with the student on practicum or project progress and outcomes (how things are going). 2. Notify the faculty if there is a breach in professionalism by the student. 3. The practice partner serves as a mentor during the process of the DNP Project.     Practice Partners Activities (after project): 1. The Practice Partner will receive a Qualtrics survey link (created by PM DNP NURS 88263 course faculty) and will be sent by the student to evaluate student performance. DNP Student (after project): 1. The DNP student will receive a Qualtrics survey link from the program director to evaluate the facility.   Student Expectations for the Project Site Note: The DNP Practice Partner is a preceptor; however, they will not teach students or grade their assignments.   All assignments will be submitted to the ASTATE course in Canvas.   The Practice Partner will serve as a mentor for the DNP Project.   1. The student contacts the DNP Practice Partner concerning questions they may have about the DNP Project site. 2. The student works with the Director, course faculty, and the DNP Administrative Assistant to ensure Practice Partner agreements are signed. The student will obtain information from the Practice Partner and upload all required documents for approval. These documents will be reviewed, and the student will be notified if the Practice Partner is approved. 3. The student will collaborate with the Practice Partner to develop a schedule if the student needs mentoring related to the project site. 4. The student will adhere to the A-State Professionalism Policy for the course. The student will always conduct him or herself in a professional manner during the Practice Partnership. As part of the DNP Project expectations, students are to: • Provide the Practice Partner with the Practice Partner and Student Handbooks. • Meet course outcomes that align with the AACN Essentials and the student DNP project. • Complete the Student Evaluation of Facility   Nursing Program/Course Faculty Responsibilities 1. Assumes overall responsibility for teaching and evaluation of the student. 2. Assure student compliance with project and required clinical documents. 3. Readily available by phone or email for consultation as needed. 4. Review portfolio and clinical log with the student and provide feedback as indicated or needed. 5. Facilitate student progression through all facets of the DNP Project paper and presentation.   Before enrolling in NURS 8213 Translational Research I, students must submit the following DNP project documents for review and approval. This is a crucial step for the DNP Project and a necessary component for obtaining IRB approval. Failure to submit and receive approval will put the student at risk of course failure as the IRB approval is a requirement for the course. 1. Site Permission letter: Document 1 if completing project at workplace or affiliation agreement secured. 2. Affiliation Agreement: Document 2 if completing project outside of workplace. Once the contract is approved and signed, Document 1 must be completed and signed by the project site. 3. Practice Partner Agreement: Document 3 if completing project outside of workplace. 4. Practice Partner Agreement: Document 4 if completing project at workplace.     Degree Plans of Study   Full-Time Degree Plan – Doctor of Nursing Practice General   Core NURS 88173: Leadership, Policy, and Healthcare Systems   NURS 88143: Healthcare Finance in Advanced Nursing   NURS 88153: Healthcare Informatics in Advanced Nursing   NURS 88203: Translational Research for Doctor of Nursing Practice I   NURS 88223: Translational Research for Doctor of Nursing Practice II NURS 88263: DNP Project   NURS 88303: DNP Internship I (180 clinical hours)   NURS 88343: DNP Internship II (180 clinical hours)   NURS 88333: DNP Internship III (180 clinical hours)   NURS 8887V: DNP Internship IV   Concentration NURS 88103: Theoretical Foundations for Doctor of Nursing Practice NURS 88133: Epidemiology for the DNP   NURS 88163: Principles of Healthcare Ethics & Genetics   Full-Time Degree Plan – Doctor of Nursing Practice Education Core NURS 88173: Leadership, Policy, and Healthcare Systems   NURS 88143: Healthcare Finance in Advanced Nursing   NURS 88153: Healthcare Informatics in Advanced Nursing   NURS 88203: Translational Research for Doctor of Nursing Practice I   NURS 88223: Translational Research for Doctor of Nursing Practice II NURS 88263: DNP Project   NURS 88303: DNP Internship I (180 clinical hours)   NURS 88343: DNP Internship II (180 clinical hours)   NURS 88333: DNP Internship III (180 clinical hours)   NURS 8887V: DNP Internship IV   Concentration NURS 66053: Measurement and Evaluation in Health Sciences NURS 66603: Curriculum Development in Health Professions   NURS 66853: Teaching in Advanced Nursing Roles   Full-Time Degree Plan – Doctor of Nursing Practice Executive Leadership Core NURS 88173: Leadership, Policy, and Healthcare Systems   NURS 88143: Healthcare Finance in Advanced Nursing   NURS 88153: Healthcare Informatics in Advanced Nursing   NURS 88203: Translational Research for Doctor of Nursing Practice I   NURS 88223: Translational Research for Doctor of Nursing Practice II NURS 88263: DNP Project   NURS 88303: DNP Internship I (180 clinical hours)   NURS 88343: DNP Internship II (180 clinical hours)   NURS 88333: DNP Internship III (180 clinical hours)   NURS 8887V: DNP Internship IV   Concentration NURS 55133: Leadership in Health Professions   NURS 66373: Healthcare Law and Quality Improvement NURS 66353: Budgeting and Financial Management   Student Evaluation of Facility   Practice Partner Name: _______________________________ Term:   ______________ Constructive evaluation is a valuable tool utilized by the faculty as a method for quality control of the curriculum. Student evaluations are viewed by the faculty and administration as one method for maintaining high, consistent levels of quality education in the School of Nursing. As a professional nursing student, evaluation requires maturity and objectivity. This evaluation tool is the student’s opportunity to participate in the ongoing evaluation process. Please read each item carefully, then select the category that you feel correlates with your feelings about the statement.   Rating scale:   4 = Excellent 3 = Above average 2 = Average 1 = Needs improvement   Practicum Applications 4 3 2 1 0 1. The practicum facility was appropriate and offered adequate learning opportunities through the needs assessment.           2. The facility provided the resources needed to plan for a Quality Improvement Project, including multidisciplinary collaboration.           3. The facility accommodated student experiences by providing confidential access to deidentified data without interaction with patients.           4. The facility onboarding process (i.e., facility student orientation) was well organized and easy to complete.           5. What are the strengths of this facility to assist the student with the implementation of the DNP QI Project? 6. What suggestions do you have for enhancing experiences at this facility?   Additional comments (your comments are appreciated and are used to ensure that experiences are appropriate):       Preceptor Evaluation of Student     Student Name:____________________________ Dates:_______________   Practice Partner/Preceptor:_______________________________________   Thank you for the opportunities that you provided for the student during the course of the semester. This is an opportunity for you to share your view on the student’s performance. Please share your perceptions by rating the student on the following items and adding any comments you desire. Your input is valued and appreciated.    Rate: Fair (1), Proficient (2), Excellent (3)   1. Integrates advanced nursing knowledge of the DNP role and systems. 2. Proposes culturally appropriate solutions to foster quality improvement and safe care. 3. Maintains professional relationships and timely interaction with the project chair, and the project site team. Score 1(Fair); 2 (Proficient); 3 (Excellent) 4. Functions as a professional role model. 5. Demonstrates leadership skills through effective planning, providing, and managing a quality improvement project. 6. Demonstrates initiative in identifying opportunities for self-development. 7. Serves as a resource person by assisting with problem identification and resolution. 8. Utilizes ethical/legal guidelines that apply to nursing role development. 9. Maintains current knowledge in an evidence-based approach in decision making. 10. Contributes to positive work (collaborates, consults, coordination). Strengths: ___________________ Needs improvement: ______________   Preceptor Signature: ______________ Date:____________________                       1. SAMPLE SCHOOL/SITE PERMISSION LETTER Required for all students [ MUST Place on clinical site’s letterhead ] Date Arkansas State University – Jonesboro Institutional Review Board   c/o Research and Technology Transfer Post Office Box 2760 State University, Arkansas 72467 To Whom It May Concern: A Doctor of Nursing Practice student in the Arkansas State University-Jonesboro Department of Nursing has requested permission to complete the Doctor of Nursing Practice Project named below at { Insert School/Institution/Clinic Name } during the period of { Insert Start Date } to { Insert End Date }.   This letter notifies you that I/we grant permission to { Insert Student Name }, a student of Arkansas State University-Jonesboro Doctor of Nursing Practice Program, to collect data at the location listed below.   Project Title: {insert your quality improvement project title here}   Principal Investigator(s): {insert your name here – must be a student only} Study Site Location: {insert Institution/Clinic name here} {Street address} {City, State, zip code}   Permission granted by: Print Name and Title Signature Date   DNP Project Completion Site (Affiliation) Request Document 2 ( If you are NOT completing the project at your place of employment )   Please immediately upload the document as directed in your DNP program. Delays in submitting this Site Request may disrupt the original plan of study and delay program completion. PLEASE TYPE INFORMATION.   If you need an affiliation agreement/contract, this is the form to begin with in the DNP Project process. Do not complete Document 1 until this is done and a contract is secured. This document is if you are not completing the project at your workplace or if the project site is requesting an agreement. Student Name: ________________________________   Name of the desired site for DNP project completion:   ___________________________________________________________________________ Physical address of the chosen site for DNP project completion:     ___________________________________________________________________________ Name and role of the person at this site authorized to sign clinical affiliation agreements: ___________________________________________________________________________ Email address and phone number of the person authorized to sign clinical affiliation agreements:   ___________________________________________________________________________ 3 . Arkansas State University School of Nursing Clinical Practice Partner Verification Form (Use if you are NOT completing your project at your place of employment ) Directions : Identify a terminally degreed expert who is willing to coach/mentor you in your efforts to complete your project. Ask them to complete this form. Once completed, electronically upload this form along with the Practice Partner’s CV as directed in your DNP Program. RN and MD must provide license verification documentation from their state board. Note: Illegible forms will be returned to the student.   DNP Student Name: _______________________________________________ Clinical Practice Partner’s Name & Credentials (Must have a terminal degree such as DNP, PhD, EdD, PharmD, MD): _________________________________________________________________ Clinical Practice Partner’s Title/position   (Such as Administrator, Educator, Physician, CNO, Dean): __________________________________________________________________   Clinical Practice Partner’s Employer: ____________________________________ Clinical Practice Partner Employer’s Address: _____________________________ RN and APRN (if applicable) license number/s including state________________   Clinical Practice Partner’s Contact information: Email:   ______________________________________________________ Telephone number: ____________________________________________ Mailing Address: ______________________________________________ Terms of Agreement   I agree to be the practice partner for the student listed above during the time needed to complete the DNP project for A-State’s School of Nursing and will submit a current CV to the above-listed student. I am aware of the time and responsibility that is required to advance student learning. I understand the student is not allowed patient interaction for this project. I verify that I am employed at the facility where the DNP project will be completed.   Practice Partner Signature Date Please Print Name       Arkansas State University Post Masters DNP Program Document 4. Clinical Practice Partner Site Agreement Form   ( Use if you ARE completing your project at your place of employment )     Directions: Please upload the completed Clinical Practice Partner Site document and the Practice Partner’s CV as directed in your DNP program. Delays in submitting this Agreement may interrupt the original plan of study and delay the completion of the program.   RN and MD must provide license verification documentation from their state board. DNP Student Name   _____________________________________________________   Practice Partner Name: ________ ____________________________________ Preferred Contact: Home Phone   Cell   Phone: _____________ E-mail _____________   Title/Role: ______________________Credentials: __________________________ License #: __________________ State: ____________________ Expiration Date: Project Site Name (Must Match Site Permission Letter):     _________________________________________________________     Project Site Address: _________________________________________________________       Terms of Agreement   I agree to be the practice partner for the student listed above during the time needed to complete the DNP project for A- State’s School of Nursing and I will provide a current CV for the student to submit to the School of Nursing. I am aware of the time and responsibility that is required to advance student learning. I understand the student is not allowed patient   interaction for this project. I verify that I am employed at the facility where the DNP project will be completed.         Practice Partner Signature Date       Please Print Name     The DNP student agrees to the following. Please initial each statement and sign and date below:       _______I agree to maintain professional liability insurance coverage as required by the DNP program for   the duration of the period of time needed to complete the DNP project.   _______I understand the DNP project does not involve contact with or treatment of any patient.     _______I understand that patient health information cannot be utilized in the DNP project without execution of   a clinical affiliation agreement between A-State and the clinical facility.   _______I have spoken to my employer, where I will be completing my DNP project, and they have no objection or restrictions regarding the publication of my DNP project.       Student Signature Date Printed Name: _________________________________________________________________________                           Practice Partner Handbook Agreement I, (practice partner name), acknowledge that I have received and reviewed the Practice Partner Handbook. All my questions have been answered, and I understand my responsibilities to the AState DNP student, (DNP student name). Practice Partner Name:________________________________ Name of Project Site: _________________________________ Role at Project Site: __________________________________ Contact Phone Number and Email: ______________________ Date: _____________     The DNP Student is responsible for submitting this document for approval.   Additional Information For more information regarding the Arkansas State University School of Nursing, click on the following link: https://www.astate.edu/college/conhp/departments/nursing/index.do t   For more information regarding the DNP Options, click on the following link: https://www.astate.edu/college/conhp/departments/nursing/degrees /   For more information regarding the DNP, General option, click on the following link: https://degree.astate.edu/programs/docto r - o f - nursin g - practic e - general.asp x   For more information regarding the DNP, Education option, click on the following link: https://degree.astate.edu/programs/docto r - o f - nursin g - practic e - education.asp x   For more information regarding the DNP, Leadership option, click on the following link:   https://degree.astate.edu/programs/docto r - o f - nursin g - practic e - leadership.asp x   13 School of Nursing Undergraduate Student Handbook 2025 - 2026 Arkansas State University   School of Nursing       Undergraduate   Student Handbook       2025-2026       School of Nursing   P.O. Box 910   State University, AR 72467     (870)972-3074     The student handbook for nursing majors was developed by a student-faculty committee from nursing, incorporating suggestions received from A-State students, faculty and administrators. It is designed to inform nursing majors regarding nursing policy, and to assist the students in their educational planning.       It is the student’s responsibility to review this handbook annually.     Arkansas State University is an equal opportunity institution and will not discriminate on the basis of race, color, religion, sex, national origin, age, handicap, or other unlawful factors in employment practices or admission and treatment of students.        The School of Nursing at Arkansas State University is approved by the Arkansas State Board of Nursing.       The Associate, Baccalaureate, Master's, master's/post-master's certificate, clinical doctorate programs at Arkansas State University located in State University, AR and West Memphis, AR are accredited by the: Accreditation Commission for Education in Nursing (ACEN).    3390 Peachtree Road NE, Suite 1400 Atlanta, GA 30326    (404) 975-5000   The most recent accreditation decision made by the ACEN Board of Commissioners for the Associate, Baccalaureate, Master's, master's/post-master's certificate, clinical doctorate programs is continuing accreditation.    View the public information disclosed by the ACEN regarding this program on the ACEN website.         INTRODUCTION   Programs   The nursing faculty is committed to the concept of educational mobility and provides a variety of options for nurses at the following levels: Licensed Practical Nurses (LPNs), and Registered Nurses (RNs) prepared at the associate degree, diploma, and baccalaureate degree levels.   Arkansas State University School of Nursing offers an associate degree (AASN) and a baccalaureate degree in nursing (BSN). Upon completion of the prescribed undergraduate curriculum the graduate is eligible to write the National Council Licensure Examination to become a registered nurse (NCLEX-RN). The school of nursing also offers a master’s degree in nursing (MSN), doctor of nursing practice (DNP), and doctor of nursing practice in nurse anesthesia (DNP). Upon completion of the respective program of study, the graduate is eligible to take the appropriate certification examination.    The nursing courses for the Traditional AASN program and Paramedic to AASN program options are planned within the framework of four semesters, with general education and science courses as prerequisites. Courses for the LPN-AASN program option along with the LPN-AASN online option are planned within the framework of three traditional semesters, with general education and science courses as prerequisites.    Courses for the traditional BSN program are planned within the framework of eight semesters with the first year consisting of general education and science courses as prerequisites. Courses for the LPN-BSN option are planned within the framework of one semester of nursing prerequisite courses followed by four semesters of professional nursing courses. A second degree accelerated BSN is offered in 14 months for students holding a Bachelor’s degree in another field. Courses for the online RN-BSN option are offered on part time and full-time tracks and can be completed in as few as twelve months.   The nursing programs at Arkansas State University are accredited by the Accreditation Commission for Education in Nursing, Inc. (ACEN), 3390 Peachtree Road NE, Suite 1400, Atlanta, Georgia 30326, (404)975-5000.   Revised 5/2019; 4/2023   History   When St. Bernard’s Hospital closed its diploma school of nursing in the early 1950’s, northeastern Arkansas was left with no program preparing candidates for the Registered Nurse licensure examination. With the emergence of Jonesboro as a regional medical center, it was imperative that the community be assured that nurses necessary for this changing role be provided. Initially, hospitals provided scholarships at schools in other communities, but all too frequently the recipients of those scholarships remained in the area in which their education was received rather than coming to this area.   During the mid-sixties, a group of concerned citizens, including a number of nurses, approached the University regarding the establishment of a nursing program and after a great deal of study, it was decided that the Associate Degree program in nursing would be initiated. In January 1969, the first class was admitted. The desirability of establishing a baccalaureate program in nursing was discussed, and these discussions resulted in the establishment of a generic baccalaureate nursing program in 1974. Both programs continued to expand, thus providing northeast Arkansas with a source of competent nursing graduates. In 1978, plans were formulated which would enable the graduates of both associate degree and diploma programs to move more readily into the baccalaureate program. Several options are now available to allow for educational mobility for licensed nurses and paramedics including the LPN-AASN, Paramedic to AASN, LPN-BSN, and RN-BSN options. As the need for nurses continued to rise after the year 2000, the Second Degree Accelerated BSN program was developed and admitted its first students in 2007.   Joint planning between A-STATE/AHEC-NE/UAMS in 1990 led to funding of the Master of Science in Nursing program. Courses were scheduled in a manner that allowed the currently employed nurse to attend classes without interrupting employment status. Now courses are offered online allowing even more flexibility for working nurses to advance their education and career as family nurse practitioner (FNP), Nurse Educator, Nurse Administrator, or Adult Gerontology Acute Care Nurse Practitioner (AGACNP).    In 2014 the School of Nursing added the Doctor of Nursing Practice (DNP) Program, a post-master’s degree which is practice focused. Program graduates are prepared for roles in direct care or indirect, systems-focused care with emphasis in general DNP, education, or leadership.   In 2003 the School of Nursing began preparing BSN nurses with critical care experience for roles as Certified Registered Nurse Anesthetists (CRNA). Initially this program was offered as a master’s degree (MSN) program. However, as requirements for licensure changed, the program transformed to the Nurse Anesthesia Doctor of Nursing Practice (DNP) in 2021.    The future focus of the nursing programs will be on continued improvement and the development of plans which will assist in meeting the health care needs of the citizens of Arkansas. The School of Nursing is committed to upgrading degrees of licensed nurses and increasing accessibility to current programs.    The School of Nursing provides nursing courses to two campuses via distance learning compressed video network (CVN) and on site at ASU-Mountain Home and ASU Mid-South (West Memphis). After conclusion of the Fall 2023 semester, the Mountain Home site will no longer be affiliated with A-State.    Revised 5/2015; 5/2023     Mission and Philosophy     School of Nursing Mission Statement   The mission of the School of Nursing is to educate nurse leaders for ever-evolving professional practice by enhancing intellectual development and enriching lives.      Core Values:   The School of Nursing faculty adheres to the following core values in fulfilling its mission. These values are reflective of the values of Arkansas State University, the National Council of State Boards of Nursing (NCSBN), the American Association of Colleges of Nursing (AACN), and the National League for Nurses (NLN) and of Quality and Safety Education for Nurses (QSEN) Competencies and are reflected in the work of faculty, students, and graduates.   Integrity   We hold high standards of character and integrity as the foundations upon which the school of nursing is built and define integrity as a purposeful decision to consistently demonstrate truth and honesty in all circumstances.   Excellence     We pursue excellence within the campus community through opportunities for achievement in teaching, research, quality improvement, scholarship, creative activity, and service by providing the highest quality of nursing education through evidence-based, safety-focused, client-centered care opportunities.   Access and Engagement   We prioritize access and engagement in all aspects, recognizing that mutual respect for individuality and the active participation of everyone are essential for both personal and institutional success.   Service   We support and recognize service at all levels of the university and strive to contribute to the benefit of the university, the Delta, the state, the nation and the world through development of professional experiences in response to identified societal needs.   Learning-Centered Education   We strive to nurture the development of knowledge, critical thinking, and clinical judgment through intellectual flexibility, teaching, research, assessment and learning. We promote continuous improvement of our scholarly community through innovation, collaboration, and informatics.   Student-Centered Education   We are committed to education, inquiry and service in order to meet students’ changing needs. We foster the development of skills essential for lifelong learning, civic and social responsibility, leadership, and individual and career growth.     School of Nursing Philosophy for Nursing Education   Central to our philosophy for nursing education are four widely accepted metaparadigms of the nursing profession: person, environment, health, and nursing. Each may be defined in many ways. The works of Virginia Henderson (1972), Callista Roy (1991), Betty Neuman (1993), and Madeleine Leininger (1991) among others drive our understanding of these concepts.    A  person   may be defined as an individual, family, group, or community (Leininger, 1991) comprised of biological, psychological, sociological, cultural, and spiritual constituents (Henderson, 1972; Neuman, 1993). Each person has innate worth, and though each is unique, all possess characteristics of shared basic human needs. We believe that a person’s individual experiences, genetics, culture and existence are dependent on perception of and reaction to change. Inherent in this process is the capacity to make decisions, consider alternatives, and predict and accept possible outcomes.    Environment   may be defined as internal, external, and created (Henderson, 1972; Neuman, 1993) conditions, circumstances, influences, events, situations, or experiences (Leininger, 1991; Roy, 1991) that surround the person or are within the person and affect development, behavior, and resources. The environment affects the ability of the person to pursue and achieve a high quality of life. Society and culture drive the need for order, meaning, and affiliations with other humans. These, along with physical and biological forces stimulate a need for adaptation and, potentially, interactions with others in order to survive, develop, grow, and mature.    We understand  health   to be a continuum of wholeness and integrity defined by culture, values, and practices (Leininger, 1991; Neuman, 1993). Often expressed in terms of wellness and illness or absence of disease or injury, health is based largely upon the person’s ability to function independently in their environment (Henderson, 1972; The Nurse of the Future: Nursing Core Competencies, 2016). The ability of a person to achieve an optimal level of wellness depends on motivation, knowledge, ability to cope, and developmental status. The primary responsibility for one’s health rests on the individual and/or those upon whom the individual is dependent.   We believe each person has the right to receive quality healthcare with a goal of promotion, maintenance, or restoration of optimal health. Nurses are advocates, integral in assisting persons to gain access to and secure maximum benefit from use of the healthcare system. Complexity of healthcare systems and client needs require nurses to advocate for clients and collaborate with other healthcare professionals to provide optimal healthcare.    Nursing   is both an art and science and can be defined as activities aimed to assist, support, and promote adaptation of individuals and groups (Leininger, 1991; Roy, 1991) in performance of activities (Henderson, 1972) by assessing behaviors and factors that alter the ability to adapt (Roy, 1991). Nursing is an altruistic discipline evolved from the study and application of its own interventions as well as application of knowledge from other disciplines. Nursing is focused on provision of care across the health continuum using systematic processes, and practice is refined based on societal needs. Thus, nursing enhances the environment and contributes to health, quality of life, and dying with dignity (Roy, 1991).    Nursing education  must prepare professional nurses for traditional and evolving roles. The faculty recognizes the obligation of the nursing curriculum to include leadership, strategies that promote change, professionalism and service. A wide variety of types of nurses are needed to fulfill the needs of our communities. These types include, but are not limited to, registered nurses (RN), RNs certified in their specialty, Nurse Practitioners, Nurse Educators, Nurse Administrators, Nurse Leaders, and Nurse Anesthetists. Therefore, nursing education must be provided at various levels. To acquire the knowledge and judgement necessary for practice, nursing education focuses on critical thinking, decision-making, analysis, inquiry, and research. The faculty also believes that learning is a life-long process, often conducted independently of formal educational settings. Formal educational settings provide opportunities for teacher-student interaction in setting goals, selecting and evaluating learning experiences, and appraising learners’ progress. All levels of nursing education share certain rights, duties, and characteristics, such as the scientific basis of nursing care. Accordingly, we actively support the endeavors of the profession to assist nurses in pursuing professional education from beginning to advanced levels.   The school of nursing provides education at four levels: the Associate of Applied Science in Nursing (AASN); the Bachelor of Science in Nursing (BSN); the Master of Science in Nursing (MSN); and the Doctor of Nursing Practice (DNP).    The purpose of the AASN is to prepare graduates capable of applying the nursing process to provision of direct nursing care for clients with common, well-defined problems. Therefore, the associate curriculum is grounded in the liberal arts and includes professional values, core competencies, core knowledge, and role development. An associate degree graduate is prepared to function as a member of the profession and a manager of care in acute and community-based settings.    The nurse prepared with a BSN is a professional who has acquired a broad, yet well-delineated knowledge base for practice. We believe that the role of a baccalaureate graduate is multifaceted and developed through extensive study in the areas of liberal education, professional values, core competencies, core knowledge, and role development. These prepare the baccalaureate graduate to function as a provider of direct and indirect care to individuals, families, groups, communities and populations. A graduate of the baccalaureate program is a member of the profession and a designer, manager, and coordinator of care.    Master’s level (MSN) education prepares nurses who have already achieved their baccalaureate degree for advanced nursing practice. Preparation for advanced practice emphasizes strategies to intervene in multidimensional situations. The knowledge base is expanded in scope and depth through scientific, theoretical and research components of nursing. Various theories inherent in advanced practice roles and strategies are analyzed and explored to synthesize the interdependence of theory, practice, and scientific inquiry in nursing. This synthesis of knowledge and experience provides the basis for creating, testing, predicting, and utilizing varied and complex interventions for problems of healthcare and healthcare delivery. A graduate of the master’s program is a leader in the profession and is prepared as an independent coordinator of care.   The DNP prepares master’s level nurses with advanced leadership skills, increased knowledge of health policy, and increased clinical skills and expertise with which to provide care, especially in rural and underserved areas. They are prepared to initiate and to lead implementation of changes required by the evolving healthcare system. They are prepared to analyze and expand boundaries in order to become transformational leaders driving innovation and excellence in healthcare for their communities, region, nation, and the world.   The DNP in Nurse Anesthesia prepares baccalaureate nurses with critical care experience and a working knowledge of pathophysiology, pharmacology, and anatomy/physiology to become Certified Registered Nurse Anesthetists (CRNA). They are educated in the roles of advanced leadership, health policy, clinical skills, and expertise to provide care in the full scope of practice in anesthesia care throughout the lifespan. They are prepared to initiate and to lead implementation of changes required by the evolving healthcare system. They are prepared to analyze and expand boundaries in order to become transformational leaders driving innovation and excellence in healthcare for their communities, region, nation, and the world.   Revised 11/2024     Arkansas State University   College of Nursing and Health Professions       School of Nursing   Organizing Framework     School of Nursing Organizing Framework   The organizing framework of the nursing department is derived from the philosophy and has four major components. The four components are role, process, values and knowledge. These components are taught at each level of education and provide a construct for the development of objectives and outcomes. The framework model shows how each of the components increases in complexity at the four levels of education.     Role   The first major component is role. The faculty believe provider of care, manager of care and member of the profession are key elements of this component (National League for Nursing, 2012). To clearly explain how these roles develop, each will be examined at all four levels.   At the AASN level, emphasis is placed on providing and managing direct care to individuals with common well-defined problems. Graduates function as a team member using nursing diagnoses and established protocols for individuals in acute care and community-based settings. Additionally, graduates participate as members of the profession in appropriate specialty and politically focused nursing organizations. The BSN prepared nurse provides direct and indirect nursing care to individuals, families, groups, and populations. Graduates individualize nursing diagnoses and protocols to enhance the design and coordination of preventative, complex and restorative care. As a member of professional organizations, the BSN graduates have the capacity to assume leadership and advocacy roles. The MSN graduate is able to function independently to provide direct and indirect care. Practice settings for MSN graduates are multi-dimensional. Inherent to the role is the ability to design, facilitate and coordinate care for individuals in a variety of healthcare settings. Graduates have the skills necessary to lead, affect policy, and mentor as members of specialty and politically focused nursing organizations. DNP graduates function independently in the provision of direct and indirect, systems-focused care. Additionally, they are active in evaluating existing healthcare systems and initiating change to meet the needs of individuals, families, groups and populations. Practice settings for DNP prepared graduates are multi-dimensional and are not limited to existing or prescribed healthcare settings. Graduates have the skills to initiate change as well as to lead and mentor other healthcare team members at the local, regional, state, national, and international levels. DNP in Nurse Anesthesia graduates function independently in the provision of direct patient-centered care with emphasis in providing anesthesia care to clients throughout the lifespan. Graduates of the Certified Registered Nurse Anesthetist (CRNA) program are skilled in evaluation of client safety, communication, and provision of culturally competent care in perioperative settings and seek to advance the profession through leadership, research, and evidence-based practice. Practice settings for CRNA graduates are multi-dimensional and are not limited to traditional healthcare settings. Graduates have the skills to initiate change as well as to lead and mentor other healthcare team members at the local, regional, state, national, and international levels.     Knowledge   The second major component is knowledge. The general education curriculum provides a foundation of liberal arts and sciences for AASN and BSN students. These courses help provide basic psychosocial, spiritual, humanistic, and legal components which assist students in developing an appreciation of each person’s interaction with the environment. The knowledge gained enhances the graduates’ ability to think critically, reason logically, and communicate effectively.   General education courses for AASN students focus on liberal arts and sciences, which include courses in English, college mathematics, basic biological science, history and psychology. Nursing core content for AASN students provides basic nursing knowledge that is applied to common well-defined problems. The BSN students’ general education core is expanded to provide a more in-depth science base and global view of society and includes physical sciences, sociology, world civilization and humanities. Pathophysiology, pharmacology, and statistics are incorporated into the nursing curriculum as the student progresses into complex nursing theory and application. The MSN program builds on the baccalaureate curriculum. Core graduate courses include theory, research, role, and health policy. These courses prepare the master’s graduate to integrate the other components of role, process and values. The key support courses for all options include advanced pathophysiology, advanced pharmacology, and advanced health assessment/physical diagnosis. Content in specialty courses reinforces concepts in the core courses and prepares the graduate for advanced nursing practice. The DNP curriculum builds on traditional master’s programs with advanced education in evidenced based practice and advanced clinical, organizational, economic, and leadership skills to design and implement programs of care delivery. Translation of research into practice will significantly impact healthcare outcomes and have the potential to transform healthcare delivery. The DNP in Nurse Anesthesia curriculum is designed for BSN prepared registered nurses with critical care experience and a working knowledge of pathophysiology, pharmacology, and anatomy/physiology. The curriculum prepares these nurses for entry level practice as a Certified Registered Nurse Anesthetist (CRNA). The program is designed to cultivate advanced nursing knowledge, provide a scientific basis for management of complex client care situations, and develop skills to promote safety and quality of care in dynamic, rapidly changing healthcare systems.      Values   The third component is values—the system of beliefs that guide behaviors, attitudes and moral judgment. Personal values reflect cultural and social influences, relationships and individual needs. Professional values guide nurses’ behavior to act in a manner consistent with responsibility and standards of practice. We believe professional values can be formed through reasoning, observation and experience.    AASN graduates possess an awareness of personal values and how these values may influence care delivery. Additionally, graduates incorporate professional values in assisting individuals with the process of value clarification that may impact healthcare decisions. BSN graduates have a global perspective and are able to help individuals clarify or re-prioritize personal values, minimize conflict and achieve consistency between values and behaviors related to health. MSN graduates apply professional values when designing healthcare systems in response to societal need and engage in activities that influence policies and service delivery to diverse populations in a variety of settings. The DNP is the nursing terminal degree that encompasses all professional role expectations in nursing. DNP graduates (including CRNA graduates) apply personal values when evaluating and designing healthcare systems and lead in implementation of change within the healthcare systems in response to research translation, population health, and policy development.     Process   The profession of nursing utilizes a systematic process, “The Nursing Process”, that incorporates the other three components (role, knowledge, and values) to evaluate the needs of individuals, groups, and communities. The nursing process involves assessment, planning, implementation, and evaluation on a continual basis. All nurses are prepared to use this process but as one acquires additional knowledge, the individual components are used in unique and creative ways. As one advances their education, elements such as communication, education, provision of support, coaching and monitoring are incorporated. Additionally, problem solving, planning, inquiry, and appraisal are used to derive and evaluate the interventions developed.    In addition to the nursing process, graduates are prepared to apply concepts of the National Council of State Boards of Nursing (NCSBN) Clinical Judgment Model. The components of this model include “recognize cues, analyze cues, prioritize hypotheses, generate solutions, take actions, and evaluate outcomes” (NCSBN, 2024). These concepts closely align with the nursing process and assist graduates in derision of inferences about clients and in decision-making (NCSBN, 2024).   AASN graduates use a systematic process in nursing care to implement and modify known nursing interventions. BSN prepared graduates have the capability of anticipating, individualizing, implementing and evaluating various interventions according to unique situations and cultural responses. MSN graduates generate and design nursing interventions and recognize the interdependence of theory, practice and scientific inquiry when creating, predicting, and evaluating complex, variable interventions. DNP graduates (including CRNA graduates) lead and collaborate in change for improved healthcare systems and design systems for improved population health based on research translation. At all levels, relevant, research-based literature is utilized in the application of the nursing process and the clinical judgment model.   Revised 11/2024       GENERAL POLICIES AND REGULATIONS     Advisors & Registration   Each student is assigned an advisor who will work with the student in planning for orderly transition through the program.  ADVISEES MUST MEET WITH THEIR ADVISORS PRIOR TO REGISTRATION FOR CLASSES . Additional meetings may be held if deemed necessary by advisee, advisor or both.   Students are responsible for their own education. Each student is given a curriculum plan (located in the A-State Undergraduate Bulletin) which clearly outlines the requirements of the program, semester by semester. Additional pertinent information is provided in the University Student Handbook. It is the responsibility of the student to know and to follow the requirements, policies and procedures contained in this handbook. As policies and procedures are adopted by the faculty, students will be provided this information electronically and/or in writing.   Students should follow the University registration format as outlined in the academic calendar. Advisors will generally post hours when they will be available for student advisement.   Students should contact their advisor before making changes in their schedule. Changes will be needed when a student has earned a grade below “C” in any nursing course, earned a grade below “C” in any support course, or when the student’s cumulative grade-point-average has fallen below a 2.0 in the AASN program or below 3.0 in the BSN program. Please see readmission requirements for additional information about readmission to the nursing programs.      Major and Minor Fields of Study   Students pursuing a baccalaureate degree in nursing shall be permitted to declare a minor outside of the nursing program. Any student who chooses to pursue a minor must have an academic advisor from nursing as their primary advisor.   Revised 5/2025     Attendance Policy   Regular class and clinical attendance are expected of all students in accordance with the policy set forth in both the current academic year  Undergraduate Bulletin  and  University Student Handbook .  Additionally, nursing students are responsible for making arrangements that are satisfactory to the faculty member regarding all absences. Such arrangements should be made prior to the absence if possible. Make up policies are course specific. Normally the student who presents the faculty member with an adequate and documented reason for an absence will be given a chance to make up the work missed if make-up is feasible. Adequate reasons are circumstances beyond the student’s control, such as personal illness, critical illness or death in the immediate family, or participation in an approved University activity. Not every activity on campus is considered university sanctioned, and students should communicate with faculty in advance to determine if event attendance will be considered excused.    Students are expected to be present and on time for each clinical and classroom learning experience. If it is necessary to be absent for adequate reasons (see definition above) the student should follow the specific policies outlined in the course syllabus.   Absences and tardiness interfere with meeting course objectives and attaining classroom and clinical competence. Consequently, absences and tardiness will be reflected in the evaluation of the student’s ability to meet course objectives and may be cause for the student’s record to be reviewed by the Admissions, Progressions, and Credits Committee. In the event of the inability to complete required course work, the student may contract with the instructor to receive a grade of incomplete (refer to the  Arkansas State University Undergraduate Bulletin ).     Revised 4/2023; Reviewed 5/2025   Nursing Special Problems Courses   A student may not audit a nursing course. Alternatively, when necessary students will enroll in a Special Problems course as determined by the learning contract provided by faculty. Content will reflect previously learned material. The student must register for these courses when required.   Clinical Calculations—BSN Students   Students admitted to the traditional BSN program option are required to take NRS 2342 Nursing Calculations and Terminology. Policies regarding exam average apply to this course the same as other required nursing courses.    Revised 5/2025   Credit Hours   The ratio of clock hours to undergraduate credit hours is as follows:   Classroom: 1:1   Clinical: 2:1     Grading Scales   Each undergraduate program within the School of Nursing has a descriptive course syllabus with information concerning content and specific determination of course grade. It is the student’s responsibility to be familiar with and meet the requirements of each course.      AASN & BSN Grading Scale   Grade______________________   A 90-100   B 80-89.99   C 78-79.99   D 60-77.99   F <  59.99     Tobacco Policy   See University Student Handbook and Appendix A     Substance Abuse Screening   In the event the School of Nursing or any affiliated institution requests drug testing prior to, during, and/or throughout clinical placement, students will be responsible for the cost. Specifics regarding this procedure may be found in specific course syllabi and/or the Substance Abuse Policy for the College of Nursing and Health Professions found in this document.     Cell Phones and Electronic Devices   Cell phones and other electronic devices may be used as a student resource at the discretion of the faculty member and/or clinical site. Taking unauthorized photographs in clinical settings is strictly prohibited, as use of any personal electronic device to store/enter any type of patient information is a violation of the Healthcare Information Portability Accessibility Act of 1996 (HIPAA).   Cell phones and other electronic devices may not be audible in the classroom. If your phone rings during class, you will be asked to leave and not return. Family emergency calls can be routed through the departmental office. Personal texting in class is prohibited. Using devices to screen capture or cheat on tests and papers is a violation of the Academic Misconduct Policy.   Violation of any of these policies may lead to a grade of F and/or dismissal from the program. Students violating the policy will be referred to the department chair. Students are expected to conduct themselves in a manner which promotes a collegiate learning environment. Behaviors and attitudes which disrupt the learning environment will not be tolerated.   Revised 8/2019   *In addition to the guidelines for electronic devices set forth by the College of Nursing and Health Professions (above), students enrolled in programs within the School of Nursing may not wear smart watches during quizzes or exams or in the clinical setting.      Social Media   Social media can be a way to share life experiences and opinions with others. Use of social media presents risks and carries with it certain responsibilities.   Social media includes all means of communicating or posting information or content of any sort via the internet or other electronic communication method. Social media includes both your personal or someone else’s personal web log/blog, journal, website, or chat room, and group interchanges such as Facebook, Twitter, Instagram, Snap Chat, or YouTube and social media anonymous sites. These applications are subject to having content transmitted to others, with or without consent from the original author. Additionally, per the Health Insurance Portability and Accountability Act of 1996 (HIPAA) regulations, no information, pictures, videos or descriptions of clients/families can be posted on social media sites.   You are solely responsible for what you post online. Inappropriate postings specific to patients, classmates, or faculty that include discriminatory remarks, harassment or threats, or violations of professional codes of conduct are subject to disciplinary action. Your actions could adversely affect your standing in your health professions program which could include program dismissal.   You should be aware that future employers may view potential candidate’s websites. Students are advised to review their site(s) for any unprofessional images or language which could adversely affect successful employment upon graduation. Please make responsible decisions about your use of social media.   Revised 8/2019; Reviewed 5/2025     Student Rights & Grievance (Grievance Procedure)   Students should carefully read the Arkansas State University Student Handbook sections on “Student Rights” and “Grievance Procedure”. These sections will assist you in being more informed regarding the student’s role and options.     CPR Certification   Students entering the Nursing Programs are required to have completed BLS Cardiopulmonary Resuscitation course (i.e. adult, infant, and child with AED) that is authorized by the  American Heart Association . A card or letter demonstrating completion of the course must be presented to the School of Nursing. This letter or card is required of all nursing students. Proof of continued certification as required by academic program is the responsibility of the student. If appropriate documentation is not provided, the student will not be allowed to attend clinical.   Revised 5/2019; Reviewed 4/2025     Dress Code   The School of Nursing expects students to reflect professionalism and maintain high standards of appearances and grooming, especially in the clinical setting.   The uniform will consist of a black scrub uniform top and black scrub uniform pants or skirt (hemline not above the knee). White or black socks may be worn with scrub pants. White or black hose or leggings must be worn with a skirt.    Uniforms must fit appropriately (e.g. no “baggy” or low riding pants, no low-cut tops; no tightly fitting uniforms). All uniform pants need to be hemmed so they are not touching the floor. Uniforms must be clean and wrinkle free. Appropriate undergarments are necessary.    Students are permitted to wear either a plain white or black t-shirt or sweater under the uniform.   If a student wishes to purchase a lab jacket to wear with their uniform, it must be all black or all white. If a student wishes to wear business casual attire to pick up patient information, a lab jacket is required.    The A-State Nursing Patch is to be worn on the left sleeve of the uniform and lab coat (if purchased) where the top of the patch is 1.5 inches from the shoulder seam. In the event the shirt/lab coat does not have an actual shoulder/sleeve seam, the patch should be placed 1.5 inches from the shoulder joint.    Regulation name pin, identification badge, and a watch with a second hand must be worn with the uniform.   Shoes must be closed-toed, leather or synthetic leather shoes (may be tennis shoes but CANNOT be canvas or cloth). Clog type shoes are permissible as long as they have a lip to cover the heel. Shoes should appear clean.   During specific rotations, there may be variations in the dress code policy. Students rotating through pediatrics and mental health clinical experiences, for instance, should consult the course instructor for appropriate uniform.   When obtaining assignments and viewing patient records, students should wear uniform scrubs OR business casual attire with lab coat (i.e. no capris, shorts, sweats, jeans, spaghetti straps, tank tops, flip-flops, or sandals). Regulation name pin, nursing patch and identification badge should also be worn.   Hair must be neat, clean, away from the face, and of a naturally occurring color. Long hair must be pulled back off of shoulders. Ponytails should not hang below shoulder length in the front. Beards should be clean shaven or closely trimmed. If headbands are worn, they must be solid black or solid white.   Fingernails must be clean and not extend beyond the fingertip. Clear nail polish is acceptable. No artificial nails permitted.   Any student with visible tattoos is required to follow the clinical facility’s guidelines regarding coverage of tattoos. It is the student’s responsibility to know the facility policy, and if policy is not known, the student is expected to cover the tattoo(s). Facility personnel reserve the right to ask a student to leave the clinical setting if policies are not followed.    Jewelry should be minimal and appropriate to the clinical setting. For safety reasons, no hoop or dangling earrings are allowed and ear gauges, facial piercings and tongue piercings must be replaced with flesh colored plugs that are flat to the surface of the body.    Good personal hygiene (including attention to body odor and mouth odor), must be maintained at all times. If a student’s level of personal hygiene constitutes an unprofessional image or interferes with the ability to provide safe nursing care, the student may be requested, at the discretion of the clinical instructor, to leave the clinical area and correct the identified deficiency. The student will receive no credit for the time missed to correct such deficiencies. No scented personal hygiene products should be worn in the clinical setting.     Revised 5/2025     Clinical   The nursing student is required to spend a predetermined number of hours in the clinical setting. This may consist of rotations in various hospitals, laboratories, simulations, physician’s offices, mental health agencies, nursing homes, community health settings, etc.   As basic nursing skills and experiences are acquired, more time is spent in the clinical setting. In the clinical setting nursing principles and scientific rationale learned in class are applied to patient care. The student is responsible for all skills previously learned.   The student should maintain a professional attitude as well as a professional standard of patient care at all times during clinical hours.  While in the clinical setting, students are expected to seek the assistance of their instructors for any nursing procedure that they have not been authorized to perform or for any procedure that they feel insecure about performing. All medications are to be checked by an instructor or their designee prior to administration.   The nursing student is required to dress according to the A-State School of Nursing Student Dress Code while in the clinical setting. Additionally, the nursing student is expected to have a watch, stethoscope, bandage scissors, penlight, and black ink pen for clinical experiences.   The AASN and BSN programs use clinical simulation to meet a portion of the clinical hours required for the programs. The use of simulation for the program will not exceed 50% of the total clinical rotation time for the program.     Student Employment   It is recommended that a student’s combined employment  AND  classroom/clinical load not exceed 40 hours per week. Hours in excess of 40 hours per week are very likely to be detrimental to the performance of the individual, both as a student and as an employee. Professional behavior regarding patient safety is important.    Students are not permitted to work or take call within the 8 hours preceding a clinical shift to ensure safety.    Students employed as health care personnel must adhere to the following:   Students are  not  to wear any identifiable part of the school uniform while on the job. Students should wear the uniform and identification of the employing agency.   Students are  never  to use the AASNS or BSNS designation outside of their faculty-supervised clinical experiences.   Students may not assume any position that requires the skills, knowledge, and/or judgment of a licensed registered nurse or licensed practical nurse in any employment situation (unless the student is an RN or an LPN).   Students may function  only  within the written job description of the position for which they were hired. This means performing only skills within the job description.   Students are fully accountable and liable for their own actions while in an employment situation and the employing agency assumes the legal responsibility in that situation.   Revised 5/2023     Fees & Expenses   The anticipated costs of the nursing program include, but are not limited to the following:   Medical expenses required for clinical (These may be obtained through personal physician, student health center, or public health center): Cost may vary based on insurance and provider   Hepatitis B series (3) or titer   TB testing: PPD skin test or T-SPOT is required upon admission. A chest x-ray is required if PPD or T-SPOT is positive. Additional screening and/or testing may be required dependent upon clinical guidelines.   Proof of annual physical (see appendix I for required form)   *This is not required for RN-BSN online students   Annual drug screen (Verified Credentials)   Varicella series (2) or titer   MMR (2) or titer   Tetanus (within the last 10 years)   Annual influenza vaccine (due mid-fall)   *This is not required for RN-BSN online students   COVID-19 testing and or vaccination may be required   American Heart Association BLS CPR certification- $30-$50 biannually   Standardized achievement tests are required at intervals throughout the program. The cost is dependent on the program option.   Students are required to maintain electronic device accessibility sufficient to program and university standards (Chromebooks do not meet minimum requirements for nursing programs).   Graduation expenses during final semester:   Graduation fee—approximately $45-$125 (includes diploma fee, cap and gown)   Announcements (optional)   Arkansas State Board of Nursing application approximately $100   Criminal background check (for nursing license) approximately $90   NCLEX-RN exam approximately $200   School pin approximately $40 (optional)   Additional NCLEX-RN review course approximately $425 (optional)   Student professional uniforms  (prices vary) :    Black scrub top; black scrub pants/skirt $40-$80   Shoes $50-$100   School name pin approximately $10 (Ordered from the A-State Bookstore)   A-State School of Nursing patch for uniform and lab coat $10 each (Ordered from the A-State Bookstore)   ID badge cover or badge clip $5   White lab coat $25-$35   Additional costs for clinical experiences:   Clinical sites may request drug screening prior to rotation. Drug screening is required prior to rotation to Arkansas Children’s Hospital and Le Bonheur Children’s Hospital. Approximate cost is $40.   Students will be expected to provide their own transportation.   Students are required obtain a criminal background check at a cost of approximately $100   Students are required to purchase malpractice (professional liability) insurance from Nurses Service Organization or other insurance provider for approximately $40 for all AASN and BSN program options; if the student is already a CNA, EMT-P, LPN, or RN the cost is higher at approximately $55-$100.   Course materials, including textbooks, should be kept throughout the program of study and are used in multiple courses. Costs will vary depending on semester and program option. Course materials in the AASN program options (Elsevier 360) area total cost of approximately $3500 and are divided into equal payments over the total number of semesters the student is enrolled. Textbooks for BSN program options may represent a sizeable investment, often more than $900 in the first semesters of the nursing programs. Book costs in subsequent semesters will generally be much less. Recommended textbooks listed on syllabi may cost up to an additional $500.   Students are required to have access to the following equipment.  Costs are estimated  and prices may vary.   *Watch (with a second hand) ………………………………...…. $25-$50   *Stethoscope (must have adult and pediatric bell and diaphragm) …………..……………………………………………………….$20-$150   *Bandage Scissors…………………………………………...……..$3-$10   *Pen light…………………………………………………..…….…..$3-$5   *Nurse Packs (BSN Sophomores and AASN during program)..$100-$110   **ECG caliper…………………………………………………………$10   ***Mask or facial covering……………………………………...…$5-$10   * Required Early in the first semester for Traditional AASN and BSN students and early in the second semester for ALL AASN students   **Optional equipment for new/incoming students, will be required later in the program   ***Mask and/or facial covering may be required by A-State and/or clinical facilities. A-State AND clinical facility requirements must be followed.   Revised 5/2023     Malpractice Insurance   Both traditional students and those already holding a license are required to carry their own malpractice insurance and provide proof of insurance coverage each semester, prior to beginning clinical courses. Coverage must be for a minimum of $1,000,000/$6,000,000. A copy of the certificate of insurance containing the student’s name, policy limits and effective dates should be filed with the School of Nursing Office.    AASN and BSN students may purchase insurance through Nurses Service Organization or another professional liability insurance provider. The cost is approximately $40 per year. If a student is already a CNA, LPN or RN, the cost is higher at approximately $55-$100. If a student has a CNA, LPN, or RN license they must purchase the required minimum coverage for their certificate/license then contact the professional liability insurance provider to request coverage as an “RN student” so both roles appear on the insurance paperwork.   Revised 7/2022     Criminal Background Check   Based on recent legislation in Arkansas (§17-87-312 Criminal Background Check and ACA §17-3-102 Licensing Restrictions Based on Criminal Records), students admitted to professional programs that require licensure in the state upon graduation, are required to have a successful background check to complete formal admission to a program.   Students may be subject to additional criminal background checks if required by the clinical agency for placement. Costs are to be borne by the student. If a student is denied placement at a specific clinical facility, alternative placement will be sought by the clinical coordinator. If no appropriate placement is available, the student will not be able to meet course outcomes and will be withdrawn from the program.   All persons seeking initial licensure as a nurse in Arkansas are required to undergo a criminal background check. The approximate cost of these background checks is approximately $50 and is the responsibility of the student.    Anyone seeking licensure will need to contact the respective State Board of Nursing for specific information regarding application and background check completion.  The Arkansas State Board of Nursing (ASBN) requires a criminal background check for all graduates applying for licensure. Graduating from a nursing program does not assure ASBN’s approval to take the licensure examination. Eligibility to take the licensure examination is dependent on meeting standards in the ASBN Nurse Practice Act and Rules. You will be required to sign a statement, before beginning the nursing program that states you have read and understand ACA §17-87-312 and the specific offences which, if pleaded, no contest, or found guilty of will make an individual ineligible to receive or hold a license in Arkansas. You can access the information online and in the Appendix B below.    The Nurse Practice Act may be viewed at the Arkansas State Board of Nursing website in its entirety. For a complete list of criminal acts that prevent licensure as a registered nurse see the ASBN website. If students have any reason to believe that they may be ineligible to write the NCLEX-RN, they should discuss this matter with someone knowledgeable about nursing laws. Students who have ever been convicted of any crime (except speeding or parking tickets) should contact the Arkansas State Board of Nursing and a copy of the conviction order must accompany the application.   Reviewed 4/2020; 5/2023     In-State Tuition (check with financial aid/admissions for most recent information)   Students should check with financial aid and admissions for the most recent information regarding in-state tuition     Abilities and Skills for the Undergraduate Nursing Major   The professional nurse must possess the knowledge and ability to effectively assess clients’ biophysical, psychological, social, cultural, and intellectual domains. Further, the professional nurse must competently analyze the assessment data through intellectual processing to arrive at a definition of the client’s status or problem, plan independently or collaboratively for full range of therapeutic interventions, execute all or part of the plans through nursing acts, and evaluate the care delivered and the client’s responses to it. A candidate for professional nursing must have the abilities and skills necessary for use of the nursing process. These skills and abilities include observations; communication, motor ability, conceptualization, integration and quantification, and behavioral/social acceptability.     Standards and Functional Abilities for the Undergraduate Nursing Major   The School of Nursing affirms that all students enrolled in a nursing program must possess those intellectual, ethical, physical, and emotional capabilities required to undertake the full curriculum and to achieve the levels of competence required by the faculty for safe professional practice.   Technological compensation can be made for some handicaps in certain areas, but a candidate should be able to perform in a reasonably independent manner. The use of a trained intermediary is not acceptable, in that a candidate’s judgment must be mediated by someone else’s power of observation and selection.   Standards   Functional Abilities   Critical Thinking : ability sufficient for clinical judgment   Identify cause-effect relationship; problem-solve; predict/evaluate outcomes; sequence information.   Reading:  ability sufficient to comprehend the written word.   Read written documents, graphs, policies, protocols, etc.   Mathematics:  ability sufficient to perform computations at least at the tenth-grade level.   Measure time; compute medication dosage; count rates; use measuring tools; add, subtract, multiply, divide whole numbers; compute fractions.   Hearing:  ability sufficient for physical and environmental monitoring   Auscultate faint body sounds, voices; hear monitor alarms, emergency signals.   Visual:  ability sufficient for accurate observation and assessment   Observe patient response/condition: distinguish color and color intensity; prepare medication; see graphs, and computer screens.   Smell:  ability sufficient to detect environmental and client odors.   Detect foul-smelling odors; detect smoke/gases.   Physical strength/endurance:  ability sufficient to perform full range of patient care activities.   Stand for long periods of time at bedside; perform nursing care duties for entire shift; push/pull/support light and heavy objects; carry equipment; support patients in ambulation, turning, standing.   Motor Skills:  ability sufficient to provide safe and effective nursing care.   Position patients; obtain specimens; calibrate instruments/ equipment; prepare and administer medication; reach and bend with ease; grasp small objects, write, fine motor skills.    Mobility:  ability sufficient to move from room to room and within confined space.   Move about in populated areas; twist, stoop, squat; move quickly, administer repetitive movements (CPR).    Tactile:  ability sufficient for physical monitoring and assessment.   Perform palpation; detect hot/cold; detect differences in skin surface; shapes and sizes.    Communication:  ability sufficient for interaction with others, in both the verbal and written English language.   Teach; explain procedures; give oral report; speak on the telephone; document and interpret nursing actions and patient responses and convey information through writing.    Interpersonal skills:  ability sufficient to interact with others.   Establish rapport with patient, family and coworkers; respect differences, negotiate interpersonal conflict, remain calm in crisis situations.    Behavioral and Social Attributes:  ability sufficient to possess emotional health required for full utilization of his/her intellectual abilities.   Compassion, integrity, concern for others, interpersonal skills, interests, and motivations are all personal qualities necessary for professional nursing.           The following abilities and skills are necessary to meet the requirements of the curriculum:   Observations:  The candidate must be able to observe a patient accurately at a distance and close at hand. Observation necessitates the functional use of the sense of vision and tactile sensation. It is enhanced by the functional sense of smell.     Communication:  The candidate must be able to speak, hear, and to observe patients in order to elicit information; describe changes in mood, activity, and posture; and perceive nonverbal communications. A candidate must be able to communicate effectively and sensitively with patients. Communication includes not only speech but reading and writing. The candidate must be able to communicate effectively and efficiently in oral and written form with all members of the health care team.     Motor:  Candidates should have sufficient motor function to elicit information from patients by palpation, auscultation, percussion, and other assessment maneuvers. A candidate must have sufficient motor skills to gain access to clients in a variety of care settings and to manipulate the equipment central to the treatment of patients receiving professional nursing care. Such actions require coordination of both gross and fine muscular movements, equilibrium, and functional use of the senses of touch and vision. Examples of required fine motor skills would include, but are not limited to, preparation and administration of oral and injectable medications, assessment of vital signs, application of dressings, and insertion of drainage catheters. Examples of required gross motor skills would include, but are not limited to, positioning clients in bed, assisting with ambulation, transferring clients and maneuvering in confined spaces. In addition, the candidate should be able to lift and carry a minimum of 35% of his or her own body weight. Also, the candidate should be able to sit, bend, reach and/or walk and stand for most of the day.     Intellectual-Conceptual, Integrative, and Quantitative Abilities:  These abilities include measurement, calculation, reasoning, analysis, and synthesis. Problem solving, the critical skill demanded of nurses, requires all of these intellectual abilities. In addition, the candidate should be able to comprehend three-dimensional relationships and to understand the spatial relationships of structures.     Behavioral and Social Attributes:  A candidate must possess the emotional health required for full utilization of his or her intellectual abilities, the exercise of good judgment, the prompt completion of all responsibilities attendant 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 function effectively under stress for extended periods of time during a clinical day. The candidate must be able to adapt to noisy, stressful situations and rapidly changing environments, to display flexibility, and to learn to function in the face of uncertainties inherent in the clinical problems of many patients.      The citations for these guidelines are as follows:   Section 504 of the 1973 Vocational Rehabilitation Act and 42 U.S.C. 12101 et seq., the American with Disabilities Act (ADA)   Bower, D., Line, L., & Denega, D. (1988). Evaluation instruments in nursing (pp. 71). New York: National League for Nursing   Revised 5/2023     ADA Statement     Please see the university handbook for policy and procedure regarding Access and Accommodations.     Admission, Readmission, Probation, Retention Policies   For University admission, readmission, probation, and retention policies see current Arkansas State University Undergraduate Bulletin.     All programs in the College of Nursing and Health Professions have policies governing admissions, readmission, probation, and retention which are found in the online Arkansas State University Undergraduate Bulletin. All committee decisions regarding admission and readmission are non-grievable instances.      Students who earn below “C” in any nursing course, fail to achieve a “C” or better in a support course in the prescribed time period, or who interrupt their program for any reason must apply for readmission to the nursing program and may be required to pass required readmission test(s). **The required score on the readmission test is a minimum of 78%. All students are given a total of two attempts to test for readmission into the respective program. If the student does not achieve 78% on the first attempt, a second opportunity to test will be made available within 30 days of the first attempt.      Traditional BSN students who wish to be readmitted to the program may return the following semester if failure of a nursing course did not result in a drop in overall GPA to below 3.0. In the event that the minimum GPA requirement is not met, students may take the semester following failure of a nursing course to take courses to raise their GPA to a minimum of 3.0. In the event that a student meets the minimum GPA requirement after no more than one additional semester, they may apply for readmission to the program.    Students are NOT eligible for readmission if:   the student has received a final grade lower than “C” twice in the same course   the student has received a grade lower than “C” in professional courses in two separate semesters in the same program   *In Nursing, withdrawal from a nursing course to avoid a failing grade is considered the same as receiving a grade lower than “C.” This policy applies to all undergraduate nursing programs including RN-BSN.      RN-BSN students who receive a “D” or “F” in a nursing course may repeat that course one time only. Students who receive a grade of “D” or “F” in the same nursing course twice will be dismissed from the program.      Once an interruption occurs in the program of study, there is no guarantee that a student will be readmitted to the major. **If an interruption of more than two years occurs in a program of study, the student must repeat all professional nursing program courses.      ***Due to clinical site requirements, all BSN students must be 18 years of age by the first day of class of the second semester in the BSN program.   ***Due to clinical site requirements, all AASN students must be 18 years of age by the first day of the first semester of enrollment in the program.   Revised 5/2025     A-State School of Nursing-Student Confidentiality Guidelines   The confidentiality of patients admitted to contracted clinical agencies of the School of Nursing at Arkansas State University is protected by state and federal laws as well as treatment center policy and ethical consideration. Any student who breeches this confidentiality will be subject to immediate termination from the clinical rotation. Such disclosure is also subject to applicable laws and regulations. All information in regard to patients is considered confidential. This includes the following:   The fact that the individual is a patient at a contracted clinical agency.   The patient’s name, address, employer, etc.   The nature of the patient’s illness or reason for admission to the treatment center.     Students are not allowed to discuss patients with individuals in the community and are not allowed to discuss patients in patient/public areas, including online/electronic settings. Prior to the start of the clinical rotation, each student will receive a briefing regarding confidentiality from the clinical instructor.   By signing the Required Signature Form (Appendix J), the student agrees to abide by these guidelines.     A-State School of Nursing Artificial Intelligence Policy   The College of Nursing and Health Professions values academic integrity. An Honor Code is utilized within the college and all students are bound by this code. Information regarding the consequences of cheating is listed in the University Student Handbook, School of Nursing Undergraduate Handbook, and the Graduate Information Guide (GIG). Should an individual choose to participate in academic dishonesty, plagiarism, or cheating, that individual will be held accountable.     As faculty, we acknowledge the permanence of Artificial Intelligence (AI). AI serves various purposes, but it is the student's duty to use it judiciously. AI can provide data, but it may not always be accurate. It is the student's responsibility to cross-check all information for its factual and clinical correctness. Students should view AI as a tool, not a substitute for their own knowledge.     Faculty will actively employ AI checkers, ensuring assignments are closely monitored. The faculty of each course will decide on the permissibility of AI use for that course. If AI use is approved and a student chooses to utilize it, they must adhere to APA standards for citation. However, if a student’s use of AI is not approved and the checker detects a significant reliance on AI, the student will be reported via an Academic Misconduct Report, ensuring the integrity of our educational process.     Academic Misconduct   Each student admitted to a professional nursing program is charged with the responsibility of honorable academic conduct. A student is assumed honorable until his/her actions prove otherwise. An academic honor offense is defined as an act of lying/willful misrepresentation, cheating/unauthorized collaboration, plagiarism or facilitating academic dishonesty of others. The University Student Handbook outlines the procedure for violations.     As a student in a nursing program, it is fundamental that you act in an honorable and virtuous way so that a community of trust is established among members of the college and your clients. Honor is a practiced ideal that will positively impact your relationship with fellow students, faculty, administrators, patients and other members of the community.      All students are bound by this policy, and all are needed to make it work. The atmosphere of trust and integrity that is created by an honor system enables the student to know his/her word will be taken as true, to compete fairly in the classroom and to keep what is rightfully his/hers. The system functions best when all not only take responsibility for their own actions but hold their peers to the same standards.     As a student admitted to a nursing program, you must agree to live by and support the basic principles of honesty – no lying, cheating or stealing; be accountable for your actions; and share information about honor offenses. If you are not prepared to accept these responsibilities, you should select a program outside of the School of Nursing.   Procedures and additional information related to academic misconduct can be found in the University Student Handbook.      Revised 5/12/25     Document of Concern/Professional Behaviors   The Document of Concern form (Appendix D) for AASN students and the Professional Behavior Form (Appendix E) for BSN students will be completed and filed in the student’s record for a student failing to uphold academic integrity or engaging in activities deemed unsafe or unprofessional.     Dismissal   A student may be asked to leave the nursing program regardless of academic grade if any of the following conditions exist:   Demonstrated lack of aptitude for nursing   Failure to exhibit behavior of:   Integrity   Dependability and accountability   Concern for human and societal needs   Clinical nursing performance that jeopardizes safety of patient(s)   Physical or emotional condition of a nature that affects, or is affected by, one’s performance in nursing   Failure to conform to the legal and ethical standards of the nursing profession   Excessive absences (see attendance policy)     Transfer Credit Policy   Students who present transcripts of college level credit from other accredited institutions may receive credit toward a degree in accordance with the policy as set forth in the current academic year Undergraduate Bulletin. Students must submit their transcripts to the A-State-Jonesboro Registrar’s office for evaluation of all General Education. Transferring international students must submit an official copy of all university transcripts in native language with translation in English. Minimum required grade point average (GPA) is 2.00/4.0 on total transferrable hours to Arkansas State University.   A transfer student must apply to the School of Nursing, submit the documents requested on the application and meet the entry criteria. Acceptance of transfer courses in nursing is the responsibility of the School of Nursing and such transfer courses are approved by the faculty of the appropriate program.   Students applying to the online RN-BSN option must submit official transcripts from all schools attended to astateonline@astate.edu or A-State Online Services at P.O. Box 2520, State University, Arkansas 72467.     Health Regulations   Students are required to provide documentation of malpractice insurance; a negative PPD skin test, negative T-SPOT or negative chest x-ray; CPR certification; required vaccines; proof of annual physical (not applicable to RN-BSN online students); proof of annual drug test; and, dependent on program, a TB mask fitting may be required.   Students are required to submit documentation of health records as described in the table below. Traditional and Second Degree Accelerated BSN students will submit this documentation via Verified Credentials. More information will be provided during general orientation regarding Verified Credentials.    CPR Certification   Continuous American Heart Association BLS CPR Certification   Admission and Annual TB Mask Fitting   In accordance with OSHA recommendations, students may be required to be fitted for a TB mask annually   TB testing    Every student must present evidence of negative PPD Skin Test or TSPOT upon admission and as required throughout the program.   Chest X-ray is required with positive PPD Skin test or TSPOT   Admission and Annual Proof of Physical Examination   Must provide form attached in Appendix I    RN-BSN online students are NOT required to submit proof of physical exam   Admission and Annual Proof of Urine Drug Screen   Must provide proof that a drug screen was performed through Verified Credentials   Flu Vaccine   Clinical sites may require a Flu vaccine prior to rotation. Announcements will be made in the fall semester by local Health Departments on the availability of the vaccine. Written verification of the administration of the vaccine is required. Annual proof of vaccinations may be required by clinical sites. If the student has not received the vaccine the hospital has the right to 1) Prohibit the student from facility access for clinical practice, 2) require student to wear a mask at all times or 3) other modification according to their policy. If you chose not to be vaccinated for Influenza at this time you must provide documentation from your care provider and/or sign and submit an Influenza Vaccine Declamation form provided by the clinical facility.   Hepatitis B   Prior to entry into any clinical course students must present a Hepatitis B virus (HBV) immunization record to include either a documented history of HBV infection, antibody status positive titer showing previous antigen response to HBV or documentation of the first (in a series of three) HBV immunization. The series must be completed within seven months (second immunization one month after first, followed by third immunization six months after second)   MMR Immunization   Need documentation of 2 MMR Vaccinations in lifetime OR a titer   Varicella Immunization   Need documentation of 2 Varicella vaccinations OR a titer   Tetanus Immunization   Verification of a Tetanus Booster within the last ten years   COVID-19 Testing and/or Vaccination   COVID-19 testing and/or vaccination may be required by our clinical facilities. If a student does not comply with the requirements of the facility, clinical placement may not be possible.    ***Due dates of documentation may vary by program and program option.   ***Clinical facilities may require additional vaccinations. For the vaccinations listed and any additional vaccinations required by the facility, students must provide appropriate documentation. If a student fails to comply with facility requirements, clinical placement may not be possible.      Reviewed 4/2025     Standard Precautions   All college of Nursing and Health Professions students and faculty will employ Standard Precautions while in the clinical setting. Protocols for Standard Precautions (previously referred to as Universal Precautions) can be found in  OSHA Standard 1910.1030 Bloodborne Pathogens . This document is updated by OSHA. It is your responsibility to review this information as part of your review of the handbook.     Latex Allergy   The student must notify the faculty member supervising the learning experience immediately upon awareness of a known or suspected latex allergy. Latex allergy exposure, treatment, and medical prophylaxis is the student’s responsibility and must be provided at the student’s expense.         Insurance   Health Insurance : The College of Nursing and Health Professions strongly recommends that students obtain their own health insurance. Injuries that occur in a clinical setting are not covered and/or paid by the agency or the university.     Bloodborne Pathogens   Any potential or actual exposure to a bloodborne pathogen will be handled on a case-by-case basis in conjunction with the facility at which the exposure or potential exposure occurred, the faculty or supervisor present, and the program administrator.      Arkansas State University   College of Nursing and Health Professions   Substance Abuse Policy   The College of Nursing and Health Professions recognizes its responsibility to provide a healthy environment within which students may learn and prepare themselves to become members of a health occupation. Within each profession there are codes and standards for conduct by which all members of the profession are expected to function. Thus, when engaged in educational activities whether on campus or in the clinical setting health professionals are expected to be free from the abusive influence of chemical substances/drugs 1 . When students are under the influence of drugs and alcohol, they present a threat to patients, other students and the employees and visitors of clinical facilities.  It is the responsibility of the student to report any medication/s taken which would adversely affect her/his ability to perform safely in class or clinic. Written documentation will be required for verification of medications taken and will be placed in the student’s file.  As a condition of admittance and retention in any professional program in the Arkansas State University College of Nursing and Health Professions all students must sign a SUBSTANCE ABUSE COMPLIANCE CONTRACT agreeing to adhere to the  Substance Abuse Policy & Procedures  when conducting any activity associated with their educational program. As the contract notes, it is inclusive of testing for substances and appropriate release of that information.     1  The generic meaning of the term “drug” is broadly defined as any chemical substance which affects living systems. For the purposes of this policy, substance and/or drug abuse are used interchangeably and defined as socially unacceptable use of drugs or other chemical substances for non-therapeutic purposes. The substance alcohol (ethanol), by its properties and actions, is a drug and is used as such in this policy. Drugs prescribed by a physician licensed to practice medicine and surgery, as long as the drug is taken in accordance with the provider’s instructions and does not impair the student’s ability to perform his/her duties, are exempt from this policy.     Reference:    Reiss, B. & Melick M. (1987)  Pharmacological Aspects of Nursing Care  (2 nd  Ed.). Albany, NY: Delmar Publishers, pp. 2, 627, 631-633.       Procedures   If a faculty member or supervisor observes a student demonstrating behavioral changes giving probable cause to believe the student is under the influence of drugs or alcohol while performing course activities  the student will immediately be asked to submit to a body fluid testing for substances at a lab designated by the College of Nursing and Health Professions who have identified procedures for collection (see attached).  The cost of the test will be borne by the student.  Refusal to submit for testing warrants immediate program dismissal.   At the time the specimen is released to the testing lab, the student will sign a release statement requesting that the test results be sent to the Dean’s Office, College of Nursing and Health Professions, and to the student. If the results are negative, no further action will be taken and the student will only be allowed to make up work missed. If the results are positive (and substantiated by a second or confirmation test), the student will be dismissed from the professional program. Laboratory results will be disclosed to individuals whose duties necessitate review of the test results and confidentiality will be adhered to as stringently as possible.   This policy applies only to a student exhibiting behavior creating probable cause to believe drug or alcohol abuse is present. A student may be removed from the clinical environment or educational program for any prohibited behaviors as set out in the university or program handbooks, rules and regulations, whether or not related to substance abuse.   Readmission of the student to the program is contingent upon the following conditions:   Formal application for readmission to the program   Meeting specific program admission criteria as noted in the Undergraduate/Graduate Bulletin   Clinical space availability   Documentation that a prescribed treatment program has been completed by the student related to the drug/alcohol condition. The documentation is to be submitted to the Dean’s Office, College of Nursing and Health Professions by the designated treatment facility.   Follow-up program as suggested by the treatment facility which may include, but is not limited to, one or more relapse prevention procedures. The follow-up program will be individual, specific, and written as part of a contractual agreement with the student.   Arkansas State University may be required by state or national regulatory boards to submit information regarding a student’s substance abuse history when he/she applies to take the examination for licensure. There is no guarantee that these boards will allow individuals with a substance abuse history to take the examination. Each case is judged individually by each board.   Students will be required to abide by individual institutional policies relating to substance abuse in clinical agencies to which they are assigned.     Behavioral Changes Associated with Substance Abuse   The college of Nursing and Health Professions has developed the following list of behaviors that are not all inclusive but, when observed, can be used as indices to identify an individual who  at the moment of observation  could be under the influence of a “drug” (see the  Substance Abuse Policy  for definition of the term “drug” and for the mechanisms to operationalize the policy). The College of Nursing and Health Professions is guided by behavioral descriptors that are stated in the latest edition of  Diagnostic & Statistical Manual of Mental Disorders .   *Observation of  any  of these behaviors will result in dismissal from the learning environment (clinical or classroom).   Attention Deficit/Cognitive Impairment   Ataxia   Tremors, especially of the hands   Slowed response time in a familiar skill   Diminished from the usual in coordination/dexterity   Social Impairment   Inappropriate verbal remarks (subjects/words/expletives)   Inappropriate behaviors or those beyond the societal norm such as:   Angry outbursts/unrestrained agitation   Crying that cannot be explained   Euphoria   Paranoia   Hallucinations   Behaviors that are markedly changed from that individual such as:   Introversion   Extroversion   Sullen/irritable   Giddy   Defensiveness   Somatic Manifestations/Discomforts   Odor of alcohol on breath   Nausea/vomiting/thirst   Frequent trips to the bathroom/complaints of urinary frequency or diarrhea   Hiccoughs   Reddened sclera (bloodshot eyes)   Pupil changes/drooping eyelids   Complaints of blurred vision or inability to focus   Speech/Communication Impairment   Slurred (thick tongue)   Rapid/choppy communication pattern   Incoherent speech     Behavioral Patterns Associated with Substance Abuse   The following is a list of behavioral patterns that  may  surface when drugs have been abused. While these patterns have many causes, thorough assessment and detailed documentation is needed over a period of time to determine if there is any relationship to drug abuse. Patterns of behavior to observe and validate are:   Repeated tardiness   Frequent absenteeism   Numerous and chronic somatic complaints (colds/GI problems/lack of sleep/weight loss/sluggishness/low energy)   Untidy personal appearance or deterioration in quality of grooming   Lack of attention to hygiene (hair, nails, skin, oral)   Multiple crises in personal life   Avoidance/lack of eye contact   Isolation/lack of peer support   Repeated excuses for below standard performance   Forgetfulness with appointments/assignments   Slowed response time in familiar activities   Behavior shifts/mood swings   Lack of trust and suspicious of the motives of others   Needle tracks on body surface   Behaviors surrounding the administration of narcotics:   Frequent need to waste “unused” medications   Recording the administration of larger doses than ordered   Unauthorized possession of the narcotic key   Unsupervised entry into narcotic cabinet   Volunteering to be in situations to gain greater access to narcotics   Taking frequent breaks/numerous occasions when whereabouts unknown     CRITERIA FOR URINE DRUG SCREENS   NOTICE: PROVIDE LAB WITH THIS CRITERIA   ANY DRUG SCREENS SUBMITTED TO ARKANSAS STATE UNIVERSITY, COLLEGE OF NURSING AND HEALTH PROFESSIONS SHALL HAVE MET THE FOLLOWING CRITERIA:   Specimen collection is witnessed   BASIC 10-PANEL* DRUG SCREEN INCLUDING ALCOHOL, MEPEERIDINE AND DRUG OF CHOICE ( SEE #7 ).   Laboratory must be CLIA 1  approved.   Confirmation of positive results is done by GCMS 2 . If specimen must be sent to another laboratory for confirmation, the chain of custody is maintained.   Report, in addition to results, will include:   Chain of custody   Drug history   List of drugs screened   Confirmation of method used   Specific gravity   The laboratory will retain negative specimens for a minimum of two (2) weeks and positive specimens for a minimum of one (1) year.   10-Panel Includes:   Amphetamines Benzodiazepines   Cannabinoids Cocaine   Opiates PCP   Barbiturates Methadone   Methaqualone Propoxyphene   THE DRUG SCREEN  SHALL  TEST FOR THE FOLLOWING:   Amphetamines Methaqualone   Barbiturates Phencyclidine   Benzodiazepines Propoxyphene   Cannabinoids Alcohol   Cocaine Meperidine   Opiates Drug of Choice   Methadone     DRUG SCREENS WHICH DO NOT TEST FOR THE ABOVE WILL BE CONSIDERED NON-COMPLIANT WITH THE ORDER.     1 Clinical Laboratory Improvement Act: Set of Federal Regulations which clinical labs must meet for certification.   2 Gas Chromatography Mass Spectrometry   Adopted from Arkansas State Board of Nursing, January 1997     Northeast Arkansas Drug Screen Locations   Jonesboro   National Medtest Inc.   601 Southwest Dr.   Jonesboro, AR 72401   Tel: (870)931-1993   NEA Baptist—Hilltop Clinic   4901 E Johnson   Jonesboro, AR   Tel: (870)932-8222   Occupational Health Partners   4334 East Highland Dr. Suite A   Jonesboro, AR 72401   Tel: (870)802-0012   On Site Drug Screening LLC   717 County Rd 407   Jonesboro, AR 72401   Tel: (870)933-8797   Quest Diagnostics   901 Osler Drive, Suite D   Jonesboro, AR 72401   Tel: (870)932-7430   Trumann   Justice Network   106 East Main St.    Trumann, AR 72472   Tel: (870)418-0080   Paragould   Mid-South Drug Testing   1906 Mockingbird Lane, Suite C   Paragould, AR 72450   Tel: (870)215-0025   Fax: (870)215-0026   Justice Network   1207 W. Court St   Paragould, AR 72450   Tel: (870)240-8090   Reviewed 4/2025 (CNHP policy)   ARKANSAS STATE UNIVERSITY   COLLEGE OF NURSING AND HEALTH PROFESSIONS     WAIVER OF RELEASE OF MEDICAL INFORMATION   SUBSTANCE ABUSE POLICY AND PROCEDURES     I, _____________________________, am a professional health student at Arkansas State University and have previously received, read and understand the College of Nursing and Health Professions’  Substance Abuse Policy & Procedures .   I hereby consent to having a sample of my body fluid collected on this _______ day of _______, 20____, according to the terms set forth in the policy for the purpose of testing for identified substances at my own expense.   I understand that a positive test result will require a subsequent confirmation test. If that remains positive, it will affect my status in the professional program. I understand that if I am taking any medications which would adversely affect the results of the test, that I should disclose those immediately. Written medical documentation from my physician will be required by me for verification of those medication(s) taken.   I authorize the release of test results related to the screening or testing of my blood/urine specimen to the Dean of the College of Nursing and Health Professions at Arkansas State University and to myself. I understand that my body fluid specimen will be sent to _____________________________________________ for actual testing.   I hereby release Arkansas State University, its Board of Trustees, officers, employees, and agents from legal responsibility or liability arising from such a test, including but not limited to, the testing procedure, analysis, the accuracy of the analysis, or the disclosure of the results.   _____________________________ _________________ ________________   Student’s Signature Date Time   _____________________________ _________________ ________________   Witness’s Signature Date Time     For Student File   STUDENT SERVICES   Financial Aid   The Financial Aid Office coordinates all financial assistance available to students at Arkansas State University, with the exception of Veteran and Social Security benefits. For distant sites financial aid is coordinated with the local Financial Aid Office and the A-State Financial Aid Office.   The federal government is the primary source for student aid funds. Other sources include the state, the institution, and private donors.   Eligibility for most of the financial aid programs is based on financial need. However, there are several scholarships and grants in aid that are based on academic ability and/or special skills in certain areas. In addition, there are scholarships for nursing and health professions students which have been made possible by private organizations. Each student should check with the Chairperson of the Scholarship Committee (CNHP) for availability of these scholarships.     Library Resources   Nursing books and journals are available at A-State 's Dean B. Ellis Library. At ASU Mid-South, nursing books and journals are available in the campus libraries. Additionally, the Dean B. Ellis Library can be accessed online. Many professional journals have full-text articles available online through the library.     Audiovisual Lab and Clinical Learning Center (CLC)   Audiovisual materials and equipment are available on all campuses in the School of Nursing. Available for student use are: slides, audiotapes and players, videotapes and viewers, computers for computer-assisted instruction, as well as other self-instructional materials. The audiovisual equipment is for lab use only; however, with faculty's permission, students may, at times, check out equipment for class assignments or special projects. The AV lab is open Monday through Friday with hours posted at the beginning of each semester.   The Clinical Learning Center (CLC) labs are equipped with mannequins, equipment and supplies that may be used to practice procedures and skills. Practice times for the CLC will be at the discretion of the CLC coordinator and clinical faculty. As appropriate, AV, CLC and computer labs are available at all sites. Contact site faculty for rules and regulations.   Revised 5/2019; Reviewed 4/2023     Simulated Equipment Waiver   Simulated equipment is not intended for human or animal use, injection, application, and/or ingestion. To use them otherwise is outside the scope and intended purpose for which they are designed. Products/equipment obtained for a laboratory course are to be used for educational/instructional use only and are not for patient, personal, family, medical, and/or household use. Signature is required on Handbook Signature Form in Appendix J.    Established 6/19/20; Reviewed 5/2023     Computer Lab and Usage Policy   All Arkansas State University computing facilities, equipment, software, and reference manuals are for class use only. No use of a commercial nature or use for personal gain or profit will be allowed. Copying computer software or related reference manuals for commercial or personal use is a violation of federal copyright laws and will not be allowed.   Playing games on the computers will not be allowed.   Using computers and printers will not be allowed unless it is for an A-State class assignment.   Revised 5/2023; Reviewed 5/2025     Counseling Center   The Wilson Counseling Center is committed to helping you benefit as much as possible from your experience at A-State. This support may include helping you to perform better academically, to cope with your emotions, or to be more effective in your relationships with others.   The University environment can be exciting and challenging. It also can be highly stressful since you may face academic pressures as well as demands from family, friends, and loved ones at the same time. While we work with students who may be experiencing a crisis, our goal is to help you deal with your concerns before they develop into more serious problems.   To enroll in counseling, please contact our office at 870-972-2318, drop by the office, or email us at counseling@astate.edu to schedule an initial intake. During the intake, you will consult with a counselor who will help determine the best way to meet your goals. Wilson Counseling Center provides multiple options for care including group counseling, online self-help through TAO, workshops, and short-term individual counseling.   The Wilson Counseling Center is fully accredited by the International Accreditation of Counseling Services (IACS). The counseling center was evaluated by IACS against high standards of counseling practice and was found to offer competent and reliable professional services to its clientele. Approval by IACS is also dependent upon evidence of continued professional development as well as demonstration of excellence of counseling performance.   The Counseling Center is located in Suite 2203 in the Reng Student Service Center. Call 870-972-2318 or see the website.    ASU Mid-South campus policies outline utilization of local off-campus services at local health care agencies and/or contact campus security and 911 services.    Revised 5/2025     Student Health Center   The A-State Student Health Center (SHC) is now operated by NYIT College of Osteopathic Medicine at A-State and is known as the “The NYITCOM at Arkansas State Medical Clinic”. It continues to offer provides an array of medical services to A-State students including: treatment of minor illness and injury, physical exams, immunizations, female and male exams, PAP smears, STI testing, pregnancy testing, pregnancy prevention (birth control, condoms, etc.)   Students may be referred to other facilities for additional laboratory tests, x-rays, diagnostic imaging, counseling, or specialized services as deemed necessary by the staff.   Call for an appointment, (870)972-2054 and/or see the website for more information.   Clinic Hours are Monday-Friday 8:00am-5:00pm   *Contact distant site faculty for additional resources in your immediate area.   Revised 5/2025     Parking   All students who park a vehicle on the A-State campus are required to register the vehicle and display a sticker. Students can order their parking permit online through my.AState using the Parking eBiz icon. The fee for students is $70 and is charged to your account at the Finance Office. For additional information call Parking Services at (870)972-2945 or visit the Parking Services Website.   All distant sites should adhere to the parking policies for their campuses.   Revised 5/2025     STUDENT ORGANIZATIONS     Student Nurses Association   The National Student Nurses Association (NSNA) is the largest independent professional student organization in the country, and it is run by nursing students, for nursing students. Being a member of the NSNA makes you eligible for a host of benefits, including career planning assistance, financial assistance, low-cost malpractice insurance, and much more.   You are eligible to become a member of NSNA if you are a nursing student or pre-nursing student in any state-approved program preparing for registered nurse licensure (including direct entry masters). In addition, registered nurses in a program leading to a baccalaureate in nursing are eligible for membership. For more information, please visit the NSNA website or contact any A-State Student Nurses Association member.   Your participation and support are encouraged and welcomed.     Minority Student Nurses’ Association   The Minority Student’ Nurses’ Association was established in 2023 to aide in the development of minority nursing students including his/her professional role, and his/her responsibility for healthcare of people in all walks of life, to address minority representatives' common fundamental interests and concerns to nursing, and to assume responsibility in providing aide to minority nursing students in nursing education to better the quality of healthcare. The organization’s function is to recruit, counsel, and assist minority students interested in nursing to ensure a constant progression of minorities into the field.    Membership is limited to students who identify as a member of a minority population and are enrolled in an undergraduate nursing program at Arkansas State University. Please reach out to a member of the MSNA or a faculty advisor if you have questions or would like to join.      Sigma   Sigma is the international honor society of nursing. The A-State chapter is the Eta Theta Chapter. The purposes of this society are as follows:    1) to recognize superior achievement and scholarship   2) to recognize the development of leadership qualities   3) to foster high professional standards   4) to encourage creative work   5) to strengthen commitment to the ideals and purposes of the profession   Membership Criteria:    Candidates for membership include BSN students, MSN students, and community members.    Each undergraduate candidate for membership is required to meet the following criteria for the category of membership:   must have completed at least 12 credit hours in their current program   must have completed ½ of their nursing curriculum   have at least a 3.0 on a four-point scale   rank in the upper 35% of the graduating class   meet the expectation of academic integrity   Each graduate candidate for membership (master's and doctorate) is required to meet the following criteria:   must have completed at least ¼ of the nursing curriculum   have a least a 3.5 on a four-point scale   meet the expectation of academic integrity   For more information visit Sigma's Website.   Revised 5/2023     PROGRAMS     Arkansas State University School of Nursing   Associate of Applied Science in Nursing (AASN)   Student Learning Outcomes   Effective August 2019     Employ vigilance and standards of practice to promote a culture of safety while providing patient-centered care.   Prioritize nursing clinical judgment while providing patient-centered care based on current evidence and professional healthcare information.   Select therapeutic communication techniques and/or technology to promote knowledge while enhancing relationship centered care across practice environments.   Support the interprofessional team through effective collaboration and shared decision-making to achieve safe quality patient care.   Demonstrate professional responsibility and accountability while implementing the role of the Registered Nurse.     Revised 5/2019     Plans of study are located on the website.      **Students MUST repeat all nursing courses (NRS, NRSP prefixes) if it has been greater than two (2) calendar years since completion.     VALIDATION OF CREDIT BY ARTICULATION FOR THE LPN – AASN DEGREE       I hereby certify that  _ _________________________  _____________________________   (Student Name) (Student ID)   has met the following requirements to receive credit by articulation, and therefore the indicated credit hours should be listed on the student’s ASU transcript.   Completion of PN certificate and holds an unencumbered license.   Satisfied all requirements as documented through the Arkansas State Board of Nursing Articulation model.         Having met these requirements credit should be recorded on the student’s transcript as shown below:       NRS 1214 Introduction to Nursing   NRSP 1222 Fundamentals of Nursing Practicum     ARTICULATION TOTAL: 6     Approved by:       _________________________________ _____________________   Advisor Date       ______________________________ ____________________   Chair, Associate Program Date       Arkansas State University School of Nursing   Bachelor of Science in Nursing (BSN)   Student Learning Outcomes   Create a culture of safety in all aspects of professional practice.   Integrate the nursing process and concepts from sciences, liberal arts, research, and evidence-based practice into patient centered care.   Formulate verbal, nonverbal, and written communication with emerging technologies while teaching and collaborating with the patient, their support system, and the health care team.   Integrate principles of leadership and management into professional nursing practice to deliver patient-centered healthcare.   Exemplify professional standards and ethics at all times.     Revised 1/2019; Reviewed 5/2025     See the Arkansas State University Undergraduate Bulletin for prerequisites, course descriptions, course sequencing and graduation requirements.      Plans of study are located on the website.          Validation of Credit by Articulation   LPN-BSN   I hereby certify that _____________________________ ______________________ has met   (Student Name) Student ID   the following requirements to receive credit by articulation, and therefore the indicated credit hours should be listed on the student’s Arkansas State University transcript.      Requirement A.  Graduation from a state board approved nursing program   Validation:   Received LPN Certificate from ________________________________ in ____________________________________ on _____________________(date).   Requirement B.  Passing the NCLEX-PN licensure examination   Validation:  Copy of current, unencumbered Arkansas LPN license attached.   Requirement C.  Successful academic performance in the first semester of the junior level of BSN program.   Validation:  Date first semester of BSN courses completed: ___________________.   Requirement D. One hour of independent study under direction of BSN faculty.    Validation:  Recorded on Arkansas State University transcript: Date:____________.     Having met these requirements of the Arkansas Nursing Education Progression Model, credit should be recorded on the student’s transcript as shown below:     Credit applied to Arkansas Nursing Articulation Model   Course    Semester Hours   NRS 2313 Concepts of Nursing Practice   3   NRS 2322 Foundations of Nursing   2   NRSP 2321 Foundations of Nursing Practicum   1   NRS 2002 Medical Surgical Nursing I   2   NRSP 2003 Nursing Practicum I   3   Articulation Credit Total   11     Approved by:   __________________________________________ ________________________   Advisor Date     __________________________________________ ________________________   BSN Program Chair Date       School of Nursing Undergraduate Student Simulation Handbook 2026-2027 Student Rights and Responsibilities Students participating in Clinical Learning Center (CLC) and Simulation-Based Education (SBE) Program activities have the right to a safe, respectful, and supportive learning environment that promotes professional growth and achievement of learning objectives. Students are responsible for: · Adhering to applicable CLC, School of Nursing (SON), College of Nursing and Health Professions (CNHP), and university policies and procedures. · Demonstrating professionalism, integrity, and respect during all learning activities. · Actively participating in simulation-based learning experiences and related activities. · Maintaining confidentiality in accordance with program requirements. · Supporting a psychologically safe learning environment. · Using CLC resources, equipment, and learning spaces appropriately. · Following safety procedures and reporting concerns to appropriate personnel. Attendance and Participation Attendance and active participation are required for all scheduled simulation activities, including prebriefing, simulation experiences, debriefing, and associated assignments. Students who are unable to attend a scheduled simulation experience must notify the assigned simulation facilitator as soon as possible and no later than one hour prior to the scheduled start time. Failure to provide appropriate notification may be considered unprofessional behavior and result in additional consequences as outlined by course policies. Students who miss a scheduled simulation experience will receive a grade of zero. Because simulation experiences require coordination of faculty, personnel, space, equipment, and learner participation, make-up opportunities are not always feasible. The simulation facilitator, in collaboration with simulation personnel, is responsible for determining appropriate make-up opportunities and completion requirements. These may include a make-up simulation experience, alternative assignment, virtual simulation, or alternative learning activity designed to achieve the intended simulation learning objectives. Students are responsible for completing all assigned make-up or alternative learning activities. Failure to attend or participate in required simulation activities may affect course completion or progression as determined by course and program policies. Professional Behavior Students are expected to demonstrate professional behavior consistent with the standards of the healthcare professions while participating in CLC and SBE Program activities. Professional behavior includes: · Utilizing respectful communication and avoiding foul, offensive, or disruptive language. · Taking accountability for actions and decisions. · Respecting the learning environment and the educational experiences of others. · Preserving the cleanliness, organization, and appropriate use of CLC spaces and resources. · Demonstrating integrity, empathy, professionalism, and respect in all interactions with faculty, staff, simulated participants, and other learners. · Complying with applicable safety, ethical, and confidentiality requirements. · Using equipment, technology, personal electronic devices, and other resources safely and appropriately. · Presenting a professional appearance and demeanor appropriate for the learning environment. Unprofessional behavior may result in corrective action consistent with applicable program, School of Nursing, College of Nursing and Health Professions, and university policies. Confidentiality Participation in CLC and SBE Program activities requires a commitment to confidentiality. This includes: · Simulation scenarios, activities, and learning experiences. · The performance, actions, decisions, and reactions of other participants. · Information shared during simulation activities and debriefing sessions. · Protected health information or clinical information used for educational purposes. Students shall not discuss, record, photograph, distribute, or share simulation-related information with individuals who are not directly involved in the learning activity unless authorized by faculty. Simulation activities may be audio and video recorded for educational purposes in accordance with applicable university policies and required release documentation. All participants are required to sign and adhere to the Clinical Learning Center and Simulation-Based Education Program Confidentiality Agreement (Appendix A). Failure to maintain confidentiality may result in disciplinary or academic consequences consistent with applicable program, SON, CNHP, and university policies. Psychological Safety Psychological safety is a foundational component of SBE and is essential to creating an effective learning environment. The CLC and SBE Program are committed to fostering an environment in which learners feel respected, supported, and comfortable engaging in discussion, reflection, questioning, and skill development without fear of embarrassment, ridicule, or retaliation. Simulation activities are designed to promote learning rather than punishment. Learners are encouraged to actively participate in a manner that supports learning, reflection, and growth. Mistakes and knowledge gaps are recognized as part of the learning process. All participants are expected to contribute to a psychologically safe learning environment by: · Treating others with dignity, respect, and professionalism. · Supporting open communication and constructive feedback. · Respecting diverse perspectives and experiences. · Maintaining confidentiality regarding learner performance and debriefing discussions. · Refraining from disruptive, intimidating, humiliating, or discriminatory behaviors. · Demonstrating mutual trust, accountability, and respect throughout simulation activities. Faculty, simulation personnel, and learners share responsibility for maintaining psychological safety before, during, and after simulation experiences. Students are encouraged to discuss concerns related to psychological safety with the simulation facilitator whenever appropriate. If resolution is not achieved, students may elevate concerns to the Simulation Education Coordinator, academic program chair, or SON leadership in accordance with established program and university procedures. All participants are required to sign and adhere to the Clinical Learning Center and Simulation-Based Education Program Psychological Safety Agreement (Appendix B). Fiction Contract Simulation-based education relies on a partnership between learners and facilitators known as the fiction contract (Appendix C). Participants acknowledge that simulation activities cannot completely replicate actual clinical environments, patients, or healthcare situations. At the same time, learners are encouraged to engage in the experience as realistically as possible to maximize learning. Learners are expected to actively participate in simulation activities, utilize available information and resources, and approach simulated situations as they would in professional practice. Faculty and simulation personnel are responsible for creating realistic, supportive, and educationally appropriate learning experiences. Meaningful simulation experiences depend on mutual commitment, active engagement, and respect for the learning process. Remediation and Learner Support The CLC and SBE Program support learner success through feedback, deliberate practice, reflection, and individualized support when appropriate. When performance concerns are identified, faculty may require remediation activities designed to promote achievement of course objectives and learner outcomes. Remediation requirements are determined by course faculty in collaboration with simulation personnel, as appropriate, and may include additional practice, simulation experiences, assignments, skills validation, reflective activities, or other learning experiences. Students are encouraged to seek assistance from faculty, Peer Tutors, simulation personnel, and available university resources when additional support is needed. School of Nursing Undergraduate Student Handbook All policies found in the School of Nursing Undergraduate Student Handbook are also applicable in the simulation environment. This includes, but is not limited to: Cell Phones and Electronic Devices Social Media Student Rights and Grievance Dress Code Applicable AASN/BSN Disciplinary Policies and Procedures Substance Abuse Appendices Appendix A: Clinical Learning Center and Simulation-Based Education Program Confidentiality Agreement Simulation-based education relies on mutual trust, professionalism, and confidentiality. To support a psychologically safe learning environment and preserve the integrity of simulation experiences, all participants are expected to maintain confidentiality. By signing below, I agree to: · Maintain the confidentiality of simulation scenarios, learning experiences, and information shared during simulation activities and debriefing sessions. · Refrain from discussing, sharing, or commenting on the performance, actions, decisions, or reactions of other participants outside of the learning environment. · Not photograph, record, distribute, or share simulation content, learner performance information, or other confidential materials unless specifically authorized by faculty. · Comply with applicable program, School of Nursing, College of Nursing and Health Professions, and university policies regarding confidentiality and professional conduct. I understand that simulation activities may be audio and video recorded for educational purposes and that participation is subject to applicable university recording policies and required release documentation. I understand that failure to maintain confidentiality may result in disciplinary or academic consequences consistent with applicable program, School of Nursing, College of Nursing and Health Professions, and university policies. By signing below, I acknowledge that I have read, understand, and agree to comply with the requirements of this Confidentiality Agreement. Participant Name (Print):   Participant Signature:   Date: Appendix B: Clinical Learning Center and Simulation-Based Education Program Psychological Safety Agreement The Clinical Learning Center and Simulation-Based Education Program are committed to providing a respectful and supportive learning environment in which learners are encouraged to actively participate, take appropriate risks, ask questions, make mistakes, and learn through reflection and feedback. By signing below, I agree to: · Treat all participants with dignity, respect, and professionalism. · Support open communication and constructive feedback. · Respect diverse perspectives, experiences, and learning needs. · Contribute to a learning environment free from intimidation, humiliation, ridicule, discrimination, or retaliation. · Maintain confidentiality regarding learner performance and debriefing discussions. · Engage in simulation activities honestly and respectfully. · Support the learning and growth of fellow participants. I understand that psychological safety is a shared responsibility among learners, faculty, and simulation personnel. I understand that behaviors that undermine psychological safety may result in corrective action consistent with applicable program, School of Nursing, College of Nursing and Health Professions, and university policies. By signing below, I acknowledge that I have read, understand, and agree to comply with the requirements of this Psychological Safety Agreement. Participant Name (Print):   Participant Signature:   Date: Appendix C: Clinical Learning Center and Simulation-Based Education Program Fiction Contract Simulation cannot perfectly replicate every aspect of real-world healthcare practice. Learners, facilitators, equipment, environments, and scenarios may have limitations. Despite these limitations, meaningful learning occurs when learners actively engage in the experience. By signing below, I agree to: · Engage in simulation activities as though the situation were real. · Utilize available information, equipment, and resources to the best of my ability. · Participate actively in prebriefing, simulation activities, and debriefing discussions. · Respect the simulation environment, equipment, and participants. · Approach simulation experiences with honesty, professionalism, curiosity, and a willingness to learn. · Accept that mistakes and knowledge gaps are opportunities for learning and growth. I understand that simulation is intended to promote learning, reflection, clinical judgment, communication, teamwork, and professional development. By signing below, I acknowledge that I have read, understand, and agree to comply with the expectations outlined in this Fiction Contract. Participant Name (Print):   Participant Signature:   Date: