School of Nursing

Accreditation and Approval Information

Accreditation 

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, 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.

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Approval 

The School of Nursing at Arkansas State University is approved by the Arkansas State Board of Nursing.

Nursing Degree Questions

Degree Questions?

Nursing Advisor

AASN: Samantha Dunavion (sadunavion@astate.edu)

BSN: Hannah Williamson (hwilliamson@astate.edu)

870-972-3074 

Undergraduate Programs

870-972-3074

Graduate Programs

870-972-3071

Nurse Anesthesia Program

Mary Bouchard

870-680-8187 

Background Check Information for Nursing

 

Background Check

Based on recent legislation in Arkansas, students will be required to complete a background check AFTER they receive conditional admission into the Nursing program.

Verified Credentials

Arkansas State University’s College of Nursing and Health Professions works with Verified Credentials, Inc. to establish an acceptable screening procedure. The costs of the background checks are between $50 and $100.

After Completion


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. The clinical site will receive the information concerning any reports that are yellow or red and will determine your eligibility to participate in the clinical experience based on their criteria.

Online Program Availability by State

Online Program Availability by State

Click here for a Map of Approved States for these online program options.

 

Nursing Degrees Offered Online:

School of Nursing English Proficiency Requirements

English Proficiency Requirements


The College of Nursing and Health Professions 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.   

Applicants whose primary language is not English or did not attend K-12 in the United States must demonstrate English language proficiency through the following tests:  

Test of English as a Foreign Language (TOEFL)with a score of 4.5 on the preferred internet-based test (iBT)

·         For exams taken before January 21, 2026:  
We require a minimum TOEFL iBT score of 86  

·         For exams taken on or after January 21, 2026:  
We require a minimum TOEFL iBT score of 4.5   

·         International English Language Testing System (IELTS) with a score of at least 7 and a spoken band score of 7.   

·         Pearson Test of English Academic (PTE) with an overall score of 63.   

·         Accuplacer Exit ESL: with a score of 109 

The TOEFL is available at the ASU Testing Center. When taking the exam off campus, the report code for A-State is 6011. The TOEFL iBT Home Edition is also accepted. 

The Accuplacer Exit ESL is administered through International Programs. You can reach International Programs at 870-680-8342 for more information or visit the International Program Building, Room S301. 

All test scores are valid for two (2) years.   

 Exemptions may apply: See A- State Undergraduate and Graduate admission pages for more information.  

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.  

Important Links

Important Links

Nurse Tag Order Form

Nurse Tag Order Form

Important Links

Nursing Patch Order Form

Nursing Patch Order Link

Important Links

Arkansas State Board of Nursing - Nurse Practice Act

Criminal Background Checks

Licensing Restrictions Based on Criminal Records

Important Links

Transfer Equivalency Tool

Transfer Equivalency Tool

Important Links

The Arkansas Nursing Education Progression Model

Handbooks

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. 

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. 

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. 

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. 

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. 

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. 

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 

 

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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. 

  1. 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.  
  2. 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.  
  3. Students are permitted to wear either a plain white or black t-shirt or sweater under the uniform. 
  4. 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.  
  5. 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.  
  6. Regulation name pin, identification badge, and a watch with a second hand must be worn with the uniform. 
  7. 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. 
  8. 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. 
  9. 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. 
  10. 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. 
  11. Fingernails must be clean and not extend beyond the fingertip. Solid color polish is acceptable. Clinical placement/rotation may require additional restrictions. 
  12. 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.  
  13. 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. 
  14. 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 

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: 

  1. 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. 
  2. Students are never to use the AASNS or BSNS designation outside of their faculty-supervised clinical experiences. 
  3. 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). 
  4. 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. 
  5. 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: 

  1. 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 
  2. American Heart Association BLS CPR certification- $30-$50 biannually 
  3. Standardized achievement tests are required at intervals throughout the program. The cost is dependent on the program option. 
  4. Students are required to maintain electronic device accessibility sufficient to program and university standards (Chromebooks do not meet minimum requirements for nursing programs). 
  5. 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) 
  6. 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 
  7. 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. 
  8. 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. 
  9. 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: 

  1. The fact that the individual is a patient at a contracted clinical agency. 
  1. The patient’s name, address, employer, etc. 
  1. 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: 

  1. Demonstrated lack of aptitude for nursing 
  2. Failure to exhibit behavior of: 
  3. Integrity 
  4. Dependability and accountability 
  5. Concern for human and societal needs 
  6. Clinical nursing performance that jeopardizes safety of patient(s) 
  7. Physical or emotional condition of a nature that affects, or is affected by, one’s performance in nursing 
  8. Failure to conform to the legal and ethical standards of the nursing profession 
  9. 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: 

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/drugs1. 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 (2nd Ed.). Albany, NY: Delmar Publishers, pp. 2, 627, 631-633. 

 

Procedures 
  1. 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. 

  1. 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. 
  2. Readmission of the student to the program is contingent upon the following conditions: 
  3. Formal application for readmission to the program 
  4. Meeting specific program admission criteria as noted in the Undergraduate/Graduate Bulletin 
  5. Clinical space availability 
  6. 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. 
  7. 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. 
  8. 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. 
  9. 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 

Social Impairment 

Somatic Manifestations/Discomforts 

Speech/Communication Impairment 

 

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: 

 

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: 

  1. Specimen collection is witnessed 
  2. BASIC 10-PANEL* DRUG SCREEN INCLUDING ALCOHOL, MEPEERIDINE AND DRUG OF CHOICE (SEE #7). 
  3. Laboratory must be CLIA1 approved. 
  4. Confirmation of positive results is done by GCMS2. If specimen must be sent to another laboratory for confirmation, the chain of custody is maintained. 
  5. Report, in addition to results, will include: 
  6. Chain of custody 
  7. Drug history 
  8. List of drugs screened 
  9. Confirmation of method used 
  10. Specific gravity 
  11. The laboratory will retain negative specimens for a minimum of two (2) weeks and positive specimens for a minimum of one (1) year. 
  12. 10-Panel Includes: 

Amphetamines Benzodiazepines 

Cannabinoids Cocaine 

Opiates PCP 

Barbiturates Methadone 

Methaqualone Propoxyphene 

  1. 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. 

 

1Clinical Laboratory Improvement Act: Set of Federal Regulations which clinical labs must meet for certification. 

2Gas 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:

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: 

  1. must have completed at least 12 credit hours in their current program 
  2. must have completed ½ of their nursing curriculum 
  3. have at least a 3.0 on a four-point scale 
  4. rank in the upper 35% of the graduating class 
  5. meet the expectation of academic integrity 

Each graduate candidate for membership (master's and doctorate) is required to meet the following criteria: 

  1. must have completed at least ¼ of the nursing curriculum 
  2. have a least a 3.5 on a four-point scale 
  3. 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 
  1. Create a culture of safety in all aspects of professional practice. 
  2. Integrate the nursing process and concepts from sciences, liberal arts, research, and evidence-based practice into patient centered care. 
  3. Formulate verbal, nonverbal, and written communication with emerging technologies while teaching and collaborating with the patient, their support system, and the health care team. 
  4. Integrate principles of leadership and management into professional nursing practice to deliver patient-centered healthcare. 
  5. 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

PURPOSE The purpose of this principle is to provide guidelines for the implementation of the prohibition of smoking on the Arkansas State University campus. This principle supersedes existing policy number 03-05 dated 07/01/94.

II. BACKGROUND

The Arkansas Clean Air on Campus Act of 2009 prohibits smoking on each campus of state-supported institutions of higher education beginning August 1, 2010.

III. PROCEDURES

A. Smoking on all Arkansas State University properties is prohibited.

B. Effective August 1, 2010, smoking (including cigarettes, cigars and pipes) is prohibited at all times:

1. In all interior space on the Arkansas State University campus; on all outside property or grounds of the University campus, including partially enclosed areas such as walkways, breezeways and bus shelters;

2. In Arkansas State University vehicles, including buses, vans and all other university vehicles;

3. In all indoor and outdoor athletic facilities, as well as the grandstands of outdoor facilities.

C. The university prohibits the campus-controlled sale or free sampling of smoking materials on campus.

D. Littering the campus with the remains of smoking materials is prohibited.

E. Organizers and attendees at public events, such as conferences, meetings, public lectures, social events, cultural events and sporting events using Arkansas State University facilities will be required to abide by A-State Governing Principles. Organizers of such events are responsible for communicating these procedures to the attendees.

IV. COMMUNICATION

Signs bearing the message “Smoke-Free Campus” will be posted at each vehicular and pedestrian entrance to Arkansas State University (as applicable), and each building will display a decal that states “Smoke-Free Campus.” However, smoke-free zones apply on the grounds around all Arkansas State University facilities, whether or not signs are posted. No ashtrays or smoking shelters will be provided on smoke-free campus grounds

V. SMOKING CESSATION PROGRAMS

Arkansas State University is committed to support A-State students and employees who wish to stop smoking. Assistance to students, faculty and staff to stop smoking is available through the Department of Wellness and Health Promotion, Employee Assistance Program and the A-State Counseling Center. Referrals to cessation services are encouraged.

VI. COMPLIANCE

It is expected that all students, faculty, staff and visitors to campus comply with these procedures. Members of our campus community are empowered to respectfully inform others about these procedures in an ongoing effort to enhance awareness and encourage compliance.

VII. ENFORCEMENT

Any person who violates any provision of this prohibition is guilty of a violation and upon conviction shall be punished by a fine of not less than one hundred dollars ($100) nor more than five hundred dollars ($500). This principle shall be enforced by the University Police Department.


 

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. 
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

Behaviors

Managing At-Risk/Reckless Behavior

·         Remediation Plan

·         Disciplinary Action

AASN Program Document of Concern: Remediation Plan/Disciplinary Action

§  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.

§  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

Handbooks

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 the 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 the A-State 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 the 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 IT 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 IT services. You 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, extend 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. Ellis 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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

   

  

 

  

 

Handbooks

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:

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:

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:

  1. Demonstrated lack of aptitude for advanced practice in nursing.
  2. Failure to exhibit behavior of:
    1. Integrity
    2. Dependability and accountability
    3. Concern for human and societal needs. (see Honor Code)
  3. Clinical nursing performance that jeopardizes 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).

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:

  1. 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.
  2. International English Language Testing System (IELTS) with a score of at least 6.5 and a spoken band score of 7.
  3. 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:

  1. The fact that the individual is a patient at a contracted clinical agency.
  2. The patient’s name, address, employer, etc.
  3. 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.

  1. All students are required to dress professionally. A white lab coat will be worn which is freshly laundered and ironed.
  2. 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.
  3. Hair must be neat; clean; away from face; men are to be clean shaven, or beards closely trimmed.
  4. Fingernails must be short and clean. Clear or light colored, non-gel nail polish is acceptable. No artificial nails permitted.
  5. 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.
  6. Any visible tattoo must be covered and not visible to patients or providers.
  7. Personal hygiene must always be maintained. No cologne, perfume or aftershave should be worn in the clinical setting.
  8. Chewing gum is not allowed in clinical areas.
  9. 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:

  1. 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
  2. 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
  3. Complaints regarding curriculum and instructional design will be reviewed by the appropriate program curriculum committee
  4. Complaints lodged against the program involving litigation or potential litigation will be referred to the Office of Academic Affairs.
  5. 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

  1. 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.
  2. 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.
  3. 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

  1. 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.
  2. 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.
  3. Readmission of the student to the program is contingent upon the following conditions:
    1. Formal application for readmission to the program
    2. Meeting specific program admission criteria as noted in the Undergraduate/Graduate Bulletin
    3. Clinical space availability
    4. 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.
    5. 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.
  4. 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.
  5. 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

Social Impairment

Somatic Manifestations/Discomforts

Speech/Communication Impairment

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:

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:

  1. Specimen collection is witnessed
  2. BASIC 10-PANEL* DRUG SCREEN INCLUDING ALCOHOL, MEPEERIDINE AND DRUG OF CHOICE (SEE #7).
  3. Laboratory must be CLIA1
  4. Confirmation of positive results is done by GCMS2. If specimen must be sent to another laboratory for confirmation, the chain of custody is maintained.
  5. Report, in addition to results, will include:
    1. Chain of custody
    2. Drug history
    3. List of drugs screened
    4. Confirmation of method used
    5. Specific gravity
    6. 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

  1. 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.

1Clinical Laboratory Improvement Act: Set of Federal Regulations which clinical labs must meet for certification.

2Gas 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.

  1. The student’s registration will include a Graduation Fee. https://www.astate.edu/a/registrar/students/graduation/
  2. The student must submit an “Intent to Graduate” form with the Graduate School via School of Nursing.
  3. 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:

  1. 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.
  2. As soon as possible following the exposure, the college incident form will be completed by the faculty member/student.
  3. 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.
  4. It is suggested that the post-exposure protocol be managed by the individual’s primary care provider at the individual’s expense.
  5. 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.

  1. 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.
  2. 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.
  3. 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.
  4. 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
    1. Documentation of the route(s) of exposure and the circumstances under which the exposure incident occurred.
    2. 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.
  5. 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.
  6. 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.
  7. 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.
    1. The exposed student/faculty member's blood should be tested as soon as possible.
    2. 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:

  1. To prepare nurses who possess theoretical knowledge, leadership, collaborative, and advanced practice skills necessary to enhance the nursing profession and improve health care.
  2. To prepare advanced clinicians whose research knowledge enables them to evaluate and utilize research findings in practice and participate in scientific investigation.
  3. 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

  1. Interpret theories and concepts from nursing, the arts, humanities, sciences, and evidence-based practice to guide clinical and professional judgment in nursing practice.
  2. Support person-centered care while respecting diversity and the unique determinants of individuals and populations.
  3. Incorporate leadership and collaborative roles in the planning, provision, and management of services to influence policy for individuals, families, and populations.
  4. Develop authentic leadership within complex health systems for the improvement of safe, cost-effective, quality health care for diverse populations.
  5. Model professionalism in nursing practice through accountability to ethical and legal standards.
  6. Evaluate critical inquiry to advance the discipline and profession of nursing.
  7. 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:

  1. 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.

  1. 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.
  2. 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:

  1. The student receives a final grade lower than a “B” twice in the same graduate-level nursing course
  2. 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.
  3. 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.

  1. Students are not eligible for readmission if:
    1. Procedures for application for readmission:
      1. 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:

      1. Active license to practice as a registered nurse in the state where clinical practice is scheduled
      2. Professional liability insurance as an “AGACNP Student” (minimum $1,000,000/$3,000,000)
      3. Current TB skin test, TSPOT, or evidence of negative finding from chest x-ray
      4. CPR certification (professional level)
      5. Verified Credentials (background check)
      6. Evidence of Hepatitis B immunization, or current Hepatitis B titer, or signed declination statement
      7. MMR
      8. Tetanus within the last 10 years.
      9. Influenza vaccine
      10. 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:

      1. To prepare nurses who possess theoretical knowledge, leadership, collaborative, and advanced practice skills necessary to enhance the nursing profession and improve health care.
      2. To prepare advanced clinicians whose research knowledge enables them to evaluate and utilize research findings in practice and participate in scientific investigation.
      3. 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

      1. Interpret theories and concepts from nursing, the arts, humanities, sciences, and evidence-based practice to guide clinical and professional judgment in nursing practice.
      2. Support person-centered care while respecting diversity and the unique determinants of individuals and populations.
      3. Incorporate leadership and collaborative roles in the planning, provision, and management of services to influence policy for individuals, families, and populations.
      4. Develop authentic leadership within complex health systems for the improvement of safe, cost-effective, quality health care for diverse populations.
      5. Model professionalism in nursing practice through accountability to ethical and legal standards
      6. Evaluate critical inquiry to advance the discipline and profession of nursing.

      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

      1. 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.

      1. 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.
      2. 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:

      1. The student receives a final grade lower than a “B” twice in the same graduate-level nursing course
      2. 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.
      3. 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.

      1. Students are not eligible for readmission if:
      1. 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:

      1. Active license to practice as a registered nurse in the state where clinical practice is scheduled
      2. Professional liability insurance as an “FNP Student” (minimum $1,000,000/$3,000,000)
      3. Current TB skin test, TSPOT, or evidence of negative finding from chest x-ray
      4. CPR certification (professional level)
      5. Verified Credentials (background check)
      6. Evidence of Hepatitis B immunization, current Hepatitis B Titer or signed declination statement
      7. MMR
      8. Tetanus
      9. Influenza vaccine
      10. 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

      1. To prepare nurses who possess theoretical knowledge, leadership, collaborative, and advanced practice skills necessary to enhance the nursing profession and improve health care.
      2. To prepare advanced clinicians whose research knowledge enables them to evaluate and utilize research findings in practice and participate in scientific investigation.
      3. 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

      1. Interpret theories and concepts from nursing, the arts, humanities, sciences, and evidence-based practice to guide clinical and professional judgment in nursing practice.
      2. Support person-centered care while respecting diversity and the unique determinants of individuals and populations.
      3. Incorporate leadership and collaborative roles in the planning, provision, and management of services to influence policy for individuals, families, and populations.
      4. Develop authentic leadership within complex health systems for the improvement of safe, cost-effective, quality health care for diverse populations.
      5. Model professionalism in nursing practice through accountability to ethical and legal standards
      6. Evaluate critical inquiry to advance the discipline and profession of nursing.
      7. Incorporate information systems and technology to evaluate programs of care, outcomes of care, and care systems.
      ROLE SPECIFIC AONE COMPETENCIES
      1. Communication and Relationship Management
      2. Knowledge of Health Care Environment
      3. Leadership
      4. Professionalism
      5. 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
      1. 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.

      1. 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.
      2. 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:

      1. The student receives a final grade lower than a “B” twice in the same graduate-level nursing course
      2. 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.
      3. 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.

      1. Students are not eligible for readmission if:
        1. Procedures for application for readmission:

          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

          1. To prepare students for nursing faculty, clinical instructor, and staff development positions.
          2. To provide students with the foundation to teach nursing and healthcare professionals.
          3. 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

          1. Interpret theories and concepts from nursing, the arts, humanities, sciences, and evidence-based practice to guide clinical and professional judgment in nursing practice.
          2. Support person-centered care while respecting diversity and the unique determinants of individuals and populations.
          3. Incorporate leadership and collaborative roles in the planning, provision, and management of services to influence policy for individuals, families, and populations.
          4. Develop authentic leadership within complex health systems for the improvement of safe, cost-effective, quality health care for diverse populations.
          5. Model professionalism in nursing practice through accountability to ethical and legal standards
          6. Evaluate critical inquiry to advance the discipline and profession of nursing.
          7. 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:

          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

          1. 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

          1. 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.

          1. 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.
          2. 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:

          1. The student receives a final grade lower than a “B” twice in the same graduate-level nursing course
          2. 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.
          3. 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.

          1. Students are not eligible for readmission if:
            1. Procedures for application for readmission:
              1. 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:

              1. To prepare nurses who possess theoretical knowledge, leadership, collaborative, and advanced practice skills necessary to enhance the nursing profession and improve health care.
              2. To prepare advanced clinicians whose research knowledge enables them to evaluate and utilize research findings in practice and participate in scientific investigation.
              3. 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:

              1. Interpret theories and concepts from nursing, the arts, humanities, sciences, and evidence-based practice to guide clinical and professional judgment in nursing practice.
              2. Support person-centered care while respecting diversity and the unique determinants of individuals and populations.
              3. Incorporate leadership and collaborative roles in the planning, provision, and management of services to influence policy for individuals, families, and populations.
              4. Develop authentic leadership within complex health systems for the improvement of safe, cost-effective, quality health care for diverse populations.
              5. Model professionalism in nursing practice through accountability to ethical and legal standards
              6. Evaluate critical inquiry to advance the discipline and profession of nursing.
              7. 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

              1. 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.

              1. 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.
              2. 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:

              1. The student receives a final grade lower than a “B” twice in the same graduate-level nursing course
              2. 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.
              3. 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.

              1. Students are not eligible for readmission to any MSN option if:

              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:

              1. Active license to practice as a registered nurse in the state where clinical practice is scheduled
              2. Professional liability insurance as an “PMHNP Student” (minimum $1,000,000/$3,000,000)
              3. Current TB skin test, TSPOT, or evidence of negative finding from chest x-ray
              4. CPR certification (professional level)
              5. Verified Credentials (background check)
              6. Evidence of Hepatitis B immunization, current Hepatitis B Titer or signed declination statement
              7. MMR
              8. Tetanus
              9. Influenza vaccine
              10. 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.

              Handbooks

              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

              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

              infectivity. If consent is not obtained, the employer shall establish

              that legally required consent cannot be obtained. When the source

              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

              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

              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

              Handbooks

              School of Nursing Graduate Information Guide (GIG) - Required Signature Pages

               

               

              image-1762801055447.png

               

               

              image-1762801117524.png

              Verification of Receiving the Arkansas State University Handbook

               

               

              image-1762801128985.png

              Verification of Receiving Graduate Information Guide (GIG)

               

              image-1762804905376.png

              Student Confidentiality Contract

               

              image-1762804917758.png

              College Code of Honor

               

              image-1762804934591.png

               

              Permission to Provide/or Post Non-Directory 

               

              image-1762805599359.png

              Permission to Write Letters of Recommendation

               

              image-1762805611812.png

               

              Disabilities Statement

               

              image-1762805621114.png

              Student Criminal Background Checks

               

              image-1762805630510.png

              Criminal Background Check for Initial Licensure-Nurse Practice Act 17-87-312

               

              image-1762805639898.png

              Waiver of Release of Medical Information Substance Abuse Policy and Procedures

               

              image-1762805649448.png

               

              Substance Abuse Policy and Procedures

               

              image-1762805659141.png

              Hepatitis B Vaccine Declination 

               

              image-1762805667838.png

              Release and License to use Image, Name, and Voice

              image-1762805677066.png

              Handbooks

              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:

              Sub-total: 11

              Support Courses:

              Sub-total: 9

              Advanced Practice Courses:


               


              Preceptor Expectations

               

              Student Expectations

               

               

              Faculty Expectations

               

               

               

              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:

               

              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.

              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.


              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)

              Handbooks

              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:

               


              Plan of Study

              Family Nurse Practitioner Option

               

              Core Courses:

              Sub-total: 11

              Support Courses:

              Sub-total: 9

              Advanced Practice Courses:

               


               


              Preceptor Expectations

               


               

              Student Expectations

               

               

              Faculty Expectations

               

               

               

              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)

              Handbooks

              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:

              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
              5. Preceptor should prepare to provide applicable supervision, instruction, and evaluation of
              6. Preceptor should be able to facilitate active participation of students in the delivery of health
              7. Preceptor should be committed to the role and concept of the advanced practice
              8. 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:

              Support Courses:

               Sub-total: 9

              Advanced Practice Courses: 

              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:

              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

              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.”

              “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...”

              “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:

              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

               

              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
              2. 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)

              Handbooks

              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:

              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
              5. Preceptor should prepare to provide applicable supervision, instruction, and evaluation of
              6. Preceptor should be able to facilitate active participation of students in the delivery of health
              7. Preceptor should be committed to the role and concept of the advanced practice
              8. 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:

              Sub-total: 11

              Support Courses:

              Sub-total: 9

              Advanced Practice Courses:

              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:

              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

              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.”

              “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...”

              “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:

              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

               

              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
              2. 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)

              Handbooks

              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: 
              Preceptor Activities during the Practicum:
              Preceptor Activities at the end of the Practicum:

              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.

              1. 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.
              2. 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.
              3. 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.
              4. 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:

              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:
              Preceptor Activities during the Practicum:
              Preceptor Activities at the end of the Practicum:

              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.

              1. 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.
              2. The student contacts the staff development nurse educator and sets up a meeting to discuss clinical objectives and practicum expectations.
              3. 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.
              4. 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.
              5. 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.
              6. 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:

              Nursing Program/Course Faculty Responsibilities

               

              1. Orients student and preceptor to the precepted

              1. Provides the preceptor an orientation to the philosophy, curriculum, course, and clinical objectives of the nursing program.

              1. Discuss student expectations, skill performance, student guidelines for performance, and methods of evaluations.

              1. Assumes overall responsibility for teaching and evaluation of the

              1. Assure student compliance with standards on immunizations, screening, OSHA standards, CPR and current liability coverage.

              1. Work cooperatively with preceptor and institution to determine student learning needs and appropriate assignments.

              1. Communicate assignments and other essential information to the

              1. Communicates with preceptor and student to monitor progress and evaluate the learning

              1. Readily available by phone or email for consultation regarding student

              1. Receives feedback from the preceptor regarding student

              1. Reviews portfolio and practicum log with the student in relationship to course competencies and personal objectives and provides feedback as indicated or needed.

              1. 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:

              1. Combine theories and concepts from nursing, the arts, humanities, and evidence-based practice to guide implementation of learning experiences in the practicum setting.
              2. Implement evidence-based teaching strategies designed for the achievement of learning
              3. Utilize varied methods of evaluation to determine learners’ progress in achieving learning
              4. Analyze the various roles and expectations of nurse educators in the academic/clinical settings and their impact on the teaching/learning process.
              5. Appraise issues and trends in the education of nurses balancing patient-centered care and
              6. 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):

              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):

              1. Identify an experience, situation, or information in your clinical experience that you find confusing, difficult, challenging, or interesting.

              1. What feelings, hunches, or questions are evoked? What is the meaning of the experience? What influenced the experience?

              1. Do the feelings, hunches, or questions connect with the past or present? What are the implications? What is the significance?

              1. 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.

               

               

               

               

              1. Integrates advanced nursing knowledge and

              Fair

              Good               Excellent

              organizational theory.                                                1

              1. Proposes culturally appropriate solutions

              to foster quality improvement and safe care               1

              2            3          4            5

              2            3          4            5

              1. 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

              1. Assesses educational needs and use effective strategies when teaching patients, families,

              and/or staff.                                                              1            2            3          4            5

              Fair                   Good               Excellent

              1. Utilizes ethical/legal guidelines which apply

              to nursing role development.                                      1            2            3          4            5

              1. Participates actively in the clinical 1            2            3          4            5
              2. Contributes to a positive work

              (collaborates, consults, coordinates care)                    1           2            3          4            5

              1. Maintains current knowledge in an evidence

              based approach in decision making.                          1           2            3          4            5

              1. Dependable, motivated, responsible, and

              demonstrates initiative.                                              1           2            3          4            5

              1. 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:

              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

               

              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.

               

               

               

               

               

              1. What are the strengths of this facility to provide practicum experiences?

              1. 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

              Handbooks

              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 the 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 the A-State 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 the 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 IT 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 IT services. You 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, extend 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. Ellis 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

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

                 

                

                

               

              Handbooks

              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.

              1. The student will collaborate with the Practice Partner to develop a schedule if the student needsmentoring related to the project site.
              2. 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
              3.  

              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.
              Handbooks

              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:
              Preceptor Activities during the Practicum:
              Preceptor Activities at the end of Practicum:

              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.

              1. 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.
              2. 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.
              3. 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.
              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 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:

              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:

              1. 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
              2. Demonstrate nurse administrator competencies
              3. Combine leadership concepts, skills, and decision making in the provision of:
                1. Team coordination
                2. Accountability for health care delivery
                3. Quality nursing care
              4. Assess how health care is organized and financed
              5. Appraise leadership, communication, team building, priority setting, and delegation skills when managing a group of patients
              6. 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):

              1. Identify an experience, situation, or information in your clinical experience that you find confusing, difficult, challenging, or interesting.
              2. What feelings, hunches, or questions are evoked? What is the meaning of the experience?  What influenced the experience?
              3. Do the feelings, hunches, or questions connect with the past or present? What are the implications?  What is the significance?
              4. 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

              1. Integrates advanced nursing knowledge and

              organizational theory.                                            1         2         3         4            5

              1. Proposes culturally appropriate solutions to

              foster quality improvement and safe care             1          2        3          4           5

              1. Maintains professional relationships and

              timely interaction with preceptor, staff and

              patients/families/populations.                                 1         2         3         4            5

              (collaborates and consults)

              1. Functions as a professional role model 1         2         3          4           5

              1. Demonstrates leadership skills through

               effective planning, providing, and

               managing healthcare                                               1         2          3          4          5

              1. Demonstrates initiative in identifying

               opportunities for self-development                        1          2          3          4          5

              1. Serves as a resource person by assisting

               with problem identification and resolution,

               including patient care technologies                       1          2          3          4           5

                                                                                               Fair               Good            Excellent

              1. 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        

              1. Utilizes ethical/legal guidelines which apply

               to nursing role development                                      1          2          3          4           5

              1. Participates actively in the clinical environment 1          2          3          4           5

              1. Contributes to a positive work environment

               (collaborates, consults, coordinates care)                   1          2          3          4           5

              1. Maintains current knowledge in an evidence

               based approach in decision making                           1          2          3          4           5

              1. Dependable, motivated, responsible, and

               demonstrates initiative                                                 1          2          3          4           5

              1. 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:

              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

                    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.

               

               

               

               

               

              1. What are the strengths of this facility to provide practicum experiences?

              1. 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)

              Handbooks

              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:

              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):
              2.    Physician:
              3.    Licensed Psychotherapist:
              4.    Psychologist:
              1. Clinical practice sites should include a variety of experiences regarding ages and mixes of acute and chronic illness.
              2. Site should allow the student to engage in clinical experiences sufficient to meet the requirements for the role of the advanced practice
              3. Preceptor should prepare to provide applicable supervision, instruction, and evaluation of
              4. Preceptor should be able to facilitate active participation of students in the delivery of health
              5. Must have at least 12 months’ experience in his/her
              6. 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:

              1. List the Steps of the One-Minute Preceptor model of clinical
              2. Explain how each step fosters effective and efficient
              3. Demonstrate understanding of the One-Minute Preceptor on a sample student
              4. 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:

              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

              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:

              1. Please mark an X in the most appropriate space after each statement regarding the
              2. 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

              Handbooks

              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).

              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.dot  

              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/doctor-of-nursing-practice-general.aspx  

              For more information regarding the DNP, Education option, click on the following link:  

              https://degree.astate.edu/programs/doctor-of-nursing-practice-education.aspx  

              For more information regarding the DNP, Leadership option, click on the following link:  https://degree.astate.edu/programs/doctor-of-nursing-practice-leadership.aspx  

              13

              Handbooks

              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. 

              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. 

              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. 

              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. 

              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. 

              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. 

              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 

               

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              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. 

              1. 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.  
              2. 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.  
              3. Students are permitted to wear either a plain white or black t-shirt or sweater under the uniform. 
              4. 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.  
              5. 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.  
              6. Regulation name pin, identification badge, and a watch with a second hand must be worn with the uniform. 
              7. 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. 
              8. 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. 
              9. 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. 
              10. 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. 
              11. Fingernails must be clean and not extend beyond the fingertip. Clear nail polish is acceptable. No artificial nails permitted. 
              12. 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.  
              13. 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.  
              14. 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 

              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: 

              1. 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. 
              2. Students are never to use the AASNS or BSNS designation outside of their faculty-supervised clinical experiences. 
              3. 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). 
              4. 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. 
              5. 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: 

              1. 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 
              2. Hepatitis B series (3) or titer 
              3. 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. 
              4. Proof of annual physical (see appendix I for required form) 
              5. *This is not required for RN-BSN online students 
              6. Annual drug screen (Verified Credentials) 
              7. Varicella series (2) or titer 
              8. MMR (2) or titer 
              9. Tetanus (within the last 10 years) 
              10. Annual influenza vaccine (due mid-fall) 
              11. *This is not required for RN-BSN online students 
              12. COVID-19 testing and or vaccination may be required 
              13. American Heart Association BLS CPR certification- $30-$50 biannually 
              14. Standardized achievement tests are required at intervals throughout the program. The cost is dependent on the program option. 
              15. Students are required to maintain electronic device accessibility sufficient to program and university standards (Chromebooks do not meet minimum requirements for nursing programs). 
              16. Graduation expenses during final semester: 
              17. Graduation fee—approximately $45-$125 (includes diploma fee, cap and gown) 
              18. Announcements (optional) 
              19. Arkansas State Board of Nursing application approximately $100 
              20. Criminal background check (for nursing license) approximately $90 
              21. NCLEX-RN exam approximately $200 
              22. School pin approximately $40 (optional) 
              23. Additional NCLEX-RN review course approximately $425 (optional) 
              24. Student professional uniforms (prices vary):  
              25. Black scrub top; black scrub pants/skirt $40-$80 
              26. Shoes $50-$100 
              27. School name pin approximately $10 (Ordered from the A-State Bookstore) 
              28. A-State School of Nursing patch for uniform and lab coat $10 each (Ordered from the A-State Bookstore) 
              29. ID badge cover or badge clip $5 
              30. White lab coat $25-$35 
              31. Additional costs for clinical experiences: 
              32. 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. 
              33. Students will be expected to provide their own transportation. 
              34. Students are required obtain a criminal background check at a cost of approximately $100 
              35. 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. 
              36. 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. 
              37. Students are required to have access to the following equipment. Costs are estimated and prices may vary. 
              38. *Watch (with a second hand) ………………………………...…. $25-$50 
              39. *Stethoscope (must have adult and pediatric bell and diaphragm) …………..……………………………………………………….$20-$150 
              40. *Bandage Scissors…………………………………………...……..$3-$10 
              41. *Pen light…………………………………………………..…….…..$3-$5 
              42. *Nurse Packs (BSN Sophomores and AASN during program)..$100-$110 
              43. **ECG caliper…………………………………………………………$10 
              44. ***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: 

              *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: 

              1. The fact that the individual is a patient at a contracted clinical agency. 
              1. The patient’s name, address, employer, etc. 
              1. 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: 

              1. Demonstrated lack of aptitude for nursing 
              2. Failure to exhibit behavior of: 
              3. Integrity 
              4. Dependability and accountability 
              5. Concern for human and societal needs 
              6. Clinical nursing performance that jeopardizes safety of patient(s) 
              7. Physical or emotional condition of a nature that affects, or is affected by, one’s performance in nursing 
              8. Failure to conform to the legal and ethical standards of the nursing profession 
              9. 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/drugs1. 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 (2nd Ed.). Albany, NY: Delmar Publishers, pp. 2, 627, 631-633. 

               

               

              Procedures 
              1. 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. 

              1. 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. 
              2. Readmission of the student to the program is contingent upon the following conditions: 
              3. Formal application for readmission to the program 
              4. Meeting specific program admission criteria as noted in the Undergraduate/Graduate Bulletin 
              5. Clinical space availability 
              6. 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. 
              7. 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. 
              8. 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. 
              9. 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 

              Social Impairment 

              Somatic Manifestations/Discomforts 

              Speech/Communication Impairment 

               

              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: 

               

              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: 

              1. Specimen collection is witnessed 
              2. BASIC 10-PANEL* DRUG SCREEN INCLUDING ALCOHOL, MEPEERIDINE AND DRUG OF CHOICE (SEE #7). 
              3. Laboratory must be CLIA1 approved. 
              4. Confirmation of positive results is done by GCMS2. If specimen must be sent to another laboratory for confirmation, the chain of custody is maintained. 
              5. Report, in addition to results, will include: 
              6. Chain of custody 
              7. Drug history 
              8. List of drugs screened 
              9. Confirmation of method used 
              10. Specific gravity 
              11. The laboratory will retain negative specimens for a minimum of two (2) weeks and positive specimens for a minimum of one (1) year. 
              12. 10-Panel Includes: 

              Amphetamines Benzodiazepines 

              Cannabinoids Cocaine 

              Opiates PCP 

              Barbiturates Methadone 

              Methaqualone Propoxyphene 

              1. 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. 

               

              1Clinical Laboratory Improvement Act: Set of Federal Regulations which clinical labs must meet for certification. 

              2Gas 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: 

              1. must have completed at least 12 credit hours in their current program 
              2. must have completed ½ of their nursing curriculum 
              3. have at least a 3.0 on a four-point scale 
              4. rank in the upper 35% of the graduating class 
              5. meet the expectation of academic integrity 

              Each graduate candidate for membership (master's and doctorate) is required to meet the following criteria: 

              1. must have completed at least ¼ of the nursing curriculum 
              2. have a least a 3.5 on a four-point scale 
              3. 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 

               

              1. Employ vigilance and standards of practice to promote a culture of safety while providing patient-centered care. 
              2. Prioritize nursing clinical judgment while providing patient-centered care based on current evidence and professional healthcare information. 
              3. Select therapeutic communication techniques and/or technology to promote knowledge while enhancing relationship centered care across practice environments. 
              4. Support the interprofessional team through effective collaboration and shared decision-making to achieve safe quality patient care. 
              5. 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. 

              1. Completion of PN certificate and holds an unencumbered license. 
              2. 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 
              1. Create a culture of safety in all aspects of professional practice. 
              2. Integrate the nursing process and concepts from sciences, liberal arts, research, and evidence-based practice into patient centered care. 
              3. Formulate verbal, nonverbal, and written communication with emerging technologies while teaching and collaborating with the patient, their support system, and the health care team. 
              4. Integrate principles of leadership and management into professional nursing practice to deliver patient-centered healthcare. 
              5. 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 

               

               

              Handbooks

              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:

              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:

              AASN

              The Associate of Applied Science in Nursing (AASN) graduate is prepared to provide and manage direct care to individuals with common well-defined problems. The AASN 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

              AASN

              AASN End of Program Student Learning Outcomes

              AASN graduates will: 

              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.  

              AASN

              Traditional AASN Admission Information

              Prerequisites

              Prerequisite requirements for application to the Traditional AASN degree program include:

              The courses required prior to acceptance into the AASN degree program can be found in the most current Undergraduate Bulletin.

              Prerequisites include the following courses:

              The required courses can be found in the most current Undergraduate Bulletin.
              All required courses must be completed with a minimum "C" in each course.

              Prerequisite requirements for application to the LPN to AASN degree program include:

              Prerequisites include the following courses:

              The required courses can be found in the most current Undergraduate Bulletin. All required courses must be completed with a minimum "C" in each course.

              Admission Process

              Limited Positions Available

              Acceptance to the University does not guarantee admission to any nursing program.

              Traditional AASN (You do not have an LPN License)

              Class size is limited and all applicants may not be accepted into the program. Interested individuals are encouraged to seek an advisor early in their college career to ensure that all prerequisite courses are completed in a timely manner.

              Applicants for admission will be ranked according to application completeness, the GPA of the 10 hours of prerequisites and admission test score. Consideration will be given to students completing prerequisite courses by the end of the Fall semester.

              Based on recent legislation in Arkansas, students admitted to professional programs that lead to licensure upon graduation are required to have a successful background check to complete formal admission. 

              Online applications will be available August 31st - October 15th.

              Applicants Must Complete

              1. Admission to Arkansas State University
              2. Online application for Admission to the School of Nursing available August 31st.  Link to apply is on the School of Nursing website (when available). 
              3. Take the required SPANS admission exam.  SPANS is a comprehensive assessment designed to measure readiness for the academic demand of health science programs. The exam consists of 150 questions that evaluate critical skills in reading comprehension/English, math, and scientific knowledge. The exam is completed remotely and should be completed prior to the deadline. Estimated cost is about $70 and the exam can be completed one time during the application cycle. Exam results are valid for 3 years. For those interested, there is a prep book available online for purchase through SPIN Learning. Instructions for SPANS:

                1. Visit https://www.spin-learning.com/

                2. Click SPANS Registration button at top of webpage

                3. Select SPANS SPIN-Learning

                4. Click “Buy SPANS Ticket”

                5. Choose Preferred Date

                6. Checkout

              4. Smarter Measure Online Readiness Assessment: The online readiness tool helps indicate the degree to which distance learning and/or learning in a technology rich environment will be a good fit for the student.  This assessment requires students to answer questions and complete a few activities.  It takes about 35 minutes to complete and measures reading rate and recall, technical competency, technical knowledge, and typing speed and accuracy. There is no cost for the Smarter Measures Assessment and it can be completed one time during the application cycle.  Exam results are valid for 3 years.

                 

                 

                             Link to the assessment: Smarter Measures Assessment

                             Username: Traditional AASN  Password: traditional

                 

              5. If you have previously attended a RN program and did not complete the program, you MUST submit a letter of good standing.  The letter must be sent from the previous RN program dean/director/chair/coordinator prior to the application deadline to the AASN Program Chair or designate.  The letter can be emailed to sdearing@astate.edu

              6. Official Transcripts: Submit official transcripts showing all college work completed, including grades on courses taken in the last semester of enrollment to the Registrar's Office (PO Box 1570, State University AR 72467).  
              7. Submit a list of currently enrolled prerequisite coursework with application.
              8. Documentation of English proficiency, if applicable.

              You DO have an LPN license:

              1. Apply for admission to A-State.
              2. Apply for admission to the LPN-AASN program. The application will be available on the School of Nursing website on April 30th.

              3. Take the required SPANS admission exam.  SPANS is a comprehensive assessment designed to measure readiness for the academic demand of health science programs. The exam consists of 150 questions that evaluate critical skills in reading comprehension/English, math, and scientific knowledge. The exam is completed remotely and should be completed prior to the deadline. Estimated cost is about $70 and the exam can be completed one time during the application cycle. Exam results are valid for 3 years. For those interested, there is a prep book available online for purchase through SPIN Learning. Instructions for SPANS:

                1. Visit https://www.spin-learning.com/

                2. Click SPANS Registration button at top of webpage

                3. Select SPANS SPIN-Learning

                4. Click “Buy SPANS Ticket”

                5. Choose Preferred Date

                6. Checkout

              4. Smarter Measure Online Readiness Assessment: The online readiness tool helps indicate the degree to which distance learning and/or learning in a technology rich environment will be a good fit for the student.  This assessment requires students to answer questions and complete a few activities.  It takes about 35 minutes to complete and measures reading rate and recall, technical competency, technical knowledge, and typing speed and accuracy. There is no cost for the Smarter Measures Assessment and it can be completed one time during the application cycle.  Exam results are valid for 3 years.

                 

                 

                             Link to the assessment: Smarter Measures Assessment

                             Username: Traditional AASN  Password: traditional

                 

              5. If you have previously attended a RN program and did not complete the program, you MUST submit a letter of good standing.  The letter must be sent from the previous RN program dean/director/chair/coordinator prior to the application deadline to the AASN Program Chair or designate.  The letter can be emailed to sdearing@astate.edu
              6. Submit the following by the June 7th deadline:

              Deadline

              All application materials must be received by June 7th for the fall semester. Incomplete or late applications will not be considered. Applications are reviewed after the application deadline and preference is not given for early submission.

              Additional Documentation

              Students admitted will be required to supply additional documentation, including current CPR certification, Hepatitis B immunizations, TB skin test or chest x-ray, tetanus and MMR and proof of professional liability insurance (minimum $1,000,000/$6,000,000).

              Based on recent legislation in Arkansas, students admitted to professional programs that lead to licensure upon graduation are required to have a successful background check to complete formal admission.

              An unencumbered LPN license is to be maintained throughout the program.

              All documentation required by the School of Nursing must be kept current al all times during the course of the program.

              LPN Work Experience Requirements

              Recent LPN Graduates

              Applicants who complete their LPN program less than 12 months prior to application to the AASN program are not required to have 1000 hours of work experience. You are still required to to complete the work experience document to show proof of working as an LPN. 

              Practicing LPNs

              If it is greater than 12 months since graduation, the applicant must provide proof of work experience reflecting a minimum of 1,000 hours of nursing employment during the past 12-24 months.

              Click here for employer documentation of work experience.

              For any questions concerning this information, applicants are encouraged to see the AASN advisor, Samantha Dunavion (sadunavion@astate.edu)

              Licensure Information

              RN Licensure

              Upon completion on this program, the student eligible to apply for licensure as a Registered Nurse.

              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 section §17-87-312 of the Nurse Practice Act may prohibit a graduate from obtaining a license to practice as a Registered Nurse in the State of Arkansas. Although an appeal may be possible there are offenses that permanently disqualify an applicant from licensure.

              The Nurse Practice Act may be viewed on the Arkansas State Board of Nursing website (www.arsbn.org) and also on the School of Nursing website.

              Technology Requirements for Program

              Readmission Process

              For students seeking readmission to the AASN Nursing program:

              Readmission Testing

              Students seeking readmission to the LPN-AASN nursing programs are required to pass a standardized test created from the objectives of the courses successfully completed in previous semesters.

              Criteria for readmission to the undergraduate nursing programs includes:

              The cost of the readmission test will be the responsibility of the student

              Please email NRStesting@AState.edu with any questions.

              Program Application

              Program applications for transfer and readmission will be available (Fall) April 30th - June 7th and (Spring) August 31st - October 15th.

              Transfer Process 

              The Traditional AASN program considers students for transfer into the program. Consideration as a Transfer student does not guarantee acceptance into the Traditional AASN program. Students accepted as Transfer students to the program are admitted to the 2nd semester of the program. All med-surg courses will be repeated. Students that have passed a specialty course (maternal/child or mental health) with a letter grade of C or better do have an option for specialty course waiver. Students interested in transferring to the Traditional AASN program should contact the AASN Program Chair to begin the process.  

              Questions

              For general questions and program information, please contact the following:

              Samantha Dunavion, AASN Advisor - (870) 972-3074
                                                                                                                                                                                 

              For specific questions related to the application process and registration for pre-requisites (Health Assessment and Health Assessment Practicum) please contact the following:                                                                                                                                          
              Lisa Montgomery, Admin Spec III - (870) 733-6031

              The School of Nursing affirms that all students enrolled in the AASN 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.  The criteria are included in the Nursing Student Handbook and are attached to the application for admission.

              AASN

              Traditional AASN (On-campus) Degree Plan

              Pre-requisites:

              Are you an LPN?  If yes, then you need to complete additional prerequisites as identified below with a (*) after the course in the table.  The additional prerequisite courses for LPNs include: 

              Semester 1 (spring semester)

               

              • NURS 11234 Introduction to Nursing+
              • NURS 22392 Health Assessment*
              • NURS 11232 Fundamentals of Nursing Practicum+
              • NURS 22391 Health Assessment Practicum*

              Total credit hours: 9

              Summer Sessions

               

              The following courses must be completed this semester or prior to progress to Semester 2 nursing courses:

              • BIOL 24103 Human Anatomy & Physiology II*
              • BIOL 24101 Human Anatomy & Physiology II Laboratory*
              • PSYC 11003 Introduction to Psychology*


              Total credit hours: 7

              Semester 2 (fall semester)

               

              • NURS 11235 Nursing I
              • NURS 11252 Role Development I
              • NURS 11243 Clinical Practicum I

              Note: Students admitted with an LPN license begin courses in this semester of the program. 

               

               

              Total credit hours: 10

              Semester 3 (spring semester)

               

              • NURS 22263 Nursing II Medical Surgical
              • NURS 22242 Nursing II Mental Health
              • NURS 22251 Role Development II
              • NURS 22273 Clinical Practicum II

               

              Total credit hours: 9

              Summer Sessions

               

              The following courses must be completed this semester or prior to progress to Semester 4 nursing courses:

              • BIOL 20003 Microbiology for Nursing and Allied Health
              • BIOL 20001 Microbiology for Nursing and Allied Health Laboratory 

               

              Total credit hours: 4

              Semester 4 (fall semester)

               

              • NURS 22233 Nursing III Medical Surgical
              • NURS 22232 Nursing III Maternal Child
              • NURS 22244 Clinical Practicum III
              • NURS 22272 Role Development Practicum

              Total credit hours: 11

               

              The following courses must be completed prior to graduation: 

              • ENGL 10203 Composition II
              • HIST 21103 United States to 1876  or HIST 21203 United States since 1876  or PLSC 20003 Introduction to United States Government
              • Total of 6 credit hours

              +Articulation credit is provided for NURS 11234 Introduction to Nursing and NURS 11232 Fundamentals of Nursing Practicum for all practicing LPNs at the conclusion of the program.  

              Note: All courses (prerequisite, general education, and nursing) must be passed with a letter grade of "C" or better. 

              AASN

              Work Verification Form - LPN-AASN Program Option

              Arkansas State University – School of Nursing

              LPN – AASN Program Option

              Employer Documentation of Work Experience

               

              Student Name: ___________________________________________________________     A-State Student ID#: _____________________________________

              The applicant MUST provide proof of work experience reflecting a minimum of 1,000 hours employed as a licensed practical nurse during the past 12-24 months in an acute or long-term care setting. The form MUST be signed by the Human Resource Representative or Registered Nurse Supervisor and returned to the School of Nursing by the employer. The form may be returned by postal mail or email from the employer.  If returned by postal mail, then a facility envelope must be used with a signature across the seal. An email submission must be from an employer email address, not a personal email address. Please use the instructions below for submission by postal mail or email.

              **Note: If documentation of work experience is not submitted properly, the student’s application will be incomplete.**

               My signature below confirms that ___________________________________ has completed over ____________ hours work within the past

              _________ years at the facility indicated below. All hours counted were performed under the direction of a registered nurse.

               

              Name of Institution: __________________________________________________________________________________

              Address: ________________________________________________________________

              City/State/Zip: ________________________________________________________________          Telephone: _________________________________

              Signature: ________________________________________________________________________        Date: ________________________

              Title of Person Completing Form: ___________________________________________________________________________________________

              Mail to:

              A-State School of Nursing

              Attention: LPN-AASN Admission Committee

              P.O. Box 910

              State University, AR 72467

              Email to:

              cnhp@astate.edu

              AASN

              LPN to AASN Online Option Admission Information

              Beginning Fall 2017, the A-State School of Nursing is offering an online alternative for LPN's working in acute or long term care who wish to attain their Associate of Applied Science in Nursing.

              All courses will be taught in seven-week terms. All didactic courses will be delivered online, with the clinical component in a more "traditional" environment. Clinical hours will be held on selected weekends throughout each term in Jonesboro area health care facilities.

              Prerequisites

              Prerequisite requirements for application to the ONLINE LPN to AASN degree program include:

              Prerequisites include the following courses:

              The required courses can be found in the most current Undergraduate Bulletin.
              All required courses must be completed with a minimum "C" in each course.
              ALL prerequisite courses MUST be completed prior to the first semester in the program.

              Admission Process

              Limited Positions Available

              Acceptance to the University does not guarantee admission to any nursing program.

              Admission Criteria:

              To apply, submit the following by deadline. 

              1. Apply for admission to A-State for Undergraduate Admissions (NOT A-State Online).
              2. Apply for admission to the LPN-AASN Online option. The application is available August 31 - October 15th (for Spring program), January 5 - March 1 (for Summer program) and March 15 - May 1 (for Fall program). Link to apply is on the School of Nursing website (when available)
              3. Official transcripts of ALL college work must be submitted to the Registrar’s office.
              4. Validation of work experience (The applicant must provide proof of work experience reflecting a minimum of 1,000 hours of nursing employment during the past 12-24 months. (Acute or long-term care experience desired, i.e., hospital or nursing home)

              5. Take the required SPANS admission exam.  SPANS is a comprehensive assessment designed to measure readiness for the academic demand of health science programs. The exam consists of 150 questions that evaluate critical skills in reading comprehension/English, math, and scientific knowledge. The exam is completed remotely and should be completed prior to the deadline. Estimated cost is about $70 and the exam can be completed one time during the application cycle. Exam results are valid for 3 years. For those interested, there is a prep book available online for purchase through SPIN Learning. Instructions for SPANS:

                1. Visit https://www.spin-learning.com/

                2. Click SPANS Registration button at top of webpage

                3. Select SPANS SPIN-Learning

                4. Click “Buy SPANS Ticket”

                5. Choose Preferred Date

                6. Checkout

              6. Complete the Smarter Measure Online Readiness Assessment: The online readiness tool helps indicate the degree to which distance learning and/or learning in a technology rich environment will be a good fit for the student.  This assessment requires students to answer questions and complete a few activities.  It takes about 35 minutes to complete and measures reading rate and recall, technical competency, technical knowledge, and typing speed and accuracy. There is no cost for the Smarter Measures Assessment and it can be completed one time during the application cycle.  Exam results are valid for 3 years.

                 

                              Link to the assessment: Smarter Measures Assessment

                              Username: Online AASN   Password: Online1

                 

              7. If you have previously attended a RN program and did not complete the program, you MUST submit a letter of good standing.  The letter must be sent from the previous RN program dean/director/chair/coordinator prior to the application deadline to the AASN Program Chair or designate.  The letter can be emailed to sdearing@astate.edu

              8. Documentation of English proficiency, if applicable.
              9. Spanish Proficiency:  Spanish proficiency is not required for application but may enhance the applicant’s overall score. Students must  prove their proficiency by taking the ACTFL – OPI (Oral Proficiency Interview).
              10. Professional Recommendations:  Students are required to have three academic or professional recommendations.  The Professional Recommendation link is located within the nursing application.
              11. If you have previously attended a RN nursing program you did not complete, you MUST have the program Dean/Director send a letter stating your standing when you left the program. This letter must be in the nursing office by the application deadline.
              12. Applications will be ranked for admission by prerequisite GPA, admission exam, Online Learning Readiness assessment, professional recommendations,  with special consideration for those with Spanish proficiency.
              Deadline

              All application materials must be received by the deadline. Incomplete or late applications will not be considered. Applications are reviewed after the application deadline and preference is not given for early submission.  

              Additional Documentation

              Students admitted will be required to supply additional documentation, including current CPR certification, Hepatitis B   immunizations, TB skin test or chest x-ray, tetanus and MMR and proof of professional liability insurance (minimum $1,000,000/$6,000,000).

              Based on recent legislation in Arkansas, students admitted to professional programs that lead to licensure upon graduation are required to have a successful background check to complete formal admission. 

              For questions, please contact:

              Samantha Dunavion, AASN Advisor - 870-972-3074

              Tammy Daffron, Admin Spec III - 870-232-6021

              Work Experience

              The applicant must provide proof of work experience reflecting a minimum of 1,000 hours of nursing (LPN) employment during the past 12-24 months.  (Acute or long-term care experience desired, i.e., hospital or nursing home) Click here for Employer Documentation of work experience.

              Licensure Information 

              RN LICENSURE

              Upon completion of this program, the student is eligible to apply for licensure as a Registered Nurse.

              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 section §17-87-312 of the Nurse Practice Act may prohibit a graduate from obtaining a license to practice as a Registered Nurse in the State of Arkansas.  Although an appeal may be possible there are offenses that permanently disqualify an applicant from licensure.

              The Nurse Practice Act may be viewed on the Arkansas State Board of Nursing website (www.arsbn.org) 

              Technology Requirements for Program

              Readmission Process

              For students seeking readmission to the LPN-AASN Nursing program:

              Readmission Testing (required if separation is greater then 1 calendar year)

              Students seeking readmission to the LPN-AASN nursing programs are required to pass a standardized test created from the objectives of the courses successfully completed in previous semesters.

              Criteria for readmission to the undergraduate nursing programs includes:

              Please e-mail nrstesting@astate.edu for readmission applications and information on scheduling a testing date. 

              The cost of the readmission test will be the responsibility of the student.

              Program Application for Re-Admission

              Program applications for transfer and readmission will be available (Fall) April 30th - June 7th, (Spring) August 31st - October 15th and (Summer) March 1st - May 1st 

              Transfer Process

              The LPN-AASN Online option does not accept transfer students. 

              Questions

              For general questions and program information, please contact the following:

              Samantha Dunavion, AASN Advisor - (870) 972-3074
                                                                                                                                                                                 

              For specific questions related to the application process and registration for pre-requisites (Health Assessment and Health Assessment Practicum) please contact the following:                                                                                                                                          
              Tammy Daffron, Admin Spec III - (870) 232-6021

              The School of Nursing affirms that all students enrolled in the AASN 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.  The criteria are included in the Nursing Student Handbook and are attached to the application for admission.

              AASN

              LPN-AASN Online Option Degree Plan

              Pre-requisites:

              Semester 1

              Session I Courses

              • NURS 11333 Nursing I Medical Surgical
              • NURS 11332 Role Development I
              • NURS 11351 Clinical Practicum I

              Total credit hours: 6

              Session II Courses

              • NURS 11353 Nursing II Medical Surgical
              • NURS 11331 Role Development II
              • NURS 11341 Clinical Practicum II

              Total credit hours: 5

              Semester 2

              Session I Courses

              • NURS 22453 Nursing III Medical Surgical
              • NURS 22491 Role Development III
              • NURS 22441 Clinical Practicum III

              Total credit hours: 5

              Session II Courses

              • NURS 22352 Nursing IV Mental Health
              • NURS 22331 Role Development IV
              • NURS 22351 Clinical Practicum IV

              Total credit hours: 4

               

              **Complete this semester or prior:

              • BIOL 20003 and BIOL 20001 Microbiology for Nursing and Allied Health and Laboratory
              • ENGL 10203 Composition II
              • HIST 21103 United States to 1876  or HIST 21203 United States since 1876  or PLSC 20003 Introduction to United States Government
              • Total credit hours: 10

              Semester 3

              Session I Courses

              • NURS 22332 Nursing V Maternal Child
              • NURS 22341 Role Development V
              • NURS 22361 Clinical Practicum V

              Total credit hours: 4

              Session II Courses

              • NURS 22333 Nursing VI Medical Surgical
              • NURS 22371 Clinical Practicum VI
              • NURS 22382 AASN Capstone

              Total credit hours: 6

              *Articulation credit is provided for NURS 11234 Introduction to Nursing and NURS 11232 Fundamentals of Nursing Practicum for all practicing LPNs at the conclusion of the program. 

              **All courses (prerequisite, general education, and nursing) must be passed with a letter grade of "C" or better. 

              NOTE: Session I courses are taught for the first 7-weeks of the semester while Session II courses are taught for the second 7-weeks of the semester.  It is recommended that students receiving any type of financial aid register for all courses as listed for the semester. 

              AASN

              Paramedic to AASN Admission Information

              Beginning Spring 2023, the A-State School of Nursing is offering a Paramedic to AASN option for paramedics who wish to attain their Associate of Applied Science in Nursing. Courses in the first semester will be taught in the traditional classroom setting, then the remaining three (3) semesters will be taught in seven week terms. Didactic courses in the first semester are provided in person at the Jonesboro A-State campus.  Didactic courses for the final three (3) semesters will be delivered online, with the clinical component in a more "traditional" environment. Clinical hours will be held on selected weekends throughout each term in Jonesboro area health care facilities.

              Prerequisites

              Prerequisite requirements for application to the Paramedic to AASN degree program include:

              The courses required prior to acceptance into the AASN degree program can be found in the most current Undergraduate Bulletin.

              Prerequisites include the following courses:

              The required courses can be found in the most current Undergraduate Bulletin.
              All required courses must be completed with a minimum "C" in each course.

              Admission Process

              Limited Positions Available

              Acceptance to the University does not guarantee admission to any nursing program.

              HOW TO APPLY

              Class size is limited and all applicants may not be accepted into the program. Interested individuals are encouraged to seek an advisor early in their college career to ensure that all prerequisite courses are completed in a timely manner.

              Applicants for admission will be ranked according to application completeness, the GPA of the 10 hours of prerequisites and admission test score. Consideration will be given to students completing prerequisite courses by the end of the Fall semester.

              Based on recent legislation in Arkansas, students admitted to professional programs that lead to licensure upon graduation are required to have a successful background check to complete formal admission. 

              Online applications will be available August 31st - October 15th.

              Admission Criteria: 
              Applicants Must Complete
              1. Admission to Arkansas State University
              2. Online application for Admission to the School of Nursing available August 31st.  Link to apply is on the School of Nursing website. 
              3. Take the required SPANS admission exam.  SPANS is a comprehensive assessment designed to measure readiness for the academic demand of health science programs. The exam consists of 150 questions that evaluate critical skills in reading comprehension/English, math, and scientific knowledge. The exam is completed remotely and should be completed prior to the deadline. Estimated cost is about $70 and the exam can be completed one time during the application cycle. Exam results are valid for 3 years. For those interested, there is a prep book available online for purchase through SPIN Learning. Instructions for SPANS:

                1. Visit https://www.spin-learning.com/

                2. Click SPANS Registration button at top of webpage

                3. Select SPANS SPIN-Learning

                4. Click “Buy SPANS Ticket”

                5. Choose Preferred Date

                6. Checkout

              4. Smarter Measure Online Readiness Assessment: The online readiness tool helps indicate the degree to which distance learning and/or learning in a technology rich environment will be a good fit for the student.  This assessment requires students to answer questions and complete a few activities.  It takes about 35 minutes to complete and measures reading rate and recall, technical competency, technical knowledge, and typing speed and accuracy. There is no cost for the Smarter Measures Assessment and it can be completed one time during the application cycle.  Exam results are valid for 3 years.

                 

                 

                            Link to the assessment: Smarter Measures Assessment

                            Username: Traditional AASN  Password: traditional

                 

              5. If you have previously attended a RN program and did not complete the program, you MUST submit a letter of good standing.  The letter must be sent from the previous RN program dean/director/chair/coordinator prior to the application deadline to the AASN Program Chair or designate.  The letter can be emailed to sdearing@astate.edu

              6. Submit the Work Verification Form to your employer for completion and submission.  
              7. Official Transcripts: Submit official transcripts showing all college work completed, including grades on courses taken in the last semester of enrollment to the Registrar's Office (PO Box 1570, State University AR 72467).  
              8. Submit a list of currently enrolled prerequisite coursework with application.
              9. Documentation of English proficiency, if applicable.
              Deadline

              All application materials must be received by the deadline. Incomplete or late applications will not be considered. Applications are reviewed after the application deadline and preference is not given for early submission.  

              Additional Documentation

              Readmission Requirements (required if separated from program greater than 1 calendar year)

              Students seeking readmission or transferring from another school to the AASN nursing programs are required to pass a standardized test created from the objectives of the courses successfully completed in previous semesters.

              Criteria for readmission to the undergraduate nursing programs includes:

              Readmission applications and information on scheduling a testing date are located on the School of Nursing website each semester.

              The cost of the readmission test will be the responsibility of the student.

              Please email NRStesting@AState.edu with any questions.

              Readmission Deadline

              Program applications for transfers and readmission will be available (Fall) April 30th - June 7th and (Spring) August 31st - October 15th.

              Transfer Process

              The Paramedic-AASN option does not accept transfer students. 

              Technology Requirements for Program

              RN LICENSURE

              Upon completion of this program, the student is eligible to apply for licensure as a Registered Nurse.

              A first-time applicant for any license with the Arkansas State Board of Nursing will be required to have a state and national background check. Any offenses identified in section §17-87-312 of the Nurse Practice Act may prohibit a graduate from obtaining a license to practice as a Registered Nurse in the State of Arkansas. Although an appeal may be possible there are offenses that permanently disqualify an applicant from licensure.

              The Nurse Practice Act may be viewed on the Arkansas State Board of Nursing website www.arsbn.org or on the nursing website.

              Questions

              For general questions and program information, please contact the following:

              Samantha Dunavion, AASN Advisor - (870) 972-3074
                                                                                                                                                                                 

              For specific questions related to the application process and registration for pre-requisites (Health Assessment and Health Assessment Practicum) please contact the following:                                                                                                                                          
              Lisa Montgomery, Admin Spec III - (870) 733-6031

              The School of Nursing affirms that all students enrolled in the AASN 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.  The criteria are included in the Nursing Student Handbook and are attached to the application for admission.

              AASN

              Paramedic - AASN Program Option Degree Plan

              Pre-requisites:

              Semester 1 (spring semester)

              • NURS 11234 Introduction to Nursing
              • NURS 22392 Health Assessment*
              • NURS 11232 Fundamentals of Nursing Practicum
              • NURS 22391 Health Assessment Practicum*

               Complete this semester or prior:

              • BIOL 24103 and BIOL 24101 Human Anatomy & Physiology II and Laboratory
              • PSYC 11003 Introduction to Psychology

              Total credit hours: 16

              Semester 2 (summer semester)

              Session I Courses

              • NURS 11333 Nursing I Medical Surgical*
              • NURS 11332 Role Development I*
              • NURS 11351 Clinical Practicum I*

              Total credit hours: 6

              Session II Courses

              • NURS 11353 Nursing II Medical Surgical*
              • NURS 11331 Role Development II*
              • NURS 11341 Clinical Practicum II*

              Total credit hours: 5

              Semester 3 (fall semester)

              Session I Courses

              • NURS 22453 Nursing III Medical Surgical*
              • NURS 22491 Role Development III*
              • NURS 22441 Clinical Practicum III*

              Total credit hours: 5

              Session II Courses

              • NURS 22352 Nursing IV Mental Health*
              • NURS 22331 Role Development IV*
              • NURS 22351 Clinical Practicum IV*

              Total credit hours: 4

               

              Complete this semester or prior:

              • BIOL 20003 and BIOL 20001 Microbiology for Nursing and Allied Health and Laboratory
              • ENGL 10203 Composition II
              • HIST 21103 United States to 1876  or HIST 21203 United States since 1876  or PLSC 20003 Introduction to United States Government

              Total credit hours: 10

              Semester 4 (spring semester)

              Session I Courses

              • NURS 22332 Nursing V Maternal Child*
              • NURS 22341 Role Development V*
              • NURS 22361 Clinical Practicum V*

              Total credit hours: 4

              Session II Courses

              • NURS 22333 Nursing VI Medical Surgical*
              • NURS 22371 Clinical Practicum VI*
              • NURS 22382 AASN Capstone*

              Total credit hours: 6

              *Nursing courses delivered in a WEB or hybrid format require minimal attendance on campus. 

              **All courses (prerequisite, general education, and nursing) must be passed with a letter grade of "C" or better. 

              NOTE: Session I courses are taught for the first 7-weeks of the semester while Session II courses are taught for the second 7-weeks of the semester.  It is recommended that students receiving any type of financial aid register for all courses as listed for the semester. 

              AASN

              Work Verification Form - Paramedic - AASN Option

              Arkansas State University – School of Nursing

              Paramedic – AASN Program Option

              Employer Documentation of Work Experience

               

              Student Name: _______________________________________________________     A-State Student ID#: ________________________________

              The applicant MUST provide proof of work experience reflecting current employment as a paramedic. The form MUST be signed by the Human Resource Representative or Supervisor and returned to the School of Nursing by the employer. The form may be returned by postal mail or email from the employer.  If returned by postal mail, then a facility envelope must be used with a signature across the seal. An email submission must be from an employer email address, not a personal email address. Please use the instructions below for submission by postal mail or email.

              **Note: If documentation of work experience is not submitted properly, the student’s application will be incomplete.**

               

               My signature below confirms that ___________________________________ has completed over ____________ hours work within the past

              _________ years at the facility indicated below.

               

              Name of Institution: ___________________________________________________________________________________

              Address: _____________________________________________________

              City/State/Zip: __________________________________________________________               Telephone: ______________________________

              Signature: ______________________________________________                       Date: __________________________

              Title of Person Completing Form: __________________________________________________________________

              Mail to:

              A-State School of Nursing

              Attention: Paramedic – AASN Admission Committee

              P.O. Box 910

              State University, AR 72467

               

              Email to:

              cnhp@astate.edu 

              AASN

              AASN Program Statistics

              AASN Progam Statistics 

              Year
              First-time Pass Rate*
              First-time Pass Rate and Repeaters
              Program On-Time
              Completion Rate
              Job Placement+ 
              2022
              48.1%
              82.41%
              68.97%
              67.3%
              2023
              49.5%
              93.6%
              63.87%
              73.7%
              2024
              74.4%
              93.4%
              52.63%
              57.9%
              2025
              82.5%
              92.37%
              		 58.6% 50%
              2026
              75.8%
              To date: 85.71%
              To date: 79.41%

              *Recorded and reported based on academic year from the Arkansas State Board of Nursing. All other values based on calendar year. 

              +Job placement percentages are calculated using data from a graduate survey, which students often complete prior to employment. The majority of the AASN graduates are LPNs and do not seek employment as an RN until obtaining their RN license. Therefore, the program believes that job placement values are closer to 100%, considering the national nursing shortage. 

              The AASN programs are ACEN accredited. Contact information for ACEN is found on the AASN program websites.  

              AASN

              AASN Frequently Asked Questions

               

              ---

              ### ❓ Question 1: [When do I apply to the LPN-AASN Online Program Option?]
              **Answer:**

              Applications for this program are accepted every semester for students to begin the following semester.  You must be currently enrolled or have completed all pre-requisite courses at the time of applying to the program option.  The application timeframes are for the a) Fall semester start apply March 15 - May 1; b) Spring semester start apply August 31 - October 15; and c) Summer semester start apply January 5 - March 1.  

              ---

              ### ❓ Question 2: [How does the application process work for the LPN-AASN Online Option, Traditional AASN Program Option, and Paramedic-AASN Program Option?]
              **Answer:**

              All applications are internal applications to the AASN program options. So, you must be accepted to A-State Jonesboro campus before you apply to any AASN program option you are interested in completing.  Internal nursing applications are submitted through Slate, which is the same application software used to apply to A-State Jonesboro campus, be sure to log-in as a Returning Student when completing your application. Select, "Nursing Internal Application" from the application list.  Be sure to complete all entrance exams (SPANS and Smarter Measures Assessment).    

              ---

              ### ❓ Question 3: [How will I know my application is received?]
              **Answer:** You will get a verification after you submit your application in Slate provided to the email address you used to apply to the program option.  Please keep a copy of this for your records and check the email often for communications regarding missing items for your application to be considered complete.  

              ---

              ### ❓ Question 4: [When will I find out if I’ve been accepted?]   
              **Answer:** Once the AASN Admissions Committee has analyzed all qualified applicants and student ranks have been determined, a decision letter will be posted to your Slate account.  You should also receive an email to the email addressed provided in Slate.  The time required to process applications depends on the total number of applications, but generally students that apply for a Spring semester start will be notified before Thanksgiving; stuents that apply for a Summer semester start (LPN-AASN Online Option Program only) will be notified around Spring Break; and students that apply for a Fall semester start (LPNs only either online or on-campus) will be notified around the July 4th Holiday.  You will receive notification of the decision made concerning your application for admission of denied admission, waitlist admission, or admission to the program option via your Slate account.

              ---

              ### ❓ Question 5: [How many students are accepted/admitted into the program?]
              **Answer:** The number of students accepted/admitted varies by program option and the total number is dependent on clinical site availability. Generally for the LPN-AASN Online option there are 25-35 students admitted each semester (Fall, Spring, and Summer).  The Paramedic-AASN program option has about 10-15 students admitted every Spring semester.  The Traditional AASN program option has approximately 60-80 non-licensed students (individuals not holding an active LPN license) admitted each Spring semester and approximately 20-30 licensed students (individuals with an active LPN license) admitted each Fall semester. Students admitted to the Traditional AASN and the Paramedic-AASN program options are divided between the Jonesboro and West Memphis campuses.  

              ---

              ### ❓ Question 6: [What is the minimum GPA requirement to be accepted into the program?]
              **Answer:** 

              The minimum GPA requirements vary by program option for the AASN degree.  The overall GPA is used as the minimum GPA and can be found in Degree Works or on your unofficial transcript, which are both found in Banner Self-Service.

              Traditional AASN Program option: 2.0 overall GPA 

              Paramedic-AASN Program option: 2.0 overall GPA 

              LPN-AASN Online Program option: 2.5 overall GPA 

              **Due to the competitive nature of the application process, meeting minimum program admission requirements does not guarantee acceptance to the program. Cohort size is limited to clinical site availability.

              ---

              ### ❓ Question 7: [How many applicants apply and what is the average GPA of those accepted/admitted into the program?]
              **Answer:** 

              Typically, there are 100 - 150 applicants each semester for the AASN program. The average GPA of those accepted/admitted to the program is 3.1 overall GPA.  

              ---

              ### ❓ Question 8: [Do I need to get my flu shot prior to starting the program?]
              **Answer:** You will be required to get a flu shot each year that you are in the program. Flu shots are given at every health unit and most pharmacies when the annual flu shot serum is available, typically late September or early October.  You do NOT have to get it before starting the program, if you begin prior to September.  

              ---

              ### ❓ Question 9: [When do classes start?]
              **Answer:** Classes begin the same day that classes start for the University during the Fall, Spring, and Summer semesters of each academic year. When you are amitted, you will be required to attend an orientation that is typically scheduled about a week before the first day of class.  If the first day of class begins on what is a typical clinical day (Monday, Wednesday, or Friday) then students should expect to meet for the first day of class.  

              ---

              ### ❓ Question 10: [Once accepted/admitted, will I be able to work outside of school?]
              **Answer:** It is recommended that a student’s combined employment AND classroom/clinical load not exceed 40 hours per week. However, many students do work full-time hours and are successful in the program. The number of hours worked outside of school is very dependant on the student and the best way for them to learn. If you have too many competing priorities for your time (work, school, family, social engagments, etc.) it can be detrimental to the stuent's performance, both as a student and an employee.  Professional behavior regarding patient safety is essential for nursing students; therefore a student cannot work any portion of an 11:00pm - 7:00 am shift immediately prior to clinical.

              ---

              ### ❓ Question 11: [Who is my academic advisor?]
              **Answer:** Prior to admission all students who have declared nursing as their major will be assigned to the nursing advisor. The nursing advisor's name and contact information can be found on the School of Nursing website. When you are accepted to the AASN program option, your advisor will be Samantha Dunavion. Email is the best way to reach your academic advisor.  

              BSN: Hannah Williamson (hwilliamson@astate.edu)

              AASN: Samantha Dunavion (sadunavion@astate.edu)

              ---

              ### ❓ Question 12: [Whom do I contact for help with my schedule?]
              **Answer:** Students should contact their academic advisor for questions pertaining to their course schedule. Prior to admission all students who have declared nursing as their major will be assigned to the pre-nursing advisor. When you are accepted to the AASN program option, your advisor will be Samantha Dunavion. Email is the best way to reach your academic advisor.  

              BSN: Hannah Williamson (hwilliamson@astate.edu)

              AASN: Samantha Dunavion (sadunavion@astate.edu)

              ---

              ### ❓ Question 13: [What are the pre-requisites for this program?]
              **Answer:**

              Traditional AASN (On-campus) Program Option: A minimum overall GPA of a 2.0 and the following courses passed with a letter grade of "C" or better: 

              Paramedic-AASN Program Option: A minimum overall GPA of a 2.0 and the following courses passed with a letter grade of "C" or better: 

              LPN-AASN Online Program Option: A minimum overall GPA of a 2.5, unencumbered LPN license, and the following courses passed with a letter grade of "C" or better: 

              ---

              ### ❓ Question 14: [How do I know if a class I have previously taken can be transferred?]
              **Answer:** You can submit an official transcript to the Office of the Registrar for review and courses that are accepted as transfer credit will appear on your unofficial transcript and Degee Works. You can also use the Course Equivalency Tool to search and determine if the course will transfer, click here.

              ---

              ### ❓ Question 16: [What can I expect once I have been accepted?]
              **Answer:** You will receive a letter on your Slate account as notification of being accepted/admitted. A follow-up email will be provided by an Administrative Specialist III to your A-State student email to those accepted/admitted and those on the waitlist.  The email sent to your A-State student email has important information that will require your immediate attention to prepare to begin the AASN program.  Details of your mandatory orientation is also provided in the information sent to your A-State student email.  

              ---

              ### ❓ Question 17: [What grade average must I maintain once accepted into the program?]
              **Answer:** All courses (pre-requisites, general education, and nursing) must be completed with a letter grade of "C" or better. 

              ---

              ### ❓ Question 18: [Is financial aid/scholarships offered for this program?]
              **Answer:** Any loan obtained for use at Arkansas State University-Jonesboro Campus may be used to pay for tuition, fees, and course materials for nursing courses, as they would be for any course on campus.  All institutional scholarships are applicable to courses taken through the Jonesboro campus for the nursing program (even if the student sits on the West Memphis campus).  There are several private scholarships for which students may apply as well. State and Federal grants may also be available to students pursuing an AASN degree. No financial aid is awarded by the program, but financial aid may be reached at https://www.astate.edu/admissions-and-aid/financial-aid-and-scholarships/index.html

              ---

              ### ❓ Question 19: [If I have completed my prerequisites, what courses would be beneficial to take prior to application and admission?]
              **Answer:** You will want to take all the general education courses required to earn your AASN degree, which are all courses not beginning with a "NURS" prefix on the degree plan.  Additionally, students wanting to earn a BSN can contact the AASN advisor to ask about a double major in RN-BSN to take courses that will count toward a BSN.  

              AASN: Samantha Dunavion (sadunavion@astate.edu)

              ---

              ### ❓ Question 20: [Whom do I contact for help with my application?]
              **Answer:** The person to contact for assistance with your application depends on if you plan to attend on-campus or online.  

              On-campus: Any student that will attend in person (on-campus) at the Jonesboro or West Memphis campus will contact Lisa Montgomery (limontgomery@astate.edu). 

              Online: Any student interested in the LPN-AASN Online option will contact Tammy Daffron (tdaffron@astate.edu).  

              ---

              ### ❓ Question 21: [I am an LPN and only need Health Assessment and Health Assessment Practicum to qualify for application to the program, whom do you contact for help registering for these classes?]
              **Answer:** All LPNs will contact the AASN Advisor, Samanatha Dunavion, to register for classes. Ms. Dunavion will help you determine the best time for you to apply to the program option you want and request permission for you to register for the two classes (Health Assessment and Health Assessment Practicum). The AASN Program Chair controls admission to the courses, so permission is not provided unless requested by the AASN Advisor. 

              AASN: Samantha Dunavion (sadunavion@astate.edu)

              ---

              ### ❓ Question 22: [Is there an entrance exam or admission testing for the AASN program?]
              **Answer:** Yes, all applicants for the AASN program are required to complete two entrance exam or admission tests.  All applicants to the program (traditional non-licensed student/LPN/Paramedic) will complete a SPANS entrance exam and a Smarter Measures Assessment.

              The SPANS entrance exam is scheduled and completed with SPIN Learning and there is a fee to take this exam. All fees and scheduling the exam are completed on the SPIN Learning website - look for SPANS Registration. 

              The Smarter Measures Assessment (no fee for this entrance exam) is completed by every applicant. Go to the Smarter Measures Assessment website and select "First Time User Login." Then you will enter the username and password below that applies to you: 

              ## Contact / Support

              Questions

              For general questions and program information, please contact:
              Jonesboro 
              AASN Academic Advisor: Samantha Dunavion
              sadunavion@astate.edu 
              (870) 972-3074

              For program option location/campus and application-specific questions contact the following:

              LPN-AASN Online Option (LPNs only) 
              Tammy Daffron, Admin Spec III
              tdaffron@astate.edu 
              (870) 232-6021
              Traditional Program Options (On-campus Jonesboro or West Memphis) 
              Lisa Montgomery, Admin Spec III
              limontgomery@astate.edu 
              (870) 733-6031

              Affirmation

              The School of Nursing affirms that all students enrolled in the AASN 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. The criteria are included in the Nursing Student Handbook and are attached to the application for admission.

              AASN

              Technical Abilities and Skills

              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 

              AASN

              LPN - AASN Articulation Credits

              All students enrolled with an active, unencumbered LPN license will receive articulation credit for a total of 6 credit hours. The articulation credit is applied during the final courses of the program about 5-7 weeks prior to program completion.  A form is completed by the AASN Chair to award the credit and there is no action required by the student.  

              Validation of Credit by Artiulation for the LPN-AASN Degree 

              BSN

              The nurse prepared at the baccalaureate level is a professional who has acquired a well-delineated and broad knowledge base for practice. 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. Additionally, the baccalaureate prepared nurse has a background in teaching, research and management skills which lays the foundation for leadership positions and graduate education.

              BSN

              BSN End of Program Student Learning Outcomes

              BSN graduates will: 

              I. Create a Culture of Safety in all aspects of professional practice.   

              II. Integrate the nursing process and concepts from sciences, liberal arts, research, and evidence-based practice into patient-centered care.   

              III. Formulate verbal, nonverbal, and written communication with emerging technologies while teaching and collaborating with the patient, their support system, and the healthcare team.   

              IV. Integrate principles of leadership and management into professional nursing practice to deliver patient-centered healthcare.  

              V. Exemplify professional standards and ethics at all times.  

              BSN

              BSN Admission Information

              Admission Criteria 

              Students must have a minimum cumulative GPA of 3.0 and a minimum prerequisite GPA of 3.0 to be considered for admission. Application deadlines are June 7 for fall admissions and October 1 for spring admissions. The following courses must be completed with a "C" or higher in the term proceeding program start (for spring admissions) or by the application deadline (for fall admissions):

              All course attempts will be considered in the calculation of prerequisite GPA.

              English Proficiency requirements (see website for details)

              Consideration will be given for Spanish proficiency.


              ENGLISH LANGUAGE PROFICIENCY REQUIREMENTS
              The College of Nursing and Health Professions 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. Applicants whose primary language is not English or did not attend K-12 in the United States must demonstrate English language proficiency. Please refer to the School of Nursing English Proficiency Requirements.

              Admission Process

              Limited Positions Available- See previous admission cycle data on our Traditional BSN FAQ page.

              Acceptance to the University does not guarantee admission to any nursing program.

              To apply for the Traditional BSN program, candidates must follow the steps below:

              How to Apply  - Effective Spring 2023, the traditional BSN will have two admission cycles - Spring and Fall.

              Additional Admission Information
              Documentation

              Upon being admitted into the BSN program, students will be required to supply additional documentation including current CPR certification, Hepatitis B immunizations, TB skin test or chest x-ray, Tetanus and MMR. (These are NOT required for initial application)

              Based on recent legislation in Arkansas, students admitted to professional programs that lead to licensure upon graduation are required to have a successful background check to complete formal admission. 

              All documentation required by the School of Nursing must be kept current at all times during the course of your program.

              Deadlines

              All applications and transcripts must be received by the applicable application deadline to be considered for admission.

              Limited Positions Available

              Please note that class size is limited and that all applicants may not be accepted into the program. Applicants will be ranked for admission based on a calculated admission score, which factors in the applicant's cumulative and prerequisite GPAs.

              Early Admission Process

              Students may be considered for early admission to the Bachelor of Science in Nursing (BSN) program option if they meet the following criteria:

              Students may indicate that would like to request early admission when they complete their application.  

              Applying for RN Licensure

              Upon completion of the BSN program, the student is eligible to apply for licensure as a Registered Nurse. A first time applicant for any licensure by the Arkansas State Board of Nursing will have a state and national criminal background check. Any offense identified in section §17-87-312 of the Nurse Practice Act may prohibit a graduate from obtaining a license to practice as a Registered Nurse in the State of Arkansas.

              Although an appeal may be possible, there are offenses that permanently disqualify an applicant from a license. A complete list of criminal acts that prevent licensure as a registered nurse can be found at the Arkansas State Board of Nursing website (www.arsbn.org) and on the nursing 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 and/or contact the Arkansas State Board of Nursing (ASBN).

              Readmission Criteria

              For those seeking readmission to the BSN program, a 3.0 cumulative GPA is required as well as any other requirements detailed on your individual readmission letter.

              BSN

              Traditional BSN Plan of Study

              Arkansas State University  

              College of Nursing and Health Professions 

              Bachelor of Science in Nursing 

               2026-2027 Plan of Study 
              Students requiring developmental course work based on low entrance exam scores (ACT, SAT, ASSET, COMPASS) may not be able to complete this program of study in eight (8) semesters.  Students having completed college level courses prior to enrollment will be assisted by their advisor in making appropriate substitutions.   A minimum of 122 credit hours, of which 45 hours must be upper division credit (3000-4000 level), is required for this degree (developmental courses are excluded).   Mandatory state and institutional assessment exams will be required during your degree program.  Failure to participate in required assessments may delay graduation.  
              Year 1
              Semester 1
              		   Semester 2
              Course Number Course Name

              		 Hrs Gen Ed   Course Number Course Name

              		 Hrs Gen Ed
              ENGL 10103  Composition I 3 X   ENGL 10203 Composition II 3 X
              MATH 11003 College Algebra 3 X   BIOL 24103 Human Anatomy & Physiology II 3  
              BIOL 24003  Human Anatomy & Physiology I 3 X   BIOL 24101  Human Anatomy & Physiology II Lab 1  
              BIOL 24001 Human Anatomy & Physiology I Lab 1 X  

              HIST 21103 or 

              HIST 21203 or 

              PLSC 20003 

              US History to 1876 or  

              US History since 1876 or  

              US Government 


              		 3 X
              NURS 11133  Making Connections Nursing (FYE) 3 X  

              ARHS 10003 or 

              MUSC 10003  

              or 

              THTR 10003 

              Fine Arts 

              Fine Arts Visual or 

              Fine Arts  Music or  

              Fine Arts Theatre 


              		 3 X
              PSYC 11003  Intro to Psychology 3 X   SOCI 10103 Introduction to Sociology  3 X
              TOTAL HOURS   16     TOTAL HOURS
              		   16  
                               
              Year 2
              Semester 3   Semester 4
              Course Number Course Name

              		 Hrs Gen Ed   Course Number Course Name

              		 Hrs Gen Ed
              CHEM 12103  Fundamental Concepts of Chemistry I 3 X   BIOL 20003 Microbiology for Nursing and Health Professions 3 X
              CHEM 12101  Fundamentals Concepts of Chemistry I Lab 1 X   BIOL 20001  Microbiology for Nursing and Health Professions Lab 1 X
              NURS 22543 Concepts of Nursing 3     NURS 22002  Medical Surgical Nursing I 2  
              NURS 22442  Foundations of Nursing 2     NURS 22003 Nursing Practicum I 3  
              NURS 22431  Foundations of Nursing Practicum 1     NURS 33463  Patho-Based Pharmacology I 3  
              NURS 22932 Health Assessment  2     NURS 22032  Professional Role Development 2  
              NURS 22391  Health Assessment Practicum  1            
              NURS 22342  Nursing Calculations and Terminology 2            
              TOTAL HOURS   15     TOTAL HOURS   14  
                               
              YEAR 3
              Semester 5   Semester 6
              Course Number Course Name Hrs Gen Ed   Course Number Course Name Hrs  Gen Ed
               

              Statistics-any three hour course 

              		 3     NURS 33302 Intro to Nursing Research  2  
              NURS 33143 Medical Surgical Nursing II  3     NURS 33205  Medical Surgical Nursing III 5  
              NURS 37432  Essentials of Mental Health Nursing  2     NURS 33305  Nursing Practicum III 5  
              NURS 33145 Nursing Practicum II 5    

              ENGL 21103 or ENGL 21203 or 

              PHIL 11003 

              Humanities 

              World Literature to 1660 or World Literature since 1660                             or Intro to Philosophy  

              		 3 X
              NURS 33473  Patho-Based Pharmacology II 3            
              TOTAL HOURS     16   TOTAL HOURS   15  
                               
              Year 4
              Semester 7   Semester 8
              Course Number Course Name Hrs Gen Ed   Course Number Course Name Hrs Gen Ed
              NURS 44343  Professional Nursing: Community 3     NURS 44005  Medical Surgical Nursing IV  5  
              NURS 44542 Health Care Administration 2     NURS 44002  Essentials of Obstetric Nursing 2  
              NURS 44102 Essentials of Pediatric Nursing 2     NURS 44006  Nursing Practicum IV 2  

              NURS 44106

              Nursing Practicum V 

              		 6     NURS 44481  Critical Decision Making and Testing Competencies in Nursing  1  

              HIST 21103 or

              HIST 21203 or 

              PLSC 20003 

              History/

              Government

              US History to 1876 or  

              US History since 1876 or  

              US Government (select course not previously taken, but must have a History AND Government, NOT 2 History courses) 

              		 3 X          

              TOTAL HOURS

               

              		 16     TOTAL HOURS   14  

              Total JR/SR Hours: 55

              Total Degree Hours: 122
              *Please see the current Undergraduate Bulletin for Graduation Requirements. 

               

               

               

              BSN

              BSN Program Statistics


              Pass Rates Table – ASBN FY Aggregated for the Entire BSN Program

              Year 

              ​​2023​ 

              ​​2024​ 

              ​​2025​ 

              2026 

              Three-Year Average 

              First Time Pass Rate 

              ​​95.5%

              (107/112)​ 

              ​​100% 

              ​(86/86)​ 

              ​​93.4% 

              (129/138)​ 

              82.8% 

              (106/128) 

              ​​91.2%  

              ​(321/352)​ 

               

              Pass Rates Table – Disaggregated for the BSN Program Options by Graduation Cohort

              Year 

              2023 

              2024 

              2025 

              Three-Year Average 

              First Time Pass Rate 

              Traditional 

              ABSN 

              Traditional 

              ABSN 

              Traditional 

              ABSN 

              Traditional 

              ABSN 

              98.5% (67/68) 

              100% (26/26) 

              May 

              100% (62/62) 

              95.25% (20/21) 

              May 

              93.15% (68/73) 

              May 

              100% (23/23) 

              92.55% 

              (236/255) 

              94.44% (85/90) 

              December 

              75.95% (22/29) 

              December 

              73.91% (17/23) 

              December 

              80% (16/20) 

              Combined 

              92.31% (84/91) 

              Combined 

              88.54% (85/96) 

              Combined 

              90.7% (39/43) 

              Ultimate Pass Rate 

              100% (68/68) 

              100% (26/26) 

              May 

              100% (62/62) 

              100% (21/21) 

              May 

              98.63% (72/73) 

              May 

              100% (23/23) 

              99.22% (253/255) 

              95.56% (85/90) 

              December 

              100% (29/29) 

              December 

              95.65% (22/23) 

              December 

              80% (16/20) 

              Combined 

              100% (91/91) 

              Combined 

              97.92% (94/96) 

              Combined 

              90.7% (39/43) 

              On Time Program Completion for Pre-Licensure BSN 

               

              Admit Year: 2021  

              Admit Year:   

              2022  

              Admit Year: 

              2023  

              Admit Year: 

              2024  

              Admit Year: 2025  

              BSN*  

              50.9% 

              (55/108) 

              73.21% 

              (82/112) 

              (70.59%) 

              (84/119)  

              Pending  

              Pending  

              ABSN  

              No Fall 2021 Admission  

              24/30  

              (80%)  

              21/23  

              (91.3%)  

              42/71  

              (59.15%)  

              20/44 

              (45.54%)  

              2nd cohort pending*  

              Aggregated   

              55/108  

              (51.85%) 

              106/142 

              (74.65%)  

              105/142 

              (71.83%) 

              42/71 

              (59.15%)  

              20/44 

              (45.54%) 

              2nd cohort pending * 

              *BSN data provided includes aggregated data from Fall and Spring Admission Cohorts

              Job Placement Rate – Pre-licensure BSN Program Options 

              Year 

               

              2023 

              2024 

              2025 

              2026 

              Response rate 

              BSN 

              100%  

              (68/68)  

              100%  

              (91/91)  

              98.9%  

              (94/95) 

              100% 

              (69/69) 

              ABSN 

              100%  

              (26/26) 

              100%  

              (21/21) 

              97.73%  

              (43/44) 

              66.67%  

              (14/21) 

              Aggregate 

              100%  

              (94/94) 

              100% (112/112) 

              98.56% (137/139) 

              92.2%  

              (83/90) 

              Job Placement Rate 

              BSN 

              94.12%  

              (64/68) 

              86.96% (80/92)  

              86.44% (81/94)  

              81.16% 

              (56/69) 

              ABSN 

              96.15%  

              (25/26) 

              100%  

              (21/21) 

              83.72% 

              (36/43) 

              85.71%  

              (12/14) 

              Aggregate 

              94.68%  

              (89/94) 

              89.38% (101/113) 

              85.4% (117/137) 

              81.93%  

              (68/83) 

              Program Completion – Aggregated for the RN-BSN Program 

              RN-BSN Admit Year   

              Aggregated Admits   

              Aggregated On-Time Completion*   

              Disaggregated Admits 

              Disaggregated On-Time Completion 

              2022   

              77   

              36/77  

              (46.7%)   

              Fall: 

              POT 1- 58 

              POT 2- 19 

              Fall: 

              POT 1- 28/58 (48%) 

              POT 2- 8/19 (42%) 

              2023   

              217   

              127/217  

              (58.5%)   

              Spring: 

              POT 1- 28 

              POT 2- 48 

              Summer: 

              POT 1- 32 

              POT 2- 19 

              Fall: 

              POT 1- 50 

              POT 2- 40 

              Spring: 

              POT 1- 18/28 (64%) 

              POT 2- 26/48 (57%) 

              Summer: 

              POT 1- 21/32 (65%) 

              POT 2- 9/19 (47%) 

              Fall: 

              POT 1- 31/50 (62%) 

              POT 2- 22/40 (55%) 

              2024   

              249   

              146/249  

              (58.63%)   

              Spring: 

              POT 1- 44 

              POT 2- 51 

              Summer: 

              POT 1- 25 

              POT 2-27 

              Fall: 

              POT 1- 46 

              POT 2- 56 

              Spring: 

              POT 1- 27/44 (61%) 

              POT 2- 29/51 (57%) 

              Summer: 

              POT 1- 13/25 (52%) 

              POT 2- 17/27 (63%) 

              Fall: 

              POT 1- 29/46 (63%) 

              POT 2-28/56 (50%) 

              2025   

              100   

              49/100  

              (49%)   

              Spring: 

              POT 1- 53 

              POT 2- 47 

              Summer: 

              POT 1- 26 

              POT 2-42 

              Fall: 

              POT 1- 66 

              POT 2- 67 

              Spring: 

              POT 1- 31/53 (58%) 

              POT 2- 18/47 (38%) 

              Summer: 

              POT 1- TBD 

              POT 2-TBD 

              Fall: 

              POT 1- TBD 

              POT 2- TBD 

               

              Job Placement Rate (Career Advancement and Continuing Education) – RN-BSN 

              Year 

              2023 

              2024 

              2025 

              Response rate 

              93%  

              (42/45)  

              *Fall 2023 only 

              64.56%  

              (102/158) 

              52.49%  

              (95/181) 

                

              Job Placement Rate 

              83.33%  

              (35/42) 

              *Fall 2023 only 

              71.57%  

              (73/102) 

              86.32%  

              (82/95) 

                
              BSN

              Traditional BSN Frequently Asked Questions

              ---

              ### ❓ Question 1: [When do I apply to the program?]
              **Answer:**

              The application deadline for Fall admissions is June 7th. You should consider applying if you have completed all prerequisites by the end of the spring semester of that year.

              The application deadline for Spring admissions is October 1st. You should consider applying if all of your prerequisites will be complete by the end of the fall semester.

              ---

              ### ❓ Question 2: [How does the admissions process work?  ]
              **Answer:**

              All applications will be submitted through Slate.            

              Once the application deadline has passed, all applications are gathered and analyzed individually by a faculty committee. Applicants are given an admission score that includes consideration for overall GPA, prerequisite GPA, and prove proficiency in a second language (if applicable). **If part of your application is determined to be missing, you may receive an email to follow up on the missing part. Please be vigilant in checking your email during this time and respond appropriately to that email. 

              ---

              ### ❓ Question 3: [How will I know my application is received?]
              **Answer:** You will get a verification after you submit your online application. Please keep a copy of this for your records.

              ---

              ### ❓ Question 4: [When will I find out if I’ve been accepted?]   
              **Answer:** Once the faculty committee has analyzed all qualified applicants and student ranks have been determined, a decision letter will be posted to the students Slate account. This usually takes approximately 2 weeks after the application deadline. Students will also receive notification if they have been placed on the waitlist or if they did not qualify for admission via their Slate account.

              ---

              ### ❓ Question 5: [How many students are accepted into the program?]
              **Answer:** Approximately 60-80 students are accepted each fall, and 60-80 students are accepted each spring. Acceptance to the program is dependent on clinical site availability.

              ---

              ### ❓ Question 6: [What is the minimum GPA requirement to be accepted into the program]
              **Answer:** 

              3.0 cumulative and 3.0 pre-requisite

              **Due to the competitive nature of the application process, meeting minimum program admission requirements does not guarantee acceptance to the program. Cohort size is limited to clinical site availability.

              ---

              ### ❓ Question 7: [How many applicants apply and what is the average GPA of those accepted into the program?]
              **Answer:** 

              Application Cycle 

              Total # of Applications 

              # of Qualified Applicants 

              # Admitted 

              Average Cumulative GPA 

              Average Prerequisite GPA 

              Spring 2027

              188

              144

              70

              3.80

              3.80

              Fall 2026

              211

              163

              70

              3.87

              3.89

              Spring 2026

              151

              80

              50

              3.76

              3.75

              Fall 2025

              154

              95

              89

              3.63

              3.60

              Spring 2025 

              94 

              58 

              58 

              3.57 

              3.57 

              Fall 2024 

              212 

              95 

              79 

              3.62 

              3.65 

              Spring 2024 

              139 

              78 

              60 

              3.58 

              3.55 

              Fall 2023 

              140 

              96 

              83 

              3.63 

              3.7 

              Spring 2023 

              53 

              36 

              36 

              3.46 

              3.5 

              ---

              ### ❓ Question 8: [Do I need to get my flu shot prior to starting the program?]
              **Answer:** You will be required to get a flu shot each year that you are in the program. You do NOT have to get it before starting the program, however.  Usually the flu shot for a given flu season becomes available in late September-early October.

              ---

              ### ❓ Question 9: [When do classes start? ]
              **Answer:** Classes begin the same day that classes start for the University during the fall and spring semesters of each year. Incoming 1st semester students are typically required to attend an orientation on a day prior to the first day of classes.

              ---

              ### ❓ Question 10: [Once accepted, will I be able to work outside of school? ]
              **Answer:** It is recommended that a student’s combined employment AND classroom/clinical load not exceed 40 hours per week. Hours over 40 hours per week are likely to be detrimental to the individual's performance, both as a student and an employee.  Professional behavior regarding patient safety is important; thus it is recommended the student refrain from working the shift immediately prior to class or clinical.

              ---

              ### ❓ Question 11: [Who is my academic advisor? ]
              **Answer:** Prior to admission all students who have declared nursing as their major will be assigned to the nursing advisor. The nursing advisor's name and contact information can be found on the School of Nursing website. You will remain with this advisor throughout the program.

              BSN: Hannah Williamson (hwilliamson@astate.edu)

              AASN: Samantha Dunavion (sdunavion@astate.edu)

              ---

              ### ❓ Question 12: [Whom do I contact for help with my schedule?]
              **Answer:** Students should contact their advisor for questions pertaining to their course schedule. Prior to admission all students who have declared nursing as their major will be assigned to the pre-nursing advisor. The pre-nursing advisor's name and contact information can be found on the School of Nursing website.

              ---

              ### ❓ Question 13: [What are the pre-requisites for this program? ]
              **Answer:**

              Students must a minimum cumulative GPA of 3.0 and a minimum prerequisite GPA of 3.0 completed by the application deadline. The following courses must be completed with a “C” or higher prior to application deadline:

              ---

              ### ❓ Question 14: [How do I know if a class I have previously taken can be transferred? ]
              **Answer:** You can submit a transcript to the Office of the Registrar for review. See course equivalency search here.

              ---

              ### ❓ Question 15: [Where can I locate a degree plan?  ]
              **Answer:**

              Arkansas State University  

              College of Nursing and Health Professions 

              Bachelor of Science in Nursing 

               2025-2026 Plan of Study 
              Students requiring developmental course work based on low entrance exam scores (ACT, SAT, ASSET, COMPASS) may not be able to complete this program of study in eight (8) semesters.  Students having completed college level courses prior to enrollment will be assisted by their advisor in making appropriate substitutions.   A minimum of 122 credit hours, of which 45 hours must be upper division credit (3000-4000 level), is required for this degree (developmental courses are excluded).   Mandatory state and institutional assessment exams will be required during your degree program.  Failure to participate in required assessments may delay graduation.  
              Year 1
              Semester 1
              		   Semester 2
              Course Number Course Name

              		 Hrs Gen Ed   Course Number Course Name

              		 Hrs Gen Ed
              ENG 1003 Composition I 3 X   ENG 1013 Composition II 3 X
              MATH 1023 College Algebra 3 X   BIO 2223 Human Anatomy & Physiology II 3  
              BIO 2203 Human Anatomy & Physiology I 3 X   BIO 2221 Human Anatomy & Physiology II Lab 1  
              BIO 2201 Human Anatomy & Physiology I Lab 1 X  

              HIST 2763 or  HIST 2773 or 

              POSC 2103 

              US History to 1876 or  

              US History since 1876 or  

              US Government 


              		 3 X
              NRS 1123 Making Connections Nursing (FYE) 3 X   Art  2503 or Mus 2503 or Thea 2503 

              Fine Arts 

              Fine Arts Visual or 

              Fine Arts  Musical or  

              Fine Arts Theatre 


              		 3 X
              PSY Intro to Psychology 3 X   SOC 2213  Introduction to Sociology  3 X
              TOTAL HOURS   16     TOTAL HOURS
              		   16  
                               
              Year 2
              Semester 3   Semester 4
              Course Number Course Name

              		 Hrs Gen Ed   Course Number Course Name

              		 Hrs Gen Ed
              Chem 1043 Fundamental Concepts of Chemistry I 3 X   BIO 2103 Microbiology for Nursing and Health Professions 3 X
              Chem 1041 Fundamentals Concepts of Chemistry I Lab 1 X   BIO 2101 Microbiology for Nursing and Health Professions Lab 1 X
              NRS 2313 Concepts of Nursing 3     NRS 2002 Medical Surgical Nursing I 2  
              NRS 2322 Foundations of Nursing 2     NRSP 2003 Nursing Practicum I 3  
              NRS 2321 Foundations of Nursing Practicum 1     NRS 3463 Patho-Based Pharmacology 3  
              NRS 2392 Health Assessment  2     NRS 2012 Professional Role Development 2  
              NRSP 2391 Health Assessment Practicum  1            
              NRS 2342 Nursing Calculations and Terminology 2            
              TOTAL HOURS   15     TOTAL HOURS   14  
                               
              YEAR 3
              Semester 5   Semester 6
              Course Number Course Name Hrs Gen Ed   Course Number Course Name Hrs  Gen Ed
               

              Statistics-any three hour course 

              		 3     NRS 3312 Intro to Nursing Research  2  
              NRS 3013 Medical Surgical Nursing II  3     NRS 3205 Medical Surgical Nursing III 5  
              NRS 3422 Essentials of Mental Health Nursing  2     NRSP 3205 Nursing Practicum III 5  
              NRSP 3105 Nursing Practicum II 5     ENG 2003 or ENG 2013 or PHIL 1103 

              Humanities 

              World Literature to 1660 or World Literature since 1660                             or Intro to Philosophy  

              		 3 X
              NRS 3473 Patho-Based Pharmacology II 3            
              TOTAL HOURS     16   TOTAL HOURS   15  
                               
              Year 4
              Semester 7   Semester 8
              Course Number Course Name Hrs Gen Ed   Course Number Course Name Hrs Gen Ed
              NRS 4005 Medical Surgical Nursing IV  5     NRS 4343 Professional Nursing: Community 3  
              NRS 4012 Essentials of Obstetric Nursing 2     NRS 4542 Health Care Administration  2  
              NRSP 4006 Nursing Practicum IV 6     NRS 4022 Essentials of Pediatric Nursing 2  

              ENG 2003 or 

              ENG 2013 or PHIL 1103 or ART 2503 or 

              MUS 2503 or THEA 2503 

              Fine Arts or Humanities 

              World Literature to 1660 or  

              World Literature since1660 or 

              Intro to Philosophy or 

              Fine Arts Visual or 

              Fine Arts Musical or  

              Fine Arts Theatre  (select course not previously taken) 

              		 3 X   NRS 4481 Critical Decision Making and Testing Competencies in Nursing  1  

               

               

              		       NRSP 4016 Nursing Practicum V 6  

              TOTAL HOURS

               

              		 16     TOTAL HOURS   14  

              Total JR/SR hours

               

              		 55     TOTAL DEGREE HOURS   122  

               

               

              		              

              Graduation Requirements: (Revised 4.9.2018) 

              Completion of HIST 2763 or HIST 2773 or POSC  

              English Proficiency (Grade of C or better in ENG 1003 and ENG 1013) 

              2.00 GPA in Major 

              2.00 GPA at ASU 

              2.00 GPA Overall 

              Maximum of 31 credit hours via correspondence, extension, examination, PLA, Military or similar means; CLEP (30 hrs max)  

              45 JR/SR Hours after completing 30 hours 

              122 Total Credit Hours 

              18 of last 24 hours must be ASU-Jonesboro courses 

              Minimum of 57 hours from 4-year institutions 

              32 Resident Hours if completing second degree and first degree was not from ASU-J 

               

               

               

              ---

              ### ❓ Question 16: [What can I expect once I have been accepted? ]
              **Answer:** You will receive a letter on your Slate account notifying you of your acceptance. The letter will contain specific details regarding actions required on your part including, but not limited to, completing an intent to register and attending orientation.  More information will be provided in the Traditional BSN Orientation.

              ---

              ### ❓ Question 17: [What grade average must I maintain once accepted into the program? ]
              **Answer:** All nursing courses and support courses (pre-requisites, all sciences/labs and statistics courses) must be completed with a "C" or better. 

              ---

              ### ❓ Question 18: [Is financial aid/scholarships offered for this program?  ]
              **Answer:** Any loan obtained for use at Arkansas State University-Jonesboro Campus may be used to pay for tuition for nursing courses, as they would be for any course on campus.  All institutional scholarships are applicable to courses taken on the Jonesboro campus in the nursing program.  There are several private scholarships for which students may apply as well. No financial aid is awarded by the program, but financial aid may be reached athttp://www.astate.edu/a/finaid/  

              ---

              ### ❓ Question 19: [If I have completed my prerequisites, what courses would be beneficial to take prior to application and admission?]
              **Answer:**

              There are many minor programs that students pursuing a degree in nursing may find beneficial. A few of those include:

              1. Homeland Security and Disaster Preparedness
              2. Spanish
              3. Children’s Advocacy Studies
              4. Psychology
              5. Nutritional Science

              For additional minors to consider, please consult with your advisor. 

              ---

              ### ❓ Question 20: [Should I declare a minor if I am a nursing major?]
              **Answer:** Declaration of a minor is an individual decision. Many students are required to take 15 credit hours per semester for their scholarship.  Students who enter the program having already completed all general education requirements may find that they have additional "time" in their schedule that has to be utilized for scholarship purposes. These students may choose to take their additional courses all in one topic area/program.  In these instances, it may be possible for the student to obtain enough credits to be awarded a minor.  Students who believe this may apply to them and wish to do so should discuss this option further with their advisor.

              ---

              ## Contact / Support
              - For unanswered questions, contact [Support Team or Help Desk link].

              BSN

              Traditional BSN Plan of Study

              Arkansas State University  

              College of Nursing and Health Professions 

              Bachelor of Science in Nursing 

               2026-2027 Plan of Study 
              Students requiring developmental course work based on low entrance exam scores (ACT, SAT, ASSET, COMPASS) may not be able to complete this program of study in eight (8) semesters.  Students having completed college level courses prior to enrollment will be assisted by their advisor in making appropriate substitutions.   A minimum of 122 credit hours, of which 45 hours must be upper division credit (3000-4000 level), is required for this degree (developmental courses are excluded).   Mandatory state and institutional assessment exams will be required during your degree program.  Failure to participate in required assessments may delay graduation.  
              Year 1
              Semester 1
              		   Semester 2
              Course Number Course Name

              		 Hrs Gen Ed   Course Number Course Name

              		 Hrs Gen Ed
              ENGL 10103  Composition I 3 X   ENGL 10203 Composition II 3 X
              MATH 11003 College Algebra 3 X   BIOL 24103 Human Anatomy & Physiology II 3  
              BIOL 24003  Human Anatomy & Physiology I 3 X   BIOL 24101  Human Anatomy & Physiology II Lab 1  
              BIOL 24001 Human Anatomy & Physiology I Lab 1 X  

              HIST 

              21103 or 

              HIST 

              21203 or 

              PLSC 

              20003 

              History/ Government

              US History to 1876 or  

              US History since 1876 or  

              US Government 


              		 3 X
              NURS 11133  Making Connections Nursing (FYE) 3 X  

              ARHS 10003 

              or 

              MUSC 

              10003  

              or 

              THTR 10003 

              Fine Arts 

              Fine Arts Visual or 

              Fine Arts  Music or  

              Fine Arts Theatre 


              		 3 X
              PSYC 11003  Intro to Psychology 3 X   SOCI 10103 Introduction to Sociology  3 X
              TOTAL HOURS   16     TOTAL HOURS
              		   16  
                               
              Year 2
              Semester 3   Semester 4
              Course Number Course Name

              		 Hrs Gen Ed   Course Number Course Name

              		 Hrs Gen Ed
              CHEM 12103  Fundamental Concepts of Chemistry I 3 X   BIOL 20003 Microbiology for Nursing and Health Professions 3 X
              CHEM 12101  Fundamentals Concepts of Chemistry I Lab 1 X   BIOL 20001  Microbiology for Nursing and Health Professions Lab 1 X
              NURS 22543 Concepts of Nursing 3     NURS 22002  Medical Surgical Nursing I 2  
              NURS 22442  Foundations of Nursing 2     NURS 22003 Nursing Practicum I 3  
              NURS 22431  Foundations of Nursing Practicum 1     NURS 33463  Patho-Based Pharmacology I 3  
              NURS 22932 Health Assessment  2     NURS 22032  Professional Role Development 2  
              NURS 22391  Health Assessment Practicum  1            
              NURS 22342  Nursing Calculations and Terminology 2            
              TOTAL HOURS   15     TOTAL HOURS   14  
                               
              YEAR 3
              Semester 5   Semester 6
              Course Number Course Name Hrs Gen Ed   Course Number Course Name Hrs  Gen Ed
               

              Statistics-any three hour course 

              		 3     NURS 33302 Intro to Nursing Research  2  
              NURS 33143 Medical Surgical Nursing II  3     NURS 33205  Medical Surgical Nursing III 5  
              NURS 37432  Essentials of Mental Health Nursing  2     NURS 33305  Nursing Practicum III 5  
              NURS 33145 Nursing Practicum II 5    

              ENGL 21103 

              or 

              ENGL 21203 

              or 

              PHIL 

              11003 

              Humanities 

              World Literature to 1660 or World Literature since 1660                             or Intro to Philosophy  

              		 3 X
              NURS 33473  Patho-Based Pharmacology II 3            
              TOTAL HOURS   16      TOTAL HOURS   15  
                               
              Year 4
              Semester 7   Semester 8
              Course Number Course Name Hrs Gen Ed   Course Number Course Name Hrs Gen Ed
              NURS 44343  Professional Nursing: Community 3     NURS 44005  Medical Surgical Nursing IV  5  
              NURS 44542 Health Care Administration 2     NURS 44002  Essentials of Obstetric Nursing 2  
              NURS 44102 Essentials of Pediatric Nursing 2     NURS 44006  Nursing Practicum IV 6  

              NURS 44106

              Nursing Practicum V 

              		 6     NURS 44481  Critical Decision Making and Testing Competencies in Nursing  1  

              HIST 

              21103 

              or 

              HIST 

              21203 

              or 

              PLSC 

              20003 

              History/ Government

              US History to 1876 or  

              US History since 1876 or  

              US Government (select course not previously taken, but must have a History AND Government, NOT 2 History courses)

               

              		 3 X          

              TOTAL HOURS

               

              		 16     TOTAL HOURS   14  

              Total JR/SR Hours: 55

              Total Degree Hours: 122
              *Please see the current Undergraduate Bulletin for Graduation Requirements. 

               

               

               

              Graduate Nursing

              Graduate Nursing

              MSN End of Program Student Learning Outcomes

              MSN graduates will: 

              I. Interpret theories and concepts from nursing the arts, humanities, sciences, and evidence-based practice to guide clinical judgment in nursing practice 

              II. Support person-centered care while respecting diversity and the unique determinants of individuals and populations 

              III. Incorporate leadership and collaborative roles in the planning, providing, and managing of services to influence policy for individuals, families, and populations 

              IV. Develop authentic leadership within complex health systems to improve safe, cost-effective, and quality health care for diverse populations 

              V. Model professionalism in nursing practice through accountability to ethical and legal standards 

              VI. Evaluate critical inquiry to advance the discipline and profession of nursing 

              VII. Incorporate information systems and technology to evaluate programs of care, outcomes of care and care systems 

              Graduate Nursing

              Past DNP Projects

              Past DNP Projects 

              Graduate Nursing

              Graduate Program Statistics

              Graduate Program Statistics

              MSN Outcomes

               

              2023 Aggregate annual certification rate for first-time and repeat test takers 2023 APRN options=81%

              2023 Aggregate annual first-time certification rate and repeat test takers for PMC APRN options=73%

              2023 Aggregate on-time completion rate for all MSN options=70%

              Average 3 years ultimate pass rate for FNP is 91%

              Average 3 years pass rate for AGACNP is 81.5%

              2024 FNP pass rates= 92.9%.

              Acute Care NP 2024 pass rates (non-PMC track)= 81.8%.

               

              FNP Program Statistics

              MSN-FNP

              Arkansas State University's Family Nurse Practitioner Program graduated its first class in 1996. The most recent MSN-FNP class graduated in May of 2023 with an on-time completion rate of 63%. The 2023 National Certification Examination pass rate for first-time test-takers and repeaters was 83%. 94% percent of the 2023 MSN-FNP graduates received offers of employment. Average 3 year pass rate of 91%. 

               

              FNP-PMC

              The most recent FNP-PMC class graduated in May of 2024 with a completion rate of 100%.

              The 2023 National Certification Examination pass rate for first-time test-takers and repeat test-takers for the FNP PMC was 100%. 100% percent of the 2023 FNP-PMC graduates received offers of employment.

               

              Adult-Gerontology Acute Care Nurse Practitioner Program Statistics

              Arkansas State University's Family Nurse Practitioner Program graduated its first class in 2022. The most recent MSN-AGACNP class graduated in August of 2024 with an on-time completion rate of 64%. The 2023 National Certification Examination pass rate for first-time test-takers and repeaters was 63%. 100% percent of the 2023 MSN-AGACNP graduates received offers of employment.

               

              AGACNP-PMC

              The most recent AGACNP-PMC class graduated in August of 2024 with a completion rate of 100%.

              The 2023 National Certification Examination pass rate for first-time test-takers for the AGACNP PMC was 63%. 100% percent of the 2023 AGACNP graduates received offers of employment.

               

              Nurse Educator

              The most recent MSN Nurse Educator class graduated in the 2023-2024 academic year with an on-time completion rate of 83%. 100% percent of the 2023 MSN-Nurse Educator graduates received offers of employment in the educational setting.

              Nurse Educator GC-No data to report

               

              MSN-Nurse Administration

              The most recent MSN-Nurse Administration class graduated in the 2023-2024 academic year with an on-time completion rate of 63% (N=19). 100% percent received offers of employment

              Nurse Administration GC-No data to report

               

              DNP Outcomes

               

              Post-Masters DNP Program Statistics

              Arkansas State University's Doctor of Nursing Practice Program graduated its first class in 2016. The most recent class graduated in May of 2023-2024 with an on-time completion rate of 69%. 100% percent of the 2022-2023 graduates received offers of employment consistent with their role.

              Graduate Nursing

              A-State Nursing Programs in Texas

              A-State Nursing Programs in Texas

              While Arkansas State University is not regulated in Texas per Chapter 132 of the Texas Education Code, Arkansas State University is registered with the Arkansas Division of Higher Education. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all other institutions. To report concerns and/or complaints students may contact the Arkansas Division of Higher Education at (501) 371-2000.

              For information on how to file a complaint with regulatory agencies in Arkansas, please see below: 

              The Higher Learning Commission  
              230 South LaSalle Street, Suite 7-500 
              Chicago, Illinois 60604-1411.  
              312-263-0456 
              The formal complaint process with the Higher Learning Commission can be found here: https://www.hlcommission.org/Student-Resources/complaints.html 

               

              The Arkansas Division of Higher Education 
              423 Main Street, Suite 400 
              Little Rock, Arkansas 72201.  
              501-371-2000 
              The formal complaint process with the Arkansas Division of Higher Education can be found here: https://www.adhe.edu/students-parents/colleges-universites/student-grievance-form/
              Graduate Nursing

              FNP Speciality Scholarships

              The Dorothy Snider Foundation

               

              The Dorothy Snider Foundation has presented a $25,000 gift to Arkansas State University to continue providing scholarships for students pursing a Master of Science in Nursing degree, family nurse practitioner option, in the College of Nursing and Health Professions.

              The foundation awards over $250,000 in scholarships annually to students in select counties in Arkansas and Tennessee, supporting educational endeavors in the areas of medicine, law, theology, business or any of the natural sciences or scientific fields.

               

              The Dorothy Snider Foundation has generously supported our family nurse practitioner students, and these stipends help our students defray college debt and keep them on a path for graduation. We are grateful for their generosity and support of health professions education.  These scholarships are able to impact multiple students within our region and their care as future healthcare providers will be far-reaching in generations to come.

              Nurse Anesthesia - CRNA

              The Doctor of Nursing Practice (DNP) in Nurse Anesthesia is a 36-month, 114-credit hour, full-time program that prepares Registered Nurses for entry into Nurse Anesthesia practice.


              Upon completion of the program, graduates are eligible to take the National Certification Examination (NCE) administered by the National Board for Certification and Re-Certification of Nurse Anesthetists (NCBRNA). Satisfactory performance is necessary in order to practice as a Certified Registered Nurse Anesthetist.

              Policies and other information are available in a guide for graduate nursing students, entitled "Graduate Information Guide (GIG)". Knowledge of the policies and information in the GIG, A-State Nurse Anesthesia Student Handbook and A-State Graduate Bulletin are required following admission.

              Nurse Anesthesia - CRNA

              Accreditation Information

              The Nurse Anesthesia program is accredited by The Council on Accreditation of Nurse Anesthesia Educational Programs, 10275 W Higgins Rd, Suite 906, Rosemont, IL 60018-5603, Telephone: (224) 275-9130. http://coacrna.org.

              The next accreditation review is scheduled for Fall of 2034.

              image-1762887496080.png

               

              The doctorate of nursing practice programs at Arkansas State University at the Jonesboro campus located in State University, AR is 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 doctorate of nursing practice programs is continuing accreditation.

               

              View the public information disclosed by the ACEN regarding this program on the ACEN website.

              image-1762887515117.png

              Nurse Anesthesia - CRNA

              Nurse Anesthesia - Doctor of Nursing Practice (DNP) Program Inforamtion

              Prerequisites

              ADMISSION CRITERIA

              The following list is the application criteria to apply for an interview and criteria for those applicants who have been accepted into the program.  Click on the tab above to start your interview application and its requirements.  

              1. Successful admission to the Arkansas State University Graduate School
                1. A combined verbal and quantitative score of 300 preferred.
                2. An analytical writing section score.
                1. Bachelor of Science in Nursing (BSN) from an ACEN or CCNE accredited program of nursing from a regionally accredited college or university. 
                2. Current unrestricted/unencumbered (clear/active) license as a registered nurse in one of the states/compact states or one of the protectorates of the United States, with eligibility for Arkansas, Tennessee, Mississippi and Missouri R. N. license.
                3. Proof of Liability Insurance and Health Insurance
                4. An application demonstrating a cumulative grade point average of 3.25 on undergraduate course work or 3.25 on the last 60 hours of undergraduate work on a 4.0 scale will be reviewed, but not guaranteed for an interview.  No transfer credits will be accepted.
                5. All official transcripts
                6. Graduate Record Examination (GRE) on application within 5 years of application demonstrating:
                7. A minimum of one (1) year full-time work experience, or its part-time equivalent, as a registered nurse in a critical care setting at the time of admission. Critical care experience must be within two (2) years of application. Critical care setting examples include but are not limited to: Surgical Intensive Care, Medical Intensive Care, Neuro Intensive Care, Cardiothoracic or Cardiovascular Intensive Care, Burn/Trauma Intensive Care, Neonatal or Pediatric Intensive Care. A-State Nurse Anesthesia Option does not accept Emergency Room, Post-Anesthesia Care Unit, Operating Room or Obstetrical – Labor & Delivery Unit experience.
                8. Completion of an approved 3-credit hour graduate level descriptive and inferential statistics course with a grade of “B” or higher.  ELFN 6773 is an A-State online course that is accepted but students may call for a list of other approved courses.
                9. Three references should be written by a current supervisor/manager (not a charge nurse) and related healthcare professionals. 
                10. Current BLS, ACLS and PALS certifications on application.
                11. Current TB Test, Flu Vaccine, Tetanus, MMR, and Hepatitis B Vaccine
                12. A satisfactory Physical Exam report (See: Important Files on website for form)
                13. CCRN or Cardiac Surgery Certification on application
                14. Successful completion of a Background Check, Drug Test, and Interview Process. 
                15. Interview is by invitation only and is not guaranteed on application.

              *Admission decisions are not grievable.*

              English Proficiency Requirements
               English proficiency requirements may apply. See School of Nursing English Proficiency Requirements for more details.

               

              Required Abilities and Skills

              Abilities and Skills for the Graduate Nurse Anesthetist Student

              The School of Nursing affirms that all students enrolled in the graduate, Nurse Anesthesia 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.

              The Advanced Practice Nurse Anesthetist must possess the knowledge and ability to effectively assess his or her client's biophysical, psychological, social, cultural, and intellectual domains. Further, the advanced practice 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 anesthesia interventions, execute all or part of the anesthesia care plan through advanced practice nursing acts, and evaluate the care delivered and the client's responses to it.

              Candidates for advanced practice 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. Technological compensation can be made for some handicaps in certain of these areas, but candidates must be able to perform in a reasonably independent manner. The use of a trained intermediary is not possible.

              The following abilities and skills are necessary to meet the requirements of the curriculum:

              Observations

              The candidate must be able to observe patients and monitors accurately at a distance and close at hand. Observation necessitates the functional use of vision and tactile sensation. It is enhanced by the functional sense of smell.

              Communication

              The candidate must be able to speak, hear, and observe patients in order to elicit information; describe changes in mood, activity, posture, mentation, and consciousness; 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 anesthesia 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 medications, assessment of vital signs, administration of general, regional, and monitored anesthesia care anesthetics, and insertion invasive monitoring lines. Examples of required gross motor skills would include, but are not limited to, positioning clients, 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 nurse anesthetists, 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 and all members of the healthcare team. Candidates must be able to tolerate physically taxing workloads and to function effectively under stress. They must be able to adapt to changing environments, display flexibility, and learn to function in the face of uncertainties inherent in the clinical problems of many patients. Compassion, integrity, concern for others, and appropriate interpersonal skills, interests, and motivations are all personal qualities necessary for professional nursing.

              The citations for these guidelines are as follows:

              Admission Process

              How to Apply

              1. Apply to the Graduate School

              Complete and/or gather the following documents:
              2. Apply to the Nurse Anesthesia Program
              Complete and/or gather the following documents:
              1. Provide Graduate Admissions with Official Transcripts of all undergraduate and graduate course work along with official GRE scores to:
                NursingCAS.

              2. Complete the following:

              Estimated Tuition and Expenses

              Nurse Anesthesia

               
              Costs
              Total Tuition & Fees
              Payment of $10,000 due Summer and Fall semester of Year 1 and Year 2. $5,000 will be due the Summer of Year 3.
              $45,000.00
              Acceptance Deposit (applied towards tuition)
              $1,500.00

               

              Additional Estimated Costs

              Application Fee

              $30.00

              AANA Associate Membership

              $200.00

              Professional Liability Insurance

              $275.00 per year

              Drug Testing

              $180.00 - $500.00

              Background Check

              $75.00

              Books

              $3,500.00-$4,500.00

              Copying Fees

              $400.00

              Uniforms & Equipment

              $770.00

              NBCRNA Self Examination Evaluation

              $500.00

              Board Review Course

              VALLEY and APEX Required

              $5000.00

              ACLS, BCLS, PALS & RN licensure fees

              $640.00

              Certification Examination

              $995.00

              Travel Expenses

              $8400.00

              Additional Housing

              $9800.00

              Professional Anesthesia Meetings

              $4000.00

              Arkansas State University Parking Fee

              $450.00

              Computer with Printer/Scanner

              $3000.00
              This list is not exhaustive or all-inclusive for all fees and additional costs and may be subject to changes in items and/or costs.

              Clinical Education 

              Clinical Sites

              The DNP in Nurse Anesthesia Program offers a full scope of practice and educational experiences with clinical sites in Arkansas, Mississippi, and Tennessee.

              • Arkansas Children's Hospital
                Little Rock, AR
              • Baptist Health Little Rock
                Little Rock, AR
              • Baptist Health North Little Rock
                North Little Rock, AR
              • Baptist Memorial Hospital-Desoto
                Southaven, MS
              • Baptist Memorial Hospital-Collierville
                Memphis, TN
              • Baptist Memorial Hospital and Baptist Memorial Hospital for Women
                Memphis, TN
              • Baptist Memorial Hospital-Union County
                New Albany, MS
              • CHI St. Vincent
                Hot Springs, AR
              • Conway Regional Health System
                Conway, AR
              • National Park Medical Center
                Hot Springs, AR
              • NEA Baptist Medical Center
                Jonesboro, AR
              • Regional One Trauma Center
                Memphis, TN
              • Outpatient Surgery Center
                Jonesboro, AR
              • Ortho AR Surgery (Combined)
              • St. Bernard Medical Center
                Jonesboro, AR
              • St. Francis Hospital-Memphis
                Memphis, TN
              • St. Jude's Children's Research Hospital
                Memphis, TN
              • St. Vincent North Little RockNorth Little Rock, AR
              • Saline Memorial Hospital
                Benton, AR
              • White County Medical Center
                Searcy, AR

               Questions? 

              If you have questions regarding the A-State DNP in Nurse Anesthesia Program, you may email Mary Bouchard, Administrative Specialist II, at mbouchard@astate.edu.    You may also contact the School of Nursing at 870-972-3074 or the Nurse Anesthesia Department directly at 870-680-8187.
              Nurse Anesthesia - CRNA

              DNP CRNA Student Handbook

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              DNP IN NURSE ANESTHESIA PROGRAM

               

               

              STUDENT HANDBOOK

               

               

               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

               

               

              ARKANSAS STATE UNIVERSITY

               

               

               

              ACADEMIC YEAR 2026-2027

               

              A-State University

              Nurse Anesthesia Program

              2105 Danner Ave.

              Jonesboro, Ark. 72401


               

               

              TABLE OF CONTENTS

               

              SECTION I. ADMINISTRATIVE HANDBOOK

              College of Nursing and Health Professions Mission Statement

              5

              School of Nursing Mission Statement, Core Values, & Philosophy

              5

              Notice of Intent

              9

              Purposes of Handbook 

              10

              Forward

              11

              Faculty Staff Contact Information

              13

              School of Nursing Administrative Listings

              14

              CONHP Organizational Chart

              15

              Admission Criteria

              16

              DNP in Nurse Anesthesia Curriculum

              18

              Course Descriptions

              20

              Nurse Anesthesia Program Terminal Outcome 

              21

              SON Program Outcomes

              23

              Graduation Criteria

              28

                                      

              SECTION II. STUDENTS’ RIGHTS, RESPONSIBILITIES AND BENEFITS

              Student Rights

              30

              AANA Code of Ethics

              34

              Scope of Nurse Anesthesia Practice

              38

              AANA Standards for Nurse Anesthesia Practice

              40

              Academic Integrity Policy

              43

              Policy/Procedure Guidelines for Infection Control

              45

              Exposure & Bodily Fluids (Clinical/On Campus)

              47

              Social Media Policy

              49

              Student Grievance Procedure

              53

              Student Services

              52

                                    

              SECTION III. NURSE ANESTHESIA PROGRAM POLICIES

              General Policies

              56

              Guidelines for Completing Clinical Case Records

              59

              Accreditation Policy

              62

              Admission, Transfer, and Graduation Criteria Policy

              63

              Allowable Time Off Policy

              69

              Attendance Policy

              69

              Audio, Videotaping, or Photography of Faculty, Administration, or Staff Policy

              70

              Call Policy

              71

              Clinical Affiliation Policy

              72

              Clinical Affiliation Site Evaluation Policy

              74

              Clinical Compliance Policy

              75

              Clinical Occurrence Policy

              78

              Clinical Daily Performance Evaluation Policy

              79

              Clinical Student Supervision Policy

              80

              Distribution of A-State Faculty, Administration, or Staff Information Policy

              82

              Dress Code Policy

              83

              General Policy on Curriculum Changes/Approval

              85

              General Policy on Self-Assessment  (Program, Students, Instructors, Courses)

              86

              Grading Policy

              90

              Health Policy

              93

              Inclement Weather Policy

              94

              Leave of Absence Policy

              95

              Non-Discrimination Policy

              96

              Pre and Postoperative Anesthesia Rounds Policy

              97

              Radiation Badges and Radiation Safety Policy

              98

              Recommendation Policy

              101

              Review Course Policy

              102

              Record Retention Policy

              103

              Student Clinical Performance Policy

              105

              CNHP Substance Abuse Policy

              106

              NA Program Substance Abuse Policy

              110

              Student Clinical Progression Policy

              114

              Work Outside the Program Policy

              115

               

              Section IV Clinical Faculty

                                                                                                                                  

              Clinical Faculty

              117

              Area Clinical Coordinator

              118

              Clinical Coordinator

              120

              Clinical Preceptor

              122

               

              SECTION V. CLINICAL SITES                                                                                 

                                    

              Clinical Facilities                                                                                                       

              125

              NORTHEAST ARKANSAS CLINICAL SITES

               

              NEA Baptist Memorial Hospital                                                                                  

              127

              St. Bernard’s Medical Center                                                                                     

              131

              CENTRAL ARKANSAS CLINICAL SITES

               

              Arkansas Children’s Hospital                                                                                    

              133

              Conway Regional Medical Center                                                                             

              134

              National Park Medical Center                                                                                      

              135

              Saline Memorial Hospital                                                                                            

              136

              WESTERN TENNESSEE/NORTHWEST MISSISSIPPI CLINICAL SITES

               

              Baptist Memorial Hospital-Women’s                                                                          

              141

              Baptist Memorial Hospital - Memphis                                                                      

              146

              Baptist Memorial Hospital-Desoto                                                                            

              151

              Baptist Memorial Union County                                                                                  

              155

              Regional One Health 

              156

              St. Francis Hospital-Park                                                                                             

              161

              St. Jude Children’s Research Hospital                                                                       

              165

              Veteran’s Affairs Medical Center

              169

               

              SECTION VI. IMPORTANT FORMS

               

               

              Current Medications

              174

              Unplanned Personal Day Off (Sick Time) Documentation Form

              175

              Planned Personal Day Off Documentation Form

              176

              Vacation Documentation Form           

              177

              Review Course Request Form

              178

              Educational Time Off Request Form

              179

              (Course) Evidence Base Practice Conference

              180

              Change of Clinical Site Experience Request Form

              181

              Clinical Occurrence Form

              182

               Student Self Evaluation Form (Monthly)

              183

              Clinical Site Coordinator-Monthly Evaluation

              184

              Student Self Evaluation Form (Semester)

              185

              End of rotation Clinical Site Evaluation form

              186

               Student’s Evaluation of Preceptor Form

              187

               Student Summative Evaluation Form

              188

               



               

               

               

               

               

               

              SECTION I

              ADMINISTRATIVE SECTION

              Arkansas State University College of Nursing and Health Professions

               

              Mission Statements

               

              Arkansas State University Mission Statement

              Arkansas State educates leaders, enhances intellectual growth, and enriches lives.

               

              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.

               

              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 School of Nursing 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, grow, 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 professor-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, 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 independent coordinator of care.

              Organizing Framework

              The organizing framework of the school of nursing is derived from the philosophy and has four major components. The four components are values, role, knowledge and process. 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. The model is visualized as a circular process with each component dependent upon the others. However, writing about the framework requires discussing the components individually.

              The first major component, values, is defined as the system of beliefs that guide behavior, 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. Five core values, transcending personal and professional values, have been identified by the faculty: integrity, excellence, diversity, service, learning and student centered. 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 DNP’ 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 second major component is role. The faculty believes 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 is able to 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 third 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. The support courses of 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.

              Process, the fourth and final major component of the organizing framework, recognizes the systematic approach used in the profession of nursing and 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 the interdependence of theory, practice and scientific inquiry when creating, predicting, and evaluating interventions that are complex and varied. At all levels relevant research literature is utilized in the application of the nursing process.

              In summary, the philosophy and organizing framework work in concert. Current applicable research is integrated throughout the curriculum and utilized in the clinical practice areas. Course work provides theoretical and clinical practice experiences to enable students to integrate knowledge from nursing, science and the humanities. The four major concepts and multiple unifying themes provide direction for the curriculum design and program outcomes.

               

               

               

               

               

               

               

               

               

               

               


               

               

               

               

              Notice of Intent

               

              This handbook has been developed to familiarize the Nurse Anesthesia student with the Nurse Anesthesia Program's policies. The handbook is not all encompassing and is subject to change.

               

              The Nurse Anesthesia Faculty routinely reviews policies on an annual basis. The Anesthesia Faculty reserves the right to change policies during the year as deemed necessary as the Program may evolve and change the curriculum and/or clinical schedule in order to insure/improve the Program's educational standards. Notice of policy revisions, which have effect on the Nurse Anesthesia student will be given in writing via email and/or class meetings. Policy revisions between annual reviews supersede the existing policy of the current Student Handbook and are in effect immediately upon notification of the nurse anesthesia student.

               

              Materials/policies found in this handbook do not displace, subrogate, or replace any official policies or guidelines of Arkansas State University, the College of Nursing and Health Professions, and the School of Nursing. Inclusion of errors in this text does not alter, in any manner, official University policy or procedures. Any questions regarding the policies contained in this handbook or subsequent revisions should be referred to the Program Director of the Nurse Anesthesia Program.

               

               

               

               

               

              Revised annually: 5/19/2026

               

               

               

               

               

               

               

               

               

               

               

               

              DNP in Nurse Anesthesia Student Handbook

               

               

              Purposes of this handbook are to:

               

              1.         Inform students of their responsibilities and rights;

              2.         Provide guidance for new anesthesia Program members;

              3.         Furnish an orientation to the internal affairs of the Anesthesia Program;

              4.         Provide an overview of the external affairs of the Anesthesia Program;

              5.         Furnish pertinent information about the Arkansas State University College of Nursing and Health Professions, School of Nursing – DNP in Nurse Anesthesia Program;

              6.         List personnel policies; and

              7.         Supply information regarding clinical experiences.


               

              Forward

              Welcome to Arkansas State University College of Nursing and Health Professions, School of Nursing - Nurse Anesthesia Program. We hope your time with us will be educational, rewarding and fulfilling.

               

              This handbook has been prepared to acquaint you with all the services, regulations and policies of the A-State College of Nursing and Health Professions, School of Nursing- Nurse Anesthesia Program in relation to anesthesia education.

               

              As a graduate student enrolled in the Nurse Anesthesia Program, you will be stimulated in analytical thinking; learning the principles and difficulties of problem solving.  Faculty will assist you as you learn to investigate and comprehend the ramifications of the problem. You will learn problem solving principles through the gathering of facts to develop the best possible solution, implementation of solution action plans and evaluation of the solution.  This process, once learned, is applicable to other life situations and the attainment of your professional and educational goals.

               

              Teaching and learning are an interactive process. It is important that the professor and learner be open to ideas, concepts and insights. Teaching occurs as a reflective or problem-solving process to inspire the student to examine and explore all nuances of the problem.  Freedom to learn while close supervision is maintained is provided for the student during the educational process. Continuous appraisal is a critical component of the educational process with the professor and learner providing feedback regarding their respective performance.

               

              At the doctoral level, graduate students are expected to demonstrate a high degree of self-directed learning. Given the rigor and breadth of advanced coursework, as well as the complexity of the concepts involved, doctoral students must cultivate strong independent learning skills to successfully engage with, internalize, and apply scholarly material.

               

              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. The second degree accelerated BSN program admitted the first students in 2007.

               

              During the middle 1960's, 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. The Second Degree Accelerated BSN program admitted the first students in 2007.

               

              Joint planning between ASU/AHEC-NE/UAMS in 1990 led to funding of the Master of Science in Nursing program. Courses are scheduled in a manner that allows the currently-employed nurse to attend classes without interrupting employment status.

               

              The future focus of the nursing programs will be on the continued improvement of all nursing programs 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.

              In 2002, the Nurse Anesthesia Program began as an integrated didactic and clinical program. The Master of Science in Nursing in Nurse Anesthesia is a 28-month, 88-credit hour, full-time program that prepares registered nurses for entry into nurse anesthesia practice. Upon completion of the program, graduates are eligible to take the national certification examination administered by the National Board for Certification and Recertification of Nurse Anesthetists. Satisfactory performance is necessary in order to practice as a Certified Registered Nurse Anesthetist.

               

              Accreditation

              In October of 2020, the DNP in Nurse Anesthesia Program received initial accreditation by the Council on Accreditation of Nurse Anesthesia Educational Programs (COA), a specialized accrediting body recognized by the Council on Higher Education Accreditation and the U.S. Department of Education for the MSN and DNP programs. Contact information for COA is: 222 S. Prospect Ave, Park Ridge, IL 60068, Phone: 847-692-7050. The COA’s website is http:// home.coa.us.com/Pages/default.aspx

              The next accreditation visit is 2024.

               

              In May of 2014, the MSN Nurse Anesthesia Program received the maximum accreditation of 10 years by the Council on Accreditation of Nurse Anesthesia Educational Programs (COA), a specialized accrediting body recognized by the Council on Higher Education Accreditation and the U.S. Department of Education for the MSN and DNP programs. Contact information for COA is: 222 S. Prospect Ave, Park Ridge, IL 60068, Phone: 847-692-7050. The COA’s website is http:// home.coa.us.com/Pages/default.aspx

               

              Arkansas State University School of Nursing is approved by the Arkansas State Board of Nursing and accredited by the Accrediting Commission for Education in Nursing, Inc., 3343 Peachtree Rd. NE, Suite 850, Atlanta, GA  30326. Phone (404) 975-5000. ACEN’s website is http://www.acenursing.org.

               

              Initial COA accreditation for the DNP in Nurse Anesthesia Program was scheduled in October of 2023.

               

              Arkansas State University is accredited by the institutional accreditor, the Higher Learning Commission North Central Association, 230 South LaSalle Street, Suite 7-500, Chicago, IL 60604, 

              (800) 621-7440 The Higher Learning Commission’s website is https://www.hlcommission.org.

               

              Nurse Anesthesia Program Mission

              The Nurse Anesthesia Program faculty acknowledges and supports the mission of the A-State College of Nursing and Health Professions, School of Nursing. The Nurse Anesthesia Program strives toward excellence in graduate education of Registered Nurses as they prepare for anesthesia practice and continued life-long study. 

               

              The curriculum includes core graduate courses in nursing, research, leadership, and professional roles, as well as support courses in the sciences and specialty courses in anesthesia. Intensive clinical internships follow the didactic courses, providing ongoing opportunity for application of theory to practice.

               

              Nurse Anesthesia Program’s Philosophy

              A-State University College of Nursing and Health Professions, School of Nursing Nurse Anesthesia Program is consistent with the philosophy of the College of Nursing and Health Professions School of Nursing and Arkansas State University.  Nurse Anesthesia Faculty believes that a dynamic, educational milieu promotes expertise while fostering self-directed and outcome-based learning.  Faculty is also dedicated to producing vigilant, safe and conscientious practitioners possessing excellent critical thinking skills. Convinced that affective, as well as, behavioral objectives are obtainable, the curriculum and faculty members serve to exemplify responsibility for current trends and legal standards of practice. The practice of professional nursing rests upon a sound arts and science foundation that prepares graduates to excel in a rapidly changing, diverse, and technologically advanced society.  Teaching and learning activities are keystones of the curriculum and occur within environments of care. Faculty serves as guides, mentors, role models, and consultants for students.


               

              ARKANSAS STATE UNIVERSITY COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING - NURSE ANESTHESIA PROGRAM

               

              Administrative Listing:

              Dean…………………………………………………………Stacy Walz, Ph.D.

              Directory School of Nursing ………………………………..Kathryn Flannigan EdD, MSN, RN

              Nurse Anesthesia Program Director…………………………L. Todd Hammon, PhD, DNP, MSN, CRNA

              Nurse Anesthesia Assistant Program Director……….……..Cassandra K. Massey, DNAP, MSN, CRNA

              Faculty………………………………………………………Virginia Baltz, DNP, MSN, CRNA

              Faculty………………………………………………………Mohammad Akhter, MD

              Area Coordinator……………………………………………Chris Ivy, MSN, CRNA

              Area Coordinator…………………………………………… Lisa Lucas, MSN, CRNA

              Administrative Assistant…………………………………….Mary Bouchard, BS

               

              Nurse Anesthesia Program

              Faculty & Staff Contact Information

               

               

              1.

              L. Todd Hammon, PhD, DNP, MSN, CRNA

               

               

               

              Program Director/Coordinator

               

               

               

              a.

               

              Office phone number

               

              (870) 972-2814

               

              b.

               

              Email address

               

              lhammon@astate.edu

               

               

               

               

               

               

               

              2.

              Cassandra Massey, DNAP, MSN, CRNA

               

               

               

              Assistant Program Director

               

               

               

              a.

               

              Office phone number

               

              (870) 972-3394

               

              b.

               

              Email address

               

              cmassey@astate.edu

               

               

               

               

               

               

               

              3.

              Virginia Baltz DNP, MSN, CRNA Faculty

               

               

               

               

               

               

               

              a.

               

              Phone number

               

              (501) 412-1662

               

               

               

              b.

               

               

               

              Email address

               

              d

               

              M

               

              Vbaltz@astate.edu

               

               

               

               

               

               

               

               

               

               

               

               
                           

              Program Office Mailing Address and Fax Number:

               

              Arkansas State University

              College of Nursing and Health Professions, School of Nursing

              DNP in Nurse Anesthesia Program

              Box 910 State University, AR  72467-0910

              (UPS) 104 N. Caraway, Jonesboro, AR  72401

              (870) 680-8187

              Fax: (870) 972-2954


               


              College of Nursing and Health Professions

              Organizational Chart     Revised 6/3/16                   

              Advocacy Board

              President

              Board of Trustees

              Chancellor

              Vice Chancellor for

              Academic Affairs & Research

               

               

               

               

               

               

               

               

               

               

               

               


                                                                                                                                                                               

              Dean

              Nursing and Health Professions

              Executive Council

              AAS CLT

              Chair

              Department
              of Clinical

              Laboratory

              Sciences

              Faculty

              BS CLS

              Chair,

              Occupational

              Therapy

              Faculty

              OTD

              OTA

              (AAS)

              Director,

              Disaster Preparedness and Emergency Management

              Associate of Applied Science in DPEM

              Bachelor of Science in DPEM

              Master of Science in DPEM

              Faculty

              Regional Center for Disaster Preparedness Education

              A-State CARE

              Director of

              Nutritional Science

              Faculty

              Coordinated Program in Dietetics

              Bachelor of Science in Health Studies

              Master of Science in Health Sciences

              Director

              Health Studies

               

              Co-Chairs

              (BSW/MSW Directors)

              Department of Social Work

               

              Chair

              Department
              of Physical

              Therapy

              Faculty

              DPT

              Scoliosis Program

              PTA

               (AAS)

              School of Nursing

              Chair

              AASN

              Chair

              Graduate

              Chair

              BSN

              Adult Health Coordinator

               

              Nurse Anesthetist Coordinator

               

               

              Faculty

              Faculty

              FNP

              Coordinator

              DNP
              Coordinator

              RN - BSN
              Coordinator

              Accelerated BSN
              Coordinator

              Traditional BSN

              Off Campus

              AASN Coordinators

              AASN

              Faculty

              Chair

              Department of

              Communication Disorders

              Faculty

              Speech and Hearing Clinic

              BS CD

              MCD

              Chair

              Department of

              Medical Imaging &

              Radiation Sciences

              Rad Therapy

              Director

              Faculty

               

               

              DMS Director

               

              Radiography

              Director

              Magnetic Resonance Imaging

              Director

               

              BSW

              Faculty

              Director
              of Field Education

              MSW Faculty

              IV-E

              Interdisciplinary Programs

              Diabetes Self-Management Program

              Beck Pride Center

              for America’s Wounded Veterans

              National Advisory Council

              Healthy Ager Program

              Hippotherapy Program

              EMT/Paramedic

              Graduate Certificates

              Phototherapy Institute

              Head and Neck Cancer Program

               

              Disaster City

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               




              ADMISSION CRITERIA

               

              1.              Successful admission to the Arkansas State University Graduate School

              2.              Bachelor of Science in Nursing (BSN) from an ACEN or CCNE accredited program of nursing from a regionally accredited college or university. 

              3.              Current unrestricted/unencumbered (clear/active) license as a Registered Nurse in one of the states/compact states or one of the protectorates of the United States, with eligibility for Arkansas, Tennessee, Mississippi and Missouri R. N. license.

              4.              A cumulative grade point average of 3.25 on undergraduate course work or 3.25 on the last 60 hours of undergraduate work on a 4.0 scale.

              5.              Graduate Record Examination (GRE) on application within 5 years of application demonstrating: 

              ·                A combined verbal and quantitative score of 300 is preferred. An analytical writing section score. (Preferred 4.0)

              6.              A minimum of one (1) year full-time work experience as a registered nurse in a critical care setting at the time of admission. Critical care experience must be within two (2) years of application. Critical care setting examples include but are not limited to: Surgical Intensive Care, Medical Intensive Care, Neuro Intensive Care, Cardiothoracic or Cardiovascular Intensive Care, Burn/Trauma Intensive Care, Neonatal or Pediatric Intensive Care. A-State Nurse Anesthesia Program does not accept Emergency Room, Post-Anesthesia Care Unit, Operating Room or Obstetrical – Labor & Delivery Unit experience.

              7.              Completion of a 3-credit hour graduate level descriptive and inferential statistics course with a grade of “B” or higher.

              8.              Three references, one of which should be current and/or former supervisor completed on the program’s recommendation forms (See NursingCAS).

              9.              Current BLS, ACLS and PALS certification on application.

              10.            CCRN or Cardiac Surgery Certification on application

              11.            Successful completion of the interview process.  Interview is by invitation only and does not guarantee program admittance.

               

              Written Application Process

              1.              Complete online application through NursingCas

               

              English Proficiency Requirements

              The College of Nursing and Health Professions 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. 

               

              Applicants whose primary language is not English or did not attend K-12 in the United States must demonstrate English language proficiency through the following tests:

              ·       Test of English as a Foreign Language (TOEFL)

              ·       For exams taken before January 21, 2026:
              We require a minimum TOEFL iBT score of 83

              ·       For exams taken on or after January 21, 2026:
              We require a minimum TOEFL iBT score of 4.5 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 an overall score of 56. 

              ·       The TOEFL is available at the ASU Testing Center. When taking the exam off campus, the report code for A-State is 6011. All test scores are valid for two (2) years.  

               

              ​​​​​​​Exemptions may apply: See A-State Undergraduate and Graduate admission pages for more information. 

              Beginning July 1, 2026:

              The College of Nursing and Health Professions 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.   

              Applicants whose primary language is not English or did not attend K-12 in the United States must demonstrate English language proficiency through the following tests:  

              ·       Test of English as a Foreign Language (TOEFL)with a score of 4.5 on the preferred internet-based test (iBT)

              ·        For exams taken before January 21, 2026:  
              We require a minimum TOEFL iBT score of 86  

              ·       For exams taken on or after January 21, 2026:  
              We require a minimum TOEFL iBT score of 4.5   

              ·       International English Language Testing System (IELTS) with a score of at least 7 and a spoken band score of 7.   

              ·       Pearson Test of English Academic (PTE) with an overall score of 63.   

              ·       Accuplacer Exit ESL: with a score of 109 

              ·       The TOEFL and Exit ESL are available at the ASU Testing Center. When taking the exam off campus, the report code for A-State is 6011. All test scores are valid for two (2) years.   

              ·        Exemptions may apply: See A- State Undergraduate and Graduate admission pages for more information.  

              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.  

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

              NA DNP Curriculum

              (rev. 2026)

                                                                                                                                                 FTF = Face-To-Face

                                                                                                                                                           O = Online

                                                                                                                                                           C = Clinic

                                                                                                                                                            H = Hybrid

                                                                                                  Year 1

              Summer

              NURS

              8013

              DNP Basics of Anesthesia

              3 (3-0)    FTF

              NURS

              88453

              Physical and Biophysical sciences in Anesthesia Practice

              3 (3-0)    FTF

              NURS

              88474

              Advanced Clinical Anatomy for Anesthesia Practice

              4 (3-1)    FTF

              NURS

              8633

              Healthcare Finance in Adv. Nursing

              3 (3-0)    O

               

               

               

               

               

               

                                                                                                              

              13 (12-1)

               

                Fall

               

               

               

              NURS

              8464

              Advance Pharmacology I for Anesthesia Practice

              4 (4-0)     FTF

              NURS

              88433

              DNP Advance Physiology and Pathophysiology I

              3 (3-0)     FTF

              NURS

              8453

              Principle of DNP Anesthesia Practice I

              3 (3-0)     FTF

              NURS

              88503

              Leadership, Policy and Healthcare system

              3 (3-0)     O

              NURS

              88103

              Theoretical Foundations for DNP

              3 (3-0)     O

               

               

               

              16 (16-0)

               

                Spring

               

               

               

              NURS

              8033

              Epidemiology and Population Health/Ethics & Genetics

              3 (3-0)      O

              NURS

              8613

              Translational Research for DNP I

              3 (3-0)      O

              NURS

              8483

              Advance Pharmacology II for Anesthesia Practice

              3 (3-0)      FTF

              NURS

              88463

              DNP Advance Physiology and Pathophysiology II

              3 (3-0)      FTF

              NURS

              8463

              Principle of DNP Anesthesia Practice II

              3 (3-0)      FTF

               

               

              		  

              15 (15-0)

               

               

               

               

              Year 2

               

               

               

              Summer

               

               

               

              NURS

              8023

              DNP Regional Anesthesia

              3 (3-0)        FTF

              NURS

              8473

              Principles of DNP Anesthesia Practice III

              3 (3-0)        FTF

              NURS

              88451

              Orientation to DNP Anesthesia Clinical Practice*

              1 (0-1)        FTF

              NURS

              66043

              Advanced Assessment of Diagnostic Evaluation

              3 (3-0)        FTF
                   

              10 (9-1)

               

               

              Fall

               

               

               

               

              NURS

              8507

              DNP Anesthesia Practicum I*

              7 (0-7)         C

               

              NURS

              8501

              DNP Anesthesia Practicum I-B

              1 (0-1)         C

               

              NURS

              8623

              Translational Research for DNP II

              3 (3-0)         O

               

              NURS

              8653

              Healthcare Informatics Adv. Nursing

              3 (3-0)         O

               

               

               

               

               

               

               

               

               

              14 (6-8)

               

              Spring

               

               

               

              NURS

              8608

              DNP Anesthesia Practicum II*

              8 (0-8)          C

              NURS

              8601

              DNP Project Development

              1 (1-0)          O

              NURS

              8443

              DNP Professional Aspects for the CRNA

              3 (3-0)          O
                   

              12 (4-8)
                           

               

              Year 3

               

               

               

              Summer

               

               

               

              NURS

              8704

              DNP Anesthesia Practicum III*

              4 (0-4)            C

              NURS

              8714

              DNP Anesthesia Practicum III - B

              4 (0-4)            C

              NURS

              8702

              DNP Project Implementation

              2 (2-0)            O

                 NURS

                    8012

              DNP Senior Seminar I

              2 (2-0)            H

               

               

              		  

              12 (4-8)

               

              Fall

               

               

               

                     NURS

                     8807

              DNP Anesthesia Practicum IV*

               7 (0-7)          C

              NURS

              8801

              DNP Anesthesia Practicum IV-B

               1 (0-1)          C

                     NURS

              88802

              DNP Project Evaluation

               2 (2-0)          O

              NURS

              8022

              DNP Senior Seminar II

               2 (2-0)          H

               

               

              		  

              12 (4-8)

               

              Spring

               

               

               

              NURS

              8908

              DNP Anesthesia Practicum V*

               8 (0-8)         C

              NURS

              8032

              DNP Senior Seminar III

               2 (2-0)         H

               

               

              		  

               10 (2-8)

               

               

              Total Credit Hours

              114

               

               

              CREDIT HOUR BREAKDOWN

               

              Credit Hours

              Didactic Hour Ratio = 1 credit: 15 hours

              Clinical Hour Ratio = 1 credit: 60 hours;

              Lab Hour Ratio = 1 credit = 4 hours/week (60 hours/semester).

               

              Totals:

              Total Clinical Contact Hours = 1 credit: 60 hours (2400 hours total for 5 clinical courses);

              Total Lab Contact Hours = DNP Orientation (60) (+) Anatomy Lab (60) = 120 Clinical Lab Contact Hours

              Total Clinical/Lab Contact Hours = 2520 contact hours

               

               

               

               

               

               

               

               

              COURSE DESCRIPTIONS

               

              https://catalog.astate.edu/content.php?filter%5B27%5D=NURS&filter%5B29%5D=&filter%5Bcourse_type%5D=2200&filter%5Bkeyword%5D=nurse+anesthesia&filter%5B32%5D=1&filter%5Bcpage%5D=1&cur_cat_oid=11&expand=&navoid=322&search_database=Filter#acalog_template_course_filter

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

              DNP in NURSE ANESTHESIA PROGRAM TERMINAL OUTCOMES

               

              Program outcomes have been identified to assure that the new graduate has acquired knowledge, skills, and competencies in patient safety, perianesthetic management, critical thinking, communication, and the professional role as mandated by the Council on Accreditation of Nurse Anesthesia Educational Programs. These outcomes are based on Standard D of the DNP Standards and Guidelines for Accreditation of Nurse Anesthesia Educational Programs.

               

              Upon successful completion of the Nurse Anesthesia Program, the graduate student will be able to demonstrate:

               

               

              The graduate must demonstrate the ability to:

              * 1. Be vigilant in the delivery of patient care.

              * 2. Refrain from engaging in extraneous activities that abandon or minimize

              vigilance while providing direct patient care (e.g., texting, reading, emailing,

              etc.).

              * 3. Conduct a comprehensive equipment check.

              * 4. Protect patients from iatrogenic complications.

              Perianesthesia

              The graduate must demonstrate the ability to:

              * 5. Provide individualized care throughout the perianesthesia continuum.

              * 6. Deliver culturally competent perianesthesia care (see Glossary, “Culturally

              competent”).

              * 7. Provide anesthesia services to all patients across the lifespan (see Glossary,

              "Anesthesia services" and “Across the lifespan”).

              * 8. Perform a comprehensive history and physical assessment (see Glossary,

              “Comprehensive history and physical assessment”).

              * 9. Administer general anesthesia to patients with a variety of physical conditions.

              * 10. Administer general anesthesia for a variety of surgical and medically related

              procedures.

              * 11. Administer and manage a variety of regional anesthetics.

              * 12. Maintain current certification in ACLS and PALS.

              Critical Thinking

              The graduate must demonstrate the ability to:

              * 13. Apply knowledge to practice in decision making and problem solving.

              * 14. Provide nurse anesthesia services based on evidence-based principles.

              * 15. Perform a preanesthetic assessment before providing anesthesia services.

              * 16. Assume responsibility and accountability for diagnosis.

              * 17. Formulate an anesthesia plan of care before providing anesthesia services.

              * 18. Identify and take appropriate action when confronted with anesthetic

              * 19. Interpret and utilize data obtained from noninvasive and invasive monitoring

              modalities.

              * 20. Calculate, initiate, and manage fluid and blood component therapy.

              * 21. Recognize, evaluate, and manage the physiological responses coincident to the

              provision of anesthesia services.

              * 22. Recognize and appropriately manage complications that occur during the

              provision of anesthesia services.

              * 23. Use science-based theories and concepts to analyze new practice approaches.

              * 24. Pass the National Certification Examination (NCE) administered by the NBCRNA.

              Communication

              The graduate must demonstrate the ability to:

              * 25. Utilize interpersonal and communication skills that result in the effective

              exchange of information and collaboration with patients and their families.

              * 26. Utilize interpersonal and communication skills that result in the effective

              interprofessional exchange of information and collaboration with other

              healthcare professionals.

              * 27. Respect the dignity and privacy of patients while maintaining confidentiality in

              the delivery of interprofessional care.

              * 28. Maintain comprehensive, timely, accurate, and legible healthcare records.

              * 29. Transfer the responsibility for care of the patient to other qualified providers in a

              manner that assures continuity of care and patient safety.

              * 30. Teach others (see Glossary, “Teach others”).

              Leadership

              The graduate must demonstrate the ability to:

              * 31. Integrate critical thinking and self-reflection in one’s approach to leadership.

              * 32. Provide leadership that facilitates intraprofessional and interprofessional

              collaboration.

              Professional Role

              The graduate must demonstrate the ability to:

              * 33. Adhere to the Code of Ethics for the Certified Registered Nurse Anesthetist.

              * 34. Interact on a professional level with integrity.

              * 35. Apply ethically sound decision-making processes.

              * 36. Function within legal and regulatory requirements.

              * 37. Accept responsibility and accountability for one’s practice.

              * 38. Understand the importance of providing cost-effective anesthesia services. †

              * 39. Demonstrate knowledge of wellness and substance use disorder in the anesthesia

              profession through completion of content in wellness and substance use disorder

              (see Glossary, "Wellness and substance use disorder").

              * 40. Inform others of the role and practice of the CRNA.

              * 41. Evaluate how public policy impacts the financing and delivery of healthcare. †

              * 42. Advocate for health policy change to improve patient care.

              Standards for Accreditation of Nurse Anesthesia Programs - Practice Doctorate Page 20

              Revised May 21, 2025

              * 43. Advocate for health policy change to advance the specialty of nurse anesthesia.

              * 44. Analyze strategies to improve patient outcomes and quality of care.

              * 45. Analyze health outcomes in a variety of populations.

              * 46. Analyze health outcomes in a variety of clinical settings and healthcare systems. †

              * 47. Disseminate scholarly work (see Glossary, “Dissemination of scholarly work”).

              * 48. Use information/communication technologies and informatics processes to

              support and improve patient care (see Glossary, “Information/communication

              technologies and informatics processes”). †

              * 49. Use information/communication technologies and informatics processes to

              support and improve healthcare systems (see Glossary,

              “Information/communication technologies and informatics processes”). †

              * 50. Analyze business practices encountered in nurse anesthesia delivery settings

               

               

               

              PROGRAM OUTCOMES DNP PROGRAM OUTCOMES

               

              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 doctoral 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.

               

              The program outcomes emphasize study in the areas of theory, research, role, practice, and health policy. Upon completion of study for the Doctor of Practice in Nursing, the student is expected to be able to:

               

               

              DNP Program Outcomes:

              The program objectives emphasize study in the areas of theory, research, role, practice, and health policy. Upon completion of study for the Doctor of Nursing Practice, the student is expected to be able to:

               

              ACEN End-of-Program Outcomes with Domains:

              1. Incorporate theories and concepts from nursing, the arts, humanities, sciences, and evidence-based practice to guide clinical and professional judgment in nursing practice. (Bloom’s Domain--Create) (Domain 1 AACN)

              2. Enhance person-centered care while respecting diversity and the unique determinants of individuals and populations. (Bloom’s Domain--Create) (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. (Bloom’s Domain--Create) (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. (Bloom’s Domain—Create) (Domain 5 AACN)

              5. Model professionalism in nursing practice through accountability to ethical and legal standards. (Bloom’s Domain—Create) (Domain 9/10 AACN)

              6. Cultivate critical inquiry to advance the discipline and profession of nursing. (Bloom’s Domain--Create) (Domain 4 AACN)

              7. Revise programs of care, outcomes of care, and care systems through information systems and technology. (Bloom’s Domain--Create) (Domain 7/8 AACN)

               

               

               

              DNP in Nurse Anesthesia Program Outcomes/Student Outcomes

               

              1.             Integrate theories and concepts from nursing and related disciplines in the implementation of the advanced clinician role.

              Assessment Measures:

              Direct Measures:

                    •    Eighty-five (85%) of the students will complete the program within 9 semesters         

              ·       Eighty-five (85%) of the graduates will pass the Council on Certification of Nurse Anesthetists’ National Certification Examination on the first writing as verified by the certification report from the National Board of Certification and Recertification for Nurse Anesthetists.

              ·       Eighty-five percent (85%) of the graduates will be employed as CRNAs within six months of graduation should they desire to be employed.

              ·       Eighty-five percent (85%) of the graduates will have participated in some form of continuing education within two (2) years of obtaining certification.

              ·       Eighty-five percent (85%) of the respondents to the Arkansas State University School of Nursing- Nurse Anesthesia Program’s Graduate Survey one year following graduation will evaluate their (his/her) ability to perform entry-level tasks as average or above average.

              ·       Eight-five percent (85%) of the respondents to the Arkansas State University School of Nursing- Nurse Anesthesia Program’s Graduate Employer Survey one year following graduation will evaluate the graduate’s ability to perform entry-level tasks as average or above average.

              Indirect Measures:

              ·       Examinations, presentations, care/management plans, written assignments/papers

              Which Courses are responsible for this outcome?

              ·       NURS 88453; NURS 88474; NURS 8464; NURS 8483; NURS 8453; NURS 88433; NURS 88463; NURS 8463; NURS 8473; NURS 88451; NURS 8507’ NURS 8501; NURS 8608; NURS 8704; NURS 8714; NURS 801;, NURS 8702; NURS 8807; NURS 8801; NURS 8022; ; NURS 8908; NURS 8032; NURS 88103; NURS 8613; NURS 8633; NURS 8653; NURS 8033; NURS 88623

              2.             Propose solutions for complex health care situations presented by clients/families using   deliberative processes and knowledge from nursing and related disciplines.

              Assessment Measures:

              Direct Measures:

                    •    Eighty-five (85%) of the students will complete the program within 9 semesters         

              ·       Eighty-five (85%) of the graduates will pass the Council on Certification of Nurse Anesthetists’ National Certification Examination on the first writing as verified by the certification report from the National Board of Certification and Recertification for Nurse Anesthetists.

              ·       Eighty-five percent (85%) of the graduates will be employed as CRNAs within six months of graduation should they desire to be employed.

              ·       Eighty-five percent (85%) of the graduates will have participated in some form of continuing education within two (2) years of obtaining certification.

              ·       Eighty-five percent (85%) of the respondents to the Arkansas State University School of Nursing- Nurse Anesthesia Program’s Graduate Survey one year following graduation will evaluate their (his/her) ability to perform entry-level tasks as average or above average.

              ·       Eight-five percent (85%) of the respondents to the Arkansas State University School of Nursing- Nurse Anesthesia Program’s Graduate Employer Survey one year following graduation will evaluate the graduate’s ability to perform entry-level tasks as average or above average.

              Indirect Measures:

              ·       Examinations, presentations, care/management plans, written assignments/papers, clinical evaluations

               

               

               

               

              Which Courses are responsible for this outcome?

              ·       NURS 88453; NURS 88474; NURS 8464; NURS 88433; NURS 8453; NURS 8483; NURS 88463; NURS 8463; NURS 8473; NURS 88451; NURS 8012; NURS 887055; NURS 8032; NURS 8507; NURS 8501;  NURS 8608 NURS 8704; NRUS 8714; NURS 8702; NURS 8807; NURS 8801;  NURS 88802; NURS 8908; NURS 88103; NURS 88503; NURS 8633; NURS 8653; NURS 8033; NURS 8623

              3.             Demonstrate clinical judgment in providing nursing care to clients/families in states of wellness or illness.

              Assessment Measures:

              Direct Measures:

                    •    Eighty-five (85%) of the students will complete the program within 9 semesters         

              ·       Eighty-five (85%) of the graduates will pass the Council on Certification of Nurse Anesthetists’ National Certification Examination on the first writing as verified by the certification report from the National Board of Certification and Recertification for Nurse Anesthetists.

              ·       Eighty-five percent (85%) of the graduates will be employed as CRNAs within six months of graduation should they desire to be employed.

              ·       Eighty-five percent (85%) of the graduates will have participated in some form of continuing education within two (2) years of obtaining certification.

              ·       Eighty-five percent (85%) of the respondents to the Arkansas State University School of Nursing- Nurse Anesthesia Program’s Graduate Survey one year following graduation will evaluate their (his/her) ability to perform entry-level tasks as average or above average.

              ·       Eight-five percent (85%) of the respondents to the Arkansas State University School of Nursing- Nurse Anesthesia Program’s Graduate Employer Survey one year following graduation will evaluate the graduate’s ability to perform entry-level tasks as average or above average.

              Indirect Measures:

              ·       Examinations, presentations, care/management plans, written assignments/papers, clinical evaluations

              Which Courses are responsible for this outcome?

              ·       NURS 88474; NURS 8464; NURS 8453; NURS 8433; NURS 8463; NURS 85087; NURS 8501; NURS 8608; NURS 8704; NURS 8714; NURS 8807; NURS 8801; NURS 8908; NURS 8012, NURS 8032; NURS 8022

              4.             Analyze learning needs of clients and care providers in establishing educational programs to foster an environmental milieu conducive to achieving an optimal level of health.

              Assessment Measures:

              Direct Measures:

                    •    Eighty-five (85%) of the students will complete the program within 9 semesters         

              ·       Eighty-five (85%) of the graduates will pass the Council on Certification of Nurse Anesthetists’ National Certification Examination on the first writing as verified by the certification report from the National Board of Certification and Recertification for Nurse Anesthetists.

              ·       Eighty-five percent (85%) of the graduates will be employed as CRNAs within six months of graduation should they desire to be employed.

              ·       Eighty-five percent (85%) of the graduates will have participated in some form of continuing education within two (2) years of obtaining certification.

              ·       Eighty-five percent (85%) of the respondents to the Arkansas State University School of Nursing- Nurse Anesthesia Program’s Graduate Survey one year following graduation will evaluate their (his/her) ability to perform entry-level tasks as average or above average.

              ·       Eight-five percent (85%) of the respondents to the Arkansas State University School of Nursing- Nurse Anesthesia Program’s Graduate Employer Survey one year following graduation will evaluate the graduate’s ability to perform entry-level tasks as average or above average.

              Indirect Measures:

              ·       Examinations, presentations, care/management plans, written assignments/papers, clinical evaluations

              Which Courses are responsible for this outcome?

              ·       NURS 8403; NURS 8423; NURS 8133; NURS 8163; NURS 8223

              5.             Critique research in nursing and related disciplines as a basis for application to advanced nursing practice.

              Assessment Measures:

              Direct Measures:

                    •     Eighty-five (85%) of the students will complete the program within 9 semesters        

              ·       Eighty-five (85%) of the graduates will pass the Council on Certification of Nurse Anesthetists’ National Certification Examination on the first writing as verified by the certification report from the National Board of Certification and Recertification for Nurse Anesthetists.

              ·       Eighty-five percent (85%) of the graduates will be employed as CRNAs within six months of graduation should they desire to be employed.

              ·       Eighty-five percent (85%) of the graduates will have participated in some form of continuing education within two (2) years of obtaining certification.

              ·       Eighty-five percent (85%) of the respondents to the Arkansas State University School of Nursing- Nurse Anesthesia Program’s Graduate Survey one year following graduation will evaluate their (his/her) ability to perform entry-level tasks as average or above average.

              ·       Eight-five percent (85%) of the respondents to the Arkansas State University School of Nursing- Nurse Anesthesia Program’s Graduate Employer Survey one year following graduation will evaluate the graduate’s ability to perform entry-level tasks as average or above average.

              Indirect Measures:

              ·       Examinations, presentations, care/management plans, written assignments/papers, clinical evaluations

              Which Courses are responsible for this outcome?

              ·       NURS 8403; NURS 8434; NURS 8433; NURS 8451; NURS 8003; NURS 8508; NURS 861x; NURS 871x; NURS 891x; NURS 8702; NURS 8808; NURS 8163; NURS 8223

              6.             Initiate cooperative and collaborative relationships to foster and implement clinical research studies.

              Assessment Measures:

              Direct Measures:

              ·       Eighty-five (85%) of the students will complete the program within 9 semesters      

              ·       Eighty-five (85%) of the graduates will pass the Council on Certification of Nurse Anesthetists’ National Certification Examination on the first writing as verified by the certification report from the National Board of Certification and Recertification for Nurse Anesthetists.

              ·       Eighty-five percent (85%) of the graduates will be employed as CRNAs within six months of graduation should they desire to be employed.

              ·       Eighty-five percent (85%) of the graduates will have participated in some form of continuing education within two (2) years of obtaining certification.

              ·       Eighty-five percent (85%) of the respondents to the Arkansas State University School of Nursing- Nurse Anesthesia Program’s Graduate Survey one year following graduation will evaluate their (his/her) ability to perform entry-level tasks as average or above average.

              ·       Eight-five percent (85%) of the respondents to the Arkansas State University School of Nursing- Nurse Anesthesia Program’s Graduate Employer Survey one year following graduation will evaluate the graduate’s ability to perform entry-level tasks as average or above average

              Indirect Measures:

              ·       Examinations, presentations, care/management plans, written assignments/papers, clinical evaluations

              Which Courses are responsible for this outcome?

              ·       NURS 8403; NURS 8444; NURS 8454; NURS 8601; NURS 8702; NURS 8123; NURS 8153; NURS 8223

              7.             Synthesize knowledge of public policy issues in managing and delivering health care to clients.

              Assessment Measures:

              Direct Measures:

                    •     Eighty-five (85%) of the students will complete the program within 9 semesters        

              ·       Eighty-five (85%) of the graduates will pass the Council on Certification of Nurse Anesthetists’ National Certification Examination on the first writing as verified by the certification report from the National Board of Certification and Recertification for Nurse Anesthetists.

              ·       Eighty-five percent (85%) of the graduates will be employed as CRNAs within six months of graduation should they desire to be employed.

              ·       Eighty-five percent (85%) of the graduates will have participated in some form of continuing education within two (2) years of obtaining certification.

              ·       Eighty-five percent (85%) of the respondents to the Arkansas State University School of Nursing- Nurse Anesthesia Program’s Graduate Survey one year following graduation will evaluate their (his/her) ability to perform entry-level tasks as average or above average.

              ·       Eight-five percent (85%) of the respondents to the Arkansas State University School of Nursing- Nurse Anesthesia Program’s Graduate Employer Survey one year following graduation will evaluate the graduate’s ability to perform entry-level tasks as average or above average

              Indirect Measures:

              ·       Examinations, presentations, care/management plans, written assignments/papers, clinical evaluations

              Which Courses are responsible for this outcome?

              ·       NURS 8113; NURS 8123; NURS 8143; NURS 8153; NURS 8163; NURS 8223

              8.             Assume leadership and consultation roles in the planning and providing of services and in           influencing public policy for the health care of clients.

              Assessment Measures:

              Direct Measures:

                    •   Eighty-five (85%) of the students will complete the program within 9 semesters          

              ·       Eighty-five (85%) of the graduates will pass the Council on Certification of Nurse Anesthetists’ National Certification Examination on the first writing as verified by the certification report from the National Board of Certification and Recertification for Nurse Anesthetists.

              ·       Eighty-five percent (85%) of the graduates will be employed as CRNAs within six months of graduation should they desire to be employed.

              ·       Eighty-five percent (85%) of the graduates will have participated in some form of continuing education within two (2) years of obtaining certification.

              ·       Eighty-five percent (85%) of the respondents to the Arkansas State University School of Nursing- Nurse Anesthesia Program’s Graduate Survey one year following graduation will evaluate their (his/her) ability to perform entry-level tasks as average or above average.

              ·       Eight-five percent (85%) of the respondents to the Arkansas State University School of Nursing- Nurse Anesthesia Program’s Graduate Employer Survey one year following graduation will evaluate the graduate’s ability to perform entry-level tasks as average or above average

              Indirect Measures:

              ·       Examinations, presentations, care/management plans, written assignments/papers, clinical evaluations; project

              Which Courses are responsible for this outcome?

              ·       NURS 8444; NURS 8454; NURS 8451; NURS 8601; NURS 8802; NURS 8113; NURS 8123; NURS 8143; NURS 8153; NURS 8133; NURS 8163; NURS 8223

              9.             Propose strategies that contribute to the advancement of nursing as a practice discipline and as a social force.

              Assessment Measures:

              Direct Measures:

              ·        Eighty-five (85%) of the students will complete the program within 9 semesters

              ·       Eighty-five (85%) of the graduates will pass the Council on Certification of Nurse Anesthetists’ National Certification Examination on the first writing as verified by the certification report from the National Board of Certification and Recertification for Nurse Anesthetists.

              ·       Eighty-five percent (85%) of the graduates will be employed as CRNAs within six months of graduation should they desire to be employed.

              ·       Eighty-five percent (85%) of the graduates will have participated in some form of continuing education within two (2) years of obtaining certification.

              ·       Eighty-five percent (85%) of the respondents to the Arkansas State University School of Nursing- Nurse Anesthesia Program’s Graduate Survey one year following graduation will evaluate their (his/her) ability to perform entry-level tasks as average or above average.

              ·       Eight-five percent (85%) of the respondents to the Arkansas State University School of Nursing- Nurse Anesthesia Program’s Graduate Employer Survey one year following graduation will evaluate the graduate’s ability to perform entry-level tasks as average or above average

              Indirect Measures:

              ·       Examinations, presentations, care/management plans, written assignments/papers, clinical evaluations; project

              Which Courses are responsible for this outcome?

              ·       NURS 8423; NURS 8434; NURS 8433; NURS 8444; NURS 8454; NURS 8003; NURS 8601; NURS 8702; NURS 8702; NURS 8802; NURS 8113; NURS 8143; NURS 8133; NURS 8223

               

               

               

               

              GRADUATION CRITERIA

               

               

              Graduates must:

               

              1.              Meet all requirements set forth by the Nurse Anesthesia Program, School of Nursing, and College of Nursing and Health Professions at Arkansas State University.

              2.              Meet all requirements specified by the Council on Accreditation of Nurse Anesthesia Educational Programs and NBCRNA. 

              3.              Submit a formal application to the graduate school prior to enrolling in the final semester of the program.  (Intent to graduate)

              4.              Possess an accumulative grade point average of 3.0 on all course work.

              5.              Submit final student evaluations for the last semester from clinical facility declaring that the student has acquired knowledge, skills, and competencies in patient safety, perianesthetic management, critical thinking, communication needed for entry level practice as a nurse anesthetist.

              6.              Successfully complete Comprehensive Examinations.

              7.              Maintain AHA BLS, ACLS and PALS certification, which is valid throughout the program and for at least ninety (90) days post-graduation.

              8.              Maintain an unrestricted Registered Nurse license at all times, and which is valid for at least ninety (90) days post-graduation.

              9.              Fulfill all financial obligations to Arkansas State University. Students must complete the financial-aid exit interview when necessary.


               

               

               

               

               

               

              SECTION II

              STUDENT RIGHTS, RESPONSIBILITIES

              AND BENEFITS

               


               

              STUDENT RIGHTS

              As an equal partner in your education at Arkansas State University College of Nursing and Health Professions, Nurse Anesthesia Program, you are entitled to rights and are charged with responsibilities for your education.  Your participation is essential as is your willingness to communicate your concerns and needs.

               

              You are an adult learner with extensive professional and life experiences who brings knowledge, commitment, professional expertise, and emotional intelligence to this educational venture. It is within this context your education will be designed and your future career as a CRNA will be forged.

               

              As a student you have the right to expect:

              ·       The freedom to pursue your educational goals.  The Nurse Anesthesia Program will provide a highly specialized, graduate curriculum steeped in professionalism, progressive didactic instruction and a personally designed mentored clinical experience.  Student’s performance will be evaluated on established grading criteria outlined in each course syllabi. 

              ·       Fair and accurate evaluations of your progress in the educational program and to be kept informed of the status of that progress.

              ·       The right to freedom of expression, inquiry, and assembly subject to reasonable and nondiscriminatory Nurse Anesthesia Program rules and regulations regarding time, place, and manner.

              ·       The right to inquire about and to propose improvements in policies, regulations, and procedures affecting the welfare of the students with the Program Director.

              ·       The right to privately confer with faculty concerning a personal grievance. If the outcome is not satisfactory, you may proceed to the next person on the organizational chain.   If you feel that you have been subject to irresponsible treatment, arbitrary decisions, discrimination, or differential treatment that has resulted in dismissal from the program, you have the right to appeal and due process. Students shall have access to the accrediting agency after all grievance procedures have been exhausted at the local institution relative to student appeals.

              ·       Confidentiality regarding exam grades, clinical experiences, and status in the program.

              ·       The right to review your school record and to request nondisclosure of certain information. Arkansas State University abides by the requirements of the Family Educational Rights and Privacy Act.

              ·       A complete and accurate certified transcript of their student educational experiences and supporting documentation, as required, will be forwarded to the Certifying Agency in sufficient time for eligibility determination for the qualifying examination within two months of graduation.

               

              Students will be accountable for:

              ·       Reading the student handbook, knowing, understanding, and acting within Nurse Anesthesia Program’s regulations, policies and procedures.

              ·       The proper completion of all academic and clinical obligations both at Nurse Anesthesia Program and the Arkansas State University. 

              ·       Maintaining your personal physical and emotional health and notify the Nurse Anesthesia Program if the student is under the care of a healthcare provider for any serious or chronic illness.

              ·       Respecting and guarding the confidentiality of all client/patient information.

              ·       Maintaining professional demeanor and conduct at all times.

              ·       Maintaining communication with the Nurse Anesthesia Program regarding current licensure, certifications, address, e-mail address and telephone number.  Similarly, as a graduate, the student has the responsibility to complete post-graduate program evaluation of the Nurse Anesthesia Program and notify the Nurse Anesthesia Program of changes in employment status, completion of additional degrees and advanced training or certification.

              ·       Fulfilling financial obligations i.e. payment of tuition, repayment of loans, etc.

              ·       Abiding by required dress code

               

               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. Notices will be provided by e-mail and/or in classroom settings/meetings.


              As a member of the profession of Nurse Anesthesia and Arkansas State University, College of Nursing and Health Professions, students are held to the ethical standards of AANA and the University. Among these standards are honesty and integrity. These standards are the basis for representation of the profession and the Nurse Anesthesia Program. This attitude should be conveyed to patients, faculty and healthcare providers. As an anesthesia care provider, the student must be aware of the patient’s rights and responsibilities.

               

              Patients

               

              The patient has the right to:

              ·       Know who is administering their anesthesia, who will be supervising the administration of the anesthetic and the relationship between the two. No practice shall be engaged in which the intention is to deceive the patient in this regard. The student should introduce himself or herself as a “Graduate Student Registered Nurse Anesthetist” and identify who will be supervising them during the anesthetic case;

              ·       Expect that anesthesia services provided by students be under the supervision of a CRNA or an anesthesiologist; be consistent with the anesthesia risk for the patient, the magnitude of the anesthesia and surgery, and that the CRNA or anesthesiologist be immediately available at all times in all anesthetizing areas where students are performing anesthesia;

              ·       Expect that the student and supervisory personnel providing their services are mentally alert and not impaired by fatigue, drugs, or other incapacitating conditions; and

              ·       Know that the attending CRNA, anesthesiologist or the responsible physician shall be kept informed of information pertaining to anesthetic management and any complication arising from that management.

               

              The patient has the responsibility to:

              ·       Make every reasonable effort to keep appointments as scheduled;

              ·       Follow, as best he or she can, instruction provided by his or her physician and other health care providers and question instructions he or she does not understand; and

              ·       Provide adequate information about his or her health/medical history and post hospitalization course.

               

              Applicants

              The applicant has a right to:

              ·      Information that is provided shall be factual, fairly presented, timely, and contain detailed information pertaining to admission criteria and process; program content, graduation requirements, and student rights and responsibilities;

              ·       Fair and non-discriminating practices in the selection process; and

              ·       Confidentiality.

               

              The applicant has the responsibility to:

              ·       Provide accurate, truthful information;

              ·       Complete their application and provide all application supporting documentation by the application deadline;

              ·       Meet application requirements by submitting all required documents; and

              ·       Communicate with the program in a timely manner accepting or declining admission decisions.

               

              Alumni

              The graduate has the right to:

              ·       Access transcripts of their academic and clinical endeavors according to the record policy;

              ·       Have verified copies of their transcripts furnished to any institution specified by the student or graduate upon their request; and

              ·       Expect that a complete and accurate transcript and application of the graduate’s educational experiences be forwarded to the Council on Certification of Nurse Anesthetists (CCNA) upon graduation. It is the graduates’ responsibility to ensure that all guidelines and deadlines in the Candidate Handbook of the CCNA are followed. The graduate is responsible to make arrangements to take the Certification Examination at a site and within the time frame designated by the CCNA.

               

               

               

               

              The graduate has the responsibility to:

              ·       Provide to the nurse anesthesia program, signed written release of information when requesting information from their student files be furnished to institutions, agencies, employers, or other entities;

              ·       Notify the nurse anesthesia program of their place of employment one-year post graduation to allow the mailing of an Employers Evaluation of the graduate’s preparedness for practice;

              ·       Submit the completed Graduate Survey one-year post-graduation to the nurse anesthesia program; and

              ·       Participate in continuing education activities and function according to the appropriate legal requirements within the state they are employed.

               

              Faculty

               

              The faculty has the right to expect:

              ·       Students will fulfill their responsibilities relative to their education.

              ·       Treatment in a respectful manner by students, University and program administration.

              ·       Provision of the support needed to conduct the activities of programmatic committee work, clinical and didactic instruction, and faculty development;

              ·       Well prepared students for any given lecture, clinical case, or assignment;

              ·       Removal of a student from the learning environment if the integrity of the learning environment or the safety of the patient may be compromised;

              ·       Students who will have self-motivation and seek learning opportunities to develop the necessary skills, knowledge, and professional behaviors necessary to be successful in completion of the program; and

              ·       Student, peer and superior evaluations will be fair and unbiased.

               

              The faculty has the responsibility to:

              ·      Demonstrate excellence in teaching and clinical performance;

              ·      Seek student input and feedback;

              ·      Engage in fair student evaluation and grading;

              ·      Interact on a professional level with integrity and civility;

              ·       Be active in and supportive of program committee assignments;

              ·       Be available at reasonable times for student questions;

              ·       Not consider, in either academic or clinical evaluations, factors such as race, color, religion, gender, age, national origin, handicap, political affiliation, lifestyle, etc.;

              ·       Not exploit professional relationships with students for private advantage and refrain from soliciting student assistance for private purposes in a manner which infringes upon the student’s freedom of choice;

              ·       Give appropriate recognition to contributions made by students;

              ·       Respect the dignity of each student individually and all students collectively in areas of

                    educational endeavors;

              ·       Provide appropriate supervision and direction based on a student’s clinical expertise;

              ·       Assist with remediation or disciplinary actions of students as needed;

              ·       Maintain student confidentiality in all forms of communication related to their clinical or didactic performance;

              ·       Serve in the capacity of advisor with specific student assignments; and

              ·      Respect student confidentiality regarding information within the student’s record, exam grades, clinical experiences, and status in the program.

               

              Conducting Institutions

               

              The program (Arkansas State University) and affiliated clinical sites have the right to expect that:

              ·       The nurse anesthesia faculty operates the program in accordance with the applicable standards, policies, and procedures of the accrediting agencies, university, hospital, affiliate clinical sites, and the program;

              ·       Accurate and comprehensive records will be maintained;

              ·       The program will submit annual reports to the accrediting agency (COA) and other submissions as required;

              ·       The program represents itself with integrity and honesty in all communications;

              ·       Information regarding program changes, accrediting agency evaluations and standards and trends affecting nurse anesthesia education will be provided;

              ·       Students will be aware of and follow departmental and institutional policies related to patient care and all other matters addressed in relevant policies;

              ·       Students will communicate with clinical instructors relative to their abilities to perform procedures and apply knowledge in their clinical educational experiences; and

              ·       Students will arrive prepared for classes, seminars, conferences, clinical experiences, and other educational experiences.

               

              The program (Arkansas State University) and affiliated clinical sites have the responsibility to:

               

              ·       Provide clinical and didactic instruction and evaluations;

              ·       Coordinate and carry out application and admission procedures;

              ·       Provide classroom and laboratory space as needed for didactic lectures/courses;

              ·       Provide academic and clinical counseling to the interns as needed;

              ·       Coordinate advertising and public relation efforts;

              ·       Provide orientation to the clinical area;

              ·       Provide support for clinical research;

              ·       Provide resources needed for effective operation of an educational program of high quality.

              ·       Continually evaluate the program to ensure that it meets student needs and graduates attain desired outcomes;

              ·       Uphold the reputation of the NAO and its entities

              ·       Conduct the program in compliance with all legal and accreditation standards; and

              ·       Be accountable to the public.

               

              Council on Accreditation

              The COA has the right to:

              ·       Conduct periodic announced and unannounced site reviews to assess compliance to published standards;

              ·       Expect the program’s assistance in the conduction of an accurate evaluation by providing accurate and truthful statements and supportive documentation as required; and

              ·       Require the program to follow all policies and procedures published by the COA.

               

              The COA has the responsibility to:

              ·       Publish any and all applicable standards necessary for accreditation and successful re-accreditation, and to evaluate programs in their ability to meet the published standards;

              ·       Identify areas of noncompliance and to inform the program accordingly; and

              ·       Assist the program in attempts to comply with COA requests.

               

               

               

               

               


               

              AANA Code of Ethics

               

              Code of Ethics for the Certified Registered Nurse Anesthetist

               

              Preamble

               

              The American Association of Nurse Anesthetists (AANA) Code of Ethics offers guidance to the Certified Registered Nurse Anesthetist (CRNA) to make ethical decisions in all practice roles.  The practice of nurse anesthesia may include clinical practice, nurse anesthesia-related administrative, educational or research activities, or a combination of two or more of such areas of practice. The Code of Ethics consists of principles of conduct and professional integrity that guide decision making and behavior of the CRNA. The CRNA’s ethical responsibility is primarily to the patient, as well as to the profession, other healthcare providers, self, and society. The CRNA acknowledges, understands, and is sensitive to the vulnerability of the patient undergoing anesthesia, pain management, and related care and preserves the patient’s trust, confidence, and dignity.

               

              The CRNA has the personal responsibility to understand, uphold, and adhere to these ethical standards of conduct. Deviation from the Code of Ethics occurs rarely in practice and any deviation must be supported by ethical decision making, compelling reasons, and best judgment specific to the situation. The AANA recognizes the American Nurses Association (ANA) Code of Ethics as the foundation for ethical values, duties, and responsibilities in nursing practice.1

               

              1.     Responsibility to Patient

              The CRNA respects the patient’s moral and legal rights, and supports the patient’s safety, physical and psychological comfort, and well-being. The CRNA collaborates with the patient and the healthcare team to provide compassionate, holistic, patient-centered anesthesia, pain management, and related care. The CRNA:

               

              1.1       Respects human rights and the values, customs, culture, and beliefs of patients and their families.

              1.2       Supports the patient’s right to self-determination.

              1.2.1     Presents accurate, complete and understandable information to the patient to facilitate informed healthcare decisions.

              1.2.2 Encourages patients, including minors, to participate in healthcare decision making that is appropriate for their developmental capacity.

              1.2.3     Supports a patient’s decision making without undue influence or coercion.

               

              1.3       Acts in the patient’s best interest and advocates for the patient’s welfare.

              1.3.1     Discloses and manages or resolves perceived or real conflicts of interest (e.g., corporate sponsorships, funding, consulting and other relationships that may present a conflict between the CRNA’s interests and the patient’s interests.)

              1.3.2     If the CRNA has a moral, religious or ethical conflict related to the patient’s healthcare decisions or plan for care, the CRNA may, without judgment or bias, transfer care to an appropriately credentialed anesthesia provider willing to perform the procedure.

              1.4       Prior to providing anesthesia, pain management, and related care:

              1.4.1 Introduces self, using name, a term representing the CRNA credential, and role.

              1.4.2 Verifies that students have introduced themselves or been introduced to the patient, and the patient has consented to student participation in anesthesia, pain management, and related care.

              1.4.3 Discusses the plan of care and obtains informed consent or verifies that the patient has given informed consent in accordance with law, accreditation standards, and institutional policy.2

              1.4.4 Discusses the plan of care and obtains informed consent from a legal decision maker (e.g., healthcare proxy, surrogate) when the legal decision maker is responsible for the patient’s healthcare decisions or verifies that the legal decision maker has given informed consent.

              1.4.5 Protects patient privacy, including confidentiality of patient information, except when necessary to protect the patient or other persons, or when required by law.

              1.5       Protects patients from healthcare providers who are incompetent, impaired, or engage in unsafe, illegal, deceptive, abusive, disrespectful, or unethical practice.

              1.6       Participates in honest and transparent disclosure of an adverse or unanticipated event to the patient and others with the patient’s consent.

               

              2.     Responsibility as a Professional

              As an independently licensed professional, the CRNA is responsible and accountable for judgments made and actions taken in his or her professional practice. Requests or orders by physicians, other healthcare professionals, or institutions do not relieve the CRNA of responsibility for judgments made or actions taken. The CRNA:

              Competence and Responsibility in Professional Practice

              2.1       Engages in a scope of practice within individual competence and maintains role-specific competence.

              2.2       Maintains national certification as a CRNA and a state license as a registered nurse and meets state advanced practice statutory or regulatory requirements.

              2.3       Engages in continuing education and lifelong professional development related to areas of nurse anesthesia practice, including clinical practice, education, research, and administration.3

              2.4       Evaluates and integrates personal practice outcome data, scientific research, expert opinion, new technology, patient preferences, and relevant metrics to improve processes and outcomes.

              2.5       Is physically and mentally fit for duty.

              2.6       Clearly presents his or her education, training, skills, and CRNA credential.

              2.7       Is honest in all professional interactions to avoid any form of deception.

              2.8       Treats all others, including patients, families, staff, students, and colleagues, in a culturally sensitive manner and without prejudice, bias, or harassment.

              2.9       Maintains professional boundaries in all communications and actions.

              Leadership

              2.10      Creates an ethical culture and safe work environment.

              2.10.1 Supports policies and behaviors that reflect this Code of Ethics.

              2.10.2 Communicates expectations for ethical behavior and actions in the workplace.

              2.10.3 Helps individuals raise and resolve ethical concerns in an effective and timely manner.

              Clinical Practice and the Interdisciplinary Team

              2.11      Respects and engages healthcare providers to foster a collaborative and cooperative patient care environment through a culture of safety and open communication to contribute to the ethical and safe environment of care.

              2.11.1 Facilitates review and evaluation of peers and other members of the healthcare team.

              2.12      Manages medications to prevent diversion of drugs and substances.

              Role Modelling and Education of Others

              2.13      Provides positive role modeling by upholding and promoting quality patient care outcomes, the professional standards of practice, and this Code of Ethics.

              2.14      Fosters a safe and trusting environment for successful learning for students, colleagues, and members of the healthcare team.

              2.15      Educates the student registered nurse anesthetist regarding the ethical responsibilities of the profession.

              The Profession

              2.16      Is responsible and accountable to contribute to the dignity and integrity of the profession.

              2.17      Participates in activities that contribute to the advancement of the profession and its body of knowledge.

              2.18      Reports critical incidents, adverse events, medical errors, and near misses in accordance with law, accreditation standards, and institutional policy to promote a culture of safety, maintain the integrity of the profession, and advance the profession and its body of knowledge.

               

              3.     Responsibility in Research

              The CRNA protects the integrity of the research process and the reporting and publication of findings: The CRNA adheres to the ethical principles of respect for persons, beneficence, and justice relevant to research involving human participants.4 The CRNA:

              3.1       Protects the rights and wellbeing of the people that serve as participants and animals5 that serve as subjects in research.

              3.2       Respects the autonomy and dignity of all human research participants.

              3.3       Promotes selecting human participants in such a way that all populations have equal access to the potential benefits and risks of the research.

              3.4       Seeks to minimize the risks and maximize the benefits to research participants.

              3.5       Conducts research projects according to accepted ethical research and reporting standards established by law, institutional policy, and the Institutional Review Board (IRB).

              3.6       Obtains informed consent or verifies that the human research participant or legal decision maker, as appropriate, has provided informed consent as required by law, institutional policy, and the IRB.

              3.7       Protects the human research participant’s privacy to the greatest extent possible and in accordance with law, institutional policy, and standards of the IRB.

              3.7.1 Maintains confidentiality in the collection, analysis, storage and reuse of data and in accordance with law, institutional policy, and standards of the IRB.

              3.8       Discloses perceived or real conflicts of interest to organizations where the research will be conducted, organizations that fund the research, and any publication where the research is submitted. Manages or resolves perceived or real conflicts of interest.

              3.9       Reports research findings in an objective and accurate manner.

              3.10      Provides appropriate attribution for contributions by other individuals.

              3.11      Supports, promotes, or participates in research activities to improve practice, education, and public policy relative to the health needs of diverse populations, the health workforce, the organization and administration of health systems, and healthcare delivery.

               

              4.     Responsibility in Business Practices

              The CRNA, regardless of practice arrangement or practice setting, maintains ethical business practices in dealing with patients, colleagues, institutions, corporations, and others. The CRNA:

              4.1       Establishes and performs contractual obligations consistent with this Code of Ethics, the professional standards of practice, and the laws and regulations pertaining to nurse anesthesia practice.

              4.2       Is honest in all business practices.

                   5. Responsibility when Endorsing Products and Services

              The CRNA may endorse products and services only when personally satisfied with the product’s or service’s safety, effectiveness, and quality. The CRNA may not say that the AANA has endorsed any product or service unless the Board of Directors of the AANA has done so. The CRNA must not endorse any product or service when presenting content for an AANA-approved continuing education activity as this is a prohibited conflict of interest. The CRNA:

              5.1       Makes truthful endorsements based on personal experience and factual evidence of efficacy.

              5.2       Discloses and manages or resolves perceived or real conflicts of interest associated with the endorsed product or service (e.g., corporate sponsorships, funding, consulting and other relationships that may present a conflict).

              5.2.1 Only uses the CRNA credential when endorsing products or services that are related to CRNA professional practice or expertise.

                   6. Responsibility to Society

              The CRNA collaborates with members of the health professions and others to improve the public health, including access to healthcare and anesthesia, pain management, and related care. The CRNA:

              6.1       Works in collaboration with the healthcare community to promote highly competent, ethical, safe, quality patient care.

              6.2       Supports activities to reduce the environmental impact of disposable items and waste anesthetic gases.

              References1. American Nurses Association Code of Ethics for Nurses with Interpretive Statements. http://www.nursingworld.org/code-of-ethics. Accessed February 8, 2018.2. Informed Consent for Anesthesia Care. Park Ridge, IL: American Association of Nurse Anesthetists; 2016.3. National Board of Certification and Recertification for Nurse Anesthetists. The Continued Professional Certification (CPC) Handbook. https://www.nbcrna.com/docs/default-source/publications-documentation/handbooks/cpc_hb.pdf?sfvrsn=941c170c_8. Accessed May 1, 2018.4. United States National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research, The Belmont Report: Ethical Principles and Guidelines for the Protection of Human Subjects of Research.https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html#xinform. Accessed March 3, 2018.5. Guide for the Care and Use of Laboratory Animals. 8th ed.

               

               


              Scope of Nurse Anesthesia Practice

              Professional Role

              Certified Registered Nurse Anesthetists (CRNAs) are advanced practice registered nurses (APRNs) licensed as independent practitioners who plan and deliver anesthesia, pain management, and related care to patients of all health complexities across the lifespan. As autonomous healthcare professionals, CRNAs collaborate with the patient and a variety of healthcare professionals in order to provide patient-centered high-quality, holistic, evidence-based and cost-effective care.

              CRNAs practice in hospitals, nonoperating room anesthetizing areas, ambulatory surgical centers, and office-based settings. They provide all types of anesthesia-related care for surgical, diagnostic, and therapeutic procedures. CRNAs provide anesthesia for all specialties including, but not limited to, general, obstetric, trauma, cardiac, orthopedic, gastrointestinal, dental, and plastic surgery. CRNAs administer anesthesia care to patients in urban, suburban, and rural locations in the U.S., and are often the sole anesthesia professionals delivering care to the military, rural, and medically underserved populations. CRNAs serve as leaders, clinicians, researchers, educators, mentors, advocates, and administrators.

               

              Education, Licensure, Certification, and Accountability

              Before receiving graduate education in anesthesia, CRNAs must be licensed registered nurses with critical care nursing experience. Building on this critical care foundation, CRNAs successfully complete a comprehensive didactic and clinical practice curriculum at a nurse anesthesia program accredited by the Council on Accreditation of Nurse Anesthesia Educational Programs. Graduates are certified as CRNAs following successful completion of the National Certification Examination. CRNAs are accountable to the public for professional excellence through lifelong learning and practice, continued certification, continuous engagement in quality improvement and professional development, and compliance with the Standards for Nurse Anesthesia Practice and Code of Ethics for the Certified Registered Nurse Anesthetist. 

              CRNAs exercise independent, professional judgment within their scope of practice. They are accountable for their services and actions and for maintaining individual clinical competence. The scope of an individual CRNA’s practice is determined by education, experience, local, state and federal law, and organization policy.

               

              Clinical Anesthesia Practice

              The practice of anesthesiology is a recognized nursing and medical specialty unified by the same standards of care. Nurse anesthesia practice may include, but is not limited to, the services in Table 1

               

               

               

               

               

              *These services are listed in table format for ease of reference. The table is not intended to be all inclusive or limit the services to specified phases of patient care. CRNA scope of practice is dynamic and evolving. CRNA clinical privileges should reflect the full scope of CRNA practice evidenced by individual credentials and performance.

              Leadership, Advocacy, and Policymaking

              CRNAs provide pivotal healthcare leadership in roles such as chief executive officer, administrator, manager, anesthesia services director, board member, anesthesia practice owner, national and international researcher, educator, mentor, and advocate. Nurse anesthetists are innovative leaders in the delivery of cost-effective, evidence-based anesthesia and pain management, integrating critical thinking, ethical judgment, quality data, scientific research, and emerging technologies to optimize patient outcomes.

              As demand for expert healthcare and anesthesia services accelerates, advocacy activities continue to target supporting the full scope of nurse anesthesia practice. CRNAs engage in healthcare advocacy and policymaking at the facility, local, state, national, and international level. They also participate in professional associations focusing on patient access to quality and affordable care.

               

              The Future of Nurse Anesthesia Practice

              The CRNA scope of practice evolves to meet the demands of the ever-changing healthcare environment and increasing patient and procedure complexity. As their record of safety, high-quality, cost-effective care demonstrates, CRNAs will continue to lead in the delivery of patient-centered compassionate anesthesia and pain management care. 

              For additional information and supporting documents, see Clinical Privileges and Other Responsibilities of Certified Registered Nurse Anesthetists, Professional Practice Documents, and Publications and Research.

               

              In 1980, the “Scope of Practice” statement was first published as part of the American Association of Nurse Anesthetists Guidelines for the Practice of the Certified Registered Nurse Anesthetist. In 1983, the "Standards for Nurse Anesthesia Practice" and the "Scope of Practice" statement were included together in the American Association of Nurse Anesthetists Guidelines for the Practice of the Certified Registered Nurse Anesthetist. That document subsequently had the following name changes: Guidelines for Nurse Anesthesia Practice (1989); Guidelines and Standards for Nurse Anesthesia Practice (1992); and Scope and Standards for Nurse Anesthesia Practice (1996). The Scope and Standards for Nurse Anesthesia Practice was revised in January 2013. In February 2013, the AANA Board of Directors approved separating the Scope and Standards for Nurse Anesthesia Practice into two documents: the Scope of Nurse Anesthesia Practice and the Standards for Nurse Anesthesia Practice. The AANA Board of Directors approved revisions to the Scope of Nurse Anesthesia Practice in June 2013 and February 2020

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

              Standards for Nurse Anesthesia Practice

               

              The American Association of Nurse Anesthetists (AANA) Standards for Nurse Anesthesia Practice provide a foundation for Certified Registered Nurse Anesthetists (CRNAs) in all practice settings. These standards are intended to support the delivery of patient-centered, consistent, high-quality, and safe anesthesia care and assist the public in understanding the CRNA’s role in anesthesia care. These standards may be exceeded at any time at the discretion of the CRNA and/or healthcare organization. 

               

              These standards apply where anesthesia services are provided including, but not limited to, the operating room, nonoperating room anesthetizing areas, ambulatory surgical centers, and office-based practices. The standards are applicable to anesthesia services provided for procedures, including, but not limited to surgical, obstetrical anesthesia, diagnostic, therapeutic, and pain management.

               

              In addition to general anesthesia for surgery and procedures, CRNAs provide anesthesia and analgesia care that does not require the extent of monitoring as delineated in standard 9 (e.g.,

              obstetrical analgesia, chronic pain management, regional anesthesia). The AANA also provides guidance for these practice areas: Analgesia and Anesthesia for the Obstetric Patient, Guidelines, Chronic Pain Management Guidelines, and Regional Anesthesia and Analgesia Techniques - An Element of Multimodal Pain Management, Practice Considerations.

               

              Although the standards are intended to promote high-quality patient care, they cannot ensure specific outcomes. There may be patient-specific circumstances (e.g., informed consent for emergency cases that may be difficult to obtain, mass casualty incident) that require modification of a standard. The CRNA must document modifications to these standards in the patient’s healthcare record, along with the reason for the modification. When integrating new technologies or skills into practice, the CRNA will obtain any necessary education and evidence competency.

               

              Standard 1: Patient’s Rights

              Respect the patient’s autonomy, dignity, and privacy, and support the patient’s needs and safety

               

              Standard 2: Preanesthesia Patient Assessment and Evaluation

              Perform and document or verify documentation of a preanesthesia evaluation of the patient’s general health, allergies, medication history, preexisting conditions, anesthesia history, and any relevant diagnostic tests. Perform and document or verify documentation of an anesthesia-focused physical assessment to form the anesthesia plan of care.

               

              Standard 3: Plan for Anesthesia Care

              After the patient has had the opportunity to consider anesthesia care options and address his or her concerns, formulate a patient-specific plan for anesthesia care. When indicated, the anesthesia care plan can be formulated with members of the healthcare team and the patient’s legal representative (e.g., healthcare proxy, surrogate).

               

              Standard 4: Informed Consent for Anesthesia Care and Related Services

              Obtain and document or verify documentation that the patient or legal representative (e.g., healthcare proxy, surrogate) has given informed consent for planned anesthesia care or related services in accordance with law, accreditation standards, and institutional policy.

               

              Standard 5: Documentation

              Communicate anesthesia care data and activities through legible, timely, accurate, and complete documentation in the patient’s healthcare record.

               

              Standard 6: Equipment

              Adhere to manufacturer’s operating instructions and other safety precautions to complete a daily anesthesia equipment check. Verify function of anesthesia equipment prior to each anesthetic. Operate equipment to minimize the risk of fire, explosion, electrical shock, and equipment malfunction.

               

               

               

               

              Standard 7: Anesthesia Plan Implementation and Management

              Implement and, if needed, modify the anesthesia plan of care by continuously assessing the patient’s response to the anesthetic and surgical or procedural intervention. The CRNA provides anesthesia care until the responsibility has been accepted by another anesthesia professional.

               

              Standard 8: Patient Positioning

              Collaborate with the surgical or procedure team to position, assess, and monitor proper body alignment. Use protective measures to maintain perfusion and protect pressure points and nerve plexus.

               

              Standard 9: Monitoring, Alarms

              Monitor, evaluate, and document the patient’s physiologic condition as appropriate for the procedure and anesthetic technique. When a physiological monitoring device is used, variable pitch and threshold alarms are turned on and audible. Document blood pressure, heart rate, and respiration at least every five minutes for all anesthetics.

              a.     Oxygenation

              Continuously monitor oxygenation by clinical observation and pulse oximetry. The surgical or procedure team communicates and collaborates to mitigate the risk of fire.

              b.     Ventilation

              Continuously monitor ventilation by clinical observation and confirmation of continuous expired carbon dioxide during moderate sedation, deep sedation or general anesthesia. Verify intubation of the trachea or placement of other artificial airway device by auscultation, chest excursion, and confirmation of expired carbon dioxide. Use ventilatory monitors as indicated.

              c.     Cardiovascular

              Monitor and evaluate circulation to maintain patient’s hemodynamic status. Continuously monitor heart rate and cardiovascular status. Use invasive monitoring as appropriate.

              d.     Thermoregulation

              When clinically significant changes in body temperature are intended, anticipated, or suspected, monitor body temperature. Use active measures to facilitate normothermia. When malignant hyperthermia (MH) triggering agents are used, monitor temperature and recognize signs and symptoms to immediately initiate appropriate treatment and management of MH.

               

              e.     Neuromuscular

              When neuromuscular blocking agents are administered, monitor neuromuscular response to assess depth of blockade and degree of recovery.

               

              Standard 10: Infection Control and Prevention

              Verify and adhere to infection control policies and procedures as established within the practice setting to minimize the risk of infection to patients, the CRNA, and other healthcare providers.

               

              Standard 11: Transfer of Care

              Evaluate the patient’s status and determine when it is appropriate to transfer the responsibility of care to another qualified healthcare provider. Communicate the patient’s condition and essential information for continuity of care.

               

              Standard 12: Quality Improvement Process

              Participate in the ongoing review and evaluation of anesthesia care to assess quality and appropriateness to improve outcomes.

               

              Standard 13: Wellness

              Is physically and mentally able to perform duties of the role.

               

              Standard 14: A Culture of Safety

              Foster a collaborative and cooperative patient care environment through interdisciplinary engagement, open communication, a culture of safety, and supportive leadership.

               

              In 1974, the Standards for Nurse Anesthesia Practice were adopted. In 1983, the “Standards for Nurse Anesthesia Practice” and the “Scope of Practice” statement were included together in the American Association of Nurse Anesthetists Guidelines for the Practice of the Certified Registered Nurse Anesthetist. That document subsequently has had the following name changes: Guidelines for Nurse Anesthesia Practice (1989); Guidelines and Standards for Nurse Anesthesia Practice (1992); and Scope and Standards for Nurse Anesthesia Practice (1996). The Scope and Standards for Nurse Anesthesia Practice was most recently revised in January 2013. In February 2013, the AANA Board of Directors approved separating the Scope and Standards for Nurse Anesthesia Practice into two documents: the Scope of Nurse Anesthesia Practice and the Standards for Nurse Anesthesia Practice. Revised by the AANA Board of Directors in February 2019. The Standards for Office Based Anesthesia Practice were adopted by the AANA Board of Directors in 1999 and revised in 2001, 2002, November 2005, and January 2013. Upon the February 2019 revision of the Standards of Nurse Anesthesia Practice, the Standards for Office Based Anesthesia Practice were archived, as they are subsumed within the Standards for Nurse Anesthesia Practice. The supplemental resources from the Standards for Office Based Anesthesia Practice were transitioned to resource documents on the AANA website.© Copyright 2019

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

               

              ACADEMIC INTEGRITY POLICY

               

              (Taken from the Arkansas State University Student Handbook):

              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.

               

              1.         Plagiarism is the act of taking and /or using ideas, work, and/or writings of another person as one’s own.

              a.              To avoid plagiarism, give written credit and acknowledgment to the source of thought, ideas, and/or words, whether you have used direct quotation, paraphrasing, or just reference to a general idea. No copying and pasting from electronic textbooks/documents is permitted.

              b.              If you directly quote works written by someone else, enclose the quotation and marks and provide an appropriate citation (e.g., footnote, endnote, bibliographical reference).

              c.              Research, as well as the complete written paper, must be the work of the person seeking academic credit for the course (anesthesia care plans, papers, book reports, projects, and/or class assignments).

                         

              2.         Discipline: Faculty members may respond to cases of plagiarism in any of the following ways:

              a.              Return the paper or other item for rewriting; the grade may be lowered.

              b.              Give a failing grade on the paper or other item-“F” if a letter grade is used for zero if a numerical grade is used.

              c.              Give the student who plagiarized a failing grade in the course.

              d.              Recommend sanctions, including disciplinary expulsions from the university.  (See A-state Student Handbook   for procedural details).

               

              3.         Cheating: An act of dishonesty with the intension of obtaining and/or using information in a fraudulent manner.

              a.              Observing and/or copying from another student’s test paper, reports, computer files and/or other class assignments.

              b.              Giving or receiving assistance during an examination period by any method.  (This includes proving specific answers to subsequent examinees and/or dispensing or receiving information that would allow students to have an unfair advantage in the examination over students who did not possess such information).

              c.              Using class notes, outlines and other unauthorized information during the examination period.

              d.              Using, buying, selling, stealing, transporting, or soliciting, any part of entirety, the contents of an examination or other assignment not authorized by the professor of the class.

              e.              Using for credit in one class a term paper, book report, project or class assignment written for credit in another class without the knowledge and permission of the professor of another class.

              f.               Academic Integrity is to be maintained in the clinical portion of the program. Any student found to obtain or pass on any information regarding any exam such as ExamSoft, APEX, or any other exam or quiz will be subject to actions of the Academic Integrity Committee with the possibility of program dismissal.

              g.              Exchanging places with another person for the purpose of taking an examination or completing other assignments.

               

              4.         Discipline: Faculty members may respond to cases of cheating in any of the following ways:

              a.              Allow the testing to progress without interruption, informing the offending student about the offense and award a failing grade on the test-“F” if a letter grade is used or zero if a numerical grade is used.

              b.              Seize the test of the offending student and give a failing grade on the paper.

              c.              Give the offending student a failing grade in the course.

              d.              Recommend sanctions, including disciplinary expulsion from the university. (See A-State Students Handbook).

              Any student who knowingly helps another violates academic behavior standards is also in violation of the standards.

              ·              Withholding related information or furnishing false or misleading information (oral or written) to program and or university officials, faculty or staff.

              ·              Forgery, alteration, or misuse of any program or university document, material, record or instrument of identification.

               

              e.               

               

              5.     Artificial Intelligence (AI):  See Course Syllabi)

               

               

               

              POLICY/PROCEDURE GUIDELINES FOR INFECTION CONTROL

              See Policy in DNP NA Student Resources Found on Canvas Dashboard

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

              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 methods. Social media includes both your personal or someone else’s personal web log/blog, journal, website, or chat room, and group interchanges such as Instagram, Tick Tock, Facebook, X, or LinkedIn and social media anonymous sites. This includes any future social media outlets. 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 image or language which could adversely affect successful employment upon graduation.

               

              Please make responsible decisions about your use of social media (Adopted Nov 24, 2014).

               

              In order to promote professionalism of students enrolled in the Nurse Anesthesia Program at Arkansas State University, no student shall post photos, comments, or other forms of a web-based material of faculty, students, clinical personnel or patients to their web-based communication sites such as, but not limited to: Face Book, Tick Tock, Instagram, X, etc., without the before mentioned person’s permission.  In addition, students should not supply or forward photos, comments or other web-based materials to anyone for posting on any web-based communication sites, without that person’s consent.  Any student found to have posted, supplied or forwarded materials for postings used on web-based communication sites without appropriate permission may be dismissed from the Nurse Anesthesia Program.  Material from clinical sites is never to be posted or distributed.  Posting material from clinical sites is considered a HIPAA violation and will be reported to the proper federal authorities for investigation and/or prosecution.  Prior to taping ANY lecture, permission MUST be obtained by the instructor.

               


               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

               

               

              STUDENT GRIEVANCE PROCEDURE:  See A-State Student Handbook.

               

              https://www.astate.edu/student-life/student-support/student-conduct/astate-student-handbook-2025.pdf

               

               

               

              STUDENT SERVICES:  See DNP NA Student  Resources in Canvas

               

                 https://www.astate.edu/student-life/student-support/index.html

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

              SECTION III

              NURSE ANESTHESIA PROGRAM POLICIES

               


               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

               

               

               

              AANA ASSOCIATE MEMBERSHIP

              All students are required to join the American Association of Nurse Anesthetists of Nurse Anesthetists (AANA) within 30 days of beginning classes.  The cost of the membership is the responsibility of the student.  The current fee is $200.00 and may be subject to change.  Benefits of the membership include:

              1.              Subscription to AANA Journal.

              2.              Subscription to AANA News Bulletin.

              3.              Reduced enrollment fees at national and state meetings.

              4.              Opportunities to network with other student anesthetists, CRNAs, and health service industry personnel

               

              SIGMA THETA TAU

              Students are encouraged to apply for membership in the National Honor Society of Sigma Theta Tau. Arkansas State University’s chapter is Eta Theta. Application for membership may occur upon completion of one-quarter of the required curriculum and have achieved a GPA of at least 3.5 on a 4.0 scale.

               

               

              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. The N.A Program requires proof of current/active health insurance prior to starting the program and throughout enrollment in the program.  Many clinical sites require proof of health insurance upon credentialing.

               

              PREGNANCY POLICY

              The A-State Nurse Anesthesia Program follows the University Pregnancy Policy. See Link: https://kb.astate.edu/books/pregnancy-parenting

               

              TIME COMMITMENT

              Students may expect to spend approximately 60 hours in preparation for didactic studies. The COA defines “limiting student time commitment to a reasonable number of hours that does not exceed 64 hours per week.  This limitation is meant to support patient safety and promote effective student learning. The Glossary defines ‘reasonable time commitment’ as the sum of the hours spent in class and all clinical hours averaged over 4 weeks. Students must have a 10-hour rest period between scheduled clinical duty periods (i.e., assigned continuous clinical hours). At no time may a student provide direct patient care for a period longer than 16 continuous hours.” Any student providing continuous patient care for 16 hours must have 24 hours off prior to the following clinical assignment.

               

              MANDATORY MEETINGS

              Nurse Anesthesia faculty reserves the right to require students to report to campus at any time for mandatory meetings concerning Nurse Anesthesia class meetings, business and/or other issues.

               

              WORK FOR COMPENSATION

              Students need to be devoted to full-time study and the practice anesthesia. Employment is strongly discouraged. The Nurse Anesthesia Faculty reserves the right to prohibit employment if clinical and/or didactic educational responsibilities are not met.

               

              During the length of the Program, the student is not permitted employment as a nurse anesthetist by title or function. Any student NOT in full compliance with this mandate is subject to immediate dismissal from the Nurse Anesthesia Program.

               

               

               

               

              STUDENT REQUIREMENTS

              Each student is required to:

              1.              Maintain a current unrestricted multi-state compact RN license for the duration of the Program and for 90 days post-graduation/program completion.

              2.              Have BLS, ACLS, and PALS (AHA) upon application for admission to the program.

              3.              Maintain current certification in BLS, ACLS, and PALS (AHA) throughout the duration of the Program and for 90 days post-graduation/program completion.

              4.              Obtain an annual physical exam, current PPD, flu vaccine, hepatitis B vaccine, mumps, rubella and varicella vaccines or titer levels. The tetanus/diphtheria vaccine must be less than 10 years, and completion date of polio series and evidence of meningitis vaccine must be presented to the Nurse Anesthesia Program.

              5.              Become an Associate Member of the American Association of Nurse Anesthetists (AANA). Associate membership provides a subscription to the AANA Journal, AANA Bulletin, and eligibility to serve on one of the Councils.

              6.              Purchase an earpiece, precordial stethoscope and chest pieces, stethoscope, and 2 white lab coats.

              7.              Review A-State’s student e-mail account at least twice a day-morning and evening (and PRN). Students are required to respond to any email sent by faculty within a reasonable amount of time.

              8.              Notify the Program and the School of Nursing with changes of address, phone numbers, and e-mail within 48 hours.

              9.              Have a functional wireless laptop.

              10.            Drug screens and criminal background checks are required prior to clinical experiences. The Nurse Anesthesia Program may require a drug screen at any time and any place while enrolled in the program.  The cost of which is the responsibility of the student.  Examples of which the Nurse Anesthesia Program may require a student drug screen are (but not limited to) the following:  Clinical entry drug screens, random drug screens, drugs screens for site specific clinical rotations, and drug screens for suspicion of intoxication and/or under the influence of mind-altering medication.

               

              **Failure to comply with any of the above will result in charge of personal days, vacations days, and/or removal from the clinical area with time missed to be completed at the end of the semester/ program. Refusal or delay of obtaining a requested drug screen is grounds for automatic dismissal from the program.


               

              EXAMINATIONS:  See Course Syllabi

                         

               

              SCHOOL OF NURSING POLICY FOR TECHNICAL AND PHYSICAL STANDARDS

                          The School of Nursing affirms that all students enrolled in the graduate, nurse anesthesia 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.

               

                          The advanced practice nurse anesthetist must possess the knowledge and ability to effectively assess his or her client's biophysical, psychological, social, cultural, and intellectual domains. Further, the advanced practice 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 anesthesia interventions, execute all or part of the anesthesia care plan through advanced practice nursing acts, and evaluate the care delivered and the client's responses to it.

                         

                          Candidates for advanced practice 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. Technological compensation can be made for some handicaps in certain of these areas, but candidates must be able to perform in a reasonably independent manner. The use of a trained intermediary is not possible.

               

              The following abilities and skills are necessary to meet the requirements of the curriculum:

               

                          Observations

                         

                          The candidate must be able to observe patients and monitors accurately at a distance and close at hand. Observation necessitates the functional use of vision and tactile sensation. It is enhanced by the functional sense of smell.

               

                          Communication

               

                          The candidate must be able to speak, hear, and observe patients in order to elicit information; describe changes in mood, activity, posture, mentation, and consciousness; 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 anesthesia 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 medications, assessment of vital signs, administration of general, regional, and monitored anesthesia care anesthetics, and insertion invasive monitoring lines. Examples of required gross motor skills would include, but are not limited to, positioning clients, 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 nurse anesthetists, 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 and all members of the healthcare team. Candidates must be able to tolerate physically taxing workloads and to function effectively under stress. They must be able to adapt to changing environments, display flexibility, and learn to function in the face of uncertainties inherent in the clinical problems of many patients. Compassion, integrity, concern for others, and appropriate interpersonal skills, interests, and motivations are all personal qualities necessary for professional nursing.

               

              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

               

               

               

              GUIDELINES FOR COMPLETING CLINICAL CASE RECORD:

               

              See DNP NA Student Resources

               

              https://arkansasstateuniversity.instructure.com/courses/95688/pages/guidelines-for-counting-clinical-cases?module_item_id=2809343

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

                                                                           ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

              Accreditation Policy

               

              I.          Policy:  Arkansas State University College of Nursing and Health Professions, School of Nursing – Nurse Anesthesia Program will maintain current accreditation status with the appropriate accrediting agencies and will accurately publish its accreditation status in all advertising statements, publications, and catalogs.

               

              II.         Purpose:  The purpose of the policy on accreditation is to ensure that accreditation is maintained and accurately reflected by the Program.

               

              III.        Procedure: 

              A.         The Program will voluntarily participate in:

              1.         the accreditation process as outlined by the Council on Accreditation of Nurse Anesthesia Educational Programs;

              2.         the accreditation process as outlined by the Accreditation Commission for Education in Nursing; and

              3.         the accreditation process as outlined by the Higher Learning Commission Northcentral Association.

              B.         The Arkansas State University, College of Nursing and Health Professions’ School of Nursing and the Nurse Anesthesia Program will accurately reflect the status of accreditation in all advertising statements.

              C.         Students are actively involved in the accreditation process and details related to their role will be provided during the planning of the accreditation process.

               

              IV.        Accreditation Statement:

               

              Arkansas State University College of Nursing and Health Professions, School of Nursing’s DNP in Nurse Anesthesia Program is accredited by the Council on Accreditation of Nurse Anesthesia Educational Programs (COA), 10275 West Higgins Rd. Suit 906 Rosemont, Ill. 60018-5603; phone: 224-275-9130; https://www.coacrna.org  

              The COA is a specialized accrediting body recognized by the Council on Higher Education (CHEA) and the United States Department of Education (USDE). The program’s next review by the COA is scheduled for 2034.

               

              Arkansas State University College of Nursing and Health Professions, School of Nursing’s DNP in Nurse Anesthesia Program is accredited by the Accreditation Commission for Education in Nursing (ACEN), 3390 Peachtree Rd, Suite 1400, Atlanta, Georgia 30326; phone 404-975-5000; https://www.acenursing.org/

               

              The DNP program is accredited by the Accreditation Commission for Education in Nursing, 3343 Peachtree Rd, NE, Suite #850, Atlanta, GA 30326, Telephone: (404) 975-5000, http://acenursing.org/.

               

              Arkansas State University is accredited by the institutional accreditor, the Higher Learning Commission North Central Association.

               

               


               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

                                                            Admission, Transfer, and Graduation Criteria Policy

               

              I.          Policy: 

                                      Arkansas State University College of Nursing and Health Professions, School of Nursing        Nurse Anesthesia Program, will admit to the program only those applicants that fulfill the            admission criteria.

               

              II.         Purpose: 

                                      The purpose of the policy on admission criteria is to ensure that the admission criteria are       delineated for all applicants to the program.

               

              III.        Procedure: 

              A.              The procedure for admission shall be determined by the following steps:

              1.              The Program will admit only those applicants that fulfill the following criteria:

              a.              Successful admission to the Arkansas State University Graduate School

              b.              Bachelor of Science in Nursing (BSN) from an ACEN or CCNE accredited program of nursing from a regionally accredited college or university. 

              c.              Current unrestricted/unencumbered (clear/active) license as a registered nurse in one of the states/compact states or one of the protectorates of the United States, with eligibility for Arkansas, Tennessee, Mississippi and Missouri R. N. license.

              d.              A cumulative grade point average of 3.25 on undergraduate course work or 3.25 on the last 60 hours of undergraduate work on a 4.0 scale.

              e.              Graduate Record Examination (GRE) on application. Must be taken within 5 years of application demonstrating:

              i.          A combined verbal and quantitative score of 300 is preferred.

              ii.          An analytical writing section score.

              f.          A minimum of one (1) year full-time work experience as a registered nurse in a critical care setting at the time of admission. Critical care experience must be within two (2) years of application. Critical care setting examples include but are not limited to: Surgical Intensive Care, Medical Intensive Care, Neuro Intensive Care, Cardiothoracic or Cardiovascular Intensive Care, Burn/Trauma Intensive Care, Neonatal or Pediatric Intensive Care. A-State Nurse Anesthesia Program does not accept Emergency Room, Post-Anesthesia Care Unit, Operating Room or Obstetrical – Labor & Delivery Unit experience.

              g.         Completion of a 3-credit hour graduate level descriptive and inferential statistics course with a grade of “B” or higher.

              h.         Three references, which should be current and/or former supervisors completed on the program’s recommendation forms.

              i.          Current BLS, ACLS and PALS certification on application.

              j.          CCRN or Cardiac Surgery Certification on application

              k.          Successful completion of interview process.  Interview is by invitation          only.

              l.          Admission decisions are non-grievable.

               

               


               

              English Proficiency Requirements

              The College of Nursing and Health Professions 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.

               

               

              Applicants whose primary language is not English or did not attend K-12 in the United States must demonstrate English language proficiency through the following tests:

               

              The TOEFL is available at the ASU Testing Center. When taking the exam off campus, the report code for A-State is 6011. All test scores are valid for two (2) years.  

               

              ​​​​​​​Exemptions may apply: See A-State Undergraduate and Graduate admission pages for more information. 

              Beginning July 1, 2026:

              The College of Nursing and Health Professions 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.   

              Applicants whose primary language is not English or did not attend K-12 in the United States must demonstrate English language proficiency through the following tests:  

              Test of English as a Foreign Language (TOEFL)with a score of 4.5 on the preferred internet-based test (iBT)

              ·         For exams taken before January 21, 2026:  
              We require a minimum TOEFL iBT score of 86  

              ·         For exams taken on or after January 21, 2026:  
              We require a minimum TOEFL iBT score of 4.5   

              ·         International English Language Testing System (IELTS) with a score of at least 7 and a spoken band score of 7.   

              ·         Pearson Test of English Academic (PTE) with an overall score of 63.   

              ·         Accuplacer Exit ESL: with a score of 109 

              The TOEFL and Exit ESL are available at the ASU Testing Center. When taking the exam off campus, the report code for A-State is 6011. All test scores are valid for two (2) years.   

               Exemptions may apply: See A- State Undergraduate and Graduate admission pages for more information.  

              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.  

               

              2.         The procedure for admission is as follows:

              a.         Complete online NURSINGCAS application for admission to the graduate  

                            school/anesthesia program.

              B.         The procedure for transfer shall be determined by the following steps:

              1.         The school does not accept direct transfer students from other graduate nursing programs or students who have previously attended a nurse anesthesia program.

              2.         Students who have attended another nurse anesthesia program may apply to the program and must follow admission criteria.

              3.         Transfer credits are not allowed.

              C.         The procedure for graduation shall be determined by the following steps:

               

              1.            Attending Hooding Ceremonies is required.

              2.              Meet all requirements set forth by the Nurse Anesthesia Program, School of Nursing, and College of Nursing and Health Professions at Arkansas State University.

              3.              Meet all requirements specified by the Council on Accreditation of Nurse Anesthesia Educational Programs and National Board on Certification and Recertification of Nurse Anesthetists (NBCRNA). 

              4.              Submit a formal application to the graduate school prior to enrolling in the final semester of the program. 

              5.              Possess an accumulative grade point average of 3.0 on all course work.

              6.              Maintain AHA BLS, ACLS and PALS certification, which is valid for at least ninety (90) days post-graduation.

              7.              Maintain an unrestricted Registered Nurse license, which is valid for at least ninety (90) days post-graduation.

              8.              Fulfill all financial obligations to Arkansas State University. Students must complete the financial-aid exit interview.

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

              Allowable Time Off Policy

              (Vacation, PDO, Education Leave)

               

              I.          Policy: 

              a.              Students are required to attend all scheduled classes and clinical experiences appropriate for their level of experience. In order to receive University credit for the course, as each clinical course is assigned University credit, the clinical student must fulfill all commitments associated with the course. Each student is allotted Vacation: 2 weeks; Personal Day Off (PDO): 10 days.

               

              II.         Purpose: 

                                      The purpose of a Student Allowable Time Off Policy is to delineate required attendance of students while enrolled in the Nurse Anesthesia Program.

               

              A.             Vacation: 

              a.     Each student is allowed a maximum two (2)  weeks vacation.

              b.     Submit to NA Leave (NALeave@astate.edu) ≥ 60 days in advance (vacation)..

              c.      Vacation time is only granted in full week increments (Monday-Friday).  Students will need to verify with their clinical coordinator whether or not they will have to work the weekend before or after the Monday –Friday vacation. Vacation days may not be taken individually, added to educational time or personal days off.     

              d.     If vacation is taken during any week that the OR is closed (e.g., low census, holiday, etc.) the student will be charged all 5 days regardless of holiday.

              e.     Only one (1) vacation week may be taken at a time. Vacation and PDO cannot be used together unless extraordinary circumstances are deemed by faculty.

              f.       If vacation is taken during any week that the OR is closed (e.g., low census, holiday, etc.) the student will be charged all 5 days regardless of holiday.

              g.     Personal days immediately preceding or following any scheduled vacation week, meetings, or holidays will require verification of illness from a health care provider. Students calling in sick/taking personal days in such manner will be assessed TRIPLE vacation time.

              h.     No more than 20% of students in the same class that are assigned to the same clinical site may be granted vacation at the same time. 

              i.       No vacation will be granted during the didactic portion of the program

              j.       No vacation will be granted during the first clinical rotation practicum

              k.     No more than one (1) week of vacation per month is allowable.

              l.       No vacation is permitted in March, April or May of the final semester of the program

              m.    No vacation may be taken during specialty rotations.

              n.     No vacation may be taken in an off rotation of 6 weeks or less.

               

              B.        Planned Personal Day Off:

              a.      Time granted as planned personal day off should be requested 2 weeks in advance and approved by NA faculty.  

              b.       A planned personal day off request form should be completed and emailed to NA Leave at NALeave@astate.edu. 

               

              c.      Only one (1) planned personal day may be granted at a time and any consecutive days will not                  

               

              be approved except under extraordinary circumstances. In this context consecutive is defined as sequential order for example taking every Monday in a month. Students may only request 1 PDO per month.

              d.      Students will only be allowed to take 1 PDO per month during March, April and May of the final semester of the program.

              e.      No more than one PDO may be taken during specialty rotations.

              f.        Only one (1) PDO may be taken during an off rotation of 6 weeks or less.  

               

                    C       UnPlanned Personal Day Off:

               

              g.      Two (2) or more consecutive unplanned personal days will require documentation from a physician, APRN, or student health. If a student takes an unplanned personal day on the date of an exam, the student must submit documentation from a physician, APRN, or student health in order to be allowed to make up the exam. Failure to provide documentation will result in a zero for the exam.

              h.             Unplanned personal days immediately preceding or following any scheduled Vacation weeks, meeting leaves, or holidays (including/in addition to Christmas Eve and New Year’s Eve) will require verification of illness from a health care provider. If a holiday (or Christmas Eve, NYE, etc.) falls on a weekend, then the preceding scheduled work day will be defined as the last scheduled clinical day and the following scheduled work day will be defined as the next scheduled clinical day.  Students taking unplanned personal days in such a manner will be assessed TRIPLE vacation time.

              i.       For any unplanned personal day taken during March, Aprill, or May of the final semester of the  Nurse Anesthesia Program, the student must submit documentation from a physician, ARPN, or student health within 24 hours. Failure to do so may result in:

                                                             i.     Failure of the course

                                                            ii.     Dismissal from the program

              j.       Unplanned personal day off taken during the following scheduled clinical experiences will be charged as follows:

               

                                                   I.  8 hour scheduled experience – 1  PDO day

                                                   II.. 2 hour scheduled experience – 1.5  PDO days

                      III, 16 hour scheduled experience – 2 PDO days

                      IV. 24 hour scheduled experiences – 3 PDO days

               

              k.      When an unplanned personal day is used, the following procedures must be followed:

              l.       The student must notify the assigned clinical site at least TWO (2) HOURS prior to scheduled experience. Students must follow the clinical affiliate site’s protocol for provider absences. The student requires documentation of the time as well as the name of the person-taking message.

              m.    The student must EMAIL the Anesthesia Program Director TWO (2) HOURS prior to start of scheduled shift.  Students are to communicate DIRECTLY with faculty regarding notification of illness, time of site notification and name of facility personnel who took the message.

              n.      An EMAIL must be sent to the appropriate area clinical coordinator and NA leave email address with the attached NA Leave documentation within 24 hours following illness notification of program director and clinical site. Failure to submit within 24 hours will result in triple vacation time charge.

              o.      Students having 3 or more unplanned PDOs in a semester will be required to make up all of the unplanned day or days missed, and the original PDO will not be returned..  

              p.      Any unplanned PDO taken in a specialty rotation or off rotation of 6 weeks or less will be required to be made up during that rotation period

              q.      Any 2 or more unplanned PDO days taken prior to time off from clinical (class day, weekend) will be required to be made up during that rotation period

              r.       Proof of the make-up days is the responsibility of the student and corrective action may be taken if not completed.  

               

              D      Educational Time Off (ETO):

              Time may be granted for educational experiences at the discretion of the Program Director.  A maximum of one (1) day is available as a second or third year student. These days are granted for attendance to an educational endeavor with direct relationship to current evidence-based practice of Nurse Anesthesia education (regional anesthesia conference etc….) Use of this time, requires a copy of the meeting registration and submission of documentation of attendance.

              Students must request educational time off via NA Leave at least 90 days prior to the event.

               

              This cannot be used for other purposes such as job interviews (PDO must be used),

               

               

               

               

              E Professional Meeting Time Off:

              a  Time may be granted for educational experiences at the discretion of the Program Director.  A   

                   maximum of two (2) days are available as a second or third year student. These days are granted for  

                   attendance to national, state, and local meetings that have direct relationship to the practice of nurse anesthesia. Use of this time, requires a copy of the meeting registration and submission of    documentation of attendance.

              b  Students must request meeting time off via NA Leave at least 90 days prior to the event.

                              There will be no NA Leave charge for meeting dates. Approval of NA Leave for  

                               meetings/conferences is at the discretion of the Program Director.

                               Attendance of two (2) Valley Review Courses is required.  These two mandatory Reviews will be

                               scheduled by DNP NA Administration and strategically placed within the program to facilitate

                               meeting the SEE benchmark and promote NCE success.   

               

               

              F.       Military Time Off:

                          a. The program recommends that students perform active duty training before                                                   starting the program or after graduation, so as to not interfere with educational                                                    commitment. Students who take active duty training during formal course work

                                are required to obtain the information and pass each course to obtain credit for

                                the course(s). Vacation time may be used to fulfill active duty requirements or a leave of absence   

                                may be required for longer periods of active duty.

                          b. Time off for completion of military duty obligations must be requested upon                                                            receipt of orders.

                          c. Documentation from the military is required before granting time off to fulfill                                                   obligations.

               

               

              G. General Time Off Policies:

               

              b.     For any mandatory event/class missed that is unexcused, two (2) PDO days will be charged.    

              c.      For mandatory events/classes missed, the student is required to email and call the N. A Director or, Nurse Anesthesia Faculty, and submit NA leave form prior to start  of the missed event. Failure to submit NA Leave form to NALeave@astate.edu within 24 hours will result in triple PDO time charged.

              d.     Occasionally, changes in class times and days may be necessary.  Students are responsible for checking their own class schedules.  Students will be notified of changes by Nurse Anesthesia Faculty via email or verbal notification (check twice daily and PRN).

              e.     Any personal day beyond the allotted amount must be completed retrospectively at the end of the semester prior to the commencement of the next semester. If unable to do so, graduation will be delayed. (Exceptions may be made at the Program Director’s direction) The student may not work more than the time commitment permitted by the COA.

              f.       Any time taken away from the clinical arena for appointments, etc. beyond the allotted must be completed as a full eight-hour clinical day. The entire day will be made up.  

              g.    If students have a PDO or Vacation during the first week of a semester, attendance to the semester orientation is mandatory

               

               

                     

               

               

               

               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

              Attendance & Other Time Off Policy

               

              I.          Policy: 

                          Students are required to attend all scheduled classes and clinical experiences appropriate for their level of experience. To obtain an excused tardiness or absence, it has to be granted by the University’s Nurse Anesthesia Program’s faculty. Personal days will be assessed for any absence.

               

              II.         Purpose: 

                          The purpose of the student attendance policy is to delineate required attendance of students while enrolled in the Nurse Anesthesia Program.

               

              III.             Procedure: 

                                      Student attendance shall be recorded according to the following procedures:

                          A.         Class, Seminar and Conference Attendance:

              1.              There will be no unexcused absence from classes, seminars or conferences. If you are unable to attend class or weekly conferences you must call the Nurse Anesthesia Faculty, e-mail the program director and submit a leave form to NA leave.

              2.         Three (3) incidents of unexcused tardiness from didactic classes may result in failure of the course.

              3.         Unexcused absence from didactic courses will result in an incomplete status or failure for the course.  Two unexcused absences from class or seminars may result in failure of the course.

              4.         Occasionally, changes in class times and days may be necessary.  Students are responsible for checking their own class schedules.  Changes will be worked out between the class, course coordinator, and the program director.

                          5.           Personal days will be assessed for any absence.

               

                          B.         Clinical Component:

              In order to receive University credit for the course, since each clinical course is assigned University credit, the clinical student must fulfill all time commitments associated with the course. Therefore,

              1.         Any day beyond the ten (10) planned/unplanned personal days must be completed retrospectively at the end of the semester prior to the commencement of the subsequent semester. The student may not work more than the time commitment permitted by the COA: DNP Accreditation Standards.

              2.         Any time taken away from the clinical arena for appointments, etc. beyond the allotted (10) planned/unplanned personal days will be completed retrospectively at the end of the semester as a complete eight-hour clinical day or assessed vacation time. (if pulled for expired ACLS, immunization, etc.)

              3.         When requesting planned/unplanned personal days: See Allowable Time Off Policy

                                        4.          Three (3) incidents of unexcused tardiness from clinical area may result in failure of the course.           

                                      5.         One (1) unexcused absence from clinical area may result in an incomplete                     status or failure for the course.

               

                

                                         6.           Students are highly discouraged from attempting to manipulate a set    

                                                       rotation/schedule once it has been made during their clinical experience. Should                                        

                                                       any changes be made, the student must notify by email, the Program director         

                                                       with the reason for the change. If the student fails to do this, or does hot have a        

                                                       legitimate reason, corrective action will be taken.

                                       7.             A request asking to alter any existing facility schedule, should be first brought to    

                                                      the attention of the area coordinator prior to any contact with clinical coordinator.

              9.          The student is to remain flexible with how clinical rotations may change due to the    

                   needs of the students and facilities

              10.        Corrective action will be taken such as warning, probation up to an including 

                   dismissal from the program.

                                                                                                                                                                                                                                                                          

                              

                         

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

              Audio, Videotaping, or Photographing of Faculty, Administration and Staff Policy

               

              Policy:

              Students may not audio, videotape, or photograph faculty, administration or staff without his/her consent.

               

              Purpose:

              The purpose of the audio, videotaping, and photographing faculty, administration, and staff policy is to remain in compliance with Arkansas State law.  According to Arkansas State law 5-60-120. Interception and recording, it is unlawful for a person to intercept a wire, landline, oral, telephonic communication, or wireless communication, and to record or possess a recording of the communication unless the person is a party to the communication or one (1) of the parties to the communication has given prior consent to the interception and recording.  Any violation of this section is a Class A misdemeanor.

               

              Procedure:

              The following procedure shall be followed:

              1.     Students wishing to audio or video record OR take a photograph of an instructor, faculty, administrator or staff member shall ask permission and gain consent prior to the interception and recording and/or photographing.

              2.     Any violation of this section is a Class A misdemeanor, as defined by Arkansas state law.

              3.     Failure to comply with this policy may result in course failure (if applicable) and disciplinary measures.  The student may be reported to university and law enforcement authorities.


               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

              Call Policy

               

              I.          Policy: 

                                      Students will participate in planned “Call” clinical experiences. The purpose of the call                                    experience is to help the student develop a realistic picture of the future practice of nurse                              anesthesia. It is expected that the student will gain experiences with emergency surgery,                                     obstetrical patients, patient assessment, resuscitations, and additional responsibilities                                    assumed by anesthesia personnel.

               

              II.         Purpose: 

                                      The purpose of the Call policy is to inform students of the call experience provided by the                               program.

               

              III.        Procedure:

                                      A.         The COA requires a call experience. The COA defines call as “A planned clinical                                           experience outside the normal operating hours of the clinical facility, for example,                                      after 5 p.m. and before 7 a.m., Monday through Friday, and on weekends. Assigned                                     clinical experiences falling within these hours are considered the equivalent of an                                           anesthesia call, during which a student is afforded the opportunity to gain experience                                             with emergency cases. (Standards for Accreditation of Nurse Anesthesia Educational                                Programs, effective May 2015, p. 28).

                          B. Any call experience is calculated as part of the committed time to meet the University             course requirement’s time commitment.

                          C.The student MUST be supervised by a CRNA and/or anesthesiologist during the

                             call experience.

                          D Call Experience:

               

              1.     Call commitment may not begin prior to October of Clinical Practicum I and at that time is subject to the discretion of the clinical coordinator.   

              2.     Call experiences (or any clinical work) may not occur after 7 p.m. the day before class or on the day of class.

              3.     Students must have a ten (10) hour rest period between scheduled clinical duty periods (ie: assigned continuous clinical hours). See Reasonable Time Commitment COA Standards

              4.     A 24-hour rest period is required following any 16-hours of continuous direct patient care

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

                                                                                           

              Clinical Affiliation Policy

               

              I.          Policy: 

              Arkansas State University College of Nursing and Health Professions’ School of Nursing, Nurse Anesthesia Program uses the resources of a number of affiliate clinical sites to provide the student with required and/or enhanced clinical experiences. The program reserves the right to select, revise, or terminate a clinical affiliation at any time and to change the student’s clinical affiliate schedule at any time to meet the requirements set forth by the Council on Accreditation of Nurse Anesthesia Educational Programs standards.

               

              II.         Purpose: 

              The purpose of the Clinical Affiliation Policy is to inform the students of expectations related to participation in clinical affiliation experiences.

               

              III.         Procedure:

                          A.         Current Affiliate Organizations include:

                                      1.         Arkansas Children’s Hospital, Little Rock, AR

                                      2.         Baptist North Little Rock, North Little Rock, AR

                                      3.         Baptist Memorial Hospital, Memphis, TN

                                      4.          Baptist Women’s Hospital, Memphis, TN

                                      5.          Baptist Collierville Hospital, Collierville, TN

                                      6.         Baptist Memorial Hospital – Union County, New Albany, MS

                                      7.         Baptist Memorial Hospital – Desoto, Southaven, MS

                                      8.         Conway Regional Medical Center, Conway, AR

                                      9.         National Park Medical Center, Hot Springs, AR

                                      10.        NEA Baptist Hospital, Jonesboro, AR

                                      11.        Outpatient Surgery Center, Jonesboro, AR

                                      12.        Baxter Regional Medical Center, Mt. Home, AR

                                      13.        Saline Memorial Hospital, Benton, AR

                                      14.        St. Bernard’s Medical Center, Jonesboro, AR

                                      15.        St. Francis Hospital – Park, Memphis, TN.

                                      16.        Le Bonheur Children’s Hospital, Memphis, TN

                                      17.        White County Medical Center, Searcy, AR

                                      18.        St. Vincents Hot Springs , Hot Springs, AR

                                      19.        St. Vincents North Little Rock, LR, AR

                                      20.        Baptist Memorial Hospital-Paragould, Paragould, AR

                                      21.        St. Jude’s Children’s Hospital, Memphis, TN

               

              B.         The Nurse Anesthesia Program is responsible for assigning individual clinical affiliate rotations. Students are prohibited from practicing clinical at sites where conflicts of interests may occur.  Such examples may include, but are not limited to sites where family members are employed and/or act as governing board members or occupy any other similar positions where conflicts of interest may occur. It is the student’s responsibility to notify the Program Director of any of the above situations at any clinical site.  Failure to do so may result in disciplinary action. Final decisions as to whether a conflict of interest may exist will be made by the Program Director.  Student requests and residency location may be considered in determining clinical rotations; however, the decision of the Nurse Anesthesia Program is final. The Nurse Anesthesia Program reserves the right to schedule, alter, or omit student participation in affiliate experiences.

                          C.         The student’s affiliation participation may be rescheduled or omitted if the Nurse Anesthesia                            Faculty concludes the student’s knowledge, skills, and/or performance are insufficient for the                                    designated affiliation.

              D.         Each institution affording the affiliation experience appoints a CRNA or anesthesiologist to                  direct the students’ clinical learning. This CRNA or anesthesiologist is designated as the                 “Clinical Coordinator”.  It is the student’s responsibility to contact the clinical                              coordinator to schedule an orientation time. If in doubt, check with student specific Area

                          Coordinator. Once the orientation time has been set, the student must notify the Nurse

                          Anesthesia Program to note the orientation on the schedule.

              E.         Specific orientation and contact information for each affiliation is provided by the Nurse           Anesthesia Program to the student prior to the affiliate participation.

              F.         The clinical instruction is under the direction of CRNAs or anesthesiologists holding    institutional staff privileges at all affiliate institutions.                                          

              G.         It is the responsibility of the student to provide his/her own transportation/housing, copy of ACLS, BLS, & PALS, (AHA) RN licensure, Criminal Background Check, Drug Screen Results, Liability Insurance and immunization records for affiliate experiences.

              H.         It is the student’s responsibility to follow the department/institution policies and procedures of each clinical affiliate site.

                          I.          Clinical responsibilities of the student during participation in affiliate clinical experiences          include:

              1.          Perform a pre-operative assessment on all anesthetic cases that the student anticipates managing during the assigned clinical hours.

              2.          Provide care plan daily prior to managing the anesthetic case. This needs to be a typed management plan if applicable.

                          3.         Manage a variety of anesthetics.

              4.          Perform a post-operative visit on all in-house patients.

                          J.          Students are responsible for submitting all required (electronic) paperwork (daily clinical 

              performance evaluations, clinical occurrences, preceptor and/or site evaluations) in accordance with the established evaluation deadlines.

                          K          Students are responsible to pre-op every patient.  Students are responsible to perform

                                          post- op assessments on all patients.  Students are responsible to perform pre-op

                                          assessments on all in-patient patients the day before surgery.

                          K.         All scheduled time missed at an affiliation may be made up while at the affiliation at the          discretion of Program Director (see Attendance Policy). 

                          L.          NA Leave (Personal days and Vacation time) is granted by NA administration. Clinical Sites

                                          are notified following Nurse Anesthesia administrative approval. Vacation time may NOT be

                                          scheduled during specialty rotations.

                          O.         The student must notify the Program Director of any clinical occurrences          consistent with the Clinical Occurrence Policy while on affiliation rotations (See Clinical

              Occurrence Policy).

               

               

               


               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

              Clinical Affiliation Site Evaluation Policy

               

              I.          Policy: 

                                      Students, on a regular basis, shall evaluate all clinical sites.  These evaluations will be            compiled anonymously and distributed to the appropriate clinical coordinators and administrative personnel at the respective clinical sites.

               

              II.         Purpose: 

                                      The purpose of a clinical site evaluation policy is to describe and outline the process for          evaluation of clinical sites.

               

              III.             Procedure:  

                                      All clinical sites shall be evaluated using the following procedure:

               

                          Evaluation of all clinical sites:

              A.     Each student will complete evaluations during each site rotation during NURS 8507,   

              NURS 8501 NURS 8608, NURS 8704, NURS 8714, NURS 8807, NURS 8801 & NURS 8908. 

                          B.  These evaluations will be compiled anonymously prior to leaving an affiliate site.

                    Annually:

              1.              The composite summary evaluations shall be presented to the appropriate clinical coordinators and administrators.

              2.              Nurse anesthesia faculty shall discuss suggestions and plans for change based upon the evaluations.

              3.              Nurse anesthesia faculty shall implement and evaluate the efficacy of any previous changes.

               


               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

              Clinical Compliance Policy

               

              I.          Policy:

              Students are required to abide by the established policies and procedures of Arkansas State University, College of Nursing and Health Professions’ School of Nursing, Nurse Anesthesia Program and all affiliate hospitals during their course of study.  Failure to comply with federal or state legal requirements is grounds for immediate dismissal.

               

              II.         Purpose:         

              The purpose of the Clinical Compliance Policy is to inform students of their responsibilities      related to legal and accreditation requirements for institutions providing clinical experiences         for students.

               

              III.        Procedure:

              A.         Policies and procedures of Arkansas State University, College of Nursing and Health Professions’ School of Nursing handbooks are located on the A-State website. A hardcopy of the Nurse Anesthesia Program handbook will be given annually to all students.   

              B.         Criminal History/Sex Offender Background Check

                          1.         A criminal history and sex offender background check of students is a                                   requirement by JCAHO for all hospitals beginning fall of 2004.

              2.         Participation in this process is a required component for completing clinical experiences in the Nurse Anesthesia Program. Each student must obtain a background check prior to full acceptance.

              3.         Completion of the process in a timely manner is the responsibility of the student to ensure full participation in the nurse anesthesia program.

              4.         Students are required to notify the Program Director of any incidents that may affect their ability to practice nursing in the any of the states used by the Nurse Anesthesia Program. The notification must occur no later than 30 days after the incident’s occurrence. Students unable to complete the clinical requirements due to noncompliance may be dismissed from the nurse anesthesia program.

              C.         Use and Disclosure of Protected Patient Information (HIPAA). The use and disclosure of patient information is governed by state and federal regulations and the rules established under the Health Insurance Portability and Accountability Act of 1996 (HIPAA). Students will handle protected information in a confidential manner at all times during the clinical experience at all clinical affiliates.

              1.         Students will participate in institutional in-services regarding the use and disclosure of protected patient information when such in-services are scheduled.

              2.         Students will use and disclose confidential health information only in connection with and for the purpose of performing duties related to the care of their patients.

              3.         Students will not request, obtain, or communicate more confidential information than is necessary to accomplish the duties related to the care required by their patients.

              4.         Students will take reasonable care to properly secure confidential health information on computers and will take steps to ensure that others cannot view or access electronic information. Students will log off of the computer when he/she leaves the computer workstation.

              5.         Students will not disclose or share their personal passwords and will refrain from performing any tasks using another’s password.

              6.         Copies of a patient’s anesthesia record or any patient data will not be made or taken from the anesthesia department. Anesthesia records used for conferences, paperwork will be de-identified.

              7.         Students’ will not use any patient identification information while maintaining their statistics regarding the clinical experience.

              8.         No copies of the OR schedule are to be made.

              9.         Discussions of patient management of care should only be done in appropriate areas. No such discussions should occur in public areas.

              10.        Students will abide by privacy policies of Arkansas State University Nurse Anesthesia Program and clinical affiliations.

              11.        Students will follow the SON Social Networking Policy.

              12.        Violation of HIPAA regulations will result in dismissal from the Nurse Anesthesia Program.

                          D.         Licensure and Certifications (IT IS THE STUDENT’S RESPONSIBILITY TO     

                                         REMAIN

                                         CURRENT WITH STATE REGULATIONS AND TO COMPLY WITH THE STATE

                                         BOARD OF NURSING REGULATIONS PERTAINING TO LICENSURES)

              1.         Students are required to possess a current, unrestricted Registered Professional Nurse licensure. If you:

              a.         Reside in one of the multi-state RN licensing compact states; must   have license for the state of residence.

              b.         Reside outside of one of the multi-state RN licensing compact          states; must obtain license for all states where the program holds a          clinical affiliation.

              2.         Students are accountable according to the scope of the Arkansas Nurse Practice Act and any state where licensure has been granted and clinical experiences are obtained.

              3.         Failure to maintain an active RN licensure, upload into Typhon, and supply to clinical site before license expires will result in the student being removed from clinical experiences, charged TRIPLE the vacations days during removal from clinical and may be placed on clinical probation (See Student Progression Policy).

              4.         Students are required to possess current certifications in BLS, ACLS, and PALS (AHA). A copy of the certifications is to be provided to the Anesthesia Program Office upon application to the program. All re-certifications must be uploaded into Typhon and supplied to clinical affiliate sites before clinical experiences begin.

              5.         Failure to maintain current certifications in BLS, ACLS, and PALS (AHA) will result in the student being removed from clinical, charged TRIPLE the vacations days during removal from clinical, and the student may be placed on clinical probation (See Student Progression Policy).

              6.         The cost of nursing licensure and required certifications are the responsibility of the student.

                          G.         Documentation

              1.         The anesthesia record is a legal document in the patient’s chart. The student will document the anesthetic care provided to the patient according to the clinical affiliation’s policy.

              2.         The student will accurately document the equipment and items to be charged.

              3.         The accountability of controlled drugs must be accurately completed by students in accordance with all federal and state laws, and standards of professional practice.

                          H.         TB testing

              1.         A current TB test report is required to be on file with the Program at all times.

              2.         Students are responsible for obtaining a TB test annually at a minimum and more frequently based upon the affiliate clinical site’s requirement. All results must be uploaded into Typhon.

              3.         The cost of maintaining current TB test, required chest x-ray if applicable etc is the student’s responsibility.

              4.              The TB testing may be obtained at a facility of the student’s choice.

              5.              Failure to maintain a current TB test report on file will result in the student being removed from clinical, charged TRIPLE the vacations days during removal from clinical, and the student may be placed on clinical probation (See Student Progression Policy).

              6.              Follow local health department recommendation for any abnormal results (health card) 

              7.              Any costs associated with maintaining current testing/recommendations by local health department following abnormal results is the student’s responsibility.

              I.              Physical Examination:

                          1.         All students must submit a physical examination form after acceptance into                           the program.

                          2.         Submit a record of immunization for

                                      a.         Measles\rubella,

                                      b.         Hepatitis B virus (HBV) or documented history of hepatitis infection                                       or antibody positive titer

                                      c.          Tetanus booster within the past 10 years.

              J.          Negative PPD skin test result or a negative chest x-ray, health card         

                                                       from the health department when reactive to TB skin testing for any

                                                       semester in which enrolled for clinical courses.

                                      e.         Influenza vaccination must be taken annually.

               

              Receipts from a pharmacy will not be accepted as proof of any immunization. You may submit the receipt, but the receipt must be submitted in addition to proof of administration by the pharmacy and/or provider. This is to be accomplished by a signed letter by the provided/ facility.

               

               

              *************It is the student’s responsibility to keep all credentials and documentation (malpractice    

                   insurance, etc…) current and uploaded to Typhon.  It is also required that each student                                        

                   send a copy to the Nurse Anesthesia Administration Specialist, so that an electronic copy                                 

                   of all credentials may be stored in his or her student file.

               

               


               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

              Clinical Occurrence Policy

               

              I.          Policy:

              The Nurse Anesthesia Program will maintain a confidential file of clinical occurrences for 5 years. Students will report and document all clinical occurrences. These records will be used for quality assurance, peer review and legal purposes.

               

              II.         Purpose:

              The purpose of the Clinical Occurrence Policy is to ensure that students understand the significance of occurrences and those records of occurrence are maintained in the Nurse Anesthesia office for quality assurance and legal purposes.

                         

              III.        Procedure:

              A.         A clinical occurrence is defined as any unexpected event a patient experiences that MAY result in patient harm. This includes deaths that may occur on any anesthesia patient 48 – 72 hours post procedure. This also includes occurrences such as “wet taps”, medication errors, and/or other anesthesia-related unintended occurrences that “may result” in patient harm.

              B.         Any incident must be reported immediately to the Preceptor or Clinical Site Coordinator at the facility.  The student is responsible for notifying the Program Director at the completion of the assigned clinical scheduled experience as soon as possible.  If the Program Director cannot be reached via phone, the student should leave a voicemail and send an email with the signed daily evaluation. If the Program Director cannot be reached, the student is responsible for notifying the Assistant Program Director following the same methods above.

              C.         A typed Clinical Occurrence Report must be completed and submitted to the Nurse Anesthesia Faculty by the first-class day following the event or sooner if instructed by faculty.  ABSOLUTELY NO ELECTRONIC SUBMISSION ALLOWED! NO ELECTRONIC NOTIFICATION OF AN OCCURRENCE IS ALLOWED.

              D.         A scanned copy of a daily evaluation (completed and signed by the preceptor who was precepting the student during the time at which the clinical occurrence occurred) as well as any other daily evaluations that were completed on the same day by any other preceptors must be sent to the Program Director on the day that the occurrence occurred (prior to return to clinical).  

              E.         Failure to follow this policy/notify the Program Director as outlined here may result in disciplinary action, probation, course failure, and/or dismissal of the student.

               

               


               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

              Clinical Daily Performance Evaluation Policy TO TRIAL CCAT JUNE-AUGUST 2026

               

              I.          Policy: 

                                      Students shall receive at least one written evaluation of their clinical experience from                                      clinical faculty and compose a self-evaluation of that clinical experience on the same                                       clinical evaluation form for each scheduled day of clinical experience.

              II.         Purpose: 

                                      The purpose of a clinical evaluation policy is to inform students of the clinical evaluation          process.

              III.        Procedure:

                                      The following procedure shall be followed:

              1.         Students shall use the appropriate clinical evaluation form for the clinical experience to which they are assigned.

              2.         Students shall provide the assigned preceptor a clinical evaluation tool AT THE START OF THE CLINICAL EXPERIENCE.

              3.         Evaluations should be completed and signed by the preceptor.  Failure to obtain preceptor completion of evaluation and signature may result in failure of the practicum.

              4.         Evaluations should be completed by the preceptor that the student spent the most time with on that given day.  This is the preceptor who should be able to give the most summative assessment of the student’s daily performance.

              5.         All evaluations (evaluation form and additional written evaluations) shall be electronically submitted.

              Directions for electronic submission will be dispersed by student specific Clinical Area Coordinators and Nurse Anesthesia faculty.

                                                      The written evaluations are to be electronically submitted and placed in the student’s   

                                                       electronic file.

              1.         If the student receives a written or verbal evaluation that describes serious deficiencies in the student’s clinical performance, the student MUST notify the Nurse Anesthesia Program Director immediately.

              2.         If a student is sent home from clinical for any reason, the student must notify the Nurse Anesthesia Program Director IMMEDIATELY.

              3.         Failure to comply with any section of this policy may result in removal from the clinical area, probation, course failure and/or dismissal of the student.  (See the Student Progression Policy).

              4          ALL EVALUATIONS, Management Plans, are due on the first Saturday of each month. Late submissions will result in a face-to-face meeting with program administration. It is the responsibility of student to know all the policies of both clinical and didactic settings.


               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

              Clinical Student Supervision Policy

               

              I.          Policy: 

                                      The level of supervision for nurse anesthesia students by Certified Registered Nurse Anesthetists (CRNA) and anesthesiologists is guided by the current clinical rotation.

              II.         Purpose: 

                                      The purposes of this policy are to:

              A.              Outline student clinical experience by semester

              1.         Define supervisory roles of the CRNA and Anesthesiologist for each designation of student clinical experience.

              2.         Delineate supervision for each level of student clinical experience.

              B.              Outline the evaluation procedure for each level of student clinical experience.

              III.             Procedure: 

                                      The criteria for CRNA and Anesthesiologist level of supervisor for each clinical experience is                           outlined below:

               

              A.              Student Clinical Experience: 

               

                                      DNP Curriculum

              Clinical Semester

              DNP Clinical/Lab Experience

              Level of Supervision

              1

              NURS 8507, NURS 8501

              Preceptor

              3

              NURS 8608

              Preceptor

              3

              NURS 8704, NURS 8714

              Preceptor/Mentor

              4

              NURS 8807, NURS 8801

              Mentor/Consultant

              5

              NURS 8908

              Consultant

               

              B.         Supervisory roles:

              1.              Supervision shall be on a 1:1 ratio (Student to Faculty) for students in all clinical courses if faculty deem it necessary.  Faculty is defined as a CRNA or Physician Anesthesiologist who is credentialed to provide anesthesia in the affiliate clinical site. Faculty retains full responsibility for the care and safety of the patient and readily available.

              2.              Faculty shall be present in the operating room, delivery room, or other anesthetizing areas where students are assigned at all times.  The faculty will function as a:

              i.                Preceptor* to students in NURS 8507, NURS 8501, and NURS 8608, NURS 8704, NURS 8714.

              ii.               Mentor* to students in NURS 8714 and NURS 8807, NURS 8801.

              iii.              Consultant* to students in NURS 8801 and NURS 8908.


              C.         Evaluation Procedure:

              1.              Evaluations for all clinical courses shall be evaluated on a per day/per shift basis and any on call shift unless the student’s behavior requires additional documentation.

              2.              Evaluations may be completed by CRNAs and/ or Anesthesiologists.

               

              *Preceptor:        A teacher, tutor, or educator.  One who imparts knowledge, information, or skills in a methodical and formal manner.  Methods used by a preceptor include teaching, instruction, drilling, testing, demonstration, example and modeling.

              *Mentor             A trusted guide or coach.  Mentoring is a relationship between novice and expert in which advice is shared toward the mutual goal of career advancement.  Methods used by a mentor include: guiding, supporting, avocation, exchange of information.

              *Consultant        An expert that gives counsel or advice.  Methods used by a consultant include: recommendation regarding the course of conduct or decision-making process, sharing of knowledge or information that imparts professional or technical advice.

               

              ***All levels of supervision require supervising CRNAs and/or MDs to be easily assessable and readily available.

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

                                                                                                                

              Distribution of A-State Faculty/Administration/Staff Information Policy

               

              Policy:

              Under no circumstances should students share (in any form- oral, written etc…) faculty, administration or staff personal information (personal contact information (home or cell phone numbers), home address, etc…) of faculty, administration or staff.  Students may share office contact information (office phone number and A-State email address) should clinical, hospital or facility personnel, professional references etc… request contact information for faculty or administration members.

               

              Purpose:

              The purpose of the distribution of A-State/administration/staff information policy is to remain in compliance with Arkansas State law.  According to the Arkansas Personal Information Protection Act, the purpose of this law is to ensure that sensitive personal information about Arkansas residents is protected.  To that end, the purpose is to encourage individuals, businesses, and state agencies that acquire, own, or license personal information about citizens of the State of Arkansas to provide reasonable security for the information.  This policy helps to protect the privacy and ensure safety of faculty, administration and staff.

               

              Procedure:

              The following procedure shall be followed:

              1.     Students shall share only professional contact information (office phone, A-State email address) to anyone requesting information pertaining to A-State faculty, administration or staff.

              2.     Personal home and/or cell phone numbers of faculty, administration or staff are not to be shared for any reason.

              3.     Personal information of any kind (home address etc…) of faculty, administration or staff is not to be shared for any reason.

              4.     Failure to comply with this policy may result in disciplinary measures.


               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

              Dress Code Policy

               

              I.          Policy:

                                      As health care professionals, an image that reflects our commitment to quality care must be    presented.  In order to accomplish this goal, students must maintain    professional attire and     wear their university student ID at all times.

               

              II.         Purpose: 

                                      In order to maintain a positive image, all anesthesia students will follow the dress code           guidelines.

               

              III.             Procedure:

                          The following suggestions for dress and grooming provide guidelines.  Students must conform            to the clinical affiliation site dress code through which he/she is rotating.

              A.             Clinical and Direct Patient Areas

              1.         Blue jeans, T-shirts, jogging shorts, casual shorts, sweat pants/shirts are not appropriate attire for the didactic or clinical component.

              2.         During pre- and post-operative visits, the student must maintain professional attire. A white lab coat is mandatory during visitation.

              3.         A white lab coat must be worn at ALL times when the student is leaving the operating room suite while wearing scrubs. *Note:  Lab coats should cover scrubs. Masks, shoe covers, gloves, and caps are removed when visiting patients or leaving OR.

              3.              Scrub clothing, masks, shoe covers and gloves should be worn only in areas designated for their use. WEARING OF SCRUBS TO CONFERENCES WITH A LAB COAT IS ONLY ACCEPTABLE IF LEAVING CLINICAL TO ATTEND.

              5.         Jewelry is restricted to:

              a.         Watch

              b.         One necklace if confined within the scrub top.

              c.          One pair or one small earring if confined within the hat.

              6.         Ear gauges are not acceptable.  Gauges must be replaced with flesh colored plugs that are flat to the surface of the body. 

              7.         No facial or tongue jewelry is permitted.

              8.         Undergarments must be worn and not be visible through clothing or scrub attire.

              9.         Extremes in style or clothing, which may be offensive or immodest, are NOT appropriate.

              11.        Hair and body should be clean and well-groomed.  Extremes in hair style or color are not appropriate. Deodorant should be utilized frequently.

              12        Beards and mustaches must be kept clean and well-groomed and must be covered by facemask and/or surgical hat when in the operating room.

              13.        OSHA mandated standards for Universal Precautions must be utilized during the perioperative experience. This includes but is not limited to gloves and protective eye covers.

              14.        The mask for the operative experience must be secured over both nose and mouth in a way to prevent venting at the sides.  Masks must be worn at all times in sterile and sub-sterile areas of the operating room.

                          15.        Nametags should be worn and be visible at all times at the clinical facility.

                          16.        Footwear for clinical areas should be appropriate for the work area. Safety                should be the primary consideration when selecting footwear for work.

                          17.        No perfume or scented body sprays are to be worn.

                          18.        No artificial fingernails.  Nails should be trimmed and not extend beyond the fingertip. If polish is worn only clear non-gel nail polish is acceptable.  

               

               

               

               

               

                                     

              B.             Non-Clinical Areas (On-campus)

               

              *****This policy is to be followed at all times, by all students enrolled in the program.  It is to be followed irrespective of the reason that the student is on-campus (peer instructor, simulation, remediation, study time/groups, senior study etc..).

               

                                          You are expected to select attire that projects professionalism and pride in our     

                                              organization.  We encourage you to avoid choosing attire for class that may be extreme in

                                              style.  GOOD JUDGMENT, WHICH INCLUDES BEING WELL GROOMED AND NEAT,

                                              IS THE MAIN GUIDELINE TO FOLLOW IN DRESSING APPROPRIATELY FOR CLASS. 

                                              Questions or clarifications on what would be considered appropriate attire for your specific

                                              area should be directed to Nurse Anesthesia Faculty or use the Clinical Area Guidelines for

                                              class.. 

                                          

              a.         OR Green or OR Blue Scrubs or Business Casual Attire is expected for class.

              b.           There may be times when business casual attire only is required.  Faculty will inform students when this is required.

                            c.         Undergarments must be worn and must not be visible through clothing.

              d.         Extremes in style or clothing, which may be offensive or immodest, are not appropriate.

              e.         Beards and mustaches must be kept clean and well-groomed and must be covered by facemask and/or surgical hat when in the operating room.

                                                              f.          Nametags should be worn and be visible at all times while in clinic.

                                      g.          No perfume or scented body sprays are to be worn while in clinic.

                                         h          Lab coats must be worn while in the Reynold’s Building and the Nursing Building.  Faculty may require lab coats at specific times.  

                                      i.          Lab coats are not to be worn in any area other than the university  

                                                       or clinical.

               

               

              *As defined by the University of Toronto: “Business casual is a classic, clean cut, and put together look where a full suit is not required. Business casual is attire that is appropriate even for a chance meeting with the CEO, or your boss. For women it means clothing such as slacks or a skirt, a blouse or shirt with a collar and closed-toe shoes. For men, business casual usually means slacks or khakis (chino-style pants), with a polo shirt, or a button-down shirt with a tie but no jacket. Some sweaters are also appropriate for both men and women. It is also helpful to consider what business casual is not. It is not clothing you would wear to a club or for athletic purposes; anything that is revealing, tight, see-through, or spandex is off-limits, as are baseball or other hats, flip-flops, jeans and hooded sweatshirts.”

                                      https://www.utm.utoronto.ca/careers/business-formal-professional-or-business-casual

               

              Failure to comply with this policy will result in the following actions:

              ·       1st offence: Written warning

              ·       2nd offence: 4 hours PDO charge

              ·       3rd offence: Citation for professionalism with possible probation

              ·       4th and final offence: Possible dismissal due to persistent unprofessional misconduct

               

               

               

               

               

               

               

               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

              General Policy on Curriculum Changes/Approval

               

              I.          Policy: 

                                      Assessment of the Nurse Anesthesia Program is multifaceted, multidimensional, and

                          a systematically designed process that assures adherence to quality student education and    adherence to accrediting bodies who oversee nursing education.

               

              II.         Purpose: 

                                      The purposes of the “General Policy on Curriculum Changes/Approval” are to:

                          A.         Delineate the process of curricular changes/approval by the School of Nursing.

                                      Inform student, instructors, and members of the community of interest, the process by            which the School of Nursing conducts curricular changes/approval.

                          B.         Provide a schematic presentation of the overall process to which the College of         Nursing evaluates and approves changes in the curriculum.

               

              III.        Procedure: 

                                      The process of curricular changes/approval is a three-stage procedure.  The first stage           involves the evaluation and recommendation of curricular issues by the DNP Faculty         Curriculum Committee.  The second stage assesses and approves/disapproves         recommendations of the Curriculum committee by the faculty for adherence to Accreditation               Standards and educational quality. The final stage is the submission of the curricular changes          to the University for publication and incorporation into university course offerings.

                          A.         The evaluation and recommendation procedure includes:

                          1.         Program recommendations are achieved through student instructor and course         evaluations and faculty course evaluations.

                          2.         Program recommendations are submitted to the DNP Faculty Curriculum      Committee for review and evaluation.

                          3.         DNP Faculty Curriculum Committee reviews and evaluates Program                                                 recommendations.

              B.         The assessment and recommendation procedure includes:

                          1.         Graduate program Council review DNP Faculty Curriculum Committee          recommendations and vote for approval for bulletin updates

                          2.         If disapproved, the issue is sent back to DNP Faculty Curriculum Committee for further evaluation and review.

                          C.         The submission of approval procedure includes:

                          1.         If approved, changes are submitted to the University for incorporation into     University course offerings and publication.


               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

              General Policy on Self-Assessment (Program, Students, Instructors, Courses)

               

              I.            Purpose: 

                                        The purposes of the General Policy on Self-Assessment (Program, Students,                                                                  Instructors, and Courses) are to:

              A.         Delineate the process of self-assessment by which the Nurse Anesthesia Program is able to determine its effectiveness in educating nurse anesthetists.

              B.         Inform students, instructors, and members of the community of interest, the process by which the Nurse Anesthesia Program conducts self-assessment.

              C.         Provide a schematic presentation of the overall self-assessment program of the Nurse Anesthesia Program.

              D.         Be consistent with the School of Nursing’s Master Assessment Plan.

               

              II.         Policy: 

                                      Assessment of the Nurse Anesthesia Program is multifaceted, multidimensional, and a                                         systematically designed process that assesses program effectiveness by encompassing the                                    following categories of evaluation:

              A.         Program:

              1.         Internal Evaluation

              2.         External Evaluation

              3.         Graduates, Employers (1 year out)

              B.         Student:

                                      1.         Clinical:

                                                  a.         Daily (Formative) Evaluation

              a.              Semester (Summative) Evaluation by faculty

                                                  c.          Self-Evaluations- Daily (monthly evaluation as needed)

                                      2.         Didactic:

                                                  a.         Program evaluation

                                                  b.         Self-evaluations

                                                  c.          Course outcomes

                                                         d.           Program outcomes

                          C.         Instructor Evaluation:

                                      1.         Clinical:

              a.              Student evaluation of clinical instructor (preceptor evaluations by student)

              b.              Student course evaluation

                                                  c.          Student clinical site evaluation (by student)

                                                  d.         Faculty summary evaluation

                                      2.         Didactic:

                                                  a.         Student evaluation of didactic instructor

                                                  b.         Faculty site visit evaluation

              c.          Faculty course evaluation

                          D.         Course Evaluation

                                                  a.         Student course evaluation

                                                  b.         Faculty course evaluation

                                                  c.          Program Summary Evaluation

                          E.         Clinical Site

                                                  a.         Student clinical site evaluation

                                                  b.         Faculty affiliation site visit

               

              III.         Procedure: 

                                      The process of self-assessment is a two-stage procedure.  The first stage involves the      evaluation of the Nurse Anesthesia Program, its faculty, clinical instructors and students.  The         second stage assesses the results of the evaluations and makes recommendations for program

                                           change as appropriate.

               

               

              A.         The evaluation procedure includes:

              1.         Program:  In addition to complying with all department regulations required by A-State University College of Nursing and Health Professions, School of Nursing, the Nurse Anesthesia Program is evaluated through the following mechanisms:

              a.         Internal Evaluation - Semester review of the internal organization                             and administration of the program are reviewed and updated at the                                DNP Faculty Committee meetings annually through the Program                              summary. Changes are made as needed.

                          ii.          Annual programmatic assessment to ensure program         compliance with COA standards will be done three months prior to annual report.

              b.         External Evaluation:

              i.           External accrediting organizations

              a.         COA (Council on Accreditation of Nurse                                        Anesthesia Educational Programs)

              b.         ACEN (Accreditation Commission for Nursing                                Education).

              c.          HLC (Higher Learning Commission)

              ii.          External program evaluation – Student exit assessment                              survey and alumni assessment surveys and graduate                             employer evaluations are reviewed annually to identify                                areas needing change and improvement.

              2.         Students:  All students are required to participate in the evaluation process.  Their academic and clinical grades are determined by successful progression of clinical skills and academic courses are evaluated in the following manner:

              a.         Clinical:

              i.          Daily (Formative) Clinical Performance Evaluation – Students are evaluated daily.  These evaluations are scored and tallied in an on-going manner that allows constant evaluation of the student.

              ii.          Semester (Summative) Evaluation – A composite evaluation is reviewed and discussed with the student at the end of each semester.

              iii.         Self-evaluation – Each student is responsible for a self-evaluation daily (monthly as needed) and at the end of the semester including appraisal of his/her own clinical and didactic performance.

              b.         Didactic:

              i.          Program evaluations – Grades for each academic course are distributed to the student at the end of each semester.

              ii.          Self-evaluations – Each student is responsible for self-evaluation at the end of the semester that includes appraisal of their own didactic performance.

              3.         Instructor Evaluation:  In order to ensure continued excellence and improvement of both clinical and didactic instruction, all instructors are evaluated in the following manner:

              a.         Clinical

              i.          Student evaluation of clinical instructors- Students evaluate clinical instructors during each rotation.  Each instructor with whom they have worked greater than five times during the course of the rotation is evaluated.  All evaluations for a clinical instructor and compiled and presented in a summative document to protect student identity.

              ii.          Self-evaluation of clinical instructor – Upon receipt of the composite of the above evaluation the instructor completes a self-evaluation to be returned to the program.

              b.         Didactic:

              i.           Student evaluation of didactic instructor – Students             evaluate didactic instructors after the completion of the             course in which they have taught.

              4.         Course Evaluation

              a.         Student course evaluation - Students complete courses during the last third of the course.

              b.         Faculty Summary – Upon receipt of the composite of the student course evaluations, the instructor completes a faculty summary of the course that is returned to the Director of the Nurse Anesthesia Program. The Director then completes a Program summary, which is then presented to the Curriculum and Program Coordinators’ Committees.

              E.         Clinical Site:

              a.         Students evaluate the clinical site at the completion of the clinical rotation. These are submitted to faculty and are compiled into an anonymous summative evaluation, which is sent to the clinical coordinator.

                          b.         Faculty evaluates the clinical site during affiliation visits.

                                      5.         Clinical Affiliation Evaluation

                          a.         Student evaluations - Students complete clinical site                                   evaluations at the end of each clinical rotation. Composites                               of each affiliation are reviewed by Program Administration                           and shared with the DNP Nurse Anesthesia Faculty

                                         Committee with the completion of the Program Summary. A

                                         copy of the composite is provided to the Clinical Site

                                         Coordinator. Issues related to clinical site experiences are

                                         discussed between the Clinical Site Coordinator and

                                         Program Administration.

                          b.         Faculty affiliation evaluation - Nurse Anesthesia Faculty                             conduct clinical affiliation site visits and evaluations a                             minimum of once per year. These affiliation evaluations are                         kept on file in the Nurse Anesthesia Offices and used by                              program faculty to determine quality of student experiences                                     and compliance with the program’s policies annually.

              B.         The self-assessment procedure includes analysis of the above evaluations by:

              1.         The Program Faculty

              a.         Assesses any items needing attention as revealed by the above evaluations during their Program meetings.

              b.         Makes appropriate changes based on evaluations and suggested or recommended changes by Curriculum and Faculty of the SON.

              2.         The Clinical/Didactic Instructors:

              a.         Assess course content changes prior to each semester.

              b.         Make suggestions and recommendations to the faculty of programming based on composite evaluations of courses, and experience in the clinical area.

              3.         The Clinical Faculty:

              a.         Are informed of major programmatic changes.

              b.         Make suggestions and recommendations for programmatic change based on their clinical experience.

              4.         The DNP Faculty Committee:

              a.         Assesses the results of the Certification Examinations annually and make recommendations for program change based on aggregate student outcomes.

              b.         Assesses graduating senior program exit evaluations annually and makes recommendations for program change based on aggregate student outcomes

              c.               Approves major programmatic changes and makes recommendations for change.

                                      5.         A-State SON Community Advisory Council

              a.         Meets annually

              b.         Exchanges information regarding general health trends, specific societal and community health needs, and specific needs of SON programs.

              c.          Exchanges information regarding community expectation and the quality of A-State SON graduates.

              d.         Engages in strategic planning.

                                     


               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

              Grading Policy

               

              I.          Policy: 

                            A-State University College of Nursing and Health Professions’ School of Nursing’s policy found in the Graduate Information Guidelines. 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. A grade of “B” is required in all Graduate courses in order to progress.

               

              II.         Purpose: 

                           The purpose of the grading policy is to ensure that students understand the academic (clinical and didactic) grading policies.

               

              III.         Procedure:

                          A.         Grading

              1.          Grading Scale adopted by the SON 

                          a.         A = 90 -100

                          b.         B = 80 – 89.99

                          c.          C = 75 – 79.99

                          d.         F= 70-74.99

                         

              2.          Failure of the student to achieve a minimum overall course average of 80% at the end of the semester will result in a course failure and dismissal from the Nurse Anesthesia Program.

              3.          A course failure results in the inability of the student to progress further in the program. -cannot take any DNP courses.

              4.          The student may reapply for admission into the Nurse Anesthesia Program. Guidelines for the process are found in the Graduate Information Guidelines and Graduate Bulletin. Readmission to the Nurse Anesthesia Program is decided by the DNP Nurse Anesthesia Faculty Committee and is a non-grievable decision.

                          B.         Clinical Grading

              1.         Daily evaluation appraisals, comprehensive examinations, and other requirements specific to the course are used to assign the clinical course grade.

              2.           Typhon is the tracking system used in the A-State Nurse Anesthesia Program.  Typhon logs must be kept current and up to date at all times.  Cases must be logged within ONE week and/or a personal/handwritten log must be kept with the student for proof that he/she has completed cases/procedures etc… for faculty to review.  In extraordinary circumstances (family emergency etc…), should a student fall behind/fail to log data within ONE week, it is the responsibility of the student to notify Nurse Anesthesia faculty that this has occurred, and to supply the personal log of cases/procedures etc… to faculty for review.  It is at the facultys’ discretion to assign a reasonable due date to have the Typhon log current and up to date (should the student produce the personal log as required). 

                            Failure to notify faculty that Typhon has lapsed, failure to produce an “extraordinary circumstance” as to why the Typhon log has lapsed, and/or failure to maintain accurate and current Typhon records may cause a deduction in overall course grade, affect program progression, delay graduation and/or result in disciplinary measures.  Failure to maintain an accurate and current Typhon log in addition of failure to maintain an accurate and current personal/handwritten log may result in clinical course failure and inability to progress in the A-State Nurse Anesthesia Program.

              3.          Students must achieve a grade of an A or B in all clinical courses.

              4.         Failure to earn a minimum grade of “B” at the end of the semester will result in a course failure, dismissal from the Nurse Anesthesia Program and an inability of the student to progress further in the program.

              5.         The student may reapply for admission into the Nurse Anesthesia Program. Guidelines for the process are found in the Graduate Information Guidelines and Graduate Bulletin. Readmission to the Nurse Anesthesia Program is decided by the DNP Nurse Anesthesia Faculty Committee and is a non-grievable decision.

              6.         If the student is placed on probation during a clinical course, the resultant semester grade earned will be no higher than a “B”.

                                      7.         Components of Clinical Course Grade

                                                  Each component of the clinical course grading system must be completed in                                     chronological order before the student will be permitted to continue                                                         to the next level.

                          8.           Refer to GIG about inability to enroll in other DNP courses if student fails

                                          any course.

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

              Health Policy

               

              I.                Policy: 

              Students will notify the Nurse Anesthesia program of a change in medications or health status.

              II.              Purpose: 

                                      The purpose of a student health policy is to ensure students remain physically and/or mentally                        able to maintain optimal academic and safe clinical performance.

              III.             Procedure:

                                      Students are responsible for maintaining their health status.  Any student experiencing a                                change in health and/or in health/medication regimen:

              1.              Notify the Program Director. 

              2.              Complete the required paperwork and submit copy of physician/providers letter or prescription.

              3.              If the student's health poses a danger to the safety of him/her-self, coworkers, patients or others:

              a.              The Program Director and the student shall determine possible courses of action within the guidelines of the Graduate Information Guidelines which may include but not be limited to:

              i.                Leave of Absence for up to one year

              ii.               Resignation or dismissal

              b.              The Program Director and the student shall establish an agreement that outlines the terms of the leave of absence, remediation, or continuation in the Nurse Anesthesia Program.

              4.              The Nurse Anesthesia Program has the responsibility to offer any assistance offered by Arkansas State University’s Health Services available to all students.

              5.              Failure to comply with this policy can result in probation or dismissal of the student.  (See the Student Progression Policy).

               

               

               


              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

              Inclement Weather Policy

               

              See Syllabi

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

                                                                         Leave of Absence Policy

               

              I.          Policy: 

                                      Students may request a Leave of Absence, one time, for up to one year, during their enrollment.

               

              II.              Purpose: 

                                      The purposes of this "Leave of Absence Policy" is to:

                          A.         Inform students of the reasons that a leave of absence may be requested.

                          B.         Delineate the process of a Leave of Absence.

               

              III.             Procedure:

              A.              Students may request a Leave of Absence (LOA) for any of the following reasons:

              1.              Medical Reasons: a physician’s letter must accompany this type of LOA.

              2.              Personal: a signed request from the student is required.

              3.              Maternity: a physician’s letter indicating approximate due date is required.  It is recommended that the student request a LOA during the semester in which she is expected to deliver.

              B.              Final approval for LOAs is by the Dean of College of Nursing and Health Professions.

              C.             No LOAs shall be considered or granted during clinical or academic probation.

              D.             All LOAs shall be granted at the beginning or end of a semester.  If a student requests a LOA during the semester, the student will be required to withdraw from the courses in which they are currently enrolled.  The student may re-enroll, with approval from the DNP Nurse Anesthesia Faculty committee, within the next academic year. The student is required to re-apply for admission four (4) months prior to the semester in which those courses are offered.  No credit will be transferred from an incomplete course.

              E.              If a student requests an LOA during the middle of a semester, the student must repeat that semester.  This includes all clinical experience and academic work. The student is responsible for all costs of the courses. (See D)

              F.              LOAs must be completed within one calendar year. Re-enrollment shall occur in a semester in which the needed course work is normally offered.

              G.             Academic enrollment: All academic courses will be offered only during the semester they are normally offered.

              H.             An individualized student reentry plan shall be designed that may include required independent studies, required course audits, and/or other reentry requirements

              I.                Clinical courses

              1.     The student may be re-introduced into the clinical area by auditing the clinical course he/she successfully completed prior to the LOA.

              a.        This clinical course experience will be evaluated using the evaluation form appropriate for the clinical course. (Example:  A student requests a LOA after completing NURS 861v but prior to beginning NURS 871v.  The student shall audit the course (NURS 861v) and will be evaluated using the NURS 861v evaluation form).

              b.        If these evaluations are satisfactory, the student shall be allowed to enroll in the next semester.

              c.        If the clinical evaluations are unsatisfactory, the Nurse Anesthesia Faculty shall review the student’s progress to determine eligibility to continue.

              d.        The student is responsible for all costs associated with auditing courses.

                         

               

               

               

               


              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

                                                                        Non-Discrimination Policy

               

              I.          Policy: 

                                      Arkansas State University College of Nursing and Health Professions, School of Nursing –      Nurse Anesthesia Program admits students of any race, religion, sex, sexual orientation, color,       national ethnic origin, disability or age to all the rights, privileges, programs and activities        generally accorded or made available to students at the Program. It does not discriminate on          the basis of race, religion, sex, sexual orientation, marital status, color, national or ethnic    origin, disability or age, in administration of its educational policies, admissions policies,          scholarship and loan programs, and other university-administered programs.

               

              II.         Purpose: 

                                      The purpose of a policy on non-discrimination is to assure the commitment of the Nurse         Anesthesia Program to promoting inclusion, respect and the inherent value of all students.

               

              III.        Procedure: 

                                      A.         The Nurse Anesthesia Program will voluntarily follow A-State’s policy for non-            discrimination and diversity by:

                          1.         Admitting students of any race, religion, sex, sexual orientation, color,           national ethnic origin, disability or age;

                          2.         Affording to all, the rights, privileges, programs and activities generally          accorded or made available to students at the Program; and

                          3.         Not discriminating on the basis of race, religion, sex, sexual orientation,        marital status, color, national or ethnic origin, disability or age in   administration of its educational policies, admission policies, scholarship and             loan programs and other university-administered programs.

                          B.         The Nurse Anesthesia Program will accurately depict the non-discrimination policy.

               

               

               


               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

              Pre and Postoperative Anesthesia Rounds Policy

               

              I.          Policy:             

                                      Each student is required to perform a preoperative visit on ALL anesthetic cases the student anticipates managing during his/her assigned clinical hours.  It is mandatory to complete a preoperative visit if the patient is an in-house patient. A verbal or written care plan will be completed based upon course syllabus and the affiliate clinical site’s requirement. Faculty may require more based on student performance.  A concise verbal case management is to be presented to each clinical preceptor prior to the beginning of anesthesia care.

               

              Each student is required to perform a mandatory postoperative anesthesia visit on all inpatients with documentation placed in the clinical notes area of Typhon’s clinical case record within the first 24 hours after surgery.  This note may not be written in the PACU.

               

              Faculty will confer with clinical site coordinators to ensure that students are completing postoperative anesthesia rounds. Additionally, faculty will monitor the quality of verbal/written plans of care through random selection.  

               

              II.         Purpose:         

                                      The purpose of the pre and postoperative anesthesia rounds policy is to delineate                                          expectations of the students’ behavior and responsibilities as a nurse anesthesia professional.

               

              The policy is to provide a formal process for documentation and consequence of noncompliance.

               

              III.        Procedure:      

              1.              Students will complete pre-anesthetic verbal and/or written care plan for each patient the student is assigned for induction and maintenance. Students will provide these care plans to the clinical preceptor for review and discussion.

              2.              Each student will perform a postoperative anesthesia visit on all inpatients or same day surgery within the first 24 hours after surgery yet NOT in the PACU setting.

              3.              All care plans must be submitted to the Preceptor or Clinical Site Coordinator or Nurse Anesthesia Faculty in order to obtain credit for clinical experience. This will be verified in the Daily Clinical Performance Evaluation.

              4.              A monthly review of compliance with care plans and case logs will be performed by Nurse Anesthesia Faculty, clinical area coordinators and/or clinical coordinators.

              5.              Failure to submit the appropriate documentation will result in counseling session and written warning for the first offense, placement on probation for the second offense and failure for the third offense. No credit for the clinical experience will occur.

              6.              Each student is required to perform a mandatory postoperative anesthesia visit on all inpatients with documentation placed in the clinical notes area of Typhon’s clinical case record within the first 24 hours after surgery.


              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

              Radiation Badges and Radiation Safety Policy

               

              I.          Policy: 

                                      All students while engaged in any clinical educational experiences associated with the                                    program must wear an Instadose radiation badge at the level of the collar outside of body

                                         lead. If a student becomes pregnant while enrolled in any course requiring clinical

                                         participation, an additional fetal monitor will be required to be worn on the torso/at the waist.

                                         This second/additional badge may be worn under the body lead.  It is the students’

                                         responsibility to ensure that she remains in compliance with proper radiation monitoring with

                                         the Arkansas Department of Health (ADH).  Contact ADH Radiation Control Office P.  

                                         1.501.661.2301

               

              II.         Purpose: 

                                      The purpose of the Instadose badge and radiation safety policy is to:

                                      A.         Monitor radiation exposure during clinical educational experiences; and

                                      B.         Provide a process to minimize and/or manage occupational exposure.

               

              IV.            Procedure:  

              A.              Instadose Radiation Badge

              1.              An Instadose Radiation Badge will be provided to the student prior to entering the first clinical rotation.

              2.              The badge must be worn while engaged in any clinical educational experience.

              3.              The badge must be worn on the collar (outside of the body lead) and replaced according to the Program’s exchange program.

              4.              Pregnant students are required to wear a fetal monitor (baby badge) on the abdomen/at the waist, which must be replaced according to the Program’s exchange schedule. This second/additional badge may be worn under the body lead.   It is the pregnant student’s responsibility to maintain compliance with ADH rules and regulations for radiation safety.

              5.              Proper care of the instadose badge is the responsibility of the individual student. Any discrepancy that might affect the badge reading should be reported immediately to the Nurse Anesthesia Faculty.

              6.              Students who lose and/or damage their radiation badges will be responsible for the cost of replacing the badge.  A badge that is lost and/or damaged must be reported to anesthesia faculty immediately for further information on how to replace the badge.

              7.              Failure to wear an instadose badge during the clinical educational experience will result in a reduction of 1 letter grade for the course’s grade for each occurrence.  Repeated failure to comply with any aspect of this policy may result in failure of the clinical course.

              8.              Students must return the badge to the Nurse Anesthesia Department prior after completion of clinical practicums, but prior to program completion.  Failure to turn in a functional badge prior to program completion will result in a badge fee (replacement cost).

              B.              Monitoring

              1.              It is the student’s responsibility to make sure that the badge is being read and working properly.  Failure to complete this monthly reset/uploading of exposure information may result in disciplinary measures.

              2.              The student must have a working phone and download the required app. If the version of your phone is not compatible with the Instadose app, you must check-out a USB reader from the Administrative Specialist. You are not to leave the Nurse Anesthesia Department with the USB reader.

              3.              If the student has a phone that is not compatible with the radiation badge app, the student will be required to report to campus and check out a USB to read the badge.

              4.              On the first day of each month the student is required to do a manual reset of their badge. If there is a problem with the reset or the badge, the student needs to contact Mirion. P: 1.800.251.3331

              a.     Failure to complete this monthly reset/uploading of exposure information may result in a disciplinary easures.

              5.              Should the student’s exposure reading exceed an average monthly reading of 30 millirems, the student will meet with Nurse Anesthesia faculty for counseling regarding exposure. A written counseling form will be placed in the student’s record.

              6.              Should the student’s exposure reading exceed an average monthly reading of 60 millirems, the student will be removed from clinical while a formal investigation of cause occurs.  Once assurance of student safety has been established, the student will be allowed to return to the clinical educational experience, but may have restrictions commensurate with their exposure.  Such situations may result in the extension of the student’s clinical practicum to ensure that required clinical case experiences are obtained for program completion, as required the Council on Accreditation of Nurse Anesthesia Educational Programs.

               

              Directions for a manual reset:

               

              1. Perform initialization immediately prior to regular use, NOTE: stabilize badge to      room temperature before procedure

              2. Open the instadose app on your mobile device and login (Bluetooth ON)

              3. Click on the ‘Read Status’ icon on the bottom right of the Dashboard

              4.Turn on ‘Scan for Instadose’

              5. Press and hold the button on the back of your Instadose+badge for 5-seconds until a solid green light appears * (Note: there will not be any type of “read” message on the screen), close the app

              6. Attach badge to recommended body area

               

              Radiation Safety Manuel:

              Arkansas State University Environmental Health and Safety

              CEDE- Committed Effective Dose Equivalent (HE,50) is the sum of the products of the weighting factors applicable to each of the body organs or tissues that are irradiated and the committed dose equivalent to these organs or tissues (HE,50=∑ WTHT,50),

               

              ODE - Deep Dose Equivalent (Hd), (which applies to external whole-body exposure) is the dose equivalent at a tissue depth of 1 cm (1000 mg/cm2).

               

              TEDE - Total Effective Dose Equivalent is the sum of the deep-dose equivalent (for external exposures) and the committed effective dose equivalent (for internal exposures).

               

              SOE- Shallow-dose Equivalent (Hs), (which applies to the external exposure of the skin or an extremity) is the dose equivalent at a tissue depth of 0.007 centimeter (7mg/cm2), averaged over an area of one

              (1) square centimeter.

               

              LOE - Lens of Eye Dose Equivalent. Applies to the external exposure of the lens of the eye and is taken as the dose equivalent at a tissue depth of 0.3centimeter (300 mg/cm2).

               

              Occupational Dose Limits

               

              Occupational dose limits to individual adults shall be in accordance with RH-200 of the Arkansas Department of Health, Rules and Regulations. No individual may receive in one calendar year, except for planned special exposures, a total occupational exposure in excess of the following:

               

              Total Effective Dose

              5 rems (0.05 Sv), or

              Sum of deep-dose equivalent and committed dose equivalent to any individual organ or tissue other than the lens of the

              eye

              50 rems (0.5 Sv)

              Lens of the eye {lens dose)

              15 rems (.l5Sv) and

              Skin & extremities

              Shallow dose

              equiv. of 50 rems (0.50Sv)

              DE- Dose Equivalent is the product of the absorbed dose in tissue, quality factor, and all other necessary modifying factors at the location of interest. The units of dose equivalent are the rem and sievert (Sv).

               

              COE - Committed Dose Equivalent (HT,50) is the dose equivalent to organs or tissues of reference (T) that will be received from an intake of radioactive material by an individual during the 50-year period following the intake.

               

              EDE - Effective Dose Equivalent (HE) is the sum of the products of the dose equivalent to the organ or tissue (HT) and the weighting factors (WT) applicable to each of the body organs or tissues that are irradiated (HE = ∑ wTHT).


               

               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

              Recommendation Policy

               

              I.          Policy: 

                                      Nurse Anesthesia Program requires a written release from all seeking recommendations.

              II.              Purpose: 

              The purpose of a recommendation policy is to ensure that students’ rights of confidentiality are protected and that any recommendation regarding a student or former student is performed by the requested reference.

              III.             Procedure:

              Students are responsible for notifying faculty of requests for recommendations/references. All requests are to be accompanied by a written release. Any student experiencing requesting      recommendations or references will:

               

              1.              Notify the selected faculty (in writing). 

              2.              This may be a signed formal letter OR a formal request sent via email from A-State email address.

              3.              The Nurse Anesthesia Faculty has the responsibility to adhere to FERPA regulations and to maintain a copy in the student’s file.

              4.              Failure to comply with this policy will result in no recommendation or reference to the student’s requested organization.

               

               


              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

              Review Course Policy

               

              I.          POLICY:

              The Nurse Anesthesia Program will allow TWO (2) designated review courses during the last year of the student’s educational plan of study. Only TWO (2) days of educational time will be granted for travel/attendance. The travel day will be granted for travel/transportation to the review course. 

               

              II.         PURPOSE:

                                      The purpose of the “Review Course Policy” is to ensure that consistent protocol and time                                allotment is employed for students who elect to attend a review course during their education.

               

              IV.            PROCEDURE:

              A.           Every student is required to attend at least one (1) review course within the last year

                           of the program.  Failure to attend may result in disciplinary measures and/or delay   

                           in graduation.

                                      B.         Review course time is allowed during the last year of the student’s educational plan                                       of study.

                                      C.         Only TWO (2) days of travel will be granted for absence from the clinical area.

                                      D..        No additional days of clinical area absence are allowed.

                                      E.         A written request to attend the course be submitted 90 days in advance prior to                                 attending the course. Failure to submit the request(s) by the deadline will result in

                                                       denial of request(s).             

                                      F.         A copy of the request(s) with approval or denial will be returned to students for record                                                 keeping.

                                      G.         In the event that Nurse Anesthesia Program arranges for a review course with an                                          established review course business, the following guidelines will be followed:

              1.         Attendance by all members of the applicable student class is mandatory.

              2.         Time will not be added up or subtracted from the student’s personal time off for attendance. The intent of the course is to assist students in synthesizing information in preparation for the NCE.

              3.         Students are responsible for any related costs of the on-campus review course.

                                                  4.         This is a program requirement.  Failure to attend may result in disciplinary

                                                              measures and/or delay in graduation.

               

               

               


              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

              Record Retention Policy

               

              I.          POLICY:

                          Confidential files of graduate students and applicants are maintained in the offices of the        Anesthesia Program. Management of student files follows the requirements noted by The      Family Educational Rights and Privacy Act (FERPA) of 1974. (COA Standard V, Criterion E7).

               

              II.         PURPOSE:

                          The purpose of the Record Retention Policy is to ensure that consistent protocol is employed for each student who matriculates into the Nurse Anesthesia Program.

                         

              III.        PROCEDURE:

              A.         Applicants:

              1.         Applicant files are kept in the Nurse Anesthesia Program offices in locked cabinets until the completion of the application cycle.

              2.         Non-admitted student files are shredded following the application time period.

              B.         Current Students:

                          1.         Confidential records of current students are maintained in locked cabinets in the                                Anesthesia Program offices.

                          2.         All student records are retained until the student passes the National Certification                              Examination.                   

                          3.         Health records are maintained by the student and uploaded into Typhon.

                          4.         Students have the right to examine their own records at any time with the exception                           of any recommendations in which they waived the right to view.

                          5.         Students have the right to request amendment of personal records. A written request                         and supporting documentation must be submitted to the Program Director.

                          6.         A written request by the student or graduate is required to copy and/or release any                            information from the student’s or graduate’s record/file.

                          7.         Students are responsible for providing affiliate clinical sites with information required                          for participation in an educational experience unless they have signed a written                                 release allowing the Nurse Anesthesia Program to do so to those who are entitled to                         student information as defined by FERPA.

                                      a.         The student and any outside party who have the student’s written consent.  

                                      b.         School officials who have “legitimate educational interest” as defined in                                             FERPA.

                                      c.          Parents of a dependent student as defined by the Internal Revenue Code.

                                      d.         A judicial order or subpoena that allows the institution to release records                                           without the student’s consent; however, a “reasonable effort” must be made                                             to notify the student before complying with the order

                          8.         Students requesting a complete copy of their student file must provide a written                                 request.  A separate copying fee will be assessed and is payable to A-State                                              School of Nursing.

              C.         Graduates

                          1.         All graduate records are retained until notification is received from the Council on                               Certification that the graduate has passed the National Certification Examination                                (NCE).

              2.         Once notification of passing the NCE has been received, any written care plans         are destroyed.

              3.         Three years post-graduation, graduate records will consist of the following    documents:

                          a.         Final case logs

                          b.         All summative evaluations

                          c.          All clinical evaluations

                          d.         Student self-evaluations

                          e.         NBCRNA’s NCE transcript

                          f.          Education verification forms

              4.         Graduate files are maintained in perpetuity and may be stored off premises in a secure area or stored in an electronic format.

              5.          A written request by the graduate is required to copy/release any information from the            student records/file and may result in fees.                                       

              D.         Litigation, Grievances, and Complaint files

              1.         Litigation, grievances, and complaints against the program are kept indefinitely.

              2.         Resolved litigation, grievances, and complaints against the program files may be       stored off premises in a secure area in perpetuity.

              3.         Unresolved litigation, grievance, or complaint files are kept in the offices of Arkansas State University Legal Affairs and in perpetuity in locked cabinets located in the     Nurse Anesthesia Program offices.

              E.         Students not completing the program or passing the NCE

              1.         The student record of any student who does not complete the program or pass the     NCE will be kept in perpetuity.

              F.         The Nurse Anesthesia Program keeps the final Council of Certification of Nurse         Anesthetists transcripts in perpetuity.

               

               

               

                         

               


               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

                                                                 Student Clinical Performance Policy

               

              I.          Policy: 

                                      Knowing that an evaluation is a critical assessment of a students' overall clinical performance (positive and/or negative) and that this assessment is one of the criteria for the clinical   grading policy, all CRNAs and anesthesiologists are acknowledged to be clinical instructors    for student registered nurse anesthetists and are responsible for the clinical education and         evaluation of the students.

               

              II.         Purpose: 

                                      The purposes of a policy on evaluation of student clinical performance are to:

                          A.         Explain the clinical evaluation process

                          B.         Identify the clinical instructors’ role in the evaluation of student clinical performance

                          C.         Inform clinical instructors of their responsibilities as clinical instructors

                          D.         Appraise students of the clinical evaluation process.

               

              III.             Procedures: 

                                      Upon accepting the assignment to supervise a student in the clinical area, the instructor shall:

              A.         Instruct the student in the skills needed for administering anesthesia, using safe, effective, accepted methods based on sound scientific, evidence-based principles.

                                      B          Evaluate the student in the following manner:

                                                  1.         Each student must be evaluated daily using the form that evaluates

                                                              the student's level of education or specialized clinical rotation. 

                                                  2.         A student may receive more than one evaluation per day depending

                                                              upon the instructor(s) involved, cases done, or as particular incidents

                                                              arise.

                                      3.         The supervising anesthesia provider (CRNA and/or anesthesiologist)                                               can fill out the evaluations.

                                                                a. Students must obtain an evaluation from the preceptor if the majority of     

                                                                    the day was spent with the preceptor and/or if the preceptor provided

                                                                    verbal feedback of unsatisfactory performance.

                                                                b. The evaluation must be completed and signed by the preceptor.

                                                                c. Failure to obtain evaluation from the preceptor meeting the above 

                                                                    description may result in failure of the practicum.

                                                  4.         If a student wishes to discuss or dispute a clinical evaluation, he/she should

                                                              notify the Program Director to schedule a meeting for discussion.

                                                  5.         Site coordinators may notify the area coordinators, faculty or

                                                              the program director via email or phone to discuss the student’s performance  

                                                              if desired.

                                                  6.         Clinical instructors are encouraged to write comments critically

                                                              assessing, analyzing, praising and/or correcting student behavior.

              7.         All evaluations (evaluation form and additional written evaluations) shall be electronically submitted.  Directions for electronic submission will be dispersed by student specific Clinical Area

              Coordinators and Nurse Anesthesia faculty.

              8.          Failure to submit evaluations per requirements will result in failure of

                           the practicum.

                                                   

               

               

               

               

               

               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

              Substance Abuse Policy

               

              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/drugs1. 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 (Taken from Graduate Information Guidelines, Substance Abuse Policy).

               

              1The 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 licensed clinician, 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.

               

              Purpose:

               

              The purpose of a policy in substance abuse is to explain the standards of conduct and disciplinary sanctions to be imposed for the unlawful possession, use of distribution of illicit drugs and alcohol, or misuse of drugs and alcohol by A-State University College of Nursing and Health Professions, School of Nursing- Nurse Anesthesia Program students.

               

              Procedures 

                          The Nurse Anesthesia Program will follow the procedure as outlined in the Graduate Information Guidelines.         

                          1.         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 body

                                      fluid testing (urine, blood, hair etc…) 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 N.A Director and 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 students 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.

               

                          2.         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 related to substance abuse.

                          3.         Readmission of the student to the program is contingent upon the following conditions:

                                      a.         Formal application for readmission to the program.

                                      b.          Meeting specific program admission criteria as noted in the Undergraduate/ Graduate                                         Bulletin.

                                      c.          Clinical space availability.

                                      d.          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 Nurse

                                                         Anesthesia Department and Dean's Office, College of Nursing and Health Professions

                                                         by the designated treatment facility

                                                         and N. A department.

                                      e.          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.

                          4.          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.

                          5.          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/or dress code as deemed by facility and/or faculty.

                                      a.         Attention Deficit/Cognitive Impairment

                                                  i.           ataxia

                                                  ii.          tremors, especially of the hands

                                                  iii.         slowed response time in a familiar skill

                                                  iv.         diminished from the usual in coordination/dexterity

                                      b.         Social Impairment

                                                  i.           inappropriate verbal remarks (subjects/words/expletives)

                                                  ii.          inappropriate behaviors or those beyond the societal norm such as:

                                                              1.         angry outbursts/unrestrained agitation crying that cannot be explained

                                                              2.         euphoria

                                                              3.         paranoia

                                                              4.         hallucinations

                                                  iii.         * behaviors that are markedly changed from that individual such as:

                                                              1.         introversion

                                                              2.         extroversion

                                                              3.         sullen/irritable

                                                              4.         giddy

                                                              5.         defensiveness

                                      c.          Somatic Manifestations/Discomforts

                                                  i.           * odor of alcohol on breath

                                                  ii.          nausea/vomiting/thirst
                                                  iii.         frequent trips to bathroom/complaint of urinary frequency or diarrhea

                                                  iv.         hiccoughs
                                                  v.          reddened sclera (bloodshot eyes)
                                                  vi.         pupil changes/drooping eyelids
                                                  vii.        complain of blurred vision or inability to focus

                                      d.         Speech/Communication Impairment

                                                  i.           * slurred (thick tongue)

                                                  ii.          * rapid/choppy communication pattern

              iii.              * 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:

              o   frequent need to waste "unused" medications

              o   recording the administration of larger doses than ordered

              o   unauthorized possession of the narcotic key

              o   unsupervised entry into narcotic cabinet

              o   volunteering to be in situations to gain greater access to narcotics

              o   taking frequent breaks/numerous occasions when whereabouts unknown

               

              CRITERIA FOR 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:

               

              1. Specimen collection is witnessed.

              2. BASIC 10-PANEL* DRUG SCREEN INCLUDING ALCOHOL, MEPERIDINE AND DRUG OF CHOICE.

              3. Laboratory must be CLIA approved.

              4. Confirmation of positive results is done by GCMS. If specimen must be sent to another laboratory for confirmation, the chain of custody is maintained.

              5. Report, in addition to results will include:

                          a. Chain of custody;

                          b. Drug history;

                          c. List of drugs screened;

                          d. Confirmation of method used; and

                          e. Specific gravity.

              6. 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

               

               

              7.The Drug Screen may also include: Phencyclidine, Alcohol, Meperidine, and/or Drug of Choice

               

              1Clinical Laboratory Improvement Act: SEt of Federal Regulations which clinical labs must meet for certification.

              2Gas Chromatography Mass Spectrometry
              Adopted from Arkansas State Board of Nursing, January 1997.

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

               

              Nurse Anesthesia Substance Abuse Policies

               

              Policy:

              Nurse Anesthesia follows the CNHP Substance Abuse Policy.  The Nurse Anesthesia Program will follow the procedure(s) as outlined in the Graduate Information Guide as well.

              Procedure:

              The Nurse Anesthesia Program may require a drug screen at any time and any place while enrolled in the program.  The cost of which is the responsibility of the student.  Examples of which the Nurse Anesthesia Program may require a student drug screen are (but not limited to) the following: 

              ·       Clinical entry drug screens

              ·       Random drug screens

              ·       Drugs screens for site specific clinical rotations

              ·       Drug screens for suspicion of intoxication and/or under the influence of mind altering medication

               

               

              ****Students may not present to campus or clinical under the influence of certain medications…  Regardless of whether or not the student has a prescription for the medication.  See GIG & Student Handbook for further details concerning medications.

               

              ****Failure to successfully complete an assigned drug screen immediately on the day assigned will be considered a “refusal to submit” and/or “positive” drug screen- both of which will result in immediate program dismissal.

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

              Clinical Entry Drug Screen

              Chain of Custody form should be issued on campus

               

              Per the A-State Nurse Anesthesia Policy in the A-State SRNA Handbook, students must submit a negative urine drug screen prior to entry into the clinical practice area.

               

              Please read the following directions in order to complete an immediate urine drug screen:

               

                             -Log on to www.castlebranch.com

               

                             -In the right-hand upper corner click on “place order”.

               

                             -Enter your email, zip code that you are currently at, and other information indicated.

               

                             -Order package “RK85DT” ($58.00).

               

              - Take the chain of custody (COC) form that you have been given to Quest Laboratory in JONESBORO, AR and present it (prior to submitting a specimen).

               

              Quest Diagnostics

              901 Osler Drive

              Suite D

              Jonesboro, AR 72401

              (870) 932-7430

               

              -Write down the following information (before leaving the lab) and email to Program Director.  This information helps to protect you in the event that there should be any mistakes made by the laboratory.

              1.     Specimen ID#

              2.     Name of the laboratory at which you submitted a specimen (Name, city, address etc…)

              3.     Person’s name that took specimen

               

              Should you have any questions or problems with these directions, you may call the student support line (888-914-7279). 

               

              ************ Should you not submit a specimen by the time the laboratory closes, this will be considered a “refusal to submit” and/or a “positive” drug screen and you will be dismissed from the program.

               

               

              ***Refusal to submit for testing warrants immediate program dismissal. 

              ***Failure to successfully complete this drug screen by the time the assigned lab closes today will be considered refusal and/or a positive drug screen and will result in program dismissal.


               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

              Random Drug Screen- Jonesboro

              Chain of Custody form should be issued on campus

               

              You have been randomly chosen to submit a specimen for a drug screen.

               

              Please read the following directions in order to complete an immediate drug screen:

               

                             -Log on to www.castlebranch.com

               

                             -In the right-hand upper corner click on “place order”.

               

                             -Enter your email, zip code that you are currently at, and other information indicated.

               

                             -Order package “RT70DT” (approximately 58.00).

               

              -After you have ordered, registered, and paid for this package, take the paperwork/form (chain of custody form) to Quest Diagnostics Lab in Jonesboro, AR.

               

              Quest Diagnostics

              901 Osler Drive

              Ste. D

              Jonesboro, Arkansas

              (870) 932-7430

               

                            -Submit a specimen for drug screen.

               

              -Write down the following information (before leaving the lab) and email to Program Director.  This information helps to protect you in the event that there should be any mistakes made by the laboratory.

              1.     Specimen ID#

              2.     Name of the laboratory at which you submitted a specimen (Name, city, address etc…)

              3.     Person’s name that took specimen

               

              Should you have any questions or problems with these directions, you may call the student support line (888-914-7279).  Again, this should be done immediately, please email us all of the above information when the process is complete.

               

              ************ Should you not submit a specimen by the time the laboratory closes, this will be considered a “refusal to submit” and/or a “positive” drug screen and you will be dismissed from the program.

               

               

              ***Refusal to submit for testing warrants immediate program dismissal. 

              ***Failure to successfully complete this drug screen by the time the assigned lab closes today will be considered refusal and/or a positive drug screen and will result in program dismissal.


               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

              Random Drug Screen

               

              You have been randomly chosen to submit a specimen for a drug screen.

              This must be completed immediately.

               

              Please read the following directions in order to complete an immediate drug screen:

               

                             -Log on to www.castlebranch.com

               

                             -In the right-hand upper corner click on “place order”.

               

                             -Enter your email, zip code that you are currently at, and other information indicated.

               

                             -Order package “RT70DT” (approximately 58.00).

               

              -After you have ordered, registered, and paid for this package, the lab documentation needed will be sent to your Castlebranch account.  Click on the icon and download the required documentation that you must present to the lab for drug screen completion.  Should you have any trouble getting this document, you need to immediately call the Castlebranch student support line at 1-888-914-7279.  Inform them that you are registered and have paid in full.  Tell them that you need the necessary paperwork/form to take the drug screen immediately.   Do not hang up the phone until you have received the form in your Castlebranch account or via email (check both). 

               

              ***Should you have any trouble with any of the steps in this process, call (not email) Program Director immediately- as you will be expected to complete this process by the time the lab closes today. 

               

              -Take the paperwork/form to the lab that they have assigned you (it should be the closest and most convenient lab within the zip code you provided during the registration process).

               

                            -Submit a specimen for drug screen.

               

              -Write down the following information (before leaving the lab) and email to Program Director.  This information helps to protect you in the event that there should be any mistakes made by the laboratory.

              1.     Specimen ID#

              2.     Name of the laboratory at which you submitted a specimen (Name, city, address etc…)

              3.     Person’s name that took specimen

               

              Again, this should be done immediately, please email Program Director all of the above information when the process is complete.

               

              ************ Should you not submit a specimen by the time the laboratory closes, this will be considered a positive drug screen and you will be dismissed from the program.

               

              ***Refusal to submit for testing warrants immediate program dismissal. 

              ***Failure to successfully complete this drug screen by the time the assigned lab closes today will be considered refusal and/or a positive drug screen and will result in program dismissal.


               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

              Clinical Progression Policy

                                                                                             

              I.          Policy: 

              Students shall pass all components of each Anesthesia Clinical Course as demonstrated on   Nurse Anesthesia Programs’ NURS 8507,NURS 8501 NURS 8608, NURS 8704, NURS 8714, NURS 8807,NURS 8801, and NURS 8908.

               

              II.              Purpose: 

              The purpose of the Student Progression Policy is to ensure that those students unable to achieve a passing grade during NURS 8507,NURS 8501 NURS 8608, NURS 8704, NURS 8714, NURS 8807,NURS 8801, and NURS 8908.

              know the process of progression, probation, and dismissal.

               

              III.             Procedure: 

                          Students that pass all components of the Nurse Anesthesia Program’s clinical courses shall    proceed to the next nurse anesthesia clinical semester. This procedure outlines the process of      progression, probation and dismissal.

              A.              Failure to complete any component of a clinical course/semester will result in a failure grade for that semester.

              B.              Enrollment and participation in any Nurse Anesthesia clinical course must begin at the beginning of semester in which the next clinical course is normally offered.

              C.             The following procedures shall apply to each component:

              1.              Clinical course: Students shall meet the stated objectives for their current clinical course rotation or affiliation.

              a.              Students that fail to maintain a passing grade may be placed on clinical probation, not to exceed 12 weeks.

              b.              Failure to resolve clinical probation by the end of 12 weeks shall result in review by the Nurse Anesthesia Faculty with recommendation for course failure.

              c.               Students that pass probation shall be allowed to proceed provided that the student has passed all other components of the Practicum Course.

              d.              Dismissal from a clinical site may result in immediate program dismissal.

              e.              Patient safety issues that arise during clinical experiences can result in immediate dismissal without probation from the program.

              f.                Students may be granted a total of 2 clinical probations during the course of the Nurse Anesthesia Program’s course of study. Probation status cannot occur in 2 consecutive semesters. Should this occur, failure of the clinical course will occur.

              g.                         Any student who is placed on probation during a clinical practicum   

                                         will be awarded no higher than a grade of “B” for that clinical course.

               

               

               

               

               

               

               

               

               

               

               

               

               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

              Work Outside the Program Policy

               

              I.          Policy:

                                      Students are prohibited from administering anesthesia or representing him/herself as a nurse                          anesthetist. Extracurricular employment as an RN cannot interfere with the educational                               program, clinical or lecture schedules, or didactic or clinical performance.

               

              II.         Purpose:

                                      The purpose of the Work outside the Program policy is to ensure that the extracurricular                                 employment does not impede the student’s academic preparation and proper rest necessary                          to assume clinical responsibilities.

               

              III.        Procedure:

                          A.         Students must be prepared to devote full time energies for the successful completion of their                           nurse anesthesia studies. Part-time work as an RN is extremely difficult to maintain while                                  attempting to meet the demands of the program. Therefore, students are strongly

                                         discouraged from seeking outside employment during the anesthesia specialty.

                          B.         Should the student choose to work, the student may work only as long as the:

                                      1.         Student engaging in extracurricular work notifies the Program Director.

                                      2.         Student’s academic and clinical performance is satisfactory.

                          C.         Student is not employed during the ten (10) hours prior to any class or clinical assignment.

                          D.         When any student’s academic or clinical performance falls due to working outside the                                     program’s committed time, the student will be asked to refrain from working and may result in                                 disciplinary action should performance affect patient safety or the student’s ability to progress                                    in the program.

                          E.         A student shall not work at any time, by title or function, as a nurse anesthetist.

                                      1.         Students are prohibited from administering anesthesia in any other hospital or                                               situation other than that which is directly related to the nurse anesthesia program.

                                      2.         Providing anesthesia, other than during clinical learning, or representation as a nurse                                                 anesthetist will result in immediate dismissal from the program.

               


               

               

               

               

               

               

              SECTION IV

               

              Clinical Faculty

               

               


              Clinical Faculty

              L. Todd Hammon, PhD, DNP, MSN, CRNA……………………..Program Administrator/Director

              Cassandra K. Massey, DNAP, MSN, CRNA…… ………………Assistant Program Administrator/Director

              Virginia Baltz, DNP, MSN, CRNA…………………………………Faculty

              Chris Ivy, DNP, CRNA………………………………… …………..Area Clinical Coordinator

              Lisa Lucas, DNP, CRNA …………………………………………..Area Clinical Coordinator

              *Each Clinical site will have individual clinical preceptors (CRNAs and/or Physician Anesthesiologists).

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

               

              Area Clinical Coordinator

               

              Area Coordinator for TN, MS, and Northeast Arkansas: Lisa Lucas, DNP, CRNA

              Clinical Sites:

              1.     Baptist Memorial Hospital East, Memphis, TN

              2.     Baptist Memorial – Collierville, TN

              3.     Baptist Memorial – Desoto, Senatobia, MS

              4.     Baptist Memorial Hospital, Union County, New Albany, MS

              5.     Regional One Medical Center, Memphis, TN

              6.     NEA Baptist, Jonesboro, AR

              7.     Outpatient Surgery Center, Jonesboro, AR

              8.     St. Bernard’s, Jonesboro, AR

              9.     St. Francis Hospital, Memphis, TN

              10.   St. Jude Hospital, Memphis, TN

              11.   VA, Memphis, TN

              12.   Baxter Regional Medical Center, Mt. Home, AR

              13.   Baptist Memorial-Paragould, Paragould, AR

              14.   LeBonheur, Memphis, TN

              Job Description/Duties

              1.     Serves as a resource and representative for A-State Nurse Anesthesia students as well as individual clinical sites.

              2.     Create and distribute a “check off” list to students for each individual clinical site based on site requirements

              3.     Semester and/or annual clinical site visits

              4.     Continuous (monthly/semester) communication (via email/phone) with clinical sites

              5.     Implement and verify student credentialing at various clinical sites (prior to each student change in rotation. This may be every 6-8 weeks etc…and includes distributing, collecting and processing paper work credentialing for each student.

              6.     Schedule and maintain appropriate site orientations for students

              7.     Schedule and maintain the required site-specific EMR classes as appropriate (for students).

              8.     Assist with correspondence between A-State Nurse Anesthesia faculty and clinical sites

              9.     Verify students’ individual credentials remain current and documented in Typhon as such

              10.   Assist with clinical scheduling

              11.   Assist with clinical/student activities and/or events involving clinical placement of students

              12.   Assist with tracking and Typhon documentation of NA Leave (student sick/vacation time)

              13.   Assist with and implement post-conference hours (required by COA) for each student (this is in addition to normal clinical hours). 

              14.   Assist with completion of COA-required student clinical evaluations

              15.   Assist with Typhon tracking (ensure each student keeps current and accurate per NBCRNA and COA requirements) on a weekly-monthly basis.

              16.   Assist with Typhon tracking of specialized cases and procedures

              17.   Assist with Typhon tracking to ensure NBCRNA/COA minimum requirements will be met by each individual student, and assist in making necessary schedule changes when/if appropriate.

              18.   Assist in collecting and reviewing typed management plans

              19.   Assist in providing student feedback for typed anesthesia management plans

              20.   Assist in completing and providing feedback for verbal anesthesia management plans

              21.   Participate in professional development activities particularly as they relate to Nurse Anesthesia education

              22.   Report to A-State Nurse Anesthesia faculty to provide appropriate feedback pertaining to clinical site state and/or issues

              23.   Report to A-State Nurse Anesthesia faculty to provide appropriate feedback pertaining to student clinical issues and/or advise placing in remediation and/or probation if needed

              24.   Be available for students when campus A-State Nurse Anesthesia Faculty is unavailable

              25.   When applicable, assist with transition to DNP

              26.   When applicable, assist with doctoral scholarly work/projects


               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

               

              Clinical Site Coordinators

               

              Policy

               

              It is the policy of the nurse anesthesia program to appoint a Clinical Coordinator at each clinical site where students are regularly scheduled. The Clinical Coordinator must be a CRNA, doctoral degree preferred, or an anesthesiologist.

               

              Procedure

               

              Duties of clinical coordinators include:

               

              1.     Coordinate the anesthesia case assignments of each nurse anesthesia student (SRNA) in order to:

              a.     Maximize SRNA clinical experience.

              b.     Facilitate student learning in a progressive manner (from 1:1 to independent management).

              c.      Assure adequate case numbers of specific case categories for meeting accreditation and certification requirements. Utilize the abbreviated monthly clinical case record summaries generated from (Typhon website) SRNA to assist with verification.

              2.     Act as liaison between the Area Site Coordinator and Program Administrator (Coordinator)/Associate Administrator (Coordinator) of the Nurse Anesthesia option and clinical site with student progress and student problems.

              3.     Act as liaison between the clinical instructors and the SRNA.

              4.     Maintain student schedule and assignment records, clinical syllabi and education material for the SRNA at the site.

              5.     Generate an annual, updated site manual with all policies and regulation related to clinical experiences.

              6.     Guide and direct the SRNA and/or clinical instructor with school related problems

              7.     Review anesthesia management plans and write and discuss daily evaluation with assigned student. Guide other instructors in following this policy.

              8.     Participate in the SRNA monthly clinical and semester evaluation, discuss the evaluation with the SRNA and follow the Program’s policy on the evaluation process.

              9.     Maintain current Certification/Recertification as a CRNA and current RN license.

              10.   Provide the Nurse Anesthesia Program with a current resume and copy of licenses.

              11.   Oversee that students are supervised/instructed to meet the policy of the COA/anesthesia program:

              a.     Clinical oversight of the SRNA in the clinical area shall not exceed

                    one Anesthesiologist or CRNA to two students at any time. (COA requirement)

              b.     First semester clinical practicum students shall be supervised 1:1. First semester clinical practicum students are never to be left alone during these months. 

              c.      Beginning year 3, students may be left alone at the discretion of the Anesthesiologist/CRNA depending on the level of the student, the complexity of the procedure and physical status of the patient. 

              Decision as to when students can be left alone (with the clinical instructor immediately available) is usually a group decision among the clinical preceptors, clinical coordinators and Anesthesiologist (if applicable). 

              d.     Year 3 students should progress to minimal supervision of selected cases at the discretion of the Anesthesiologist/CRNA.

              e.     Third year students, focus is on independent management with Anesthesiologist/CRNA as a consultant and at the discretion of the clinical instructor.

              f.       Supervision of a student by another student (or medical resident) is never to occur. (COA requirement).

               


               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              NURSE ANESTHESIA PROGRAM

               

              Clinical Preceptor

              Description, Qualifications, Responsibilities

              Description:

              A clinical preceptor is a Certified Registered Nurse Anesthetist or Physician Anesthesiologist who supervises the student nurse anesthetist during the administration of anesthesia and care of the patient in the preoperative, perioperative, and post-operative period.

              Qualifications:

              ·       DNP Degree or higher as appropriate for the healthcare discipline and level of student being precepted (CRNA).

              ·       Current license as registered professional nurse/advanced practice or medical/osteopathic doctor in the state of practice.

              ·       Certified/recertified by the Council on Certification/Recertification of Nurse Anesthetists (CRNA).

              ·       Demonstrate competency in their area of responsibility and be knowledgeable in the teaching/ learning process.

              ·       Desire to serve as a clinical preceptor and approval from the clinical facility to fulfill the role.

              Responsibilities of Clinical Preceptors:

              ·       Clinical preceptors will supervise the student nurse anesthetist during the administration of anesthesia. Students must be supervised during their clinical rotation assignments by CRNAs and/or anesthesiologists. Students will be supervised in a 1:1 ratio during the first part of their clinical experience. More advanced students may be supervised on a 1:2 faculty/student ratio. At no time is the supervision ratio to exceed two students to one faculty. Supervisory ratios are decided by the clinical and program faculty in light of the patient and procedure issues and will represent a conservative approach when considering increasing the supervision ratios.

              ·       Be a professional role model.

              ·       Teamwork and effective interpersonal relationships are an expectation.

              ·       Faculty should strive to create a positive learning environment where staff members model professional behavior and foster student learning.

              ·       Faculty are encouraged to attend local, state, and national anesthesia meetings with students when possible.

              ·       Membership and participation in the professional organization is strongly encouraged.

              ·       Recognize pathophysiology states of the patient that are pertinent to the anesthetic. 

              ·       Discuss the patient’s status and rationale for the anesthetic management with the student and the physician anesthesiologist if applicable. 

              ·       Evaluate the student’s clinical performance and constructively discuss this performance with the student and faculty of Arkansas State University Nurse Anesthesia Program. 

              ·       Teach by discussion and demonstration.

              ·       Challenge student knowledge.

              ·       Guide, facilitate, supervise, and monitor students in achieving the clinical objectives and students’ performance of skills and other SRNA activities to assure safe practice.

              ·       Provide timely feedback to the student regarding clinical performance.

              ·       Inform the Program Director or Associate Program Director of pertinent student performances and suggestions for clinical development. 

              ·       Supervise the student anesthetist in the immediate post-operative care and evaluation of the patient. 

              ·       Encourage the student to ask questions and think critically.

              ·       Maintain appropriate board certification, BLS, ACLS, and PALS certification.

               

               


               

               

               

               

              IMPORTANT FORMS

               

              MAY BE FOUND ON THE

               

              DNP NA STUDENT RESOURCES

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              DNP in NURSE ANESTHESIA PROGRAM

               

              DNP in Nurse Anesthesia Program

              P.O. Box 910

              State University, AR  72467

               

               

              Current Medications:

               

              ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

               

               

               

              ****Students may not present to campus or clinical under the influence of certain medications…Regardless of whether or not the student has a prescription for the medication.  See GIG & Student Handbook for further details concerning medications.

              (See the Program Director for further information)

               

               

              ________________________________________________________

              Student’s Name (Please print)

               

               

              ________________________________________________________

              Student’s Signature

               

              ________________________________________

              Date

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              DNP in NURSE ANESTHESIA PROGRAM

               

              UNPLANNED PERSONAL DAY OFF (SICK ETC…TIME) DOCUMENTATION FORM

               

              DATE FORM SUBMITTED__________________________________________________

              NAME OF STUDENT: ______________________________________________________

              CLINICAL SITE NAME (at time of requested leave): ______________________________

              _________________________________________________________________________

              ROTATION AT TIME OF LEAVE: ___________________________________________

              SHIFT TO BE ASSESSED (check all that apply):

              ÿ      8 HOUR                     

              ÿ      12 HOUR

              ÿ      16 HOUR

              ÿ      24 HOUR

               

              ÿ      OB

              ÿ      Trauma

              ÿ      CV/Vascular

              ÿ      Neuro

              ÿ      Pediatric

              ÿ      Specialty Rotation Other ____________________________________

               

              DATE(S) OF ILLNESS ETC: _________________________________________________

              APPROPRIATE DOCUMENTATION:

                          NAME OF PERSON NOTIFIED AT SITE: _________________________________

              ÿ      No other documentation needed

              ÿ      Documentation by approved healthcare provider

               

              CURRENT NUMBER OF PDO DAYS USED/APPROVED TO DATE: ________________

               

               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              DNP in NURSE ANESTHESIA PROGRAM

               

              PLANNED PERSONAL DAY OFF DOCUMENTATION FORM

               

               

              DATE FORM SUBMITTED: _________________________________________________

              NAME OF STUDENT: ______________________________________________________

              CLINICAL SITE NAME (at time of requested leave): ______________________________

              __________________________________________________________________________

              ROTATION AT TIME OF LEAVE: ____________________________________________

              (general, CV, vascular, thoracic, neuro, peds, etc..)

              DATE REQUESTED: _______________________________________________________

              CURRENT NUMBER OF PDO DAYS USED/APPROVED TO DATE: _______________

               

               

               

               

               

               

               

               

               

               

               


               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              DNP in NURSE ANESTHESIA PROGRAM

               

              VACATION DOCUMENTATION FORM

               

               

              DATE FORM SUBMITTED: _________________________________________________

              NAME OF STUDENT: ______________________________________________________

              CLINICAL SITE NAME (at time of requested leave): ______________________________

              __________________________________________________________________________

              ROTATION AT TIME OF LEAVE: ____________________________________________

              (general, CV, vascular, thoracic, neuro, peds, etc..)

              DATES REQUESTED: ______________________________________________________

              CURRENT NUMBER OF PDO DAYS USED/APPROVED TO DATE: _______________

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              DNP in NURSE ANESTHESIA PROGRAM

               

              REVIEW COURSE REQUEST FORM

              (Required)

               

               

               

              DATE FORM SUBMITTED: _________________________________________________

              NAME OF STUDENT: ______________________________________________________

              CLINICAL SITE NAME (at time of requested leave): ______________________________

              __________________________________________________________________________

              ROTATION AT TIME OF LEAVE: ____________________________________________

              (general, CV, vascular, thoracic, neuro, peds, etc..)

              REVIEW COURSE REQUESTED: _____________________________________________

              DATES REQUESTED: ______________________________________________________

              CURRENT NUMBER OF PDO DAYS USED/APPROVED TO DATE: ________________

               

               

               

               

               

               

               

               

               

               

               

               

               

               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              DNP in NURSE ANESTHESIA PROGRAM

               

              MEETING/EDUCATIONAL (REVIEW COURSE) TIME OFF

              REQUEST FORM

              NAME OF STUDENT: ______________________________________________________

              DATE SUBMITTED: _______________________________________________________

              CLINICAL SITE NAME (at time of requested leave): ______________________________

              __________________________________________________________________________

              ROTATION AT TIME OF LEAVE: ____________________________________________

              (general, CV, vascular, thoracic, neuro, peds, etc..)

              MEETING REQUESTED: ____________________________________________________

              DATE(S) OF MEETING: _____________________________________________________

              CURRENT NUMBER OF PDO DAYS USED TO DATE: __________________________

               


               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              DNP in NURSE ANESTHESIA PROGRAM

               

              EDUCATIONAL TIME OFF

              (COURSE) EVIDENCE-BASED PRACTICE CONFERENCE/

              REQUEST FORM

              NAME OF STUDENT: ____________________________________________________

              DATE SUBMITTED: ______________________________________________________

              CLINICAL SITE NAME (at time of requested leave): ______________________________

              __________________________________________________________________________

              ROTATION AT TIME OF LEAVE: ____________________________________________

              (general, CV, vascular, thoracic, neuro, peds, etc..)

              CONFERENCE/COURSE REQUESTED: _______________________________________

              __________________________________________________________________________

              DATE(S) OF MEETING: _____________________________________________________

              CURRENT NUMBER OF PDO DAYS USED TO DATE: __________________________

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              DNP in NURSE ANESTHESIA PROGRAM

               

              CHANGE OF CLINICAL EXPERIENCE TIME

              REQUEST FORM

               

              DATE FORM SUBMITTED: ________________________________________________

              NAME OF STUDENT: _____________________________________________________

              APPROVED BY: _________________________________________________________

              DATE APPROVED: _______________________________________________________

              REQUEST: ______________________________________________________________

              RATIONALE FOR REQUEST: ______________________________________________

               

               

               

               

               

               

               

               


              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              DNP in NURSE ANESTHESIA PROGRAM

               

              CLINICAL OCCURRENCE FORM

               

              Student Name: ________________________________________________

              Attending Preceptor: ___________________________________________

              Incident Date: ________________________________________________

              ASA I II III IV V VI E Procedure: ________________________________

              Pre-Op Diagnosis: _____________________________________________

              Date/Time Program Director Notified? _____________________________

              Date/Time Daily Evaluation emailed to Program Director? _____________

              Summary:

              Attachments:                      Pre-anesthetic Summary:  Y   N   Anesthetic Care Plan:  Y   N

                                                         Narrative:  Y  N

              Prepared by:

              __________________________________________________________________

              Student Name and Date

               

              Received by:

               

              Nurse Anesthesia Faculty Name and Date: _____________________________________

               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              DNP in NURSE ANESTHESIA PROGRAM

               

              STUDENT SELF EVALUATION (MONTHLY)

              Name: _______________________________________________

              Month/Year: ________________________________________

              Date: ________________________________________________

               

              Three most important improvements during this past month:

              1. 

              2.

              3.

               

               

               

              Three goals for next month:

              1.

              2.

              3.

               

               

               

               

               

              Other comments:

               

               


              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              SCHOOL OF NURSING

              DNP in NURSE ANESTHESIA PROGRAM

               

              CLINICAL SITE COORDINATOR

              MONTHLY EVALUATION

              Clinical Site Coordinator:  After reviewing the student daily clinical evaluations and the Student Monthly self-evaluation with the student, please provide the following information and send to the area coordinator.

              Summary of daily and student self-evaluation:

              Student’s strengths

              Student’s weaknesses

              ____________________________________________                                _______________

                                         Signature                                                                                        Date


              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              DNP in NURSE ANESTHESIA PROGRAM

              STUDENT SELF EVALUATION (SEMESTER)

              Name: _______________________________________________

              Semester/Year: ________________________________________

              Date: ________________________________________________

               

              Three most important improvements during this past semester:

              1. 

              2.

              3.

               

               

               

              Three goals for next semester:

              1.

              2.

              3.

               

               

               

               

               

              Other comments:

               

               

               

               

               

               

               

              ARKANSAS STATE UNIVERSITY

              COLLEGE OF NURSING AND HEALTH PROFESSIONS

              DNP in NURSE ANESTHESIA PROGRAM

              STUDENT EVALUATION OF CLINICAL SITES

              1- almost always

              2- usually

              3- sometimes

              4- rarely

              5- almost never

               

              Clinical site: ___________________________________

              End of rotation: _________________________________

              Date: _________________________________________

               

               

              OVERALL EVALUATION OF CLINICAL SITE INSTUCTORS

               

               

               

               

               

              INVOLVEMENT/RECEPTIVITY/COMPETENCE

              1

              2

              3

              4

              5

              1.  Respects student as an important individual in the
               healthcare team.

               

               

               

               

               

              2.  Is available when appropriate

               

               

               

               

               

              3.  Assists students when problem arises

               

               

               

               

               

              4.  Explains new/difficult procedures, is supportive

               

               

               

               

               

              5.  Allows adequate time to accomplish a task

               

               

               

               

               

              6.  Allows student to express his/her self

               

               

               

               

               

              7.  Involves student in formulating plan and decision making

               

               

               

               

               

              8.  Remains calm, poised in clinical situation

               

               

               

               

               

              9.  Relates didactic knowledge to clinical practice

               

               

               

               

               

              TEACHING PRACTICES

              1

              2

              3

              4

              5

              10. Demonstrates flexibility to improve learning

               

               

               

               

               

              11. Assists student in identifying problems

               

               

               

               

               

              12. Demonstrates new procedures

               

               

               

               

               

              13. Questions students understanding of anesthetic
               management

               

               

               

               

               

              14. Leads student through decision making rather than
               giving own impression.

               

               

               

               

               

              15. Provides immediate and adequate feedback with
               questions and patient presentations.

               

               

               

               

               

              16. Reviews evaluations with student and provides
              immediate and constructive feedback.

               

               

               

               

               

              17.  Encourages questions and discussions regarding alternative
              management.

               

               

               

               

               

              18.  Reviews all care plans and signs all evaluations.

               

               

               

               

               

              19. Considers student’s limits according to level of experience.

               

               

               

               

               

              20. Respects student as an individual.

               

               

               

               

               

              21. Encourages student to assume increasing responsibility during
              clinical rotation.

               

               

               

               

               

              22. Evaluations are fair and in a positive manner

               

               

               

               

               

              Other Comments:

               

               

              ARKANSAS STATE UNIVERSITY

               

              COLLEGE OF NURSING AND HEALTH PROFESSIONS
               

              DNP NURSE ANESTHESIA PROGRAM
               

              EVALUATION OF PRECEPTOR

               

              1- almost always

              2- usually

              3- sometimes

              4- rarely

              5- almost never

               

               

              Clinical Preceptor: _________________________________

               

              Clinical site: ______________________________________

               

              Clinical Practicum/Internship:_________________________

               

              Date: __________________________

               

               

              Preceptor Behaviors

              1

              2

              3

              4

              5

              1.  Respects student as an important individual in the healthcare
               team.

               

               

               

               

               

              2.  Is available when appropriate

               

               

               

               

               

              3.  Assists students when problem arises

               

               

               

               

               

              4.  Explains new/difficult procedures, is supportive

               

               

               

               

               

              5.  Allows adequate time to accomplish a task

               

               

               

               

               

              6.  Allows student to express his/her self

               

               

               

               

               

              7.  Involves student in formulating plan and decision making

               

               

               

               

               

              8.  Remains calm, poised in clinical situation

               

               

               

               

               

              9.  Behavior indicates clinical competence

               

               

               

               

               

              10.  Relates didactic knowledge to clinical practice

               

               

               

               

               

              11. Respects student as an individual.

               

               

               

               

               

              12.  Encourages student to assume increasing responsibility during
              clinical rotation.

               

               

               

               

               

              13. Evaluations are fair and in a constructive manner

               

               

               

               

               

              OTHER COMMENTS:

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

               

              ARKANSAS STATE UNIVERSITY

               

              COLLEGE OF NURSING AND HEALTH PROFESSIONS
               

              DNP NURSE ANESTHESIA PROGRAM
               

              SUMMATIVE SEMESTER EVALUATION

              Name: __________________________________________ Date: ________________

              Semester: ________________________

              Summative evaluations of each student’s clinical and academic performance are required in Standards for Accreditation of Nurse Anesthesia Educational Programs. Summative evaluations will remain in the student’s permanent file.

              Anesthesia Courses Academic Evaluation:

              Course

              Grade

               

               

               

               

              Comments:

              Clinical Site: ___________________________

              Clinical Evaluation: (composite of semester’s clinical evaluations based on evaluations) & care plans

              Met

              Unmet

               

               

               

               

               

               

               

               

               

               

                                                                                                           

               

              a. Patient safety

              b. Individualized perianesthetic management

              c. Critical thinking

              d. Communication skill

              e. Professional role

              Strengths:

              Focus Areas:

               

              ____________________________________________        __________________________

              Student’s Signature                                                                                    Date

               

               

              ____________________________________________        __________________________

              Program Faculty Signature                                                                          Date

               

              Nurse Anesthesia - CRNA

              CRNA - DNP Coursework Overview

              Students spend the first four semesters in didactic courses that are a combination of both face-to-face (on the A-State Jonesboro campus) and online. Students will enter into clinical practice in the fifth semester of the program.

              The A-State Nurse Anesthesia Program is 36 months with 114 semester hours of academic credit. Class time for each 3-credit hour course equals 45 clock hours per semester. Clinical practicum course hours vary per semester. Total committed clock hours for both didactic courses and clinical courses averages to 64 hours per week arranged over a 4-week period.

              Total Credit Hours: 114

              Year 1: Summer

              NURS*

              8013

              DNP Basics of Anesthesia
              3(3-0)

              NURS

              88453

              Physical and Biophysical Sciences in Anesthesia Practice
              3(3-0)

              NURS

              88474

              Advanced Clinical Anatomy for Anesthesia Practice
              4(3-1)

              NURS

              8633

              DNP Anesthesia Finance
              3(3-0)

               

               

               
              13(12-1)

              Year 1: Fall

              NURS*

              8464

              Advanced Pharmacology I for Anesthesia Practice
              4(4-0)

              NURS

              88433

              DNP Advanced Physiology and Pathophysiology I
              3(3-0)

              NURS*

              80453

              Principles of DNP Anesthesia Practice I
              3(3-0)

              NURS*

              88503

              		 DNP Nurse Anesthesia Leadership, Policy, and Healthcare System
              3(3-0)

              NURS

              88643

              Nurse Anesthesia Theoretical Foundations
              3 (3-0)

               

               

               
              16(16-0)

              Year 1: Spring

              NURS*

              8033

              Epidemiology and Population Health/Ethics & Genetics
              3(3-0)

              NURS

              8213

              Translational Research for DNP I
              3(3-0)

              NURS

              8483

              Advanced Pharmacology II for Anesthesia Practice
              3(3-0)

              NURS

              8433

              DNP Advanced Physiology and Pathophysiology II
              3(3-0)

              NURS

              8463

              Principles of DNP Anesthesia Practice II
              3(3-0)

               

               

               
              15(15-0)

              Year 2: Summer

              NURS

              8023

              DNP Regional Anesthesia
              3(3-0)

              NURS

              8473

              Principles of DNP Anesthesia Practice III
              3(3-0)

              NURS

              8451

              Orientation to DNP Anesthesia Clinical Practice*
              1(0-1)

              NURS

              6023

              Advanced Assessment of Diagnostic Evaluation
              3(3-0)

               

               

               
              11(10-1)

              Year 2: Fall

              NURS

              88508

              DNP Anesthesia Practicum I*
              7(0-7)

              NURS

              8501

              DNP Anesthesia Practicum I-B*
              1(0-1)

              NURS

              88203

              Translational Research for DNP II
              3(3-0)

               NURS

              88153 

              Informatics 
              3(3-0)
                       14(6-8)

              Year 2: Spring

              NURS

              8608

              DNP Anesthesia Practicum II*
              8(0-8)

              NURS

              8601

              DNP Project Development
              1(1-0)

              NURS

              8443

              DNP Professional Aspects for the CRNA
              3(3-0)

               

               

               
              12(4-8)

              Year 3: Summer

              NURS

              871V

              DNP Anesthesia Practicum III*
              10(0-10)

              NURS

              8702

              DNP Project Implementation
              2(2-0)

              NURS

              8012

               DNP Senior Seminar I
              2(2-0)

               

              		         12(4-8)

              Year 3: Fall

              NURS

              88808

              DNP Anesthesia Practicum IV*
              7(0-7)

              NURS

              8801

              DNP Anesthesia Practicum IV-B
              1(0-1)

              NURS

              88802

              DNP Project Evaluation
              2(2-0)

              NURS

              8022

              DNP Senior Seminar II
              2(2-0)
                   
              12(4-8)

              Year 3: Spring

              NURS

              8908

              DNP Anesthesia Practicum V*
              8(0-8)

              NURS 

              8032 

              DNP Seniors Seminar III
              2(2-0)
                   
              10(2-8)
              Nurse Anesthesia - CRNA

              CRNA - DNP Program Outcomes

              Expected Outcomes

              Nurse Anesthesia graduates will demonstrate knowledge, skills and competencies in patient safety, perianesthetic management, critical thinking, communication, and competencies needed to enter nurse anesthesia practice in culturally diverse population, and to fulfill professional responsibilities.

              The Educational Outcomes of the Program are as follows: 

              Patient Safety

              Graduates will demonstrate patient safety by their ability to: 

              1. Be vigilant in the delivery of patient care in culturally diverse populations. 
              2. Protect patients from iatrogenic complications. 
              3. Participate in the positioning of patients to prevent injury. 
              4. Conduct a comprehensive and appropriate equipment check. 
              5. Utilize standard precautions and appropriate infection control measures. 

              Perianesthetic Management

              Graduates will demonstrate individualized perianesthetic management by their ability in:   

              1. Providing care throughout the perianesthetic continuum. 
              2. Using a variety of current anesthesia techniques, agents, adjunctive drugs, and equipment while providing anesthesia. 
              3. Administering general anesthesia to patients of all ages and physical conditions for a variety of surgical and medically related procedures. 
              4. Providing anesthesia services to all patients, including trauma and emergency cases. 
              5. Administering and managing regional anesthesia including regional blocks for pain management. 
              6. Functioning as a resource person for airway and ventilatory management of patients. 
              7. Possessing current advanced cardiac life support (ACLS) recognition. 
              8. Possessing current pediatric advanced life support (PALS) recognition. 
              9. Delivering culturally competent perianesthetic care throughout the anesthesia experience 

              Critical Thinking

              Graduates will demonstrate critical thinking by:   

              1. Applying knowledge to practice in decision-making and problem solving. 
              2. Providing Nurse Anesthesia care based on evidence-based practice.   
              Nurse Anesthesia - CRNA

              CRNA - DNP Program Statistics

              Arkansas State University Nurse Anesthesia Option graduated its first class in 2005. Since then, the Option has graduated >600 students. The most recent cohort completed the program in May of 2026.  The DNP Nurse Anesthesia 2026 Cohort’s attrition rate was 3.3%. The five-year attrition rate is currently 4.6%. In 2026, 100% of the graduating DNP cohort passing the NCE received offers of employment within six months of graduation. The NCE first-time pass rate for the 2026 DNP Nurse Anesthesia cohort 3 was 82.7%. The Second Attempt Pass Rate was 96.5%. 

              Nurse Anesthesia - CRNA

              Important Files

              Student Physical Form

              NURSE ANETHESIA BROCHURE

              Nurse Anesthesia - CRNA

              DNP End of Program Student Learning Outcomes

              DNP graduates will: 

              I. Incorporate theories and concepts from nursing, the arts, humanities, sciences, and evidence-based practice to guide clinical and professional judgment in nursing practice. (Bloom’s Domain--Create) (Domain 1 AACN) 

              II. Enhance person-centered care while respecting diversity and the unique determinants of individuals and populations. (Bloom’s Domain--Create) (Domain 2/3 AACN) 

              III. Integrate leadership and collaborative roles in the planning, provision, and management of services to influence policy for individuals, families, and populations. (Bloom’s Domain--Create) (Domain 3/6 AACN) 

              IV. Facilitate authentic leadership within complex health systems for the improvement of safe, cost-effective, quality health care for diverse populations. (Bloom’s Domain—Create) (Domain 5 AACN) 

              V. Model professionalism in nursing practice through accountability to ethical and legal standards. (Bloom’s Domain—Create) (Domain 9/10 AACN) 

              VI. Cultivate critical inquiry to advance the discipline and profession of nursing. (Bloom’s Domain--Create) (Domain 4 AACN) 

              VII. Revise programs of care, outcomes of care, and care systems through information systems and technology. (Bloom’s Domain--Create) (Domain 7/8 AACN)