AFFIRMATIVE ACTION STATEMENT

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					                         AFFIRMATIVE ACTION STATEMENT

The University Of Memphis offers equal educational opportunity to all persons without regard to
race, religion, sex, creed, color, national origin or disability. The University does not
discriminate on these bases in recruitment and admission of students or in the operation of any
of its programs and activities, as specified by federal laws and regulations. The designated
coordinators for University compliance with Section 504 of the Rehabilitation Act of 1973 and
the Americans with Disabilities Act of 1990 are the Vice President for Student Affairs and the
Equal Employment Compliance Officer. Information in this document will be provided in
alternate format upon request.

The University Of Memphis is an Equal Opportunity/Affirmative Action University. It is
committed to education of a non-racially identifiable student body
Welcome and Introduction

Welcome to your faculty role in the Loewenberg School of Nursing. This manual was prepared for your
use as a faculty member and was developed to be used in conjunction with the University of Memphis
Faculty Manual. There are six publications that will assist you in being a successful faculty member at the
U of M:
                         The U of M Faculty Manual
                         The LSON Faculty Manual
                         The U of M Student Manual
                         The LSON Student Manual
                         The Current U of M Undergraduate Bulletin
                         A Current U of M Class Schedule

The U of M Undergraduate Bulletin is the definitive source of all university policies related to the
teaching mission of The University of Memphis. Policies related to degree requirements, admission and
progression, Academic FRESH START, and other academic policies are found in this publication. These
policies are updated annually.

The current U of M Class Schedule contains dates for registration, adding, dropping, and withdrawing
from courses as well as the final examination schedule for the Semester.

Please read these manuals and keep them available for your use.

The LSON is a self-governing faculty which operates according to an agreed upon set of bylaws. These
are found in the LSON Faculty Manual. Please read them.

The LSON conducts its business as a School using a committee structure. The committees, their purposes,
and construction are found in the Faculty Bylaws of this manual. One of the greatest problems new
faculty often face is their lack of understanding about where and how decisions are made and how
change is effected.

There are four standing committees of the School: the Curriculum Committee, the Faculty Affairs
Committee, the Faculty Review Committee, and the Student Affairs Committee. Faculty select the
committee in which they want to be a member. A committee assignment can be easily changed.
Committee responsibilities are an important part of your role and faculty are expected to carry out
committee responsibilities.

In addition to these faculty committees, the Dean convenes a monthly Coordinator’s Meeting of all
nursing course coordinators. The purpose of this monthly meeting is to discuss course progression,
problems that are occurring, and student progression. Because problems do not occur in isolation, this
provides an important way of achieving consistency in the way in which problems are addressed.

The Nursing Curriculum of the Loewenberg School of Nursing is the work of the faculty. The internal
consistency and integrity of the entire curriculum is the responsibility of each faculty member. Changes
in curriculum are accomplished through recommendation to the Curriculum Committee which forwards
a recommendation to the Faculty of the Whole for final approval. Matters affecting the entire curriculum,
such as a change in philosophy, a change in course placement or academic credit would most commonly
be discussed by the Faculty of the Whole.




                                        LOEWENBERG SCHOOL OF NURSING
                                FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                     1
As you read through this manual, attend the LSON orientation, the U of M New Faculty orientation and
become more familiar with the School and University, please let us know how we can improve this
manual and our orientation for new faculty.

We are glad you are here and we all look forward to working with you.

Sincerely,

Dean Toni Bargagliotti




                                      LOEWENBERG SCHOOL OF NURSING
                              FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                   2
                                                                   Table of Contents
Welcome and Introduction ..............................................................................................................................1
Organization and Administration of LSON .....................................................................................................5
LSON Organizational Chart ............................................................................................................................6
Course Coordinators ........................................................................................................................................7
Faculty Organization Bylaws ..........................................................................................................................8
      Name, Purpose, and Function ...............................................................................................................8
      Membership ..........................................................................................................................................8
      Officers .................................................................................................................................................8
      Meetings ...............................................................................................................................................9
      Committees .........................................................................................................................................10

Tenure and Promotion Criteria
      LSON Tenure and Promotion Committee ...........................................................................................14
      Appointment and Promotion Criteria ..................................................................................................15
      Guidelines for Meeting T&P Criteria by Rank ...................................................................................16

Mission and Shared Vision ............................................................................................................................18
Accreditation and Membership ......................................................................................................................19
Philosophy .....................................................................................................................................................20
Purposes of the BSN Program .......................................................................................................................21
Program Objectives .......................................................................................................................................22
Professional Standards of Nursing Practice and Education ...........................................................................23
Conceptual Model..........................................................................................................................................24
Curriculum Model .........................................................................................................................................25
Matrix of Outcomes for the BSN Program ....................................................................................................26
Matrix of Competencies and Concepts of Nursing Paradigm ........................................................................29
Matrix of Nursing Competencies and LSON BSN Program Outcomes ........................................................31
Systematic Plan for Program Evaluation and Assessment Outcomes ...........................................................35

Policies
       Grading Policies for CPE's..................................................................................................................41
       Grading Policies for Clinical Nursing Courses ...................................................................................41
       Writing Assignment ............................................................................................................................42
       Clinical Course Competencies ............................................................................................................43
       Dosage Rounding Rules ......................................................................................................................47

Faculty Responsibilities
      Academic Advisement and Counseling ..............................................................................................48
      Academic Course Advisement ............................................................................................................49
      Academic Misconduct ........................................................................................................................49
      Teaching .............................................................................................................................................50
      Service ................................................................................................................................................50
      Scholarship .........................................................................................................................................50
      Faculty Plan ........................................................................................................................................50
      Committee and Faculty Meetings .......................................................................................................50
      Faculty Schedules ...............................................................................................................................51
      Outside Employment and Consulting .................................................................................................51
      Class Rosters .......................................................................................................................................51
      Posting Grades ....................................................................................................................................52
      Evaluation of Students ........................................................................................................................52
      Other Clinical Teaching Problems ......................................................................................................52
      Clinical Conferences ...........................................................................................................................53
      Affiliations with Clinical Agencies.....................................................................................................53
      Selection of Textbooks .......................................................................................................................53

                                                            LOEWENBERG SCHOOL OF NURSING
                                                    FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                                         3
          Course Materials .................................................................................................................................53
          Sick Leave ..........................................................................................................................................53
          Paychecks ...........................................................................................................................................53
          Licensure.............................................................................................................................................53
          Professional Liability Insurance..........................................................................................................53
          Immunizations ....................................................................................................................................54
          Use of Faculty Authorized Materials ..................................................................................................54

Faculty Evaluation System
      Evaluation of Teaching .......................................................................................................................55
      Evaluations by Students ......................................................................................................................55
      Evaluation of Classroom Teaching by Dean/Appointee/Peer .............................................................55
      Faculty Prerogatives............................................................................................................................56
      Planning Conferences .........................................................................................................................56
      Classroom Evaluations by Dean .........................................................................................................56
      Evaluation of Clinical Teaching Effectiveness ...................................................................................56
      Planning Factors and Course Management Procedures ......................................................................56
      Other Contributions to Teaching Methods ..........................................................................................56
      Evaluation Conference at End of Year................................................................................................57
      Clinical Teaching Evaluation of Faculty.............................................................................................57

Evaluation of Service
      Professional Service ............................................................................................................................57
      University ...........................................................................................................................................57
      Discipline ............................................................................................................................................58
      Larger Society of which the University is a Part ................................................................................58

Faculty Development .....................................................................................................................................59

Facilities and Services
        Offices.................................................................................................................................................61
        Telephones ..........................................................................................................................................61
        Messages .............................................................................................................................................61
        Offices Supplies ..................................................................................................................................61
        Secretarial Support ..............................................................................................................................61
        Duplicating .........................................................................................................................................62
        Bulletin Boards ...................................................................................................................................62
        Computers ...........................................................................................................................................62
        Computer Scanner ...............................................................................................................................62
        Computerized Art (clip-art) ................................................................................................................62
        Computer Generated Slides and Portable Computer projector ...........................................................62
        Grant Support......................................................................................................................................63
        Learning Labs .....................................................................................................................................63
        Media Equipment for Classrooms .......................................................................................................63
        Security ...............................................................................................................................................63
        Library and Learning Resource Center Acquisitions ..........................................................................63
        Procedure to Order Text Books ..........................................................................................................64
        Book Orders ........................................................................................................................................64
        Travel - Professional Meetings ...........................................................................................................64
        Parking ................................................................................................................................................65
        Testing ................................................................................................................................................65

Misc. Web Sites ............................................................................................................................................65

Forms        .........................................................................................................................................................67


                                                             LOEWENBERG SCHOOL OF NURSING
                                                     FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                                          4
                                Organization and Administration of the
                                   Loewenberg School of Nursing

The LSON is one of ten colleges and schools comprising The University of Memphis. These include:
              the College of Arts and Sciences,
              the Heriff College of Engineering,
              the Cecil C. Humphreys School of Law,
              the Fogelman College of Business,
              the School of Education,
              the College of Communications and Fine Arts, University College,
              the School of Audiology and Speech Language Pathology, and
              the Graduate School.

The organizational structure of the Loewenberg School of Nursing is simple and appropriate to the size of the
School. The Dean serves as the chief academic officer of the School and reports to the Provost. Student affairs are
managed by the Assistant to the Dean. Faculty serve as course coordinators of courses with multiple sections.
Supervising Nurse Clinicians work with the faculty to meet the clinical teaching and mission of the school. The
Supervising Nurse Clinician's primary teaching responsibility includes clinical instruction, facilitating student
conferences and conducting student evaluations. Clinical nursing supervisors are expected to participate in faculty
meetings, teach in one summer session, and complete other activities as assigned. This position is renewable on an
annual basis based on need and clinical faculty evaluations.

The LSON Faculty Organization provides the operational framework for development and evaluation of the
academic programs and for determining policies, standards and procedures for the Loewenberg School of Nursing.
The Faculty Organization functions under bylaws which are reviewed annually by the faculty.




                                          LOEWENBERG SCHOOL OF NURSING
                                  FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                       5
                                      Full-Time Faculty 2000-2001

           Faculty Member                       Specialization                        Teaching Area
*Dr. Margaret Aiken                    Psych/Mental                        Nursing Research
Professor                              Health/Ethics/Administration        Leadership/Mgmt for RNs
*Ms. Lawrette Axley, MSN               Maternal-Child Health               Expanding Family
(doctoral student-UT Memphis)                                              Child Health Nursing
Instructor
*Ms. Jackie Burchum, MSN,CNP           Family Nurse Practitioner           Jackson Center: Health Assessment,
Instructor                                                                 Pharmacology, Pathophysiology
Mr. Robert Koch, DNScc                 Adult Health/Nursing                Pharmacology
(doctoral candidate - LSU)             Administration
Assistant Professor
Ms. Carrie Harvey, MSN, RN, c          Adult Health                        Foundations
(doctoral student, UT-Memphis)         Critical Care                       Pathophysiology
*Dr. Marjorie Luttrell                 Pediatrics                          Foundations
Associate Professor                                                        Computers and Nursing
*Ms. Tommie Norris, DNScc              Community Health/Critical Care      Pathophysiology
(doctoral candidate - LSU)                                                 Leadership
Assistant Professor
Dr. Janet Scherubel, CCRN              Critical Care                       Nursing Research
Professor                                                                  Issues and Trends
*Dr. Gayle Shiba                       Oncology Nursing                    Adult Health
Assistant Professor
*Ms. Carolyn Speros                    Community Health/FNP                Health Assessment
(doctoral student - UT-Memphis)                                            Community Health Nursing
Instructor
Genae Strong, MSN, CNM                 Maternity                           Expanding Family
Instructor
*Ms. Joan Thomas, FNP, CNP             Psych/Mental Health                 Psych. Mental Health
(doctoral student-UT Memphis)
Instructor
*Dr. Melissa Yopp, JD                  Adult Health Nursing                Pharmacology
Assistant Professor                                                        Advanced Adult Health
                                                                           Emergency/Trauma Nursing
*Course Coordinator


                              Supervising Nurse Clinicians 2000-2001

      Clinical Supervisor                      Specialty                          Clinical Area
Ms. Candy Barnes, MSN              Community Health, Family Nurs.       Community Health Nursing
Ms. Teresa Britt, MSN              Coordinator Skills Lab               Skills Lab, Dosage/Calculation
Ms. Brenda Garner, MSN, FNP        Adult Health                         Foundations
Ms. Jean McIvor, MSN, PNP          Pediatric Nursing                    Child Health
Ms. Diane Ruppel, MSN              Psychiatric Nursing/Gerontology      Psych/Mental Health
Ms. Elizabeth Thomas, MSN          Nursing Administration               Leadership
Ms. Kathy Thompson, MSN            Adult Health                         Adult Health




                                          LOEWENBERG SCHOOL OF NURSING
                                  FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                       6
                                                    LSON Staff
         Staff Member                               Title                           Roles with Faculty
Ms. Paulette Wilkerson               Sr. Administrative Secretary          Faculty Contracts, Travel, Evaluation
                                                                           Process, Maintenance Requests
Ms. Sheila Hall, MS                  Assistant to the Dean                 Student Admission, General
                                                                           Education Requirements
Ms. Ruth Scott                       Receptionist                          Information flow in LSON

Ms. Ella Daniels                     Graduation Analyst                    Health Data/Student Records,
                                                                           Scheduling
Ms. Brenda Fortney                   Office Associate                      Syllabi, Tests, Slide production,
                                                                           Textbooks




Course Coordinators

Clinical courses in which there are multiple sections and multiple faculty will have an assigned course coordinator.
The role of the course coordinator includes:

    a.   Developing course syllabi for use in the following semester.

    b.   Ordering all books for the course and placing essential materials on reserve in the U of M library.

    c.   Determining the clinical agency and units that will used for the course.

    d.   Insuring that clinical agency relationships are maintained.

    e.   Recommending adjunct faculty to the Dean for appointment to clinical sections.

    f.   Insuring that adjunct faculty are oriented to the course and agency.

    g.   Insuring the integrity and consistency of the curriculum that is being coordinated.

    h.   Scheduling, convening and chairing monthly meetings of course faculty.

    i.   Insuring that minutes of course meetings are kept and distributed to faculty, the Dean and on file in the
         Dean's office.

    j.   Counseling faculty about problems that arise in the course (i.e. agency, students).

    k.   Participating in Coordinator's monthly meeting with the Dean.

    l.   Notifying the Dean in a timely manner of problems that are not resolved.




                                           LOEWENBERG SCHOOL OF NURSING
                                   FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                        7
                          THE LOEWENBERG SCHOOL OF NURSING
                              THE UNIVERSITY OF MEMPHIS

                               FACULTY ORGANIZATION BYLAWS
                                                  PREAMBLE

The policies and rules of procedure governing the faculty of the Loewenberg School of Nursing shall be consistent
with the University of Memphis policies and procedures and shall be in accord with the purposes and goals of the
University and the authority and responsibility of University faculty.

                                             ARTICLE I
                                    NAME, PURPOSE AND FUNCTIONS
Section 1. Name
The name of this organization shall be the University of Memphis Loewenberg School of Nursing Faculty
Organization, hereafter referred to as the Faculty Organization.

Section 2. Purpose
The purpose of the Faculty Organization shall be to provide an operational framework for the development and
evaluation of the academic program, and, for determining policies, standards and procedures for the Loewenberg
School of Nursing.

Section 3. Functions

The functions of the Faculty Organization shall be to:

    A. Formulate, interpret, implement and evaluate the philosophy, purposes and objectives of the Loewenberg
       School of Nursing.

    B. Develop, implement and evaluate the nursing curriculum.

    C. Promote the professional growth of faculty.

    D. Formulate, interpret, implement and evaluate policies and procedures related to faculty and students in the
       Loewenberg School of Nursing.

    E. Consider and act on recommendations of standing and adhoc committees of the Faculty Organization.

                                                  ARTICLE II
                                                 MEMBERSHIP
Section 1. Composition

The Faculty Organization shall be composed of

    A. The Dean of the Loewenberg School of Nursing;

    B. All faculty who hold appointments in the Loewenberg School of Nursing.

                                                  ARTICLE III
                                                   OFFICERS
Section 1. Chair

The Chair of the Faculty Organization shall be the Dean of the Loewenberg School of Nursing.



                                          LOEWENBERG SCHOOL OF NURSING
                                  FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                       8
Section 2. Vice Chair

The Vice Chair of the Faculty Organization shall be the chair of the Faculty Affairs Committee. He/she shall preside
at meetings in the absence of, or, at the request of the Dean.

Section 3. Secretary

The secretary of the Faculty Organization shall be appointed by the Dean and shall serve for a period of one (1)
academic year. The secretary shall record the minutes of all Faculty Organization meetings. Minutes of each
meeting shall be filed in an appropriate location and distributed to each member.

                                                   ARTICLE IV
                                                   MEETINGS
Section 1.

The rules contained in Robert’s Rules of Order Newly Revised shall govern meetings of the Faculty Organization
and its standing and other committees in all cases which are applicable, and not inconsistent with the Bylaws.

Section 2. Frequency of Meetings

The Faculty Organization shall have a minimum of three (3) scheduled meetings during each academic semester,
Spring and Fall. An annual meeting will be held at the end of each academic year.

Section 3. Order of Business

The order of business at the annual meeting of the Faculty Organization shall be as follows:

                  Call to Order
                  Approval of Minutes
                  Report of the Dean
                  Report of Standing Committees
                  Report of Ad Hoc Committees
                  Report of Special Committees, including University Senate and
                  University Committees
                  Unfinished Business
                  New Business
                  Announcements
                  Adjournment

Section 4. Called Meetings

Meetings of the Faculty Organization may be called by the Chair or Vice Chair, or by petition of at least thirty
percent (30%) of the members of the Faculty Organization. Notice of called meetings shall be given to all members
two (2) work days in advance.



Section 5. Items of Business

Items of business for the agenda of any meeting of the Faculty Organization must be presented in writing at least
five working days before a scheduled meeting.

Section 6. Quorum

A quorum for a meeting shall be at least seventy (70%) percent of the members.


                                           LOEWENBERG SCHOOL OF NURSING
                                   FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                        9
                                                   ARTICLE V
                                                  COMMITTEES
Section 1. Standing Committees

There shall be four (4) standing committees of the Faculty Organization. These committees shall be:

                   A.       Curriculum Committee
                   B.       Evaluation Committee
                   C.       Faculty Affairs Committee
                   D.       Faculty Review Committee
                   E.       Student Affairs Committee
                   F.       Student Progression Committee

Section 2. Ad Hoc Committees

Ad Hoc Committees may be appointed by the Dean as the need arises. They shall function until the purpose for
which they have been created has been fulfilled or until terminated by the Dean.

Section 3. Structure of Standing Committees

    A. Membership. Faculty and student representatives will be appointed by the Dean in accordance with these
       Bylaws.

    B. Chair. A Chair for each committee shall be appointed by the Dean.

         1.   Duties. The chair shall

              a.   Establish goals and the work of the committee at the beginning of the academic year.
              b.   Set regular meetings to accomplish work of the committee.
              c.   Consult with Dean on a regular basis.
              d.   Present recommendations to the Faculty Organization.
              e.   Present report of committee activities at annual meeting of Faculty Organization and as required.

    C. Secretary. A secretary for each committee shall be selected by the Chair of that committee. He/she shall
       keep minutes of all meetings and file in appropriate location. Copies of minutes shall be distributed to all
       members and the Dean.

    D. The Dean of the Loewenberg School of Nursing shall serve as an ex-officio member of all standing
       committees.

Section 4. Accountability

Standing committees shall be accountable to the Faculty Organization. Records of all activities shall be maintained
in minutes. Reports and recommendations shall be presented to the Faculty Organization at its regular meetings.
Monitoring of the implementation of approved recommendations shall be the responsibility of the appropriate
committee.

Section 5. Term of Appointment

Appointment to each committee is for one (1) academic year.

Section 6. Meetings

Committees shall hold a minimum of three (3) meetings each semester and as called by the chair of the committee.


                                           LOEWENBERG SCHOOL OF NURSING
                                   FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                        10
Section 7. Responsibilities

    A. Curriculum Committee

        1.   Purpose
             The purpose of this Committee is to propose, develop and evaluate the curriculum in accordance with
             the philosophy, purposes and objectives of the Loewenberg School of Nursing.

        2.   Composition
             Faculty. A minimum of three (3) faculty will be appointed to serve on this committee. Students. A
             minimum of two (2) students will be appointed. At least one student will represent each of the levels
             (junior and senior) in the nursing program.

        3.   Functions.
             The Curriculum Committee shall have the following functions.
             a. Periodically review and evaluate the philosophy, conceptual framework, outcome objectives, and
                 program of study.
             b. Review individual courses for the implementation of the philosophy and conceptual framework.
             c. Review and evaluate all proposals for curriculum changes and all new nursing courses and make
                 appropriate recommendations to the Faculty Organization.
             d. Maintain educational resources which are adequate to meet the goals of the program through
                 development of policies and procedures for requesting, previewing, recommending and selecting
                 resources.
             e. Review requests/proposals and recommendations relative to interdisciplinary concerns which
                 occur from within and without the University setting.

    B. Evaluation Committee

        1.   Purpose
             The purpose of the Evaluation committee shall be to assume responsibility for the evaluation process
             in the LSON.

        2.   Composition
             The Evaluation Committee shall be composed of a minimum of five faculty members and two student
             members.

        3.   Functions
             Develop and implement a plan for the systematic evaluation of all components of the curriculum.
             a. Internal and external resources
             b. psychological quality of work environment
             c. course
             d. faculty
             e. agency
             f. students
             g. graduates

        4.   Develop procedures for the administration and analysis of evaluations.

        5.   Develop the procedure for the dissemination of results of evaluation to the faculty

        6.   Periodic review of Library and Learning Media Center holdings relevant to nursing.

        7.   Development of criteria and a procedure for the selection and evaluation of clinical resources.



                                          LOEWENBERG SCHOOL OF NURSING
                                  FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                       11
   8.   Develop and review policies and procedures for peer and student evaluations of faculty.

   9.   Recommend to the Faculty for their approval and to the Dean for approval the required resources for
        the following fiscal year.

C. Faculty Affairs Committee

   1.   Purpose
        The purposes of this committee are to promote professional development of nursing faculty in
        fulfilling their Loewenberg School of Nursing and University responsibilities and to develop and
        recommend policies related to faculty welfare.

   2.   Composition
        This committee shall be composed of a minimum of three (3) faculty members.

   3.   Functions.
        The Faculty Affairs Committee shall have the following functions.
        a. Assist in the recruitment of qualified nursing faculty.
        b. Review and make recommendations regarding faculty position descriptions, and other matters
            affecting faculty welfare.
        c. Review and recommend policies and criteria for appointment, promotion and tenure of faculty.
        d. Present recommendations regarding faculty affairs to the Faculty Organization for consideration
            and action.
        e. Promote the development of teaching, research and scholarly activities among faculty by:
            (1) Assisting with the identification of areas and funding for teaching, research, and scholarly
                 activities.
            (2) Providing peer support and assistance to those faculty involved in teaching, research or
                 scholarly activities.
        f. Review annually the Bylaws of the Faculty organization and propose revisions deemed necessary.
        g. Review annually the Loewenberg School of Nursing Faculty Handbook and revise as necessary.
        h. Design and implement an orientation program for new faculty.

D. Faculty Review Committee

   1.   Purpose
        The purpose of this committee is to advise and review faculty for reappointment, promotion and
        tenure.

   2.   Composition
        This committee shall be composed of all tenured faculty.

   3.   Functions
        The Faculty Review Committee shall have the following functions:
        a. Annually review progression toward tenure of all tenure track faculty
        b. Provide guidance to faculty regarding reappointment, promotion and tenure.
        c. Review all faculty requests for tenure and promotion and make recommendations to the Dean.
        d. Make recommendations to the Dean regarding re-appointment, promotion and tenure of faculty.

E. Student Affairs Committee

   1.   Purpose
        The purposes of this committee are to promote the professional and personal development of nursing
        students and to provide a mechanism for considering matters related to students and their concerns.




                                     LOEWENBERG SCHOOL OF NURSING
                             FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                  12
        2.   Composition
             a. Faculty. There shall be a minimum of three (3) faculty appointed to this committee.
             b. Students. There shall be at least one (1) student appointed to this committee.

        3.   Functions
             The Student Affairs Committee shall have the following functions:
             a. Assist in the recruitment of qualified students.
             b. Develop and periodically review policies and procedures related to student orientation, academic
                 advisement and other matters affecting student welfare.
             c. Recommend nominees for student scholarship awards and honors.
             d. Present recommendations regarding student affairs to the Faculty Organization for consideration
                 and action.
             e. Organize recognition activities for students.
             f. Review annually the Loewenberg School of Nursing Student Handbook and revise as necessary.
             g. Coordinate preparation and distribution of newsletter to students.

    F. Student Progression Committee

        1.   Purpose
             The purpose of the Student Progression Committee is to review and make recommendations regarding
             admission and progression of students in the LSON.

        2.   Composition
             This committee shall be composed of a minimum of four faculty, two students, and one alumnus. The
             graduate analyst shall be appointed as an ad hoc committee member.

        3.   Functions
             The functions of the Student Progression Committee are to:
             1. Assist in the development of and implementation of policies and procedures related to admission,
                 progression, and graduation of students.
             2. Review grade appeals and make recommendations to the Dean.
             3. Review problems of progression and retention of students and make recommendations to the
                 Dean.

                                                 ARTICLE VI
                                                AMENDMENTS
Section I. With Notice

Amendments to the Bylaws will be presented to members of the Faculty Organization at least two (2) weeks prior to
consideration for adoption. A majority vote is required for approval of amendment.

Section 2. Without Notice

These Bylaws may be amended without previous notice at any official meeting of Faculty Organization by ninety-
nine percent (99%) of those members present and voting.
                                                                                           Revised: April, 1994
                                                                                          Approved: May, 1994
                                                                                                      NURS BL




                                         LOEWENBERG SCHOOL OF NURSING
                                 FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                      13
TENURE AND PROMOTION CRITERIA
Introduction

The evaluation of faculty in the School of Nursing for the purposes of promotion, tenure, and/or salary review
reflects the missions of the University of Memphis: teaching, research, and service. Faculty who desire
consideration for promotion, tenure, and/or salary review must provide evidence of effective teaching as well as
productivity in the area of research (scholarly activity) and service.

The review of faculty for purposes of tenure, promotion and/or salary review is based on the policies and standards
as set forth in the current U of M Faculty Handbook. Tenure track faculty are annually reviewed by the Faculty
Promotion and Tenure Committee for progress toward tenure.

While some subjectivity is inherent in all evaluation processes, the criteria identified in this document are aimed at
making the process as objective as possible while assisting the faculty member in making the determination of his or
her eligibility for tenure and/or promotion.

The criteria for tenure and/or promotion as identified in this document reflect those which have been identified by
the Tennessee State Board of Regents for all institutions of higher learning under their purview. Additional criteria
have been added which reflect appropriate and professional activities relevant to the practice of nursing.

In compiling data for review, faculty members are encouraged to consult tenured and experienced faculty for
assistance. A well-organized compilation of all supportive evidence is essential.

The LSON Tenure and Promotion Committee

In March of each academic year, the tenured faculty will elect members to the Promotion and Tenure Committee for
a 3 year term. According to the policies of the university, one-third of the members are appointed by the Dean and
2/3 are elected by tenured faculty. The usual term of appointment is for 3 years. The chair of the committee is
elected by the committee. The chair serves for a two-year term. The chair must have been a member of the
committee for one year prior to serving as chair.

The Promotion and Tenure Committee Timelines:

    Last Monday in August - Develop slate of external reviewers for candidates for promotion and tenure.
    Members will then contact reviewers for consent to review.

    Second Monday in September - Candidate materials for promotion and tenure will be sent to external reviewers.
    Chair will request that external reviews are returned to the T & P committee chair by November 1.

    Second Monday in November - Final decision from T & P Committee will be sent to the Dean.

    First Monday in March - Tenure track faculty will submit updated vitae, SIRS and a narrative discussion of
    progress from previous recommendations to the T and P Committee.

    Second Monday in March - T& P Committee will send comments and recommendations to tenure track faculty
    with a copy to the Dean.

The general effort expected by faculty in the areas of teaching, research and service is as follows:

         1.       Direct Instruction                            40 - 60%
         2.       Research/Scholarly Activity                   20 - 50%
         3.       Service                                       10 - 30%




                                           LOEWENBERG SCHOOL OF NURSING
                                   FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                        14
APPOINTMENT AND PROMOTION CRITERIA

Instructor

    1.   Potential ability in teaching; public, institutional, and professional service, and research

    2.   Evidence of good character, mature attitudes, and stable personality

    3.   Master’s degree in Nursing

    4.   Minimum of one (1) year of clinical experience in discipline of nursing

    5.   Involvement in professional organization(s)

    6.   Potential willingness and ability to work with colleagues to support the mission of the institution and the
         common goals of both the institution and the Loewenberg School of Nursing

Assistant Professor

    1.   Evidence of potential ability in teaching; public, institutional, service, and research

    2.   Evidence of good character, mature attitudes, and stable personality

    3.   Earned doctorate from an accredited institution in nursing or related discipline, OR Master’s degree in
         nursing and 30 semester hours (45 quarter hours) beyond the masters in a doctoral program in nursing or
         related discipline

    4.   Participation in professional nursing organization(s)

    5.   Evidence of willingness and ability to work effectively with colleagues to support the mission of the
         institution and the common goals of both the institution and the Loewenberg School of Nursing

Associate Professor

    1.   Documented evidence of ability in teaching; public, institutional, and professional service, and research

    2.   Evidence of good character, mature attitude and a stable personality

    3.   Documented evidence of high quality professional productivity and potential for national recognition in the
         academic discipline

    4.   Master’s degree in Nursing and an earned doctorate from an accredited institution in Nursing or a related
         discipline

    5.   Earned doctorate in nursing or a related discipline

    6.   Participation in professional nursing organization(s)**

    7.   Evidence and ability to work effectively with colleagues to support the mission of the institution and the
         common goals of both the institution and the Loewenberg School of Nursing

Professor

    1.   Documented evidence of ability in teaching, public, institutional, and professional service, service, and
         research

                                            LOEWENBERG SCHOOL OF NURSING
                                    FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                         15
     2.   Evidence of good character, mature attitude, stable personality, and a high degree of academic maturity and
          responsibility

     3.   Documented evidence of high quality professional productivity and national recognition in the academic
          discipline

     4.   Master’s degree in Nursing and an earned doctorate from an accredited institution in Nursing or a related
          discipline

     5.   A minimum of ten (10) years teaching experience in the discipline of nursing at the baccalaureate or higher
          degree level

     6.   Evidence of willingness and ability to work effectively with colleagues to support the mission of the
          institution and the common goals of both the institution and the Loewenberg School of Nursing

                                                                                           Revised/Approved 5/26/98


Guidelines for Meeting Tenure and Promotion Criteria by Rank

Teaching Effectiveness

Faculty seeking tenure and/or promotion must provide supportive evidence of “ability in instruction.” Please refer
to The U of M Faculty Handbook.


Research and Scholarly Activity

Research and scholarship are defined in the current U of M Faculty Handbook. Publications that are positively
considered for promotion and tenure purposes in the Loewenberg School of Nursing appear in refereed journals,
books, and or other media formats that are considered scholarly by the discipline of professional nursing.

Service

Service consists of activities related to the University, the School of Nursing and the community. Community
service must relate to professional expertise in the field of nursing. Examples of service activities by category and
rank are:

I.   University and School (Each Rank)

     A. Serves as an advisor or consultant to other faculty members, departments, colleges, or the University when
        invited or assigned.

     B. Serves as a contributing member of the school and its committees when invited or assigned.

     C. Serves as a contributing member of the School and its committees when invited or assigned.

     D. Serves as a representative of the School of Nursing and the University by providing information about the
        program and/or recruiting.

     E. Participates in projects to assist the University.

     F.   Projects a positive image to the community.



                                            LOEWENBERG SCHOOL OF NURSING
                                    FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                         16
    G. Demonstrates a willingness and ability to work effectively with colleagues to support the mission of the
       institution and the common goals both of the institution and of the Loewenberg School of Nursing.

II. Professional

    A. Instructor and Assistant Professor

        1.   Holds membership in professional organization (American Nurses’ Association).

        2.   Participates in organization at local and state level through committee.

    B. Associate and Professor

        1.   Holds membership in professional organization (American Nurses’ Association).

        2.   Functions in leadership positions (officer of committees and/or membership on committees at state,
             regional and/or national level).

III. Community (Each Rank)

    A. Participates in community agencies such as volunteering professional expertise and serving on committees.

    B. Assists educational and governmental agencies and community service organizations through endeavors
       such as active participation in training programs and operational programs.




                                          LOEWENBERG SCHOOL OF NURSING
                                  FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                       17
                                        The Loewenberg School of Nursing
                                           The University of Memphis


                                                      Mission

The Loewenberg School of Nursing, an academic unit of The University of Memphis, is committed to advancing
health through excellence in nursing education, research, and service.



                                                   Shared Vision

The faculty of the Loewenberg School of Nursing are clinician scholars who are dedicated to creating a community
where every person is valued, supported, mentored, and recognized for their contributions. We value our cultural
and disciplinary diversity which provides the foundation for excellence in clinical practice and scholarly inquiry. As
our students are the future of healthcare for the global community, we freely share with them our commitment to
caring through the art and science of nursing. As a school within an urban community, our educational programs are
responsive to the community we serve.




                                           LOEWENBERG SCHOOL OF NURSING
                                   FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                        18
Accreditation

The University Of Memphis is fully accredited by the Southern Association of Colleges/Schools.
The baccalaureate program of the Loewenberg School of Nursing is approved by the Tennessee
Board of Nursing, accredited by the National League for Nursing Accreditation Commission
(NLNAC) , 350 Hudson Street, New York, NY 10014, and has pre-approval by the Collegiate
Commission for Nursing Education (CCNE) , 1 Dupont Circle, NW, Suite 530, Washington, DC
20036-1120.

Membership

The Loewenberg School of Nursing holds agency membership in the American Association of
Colleges of Nursing, the Southern Council for Collegiate Education in Nursing, and the National
League for Nursing, Baccalaureate and Higher Degree Council.




                                    LOEWENBERG SCHOOL OF NURSING
                            FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                 19
                                               The Loewenberg School of Nursing
                                                  The University of Memphis


                                                          PHILOSOPHY

The faculty of the Loewenberg School of Nursing support the goals and purposes of The University of Memphis by providing a
professional educational program that is based upon a strong foundation in the liberal arts and sciences.

The faculty believe that learning is a lifelong process that involves change as a result of experiences. Faculty are responsible for
planning, implementing and evaluating a curriculum that is responsive to the needs of the learner, the profession and a diverse
society.

The nursing curriculum has been developed within the shared beliefs of the faculty regarding Person, Environment, Health, and
Nursing. The faculty believe that the interactions of these elements are modified by the eight nursing competencies of:
assessment and technical skills, communication, critical thinking, caring, teaching, management, leadership, and knowledge
integration.

The faculty hold the following beliefs concerning the nursing metaparadigm:

                                                             PERSON

The person is a diverse and complex being. Any form of change that affects an aspect of the person can also affect other aspects
which can potentially influence well-being. The person constantly strives to adapt to change in an effort to maintain equilibrium
or wellness. Through positive resolution improved problem solving and coping skills, the person can function independently
with others. From birth to death, the person is socialized to roles in groups including families, communities, and society.

                                                        ENVIRONMENT

The environment consists of all elements external to the person. The person and environment continuously interact which results
in change. The person’s health is influenced by elements in the environment such as language and culture.

Professional nurses practice in diverse settings in provider and coordinator roles. Advanced practice nurses provide direct
primary care and administer the tools of critical thinking and communication to identify and understand the factors within the
environment that influence the goals of nursing.

The environment influences the practice of professional and advanced practice nursing. Using critical thinking the professional
nurse is able to identify factors within diverse settings and to facilitate the development of more therapeutic environments of care
for restoration, rehabilitation and health promotion of clients.

                                                             HEALTH

Health is a balanced state of well-being, maintained through adaptation to the environment. The healthy person functions as an
integrated being, maximizing personal potential within the environment. Health is threatened when the ability to adapt fails. This
ability is influenced by physical, physiological, psychosocial, cultural, and spiritual factors.

                                                            NURSING

Nursing is a science and an art directed toward assisting people to achieve optimum health. The science of nursing is derived
from the synthesis and integration of theoretical and empirical knowledge obtained through research and practice. The practice of
nursing focuses upon the maintenance, promotion, and restoration of health.

The art of nursing is manifested through the care and skill with which nursing is practiced. The care component of nursing is
exhibited in communication and interpersonal relationships. A caring approach includes recognition of the uniqueness of people.




                                               LOEWENBERG SCHOOL OF NURSING
                                       FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                            20
                                  THE BACHELOR OF SCIENCE IN NURSING


The curriculum leading to the Bachelor of Science in Nursing includes 4 years of academic study. Approximately
half of the coursework is in the liberal arts and sciences and the remainder in Nursing. All nursing students
complete the General Education Curriculum required of all University of Memphis students.

                                             Purposes of the BSN Program

The purposes of the LSON Baccalaureate program are to:

    1.   Provide a curriculum leading to the degree of Bachelor of Science in Nursing essential to beginning
         professional practice and graduate study in Nursing.

    2.   Promote the intellectual, personal, and professional development of students by offering a curriculum that
         combines a strong liberal education with the professional major.

    3.   Provide a plan of study with flexible options that are responsible to the individual learner’s needs.

    4.   Encourage the use of opportunities available in a comprehensive university setting to foster values,
         attitudes and personal qualities essential to living a fulfilling life and contributing to a diverse society.

    5.   Produce graduates who demonstrate competence in conceptual, functional, and interpersonal skills basic to
         beginning professional nursing practice in a variety of settings.

    6.   Produce politically and socially conscious graduates who are competent practitioners in a variety of
         settings.

    7.   Prepare graduates who assume leadership roles to effect change for a healthy society.



Revised 11/92




                                            LOEWENBERG SCHOOL OF NURSING
                                    FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                         21
                                                  The University of Memphis
                                                 Loewenberg School of Nursing
                                                     Program Objectives

Graduates of The University of Memphis BSN program:

1.     Use the nursing process, core nursing knowledge,1 and core nursing competencies2 to provide, design, and
       manage culturally competent, cost effective, direct and indirect nursing care to individuals, families,
       communities, and populations.

2.     Integrate theoretical, empirical, and intuitive knowledge from other scientific disciplines and the humanities
       into the practice of nursing.

3.     Collaborate with others to provide health promotion and health care access to diverse populations.

4.     Integrate professional nursing values3 into nursing practice.

5.     Modify patient care in response to changing health care systems, health policies, and global environmental
       factors4 .

6.     Integrate selected research findings into nursing practice.

7.     Maintain professional accountability for effective nursing practice and the advancement of the profession.

8.     Implement nursing roles that meet the emerging health needs of individuals, families, communities, and
       populations.



1
    Core nursing knowledge includes: a) health promotion, risk reduction, and disease prevention,
    b) illness and disease management, and c) information and health care technologies.
2
    Core nursing competencies include: a) critical thinking, b) communication, c) assessment, and
     d) technical skills.
3
 Professional nursing values include: a) caring, b) altruism, c) autonomy, d) human dignity,
  e) integrity, and f) social justice.
4
    Global environmental factors include: a) international law and public health, b) disease transmission, c) health policy, and d)
     health care economics.




                                                 LOEWENBERG SCHOOL OF NURSING
                                         FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                              22
                                              Professional Standards
                                         of Nursing Practice and Education
The LSON faculty has adopted the American Association of Colleges of Nursing (AACN) (1998) Essentials of
Baccalaureate Education for Professional Nursing Practice as the professional standard for the BSN program at
The University of Memphis. The relationship between the LSON program objectives and the AACN Essentials of
Baccalaureate Education for Professional Nursing Practice is displayed in Table 1.



Table 1. Relationship Between the AACN Essentials of Baccalaureate Education for Professional Nursing Practice * and the
         LSON BSN Program Objectives.

 AACN Essentials of Baccalaureate Education for                LSON Program Objectives
 Professional Nursing Practice

     Liberal education provides the foundation for the        2
      development of clinical judgment skills required for
      the practice of professional nursing.

     Baccalaureate education facilitates the development      1,4
      of professional values (caring, altruism, autonomy,
      human dignity, integrity, and social justice) and
      value-based behaviors.

     The educational process facilitates the acquisition of   1, 2, 6
      the core competencies of critical thinking,
      communication, assessment, and technical skills.

     Baccalaureate education provides students with the       1, 5,
      opportunity to obtain the core knowledge of health
      promotion, risk reduction, and disease prevention;
      illness and disease management; information and
      health care technologies; ethics; human diversity;
      global health care; health care systems and policy.

     Baccalaureate graduates are prepared to be providers     7, 8
      of care, designers/managers/coordinators of care, and
      members of the profession.

* For the purposes of this comparison, the AACN Essentials document has been summarized.


Adopted by the LSON Faculty 6/98




                                               LOEWENBERG SCHOOL OF NURSING
                                       FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                            23
      CONCEPTUAL MODEL




        LOEWENBERG SCHOOL OF NURSING
FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                     24
                                               Curriculum Model
                                                 BSN Program

                                               BASIC STUDENTS


                                                Freshman Year
ENGL 1101 English Composition                     3       ENGL 1102 English Composition & Analysis        3
BIOL 1751/52 Anatomy & Physiology                 4       BIOL 1761/62 Anatomy & Physiology II            4
CHEM 1101 College Chemistry                       4       CHEM 1102 College Chemistry II                  4
HMSE 1100 Concepts of Fitness/Wellness            2       *Math                                           3
Social Science (B) PSYC 1101 or SOCI 1111         3       *Fine Arts Heritage                             3
                                                 16                                                      17


                                               Sophomore Year
ENGL 2201 or 2202 English Literature              3       NURS 3400 Clinical Pathophysiology              3
MMCS 1451/52 Microbiology                         4       NURS 3000 Pharmacology                          3
EDPR 2111 Development Across the Lifespan         3       NURS 3101 Health Assessment                     3
CSED 3202 Nutrition                               3       NURS 2217 Fundamentals of Nursing               3
COMM 2381 Oral Communication                      3       NURS 2218 Integrative Skills I                  1
Physical Activity                                 2       NURS 2219 Fundamentals Practicum                2
                                                 18       NURS 2220 Dosage Calculation                    1
                                                                                                         16


                                                  Junior Year
NURS 3117 Adult Health Nursing                    3       NURS 3217 Nursing Care of Expanded Family      2
NURS 3118 Integrative Skills II                   1       NURS 3219 Nursing Care of Expanded Family      3
NURS 3119 Adult Health Practicum                  2         Practicum
NURS 3127 Psychiatric Mental Health Nursing       2       NURS 3227 Child Health Nursing                  2
NURS 3129 Psychiatric Mental Health Nursing       3       NURS 3229 Child Health Nursing Practicum        3
  Practicum                                               *Hist/Phil Heritage (Pre 1500 or Post 1500)     3
*Social Science Global A                          3       *American Heritage                              3
*American Heritage                                3         HIST 2601 or HIST 2602                       16
 HIST 2601 (U.S. to 1877)                        17         or other Thematic course
 or HIST 2602 (U. S. since 1877)




                                                  Senior Year
Statistics (EDPR 4541 (C), PSYC 3001 (C)              3    NURS 4110 Nursing Research                     3
  or SOCI 3311 (C)                                         NURS 4227 Leadership                           3
NURS 4117 Advanced Adult Health Nursing               2    NURS 4229 Leadership Practicum                 4
NURS 4119 Advanced Adult Health Nursing               3    *HIST/PHIL Heritage (Pre 1500 or Post 1500)    3
Practicum                                                  NURS 4120 Contemporary Issues & Trends in      2
NURS 4127 Community Health Nursing                 3       Nursing & Health Care                         15
NURS 4129 Community Health Nursing Practicum       3
NURS Elective                                      3
                                                  17

* see General Education Curriculum, p. 20, for course choices in General Education categories.




                                           LOEWENBERG SCHOOL OF NURSING
                                   FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                        25
                                         Loewenberg School of Nursing
                                           The University of Memphis
                                    Matrix of Outcomes for the BSN Program

The overall program outcomes for the BSN program are leveled throughout the three levels of the program. Level I
outcomes are met in the Professional Foundation Courses in the sophomore year, Level II outcomes in Provider of
Care Courses in the junior year, and Level III outcomes in the Designer/Manager of Care Courses in the senior year.
        Level I Courses: NURS 2217, 2218, 2219, 2220, 3000, 3101, 3400
        Level II Courses: NURS 3117, 3118, 3119, 3127, 3129, 3217, 3219, 3227, 3229.
        Level III Courses: NURS 4117, 4119, 4127, 4129, 4227, 4229, 4327, 4329, 4110, 4120.

Program 1:    Use the nursing process, core nursing knowledge1, and core nursing competencies2 to design, provide,
              and manage culturally competent, cost effective, direct and indirect nursing care to individuals,
              families, communities, and populations.

Level I                               Level II                             Level III
Professional Foundation Courses       Provider of Care Courses             Designer/Manager of Care
                                                                           Courses
Use the nursing process, core         Use the nursing process, core        Use the nursing process, core
nursing knowledge1, and core          nursing knowledge1, and core         nursing knowledge1, and core
nursing competencies2 to design,      nursing competencies2 to design,     nursing competencies2 to design,
provide, and manage culturally        provide, and manage culturally       provide, and manage culturally
competent, cost effective, direct     competent, cost effective, direct    competent, cost effective, direct
and indirect nursing care to          and indirect nursing care to         and indirect nursing care to
individuals                           individuals, families, and groups.   individuals, families,
                                                                           communities, and populations.


Program 2:    Integrate theoretical, empirical, and intuitive knowledge from other scientific disciplines and the
              humanities into the practice of nursing.

Level I                               Level II                             Level III
Professional Foundation Courses       Provider of Care Courses             Designer/Manager of Care
                                                                           Courses
Apply theoretical, empirical, and     Apply theoretical, empirical, and    Integrate theoretical, empirical,
intuitive knowledge from other        intuitive knowledge from other       and intuitive knowledge from
scientific disciplines and the        scientific disciplines and the       other scientific disciplines and the
humanities to the beginning           humanities into the practice of      humanities to the complex health
practice of nursing.                  nursing of individuals, families,    care needs of individuals,
                                      and groups.                          families, and communities.


Program 3:    Collaborate with others to provide health promotion and health car access to diverse populations.

Level I                               Level II                             Level III
Professional Foundation Courses       Provider of Care Courses             Designer/Manager of Care
                                                                           Courses
Collaborate with others to            Collaborate with others to           Collaborate with others to
provide health promotion and          provide health promotion and         provide health promotion and
health care access to diverse         health care access to a diverse      health care access to diverse
populations at a beginning level.     population of individuals,           populations with complex
                                      families and groups.                 problems.




                                            LOEWENBERG SCHOOL OF NURSING
                                    FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                         26
Program 4:        Integrate professional nursing values3 into nursing practice.

Level I                              Level II                              Level III
Professional Foundation Courses      Provider of Care Courses              Designer/Manager of Care
                                                                           Courses
Use professional nursing values3     Apply professional nursing            Integrate professional nursing
in beginning nursing practices.      values3 into nursing practice for     values3 into nursing practice for
                                     individuals, families and groups.     individuals, families and
                                                                           communities.


Program 5:    Modify patient care in response to changing health care systems, health policies, and global
              environment factors4.

Level I                              Level II                              Level III
Professional Foundation Courses      Provider of Care Courses              Designer/Manager of Care
                                                                           Courses
Use the nursing process, core        Use the nursing process, core         Use the nursing process, core
nursing knowledge1, and core         nursing knowledge1, and core          nursing knowledge1, and core
nursing competencies2 to design,     nursing competencies2 to design,      nursing competencies2 to design,
provide, and manage culturally       provide, and manage culturally        provide, and manage culturally
competent, cost effective, direct    competent, cost effective, direct     competent, cost effective, direct
and indirect nursing care to         and indirect nursing care to          and indirect nursing care to
individuals                          individuals, families, and groups.    individuals, families,
                                                                           communities, and populations.


Program 6:        Integrate relevant research findings into practice.

Level I                              Level II                              Level III
Professional Foundation Courses      Provider of Care Courses              Designer/Manager of Care
                                                                           Courses
Use research finding in planning     Implement relevant research           Integrate relevant research
nursing care.                        findings in the planning of care      findings into nursing practice.
                                     for individuals, families and
                                     groups.


Program 7:    Maintain professional accountability for effective nursing practice and the advancement of the
              profession.

Level I                              Level II                              Level III
Professional Foundation Courses      Provider of Care Courses              Designer/Manager of Care
                                                                           Courses
Demonstrate responsibility of the    Maintain professional                 Maintain professional
professional nurse in providing      accountability for effective          accountability for effective
effective nursing care and           nursing practice and the              nursing practice and the
advancing the profession.            advancement of the profession in      advancement of the profession in
                                     the care of individuals, families     the coordination of care for
                                     and groups.                           individuals, families, and
                                                                           communities.




                                            LOEWENBERG SCHOOL OF NURSING
                                    FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                         27
Program 8: Implement nursing roles that meet the current and emerging health needs of individuals, families,
           communities, and populations.

Level I                                 Level II                              Level III
Professional Foundation Courses         Provider of Care Courses              Designer/Manager of Care
                                                                              Courses
Implement the nursing roles that        Implement the nursing roles that      Implement nursing roles that
meet the current and emerging           meet the current and emerging         meet the current and emerging
health needs of individual adults       health needs of individuals,          health needs of individuals,
at a beginning level.                   families and groups.                  families, communities, and
                                                                              populations.


1
    Core nursing knowledge includes: a) health promotion, risk reduction, and disease prevention, b) illness and
    disease management, and c) information and health care technologies.
2
    Core nursing competencies include: a) critical thinking, b) communication, c) assessment and technical skills, d)
    teaching, e) caring, f) management, g) leadership, and h) integration of knowledge skills.
3
    Professional nursing values include: a) caring, b) altruism, c) autonomy, d) human dignity, e) integrity, and f)
    social justice.
4
    Global environmental factors include: a) international law and public health, b) disease transmission, c) health
    policy, and d) health care economics.




Adopted 4/2/99




                                              LOEWENBERG SCHOOL OF NURSING
                                      FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                           28
                          Matrix of Nursing Competencies and Concepts of Nursing Paradigm in
                                               LSON – BSN Program


      Nursing                     Person                     Health                 Nursing             Environment
   Competencies
Assessment and            Needs Assessment           Rehabilitation &         Psychomotor Skills    Family
Technical Skills          Health Assessment          Restoration              Physical Assessment   Group
                                                     Acute & Chronic                                Home
                                                     Illness                                        Diverse Settings

Communication             Interviewing               Life style               Interviewing          Diverse
                          Effective/                 Health Behavior          Therapeutic           Languages &
                          Ineffective                Compliance/              Communication         Cultures
                          Cultural Diversity         Noncompliance            Documentation
                          Relationships

Critical Thinking         Self-awareness             Outcomes                 Nursing Process       Open System
                          Intuition                  Adaptive Process         Inductive &           Diverse settings
                          Creativity                                          Deductive Reasoning
                          Reflective judgement                                Clinical Decision-
                                                                              making
                                                                              Prioritizing

Caring                    Cultural Variations        Death & Dying            Advocate              Social Justice
                          Autonomy                   Compassionate            Ethics                Cultural Sensitivity
                          Human Dignity              Caring                   Altruism
                                                                              Integrity
                                                                              Empathy
                                                                              Veracity

Teaching                  Individuals                Risk Reduction           Staff Development     Diverse Settings:
                          Groups                     Lifestyle                Patient Education     Hospitals, Schools,
                          Families                   Modification             Health Education      Community, Home
                          Sensory-Impaired           Health Promotion &
                                                     Maintenance

Management                Human Resources            Healthcare               Collaboration         Diverse Settings
                                                     Coordination             Negotiation
                                                                              Delegation
                                                                              Supervision
                                                                              Quality Improvement

Leadership                Relationships              Role Model               Professional          Healthcare Systems
                          Socialization                                       Accountability        Professional
                          Role Theory                                         Professional          Organizations
                                                                              Involvement
                                                                              Professional
                                                                              Development
                                                                              Change Agent

Knowledge                 Humanities                 Maintenance              Evidence-based        International Health
Integration               Microbiology               Restoration              Practice              Public Health
                          Anatomy                    Promotion                                      Health Policy
                          Physiology                                                                Epidemiology
                          Social Sciences                                                           Economics


Note: Concepts include, but not limited to those identified in above matrix



                                             LOEWENBERG SCHOOL OF NURSING
                                     FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                          29
Policies

Grading Policies for Competency Performance Evaluations

The Program and all nursing courses are organized around the specific competency outcomes deemed essential by
the faculty. These course outcomes are worded as performance-based competencies that are consistent with the
skills required in actual practice; they use realistic language that reflects what nurses do. Competency performance
examinations are used during and at the end of the course to document that students actually have achieved the
competencies required for practice. The core competencies are: assessment and interventions, communication,
critical thinking, teaching, caring relationships, management, leadership, and knowledge integration skills.

Performance abilities will be evaluated through Competency Performance Evaluations (CPEs) or Competency
Performance Assessments (CPAs), as defined below.

1.   Competency Performance Examination (CPE) is an evaluation method used to document clinical-related
     abilities and is most often used in clinical and practice-based courses.* Some examples include: conducting
     focused or comprehensive health assessments, implementing specific therapeutic interventions, monitoring or
     using technical equipment or procedures, teaching clients, implementing case management, or using leadership
     strategies in group situations.
2.   Competency Performance Assessment (CPA) is a method used to document certain essential skills learned in
     theory or non-clinical courses. Some examples include written papers, nursing care plans, critique of articles,
     oral presentations, poster presentations, and policy analysis.

*CPEs may be used in the theory portion of clinical courses when the skills being evaluated are clinical in nature
and application. These CPEs could include clinical decision-making, planning, or implementation of data analysis
related to a simulation case study, video, computer-based interaction, or similar activities.

Both of these outcome assessment methods specify the competencies to be evaluated and list the required critical
elements for each skill. Critical elements are the single, discrete, observable behaviors that are mandatory for
acceptable performance of the designated skill. CPEs require 100% accuracy in performance of all specified critical
elements. CPAs also require critical elements but may allow some flexibility at the discretion of the faculty. Course
faculty will provide specific details related to CPEs and CPAs, as well as other forms of examinations used to
determine the student’s grade.

Grading Policy for Clinical Nursing Courses

a.   The student is required to pass all designated Competency Performance Examinations (CPEs) with 100%
     accuracy of the stated critical elements and all other protocols as stipulated in the course syllabus. If a student
     fails one or more components of the CPE, the following policies apply depending on the nature of the clinical
     course. Any exceptions to these policies are stipulated in the course syllabus or written materials distributed by
     the faculty.

b.   For clinical skills laboratory courses (including Integrative Skills I and II, Computers and Nursing, and Health
     Assessment) the student is required to pass all designated components of the Competency Performance
     Examination (CPE) to pass the course. If a student fails to meet all critical elements for each component of the
     CPE, she/he has one opportunity to repeat the failed component at the time and place designated by the faculty.
     Failure of the repeat CPE constitutes failure of the course, unless the course syllabus explicitly stipulates that
     other activities or assignments also are included in determining the course grade.

c.   For clinical courses that involve individual patients (clients) or groups:

     1.   When the CPE is designed to include one or more separate and discrete skills or components, the student is
          required to meet all critical elements for all skills in order to pass the CPE. If the student fails one or more
          components of the CPE, she/he has one opportunity to repeat the failed component(s) in order to pass the
          course.

                                             LOEWENBERG SCHOOL OF NURSING
                                     FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                          41
     2.   When the CPE is designed as an integrated examination that includes two or more interrelated skills or
          components, the student is required to meet all critical elements for all skills to pass the CPE. If the student
          fails one or more components of the CPE, she/he has one opportunity to repeat the entire CPE, i.e. all
          designated components must be repeated in entirety, regardless of the number of critical elements or
          components passed or failed.

d.   When a student fails a component or an entire CPE, the repeat testing episode may be scheduled later that same
     day or within a few days as determined by the faculty. The decision is based on consideration for student
     anxiety and consequences of repeat failure, the nature, extent, location and circumstances of the examination, as
     well as scheduling, timing, faculty commitments, and other Loewenberg School of Nursing and agency factors.

e.   The student is accountable for the continued correct performance of clinical skills after the CPE has been passed
     and is subject to all related policies for professional, academic and personal conduct as stipulated in other
     policies of the Loewenberg School of Nursing.

f.   A student who fails the repeat CPE has failed the course. All related School policies, such as registration to
     retake the course, required GPA level to remain in the program, and the like are in effect and apply to these
     situations.

g.   The student is accountable for all other policies specified in the Student Handbook, in each Course Syllabus,
     and in the University of Memphis Bulletin.
                                                                                             Approved LSON Faculty - 1/11/99

Writing Assignments

Writing assignments, such as term papers, analysis of critical paths, or case studies, have the following basic
elements:

    Content- synthesized knowledge whereby the writer demonstrates a level of mastery of concepts and theories
     integral to a specific body of knowledge;

    Mechanics- demonstrated ability to convey ideas and thoughts through orderly presentation, smoothness of
     expression, and precision and clarity.

CONTENT
   1. All student-writing assignments will include a detailed outline of the expected content and be included in
      the course syllabus.

     2.   All content elements will be weighted with assigned point value. The point system will be included in the
          syllabus.

     3.   In courses where multiple graders exist, faculty will confer on deduction of points related to content, to
          ensure consistency within the course. Agreement will be reached among the faculty before any student is
          informed of an assigned grade.

     4.   All written assignments must have specified expected length stated in the syllabus.

     5.   The syllabus must include a stated penalty for late papers. Penalties are deducted for each school day.

     6.   In the event a student’s writing assignment receives a failing grade, a second reader will receive an
          unmarked-blinded copy of the assignment. The second reader will grade the assignment prior to knowing
          the 1st reader’s assigned grade. Student will not be informed of the name of the faculty member serving as
          second reader.
                                                                                     Adopted by LSON Faculty 4/27/00
                                                                                                 Effective date: 5/1/00


                                            LOEWENBERG SCHOOL OF NURSING
                                    FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                         42
                                               University of Memphis
                                            Loewenberg School of Nursing
                                            Clinical Course Competencies

At the end of the acute care rotation, the student will be able to perform the following competencies and related critical
elements:

Universals

Safety and Security

A.       Physical Safety and Security: Any action or inaction on the part of the student that threatens the
         patient/client’s well being or is a violation of the patient/client’s physical security.

B.       Emotional Security: Any action or inaction which threatens the emotional well being of the patient/client
         or significant others or is violation of the patient/client’s emotional security.

It is important to realize that all potential failures to protect the patient/client from harm cannot be described here.
The examination coordinator’s judgement is binding in cases of actual or potential harm to a patient/client.


  Met         Not Met      Critical Elements
                            1. Identify assigned patient/client by reading ID bracelet before initiating care.
                            2. Protect the patient/client from physical harm at all times, such as the following:
                                a. side rails are raised when indicated
                                b. bed is left in low position
                                c. patient/client’s ability to ambulate safety is assessed before beginning ambulation.
                                d. restraints are secure, when required, without injuring patient/client.
                            3. Protect the patient/client and significant others from psychological harm by the following
                                actions:
                                a. refer to patient/client by designated or preferred name.
                                b. communicate verbally and non-verbally in professional manner.
                                c. communicate verbally and non-verbally in a manner that does NOT express anger, distrust,
                                    abuse, familiarity or demeaning behaviors to the patient/client and/or significant others.
                                d. provide accurate information to patient/client and/or significant others.
                                e. keep all patient/client-related information professionally confidential.


Standard Precautions: The prevention of the introduction or transfer of organisms.

  Met         Not Met    Critical Elements
                          1. Wash hands before initiating direct contact with patient/client and whenever hands are
                               contaminated by patient/client's body secretions or substances. (During an examination:
                               wash hands in presence of examiner before beginning care)
                          2. Wear gloves whenever coming in contact with human secretions.
                          3. Protect patient/client from contamination.
                          4. Protect self and others from contamination.
                          5. Confine contaminated material to contaminated areas.
                          6. Dispose of contaminated materials in designated containers, according to agency protocols.
                          7. Implement any designated special precautions as required by agency protocols




                                             LOEWENBERG SCHOOL OF NURSING
                                     FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                          43
Interpersonal Communications: The verbal and non-verbal interactions between the student nurse and patient/client and/or
significant others that is focused on patient/client-related or professional concerns.

  Met        Not Met    Critical Elements
                        1. Establish verbal communication with the patient/client at the beginning of the interaction by
                           using the following actions:
                           a. introduce self
                           b. explain actions to be taken, purpose of interaction, and relevant outcomes
                        2. Interact with the patient/client by using at least one of the following methods:
                           a. ask questions at least once to determine response to nursing actions or patient/client’s
                               level of comfort.
                           b. direct the focus of communication toward patient/client-oriented interests.
                           c. give verbal and non-verbal messages consistent with patient/client’s needs or status.
                        3. Modify language and communication style to be consistent with patient/client needs and
                           individual and cultural values.


Critical Thinking: Deliberate and rational thinking that is focused on clinical decision making (problem solving, diagnostic
reasoning), reflective judgment, or scientific inquiry.

  Met        Not Met    Critical Elements
                        1.     Make decisions that are based on:
                               a.      legal, ethical and/or professional standards
                               b.      relevant nursing and health-related knowledge, standards, accepted practices,
                                       and/or agency protocols
                               c.      evaluation of pertinent objective and subjective assessment data
                               d.      respect for individual and cultural variations, values, and preferences
                               e.      specified outcomes and plans of action (treatment plans, unit plans, etc.)
                               f.      evaluation of potential alternative actions
                               g.      logical reasoning, consistent with previous findings, actions, decisions.
                        2.     Prioritize decisions based on available pertinent data within the context of nursing and
                               related knowledge and practice.
                        3.     Change decisions only when dictated by new relevant data, or after further analysis of
                               existing data.
                        4.     Communicate decisions:
                               a.      in a timely manner, consistent with stated requirements
                               b.      in language that is clear, accurate, precise and relevant
                               c.      in the designated location, form and format.
                        5.     Inform designated person (staff) of any changes in patient/client status detected while
                               providing care.

Documentation: The recording of data required by, or pertinent to, the designated situation.

  Met        Not Met     Critical Elements
                         1.     Document patient/client care according to agency policies and guidelines, using the
                                following methods, as designated:
                                a. assessment forms, flow graphs, or other standard clinical forms
                                b. computer systems
                                c. narrative process recording
                         2.     Document patient/client changes and responses to care in designated records
                         3.     Use language, terms, and abbreviations that are consistent with professional standards,
                                agency protocols, and other specific guidelines
                         4.     Record data so that entries are:
                                a. clear
                                b. accurate
                                c. precise
                                d. pertinent/relevant




                                           LOEWENBERG SCHOOL OF NURSING
                                   FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                        44
Professional Relationships and Caring: The use of professional behaviors, attitudes and interactions with patients/clients
and significant others that incorporates a discernible valuing and respect for their circumstances, preferences, and overall
well-being.

  Met        Not Met    Critical Elements
                        1. Engage in relationships with patients/clients or related others that illustrates caring for his/her
                             overall well-being.
                        2. Engage in activities that demonstrate caring for the patient/client’s concerns, needs, and/or
                             anxieties about current health status, treatments, and/or prognosis.
                        3. Implement behaviors that show respect for patient/client’s age, gender, cultural values and
                             personal preferences, to the extent allowed by law and policies:
                             a. integrate knowledge and relevance of differences in patients/clients that relate to age and
                                  gender
                             b. integrate knowledge and relevance of cultural variations into professional practice
                             c. integrate patient/client’s personal preferences into nursing practice
                             d. take action to change negative and prejudicial behaviors in self and others that pertain to
                                  age, gender




Professional Role Performance: Demonstration of behaviors that are consistent with designated policies and procedures of
the course, LSON, clinical agencies and ANA Code for Nurses.

  Met        Not Met     Critical Elements
                         1. Implement student role with responsibility and accountability:
                            a. comply with policies governing student behavior, dress, attendance, and academic
                                  misconduct as stated in the course, LSON Student Handbook and The University of
                                  Memphis Student Handbook
                            b. prepare for clinical sessions by completing assignments as designated
                            c. use constructive criticism and suggestions for continued self-development.
                         2. Implement professional roles with responsibility and accountability
                         3. Implement legal, cultural, ethical and professional standards of practice
                         4. Use human and material resources efficiently.
                         5. Communicate effectively with other members of the health care team, peers and faculty
                         6. Collaborate effectively with other members of the health care team, peers and faculty.




Plan of Care: Document plan of care for a client with a specified diagnosis. The plan of care reflects the nursing process.

  Met        Not Met     Critical Elements
                         1. Write a relevant plan of care for the designated client that includes all of the following
                            components:
                            a. Assessment.
                            b. Prioritized nursing diagnoses.
                            c. Measurable expected outcomes.
                            d. Interventions.
                         2. Evaluate whether outcomes have been achieved.
                         3. Use NANDA language and format.




                                           LOEWENBERG SCHOOL OF NURSING
                                   FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                        45
Therapeutic Nursing: Includes clinical judgments with applications of cognitive, psychosocial, and psychomotor skills.

  Met        Not Met     Critical Elements
                         1. Perform all nursing procedures in a safe manner.
                         2. Complete care of assigned client(s) within an appropriate time frame.
                         3. Prioritize nursing actions based on outcome criteria.
                         4. Implement appropriate teaching based on assessed teaching needs of clients/families..


Administration of Medications: Administer parenteral and non-parenteral medications to clients.

  Met        Not Met     Critical Elements
                         1. Verify accuracy of drug and dosage with prescribed order prior to administration.
                         2. Administer the prescribed dose of medication to designated client, using prescribed rout,
                            within +/- 30 minutes of prescribe time.
                         3. Administer medications using technique consistent with client-related data.
                         4. Administer medications according to medication standards.
                         5. Document administration of medication according to agency protocol.
                         6. Document client’s response to medications within the appropriate time frame.




                                           LOEWENBERG SCHOOL OF NURSING
                                   FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                        46
Dosage Rounding Rules

These are the important rules to remember:

1.   Tablets - may be broken in half or fourths (not very accurate) if scored. If the tablets are not scored then round
     up or down depending on the dose i.e. 1.1-1.4 tablets, give 1 tablet; 1.5-1.9 tablets, give 2 tablets. Again, this is
     an inaccurate method of medication administration. You would want to use a liquid form if at all possible.

2.   Liquid - round to tenths i.e.: 10.3 ml of cough syrup may be given. Pour 10 mL into medicine cup; draw up
     the 0.3 mL in a 3 mL syringe and add to the medicine cup.

3.   Injectables - round to tenths (that means you carry the problem to hundredths, so you can then round to tenths)
     if the amount is > 1 mL; i.e.: 1.9 ml of Demerol may be given IM. Use a 3 ml syringe for any amount between
     1 and 3 mL. If the medication is < 1 mL a tuberculin syringe will be used and you round to hundredths (that
     means you carry the problem to thousandths, so you can then round to hundredths) i.e.: 0.76 mL of atropine
     may be given IM.

4.   Intravenous - round to whole numbers, whether it is gtts/min or mL/hr. If you are adding medication to an IV
     fluid, use the same rules as applied to injectables.

5.   Pediatrics - the same rounding rules apply to all types of medications as that of adult medications.

6.   Weight – when converting pounds to kilograms, round kilogram weight to tenths.

7.   Body Surface Area (BSA) – with either BSA formula, only the final m2 BSA is rounded to hundredths.




                                            LOEWENBERG SCHOOL OF NURSING
                                    FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                         47
FACULTY RESPONSIBILITIES

INTRODUCTION

Faculty in the Loewenberg School of Nursing share responsibility with other University faculty for contribution to
the University mission of teaching, research, and service. This section provides more detailed information about
Loewenberg School of Nursing faculty responsibilities.

Academic Advisement and Counseling

The most important responsibility of any faculty member is to students. Faculty members are to be available to
students at appropriate times and on a consistent basis. A minimum of six (6) office hours are to be posted on the
faculty member’s doors at the beginning of each semester, and faculty should adhere to them except in unusual
circumstances.

Students are assigned to a faculty advisor by the Dean’s office following admission to the program. The student-
faculty advising relationship is important to students. It is a mentoring relationship that far exceeds the more simple
process of registering for classes. The primary role of Faculty Advisor is of student advocate.

Registration for the following semester takes places in the middle of the preceding semester and at the beginning of
each semester. These registration periods are found in the Schedule of Classes. Faculty should plan to be on
campus during registration periods.

The faculty advisor has the responsibility to:

1.       Schedule time for advising.

         a.   Maintain sufficient office hours at times that meet most students’ needs.

         b.   Make individual appointments for students who are unable to meet during posted office hours.

2.       Develop a plan with the student for degree completion.

         a.   Review courses needed with student.

         b.   Determine probable number of courses the student plans to take each semester.

         c.   Review pre- and co-requisite courses relative to progression.

         d.   Help students plan ahead based on a knowledge of usual course offering.

         e.   Provide guidance to students to enable them to make choices that are consistent with being
              academically successful. For example a student who is working 40 hours per week and is failing
              courses needs assistance to make better choices.

3.       Document advising sessions on Advisor’s Counseling Record.

         a.   Document plans
         b.   Document advice
         c.   Course registration
         d.   Add/drop information
         e.   Any information that would be needed by another advisor who might see the student.




                                            LOEWENBERG SCHOOL OF NURSING
                                    FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                         48
4.       Read previous advising notes/review record as needed prior to advising student.

5.       Review advisee’s record at least twice/year for the following:

         a.   Course progression/success

         b.   Currency of license for RN students, CPR certification, health status.

6.       Meet with advisee’s during registration period.

7.       Be familiar with University and School policies.

8.       Review and verify student’s record for graduation.

9.       Refer the student to appropriate services (Health Center, Psychological Counseling, Academic Support
         Services).

10.      MENTOR STUDENTS.

Note Bene: When advising students, please recall that while the U of M welcomes transfer students, once students
are at the U of M they must have the permission of the Dean prior to taking courses elsewhere that will apply to the
degree.

A minimum of 60 units must be completed at a senior institution. This seriously limits the ability of RN students to
take any coursework at a community college.

Academic Course Advisement

Whenever students receive a non-passing grade on an examination or are in jeopardy of failing a practicum course,
an Academic Counseling Form must be completed. Please refer struggling students for tutoring as early as possible
in the course.

Academic Misconduct

Academic misconduct in the LSON includes any academic dishonesty, deliberate misrepresentation of facts, and or
use of illegal substances or being under the influence of alcohol or narcotics while providing nursing care. Any
allegation of academic misconduct must be made in writing to the course coordinator and must specify persons
involved and be able to be substantiated. Academic misconduct is harmful to the community of nursing and is a
serious allegation that is not made frivolously.

Falsification of any patient record and/or the recording of nursing care that was not provided will result in an
immediate failure of the nursing course.

Any issue of academic misconduct or dishonesty in application to the program, in the preparation of papers or
projects, in any coursework, and/or in clinical practica may result in failure of the course and dismissal from the
program. Any deliberate action that is designed to harm another student’s progress or course of study in nursing is
an act of academic misconduct. Any student who tampers with the academic records, tests, projects, or papers of
another student has committed a serious act of academic misconduct. Any deliberate action (either of omission or
commission) concerning the misrepresentation of licensure or certification or of courses completed will be
considered a serious act of academic misconduct and may result in dismissal from the program.

Any student who enters a nursing course without having adequately fulfilled prerequisite coursework has committed
an act of academic dishonesty and will be subject to discipline including, but not limited to removal from the course.




                                           LOEWENBERG SCHOOL OF NURSING
                                   FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                        49
As described in The University of Memphis, Code of Student Conduct (pages 5-9), faculty members who have good
cause to believe that a student has engaged in academic misconduct can either a) refer the student to the Academic
Discipline Committee by contacting the Office of Judicial Affairs, Division of Student Affairs, or b) exercise
summary discipline, lowering the student's grade in the course, assignment, or examination affected by the alleged
academic misconduct, including giving a grade of "F" for the course.

Please refer to the letter from the Office of Judicial Affairs dated 10/8/98 in the back of the Faculty Handbook.

Teaching

Faculty have the responsibility to prepare accurate and complete syllabi, to prepare for classes and to provide timely
feedback to students about progress. It is reasonable for students to expect papers, projects, and other written work
to be reviewed, graded, and returned in a timely manner.

Faculty have the academic freedom to use a variety of teaching strategies in their courses. However, the curriculum
of the School of Nursing is the product of the entire faculty. Individual faculty do not have the right to change the
curriculum (add, delete major content) without approval of the faculty via the Curriculum Committee.

All course materials should be placed in the course syllabus which students purchase in the University Bookstore.
All course syllabi use the LSON format. Faculty are responsible for preparing a syllabus for the following semester
at the end of each course. Only in very unusual circumstances are syllabi changed mid-year. Copyrighted materials
must have written permission for use on file in the Dean’s Office.

Service

Faculty are referred to the section on tenure and promotion.

Scholarship

Faculty are referred to the section on tenure and promotion.

Faculty Plan

The academic year contract period begins mid-August and ends at Spring graduation. At the beginning of each
academic year, nursing faculty plan activities in collaboration with the Dean in the areas of teaching and advising,
research, and scholarship, and professional and University service for the next year. These activities are reflected on
the Faculty Planning Record (see attached). Faculty teaching assignments are made on the basis of enrollment
projections, course objectives, expertise, and educational preparation of the faculty. Faculty teaching load is based
on consideration of both contact and credit hours. Currently in the Tennessee Board of Regent’s system, 15 credit
hours per semester or the equivalent is considered a full-time teaching load.

At the end of the year a Faculty Activity Report is completed which provides the basis for the annual evaluation by
the Dean. (A copy of the report follows). See the U of M Faculty Handbook for more detailed information.

Committee and Faculty Meetings

LSON committee assignments are made at the beginning of the academic year with consideration of faculty
preference, expertise, and school need. Representation to University committees is by request from the Office of the
President or other University administrators. Usually, faculty do not serve on University committees until they have
been a full-time faculty member for three years at the U of M.

There are six standing committees in the LSON: the Curriculum Committee, the Student Affairs Committee, the
Faculty Affairs Committee, the Evaluation Committee, the Faculty Review Committee and the Student Progression
Committee. All full-time faculty are expected to serve on at least one, but not more than two School committees. It
is expected that faculty members attend scheduled meetings of the committees they serve. Only tenured faculty


                                           LOEWENBERG SCHOOL OF NURSING
                                   FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                        50
serve on the Faculty Review Committee. Anticipated absences should be made known to the Committee Chair.
Minutes of meetings must be kept. A copy of these should be circulated to faculty, the Dean and a copy given to the
Dean's Secretary.

All faculty are expected to attend faculty meetings which are held monthly. Faculty are also expected to attend
course meetings which are held monthly.

Committee work for a full time faculty member usually requires six hours/month.

Faculty Schedules

Full-time faculty are accountable for a minimum of 37 1/2 scheduled working hours each week. Faculty are
responsible for providing the Dean’s Office with a basic schedule of on and off campus activities at the beginning of
each semester. These schedules should contain phone numbers where faculty can be reached. This is especially
critical for clinical courses. The Dean’s Office must be notified of any changes in schedule.

Faculty shall post their office hours on their doors. A minimum of six hours is suggested. Other times should be
available by appointment at varying times to meet student needs. Office hours should not conflict with regularly
scheduled activities.

Outside Employment and Consulting

Full time faculty who plan to engage in outside employment or consultation should consult the U of M Faculty
Handbook for the procedures which must be followed.

The LSON does not have a Faculty Practice Plan.

Faculty are required to report all outside employment (type and amount) to the Dean. The Tennessee Board of
Regents policy states that full-time faculty shall not have outside employment of more than eight hours per month
without the prior approval of the Dean. Because of the scholarly nature of an academic appointment, outside
employment cannot interfere with the scholarly obligations of faculty to the University and the School. Outside
employment of more than12 hours per week does interfere with the scholarly obligation of faculty.

Faculty who encounter difficulty meeting their obligations to the School will be asked to discontinue other
employment by the Dean.

Class Rosters

Faculty are responsible for determining that all students attending class are enrolled in class and appear on the grade
roster prior to census date.

Because of the Federal penalties for students receiving financial aid who discontinue class attendance, any student
who appears on the class roster and doesn’t attend class should be contacted about dropping the course. Non-
attendance should be reported to the registrar's office.




                                           LOEWENBERG SCHOOL OF NURSING
                                   FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                        51
Posting Grades

See the U of M Faculty Handbook under Faculty Responsibilities. Final grades must be submitted prior to
commencement each semester. Faculty must file grades on the grade sheet in the U of M Registrar’s Office. The
Registrar’s Office will return two copies, one of which must be filed with the Dean’s office, and the second for
faculty records. Always keep a copy of grade sheets.

Evaluation of Students

Faculty members are responsible for assigning grades in courses.
Theory courses assign letter grades. The grading scale adopted by the LSON is:

                  A      =      100-92%
                  B      =       91-84
                  C      =       83-75
                  D      =       74-65
                  F      =       Below 64
                  I      =       Incomplete which automatically reverts        to an F in 45 days.
When assigning an incomplete grade, the attached Record of Incomplete Grade must be completed by the faculty.

Students in theory courses who are in academic jeopardy must be referred to the Academic Counseling Unit in the
Dunn Building for tutoring.

All clinical courses are graded on a satisfactory/unsatisfactory basis. Each clinical course has a clinical evaluation
tool which must be used to evaluate student achievement of objectives. Each clinical objective must be
satisfactorily met to pass the course.

Written clinical evaluations will occur at midterm and at the end of the course. Any student who is not progressing
satisfactorily must receive a written Academic Counseling Form in sufficient time for the student to be able to
change his/her behavior. A copy is sent to the student’s advisor and to the Dean. Students who are in academic
jeopardy should be discussed with the Course Coordinator.

Students have the right to learn in a clinical course. By definition, learning is a change in behavior as a result of
experience. Implicit herein is the right to make mistakes. There should be learning time and a time for evaluation.

However, any student who practices unsafely or whose practice poses an unnecessary risk to patients, may be asked
to leave the clinical area. Both the Course Coordinator and the Dean should be notified. When the risk to patient
safety outweighs the benefit to the student of completing the course, a failing grade may be assigned prior to the end
of the course.

Other Clinical Teaching Problems

Students are expected to be on time for clinical practice and to be appropriately attired. Students who are not should
be sent home.

Student clinical assignments are an important responsibility for students and they should be completed. It is
expected that students who are not able to complete an assigned area of care will notify the staff in a timely manner.

Any student who is believed to be under the influence of psychoactive drugs or alcohol in the clinical area should be
escorted to the Dean's office immediately.




                                           LOEWENBERG SCHOOL OF NURSING
                                   FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                        52
Clinical Conferences

Usually, there is a clinical conference with the clinical students at the end of each clinical day. The purpose of
clinical conference is to discuss the clinical practice/ issues that have occurred. While faculty have the right to
design/schedule clinical conferences as they choose, this is not a lecture/theory period.

Affiliations with Clinical Agencies

Maintaining a positive relationship with clinical agencies is an important responsibility of all faculty. Faculty
should be well oriented to the clinical agency prior to beginning the course. It is the responsibility of faculty to
provide the unit/agency with course objectives.

Student assignments in clinical agencies must be posted in the agency.

Faculty have the responsibility to evaluate clinical agencies at the end of the semester. This evaluation should also
summarize the student evaluations of the agency.

Selection of Textbooks

Textbooks are an expensive purchase for students. Accordingly, we try not to change textbooks more frequently
than every three years. Textbook changes must be approved by the Curriculum Committee.

At the beginning of each semester, a textbook order form will be sent by the bookstore to the faculty member
teaching the course to order texts for the subsequent semester. These should be completed and returned to the
Dean’s Office.

Course Materials

A copy of all course materials, syllabi, tests, and handouts must be on file with the Office Associate.

Sick Leave

The sick leave policy may be found in the University Procedure 2D:05:0A. The Loewenberg School of Nursing
faculty are responsible for notifying the Sr. Administrative Secretary to the Dean of absences due to illness and
plans for scheduled teaching responsibilities. Hours of sick leave should be recorded and initialed on the monthly
leave form in the Nursing office.

Paychecks

Faculty checks are available on the last day of the month. Full time faculty are required to have checks directly
deposited to a bank account. Forms for doing so are available in the personnel office in Jones Hall. Adjunct faculty
are encouraged to have their checks directly deposited. However, they may also receive their checks in the Nursing
office from the Dean's Secretary.

Licensure

All faculty are required to have current licensure in Tennessee and to show proof of licensure to the Secretary of the
Dean. She will make a copy of the license for the faculty member's personnel file.

Professional Liability Insurance

All faculty are required to show proof of professional liability insurance coverage in the amount of $1,000,000 per
occurrence and $3,000,000 in the aggregate. A copy should be given to the Secretary of the Dean.




                                            LOEWENBERG SCHOOL OF NURSING
                                    FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                         53
Immunizations

All faculty are required to have proof of Rubella immunity and Heptavax vaccination or file with the Dean a signed
Heptavax declination form. A copy of these items must be given to the Secretary of the Dean.

Use of Faculty Authored Materials

Before faculty authored materials can be required for use by students enrolled in a course, this must be approved
annually by a committee of the faculty (Curriculum committee) in the LSON. A faculty member who wishes to
require such material must complete the Authorization form (see form in back of Faculty Handbook) and receive
approval prior to initiating the requirement.




                                          LOEWENBERG SCHOOL OF NURSING
                                  FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                       54
Faculty Evaluation System

The Loewenberg School of Nursing’s faculty evaluation system for teaching, research, scholarly activity, and
professional service is consistent with the expectations of faculty at The University of Memphis. Nursing faculty
expect to be rewarded according to the excellence of their achievement in the three areas of activity but all are not
expected to excel equally in all the areas. The reward system should fairly reflect the achievement in the three areas.

Since one of the primary reasons for evaluation is to improve faculty performance, faculty development activities
should be guided by the evidence submitted for evaluation. The evaluation system should take into account the
mission and goals of the institution as well as those of the Loewenberg School of Nursing and the faculty’s
educational level and experience.

This document includes instructions for evaluation of the three components of the faculty role: teaching,
research/scholarly activity and service. It is the responsibility of the faculty member to set goals at the planning
session with the Dean at the beginning of the academic year in each of the areas consistent with the expertise of the
faculty member and needs of the program. Goals may be renegotiated at the beginning of the second semester.
Accomplishment of the goals are evaluated at the end of the year with the Dean. Evaluation should take into account
the quality of the accomplishment.

Evaluation of Teaching

Effective teaching is a criteria for promotion and tenure. It is the responsibility of the faculty member to provide
evidence of effective clinical and classroom teaching. The minimum evidence includes the student evaluation of
instruction, currently SIRS, for each section of class taught and evaluation of classroom instruction by the Dean
using the form approved by the faculty. These are explained later in this document. Other major areas for
consideration are clinical teaching, course planning and management procedures, and other relevant factors
associated with teaching. The rating by the Dean at the end of the year should reflect a composite of all the evidence
related to the above areas which the faculty member presents. In a timely manner prior to the evaluation, the faculty
member should organize the evidence and submit it to the Dean.

Evaluations by Students

The student evaluation instrument approved by the University (SIRS) shall continue to be used by the Loewenberg
School of Nursing for documentation of teaching effectiveness. The School reserves the right to adopt another
instrument in the future. Each section of each class taught must have the survey administered.

In addition, faculty may use other written methods to provide evidence of effective teaching. Faculty may request
students to write an evaluation and answer specific questions posed by the faculty. Faculty may also ask the Dean or
a colleague to attend class or clinical group and interview the class or clinical group members.

Evaluation of Classroom Teaching by Dean and/or Appointee and Peer

Observation of classroom teaching is one method of evaluating teaching effectiveness. No one method is foolproof
but taken together with other evidence provided by faculty can provide a composite of teaching effectiveness. The
Dean or appointee serves as the evaluator and will coordinate the overall procedure of timing of observations for
each faculty member. Peer evaluations are arranged by the faculty being evaluated. An experienced faculty member
serves as the peer evaluator.

A systematic schedule will be prepared by the Dean to evaluate one third of the faculty each year with all being
evaluated every three years. Peer evaluation should be scheduled the same year as the Dean’s in class evaluation.
Until the schedule is fully implemented some faculty may be evaluated in less than every three years. The most
recent evaluation of classroom teaching is used as a component of the annual teacher evaluation during the
intervening years unless the faculty requests additional Dean/Appointee and/or peer in-class observation evaluations.



                                           LOEWENBERG SCHOOL OF NURSING
                                   FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                        55
Faculty Prerogatives

Faculty have the right to request and receive a repeat visit from the Dean/Appointee in any year. Faculty have the
right to request peer evaluation at any time. New faculty will be evaluated during their first academic year.

Shortly after the Dean/Appointee and Peer classroom evaluations, the faculty member receives a copy of the
evaluations. A conference is held with the Dean to review the results and the faculty member has the right to rebuttal
and to request and receive a second evaluation. The faculty has the right to request a new team of evaluators.
Evidence from the second visit is considered in the evaluation process.

Planning Conference

Plans for evaluation begin at the planning conference with the Dean at the beginning of the academic year. Faculty
set teaching goals for the academic year which are negotiated with the Dean at the planning conference. These may
be renegotiated at the beginning of the spring semester.

Classroom Evaluations by the Dean

Classroom evaluations are planned by the Dean with consultation of the faculty member who is being evaluated. At
the beginning of the academic year the faculty members selected for evaluation will be notified by the Dean. The
faculty member is asked to provide a schedule of dates which are appropriate for in-class observations. Dates should
be avoided which have activities such as films, guest speakers, or exams.

The Dean selects a date from the list and notifies the faculty member at least one week in advance. The Dean visits
the class as scheduled and uses the evaluation form approved by faculty. A conference is held to review the
evaluation soon after the evaluation.

Evaluation of Clinical Teaching Effectiveness

Clinical teaching is evaluated as an important component of teaching effectiveness. Clinical teaching evaluation
consists of evaluations by the students, peers, and agency personnel using the attached tools. Agency personnel
evaluations are completed annually. Peer evaluations are on the same schedule as the in-class evaluation. Student
evaluation of clinical teaching is at the end of each semester. Peer evaluation is submitted to the Dean at the annual
evaluation. Student and agency personnel evaluations may also be submitted at the annual evaluation.

Planning Factors and Course Management Procedures

Faculty use the standard syllabus adopted by the faculty. The faculty member should explain to the Dean any
update/change which has been effective in teaching the course(s). Any major change must have approval through the
proper channels.

Other Contributions to Teaching Methods

Faculty are expected to continue to develop their skills in teaching, incorporating current content, skills, and
technology as deemed appropriate for the class. Faculty are rewarded for their efforts in course development,
revisions, innovations or deletions. Evidence in this category is submitted to the Dean for consideration in teaching
effectiveness. Contributions should be relevant updated material for existing courses being taught which will ensure
relevancy to current nursing practice and reflect current trends. Some of these may be: obtaining new clinical
experiences which support the course; new assignments, texts, readings, research, and using technology to support
courses.




                                           LOEWENBERG SCHOOL OF NURSING
                                   FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                        56
Evaluation Conference at End of Year

Faculty evaluation conferences are scheduled at the end of the academic year with the Dean. The faculty member
provides the Dean with organized documentation of effective teaching and must include the required teaching
evaluation as scheduled. Evidence of the accomplishment of agreed upon goals at the beginning of the academic
year should also be submitted. Examples of other documentation which may be submitted are:

     a.   Course Syllabus — the faculty contribution should be as specified;
     b.   Open ended student evaluations of teaching effectiveness or course;
     c.   Class visitation/and/or intervention/and/or interview of students;
     d.   Evidence of creative teaching aids;
     e.   Evidence of the development of creative clinical experiences;
     f.   Evidence of developmental activity in teacher’s knowledge of subject or competence in teaching;
     g.   Any recognition of excellence or achievement;
     h.   Out come measures from standardized tests (These should take into account the type of student, time of
          day, whether an elective or required course, etc.); and
     i.   Student Products (such as teaching booklets).

Clinical Teaching Evaluation of Faculty

Since clinical teaching competence is important in the acquisition of nursing knowledge and skills, the evaluation of
teaching effectiveness in the clinical area is important. These evaluation tools have been designed to assist in the
evaluation.

Peer evaluation of clinical teaching will be concurrent with the scheduled Dean’s evaluation of classroom teaching.
Student evaluation of clinical instruction will be administered at the end of each clinical rotation. Agency evaluation
will be done annually. The staff member will be given a self-addressed envelope to return the evaluation to the
faculty member. The faculty member may submit the evaluations to the Dean at the annual evaluation conference.


Evaluation of Service
Professional Service

Professional service includes service to the University, one’s discipline, and to the larger society of which the
University is a part. Service includes participation in organizations and on committees, with more significance
attached to leadership roles. Faculty should submit evidence of professional services.

Service to the University

The faculty member actively engages in service to the University.

The faculty member:

1.   Serves as an advisor or consultant to other faculty members, student organizations, departments, schools,
     colleges or the University when assigned or invited.
2.   Serves as a contributing member of his/her school and its committees when assigned or invited.
3.   Serves as a contributing member of the University and its committees when assigned or invited.
4.   Serves as a knowledgeable advisor to students.
5.   Serves as a representative of the Loewenberg school of Nursing and university by providing information about
     the program and/or recruiting.
6.   Participates in other related activities which assist the School or University.




                                           LOEWENBERG SCHOOL OF NURSING
                                   FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                        57
Service to the Discipline

The faculty member engages in service to his/her professional organizations.

The faculty member:

1.   Participates in meetings of the local, regional, national, or international professional organization: e.g., officer,
     organizer, presenter, or committee member.
2.   Participates in other related activities contributing to the development of one’s discipline: e.g., consults with
     service agencies within one’s discipline, nursing education and service, clinical practice.

Service to the Larger Society of which the University is a Part

The faculty member shares his/her professional expertise with the larger society (community) of which the
University is a part. The faculty member:

1.   Participates in community, educational, or governmental agencies or groups by volunteering professional
     expertise and serving on committees: e.g., consultant, advisor membership, clinical practice.

2.   Provides professional guidance and counsel to groups and individuals.




                                             LOEWENBERG SCHOOL OF NURSING
                                     FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                          58
Faculty Development
The University of Memphis provides a variety of programs and services to support and reward the scholarly activities of its
faculty. With the common purpose of improving instruction and encouraging professional development of the faculty, these
programs are administered by a number of different University offices.

Walter R. Smith Distinguished Book Award Encourages original research and writing by full-time faculty
members. Panel of judges appointed by the President screens and reviews submitted manuscripts. Cash award and
guaranteed publication of the manuscript by the U of M Press:
Further Information: Vice Provost for Academic Affairs

Distinguished Teaching Service Award Recognizes high quality teaching. Nominations by students, faculty, and
alumni are screened by Committee, which makes final selection. Cash award and certificate.
Further Information: Vice Provost for Academic Affairs

Distinguished Research Award To faculty or staff members who have brought honor and recognition to the
University through research activities. By application or nomination to appropriate College Council for Graduate
Studies and Research. Final selection by Faculty Research Grants Committee. Cash award and certificate.
Further Information: Associate Vice Provost for Research

Faculty Research Grants Program Seed money awarded primarily to stimulate research efforts and initiate projects.
Granted by President on recommendation of Faculty Research Grants Committee. (U of M Procedure 2D:05:07B)
Further information: Office of Sponsored Programs.

Faculty Exchange Center Provides opportunity for interested faculty to exchange positions and/or housing with
colleagues on this continent and overseas.
Further Information: Associate Vice Provost for Academic Affairs - Administration

Graduate Study Faculty may take graduate courses and pursue graduate degrees at Memphis State with approval of
the Council for Graduate Studies and Research of the college in which the degree is offered.
Further Information: College Directors of Graduate Studies and Research

Travel Funds are provided to help meet expense of travel to professional meetings. Allocation determined by and
within the department. (U of M Procedure 2D:01:01M)
Further Information: Department Chairs

Professional Development Assignment Leave of absence awarded to faculty to encourage professional
development. Approval by President. Usually full salary for one semester or one-half salary for the academic year,
provided from private sources. (U of M Procedure 2D:05:01A)
Further Information: Academic Deans

Academic Enrichment Program Special fund maintained to support activities recommended and designed by
faculty, staff, and students. Programs such as artists-in-residence, distinguished lectures, conferences, and symposia
have been supported.
Further Information: Associate Vice Provost for Academic Affairs - Administration

Grants-In-Aid Program May be awarded to eligible faculty member or administrator on the basis of demonstrated
need for further academic development which will ultimately benefit the University. Must be recommended by the
President and approved by the State Board of Regents. A contract between the University and the recipient will state
the conditions and obligations of the grant. (U of M Procedure 2D:05:07B).
Further Information: Vice Provost for Academic Affairs.




                                              LOEWENBERG SCHOOL OF NURSING
                                      FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                           59
Grantsmanship Assistance The Office of Sponsored Programs assists faculty and staff to locate sources of support
for research and to prepare requests for grants and other kinds of sponsored efforts which contribute to the
University's research and instructional activities.
Further Information: Office of Sponsored Programs.

National Institutes of Health (NIH) Academic Research Enhancement Award (AREA) Program is designed to
enhance the research environment of educational institutions that have not traditionally received NIH research funds.
These funds are intended to support new research projects or expand ongoing research activities proposed by faculty
of these institutions in areas related to the health sciences. Applicants may request support for a total of up to
$75,000 in direct costs (plus applicable indirect costs) for a period not to exceed 36 months. Although this award is
nonrenewable, it will enable qualified individual scientists within the eligible institutions to receive support for
feasibility studies, pilot studies, and other small-scale research projects preparatory to seeking more substantial
funding from regular NIH research grant programs.
Deadline: June 19

Additional Support facilities include the University Libraries and the Center for Academic Excellence.. Further
details may be found in the Faculty Handbook, the Graduate and Undergraduate Bulletins, and the U of M
Procedures cited above.

Office of the Provost
The University of Memphis
Memphis, TN 38152




                                          LOEWENBERG SCHOOL OF NURSING
                                  FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                       60
FACILITIES AND SERVICES
There are many services available to faculty at the University of Memphis. Please refer to the U of M Faculty
Handbook for more details.

Offices

Faculty and administrative offices for the School of Nursing are located in Newport Hall. Each faculty member is
assigned to a single office equipped with a desk, credenza, chairs, table, bookcases, telephone and filing cabinet.
Keys to appropriate Nursing offices (Newport Hall entrance keys, your office, the Faculty Workroom in Newport
Hall and the Media closet in Manning Hall) are provided to each faculty member upon employment.

Telephones

Telephones in each faculty office have an individual number which may be dialed directly by a caller. Voice mail is
available and should be used when out of the office. Each faculty member may request and be assigned an
individual code (TIGER LINE) to make long distance phone calls. To make personal long-distance phone calls,
you should obtain another Tiger LINE (personal one) which will be charged to your personal account. Faculty will
be asked to sign their monthly long distance charge statements.

Each month a record of Tiger Line calls that have been billed to the school/university account will be submitted for
signature by the faculty that these calls were made for university purposes.

A facsimile (FAX) machine is available for your use in the Dean’s office. The Sr. Administrative Secretary to the
Dean will assist faculty as needed. The LSON fax number is 901-678-4906.

Community Health and Leadership faculty will have individual beepers. Please return these at the end of the year.

Messages

A telephone message box is maintained in the reception area of Newport Hall. Please retrieve your messages.
Individual distribution by the staff is not provided. Faculty are responsible for having telephone numbers where
they can be reached when not in the office.

Office Supplies

Office supplies are available from the Office Associate. If supplies are needed that are not available, please notify
the Office Associate.

Secretarial Support

The Office Associate is available to support the clerical needs of faculty. Whenever possible, place your requests in
writing. Please keep discussions to a minimum in the secretary’s work space. This time takes away from the work
that she(he) is doing for you and your colleagues. Whenever possible, work should be submitted on a floppy disk.
In all cases, work must be submitted with a work order.

All faculty will have floppy disks with their syllabi, course materials, and tests. As you make changes, please copy
a disk to the Office Associate as your backup.

A master copy of all tests, syllabi and handouts must be filed in the Office Associate’s Course file. All tests are kept
in a locked file in her office.




                                           LOEWENBERG SCHOOL OF NURSING
                                   FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                        61
Duplicating

With adequate notice, the Office Associate will duplicate materials for faculty. Additionally, there is a high
production copier in the Faculty Workroom (NH 310). Each faculty member is assigned a duplicating code.
Materials for students should be: 1) in the syllabus, 2) on reserve in the McWherter Library or 3) placed in the
course section which is made available at the Reception area of Newport Hall.

Bulletin Boards

Student bulletin boards are located in the Student Computer Room, the Skills Lab and the hallways of Newport Hall.
Pertinent information for students may be posted on the appropriate board.

There are separate bulletin boards for Sigma Theta Tau and for the Student Nurse’s Association.

Computers

All faculty have MacIntosh or Dell computers and letter quality printers in their offices. Additionally, there are laser
printers available for use, a G3 Macintosh, and color laser printer and color scanner in the Faculty Workroom. All
original software must be filed in the Dean’s office. Software purchased by the LSON may not be copied for use by
others. “Softlifting” is an illegal activity that does not occur in the LSON.

Computer Scanner

A color fade scanner is available in the Faculty Workroom to scan text and graphics into a Macintosh computer.

Although scanning is very easy to do, please obtain assistance from the Office Associate the first time that you use
this equipment.

Computerized Art (clip-art)

A complete set of computer generated anatomical “clip art” is available for use to transport into documents or to
make slides for instructional use.

Computer Generated Slides and Portable Computer Projector

Computer generated slides may be produced in the LSON using PowerPoint software to generate slides and a
Lasergraphics slidemaker to transfer these slides to film. You will need one roll of color slide film (Kodak
Ektagraphic 100) which must be sent out to be developed. Please allow one day for developing.

Microsoft PowerPoint software is very easy to use and is quickly mastered. The program will generate slides, notes,
and notes with slides. If you wish to prepare slides please see the Office Associate or the Dean for assistance. A
portable computer projector and Macintosh laptop computer are also available for faculty use in the Sr.
Administrative Secretary 's office.

Computer generated presentations using PowerPoint can be used in any of the Smart classrooms of the university by
copying the file to an IBM formatted floppy disk. Some of the Smart classroom projection computers have an
access code which you must have to use the computer. Please contact the secretary to the chair in the building in
which your classroom is located. Note Bene: Please make arrangements prior to the beginning of your class. As
you may guess, waiting until you must have information will almost guarantee the person you need will not be
available.




                                           LOEWENBERG SCHOOL OF NURSING
                                   FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                        62
Grant Support

Each faculty member should complete the data base search form in the Office of Sponsored Programs so that grant
information from the Federal Register and other private granting agencies are sent directly to you.

The Office of Sponsored Programs will also assist you with the development of grants and will assist you with the
budget. They will need one week (7 days) to process a COMPLETED PROPOSAL through the campus. Please add
this time into your proposal writing time-frame.

Any research proposal to be sent to NIH must go through the Institutional Review Board (IRB) at the U of M.
Although your proposal can be submitted without IRB approval, this approval must be obtained within 60 days.
Please consult with the Office of Sponsored Programs to insure that the IRB will be convened and that your protocol
can be reviewed within that time frame.

Learning Labs

The skills laboratory used by Foundations and Adult Health is located on the 2 nd Floor of Newport Hall. Health
assessment labs are scheduled in the Health Assessment Lab on the 3rd floor of the Student Health Center.

The Student Computer Lab is located in Newport Hall. All nursing computer assisted instruction is available for
"check-out" at the reception desk in Newport Hall.

Media Equipment for the Classroom

There are slide projectors, TV monitors and VCR’s on carts in Manning 330 (the media storage room). Please
return it to the storage room when you have finished using it. There is a portable computer projector and laptop
computer in the Sr. Administrative Secretary's office that are also available for check-out.

All audiovisual films are housed in the Microforms area in the McWherter Library or are checked out to faculty.

Faulty, damaged, or broken equipment should be reported in writing to the Dean’s office. Please name the
equipment, serial number, U of M decal number and description of the problem. To facilitate its repair, please label
the equipment as “broken”.

Security

Security and safety of faculty is facilitated through the Security and Safety Office. All faculty offices must be
locked when leaving the office – even if only for a few minutes. Faculty should use their own discretion about
locking their office when few people are in the building. Always call for an escort service if you are in your office at
night and are concerned about going to a parking lot.

Assist security to protect you and your personal items by not displaying items in your car that would be attractive to
others.

Library and Learning Resource Center Acquisitions

Faculty are encouraged to identify appropriate materials and request additions to the collection of books, periodicals
and other media housed in the library and learning resource center.

Each request for books and/or audio visual materials must be reviewed by the School of Nursing Curriculum
Committee.




                                           LOEWENBERG SCHOOL OF NURSING
                                   FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                        63
Procedure To Order Books

Complete a "Book Order Form" for each book requested and give to the Office Associate. Be sure all necessary
information including the price is given.

Book Orders

    1.   Complimentary copies of textbooks should be requested directly from the publisher on LSON stationery.
         These requests should include faculty rank, course title, and projected enrollment of course.

    2.   Desk copies are requested by completing and faxing a Desk Copy Request Form to the publisher. These
         forms are available in Room 101.

    3.   If a desk copy is required before one is received from the publisher, a copy can be obtained with a signed
         (by the Dean) Transfer Voucher at the U of M Bookstore. When the desk copy is received, it must be taken
         to the Bookstore along with a copy of the Transfer Voucher for credit.

    4.   Course coordinators order textbooks on the appropriate form prior to each semester. The secretary will
         place request forms in the course coordinator's mailboxes.

    5.   Books are often sent to the LSON and become the property of the U of M for faculty use.

Travel - Professional Meetings

Travel to professional meetings must be approved in advance according to the University Policy/Procedure
2D:01:01M. The procedure in the School of Nursing is:

    1.   Submit a completed University of Memphis Request for Travel Authorization form to the Office of the
         Dean. This form can be computer generated by going to the following web page:

                  www.sysproc.memphis.edu/forms/reqtrav.htx

         If approved, this form will be returned to you with a travel authorization number.

    2.   Submit a completed University of Memphis Travel Claim with appropriate receipts to the Office of the
         Dean. This form can be computer generated by going to the following web page:

                  www.sysproc.memphis.edu/forms/ftrav1.htx
         The Dean's secretary will process the form.

    3.   Reimbursement for expenses take 1-6 weeks. Checks will be issued by Accounts Payable and placed
         in your mailbox.



There are University limitations on reimbursement for travel & per diem expenses. Copies of these limitations
can be obtained from the personnel department. Also, according to University policy, all plane reservations
must be made through the designated University Travel Agent.




                                           LOEWENBERG SCHOOL OF NURSING
                                   FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                        64
Parking

Parking is by University permit. There are fees for permits. Lots are assigned according to the number of
points accrued for such things as length of employment, tenure and other factors.

Testing

Scoring of objective multiple-choice tests is available through Computer Services in AD111. Students are
expected to purchase computer answer sheets (8 1/2" x 11") prior to testing. Instructions on how to fill out the
answer sheet and cover sheet are available in Computer Services. University policy forbids posting of grades
without the student's written permission. Permission to Post Grade sheets are available in Room 101.

The Operations Unit of Information Systems maintains a website --

                  http://www.people.memphis.edu/~operations/teststest.htmlx
that contains information and instructions needed to use Information System's Test Scoring/Scanning service. If you
wish to utilize this service, the information on this site will undoubtedly be helpful to you.



VARIOUS WEB SITES THAT MIGHT BE HELPFUL

www.ahcpr.gov - Agency for Health Care Policy and Research Home Page

www.nih.gov/grants/guides/pa-files/index.html - NIH guide: Program Announcements

www.nclex.com - National Council's Virtual Campus

www.accrediting-comm-nlnac.org - National League for Nursing Accrediting Commission




                                           LOEWENBERG SCHOOL OF NURSING
                                   FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                        65
        LOEWENBERG SCHOOL OF NURSING
FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                     66
FORMS

Advisor's Counseling Record

Academic Counseling Record

Letter from Office of Judicial Affairs Re: Academic Discipline Procedures

Permission to Post Grades

Request for a Grade Change

In Class Review of Instruction

Course Evaluation Qualitative Questionnaire

Course Evaluation

Clinical Assignment Sheet

Nursing Care Plan

Library Public Printing Guide

Desk Copy Request

Authorization to Use Materials Prepared by U of M Faculty/Staff

Request for Travel Authorization

Request for Overseas Travel Authorization

Claim for Traveling Expenses

Request for Meal Reimbursement




                                    LOEWENBERG SCHOOL OF NURSING
                            FACULTY HANDBOOK, ACADEMIC YEAR 2000-2001
                                                 67

				
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