The mission of the

Document Sample
The mission of the Powered By Docstoc
					    Ruth S. Coleman
   College of Nursing

BSN Completion Program
   Student Handbook

Spring 2010 – Summer 2011

   The mission of the

   Ruth S. Coleman

   College of Nursing

 is to educate students

in the Franciscan values

   to become nurses

   who meet society’s

     health needs.


The Cardinal Stritch University, College of Nursing BSN Completion Degree Student Handbook provides
information and policies intended to help students to understand and follow the policies and procedures for the
BSN Completion program.

The policies and procedures in the BSN Completion Degree Student Handbook are consistent with and an
extension of the policies appearing in the Cardinal Stritch University Student Handbook and Undergraduate
Studies catalog. An initial copy of the BSN Completion Degree Student Handbook is given to students at the
orientation program. Students who transfer into the program should contact the BSN Chair for a BSN
Completion Program orientation. Additional copies are kept by the College of Nursing secretary. Each student is
responsible for knowing and understanding the information in the BSN Completion Degree Student Handbook.

College of Nursing policies may be changed after a student has entered a program. Students are bound by the
policies currently in force at any given time, even if those policies differ from those which were in place when the
student entered the program. Because policies and practices are continuously subject to change by external and
internal sources, it is the intent of the College of Nursing to review and modify these policies and practices as
necessary so the student is not adversely affected. Any change in policy between publications of the BSN
Completion Degree Student Handbook will be posted on the student bulletin board.

All interpretations and exceptions to this BSN Completion Degree Student Handbook are to be made to the
Admission, Progression and Retention Committee of the College of Nursing.

See Cardinal Stritch University Undergraduate Catalog for additional information related to handling of
grievances and due process.

Nothing herein contained shall be deemed a limitation upon the expressed or implied power or duties of the Board
of Trustees or the Administrative Offices of the University.

The College of Nursing BSN Completion Program is accredited by the American Association of College of

American Association of College of Nursing                                    Wisconsin State Board of Nursing
One Dupont Circle, NW, Suite 530                                              P.O. Box 9835
Washington, DC 20036                                                          Madison, WI 53708-8935
1-202-463-6930                                                                (608) 266-0145

                                                     TABLE OF CONTENTS
Forward…………………………………………………………………………………..                                             ii
Section I: College of Nursing Information……………………………………………...                        1
         Philosophy of the College of Nursing Programs……………………………….                  1
         Objectives of the College of Nursing Programs………………………………..                 2
         Franciscan Values………………………………………………………………                                   2
         ADN-BSN-MSN Model of Nursing Education,…………………..……………                       3
         Definition of Terms…………………………………………………………….                                 4

Professional Standards……………………………………………………………………                                        5
         American Nurses Association Standards of Clinical Nursing Practice………...       5
         Code of Ethics for Nurses………………………………………………………                                 6
Standards of Professional Conduct………………………………………………………                                  7

Section II: BSN Completion Program Information……………………………………..                          10
         BSN Completion Program Objectives…………………………………………                              10
         Essentials of Baccalaureate Education for Professional Nursing Practice…….     10
         BSN Completion Curriculum Design………………………………………….                              11
         BSN Completion Curriculum Content…………………………………………                              13
         BSN Completion Course Descriptions…………………………………………                             13
Section III: Policies and Procedures…………………………………………………….                               14
         Admission to the BSN Completion Program…………………………………..                         14
         Transfer into the BSN Completion Program…………………………………...                       14
         ADN Students Taking Limited Access BSN Completion Courses…………….                14
         Progression in the BSN Completion Program………………………………….                        15
         Class Periods……………………………………………………………………                                        16
         Student Advisement and Registration…………………………………………..                          16
         BSN Completion Program Fee Schedule……………………………………….                            16
         Permission To Take Courses Off Campus………………………………………                           17
         Reporting of Course Grades to the Registrar……………………………………                      17
         Drops, Adds and Withdrawals…………………………………………………..                               17
         Academic Support……………………………………………………………….                                      17
         Exam Policy – Make-Up Examinations…………………………………………                             18
         Missing Class or Study Team……………………………………………………                                18
         Challenging Nursing Courses……………………………………………………                                18
         Independent/Directed Study……………………………………………………..                               19
         Incomplete Grades……………………………………………………………….                                     19
         Academic Grievances……………………………………………………………                                     19
         Appeal of Academic Policy……………………………………………………...                               19
         Non-Academic Grievances………………………………………………………                                   20
         Suspension and Dismissal……………………………………………………….                                 21
         Academic Integrity………………………………………………………………                                     21
         Caregiver Background Checks………………………………………………….                                23
         Learning Contract……………………………………………………………….                                     24
         Graduation……………………………………………………………………….                                         25
         Nursing Students‟ Representation on College of Nursing Faculty Committees...   25
         Cohort Groups and Their Study Teams…………………………………………                            26
         Clinical Practicum Experience………………………………………………….                              27
         Student Health Requirements for Clinical Agencies……………………………                   28
         Pregnancy Policy………………………………………………………………..                                     29
         Safety Policy…………………………………………………………………….                                       29
         Transportation……………………………………………………………………                                       29
         Liability Insurance……………………………………………………………….                                   29
         Policies and Procedures of the Learning Resource Center………………………               30
         Request for References…………………………………………………………..                                 30
         Index……………………………………………………………………………..                                           31



The College of Nursing, consistent with the mission of Cardinal Stritch University, believes nursing has an ethical
and social responsibility both to individuals and to society. The nurse provides human-to-human attempts to
protect, enhance, and preserve humanity with a commitment to acquiring knowledge and providing caring actions.

The person is a unique spiritual being comprising mind, body, and soul. Each person has the right to perceive,
experience, and determine his or her roles and responsibilities as a human being and as a member of the family, the
community, and society. The person has the right to be treated with dignity throughout the life span and to seek
self-actualization within his or her own health, culture, and life circumstances.

The person is in a continuous reciprocal process of change and adaptation within client community(ies) and
environment. The environment, a dynamic force influenced by time, place, and the person's perception, consists of
variables internal and external to the person that affect the person's experience of harmony of mind, body, and soul.

Health is the wholeness of the person. As the harmony of the mind, body, and soul, health is the congruence
between one's perception of self and one's experience of self; it is reflected in one's relationship to others and to the
environment. A person becomes ill when there is a perceived disharmony of mind, body, and soul which can be
experienced as both internal and external turmoil, disturbance, and suffering. Each person's health is unique and,
therefore, health is not an objective but rather a subjective state. Health care is the delivery of preventive, curative,
and health education services to the individual, family, and the community in places where people live, work, and
recreate, coordinated and delivered in partnership with the person, family, and the community receiving care.

Nursing is the process and practice of caring which consists of human-to-human transactions. The nurse uses
him/herself to engage in a genuine, empathetic relationship with another human being in order to assist the person
to obtain greater harmony of mind, body, and soul. Nurses can protect, monitor, and advance the health of the
population as a whole by providing nursing care.

Nursing education is an interactive process that seeks to teach the art and science of nursing. This process requires
knowledge of the humanities, arts, basic sciences, and ethics that are found in the liberal arts university. Nurse
educators structure learning experiences to promote skills and competencies for professional nursing practice at the
associate, baccalaureate, and master‟s level. The associate degree education prepares the nurse to provide direct
care for individual clients with common, well-defined health problems in structured settings. The baccalaureate
degree education prepares the nurse to provide direct and indirect care to individuals, families, groups, and
communities with complex health care needs in a variety of settings. The master‟s degree education prepares the
nurse to utilize practical and research-based methods to provide health care to and to advance the health care of the
individual, family, and community. Each level of education provides a foundation for the next higher level of
nursing education.

Learning is an interactive and life-long process that is measured through the achievement of outcomes. The learner
is an active participant in the learning process who helps determine his/her own learning needs, engages in self-
learning, and seeks opportunities for personal growth. The learner brings to the interactive process prior learning
from life experiences as well as prior nursing education.


The College of Nursing program objectives were developed to reflect all programs in the College of Nursing.
These objectives can be identified in the philosophy of the College of Nursing. Each of the nursing programs has
developed program specific objectives which define the behavior of the program graduate at the end of the

       The objectives of the nursing programs are:

       l.      to prepare professional nurses who are able to meet society's health care needs appropriate to their
               level of education;

       2.      to provide a Judaeo-Christian environment that fosters personal and professional growth and life-
               long learning;

       3.      to develop a foundation of knowledge and skills necessary to advance to the next level of education
               in nursing.

                                           FRANCISCAN VALUES

Francis and Clare acknowledged God as creator and all humankind as made in the Divine image. Nourished by
their lives of prayer and reflection and focused on the example of Jesus Christ they offer a model of co-operation
and inclusivity. In this spirit we invite persons of diverse faith backgrounds to embrace and live the Franciscan
Values of our University.

                                          Creating a Caring Community
Respecting each person‟s dignity
Offering hospitality, courtesy, kindness and friendship
Fostering loving relationships

                                                Showing Compassion
Serving and caring for the poor and oppressed
Working for justice
Taking responsible social action
Offering unselfish service

                                            Reverencing All of Creation
Fostering a simple lifestyle and responsible stewardship
Preserving the environment
Respecting all creatures

                                                   Making Peace
Forgiving others
Healing and reconciling
Resolving conflicts
Promoting non-violence

                            ADN-BSN-MSN MODEL OF NURSING EDUCATION

The ADN-BSN-MSN model of nursing education depicts the faculty‟s beliefs about nursing education in the
Cardinal Stritch University, College of Nursing. We believe the foundation of nursing education consists of the
Cardinal Stritch University environment, the student‟s life experiences, and the faculty-student relationships. The
focus of our nursing education is to promote the health of the client. We believe that health, nursing-caring, and the
environment influence the client. The rings around the center of the model represent the skills that the successful
graduate nurse possesses. The rings critical thinking, communication, teaching-learning, therapeutic nursing
interventions, and professional behavior are the foundation for the nursing courses. Legal-ethical, research,
leadership-management, and lifelong learning are concepts that are interwoven throughout the curriculum. The
definition of terms for the model follows.

                                             DEFINITION OF TERMS

Client: Clients are individuals, families, groups, aggregates, and communities; characterized by age, gender, race,
        development, culture, spirituality, and their health status.

Health: Health is the dynamic state in which the client adapts to internal and external environments.

Nursing-Caring: Nursing is an art based in scientific knowledge which encompasses the mind, body and spirit of
       participants. Nursing is a dynamic and caring profession concerned with the health and illness of all
       persons. Caring is the interactional process in which the nurse demonstrates assistive, facilitative and
       supportive acts in the human health experiences. Nursing is the process and practice of caring which
       consists of human to human transactions. The nurse uses oneself to engage in a genuine, empathetic
       relationship with another human being in order to assist the person in obtaining greater harmony of mind,
       body, and soul. Nurses can protect, monitor, and advance the health of the population as a whole by
       providing nursing care. Nursing care is the process of assisting the client to promote, maintain or restore
       health, or achieve a peaceful death.

Environment: Environment is a dynamic force impacted by time, place and the client‟s perception, and consists of
       variables internal and external to the client that affect the client‟s experience of harmony of mind, body, and

Critical Thinking: Critical thinking is a process used to set priorities, solve problems, formulate inferences, and
        calculate likelihoods. Thus critical thinking involves: following evidence where it leads, considering all
        possibilities, relying on reason rather than emotion, being precise, considering a variety of possible
        viewpoints and explanations, and weight the effects of motives and biases.

Communication: Communication is the purposive, interactive process used to send, receive, and interpret
     information in verbal, nonverbal, and written forms.

Teaching/Learning: Teaching is an interactive process between a teacher and one or more learners. Learning is
       dynamic and fluid and is a shared lifelong event.

Therapeutic Nursing Interventions: Therapeutic nursing interventions are dynamic theory-based actions, both
       psychomotor and psychosocial, which occur within the interpersonal processes to promote the optimal
       level of client health.

Professional Behaviors: Professional behaviors are activities which relate to the quality of care, performance
        appraisal, education, collegiality, ethics, collaboration, research and resource utilization.

Legal/Ethical: Ethics identifies what should be done, is process oriented and involves critical analysis of action.
       Legal practice is based in law.

Research: Research is the systematic search for and validation of knowledge about issues of importance to the
       nursing profession.

Lifelong Learning: Lifelong learning is the total of those behaviors established by the individual to engage in self-
       promotion of professional behaviors.

Leadership/Management: Leadership is the skill to influence others to perform to the best of their ability.
       Management is the process of getting the work done by others, properly, on time, and within budget.

                                        PROFESSIONAL STANDARDS
Any student in the nursing major is considered a student nurse. The student is bound to perform at the same level
as the professional, in this case the Registered Nurse in both the clinical and academic setting. The level of
professionalism the student is expected to demonstrate as a Registered Nurse is according to the American Nurses
Association‟s Nursing: Scope and Standards of Practice, Code of Ethics for Nurses, and the College of Nursing
Standards of Professional Conduct.


Standards of Practice

1.     Assessment: The registered nurse collects comprehensive data pertinent to the patient‟s health or the

2.     Diagnosis: The registered nurse analyzes the assessment data to determine diagnoses or issues.

3.     Outcomes Identification: The registered nurse identifies expected outcomes individualized to the patient or
       the situation.

4.     Planning: The registered nurse develops a plan that prescribes strategies and alternatives to attain expected

5.     Implementation: The registered nurse implements the identified plan.

6.     Evaluation: The registered nurse evaluates progress toward attainment of outcomes.

Standards of Professional Performance

7.    Quality of Practice: The registered nurse systematically enhances the quality and effectiveness of nursing

8.     Education: The registered nurse attains knowledge and competency that reflects current nursing practice.

9.     Professional Practice Evaluation: The registered nurse evaluates one‟s own nursing practice in relation to
       professional practice standards and guidelines, relevant statutes, rules, and regulations.

10.    Collegiality: The registered nurse interacts with and contributes to the professional development of peers
       and colleagues.

11.    Collaboration: The registered nurse collaborates with the patient, family, and others in the conduct of
       nursing practice.

12.    Ethics: The registered nurse integrates ethical provisions in all areas of practice.
13.    Research: The registered nurse integrates research findings in practice.

14.    Resource Utilization: The registered nurse considers factors related to safety, effectiveness, cost and impact
       on practice in the planning and delivery of nursing services.

15.    Leadership: The registered nurse provides leadership in the professional practice setting and the profession.

       Source: American Nurses Association. (2004). Nursing: Scope and standards of practice. Silver Spring,
       MD: American Nurses Publishing.

                                       CODE OF ETHICS FOR NURSES

1.     The nurse, in all professional relationships, practices with compassion and respect for the inherent dignity,
              worth and uniqueness of every individual, unrestricted by considerations of social or economic
              status, personal attributes, or the nature of health problems.

2.     The nurse‟s primary commitment is to the patient, whether an individual family, group, or community.

3.     The nurse promotes, advocates for, and strives to protect the health, safety, and rights of the patient.

4.     The nurse is responsible and accountable for individual nursing practice and determines the appropriate
       delegation of tasks consistent with the nurse‟s obligation to provide optimum patient care.

5.     The nurse owes the same duties to self as to others, including the responsibility to preserve integrity and
       safety, to maintain competence, and to continue personal and professional growth.

6.     The nurse participates in establishing, maintaining, and improving healthcare environments and conditions
       of employment conducive to the provision of quality health care and consistent with the values of the
       profession through individual and collective action.

7.     The nurse participates in the advancement of the profession through contributions to practice, education,
       administration, and knowledge development.

8.     The nurse collaborates with other health professionals and the public in promoting community, national
       and international efforts to meet health needs.

9.     The profession of nursing, as represented by associations and their members, is responsible for articulating
       nursing values, for maintaining the integrity of the profession and its practice, and for shaping social policy.

Source: American Nurses Association. (2001). Code of ethics for nurses with interpretive statements. Washington,
DC. American Nurses Association.

                                    Ruth S. Coleman College of Nursing
                                    Standards of Professional Conduct

Over the years, popular styles of clothing, language and even conduct have changed. The values of the nursing
profession have not. Compassion, integrity, altruism and discretion are always in style.
As nurses, we benefit from the high respect society accords our profession. This respect was earned by
generations of nurses who have cared for those in distress while exhibiting the values of compassion, integrity,
altruism and discretion in their professional conduct.
Society‟s respect for nursing is based on high expectations. If we live up to those expectations, we too will be
highly respected and can expect to enjoy long and successful careers. If our conduct does not match society‟s
expectations, people will notice. We, all other nurses, and the profession of nursing will be diminished as a
During a single shift, we may care for the young and the old; black, white, Asian and Hispanic; the well-to-do
and the penniless. We may care for those born in this country and familiar with its customs and others for who
even our most standard interventions may appear foreign or threatening. We may care for those whom speak
English well and some who do not understand a word. We may care for those who are devoted Christians, Jews
and Muslims, and those of other faiths or no faith at all. We may care for those who are traditional and
conservative in their conduct, as well as those who may be inclined to challenge traditional ideas and
To comfort and care for clients in our charge, nurses must be discreet. We recognize that our appearance, our
conduct and our language send messages, intentional and unintentional, that speak louder than our words. If
these messages are harmonious with our values, then clients can relax and feel cared for, healing proceeds more
quickly, and families are reassured.
But if our appearance, conduct and language are not consistent with our values, if they are jarring, abrasive,
inattentive, rude or simply incomprehensible, then we create discord. Clients can become nervous or agitated.
Families may become alarmed for the well-being of their loved ones.
Thus, the professionalism with which we care for our clients is dependent on moderating our personal styles.
This moderation elevates the importance of observation and listening over that of personal expression. It
encourages us to avoid any distraction for our role as caregiver to the whole person.
In our highly individualistic society, we must remain mindful of the importance of distinguishing between
personal expression and professional discretion.
It is the unique contribution of Cardinal Stritch University that nursing faculty, along with student input, has
initiated an effort to define the Standards of Professional Conduct expected of all our nurse graduates.
All incoming nursing students agree to conform their professional lives to the standards listed below. By doing
so, Cardinal Stritch University nursing students and graduates both reinforce and benefit from our reputation for
practicing according to the highest standards of the nursing profession.
We note that the Standards of Professional Conduct pertain to our behavior as student nurses at Cardinal Stritch
University and in our professional nursing career. We recognize that our education is not merely book learning
to earn a grade, but also the development of sound professional habits by which we will be judged.

1. In clinical, I will wear the Cardinal Stritch University (CSU) maroon uniform with white socks,
   and clean white nursing or athletic shoes (no clogs or heels). The uniform has the CSU patch on the left
   sleeve, and the CSU name pin. For warmth, I may wear a plain white undershirt, a clean plain white sweater
   or a lab coat. Women with long hair should have their hair pulled back. Men are clean shaven, or if they
   have a mustache or beard, it is neatly trimmed and covered with a mask when over a sterile field. I may
   wear a stud or small hoop earring, and a wedding ring, but no other jewelry. Nails should be short, clean and
   free of colored nail polish.

2. Dress for community clinical sites include the same general guidelines as noted above. In lieu of the CSU
   uniform, I will wear slacks, blouses or shirts, skirts, sweaters and comfortable street shoes. Closed toes
   shoes with low heels are permitted. Athletic shoes are allowed at the discretion of the instructor, dependent
   on the nature of the assignment. Unacceptable clothing includes jeans, shorts, low cut shirts or blouses, or
   shirts with slogans.

3. For class presentations, I will wear professional attire. Men wear a dress shirt and slacks (not blue jeans).
   Women may wear a skirt or slacks and a blouse, or a dress (not blue jeans).

4. In class, I will wear clothes that are clean, neat and not distracting to others. For example, I do not
   wear low necklines that reveal cleavage, or a bare midriff. I will not wear t-shirts that promote
   alcohol, drugs or messages that may be offensive to others. Clothes are not ragged. I do not wear caps or

5. I will make every effort to maintain a non-offensive personal scent; I do not wear perfume or scented
   creams. Smokers should make every effort to eradicate the odor of smoke.

1. I will attend all classes and clinical experiences. When a serious and unavoidable circumstance prevents
   attendance, I will inform the instructor in advance. I may independently seek out the information and
   assignments I have missed. I will arrange with the instructor to make up missed clinical experiences.

2. I will arrive at classes and clinical sessions several minutes before the starting time in order to get settled,
   organized and prepared to learn.

3. I will set priorities to ensure that assignments are complete and submitted on time. This means that I prepare
   assignments well ahead of the due date, so that if last-minute obstacles arise, the assignments will
   nevertheless be submitted on time.

4. I will submit written assignments on the assigned date, at the assigned time, unless otherwise specified by
   the instructor.

5. I will complete all class assignments (including readings) before each class, whether or not the assignments
   are graded.

6. I will submit all personal health information required for clinical to the CSU student health nurse by the
   deadlines established by the College of Nursing.

7. I will not allow personal problems to interfere with school participation and responsibilities.

8. I will provide specific, constructive feedback to my peers and instructors. At the end of my educational
   program, I provide feedback to help improve the program and the University.

9. I will observe all institutional, ethical and legal parameters regarding privacy and confidentiality when
   dealing with clients and families, their records, and all information relating to them.

10. I will demonstrate honesty and integrity in all classroom and clinical situations. Cheating is not tolerated.

11. I will take full responsibility for my individual share of the work involved in group assignments.

12. I will submit only my own original work. I do not plagiarize by copying, or paraphrasing the work of others
    as if it were my own. I accurately and completely reference all authors, using approved format, when citing
    the work of others.

13. I will not sit on the floor in the hallways of the University or in clinical settings.

1. I will remain attentive at all times to classroom presentations and clinical discussions. I do not speak when
   others are talking. I do not whisper to those next to me, talk on the telephone, play with electronic devices,
   read unrelated material or work on out-of-class assignments in the classroom or in clinical.

2. I will address all persons with respect, including other students, instructors, administrators, clerical staff,
   patients and co-workers in all clinical and campus settings. I will avoid all forms of disrespectful
   communication including interrupting, swearing, slang, profanity and disrespectful gestures.

3. I will not gossip or comment critically about the work or conduct of others behind their back. If correction is
   appropriate, I find a way to address my concern directly to the person involved.

4. When addressing a problem or issue, I will speak to the person most directly responsible. For a clinical
   concern, this is the clinical faculty member. If the result is unsatisfactory and I wish to pursue the issue, I
   move up the chain of command, one step at a time (from clinical faculty, to course coordinator, to program
   chair, and finally to the Dean of the College of Nursing).

5. When verbalizing a problem, I accept personal responsibility by using “I statements” and a calm tone of
   voice. For example, I may say, “I was not aware of a change in the due date,” rather than “You did not tell
   me about the change in due date.”

6. When approaching peers, faculty, administrators or clerical staff to discuss an issue or problem, I will make
   an appointment. If this is not possible, I will ask if the person has the time to discuss the issue with me. In
   every case, I remain sensitive and respectful of the time constraints of others.

7. I will maintain a quiet and respectful demeanor in University and clinical settings, even in hallways and
   common areas. I will never talk about patients, clients, clinical staff or the clinical facility in public areas or
   in the presence of persons not directly involved in the clinical situation.

8. I will turn off my cell phone and pager before I enter class or clinical settings. I may, if anticipating an
   emergency (and on a limited basis), notify faculty of the situation and then set my cell phone or pager to
   vibrate instead of ring. If it vibrates, I leave the classroom or patient room and am out of earshot before
9. When sending E-mail messages to other students and to faculty, I will keep these messages brief and to the
   point. I do not use E-mail to inform others on matters that are best addressed face-to-face.


Cardinal Stritch University offers a Bachelor of Science in Nursing Completion degree option for graduates of
Associate degree or Diploma programs in nursing who want to complete the BSN degree with a liberal arts
foundation in a university environment. Graduates practice as professionals in any setting affecting health.

                                 BSN COMPLETION PROGRAM OBJECTIVES

The BSN Completion degree prepares a nurse who:

1.        Applies communication theories in written, verbal, and nonverbal forms in professional nursing practice.
2.        Demonstrates professional behavior as defined by the ANA‟s Nursing: Scope and Standards of Practice.
3.        Applies a systematic process to meet the educational needs of a variety of clients.
4.        Applies a systematic process to meet the nursing care needs of a variety of clients.
5.        Examines theories, concepts, assumptions, ideas, inferences, arguments and conclusions to meet the health
          care needs of a variety of clients.

                                FOR PROFESSIONAL NURSING PRACTICE

The BSN Completion Program uses the American Association of Colleges of Nursing Baccalaureate Essentials
(2008), pg. 2, as a framework for developing, defining, and revising the curriculum. The Baccalaureate Essentials
document addresses nine end-of-program competencies, which are:

     I.   Liberal Education for Baccalaureate Generalists Nursing Practice
               A solid base in liberal education provides the cornerstone for the practice and education of nurses.
     II.   Basic Organization and Systems Leadership for Quality Care and Patient Safety
               Knowledge and skills in leadership, quality improvement, and patient safety are necessary to
               provide high quality care.
     III. Scholarship for Evidence-Based Practice
               Professional nursing practice is grounded in the translation of current evidence into one‟s practice.
     IV. Information Management and Application of Patient Care Technology
               Knowledge and skills in information management and patient care technology are critical in the
               delivery of quality patient care.
     V.    Health Care Policy, Finance, and Regulatory Environments
               Healthcare policies, including financial and regulatory, directly and indirectly influence the nature
               and functioning of the healthcare system and thereby are important considerations in professional
               nursing practice.

     VI. Interprofessional Communication and Collaboration for Improving Patient Health Outcomes
               Communication and collaboration among healthcare professionals are critical to delivering high
               quality and safe patient care.
     VII. Clinical Prevention and Population Health
               Health promotion and disease prevention at the individual and population level are necessary to
               improve population health and are important components of baccalaureate generalist nursing
     VIII. Professionalism and Professional Values
               Professionalism and the inherent values of altruism, autonomy, human dignity, integrity, and social
               justice are fundamental to the discipline of nursing.
     IX. Baccalaureate Generalist Nursing Practice
               The baccalaureate graduate nurse is prepared to practice with patients, including individuals,
               families, groups, communities, and populations across the lifespan and across the continuum of
               healthcare environments. The baccalaureate graduate understands and respects the variations of
               care, the increased complexity, and the increased use of healthcare resources inherent in caring for

                                 BSN COMPLETION CURRICULUM DESIGN

I.      College Core required support courses                                           Credits

        A.      History, Religious, Philosophical Foundations
                 REL 235 Religious/Ethical Principles for Health Sciences                   3
                 PL 203 Philosophy of the Human Person
                   (or other Philosophy elective)                                            3

        B.      Foundations of Human Society
                 PS 201 General Psychology                                                  3
                 PS 202 Life-Span Human Development                                         3
                 HS 202 Modern Civilization
                   (or other Social Science/History elective)                                3

        C.      Natural Science and Mathematics
                 BL 111 & 112 Anatomy & Physiology I & II                                   8
                 BL 202 Microbiology                                                        3
                 MT 120 Applied Statistics                                                  3

        D.      Literature and Fine Arts
                 EN 150 Introduction to Literature (or other Literature elective)           3
                 MU 107 Survey of American Music
                    (or other Art/Music/Fine Arts elective)                                  3

      E.     Communication
              EN 101 Written Communication I                                           3
              EN 102 Written Communication II                                          3
              CA 108 Interpersonal Communication                                       3
              CA 210 Group Communication                                               3

      F.     Arts & Sciences electives                                              15-16

                             Total College Core Required Support Course Credits =      63

II.   Upper Level Nursing courses required:

             NUR 312 The Nurse in Today‟s Society                                       4
             NUR 326 Nursing Research                                                   3
             NUR 316 Theories and Concepts in Nursing                                   3
             NUR 418 Introduction to Educational Resources in Nursing                   3
             NUR 424 Leadership and Management in Professional Nursing                  3
             NUR 420 Population-Focused Care                                            6
             NUR 422 Trends and Issues in Contemporary Nursing                          4
             NUR 430 Professional Nursing Practicum                                     5

                                     Total Upper Level Nursing Course Credits =        31

      Thirty-four (34) nursing credits will be granted for work completed in a
      NLNAC accredited Associate‟s Degree in Nursing or nursing diploma
      program, after successful completion of the BSN curriculum. Eight (8)
      of these credits will be designated as upper level and correspond to the
      final Adult Medical-Surgical Course offered at Cardinal Stritch University
      in the Associate‟s Degree Program.

                                                Total BSN Completion Credits =        128

                              BSN COMPLETION CURRICULUM CONTENT
                                    AND COURSE DESCRIPTIONS
This list shows where major topics are discussed in the nursing courses. For a description of specific content
covered in each major subject area, the student is referred to individual course syllabi.

NUR 312 – THE NURSE IN TODAY’S SOCIETY                         4 credits
The course will examine cultural variables and complementary/alternative health care. Student will begin to
develop cultural competence and an understanding of trends in alternative/complementary health care.

NUR 316 – THEORIES AND CONCEPTS IN NURSING                            3 credits
This course explores the historical, philosophical, theoretical and conceptual constructs of nursing. It utilizes an
interactive approach in comparing, contrasting and analyzing selected theories and concepts.

NUR 326 – NURSING RESEARCH                    3 credits
The focus of this course is on the research process within the context of nursing. Nursing research is analyzed
and critiqued to determine clinical applicability of research findings.

NUR 418 – INTRODUCTION TO EDUCATIONAL RESOURCES IN NURSING                                  3 credits
This course will examine selected teaching/learning theories. Introductory knowledge related to the use of
educational resources and technology in professional nursing practice will be provided. Informatics as an expanded
practice domain in nursing is explored.

NUR 420 – POPULATION-FOCUSED CARE                    6 credits
This course emphasizes health promotion, maintenance and restoration for families, groups and communities.
Aging and community theory provide a basis for the application of the nursing process with diverse client
groups in the community. This course is not scheduled during the standard 5:00 – 9:00 pm time frame.
(See individual cohort schedule)

NUR 422 – TRENDS AND ISSUES IN CONTEMPORARY NURSING                                  4 credits
This course will explore current trends and issues that affect the practice of the professional nurse. Challenges
in health care delivery, nursing practice, and the necessity to actively participate in the nursing profession will
be the major themes.

NUR 424 – LEADERSHIP & MANAGEMENT IN PROFESSIONAL NURSING                                   3 credits
This course focuses on the roles of the nurse as a leader and manager within a health care organization and as a
member of the discipline. Leadership and management theory will be analyzed with respect to the professional
nursing role in contemporary society.

NUR 430 – PROFESSIONAL NURSING PRACTICUM                              5 credits
The clinical practicum will focus on the client, health care organization, and the dimensions of the professional
nursing role. The clinical practicum is a synthesis of previous learning and application of nursing knowledge.
                               SECTION III: POLICIES AND PROCEDURES


The admission policies of the College of Nursing adhere to the general admission policies and procedures of the
University with the addition of the following requirements:

       1.      Have an overall 2.33 GPA on a scale of 4.0. This is calculated on grades in courses student have
               transferred to Stritch including transfer credits in non-nursing course work.

       2.      Graduate nurses from an NLNAC accredited program offering an Associate‟s Degree or a
               Diploma in Nursing must provide documentation of graduation from that program.

               Graduates from a non-NLNAC accredited program offering an Associate Degree or a Diploma
               in Nursing may be admitted by:
                      - Providing documentation of graduation from the non-NLNAC program
                      - Validating knowledge common to the associate‟s degree or diploma nursing educational
                         programs which is congruent with the content of the Associate‟s degree curriculum at

       3.      Attend a mandatory program orientation before taking any BSN Completion course.

       4.      Provide health forms documenting health status which is safe to clients and other students. A
               completed current health history and examination by a physician, advanced nurse practitioner or
               physician assistant will be required as documented evidence of satisfactory health for admission into
               the nursing program. The College of Nursing reserves the right to require the candidate to seek
               further medical advice when it is believed that the health status may impede the student‟s progress
               or jeopardize the health of others.


Transfer students will be given credit for prior learning on an individual basis. A minimum of 30 credit hours must
be taken at Cardinal Stritch University with a minimum of 15 of those credits taken in nursing courses. Refer to the
Cardinal Stritch University Undergraduate Catalog for further information on credit for prior learning.


ADN students must complete the ADN Program before they may take limited-access, accelerated BSN Completion

To advance their standing in the BSN-C program, ADN students may take any of the following courses, in the
traditional semester format:

       Arts and Sciences Electives (15 credits)
       CA 210 Group Communications
       PL 203 Philosophy of the Human Person
       MT 120 Applied Statistics


1.   The attainment and maintenance of a cumulative grade point average (GPA) of at 2.33 on a scale of 4.0
     is required for progression in the nursing program. The cumulative GPA is computed on all university
     level course work completed at Cardinal Stritch University.

2.   The attainment of a minimum grade of 83% (C+) is required in each nursing course.

3.   To be successful in any nursing course in the BSN Completion program, students must average at least 83%
     on individual course work. If a student does not achieve an 83% on his or her individual work, then the
     individual score he/she has achieved will be the final score for the course.

     If a student has achieved an average score of 83% for his/her individual work, then study team work scores
     will be averaged with the individual score to determine the final grade. For students who have met the
     minimum passing score requirement (83%), the final course grade may be increased or decreased by the
     study team scores.

4.   Students may withdraw from or repeat any nursing course only one time.

5.   All incompletes grades must be removed before progressing in the BSN Completion Program. (see
     Incomplete Grades)

6.   Enrollment in the limited access, accelerated BSN courses is limited to 18 students. Priority for enrollment
     in these courses is listed from highest to lowest.

     A.     Students who are members of the cohort group for which the course is offered.
     B.     Students from another cohort group who are out of sequence due to gaining credit from Credit for
            Prior Learning.
     C.     Students from a previous cohort group who had to drop a course for personal reasons (illness,
            pregnancy, family, etc.).
     D.     Students who transfer into the program from another BSN Completion program.

7.   At least two months before beginning NUR 420, Population-Focused Care, students must:

     A. Hold a registered nurses license and licensure must be maintained throughout the remainder of the
        program. A copy of the student‟s license is given to the Office Manager in the College of Nursing office
        to be kept in the student‟s file.

     B. Show evidence of a current tuberculin (TB) skin test done annually. If the student has a known positive
        TB skin test, an initial chest x-ray is required with a yearly evaluation assessing for TB symptoms.
        Repeat chest x-rays are required every 3 years. Current TB skin tests must be maintained while the
        student is enrolled in the program.

     C. Show evidence of current Tetanus/Diptheria (Td) booster within the last ten years.

     D. Complete a Background Check through the College of Nursing office. Forms are available in the
        College of Nursing office. A $10.00 fee is required. Background checks completed outside the College
        are not transferable. Students will be notified if the background check is less than satisfactory. Students
        with less than satisfactory background checks may not be allowed to continue in the program at the
            discretion of the Dean of the College of Nursing. The student is responsible for the fee associated with
            the background check. Background checks are good for 3 years of continuous enrollment (See
            Background Check).

        E. Show evidence of current cardiopulmonary resuscitation (CPR) certification by the American Heart
           Association or the American Red Cross. CPR certification must be maintained while the student is
           enrolled in the program.

        F. Submit a copy of the updated Health History Form to the College of Nursing

        G. Submit the Health Requirements checklist to the nursing office.

8.      Failure to meet the progression criteria in Section 7 will result in dismissal from the BSN Completion

9.      Work experience is an integral part of the learning experience in the BSN Completion Program. It is
        required that students will have one year of work experience as a registered nurse before or during the
        BSN Completion Program.

                                                  CLASS PERIODS

Class periods are arranged by the Registrar and may vary in length and frequency to the extent that the total
schedule allows. Three-credit theory courses meet for six weeks (3.5 hours per week in class and 3.5 hours per
week for five weeks in study teams). Four-credit theory courses meet for eight weeks (3.5 hours per week in class
and 3.5 hours per week for seven weeks in study teams). Study teams do not meet the week before a class begins.

                               STUDENT ADVISEMENT AND REGISTRATION

When students enroll in the accelerated BSN Completion Program, they are registered for the entire program at
once. Students who need to withdraw from a course must notify the BSN-C Chairperson to start the withdrawal
process. Dropping out of a cohort may affect financial aid. Students needing additional advising beyond the initial
advisement appointment and registrations should contact One-Stop Advising to set up an appointment.

                              BSN COMPLETION PROGRAM FEE SCHEDULE

Upon admission to the BSN Completion Program, the student is assigned to a cohort group and assessed a fee per
credit. The fee assigned at that time will be constant for all courses that are required to be taken in that cohort. If a
student needs to drop from a cohort, for whatever reason, and/or take courses outside of the assigned cohort, the
student will be assessed the fee per credit that is identified in the Business Office at the time the course(s) is(are)

                              PERMISSION TO TAKE COURSES OFF CAMPUS

It is the expectation of the College of Nursing that BSN-C students will take all courses at Cardinal Stritch
University. Once the student has enrolled, courses cannot be transferred to Cardinal Stritch University without prior
permission from the BSN-C Program Chair and the Registrar. If a student had good reason for taking a course off
campus, he/she must complete a “Request for Permission to Take Off-Campus Course” from his or her advisor in
One Stop Advising. If a student has taken an off campus course without prior permission, the request to have the
course transfer may be denied.


The following grading scale is used by the College of Nursing. Final grades are calculated to the nearest hundredth,
and then rounded. Grades are rounded based on the principle: if the last digit in a number is 5, 6, 7, 8, or 9, increase
the digit in front of it by one; if the last digit is 1, 2, 3, or 4, then drop the last digit.

                                           A    (96-100)        C    (80-82)
                                           A-   (93-95)         C-   (77-79)
                                           B+   (90-92)         D+   (75-76)
                                           B    (87-89)         D    (72-74)
                                           B-   (85-86)         D-   (70-71)
                                           C+   (83-84)         F    (69-0)

                                     WITHDRAWALS, DROPS, AND ADDS

Once a student is enrolled in the BSN-C program, he/she should see the BSN-C Chairperson to drop, add or
withdrawal from any BSN-C course or from the BSN-C program. The last day to withdraw from a six week course
is before the 4th class session. For an eight week course, the last day to withdraw is before the 5th class session. For
a ten-week course, the last day to withdraw is before the 7th class session. Students who withdraw from a course on
or before the withdrawal date, but after the drop-add date, will receive a “W” grade. If a student does not withdraw
by the withdrawal day, he/she will receive the grade earned in the course.

Students needing to un-register for a specific course prior to the course starting must contact One-Stop Advising so
the appropriate „drop‟ paperwork may be completed. If a student does not drop a course prior to the first day of the
course, he/she will need to withdrawal.

Adding a course to a student‟s schedule must be done through One-Stop Advising.

Students who are receiving financial aid and are considering dropping, adding or withdrawing from a BSN-C
course or the BSN-C program, should talk to their financial aid counselor as soon as possible.

                                              ACADEMIC SUPPORT

The Academic Support Center is available for any student who needs support (e.g., writing). The Academic
Support Center may be contacted at (414) 410-4166. Please do not hesitate to contact them. They have provided
valuable service for many students in the past. When making an appointment in the Academic Support Center, be
sure to tell them you are an evening student.

                                EXAM POLICY – MAKE-UP EXAMINATIONS

It is the responsibility of each student to attend the class period when an exam is scheduled. The opportunity to
make up an exam is not automatic. It is the prerogative of the instructor to allow students to make up a missed
exam. It is the right of the instructor to deny the student the opportunity to make up the exam. The make-up exam
might not be the same exam as originally given in class, e.g., essay questions could be used.

The student will notify the instructor as far in advance as possible of the scheduled exam saying that he/she will be
absent. If the instructor is not available at the time of the call, the student will leave a message with the College of
Nursing secretary for the instructor to return the call.

At the time of notification of the need to miss an exam, or within two (2) days after returning to campus, the student
is responsible for discussing with the course coordinator the possibility of making up the examination. If there is
lack of advance notification, the student will receive a zero (0) on the exam except in extreme situations. In
extreme situations, the student should notify the instructor as soon as possible. No excuses will be made for
vacation, weddings, appointments, etc. The instructor may require a doctor's statement, police report, etc. for
consideration to make up a missed exam.

                                      MISSING CLASS OR STUDY TEAM

Because of the accelerated nature of the BSN Completion program, it is crucial that students attend all classes
and study team meetings. In an emergency situation, the student may be absent for only one class or study team
period, if the instructor is contacted before the absence, if the student remains current in class work, and if the
make-up assignment is satisfactorily completed.

Students who miss a class will be required to complete an assignment that is comparable to the missed class.
Contact the instructor for the make-up assignment. Students who do not complete make-up assignments will not
be able to meet the course requirements.

If the student must be absent from class or the study team meeting more than once, the student will be
withdrawn from the course.

                                     CHALLENGING NURSING COURSES

Students with a significant background in a specific area of nursing may challenge any nursing course, except NUR
430, Professional Nursing Practicum. To challenge a course, the student must complete a portfolio. Instructions on
how to complete the portfolio may be obtained from the Credit for Prior Learning Department (410-4092). There is
a fee for each portfolio review and fee payment does not assure course credit. A maximum of 10 nursing credits
may be granted by challenge. For more detail, see the Cardinal Stritch University Undergraduate Student
Handbook section entitled, CREDIT FOR PRIOR LEARNING.

                                     INDEPENDENT/DIRECTED STUDY

The courses in the BSN-C curriculum use discussion and peer involvement as a major teaching strategy. Therefore
Independent or Directed Study where the student is not in a peer group is not appropriate. Exceptions may be made
by the Admission, Progression and Retention Committee of the College of Nursing on a case-by-case basis.

                                    INCOMPLETE GRADES (I GRADES)

The grade of Incomplete used on the final grade report indicates that the work is satisfactory as of the end of the
semester, but has not been completed. The grade of Incomplete may be given only when the completed portion of
a student‟s work in the course is of passing quality. Instructors may give the grade of Incomplete only upon a
showing of such hardship to a student as would render it unjust to hold the student to the time limits previously
fixed for the completion of the coursework. An Incomplete grade is granted upon the explicit request of the student.
When a student requests the opportunity to take an Incomplete, the instructor and the student must complete a
“Request for Incomplete Grade Contract.” All Incompletes must be removed within 14 days of the end of the

                                          ACADEMIC GRIEVANCES

Grievances of an academic nature should, whenever possible, be handled with the individual instructor. Appeals in
academic matters that cannot be settled by following the Appeal of Academic Policy may be brought to the Chair
of the BSN-C Program followed by the Dean of the College if resolution is not found.

See Cardinal Stritch University Undergraduate Catalog for additional information related to handling of
grievances and due process.

                                      APPEAL OF ACADEMIC POLICY

Course grades are posted by the instructors after course completion, and may be obtained by the student through
accessing MyStritch. If a student has cause to think that there is sufficient reason to question a grade or an
academic disciplinary action, the formal appeal process may be initiated. The procedure for appeal of an academic
policy is as follows:
       1.      Discuss the concern about the academic policy with course faculty. If possible, resolve the concern
               at that level.

       2.      The concern, if unresolved, may be taken to the Chair of the BSN Program for resolution.

       3.      Next, the student may appeal the academic policy in writing to the Chair of the Admission, and
               Progression Committee of the College of Nursing within fifteen (15) academic business days of
               having received the grade. The statement should include evidence to substantiate the appeal of the
               course grade.

       4.      Within five (5) academic days of receiving the appeal, the Chair of the Admission and Progression
               Committee will schedule a meeting with the student. Both the student and the committee members
               may gather supporting information. The committee will make a decision on the appeal and inform
               the student in writing within five (5) academic business days of the meeting. If the appeal of a
               course grade influences the student‟s ability to progress in the BSN-C program, he/she may request
               a timelier meeting.

       5.      Should the student choose to appeal the decision of the Admission and Progression Committee, the
               student is referred to the section on Academic Grievances in the Cardinal Stritch University
               Undergraduate Catalog.

       6.      All written communication from students should include the student‟s name, student ID number,
               current address, telephone number and e-mail address on the appeal letter as well as on the

                                      NON-ACADEMIC GRIEVANCES

Grievances of a non-academic nature should, whenever possible, be handled with the individual faculty or staff
member involved. The procedure is as follows for grievances that cannot be settled with the individual faculty or

       1.      Submit in writing the nature of the grievance to the Executive Coordinator for the Dean of the
               College of Nursing. The written grievance should include:

               a.     description of the event, including date, time, and place, if applicable
               b.     action taken by any person involved in the grievance
               c.     signature of the person filing the grievance.

       2.      The Executive Coordinator will record the grievance on the Grievance Tracking Form, documenting
               dates and action taken regarding the grievance, and forward the grievance to the Dean of the
               College of Nursing.

       3.      The Dean of the College of Nursing will forward the grievance to the appropriate faculty member,
               staff member, or committee or take action as the nature of the grievance indicates.

       4.      The faculty member, staff member, or committee will acknowledge the grievance within five (5)
               academic business days of receiving the grievance. The student and faculty member, staff member,
               committee, or Dean may gather supporting information.

       5.      Any grievance that cannot be resolved with the faculty member, staff member, or committee, may
               be brought to the Dean for resolution.

               All grievances and actions taken will be kept on file in the College of Nursing.

                                       SUSPENSION AND DISMISSAL

As a result of misconduct, as outlined in the Cardinal Stritch University Student Handbook, a student may be
suspended from the University for a specified or indefinite length of time. The College of Nursing reserves the
right to dismiss a student from the College for serious reasons, e.g., failure to meet academic and/or clinical
standards; health problems which interfere with attainment of program objectives and which cannot be resolved;
behavior which is contrary to the ethical code of the nursing profession, or misuse of privileges extended by
participating clinical institutions and agencies. The procedure to dismiss a student follows that described in the
Cardinal Stritch University Student Handbook.

                                           ACADEMIC INTEGRITY

I.     Inherent in the mission of Cardinal Stritch University is the strong belief in the principle of academic
       integrity. Students' actions reflect their moral character and, by extension, the University's reputation.
       Therefore, all students are expected to recognize and to abide by the following policy.

       It is a major responsibility of students and faculty to promote academic integrity. Violations include
       cheating, plagiarism, fabrication, and other academic misconduct.

       Students who cheat violate their integrity and the integrity of the University by claiming credit for work
       they have not done and knowledge they do not possess.

       Examples of cheating include copying answers from another's work; permitting someone else to copy
       answers from their own work; using books, class notes, or any other means or devices to obtain answers to
       a question; and submitting substantially the same work for more than one course.


       Plagiarism is the use of someone else's words, ideas, or other work without proper documentation. Students
       who plagiarize violate their integrity and the integrity of the University by laying claim to work that is not
       their own. Students should be aware that even when they do not intend to plagiarize, they might still be
       technically guilty of academic misconduct if they fail to document their sources properly. Both intentional
       plagiarism and inaccurate documentation are threats to the integrity of the individual and the University
       because clear thinking and responsible work depend on careful treatment of evidence, respectful treatment
       of other writers, and courteous treatment of one's readers.

       Examples of plagiarism include copying words, sentences, or passages from a text, such as an Internet
       source, a book, magazine, newspaper, pamphlet, the paper of another student, or a paper prepared by
       anyone other than the student who submits the paper, without indicating the source of those words,
       sentences, or passages; using quotations without copying them correctly; paraphrasing or summarizing
       another writer's ideas, even if one does not quote the writer directly, without giving credit to that writer;
       failing to give adequate bibliographical information to the reader who may need to refer to the source the
       writer has used; using graphs, charts, tables, or other visual aids without giving credit to the source from
       which they were taken; and downloading and using any part of an oral presentation from a website
       without documentation or even with documentation if the entire presentation comes from that website.
       Students should know that documentation formats (APA, MLA, Turabian) vary from department to
       department and should consult the faculty about documentation specifics.


      Fabrication is intent to deceive members of the academic community through inventing information or
      creating the illusion of having acquired or mastered information.

      Fabrication can be recognized in these examples: listing bibliographic references not used; citing
      information not taken from the source indicated; falsely claiming to have completed a clinical, internship,
      field experience or course prerequisite; inventing data, materials or sources for academic assignments;
      taking a quiz or other examination for someone else or permitting someone else to be tested on one's behalf;
      submitting another person's work as if it were one's own (written, illustrated, tabulated, etc.); submitting
      substantially the same work for more than one course; and not doing one's agreed upon share of work in
      group projects.

      Other Academic Misconduct:

      Academic misconduct is generally understood to be any intentional violation of academic policies by which
      a student misrepresents the student‟s achievements or interferes in some way with the grading process.

      Academic misconduct includes, but is not limited to such activity as collusion in activities such as entering
      University property to obtain unadministered tests or changing grades; stealing, buying, or selling parts of
      an unadministered test; bribing or accepting bribery for advance information about tests.

II.   Actions and Appeal

      Because breaches of academic integrity vary in degree and seriousness, actions taken against violations
      will, in some cases, be left to the discretion and judgment of the individual faculty member. If requested,
      the Dean to whom the College reports will serve as a referee or mediator in any case.

      When a faculty member finds cause to act upon a violation of academic integrity, the student will be
      notified within ten academic business days of the charge. The faculty member or designate and the student
      will then meet to discuss the violation and the action to be taken. Possible actions that can be taken include
      but are not limited to the following:

             - re-submission of an equivalent, but not identical, exam, paper, project etc.;
             - a grade of "F" or "0" on the exam, paper, project, etc.
             - failure for the course.

      The faculty member will then submit in writing to the chair of the department in which the violation
      occurred, the department chair of the student‟s major, the Dean of the College in which the violation
      occurred, and the Provost a description of the violation and the action taken against the student. This
      document will be placed in a file maintained by the office of the Provost.
      The student may appeal in writing the faculty member's decision or action to the Dean of the College in
      which the violation occurred within 15 academic business days after notification of the violation. This
      written appeal should include evidence to substantiate the student's case. Within five academic business
      days of receiving the appeal, the Dean will arrange to meet with the faculty member and student to work out
      a solution. If an agreement cannot be reached, the Dean will decide upon a course of action and inform
      both the student and the faculty member in writing within five academic business days of the meeting.

       If the student or the faculty member wishes to appeal the decision of the Dean, an appeal can be made in
       writing to the Provost, who will submit the case to the Undergraduate Standards Committee. This
       Committee will make the final decision in the matter.

       Serious Violations

       Upon evidence of any serious and substantiated violation of academic integrity, the Provost will
       convene an ad hoc group including the chair of the department in which the violation occurred, the
       department chair of the student‟s major, the Dean of the College in which the violation occurred, and the
       faculty member who had documented the violation. The group will consider the infraction and decide
       upon the action to be taken against the student, which may include dismissal from the University. The
       Provost will notify the student in writing as well as the Deans, the Provost and the Registrar of the
       action. The student may appeal the action in writing to the Provost who will submit the case to the
       Undergraduate Standards Committee. This Committee will make the final decision in the matter.

       Multiple Violations

       Upon evidence of more than one violation of academic integrity by a single student, the Provost will
       convene an ad hoc group including the chair of the department in which the violation occurred, the
       department chair of the student‟s major, the Dean of the College in which the violation occurred, and all
       faculty members who had documented violations. The group will consider the infractions and decide
       upon the action to be taken against the student, which may include dismissal from the University. The
       Provost will notify the student in writing as well as the Deans, the Provost and the Registrar of the
       action. The student may appeal the action in writing to the Provost who will submit the case to the
       Undergraduate Standards Committee. This Committee will make the final decision in the matter.
       Source: Cardinal Stritch University Undergraduate Catalog 2009-2010.

                                   CAREGIVER BACKGROUND CHECKS

Effective October 1, 1998, the Caregiver Background Check and Investigation Legislation (1997 Wisconsin Act
27) requires all persons who provide care for others or have access to people who receive care to have a criminal
background check. The goal of the law is to protect children and adults who are being cared for by others.

To be compliant with this law and in cooperation with the clinical agencies Cardinal Stritch University utilizes, the
College of Nursing requires nursing students in clinical courses to undergo a background check. The criminal
background check needs to be completed prior to the start of the first clinical course and will be done at the time the
student registers for that course. A $10.00 fee is required.

A complete background check as prescribed under Wisconsin's law includes:

           A completed self-disclosure Background Information Disclosure Form;
           An electronic status check of professional licenses and credentials through the Department of
            Regulation and Licensing;
           An electronic criminal history search from the Department of Justice; and
           An electronic review of records kept by the Department of Health and Family Services for any
            substantiated findings of abuse or neglect and license restrictions or denials.
Based on the information obtained, additional research may include an out-of-state criminal history search, a tribal
court criminal history search, a check of relevant military records, and a check of county or other local records. If
the criminal background check should show a criminal background, this may prevent a student from completing
clinical and course requirements and may make them ineligible to take the NCLEX-RN exam for licensure.

The procedure to complete the caregiver background check is as follows:

l.     Prior to registration for the first clinical course, complete a Background Information Disclosure Form &
       Criminal Background Check Release Form. Students should receive this form in the mail from One Stop
       Admissions and bring it to orientation with a $10.00 check made out to Cardinal Stritch University.
2.     The student is responsible for the required fee for the criminal background check.

3.     The criminal background check is good for three (3) years of continuous enrollment in the BSN-C program.
       A student who re-enters the BSN-C program must redo the criminal background check.

When completing the Background Information Disclosure Form be truthful. Falsified information may be grounds
for denial of approval and the College of Nursing may not allow the student to take the clinical course.

A copy of the law and all the information from the State of Wisconsin can be found in the College of Nursing
office. This includes a list of serious crimes that may bar the student from participating in clinical experiences.
Without these clinical experiences, the student may not be able to complete course and program requirements.

                                            LEARNING CONTRACT

The Learning Contract is a contract between the student and the course or clinical instructor that is initiated at the
request of the instructor or student. The purpose of the learning contract is to outline goals and activities to enable
the student to be successful in achieving course and/or clinical objectives. It is a contract that is mutually agreed
upon by the student and the course coordinator or clinical instructor and should include strategies for achievement
of theory and/or clinical objectives. It may be initiated when a student is repeating a course or when course and/or
clinical objectives are not being met during the semester. When a Learning Contract is initiated, success in the
course and/or clinical is not guaranteed. The student must successfully complete all course and/or clinical
requirements to be successful in the course.

When a Learning Contract is indicated, the procedure is as follows:

       1.      The course and/or clinical instructor will identify goals, activities, and strategies that are required for
               the student to be successful in achieving course and/or clinical objectives.

       2.      The instructor and student shall meet to review the goals, activities, and strategies required to be
               successful in achieving course and/or clinical objectives.

       3.      The Learning Contract will be signed by the student, course instructor, and/or clinical instructor.

       4.      Dates for regular review of the student's progress toward the Learning Contract goals will be set by
               the instructor and student.

       5.      Copies of the Learning Contract will be given to the student and instructor. The original will be
               placed in the student's academic file.

All candidates for graduation must have a minimum of their last 30 credits taken in residence at Stritch; 15 of
which are nursing credits. Credits earned through the CLEP program and challenge examinations do not count
toward the residency requirement. All candidates for the Bachelor of Science Degree in Nursing must meet the
stated criteria found in the Stritch Undergraduate Catalog. They must also meet the following criteria:
       1.      A 2.33 GPA or greater on a 4.0 scale is required to graduate with a BSN degree.
       2.      Must have earned 128 credits.

       3.      Completed BSN-C Program evaluation tools.

       4.      Applied for graduation by the established deadlines.

Commencement dates are dependent on the individual cohort schedules and time at which all program
requirements are met. Students who complete all program requirements:

       -    after the May graduation date, will commence in August.
       -    after the August graduation date, will commence in December.
       -    after the December graduation date, will commence in May.

                             NURSING STUDENTS' REPRESENTATION

Committee Representative

Students enrolled in the BSN Completion Program have an opportunity to be a student representative to the
following committees: Admission and Progression; Evaluation; Undergraduate Curriculum; and Faculty. Talk to
the BSN-C Program Chair if you are interested in becoming a student representative.

Student Cohort Representative

The function of the Student Cohort Representative is to act as a liaison between the BSN Completion Program
Chairperson and the cohort members by informing students about upcoming events and communicating general
needs or concerns of cohort members to the Program Chair. Contact the BSN-C Program Chair if you are interested
in representing your cohort.

                              COHORT GROUPS AND THEIR STUDY TEAMS

Cohort groups in the BSN-C Program are designed to help Registered Nurses grow professionally by (a) reflecting
on their personal and professional attitudes and needs within the context of their present nursing responsibilities and
(b) formulating goals to further their professional growth.
One element toward professional growth is nurse-nurse interactions. Nurses in the program form a cohort group to
promote nurse-nurse interactions. It is our belief that these nurse-nurse interactions will provide many essential
learning opportunities.
Within cohort groups, study teams are formed and serve as an integral part of the learning experiences in this
program. Study teams form around interests and needs in order to encourage and support risk-taking, provide
assistance in collaborating successfully to complete the program outcomes, and accomplish the specific objectives
of each individual learning module.
The Ruth S. Coleman College of Nursing feels that professional and personal growth require that individuals
develop the skills needed to manage their own learning; therefore shared participant responsibility for self-directed
learning and the use of small groups become a dynamic part of the program. Students are expected to seek answers
to their questions, identify and develop resources for themselves, and take responsibility for their own learning.
The BSN Completion Program provide the structure and support necessary for students to be independent and self-
directed learners.

Although nurses use interpersonal skills every day with clients and families, many need to develop effective
interpersonal skills for group participation. Nurses are part of a health care team and do not practice in isolation.
Study teams are an integral part of the BSN Completion Program. The teams are comprised of three to five
students and meet weekly outside class. The team functions as a support mechanism allowing students to learn and
develop more efficient problem-solving skills. Within each team is a wealth of expertise and knowledge and the
College recognizes that the students themselves are a major learning source. By participating in a team, students
learn from each other as well as sharing a process of inquiry and active learning with peers. Shared learning
responsibility is a major concept in the BSN-C Program and College Philosophy.

The benefits of active participation in study teams are enthusiastically supported by the College‟s students. Active
learning enhances the achievement of objectives. Interactive learning evolves when students accept the fact that
they can learn from each other in a system of trust and moral support.

Practicing nurses seldom have the time to devote to full time education delivered in a traditional format. By
combining and sharing talent, knowledge, expertise and learning resources, adult learners are able to assume a
greater responsibility for their learning. By sharing learning and responsibilities much more information can be
disseminated among group members in a shorter period of time. More content is covered when team effort is
utilized. An individual student would not be able to achieve the objectives due to the sheer volume of work. Study
team members make a commitment to themselves and their team to work together, assisting each other to achieve
the course objectives. The BSN-C Program curriculum is based on participative learning. Through group process,
each team member is afforded a greater opportunity to learn by analyzing their experiences as well as comparing
and contrasting their experiences with theoretical course material.

Study teams meet outside of the class session to discuss and prepare assignments, share resources and gain a more
in depth understanding of the course concepts. Each course will require at least one team project, as well as
individual projects, that are presented in written, oral and/or electronic form. A team grade is given; each member
of the team receives the same grade. It is the responsibility of all the team members to integrate each member‟s

participation into the final product. The grade is a reflection of a team effort, not of a group with individual
members working parallel.

The BSN-C curriculum demands active participation by the students in their learning, placing the responsibility of
learning with the student. This curriculum does not support passive learning. The study team defines a process of
active participation for the student to maximize understanding and involvement in the learning process. Using the
process establishes a pattern for the student to learn with and through others in a formal education setting and is
transferable to informal settings making life long learning a reality. The Ruth S. Coleman College of Nursing has
developed and instituted the study team concept to more effectively serve the needs of nurses returning to school.

Working with colleagues to improve teaching and learning can be one of the most rewarding activities for students
and is one of the major expectations of the BSN-C Program. Built into each class session are blocks of time to plan
an agenda for a session with one‟s study team and to share the accomplishments, insights or questions of the study

Each member of a study team is expected to contribute significantly to the effectiveness of the team in any
combination of the following ways:
                Leave the burden of past successes and failures outside the study team.
                Construct an agenda collaboratively.
                Develop consensus on desirable qualities for each study team session.
                Gather and present information which might surprise or challenge present concepts of reality.
                Rotate a variety of roles and formats for the study team sessions.
                Assess one‟s own contributions to the success of the study team.
                Assess the success of the study team as a whole.

Study teams meet at least once a week outside of class for a total of 17.5 hours (3.5 hours per week for 5 weeks) for
3 credit courses and 24.5 hours (3.5 hours per week for 7 weeks) for 4 credit courses.

Each study team must accurately document the time and involvement of the team on the Study Team Log. These
logs will be kept with course evaluation materials to verify that the required clock hour time was achieved for the
course. In addition, each team member will complete an evaluation of the study team‟s efforts using the Study
Team Evaluation Form. Again, these forms will be kept with the course materials.

                                   CLINICAL PRACTICUM EXPERIENCE

The student will practice within the boundaries of the Wisconsin Nurse Practice Act, the American Nurses
Association Code of Ethics and the Standards of Nursing Practice, the guidelines described in the syllabus, the Ruth
S. Coleman College of Nursing Standards of Professional Conduct, and will follow the rules and regulations of the
health care agency.

Students assigned to a clinical agency must adhere to the policies and procedures of the respective agency. A
student will be removed from the agency if at any time the instructor judges there to be a failure to provide the
"standard of care" as established by the course objectives and basic competencies for the course. The student is
bound to perform at the level of the Registered Nurse.
It is the instructor's prerogative to remove a student from the clinical setting at any time if, in the faculty's
professional judgment, the student is deemed to be unsafe, dishonest, or under the influence of alcohol and/or any
other mood altering substance. Failure to meet one or more of the above guidelines at any given time during the
semester may result in failure of the course.

Nursing courses may require preparation time in the clinical setting. It is the responsibility of the student to be
prepared for clinical experiences as specified in the respective course syllabus. A student will not be permitted to
leave clinical prior to the end of the clinical, nor come to the clinical late, unless specific arrangements have been
made ahead of time with the clinical faculty. It is the student‟s responsibility to make arrangements so that the
entire clinical can be attended. Any clinical time that is missed, due to unavoidable circumstances, must be made
up. The student is responsible and accountable for all care of any client assigned to the student. This may
necessitate that the student is required to stay beyond the clinical time to complete the nursing responsibilities for
the assigned client.

NUR 420 - Population-Focused Care is a clinical and theory course that takes place one day per week for 12
consecutive weeks (barring scheduled holidays) for 10 hours per day. The clinical day replaces the standard 5:00 –
9:00 pm class time. Students are responsible for making appropriate work, childcare, and other personal
arrangements to ensure attendance to each class.


Health status that contributes to a safe environment for client and fellow students is the minimal requirement of the
College of Nursing at Cardinal Stritch University. Therefore, the following criteria are required for enrollment in
nursing courses with a clinical component:

   1. All students are required to have a current history and physical examination prior to enrollment at Cardinal
      Stritch University. This requirement must be met before a student will be allowed to participate in clinical
      nursing courses.

   2. During the nursing program, students are required to notify the course coordinator or Chair of the BSN-C
      Program of any physical or health problems that may affect student or client safety. At the discretion of
      faculty, a nursing student may be required to obtain a statement from a physician regarding current health
      status and a recommendation regarding continuing safe clinical practice.

   3. Following is a list of immunizations that are required by all students enrolled in a nursing course.
             a.      Measles (Rubeola)
                     Two doses of a live measles vaccine given after the first birthday or evidence of measles
                     immunity. This documentation of immunity includes a prior physician-diagnosed measles
                     disease or laboratory evidence of measles immunity (a Rubeola immune status blood test).
             b.      German Measles (Rubella)
                     Immunization for rubella or a rubella titre or a physician-diagnosed rubella disease
             c.      Tetanus/diphtheria (Td)
                     Tetanus/diphtheria booster within the last ten years
             d.      Tuberculosis
                     A Tuberculin (TB) Skin Test is required every year. If a student has had a positive TB
                     Skin Test, an initial chest x-ray is required with an annual evaluation assessing for TB
                     symptoms. Repeat chest x-rays are required every 3 years.
               e.      Both primary and booster vaccinations
               f.      Hepatitis B Vaccine
                       1)      Documentation of 3 immunizations
                       2)      Or, a student may sign a Release of Responsibility form
               g.      Varicella (chicken pox)
                       Documentation of history of actual varicella or varicella vaccine; if history not known,
                       varicella titer must be done
               Students who do not have access to resources to obtain the appropriate immunizations may contact
               the Director of Health Services to inquire about the immunizations and titers offered there.

       Failure to maintain all the health requirements will result in exclusion from clinical experience.

                                            PREGNANCY POLICY

Any pregnant nursing student must provide a statement from her physician, advanced nurse practitioner or
physician assistant stating that continuing in the program (clinical and classroom components) will not be
detrimental to the health of the mother or the fetus. This statement must be provided at the time the student learns
of her pregnancy. The student must also meet with the course coordinator to discuss options for meeting course
objectives. This policy applies to all nursing courses a student takes for the duration of the pregnancy.

                                               SAFETY POLICY

The faculty of the College of Nursing is concerned with the students' personal safety and well-being. Since several
nursing courses require practicums off campus throughout the community, we encourage students to use simple
precautions to avoid a threat to their personal safety or belongings. Steps to personal safety begin with common
sense and awareness. These include:

       Be alert to your surroundings;
       Walk in pairs whenever possible;
       Walk confidently and notice those around you;
       Take advantage of well-lighted areas;
       Take advantage of security services and be aware of safety policies of individual agencies.


Students assigned clinical practicum experiences are responsible for providing their own transportation to and from
the site. Assigning clinical placements close to a student's place of residence may be possible, but many other
factors need also be considered to make the clinical practicum a worthwhile experience for each student.

                                           LIABILITY INSURANCE

It is strongly recommended that students procure liability insurance from a private carrier or through the National
Student Nurse Association.

                                        REQUEST FOR REFERENCES
Students who wish to request a Reference from the College of Nursing faculty should follow these established

       1.      Requests asking for a letter of reference must be in writing to the faculty member. Students must
               include the name, address, and position applying for in the request.

       2.      Faculty have ten (10) working days to complete any requests for letters of reference.

       3.      If the faculty member is not available to write the letter of reference within 10 working days, the
               Dean of the College of Nursing or the Chair of the Program may provide the letter of reference.

Students requesting copies of clinical evaluations should follow these guidelines.

       1.      Complete and return to the Nursing office the Release of Information form.
       2.      Provide the Nursing office with the name of the course which included the clinical.
       3.      The Nursing office will copy the narrative of the evaluation at no charge; the student is responsible
               for keeping their own copy of the clinical objectives provided in the syllabus. If the clinical
               objectives need to be copied, a fee will be charged.
       4.      The Nursing office has 5 working days to complete this request.


Academic grievances, 19                                       Missing Class or Study Team, 18
Academic integrity, 21                                        Model of Nursing Education, 3
Academic support, 17
Admission to the program, 14                                  Objectives of nursing program, 2
ADN students in BSN courses, 14
Advisement, student, 16                                       Philosophy of the program, 1
Appeal of academic policy, 19                                 Pregnancy policy, 29
                                                              Professional standards, 5
Caregiver background checks, 23                               Program objectives, 10
Challenging nursing courses, 18                               Progression in nursing program, 15
Class periods, 16
Clinical practicum experience, 27                             References, request for, 30
Code of Ethics for Nurses, 6                                  Registration, student, 16
Course grades, reporting to Registrar, 17
Course descriptions, BSN Completion, 13                       Safety policy, 29
Curriculum Content, BSN Completion, 13                        Standards of Clinical Nursing Practice, ANA, 5
Curriculum Design, BSN Completion, 11                         Standards of professional conduct, 7
                                                              Student advisement, 16
Dismissal, 21                                                 Student representation on College faculty
                                                                committees, 25
Essentials of Baccalaureate Education for Professional        Suspension, 21
Nursing Practice, 10
Examinations, policy, 18                                      Transfer of credit following matriculation,
                                                               policy, 14
Fee schedule, 16                                              Transportation, 29
Franciscan Values, 2
                                                              Withdrawal from courses, 17
Graduation, 25
Grievances, academic, 19
Grievances, non-academic, 20

Health requirements for clinical agencies, 28

Incomplete grades, 19
Independent/Directed Study, 19

Learning contract, 24
Liability insurance, 29

Spring 2010/Summer 11 BSN Comp Handbook - ALF