March 29, 2006
TO: Robert Mrtek, Chair
Senate Committee on Educational Policy
FROM: Midge Grosch, Director
Programs and Academic Assessment
I am submitting for review and action by the Senate Committee on Educational Policy the
attached proposal for the School Nurse Campus Certificate.
Offered since 1986, this certificate program is being sent to you for approval under the new
guidelines for certificate programs. Requiring 10 hours, this post-baccalaureate online certificate
should be classified as a campus certificate. Please note that because this is an existing certificate
program, only line 1 of the table ―Total Resource Requirements for the New Unit‖ has been
The certificate was approved by the College of Nursing on March 25, 1994 and March 9,
2006 and carries the endorsement of the Graduate College.
Cc: J. Shaver
REQUEST FOR A NEW UNIT OF INSTRUCTION: Certificate
1. Name of Institution: University of Illinois at Chicago
Department and/or College Sponsor: College of Nursing, Department of Public Health,
Mental Health and Administrative Nursing
List unit approvals with dates: Certificate Approved by College of Nursing: March 25,
1994, March 9, 2006
2. Title of Proposed Certificate: School Nurse Campus Certificate
3. Contact Person: Martha Bergren________________________________________
3.1. Telephone 312-996-1321_____________________________________________
3.2. E-mail firstname.lastname@example.org_______________________________________________
3.3. Fax __________________________________________________________________
4. Level of Proposed Certificate
__ Undergraduate Certificate (1-2 years) x Post-Baccalaureate Certificate
__ Undergraduate Certificate (2-4 years) __ Post-Master‘s Certificate
__ First Professional Certificate
5. Requested CIP Code (6-digits) _________ (to be supplied by the Office of Academic
6. Proposed Date for Implementation: Currently active; formalize program for Fall 2006
7. Location Offered1: On-Campus ___
Off-Campus ___: Region Number(s)______ or Statewide x
8. MISSION, OBJECTIVES AND PRIORITIES
8.1 Describe specific objectives and measurable contributions the certificate will make to
the university‘s mission, paying particular attention to the program‘s consistency with the
This campus certificate will provide a complete online program so that students could
qualify for the Illinois Type 73 School Nurse Certificate. Students have requested all
required courses to be provided online. This campus certificate program meets the needs
of school districts requiring highly qualified school nurses to meet the needs of
Institutions may request approval to offer a program, simultaneously, on- and off-campus, including
statewide. However, assessments of program objectives and outcomes should be developed that address all
of the locations and modes of delivery for which the institution is seeking approval. Note that ―on-campus‖
approval extends to the entire region in which the main campus is located. New off-campus programs to be
offered outside the institution‘s region require approval.
8.2 Explain how the certificate will meet regional and state needs and priorities
This certificate program serves students in rural areas far from any campus. It
provides the educational opportunity for any community in Illinois to have a nurse
eligible for School Nurse Certification. A Certified School Nurse is a nurse who is
truly prepared to serve the needs of school aged youth. School nurses are often the
only health professionals in these communities.
This certificate program also serves as a critical resource for the urban inner city
Chicago Public School‘s demand for certified School Nurses. Many nurses without
the required certification are hired by the district pending certification. Once they are
employed they need an accessible program in order to acquire the preparation they
need. This online program offers them a program that fits their schedules and needs.
8.3 Discuss estimated future employment opportunities for completers of this certificate
program. Where appropriate, provide documentation by citing data from such sources
as employer surveys, current labor market analyses, and future workforce projections.
The School Nurse Campus Certificate program began in 1986 and is consistent with the
Illinois Nurse Practice Act as well as current state and national school nurse standards and
guidelines. It focuses on health care management for school-aged children and is designed to
broaden, refine, and strengthen the nurse‘s ability to implement the nursing process in
response to the diverse needs of children in the school community.
Graduates are eligible for national certification through the National Board for School Nurse
Certification. Graduates are also eligible to seek certification for the Illinois State Board of
Education School Service Personnel Type 73 Nurse School Certificate. They are well
prepared to meet current needs.
An analysis of 2004 census data that was done by USA TODAY (2005) revealed that almost
half of all schools (47%) fall short of the ratio of nurse-to-student recommended by the
Centers for Disease Control and Prevention. This is especially concerning in this time of
inclusion of students with multiple handicaps in regular classrooms.
The Individuals with Disabilities Education Act (IDEA) requires schools to hire "highly
qualified", i.e. certified in Illinois, nurses for the federally required assessments, evaluations,
and accommodations for Special Education students or medically fragile students. The state
of Illinois covers $8000 of the annual salary of certified school nurses as an incentive. The
need for school nurses increases as our ability to keep premature and special needs infants
alive. 25% of all NICU grads require special services in schools. As the gross numbers of
those surviving increases each year, the 25% of that larger total increases each year.
UIC School Nurse Campus Certificate students are generally already employed in schools
and without the school nurse preparation that they need. They are often required by their
school districts to complete certification to meet federal and state requirements for highly
qualified certified school nurses. This program provides the courses they need to qualify for
Of those who are not already employed in school nursing, more than half get jobs before
starting the class based on the fact that they are in the program. All of our graduates who
want to work as school nurses do.
9. PROGRAM DESCRIPTION
9.1 Provide a brief narrative description of the certificate program, including a list of its
central academic objectives. Explain how the curriculum is structured to meet the
certificate‘s stated objectives. Provide a complete catalog description for the proposed
program admission and academic policies
policy on the acceptance of transfer credit to apply to the certificate program
complete listing of course and other requirements; note that new courses should be
listed as such and forwarded concurrently through the Course Request System (CRS)
course descriptions from the UIC web catalog (attach as an appendix)
For Illinois nurses interested in ISBE Type 73 School Nurse Certification, in order to be
admitted, the student must:
1. Have an Illinois RN license, a BSN including required course content (grades of B or
better in the required course content), and an overall GPA of 2.75 in the last 60 hours of the
Required course content:
Public Health Nursing (Public Health Nursing Theory, Practice, or Community)
Human Growth and Development (Human Development or Child Health Nursing)
Social Science (Sociology, Psychology, or Cultural Anthropology)
Mental Health (Mental Health Nursing, Psychiatric Nursing, Child or Adolescent
2. Pass the ISBE Test of Basic Skills, which is administered by the Illinois Certification
Testing System (ICTS).
3. Apply and be accepted as a non-degree student to the UIC College of Nursing.
4. Have basic computer skills. No student will be admitted who is not proficient in the
following: e-mail, attachments, word processing, cutting and pasting, search engines, web
Transfer credit from other institutions will not be accepted toward the School Nurse Campus
The certificate program consists of three online courses. Presently, they are offered in fall,
spring and summer (subject to change). The course work is web based, however, class meets
twice at the UIC College of Nursing Chicago campus—once at the beginning (mandatory
attendance) and once at the end of the semester. Arrangements can be made in lieu of
attending on-campus sessions for out-of-state students.
10 hours, distributed as follows:
NUPH 501 Education Perspectives in School Health (4 hours – new course)
NUPH 502 School Nursing Theory and Trends (3 hrs)
NUPH 519 School Nurse Internship (3 hrs)
The internship requires 300 hours in a school setting. This time can be spread over two
semesters and some hours can be earned while working in a school nurse position. In
addition to site visits performed by UIC faculty, interns will be assigned a preceptor
within 30 miles who will plan learning experiences with the intern and provide mentoring
and guidance. Interns not presently working in a school will be placed in a school with a
school nurse preceptor within 30 miles of their community.
For Type 73 Illinois School Nurse Certification
After the student has completed the required coursework above, there are two additional steps
to obtain Type 73 Illinois School Nurse Certification. Students must:
1. Pass the ISBE School Personnel Certification Test (School Nurse Content) administered
by the Illinois Certification Testing System (ICTS).
2. Complete the application for Illinois Type 73 School Nurse Certification.
Course of Study
The three-course sequence is required and is offered online in the Fall, Spring and Summer
semesters of each year. Three hundred (300) hours in a school setting during the internship is
required. Some of the hours can be earned while working in a school nurse position.
NUPH 501 Education Perspectives in School Health 4sh
NUPH 502, School Nurse Theory and Trends 3sh
NUPH 519, School Nurse Internship 3sh
The academic standards of the College of Nursing are consistent with those of the Graduate
College; however, the College of Nursing has developed additional policies for academic
standards which the faculty believe are essential for a professional practice discipline. A basic
premise of these policies is that graduate students are expected to achieve a minimum GPA of
3.00 in all academic pursuits. The policies are as follows:
A grade of "B" in all required courses. If a student's GPA falls below 3.00, the student is
automatically placed on probationary status.
One grade of "C" or less will result in a letter of warning from the Director of Graduate
Studies and possible repeating of the course.
Two grades of "C" or less will lead to a formal review of the student's academic record,
and possible repeating of the course or dismissal from the program.
If a student earns a "D" grade or less for any non-elective course (major or required cognate),
in order to proceed in the program, the student must retake the course or it's equivalent during
the next period of registration in which it is offered.
9.2 Describe the strategies to be incorporated into the proposed certificate to promote student
Unlike teaching in a face-to-face educational setting, communication with the online student
is maintained throughout the week via discussion board and virtual chat. Dilemmas and
challenges in the clinical setting are common topics of discussion and the professor or clinical
instructor can provide immediate feedback and support. Struggles are identified early before
crises ensue and additional site visits are provided when the intern is burdened by a difficult
client load or an unsupportive school environment. The perspectives of fellow nurse intern
colleagues are garnered also. The interns develop a strong group identity throughout the
semester and continue close supportive professional nurse relationships long after the
program has been completed.
Optional open office hour conference calls are interspersed throughout the semester and prior
to course assignments. Instructors are available throughout the week via email and phone.
Each assignment includes a grading rubric that must be attached to the last page of any
assignment. Candidates are encouraged to use the rubric as a self-assessment. When
applicable, exemplar papers are provided to further explicate what is required of a stellar
There is a written and verbal understanding of communication expectations between
preceptors and School Nurse Certificate Program director. Clinical instructor site visits are a
critical part of the internship. The site visits are designed as a coaching instruction and
mentoring experience as opposed to an evaluative event. The intern prepares for the site visit
by self-identifying areas for improvement. The intern‘s successes and strengths are
recognized and goals for improvement and gaps between standards and practice are
identified. If an intern‘s clinical performance based on the standards is unsatisfactory, site
visits are continued until performance, practice or systems deficits are resolved.
Early, middle and end of the semester evaluations of interns are provided verbally and in
writing to monitor performance and trigger ―as needed‖ support. Feedback is formally sought
at regular intervals throughout the semester to monitor progress and difficulties. Interns
submit evaluations regarding the quality of support provided them by preceptors and UIC
faculty, guiding corrective action and program improvement.
As stated previously, preceptors must agree to weekly contact with the intern and visit the
intern‘s setting for at least 2 hours, two – four times during the semester. In addition, the
preceptor must agree to be available to answer intern questions throughout the week. If
students report inadequate supervision or unresponsiveness of the preceptor, or offer evidence
of deficient preceptor integrity, knowledge, or practices, an alternative clinical placement or
preceptor is immediately provided.
Candidate support services provided by the program and/or unit (Example: counseling,
The School Nurse Program faculty serve as academic advisors and provide guidance to
candidates. Decisions regarding course selections and course load are made jointly. Upon the
student‘s acceptance to the certificate program, candidates are immediately provided with
information to enhance their potential for success in the program such as additions to their
school nurse library, participation in professional conferences, and access to journals
especially helpful for meeting program goals. Candidates accepted into the program are
advised to augment their computer and data-base search skills and are alerted to several
scholarships and awards specific to school nurse interns, both locally and nationally.
In the face-to-face orientation session, students are oriented to the online web course
software: Blackboard. This all day session facilitates the relationship between online
students and faculty. Access to online campus resources is demonstrated and permanent links
are provided via the Blackboard interface including: computing services, library services, and
the Writing Center. Instructions for the UIC Office of Disability Services, Student
Counseling Center, Office of Financial Aid, and the Urban Health Program are shared.
The School Nurse Certificate Program employs a graduate assistant who has expanded hours
during the first 3 weeks of the course in order to help interns acclimate to the web – based,
online course environment. Students may access online assistance, phone assistance, and/or
travel to campus for face-to-face support. The graduate assistant is available throughout the
semester for technology and interface support.
School nurse candidates are encourage to continue their education by earning a Master of
Science in Nursing or a doctorate. Career and educational counseling is provided by the
Coordinator of the School Nurse Masters Program. Students are invited to attend the
graduate programs open houses in Chicago or at regional sites to investigate options for
completing an advanced degree and financial assistance available at the University of Illinois
9.3 Objectives: Explain what students are expected to know and/or be able to do upon
completion of the certificate program.
After successful completion of the courses in the School Nurse Certificate, the nurse
1. Demonstrate competencies for advanced school nursing practice by:
Identifying population groups at risk for health problems;
Providing interdisciplinary programs that emphasize health maintenance
and health promotion; and
Providing for case management of complex problems of children with
special needs utilizing the interdisciplinary team.
Describing the legal and regulatory foundation for nursing practice in the
2. Analyze current knowledge to:
Disseminate and utilize evidence based practice
Apply research findings in school nursing practice.
3. Use nursing knowledge and problem-solving ability to construct plans of
care based on family needs, interrelationships within the school community,
health and nursing.
4. Evaluate the outcomes of school nursing interventions.
5. Conduct scholarly activities to improve school nursing knowledge and
6. Demonstrate leadership in school health environment.
9.4 Assessment: Describe how the above objectives will be assessed, such as:
End- or near-end-of-program assessment of student learning, in addition to
course-by-course assessment such as: (1) evaluation of capstone experiences
(projects, recitals, exhibits, portfolios, etc.); (2) pre- and post-testing (value-added
Multiple performance measures, if necessary, that reflect the uniqueness of the
certification program and discipline such as: (1) standardized or other
comprehensive examinations; (2) certification examinations.
See the following table.
Method What Who Where What Form Outcome
State ICTS / ISBE Regional sites Exam Passing score
Basic Skills Test administered and selected
School Health CDC NUPH 519 faculty Clinical site Summary Pass –
Index Needs complete,
Assessment identified key
Instrument informants ,
Literature Review Evidence based NUPH 502 Faculty Paper Graded –
review of provided
literature to evidence for
solve a problem initiating a
identified in particular
Discussion Board Discussion Students interacting Online Blackboard Graded –
Board responses with NUPH 502 Discussion substrantive
to unit study Faculty Board participation,
questions evidence of
Virtual Chat Virtual Chat post Students interacting Online Blackboard Graded -
conference with NUPH 502 & Virtual Chat participation
NUPH 501 Faculty
Lesson Plan Lesson Plan Certificate Student Clinical site Evaluation by Graded – must
developed and in school setting preceptor, be effective
taught on Health clinical and meet
Ed topic instructor, and objectives of
or students lesson
Case Management Comprehensive Certificate Student Clinical site Paper Graded – must
Study case study of a in school setting include health
special needs history,
Clinical Project Summary of NUPH 519 faculty Paper Graded –
Intervention describes how
which was implemented,
identified in by next steps
justified by the
Poster Presentation Presentation to NUPH 502 faculty UIC CON Poster Graded – 15
group of project criteria – clear,
Method What Who Where What Form Outcome
Self Assessment Student with Preceptor & student Clinical site Tool / Pass / Fail
preceptor instrument Identifies
identifies goals opportunities
for Internship to Meet 80%
of IL School
Preceptor Preceptor Preceptor Clinical site Tool / Pass / Fail
evaluation of provides instrument Met 80% of IL
student evidence of the School Nurse
students meeting Standards
Log Student Provide Student / NUPH Clinical site Tool / Pass / Fail
evidence of 519 faculty instrument Met 80% of IL
meeting Illinois School Nurse
School Nurse Standards
Site Visit NUPH 519 Student / NUPH Clinical site Tool / Pass Fail –
Clinical 519 faculty instrument student able to
Instructor visits identify
clinical site Structure /
10.1 Complete Table II. Indicate on the appropriate lines in the table all sources of funds,
both state and non-state, and reallocations that will support the certificate program.
Since this is an ongoing program, only line one of the table has been completed.
10.3 Provide a narrative budget statement that explains the source(s) of funds and how the
funds are to be used to support the certificate program (e.g., additional faculty and
staff, equipment, space, library resources).
Faculty are College of Nursing faculty who are already teaching and have been teaching and
managing this program for several years. The program currently has 15 students – numbers
have ranged from 15 – 25 over the past few years. The numbers in Table 2 represent the costs
for 15 students. If the numbers go up, the amount of E-tuition goes up and we can use the
extra resources to hire Teaching Assistants or offer extra sections. At 15 students this
program pays for itself.
10.4 What tuition rate will be charged for this program (range tuition or online hourly)?
Tuition will be the standard E tuition rate of $535 per credit.
10.5 Is this a contract program? If so, please identify the contracting agency or organization.
No, but it is a Council on Teacher Education approved program to enable students to be
eligible for ISBE certification.
11. AFFECT ON UIC UNITS
11.1 Explain the involvement of other units at UIC in the certificate program. Have these
units approved of their participation? Provide evidence of support.
The UIC Council on Teacher Education has approved the UIC College of Nursing School Nurse
Certification program for ISBE certification. This Council serves as a liaison between the
University of Illinois at Chicago and the Illinois State Board of Education. Their approval of the
Certificate means that students who complete it are eligible to seek the Illinois State Board of
Education School Service Personnel Type 73 Nurse School Certificate.
11.2 Explain the effect of the program on other UIC units‘ programs. Have these units been
notified of this effect? (Provide evidence of this notification.)
N/A – no other option for online instruction for comparable classes.
12. OFF-CAMPUS/ONLINE CERTIFICATE PROGRAMS ONLY
In addition to responding to the above questions, if all or part of the proposed certificate is to be
delivered off-campus and/or via the Internet, provide the following:
12.1 Describe the certificate‘s mode(s) of delivery. If some courses will be delivered online
(fully online or hybrid) list those courses.
NUPH 501 and 502 are totally online courses. The internship course also utilizes Blackboard and
web technology but the focus of the course is the practice experience. The student is paired with a
certified school nurse preceptor in a school accessible for the student. The course instructor
oversees placement, including all required Clinical Contracts, and orients the preceptor into the
goals of the course and the certificate program. Communication between the student, preceptor
and course faculty is maintained online and by phone conferences. The course instructor makes at
least one in-person site visit to all students who have in-state placements (Illinois).
12.2 Describe the process for assuring the quality of the off-campus/online program in the
following areas: (a) faculty qualifications and evaluation; (b) student access to necessary library
resources; (c) where appropriate, student and faculty access to technical support, including
a) All faculty are credentialed UIC College of Nursing faculty. Instructor evaluation is part
of the course evaluation done at the end of each course. The faculty in this program are
experienced School Nurses: UIC presently has two faculty and a contract faculty member in
the School Nurse Program.
Phyllis Pelt, Director of the School Nurse Program has 17 years experience in school nursing,
8 years of faculty experience in School Nursing and Public Health Nursing. Ms. Pelt is
certified as an Illinois School Nurse.
Martha Dewey Bergren, DNS RN with 30 years of school nurse and pediatric experience, 17
years of university teaching and 8 years of online instruction. Dr Bergren is certified
nationally in School Nursing and Informatics, certified school nurse in Illinois, and is a
fellow in the National Association of School Nurses.
Frances Belmonte Mann has 30 years experience in Pediatric or School Nursing, a BSN and a
Masters in Education. She will be teaching the Education Perspective class. She holds an
Illinois school nurse certificate and a Type 75 Education Administration Certificate.
b) Students have access to necessary resources in the UIC libraries. Instruction is given in
this program on the use of UIC library electronic resources. Library of the Health Sciences
electronic resources and E reserve system make it possible for students to access a wide
variety of learning resources. Students report that they are able to access the UIC Health
Sciences Library online and use ―Ask the Librarian‖ with success.
c) A Teaching Assistant is available to troubleshoot and provides 1:1 assistance and training
12.4 For programs requesting off-campus approval only: has this certificate been approved
for on-campus delivery?
Does not apply
TOTAL RESOURCE REQUIREMENTS FOR THE NEW UNIT
Current Budget 2nd 3rd 4th
Year Year Year Year Year
1 Total Resource Requirements 69,700 69,700 69,700 69,700 69,700
2 Resources Available from Federal
3 Resources Available from Other
4 Existing State Resources2
5 Resources Available through Internal
6 New State Resources Required4
Breakdown: New State Resources
7 FTE Staff5 0 0 0 0 0
8 Personal Services 0 0 0 0 0
9 Equipment and Instructional Needs 0 0 0 0 0
10 Library 0 0 0 0 0
11 Other Support Services6 0 0 0 0 0
These lines reflect funds available (not incremental funds) from non-state sources in any given year
Existing state resources in each successive year are equal to the sum of the previous year‘s existing state
resources (line 4); plus resources made available through internal reallocation (line 5); plus new state
resources (line 6). If state resources allocated to a program in any given year (line 4) exceed state resource
requirements needed to support the program in the following year, state resource requirements should be
reduced with a negative dollar adjustment on line 5. The sum of lines 2 through 6 will always equal line 1.
Numbers can be either positive (allocated to the program) or negative (allocated away from the program).
Reflects the level of state funding requested in the referenced year. Dollars reported are incremental.
Reflects the number of FTE staff to be supported with requested funds. Not a dollar entry.
Other dollars directly assigned to the program. Do not include allocated support services.
Families and Advocates Partnerships for Education. The individuals with disabilities
education act (IDEA). Retrieved March 26, 2006 from. http://www.fape.org/idea/index.htm
Horowitz, B. & McCoy, K. (2005). Nurse shortage puts school kids at risk. USA Today.
Retrieved March 26, 2006 from. http://www.usatoday.com/news/nation/2005-12-13-school-
Courses Required for the School Nurse Certificate
NUPH 501, Education Perspectives in School Health (4sh) examines and integrates the core
principles and theories of Educational Psychology and the uniqueness of Exceptional Children in
an educational setting. The course will explain the current theories of learning, evidence based
instruction, family and cultural diversity. The historical perspectives of Special Education,
Section 504, IDEA (2004), and NCLB (2001) will be examined. Special foci will be placed on
identifying high-risk children, student‗s observation, nursing assessment, and examining
eligibility procedures for children with possible learning disabilities. Prerequisite: Consent of the
instructor. Restricted to students in the School Nurse Campus Certificate Program.
1. Apply the theories of teaching and learning and practice in educational setting to meet health
education needs of students and faculty.
2. Apply knowledge of learning theories in preparing classroom lessons and lessons in multiple
3. Describe the uniqueness of Exceptional Children in school setting and the role of the school
nurse in serving the exceptional child in school health program.
4. Outline the roles of the school nurse and other team members on the IEP and 504 team.
5. Interprets human growth and development in the learning experience for the general and
special educational population.
6. Integrate the different cultural diversity of children and families into practice and education
7. Apply the principles effects of biological, social, economic and different environments that
influence human growth and development.
8. Participates in the development and evaluation of health curriculum and materials. Provide
formal and informal instructional lesson plans based on the Illinois Learning Standards.
9. Integrate learning theories and practices of special education in student assessment, review of
medical records and complete a health history.
10. Develop a written nursing assessment for the student for the IEP or 504 plan.
11. Identify Special Education mandates and other legislation for the school-aged population.
NUPH 502, School Nurse Theory and Trends (3sh) Explores population-focused frameworks,
health needs, and legal mandates that impact school community. School nursing practice models
are studied as relevant to developing leadership and management. Prerequisite: Consent of the
1. Describe the relationships between school health and public health.
2. Identify the mandates and determinants for school health programs.
3. Explain the components of a school health program.
4. Analyze the management and leadership processes in the school setting.
5. Apply management strategies for school health programming.
6. Analyze current and future directions in school nursing.
7. Differentiate population based care, individual and family focused care.
NUPH 519, School Nurse Internship (1 to 3 hours; students must register for 3sh – 1:10
ratio) Provides concepts and principles and best practices of school nursing applied within the
school community. Clinical experience with an emphasis on development of a coordinated school
health program. May be repeated. Prerequisite(s): Credit or concurrent registration in
1. Describe the major functions of a school nurse working collaboratively in the school
2. Give evidence of one or more learning experiences accomplished successfully under each
major function as noted on the preceptor evaluation tool and self-assessment tools.
3. Cite current state and local health regulations as they relate to the school setting.
4. Identify process of integrating school community programs to meet the diverse health needs
and problems of select communities.
5. Utilize the resources in those communities to develop culturally sensitive strategies to meet and
6. Use knowledge of human growth and development to meet the needs of children, including
children with special needs.
7. Integrate screening results into health plans as a basis for health education, referral and follow-
8. Demonstrate awareness of her role in partnering with staff at school-based clinics.
9. Demonstrates appropriate, culturally sensitive health teaching skills including planning,
delivery and evaluation.
10. Demonstrate use of management skills in a particular aspect of the school health program.