Entrance Requirements for Nursing Courses



Florida Gulf Coast University

School of Nursing

Undergraduate Student Guidebook

2003-2004

Available at fgcu.edu/chp/nursing

DIRECTOR’S WELCOME

I want to personally welcome you to the Florida Gulf Coast University School of Nursing. You have, no doubt, selected the FGCU School of Nursing for many reasons, some of which are the excellent reputation of the University and School, the faculty and the programs of study.

The faculty and I have worked hard to improve our curriculum, and you will be entering a state-of-the-art program that will prepare you for a career as a registered professional nurse. The School of Nursing BSN Program is fully accredited by the National League for Nursing Accrediting Commission (NLNAC) effective until Fall 2005. However, we have decided to seek accreditation for both our BSN and MSN Programs from the Commission on Collegiate Nursing Education (CCNE), which is an autonomous accrediting agency that ensures quality and integrity of baccalaureate and graduate education programs. An accreditation visit will occur in Spring 2004.

This guidebook is designed to facilitate your orientation to the School of Nursing and assist you in your progress toward achieving a Bachelor of Science in Nursing degree. Please take the time to review the guidebook and become familiar with it; it provides you with the academic standards, policies and procedures that will guide your educational experience. As Florida Gulf Coast University is a new University, the guidelines and forms contained in this guidebook remain under development and may be amended or appended during your tenure in the program. Faculty will provide you with written or electronic updates of changes.

The faculty and I are delighted that you have selected FGCU School of Nursing!

Sincerely,

[pic]

Karen E. Miles, Ed.D., RN

Director and Professor

Table of Contents

PHILOSOPHY AND CONCEPTUAL FRAMEWORK OF THE SCHOOL OF NURSING

Philosophy 5

Conceptual Framework 6

• Caring Construct 7

• Communication Construct 8

• Critical Thinking Construct 10

• Cultural Connectedness Construct 12

• Health Promotion Construct 14

• Model of Five Central Constructs 16

• Model of Five Central Constructs with Community Partnerships 16

• Model with Community Partnerships and Global Perspective 17

• Orienting Terms 18

BSN PROGRAM OVERVIEW

• Approvals 24

• Student Learning Outcomes 24

• Credit Hours 25

• Graduation Requirements 25

• Course Descriptions 26

• Student Disability Services 28

• Credit by Validation 28

Sample Progressions

• Yearly Projected Schedule of Course Offerings By Semester 30

• First Time In Nursing Student Sample Full-Time Progression 31

• RN-BSN Accelerated Progress 32

Progression Standards

• Academic Scholastic Standards and Progression… 33

• Grading System… 34

• NCLEX-RN Success Program 34

• Appeal Process 35

• At Risk Performance – Academic Success Plan 36

Program Policies

• Professional/Academic Honesty & Integrity Code… 37

• Personal Accountability and Responsibility 37

• Academic Advising 37

• Registering for Courses.. 38

• Email Policy.. 38

• Name and Address Changes.. 38

• Attendance and Punctuality 39

• Clinical Practice Attire and Equipment.. 39

• Clinical Practice Course Requirements 40

• Practice Course Limit 41

• Unsafe Practice Policy 41

• Undergraduate Student Workload Policy 41

• Leave of Absence Policy 41

• Civility 42

• Confidentiality and Privacy Rights 42

• Copying Student Records 43

• Student Files 43

Helpful Information

• Information Management Guide 44

• Estimated Expenses for Nursing Program 45

• Liability Insurance Information 46

• Nursing Student Association (NSA) 46

• Honor Society of Nursing 47

• Caring Scholar Clinician Key 47

• Professional Portfolio Guidelines 47

APPENDICES

• Advising Worksheet for Graduation 49

• At Risk Performance-Academic Success Plan 50

• Leave of Absence Request 52

• Release Form for Copying Student Records 54

• Student Learning Contract 55

• Independent Study in Nursing Proposal 57

• Signature Page 59

PHILOSOPHY and CONCEPTUAL FRAMEWORK

Philosophy

Faculty of the School of Nursing, College of Health Profession at Florida Gulf Coast University believe that the practice of professional nursing rests upon a sound arts and science foundation that prepares graduates to excel in a rapidly changing, diverse, and technologically advanced society. An integrated, conceptually-based curriculum, built upon holographically-related constructs of caring, communication, critical thinking, cultural connectedness, and health promotion, organizes knowledge and skills essential for preparing a caring clinician scholar. Teaching and learning activities are keystones of the curriculum and occur within environments of care. Faculty serve as guides, mentors, role models, and consultants for students.

Students: Nursing students are eager to learn about the discipline of nursing and desire to be actively involved in their own learning. The faculty believe that students rise to meet the expectations that are placed on them under the guidance and mentoring of faculty who encourage students to be self directed and accountable. Students flourish in an environment that provides positive rather than negative feedback.

Teaching: Teaching is an interactive process; a dance between the teacher and student as partners in a journey of discovery and a quest for truth. Teaching best occurs in a positive climate of egalitarianism and collegial Serviceships. The faculty also believes that teaching is a performing art that requires passion, energy, and dedication.

Learning: Learning is developing personal meaning. Such personal meanings are best made, remade, formed, and reformed through involvement with issues, challenges, and problems that are cognitively and emotionally engaging. Active, participatory learning episodes that are based on egalitarianism and use of dialectic engagement are the vehicle by which real meaning are made; therefore, real learning takes place (Bevis, 1989).

Nursing: Nursing is the study of and the practice of caring. The domain of practice for nursing is the lived health experience of human beings and transforming that lived health experience into a meaningful event. Through phenomenology one understands the lived experience and through praxis one transforms that experience.

Clients: Clients are people and include individuals, families, groups, and communities who may be considered collectively or as separate entities. Nurses are committed to respecting clients (human beings) because of their profound regard for humanity (ANA Social Policy Statement, 1980). Applied to themselves, to clients, and to others who share in the provision of care, as well as to humanity in general, this basic commitment is unaltered by social, educational, economical, cultural, religious, or other attributes of the client(s) receiving care.

Health: The extent to which an individual or group is able, on the one hand, to realize expectations and satisfy needs, and, on the other hand, to change or cope with the environment. (WHO, 1984, p3)

Environment: Environment encompasses all conditions, circumstances, and influences on the sociocultural, psychophysical, and spiritual selves of individuals, families, groups, and communities. Environment exists in a real, physical sense, as in a cellular environment and also exists in a metaphysical sense, as in a caring environment. Internal environment refers to processes, events, and/or components within individuals. External environment is comprised of processes, events, and/or phenomena outside the individual. Internal and external environments act in synchrony together and are influenced by each other.

Conceptual Framework

The conceptual framework for the School of Nursing grew out of nursing faculty teaming, brainstorming, and critical reflection with an end goal of developing an innovative, community based, student focused curriculum. A community partnered curriculum formed the point of departure for all curriculum discussions, planning, and development. Early partnering with community health care leaders shaped a direction for faculty thinking about the needs of nursing in Southwest Florida.

A cogent strategy was to unbundle nursing knowledge from “medical” knowledge for an approach to thinking about nursing in a holistic, yet discipline specific manner. A goal to extend nursing practice to include wellness and healing strategies transcending more traditional approaches was perceived as cardinal. Therefore, faculty conceptualized nursing courses, content, and practice in innovative ways. An integrated approach for content inclusion incorporated psychosocial, community health, wellness, and family theory to be incorporated throughout all courses. Problem solving, decision making, critical thinking, communication, client advocacy, client-directed care, leadership, research utilization, interdisciplinary teaming, and case management are integrated throughout all nursing practice experiences. Further, nursing practice experiences drive classroom dialectic discussions. Assessments, feasibility study, community meetings, focus groups, and informal interviews solidified faculty beliefs about the conceptual framework and its relevancy for futuristic regional health care needs.

Global economics coupled with information systems have diminished world distances as never before. Seen in this light, nursing education for the twenty-first century demands a global perspective in which communities are readily visible and accessible. Comprised of people, community structures provide support for the lived experience of health and wellness. Caring, communication, critical thinking, cultural connectedness, and health promotion are central to nursing, and transform nursing practice from care delivery to care that is compassionate, safe, and scholarly.

The Meaning of Colors

The conceptual framework is depicted in following holographic model which depicts interrelated linkages between the 5 central constructs (caring, communication, critical thinking, cultural connectedness, and health promotion) embedded in community partnerships within a global perspective. Colors of the model were accepted 12 May 2000 and reflect the work of FGCU School of Nursing student Traci Corsones, RN. The colors and their meanings were part of a project and presentation given in Caring Scholar Clinician I.

Caring Red means energy, determination, passion and love, essential attributes of the caring nurse.

Communication Blue means notice, tranquil, truth, dignity, power and trustworthyness, the bedrock of transpersonal communication.

Critical Thinking Gold means illumination and wisdom: two integral parts of critical thinking.

Cultural Connectedness Green means growth, abundance, vitality, health, environment and cheerfulness, characteristics enabling the growth of connectedness.

Health Promotion Aqua means motivated, active, and dynamic. Health is a dynamic process and we must be active and motivated to promote it.

Community Partnerships Magenta means outrageous, imaginative, and innovative. These are characteristics of the creative Caring Scholar Clinician.

Global Perspective Blue means notice, and, as health care providers we must notice global perspectives and the environment around us.

Caring Construct

Caring is exemplified as a learned way of being and relating to others in the world that is uniquely expressed in cognitive, affective, technical, and administrative realms of nursing. As an art form, caring represents the aesthetics of nursing practice. Caring is a way of knowing, being, and living that is elegantly expressed within the context of Serviceships, and is comprised of the attributes of commitment, confidence, conscience, compassion, competence, and comportment (Roach, 1987) and encompasses honoring self, others, and the environment. When caring is a reciprocal process, individuals, families, groups, and communities are transformed as they engage each other in caring. Caring is evidenced in one’s beliefs, values, and practices. The merging of technology with caring maintains human dignity in all environments. While caring as a way of being is universal across cultures, the expression of caring varies from culture-to-culture.

School of Nursing faculty are committed to an environment for teaching and learning in which caring for self and others are nurtured. Faculty believes that within a caring Serviceship between students and teachers and students and students, students learn to practice the art of caring within a highly technical, rapidly changing, and complex health care system.

Concepts:

Nursing: Nursing is the study of and the practice of caring. The domain of practice for nursing is the lived health experience of human beings and transforming that lived health experience into a meaningful event. Through phenomenology one understands the lived experience and through praxis one transforms that experience.

Clients: Clients are people and include individuals, families, groups, and communities who may be considered collectively or as separate entities. Nurses are committed to respecting clients (human beings) because of their profound regard for humanity (ANA Social Policy Statement, 1980). Applied to themselves, to clients, and to others who share in the provision of care, as well as to humanity in general, this basic commitment is unaltered by social, educational, economical, cultural, religious, or other attributes of the client(s) receiving care.

Environment: Environment encompasses all conditions, circumstances, and influences on the sociocultural, psychophysical, and spiritual selves of individuals, families, groups, and communities. Environment exists in a real, physical sense, as in a cellular environment and also exists in a metaphysical sense, as in a caring environment. Internal environment refers to processes, events, and/or components within individuals. External environment is comprised of processes, events, and/or phenomena outside the individual. Internal and external environments act in synchrony together and are influenced by each other.

Figure 1 Model of Caring

At core of the caring construct are the three highly interrelated concepts of nursing, clients, and environment. This model graphically represents how each of these concepts is central to the construct of caring. Each concept is a spherical shape and denotes the global, dynamic aspect of the concept. The overlapping spheres represent the inter-relatedness of the concepts. These concepts do not stand alone, rather they work in synergy to support the whole of caring.

Communication Construct

Communication is a learned, complex, dynamic transpersonal process that derives meanings from the physical, psychological, intellectual, cultural, and spiritual connectedness of individuals, families, groups, and/or communities (Carson & Arnold, 1996). Communication is more than the sharing of messages. Communication is a reciprocal, collaborative process for effecting the exchange of feelings, attitudes, ideas, behavior, and information through verbal, nonverbal, metacommunication, and/or technologic modes. Communication is influenced by perception, culture, values (Wilson & Kneisl, 1996), attitude, trust, empathy, language, development level, cognitive functioning, self awareness, anxiety, stress, and personal space (Antai-Otong, 1995). Faculty and students and students and students engage in transpersonal and virtual communication to find meanings in the experience of becoming a caring scholar clinician. Opportunities for using information technology in creative and practical ways in nursing are incorporated throughout the curriculum.

The goals of communication are an authentic awareness and understanding of self and others within a global perspective. These goals are reached when individuals, families, groups, and/or communities experience shared meanings. Shared meanings emerge within an environment of caring. Communication shapes an environment of caring when the transpersonal and environmental features of communication bring about shared meanings. The transpersonal features of communication which shape an environment of caring include: empathic understanding of self and others; genuineness; respect for self, others, and the environment; assertiveness; self-disclosure; congruency; and responsiveness to cultural patterning of individuals, families, groups, communities, and cultures. The environmental features of communication which shape an environment of caring include physical setting and cultural art and artifacts.

School of Nursing faculty are committed to nurturing and maintaining an environment for teaching and learning wherein students feel safe to communicate in ways which enhance personal and professional growth. Faculty recognizes the central role of communication in the repertoire of student skills and knowledge and seek to prepare graduates who have integrated caring communication in all spheres of professional nursing practice. Interdisciplinary and community-patterned teaching-learning episodes are central to these ends.

Concepts:

Transpersonal Communication: Transpersonal communication is a process of simultaneous mutual influence rather than a linear or turn-taking event (Wilson & Kneisl, 1996). In transpersonal communication, events take place within the participants (intrapersonal) and between the participants (interpersonal).

Shared Meaning: Shared meaning is the goal of communication. When shared meanings are reached there is mutual understanding of the verbal, nonverbal, emotional, and technologic intent to communicated messages.

Environment of Caring: Environment of caring is a complex gestalt, transcending traditional ways of thinking about existence. In an environment of caring, clients’ experience nurses as compassionate, competent, confident, and committed professionals who act with conscience and comportment (Roach, 1987). As part of a collaborative client centered and directed health care team, nurses establish an atmosphere in which caring is intrinsically and extrinsically exemplified. As nurses embody caring as a way of being and relating, transpersonal communication becomes empathic, genuine, respectful, congruent, assertive, and tolerant. Establishing an environment of caring is valued as an ethical responsibility to be nurtured through continued self-awareness about one’s feelings, values, beliefs, practices, and skill.

Figure 2 Model of Communication

At core of the communication construct are the three highly interrelated concepts of transpersonal communication, shared meanings, and environments of caring. This model graphically represents how each of these concepts is central to the construct of communication. Each concept is a spherical shape and denotes the global, dynamic aspect of the concept. The overlapping spheres represent the inter-relatedness of the concepts which do not stand alone: Rather they work in synergy to support the whole of communication.

Critical Thinking Construct

Critical thinking is an active, reflective, creative, purposeful, systematic, intellectual process that is used to examine our thinking and the thinking of others (Chaffee, 1994). Critical thinking encompasses focus, language, frame of reference, attitudes, assumptions, intuition, evidence, reasoning, conclusions, implications, and context when they matter in deciding what to conclude or effect (Miller & Babcock, 1996). In critical thinking, all assumptions are open to question, divergent views are aggressively sought, and the inquiry is not biased in favor of a particular outcome. Learning to think critically is a lifelong process.

There are several critical thinking attitudes that are essential for nurses when working with clients, families, communities and other health care partners. These attitudes include 1) confidence in multiple ways of knowing, 2) intellectual honesty, 3) openness to other points of view, 4) holistic understanding, 5) willingness to take a position and defend it, and 6), willingness to change one’s opinion based on evidence (Miller & Babcock, 1996

The emphasis on critical thinking reflects global, societal, and educational trends that mandate the use of critical thinking in deciphering complex and/or ambiguous problems. The development and application of critical thinking skills is a valued hallmark of the graduate from Florida Gulf Coast University. To this end School of Nursing faculty coach, guide, and mentor students in the development and application of critical thinking skills in professional nursing practice. Faculty actively work with students to help them master practice decision making skills that involve fine judgment, delegation, and discrimination.

Thinking, learning and continuing education are interrelated lifelong processes. Critical thinking, practice judgment, intellectual curiosity, technological literacy, and professional development are fostered throughout the program in order to provide a climate conducive to the capacity for self-direction and the commitment to seeking opportunities for continued learning. The School of Nursing embraces the use of alternative teaching systems, interdisciplinary processes, and technology to stimulate critical thinking and scholarship. Interdisciplinary experiences and teaming are incorporated throughout the nursing curriculum to provide students with the ability to think holistically and to understand the interrelatedness of knowledge and problem solving across disciplines. The Faculty of the School of Nursing are also cognizant of the impact of stress on critical thinking and clinical decision making. The Faculty supports an educational environment that reduces unnecessary stress and assists the student in identifying and minimizing the effects of stressors.

Concepts:

Ways of Knowing: The four fundamental patterns of knowing include 1) empirics, the science of nursing, 2) esthetics, the art of nursing, 3) personal knowledge, the knowing, encountering, and actualizing of the concrete, individual self, and 4) ethics, the moral knowledge in nursing. An understanding of the four ways of knowing provide an “increased awareness of the complexity and diversity of nursing knowledge” (Carper, 1978, 22).

Practice Judgment: Making practice decisions using the four fundamental ways of knowing in the context of the clients’ experiences and understandings of health and healing (Hill, 1996). Practice judgments require information, meaning-making, and reflection. While practice judgment is closely related to the construct of critical thinking, it has a narrower focus.

Holistic Understanding: Holistic understanding is an understanding that the whole is greater than the sum of the parts. It requires that the nurse be open to alternative ways of viewing and being in the world.

Figure 3 Model of Critical Thinking

At core of the critical thinking construct are the four highly interrelated concepts of technology, teaching innovations, teaming and life long learning. This model graphically represents how each of these concepts is central to the construct of critical thinking. Each concept is a spherical shape and denotes the global, dynamic aspect of the concept. The overlapping spheres represent the inter-relatedness of the concepts. These concepts do not stand alone, rather, they work in synergy to support the whole of critical thinking.

Cultural Connectedness Construct

Cultural Connectedness in an understanding of, attentiveness to, and sensitivity for the influence of culture on human interactions and health and wellness with an aim toward improving societal health. As an intrinsic component of nursing practice, cultural connectedness is essential for the planning and delivery of compassionate care that is assistive, supportive, facilitative, and enabling.

The construct of Cultural Connectedness recognizes individuals as holistic beings shaped by values, beliefs, and practices embedded in a particular culture. Similarity and diversity characterize all cultures. Culturally congruent nursing care transpires when expressions and patterns of such beliefs, values, and practices are assessed and meaningfully used to assist, support, facilitate, and enable individuals, groups, and/or communities.

Culture is viewed within a holistic environmental context which encompasses a gestalt of sociocultural, psychophysical, and spiritual phenomena and refers to the learned, shared, and transmitted values, beliefs, norms, and lifeways of a particular group that guides their thinking, decisions, and actions in patterned ways (Leininger, 1970). Cultural Connectedness is intrinsic to the practice of holistic nursing and is an essential component for the delivery of culturally congruent nursing care.

Concepts:

Holism: Holism is an ever-changing synthesis within, among, and between humans and their environment. Holism comprises the totality of human living and being in the world. Holistic nursing practice encompasses a holographic approach to planning and delivering nursing care to individuals, families, groups, and communities within an environmental context.

Cultural Congruency: Culturally congruent nursing care is the use of constructed knowledge derived from an understanding, sensitivity, and attentiveness to individuals, families, groups, and communities to guide nursing practice. Such knowledge is constructed through use of the broadest holistic means of knowing, describing, explaining, interpreting, and predicting. Exquisite sensitivity and attentiveness to subtleties of the influence of culture on health and wellness is crucial to the delivery of culturally congruent nursing care.

Values, Beliefs, and Practices: Values, in the anthropomorphic sense, are those culturally determined meanings ascribed to objects, events, and/or actions that are labeled as good, desirable, and important. Values are learned, shared, and transmitted, and they guide thinking, decisions, and actions in patterned ways. Beliefs are strongly held positions in regards to the “truth” of an object, event, and/or action. Practices are culturally expressed and patterned actions performed by individuals, families, groups, and communities within a specific culture. Culture care values, beliefs, and practices are embedded in, and influenced by, kinship, language, historical, sociological, and psychophysical environmental context of a particular culture (Leininger, 1990).

Figure 4 Model of Cultural Connectedness

The three highly interrelated concepts of cultural congruency; values, beliefs, and practices; and holism form the core of cultural connectedness. This model graphically represents how each of these concepts is central to the construct of cultural connectedness. Each concept is a spherical shape and denotes the global, dynamic aspect of the concept. The overlapping spheres represent the inter-relatedness of the concepts. These concepts do not stand alone, rather they work in synergy to support the whole of cultural connectedness.

Health Promotion Construct

Health promotion is the process of fostering awareness, influencing attitudes, and identifying alternatives so that individuals make informed choices regarding health. It is a process which enables people to become empowered. Health promotion enhances the health and well being of society, effecting the integration of healthy people with environmental and social restructuring. The environmental impact upon health, varies according to values, traditions, life experiences, resources of people, and societies responsibility for health (WHO, 1984, p.4).

The primary goal of health promotion is to empower people to take charge of their own lives to enhance well being and leads to a healthier environment. This goal is accomplished through education about and understanding of life experiences, culture, and the social-political environment. Culture influences the health beliefs of individuals, families, and groups within the community. Faculty affirms the influence of eastern and western health and healing beliefs and structure culturally sensitive educational learning activities.

Health promotion is most effective when reinforced by social and political forces that support a healthy environment and society. When the people and the community incorporate health promotion behaviors, they become empowered and concerned with all decisions made at the local, state, national, and international level which may effect health. Through health promotion and disease prevention, the people become involved in health care and political policy decision making effecting the health of the community.

Concepts:

Empowerment: Empowerment is assuming responsibility for creating one’s own life and making choices regarding how one will experience their environment. Accepting this responsibility provides an atmosphere in which success or failure is owned by the person. Empowerment is to create equitable Serviceships where power may be given up by one and taken by another. Empowerment cannot be taken or given by another, only I can empower myself (RNABC, 1992, & Carson & Arnold, 1996).

Environment: Environment encompasses all conditions, circumstances, and influences on the sociocultural, psychophysical, and spiritual selves of individuals, families, groups, and communities. Environment exists in a real, physical sense, as in a cellular environment and also exists in a metaphysical sense, as in a caring environment. Internal environment refers to processes, events, and/or components within individuals. External environment is comprised of processes, events, and/or phenomena outside the individual. Internal and external environments act in synchrony together and are influenced by each other.

Healing: Healing is being in harmony with one’s environment and with the meaning of life. It is awaking to the need for change and to focus on patterns of disharmony affecting health. Healing is making a commitment to change and becoming a partner in goal setting. It is the attainment of goals and the willingness to seek wholeness. The person empowers self when there is harmony (Carson & Arnold, 1996, & Quinn, 1992).

Health: The extent to which an individual or group is able, on the one hand, to realize expectations and satisfy needs, and, on the other hand, to change or cope with the environment (WHO, 1984, p.3).

Figure 5 Model of Health Promotion

Empowerment, Environment, Healing, and Health are highly interrelated concepts at the center of the health promotion construct. This model graphically represents how each concept is central to the construct of health promotion. Each concept is a spherical shape and denotes the global, dynamic aspect of the concept. The overlapping spheres represent the inter-relatedness of the concepts. These concepts do not stand alone, rather they work in synergy to support the whole of health promotion.

Figure 6 Model of Five Central Constructs

This model graphically represents the interrelatedness of the curriculum’s five major constructs of Health Promotion, Caring, Critical Thinking, Cultural Connectedness, and Communication. These constructs are intertwined together in synergy and are essential to the development of a caring scholar clinician. The model is depicted as a holograph to reflect the interrelatedness and synergy between all concepts and constructs.

Figure 7 Model of Five Central Constructs with Community Partnerships

This model graphically represents the imbeddedness of the five major constructs of Health Promotion, Caring, Critical Thinking, Cultural Connectedness, and Communication in Community Partnerships. Community Partnerships are represented by a three-dimensional sphere that completely circumfuses the five core constructs. Comprised of people, community structures provide support for the lived experience of health and wellness. Community partnerships transcend traditional community links and provide a way of sharing and reciprocation that benefit students, faculty and the community. Community partnerships are forged within the curriculum through formal and informal linkages with community affiliates; and close Serviceships with clinical associates, community curriculum committee and advisory board.

Figure 8 Model with Community Partnerships and Global Perspective

This final model represents the Conceptually Based Community Partnered Curriculum in its entirety. The outermost circle of this holographic model represents the Global Perspective within which nursing practices. Global economics coupled with information systems have diminished world distances as never before. Seen in this light, nursing education demands a global perspective in which community perspectives are readily visible and accessible. The holographic model depicts the interrelatedness between the five constructs of Health Promotion, Caring, Critical Thinking, Cultural Connectedness, and Communication; Community Partnerships; and the Global Perspective in the practice of professional nursing. Forging community partnerships with a global perspective is essential in the development of a caring scholar clinician.

Orienting Terms

Caring: Caring is a way of knowing, being, and living that is elegantly expressed within the context of Serviceships. Caring is an art form exemplified by the attributes of commitment, confidence, conscience, compassion, competence, and comportment (Roach, 1987). Caring encompasses valuing self, others, and the environment.

Caring Scholar Clinician: A caring scholar clinician is a baccalaureate prepared nurse who exemplifies caring attributes and who, through praxis, empowers clients toward health promoting, self-directed care.

Clients: Clients are people and include individuals, families, groups, and communities who may be considered collectively or as separate entities. Nurses are committed to respecting clients (human beings) because of their profound regard for humanity (ANA Social Policy Statement, 1980). Applied to themselves, to clients, and to others who share in the provision of care, as well as to humanity in general, this basic commitment is unaltered by social, educational, economical, cultural, religious, or other attributes of the client(s) receiving care.

Decision Making: Decision making is an outcome of critical thinking which uses the heuristics of insight, incubation, discourse, comparison, reflection, critique, analysis, and synthesis to discriminate, form judgments, set priorities, take responsible action, and responsibly delegate.

Community Based: Study and practice of nursing in environments of care wherever clients may be located. Such environments depend upon populations served and may include: shelters, schools, homes, correctional facilities, migrant camps, industry, hospice, health care provider offices, assisted living, clinics, and hospitals.

Commitment: Commitment is a complex response characterized by a convergence between ones desire and ones obligations and by deliberate choice to act in accordance with them (Roach, 1987).

Communication: Communication is a learned, complex, dynamic transpersonal process that derives meanings from the physical, psychological, intellectual, cultural, and spiritual connectedness between individuals, families, groups, and/or communities (Carson & Arnold, 1996). Communication is a reciprocal, collaborative process for effecting the exchange of feelings, attitudes, ideas, behavior, and information. Communication may verbal, nonverbal, metacommunication, and/or technologic. Environmental features of communication include the physical setting and cultural art and artifacts.

Community Partnerships: Community partnerships describe the close, cooperative Serviceships formed between the School of Nursing, service area constituents, and affiliates who provide educational and service learning opportunities for students. Such partnerships transcend traditional community linkages and afford sharing and reciprocation that benefits communities, students, and program. Cardinal to successful implementation of the mission and conceptual framework, partnerships are reflected in the School relational structure.

Compassion: Compassion is a way of living, born out of an awareness to ones Serviceship to all living creatures, and a quality of presence which enables one to share with, and make room for, another.. Compassion is a sensitivity to the pain and brokenness of another (Roach, 1987).

Competence: Competence is a state of having the knowledge, judgment, skills, energy, experience, and motivation required to respond to the demands of ones professional responsibility (Roach, 1987).

Comportment: Comportment is possessing and exhibiting the bearing and professional demeanor (including dress, language, and conduct) that is in agreement and harmony with the profession (Roach, 1987).

Confidence: Confidence is the quality which fosters development and sustainment of trusting Serviceships (Roach, 1987).

Conscience: Conscience is a state of awareness; a compass directing ones behavior according to the moral fitness of things (Roach, 1987).

Critical Thinking: Critical thinking is an active, reflective, creative, purposeful, systematic intellectual process that is used to examine our thinking and the thinking of others. (Chaffee, 1994) Critical thinking encompasses focus, language, frame of reference, attitudes, assumptions, intuition, evidence, reasoning, conclusions, implications, and context when they matter in deciding what to conclude or effect. (Miller & Babcock, 1996) It is a holistic approach to problem solving and decision making.

Cultural Congruency: Culturally congruent nursing care is the use of constructed knowledge derived from an understanding, sensitivity, and attentiveness to individuals, families, groups, and communities to guide nursing practice. Such knowledge is constructed through use of the broadest holistic means of knowing, describing, explaining, interpreting, and predicting. Exquisite sensitivity and attentiveness to subtleties of the influence of culture on health and wellness is crucial to the delivery of culturally congruent nursing care.

Cultural Connectedness: Cultural connectedness is an understanding of, attentiveness to, and sensitivity for the influence of culture on human interactions and health and wellness with an aim toward improving societal health. As an intrinsic component of nursing practice, cultural connectedness is essential for the planning and delivery of compassionate care that is assistive, supportive, facilitative, and enabling.

Environment: Environment encompasses all conditions, circumstances, and influences on the sociocultural, psychophysical, and spiritual selves of individuals, families, groups, and communities. Environment exists in a real, physical sense, as in a cellular environment and also exists in a metaphysical sense, as in a caring environment. Internal environment refers to processes, events, and/or components within individuals. External

environment is comprised of processes, events, and/or phenomena outside the individual. Internal and external environments act in synchrony together and are influenced by each other.

Empowerment: Empowerment is assuming responsibility for creating one’s own life and making choices regarding how one will experience their environment. Accepting this responsibility provides an atmosphere in which success or failure is owned by the person. Empowerment is to create equitable Serviceships where power may be given up by one and taken by another. Empowerment cannot be taken or given by another, only I can empower myself (RNABC, 1992; Carson & Arnold, 1996).

Environment of Caring: Environment of caring is a complex gestalt, transcending traditional ways of thinking about existence. In an environment of caring, clients’ experience nurses as compassionate, competent, confident, and committed professionals who act with conscience and comportment (Roach, 1987). As part of a collaborative client centered and directed health care team, nurses establish an atmosphere in which caring is intrinsically and extrinsically exemplified. As nurses embody caring as a way of being and relating, transpersonal communication becomes empathic, genuine, respectful, congruent, assertive, and tolerant. Establishing an environment of caring is valued as an ethical responsibility to be nurtured through continued self-awareness about one’s feelings, values, beliefs, practices, and skill.

Healing: Healing is being in harmony with one’s environment and with the meaning of life. It is awaking to the need for change and to focus on patterns of disharmony affecting health. Healing is making a commitment to change and becoming a partner in goal setting. It is the attainment of goals and the willingness to seek wholeness. The person empowers self when there is harmony (Carson & Arnold, 1996).

Health: Health is the extent to which an individual or group is able, on the one hand, to realize expectations and satisfy needs, and, on the other hand, to change or cope with the environment (WHO, 1984, p.3).

Health Promotion: Health promotion is the process of fostering awareness, influencing attitudes, and identifying alternatives so that individuals make informed choices regarding their health and improve their physical and social environment.

Holistic Understanding: Holistic understanding is an understanding that the whole is greater than the sum of the parts. It requires that the nurse be open to alternative ways of viewing and being in the world.

Learning: Learning is developing personal meaning. Such personal meanings are best made, remade, formed, and reformed through involvement with issues, challenges, and problems that are cognitively and emotionally engaging. Active, participatory learning episodes that are based on egalitarianism and use of dialectic engagement are the vehicle by which real meaning are made; therefore, real learning takes place (Bevis, 1989).

Metacommunication: Metacommunication is the intended meaning of communication usually conveyed through nonverbal channels and influences how the message is received.

Nonverbal Communication: Non verbal communication refers to physical appearance, pitch, rate and volume of voice, body language, gestures, space, and touch used to convey meaning within transpersonal communication processes.

Nursing: Nursing is the study of and the practice of caring. The domain of practice for nursing is the lived health experience of human beings and transforming that lived health experience into a meaningful event. Through phenomenology one understands the lived experience and through praxis one transforms that experience.

Population Based Care: application of health promotion, protection, prevention, and restoration concepts in nursing practice to selected client aggregates, such as:

• Rural Cultural Populations – culturally diverse clients residing in rural areas.

• Special Populations – clients engaging in life’s typical health related transitions from birth through death.

• Vulnerable Populations – clients encountering above average incidences of

disease and disability.

• Crisis Populations – clients experiencing substantial threats to health and

wellbeing.

Practice Judgment: Making practice decisions using the four fundamental ways of knowing in the context of the clients’ experiences and understandings of health and healing (Hill, 1996). Practice judgments require information, meaning-making, and reflection. While practice judgment is closely related to the construct of critical thinking it has a narrower focus.

Praxis: Praxis is the reflexive Serviceship that exists between theory and practice. Praxis is not a linear Serviceship, rather it is a Serviceship in which “the act of knowing involves a dialectical movement which goes from action to reflection and from reflection upon action to a new action” (Freire, 1972, 31).

Prevention: Prevention is activities that protect individuals, families, groups, and communities from the effects of actual, potential, or perceived health threats.

Problem Solving: Problem solving is the process of inquiry, consideration, discussion, decision, or solution applied to a question or an unsettled matter requiring decision. “A process by which individuals search for a course of action to correct a situation that is unacceptable” (Miller & Babcock, 1996).

Shared Meaning: Shared meaning is the goal of communication. When shared meanings are reached there is mutual understanding of the verbal, nonverbal, emotional, and technologic intent to communicated messages.

Students: Nursing students are eager to learn about the discipline of nursing and desire to be actively involved in their own learning. The faculty believe that students rise to meet the expectations that are placed on them under the guidance and mentoring of faculty who encourage students to be self directed and accountable. Students flourish in an environment that provides positive rather than negative feedback.

Teaching: Teaching is an interactive process; a dance between the teacher and student as partners in a journey of discovery and a quest for truth. Teaching best occurs in a positive climate of egalitarianism and collegial Serviceships. The faculty also believes that teaching is a performing art that requires passion, energy, and dedication.

Technologic Communication: Technologic communication refers to the use of information technology to facilitate and enhance the process of communication. In technologic communication computer systems are used to store, process, manage, and send information and data.

Technology: Technology is a fundamental tool in achieving quality and efficiency. The use of technology in creative, experimental and practical ways for delivery of instruction, for information management is useful in problem solving and developing critical thinking skills. The use of technology must be balanced with the aesthetics of caring.

Transpersonal Communication: Transpersonal communication is a process of simultaneous mutual influence rather than a linear or turn-taking event (Wilson & Kneisl, 1996). In transpersonal communication, events take place within the participants (intrapersonal) and between the participants (interpersonal).

Values, Beliefs, and Practices: Values, in the anthropomorphic sense, are those culturally determined meanings ascribed to objects, events, and/or actions that are labeled as good, desirable, and important. Values are learned, shared, and transmitted, and they guide thinking, decisions, and actions in patterned ways. Beliefs are strongly held positions in regards to the “truth” of an object, event, and/or action. Practices are culturally expressed and patterned actions performed by individuals, families, groups, and communities within a specific culture. Culture care values, beliefs, and practices are embedded in, and influenced by, kinship, language, historical, sociological, and psychophysical environmental context of a particular culture (Leininger, 1990).

Verbal Communication: Verbal communication is the use of verbal and written words to convey meanings within transpersonal and virtual communication processes.

Virtual Communication: Virtual communication refers to the use of computer systems to simulate real time, person-to-person communication through the use of E-mail and Internet.

Ways of Knowing: The four fundamental patterns of knowing include 1) empirics, the science of nursing, 2) esthetics, the art of nursing, 3) personal knowledge, the knowing, encountering, and actualizing of the concrete, individual self, and 4) ethics, the moral knowledge in nursing. An understanding of the four ways of knowing provide an “increased awareness of the complexity and diversity of nursing knowledge” (Carper, 1978, 22).

Wellness: Client verbal expression(s) and physical manifestations of good health.

Copyright 1996 School of Nursing

Florida Gulf Coast University Fort Myers, Florida

BSN PROGRAM OVERVIEW

The mission of the School of Nursing evolves from and is consistent with the missions and goals of the university and the college. The pivotal charge is to offer innovative, exemplary, learning-centered, and community partnered programs. Learners are prepared as caring scholar clinicians for professional nursing practice in contemporary health care settings. Interdisciplinary and discipline-specific knowledge, values, competencies, and practice opportunities prepare graduates to assume vital roles within an evolving 21st century health care delivery system.

The nursing curriculum, as a plan for learning, emphasizes traditional and nontraditional teaching and learning, cultural sensitivity, interdisciplinary teaming, community partnerships, learner-centeredness, environmental preservation, and aesthetic sensibility. Commitment to learner-centered experiences and advancement of a community-partnered curriculum are central to the school’s mission.

The community partnered, learning-centered nursing curriculum is grounded in knowledge of the theory and practice of nursing with integration of critical thinking, communication, health promotion, caring, and cultural connectedness constructs.

Approvals

Florida Gulf Coast University is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (1866 Southern Lane, Decatur, Georgia 30033-4097: Telephone number (404) 679 4501) TO AWARD associate, Baccalaureate, and Masters Degrees.

Florida Gulf Coast University School of Nursing is fully approved by the Florida Board of Nursing (Florida Board of Nursing, 4052 Bald Cypress Way, BIN C02, Tallahassee, Florida 32399: Telephone number (850) 488-0595).

Florida Gulf Coast University School of Nursing is fully accredited by the National League for Nursing Accrediting Commission (NLNAC) (61 Broadway, New York, New York 10006: Telephone Number (800) 669-9656 est. 153). NLNAC initial program accreditation was obtained March 1, 2000.

Student Learning Outcomes

School of Nursing faculty identify the following Hallmarks of its graduates as a reflection of program success and student achievement as a Caring Scholar Clinician:

Integrates the aesthetics of caring with the science of nursing to transform the domain of nursing practice

Practices culturally congruent, ethically sound, holistic nursing within the framework of the ANA code of ethics

Builds community partnerships that support health promotion to guide individuals, families, groups, and communities toward wellness and self-actualization and to ensure a healthy environment

Engages in transpersonal and virtual communication to ensure interdisciplinary, client-directed, and client-centered health care

Integrates interdisciplinary teaming as an essential component to delivery of holistic health care

Applies critical thinking through deductive, inductive, reflective, intuitive, and inferential reasoning to formulate decisions, establish priorities, delegate responsibilities, evaluate outcomes, and transform nursing practice

Models professional behavior through application of research findings to practice, involvement in professional organizations, commitment to life long learning, and sustainment of transpersonal Serviceships that are based upon respect, sensitivity, and integrity

Integrates foundational, discipline-specific, and interdisciplinary knowledge essential for excellent practice in complex, multicultural, and rapidly changing health care settings

Integrates futuristic communication technologies into nursing practice for delivery of compassionate care

Practices care coordination in a community environment which empowers clients in directing their own care

Accepted 7/96

Revised 2/99

Credit Hours

To be awarded a Bachelor of Science in Nursing degree, students must earn a minimum of 124 semester credit hours, including 64 credit hours of upper division coursework. The School of Nursing policy in regard to credit hour allocation is consistent with that of the University: One semester hour of credit is awarded for one 50-minute clock hour of classroom instruction. For one semester hour of credit in nursing practice courses (courses with an “L” or “C” designation), three (3) clock hours of participation in a practice or laboratory setting is required by the School of Nursing. In nursing seminar courses, for each hour of credit, there are two (2) clock hours of class.

Graduation Requirements

1. Successful completion of 124 credit hours

1. Successful completion of all required nursing (NUR) and core courses (IHS) with a minimum grade of “C”

2. Completed professional portfolio

3. Completed competency certification grid (FTIN’s only)

4. Satisfactory completion of the NCLEX-RN Success Program

5. Successful completion of College and University requirements

Course Descriptions

NUR 3046C - Population Based Care: Rural Cultural - 3 credit(s)

Culturally congruent, holistic, environmental, and health focused approach to examination of health needs, health hazards, economics, access to care, and healing practices of rural and culturally diverse populations.

Corequisite(s): NUR 3125 and NUR 3065C

NUR 3065C - Health Assessment: Basis for Professional Practice - 3 credit(s)

Holistic, health-focused approach to health assessment for culturally diverse groups of children, adults, and elders is comprehensively examined and practiced in classroom and laboratory settings.

Prerequisite(s): BSC 1085C and BSC 1086C

NUR 3125 - Physiological Responses to Alterations in Health - 3 credit(s)

Basic concepts underlying pathological processes and physiological responses to environmental, sociocultural, genetic, lifestyle, and developmental factors are examined with emphasis on practical application from an interdisciplinary and holistic perspective.

Prerequisite(s): BSC 1085C and BSC 1086C

NUR 3145 - Chemical, Herbal, and Nutritional Therapies - 3 credit(s)

Polypharmacy, polytherapy, and the most commonly used chemicals, herbal, and nutritional therapies.

NUR 3465C - Population-Based Care: Special Populations - 5 credit(s)

Impact of environment on the lived experiences of clients engaging life's normal health related transitions from birth to death.

Prerequisite(s): NUR 3125; NUR 3145; NUR 3065C; NUR 4756C

Corequisite (s): NUR 3828 or NUR 4825

NUR 3828 - Caring Scholar Clinician I - 1 credit(s)

Seminar focusing on socializing students for professional role within the nursing discipline.

Corequisite: NUR 3465C; NUR 4756C; NUR 4636C; NUR 4826C; NUR 4767C; NUR 4837L and NUR 4986L

NUR 3935 - Nursing Elective - 3 credit(s)

In-depth examination of a current or emerging topic or issue in nursing. This course may be repeated for credit for different topics.

NUR 4636C - Community Partnered Care - 4 credit(s)

Focus on health of communities as determined by the lived experiences, values, struggles, and interconnectedness of people that make up the community. Examination of public health and community health policies and legislative issues.

Prerequisite(s): NUR 3125; NUR 3145; NUR 3065C; NUR 4756C and NUR 3046C

Corequisite (s) NUR 3828 or NUR 4825

NUR 4756C - Population Based Care: Vulnerable Populations - 5 credit(s)

Impact of environment on the lived experiences of clients when confronted with real or perceived threats to health. Practice experiences are with acutely, chronically ill clients.

Prerequisite(s): NUR 3125 and NUR 3065C

Corequisite (s): NUR 3145; NUR 3828 or NUR 4825

NUR 4767C - Crisis Based Care - 5 credit(s)

Lived experiences of clients with critical injury and life threatening problems are examined from a holistic, caring perspective.

Prerequisite(s): NUR 3125; NUR 3145; NUR 3065C; NUR 4756C and NUR 3046C

Corequisite (s): NUR 3828 or NUR 4825

NUR 4825 - Caring Scholar Clinician II - 1 credit(s)

InterServiceship of nursing theory, research, and practice as a basis for understanding nursing as a discipline. Student identified learning needs, practice driven discussions, and use of active learning methods are directed toward understanding praxis as an action for transformation.

Corequisite (s): NUR 3465C; NUR 4756C; NUR 4636C; NUR 4826C; NUR 4767C; NUR 4837L and NUR 4948L

NUR 4826C - Issues Based Care - 5 credit(s)

Innovative approaches, through praxis, to issues and dilemmas affecting the health and well being of people within western society.

Prerequisite(s): NUR 3125; NUR 3065C and NUR 3046C

Corequisite (s): NUR 3145; NUR 3828 or NUR 4825

NUR 4837L - Nursing: Challenging the Present, Shaping the Future - 2 credit(s)

Critical appraisal of nursing, the practice of nursing, the professional role as a forecaster and change agent.

Prerequisite(s): NUR 3125; NUR 3145; NUR 3065C; NUR 4756C and NUR 3046C

Corequisite (s) NUR 3828 or NUR 4825

NUR 4905 - Directed Independent Study - 1 to 6 credit(s)

Individualized pursuit of a selected topic.

NUR 4930 - Special Topics in Nursing - 1 to 6 credit(s)

Examination of topics of current or special interest in nursing. The course may be repeated for different topic areas, and content may vary.

NUR 4948L - Practice Elective - 3 credit(s)

Integrating the power of caring, communication, critical thinking, health promotion, and cultural connectedness in complex, individualized practice situations. Prior to this course, all theoretical coursework must be completed in all areas specified in Rule 64B9-2.006(2) and Rule 64B9-2.006(3) for the professional nursing program.

Student Disability Services

Florida Gulf Coast University, in accordance with the Americans with Disabilities Act and the university’s guiding principles, will provide classroom and academic accommodations to students with documented disabilities. If you need to request an accommodation in this program due to a disability, or you suspect that your academic performances is affected by a disability, please see your nursing faculty advisor or contact the Office of Adaptive Services. The Office of Adaptive Services is located in McTarnaghan Hall, room 214. The phone number is 590-7956 or TTY 590-7930.

Credit by Validation

Admitted students, meeting validation criteria specified for designated course(s), may earn course credit for FGCU School of Nursing courses through validation.

Validation is offered only following course registration.

• All course validation methods must be completed by Friday of first week of semester in which the course is offered.

• If validation is successful and credit is earned, another course may be added before end of add-drop period.

• If validation is successful, the validation score is final course grade. The student may not continue in the course in order to achieve a higher grade.

• If a student takes the validation exam and passes with a C or above, but withdraws from the course prior to the drop date (ninth week), a grade of "W" is earned.

❖ If a student re-registers for the course within one (1) year, they receive original grade earned on the validation exam.

❖ If a student re-registers for the course after one (1) year has passed, they must take the course. The original validation exam score is no longer valid.

• If validation is unsuccessful, the student continues in the course. The grade earned in the course is the final grade.

❖ If validation is unsuccessful and the student elects to withdraw from the course prior to the drop date, a grade of "W" is entered on the transcript. If course withdrawal is after the drop date (ninth week), a grade of "WF" is entered on the transcript. "WF" is calculated into the GPA as an "F".

• Validation attempts are allowed only one time per course.

• Students who fail a course may not subsequently validate the course.

The following courses are available for validation:

NUR 3125 Physiological Responses to Alterations in Health 3cr

NUR 3145 Chemical, Herbal, and Nutritional Therapies 3cr

NUR 3065C Health Assessment: Basis for Professional Practice 3cr

NUR 3465C Population Based Care: Special Populations 5cr

NUR 4756C Population Based Care: Vulnerable Populations 5cr

NUR 4767C Crisis Based Care 5cr

The process for earning credit by validation follows:

1. A folder containing individual course validation information and requirements such as: criteria for validating, textbooks, readings, course syllabus, contact faculty, and other pertinent information is available from the Office of Student & Alumni Services.

2. Register and pay course fees through Office of Admission and Registration.

3. Schedule testing time with Office of Student & Alumni Services.

Accepted 6/99

Revised 7/02

FLORIDA GULF COAST UNIVERSITY

SCHOOL OF NURSING

UNDERGRADUATE

YEARLY PROJECTED SCHEDULE OF COURSE OFFERINGS BY SEMESTER

|Fall Semester | |Spring Semester | |Summer Semester |

|Course |

|SCHOOL OF NURSING |

|BSN PROGRAM |

|FIRST TIME IN NURSING |

| SAMPLE FULL-TIME PROGRESSION PLAN |

| | |

| SCHOOL OF NURSING | |

| | |

| SUGGESTED FULL-TIME PROGRESSION | |

| | |

|Digital Watch/or watch with a second hand |~$20.00-$200.00 |

|* Penlight |~$2.00-$5.00 |

|* Bandage Scissors |~$10.00-$15.00 |

|* Stethoscope with bell and diaphragm |~$25.00-$175.00 |

|* Blood Pressure Cuff |~$40.00-$60.00 |

|CPR course and yearly update |~$30.00-$50.00 |

|Liability Insurance |~$20.00-$90.00 |

|Books (estimate for required books) |~$400.00-$600.00/semester |

|Practice Attire (approximately) |-$125.00 (available from Dove Uniforms) |

|Name Badge |~$10.00 (Available at University Bookstore) |

|FGCU/Nursing Patch |~$2.00 (Available at University Bookstore) |

|Florida Department of Law Enforcement (FDLE) Background Check |~$23.00 |

|Internet Access (Internet Service Provider) |~$21.00/month |

|Professional Portfolio |~$15.00 |

* See Nursing Student Association members to purchase equipment kits.

Liability Insurance Information

Students are annually required to provide evidence of liability insurance before attending nursing practice. Following table provides sampling of insurance providers, costs, and coverage.

|Name |Phone Number |Address |Estimated Cost |Coverage |

|Nurses Service |1-800-247-1500 |Nurses Professional Liability |Prelicensed Students $20.00/year|$1,000,000/occurance |

|Organization | |Insurance Program | |$5,000,000/annually |

| | |P.O. Box 1011 |LPN & RN’s $89.00/year | |

| | |Southeastern, PA 19398 | |$1,000,000/occurance |

| | | | |$5,000,000/annually |

|Nurse Guard |1-800-221-4904 |Cotterell, Mitchell & Fifer, Inc. |Prelicensed Students $23.00/year|$1,000,000/ |

| | |151 William St. | |$5,000,000 limit |

| | |New York, NY 10038 | | |

| | | |RN’s $75.00/year |$1,000,000/ |

| | | | |$5,000,000 limit |

| | | | | |

| | | |RN’s $44.00/year |$500,000/$1,000,000 limit |

|Professional Nurses |1-800-724-5348 |Professional Nurses Purchasing Group,|Prelicensed Students $77.00/year|$1,000,000/incident |

|Organization | |Inc. | |$3,000,000/year |

| | |95 Broadway | | |

| | |Amityville, NY 11701 |LPN & RN’s $77.00/year |$1,000,000/incident |

| | | | |$3,000,000/year |

Students must have a minimum of $1,000,000 / 3,000,000 coverage.

Nursing Student Association (NSA)

The Nursing Student Association (NSA) at Florida Gulf Coast University School of Nursing is an official constituent chapter of the National Student Nurses' Association (NSNA). The mission of NSA is to:

• Organize, represent and mentor students preparing for initial licensure as registered nurses, as well as those nurses enrolled in baccalaureate completion programs;

• Promote development of the skills that students will need as responsible and accountable members of the nursing profession;

• Advocate for high quality health care.

All baccalaureate nursing students are eligible for NSA membership. To join the NSA, or for more information, contact Student & Alumni Services Coordinator at (239) 590-7510

Honor Society of Nursing

The Florida Gulf Coast University Honor Society of Nursing was formed 1998 with goal of becoming an official chapter of Sigma Theta Tau International in November 2003. The Honor Society held its inaugural Induction Ceremony on 20 September 1998.

Purposes of the FGCU Honor Society of Nursing are to: recognize superior achievement; develop leadership qualities in members; foster high professional standards; encourage creative work; and strengthen commitment to the ideals and purposes of the profession. All members of FGCU Nursing Honor Society demonstrate superior scholastic achievement, academic integrity, professional leadership potential, and/or marked achievement in the discipline of nursing. Membership criteria include:

Baccalaureate Nursing Students –completed at least one half of the nursing curriculum;

1) achieved cumulative GPA of at least 3.0 on a 4.0 grading scale;

2) ranked in upper 35% of the graduating class; and

3) met expectation of academic integrity

Masters Degree Nursing Students –

1) completed one quarter of the program of study;

2) achieved cumulative GPA of at least 3.5 on a 4.0 grading scale; and

3) met expectation of academic integrity

Please contact Faculty Advisor for further information.

Caring Scholar Clinician Key

Graduates have opportunity to wear the FGCU School of Nursing Key. The Caring Scholar Clinician Key was designed by nursing students and represents your key to professional practice. Keys can be ordered from the University bookstore during your last semester in the nursing program.

Professional Portfolio Guide

Submission of a professional portfolio is a graduation requirement established by the School of Nursing. Your professional portfolio documents those attributes of a Caring Scholar Clinician. The following web site provides guidance to assist you in developing your portfolio:

Accepted 4/00

APPENDICES

Florida Gulf Coast University

School of Nursing

Advising Worksheet for Graduation

Student Name: ____________________________ SS#: _____________________________

E-mail: __________________________________ Advisor:___________________________

____Completion of 124 credit hours (____ 60 lower division hours ____ 64 upper division hours)

____Completion of 48 upper division credit hours (courses numbered 3000 and above)

____Complete 30 of last 60 semester hours at FGCU

____Completion of Service Learning Hours (40-80 hours)

____Completion of 9 credit hours in Summer term (students with 60 transferable hours are exempt)

____Completion of Professional Portfolio

____Completion of Competency Certification Grid (FTIN students only)

____Satisfactory completion of the School of Nursing NCLEX-RN Success Program (FTIN students only)

I. Completion of all required Nursing Courses (49 credits) with a minimum grade of “C”

| | |Semester Course |Grade |

| | |Taken | |

|NUR 3125 |Physiological Responses to Alterations in Health (3 cr.) | | |

|NUR 3145 |Chemical, Herbal, and Nutritional Therapies (3 cr) | | |

|NUR 3065 |Health Assessment: Basis for Professional Practice (3 cr) | | |

|NUR 3046C |Population Based Care: Rural Cultural (3cr.) | | |

|NUR 3465C |Population Based Care: Special Populations (5cr.) | | |

|NUR 3935 |Nursing Elective (3cr.) | | |

|NUR 4756C |Population Based Care: Vulnerable Populations (5cr.) | | |

|NUR 3828 |Caring Scholar Clinician I (1 cr.) | | |

|NUR 4767C |Crisis Based Care (5cr.) | | |

|NUR 4826C |Issues Based Care (5cr.) | | |

|NUR 4636C |Community Partnered Care (4cr.) | | |

|NUR 4825 |Caring Scholar Clinician II (1cr.) | | |

|NUR 4837L |Nursing: Challenging the Present, Shaping the Future (2cr.) | | |

|NUR 4948L |Practice Elective (3cr.) | | |

|XXX 3xxx |Health Related Elective/Second Nursing Elective (3cr.) | | |

II. Completion of CHP Core Courses (12 credits) with a minimum grade of “C”

|IHS 3101 |Shaping Health Care in the 21st Century (3-4cr.) | | |

|IHS 3203 |Management & Leadership in Health Care (3cr.) | | |

|IHS 4504 |Research Methods In Health Care (3cr.) | | |

|IHS 4938 |Senior Seminar (3cr.) | | |

III. Completion of University Colloquium (3 credits)

|IDS 3920 |University Colloquium (3cr.) | | |

For use with students admitted 2004-2005

Florida Gulf Coast University

SCHOOL OF NURSING

At Risk Performance - Academic Success Plan

Date_______________Course Title/Number___________________________________________

Name__________________________________________________________________________

Address________________________________________________________________________

Street Address City State Zip Code

Phone Number____________________________E-mail address___________________________

Part I - Student Perceptions:

Student must complete items I-IX and meet with Course Faculty and Nursing Advisor within 7 days of course completion.

I. Reason(s) for difficulties in this course/program?

A. Grades ___________________________________________________________

B. Financial _________________________________________________________

C. Personal __________________________________________________________

D. Other (please specify) _______________________________________________

II. What was your responsibility in being unsuccessful in this course/program? __________________________________________________________________________________________________________________________________________________

III. What is your current estimated cumulative GPA (including grade received in this course)?

IV. How many hours a week were you employed this semester?

V. Briefly explain your support system.

VI. Is this the first course in which you have been unsuccessful? _____ Yes _____ No. If no, in what other course(s) did you have difficulty?

VII. Identify your:

A. Strengths ______________________________________________________________________________________________________________________________________________________________________________________

B. Weaknesses ____________________________________________________________________________________________________________________________________

VIII. What are your future plans?

IX. What will you change in the future to avoid/prevent this happening again? Please list specific strategies.

Part II – Collaborative Plan for Success

I. Recommendations (Course Faculty):

II. Nursing Faculty Advisor Comments:

________________________________________ ______________________

Student Signature Date

________________________________________ ______________________

Course Faculty Member Signature Date

________________________________________ ______________________ Nursing Faculty Advisor Signature Date

Distribution:

Student File

Advisor

Coordinator Student & Alumni Services

Associate Director SON

Florida Gulf Coast University

College of Health Professions

School of Nursing

LEAVE OF ABSENCE REQUEST

Student Name:

Address:

E-mail Address:

Phone Number:

Social Security Number:

________________________________________________________________________

A student may apply for a Program Leave of Absence (LOA) in extenuating circumstances. The maximum length of a LOA is three (3) consecutive semesters (one calendar year). Students must reapply for admission to the Nursing Program if on LOA more than three semesters. Students should contact University Registrar to review any additional University requirements for LOA.

______________________________________________________

REASON FOR REQUESTING LEAVE OF ABSENCE

LENGTH OF TIME OF LEAVE OF ABSENCE

PLANS FOR SUCCESSFUL RETURN TO THE NURSING PROGRAM

STUDENT SIGNATURE_____________________________Date:_______________

ADVISOR SIGNATURE_____________________________Date:_______________

DIRECTOR SIGNATURE ___________________________Date:_______________

APPROVED_________________ DENIED____________________

Cc: Student File

Student Advisor

Coordinator Student & Alumni Services

Associate Director SON

FLORIDA GULF COAST UNIVERSITY

School of Nursing

Release Form for Copying Student Records

Name:___________________________________ SS#__________________

Address: _____________________________________________________________

_____________________________________________________________

_____________________________________________________________

List the documents you would like copied from your student record*

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*Student transcripts and references cannot be copied or released to students

__________________________________________ __________________

Student Signature Date

|Office Use Only |

___________ Estimated number of pages to copy Date copied: _______________________

Payment received _____yes _____no Date mailed: _______________________

Amount received $_____________cc: Student File

[pic]

Student Learning Contract

Student Name:

Course:

Faculty:

Semester/Year:

________________________________________________________________________

Standards and behaviors essential to developing your professional role as a Caring Scholar Clinician graduate from this program are outlined in the School of Nursing Student Guidebook. Adherence to such standards and behaviors is absolutely critical; therefore, expectations remain constant in every classroom and practice experience throughout the program. This learning contract is established for the purpose of assisting you in transforming specific, identified behaviors impeding your successful progress through the Baccalaureate Nursing Program. During stated time frame in this contract, you will work with advisor and course faculty to demonstrate successful outcomes in outlined behaviors. To do less will interrupt your progression in this program.

DESCRIPTION OF BEHAVIORS [SPECIFIC INCIDENT(S)]

DISCUSSION AS TO HOW ABOVE BEHAVIOR IS IN CONFLICT WITH DEPARTMENT STANDARD OF PROFESSIONAL BEHAVIOR

STUDENT/FACULTY OUTLINE OF COVENTIONS FOR ALIGNING BEHAVIOR WITH DEPARTMENT STANDARDS OF PROFESSIONAL BEHAVIOR

EXPECTED OUTCOMES WITH TIME FRAME FOR ACHIEVING

STUDENT COMMENTS

NEXT CONTRACT REVIEW DATE_______________________________________

STUDENT SIGNATURE_____________________________Date:_______________

FACULTY SIGNATURE_____________________________Date:_______________

CONTRACT REVIEWED________________________________________________

COMMENTS:

FACULTY SIGNATURE_____________________________Date:________________

STUDENT SIGNATURE_____________________________Date:________________

Cc: Student File

Student Advisor

Ensuing Semester Faculty

Associate Director of SON

Florida Gulf Coast University

College of Health Professions

School of Nursing

Bachelor of Science in Nursing

NUR 4905: Independent Study in Nursing Proposal

Purpose: To provide opportunities for students to systematically investigate problems/concerns relevant to health needs and/or care of individuals. May involve practice or educational situations related to a specific problem of interest, a case study or comparative case studies, historical studies, library research, or any other project, which provides opportunity for increasing breadth or depth of knowledge or skill. Specific objectives to be negotiated between student and faculty sponsoring independent study.

Procedure:

• Meet with Faculty Advisor to discuss purpose of Independent Study and identify appropriate Faculty member for course.

• Prepare Independent Study Proposal and meet with identified Course Faculty member for approval

• Submit completed proposal to Faculty Advisor for signature (Faculty Advisor will submit to Associate Director of School of Nursing for signature).

• Associate Director, SON will provide copies to student, advisor, and course faculty.

Student: _________________________________ SS#: ___________________________

Semester and Year: ______________________ CRN#: _________ Credit Hour(s): ____

Course Faculty: __________________________________________________________

Purpose: _______________________________________________________________

________________________________________________________________________

Objectives:

Objective I: ______________________________________________________________

________________________________________________________________________

Learning Activity: ________________________________________________________

________________________________________________________________________

Evaluation: ______________________________________________________________

________________________________________________________________________

Objective II: _____________________________________________________________

________________________________________________________________________

Learning Activity: ________________________________________________________

________________________________________________________________________

Evaluation: ______________________________________________________________

_______________________________________________________________________

Objective III: ____________________________________________________________

________________________________________________________________________

Learning Activity: ________________________________________________________

________________________________________________________________________

Evaluation: ______________________________________________________________

________________________________________________________________________

Additional Comments:

Faculty Advisor: _____________________________________ Date: _______________

Course Faculty: ______________________________________ Date: _______________

Student: ____________________________________________ Date: _______________

Associate Director School of Nursing: _____________________________________

Date: _____________________________

C: Associate Director SON

Course Faculty

Student

Student File

I, ______________________________________ verify I have received/reviewed the current School of Nursing Student Guidebook (available at fgcu.edu/chp.nursing) and I understand my responsibility to review posted changes.

________________________________________ ________________________

Student Signature Date

________________________________________

Student Name (Print or Type)

Please sign and return this form to:

Office of Student & Alumni Services

School of Nursing

Florida Gulf Coast University

10501 FGCU Blvd South

Fort Myers FL 33965-6565

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TRANSPERSONAL COMMUNICATION

ENVIRONMENTS OF CARING

COMMUNICATION

SHARED MEANINGS

WAYS OF

KNOWING

PRACTICE JUDGMENT

HOLISTIC UNDERSTANDING

CRITICAL

THINKING

CULTURAL CONGRUENCY

HOLISM

CULTURAL

CONNECTEDNESS

VALUES, BELIEFS,

AND PRACTICES

HEALING

EMPOWERMENT

HEALTH

PROMOTION

HEALTH

[pic]

HEALTH PROMOTION

CARING

CRITICAL

THINKING

CULTURAL

CONNECTEDNESS

COMMUNICATION

COMMUNITY PARTNERSHIPS

COMMUNITY PARTNERSHIPS

GLOBAL

PERSPECTIVE

NURSING

CARING

CLIENTS

ENVIRONMENT

ENVIRONMENT

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